editorial board of jpbi (jurnal pendidikan biologi indonesia) department of biology education, faculty of teacher training and education university of muhammadiyah malang, indonesia kampus iii (3rd campus) universitas muhammadiyah malang gkb 1 (1st building), lantai 5 (5th floor), bioedu room jalan raya tlogomas 246, malang, east java, indonesia, postal code: 65144 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com subscription form name : ………………………………………………………… ………………………………………………………… address : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… postal code : ……………………………………….. telp. : ……………………………………….. please mention that you subscribe for jpbi start from volume…….. issue…… to volume……. issue…….. the price of printed jpbi is idr 200,000 for 1 exemplar or idr 500,000 for one volume (3 exemplar). the total of subscription fee idr ……………………………… (…………………………………………………………………………………………..) has been transfered to the bank account number 0428151603 (bni 46 cabang pembantu universitas muhammadiyah malang) by the name of diani fatmawati*). please fill and return to the above address. ……………………..,…………...20 customer, (…………………………………….) *) please send the scanned of payment proof to journal.biologyeducation@gmail.com mailto:journal.educationalbiology@gmail.com mailto:journal.biologyeducation@gmail.com editorial office: department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2442-3750 (print) issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://u.lipi.go.id/1422867894 issn: 2442-3750 (print) issn: 2527-6204 (online) volume 8, issue 1, march 2022 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 105/e/kpt/2022 as a sinta 2 journal (2021-2026). jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in eric, doaj, base, garuda, google scholar, sinta, and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have i mplications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief assoc. prof. dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; chairman of world academy of medical sciences (wams); department of biotechnology, faculty of advanced sciences and technologies, university of isfahan, isfahan, iran, islamic republic of editorial advisory regional southeast asia prof. dr. henita rahmayanti, scopus id: 57193697371, department of population and environmental education, universitas negeri jakarta, the special capital of jakarta, indonesia editorial board • prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia • prof. dr. nobuyasu katayama, scopus id: 7102706409; tokyo institute for biology education; and department of biology, faculty of education, tokyo gakugei university, koganei, japan, japan • prof. dr. dongryeul kim, scopus id: 57037347100, biology education major, department of science education, college of education, daegu national university of education, daegu, korea, republic of • prof. dr. animesh ku. mohapatra, scopus id: 35729036800; department of life science, regional institute of education (ncert), bhubaneswar, odisha, india http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs%2burl%3ajpbi&refid=dclink http://garuda.ristekdikti.go.id/journal/view/7984 https://scholar.google.co.id/citations?user=gdhwbquaaaaj&hl=en http://sinta2.ristekdikti.go.id/journals/detail?id=2250 • prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia • prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia • prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh • assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content student’s environmental literacy: an educational program reflections for sustainable environment i made surya hermawan, hadi suwono, anak agung inten paraniti, jittawisut wimuttipanya 1-9 virtual laboratory based online learning: improving environmental literacy in high school students anggi angreani, s. saefudin, rini solihat 10-21 developing madura local content and augmented reality-based digital textbook to improve scientific reasoning ability mochammad yasir, ana yuniasti retno wulandari, nur qomaria, binar kurnia prahani, dwikoranto 22-31 promote collaboration skills during the covid-19 pandemic through predictobserve-explain-based project (poep) learning silfia ilma, mimien henie irawati al-muhdhar, fatchur rohman, murni saptasari 32-39 scientific literacy refinement at islamic junior high schools using socio-science spirituality learning model resty rahmatika, muhamad amin, mimien henie irawati al-muhdhar, hadi suwono 40-50 the understanding of male and female students on the basic concepts of evolution lud waluyo, abdulkadir rahardjanto 51-57 influence of teachers’ self-efficacy on secondary school students’ self-efficacy in biology in ogbomoso, nigeria mulkah adebisi ahmed, ahmed abiodun lawal, rihanat aduke ahmed 58-64 application of genetic problem base online discussion to improve genetic literacy of prospective teachers yuyun maryuningsih, topik hidayat, r. riandi, nuryani y. rustaman 65-76 developing the guided inquiry-based module on the circulatory system to improve student's critical thinking skills dynna sri wulandari, baskoro adi prayitno, m. maridi 77-85 mind mapping with problem-posing: can it affect student’s problem-solving skills in schoology-based learning? miswandi tendrita, muhammad fath azzajjad, dewi satria ahmar 86-94 https://ejournal.umm.ac.id/index.php/jpbi/article/view/16889 https://ejournal.umm.ac.id/index.php/jpbi/article/view/16889 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18120 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18120 https://ejournal.umm.ac.id/index.php/jpbi/article/view/16917 https://ejournal.umm.ac.id/index.php/jpbi/article/view/16917 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17622 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17622 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18989 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18989 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18636 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17231 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17231 https://ejournal.umm.ac.id/index.php/jpbi/article/view/19035 https://ejournal.umm.ac.id/index.php/jpbi/article/view/19035 https://ejournal.umm.ac.id/index.php/jpbi/article/view/16512 https://ejournal.umm.ac.id/index.php/jpbi/article/view/16512 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18565 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18565 research article/article review type the paper title, capitalize first letter (19 pt, the title describes the conducted research, arial narrow, font size 19, single line spacing, 0 pt after spacing) first author a,1,*, second author b,2, third author b,3 (at least 2 authors; arial narrow, font size 11) a first affiliation, address, city and postcode, country (8pt) b second affiliation, address, city and postcode, country (8pt) 1 email first author*; 2 email second author; 3 email third author (8pt) * corresponding author a r t i c l e i n f o a b s t r a c t ( 10 p t ) article history …………………………………. type your abstract here (9pt). abstract, which comprised of approximately 200 words, provides a brief description of research problems, aims, method used, and results. it emphasizes research results in which written in single line spacing with left and right margin are 0.5 cm narrower than main text. 3 to 5 keywords must be written to describe the research scope observed as well as the main terms undergirding the research. these keywords can be single and/or combined words. copyright © 20xy, first author et al this is an open access article under the cc–by-sa license received revised accepted published keywords keyword_1 keyword_2 keyword_3 keyword_4 keyword_5 how to cite: first author, second author., & third author. (20xx). the title. jpbi (jurnal pendidikan biologi indonesia), vol(no), xx yy. doi: https://doi.org/10.22219/jpbi.vxiy.xxyy introduction (heading 1) (bold, 12pt) this section could also provide the expected results. the introduction must be written in single line spacing. the introduction comprises of: (1) research problem; (2) insight and problem solve planning; (3) summary of theoretical studies and the results of the present study (state of the art), related to the observed problems (gap), and (4) research aims. according to armagan (2014), the introduction section comprises the first portion of the manuscript, and it should be written using the simple present tense. additionally, abbreviations and explanations are included in this section. the main goal of the introduction is to convey basic information to the readers without obligating them to investigate previous publications and to provide clues as to the results of the present study (references should be selected from updated publication with a higher impact factor, traceable, and prestigious source books). to do this, the subject of the article should be thoroughly reviewed, and the aim of the study should be clearly stated immediately after discussing the basic references. this template format was made in ms word (.doc) which then been saved in rich text format (.rtf) and can be downloaded in http://ejournal.umm.ac.id/index.php/jpbi. it enables the authors to prepare their manuscripts which meet the jpbi conditions properly. the body articles must be written in arial narrow, font size 11, 0 pt before spacing, and 0 pt after spacing. 10.22219/jpbi.vxiy http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 1 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. x no. y month 20xy, pp. xx-yy http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.vxiy.xxyy http://ejournal.umm.ac.id/index.php/jpbi http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 jpbi (jurnal pendidikan biologi indonesia) vol. x, no. y, month 20xy, pp. xx-xx first author et.al (title of paper shortly, 3-5 first-words) method basically, this section describes the way the research was done. the main materials must be written here: (1) research design; (2) population and samples; (3) sample collection techniques and instrumental development; and (4) data analysis techniques. the specification and type of tools and materials must be written in case the researches have been conducted by using them. the qualitative research, such as classroom action research, case studies, and so forth, need to mention the researcher attendance, research subject, and participated informants, as well as the methods used to explore the data, research location, research duration, and the description of research results validation. it is suggested that the authors avoid organizing the article content into the smaller parts than second subheading in this section. however, in case of unavoidable factors, the writing style must follow the “results and discussion” section. results and discussion this section is the main part of the research result article in which the “fix” results are served. the data analysis processes, such as statistical computing and hypothesis testing, are not necessary to be served. the materials reported are the analysis results and hypothesis testing results. in addition, tables and graphics are also can be showed to enunciate the verbal narration. tables and images must be given a comment or discussion. the details of qualitative research written in some sub-topics which directly related to the focused category. the discussion of article aims to: (1) answer the problems and research questions; (2) show the ways t he findings obtained; (3) interpret the findings; (4) relate the finding results to the settled-knowledge structure; and (5) bring up new theories or modify the exist theories. research results must be clearly concluded in answering the research questions. interpreting the findings should be done by using logics and present theories. the findings in form of facts found in the research fields are integrated to previous researches or present theories. this must be supported by reliable references. in case the researchers bring a new theory, the old theories can be confirmed or rejected, or modify the old theories. in some cases, it is unavoidable to organize an article by making sub-headings. thus, this is the format to write jpbi manuscripts with sub-headings. in this section, there are specific rules which cannot be separated in an article. abbreviations and acronyms the extensions of common abbreviation, such as un, si, mks, cgs, sc, dc, and rms are not necessity to be described. however, it is crucial to give the extension for uncommon abbreviations or acronyms which made by authors. for instance: oidde (orientation, identify, discussion, decision, and engage in behavior) learning model can be used to train mastering solving problem skills. it is suggested to not using abbreviation or acronyms in the manuscript title, unless unavoidable. units units in articles must be written by considering the below conditions. (a) use si or cgs as main units in which si is the priority. (b) avoid mixing si and cgs in order to eliminate biases and inequivalence of equation dimensions. it is not suggested to mix abbreviation of units with unabbreviated units. for example, instead of using “webbers/m2”, the author should use “wb/m2” or “webbers per meter per square”. equations the authors are suggested to write the equations used by using arial narrow font or symbol. in case there are more than one equation, it must be given equation numbers. the number must be placed in the right side of the equations and given in order i.e. (1), (2) and so on. italic font is used for variable; while bold font is used for vector. (1) (2) (3) 2 jpbi (jurnal pendidikan biologi indonesia) vol. x, no. y, month 20xy, pp. xx-xx first author et.al (title of paper shortly, 3-5 first-words) images and tables place the labels above for tables and below for images. write the table label specifically, for example table 1, in case the author refers the table 1 mentioned. the example of writing table and figure information is as below. table 1. table format table head table column subhead table column head subhead subhead copy more table copya a. sample of a table footnote. (table footnote) citation figure 1. example of image information citation and referencing must be written based on apa style 6th edition which is organized by using mendeley software latest version. references used at least 30, 80% primary sources (reputable journals and research reports including thesis and dissertation) and 5 (five) years of publication. conclusion this part provides the summary of results and discussion which refers to the research aims. thus, the new principal ideas, which are essential part of the research findings, are developed. the suggestions, which are arranged based on research discussed-findings, are also written in this part. these should be based on practical activities, new theoretical development, and/or advance research. acknowledgment this section can be written in case there are certain parties need to be acknowledged, such as research sponsors. the acknowledgement must be written in brief and clear. in addition, avoid the hyperbole acknowledgment. references citation and referencing must be written based on apa style 6th edition which is organized by using mendeley software latest version. supplementary material supplementary material that may be helpful in the review process should be prepared and provided as a separate electronic file. that file can then be transformed into pdf format and submitted along w ith the manuscript and graphic files to the appropriate editorial office. 3 instead of inserting figures or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. editorial board of jpbim (jurnal pendidikan biologi indonesia) department of biology education, faculty of teacher training and education university of muhammadiyah malang, indonesia kampus iii (3rd campus) universitas muhammadiyah malang gkb 1 (1st building), lantai 5 (5th floor), bioedu room jalan raya tlogomas 246, malang, east java, indonesia, postal code: 65144 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com subscription form name : ………………………………………………………… ………………………………………………………… address : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… postal code : ……………………………………….. telp. : ……………………………………….. please mention that you subscribe for jpbi start from volume…….. issue…… to volume……. issue…….. the price of printed jpbi is idr 200,000 for 1 exemplar or idr 500,000 for one volume (3 exemplar). the total of subscription fee idr ……………………………… (…………………………………………………………………………………………..) has been transfered to the bank account number 0428151603 (bni 46 cabang pembantu universitas muhammadiyah malang) by the name of diani fatmawati*). please fill and return to the above address. ……………………..,…………...20 customer, (…………………………………….) *) please send the scanned of payment proof to journal.biologyeducation@gmail.com mailto:journal.educationalbiology@gmail.com mailto:journal.biologyeducation@gmail.com editorial office: department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2442-3750 (print) issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://u.lipi.go.id/1422867894 penggunaan nama ilmiah di judul tidak boleh disingkat jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 27-34) 27 perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar dan berfikir tingkat tinggi pada mata pelajaran biologi kelas 11 man tempursari – ngawi novita adiqka putri 1 , nurwidodo 1 , yuni pantiwati 1 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail : nurwidodo88@yahoo.com abstract based on pisa (programme for international student assessment) data which pisa is international studied about reading, math, and science literacy students achievement attained the age of 15 giving the result. in 2006 at indonesia that students answer composition indicated lower understanding toward basic of science concepts (students could not interpret the data, explain casual relationship, solve the problems), limited expressing in mind, had lower scientific logical, lower ability toward basic of science concept and connection toward the surrounding facts. it is supported with lower teacher competency data and the usage of un-variation learning model. in that case, it is needed an learning model to solve the problem, one of learning model that can be used is open inquiry and guided inquiry. in this present study, researcher used true-experiment by using simple random sampling technique. the purposes of this study are; (1) to know the differences study between open inquiry and guided inquiry learning model, (2) to know the differences higher order thinking between open inquiry and guided inquiry learning model. this research was hold in xi science class man tempursaringawi. independent learningdata obtained based on temporary questionnaires, higher order thinking obtained by essay questions. the data analysis used by using one way anova test. the result of this study showed that (1) ftest>ftable , 5.805 > 4.07till the using of learning model give different result toward independent learning, (2)ftest>ftable, 4.374 > 4.07till the using of learning model give different result toward higher order thinking skill. key words: inquiry, open inquiry, guided inquiry, independent learning, higher order thinking skill. keberhasilan dalam pendidikan tidaklah lepas dari kegiatan proses belajar mengajar. dalam proses belajar mengajar diperlukan suatu ketrampilan atau keahlian tertentu oleh guru untuk menyampaikan materi pelajaran. belajar mengajar pada dasarnya adalah interaksi atau hubungan timbal balik antara guru dan siswa dalam situasi pendidikan. oleh karena itu, guru dalam mengajar dituntut kesabaran, keuletan, dan sikap terbuka di samping kemampuan dalam situasi belajar mengajar yang lebih aktif (utami, 2012) pembelajaran biologi bertujuan untuk memahami hakikat biologi. hakikat biologi adalah kumpulan konsep dan prinsip, proses memperoleh eksplanasi ilmiah fenomena alam, dan konteksnya dalam kehidupan sehari-hari. pembelajaran biologi memberikan pengalaman belajar pada siswa yang ditekankan melalui peran aktif dalam menemukan dan mengkonstruksi pengetahuannya. piaget dalam sanjaya (2010) menyatakan bahwa pengetahuan bukanlah hasil “pemberian” orang lain seperti guru, tetapi hasil dari “proses mengkonstruksi” yang dilakukan setiap individu. oleh sebab itu, siswa yang secara aktif terlibat dalam proses pembelajaran dicirikan pada dua aktivitas yakni aktif dalam berpikir (minds-on) dan aktif dalam berbuat (hands-on). pola pembelajaran sma lebih ditekankan bagaimana siswa tersebut dapat menganalisis, mensintesis dan mengevalusi pembelajaran melalui soal atau yang disebut dengan berfikir tingkat tinggi. kemampuan berfikir tingkat tinggilah yang dinilai masih belum maksimal karena di beberapa instrument evaluasi belajar (soal) banyak dominan jurnal pendidikan biologi indonesia volume 1 nomor 4 (issn: 2442-3750) (halaman 27-34) novita adiqka putri dkk, perbedaan model pembelajaran open inquiry 28 menggunakan kemampuan berfikir tingkat rendah. berdasarkan data dari pisa (programme for international student assessment) yang merupakan studi internasional tentang prestasi literasi membaca, matematika, dan sains siswa sekolah berusia 15 tahun memberikan hasil di tahun 2060 di indonesia bahwa komposisi jawaban siswa mengindikasikan lemahnya pemahaman terhadap konsep dasar sains (tidak bisa mengintreprestasi data, menerangkan hubungan kasual, memecahkan masalah), keterbatasan mengungkapkan pikiran, kemampuan nalar ilmiah masih rendah, lemahnya penguasaan siswa terhadap konsep dasar sains dan keterkaitan terhadap fakta-fakta disekitarnya (kemendikbud, 2009). pembelajaran ipa biologi lebih banyak menekankan siswa untuk bersikap kritis atau ilmiah. oleh karenanya, penggunaan metode pembelajaran harus disesuaikan dengan kebutuhan dari pembelajaran tersebut. salah satu metode pembelajaran yang sesuai dengan kontens pembelajaran biologi adalah metode inquiry. inquiry merupakan suatu proses yang bermula dari merumuskan masalah, merumuskan hipotesis, mengumpulkan data, menganalisis data, dan membuat kesimpulan (trianto, 2010). kemampuan inquiry sering dikaitkan dengan kegiatan penyelidikan atau eksperimen.pada kegiatan penyelidikan, siswa dapat mengkonstruksi pemahaman melalui pertanyaan, mendisain, dan menghubungkannya dalam bentuk investigasi, kemampuan analisis, dan mengkomunikasikan penemuannya. salah satu prinsip utama inquiry, yakni dapat mengkonstruksi sendiri pemahamannya dengan melakukan aktivitas aktif melalui investigasi pengetahuan (zein, 2007). metode inquiry dapat di bagi menjadi beberapa model. salah satu model atau tipe dari inquiry adalah open inquiry (inquiry terbuka atau bebas) dan guided inquiry (inquiry terbimbing). keduanya merupakan inquiry dengan tipe berbeda. open inquiry lebih menekankan siswa untuk bekerja sendiri dari mulai mencari masalah hingga menemukan jawabannya sehingga kemandirian siswa sangat diperhitungkan. sementara guided inquiry dalam proses pembelajarannya siswa masih mendapatkan bantuan dari guru atau guru melakukan pembimbingan pada siswa secara penuh. dengan membandingkan keduanya maka akan diperoleh hasil yang beragam dalam pembelajaran. open inqury dan guided inquiry juga dapat digunakan menjadi tolak ukur kemandirian siswa. proses pembelajaran siswa dihadapkan pada langsung masalah sains atau biologi yang banyak dijumpai dalam kehidupan sehari – hari. sehingga metode pembelajaran inquiry dapat digunakan sebagai alternative metode pembelajaran. ardana (2000) mengemukakan bahwa paradikma belajar yang diinginkan abad pengetahuan adalah belajar berorientasi pada proyek, masalah, penyelidikan (inquiry), penemuan, dan penciptaan. inquiry dapat mengajak siswa untuk mampu mengembangkan berbagai hipotesis dalam pikirannya, kemudian mampu berpikir divergen. penggunaan model inquiry sangat berkaitan dengan peningkatan kemandirian siswa. menurut amin (2010) “membantu siswa untuk mandiri berarti menolong mereka dari bantuan orang lain”. penerapan sistem pembelajaran inquiry yang mana siswa mempunyai kewenangan penuh pada dirinya dalam menemukan konsep pengetahuan, merupakan bentuk peningkatan kemandirian yang bisa diterapkan pada siswa. berdasarkan uraian dan gambaran umum di atas maka peneliti akan meneliti tentang “perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar dan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 27-34) 29 berfikir tingkat tinggi pada mata pelajaran biologi man tempursari ngawi”. metode jenis penelitian yang digunakan pada penelitian ini adalah penelitian true eksperimen atau eksperimen yang sesungguhnya.menurut sugiyono (2010) bahwa pada penelitian ini, peneliti dapat mengontrol semua variabel luar yang mempengaruhi jalannya eksperimen.ciri utama dari true eksperimen adalah bahwa, sampel yang digunakan untuk eksperimen maupun sebagai kelompok kontrol diambil secara random dari populasi tertentu. jadi cirinya adalah adanya kelompok kontrol dan sampel dipilih secara random. desain penelitian yang digunakan dalam penelitian ini adalah the posstest only control group design dengan 3 perlakuan. populasi yang digunakan pada penelitian ini adalah siswa kelas 11 ipa man tempursari-ngawi.teknik pengambilan sampel yang digunakan adalah simple random sampling, yaitu pengambilan sampel secara acak sederhana, dimana setiap individu atau unit anggota dari populasi mempunyai kesempatan yang sama untuk dipilih menjadi sampel. dalam hal ini sampel yang digunakan adalah 45 siswa dari 11 ipa 1, 11 ipa 2 dan 11 ipa 3 man tempursari ngawi. variabel bebas dalam penelitian ini adalah penggunaan model open inquiry dan guided inquiry. variabel terikat dalam penelitian ini adalah kemandirian belajar siswa dan hasil belajar siswa berfikir tingkat tinggi. hasil belajar yang diukur dalam penelitian ini adalah kemampuan berfikir tinggi yang diukur dengan soal-soal c4,c5,c6. sedangkan kemandirian belajar siswa yang di ukur adalah semangat belajar, percaya diri, bertanggung jawab, kontrol diri, inisiatif diri, mampu mengambil keputusan, sifat ungin tahu, hasrat bersaing dengan menggunakan angket pembelajaran, hasil observasi dan wawancara. prosedur penelitian dalam penelitian ini adalah sebagai berikut: tahap persiapan, peneliti melakukan observasi terhadap pembelajaran biologi di man tempursari dengan teknik pengamatan dan wawancara kepada guru biologi, membuat instrumen penelitian berupa tes esai sebanyak 5 soal yang bertujuan untuk mengukur hasil belajar berfikir tingkat tinggi dimulai dari c4-c6. menyusun angket pembelajaran untuk mengukur kemandirian siswa, kemandirian siswa yang di ukur adalah hasrat bersaing, semangat belajar, mampu mengambil keputusan, percaya diri, bertanggung jawab, sifat ingin tahu, menyusun lembar observasi dan wawancara siswa selama di kelas (lembar ini digunakan untuk mengukur kemandirian siswa), menyusun perangkat pelaksanaan pembelajaran (rpp) open inquiry dan guided inquiry materi jaringan hewan dan lembar kerja siswa (lks). tahap pelaksanaan pembelajaran model open inquiry dan guided inquiry dalam penelitian ini adalah sebagai berikut: 1. sebelum pelaksanaan pembelajaran, peneliti membagikan lembar observasi. selama pembelajaran berlangsung, observer mencatat hasil pengamatan kegiatan siswa pada lembar observer yang telah ditentukan oleh peneliti untuk menukur kemandirian belajar awal siswa. 2. guru melaksanakan tindakan model open dan guided inquiry . adapun langkah-langkahnya berdasarkan sintaks model open dan guided inquiry adalah sebagai berikut: a. menyajikan masalah, b. mengumpulkan dan verifikasi data c. melakukan eksperiman, d. mengorganisasikan dan membuat penjelasan, jurnal pendidikan biologi indonesia volume 1 nomor 4 (issn: 2442-3750) (halaman 27-34) novita adiqka putri dkk, perbedaan model pembelajaran open inquiry 30 e. menganalisis proses inquiry (membuat kesimpulan 3. guru memberikan soal diakhir pelajaran untuk mengetahui hasil belajar siswa dan memberikan angket pemebelajaran untuk mengukur kemandirian siswa. instrument pengumpulan data dalam penelitian ini adalah terdiri dari: 1. instrument tes berupa soal esaidengan jumlah 5 soal. 2. instrumen yang digunakan untuk mengetahui kemandirian siswa berupa lembar observasi, wawancara dan lembar angket yang terdiri dari 30 pertanyaan. metode pengumpulan data dalam penelitian ini adalah metode angket, meode observasi dan metode wawancara. setelah diperoleh data kemandirian belajar siswa dan berfikir tingkat tinggi, kemudian dilanjutkan pengujian hipotesa dengan menggunakan uji analisis varians (anova). analisis varians yang digunakan adalah analisis varians satu jalan. hasil dan pembahasan perbedaan kemandirian belajar sebanyak 40 siswa dari 45 sampel siswa dikategorikan memiliki kemandirian belajar yang tinggi yaitu > 110 skor rentang kategori tinggi, sementara 5 orang dikategorikan kemandirian belajar sedang< 110 skor rentang kategori sedang. skor ideal (kriterium) untuk seluruh item 5 x 30 = 150. rata-rata skor perlakuan untuk open inquiry adalah 125,53 , guided inquiry 119,6 dan kontrol 116.46. hal ini berarti rata-rata kemandirian siswa berada dalam kategori tinggi. berdasarkan uji anova bahwa rata-rata penggunaan model pembelajaran memang berbeda dengan demikian kesimpulan yang di dapatkan masing-masing penggunaan model pembelajaran memberikan hasil yang berbeda berdasarkan kemandirian belajar. pada pembelajaran guided inquiry kemandirian siswa cukup tinggi tetapi tidak terlihat secara jelas karena pembelajaran banyak peran dari guru. sementara pembelajaran dengan kontrol tidak memungkinkan siswa untuk mengeksplor kemampuan dikarenakan pembelajaran hanya berbatas pada ceramah. hal ini juga di dukung oleh hasil observasi dan wawancara terhadap kemandirian belajar siswa pada siswa open inquiry hasil kemandirian belajar 92.85%, guided inquiry 92,85% dan kontrol 71,43%. hal ini berarti rata-rata kemandirian belajar berdasarkan observasi lebih tinggi pada perlakuan inquiry baik open maupun guided. siswa dengan perlakuan open dan guided lebih aktif bertanya dan kritis terhadap suatu permasalahan, mereka juga lebih mampu membuat kesimpulan terhadap suatu permasalahan yang diberikan. penerapan model pembelajaran pada masingmasing kelas ternyata mempunyai pengaruh terhadap kemandirian belajar siswa. penerapan model pembelajaran inquiry mempunyai pengaruh yang lebih besar pada peningkatan kemandirian belajar siswa dari pada penerapan model pembelajaran konvensional. hal ini sesuai dengan yuliyanti (2009) yang mengungkapkan bahwa masing-masing metode tersebut mempunyai kelebihan dan kekurangan. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 27-34) 31 tabel.1 data skor kemandirian belajar open inquiry guided inquiry kontrol no total skor no total skor no total skor 1 132 16 123 31 111 2 127 17 132 32 104 3 126 18 114 33 110 4 135 19 120 34 114 5 129 20 115 35 120 6 124 21 118 36 117 7 125 22 125 37 130 8 126 23 115 38 118 9 128 24 121 39 104 10 114 25 116 40 121 11 135 26 119 41 132 12 129 27 129 42 107 13 124 28 125 43 120 14 111 29 113 44 112 15 118 30 109 45 127 skor total (∑) 1883 1794 1747 rata-rata 125.53 119.6 116.46 tabel 2. data berfikir tingkat tinggi open inquiry guided inquiry kontrol 1 15 16 16 31 13 2 11 17 12 32 12 3 14 18 10 33 13 4 18 19 17 34 13 5 14 20 14 35 11 6 17 21 17 36 18 7 12 22 37 14 8 10 23 13 38 10 9 14 24 11 39 11 10 9 25 14 40 11 11 18 26 16 41 11 12 12 27 11 42 14 13 12 28 7 43 17 14 12 29 13 44 10 15 5 30 18 45 10 skor total 193 189 188 rata-rata 12,86 13,4 12,53 tabel 3. ringkasan uji anova kemandirian belajar f hitung sig f tabel 5.805 0.006 4.07 jurnal pendidikan biologi indonesia volume 1 nomor 4 (issn: 2442-3750) (halaman 27-34) novita adiqka putri dkk, perbedaan model pembelajaran open inquiry 32 perbedaan berfikir tingkat tinggi berdasarkan data hasil berfikir tingkat tinggi, jumlah nilai tertinggi terdapat pada perlakuan open inquiry yaitu 193 dari 15 sampel yang digunakan dalam pembelajaran. sementara nilai guided inquiry dan kontrol sebesar 189 dan 188. nilai tertinggi adalah 18 sementara nilai terendah adalah 5. sementara berdasarkan uji anova dengan kesimpulan bahwa rata – rata populasi berbeda atau rata – rata penggunaan model pembelajaran memang berbeda. berdasarkan skor rata-rata siswa, nilai dengan rata-rata tertinggi pada guided inquiry. tetapi jumlah skor total tertinggi terdapat pada open inquiry. pada pembelajaran open dan guided hasil yang mereka dapatkan dalam evaluasi soal berfikir tingkat tinggi berdasarkan pengalaman yang mereka dapatkan dalam pembelajaran sementara perlakuan kontrol materi yang di ajarkan oleh guru lebih mendetail sehingga hasil belajar dengan soal berfikir tinggi tidak memiliki rentang nilai yang cukup jauh. namun demikian pembelajaran dengan menggunakan open inquiry dan guided inquiry efektif digunakan untuk pembelajaran selain metode konvensional yang banyak ditemukan saat ini. ardana (2000) mengemukakan bahwa paradikma belajar yang diinginkan abad pengetahuan adalah belajar berorientasi pada proyek, masalah, penyelidikan, penemuan, dan penciptaan. inquiry dapat mengajak siswa untuk mampu mengembangkan berbagai hipotesis dalam pikirannya, kemudian mampu berpikir divergen (suyanto, 2005). sementara kemampuan berfikir tinggi dapat di ukur dengan menggunakan model pembelajaran yang memungkinkan siswa untuk berfikir kritis, mampu memecahkan masalah, mampu menganalisis serta mengambil keputusan atau kesimpulan seperti pembelajaran inquiry. kesimpulan dan saran kesimpulan berdasarkan penelitian perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar dan berfikir tingkat tinggi, hasil yang didapatkan adalah : 1. terdapat perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar siswa. rata-rata skor angket siswa open inquiry125,53, guided inquiry119,6 dan kontol 116,6. 2. terdapat perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan berfikir tingkat tinggi 3. berdasarkan pemberian soal dengan kategori c4, c5 dan c6 skor kelompok open inquiry 193, guided inquiry189 dan kontrol 188. 4. berdasarkan hasi lobservasi dan wawancara, siswa dengan pembelajaran open inquiry dan guided inquiry memiliki kemandirian belajar lebih baik daripada perlakuan kontrol. saran dari hasil penelitian ini, maka penulis menyampaikan saran bahwa : 1. pada waktu menerapkan pembelajaran dengan model open inquiry dan guided inquiry hendaknya masalah yang dikemukakan dapat digunakan untuk penelitian atau eksperimen agar hasil yang di dapatkan lebih maksimal. 2. bagi guru bidang studi khususnya biologi diharapkan bias menjadikan pembelajaran dengan model open dan guided inquiry sebagai salahsatu jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 27-34) 33 alternatif dalam proses belajar mengajar. daftar pustaka amin, m. h. 2010. hasil belajar biologi ditinjau dari pembelajaran inkuiri dan kemandirian belajar pada kelas vii smp n 16 surakarta tahun ajaran 2008/2009. skripsi sarjana pendidikan, program studi pendidikan biologi universitas sebelas maret, surakarta. ardana, w. 2000. reformasi pembelajaran menghadapi abad pengetahuan. makalah disajikan dalam seminar dan diskusi panel nasional teknologi pembelajaran v. diselenggarakan oleh program studi tep pps um bekerjasama dengan ikatan profesi teknologi pendidikan indonesia (iptpi) cabang malang, 7 oktober 2000. puspawati, nanik. 2011. penerapan model pembelajaran problembased-learnig dipadukan dengan strategi inquiri untuk peningkatan kemampuan pemecahan masalah dan hasil belajar biologi. skripsi sarjana pendidikan. jurusan pendidikan biologi universitas muhammadiyah malang, malang rosnawati. 2009. enam tahapan aktivitas dalam pembelajaran matematika untuk mendayagunakan berpikir tingkat tinggi siswa. seminar nasional dengan tema : ”revitalisasi mipa dan pendidikan mipa dalam rangka penguasaan kapasitas kelembagaan dan profesionalisme menuju wcu” tanggal 16 mei 2009 sanjaya, wina. 2010. strategi pembelajaran berorientasi standar proses pendidikan. prenada media group: jakarta. sudarmin, 2012. meningkatkan kemampuan berpikir tingkat tinggi mahasiswa melalui pembelajaran kimia terintegrasi kemampuan generik sains. varia pendidikan, no. 1 vol 24, juni 2012 hal. 97-103 sugiyono. 2010. metode penelitian pendidikan. alfabeta . bandung sumarmo, utari. 2013. kemandirian belajar: apa, mengapa, dan bagaimana dikembangkan pada peserta didik. fmipa upi, bandung. tahar, i. & enceng. 2006. hubungan kemandirian belajar dan hasil belajar pada pendidikan jarak jauh. jurnal pendidikan terbuka dan jarak jauh, no. 2 vol. 7, september 2006 hal. 91-101 trianto. 2006. model pembelajaran terpadu dalam teori dan praktek. jakarta : prestasi pustaka publisher trianto. 2010. model pembelajaran terpadu : konsep, strategi dan implementasinya dalam kurikulum tingkat satuan pendidikan (ktsp). jakarta : pt. bumi aksara utami. 2012. pengaruh strategi pembelajaran guided inquiry terhadap keterampilan proses sains ditinjau dari gaya belajar siswa kelas viii smp negeri 1 jurnal pendidikan biologi indonesia volume 1 nomor 4 (issn: 2442-3750) (halaman 27-34) novita adiqka putri dkk, perbedaan model pembelajaran open inquiry 34 jaten tahun pelajaran 2011/2012. skripsi sarjana pendidikan. jurusan pendidikan biologi universitas sebelas maret, surakarta yuliati, l. 2013. efektivitas bahan ajar ipa terpadu terhadap kemampuan berpikir tingkat tinggi siswa smp. jurnal pendidikan fisika indonesia, no. 9 vol 1 januari 2013 hal 53-57 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 17-22 10.22219/jpbi.v5i1.7117 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 17 research article the relationship between personal responsibility and pro-environmental intention in high schools’ students ahsanul akhsan dasi a,1,*, mieke miarsyah b,2, rusdi b,3 a department of biology education, faculty of mathematics and science, universitas negeri jakarta, jl. pemuda no.10, rt.8/rw.5, rawamangun, pulo gadung, east jakarta city, the special capital territory of jakarta (dki, jakarta) 13220, indonesia b department of biology, faculty of mathematics and science, universitas negeri jakarta, jl. pemuda no.10, rt.8/rw.5, rawamangun, pulo gadung, east jakarta city, the special capital territory of jakarta (dki, jakarta) 13220, indonesia 1 ahsanulakhsandasi@gmail.com*; 2 mmiarsyah@unj.ac.id; 3 rusdibioma@yahoo.com * corresponding author introduction changes in ecosystems are caused by human activities, climate change, habitat changes (changes in land use and physical adjustment of natural resources) (bellard, bertelsmeier, leadley, thuiller, & courchamp, 2014; fedele, locatelli, djoudi, & colloff, 2018; kanianska, 2016; rechkemmer & von falkenhayn, 2009; seebacher & franklin, 2012), population changes, over-exploitation, technological change, and pollution (keshavarz & karami, 2016). various environmental problems pose a threat to the environment, including global warming, urban air pollution, lack of water, environmental noise, and loss of biodiversity (anand, 2013; ashurst, hargitt, & palmer, 2017; ernst, blood, & beery, 2015; hasnat, kabir, & hossain, 2018; sadhu, garg, & kumar, 2018; steg & vlek, 2009; united nations environment programme, 2017). many of these problems are a r t i c l e i n f o a b s t r a c t article history received november 23, 2018 revised february 04, 2019 accepted february 23, 2019 published march 11, 2019 the role of personal responsibility is important to foster a pro-environmental intention can change students' pro-environmental behavior. this study was aimed to analyze the relationship between personal responsibility and pro-environmental intention in xi-mipa students at sshs of 8 makassar, south sulawesi. this study used a quantitative approach with a descriptive method of correlation techniques. partisipants for study were 120 students. data collection used non-test instruments. analysis of research data used a regression model test (α = 0.05) and coefficient test with pearson product moment test (α = 0.05). the results showed that there was a positive relationship between personal responsibility and pro-environmental intention. students who have a high personal responsibility have several advantages, namely (1) can learned how to respect the rights and feelings of others, decide their own desires and the importance of being responsible; (2) able to become independent learners, able to play an active role in learning and their desires more responsibly, and (3) can learn how to respect the rights and feelings of others, decide their own desires and the importance of being responsible. copyright © 2019, dasi et al this is an open access article under the cc–by-sa license keywords personal responsibility pro-environmental intention problem solving how to cite: dasi, a. a., miarsyah, m., & rusdi, r. (2019). the relationship between personal responsibility and pro-environmental intention in high schools' students. jpbi (jurnal pendidikan biologi indonesia), 5(1), 17-22. doi: https://doi.org/10. 22219/jpbi.v5i1.7117 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7117 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ahsanulakhsandasi@gmail.com mailto:mmiarsyah@unj.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.%2022219/jpbi.v5i1.7117 https://doi.org/10.%2022219/jpbi.v5i1.7117 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7117&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 17-22 18 dasi et.al (the relationship between personal responsibility …) rooted in human behavior and thus can be managed by changing relevant behaviors so as to reduce environmental impacts (aunger & curtis, 2016; bornstein, hahn, & haynes, 2011; hope & jones, 2014; kollmuss & agyeman, 2002; martin, maris, & simberloff, 2016; michie, west, sheals, & godinho, 2018; steg & vlek, 2007, 2009). problem solving for the environment can be done by the community component as well as personally (harris, 2019; johnson et al., 2007; zastrow, kirst-ashman, & hessenauer, 2019). one effort that can be done to solve environmental problems is in the form of growing the pro-environmental intention that has an impact on behaviour (bronfman, cisternas, lópez-vázquez, de la maza, & oyanedel, 2015; curtis, reid, & reeve, 2014; kinzig et al., 2013; wray-lake, flanagan, & osgood, 2010). hines, hungerford, and tomera developed a model of responsible environmental behavior. in their model, the pro-environmental responsible is influenced by personality factors. one of the personality factors is personal responsibility (pan, chou, morrison, & lin, 2018). from the point of view of psychology, responsibility can be defined as the limitation of self-chosen individuals relate to taking action depending on how it will affect others (slavoljub, dragica, zorica, zivkovic, & sladjana, 2015). the existence of personal responsibility towards the environment, students can change the environment to be cleaner and safer. responsibility can be regarded as an individual quality, which is reflected in the realization and emotional experience needed to do every important job for everyone, as well as one's readiness to realize responsible behavior (dementiy & grogoleva, 2016). personal responsibility is most commonly understood as accepting responsibility for its own actions, or lack of consequences (mergler & patton, 2007; pickard, 2014). personal responsibility is the ability to regulate one's own thoughts, feelings, and behaviors, along with a willingness to be responsible for choices made based on the social and personal results (joshi & rahman, 2015; manstead, 2018; mergler, 2008; pan et al., 2018). personal responsibility is defined as the belief that someone is the ruler of his life, aware of his choices and goals and is willing to demand accountability for his behavior and get the consequences (bennet, 2017; boysen, 2013; mergler & shield, 2016). the hines model explains that intention to act is influenced by ability, knowledge and personality factors. in the model, locus of control is in personality factors along with attitudes and personal responsbility. based on previous exposure, personal responsibility is one of the factors that influence students' pro-environmental intention. therefore, research is needed on the relationship between personal responsibility and proenvironmental intention. method this study used multiple correlational designs. this study used a quantitative approach with a descriptive method of correlation techniques. the location of study was in students of xi-mipa at state senior high school (sshs) of 8 makassar, south sulawesi. participants for the study were 120 students (valid responses). sample was based on multistage random sampling technique. data collection used non-test instruments. the survey questionnaire was divided into two sections: personal responsibilty and pro-environmental intention were 5point likert scales from 5 (very accurate) to 1 (not accurate). procedure after determining the variables and objectives of the study, researchers conducted a study use non-test instrument in the form of a questionnaire. the results of the questionnaire about personal responsibility will be related to the results of the questionnaire about students' pro-environmental intention. the research was conducted in july 2018. analysis of research data used two tests, the prerequisite test; normality test used kolmogorov-smirnov test and homogeneity test used levene test and hypothesis test; test regression model (α = 0.05) and the correlation coefficient test with pearson product moment test (α = 0.05). results and discussion the data are presented in table 1 (data for each variable), table 2 (regression coefficient test results), table 3 (pearson product moment correlation test), and table 4 (determination coefficient (r2) test results). data for the description of each of the followed variables shows the average, median, standard deviation, sample variation, range, maximum score and minimum score. based on the data obtained a significance value that is smaller than  (0.05) which is 0.027, means that the regression coefficient is significant. the regression equation model formed is ŷ = 61,910 + 0,191x2. the calculated significance level is smaller than the significance level of the test set, which is 0.027<0.05, the model of the relationship between the two variables was linear. based on these equations, it can be interpreted if jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 17-22 1 9 dasi et.al (the relationship between personal responsibility …) there is an increase of 1 score of personal responsibility then it will be followed by an increase in proenvironmental intention of 0.191 in the constant 61.910 through the regression model ŷ. the correlation analysis test uses the pearson product moment test. based on the correlation table (table 3), it is known that the correlation coefficient between personal responsibility and pro-environmental intention is 0.202, that there is a positive correlation, also obtained a significance value that is smaller than alpha, which is 0.027<0.05, which means that there is a significant relationship between personal responsibility and proenvironmental intention. table 1. data for each variable statistics data description pr* pei* mean 82.68 77.10 std. deviation 10.72 10.83 variance 114.92 117.38 range 54 42 minimum 45 51 maximum 99 93 sum 9922 9252 n 120 120 *pr= personal responsibility, pei= pro-environmental intention table 2. regression coefficient test results model unstd. coef std co. t sig. b std. e beta 1 (ctnt) 61.910 6.862 9.021 .000 pr .191 .086 .202 2.236 .027 a. dependent variable: pro-environmental intention table 3. pearson product moment correlation test model personal responsibility pro-env.intention personal responsibility pearson correlation 1 .202* sig.(2-tailed) .027 n 120 120 table 4. determination coefficient (r2) test results model r r square 1 .202a .041 a. predictors: (constant), personal responsibility the calculation data obtained determinant coefficient value determination (r2) equal to 0.041. these results indicated that the variable personal responsibility contributes to the students' pro-envirronmental intention of 4.1% while 95.9% is related to other factors. students who have a high personal responsibility can learned how to respect the rights and feelings of others, decide their own desires and the importance of being responsible. this results are relevant to those proposed by ernst et al. (2015), mergler and shield, 2016), and wray-lake et al (2010) that students who have highe personal responsibility can develop sensitivity to others (including compassion, empathy and interpersonal skills) and the ability to apply learning throughout programs into wider life (eg schools, homes). students who have higher personal responsibility are able to become independent learners, able to play an active role in learning and their desires more responsibly. according to mergler (2008); mergler and patton (2007); and mergler and shield (2016) students with higher personal responsibility are able to become confident individuals, more responsible and creative desires including the ability to make rational and informed decisions about their lives and accept responsibility for their actions. students who have a high personal responsibility can learn how to respect the rights and feelings of others, decide their own desires and the importance of being responsible. for example, when given responsibility for protecting the environment, students who have a high personal responsibility will keep the environment clean. personal responsibility to the environment is the belief of a student to fulfill obligations and reduce consequences by not blaming the circumstances of the actions he made on the environment so that the existence of a high personal responsibility within the student can increase pro-environmental intention. this jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 17-22 20 dasi et.al (the relationship between personal responsibility …) results were also supported by the findings of pan et al. (2018), who argued that personal responsibility for the environment had an influence on one's desires which had an effect on the behavior of the environment itself. this integrative literature review has examined the literature available in educational research that focuses on the quantitative measurement of personal responsibility in participants from high school. contributions to new knowledge have been made by examining the similarities and differences in quantitative definitions and measures of personal responsibility. conclusion the results showed that there was a positive relationship between personal responsibility and proenvironmental intention. the results indicated that the variable personal responsibility contributes to the students' pro-envirronmental intention of 4.1% while 95.9% is related to other factors. students who have a high personal responsibility have several advantages, namely (1) can learned how to respect the rights and feelings of others, decide their own desires and the importance of being responsible; (2) able to become independent learners, able to play an active role in learning and their desires more responsibly, and (3) can learn how to respect the rights and feelings of others, decide their own desires and the importance of being responsible. as a growing sense of personal responsibility continues to be the focus of national education policy, it is important that research in this field be systematically built. providing systematic empirical data about the role of personal responsibility in educational outcomes for students serves to guide educational policy meaningfully. understanding the ways in which researchers explore the development of personal responsibility has been defined, conceptualized and measured its construction can explain the direction for future research. references anand, s. v. 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230-239) 229 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry penerapan pembelajaran guided inquiry untuk meningkatkan motivasi dan hasil belajar ipa pada siswa kelas viiia smp muhammadiyah 2 batu dyah ayu ratnaningrum1), lise chamisijatin1), nur widodo1) 1pendidikan biologi fkip universitas muhammadiyah malang e-mail:lise_chin@yahoo.co.id abstrak guided inquiry atau inkuiri terbimbing adalah salah satu pembelajaran inkuiri yang dalam pelaksanaannya guru menyediakan bimbingan atau petunjuk cukup luas kepada siswa. sebagaian perencaannya dibuat oleh guru, siswa tidak merumuskan problem atau masalah. permasalahan yang dihadapi adalah semangat siswa masih kurang ketika proses pembelajaran berlangsung, kurangnya keinginan dan keberanian bertanya ketika ada permasalahan terhadap materi yang akan disampaikan. tujuan penelitian ini adalah untuk (1) mendeskripsikan penerapan pembelajaran guided inquiry untuk meningkatkan motivasi dan hasil belajar ipa pada siswa kelas viii-a smp muhammadiyah 2 batu (2) mendeskripsikan peningkatan motivasi pada siswa kelas viii-a muhammadiyah 2 batu (3) mendeskripsikan peningkatan hasil belajar ipa pada siswa kelas viii-a smp muhammadiyah 2 batu. jenis penelitian ini merupakan penelitian tindakan kelas (ptk). penelitian ini dilaksanakan dalam dua siklus. tempat dan waktu penelitian dilaksanakan pada tanggal 25 nopember12 desember 2013 di smp muhammadiyah 2 batu. sasaran dalam penelitian ini adalah siswa kelas viii-a yang berjumlah 21 siswa. metode pengumpulan data menggunakan lembar observasi, tes dan hasil belajar, sedangkan motivasi belajar siswa dianalisis menggunakan teori arcs yang terdiri dari 4 aspek attention (perhatian), relevance (keterkaitan), self condition (kepercayaan diri), satisfaction (kepuasan). hasil belajar dianalisis dengan menggunakan ketuntasan belajar. ketuntasan belajar masing-masing siswa disesuaikan dengan kkm sekolah yaitu 75. hasil penelitian pada siklus i menunjukkan persentase rata-rata dari hasil belajar siswa yang meliputi penyajian masalah, membuat hipotesis, melakukan percobaan, menjelaskan hasil data, membuat kesimpulan adalah 70,26%. setelah dilakukan perbaikan tindakan siklus ii rata-rata dari hasil belajar siswa 80,72%. jadi meningkat sebesar 10,46%. berdasarkan angket motivasi, dari siklus i ke siklus ii terdapat peningkatan pada aspek attention sebesar 10,78%, relevance 13,09%, self condition 7,13% dan satisfaction meningkat sebesar 12,41%. kata kunci: pembelajaran guided inquiry, motivasi, hasil belajar. pendidikan sekolah merupakan lembaga pembinaan sumber daya manusia berupa anak didik yang diharapkan dapat mengembangkan potensi diri, baik aspek kognitif, afektif maupun psikomotorik. hal ini ditegaskan dalam pasal 3 undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional bahwa tujuan pendidikan nasioanal yaitu: untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertagwa kepada tuhan yang maha esa, berahklak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. dalam rangka pencapaian tujuan pendidikan nasional di atas, maka salah satu komponen pembelajaran adalah peserta didik sebagai sasaran pembelajaran sehingga setiap peserta didik yang ingin sukses dalam belajarnya mutlak memilki motivasi untuk belajar. motivasi belajar peserta didik akan memilki daya tarik atau daya dorong untuk memperhatikan atau berkonsentrasi terhadap pelajaran yang akan atau sedang dipelajari. motivasi belajar peserta didik memegang peranan penting sehingga peserta didik dapat belajar dan sukses dalam belajarnya.jika peserta didik memilki motivasi belajar rendah, justru dapat menjadi awal kegagalan dalam studinya, karena motivasi belajar dapat menjadi pendorong bagi peserta didik untuk “belajar”. hal ini berarti setiap peserta peserta didik perlu 231 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry menumbuhkan motivasi belajar dalam dirinya, baik di sekolah maupun dirumah. bidang studi bidang ipa/biologi menyediakan berbagai pengalaman belajar untuk memahami konsep dan proses sains. ipa merupakan ilmu yang sudah cukup tua, serta sering dikaitkan dengan ilmu hafalan. hal ini menyebabkan siswa kurang memperhatikan dan kurang termotivasi untuk mempelajari lebih dalam. padahal motivasi merupakan hal yang sangat penting dalam menentukan keberhasilan dari proses pembelajaran. motivasi ini sebagai pendorong bagi siswa untuk mencapai hasil yang maksimal dalam belajarnya. belajar bidang studi ipa ini diperlukan suatu motivasi dalam mencapai suatu tujuan pembelajaran. siswa yang memiliki motivasi ini mendorong siswa untuk belajar mencapai hasil yang maksimal dalam pembelajaran (fithriani, 2009). kegiatan pembelajaran yang berorientasi pada keberhasilan tujuan sangat memerlukan aktivitas siswa sebagai subjek didik yang mempunyai potensi dan energi untuk melaksanakan kegiatan belajar dengan bimbingan guru (sardiman, 2003). berdasarkan pernyataan tersebut dapat dikatakan bahwa dalam suatu kegiatan pembelajaran diperlukan suatu model pembelajaran yang dapat mengaktifkan siswa untuk mencapai tujuan belajar dan guru dapat merencanakan pembelajaran yang tepat sehingga dapat lebih memotivasi belajar siswa dalam mengikuti pembelajaran. hal ini penting karena motivasi yang tinggi dari siswa dapat mencapai keberhasilan belajar. dengan adanya motivasi siswa yang tinggi sangat berpengaruh sekali dengan perubahan kurikulum ktsp 2006 menjadi kurikulum 2013. perubahan kurikulum pendidikan nasional akan berimbas pada perubahan beberapa elemen yang terdapat dalam kurikulum. elemenelemen yang berubah dalam kurikulum 2013, yaitu kompetensi lulusan, standar isi, standar proses, dan standar penilaian, serta kegiatan ekstrakurikuler. maka dengan semangat perubahan kurikulum 2013 pembelajaran inkuiri sangat diharapkan dalam pembelajaran di sekolah. berdasarkan hasil wawancara saat observasi disekolah smp muhammadiyah 2 batu pada siswa kelas viii-a diketahui adanya permasalahan yang dihadapai siswa yaitu kurangnya motivasi belajar. motivasi yang dimaksud dalam masalah tersebut antara lain: 1) semangat siswa masih kurang ketika proses pembelajaran berlangsung. 2) kurangnya keinginan dan keberanian untuk bertanya ketika ada permasalahan terhadap materi yang diajarkan. 3) kurangnya keinginan untuk membaca buku ajar tentang materi yang akan berlangsung pada proses pembelajaran, dan pada akhirnya membuat siswa kurang memahami materi yang akan disampaikan. beberapa penemuan masalah kurangnya motivasi sebagai indikator pada motivasi belajar siswa dalam kegiatan pembelajaran.ini menunjukkan bahwa motivasi siswa masih kurang, salah satunya berdampak pada kurangnya pencapaian hasil belajar siswa. diketahui dari hasil belajar siswa pada semester ganjil tahun ajaran 2012-2013 masih rendah, hal tersebut dapat dilihat dari jumlah siswa yang nilainya belum mecapai kkm (kriteria ketuntasan minimal). hal ini ditunjukkan hasil belajar siswa mata pelajaran ipa yang tuntas adalah 42,9 %, sedangkan yang belum tuntas adalah 57,2 % dari 21 siswa. kriteria yang dicapai oleh sekolah adalah 75. rendahnya pencapaian ranah kognitif hasil belajar dan motivasi siswa dalam pembelajaran ipa diduga karena proses pembelajaran yang digunakan oleh guru kurang memfasilitas yaitu ceramah. oleh karena itu, perlu digunakan suatu pembelajaran lain yang dapat memfasilitasi dalam meningkatkan motivasi dan hasil belajar siswa. 232 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry untuk mencapai hasil yang maksimal dalam dunia perkembangan pendidikan diperlukan penyesuaian strategi pembelajaran dengan kompetensi yang ingin dicapai. hal ini dikarenakan strategi pembelajaran yang sesuai dengan kompetensi yang ingin dicapai sangatlah mempengaruhi hasil dari proses pembelajaran tersebut, karena sering dengan perubahan sistem pendidikan yang ada bahwa pembelajaran tidak lagi berpusat pada guru melainkan akan lebih berpusat pada siswa (student centered), sehingga dalam hal ini peran guru di dalam kelas hanya sebagai fasilitator dan motivator. salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah dengan pemilihan strategi pembelajaran yang tepat dan membangkitkan motivasi belajar, sehingga siswa aktif dalam pembelajaran di kelas, dapat bertanya meskipun tidak pada guru secara langsung, mengemukakan pendapat serta penguasaan konsep materi tersebut, sehingga hal ini berpengaruh terhadap hasil belajar siswa. salah satu strategi pembelajaran yang dapat meningkatkan keaktifan siswa adalah strategi pembelajaran inkuiri. strategi pembelajaran inkuiri adalah suatu rangkaian kegiatan belajar yang melibatkan secara maksimal seluruh kemampuan siswa untuk mencari dan menyelidiki secara sistematis, kritis, logis, analitis, sehingga siswa dapat merumuskan sendiri penemuannya dengan penuh percaya diri. pembelajaran guided inquiry ini memiliki keunggulan yaitu dapat meningkatkan motivasi dan gairah belajar siswa, sehingga peserta didik dapat berlatih menggunakan kemampuan kognitifnya untuk memecahkan berbagai masalah, dan dapat dalam proses belajar mengajar. metode penelitian penelitian ini dilaksanakan di kelas viii-a yang bertempat di smp muhammadiyah 2 batupada semester i (tahun ajaran 2013-2014) dan akan dilaksanakan selama satu bulan yaitu mulai tanggal 25 nopember – 4 desember 2013. subjek penelitian ini adalah siswa-siswi smp muhammadiyah 2 batu kelas viii-a pada semester i (ganjil) tahun ajaran 2013/2014. prosedur dalam penelitian tindakan kelas (classroom action reseacrh) ini terdiri dari empat tahapan, yaitu: 1) perencanaan (plan), 2) tindakan atau pelaksanaan (act), 3) pengamatan (observe), dan 4) refleksi (reflect). siklus 1 1. tahap perencanaan (plan) 2. tahap pelaksanaan (act) 3. tahap pengamatan (observer) 4. tahap refleksi (reflection) siklus 2 1. tahap perencanaan 2. tahap pelaksanaan 3. tahap pengamatan 4. tahap refleksi teknik pengumpulan data yang dilakukan dalam penelitian ini antara lain dapat dilihat pada tabel berikut: a. observasi b. tes c. dokumentasi instrumen penelitian a) lembar observasi aktivitas guru b) lembar observasi aktivitas siswa c) lembar observasi motivasi belajar siswa d) tes pengukuran hasil belajar siswa hasil dan pembahasan motivasi belajar siswa siklus 1 dilakukan setelah guru melaksanakan proses pembelajaran guided inquiry siklus 1. ada 4 kondisi yang dinilai yaitu meliputi attention (perhatian), relevance (keterkaitan), confidence (kepercayaan diri) dan satisfaction (kepuasan). motivasi belajar siswa ini diperoleh dari lembar observasi yang terdiri dari 18 pernyataan. data yang diperoleh dari hasil motivasi 233 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry belajar siswa siklus 1 dapat dilihat pada tabel 4.1 tabel 4.1 motivasi belajar siswa siklus 1 cara pengum pulan data aspek motivasi persen tase kategori angket motivasi attention relevance confidence satisfaction 68,58% 67,86% 71,82% 66,34% cukup baik cukup baik baik cukup baik aktivitas siswa dalam kelompok ada 5 aspek yang dinilai yaitu meliputi mencermati pertanyaan, membuat hipoteisis, melakukan percobaan, menjelaskan hasil data, dan membuat kesimpulan. aktivitas belajar ini diperoleh dari lembar observasi keterlaksanaan pembelajaran guided inquiry. data yang diperoleh dari aktivitas keterlaksanaan guided inquiry dapat dilihat pada tabel 4.2. tabel 4.2 aktivitas belajar siswa tentang keterlaksanaan pembelajaran guided inquiry kel. aktivitas persentase (%) kriteria i ii iii iv mencermati permasalahan membuat hipotesis melakukan percobaan menjelaskan hasil data membuat kesimpulan mencermati permasalahan membuat hipotesis melakukan percobaan menjelaskan hasil data membuat kesimpulan mencermati permasalahan membuat hipotesis melakukan percobaan menjelaskan hasil data membuat kesimpulan mencermati permasalahan membuat hipotesis melakukan percobaan menjelaskan hasil data membuat kesimpulan 75% 50% 50% 75% 50% 75% 50% 50% 75% 25% 75% 75% 50% 75% 25% 75% 75% 75% 75% 50% baik kurang baik kurang baik baik kurang baik baik kurang baik kurang baik baik tidak baik baik baik kurang baik baik tidak baik baik baik baik baik kurang baik aktivitas guru dalam keterlaksanaan pembelajaran guided inquiry ada 5 aspek yang dinilai yaitu meliputi penyajian permasalahan, membantu siswa mengingat materi, menugaskan siswa untuk melakukan percobaan, meminta siswa untuk menjelaskan hasil data, dan membimbing siswa untuk membuat kesimpulan. aktivitas guru ini diperoleh dari lembar observasi keterlaksanaan pembelajaran guided inquiry. data yang diperoleh dari aktivitas keterlaksanaan guided inquiry dapat dilihat pada tabel 4.3. tabel 4.3 aktivitas guru tentang keterlaksanaan pembelajaran guided inquiry no. uraian kegiatan penilaian observer 1 penilaian observer 2 persentase (%) 1 2 3 4 1 2 3 4 1. guru mengajukan permasalahan kepada siswa √ √ 75% 2. guru membantu siswa untuk mengingat materi √ √ 75% 234 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry yang berhubungan dengan masalah tersebut 3. guru menugaskan siswa untuk melakukan percobaan sesuai dengan prosedur yang telah disediakan √ √ 25% 4. guru meminta siswa untuk menjelaskan hasil data yang telah diperoleh √ √ 75% 5. guru meminta siswa untuk membuat kesimpulan sekaligus dapat menjawab yang ditanyakan di awal. √ √ 75% ∑ jumlah 325 rata-rata 65% tes akhir siklus dilaksanakan pada akhir siklus i setelah penerapan pembelajaran guided inquiry. pada siklus i yang tuntas 11 siswa dan belum tuntas 10 siswa dari jumlah siswa 21 siswa sedangkan rata-rata keseluruhan 70,26 %. data yang diperoleh dari hasil belajar siklus i dapat di lihat pada tabel 4.5. tabel 4.5 hasil belajar siswa no. nama siswa nilai kriteria kelulusan 1 arb 55 tidak tuntas 2 avk 70 tidak tuntas 3 ada 42 tidak tuntas 4 av 60 tidak tuntas 5 ay 72,5 tidak tuntas 6 azm 75 tuntas 7 ckr 75 tuntas 8 dvd 75 tuntas 9 dap 70 tidak tuntas 10 dky 48 tidak tuntas 11 er 87 tuntas 12 krs 87,5 tuntas 13 mrc 98 tuntas 14 mft 95 tuntas 15 zdn 42,5 tidak tuntas 16 fzl 60 tidak tuntas 17 mf 63 tidak tuntas 18 ns 75 tuntas 19 nr 75 tuntas 20 slt 75 tuntas 21 vkk 75 tuntas ∑ rata-rata 70,26 setiap akhir siklus dilakukan refleksi, dimana refleksi dilakukan untuk mengetahui apakah suatu tindakan tersebut sudah berhasil atau tidak. setelah dianalisis terdapat kelebihan dan kelemahan yang dapat dijadikan acuan pada perbaikan di siklus ii. adapun kelebihan dan kelemahan pada siklus i dipetakan sebagaimana pada tebal 4.6. tabel 4.6 hasil pengamatan siklus i yang direfleksi ke siklus ii no. hasil pengamatan siklus i refleksi ke siklus ii 1. guru kurang memberikan pengarahan pada tiapguru harus lebih memberikan bimbingan dan 235 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry tiap kelompok, sehingga masih ada kelompok yang kebingungan dalam pengerjaan lks. pengarahan kepada semua siswa dalam menjawab pertanyaan yang ada di lks. 2. dalam memberikan permasalahan, siswa kurang merespon permasalahan yang disajikan oleh guru. guru harus memberikan permasalahan yang menarik dikelas dan sesuai dengan konteksnya kepada beberapa kelompok. 3. beberapa kelompok masih kesulitan membedakan antara hipotesis dengan kesimpulan. guru harus memberikan penjelasan ulang tentang hipotesis bahwa hipotesis bisa menjadi kesimpulan, tetapi kesimpulan tidak bisa dijadikan hipotesis. motivasi belajar siswa dari siklus i ke ii dilakukan setelah guru melaksanakan proses pembelajaran guided inquiry siklus ii. ada 3 kondisi yang dinilai yaitu meliputi attention (perhatian), relevance (keterkaitan), confidence (kepercayaan diri) dan satisfaction (kepuasan). motivasi belajar siswa ini diperoleh dari lembar observasi yang terdiri dari 18 pernyataan. data yang diperoleh dari hasil lembar observasi motivasi belajar siswa setelah siklus i & ii dapat dilihat pada tabel 4.7 tabel 4.7 motivasi belajar siswa siklus ii no. cara pengumpulan data aspek motivasi persentase kategori 1. angket motivasi attention relevance confidence satisfaction 79,36% 80,95% 78,96% 78,96% baik baik baik baik aktivitas siswa dalam kelompok ada 5 aspek yang dinilai yaitu meliputi mencermati pertanyaan, membuat hipoteisis, melakukan percobaan, menjelaskan hasil data, dan membuat kesimpulan. aktivitas belajar ini diperoleh dari lembar observasi keterlaksanaan pembelajaran guided inquiry. data yang diperoleh dari aktivitas keterlaksanaan guided inquiry dapat dilihat pada tabel 4.8 tabel 4.8aktivitas belajar siswa tentang keterlaksanaan pembelajaran guided inquiry (siklus ii) kel. aktivitas persentase (%) kriteria i ii iii iv mencermati permasalahan membuat hipotesis melakukan percobaan menjelaskan hasil data membuat kesimpulan mencermati permasalahan membuat hipotesis melakukan percobaan menjelaskan hasil data membuat kesimpulan mencermati permasalahan membuat hipotesis melakukan percobaan menjelaskan hasil data membuat kesimpulan mencermati permasalahan membuat hipotesis melakukan percobaan 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 100% 75% 75% 75% 75% 100% 75% 100% baik baik baik baik baik baik baik baik baik baik sangat baik baik baik baik baik sangat baik baik sangat baik 236 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry menjelaskan hasil data membuat kesimpulan 75% 75% baik baik aktivitas guru dalam keterlaksanaan pembelajaran guided inquiry ada 5 aspek yang dinilai yaitu meliputi penyajian permasalahan, membantu siswa mengingat materi, menugaskan siswa untuk melakukan percobaan, meminta siswa untuk menjelaskan hasil data, dan membimbing siswa untuk membuat kesimpulan. aktivitas guru ini diperoleh dari lembar observasi keterlaksanaan pembelajaran guided inquiry. data yang diperoleh dari aktivitas keterlaksanaan guided inquiry dapat dilihat pada tabel 4.9 tabel 4.9aktivitas guru tentang keterlaksanaan pembelajaran guided inquiry(siklus ii) no. uraian kegiatan penilaian observer 1 penilaian observer 2 persentase (%) 1 2 3 4 1 2 3 4 1. guru mengajukan permasalahan kepada siswa √ √ 100% 2. guru membantu siswa untuk mengingat materi yang berhubungan dengan masalah tersebut √ √ 100% 3. guru menugaskan siswa untuk melakukan percobaan sesuai dengan prosedur yang telah disediakan √ √ 75% 4. guru meminta siswa untuk menjelaskan hasil data yang telah diperoleh √ √ 100% 5. guru meminta siswa untuk membuat kesimpulan sekaligus dapat menjawab yang ditanyakan di awal. √ √ 100% jumlah 475 rata-rata 95% tes akhir siklus dilaksanakan pada akhir siklus ii setelah penerapan pembelajaran guided inquiry. pada siklus ii yang tuntas 16 siswa dan belum tuntas 5 siswa dari jumlah siswa 21 siswa sedangkan rata-rata keseluruhan 80,72. data yang diperoleh dari hasil belajar siklus ii dapat di lihat pada tabel 4.11 tabel 4.11 hasil belajar siswa (siklus ii) no. nama siswa nil ai kriteria kelulusan 1 arb 95 tuntas 2 avk 80 tuntas 3 ada 65 tidak tuntas 4 av 65 tidak tuntas 5 ay 70 tidak tuntas 6 azm 80 tuntas 7 ckr 70 tidak tuntas 8 dvd 80 tuntas 9 dap 80 tuntas 10 dky 90 tuntas 11 er 95 tuntas 12 krs 90 tuntas 13 mrc 70 tuntas 14 mft 100 tuntas 15 zdn 70 tidak tuntas 16 fzl 75 tuntas 17 mf 85 tuntas 18 ns 80 tuntas 19 nr 95 tuntas 20 slt 80 tuntas 21 vkk 80 tuntas ∑ rata-rata 80,7 2 237 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry 70.26 % 80.72 % 65 70 75 80 85 hasil belajar siklus i siklus ii gambar grafik 4.3 hasil belajar siswa jadi peningkatan aktivitas dan hasil belajar ipa kelas viii-a smp muhammadiyah 2 batu melalui pembelajaran guided inquiry dapat meningkatkan hasil belajar ipa seperti yang dikemukakan oleh sardiman (2007) tercapainya suatu hasil yang optimal tergantung aktivitas atau kegiatan siswa. pembelajaran guided inquiry itu sendiri adalah pembelajaran dengan penemuan, akan tetapi penerapannya harus di bimbing oleh guru atau pendidik yang dimana dapat menumbuhkan kemampuan siswa untuk mencermati permasalahan, membuat hipotesis, melakukan percobaan, menjelaskan hasil data serta membuat kesimpulan. purwanto (2010) menyatakan bahwa perubahan perilaku disebabkan karena mencapai penguasaan atas sejumlah bahan yang diberikan dalam proses belajar mengajar sehingga dapat ditarik kesimpulan bahwa dengan penerapan pembelajaran guided inquiry dapat meningkatkan motivasi dari hasil belajar. sesuai dengan tujuan mata pelajaran ipa smp yaitu meningkatkan pengetahuan konsep, dan keterampilan ipa sebagai dasar untuk melanjutkan pendidikan ke jenjang selanjutnya. kesimpulan berdasarkan latar belakang, rumusan masalah dan tujuan, penelitian tentang penerapan pembelajaran guided inquiry untuk meningkatkan motivasi dan hasil belajar ipa pada siswa kelas viiia smp muhammadiyah 2 batu , dapat diambil kesimpulan sebagai berikut: 1. penerapan pembelajaran guided inquiry untuk meningkatkan motivasi dan hasil belajar ipa pada siswa kelas viii-a smp muhammadiyah 2 batu dengan langkah sebagai berikut: a) fase 1 penyajian masalah. guru memberikan permasalahan yang menarik dan sesuai dengan konteksnya kepada masing-masing kelompok. b) fase 2 pengumpulan dan verifikasi data. dari kegiatan ini siswa menemukan informasi. sebelum guru meminta siswa untuk membuat hipotesis, sebaiknya guru harus memberikan penjelasan tentang hipotesis bahwa hipotesis bisa menjadi kesimpulan, tetapi kesimpulan tidak bisa dijadikan hipotesis. informasi yang sudah didapat kemudian dihubungkan dengan fenomena dan dijadikan hipotesis. c) fase 3 melakukan eksperimen. sebelum guru menyediakan prosedur eksperimen, namun guru harus lebih maksimal memberikan bimbingan dan pengarahan kepada masingmasing kelompok. d) fase 4 mengorganisasikan dan merumuskan penjelasan. guru mengajak siswa merumuskan penjelasan dan memberikan bimbingan serta pengarahan kepada masing-masing kelompok dalam menjawab pertanyaan yang ada di lks. e) fase 5 menganalisis proses inquiry. guru meminta siswa menganalisis pola-pola penemuan mereka kemudian dijadikan kesimpulan. 2. peningkatan motivasi pada siswa kelas viii-a smp muhammadiyah 2 batu dengan penerapan pembelajaran guided inquiry ada 4 kondisi yaitu attention 238 dyah ayu ratnaningrum dkk., penerapan pembelajaran guided inquiry (perhatian) dari siklus 1 ke siklus 2 meningkat sebesar 10,78%, kondisi relevance (keterkaitan) dari siklus 1 ke siklus 2 meningkat sebesar 13,09%, pada kondisi confidence (kepercayaan diri) dari siklus 1 ke siklus 2 meningkat sebesar 7,13%, sertab pada kondisi satisfaction (kepuasan) dari siklus 1 ke siklus 2 meningkat sebesar 12,41%. 3. peningkatan hasil belajar ipa pada siswa kelas viii-a smp muhammadiyah 2 batu melalui pembelajaran guided inquiry dapat meningkat sebesar 10,46%. daftar pustaka andriani, nely. 2011. efektifitas penerapan pembelajaran inkuiri terbimbing (guided inquiry) pada mata pelajaran fisika pokok bahasan cahaya di kelas viii smp negeri 2 muara padang. sumatera selatan: universitas sriwijaya. arikunto, 2002. dasardasar evaluasi pendidikan. edisi revisi cetakan 3. 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10.22219/jpbi.v6i2.11026 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 341 inquiry-learning-based module: improving students’ critical thinking skills in anatomy structure and bacteria physiology materials y. yuhana a,1,*, m. maridi b,2, sri dwiastuti b,3 a master of science education, faculty of education, sebelas maret university, jl. ir sutami no. 36a, surakarta, central java, 57126, indonesia b science education study program, faculty of education, sebelas maret university, jl. ir sutami no. 36a, surakarta, central java, 57126, indonesia 1yuhana12@gmail.com*,2 maridi_uns@yahoo.co.id, 3 dwiastuti54@gmail.com * corresponding author introduction rapid development of science and technology in the 21st century brings changes in everyday life (benesova & tupa, 2017). this condition requires educators to provide learning activities which are able to stimulate students’ critical thinking skills (indria et al., 2019) as it is necessary to generate ideas as well as reveal new discoveries in dealing with complex issues arise (t. f. wijayanti et al., 2016). furthernore, the skills are a part of higher-order thinking that needs to be empowered in current educational system as the challenges have been more diverse and complex. hence, various efforts have been initiated to facilitate learners to conduct a series of scientific activities which address the development of science literacy (zaidah et al., 2018). by conducting the activities, students are experiencing to apply their knowledge in tackling the problems faced (ningsih et al., 2018). likewise, by possessing critical thinking skills, the students are also learning to get use to with their questions related to social issues they face in their daily lives (halim & mokhtar, 2015). as the consequences, the skills ease them to explain scientific concepts, solve problems, and explore causal relationships of the events occurred a r t i c l e i n f o a b s t r a c t article history received january 20, 2020 revised june 25, 2020 accepted june 30, 2020 published july 15, 2020 a proper learning media is critically needed in improving students’ critical thinking skill. this research and development aims were: 1) determining the characteristics of inquirylearning-based module; 2) observing the feasibility of inquiry-learning-based module prototype, and 3) figuring out the effectiveness of the inquiry-learning-based module developed in improving students’ critical thinking on anatomy structure and bacteria physiology materials. this research and development used 4-d model. the data analysis technique used were descriptive statistics in term of percentage and inferential statistics i.e. paired samples t-test. the results showed that the module developed was very decent based on the averge scores given by all expert validators (90.73%) as well as education practitioners (91.99%). moreover, students critical thinking skills was improved by using this module as the t-test analysis results (sig. < .05). thus, the is suggested to implement inquiry-learning based module to achieve better students’ learning achievement, particularly in anatomy structure and bacteria physiology materials. copyright © 20xy, first author et al this is an open access article under the cc–by-sa license keywords anatomy structure bacteria physiology critical thinking skills inquiry-learning-based module how to cite: yuhana, y., maridi, m., & dwiastuti, s. (2019). inquiry-learning-based module: improving students’ critical thinking skills in anatomy structure and bacteria physiology materials. jpbi (jurnal pendidikan biologi indonesia), 6(2), 341346. doi: https://doi.org/10.22219/jpbi.v6i2.11026 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.11026 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:yuhana12@gmail.com mailto:dwiastuti54@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11026 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 341-346 342 yuhana et al (inquiry-learning-based module: improving …) surround them (irwan et al., 2019). critical thinking skills are also part of cognitive skills which cover interpretation, analysis, inference, evaluation, explanation, and self-regulation (wade & see, 2014). the students who mastering this skills tend to be more confident and behave based on their logic and systematic reasons they inferred from the information received. in the other words, critical thinking skill is essential to be owned by 21st-century generation. acknowledging the crucial role of critical thinking skills, scientists have conducted several researches to find out the methods to improve the skills. some of them proposed learning model (husamah et al., 2018; wenning, 2011), module (setyoko et al., 2017) which was designed to fulfil the inquiry syntax (facione, 2011) to achieve better students’ critical thinking (elisanti, e, sajidan, prayitno, 2018), instrument (m. d. wijayanti et al., 2019) to measure students’ critical thinking, and so forth. however, low critical thinking skills are still orccured in some places, especially indonesia. to be more detail, low critical thinking skills were experienced by ten graders of science students of state senior high school (sman) 1 sembalun, east lombok. the issue was clearly shown in their previous learning achievement in several aspects i.e. interpretation (20.26%), analysis (30.44%), inference (40.41%), evaluation (34.47%), explanation (25.10%), and self-regulation (24.36%) (unpublished data). furthermore, students’ cognitive level was low. it only reached c3 level of bloom’s taxonomy as they did their daily test. this also means that their higher-order thinking skills were low (widoretno & dwiastuti, 2019). this low thinking skills were proven as the national examination scores were revealed. in 2015, the average scores reached by sman 1 sembalun were under minimum completeness criteria in terms of school level (42.32%), regency level (50.36%), province level (40.21%) and national level (59.42%) (pusat penilaian pendidikan, 2015). based on the evaluation done by researcher’s team, it was found that the teaching and learning process in classrooms used a textbook as an instructional media. yet, the implementation of this textbook in the classrooms showed several weaknesses: 1) it contained only materials and exercises; 2) the language used was too difficult to understand by students; 3) the implementation done was not in inquiry learning syntax, thus, it could not elevate students’ systematic thinking skills. by using the textbook, students’ were not guided to think independently in discovering concepts of the materials learnt but receiving teachers’ explanation. as the result of this teacher-centered and non-contextual learning, the education quality was low (bustami et al., 2018). this study focused on improving students’ critical thinking skills by developing inquiry learning-based module which will contribute to the enrichment of learning media, generate effective biology learning, as considerable as initiate the next reserachers to dig deeper fact about learning and conducting their efforts to make learning media better and better. hence, the purposes of this study were: 1) determining the characteristics of inquiry-learning-based module; 2) observing the feasibility of inquiry-learning-based module prototype, and 3) figuring out the effectiveness of the inquiry-learning-based module developedin improving students’ critical thinking on anatomy structure and bacteria physiology materials. method the inquiry-learning based module was developed based on the 4-d model (thiagarajan et al., 1974) which covered four stages i.e. defining, designing, developing, and disseminating. the module contained of anatomy structure and physiology of bacteria. the modul produced was assessed by four experts including material, media, language, and learning tool experts. the responses of experts were calculated and being the considerations to revise the modul as well as categorize the modul. the modul quality classification was determined based on the scores obtained and its alignment with module qualification assessment table (tabel 1). table 1. qualification of module assessment score category >80-100 very decent >60-80 worthy >40-60 quite decent >20-40 not feasible 0-20 not very the instrument used in this research were ten essays which measured the aspects of critical thinking skills: 1) interpretation, 2) analysis, 3) inference, 4) evaluation, 5) explanation, and 6) self-regulation (saprudin jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 341-346 343 yuhana et al (inquiry-learning-based module: improving …) et al., 2019). moreover, students’ pretest and posttest were also employed to determine the improvement of students achievement. the data gained in terms of retest and posttest were then undergoing normality test as well as paired samples t-test. furthermore, students’ scores were categorized based on students’ critical thinking skills criteria (table 2). table 2. score category of students critical thinking skills score category > 0.70 high 0.30 0.70 moderat <0.30 low source: verawati, prayogi, gummah, muliadi, and yusup (2019) results and discussion students’ critical thinking skills can be enacted as the proper learning method as well learning as media are employed. thus, learning media which accommodate inquiry learning to culture students’ critical thinking skills is essential, especially for biology students. the learning media developed in this research was underwent experts validation in which the results are served in table 3. table 3. the module assessment results by experts validators score percentage (%) criteria material expert media expert language expert learning tool expert 98.1 82.5 96.5 85.8 very decent very decent very decent very decent average 90.73 very decent table 3 shows that based on the results of the experts (material, media, language, and learning tool) validation, the module developed was feasible to use. it can be seen that the average score gained was 90.73% which means that the module reached “very decent” criteria. in more detail, the highest score obtained was the material (98.1%) which was followed by language (96.5%), learning tool (85.8%), and media (82.5). table 4. the recapitulation of assessment results by the validators of education practitioner and colleague validators score i score ii average note education practitioner 90.63 92.36 91.49 very decent colleague 91.67 93.29 92.48 very decent average (%) 91.99 very decent not only was the developed modul assessed by experts, but it also was assessed by education practioner and collegue. the responses are served in table 4. based on the results, it is obviousely showed that the module developed was very decent as the scores given by the both education practitioner and colleague reached 91.36 and 92.48 respectively. a ten question essay test (facione, 2011) was given to students to measure their critical thinking skills. the data summary of the data obtaine can be seen in table 5. based on table 5, it is known that the students’ posttest (m= 80.86; s.d.=6.96) was higher compared to their pretest (m=61.47; s.d.=7.92). moreover, the minimum score achieved in pretest was 25 point lower (45) compared to their posttest lowest score (70). similarly in the maximum score in which the posttest (92.50) gained 20 points higher than the pretest (72.50). table 5. data description on critical thinking skills test number of students mean std. deviation minimum maximum pretest 29 61.47 7.92 45 72.50 posttest 29 80.86 6.96 70 92.50 as the mean posttest score was higher than the pretest, the elaboration of students’ critical thinking skills need to be observed. table 6 serves the summary data of students’ critical thinking skills in more detail jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 341-346 344 yuhana et al (inquiry-learning-based module: improving …) aspects. the data was taken after the implementation of inquiry-learning-based biology module for anatomy structure and bacteria physiology. table 6. data description on the students’ critical thinking skills in every aspect test critical thinking skills interpretation analysis inference evaluation explanation self-regulation average score of posttest 76.5% 64.1% 65.2% 69.7% 79.5% 78.8% based on table 6, it is clear that, generally, as refered to the score gained, the aspects were devided into two big groups. the first group contained of those in which the scores reached above 70%. the aspects included in this group were interpretation (76.5%), self-regulation (78.8%), and explanation (79.5%). meanwhile, the second group comprised of the aspects reached the score under 70% i.e. analysis (64.1%), inference (65.2%), and evaluation (69.7%). yet, the highest score gained by students for explanation and the lowest was analysis aspect. notwithstanding that there was an improvement occurred based on the mean score gained, yet it is necessary to ensure its significance. thus, paired samples t-test as well as its prerequisite condition test in term of normality data were conducted and the results are served in table 7. table 7 implies that the data gained from pretest and posttest were normaly distributed (p > .05). hence, paired samples t-test was done to ensure the significance different between students’ pretest and posttest scores. the test results depicted that the improvement achieved by the students who experienced using the developed module was significant (p < .05). table 7. analysis results of normality and paired samples t-test no types test result 1. normality kolmogrov-smirnov test sig. 0.600 2. pretest and posttest paired samples t-test sig. 0.000 the above facts have proven that the inquiry-learning-based module developed for anatomy structure and bacteria physiology materials has benefited students in term of providing them proper learning media. moreover, the modul was developed in accordance with the core competence as well as basic competence of kurikulum 2013 which has been implemented in indonesia. besides, the module was designed using the syntax of inquiry learning, namely orientation, problem identification, hypothesis frormulation, data collection, test, and conclusion. to be more detail, in orientation phase, students are conditioned to be ready to carry out learning process. problem identification phase brings students to find the problem is occurring. after identifying the problem, students are guided to generate hypothesis, a possible answer of the problem they has found. the next step done by students is data collection. in this step, students conduct several activities to attain needed information to prove the hypothesis proposed. test is done as the necessary data were obtained. this step is aimed to analyze the data gained, thus, the hypothesis proposed can be determined if it is accepted or not. the last step is conclusion in which the students are led to infer the finding(s) of their activities done in previous steps. the module developed has several characteristics which make the module is different compared to the others. one of the characteristics is the design. the inquiry learning aspects were packaged in learning objectives as considerable as were implemented in materials, activities, and evaluations. furthermore, the ectivities listed in the module contained of inquiry learning syntax starting from orientation, problem identification, hypotheses formulation, data collection, test, and conclusion. in addition, the inquiry-learningbased module was integrated with critical thinking skill aspecs, namely, interpretation, analysis, inference, evaluation, explanation, and self-regulation. the feasibility of the inquiry-learning-based module to improve the critical thinking skills of ten graders was assessed in two stages. first stage was expert validation test. this stage covered four aspects i.e. material/content, language/readability, media, and learning tool. the second stage was limited field testing. in this stage, the assessment was done by education practitioners including teacher and small number of students. based on the results of expert validation, the created module is feasible to use. by considering the results of the both test mentioned, it can be inferred that the module developed is effective to be used as a teaching material in the learning process. there was also significant improvement jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 341-346 345 yuhana et al (inquiry-learning-based module: improving …) achieved in students’ critical thinking skills as the result of the implementation of inquiry-learning-based module. these facts are in line with the research of zaini and jumirah (2016) which reported that a good learning media integrated with inquiry learning has contributed to the improvement of students’ critical thinking skills, social skills, and work together. similarly, several researches have implemented inquiry based learning to elevate students’ critical thinking skills (fahrurrizal et al., 2019; thaiposri & wannapiroon, 2015), either in basic or in combining forms such as 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(2019). a path analysis of the relation between study habit and students’ academic achievement. jpbi (jurnal pendidikan biologi indonesia), 5(2), 297-304. doi: https://doi.org/10.22219/jpbi. v5i2.7884 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7884 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:saiful_ridlo@mail.unnes.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7884 https://doi.org/10.22219/jpbi.v5i2.7884 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7884&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 297-304 298 prasetyo et.al (a path analysis of...) good study habits are closely related to the use of the time that is good for learning and other activities. that efficient learning can be achieved when using the right strategy, there is the existence of a good time setting in attending lectures, studying at home, studying independently or in groups, and in taking exams. good study habits can be realized if students are aware of their responsibilities as students so that they can divide their time well between learning and activities outside of learning (wulandari's, 2014). the results of the study about the influence of study habits on the academic achievement showed that only two indicators of study habits had a significant effect (attending lectures and visiting the library) on students’ academic achievement (aquino, 2011; manurung, 2017; numan & hasan, 2017; sherafat & murthy, 2016). in real situations, students in some cases had negative behavior. the phenomenon that often occurs was that students were very dependent on the lecturers about the lectures’ material. during the lectures, students did not pay attention to lectures, playing mobile phones, laptops, talking to friends, and others. students also rarely go to the library, visiting only when there were assignments. lack of preparation if only study when during the exam. research studies on study habits have not been carried out in the biology education study program faculty of mathematics and natural sciences universitas negeri semarang. these study habits were possible to influence students’ academic achievement. then biology education study program can apply the best learning method (one or few methods) to increasing the study habits and hope the academic achievement will increase too. study habits are how one studies. theoretically, study habits are closely related to student academic achievement and performance (alva, 2017; ebele & olofu, 2017; obadara & olaopa, 2018; magulod, 2019). good study habits that will influence the better academic achievement of students. variable study habits are not single jobs improving academic achievement. learning styles, learning strategies, learning activities, promotion of student participation, literacy and attitude, learning centers are various variables that work together to influence academic achievement (üzüm & pesen, 2018; alburaidi & ambusaidi, 2019; salvo, welch & shelton, 2019; kumaraswamy, 2019). study habits have been studied for a long time, though in the last five years there have been many studies from various angles of study. a few researchers focused on examining the dimensions of the constructs of learning habits. reading habits as one dimension have been studied (eamin et al., 2013; rodrigo, greenberg, & segal, 2014; sengul, 2017). research on the relationship between study habits and academic achievement has been carried out by goel (2015) using study habits inventory (shi) instruments and nadeem, puja, and bhat, (2014) using the palsane & sharma study habits inventory (psshi) instrument but both did not attempt to find dimensions/indicators that most influence academic achievement. meanwhile, kaur and pathania, (2015) studied the dimensions of learning habits with the exploratory method. the dimensions of learning habits that they both learn are home environment & planning, habits & attitude, and the college environment. in this study, the dimensions and indicators of study habits were studied using confirmatory analysis, namely the path analysis method the absence of information about student learning habits causes the study program manager to be less than perfect in evaluating academic achievement. there have been limited studies concerned on psychological factor about study habits of biology education students. therefore, this research intends to know their study habits more detail and their influence on academic achievement. the objectives of the study are to analyze the relationship between student learning habits and academic achievement and find the most significant dimensions correlated with academic achievement. the results of this study were useful to determine the relationship of each indicator of study habits towards student academic achievement. also, be used as material for consideration in determining appropriate actions to improve student academic achievement. method this study was conducted at biology department-mathematic and natural science faculty, universitas negeri semarang (fmipa unnes) in february – march 2018. this study used a quantitative descriptive approach (suharsimi, 2010). the population in this study included all students of biology education study program fmipa unnes class of 2014, 2015 and 2016. determination of the number of samples used slovin techniques and sampling techniques used proportional stratified random sampling technique. the number of samples in this study was 174 students. collecting data in the study used study habits’ questionnaire with 50 items of statements. the questionnaire includes four dimensions of study habits, there was the habit of attending lectures (x1), the habit of reading books (x2), the habit of visiting the library (x3) and the habit of facing exam x4). data of academic achievement (y) was obtained by conducting a study of documentation to the biology education study program. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 297-304 299 prasetyo et.al (a path analysis of...) the analysis technique used in this research was path analysis with the approach partial least square (pls) with the help of smart pls version 2.0 software. path analysis consists of several stages, that was the goodness of fit outer model test, the goodness of fit inner model test, and model stability test. analysis of the goodness of fit outer model (measurement model) was evaluated using convergent validity, discriminant validity, and composite reliability. analysis of the goodness of the inner fit model (structural model) was evaluated using the r-square and q-square value of predictive relevance. the stability of these estimates was evaluated using the t-test obtained through the procedure bootstrapping with t-statistic 1.97 and alpha 0.05. results and discussion based on the results of the evaluation of the goodness of fit outer model, it was found that the models used were valid and reliable (table 1). this evaluation was carried out by partial least square (pls) algorithm. the value of convergent validity based on the loading factor showed the value that meets the rule of thumb (> 0.5). the value of discriminant validity showed that the ave and root of ave comparison values meet the rule of thumb (ave value> 0.5 and root of ave> ave). the composite reliability value showed that the model meets the rule of thumb (> 0.7). table 1. evaluation results of the goodness of fit outer model of no indicator convergent validity discriminant validity composite reliability ave value the roof of ave value 1. the habit of attending lectures 0,71113363 0,517218 0,719178 0,961744 2. the habit of reading book 0,72870790 0,534567 0,731140 0,919414 3. the habit of visiting library 0,71995256 0,507207 0,712184 0,902036 4. the habit of facing exam 0,72067343 0,527171 0,726065 0,884912 5. academic achievement 1,00000000 1,000000 1,000000 1,000000 based on the evaluation of the inner goodness of fit the model showed good results. the r-square value was 0.363 indicates that the goodness of the formation of the model from the study of academic achievement can be explained quite well by the indicators of study habits of 36.3%. this value showed that study habits account for 36.3% in determining student learning achievement, while 63.7% of academic achievement was determined by other variables outside of research. according to irhas, sumadi and ridlo, (2018) these variables may be learning styles, learning strategies, learning activities, promotion of student participation, literacy and attitude, and learner-centered. the calculation q-square obtained a value of 0.131 indicating a value greater than 0. this proves that the study habit indicators -nested inside each dimensionhad a good level of prediction on student academic achievement. testing the magnitude of the relationship between dimensions/indicators of study habits on student academic achievement in biology education study program based on the value of the correlation coefficient. the correlation coefficient was obtained from the results of the analysis of a pls algorithm. the results of testing with the pls algorithm can be seen in table 2. table 2. results of tests with the pls algorithm dimension values of correlation coefficient x1 0.236 x2 0.272 x3 0.189 x4 0.208 the results indicate a relationship or correlation of study habit’s indicators and academic achievement. the habit of reading books had the most significant correlation. the habit of attending lectures, visiting libraries and facing examinations had a very weak correlation with student academic achievement. the level of the correlation coefficient from high to low is the habit of reading books, the habit of attending lectures, the habit of facing exams and the habit of visiting the library. for more details, the construction results of the path diagram pls algorithm can be seen in figure 1. correlation of each study habit’s indicators was supported by results of the bootstrapping test which showed significant influence. this was evidenced by the t-value of each indicator having a higher value than the tstatistic value (table 3). the t-statistic value in this study was 1.97. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 297-304 300 prasetyo et.al (a path analysis of...) figure 1. construction of diagram pls algorithm output table 3. test results with bootstrapping smartpls no indicator original sample (o) sample mean (m) standard deviation (stdev) standard error (sterr) t value (|o/sterr|) 1. the habit of attending lectures academic achievement 0,235521 0,237592 0,066974 0,066974 3,516619 2. the habit of reading book academic achievement 0,271956 0,274499 0,063757 0,063757 4,265525 3. the habit of visiting library academic achievement 0,188536 0,191009 0,067079 0,067079 2,810677 4. the habit of facing exam academic achievement 0,208064 0,221548 0,052348 0,052348 3,974599 based on the results test indicates a significant difference between the study habits and academic achievement. poor study habit was a major cause of good academic achievement. according to boehler et al., (2001) in his study found a positive and significant correlation between study habits and academic achievement. students who had a habit of making important notes (by reading and marking important things in books and lecture notes, and making important notes on all books that are read) in their learning had better academic achievements than those who don't. showed a significant influence between study habits and academic achievement. this showed that if study habits, then the academic achievement will also increase. that good academic achievement was balanced with good study habits, while poor academic achievement was also influenced by poor study habits (aquino, 2011; dano, 2017; monica, 2015). in the study of kaur and pathania (2015) showed that the most correlated indicator was the habit of attending lectures. in this research showed that the most significant value was the habit of attending lectures. but sakirudeen and sanni (2017) showed different results, that was the habit of visiting the library (aspects of leisure time and library use) has the most significant correlation. the habit of reading books had the highest correlation coefficient compared to other indicators which are 0.272 included in the fairly strong category (figure 2). this showed that the level the habit of reading books from student respondents was very influential in their academic achievement. that reading habits in high school students were very influential in determining their academic achievement. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 297-304 301 prasetyo et.al (a path analysis of...) figure 2. construction research model by bootstrapping in this study showed different results with the previous research, that was reading books had the most significant in determining academic achievement. according to fitriah, (2017) reading activities include the prereading stage, the reading stage, and the post-reading stage. each of these stages includes different activities. the pre-reading stage is intended to increase the motivation to read and activate the schemata owned by the reader. the activity of activating the schemata is useful to increase the reader's understanding of the reading material and to build new knowledge. the understanding process will be hampered if the reader schemata are not prepared beforehand. in accordance with nurgiyantoro, (2004) revealed that the success of the study was largely determined by the ability and willingness to read it. the ability and willingness to read will greatly affect the views about various problems. according to wulandari, (2014) there are several factors affect learning achievement. examples of factors originating from within a student (internal) are learning motivation and learning behavior, while examples of factors originating from outside a student's self (external) are learning models. learning motivation can arise inside or outside. the motivation that arises from within a student will be more stable and stable when compared to motivation that arises because of outside influences. students who have high motivation in learning tend to be more active in efforts to improve their achievement. in accordance with fitriah (2017) reveals that the high ability to read book was very important to balance the flow of information that was increasingly heavy in various lives today. components of the habit of reading books in this study had been shown to increase academic achievement. the component includes the activity of preparing lecture material, understanding reading, reading recommended textbooks and reading other textbooks. the components of preparing lecture materials include the preparation of lecture materials, reading lecture material, repeating reading and supporting activities. the component of reading comprehension showed that understanding reading will help students build knowledge and memories related to lecture material. the component of reading the book above can help students develop their knowledge to achieve good learning achievement. the component of reading other textbooks can broaden the knowledge needed by students to improve their achievements (berry, cook, hill, & stevens, 2010). according to wulandari, (2014) learning achievement is essentially a reflection of learning efforts, the better the effort to learn the better the achievements. academic achievement achieved by a student is the result of interaction between various factors that influence it, both from within (internal) and from outside students jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 297-304 302 prasetyo et.al (a path analysis of...) (external factors). an introduction to the factors that influence academic achievement is needed to understand how changes in determinants are related to changes in achievement so that ultimately it becomes a recommendation for policymaking in accounting education. in accordance with manurung, (2017) learning behavior has a positive and significant effect on academic achievement. this shows that learning behavior that is getting better and improved will increase students' academic achievement based on the description, the variable study habits of students in reading books can be used as a reference for stakeholders in taking implementing policies to maintain and or improve student achievement in biology education study program fmipa unnes. conclusion study habits (habit of attending lectures, reading books, library visiting, and facing exams) had a significant effect on students' academic achievement in biology education study program fmipa unnes. the highest correlated indicator of study habits was the habit of reading books with a correlation coefficient of 0.272. suggestion to conduct experimental research related to the effectiveness of reading (books, articles of national and international journals, monographs, etc.) habit to increase the students’ academic achievement. acknowledgment acknowledge to all students of 2014, 2015 and 2016 biology education study program-mathematic and natural science faculty, universitas negeri semarang (fmipa unnes) and lectures of the biology department fmipa unnes. references akpan, n. a., & salome, e. 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(2014). pengaruh motivasi belajar, perilaku belajar dan model pembelajaran kontruktivisme terhadap prestasi belajar mahasiswa kelas reguler fakultas ekonomi dan bisnis uin syarif hidayatullah jakarta. esensi: jurnal bisnis dan manajemen, 4(1), 37–48. doi: https://doi.org/10.15408/ess.v4i1.1954 http://www.impactjournals.us/archives?jname=11_2&year=2016&submit=search&page=2 https://doi.org/10.15408/ess.v4i1.1954 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 nov 2019, pp. 443-450 10.22219/jpbi.v5i3.10037 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 443 research article the mapping of science teacher candidate’s prior knowledge in cellular respiration topic safira permata dewi a,1,*, djunaidah zen a,2, maefa eka haryani b,3 a department of biology education, faculty of teacher training and education, universitas sriwijaya, jalan raya palembang prabumulih km. 32 ogan ilir, south sumatera 30662, indonesia b department of chemistry education, faculty of teacher training and education, universitas sriwijaya, jalan raya palembang prabumulih km. 32 ogan ilir, south sumatera 30662, indonesia 1 saphire2687@gmail.com *, 2 djunaidah_zen@fkip.unsri.ac.id, 3 meafachan@yahoo.com * corresponding author introduction biology is one of the fields of science taught at the junior secondary level. difficulties faced by science teachers are caused, by the large number of laboratory activities to be carried out, the insufficient time allocation with the number of materials that must be delivered and the severity of the demands of the science curriculum (kadbey, dickson, & mcminn, 2015). ideally, learning biology and other fields are taught in an integrated manner so that it shows synchronization of a material from various sides, but in practice integrated science learning is still taught separately. to overcome this difficulty, the biology, chemistry and physics education study program facilitates by adding general biology courses for students in the chemistry and physics education study program. in this general biology lecture, chemistry and physics education department students are taught basic biological concepts to equip students as natural science teacher candidates. one of the concepts taught in this lecture is the concept of cellular respiration. based on observations made in the previous academic year, it is known that the concept of cellular respiration is one of the concepts that are difficult for students to understand as science teacher candidates. a r t i c l e i n f o a b s t r a c t article history received october 14, 2019 revised october 30, 2019 accepted november 23, 2019 published november 30, 2019 the proper learning strategy, mainly in cellular respiration topic, can be determined as mapping teacher candidate’s prior knowledge was done. this study aimed to get the profile of prior knowledge of teacher candidates in cellular respiration topic. this survey research used four-tier diagnostic test as data collection instrument. the number of samples was 183 of teacher candidates from three study programs in faculty of teacher training and education, universitas sriwijaya. the data was analyzed using percentage. the results showed that the best understanding of the concept was in the utilization of carbohydrates, proteins, and fats during cellular respiration process. the highest misconception tended to occur in general concept of cellular respiration. thus, the studies which emphasize the undergirding reasons of the high misconception occurred. copyright © 2019, dewi et al this is an open access article under the cc–by-sa license keywords cellular respiration misconceptions prior knowledge science teacher candidate how to cite: dewi, s. p., zen, d., & haryani, m. e. (2019). the mapping of science teacher candidate’s prior knowledge in cellular respiration topic. jpbi (jurnal pendidikan biologi indonesia), 5(3), 443-450. doi: https://doi.org/10.22219/jpbi.v5i3. 10037 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.10037 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:djunaidah_zen@fkip.unsri.ac.id mailto:meafachan@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.10037 https://doi.org/10.22219/jpbi.v5i3.10037 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.10037&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 443-450 444 dewi et al (the mapping of science teacher …) this is caused by the very abstract characteristics of the material and the process cannot be observed directly. in addition, there is not enough time available to teach a large number of concepts. this is also explained by cimer (2012), that limited time allocation is one of the reasons biology learning is difficult for students to understand. these time constraints can be overcome by choosing learning strategies, models, media and even concepts that must be focused in the learning process. rice (2013) further explained that cellular respiration material is a complex material and the learning used so far is less interactive and the learning media used by teachers do not support the formation of student concepts. determination of strategies, models, and suitable media can be done with the help of prior knowledge analysis conducted by the teacher before the learning process begins. this prior knowledge test can provide information about the weaknesses and strengths that are owned by students so that the teacher gets an overview of the mapping of students 'abilities, including information on the tendency of misconceptions, lack of knowledge and the extent of understanding students' concepts. the results of research that have been done show that there is a positive relationship between prior knowledge tests conducted before learning with the results of student achievement (tan geok shim, shakawi, & azizan, 2017). prior knowledge tests can be done in various ways and have advantages and disadvantages of each (gurel, eryilmaz, & mcdermott, 2015). one form of test that can be used is the four-tier test. many studies have been conducted to determine the prior knowledge of students with other forms of tests, but there are no studies that use four-tier tests in biology. research on the use of multiple-tiered tests has been carried out to study prior knowledge of students, but so far no research has been conducted to examine prior knowledge of students using four-tier test instruments (gurel, eryilmaz, & mcdermott, 2017). this is due to the amount of time used to apply this instrument to students (gurel et al., 2015). however, this problem can be overcome by utilizing online media with the help of google form in implementing the instrument. online tests can minimize implementation time and the costs involved, which are more effective and efficient (alruwais, wills, & wald, 2018). the results of research conducted by mondal, mondal, ghosal, & mondal (2018) also shows that the instruments given using google form are simpler and easier to use because students use their own android devices. therefore, researchers are interested in using the four-tier test instrument through online media by using the goggle form to find out the prior knowledge of science teacher candidates on cellular respiration material. this study aimed to get the profile of prior knowledge of teacher candidates in cellular respiration topic. this study was conducted to obtain an overview of prior knowledge of science teacher candidates on the concept of cellular respiration using a four-tier test. the results of this study are expected to help lecturers to determine learning strategies, media, and focus concepts that will be emphasized so as to minimize the possibility of misconceptions on the science teacher candidates after the learning process is carried out. method research subject this research is a survey research to find out prior knowledge of science teacher candidates on cellular respiration material before learning about the concept through online by using goggle form. the subject in this study were science teacher candidates and currently undergoing general biology lectures (n = 183), who came from biology, chemistry, and physics education majors. in this study, no special treatment was given because it only wanted to get a prior knowledge of the science teacher candidates. research instrument the prior knowledge picture of a science teacher candidate was taken using four-tier multiple choice test problems on the concept of cellular respiration. the number of questions used is 20 questions that have been developed based on material analysis, literature analysis of concepts, and the needs of the desired learning objectives. the development of this instrument was only carried out at the first and third levels, whereas for the second and fourth stages there was no specific development because these two levels only asked the level of confidence of the sciences teacher candidates when answering the questions given, which were "sure" and "not sure". questions at the first and third levels are multiple choice questions with two alternative answers for the second level questions and four alternative answers for questions at the third level. the development of the first level questions is preceded by a linear study related to similar research, while the development of the third level questions is preceded by observations by giving open-ended questions to science teacher candidates to assist in the preparation of alternative answers. the topic uses this research can be seen in table 1. the question instrument to find out the prior knowledge of science teacher candidates on cellular respiration material that has been developed is entered into the google form. in the technical implementation of data retrieval, researchers can provide a direct link obtained from the google form application to the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 443-450 445 dewi et al (the mapping of science teacher …) research sample. the research sample directly works on the problems given through the android device. after the sample has finished answering the questions, it can be sent directly to the system which is then accepted by the researcher. table 1. the topic used in the prior knowledge analysis of science teacher candidates on the concept of cellular respiration no topic question 1. aerobic and anaerobic cellular respiration 1, 2, 3, 11, 12, 13, 15, 17, 2. cellular respiration process 4, 5, 6, 7, 10, 14, 16, 18, 19, 20 3. carbohydrates, protein and lipid metabolism 8, 9, data analysis the research results obtained were analysed by grouping the results of these achievements into three categories, understanding the concept; lack of knowledge; and misconceptions (table 2). this prior knowledge category analysis is carried out for each sample on each item tested. table 2. analysis of prior knowledge categories of science teacher candidates on the concept of cellular respiration first tier second tier third tier fourth tier criteria correct sure correct sure sc correct sure correct not sure lk correct not sure correct sure lk correct not sure correct not sure lk correct sure wrong sure msc correct sure wrong not sure lk correct not sure wrong sure msc correct not sure wrong not sure lk wrong sure correct sure msc wrong sure correct not sure msc wrong not sure correct sure lk wrong not sure correct not sure lk wrong sure wrong sure msc wrong sure wrong not sure msc wrong not sure wrong sure msc wrong not sure wrong not sure lk the results of the prior knowledge grouping analysis are followed by a percentage calculation for the group "sure concept" (formula 3), "lack of knowledge" (formula 2), and "misconceptions" (formula 1). percentage misconception = (1) percentage lack of knowledge = (2) percentage sure concept = (3) results and discussion prior knowledge analysis is carried out to determine the extent of understanding of concepts possessed by students at the previous level of education. this can streamline the learning process undertaken so that the utilization of learning time allocation is better. analysis of prior knowledge can be done in various ways, both by giving questions and giving questionnaires to students before the learning process begins (hailikari, 2009). prior knowledge studies conducted have a positive effect on the development of learning design and curriculum planning on learning (hailikari, katajavuori, & lindblom-ylanne, 2008; yuksel, 2012). prior knowledge also has a very important role in the formation of individual characteristics and impacts on conceptual change that may occur after the learning process (lin, yen, liang, chiu, & guo, 2016). analysis of prior knowledge through the provision of questions has been done, among others, by providing open-ended questions, image analysis, concept maps, two-tier tests, three-tier tests, and others (bergan, galt, helikar, & dauer, 2018; kirbulut & geban, 2014; saat et al., 2016). the topics studied in the prior knowledge analysis of science teacher candidates on cellular respiration material consisted of three topics, aerobic and anaerobic respiration; stages of cellular respiration; and carbohydrate, protein, and lipid metabolism. each of these topics is a development of a literature study that has been carried out (ameyaw, 2016; bergan et al., 2018; saat et al., 2016). this literature review is the result of jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 443-450 446 dewi et al (the mapping of science teacher …) previous research on prior knowledge analysis using other forms of test instruments. it is intended that the instruments used can really provide an overview of the prior knowledge of science teacher candidates on cellular respiration material. the first topics tested were aerobic and anaerobic respiration. the concepts tested on this topic include the definition of cellular respiration, the difference between aerobic and anaerobic respiration, the amount of atp produced, and the fermentation process. the results showed that on this topic the tendency of misconception was very high (average = 72.88%). the highest percentage of misconceptions occurred in problem number 1 about the definition of cellular respiration as much as 84.70% (figure 1). this problem compared to other questions tested shows a very high tendency for misconception. the response of science teacher candidates to question number 1 (figure 2) shows that the understanding of science teacher candidates about cellular respiration is still very low. science teacher candidates assume that cellular respiration is highly dependent on the presence of oxygen, whereas anaerobic respiration is a respiration that does not use oxygen at all in the process (urry et al., 2017). these results contradict the results of research conducted by saat et al., (2016) which shows that science teacher candidates in malaysia have understood the basic concepts of cellular respiration. figure 1. percentage of prior knowledge achievements of science teacher candidates on the topic of aerobic and anaerobic respiration question number 1 the correct statement regarding cellular respiration is ... 27.32% 72.68% a.* b. sometimes oxygen is not needed in the cellular respiration process carbon dioxide is always produced during cellular reactions the reason you chose the answer is ... 84.15% a. b. c. the process of respiration is a process that requires oxygen and releases carbon dioxide carbon dioxide does not have an important role in the process of respiration the presence of oxygen and water is the most important factor in cellular respiration some organisms in respiration reactions do not reach the mitochondrial organelles figure 2. the response of science teacher candidates to question number 1 the response of science teacher candidates to question number 1 (figure 2) shows that carbon dioxide is a gas produced during the cellular respiration process (72.68%) with the most reason being chosen is the respiration process is a process related to the use of oxygen and carbon dioxide release. this shows that science teacher candidates have a low understanding of the basic concepts of cellular respiration because anaerobic respiration and fermentation do not involve oxygen in the process. studies on the high school curriculum show that cellular respiration is studied by science teacher candidates in class xii of high school; however, this concept has a close relationship with the concept of respiration system that has been studied by science teacher candidates since they were at the elementary level of education. this incident indicates that the possibility of new concepts about cellular respiration is distorted by old concepts understood by students. this can be seen in the response of the science teacher candidates to question number 15 who asks about jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 443-450 447 dewi et al (the mapping of science teacher …) breathing and respiration. science teacher candidates have an understanding that breathing and respiration are the same thing (66.1%). confidence in understanding strong concepts can result in students rejecting new knowledge delivered by the teacher (campbell, 2008; star, johnson, lynch, & perova, 2009; yusrizal & halim, 2017). the second topic in this study is the metabolism of carbohydrates, proteins and lipids. the results of this study indicate that science teacher candidates already have a good understanding of the concept but are still inadequate. this can be seen from the high tendency of lack of knowledge in questions about this topic (figure 3). this topic also shows a good understanding of concepts for sub-concepts of the use of protein, carbohydrates, and lipids in the body's metabolism. this good understanding is due to the connection between this topic and the digestive system concept material that has been repeatedly studied by teacher candidates from previous levels of education. this repetitive learning can improve one's understanding of a concept. figure 3. percentage of prior knowledge achievement of science teacher candidates on the topic of carbohydrates, protein, and lipid. the tendency of misconception and the lack of knowledge that can be seen from the results of prior knowledge testing of science teacher candidates can be caused by misconceptions that have occurred at the previous educational level. this topic is closely related to the digestive system material that has been studied by science teacher candidates from basic education. research conducted by (cardak, 2015) indicates that teachers have a huge opportunity to experience misconceptions on the digestive system material. this misconception has the opportunity to be passed on to students, resulting in students also experiencing misconceptions (widiyatmoko & shimizu, 2018). the third topic tested in this study is the process of cellular respiration. the focus of the study of prior knowledge instruments tested relates to the results of each cellular respiration process. the results showed that understanding the concept of a science teacher candidates on cellular respiration material was better than the other topics tested. the highest understanding of the concept is seen in the concept of the use of nadh and fadh as a result of the cellular respiration process (35.52%) and the main results of the glycolysis process (31.15%) (figure 4). the results of this study, although they have shown a higher understanding of concepts compared to other topics, still show a tendency towards misconceptions and a lack of understanding of science teacher candidates on cellular respiration material. the results of this study show the same tendency with the results of research conducted by bergan, et.al. (2018) which examines the understanding of students for each stage of cellular respiration and the understanding of the concept of glycolysis is higher compared to other stages of cellular respiration. the high tendency of misconception and the low understanding of concepts in prior knowledge of science teacher candidates on cellular respiration material is an event that must be anticipated by the teacher by choosing the right learning strategy (fisher, frey, & lapp, 2012). the formation of the understanding of science teacher candidates is not an instant process. understanding a person's concept is influenced by many things, namely conceptual understanding and confidence, experiences in daily life, beliefs about a concept that he has, the environment in which he learns, mental development, and contradictions of concepts that are just accepted with old concepts that he has understood (pekel, 2019; yusrizal & halim, 2017). all factors forming this understanding can lead to misconceptions. learning approaches and logical thinking abilities (gurcay & gulbas, 2018). the learning process carried out at school also has a role in shaping students' misconceptions, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 443-450 448 dewi et al (the mapping of science teacher …) including terminology that is widely used, textbooks used, and misconceptions originating from teachers and passed on to students (bayuni, sopandi, & sujana, 2018; erman, 2017; widiyatmoko & shimizu, 2018). figure 4. percentage of prior knowledge achievement of science teacher candidates on the topic of cellular respiration stages the granting of this four-tier instrument is done through online media with the help of the google form. the use of google form media is very effective to help speed up the process of data analysis, the efficiency of the time needed for science teacher candidates in completing the tests provided and to minimize funding budgets when compared with tests conducted in writing. the prior knowledge test using google form for science teacher candidates on the concept of cellular respiration, researcher enters these questions into the goggle form to get a link which is then disseminated to the research sample. samples solve these problems through an android device they have. the process of collecting data is easier to do through this technique, because researchers simply disseminate links from google forms. after all the questions have been answered, the science teacher candidates send the answers into the system and is immediately collected. google forms motivates students’ self-regulatory learning (kato, kambayashi, & kodama, 2016). this technique is much easier compared to conventional tests. alruwais et al., (2018) revealed that the advantages of tests conducted online are the ease of providing feedback to students, making it easier for teachers to administer tests, efficiency of time, reducing costs that might be reviewed, and improving student performance. however, before conducting online tests, it is important to consider the availability of internet network facilities for the sake of the smoothness of the tests conducted. the results of this study indicate that science teacher candidates still lack knowledge of the basic concepts in cellular respiration material (figure 5). question number 10 the following are true statements regarding nadh and fadh resulting from cellular respiration are ... 38.25% 61.75% a. b.* nadh and fadh can be directly used by living things nadh and fadh are raw materials that cannot be used yet the reason you chose the answer is ... 55.75% a. b.* c. d. humans are complex living things that have complete physiological completeness electron release from nadh and fadh produces nad + and fad + and atp energy needed by living things can be anything nadh and fadh are the biggest contributors of energy and are produced the most figure 5. the response of science teacher candidates to question number 1 the tendency of each misconception often occurs on the topic being tested. the results of this study can be used as a main reference for lecturers to emphasize concepts that show high misconceptions, for example on the concepts of aerobic and anaerobic respiration. animation and video media can be used to help science teacher candidates understand this concept. using visual aids (e.g., pictures, animation videos, projectors and jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 443-450 449 dewi et al (the mapping of science teacher …) films) make the teachers and students had positive perceptions (islam, ahmed, islam, & shamsuddin, 2014; shabiralyani, hasan, hamad, & iqbal, 2015). this relates to the very abstract characteristics of cellular respiration material in which a lot of cellular processes cannot be seen by science teacher candidates. choosing the right media and focusing the concept emphasis is expected to eliminate the tendency to misconceptions of science teacher candidates. conclusion the tendency of the misconception of science teacher candidates on the concept of cellular respiration is still high. the highest percentage occurs in the basic concepts of cellular respiration. the lowest misconception is shown in the concept of cellular respiration stages, because the learning process at the previous level only focuses on cellular respiration stages but does not focus on the basic concepts. it is recommended to conduct knowledge analysis before learning begins to find out the weaknesses and strengths of students so that the learning process is more effective and efficient. provision of online tests can be done to assist teachers in disseminating questions and analyzing data. references alruwais, n., wills, g., & wald, m. 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http://journals.indexcopernicus.com/abstract.php?icid=1217829 http://journals.indexcopernicus.com/abstract.php?icid=1217829 https://files.eric.ed.gov/fulltext/ej1079541.pdf https://doi.org/10.1007/s11858-009-0181-9 https://doi.org/10.5539/jel.v6n4p364 https://www.bmcc.cuny.edu/wp-content/uploads/ported/syllabi/bio220.pdf https://www.bmcc.cuny.edu/wp-content/uploads/ported/syllabi/bio220.pdf http://www.ijese.net/makale/2093 https://pdfs.semanticscholar.org/cfcb/f9070ec5cafc99d6e41c73de82b41ef0d4b2.pdf https://pdfs.semanticscholar.org/cfcb/f9070ec5cafc99d6e41c73de82b41ef0d4b2.pdf https://journal.unnes.ac.id/sju/index.php/usej/article/view/15856 https://journal.unnes.ac.id/sju/index.php/usej/article/view/15856 mjfas template 216 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 research article implementation of free inquiry approach based on blended learning on creative thinking and student collaboration skills e. ernawatia,1*, tri maniarta saria,2 adepartment of biology education, faculty of teacher training and education, sembilanbelas november kolaka university, jl. pemuda, kolaka, southeast sulawesi 93517, indonesia 1ernaern3012@gmail.com; 2trimaniarta@gmail.com abstract: the free inquiry approach based on blended learning is a learning approach that is carried out by combining face-to-face and online lectures which gives students the freedom to find problems and solve problems independently, design procedures or steps collaboratively by sharing and discussing with friends. hence, this learning approach is potentially effective in developing critical thinking and students' creativity in solving problems and students' collaborative skills. based on this, the aim of this research is to see the effect of the free inquiry approach based on blended learning on creative thinking skills and collaboration skills of biology education students, sembilanbelas november kolaka university. this research uses quasi-experimental non-equivalent control group design pretest-postest design method. in this design, both the experimental group and the control group were compared where the experimental group was treated with a blended learning-based free inquiry approach, while the control group used a conventional approach (online discussion). the research data were analyzed by descriptive statistics and inferential statistical analysis (t-test) to determine whether there was a difference between the two sample groups studied with a significant level of 0.05. based on the data analysis, it was found that the free inquiry approach based on blended learning had a better effect on students' creative thinking skills and collaboration skills. keywords: blended learning; collaboration skills; creative thinking skills; free inquiry introduction one of the skills needed for the development of nation and state is 21st century skills. the national educational association categorizes 21st century skills as: critical thinking, creative, communication and collaboration (arifin, 2017). the development of 21st century skills can be carried out in all disciplines, one of which is in learning biology education in universities. lecturers here are facilitators who are expected to design learning and facilitate students to develop and master 21st century learning skills (septikasari & frasandy, 2018), so that they are ready to face increasingly complex challenges in the future. the biology education study program at sembilanbelas november kolaka university is one of the study programs that aims to produce graduates who will later become biology teachers. consequently, students (prospective teachers) are expected to master 21st century skills, two of which are creative thinking skills and collaboration skills. in the biology learning strategy course, students as prospective teachers are required to think creatively in determining the right strategy in biology learning both in junior high and high school, more precisely for each biology material to be taught where each material has different characteristics and goals. this is implemented so that when they become teachers, they will be able to find problems and think of ways to solve problems in the form of new ideas that can improve the quality of their learning. creativity and innovation will develop if students have the opportunity to think divergently. students must be triggered to think outside their existing habits, involve new ways of thinking, have the opportunity to convey new ideas and solutions, ask unusual questions, and try to propose possible answers. individual success will be obtained by students who have creative *for correspondence: ernaern3012@gmail.com article history: received: 10 august 2022 revised: 3 november 2022 accepted: 12 november 2022 published: 24 november 2022 10.22219/jpbi.v8i3.22254 © copyright ernawati et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 https://doi.org/10.22219/jpbi.v8i3.22254 https://doi.org/10.22219/jpbi.v8i3.22254 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 217 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 skills (zubaidah, 2016). while collaboration is the ability to work together in synergy and adapt in various roles and responsibilities. working productively with others puts empathy in place and respects different perspectives. with collaboration, each party involved can complement each other's strengths and weaknesses (prihadi, 2018). more knowledge and skills will be available collectively to achieve maximum results. the technology available today makes the opportunities for students to collaborate wide open without having to be limited by distance. in the biology learning strategy course, collaboration skills are needed to instill an attitude of cooperation, mutual respect and play a productive role in improving the quality of learning in particular, and in general improving the quality of education in indonesia. based on the researcher's initial observations, learning at the biology education study program of usn kolaka is currently not specifically designed to develop 21st century skills (including creative thinking skills and collaboration skills). this leads to a few impacts in the form of: low critical and creative thinking skills of the students in solving problems, and low ability to collaborate. this is shown by the assignments given by the lecturers as well as the questions for the mid-semester and final semester exams for 2021-2022, the indicators included in students' critical and creative thinking skills in solving problems are still lacking (results of interviews with biology education lecturers at usn kolaka). in addition, the results of the observations of researchers in 2021-2022 in lectures/study collaboration skills of students during assignments or during lectures are still low, there is no visible optimal collaboration and very less active role in groups, and a lack of respect for friends opinion. to overcome these problems, it is necessary to have an appropriate approach or learning strategy in the lecture process. the free inquiry approach is one of the learning strategies that can be applied in learning by integrating 21st century skills into it. the free inquiry approach is a learning approach that gives students the freedom to determine problems to investigate, find and solve problems independently (mudalara, 2012), design procedures or necessary steps (shofiyah, 2017). the characteristic of free inquiry learning is that students formulate their own problems, connect their learning with prior knowledge, and work collaboratively by sharing and discussing with peers so that students are intrinsically motivated to learn (sweca, 2012; wardani & firdaus, 2019). hence in this learning process, students learn more independently, develop critical and creative thinking, and have many opportunities to collaborate in solving problems. furthermore, to support the integration of 21st century skills in biology learning, of course, it cannot be separated from the role of information technology. thus, a free inquiry approach based on blended learning needs to be applied in learning. blended learning refers to learning that combines face-to-face learning and online learning (ramang, 2019). blended learning provides opportunities for students to have independent and sustainable learning (kirna et al., 2015) thus providing more opportunities for students to practice their creative thinking and collaboration skills. blended learning also is an effective solution to adjust according to current conditions after the covid-19 pandemic. method the research method used is quasi experimental design with the type of non-equivalent control group design pretest-postest design. in this design, both the experimental group and the control group are compared, although these groups are selected and assigned without going through randomness. the two existing groups were given a pretest, treatment, and finally a post-test. explanation a is experiment class, b is control class, x is treatment/application of free inquiry approach based on blended learning, – is conventional learning, o1 is pre test, and o2 is post test (tabel 1). tabel 1. the two existing groups pre-test group post-test a o1 x o2 b o1 o2 the population in this study are all students of the biology education study program, universities sembilanbelas november kolaka of the academic year 2020/2021, totaling 130 people. the sampling technique used was the non-probability sampling method with the purposive sampling technique where the 4th semester biology education students who took the biology learning strategy course were selected, totaling 28 people as samples which later were divided into two groups, namely the experimental group and the control group. the experimental group was given free inquiry treatment, while the control group used a conventional approach (online discussion). the experimental group was given free inquiry based on blended learning, while the control group used a conventional approach (class discussions based on the topics of lecture material that had been determined for each group). this study consists of two variables, namely the implementation of the free inquiry approach based on blended learning as the independent variable and 21st century learning skills consisting of creative 218 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 thinking skills and collaboration skills as the dependent variable. the instruments used in this study are as follows 1) creative thinking skills test: the test is given in the form of essay questions where each item of the question is adjusted to the indicators of students' creative thinking skills which are revised by taking input or suggestions from the validator into account prior to use; 2) assessment of creative thinking through assignments/products: this measurement rubric is prepared and used to measure students' creative thinking skills in writing through student work; 3) student observation sheets: observation sheets are prepared and used to assess students' collaboration skills during lectures. the lecture activities include face-to-face activities (according to health protocols) and online (online). the data collection techniques used in this research consist of: 1) data on the results of students' creative thinking skills: obtained from tests in the form of essay questions and task/performance assessments; 2) data on student collaboration skills: obtained through performance observation sheets and student presentations. analysis of students' creative thinking skills: descriptive statistics were used with data presentation while inferential statistical analysis (t-test) was conducted to determine whether there was a difference between the two samples studied with a significant level of 0.05. the calculation of the t-test in this study was carried out with the help of the ibm spss statistics 20 program with the analyze-compare means-independent t-test formula. analysis of student collaboration skills: descriptive statistics are used by calculating the average score of each indicator from the data from the observation sheet using the formula 1 (∑x is the total score obtained by students, and n is the total of students). (1) results and discussion equivalence test results of experiment class and control class: descriptive analysis and inferential statistical analysis (t-test) students' creative thinking skills through an essay test given at the beginning of the study (pretest) aimed to knowing the equality of students' initial abilities between the experimental class and the control class. the results of the analysis are presented in the diagram in figure 1. figure 1. results of students' creative thinking skills in the experimental class and control class on the pretest the descriptive analysis in figure 1 shows that the students’ creative thinking skills both in the experimental class and in the control class are in the very low category (100%). furthermore, the average difference test (independent sample t-test) obtained a significance level (p) of 0.71 which is greater than 0.05 (p> 0.05) or the t-count value is smaller than t-table (0.379 < 2.056), thus there is no significant difference in students' creative thinking skills scores between the control class and the experimental class. results of analysis of students' creative thinking skills: the results of the descriptive analysis of students' critical thinking skills in the post-test (via essay test) are presented in figure 2. 0% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% very high high medium low very low experiment control 219 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 figure 2. the results of students' creative thinking skills in the experimental class and control class in the post-test based on figure 2, it is known that the free inquiry approach learning based on blended learning (experimental class) has a better effect than the control class (conventional learning) by obtaining the average value of students' creative thinking skills in the experimental class of 71.73 in the high category and in the control class of 62.80 in the medium category. furthermore, based on the results of statistical analysis using the independent sample t-test, a significance level (p) of 0.01 is obtained which is smaller than 0.05 (p < 0.05) or the t-count value is greater than t table (2.798 > 2.056). ha is accepted and h0 is rejected, meaning that there is a difference in the effect of applying the free inquiry approach based on blended learning with conventional learning (online discussion) on students' creative thinking skills. the results of the descriptive analysis of students' creative thinking skills through task (product) assessment are presented in figure 3. figure 3. the results of students' creative thinking skills through assessment of assignments (projects) in the experimental class and the control class based on figure 3, the results of students' creative thinking skills through a task assessment (product) which consists of 4 indicators of creative thinking skills (fluency indicator by writing down many ideas/alternative answers, flexibility indicator by expressing various ideas, answers, or questions, and 14,29% 42,86% 35,71% 7% 0%0% 14,29% 38,71% 50,0% 0% 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% 80,00% 90,00% 100,00% very high high medium low very low experiment control 85,0 75,0 70,0 65,065,0 65,0 60,0 50,0 0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0 80,0 90,0 100,0 fluency flexibility originality elaboration experiment control 220 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 obtained from various different points of view, indicators of authenticity by finding unique combinations of answers and indicators of elaboration by enriching and developing an idea) in the experimental class are in the very high, high, and medium categories, while in the control class are in the medium and low categories. the average score of students' creative thinking skills through the assessment of assignments (products) in the experimental class is 73.8 in the high category and in the control class is 60.0 in the low category. this means that students' creative thinking skills based on the assessment of task (product) assessments that follow the free inquiry approach based on blended learning are better than those who follow conventional learning. results of student collaboration skills analysis: the results of data analysis of student collaboration skills consisting of 4 aspects of skills (each with 2 indicators) either through lectures by applying a free inquiry approach based on blended learning (experimental class) or through conventional learning models (classroom). figure 4. observations of commitment/responsibility aspects in the experimental class and control class figure 5. observations of respect for each other in the experimental class and control class 100 85,71 88,10 71,43 0 10 20 30 40 50 60 70 80 90 100 complete the assigned task on time share responsibilities/roles experiment kontrol 71,43 73,81 66,67 64,29 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 80,00 90,00 100,00 respect the opinions expressed by group members respect differencesof opinion from others groups experiment control 221 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 figure 6. the results of the observation of the deliberation aspect in the experimental class and control class figure 7. the results of the observation of participation in the experimental class and control class based on figure 4, figure 5, figure 6 and figure 7, the results of the data analysis of student collaboration skills as one of the 21st century learning skills consisting of 4 aspects of skills (each with 2 indicators) show that the score of each indicator in the experimental class is better than the score in the control class. where the average score of collaboration skills on the aspect of commitment/responsibility in the experimental class is 94.05 in the very good category and in the control class is 79.76 in the good category, the average score on the aspect of mutual respect in the experimental class is 72.62 and 65.48 in the control class, each with a good category, the aspect of deliberation in the experimental class is 65.48 with a good category and 53.57 in the control class with a medium category, and on the participation aspect in the experimental class of 61.91 in the good category and 38.09 in the control class with the less category. furthermore, from the overall indicators of student collaboration skills observed, the average score in the experimental class is 73.21 in the good category and in the control class was 59.23 in the medium category. thus, student collaboration 64,29 66,67 57,14 50,0 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 80,00 90,00 100,00 discuss in groups before answering questions use mutual agreement in cocluding experiment control 66,67 57,14 40,48 35,71 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 80,00 90,00 100,00 actively contribute during the discussion give feedback to each other to solve a problem experiment control 222 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 skills in blended learning-based free inquiry approach learning are better than conventional learning. the results of descriptive analysis and inferential statistical analysis (independent sample t-test) on the pre-test, showed that prior to lectures/learning in the biology teaching and learning strategy course on various biology learning models, students had a very low level of knowledge/understanding of the material to be studied. taught both in the experimental class and in the control class, the level of student material mastery tends to be or is relatively the same between the control class and the experimental class. thus, the level of creative thinking skills of students in the experimental class and control class is considered to be equivalent (relatively the same) before the implementation of the lecture/learning by applying a free inquiry approach based on blended learning in the experimental class and the application of conventional learning (online discussion) in the control class. based on the results of descriptive analysis of student assignment (product) assessments and statistical analysis of independent sample t-test, it was found that there was a difference in the effect of applying the free inquiry approach based on blended learning with conventional learning (online discussion) on students' creative thinking skills where creative thinking skills of the students who take free inquiry approach based on blended learning do better than those who take conventional learning. based on the results of this study, the free inquiry approach based on blended learning is considered to be able to train students' creative thinking skills where this learning model is based on problems (the same as critical thinking skills training) in which the students are directed to formulate and understand their own problems, make guesses. hypotheses about the problem, seek answers, and propose evidence, students are challenged to determine different ways of solving problems by looking at the problem from various perspectives and trying to create new ideas. and in the stages of the free inquiry learning activity, it certainly requires knowledge, in-depth understanding of the material, and more time so that the combination of online and face-to-face learning (blended learning) will provide adequate space and time for students to conduct free inquiry. each indicator of creative thinking skills that is evaluated and analyzed shows the characteristics of creative thinking skills, namely fluency of thinking, flexibility of thinking (flexibility), elaboration (elaboration), and originality through blended learning-based free inquiry approach learning. this appears to be better than those taught conventionally (group discussions). classes are taught conventionally by providing opportunities for students to cooperate with their group friends in finding material descriptions according to material topics that have been determined by the lecturer which will then be discussed in class discussions. while classes taught with a free inquiry approach based on blended learning, students are given the freedom in biology learning strategy course to determine problems related to the suitability of the material with the learning strategies used by teachers in learning biology at school to be investigated, then they collect data and information in solving problems systematically and independently, and designing the necessary procedures or steps. thus, they solve problems in an open-ended way and have alternative problem solving in more than one way because it depends on how they construct their own answers. in addition, problem solving activities carried out through an experimental process unconsciously include fluency in generating a number of ideas, flexibility, using more flexible time to access information, processing information, communicating with each other and collaborating in producing various types of solutions, and novelty of ideas or the resulting solution. this is in line with the opinion of haryanti and saputra, (2019) that to train and develop creative thinking skills, students must go through a process, and the process is passed by students during blended learning-based free inquiry learning. the results of this study are in line with the research results of ketut and narhaeni (2015) that through inquiry learning, students get direct experience in constructing the knowledge they already have. in this learning, students are encouraged to be actively involved in seeking as much information as possible through research. so that learning becomes meaningful, they discover and can create new things according to research by haka et al. (2020) and agustiono et al. (2020). in the research, it was concluded that there was an effect of the blended learning model on the creative thinking ability of students. hence, it can be stated that the free inquiry approach based on blended learning can train and develop students' creative thinking skills (shih et al., 2010; anwar et al., 2012). the results of the implementation of the free inquiry approach based on blended learning also have a good influence on student collaboration skills as one of the 21st century learning skills where the score of each indicator in the experimental class is better than the score in the control class. the results of this study indicate that the application of a blended learning-based free inquiry approach makes students work together effectively with a high sense of responsibility, shows respect for diverse team members, trains them to deliberation, and is willing to make decisions needed to achieve common goals and improve their participation in solving problems. that collaborating skills means being able to work effectively and respecting different team members, showing flexibility and a desire to be useful in making compromises to achieve common goals, taking responsibility in collaborative and collaborative work, and appreciating the contribution of each team member (redhana, 2019). free inquiry learning with blended learning will be more effective where online lectures allow everyone to learn anything without being limited by space and time because access is available anytime and anywhere. communication and collaboration can be done at any time, while face-to-face lectures involve direct 223 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 interaction between lecturers and students and students with other students. this interaction creates stronger feelings and can confirm all forms of information/knowledge obtained online that require direct clarification, so that the collaboration that occurs in free inquiry becomes more flexible and meaningful (sugiarti & dwikoranto, 2021). the results of this study are in line with prasetyorini et al. (2017) that the combination of online and face-to-face learning (blended learning) facilitates good and flexible interactions between students, students and lecturers, and with learning resources. in online learning, these interactions can increase learning motivation, learning commitment, and skills to work together and collaborate between students. according to shofiyah (2017) blended classes also provide a better atmosphere than face-to-face classes and online classes in generating higher participation rates from students. based on the results of research conducted at the biology education study program of sembilanbelas november kolaka university, the free inquiry approach based on blended learning is a learning model that has a good influence on the development of 21st century learning skills, especially creative thinking skills and student collaboration skills. free inquiry can invite students to be able to develop their higher thinking skills including critical thinking to find and identify a problem, be creative in solving problems, be able to analyze and make decisions or conclusions that are supported by data and facts which in this series of activities will train students to be able to communicate and collaborate well. blended learning optimizes free inquiry learning where through online learning students are more flexible in accessing and processing information, communicating, and collaborating in completing assigned tasks. then, direct interaction through face-to-face learning will provide reinforcement and confirmation, so that each stage of free inquiry learning will be more meaningful and optimal to improve 21st century learning skills that must be mastered by students (aji, 2019; sipayung et al., 2019). the results of this study are also in line with the results of adi et al. (2017) that free inquiry learning which combines face-to-face learning and online learning can create independent, interactive, and meaningful learning, and can be used as a medium for discussion, asking questions, providing feedback, information sharing, and evaluation. this course has the opportunity to provide students with more flexible time and assignments. adi et al. (2017) stated that blended learning can be applied at every stage of free inquiry learning and can create effective and efficient meaningful learning. conclusion based on the results of the research obtained, it can be concluded that the free inquiry approach based on blended learning has a better influence on students' creative thinking skills and collaboration skills in the biology learning strategy course because through the free inquiry approach based on blended learning, students are able to determine problems, collect data in solving problems independently, designing the necessary procedures, being able to solve problems with several alternative ideas, and communicating and collaborating with each other in producing various types of solutions as well as the novelty of ideas or solutions produced. based on the research results obtained, there is a need for further research on improving 21st century student learning skills by using other learning models or developing a blended learning-based 21st century student learning skills assessment needed for the current lecture process for the future. hence, the procedure will be effective and efficient in measuring students' 21st century learning skills. acknowledgment the author would like to thank fellow lecturers and students of the biology education study program, faculty of teacher training and education, sembilanbelas november kolaka university who have contributed to this research. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions e.e.: methodology, analysis, and review; t. m. s.: review and editing. 224 ernawati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 216-225 references adi, w. c., suwono, h., & suarsini, e. 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(2016). keterampilan abad ke-21: keterampilan yang diajarkan melalui pembelajaran. seminar nasional pendidikan dengan tema “isu-isu strategis pembelajaran mipa abad 21, tanggal 10 desember 2016 di program studi pendidikan biologi stkip persada khatulistiwa sintang–kalimantan barat 1, 1–17. https://www.researchgate.net/publication/318013627_keterampilan_abad_ke https://doi.org/10.20527/quantum.v12i1.10262 https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/409 https://doi.org/10.15575/jtk.v4i2.5404 https://www.researchgate.net/publication/318013627_keterampilan_abad_ke universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 229-236 10.22219/jpbi.v5i2.7193 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 229 research article naturalist intelligence and personality: an understanding students’ responsible environmental behavior nina wirdianti a,1,*, ratna komala a,2, mieke miarsyah a,3 a master program of biology education, faculty of mathematics and natural sciences, universitas negeri jakarta, jl. pemuda no. 10 rawamangun, east jakarta city, the special capital territory of jakarta (dki, jakarta) 13220 indonesia 1 wirdiantinina@gmail.com*; 2 ratna_komala@yahoo.co.id; 3 mmiarsyah@unj.ac.id * corresponding author introduction environmental problems are the main issues faced by humans in the last few decades. various environmental damage is also indicated to occur more frequently from one year to the next (alam, 2014; ray & ray, 2011). this condition is exacerbated by the loss of biodiversity (smeti et al., 2019), water contamination (liyanage & yamada, 2017), and global climate change (vlek & steg, 2007). therefore, environmental damage can increase natural disasters. environmental problems occur in many countries, such as india (bhattacharyya et al., 2015), china (aregay, zhao, li, xia, & chen, 2016), vietnam (nguyen, lin, & chan, 2019), and indonesia. one city that has environmental problems in indonesia is bandung (septian, ruhimat, & somantri, 2016). the city is capable of producing waste up to 1500 tons/day, and its groundwater has decreased by 14.4 m/year. water quality in a r t i c l e i n f o a b s t r a c t article history received december 08, 2018 revised june 15, 2019 accepted june 22, 2019 published june 30, 2019 notwithstanding that many efforts to overcome environmental problems have been carried out by several parties, yet the issues still occur. improving students’ responsible environmental behavior (reb) can be an alternative to solve environmental problems. this study aimed to analyze the relation between the both variables (i.e. naturalist intelligence and personality) and students’ reb at sjhs 51 of bandung. the research was carried out using quantitative descriptive method through a correlational approach. naturalist intelligence, personality, and reb data were collected using questionnaires. the research data were analyzed using multiple linear regression at α = 0.05. the research results showed that there was a relation between: (1) naturalist intelligence and reb; (2) personality and reb; and (3) the both predictor variables and reb. therefore, empowering the both competencies (naturalist intelligence and personality) is the essential step to improve students’ reb. copyright © 2019, wirdianti et al this is an open access article under the cc–by-sa license keywords naturalist intelligence personality responsible environmental behavior how to cite: wirdianti, n., komala, r., & miarsyah, m. (2019). naturalist intelligence and personality: an understanding students’ responsible environmental behavior. jpbi (jurnal pendidikan biologi indonesia), 5(2), 229-236. doi: https://doi.org/10. 22219/jpbi.v5i2.7193 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7193 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7193 https://doi.org/10.22219/jpbi.v5i2.7193 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7193&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 229-236 230 wirdianti et.al (naturalist intelligence and personality …) bandung has also decreased due to the pollution of water bodies by garbage and waste (jatnika & rahardyan, 2015). the city has also not been able to provide enough clean water for the local population (hasbiah & kurniasih, 2019). pollutant levels in the air are also reported to increase every year (gunawan, bressers, mohlakoana, & hoppe, 2017). environmental problems are generally caused by the behavior of people who are less aware of the environment (jena & behera, 2017). this behavior is also observed in the school environment. some students are reported to have no desire to protect their environment from damage. some students still like to litter and leave the lights on even though they are no longer used (septian et al., 2016). the results of interviews with junior high school teachers in bandung also illustrate similar conditions. the results of the observation also informed the low awareness of students to maintain the environment. the presence of garbage in the classroom and around the school and lack of discipline in cleaning up the classroom clarifies the low awareness of students about their environment. humans, as leaders on earth, must have a responsibility to manage and nurture nature. responding to the increasing number of environmental problems, the effort to improve the responsible environmental behavior (reb) needs to be done (akpofure, 2018). someone who has an reb will feel that their environment is their responsibility (akintunde, 2017). they will act actively to protect the environment in their daily lives (pan, chou, morrison, huang, & lin, 2018). therefore, empowering reb in the school environment is a crucial step in minimizing the increasing environmental damage. empowerment of reb can be optimally pursued if someone has naturalist intelligence (ni). this intelligence is related to one's ability to connect with nature (barbiero & berto, 2018). a person with good ni will have good environmental awareness (ningrum, soesilo, & herdiansyah, 2018). their attitude of caring for the environment will also be better (hartika, diana, & wulan, 2019). moreover, students with high ni will have a better ability to solve environmental problems. students with good ni can also increase their role in environmental sustainability (derakhshan & faribi, 2015). therefore, learning in schools must be designed to be able to empower student ni optimally. besides ni, reb is also indicated to be influenced by students' personality. personality arises from patterns, emotions, and behaviors that arise from someone (colquitt, lepine, & wesson, 2012). personality is considered capable of influencing a person's actions, including their actions towards the environment (pan et al., 2018). someone with a good personality will have many actions that can protect the environment around them (abdollahi et al., 2017). unfortunately, not all students have good personalities because of the differences in psychological characteristics of students will produce differences in personality. based on the background that has been conveyed, reb plays an essential role in addressing various environmental problems. furthermore, both ni and students’ personality have been reported could influence reb level. the importance of environmental issues also encourages research that examines the profile of reb and ni, although it is still rarely found. some of the research studying students’ reb profile (ntanos, kyriakopoulos, arabatzis, palios, & chalikias, 2018; pan et al., 2018) and some researchs are studying students’ ni profile (raskanda, suwarma, & liliawati, 2018; şener & çokçalışkan, 2018). unfortunately, studies that examine student personality profiles are difficult to find. moreover, research examining the profiles of these three parameters at the same time is still difficult to find. the seriousness of environmental problems in bandung directs the importance of research that examines student profiles in all three parameters. therefore, the purpose of this study was to examine reb, ni, and personality of junior high school students in bandung. furthermore, the relationship between ni and personality to reb was also examined to see what factors were most correlated to student reb. such information will be valuable information for educators. the information can be used as a primary reference for empowering students in bandung to be more responsible for their environment. teachers and schools will be able to compile the educational process based on which factors correlate with the level of student responsibility for their environmental conditions. method the method used in this study was quantitative descriptive research through a correlational approach to see the relationship between predictor (ni and personality) and criterium variable (reb). the population in this study y were all eighth-grade students of junior high school 51 bandung, whereas the number of the sample consisted of 220 students. sampling was done by simple random sampling technique. the method used for sampling using the mcclave formula. this research was conducted in mid-september to early october 2018. data was collected for three weeks. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 229-236 231 wirdianti et.al (naturalist intelligence and personality …) there was three instruments used while collecting research data, i.e., reb, ni, and a personality questionnaire. the reb questionnaire consists of 68 statements with answer categories consist of five scales: a) always, b) often, c) sometimes, d) rarely and e) never. the instrument measured four dimensions of reb, namely political actions, consumer actions and economy, persuasion, and eco-management. the legal action dimension was not used because the dimension is a legal action taken to strengthen or change laws relating to the environment. the dimension is considered less suitable to be applied at the junior secondary level. ni questionnaire used to consist of 60 statements. scoring uses a likert scale, with three alternative answers to each statement. the instruments measuring ten ni aspects, i.e., a) having sensitive sensory abilities; b) ready to use five sensory abilities to identify or classify things from nature; c) being interested in and caring for living things; d) often identifying something in the environment; e) making or maintaining or owning collections, journals, natural objects, pictures, photographs, and specimens; f) very interested in television shows, videos, books, or objects about nature; h) showing awareness and focus of high attention on the environment for environmental problems; i) showing awareness and focus on high attention to the environment for the problem of threatened species; and j) easily learn the characteristics, names, categorizations, and data about objects or species found in nature. on the other hand, the questionnaire to measure students’ personality consists of 80 claims. each answer consists of five alternative answers, which are very accurate, somewhat accurate, accurate, not accurate, and very inaccurate. the personality dimensions measured consist of four dimensions, namely openness, conscience, extraversion, and stability emotional. the instruments were first validated by the validator before being used in data retrieval. then, the instruments trial was conducted. thirty-two eighth grade junior high school students were involved in instruments trial process. pearson product-moment and cronbach-alpha were used as validity and reliability test for all instruments. the results, 43 statements of ni items, 58 statements of personality, and 50 items of reb were valid and can be used to measure those three aspects, the reliability test results of ni, personality, and reb instruments were 0.881; 0.914, and 0.902, respectively. therefore, all instruments were declared reliable to measure those three variables. after the research data were collected, multiple linear regression was chosen as the data analysis technique. before the analysis was conducted, two assumption tests were performed. kolmogorov-smirnov test was performed to analyze the distribution of the data, and the bartlett test was performed to analysis homogeneity of the variances. the test was carried out at α = 0.05 using the spss 24.0 program. results and discussion ni, personality and reb are three factors that indicated can influence students perspective on their environment. the profile of students’ ni, personality, and reb collected in this study were shown in table 1, table 2, and table 3, consecutively. at ni variables, the highest frequency was in the range of 80-85 with a relative frequency of 24.10%. the score that has the lowest frequency was in the range 50-55, which is have a relative frequency of 1.36%. in personality variables, as many as 28.18% of students have scored in the range of 70-75. scores that have the lowest frequency were in the range of 94-99, which was as many as one students with a relative frequency of 0.45%. then, in reb variables, the highest frequency is in the range of 64-68, which have a relative frequency of 21.36%. scores that have the lowest frequency are in the range of 49-53, which was as many as three students with a relative frequency of 1.36%. table 1. frequency distribution of naturalist intelligence no. score range absolute frequency relative frequency (%) 1. 50-55 3 1.36 2. 56-61 12 5.45 3. 62-67 26 11.82 4. 68-73 38 17.27 5. 74-79 52 23.64 6. 80-85 53 24.10 7. 86-91 24 10.91 8. 92-97 12 5.45 based on table 1, the highest value of ni was 97, and the average ni value was 76.43. from the data from the research results obtained, it shows that the ni scores obtained by students vary. variations in scores obtained by students influenced by several factors. several factors influencing ni are informed by gangadevi and ravi (2014). gangadevi and ravi informed that the level of intelligence depends on experience, culture, and motivation experienced by students. the results of this study also in line with derakhshan and faribi jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 229-236 232 wirdianti et.al (naturalist intelligence and personality …) (2015) that explain that there are students who can develop ni to an optimal level, but there are also students who will have difficulty developing their naturalist intelligence. this condition makes each student have different abilities to manifest the level of their intelligence. some student has a low level of ni. ni is an important parameter that needs to be empowered in students because this parameter describes the engagement of students with the environment around them (barbiero & berto, 2018). ni is also an indicator of students' attitudes towards changes in the environment around them. so, efforts need to be made to improve the ni of each student (hartika et al., 2019). these efforts, such as inviting students to recognize nature to provide experiences to students in maintaining the environment; cultivating students to protect the environment; motivating students to maintain the environment; and developing naturalist intelligence abilities from an early age. designing learning based on the empowerment of multiple intelligence is also another alternative that is recommended to be implemented (gökhan, 2010; liliawati, purwanto, zulfikar, & kamal, 2018). table 2. frequency distribution of personality no. score range absolute frequency relative frequency (%) 1. 53-58 5 2.27 2. 58-63 21 9.55 3. 64-69 53 24.09 4. 70-75 62 28.18 5. 76-81 46 20.91 6. 82-87 24 10.91 7. 88-93 8 3.64 8. 94-99 1 0.45 based on table 2, it can be seen that the highest score of personality variables was 95, while the lowest score was 53. the average personality score was 73.01. some students have a high score, and the others have a medium and low score. the factors that cause student personality are different, because of the personality characteristics one person with the other is different. the difference in personality scores is due to several factors. several factors that influence personality were heredity, environment, and situation. furthermore, one's culture also plays an important role in personality types (wong & li-fang, 2013). the differences in personality possessed by students are also explained by pervin and cervone (2018), that personality is an essential aspect of human life that can distinguish one individual from another. based on the results of the study, it can be seen that there are still many students who have low personality scores. personality will determine students' actions towards the environmental conditions around them (pan et al., 2018). furthermore, the personality level will determine students' steps in maintaining a sustainable environment (abdollahi et al., 2017). in dealing with this condition, efforts need to be made through the fulfillment of factors that affect personality, such as civilizing students to maintain and be responsible for their environment. this can be done both to shape the culture of protecting the environment carried out in the family, in the school and the environment around the student's residence. besides, there were variations in students’ ni and personality; there are also variations in students' reb (table 3). the students who have a high score reb were expected have good behaviors that are responsible for the surrounding environment, such as maintaining the cleanliness of the class and their surrounding environment. however, some students have a low score of reb. the data indicates that there are still many students who do not have responsible behavior towards their environment. efforts can be made in overcoming these problems. one effort, such as implementing learning activities make students interact directly with nature and by integrating environmental education in subjects so that students can understand and have a good view of the environment. table 3. frequency distribution of students’ reb no. score range absolute frequency relative frequency (%) 1. 49-53 3 1.36 2. 54-58 18 8.18 3. 59-63 33 15.00 4. 64-68 47 21.36 5. 69-73 42 19.10 6. 74-78 40 18.18 7. 79-83 26 11.82 8. 84-87 6 2.73 9. 88-93 5 2.27 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 229-236 233 wirdianti et.al (naturalist intelligence and personality …) after all the research data were obtained, then assumption tests were performed. the results of the normality test and homogeneity test are shown in table 4 and table 5, respectively. based on table 4, the three variables have sig. value greater than 0.05. therefore, all variables were declared normally distributed. then, based on table 5, all test also produces sig. value greater than 0.05. thus, all variables also declare to have a homogenous variance. table 4. normality test results variables statistic sig. ni 0.058 0.069 personality 0.053 0.200 reb 0.047 0.200 table 5. homogeneity test results variables sig. ni with reb 0.180 personality with reb 0.077 ni and personality with reb 0.097 after the data is declared normal and homogeneous, a correlation test is carried out. the results of the correlation test are presented in table 6. based on table 6, both ni and personality partially have a significant relationship with reb (sig. <0.05). on the other than, the results of the correlation test of the two predictor variables simultaneously have an r-value of 0.648. the results of the correlation test are presented in table 7. furthermore, the results of the multiple regression test presented in table 8 inform that the regression equation obtained is y = 12.465 + 0.308x1 + 0.463x2. through this equation, it can be interpreted that if there is an increase in one naturalist intelligence score (x1) and personality (x2) it will be followed by an increase in responsible environmental behavior of 0.308 and 0.46 in the constant 12.465 through the regression model. then, through a significance test obtained a significance value smaller than alpha, so it can be concluded that the regression equation model is significant. table 6. pearson product moment correlation test predictors reb pearson correlation sig. (2-tailed) ni 0.495 < 0.05 personality 0.563 < 0.05 table 7. pearson product moment correlation results test model r 1 0.648 table 8. multiple linear regression model on ni and personality with reb model unstandardized coefficients b (constant) 12.465 ni 0.308 personality 0.463 reb is considered as the primary provider of a student to be an individual who is responsible for their environment (akintunde, 2017). they will try to maintain their environmental conditions while doing daily activities (pan et al., 2018). the existence of reb is also considered capable of minimizing environmental damage (lee, fen-hauh jan, & chung-cheng yang, 2013). reb is considered a predictor in various environmental studies in various countries, such as in australia (yoon, kyle, van riper, & sutton, 2010) and china (li, 2018). therefore, various factors capable of predicting or correlating with reb levels need to be identified. based on the results of the analysis, ni correlates with reb. these results indicate that ni owned by students can support students' awareness to be responsible for environmental conditions. this statement is in line with derakhshan and faribi (2015), which explains that students who have good ni can increase their sense of responsibility towards the environment. students who have ni will also have the ability to interact with their environmental conditions (gohar & sadeghi, 2015). these students also can solve environmental problems (suhairman, 2017). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 229-236 234 wirdianti et.al (naturalist intelligence and personality …) the results of data analysis also inform that personality correlates with reb. the results of this study are also in line with several previous studies in different subjects and research locations (abdollahi et al., 2017; pan et al., 2018). personality is one of the factors that determine a person's behavior. personality also has an essential role in shaping students' attitudes towards the environment (kvasova, 2015). personality is also closely related to student awareness of the surrounding environment (abdollahi et al., 2017). awareness of the environment is also indicated to be able to influence students' perspectives on changes that occur in the environment around them. besides ni and personality partially able to influence the level of reb, both of these variables also simultaneously correlate with the level of students' reb. the results of this study illustrate that schools can optimize students 'reb through ni empowerment and their students' personality enhancements. both the teacher and the school must be able to identify how to realize this target. one way is to implement various learning activities that could to increase the level of ni and the personality of students. conclusion the results of the present study informed that the level of students’ ni, personality, and reb were varied. several students have a high level, whereas the other has a low level. the research also informed that there is a relationship between 1) students’ ni and reb; 2) students’ personality and reb; and 3) both variables (ni and personality) and reb. therefore, it was suggested that school and learning activity should be designed to can improve students reb through empowering students’ ni and improving students’ personality. this effort needs to be conducted because a good reb will direct students to be better maintain their environment. references abdollahi, a., hosseinian, s., karbalaei, s., beh‐pajooh, a., kesh, y., & najafi, m. 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(2019). cognitive acceleration through science education (case) program: accelerating students’ cognitive development. jpbi (jurnal pendidikan biologi indonesia), 5(2), 353-360. doi: https://doi.org/10.22219/jpbi.v5i2.7024 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7024 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7024 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7024&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 353-360 354 prabowo & widodo (cognitive acceleration through science education …) program was to enhance the proportion of students who possess formal operational thinking abilities (corno, 2015). the theoretical foundation of case program was piaget cognitive development theory. piaget described that formal operational thinking is characterized by the ability to handle more than one variable in mind at once. for example, to weigh up two sides of an opinion, to determine the advantages and disadvantages of a particular action, or to be able to see the effect of a number of input variables (e.g. number of proteins, carbohydrate, fat) on an outcome (the mass of muscle). however, piaget suggested that this level of thinking will be achieved when children reach around 14 or 15 years. cognitive acceleration means the process of accelerating students’ ‘natural’ development process by presenting an intervention program to enhance students’ level of thinking especially in science (milar, venville, & oliver, 2014). scientific thinking is described as the representation of general intelligence. the example of scientific thinking development is children who are doing their practical task during an investigation such as ordering things by their mass, exploring conservation, analyzing cause and effect, and controlling variables (inhelder & piaget, 1958). piaget drew conclusion about how to measure children’s cognitive development by their performance in these apparently scientific tasks. the example of non-verbal tests on general intelligence is raven’s matrices, while calvert non-verbal test is the other way to measure children’s cognitive development. these tests tap into children’s ability to use their deductive and inductive reasoning which is fundamental of scientific thinking (finau, treagust, won, & chandrasegaran, 2018). the correlation between scientific thinking and general thinking was supported by some empirical findings. although piaget expressed stages of cognitive development in scientific terms, however, the description of cognitive development stages such as abstract reasoning or concrete operations are generally acceptable in all forms of learning. thus, early childhood experiences are crucial for (gopnik, 2012). this finding shows the intimate link between scientific thinking and general thinking. overall, many researches showed that case program was effective to accelerate cognitive development of participant. however, there have been limited studies concerned on the effect of cultural factors to the success of the program. therefore, this research intended to investigate how does the different culture of education affect the result of case program in outside of england where the program was developed. the objective of this research was to investigate the effect of case program to cognitive development of elementary students in indonesia. method research design the study used a mixed method sequential explanatory design consist of two stages of data collection. during the first stage, the quantitative data were collected using quasi-experimental design followed by the collection and analysis of the qualitative data in the second stage (creswell, 2012). this study integrated the strength of both the quantitative and qualitative data. participants were 70 students of fifth grade of elementary school (age 10-12) which were separated in two groups (45 students for each). scientific reasoning task (srt) was used to assess the participants’ cognitive development both in pretest and post-test of this study. to assess the effectiveness of the case program, the students’ adaptive learning engagement (sale) questionnaire as preand post-survey followed by semi structured reflective interview were employed to reveal the students’ and teacher’s perspectives and experiences after participating the case program. teacher professional development (pd) training program teacher professional development (pd) training program was conducted during the study. teacher learnt about teaching plans and strategies of case as they hold an important role in this program. the program was separated in six sessions based on the work of (adey, 2003) as shown in table 1. in each pd training session, teacher discussed and shared their experiences during the case lesson. the purpose of the sharing session was to improve their teaching in the next activity. a volunteer had an opportunity to teach for one case activity during the training while others observed for later discussion and feedback. instruction in the case group the case intervention used in this study was basically similar to the original case program adapted and modified from thinking science (adey, 2003). however, due to the limited time for this study, the intervention was reduced only for 8 lessons and were delivered over 4 months (july – october 2018). the intervention was given every two weeks to replace the ordinary science lesson. each lesson of case focused on developing jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 353-360 355 prabowo & widodo (cognitive acceleration through science education …) specific reasoning patterns such as controlling variables, ratio and proportionality, probability and correlation, and also the use of abstract models to explain and predict. in the first phase, the activity was called ‘concrete preparation’ where the context of the activity was introduction to the students. teacher’s role was to record student’s expression and suggestion of the best way can be done to achieve the learning goals. teacher also asked questions which helped students to understand what they should do in the next phase. the second phase of the activity was ‘cognitive conflict’ which is the central of the case activity. several problems were presented to the students in which the purpose was to challenge their prior knowledge and personal hypothesis. in this case, the teacher’s role was observing each group as they were working and encouraging students to focus on the problems based on their own perspectives. the next phase was ‘social construction’. in this part, students worked collaboratively in groups in which there were about four people who were trying to resolve the cognitive conflict. the results obtained from the students’ work session of each group were then shared to the class (for at least ten minutes). in this phase, each group reported to the whole class members about their findings. in addition, students or groups could express their difficulties to the whole class member, allowing the other groups to contribute by generating the best solution from the discussion. table 1. teachers professional development (pd) training program curricula activity materials session 1 foreword of the whole program session 2 1. sharing the data on the type of thinking available in the key stage 3 population; 2. getting a sense of the sort of thinking demanded by the science curriculum, and so bring home the problem that there is a gap between students’ thinking and curriculum demands; 3. introducing an approach to overcome problem; and 4. making the concrete with the next few case activities session 3 1. checking the students’ progress in their activities, providing opportunity for sharing experiences; 2. going into more detail of the nature of formal operational thinking, and showing how it is necessary for higher levels in science curriculum; 3. focusing on the process of social construction; and 4. going over the next few activities to be taught session 4 1. giving participants an opportunity for feedback on activities taught so far. 2. giving an introduction of metacognition concept. 3. introducing the next set of activities to be taught session 5 1. giving participants an opportunity to practice in recognizing the pillars in lesson transcripts, and 2. considering the power of peer observation. session 6 1. reflecting on coaching in which the participants have experienced, 2. taking an overview of the development of thinking throughout the case activities, and 3. giving some thoughts in making case as an integrated part of the school science curriculum metacognition follows where the students are encouraged to reflect on their thinking and explain their thoughts to each other as they solve problems or perform tasks. teachers play an important role in this process by asking the students various questions which express their ideas. in the other words, it is re-establishing of equilibrium. the last phase was ‘bridging’. this was the part of the class where the teacher assisted students in applying their new thinking into different-but-relevant contexts. bridging is regarded as a powerful teaching strategy, where students are encouraged to keep practicing and challenging the new thinking developed long after the lesson, they first learned in was over. instruction in control group the control group of this study was instructed using teaching strategies which normally used in their classroom. the teaching strategies tended to teacher centered learning because their teaching practices mainly using teacher presentation and writing notes. teacher preferred this strategy to complete the administration of syllabus because there were a lot of materials which must be delivered in limited time. data collection the quantitative data about the effect of the case program were assessed using science reasoning tasks (srt’s) developed by the team of “concepts in secondary mathematics and science” at chelsea college, university of london (adey, 2003). these tasks measured the students’ ability to use concrete and formal thinking strategies. the key characteristics of the tasks used in this study can in be seen in table 2. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 353-360 356 prabowo & widodo (cognitive acceleration through science education …) the srt’s were administered to both case group and control group before and after the intervention to investigate the effects of case program to students’ cognitive development. the items that were used in the srt’s were mostly different in the pre-test and post-test but addressed the same level (2b-3b). table 2. features of science reasoning tasks (srt’s) no. name content range no. of items pre-test ii volume and heaviness a global concept of ‘size’ in terms of mass, weight, volume and density 2b-3b 14 post-test iv equilibrium in the balance investigating the pupil’s ability to recognize and use inverse proportions in a simple beam balance 2b-3b 13 the qualitative data in this study were collected using students’ adaptive learning engagement (sale) and semi structured reflective interview. the sale questionnaire adapted from velayutham, aldridge, and fraser (2011) were administered to both groups in pre-test and post-test. the sale instrument consisted of four aspects: learning goal orientation, task value, self-efficacy and self-regulation. learning goal orientation, task value and self-efficacy were the three components of motivation which were consistently associated with students’ adaptive motivational beliefs (schunk & zimmerman, 2008), each of these components is related to the successful engagement in self-regulated learning. the example of items for each sale aspects are shown in table 3. table 3. students’ adaptive learning engagement (sale) sample items aspects sample items learning goal orientation 1. one of my goals is to learn new science contents. 2. one of my goals is to learn as much as i can. 3. it is important for me to improve my scientific reasoning skills. task value 1. what i learn is relevant to me. 2. what i learn is of practical value. 3. what i learn encourages me to think. self-efficacy 1. i can figure out how to do difficult work. 2. even if the science work is hard, i can learn it. 3. i can understand the contents taught. self-regulation 1. even when the tasks are uninteresting, i keep working. 2. i do not give up even when the work is difficult. 3. i keep working until i finish what i am supposed to do. all of instruments in this study were adapted and translated into bahasa indonesia to accommodate participants’ language. instrument adaptation process in this study was based on beaton, bombardier, guillemin, and ferraz (2000) that consisted of initial translation, synthesis of the translation, back translation, expert committee, and pretesting. prior to the intervention, the adapted case and sale instruments (the both english and bahasa indonesia versions) were piloted and tested to 30 elementary students from two elementary schools in malang. the purpose of this pilot study was to check the clarity and suitability of the items and to eliminate ambiguities in the wording of the items. semi-structured interviews were conducted to 5 students of the case group and 4 students of the control group. the purpose the interviews in this study was to get more in-depth information on the perceptions of the students about case intervention. all student interviews were audio-recorded and fully transcribed. the analysis of the interview was through repeated reading of the transcripts as well as repeated listening to the recorded audio to identify the ideas that were relevant to research questions and to provide insight into the quantitative data (creswell, 2012). data analysis the data obtained from pre and post-test were then analyzed using residual gain score (rgs). meanwhile the differences of students’ motivation and regulation were determined using t-test which were completed using cohen’s d (j. cohen, 1988; l. cohen, manion, & morrison, 2007). results and discussion students performance on srt the total of 70 students completed srt both on pre-test and post-test in which the 35 students were part of case group and the rest were the part of control group. the average of students’ age when we conducted the study was 11.6 years old. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 353-360 357 prabowo & widodo (cognitive acceleration through science education …) the initial analysis results (table 4) showed that the mean value of pre-test of case group (4.7) was higher compared to the control group 3.7. this is in line with the post-test results, in which the case group reached the mean value as high as 8.3 while the control group only achieved 4.7 in order to explore greater insight into the results, the scores achieved from pretest and post-test of the both control and experimental groups were analyzed using residual gain score (rgs) analysis. this technique works by using the pre-test score of each student as a covariate to his/her post-test score which then a regression line was constructed by computing those scores for the preand posttest scatter. the pre-test scores of each case group student were then entered into the regression equation. thus, the difference between the predicted (the calculation is not served in this paper) and actual post-test score estimated the effect of the case based intervention in comparison with the control group. table 4 shows the preand posttest mean scores and the gains formed by each group. table 4 describes that the residual gain scores for case group (4.4) were greater compared to the control group (0.1). these results show that the actual score gained (8.3) by the experimental group got was over the predicted score (the calculation is not served in this paper) compared to the control group results. the rgs mean value of the control group (0.1) implies that this group scored as the prediction even though no greater than the expectation (the calculation is not served in this paper). the results suggest that the case program was successful in improving students’ cognitive ability in science. table 4. rgs mean values for case and control group group n pre-test mean post-test mean rgs mean case 35 4.2 8.3 4.4 control 35 3.7 4.7 0.1 the findings from this study were consistent with prior research findings that the explicit teaching of case was beneficial for students who participated in the intervention (adey, robertson, & venville, 2002). students’ performance on srt indicated that students in the case group made significant cognitive gains over the four months of the intervention. this in line with amineh and asl (2015) who concluded that cognitive growth will firstly occur in social level which then followed by the individual level. the overall results indicate that the case intervention with its teacher professional development training program and classroom activities was successful. the students who participated in the case intervention were found to show more positive attitudes toward lesson compared to those from the control group. these findings suggest positive associations between learning attitudes (shown in table 5 and table 6) and academic achievement (shown in table 4). this finding is consistent with other studies conducted by velayutham et al. (2011) and wolters (1999) who argued that motivation and self-regulation-based learning have a positive relationship with academic achievement. students’ motivation and regulation according to the sale analysis results of preand post-test scores, there were significant differences between the pre-test and post-test mean scores of the four aspects of the sale instrument for students in the case group (see table 5). the post-test mean scores of the four aspects were significantly higher than the pre-test mean values. these results suggest that the case program was effective in improving the students’ motivation and self-regulation levels. table 5. sale pre and post-test results in case group aspects of sale pre-test post-test t value effect size (cohen’s d) mean sd mean sd learning goal orientation 4.26 .67 4.53 .47 5.70* .47 task value 2.04 .77 4.46 .46 7.81* .66 self-efficacy 3.93 .81 4.32 .51 6.30* .58 self-regulation 4.00 .74 4.42 .44 7.86* .70 reversely, there were no significant difference between preand post-test scores among students in the control group. the post-test mean scores for three aspects were lower than the pre-test mean scores while learning goal orientation had a slight (insignificant) increase in the post-test scores (see table 6). the results show that the traditional instructional program that was used in the control group had no significant effect in students’ motivational and self-regulation levels. there are several factors interfering students’ motivation and regulation. these factors can be the teacher’s role (shaikh & khoja, 2012) and attitude (oroujlou & vahedi, 2011), gender (eshun, 2004; osagie & alutu, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 353-360 358 prabowo & widodo (cognitive acceleration through science education …) 2016), the approach (chao, chen, & chuang, 2014) learning model employed by teacher (wyk, 2017), teacher-student interaction (bashir, bajwa, & rana, 2014), and so forth. the better the understanding of these factors, the better the teaching preparation as well as learning processes management conducted by the all parties, particularly teachers as well as schools in term of the system provided by school (e.g. facilities for the both teachers and students, training for teachers to improve their competencies, etc.). table 6. sale pre and post-test results in control group aspects of sale pre-test post-test t value effect size (cohen’s d) mean sd mean sd learning goal orientation 4.40 .69 4.42 .59 .31 .76 task value 4.35 .71 4.31 .64 -.44 .66 self-efficacy 4.33 .62 4.21 .63 -1.47 .14 self-regulation 4.35 .56 4.24 .56 -1.55 .12 students’ interview responses five students from case group were interviewed regarding their participation in the program. most of these students (more than 80 %) mentioned that they enjoyed the case activities and their teacher’s support that they had received. the students noted that the case program positively influenced their learning experience and interaction with the teachers. they also mentioned the changes in their learning attitudes such as selfdetermination, confidence, self-regulation and desire for success. moreover, four students of the control group were interviewed with regards to their learning of the traditional science instruction, and also reflect on the teaching strategies of their teachers. their responses were very important to improve their teacher’s instruction strategies. overall, the interview data seem to support the findings from the quantitative data. in the interviews done, the case group students revealed that they gained more positive attitudes towards their learning science which led to the better engagement in their motivation and achievement. the interview findings indicated that the implementation of the case program was comprehensive and well-supported by teachers who attended professional development. a number of challenges were faced by the teachers including combining the program into a crowded curriculum, organizing the program, and arranging the students to accommodate the group work for social construction. the 8 selected lesson activities were implemented to give rise to classroom work focused directly within the five ‘reasoning pattern’. cognitive conflict enhanced the discussion, while metacognition and problem solving encourage students to work together on the lesson activities (finau, et al., 2016). for the case lessons, the role of the teacher shifted from a director to a facilitator of learning activities. during the group discussions, the teacher encouraged students to think the ideas that came from their earlier discussions. it is reported that not only student’s attitude determines the learning effectiveness, but also teacher’s (oroujlou & vahedi, 2011). in this case, teachers were not required to provide all answers for students’ questions but to facilitate and encourage students to explore together the possible solutions by giving tasks. with the results that have been obtained in this study, it can speculate that the keys to success of the case program in indonesian classrooms are the cognitive conflicts set with specific reasoning patterns for each lesson, the pedagogy that encourage the group or whole class discussion and metacognition. these instructional strategies have the capacity to improve the reasoning ability of the students which leads to the better performance. as mentioned earlier, the goal of this case program was to develop formal operational thinking in term of higher-order thinking (mccormack, finlayson, & mccloughlin, 2009) by improving students’ academic performance in science regardless of their maturation. the findings of this study show that the case intervention program has improved students’ cognitive ability which led to the improvement of their academic achievement as well as their learning attitudes by being self-regulated and motivated. conclusion overall, the case program has set out what it planned to achieve. the results showed that the rgs of the case group was higher than the control group. this approach involved teachers focusing on thinking skills rather than content knowledge and there was a demand for the student to be engaged and think. the further effects of this program were that the students’ contributions in case program have made them performed better in motivation and self-regulation. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 353-360 359 prabowo & widodo (cognitive acceleration through science education …) references adey, p. 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2sunarmi.fmipa@um.ac.id; 3azizah.nur.2103418@students.um.ac.id abstract: the electronic-module (e-module) is one of the teaching materials needed so that the learning process can take place optimally. e-module owned by um biology students generally do not use the latest technology. augmented reality (ar) is a form of technology where there is a process of integrating the virtual world with the real world. not a few students experience difficulties in understanding the flower structure material. student scientific literacy is still far from what is expected. the research conducted is research and development with the lee and owens development model. data collection was carried out during october-december 2022. the technique of analyzing quantitative descriptive data. the subjects in this study were 37 biology students class of 2021 without any differences in gender, age and study program. the results of the effectiveness of the ar electronic-module based on n-gain calculations obtained a score of 0.7 where on that score the ar e-module was categorized as quite effective in increasing scientific literacy. it is hoped that in the future there will be teaching materials and media that can improve some of the competencies needed by the latest generation. keywords: augmented reality; biology students; e-module; science literacy introduction flower structure is one of the topics in lectures on plant structure and development at the biology department, universitas negeri malang (um). all biology students must take the structure and development of plants course. the material contained in these lectures is concrete concept material where students can use all of the senses directly in the learning process (soedjito & saryono, 2011). in this lecture discusses all plant organs from roots, stems, leaves, flowers, fruits, seeds and their development. the topic of flower structure is the main key in lectures on plant structure and development. in the topic of flower structure, it contains material for flower parts and their development. however, not a few students have difficulty understanding flower structure material because of the many flowers observed and their lack of understanding of the important parts of a species. biology as a science must aim to give experience it is about mind, practice and heart. therefore, the ideal study of biology does not consist only of: it incorporates not only the transfer of knowledge, but also the active role of the student in deepening concepts (hunaepi et al., 2021). furthermore, the development of scientific literacy is still a task that is never completed. even though scientific literacy is an urgency in the 21st century, the development of these skills is still low. a learning can be said to be successful if student learning outcomes have increased. however, in reality the learning outcomes of um biology students are still far from what was expected. this is evidenced by the initial analysis of the scientific literacy value of um biology students of 39 in the low category. the low value of scientific literacy is caused by students not being used to processing knowledge at the level of cognitive analysis and associating existing knowledge with new knowledge. in fact, scientific literacy can be trained in students' learning activities. it can be incorporated into learning activities, especially biology (yuniar et al., 2020). *for correspondence: sulisetijono.fmipa@um.ac.id article history: received: 6 april 2023 revised: 11 july 2023 accepted: 13 july 2023 published: 30 july 2023 10.22219/jpbi.v9i2.25747 © copyright sulisetijono et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: sulisetijono, s., sunarmi, s., & rochmah, a. n. (2023). the effectiveness of ar e-module of flower structure material on biology students’ science literacy. jpbi (jurnal pendidikan biologi indonesia), 9(2), 217-224. https://doi.org/10.22219/jpbi.v9i 2.25747 mailto:sulisetijono.fmipa@um.ac.id mailto:2 mailto:sunarmi.fmipa@um.ac.id mailto:azizah.nur.2103418@students.um.ac.id mailto:sulisetijono.fmipa@um.ac.id https://doi.org/10.22219/jpbi.v9i2.25747 https://doi.org/10.22219/jpbi.v9i2.25747 218 sulisetijono et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 217-224 overcoming the problems that have been described, teaching materials are needed that are able to increase student understanding and scientific literacy related to the topic of flower structures. teaching materials are one of the important components in the world of education where teaching materials have an important role that can be specific or general in nature (magdalena et al., 2020). one of these teaching materials is the electronic-module (e-module). the e-module is one of the innovations in teaching materials with the integration of technology and information that has developed rapidly. this innovation is in line with the characteristics of e-module, namely adaptive, where the module must have high adaptive power to the development of science and technology. learning innovations are expected to be applied at all levels of education as a form of developing scientific literacy (irawan et al., 2020). development of e-module can make students more comfortable compared to conventional learning and make learning much more effective. with the development of interactive e-module, it can increase student motivation in learning where students will involve sensory activities, provide opportunities for students to determine accelerated learning and be able to carry out self-evaluations. (yolanda, 2021). materials can be used in the form of e-module, as e-module also help teachers to make students more active and independent (herawati & muhtadi, 2018). based on observations made in september 2022, the e-module owned by um biology students are generally very simple and do not contain the latest technology. this resulted in students being less motivated and less understanding in studying the topic of flower structures, e-module which were monotonous to study and had not included learning stages. the most common form of technology that enables real-world integration with virtual worlds is augmented reality (ar). ar can be used as a teaching tool that conveys information in a clear and interactive, real-time, and educational way (carolina, 2022). utilization of augmented reality in educational media is possible on android and ios-based smartphones which can display 3d objects virtually, just like in real life, by scanning barcodes that contain object-specific information (haryani & triyono, 2017). the existence of ar technology can assist students in learning abstract material and assist students in observing objects that are difficult to observe with the naked eye. according to alnajdi et al., (2020) ar offers an opportunity to observe and learn from real-world behavior, allowing students to imagine how theories might be applied, and thus could be extended to general education. the use of ar can also help make e-learning learning more exciting, interactive and fun. where it has been applied, this approach has improved learner outcomes, increased motivation, and facilitated collaborative learning. ar provides learning opportunities to observe and test theories, and integrates virtual reality into real life to foster creative thinking and effective decision-making. ar is gaining traction in education because it has the potential to enhance learning and teaching (annetta & shapiro, 2019). student reactions to ar prominence focus on three things:engaging, explorable, and motivating. this is consistent with previous studies that ar media are fun and interesting media for young people (al-azawi et al., 2019). the learning outcomes achieved through the use of ar media are the ability of students to acquire lower cognitive skills (memory, comprehension, application) and higher cognitive skills in the form of analyzing (yamtinah et al., 2023). furthermore, using ar can improve student learning outcomes in multiple subjects (ling et al., 2021) and interest in and understanding of specific material concepts (kuit & osman, 2021). in accordance with the previous presentation, ar technology has given a very positive response to the world of education. at the same time the e-module with the help of ar which will be developed more specifically discusses the flower parts of various species that have never been developed before so that it becomes one of the breakthrough innovations in the development of material e-module in the um biology department lectures. broadly speaking, the problem being faced is that biology students' scientific literacy is not yet optimal, especially in the material of floral structures. writing articles wants to show the effectiveness of the development of ar e-module for biology students' scientific literacy in the flower structures material. method this research and development used lee and owens development model. the lee and owens development model has several stages, namely (1) assessment or analysis, (2) design, (3) development, (4) implementation, (5) evaluation. the first stage (assessment or analysis) is the stage where all the analysis needed is collected as a basis for developing technological materials in teaching materials, the analysis starts from material analysis, audience analysis, technology analysis to costbenefit analysis. the analysis phase was carried out by observing and interviewing lecturers in the plant structure and development course. the next stage is the design stage. this stage is the multimedia design that will be developed. the third stage in lee and owens is the development stage. in the development stage, there is a description of the ar technology development process in the e-module and a product trial process is carried out. the product trial process must be carried out in order to produce a valid and practical technological product before moving on to the implementation stage. validity and practicality were obtained from questionnaire calculations carried out by several experts, test subjects 219 sulisetijono et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 217-224 and educational practitioners. the implementation stage was carried out on research subject students and also measured the acquisition of scientific literacy scores from calculating the value of product effectiveness on the development of scientific literacy values. the final stage is evaluation. the evaluation phase aims to collect data as a basis for determining whether the ar e-module that has been developed is effective against existing problems in the learning process so that it can achieve the stated goals. data collection was carried out during october-december 2022. the data was analyzed using quantitative descriptive technique. the subjects in this study were 37 um biology education students class of 2021 without differentiating gender and age. scientific literacy measurement is carried out using sub-indicators from the (oecd, 2019). oecd scientific literacy sub-indicators include: (1) describing scientific knowledge, designing predictions and hypotheses based on phenomena, designing investigations, (2) evaluating scientific investigation designs, interpreting and communicating scientific information in writing or orally, and (3) describing and analyzing one or more relationships between science, technology and society to understand the application of science in everyday life. instruments for measuring scientific literacy are in the form of pre-test and post-test questions with indicators of oecd 2019 scientific literacy. furthermore, the calculation of scientific literacy scores is carried out using the oecd 2019 scientific literacy rubric. following is a table of guidelines for assessing scientific literacy, guidelines for calculating scientific literacy scores and criteria for literacy scores science. the scientific literacy scores of biology students were obtained from pre-test and post-test calculations using the oecd scientific literacy scoring guidelines in table 1. table 1. scoring scientific literacy criteria score if the answer is correct, sequence using clear grammar 4 if the answer is correct, it is less coherent by using unclear grammar 3 if the answer is not correct with clear grammar 2 if the answer is wrong, the grammar is not clear 1 if not answered 0 student scientific literacy scores = question1+question 2+question 3+question 4+question 5+question 6. measuring the effectiveness of the ar e-module uses the gain score calculation with the following formula 1. criteria for the level of effectiveness of the ar e-module can be seen in the table 2. n − gain = (𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒) (𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒−𝑚𝑖𝑛𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒) (1) table 2. criteria for the level of effectiveness of the ar e-module n-gain score effectiveness level ≥ 0.7 effective 0.3 – 0.7 effective enough ≤ 0.3 less effective results and discussion development of ar electronic-module the development of ar e-module uses the lee and owens (2004) development model with five stages, namely analysis, design, development, implementation and evaluation. the following is a further explanation of the stages of lee and owens (2004). analysis phase, based on the analysis that has been carried out through interviews and observations, there are several gaps between the real world and future expectations. these gaps include learning modules owned by students that are still oldfashioned and there is no the latest technology, student understanding of interest structure material is far from expectations, low student motivation in learning which has an impact on students' scientific literacy levels. design stage, the specifications for the media developed: (a) software: unity, google drive, google form; (b) hardware: computer, keyboard, mouse; (c) interface design: consists of cover, preface, table of contents, material 1 material 2, concept map, learning activities, reference list, qr-code augmented reality image, and developer biodata page; (d) theme: development of ar e-module using a theme appropriate to the material to be presented; (e) ext: the type and size of the font will be adjusted to the needs and attractiveness of the ar e-module; (f) image: the type of image used is adjusted to the needs in development; (g) video: the type of video used is adjusted to the needs in development. 220 sulisetijono et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 217-224 development stage, the third stage is the development stage. the ar e-module was developed using the unity program which students can use independently and assist lecturers in the learning process. the developed ar e-module contains several components, namely cover, preface, table of contents, material concept map, learning activities, reference list, qr code ar images, developer page (figure 1). figure 1. learning flow in the ar e-module after making the learning flow and developing electronic-module, the next activity is to carry out product validation, trials on trial students and education practitioners. the product validation results can see in table 3. the results on students can see in table 4. the results of trials of educational practitioners can see in table 5. based on the calculation of the validation and the percentage of trials that have been carried out, the ar e-module product has very valid and sufficient criteria and is very practical. table 3. average media validation results on products table 4. average percentage of student trials table 5. average percentage of educational practitioners trials biology students' scientific literacy scores the next step is to look at ar electronic-module products on students' acquisition of scientific literacy in table 6. table 6. science literacy score for biology students information score max score pretest 391 1176 posttest 906 1176 no media validation average percentage (%) criteria 1 flower morphology structure material 4.8 96 very valid 2 material relating the morphological structure of flowers to the structure of stems and leaves 4.8 96 very valid no media validation percentage (%) criteria 1 flower morphology structure material 80 practical enough 2 material relating the morphological structure of flowers to the structure of stems and leaves 80 practical enough no media validation percentage (%) criteria 1 flower morphology structure material 96 very practical 2 material relating the morphological structure of flowers to the structure of stems and leaves 96 very practical 221 sulisetijono et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 217-224 science literacy scores of biology students were obtained from pre-test and post-test calculations using the oecd scientific literacy scoring guidelines. ar e-module effectiveness the effectiveness of the ar e-module based on n-gain calculations obtained a score of 0.7 where on this score the ar e-module is categorized as effective enough. the learning process is inseparable from the process of imparting knowledge from educators, namely lecturers to students. the learning process requires learning strategies, teaching materials and learning media so that the process of imparting knowledge can run well and effectively. good and effective teaching materials able to improve student learning outcomes and improve their life skills in the 21st century. developm 21st-century skills using these resources and competencies-matched learning techniques. in fact, many lecturers are still not leveraging technology in their learning process due to lack of preparation, training and instruction. therefore, the learning process still focuses on lecturers using lecture methods and taking notes (santosa et al., 2022). thus, the lecturers needs to transform her 21st century skills like passive learning into active learning (respati & atun, 2023). to produce teaching materials that are effective in achieving learning objectives needs to be designed and developed optimally. in essence, teaching materials are arranged according to the field of study with the curriculum used. revealed several criteria in the preparation of teaching materials including: a) instructions for use, b) competencies to be achieved in the meeting, c) materials, d) worksheets and evaluation. good teaching materials are teaching materials that are arranged systematically where the teaching materials fully display the competencies that will be mastered by students and used in the learning process to achieve learning goals. teaching materials must be unique and specific wherein the development of teaching materials must be in accordance with certain goals and aimed at certain targets in based on the competencies that must be mastered. the preparation of teaching materials must follow several principles. these principles include relevance, consistency, and adequacy. the principle of relevance is that educational material must be relevant to a person's level of expertise and related expertise. principle of consistency means that if there are five competencies that must be developed by a student, then the relevant teaching materials must be included in the teaching materials. the principle of adequacy is that subjects are taught in a way that prepares students for the skills being taught. the teaching materials may not be too broad or too narrow. in addition to containing learning materials that are appropriate to the field of study, teaching materials also have several functions, including directing all student activities in the learning process according to competence and as an evaluation tool in achieving learning goals (magdalena et al., 2020). instructional materials designed must always pay attention to technological and information developments so that the resulting teaching materials can be sustainable in accordance with the times. if the teaching materials do not keep up with technological and information developments, the substance that will be given to students will decrease and will not be able to encourage students to master the skills of the xxi century. e-module are educational tools that contain materials, procedures, and questions that are presented in an engaging and methodical way to acquire competence (handayani et al., 2021). teaching materials that meet these challenges are those that utilize it, such as e-module with videos and learning animations. educators can use electronic-module as learning resources for students inside and outside the classroom (asrial et al., 2022). modules developed in digital forms, such as emodule, are aided by technology and are equipped with videos and animations to facilitate students' comprehension of the material, thereby creating positive learning outcomes for students (nurhayati et al., 2022). augmented reality technology is quite widely present in society, but its use is still only for commercial use and has not yet entered the world of education. augmented reality (ar) is the visualization of digital information superimposed on a real-life environment, providing users with additional information while helping them solve tasks (hurst et al., 2021). the developed e-module already has ar technology where this technology can help students in the learning process. this is evidenced by the value of the effectiveness of teaching materials with n-gain calculations, a value of 0.7 is obtained, where this value has criteria that are quite effective in increasing the scientific literacy score of um biology students. hurrahman et al. (2022) revealed that the e-module based on augmented reality technology is easy to use, attractive to students and able to assist in visualizing abstract concepts. pratiwi et al., (2021) said that the e-module on the immune system material with augmented reality technology is able to help high school class xi students to understand the concept of the immune system well, students can learn independently, active and having fun. masdi & pratama, (2022) said that augmented reality-assisted emodules are able to provide students with an understanding and construct their own thoughts on real problems. ar technology can provide interactive and immersive learning environments that engage and motivate students. by integrating ar into learning, educators can create more dynamic and engaging learning experiences that allow students to visualize and explore concepts in new and exciting ways (savale et al., 2023). 222 sulisetijono et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 217-224 the development of the ar e-module was also able to increase students' scientific literacy scores. the increase was 2.3%. measurement of scientific literacy uses scientific literacy sub-indicators from the (oecd, 2019) which are carried out at the end of each lesson. by increasing students' scientific literacy, it is expected that students will become more skilled in solving real problems and get original and rational thinking about solutions to daily life problems (indrawan et al., 2022). revealed that the experimental group experienced an increase in scientific literacy compared to the control group. the development of ar e-module enables students to develop abstract thinking skills and scientific literacy (rizti yovan & kholiq, 2021). additionally, the use of augmented reality media may help students visualize what is happening. augmented reality media has made it easier for students to understand complex concepts and visualize abstract concepts to understand the structure of object models. this means that these learning media can be supporting student learning and improve scientific competence (setiawan et al., 2022). according ayu et al., (2021) ar will help interest in madura's scientific literacy, improve the quality of learning with innovative media, and prepare generations of the country's children for the challenges of this growing millennial age. conclusion learning is inseparable from the preparation of strategies and teaching materials in order to achieve learning objectives and master competence. the developed ar e-module proved to be quite effective in increasing scientific literacy with a value of 0.7. furthermore, there is an increase in scientific literacy of 2.3%. effective teaching materials must be able to improve life skills in the 21st century and be able to encourage students to learn effectively and independently. author contributions s. sulisetijono: methodology, review, and editing; s. sunarmi: question validation, review, and editing; and a. n. rochmah: writing original draft preparation. references al-azawi, r., albadi, a., moghaddas, r., & westlake, j. 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(2020). triggering students’ scientific literacy through static fluid scrapbook. journal of physics: conference series, 1491(1), 012057. https://doi.org/10.1088/1742-6596/1491/1/012057 https://doi.org/10.1088/1742-6596/1491/1/012057 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 1 march 2021, pp. 35-42 10.22219/jpbi.v7i1.14253 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 35 research article software preference for online learning of science and biology teachers under covid-19 pandemic firas khaleyla a,1,*, w. wisanti a,2, reni ambarwati a,3, dwi anggorowati rahayu a,4, eva kristinawati putri a,5 a department of biology, faculty of mathematics and natural sciences, universitas negeri surabaya, ketintang, surabaya 60231, indonesia 1 firaskhaleyla@unesa.ac.id*; 2 wisanti@unesa.ac.id,3 reniambarwati@unesa.ac.id, 4 dwirahayu@unesa.ac.id, 5 evaputri@unesa.ac.id * corresponding author introduction a new infectious disease was identified in early january 2020, originated from its outbreak in wuhan, china as, known as coronavirus disease 2019 (covid-19) (ciotti et al., 2020; sun et al., 2020; tang et al., 2020; tian et al., 2020). the disease is caused by severe acute respiratory syndrome coronavirus 2 (sars-cov-2) (pascarella et al., 2020; phan, 2020; singhal, 2020; wu et al., 2020). who then declared it a pandemic because the transmission had spread to almost all countries (cucinotta & vanelli, 2020). since its first report, sars-cov-2 has transmitted globally and infected almost 80 million people in the world with mortality number up to 1.7 million as of december 2020 (sallam, 2021). covid-19 pandemic is also faced by indonesia. since the first report of covid-19 emerged from depok on march 2nd, 2020, the numbers of covid-19 patients in indonesia continue to rise every day. this situation resulted in the establishment of covid-19 as public health emergency and large-scale social distancing a r t i c l e i n f o a b s t r a c t article history received: 9 november 2020 revised: 24 march 2021 accepted: 26 march 2021 published: 31 march 2021 as measure against the rapid spreading of coronavirus disease 2019 (covid-19) which now has reached global level, indonesian government established large-scale social distancing (lssd). as consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. this study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during lssd measure. a total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. data was analyzed using quantitative descriptive method. about 57% respondents had never manage online learning before covid-19 pandemic while the remaining 43% had experience in managing one before, however almost all managed online learning. non-paid software used the most (81%) among respondents to manage online science/biology learning. software types used were social networking (64%) especially whatsapp, learning management system (lms) (51%) especially google classroom, teleconference applications (12%), and assessment software outside of lmss (15%). software chosen were mostly non-paid, easily accessed by all people, already familiar among indonesian, and its interface were easily mastered. copyright © 2021, khaleyla et al this is an open-access article under the cc–by-sa license keywords biology learning covid-19 pandemic online learning science learning software preference how to cite: khaleyla, f., wisanti, ambarwati, r., rahayu, d. a, & putri, e. k. (2021). software preference for online learning of science and biology teachers under covid-19 pandemic. jpbi (jurnal pendidikan biologi indonesia), 7(1), 35-42. doi: https://doi.org/10.22219/jpbi.v7i1.14253 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 10.22219/jpbi.v7i1.14253 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:firaskhaleyla@unesa.ac.id mailto:wisanti@unesa.ac.id mailto:reniambarwati@unesa.ac.id mailto:dwirahayu@unesa.ac.id mailto:evaputri@unesa.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1.14253 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 35-42 36 khaleyla et al (software preference for online learning …) (lssd or pembatasan sosial berskala besar/psbb) as measure to minimize transmission (djalante et al., 2020; setiati & azwar, 2020). by october, the number of patients infected by covid-19 in indonesia had surpassed 300,000 and the number of new cases continued to rise daily (sparrow et al., 2020). large-scale social distancing measure affected various social and economic activity in indonesian community, including learning activity in junior and senior high school (atmojo & nugroho, 2020; gandasari & dwidienawati, 2020). since march, most classical learning in classes at high school are substituted by online classes for distance learning, especially in area affected by covid-19 (churiyah & sakdiyyah, 2020; yulia, 2020). consequently, high school teachers who are used to conduct learning activity in classical classes must change their methods into distance learning, most commonly via online, not exceptionally science and biology teachers. in online learning, the educational process takes place via the internet. it provides access to learning experience relates to not only geographical distance, but also various other issues which prevent attendance in class (kim, 2020), such as during lssd measure establishment. distance learning brings the element of flexibility to learning process through the use of technologies (mahlangu, 2018; tavukcu et al., 2011). during critical time of pandemic, instructors are faced with various software options to be used in distance learning. software as intermediary of instructors and learners in online learning have important roles, not only as communication medium of both sides, but also to maintain the continuity of learning process. in addition, current high school students are digital natives who have known and are familiar with online interaction since young, implying apt digital literacy. attitude, digital literacy, and self-efficacy are necessary to support optimal online learning (prior et al., 2016), as technological readiness related a lot to students’ learning (geng et al. 2019). choosing the right software can not only support efficient and effective online learning environment, but also encourage positive response from learners. processes in science, especially in biology, implies manner or scientific activity for natural phenomena to describe the product obtained in the form of science facts, principles, laws, or theories. science (include biology) containing six elements, including active learning, discovery/inquiry activity approach, scientific literacy, constructivism, science, technology, and society, and the existence of truth (sudarisman, 2015). fundamentally, based on its content, science and biology learning has specific characteristics different from other subjects. in relation to learning about living things, environments, and the relation between the two, the knowledge content does not only relate to scientific concrete facts related to nature, but also related to various abstract concepts (kampourakis & stern, 2018), for example chemical metabolism inside the body, hormone and coordination systems. thus, one of the main challenges of a biology/science teacher is to determine the correct software to optimize the learning of such concepts, so students can perform active learning just like in classical classes. during this period of social limitation, instructors are challenged to be able to train skills and give understanding as optimal as in classical classes. in addition, instructors are also required to be able to create learning atmosphere to train thinking skills important for science learning. up until now, study on software use for distance learning is still limited in indonesia. previous studies focused on the difficulty of using and adapting to software during online learning (azhari & fajri, 2021; febrianto et al., 2020), while other was limited to the use of one type of software (susilo, 2008). however, there are still no study examining software preferences during online learning in indonesia. along with the development of online learning with the establishment of ban in classical classes to limit covid-19 transmission, the role of software as bridge in learning between instructors and students become important. instructors using software in online learning expect outcome of students able to obtain information as optimal as in classical classes. as distance learning has still very limitedly performed in indonesian high school in prepandemic period, study of software use during rapid development of online learning during lssd establishment is necessary. this study was conducted to know the software preferences of science and biology teachers conducting online distance learning in junior and senior high school during initial establishment of lssd measure to minimize covid-19 transmission. by knowing software preferences used by teachers, we can evaluate various factors affecting online learning in high school in indonesia, especially from technology viewpoint, and models of interaction occurred between instructors and learners in distance learning, especially during lssd period where distance learning started be more commonly applied as substitute. result of study can be used for further consideration of software to be used or developed in online learning in indonesia during the continued period of social interaction limitation. method this study was designed as quantitative descriptive research using random survey method. survey was conducted online using google form sent via whatsapp message at april 24-26th 2020. respondents were 189 science and biology teachers of junior and senior high school from various area who were affected by national-wide lssd measure selected randomly not restricted to certain area. instrument used was mixed questionnaire based on preliminary literature review. point of questions are presented in table 1. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 35-42 37 khaleyla et al (software preference for online learning …) questions were formulated to evaluate experience in conducting online learning before and during pandemic, type of application chosen to conduct online learning, application source, and the use of teleconference application. respondents were asked to choose one of the provided answers except for question number 5, where respondents could choose more than one answers and number 6 where respondents were asked to write the name of software they used. data obtained was analyzed based on the quantitative descriptive approach. data were analyzed with descriptive analysis by calculating the frequency and percentage. the respondents provided information on age, sex, teaching level, occupation and mailing address. table 1. questions in instruments given to respondents no questions response choice 1 do you have experience in conducting online learning before pandemic? a. yes b. no 2 do you conduct online learning during pandemic? a. yes b. no 3 what is the source of software you used to conduct online learning? a. free/non-paid software b. provided by school 4 what types of software you used in online learning? (can choose more than one) a. social networking b. learning management system c. assessment and evaluation d. teleconference 5 do you have experience to conduct teleconference for online learning during lssd? a. yes b. no 6 what software do you use in conducting online learning? writing the name of software results and discussion a survey involving biology and science teachers to determine the software preferences they use in online learning has been carried out in this study. most respondents in the current study were female (76%) and more than half (57%) taught in senior high school (table 2). about 57% respondents had never conduct online learning before covid-19 pandemic. as much as 94% respondents were conducting online classes during lssd measure at the time of survey. most respondents chose non-paid software as medium while the remaining used software specially provided by schools. the types of software used by most respondents for online learning were social networking (64%) and learning management systems (lmss) (51%). about 15% used assessment and evaluation software outside of provided by lmss, while 12% used teleconference applications. however, only 27% respondents ever used teleconference to support online learning they conducted (table 3). at the initial establishment of lssd, most science and biology teachers chose whatsapp as software medium to conduct their classes. in addition, google classroom seemed to be the lms most respondents used to manage their online classes, even though other lmss were also used (figure 1). table 2. demographic characteristics of respondents category response percentage (%) sex male 24 female 76 teaching on level junior high 43 senior high 57 age 22-35 years 37 36-50 years 47 above 51 years 17 online learning has the possibility to be able to support learning processes, collaboration, flexibility, and distribution of education, as well as evaluation. successful use of online learning is based on the combination of educational competence with contextual understanding into a strategy, including of how to use digital educational methods (bhuasiri et al., 2012; muresan & gogu, 2013; rensburg, 2018; sonesson et al., 2017). however, there are several factors that potentially become barriers, for example administrative issues, academic ability, technical ability, learner motivation, time and support for learning, internet cost and availability (muilenburg & berge, 2005). in addition, to support flexible online learning, there are two important factors that affect response of learners; positive perception on ease of access and the usage of flexible learning material, and autonomic and innovative learning style (drennan, et al., 2005). there’s also a concern that distance learning can compromise the quality of learning due to lack of interaction practices (markova et al., 2017; tan, 2017). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 35-42 38 khaleyla et al (software preference for online learning …) based on those elaboration, one of the factors that determine the effectiveness of online learning is choosing the right software as medium. software acts as bridge and prop that facilitate interaction of instructors and learners, thus become an important in conducting and maintaining online learning. using the right technology can enable learners to be more flexible despite various constraints that may arise (bell et al., 2017). table 3. response to questionnaire question response percentage (%) have experience in conducting online learning before pandemic yes 43 no 57 conducting online learning during pandemic yes 94 no 6 source of software used to conduct online learning free/non-paid software 81 provided by school 19 software types used in online learning social networking 64 learning management system 51 assessment and evaluation 15 teleconference 12 have experience to conduct teleconference for online learning yes 27 no 73 figure 1. software used by science/biology teachers in junior and senior high schools to conduct online learning during lssd measure. in the current study, about 57% of respondents had never manage online learning activity, but as much as 94% of them was conducting online learning during pandemic. this implied on somewhat low experience of science and biology instructors in high schools in managing online learning before pandemic. their low experience could consequently affect their preparation when classical classes were temporarily stopped in most schools during the establishment of lssd measure. it could also affect the fluency and continuity of online learning during the continued ban on classical classes. about 81% of respondents chose to use non-paid software, while the remaining 19% used application provided by school. this proportion showed that ease of access to software became quite an influencing factor in choosing software. software which are easier to be accessed support its users to familiarize themselves faster, thus consequently affect the continuity of learning process. as previously reported, ease of access of the technology used in online learning is one of factors that can determine the success of online learning (parsazadeh et al., 2013). on the types of application used for distance learning, most of respondents preferred to use social networking application (64%) and lmss (51%). various lmss provide learners a comprehensive environment to communicate with instructors, submit tasks, review learning goals, download materials, participate in discussions, and view their learning progress (thoms & eryilmaz, 2014). with its array of features, lms can substitute most activity and interaction occurs in classical classes. however, collaborative interaction among jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 35-42 39 khaleyla et al (software preference for online learning …) learners is still limited in the most lmss available. this can be covered by the utilization of social networking application. the use of social networking software can solve the limited communication and eliminate the need for shared time and place in the learning environment among learners (ractham & firpo, 2011). most respondent participate in the survey used both lms and social networking in tandem for their online classes. in addition of lms and social networking software, other application types used by science and biology teachers were teleconference (12%) and assessment software outside lms (15%). the use of teleconference in online learning was still limited among respondent; only 27% had conduct teleconference to support their online classes. in its implementation for online learning, teleconference can ensure real-time interaction between instructors and learners, in addition to prominent social presence, unlike in lms or social networking applications, almost mirroring classical classes in synchronous learning (basilaia & kvavadze, 2020). as previously studied, social presence still become a key element that affects the quality of online learning (cobb, 2009). better sociability in online learning also found to support students satisfaction in learning (richardson et al., 2017; weidlich & bastiaens, 2019). however, other than interaction and social presence, teleconference software is still hindered by its cost and limited access to internet. in addition of lms and social networking software, other application types used by science and biology teachers were teleconference (12%) and assessment software outside lms (15%). the use of teleconference in online learning was still limited among respondent; only 27% had conduct teleconference to support their online classes. in its implementation for online learning, teleconference can ensure real-time interaction between instructors and learners, in addition to prominent social presence, unlike in lms or social networking applications, almost mirroring classical classes (basilaia & kvavadze, 2020). as previously studied, social presence still become a key element that affects the quality of online learning (cobb, 2009). however, in indonesia, the use of teleconference software is still hindered by its cost and limited access to internet. high cost of communication and information still continues to be challenge in distance learning (mahlangu, 2018). based on response given by participants, two of the most popular software for online learning of science and biology teachers in high school to conduct their classes were whatsapp and google classroom. whatsapp as social networking software is easily accessed, non-paid, and familiar among communities in indonesia. whatsapp was also the software popular to be used in online learning in biology department, universitas negeri surabaya due to its ease of access and use in communicating with students (faizah, et al., 2021). whatsapp was also used as online classes platform during covid-19 pandemic in west bengal, india, mainly to share materials and evaluate students (kapasia et al., 2020). it was also the most popular platform to be used by lecturers in mataram to conduct their classes (gunawan, et al., 2020). in the other hand, google classroom is a non-paid lms with simple interface that is easy to be mastered and can be accessed by everyone. google classroom has also been used by department of biological and chemical sciences in lebanese international university to shift from classical to online learning in the wake of covid-19 pandemic (hallal, et al., 2020). one of the most important point of features of each software is in the ease of giving or deliver visualization to students. scientific visualization has long played an essential role in biology education, especially in communicating concepts of phenomena difficult to be seen by naked eyes. visualization can play a critical role in transforming the way students think about scientific realm (jenkinson, 2018).the use of software and technology has supported the delivers of certain visualizations to students and increase the effectiveness of learning. other important point is that both software can facilitate both synchronous and asynchronous learning, supporting the flexibility of students in online learning. all in all, this study is still limited based on the number of small respondents. results might be largely affected by situation in respective region in where the respondents resided. further study is needed to review the current condition of online learning and software used by instructors with larger number of respondents and more representative area distribution of respondents. conclusion based on results, most science and biology teachers in junior and senior high school had little experience in managing online learning before covid-19 pandemic occurred, but most of them did conduct online learning during lssd. the types of software mostly chosen to conduct online learning during initial establishment of lssd measure in covid-19 pandemic were lmss (89%) dan social networking (51%) software, which most participants used in tandem. software chosen were mostly non-paid, easily accessed by all people, already familiar among indonesian, and its interface easily mastered. further study can be performed to evaluate the effectiveness of learning based on software choices used by biology/science teacher. based on result of study which implied on low preparation in preparing online learning, we jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 35-42 40 khaleyla et al (software preference for online learning …) recommend establishment or certain program to support instructors in understanding and optimizing software used in online learning to increase the effectiveness of learning during pandemic period. references atmojo, a. e. p., & nugroho, a. 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(2019). critical thinking skills: its correlation with academic ability, mastering concepts, and analytical skill of undergraduate students in botany class. jpbi (jurnal pendidikan biologi indonesia), 5(1), 1-8. doi: https://doi.org/10.22219/jpbi.v5i1.7626 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7626 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7626 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7626&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, 1-8 2 permana et.al (critical thinking skills …) assistance in understanding concepts because learning with understanding involves more than just adding new concepts and processes to existing knowledge; it also involves conceptual change and the creation of integrated knowledge structures. furthermore, educators should empower a variety of higher-order thinking skill (hots) during the learning process. higher-order thinking involves the learning of complex judgmental skills such as critical thinking and problem solving (heong et al., 2011; magsino, 2014; tofade, elsner, & haines, 2013). without such skills, they will lose competitiveness in this globalization era (trilling & fadel, 2009). critical thinking skills belong to higher-order thinking skills that need to be empowered in today's educational process (phan, 2010). critical thinking skills could be defined as logical and reflective thinking skills that focus on determining what must be done (ennis, 2011; karakoç, 2016; radulović & stančić, 2017). an individual who has the ability to think critically are able to see and solve problems (ghazivakili et al., 2014; heong et al., 2011; magsino, 2014; tofade et al., 2013; ulger, 2018). through the empowerment of these skills, students will be facilitated to become individuals who tend to have focus, find the reason, and conduct a comprehensive analysis to make a conclusion and solving a problem (finken & ennis, 1993; karakoç, 2016; ulger, 2018). moreover, critical thinking skills are widely known as essential skills (bahr, 2010; bell, 2010; karakoç, 2016). graduates students without critical thinking skills will have difficulty competing in the work environment and in the midst of society (takeda, 2016; talat & chaudhry, 2014). it is no wonder most educators consider that this skill is the most desirable goal of the learning process in school. empowering critical thinking skills is not only limited to primary and secondary education level but also important in the college education level (heong et al., 2011). botany is one of the subjects in the department of biology education at the faculty of teacher training and education (ftte), universitas muhammadiyah malang (umm), east java province-indonesia. this course is normally taken by students of 2nd semester. the various factors in this course are estimated to be correlated with the students' critical thinking skills level. one of these factors is the analytical skill of article analysis. according to ghazivakili et al., (2014), irwanto, rohaeti, widjajanti, and suyanta (2017) analytical skill is an activity that encourages students to evaluate some information they get. through this activity, the student will be trained to think critically about the articles they obtained. analytical skills refer to the ability to collect and analyze information, problem-solve, and make decisions (ghazivakili et al., 2014; phan, 2010). beside analytical skill, another factor considered to be related to critical thinking skills is mastering concepts. several studies reported that the mastering concepts ability has a relationship with students' critical thinking skill level (alatas, 2014; chukwuyenum, 2013; herayanti & habibi, 2013; radulović & stančić, 2017). in activities that trigger critical thinking, students are better able to understand something has occurred. this deeper understanding allows students to better analyze the circumstances surrounding the occurrence and differing point of view about the occurrence (tsai, chen, chang, & chang, 2013). the various factors are estimated to be correlated with the students’ critical thinking skill, not only analytical skill and mastering concepts, but also academic ability. in some previous studies karmana (2011) and mamu (2014), academic ability is seen as one of the factors likely to affect students' critical thinking skills. an individual with high academic ability tends to have good critical thinking skills, whereas low academic students tend to lack critical thinking skills (setiawati & corebima, 2017). karbalaei (2012) argues that a strong critical thinking pedagogy that encourages students’ critical knowledge, skills, and dispositions may improve students’ academic success. however, according to kanbay (2017), there is no relationship between critical thinking skill with academic achievement. the improvement of academic achievement proceeded to the next grade. thus, the focus of this study is to find out what factors are correlated with the critical thinking skills of students in botany class. this study will also want to find out which factors are the most determinant in determining the students' critical thinking skills level. therefore, the result of this study could be a basic reference or consideration in designing the learning process that is able to empower the critical thinking skills of students. method the correlational research was conducted in the department of biology education, ftee, umm, east java province-indonesia. this research was involving 112 undergraduate students in the department of biology education, umm. all the students who take botany class were chosen as the research subject. there were four variables measured in this study, namely academic ability (aa), mastering concepts (mc), analytical skill (as), and critical thinking skills. the data of academic ability was obtained from students' grade point in the previous semester. the data of concepts' mastery was obtained from botany final exam score. the data of critical level of article analysis was obtained from critical analysis task score which students were ordered to analyze the scientific article critically. the scientific articles used were related to ecology role of algae (cyanophyta, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, 1-8 3 permana et.al (critical thinking skills …) rhodophyta, chlorophyta, diatom, and phaeophyta), mold (slime and water mold), fungi (zygomycota, ascomycota, basidiomycota, and deuteromycota), and bryophyta (liverwort, hornwort, and mosses) in environmental. the critical thinking skills data was obtained from the students’ final exam answers. the final exam was designed as a question that facilitates the students to think in higher-order level and consisting of four analysis questions (essay). from these answers, the students' critical thinking skills level was accessed by using a critical thinking rubric developed by zubaidah, corebima, and mistianah (2015), showed in table 1. the rubric was developed according to characteristic of critical thinking skills (ennis, 2011; finken & ennis, 1993). table 1. critical thinking rubric for essay test score descriptor 5 the all concepts are correct, clear, and specific the all answer elaborations are correct, clear, specific, and supported with strong, correct, and clear argument(s) the thinking plot is good, the all concepts are linked and integrated the language used is good and correct the all aspects appear, the evidences served are good and balance 4 most of the concepts are correct, clear, and less specific most of the answer elaborations are correct, clear, and less specific the thinking plot is good, the all concepts are linked and integrated the language used is good and little mistake(s) the all aspects appear, but unbalance 3 the small part of the concepts is correct and clear the small part of the answer elaborations is correct and clear, but the reason and argument undergirding are unclear the thinking plot is good enough, and small parts are linked the language used is good enough, and there are small wrong spellings most of the aspects appeared are likely correct 2 the concepts are less focus or extravagant or doubtful the answer elaborations were less supporting the plot is less good, the concepts are unlinked the language used is good, the sentences are incomplete the small parts of aspects appeared are likely correct 1 the all concepts are incorrect the reasons are incorrect the thinking plot is bad the language used is bad the all aspects are inadequate 0 no answer or the answer is incorrect all the variables then tested by multiple linear regression (α= 0.05). before multiple linear regression tests were performed, the data were tested using classical assumption tests: shapiro-wilk test to see the normality of data, durbin-watson test to determine the presence of autocorrelation, as well as multicollinearity test. furthermore, the data also tested using analysis of variance (anova) to find out whether the predictor (variables) significantly has a relationship with the criteria (critical thinking skills). the multiple linear regression used to find the multiple correlation coefficients to show how big the contribution of the variable measured toward critical thinking skills. these coefficients were used to determine the linear regression line. results and discussion classical assumption tests the result of the shapiro-wilk test showed that the data have a normal distribution (table 2). while the durbin-watson test revealed that the data have negative autocorrelation (table 3) and also no multicollinearity (table 4). therefore, the data can be analyzed using multiple regression test. table 2. the result of shapiro-wilk test (normality) shapiro-wilk statistic df sig. unstandardized residual 0.981 112 0.114 table 3. the result of durbin-watson test (autocorrelation) model durbin-watson 1 2.058 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, 1-8 4 permana et.al (critical thinking skills …) table 4. the result of durbin-watson test (collinearity) model collinearity statistics tolerance vif 1 (constant) aa 0.714 1.401 as 0.844 1.185 mc 0.654 1.529 hypothesis testing table 5 shows the results of the anova to find out whether the predictor significantly has a relationship with the criteria or not. based on table 5, the f statistic is 336,559 with p-value < α (0.05). consequently, it can be concluded that academic ability, analytical skill, and mastering concepts significantly have a relationship with students' critical thinking skills in botany class. table 5. the result of anova model sum of squares df mean square f sig. 1 regression 38290.021 3 12763.340 336.559 0.00b residual 4095.693 108 37.923 total 42385.714 111 a. dependent variable: critical thinking skills b. predictors: (constant), aa, as, ms table 6 presents the summary of the correlation results whether there is a relationship between all predictors and criteria. column r in table 6 is a multiple correlation coefficient, while r square is a value of determination. table 6. the summary of the correlation result model r r square adjusted r square std. error of the estimate 1 0.950a 0.903 0.901 6.15817 a. predictors: (constant), aa, as, ms based on table 6, the r statistic is equal to 0.950, it means that there is a strong correlation between the three predictors and the criteria. beside that r square is 0.903, information that can be obtained is academic ability, analytical skill, and mastering concepts have contributing 90.3% in explaining the students’ critical thinking skills in botany class, while 9.7% of the results are explained by other variables. the relative contribution and effective contribution for each predictor of the criteria are presented in table 7. table 7. the relative and effective contribution result predictor relative contribution effective contribution aa 35.69 32.25 as 60.06 54.26 mc 4.25 3.84 total 100 90.34 based on table 7, the effective contribution of academic ability is 32.25%, analytical skill is 54.26%, whereas mastering concepts amounted to 3.84%. thus, the three variables made an effective contribution of up to 90.34%. the result regression coefficient to show how big the contribution of the variable measured toward critical thinking skills is showed in table 8. moreover, the linear regression line based on the regression coefficient is described in equation (1). table 8. the result of regression coefficients coefficientsa model unstandardized coefficients standardized coefficients t sig. beta std. error beta 1 (const.) -26.428 9.913 -2.666 0.009 aa 5.148 2.921 0.062 1.762 0.081 as .039 0.047 0.027 0.817 0.416 mc .952 0.039 0.905 24.476 0.000 a. dependent variable: critical thinking skill (1) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, 1-8 5 permana et.al (critical thinking skills …) students’ critical thinking skills become an essential goal in education. it is related to a perceived need to deal with the information explosion in this era. however these skills are neither inborn nor naturally acquired, yet must be trained in students (changwong, sukkamart, & sisan, 2018; mangena & chabeli, 2005; su, ricci, & mnatsakanian, 2016; suarniati, hidayah, & handarini, 2018; ulger, 2018; visande, 2014; zabit, 2010). based on equation (1), the result indicated that analytical skill has the highest contribution to students’ critical thinking skills. students who can think critically must often train themselves to analyze a problem. one of the learning activities in botany class requires students to analyze information (e.g. research articles) related to algae, fungi, and bryophytes. according to phan (2010) this activity accommodating students’ ability to interpret and evaluate information presented to them and determine whether the information (printed and online) is valid or not. furthermore, students solve the problem related to the information in their final exam. bahr (2010) convey that this assessment helps provide evidence of whether students can reason analytically. they were forced to write their explanation based on their analysis. some previous study agrees that this activity habituates students to make critical analyses of the problem they deal with while strengthening their critical thinking skills (abdullah, parris, lie, guzdar, & tour, 2015; phan, 2010). for the reason that analytical thinking is one of the most important aspect of critical thinking skills (caroselli, 2009) and very crucial for graduate students who often to become researchers (abdullah et al., 2015; phan, 2010). as well as analytical skill, the academic ability also contributes effectively to students’ critical thinking skills (32.25%) as served in table 7. in line with some previous research showed that an individual with high academic ability tends to have good critical thinking skills, and vice versa (karagöl & bekmezci, 2015; setiawati & corebima, 2017). academic ability is related to an individual’s beliefs and self-evaluations regarding the nature of their skills and abilities. this is also related to students' personal views about how skills and abilities in their work, including when they solve the problem in their exam. this student's academic ability is also closely related to academic motivation (shim & walczak, 2012) and academic maturity (toppin & chitsonga, 2016). when students have high academic abilities, they will be encouraged and motivated to analyze information (e.g. problems) critically. this means that students with high abilities showed high performance in solving problems (karbalaei, 2012), which is become particularly aspect of students' critical thinking skills. it is obvious that academic ability correlates with critical thinking skills. furthermore, the other predictor which has the lowest contribution (4.25%) to students’ critical thinking skills is mastering concepts ability (table 7). however several studies showed that students' understanding of the learning concepts is strongly responsible for the high critical skills of students (alatas, 2014; herayanti & habibi, 2013; setiawati & corebima, 2017). students who can understand concepts usually have a high literacy of reading/ information. they are used to obtain information from various sources, then writing their understanding of it and also assessing whether the information is relevant to the problem, and finally using the right information to determine the problem-solving (donnelly & fitzmaurice, 2011; sorensen et al., 2012). for that reason, mastering concepts ability becomes one factor in charge of the students’ critical thinking skills maturation. based on the discussion, there is a correlation between all of three predictors (analytical skill, academic ability, and mastering concepts) to students’ critical thinking skills and the linear regression line can be seen in equation (1). this result could be a basic reference in designing the learning process which is able to empower the critical thinking skills of students. for example, educators can accommodate students’ critical skill using the scientific process (gultepe, 2016), such as problem-based learning (birgili, 2015; ulger, 2018; zabit, 2010). conclusion the all of three variables, mastering concepts, academic ability, and analytical skill have an effective contribution toward students’ critical thinking skills, with the percentage 3.84%, 32.25%, and 54.26% respectively. the student’s analytical skill has the highest contribution to their critical thinking skills. therefore, the result of this study could be a basic reference in designing the learning process which is able to empower the critical thinking skills of 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(2015). asesmen berpikir kritis terintegrasi tes essay. in symbion: symposium on biology education (pp. 200–213). yogyakarta: universitas ahmad dahlan. retrieved from https://www.researchgate.net/publication/322315188_asesmen_berpikir_kritis_terinteg rasi_tes_essay http://www2.yukawa.kyoto-u.ac.jp/~future/wp-content/uploads/2017/12/2016-020-e.pdf http://www.lahoreschoolofeconomics.edu.pk/businessjournals/v2issue2/05%20talat%20and%20chaudhry%20final.pdf https://doi.org/10.5688/ajpe777155 https://doi.org/10.5688/ajpe777155 https://files.eric.ed.gov/fulltext/ej1133548.pdf https://psycnet.apa.org/record/2009-18745-000 http://www.ijese.net/makale/1562 https://doi.org/10.1016/j.sbspro.2012.09.253 https://doi.org/10.1016/j.sbspro.2012.09.253 https://doi.org/10.7771/1541-5015.1649 https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-5-2014/developing-critical-thinking-skills-among-education-students-.pdf https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-5-2014/developing-critical-thinking-skills-among-education-students-.pdf https://files.eric.ed.gov/fulltext/ej1058610.pdf https://www.researchgate.net/publication/322315188_asesmen_berpikir_kritis_terintegrasi_tes_essay https://www.researchgate.net/publication/322315188_asesmen_berpikir_kritis_terintegrasi_tes_essay jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 60 qorry aulia dkk, pengaruh sari buah nanas pengaruh sari buah nanas (ananas comosus) dan lama penyimpanan terhadap jumlah koloni bakteri dan kadar protein ikan bandeng (chanos chanos) sebagai sumber belajar dalam perencanaan pembelajaran biologi materi kingdom monera qorry aulya rohmana 1 , poncojari wahyono 1 , samsun hadi 1 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail: aulyarohmana16@yahoo.com abstract the aims of this research is to know effect of any pineaple extract juice concentration and duration of saving and to determine concentration of the pineaple fruit extract juice and duration of saving which are the most optimal to the sum of bacterial colony and protein degree in bandeng fish. research type used was true experiment design. a scheme used was complete random scheme of factorial pattern. data was as such the total of bacterial colony and protein contained in bandeng fish. result of the research shows that concentration of pineaple fruit extract juise and duration of saving effect the bacterial colony total and protein containe in bandeng fish. the total of bacterial colony gets more as the duration of saving gets longer. as for protein contained in the bandeng fish gets lower as the saving duration goes. key words : bandeng fish, pineaple, number of bacterial colony, rate of protein . ikan bandeng (chanos chanos forsk.) adalah jenis ikan air payau yang mempunyai prospek cukup baik untuk dikembangkan karena banyak digemari masyarakat (purnomowati, 2007). produksi bandeng secara nasional saat ini menempati urutan ke-enam setelah rumput laut, patin, nila, lele, dan udang. catatan kementerian kelautan perikanan (kkp) menunjukkan produksi budidaya ikan bandeng meningkat lebih dari 17% tiap tahunnya. kasubdit budidaya air payau laut menyampaikan keterangan, produksi bandeng 2012 tercatat 503.400 ton, dan di 2013 ditarget mencapai 604.000 ton, kemudian diperkirakan pada 2014 akan menembus 700.000 ton (mai, 2014). komoditi perikanan seperti ikan bandeng juga memiliki sifat mudah rusak dan busuk. ikan bandeng segar memiliki daya simpan hingga 5-8 jam setelah penangkapan. daya tahan ikan yang sangat singkat ini dipengaruhi juga oleh kadar air pada ikan yang sangat tinggi, yaitu mencapai 80 % berat ikan. faktor lain yang berperan dalam pembusukan yaitu perubahan yang bersifat enzimatis, mikrobiologis maupun fisis yaitu pada saat pengangkutan dan penyimpanan (buckle et al, 1987). salah satu cara untuk menjaga ketahanan dan kualitas pangan adalah dengan cara menambahkan bahan aditif berupa zat antimikroba dalam bentuk pengawetan. badan standardisasi nasional telah mengeluarkan sni 7388 tahun 2009 mengenai kualitas mutu pangan berdasarkan cemaran fisik, cemaran kimia dan cemaran mikroba dalam pangan, khusus ikan dan produk perikanan segar termasuk ikan bandeng segar. penjual ikan banyak yang menggunakan penyimpanan dengan es batu, selain itu masyarakat dirumah juga biasa menyimpan ikan pada suhu kulkas biasa bukan di freezer. suhu yang biasa digunakan untuk penyimpanan bahan pangan pada pendinginan adalah 5-10̊c (buckle et al, 1987). pada penyimpanan suhu 15-20̊c ikan dapat bertahan hingga 2 hari, sedangkan pada suhu 5̊c tahan selama 5-6 hari tergantung spesies ikan (mahatmanti et al, 2010). kecurangan mailto:aulyarohmana16@yahoo.com jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 61 qorry aulia dkk, pengaruh sari buah nanas paling berbahaya dalam proses pengawetan ikan adalah dengan menambahkan bahan pengawet kimia seperti formalin. berdasarkan hasil pemantauan dan pengujian yang dilakukan oleh dinas peternakan dan perikanan enrekang makassar, di 4 pasar besar yang diambil sampel kebanyakan ikan yang dijual mengandung formalin diantaranya ikan bandeng, lajang, kembung, udang, lajang kering, teri kering, cakalang, serta nila (fajar, 2013). oleh karena itu, dibutuhkan alternatif bahan pengawet yang mampu memperpanjang daya simpan ikan bandeng serta tanpa mengubah sifat-sifat pada ikan bandeng. salah satu yang memiliki potensi untuk pengawetan makanan melalui penghambatan aktivitas mikroba adalah buah nanas. nanas (ananas comosus (l.) merr.) banyak mengandung senyawa asam sitrat yang menyebabkan rasa asam pada buah ini, asam sitrat memiliki kemampuan merusak membran bakteri dan memisahkannya dengan sel, sel akan mempertahankan ph dalam sel yang membutuhkan banyak energi. nanas juga memiliki kandungan khusus berupa senyawa bromelin yang memiliki fungsi memecah protein membran sel bakteri (caesarita, 2011). senyawa fenol memiliki kemampuan mendenaturasi protein sel bakteri (rakhmanda, 2008). kandungan asam sitrat, fenol dan senyawa bromelin pada nanas diduga dapat menghambat proses pembusukan ikan oleh mikroorganisme. tujuan penelitian ini adalah untuk mengetahui pengaruh sari buah nanas dan lama penyimpanan dan mengetahui konsentrasi sari buah nanas dan lama penyimpanan yang paling optimal terhadap jumlah koloni bakteri dan kadar protein pada ikan bandeng. metode penelitian jenis penelitian dalam penelitian ini adalah eksperimen sesungguhnya (true experimental research). menurut sugiyono (2010) dikatakan true experimental karena dalam penelitian, peneliti dapat mengontrol semua variabel luar yang mempengaruhi jalannya eksperimen desain penelitian yang digunakan pada penelitian ini adalah desain factorial (factorial design) menggunakan dua faktor. faktor pertama adalah konsentrasi sari buah nanas (ananas comosus (l.) merr. ) (a) yang terdiri dari 0%, 70%, 80%, 90% dan 100%. sedangkan faktor kedua adalah lama penyimpanan yang terdiri dari 1, 4 dan 7 hari. penelitian dilakukan melalui beberapa tahapan yaitu: 1. mempersiapkan alat dan bahan dan memilih ikan bandeng segar dan utuh dengan berat 100 gr. kemudian membuat draw fish ikan bandeng. 2. merendam draw fish ikan bandeng dengan sari buah nanas (70%, 80%, 90%, 100%) selama 45 menit. 3. menyimpan draw fish ikan bandeng dalam refrigerator (5 o c) selama 1 hari, 4 hari dan 7 hari. 4. melakukan pengujian sampel: a. uji total plate colony  sterilisasi alat dan bahan  membuat media agar (natrium agar)  melakukan pengenceran bertingkat dari sampel yang telah dihaluskan sebanyak 1 gr. pengenceran dilakukan pada tingkat pengenceran 10 -3 sampai 10 -5 .  melakukan inokulasi sampel hasil pengenceran pada cawan petri dengan ditambahkan media agar na dan inkubasi. media diinkubasikan pada suhu 37c̊ selama 24 jam.  menghitung koloni bakteri dengan menggunakan alat colony counter. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 62 qorry aulia dkk, pengaruh sari buah nanas b. uji kadar protein (metode kjedahl)  mempersiapkan alat dan bahan.  menghaluskan sampel yang digunakan.  menimbang sampel sebanyak 5-10 g.  memasukkan sampel kedalam labu kjedahl, lalu menambahkan 2 ml h2so4 dan menambahkan 2 gram campuran na2so4 – hgo (20:1) untuk katalisator.  mendidihkan sampai jernih (kurang lebih 4 jam) dan melanjutkan pendidihan 30 menit lagi.  setelah dingin, menambahkan 35 ml aquades dan menambahkan 8,5 ml naoh 45 % dan melakukan destilasi, destilat ditampung dalam 6,5 ml h3bo3 4% yang telah diberi tetesan indikator mm atau mb dan tampung sebanyak 25 ml.  mentitrasi destilat yang diperoleh dengan hcl 0,02 n analisis data yang digunakan adalah analisis deskriptif kuantitatif yaitu berupa angka atau data jumlah koloni bakteri (tpc) dan kadar protein. pengolahan data dilakukan dengan terlebih dahulu menggunakan uji normalitas (liliefors) dan uji homogenitas (bartlett), kemudian diteruskan dengan uji anava 2 faktor (two way anova) dan uji beda nyata terkecil (bnt). hasil berdasarkan penelitian yang telah dilakukan didapatkan hasil jumlah koloni bakteri seperti yang ditunjukkan pada tabel 1. rerata hasil berbagai konsentrasi sari nanas dan lama penyimpanan terhadap jumlah koloni bakteri pada ikan bandeng dapat disajikan dalam bentuk diagram seperti pada gambar 1. tabel 1 dan gambar 1 menunjukkan bahwa pada tiap-tiap perlakuan konsentrasi sari nanas dan lama penyimpanan didapatkan perbedaan jumlah koloni bakteri. perlakuan sari nanas dengan konsentrasi 100% mempunyai rata-rata pertumbuhan jumlah koloni bakteri terendah, dengan jumlah koloni bakteri yang masih dibawah standar sni (5,0 x 10 5 ) selama penyimpanan hingga 7 hari. sebaliknya rata-rata jumlah pertumbuhan koloni bakteri tertinggi adalah konsentrasi 0% dengan perlakuan tanpa pemberian sari nanas sebagai kontrol negatif dengan jumlah koloni bakteri yang sudah melebihi sni (5,0 x 10 5 ) pada penyimpanan 7 hari. beberapa perlakuan konsentrasi sari nanas, jumlah koloni bakteri berada mendekati diatas nilai sni setelah perlakuan 7 hari. berdasarkan penelitian yang telah dilakukan didapatkan hasil kadar protein serti pada tabel 2. rerata hasil berbagai konsentrasi sari nanas dan lama penyimpanan terhadap kadar protein pada ikan bandeng dapat disajikan dalam bentuk diagram seperti pada gambar 2. berdasarkan tabel 2 dan gambar 2 menunjukkan bahwa pada tiap-tiap perlakuan konsentrasi sari nanas dan lama penyimpanan didapatkan perbedaan rerata kadar protein pada ikan bandeng. perlakuan sari nanas dengan konsentrasi 100% mempunyai rata-rata jumlah kadar protein paling tinggi pada penyimpanan hingga 7 hari. sebaliknya rata-rata jumlah kadar protein paling rendah adalah konsentrasi 0% dengan perlakuan tanpa pemberian sari nanas sebagai kontrol negatif dengan penurunan kadar protein yang relatif tinggi hingga penyimpanan 7 hari. perlakuan konsentrasi sari nanas juga menunjukkan penurunan kadar protein namun kadar protein masih lebih tinggi dibandingkan perlakuan kontrol. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 63 qorry aulia dkk, pengaruh sari buah nanas setelah data yang diperoleh berdistribusi normal dan homogen, maka dapat dilanjutkan dengan uji anava dua faktor taraf signifikansi 0,05 dan hasilnya dapat dilihat pada tabel 3. berdasarkan hasil uji anava dua faktor seperti tercantum pada tabel 3 diketahui bahwa nilai fhitung a x b (3.213) > ftabel a x b (2.266) berarti ada pengaruh berbagai konsentrasi sari nanas (ananas comosus (l.) merr.) dan lama penyimpanan terhadap pertumbuhan jumlah koloni bakteri pada ikan bandeng. ada pengaruh sari buah nanas dan lama penyimpanan terhadap jumlah koloni bakteri ikan bandeng pada taraf 5% dan 1% (**). berdasarkan tabel 4 dapat dilihat adanya nilai antara selisih kelompok kontrol dan kelompok perlakuan penyimpanan hari pertama kurang dari nilai bnt 5%, artinya antara kedua kelompok ini tidak memiliki perbedaan nyata. jika dilihat dari data diatas pengujian selanjutnya yaitu kelompok kontrol dan kelompok perlakuan hari ke-7 menunjukkan angka lebih dari nilai bnt 5% yang artinya antara kedua kelompok ini berbeda nyata. semakin besar nilai dari selisih kelompok pasangan semakin tinggi pula perbedaan antara kelompok tersebut. setelah data yang diperoleh berdistribusi normal dan homogen, maka dapat dilanjutkan dengan uji anava dua faktor taraf signifikansi 0,05 dan hasilnya dapat dilihat pada tabel 5. berdasarkan hasil uji anava dua faktor taraf 5% seperti tercantum pada tabel 5 diketahui bahwa nilai fhitung a x b (2.532) > ftabel a x b (2.266) berarti ada pengaruh berbagai konsentrasi sari nanas (ananas comosus (l.) merr.) dan lama penyimpanan terhadap kadar protein pada ikan bandeng. selanjutnya berdasarkan tabel 6 dapat dilihat adanya nilai antara selisih kelompok perlakuan (konsentrasi 100% lama penyimpanan hingga 7 hari) dan kelompok kontrol (lama penyimpanan hingga 7 hari) dengan nilai bnt 5% menunjukkan 0,812 (1,06 – 0,248), artinya antara kedua kelompok ini memiliki perbedaan yang nyata. jika dilihat dari data diatas kesemua kelompok berbeda nyata. semakin rendah nilai dari selisih kelompok pasangan semakin rendah pula perbedaan antara kelompok tersebut. pembahasan berdasarkan hasil penelitian tentang pengaruh sari buah nanas (ananas comosus (l.) merr.) dan lama penyimpanan terhadap jumlah koloni bakteri pada ikan bandeng menggunakan uji anava dua faktor dari perlakuan berbagai konsentrasi sari buah nanas dan berbagai lama penyimpanan 1, 4 hingga 7 hari menunjukkan bahwa ada pengaruh pemberian sari buah nanas dan lama penyimpanan terhadap jumlah koloni bakteri pada ikan bandeng. hasil penelitian menunjukkan bahwa semakin tinggi konsentrasi sari buah nanas yang digunakan maka semakin sedikit jumlah koloni bakteri. hal ini dikarenakan semakin tinggi konsentrasi sari nanas (ananas comosus (l.) merr.), maka pertumbuhan bakteri akan semakin dihambat pertumbuhannya sehingga terjadi perbedaan hasil jumlah koloni bakteri pada ikan bandeng. hal tersebut sejalan dengan pernyataan pelczar dan chan (1988) bahwa konsentrasi bahan antimikroba, dengan semakin tinggi konsentrasi bahan antimikroba maka semakin tinggi daya penghambatan terhadap aktivitas mikroba. selain itu lama penyimpanan yang berbeda juga sangat mempengaruhi jumlah koloni bakteri pada ikan bandeng. semakin lama penyimpanan ikan, bakteri yang masih ada pada ikan bandeng masih mampu beraktivitas meskipun diperlambat dan diminimalisir dengan adanya pemberian sari buah nanas jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 64 qorry aulia dkk, pengaruh sari buah nanas sehingga jumlah koloni bakterinya juga semakin tinggi. pemberian berbagai konsentrasi dalam menghambat pertumbuhan bakteri seiring dengan lama penyimpanan. jumlah koloni yang terendah terdapat pada lama penyimpanan terendah, sedangkan semakin lama penyimpanan yang digunakan semakin banyak jumlah koloni bakteri yang dihasilkan (tilawah, 2012). menurut eshamah et al (2013) komponen antimikroba pada buah nanas adalah senyawa bromelin. mekanisme kerja antimikroba bromelin adalah dengan mengubah atau merusak struktur dinding luar bakteri yang mengandung protein. bromelin akan memecah dan mendenaturasi protein penyusun dinding sel bakteri, akibatnya dinding sel bakteri akan melemah dan menyebabkan sel mengalami kebocoran atau pecah. kandungan asam sitrat pada buah nanas sekitar 87% dari total asam yang terkandung didalamnya (whiting, 1970). asam sitrat merupakan golongan asam organik yang memiliki ph asam, ph asam pada nanas sekitar 3,71 (anonimous, 2009). pada dasarnya ph netral bakteri adalah 5 – 8 untuk perkembangbiakan dan melakukan aktivitasnya. menurut skrivanova et al (2006), asam organik mampu menembus membran lipid dari sel bakteri dan memisahkannya dengan sel. karena bakteri mempertahankan ph netral dalam sitoplasma selnya, maka dilakukan pengangkutan proton yang berlebih. pengangkutan ini membutuhkan banyak atp selular dari dalam sel bakteri, lama kelamaan sel tidak mampu memproduksi energi kembali dan akhirnya sel mengalami kehabisan energi untuk mempertahankan hidupnya. fungsi antimikroba lain juga disebabkan karena adanya senyawa fenol (quercetin, flavone-3-ol, dan flavon) (mhatre et al, 2009). senyawa ini merupakan senyawa turunan flavonoid. mekanisme kerjanya dengan cara mendenaturasi protein sel bakteri dan merusak membran sel tanpa dapat diperbaiki lagi (nuria dkk, 2009). selain itu juga menyebabkan penyusun utama membran sel yaitu ion ca2+ (kalsium) kehilangan kemampuannya untuk menganggkut bahan-bahan terlarut ke dalam sitoplasma atau organel-organel sel, tanpa kehadiran ion ini membran sel akan bocor. dimana bahan-bahan yang sudah diangkut ke dalam sitoplasma atau organela akan merembes keluar. fungsi kalsium pada membran ini adalah berperan mengikat bagian hidrofilik satu sama lain dengan gugusan dari molekul protein pada permukaan membran (lay, 1992). penelitian ini selain menggunakan penambahan senyawa antibakteri buah nanas tetapi juga dilakukan penyimpanan ikan bandeng pada suhu 5̊c, hal ini bertujuan untuk menghambat aktivitas mikroba dan reaksi -reaksi kimiawi yang dapat menurunkan mutu ikan bandeng . suhu penyimpanan bahan pangan biasanya pada 5-10̊c, karena hampir semua bakteri patogen hanya mampu memperbanyak diri dengan laju lambat pada suhu dibawah 10c̊ (gaman dan sherrington, 1992 dalam kencana, 2009). namun pada suhu tersebut masih ada beberapa golongan mikroba yang mampu melakukan pertumbuhan dan beraktivitas seperti golongan bakteri psikrofil yang optimum pada suhu 5-15̊c (fardiaz, 1992 dalam waluyo , 2004). sehingga walaupun disimpan pada suhu dingin 5c̊, semakin lama penyimpanan jumlah koloni bakteri juga akan semakin meningkat, dengan penambahan sari buah nanas dan seiring lama penyimpanan pada suhu 5̊c, aktivitas bakteri dapat dihambat atau dihentikan. konsentrasi sari buah nanas yang berbeda menunjukkan perbedaan angka jumlah koloni bakteri, semakin tinggi konsentrasi sari buah nanas semakin jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 65 qorry aulia dkk, pengaruh sari buah nanas rendah pula jumlah koloni bakteri pada ikan bandeng. pemberian sari buah nanas dan dengan lama penyimpanan tertentu mampu mempengaruhi kadar protein pada ikan bandeng. pengaruh antar perlakuan berbeda nyata pada masingmasing perlakuan. interaksi keduanya memberikan pengaruh yang nyata terhadap jumlah koloni bakteri pada ikan bandeng. semakin tinggi konsentrasi sari buah nanas yang diberikan pada ikan bandeng akan menurunkan jumlah koloni bakteri yang ada, meskipun lama penyimpanan juga menaikkan jumlah koloni bakteri yang ada. namun dengan konsentrasi tinggi sari jumlah koloni bakteri pada lama penyimpanan hingga 7 hari masih berada dibawah standar sni (5,0 x 10 5 ). sehingga ikan bandeng masih aman dikonsumsi hingga pada lama penyimpanan 7 hari. perlakuan yang menunjukkan jumlah koloni bakteri berada diatas sni(5,0 x 10 5 ) sebaiknya tidak untuk dikonsumsi karena tercemar dengan jumlah bakteri yang melebihi ambang batas. hasil penelitian pengaruh sari buah nanas dan lama penyimpanan terhadap kadar protein menunjukkan bahwa semakin tinggi konsentrasi sari buah nanas yang digunakan penurunan kadar protein yang terjadi tidak sesignifikan penurunan kadar protein pada perlakuan konsentrasi 0% (kontrol). hal ini disebabkan karena pada konsentrasi tinggi sari buah nanas masih ada beberapa bakteri yang mampu bertahan hidup, namun jumlah bakteri yang mampu bertahan hidup ini tidak sebanyak pada ikan bandeng dengan pemberian sari nanas konsentrasi rendah, sedangkan pada konsentrasi rendah sari buah nanas memungkinkan lebih banyak mikroorganisme yang menyebabkan kerusakan protein ikan bandeng. seiring dengan lamanya waktu penyimpanan, mikroorganisme akan semakin banyak. adanya aktivitas mikroorganisme tersebut memicu terjadinya reaksi enzimatik yang dapat merubah struktur penyusun ikan karena mikroorganisme mengkonsumsi asam amino sehingga menyebabkan pengurangan sejumlah gugus n dari asam amino penyusun (ikayanti, 2007). penggunaan sari buah nanas sebagai anti mikrobial alami yang ditambahkan pada ikan untuk memperpanjang daya simpannya dalam penelitian ini dapat dijadikan sebagai materi pengembangan untuk melakukan percobaan yang terkait dengan materi eubacteria pada kompetensi inti 4 dan kompetensi dasar 4.6. kompetensi inti: 4. mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan kompetensi dasar : 4.6 melakukan percobaan pengamatan koloni bakteri pada medium buatan di berbagai lokasi dan menghubungkannya dengan penanggulangannya menggunakan desinfektan, sabun, antis, karbol dan lain-lain serta melaporkannya dalam bentuk laporan. perencanaan pembelajaran biologi pada materi archaebateria dan eubactaeria, ciri, karakter, dan peranannya akan dikaitkan dengan kegiatan percobaan menggunakan hasil penilitian yang telah dilakukan, perencanaan pembelajaran ini selanjutnya akan dilengkapi dengan modul pengayaan. kesimpulan dan saran kesimpulan ada pengaruh konsentrasi sari buah nanas (ananas comosus (l.) merr.) dan lama penyimpanan terhadap jumlah koloni bakteri dan kadar protein pada jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 66 qorry aulia dkk, pengaruh sari buah nanas ikan bandeng (chanos chanos forsk.), pada konsentrasi sari buah nanas 80% dan lama penyimpanan 7 hari yang berpengaruh paling optimal terhadap jumlah koloni bakteri yang masih dibawah standar sni, dan pada konsentrasi 100% dengan lama penyimpanan 1 hari yang berpengaruh optimal pada kadar protein ikan bandeng. penerapan hasil penelitian ini dijadikan sebagai sumber belajar berupa modul dalam perencanaan pembelajaran biologi materi kindom monera. saran berdasarkan hasil penelitian ini disarankan beberapa hal berikut. pertama, pengawetan dengan menggunakan bahan alami pada ikan bandeng yang disarankan untuk produsen dan masyarakat konsumen ikan bandeng yaitu menggunakan sari buah nanas (ananas comosus (l) merr.) 80% dengan lama penyimpanan 7 hari pada suhu 5 o c. kedua, penyimpanan ikan bandeng dengan menggunakan sari buah nanas (ananas comosus (l) merr) konsentrasi 100% agar penyimpanan yang dilakukan bisa lebih dari 7 hari. selain itu, perlu dilakukan penelitian serupa, dengan melakukan uji organoleptik sehingga dapat diketahui pengaruh pemberian sari buah nanas terhadap daya terima masyarakat pada mutu fisik dan rasa ikan bandeng tersebut. daftar pustaka anonimous, 2009. pineapple. (online). (http://www. hoomebrewtalk.com./. diakses 02 agustus 2014). aoac, 2005. oficial method of asociation of oficial analytical chemist. 12th editon. published by asociation of oficial analytical chemist. benjamin franklin station. washington. badan standardisasi nasional. 2009. batas maksimum cemaran mikroba dalam pangan. sni 7388:2009. ics 67.220.2009. bansode, d.s and chavan m.d. 2013. evaluation of antimicrobial activity and phytochemical analysis of papaya and pineapple fruit juices against selected enteric pathogens. international journal of pharma and bio sciences issn 0975-6299. pharm bio sci 2013 apr; 4(2): (b) 1176 – 1184 buckle, k. a., edward, r. a., fleet, h. g., wootton, m. 1987. ilmu pangan. jakarta: universitas indonesia press. caesarita, d.p. 2011. pengaruh ekstrak buah nanas (ananas comosus) 100% terhadap bakteri staphylococcus aureus dari pioderma. tugas artikel ilmiah. semarang: undip. chavan, m. 2013. antimicrobial activity of fruit juices against multidrug resistant shigella species. journal of pharmaceutical and cosmetic sciences vol. 1(2) pp. 33-35, 26 june, 2013 eshamah, h., han, i., naas, h., rieck.j, dawson, p. 2013. bactericidal effects of natural tenderizing enzymes on escherichia coli and listeria monocytogenes. journal of food research; vol. 2, no. 1; 2013 fajar. 2013. waspada, kebanyakan ikan kandung formalin. (online). (http://www.fajar.co.id/metromak assar/ diakses 26 juni 2014). fardiaz, d. 1992. teknik analisa sifat kimia dan fungsional komponen pangan. bogor: itp. fardiaz, s. 1993. mikrobiologi pangan i. jakarta : gramedia pustaka utama fardiaz, s. 1994. pengendalian keamanan dan penerapan haccp dalam perusahaan jasa boga. buletin teknologi dan http://www.fajar.co.id/metromakassar/ http://www.fajar.co.id/metromakassar/ http://www.fajar.co.id/metromakassar/ jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 67 qorry aulia dkk, pengaruh sari buah nanas industri pangan, no.5 vol.3, hal 71-77. gaman, p.m. dan sherrington, k.b. 1992. ilmu pangan: pengantar ilmu pangan nutrisi dan mikrobiologi, edisi kedua. yogyakarta: ugm press. hadiwiyoto, suwedo. 1993. teknologi pengolahan hasil perikanan jilid 1. yogjakarta: liberty. ikayanti, yuli. 2007. pengaruh suhu dan lama penyimpanan terhadap jumlah koloni bakteri dan kandungan protein pada sosis ikan lele dumbo (clarias gariepinus). skripsi. malang: universitas islam negeri malang kepala pusat penyuluhan kelautan dan perikanan. 2011. materi penyuluhan pengolahan ikan bandeng. modul. jakarta. 1-2 hal. lay, b. w. 1994. analisis mikroba di laboraturium. edisi 1. jakarta: p.t raja grafindo persada lay, b & sugyo, h. 1992. mikrobiologi. jakarta: rajawali press mai (masyarakat akuakultur indonesia). 2014. bandeng: indonesia masih jawara. (online). (http://www.aquaculture-mai.org/. diakses 26 juni 2014). mahatmanti, w.f, warlan sugiyo, wisnu sunarto. 2010. sintesis kitosan dan pemanfaatan sebagai anti mikrobia ikan segar. jurnal sains dan teknologi issn.0213-1366. vol.8 no.2. mhatre, m., tilak-jain, j., de, s., & devasagayam, t.p.a. 2009. evaluation of the antioxidant activity of non-transformed and transformed pineapple: a comparative study. food and chemical toxicology, 47, 2696– 2702. nuria, maulita cut dkk. 2009. uji aktivitas antibakteri ekstrak etanol daun jarak pagar (jatropha curcas l.) terhadap bakteri staphylococcus aureus atcc 25923, escherichia coli atcc 25922, dan salmonella typhi atcc 1408. mediaagro vol 5. no 2, 2009: hal 26 – 37 pelczar, m.j. dan chan, e.c.s. 1988. dasar-dasar mikrobiologi 1. jakarta: ui press. purnomowati, i., hidayati, d., dan saparinto, c. 2007. ragam olahan bandeng. yogyakarta: kanisius. rakhmanda, a.p. 2 0 0 8. perbandingan efek antibakteri jus nanas (ananas comosus l.merr) pada berbagai konsentrasi terhadap streptococcus mutans. tugas artikel ilmiah. semarang: universitas diponegoro. skrivanova, e. et al. 2006. susceptibility of escherichia coli, salmonella sp. and clostridium perfringens to organic acids and monolaurin. journal of veterinarni medicina, 51, 2006 (3): 81–88 sugiono. 2010. metode penelitian pendidikan. bandung: alfabeta. tilawah, anis w. 2012. efektivitas berbagai konsentrasi sari buah belimbing wuluh (averrhoa bilimbi linn) dan lama penyimpanan terhadap jumlah koloni bakteri dan kadar histamin fillet ikan tuna (thunnus sp). skripsi. malang: skripsi universitas muhammadiyah malang waluyo, lud. 2004. mikrobiologi umum. malang: umm press waluyo, lud. 2010. teknik dan metode dasar dalam mikrobiologi. malang: umm press whiting, g. c. 1970. constituents of fruits : sugars. di dalam : a. c. hulme ed. the biochemistry of fruits and their products. vol. 1. academic press. london file:///d:\college\semester%20vii\skripsi\bahan\ok\internet\bandeng%20%20indonesia%20masih%20jawara.htm file:///d:\college\semester%20vii\skripsi\bahan\ok\internet\bandeng%20%20indonesia%20masih%20jawara.htm file:///d:\college\semester%20vii\skripsi\bahan\ok\internet\bandeng%20%20indonesia%20masih%20jawara.htm http://www.aquaculture-mai.org/ jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 68 qorry aulia dkk, pengaruh sari buah nanas tabel 2. hasil pengamatan jumlah koloni bakteri pada ikan bandeng gambar 1. diagram batang rerata jumlah koloni bakteri pada ikan bandeng tabel 2. hasil pengamatan kadar protein ikan bandeng perlakuan jumlah koloni bakteri (cfu per ml) ulangan total rata i ii iii a1b1 6,0 x 10 4 1,5 x 10 5 8,7 x 10 4 2,9 x 10 5 9,8 x 10 4 a1b2 2,8 x 10 5 2,4 x 10 5 3,4 x 10 5 8,6 x 10 5 2,9 x 10 5 a1b3 1,2 x 10 6 1,8 x 10 6 1,1 x 10 6 4,2 x 10 6 1,4 x 10 6 a2b1 1,5 x 10 5 8,6 x 10 4 3,3 x 10 4 2,7 x 10 5 8,9 x 10 4 a2b2 1,2 x 10 5 7,9 x 10 4 1,9 x 10 5 3,8 x 10 5 1,3 x 10 5 a2b3 1,1 x 10 6 4,7 x 10 5 3,0 x 10 4 1,6 x 10 5 5,3 x 10 5 a3b1 5,6 x 10 4 1,2 x 10 5 8,1 x 10 4 2,6 x 10 5 8,6 x 10 4 a3b2 3,2 x 10 4 7,1 x 10 4 2,1 x 10 5 3,1 x 10 5 1,0 x 10 5 a3b3 7,2 x 10 5 4,6 x 10 5 4,0 x 10 4 1,2 x 10 6 4,1 x 10 5 a4b1 6,4 x 10 4 1,0 x 10 5 7,3 x 10 4 2,4 x 10 5 8,0 x 10 4 a4b2 9,6 x 10 4 1,3 x 10 5 4,5 x 10 4 2,7 x 10 5 9,1 x 10 4 a4b3 3,1 x 10 4 4,9 x 10 5 4,9x 10 5 1,0 x 10 6 3,4 x 10 5 a5b1 6,0 x 10 4 6,5 x 10 4 8,8 x 10 4 2,1 x 10 5 7,1 x 10 4 a5b2 2,0 x 10 5 3,1 x 10 4 3,1 x 10 4 2,6 x 10 5 8,7 x 10 4 a5b3 6,6 x 10 4 1,8 x 10 5 7,1 x 10 5 9,5 x 10 5 3,2 x 10 5 jumlah 1,2 x 10 7 4,1 x 10 6 perlakuan kadar protein (gram) ulangan total rata i ii iii a1b1 19.44 19.26 19.09 57.78 19.26 a1b2 18.21 18.03 18.25 54.50 18.16 a1b3 17.69 17.33 17.51 52.53 17.51 a2b1 19.61 19.61 19.79 59.01 19.67 a2b2 18.39 18.21 18.39 54.98 18.33 a2b3 17.86 18.03 17.86 53.76 17.92 a3b1 19.96 19.79 19.96 59.71 19.90 a3b2 18.56 18.56 18.46 55.58 18.53 a3b3 18.21 18.03 18.21 54.46 18.15 a4b1 20.14 20.31 20.14 60.58 20.19 a4b2 18.74 18.56 18.60 55.90 18.63 a4b3 18.39 18.56 18.39 55.33 18.44 a5b1 20.49 20.49 20.31 61.28 20.43 a5b2 19.09 18.91 19.00 57.00 18.99 a5b3 18.74 18.67 18.74 56.14 18.71 jumlah 848.53 282.84 0 200000 400000 600000 800000 1000000 0% (kon trol ) 80% 100% 1 hari 4 hari 7 hari konsentrasi sari nanas jumlah koloni bakteri lama penyimpanan sni 5 x 10 5 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 69 qorry aulia dkk, pengaruh sari buah nanas gambar 2. diagram batang rerata kadar protein pada ikan bandeng tabel 3. hasil ringkasan uji analisis varian dua faktor konsentrasi sari nanas dan lama penyimpanan terhadap jumlah koloni bakteri pada ikan bandeng keterangan pengambilan keputusan : fhitung a x b > ftabel a x b = ho ditolak/hi diterima (ada pengaruh) fhitung a x b < ftabel a x b = ho diterima (tidak ada pengaruh) notasi : *berbeda nyata, ns : tidak berbeda tabel 4. hasil ringkasan uji bnt 5% konsentrasi sari nanas dan lama penyimpanan terhadap jumlah koloni bakteri ikan bandeng (pengujian terencana) no kelompok pasangan selisih pasangan nilai bnt 5% kesimpulan 1 a1b1: (a2b1,a3b1,a4b1, a5b1) 16917 301527 tidak berbeda nyata 2 a1b2: (a2b2,a3b2,a4b2, a5b2) 184133,3 301527 tidak berbeda nyata 3 a1b3: (a2b3,a3b3,a4b3, a5b3) 991885,5 301527 berbeda nyata keterangan pengambilan keputusan: ui ui’ > bnt0.05 => berbeda nyata tabel 5. hasil ringkasan uji analisis varian dua faktor konsentrasi sari nanas dan lama penyimpanan terhadap kadar protein pada ikan bandeng sk db jk kt f.hit notasi f.tab 5% f.tab 1% perlakuan 14 4.8938e+12 3.5e+11 6.6798 ** 2.03 2.741 p.a1 4 1.1812e+12 2.95e+11 5.6429 ** 2.68 4.017 p.b2 2 2.3674e+12 1.18e+12 22.619 ** 3.31 5.390 p.a1.b2 8 1.3452e+12 1.68e+11 3.2133 ** 2.26 3.173 galat 30 1.5699e+12 5.23e+10 total 44 6.4637e+12 sk db jk kt f.hit notasi f.tabel 5% f.tabel 1% prlkuan 14 31.4974 2.24981 190.4 ** 2.037 2.741 p.a1 4 6.05277 1.51319 128.06 ** 2.689 4.017 p.b2 2 25.2053 12.6026 1066.5 ** 3.315 5.390 p.a1.b2 8 0.23935 0.02992 2.532 * 2.266 3.172 galat 30 0.35449 0.01181 total 44 31.8519 konsentrasi sari nanas lama penyimpanan kadar protein(gram) 0 5 10 15 20 25 0% (kon trol ) 80% 100% 1 hari 4 hari 7 hari jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 60-70) 70 qorry aulia dkk, pengaruh sari buah nanas keterangan pengambilan keputusan : fhitung a x b > ftabel a x b = ho ditolak/hi diterima (ada pengaruh) fhitung a x b < ftabel a x b = ho diterima (tidak ada pengaruh) notasi: *berbeda nyata, ns : tidak berbeda tabel 7. hasil ringkasan uji bnt 5% konsentrasi sari nanas dan lama penyimpanan terhadap kadar protein ikan bandeng (pengujian terencana) keterangan pengambilan keputusan: ui ui’ > bnt0.05 => berbeda nyata no kelompok pasangan selisih pasangan nilai bnt 5% kesimpulan 1 (a5b1,a5b2,a5b3): (a1b1,a1b2,a1b3) 1,06 0,248 berbeda nyata 2 (a4b1,a4b2,a4b3): (a1b1,a1b2,a1b3) 0,78 0,248 berbeda nyata 3 (a3b1,a3b2,a3b3): (a1b1,a1b2,a1b3) 0,55 0,248 berbeda nyata 4 (a2b1,a2b2,a2b3): (a1b1,a1b2,a1b3) 0,328 0,248 berbeda nyata universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 521-528 10.22219/jpbi.v5i3.10171 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 521 research article higher-order thinking skills based on marzano taxonomy in basic biology i course metri dian insani a,1,*, novida pratiwi b,2, m. muhardjito c,3 a department of biology, ku leuven, celestijnenlaan 200c-box 2406 3001, leuven, belgium (ph.d student) b science education study program, faculty of mathematics and natural science, universitas negeri malang, jl. semarang 5 malang, east java 65145, indonesia c department of biology education, faculty of teacher training and education, universitas negeri malang, jl. semarang 5 malang, east java 65145, indonesia 1 metri.dian.fmipa@um.ac.id *; 2 novida.pratiwi.fmipa@um.ac.id; 3 muhardjito.fmipa@um.ac.id * corresponding author introduction learning activities in the science education study program of universitas negeri malang (um) requires its students to do cooperative discussion, laboratory experiment, case study and project exploration to enact learning outcome in holistic and integrative ways. as the institution which plays its important function in producing teacher candidate students, science education study program-um prepares the students to have competencies in planning, actuating, and evaluating natural science learning through scientific approach by utilizing media, a r t i c l e i n f o a b s t r a c t article history received october 16, 2019 revised november 02, 2019 accepted november 20, 2019 published november 30, 2019 this research was aimed at profiling student’s thinking skills in dealing with higher-order thinking skills (hots) questions based on marzano taxonomy by referring to 13 indicators. this pre-experimental research employed pretest-posttest design. the indicators included were comparison, classification, deductive reasoning, inductive reasoning, error analysis, construction, analysis perspective, abstraction, decision making, investigation, problem solving, inquiry experiment, and innovation finding. the instrument used was a 13-essay questions (r-pearson= 0.79 and cronbach alpha = 0.68). the research results conducted to 98 students of natural science education which was analyzed using paired t-test showed the significant different between pre-test and posttest (sig. <0.01). as many as four hots indicators (i.e. deductive reasoning, error analysis, construction, and abstraction) were categorized as low level. meanwhile, the eighth hots indicators were categorized as moderate level, namely: comparison, inductive reasoning, analysis perspective, decision making, investigation, solving problem, inquiry experiment, and innovative finding. in addition, the classification indicator was considered to fulfill the high level in the end of the course. higher order thinking skills profile is crucial to be observed, along with students’ cognitive development, from the beginning of course, which then can be used as a basic information in designing learning approach which is hots-oriented for the next course. copyright © 2019, insani et al this is an open access article under the cc–by-sa license keywords basic biology higher-order thinking skills marzano taxonomy how to cite: insani, m. d., pratiwi, n., & muhardjito, m. (2019). higher-order thinking skills based on marzano taxonomy in basic biology i course. jpbi (jurnal pendidikan biologi indonesia), 5(3), 521-528. doi: https://doi.org/10.22219/jpbi.v5i3.10171 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.10171 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.10171 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.10171&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 521-528 522 insani et al (higher-order thinking skills …) science-and-technology based learning resources and environmental potentials so that they possess knowledge, scientific processing skill, scientific behavior as well as high level thinking, in term of critical-creative thinking. a good teaching-learning process enables students in mastering knowledge and intrinsic motivation in academic field. besides that, it can also create a student-centered learning atmosphere which, in turn, affects to the external motivation as the consequences of cooperative project activities. these activities enhance students' enthusiasm to cooperate, discuss, as well as experiences sharing to complete their task together. therefore, students' creativity and independent learning are also improved (fox, 2013). during the teaching-learning processes, one of teachers' role is a facilitator in terms of giving supports in material resources, motivation, and guiding students to gain learning experiences through challenging project (arends, 2012). thus, students are habituated in facing proper cognitive conflicts to bring up ideas based on previous obtained experiences. however, based on the previous study, scientific thinking ability of science education study program students of um needs to be improved. munzil, mustikasari, and insani (2016) reported that as high as 63.67% student was categorized concrete, while 21.27% was low formal, 13.67% was upper formal, and 0.39% was post formal. this describes that the students' thinking skill needs to be raised; moreover, students' higher level thinking mapping was not conducted yet. therefore, an effort to encourage students' thinking skill, especially for the category which suits the piaget's cognitive development, in formal or post formal operational level. higher level thinking skill is also known as higher-order thinking skills (hots). this is a holistic thinking performance ability to find and tackle a new challenge. it has been proved that by gaining these skills, students are aided to achieve the learning outcomes determined (husamah, fatmawati, & setyawan, 2018; madhuri, kantamreddi, prakash goteti, & goteti, 2012). this skills demand students to implement new information and knowledge they possessed to be manipulated as the possible solution for various issues faced (heong et al., 2012). moreover, brookhart (2010) stated that hots is someone's ability in associating and implementing his/her knowledge to construct "thinking framework" in the context which never been faced before. in adult level, high thinking ability should more dominate compared to low thinking ability. furthermore, it is a thinking competency required in the 21st-century. atc21s (assessment & teaching of 21st-century skills) has classified the 21stcentury competencies in four categories, in which one of them is thinking way. this showed that mastering hots is a crucial provision for social life (griffin & care, 2015) as well as one of intellectual barometer for a nation. however, hots was proven rarely implemented in small learning communities (fischer, bol, & pribesh, 2011). there are several hots versions known among education practitioners. one of them is bloom's taxonomy which focuses on cognitive domain product. this taxonomy then was revised by involving thinking skills in terms of analyzing (c4), evaluating (c5), and creating (c6) (anderson & krathwohl, 2001). anderson and krathwohl have conducted revision by changing learning outcomes. this is crucial to be done as the original bloom's taxonomy focus is the description of thinking processes. moreover, taxonomy sequence shifting which describes thinking processes from the lower level (low order thinking) to the higher level (high order thinking) was also done. having considerations about bloom’s taxonomy limitations, marzano and kendall (2008) developed new taxonomy which comprised of 13 high order thinking indicators. in this taxonomy, various factors which influenced the way students gain their knowledge in every stage were also integrated so that they can hone their thinking competencies. not only deals with cognitive domain, but marzano's taxonomy does also cover three systems (i.e. self-system, metacognitive, and cognitive), as well as adds and emphasizes self-system and metacognition (irvine, 2017). generally, there were several previous researches measured hots based on bloom's taxonomy (ghani, ibrahim, yahaya, & surif, 2017; narayanan & adithan, 2015; roets & maritz, 2017). however, there were only few studies done based on mazarno's. yet mazarno's-based hots can measure thinking skill in more complex and multitasking. hence, study of high thinking skills based on mazarno's taxonomy in basic biology i course is necessary to conduct which is expected to motivate students internal and externally as their thinking skills are sharpened from the beginning of semester. this will be high motivation to stimulate the creativity of students' thinking ability as their important competency. to go further, it also as the lecturers’ responsibility of natural science education study program in generating their future graduates to be teacher candidates who are mastering science and possessing higher order thinking skills in accordance with science and technology advancement in the 21st-century (insani, 2016). based on the mentioned conditions, this research aimed at profiling student’s thinking skills in dealing with higher-order thinking skills (hots) questions based on marzano taxonomy by referring to 13 indicators. this research will give considerable contribution to the future education scientific field, especially in indonesia which has special characteristics in its learning culture. this will open a more focus discourse among researchers and do further research to pursue the better quality of education. moreover, this can be a good reference for the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 521-528 523 insani et al (higher-order thinking skills …) preliminary study research subjects determination instrument construction validity and reliability test data collection data analysis conclusion educators to develop their learning in term of make sure their objective learning in more detail by referring marzano’s taxonomy. method this quasi experimental research employed pretest-posttest design. as many as 98 students of natural science study program, faculty of mathematics and natural science, universitas negeri malang were involved as research subjects. this research was carried out in basic biology i course for one semester which was comprised of 14 times class sessions and twice sessions for pretest-posttest (two credits, 100 minutes per week). the data collection for pretest was conducted in the beginning of semester while posttest was done in the end of the semester. there were 12 topics delivered to the students. the course activities were varied i.e. lecturing, discussion, pairing group work, case study, project, and laboratory experiment. the teaching plan has been approved by the lecturer and head of department. the research procedure is served in figure 1. figure 1. research procedure. the initial stage in this research was a preliminary study to find the urgency of the problem under study. this stage was done by conducting a reflection and analyzing student learning outcomes of basic biology course achieved in the previous academic year. the preparation of the instrument used was carried out by involving three experts (i.e. basic biology i lecturers). the instrument compiled consisted of 13 essay items which was then analyzed to determine the validity and reliability using pearson product moment correlation and cronbach alpha value. in addition, the data gained was analyzed using paired samples t-test to emphasize the difference between pre-test and posttest results. furthermore, the students’ hots profile was assessed based on marzano’s taxonomy which comprised of 13 indicators, namely, comparative ability, classification, deductive reasoning, inductive reasoning, error analysis, construction, perspective analysis, abstraction, decision making, investigation, problem solving, inquiry experimentation, and discovery/innovation (marzano & kendall, 2008). the level achievement determination of each indicator was conducted based on heong et al. (2011) as served in table 1. table 1. marzano hots level category mean score hots level 0,00 – 1,00 low 1,01 – 2,00 moderate 2,01 – 3,00 high the marzano's hots indicators were in line with hots indicators of revised bloom's taxonomy i.e. c4 (analysis), c5 (evaluation), and c6 (creating). the analysis competency of bloom's taxonomy was in line with: 1) comparison (distinguishing the relevance of elements/parties within materials; 2) classification (organizing and finding the coherence of elements one another in a unity of structure; 3) analysis perspective (correlating and reassembly elements in a new situation); 4) deductive reasoning (causality correlation based on general fact to the specific one; 5) inductive reasoning, generalization by inferring conclusion based on specific facts. the evaluation competence was in accordance with: 1) error analysis (the ability in recognizing the improperness or inconsistency an element in a structure; 2) decision making (the ability in determining the most proper procedure based on determined criteria or standard; 3) problem solving. the creating ability was suitable with: 1) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 521-528 524 insani et al (higher-order thinking skills …) constructing (the ability in constructing elements in a coherent structure); 2) abstraction (the ability in organizing elements from its abstract form to the concrete one; 3) investigation; 4) problem solving; 5) inquiry experiment; 6) innovative discovery (the ability in designing a solutive and creative procedure or product. results and discussion this students’ hots profiling research was done by employing a valid and reliable instrument. this has been proven as the test results gained. the validity test results showed that the pearson product moment correlation value was 0.79; meanwhile, the cronbach alpha value was 0.68 which represented the reliability of instrument. by considering these results, the instrument was valid and reliable to use. hence, the data collection was done. the pre-test results obtained from the students involved were served in table 2. the table provides an overview of the initial students’ hots based on 13 indicators. it is clearly shown that among the 13 hots indicators measured, there only two indicators categorized as moderate level, while the 11 remain indicators were classified in low level. to be more detail, the highest hots mean score was shown in the classification ability (1.51) with moderate level. contrarily, the two lowest student abilities were construction and abstraction in which the mean values of each was 0.05. this evidence illustrates that students' hots need to be improved. this information is a valuable asset for lecturers to evaluate their management in facilitating learning process starting from the clarity of the objectives determined (anderson & krathwohl, 2001). martin (1989) stated that the cognitive education as a new emphasize and a systematic exchange element of teacher candidate education is crucial from the viewpoint of its potential to affect adults as teachers, as considerable as on the thinking outcomes of students whom they will teach throughout their carrier. students need to master complex judgemental skills to achieve higher-order thinking skills (martin, 1989). brookhart (2010) stated that hots cover logic and reasoning skills, analysis, evaluation, creation, problem solving, and decision making. notwithstanding that neither are easy these skills to learn nor to teach, but they are valuable as are more likely to be usable in novel situations in terms of the situations other than those in which the skills were learnt tonissen, lee, woods, and osborne (2014) sated that higher level learning is not merely transferring knowledge, but there must be a development and reproduction of new knowledge. these skills can be achieved by determining proper learning objectives which cover all competencies needed by students (marzano & kendall, 2008). table 2. hots score and pretest level no indicator mean sd hots level 1 comparison 1.34 0.51 moderate 2 classification 1.51 0.82 moderate 3 deductive reasoning 0.26 0.04 low 4 inductive reasoning 0.60 0.05 low 5 error analysis 0.26 0.04 low 6 construction 0.05 0.01 low 7 analysis perspective 0.34 0.03 low 8 abstraction 0.05 0.01 low 9 decision making 0.97 0.56 low 10 investigation 0.80 0.29 low 11 problem solving 0.31 0.03 low 12 inquiry experiment 0.46 0.04 low 13 innovative discovery 0.14 0.06 low after getting the pre-test data, to support further analysis, another data collection was held for students’ posttest in the end of the semester. the students’ hots posttest results are served in table 3. table 3 shows that, generally, the students hots profile were improved. based on the table, it can be seen that more than 50% indicators have been classified as moderate category. the best students’ hots ability classification with the mean value was 2.3, while the lowest one was error analysis with the mean value was 0.53. in detail, as many as seven indicators (inductive reasoning, analysis perspective, decision making, investigation, problem solving, inquiry experiment, and innovative discovery) were improved from low to moderate level; meanwhile, one indicator was improved from moderate to high level (classification). notwithstanding that there were five indicators remained in the same position as the previous levels (comparison in moderate level; deductive jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 521-528 525 insani et al (higher-order thinking skills …) reasoning, error analysis, construction, and abstraction in low level), but the five indicators’ mean values were higher compare to the pre-test results. table 3. hots score and posttest level no indicator mean sd hots level 1 comparison 1.39 0.62 moderate 2 classification 2.37 0.90 high 3 deductive reasoning 0.74 0.29 low 4 inductive reasoning 1.45 0.32 moderate 5 error analysis 0.53 0.20 low 6 construction 0.73 0.18 low 7 analysis perspective 1.55 0.90 moderate 8 abstraction 0.82 0.09 low 9 decision making 1.66 0.83 moderate 10 investigation 1.57 0.50 moderate 11 problem solving 1.32 0.26 moderate 12 inquiry experiment 1.77 0.53 moderate 13 innovative discovery 1.61 0.46 moderate the students’ hots indicators which classified into low level means that the students were still lacking in the ability to analyze in the form of deductive reasoning. likewise with the ability to evaluate, the students found it difficult to sort out relevant and irrelevant facts, consequently they cannot detect any information mismatch in well manner. this phenomenon is in line with the previous findings which reported that the obstacles in generating conclusion, as the key factor in affecting the achievements of the students’ assignments (heong et al., 2012), by utilizing and connecting information was witnessed by postgraduate students (narayanan & adithan, 2015; roets & maritz, 2017).this because hots is characterized as a complex, non-algorithmic, self-regulative, meaningful, multiple criteria and uncertainties, as well as effortful and providing multiple solutions. thus, hots must be improved by involving many subjects and teachers (abosalem, 2015) while empowering students’ metacognitive as it creates self-regulated learner as well as improves learning outcome (bahri & corebima, 2015). the most common obstacles encountered by students were in the category of abstraction and construction, these two categories require them to be able to plan, design, and apply new ideas related to problems encountered in daily activities. additionally, the results of the posttest revealed that the students' knowledge was still at a concrete and theoretical level, so that the processing of information that was not clearly illustrated was difficult to understand and could lead to misconceptions. the hots indicators with moderate level imply that students have been able to compare objects one another quite well based on certain criteria. they can also link and connect several different concepts simply. some of them were also able to link cause and effect of problems precisely accompanied by a quite logic reasons. the ability to evaluate, in term of determination and evaluation the solutions was good, as well as the ability to create such as conducting investigations and experiments. the imagination of students was still not fully honed, the habit of giving answers such as in textbooks or lecture notes was often the first choice rather than trying to develop new ideas that are less familiar and risky. the tendency to be afraid of being wrong and not yet daring to make decisions in group or classical discussion activities can give an idea of how hots is closely related to student learning habits and culture. hots cannot be obtained instantly; in other words, this skills must be stimulated and trained constantly (brown, lawless, & boyer, 2013; saido, siraj, nordin, & al_amedy, 2013). therefore, a systematic, constructive, and continuous learning process obviously gives a positive impact on the success of students’ mental processes. meanwhile, the high level hots means that the students have a good classification skill. they have been able to find similarities and differences of elements, determine the coherence of how these elements relate to each other in a larger structure. figure 2 shows the comparison of pre-test and posttest results of students’ hots profile. it can be obviously seen that the increase of students’ hots occurred from pre-test to posttest. of 11 hots indicators classified in low level in pretest, there only four remained in low level as the posttest results obtained, while the other seven indicators were classified into the better one (moderate). similarly, of two indicators categorized in moderate level, there only one which was in the same level, while the other one was better in term of improved to be classified into high level. this improvement is strengthened by the results of t-test analysis (served in table 4). table 4 provides the t-test results of students’ hots profile based on marzano’s taxonomy. the results implied that there was significant difference between pretest and posttest (p < 0.05). in the end of learning processes, students were able to construct better theoretical and applied understanding through a series of jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 521-528 526 insani et al (higher-order thinking skills …) creative and innovative learning activities. the undergirding reason of significant improvement occurred was the detail indicators and various activities designed by lecturer to measure the students’ achievement determined based on marzano’s taxonomy. this is one of marzano’s taxonomy’s advantages compare to the other taxonomies exist (irvine, 2017). figure 2. comparison between pretest and posttest scores table 4. the t-test analysis results of students hots profile paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -.80154 .39805 .11040 -1.04208 -.56100 -7.260 12 .000 higher-order thinking skills have an important role in determining students’ success in processing information. a good learning is that which is able to cover a series of meaningful activities so that they can be understood, mastered, and applied well (tiantong & siksen, 2013). students should be accustomed to deal with difficult situations in term of complex cognitive conflicts; thus, they can solve problems (freahat & smadi, 2014) based on experiences they have had through project activities or case studies provided and laboratory activities practiced (ganapathy, singh, kaur, & kit, 2017). in addition, good learning also accommodates students cooperatively and collaboratively (i̇lhan, 2014). as the positive consequences, various ideas that were successfully put forward by students in the discussion will be able to motivate the other students in a teamwork. this, in turn, will elevates students achievement (tanujaya, mumu, & margono, 2017). they are also able to compare ideas with regards to identify similarities and differences of the phenomena discussed together, the ability to compare a problem with other supporting information which, in turn, leads to categorical classification skill (heong et al., 2011). this is the undergirding reason supports the classification indicator placed the highest position of the 13 hots indicators of the students’ posttest results. the results of the final reflection of lectures showed that various learning activities were not optimal with the regards to the characteristics of constructivist approaches that lead to meaningful learning. students should be more focused and more motivated in conducting investigations that have never been done before so they are able to record a lot of hands-on activities done. lecturers, somehow, still need to provide guidance during discussions, as well as direct the students during case studies/projects. waugh (2012) stated that educators should encourage students' enthusiasm in planning, academic achievement in both independently and socially. moreover, internal and external motivation for students can trigger great curiosity and high interest in the effort to find knowledge so that they can achieve learning goals in better way (levin-goldberg, 2009). additionally, the learning atmosphere during lectures needed to be designed as good as possible so that it is more conducive for students to do their learning activities. learning innovations are also required to be developed, not only the updated-technological facilities and media as learning resources, but also the appropriate learning assessment (hopson, simms, & knezek, 2001; saul & wuttke, 2011), learning models (chinedu, kamin, & olabiyi, 2015; husamah et al., 2018) in constructing knowledge, attitudes, and higher-order thinking skills as a unity (arends, 2012). learning is not merely to pursue cognitive goals, but also must be able to accommodate the students’ metacognitive intelligence to contribute to the long life-learning (marzano & kendall, 2008). 1.34 1.51 0.26 0.6 0.26 0.05 0.34 0.05 0.97 0.8 0.31 0.46 0.14 1.39 2.37 0.74 1.45 0.53 0.73 1.55 0.82 1.66 1.57 1.32 1.77 1.61 0 0.5 1 1.5 2 2.5 1 2 3 4 5 6 7 8 9 10 11 12 13 m e a n s co re hots indicator pre-test posttest jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 521-528 527 insani et al (higher-order thinking skills …) conclusion based on the results of the analysis and discussion related to higher order thinking skills (hots), there was a significant improvement in students' hots from their pretest to their posttest assessed based on 13 hots marzano indicators. deductive reasoning, error analysis, construction, and abstraction indicators were still at low level, thus, they need to be improved. meanwhile, the comparison, inductive reasoning, perspective analysis, decision making, investigation, problem solving, inquiry, and innovative findings were at a moderate level. hence, they still need to be improved as well. the classification indicator was at high level which proved that students have very good ability in this category. this results were not met the expectation yet optimally. thus, there must be more efforts to design the more effective and meaningful learning to stimulate the students’ ability to achieve high level of hots. moreover, the interaction between students and lecturers should be conducted in more effective way. the carrying capacity of the environment, facilities and learning must be optimally contributed to support the learning activities. the mapping of students’ hots based on marzano taxonomy can be utilized as the basic information for further to optimize the efforts. references abosalem, y. 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(2018). the implementation of schoolliteracy-movement: integrating scientific literacy, character, and hots in science learning.. jpbi (jurnal pendidikan biologi indonesia), 4(3), 215-224. doi: https://doi.org/10.22219/jpbi.v4i3.6876 vol. 4 no. 3, 2018; pp. 215-224 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 20/10/2018 revised: 08/11/2018 accepted: 15/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education the implementation of school-literacy-movement: integrating scientific literacy, character, and hots in science learning evi suryawati*, fitra suzanti, suwondo, and yustina biology education study program, faculty of teacher training and education universitas riau, pekanbaru, riau, indonesia *corresponding e-mail: evi.suryawati@lecturer.unri.ac.id abstract this study aimed to examine the implementation of the school literacy movement by observing its impacts toward the scientific literacy, characters, and hots of grade vii junior high school (jhs) students in pekanbaru within the context of k-13. the survey was conducted with 45 natural science teachers on the basis that they have integrated k-13 into thei r teaching and learning. the data of slm implementation was obtained from the teacher by means of questionnaires and observation which was conducted in science classes in three jhs in pollution and global warming topics. the results showed that 49.13% activities were successfully implemented by slm. the results showed that students’ scientific literacy in the three schools were 69.5%, 76.3%, and 75.2%. meanwhile, the character values have reached 80.6%, 76.4%, 72.9%, and students’ hots values were 73.0%, 72.5%, and 73.3%. based on the survey, it can be concluded that although the school has pioneered slm, the strengthening of scientific literacy, characters, and hots has not been executed by all teachers who implement k-13 due to various obstacles need new policies to assess the execution of the slm program by local education department. keywords: characters, hots, scientific literacy, school-literacy-movement © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction indonesia is a cultured nation that strongly upholds noble characters, values, and local wisdom (putra & hasanah, 2018; roza, sulistyaningtyas, munaf, jatnika, & suryani, 2016). to build a cultured nation that embodies the value of religion, honesty, tolerance, discipline, creativity, independence, democracy, curiosity, communication, peace, reading, social care, integrity, caring for the environment, and respecting achievement requires character strengthening. it is a shared responsibility of the family, education institutions and community. (presidentialregulation, 2017). based on this consideration, it is necessary to stipulate a presidential decree on strengthening character education. the goal of strengthening character education (or penguatan pendidikan karakter-ppk) is to build and equip students as the indonesian golden generation in 2045 with the spirit of pancasila to deal with the world’s dynamics in the future, develop a national education platform that emphasize character education as its soul in the undertaking of education for students with public supports through formal, non-formal and informal education. it also needs to take into account the diversity of indonesian cultures in order to revitalize and strengthen the competencies of educators, education personnels, students, communities and family environment in implementing ppk (presidential-regulation, 2017). the conclusion of pkk’s objectives is that character education plays an incredibly important role in the learning process. the school literacy movement (or gerakan literasi sekolah) program initiated by the current government was developed based on nine priority agendas (nawa cita) related to the tasks and functions of the ministry of education and culture. the points of nawa cita that relate to education sector include numbers 5, 6, 8, and 9. what is meant by school literacy in the context of slm is the ability to access, understand, or do various https://doi.org/10.22219/jpbi.v4i3.6876 mailto:evi.suryawati@lecturer.unri.ac.id suryawati et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 215-224 216 the implementation of school-literacy-.... activities including reading, seeing, listening, writing, and/or talking. slm is an effort that is carried out in a comprehensive and sustainable way to make the school the centre of learning whose members are literate through public involvement (s. utomo, 2017). literacy program integrated into the curriculum through habituation in learning is the responsibility of all teachers (kemendikbud, 2016). but until 2018, the slm launched by the ministry of education and culture could not be implemented in all schools. because each school has different facilities and faces different conditions, which necessitates indepth research on the implementation of slm. interviews with science teachers at natural science teacher forum provided some information that although kurikulum tahun 2013 (k-13 or curriculum 2013) and slm have been implemented since 2016, there still have been some issues in the implementation. one of the biggest challenges was the learning design that could facilitate the students to be skillful in problem solving, evaluating and designing scientific research, drawing conclusion from the evident and applying the science into their real life. this fact was evident from the students’ low proficiency in solving the problems related to the scientific phenomena in their life. the assessment standards of k-13 curriculum require teachers to carry out learning and assessment in a way that encourages students to think critically or to have higher-order thinking skills (hots). hots involves complex judging skills including critical thinking and problem-solving abilities. the learning strategies and tools developed by teachers in school must be principally based on the mentioned criteria. although there have been many studies about hots, its implementation in class is not yet optimal, especially when it is related to the achievement of students’ competencies expected in the curriculum. this study was conducted to find out the implementation of the slm program in strengthening literacy, characters and hots by teachers of natural science subject in grade vii of jhs in pekanbaru riau. method the survey was conducted in jhs of pekanbaru from april to july 2018. the population in this study was natural science teachers in public and private schools, of which 45 individuals teaching the seventh grade were chosen as the sample as they have implemented k-13 and actively participated in natural science teacher forum. primary data were obtained from closed and opened questionnaires. while the researcher also examined the documentation of teaching material at jhs future islamic school (fis), jhs 17, and jhs 25. on the subject of environmental pollution and global warming. information on the implementation of slm was collected through questionnaires and observations. the closed questionnaire was to measure the implementation of literacy, character integration, and hots by the teacher in learning. alpha cronbach's reliability value of the questionnaire (0.93) is valid with r table of 0.53 with a significant level of 5% which is processed using spss 18.00 for windows. meanwhile, information on the implementation of k-13 based learning and the strengthening of scientific literacy, characters and hots were obtained through observation. the focus of observation was on the science literacy in jhs fis, character in jhs 17 and hots in jhs 25. the data resulted from observation were analyzed descriptively on a scale of 1-4. results and discussion implementation of school literacy movement (slm) by jhs natural science teachers the researcher did surveys and observed the implementation of slm in mgmp ipa having 45 members. the profiles of teachers carrying out slm and its implementation are explained in tables 1, 2, 3, 4, and 5. table 1. teachers’ educational background degree specialization total (%) biology education physics education chemistry education others s1 35(77) 5(12) 3(7) 2(5) 43(96) s2 2(4) 2(4) total (%) 37(81) 5(12) 3(7) 2(5) 45(100) suryawati et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 215-224 the implementation of school-literacy-.... 217 table 2. teachers’ profiles based on gender and training experience gender training percentage (%) once or more never female 11(24.4) 28(62.2) 39(86.7) male 4(8.9) 2(4.4) 6(13.3) total (%) 15(33.3) 30(66.7) 45(100) table 3. teachers’ profiles based on teaching experience, certification, and employment status teaching experience certification employment status total (%) yes not civil servant non civil servant 1-5 years 2(4.4) 5(11.1) 2(4.4) 5(11.1) 7(15.6) 6-10 years 4(8.9) 2(4.4) 4(8.9) 2(4.4) 6(13.3) 11-15 years 17(37.8) 4(8.9) 17(37.8) 4(8.9) 21(46.6) 16-20 years 3(6.7) 1(2.2) 2(4.4) 2(4.4) 4(8.9) 20 years 6(13.3) 1(2.2) 5(11.1) 2(4.4) 7(15.6) total (%) 32(71.1) 13(28.9) 30(66.7) 15(33.3) 45(100) table 4. percentages of slm implementation by teachers in jhs pekanbaru points percentages of answer (%) yes no fifteen minutes activities have been entrenched and become the needs of school members 40 (88.8) 5 (11.2) follow-up activities in the form of oral or written responses 26 (57.7) 19 (42.3) development of various reading strategies following the emergence of literacy culture 23 (51.1) 22 (48.9) students use physical, social, and academic environments with a variety of non-textbooks readings to enrich knowledge about given subjects 30 (66.6) 15 (33.4) the teacher becomes a model in the activity of reading non-academic books by reading the selected books that have been read by students. 22 (48.8) 23 (51.2) the teacher applies various strategies to understand texts in all subjects 24 (53.3) 21 (46.7) average (%) 61.05 38.95 table 5. percentages of slm implementation by schools points percentages of answer (%) yes no schools attempt to involve public to develop school literacy activities 17 (37.7) 28 (62.3) academic activities that support the culture of school literacy 24 (53.3) 21 (46.7) regular awards for students’ achievement in literacy activities 14 (31.1) 31 (68.9) celebrating literacy-related days 16 (35.5) 29 (64.5) showcasing original works (results from critical thinking and the ability to communicate ideas verbally, visually, digitally, or in writing) in celebration of literacy-related days 16 (35.5) 29 (64.5) establishing the school literacy team 19 (42.2) 26 (57.8) the school literacy team is assigned to plan, implement, and assess school literacy programs 16 (35.5) 29 (64.5) the school principal and his staff are committed to implementing and supporting the school literacy movement 32 (71.1) 13 (28.9) schools connect with external parties to develop school literacy programs and professional development for school members in literacy 13 (28.8) 32 (71.2) average (%) 41.19 58.81 suryawati et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 215-224 218 the implementation of school-literacy-.... data in table 4 shows that the average implementation of slm by teachers is 61.05% and the percentage of teachers who have not implemented is 38.95%. fifteen minutes of reading activities before the lesson starts have been carried out (88.8%), but they are still in routine activities. follow-up activities, development of reading strategies, utilization of the physical, social and physical environment, teachers as models in reading non-learning activities are still low. the results of interviews with several teachers who have not yet implemented the slm show that teachers are still limited to overseeing literacy activities and have not actively participated in becoming models in reading literacy activities. in addition, teachers face various obstacles in carrying out all slm activities because teachers feel that they have less time to add their insights because teaching and administrative activities have taken a lot of their time. the implementation of slm by schools is also still low. not many schools have involved the public in developing the slm programs and in building networks with external parties. the designated school literacy team has not carried out its role optimally. the appointed member of school literacy team is usually a permanent teacher of bahasa indonesia and english subjects. the results of the observations indicate that the school has not empowered non-permanent teachers on duty at the school. it is better if the headmaster can empower the potential of junior teachers. the implementation of slm by teachers was conducted before the class starts on tuesday to thursday at 7.30 to 7.45; after reading the holy quran (tadarus) and singing national anthem of indonesia (indonesia raya) during ceremony. during class: at the beginning of the class, in the middle of the class, and after the class ends. follow-up activities: (1). students take turns reading the holy quran; (2). students summarize the contents of their reading, retell what they read, give comments to one another, conclude the contents of the reading in front of the class, convey their impressions and suggestions to improve future learning procedures, practice arabic and english, make written responses. the literacy activities are displayed once a month in the fourth week of each month coordinated by teachers of bahasa indonesia. strategies that integrate literacy into lesson plans, reading corners, wall magazine, internet, and mini-libraries in classes such as reading before starting class; self-study on the reading terrace; making a review; observing the environment and reporting its results, storytelling and writing poetry. another activity is that students read novels, short stories, comics, fairy tales, and non-academic story books chosen by teachers of bahasa indonesia, encyclopedia, story books, formula books, science books, history, autobiography, religious books and folklore, fiction, popular, and scientific books entrepreneurship books such as agriculture and fisheries. the history of islamic holy prophet through posters, wall magazines and reading corners, carrying out activities in an environment in accordance with a particular subject lesson, newspapers, magazines and electronic sources (internet). non-academic books exemplified by the teacher include popular books, fiction, encyclopedias, health, pictures and videos, books on animals, plants, the history of holy prophets, and universe knowledge. in the break time or when the teacher is absent, students are directed to read books related to a particular subject in the library and asked to make a summary of the reading. other activities include completing crossword puzzles, searching for essence and observing images, reading more than one book. the implementation of slm by schools. schools collaborate with mobile libraries from local libraries (soeman hs library), education office, language centers, riau tv, tvri, newspapers, teachers from other schools having more teaching materials and experience, school committees, parents and society. academic activities supporting school literacy culture include reading 15 minutes before class begins, english day activities such as storytelling, writing scientific papers, literary competitions (reading poetry and speech), reading and memorizing hadith arbain, reading in the mobile library/school library and classes, books lovers activities every month written on children's portfolios. assessment the implementation of slm integrated by school activities likewise national celebration days and religious holidays. the kaind of the activities that can be conducted are students exibtion, reading and pantun competition, making videos, class presentations, reading the holy quran, the performances of arts, speeches, reports, singing suryawati et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 215-224 the implementation of school-literacy-.... 219 national songs, reading a portfolio once a month, wall magazines, and scientific paper competition. the school literacy team consists of school principals, indonesian language teachers, libraries staff, english teachers, counselling teachers, teachers of other subjects, and teachers appointed by the school principal and student council. the job of the literacy team includes planning, implementing and assessing the literacy programs in school. the first stage of planning is to set a schedule for literacy activities, identify reading materials, make a reading corner, and add a collection of books. after that, the team works to cultivate the culture of reading, making a synopsis and conclusions from the books, reading and exchanging books among students. for the assessment stage, the team conducts competitions (reading poetry, making school and class wall magazines every month with predetermined themes, and fastest reader competition) followed by the handing of gifts and another follow-up literary activities by students. school commitment in supporting the school literacy movement includes providing daily time for literacy activities, implementing already-designed programs, giving rewards to those who have read the most with quick understanding, conducting coaching, adding a collection of books in the library, giving freedom and support in class hours, giving very class a reading corner with obligatory reading policy before class, providing reading books, library visits, student studio, routine control, and monitoring. schools connect with external parties including mobile libraries from local governmental library office, language centers, literacy forums, school staff, rri pekanbaru, parents and printing companies. the data on slm implementation in pekanbaru showed that not all activities in school literacy activities were carried out properly. this is due to various obstacles, one of which is the availability of reading material in schools. the results of interviews with a number of teachers in junior high schools demonstrated a need for teachers to select relevant reading material for students, in addition to that teachers are expected to be able to write books through satu guru satu buku movement (sagusabu) or one teacher one book. teachers are always motivated to write so as to produce books to support the literacy movement. learning observation in the implementation of k-13 and slm learning observations took place in jhs fis, jhs 17 and jhs 25 pekanbaru in 2017/2018 school year with a total of 101 students. observations were carried out simultaneously while the teacher were implementing teaching and learning process on the topics environmental pollution topics and the lesson global warming. to see improvement in character, scientific literacy, and hots in natural science subject, the researcher did observations on those 3 aspects. students’ scientific literacy at jhs future islamic school pekanbaru in the learning process, scientific literacy can be measured from several indicators as outlined in the observation sheet. the comparison of the students’ average scientific literacy grade in topics environmental pollution topicscan be seen in table 6 table 6. students’ scientific literacy in jhs fis indicators topics (%) i ii doing literature research 76.7 69.0 reading and interpreting pictures/data 71.7 68.5 identifying scientific arguments 66.5 68.5 presenting conclusions and predictions 66.7 66.5 average 70.4 68.6 the average score of scientific literacy was 70.4% in enviromental pollution and 68.6% in global warming topics. scientific literacy skills can be further enhanced by encouraging students to continually search the literature, read and interpret data/images, identify scientific arguments, and present conclusions and predictions. a couple of ways done to improve scientific literacy were observations student activity and reading 15 minutes before the lesson starts. the results of this study are in line with mansyur, rahamma, and fatima, (2013) in that it shows an increase in students' ability to read and understand material about communication information technology presented by the suryawati et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 215-224 220 the implementation of school-literacy-.... teacher in visual form along with complete facilities and variety of visual presentations displayed by the teacher as well as learning strategies in ict learning. the work of faradina (2017) also shows the significant influence of the slm program on students’ reading interest with t value reaching (7.332)> t-table (1.657). according to derlina and srijayanti (2016) there is a positive relationship between higherorder thinking skills and the level of intelligence simultaneously with scientific literacy skills ofjunior high school students with a correlation coefficient of 0.350. the results of research by istikomayanti, suwono, and irawati (2016) about the development of tools (syllabus, lesson plans, modules, and assessment instruments) that can improve students' environmental literacy include the aspects of knowledge, attitudes, and skills and habituation. windyariani and sutisnawati (2017) requires the existence of contextual learning integrated with practical learning to instill concepts that match scientific literacy abilities. furthermore, according to lederman, lederman, and antink (2013) the main priority in the reform of science education is to enhance scientific literacy since such literacy helps students solve problems and make personal and social decisions. in this regard, the teacher plays a role to facilitate students to think holistically. the strengthening of students’ characters in jhs 17 pekanbaru the students’ character was assessed from each indicator from the observation sheet carried out during the learning process. the grade for the character assessment was given by ernawati. the comparison of the students’ average grade for character assessment in topics i and topics ii can be seen in table 7. table 7. the assessment of students’ character in topics i and ii assessed characters topics (%) i ii religious 80.0 85.7 nationalist 73.5 71.5 independent 73.0 76.2 mutual cooperation 80.5 80.2 integrity 68.7 71.7 average 75.1 77.1 the data in table 7 shows that after the implementation of learning process using the problem-based learning model, the grade of students’ character in topics i averaged 75.1%, and this increased to 77.1% in topics ii. this increase occured in every indicator, namely religious, nationalist, independent, mutual cooperation and integrity. integrity grade in topics i and topics ii, however, was lower than that of others. it is therefore necessary to improve learning activities so as to enhance students’ character. derlina and srijayanti (2016) contend that the values of character education closely related to oneself are an important factor in the implementation of character education. furthermore, according to setyaningrum and husamah (2011) character education can be introduced to students through all subjects, one of which is biology. biology teaching and learning is believed to support character education. this is in line with maunah (2014) which concluded that the overall process of character education led to good results with an average grade of understanding, using the same standard of assessment, reaching 78. the critical thinking ability of students at jhs 25 pekanbaru the observation conducted at jhs 25 pekanbaru aimed to see the strengthening of hots in learning of natural science by assessing students’ critical and creative thinking skills. critical thinking the students’ average grade for critical thinking assessment in topics i and topics ii after surveys are outlined in table 8. table 8. students’ critical thinking abilities in topics i and topics ii assessment points topics (%) i ii analyzing 75.0 88.2 synthesizing 59.0 70.5 collecting data 65.0 84.5 solving problem 67.2 67.2 assessing 64.7 83.2 average 66.2 78.7 based on table 8, the students’ average critical thinking grade increased from 66.2% in topics i to 78.7% in topics ii. this increase may result from to the fact that students are able to suryawati et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 215-224 the implementation of school-literacy-.... 221 find concept of the activities facilitated in problem-based learning model such as presentation activities so that students manage to analyze and synthesize the lessons and prepare themselves before taking the upcoming tests. this can be seen when the teacher asked "have you ever seen and noticed the environmental conditions above?", "what distinguishes the two images?” this activity will facilitate students to analyze. then students were asked to present as many questions as possible related to the results of observations and their reading. examples of questions made by students "why can air and soil be polluted?", "what happens if the soil and air are polluted? ", "what are the factors that can cause polluted air and soil?” according to setyawan (2017), critical thinking can be improved through the oidde (orientation, identify, discussion, decision, and engage in behavior) learning model. her study concluded a mean score of 72.9% (good category) which includes 10 indicators of critical thinking skills, namely goals (76.1%), problems (70.5%), addressing problems (72.8%), points of view (69.4%), information (75.5%), concepts (78.8%), assumptions (72.6%), alternative solutions (67.9%), interpretations (75.5 %), and implications (70.7%). mitasari and prasetiyo, (2016) also concluded that discussion-presentation methods combined with critical analysis of articles through lesson study can potentially improve students' critical thinking ability as shown by 15% grade increase from cycle i to cycle ii and 3.4% from cycle ii to cycle iii. the study of wilsa, susilowati, & rahayu (2017) also supports the findings of this research. he argued that the application of problem-based learning model based on ssi had a substantial influence on the development of critical thinking skills, written and verbal communication and cognitive learning outcomes. this is also supported by rahayuni (2016) saying that there is a fairly strong correlation between critical thinking skills and scientific literacy with the number of correlation coefficients or r = 0.463. creative thinking creative thinking was the other assessment done along with that of critical thinking during the survey. the students’ average grade for creative thinking assessment in topics i and topics ii are outlined in table 9. table 9. students’ creative thinking abilities in topics i and ii in natural science learning assessed points topics (%) i ii fluency 72.5 86.2 flexibility 66.2 81.5 originality 62.0 74.2 elaboration 63.7 86.0 average 66.1 82.0 table 9 shows the students’ average creative thinking grade in topics i was 66.1% and it increased to 82.0% in topics ii. the students’ activities in the problem-based learing process, especially at the problemsolving stage, significantly influence on creative thinking skills since students are required to provide solutions to a problem discussed during the learning process as shown in table 6. this can be seen when students actively seek information to prove that the environment can be polluted, what happens if the environment is polluted and analyzes the factors that can cause water pollution. khoiriyah and husamah (2018) show that teachers can apply problem based learning to improve students' creative thinking and problem-solving skills as well as learning outcomes. this is consistent with their previous research that conclude problem-based learning improved problem-solving skills up to 27% on average with a completion rate of 47%, average creative thinking skills up to 11% with a completion rate of 17.5%, and learning up to 13% with a completion rate of 15%. suparman and husen (2016) also concluded that the application of problem-based learning models can improve the ability of creative thinking and students’ learning outcomes with the grade of creative thinking in the first cycle reaching 12.9 (creative category) and this increased to 15.1 (very creative category). profile of scientific literacy, character, and hots jhs in natural science learning the results of surveys conducted in jhs fis, jhs 17 and jhs 25 pekanbaru are shown in figure 1. the results of the study show that students’ scientific literacy (69.5, 76.3, and 75.2), character (80.6, 76.4, and 72.9) and hots (73.0, 72.5, and 73.3,) on environmental pollution and global warming lesson. at the beginning of the lessons teachers orient students to the problem by watching videos about garbage, household and factory waste. students suryawati et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 215-224 222 the implementation of school-literacy-.... are then led to sort out problems, make hypotheses, find solutions, provide results and discuss problems. this kind of learning activity can be used to develop reading literacy to interpret data, predict and make an inference. the group discussion activities will contribute to the students' character development and the spirit of teamwork that will be very beneficial for their lives in the future. according chiappetta and koballa, (2010) teacher must help student develop an appreciation for science and engineering and understanding of the nature of those discipline both to enhance their decisionmaking abilities and to ready them for college and careers. figure 1. profile of scientific literacy, character, and hots in natural science learning the reading activity, 15 minutes before class needs to be improved in this regard. furthermore, teachers should provide reading material related to the lesson so that students are expected to be more motivated. in fact, teachers haven’t supplied enough supporting reading material. it is therefore important for teachers to give more variety of learning resources. the resources can be in the form of pocket books, posters, student work sheets, and others. for instance, suryawati, hamzah, and hayati (2015) developed worksheets through ayo berkarya, ayo bereksperimen (let's try, think big) that was proven to improve students' critical thinking. according to the kemendikbud (2016) slm will succeed if it is supported by all elements collaboratively. character integration is an educational movement under the responsibility of educational units (schools) to strengthen the character of students through harmonization of hearts, thoughts, and sports with involvement and collaboration between schools, families and communities as part of the national movement of mental revolution. one of the possible efforts to do is to set literacy-friendly physical environment, for example, by providing reading corners in all classes, offices and other areas of the school. conclusion based on the results of the study, it can be concluded that slm has been implemented by natural science teachers (61.05%) and schools (41.19%) with various activities. science teachers have carried out improved learning through classroom action research to improve scientific literacy, strengthen character and hots for students at jhs fis, jhs 17, and jhs 25. it is hoped that slm can be implemented by all teachers collaboratively through school-based lesson study and natural science teacher forum based lesson study. references chiappetta, e. l., & koballa, t. r. 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(2017). nawa cita. (s. utomo, ed.), 29(april), 1–86. retrieved from http:// pusbindiklatren.bappenas.go.id/file/bukute rbit/simpulvol.29-april 2017.pdf wilsa, a. w., susilowati, s. m. e., & rahayu, e. s. (2017). problem based learning berbasis socio-scientific issue untuk mengembangkan kemampuan berpikir kritis dan komunikasi siswa. journal of innovative science education, 6(1), 129– 138. windyariani, s., & sutisnawati, a. (2017). pengembangan bahan ajar berbasis konteks dan kreativitas untuk melatihkan literasi sains siswa sekolah dasar. jurnal bioedukatika, 4(2), 19–25. https://doi.org/10.26555/bioedukatika.v4i2 .5326 mjfas template 265 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 research article learning assessment model in biology education during the covid-19 pandemic yuni pantiwatia,1,*, tasya novian indah sarib,2, mia nurkantic,3 adepartment of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas 246 malang, east java 65144, indonesia b biology education masters program, faculty of mathematics and natural sciences, universitas negeri yogyakarta, jl. colombo yogyakarta no 1, karangmalang, catur tunggal, sleman, yogyakarta 55281, indonesia cdepartment of biology education, faculty of teacher training and education, universitas pasundan, jl. tamasari no. 6 bandung, west java 40154, indonesia 1yunipantiwati@umm.ac.id; 2tasyanovian@gmail.com; 3mia.nurkanti@unpas.ac.id abstract: the covid-19 pandemic has resulted the change in every sector of life. education institutions transform their learning methods from face-to-face learning to online-based distance learning to keep the learning process running during the pandemic era. the purpose of this study is to obtain the description and analysis results regarding learning profile and evaluation system used in the lecture at biology education study program during the pandemic. this survey study was conducted in august 2020 until august 2021, even semester of 2019/2020, odd semester of 2019/2020, even semester of 2020/2021, and odd semester of 2021/2022. the population of this study was the students of biology education of umm and the students of private universities in malang city. purposive sampling was employed for sample selection. the instruments used were survey and questionnaire forms. the data was analyzed descriptively and quantitatively. the results of the study show that online learning is apparently not optimal in biology education and other private universities in malang due to limitations in discussions, assignments, and assessments. therefore, it is necessary to conduct training session, planning, and implementation of innovative online learning to optimize learning process. to make the learning process more accurate and effective, evaluations are also needed. keywords: assignment; evaluation; online learning; online lecture model; types of assessment introduction the covid-19 has been a popular issue nowadays. since march 2020, who has stipulated the covid19 as a global pandemic as the number of people is infected (cucinotta & vanelli, 2020). the covid19 pandemic situation has encouraged many countries to implement several health policies, such as physical distancing, work from home, and lockdown status to prevent the spread of the covid-19 virus (chu et al., 2020; kramer & kramer, 2020). the implementation of those policies has affected various sectors of life, such as economy and education (daniel, 2020; sparrow et al., 2020; susilawati et al., 2020). the closure of various learning institutions will bring up a variety of negative impacts to the community and the country. to keep learning process running well during the pandemic era, education institutions transform their learning methods from face-to-face learning to online-based distance learning (adedoyin & soykan, 2020; basilaia & kvavadze, 2020). the implementation of online learning is perceived as an alternative for any education institutions (dhawan, 2020). also, it may encourage the empowerment of 21st century skills (clark et al., 2010). furthermore, this era demands digitalization in education so that learning should indeed combine face-to-face learning with online learning (barabanova et al., 2019; schmidt & tang, 2020; shatunova et al., 2021). however, online learning causes new problems in education world. the main problem, which frequently *for correspondence: yunipantiwati@umm.ac.id article history: received: 22 october 2022 revised: 25 november 2022 accepted: 26 november 2022 published: 26 november 2022 10.22219/jpbi.v8i3.22992 © copyright pantiwati et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v8i3.22992 https://doi.org/10.22219/jpbi.v8i3.22992 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 266 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 reported, is lack of internet access. this includes the slow internet network, the high cost of the internet, and the limited role of parents in providing online learning facilities (aguilera-hermida, 2020; ferri et al., 2020). in some other countries, many students cannot attend online learning because they do not have a supportive device (yusuf, 2020). as a result, online learning can affect students’ motivation. if the learning motivation is low, the quality of learning is also low (alyusfitri, 2020). the low motivation and participation of students in online learning become challenges found in various studies. in indonesia, especially, online learning turns into a great challenge. it is because there are many areas with low internet access and inadequate facilities (azhari & fajri, 2021; octaberlina & muslimin, 2020). moreover, many parents are also unable to provide internet quota for their children. economy issue also causes many families cannot buy internet quota for online learning (rahmawati & sujono, 2021). this condition is compounded by the less prepared educators in using various online learning platforms. in fact, they are still not familiar with technology devices, such as computer and smartphone (churiyah et al., 2020; putri et al., 2020). therefore, the learning design and policy formulation becomes a great challenge for education institutions in optimizing the quality of education. apart from the challenges in implementing online learning, several education institutions in indonesia have provided learning management system (lms) to facilitate lecturers in designing learning, including at the university of muhammadiyah malang (umm) and private universities in malang city. in umm, elmu has been provided and developed by the campus which is a canvas-based lms. in some ways, the lecturers may use other learning platforms based on their needs. based on initial observation in biology education study program at umm, several lecturers utilize online platforms, such as zoom, google meet, google classroom, edmodo, youtube, and whatsapp. in addition, there are at least 12 free applications in indonesia that can be used as online learning media during the covid-19 pandemic, namely home learning, our table, icando, indonesia x, google for education, smart class, microsoft office 365, quipper school, ruang guru, your school, zenius and cisco webex. however, the percentage of media usage is still unidentified. regarding learning in the covid-19 pandemic era, various studies were carried out by researchers to examine online learning. some studies have identified the problem in online learning (churiyah et al., 2020; rahmawati & sujono, 2021). some studies discuss about responses from various parties, such as teachers and students, toward online learning (bączek et al., 2021; rahayu & wirza, 2020). other researchers have discussed about students’ readiness to participate in online learning and the effect of teacher competencies toward online learning (hindun et al., 2021; martha et al., 2021). based on those studies, the researcher would like to map the use of online platform, learning methods, assignment, and evaluation in online lecture in the education institutions with lms facility. therefore, the purpose of this study is to discuss about learning and system models in umm biology education study program and other private universities in malang city. this study elaborates the description about how the educators adapt, create, and design online learning even though the institutions have already provided a platform that can be used. method this study applied survey analysis which aimed to obtain the description and analysis results regarding learning profile and evaluation system used in biology education study program at umm and other private universities in malang city. the survey method was categorized as longitudinal survey since it was used to understand learning in the beginning and during the covid-19 pandemic. the survey consisted of two parts; the first survey was intended to get initial data of the general description of learning and the second survey was intended to identify the assessment systems. the description of the survey results was used to make further learning plans and policies. the survey was conducted to obtain the opinion, attitude, and expectation of students in revealing the facts and the effects of likes or dislikes. in addition, cross sectional survey was used to compare learning and evaluation systems in umm and other universities. the study was conducted in august 2020 until february 2022 at universitas muhammadiyah malang, ikip budi utomo, and universitas tribuana tunggadewi malang. ikip budi utomo was selected because as a private university, its biology education study program has been accredited b. further, the biology education study program of universitas tribuana tunggadewi has also been accredited c. the study was conducted for 4 semesters, namely in the even semester of 2019/2020, odd semester of 2019/2020, even semester of 2020/2021, and odd semester of 2021/2022. the population of this study was the students of biology education of universitas muhammadiyah malang (umm) and private universities (pts) in malang city. the technique of selecting the sample was purposive sampling which aimed to obtain the description and analysis results regarding learning profile and evaluation system used in biology education study program of umm and other pts in malang city. the minimum number of samples expected to be involved in this study were 36 students of umm with the basis calculation of 4 times the average number of students in every 30 percent and a minimum limit of 30 percent of (4 x 30) so that the number was at least 36. meanwhile, the number of 267 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 respondents from pts was a minimum of 27 respondents with the basis calculation of 3 x pt x 30 respondents x 30 percent was 27 respondents. the details of overall respondents are showed in the table 1. table 1. respondents of the research semester university total even semester of 2019/2020 universitas muhammadiyah malang (umm) 195 odd semester of 2019/2020 universitas muhammadiyah malang (umm) 201 even semester of 2020/2021 universitas muhammadiyah malang (umm) 125 even semester of 2020/2021 ikip budi utomo 125 odd semester of 2021/2022 universitas tribuana tunggadewi 44 the data were collected by using questionnaire in the form of google form distributed to the respondents. the questionnaire consisted of six items to measure six aspects, namely online learning, online learning model, online learning method, types of assignment, discussion, and assessment. the instruments were developed by the researcher and validated by the expert team. after developing the instruments, they were distributed to the respondents through whatsapp group. the questionnaire was used to find out respondents’ opinion about learning and evaluation system during the covid-19 pandemic. after collecting the data, the data was analyzed descriptively-quantitatively in the form of bar diagram. results and discussion since march 2020, all lectures and learning process in umm have been conducted online. this is in accordance with the appeal of the minister of education and culture of the republic of indonesia through a circular letter number 4 of 2020 concerning the implementation of education policy in the emergency period of corona virus disease (covid-19). the following describes the online lecture system at the biology education study program of umm, ikip budi utomo, and universitas tribuana tunggadewi malang in terms of various aspects of learning. types of platforms used in online lectures teachers can carry out joint learning at the same time using groups on social media such as whatsapp, zoom cloud meeting, google meet, or other media. the type of platforms used in online lectures at biology education study program of umm, ikip budi utomo, and universitas tribuana tunggadewi malang are presented in figure 1. at the beginning of the pandemic era or even semester of 2020/2021, it can be seen in figure 1 that the applications frequently used in online lectures were google meet, zoom meeting, google classroom, whatsapp, youtube, and edmodo, while e-mail and instagram story were rarely used. in the odd semester of 2020/2021, zoom meeting, google meet, google classroom, whatsapp, youtube, and edmodo were frequently used in lecture activities, while instagram story was rarely used. in the even semester of 2021/2022, zoom meeting, whatsapp, google meet, and youtube were frequently used in online lectures. meanwhile, canvas, edmodo, email, instagram story, and telegram were used with the least percentage. in the odd semester of 2021/2022, zoom, google meet, google classroom, and whatsapp occupied the position with the highest usage percentage. on the other hand, telegram occupied the position with the lowest usage percentage. according to figure 1, it can be identified that at the beginning of pandemic era (even semester), there were three platforms with the highest usage percentage, namely zoom meeting, google meet, and whatsapp. the use of applications in online learning generally always considers several things, one of which is to ease the access to the application without imposing students (rahman & leman, 2021). survey in four semesters has showed that zoom meeting and google meet are two video conferencebased platforms with the highest usage percentage. zoom and google meet may provide a form of lecture that is most similar to face-to-face lectures in class. in fact, lecturers and students can meet virtually so that discussions, question and answer sessions, presentations, and other lecture activities can be done (joia & lorenzo, 2021; putri et al., 2020). those methods are common during face-to-face learning in the class. the findings indicate that the lecturers are more comfortable in designing online lectures that have similar methods as their offline lectures. zoom is the most used platforms for online learning in the covid-19 pandemic period, according to research conducted in another country, such as hong kong (kohnke & moorhouse, 2020) and united state (serembus & kemery, 2020). zoom is an online learning platform that is very accessible because it can be downloaded for free by all users. by using zoom meeting, educators and students can communicate more effectively because everyone can see and hear each other’s conversation during the learning process (guzacheva, 2020). through this platform, teachers can schedule learning activities through the schedule menu. zoom cloud meeting can be used on android, windows, ios, and mac systems and the virtual background of the users can be customized. zoom can also record and save 268 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 videos of the learning activities without an assistance from third software (archibald et al., 2019). another finding that needs to be concerned is the lack of optimal use of learning management system (lms) by lecturers at the beginning of the pandemic. there are only 28 percent of lecturers using lms, 15 percent using google classroom, and 13 percent using edmodo. actually, online learning can be optimized by utilizing the lms. lms is a software application devoted to the needs in online teaching and learning activities, such as administration, documentation, materials, discussion, evaluation, and reports of a teaching and learning process (juhary, 2014). the use of lms can optimize and enable electronic teaching and learning processes (cavus, 2015). these findings indicate that the lecturers are not ready or have not used the lms in the learning process even though the they had attended training on using canvas of umm/elmu. whereas, the presence of elmu is expected to facilitate the lecturers in designing neater and measurable online lectures. figure 1. types of platforms used by lecturers lectures method during online lecturers learning method is a way carried out by educators in delivering material to students with the purpose of helping and making the teaching and learning process easier. there are various learning methods that can be used by educators to support learning activities in the class. as described in figure 2, there are lecture methods applied by the lecturers of biology education study program of umm, ikip budi utomo, and universitas tribuana tunggadewi malang. figure 2 shows learning methods employed by lecturers of biology education study program of umm. the learning method with the highest percentage in the even semester of 2020/2021 was question and answer method with a percentage of 43 percent, followed by talk with a percentage of 42 percent, and pjbl (project-based learning) with a percentage of 15 percent. meanwhile, in the odd semester of 2020/2021, learning method with the highest percentage was question-answer method with a percentage of 36 percent, followed by talk with a percentage of 27 percent, pjbl with a percentage of 19 percent, and pbl (problem-based learning) with a percentage of 18 percent. in the even semester of 2021/2022, learning method with the highest percentage was question-answer method with a percentage of 35 percent, followed by talk with a percentage of 24 percent, pjbl with a percentage of 23 percent, and pbl with a percentage of 18 percent. in the odd of semester 2020/2021, learning method with the highest percentage was question and answer method with a percentage of 49 percent and followed by talk with a percentage of 26 percent. the discussion method delivers teaching materials where students are faced with a problem to be discussed and solved together. by using this method, the creativity of students can be improved, in addition, they are accustomed to appreciate other people’s opinions. however, the discussion method has several weaknesses, such as talks that sometimes deviate so long (widayati, 2004). on the other 0% 13% 4% 15% 18% 2% 0% 0% 12% 18% 18% 0% 1% 5% 16% 16% 1% 15% 0% 11% 16% 19% 2% 5% 5% 13% 19% 1% 8% 1% 9% 18% 19% 0 0 8% 18% 18% 0% 4% 1% 10% 13% 24% 0% 5% 10% 15% 20% 25% 30% canvas edmodo email google classroom google meet instagram stories university platform telegram youtube whatsapps zoom meeting odd semester 2021/2022 even semester 2021/2022 odd semester 2020/2021 even semester 2020/2021 269 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 hand, the question-answer method is the learning method by presenting lessons in the form of questions that must be answered, especially from teachers to students. question-answer method can train students to express opinions in the discussion so that the learning conditions can be fun and eventually improve students’ motivation and learning outcomes (sitohang, 2017). however, the question-answer method also has weaknesses as it is not easy to make questions that fit to the level of thinking of the students and the amount of time wasted, especially if students cannot answer the questions. figure 2. types of learning methods used by lecturers in online class in addition to the question-answer methods, it turns out that some lecturers have also implemented innovative learning models, such as project-based learning (pjbl) and problem-based learning (pbl). based on various previous studies, these two learning models were indeed recommended for both faceto-face learning and online learning (albanese & dast, 2013; kokotsaki et al., 2016; yew & goh, 2016). some studies also informed that the design of hybrid-pjbl learning can empower the important skills of students (rahardjanto et al., 2019; tong et al., 2020). some of these skills can also be empowered optimally through the application of hybrid-pbl. types of assignment during online assignment is one of educator’s efforts so that students can repeat the material that has been taught outside the study hours and as one of the means to achieve learning goals. this is also applied in the lecturer of biology education study program of umm, ikip budi utomo, and universitas tribuana tunggadewi malang during online learning in which students learn from the lecturer as described in figure 3. according to figure 3, in the even semester of 2020/2021, the types of assignment that occupied positions with a high percentage were question-answer with a percentage of 26 percent, paper making with a percentage of 24 percent, resume making with a percentage of 23 percent, and article analysis with a percentage of 23 percent. in the odd semester of 2020/2021, the types of assignment that occupied positions with a quite high percentage were article analysis with a percentage of 27 percent, question-answer with a percentage of 25 percent, resume making with a percentage of 22 percent, and paper making with a percentage of 23 percent. meanwhile, in the even semester of 2021/2022, the types of assignment with a high percentage were paper making with a percentage of 18 percent, ppt making with a percentage of 18 percent, question-answer with a percentage of 16 percent, and article analysis with a percentage of 15 percent. furthermore, in the odd semester of 2021/2022, the types of assignment with the highest percentage were video making with a percentage of 20 percent and question-answer with a percentage of 19 percent. based on the findings, it can be seen that some of assignments provided by the majority lecturers have encouraged students to develop 4c, especially on the article analysis. through these assignments, students are required to be able to understand the contents of the article before they can do further analysis. when delivering the results of the analysis, their communication skills will also be trained because they are forced to be able to translate information in articles using their own language. in addition, by reading scientific articles, students will understand the development of research in the field of biology and education and learn how to conduct research in these two fields. apart from article analysis, resume and paper making also become common assignments given by lecturers. by giving resume and paper making, students are expected to be motivated to read lecture materials. through this kind of activities, they will be encouraged to learn independently, both before and after attending online classes. the existence of reading activities can increase their reading interest and 42% 43% 0% 15% 27% 36% 18% 19% 24% 35% 18% 23% 26% 49% 12% 13% 0% 10% 20% 30% 40% 50% 60% talk question and answer discussion pbl pjbl even semester 2020/2021 odd semester 2020/2021 even semester 2021/2022 odd semester 2021/2022 270 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 cultural literacy. the high interest in reading is the main basic to improve other students’ competencies (wigfield et al., 2016). the high literacy will also prevent them from misinformation that are widely scattered in the covid-19 pandemic era (de paor & heravi, 2020; sharon & baram‐tsabari, 2020). figure 3. types of assignments during online lectures types of assessment used by lecturers learning assessment is an instrument to find out the level of success of students, but assessment is not the only key indicator in learning. assessment is a challenge in online learning, especially when lecturers want to evaluate the affective and psychomotor aspects of students. this difficulty is in line with the findings of several previous studies. in fact, online learning limits lecturers to observe students’ attitudes during learning process. in addition, online learning also limits the lecturers to design learning that empowered psychomotor as found in face-to-face class. in this regard, in the field of biology, students are unable to access laboratories and obtain material tools for various practices. unsurprisingly, lecturers will face difficulty to access or empower affective and psychomotor aspects of the students. however, the evaluation process and results of learning must be carried out by biology education lecturers during online learning. therefore, various activities and assessments are carried out to realize this. according to figure 4, there are various kinds of assessment used by lecturers of biology education study program of umm, ikip budi utomo, and universitas tribuana tunggadewi malang. according to the survey results, assignment is generally in the form of paper making, resume making, analyticalcritical journal making, ppt making, video-learning making, article review, article making, questions making, paper review. punctuality in collecting assignments becomes a crucial aspect for lecturers since it describes discipline and responsibility of the students. completion of assignment should be fit to the 23% 24% 1% 1% 26% 23% 0% 1% 1% 0% 0% 27% 22% 1% 1% 25% 22% 0% 0% 0% 1% 1% 15% 18% 18% 5% 13% 16% 10% 5% 0% 0% 0% 13% 15% 18% 20% 19% 11% 4% 0 0 0 0 0% 5% 10% 15% 20% 25% 30% article analysis make paper ppt make videos answer the question resume article review report make product make learning media make atlas odd semester 2021/2022 even semester 2021/2022 odd semester 2020/2021 even semester 2020/2021 271 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 standard points that have been determined by the lecturers. beside participation and assignment, the evaluation of presentation discussion is one of assessments with a high percentage during three semesters. the characteristics of presentation discussion assessment are carried out by lecturers according to the students’ needs. before presentation discussion session, the lecturer divides the students into some groups. each group is given different materials from other groups. the procedures of assessment cover the students’ method in delivering the materials or topic. the delivery determines students’ understanding on the topic. thus, students are demanded to deeply understand the materials. apart from the delivery method, students’ competence in answering the questions also becomes the requirement of the assessment. figure 4. types of assessments used by lecturers an attempt to improve the quality of education can be seen from the quality of learning and its assessment system because the quality of learning can be reviewed from the results of its evaluation. assessment is also a reflection of the quality of learning because the assessment design must be in line with the objectives and design of learning that has been implemented (ramdiah et al., 2019). the types of assessments used generally vary depending on the agreement decided by the educators. generally, the type of assessment will be used to deliver materials at the beginning of learning. on the other hand, evaluation activities include difficult challenges faced by teachers during online learning in the pandemic era (garcía-peñalvo et al., 2021). changes in the form of learning require teachers to change their 18% 30% 8% 0% 1% 9% 3% 25% 0% 6% 22% 27% 0% 1% 0% 5% 12% 26% 1% 6% 14% 15% 8% 6% 3% 12% 6% 9% 13% 14% 14% 15% 8% 2% 5% 12% 2% 9% 16% 52% 0% 10% 20% 30% 40% 50% 60% presentation discussion activity quiz rating between friends portofolio presence product assignment midterm exam final exams odd semester 2021/2022 even semester 2021/2022 odd semester 2020/2021 even semester 2020/2021 272 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 265-274 methods and evaluation tools (sutarto et al., 2020). however, even though it is difficult, students must be evaluated continuously with various online assessment activities (garcía-peñalvo et al., 2021). conclusion the covid-19 pandemic causes some universities to transform their learning methods from offline to online. in biology education study program, video conference has the highest usage percentage during distance learning. talk and question-answer become the most common choices used by the lecturers, even some of them have already implemented project-based learning and problem-based learning. analytical-critical article making, paper making, and resume making are frequently given by the lecturers. in the assessment aspect, the lecturers frequently perform assessment through assignment, activity, and presentation discussion. according to the survey analysis, online learning does not seem optimal in the biology education study program of umm, ikip budi utomo, and universitas tribuana tunggadewi malang. some learning designs of talk, assignment, and learning evaluation have already empowered the 21st century skills, however, the usage percentage are still not satisfactory. training, habituation, and implementation of innovative online learning require totality during the learning process. moreover, the evaluation design is also needed so that the learning process can be more accurate and effective. acknowledgment respectful appreciation be upon rector of university of muhammadiyah malang (umm) who has facilitated the research through an institutional policy of the directorate for research and social services of umm. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions y. p.: methodology, t. n. i. s: analysis; y. p. and t. n. i. s: writing original draft preparation, and y. p., t. n. i. s., and m. n: review and editing. references adedoyin, o. b., & soykan, e. 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(2023). project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology. jpbi (jurnal pendidikan biologi indonesia), 9(1), 103-114. https://doi.org/10.22219/jpbi.v9i 1.24551 https://doi.org/10.22219/jpbi.v9i1.24551 https://doi.org/10.22219/jpbi.v9i1.24551 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 104 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 based (chowdhury, 2015; derevenskaia, 2014; raycheva et al., 2017; sanchez-muñoz et al., 2022). however, appropriate project-based learning for some topics needs to integrate with a relevant approach. combining two approaches, methods, or learning models is expected to improve students' cognitive, affective, and psychomotor abilities towards the material being studied (akgun, 2013; baser et al., 2017; herro & quigley, 2017; smyrnaiou et al., 2020). pjbl is complete learning and can be integrated with various approaches, methods and models, is sustainable and can promote students to actively seek information in completing project assignments. these student activities will eventually produce a product (genc, 2015; li et al., 2020; soleh, 2021). lecture innovations using project-based learning (pjbl) combined with a laboratory approach are unexplored and important in marine biology. pjbl implementation can be integrated with other approaches or strategies and does not eliminate tasks that are built on real activities in the form of a product. learning innovations are key to student learning success as they can produce quality students through the integration of various approaches, methods and learning models (binkley et al., 2014; greenier, 2020; sanchez-muñoz et al., 2022). the lecturers must actively involve the students and provide opportunities for them to conduct studies on the concepts being studied, such as the integration of pjbl using a laboratory approach to learn marine biology. the pjbl model uses projects which can be conducted through the use of laboratory media to explore, research, interpret, and synthesize to solve problems in marine biology concepts. measurement and assessment of the students’ mastery of the material or concepts can be measured by learning outcomes and critical thinking ability (sutrisna et al., 2020). the implementation of learning with a laboratory approach allows students to apply the skills of researching, analyzing, making, and presenting (dzikro & dwiningsih, 2021; fini et al., 2018; li et al., 2020). the application of pjbl using a laboratory approach can produce real products independently or in groups, according to students’ skills (eliyarti & rahayu, 2021; fini et al., 2018; li et al., 2020; raycheva et al., 2017; von dohlen et al., 2019). in addition, mastery of various laboratory equipment is very helpful for students in forming attitudes and intelligence skills or psychomotor and thinking intelligence (eliyarti et al., 2020). the laboratory approach is used to prove the theory and provides opportunities for students to increase their understanding of knowledge, skills and attitudes (li et al., 2020). the application of the pjbl syntax as innovative learning greatly affects learning outcomes, such as increasing knowledge (cognitive), increasing skills (psychomotor) and scientific attitudes, as well as increasing the students’ thinking intelligence (fadhil et al., 2021; fini et al., 2018; mora et al., 2020). thus, the application of pjbl syntax is appropriate for proving the truth of theory in the form of projects to solve marine biological problems. nonetheless, students need to understand and conduct the steps for implementing the integration of the pjbl using a laboratory approach correctly so that the students’ potential, especially in critical thinking skills, can help them understand the marine biology concepts. the development of students' critical thinking skills in every teaching and learning process is very important because it can lead students to achieve optimum learning outcomes (haseli & rezaii, 2013; karagöl & bekmezci, 2015; wan & cheng, 2019). critical thinking skills can be developed by inviting students to identify various problems in the form of problem-solving and project-based learning. students must be aware and believe by focusing their thoughts on a concept that is being studied (reyk et al., 2022). critical thinking is also useful for expressing ideas and plays an important role in assessing the benefits of new ideas, choosing the best ideas, and modifying them if necessary so that they are useful in doing jobs that require creativity (mora et al., 2020; sanchez-muñoz et al., 2022). there are three conditions needed to think critically: (1) knowledge of methods for asking questions and expressing reasons logically (2), the skills to apply these methods, and (3) the attitude to use logical thinking to analyze a problem using experience and existing evidence. implementation of pjbl using a laboratory approach can develop students' critical thinking skills to explore their thinking skills in understanding marine biology concepts, as well as improve learning outcomes and critical thinking. as a source of learning, the laboratory is useful in achieving three learning objectives, namely cognitive, affective and psychomotor skills, and can develop the intelligence of thinking of certain students. according to theoretical studies regarding the application of pjbl using a laboratory approach, there will be an increase in students' learning outcomes and critical thinking towards the concepts of marine biology courses. therefore, this study aimed to determine and analyze linear regression or the effect of pjbl using a laboratory approach on learning outcomes and critical thinking about the concepts of marine biology of sixth semester students of the biology education department at ftte, university of pattimura. method this descriptive study of the integration of pjbl using a laboratory approach involved 32 students in the sixth semester of the marine biology course. to obtain valid and reliable research data, the following variables were assessed: (a) the independent variable is the application of pjbl syntax integrated with 105 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 a laboratory approach of 32 students and (b) the dependent variables, including students’ learning outcomes and critical thinking. the implementation steps include: (1) starting with the essential question, lecturers provide direction and assignments for students to compile fundamental questions related to the types of biotas and their habitats. (2) design a plan for the project, the lecturer directs students to compile a project design, with a method of taking various types of marine life, according to habitat and tools and materials used in coastal waters. (3) create a schedule, asking students to make a schedule of project activities related to the timing of sampling marine life according to their habitat in the location of coastal waters. (4) monitor the students and the progress of the project, lecturers supervise several coastal water locations that are observed by groups of students to complete the projects. monitoring is conducted by facilitating students in each process and conducting a rubric to record all student activities. (5) assessment of the outcome (testing project results), assessing student projects according to achievement standards, providing feedback related to learning outcomes in the form of assessments, namely knowledge, skills, and attitudes towards mastering projects related to the types of marine life and their habitats. (6) evaluation of experience, at the end of the course, lecturers and students reflect on the activities performed in the form of an assessment of knowledge, attitudes, skills, and critical thinking. this process is in the form of individuals, as well as student groups. the assessment of free variables uses a syntax assessment instrument with a likert scale according to the number of statements assessed against each syntax performed with the following scoring scores: very good = 4, good = 3, enough = 2, poor = 1. the score of each individual or group of 32 students according to the likert scale is assessed based on the number of scores obtained by students compared to the score set at times 100, as stated in the formula 1. learning outcome= score obtained total score ×100 (1) assessments of learning outcomes include: (1) assessment of student knowledge of the types of marine life and their habitats, where the assessment instrument uses selected questions and the number of questions is adjusted to the types of marine life found by students. (2) student attitudes are assessed based on the score of attitude statement results that are by the indicators assessed including diligent, polite, honest, doing well, thinking positively, and respecting opinions. the score obtained is compared to the score of the established attitude statement. attitude assessment using the likert scale is very good = 4, good = 3, enough = 2, poor = 1. attitude values are acquired using project-based learning syntax assessment formulas. (3) student skills are assessed based on skill indicators, including using tools, taking measurements, making observations, identifying, using materials, using microscopes, and making preparations for marine biology with very good = 4, good = 3, enough = 2, poor = 1. the skill value obtained is the same as the pjbl formula for syntactic value assessment with a laboratory approach. (4) to assess the level of critical thinking in students, the instrument used is a high-level essay or critical thinking question, as long as students conduct studies and possess knowledge about the concepts and theories of marine biology. the scores obtained from 32 students on free variables and bound variables were adjusted to the frequency or percentage of learning outcome achievement scores as stated in table 1. table 1. student achievement criteria no. achievement value achievement criteria 1 90−100 very good 2 70−89 good 3 50−69 enough 4 0 <49 poor linear regression analysis and anova were performed in spss-20 using the achievement value on the free variable as the x value and the achievement value of the bound variable learning outcomes (knowledge, attitudes, skills, and critical thinking) of 32 students used as y values. results and discussion the results of the assessment of 32 students of the department of biology education at ftte, university of pattimura enrolled in marine biology courses are presented in table 2. 106 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 table 2. the results of the independent and dependent variable assessment of 32 students according to the achievement criteria scores no. assessed variables achievement criteria (%) ∑ very good good enough poor 1 the integration syntax of pjbl using a laboratory approach 21.9 50.0 15.6 12.5 100 2 student’s knowledge of marine biology concepts 28.1 46.8 21.8 3.1 100 3 student’s attitude 31.3 46.9 18.8 3.1 100 4 student’s skills in completing project activities 31.3 34.4 31.1 3.1 100 5 student’s critical thinking skills in understanding the concepts of marine biology courses 28.1 40.6 25.0 6.3 100 according to table 2, the independent variable is the mastery of the pjbl model syntax using a laboratory approach including very good and good criteria of 71.9%, enough criteria of 15.6% and poor criteria of 12.5%. the dependent variable is student knowledge related to marine biology concepts. this variable showed very good and good criteria of 75%, enough criteria of 21.8%, and poor criteria of 3.1%. the student’s attitude according to the assessment score showed very good and good criteria of 78.1%, enough criteria of 18.8% and poor criteria of 3.1%. student skills showed very good and good criteria 68.8%, enough criteria 28.1% and poor criteria of 3.1%. the results of students' critical thinking skills showed critical thinking skills with very good and good criteria of 68.8%, enough criteria of 25%, and poor criteria of 6.3%. students’ knowledge of marine biology the anova result to reveal the effect of project-based learning using a laboratory approach on students' knowledge of marine biology concepts is shown in table 3. table 3. the anova result of student’s knowledge variable sum of squares df mean square f sig. regression 1224.181 1 1224.181 10.398 .003 residual 3532.038 30 117.735 total 4756.219 31 the results in table 3 indicate a weak effect of the pjbl using a laboratory approach to student knowledge. the results of the regression analysis of students' knowledge about the concepts of marine biology courses according to the statistical regression test are provided in table 4. table 4. linear regression analysis of pjbl using a laboratory approach on students' knowledge r r square adjusted r square std. error of the estimate .507 .257 .233 10.851 the independent variable is knowledge. table 4 indicates that the regression level (relationship) is in the moderate category between the integration of the pjbl using a laboratory approach to student knowledge. the value of r2 = 0.257 indicates that there is a contribution of pjbl integration with the laboratory approach to student knowledge of 25.7%, and 74.3% which comes from other factors. the coefficient analysis of the regression equation between the integration of the pjbl using a laboratory approach to student knowledge can be explained based on the coefficients of the regression equation in table 5. table 5. results of the coefficient of regression equation integration of pjbl using a laboratory approach with students’ knowledge coefficients 1 / knowledge unstandardised coefficients standardised coefficients t sig. b std. error beta .4243.559 1200.915 -.542 -3.534 .001 (constant) .133.261 14.864 8.966 .000 107 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 based on table 5, the results of the correlation regression equation (figure 1) between the integration of the pjbl model using a laboratory approach to student knowledge related to marine biology material concepts, namely a = 4243.559 and b = 133.261, then the regression equation y = 4243.559 + 133 .261x, shows an understanding of the integration of the pjbl model of 0.4243.559 followed by student knowledge of 0.133.261. figure 1. the regression equation of correlation between independent variable to student’s knowledge figure 1 shows a moderate correlation between the pjbl using a laboratory approach to students' knowledge related to marine biology material concepts. according to the syntax stages of pjbl, there is a level of student understanding according to the line. this is evident in the ability of students to observe various types of marine life and the increased mastery of marine biology knowledge. according to fini et al. (2018) the application of project-based learning according to its syntax commitment will create an active role for project-based students who are directly involved in real life as a solution to problemsolving, thereby more effectively increasing students' knowledge. basic knowledge of students is needed when carrying out investigations to collect relevant information and use it as a basis for formulating hypotheses and analyzing data so that it directly impacts students' mastery of knowledge (dewaters et al., 2014; fini et al., 2018; holmes & hwang, 2016; ubuz & aydınyer, 2019). furthermore, choosing a strategy for implementing a learning model by combining methods or models and approaches will improve students' cognitive, affective, and psychomotor abilities as well as their critical thinking skills (akgun, 2013; baser et al., 2017) the application of lecture innovations by integrating pjbl using a laboratory approach is one solution to increase student activity and improve learning outcomes in understanding marine biology concepts. fourth-semester students of the department of biology education at ftte, university of pattimura were samples for marine biology courses. the correlation regression analysis showed a moderate effect on student knowledge and the contribution of this knowledge is obtained from the integration of pjbl. the integration of the pjbl with learning media increases students' understanding of the concepts and phenomena, providing them with opportunities to examine and think about the marine biology concepts being studied. the application of project-based learning may improve critical thinking processes in discovering and understanding the concepts being studied. students’ attitude of marine biology there is an effect of integration of the pjbl using a laboratory approach to student attitudes during the marine biology course as shown in table 6. 108 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 table 6. the anova result of student’s attitude variable sum of squares df mean square f sig. regression 2239.389 1 2239.389 26.693 .000 residual 2516.830 30 83.894 total 4756.219 31 the analysis revealed a strong correlation and effect between the integration of the pjbl using a laboratory approach on students' attitudes during the marine biology lecture process. the results of the regression test on student attitudes while participating in the marine biology lecture process according to the statistical regression test are shown in table 7. table 7. linear regression analysis of pjbl using a laboratory approach on students' attitude r r square adjusted r square std. error of the estimate .686 .471 .453 9.159 the independent variable is attitude. based on table 7, there is a strong correlation between the integration of the pjbl using a laboratory approach to student attitudes. the contribution of the integration of pjbl using a laboratory approach to student attitudes of 47.1%, and 52.9% which comes from other factors. to find out the form of regression between the integration of the pjbl using a laboratory approach to student knowledge is explained based on the coefficients of the regression equation in table 8. table 8. results of the coefficient of regression equation integration of pjbl using a laboratory approach with students’ attitude coefficients unstandardised coefficients standardised coefficients t sig. b std. error beta 1 / attitude .5129.033 992.743 -.686 -5.167 .000 (constant) .144.037 12.278 11.731 .000 according to table 8, the regression results between the integration of the pjbl using a laboratory approach to student attitudes during the marine biology lectures gave values a = 5129.033 and b = 144.037, the regression equation y = 5129.033 + 144.037x (figure 2). figure 2. the regression equation of correlation between independent variable to student’s attitude 109 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 if there is an attitude towards the integration of the pjbl using a laboratory approach of 5129.033, it will be followed by a change in student attitudes of 144.037. there is a strong correlation between the integration of the pjbl model using a laboratory approach to student attitudes during the marine biology lectures (figure 2). the application of pjbl syntax influences student attitudes and the role of these attitudes is highly significant in motivating students to complete projects in groups. according to agnafia (2021), a scientific attitude is closely related to the process of using the laboratory as a learning approach for students to understand concepts, such as marine biology and build intelligent thinking based on a scientific attitude. these results can be predicted by the relationship between scientific attitude and intelligence skills in utilizing the laboratory as a source of student learning. the pjbl using a laboratory approach can form students' attitudes and intelligence skills or psychomotor and thinking intelligence (eliyarti et al., 2020). the laboratory approach proves the theory and provides opportunities for students to increase their understanding of knowledge, skills, and attitudes (li et al., 2020). students’ skill of marine biology the data analyses showed an effect of the pjbl using a laboratory approach on student skills in nature and the laboratory activities during the marine biology course (table 9). table 9. the anova result of student’s skill variable sum of squares df mean square f sig. regression 2234.793 1 2234.793 26.590 .000 residual 2521.426 30 84.048 total 4756.219 31 according to table 9, the value of df = 1 and the value of f = 26,590 where the significant value was 0.000 (p <0.05), indicating a strong effect between the pjbl model using a laboratory approach and student skills during the process of activities in nature and the laboratory during the marine biology course. the results of the regression analysis of students' skills during activities in nature and the laboratory during the marine biology course are shown in table 10. table 10. linear regression analysis of pjbl using a laboratory approach on students' skill r r square adjusted r square std. error of the estimate .685 .470 .452 9.168 the independent variable is skill. table 10 shows the value of r = 0.685 with the regression level included in the moderate category between the integration of pjbl using a laboratory approach to student attitudes, while the value of r2 = 0.470, which means that there is a contribution of integration of the pjbl model using a laboratory approach to student skills of 47%, and 53% came from other factors. based on the analysis, a regression equation was obtained between the integration of the pjbl model using a laboratory approach to student skills (table 11). table 11 reveal that the correlation equation between the pjbl using a laboratory approach to student skills during the marine biology course shows the values a = -4969.476 and b = 142.365, so the regression equation is y = -4969.476 + 142.365x. thus, if there is a relationship between pjbl using a laboratory approach and student’s skill is -4969,476, it will be followed by a change in student skills of 144,037. this is in accordance with the linear regression equation in figure 3. table 11. results of the coefficient of regression equation integration of pjbl using a laboratory approach with students’ skill coefficients unstandardised coefficients standardised coefficients t sig. b std. error beta 1 / skill -4969.476 963.728 -.685 -5.157 .000 (constant) 142.365 11.980 11.883 .000 110 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 figure 3. the regression equation of correlation between independent variable to student’s skill figure 3 shows the moderate category between the integration of the pjbl using a laboratory approach to student skills related to understanding marine biology concepts (fadhil et al., 2021). project-based learning can help students develop critical thinking and creativity skills. the analysis explains the moderate correlation between the syntax of project-based learning integration and the laboratory approach and indicates that a small number of students lack the skills to use laboratory equipment. the skills of fourth-semester students of the department of biology education at ftte, university of pattimura in implementing the integration syntax of the pjbl model using a laboratory approach showed a strong effect on skills and there is a regression correlation between skills and the implementation of project-based learning integration with a laboratory approach. this indicates that there is a contribution of integration of pjbl using a laboratory approach to student skills. eliyarti and rahayu (2021) state that students' skills in proving the truth both in nature and in the laboratory. skills in using tools to measure environmental factors in coastal waters where there are marine biota and even skills in observing various types of morphology and anatomy of marine biota in the laboratory according to the student's critical thinking skills. furthermore, mega et al. (2022) revealed that critical thinking influences students to respond to various activities related to the mastery of the concepts being studied. therefore, students must respond to changes quickly and effectively so they require flexible intellectual skills, the ability to analyses information and integrate pjbl using laboratory approaches that are oriented towards mastery of knowledge to solve various problems related to marine biology course concepts. the priority of students; critical thinking is to maximize their potential in seeing problems, solving problems, and creating innovations (holmes & hwang, 2016; nunn & braud, 2013). thus, clear and rational critical thinking by students is needed to understand marine biology concepts. students’ critical thinking of marine biology the anova result showed an effect of the pjbl using a laboratory approach to students' critical thinking during the marine biology course (table 12). table 12. the anova result of student’s critical thinking variable sum of squares df mean square f sig. regression 4443.902 1 4443.902 426.865 .000 residual 312.317 30 10.411 total 4756.219 31 the value of df = 1 and the value of f = 426,865 (table 12). the significant value is 0.000 (p <0.05), 111 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 indicating a strong effect between the pjbl using a laboratory approach to students' critical thinking in understanding the marine biology. the results of students' critical thinking on concepts of marine biology according to the statistical regression test are shown in table 13. table 13. linear regression analysis of pjbl using a laboratory approach on students' critical thinking r r square adjusted r square std. error of the estimate .967 .934 .932 3.227 the independent variable is critical thinking. table 13 shows the value of r = 0.967 with a regression level which was included in the very strong category, while the value of r2 = 0.934, indicating that pjbl using a laboratory approach to students’ critical thinking was 93.4%, and 6.6% came from other factors. the regression results between the integration of the pjbl model using a laboratory approach to students' critical thinking can be seen based on the coefficients of the regression equation in table 14. table 14. results of the coefficient of regression equation integration of pjbl using a laboratory approach with students’ critical thinking coefficients unstandardised coefficients standardised coefficients t sig. b std. error beta 1 / critical thinking -5049.393 244.396 -.967 -20.661 .000 (constant) 145.627 3.172 45.908 .000 table 14 shows the correlation between the pjbl using a laboratory approach to students’ critical thinking during the marine biology course according to the value a = -5049.393 and b = 145.627, thus the regression equation y = -5049.393 + 145.627x. therefore, if the relationship between students’ critical thinking and integration of the pjbl using a laboratory approach is -5049,393, it will be followed by a change in students' critical thinking of 145,627. the linear regression equation is shown in figure 4. there is a strong correlation between the pjbl using a laboratory approach to students' critical thinking in understanding marine biology concepts. according to miharja et al. (2019), there is a significant relationship between critical thinking or critical thinking skills and learning outcomes if the learning model corresponds to the material learned by the learner. the application of pjbl integration syntax through a laboratory approach shows conformity with concepts and materials in marine biology which is evident in the fact that there is a significant relationship between critical thinking and the application of pjbl syntax and laboratory approaches. figure 4. the regression equation of correlation between independent variable to student’s critical thinking 112 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 marine biology lectures emphasize critical thinking to optimize students’ understanding of marine biology concepts. the level of regression (relationship) was very strong between the integration of the pjbl using a laboratory approach and students’ critical thinking. according to yamin et al. (2020), there is a relationship or effect on learning outcomes as the lectures are more student-centered when integrating pjbl using a laboratory approach. the integration of pjbl using a laboratory approach is closely related to mastering concepts, attitudes, and skills of students. the model allows students to develop critical and creative thinking skills through integration of learning models that are carried out by paying attention to indicators observing, questioning, trying, processing, reasoning, creating, and communicating, in a form of a project report (holmes & hwang, 2016; martinez, 2022; nunn & braud, 2013). the critical thinking skills possessed by sixth semester students of the department of biology education, ftte, university of pattimura in identifying problems observing various types of marine biota as well as measuring aquatic physical-chemical factors and conducting studies on the relationship of aquatic environmental factors with the presence of marine biota in an aquatic ecosystem, anatomical observations and the physiology of marine biota in the laboratory through intelligent thinking and intelligence skills and even having a scientific attitude is evidence of the successful implementation of pjbl using a laboratory approach. (reyk et al., 2022) state that critical thinking is thinking that makes sense and focused reflection to decide what should be believed or done. this means that thinking must be reasonable and focused on deciding what to do to understand the concept being studied. maksum et al. (2022) explain that critical thinking is needed in creative investigations, which relate to the concepts being investigated to find solutions using critical and creative and innovative thinking stages in completing assignments. furthermore, the use of learning models that are integrated through laboratories that are utilized to the fullest can affect the development of knowledge, scientific intelligence skills and students' critical thinking, which are necessary to understand the concepts being studied (fini et al., 2018; li et al., 2020; von dohlen et al., 2019). permana et al. (2019) also reveal that students' critical thinking skills have a close relationship with students' understanding of concepts. the use of project-based learning integration models has proven to improve students’ learning outcomes and critical thinking related to understanding marine biology concepts using a laboratory approach. learning is an ability acquired by individuals during the learning process with an appropriate model or approach and can increase intelligent thinking to improve behavior, knowledge, understanding, attitudes and skills. conclusion in conclusion, the integration of the pjbl learning model in marine biology courses using a laboratory approach developed students' creative thinking skills. therefore, it is recommended that pjbl learning is widely disseminated considering the significant benefits. the government as a policy maker should conduct training and outreach related to excellence and teaching using pjbl. continuous research is urgently needed using other alternative approaches so that the advantages of pjbl interactions can be studied further. acknowledgement the author would like to thank university of pattimura and universitas muhammadiyah maluku utara for supporting the research. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions h. tuaputty: methodology, validation, writing ─ original draft, writing ─ review and editing. s. alimudi: analysis, writing ─ original draft, writing ─ review and editing. i. irene: analysis, writing ─ original draft, writing ─ review and editing. l. n. latuperissa: analysis, writing ─ original draft, writing ─ review and editing. a. k. donkor: writing ─ review and editing. 113 tuaputty et.al | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 103-114 references agnafia, d. n. 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(2020). the critical thinking skills of biology teacher candidates toward the ethical issues. jpbi (jurnal pendidikan biologi indonesia), 6(1), 65-74. doi: https://doi.org/10.22 219/jpbi.v6i1.10779 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10779 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:yuyunmaryuningsih2014@gmail.com mailto:topikhidayat@upi.edu mailto:rian@upi.edu mailto:nuryanirustaman@upi.edu http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10779 https://doi.org/10.22219/jpbi.v6i1.10779 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10779&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 65-74 66 maryuningsih et al (the critical thinking skills of …) ability to overcome various problems related to genetics (boerwinkel, yarden, & waarlo, 2017). moreover, a teacher's pedagogical ability is influenced by his knowledge and attitude in genetic literacy on various issues related to genetics. taking a solution as an answer to the problems of life is a critical thinking skill, especially when dealing to genetic problem related to the ethical issues such as the use of genetically engineered products (geps) in human life, which is interesting to be discussed and debated in the alternative learning process in science classes. improving the critical thinking on students by creating a learning model is a challenging task for teachers (wang, 2013). one of biology teaching materials that has difficulty in increasing students' critical thinking is genetic course. genetic material is developing rapidly with a number of socio-saintific issues globally (freidenreich et al., 2011). conventional learning is not considered sufficient to improve students' critical thinking skills, because there are many sub-discussions in genetics to understan. this fact shows that teacher candidates must be equipped with steps to increase the student critical thinking skills on various ethical issues of genetic with a religious approach characterized by the ability to question controversial issues (wang, 2013). in the end of day, the teacher candidates is expected to have the critical thinking skills based on the knowledge and religion approach, so they can also implement this way in the future to increase the student critical thinking skill. one of alternative learning activities to improve the critical thinking skills in accordance with 21st-century learning is online discussion (luterbach & brown, 2011; sun, lin, wu, zhou, & luo, 2018; swart, 2017; uijl, filius, & ten cate, 2017). this activities covered discussion about the risk factors, advantages and disadvantages of the use of gep, and allows discussion members to improve their assessment and critical thinking skills about genetic problems. it can be done through responses in the online discussion by interpreting problems, analyzing several possible solutions, evaluating various references as a basis for making decisions, referring to the decision to be taken, and providing an explanation by describing the alternative solutions as the best answer to the problems in the online discussions (kendal, kirk, elvey, catchpole, & pryjmachuk, 2017). preliminary studies have been carried out on learning through online discussion forums in social media groups to discuss the basics of inheritance chromosomes, and the results show that the use of online discussion forum can increase the profile of critical thinking skills (cts) in prospective biology teachers (maryuningsih, hidayat, riandi, & rustaman, 2019). learning through online discussion forums by discussing ethics in the use of gep is one example of bioethics education and one of the genetically literacy in the post-genomic era (stern & kampourakis, 2017). bioethics education through argumentative processes that focus on critical thinking skills needs to be trained through discussion forums on ethical issues in the use of gep (chowning, griswold, kovarik, & collins, 2012). the debate over ethical issues related of the use of gep is interesting activity in a learning process, to find out the critical thinking skills possessed by members of the discussion. the study of ethical issues in the use of genetic engineering products is an effective way to provide experiences for teacher candidates, about genetic consultation (cantor, hippman, hercher, & austin, 2019) compared to genetic learning in a classical way which is only focused on providing material about the concept of genes (burian, 2013). exploring students’ understanding of the three conceptual models in genetics can enhancing the teacher candidate conception of genetic phenomena (haskel-ittah & yarden, 2018) and also can enhance students' conceptions of research about stem cells, and cloning (concannon, siegel, halverson, & freyermuth, 2010). moreover, by genetic literacy would develop the knowledge, attitudes, and perceptions of science teacher candidate in a learning process, as welll as critical the thinking skills of teacher candidate (cebesoy & oztekin, 2018; cebesoy & tekkaya, 2012). firstly, the teacher candidates need to understand about the religious values related to genetic issues, due to the most of the indonesia citizens are moeslem. they must gather the information and evidence on various social issues and religion related to ethical issues on genetic (freidenreich et al., 2011). they assess the truth and suitability of information and evidence for possible solutions to answer the problem by religious approach (chattopadhyay, 2005). there are some research that linked between the truth or religion with a science, like the christiany teachers’ belief related to evolution science, the result showed that teachers’ beliefs regarding evolution and their christian faith were mixed and complex (barnes, elser, & brownell, 2017; mangahas, 2017; van huyssteen, 2017). moreover, there are not so many study about religion linked to the genetic, like the research conducted by anderson et al(2017) and scully, banks, song, and haq (2017) that find the correlation between faith and genetic course, but there is no study coreelate between faith and especially in gpe, stem cell, cloning and inbreeding. in the other hand, islam as one of the majority religion in indonesia, have a rules related to the genetic product (salehudin and iksan, 2017), so this research is really important to conduct due to the fact that there is no study before about critical thinking skills of teacher candidate toward the ethical issues related to the genetic field. in addition, the result of this study can also provide comprehensive information about the response and perspective of the teacher candidate about ethical issues related to the genetic field through online discussion. the information obtained can be used as a basis for policy and a basis for improving the quality of jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 65-74 67 maryuningsih et al (the critical thinking skills of …) learning, as well as input for further research. therefore, the purpose of this research was to describe how the critical thinking of teacher candidates related to the ethical issues related to genetic field. method this research was conducted with an experimental method by implementing an online discussion forum on genetics. the population in this study was students who took the genetics course in the 2017/2018 academic year at one of the teacher training with total one hundred and four teacher candidates. the sample in this study was the total population divided into three discussion groups (table 1) conducted online in android-based learning application called gen-21cs on smartphones developed by maryuningsih et al (2019). table 1. online discussion group grup 1 grup 2 grup 3 control, conventional online discussion learning method: problems given by the instructor experiment 1 problem based learning learning method: problems given by the instructor and teacher candidates experiment 2 problem based learning learning method: problems given by the instructor and teacher candidates research samples, the teacher candidates, are divided into three large online discussion groups, namely group 1, group 2 and group 3. each of these groups is divided into small groups totaling seven until ten people. the online discussion was carried out for four weeks on the gen-21cs application. in large group discussions, online discussion forums are conducted by discussing themes that have been determined by educators. group members then respond to each problem given by the instructor to the large group. otherwise, in small group, teacher candidates who are divided into small groups discuss the review of articles on several themes on the use of gep. they also debated about the ethical dilemmas during the online discussion period, each opinion from the group member were monitored. the trigger questions and follow-up questions are intended so that all parties involved play a role in the online discussion to sharpen the critical thinking skills of teacher candidates related to ethical issues in genetic. the following discussion themes are given to online discussion forums in all discussion groups using the gen-21cs application, shown in table 2. table 2. discussion themes in online discussion forum using the gen-21cs application no theme problems 1 cell clone and gene clone animal clones have succeeded. what do you think if clones are also applied to humans? 2 gep (genetically engeenered product) with the development of molecular genetics and considering ethical norms, please describe and give some examples of genetically modified products that are ethically good and very beneficial for the well-being of human life. and what about halal law and the illegitimacy of these products by including the proposition of the koran and authentic hadith to support your opinion 3 stem cell what is your opinion based on islamic law considering that the tissue taken originates from an embryo. what is your opinion if the stem cells are mass produced to replace damaged human organs and the stem cells used are derived from animal embryonic tissue? 4 inbreeding in islam there are known three groups of women who are forbidden to be married who are called “mahram”, among them are women with the same lineage as mentioned in the qur'an an nisa verse 23 which reads: اتُُكْم َوَخاََلتُُكْم َوبَنَاُت اْْلَخِّ َوبََناُت ا َهاتُُكْم َوبَنَاتُُكْم َوأََخَواتُُكْم َوَعمَّ ْيُكْم أُمَّ َمْت َعلَ تِّي ُحر ِّ َهاتُُكُم الَّلَّ ْْلُْختِّ َوأُمَّ ْن نَِّسائِّكُ أَرْ ُكْم مِّ تِّي فِّي ُحُجورِّ َهاُت نَِّسائُِّكْم َوَربَائِّبُُكُم الَّلَّ َضاَعةِّ َوأُمَّ َن الرَّ نَّ َضْعنَُكْم َوأََخَواتُُكْم مِّ تِّي َََخْلُُْم بِّهِّ ُم الَّلَّ نَّ فَََّل ُجنَاَح َعلَْيُكْم َوَحََّلئُِّل أَْبَنائُِّكُم الَّذِّ ْن أَْصََّلبُِّكْم َوأَْن تَْجَمعُوا بَْيَن اْْلُْخَُْينِّ إَِّلَّ َما قَْد فَإِّْن لَْم تَُكونُوا َََخْلُُْم بِّهِّ يَن مِّ يًما َ َكاَن َغفُوًرا َرحِّ َسلََف ۗ إِّنَّ َّللاَّ “forbidden to you are your mothers and your daughters and your sisters and your paternal aunts and your maternal aunts and brothers´ daughters and sisters´ daughters and your mothers that have suckled you and your foster-sisters and mothers of your wives and your step-daughters who are in your guardianship, (born) of your wives to whom you have gone in, but if you have not gone in to them, there is no blame on you (in marrying them), and the wives of your sons who are of your own loins and that you should have two sisters together, except what has already passed; surely allah is forgiving, merciful” .”(qs. an-nisa: 23) from the explanation of the above verse, it is clear that in islam there are some forbidden marriages. what do you think about it based on genetic studies? jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 65-74 68 maryuningsih et al (the critical thinking skills of …) data collection and analysis data collection techniques in this study were done by observing the critical thinking skills of teacher candidates on their responses to the online discussion forums using the application gen -21cs. the aspects of critical thinking skills according to (facione, 1990, 2011) are as follows: interpretation, analysis, evaluation, inference, explanation, and self-regulation. in this study, limit the critical thinking skills to five indicators only namely: interpretation, analysis, evaluation, inference and explanation. these indicators are in accordance with the topic of genetics (maryuningsih et al., 2019). critical thinking skills of teacher candidates are measured according to the cts with facione frame work as seen in the table 3. online discussion forum members' responses on ethical issues related to the genetic were observed then analyzed for their critical thinking skills using observation sheets with discussion and rubric assessments as seen in table 3. then the total scores were calculated in each online discussion forum activity with 1-3 scales for each cts sub-indicator, so the total score is 30. table 3. critical thinking skills assessment rubric with facione framework framework sub skill assessment coding interpretation categorize, encode data, clarify meaning 1. understand the theme and purpose of learning cts 1 2. express the purpose of various situations, data, assessments, rules, procedures, or criteria. analysis test ideas, identify arguments, analyze arguments 3. linking information and concepts of the problem cts 2 4. clarifying conclusions based on the relationship between questions and information in the problem evaluation assess the credibility of the claim, assess the quality of the arguments that have been made with deductive and inductive reasoning. 5. assess the credibility of a statement or other representation of someone's opinion cts 3 6. assess a conclusion based on the relationship between information and concepts, with the questions that exist in a problem inference questioning statements, thinking of alternatives, drawing conclusions 7. identify the elements needed to make rational conclusions, taking into account information that is relevant to an existing problem cts 4 8. identify the elements needed to make rational conclusions, taking into account relevant information and its consequences based on available data explanation state the results, explain the method, and forward arguments 9. give reasoning cts 5 10. states the reasoning based on evidence, concepts, methodologies and logical criteria based on information results and discussion in large groups, there were three group that divided into control group, experiment group 1 and experiment group 2, the discussions include major themes relating to ethical laws and theoretical studies of gep and genetic as general. the small group discussions were consist of seven until ten people per groups, in the small group teacher candidates discuss the review of articles on several themes on the use of gep. the teacher candidate in each group discussion feel free to response the issues anytime without waiting for their turn like in conventional group discussion. moreover, due to the using of online discucssion forum they also could expand their knowledge to find any source in the internet related to the specific issues of the genetic. the result show that every teacher candidates responses the issues based on reading source from the internet, figure 1 describe how the eacher candidates’ responses to ethical issue in genetic. the instructor role as the observer to monitor the interactions between students and educators discussing several examples of specific ethical issues in genetic field. the topics selection was appropriate to build the critical thinking of teacher candidates, in line with the (cooling et al., 2010) stated that the most appropriate topic to discuss was the controversial issues related to the religion. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 65-74 69 maryuningsih et al (the critical thinking skills of …) figure 1. example of teacher candidate responses to cloning the responses were then analyzed for their critical thinking skills based on the cts framework of facione described in table 4. table 4. the technique for coding prospective teacher responses is based on the cts indicators cts indicators sub indicator teacher candidates’ response cts coding cts score interpretati on categorize, encode data, clarify meaning some genetic engineering products have benefits for the welbeing and welfare of humanity and do not violate humanitarian and religious ethics so that they can be accepted by society. however, many products of genetic engineering still draw pros and cons because they are not in accordance with humanitarian and religious ethics. genetically modified product that still draws pros and cons is cloning of humans. cloning is a form of human engineering intervention. cloning uses techniques by producing genetically identical duplicates of an organism. after the successful cloning of a sheep named dolly in 1996, experts also applied the cloning to humans. cts1 5 analysis test ideas, identify arguments, analyze arguments human cloning requires only somatic cell retrieval, not gonosomal cells such as eggs or sperm from a person, then the dna from that cell is taken and transferred into the egg of a woman who has not been fertilized, which has all the genetic characteristics removed by removing the cell nucleus or dna is in that egg. then, an electric current is passed to the egg cell to trick it into feeling it has been fertilized, so it begins to divide. the fertilized cell is then implanted into the womb of a woman who is willing to conceive the baby, a baby born genetically similar to the genetics of a person who donates the somatic cell. cts2 4 evaluation assess the credibility of the claim, assess the quality of the arguments that have been made with inductive and deductive reasoning. with regard to the human cloning the koran says in surah al-hajj verse 5: which means: o mankind! if you are in doubt about the raising up (the resurrection), then surely we created you (at first) from dust then from a nutfah (a drop, small seed), then from an “alaqah” (an embryo hung on to the wall of the womb at one point) then from a lump of flesh, shaped and unshaped, that we may make clear to you. and we cause (you) to stay in the wombs till an appointed term that we wish, then take you out as a baby to reach your puberty. and of you is he who is caused to die, and of you is he who is brought back to old age so that after having knowledge he does not know anything. and you see the earth dry, but when we send down on it the water, it moves and it rises and grows vegetables of every charming pair.. based on this verse, both explicitly and implicitly the koran states that human creation from the beginning of life to death has been arranged by god, the creator. allah swt has created humans through several processes starting from the essence of the soil to being a baby that is ready to be born by a mother to carry on her life on earth. cts3 6 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 65-74 70 maryuningsih et al (the critical thinking skills of …) cts indicators sub indicator teacher candidates’ response cts coding cts score inferencce questioning statements, thinking of alternatives, drawing conclusions the koran clearly rejects the practice of cloning, because cloning can be considered as a process of imitating of humans against his creation so that it has exceeded our limits as creatures created by allah swt. cts4 5 explanation state the results, explain the method, and forward arguments in addition, islam rejects cloning because islam highly upholds a relationship including marital relations which are based on legal marriages. children from the marriage will automatically produce offspring with genetic traits inherited from both parents. with the cloning, it will disrupt the inheritance law based on blood ties. the cloning process can also make a genetically modified child not have a clear lineage, for example the child is produced from his mother's somatic cells so automatically in the child's body there is only dna from his mother without any combination of his father's dna so that the child is like not his father's child. the lineage is related to inheritance and marriage rights cts5 6 the responses of teacher candidates was measured, so the average cts scores could be obtained as seen in table 5. table 5. the average score of teacher candidates’ cts in each group’s discussion activity group discussion activity 1 2 3 4 1 24.53 24.53 25.03 27.57 2 25.54 25.66 25.68 27.78 3 26.55 26.78 26.17 27.99 the increase in the critical thinking skills of teacher candidates in each group for all discussion activities carried out online through the gen 21 cs application was illustrated in figure 2. figure 2. the increase in average cts scores of teacher candidates in each online discussion group table 5 and figure 2 explain the average score of critical thinking skills of teacher candidates in each online discussion group. online discussions related to the ethical issues of genetics are an appropriate way to describe the critical thinking skills of teacher candidates compared to offline discussion in class. the offline discussion in class have a limited time and the student alternately to deliver their opinions, while in online discussions people are free to express their opinions without waiting for their turn and without any limited time. this proves that online discussion forums provide wider space for discussion participants. the highest cts score lies in groups two and three which apply online discussions with problem based learning compared to group one.the online discussion forums in groups two and three, that the problems come from instructors and teacher candidates, can increase the active participation of the group members in responding to the issues raised by other group members. the study of genetic concepts, especially the use of genetic engineering products as a topic of discussion in the learning process is an effective way to provide experience to teacher candidates about genetic literacy (cantor et al., 2019). this can be seen from the responses of teacher candidates, they were more active to provide any critical answer in each session on online discussion forum when compared to classical learning in class. the study conducted by (burian, 2013) who states that classical learning is only focused on providing material about the concept of genes. the understanding of teacher candidates on genetic field is really important jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 65-74 71 maryuningsih et al (the critical thinking skills of …) because it will have an impact on theit social life (chattopadhyay, 2005). teaching techniques as a framework to improve genetic literacy in the post-genomic era need to be improved (stern and kampourakis, 2017), so the teacher candidates can understand about the three conceptual models in genetics (freidenreich et al., 2011) and enhance the teacher candidates conception of genetic issues (haskel-ittah and yarden, 2018). this activity also can increase the student specific conceptions about stem cells and cloning (concannon et al., 2010). the understanding of teacher candidates about genetic literacy was meassured from their responses in online discussion forums, it could describe the knowledge, attitudes and perceptions of teacher candidates to the various issues especially in genetics field (cebesoy and oztekin, 2018; cebesoy and tekkaya, 2012). perception of teacher candidates also show their understanding, belief and competency as a provision for their teaching activities later (mangahas, 2017). this perception need to be built by synchronize laws in science education that have a basis from epistemology and science ontology on several topics of social-science issues regarding the genetic issues (mansour, 2010). the molecular genetic through online discussion was a learning progress for better understanding of genetic concepts (todd and kenyon, 2013) because by using electronic journal or book as references the biology teacher candidates can be a fast learner in this 4.0 revolution industry era (todd and romine, 2017). the most recommended learning is by learning that supplies the future needs, that known as online learning through online discussion (shalev-shwartz, 2011). the online discussionn is a model for authenticating knowledge transfer by understanding cognitive skills in a constructive learning environment (akyol and garrison, 2011; brown, 2014; tucker, gonzaga, and krause, 2014). the result showed that critical thinking skills of teacher candidates was presented from their responses, perceptions and ethical norms by using religious perspective related to genetic field. this was indicated by their responses in several cases related to the genetic field such as cloning, stem cell, gpe and inbreeding by quoting several verses of the koran and hadith. teacher candidates cite a number of qur'anic verses and hadiths related to the themes discussed according to the islam norms. discussing issues related to religious studies is something that needs to be done (cush and robinson, 2014). moreover, this activitiy is an important part as an effort to increase religious beliefs for adherents (cooling, 2012). controversial themes such as cloning, stem cells were much debatable in the world, especially about ethical use, so the teacher candidates can explore the right information about islamic laws in presenting their opinions (fink, 2002). (scheitle and ecklund, 2017) explained that the role of religion is needed in developing thought patterns in addressing various social problems related to genetic knowledge, genetic determination and applications in daily life. all these ethical issues are linked to religion (gericke et al., 2017), so the religious knowledge possessed by teacher candidates greatly influences his thinking patterns and is reflected in his opinion exposure. as a moeslem majority, the study of islamic perspectives in addressing the ethical issue (grine, bensaid, nor, and ladjal, 2013), especially health risks, perceptions of modern food like gep (haukenes, 2004).this study describe the dogmatic in moral education and religious studies that both of them should be present in the learning process especially genetic learning in teacher candidates (muchnik, 2018; nie, 2019; podoprigora, 2018). conclusion critical thinking skills on ethical issues in the genetic field can be trained and improved through online discussion forums. the result of this study was describe that not only critical thinking skills possessed by teacher candidates, but also other skills such as communication skills, group collaboration and creative thinking by religious approaching that appear in the online discussion forum. acknowledgment the author thanks iain sheikh nurjati cirebon for funding in this study as stipulated in the chancellor's decree in 2019. the author also thanks the research institute and community services of iain sheikh nurjati, dean of the faculty of tarbiyah and teacher training for author authorizing research in biology tadris. the author also thanked the biology student of iain sheikh nurjati cirebon as a participant in this study and the team from bausir.net who assisted the writer in creating the gen 21-cs application as a smartphone-based online discussion forum. references akyol, z., & garrison, d. r. 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(2023). the project-based learning model and its contribution to life skills in biology learning: a systematic literature network analysis. jpbi (jurnal pendidikan biologi indonesia), 9(1), 26-35. https://doi.org/10.22219/jpbi.v 9i1.22089 https://doi.org/10.22219/jpbi.v9i1.22089 https://doi.org/10.22219/jpbi.v9i1.22089 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 27 hizqiyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 26-35 project-based learning (pjbl) is a learning model that can produce creative, communicative, and collaborative students who can engage in critical thinking, skills necessary for the 21st century(almulla, 2020; winangun, 2021). instead of motivating students to learn, project-based learning facilitates collaboration between teachers and parents, especially during a pandemic (nuryati, 2020). the obstacles to implementing project-based learning during the pandemic were the readiness of teachers and parents to assist students and inadequate facilities (utami, 2020). life skills are a person's ability to deal with problems that exist in everyday life and are required to prepare biology students to face the world outside of school or the world of work. these skills are obtained from students' habits in making works or solutions that occur in the surrounding environment, thus biology teachers should develop project-based learning that can improve students' life skills. teachers and parents can accompany students in making biology projects both at school and at home using everyday problems. the roles of teachers, parents and the surrounding community play an important role in the success of pjbl learning (prihatin, 2021). the basic problem that is difficult to solve is the teacher's lack of ability to develop syllabi and learning tools because they are less knowledgeable about today's technology, thus the information and resources used are still limited (kurniati, et al., 2021). the development of the pjbl learning model is needed to find ways for biology students to develop their life skills. the implementation of pjbl before the pandemic was very effective in increasing student motivation and learning outcomes but when after the pandemic occurred, several obstacles arose including the facilities and human resources of educators and students who were less proficient in technology. consequently, it is necessary to have learning assistance for students and students must further improve their literacy skills. in pjbl, students are required to design a project to solve an existing problem and the solutions are influenced by the students’ mindset, thus there is diversity in solving existing solutions. this is influenced by self-efficacy as an affective aspect that influences how students think, motivate themselves, and build self-confidence in the learning process (morin & herman, 2022). previous research on life skills in biology students by jaharudin (2018) reported that applying life skills can increase students' learning motivation in studying biology, however, they did not explain how or what learning model they used. nazmi et al. (2019) showed that students' ability to develop life skills is influenced by self-regulation and pjbl can improve life skills. the pjbl evaluation needs to be conducted to evaluate the appropriate implementation; this can be achieved by systematic literature network analysis (slna). slna research was conducted by colicchia et al. (2019) with the title information sharing in supply chains: a review of risks and opportunities using the slna besides that there is also a systematic literature review research on science process skills which shows that these skills can be honed with discovery learning (idris et al, 2022). however, slna research has not been performed in the field of biology learning. therefore, this review analysed the implementation of the pjbl model and its contribution to aspects of students' life skills in biology learning. this article contributes to efforts to develop students' life skills in the 21st century, which can be encouraged by implementing a consistent and appropriate pjbl model. method this study implemented a qualitative approach using the slna method. slna is a combination of internet/network analysis using the bibliometric analysis method and article or literature analysis techniques using the systematic literature review method. in the first stage, a systematic literature review (slr) was conducted consisting of three stages, namely: (1). scope of the analysis. in this phase, the topics are selected according to the research questions and this is achieved to obtain specifications in discussing the articles obtained. (2). locating studies. researchers formulate keywords to identify relevant articles to address the research questions. in this stage, the researcher also determines the timespan, type of document, and the language used as material for identifying relevant articles. (3). study selection and evaluation. the research results are used to discuss the interrelationships and the output of these three stages provides an overview of the potential for further research development. the second stage of the slna methodology is the na, a citation network analysis that relies on reference lists of articles or journal publications by showing previous contributions that have influenced the development of their research (martinez-perez et al., 2020). even though there are various subjective reasons for someone to choose an article to be used as a reference, it is considered a measure of the influence that the article has; the more citations, the greater the influence of the article (falagas et al., 2013; paiva et al., 2012; wang et al., 2019). therefore, this stage analyses and visualises articles based on keywords, relevant authors, journals and the relationship between these elements. trends in the development of international publications in the field of pjbl were analysed using vos-viewers software and the data were obtained from the scopus database. in total, 111 relevant articles were identified and 20 articles were selected for analysis based on the criteria in table 28 hizqiyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 26-35 1 (husamah et al., 2022a, 2022b). table 1. article selection criteria no criteria including excluding 1 language english other than english 2 publication year 2018-2022 before 2018 3 database scopus other than scopus 4 keywords “project-based learning “biology” “life skill” articles from conference proceedings results and discussion keywords dan theme the results of modelling using the vosviewer application and the bibliometrics application are presented in figures 1 and figure 2. the bibliographic analysis data shows the relationship between pjbl and e-learning (figure 1) and blended learning (figure 2). figure 1. keyword network display results in the vosviewer application blended learning combines face-to-face learning with e-learning (wardani, deklara nanindya, et al., 2018). the application of the pjbl learning model with blended learning makes the nature of learning mobile which can be done anywhere (khairani et al., 2022). this encourages teachers and students not only to study biology in pjbl in schools but also at home or in the community. in this way, students' inquiry abilities can be trained as early as possible and actively developed (spence et al., 2020). pjbl can be integrated with blended learning resulting in a blended project based learning model and has a positive impact on learning biology, namely aspects of thinking skills (husamah, 2015), critical thinking skills (permana et al., 2021), and creative thinking (yustina et al., 2020). learning activities that integrate project activities tend to improve students' science skills but for some materials, there are usually some biology labs that are not performed (hernawati et al., 2018). technological developments have made some biology lessons possible online (radivojević et al., 2020), such as the use of virtual laboratory technology as a solution to improve student's skills in understanding biological concepts without being constrained by space and time (penn & mavuru, 2020). the implementation of the practicum project is carried out to develop students' hands-on skills 29 hizqiyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 26-35 in using biology tools and databases so that students can appreciate and take advantage of the great potential of biology in life (achappa et al., 2020). figure 2. display of the theme network in the bibliometrics application learning by participating in everyday environments is a great way to learn to apply biology concepts (hamidah et al., 2014). learning processes that are not demanding can increase student motivation and help students naturally learn by themselves. game-based learning can also be applied in the pjbl learning process and can maintain a fun learning atmosphere to train memory of the material that has been obtained by racing the pre-prepared questions so that to start a project students can be more materially and mentally prepared (prochazkova et al., 2019). game-based learning can also be carried out at home online or offline (heim & holt, 2021) so that students' social skills will develop and learning becomes more interesting. year during the last five years (2018-2022), most articles about pjbl in 2020 ranged from late 2019 to early 2020 (figure 3), indicating that the emergence of the covid-19 pandemic pushed education to adapt, thus pjbl became the choice of many educators. figure 3. the publication year of articles in the vosviewer application 30 hizqiyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 26-35 the covid-19 pandemic occurred at the end of 2019 and continues to increase in 2020 (cucinotta & vanelli, 2020; roziqin et al., 2021). furthermore, it has gradually changed the educational paradigm and many changes have occurred since it emerged in 2020. the world of education must be responsive to transform from face-to-face (synchronous) teaching to asynchronous. it was during this period that all elements adapted to find effective solutions to ensure that learning was effective and remained meaningful for students. with the shift to online learning during the covid-19 pandemic, various learning possibilities have emerged, in particular, pjbl (randazzo et al., 2021). pjbl is considered the most adaptive and best when combined with e-learning or blended, thus is widely used (almulla, 2020). most relevant source the most relevant source was the journal of microbiology and biology education (figure 4), which was used as a source of reference and additional views for biology teachers to find the appropriate application of the pjbl model to improve students' life skills. figure 4. most relevant sources in the bibliometrics application the journal of microbiology & biology education (jmbe) offers original, previously unpublished, peerreviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education at the undergraduate, graduate, professional (e.g., medical school), k-12 outreach, and informal education level. jmbe is edited by informed science educators who are active in the pursuit of scholarly teaching and biology education reform. it operates under a continuous publication model whereby manuscripts are made available online as soon as they become ready. the scope of this journal is rooted in biological sciences and related disciplines and it publishes articles addressing such topics as good pedagogy and design, student interest and motivation, recruitment and retention, citizen science, and institutional transformation. jmbe may also choose to accept manuscripts for publication in special-themed issues, which intersect with several scientific disciplines, for example, ethics in science, scientific citizenship, and science communication (american society for microbiology, 2023). during the covid-19 pandemic, there were several published articles related to pjbl that could be used as references, including those related to the project-based learning approach to genomics (pérez-losada et al., 2020), remote online project (adil et al., 2021), and improving student attitudes and academic performance (burks, 2022). contribution and linkage to life skills it is known that pjbl is learning that begins with stimulus questions that guide students in carrying out projects and this learning prioritises the process of reconstruction and application of theory into reality (anggraini & wulandari, 2021; eliza et al., 2019). the pjbl model tends to provide results in the form of increased thinking power and reinforcement of biology concepts for students and increases the creative thinking skills of teachers (rodríguez-martín et al., 2020). it has been proven that the pjbl 31 hizqiyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 26-35 model is effective in improving the communication skills and work management of student groups (elsamanoudy et al., 2021) and can increase student learning motivation, develop student skills and train students to solve problems (sakilah et al., 2020). this model allows students to discover new concepts from learning (david, 2018) and produces soft skill abilities (cartono et al., 2018) which are useful for supporting the hard skills and abilities of students in a social environment. however, the benefits of implementing pjbl did not always produce good results due to the accompanying constraints. obstacles in implementing the pjbl model so far have been related to several aspects of teachers, students, the environment, and learning media. the teacher's lack of ability to prepare learning elements that are appropriate to biology material affects students’ understanding. fewer spatial abilities will make learning difficult but if the learning environment is positive, this will help the learning process to develop students' spatial abilities and achieve good learning outcomes, and vice versa. if the aspects of educators, students, and the environment have succeeded in achieving positive outcomes but are not supported by adequate learning facilities, the student learning process will be hampered. in addition, limited time in working on projects and students who are less responsible and focused are the biggest obstacles (sakilah et al., 2020). existing constraints must be reduced to maximise the potential results and teachers can be creative by combining several learning models and methods to reduce constraints and achieve the desired learning goals. pjbl learning begins with problem mapping by students in their environment based on the stimulus of questions given by the teacher so that student inspiration increases (snell-rood et al., 2021). visualisation of study material is good for stimulating students' biology material concepts so that they will find it easier to find solutions to the problems (fried et al., 2020). integration of several learning methods into the pjbl model plays a role in reducing the obstacles that arise so that e-learning blended learning which emphasises hands-on practice and balances reinforcement of biology material concepts is good for developing students' life skills (yustina et al., 2020). learning that involves teamwork and hands-on practice can further improve students' mastery of biology concepts (carrasco et al., 2019). by understanding biology concepts, students will find it easier to solve related problems, that is, acquire problem-solving skills. direct practical learning in everyday life allows students to compare and integrate theoretical concepts into reality. in addition, students' social skills towards conceptual understanding or application of concepts emerge so as well as being able to apply concepts according to material into everyday life, they can also find theories that are in accordance with reality (sukmawati et al., 2019). students can apply their scientific fields and adjust their learning by integrating several learning methods into the pjbl model (urlica et al., 2019). in addition, it is important to prepare cooperative educators and learning companions for students because their behaviour and patterns of education shape the learning character and character of students so that they will carry over to applications in society (waddell et al., 2021). furthermore, respect and appreciation will be greater if learning based on direct practice in the field takes place with the right assistance (pavlova et al., 2021) so that students’ life skills will develop according to the norms of society without the misuse of their biological knowledge. biology students’ life skills will develop during the learning process using the pjbl learning model. project-based learning requires students to go directly into the environment, make direct observations with research, and understand and reason more deeply about the surrounding environment. students also develop good hard and soft skills because apart from understanding deeper concepts, students learn to use study aids, can discuss with friends and teachers, are used to paying attention to their surroundings, have a greater sense of responsibility and discipline, and are more confident to communicate other people's ideas and opinions and implement their learning outcomes in the surrounding environment. therefore, to produce biology graduates who can carry out a social cognitive perspective and can build constructive abilities and self-evaluate their learning outcomes (bravo et al., 2018), think critically about problems and create solutions that exist in the surrounding environment (mutakinati et al., 2018), the implementation of the pjbl learning model must be in collaboration with the application of several learning methods and models adapted to biology material that maximise learning outcomes and reduce existing learning constraints. thus automatically, if pjbl is applied in everyday life, the life skills of biology students will develop, provided that they are accompanied by the appropriate methods, models and materials. the purpose of implementing projects in biology learning is to improve students' life skills (jaharudin, 2018) and this can be achieved by using the project budbrust learning method which is a direct research project activity performed carried out at home in addition to increasing students' research abilities and understanding of biological concepts. this can also bring students closer to their parents and the community in their environment (lichti et al., 2021). direct research using simple tools and materials at home can be applied to several biology materials to become a solution to the problems that exist during the implementation of pjbl during the pandemic. providing problem-based learning methods that exist in the students’ environment can help them to be directly involved in the environment (colorado et al., 2021). 32 hizqiyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 26-35 conclusion based on the analysis conducted, this study suggests that project-based learning (pjbl) is associated with e-learning and blended learning, and its implementation can improve biology students' life skills through project activities based on daily life. however, the covid-19 pandemic has posed obstacles to learning biology with pjbl, including a lack of understanding of concepts and difficulty finding necessary materials. to overcome these challenges, information and communication technology can be utilized, and the practical application of concepts in real-life scenarios can be emphasized. additionally, e-learning and blended learning can directly facilitate pjbl and promote creativity and collaboration among students, ultimately leading to more active learners. it should be noted that this study has certain limitations, such as the narrow focus on specific keywords and themes, limited publication years, and a lack of analysis of research methods, author demographics, and funding sources due to time constraints. therefore, further research is needed to provide a more comprehensive and in-depth analysis of pjbl and its implications for biology education. acknowledgements we wish to thank the dean of the faculty of teaching and education and the head of the department of biology education at pasundan university as well as the research coordinator who assisted in the data analysis and research funding. conflicts of interest the authors declare that there is no conflict of interest regarding of this paper. author contributions i. y. n. hizqiyah: writing ─ original draft; writing ─ review and editing. f. v. akuma: writing ─ review and editing; formal analysis. c. cartono: writing ─ review 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(2019). students’ curiosity profile in excretion system topic taught using authentic inquiry learning. jpbi (jurnal pendidikan biologi indonesia), 5(3), 397-406. doi: https://doi.org/10.22 219/jpbi.v5i3.7689 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.7689 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.7689 https://doi.org/10.22219/jpbi.v5i3.7689 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.7689&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 397-406 398 mouromadhoni et al (students’ curiosity profile …) (galeshi & bolin, 2019; suprihatiningrum, 2013; yurkofsky, blum-smith, & brennan, 2019). moreover, learning is an activity that is carried out to initiate, facilitate, and increase the intensity and quality of learning in students (hamalik, 2010; kyriakides, stylianou, & eliophotou menon, 2019). it is a combination that is composed of the elements of humans, materials, facilities, equipment, and procedures that influence each other to achieve the ultimate goals (hammami, saeed, mathkour, & arafah, 2019; murtonen, gruber, & lehtinen, 2017). today learning must be under the demands of the 21st-century. the 21st-century learning is simply interpreted as learning that provides 21st-century skills to students, namely 4c which includes: (1) communication; (2) collaboration; (3) critical thinking and problem solving; and (4) creative and innovative (darling-hammond, 2006; greenstein, 2012; trilling & fadel, 2009). to realize this, the teacher as the spearhead of learning must be able to plan and implement a quality learning process (darling-hammond, 2006). the teacher must have good process skills in learning. process skills can be interpreted as teacher skills in provide meaningful and enjoyable learning experiences for students (candrasekaran, 2014; min, rashid, & nazri, 2012). it also provides student-centered learning and stimulates them to solve problems. the teacher's role is not only as a learning resource but also as a facilitator (habók & nagy, 2016; yap, neo, & neo, 2016). one of these process skills is the ability of teachers to determine learning models that can accommodate the 21st-century skills to students, for example, the application of authentic learning. authentic learning is a learning approach that enables students to explore, discuss, and build meaningfully concepts and relationships which involve real problems and projects that are relevant to them (ciolan & ciolan, 2014; saariaho, toom, soini, pietarinen, & pyhältö, 2019). by providing real experiences for students and connecting them with appropriate material, authentic learning approach will make learning meaningful for students so that they are expected to be able to absorb more knowledge to the maximum (iucu & marin, 2014; keinänen, ursin, & nissinen, 2018; h. wang, sui, luthans, wang, & wu, 2014). based on the involvement of students in authentic learning, the inquiry approach or approach through inquiry is suitable to be applied. the use of an inquiry approach that is oriented towards authentic learning guides students to find facts and concepts in science related to problems in daily life. based on the observation result at smp negeri 14 yogyakarta, science learning was not conducted using an authentic learning approach. this is indicated by the fact that teachers were emphasized the materials by using powerpoint. during the learning activities, there were still several students who were playing around so that not all groups could complete the tasks from the teacher and only a few students who asked questions and gave responses in the discussion process. in addition, students were reluctant to ask questions when they did not understand the learning materials. science learning must provide a learning process that can accommodate competence (cognitive), attitude (affective), and skills (psycho-motor) of the student (cannady et al., 2019; trefil & hazen, 2016; tursinawati, 2015). therefore, science learning is not only limited to understanding the concepts of science but also involves other activities to optimize the attitudes and skills of students through a process of discovery to find out about science systematically (budwig, 2015; chiappetta & koballa, 2010; timostsuk & jaanila, 2015). the objectives of science learning include instilling curiosity and positive attitudes towards science, the environment, technology, and society (kumpulainen & rajala, 2017). attractive and enjoyable science learning can foster student motivation and curiosity (p.-h. wang, wu, yu, & lin, 2015). thus, to support science learning activity, an authentic learning approach is needed (jamalzadeh & shahsavar, 2015), to facilitate students in conducting an inquiry process (gillies & rafter, 2019; jerrim, oliver, & sims, 2019; jiang et al., 2018). the observation result also indicates that the lack of curiosity in students. on the other hand, the character of students’ curiosity is an important part of the character of students that need to be developed in learning (cain, 2019; clark, harbaugh, & seider, 2019; lamnina & chase, 2019; mussel, 2013; sakaki, yagi, & murayama, 2018; uiterwijk-luijk, krüger, zijlstra, & volman, 2019). curiosity can arise when looking at objects or the like (hagtvedt, dossinger, harrison, & huang, 2019). if this attitude of curiosity can be put to good use, then humans will increasingly understand various kinds of concepts in natural phenomena (fitzgibbon, moll, carboni, lee, & dehghani, 2019; sakaki et al., 2018). the attitude of curiosity makes people more aware of the truth of the concept (baniyamin & rashid, 2016; mussel, 2013). therefore, the teacher needs to apply the proper learning model to be able to trigger student curiosity so that the goal skills can be achieved, one of them using inquiry learning approach. the inquiry learning approach is the process of defining and investigating problems, formulating hypotheses, designing experiments, finding data, and drawing conclusions of those problems (mcnew-birren & van den kieboom, 2017; p.-h. wang et al., 2015). the inquiry learning provides students' understanding by developing their social skills (wheeler, maeng, & whitworth, 2013; yudarwati, 2019). besides, the inquiry approach specifically can be applied in laboratory activities which is the best way as a center of learning in developing the students' ability in thinking and facilitating their scientific attitudes, especially inquisitive attitude (dobber, zwart, tanis, & van oers, 2017; şimşek & kabapinar, 2010; veloo, perumal, & vikneswary, 2013). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 397-406 399 mouromadhoni et al (students’ curiosity profile …) based on the previous description, it can be concluded that authentic inquiry learning is a contextual learning approach based on real problems in daily life that direct students to collaborate on real activities using a variety of learning resources. based on these problems, the researchers are concerned and motivate to study the curiosity profile of junior high school students with authentic inquiry learning in science learning. this research is a descriptive study that can later be used and aims to describe the attainment of a curious attitude by using an authentic inquiry learning approach in excretion system topic. method this research was conducted at smp negeri 14 yogyakarta in excretion system topic. the research subjects were 32 students of class viii b. the data collection instrument used in this study was a questionnaire of curiosity attitude with 12 positive statements and 12 negative statements (related to excretion system topic) which were developed using curiosity attitude indicators as presented in table 1. furthermore, the correlation of the authentic inquiry learning approach stages to facilitate the attainment of a curiosity attitude is presented in table 2. the data were collected through a questionnaire of curiosity attitude to determine the attainment of students’ curiosity attitude. table 1. aspects and indicators of curiosity attitude no. aspects indicators 1. enthusiasm in finding the answers a. responding quickly to the asked questions b. eagerly finding the answers from various sources 2. attention to the observed objects a. focusing on the objects of observation b. concentrating on the observed objects 3. enthusiasm in the scientific process a. responding quickly to the sequence of the scientific process b. showing enthusiasm in the scientific process 4. asking each activity step a. asking for an explanation of the activity steps that have not been understood table 2. the correlation of the authentic inquiry learning approach stages and the curiosity attitude aspects authentic inquiry learning stages curiosity attitude aspects 1. contextual problems enthusiasm in finding the answers 2. collaboration attention to the observed objects 3. using learning resources variation enthusiasm in finding the answers 4. formulating problems enthusiasm in finding the answers, enthusiasm to the scientific process 5. formulating hypothesis enthusiasm in finding the answers, enthusiasm to the scientific process 6. designing experiments enthusiasm to the scientific process, asking each activity step, attention to the observed objects 7. finding data attention to the observed objects, enthusiasm to the science process 8. drawing conclusion enthusiasm in finding the answers, enthusiasm to the science process the attainment of curiosity attitudes was analyzed by calculating the average actual score and then converting it to a scale value of four (widoyoko, 2013) as presented in table 3. furthermore, the qualitative value of the questionnaire was converted into a quantitative value questionnaire according to the provisions in table 3. table 3. provisions for converting qualitative value into quantitative value answer choice statement score positive negative strongly agree 4 1 agree 3 2 disagree 2 3 strongly disagree 1 4 the quantitative data that have been obtained were then analyzed by using the following steps: (1) counting the total score of each respondent. (2) calculating the percentage (purwanto, 2009) of respondents’ answer score by using the equation (1). (3) converting percentage to value by category in table 4. the level of students’ curiosity can be identified with quantitative data that have been obtained and then converted into qualitative data (interval data). the reference to converting scores into categories was adapted from riduwan (2009). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 397-406 400 mouromadhoni et al (students’ curiosity profile …) (1) where np = percentage value; r = obtained total score; and sm = maximum score value. table 4. provisions for converting score to category interval (%) category 80-100 very strong 60-80 strong 40-60 medium 20-40 weak 0-20 very weak results and discussion the achievement of students’ curiosity attitude is described in table 5. each stage of the authentic inquiry learning approach can accommodate the students' curiosity attitude aspect, will be explained in detail as follow. table 5. the achievement of students’ curiosity attitude aspects average score (%) maximum score (%) category enthusiasm in finding the answers 75 100 strong attention to each observed object 76 100 strong enthusiasm in the scientific process 75 100 strong asking each activity step 74 100 strong average 75 100 strong stage 1: contextual problem the contextual problem stage that is related to the aspect of enthusiasm in finding the answers obtained a score of 75% with a strong category (table 5). in line with amar and mullaney (2017) research which state that the existence of a problem encourages a student to be more motivated in finding the answers in the form of solutions. the use of contextual problems, related to excretion system topic, offers some challenges for students in the learning process (sitorus & masrayati, 2016; zabit, 2010). some research also revealed that contextual problems will engage the students’ attention (bell, 2010; chiang & lee, 2016) and make their curiosity straighten up (sitorus & masrayati, 2016). thus, this stage will increases students’ learning activities. stage 2: collaboration table 5 showed that the collaboration stage which is related to the aspect of attention to the object obtained a score of 76% with a strong category. this is consistent with the research results of liao, chen, and shih (2019) which revealed that collaboration provides opportunities to interact in a more productive exploration process of the object of observation. the collaboration stage can provide opportunities for active learning practices (mora, signes-pont, fuster-guilló, & pertegal-felices, 2020). this stage involves the active participation of students and minimizes differences between individuals (liao et al., 2019; mora et al., 2020; tissenbaum, 2020). therefore, in this stage students’ attention increases in line with the existence of collaborative discussion activities. stage 3: using learning resources variation in the third stage, using variations in learning resources, is related to the aspect of enthusiasm in finding the answers obtained a score of 75% with a strong category. the use of variations in learning resources is able to direct students in finding learning materials and facilitate students in answering questions (huang, han, li, jong, & tsai, 2019; shi, 2019). at this stage, students are given the opportunity to use various learning resources related to excretion system topic to find solutions to the problems. this activity accommodates students' literacy skills to solve problems which at the same time spark their enthusiasm in finding solutions. stage 4: formulating problems based on the result (table 5) the formulating problems stage which is related to the aspect of enthusiasm in finding the answers and scientific process (both aspects reach strong category). at this stage, students work together in formulating problems that are in line with the main problems presented at the beginning of learning. the existence of a problem encourages a person to be more motivated in finding the solutions and it increases the students’ learning activities (amar & mullaney, 2017; sitorus & masrayati, 2016; m. wang, wu, kinshuk, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 397-406 401 mouromadhoni et al (students’ curiosity profile …) chen, & spector, 2013). students will get used to formulating problems and finding out how to solve those problems. this is one way to build students' thinking skills and their curiosity attitude. stage 5: formulating hypothesis the next stage, formulating hypothesis, is also related to the aspect of enthusiasm in finding the answers and scientific process obtained a score of 75% with a strong category (table 5). students are directed to formulate provisional estimates as answers to problems that are formulated. according to rahmaniar, haris, and martawijaya (2015), if students understand carefully the formulation of the problem, they can establish a basic assumption which will then be tested for truth through experimental activities. formulating a hypothesis requires a specific, testable, and predictable statement driven by theoretical guidance and/or prior evidence (dobber et al., 2017; trna, trnova, & sibor, 2012; p.-h. wang et al., 2015). therefore, students will be forced to respond actively so that an active science learning process is created. stage 6: designing experiments in the sixth stage, designing experiments, is related to the three curiosity aspect, namely asking for each activity steps (strong category), enthusiasm in the scientific process (strong category), and attention to the observed objects (strong category) as presented in table 5. sabirin, muris, and yani (2016) state that the ability to design experiments is the most important part of the science learning process. this ability consists of preparing experimental steps and preparing tools and materials, observing objects, collecting data, and interpreting data to test the hypothesis. students are allowed to develop experimental designs to test hypotheses that have been formulated (chu, reynolds, tavares, notari, & lee, 2017; tindangen, 2018; trna et al., 2012; p.-h. wang et al., 2015). thus, in this stage, students can develop their curiosity, especially in asking for each activity steps, enthusiasm in the science process, and attention to the observed objects. stage 7: finding data furthermore, finding data stage is related to the aspect of attention to the observed objects (strong category) and the aspect of enthusiasm in the scientific process (strong category). students look for supporting evidence to answer the statement of the problem that has been made (tindangen, 2018; trna et al., 2012). this activity can be in the form of experiments inside and outside the laboratory. students will collect as much data as possible to answer the problem formulation (related to excretion system topic) and test their hypotheses. according to dobber et al. (2017) when students conduct experiments according to their own design, this will support their thinking abilities. this finding data activity can enhance the students’ attention and enthusiasm in the scientific process. stage 8: drawing conclusions the final stage, drawing conclusions, is related to the aspect of enthusiasm in searching for answers and the scientific process which both categorized as a strong category. students are allowed to explain the evidence gathered and connect the explanation with knowledge obtained from the experimental process (dobber et al., 2017; jiang et al., 2018; trna et al., 2012; p.-h. wang et al., 2015). this is in line with the research result of astiani, martawijaya, and hustim (2015) which showed that the ability to conclude is the most important part of the learning process of science. as with the ability to conclude, the students will be able to understand better the essence of the problems in the science learning process and be able to interpret observation data correctly. based on the research result, it revealed that the score achievement of all aspects of students’ curiosity attitudes results in an average score of 75% with a strong category. this shows that science learning with an authentic inquiry learning approach allows students to hone the students’ ability in building new knowledge and developing scientific attitudes, especially the curiosity attitude based on real experience that they have done. the authentic inquiry learning approach facilitates students to explore, discuss, and build meaningfully concepts and relationships which involve real problems and projects that are relevant to them (ciolan & ciolan, 2014; dobber et al., 2017; saariaho et al., 2019; şimşek & kabapinar, 2010; veloo et al., 2013). in addition, practicum activities become the best way as a center of learning in developing the ability and experience in thinking and facilitating students’ scientific attitudes, especially the curiosity attitude (lamnina & chase, 2019; uiterwijk-luijk et al., 2019). this is also confirmed by cain (2019) and clark et al. (2019) which states that the students’ curiosity attitude is an important part of their characters that need to be developed during the learning process. the curiosity attitude can arise when observing the objects or the like. if this curiosity attitude can be put to good use, then humans will increasingly understand various kinds of concepts in natural phenomena (fitzgibbon et al., 2019; hagtvedt et al., 2019; sakaki et al., 2018). the curiosity attitude makes people more aware of the truth of the scientific concept (baniyamin & rashid, 2016; mussel, 2013). the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 397-406 402 mouromadhoni et al (students’ curiosity profile …) results of this study indicate that authentic inquiry learning has a significant effect on student curiosity. however, the comparison of implementations between the authentic inquiry learning and the other learning models are needed to get more comprehensive information. conclusion based on the data description and discussion, it can be concluded that the achievement of the curiosity attitude results averages obtained a score of 75% with a strong category. curiosity can be developed through science learning with an authentic inquiry learning approach. based on the discussion in this research, it is suggested that the observation sheet is necessary to be used in data collection and also the questionnaire before and after learning. comparative classes with other approaches are also needed to determine the significance of the research results obtained. references amar, a. d., & mullaney, k. 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2fitri.uncp@gmail.com; 3zainalalaodet@gmail.com; 4mincesermin@gmail.com; 5essalimzyanova@kpfu.ru; 6ahmed.ma@unilorin.edu.ng abstract: in the era of globalization, digital literacy has become one of the competencies that students must possess. rarely can one find research that examines the effect of the we-are model on digital literacy in biology education. we-are is a constructivist-based active learning model consisting of warmup, exploring, argumentation, and resume phases that emphasize students’ collaborative and elaborative qualities. the objective of the study was to determine the impact of the we-are model on the digital literacy of future biology teacher candidates. this is a quasi-experimental study using the pretest-posttest control group design. the research population comprised all tadris biology students from iain ternate and stkip kie raha in the city of ternate, north maluku, indonesia. the research sample contained 60 fourth-semester students from the department of tadris biology. the validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. the cronbach-alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. this study was conducted during the even semester of the 2021/2022 academic year. the data were analyzed through anacova using 5% level of significance. the results demonstrated that the we-are model had an impact on the preservice biology teachers’ digital literacy. the findings of this study provide an insight on the use of a new learning model that can be used to enhance students’ 21st century skills. keywords: biology education; digital literacy; preservice biology teachers; we-are model introduction the quality of human resources is determined by the quality of higher education, which is integral to achieving sustainable development goals (lembani et al., 2020). the paradigm shift in the teaching and learning process necessitates that educational institutions equip students and university graduates with digital skills to deal with global competencies and the complexity of the labour market (amin et al., 2022). presently, the field of education employs a variety of technological tools to facilitate classroom learning (nancy et al., 2018). the purpose of education is to teach students how to collect valid evidence to prove a point, how to do something useful and produce a product, how to inspire others and benefit themselves, and how to live with others with mutual respect, courtesy, and observance of the rules. if the concepts of communication, collaboration, critical thinking, problem-solving, creativity and innovation, and digital literacy can be implemented in the classroom, indonesian university graduates will be fully prepared to compete in the 21st century (abduh & istiqomah, 2021). digital literacy is an umbrella framework for developing digital world knowledge, skills, and ethics (chan *for correspondence: astutimuhamin@iainternate.ac.id article history: received: 27 october 2022 revised: 4 february 2023 accepted: 7 february 2023 published: 17 february 2023 10.22219/jpbi.v9i1.23061 © copyright amin et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: amin, a.m., karmila, f., laode, z.a., ermin. e., akbar, a. y., & ahmed, m. a. (2023). the weare model’s potential to enhance digital literacy of preservice biology teachers. jpbi (jurnal pendidikan biologi indonesia), 9(1), 36-45. https://doi.org/10.22219/jpbi.v9i 1.23061 https://doi.org/10.22219/jpbi.v9i1.23061 https://doi.org/10.22219/jpbi.v9i1.23061 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 37 amin et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 36-45 et al., 2017). it refers to the ability to confidently, safely, and effectively use a computer and software such as word processing, electronic mail, and presentation, create and edit images, audio, and video, as well as use the web (iman & angraini, 2019). moreover, it is a life skill that encompasses not only the ability to use technological devices but also to socialise, have attitudes, think critically and creatively, and inspire others in their interpretation of information obtained through technological devices (gruszczynska & pountney, 2013). therefore, digital literacy involves the ability to analyse, synthesise, and compare information from different sources as well as present, evaluate, and use the information ethically (dominggus et al., 2021). in the era of globalisation, digital literacy has become one of the competencies that students must possess. it can enhance students' digital knowledge and motivation because it encourages them to seek information from a variety of reference sources. educators must integrate technology into learning not only because students expect it but also because the education system must keep up with developments in online research, communication, and social media. the integration of technology in the classroom prepares students to enter the 21st-century workforce (samson et al., 2021). digital literacy is more than having access to and knowing how to use the digital world. it involves the ability to collaborate, communicate effectively, and behave responsibly (adeoye & adeoye, 2017). the use of technology in education not only increases students’ digital literacy but also their conceptual comprehension (utama et al., 2019). furthermore, the effects of implementing technology in the classroom will feel more tangible when students receive assistance from teachers and peers in using digital tools for learning (watson et al., 2017). learners are typically successful in online education when they possess high levels of digital literacy and autonomy (pepito & acledan, 2022). students currently live and learn in the digital age, which allows them to cultivate curiosity, creativity, and scientific literacy in addressing the fundamental problems of life and society (bhatnagar, 2019). integrating digital content into the classroom can enhance the learning experience and makes it easier for teachers to implement appropriate learning models for optimal learning (lestari et al., 2020). digital literacy can also influence students’ learning outcomes or academic success (purnamasari et al., 2021). a high level of digital literacy can help students face online risks (helsper & smahel, 2019). in 2019, 43.5% of the 270 million people in indonesia had access to the internet (statistik, 2020) and this number has continued to rise during the covid-19 pandemic. the convenience of internet access has a significant impact on students’ reading and writing activities. when educators have technological proficiency, they can assist their students with technical learning issues so that they are not distracted from pedagogical aspects and classroom learning (waldrip b & prain, 2016). information and communication technology (ict) helps students develop a stronger interest in learning according to most (91%) educators (fraillon et al., 2019). we-are is a constructivist-based active learning model comprised of four phases: warm-up, exploring, argumentation, and resume (amin, 2022a). this learning model emphasises collaborative and creative student activities and has been shown to increase preservice biology teachers’ learning motivation, critical thinking skills, metacognitive skills, argumentation skills, and concept mastery (amin & corebima, 2016). however, this study involved students with more homogeneous social background and sufficient learning facilities, therefore, a more in-depth analysis was performed with students from ternate, north maluku, who have more diverse cultural backgrounds based on the digital literacy variables. overall, the we-are stages are effective in fostering positive student perceptions and responses, as well as boosting student confidence in higher education. self-efficacy increases students’ interest in academic activities (amin, 2022b). however, this study used a limited number of samples and research groups, so future research should include a substantial number of samples from the experimental, positive, and negative control classes. the findings of this study are expected to demonstrate how students’ self-confidence in the we-are classroom might contribute to improved digital literacy in the argumentation and elaboration phases. despite the widespread adoption of the we-are model, studies evaluating its impact on students’ acquisition of digital literacy skills in the context of biology education are rare. students’ scores on the ability to search for information were higher than their scores on the four indicators measuring their ability to use different sources of information, select relevant sources, evaluate information based on the credibility of the source, and consider relevant sources and consequences (bahri et al., 2022). previous research indicators were also employed by the present researchers but the learning models and study participants were different. internet connections in eastern indonesia frequently fail and become less stable when the weather is bad. the availability of the internet has a profound impact on student’s ability to read and write, thus it use can be maximised if students can read and then write to express their ideas (makur, 2019), which is possible within the we-are framework. the above theoretical research highlights the significance of designing learning environments that support students’ growth in digital literacy. an active, innovative, and 21st-century learning-based pedagogy can help solve the issues surrounding digital literacy by improving the standard of education. in this investigation, we asked, "does the we-are model have any impact on the digital literacy of students preparing to become biology teachers?" to determine how the we-are model affected the 38 amin et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 36-45 students’ digital literacy as they prepared to become biology teachers. lecturers today are expected to be creative problem solvers who can help students develop the life skills necessary to thrive in the modern world. the we-are model can be used to encourage preservice biology instructors to actively develop knowledge and experiences in biological sciences through collaboration. the use of the weare learning syntax and digital literacy skills allows the more broad and in-depth study of biological subjects. indeed, the we-are model has the potential to increase preservice biology teachers’ selfconfidence, self-regulation, and ability to consistently develop biology and other knowledge in the digital globalisation era. method this investigation used a quasi-experimental design with digital literacy as the dependent variable and the we-are model as the independent variable. the learning syntax of the we-are model consists of four phases, namely warm-up, exploring, argumentation, and resume. table 1, shows the pre-test/posttest control group design. table 1. the pre-test/post-test control group design. group pre-test treatment post-test experimental o1 we-are o2 positive control o3 stad o4 negative control o5 conventional o6 notes: o1 = pre-test score of the experimental group (implementing the we-are model) o2 = post-test score of the experimental group (implementing the we-are model) o3 = pre-test score of the positive control group (implementing the cooperative stad model) o4 = post-test score of the positive control group (implementing the cooperative stad model) o5 = pre-test score of the negative control group (implementing conventional learning) o6 = post-test score of the negative control group (implementing conventional learning) x = treatment by implementing the we-are model the study involved 60 4th year tadris biology students from iain ternate and stkip kie raha in ternate, north maluku, indonesia. before determining the research sample, a test of equivalence was administered in which students were asked to answer questions from a placement test which had been subjected to expert and empirical validation and confirmed as valid and reliable. there were three treatment classes, each contained twenty students. biology a from iain ternate functioned as the experimental group, taught with the integrated we-are. biology b from iain ternate was the positive control group, taught with stad cooperative learning. biology a from stikip kie raha ternate served as the negative control group, taught with conventional models. the sample was determined after conducting an equivalence test to the students, through a placement test. the study was conducted during the even semester of the academic year 2021-2022. the validity test was carried out by correlating each item score with the total score using the product moment correlation technique. if the correlation coefficient rxy was greater than the product moment rtable then the instrument item was declared valid as a data collection tool. the validity test was performed at the significance level (∝ = 0.05) where the rtable was 0.433. the validity test showed a score of 0.585 for all the digital literacy test items and because the rcalculated was greater than the rtable, the instrument was declared valid for data collection. meanwhile, the expert validation of the test had a mean score of 3.89 (very high). the questionnaire’s reliability was tested using the alpha-cronbach formula. the item was declared reliable if the alpha-cronbach value was bigger than 0.6. the alpha-cronbach value for the digital literacy test was 0.939, thus it was considered reliable for data collection. data on students’ digital literacy was obtained through a digital literacy questionnaire using a likert scale. this questionnaire measures four dimensions of digital literacy, namely internet searching, hypertextual navigation, content evaluation, and knowledge assembly. data related to digital literacy was also obtained through observation sheets that refer to the following dimensions: internet searching, hypertextual navigation, content evaluation, and knowledge assembly. the data were analysed through analysis of covariance (ancova) using a 5% significance level in spss after normality and homogeneity of variance tests were conducted. the data normality was examined using the one-sample kolmogrov-smirnov test, while the homogeneity of the variance was assessed using levene’s test of equality of error variances. 39 amin et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 36-45 results and discussion observation sheets and questionnaires were used to collect data on digital literacy ability in the we-are experimental group, the stad positive control group, and the conventional control group. there is a significant difference in the mean posttest scores in the three groups. descriptive data analysis for the three groups can be found in table 2. table 2. the treatment groups’ minimum and maximum pre-test and post-test scores on digital literacy descriptive statistics experimental group we-are positive control group stad negative control group conventional pre-test post-test pre-test posttest pre-test post-test n 20 20 20 20 20 20 minimum 37.25 80.67 39.04 66.38 37.71 44.21 maximum 46 87.46 49.46 74 46.67 52.42 mean 42.1945 84.2285 45.2225 70.625 40.989 48.4735 std. deviation 2.10107 2.05143 2.54107 2.22828 2.64194 2.17758 the normality of the data was examined using the kolmogorov-smirnov method with α=0.05 serving as the decision criterion, confirming that the digital literacy pre-and post-test data were normally distributed as shown in table 3. table 3. the results of the normality test score group kolmogorovsmirnova sig. remarks pre-test digital literacy experimental group we-are 0.092 .200* distributed normally positive control group stad 0.182 0.081 distributed normally negative control group conventional 0.177 0.099 distributed normally post-test digital literacy experimental group we-are 0.097 .200* distributed normally positive control group stad 0.174 0.114 distributed normally negative control group conventional 0.16 0.195 distributed normally levene’s test was then used to assess the homogeneity of the data indicating that the research data had homogeneous variance as shown in table 4. table 4. the results of the homogeneity test on the research data variable levene statistics sig. remarks pre-test digital literacy 0.372 0.691 homogeneous variance post-test digital literacy 0.126 0.882 homogeneous variance the research hypothesis was tested using analysis of covariance (ancova) to investigate the effect of the we-are model on students’ digital literacy, with pre-test score as the covariance as shown in table 5. the ancova results indicated that there was a difference between the experimental group and control groups in terms of digital literacy, that is, the we-are model positively, and significantly impacted students’ digital literacy. 40 amin et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 36-45 table 5. the ancova results tests of between-subjects effects dependent variable: post-test digital literacy source type iii sum of squares df mean square f sig. corrected model 13044.062a 3 4348.021 981.444 .000 intercept 629.322 1 629.322 142.052 .000 pre-test_digital_literacy 16.301 1 16.301 3.679 .060 group 12085.842 2 6042.921 1364.021 .000 error 248.093 56 4.430 total 288904.614 60 corrected total 13292.155 59 a. r squared = .981 (adjusted r squared = .980) after the implementation of the we-are model, the experimental group obtained a post-test mean score of 84.2285 which was higher than that achieved by the positive control (70.625) or the negative control (48.4735) groups. thus, the we-are model is more effective than stad and conventional learning models in enhancing preservice biology teachers. however, differences in their sociocultural background (multicultural), cognitive ability, and level of it knowledge impacted their post-test scores. the internet network in north maluku remains fragile, especially during the rainy season. also, students needed more time to adapt to the we-are model syntax, particularly during the elaboration and argumentation phases, because they had been used to traditional teaching techniques, such as lectures and paper assignments. to circumvent these limitations, we offered participants additional time to acclimatise to the we-are syntax, as well as provided them with e-book files and online links connected to the lesson. furthermore, we aided participants in the elaboration phase and improved their confidence in the argumentation phase. classroom learning becomes more dynamic and entertaining when students are digitally literate and digital literacy is critical for students’ academic success, especially in meeting the predetermined learning objectives (khan et al., 2022). indonesian students have low levels of digital literacy (perdana et al., 2020), an essential predictor of success among today’s youth (asrizal et al., 2018). however, digital literacy is challenging to establish in the classroom since pupils are less interested in using digital platforms to learn. many educators, particularly in developing countries, still require training to increase their knowledge and skills in using ict and online learning platforms (rini et al., 2022). furthermore, because students in indonesia are a digitally native generation, parents must join them as they study at home (davidson, 2012). data analysis suggests that the we-are model can improve preservice biology teachers’ digital literacy. as mentioned previously, digital literacy refers to the ability to receive information from various computerbased forms (vodă et al., 2022) and along with study skills and life skills, is required in the 21st century. radovan discovered that digital literacy has a favourable impact on academic attainment (radovan, 2014), leading to more efficient task completion using software and computer programmes such as word processors and worksheets (argentin et al., 2014). other studies have found that using technology such as e-text and e-library has a positive impact on students, as they enable students to create good, creative, and current presentations (kranzow & hyland, 2011). indeed, learners that utilise technology widely and intensively are more likely to adapt learning strategies from multiple sources to help the online learning process (watson et al., 2017). therefore, digital technology has a positive effect on students’ self-directed learning through facilities and features to access online information (curran et al., 2019). the warm-up phase in we-are provides space for students to access the internet during the learning process. at this stage, students should be provided with website links that correspond to lecture materials to facilitate access to relevant learning materials. in addition, they should be provided with an e-book file related to the subject matter and be instructed on how to conduct web searches on their smartphones or laptops to access a variety of information pertinent to the topic discussed in class. these activities will pique students’ interest and promote their literacy, particularly in terms of sorting pertinent information according to their learning needs. students’ digital literacy can be enhanced if they study biology by searching relevant websites for information (ambarwati et al., 2019) and will encourage students to engage in more information analysis (setiawan et al., 2021). also, students can improve their digital literacy skills by motivating each other and working together to achieve a goal (hazar, 2019; mudra, 2020; norte et al., 2017). the exploring phase in we-are can stimulate students’ problem-solving skills. at this stage, students are trained to analyse, synthesise, and compare information obtained from various sources. in addition, they are encouraged to use a web browser and internet search appropriately and effectively by entering keywords pertinent to their learning needs. the search for such information can facilitate the problemsolving process. besides, at this stage, students are allowed to share information with their peers to develop personalised problem-solving analyses. thus, this phase allows students to engage in 41 amin et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 36-45 collaborative learning while using online media responsibly. students’ psychological conditions and independence in using ict can also affect their digital literacy (mnyanda & mbelani, 2018). the argumentation phase of we-are learning provides students with opportunities to analyse evidence and generate arguments based on information gleaned from diverse information media. students can access websites, youtube, electronic journals, and other resources to bolster their arguments. in this instance, students should be trained to use computers and other electronic devices responsibly, safely, and effectively for data processing, thereby becoming competent in using computers/laptops for presentations, presenting data, and creative in presenting comprehensible information effectively. to improve students’ digital literacy, instructors must be digitally literate themselves as this will promote a more relaxed and enjoyable teaching process (pratolo & solikhati, 2021). critical thinking abilities are vital for university students because they help them become critical consumers of information who can respond properly to scientific discoveries (amin et al., 2022). in the classroom context, there is a link between students’ critical thinking and digital literacy (visser & flynn, 2018) so implementing learning models that promote students’ ability to generate logical and reasoned arguments and make reflective decisions will help them build critical thinking skills (purwanti et al., 2022). the resume phase of we-are learning gives students the option of using smartphone or laptop applications to record and summarise the gathered information. students can utilise technological sophistication to review previously acquired information and learning experiences. in this instance, students should be trained to evaluate strategies and self-regulate their learning reflectively. by seeking out additional relevant learning resources, students can enhance their accessibility and digital literacy. the resume stage has the potential to develop students’ critical thinking skills which is not easy because students have poor metacognitive skills, fixed mindsets, and biased thinking is an effort (persky et al., 2019). other aspects that intervene in the representation of critical thinking skills are outside knowledge, intensive justification, and critical judgment. research shows that assessment can show weaknesses in students’ critical thinking dispositions (beckmann & weber, 2015; sadaf et al., 2021). digital literacy is the information literacy required to access, analyse, and produce information from digital devices. however, the implementers of digital literacy (teachers/lecturers, schools/colleges, and students) face obstacles that impede the successful implementation of digital literacy. it is challenging to successfully practice digital literacy if the education system has limited funding capacity and technology and if students are not prepared to learn with technology (pratolo & solikhati, 2021). digital self-efficacy can be defined as an individual’s confidence in selecting technology tools according to their goals, as well as in organising, developing, and employing these tools. those with a high level of digital selfefficacy are aware of which technological tools should be used for which purposes, and they try to identify and solve these technological issues (aslan, 2021). to prepare for industrial revolution 4.0, university students need to increase their digital literacy (arjaya et al., 2023; saxena et al., 2018). a person with sufficient digital literacy abilities may examine and incorporate digital information into his accomplishments in addition to being proficient in using technology (le et al., 2022). technology in learning can be used as a driving force in achieving learning success (haleem et al., 2022). several factors, including socioeconomic status, cultural/ethnic background, gender, and disciplinary specialisation, can influence students’ ict use (scherer & siddiq, 2019). in addition, the nature and frequency of internet use by students vary according to their ages and socioeconomic status (acun, 2020; harris et al., 2017). also, age, educational background, gender, educational institution, and personal preferences can influence an individual’s digital literacy (karagul et al., 2021). typically, high levels of digital literacy are found primarily in urban areas due to the convenience of having ready access to necessary network infrastructure and facilities (rundel & salemink, 2021). conclusion the we-are model positively impacted preservice biology teachers’ digital literacy. the we-are model was proven effective to increase student activity and collaboration in constructing scientific knowledge, providing opportunities for students to develop digital literacy, help strengthen their biological concepts, and strengthen their reasoning power regarding everyday biological problems. further studies should determine the influence of the model on variables such as science process skills, problem-solving skills, creative thinking skills, metacognitive skills, and concept mastery, both in terms of academic ability and gender and multiethnic differences. acknowledgement this study was financially supported by the state university operational assistance funds, budget implementation list, iain ternate, the ministry of religious affairs, indonesia, under the study program basic research assistance scheme in 2022, with contract no: 121/ppk/2132.bei.003.004/05/2022. 42 amin et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 36-45 conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions a. m. amin: data curation; writing-original draft; methodology and analysis; writing ─ review and editing. f. karmila: analysis and review; writing ─ review and editing. z. a. laode: writing ─ review and editing. e. ermin: writing ─ review and editing. e. s. salimzyanova: writing ─ review and editing. m. a. ahmed: writing ─ review and editing. references abduh, m., & istiqomah, a. 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college of life sciences, kyung hee university, 26 kyungheedae-ro, dongdaemun-gu, seoul, south korea 1abdkadir@umm.ac.id; 2usya_bio@umm.ac.id; 3samsunhadi@umm.ac.id; 4nurdiyah.72@gmail.com; 5diani@umm.ac.id abstract: environmental attitude should be possessed by students as an effort to manage their relationship with environmental problems. however, there has never been any study on the environmental attitudes of prospective biology teachers in indonesia. this study aims to discover the environmental attitude of the prospective science teachers throughout indonesia. this cross-sectional survey study analyzes the aspects of gender, grade point average (gpa), college status, and study status which are positioned as the character of the respondent whose impact on the students’ environmental attitudes are analyzed in this study. the target population size of this study is 1300 people. thus, based on krejcie and morgan table, the minimum sample size with a confidence level of 95% and margin error of 5% is 1235 students. the data collection instrument used in this study is the environmental attitude inventory/eai questionnaire which has been validated by bilingual experts and transformed into an online questionnaire by means of google form. spss software was used to examine the data. the results indicate that there is no significant difference in ea scores based on gender, gpa factor, and university status background. the difference in ea scores is affected by whether or not students have taken courses related to the environment ownership. the researchers believe that it is critical to ensure that the course materials concerning environmental education are properly planned and implemented. courses should be supplemented with themes on environmental issues ranging from local to global scope. keywords: environmental attitude, environmental education, prospective biology teachers introduction environmental issues in indonesia are becoming more alarming (case et al., 2007; kurniawan & managi, 2018), and having negative impacts on people’s lives, and even neighboring countries (fadli et al., 2019). these environmental issues include deforestation (austin et al., 2019; islam et al., 2016; petrenko et al., 2016; tacconi et al., 2019), water pollution from household and industrial waste (belinawati et al., 2018; garg et al., 2018; luo et al., 2019), air pollution in urban areas, smoke and haze from forest and land fires (eof team, 2019; greenstone & fan, 2019; kusumaningtyas & aldrian, 2016; madsen, 2015; who, 2018), pollution by pesticides, soil pollution, and decreased soil fertility (hartemink, 2005; joko et al., 2017; leimona et al., 2015; luo et al., 2019; savci, 2012). environmental issues can be resolved or at least mitigated, by raising public awareness of the importance of environmental quality and preservation. environmentally friendly behavior will be manifested as the result of public awareness of environmental quality and sustainability (hendryx et al., 2013; hendryx & ahern, 2008). evidently, environmental issues are expected to decrease as environmental education *for correspondence: abdkadir@umm.ac.id article history: received: 08 october 2022 revised: 14 october 2022 accepted: 11 november 2022 published: 25 november 2022 10.22219/jpbi.v8i3.22855 © copyright rahardjanto et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:syahla.aini@unsil.ac.id mailto:egi.nuryadin@unsil.ac.id mailto:samsunhadi@umm.ac.id; mailto:diani@umm.ac.id; https://doi.org/10.22219/jpbi.v8i3.22855 https://doi.org/10.22219/jpbi.v8i3.22855 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 256 rahardjanto et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 255-264 spreads in various educational institutions ranging from high schools to universities, particularly as the number of institutions implementing pro-environmental programs tends to increase (olsson, 2018; schüßler et al., 2019; steg & vlek, 2009; szczytko et al., 2018; ulutas & köksalan, 2017). almost all countries have included environmental education materials in their curricula (afandi, 2013; hudson, 2001; sawitri, 2016). particularly in indonesia, the materials are included as local content in regular educational institutions or incorporated in the subject materials (adisendjaja & romlah, 2008; muhaimin, 2015; steele et al., 2015; sudjoko, 2014). learning innovation must be promoted in order to improve students’ environmental competence, knowledge, and environmental attitude (ea) (farwati et al., 2017). encouraging the implementation of ea is crucial to reduce the environmental impact and to move forward to a more sustainable future (bøhlerengen & wiium, 2022; shafiei & maleksaeidi, 2020; stegeman et al., 2020). college has an important role in training professionals who play an important role in protecting the environment in the future (heyl et al., 2013). environmental awareness is important to the study of pollution prevention and environmentally friendly attitudes (akkor & gündüz, 2018). college institutions must not forget its educational/formative purpose. in this context, to achieve changes in students, it is necessary to pay attention to how they are and how they interact with their environment (the area where the attitude process occurs). attitudes influence and guide us in our perceptions of reality; they are a personal synthesis that filters our perceptions, guides our thinking, and facilitates individual adaptation to context (ibáñez et al., 2020). efforts taken to improve student environmental attitudes imply a high level of urgency (dutt & kumari, 2016; yang et al., 2022) because they are all potential scientists, policy makers, consumers and future leaders. they will be responsible for providing solutions to various environmental problems that arise in the future (ozsoy et al., 2011). the prevailing environmental education is very important to produce citizens with good environmental attitude towards the future of earth (ajaps & mclellan, 2015). environmental attitudes are recognized as a prerequisite for changing environmental behavior. environmental attitudes are a major topic in the context of college institutions that play an important role in shaping students' views of the world (evert et al., 2021). in this regard, having knowledge of the environmental attitudes of young people enables an increase of their role in environmental education (muñoz-garcía et al., 2022). to effectively carry out their roles, educational institutions must first understand their primary stakeholders, namely college students (sousa et al., 2021). in this study, we propose to analyze the ea aspect of college students. we also intend to investigate whether the characteristics of student demographics influence these variables. correspondingly, individual eas, as well as knowledge of their academic background, are potential factors that can help overcoming these environmental challenges (arshad et al., 2020). researches on ea are mostly done abroad. several previous studies have discovered that education is significantly and positively correlated with various pro-environmental attitudes (harring et al., 2020). in some cases, it can be illustrated by this example. a study with students as the subjects in pakistan indicates high levels of environmental attitudes only for two groups, namely physics and biology, attitudes and behavior. the influence of environmental attitude is significantly negative (arshad et al., 2020). a study with sultan qaboos students as subjects indicates that the students generally have a positive attitude toward the issues raised, with female students being more positive than men. results of the study show that students’ attitude towards environmental issues does not seem to be influenced by the faculty they study in, except in terms of energy, where there is a significant difference between the attitudes of students from the faculty of education and the faculty of agriculture, the former showed a more positive attitude than the latter (al-rabaani & al-mekhlaf, 2009). meanwhile, the research was conducted to discover the attitude of hatay mustafa kemal university students in turkey toward environmental problems in local or national scale as well as the influence of education status and gender. the results indicate that the level of awareness is found to be higher than the level of attitude in students. yet, gender is not found to be an effective parameter on environmental attitudes (bozdogan et al., 2016). ea among undergraduate students is studied at a south african university. according to the findings, the students’ environmental attitudes are more inclined to utilization, which is an anti-environmental factor, than to environmental conservation factors. furthermore, demographic factors such as gender and ethnicity are significantly and positively associated with student’s ea but most of the time, stereotypically associated too. these results are practical implications to adapt environment-based interventions which aim to promote pro-environmental attitude among students. however, the results also raise concerns about the cross-cultural validity and efficacy of some measurement instruments related to ea and environmental organizations, indicating a need to develop culturally sensitive ea measures, as well as environmental organizations with a greater emphasis on social justice and indigenous knowledge systems (evert et al., 2021). based on the preceding studies, we conclude that a study focusing on prospective teachers is still uncommon, particularly in indonesia (overall). it is possible that there has been a lot of studies on prospective biology teachers, but it has been done on a single campus/college scale which does not describe the overall ea of biology teacher candidates in indonesia. the environmental attitude in this study consists of two aspects, namely the dimension of conservation 257 rahardjanto et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 255-264 and the dimension of utilization. the preservation dimension prioritizes the preservation of nature and the diversity of natural species in their natural (original) state, protecting them from human use and change. the utilization dimension expresses the belief that it is right, appropriate, and necessary for nature and all natural phenomena and species to be used and transformed for human purposes. therefore, preservation will predict ecological behavior, whereas utilization will predict economic liberalism, which represents aspects of the dominant social paradigm (milfont & duckitt, 2006, 2010). this study will contribute on the real illustration of ea for biology education students in indonesia. this study will be the first and holistic data that can serve as a reference and baseline study for other researchers, in which it can be connected with psychological aspects. this research will also be the basis for policy makers in schools and universities in implementing various environmental education programs. according to dhenge et al (2022), ea is an important component in environmental protection psychology. this study tries to determine the environmental attitudes of prospective biology teachers throughout indonesia. this study will review it from the aspects of gender, grade point average (gpa), college status, and study status. method research design and participants this cross-sectional survey study aims to collect data about indonesian students' attitudes toward environment. data collection process was carried out since june to august 2022. the target respondents were students major in education, specifically in biology field of study from various institutions in indonesia. gender, grade point average (ipk), college status, and study status were established as respondent characteristics whose impacts on students' environmental attitudes are examined in this study. target population size of this survey is 1300 people. hence, based on the table of krejcie and morgan, the minimum sample size with a confidence level of 95% and margin error of 5% is 1235 students. the inclusion criteria for respondents in this study are prospective biology teacher students from indonesian universities, indonesian citizens who are still enrolled as students and willing to voluntarily participate as research respondents. they are students who major in biology education of the faculty of teacher training and education, the college of education, and the faculty of mathematics and natural sciences. the exclusion criteria in this study, on the other hand, are postgraduate students, students who do not major in education study programs, students who have dropped out, and students who do not provide complete information on the characteristics of respondents. instrument and data collection procedure the instrument of data collection used in this study is environmental attitude inventory/eai questionnaire (ajdukovic et al., 2019; almenhali et al., 2018; milfont & duckitt, 2010) which has been validated by bilingual experts. the questionnaire consists of 12 items that use 5-point of likert scale, ranging from unimportant (score 1) to extremely important (score 5). during the data collection process, the covid19 outbreak was still affecting indonesia. additionally, the target respondents are also very large and diverse. in light of these circumstances, the survey process was completed online. therefore, the 12items of environmental attitude inventory questionnaire were transformed into online questionnaire by means of google form. data processing and analysis before analyzing process, the survey data was downloaded into a comma separated value (csv) format, checked, and labeled using microsoft excel. after the data has been checked and labeled, analyzing process was conducted using the spss software. data of the respondents’ characteristics were analyzed using frequency and percentage. mean and standard deviation scores were calculated in each item. the mann-whitney u test was used to compare two groups of students, while the kruskal-wallis h test was used to compare more than two groups. in this study, the alpha value was set at 5%. results and discussion table 1 provides information on the demographic distribution of respondents of the study. the data result of this study has been tested for the normality of distribution through two tests, namely kolmogorovsmirnov and shapiro-wilk tests. the data is deemed to be normally distributed if the obtained p-value (value in column sig.) is above 0.05. unfortunately, based on the analysis results, the majority of the data are not normally distributed. thus, non-parametric analysis is conducted (hoermann et al., 2020; sainani, 2012; vickers, 2005; wadgave & ravindra khairnar, 2019). 258 rahardjanto et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 255-264 table 1. distribution of respondents’ demographics group frequency percentage (%) gender male 177 13.97 female 1090 86.03 gpa less than 3 52 4.10 3 to 3.5 552 43.57 3.6 to 4.0 663 52.33 college status public university (ptn) 765 60.38 private university (pts) 502 39.62 study status have taken the course 1011 79.79 have not taken the course 256 20.21 the average scores of students’ responses for each ea item are elucidated in table 2. table 2. average student answer scores in each ea item item mean sd i really adore visiting countryside, especially those with farms or forests. 4.04 1.11 government must control the level of use of raw materials and ensure their long-term availability. 4.26 1.04 i want to participate actively in environmental groups. 3.85 1.09 one of the most important reasons for keeping lakes and rivers (waters) clean is to provide the community a place to enjoy water sports. 3.75 1.15 no environmental issues can be resolved by modern science. 2.48 1.27 humans frequently abuse the environment. 3.97 1.16 a wild and natural garden is preferable to one that is neat and orderly (cultivated/manipulated by humans). 3.17 1.23 i try to conserve natural resources as much as possible. 3.98 1.04 i do not believe that humans were created or evolved with the intent of dominating the nature. 2.99 1.17 it is more important to protect the environment than to protect people's jobs. 3.42 1.05 it breaks my heart to see forests being cut down or cleared for agriculture. 4.02 1.13 families should be encouraged to having two or fewer children. 3.30 1.17 the mann-whitney u test is also used to determine the effect of gender, college status, and study status on ea. the kruskal-wallis test, on the other hand, is used to determine the effect of gpa on ea. table 3 presents a summary of the findings from the four variable analyses. table 3. the difference in the mean eai scores for each group of students group average sd p-value gender male 43.60 9.00 0.511 female 43.19 8.27 gpa less than 3 41.60 11.10 0.512 3 to 3.5 43.03 8.68 3.6 to 4.0 43.56 7.85 college status public university (ptn) 43.56 8.01 0.451 private university (pts) 42.79 8.89 study status have taken the course 43.58 8.01 0.011 have not taken the course 41.93 9.58 according to table 3, the ea score of male students and female students is not significantly different. the results of this study are in line with bord and o’connor (1997) that there is no consensus on the reasons of gender differences related to ea. considering that gender roles have no effect, men and women have equal status and roles in environmental protection; thus, dhenge et al (2022) asserted that continuous assistance is required to effectively understand gender roles in environmental protection. consequently, social media campaigns, government policies, and the involvement of groups such as scientists, extension officers, research organizations, various training programs, students, and universities in environmental protection movements and awareness campaigns are all needed. 259 rahardjanto et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 255-264 the results of this study is different from the meta-analysis results conducted by gökmen (2021) in the period of publication of 2009–2019 that gender variable affects ea, in which it indicates that women are at a low level. the results by gökmen (2021) are in line with vicente-molina et al (2018) that the elasticity values are generally higher for men; thus, men tend to be more sensitive to programs that try to change their behavior. nevertheless, this study is in line with the given recommendation that environmental education from an early age is required. environmental education is an education that focuses on the environment as the main axis in its discussion. developing a caring and respectful attitude toward environment is one of the objectives of environmental education for young children (ardoin & bowers, 2020; djoehaeni et al., 2018; hermawan et al., 2022; santos-pastor et al., 2022; vicente-molina et al., 2018). if character and attitudes are formed early, then as they get older, they will become accustomed to protecting and respecting the environment. through this habituation, providing children with the proper environmental education will have a positive impact on their life and the environment in the future (safira, 2020). departing from table 3, students who have gpa less than 3, 3 to 3.5, and above 3.5 also have ea scores that are not significantly different. gpa is related to students’ cognitive abilities. in practical terms, these results differ from the conclusions of other studies. this may be something unique in indonesia. vicentemolina et al (2013) underlined that knowledge (objective and subjective) clearly influences proenvironmental behavior. by observing the findings of langenbach et al (2020), individual differences in main cognitive control components moderate how attitudes and environmental behavior interact. baierl et al (2021) also propose that one of the aspects affecting cognitive performance and environmental awareness is preservation. yet, zheng et al (2018) delivered a different perception that cognition can be defined as an individual’s unpublished/shown intrinsic behavior towards various affairs in the environment, as a persistent and consistent behavioral tendency towards cognition and preferences towards environment. table 3 also reveals that there is no significant difference in ea scores between ptn (public) and pts (private) students’ mean scores. ea is not affected by college status both public and private. this is in line with statement by vicente-molina et al (2013) that educational background or institution is not a relevant variable with ea. this is natural since students in higher education are adults, where according to eilam and trop (2012), among adults, the strategies required to influence attitudes differ from those required to influence behavior. according to le hebel et al (2014), students can consider the diversity of people’s perspectives on the environment and position themselves within this diversity of attitudes. they can recognize that people can support environmental issues for a variety of reasons, regardless of their background. additionally, by observing the table 3, it is known that the group of students who have taken environmental-related courses have a significantly higher ea score than the group of students who have not taken environmental-related courses (p = 0.011). this is in line with the purpose and spirit of implementing environmental education, one of which is developing ea for students (pettus, 1976). environmental education is clearly positively correlated with ea (liu et al., 2018). boeve-de pauw and van petegem (2010) asserted that environmental education in universities has been found to have a correlation with ea, with students who major in biology having higher environmental concerns. thus, muñoz-garcía et al (2022) recommended that environmental education in the university (in the context of transformative education) needs to be encouraged in order to support students in adopting a more pro-environmental attitude so as to develop environmental awareness and concern. peer learning is a pattern that can be used to enable them to be present through conversation and cooperation, promoting a sense of connectedness to nature and enthusiasm to take part in group activities. therefore, according to sadik and sadik (2014), environmental education course material should be enhanced in a way that connects to global issues. furthermore, activities with the potential to influence environmental attitudes and behavior (practical and interrelated activities based on the natural environment, projects, work groups, discussions, case studies, audio and visual simulations, and brainstorming) must involve not only theoretical knowledge but also practical knowledge. conclusion this study of cross-sectional survey shows that ea score based on gender is not significantly different for prospective biology teacher students in indonesia. the researchers also discover that gpa factor does not affect the ea score of students. additionally, there appears to be no significant difference in ea scores based on higher education status (ptn/public and pts/private). the difference in ea scores is affected by whether or not students have taken environmental courses. the ea score is significantly higher in the students who have taken environmental-related courses than in the students who have not done so. hence, as a recommendation, it is necessary to ensure that environmental education course materials are properly planned and implemented. environmental courses should be enhanced with the theme of environmental issues ranging from local to global scope. furthermore, ea implementation activities must involve more than just theoretical knowledge and must reach a practical level. 260 rahardjanto et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 255-264 acknowledgment we would like to express our gratitude to the dean of the faculty of teacher training and education (ftte), universitas muhammadiyah malang who has supported this research activity in the form of ftte-umm with block-grant funding, with contract number of e.2.e/439/fkip-umm/vii/2022. we also would like to express our gratitude to the lecturers and head of the department of biology education throughout indonesia who are members of the indonesian biology education consortium and the prospective biology teacher students who have assisted the survey process. conflicts of interest the author states that there are no problems in the process of 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(2023). developing system thinking skills through project-based learning loaded with education for sustainable development. jpbi (jurnal pendidikan biologi indonesia), 9(1), 62-73. https://doi.org/10.22219/jpbi.v9i 1.24261 https://doi.org/10.22219/jpbi.v9i1.24261 https://doi.org/10.22219/jpbi.v9i1.24261 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 63 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 (sustainable development goals), one of which is in point 4 regarding quality education. the target is to ensure that all students acquire the knowledge and skills needed to promote sustainable development and this is also understood to be an important means of achieving the other 16 sdgs (leicht et al., 2018). systems thinking is one of the main competencies for building a transition strategy towards sustainability (tarrant & thiele, 2016). considering environmental problems/issues by focusing on the ecological dimension of a complex system is not enough to promote an understanding of sustainable development, it is also necessary to consider the sociocultural and economic dimensions. to encourage an understanding of these dimensions and their interactions, it is necessary to teach an understanding of systems thinking in schools (riess & mischo, 2010). this is in line with the role of esd which is based on three pillars namely social, environmental and economic which are very important in changing the general perception and attitude of people (tristananda, 2018). in indonesia, there is a lack of research on systems thinking skills. the few studies on esd focus on developing systems thinking skills (ateskan & lane, 2018; connel et al., 2012; remington-doucette et al., 2013; wiek et al., 2011) and no study has examined systems thinking with esd-laden project-based learning. students with systems thinking skills can think about the system as a whole by knowing and understanding the elements in the system and the relationships between these elements, as well as adapting knowledge about the system to solve problems or improve system functions (arnold & wade, 2017). systems thinking is the ability to analyse complex systems across different domains (society, environment, economy, etc.) and scales (local to global) (wiek et al., 2011). assaraf and orion (2005) proposed a system thinking hierarchical (sth) model including the ability to: (1) identify system components and processes; (2) identify the relationship between separate components and the ability to identify dynamic relationships between system components; (3) understand the nature of the system cycle and arrange the components and place them in a network of relationships, and make generalisations; (4) understand the hidden components of the system and the evolution of the system in time (predictions and retrospectives). liu and hmelo-silver (2009) describe systems thinking in terms of structure, behaviour and function (sbf), with the structure representing the system components and the relationships between systems. behaviour represents the dynamic interaction between the system components and mechanisms and functions represent the essence of the system and its components. this sbf model is refined into a conceptual representation of components-mechanisms-phenomena (cmp)14 that supports students to think about the components (c) of a particular phenomenon (p) and how they interact to produce a specific mechanism (m) (hmelo-silver et al., 2017). several studies have explored the systems thinking skills in primary and secondary schools, even in preschoolers (assaraf & orion, 2005, 2010; feriver et al., 2019; keynan et al., 2014; raved & yarden, 2014; shepardson et al., 2014), uncovering the many difficulties students of all ages face when dealing with complex systems. for example, difficulty understanding the various system levels and making connections between them (keynan et al., 2014), as well as difficulties in managing components and processes within the system framework. this can happen because of the limitations of previous educational experiences, where things that are taught to students are presented as separate components rather than as a system (shepardson et al., 2014). according to raved (2014), developing learning requires a more significant and explicit emphasis on the relationship between various organisational levels in the system (raved & yarden, 2014). sadira (2021) reported that experiencebased learning did not significantly affect the students’ systems thinking skills and concluded that further research is needed that can develop students' systems thinking skills with an approach that motivates students more in learning to develop these competencies. therefore, other efforts are needed to introduce and train systems thinking skills in schools with different learning approaches. furthermore, the system thinking skills indicator used in this study is based on the study conducted by semiz and texoz (2019) which determines systems thinking skills in the context of esd and science education to develop systems thinking skills of science teacher candidates. the present study evaluated systems thinking skills at a different level, namely of 35 high school students using a project-based learning approach with esd content on environmental change. learning tools in the form of projectbased lesson plans and worksheets with esd content that equip students with systems thinking skills were prepared by the researchers to study a natural system, its components and the interrelationships between them. water, air and soil pollution problems were studied based on the three pillars of esd (environment, economic and social) to find a sustainable solution and the students were required to design a poster as a media appeal to protect the environment. method this study used a quantitative approach and open-ended questions were designed to evaluate students' systems thinking skills. the study involved 35 class x mipa students at telkom high school in bandung regency in august-september 2022 selected by non-random sampling. the one-group pretest 64 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 posttest design adopted is shown in table 1 (fraenkel et al., 2012). esd-laden project-based learning was designed by the researchers and is outlined in table 2. table 1. research design group pretest treatment posttest class x mipa 1 o1 x o2 description: o1 = pretest (before learning) x1 = esd project-based learning o2 = posttest (after learning) table 2. pjbl syntax and its relation to esd and systems thinking strategies pjbl syntax systems thinking strategy esd charge set the project theme students are invited to think about systems by starting with giving problems or questions that must be explained from various perspectives; the students were given a picture of environmental pollution and assisted with guiding questions the problem of water/air/soil pollution is not only seen from an environmental perspective but also from a social and economic perspective at the beginning of the lesson, the teacher briefly explains esd and sdgs related to the material to be studied i.e., environmental change syntax sets the learning context students in groups determine the steps for completion and develop a work programme guided by a project-based lks that equips systems thinking skills activity plan syntax students make some decisions about projects, communicate them and express their ideas. they also plan project activities and prepare tools and materials for measurement, including exploring interview questions. process activity syntax students are involved in a collaborative inquiry process in small groups to solve problems by identifying variables, finding resources and applying information. students are invited to think about systems by analysing the components that exist in the observed system, how the relationship between these components and how a change in the system occurs as a result of the interaction between these components students analyze from various social, economic and environmental perspectives, as well as composting and planting trees to practice other system thinking skills students observe human and non-human activities around natural systems and analyse their relationships/interactions between aspects of sustainability (environmental, social, economic) the syntax of implementi ng an activity to complete a project students present their results to their class and design posters to outline their system thinking and present the messages related to sustainable development reflection on learning by looking at a problem from various aspects of sustainability the indicators of students' systems thinking skills were based on the study by semiz and texoz (2019). the material used was environmental change material in kd 3.11, namely analysing environmental 65 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 change data and the impact of these changes on life and kd 4.11 by making product designs for recycling waste and efforts to preserve the environment. the environmental material was limited to water, air and soil pollution and an explanation of the system thinking indicators and their relationship to environmental pollution problems and their implementation in learning units is shown in table 3. this was used as a reference for researchers in developing project-based learning with esd content that can train systems thinking skills. the student answers were scored based on the rubric according to semiz and teksoz (2019) as shown in table 4. table 3. system thinking indicator and its relation to environmental pollution problems and their implementation in learning units system thinking indicator meaning in relation to environmental pollution problems, for example, water pollution implementation in learning units identify the meaning and aspects of sustainability (sts1) ability to identify biotic (non-aquatic biota and aquatic biota) and abiotic components, and processes such as energy flow and biogeochemical cycles the understanding that nature as a system is composed of components with various processes/interactions between components for example, students understand that environmental pollution results from an imbalance of the system components and the processes/interactions, as well as affect other aspects an example of understanding that polluted rivers can directly affect water quality, that also affect other aspects of sustainability at the beginning of the lesson, the teacher briefly explains esd, sdgs and systems thinking related to environmental change students experience a real sense of being a system component through direct observation in a natural system (a polluted river/factory/environment), observing system components and their interactions, measuring water/air/soil quality. students are assisted with guiding questions in the lks seeing nature as a system (sts-2) identify system components (sts3) analysing the linkages between aspects of sustainability (sts4) recognising hidden dimensions in a system (sts-5) understanding the transformation of matter in river systems involves identifying dynamic relationships within river systems such as human influences on river water through pollution by fertilisers and pesticides students are assisted with guiding questions in the lks, for example: "what is the effect of human activities on plantations or agriculture through the use of fertilizers and pesticides on river water?" acknowledge own responsibility within the system (sts-6) the understanding that humans are part of a living system so that they can make connections between problems/issues and their personal lives for example, by observing the river system, making compost and planting trees, the hope is to raise students' awareness of their roles and responsibilities towards the environment, fostering students’ systems thinking skills students carry out sustainable activities such as sorting organic and inorganic waste, making compost and planting trees and then assisted with guiding questions in the lks “what are the important learning moments from planting trees and making compost?” adapting systems thinking perspective to personal life (sts-12) consider the relationship between past, present and future actions (sts-7) students analyse the impact of water pollution on the surrounding environment, is there a relationship between current conditions and past activities that will impact the future students conduct interviews to evaluate the environmental impact, acquiring information about environmental conditions in the area from the past, present and future recognising system cycle properties (sts-8) an understanding of the cyclical nature of systems includes the idea that we live in a world of systems cycles students perform sustainable activities such as sorting organic and inorganic waste, making compost and planting trees to understand the cyclical nature of the system 66 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 system thinking indicator meaning in relation to environmental pollution problems, for example, water pollution implementation in learning units students are assisted with guiding questions in the lks ”what is the relationship between these activities and natural cycles? try to explain!” develop empathy (sts-9) developing empathy with nonhumans (sts-10) develop a sense of place (sts-11) by studying environmental changes (water pollution), students are expected to develop empathy and build multiple dimensions or some meanings of rivers students directly observe a natural system, human and nonhuman activities around the river and their interactions by paying attention to various aspects both from economic, environmental and socio-cultural aspects table 4. rubric for assessing systems thinking skills (semiz & teksoz, 2019) systems thinking skills (sts) pre-aware (0) emerging (1) developing (2) mastery (3) sts-1 identify the meaning & aspects of sustainability students do not refer to one aspect of sustainability refers to one aspect of sustainability refers to two aspects of sustainability refers to more than two aspects of sustainability sts-2 seeing nature as a system students do not see a particular realm as a system view nature as a system and consider it an integral ecological aspect and describe the human-nature relationship from a mechanistic perspective seeing nature as a system that considers two integral ecological aspects and describes the human-nature relationship holistically seeing nature as a system that considers most aspects of integral ecology and describes the human-nature relationship in a holistic manner sts-3 identify system components students cannot identify the system components identify one or two system components identify some of the system components identify some of the components of the system clearly sts-4 analyse the interconnections between sustainability aspects students cannot analyse the interconnections between aspects of sustainability analysing interconnections by considering one aspect of sustainability analyse the interconnection by considering two aspects of sustainability analyse interconnections between system components by considering all aspects of sustainability sts-5 recognise hidden dimensions students cannot identify hidden dimensions identifying one hidden dimension in a system identify some hidden dimensions and make a connection to the problem in a simple way identify some of the hidden dimensions by linking them to the problem sts-6 recognise selfresponsibility within the system students do not make the connection between problems/issues to their personal lives make a connection between the problem/issue to their personal life make some connection between the problem/issue to their personal life make lots of connections between problems/issues to their personal lives sts-7 remembering the relationship students cannot make connections between past, students try to make connections students try to make connections between past, students make connections between past, 67 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 systems thinking skills (sts) pre-aware (0) emerging (1) developing (2) mastery (3) between past, present and future present and future between past, present and future present and future. most consider two timeframes (eg past and present) present and future sts-8 recognise the cyclical nature of the system there is no explanation of the cyclic nature of the system students try to recognise the cyclical nature of the system students try to recognise the cyclical nature of the system in a simple way students recognise the cyclical nature of the system by giving examples (eg., natural cycles) sts-9 develop empathy with others students cannot develop empathy with other people students try to develop empathy with others trying to develop empathy with others but they explain their needs or reasons able to develop empathy with others by explaining their reasons or needs behind their actions without blaming sts-10 develop empathy with non-humans students cannot make a relationship between themselves and non-humans students try to make connections with nonhumans students try to express their relationship with non-humans in a simple way students express relationships with non-humans and all of nature sts-11 develops a sense of place students cannot construct any dimensions represents the place dimension as a single dimension try to build a multidimensional sense of place, representing places as two-dimensional connects many dimensions, a holistic sense of place, connect multiple meanings of place (biophysic, social, cultural, political) sts-12 adapting systems thinking to their life students are unable to adapt systems thinking to their lives students try to adapt the perspective of systems thinking to their lives with simple actions students begin to adapt systems thinking to their lives by taking small steps students adapt systems thinking to their lives by taking transformative actions the data were analysed by calculating the magnitude of the increase before and after learning using the normalised gain formula developed by hake (sundayana, 2014) that presented in formula (1). furthermore, after the normalized gain value (g) was obtained, it was interpreted as shown in table 5. normalized gain (g) = score posttest−score pretest score ideal−score pretest formula (1) table 5. interpretation of normalized gain (g) normalized gain value interpretation -1,00 ≤ g < 0,00 decrease occurred g = 0,00 no increase 0,00 < g < 0,30 low 0,30 ≤ g < 0,70 medium 0,70 ≤ g ≤ 1,00 high results and discussion the data in the form of student answers were scored according to the rubric developed by semiz and texoz (2019) and are shown in table 6. the average n-gain score was 0.64 and was categorised as 68 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 moderate indicating that students' systems thinking skills moderately developed after carrying out esdladen project-based learning. the main objective of this research was to explore how to develop students' systems thinking skills through esd-laden project-based learning. since esd-laden projectbased learning was designed by researchers to develop students' systems thinking skills at school, the system thinking skills were measured twice, namely before and after learning. the results show that most students improved their emerging, developing and mastery skills. according to the analysis of the pretest and posttest, students' systems thinking skills at the beginning and end of learning are shown in figure 1. table 6. descriptive statistics of gain index scores class n �̅� pretest �̅� posttest �̅� n-gain criteria x mipa 1 35 0,69 1,90 0,64 moderate (a) (b) figure 1. levels of students' systems thinking skills at the pretest (a) and posttest (b) the pretest results show that most students are at the pre-conscious level, that is, their systems thinking skills at the beginning before learning are still relatively low. this low competence can be influenced by students' lack of environmental awareness thus affecting their way of thinking. roslan et al (2021) stated that certain personality traits can increase systems thinking and promote students' abilities to solve 0 5 10 15 20 25 30 35 sts-1 sts-2 sts-3 sts-4 sts-5 sts-6 sts-7 sts-8 sts-9 sts-10 sts-11 sts-12 3 (mastery) 2 (developing) 1 (emerging) 0 (pre-aware) 0 5 10 15 20 25 sts-1 sts-2 sts-3 sts-4 sts-5 sts-6 sts-7 sts-8 sts-9 sts-10 sts-11 sts-12 3 (mastery) 2 (developing) 1 (emerging) 0 (pre-aware) 69 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 complex problems because personality traits are developed based on the student's environment, culture and socioeconomic background. regarding the ability to see nature as a system (sts-2), no students were at the pre-conscious level but have reached the emerging–developing level, indicating that they already view certain nature as a system but view their relationship with nature mechanistically. this paradigm views the relationship between humans and the natural environment separately (akib, 2014). for example, students consider that trees are important for life, such as providing oxygen but do not recognise that there is a connection between themselves and the tree whereby the role of humans is to maintain sustainability for the sake of the sustainability of the living system. this is one of the main reasons for the difficulty in realising sustainable and environmentally friendly community development and has given rise to exploitative attitudes and behaviour towards nature. furthermore, some students are also at the level of mastery (the highest level) to develop a sense of place (sts-11), empathy with non-humans (sts-10) and other people (sts-9), as well as identify system components (sts-3). this shows that some students feel a connection with the places they observe as well as with other living things around them so they can develop empathy. regarding the posttest results, most sma students increased their systems thinking skills to emerging, developing and mastery levels. the highest level (mastery) was mostly achieved by students to see nature as a system (sts-2), identify the meaning and aspects of sustainability (sts-1), identify system components (sts-3), analyse the linkages between aspects of sustainability (sts-4), and develop empathy with non-humans (sts-10). the other skills of the average student are at the emergentdeveloping level with few students achieving the mastery level. this is in line with the research by semiz and texoz (2019) that sts-1, sts-2, sts-3, and sts-4 are the lowest-order skills that are easiest for students to develop. this suggests that the present esd-laden project-based learning is relatively effective in developing these skills, as students were trained to develop their system thinking skills by making direct observations of natural systems and they felt they were part of the system. according to keynan et al. (2014), learning about the system by directly interacting with it has advantages such as contextual learning in a complex real-world environment, is relevant and meaningful for students, and triggers a phase of student processing and reflection where new conceptualisations can develop. this study also found several abilities that were difficult for students to master, including skills in understanding the nature of the system cycle (sts-8), adapting systems thinking to their life (sts-12), acknowledging one's responsibility in the system (sts-6) and recognise hidden dimensions in the system (sts-5). this is in line with semiz and texoz's (2019) research, that sts-12 skills are difficult for students to master. to develop the ability to understand the cyclical nature of the system (sts-8), students performed sustainability activities such as sorting organic and inorganic waste, making compost and planting trees. it is hoped that students understand that by changing their actions (to be pro-environmental), this will affect the system to become cyclical or sustainable (semiz & teksoz, 2019). regarding this sts-8 ability, the average student is at the developing level, and a few students are at the mastery level, some are even still at the pre-conscious level. students understand the system cycle with a simple example by looking at the process of making compost from organic waste and that recycling occurs naturally by natural systems but have difficulties giving examples of natural cycles. students may find it difficult to elaborate on their knowledge of biogeochemical cycles to the exemplary practice of sustainable activities associated with natural system cycles, possibly because of the limitations of previous educational experiences, where things that they were taught were presented as separate components rather than as a system (shepardson et al., 2014). thus, sts-8, sts-12, sts-6 and sts-5 systems skills are difficult for high school students to master, with sts-5 being the most difficult skill to develop. this is because after learning (posttest), most students are at the pre-conscious level for sts-5, the skill of recognising hidden dimensions in a system. this is different from the results of semiz and texoz (2019) that the most difficult skill to develop is adapting systems thinking to personal life (sts-12) (orgill et al., 2019). the output of esd-laden project-based learning in this study was posters as a media call for protecting the environment. it was hoped that with the knowledge that they acquired from the various project activities, they would be able to view the problem from different perspectives. this encourages students to pay more attention to the impact of the activities performed, thus, taking more responsible actions and finding sustainable solutions. an example of a student poster is shown in figure 2. the student posters do not describe sustainability in economic and social aspects, with the students only focusing on one aspect of sustainability, namely the environment. however, the students were aware of themselves as part of a system and that their actions will affect the system around them, for example, public consumption produces a lot of waste, as well as the construction of factories and the use of motorised vehicles which contribute to pollution and affect the surrounding natural systems. the students realised that they have personal roles and responsibilities in a system, therefore can determine what simple actions will be taken for sustainability. innovation is still needed in the esd-laden project-based learning model to train students’ system 70 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 thinking skills, such as incorporating activities to introduce sustainable living. one example is using digital technology such as the internet, online applications or platforms as a means to facilitate student learning. digital technology is a positive approach in education for sustainability (kuntsman & rattle, 2019). mobile digital devices as a new portable pedagogical tool have the potential to transform classrooms and enable new ways for students to connect to outdoor environments, empowering their access to different forms of knowledge and experience and enabling location-based learning (lock & seele, 2017; hesselberth, 2018). in addition, online platforms can also be used to test student knowledge, for example with online sustainability literacy tests (kuntsman & rattle, 2019). figure 2. an example of a student poster about air pollution in this study, a website was also used to see the level of air pollution in an area, and students were allowed to find as many sources of information as possible on the internet. however, researchers feel the need to find alternative project activities so that students can connect knowledge from observing the system outside the classroom by exploring understanding through sustainability literacy tests by choosing problems that are close to the real world. this can trigger thought processing and reflection on the experiences gained by students. in addition, learning that instils creativity innovation and entrepreneurship into the classroom convention space can also help the successful implementation of education for sustainable development, whereby students are actively engaged in learning and are choice and change makers (o’brien & howard, 2016). this study has some limitations. it involved class x high school students and was limited to one month. students still need adjustments in carrying out project-based learning from the previous transition of online learning for 2 years due to the covid-19 pandemic. the teacher must also master the projectbased learning syntax for effective learning, so blended learning should be used to further optimise the acquisition of systems thinking skills. this research was also carried out in one class without using a control class as a comparison. it is important to hone students’ ability to examine a problem that exists in the surrounding environment, both in the economic, social and environmental fields, so teachers should include examples of cases that are close to the real world from three aspects (social, economic, environmental) to enrich student literacy in terms of sustainable development. it is hoped that students will be able to combine knowledge from the environmental, economic and social domains and put it into practice later in everyday life. other activities should be included to encourage student creativity and the impact is directly felt by students economically (building entrepreneurship), for example, recycling waste into something useful and worth selling. the guide questions could be more detailed, clear and comprehensive to reveal students’ system thinking abilities. this study was also limited by the data obtained in the form of student’s written responses. furthermore, the measurement tools used to evaluate system thinking skills could be expanded using questionnaires, concept maps, scenario-based assessment tools (grohs et al., 2018) or with some of the assessment tools such as formative 71 ekselsa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 62-73 assessment, self-assessment and metacognition, summative assessment modules and system thinking essays (gilbert et al., 2019). further research can be conducted on students with different levels and materials. conclusion esd-laden project-based learning of environmental change can moderately develop high school students’ system thinking skills. based on the study findings, it is recommended that teachers use and understand the pjbl syntax as well as the tested lesson plans and worksheets to develop students’ systems thinking abilities. further research is required of students at different stages and to look for hierarchies among the twelve indicators of systems thinking skills. specific measurement tools also need to be developed to evaluate system thinking skills such as concept maps and sustainability literacy tests. acknowledgement the researchers express appreciation to the department of biology education, faculty of mathematics and science education, universitas pendidikan indonesia, as well as to the principal of sma telkom bandung-west java for allowing the study to be conducted. special thanks to the supervisors, teachers and students for their contributions to this research. conflicts of interest no potential conflict of interest was reported by the authors. author contributions r. a. ekselsa: methodology; 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e-module; ethno-taxonomy; students’ scientific literacy introduction many research results report that the scientific literacy level of indonesian students is still not satisfactory (ahied et al., 2020; suryawati et al., 2018). it is indicated that this will have an impact on the nation's competitiveness if it is not resolved immediately (mcfarlane, 2013; turiman et al., 2012). furthermore, many efforts have been made by educators and researchers in indonesia to increase students' scientific literacy levels (febriasari & supriatna, 2017; hudha et al., 2017; kusumaningrum, 2018; nofiana & julianto, 2018; suwono, 2016). the results of the pisa survey show that from 2012 to 2018, the literacy scores of indonesian students have increased closer to the average scientific literacy score (oecd score average) (oecd, 2012, 2018, 2019). however, as a whole, continuous and consistent efforts are needed to improve the quality of students' scientific literacy (awwad, 2013; serrat et al., 2014). the four components of scientific literacy as measured by pisa are indicated to be the basis for the quality of human development (virtič, 2022), so that literacy development is something that needs to be carried out on an ongoing basis. several studies report that scientific literacy is influenced by various factors, one of which is the selection of learning resources (aiman et al., 2020; bahri et al., 2020; saribas, 2015; sholahuddin et al., 2021). in the science learning process, teachers and students need learning resources as teaching materials in the learning process (leasa et al., 2021; viro et al., 2020). modules are one of the teaching materials that can be used to create interesting and fun learning (halim et al., 2021; serrat et al., 2014). modules can be used as main or supporting teaching materials to complement the deficiencies of commonly used teaching materials (rosli et al., 2015). in the latest technological developments, modules are not only written in printed form but also developed in electronic form (e-modules). in general, the development of e-modules places more emphasis on ease of access which is expected to increase the scientific literacy of its users (budiarti et al., 2016; serevina et al., 2018). *for correspondence: arisunandar@unmuhpnk.ac.id article history: received: 26 december 2022 revised: 3 july 2023 accepted: 23 july 2023 published: 23 july 2023 10.24057/jpbi.v9i2.24057 © copyright munawaroh et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: munawaroh, s., sunandar, a., & qurbaniah, m. (2023). developing e-modules based on scientific literacy in bamboo etnho-taxonomy. jpbi (jurnal pendidikan biologi indonesia), 9(2), 167178. https://doi.org/10.22219/jpbi. v9i2.24057 t e c h n o about:blank 168 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 research on the development of e-modules in the field of science so far has a lot of monodisciplinary material or contexts and is still at a general level, not yet at a contextual level (astra et al., 2020; baeng et al., 2022; rochsun & agustin, 2020). in fact, the contextualization of material and concepts is also a form of scientific literacy (pursitasari et al., 2019; yuliana et al., 2021). contextualization of material with phenomena in everyday life, according to many researchers, is also an effective effort in increasing students' scientific literacy (anstey, 2017; tawfik, 2017). as a country with high biodiversity (kusmana & hikmat, 2015), studies related to the diversity of living things in indonesia are very important to do. furthermore, this diversity issue can also be used as a learning resource for science learning such as taxonomy, utilization, to issues related to culture and ethnicity (ethnoscience) (parmin et al., 2016; sholahuddin et al., 2021; yuliana et al., 2021). on the other hand, indonesia is also known as a high producer of bamboo products (shah et al., 2021; sharma et al., 2018). this cannot be separated from the large population of bamboo in indonesia. for indonesian people, bamboo is very close to their daily lives (abdullah et al., 2017; utami & pradnyawathi, 2017). however, studies related to the ethnotaxonomy of bamboo in indonesia are still limited, especially those used in learning (hirota & tsuji, 2021; sujarwo, 2018; utami & pradnyawathi, 2017). this study aims to develop an ethnotaxonomy e-module based on scientific literacy that is valid and can be used in learning. the ethnotaxonomic study in this study is based on the results of the ethnotaxonomic study of bamboo that has been carried out. the development of an ethnotaxonomy-based e-module based on scientific literacy is expected to increase students' understanding of preserving local community wisdom in classifying existing bamboo species. method the e-module development in this study uses the 4d model by thiagarajan (thiagarajan et al., 1976). the deep definition stage includes student-beginning-end analysis, bamboo ethnotaxonomy analysis, material analysis, and formulation of learning objectives. the design phase includes the preparation of test references, questionnaire preparation, format selection, and the initial design of the e-module. the develop stage in this study includes expert validation and trials. this expert validation includes three material expert validators, three media expert validators, and three language expert validators. development trials were carried out at junior high school (jhs) 7 of batu ampar, kuburaya regency, west borneo. technically, development trials were carried out twice, including small-scale trials and large-scale trials. the small-scale trial involved five students in seventh graders, while the large-scale trial involved 19 students, in different class. data collection techniques in this study included e-module validation, student questionnaires, and teacher interviews. e-module validation was obtained using validation instruments by experts, while student questionnaires were used to obtain data on student responses to the developed e-module. interviews were conducted using unstructured interview techniques. in this interview, the researcher asked science teachers and students directly. to measure the level of validity of the e-module material classification of living things based on scientific literacy and bamboo ethnotaxonomy using the following formula (1): 𝑃 = ∑x ∑x1 x 100% (1) information: p = validity value in percentage form ∑x = number of answers of all respondents in one aspect ∑x1 = number of ideal answers in one aspect 100% = constant meanwhile, as a basis for decision-making to revise teaching materials, the following assessment criteria are used as a table 1. as a follow, the analysis of student responses to the e-module aims to measure the percentage of student responses as described at table 2. the calculating of students’ response are follow the formula (2): %𝑁𝑅𝑆 = ∑𝑁𝑅𝑆 𝑁𝑅𝑆 𝑀𝑎𝑘𝑠𝑖𝑚𝑢𝑚 𝑋 100% (2) information: %nrs : percentage of student response scores ∑nrs : total score of student responses maximum nrs : n x best choice score 169 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 table 1. e-module validity criteria scoring scale (%) criteria notes 81-100 very valid no revision 61-80 valid no revision 41-60 valid enough revision 21-40 invalid revision 0-20 totally invalid revision table 2. students’ response criteria nrs (%) category 0 ≤ nrs < 25 very less 25 ≤ nrs < 50 less 50 ≤ nrs < 75 good 75 ≤ nrs ≤ 100 very good results and discussion define stage the define stage is intended for product specifications that will be developed according to user needs. at this stage, the need for e-modules in the digital learning era is one of the reasons why this module was developed. the focus of e-module development is based on the ethnotaxonomy of bamboo in indonesia. we carry out five steps in the define stage, as described in table 3. table 3. results of the define stage step result initial final analysis teaching materials used in science learning are limited to student worksheets and textbooks. there are no contextual and innovative teaching materials yet, so additional references are needed to support the learning process. student analysis students have difficulty solving questions. this arises because often the material tested in the questions does not correlate with what has been learned and vice versa. bamboo ethnotaxonomy analysis there are four types of bamboo in sungai krawang village, batu ampar district, i.e: 1) yellow bamboo (bambusa vulgaris) 2) pagar bamboo (bambusa multiplex) 3) tali bamboo (gigantochloa apus) 4) black bamboo (gigantochloa atroviolacea). material analysis the material presented in the e-module is the classification of living things with a discussion of the characteristics and groupings of living things, in this case the grouping of bamboo plants based on an ethnotaxonomy formulating goals the planned learning objectives can be achieved through two activities, including: 1. first activity: explaining the characteristics of living things, explaining the differences between living things and non-living things, observing various living things around, and explaining the characteristics of the living things around them. 2. second activity: classifying living things based on classification principles, presenting the results of observations, identifying and communicating the results of their observations, and making group dichotomies and making key determinations. the initial and final analysis steps were carried out to obtain the fundamental problems encountered in the science learning process, so it is necessary to innovate and develop teaching materials in electronic form. in a learning process, teaching materials have a very fundamental function as a study that will be discussed by students through plans that have been developed by the teacher (bahri et al., 2016; sutarto et al., 2021). it can be understood that the role of a teacher in designing or compiling teaching materials greatly determines the success of the learning process and learning through teaching materials (irmita & atun, 2018; parmin et al., 2016). other researchers say that teaching materials can be interpreted as any form of material that is arranged systematically which allows students to learn independently and is designed according to the applicable curriculum (lin & wu, 2016; pursitasari et al., 2019). ethnotaxonomic analysis of bamboo was carried out by interviewing javanese, sundanese and malay people in sungai krawang village with an age range of 25 to 50 years. before the binomial nomenclature naming system in the classification of living things was known and used globally, humans had grouped 170 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 various living things that were found around them (patel et al., 2020; wang et al., 2019). the grouping is done based on identical characteristics that are owned and named using the local language. in a literature review, this is called ethnotaxonomy (hidayati et al., 2018; hirota & tsuji, 2021; sholahuddin et al., 2021). ethnotaxonomy as a branch of science from ethnobiology can be a fairly accurate tool in solving problems around the types of living things that are very important for certain ethnic groups but are taxonomically problematic (hidayati et al., 2021). bamboo plays an important role in human life. bamboo sticks have strong properties, and bamboo bark is easy to shape. bamboo morphology such as the number of bamboo reeds, length of bamboo reeds, bamboo clumps, number of bamboo clumps, color of bamboo leaves, shape of bamboo leaves, and color of bamboo shoots (tavita & herawatiningsih, 2022). there are four types of bamboo found in sungai karawang village, namely bambusa vulgaris, bambusa multiplex, gigantochloa apus, and gigantochloa atroviolacea (table 4). table 4. kind of bamboo species found at sungai krawang village no kind of bamboo species javanese sundanese malays 1 bambusa vulgaris preng kuneng awi koneng buluh kuning 2 bambusa multiplex preng pager awi leutik buluh jambang 3 gigantochloa apus preng apus awi tali buluh tali 4 gigantochloa atroviolacea preng ulong awi hideung black bamboo the naming of bamboo plants by the community is based on the uniqueness of each type. usually, each name consists of two words. the first word refers to the name of bamboo with the name of each region, while the second word has a variety of names and special meanings related to the unique morphological characteristics and uses of each bamboo (aptoula & yanikoglu, 2013; clark et al., 2015). design stage it is the second stage in e-module product development. the mapping results at the first stage are the basis for the e-module design. the results of the mapping show that the problem of scientific literacy is important to solve by implementing it in the e-module. furthermore, the design development carried out included format selection, initial design, and preparing a reference test questionnaire (table 5). table 5. results of the design stage step result format selection the developed e-module format consists of three main parts. the initial part includes the cover page, preface, table of contents, core competencies, basic competencies, learning objectives, instructions for use, and introductions. the content section includes the title of the material, description of the material, assignments, and summary. meanwhile, the last section contains a bibliography. initial design the initial design of the e-module is in accordance with a predetermined format. scientific literacy studies discuss the classification of bamboo from an ethnotaxonomic perspective. in particular, the ethno-taxonomic view is based on the view of the three tribes, including javanese, sundanese, and malay. compilation of reference test questionnaires the developed test questionnaire includes e-module validation guidelines based on three aspects, namely language, material, and media. in addition to validation guidelines, a student response questionnaire was also prepared based on aspects of convenience and assistance in the learning process. the cover design was designed with a bamboo theme to reflect the content discussed therein. the bamboo illustration on the cover of the e-module serves as an attraction and explanation of the contents of the e-module and forms the characteristics of the contents of the e-module (fisher, 2016; utomo et al., 2020). the description of the material is the main component in designing this e-module, because it contains the concept of ethno-taxonomy (hidayati et al., 2018). material descriptions are packaged to confirm student activity. develop stage this stage aims to validate the product so that it is suitable for use in learning through a series of validations and trials. expert validation is in the form of an overall assessment and input on the product being developed, both in terms of material, design, and language (nawawi, 2017; rofieq et al., 2021). expert validation aims to determine the feasibility of the learning media developed. in addition, expert validation aims to get suggestions, and criticism is used as input to revise learning tools so that the resulting products can be categorized as good and suitable for use in field trials (nurrohmah et al., 2018; suprianti, 2020). material expert validation focuses on the appropriateness and correctness of the material contained in the product. in addition, it also reviews the systematics of preparing material. the validation results by 171 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 material experts show that the percentage of the average score obtained is very valid (>80) on the four assessment indicators, including conformity of material, up-to date material, strengthening of curiosity, and scientific literacy) as described in table 6. these results indicates that the content in the e-module can be used in learning. however, improvement is still needed on the material accuracy indicator. furthermore, material experts stated that the e-module had been prepared quite well and the development of this e-module made learning more active and easier for students to understand. suggestions from e-module material experts require a little improvement on the functional substance and included questions (ardan, 2016; leow & neo, 2014). table 6. material expert validation assessment results no indicator of assessment results of validation average score maximum score (%) criteria 1 2 3 1 conformity of material with ki and kd 12 15 12 13.00 15 86.67 very valid 2 material accuracy 27 28 28 27.67 35 79.05 valid 3 up-to date material 8 9 8 8.33 10 83.33 very valid 4 encourage curiosity 8 8 8 8.00 10 80.00 very valid 5 scientific literacy 16 17 16 16.33 20 81.67 very valid furthermore, the results of media expert validation (table 7) also show that the average percentage of each assessment indicator is above 80% with very valid criteria. these results indicate that in terms of quality, the developed e-module design has fulfilled the required elements, both from size, cover design, to the overall module design. however, expert validators still provide suggestions for improvement for product perfection. some notes that can be made in developing e-modules include the use of a sans serif font type and size, color consistency that refers to the theme, and image labels. table 7. results of media expert validation assessment no indicator assessment results of validation average score maximum score (%) criteria 1 2 3 1 media size 7 10 10 9.00 10 90.00 very valid 2 cover design 19 30 26 25.00 30 83.33 very valid 3 design of media 26 35 28 29.67 35 84.76 very valid the writing quality and language of the e-module are also very good. the six components of language assessment measured in the e-module include straightforward, communicative, interactive and dialogic, suitability for students' intellectual level, linguistics, and use of symbols and icon (table 8). the four indicators of which obtain an average percentage of 86.67% (very valid). furthermore, the communicative and dialogic interaction indicators obtain an average score of 80.00%. even though it is still very valid, these two indicators are areas of further improvement for this e-module. notes from the linguist are corrections to the language/spelling used, corrections to the grammar of indonesian writing, use of proper diction, and consistency in the use of terms. table 8. results of linguistic validation assessment no indicator assessment results of validation average score maximum score (%) criteria 1 2 3 1 straightforward 15 12 12 13.00 15 86.67 very valid 2 communicative 4 4 4 4.00 5 80.00 very valid 3 dialogic and interactive 4 4 4 4.00 5 80.00 very valid 4 confirmity with the students intellectual development 5 4 4 4.33 5 86.67 very valid 5 linguistic 10 8 8 8.67 10 86.67 very valid 6 use of terms and symbols/icons 10 8 8 8.67 10 86.67 very valid the improvement suggestions by the expert validators are embodied in development steps with the aim of improving product quality. improvements made include cover design, material structure, assignments, scientific literacy activities, and the concept of ethno taxonomy on bamboo. the repairs made are as described in table 9. 172 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 table 9. five parts of e-module development no e-module section picture 1 cover 2 material 3 task 173 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 no e-module section picture 4 examples of science literacy 5 bamboo ethnotaxonomy many researchers state that teaching materials used in learning must meet didactical, constructional, and technical requirements (anstey, 2017; fatimah et al., 2018; iriti et al., 2016; vieira et al., 2017). didactic requirements were met through validation by material experts (serrat et al., 2014), construction requirements were met through validation by linguists (hidayati et al., 2018), and technical requirements through validation by media experts (kundariati & rohman, 2020). didactic requirements are reviewed from the suitability of learning objectives, basic competencies, correct concepts, and completeness of components (himschoot, 2012; sari et al., 2019). the construction requirements are the use of language, sentence structure, language politeness, and sentence meaning (baram-tsabari & lewenstein, 2013). these technical requirements are related to the clarity of writing and images, the selection of letters and numbers, and the attractiveness of the display (carleton-hug & hug, 2010). the media is said to be valid if the percentage reaches a rating range of ≥61% with valid criteria. thus proving that the resulting e-module media is valid based on the assessment of material experts, media experts, and linguists. the advantage of the e-module being developed is that there is material covering the four aspects of scientific literacy, as well as material regarding the types of bamboo in sungai krawang village. furthermore, the developed e-module can be accessed without using a network (offline). student response results small-scale trials were carried out by purposive sampling by taking into account the level of student's academic abilities, including high, medium, and low academics. students are asked to adjust the learning experience gained while using the e-module based on the ten statements given (table 10). the results of this small-scale trial showed that the student responses were very positive. positive criteria are shown in the results of small-scale trials of 78% (very good). 174 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 table 10. student response results statement small-scale trial (n = 5) large-scale trial (n = 19) % criteria % criteria 1. i am interested in learning activities for the classification of living things using e-module learning media based on scientific literacy and ethnotaxonomy 80 very good 82.11 very good 2. i am bored when the teacher explains the classification of living things material using e-module learning media based on scientific literacy and ethnotaxonomy 48 less 72.63 good 3. the language used in the learning media e-module learning media based on scientific literacy and ethnotaxonomy makes it easier for me to understand the material classification of living things 76 very good 85.26 very good 4. e-module learning media based on scientific literacy and ethnotaxonomy on classification of living things does not help me when studying 76 very good 80 very good 5. writing and pictures in e-module learning media based on scientific literacy and ethnotaxonomy on classification of living things make me more motivated in learning 84 very good 83.16 very good 6. writing and pictures in e-module learning media based on scientific literacy and ethnotaxonomy on classification of living things are presented clearly and easily understood 88 very good 85.26 very good 7. e-module learning media based on scientific literacy and ethnotaxonomy on classification of living things using an unattractive appearance 76 very good 70.53 good 8. the practice questions presented in the e-module learning media based on scientific literacy and ethnotaxonomy do not support my understanding of the classification of living things 88 very good 72.63 good 9. i am not interested in studying material on the classification of living things using e-module learning media based on scientific literacy and ethnotaxonomy 80 very good 80 very good 10. the appearance of the e-module media based on scientific literacy and ethnotaxonomy is very interesting so i like studying material on the classification of living things using emodule learning media based on scientific literacy and ethnotaxonomy 78 very good 82.11 very good total 78 very good 79.37 very good large-scale trials were carried out after small-scale trials received positive results. as with small-scale trials, large-scale trials also show positive criteria. the average student response on the large-scale test (table 10) is 79.37% (very good). student responses are said to be positive criteria if the categories obtained are good or very good (astuti et al., 2018). on small-scale and large-scale trials, the e-module received an assessment in the very good category. the very good category shows a positive response from students towards the e-module that has been developed. this shows that the developed e-module can be used for learning media in the teaching and learning process. conclusion the results of the study show that the development of the ethno-taxonomy module is classified as very valid and can be used in learning. the results of validation by material experts showed that the developed e-module met the five established assessment criteria, four of which even exceeded it (> 80%). likewise, from the point of view of media and language development, three and six assessment indicators have been fulfilled respectively. acknowledgement researchers would like to thank the people of sungai krawang village, kuburaya regency, west kalimantan, who have been willing to provide information regarding the naming and meaning of bamboo based on local names. this research is also inseparable from the collaboration and participation of various parties at jhs 7 of batu ampar. conflicts of interest the researcher declares that there is no conflict of interest regarding the writing of this article. 175 munawaroh et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 167-178 author contributions s. munawaroh: methodology; data analysis; write article manuscripts; review and editing. a. sunandar: manuscript writing; review; searching for references and editing. m. qurbaniah: writing articles, review; and editing. references abdullah, a. h. d., karlina, n., rahmatiya, w., mudaim, s., patimah, & fajrin, a. r. 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(2019). project-based learning model assisted by worksheet: it’s effect on students’ creativity and learning outcomes. jpbi (journal of biological education indonesia), 6(1), 113-122. doi: https:// doi.org/10.22219/jpbi.v6i1.10619 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10619 https://doi.org/10.22219/jpbi.v6i1.10619 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:suwarno_aulia@yahoo.com mailto:wahid_stain@yahoo.com mailto:sofyan_hn@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10619 https://doi.org/10.22219/jpbi.v6i1.10619 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10619&domai jpbi (journal of biological education indonesia) vol. 6, no. 1, march 2020, pp. 113-122 114 suwarno et al (project-based learning model assisted …) process.the lack of students' creative thinking skills is due to the amount of learning that is anonymized only to improve cognitive abilities so that it still dominates in memory and thinking ability. whereas in the psychomotor domain demonstrates the skills of reasoning, processing, and serving effectively, creatively, productively, critically, independently, collaboratively, communicatively, and solutically in the abstract realm related to the development of what they learn in school, and is able to carry out specific tasks under direct supervision. by using an appropriate learning model, students can optimize their creative thinking abilities (kusumaningrum & djukri, 2016; zouganeli, tyssø, feng, arnesen, & kapetanovic, 2014). bringing up creativity is a very good thing in learning, teachers are required to demonstrate and demonstrate the process of creativity (wyse & ferrari, 2015). something that is universal and has a characteristic aspect of the world of life around us is creativity, creativity is characterized by the activity of creating something that did not exist before and was not done by someone or the tendency to create something (du & han, 2016). innovative learning centered on students, where the teacher as a motivator and facilitator becomes a necessity. students are given the opportunity to work and build their knowledge. nowadays, learning on the theme of handling waste is not very interesting when it is implemented in the classroom. this can be seen based on observational data, students generally get grades below 74. where the minimum completeness criteria in schools is 74. the low learning outcome factor is triggered by the emergence of learning boredom, thus impacting on learning outcomes. to overcome these problems, learning creativity is needed. the implementation of the project-based learning (pjbl) model, assisted by the applied science worksheet, is one way to overcome the problem. the characteristics of applied science at the time of learning are the existence of contextual problems, the use of local materials, creative products, interesting products (darling-hammond, flook, cook-harvey, barron, & osher, 2019; shieh, 2014). student worksheet applications can help improve students' basic competencies, be able to help teachers and students to play an active role, build knowledge, student performance in practicums, and project science (putri, rusdiana, & suwarma, 2019; suyatna & manurung, 2017; wulansari, rusnayati, saepuzaman, karim, & feranie, 2019). systematic teaching should involve students in learning knowledge and skills through research assignments, authentic questions, and well-designed products. the use of pjbl models will be better if it is based on challenging questions and makes students have a central role in design, problem solving, decision making processes so as to give students the opportunity to work relatively independently (carnawi, sudarmin, & wijayati, 2017; sumarni, 2015; wijayati et al., 2019). the pjbl model provides opportunities for teachers to manage learning in the classroom by involving project work (activities). this project contains complex assignments based on very challenging questions and problems (anazifa & djukri, 2017), literacy skill (suryandari, sajidan, rahardjo, prasetyo, & fatimah, 2018), and requires students to work through a series of stages of the scientific method (lattimer & riordan, 2011). pjbl is usually considered a teaching approach in which students respond to real-world questions or challenges through a long process of inquiry (chiang & lee, 2016). pjbl organizes project learning by involving students in authentic situations where they can explore and apply subject matter to complex problems and relevant to the professional practice they are preparing (lattimer & riordan, 2011). pjbl in addition to producing works/products, was chosen because students learn actively, independently, and are involved in the real world. students learn to innovate, apply creative thinking skills over a long period of time and always grow, moreover this learning is controlled by students and teachers only as facilitators. student worksheets are used as a guide to achieving basic competencies. if basic competencies are oriented towards work based on the investigation, then project-based student worksheets are the right choice. some research results show that pjbl assisted by student worksheets can improve student creativity (hanim et al., 2017; nurisalfah, fadiawati, & jalmo, 2018; putri et al., 2019; wulansari et al., 2019), and improve student learning outcomes (bilgin et al., 2015; rahardjanto, husamah, & fauzi, 2019; zouganeli et al., 2014). based on the description, the purpose of this study is to determine the effect of the project-based learning model (pjbl) assisted by the science worksheet on applied waste management on student creativity and learning outcomes. method the research design used was quasy-experimental design. the form of design used in this study is nonequivalent control group design. this design is almost the same as the pretest-posttest control group design group, only in this design the experimental group and the control group are not randomly selected (sugiyono, 2010). the study was conducted at vocational high school 1 cikedung indramayu regency, west java province-indonesia with the population in this study were all x grade students of the tourism expertise program in hospitality expertise competencies consisting of two classes. the sample taken is hospitality expertise competency, because waste handling material is only available in that class. while the number of jpbi (journal of biological education indonesia) vol. 6, no. 1, march 2020, pp. 113-122 115 suwarno et al (project-based learning model assisted …) samples is two classes, namely one experimental class with a total of 28 students and a control class of 29 students. the sampling technique used is the probability sampling. the data collection method is the development of learning outcomes instruments in the form of multiplechoice written test of 20 questions, creativity using a one scoring rubric technique with a total of 10 items, while for student response data using a questionnaire of 20 statements. to get the quality of learning outcomes instruments, an instrument test is done through data analysis techniques by applying validity, reliability testing, difficulty levels, distinguishing features (arikunto, 2014; sugiyono, 2010). as for the validity test used is the product-moment correlation with valid results while the reliability using cronbach's alpha formula technique with very high-reliability results. the stages of the study began by observing the school, observing learning in the classroom which will be used as a sample class and seeing cognitive learning outcomes and skills. next, make a plan by preparing a pjbl model of learning that is assisted by student worksheets for learning. learning in the experimental class uses the project-based learning model with student worksheets assisted three meetings, while the control class applies conventional learning for three meetings. at the first meeting students in the experimental class and the pretest control class, and at the end of the second learning meeting the class was given a posttest. creativity in this study, students were given the task of making solid waste treatment products into creative products according to their choice. assignments given in groups are collected at the last meeting. the syntax of pjbl models (jones, 2019) assisted by the science worksheets that is applied to the experimental class includes; 1) start with the essential questions; students observe the basic forms of important questions related to waste management, 2) designing plans for projects; students together with their groups formulate problems and formulate hypotheses related to handling solid waste in the environment, 3) make a schedule; students together with the teacher collaborate to arrange a schedule of activities in completing the project, 4) monitor students and project progress; the teacher is responsible for monitoring student activities when completing projects, 5) assessing results; the teacher checks each group's work and provides feedback based on the work, 6) evaluating experience; the teacher evaluates based on the results of the work. the control class applies a conventional model with stages: 1) providing objectives, 2) presenting information, 3) checking understands and providing feedback, 4) providing opportunities for further training. after testing the instrument, it is followed by processing the prerequisite data analysis of the hypothesis test through the normality test with the shaphiro-wick test and the homogeneity test with the livene test (sugiyono, 2014). if both if both data are normally distributed and homogeneous variance then the hypothesis test is continued using one-way analysis of covariance (anacova) to find out the magnitude of the increase in student learning outcomes. as for knowing the dimensions of student creativity given assignments in groups were collected at the last meeting. the dimensions of creativity assessed include; fluency, flexibity, original, elaboration (lucchiari, sala, & elide, 2018). to assess the process of making creative products resulting from the processing of solid waste, created in an instrument of creativity with a scoring based on the thrustone scale and described in the form of categorization. as for the validity of the creativity instrument based on the results of the expert team's validation. as for knowing the categories of student creativity can be seen in table 1. table 1. category creativity product in soil wast treatment total score belonging to the selected 21-30 well 11-20 enough 1-10 less source: (harpe, 2015). results and discussion student learning outcomes improved learning outcomes are taken from the data achievement scores for each item pretest and posttest. achievement of the average score of pretest, posttest learning outcomes in the material handling of waste between the experimental class and the control class as shown in the table 2. table 2. the average results of pretest and posttest class average pretest posttest experiment 64.82 78.04 control 54.64 64.29 jpbi (journal of biological education indonesia) vol. 6, no. 1, march 2020, pp. 113-122 116 suwarno et al (project-based learning model assisted …) based on table 2 that the average increase in student learning outcomes in the material handling of solid waste in the experimental class and the control class. in the experimental class the category of increasing student learning outcomes is in the "medium" category, the increase factor is due to students being given more freedom in learning, constructing autonomous thinking, exploring reasoning power and actively communicating with groups in finding alternative solutions to problems that occur, while in the control class the category of improvement in student learning outcomes is in the "low" category, the factor is because freedom in learning is restricted, the teacher is still a factor of dominance in the class, the chance of students in constructing thinking, reasoning power, communication skills is limited. there is a difference in student learning outcomes between the experimental class and the control class. the possibility of a significant influence because in learning activities in the form of problem solving and providing opportunities for students to work autonomously and construct their own learning, and produce a product of student work worth and realistic. scientific approach and student-centered learning will make it easier for students to apply the knowledge they get in real situations, explore and elaborate the material being studied, while providing opportunities for students to actualize abilities through learning activities that are designed by the teacher (farhana, zakiah, & azlina, 2019; shieh, 2014). this also requires students to be more independent in learning, active participation occurs between students, collaborative learning skills in achieving academic abilities at a high level/taxonomy level of creativity. as for the learning outcomes in the control class, there was no significant increase because this was more due to the learning aspects that were applied to the control class using conventional methods. the teacher explains only using verbal speech to class, while students only listen and take notes if there are concepts that are considered important. this causes students to be more passive because learning is more teacher center, even students will feel boredom, boredom, even minimal motivation to participate in learning if there is no student involvement in learning. student creativity also does not appear, collaboration in learning is almost non-existent so this is what causes low learning outcomes in the control class (carnawi et al., 2017; sukarso, widodo, rochintaniawati, & purwianingsih, 2019). explained that the application of the pjbl model assisted by student worksheets in science lessons can improve student learning activities and outcomes. in line with research conducted (kusumaningrum & djukri, 2016; rahardjanto et al., 2019), that the provision of the application of the application of worksheets as teaching material in learning can improve learning outcomes, an increase occurs after experiencing the process of acceptance, processing, storage, and activation in the form of reinforcement and re-generation to be used. based on the findings of the experts it was concluded that the application pbl models assisted by the science worksheet could increase the activity of student learning outcomes both aspects (fini, awadallah, parast, & abu-lebdeh, 2017), cognitive, and psychomotor (suyatna & manurung, 2017; usmeldi, 2019). because student learning is stimulated with fundamental questions, designing project designs together, students are given the freedom to explore abilities and develop their creativity so that in this study an increase in student learning and creativity results. student creativity in experimental classes there are two research creativity data, the first is a description of the total value of each group's creativity and achievement categories and a description of the percentage of students' creativity (each group) using thrustone scale scoring and interpretation, as shown in figure 1 and figure 2. while the second is describe the percentage of each indicator shown in figure 3. figure 1. the diagram of total value and category achievement student creativity in experimental class based on figure 1, that the highest total value is achieved by the 1st group with a score of 29 with good category interpretation, the dimension of student creativity in designing the product, generating relevant answers in making the product, and sparking many suggestions in problem-solving. the flexibility dimension analyzes the 29 24 18 25 20 0 5 10 15 20 25 30 good good enough good enough v a lu e category group v group iv group iii group ii group i jpbi (journal of biological education indonesia) vol. 6, no. 1, march 2020, pp. 113-122 117 suwarno et al (project-based learning model assisted …) type of material used, managing the results of solid waste by applying properties in problem-solving. the dimension of originality creates products by generating renewable ideas, unusual combinations of parts or elements of materials, giving a new idea in solving solid waste. the elaboration dimension develops people's ideas by combining creative ideas. while the lowest total value and creativity achievement are achieved by the 3rd group with a score of 18, where on average each dimension has sufficient category interpretation, except the flexibility category analyzes the type of material used and the originality category makes the product by bringing up renewable ideas having less interpretation. originality in making products will bring up ideas that can be updated, this indicator is expected to bring up the ability to explore a variety of relevant sources independently (astuti, 2015; siew & ambo, 2018). figure 2. the diagram of percentage of each group class student creativity experiment based on figure 2, that the total value of creativity if presented that gets the highest score is the 1st group with a percentage value of 96.67%, where the distribution of the average achievement of each dimension of fluency, flexibility, originality, elaboration with good interpretation. the group i creativity product is a paper samba mask. while the lowest percentage of total value is in the iii group with a percentage of 60% distribution of the average achievement of each dimension with sufficient interpretation, namely with creativity products in the form of decorative lamps from cardboard. from the description of figure 1 and figure 2 it can be concluded that the implementation of pbl models assisted by the science worksheet can bring out the creativity of students in designing products and produce answers that are relevant in making products (anggani, bharati, & lestari, 2019; putri et al., 2019; sahida & zarvianti, 2019). the description of the results of the data processing of the creativity of the experimental class students of each indicator in making learning media for student worksheets with the pbl model can be seen in the illustration in figure 3. figure 3. the diagram of indicator percentage of each student creativity experiment class 96.67 80.00 60.00 83.33 66.67 0 20 40 60 80 100 i ii iii iv v p e rc e n ta g e ( % ) group 80.00 93.33 86.67 80.00 60.00 53.33 86.67 80.00 73.33 86.67 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 p e rc e n ta g e ( % ) indicator of achievement of each item jpbi (journal of biological education indonesia) vol. 6, no. 1, march 2020, pp. 113-122 118 suwarno et al (project-based learning model assisted …) based on figure 3 that the highest percentage value is on the second indicator of fluency dimension with a result of 93.33%, on the second indicator students on average each creative group generates many answers (combining materials, using water/oil paint, varnish) that are relevant in manufacturing products. the next highest percentage is indicators 3, 7, and 10. in the 3rd indicator the students' fluency at this stage creatively triggers many suggestions (pattern making, product shape) on solving the relevant problems in making products. on the 7th indicator of originality based on the final results of the project that has been done, students make products with various unusual combinations of parts or elements of material (paper, wood, plywood, cans, banana fronds). whereas in the 10th elaboration indicator, the students' creativity explains the results of their work well through feedback on the appropriate stages in pbl models assisted by the science worksheet, at this stage students are able to make reports in detail, detail, and appear different. still with the highest percentage, namely indicators 1, 4, and 8. indicator 1 of the fluency dimensions of students designing solid waste products by bringing up (artistic value) many ideas and ideas at the time of manufacture. the fourth indicator of the flexibility dimension of this stage students analyze the problem of the type of material (seen from thickness, tenacity, artistic value) used in managing solid waste products into creative products and following the instructions given by the teacher. while on the 8th indicator of the originality dimension students give new ideas in solving solid waste problems, by making products that are more creative and innovative. the next percentage is the 9th indicator of elaboration students develop or enrich people's ideas by combining ideas and creative ideas. the 5th percentage indicator is the originality indicator of students managing the results of solid waste by applying properties (physical, chemical, biological) or rules in problem solving. the lowest percentage indicator is the 6th indicator of the originality dimension of 53.33%, in this indicator low creative students manage the results of solid waste by applying properties (physical, chemical, biological) or rules in problem solving. assessment of student creativity is taken from the results of solid waste products by implementing pbl models assisted by science worksheet given in groups. pbl models are assisted by science worksheets created and applied in the experimental class while learning. overall shows a positive influence on student creativity and has good grades. this can be seen from each dimension, the dimension of fluency with three existing indicators, where all three get good results, this shows that students are able to do practical work and finish it well in designing creative products. the dimension of the flexibility of the two indicators obtained, there is one indicator value which is not optimal. there are various reasons why creativity does not emerge, and most do not focus on the teacher, for example; administrative pressure, and some basic mismatch between creativity and the school environment (runco, acar, & cayirdag, 2017). therefore, a teacher must be creative, able to motivate and give more attention in the implementation of pbl, and schools must also support (king & smith, 2020; wijayati et al., 2019). the dimension of the flexibility of good creativity in the field of management of solid waste products into creative products by looking at problems from a variety of different perspectives. as for the dimension of originality, two indicators with good results, namely students are able to make products with various unusual combinations of various elements, but one indicator that produces renewable ideas is not optimal so that it only has enough value, this can occur because students are rarely given the opportunity and challenge to answer questions with varied answers. low assignment scores can be influenced by the results of the same project work (gunawan, sahidu, harjono, & suranti, 2017). while the elaboration dimension gets good results, this can be seen from the indicators of students who develop or enrich people's ideas by combining creative ideas and ideas, as well as indicators of students making reports in detail, detail, and appear different. the application of pbl models in learning will require students to be more creative in carrying out activities (isabekov & sadyrova, 2018). high-quality group work becomes more important when group members show positive interdependence, individual accountability, equal participation (kokotsaki, menzies, & wiggins, 2016). supportive atmosphere and conducive to the development of many original responses from a broader perspective can be done if group members provide new ideas and opinions that support one another (siew & ambo, 2018). pjbl requires a commitment of more resources than traditional, lecture-based or discussion-based learning. using the worksheet, might assist the initial thinking when deciding to implement a pbl. the results of the study gunawan et al., (2017); surya, relmasira, & hardini, (2018) show that the application of the pbl model encourages students to be more creative. involved in solving problems that suddenly occur and encourages students to be able to find alternative solutions (safitri & suparwoto, 2018). using science worksheet is one of the learning tools to help students learn in a directed manner and in accordance with the learning objectives to be achieved. from the findings of the experts it is concluded that the application of the pbl model encourages students to be more creative, and the application of student worksheets helps students learn in a directed manner. the connection of findings with the implementation of the pbl models are assisted by science worksheets that have done the results can open space for students to be more creative involved in solving problems, able to find alternatives to problems and develop or enrich people's ideas by combining ideas and ideas. jpbi (journal of biological education indonesia) vol. 6, no. 1, march 2020, pp. 113-122 119 suwarno et al (project-based learning model assisted …) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 yes 0 61 86 79 18 11 11 7 11 11 7 18 93 21 21 0 71 25 96 89 no 10 39 14 21 82 89 89 93 89 89 93 82 7 79 79 10 29 75 4 11 0 20 40 60 80 100 p e rs e n ta g e ( % ) student statement student response student learning responses, using the pjbl models assisted by the science worksheet description of questionnaire data processing responses of experimental class students to learning by making and using pjbl models assisted by the science worksheet on solid waste handling material can be seen in figure 4. figure 4. bar chart student learning responses, using the pjbl models assisted by the science worksheet based on figure 4 which has an interpretation of 100% consisting of two statements, namely the 1st statement "never learned by applying the pbl model supported by science worksheets", the 16th statement "there have never been other subjects applying pbl models that assisted by science worksheets". while those who have an interpretation of 76%-99% are 15th statements, 3rd statements "students are helped in learning, 4th statements" before learning, find it difficult to solve questions about waste management, 5th statement "no longer having difficulty completing questions given about waste handling materials ". the teacher is in charge as a facilitator and students at the learning center. thus students will be more free in expressing their ideas and thoughts into work based on reality (ismuwardani, nuryatin, & doyin, 2019). based on the 6th statement explaining "can help explore and develop creativity", the 7th statement explains "more working with group members, the 8th statement" can make the project better. "project-based learning not only increases motivation, learning, vocational training, and facilitating students' problem solving abilities (bilgin et al., 2015; chiang & lee, 2016). to achieve this requires collaboration, pbl usually asks students to voluntarily participate in meaningful learning activities that are proposed, mostly teamwork (bédard, dalle, & boutin, 2012). based on the 9th statement, the results explain "students can exchange positive opinions with friends", the 10th statement "can motivate students to learn". students are responsible for their own learning and knowledge. when they are asked to give advice, they show a deep insight into the enthusiastic learning process (zouganeli et al., 2014). while the 11th statement explains "suitable to be applied to waste handling materials", the 12th statement "there is no difficulty when completing the applied science assignment", the 13th statement "actively seeking information/their own literature", 14th statement "does not require much time", the 15th statement "does not require much energy and cost", the 19th statement "is more active and focused on project work", and the 20th statement "students are more free of expression". as for other advantages, the pbl model is assisted by science worksheets that indirectly improve communication skills and student motivation (anazifa & djukri, 2017; zouganeli et al., 2014), problem solving skills increase, train students' ability to manage projects well (bédard et al., 2012), natural collaboration occurs between students (gralewski & karwowski, 2012; jones, 2019; ravitz, 2010), improve skills in managing various sources (du & han, 2016), learn from real experience (lattimer & riordan, 2011). the pjbl model is directed at making students learn from real experience, enhancing skills in time management (wijayati et al., 2019). whereas student responses 51%-75% consist of three statements; namely the 2nd statement "science learning activities are more enjoyable", the 17th statement "needs to be applied to other subjects", and the 18th statement "students lack understanding of what is is being done in working on the project”. from the description of statements about students' responses to learning that implements the pbl model assisted by the student worksheet, it is known that positive responses are more numerous than negative responses, this is because it has never been applied before and not many other subjects apply it (yuniarti, susanto, & irvan, 2018). one of the strengths that characterize pbl can be applied to different levels of education and its versatility with various fields of knowledge (cabedo, guraya, lopes-crespo, royo, & gomez-perez, 2015; ravitz, 2010). information: 0% = no 1% 25% = fraction 26% 49% = almost halved 50% = half 51% 75% = largely 76% 99% = generally 100% = completely jpbi (journal of biological education indonesia) vol. 6, no. 1, march 2020, pp. 113-122 120 suwarno et al (project-based learning model assisted …) conclusion based on this study, the effect of the pjbl model assisted by science worksheets on student creativity and learning outcomes. the results showed that there were significant differences between the experimental class and the control class. in addition, students' respond about implementing the pjbl model assisted by science worksheets received positive responses. there are several things the authors suggest in applying this model, namely the need for good planning and preparation, reviewing the suitability of the material, class time management. the results need to be developed in future research to fully understand individual activities and their long-term impacts. acknowlodgment high appreciation was conveyed to the director of the graduate school, university of kuningan, who has given permission and facilitated this research. the head of the graduate school program, university of kuningan, as well as the guidance and study team who have directed the research well. references anazifa, r. d., & djukri. 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(2019). moderated effect of teachers’ attitudes to the contribution of technology competencies on tpack. jpbi (jurnal pendidikan biologi indonesia), 5(2), 185-196. doi: https://doi.org/10.22219/jpbi.v5i2.7818 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7818 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7818 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7818&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 186 yulisman et.al (moderated effect of teachers’ attitudes …) and technological knowledge (tk). furthermore, the integration components consist of pedagogical content knowledge (pck), technological content knowledge (tck), pedagogical technology knowledge (tpk), and technological pedagogical and content knowledge (tpack) (koehler, mishra, & cain, 2013; valtonen, kukkonen, kontkanen, mäkitalo-siegl, & sointu, 2018; valtonen et al., 2017). these seven components are interrelated and cannot stand alone. therefore, in order to have a good tpack, a teacher must have the ability to develop fluency and cognitive flexibility in each of the main components and relationships between tpack components. finally, they can develop effective solutions in technology integration (kimmons, 2015; koehler et al., 2013). the tpack model is suitable to be used to describe and study the technological integration capabilities of teachers, especially teachers in indonesia. the reason, several components of tpack are part of the indonesian professional teacher competencies that listed in the standards academic qualification and teacher competencies in indonesia. these components are pedagogical knowledge (related to pedagogical competence) and content knowledge (related to professional competence) (nofrion, wijayanto, wilis, & novio, 2018). furthermore, the tpack model also consists of the pck, which is the knowledge, experience, and skill that the teacher acquires through teaching experience in the classroom, which is a potential indicator of the teacher in implementing quality learning activities (anwar, rustaman, widodo, & redjeki, 2014; widodo, 2017). as stated earlier, the integration of technology is influenced by several factors, one of which is an individual factor. individual factor such as teachers’ attitudes in technology integration and teachers’ technology competencies can influence technology integration (buabeng-andoh, 2012; karaca, can, & yildirim, 2013; yerdelen-damar, boz, & aydın-günbatar, 2017). attitude or the disposition of individuals to regulate thoughts, feelings, and behaviors towards psychological objects (birkollu, yucesoy, baglama, & kanbul, 2017) is an indicator of the strength of their beliefs about the object and the critical aspect of those beliefs (niederhauser & lindstrom, 2018). positive teacher attitudes are significant predictors of the success of the teaching process. therefore, if teachers have a positive attitude in technology integration, they can quickly adapt and integrate technology in teaching-learning processes and practices (birkollu et al., 2017; dalal, archambault, & shelton, 2017; huda, yulisman, nurina, erni, & abdullah, 2018; yanti, setiawan, nurhabibah, & yannuar, 2018). technology competence or the ability to handle various types of technology, both hardware, and software, for various purposes of learning activities is another factor influencing teachers’ technology integration (yerdelen-damar et al., 2017). the results of the study showed that teachers who have a negative or neutral attitude towards the technology integration influenced by their knowledge and skills. they do not have sufficient knowledge and technology skills to integrate or choose the right technology into their learning activities (baturay, gökçearslan, & ke, 2017; buabeng-andoh, 2012). according to buabeng-andoh (2012), teachers’ positive attitude is a determinant in the thriving technology integration in learning activities despite obstacles such as lack of hardware and software. furthermore, kimmons and hall (2018) states that teacher beliefs and values may have a stronger influence on the integration of integration than their knowledge. that is, the teachers’ attitude can be a moderating effect on the successful integration of technology in learning activities. the moderating effect is caused by a moderator variable. the moderator variable is the secondary independent variable that chosen to determine whether the variable affects, changes the strength or even the direction of the relationship between the two constructs (fraenkel, wallen, & hyun, 2012; hair, hult, ringle, & sarstedt, 2014). in indonesia, information about teachers’ attitudes concerning technology competencies and science teachers’ tpack is still limited and focuses on descriptions. the previous studies limited on describing the competencies, experiences, and attitudes of teachers in technology integration (huda et al., 2018), the perceptions of the lecturers in technology integration through mobile learning (yulisman, 2017), and the teachers’ ict level (miskiah, suryono, & sudrajat, 2019). furthermore, several studies on tpack are also still in the scope of describing and focusing on certain materials, such as investigating experience in integrating technology and tpack through training activities for science teachers (agustin, liliasari, sinaga, & rochintaniawati, 2018) and english teachers (drajati, tan, haryati, rochsantiningsih, & zainnuri, 2018), knowing and analyzing the tpack from geography teachers (nofrion et al., 2018) and english teachers (mahdum, 2015), describing the tpack ability of pre-service physics teachers (supriyadi, bahri, & waremra, 2018), knowing the role of tpack in designing learning (sholihah & yuliati, 2016), and describing teachers’ tpack through animal physiology learning (pusparini, riandi, & sriyati, 2017). based on these studies, it appears that there was a gap to be filled between technology competencies and teachers’ attitudes in technology integration with science teachers' tpack. these variables have a relationship and influence each other. also, there was no information about teachers’ attitude in technology integration as a moderator variable on the relationship of technology competencies with tpack. therefore, by using the pls approach, this study aimed to analyze the relationship of teacher technology competencies with their tpack jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 187 yulisman et.al (moderated effect of teachers’ attitudes …) and the effect of teachers’ attitudes as a moderating effect on the relations between technology competencies and tpack. method research design this research is quantitative with survey research design. the data collection method used a crosssectional survey. research samples this research used total sampling technique involved all junior high school science teachers from kota banda aceh. the teachers are from different educational backgrounds, namely biology education, physics education, and chemical education. therefore, learning activity is conducted based on the teachers’ background and learning material. for example, if there is a learning material related to biology, then teachers who will teach that subject is the teacher from biology education. the teachers who became the sample of this research was the teacher sent by education and culture office of kota banda aceh. the total number of samples is 88 teachers (54 biology teachers, 29 physics teachers, 2 science teachers, 1 chemistry teachers, and two teachers from other backgrounds). the teachers are from 19 public junior high schools and nine private junior high schools. furthermore, in order to obtain more in-depth information about the state of tpack and the ability to integrate technology, researchers interviewed two teachers who are instructors, namely instructor of mgmp (teacher group) activities (physics teacher, as well as the chairman of one of the science mgmp in banda aceh) and instructor of multimedia usage in aceh province (biology teacher). this determination was based on their abilities, knowledge, and experience when becoming training instructors. thus, the answers they gave were able to describe the state of the banda aceh science teachers. instruments the definition of technology that used in the instruments of technology competencies and teacher attitudes in technology integration refers to the definition of technology according to magana and marzano (2014) namely electronic, digital, and multimedia devices that used to achieve goals effectively and efficiently. furthermore, the definition of technology that used in tpack instruments refers to koehler et al. (2013) and yerdelen-damar (2017) stating that the word technology applies equally to analog and digital technologies or new and old technologies. however, they emphasize that the technology that used should be new and digital and have innate traits that require particular abilities in its use. the data about teachers’ attitudes in technology integration were obtained using a likert scale questionnaire that consists of 19 questions. each statement refers to five aspects, namely strongly agree, agree, neutral, disagree, strongly disagree (sugiyono, 2016). the attitude in technology integration is measured by using the scale of attitude towards technology developed by birkollu et al. (2017) and yavuz (2005). the data about technology competencies were obtained using a multiple-choice test that consists of 17 questions. the question indicators were developed based on the technology competency scale developed by karaca et al. (2013) and yerdelen-damar et al. (2017). the science teachers’ tpack data was measured using 45 multiple choice test questions. the question indicators were made based on tpack for 21st century skills instrument (tpack-21) (valtonen et al., 2018, 2017) and tpack survey for meaningful learning (chai et al., 2011; deng, chai, so, qian, & chen, 2017; koh, chai, & tsai, 2013). the development of this instrument was adjusted to science content and the integration of technology in pedagogically meaningful ways that are by the twenty-first-century skills framework (21st-century skills framework) (valtonen et al., 2017). therefore, this instrument is suitable to be used to measure the tpack of science teachers. furthermore, this instrument observes the four capabilities needed in the 21st century, namely the ability of communication, collaboration, critical thinking, and creative thinking (valtonen et al., 2017; valtonen, sointu, mäkitalo-siegl, & kukkonen, 2015) and five meaningful learning dimensions such as active learning, cooperative learning, constructive learning, intentional learning, and authentic learning (koh et al., 2013). in particular, indicators of the component of content knowledge (ck) and pedagogy knowledge (pk) refer to the standards of academic qualification and teacher competencies (standar kualifikasi akademik dan kompetensi guru) (badan standar nasional pendidikan, 2007). before being used, all of the three instruments were tested for validity and reliability on 55 teachers who have the same characteristics as science teachers. they have experience in teaching biology, chemistry, or jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 188 yulisman et.al (moderated effect of teachers’ attitudes …) physics in high school. the trial instruments were distributed via the internet by using google form. the reliability test results showed that all of the three instruments have reliability requirements, namely 0.847 for science teachers’ tpack instrument, 0.622 for technology competency instrument, 0.775 for teachers’ attitudes in technology integration instrument. based on the validity test, several items excluded, namely two items from the science teachers’ tpack instrument, three items from the technology competencies instrument, and two items from the teachers’ attitude in technology integration instrument. instruments distribution and data analysis the research instruments were directly distributed to the teachers through technology integration training conducted in faculty of teacher training and education-universitas syiah kuala. the training was initiated by researchers who collaborated with faculty of teacher training and education-universitas syiah kuala and education and culture office of kota banda aceh. analysis of the moderating effect variable on the relationship between independent and dependent variables was evaluated by using the structural equational modeling-partial least square approach (known as sem-pls or called pls). the pls approach is suitable for prediction purposes. also, pls is not based on many assumptions, such as data does not have to be ordinarily multivariate (indicators with categories, ordinal scales, intervals, or ratios can be used on the same model) and do not require a large number of samples. furthermore, pls is not only suitable for prediction purposes but also can be used to explain whether there is a relationship between latent variables (ghozali, 2014; latan & ramli, 2013; wong, 2013). the data analysis started by summing the correct answers on the test item and the total score on the questionnaire for each indicator of research variables. furthermore, the analysis of the relationship and the moderating effect was performed by using sem-pls with smartpls 3.2.8 software (ringle, wende, & becker, 2015). research variables this research consists of three types of variables, namely exogenous variable (technological competencies), moderating variable (teachers’ attitudes in technology integration), as well as an endogenous variable (science teachers’ tpack). the interaction of the three variables formed the following research model (figure 1). figure 1. research model with moderating effect table 1. the summary of evaluation of outer and inner models with reflective indicators criteria rule of thumb fl 0.50 – 0.60 ave > 0.50 cross loading >0.70 the square root of ave value and the correlation between latent constructs the square root of ave > correlation between latent constructs cr > 0.60 r2 0.67 (strong), 0.33 (moderate), and 0.19 (weak) f2 0.35 (strong), 0.15 (moderate), and 0.02 (weak) q2 q2 > 0 represent the model has predictive relevance. q2 < 0 represents the model has no predictive relevance. furthermore, in order to obtain the value of q2, we used the following formula. q2 = 1 – (1-r2) (1) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 189 yulisman et.al (moderated effect of teachers’ attitudes …) evaluation of pls model the evaluation of the pls model was performed by assessing the outer model and inner model. evaluation of the outer model with reflective indicators consists of convergent validity, discriminant validity, and reliability. convergent validity was obtained from the factor loading value and average value extracted (ave). discriminant validity was obtained from the cross-loading value and compared the value from the square root of ave with the correlation value between constructs. the reliability test that used and suitable for reflective indicators is composite reliability (cr) because the cronbach’s alpha value tends to be a lower bound estimate. furthermore, the evaluation of the inner model was obtained from the value of r2 for endogenous variable, effect size (f2), and q2 to determine the relevance of predictions from the models that have been designed (ghozali, 2014; ghozali & latan, 2015; latan & ramli, 2013; wong, 2013). the evaluation criteria for the pls model shown in table 1. results and discussion the results of the pls analysis are reported by using the two-step approach. the first step focused on reporting the results from the outer model. the second step focused on reporting the results from the inner model. furthermore, because all indicators are reflective, the interaction approach that used was the product indicator (ghozali & latan, 2015; latan & ramli, 2013). the outer model evaluation results evaluation of the outer model was performed twice. based on the results of the first evaluation of the outer model (appendix), researchers excluded all indicators with loading values <0.6. it aimed to get a composite reliability value >0.6. after all indicators with values below 0.6 are excluded, re-estimation was performed. the re-estimation results shown in figure 2. figure 2. graphical result of the outer model evaluation the convergent validity value was determined from the factor loading and ave values. the value of the factor loading (the correlation between the indicator and the latent construct) for each indicator used in the model must be higher than 0.60. the results of evaluations (table 2) showed that there are no indicators with a value below 0.5. furthermore, the ave values for each construct must be higher than 0.5. table 2 showed that all constructs have ave values greater than 0.5. the value of reliability in this research was obtained from the composite reliability (cr) value. this is caused by the value of cronbach’s alpha on sem-pls is lower (under-estimate) than the composite reliability value (ghozali & latan, 2015; wong, 2013). based on table 2, each of the research variables had a cr value greater than 0.7. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 190 yulisman et.al (moderated effect of teachers’ attitudes …) the determination of the discriminant validity was obtained from the value of cross-loading. however, because of the value of cross-loading is similar to the factor loading value, the researcher only showed the factor loading values. in the smartpls v3.2.8, comparison between the square root of ave values and correlation values between constructs can be seen from the value of the fornell-larcker criterium. the square root of ave values is displayed diagonally, and the value below is the correlation value between constructs (table 3). so, it showed that the values of the square root of ave are higher than the correlation values; it can be concluded that the model is valid because it has met the discriminant validity. after all of the variables that used are valid and reliable, then proceed with a test of the influence between variables and moderating effects otherwise known as inner model evaluation. table 2. the results of convergent validity and reliability test var* indicators fl** ave cr scite-tpack tpack4 0.680 0.554 0.787 tpack10 0.740 tpack16 0.807 tcom tcom1 0.704 0.575 0.844 tcom3 0.742 tcom4 0.822 tcom5 0.760 teatt teatt1 0.742 0.542 0.778 teatt2 0.829 teatt3 0.623 description: *variables; **factor loading table 3. fornell-larcker criterium for discriminant validity variables scite-tpack tcom teatt scite-tpack 0.744 tcom 0.461 0.758 teatt 0.482 0.416 0.736 the inner model evaluation results evaluation of the inner model aims to see the significance of all path estimates. the predictive power of the outer model can be seen from the r2 value of the endogenous variable. furthermore, in order to obtain the relevance of predictions, we determined by the value of q2 (1). in smartpls, r2 value was obtained through pls algorithm. table 4. the r2 value and rating from pls algorithm result variable r2 r2 adjusted rating scite-tpack 0.408 0.327 moderate based on r2 value (table 4), it showed that 40.8% of science teachers’ tpack is influenced by technology competencies and teachers’ attitudes in technology integration and the remaining 59.2% influenced by other variables outside of this research model. this is due to technology that used as indicators in technology competencies and the attitudes towards technology integration was information and communication technology. meanwhile, the technology used as indicators in science teachers’ tpack consists of digital and analog technology. according to koehler et al. (koehler et al., 2013), technology in the tpack can apply to all technology tools and resources. therefore, not all technological capabilities within technology competencies and attitudes towards technology indicators affect science teachers' tpack. the value of 0.408 also showed that the research model has a moderate rating. based on the calculation result (1), we obtained a q2 value of 0.408 > 0, mean that the model built has predictive relevance. specifically, when inner model evaluation results showed predictive relevance, it accurately predicts the data points of indicators in reflective inner models of endogenous constructs (hair et al., 2014). therefore, it exhibits that technology competencies and attitudes towards technology integration influencing science teachers tpack in banda aceh. furthermore, the values of effect size (table 5) and path coefficient (table 6) were obtained from the bootstrapping method through smartpls. the results of bootstrapping about effect size (table 5) showed that all of the variable relationships affect the science teachers’ tpack variable. however, only the relationship between technology competencies and teachers’ attitudes has a moderate effect on science teacher tpack, while the other two relationships have a jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 191 yulisman et.al (moderated effect of teachers’ attitudes …) weak effect. according to the description of r2 value, this result caused by the difference in technology in variable indicators. interestingly, the combination of technological competencies and attitudes towards technology integration can improve relations with tpack to become moderate. it showed that teachers could improve their tpack if they have good technology competence and a positive attitude in integrating technology. according to chow and pepe (2015), the teachers will integrate technology into their learning activities if they feel that they have sufficient knowledge in the use of technology. therefore, the government or schools should be investing more in a teacher’s professional development rather than just purchasing pieces of technology. table 5. the effect size values from bootstrapping relationships f2 description tcom → scite-tpack 0.117 weak tcom*teatt → scite-tpack 0.158 moderate teatt → scite-tpack 0.088 weak table 6. the path coefficient values from bootstrapping relationships mean sd t-statistics tcom → scite-tpack 0.29 0.09 3.22 tcom*teatt → scite-tpack 0.36 0.06 5.83 teatt → scite-tpack 0.26 0.10 2.59 the results of bootstrapping about path coefficients (table 6) showed that all of the relationships have a value of t-statistics higher than t table. it means all of the three relationships have a significant effect on the science teachers’ tpack. these results indicate that technology competency, attitudes towards technology integration, and the relationship of competence and attitudes in technology integration affect science teachers' tpack. it showed that the better the competence and attitude of the teacher, the better the ability of their tpack. these results support the previous research conducted by yerdelen-damar et al. (2017) and karaca et al. (karaca et al., 2013), showed that technology competence and attitudes towards technology integration have a significant effect on technology integration or in this study is the ability of their tpack. therefore, to improve the ability of science teachers' tpack, it must notice their technological competencies and attitudes towards technology integration. the results of hypothesis testing the analysis of hypothesis testing was obtained based on the value of t-statistics that obtained from the bootstrapping method (table 6). in the h1 hypothesis test, it showed that the value of t-statistics from the relationship between technology competencies and science teachers’ tpack of 3.22>1.96, then h0 was rejected. it means technology competencies have a positive relationship with the science teachers’ tpack. the value of t-statistics that obtained also showed that technology competencies have a significant effect on the science teachers’ tpack. furthermore, in the h2 hypothesis test showed that the t-statistic value on the interaction between technology competencies and teachers’ attitudes towards science teachers’ tpack obtained a value of 5.83>1.96, then h0 was rejected. it means the teachers’ attitude is a moderator variable or able to moderate the relationship between technology competency and science teachers’ tpack. table 6 also showed that the teachers’ attitudes also have a significant effect on science teachers’ tpack. therefore, based on the model that built and the results of hypothesis testing, showed that technology competencies, attitudes towards technology integration, and the relationship of competencies and attitudes towards technology integration are predictors of science teachers’ tpack. the results obtained by this study are consistent with previous research on the relationship between technological competencies, attitudes in technology integration, and tpack capabilities. research conducted by yerdelen-damar et al. (2017) showed that the competencies and attitudes of teachers have a direct effect on teachers’ tpack. besides, the research also showed that there was a positive influence between technological competencies and the attitude of teachers in technology integration. other research results from karaca et al. (2013) showed that technology competencies and teachers’ attitudes have a direct effect on technology integration. the research also showed exciting results where technology competencies have a significant influence on teachers’ attitudes and beliefs. it means the teachers will have positive attitudes and beliefs if they have good technology competencies. the results of these studies indicate that technology competencies and attitudes towards technology integration are predictors in technology integration. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 192 yulisman et.al (moderated effect of teachers’ attitudes …) specifically, technology competencies and attitudes towards technology integration affect the teacher's technological knowledge (tk). tk is the main component forming tpack. the type of technology used as an indicator in this component is ict. it was similar to the type of technology used as an indicator in technology competence and attitudes towards technology integration. according to the research results from yurdakul and coklar (2014), it showed that ict usage had a significant effect on the teachers’ tpack. specifically, ict usage affects the tk of teachers. therefore, it showed that the relationship formed from technology competencies and attitudes in technology integration towards tpack was caused by indicators of tk components specifically consisting of ict. interpretation of interaction effects interpretation of the two-way interaction effects using an excel file template obtained from the dawson (2019). the template facilitates researchers to interpret the moderating effects of teacher attitudes in the relationship between technology competency and tpack. the results of the interpretation in the form of a chart shown in figure 3. figure 3. the result of two-way interaction effects figure 3 showed that the higher the teachers’ attitude, then the higher the degree of technology competencies and tpack. it means the teachers’ attitude strengthens the positive relationship between technology competencies and science teachers’ tpack. these results indicated that the teachers' attitudes have an essential role in technology integration; in this case, it is strengthening the relationship between technology competencies and science teachers' tpack. based on the research results, it appears that attitudes play an essential role in integrating technology. it caused by attitudes towards technology integration affected the acceptance and use of technology in learning activities (scherer, tondeur, siddiq, & baran, 2018). however, this factor is still often ignored (niederhauser & lindstrom, 2018). the government is still focused on providing technology tools and facilities. they consider technology integration to take place automatically when technology is available (baturay et al., 2017; ertmer, 1999; niederhauser & lindstrom, 2018). specifically, it can be seen from the “smart city” program from the aceh province government. this program only focuses on providing internet services in all aceh province vocational schools (saifullah, 2017). according to ertmer (1999), attitudes often ignored due to attitudes are the intrinsic factors of the teacher. intrinsic factors are abstract and personal. therefore, this problem is more challenging to solve than solving problems related to extrinsic factors (baturay et al., 2017; ertmer, 1999; vongkulluksn, xie, & bowman, 2018). this problem can be solved by choosing and using technology that often used by the teacher. so, the teachers are easy to integrate the technology into their learning activities. the statement is in line with the interview results with the physics teacher stating that the teacher uses his smartphone as a learning media, by giving it to groups of students in alternately. this method was used to overcome the problem of technology availability and was obtained by the teacher when they take part in mgmp activities. this information indicated that the use of mobile learning must be encouraged in schools because of its easy to use (yulisman, 2017). it showed that the teachers’ positive attitude would emerge if the available technology is a technology jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 185-196 193 yulisman et.al (moderated effect of teachers’ attitudes …) that is acquainted with them, and the technology is accessible for them to use. furthermore, the teachers' positive attitude will help them find ways to integrate technology into their learning activities. according to birkollu (2017) and buabeng-andoh (2012), the positive attitude of teachers in the application of technology will facilitate them in adopting and integrating technology into their learning activities. it means, if the teacher is interested in using technology, then they will find ways to integrate the technology into their learning activities. therefore, instead of focusing on increasing the competence and ability to integrate teacher technology, it is imperative to pay attention to the teachers’ attitudes on the use of technology. the results of interviews with physics teachers also showed that training activities using technology for teachers should not be focused on how to use technology only, but how to use technology in learning activities. the results of interviews from biology teachers showed that teachers want to integrate technology, but they are still constrained by an organizational factor. although he has good technology competencies and a positive attitude in technology integration, the process of integrating technology into learning activities cannot be performed because of constraints in school facilities, such as electricity, the lack of tools and complicated licensing in the use of technological tools. it means organizational factor can hamper individual factor in technology integration. according to niederhauser (niederhauser & lindstrom, 2018), five factors influence the integration of technology into learning activities, namely environmental, technological, individual, organizational, and pedagogical considerations. conclusion technology competencies have a positive relationship and a significant effect on the science teachers’ tpack. furthermore, the variable of teachers’ attitudes in technology integration is a moderator variable or able to moderate the relationship of technology competencies and science teachers’ tpack. the results from the interpretation of the interaction effects also indicated that the teachers’ attitudes strengthen the positive relationship between technology competencies and science teachers’ tpack. the results of this research indicated that the teachers’ attitudes have an essential role in integrating technology into learning activities. therefore, researchers, teachers, or education providers should not ignore teachers' attitudes. furthermore, further information is needed on the influence of other factors that influence the integration of tpack, especially in indonesia. acknowledgment we would like to thank indonesia endowment fund for education, abbreviated as lpdp (lembaga pengelola dana pendidikan), the faculty of teacher training and education-universitas syiah kuala, education and culture office of kota banda aceh, and junior high school science teachers in kota banda aceh for supporting us in order to collect research data. references agustin, r. r., liliasari, sinaga, p., & rochintaniawati, d. 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(2014). modeling preservice teachers’ tpack competencies based on ict usage. journal of computer assisted learning, 30(4), 363–376. doi: https://doi.org/10.1111/jcal.12049 https://journals.hioa.no/index.php/seminar/article/view/2353 https://journals.hioa.no/index.php/seminar/article/view/2353 https://doi.org/10.1016/j.compedu.2017.11.009 https://doi.org/10.1063/1.4983985 https://doi.org/10.1063/1.4983985 https://doi.org/10.1097/mnm.0b013e328332f801 https://doi.org/10.1088/1757-899x/306/1/012055 http://tojet.net/articles/v4i1/412.pdf http://tojet.net/articles/v4i1/412.pdf https://doi.org/10.1007/s10956-017-9687-z https://doi.org/10.18768/ijaedu.370413 https://doi.org/10.18768/ijaedu.370413 https://doi.org/10.1111/jcal.12049 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 109 penerapan kerangka rancangan tandur dalam model pembelajaran snowball throwing untuk meningkatkan hasil belajar ipa smpn 03 candipuro lumajang henia wati 1 , abdulkadir rahardjanto 1 , atok miftachul hudha 1 1 program studi pendidikan biologi fkip universtias muhammadiyah malang, e-mail: rahardjanto@gmail.com abstrak pembelajaran snowball throwing merupakan pembelajaran kooperatif yang bekerja secara berkelompok secara kolaboratif yang penerapannya membuat sebuah pertanyaan yang dituliskan dikertas kemudian diremas menyerupai bentuk bola salju lalu dilemparkan kepada siswa lain dan siswa lain yang mendapatkan bola kertas dibuka dan menjawab perrtanyaan. adanya kerjasama secara kooperatif ini mendorong siswa untuk lebih aktif dalam kegiatan pembelajaran, sedangkan guru hanya bertindak sebagai fasilitator yang bertugas mengorganisasikan materi, mengorganisasikan siswa dan menyiapkan bahan-bahan yang diperlukan dalam kegiatan pembelajaran. hasil observasi dan wawancara dengan guru mata pelajaran biologi kelas viii-b di smpn 03 candipuro lumajang, menunjukkan bahwa pembelajaran biologi yang diterapkan selama ini masih berorientasi pada guru (teacher centered) dan selalu dilakukan secara konvensional, sehingga siswa mayoritas tidak mengerti bagaimana hubungan antara fakta yang ada dengan kehidupan sehari-hari. hal ini karena siswa dalam mencapai pengetahuan atau konsep materi pelajaran masih belum terlaksana. selain itu, nilai hasil belajar siswa kelas viii-b mayoritas di bawah kkm yang telah ditentukan yaitu 70. penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran snowball throwing yang didalamnya terdapat kerangka rancangan tandur dalam meningkatkan hasil belajar ipa smpn 03 candipuro lumajang pada materi metamorfosis dan metagenesis. jenis penelitian yang dilakukan adalah penelitian tindakan kelas (classroom action reseacrh) dengan menggunakan prosedur kerja yang dipandang sebagai siklus spiral yang meliputi kegiatan perencanaan, tindakan, observasi, dan refleksi. hasil penelitian menunjukkan adanya peningkatan hasil belajar siswa kelas viii-b smpn 03 candipuro lumajang dari siklus i ke siklus ii. hasil belajar klasikal pada siklus ii lebih baik dibandingkan siklus i, hal ini ditunjukkan dari hasil analisa ketuntasan hasil belajar klasikal yang mengalami peningkatan dari 75% pada siklus i menjadi 95,83% pada siklus ii yang artinya terjadi peningkatan sebesar 20,83%. kata kunci : hasil belajar, snowball throwing, kerangka rancangan tandur pendidikan merupakan investasi jangka panjang yang memerlukan suatu usaha dan proses yang cukup besar, hal ini sudah diakui oleh semua orang demi kelangsungan masa depan suatu bangsa. pendidikan merupakan proses untuk mewujudkan perubahan berbagai tingkah laku yang baik meliputi ranah afektif, kognitif, dan psikomotorik (subiyanto,1998; dimyati dan mudjiono, 2009). sebagaimana yang tercantum dalam bab i undang-undang nomer 20 tahun 2003, tentang sistem pendidikan nasional dinyatakan bahwa pendidikan merupakan suatu usaha sadar dan terencana dalam mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif dapat mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. salah satu kelemahan pendidikan saat ini adalah pada proses pembelajaran yang diterapkan di dalam kelas. siswa kurang dilatih untuk memiliki kecakapan berfikir. siswa banyak diarahkan untuk menguasai materi pada sebagian ranah kognitif yaitu mengahafal dan mengingat semua informasi (arikunto, 2006), termasuk mata pelajaran biologi yang jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 110 banyak memiliki konsep. sedangkan kemampuan siswa pada ranah sebagian ranah kognitif, afektif dan psikomotorik belum optimal terasah. oleh karena itu, kecakapan berfikir khususnya kemampuan dalam memecahkan masalah perlu dikembangkan. salah satu usaha untuk meningkatkan kualitas pendidikan dari segi pelaksanaan secara operasional adalah terwujud dalam kegiatan belajar mengajar. dalam kegiatan belajar mengajar, model pembelajaran merupakan faktor yang sangat penting untuk menentukan keberhasilan pencapaian tujuan pembelajaran (winataputra, 2001). penentuan model pembelajaran yang tepat oleh guru sangat diperlukan agar sesuai dengan materi pelajaran yang akan diajarkan kepada siswa. kenyataan yang banyak dijumpai di kelas suatu sekolah selama ini adalah pembelajaran berpusat pada guru (teacher centered learning) yang menempatkan guru sebagai pemberi pengetahuan bagi siswa, dan cara penyampaian pengetahuannya cenderung masih didominasi dengan metode ceramah, serta masih mengutamakan buku paket sebagai salah satu sumber belajar terpenting. penggunaan metode ceramah yang dominan dan kurang maksimalnya proses pembelajaran tersebut menyebabkan partisipasi rendah, kemajuan siswa, perhatian dan minat siswa tidak dapat dipantau. hal ini didukung dengan hasil observasi yang dilaksanakan pada tanggal 5 september 2012 terhadap proses belajar mengajar biologi kelas viii-b smpn o3 candipuro lumajang melalui wawancara dengan salah satu guru mata pelajaran biologi, diketahui bahwa nilai hasil belajar siswa masih rendah. peserta didik hanya duduk tenang dibangku, mendengarkan serta menyerap dan menyimpan informasi, kemudian mencatat dan mengerjakan soal latihan yang diberikan guru. sebagain besar siswa kurang aktif bertanya maupun berpendapat untuk menyampaikan gagasannya. kondisi seperti ini akan menyebabkan peserta didik tidak konsentrasi dalam pembelajaran biologi yang disampaikan guru, mengantuk, dan berbicara dengan teman sebangku. berdasarkan hal tersebut, maka model pembelajaran snowball throwing dan kerangka rancangan tandur merupakan alternatif model pembelajaran yang dikembangkan untuk meningkatkan hasil belajar siswa. tujuan utama dari snowball throwing dan kerangka rancangan tandur adalah pembelajaran untuk mendapatkan pengetahuan, sehingga siswa terlatih untuk memecahkan masalah dalam kehidupan sehari-hari. snowball throwing merupakan salah satu model pembelajaran (herdian, 2009) kooperatif learning yang terdiri atas tim-tim belajar yang beranggotakan 4-6 peserta didik yang heterogen (trianto,2007). model pembelajaran ini, dengan kelebihannya (rahayu, 2009), akan membawa dampak terhadap hasil belajar yang bermakna bagi peserta didik jika penerapannya dikaitkan dengan kerangka rancangan yang berorientasi pada pembelajaran kontekstual. kerangka rancangan tandur terdapat dalam metode quantum yang menganut azas “bawalah dunia mereka kedunia kita dan antarkan dunia kita kedunia mereka”, maksudnya seorang guru harus mampu membuat jembatan yang menghubungkan materi yang diajarkan dengan kehidupan peserta didik (deporter (2008). salah satu penelitian terdahulu yang dilakukan oleh siti komariyah ulfa terhadap prestasi belajar ips menunjukkan hasil yang positif terjadi peningkatan hasil belajar dari siklus i ke siklus ii. melalui penerapan model pembelajaran snowball throwing yang didalamnya terdapat kerangka rancangan tandur yang bertujuan agar peserta didik lebih mudah memahami suatu materi pelajaran, senang dalam mengikuti kegiatan belajar mengajar, mampu menemukan konsep materi, serta mudah mengingat konsep materi yang diajarkan. salah satu penelitian terdahulu yang dilakukan oleh trimo dan rusatiningsih (2008) mengenai kolaborasi metode quantum teaching dan snowball jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 111 throwing terhadap peningkatan hasil belajar ips menunjukkan hasil positif yaitu terjadi peningkatan hasil belajar peserta didik dengan prosentase ketuntasan belajar klasikal pada siklus i sebesar 81,90 % dan pada siklus ii sebesar 87,62%. metode jenis penelitian ini merupakan penelitian tindakan kelas (ptk) (chotimah, dkk., 2009) yang dilakukan secara bersiklus. penelitian tindakan kelas dilaksanakan dengan mengikuti modifikasi siklus model kemmis dan taggart (2009), dengan menggunakan prosedur kerja yang dipandang sebagai siklus spiral yang mencakup kegiatan perencanaan, tindakan, observasi, refleksi atau evaluasi. jumlah siklus dalam penelitian ini sangat tergantung pada masalah yang akan diselesaikan. siklus i dalam penelitian ini tidak akan dilanjutkan ke siklus ii, apabila permasalahan didalam siklus i sudah dapat mencapai tujuan. indikator tercapainya tujuan adalah apabila telah diperoleh peningkatan kemampuan kerja ilmiah dan hasil belajar peserta didik pada materi metamorfosis dan metagenesis. peran peneliti dalam penelitian tindakan kelas (ptk) ini adalah sebagai pengajar sekaligus pengumpul, penganalisis data, dan sebagai penyusun laporan penelitian. penelitian ini dilaksanakan di smpn 03 candipuro lumajang dimulai dari tanggal 18 september sampai dengan 25 september 2012. subyek dalam penelitian ini adalah peserta didik kelas xiii b smpn 03 candipuro lumajang tahun ajaran 2012/2013, yang berjumlah 24 peserta didik. penelitian ini terdiri dari 1 siklus, akan tetapi apabila pada siklus pertama belum berhasil, maka akan dilakukan siklus yang selanjutnya. tiap siklus terdiri dari beberapa tahapan: 1) perencanaan (planning). perencanaan tindakan berdasarkan pada identifikasi masalah yang dilakukan pada pra-ptk. rencana yang akan dilakukan pada rencana tindakan adalah menyiapkan silabus, rpp, hand out materi, lkpd, soal dan rubrik tes formatif, serta media pembelajaran. 2) tindakan (acting). pada setiap pertemuan tindakan yang dilakukan sama. pada tahap ini yaitu melaksanakan kegiatan belajar mengajar sesuai dengan rpp yaitu melaksanakan pembelajaran biologi dengan penerapan kerangka rancangan tandur dalam model pembelajaran snowball throwing. 3) observasi (observing). kegiatan observasi dilakukan bersamaan dengan pelaksanaan tahap tindakan oleh dua orang observer. persyaratan observer adalah orang yang telah diberikan pengetahuan tentang penerapan kerangka rancangan tandur dalam model pembelajaran snowball throwing. kegiatan yang dilakukan observer pada tahap ini adalah mengamati proses belajar mengajar yang berlangsung di kelas. adapun data yang diamati yaitu keterlaksanaan penerapan kerangka rancangan tandur dalam model pembelajaran snowball throwing yang meliputi aktivitas guru dalam mengajar dan aktivitas peserta didik dalam mengikuti pelajaran. 4) refleksi. data yang direfleksikan adalah hasil observasi dan nilai tes hasil belajar sebagai bahan pertimbangan siklus berikutnya. untuk meneruskan ke siklus berikutnya. dua kriteria yang digunakan sebagai penentu siklus berikutnya adalah: 1) keterlaksanaan sintaks belum optimal berdasarkan hasil observasi, 2) apabila ketuntasan individu belum mencapai kkm yaitu 70. data hasil belajar siswa pada materi metamorfosis dan metagenesis diperoleh dari pemberian tes formatif yang dilakukan di setiap akhir siklus berupa post test. sedangkan data tentang keterlaksanaan penerapan kerangka rancangan tandur dalam model snowball throwing. sumber datanya diperoleh dari aktivitas mengajar guru dan aktivitas peserta didik selama mengikuti pelajaran. analisis proses pembelajaran jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 112 dilakukan dengan teknik deskriptif kualitatif (nazir, 2003) dari lembar observasi aktivitas guru dan peserta didik terhadap keterlaksanaannya penerapan kerangka rancangan tandur dalam model pembelajaran snowball throwing, serta catatan lapang yang telah diberikan kepada observer pada saat proses pembelajaran berlangsung. data yang berupa hasil belajar berupa skor per per butir soal kemudian diubah menjadi nilai dengan menggunakan acuan kriterium (menggunakan pap), artinya penentuan nilai seorang peserta didik dilakukan dengan jalan membandingkan skor mentah hasil tes dengan skor maksimum idealnya dan akan digunakan rumus sebagai berikut. 1) ketuntasan individu. 𝐾𝐵 = 𝑇 𝑇𝑡 𝑥 100% keterangan : kb = ketuntasan belajar t = jumlah skor yang diperoleh peserta didik tt = jumlah skor total ketuntasan individu dikatakan tuntas apabila mencapai mencapai ketuntasan belajar jika telah mencapai nilai > 70 (sudjono,2008). 2) ketuntasan klasikal. 𝐾𝑆 = 𝑛 𝑁 𝑥 100% keterangan : ks = ketuntasan belajar peserta didik n = jumlah peserta didik yang belajar tuntas n = jumlah seluruh peserta didik (sudjono, 2008) pembelajaran dikatakan berhasil apabila 85% dari jumlah siswa dikelas memiliki ketuntasan individu skm yang ditetapkan untuk peserta didik smpn 03 candipuro lumajang adalah ≥ 70. kriteria ketuntasan klasikal dapat dilihat pada tabel 1. tabel 1. kriteria ketuntasan belajar klasikal interval nilai ketuntasan belajar kriteria 85-100% sangat baik 70-84% baik 55-69% cukup 40-54% kurang 0-39% sangat kurang hasil penerapan kerangka rancangan tandur dalam model snowball throwing yang telah dilakukan baik pada siklus i maupun siklus ii dan ketercapaian indikator penelitian dapat digambarkan pada hasil belajar pada tiap siklus. pada tahap perencanaan guru menyiapkan perangkat-perangkat pembelajaran seperti menyusun silabus dan rpp sesuai dengan indikator ruang lingkup materi pembelajaran yang akan disampaikan kepada peserta didik, menyusun lembar kegiatan peserta didik (lkpd), mempersiapkan kisi-kisi soal tes, mempersiapkan soal tes sebagai alat ukur hasil belajar peserta didik dan rubrik penilainnya, mempersiapkan lembar observasi keterlaksanaan sintaks, lembar penilaian aktivitas guru dan lembar penilaian aktivitas peserta didik, dan mempersiapkan kamera untuk mendokumentasikan pelaksanaan penerapan kerangka rancangan tandur dalam model pembelajaran snowball throwing. pelaksanaan penelitian ini dilakukan oleh peneliti yang bertindak sebagai guru pengajar dan dibantu 2 orang observer (dita dan enggar) dan satu orang dokumenter untuk mendokumentasikan aktifitas peserta didik dan aktivitas guru dalam melaksanakan pembelajaran. tindakan siklus 1 dilaksanakan pada hari selasa tanggal 18 september 2012 dengan alokasi waktu 2 x 40 menit pada jam ke 12, yaitu 07.00-08.30 wib dalam satu kali pertemuan. rencana penelitian disusun jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 113 dalam bentuk rpp yang terbagi dalam 3 sesi yang meliputi tahap awal, tahap inti, dan tahap penutup. tahap awal meliputi eksplorasi diawali dengan membuka pelajaran melalui apersepsi dan menumbuhkan motivasi belajar peserta didik melalui tahap “tumbuhkan”. kegiatan inti meliputi eksplanasi dengan menerapkan tahap “alami” yang didalamnya terdapat permainan snowball throwing. tahap “namai”, tahap “demonstrasi”, dan tahap penutup dilakukan dengan mengulang pelajaran yang dilakukan pada tahap “ulangi” dan tahap “rayakan”. proses pembelajaran pada tahap awal, guru model mengucapkan salam pembuka yang dilanjutkan dengan meminta peserta didik berdo’a bersama kemudian melakukan presensi kehadiran peserta didik. pembelajaran diikuti oleh 23 peserta didik karena 1 peserta didik tidak masuk sekolah (tanpa menyertakan surat keterangan tidak masuk sekolah). observer mengamati proses pembelajaran dengan berdiri di belakang kelas. observer dilarang membantu peserta didik selama proses pembelajaran berlangsung. sebelum melaksanakan kegiatan pembelajaran, guru terlebih dulu melakukan apersepsi dengan melakukan tanya jawab dengan peserta didik. apersepsi ini dapat merangsang kemampuan berfikir dan mengarah ke topik materi yang akan dipelajari yaitu materi metamorfosis. proses pembelajaran pada kegiatan inti yang disebut dengan tahap “alami”. peserta didik dibagi menjadi 5 kelompok secara heterogen. setiap tiap kelompok beranggotakan 4-5 peserta didik. guru membagikan lembar kegiatan peserta didik (lkpd) kepada setiap peserta didik serta membagikan hand-out materi metamorfosis dengan tujuan sebagai referensi dan tambahan pengetahuan yang sifatnya dapat memfasilitasi peserta didik untuk memahami dan menemukan suatu konsep yang dipelajari. diskusi berlangsung selama 20 menit secara berkelompok dengan mengisi lkpd yang telah disediakan. lembar kegiatan peserta didik (lkpd) ini dirancang untuk menciptakan bentuk kerjasama dan komunikasi antar peserta didik dan mengajak peserta didik berperan aktif dalam pembelajaran. guru berkeliling kelas memantau dan membantu jalannya diskusi jika ada peserta didik masih belum jelas penjelasan atau bahan diskusinya. guru dan observer mengarahkan peserta didik untuk menggali dan menemukan jawaban dari setip permasalahan sampai dapat menemukan konsep sendiri. setelah semua kelompok selesai menjawab permasalahan dalam lkpd mengenai metamorfosis, guru meminta dan memandu peserta didik untuk melakukan snowball throwing yaitu dengan memberi tugas kepada peserta didik untuk membuat pertanyaan pada selembar kertas, yang kemudian dibentuk seperti bola (kertas bola soal). bola kertas yang dibuat dilemparkan dengan kelompok lain. misalnya bola kelompok 1 dilempar kelompok 2, bola kelompok 2 dilempar kelompok 3, bola kelompok 3 dilempar kelompok 4, bola kelompok 4 dilempar kelompok 5 bola kelompok 5 dilempar kekelompok 1. setelah masing-masing kelompok mendapat satu bola, guru meminta wakil setiap kelompok untuk menjawab pertanyaan secara bergantian dan membacakan masing-masing soal yang ada pada kertas bola soal tersebut. setelah proses snowball throwing dinyatakan selesai, peserta didik menamai (memberi nama) konsep yang telah dipelajari kemudian guru mempersilahkan salah satu kelompok secara bergantian untuk mempresentasikan hasil diskusi kelompok di depan kelas (tahap “demonstrasi”). kemudian kelompok lain dibimbing untuk berdiskusi dalam bentuk memberikan argumentasi dan memberikan masukan ataupun bertanya. pada akhir pembelajaran guru menyampaikan kembali tentang konsepkonsep yang kurang jelas dan kesalahankesalahan jawaban peserta didik pada saat presentasi. guru juga menyampaikan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 114 kesimpulan dengan tanya jawab untuk mengetahui seberapa jauh peserta didik memahami materi (tahap “ulangi”) serta memberikan reward kepada kelompok yang kinerjanya baik dalam diskusi kelompok maupun pada saat menyampaikan hasil presentasi dan peserta didik yang mampu menjawab pertanyaaan (tahap “rayakan”). guru menutup kegiatan pembelajaran dengan mengucapkan salam dan meminta ketua kelas untuk memimpin berdo’a. tahap observasi dilakukan untuk mengamati: 1) keterlaksanaan tahapantahapan tindakan pembelajaran kerangka rancangan tandur dalam pembelajaran snowball throwing dalam kegiatan belajar mengajar pada tiap siklus; 2) indikator penelitian berupa hasil belajar. indikator hasil belajar meningkat apabila nilai hasil tes yang diperoleh peserta didik mengalami peningkatan dan ≥ standar kelulusan minimun (skm) yaitu 70 serta mencapai ketuntasan klasikal 85%. data diperoleh dari hasil observasi aktivitas belajar peserta didik dan aktivitas guru adalah aktivitas belajar peserta didik yang di ukur dari aspek afektif dan psikomotorik, aspek afektif yang meliputi; 1) keberanian; 2) antusias; 3) tenggang rasa; 4) keseriusan; dan 5) keaktifan, sedangkan aspek psikomotorik meliputi; 1) berkomunikasi; 2) menganalisis gambar. aktivitas guru dalam melaksanakan proses pembelajaran kerangka rancangan tandur dalam snowball throwing. berdasarkan data hasil observasi terhadap guru dalam melaksanakan proses pembelajaran kerangka rancangan tandur dalam snowball throwing pada siklus i baik pada kegiatan awal, inti dan penutup dapat dikatakan bahwa secara umum sudah terlaksana dengan baik meskipun ada beberapa kegiatan yang masih belum dilakukan oleh guru secara maksimal. kegiatan guru belum berjalan dengan maksimal dimana guru masih kurang dalam membimbing peserta didik menyimpulkan materi. guru menyimpulkan materi tidak terlalu detail hal ini terjadi karena keterbatasan waktu. waktu banyak digunakan untuk menjelaskan kerangka rancangan tandur dalam snowball throwing. tes akhir siklus i dilaksanakan pada akhir presentasi. sesuai dengan indikator peningkatannya, peserta didik dikatakan nilai hasil belajarnya baik atau meningkat apabila nilai tes fomatif yang diperoleh peserta didik ≥ standar kelulusan minimal (skm) yaitu 70. berdasarkan data pada tabel 2, dapat diketahui bahwa dari 24 peserta didik yang mengikuti tes formatif, ada 18 peserta didik yang memperoleh nilai tes formatif di atas skm ≥ 70, sementara ada 6 peserta didik yang memperoleh nilai tes formatif di bawah skm yaitu < 70. data pada tabel 2 selanjutnya dihitung menggunakan rumus ketuntasan klasikal untuk mengetahui persentase ketuntasan. hasil nilai tes formatif peserta didik pada siklus i yaitu dari 24 peserta didik, ada 18 peserta didik yang tuntas dan 6 peserta didik yang tidak tuntas. ketuntasan belajar klasikal sebesar 75% . berdasarkan kriteria ketuntasan klasikal pada tabel 2, persentase 75% berada diantara 70-84%, sehingga kriteria kentuntasan belajar klasikal peserta didik dinyatakan “baik”. penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing juga diukur dari hasil afektif. hasil belajar afektif ini mencakup kemampuan menyangkut aspek perasaan dan emosi. hasil belajar afektif ini merupakan kelanjutan dari hasil belajar kognitif. penilaian aspek afektif ini diukur melalui 5 (lima) parameter yaitu (1) keberanian, (2) antusias, (3) tenggang rasa, (4) keseriusan, dan (5) keaktifan, kemudian dirata-rata. berdasarkan hasil lembar penilaian aspek afektif yang dilihat dari 5 (lima) kemampuan (1) keberanian, (2) antusias, (3) tenggang rasa, (4) keseriusan, dan (5) keaktifan pada siklus i dapat diketahui bahwa masing-masing peserta didik memiliki kemampuan yang berbeda-beda. hasil penilaian aspek afektif peserta didik jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 115 smpn 03 candipuro lumajang dengan jumlah 24 peserta didik, pada siklus i ratarata adalah 3,38. hasil belajar psikomotor ini tampak dalam bentuk keterampilan (skill) dan kemampuan bertindak individu. hasil belajar psikomotor merupakan kelanjutan dari hasil belajar kognitif dan hasil belajar afektif. penilaian aspek psikomotorik ini diukur melalui 2 (dua) parameter, yaitu (1) aspek berkomunikasi dan (2) menganalisis gambar kemudian dirata-rata. berdasarkan hasil lembar penilaian aspek psikomotorik pada siklus-i dapat diketahui bahwa masing-masing peserta didik memiliki kemampuan yang berbeda-beda. hasil penilaian aspek psikomotorik peserta didik smpn 03 candipuro lumajang dengan jumlah 24 peserta didik, pada siklus i rata-rata 3,69. tahap refleksi dilakukan untuk mengetahui secara menyeluruh tindakan yang telah dilakukan, kemudian dilakukan evaluasi guna menyempurnakan tindakan berikutnya. berdasarkan hasil observasi selama proses kegiatan pembelajaran pada siklus-1 dapat menjadi bahan refleksi kegiatan pembelajaran untuk perbaikan dan revisi penelitian. berikut ini adalah observasi observer yang bertugas mengamati keterlaksanaan tahapantahapan kerangka rancangan tandur dalam pembelajaran snowball throwing dan ketercapaian indikator hasil belajar peserta didik. setelah dianalisis terdapat kelebihan dan kelemahan yang dapat dijadikan acuan pada perbaikan pada siklus ii. adapun kelebihan dan kekurangan pada siklus i adalah sebagai berikut. 1) kelebihan siklus i. pada saat pembelajaran berlangsung peserta didik terlihat antusias dengan penerapan kerangka rancangan tandur dalam snowball throwing, hal ini tampak dari aktivitas peserta didik dalam kelompok termasuk kriteria baik dalam aktivitas tanggung jawab sosial sehingga perlu ditingkatkan lagi pada siklus berikutnya ditingkatkan pada kriteria sangat baik. peserta didik terlihat semangat dalam mengerjakan lkpd menggunakan snowball throwing. guru telah menjalankan proses pembelajaran sesuai sintaks kerangka rancangan tandur dalam snowball throwing. 2) kelemahan siklus i. peserta didik masih kesulitan memahami kerangka rancangan tandur dalam snowball throwing. masih ada sebagian peserta didik yang belum ikut berpartisipasi dalam membuat pertanyaan maupun dalam diskusi kelompok menjawab pertanyaan. kelas menjadi ramai pada saat guru memberi kesempatan peserta didik untuk menganailis gambar karena saling melontarkan komentar masingmasing dari gambar yang deprhatikan. guru kurang optimal dalam menyampaikan materi karena keterbatasan waktu. berdasarkan hasil refleksi maka guru, observer beserta guru mata pelajaran biologi memtuskan untuk memperbaiki kembali kerangka rancangan tandur dalam pembelajaran snowball throwing yang akan dilaksanakan pada siklus ii. pelaksanaan siklus ii tetap pada standar kompetensi (sk) dan kompetensi dasar (kd) yang sama, namun materi dan tujuan pembelajarannya yang disampaikan berbeda. indikator hasil belajar peserta didik belum memenuhi kriteria yang sudah ditentukan. siklus ii dilaksanakan pada tanggal 25 september 2012. materi yang disampaikan untuk pertemuan siklus ii adalah pokok bahasan metagenesis.nperencanaan siklus-ii ini dilakukan untuk memperbaiki dan menyempurnakan tindakan-tindakan yang kurang optimal pada saat pelaksanaan siklus-1. perbaikan-perbaikan tersebut diantaranya dengan menyusun kembali perencanaan yang akan digunakan pada pelaksanaan tindakan siklus-2 meliputi: (1) menyusun rencana pelaksanaan pembelajaran (rpp), (2) memperbaiki dan mempersiapkan lembar observasi keterlaksanaan sintaks, lembar penilaian aktivitas guru dan lembar penilaian aktivitas peserta didik; (3) mempersiapkan lkpd dan kunci jawaban lkpd; (4) mempersiapkan hand out untuk peserta jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 116 didik; (5) mempersiapkan kisi-kisi soal tes; (6) mempersiapkan soal tes sebagai alat ukur hasil belajar peserta didik; (7) serta mempersiapkan kamera untuk mendokumentasikan proses pembelajaran. observer terdiri dari 3 orang teman peneliti, 2 orang sebagai observer dan 1 orang untuk mendokumentasikan kegitan proses belajar. siklus ii dilaksanakan pada hari selasa tanggal 25 september 2012 dengan alokasi waktu 2 x 40 menit pada jam ke 12, yaitu 07.00-08.30 wib yang di hadiri 24 peserta didik. observer memasuki kelas bersama-sama dengan guru model dan dokumenter. setiap observer sudah mendapatkan lembar observasi dan lembar penilaian afektif dan penilaian psikomotor, dan lembar penilaian aktivitas guru serta lembar penilaian aktivitas peserta didik pada tahap awal pembelajaran guru mengucapkan salam pembuka yang dilanjutkan dengan meminta peserta didik berdo’a bersama kemudian melakukan presensi kehadiran peserta didik. guru menyampaikan indikator pembelajaran yang akan dicapai pada materi metagenesis. guru memotivasi peserta didik dikegiatan awal pembelajaran dengan beberapa pertanyaan. guru menyatakan minggu lalu kita sudah mempelajari metamorfosis sekarang kita lanjutkan dengan materi metagenesis. guru melanjutkan dengan pertanyaan “apa kalian tahu tentang hewan ubu-ubur? jika kalian tahu, termasuk hewan seperti apa?” siswa menanggapi pertanyaan dengan beragam jawaban sesuai dengan pengetahuan meraka. guru menyampaikan tujuan pembelajaran. pada kegiatan inti yang disebut dengan tahap “alami” yaitu guru membagi kelompok peserta didik menjadi 5 kelompok yang beranggotakan 4-5 orang peserta didik secara heterogen. pembagian kelompok selesai guru membagikan hand-out dan lkpd pada masing-masing peserta didik. guru juga membagikan gambar tentang contoh metagenesis pada hewan ubur-ubur, tumbuhan paku dan lumut. diskusi berlangsung selama 15 secara berkelompok dengan mengisi lkpd yang telah dibagikan. diskusi selesai, seperti pertemuan pertama guru meminta tiap kelompok untuk membuat pertanyaan pada selembar kertas dan kemudian dilemparkan kepada kelompok lain. pertanyaan yang dbuat peserta didik dilemparkan ke kelompok lainnya sambil menyanyikan lagu pop terkenal sampai terdengar abaaba stop dari guru. ketika terdengar abaaba stop berhenti melempar dan segera membuka kertas dan bergegas mencari jawaban dan berebut mengangkat tangan untuk menjawab pertanyaan. pewakilan kelompok maju kedepan membacakan pertanyaan dan jawaban. tahap snowball throwing selesai peserta didik kembali memberi nama pada konsep yang belum lengkap. pada tahap “demonstrasi” yaitu prsentasi di depan kelas. pada saat prsentasi peserta didik aktif mengikuti dengan memberikan tanggapan, bertanya, dan menjawab pertanyaan yang kurang tepat. pada siklus ii aktifitas peserta didik sudah nampak jauh labih bagus daripada siklus i. peserta didik yang dulunya tidak bertanya menjadi antusias untuk bertanya dan aktif dalam diskusi sehingga terjailah diskusi yang menarik. di akhir pembelajaran yaitu tahap “ulangi”, guru bersama peserta didik menyimpulkan materi yang telah dipelajari dengan cara tanya jawab kepada peserta didik secara acak. hal ini dilakukan untuk mengetahui penguasaan peserta didik terhadap materi yang telah dipelajari dan didiskusikan. setelah itu, guru memberikan reward kepada kelompok yang terbaik dalam presentasi (rayakan). tahapan observasi dilakukan untuk mengamati: (1) keterlaksanaan tahapantahapan tindakan kerangka rancangan tandur dalam model snowball throwing pada siklus-2, (2) indikator penelitian berupa hasil belajar peserta didik. indikator proses pembelajaran dikatakan optimal apabila sintaks yang dilaksanakan sudah terlaksana dengan baik dan juga dilihat dari aktivitas guru dan aktivitas peserta didik yang terus jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 117 meningkat. sedangkan untuk hasil belajar meningkat apabila nilai hasil tes yang diperoleh peserta didik mengalami peningkatan dan ≥ standar kelulusan minimum (skm) yaitu 70. berdasarkan hasil pengamatan terhadap aktivitas peserta didik selama proses pembelajaran maupun diskusi diperoleh temuan sebagai berikut. a) kegiatan pendahuluan, guru sudah dapat mengkondisikan peserta didik dengan baik, guru membuka kegiatan belajar mengajar dengan mengucapkan salam dan mengajak peserta didik untuk berdoa. guru memeriksa kehadiran peserta didik, 1 orang peserta didik datang terlambat. guru sangat optimal dalam menyampaikan tujuan pembelajaran kemudian dilanjutkan dengan memotivasi peserta didik dengan melakukan apersepsi memberikan pertanyaan-pertanyaan yang dapat menggali kemampuan awal peserta didik, sehingga peserta didik tampak sangat antusias sekali. b) guru membagi kelompok secara heterogen. guru sangat optimal dalam membimbing dan memfasilitasi peserta didik bersama kelompoknya untuk merencanakan kerja sama dalam menyelesaikan lkpd dan membuat pertanyaan pada selembar kertas. pada tahap ini guru juga memberikan kesempatan kepada kelompok untuk mempertanyakan hal yang tidak jelas pada lkpd. c) guru meminta peserta didik melakukan snowball throwing, dengan masing-masing kelompok membuat pertanyaan 2 soal pada selembar kertas yang sudah disediakan oleh guru. guru memberi pengarahan tentang pertanyaan yang akan dibuat sesuai dengan materi dengan memanggil wakil masing-masing kelompok. d) melalui diskusi kelompok dan menjawab pertanyaan yang ada pada soal bola kertas yang dibuat oleh peserta didik, maka mereka dapat menemukan konsep materi yang sedang dibahas. e) tiap kelompok diberi kesempatan mempresentasikan hasil diskusinya, guru memanggil kelompok secara acak dan bergantian ke depan kelas. guru membimbing peserta didik untuk menanggapi dan bertanya kepada kelompok yang sedang presentasi. f) mulai dari komentar atau hasil diskusi peserta didik, guru mulai menjelaskan kembali materi yang belum jelas sesuai tujuan yang ingin dicapai, guru kurang optimal melakukan tahapan ini karena guru melakukannya dengan cara tanya jawab yang menimbulkan keramaian di kelas, peserta didik antusias dan berebut untuk menjawab pertanyaan-pertanyaan guru. dan peserta didik yang memiliki kinerja yang baik maka akan mendapatkan reward dari guru. g. (kesimpulan), guru sudah optimal dalam memberikan kesimpulan hasil diskusi secara keseluruhan. guru juga membimbing peserta didik untuk membuat kesimpulan sendiri. kegiatan penutup, guru meminta peserta didik untuk mengumpulkan hasil diskusinya ke depan. peserta didik kembali ke tempat duduk masing-masing dan menyiapkan selembar kertas untuk melakukan tes. guru memberikan soal tes dan lemabr jawaban yang dikerjakan dalam waktu 10 menit. guru mengakhiri pertemuan dengan mengucapkan salam dan meninggalkan kelas. tes akhir siklus ii dilaksanakan pada tanggal 25 september 2012 setelah melakukan kegiatan pembelajaran presentasi. hasil tes belajar peserta didik pada akhir siklus ii yaitu dari 24 peserta didik, ada 23 peserta didik yang tuntas dan 1 orang perta didik yang tidak tuntas. berdasarkan pada tabel 2 dapat diketahui bahwa dari 24 peserta didik, 23 peserta didik memperoleh nilai tes formatif > 70 dan 1 peserta didik memperoleh nilai tes formatif di bawah kkm yaitu < 70. sementara ketuntasan belajar klasikal peserta didik sebesar 95,83% > 70%. berdasarkan kriteria ketuntasan belajar klasikal pada tabel 3.2, persentase 95,83% berada diantara persentase 85% – 100% sehingga kriteria kentuntasan belajar klasikal peserta didik dinyatakan “sangat baik”. selain dilihat dari nilai hasil belajar tes formatif juga diukur dari jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 118 hasil belajar afektif dan psikomotor. aspek afektif lebih mengarah pada karakter dan daya hidup seseorang. sedangkan aspek psikomotor dalam proses pengajaran lebih mengorientasikan pada proses tingkah laku atau pelaksanaan. fungsi aspek psikomotorik ini untuk meneruskan nilai yang terdapat lewat kognitif dan diinternalisasikan melalui afektif sehingga mengorganisasikan dan diaplikasikan dalam bentuk nyata oleh aspek psikomotor. penilaian aspek afektif ini diukur melalui 5 (lima) parameter yaitu (1) keberanian, (2) antusias, (3) tenggang rasa, (4) keseriusan, dan (5) keaktifan kemudian dirata-rata. pembahasan penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk mengetahui hasil belajar dan ketuntasan hasil belajar peserta didik melalui penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing. pelaksanaan kegiatan belajar secara keseluruhan berjalan cukup baik dan lancar. proses belajar mengajar dengan menggunakan penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing berhasil dalam meningkatkan hasil belajar biologi peserta didik dan dapat meningkatkan hasil belajar peserta didik baik secara individual maupun klasikal. pada penelitian ini, guru menggunakan dua siklus pembelajaran yaitu siklus i dan siklus ii. menurut suprijono (2011) pembelajaran kooperatif adalah konsep yang lebih luas meliputi semua jenis kerja kelompok termasuk bentuk-bentuk yang lebih dipimpin oleh guru atau diarahka oleh guru. secara umum pembelajaran kooperatif dianggap lebih diarahkan oleh guru, dimana guru menetapkan tugas dan pertanyaan-pertanyaan serta menyediakan bahan-bahan dan informasi yang dirancang untuk membantu peserta didik menyelesaikan masalah yang dimaksud. guru biasanya menetapkan bentuk ujian tertentu pada akhir tugas. model pembelajaran kooperatif dikembangkan untuk mencapai hasil belajar berupa prestasi akademik, toleransi, menerima keragaman, dan pengembangan keterampilan sosial. model pembelajaran snowball throwing adalah model pembelajaran yang penerapannya membuat sebuah pertanyaan yang dituliskan dikertas kemudian diremas menyerupai bentuk bola salju lalu dilemparkan kepada siswa yang lain dan siswa lain yang mendpat bola kertas lalu membuka dan menjawab pertanyaan (herdian, 2009). kerangka rancangan tandur terdapat dalam metode quantum teaching. quantum teaching menganut azas “bawalah dunia mereka kedunia kita dan antarkan dunia kita kedunia mereka”, maksudnya seorang guru harus mampu membuat jembatan yang menghubungkan materi yang diajarkan dengan kehidupan peserta didik (deporter,2008). pembelajaran quantum teaching mengikuti scenario yang dikenal dengan kerangka rancangan yang berorientasi pada pembelajaran kontekstual adalah tanamkan, alami, namai, demonstrasi, ulangi, dan rayakan (kerangka rancangan tandur). melalui penerapan model pembelajaran snowball throwing yang didalamnya terdapat kerangka rancangan tandur yang bertujuan agar peserta didik lebih mudah memahami suatu materi pelajaran, senang dalam mengikuti kegiatan belajar mengajar, mampu menemukan konsep materi, serta mudah mengingat konsep materi yang diajarkan. peneliti menyiapkan perangkat-perangkat pembelajaran sebelum melakukan penelitian baik pada siklus i maupun siklus ii seperti menyusun silabus dan rpp sesuai dengan indikator ruang lingkup materi pembelajaran yang akan disampaikan kepada peserta didik, menyusun lkpd dan hand out, mempersiapkan kisi-kisi soal tes, mempersiapkan soal tes sebagai alat ukur hasil belajar peserta didik dan rubrik penilaiannya, mempersiapkan media pembelajaran, mempersiapkan lembar observasi penilaian aktivitas guru dan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 119 lembar penilaian aktivitas peserta didik, serta mempersiapkan kamera untuk mendokumentasikan pelaksanaan penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing. pada siklus i proses pembelajaran dilihat dari nilai hasil belajar pada ranah kognitif, afektif dan psikomotor sudah baik meskipun banyak kekurangankekurangan pada siklusi i. kekurangan-kekurangan pada siklus i seperti peserta didik yang masih belum berpartisipasi dalam proses pembelajaran, membuat pertanyaan dalam diskusi kelompok yang akan diperbaiki pada siklus ii. pada siklus i proses belajar mengajar masih belum berjalan dengan baik dan lancar sehingga perlu perbaikan pada siklus ii, dengan memperbaiki cara mengajar, membuat suasana kelas menjadi nyaman sehingga peserta didik menjadi lebih aktif dalam belajar, dan membagi waktu mengajar dengan sebaik-baiknya seperti yang sudah ditetapkan dalam rencana pelaksanaan pembelajaran (rpp). pada siklus ii pembelajaran sudah berjalan lebih optimal dari pada pembelajaran siklus i. pada pembelajaran siklus ii peserta didik lebih antusias mengikuti proses pembelajaran, membuat pertanyaan dan diskusi kelompok. hal ini terjadi karena kondisi kelas lebih terkendali akibat perbaikan-perbaikan dari siklus i. hasil belajar merupakan puncak dari proses belajar mengajar (dimyati dan modjiono, 2009) dan penilaian hasil belajar yang dicapai siswa dalam criteria tertentu. berikut ini uraian hasil penelitian pada siklus i dan siklus ii hasil belajar materi metamorfosis dan metagenesis dengan pembelajaran penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing. peningkatan hasil belajar peserta didik dapat diketahui dari hasil penilaian lembar jawaban tes formatif pada setiap akhir siklus. bentuk soal yang disajikan yaitu berupa soal formatif uraian sebanyak 5 soal yang terdiri dari tingkatan c1, c2,c3,dan c4. seperti yang telah ditentukan guru mata pelajaran ipa kelas viiib smpn 03 candipuro lumajang, bahwa kkm yang harus dicapai peserta didik adalah 70. terdapat peningkatan hasil belajar peserta didik kelas viii-b pada materi metamorfosis dan metagenesis dari siklus i ke siklus ii. pada siklus i materi metamorfosis dengan perolehan data hasil belajar secara klasikal sebesar 75% peserta didik (sebanyak 18 peserta didik), sedangkan nilai ketuntasan hasil belajar peserta didik secara klasikal pada siklus ii sebesar 95,83% (sebanyak 23 peserta didik). hal ini menunjukkan terjadi peningkatan nilai hasil belajar peserta didik secara klasikal sebesar 20,8% dari siklus i ke siklus ii dan sudah dapat dikatakan bahwa ketuntasan belajar peserta didik dapat tercapai. hasil belajar pada hakekatnya adalah perubahan, pemahaman, keterampilan, dan sikap yang biasanya meliputi ranah kognitif, afektif, dan psikomotor (arikunto, 2006). ranah kognitif berkaitan dengan hasil belajar intelektual. aspek kognitif lebih mengarah pada pengetahuan dalam pengajaran kepada peserta didik akan menjadi standar umum untuk melihat kemampuan kognitif seseorang dalam proses pembelajaran. ranah afektif mencakup kemampuan aspek perasaan dan emosi berkaitan dengan sikap peserta didik dalam menerima terhadap lingkunganya, tanggapan atau respon terhadap lingkungan, penghargaan dalam bentuk ekspresi nilai terhadap sesuatu, megorganisasikan berbagai nilai untuk menemukan pemecahan, serta karakteristik dari nilainilai yang menginternalisasi dalam diri (krathwol, 1964). ranah afektif ini memiliki tujuan yang mengacu pada karakter hidup seseorang. nilai-nilai berkembang secara teratur, sehingga tingkah laku akan menjadi lebih konsisten dan lebih mudah diatur. tujuan dari kategori ini berhubungan dengan keteraturan pribadi, sosial, dan emosi jiwa. sedangkan pada ranah psikomotor merupakan hasil belajar psikomotor dalam bentuk keterampilan (skill) dan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 120 kemampuan bertindak individu. fungsi aspek psikomotor adalah untuk meneruskan nilai yang terdapat lewat kognitif dan diinternalisasikan lewat afektif sehingga mengorganisasikan dan diaplikasikan dalam bentuk nyata oleh aspek psikomotor ini. dalam konsteks evaluasi hasil belajar, ketiga ranah tersebut yang harus dijadikan sasaran dalam setiap evaluasi hasil belajar. menurut simpson (1996) sasaran kegiatan evaluasi hasil belajar adalah: 1. apakah peserta didik sudah dapat memahami semua bahan atau materi pelajaran yang telah diberikan pada mereka. 2. apakah peserta didik sudah dapat menghayatinya. 3. apakah materi pelajaran yang telah diberikan sudah dapat diamalkan secara kongkret dalam praktek atau alam kehidupan sehari-hari. ketiga ranah tersebut menjadi obyek penilaian hasil belajar. diantara ketiga ranah tersebut ranah kognitiflah yang paling banyak digunakan oleh guru disekolah karena berkaitan dengan kemampuan para peserta didik dalam menguasai isi bahan pengajaran. berdasarkan data hasil penelitian pada siklus i dan siklus ii pada tabel 2 untuk hasil belajar aspek afektif terus meningkat dari siklus i ke siklus ii. pada siklus i yang diukur dari 5 (lima) parameter yaitu kemampuan (1) keberanian, (2) antusias, (3) tenggang rasa, (4) keseriusan, dan (5) keaktifan pada siklus i dapat diketahui bahwa masingmasing peserta didik memiliki kemampuan yang berbeda-beda. hasil penilaian aspek afektif peserta didik smpn 03 candipuro lumajang dengan jumlah 24 peserta didik, pada siklus i nilai afektif rata-rata adalah 3,38. sedangkan pada siklus ii adalah 4,10. pada hasil penilaian belajar aspek psikomotor juga terus meningkat hingga pada siklus ii. pada siklus i hasil belajar aspek psikomotor memiliki rata-rata 3,69. pada siklus ii hasil penilaian aspek psikomotor parameter 1 memiliki rata-rata 4,20 dan parameter 2 memiliki ratarata 3,91. jumlah ini meningkat dari siklus i kea siklus ii. adapun nilai hasil perbandingan siklus i dan siklus ii pada tabel 4.7, parameter 1 siklus 1 rata-rata 3,54 dan siklus ii parameter 1 rata-rata 4,20. sedangkan pada parameter 2 siklus ii jumlah rata-rata 3,58 dan siklus ii parameter 2 berjumlah 3,91. hal ini dikatakan mengalami peningkatan karena pada masing-masing siklus dan parameter sudah dibandingkan jumlah rata-rata kelas dan mengalami peningkatan. hasil rerata siklus i dan siklus ii adalah 3,78. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian dan analisis data yang telah dilakukan, maka dapat disimpulkan bahwa: 1) penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing dapat meningkatkan hasil belajar peserta didik. hal ini dibuktikan dengan hasil belajar siklus ii lebih baik dibandingkan siklus i. pada siklus ii peserta didik lebih aktif mengikuti pembelajaran dibandingkan pada siklus i, karena penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing yang proses pembelajarannya dengan menggunakan metode diskusi dan presentasi, membuat peserta didik lebih berani mengungkapkan pendapat, bertanya, memahami materi, dan lebih aktif dalam diskusi kelompok. dengan sikap tersebut dapat mempengaruhi hasil belajar peserta didik dengan sikap saling membantu dan saling bekerja sama dengan teman, melatih kecakapan peserta didik, serta menumbuhkan tanggung jawab pada diri peserta didik. 2) hasil belajar peserta didik melalui penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing mengalami peningkatan dari siklus i ke siklus ii. hal ini dibuktikan dengan nilai hasil belajar pada siklus ii lebih baik dibandingkan siklus i. jika pada jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 121 siklus i peserta didik yang memperoleh nilai > kkm sebanyak 18 orang (75%) sedangkan pada siklus ii peserta didik yang memperoleh nilai > kkm sebanyak 23 orang (95,83%). saran berdasarkan kesimpulan yang di atas, maka peneliti akan menyampaikan beberapa saran yang dapat dijadikan pertimbangan untuk perbaikan proses pembelajaran yang selanjutnya antara lain: 1) bagi peneliti lanjut penelitian ini dilakukan hanya sebatas kepada peserta didik kelas viii-b smpn 03 candipuro luamajang, maka peneliti menyarankan agar peneliti lain lebih memperluas subyek yang memiliki prestasi lebih heterogen. 2) bagi guru smp bidang studi biologi. guru diharapkan bisa menjadikan pembelajaran koopertif model snowball throwing yang didalamnya terdapat kerangka rancangan tandur sebagai salah satu alternatif dalam proses belajar mengajar. 3) bagi siswa smp 03 candipuro lumajang sebaiknya saat penerapan pembelajaran kooperatif model snowball throwing yang didalamnya terdapat kerangka rancangan tandur peserta didik terlibat aktif dalam proses pembelajaran yang diberikan oleh guru agar mendapatkan nilai hasil belajar yang maksimal. 4) bagi kepala smp 03 candipuro lumajang. sebagai pertimbangan kebijakan untuk meningkatkan kapasitas guru dalam proses pembelajaran dengan mengikuti pelatihanpelatihan tentang model dan metode pembelajaran dalam upaya meningkatkan proses pembelajaran yang baik. daftar rujukan anonymous, 2006. pembelajaran, (online) http://learning-withme.blogspot.com/ 2006/09/pembelajaran.html diakses pada tanggal 10 juni 2012. arikunto, suharsimi. 2006. prosedur penelitian suatu pendekatan praktek edisi revisi vi. jakarta: rieneka cipta. arends, richard. 2008. learning to teach. yogyakarta: pustaka pelajar. budiningsih, asri. 2005. belajar dan pembelajaran. jakarta: rieneka cipta. chotimah, husnul dan dwitasari, yuyun. 2009. strategi pembelajaran untuk penelitian tindakan kelas. malang : surya pena gemilang. de porter, bobbi, reardon, mark & signer sarah. 2008. quantum teaching: mempraktikkan quantum teaching learning di ruang-ruang kelas. bandung:kaifa. dimyati dan mudjiono. 2009. belajar dan pembelajaran.jakarta:pt.rineka cipta . efi, 2007. perbedaan hasil belajar biologi antara siswa yang diajar melalui pendekatan kooperatif learning tekhnik jigsaw dengan stad, skripsi fakultas ilmu tarbiyahdan keguruan. universitas islam negeri syarif hidayatulloh.: jakarta. hardjono, r. 2002. kamus populer inggris-indonesia. jakarta : pt gramedia pustaka. herdian. 2009. model pembelajaran snowball throwing. (online) (http://herdy07. wordpress.co, diakses pada tanggal 9 juni 2012. isjoni. 2010. cooperative learning efektivitas pembelajaran kelompok. bandung: alfabeta. kardi, soeparman & mohamad, nur. 2003. pengantar pada pengajaran dan pengelolaan kelas. surabaya: university press. kunandar. 2009. guru profesional implementasi kurikulum tingkat satuan pendidikan (ktsp) dan sukses dalam sertifikasi guru. jakarta : rajawali pers. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 122 lie, anita. 1999. metode pembelajaran gotong royong. surabaya: citra media. mulyasa.2006.implementasi kurikulum 2004. bandung:pt.remaja rosdakarya. mas’ula, l.2012. penerapan pembelajaran group investigation (gi) dengan pendekatan jelajah alam sekitar (jas) untuk meningkatkan kemampuan. kerja ilmiah dan hasil belajar siswa kelas x7 sma negeri 2 batu pada materi ekosistem. skripsi tidak diterbitkan. malang: universitas muhammadiyah malang. rahayu, p, 2009. penerapan pembelajaran kooperatif model snowball throwing untuk meningkatkan hasil belajar bidang studi geografi materi semester i sman i patimura kabupaten nganjuk. skripsi fakultas matematika dan ilmu pengetahuan alam. univesrsitas negri malang: malang. sudjana, n. 1989. penilaian hasil proses belajar mengajar.bandung:pt.remaja rosdakarya. slavin, robert. e. 1995. cooperative learnin second edition. massachusetts: allyn&bacon. simpson.1996.(online)http://infokuh.blogs pot.com/2012/08/pengertianpenilaian-kognitifafektif.html diakses pada tanggal 2 februari 2013. susanto,p. 1999. strategi pembelajaran biologi di sekolah menengah. malang: universitas negeri malang. sanjaya. w. 2006. strategi pembelajaran berorientasi standar proses pendidikan. jakarta:kencana. syah, muhibbin. 2006. psikologi pendidikan dengan pendekatan baru. bandung: pt remaja rosdakarya sardiman, a, m. 2008. interaksi dan motivasi belajar mengajar. jakarta : pt. raja grafindo persada. shaffat, idris. 2009. optimized learning strategy. jakarta: prestasi pustaka. suyatno.2009. menjelajah pembelajaran inovatif. jakarta: masmedia buana pustaka. trimo dan rusatiningsih. 2008. meningkatkan hasil belajar ips melalui kolaborasi metode quatum teaching dan snowball throwing. http://reserchengines.com/0408trim o.html. diakses pada tanggal 10 mei 2010. taniredja, tukiran dkk. 2010. penelitian tindakan kelas.bandung: alvabeta cv undang-undang nomor 20, tentang sistem pendidikan nasional, jakarta: cv. mini jaya abadi, 2003. winaputra. 2001. model-model pembelajaran inovatif. jakarta. universitas terbuka jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 109-123) henia wati dkk, penerapan kerangka rancangan tandur 123 tabel 2. data nilai hasil belajar tes formatif siswa siklus-1 dan siklus ii no nama peserta didik siklus 1 siklus 2 tes ketuntasan belajar individu afektif psikomotor tes ketuntasan belajar individu afekti f psikom otor 1 adi purwanto 75 tuntas 3.4 4.5 90 tuntas 4.2 3.5 2 bobby julanggara 75 tuntas 3.6 4 95 tuntas 4.2 3.5 3 devi imsiyati 85 tuntas 3.4 4 100 tuntas 4.4 4 4 diaz eka saputra 0 tidak tuntas 65 tidak tuntas 3.6 4 5 dita wahyu kurniawati 85 tuntas 3.4 4 90 tuntas 4.2 5 6 dwi utami 75 tuntas 4.2 4.5 95 tuntas 3.6 4 7 feni hastutik 80 tuntas 3.6 4 70 tuntas 4.8 4 8 hanifah sa'diah 85 tuntas 3.6 4 95 tuntas 3.8 4 9 irvan nur cahyana 70 tuntas 3.4 3.5 90 tuntas 3.6 4 10 muhammad rino 70 tuntas 3 3 80 tuntas 3.8 4 11 meri anggraeni 80 tuntas 3.6 3 90 tuntas 4 4 12 mohammad riski 55 tidak tuntas 3 3.5 85 tuntas 4 3 13 mohammad yusuf 55 tidak tuntas 3.4 3 80 tuntas 4 4.5 14 mokhammad russedik h. 65 tidak tuntas 3.2 2.5 85 tuntas 4.2 4.5 15 muhammad jefri 75 tuntas 3 3 90 tuntas 4 4.5 16 nur hayati 80 tuntas 4.2 4 80 tuntas 4.2 4.5 17 puri rahayu 85 tuntas 3.8 3 100 tuntas 4 5 18 rendik awiranto 65 tidak tuntas 3 3.5 80 tuntas 4.2 3.5 19 sinta nuria 75 tuntas 4 4.5 95 tuntas 4 4 20 siti sofiyah 90 tuntas 3.4 4 95 tuntas 4.6 4 21 susiyah 85 tuntas 3.6 4.5 95 tuntas 4 4.5 22 vicky fajar dimas putra 60 tidak tuntas 3.8 3.5 80 tuntas 4.2 4.5 23 yosep febrian 80 tuntas 3.4 3 100 tuntas 4.6 4 24 zana chobita eretusa 85 tuntas 4.2 5 95 tuntas 4.2 4 nilai rata-rata kelas 72.29 % tuntas 3.38 3.69 88.8 3% tuntas 4.1 4.41 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 135-146 10.22219/jpbi.v6i1.10837 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 135 research article the biological content accuracy of natural science textbooks for viii grade puspa mega candra a,1,*, ixora sartika mercuriani a,2, endik deni nugroho b,3, v. vlorensius b,4 a post graduate biology education,yogyakarta state university, address, jl. colombo no.1, karang malang, sleman, the special region of yogyakarta, 55281, indonesia b biolgy education department, borneo tarakan university, jl. amal lama no.1, pantai amal, tarakan, north kalimantan, indonesia 1 puspamega445@gmail.com *; 2 ixomerc@uny.ac.id ; 3 endwi.2011@gmail.com ; 4 vlodit72@ymail.com * corresponding author introduction textbooks are important teaching materials for delivering curriculum content, but not all textbooks have the same purpose and content in delivering curriculum messages. the selection of the right textbook is one of the things that can determine success in the learning process (risma, rahmayani, & handayani, 2019). they are set up aimed at the promotion of specific curriculum visions (okeeffe, 2013). one of the fundamental changes in the curriculum 2013 is the book it uses, which is a book for students and teachers, unfortunately this change also provides its own challenges for publishers, so it must meet the demands of its curriculum. according to juwita, ilmiyati, and maladona (2017), the textbook is important to improve the quality of education, so the textbook must be in accordance with the curriculum. a r t i c l e i n f o a b s t r a c t article history received january 07, 2020 revised february 12, 2020 accepted february 20, 2020 published march 31, 2020 the properness of concepts, principles, and biological contents of natural science textbooks is essential. the aim of this research was to compare the biology content of natural science textbooks for viii graders in second semester. the indicators used to determine the properness were the accuracy of core competence/cc and basic competence/bc, concept, principle, illustration, and word editing. the textbooks analyzed were those which published by indonesian ministry of education and culture (government) and private publisher. the sample of this qualitative descriptive research was three natural science textbooks which applied curriculum 2013. the research procedure referred to milies and huberman. the results showed that the properness percentages of cc and bc of science textbook published by governmental and private publisher were 86.25% (excellent) and 74.28% (good) respectively. there were inaccuracy of 11 concepts, 1 principle, and 5 illustrations found in the textbooks published by governmental. furthermore, there were 5 inaccurate concepts found in the textbook published by private publisher. moreover, there were 37 typographical errors found in the natural science textbooks published by government and none found in the book published by private publisher. therefore, the textbooks published by private publisher is better than those which by govermental publisher. copyright © 2020, candra et al this is an open access article under the cc–by-sa license keywords biological content accuracy govermental publisher private publisher natural science textbook how to cite: candra, p. m., mercuariani, i. s., nugroho, e. d., & vlorensius, v. (2020). the biological content accuracy of natural science textbooks for viii grade. jpbi (jurnal pendidikan biologi indonesia), 6(1), 135-146. doi: https://doi.org/10.2221 9/jpbi.v6i1.10837 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10837 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ixomerc@uny.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10837 https://doi.org/10.22219/jpbi.v6i1.10837 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10837&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 136 candra et al (the biological content accuracy …) the provision of curriculum 2013 textbooks is indeed provided by the government and is distributed and used by some schools, both in the form of student textbooks and teacher textbooks. however, there are many inappropriate student textbooks used in teaching and learning in schools such as content that is out of sync with the environment of students (behnke, 2018; mariani & usmeldi, 2019), inaccuracies in the material and even overlapping is often a problem (chavan & patankar, 2018; wernecke, schwanewedel, & harms, 2018). research results juwita et al (2017) and nugroho, vlorensius, rasidah, and anisa (2017) there are still many material concepts found in the textbook that are not appropriate, causing misperceptions in the teaching and learning process. many studies have examined the diagnosis of conceptions, misconceptions have been established as consistent causes of scientific concepts by many students (queloz, klymkowsky, stern, & hafen, 2017; vojíř & rusek, 2019). the curriculum 2013 textbooks have been provided by the indonesian ministry of education and culture. private publishers also provide textbooks, especial natural science textbooks for viii grade of junior high school. based on teacher interviews at the school in tarakan city (north kalimantan province), the main natural science textbooks for eighth grade of junior high school are used natural science (textbooks published by ministry of education and culture of indonesia and private publishers). the natural science textbook has been assessed by the national education standard agency (or badan standar nasional pendidikan/bsnp) before published. the national education standard agency will publish selected books through improvement. the textbook assessment by bsnp is the components of content suitability, presentation, linguistic, and graphic. each component consists of sub-components with detailed assessment points. although the textbook has been assessed by bsnp, there are some that should not be presented in the textbook. nugroho et al., (2017) states that there are concepts and illustrations that are not accurate in natural science textbooks. researcher has found an inaccuracy in the preliminary observation between the picture and caption, so that a review of the textbook was needed. the points of the assessment are less but clearly detail the strengths and weaknesses based on various authentic sources of reference. preliminary observations of the natural sciences textbook published by the ministry of education and culture, there is a discrepancy in the description of the picture of human blood circulation from reference sources. the illustration in the natural sciences textbook presented in figure 7.6 are the large and small circulatory circuits listed on page 10. the picture caption shown on number 9 is the vena cava anterior and the image description shown on number 10 is the vena cava posterior. the correct image description at number 9 is the superior vena cava and the image description at number 10 should be the inferior vena cava. that’s because the circulatory material presented is blood circulation in humans. blood flow in humans flows towards the top (superior) or downward (inferior) in the anterior body plane as presented in the natural sciences textbook. based on the description above, the purpose of this study is to compare the suitability of the biology content in textbooks based on core competencies (kompetensi inti/ki) and basic competencies (kompetensi dasar/kd) and found the inaccurate of concept, principle and illustration of biology content in textbooks viii grade second semester curriculum 2013 was published by ministry of education and culture of indonesia and eg. the results of this study are expected to improve the content of natural science textbook for viii grade in the second semester. besides the results of improvement are very important to be applied in teaching and learning activities so that students' understanding is not wrong up to the level of higher education. method the method of this research is qualitative descriptive. this research aims to systematically describe facts and characteristics of biology content in natural science textbook published by the ministry of education and culture of indonesia and private publisher (eg). data analysis uses qualitative analysis. qualitative data analysis uses words arranged into a description text) (ghoni, djunaedi & fauzan, 2013). the process of analyzing miles and huberman's model data includes data collection, data reduction, data presentation and conclusions (data verification). components data analysis of miles and huberman's model (interactive model) is presented in figure 1. the subjects of this study were the natural science textbook published by the ministry of education and culture of indonesian and private publisher. in the list is presented in table 1, the natural science textbooks for viii grade in the second semester used in tarakan city. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 137 candra et al (the biological content accuracy …) figure 1. miles and huberman's model; components in data analysis (interactive model) (source: sugiyono, 2014). table 1. the list of natural science textbooks for 8th grade in second semester used in tarakan city no list of schools book publisher 1 junior high school 1 of tarakan ministry of education and culture of indonesia 2 junior high school 2 of tarakan ministry of education and culture of indonesia eg (private publisher) 3 junior high school 3 of tarakan ministry of education and culture of indonesia the sampling technique uses purposive sampling because this book consists of chemistry, physic, and biology that are specialized in biology, also most widely used by junior high schools in the tarakan city. the technique of data collection is interview and documentation. interviews were conducted between researchers and science teachers viii grade of junior high school to find out the science textbook used in the tarakan city. the interview technique used structured interviews. documentation is used to photograph explicit inaccurate in textbooks and reference sources. the process of reducing data in this study is to sort out the data needed for research. researchers sort out basic competencies related to biology content in syllabus. researchers was organized specific content and sub content that discuss biology content in natural science textbook for viii grade second semester. researchers present data in narrative text, data analysis tables and charts. data is presented from the results of the analysis in depth and based on the reference sources used in the research. the conclusions in this study to answer the problem and new findings during the study. the instruments used were interview sheets and observation sheets which had been validated by expert lecturers. data credibility testing by using triangulation and member checking by two expert lecturers. the percentage of core competencies and basic competencies assessments and texbook component assessment is obtained from the suitability percentage in formula 1. research results category is presented in table 2. percentage of suitability= total score of answer maximum score x100% (1) table 2. research results category of core competencies and basic competencies assessments percentage (%) quality 85-100 excellent 65-84 good 55-64 fair 40-54 poor 0-39 very poor source: (yusmium, 2015). results and discussion the analysis of content suitability for core competencies and basic competencies the content of natural science textbook published by indonesian ministry of education and culture 1st edition, year 2014 and revised edition, year 2014 are same so the researcher only examines one of them. the competencies analyzed are core competencies 1-4 and basic competencies of 3.8, 3.9, 3.10, 3.11, 4.8, and 4.9. the analysis of content suitability for core competencies and basic competencies from textbook published by ministry of education and culture of indonesia (book title: ilmu pengetahuan alam [natural science]) are presented in table 3 and the analysis of content suitability for core competencies and basic competencies from textbook published by eg (book title: ipa terpadu [integrated science]) are presented in table 4. data reduction data presentation data collection conclusion: verification jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 138 candra et al (the biological content accuracy …) table 3. analysis results of content suitability for core competencies and basic competencies published by ministry of education and culture of indonesia core competencies percentage of suitability (%) incompatibility core competency-1 100 core competency-2 95 the social attitudes that show respect for others in daily activities are not instructed of texts in natural science textbook. teachers can apply these social attitudes through teaching, learning and experimentation in the class. core competency-3 consists of: basic competency-3.8 basic competency-3.9 basic competency-3.10 basic competency-3.11 90 the osmotic pressure content was not presented in natural science textbook. teacher can use other references relevant to explain osmotic pressure content based on factual data. core competention-4 consists of: basic competency-4.8 basic competency-4.9 60 basic competence of 4.8 was not presented in the textbook. content of basic competence of 4.8 is an experiment investigating the transport of fluids in plant stems. the experiments investigating fluid transport in plant stems can be presented by the teacher using other relevant reference sources or presenting skills-based on factual or contextual data. average of percentage 86.25 (excellent) table 4. analysis results of content suitability for core competencies and basic competencies published by eg core competence percentage of suitability (%) incompatibility core competency-1 50 the persuasive texts which describe spiritual attitudes was not full presented in the book. the teacher can guide students to implement spiritual attitudes through teaching, learning and experimentation in the class. core competency-2 80 the social attitudes that show respect for individual and group work in daily activities are not instructed of texts in natural science textbook. teachers can apply these social attitudes through of showing appreciation in learning. core competency-3 consists of basic competency-3.8, basic competency-3.9, basic competency-3.10, basic competency-3.11 90 basic competence of 3.11 is not presented in textbooks. the process of shading the eyes of insect’s content was not presented in natural science textbook. teacher can use other references relevant to explain osmotic pressure content based on factual data. core competention-4 consists of: basic competency-4.8 basic competency-4.9 60 basic competence of 4.9 was not presented in the textbook. content of basic competence of 4.9 is a skill to make mind mapping about the structure and function of excretion system in humans. the skill to make mind mapping about the structure and function of excretion system in human can be presented by the teacher using other relevant reference sources. average of percentage 74.28 (good) core competencies are designed into four interrelated groups. spiritual attitude (core competencies-1), social attitudes (core competencies-2), knowledge (core competencies-3), and application of knowledge or skills (core competencies-4). the persuasive texts which describe spiritual attitudes was not full presented in the book published by eg while the persuasive texts which describe spiritual attitudes full presented in the book published by indonesian ministry of education and culture. the spiritual attitude of the textbook must refer to the core competencies and basic competencies, for attribution of patterns, attitude competencies are included in all activities through all stages of the scientific approach in the book (arifah & santosa, 2018). the persuasive texts which describe spiritual in textbooks can guide students to express the spiritual values that are owned by students and manifested through student behavior. teacher's books and student books are composed by various parties under the coordination of education and culture ministries, books are constantly updated, accordingly with the dynamics of needs and changes of time (medriati, irawati, & ekaputri, 2018). besides, the spiritual attitude in textbooks can implement one of the objectives national educations in law of republic indonesia number 20 year 2003 article 1 to develop student’s self-potential to have spiritual strength. spiritual attitude is an important element of student development. if students want to develop this capacity fully, teachers must provide opportunities to reflect on their experiences, emotions, and beliefs. it can jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 139 candra et al (the biological content accuracy …) happen if teachers train to encourage and guide reflection on their students (boone, fite, & reardon, 2010). teachers can guide students to implement spiritual attitude in learning. the social attitude in basic competence 2.4 not presented in the textbook published by the indonesian ministry of education and culture and eg. basic competence 2.4 is an award to others in daily activities. appreciation for students can be a motivation to repeat learning activities that have been done by students. the implementation of reward affect positive for students, become more excited and the classroom atmosphere is more competitive in learning activities (syawaludin & marmoah, 2018). a positive response to understanding the concept of science must be supported by good media, so students can visualize their learning (rahmiwati, ratnawulan, & yohandri, 2018). spiritual and social attitude competencies are taught indirectly learning (ariantini, suandi, & sutama, 2014; syihabuddin, 2017). therefore, the teacher can guide students to show appreciation to others in teaching and learning activities. basic competence 3.8 is not presented in the textbook published by indonesian ministry of education and culture. basic competence 3.11 is not presented in the eg book. basic competence 3.8 and 3.11 contains factual and conceptual understanding of a natural science textbook. basic competence becomes the foundation to developing content, learning activities and indicators of competency achievement. basic competence can be achieved through learning activities as a student learning experience. competencies are developed and pedagogical approaches are used; testing and validation tools and evaluation processes for sustainability competencies for better education (cebri, junyent, & mul, 2020). basic competence 4.8 is not presented in the natural science textbook published by indonesian ministry of education and culture is an experiment investigating the transport of fluids in plant stems. basic competence 4.9 is not presented in the natural science textbook published by eg is the skill of making mind mapping about the structure and function of excretion systems in humans. core competencies-4 is competency of contextual learning to application the knowledge. application of knowledge or skills (core competencies-4) can be obtained through learning experiences. activities that can be done by students to conform basic competencies that have not been presented in textbooks are conducting experiments, researching, finding, observing, studying and other activities that can provide meaningful experiences for students. learning experiences must be activities that can encourage students to be able to live and experience themselves so that they are meaningful, the potential of the textbook must always be evaluated, and not only the pedagogical design but the textbook must also pay attention to the effectiveness of learning (gu, wu, & xu, 2015). teachers can try to understand and support student through collaborative learning experiences (darling-hammond, flook, cook-harvey, barron, & osher, 2019). at present, learning in the 21st century is experiencing changes marked by the development of knowledge, so that the synergy between them is becoming faster (boholano, 2017). partnership for 21st-century learning (p21) develops learning frameworks in the 21st-century that require students to have skills, knowledge and abilities in the fields of technology, media and information, learning and innovation skills as well as life and career skills (cebri et al., 2020). knowledge and skills can be developed through learning activities in schools. the 21st-century learning paradigm emphasizes the ability of students to find out from a variety of sources, formulate problems, think analytically, collaboratively and collaborate in solving problems of thinking and problem solving, creativity and innovation, communication, collaboration. for this to happen, education systems need to be built upon strong, up-to-date curricula and to design classroom activity based on cuttingedge knowledge on what drives human learning (branden, 2015). based on this, there is a correlation between core competencies-3 and core competencies-4. the knowledge obtained in core competencies-3 can be implemented in core competencies-4. the importance of activities in core competencies-4 can train the skills of students in this century teachers can construct book content using valid references to supplement material not yet presented in textbooks. the textbook component analysis of natural science for viii grades presentation of the analysis results of the textbook component published by the ministry of education and culture of indonesia and eg is presented in figure 2, which aims to illustrate the percentage of conformity of the components in the textbook to basic competence. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 140 candra et al (the biological content accuracy …) figure 2. percentage of textbook component suitability in natural science for vii grades textbook components were analyzed divided into 3 components: systematics, description of material, and assessment of learning processes and outcomes. systematics consists of chapter titles, subtopic sequences, presentations of scientific approaches to textbooks, authentic assessment. the description of the material consists of introduction to the chapter motivates students to learn, the scope of the material for each sub-topic or sub-chapter, activities in the book facilitate learning with a scientific approach. the assessment process and learning outcomes consist of assessment of knowledge, attitudes, skills and tasks. chapter titles are names used in book chapters to briefly imply the intent of a particular chapter. the chapter title describes the characteristics of the material that will be studied by students. chapter titles in natural science textbooks subjects are not the same as chapter titles in other subjects. that is because science is a subject taught integrated biology, physics, chemistry, and the earth's space (listyawati, 2012). the integration of science subjects is not only presented in the material in the textbook, but the integration of science must also be described in the chapter title, so teachers and students are able to implement integrative science learning for the success of the curriculum (widiyatmoko, 2016). implementation of the integrated textbooks smp lecturebased character of the shared model as a medium of learning to understand the concept of science with better (rahmiwati et al., 2018; risma et al., 2019). the other inaccuracy is subtopic in each chapter. in developing the teachers’ competence and the teaching materials needed some strategies, basic competencies teaching contents in textbook must be arranged and ordered based on the relationship between one subject matter with another material as the mission of delivering the curriculum (ruhiat, hidayat, suparno, hasani, & wibowo, 2016). learning is more effective when ideas are conceptually connected to each other, thought involvement, and able to do tasks that can motivate (darlinghammond et al., 2019). material ordering aims to present the main material based on the level of material difficulty. the presentation of material from the easy level to the difficult level and from the simple level to the complex level of a textbook, demonstrates effectiveness in designing systematic, gradual, and evaluable instructions that can enhance the learning experience developed (dunlosky, rawson, marsh, nathan, & willingham, 2013; khalil & elkhider, 2016; sidek, 2012). the next inaccuracy is scientific approach in the natural science textbook. the series of activities based on the stages in the scientific approach (observing, asking, trying, reasoning, and communicating) not presented the stages in the scientific approach. the integrity of the implementation of the scientific approach in learning the curriculum 2013 is very important. implementation in the scientific approach stage does not have to be carried out by the sequence of stages but can be done by the conditions that occur in learning (rusilowati, nugroho, & susilowati, 2016). therefore, the teacher plays an important role in managing the class carrying out scientific stages in a scientific approach. authentic assessment of students' attitudes, knowledge and skills comprehensively by adding attention to the social dimension of science carried out by the teacher and facilitated by the textbook (ramnarain & chanetsa, 2016). the discrepancy that occurs with the assessment is the assessment of attitude. attitude assessment can be analyzed through activities presented in textbooks. the natural science textbook published jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 141 candra et al (the biological content accuracy …) by eg does not present an attitude assessment instrument. attitude assessment instruments can be developed by the teacher. instruments in attitude assessment include observation, self-assessment, and peer assessment by students (natalia, asib, & kristina, 2018; seifert & feliks, 2018). assessment in science education, with a holistic approach will make science textbooks better and support the learning of valuable ideas and help teachers build their own content and pedagogical knowledge can be prepared (chaisri & thathong, 2014). attitude assessment instruments can be analyzed based on students' attitudes during the implementation of the learning process. the analysis of inaccurate concept, principle, illustration and typography of natural science the results of the analysis of inaccurate concept (c) and principles (pr) and illustration (i) of the natural sciences textbook for viii grade in second semester curriculum 2013 junior high school published by the ministry of education and culture and eg are presented in table 5 and table 6. table 5. analysis of inaccurate concept (c) and principle (pr) and illustration (i) of natural science textbook no indicators page category c pr i 1 caption 9 √ 2 caption 10 √ 3 definition 19 √ 4 definition 19 √ 5 definition 19 √ 6 caption 22 √ 7 definition 36 √ 8 definition 38 √ 9 theory 40 √ 10 definition 41 √ 11 definition 41 √ 12 caption 105 √ 13 caption 106 √ 14 definition 107 √ 15 definition 107 √ 16 definition 160 √ 17 definition 162 √ total 11 1 5 table 6. analysis of inaccurate concepts (c) and principle (pr) and illustration (i) of natural science textbook no indicator page category c pr i 1 definition 253 √ 2 definition 259 √ 3 definition 261 √ 4 definition 261 √ 5 definition 261 √ total 5 the natural sciences textbook for junior high school published by the ministry of education and culture of indonesia contains 37 of typographical errors. typographical errors marked with bold font presented in table 7. the natural science textbook published by ministry of education and culture of indonesia and eg is presented have different inaccurate variations of concept, principle, and illustrations. the natural sciences textbooks for viii grade in second semester curriculum 2013 published by the indonesian ministry of education and culture were found 11 inaccurate concept, 1 inaccurate principles, and 5 inaccurate illustration. indicator of inaccurate concept found is a definition, indicators of inaccurate principle found are theoretical errors, and indicator of inaccurate illustration found is image captions. there 37 typographical errors found in natural science textbook published by indonesian ministry of education and culture. the natural sciences textbooks for viii grade in second semester curriculum 2013 published by eg were 5 inaccurate concept and none of principle and illustration are presented inaccurately in science textbook published by eg. there was not found typographical errors in natural science textbook components published by eg. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 142 candra et al (the biological content accuracy …) table 7. typographical errors in the of natural science textbook published by ministry of education and culture of indonesia no chapter page statement (the book uses indonesian language) 1 7 6 tabel 7.2 karakteristik jenis-jenis sel darah putih 2 7 9 untuk memahami bagian-bagian jantung perhatikan gambar 7.5 3 7 9 gambar 7.5 bagian-bagian jantung 4 7 10 gambar 7.6 peredaran darah besar dan kecil 5 7 12 gambar 7.7 rangkaian alat percobaan 6 7 13 gambar 7.8 rangkaian alat percobaan 7 7 15 gambar 7.9 rangkaian alat percobaan 8 7 16 hasil pengukurannya terdiri atas dua angka, biasanya 120/80 9 7 16 gambar 7.10 sphygmomanometer 10 7 17 gambar 7.11 kondisi jantung penderita serangan jantung 11 7 17 gambar 7.11 menunjukkan kondisi jantung penderita serangan jantung. 12 7 17 gambar 7.12 kondisi otak penderita stroke 13 7 17 gambar 7.12 menunjukkan kondisi otak terutama pembuluh darah penderita stroke. 14 7 18 gambar 7.13 sistem pernapasan pada manusia 15 7 18 gambar 7.13 menunjukkan susunan organ-organ dalam sistem pernapasan. 16 7 18 selaput lendir sebagai perangkat benda asing yang masuk terhirup sat bernapas 17 7 20 agar kamu dapat memahaminya, perhatikan gambar 7.14. 18 7 21 gambar 7.14 difusi gas pada sistem sirkulasi 19 7 21 kapasitas paru-ptaru 20 7 22 gambar 7.15 mekanisme pernapasan 21 7 23 gambar 7.16 kondisi bronkus penderita asma 22 7 24 gambar 7.17 merupakan perbandingan antara paru-paru orang sehat dengan paru-paru penderita pneumonia 23 7 24 gambar 7.17 kondisi paru-paru normal (kiri) dan penderita pneumonia (kanan) 24 7 24 penyakit ini disebabkan oleh infeksi bakteri bacillus tuberculosis pada paru-paru. 25 8 35 darah akan masuk ke dalam ginjal melalui arteri besar dan akan keluar dari ginjal melalui pembuluh vena besar. 26 8 38 urin sekunder bergerak ke tubulus kontotus distal dan juga di saluran pengumpul. 27 8 38 berdasarkan gambar tersebut, kulit terdiri atas lapisan epidermis (kulit ari), dermis, dan epidermis. 28 8 41 pengubahan dilakukan oleh sel-sel khusus yang disebut sel histosit. 29 9 74 organ korti berisi carian sel-sel rambut yang sangat peka. 30 10 109 sel kerucut mengandung pigmen iodopsin, yaitu senyawa antara retina dan opsin. 31 10 110 gambar 9.32 gambar huruf tokek untuk mengecek kelainan mata buta warna 32 10 110 gambar 9.32 di atas, merupakan salah satu gambar yang dipakai untuk menguji buta warna. 33 10 110 hal ini disebabkan oleh cacat lensa yag tidak dapat memberikan gambaran atau bayangan garis vertikal dengan horisotal secara bersamaan. 34 11 153 krisanteum 35 11 153 delion 36 glosarium 161 endotelim lapisan sel pipih sederhana yang melapisi lumen pembuluh darah. 37 glosarium 164 rodopsin pigmen pengelihatan yang tersusun atas retina dan opsin. concepts in textbooks must come in the form of new ideas that can emerge as a result of thoughts, definitions, meanings, unique characteristics, and essence or content. according to morales & baker, (2018) the suitability of content, readability, and the ease of getting feedback when using text books can improve students' attitudes, attitudes, and behaviors towards learning. textbooks largely determine not only what topics and ideas are taught in the classroom but also the way they are presented to students. thus textbooks affect learning and teaching in many different ways (behnke, 2018). the definition is part of the concept indicators of many inaccuracies. the concept inaccuracies in natural science textbook occur due to the following reasons: 1) inaccurate presentation of biology content of the valid concepts; 2) inaccurate explanation of the tissues or organs of the body function; 3) inaccurate explanation of biological terms; and 4) lack of detailed explanation so that it can lead to multiple interpretation in a sentence. the principle inaccurate in natural science textbooks occur because of inaccurate breakdown of chemical reactions in the respiratory process. the illustration inaccurate in natural science textbooks occur because does not match the picture and the description of the image or caption and there is error of sort number of caption. the definition is one component that builds theory, various problems in student learning are due to their inability to articulate the differences between theory, theoretical frameworks, and conceptual frameworks (kivunja, 2018). the definition will form a set of interrelated variables. definition affects the quality of a theory. a good theory is built on the right and accurate concepts. the inaccurate concept can lead to misconceptions jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 143 candra et al (the biological content accuracy …) and multiple interpretations for book readers. inaccurate concept can affect students understanding and understanding up to the level of higher education. therefore, the teacher's role is important in correcting the concept inaccurate in textbooks. textbooks are the main source of learning, the textbook writing team must pay attention to the applicable curriculum, author involvement and academic qualifications can minimize errors (jazadi, 2015). each type of book has weaknesses and strengths, the book is said to be good if in its manufacture includes all the competencies must and its development refers to the curriculum 2013 (tania & fadiawati, 2015). competencies that have not been fulfilled in the textbooks can be fulfilled by the teacher. teachers can use relevant references in accordance with basic competencies. teacher can also to arrange biology content using actual or contextual data or phenomena as a source of student learning. there are teachers to depend on textbooks so the only source of learning is textbooks. in this condition, the role of the textbook becomes important and really determines whether or not the implementation of learning. consequently, students’ knowledge will be wrong if the contains in the textbook is wrong. textbooks are a traditional part of education. assumptions underlying the use of textbooks will enrich academic experience and show improved classroom performance (fry & villagomez, 2014; hilton, 2016). that is because students' knowledge can be obtained from reading books or written sources. the weaknesses in textbooks that still have inaccurate can occur because the authors less attention to the elements in writing textbooks. interrelated systems have been demonstrated to affect learning. besides, publisher editors who are not careful in editing textbooks from aspects of content, illustration, and design from textbooks as a source of learning can cause errors that should not be corrected (muslich, 2010; reynolds, thaiss, katkin, & thompson, 2012). therefore, teachers need to examine the content presented in the textbook before textbook used in learning activities. this is so that the inaccurate material presented in the textbook can be corrected or not conveyed to students. increasing inaccurate textbook content is very important to avoid misunderstanding in students; accurate content provides reinforcement of knowledge and the process of understanding comprehension. agree with halim, finkenstaedt-quinn, olsen, gere, & shultz, (2018), misunderstanding of concepts in students due to; student knowledge and the process of correcting misconceptions as well as tools for instructors in ensuring student knowledge gaps in informing relevant content. the accuracy of the principles presented in the textbook is important, so as not to cause multiple interpretations. students' knowledge structures can influence misunderstandings, with correct interpretation turning misconceptions into learning strategies. (leonard, kalinowski, & andrews, 2014). teachers can use references or textbooks for curriculum 2013 from other publishers that can help in fulfilling the achievement of core competence and basic competence. the other relevant reference can enrich the knowledge of students in junior high school eighth grade. teachers as a facilitator in learning activities can arrange learning modules according to the basic competencies so that the material presented is consistent with the basic competency that students must study. textbooks have the important role in influencing students' personalities. activities presented in textbook can instructed students to solve problems through observations or procedures instructed in textbook. competencies to be achieved through improving experience practice and finding relevant information. quality textbooks are important in learning activities. a quality natural science textbook based on national education standard agency is as follows: 1) writing textbooks refers to the core competencies and basic competencies the targets to be achieved by students; 2) textbook contain messages and information that can be communicated logically to readers. therefore, the language used must be in accordance with good and correct indonesian language rules; 3) presentation of contain and supporting contain presented in an interesting, interactive and able to encourage the process of critical thinking, creative, innovative and the depth of thought and metacognition and self-evaluation; 4) attractive physical appearance and illustrate the characteristics of science textbooks. textbooks must be easy to use. description of above to study the inaccuracies of concept, principle, illustration, and typography in the natural science textbook. teachers who use the textbook can complement inaccurate in other relevant references equivalent to viii grade junior high school. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 135-146 144 candra et al (the biological content accuracy …) conclusion the average percentage of core competencies and basic competencies suitability in science textbook published by ministry of education and culture of indonesia is about 86.25% (excellent) and the average percentage of core competencies and basic competencies suitability in science textbook published by eg is about 74,28% (good). the biology content published by indonesian ministry of education and culture contains more inaccurate concept, principle and illustration than the biology content published by eg. there none of principle and illustration are presented inaccurately in science textbook published by eg. there are 37 typographical errors found in natural science textbook for viii grade in second semester curriculum 2013 junior high school published by indonesian ministry of education and culture. then, it can be concluded that textbooks can be used in learning activities with the following recommendations: 1) basic competencies that are not presented in the textbook can be presented by the teacher. teacher can using relevant references of viii grade junior high school; 2) teachers can develop learning module based on core competencies and basic competencies. learning module can enhance knowledge and complement the basic competencies that do not presented in textbook; 3) the application of core competencies for spiritual attitude and social attitude is done indirectly in learning activities; 4) inaccuracies of concepts, principles and illustrations in textbooks can be corrected by the teacher based on valid references. references ariantini, n. p., suandi, i. n., & sutama, i. m. 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(2019). building proenvironmental behavior among school community of adiwiyata green school. jpbi (jurnal pendidikan biologi indonesia), 5(1), 23-32 doi: https://doi.org/10.22219/jpbi.v5i1.7233 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7233 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:nurwidodo88@yahoo.com mailto:mimien_henie@yahoo.co.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7233 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7233&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 23-32 24 nurwidodo et.al (building pro-environmental behavior …) that, in general, most of countries are still deemed as the ones with poor environmental quality. not excluding indonesia, in many other countries, there occurs a deceleration on actualizing the environment-based development (djuwansyah, 2018; ellinda et al., 2015; miteva, loucks, & pattanayak, 2015; monsalve, 2013; santoso, erli, aulia, & ghozali, 2014). the decrease of the environmental quality happens either in countryside or in urban areas. in the countryside areas, the environmental damages occur due to deforestation, pesticide and insecticide usages, waste pollution generated from home industries, unmanaged waste disposal, biomass burning (le fevre, 2017), coal and so forth. whilst, in the urban areas, the environmental damages are frequently caused by gas emission (minister of environment and climate change, 2017; olivier, schure, & peters, 2017) from motor vehicles (bomberg, kockelman, & thompson, 2014), traffic jams (abraham, ganesh, kumar, & ducq, 2012; allen, browne, patier, visser, & nemoto, 2012; bomberg et al., 2014; germanova & kernozhitskaya, 2017; levy, buonocore, & von stackelberg, 2010; serrano-bernardo, bruzzi, toscano, & rosúa-campos, 2015; zhang & batterman, 2013), factories’ smoke, home liquid and solid wastes, and other pollutants. accordingly, the environmental quality degradation is a serious issue that might threaten humans’ lives. there are several crucial environmental issues that often happen, to name pollution, global warming, overpopulation, natural resource decrease, waste disposal, climate change, biodiversity scarcity, deforestation, sea-water acidification, ozone depletion, uncontrolled urban expansion, environmental health, and genetic engineering. all the issues signify the results of humans’ activities in earth along with overpopulation, economic and technological developments, and eco-politic institution change. humans, in nature, have made a significant change by exploration and exploitation of natural resources to get into an industrial revolution 4.0 era. in addition, humans also make use of their environment as ‘a dustbin’ for plastic, styrofoam, and electronic wastes which are physically hard to decompose. if they keep well developing in upcoming eras, it is believed that nothing remains for their future life. hendryx, ahern, and zullig (2013) proclaimed that the environmental quality degradation could be overcome by eliminating or reducing the determinant factors that result in such degradation, such as by transportation control, betterment on waste disposal management, regulatory enforcement with respect to environmental pollution by factories, forestation, and improvement on public awareness of the importance of environmental quality and preservation. the environmental awareness itself, hence, will be embodied in the environment-based and pro-environmental behaviors. the environmental issues occur as the consequences of long response delay between causes and effects. for example, people currently are littering, but no direct impact occurs due to their littering. the delay between the causes and effects would make humans delay raising their awareness; thus, their sense of awareness is likely to be very low. if humans exist in earth, there must always be environmental issues to encounter. therefore, education for environmental awareness is of importance. simon upton (environmental director of oecd) has claimed that it needs a sustainable and collaborative attempt that includes the communities to cope with the environmental issues. it is an important step to take as they are the ones who are living in and exploiting their environment (oecd, 2015). in 2030, it is assumed that as many as 7 billion of human population in earth would demand the resources twice higher than that the earth could provide (the economist). to fulfil the global demands – ecologically, economically, culturally, spiritually, and so forth – it does need good understanding and creative problem solving. therefore, an environmentbased education has become more crucial for it equips the youths with knowledge, skill, and motivation as a response to complex life challenges in the 21st-century. the solution to the environmental issues have to be sought, not only for technological concern, but also how to understand the environment; hereinafter, it would be considered as behavioral change (de dominicis, schultz, & bonaiuto, 2017; heyl, díaz, & cifuentes, 2014; hope & jones, 2014; markle, 2019; mohiuddin, al mamun, syed, masud, & su, 2018; pyhälä et al., 2016; tim, pan, bahri, & fauzi, 2018). it has been proposed that it is pivotal to change the existing behavioral patterns to arrive at more sustainable future (delzendeh, wu, lee, & zhou, 2017; keivani, 2010; rogerson, bellingham, & shevtsova, 2009). in addition, it has also been stated that behavioral analysis has played an important role to overcome environmental damages (bolderdijk, lehman, & geller, 2018). for that reason, the environment-based education is considered crucial to develop positive attitude towards the environment and to build pro-environmental behavior. in this extent, education plays a very basic role since its most ultimate goal is to educate and train professionals who are supposed to actively contribute to environmental preservation (oecd, 2010). in addition, after the professionals attend such training, they are targeted to direct, work under, and to influence several institutions. in indonesia, the attempt for building pro-environmental behavior has been reinforced by the ministerial regulations klh number 5 year 2013 concerning that adiwiyata green school manifests an attempt and reward for the development and contribution to the environment-based education (fadlilah & ngabekti, 2018; fua, wekke, sabara, & nurlila, 2018; murtilaksono, suryana, & umar, 2011; palupi & sawitri, 2018; trihantoyo jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 23-32 25 nurwidodo et.al (building pro-environmental behavior …) & rahma, 2018). however, the process and requirements upon the selection of adiwiyata green school have often shifted for the sake of formality and gaining recognition as the winning school. sman 7 malang has been officially announced as the independent adiwiyata green school since 2017. the national adiwiyata assessors had to have several considerations to determine why this school deserved the status. therefore, this study was conducted in order to investigate the attempts the school had performed for environment-based school actualization, which had involved all school community and led to pro-environmental culture. method this current study employed qualitative design, by means of narrative type, and was conducted in sman 7 malang. the respondents comprised the principal, the representatives of teachers, the representatives of school administrators, and the representatives of students. the data were collected from in-depth interview, directed observation, and documentation. the collected data consisted the elaboration of the program of building pro-environmental behavior, the patterns of building pro-environmental behavior, the determinant factors of building pro-environmental behavior, and the success of the patterns used for building pro-environmental behavior. the interview was piloted to the principal and the program management of adiwiyata green school; while the questionnaires were administered to the representatives of teachers and students. the data, moreover, were collected based on participative observation, in-depth interview, and documentation. the key informants included the advisors of adiwiyata green school program and the students. there were two types of data: primary and secondary. the former referred to the direct observation, and the latter to the written sources and documents. the data analysis was completed on and after the data collection, including data reduction, data presentation, and data verification in respect to the results gained from the in-depth interview, field notes, voice recording, direct observation, and camera documentation. at last, the data were analyzed descriptively using content analysis by the following steps: sorting, cross-checking with triangulation, and drawing conclusion. results and discussion the program of adiwiyata green school for building pro-environmental behavior the program, as regulated in ministerial regulations number 05 year 2013 concerning on adiwiyata green school program, must be implemented as soon as possible in schools, especially in those that have been granted a status of adiwiyata green school; one of which is sman 7 malang. in the first addendum of the regulations, it is stated that achieving the status of independent adiwiyata green school needs strong commitment and extra-hard work from the schools that have been declared as adiwiyata green school within the national level. in addition, it seeks for a holistic participation from all stakeholders, comprising teachers, students, school committee, local societies, and other parties considered having a significant role. the status of adiwiyata green school will be addressed to the schools only if they have successfully passed the selection in regional, provincial, and national levels. in the addendum, besides, it is also informed that the assessment for adiwiyata green school bestowal consists of several criteria, namely: environment-based regulation, environment-based curriculum implementation, participative environment-based activities, and facilities’ management to support pro-environmental behavior. in addition, the assessment is not only referred to administrative documents, but also to the actual condition. in this regards, sman 7 malang sustainably keeps implementing the regulations based on the fixed stipulation about adiwiyata green school. the real response to the stipulation is to initiate the program of pro-environmental behavior for all the school’s school community. the program of building pro-environmental behavior has been included into either curricular or extracurricular activity. in terms of curricular activity, the program is embodied into related subjects such as, biology, physics, chemistry, economics, sociology, civics, and religion. this endeavor is in line with prior researches which revealed that the more knowledge gained by individual, the higher the environmental knowledge (paço & lavrador, 2017) and environmental awareness they possess (heyl et al., 2014) as significant as their considerations in managing the environment (cowell & lennon, 2014). cognitively, the most goal of building pro-environmental behavior entailing the subjects is to enhance and reinforce knowledge in respect to environmental issues, especially possible environmental threats and ways to deal with them (fielding & hornsey, 2016; mensink, schwinghammer, & smeets, 2012; national academies of sciences engineering and medicine, 2016). besides, affectively, it has been intended to raise the sense of caring about environment, including house, classroom, school, and surroundings. in psychomotor basis, it is aimed at developing skills through a series of pro-environmental practices, to habituate the behavior and get it fossilized. it was suggested that pro-environmental behavior be actualized and embodied into the spirit of school community, especially the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 23-32 26 nurwidodo et.al (building pro-environmental behavior …) students, as it has been an inseparable aspect in pro-environmental behavior enforcement embodying adiwiyata green school program. the program of building pro-environmental behavior has also been performed outside of the classroom sessions through a campaign of ‘keep the environment clean’ and ‘throw the rubbish into the trash bin’ and pamphlets of caring about the environment. in addition, the school has installed an open-and-shut waste processor machine. the wastes are managed modestly by sorting them out into three types: plastic, paper, and wet wastes. reuse action has been performed to manage plastic and paper wastes; and recycle action is deemed appropriate for wet waste management to result in organic fertilizer. the plastic waste management has been executed by reusing plastic bottles as ‘bricks’ for the students’ benches placed outside of the classrooms. in addition, the school has been actively updating and joining ‘go green’ program initiated by radar malang media along with education authorities of malang city. the patterns of building pro-environmental behavior among the city's academic of adiwiyata green school the patterns of building pro-environmental behaviour in sman 7 malang has shown the following characteristics. the first, the policy for building pro-environmental behaviour has been an integral part of character education reinforcement based on classroom, school, and community settings. in addition, it is also stated that pro-environmental behaviour has met the characteristics of character education, especially in terms of student integrity. the effectiveness of strategic energy framework depends on the significant attempts in enacting behavioural and attitude changes among people (farrow, grolleau, & ibanez, 2017; rogerson et al., 2009). thus, the policy has been well-determined by school to habituate the school community in term of building as well as changing the improper character into the most proper one. this in line with the previous studies which stated that it is crucial to change inappropriate behavioural pattern to achieve the better and sustainable future (delzendeh et al., 2017; keivani, 2010; rogerson et al., 2009). this indicated that the school has realized that by cultivating a pro-environmental behaviour among students means that the valuable investment has been done. the second, the program of building pro-environmental behaviour has epitomised values the school has adopted for its vision, mission, and goal as adiwiyata green school. in detailed, the vision of sman 7 malang signifies ‘be commendably equipped’, ‘be leading in achievement’, and ‘be ultraconservative upon the environment and indonesian arts and cultures’. meanwhile, the missions of sman 7 malang are: 1) to advance quality of morally-equipped and commendable characteristic and behaviour, and to raise the sense of belonging upon the home country; 2) to level up academic and non-academic achievements; 3) to integrate concept of environmental management into instructional activities; 4) to establish environment with full of safety, preciseness, hygiene, health, comfort, and greenness; 5) to conserve and habituate natural resources in the school; 6) to make a real movement for waste reduction in the school environment and its surrounding; and 7) to make realistic efforts to preserve indonesian arts and cultures. the third, the enactment of the program of adiwiyata green school has involved such participants from all school community to name the principal, vice principal, teachers, administrative staff, students, and other supportive parties deemed contributing to the success of the program, such as vendors in the school’s canteen. it is important to involve community to maintain the environment where they live (oecd, 2015). by issuing certain policies which engage the all school components in creating an ideal type of environment, the school’s government has indirectly managed the improper behaviours harm the environment. it has been distinguished by stern (2000) that an impact-oriented environmental behaviour comprised of two types i.e. public-sphere and private-sphere environmentalism. the former involving active participation forms such as actively campaign environmental-friendly behaviours among society by joining club or organization, meanwhile the second type including non-active behaviour in the public-sphere such as support policies aimed to maintain the environment. thus, the both type’s pro-environmental behaviours were promoted through school policy to achieve the green school goals. the fourth, building pro-environmental behaviour has been supported by encouraging the students to reduce plastic wastes and perform the real pro-environmental actions – one of the examples is to restrict excessive water consumption and natural resource exploitation in addition to reducing and managing the wastes. if the students are caught red-handed to disobey the rules and still produce the plastic wastes, they are going to be invited to change the wastes into merchandises or, in other words, to reuse the wastes. therefore, school environment stays clean and provide a comfort study zone for students, teachers, and all school community members. as the consequences, the positive perception and the satisfaction arose among students about their comfort place. as su, huang, and pearce (2018) reported that social responsibility can improve community positive perception which, in turn, contribute to environmental responsible behaviour. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 23-32 27 nurwidodo et.al (building pro-environmental behavior …) the fifth, the most concrete example of waste management upon the abundant organic materials found in the school yard for fertilizer production constitutes a realization of ‘waste bank’ program. by managing the waste produced in the school environment, the school community has contributed in maintaining their environment. as the determinant factors of the environmental quality degradation are reduced, the environmental damage will be minimized as well (hendryx et al., 2013). this program has been proof that the school has been strengthening students’ environmental awareness, as atav, altunoğlu, and sönmez (2015) reported that secondary students attitudes were actually closer eco-centric perspective than anthropocentric. the sixth, the vacant school’s land has been utilized for gardening (to plant fruit and vegetable). it is believed that media has an important role in affecting people’s environmental behaviour (huang, 2016). thus, gardening activities have been chosen by school as the effective media in cultivating students’ proenvironmental behaviour. the similar activities were also done in some countries in attempting to affiliate the youngsters to the environment (soto-cruz et al., 2015). not only does gardening improving students’ respect to their environment, but it also advances their knowledge about plant species as well as their roles in supporting human’s life. the seventh, a series of supervisory programs upon the school environmental quality have been made sustainable. most of the programs have been practiced by the students under the advisory of mandated teachers. the eighth, all the involved parties are to actively contribute to the commemoration of environmental day, earth day, water day, and so forth manifesting the sense of pro-environmental behaviour. kim and kim (2018) stated that the affiliation gives significant influence toward pro-environmental behaviour. this effort must be supported by the both government and non-governmental organization (nor et al., 2010). hence, as the number of communities engaged with the nature are up surged, the better the environmental understanding is built. this means, the pro-environmental behaviour cultivation is well managed. alluding to the framework of building pro-environmental behaviour for the students, the school, therefore, has stipulated a procedure named “ecomapping”. ecomapping refers to school’s initiative development based on environment by mapping (categorizing) the environment. essentially, ecomapping signifies a creative method for environmental management and manifests an active instructional model which engages all school’s parties. further, ecomapping is conducted to remark a collaborative work, between indonesia and germany, through the ministry of environment and forestry of indonesia, ministry of education and culture of indonesia, and deutsche gesellschaft für internationale zusammenarbeit gmbh (giz). moreover, ecomapping program has been envisioned to provide efficient, visual, and effective tools for data collection, analysis, and management about environmental behaviour and condition, especially in the school (babu & meyer, 2012; busert & oepen, 2018; deutsche gesellschaft für internationale zusammenarbeit (giz), 2015; rizal, 2014; ullrich, 2012). the description of the determinant factors of building pro-environmental behavior among the city's academic of adiwiyata green school the sustainability of building pro-environmental behavior in sman 7 malang could not be parted from the support of the involved parties so that it could be successful to achieve the status of adiwiyata green school. the first determinant factor is named internal factor. it has been underpinned by the school’s personnel, programs, and environment. meanwhile, the second is called external factor, which covers the institutional support from education authorities, environment authorities, and environment-based social community. the ‘personnel’ factor is the key-determining factor as its existence is truly influencing the planned programs. the greater the personnel chosen, in term of source of belief, the higher the acceptance (fishbein & ajzen, 1975) of recipient of the messages delivered. this means that the probability of the acceptance of the pro-environmental behavioral concepts will be well accepted by school community. many precious experiences gained from other institutions or schools have proved that adiwiyata green school program is initiated by those (personnel) who are well-knowledgeable, having strong commitment, truly caring about and loving their environment, and strongly skillful to organize a pro-environmental movement in the school. in addition, the school itself is represented by any behaviors shown by its stakeholders, especially the principal who is considered an irreplaceable factor. the strong and passionate desire the school shows for behavior building (internal motivation) has been reflected by the ‘personnel’ who have been mandated to bring into reality and reinforce the sense of proenvironmental behavior among the school community. the high motivation from the school to actualize proenvironmental behavior among the school community likely come from the contribution of the involved parties. thus, positive interactions will occur in attempting to make the environment is better (plombon, 2011). moreover, the environmental condition in the school has signified a very crucial factor in reifying pro jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 23-32 28 nurwidodo et.al (building pro-environmental behavior …) environmental behavior. the school condition and situation are supposed to provide the students with direct exposure. in adiwiyata green school, the environment is characterized to be green, shady, clean, immaculate, and comfortable for all school community. the ambience, as described, is alleged as an ideal spot for building pro-environmental behavior. either physical or non-physical environment would be significant for building proenvironmental behavior among all school community. the external factor has brought a significant impact to build pro-environmental behavior. it refers to the external support from another party outside of the school. sman 7 malang has been completely supported by the education authorities of malang, especially to mandate the school for being the representative of malang city in the contest of adiwiyata green school in regional or even national level. for that reason, there is a strong synergy between the school and education authorities for mutualism collaboration. another external support has also been given by the director of teacher and educational personnel training under the ministry of education and culture of indonesia. this institution, in fact, is responsible for implementing environmental education in the schools with independent adiwiyata green school status. it is expected that there would be good practices shown by the schools to influence the other 10 target schools for further development. through the ministry of environment and forestry of indonesia, sman 7 malang has been endowed to be the national representative for working performance of adiwiyata green school in the national and international levels, which effectively levels up the school’s spirit for the actualization of pro-environmental behavior among all school community. in addition, the commitment of the ministry of environment and forestry of indonesia has been portrayed by facilitating an access to utilizing giz for ecomapping implementation. education is an effective media to construct pro-environmental behaviors (rogerson, bellingham, & shevtsova, 2009) among school community. thus, the program of building pro-environmental behavior has been inserted into curricular and extra-curricular activities. from cognitive aspect, the program is aimed at enhancing and deepening environmental knowledge with respect to several environmental issues, threats upon human’s life, and how to cope with them. affectively, in addition, it is targeted to raise the sense of caring about the environment, including house, classroom, school, and other environmental settings. meanwhile, as for the psychomotor aspect, it is intended to sharpen the skill of pro-environmental behavior, by performing the related practices for habituation. it is expected that pro-environmental behavior could be integrated into the core characteristics of the school community, specifically the students, so that it would be inseparable from the reinforcement of pro-environmental behavior labelled as adiwiyata green school. the success generated from the patterns of building pro-environmental behavior has been remarked by the embodiment of pro-environmental behavior among all school community in the school. all of them have devoted themselves to bring into reality the vision and missions underpinning pro-environmental behavior. this sort of behavior is preserved through weekly activity, named “religious” sabatansa, which is practiced every tuesday, thursday, friday, and saturday, religious activity and study club of adiwiyata green school become the main programs to perform for the sake of building pro-environmental behavior and enhancement. additionally, the school also manages an environmental working group. on behalf of the actualization of adiwiyata green school, as many as 21 working groups have been established, comprising a scientific paper by students, compost, topeng (masks), recycling, green house, bio-pore infiltration hole, wastewater treatment plant (wwtp), and well (for infiltration), decorative plants, vegetable plants, fruit plants, nursery, wall magazine, karawitan (javanese cultural art), canteen, school’s health unit, eco-entrepreneurship, library, scouting, parking lots, guest receptionist, dancing, and mosque. those working groups are guided by the teachers, as one of key personnel who possesses a good pro-environmental behavior (gkargkavouzi, halkos, & matsiori, 2018), of sman 7 malang. besides, each of the students is to be engaged in one of the working groups existing and actively contribute to the work plans of each. as it is believed that asian people’s environmental values are linked to the both traditional and altruistic values (aoyagi-usui, vinken, & kuribayashi, 2003), the school, moreover, also develops sabatansa with the sense of commendableness in behaving. the program, in detailed, is aimed at strengthening the students’ characteristics to be more responsible, caring about and alert to the environment, polite, independent, respectful, and strong against all challenges in the future. by achieving these all characters, school has taken the most proper steps to cultivate pro-environmental behavior (plombon, 2011) among school community. the commendable sabatansa is supposed to be successful through “religious” sabatansa. on the second and fourth mondays within a month, there are practiced sabatansa ‘loving the environment’, sabatansa ‘reading and writing’, and enrichment activities. in those days, the students receive a guidance from the classroom teacher, counselling teacher, disciplinary team, school health unit, and it team based on the fixed schedule. the practice of all programmed activities strongly indicates the success of building pro-environmental behavior. the success of building pro-environmental behavior has also been remarked by the awarded status as adiwiyata green school. the program of adiwiyata green school constitutes a guided program in addition to jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 23-32 29 nurwidodo et.al (building pro-environmental behavior …) giving a recognition to any schools that meet the requirements to be awarded as adiwiyata green school. the status of adiwiyata green school, in fact, is dichotomized into four levels, namely local adiwiyata, regional adiwiyata, national adiwiyata, and independent adiwiyata. this is an evidence that education is one of the most effective field to target attitudes and behaviors (rogerson et al., 2009). proudly, sman 7 malang has achieved the fourth level, independent adiwiyata green school. in this status level, the school is responsible for guiding 10 other schools, either in the elementary or secondary level, to initiate adiwiyata program and keep it longlasted. out of the ten, some of which have been successfully granted the status of adiwiyata green school in the local level. the patterns of building pro-environmental behavior have been well-rooted for it has been integrated into the enforcement of character education, embodied in the school’s vision and missions, holistically supported by the active school community, provided concrete exemplifications, and conserved the sense of discipline in promoting pro-environmental behavior. besides, the factor of appreciation from external parties influences the program of building pro-environmental behavior. it arouses the commitment and loyalty from all school community of the school, especially the leaders and the management of adiwiyata program. the other factors are financial supports, school environmental condition, and support from external parties with the same interest as sman 7 malang. the factor of appreciation from the external parties also influences the performance (nor et al., 2010) of sman 7 malang as the independent adiwiyata green school. in detailed, the head of malang city officials, the director of teachers and educational personnel, the ministry of education and culture of indonesia, the ministry of environment and forestry of indonesia, and national television media have honored the school, an important factor to boost the success of sman 7 malang in administering the program of building pro-environmental behavior among all school community. this is the more valuable achievement enacted by the school as the media is one of effective tools to campaign the program and socialize the importance of pro-environmental behavior (huang, 2016) to wider society. in addition, sman 7 malang, as adiwiyata green school, has totally devoted to actualizing four key aspects of the program, such as environment-based regulation, environment-based curriculum, participative activities, and management of facilities used to support pro-environmental setting. such aspects contribute to conditioning the school environment in order to habituate the students and other school community towards pro-environmental behavior. the habituation of pro-environmental behavior among the students would shape their pro-environmental characteristic; and therefore, they would be accustomed to preserving, caring about, and protecting their environment. the executed adiwiyata program must adhere to the principles of environmental conservation, waste control, and/or environmental damages. conclusion the success of building pro-environmental behavior in adiwiyata green school is dependent on active and sincere participation of all school community, initiative from the management, full support from the school leaders, integrated program with character education enforcement, external support, and the condition of the school environment, such as building settings and physical environment to raise and reinforce proenvironmental behavior. accordingly, the school is of much facilitated to be successful in achieving the status of independent adiwiyata green school. the daily activity, adiwiyata study club, which is intended to uplift the knowledge of pro-environmental behavior with religious touching, constitutes an attempt to strengthen proenvironmental behavior among all school community. aknowledgment we would like to thank the headmaster and the students of sman 7 malang, the coordinator of adiwiyata working units, the owner of canteen vendors, and administrative staff for their being willing to help during data collection processes. references abraham, s., ganesh, k., kumar, a. s., & 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issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in eric, doaj, base, garuda, google scholar, sinta, and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have implications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief prof. dr. hadi nur, scopus id: 6602169746; department of chemistry, universitas negeri malang, east java, indonesia managing editor assoc. prof. dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; 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department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia • prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia • prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh • assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content the inquiry investigation group learning model: improving students’ critical thinking skills, cognitive learning outcomes, and scientific attitudes mery pattipeilohy, dominggus rumahlatu, sriyanti, i. a salmanu, kristin sangur 205-215 implementation of free inquiry approach based on blended learning on creative thinking and student collaboration skills e. ernawati, tri maniarta sari 216-225 biology learning tasks variation during covid-19 pandemic and its effect on students’ self-efficacy dewi utami tuzzahra, adi rahmat, yanti hamdiyati 226-235 environmental literacy of biology teacher candidates in supporting the walisongo eco green campus program ndzani latifatur rofi'ah, noor amalia chusna 236-245 the effect of problem-based learning during the pandemic on self-confidence and social interaction of high school student siti latifah nursa'idah, romy faisal mustofa, egi nuryadin 246-254 the environmental attitude of the prospective biology teachers in indonesia abdulkadir rahardjanto, h. husamah, samsun hadi, nurdiyah lestari, diani fatmawati 255-264 learning assessment model in biology education during the covid-19 pandemic yuni pantiwati, tasya novian indah sari, mia nurkanti 265-274 improving critical thinking and problem-solving skills through pogil combined with digital mind map mafazatud diniyyah, herawati susilo, b. balqis, ahmad kamal sudrajat 275-286 revealing the effect of local-based teaching materials toward scientific reasoning, argumentation, and problem-solving in biology classroom maisuna kundariati, lailatul maghfiroh, sri endah indriwati, fatchur rohman, bagus priambodo 287-295 implementation of the student facilitator and explaining model assisted by media game on the students’ explaining skills prathini khafifah handayani, asep ginanjar arip, sofyan hasanuddin nur 296-301 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22113 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22113 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22254 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22254 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21880 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21880 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22122 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22122 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17921 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17921 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22855 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22992 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18992 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18992 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21973 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21973 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17360 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17360 research article/article review type the paper title, capitalize first letter (19 pt, the title describes the conducted research, arial narrow, font size 19, single line spacing, 0 pt after spacing) first author a,1,*, second author b,2, third author b,3 (at least 2 authors; 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(20xx). the title. jpbi (jurnal pendidikan biologi indonesia), vol(no), xx yy. doi: https://doi.org/10.22219/jpbi.vxiy.xxyy introduction (heading 1) (bold, 12pt) this section could also provide the expected results. the introduction must be written in single line spacing. the introduction comprises of: (1) research problem; (2) insight and problem solve planning; (3) summary of theoretical studies and the results of the present study (state of the art), related to the observed problems (gap), and (4) research aims. according to armagan (2014), the introduction section comprises the first portion of the manuscript, and it should be written using the simple present tense. additionally, abbreviations and explanations are included in this section. the main goal of the introduction is to convey basic information to the readers without obligating them to investigate previous publications and to provide clues as to the results of the present study (references should be selected from updated publication with a higher impact factor, traceable, and prestigious source books). to do this, the subject of the article should be thoroughly reviewed, and the aim of the study should be clearly stated immediately after discussing the basic references. this template format was made in ms word (.doc) which then been saved in rich text format (.rtf) and can be downloaded in http://ejournal.umm.ac.id/index.php/jpbi. it enables the authors to prepare their manuscripts which meet the jpbi conditions properly. the body articles must be written in arial narrow, font size 11, 0 pt before spacing, and 0 pt after spacing. 10.22219/jpbi.vxiy http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 1 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. x no. y month 20xy, pp. xx-yy http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.vxiy.xxyy http://ejournal.umm.ac.id/index.php/jpbi http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 jpbi (jurnal pendidikan biologi indonesia) vol. x, no. y, month 20xy, pp. xx-xx first author et.al (title of paper shortly, 3-5 first-words) method basically, this section describes the way the research was done. the main materials must be written here: (1) research design; 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editorial office: department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2442-3750 (print) issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://u.lipi.go.id/1422867894 editorial board of jpbi (jurnal pendidikan biologi indonesia) department of biology education, faculty of teacher training and education university of muhammadiyah malang, indonesia kampus iii (3rd campus) universitas muhammadiyah malang gkb 1 (1st building), lantai 5 (5th floor), bioedu room jalan raya tlogomas 246, malang, east java, indonesia, postal code: 65144 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com subscription form name : ………………………………………………………… ………………………………………………………… address : 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room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2442-3750 (print) issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://u.lipi.go.id/1422867894 penggunaan nama ilmiah di judul tidak boleh disingkat jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 35 pengembangan media berbasis multimedia interaktif untuk meningkatkan pemahaman siswa man 2 batu materi kingdom animalia feni nur’aini 1 , lise chamisijatin 1 , nurwidodo 1 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail : lise_chin@yahoo.com abstract learning biology plays an important role in the educational process as well as the development of technology, because biology has an effort for human to generate interest in science and technology development.various issues that arise in school in biology learning materials associated with the kingdom animalia and the material is very much difficult for students to understand and time limitations in the learning process. so there should be used development of teaching media to overcome this. the purpose of this study are: (1) to know the effectiveness of the implementation of teaching media development, (2) to know the level of students understanding by using the application of teaching media development. this type of research is development research or research and development (r & d). the development used is based on the development steps from borg & gall (1983) modified from sukmadinata (2010) which includes three steps, namely: preliminary study, development and validation. to determine the effectiveness of the implementation of teaching media development is done by giving the questionnaire to students. to determine the level of students understanding performed pretest and posttest. the research was conducted on 28 march to 29 september 2013 at man 2 batu malang. the results of this development in the form of teaching media product biology that has been through some trials and revisions of the experts and students. based on the feasibility of media experts, subject matter experts, and students teaching media are stated that it is very viable and effective used in learning. based on the experimental test on class treatment there was an increasing students' understanding of the material of the kingdom animalia that is the average value before using the media (pretest) increased from 41.60 to 90.3 after using the media (posttest), while the control class average value before reading textbooks (pretest) increased from 48.80 to 68.60 (posttest) after reading the textbooks. thus it can be stated that teacing media based interaktive multimedia is more effective in improving students' understanding of x class of man 2 malang on the kingdom animalia subject. kata kunci: animalia kingdom, learning of media, interactive multimedia biologi sebagai salah satu bidang ipa merupakan konsep pernbelajaran alam dan mempunyai hubungan yang sangat luas terkait dengan kehidupan manusia. pembelajaran biologi sangat berperan dalam proses pendidikan dan juga perkembangan teknologi, karena biologi memiliki upaya untuk membangkitkan minat manusia dalam rnengernbangkan ilmu pengetahuan dan teknologi serta pemahaman tentang alam semesta yang rnempunyai banyak fakta yang belum terungkap dan masih bersifat rahasia. sehingga hasil penemuannya dapat dikernbangkan menjadi ilmu pengetahuan alam yang baru dan dapat diterapkan dalam kehidupan sehari-hari. materi biologi memiliki cakupan yang luas mengenai bagaimana mengenal diri sendiri, mengenal makhluk hidup di sekitar, mengetahui hubungan makhluk hidup dengan makhluk hidup lain serta lingkungannya. mata pelajaran biologi dikembangkan melalui kemampuan berpikir analitis, induktif, dan deduktif untuk menyelesaikan masalah yang berkaitan dengan peristiwa alam sekitar. penyelesaian masalah yang bersifat kualitatif dan kuantitatif dilakukan dengan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 36 menggunakan pemahaman dalam bidang fisika, kimia, biologi dan pengetahuan pendukung lainnya (depdiknas, 2007). salah satu materi biologi yang berkaitan dengan alam sekitar yaitu keanekaragaman hayati. kurikulum berbasis kompetensi telah dirumuskan sejak tahun 2004, dan terus disempurnakan oleh tim kerja. namun kenyataannya di lapangan tidak semua sekolah mampu mencapai kompetensi sesuai dengan yang tertera di dalam kurikulum, meskipun ada sekolah yang mampu mencapai kualifikasi tinggi dengan kualitas siswa dan pengajarnya yang baik. tentunya keberhasilan tersebut didukung dengan adanya fasilitas yang memadai. berdasarkan kuikulum satuan tingkat pendidikan (ktsp) 2006 pada mata pelajaran biologi standar kompetensi yang harus dicapai oleh siswa pada materi keanekaragaman hayati tertuang pada standar kompetensi nomor 3 yaitu siswa mampu mengaplikasikan prinsip-prinsip pengelompokan makhluk hidup untuk mempelajari keanekaragaman dan peran keanekaragaman hayati bagi kehidupan. berdasarkan standar kompetensi nomer 3 tentang keanekaragaman hayati yang tertuang dalam ktsp 2006 terdapat beberapa kompetensi dasar yang harus dicapai dalam pembelajaran biologi, diantaranya yaitu a) merumuskan konsep keanekaragaman hayati melalui kegiatan pengamatan terhadap lingkungan sekitarnya, b) mengkomunikasikan wawasannya tentang keanekaragaman hayati di indonesia, c) mengklasifikasikan keanekaragaman hayati, d) mendeskripsikan ciri-ciri kingdom monera dan mengkomunikasikan perannya dalam kehidupan, e) menyajikan data hasil identifikasi kingdom protista berdasarkan ciri-ciri yang dapat diamati, f) mendeskripsikan ciri-ciri kingdom fungi (jamur) berdasarkan struktur tubuh dan peranannya bagi kehidupan, g) mendeskripsikan dan mengkomunikasikan ciri-ciri kingdom plantae dan peranannya bagi kehidupan, h) mendeskripsikan dan mengkomunikasikan ciri-ciri kingdom animalia dan peranannya bagi kehidupan. berdasarkan hasil wawancara yang dilakukan oleh peneliti tanggal 28 maret 2013 kepada guru biologi kelas x man 2 malang, dapat disimpulkan bahwa kesulitan memahami materi kingdom animalia yang cukup banyak dengan media yang sangat terbatas, seperti buku pelajaran, lks, gambar, dan lingkungan sekitar yang keberadaanya masih terpisah sehingga membuat siswa membutuhkan usaha keras dalam memahami materi tersebut. selain itu guru juga mengakui bahwa penggunaan media yang terpisah membuat siswa hanya bergurau dalam melakukan pembelajaran, dikarenakan pemberian materi di dalam kelas sedangkan untuk mengetahui contoh hewan masih harus turun di lapang, hal tersebut yang membuat guru merasa kesulitan untuk membelajarkan materi kingdom animalia. guru juga mengakui bahwa media yang digunakan selama ini kurang efektif, karena jumlah jam pelajaran yang sangat terbatas dan materi yang harus dipahami terlalu banyak. adanya media pembelajaran yang dapat mempermudah guru dalam menyampaikan materi merupakan salah satu harapan guru dalam proses pembelajaran. untuk mengatasi masalah diatas diperlukan suatu alternatif yang dapat dan mudah dijangkau dalam melakukan proses pembelajaran. alterntif untuk masalah ini yaitu penerapan e-learning pada proses pembelajaran. menurut munadi (2008) e learning dapat diartikan sebagai jenis belajar mengajar yang memungkinkan tersampaikannya bahan ajar ke siswa dengan menggunakan media internet atau media jaringan komputer lain. dimana elearning tersebut dikemas dalam multimedia interaktif. multimedia dapat diartikan sebagai perpaduan dari berbgai media yang terdiri dari teks, grafis, gambar diam, animasi, suara, dan video untuk menyampaikan pesan kepada publik (wahono, 2008). sementara itu komputer mempunyai kemampuan untuk menyimpan, mengolah, dan menyajikan data secara jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 37 cepat. dalam bahasa pemograman tertentu, komputer dapat bernteraksi dengan user. komputer seolah-olah dapat merespon setiap input data yang diberikan oleh user sehingga terjadi komunikasi timbal balik antara user dengan komputer. oleh karena itu, jenis multimedia dapat dibedakan menjadi dua, yaitu multimedia linier dan multimedia interktif (wahono, 2008). multimedia linier adalah suatu multimedia yang tidak dilengkapi dengan alat pengontrol apapun yang dapat dioperasikan oleh pengguna. multimedia ini berjalan sekuensial (berurutan), contohnya tv dan film. sedangkan multimedia interaktif adalah suatu multimedia yang dilengkapi dengan alat pengontrol yang dapat dioperasikan oleh pengguna sehingga dapat memilih apa yang dikehendaki untuk proses berikutnya.contoh multimedi interaktif adalah multimedia pembelajaran interaktif, aplikasi, dan lain-lain (anwar, 2007). dengan kemudahan yang diberikan maka digunakan multimedia interaktif dalam proses belajar sebagai alat bantu mengajar. metode penelitian ini termasuk jenis penelitian pengembangan atau research and development (r&d). penelitian pengembangan adalah suatu proses atau langkah-langkah untuk mengembangkan suatu produk baru atau menyempurnakan produk yang telah ada yang dapat dipertanggungjawabkan (sukmadinata, 2010). model pengembangan yang akan digunakan dalam penelitian pengembangan ini adalah model pengembangan borg and gall. adapun langkah-langkah penelitian dan pengembangan borg & gall adalah sebagai berikut: 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan draf produk, 4) uji coba lapangan awal, 5) merevisi hasil uji coba, 6) uji coba lapangan, 7) penyempurnaan produk hasil lapangan, 8) uji pelaksanaan lapangan, 9) penyempurnan produk akhir, 10) disemenasi dan implementasi (sukmadinata, 2010). langkah-langkah penelitian dan pengembangan borg & gall dimodifikasi oleh sukmadinata menjadi tiga tahap, yaitu: 1) studi pendahuluan, 2) pengembangan model, 3) uji model. secara prosedural langkah-langkah penelitian pengembangan borg & gall yang dimodifikasi oleh sukmadinata adalah studi pendahuluan, pengembangan, validasi (gambar 1). gambar 1. langkah-langkah penelitian pengembangan borg and gall (dimodifikasi oleh sukmadinata, 2010) studi pendahuluan pengembangan pengujian/ validasi studi pustaka survei lapang dan analisis kebutuhan penyusunan produk awal perencanaan pengembangan uji coba terbatas produk awal revisi i uji coba lebih luas revisi ii penelitian eksperiment revisi iii produk akhir diseminasi dan implementasi jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 38 pada tahap ini peneliti melakukan survei atau penelitian ke sekolah yang dituju yaitu man 2 malang untuk mengumpulkan data tentang masalah yang dihadapi dalam proses belajar mengajar terkait dengan penggunaan media sebagai alat pendukung pembelajaran, kebutuhan siswa dalam pembelajaran, serta potensi yang dimiliki oleh sekolah. studi pustaka ini menentukan sistematika tiap-tiap filum pada materi kingdom animalia. selain menentukan sistematika filum, pengembang juga melakukan studi pustaka tentang pengembangan media pembelajaran berbasis multimedia interaktif, serta mengkaji tentang penelitian terdahulu terkait dengan pengembangan media pembelajaran berbasis multimedia interaktif pada materi kingdom animalia dalam dunia pendidikan. produk yang dikembangkan berupa media pembelajaran, yaitu multimedia interaktif. contoh dari multimedia interaktif yaitu multimedia pembelajaran intraktif, aplikasi game, dll. contoh dari multimedia pembelajaran diantaranya adalah macromedia flash, adobe captivate, power point, kuis creator, dll. pada pengembangan produk ini media yang akan dikembangkan berupa macromedia flash. peneliti melakukan perancangan prototipe pada media tersebut. dalam langkah perencanaan dan pengembangan produk awal ini ada dua hal yang harus diperhtikan dalam mengembangkan media, yaitu: (1) penentuan dan penyusunan naskah media dan (2) produksi media. uji coba produk yang dilakukan peneliti dalam pengembangan dimaksudkan untuk mengetahui kualitas produk sebagai media pembelajaran dan mengumpulkan data yang dapat dipakai untuk merevisi produk. uji coba produk dilakukan sebanyak dua kali yaitu uji coba terbatas dan uji coba lebih luas. tahap uji coba produk pengembangan ini merupakan dilaksanakannya evaluasi formatif. pada desain uji coba produk ini, dibagi menjadi tiga tahap, yaitu uji coba terbatas, uji coba lebih luas, dan penelitian eksperimen. uji coba terbatas dilakukan oleh ahli media dan ahli materi. pengujian oleh ahli media bertujuan untuk memberikan penilaian dan saran mengenai tampilan media pembelajaran berbasis multimedia interktif. pengujian oleh ahli materi bertujuan untuk mengevaluasi, apakah materi yang terdapat dalam media tersebut sudah sesuai dengan sk/kd dan tujuan pembelajaran. uji coba yang kedua dilakukan pada lingkup lebih luas. pada uji lebih luas ini siswa diminta mengisi angket penilian terhadap media yang ditayangkan. uji coba lebih luas ini mengambil sampel sebanyak 20 siswa kelas x man malang 2. subjek uji coba pada uji coba terbatas terdiri dari ahli media dan ahli materi. ahli media merupakan seseorng yang mengerti dan mahir tentang multimedia interaktif. sedangkan ahli materi adalah seseorang yang ahli dalam konsep kingdom animalia. subjek uji coba pada uji coba lebih luas adalah 20 siswa kelas x man 2 malang. setelah melakukan uji coba lebih luas dilakukan revisi produk dengan berpedoman terhadap hasil angket yang diedarkan kepada siswa sebelum dilakukan penelitian eksperimen. penelitian eksperimen merupakan tahap pengujian keampuhan dari produk yang dihasilkan. pengujian dilakukan dengan menggunakan metode eksperimen. eksperimen yang digunakan tergolong quasi eksperimenal. bentuk jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 39 desain quasi eksperimen yang digunakan yaitu nonequivalent control group desaign. desain penelitian ini dapat digambarkan sebagai berikut: o1 dan o3 : tingkat pemahaman siswa sebelum diberi perlakuan media o2 : tingkat pemahaman siswa setelah diberi perlakuan media o4 : tingkat pemahaman siswa tidak diberi perlakuan media pada penelitian eksperimen ini peneliti menggunakan sampel sebanyak 2 kelas, yaitu siswa kelas x-6 dan x-8 man malang 2 batu yang dijadikan dalam satu kelompok. satu kelompok tersebut akan dipisah menjadi dua setengah diberi perlakuan dan setengah tidak diberi perlakuan. berdasarkan hasil penelitian eksperimen, maka peneliti melakukan revisi akhir atau penyempurnaan produk yang berupa multimedia interaktif. setelah tahap revisi produk akhir telah selesai maka akan dihasilkan media pembelajaran yang berupa multimedia interaktif yang siap dan layak digunakan dalam proses pembelajaran. dieseminasi dan implementasi dari produk yang dikembangkan membutuhkan sosialissi yang cukup panjang dan lama serta membutuhkan biaya yang cukup mahal. oleh karena itu penelitian dan pengembangan ini hanya sampai pada tahap pembuatan produk akhir. sehingga tahap diseminasi dan implementasi diusulkan untuk dilakukan penelitian selanjutnya. data yang diperoleh dalam penelitian pengembangan media interaktif ini terdiri dari data kualitatif dan kuantitatif. data kualitatif diperoleh dari kritikan sdan saran perbaikan dari ahli media, ahli materi dan siswa. sedangkan data kuantitatif diperoleh dari penilaian ahli media dan ahli materi pada saat uji coba terbatas dan penilaian dari siswa pada saat uji coba lebih luas melalui angket yang berisi pilihan angka/skala terhadap kualitas dan efektivitas multimedia interaktif. instrumen pengumpulan data dilakukan dengan berbagai metode. diantaranya adalah wawancara, angket, dan metod tes. teknik analisa data menggunakan analisis deskriptif kualitatif dan kuantitatif. analisa data kualitatif digunakan untuk mengolah data hasil wawancara pada guru serta komentar dari para ahli media dan ahli materi. teknik analisis data data kuantitatif berupa skor angket penilaian untuk ahli materi dan ahli media adalah dengan menghitung prosemtase dari butir-butir petanyaan pada angket tersebut. rumus yang digunakan untuk menghitung data dari ahli materi biologi yaitu guru biologi, ahli media, dan responden adalah rumus menurut arikunto (2006) sebagai berikut: a. rumus untuk mengolah prosentase per item keterangan: p= persentase = jumlah nilai jawaban responden dalam setiap item = jumlah skor ideal dalam satu item b. rumus untuk mengolah prosentase data secara keseluruhan keterangan: p= persentase = jumlah nilai jawaban responden dalam seluruh item = jumlah skor ideal dalam keseluruhan item berdasarkan penghitungan dengan menggunakan persamaan diatas ditentukan kriteria kevalidan data angket penilaian validator materi dan media (tabel 1). jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 40 untuk mengetahui keefektifan penggunaan media dalam meningkatkan hasil belajar, maka penghitungan data nilai pretest dan postest siswa dinalisis menggunakan: 1) deskriptif prosentase untuk mengetahui perolehan hasil menjawab pertanyaan sebelum dan sesudah diberikan materi tentang kingdom animalia melalui pemutaran multimedia interaktif, 2) uji t untuk mengetahui perbedaan antara hasil pretest dan postest. tabel 1. kriteria kevalidan tingkat kevalidan kriteria keterangan 76%-100% sangat layak sangan valid, tidak direvisi 56%-75% layak valid, tidak direvisi 40%-55% kurang layak kurang valid, revisi kurang dari 40% tidak layak tidak valid, revisi uji t dilakukan dengan menggunakan analisis paired dengan menggunakan penghitungan melalui software ibm statistsic spss 21. untuk mengetahui keefektifan penggunaan media dalam meningkatkan hasil belajar, maka penghitungan data nilai pretest dan postest siswa dinalisis menggunakan: 1) deskriptif prosentase untuk mengetahui perolehan hasil menjawab pertanyaan sebelum dan sesudah diberikan materi tentang kingdom animalia melalui pemutaran multimedia interaktif, 2) uji t untuk mengetahui perbedaan antara hasil pretest dan postest. uji t dilakukan dengan menggunakan analisis paired dengan menggunakan penghitungan melalui software ibm statistsic spss 21. hasil dan pembahasan hasil dari survei lapang dan analisis kebutuhan peneliti mendapatkan keterangan dari guru melalui rekaman wawancara. dapat saya simpulkan dari rekaman wawancara bahwa masalah yang dihadapi guru dalam membelajarkan materi kingdom animalia kepada siswa yaitu guru kesulitan mebelajarkan materi kingdom animalia dikarenakan materi yang sangat banyak, waktu yang relatif sedikit, dan media yang kurang memadai. ketika guru menyuruh siswa untuk membawa contoh hewannya hanya sedikit siswa yang membawanya dan kebanyakan siswa sering menakut-nakuti siswa yang lain dengan hewan yang sedikit menjijikkan. selain itu fasilitas pendukung pengembangan media telah ada disekolah meskipun tidak semua ada di ruang kelas, seperti layar lcd. setelah melakukan wawancara dan mengetahui permasalahan yang dihadapi oleh guru, peneliti melakukan tahap selanjutnya yaitu need assessment. dimana need assessment dilakukan dengan tujuan dapat mengetahui kebutuhan yang diperlukan siswa dalam pembelajaran biologi khususnya pada materi kingdom animalia. adapun hasil dari need assessment meliputi ciri-ciri invertebrata dan vertebrata, klasifikasi invertebrata dan vertebrata, dan peran dari invertebrata dan vertebrata. adapun klasifikasi dari invertebrata meliputi ciri-ciri umum dari setiap filum pada invertebrata, kelas dari setiap filum pada invertebrata, dan peranan dari setiap filum pada invertebrata. sedangkan untuk kalsifikasi vertebrata meliputi ciri-ciri umum dari setiap klas vertebrata, dan peranan dari setiap kelas pada vertebrata. setelah didaatkan hasil need assesment maka selanjutnya dilakuan studi pustaka mengenai materi hasil dari need assesment. perencanaan dan pengembangan produk menghasilkan sebuah produk jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 41 media pembelajaran biologi berbasis multimedia interaktif. setelah dihasilkan media pembelajaran biologi berbasis multimedia interaktif, maka media tersebut divalidasi oleh ahli materi (tabel 2) dan ahli media (tabel 3). setelah dilakukan penilaian produk awal maka dilakukan perbaikan/revisi media berdasarkan saran dari ahli materi. setelah dilakukan perbaikan maka multimedia interaktif dinilai kembali oleh ahli materi. adapun hasil penilaian ahli materi setelah revisi terdapat di tabel 4. berdasarkan tabel 4 dapat disimpulkan bahwa penilaian ahli materi terhadap materi yang disajikan dalam multimedia interaktif mengalami peningkatan prosentase dengan kualifikasi sangat layak, sehingga tidak perlu lagi dilakukan revisi/perbaikan konten materi dalam multimedia interaktif. adapun perbandingan hasil penilaian ahli materi terhadap multimedia interaktif dapat dilihat pada grafik perbandingan (gambar 2). setelah dilakukan penilaian oleh ahli materi dan dinyatakan sangat valid, maka tahap selanjutnya adalah validasi media (tabel 5). berdasarkan tabel 5 yang merupakan hasil penilaian/validasi oleh ahli media, maka masih perlu dilakukan perbaikan/revisi media supaya mendapatkan multimedia interaktif yang sangat maksimal sesuai dengan komentar dan saran dari ahli media (tabel 6). setelah dilakukan revisi, media yang sudah direvisi dinilai kembali oleh ahli media (tabel 7). berdasarkan tabel 6 dan 7 tentang penilaian multimedia interaktif sebelum dan sesudah revisi oleh ahli media dapat disimpulkan bahwa ada peningkatan prosentase yang menunjukkan bahwa tingkat kualifikasi juga tinggi. sehingga sudah tidak perlu dilakukan revisi lagi. karena kualifikasi penilain sudah menyatakan sangat layak dan sangat valid untuk digunakan sebagai sumber belajar. adapun perbandingan hasil penilaian sebelum revisi dan sesudah revisi dapat dilihat pada gambar 3. setelah dinyatakan sangat valid dengan kualifikasi sangat layak maka tahap selanjutnya dilakukan uji coba lebih luas kepada 20 orang siswa kelas x man 2 malang kota batu (gambar 4). tabel 2. hasil penilaian ahli materi terhadap produk awal media no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. tujuan 75 layak vaild, tidak revisi 2. kebenaran konsep 94 sangat layak sangat valid, tidak revisi 3. bahan penarik perhatian 78 sangat layak sangat valid, tidak revisi 4. organisasi materi 75 layak vaild, tidak revisi 5. sumber belasjar 68 layak vaild, tidak revisi 6. evaluasi 70 layak vaild, tidak revisi jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 42 tabel 3. komentar dan saran perbaikan ahli materi no. aspek yang dinilai komentar dan saran ahli materi 1. tujuan 2. materi harus ada petunjuk melakukan praktikum tentang golongan vertebrata dan invertebrata beserata suara, menambahkan perkembangbiakan beberapa spesies dari filum nematelminthes. 3. bahan penarik perhatian tidak ada bahasa lisan. bahasa lisan pada petunjuk praktikum dijelaskan secara detail 4. organisasi materi 5. sumber belajar untuk panduan praktikum disertakan bagi setiap phylum secara singkat dan detail 6. evaluasi untuk petunjuk pretest/pascatest dan petunjuk praktikum dijelaskan secara singkat dan jelas. tabel 4. data hasil penilaian ahli materi sesudah revisi no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. tujuan 100 sangat layak sangat valid, tidak revisi 2. kebenaran konsep 97 sangat layak sangat valid, tidak revisi 3. bahan penarik perhatian 93 sangat layak sangat valid, tidak revisi 4. organisasi materi 100 sangat layak sangat valid, tidak revisi 5. sumber belajar 94 sangat layak sangat valid, tidak revisi 6. evaluasi 75 layak vaild, tidak revisi gambar 2. grafik perbandingan hasil penilaian produk awal dan revisi produk oleh ahli materi jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 43 tabel 5. data hasil penilaian ahli media sebelum revisi no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. efektifitas 79 sangat layak sangat valid, tidak revisi 2. animasi 69 layak valid, tidak revisi 3. teks 83 sangat layak sangat valid, tidak revisi 4. audio 75 layak valid, tidak revisi 5. fasilitas 88 sangat layak sangat valid, tidak revisi 6. integrasi seluruh aspek dalam media 50 kurang layak kurang valid, revisi 7. penilaian media secara keseluruhan 75 layak valid, tidak revisi tabel 6. komentar dan saran perbaikan ahli media no. aspek yang dinilai komentar dan saran ahli media 1. efektifitas lengkapi dengan video dan animasi yang menggambarkan konsep-konsep penting dan buat sajian dalam bentuk sequencing (satu persatu) 2. animasi banyak gambar yang terlalu kecil sehingga sulit untuk dibaca. sajikan gambar dalam bentuk sequencing atau tahap demi tahap. baca lampiran hasil review saya 3. teks 4. audio 5. fasilitas 6. integrasi seluruh aspek dalam media sebaiknya animasi yang ditampilkan adalah animasi untuk menggambarkan konsep materi, bukan asesoris media (missal intro dll) 7. penilaian media secara keseluruhan lebih memahami hasil revie ahli media untuk saran perbaikan tabel 7. data hasil penilaian ahli media sesudah revisi no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. efektifitas 96 sangat layak sangat valid, tidak revisi 2. animasi 100 sangat layak sangat valid, tidak revisi 3. teks 92 sangat layak sangat valid, tidak revisi 4. audio 100 sangat layak sangat valid, tidak revisi 5. fasilitas 100 sangat layak sangat valid, tidak revisi 6. integrasi seluruh aspek dalam media 100 sangat layak sangat valid, revisi 7. penilaian media secara keseluruhan 100 sangat layak sangat , tidak revisi jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 44 gambar 3. grafik perbandingan hasil penilaian produk awal dan revisi produk oleh ahli media gambar 4. grafik perbandingan hasil penilaian produk multimedia interaktif oleh siswa pada uji coba lebih luas penilaian siswa terhadap multimedia interaktif pada uji coba lebih luas berturut-turut sebagai berikut: pada aspek penilaian bahan penarik perhatian 79% dengan kualifikasi sangat layak, aspek penilaian penyajian materi 83% dengan kualifikasi sangat layak, dan aspek penilaian ketertarikan siswa 78% dengan kualifikasi sangat layak. berdasarkan hasil penilaian siswa pada beberapa aspek penilaian maka dapat disimpulkan bahwa media pembelajaran biologi berbasis multimedia interaktif ini sangat layak digunakan dalam pembelajaran. untuk menguji keefektifannya multimedia interaktif meningkatkan hasil belajar secara nyata, maka dilakukan uji eksperimen. uji eksperimen ini menggunakan dua kelas, yaitu kelas kontrol dan keas perlakuan. pada kelas kontrol siswa hanya diminta membaca buku teks pelajaran setelah diberi pretest. setelah membaca buku teks pelajaran siswa diberikan postest dengan soal yang sama. subjek untuk kelas kontrol yaitu kelas x-8 sebanyak 30 orang. sedangkan untuk kelas perlakukan, awalnya siswa diberikan pretest kemudian di diberikan materi menggunakan multimedia jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 45 pembelajaran interaktif yang dikembangkan. setelah diberikan materi lewat penayangan multimedia pembelajaran siswa diberikan pretest. berdasarkan hasil analisis paired sampel t test dengan menggunakan transform spss ibm 21 diperoleh hasil probabilitas (p) pada kelas perlakuan 0,000. karena nilai p < 0,05 maka h0 ditolak. rata-rata nilai sebelum menggunakan media pembelajaran berbasis multimedia interaktif & sesudah menggunakan media pembelajaran berbasis multimedia interaktif adalah berbeda. perolehan nilai pretest dan postest menunjukkan bahwa terjadi peningkatan skor siswa dan diperoleh rata-rata nilai sebelum menggunakan media (pretest) 41,60 mengalami peningkatan setelah menggunakan media (postest) 90,3. dengan demikian dapat dinyatakan bahwa: (1) penggunaan media pembelajaran berbasis multimedia interaktif dapat meningkatakan pemaham siswa kelas x-6 pada materi kingdom animalia, (2) media pembelajaran yang dikembangkan sudah memenuhi sk/kd yang telah ditetapkan, karena siswa dapat menjawab soal pretest dan soal postest, (3) media pembelajaran yang dikembangkan dapat dijadikan media alternatif pada proses pembelajaran disekolah pada materi kingdom animalia karena media pembelajaran ini sudah dinyatakan sangat valid dan sangat layak digunakan sebagai media pembelajaran oleh ahli media. pada kelas kontrol diperoleh nilai probabilitas (p) 0,000. karena nilai p < 0,05 maka h0 ditolak, rata-rata nilai pretest dan postest pada kelas kontrol juga berbeda. berdasarkan perolehan nilai pretest dan postest terjadi peningkatan antara nilai pretest dan postest pada kelas kontrol. namun perbedaan nilai pretest dan postest pada kelas kontrol tidak terlalu jauh dibandingkan dengan kelas perlakuan. perolehan rata-rata nilai sebelum membaca buku teks pelajaran (pretest) 48,80 dan rata-rata nilai setelah membaca buku teks pelajaran 68,60. dengan demikian dapat dinyatakan bahwa penggunaan media pembelajaran berbasis multimedia interaktif dapat meningkatkan pemahaman siswa dan lebih efektif dalam materi kingdom animalia daripada membaca buku teks pelajaran. kesimpulan dan saran kesimpulan 1. media pembelajaran yang dikembangkan sangat layak digunakan dalam proses pembelajaran, hal ini berdasarkan pada hasil penilaian ahli media terhadap aspek efektifitas, animasi, teks, audio, dan fasilitas pendukung yang ada pada multimedia interaktif dan ahli materi terhadap aspek tujuan, kebenaran konsep, bahan penarik perhatian, organisasi materi, sumber belajar, dan evaluasi. 2. media pembelajaran yang dikembangkan sangat efektif digunakan dalam pembelajaran, hal ini berdasarkan pada hasil penilaian ahli media terhadap aspek efektivitas dan siswa terhadap aspek bahan penarik perhatian, penyajian materi dan ketertarikan siswa yang terdapat pada angket siswa pada saat uji coba lebih luas. 3. media pembelajaran yang dikembangkan dapat meningkatkan pemahaman siswa pada materi kingdom animalia, hal ini berdasarkan pada uji coba eksperimen. pada kelas perlakuan skor pemahaman siswa sebelum menggunaka multimedia interaktif dengan rata-rata 41,60 meningkat menjadi 90,3 setelah menggunakan multimedia interaktif. sedangkan pada kelas kontrol skor pemahaman siswa sebelum membaca buku teks pelajaran dengan rata-rata jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 35-46) feni nur’aini dkk, pengembangan media berbasis multimedia interaktif 46 48,80 menjadi 68,60 setelah membaca buku teks pelajaran. dari hasil uji eksperimen dapat dikatakan bahwa penggunaan media pembelajaran berbasis multimedia interaktif lebih efektif meningkatkan pemahaman siswa dibandingkan dengan menggunakan buku teks pelajaran. saran 1. multimedia interaktif yang dikembangkan hanya sampai pada tahap uji eksperimen. diharapkan pengembang berikutnya lebih bisa mengembangkan multimedia interaktif ini pada tahap diseminasi dan implementasi. 2. multimedia interaktif yang dikembangkan hanya terbatas pada materi kingdom animalia, diharapkan semua guru biologi memakai multimedia interaktif sebagai media pembelajaran pada materi lain, karena media ini dapat membuat proses pembelajaran lebih efektif. terlebih lagi pada semua mata pelajaran. daftar pustaka anwar, khairil. 2007. pembelajaran bidang studi pendidikan agama islam berbasis multimedia di smp 18. skripsi, jurusan tarbiyah fakultas agama islam univeritas muhammadiyah malang. depdiknas. 2007. materi soialisasi kurikulum dan pelatihan tingkat satuan pendidikan. jakarta: direktorat jenderal pendidikan dasar dan menengah munadi, yudhi. 2008. media pembelajaran sebuah pendekatan baru. jakarta: gaung persada press sukmadinata, n. s. 2010. metode penelitian pendidikan. jakarta: pt remaja rosdakarya sutopo, ariesto hadi. 2002. animasi dengan macro media flash berikut action script. jakarta: salemba infotek universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 69-76 10.22219/jpbi.v5i1.7071 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 69 research article developing genetic learning module based on blue eyes phenomenon in buton island, southeast sulawesi agus slamet a,1,*, fahmil ikhsan taharu a,2, atok miftachul hudha b,3 a department of biology education, faculty of teacher training and education, university of muhammadiyah buton, jl. betoambari no.36, lanto, batupoara, kota bau-bau, southeast sulawesi 93717, indonesia b department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas 246 malang, east java 65144, indonesia 1 aslametgus@gmail.com*; 2 fahmilikhsanbiologi@yahoo.com; 3 atok1964@gmail.com * corresponding author introduction genetics is one of the most abstract and complex concepts in biology (altunoğlu & şeker, 2015). many students have difficulty understanding the concept of genetics (kılıç, taber, & winterbottom, 2016; topçu & şahin-pekmez, 2009). these difficulties become increasingly complicated because of some learning conditions that do not support the student in learning genetics concept optimally. one of these conditions is the learning that still textbook-oriented. this condition leads to the presentation of examples of genetic phenomena is limited as contained in standard textbooks. moreover, genetic learning has not used many methods, multi-media, multi-learning resources, or multi-modules. less innovative of learning processes as well as learning sources cause many students to be less able to obtain optimal academic achievement (a. m. hudha, 2018; atok miftachul hudha, amin, sumitro, & akbar, 2018). a r t i c l e i n f o a b s t r a c t article history received november 16, 2018 revised february 16, 2019 accepted february 25, 2019 published february 28, 2019 the existence of learning resources based on local phenomena is presumed to be able to optimize genetic learning processes. the purposes of this study were (1) to produce module based on the blue eyes phenomenon occurred in buton island for genetic material in senior high school and (2) to find the quality of the module produced. this study used research and development (r & d) based on borg & gall model which was limited to seventh step. the research involved three validators, six students in initial field-testing step, and 70 students in main field testing. the data collection technique used was questionnaire. the data obtained were calculated as percentages of module quality. the results of the material validation, media validation, and practitioners were 96.52% (very valid); 82.40% (very valid); and 83.75% (very valid), respectively. in addition, the student responses to the module was 22.13% (good). in conclusion, this module can be used as a learning resource for senior high school students in genetic learning. copyright © 2019, slamet et al this is an open access article under the cc–by-sa license keywords blue eyes buton island modules genetic learning how to cite: slamet, a., taharu, f. i., & hudha, a. m. (2019 developing genetic learning module based on blue eyes phenomenon in buton island, southeast sulawesi. jpbi (jurnal pendidikan biologi indonesia), 5 (1), 69-76. doi: https://doi.org/10.22219/jpbi.v5i1.7071 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7071 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7071 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7071&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 69-76 70 slamet et.al (developing genetic learning module …) emerging genetic phenomena in genetic learning can be developed through genetic phenomena from the surrounding environment which can be traced genetically through various methods of genetic research. disclosure of phenomena from the surrounding environment through research and other studies will be very useful for the development of genetic learning resources. moreover, the use of natural phenomena as learning resources can direct learning to be more contextual. such a condition can optimize the achievement of learning objectives that have been designed (davtyan, 2014; suryawati & osman, 2018). furthermore, phenomenon-based learning can direct students to understand the real events that occur around them (symeonidis & schwarz, 2016). therefore, providing real phenomena-based learning resources plays an important role in student learning success. the presence of high-quality learning resources can facilitate and help students to improve their understanding about the concept they learned as well as to improve their learning outcomes (nuroso & siswanto, 2012; rahayu & sudarmin, 2015; wenno, 2010; zuriah, sunaryo, & yusuf, 2016). the learning resources are also expected to bridge the initial knowledge that students have with new knowledge that will be learned (oleson & hora, 2014). one learning resource that can be used for learning is teaching materials in the form of modules (prastowo, 2013). according to bahri, syamsuri, & mahanal (2016), the existence of modules in the learning process can provide learning resources that contain material, methods, and methods of evaluating systematically designed to help students achieve learning competencies. the importance of the module was developed as a teaching material in genetic learning supported by (ardiansyah, corebima, & rohman, 2016), that teaching materials in the form of modules need to be developed, because students need easy-to-understand teaching materials, supplemented with pictures, containing the latest findings related to learning material, and there is a glossary containing terms in the field of genetics. on buton island, there are interesting genetic phenomena to study, namely the presence of some blueeyed people. some of these blue eyes people include members of the dala family in kaimbulawa island siompu village, south buton district, and mr. faisal amorale's family in boneatiro village, kapuntori district, buton province of southeast sulawesi. the blue eyes on buton island come from the descendants of white europeans who visited buton island in the 16th-century so that the local genetic phenomenon of the buton island community is interesting to study and potentially developed as a learning resource for human heredity. based on the results of reflection on genetic learning so far and paying attention to various life phenomena that exist in the surrounding environment, it is necessary to conduct genetic research based on local potential or local phenomena to support the development of genetic learning resources. for the results to be used optimally, the results of these studies are packaged as learning resources that can be learned independently by students to support existing learning resources. some previous researchers have developed local phenomenon-based learning resources. some of these local phenomena, among others, are the phenomenon of inheritance of rhesus blood groups in patients with mental retardation in gunungkidul (abdulatip, suratsih, henuhili, & rahayu, 2015) and inheritance pattern of cretinism in wonosobo (antasari, 2017). on the other hand, studies that have tried to develop modules based on blue eyes phenomena on buton island have also never been done. based on the description that has been described, it is necessary to do research on the utilization of the results of genetic research based on the potential of local genetic phenomena. the results of such genetic research are then packaged in the form of learning modules to support the development of the ability to identify feasibly, and potential local genetic research issues in buton island, southeast sulawesi province. method the borg and gall model (borg & gall, 1983) was chosen as the research and development (r&d) model in this study. these steps of development are carried out, namely: 1) research and data collection. at this step, information about the phenomenon of blue eyes is collected through field research activities; 2) planning the educational product. the planning step in this research includes planning the indicators, formulating objectives, designing, and preparing modules; 3) develop a preliminary form of the product. the initial module products will be produced in this step; 4) initial field testing. in this step, the limited initial field test activity was conducted. the small group trials were conducted by involving six high school students of class xii, namely 3 students from shs 1 bau-bau and 3 students from shs 4 bau-bau through filling in 15 questions on student responses to the module questionnaire 5) the first revision of the main product. the responses and suggestion from students in step 4 were used as the basis for product revision; 6) main field testing. in this study, field testing step was carried out by involving 70 students from two schools, namely 36 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 69-76 71 slamet et.al (developing genetic learning module …) students of shs 1 bau-bau and 34 students of shs 4 bau-bau; 7) operational product revision. the last step carried out in this study was to revise the module based on the data obtained from the main field-testing step. the type of data collected in this study was qualitative data. questionnaires were used as data collection instruments. types of questionnaires used i.e. student response questionnaires as well as validation questionnaires by material experts, media experts, and education practitioners. the data collected was then analyzed by calculating the percentage. to determine how students respond to the modules that have been developed, the collected data was calculated using a formula (1) developed by widoyoko (2012). the results of these calculations were then classified based on the categories presented in table 1. on the other hand, the validity of the module was based on a range of scales resulting from the assessment of experts and education practitioners. the results of the calculation were then matched with the categories in table 2. these categories are based on riduwan (2009). interval distance = highest score-lowest score (1) sum of interval classes table 1. classification of student responses to the learning module sum of scores attitude 25.3 -30.0 totally agree 20.5 – 25.2 agree 15.7 – 20.4 fair 10.9 – 15.6 disagree 6.0 10.8 totally disagree table 2. criteria for validity scoring scale criteria notes 81100 totally valid without revision 61 – 80 valid without revision 41 – 60 fair with revision 21 – 40 invalid with revision 0 – 20 totally invalid with revision results and discussion the existence of modules based on local phenomena is one way to optimize biology learning process. in this study, a module based on the blue eye phenomenon has been developed. the developed module has been tested on students in initial field-testing step. student response data that has been collected is presented in table 3. based on table 3, students' attitudes towards modules that have been developed are in the "agree" category (23.13). the results show that students give a positive (agreed) response to the learning module developed, meaning that the module was categorized as good, acceptable to students and can be tested in a larger group. among the 15 items of statements given to students, the language used in the module was easy to understand. however, the module must be pursued to be interesting, so as to encourage the motivation of students to study biology. moreover, some students still lack understanding of the sentences in the module and some of them do not understand the material. this condition was quite reasonable because the sentence presented was too scientific to be used among students, so it was necessary to simplify the sentence. even so, the average student response to the module tested reached 73.78, which means the module being tested was classified as valid and does not need to be revised. furthermore, the development module is validated by material experts. data from the validation results from the material experts are presented in table 4. based on table 4, the module was stated as "very valid". in more detail, material experts stated that both content and language, the module was good. the advice from material experts was the module will be better if it contains concept maps. according to yunita, sofyan, & agung (2014), the use of concept maps has a positive impact on the learning process. learning modules that contain concept maps are very effective in helping students understand material concepts meaningfully (rahmi, 2017). the other advice was the module cover design and illustrations should be revised. according to ardiansyah et al. (2016), illustration is a determining factor for readers in understanding the content of the material presented. furthermore, agustina (2015) stated that the book cover design greatly influenced students' reading interest. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 69-76 72 slamet et.al (developing genetic learning module …) table 3. students’ responses in the limited experiment no statements σ % 1 i think that the design of the biology learning module is very interesting 24 80.00 2 i pay little attention to the design of this module, the most important thing for me is the contents of the module 23 76.67 3 i think the cover design has an initial appeal and describes the content or material delivered. 25 83.33 4 i find it difficult to understand the sentence in the module 16 53.33 5 i believe the images presented in this module can add to my understanding of related material and concepts 23 76.67 6 the glossary (explanation) helps me in defining biological terms 27 90.00 7 i think that the shape and size of the letters are proportional 24 80.00 8 the text used does not cause double meaning to me 21 70.00 9 i argue that the language used is simple and communicative and easy to understand 27 90.00 10 this text in the biology learning module makes me not understand the material in this module 14 46.67 11 i believe with this biology learning module; it helps me make it easier to learn biology 23 76.67 12 i am not interested in studying biology with this module 11 36.67 13 the evaluation sheet in the biology learning module helps me learn biology 24 80.00 14 the material in this module conveys the potential of local phenomena on buton island as a source of learning 25 83.33 15 this module contains the message and values of local wisdom of the people of buton island that are important for biology based local phenomena 25 83.33 23.13 73.78 table 4. recapitulation of data from the material expert validation no aspect sub aspect total scores max score % description 1 material completeness of material 15 15 100 very valid material accuracy 10 10 100 very valid material support activities 15 15 100 very valid material update 5 5 100 very valid supporting students' scientific competencies 9 10 90 very valid suitability of scientific systems 9 10 90 very valid development of thinking skills and abilities 5 5 100 very valid the material stimulates students to find out 5 5 100 very valid potential local phenomena in matter 10 10 100 very valid local religious values in the material 10 10 100 very valid 2 language the material stimulates students to find out 4 5 80 valid potential local phenomena in matter 4 5 80 valid local religious values in the material 10 10 100 very valid total 111 115 96.52 very valid modules were also validated by media experts. the results of the validation from the media expert are presented in table 5. based on table 5, it can be concluded that the developed module was declared "very valid" by media experts. the results of the assessment from the media expert obtained quite high scores, which amounted to 82.4%. the percentage showed that this learning module can be used in learning even though it still required a little revision. suggestions obtained from the media expert were related to module completeness and general layout. suggestions provided by media experts are in line with the information expressed by ardiansyah et al. (2016). the suggestion stated that students need an indonesian language module that is easy to understand, equipped with pictures that support learning material, contains the latest findings related to learning material, and displayed glossary that explains the terms in the field of genetics. table 5. the data from media expert validation results no sub-aspects total score max score % indicate 1. general delivery organization 10 10 100 very valid 2. presentation considers meaningfulness and usefulness 10 10 100 very valid 3. developing a knowledge formation 15 15 100 very valid 4. general layout 12 20 60 fair 5. completeness of the learning module 51 65 78.48 valid 6. variations in delivery 5 5 100 very valid total 103 125 82.4 very valid jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 69-76 73 slamet et.al (developing genetic learning module …) the subsequent validation process was carried out by education practitioners. the measured aspects include material, presentation, and language. data from the validation results are presented in table 6. validation results from education practitioners showed an average score of 83.75 in a very valid category. this indicates that the module can be used even though it requires revisions in several parts. suggestions obtained from practitioners are mainly on enriching practice questions and independent assignments (conway, johnson, & ripley, 2010; moazami, bahrampour, azar, jahedi, & moattari, 2014; riley et al., 2017; zeanah, berlin, & boris, 2011). enrichment of training questions given to students can improve students' understanding of the material and improve student learning outcomes (verowita, murni, & mirna, 2012). table 6. results of validation of education practitioners no aspects sub-aspects teacher of shs 1 bau-bau teacher of shs 4 bau-bau total score max score % total score max score % 1 material completeness 12 15 80 12 15 80 accuracy 9 10 90 10 10 100 material support activities 14 15 93.33 14 15 93.33 update 5 5 100 4 5 80 students’ scientific 8 10 80 8 10 80 competencies support suitability of scientific systems 8 10 80 8 10 80 development of thinking skills and abilities 4 5 80 4 5 80 the material stimulates students to find out and explore 4 5 80 4 5 80 potential of local phenomena in materials 9 10 90 9 10 90 local wisdom and values embedded in the 9 10 90 10 10 100 materials general organization 8 10 80 8 10 80 presentation considers meaningfulness and usefulness 9 10 90 8 10 80 2 presentation developing a knowledge formation 12 15 80 15 15 100 general layout 16 20 80 16 20 80 completeness of the learning module 46 65 70.77 49 65 75.38 variations in delivery 4 5 80 4 5 80 language rules 4 5 80 4 5 80 3 language language clarity 4 5 80 4 5 80 language compatibility 8 10 80 8 10 80 average scores 83.37 84.14 overall, the modules developed based on the "blue eyes" local phenomenon developed in this study was valid. modules that have gone through the revision stage can be used as additional material for the main teaching material in biology learning, especially in the human heredity concept. this research-based module is expected to help students understand the concept of inheritance and to find out local phenomenon-based genetic research activities on buton island. preparing learning module is an effort to prepare learning material. the presence of learning material is an essential factor in the learning process (orlich, harder, callahan, trevisan, & brown, 2010). moreover, learning using modules will encourage independent learning (bruckermann, ochsen, & mahler, 2018; bubnys, 2019; nardo, 2017; rossiter, 2013; sofroniou & poutos, 2016). as stated by oka (2010), independent learning is an active and participatory learning method for each individual who is not bound by the presence of teachers at class meetings and the presence of schoolmates. furthermore, the modules developed in this study facilitate contextual learning. the module content is based on local phenomena that can be found in the environment around students. learning that could present real examples in explaining abstract concepts will help students better understand the concept. in addition, contextual learning is also reported to be able to have a positive impact on students (nasution & rezeqi, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 69-76 74 slamet et.al (developing genetic learning module …) 2015; suryawati & osman, 2018). through this kind of learning, students will become more aware of the concepts they are learning. conclusion in this study, a module based on the blue-eyed phenomenon owned by several families on buton island has been developed. students give a positive response to the learning module developed (73.78%). furthermore, the validation results from material experts, media experts, and education practitioners were 96.52%; 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(2016). ibm guru dalam pengembangan bahan ajar kreatif inovatif berbasis potensi lokal. jurnal dedikasi, 13, 39–49. retrieved from http://journal.uinjkt.ac.id/index. php/edusains/article/download/1094/972 https://doi.org/10.21831/cp.v2i2.338 https://scholar.google.com/scholar?hl=en&as_sdt=0,5&cluster=7882788293762869167 http://journal.uinjkt.ac.id/index.php/edusains/article/download/1094/972 http://journal.uinjkt.ac.id/index.php/edusains/article/download/1094/972 https://doi.org/10.1111/j.1469-7610.2011.02399.x.practitioner http://journal.uinjkt.ac.id/index.php/edusains/article/download/1094/972 http://journal.uinjkt.ac.id/index.php/edusains/article/download/1094/972 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 9-14 10.22219/jpbi.v6i1.11096 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 9 research article the presence of the problem-based learning syntax in junior high school biology textbooks nurdiyah lestari a,1,*, st. muthmainnah yusuf a,2, k. ivo basri a,3 , s. suciati b,4,, mohammad masykuri c,5 a biologi education study program, faculty of teacher training and education, universitas muhammadiyah kupang, jl. kh. ahmad dahlan, kupang, east nusa tenggara 85111, indonesia b science education study program, faculty of teacher training and education, universitas sebelas maret surakarta, jl,ir. sutami no. 36a kentingan surakarta, central java 75126, indonesia c postgraduate universitas sebelas maret surakarta, jl. ir. sutami no.36 a kentingan surakarta, central java 75126, indonesia 1 nurdiyah.72@gmail.com *; 2 smuthmainnah@yahoo.co.id; 3 ivobasrik@yahoo.co.id, 4 suciatisudarisman@yahoo.com, 5 mmasykuri@yahoo.com * corresponding author introduction textbooks are included in the main learning component that affect learning outcomes (piper, simmons zuilkowski, dubeck, jepkemei, & king, 2018; prasetya, 2018). in a variety of learning, the presence of the textbook has a vital role during the learning process (behnke, 2018; menkabu & harwood, 2014; wen-cheng, chien-hung, & chung-chieh, 2011). the reason is, through the textbook, students will get a variety of information regarding knowledge discussed in learning (ham & heinze, 2018). even, its use is still carried out until in the current digital era (knight, 2015; lau et al., 2018). responding to the importance of the textbook in the learning process, various studies were conducted. several studies in various countries have been able to develop innovative textbooks, such as in turkey (dolmacı & ertaſ, 2016; simsek, 2014) until indonesia (hendikawati & arini, 2016; karim, 2015; mukundan, nimehchisalem, & hajimohammadi, 2011; seftari, milama, & saridewi, 2018). another paper attempts to review the process of developing textbooks (gu, wu, & xu, 2015). in addition, there are studies that analyze a r t i c l e i n f o a b s t r a c t article history received january 23, 2020 revised february 20, 2020 accepted february 29, 2020 published march 31, 2020 learning resources and learning models are the two main components that determine learning success. of the many learning models, problem-based learning (pbl) is one of the most recommended in biology learning. the purpose of this content analysis was to identify the emergence of pbl syntax in junior high school biology textbooks. the population in this study were all biology textbooks for the vii graders, while the sample was three biology textbooks that are often used by vii graders in surakarta. as the results, the averages of each pbl step emerged in the textbooks analyzed i.e. problemoriented activity, organizing to collect data, assisting independent investigations, artifacts presentations, and analyzed/evaluated the process of overcoming the problem were 17%, 47%, 23%, 2%, and 11%, respectively. thus, it can be concluded that the biology textbooks analyzed have applied pbl learning models, yet the proportion between steps is not balanced. copyright © 2020, lestari et al this is an open access article under the cc–by-sa license keywords biology textbook learning syntax problem-based learning how to cite: lestari, n., yusuf, s. m., basri, k. i., suciati, s., & masykuri, m. (2020). the presence of the problem-based learning syntax in junior high school biology textbooks. jpbi (jurnal pendidikan biologi indonesia), 6(1), 9-14. doi: https://doi.org/10.22219/jpbi.v6i1.11096 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.11096 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:1nurdiyah.72@gmail.com mailto:smuthmainnah@yahoo.co.id mailto:ivobasrik@yahoo.co.id mailto:4suciatisudarisman@yahoo.com mailto:mmasykuri@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.11096 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.11096&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.9-14 10 lestari et al (the presence of the problem-based…) the role of textbooks in increasing literacy and numeracy (piper et al., 2018). there is also study that analyze student satisfaction with the textbooks they read (amiryousefi & zarei, 2011; cimer & coskun, 2018), and evaluating the pedagogical value of books from students and teachers perspectives (mohammadi & abdi, 2014). regarding its use, one of the subjects that almost always uses textbooks is biology (pop-pacurar & ciascai, 2010). as a important note, the existence of the textbook is expected to support the characteristics of biology learning. biology learning should be carried out by giving students the opportunity to find or implement their own ideas. for students, learning must shift from "being told" to "actively finding out". students are also positioned as discoverers of knowledge not just users or memorizers of knowledge (jiun & nurzatulshima, 2014; pedaste et al., 2015). therefore, the biology learning process should be carried out by providing a learning experience (çimer, 2012; fleischner et al., 2017) that is designed to involve the mental and physical processes of students, teachers, learning resources, and media for the achievement of a competency. choosing the right form of learning will optimize the effort. one form of learning that can accommodate biology learning optimally is problem-based learning (pbl). pbl is included in student-centered oriented learning (ali, 2019; karimi, 2011; qutoshi & poudel, 2014). pbl also includes cooperative learning which obeys the theory of constructivism (gewurtz, coman, dhillon, jung, & solomon, 2016). presentation of problems that must be solved by students is the main characteristic of pbl (servant-miklos, 2019). through this kind of learning scenario, students' cognitive achievement will become more optimal (aswan, lufri, & sumarmin, 2018; rotgans & schmidt, 2011). in addition to the basic cognitive aspects, students' higher-order thinking skills can also be empowered (birgili, 2015; ulger, 2018). therefore, pbl is included in the form of learning that is most recommended to be applied in this 21st century era (phang, yusof, aziz, nawi, & musa, 2017; savin-baden, 2014). unfortunately, the textbooks used in various learning in indonesia are indicated not to be based on the 21st century. empowerment of higher-order thinking skills also seems less facilitated. furthermore, textbooks still contain a number of weaknesses. textbooks can not providing authentic listening material (hanifa, 2018). the textbooks were also poor in language and contains some misconceptions (ayu, saputri, & widyaningrum, 2016; novitasari, ramli, & karyanto, 2019). in connection with these indications, content analysis aimed at reviewing biology books used in learning in indonesia needs to be done. various analyzes of book content have actually been carried out. some of these studies have been carried out in several countries, such as in turkey (çobanoǧlu & şahin, 2009; çobanoğlu, şahin, & karakaya, 2009) and united states (chiappetta & fillman, 2007). on the other hand, some research in indonesia has also been carried out. however, textbook content analysis in indonesia seems to be more frequently done in english textbooks (gunantar, 2017; hanifa, 2018; mayangsari, nurkamto, & supriyadi, 2018). furthermore, most content analysis conducted in indonesian biology textbooks is focused on the existence of biological misconceptions (ayu et al., 2016; novitasari et al., 2019). in line with those information, research examining the existence of pbl syntax in biology books has never been done. this kind of research needs to be done because it can provide information about how optimal textbooks promote good biology learning. in addition, the findings obtained can be the basis of development research conducted in biology learning. the results can also be used on the basis of the teacher in the selection of student textbooks. therefore, the purpose of this study was to analyze the existence of pbl syntax in junior high school biology textbooks. method this content analysis research was intended to evaluate the quality of biology textbooks. the evaluation perspective was based on the existence of pbl-oriented learning activities. the research population was all biology vii grade books spread in the surakarta region, indonesia. the research sample was selected through a purposive sampling technique. the sample selection criteria were biology books that are often used by vii grade students in surakarta. another criterion was that the book has passed the indonesian book center. from the results of the search, obtained three books used as research samples. the research procedure begins with the selection of textbooks. after selecting three textbooks, each paragraph in each page of the book was analyzed and matched with the pbl syntax. the fullness of pbl syntax was then calculated and presented. to facilitate the data collection process, observation sheets were used as data collection instruments. the data collection instruments were arranged based on the six pbl syntaxes, namely (1) problem orientation; (2) organizing students to research; (3) assisting independent investigations; (4) artifacts presentation; and (5) analyzing or evaluating the problem-solving process. in more detail, the data analysis step in this study begins by adding up the value of the appearance of the syntax in the book being analyzed. next, the percentage of pbl crossing occurrences in each book was calculated. then the reliability of observations was calculated. data reliability calculations were based on a jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.9-14 11 lestari et.al (the presence of the…) checklist of two data collectors on data collection instruments. next, the coefficient of agreement was calculated and the category used to determine the coefficient categories were <0.40: very bad; 0.40-0.75: good; and > 0.75: very good. results and discussion evaluation of textbooks is an important step in monitoring the quality of learning. in this study, an evaluation based on the achievement of pbl syntax was carried out on three textbooks circulating in surakarta. the results of the evaluation are presented in figure 1. based on figure 1, the three books present the entire pbl syntax, from the problem to evaluating the problem-solving process. however, the results of the analysis show that there are no books that have a balanced proportion of syntax. the second syntax, organizing students to research, is the syntax that is most found in all three books. in the syntax of organizing students to research, students are given the opportunity to discuss and share assignments to gather data/materials needed to solve problems. on the other hand, the fourth syntax, artifact presentation, is the syntax that is rarely found in all three books. in the syntax of artifact presentations, students are discussed in their group to produce problem solving solutions whose results are presented. presentation of results in the form of work. the results of this analysis indicate that the three books are less able to direct students to carry out scientific processes according to pbl. figure 1. pbl syntax fulfillment percentage in three junior high school biology textbooks. note: 1 = problem orientation; 2 = organizing students to research; 3 = assisting independent investigation; 4 = artifacts presentation; 5 = evaluating the problem-solving process when referring to the results of the study, biology textbooks in indonesia are less able to facilitate students in learning nature of science optimally. the poor quality of textbooks has also been reported in previous study that studying different parameter. the results of the study inform that the level of readability of textbooks and the frequency of misconception is very worrying (nugroho, vlorensius, rasidah h., & anisa, 2017). other research also informs that biology textbooks in indonesia also have a dimension of scientific literacy as the process of investigating in the unfavorable category (ginting & suriani, 2018). these results are in line with other studies conducted in other countries, such as in thailand (chaisri & thathong, 2014) and turkey (çobanoğlu et al., 2009). the findings obtained reinforce the fact that the textbooks only provide a number of concepts, theories, and even laws without affecting students’ higher-order thinking. many textbooks so far is also too materialistic and do not arouse students' affective awareness. three books analyzed show that the textbooks has prioritized the product, and put aside the process or attitude. therefore, the presence of textbooks just facilitated students to memorize variety of concept but have not been able to build their own knowledge or build their own thinking skills. inadequate and inconsistent scientific knowledge presented in science textbooks can have a negative impact on students' conceptions. learning biology is not just mastering a collection of knowledge in the form of facts, concepts, and principles. in learning biology, students are also required to carry out the process of finding knowledge (çimer, 2012; fleischner et al., 2017; jiun & nurzatulshima, 2014). because biology is a discipline of science and science is essentially a way or way of thinking, a way of inquiry, a collection of knowledge, which results from human curiosity. unfortunately, so far, the development of textbooks that are in accordance with the competencies expected is rarely done by teachers. accordingly, teachers often use textbooks from publishers, which do not prioritize the existence of models, methods or strategies that support good learning quality. therefore, the steps in preparing the textbook need to be reviewed. the book is expected to improve the quality of learning, jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.9-14 12 lestari et al (the presence of the problem-based…) one of which is by directing students who read the book to do activities according to pbl syntax. the reason, pbl is in accordance with the curriculum and new educational paradigm. pbl is able to change the mindset of students, develop the ability to ask questions, and get students involved in group learning. in addition, students are trained to use their thinking skills (birgili, 2015; ersoy & baser, 2014; ulger, 2018; wosinski et al., 2018). finally, pbl is a form of learning that facilitates students to learn the nature of science (moutinho, torres, fernandes, & vasconcelos, 2015). based on the findings, other studies aimed at developing pbl-based biology textbooks. the existence of this research is expected to facilitate teachers to provide biology textbooks that are suitable with the characteristics of biology learning. analysis of the content of biology textbooks from various countries is deemed necessary. thus, an overview of the quality of books in various countries can be obtained. the information obtained can also be used as a basis for the development of textbooks in indonesia. conclusion an analysis of the existence of pbl syntax was carried out on three junior biology books. the analysis shows that the five pbl syntaxes appear in each book. however, the proportion between one syntax and the other is not balanced. the syntax organizes students to examine which has the largest proportion, while the syntax presenting the artifact has the smallest proportion. based on the findings obtained, biology books still do not adequately describe problem-based learning. regarding from these findings, researchers in biology learning are recommended to conduct development research aimed at developing pbl-based textbooks. this kind of step is important because it can facilitate students learning biology more optimally. in addition, it is also advisable to conduct a content analysis research which involves a larger number of books and a wider circulation area. the results of this study will provide broader conditions regarding the quality of books in circulation in indonesia. acknowledgment the higher education collaboration research implementation team of universitas muhammadiyah kupang would like to thank drpm-indonesia for providing assistance so that research can be carried out. references ali, s. s. 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(2019). the effects of personality and intention to act toward responsible environmental behavior. jpbi (jurnal pendidikan biologic indonesia), 5 (1), 169-176. doi: https://doi.org/10.22219/jpbi. v5i1.7120 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7120 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7120 https://doi.org/10.22219/jpbi.v5i1.7120 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7120&domai https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7120&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 169-176 170 pratiwi et.al (the effects of personality and intention …) furthermore, the study revealed that these environmental changes stem from problems in environmental objects and subjects that are responsible for the sustainability of the environment itself (brookfield, 1999). various factors are indicated as triggers of environmental problems such as climate change (blennow, persson, tomé, & hanewinkel, 2012; clavero, villero, & brotons, 2011), changes in natural resources (jacobs & brown, 2014), technological change and development (voulvoulis & burgman, 2019), the presence of pollution (wiessner et al., 2014), and the most crucial factor is human activities (li & wu, 2019). human activities are said to be crucial factors due to their role as agents of environmental preservation (short, 2009). this situation refers to the ability of humans to be responsible for efforts to manage and resolve current environmental problems (rechkemmer & falkenhayn, 2009; sadhu et al., 2018). however, some previous studies reported different facts. the number of environmental cases departs from the low environmental responsibility so that it impacts on behavior that tends to be environmentally destructive (gifford & nilsson, 2014; lahsen et al., 2010; urien & kilbourne, 2011). therefore, efforts are relevant in overcoming various environmental problems by changing behavior and human responsibility itself (gifford, steg, & reser, 2012; manning, 2009). from various related domains, education is identified as one way to change destructive behavior by fostering environmental attitudes and responsibilities (boyes & stanisstreet, 2012; desfandi, 2015). strengthening personalities through education is indicated as being able to shape and foster the values of environmental responsibility in the community. as previously explained, environmental responsibility is closely related to various factors and conditions, i.e. socio-economic (ngwaru & opoku-amankwa, 2010; thakur, 2016), socio-ecology (rechkemmer & falkenhayn, 2009), and socio-cognitive (desfandi, 2015). education is identified as one of the effective ways to grow a socio-cognitive society. furthermore, many researchers developed environment-based learning models (boyes & stanisstreet, 2012; gifford & nilsson, 2014). the environmental education model began in the 1970s which assumed several types of linear relationships between attitudes and behavior, where positive attitudes lead to positive behavior (kollmuss & agyeman, 2002; ralston & martin, 1970). in this case, all actions aimed at restoring and preventing the environment from the threat of damage are an integral part of the responsible environmental behavior (reb) (adams, 2003; short, 2009). the model described by hines et al. (1987) revealed that environmental responsibility behavior was determined by various situational factors such as personality and intention to act. situational factors are driven by the individual's view of a matter, while the intention to act is influenced by personality and knowledge (gifford & nilsson, 2014). however, in reality, information describing how the pattern of relationships between personality and intention to act on attitudes and responsibilities in the environment has not been widely discussed, but both are discussed more partially (boyes & stanisstreet, 2012; kvasova, 2015; yu & yu, 2017). this study aims to determine the extent to which personality has an impact on students' intention to act in developing an environmentally responsible attitude. method this quantitative research used a causal survey method. this study used path analysis to determine the pattern of relationships between variables in order to determine the direct or indirect effects between exogenous and endogenous variables. the study was conducted at senior high school (shs) of insan cendekia madani in the odd semester of academic year 2018/2019. the target population in this study were all students of insan cendekia madani. the research sampling technique was simple random sampling and was taken by 90 students’ grade xi science. the sample was tested using the mcclave formula to determine the minimum sample. furthermore, the path analysis design is explained in figure 1. figure 1. path analysis model data collection techniques were compiled using a descriptive personality scale developed by han and pistole (2017) through the dimensions of experience, consciousness, extraversion, agreeableness, and neuroticism. intention to act was prepared using a descriptive scale with indicators: managing the environment well, complying with environmental rules, utilizing natural resources in a controlled manner, choosing and caring for environmentally friendly technologies, and maintaining natural resources to ensure the life of present and future generations. reb instrument used dimensions of eco-management, consumerism, persuasion, and political actions (hungerford & volk, 1990). the grid of instruments that measure personality was presented in table 1. instrument jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 169-176 171 pratiwi et.al (the effects of personality and intention …) intention to act used dimensions the desire to protect the environment, the desire to preserve the environment, the desire to utilize natural resources (kaiser & shimoda, 1999). the validated instrument personality, intention to act and environmental responsibility behavior was used by the pearson product moment. the instrument items are declared valid if the number of rtable is higher than the table according to the predetermined significance level (α = 0.05). reliability was a calculated of the consistency of instrument data used the cronbach-alpha. the prerequisite test used the kolmogorov-smirnov normality test (α = 0.05) using the spss 24.0 program. test of significance and linearity regression using the f-test, calculation of the correlation coefficient using the pearson product moment. the significance test results of the correlation coefficient with the t-test are then continued using path analysis. table 1. the measure of personality no dimension indicator number of items total + 1. openness (o) action, ideas, values. 1, 3 5, 12 9, 11 6, 8 2, 4 7, 13 12 2. conscientiousness (c) order, self-discipline, deliberation. 10, 14 15, 18 21, 24 17, 19 20,22 16, 23 12 3. extraversion (e) assertiveness, activity, positive emotions. 25, 27 28, 30 33, 35 29, 31 26, 32 37, 38 12 4. agreeableness (a) trust, modesty, tender-mindedness. 34, 36 42, 44 43, 45 39, 41 40, 46 47, 49 12 5. neuroticism (n) anxiety, emotion, self-consciousness. 48, 50 51, 53 56, 58 52, 54 55, 57 59, 60 12 total 60 results and discussion the kolmogorov-smirnov normality test results on personality variables (x1) were 0.166. while the significance value of the intention variable to act (x2) and the responsible environmental behavior (reb) are respectively 0.92 and 0.068. thus, the significance of the three variables (>0.05) so that it can be concluded that the data comes from populations that are normally distributed. based on the results of the calculation of data to compile a regression equation model between personality and intention to act in a row of 45.51 and 0.409. the regression equation between personality variables and the intention to act is x3 = 45.51 + 0.409x1. regression calculations as described in table 2. table 2. results of regression equation between the personality and intention to act. coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 45.510 8.215 5.540 .000 personality .409 .104 .386 3.921 .004 based on table 3, the regression equation between personality and reb is x3 = 52.282 + 0.338x1. the coefficient indicates that the equation can be trusted because it has a significance value (> 0.05). while the regression between intention to act against reb (table 4) is written with the equation x3 = 55.238 + 0.303x2 with significance value (<0.05). this results showed that intention to act influences students reb. table 3. results of calculation of the equations of personality regression and reb coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 52.282 8.528 6.131 .000 personality .338 .108 .315 3.117 .002 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 169-176 172 pratiwi et.al (the effects of personality and intention …) table 4. results of calculation of the equations of intention to act regression and reb coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 55.238 8.001 6.904 .000 intention to act .303 .103 .300 2.952 .004 based on the results of the significance test, the regression line equation between personality and intention to act shows the calculated fvalue of 3.921 with a significance value of (< 0.05). thus, the equation is a significant variable or shows the influence of personality on the intention to act. similar results are also shown for the regression equation intention to act on reb (x2 against x3) and personality towards reb (x1 against x3). the test of the significance of the equality of intention to act on reb shows fvalue of 2.592 with a significance of 0.004 while the calculated fvalue for personality equation towards reb is 3.117 with a significance of 0.002. these results indicate that there is a significant relationship between intention to act with reb, as well as the relationship between personality and reb. the results of the calculation of the correlation test between variables in this study obtained data as in table 5. table 5. simple correlation coefficient matrix between variables matrix coefficient of correlation (α=0,00) x1 x2 x3 x1 1 0,386 x2 1 0,300 x3 1 the correlation coefficient matrix between variables found a correlation between personality and intention to act was r1,2 = 0.386, while the correlation between intention to act and reb was r2,3 = 0.300. after each correlation coefficient was obtained, the next step is to calculate the path coefficient. direct and indirect effects described in table 6. table 6. results of calculation of direct and indirect effects direct influence between variables path coefficient (pij) standard error (sbi) tvalue ttable conclusion x1 and x2 0.386 0.098 3. 921 1, 662 significant x2 and x3 0.209 0.105 1.981 1, 662 significant based on the results of the correlation test in table 6, the personality variable and intention to act is 0.386 with a significance value (<0.05), so the correlation between personality and intention to act is significant. meanwhile, the path analysis coefficient showed that tvalue (3,921) > ttable (1,662) so that the intention variable to act is directly influenced positively by personality. these results indicate that the positive personality of students indicates the tendency of students to act positively towards the environment better. the results are relevant to the research proposed by yu and yu (2017) which states that personality has a positive influence on one's willingness to act on the environment. in different definitions, it can be said that in carrying out an action someone refers to his personality (hines et al., 1987). environmental responsibility develops according to the knowledge, attitudes, and skills possessed by each. these three components develop in the cognitive structure of students according to their age, experience, gender differences, and perceptions of environmental problems (gifford & nilsson, 2014; short, 2009). the results of the intention correlation coefficient to act on reb showed the same results with the correlation between personality and intention to act. based on the results of the coefficient calculation (table 5) shows that tvalue (1.981) > ttable (1.662). these results indicate that student responsible behavior is positively influenced by the intention to act. at least, there are three variables in the self that influence the decision to act, including attitudes toward certain behaviors, subjective norms, and perceptions of behavioral control (sawitri, hadiyanto, & hadi, 2015). mancha and yoder (2015) explained in his research that the intention to act as a predictor of reb. thus, a positive relationship between personality and intention to act can indicate that students tend to be able to take actions aimed at protecting the environment in their daily lives (ojedokun & balogun, 2010). however, the path coefficient of the indirect effect of personality variables on reb is 0.08. this result shows that personality does not directly affect the student's behavior but through the intention to act. contextually, it can be said that if the students have a positive personality, indirectly, these students have environmental responsibility because they have the intention to act well. han and pistole (2017); kvasova (2015) suggests that individual characters such as personality can influence one's actions through various mechanisms carried out by jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 169-176 173 pratiwi et.al (the effects of personality and intention …) individuals, one of which is the intention to act. each has the character that can distinguish itself from other individuals. through various mechanisms or intermediaries, the individual can show the behavior he wants to do. the various personality factors influence behavior to be environmentally responsible. this personality factor determines someone to act and take a role in protecting and preserving the environment (adams, 2003; costa & mccrae, 2012). besides, it was strengthened on the findings made by ajzen and manstead (2007) that the desire to act someone becomes a determinant in behaving environmentally responsible. personality factors that play an important role in the decision include experience in childhood, level of knowledge and education, gender, age, and daily activities are undertaken (gifford & nilsson, 2014). some observable impacts as indicators of the growth of environmental responsibility of students include being actively involved in activities with environmental issues, merging in community-based activities rather than individual efforts, changing the behavior of consumerism that is more environmentally friendly, sensitive to issues of changing ecosystem functions, and other behaviors which is specifically related to their daily activities (hines et al., 1987; hungerford & volk, 1990; short, 2009). however, as discussed earlier, the five indicators of environmental responsibility do not necessarily grow but need a conducive learning culture so that students' cognitive is deliberately conditioned to be able to involve deeper thinking skills so that they can make decisions and be responsible for the environment around it comprehensively. several studies have reported that efforts to induce environmental responsibility have been carried out including by implementing the good sustainability campaign (font & mccabe, 2017; laurie, nonoyama-tarumi, mckeown, & hopkins, 2016; leal filho et al., 2018; manning, 2009; mapotse & mashiloane, 2017; schultze & trommer, 2012), environmental and social responsibility education (aguado & holl, 2018), and adiwiyata school program (desfandi, 2015). all the programs have similarities in terms of community involvement and society. community involvement is a strategic effort to create a mutually supportive and sustainable environment (gifford & nilsson, 2014; kvasova, 2015). on the other hand, this effort is indicated to be able to improve socio-cognitive which has an essential role in determining the desired environmental responsibility (sawitri et al., 2015). social aspects are very fundamental because in some studies it was reported that the appearance of attitudes is not directly influenced by behavior but rather on intentions that end at the norms that apply to the community (kollmuss & agyeman, 2002). therefore, the results of this study can be used as reinforcement of the concepts that have been believed. however, it is necessary to develop more specific personality factors that have the most influence on students' responsibility for the environment. furthermore, how to integrate learning that can grow and harmonize the personality and intention to act responsibly. conclusion the research results have shown that there is a direct influence between the personality and intention to act and between the intention to act on the responsible environmental behavior. meanwhile, the personality affects reb indirectly through the intention to act. based on the results of the study, it needs a systematic effort to improve the behavior of students' environmental responsibility through the learning process that is integrated into the subjects. it is intended that students are able to grow personality and have good point of views about management and environmental responsibility. in addition, the school needs to involve students actively to participate in every activity at school and outside the school related to the environment. acknowledgement our highest appreciation is addressed to all parties involved in this study, including the department of biology education, dean of faculty of mathematics and natural sciences, state university of jakarta, principal and teachers of senior high school insan cendekia madani tangerang banten, as well as all the students whom participated in this research. references adams, w. j. 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(2017). the moderating effects of students’ personality traits on pro-environmental behavioral intentions in response to climate change. international journal of environmental research and public health, 14(12), 1472. doi: https://doi.org/10.3390/ijerph14121472 https://doi.org/10.21744/irjmis.v3i1.82 https://doi.org/10.13187/er.2014.81.1491 https://doi.org/10.1002/mar.20381 https://doi.org/10.1080/10643389.2019.1565519 https://doi.org/10.3846/16486897.2013.808640 https://doi.org/10.3390/ijerph14121472 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 71-77) citra marina dkk, peningkatan hasil belajar materi penyesuaian 71 peningkatan hasil belajar materi penyesuaian makhluk hidup dalam pembelajaran kooperatif metode think-pair-share dipadu dengan metode picture and picture pada siswa kelas v-a sd muhammadiyah 8 dau malang citra marina 1 , ainur rofieq 1 , sri wahyuni 1 , 1 program studi pendidikan biologi, fkip, universitas muhammadiyah malang email: biologi.umm@gmail.com abstract from interviews result, we can say 45% of the number of students has a low learning outcomes. the research purposes are: to determine the increase in the learning material adjustment beings through cooperative learning combined the tps method with p & p method at the va graders sd muhammadiyah 8 dau malang. implementation of tps learning combined with p & p already performing optimally. based on the results of correcting data analysis sheet formative test on cycle-3 students who scored> skm as many as 27 people (90%),whereas the received value <skm value of 3 people (10%) of 30 students. keywords: think-pair-share (tps), picture and picture (p&p), cooperative pembelajaran ipa di sd merupakan interaksi antara siswa dengan lingkungan sekitarnya. hal ini mengakibatkan pembelajaran ipa perlu mengutamakan peran siswa dalam kegiatan belajar mengajar. sehingga pembelajaran yang terjadi adalah pembelajaran yang berpusat pada siswa dan guru sebagai fasilitator dalam pembelajaran tersebut. guru berkewajiban untuk meningkatkan pengalaman belajar siswa untuk mencapai tujuan pembelajaran ipa. tujuan ini tidak terlepas dari hakikat ipa sebagai produk, proses dan sikap ilmiah. oleh sebab itu, pembelajaran ipa perlu menerapkan prinsip-prinsip pembelajaran yang tepat. guru juga sangat menentukan keberhasilan siswa, terutama dalam proses belajar mengajar. ketepatan menggunakan metode akan sangat mempengaruhi hasil belajar siswa. guru dapat menggunakan metode pembelajaran yang memotivasi siswa untuk belajar agar dapat meningkatkan hasil belajar. metode pembelajaran yang digunakan dalam pembelajaran ipa sangat banyak. tiap metode pembelajaran memiliki kelebihan dan kekurangan yang berbeda, tidak semua metode pembelajaran dapat digunakan guru untuk penyampaian materi ipa. hasil wawancara pada tanggal 3 nopember 2011 dengan guru mata pelajaran ipa di sd muhammadiyah 8 dau malang, bahwa dari 31 orang siswa pada kelas v a, dapat dikatakan 45% dari jumlah siswa memiliki hasil belajar yang rendah. selain itu, guru pengajar mengaku jarang menggunakan media pembelajaran seperti gambar-gambar hewan, tumbuhan dll. guru juga mengatakan bahwa jarang menggunakan pembelajaran berbasis kerjasama dikarenakan siswa lebih banyak diam apabila ditugaskan untuk berdiskusi dalam kelompok. siswa seringkali kesulitan memberikan jawaban dari pertanyaan-pertanyaan guru apabila pertanyaan tersebut dikaitkan dengan fakta yang ada dilingkungan dan materi yang disampaikan. pembelajaran kooperatif (cooperative learning) merupakan sistem pengajaran yang memberi kesempatan kepada anak didik untuk bekerja sama dengan sesama siswa dalam tugas-tugas yang terstruktur. pembelajaran kooperatif dikenal dengan pembelajaran secara berkelompok. tetapi belajar kooperatif http://sekolah-dasar.blogspot.com/2011/04/pembelajaran-value-clarification.html jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 71-77) citra marina dkk, peningkatan hasil belajar materi penyesuaian 72 lebih dari sekedar belajar kelompok atau kerja kelompok karena dalam belajar kooperatif ada struktur dorongan atau tugas yang bersifat kooperatif sehingga memungkinkan terjadinya interaksi secara terbuka dan hubungan yang bersifat interdepedensi efektif diantara anggota kelompok (sugandi, 2002:14 dalam aryawan 2009). keunggulan think-pairshare (tps) adalah memberi rangsangan kepada siswa untuk berpikir sehingga bermanfaat bagi proses pendidikan jangka panjang (suprijono, 2009). keunggulan picture and picture (p&p) adalah guru lebih mengetahui kemampuan masingmasing siswa dan melatih berpikir logis (depdiknas, 2007). berdasarkan hasil wawancara, maka peneliti dalam penelitian ini memutuskan untuk menggunakan pembelajaran kooperatif. pembelajaran kooperatif yang dipilih adalah metode tps karena metode ini dirasa lebih tepat untuk kegiatan berpikir, berpasangan dan berbagi sesuai kegiatan yang akan dilakukan siswa. tps cenderung bersifat abstrak karena mengandalkan kemampuan berpikir siswa, sedangkan metode p&p cenderung bersifat konkrit maka dari itu pembelajaran tps ini sangat cocok dipadukan dengan metode p&p karena seusia anak sd cenderung berpikir konkrit. kegiatan akan diawali dengan memberikan pertanyaan kepada siswa terkait materi penyesuaian makhluk hidup termasuk tahap think. selanjutnya siswa menempelkan beberapa gambar dan mengisi tabel yang sudah disediakan pada kertas buffalo secara berpasangan (pair). sehingga dengan menggunakan pembelajaran metode tps yang dipadukan dengan metode p&p diharapkan dapat meningkatkan hasil belajar siswa. kemudian hasil dari pemikiran menempelkan gambar dan mengisi tabel yang sudah ada pada kertas buffalo, masing-masing pasangan kemudian akan mempresentasikan di depan kelas sebagai tahap share metode penelitian ini merupakan penelitian tindakan kelas (ptk) yang dilakukan secara bersiklus. desain penelitian terdiri atas empat tahap, yaitu perencanaan, pelaksanaan tindakan, observasi dan evalusi, serta refleksi yang diikuti pengualangan. penelitian tindakan kelas ini difokuskan pada hasil belajar siswa menggunakan pembelajaran kooperatif metode tps dipadukan dengan metode p&p. menurut isjoni (2010), tps memberi siswa kesempatan untuk bekerja sendiri serta bekerja sama dengan orang lain. tipe pembelajaran ini memberikan siswa waktu lebih banyak untuk berfikir, menjawab, dan saling membantu satu sama lain. sedangkan menurut arisandi (2011), p&p menggunakan media gambar dalam proses pembelajaran yaitu dengan cara memasang/mengurutkan gambar-gambar menjadi urutan yang logis. penelitian ini akan dilaksanakan di sd muhammadiyah 8 dau pada bulan nopember – desember 2011. penelitian ini yang menjadi subyek penelitian adalah siswa kelas v a sd muhammadiyah 8 dau tahun pelajaran 2011/2012. materi/konsep yang diajarkan dalam pembelajaran penyesuaian makhluk hidup terhadap lingkunganya. data yang akan dikumpulkan dalam penelitian ini adalah (1) data tentang proses pembelajaran, meliputi pelaksanaan pembelajaran kooperatif metode tps yang dipadukan dengan metode p&p, aktivitas guru, aktivitas siswa selama proses pembelajaran. sumber datanya diperoleh dari aktivitas pembelajaran, aktivitas guru, serta aktivitas siswa selama proses pembelajaran. (2) data tentang hasil belajar siswa pada materi penyesuaian makhluk hidup. sumber datanya diperoleh dari siswa yang berupa hasil tes formatif siswa pada akhir pembelajaran. analisis data hasil test formatif menggunakan pap artinya penentuan nilai seorang siswa dilakukan dengan jalan membandingkan skor mentah hasil tes jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 71-77) citra marina dkk, peningkatan hasil belajar materi penyesuaian 73 dengan skor maksimum idealnya dan akan digunakan rumus sebagai berikut: 𝑵𝒊𝒍𝒂𝒊 𝒕𝒆𝒔 = 𝑺𝒌𝒐𝒓 𝑴𝒆𝒏𝒕𝒂𝒉 𝑺𝒌𝒐𝒓 𝑴𝒂𝒌𝒔𝒊𝒎𝒖𝒎 𝑰𝒅𝒆𝒂𝒍 𝒙 𝟏𝟎𝟎% menurut mulyasa (2009), kriteria keberhasilan jangka pendek adalah sekurang-kurangnya 75% isi dan prinsipprinsip pembelajaran dapat dipahami, diterima dan diterapkan oleh para siswa dan guru dikelas. rumus untuk mengetahui ketuntasan klasikal adalah sebagai berikut: keterangan : m = ∑ siswa yang memperoleh nilai di atas kkm m = ∑ seluruh siswa yang mengikuti tes dikatakan berhasil apabila 85% dari jumlah siswa dikelas memiliki ketuntasan individu ≥ skm yaitu 70. hasil kegiatan pembelajaran, baik pada siklus i, ii, maupun siklus iii, menerapkan metode think pair share dipadupadankan dengan picture & picture. pada siklus i materi penyesuaian hewan dengan lingkunganya proses pembelajaran hasil refleksi banyak siswa tidak bisa memberikan respon yang cukup baik, selain itu beberapa siswa kurang aktif. oleh karena itu keterlaksanaan sintaks pada siklus i kurang optimal. hal ini nampak pada hasil belajar siswa dari 25 siswa yang mengikuti tes, ada 9 siswa yang memperoleh nilai tes formatif di atas skm ≥ 70, sementara ada 16 siswa yang memperoleh nilai tes formatif di bawah skm yaitu < 70, sementara ketuntasan individu di siklus-1 sebesar 36% < 85%, maka siswa dinyatakan belum tuntas belajar secara klasikal dapat dilihat pada tabel berikut. selain itu, persentase aktivitas guru selama proses pembelajaran = 78,15% berada pada kategori baik. ratarata persentase aktivitas siswa dari lima indikator penilaian selama proses pembelajaran = 75% berada pada kategori baik tabel 1. nilai ketuntasan klasikal siklus-1 ketuntasan kriteria jumlah siswa presentase (%) ketuntasan individu < 70 16 64% ≥ 70 9 36% ketuntasan klasikal > 85% 16 36% pada siklus ii dilakukan penyempurnaan sintaks pada siklus ii untuk pengutan kembali penerapan pembelajaran metode tps yang dipadukan dengan p&p yang kurang optimal pada saat pelaksanaan siklus-1. materi yang disampaikan untuk pertemuan kali ini adalah penyesuaian diri hewan untuk melindungi diri dari musuhnya. berdasarkan hasil pengoreksian lembar jawaban soal tes formatif untuk hasil belajar (gambar 1) dapat diketahui bahwa masing-masing siswa memiliki pemahaman konsep yang berbeda-beda. gambar 1. ketuntasan nilai hasil belajar siswa siklus-2 berdasarkan data pada gambar 1 dapat diketahui bahwa dari 31 siswa yang mengikuti tes, ada 23 siswa yang memperoleh nilai tes formatif di atas skm ≥ 70, sementara ada 8 siswa yang memperoleh nilai tes formatif di bawah skm yaitu < 70, sementara ketuntasan klasikal di siklus-2 sebesar 74,19% < 85%, 𝑲𝒆𝒕𝒖𝒏𝒕𝒂𝒔𝒂𝒏 𝒌𝒍𝒂𝒔𝒊𝒌𝒂𝒍 = 𝒎 𝑴 𝒙 𝟏𝟎𝟎% 0 10 20 30 40 50 60 70 80 90 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 tuntas (74,19%) tidak tuntas (25,80%) jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 71-77) citra marina dkk, peningkatan hasil belajar materi penyesuaian 74 maka siswa dinyatakan belum tuntas secara klasikal. tabel 2. nilai ketuntasan klasikal siklus-2 ketuntasan kriteri a jumlah siswa presentase (%) ketuntasan individu < 70 8 25,80% ≥ 70 23 74,19% ketuntasan klasikal > 85% 23 74,19% persentase aktivitas guru selama proses pembelajaran = 82,6% berada pada kategori baik. rata-rata persentase aktivitas siswa dari lima indikator penilaian selama proses pembelajaran = 75,36% berada pada kategori baik. untuk keterlaksanaan sintaks pembelajaran sudah dapat dikatakan optimal karena dari 9 sintaks pembelajaran 8 sintaks sudah terlaksana dengan baik. aktivitas siswa sudah meningkat dibandingkan pada pelaksanaan siklus-1. hasil refleksi untuk upaya optimalisasi kegiatan pembelajaran selanjutnya pada siklus iii ini dilakukan untuk memperbaiki dan menyempurnakan tindakan-tindakan yang kurang optimal pada saat pelaksanaan siklus-2. materi yang disampaikan untuk pertemuan kali ini adalah penyesuaian diri tumbuhan untuk kelangungan hidupnya dan melindungi diri dari musuhnya. berdasarkan hasil test formatif hasil belajar disusun gambar 2 sebagai berikut. gambar 2. ketuntasan nilai hasil belajar siswa siklus-3 berdasarkan data pada gambar 2 dapat diketahui bahwa dari 30 siswa, ada 27 siswa yang memperoleh nilai tes formatif diatas skm > 70, sementara ada 3 siswa yang memperoleh nilai tes formatif dibawah skm yaitu < 70. ketuntasan klasikal 85% dari 30 siswa adalah > 25 siswa, sementara ketuntasan individu sebesar 90% > 85%, maka siswa dinyatakan sudah tuntas belajar secara klasikal. persentase aktivitas guru selama proses pembelajaran = 82,85% berada pada kategori baik. rata-rata persentase aktivitas siswa dari lima indikator penilaian selama proses pembelajaran = 82,4% berada pada kategori baik. tabel 3. nilai ketuntasan klasikal siklus-3 ketuntasan kriteria jumlah siswa presentase (%) ketuntasan individu < 70 3 10% ≥ 70 27 90% ketuntasan klasikal > 85% 25 90% pembahasan penerapan pembelajaran metode tps yang dipadukan dengan p&p pada kelas va sd muhammadiyah 8 dau diawali dengan memberikan pertanyaan yang dituliskan dipapan tulis terkait materi penyesuaian diri tumbuhan dan merupakan tahap think. pembelajaran yang diawali dengan pertanyaan menuntut siswa untuk berpikir berdasarkan pengalaman mereka sehari-hari tidak hanya dari buku pelajaran. pembelajaran ini juga memberi siswa waktu lebih banyak untuk berfikir, menjawab, dan saling membantu satu sama lain (isjoni, 2010). perpaduan metode tps dengan metode p&p sangat mendukung khususnya untuk pembelajaran di sekolah dasar. untuk seusia anak sd sangat menggemari gambar-gambar yang full colour, dan itu akan berdampak positif bagi proses pembelajaran mereka dalam memahami suatu konsep. media gambar memiliki peranan penting dalam meningkatkan hasil belajar siswa. hal ini mengacu pada pernyataan winataputra (2005) dalam hamdani (2010), yang menyatakan bahwa penglihatan (visual) memiliki komposisi yang paling besar 0 10 20 30 40 50 60 70 80 90 100 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 tuntas (90%) tidak tuntas (10%) jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 71-77) citra marina dkk, peningkatan hasil belajar materi penyesuaian 75 (75%) dalam hal rata-rata jumlah informasi yang dapat diperoleh seseorang. informasi yang diperoleh melalui penglihatan juga lebih mudah ditangkap dan diingat oleh memori seseorang. penerapan pembelajaran seperti ini memberikan pengalaman belajar kepada siswa untuk berpikir berdasarkan pengalaman mereka sehari-hari, berdiskusi, serta mempresentasikan hasil karya mereka dalam menempelkan gambar dan mengisi tabel penyesuaian makhluk hidup. dengan demikian, pembelajaran seperti ini bersifat sangat berpusat pada siswa dan hal ini menyebabkan siswa menjadi sangat aktif dalam dan memberikan suasana yang tidak membosankan pada kegiatan pembelajaran. menurut arends (1997) dalam triyanto, menyatakan bahwa thinkpair-share merupakan suatu cara yang efektif untuk membuat variasi suasana pada diskusi kelas. berdasarkan rekapitulasi keterlaksanaan tahapan-tahapan pembelajaran metode tps dipadukan dengan metode p&p yang berlangsung dalam pelaksanaan siklus-1, siklus-2 dan siklus-3 diketahui bahwa tahapan-tahapan dalam pelaksanaan metode pembelajaran tps yang dipadukan dengan metode p&p telah terlaksana dengan baik serta sesuai dengan sintaks pembelajaran yang diaplikasikan dalam rencana pelaksanaan pembelajaran (rpp). hal ini terbukti dengan adanya peningkatan keterlaksanaan tiap-tiap tahapan pembelajaran. pada siklus-1, keterlaksanaan sintaks pembelajaran belum optimal, ada 2 sintaks terlaksana kurang baik. berdasarkan kriteria yang ditentukan bahwa pembelajaran dikatakan optimal apabila dari 8 sintaks perpaduan minimal 7 sintaks terlaksana dengan baik. pada siklus-2, ada sedikit perubahan sintaks dari sintaks sebelumnya. keterlaksanaan sintaks pembelajaran pada siklus-2 sudah optimal karena pada pelaksanaan siklus-2 merupakan perbaikan dari upaya optimalisasi pelaksanaan siklus-1. dari 9 sintaks pada pembelajaran siklus-2, 8 sintaks sudah terlaksana dengan baik. tetapi tetap harus dilakukan upaya optimalisasi sintaks yang terlaksana kurang baik tersebut pada tahap tindakan siklus-3, sehingga pada pelaksanaan tindakan diharapkan semua sintaks terlaksana dengan baik. hal tersebut terbukti bahwa pada pelaksanaan tindakan siklus-3, semua sintaks terlaksana dengan baik. persentase aktivitas guru selama proses pembelajaran pada siklus-3 = 82,85% berada pada kategori baik. hal ini dikarenakan guru sudah terbiasa melaksanakan sintaks pembelajaran metode tps yang dipadukan dengan metode p&p sehingga guru tidak mengalamai kesulitan seperti halnya pada pelaksanaan pada siklus-1. untuk perbandingan persentase aktivitas guru dari pelaksanaan siklus-1, siklus-2 hingga pelaksanaan siklus-3 dapat dilihat pada gambar 3. gambar 3. perbandingan persentase aktivitas guru pada siklus-1, siklus-2 dan siklus-3 penerapan pembelajaran kooperatif metode tps yang dipadukan dengan metode p&p berorientasi pada peningkatan hasil belajar siswa, ternyata juga sangat efektif untuk meningkatkan aktivitas siswa. hal ini dapat dilihat dari hasil 75.00% 76.00% 77.00% 78.00% 79.00% 80.00% 81.00% 82.00% 83.00% ls pertama ls kedua ptk 78.15% 82.60% 82.85% siklus-1 siklus-2 siklus-3 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 71-77) citra marina dkk, peningkatan hasil belajar materi penyesuaian 76 penempelan gambar dan pengisian tabel penyesuaian makhluk hidup berdasarkan hasil diskusi kelompok dan dipresentasikan di depan kelas. rata-rata persentase aktivitas siswa dari lima indikator penilaian selama proses pembelajaran tahap tindakan = 82,4% berada pada kategori baik. lima indikator tersebut adalah: siswa aktif mengikuti pembelajaran sampai selesai, interaksi antar siswa dalam berpasangan, interaksi siswa-siswa antar pasangan, interaksi siswa dengan guru, dan interaksi siswa dengan media pembelajaran. persentase aktivitas siswa berada pada kategori baik ini disebabkan karena siswa sudah memiliki pengalaman sebelumnya pada pelaksanaan siklus-1 dan siklus-2 dalam mengikuti tahapan-tahapan pembelajaran tps yang dipadukan dengan p&p. untuk perbandingan persentase aktivitas siswa pada siklus-1, siklus-2 hingga pada pelaksanaan siklus-3 dapat dilihat pada grafik 4.5. gambar 4,. perbandingan persentase aktivitas siswa pada siklus-1, siklus-2 dan siklus-3 berdasarkan (gambar 1, 2 dan 3), hasil belajar siswa terus meningkat hingga pada siklus-3 dapat diketahui bahwa siswa yang memperoleh nilai > 70 sebanyak 27 orang (90%), sedangkan yang mendapat nilai < 70 sebanyak 3 orang (10%) dari 30 siswa. menurut ayi (2010), hasil belajar merupakan hasil yang dicapai oleh siswa selama berlangsungnya proses belajar mengajar dalam jangka waktu tertentu. menurut dimyati dan mudjiono (2002) hasil belajar merupakan hal yang dapat dipandang dari dua sisi yaitu sisi siswa dan dari sisi guru. dari sisi siswa, hasil belajar merupakan tingkat perkembangan mental yang lebih baik bila dibandingkan pada saat sebelum belajar. dari kedua pendapat diatas, maka dapat disimpulkan bahwa hasil belajar merupakan input yang didapatkan siswa setelah proses pembelajaran berlangsung. siswa akan mendapatkan hasil belajar yang baik jika siswa melakukan proses pembelajaran dengan baik. sebaliknya, jika siswa tidak sungguh-sungguh dalam proses pembelajaran, siswa akan mendapatkan hasil yang tidak sesuai dengan tujuan awal pembelajaran. perbandingan hasil belajar siswa pada siklus-1, siklus-2, dan siklus-3 dapat dilihat pada grafik 5 berikut. gambar 5. perbandingan hasil belajar siswa siklus-1, siklus-2 dan siklus-3 kesimpulan dan saran kesimpulan peningkatan dan hasil belajar melalui penerapan pembelajaran kooperatif metode tps yang dipadukan dengan metode p&p dapat disimpulkan sebagai berikut: (1) pada siklus-1 siswa yang memperoleh nilai > skm sebanyak 9 siswa (36%), 0 10 20 30 40 50 60 70 80 90 100 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 siklus-1 siklus-2 siklus-3 70.00% 72.00% 74.00% 76.00% 78.00% 80.00% 82.00% 84.00% ls pertama ls kedua ptk 75% 75.36% 82.4% siklus-1 siklus-2 siklus-3 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 71-77) citra marina dkk, peningkatan hasil belajar materi penyesuaian 77 sedangkan yang memperoleh nilai < skm sebanyak 16 siswa (64%) dari 25 siswa yang mengikuti tes. (2) pada siklus-2 siswa yang memperoleh nilai > skm sebanyak 23 siswa (74,19%), sedangkan yang mendapat nilai < nilai skm sebanyak 8 orang (25,80%) dari 31 siswa yang mengikuti tes. (3) pada siklus-3 siswa yang memperoleh nilai > skm sebanyak 27 orang (90%), sedangkan yang mendapat nilai < nilai skm sebanyak 3 orang (10%) dari 30 siswa. saran penerapan pembelajaran kooperatif metode tps yang dipadukan dengan metode p&p sebaiknya sesuai dengan materi yang memiliki konsep-konsep terkait lingkungan sehari-hari dan materi yang membutuhkan media gambar sebagai media pembelajaran. membuat soal untuk tes formatif yang terkait kehidupan seharihari agar siswa dapat berpikir lebih kritis dan dikaitkan dengan gambar-gambar sehingga menarik bagi siswa. soal tes formatif yang dibuat dapat mencakup tingkatan c1-c6 sesuai dengan kd dan indikator pembelajaran. daftar pustaka akbar, ayi. 2010. pengertian prestasi belajar, (online), http://ayiakbar. com/ebook /artikel/ pengertianprestasi-belajar/, diakses 29 oktober 2010) arisandi, 2011. model pembelajaran picture and picture. http:// arisandi .com /?p =786 bambang aryawan, 2009. pembelajaran kooperatif (cooperative learning) untuk membangun pengetahuan siswa. http://riyadi.purworejo.asia /2009/07/pembelajaran-kooperatifcooperative .html diakses 24 juni 2011 depdiknas. 2007. materi soialisasi kurikulum tingkat satuan pendidikan. jakarta: direktorat jenderal pendidikan dasar dan menengah dimyati., dan mudjiono.2002.belajar dan pembelajaran. jakarta:dirjen pendidikan tinggi depdikbud hamdani, 2010. efektifitas pemanfaatan media gambar dalam peningkatan hasil belajar pada pembelajaran sholat (skripsi). sekolah tinggi agama islam dr. khez muttaqien purwakarta isjoni.2010. cooperative learning efektifitas pembelajaran kelompok. bandung: alfabeta. mulyasa. 2009. praktik penelitian tindakan kelas. bandung: pt remaja rosdakarya suprijono, a. 2009. cooperative learning teori aplikasi & aplikasi paikem. yogyakarta: pustaka pelajar triyanto, model – model pembelaran inovatif berorientasi konstruktivistik; konsep landasan teoritis – praktis dan implementasinya, jakarta:prestasi pustaka publisher, 2007 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 1 darwis husain dkk, pengaruh jumlah cacing tanah pengaruh jumlah cacing tanah (lumbricus rubellus) dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram sebagai bahan ajar biologi darwis husain 1 , sukarsono 1 , nurul mahmudati 1 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail : drw.darwishusain@gmail.com abstrak penelitian ini bertujuan untuk mengetahui adanya pengaruh jumlah cacing tanah dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram, mengetahui kandungan npk terbaik sesuai standar yang ditetapkan pemerintah yaitu n 0,4%, p 0,1% dan k 0,2% serta mengetahui penerapan hasil penelitian sebagai bahan ajar biologi. jenis penelitian yang digunakan adalah true experimental research yang dilakukan pada tanggal 07 juli-07 agustus 2014 di laboratorium kimia universitas muhammadiyah malang. rancangan penelitian yang digunakan adalah rancangan acak lengkap (ral) faktorial design yang terdiri dari 2 faktor, faktor a merupakan jumlah cacing tanah (25, 30 dan 35 cacing) dan faktor b merupakan waktu pengomposan (5, 10 dan 15 hari). analisis data menggunakan anava 2 jalan dan uji duncan. hasil penelitian menunjukkan bahwa jumlah cacing tanah 35 cacing dan waktu pengomposan 15 hari merupakan perlakuan terbaik. persentasi unsur hara terbaik yang dihasilkan yaitu n (3,85 %), p (0,78 %) dan k (1,45 %). sedangkan rasio c/n yang dihasilkan yaitu 10,51. kata kunci: limbah, cacing tanah, waktu, pengomposan, kandungan npk. bertambahnya kebutuhan menyebabkan bertambahnya limbah yang dihasilkan. limbah adalah bahan sisa atau buangan yang dihasilkan dari suatu kegiatan dan proses produksi, baik pada skala rumah tangga, industri, pertambangan, dan sebagainya. bentuk limbah tersebut dapat berupa gas dan debu, cair atau padat. budidaya jamur tiram merupakan salah satu aktivitas manusia yang menghasilkan limbah dari media tanam (baglog). media tanam tersebut akan menjadi limbah padat organik dan bisa dimanfaatkan untuk pakan ataupun pupuk. pemanfaatan limbah media tanam jamur tiram sebagai pupuk perlu adanya penguraian karena kandungan yang dimiliki media tanam jamur tiram belum cocok untuk media tanam tumbuhan lain. kandungan limbah media tanam tersebut diantaranya selulosa, hemiselola dan lignin yang komplek (dwiputranto, 2013). kandungan tersebut berasal dari bahan pokok media tanam yang terdiri dari serbuk gergaji kayu, bekatul, kapur tohor dan lain-lain tergantung komposisi yang diinginkan pembudidaya. penguraian pada limbah jamur tiram dapat menggunakan bioaktivator seperti mikroorganisme (bakteri, jamur) maupun cacing tanah. penguraian tersebut akan merubah sifat limbah media tanam jamur tiram menjadi barang baru yang bermanfaat, yaitu menjadi kompos melalui proses pengomposan. penguraian dengan mikroorganisme sudah umum dilakukan dan hanya menghasilkan kompos saja tanpa adanya hasil sampingan, sedangkan pengomposan dengan cacing tanah dapat menghasilkan kompos dan juga penambah-an biomassa cacing. pengomposan dengan cacing ini disebut vermikomposting. vermikomposting berasal dari bahasa inggris vermes (cacing) dan bertambahnya kebutuhan menyebabkan bertambahnya limbah yang dihasilkan. limbah adalah bahan sisa atau buangan yang dihasilkan dari suatu kegiatan dan proses produksi, baik pada skala rumah tangga, industri, pertambangan, dan sebagainya. bentuk limbah tersebut dapat berupa gas dan debu, cair atau padat. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 2 darwis husain dkk, pengaruh jumlah cacing tanah budidaya jamur tiram merupakan salah satu aktivitas manusia yang menghasilkan limbah dari media tanam (baglog). media tanam tersebut akan menjadi limbah padat organik dan bisa dimanfaatkan untuk pakan ataupun pupuk. pemanfaatan limbah media tanam jamur tiram sebagai pupuk perlu adanya penguraian karena kandungan yang dimiliki media tanam jamur tiram belum cocok untuk media tanam tumbuhan lain. kandungan limbah media tanam tersebut diantaranya selulosa, hemiselola dan lignin yang komplek (dwiputranto, 2013). kandungan tersebut berasal dari bahan pokok media tanam yang terdiri dari serbuk gergaji kayu, bekatul, kapur tohor dan lain-lain tergantung komposisi yang diinginkan pembudidaya. penguraian pada limbah jamur tiram dapat menggunakan bioaktivator seperti mikroorganisme (bakteri, jamur) maupun cacing tanah. penguraian tersebut akan merubah sifat limbah media tanam jamur tiram menjadi barang baru yang bermanfaat, yaitu menjadi kompos melalui proses pengomposan. penguraian dengan mikroorganisme sudah umum dilakukan dan hanya menghasilkan kompos saja tanpa adanya hasil sampingan, sedangkan pengomposan dengan cacing tanah dapat menghasilkan kompos dan juga penambahan biomassa cacing. pengomposan dengan cacing ini disebut vermikomposting. vermikomposting berasal dari bahasa inggris vermes (cacing) dan composting (pengomposan), dengan demikian arti vermikomposting adalah proses pembuatan kompos melalui budidaya cacing (sucipto, 2012). pengomposan dengan metode vermikomposting menghasilkan dua produk yaitu biomassa cacing karena terjadi perkembangbiakan cacing dan kascing (kompos dari kotoran cacing). cacing yang digunakan adalah cacing tanah (lumbricus rubellus) yang dapat berkembang biak dengan cepat dan memakan sampah organik menjadikan kascing atau kompos cacing. cacing tanah (lumbricus rubellus) berperan dalam mengubah bahan organik, baik yang masih segar maupun setengah segar atau sedang melapuk, sehingga menjadi bentuk senyawa lain yang bermanfaat bagi kesuburan tanah (buckman dan brady, 1982 dalam dahlan, 2008). cacing tanah memakan serasah daun dan sisa-sisa tumbuhan dan menjadikannya partikel-partikel kecil yang selanjutnya dirombak oleh mikroba (husamah, 2014). menurut parmelee (1990 dalam husamah 2014) didalam usus cacing tanah terjadi pertumbuhan mikroba cacing tanah yang lebih baik dan lebih banyak daripada didalam tanah, sehingga cacing tanah dapat dianggap sebagai tempat pembenihan mikroba tanah, sehingga cacing tanah juga dimanfaatkan sebagai bioaktivator untuk menghasilkan kompos dengan unsur hara yang tinggi. kompos merupakan hasil penguraian parsial/tidak lengkap dari campuran bahan-bahan organik yang dapat dipercepat secara artificial oleh populasi berbagai macam mikroba dalam kondisi lingkungan yang hangat, lembap, dan aerobik atau anaerobik (modifikasi dari j.h crawford, 2003 dalam nugroho, 2014). selain itu, kompos yang digunakan sebagai pupuk disebut juga sebagai pupuk organik karena bahan penyusunnya terbuat dari bahan-bahan organik. selain mengurangi volume sampah organik, menurut sucipto (2012) kompos juga memiliki banyak kegunaan seperti memperbaiki struktur tanah, menambah daya ikat air pada tanah, memperbaiki tata udara dalam tanah, mempertinggi daya ikat tanah terhadap zat hara, membantu proses pelapukan bahan mineral, memberi ketersediaan bahan makanan bagi mikroba yang menguntungkan dan menurunkan aktivitas mikroorganisme yang merugikan serta mengandung unsur hara jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 3 darwis husain dkk, pengaruh jumlah cacing tanah yang dibutuhkan oleh tanaman untuk proses pertumbuhan dan perkembangan tanaman. kandungan kompos sangat banyak, diantaranya adalah unsur hara nitrogen, fosfor dan kalium atau sering disingkat npk. ketiga senyawa tersebut memiliki kegunaan yang dibutuhkan tanaman untuk tumbuh dan berkembang. nitrogen (n) berfungsi merangsang pertumbuhan tanaman secara keseluruhan, fosfor (p) berfungsi untuk pengangkutan energi hasil metabolisme dalam tanaman, merangsang pembungaan dan pembuahan, pertumbuhan akar, pembentukan biji, kalium (k) berfungsi dalam proses fotosintesis, pengangkutan hasil asimilasi, enzim dan mineral termasuk air, meningkatkan daya tahan/kekebalan tanaman terhadap penyakit (nugrogo, 2014). metode pengomposan dengan cacing dapat menjadi solusi persoalan limbah media tanam jamur tiram. selain itu, jumlah cacing tanah dan waktu pengomposan yang efisien juga harus diperhatikan agar limbah media tanam jamur tiram dapat diatasi dengan cepat mengingat semakin banyaknya limbah yang dihasilkan dari budidaya. berdasarkan penelitian terdahulu yang dilakukan diyan sugiharto (2006), menyatakan bahwa jumlah cacing tanah terbanyak dan waktu pengomposan terlama menghasilkan kandungan npk tertinggi. persoalan limbah ini juga menarik untuk dikaji dalam pembelajaran biologi. hal ini dapat juga dijadikan suatu proses pembelajaran agar kedepannya lahir pemahaman akan bahayanya limbah dan perlunya pengelolaan limbah tersebut, sehingga aktivitas manusia yang menghasilkan limbah dan merusak lingkungan dapat diminimalisir. penelitian pengaruh jumlah cacing tanah dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram ini dapat diterapkan menjadi bahan ajar biologi pada siswa sma kelas x materi daur ulang limbah sesuai dengan kompetensi dasar (kd) 4.10 yaitu memecahkan masalah lingkungan dengan membuat desain produk daur ulang limbah dan upaya pelestarian lingkungan. metode vermikomposting akan dibuat menjadi bahan ajar bentuk brosur yang praktis sehingga memudahkan penerapannya dalam proses pembelajaran dan dapat diujikan oleh siswa disekolah maupun dirumah. penelitian ini bertujuan untuk mengetahui adanya pengaruh jumlah cacing tanah dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram, mengetahui berapa jumlah cacing tanah dan waktu pengomposan yang diperlukan untuk menghasilkan kompos dengan kandungan npk terbaik sesuai standar yang ditetapkan pemerintah yaitu n 0,4%, p 0,1% dan k 0,2% serta mengetahui penerapan hasil penelitian pengaruh jumlah cacing tanah dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram sebagai bahan ajar biologi. metode penelitian penelitian ini merupakan true experiment research (eksperimen sesungguhnya). menurut sugiyono (2012) metode penelitian eksperimen sesungguhnya dapat diartikan sebagai metode penelitian yang digunakan untuk mencari pengaruh perlakuan tertentu terhadap yang lain dalam kondisi terkendalikan. ciri utama dari true experimental adalah sampel yang digunakan untuk eksperimen maupun sebagai kelompok kontrol diambil secara random (acak) dari populasi tertentu. rancangan penelitian true experimental yang digunakan adalah desain penelitian factorial design yang terdiri dari 2 faktor. faktor a merupakan jumlah cacing (a0 tanpa cacing tanah sebagai control, a1 25 cacing tanah, a2 30 cacing jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 4 darwis husain dkk, pengaruh jumlah cacing tanah tanah da na3 35 cacing tanah) dan faktor b merupakan waktu pengomposan (b1 waktu pengomposan 5 hari, b2 waktu pengomposan 10 hari, b3 waktu pengomposan 15 hari). penelitian ini dilakukan di laboratorium kimia universitas muhammadiyah malang pada tanggal 07 juli – 07 agustus 2014. populasi dalam penelitian ini adalah limbah bekas media tanam jamur tiram dengan sampel limbah media tanam jamur tiram sebanyak 18.000 gram yang diambil dengan teknik simple random sampling. prosedur dalam penelitian ini menggunakan alat dan bahan pengomposan dan alat dan bahan uji kandungan npk dan c kompos. prosedur pengomposan dengan metode vermikomposting memiliki beberapa tahapan diantaranya : a. mengeluarkan limbah media tanam jamur tiram dari plastik pembungkusnya b. memasukkan limbah media taman jamur tiram kedalam wadah pengomposan dengan isi 500 gram setiap wadah perlakuan. c. mengatur kelembaban media. kelembaban media sekitar 40%. jika kelembaban kurang maka ditambahkan air hingga kelembaban mencapai 40%. d. memasukkan cacing kedalam media pengomposan dengan jumlah masing-masing 25, 30 dan 35 ekor cacing. e. menutup wadah berisi cacing tanah menggunakan plastik hitam agar cacing terhindar dari cahaya. f. mengukur kelembaban media setiap hari. jika kelembaban kurang dari 40% maka ditambahkan air hingga kelembaban mencapai 40%. g. mengambil beberapa media bila sudah mencapai waktu pengomposan perlakuan yang ditentukan yaitu 5, 10 dan 15 hari. h. membawa media/kompos ke laboratorium kimia untuk menentukan rasio c/n dan kandungan npk kompos. hasil uji kandungan selanjutnya dianalisis menggunakan analisis data anava 2 jalan yang terlebih dahulu melalui uji normalitas, uji homogenitas, anava 2 jalan dan terakhir uji duncan untuk mencari perlakuan terbaik. hasil penelitian ini kemudian diterapkan sebagai bahan ajar biologi bentuk brosur yang disesuaikan dengan kompetensi dasar (kd) 4.10 yaitu memecahkan masalah lingkungan dengan membuat desain produk daur ulang limbah dan upaya pelestarian lingkungan. pembuatan bahan ajar dengan memperhatikan beberapa hal yang harus mencakup, diantaranya kelayakan isi, kebahasaan, sajian, dan kegrafikan (depdiknas, 2008). hasil dan pembahasan hasil penelitian kandungan npk (nitrogen, phospor, kalium) dan rasio c/n dengan pemberian berbagai jumlah cacing tanah dan waktu pengomposan terdapat pada tabel 1 berikut: tabel 1. ringkasan rerata kandungan npk dan rasio c/n perlakuan rata-rata n total (%) p2o5 (%) k2o (%) rasio c/n a0b1 0.645 0.265 0.847 86.488 a1b1 1.361 0.601 1.166 38.418 a2b1 1.789 0.634 1.217 27.998 a3b1 2.668 0.667 1.265 16.498 a0b2 0.735 0.281 0.887 74.009 a1b2 1.760 0.643 1.230 27.947 a2b2 2.599 0.688 1.297 17.859 a3b2 3.435 0.736 1.371 12.659 a0b3 0.840 0.300 0.932 60.419 a1b3 2.151 0.672 1.273 21.396 a2b3 3.055 0.736 1.372 14.065 a3b3 3.858 0.788 1.450 10.515 tabel 1 diatas menunjukkan bahwa rerata kandungan npk kompos media tanam jamur tiram didapatkan hasil jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 5 darwis husain dkk, pengaruh jumlah cacing tanah tertinggi pada perlakuan a3b3. kandungan n, p dan k tertinggi secara berurutan yaitu 3,858, 0,788 dan 1,450. sedangkan kandungan npk kompos media tanam jamur tiram yang terendah terdapat pada perlakuan a0b1 dengan kandungan n, p dan k secara berurutan 0,645, 0,265 dan 0,847. sedangkan rerata rasio c/n dalam tabel 4.1 didapatkan hasil tertinggi pada perlakuan a0b1 yaitu 86.488. sedangkan rasio c/n terendah terdapat pada perlakuan a3b3 yaitu 10.515. penelitian ini bertujuan untuk mengetahui pengaruh jumlah cacing tanah dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram serta untuk mengetahui berapa jumlah cacing tanah dan waktu pengomposan untuk menghasilkan kompos dengan kandungan npk terbaik. setelah didapatkan hasil penelitian, selanjutnya menerapkan hasil penelitian pengaruh jumlah cacing tanah dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram sebagai bahan ajar biologi. keberhasilan dalam proses pengomposan dipengaruhi oleh banyak hal seperti media atau bahan kompos, bioaktivator, waktu pengomposan dan faktor lingkungan lainnya. suatu pengomposan dapat berjalan dengan baik jika beberapa ketentuan dalam pengomposan terpenuhi. pemberian bioaktivator merupakan salah satu faktor yang mempengaruhi proses pengomposan karena dapat mempercepat proses pengomposan. menurut nugroho (2014), lama waktu pengomposan tergantung pada karakteristik bahan yang dikomposkan, metode pengomposan yang digunakan dan dengan atau tanpa aktivator pengomposan. aktivator yang digunakan dalam pengomposan pada penelitian ini adalah cacing tanah (lumbricus rubellus). penggunaan cacing tanah berpengaruh dalam mempercepat waktu pengomposan. kerjasama antara cacing tanah dan mikroorganisme memberi dampak proses penguraian berjalan dengan baik walapaun sebagian besar proses penguraian dilakukan oleh mikroorganisme terlebih dahulu diuraikan oleh cacing, sehingga kerja mikroorganisme lebih cepat dan efektif (cahyo, 2004). kematangan kompos dapat dilihat dari rasio c/n kompos yang semakin mendekati rasio c/n tanah yaitu berkisar 10-25. berdasarkan hasil penelitian didapatkan rasio c/n kascing seperti ditunjukkan gambar 1. gambar 1. grafik rerata rasio c/n berdasarkan gambar 1 grafik rerata rasio c/n diatas dapat diambil kesimpulan bahwa penurunan rasio c/n sangat terjadi nyata sampai perlakuan pada hari ke-15. selain itu, penggunaan cacing tanah cenderung memperpendak waktu pengomposan dibandingkan tanpa penggunaan cacing tanah. rasio c/n merupakan salah satu parameter penting dalam menilai kematangan bahan organik yang terdekomposisi. kecepatan dekomposisi dalam proses pengomposan didasarkan pada waktu yang diperlukan untuk mencapai nilai rasio c/n terendah. adanya aktivitas mikroorganisme dan cacing tanah sejalan dengan waktu pengomposan menyebabkan berkurangnya unsur karbon bahan organik yang berubah menjadi co 2 , sehingga terjadi penurunan rasio c/n (permini, 1993). 0 50 100 a0b1 a2b1 a0b2 a2b2 a0b3 a2b3 sni min ratio c/n jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 6 darwis husain dkk, pengaruh jumlah cacing tanah kandungan unsur hara yang harus ada didalam kompos sangat banyak, beberapa diantaranya yang menjadi batasan penelitian ini adalah kandunagn npk (nitrogen, fosfor dan kalium). unsur hara tersebut sangat dibutuhkan oleh tanaman, oleh karenanya pemerintah melalui peraturan menteri pertanian nomor 28 tahun 2009 menetapkan standar minimum kandungan unsur hara tersebut. berdasarkan hasil penelitian didapatkan kandungan unsur hara n (nitrogen) terbaik yang disajikan dalam gambar 2 yang menunjukkan bahwa perlakuan dengan jumlah cacing tanah 35 cacing dan waktu pengomposan selama 15 hari (a3b3) merupakan perlakuan dengan kandungan nitrogen tertinggi yaitu 3.85 %. standar mutu kandungan n (nitrogen) yang ditetapkan pemerintah sebesar 0,4% sehingga kompos hasil penelitian ini memenuhi standar yang ditetapkan. menurut etika (2007), dalam proses dekomposisi bahan organik, mikroorganisme akan membantu asimilasi unsur hara salah satunya nitrogen. ketersediaan nitrogen akan mempercepat proses penguraian. selain itu, amsath (2009 dalam anjangsari 2010) menyatakan bahwa penambahan nitrogen berasal dari produk metabolit cacing tanah yang dikembalikan ke tanah melalui kotoran, urin, mukus, dan jaringan yang berasal dari cacing yang telah mati selama vermikomposting berlangsung. adanya simbiosis mutualisme antara cacing tanah dan mikroorganisme membuat kandungan unsur n pada kascing bertambah tinggi sejalan dengan perlakuan jumlah cacing terbanyak dan waktu pengomposan terlama. hal ini didukung oleh t.c puh (1941 dalam cahyo, 2004) yang menyetakan bahwa aktivitas cacing tanah menyebabkan npk tersedia dan bahan organik dalam tanah dapat meningkat. tingginya kandungan nitrogen dalam kompos juga dipengaruhi oleh bahan media pengomposan. limbah media tanam jamur tiram yang digunakan sebagai bahan pengomposan merupakan komposisi dari serbuk kayu yang mengandung selulosa dan lignin yang mengandung unsur hara makro (npk) yang tinggi pada pertumbuhan miselium jamur tiram (chang dan hayes, 1978 dalam rubijanto, 1988 dalam uyun, 2006). gambar 2. rerata kandungan nitrogen (n) dalam persen (%) berdasarkan hasil penelitian, didapatkan hasil terbaik kadar fosfor perlakuan jumlah cacing tanah terbanyak dan waktu pengomposan terlama memberikan kandungan unsur hara p terbaik yaitu 0,79 %. memenuhi standar mutu yang ditetapkan pemerintah yaitu 0,1% untuk fosfor. berikut grafik rerata kandungan fosfor berdasarkan hasil penelitian. gambar 3. rerata kandungan phosfor (p) dalam persen (%) puh (1941 dalam cahyo, 2004) yang menyatakan bahwa aktivitas cacing tanah menyebabkan npk tersedia dan 0 0.2 0.4 0.6 0.8 1 a 0 b 1 a 1 b 1 a 2 b 1 a 3 b 1 a 0 b 2 a 1 b 2 a 2 b 2 a 3 b 2 a 0 b 3 a 1 b 3 a 2 b 3 a 3 b 3 s n i phosfor (%) 0 2 4 6 a 0 b 1 a 1 b 1 a 2 b 1 a 3 b 1 a 0 b 2 a 1 b 2 a 2 b 2 a 3 b 2 a 0 b 3 a 1 b 3 a 2 b 3 a 3 b 3 s n i nitrogen (%) jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 7 darwis husain dkk, pengaruh jumlah cacing tanah bahan organik dalam tanah dapat meningkat. hal ini disebabkan karena terjadinya proses mineralisasi fosfor. secara umum, sebagian dari fosfor bahan organik yang dicerna cacing akan diubah menjadi bentuk p terlarut oleh enzim dalam pencernaan cacing, yaitu fosfatase dan alkalin fosfatase. selanjutnya unsur p akan dibebaskan oleh mikroorganisme dalam kotoran cacing (suthar, 2008 dalam anjangsari 2010). kandungan kalium terbaik pada perlakuan pengaruh jumlah cacing tanah dan waktu pengomposan terhadap limbah media tanam jamur tiram dapat dilihat pada gambar 4 berikut. gambar 4. rerata kandungan phosfor (p) dalam persen (%) hasil analisis kandungan k diatas menunjukkan hasil dengan perlakuan terbaik yang sama dengan kandungan n dan p yaitu pada perlakuan a3b3 dengan jumlah cacing tanah 35 cacing dan waktu pengomposan selama 15 hari dengan kandungan kalium sebanyak 1,45 %. sama halnya dengan fosfor, kalium yang ada pada substrat juga diubah menjadi bentuk yang mudah larut oleh mikroorganisme yang ada dalam pencernaan cacing (anjangsari, 2010). hal ini membuktikan bahwa kualitas kascing berdasarkan kandungan kalium juga ditentukan oleh jumlah cacing tanah dan waktu pengomposan. sedangkan standar mutu pupuk organik yang ditetapkan oleh pemerintah melalui peraturan menteri pertanian no.28/ permentan/ot.40/2/2009 menunjukkan bahwa kandungan kalium semua perlakuan memenuhi standar mutu yang ditetapkan oleh pemerintah yaitu > 0,2%. hasil penelitian ini kemudian dikembangkan dan diharapkan dapat digunakan sebagai bahan ajar biologi untuk sma kelas x sepuluh pada materi perubahan lingkungan/iklim dan daur ulang limbah berdasarkan kurikulum terbaru yang berlaku saat ini yaitu kurikulum 2013. penggunaan hasil penelitian sebagai bahan ajar biologi ini sesuai dengan kompetensi dasar 4.10 yaitu memecahkan masalah lingkungan dengan membuat desain produk daur ulang limbah dan upaya pelestarian lingkungan. bahan ajar biologi dari hasil penelitian ini ditinjau dari segi proses dan produknya. bahan ajar yang beragam harus dipilih yang paling cocok agar materi pelajaran mudah dipahami sesuai dengan muatan materinya. sebelum memanfaatkan bahan ajar, ada beberapa syarat yang perlu dipertimbangkan. halhal tersebut diantaranya komponen kelayakan isi, komponen kelayakan kebahasaan, komponen penyajian dan komponen kegrafikan, sehingga bahan ajar bentuk brosur tersebut dapat diterapkan sebagai bahan ajar dalam proses pembelajaran materi daur ulang limbah pada siswa sma kelas x (sepuluh). kesimpulan dan saran kesimpulan berdasarkan hasil penelitian mengenai pengaruh jumlah cacing tanah dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram sebagai bahan ajar biologi, diperoleh kesimpulan bahwa jumlah cacing tanah dan waktu pengomposan berpengaruh terhadap kandungan npk limbah media tanam jamur tiram yang ditandai dengan penurunan rasio c/n. 0 0.5 1 1.5 2 a 0 b 1 a 1 b 1 a 2 b 1 a 3 b 1 a 0 b 2 a 1 b 2 a 2 b 2 a 3 b 2 a 0 b 3 a 1 b 3 a 2 b 3 a 3 b 3 s n i kalium (%) jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 1-8) 8 darwis husain dkk, pengaruh jumlah cacing tanah selanjutnya, pengomposan dengan jumlah cacing tanah 35 cacing dengan waktu pengomposan selama 15 hari adalah pengomposan terbaik dengan kandungan n (3,85 %), p (0,78 %) dan k (1,45 %) yang memenuhi standar yang ditetapkan pemerintah yaitu 0,4%. saran berdasarkan penelitian disarankan adanya penelitian lebih lanjut untuk mengetahui unsur hara lain yang terdapat di dalam kascing. selain itu, perlu pengembangan media pengomposan mengingat masih banyak jenis limbah organik yang belum dimanfaatkan secara maksimal. dalam hal penerapan hasil penelitian diharapkan dapat menjadi bahan ajar untuk memudahkan proses belajar sehingga lahir pemahaman akan bahaya limbah dan perlunya pengelolaan limbah tersebut. daftar pustaka anjangsari, e. 2010. komposisi nutrien (npk) hasil vermikomposting campuran feses gajah dan seresah menggunakan cacing tanah skripsi tidak diterbitkan. surabaya: biologi fmipa its. dahlan, m. dkk. 2008. studi aplikasi pupuk organik dan anorganik terhadap perbuahan beberapa sifat tanah entisol. (online). (http://fp.unram.ac.id, diakses 25 mei 2014). depdiknas. 2008. panduan pengembangan bahan ajar. jakarta: direktorat jendral manajemen pendidikan dasar dan menengah direktorat pembinaan sekolah menengah atas. dwiputranto, u. 2013. pembuatan pupuk kompos dari limbah media tanam jamur tiram. bio.unsoed.ac.id (online). diakses 25 mei 2014. etika, y. v. 2007. pengaruh pemberian kompos kulit kopi, kotoran ayam dan kombinasinya terhadap ketersediaan unsur n, p dan k pada inceptisol. skripsi tidak diterbitkan. malang: jurusan tanah fakultas pertanian universitas brawijaya. husamah, 2014. ekologi hewan: pengayaan ekologi collembola tanah di das brantas hulu kota batu. malang: pascasarjana pendidikan biologi um dan pendidikan biologi fkip umm. nugroho, p. 2014. panduan membuat pupuk kompos cair. yogyakarta: pustaka baru press. permini, r. d. 1993. pengomposan berbagai limbah organik dengan menggunakan cacing tanah. skripsi tidak diterbitkan. bogor: jurusan tanah fakultas pertanian institut pertanian bogor. sucipto, c. d. 2012. teknologi pengolahan daur ulang sampah. yogyakarta: gosyen publishing. sugiharto, d. 2006. kecepatan dekomposisi sampah organik pasar kota batu serta kandungan npk kompos dengan metode vermikompos dan em4. skripsi tidak diterbitkan. malang: program studi pendidikan biologi fkip universitas muhammadiyah malang. sugiyono, 2012. metode penelitian pendidikan. bandung: alfabeta. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 425-434 10.22219/jpbi.v5i3.10048 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 425 research article blended-problem-based learning: how its impact on students' critical thinking skills? marheny lukitasari a,1, indah purnamasari a,2, sri utami a,3, akhmad sukri b,4,* a department of biology education, faculty of teacher training and education, universitas pgri madiun, jl. setia budi no. 85, madiun, east java, 63118, indonesia b department of biology education, faculty of mathematics and science education, universitas pendidikan mandalika, jl. pemuda no. 59a, dasan agung baru, mataram, west nusa tenggara province, 83125, indonesia 1 marheny@unipma.ac.id; 2 indah010897@gmail.com; 3 sriutami@unipma.ac.id; 4 ahmadsukri.bio@gmail.com* * corresponding author introduction the 21st-century learning emphasizes the various skills students must possess, such as a variety of thinking (dwyer, hogan, & stewart, 2014; greiff, niepel, & wüstenberg, 2015) and communication skills (siddiq, scherer, & tondeur, 2016). among the various thinking skills, critical thinking skills (cts) and problemsolving are considered as the main essential skills that must be possessed by every student (dwyer et al., 2014; schmaltz, jansen, & wenckowski, 2017). cts included the higher-order thinking skills (hots) that is suitable for someone to face the development of the world today (crowley, 2015). critical thinkers will have the ability to think scientifically, reflectively and focus on deciding something about what to believe and do (ennis, a r t i c l e i n f o a b s t r a c t article history selected paper from the 1st national conference on education, social science, and humaniora (nc-essh), mataram, west nusa tenggara-indonesia, august 24, 2019 (ocs.litpam.org/index.php/ index). peer-reviewed by nc_essh committee and editorial board of jpbi (jurnal pendidikan biologi indonesia) received october 15, 2019 revised october 30, 2019 accepted november 19, 2019 published november 30, 2019 critical thinking skills are one of the four main competencies that must be empowered in the 21st-century learning. this study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (pbl) in the cell biology course. the data sources of this research were 28 students who were taking cell biology course in department of biology education, universitas pgri madiun. the research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. the study was designed by applying blended-pbl on 12 topics. the data analysis was performed in descriptive qualitative. the results showed that the application of blended-pbl was able to train students to improve their critical thinking skills in term of how to answer the test given. however, further studies need to be done with a wider number of samples and material scope to get more comprehensive information. copyright © 2019, lukitasari et al this is an open access article under the cc–by-sa license keywords blended learning critical thinking skills problem-based learning how to cite: lukitasari, m., purnamasari, i., utami, s. & sukri, a. (2019). blended-problem-based learning: how its impact on students' critical thinking skills? jpbi (jurnal pendidikan biologi indonesia), 5(3), 425-434. doi: https://doi.org/10.222 19/jpbi.v5i3.10048 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.10048 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ocs.litpam.org/index.php/index http://ocs.litpam.org/index.php/index http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.10048 https://doi.org/10.22219/jpbi.v5i3.10048 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.10048&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 425-434 426 lukitasari et.al (blended-problem-based learning …) 2011). furthermore, practicing cts is an important component that must be considered in higher education institution and needs to be developed especially for undergraduate students (kumar & james, 2015). stimulating students to think critically is needed in learning and one of the learning models that can sharpen student cts is problem-based learning (pbl) (masek & yamin, 2011; temel, 2014). this learning model can train cts because it actively involves students to solve problems through the stages of the scientific method (isabekov & sadyrova, 2018). pbl meets the characteristics of student-centered learning (lopes et al., 2020), so that it can encourage students to learn and work cooperatively to practice analytical critical thinking in finding solutions. the advantage of pbl is to familiarize students with overcoming problems through case study simulations in class based on problems of daily life so as to foster social solidarity in discussions (batdi, 2014). in addition, pbl is able to train students in using various concepts, principles and skills that they have learned to solve the problems encountered (yew & goh, 2016). based on some of the results of these studies, the implementation of pbl needs to be conducted for various subjects in higher education, one of which is the cell biology course. cell biology is a compulsory subject in the biology education study program with abstract concepts which makes it difficult for students to study it (lukitasari & susilo, 2014). the statement was also supported by a report that identified cell biology, including courses that were considered difficult by some students majoring in biology (fauzi & fariantika, 2018). students tend to memorize results rather than study and discover the processes of chemical reactions that occur in cells. based on the characteristics of the cell biology course, students must have the ability to reason logically, think analytically and have a strong imagination. therefore, the application of pbl is expected could to improve the competence of students in cell biology course. however, despite having many advantages, pbl was identified as having weaknesses caused by various reasons (ates & eryilmaz, 2011). one of the challenges that sometimes becomes the main obstacle in implementing pbl is time. earlier reports inform that from the teacher's perspective, pbl activities require a lot of time allocation (blackwell & roseth, 2018). these findings are in line with statements in other references which state that pbl requires more time allocation than traditional learning (marta, 2011). in addition, the activity of delivering knowledge cannot be done by the teacher so that it becomes a problem for the teacher (pagander & read, 2014). furthermore, evaluation activities are still difficult for teachers to implement when they implement pbl (ates & eryilmaz, 2011; pagander & read, 2014). to minimize pbl weaknesses and optimize their effectiveness, various studies have also examined the effect of blended learning during pbl implementation. combining face to face with online learning have reported could to improve students’ hots (lukitasari, handhika, & murtafiah, 2018; lukitasari, handhika, & murtafiah, 2016). furthermore, one study reported that by integrating pbl with online learning, motivation and scientific communication of students could increase (suwono & dewi, 2019). the implementation of pbl is more efficient when the combination is carried out (ammann, vignoli, & kaap-fröhlich, 2019). the results of the meta-analysis also inform that blended-pbl is more effective than traditional pbl (car et al., 2019). blendedpbl was also reported to be more effective in creating active learning in asian students (shimizu, nakazawa, sato, wolfhagen, & könings, 2019). several studies on blended-pbl have been carried out by other researchers. however, this research is still limited to a variety of specific research subjects. in the biology education field, research subjects in previous reports also often use high school students (suwono & dewi, 2019). whereas various studies in higher education examining blended-pbl implementation often involve medical students (car et al., 2019) or health (ammann et al., 2019; de jong, krumeich, & verstegen, 2017). in addition to the limitations of the research subject, the competencies analyzed in the various studies are also limited to students' scientific motivation and communication (suwono & dewi, 2019) and the mastery of knowledge (car et al., 2019; shimizu et al., 2019). therefore, the purpose of this study was to examine the impact of blended-pbl on students' cts. method the research was carried out in the biology education study program, the teaching and education faculty of the universitas pgri madiun in the cell biology course. the study was conducted from april to june 2019. the source of the research data was the second semester students of biology education study program as many as 28 students. the study was conducted by means of observation during learning activities by using blended-pbl for 12 subjects in the cell biology course. google classroom (gc) was a learning management system (lms) chosen to accommodate online learning. the research instruments used were: 1) questionnaire, to find out the implementation of blended learning in terms of (a) attention, (b) relevance, (c) self-confident, (d) information literacy, (e) student attitudes toward blended-pbl, and (f) student evaluation about blended-pbl. the questionnaire contained 20 statements and jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 425-434 427 lukitasari et al (blended-problem-based learning …) had a range of scores from 1-5 which was then converted into the following percentage form (0-20% = very bad, 21-40% = poor, 41-60% = enough, 61-80% = good, and 81-100% = very good). questionnaire was given to students with high and low academic ability. this step was conducted to find a comprehensive picture of how students respond to the implementation of blended learning for all academic levels; 2) interview guidelines, to confirm the results of working on a critical thinking test; 3) documentation, results of working on students' critical thinking skills; and 4) cts test, to measure students' critical thinking skills in the form of 10 multiple choice questions and essays for 3 questions and is applied to pretest and posttest. the test was arranged based on 5 aspects of cts according to ennis (2011) which were elaborated into 12 indicators. pretest results are classified into high and low categories based on the scoring rubric of critical thinking skills developed by zubaidah, corebima, and mistianah (2015), and then compared with the posttest results. aspects and indicators of cts test and the implementation of blended-pbl as shown in table 1. next, the data analysis was done descriptively to describe the condition of students' critical thinking skills after applying blended-pbl lectures in the cell biology course. table 1. cts aspects and indicators as well as blended learning activity in this study no. cts aspects cts indicators topics learning form 1. provide a simple explanation focus the question cell membrane face to face ask and answer questions that require challenges endomembrane system and structure online mitochondrial function face to face analyze arguments cytoskeleton online 2. develop basic skills observation and consider the results of the observation report cell cycle 3. drawing conclusions make decisions and consider the results cell membrane online protein synthesis face to face compile and consider induction cell interactions and communication face to face cell cycle online 4. provide further explanation identifying assumptions genetic material online identify terms and consider definitions endomembrane system face to face 5. set strategy and tactics determine the action genetic material online results and discussion pbl is innovative learning that has the potential to create effective learning. combining pbl with online learning is indicated could to increase the effectiveness of the learning. changes in student responses before and after the blended-pbl implementation implemented in this study are presented in figure 1. the more positive response of students to learning after implementing the blended-pbl is in line with some of the previous reports. some studies report that pbl is learning that can increase student motivation (chiang & lee, 2016), as well as in blended learning (afip, 2014). therefore, combining both of them could to increase student motivation. increased student motivation to learn is one indication of an increase in students' positive responses to learning (lai, 2011). the results of the blended-pbl response questionnaire in the cell biology course were seen from 6 aspects namely attention, relevance, self-confident, attitudes and student assessment. attention aspects have increased and are included in the category of "good". the results is in line with previous study that informed students’ response to blended learning is in “high” category (muis & bahri, 2018). furthermore, the aspect of relevance shows that blended learning is feasible because it has been supported by advances in information and communication technology. high response illustrates that blended learning has the potential to increase student participation in learning. in addition, the application of blended learning is in accordance with the conditions in this era. then, student responses to aspects of information literacy in the "good" category although there has not been a significant increase. students are used to using ict in daily life but are not yet accustomed to learning that integrated with ict. students assess that blended-pbl can improve communication and interaction and practice the ability to think critically in solving problems. the results of the analysis of students' attitudes towards blended-pbl showed that the implementation of this learning responded positively by students. the positive attitude of students towards the implementation of blended-pbl is likely due to the combination of the two learning models so that they can motivate and provide satisfaction with the learning undertaken. this is reinforced by previous research that revealed that the implementation of blended-pbl can improve student motivation, cooperation, and orientation in the learning jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 425-434 428 lukitasari et.al (blended-problem-based learning …) process (woltering, herrler, spitzer, & spreckelsen, 2009). this study is strengthened by other studies that reveal that the implementation of pbl combined with blended learning in learning can improve students' positive perceptions (dewi, 2013). figure 1. student responses related to the implementation of cell biology lectures with blended-pbl in line with the increase in students' positive responses, their cts also increased after the blended-pbl was implemented. the results of the scoring of the cts test that have been carried out in this study are presented in figure 2. based on figure 2, the frequency of students who get a low score has decreased after the blended-pbl is applied. conversely, the frequency of students who get high scores has increased. before blended-pbl was applied, 97.01% of students received a low score and only 2.99% received a high score. these conditions change after blended-pbl is applied. the frequency of students who received low scores decreased to 47.4%, while those who received high scores increased to 52.60%. figure 2. the frequency of cts students in cell biology courses before and after blended-pbl was implemented when examined in more depth, the systematic way of thinking contained in the student's answer sentences has also undergone a change. one example of the questions asked aimed at accessing student cts in this study is as follows: “in the nucleus of the cell there are two important nucleic acids namely dna and rna. in the medical world, dna is used to determine kinship relationships such as determining the relationship between father and son. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 425-434 429 lukitasari et al (blended-problem-based learning …) based on this explanation, can rna also be used to determine kinship? then, describe the structural differences in dna and rna and explain the functional relationship of the two nucleic acids!” examples of students' answers in answering these questions before the blended-pbl implementation are presented in figure 3. figure 3 shows that before the application of blended-pbl, the student's thinking process tends to be unstructured. it appears from the answers presented not accompanied by valid reasons. students actually understand the context of the question (based on the accuracy of student responses/marked with green, red and blue boxes). however, students do not know the reasons that support or reject the answer. in this case students are weak in providing further explanation which is one aspect of critical thinking. figure 3. example of student’s answer before the application of blended-pbl figure 4. example of student’s answer after the application of blended-pbl jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 425-434 430 lukitasari et.al (blended-problem-based learning …) next, the examples of student answers after following the blended-pbl are shown in figure 4. figure 4 shows students have been able to draw conclusions based on assumptions along with the right reasons in correlating the answers according to the previous statement. this condition was supported by the results of interviews which stated that students claimed to have understood the context of the questions as evidenced by the explanation of coherent answers. however, the results is not in line with one previous study that inform blended learning could not significantly improve cts of students at department of computer and instructional technology education in turkey (akyüz & samsa, 2009). the difference between the findings from that study with the present study is possible due to the combination of blended learning with pbl that implemented in this present study. related to the statement, pbl is reported as one of cooperative learning that can empower students’ cts (gholami et al., 2016; yew & goh, 2016). in this regards, pbl is a recommended to be combined with blended learning to improve the effectiveness of learning in empowering students’ thinking skills (haghparast, nasaruddin, & abdullah, 2014). through the application of pbl, students are given the opportunity to get used to solving problems. in pbl, problems will always be presented by the teacher at the beginning of each lesson. such learning is proven to be effective in improving students' analytical skills (belecina & ocampo, 2018; ramdiah, mayasari, husamah, & fauzi, 2018). through pbl, students will also be directed to be accustomed to inferring the findings obtained after they collect information or supporting data. such habituation can also train students' skills in solving various problems through a scientific approach (krishnan, gabb, & vale, 2011; masek & yamin, 2011). in line with this statement, pbl was also said could to improve students' ability to construct their knowledge through investigation (akcay, 2009; marra, jonassen, & palmer, 2014) practicing critical thinking by addressing problems through the pbl method which is then discussed online provides an opportunity for students to understand the material better. likewise, in the answers to the results of the post-test it appears that students can provide clarification and then look for and match the appropriate answers to then be concluded correctly. these characteristics as stated ennis (2011) that the ability to think critically can be reviewed by clarification and seek and assess the truth of information to be concluded. the role of online discussions conducted through gc is providing comfort condition during learning. students who have a tendency to lack confidence to ask questions or express opinions in class can be more confident to express it in the gc. examples of activities carried out in gc can be seen in figure 5. figure 5. student discussion page during learning genetic material topic in gc platform the discussion held online in gc (as shown in figure 5) provides a space for students to think when examining the opinions of their friends. the implementation of the blended-pbl makes students have wider opportunities especially the quantity of time so they have the opportunity to study at any time. the statement is line with some references that underlines with blended learning students can learn anywhere and anytime (atef jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 425-434 431 lukitasari et al (blended-problem-based learning …) & medhat, 2015; lalima & dangwal, 2017). this condition will overcome the weaknesses of pbl where pbl is often considered difficult to implement because of the limited time allocation of face-to-face learning (blackwell & roseth, 2018; marta, 2011; roberto & ribeiro, 2011). moreover, learning by utilizing ict is reported able to increase teaching and learning processes (sangrà & gonzález-sanmamed, 2010). student ability to analyze the problem was also could be improved because they try to analyze problem during online discussion. furthermore, students indirectly look for appropriate learning resources to support their understanding (haghparast et al., 2014). this statement is in line with the other study that reported the learning activities supported by internet media can improve students’ thinking skills (corso & robinson, 2013). other studies also reported that the application of blended learning can improve learning experiences and learning outcomes (wai & seng, 2014). various studies also reported the benefits of applying blended learning in increasing the effectiveness of several cooperative learning (adnan & bahri, 2018; haghparast et al., 2014; husamah, 2015). not surprisingly, blended instruction is also considered as innovative learning that can help students improve their performance (vernadakis, giannousi, derri, michalopoulos, & kioumourtzoglou, 2012). therefore, in order to improve the quality of learning in indonesia, both indonesian teachers and lecturers must also be able to design this kind of learning. conclusion based on the results of the study, students' cts could be improved after the implementation of blendedpbl. further analysis shows that before the implementation of the blended-pbl, students were not able to identify terms, consider definitions, and were unable to provide further explanation. in addition, students have difficulty in drawing conclusions from the discussion so that they cannot apply the concepts to different problems. after implementing the blended-pbl, students are able to develop their critical thinking skills so that they can provide simple explanations, build basic skills, provide further explanations, determine problem solving actions and can draw conclusions correctly. in connection with the findings obtained, further research needs to be conduct with a wider number of samples and material coverage to get a more comprehensive information about the effectiveness of blendedpbl. in addition, further research is also expected to develop ideal blended-pbl framework and prepare a platform that supports the learning process according to the needs of the 21st-century. references adnan, a., & bahri, a. 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(2015). asesmen berpikir kritis terintegrasi tes essay. in symbion: symposium on biology education (pp. 200–213). jogjakarta: universitas ahmad dahlan. retrieved from https://drive.google.com/file/d/0b4kedkb86kwpd0xrtjflyvbjcee/view https://doi.org/10.1063/1.5094001 https://doi.org/10.15700/201412120936 https://doi.org/10.15700/201412120936 https://doi.org/10.1016/j.protcy.2012.02.098 https://doi.org/10.1016/j.sbspro.2014.01.1446 https://doi.org/10.1007/s10459-009-9154-6 https://doi.org/10.1007/s10459-009-9154-6 https://doi.org/10.1016/j.hpe.2016.01.004 https://drive.google.com/file/d/0b4kedkb86kwpd0xrtjflyvbjcee/view universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 361-366 10.22219/jpbi.v5i2.7645 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 361 research article internship program: a viewpoint of pre-service teachers of farhangian university-shahid beheshti branch of tehran darioush sharafie a,1,*, mohamadreza ghorbani b,2, amin dadashzadeh,b,2 a department of chemistry, faculty of science, farhangian university, tarbiat moallem ave., hashemi rafsanjani junction, farahzadi blvd. tehran 1939614464, i.r. of iran b biology education, faculty of science, farhangian university, tarbiat moallem ave., hashemi rafsanjani junction, farahzadi blvd. tehran 1939614464, i.r. of iran 1 sharafie@cfu.ac.ir*; 2 d.sharafie@yahoo.com * corresponding author introduction teaching can be considered as the art of transferring knowledge, skills, and experiences to learners (students, student teachers). interm of teaching teacher students, this including general knowledge that enables teacher students to make right decision and to do their teaching optimally. thus, they can communicate various aspects such as science and culture, religion, language, and politics. to enable the teacher student to do this and improve their competencies from beginner level to professional teachers, teacher students must identify teaching methods and the implementation. the only possible way to cultivate this a r t i c l e i n f o a b s t r a c t article history received february 03, 2019 revised may 29, 2019 accepted june 29, 2019 published july 16, 2019 internship has been considered as a crucial program in preparing pre-service teachers to implement the scientific-practical activities knowledge they have gained. this study aimed at describing the implementation as well as the function of internship program based on pre-service teachers' of farhangian university-shahid beheshti branch of tehran viewpoint. the statistical population of this study was the student teachers of shahid beheshti higher education center entering the year 2015 in which the 119 people of them were selected as the sample. as many as 31 questions about six main criteria (the assessment of farhangian university, internship course lecturers, schools where the interns went for internship, teachers who guided interns in schools, selfassessment of internships and the assessment of education department) were designed and verified by internship professors and then a five-choice questionnaire was designed based on likert scale. the data obtained then analyzed using single sample t-test. the results obtained from the questionnaire proved that the university, internship lecturers and guidance teachers did not succeed in fulfilling their tasks. thus, a good coordination among university, department of education, and schools should be established. copyright © 2019, sharafie et al this is an open access article under the cc–by-sa license keywords internship farhangian university pre-service teacher how to cite: sharafie, d., ghorbani, m., & dadashzadeh, a. (2019). internship program: a viewpoint of pre-service teachers of farhangian university-shahid beheshti branch of tehran. jpbi (jurnal pendidikan biologi indonesia), 5(2), 361-366. doi: https://doi.org/10.22219/jpbi.v5i2.7645 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7645 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:* http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7645 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7645&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 361-366 362 sharafie et al (internship program: a viewpoint …) profound understanding is by allowing the student teachers to attend classes accompanied and supervised by professional teacher. as the knowledge and experiences transfer is occurred from professional teacher, the student teachers will learn how to deal with various situations as well as complicated problems which possibly occurred during class sessions. moreover, the student teachers can modify and develop the practical concepts they obtained from professional teacher with their own creativity. this practical experience can be obtained from internship program. not only do student teachers gain experiences in observing class activities, but from this program, they also try to implementing the concepts they obtained during their theorical class and sensing to be a real teacher. therefore, internship is a crucial aspect which determines whether student teachers pass or fail their teacher education program. internship refers to a set of activities which prepare student teachers to implement scientific-practical activities with the knowledge they have gained. for this purpose, internship activities must be designed in a way which enables student teachers to gained various experiences and learn different teaching methods as important as learn how to create new teaching methods and how to deal effectively with the problems they face during their internship program. based on the above important internship aspects, student teachers success in internship program is a prove that they deserve to attend and teach students. contrarily, they who do not pass this practical course are considered as unqualified teacher. in the other words, they are not allowed to teach students as their lack of competencies (ball & forzani, 2009; grossman et al., 2009). in the nineteenth century, interns were sent to schools without any well design for their internship program. at that time, teachers believed that learning is a passive activity which means that it does not challenge student they taught. thus, the teachers in class did merely deliver the materials by lecturing and supervising to students' homework. as the consequences, the interns who were learning in those kinds of schools imitated the teacher performances they observed. however, some studies showed that internship in leading countries, particularly in science, has undergone many changes over the past decades, this shows that they had a special sensitivity to the implementation of internship program itself (cuban, 1993). internship program will facilitate students teachers to communicate their knowledge and sharpen their skills in teaching. to go further, they also will be more familiar with the real school environment as well as identify the advantages and limitations they will find in their future professional field. hence, it gives teacher students great confidence and prepares them to attend their future classes as teachers (grimmett & mackinnon, 1992; schön, 1983). to be more detail, through internship program, teacher students’ learning will be more effective as they get use to with educational technique development. for instance, teacher students can observe directly and integrate their concepts about modeling and problem-solving strategies, practical activities, image and animation uses in the classroom. thus, they observe and learn the created situations in schools, during teaching and learning process. moreover, they can make teaching characteristics and features themselves (cochran-smith, 2008; ghousseini & sleep, 2011; mcdonald, kazemi, & kavanagh, 2013). studies by wilson, floden, and ferrini-mundy (2002). indicated that experienced teachers and graduate teacher students believed that the experiences gained during the internship course are the most important components of teacher training (wilson et al., 2002). in iran, the process of preparing teacher students to be a skillful teacher is conducted in farhangian university. the curriculum preparation for undergraduate internship course has played a key role at farhangian university. this due to its crucial factor in term of the first educational experience for teacher students to learn how to integrate their academic knowledge and theories as well as to sharpen their personal skills altogether in a certain period of time in workplace. in the new era at farhangian university, internship has been seriously considered with a new and different approach compared to the previous era. in nowadays proposed program of farhangian university, internship program has been designed to produce creative teachers based on their learning processes as well as the reflection during the program they conduct. thus, self-confidence and professional skills must be enacted by interns in order to be able to transfer their knowledge in the classroom. during the internship course, teacher students gain this chance to expand their attitudes and their teaching methods (giebelhaus & bowman, 2002). moreover, self-efficacy is also the other important gain which must be achieved by teacher students during their education processes. this is crucial aspect to empower their belief that they have ability to do their tasks in educational field as powerful as ability in giving positive effect to their future students’ learning performance (bandura, 1997). however, some previous studies reported that internship course has contributed problems (bansal, 2004) and failed to achieve its expected learning outcomes. one of these problems is the irrelevancy of the internship with the curriculum designed. the factual condition at the time was that interns considered that this course is a jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 361-366 363 prabowo & widodo (cognitive acceleration through science education …) 1 2 3 4 5 5 3.66 2.34 1 favorite boundary unfavorable fair favorable favorable break time (nyongesa, 2015). moreover, the process of an internship with new methods has drawbacks which put the results at risk. this research aimed at revealing the unproper points of internship processes among chemistry, biology, and mathematics teacher students who entered farhangian university-shahid beheshti branch in 2015 and enunciating its applications. method the population in this research was teacher students in majors of chemistry, biology and physics of academic year 2015 in farhangian university-shahid beheshti branch. the number population member were 119 teacher students, they were also selected as the sample. the formal and contextual validity of the questionnaire were studied and checked by internship professors and experts of the internship. by considering their comments, the questionnaires were modified. the reliability evaluation of the research was confirmed by using cronbach's alpha which was calculated using spss-22 software. the cronbach's alpha coefficient (0.89) indicated that the questionnaire was reliable. the questionnaire comprised of 31 questions in which the likert scale with 5 choices (from high= 5 to low = 1) were chosen. score 3 was selected as the average score for theoretical responses. before presenting the questionnaire, the explanation about this research was given to the teacher students and ensure their awareness about their contribution in research. the questionnaire used consisted of six main criteria (i.e. four questions of farhangian university assessment, five questions from internship professors, six questions from teacher students’ internship schools, seven questions from internship guidance teachers, six questions of internship self-assessment and three questions from education department as the end assessment). each criterion was in separated section in which the questions were designed and layouted using questionnaire template. after piloting and determining the validity and reliability, the questionnaires were given to the respondents via messenger and the responses were received in the same way. the data obtained were then analyzed using spss 22. results and discussion internship program contribute many positive practical impacts for students. it gives a practical experiences, opens the opportunity for interns to be hired a s full-time job by the institutions they conduct their internship (zhao & liden, 2011), and so forth. thus, the better the management of this program the more optimum the results achieved. in considering this mater, planning and evaluating are the important processes to be done by the related parties such as schools, students, and stakeholders (institutions where the internships are conducted). the recent study resulted the average scores of internship evaluation components obtained from respondents involved. based on figure 1, it can be seen that most of respondents consider that internship was enjoyable activity in which the mean value was 5. in contrast, there about only few students who dislike to conduct internship; while the remain respondents (mean value = 3.66) considered that neither was internship a favorable program nor the favorable one. figure 1. evaluation spectrum questions scores in likert spectrum this finding is inline with the previous study conducted by renganathan, karim, and li (2012) which reported that generally, students have a positive perception about internship. there are various reasons undergirding this perception such as the clear description of workplace culture, work organization and how the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 361-366 364 sharafie et al (internship program: a viewpoint …) employees do their efforts to achieve their individual as well as institution’s goals. by regarding these detail and real conditions themselves, students will be encouraged to reach their employability level. those experiences will ease them to do self-evaluation and improvement in terms of strengthen their skills and competencies they feel need to be strengthened. a single-sample t-test was done to analyze the questionnaire results obtained from students responses in which the analysis results are served in table 1. according to this table, it can be said that, in general, the all components assessed were significantly different compared to the theoretical mean responses (p = 0.0001 < 0.05) and were categorized as fairly favorable. it can be enunciated as below. the internship students’ performance was highest criteria compared to the others, in which the mean value was 3.60. the second highest mean was possessed by “function of schools accepting interns” criteria (3.35). contrarily, the “function of farhangian university” criteria got the lowest positive responses from the students (mean value = 2.45), even though it still in fairly favorable rate. meanwhile, the remain criteria were still under below the theoretical average. table 1. the data analysis results of students’ responses about the internship components component t sig mean compare with theoretical mean favorite rate function of internship students 14.04 0.0001 3.60 higher than mean fairly favorable function of schools accepting interns 6.97 0.0001 3.35 higher than mean fairly favorable function of the education department -2.31 0.02 2.83 lower than mean fairly favorable a function of internship professors -5.11 0.0001 2.70 lower than mean fairly favorable a function of internship guide teachers -8.70 0.0001 2.48 lower than mean fairly favorable a function of farhangian university -6.67 0.0001 2.45 lower than mean fairly favorable p=0.05, n=119 in accordance with the previous data, the single-sample t-test analysis showed the similar results, it can be seen that students believe that internship gives strong impact to their study processes. as the positive responses from many parties, internship programs has been chosen in various fields to give useful practical experiences for their students such as medical (hadley et al., 2010), education (liu, xu, & weitz, 2011), tourism (busby & gibson, 2010), economic (nunley, pugh, romero, & seals, 2016), pharmacy (hadley et al., 2010), industry (renganathan et al., 2012), and so forth. the role of schools or institutions where students conduct this practical study is the determining factor for their performance. interns, somehow, expect the chances to deal with the challenges, to enact lesson learns, as well as facilitate career growth. in the other word, job characteristic will effect to the job satisfaction (busch & bush, 1978). therefore, internship places are recognized as the most determining factor for interns’ convenience. the hospitality of the people, the facilities available, the administration mater, the organization and the culture in interns work places are the things that they have to deal with. the other factor affecting the process of internships are educational institutions that play a considerable role in the dynamic phenomena found in this study. several documents of farhangian university including the university statute considered that internship is a special course for teacher students, besides as scientific and practical support for them. internship has been reported improved communication, self-efficacy, professional competence skills and created a positive attitude toward teaching profession. in fact, internship is one of the best positions in the field of action which creates opportunities for teacher students to improve their competencies in class and school base (schmidt et al., 2009). the results of this study indicated that the institution parties (the both levels: department and university) were not optimum in managing internship. this possibly as the consequences of the improper mindset of the education managers. the lack of the belief that by providing internship, they can assure the next generation quality, somehow, will lead the education managers to underestimating the program. hence, the education institution must change this improper perception. as the right mindset is formed, the university should be the most helpful party to facilitate their students’ in their internship program in term of preparing the all materials they need to complete their internship tasks. one of the helpful facilities can be provided by university is conducting a good coordination about their curriculum to the intern students. blog can be one of the media can be utilized by university to held a good communication with the interns (chu, chan, & tiwari, 2012). students who had well communication about their university curriculum during internship course had better learning in compare with who did not have it (sørensen, haugbolle, herborg, & tomsen, 2005). the better the services provided by university, the better the students’ perception about their department and university will be. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 361-366 365 prabowo & widodo (cognitive acceleration through science education …) one of the most important factors that affect internship or teachers training is the role of the internship professors. in this research, it has been shown that although the average of this criterion is in the relatively favorable range, the mean value gained was still lower than the theoretical average. the lack of professors’ knowledge about internship program in branch of farhangian university was the main factor found in this study. as the results, these professors were not thought mandated or obligated to guide the teacher students, and many of them did not have enough awareness about the university’s requirements for internship topics. the observation results (not served in this paper) showed that the presence of internship professors in schools to observe teacher students situation was low. based on the above conditions, farhangian university should improve teacher students skills by making a suitable platform. moreover, it should provide teacher students a good opportunity to enhance their abilities in teaching with regular and accurate implementation of internship courses as well as providing the most updated resources needed. the university must also employee the professors who have enough information about internship theoretical and practical aspects. this can be done by organizing compulsory courses in the related field for professors. conclusion the survey results obtained in this study showed that the internship at shahid-beheshti higher education center was not in unfavorable situation, however, the mean values of the criteria examined were far from the desired status. teacher student had less satisfaction with the performance of internship professors, guidance teachers, and farhangian university, even though the performance of internship-accepting schools was better evaluated. the poor professors’ presence in schools as considerable as the inadequate knowledge about internship program have led them failed to motivate their interns. the coordination among university, education department and schools were unoptized yet. acknowledgement we would like to thank and appreciate to the farhangian university for financial support so that this study could be conducted and completed. references ball, d. l., & forzani, f. m. 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(2020). plastic relief sculpture: improving nigerian students’ performance in practical biology. jpbi (jurnal pendidikan biologi indonesia), 6(1), 100-106. doi: https://doi.org/10.22219/jpbi.v6i1. 10629 introduction biology is one of science subject contained in the senior high school (shs) curriculum which involves the basic study of life. it is explained as the study of living things in terms of plants and animals (michael, 2012) and their constant interaction with non-living things. furthermore, biology has several branches like zoology which elaborates about animal and botany which focused on plant study. in nigeria education system, the branches of biology are commonly taught in higher education either university, polytechnic, or colleges. thus, biology is an urgent prerequisite for many specialized sciences and technology courses. yet, there was no considerable improvement of students’ science performance, particularly biology (the west african examination council, 2013). in addition, there has been the data found in the west african examinations council (waec) and the http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10629 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:samgladdavcom@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10629 https://doi.org/10.22219/jpbi.v6i1.10629 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10629&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 101-106 102 odewumi et al (plastic relief sculpture: …) national examinations council (neco) which stated that there was the significant difference of students’ performance between those who lived in rural and urban area (olutola, 2016) likewise between the school students and private school students (udofia & udoh, 2017). several previous studies were conducted to highlight the problems (çimer, 2012; etobro & fabinu, 2017) and proposed the alternative solutions for problems of biology learning process (hossain et al., 2015), including teaching method (estai & bunt, 2016; joseph & singh, 2019) and media (hennessy, kirkpatrick, smith, & border, 2016; hoyek, collet, rienzo, almeida, & guillot, 2014). the use of lecture method and memorization only has led to the persistent poor performance in biology. thus, andrew (2013) proposed practical activities to make learning becomes more real and easy understood for students compared to those which are presented in theoretical manners. several advantages of implementing biology hands-on activity have been reported as well. it is proven to improve biology students’ achievement (vidija, 2015) as it involves all sense organs which, in turn, improves cognitive, affective and psychomotor skills of students. in addition, it supports the function and effectiveness of teaching. to go further, practical learning activity requires learning media to achieve the expected learning outcomes determined (dumitrascu, crivii, & opincaru, 2016). the resources can be in many forms such as equipment (olayinka, 2016), visual (yamada-rice, 2011) or audio-visual materials, and the other crucial substance which stands as the assistants for instructor in teaching and learning situation (olumorin, yusuf, ajidagba, & jekayinfa, 2010). the existence of learning media enable teachers to deliver certain material which is impossible to be transferred through merely lecture method (pillai & vengadasamy, 2010). the use of visual instructional media helps the students to concentrate and pay attention during teaching and learning process as well as motivates them to do more to learning. it is clear that instructional media are the wheel on which the teaching and learning is built. it makes learning to be more effective (makokha & wanyonyi, 2015), positive and real, as well as improve students’ achievement (olayinka, 2016). the unavailability of instructional resources used in nigerian high schools resulted to the low level of students’ performance in national examinations. hence, it is important to understand that the existence of instructional resources, especially learning media, which can be utilized by students in schools is the key point in learning activity to achieve meaningful and interesting lesson learn. in biological learning, there are various media developed the both types factory made and improvised media. for instance, dental and anatomical sculptures which used in dentistry courses (peck & skandalakis, 2004) and medical courses (buchaim et al., 2014). these media have been proven to be effective in increasing students’ interest as well as develop students’ cognitive skill. however, as the use of various sculpture media in several majors in nigeria, but the study which focused on the effect of this media on biology students is limited. yet students in different area majors have different conditions. the study focused on effect of learning media is essential to conduct as its big contribution in providing various basic references for teachers in choosing the most proper media they need to achieve the expected learning outcomes they determined. in accordance with this issue, the information provided by this study will be useful for some related parties to issue suitable policies for education field based on the conditions in their area. therefore, this research aimed at investigating the effect of plastic relief sculpture on students’ biology performance in nigerian senior high school. in addition to the effect of media, it also addressed the moderating variable which remained inconclusive i.e. gender. method the research design was a 2x2 pre-test, post-test quasi experimental, non-equivalent and non-randomized control group design. this design was adopted because it allows intact classes to be used without disrupting the school programs. an experimental group and a control group was used in this study. students in experimental group were exposed to plastics relief sculptures, while those who were in the control group were not exposed to the plastic relief sculptures. the dependent variable was the performance of students in biology practical activity and the independent variable was the treatment (i.e. plastic relief sculptures). the moderating variable was students’ gender (male and female). the population for the study were all biology students of senior high school (shs) in ogbomoso south local government area of oyo state. two intact classes of 120 biology students and their biology teachers were randomly sampled for the study. there were two instruments for the study. the first instrument was students’ biology practical test (sbpt) for the students who joint biology anatomical structures (digestive system, respiratory system, circulatory system, skeletal system and excretory system of human). the second instrument was biology practical lesson notes (bpln) developed by the researchers for the teachers. by using cronbach alpha, the reliability index measured for the instrument was 0.75. meanwhile, the items analysis was also carried out on 50 items from 55 items. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 101-106 103 odewumi et al (plastic relief sculpture: …) the sbpt which contained of 50 items was already validated by west africa examinations council (waec). every ten items represented the five anatomical structures mentioned. furthermore, five lesson plans were prepared, one for each of the five anatomical structures. during the learning activity, plastic relief sculpture of the system was the instructional resource presented by the teacher. the students were instructed to use all senses to comprehend the study of the anatomy of the systems. the teacher who taught the experimental group was trained by the researcher. moreover, the researcher ensured the prevention of interaction effect among the students in experimental group and control group. this was done by employed the students who stayed in boarding house and those who were commuter students as the sample groups. moreover, the all ethical issues were properly addressed. the treatment group were treated for five weeks, yet the control group were taught without plastic relief sculpture. the sbpt was given to the two groups of students in the sixth week. the standardized marking scheme by waec was used on the items of the sbpt for both groups. meanwhile, the mean value was gained by analyzing the raw data. furthermore, the analysis of covariance (ancova) and independent samples t-test were used to analyze the data. results and discussion anatomy material has been known as the branch of biology in which the students are traditionally rely on their memorization about the names and functions of anatomical structures. thus, through practical activity, teachers expect the students gaining the ability in performing higher-order learning. the results of this study showed that there was a significant difference of students’ performance who were taught using plastic sculptures in their practical activity and those who were not taught using the media. the analysis results showed this fact are served in table 1. table 1. the ancova analysis results of the students’ biology performance who were taught using plastic relief sculpture source type iii sum of squares df mean square f sig. corrected model 2147.933a 9 238.659 2.299 .030 intercept 9878.629 1 9878.629 95.151 .000 pre test 1037.208 1 1037.208 9.990 .003 post test 1566.159 8 195.770 1.886 .003 error 5294.821 51 103.820 total 261928.000 61 corrected total 7442.754 60 table 1 showed the significant effect of plastic relief sculpture use on students achievement (f (8, 51) = 1.89, p < 0.05). this means that there was significant difference in the performance of students exposed with plastic relief sculptures and those who were not exposed with the media. this findings interestingly in line with the previous study which revealed that by employing sculpture media approach, students’ achievements were improved (noland et al., 2016), even though the reasons of the fact revealed were still unclear (waters, meter, perrotti, drogo, & cyr, 2005). the findings can be interpreted that the media employed in this study was proper to engage the students’ focus and interest so that they did thinking process seriously to achieve their learning goal. ghousseini and sleep (2011) argued that there are five aspects which must be found in hands-on activity which makes it studyable i.e. engaging the content, providing insight into student thinking, orienting to the instructional context, providing lenses for viewing, and developing a disposition of inquiry. olumorin et al. (2010) also reported that innovative instructional strategies and the use of appropriate instructional resources contributed positively to students’ learning. in the same direction, the study of makokha and wanyonyi (2015) confirmed the effectiveness of instructional resources in promoting students’ learning. introducing new interesting media to students is vital matter in learning issue. this will address students’ willing to gain the knowledge happily as their curiosity are triggered. meaningful engagement through hands-on activity learning according to students gives stronger stimulation rather than just observing an experiment conducted by teachers or making notes based on teachers' explanation (reddy, 2017). anatomy plastic sculpture experience was more effective than the other conventional learning method. the students who learnt using plastic sculpture were paid their focus on the precise form of the structure which they were learning. they must encompass the general shape and position of the structure in the text or model, mold the structures and placed them in the right positions. in the other words, they also sensed the exact form of the structure. students’ continues self-reflections through several resources is crucial to underpinning crucial concepts (thwin, 2017). waters et al. (2005) claimed that encompassing human anatomy using was proven to jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 101-106 104 odewumi et al (plastic relief sculpture: …) strongly engaged students focus in learning process. this means that the students in experimental class involved their all senses (vidija, 2015) to construct their understanding about the anatomical structures learnt. this experience led them to have stronger memories about the materials learnt. yet, the students who have no similar experience only could imagine abstract structures. they only relied on their memories about teachers’ explanation without any confirmation whether the materials and concepts comprehension they gained were correct or not. there are several variables possibly take the responsibility in students’ understanding in learning anatomy. this study observed the gender effect as moderate variable which may determine students’ gain in their practical learning activities using plastic relief sculpture. table 2 depicts the analysis results of the effect of gender on students’ performances in biology practical learning as they were exposed with plastics relief sculptures. table 2. the t-test results of biology students’ performance exposed with plastics relief sculptures variables n mean std. deviation df t sig. (2-tailed) male 59 65.0847 10.98791 118 7.161 .117 female 61 67.9344 8.70224 the t-test analysis results imply that gender factor did not pay significant effect to the biology students’ achievement as they were taught using plastic relief instructional sculpture (t (118) = 7.16, p = 0.12). this can be caused of the surrounding conditions which do not interfere gender issues such as school and society cultures which do not emphasize the matter of gender issue. this may also due to the equal attention given by teacher in guiding the students without considering the gender. kumari and saraladevi (2014) stated that students could face obstacles in earning incase their teachers do not provide an adequate support for them during their learning processes. this finding is supported by yamtinah, masykuri, and syahidul shidiq (2017) who also found that male and female students have no different attitude toward science process skill, even though there were slight differences in the smaller level of activities done. the both male and female students exposed to plastic relief sculpture performed well with the improvement observed in the comparison between students’ pre-test and post-test scores. the finding of this study tallied with the study of akintola and ahmed (2018) which proofed that there were no significant difference existed between male and female students’ performances in biology. contrarily, several previous studies showed the different results. kumari and saraladevi (2014) concluded that gender gave significant effect on students’ learning styles as well as their attitudes towards science, reddy (2017) findings showed the difference preferences between girls and boys in learning, while van der vleuten, jaspers, maas, and van der lippe (2016) reported that gender determined students ideology which means that taking significant role in driving the students’ learning interest. this conditions demand the further observation which highlight the more various variable which possibly affect students’ performance, particularly in biology. conclusion the findings of this study revealed that students taught using plastic relief sculpture performed better in biology subject, particularly in anatomy material, than those who were not taught using the media. moreover, the both male and female performed better in biology as they were taught using plastic relief sculpture. therefore, it was recommended that teachers should adopt the use of plastic relief sculpture in teaching biology and other science related subjects. references akintola, d. a., & ahmed, a. m. 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(2017). gender differences in student’s attitudes toward science: an analysis of students' science process skill testlet instrument. in aip conference proceedings (vol. 4, pp. 030003–1–030003–6). new york: american institute of physics. doi: http:// doi.org/10.1063/1.4995086 https://iiste.org/journals/index.php/mtm/article/viewfile/37688/38772 https://iiste.org/journals/index.php/mtm/article/viewfile/37688/38772 http://doi.org/10.1080/03055698.2016.1160821 http://doi.org/10.1080/03055698.2016.1160821 https://pdfs.semanticscholar.org/8c4a/5c89cc81733c4540d03e6d122c0b1f9b4f29.pdf http://doi.org/10.1152/advan.00033.2004.-many http://doi.org/10.1111/j.1741-4369.2011.00578.x http://doi.org/10.1063/1.4995086 http://doi.org/10.1063/1.4995086 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 219 penggunaan kitosan cangkang bekicot (achantina fulica) untuk bahan pengawet alami berbagai jenis sayuran sebagai sumber belajar dalam perencanaan pembelajaran bioteknologi nur aisyah1, ainur rofieq1, poncojari wahyono1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail: ainurrofieq@yahoo.co.id abstrak penelitian ini bertujuan untuk mengetahui perbedaan kandungan vitamin c dan ph dalam sayuran bunga kol, kubis dan buncis yang diawetkan dengan kitosan cangkang bekicot selama proses penyimpanan dan untuk mengetahui berapakah konsentrasi kitosan cangkang bekicot yang paling efektif sebagai bahan pengawet sayuran tersebut. kegiatan penelitian dilakukan melalui true experimental research. tempat dan waktu penelitian dilaksanakan di laboratorium kimia universitas muhammadiyah malang yang berlangsung pada tanggal 23 juni – 6 juli 2014. rancangan penelitian yang digunakan adalah rancangan acak kelompok (rak) dengan 6 perlakuan dan 4 kali ulangan pada bunga kol, kubis dan buncis yaitu c0, k0 dan b0 (kontrol), c1, k1 dan b1 (0,5%), c2, k2 dan b2 (1%), c3, k3 dan b3 (1,5%l), c4, k4 dan b4 (2%), c5, k5 dan b5 (2,5%), analisis data menggunakan analisis varians satu arah dan uji beda jarak nyata duncan pada taraf signifikansi 0,05. hasil penelitian menunjukkan ada pengaruh pemberian konsentrasi kitosan cangkang bekicot (achantina fulica) terhadap perbedaan kandungan vitamin c sayuran bunga kol, kubis dan buncis dari hari per hari selama penyimpanan. perubahan kandungan vitamin c paling kecil terjadi pada perlakuan 1,5% dan paling besar pada perlakuan kontrol. pemberian konsentrasi kitosan cangkang bekicot (achantina fulica) 1,5% adalah yang paling efektif mempengaruhi kandungan fitamin c sayuran bunga kol, kubis dan buncis. hasil penelitian diaplikasikan pada perencanaan pembelajaran sma kelas xii materi bioteknologi. kata kunci: pengawet alami, kitosan cangkang bekicot, sayuran bunga kol, kubis dan buncis, kandungan vitamin c dan ph kesadaran masyarakat akan pola hidup sehat menyebabkan kebutuhan akan sayuran meningkat pula. berdasarkan data yang telah didapatkan dari pusdatin kementrian pertanian menyatakan bahwa tingkat konsumsi kembang kol pada tahun 2006-2008 meningkat sebesar 3.16%. peningkatan konsumsi kubis sebesar 2,78%, dan buncis sebesar 5,88% (budi, 2010). realitasnya tingkat konsumsi sayuran tidak menentu dikarenakan adanya fluktuasi harga, menyebabkan terjadinya pergantian (subtitusi) sayuran yang dikonsumsi (theresa, 2008). namun demikian berdasarkan data yang didapat menunjukkan bahwa terdapat peningkatan konsumsi sayuran di masyarakat tiap tahunnya. permintaan konsumen yang meningkat seiring dengan peningkatan permintaan sayuran yang berkualitas dan bebas pestisida sintesis yang berbahaya bagi tubuh. penanganan pasca panen yang tidak tepat akan mempermudah proses kerusakan atau pembusukan. kerusakan yang terjadi pada sayuran yang telah dipanen, disebabkan karena organ panenan tersebut masih melakukan proses metabolisme dengan menggunakan cadangan makanan yang terdapat dalam sayuran. selama melalui berbagai proses pemanenan hingga pemasaran, sayuran tidak dapat dihindarkan dari kontak dengan cendawan maupun bakteri. sehingga menurunkan kualitas maupun nilai gizi sayuran secara kuantitatif. pembusukan sayuran pasca panen dapat dicegah melalui berbagai proses diantaranya: pendinginan, bakteri laktat, ozon, laban elektric, pengalengan, pengeringan dengan oven, dan edible coating. namun, proses-proses tersebut cenderung kompleks dan susah di aplikasikan oleh para petani pada kelas menengah ke bawah. serta pada proses pengeringan akan mengurangi kandungan gizi pada sayuran. pendinginan merupakan proses pengawetan sayuran yang alami dan mudah, namun sayuran tropika seperti kubis, buncis dan bunga kol tidak tahan terhadap suhu rendah dan terserang jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 220 penyakit chilling injury (djafaruddin, 2008). kelemahan teknik pengawetan alami tersebut menjadi latar belakang perlu diadakannya pengawet alami yang cocok untuk sayuran tropika. sehingga dalam pengawetan sayuran bunga kol, kubis dan buncis yang paling cocok adalah dengan menggunakan pengawet alami yang bersifat fungisida dan bakteriostatik berupa kitosan. kitosan merupakan polisakarida kationik yang diperoleh dari deasetilasi kitin. kitin merupakan bahan organik utama terdapat pada kelompok hewan crustaceae, insekta, fungi, molusca dan arthopoda (kusumaningsih dkk, 2004). kitin secara alami berfungsi sebagai polisakarida struktural seperti selulosa (sugiyono, 2004). pada proses deasetilasi, gugus n-asetil pada kitin akan hilang dan digantikan dengan gugus amina yang bila dilarutkan dalam asam akan bermuatan positif, sehingga kitosan bersifat polikationik. adanya gugus reaktif amino pada c-2 dan gugus hidroksil pada c-3 dan c-6 pada kitosan akan sangat berperan dalam aplikasinya, antara lain sebagai pengawet dan penstabil warna, sebagai flokulan dan membantu proses reverse osmosis dalam penjernihan air, sebagai aditif untuk produk agrokimia. kitosan ini dapat menginduksi enzim chitinase untuk mendegradasi zat kitin pada cendawan sehingga mencegah pembusukan sayuran dan menambah daya simpan sayuran (gyliene dkk, 2003). sesuai dengan ayat al-qur’an surat al-baqarah ayat 22 yang berarti: “dialah yang menjadikan bumi sebagai hamparan bagimu dan langit sebagai atap, dan dia menurunkan air (hujan) dari langit, lalu dia menghasilkan dengan hujan itu segala buah-buahan sebagai rizqi untukmu; karena itu janganlah kamu mengadakan sekutu-sekutu baginya, padahal kamu mengetahui”. berdasarkan ayat tersebut dapat ditelaah bahwa allah menumbuhkan banyak tumbuhan termasuk sayuran dari hujan yang turun. selain itu, allah juga menciptakan obat untuk penyakit tumbuhan tersebut dari air hujan. salah satu hewan yang berkembang biak dengan cepat di musim hujan ialah bekicot. hewan tersebut menjadi hama bagi petani di musim hujan karena merusak tanaman. bekicot (achantina fulica) merupakan molusca bercangkang yang hidup di tempat yang lembab. dagingnya yang kaya akan protein banyak dimanfaatkan masyarakat sebagai makanan. sebagian besar pemanfaatan bekicot hanya pada daging atau ototnya. sedangkan cangkang bekicot hanya menjadi limbah yang kemudian dibuang. cangkang bekicot mengandung 20% 50% zat kitin (kusumaningsih, 2004). setelah melalui tahap demineralisasi dan deproteinasi zat kitin tersebut akan menjadi kitosan. menurut penelitian yang telah dilakukan oleh wardaniati (2007) konsentrasi senyawa kitosan yang paling optimal digunakan sebgai pengawet makanan dan buah tomat adalah 1,5%. pengetahuan mengenai pemanfaatan organ makhluk hidup sebagai bahan pengawet merupakan merupakan pengembangan materi bioteknologi. materi bioteknologi dibahas pada sma (sekolah menengah atas) kelas xii ipa mata pelajaran biologi. bila ditinjau berdasarkan konsep materi pembelajaran tersebut dapat ditentukan bahwa hasil penelitian cangkang bekicot sebagai bahan pengawet yang merupakan penemuan baru, cocok untuk diterapkan pada pembelajaran bioteknologi tersebut. sehingga perlu disusun perencanaan pembelajaran sebelum dilakukannya kegiatan pembelajaran pembuatan pengawet dari cangkang bekicot. metode penelitian jenis penelitian dalam kegiatan ini adalah true experimental research (eksperimental sesungguhnya). dikarenakan pada penelitian ini, dilakukan penyelidikan hubungan sebab-akibat perlakuan kitosan terhadap berbagai kelompom sayuran dan peneliti jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 221 mengontrol semua variavel luar yang mempengaruhi. berdasarkan sifat masalahnya, design penelitian yang digunakan ialah posttest only control group design. pengukuran awal pada design penelitian ini tidak dilakukan karena diasumsikan karakteristik anta unit sampel penelitian adalah homogen. sampel penelitian yang homogen didapatkan dari hasil rancangan lingkungan yang rancangan acak kelompok. sehingga pengukuran dilakukan setelah perlakuan. populasi dalam penelitian ini adalah berbagai varietas sayuran pasca panen yang diperoleh dari kawasan pertanian sayuran sawah warga kelurahan sisir kecamatan batu kota batu. teknik pengambilan sampel yang digunakan adalah cluster random sampling dimana sampel dipilih dari kelompok-kelompok unit kecil. langkah-langkah pelaksanaan penelitian pengaruh kitosan cangkang bekicot terhadap daya simpan berbagai varietas sayuran adalah: 1. mengumpulkan cangkang bekicot (achatina fulica) 2. membuat larutan kitosan dalam berbagai konsentrasi 3. menyiapkan sayuran bunga kol, kubis dan buncis 4. memberikan perlakuan konsentrasi kitosan cangkang bekicot 5. menyimpan sayuran hasil dan pembahasan hasil penelitian mengenai penggunaan kitosan cangkang bekicot (achantina fulica) untuk bahan pengawet alami berbagai jenis sayuran sebagai sumber belajar dalam perencanaan pembelajaran bioteknologi diperoleh data pengurangan kandungan vitamin c, ph, berat dan kadar air yang berbeda pada masing-masing perlakuan. rancangan penelitian yang digunakan dalam kegiatan penelitian ini adalah rancangan acak kelompok (rak). penghitungan kandungan vitamin c pada berbagai sayuran dilakukan dengan metode titrasi. adapun data kandungan vitamin c pada sayuran bunga kol, kubis dan buncis setelah diberikan perlakuan konsentrasi kitosan cangkang bekicot secara lengkap terdapat pada lampiran 1, sedangkan ringkasan rerata kandungan vitamin c bunga kol terdapat pada tabel 4.1.1. tabel 1. ringkasan rerata kandungan vitamin c berbagai sayuran dalam setiap perlakuan selama waktu pengamatan konsentrasi kitosan rerata kandungan vitamin c mg/100 ml pada hari kekadar pengurangan vitamin c pada hari ke-7 1 2 3 4 5 6 7 kontrol 72,9 63,4 53,6 43,2 32,5 22,4 2,7 70,2 kitosan 0,5% 74,8 72,9 68,6 57,2 53,6 38,9 24,8 50 kitosan 1,0% 74,8 72,9 68,6 58,9 52,8 38,9 30,8 44 kitosan 1,5% 72,2 72,2 69,8 65,4 58,4 54,3 48,7 23,5 kitosan 2,0% 74,8 70,8 66,9 60,7 55,8 49,1 34,8 40 kitosan 2,5% 73,9 68,6 59,1 52,8 48,9 34,9 32,1 41,8 konsentrasi kitosan rerata kandungan vitamin c mg/100 ml pada hari kekadar pengurangan vitamin c pada hari ke-7 1 2 3 4 5 6 7 kontrol 88 76,8 66,8 56,7 46,7 32,1 4,4 83,6 kitosan 0,5% 88 83,5 77,8 70,6 64,2 58,5 49,5 38,5 kitosan 1,0% 88 84,5 78,9 73,5 68,9 63,4 57 31 kitosan 1,5% 88 88 84,5 78,2 74,5 69,8 59,6 28,4 kitosan 2,0% 92,4 87,8 81,2 78,9 70,2 58,4 49,8 42,6 kitosan 2,5% 88 86,2 82,3 76,7 67,5 54,5 46 42 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 222 konsentrasi kitosan rerata kandungan vitamin c mg/100 ml pada hari kekadar pengurangan vitamin c pada hari ke-7 1 2 3 4 5 6 7 kontrol 56,3 50,8 42,3 32,4 21,3 12,5 1,6 54,7 kitosan 0,5% 58,9 55,4 51,2 47,5 39,8 31,8 23,4 35,5 kitosan 1,0% 58,9 55,6 50,8 45,6 39,8 34,5 27,8 31,1 kitosan 1,5% 60,7 60,7 56,8 52,3 47,8 40,9 34,5 26,2 kitosan 2,0% 58,9 55,4 51,2 46,8 39,8 31,8 24,5 34,4 kitosan 2,5% 57,2 55,6 49,8 44,5 40,7 32,4 23,4 33,8 berdasarkan tabel dapat diketahui bahwa kandungan vitamin c pada sayuran bunga kol, kubis dan buncis didapatkan hasil bahwa pengurangan kandungan vitamin c terbesar terjadi pada perlakuan kontrol sedangkan pengurangan berat terkecil terjadi pada perlakuan konsentrasi kitosan cangkang bekicot 1,5%. uji selanjutnya ialah pengukuran ph menggunakan indikator ph universal sayuran bunga kol, kubis dan buncis setelah diberi perlakuan berbagai konsentrasi kitosan cangkang bekicot. pengukuran tersebut dilakukan pada 100 ml ekstrak sayuran yang telah diberikan perlakuan selama penyimpanan. data ph sayuran tersebut terdapat pada tabel 4. tabel 2. data ph sayuran konsentrasi kitosan sayuran rerata ph pada hari ke 1 2 3 4 5 6 7 kontrol bunga kol 6 6 7 7 6 6 5 kubis 5 6 7 7 6 5 5 buncis 6 6 7 7 6 6 5 kitosan 0,5% bunga kol 6 6 7 7 6 6 5 kubis 5 6 7 7 6 5 5 buncis 6 6 7 7 6 6 5 kitosan 1,0% bunga kol 6 6 7 7 6 6 5 kubis 5 6 7 7 6 5 5 buncis 6 6 7 7 6 6 5 kitosan 1,5% bunga kol 6 6 7 7 6 6 5 kubis 5 6 7 7 6 5 5 buncis 6 6 7 7 6 6 5 kitosan 2,0% bunga kol 6 6 7 7 6 6 5 kubis 5 6 7 7 6 5 5 buncis 6 6 7 7 6 6 5 kitosan 2,5% bunga kol 6 6 7 7 6 6 5 kubis 5 6 7 7 6 5 5 buncis 6 6 7 7 6 6 5 berdasarkan tabel 2 diketahui bahwa ph sayuran bunga kol dan buncis pada hari pertama ialah 6 lalu pada hari ke 3 dan 4 berubah menjadi 7. namun pada hari ke 5-7 data menunjukkan ph kembali berkurang menjadi 6 kemudian menurun ke 5. perubahan keasaman tersebut dimulai dari asam-netral-asam. berbeda dengan ph sayuran kubis pada hari pertama ialah 5 lalu pada hari ke 3 dan 4 berubah menjadi 7. namun pada hari ke 5-7 data menunjukkan ph kembali berkurang yakni menjadi 6 dan turun lagi ke 5. perubahan tersebut ialah perubahan dari asam ke netral dan kembali menjadi asam. maka dapat disimpulkan bahwa ph berubahjurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 223 ubah seiring dengan bertambahnya waktu pengamatan. perubahan tersebut ialah perubahan dari asam ke netral dan kembali menjadi asam. pada ph 5 hari ke-7 sayuran telah membusuk dan berjamur. tabel 3. rerata pengurangan berat pada sayuran konsentrasi kitosan sayuran rerata berat (gram) pada hari kepengurangan berat pada hari ke-7 1 2 3 4 5 6 7 kontrol bunga kol 380 350 320 280 230 170 130 250 kubis 530 510 480 440 400 350 280 250 buncis 7 7 6 5 4 3 2 5 kitosan 0,5% bunga kol 340 310 280 260 240 200 170 170 kubis 530 510 490 460 420 390 330 200 buncis 7 7 6 5 4 3 2 5 kitosan 1,0% bunga kol 380 350 320 300 280 240 220 160 kubis 540 520 500 480 470 440 390 150 buncis 6 6 5 4 3 2 1 5 kitosan 1,5% bunga kol 380 370 360 350 330 300 280 100 kubis 530 510 490 470 450 430 410 120 buncis 7 7 6 6 5 5 5 2 kitosan 2,0% bunga kol 380 350 320 300 280 250 220 160 kubis 530 510 490 460 420 400 380 150 buncis 7 7 6 5 4 3 2 5 kitosan 2,5% bunga kol 370 340 310 290 270 240 160 210 kubis 540 520 500 470 430 410 340 200 buncis 6 6 5 4 3 2 1 5 sehingga secara keseluruhan berdasarkan tabel rerata pengurangan berat pada sayuran bungakol, kubis dan buncis didapatkan hasil bahwa pengurangan berat terbesar terjadi pada perlakuan kontrol sedangkan pengurangan berat terkecil terjadi pada perlakuan konsentrasi kitosan cangkang bekicot 1,5%. tabel 4. rerata penguranga kadar air pada sayuran konsentrasi kitosan sayuran rerata kadar air (%) pada hari ke pengurangan kadar air pada hari ke-7 (%) 1 2 3 4 5 6 7 kontrol bunga kol 65 60 55 50 35 30 15 50 kubis 80 75 70 65 50 45 20 60 buncis 95 90 85 80 65 50 15 80 kitosan 0,5% bunga kol 60 55 50 45 30 15 10 50 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 224 kubis 80 75 70 65 50 35 15 65 buncis 95 90 85 80 65 50 30 65 kitosan 1,0% bunga kol 60 55 50 45 30 15 12 48 kubis 70 65 60 55 40 25 10 60 buncis 95 90 85 83 68 53 38 57 kitosan 1,5% bunga kol 70 65 60 55 53 48 45 25 kubis 75 70 65 62 57 53 50 25 buncis 95 90 86 83 78 75 70 25 kitosan 2,0% bunga kol 72 67 62 57 47 37 27 45 kubis 75 70 65 60 50 40 35 40 buncis 95 90 85 83 74 66 50 45 kitosan 2,5% bunga kol 75 70 65 60 45 30 20 55 kubis 75 70 65 60 45 30 20 55 buncis 95 90 85 80 65 50 35 60 berdasarkan hasil analisis varians satu arah hasil anava menunjukkan ada perbedaan pengurangan kandungan vitamin c, berat dan kadar air setelah diberikan perlakuan berbagai konsentrasi kitosan cangkang bekicot. pengurangan yang berbeda tersebut dikarenakan struktur sayuran yang berbeda pula. bunga kol merupakan sayuran yang dimanfaatkan bunganya, kubis merupakan sayuran yang dimanfaatkan daunnya sedangkan buncis merupakan sayuran yang dimanfaatkan buahnya. setelah didapatkan hasil perlakuan berbagai konsentrasi kitosan terhadap berbagai kelompok sayuran, selanjutnya data tersebut dikonversikan ke dalam bentu grafik. 0 20 40 60 80 1 2 3 4 5 6 7k a n d u n g a n v it a m in c (m g ) b u n g a k o l waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% 0 20 40 60 80 100 1 2 3 4 5 6 7 k a n d u n g a n v it a m in c (m g ) k u b is waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 225 gambar 1. grafik rerata kandungan vitamin c sayur bunga kol, kubis dan buncis dalam setiap perlakuan selama waktu pengamatan pada grafik rerata kandungan vitamin c untuk perlakuan kontrol menunjukkan bahwa vitamin c menurun drastis pada setiap harinya. sedangkan pengurangan paling stabil terjadi pada perlakuan dengan konsentrasi 1,5%. selain lebih stabil, pengurangan vitamin c setelah diberi perlakuan konsentrasi kitosan cangkang bekicot 1,5% tidak menunjukkan perubahan vitamin c yang terlalu tajam. kandungan vitamin c pada sayuran lebih cepat turun pada konsentrasi 2% dan 2,5%. hal tersebut dikarenakan kondisi kurang asam akibat sedikitnya perbandingan ch3cooh dan kitosan menyebabkan mikroba mudah menyerang sayuran. selama penyimpanan kandungan vitamin c pada cabai rawit putih mengalami pengurangan terus menerus hingga menjadi rusak. hal ini disebabkan oleh terjadinya proses respirasi dan oksidasi vitamin c menjadi asam l dehidroaskorbat dan mengalami perubahan lebih lanjut menjadi asam l – diketogulonat yang tidak memiliki keaktifan vitamin c (yulianti, 2009). selanjutnya grafik perubahan ph ditunjukkan pada gambar 4.3.4. gambar 2. grafik rerata perubahan ph sayuran bunga kol, kubis dan buncis dalam setiap perlakuan selama waktu pengamatan berdasarkan pada analisis kandungan ph menunjukkan tidak ada perbedaan perubahan ph yang signifikans dari waktu ke waktu sehingga dapat disimpulkan perlakuan konsentrasi kitosan sebgai pengawet sayuran tidak berpengaruh nyata terhadap perubahan ph. grafik berwarna biru merupakan grafik perubahan ph pada sayuran kubis. pada pengukuran aewal terlihat ph sayuran kubis lebih asam daripada sayuran yang lainnya. hal ini merupakan sifat alami sayuran kubis yang memiliki ph rendah. sedangkan pada garis berwarna hijau yakni garis pengukuran ph bunga kol dan garis merah yakni pengukuran ph pada kubis menunjukkan perubahan keasaman sayuran yang sama. 0 20 40 60 80 1 2 3 4 5 6 7 k a n d u n g a n v it a m in c (m g ) b u n ci s waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% 0 5 10 1 2 3 4 5 6 7 p h waktu pengamatan kubis buncis bunga kol jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 226 gambar 3 grafik berat sayuran bunga kol, kubis dan buncis dalam setiap perlakuan selama waktu pengamatan grafik pengurangan berat sayuran bunga kol, kubis dan buncis menunjukkan bahwa pengurangan paling tajam terjadi pada perlakuan kitosan cangkang bekicot 1% dan paling stabil pada 1,5%. selama penyimpanan, buah dan sayuran masih melakukan aktivitas yang memanfaatkan cadangan makanan yang tersisa. reaksi metabolisme dalam bahan dikatalis oleh enzim-enzim yang terdapat di dalam buah secara alami sehingga terjadi proses autolisis yang berakhir dengan kerusakan dan pembusukan. 0 50 100 150 200 250 300 350 400 1 2 3 4 5 6 7 b e ra t (g ) b u n g a k o l waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% 0 100 200 300 400 500 600 1 2 3 4 5 6 7 b e ra t (g ) k u b is waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% 0 2 4 6 8 1 2 3 4 5 6 7 b e ra t (g ) b u n ci s waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 227 gambar 4 grafik kadar air sayuran bunga kol, kubis dan buncis dalam setiap perlakuan selama waktu pengamatan hasil analisis kadar air menunjukkan bahwa sayuran pasca panen dalam masa penyimpanan mengalami kehilangan kadar air. hal ini sesuai dengan sebuah teori yang menyatakan bahwa umumnya tanaman yang telah dipetik masih tetap dapat melasungkan aktifitas fisiologis seperti transpirasi dan respirasi buah. proses respirasi mengeluarkan gas co2, h2o dan energi atau panas. suhu dapat mempengaruhi proses-proses biologi seperti transpirasi dan respirasi serta proses kimiawi yaitu aktifitas enzim-enzim yang terjadi pada buah yang sudah dipanen. kesimpulan berdasarkan hasil penelitian mengenai penggunaan kitosan cangkang bekicot (achantina fulica) untuk bahan pengawet alami berbagai jenis sayuran sebagai sumber belajar dalam perencanaan pembelajaran bioteknologi dapat diperoleh kesimpulan sebagai berikut: 1. ada pengaruh pemberian konsentrasi kitosan cangkang bekicot (achatina fulica) terhadap perbedaan kandungan vitamin c, berat dan kadar air sayuran bunga kol, kubis dan buncis dari hari per 0 20 40 60 80 1 2 3 4 5 6 7 k a n d u n g a n a ir ( % ) b u n g a k o l waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% 0 20 40 60 80 100 1 2 3 4 5 6 7 k a d a r a ir ( % ) k u b is waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% 0 20 40 60 80 100 1 2 3 4 5 6 7 k a d a r a ir ( % ) b u n ci s waktu pengamatan kontrol 0,50% 1,00% 1,50% 2,00% 2,50% jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 219-229) 228 hari selama penyimpanan. namun tidak ada pengaruh pengaruh pemberian konsentrasi kitosan cangkang bekicot (achatina fulica) terhadap perbedaan ph sayuran bunga kol, kubis dan buncis. 2. perubahan kandungan vitamin c, berat dan kadar air sayuran bunga kol, kubis dan buncis setelah perlakuan konsentrasi kitosan cangkang bekicot (achatina fulica) mengalami penurunan paling besar pada perlakuan kontrol dan paling kecil pada perlakuan konsentrasi kitosan cangkang (achatina fulica) bekicot 1,5%. sedangkan pada ph sayuran bunga kol, kubis dan buncis mengalami kenaikan dan penurunan selama penyimpanan. 3. pemberian konsentrasi kitosan cangkang bekicot (achantina fulica) 1,5% adalah yang paling terbaik mengawetkan sayuran bunga kol, kubis dan buncis berdasarkan ketahanan kandungan vitamin c, bobot dan prosentase kadar air . 4. sumber belajar merupakan komponen dalam kawasan teknologi instruksional yaitu pesan (cangkang bekicot (achatina fulica)  konsentrasi kitosan  pengawet sayuran bunga kol, kubis dan buncis  buku pustaka silabus  rencana pelaksanaan pembelajaran (rpp). pada penelitian ini, keenam komponen tersebut saling berhubungan dalam mewujudkan 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issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in eric, doaj, base, garuda, google scholar, sinta, and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have implications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief assoc. prof. dr. atok miftachul hudha, scopus id: 57209580278; 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department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content problem-solving ability: implementation of ricosre learning models on environmental change topic eka putri azrai, erna heryanti, ammar zain, pratiwi ningsih 95-104 environmental education research in indonesian scopus indexed journal: a systematic literature review h. husamah, hadi suwono, hadi nur, agus dharmawan 105-120 the effect of learning cycle 5e+powtoon on students’ motivation: the concept of animal metamorphosis koraima resmol, marleny leasa 121-128 online three-tier diagnostic test to identify misconception about virus and covid-19 refsya aulia fikri, hadi suwono, herawati susilo 129-141 the quality of student critical thinking: a survey of high schools in bengkulu, indonesia apriza fitriani, siti zubaidah, nurkhairo hidayati 142-149 metacognitive skill profile of biology education students at institute of teachers’ education in south sulawesi, indonesia romi adiansyah, astuti muh. amin, a. ardianto, ahmad yani 150-158 content analysis of cell division concepts in senior high school biology textbooks eva niña b. lopez, chris mae b. maraño , ritchelle w. origenes, aylene d. pizaña, josephine m. salmo, jay p. picardal 159-177 analysis of ethnoscience integrated environmental literacy for junior high school s. solheri, minda azhar, y. yohandri 178-186 instructıonal resources for teachıng bıology ın secondary schools ın moro, kwara state-nigeria florence omosholape abidoye, maroof zanab aliyu, aduke rihanat ahmed, ogunlowo 187-193 performance assessment to measure creativity through stream approach tri wahyu agustina, maratus sholikha, asrianty mas’ud, nisa sholehah pangsuma 194-204 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21748 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21748 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21041 https://ejournal.umm.ac.id/index.php/jpbi/article/view/21041 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18540 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18540 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18895 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18129 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18129 https://ejournal.umm.ac.id/index.php/jpbi/article/view/20732 https://ejournal.umm.ac.id/index.php/jpbi/article/view/20732 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18545 https://ejournal.umm.ac.id/index.php/jpbi/article/view/17657 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18093 https://ejournal.umm.ac.id/index.php/jpbi/article/view/18093 https://ejournal.umm.ac.id/index.php/jpbi/article/view/20157 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 141-150 10.22219/jpbi.v5i1.7215 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 141 research article understanding the bottlenecks in methodological adoption of constructivism in secondary schools in kenya gideon mwanda a,1, , ronnie midigo b,2,* a asumbi teacher’s training college and department of education communication and technology, university of nairobi, p. o. box 30197 – 00100 nairobi, kenya b institute of anthropology, gender and african studies, university of nairobi, p. o. box 30197 – 00100, nairobi, kenya 1 gmmwanda@gmail.com; 2 ronniemidigo@gmail.com* * corresponding author introduction teaching and learning biology in many secondary schools in kenya has generally taken a pattern where teachers mostly use instructional methods characterized by lectures and few demonstrations (gideon m. mwanda, paul odundo, ronnie midigo, & owino s. mwanda, 2016; mukhwana, 2016; ngesu, gunga, wachira, & kaluku, 2014; nyongesa, 2015; ouko, anditi, & githua, 2017; vidija, 2015). these instructional methods expose students to minimal practical activities, group discussions, and are hardly taken on educational trips a r t i c l e i n f o a b s t r a c t article history received december 12, 2018 revised february 20, 2019 accepted march 05, 2019 published march 09, 2019 constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centered education. this study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. the study design was quasi-experimental non-equivalent groups with a post-test examination. a total sample participated in this study was 477 students and 12 teachers. the instruments used in this study were; constructivist instruction manual, post-test, attitude questionnaire, and teacher’s questionnaire. the data collected was analyzed descriptively using mean and standard deviation values, while t-test and anova were used to test the differences between group means at α=0.05 level. the study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. moreover, the both positive learner and negative teacher attitudes toward the application of constructivism was found as considerable as inadequate compulsory facilities in the implementation of constructivist learning approach. thus, it is recommended to conduct deliberate programs in implementing constructivist learning approach in secondary schools in kenya. copyright © 2019, mwanda and midigo this is an open access article under the cc–by-sa license keywords biology learning constructivist teaching education pedagogy how to cite: mwanda, g., & midigo, r. (2019). understanding the bottlenecks in methodological adoption of constructivism in secondary schools in kenya. jpbi (jurnal pendidikan biologi indonesia), 5(1), 141-150. doi: https://doi.org/10.22219/ jpbi.v5i1.7215 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 10.22219/jpbi.v5i1.7215 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7215 https://doi.org/10.22219/jpbi.v5i1.7215 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7215&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 141-150 142 mwanda and midigo (understanding the bottlenecks in methodological …) (allybokus, 2015; jepketer, 2017; jidamva, 2012). consequently, learner achievement in biology has been poor. on the other hand, an application of learner-centered instructional approaches has a greater potential in enhancing learner achievements (andersen & andersen, 2017; connell, donovan, & chambers, 2016; hsu, wang, & levesque-bristol, 2019; izzo, 2012; kharb, samanta, jindal, & singh, 2013; laal, naseri, laal, & khattami-kermanshahi, 2013; mcknight et al., 2016; montrieux, vanderlinde, schellens, & de marez, 2015; öhrstedt & lindfors, 2018; zenda, 2017). this study considered application of constructivism as espoused by piaget and inhelder (1964) in teaching and learning biology for better learner achievements. this approach is herein referred to as individual constructivist theory. individual constructivist theory of piaget and inhelder (1964) provides a two-pronged approach to knowledge construction. first, piaget’s cognitive structures (schema) which responsible for adaptation processes of assimilation, accommodation and equilibrium are like use of prior-learning experiences in aiding new knowledge constructions. second, learning occurs when an individual pass through four stages of cognitive developments: sensory-motor, pre-operational, concrete and formal operational stages. concrete and formal operational stages are implied in constructivist learning. at the concrete stage, learning is by manipulating objects, ideas, and events which later are transformed to formal reasoning. in constructivist learning, repeated manipulation of objects and ideas enables learners to construct meaningful concepts that can be transferred to logical abstract reasoning in a formalized manner. the social constructivist learning theory proposed by vygotsky in 1978, considered learning as a socially mediated exercise where a person constructs his/her knowledge based on his/her interactions with social and cultural environment (hakkarainen, paavola, kangas, & seitamaa-hakkarainen, 2015; shabani, 2016; shabani, khatib, & ebadi, 2010; thomas, menon, boruff, rodriguez, & ahmed, 2014; verenikina, 2010; vygotsky, 1978; wang, bruce, & hughes, 2011). knowledge formed by a learner is influenced by environment (context) and prior knowledge held by the learner (jang, kim, & reeve, 2016; kimmerle, moskaliuk, oeberst, & cress, 2015; van riesen, gijlers, anjewierden, & de jong, 2018). therefore, in social constructivist learning, teachers should provide learners with opportunity to negotiate meaning and to collaborate with peers and adults including teachers in knowledge construction (adams, 2006; jafari amineh & davatgari asl, 2015; jang et al., 2016; lai, 2011; mensah, 2015; piaget & inhelder, 1956). based on the advantages mentioned above, however, the evaluations of constructivist approach adopted in kenya are still limited. thus, the 5e’s (engage, explore, explain, elaborate, evaluate) constructivist was adopted in this study, a social constructivist approach in learning activities, was applied to provide learners with opportunities in constructing knowledge at individual and social levels during group discussions. in sense of assessing the effectiveness of constructivist instructional approach on learning biology as well as comprehending the challenges faced as its implementation in secondary school. method this study was quasi-experimental non-equivalent group with post-test design. both teachers and biology learners were the study population and examined in ecology topic. the participants in the study were divided into two groups i.e. experimental and control groups. the experimental group was exposed with constructivist instructional approach, while the control group was taught in conventional instructional method. a total of 477 students and 12 teachers were sampled to participate in this study. research data were collected using posttest as well as a structured questionnaire. the all data collected were analyzed using both descriptive (mean and standard deviation) and differential statistics (t-test at α=0.05 level). results and discussion comparing constructivist and conventional instruction in attempting to investigate the effects of constructivist and conventional instructional approaches on learning biology, the post-test results gained in the both groups were analyzed and compared. this analysis was conducted in two ways: first, the total of post-test results for all participants in the both groups were analyzed and compared using descriptive statistics as well as t-test to observe whether there was a significant difference between the two groups. the analysis results are served in table 1. second, post-test results of the two groups were also analyzed and compared based on six cognitive levels. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 141-150 143 mwanda and midigo (understanding the bottlenecks in methodological …) table 1. posttest results for the constructivist and conventional groups instructional group number of candidates m sd t-test p-value constructivist 231 45.84 15.05 4.17 0.001 conventional 246 40.26 13.96 the results in table 1 indicate that the participants in experimental group (m = 45.84, sd = 5.05) performed significantly better over their peers in the conventional group (m = 40.26, sd = 13.96), t(475)=4.17, p<.001 in which the alpha level of .05. the results obtained imply that participants who were exposed to constructivist method of instruction had a better understanding of the information covered during the period of instruction than those who were exposed to conventional methods. in the sense that constructivist instructional approach is more effective in promoting learning (eilam & trop, 2012) of biology amongst students at secondary school compared to the conventional one. the assumed undergirding reason of this condition was the various activities conducted in constructivist group had engaged the students during the learning. not only did the participants in constructivist group make working groups, but they also collaboratively worked on task items once the classes were engaged (jafari amineh & davatgari asl, 2015). discussions, presentations, elaborations, and critique activities that formed key aspects of constructivist instruction enhanced understanding and memory of participants in the constructivist group (andersen & andersen, 2017; connell et al., 2016; hsu et al., 2019; izzo, 2012; kharb et al., 2013; laal et al., 2013; mcknight et al., 2016; montrieux et al., 2015; öhrstedt & lindfors, 2018; zenda, 2017). the engagement phase provided learners with opportunity and much needed scaffolding which made them more focused and clearer on how to carry out investigations and what to discuss in the groups. during the discussions, participants constructed their own knowledge and tested it within the groups hence. this provided them a space for immediate feedback and motivation to seek for more information from various possible sources. during elaboration phase, the participants were presented with new tasks. those tasks were related to what they had learned earlier so that the participants got opportunity to expand their horizons of thought as they reflected on the new tasks. the idea of teachers building on learners’ prior knowledge was similarly elaborated by powell and kalina (2009) who recommended that teachers should assist learners to make meaningful connections between prior knowledge and new information. the 5e constructivist model, in this study, provided teachers with opportunity to assist students in constructing connections between prior knowledge and new knowledge experiences which, in turn, can lead them to the better performance in posttest compared to pretest. powell and kalina (2009) also recognized the importance of cooperative element in constructivist instructional approach as a way of promoting competition among groups in a class. thus, providing students with motivation and excitement will lead them to improve their performance. in a similar way, lord (1999) explained the superiority of constructivist instructional approach over the traditional one on its chances in allowing group discussion and interaction. as the consequences, the positive interdependence formed among students with individual accountability resulted the better learning outcomes. this study also compared the effects of the two instructional approach on learning biology in the six cognitive levels classified by bloom (2000). table 2 presents the posttest analysis results of the both constructivist and conventional groups. the results in table 2 indicates that participants who experienced the constructivist instructional approach (experimental group) enacted the higher scores in four levels i.e. knowledge, comprehension, application, and evaluation levels compared to those who were exposed with conventional instructional approach (control group). the t-test analysis results show the significant differences in cognitive domain levels between the two groups. t-test results of the aspects observed were: knowledge, t(475) = 4.19, p < 0.001; comprehension, t(475) = 5.36, p < 0.001; application, t(475) = 4.78, p < 0.001; and evaluation, t(475) = 3.00, p < 0.003. notwithstanding that four of the six aspects measured indicated that the experimental group levels were higher, but, contrarily, the two remain aspects, analysis (m = 60.33, sd = 23.37), t(475) = 0.09, p <0.93 and synthesis (m = 63.41, sd = 28.69), t(475) = 3.02, p < 0.003 levels of control group were better compared to the experimental group (analysis (m = 60.13, sd = 23.69); synthesis (m = 55.45, sd = 29.08)). these results revealed that the analysis performance between control group and experimental group was insignificant; meanwhile, the synthesis ability was significantly different in favor of the control group. the results presented in table 2 show a decrease trend of students’ achievement score from the lowest cognitive level (knowledge) to the highest one (evaluation). in the other words, the higher the cognitive level, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 141-150 144 mwanda and midigo (understanding the bottlenecks in methodological …) the more difficult the cognitive level to be enacted by students. even though this common phenomenon occurred, however, the students’ ability in analyzing as well as synthesizing were defied the trend. the both cognitive levels were achieved better by participants compared to the other lower cognitive levels. it is assumed that the phenomena is accordance with lake wobegon effect (thorndike, r. m., & thorndike-christ, 2010). lake wobegon effect is an attempt to explain causes of inflation of a test result based on experience of participants before taking a test. in this study, either the biology teachers revised with participants’ some items like items four and five in the posttest or the participants’ themselves engaged on self-revision of question items on topic ecology before the posttest. this was assumed as the cause which resulted inflated scores for the two items (analyzing and synthesizing). table 2. post-test results for participants at different cognitive levels cognitive levels group m sd t-value p-value knowledge exp(n=231) control(n=246) 56.41 44.67 31.75 29.41 4.189 <0.001 comprehension exp(n=231) control (n = 246) 38.57 27.23 24.87 21.32 5.355 <0.001 application exp(n=231) control (n = 246) 37.45 25.73 28.05 25.49 4.778 <0.001 analysis exp(n=231) control(n=246) 60.13 60.33 23.69 23.37 0.0906 0.928 synthesis exp(n=231) control (n = 246) 55.45 63.41 29.08 28.69 3.023 <0.003 evaluation exp(n=231) control(n=246) 27.06 20.16 28.42 21.40 3.004 <0.003 preferred instructional methods for ecology teachers were asked to indicate the instructional methods they preferred. responses from the twelve teachers who participated in the study are presented in table 3. from the data served, nine (75%) of the twelve teachers were reported prefer to use the instructional method which involves three components i.e. lecture, students’ individual activities, and few practical lessons in the same time. the teachers cited the following three reasons for always choosing the method. one, the method is effective for clear and coherent presentation of ecology concepts and terminologies which are abstract. two, the method is effective in saving time thus allowing for early syllabus coverage resulting into ample time available for students to carry out revision activities. three, as their schools are lack of adequate apparatus and equipment for practical lessons, but the method could still allow them to conduct demonstrations. these results might imply that biology classrooms are dominated by direct methods of instruction where teachers have custody of knowledge to be learnt and transmit it to learners who are mostly passive recipients. moreover, two (16.67%) of the teachers who participated in this study indicated that they commonly use the methods which accommodates lecture, group activities, classroom discussion, and presentation. there were two undergirding reasons supported the teachers’ choice. first, working in groups enables the students to share their learning experiences. as the students’ attention and interest are improved, the strong engagement of students’ activities will be enacted. they learn what they face during they are immersed in the social area (hakkarainen et al., 2015). as the consequences, the effective learning is well conducted. second, group discussion and presentation activities are the two proper ways in improving students’ understanding and memories about the materials learned. only one (8.71%) of the twelve teachers who implemented the teaching method which involved lecture, note elaborations, and tests. the teacher reasoned that his/her students were slow learners and that there were few biology textbooks in the school. note elaboration was done during learning process by considering the lack of biology textbooks in the school. meanwhile, the tests given were utilized as the instruments in drilling the students exercise in solving various questions related to the concepts learned. table 3. preferred instructional methods for ecology instructional method response percentage (%) i lecture, elaborate notes and class tests 1 8.71 ii lecture, individual activities and few practical lessons 9 75.00 iii lecture, group activities, class discussion and presentations 2 16.67 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 141-150 145 mwanda and midigo (understanding the bottlenecks in methodological …) learners’ attitude toward constructivism in order to ascertain the overall attitude of students towards the constructivist instructional approach, the responses from all students who were involved in this study, either as participant in experimental group or the control one as well as they who gave their responses in the attitude questionnaire, were analyzed. the analysis results are served in table 4. as served in the table, it can be seen that there was a significant difference of female students’ response (m = 58.30, sd = 9.15, n = 150) over male students (m = 53.14, sd = 8.24, n=146), t(294) =5.18, p<0.001. in addition, this finding leads to the conclusion that learners have positive attitude towards constructivist instructional approach. generally, secondary school students gave more positive responses towards the use of constructivist instructional approach compared to the conventional one. this can be proven by the data which show that the mean of attitude score (measured with attitude questionnaire), the both boys and girls, were more than 50%. this implies that the both female and male students liked to learn in the environment where they get the opportunities to actively participate in constructing their knowledge. table 4. students’ attitude towards the constructivist instructional methods gender mean std. dev. t-value p-value girls(n=150) 58.3 9.15 5.18 <0.001 boys(n=146) 53.14 8.24 teacher’s attitude towards the application of constructivism teachers who participated in the study were asked to respond to a set of questions which assessed their attitude towards an application of constructivism in teaching and learning biology. the results are presented in table 5. table 5. teachers’ attitude towards application of constructivism teacher’s attitude sd (%) d (%) n (%) a (%) sa (%) constructivist approach leads to higher learner achievement 28.4 19.6 2 12.3 37.7 constructivist methodologies can be applied easily in a classroom setting 48.4 17.3 5.9 17.5 10.9 my school support constructivism as a pedagogical approach with enhanced learning 38.6 29.4 1 8.9 22.1 my students enjoy constructivist learning approaches 29.6 13.5 32.3 10.2 14.4 i enjoy applying constructivism in my classes 46.6 18.8 12.6 13.2 8.8 descriptions: sd (strongly disagree); d (disagree); n (neutral); a (agree); sa (strongly disagree) the findings, as served in table 5, show that teachers were less optimistic toward application of constructivist instructional approach in classroom. approximately 48.4% of the teachers showed strong disagreement with the statement that ‘constructivist methodologies could be applied easily in a classroom setting’. as to whether students enjoyed constructivist learning environments, 32.3 % were neutral. however, most of the teachers (37.7%), in contrast, indicated strong agreement with the statement that “constructivist approach leads to higher learner achievement”. furthermore, 38.6% of the teachers indicated strong disagreement toward the implementation constructivist instructional approach by their respective schools. these finding leads to an understanding that as the teachers were aware about the pedagogical values of constructivism, they rarely applied it in classroom due to inadequacy support as considerable as incompatibility of classroom environments to this approach. the availability of facilities for teaching and learning ecology ecology learning requires practical investigations of the environment to know where exactly the different organisms live. to conduct the effective ecology learning, schools should provide adequate facilities which enable students to carry out the investigations. the facilities considered in this study are basic requirements which mostly needed by students to conduct investigations in school environment (served in table 6). the data in table 6 indicate that schools which participated in the study did not provide the all facilities and equipment needed in ecology learning. the most expensive facility cited in the study was open field ground and apparently all the schools which participated in the study have it. the remaining facilities were of lesser value but were not uniformly possessed by the schools. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 141-150 146 mwanda and midigo (understanding the bottlenecks in methodological …) sweep nets and quadrats sweep nets and quadrats are key facilities used in carrying out ecological field. it was, therefore, necessary for the study to survey the presence of these two items in the participant schools. table 7 presents a summary of the number of sweep nets and quadrats in the participant schools. data in table 6 shows that out of the 12 schools which took part in the study, only five (41.67%) were having quadrats, and out of the five schools, three of them had ten quadrats while the other two schools had only two quadrats each. the seven remaining schools (58.3%) did not have even a single quadrat. the data in the table also indicate that eight (66.67%) of the 12 schools had sweep nets and the four (33.3%) remaining schools did not have it. table 6. facilities and equipment’s for teaching and learning ecology facilities and equipment schools having schools not having no % no % 1. quadrats 5 41.67 7 58.3 2. sweep nets 8 66.7 4 33.3 3. open field 12 100 0 0 4. manila or sisal rope 9 75 3 25 5. flip charts or manila papers 10 83.3 2 16.7 6. indelible ink 8 58.3 4 44.7 7. variety of biology t/books 11 91.7 1 8.3 8. panga/jembe/shovel 10 83.3 2 16.7 9. specimen bottles/polythene bags 10 83.3 4 16.7 10. tape measure/metre rule 12 100 0 0 11. cobalt chloride paper 9 75 3 25 table 7. sweep nets and quadrats number of quadrats in school number of schools number of sweep nets in school number of schools 0 7 0 4 1 0 1 2 2 2 2 2 3 0 3 2 4 0 4 0 5 0 5 0 6 0 6 1 7 0 7 0 8 0 8 0 9 0 9 0 10 3 10 1 more than 10 0 more than 10 0 quadrats and sweep nets are basic facilities used in practical activities to estimate population of organisms. since these facilities were lacking in many schools or were in scarce quantities in the schools, the implication is that biology teachers are not able to organize for practical lessons or conduct effective demonstration. these findings are supported by knec report of year 2007 on kcse examination. challenges encountered during teaching ecology the challenges discussed here are factors cited by biology teachers who participated in the study (chin & osborne, 2008; feyzioǧlu, 2012; pillay, 2016; wang, 2014). the factors are considered hindrances to constructivist approach in teaching and learning ecology (dennick, 2016; hedden, worthy, akins, slingerfriedman, & paul, 2017; valderrama-hernández, alcántara, & limón, 2017). the all challenges mentioned by the teachers have been summarized into seven points i.e. 1) ecology topic is broad and stressful to teach and cover effectively within the limited time provided by school syllabus coverage deadlines; 2) although ecological field trips are essential in teaching and learning ecology, most of the teachers felt that it is difficult (allybokus, 2015; jepketer, 2017; jidamva, 2012) and expensive to organize; 3) the double lessons allocated for practical activities in the biology time table do not provide adequate time to conduct ecology practical activities (gideon m. mwanda et al., 2016; mukhwana, 2016; ngesu et al., 2014; nyongesa, 2015; ouko et al., 2017; vidija, 2015); 4) resource materials including variety of biology reference books are either not available in schools or if available, are in inadequate quantities compared to the number of students; 5) frequent interruption of classes or school programs due to fee collection procedures and other school activities resulting in increasing student jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 141-150 147 mwanda and midigo (understanding the bottlenecks in methodological …) absenteeism from classes; 6) terminologies in the ecology topic are difficult so the learners require more time to learn the terms; 7) the time for teaching ecology topic is normally during a dry season when there is inadequate fauna and flora. this study considered the challenges cited by the biology teachers as novice ideas that do not reflect strong conceptions of the nature of biology and instructional practices involved in teaching and learning biology. national research council (2000) stated that for teachers with less years of teaching experience, their epistemological believes about science and ways of learning science are not stable and are easily buckled by students’ demand for less class work. thus, it is crucial to improve their self-regulated thinking (boruchovitch & ganda, 2013). contextual learning such as environmental conditions around and the school itself affect their instructional methods. some of the facilities needed for ecology lessons like sweep nets and quadrats are simple and can be innovatively prepared by the teachers and the students. school authorities should improve communication patterns with parents to make organization of field trips easy and to reduce time wastage in fee collection. biology teachers can use strategies that ease learning of terminologies. conclusion the findings of this study revealed that constructivist instructional approach pay positive influence on learners’ achievement in biology. in the same vein, there was a significant gender difference between male and female students’ achievement in biology when constructivist instruction is used. furthermore, students in single sex girls schools achieved the highest gain in mean, followed by students in the category of mixed boys and girls with the least gain registered by the students in single sex boys schools and thus indicating that constructivist instructional methods leads to higher achievement in single sex girls schools. on the other hand, the findings of this study revealed that students had positive attitude towards the constructivist instructional methods and that girls were more positive towards the constructivist instructional method as compared to the boys. this study therefore concludes that the constructivist instructional method is effective in improving learner achievements in biology and should therefore be adopted in secondary schools in teaching biology. based on these findings, biology teachers should be encouraged to use constructivist method of instruction, since the method 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(2017). essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools: a south african case study. information and learning science, 118(3–4), 1– 28. doi: http://doi.org/10.1108/ils-03-2017-0014 https://pdfs.semanticscholar.org/8c4a/5c89cc81733c4540d03e6d122c0b1f9b4f29.pdf http://ouleft.org/wp-content/uploads/vygotsky-mind-in-society.pdf http://ouleft.org/wp-content/uploads/vygotsky-mind-in-society.pdf https://knowledge.library.iup.edu/cgi/viewcontent.cgi?article=2294&context=etd http://doi.org/10.1108/ils-03-2017-0014 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 117-126 10.22219/jpbi.v5i1.7539 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 117 research article the effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills anik twiningsih a,1,*, sajidan a,2, riyadi a,3 a department of primary education, faculty of teacher training and education, universitas sebelas maret, jalan insinyur sutami no.36 a kentingan, jebres, surakarta, central java, 57126, indonesia 1 anik.twin@gmail.com*; 2 sajidan@fkip.uns.ac.id; 3 yadi_laras@yahoo.com * corresponding author introduction teachers have realized that developing of science and technology in industry 4.0 era has an impact on changes in teaching resources and methodologies. considerable attention is now being paid to developing teaching materials and recognizing the importance of teaching resources and strategies used to maximize the ignition of learning objectives. teachers need to use resources to deliver instruction. the resource used by the teacher is generally referred to as teaching material (saglam, 2011). teaching materials can support student learning and improve student success. teaching materials give opportunities for students to make predictions and judgments, think intuitively, get motivated, do experiments, and extract formulas from these experiments depending on the results (koparan, 2017; saglam, 2011; williams & williams, 2011). the a r t i c l e i n f o a b s t r a c t article history received january 26, 2019 revised february 14, 2019 accepted february 24, 2019 published march 06, 2019 thematic learning is considered as efficient as the students taught learn in coherent context and holistic way, as well as associate the concepts they learnt with their surrounding and real-life examples. the aim of the study was to identify the effectiveness of the problem-based thematic learning module prototype to improve students' critical thinking skills. this research and development were conducted based on borg and gall model. the module effectiveness was tested using pre-experimental design. the sampling technique used was cluster random sample which employed as many as 33 students in which the data collection technique used was test. the data gained was analyzed using paired sample t-test. the results showed that the students’ post-test score of critical thinking skills were significantly differed from their pre-test score. therefore, the developed module can improve student critical thinking skills effectively. moreover, it is suggested that teacher should apply a mixed method of teaching as it helps to strengthen students’ critical thinking skills. copyright © 2019, twiningsih et al this is an open access article under the cc–by-sa license keywords critical thinking skills problem-based learning thematic module how to cite: twiningsih, a., sajidan, s., & riyadi, r. (2019). the effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills. jpbi (jurnal pendidikan biologi indonesia), 5(1), 117-126. doi: https://doi.org/10.22219/jpbi.v5i1.7539 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7539 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7539 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7539&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 117-126 118 twiningisih et.al (the effectiveness of problem-based thematic …) number of sensing organs activated by the teaching materials used in the learning-teaching process is directly proportional to an easy and enduring learning process (saglam, 2011). learning materials must be chosen appropriately in order to achieve the learning objectives (both content and competence) of students. learning materials come in various shapes and sizes; one of them is a module. a module is part of the learning materials developed by using the based principle of teaching materials (rufii, 2015). according to nilasari, djatmika, & santoso, (2016) module is part of instructional materials packaged as a whole and systematically, that obtaining a set of the planned learning experience and designed to help students master specific learning objectives. a module as learning material in the classroom should provide effectiveness in primarily learning activities on the students learning outcomes (khasanah, sajidan, & widoretno, 2017; osman & vebrianto, 2005). the education curriculum in indonesia, especially in primary school, stated that the utilizing of thematic learning material will help students to achieve their learning objective. thematic learning is considered as efficient as the students taught to learn in coherent context and holistic way, as well as associate the concepts they learned with their surrounding and real-life examples (min, rashid, & nazri, 2012; retnawati, munadi, arlinwibowo, wulandari, & sulistyaningsih, 2017). thus, the development of thematic learning module becomes one of the important developments to empower effectiveness and the quality of students’ learning outcomes. however, the effectiveness of the learning modules is also influenced by the syntax of the learning model used. some research showed that learning models that utilize problems around students’ real-life help them to achieve their learning goals, such as problem-based learning. according to palennari (2016) problem based learning force students to think and learn. the syntax of this learning model contains problem orientation, student orientation, problem investigation, present the results of problem-solving, and analyze and evaluate the results of problem-solving (arends, 2012). in the investigation phase of the problem, students need a skill in thinking, one of which is critical thinking skills. problem-based learning provides conducive classroom atmosphere because of student-centered learning, the student is able to think critically (haseli & rezaii, 2013; tiruneh, verburgh, & elen, 2014). according to irawan & febriyanti (2016) critical thinking is a skill that one has to effectively solve a problem with the true reason that can help one to analyze, evaluate and determine decisions about what you have done. learning conducted by problem-based learning has a syntax similar with the indicators of critical thinking skills that are oriented to empower students’ skill to analyze problems and be able to evaluate the decisions (facione, 2011). it is to train students’ skill in developing the idea that they have, and shape their character skilled in critical thinking (cargas, williams, & rosenberg, 2017; ulger, 2018). regarding that situation, this study aims to develop problem-based thematic learning module for primary student, especially in the fifth grader. the module was developed based on the integration of several materials arranged in a unified, integrated and planned (muhson, 2009). the problem-based thematic learning module was compiled with the development of the net model theme (webbed). the effectiveness of the developed module was determined by measuring students’ critical thinking skills. method this research and development (r & d) were conducted based on borg and gall model (gall, gall, & borg, 2007) which is comprised of ten stages. due to time and cost constraints, this study is limited only to stage nine. stage 1: research and data collection the preliminary research and data collection conducted in primary school in surakarta, central java, indonesia. the student and teacher need assessment and observation technique was used to collect information. stage 2: planning the educational product in this stage includes: 1) estimating funding, personnel and time; 2) formulate validator qualification; and 3) compiling research instrument, consisting of students’ questionnaire, students’ critical thinking test (multiple choice and essay), and questionnaire of material, media, learning evaluation and strategy expert. stage 3: developing the product's preliminary form in the third stage, the preliminary form of the product was developed. it was a prototype draft of the problem-based thematic learning module. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 117-126 119 twiningisih et.al (the effectiveness of problem-based thematic …) stage 4: initial field-testing the initial field-testing was conducted by assessing the module by experts. there were four experts to assess the module including material expert, media expert, learning evaluation expert, and learning strategy expert. they are experts who hold doctoral degrees and professors and practitioners of primary school teachers who have experience in their field. each expert was asked to evaluate the module design so that weaknesses designed module can be improved. stage 5: the first revision of main product at this stage, the designed module gets a major revision to improve the product based on input from experts, especially in the module weaknesses part. stage 6: main field-testing the main field-testing was conducted by involving teacher (as practitioners) and ten students of the fifth grader in sdn (sekolah dasar negeri or state primary school) 1 of kleco, surakarta, central java, indonesia. then, the students’ response to the designed module was measured using a questionnaire. stage 7: operational product revision based on the students’ response in the main field-testing, the designed module gets some revision in order to make the module more feasible to use. stage 8: operational field testing the operational field-testing was conducted with a larger participant, as many as 33 of fifth grade students in sdn 1 of kleco. in this stage, the pre-experimental research design was used to find out the improvement of students’ critical thinking skill. the data gained was analyzed using paired sample t-test using the spss version 20 program assistance (significance 5%). before the paired sample t-test was performed, the data were tested using the classical assumption test, namely the kolmogorov-smirnov test to find out the normality of data distribution and the levene test to determine the difference of variances among the data. stage 9: final product revision the final module revision was carried out based on the result of operational field testing which has been generated from pre-experimental research. results and discussion research and data collection based on the need assessment result showed that students still find difficulties in studying the books due to general displaying material, the material discussion is less depth, so they feel hard to achieve the learning outcomes. the school applies students’ book subsidies from the government and there is not another supporting book yet. on the other hand, the observation results showed that teacher also finds difficulties in presenting material to students due to the discussion material in the book is less understandable. therefore, the teacher was required to seek additional reference material which is appropriate to help the student achieve their competences. besides students' books are not led to the syntax of a learning model so that teachers cannot accommodate the learning process which refers to student-centered learning. teacher and learning activities in the classroom are dominated by conventional teacher-centered learning; this is the impact of providing less support material. the teacher should give more guidance and explanation of the material in each learning activity. the limitations in providing teaching materials in student books have an impact on student activities in the classroom. students are not accommodated to practice their critical abilities. according to broom (2011) and zetriuslita, ariawan, and nufus (2016) the critical abilities including observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem-solving, and decision making. planning the educational product the results of this stage were: 1) the research and development required 9 months since the initial data collection until final product revision; 2) the product validators were consisted of four expert, namely material expert, media expert, learning evaluation expert and learning strategy expert; and 3) the research instruments were consisting of students’ questionnaire, students’ critical thinking test (multiple choice and essay), and questionnaire of each expert. the planning stage also has the purpose of determining the content of the themes used in the module developed. modules developed are tailored to the competencies that must be achieved by students and in line with problem-based learning models. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 117-126 120 twiningisih et.al (the effectiveness of problem-based thematic …) developing the product's preliminary form the thematic learning module was developed based on problem-based learning syntax. according to johnson and hayes (2015) and simone (2014) problem-based learning is a pedagogical approach that provides opportunities for teachers and students to meet the demands of 21st-century education reformation that is expected to have solid content and involved knowledge in analyzing and solving problems. in problembased learning, studying the breadth of content material, factual knowledge acquisition because the emphasis is on the depth of content and high-level thinking (gingerich, mader, & payne, 2012; xue et al., 2013). learning by using problem interacts students more productive because students are allowed to choose their topics, students tend to make best efforts to ensure the success of the final performance (treadwell, 2018). problembased learning facilitates the direct reasoning and problem solving so that students can train their critical thinking (ahrari, samah, hassan, wahat, & zaremohzzabieh, 2016; habimana & stambach, 2015; novianto & mustadi, 2015). critical thinking skills are very crucial in receiving and well comprehend in learning (bahmani, 2016). furthermore, critical thinking skills are needed to solve problems to the students both in learning and in their daily lives (chukwuyenum, 2013; mosher & desrochers, 2014; wilkin, 2017). problem-based thematic learning module was developed based on ecosystem sub-themes which consist of six lessons (figure 1). by utilizing problem in ecosystem teacher can explore students’ potential to solve a real problem in the classroom. according to cargas et al. (2017) and goldstein, burke, getz, and kennedy (2011) bringing a real-life problem to the classroom will help student active in discussions, training students to communicate well, and help them understand the difficult concepts. some studies also state that problembased learning as one of student-centered learning model can involve students' active in the learning process (efendioglu, 2015; hamburg & vladut, 2016). the problem used will create a better learning atmosphere which can encourage the student to solve the problem in various ways in collaborative (gallagher, stepien, & rosenthal, 1992; siew & mapeala, 2016). in line with vygotsky’s learning theory states that social interaction with other friends, triggering the formation of ideas new and enrich the intellectual development of students (zhou & brown, 2015). the integration of problem-based learning syntax in the module can help teacher to accommodate students’ critical thinking skills. some studies revealed that problem-based learning can train students' critical thinking skills (noprianda, noor, & zulfiani, 2016; schoenberger-orgad & spiller, 2014). there are five students’ activities in each lesson, namely: 1) observing, 2) reading, 3) conducting discussions, 4) finding out, and 5) trying (figure 2). at the end of each lesson, there is an assessment sheet for the student (figure 3). figure 1. the cover page view (left) and the content list which listed six lesson in the module (right) initial field-testing the initial field-testing was conducted by the validators who consist of four experts, namely material expert, media expert, learning evaluation expert and teaching strategy expert. they are experts who hold doctoral degrees and professors and practitioners of primary school teachers who have experience in their field. the results of the expert testing of the designed module can be seen in table 1. the validation result showed that the material expert validation was 73%, the media expert was 85%, the learning evaluation was 94%, and the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 117-126 121 twiningisih et.al (the effectiveness of problem-based thematic …) learning strategy was 92%. the problem-based thematic learning module can be categorized as good criteria so that the product test can be continued by improving some revision from the validator. table 1. initial field-testing result. no validator validation result (%) 1 material expert 73 2 media expert 85 3 learning evaluation expert 94 4 learning strategy expert 92 average 86 figure 2. the students activities in lesson 1 consist of five activities: 1) observing (let’s observe), (2) reading (let’s read) (left), (3) conducting discussions (let’s discuss), (4) finding out (let’s find out) (center), and (5) trying (let’s try)(right). figure 3. the assessment sheet page for student. the first revision of main product in this stage, there were some revisions to the module based on the initial field test. based on the assessment of material experts, there were several revisions related to misconceptions in the student reading part. according to media experts, there was some image which not clearly visible. in addition, there are some parts that require more contrasting colors to attract students' attention. the learning evaluation experts suggest adding group assignments to the student assessment sheet. on the other hand, the learning strategy experts requested a consistency of student activities in each lesson in the module. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 117-126 122 twiningisih et.al (the effectiveness of problem-based thematic …) main field-testing the results of practitioners and small group students testing were based on suggestions and inputs from trial subjects. the advice from practitioners and students, in general, can be seen in table 2. most of the student gives a positive response and feel interested in the designed module. table 2. advice and suggestion of main field test participants trial subject advice and suggestion result practitioner i no revision practitioner ii improvement of lesson learn writing revision small trial result no revision operational product revision the revision of operational products is a made revision after the product is assessed by practitioners and students through small group test. the revised aspects are based on suggestions from trial subjects (table 2). according to practitioner ii, at the end of each lesson in the module, students are given the opportunity to write learned lessons obtained. operational field-testing the purpose of operational field-testing was to find out the effectiveness of the module being developed. the problem-based thematic learning module was applied in 33 of fifth grade students in sdn 1 of kleco. the product testing was carried out in accordance with the syllabus and lesson plans that have been prepared by the teacher in six lessons (6 x 35 minutes). before the lesson conducted, the students were given a pre-test. while at the end of the sixth lesson, they were given a post-test. the results of measurement of critical thinking skills in the pre-test and post-test are shown in the table 3. table 3. the score of critical thinking skills test score n mean standard deviation pre-test 33 68.18 8.083 post-test 84.61 10.070 based on table 3, the post-test mean (84.61) is greater than the pre-test (68.18). after that, the result of the kolmogorov-smirnov test to find out whether the data is normally distributed or not can be seen in table 4. the results showed that sig. (2-tailed) in pre-test 0.432 > 0.05, it means that data is normally distributed. as well as the pre-test data, the post-test data also normally distributed with the sig. (2-tailed) is 0.750 (> 0.05). table 4. the results of kolmogorov-smirnov test test sig. conclusion pre-test 0.432 data distribution is normal post-test 0.750 data distribution is normal table 5 showed the result of the paired sample t-test by comparing the critical thinking skills score between the pre-test and post-test. table 5. the result of paired sample t-test pair n t statistic df t table (2-tailed with α = 0.05) pre-test – post-test 33 -4.310 32 -2.042 the results of the paired sample t-test in table 5 showed that the obtained t statistic (2-tailed) -4.310 < 2.042 (t table). this result showed that the post-test critical thinking skills significantly differed from the pre-test. thus, it can be concluded that the problem-based thematic learning module was effectively improved students’ critical thinking skills. learning by using ecosystem problem-based thematic learning module conducted was proven effective to empower students' critical thinking skills. according to nargundkar, samaddar, and mukhopadhyay (2014) and simone (2014) it can be caused by the characteristics and syntax of problem-based learning which may stimulate thinking skills, especially critical thinking skills of students. okubo et al. (2016) added that problem-based learning is innovative learning to develop students’ skill so that the learning more effective than using conventional methods for implementing and developing knowledge in solving complex problems, as well as to develop students' critical thinking skills more advanced and independent learning skills. ecosystem taught with a problem-based learning model will involve giving the orientation of the problems to students, organizing students to examine, assisting with the investigation independently and groups, develop and present work and exhibiting, analyze and evaluate the process of overcoming the problem (arends, 2012). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 117-126 123 twiningisih et.al (the effectiveness of problem-based thematic …) learning ecosystems on the learning orients students on emerging issues observed, such as by drawing seawater ecosystems and tropical forests. students also discuss the autotroph and heterotroph organisms and their role in the environment. figuring out the relationship between abiotic and biotic components will train the students’ analysis skill. according to cochrane et al. (2004) and zangori and forbes (2015) this activity leads to the improvement of students’ critical thinking skills. and then students discuss in the group the food web and constituent biotic and abiotic components in the environment. davies, earle, mcmahon, howe, and collier (2017) underlined the collaborative discussion between students can improve their ability to communicate well and find the problem-solving. understanding of the basic concepts of ecosystems by using module will improve the thinking skills of students (fahim & pezeshki, 2012; khasanah et al., 2017). students were more interested in learning about the ecosystem material in the problem-based thematic learning module in the learning process. the teacher can facilitate learning and provide motivation to learn the ecosystem using problem-based learning model (ismail, harun, zakaria, & salleh, 2018; kong, qin, zhou, mou, & gao, 2014; simamora, simamora, & sinaga, 2017; sulaiman & eldy, 2014). problem-based learning in the classroom provides reading, writing, speaking, and discussing critically to improve the critical thinking skills of students (chaijaroen, kanjug, & samat, 2012; chen & osman, 2017; fahim & pezeshki, 2012). it can train critical thinking skills of students more optimal and facilitates them to make reasoning as well as solving the problem which provides student-centered learning activities (ahrari et al., 2016; habimana & stambach, 2015). utilizing open-ended problems can enhance students' critical thinking skills by giving them opportunities to actively participate, express his ideas in their own way (jamiah, 2012; ku, lee, & ellis, 2017; nagge, killeen, & jennings, 2018; nargundkar et al., 2014). the students will also familiarize themselves to provide evidence of the problems solving (mudrikah, 2016; rosdiana, yuniarsih, & waspada, 2018). students can receive and gather information well in problem-based learning to improve their critical thinking skills (bahmani, 2016). final product revision based on the operational field test results there is no suggestion from the participants of the operational field test. during the learning process using problem-based thematic learning module, students feel comfortable and easy in understanding the materials. therefore, the module was feasible to use. conclusion the problem-based thematic learning module with ecosystem theme is qualified and deserved to be applied at school. the results also showed that the students’ post-test score of critical thinking skills significantly differed from their pre-test score. therefore, the developed module can improve student critical thinking skills effectively. for further research, it is suggested that the teacher should apply a mixed method of teaching as it helps to strengthen students’ critical thinking skills. acknowledgment authors would like to express deep gratitude to head of sdn 1 of kleco, surakarta, central java, indonesia, also teacher and students in the school for facilitating this research. our gratitude also goes to all people who have assisted us. references ahrari, s., samah, b. a., hassan, m. s. h. bin, wahat, n. w. a., & zaremohzzabieh, z. 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(2018). self-efficacy and motivation: improving biology learning outcomes of senior high school students. jpbi (jurnal pendidikan biologi indonesia), 4(3), 203-208. doi: https://doi.org/10.22219/jpbi.v4i3.6878 vol. 4 no. 3, 2018; pp. 203-208 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 21/10/2018 revised: 06/11/2018 accepted: 14/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education self-efficacy and motivation: improving biology learning outcomes of senior high school students fahmie firmansyah*, ratna komala, and rusdi master program of biology education, faculty of mathematics and natural sciences, universitas negeri jakarta, jakarta, indonesia *corresponding e-mail: fahmieeefirmansyah@gmail.com abstract there are many things that are factors of student learning success, including self-efficacy and motivation. self-efficacy and motivation will have a strong influence on students in achieving good learning outcomes. the aim of this study was to see the effect of self-efficacy and motivation on biology learning outcomes. this research was conducted at sshs 1 of cilegon city, this study used survey research methods using a quantitative-causal approach using path analysis. the sample used in this study was 144 students. the results of the research, the path coefficient of self-efficacy towards motivation was obtained at 0.596, the motivation for learning outcomes was 0,600 and self-efficacy toward learning outcomes through motivation was 0.358. it can be concluded that there was a direct effect of self-efficacy on motivation, there was a direct effect of motivation on biology learning outcomes, and there was an indirect effect of self-efficacy on biology learning outcomes through motivation. keywords: biology learning outcomes, motivation, self-efficacy © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction learning is a process where a person gets an experience to get a new knowledge. learning is also interpreted as a change in behavior that survives in certain capacities that are obtained or generated from the experience gained (schunk, 2012). this behavior change is in the form of cognitive, affective, and psychomotor abilities. to see the success of a learning process requires an overview in the form of learning assessment. the purpose of this assessment is to see the extent of the success of the learning process. in carrying out learning activities, students must have confidence in their own abilities and have high learning motivation to be able to complete the learning process activities well. student learning success will also be a material review that activities and learning plans are achieved well. based on the results of the questionnaire of 11th-grade high school biology learning outcomes in state senior high schools (sshs) 1, 2, 3, and 5 of cilegon city stated that 62.5% of students' biology learning outcomes were not satisfactory or below standard. the low learning outcomes of biology are caused by a variety of factors including students having difficulty understanding the terms found in biology, the difficulty of students in understanding the material. in addition, there are internal factors (personality) that can also affect student learning outcomes. according to ciorbea and pasarica (2013) states that there is a relationship between personality and student learning outcomes or student academic achievement. one part of personality is selfefficacy and motivation. self-efficacy is a person's belief in his own ability to be able to do a task or work. according to atoum and al-momani (2018), self-efficacy is a person's belief in success or failure in carrying out tasks. according to köseoğlu (2015), self-efficacy is to believe in the ability and strength that it has in working, studying, and becoming a feature of success in gaining the academic achievement. self-efficacy will give strength to the internal students to believe in their ability to be able to complete every work they do, this is important for students to have so that students are able to follow the learning process well and be able to complete the task of learning well. self-efficacy is needed by someone to be able to regulate and act in achieving their goals. according to schunk (2012), self-efficacy is a https://doi.org/10.22219/jpbi.v4i3.6878 204 self-efficacy and motivation …. firmansyah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 203-208 belief in what a person can do, and not about what the person must do. there are three dimensions in self-efficacy, namely: 1) level or magnitude: belief in his own ability that is able to do tasks/work at various different levels of difficulty. 2) strength: belief that someone has that he has the ability and endurance in doing a task/job. 3) generality: person's belief in his own ability to be able to do tasks/work in various conditions (de noyelles, hornik, & johnson, 2014). other personality factors that play a role in student learning success are motivation, motivation is a process carried out by someone to achieve a goal by considering the intensity, direction, persistence (robbins & judge, 2012). according to remi, abdul-azeez, and toyosi (2011) states that it is defined as a force that encourages a person to achieve his personal and work goals. motivation gives strength to someone's internal to continue to strive more to achieve goals (everaert, opdecam, & maussen, 2017; husamah & pantiwati, 2014; widiansyah, indriwati, munzil, & fauzi, 2018). students with high motivation will strive diligently to achieve learning goals in various ways so that students can get a high academic achievement. motivation is an important factor for students in the learning process and is very influential in the level of learning success (bukhari, khan, shahzadi, & khalid, 2014; kusurkar, ten cate, vos, westers, & croiset, 2013). motivation is a business force that produces persistence and effort to do a job (schermerhorn, uhi-bien, & richard n. osborn, 2011). so someone with high motivation will have persistence and high effort in doing work. according to robbins and judge (2012), there are 3 dimensions to motivation, namely: 1) intensity, is a person's state of the extent to which he strives to achieve his goals. 2) the direction is the condition of someone determining and choosing the method used to achieve the goal. 3) persistence is the extent to which a person is able to maintain the efforts made to achieve the goal. in this case, students with high motivation will have seriousness in learning and sincerity in achieving the expected goals. students will mobilize all their abilities by paying attention to the intensity, direction, and perseverance to achieve the expected goals, namely high learning outcomes. the purpose of this study was to determine the effect of self-efficacy and motivation on biology learning outcomes. method this study uses a survey research method with a quantitative-causal approach using path analysis, which looks at the effect of selfefficacy on motivation, the effect of motivation on learning outcomes in biology, and the effect of self-efficacy on learning outcomes through motivation. the research design is in figure 1. figure 1. path analysis research design the population of this study was all xi-grade mathematics and natural sciences students, and the sample of this study was 144 students of xigrade mathematics and natural sciences major in sshs 1 of cilegon city, banten, indonesia. the selection of population and sample in this study is the first to use purposive sampling techniques from all sshs in cilegon city, then get sshs 1 of cilegon. furthermore, for class selection using cluster random sampling technique and obtained xi-grade students. then from a total of xi-grade selected by purposive sampling and obtained xi-grade students majoring in mathematics and natural sciences. measurement of self-efficacy, motivation, and biology learning outcomes by using three instruments, namely the instrument of selfefficacy, motivation, and biology learning outcomes tests. the instrument of self-efficacy and motivation uses an opinion with five answer choices with a score scale consisting of 1 = strongly agree, 2 = agree, 3 = no opinion, 4 = disagree, and 5 = strongly disagree. biology learning outcomes test instruments use multiple choice, correct answers get 1 point and wrong answers get 0 points. before the instrument was used for data retrieval, validation was carried out by validators in the field of education and in the field of biological science. after validation, the instrument was tested to see the validity of the instrument and performed reliability tests on the instrument. the instrument of self-efficacy and motivation was tested for validity by using the pearson product moment formula, and tested reliability using the cronbach alpha formula. self-efficacy motivation biology learning outcome self-efficacy and motivation …. 205 firmansyah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 203-208 learning outcomes test instruments were tested for validity using the biserial point formula and tested reliability using the kr-20 formula. results and discussion the instrument is first validated by the validator before used in data retrieval. the results showed that the instrument self-efficacy got a value of 3.29 (0.00-4.00) and included a very valid category. motivational instruments get a value of 3.33 (0.00-4.00) and belong to a very valid category. biology learning outcomes test instruments scored 3.27 (0.00-4.00) and included very valid categories. the instrument was then tested to see the validity and reliability of the instrument. instrument trials were conducted for 37 of xigrade students majoring in mathematics and natural sciences on biology subjects. after testing the validity by using the pearson product moment formula, there are 55 questions that can be used to measure self-efficacy and 47 questions that can be used to measure motivation. the score of the reliability of selfefficacy and motivation are 0.9595 and 0.9371, respectively. biology learning outcomes test instruments after validity testing using biserial points there were 42 questions that can be used to measure student biology learning outcomes. biological learning outcomes test reliability score 0.9400. after the validity test and reliability test were carried out, the data was collected by using instruments of self-efficacy, motivation, and tests of biology learning outcomes to 144 students majoring in mathematics and natural sciences. after measuring self-efficacy, motivation and biology learning outcomes tests for students, the first stage was a correlation test. this is important because by conducting a correlation test, is there a relationship between variables. if there is a relationship between variables, then the next test can be carried out, namely the path analysis test, but if there is no relationship between variables, the path analysis cannot be done. correlation test using pearson product moment formula, correlation test results data are shown in table 1. table 1. the result of the correlation coefficient correlation correlation coefficient r2 self-efficacy on motivation (r12) .596** .356* motivation on learning outcomes of biology (r23) .793** .629* self-efficacy on learning outcomes of biology (r13) .682** .466* *p < .05 and **p < .01 based on the data in table 1, the score of the correlation coefficient of self-efficacy on motivation is 0.596, which means there is a positive and very significant relationship. these results are consistent with the research (motlagh, amrai, yazdani, abderahim, & souri, 2011) which states that there is a relationship between self-efficacy and student academic achievement. the score of the coefficient of determination (r2) self-efficacy on motivation is 0.356, which means that 35.6% contributes to self-efficacy to increase motivation. the score of the motivation on learning outcomes of biology correlation coefficient is 0.793, which means there is a positive and very significant relationship (solomon, corresponding, ofori, & nsiahgyabaah, 2017; erten, 2014). the score of the coefficient of determination (r2) motivation on learning outcomes of biology is 0.629, which means that 62.9% of the motivation contributes to the improvement of biology learning outcomes. the score of the correlation coefficient of self-efficacy on learning outcomes of biology is 0.682, which means there is a positive and very significant relationship. the score of the coefficient of determination (r2) self-efficacy on learning outcomes of biology is 0.466, which means that 46.6% contributes to self-efficacy to the increase in biology learning outcomes. the next step after testing the correlation coefficient is path analysis. path analysis is done to see how much effect between variables. path analysis results data are shown in table 2. the direct effect of self-efficacy on motivation (p12) based on the data in table 2, the path analysis self-efficacy score on motivation (p12) is 0.596 and is at significance <0.05, which means that self-efficacy influences motivation. this means that self-efficacy has an influence on increasing student learning motivation, high self-efficacy in a field of work will improve good results through a higher performance and work (judge & bono, 206 self-efficacy and motivation …. firmansyah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 203-208 2001). the results in accordance with colquitt, lepine, and wesson (2012) that self-efficacy and competency give strength to motivation, this motivation will improve one's internal abilities. table 2. the result of the path analysis path analysis direct effect indirect effect self-efficacy on motivation (p12) .596** motivation on learning outcomes of biology (p23) .600** self-efficacy on learning outcomes of biology through motivation (p12) (p23) .358** *p < .05 and **p < .01 based on the data obtained, students with high self-efficacy also have high learning motivation. this is because self-efficacy in students will influence students' learning motivation. students with high self-efficacy will have high motivation in completing each school assignment and are able to participate in good learning activities. conversely, students with low self-efficacy will easily give up on completing tasks and not be able to survive to solve problems in learning activities (schunk, 2012). when students have confidence in their abilities, they will simultaneously increase their motivation to learn. self-efficacy affects a person's level of effort and perseverance in interpreting tasks (lunenburg, 2011). the implication of the data from this study is that students with high self-efficacy will have high motivation as well. this is beneficial for students because students feel confident in their ability to complete each task in school learning, students' confidence in their abilities will foster a high sense of enthusiasm and motivation. so that it can be concluded that self-efficacy directly affect motivation. the direct effect of motivation on biology learning outcomes (p23) table 2 showed that the direct effect of motivation on learning outcomes of biology scores is 0.600 (significance). it means that motivation affects learning outcomes of biology. this means that an increase in motivation will also affect the improvement of student biology learning outcomes. motivation is a driving force that can increase one's enthusiasm to exert all abilities to achieve goals. this is in accordance with schermerhorn et al., (2011) which states that motivation also produces perseverance in doing a job, and perseverance will produce good results. the motivation for learning in students will affect student learning outcomes. according to gupta and mili (2016), the high learning motivation will improve learning outcomes of students. motivation provides internal strength to students to be more active in learning and try to be stronger. motivation will also help students in their efforts to understand the subject matter. sukor, mohd ayub, norhasnida, and nor khaizura (2017) stated that motivation will increase students' enthusiasm for understanding learning material. to be able to get good results, it requires ability and motivation (colquitt et al., 2012; zameer, alireza, nisar, & amir, 2014). christiana (2009) stated that motivation influences and becomes a significant aspect in determining learning outcomes. based on the research arulmoly and branavan (2017) stated that motivation has a significant influence on the academic achievement of middle school students. previous studies have proven that there is an effect of motivation on student learning outcomes. these previous studies are in accordance with the data obtained by researchers, namely motivation affect students' academic performance. the implication of the data from this study is that students with high motivation will influence the improvement of learning outcomes. students with high motivation in learning will have sincerity, perseverance, and high enthusiasm in doing each school assignment so that students will improve their learning outcomes. it can be concluded that motivation has a direct effect on student biology learning outcomes. the indirect effect of self-efficacy on the learning outcomes of biology through motivation (p12) (p23) based on the data in table 2 the path analysis self-efficacy score on learning outcomes of biology through motivation (p12) (p23) 0.358 and are at significance <0.05, which means that self-efficacy affects biology learning outcomes through motivation. self-efficacy is a person's belief in his ability to be able to do something, this belief will increase motivation and motivation will make someone diligent and try their best in achieving maximum results. self-efficacy and motivation …. 207 firmansyah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 203-208 increasing self-efficacy in a person will increase confidence, and this belief will create motivation to continue to maintain performance in achieving goals (schunk, 2012; yusuf, 2011). deora (2015) in his research stated that selfefficacy affect the learning outcomes of chemistry. the study shows that there is an effect of self-efficacy in increasing and decreasing student learning outcomes. self-efficacy gives strength to motivation, and motivation will increase internal strength in a person. students with high self-efficacy will increase the motivation that exists in them (ahmad & safaria, 2013). çetin and aşkun (2018) was found that increased motivation would produce the good performance in the form of good learning outcomes, this is because of motivation functions as a mediator variable between self-efficacy and student learning outcomes. when students have a goal to get good learning outcomes, then indirectly they will be motivated to learn and try harder (schunk, 2012). jiang, song, lee, and bong (2014) state that self-efficacy is influential as a predictor of student learning outcomes in elementary and secondary schools in korea. the implication of the data from this study is that students with high self-efficacy will increase learning motivation, and high motivation in learning will have an impact on achieving high learning outcomes. the effect of self-efficacy is of course not directly to students' biology learning outcomes but through motivation which functions as a mediator variable that connects between self-efficacy and learning outcomes. so it can be concluded that there is an indirect effect of self-efficacy on the results of learning biology through motivation. conclusion based on the data obtained, it can be concluded that there is a direct effect of selfefficacy on motivation, the direct effect of motivation on learning outcomes in biology, and the indirect effect of self-efficacy on the results of learning biology through motivation. selfefficacy and motivation have a significant influence on improving student learning outcomes, but there are still many other personality factors that influence student learning outcomes. based on the research data that the influence of self-efficacy in improving learning outcomes is only 46.6% and the effect of motivation in improving student learning outcomes is only 62.9%, this means that there are still other factors that influence the improvement of student learning outcomes that can be done by researchers in the future which will come. the number of samples used can also use more so that the data obtained will be more accurate. researcher's suggestion is to use more personality variables that can be used to measure student learning outcomes, so that 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(2014). the impact of the motivation on the employe performance in beverage industry of pakistan. international journal of academic research in accounting, finance and management sciences, 4(1), 293–298. https://doi.org/10.6007/ijaraf ms/v4-i1/630 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 89 identifikasi pteridophyta di piket nol pronojiwo lumajang sebagai sumber belajar biologi miftakhul jannah, wahyu prihanta, eko susetyorini. 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail: mifta_cute70@yahoo.co.id abstract indonesia has abundant pteridophyta, because indonesia has a climate that supports the growth of pteridophyta. pteridophyta are found in tropical forests which have abundant sunlight and high humidity. pronojiwo have characteristics suitable forest for life pteridophyta.this type of research is descriptive research. research will be conducted in two places, pteridophyta samples implemented piket nol pronojiwo lumajang and fgd in mataram lumajang high school keywords: pteridhophyta, piket nol lumajang, fgd pteridophyta memiliki habitat tersebar di seluruh bagian bumi, namun paling banyak ditemukan hidup di tropika. menurut tjitrosomo et.al (1983), pteridhopyta hidup tersebar luas dari tropika yang lembab sampai melampaui lingkaran artika. jumlah yang sangat besar dijumpai di hutan-hutan hujan tropika dan juga tumbuh dengan subur di daerah beriklim sedang. pteridophyta memiliki anggota jenis yang cukup besar, menurut jones dan luchsinger (1986) di seluruh dunia ditemukan 13.000 species pteridophyta. di malaya yaitu kawasan yang meliputi sebagian besar kepulauan indonesia, philipina, guinea dan australia utara, terdapat 4.000 species pteridophyta yang mayoritas anggota kelas filicinae (whitten dan whitten 1995). menurut loveless (1999), pteridophyta memiliki 10.000 species, 3.000 diantaranya diperkirakan hidup di indonesia. indonesia memiliki jumlah pteridophyta yang melimpah karena indonesia memiliki iklim yang mendukung pertumbuhan pteridophyta. pteridophyta banyak ditemukan pada hutan tropika yang memiliki cahaya matahari melimpah dan kelembaban tinggi. di hutan tropika pteridophyta menempati habitat yang ternaungi seperti epifit pada pepohonan atau pada dasar lantai hutan yang lembab, pteridophyta di hutan terlindung dari panas dan angin kencang. beberapa jenis pteridophyta dapat di temukan di lahan terbuka membentuk belukar yang menutupi tanah-tanah kosong. pteridophyta di lahan terbuka kebanyakan hidup soliter dan tumbuh lebih lambat dari pteridophyta di daerah ternaungi (lipi 1980). pteridophyta memiliki banyak manfaat bagi manusia, yaitu sebagai tanaman hias sebagai contoh platycerium, adiantum, asplenium dan sellaginela; sebagai sayuran yaitu marsilia crenata, pteridium aquilinu: sebagai dekorasi dan karangan bunga yaitu gleichenia linearis, sebagai bahan pembersih yaitu equisetum, sebagai bahan obat-obatan yaitu aspidium filixmas, lycopodium clavatum (mirna, 2010). fungsi ekologi pteridophyta sebagai salah satu komponen pembentuk vegetasi hutan mampu menahan limpasan air hujan yang bermanfaat untuk mengurangi debit banjir dan penahan air yang berfungsi sebagai sumber air (polunin, 2004). tumbuhan pteridophyta diajarkan di sekolah pada bidang studi biologi mulai tingkat sekolah dasar sampai jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 90 perguruan tinggi pada jurusan tertentu terutama jurusan biologi. di sekolah menengah pengajaran pteridophyta menurut pedoman kbk mata pelajaran biologi yang diterbitkan departemen pendidikan nasional badan penelitian dan pengembangan pusat kurikulum jakarta, tercantum dalam kompetensi dasar : melakukan kegiatan kerja ilmiah (mengamati, mengelompokkan, mengkomunikasikan, menafsirkan, mengajukan pertanyaan) dengan materi pengelompokan atau penggolongan dengan indikator: menemukan perbedaan dan persamaan ciri berbagai objek biologi berdasarkan morfologi dan anatomi; melakukan klasifikasi berdasarkan ciri yang teramati dan menggunakan kunci determinasi sederhana pada beberapa spesies yang diberikan (2001). piket nol pronojiwo lumajang memiliki karakteristik klimatologi curah hujan cukup tinggi yaitu 2200 mm/tahun, tinggi tempat antara 548.64 sampai dengan 731.52 mdpl, suhu rata-rata 20 0 c – 30 0 c. dengan letak astronomis antara 112º54’09” -113º01’09” bt dan 8º06’30” – 8º15’43” ls (agus, 2011). kawasan ini mudah dijangkau karena dilalui jalan raya malang – lumajang. berdasarkan hasil kkl matakuliah botani tumbuhan tinggi jurusan pendidikan biologi universitas muhammadiyah malang ditemukan 3 kelas anggota pteridophyta dari 4 kelas yang ada. namun sampai saat ini belum didapatkan data publikasi tentang jenisjenis dan belum dilakukan penelitian untuk penggunaan sebagai sumber belajar di sekolah. metode jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian deskriptif. penelitian ini dilakukan untuk mengidentifikasi jenis-jenis pteridophyta yang ada di hutan pronojiwo kabupaten lumajang serta pemanfaatanya sebagai sumber belajar biologi dengan metode fgd (focus group discusion) dengan peserta guru sma mataram tempursari lumajang. sampel yang digunakan dalam penelitian ini adalah jenis pteridophyta yang ditemukan dalam penelitian di kanan kiri jalan raya malang-lumajang pada pasirian km. 16 sampai dengan km. 18+700 di piket nol pronojiwo kabupaten lumajang. teknik pengambilan sampel dengan sistem transek dengan membuat petak contoh 20 x 20 meter. sepanjang kanan kiri jalan raya malang lumajang mulai pasirian km 14 sampai dengan km 18, jarak antar transek 200 meter. penentuan luas petak contoh 20 x 20 meter dengan pertimbangan banyak pteridophyta yang epifit pada pohon, sehingga menggunakan luas petak contoh pada pohon. dimana menurut siti latifah, 2005 luas petak pohon adalah 20 x 20 meter, sebelum dilakukan pengambilan pteridophyta difoto terlebih dahulu sehingga didapatkan hasilberupa foto serta tumbuhan pteridophyta yang nantinya diherbarium. pteridophyta yang ditemukan dimanfaatkan untuk sumber belajar dengan menentukan standart kompetensi dan kompetensi dasar yang sesuai untuk pengajaran biologi di tingkat sma. kemudian pemanfaatan sebagai sumber belajar dilakukan dengan menyusun rencana pelaksanaan pembelajaran (rpp) dan lks,untuk kelayakan rpp yang disusun serta kelayakan pemanfaatan pteridopyta piket nol pronojiwo lumajang sebagai sumber belajar dilakukan fgd dengan guru-guru ipa sma mataram tempursari lumajang,berdasarkan masukan dari kegiatan fgd dilakukan revisi pada rpp yang telah disusun. hasil berdasarkan hasil penelitian jenis pteridophyta di piket nol pronojiwo lumajang di dapatkan data seperti pada tabel 1. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 91 tabel 1. hasil penelitian jenis pteridophyta di piket nol pronojiwo lumajang. no kelas jenis 1. psilophytinae psilotum nudum linnaeus & p.beauv 2. lycopodiinae selaginella willdenovii desv. & baker selaginella ornata (hook.), grev & spring 3. filicinae christela dentata (forsk.) brownsy&jermy diplazium acsenden bi. lepisorus longifolius (bi). holtt. dicranopteris dichotoma bernh. amphineuron terminans (bl) holtt goniophlebium persicifolium (desw) presl. chingia ferox (bl) ching pteris ensiformis burm. pteris longifolia auctt. asplenium nidus linn. asplenium tenerum forst. pityrogramma calomelanos (l).link nephrolepis hirsutula (forst).pr pneumatopteris ecallosa holtt. pyrrosia stigmosa (sw).ching. phymatodes longisima (bl).j.sm phymatodes scolopendria (burn) ching tectaria grandidentata (cesati) holtt drymoglosum piloselloides (l) presl athirium esculenta (retz). copel. athirium filix copel nephrolepis falcata (cav) c. chr. belvisia revoluta (bi). copel. belvisia mucronata (fee). copel arachnoides haniffii (holtt) ching adiantum capilus veneris linn lindsaea lucida bl chyatea obsura (scort). copel. 4. equisetinae hasil identifikasi pteridhophyta di piket nol pronojiwo lumajang 1. silotum nudum linnaeus & p.beauv herba kecil rendah, dan bercabang-cabang menggarpu, tumbuhan ini sama sekali tidak berakar hanya mempunyai tunas-tunas tanah dengan rizoid-rizoid, pada batang terdapat mikrofil (daun-daun kecil) berbentuk sisik, tidak bertulang dan tersusun jarang-jarang dalam garis spiral. sporokarp tidak terminal pada ujung batang atau cabang-cabang, tetapi di antara taju-taju sporofil yang berbagi menggarpu (tjitrosoepomo, 1994: 216). 2. selaginella willdenovii desv. & baker batang tegak dan bersisik halus, percabangan menyirip. ental berwarna hijau, bulat lonjong. licin dan agak kaku, ental subur dalam bentuk stobili berbentuk tabung (tjitrosoepomo, 1994: 225). 3. selaginella ornata (hook.) batang menjalar, ental kecil, tipis berseling pada batang, bercabang dua, kemudian cabangnya bercabang dua lagi begitu seterusnya, ental-ental subur tersusun di dalam karangan menyerupai bulir yang disebut strobili. strobili terletak di ujung percabangan berwarna hijau keputihan (tjitrosoepomo, 1994: 224). 4. christela dentata (forsk.) brownsy&jermy sorus berada di bagian bawah daun, tersusun rapi kanan dan kiri. sorus terletak di tengah urat daun. sorus yang berkumpul membentuk sori yang dilindungi oleh rambutrambut halus (common ferns of the philippines, 1994. hal 28), (piggott, 1998: 219). 5. diplazium acsenden bi. terestrial, batang berwarna hijau, rhizome kadang berasal dari tangkai ental, panjang ental 0,4-1,5m, dengan lebar 30jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 92 50 cm, bagian permukaan atas ental berwarna hijau gelap, licin, bagian bawah permukaan hijau keputihan, memiliki papila kecil dan pada ental memiliki cuping. terkadang tumbuh calon individu baru pada ketiak anak daun. sori tersusun di antara anak tulang daun memanjang sampai pinggiran ental. berwarna putih kehijauan saat muda dan berwarna coklat saat matang (holtum, 1968: 558). 6. lepisorus longifolius (bi). holtt. bentuk sorus lonjong, tenggelam pada helaian daun, daun panjang dan urat daun tidak tampak, sedangkan tulang daun utama tampak (holttum, 1968: 266). 7. dicranopteris dichotoma bernh. rhizome panjang, menjalar, pucuk berwarna hijau pucat, ditutupi bulu-bulu hitam, batang licin berwarna coklat kehitaman, tangkai ental berwarna hijau kekuningan, ental berwarna hijau, tiaptiapcabang bercabang dua, masing-masing cabang bercabang lagi. sori terdapat disetiap anak daun dan penyebaranya terbatas disepanjang tulang daun, berwarna hijau keputihan saat mudan dan berwarna coklat saat tua (holtum, 1968:69). 8. amphineuron terminans (bl) holtt sorus berbentuk bulat, berada di bagian ujung anak daun (pinna). indisium menutupi setiap sorus, indisium pada tumbuhan ini adalah indisium asli yaitu penutup yang merupakan perkembangan dari epidermis bawah daun (holtum, 1968). 9. goniophlebium persicifolium (desw) presl. epifit, rimpang menjalar berwarna hitam, tangkai ental berwarna hitam licin, ental majemuk dengan pinggiran bergelombang, berwarna hijau, licin, panjang, ental 80-100 cm, sori terdapat diantara anak-anak tulang daun, sejajar berwarna hijau kekuningan saat masih muda dan berwarna coklat saat matang (holtum, 1968: 296). berdasarkan ciri-ciri di atas maka dapat di ketahui klasifikasinya epifit, rimpang menjalar berwarna hitam, tangkai ental berwarna hitam licin, ental majemuk dengan pinggiran bergelombang, berwarna hijau, licin, panjang, ental 80-100 cm, sori terdapat diantara anak-anak tulang daun, sejajar berwarna hijau kekuningan saat masih muda dan berwarna coklat saat matang (holtum, 1968: 296). 10. chingia ferox (bl) ching. sorus terletak di tengah tulang daun, posisi daun berseling, batang terdapat bulu rambut (holttum, 1968). 11. pteris ensiformis burm. paku tanah, 0,15-0,70 m. akar rimpang tegak atau merayap, pendek dan beruas pendek. daun gundul, tegak, menyirip rangkap, kuat, tidak beruas dengan akar rimpang . panjang daun steril 5-20 cm, di atas tangkai dari 5-20 cm, sirip akhir 5-8 cm, sirip samping kedua belah sisi 3-7, bertangkai pendek atau duduk; anak daun kedua belah sisi dari poros, sirip 1-4, memanjang bulat telur terbalik, membulat atau tumpul, bergerigi tajam, 12 kali 4-6 mm, yang terbawa kerap kali berbagi, anak daun terujung adalah terpanjang. daun fertile jelas berbeda dengan yang steril, panjang 20-40 cm, di atas tangkai yang panjangnya 10-20 cm, anak daun atau taju daun berbentuk garis, lebar 2-4 mm, tepi rata, tetapi yang pada ujung bergerigi. sori pada sisi bawah daun di atas urat daun yang berjalan sepanjang tepi, tertutup oleh tepi daun yang tipis seperti selaput dan menggulung. ada bentuk antara anak daun fertile dan steril. seluruh jawa, 5-900 m. (stenis, 2002: 95). 12. pteris longifolia auctt. paku tanah, 0,15-0,70 m. akar rimpang tegak atau merayap, pendek dan beruas pendek. daun gundul, tegak, menyirip rangkap, kuat, tidak beruas dengan akar rimpang . panjang daun steril 5-20 cm, di atas tangkai dari 5-20 cm, sirip jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 93 akhir 5-8 cm, sirip samping kedua belah sisi 3-7, bertangkai pendek atau duduk; anak daun kedua belah sisi dari poros, sirip 1-4, memanjang bulat telur terbalik, membulat atau tumpul, bergerigi tajam, 12 kali 4-6 mm, yang terbawa kerap kali berbagi, anak daun terujung adalah terpanjang. daun fertile jelas berbeda dengan yang steril, panjang 20-40 cm, di atas tangkai yang panjangnya 10-20 cm, anak daun atau taju daun berbentuk garis, lebar 2-4 mm, tepi rata, tetapi yang pada ujung bergerigi. sori pada sisi bawah daun di atas urat daun yang berjalan sepanjang tepi, tertutup oleh tepi daun yang tipis seperti selaput dan menggulung. tidak ada bentuk antara anak daun fertile dan steril (stenis, 2002: 95). 13. asplenium nidus linn. ental tunggal, panjang ental 15-1,2 m, lebar 5-15 cm, tepinya rata dengan permukaan berombak, warnaental bagian bawah hijau pucat, tangkai ental sangat pendek, hampir tidak kelihatan, berwarna coklat. sori terletak dipertulangan ental bagian bawah. berwarna coklat tua, tersusun menyirip (holtum, 1968: 305). 14. asplenium tenerum forst. sorus terdapat di bagian bawah daun, letaknya sejajar dengan anak tulang daun. tangkai daunnya pendek atau daun duduk. sirip semakin ke atas semakin mengecil dan akhirnya membentuk satu daun. sori pada sisi bawah daun di bawah tepi taju daun yang menggulung, tepi daun tersebut juga berfungsi menjadi selaput penutup, melintang memanjang sampai pendek berbentuk garis, lurus atau bengkok (stenis, 2002: 95). 15. pityrogramma calomelanos (l).link habitat terestrial, sisi bawah daun tertutup bedak putih (lapisan lilin). sori mengikuti urat, daun menyirip rangkap 2 atau lebih (steenis, 2002: 91). 16. nephrolepis hirsutula (forst).pr daun menyirip, pangkal daun tertaancap pada batang, tunas adventiv pada akar. sorus berbentuk jantung, terdapat pada tepi permukaan bawah daun (holtum, 1968). 17. pneumatopteris ecallosa holtt. teresterial, batang berwarna hijau kecoklatan, terdapat garis putih jaringan udara. ental berwarna hijau dibagian permukaan, dan berwarna hijau pucat di bagian permukaan bawah, kasap, panjang ental antara 100-120 cm, dengan lebar 3060 cm, memiliki aurikel dibagian paling bawah, sebelum anak daun, mengellingi batang. sori tersusun dibagian kanan dan kiri anak tulang daun dan berada di bagian tengahnya, berwarna putih kehijauan saat masih muda dan berwarna coklat gelap saat matang (holttum, 1968). 18. pyrrosia stigmosa (sw).ching. epifit, rhizome menjalar, bersisik, berwarna coklat, ujung rhizome berwarna agak keemasan, tangkai empal sangat pendek, seluruh permukaan ental ditutupi bulu-bulu halus berwarna coklat kemerahan, panjang ental 25-45 cm, dengan lebar 3-6 cm, apex ental tumpul. ada dua jenis ental,pada permukaan bawah ental steril ditutupi bulu-bulu halus yang rapat seperti sisik, berwarna coklat kemerahan, sedangkan ental fertil diturupi oleh sori yang tersusun antara urat-urat daun. sori berwarna kuning saat muda, dan berwarna coklat saat matang, sori hanya terdapat pada duapertiga bagian apex ental (holtum, 1968: 147). 19. phymatodes longisima (bl).j.sm epifit dan teresterial, ental memiliki panjang 50-100 cm, dengan lebar 20-25 cm, berwarna hijau mengkilat bertoreh dalam. sori terdapat di kanan dan kiri pertulangan ental, berada pada cekungan yang dalam, sekitar 1-1,5 mm, sorus muda berwarna kuning kehijauan dan berwarna coklat saat matang (holttum, 1968: lubis, 2009: 106). jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 94 20.phymatodes scolopendria (burn) ching rizome panjang, antara 7 mm epifit dan teresterial, ental memiliki panjang 50100 cm, dengan lebar 20-25 cm, berwarna hijau mengkilat bertoreh dalam. sori terdapat di kanan dan kiri pertulangan ental, berada pada cekungan yang dalam, sekitar 1-1,5 mm, sorus muda berwarna kuning kehijauan dan berwarna coklat saat matang (holttum, 1968: lubis, 2009: 106) 21. tectaria grandidentata (cesati) holtt rimpang pendek, ental tunggal dengan torehan yang dalam, setiap tulang daun dihubungkan oleh torehan ental pada ental muda torehan belum terlihat, permukaan ental di bagian atas dan agak kasap di bawah, panjang ental 85-125 cm, dengan lebar 30-50 cm, tersebar di bawah permukaan ental, diantara urat-urat ental, berwarna coklat (holtum, 1968: 503: piggot, 1964: 348). 22. drymoglosum piloselloides (l) presl epifit, akar rimpang panjang, kecil, merayap, besisik, sisik menempel kuat. daun tepi rata, dimorfus, kaki lancip, ujung membulat atau tumpul, berdaging. daun fertil bertangkai pendek atau duduk oval memanjang, yang fertil jauh lebih panjang berbentuk garis. sori panjang sejajar dan dengan jarak tertentu dengan tulang daun tengah, pada ujung selalu mendekat (stenis, 2002: 92). 23. athyrium esculenta (retz). copel memiliki tekstur daun agak kaku, tepi daun bergerigi, ujung daun meruncing, pangakal daun berlekuk, permukaaan daun halus, pertulangan daun menyirip yang ujungnya sampai pada tepi anak daun dan berwarna hijau gelap. etal muda ditutupi sisik coklat muda (holttum, 1968: 543). 24. athyrium filix copel. sorus terletak di tepi daun berbentuk tapal kuda. sorus melengkung seperti bulan sabit tertutupi reniform coklat keputihan, berbentuk ginjal dan memiliki indisium (holtum, 1968: 266) 25. nephrolepis falcata (cav) c. chr. paku tanah jarang epifit, akar rimpang, tegak berdaun lebat, tangkai daun 10-60 cm, pangkalnya gundul atau bersisik jarang. helaian daun dari tanaman yang normal 20-120 kali 5-16 cm., kerapkali kaku tegak, poros gundul. anak daun duduk atau hampir duduk, kerap kali dengan sisik yang berkapur, yang terbawah agak berjauhan, kecil yang lebih tinggi terkumpul rapat,ujung menyempit lancip. pinnae subur sempit daripada yang steril dan sori memiliki indusia kecil berkembang hanya di margin (piggot, 1988 : 375). 26. belvisia revoluta (bi). copel. rhizome bersisik runcing, berwarna coklat gelap. memiliki dua jenis ental, steril memiliki panjang 10-12 cm, berbentuk lanset, ental fertil dengan panjang 15-20 cm, lebar 3-5 cm, sori tersusun dipinggir ental dibagian bawah berwarna coklat (holttum, 1968). 27. belvisia mucronata (fee). copel hidup epifit (menempel) di batang pepohonan, sorus tersebar di atas permukaan yang lebih rendah seperti di ujung dan berwarna kecoklatan. akar pendek merambat (holttum, 1968). 28. arachnoides haniffii (holtt) ching teresterial, helaian ental licin, berwarna hijau gelap, terkadang terlihat kebiruan, permukaan bagian bawah berwarna hijau pucat, anak daun saling berdekatan di bagian ujung dari anak daun terlihat seperti gigi. sori terdapat di bagian ujung anak tulang daun, berwarna coklat kehitaman. rimpang panjang, menjalar, berbulu kaku, berwarna coklat, panjang ental keseluruhan 35-65 cm, dengan lebar 15-22 cm (holttum, 1968 ). jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 95 29. adiantum capilus veneris linn tangkai daun hitam mengkilat dan halus, batangnya sangat pendek berada di antara tangkai daun. sorus berbentuk ginjal di bagian tepi daun dan daunnya kelihatan rapat antara daun yang satu dengan yang lain (holtum, 1968: 599). 30. lindsaea lucida bl helaian anak daunnya memiliki bentuk seperti kipas. tekstur meskipun kaku tetapi tipis. warnanya hijau gelap, mengkilap. sorinya tumbuh di tepi anakanak daun yang subur, tetapi hanya di bagian atas saja (kerabat paku: hal. 65). 31. chyatea obsura (scort). copel. sorus banyak mengandung sporangium, tidak pada tepi daun melainkan pada permukaan bawah, bentuk bola, indisium tidak ada atau jika ada berbentuk bola, piala atau mangkuk, seringkali amat kecil. daun tersusun sebagai rozet batang, menyirip ganda yang masih muda tegak atau serong, akhirnya daun yang telah kering bergantung. sorus agak jauh dari tepi daun yang muda diliputi oleh indisium bentuk bola (holtum, 1968: 127). b. penggunaan pteridophyta piket nol pronojiwo lumajang sebagai sumber belajar di sekolah. pada penelitian ini ditemukan 31 jenis yang tergolong pada 3 kelas dari 4 kelas yang ada. penggunaan hasil penelitian ini sebagai sumber belajar bilogi di sekolah di dasarkan pada hasil rancangan rpp dan lks yang telah disusun dan di diskusikan dengan guru sma mataram tempur sari lumajang. pemilihan sma mataram di dasarkan pada kedekatan lokasi sma dengan lokasi penelitian. pada awal perencanaan peneliti menyusun 3 alternatif cara pemakaian sebagai sumber belajar yaitu menggunakan metode karya wisata, penggunaan foto dan herbarium. hal terpenting yang didapat dari fgd dengan guru di sma mataram tempursari lumajang adalah: cara penggunaan sebagai sumber belajar yang paling sesuai adalah herbarium, sebab penggunaan hernarium dipandang lebih praktis, murah dan dapat digunakan secara klasikal. metode karya wisata terbentur dengan waktu mengingat pengajaran pteridophyta di sekolah, merupakan bagian dari kd 3.3 mendeskripsikan ciri-ciri divisio dalam dunia tumbuhan dan peranannya bagi kelangsungan hidup di bumi. pada kd tersebut selain pteridophyta masih dibahas 5 divisi lainnya yaitu monera, protista, fungi, alga, bryophyta, dan spermatophyta. dengan demikian penggunaan karyawisata tidak sesuai dengan alokasi waktu program semester. usulan peneliti untuk menggunakan metode karya wisata terpadu untuk semua kd 3 dan penggunaan foto, tidak disetujui forum dengan pertimbangan bahasan monera, protista dan fungi tidak mudah ditemukan di piket nol pronojiwo lumajang. cara penggunaan sumber belajar dengan foto dianggap kurang sesuai untuk sekolah, sebab penggunaan foto dengan ukuran kertas a4 akan mahal, alternatif penggunaan foto dengan lcd dinilai forum tidak semua sekolah menyediakan lcd, selain itu dengan mengamati gambar lcd anak tidak bisa bebas membandingkan satu obyek dengan obyek lainnya. berdasarkan hasil fgd selain cara pemakaian seperti yang tersebut di atas, rancangan rpp dan lks yang dipresentasikan peneliti mendapatkan revisi pada alokasi waktu dan pelaksanaan pembelajaran. namun pada prinsipnya penggunaan hasil penelitian pteridophyta di piket nol pronojiwo lumajang untuk sumber belajar dengan menggunakan herbarium layak untuk digunakan. kd yang sesuai adalah kd 3.3 mendeskripsikan ciri-ciri divisio dalam dunia tumbuhan dan peranannya bagi kelangsungan hidup di bumi, sedangkan indikator yang dikembangkan adalah mendeskripsikan ciri-ciri morfologi tumbuhan paku dan mengklasifikasikan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 96 tumbuhan paku. hasil fgd meliputi usulan peserta, rpp dan lks hasil penyempurnaan untuk penggunaan hasil penelitian pteridophyta di piket nol pronojiwo lumajang terlampir. pembahasan berdasarkan penelitian ditemukan 31 jenis pteridophyta di piket nol pronojiwo lumajang yang termasuk dalam 3 kelas dari 4 kelas yang ada. jenis-jenis tersebut adalah dari kelas psilophytinae adalah psilotum nudum linnaeus & p.beauv. dari kelas lycopodiinae adalah selaginella willdenovii desv. & baker, selaginella ornata (hook.), grev & spring, dari kelas filicinae adalah, christela dentata (forsk.) brownsy&jermy, diplazium acsenden bi., lepisorus longifolius (bi). holtt., dicranopteris dichotoma bernh., amphineuron terminans (bl) holtt, goniophlebium persicifolium (desw) presl., chingia ferox (bl) ching., pteris ensiformis burm., pteris longifolia auctt., asplenium nidus linn., asplenium tenerum forst., pityrogramma calomelanos (l).link, nephrolepis hirsutula (forst).pr, pneumatopteris ecallosa holtt., pyrrosia stigmosa (sw).ching., phymatodes longisima (bl).j.sm, phymatodes scolopendria (burn) ching, tectaria grandidentata (cesati) holtt, drymoglosum piloselloides (l) presl, athirium esculenta (retz). copel., athirium filix copel. nephrolepis falcata (cav) c. chr., belvisia revoluta (bi). copel., belvisia mucronata (fee). copel, arachnoides haniffii (holtt) ching, adiantum capilus veneris linn, lindsaea lucida bl, chyatea obsura (scort). copel. pada penelitian di piket nol pronojiwo lumajang ditemukan banyak variasi paku yaitu 3 kelas yang memiliki 31 jenis, hal ini karena piket nol pronojiwo lumajang merupakan kawasan dengan vegetasi penutup utama berbentuk hutan tropika basah. dimana ditunjukkan oleh keberadaan 7 jenis vegetasi hutan penyusun vegetasi hutan tropika basah yaitu pohon-pohon hutan yang membentuk tajuk atau canopy, terna pada lantai hutan, tumbuhan pemanjat atau liana, epifit, tumbuhan pencekik dari marga ficus, tumbuhan saprofit dan tumbuhan parasit. menurut polunin, 1994: daerah dengan tutupan vegetasi seperti itu termasuk hutan tropika basah. curah hujan piket nol pronojiwo lumajang cukup tinggi yaitu, 2200 mm/tahun, tinggi tempat antara 548.64 sampai dengan 731.52 mdpl, suhu rata-rata 20 0 c – 30 0 c. dengan letak astronomis antara 112º54’09” 113º01’09” bt dan 8º06’30” – 8º15’43” ls (agus, 2011). kondisi hutan tropika basah dengan karakteristik klimatologi tersebut di atas yang menyebabkan piket nol pronojiwo lumajang memiliki keanekaragaman pteridophyta yang beragam. dengan kondisi vegetasi dan klomatologi di atas akan mendukung tumbuhnya berbagai jenis pteridophyta. pteridophyta yang ditemukan adalah kelompok yang epifit maupun terestrial namun ternaungi yang merupakan habitat yang sesuai untuk pteridophyta (lipi, 1980). ketinggian tempat juga sangat mendukung muncul berbagai jenis pteridophyta, piket nol pronojiwo lumajang termasuk kawasan dataran rendah. menurut anwar, semakin tinggi tempat kelimpahan pepohonan dan epidit makin berkurang (1987). penyebaran jenis pteridophyta di piket nol pronojiwo lumajang sangat bervariasi, penyebaran tertinggi di miliki oleh asplenium nidus, hal ini terjadi karena asplenium epifit pada pohon (tjitrosoepomo, 1984: stenis, 2002). kondisi kawasan yang masih didominasi pohon akan sesuai sebagai habitat asplenium nidus. variasi penyebaran yang terjadi pada jenis-jenis pteridophyta dikarenakan piket nol pronojiwo lumajang memiliki variasi pencahayaan, daerah di sisi kanan lebih banyak tertutup vegetasi pohon, sedangkan sebelah kiri lebih terbuka. menurut latifah dalam jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 97 penelitiannya di samosir sumatra utara, suhu udara, tanah dan intensitas cahaya berpengaruh nyata terhadap keanekaragaman pteridophyta (2002). psilotum nudum memiliki frekuensi terkecil, hanya ditemukan pada satu plot dan dalam jumlah individu kecil. hal ini disebabkan psilotum nudum merupakan paku purba yang ditemukan tinggal pada beberapa tempat di jawa (tjitrosoepomo, 1994). berdasarkan hasil fgd di sma mataram tempursari lumajang, pteridophyta piket nol pronojiwo lumajang layak digunakan sebagai sember belajar. namun demikian penggunaan dengan metode karyawisata tidak sesuai dilakukan karena alasan waktu, penggunaan gambar juga sulit diterapkan karena keterbatasan dana di sekolah. cara penggunaan yang efektif adalah penggunaan dengan herbarium. selain herbarium pteridophyta yang ditemukan di piket nol pronojiwo lumajang, masih perlu penambahan obyek lain dalam penggunaan sebagai sumber belajar. untuk mencapai indikator mendeskripsikan ciri-ciri morfologi tumbuhan paku masih perlu ditambah tumbuhan lumut dan spermatophyta sebagai pembanding sehingga siswa mampu membedakan ciri pteridophyta dengan kelompok tumbuhan lain yaitu lumut dan spermatophyta. sedangkan untuk indikator mengklasifikasikan tumbuhan paku, perlu penambahan kelas paku yang tidak ditemukan di piket nol pronojiwo lumajang yaitu kelas equisetinae. kesimpulan dan saran kesimpulan berdasarkanan penelitian identifikasi pteridophyta di piket nol pronojiwo lumajang sebagai sumber belajar biologi, dapat disimpulkan: 1. ditemukan 31 jenis pteridophyta di piket nol pronojiwo lumajang yang termasuk dalam 3 kelas dari 4 kelas yang ada. jenis-jenis tersebut adalah dari kelas psilophytinae adalah psilotum nudum linnaeus & p.beauv. dari kelas lycopodiinae adalah selaginella willdenovii desv. & baker, selaginella ornata (hook.), grev & spring, dari kelas filicinae adalah, christela dentata (forsk.) brownsy&jermy, diplazium acsenden bi., lepisorus longifolius (bi). holtt., dicranopteris dichotoma bernh., amphineuron terminans (bl) holtt, goniophlebium persicifolium (desw) presl., chingia ferox (bl) ching., pteris ensiformis burm., pteris longifolia auctt., asplenium nidus linn., asplenium tenerum forst., pityrogramma calomelanos (l).link, nephrolepis hirsutula (forst).pr, pneumatopteris ecallosa holtt., pyrrosia stigmosa (sw).ching., phymatodes longisima (bl).j.sm, phymatodes scolopendria (burn) ching, tectaria grandidentata (cesati) holtt, drymoglosum piloselloides (l) presl, athirium esculenta (retz). copel., athirium filix copel.nephrolepis falcata (cav) c. chr., belvisia revoluta (bi). copel., belvisia mucronata (fee). copel, arachnoides haniffii (holtt) ching, adiantum capilus veneris linn, lindsaea lucida bl, chyatea obsura (scort). copel 2. pemanfaatan hasil penelitian identifikasi pteridophyta di piket nol pronojiwo lumajang sebagai sumber belajar biologi dilakukan dengan cara pemakaian herbarium untuk pengajaran di sekolah, menggunakan metode diskusi dan kerja kelompok dengan menggunakan lks. saran berdasarkan penelitian perlu dilakukan penelitian kelompok tumbuhan lain seperti halnya lumut dan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 89-98) miftakhul jannah dkk, identifikasi pteridophyta di piket 98 spermatophyta di di piket nol pronojiwo lumajang sebagai sumber belajar biologi, mengingat di piket nol pronojiwo lumajang masih memiliki tutupan vegetasi yang bagus dan memiliki banyak kekayaan vegetasi selain pteridophyta. daftar rujukan abdullah, 2000. ilmu alamiah dasar. bumi aksara: jakarta budi, 2007. data kerusakan hutan. departemen kehutanan. jakarta departemen pendidikan nasional. 2004. kurikulum 2004: standart kompetensi mata pelajaran sains. departemen pendidikan nasional : jakarta dewi, 2008. mengenal tumbuhan paku pteridophyta. erlangga. jakarta dimyati dan mujiati, 2002. belajar dan pembelajaran. rineka: jakarta hasairin, 2003. organ pada tumbuhan tingkat rendah. bumi aksara. jakarta holtum,1967. ferns of malaya. mc grawhill:toronto loveles, 1995. pteridophyta. surya pustaka. jogjakarta lubis dan siti, 2009. keanekaragaman dan pola distribusi tumbuhan paku di hutan wisata alam eden kabupaten toba samosir sumatra utara. thesis. universitas sumatra utara, padang muslikhah, 2002. identifikasi tumbuhan paku (pteridophyta) di hutan trenggalek. skripsi. umm: malang poerwanti, 1998. jenis-jenis penelitian. gramedia. jakarta piggott, a.g., 1988, ferns of malaysia in colour, tropical press sdn. bhd kuala lumpur, malaysia. polunin. 2004. gegrafi tumbuhan, aksara pustaka: bandung rano, d. 2010. jenis paku indonesia. artikel identifikasi tumbuhan. www. center of plant.com richard, 1952. ekologi pteridophyta. bumi insani. surabaya sastrapradja, 2000. jenis-jenis tumbuhan paku . lbn lipi : bogor scarhman.2000. media pembelajaran. jurnal penelitian. bandung. simpson. 2006. plant systematics. elsevier academic press. new york smith. 1994. potensi tumbuhan bagi kehidupan. surya pustaka. bandung steenis, 2008. flora untuk sekolah di indonesia. pt pradya paramita. jakarta tjitrosoepomo, 1994. taksonomi tumbuhan (taksonomi khusus). gadjahmada university press. jogjakarta wardah, 2000. lycopodium potensi sebagai tanaman hias. aksara pustaka.bandung. mjfas template 115 wallis | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 115-121 bioethics article animal ethics in biology teaching and research in selected asian countries robert wallis office of the deputy vice-chancellor (research & innovation), federation university australia, po box 663 ballarat, victoria. 3353. australia; whatsapp +61353622781 r.wallis@federation.edu.au abstract: governance and regulation of the use of live animals in research and teaching is examined in australia, malaysia, indonesia, the philippines, singapore, thailand, china, japan and india. a comparison of the systems in different countries will enable the determination of best practice and fit-forpurpose regulation. the most comprehensive government regulation of animal welfare in institutions covers a broad range of animals and institutions are required to have an institutional animal care and use committee, whose membership is specified in guidelines or regulations. the work of the committees is rigorously overseen by government and facilities that use live animals are audited externally. all countries examined have legislation governing the use of live animals in research, although only australia and malaysia have a fully equivalent mandated oversight of teaching. teaching that uses live animals is partly covered in the philippines, japan, singapore and thailand this paper thus aims to review the regulation of animal use in different asian jurisdictions in order to determine best practices that are appropriate to those settings. the most comprehensive oversight is provided in australia and malaysia that essentially use the same regulatory framework. keywords: animal ethics; asia; live animals; research introduction there has been global growing awareness of the need for humane treatment of animals used in biological research as well as in the classroom. historically, there was little regulation of treatment of animals, whether they were hunted, used for labour or farmed and killed for food. while some (e.g., 17th century philosopher descartes) argued animals could not reason and therefore could not suffer, other philosophers such as bentham in 1789 believed while animals might be incapable of reason and speech, they could certainly suffer pain (bishop & nolen, 2001). however, it was not until 1876 that the first animal cruelty legislation was passed in the uk. since then, there have been moves to protect animals from ill-treatment, including in many countries in research and teaching establishments. a system of governance and regulation has evolved worldwide that aims to improve the welfare of animals used in research and teaching. this system has involved a set of principles, most known as the 3rs (replace, reduce and refine) and institutional governance arrangements that have oversight of these practices (anh & rho, 2022; turner & barbee, 2020). in this paper i survey the regulation of use of live animals in biology teaching and research in a number of asian countries. this work follows on from recent work that compared the systems in japan and australia (wallis & katayama, 2022). the aim is to select countries in which the regulation and governance has been described and is publicly available. by comparing the different systems of regulation, the similarities and dissimilarities will be highlighted. this should demonstrate in which jurisdictions best practice is followed. it should also reveal where there are regulatory gaps and what might need to be implemented to achieve a fit-for-purpose and effective oversight of animal welfare. the challenge is whether the systems in place are effective – are institutions fully compliant or do they merely pay lip-service to the regulations? only in-depth analyses of in-country practices will reveal if there are problems in compliance (anh & rho, 2022). *for correspondence: r.wallis@federation.edu.au article history: received: 26 february 2023 revised: 19 may 2023 accepted: 27 may 2023 published: 16 june 2023 10.22219/jpbi.v9i2.25263 © copyright wallis this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: wallis, r. (2023). animal ethics in biology teaching and research in selected asian countries. jpbi (jurnal pendidikan biologi indonesia), 9(2), 115-121 https://doi.org/10.22219/jpbi. v9i2.25263 t e c h n o l o g i c a l , p e d https://doi.org/10.22219/jpbi.v9i2.25263 https://doi.org/10.22219/jpbi.v9i2.25263 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 116 wallis | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 115-121 method the publicly available literature was searched for details on the governance and regulation of animal welfare in research and teaching. only asian countries were considered to provide a geographic contextuality. institutional web sites and the grey literature were also accessed. information was sought relating to these questions: what animals are considered in the legislation and regulation? are institutional committees that have oversight of animal use mandated and is their membership specified? are the 3rs specifically addressed? is the system of oversight audited externally? is teaching that uses animals covered or is only research that uses animals considered? results and discussion malaysia and australia malaysia and australia both have a comprehensive code for the care and use of animals in research and, importantly, teaching (animal welfare board, 2020; nhmrc, 2013). as with all other asian countries that have defined what animals are covered in research and teaching, the code only refers to the use of live vertebrates. importantly, wild animals in malaysia are excluded, being considered under a different act. many institutions have adopted the code as part of their operating procedures for using live animals in teaching and research – for example, universiti malaysia sabah (2015). the constitution of iacucs is stipulated by the code (and thus by national legislation) and application for research and teaching that use live animals must consider the 3rs – replacement and reduction in the use of animals and refinement of procedures used to reduce animal suffering. institutions are inspected regularly for compliance, and this is enforced by the department of veterinary services in malaysia (gettayacamin et al., 2018) and the relevant state government agency in australia (wallis & katayama, 2022). breaches of compliance can be reported by observers and the australian code has clear mechanisms institutions must have to deal with any breaches. breaches are most likely to be reported within an institution, but the public should also have the opportunity to report concerns. this might be encouraged if there was greater transparency in the use of animals. a recent move in australia has been to increase the openness and transparency of use of live animals in research and teaching (anzcaart, 2023). this follows similar moves in the united kingdom and new zealand that were launched in 2014 and 2021 respectively (understanding animal research, 2023; anzcaart, 2022). institutions that sign up to the australian openness concord, agree to four commitments: (1) openness about their involvement in the use of animals; (2) enhancement in communications with the media and the public about their use of animals; (3) proactivity in providing opportunities for the public to find out about research or teaching involving the use of animals, and (4) reporting annually on their efforts to improve openness in their use of animals. indonesia the relevant legislation concerning animals in research are covered under those laws that deal with animal cruelty and health research, especially law no. 18 (2009) that covers veterinary health and animal welfare. law no. 5 (1990) deals with handling animals that have been wild caught. while iauacs are not mandatory, a growing number of universities and research organisations have established their own committees and determined their operating procedures and memberships (guillén, 2018). while the 3rs are discussed in two important documents established by the national health research ethics committee in the ministry of health (guidelines and teaching guidebook), they are not mentioned in law no, 18 which instead, emphasises the importance of users following the 5fs: freedom from (1) thirst, discomfort, (2) pain, injury or disease, (3) fear and distress, and (3) prevention of expressing normal behaviour. as with other asian countries, the regulations apply to use and care of live vertebrates, but also includes invertebrates such as crabs that feel pain (guillén, 2018). retnam et al. (2017) note that while enforcement of animal welfare legislation in indonesia has been weak in the past, there is growing commitment to ensure high standards of quality animal care and use of live animals. the use of live animals in teaching is not formally regulated. . philippines the amended animal welfare act 1998 has a revised implementing rules and regulations (irr) that deal with animal welfare in research and teaching establishments. these regulations stress the 5fs along with the 3rs, as well as stipulating the establishment of iacucs and licencing of research facilities. 117 wallis | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 115-121 secondary schools that use animals in research projects must also be licenced and comply with the rules and regulations (gettayacamin et al., 2018). facilities are inspected twice a year. what animals are covered in the revised act? animals covered are all “sentient creatures other than humans which shall include but not be limited to terrestrial, aquatic and marine animals” (paws, 2023, p.1). however, a category of aquatic animals includes “all life stages of fish, mollusks, crustaceans and amphibians originating from aquaculture establishments or removed from the wild, for farming purposes, for release into the environment, for human consumption or for ornamental purposes (paws, 2023, p. 2). a separate definition of marine mammals is also included in the act. the purpose of the act states “section 1. it is the purpose of this act to protect and promote the welfare of all animals in the philippines by supervising and regulating the establishment and operation of all facilities utilized for breeding, maintaining, keeping, treating or training of all animals either as objects of trade or as household pets. for the purpose of this act, pets shall include birds.” (paws, 2023, p. 3). so, it is somewhat ambiguous – the act’s purpose clearly refers to all mammals and pet birds, but since aquaculture is also discussed in the regulations, the act includes animals commonly farmed in aquatic systems. the issue is further complicated by crocodiles being included in a list of animals that when killed, must be done so using approved human procedures that are scientifically based. training of staff who care for animals is also specified. singapore in 2004 the singapore government published its guidelines on the care and use of animals for scientific purposes (naclar, 2004), a comprehensive set of requirements for institutions that use live animals in research. the document was based on similar ones in australia, new zealand and canada and covers such areas as animal care, housing, procurement and transport as well as institutions’ responsibilities. each organisation that uses live animals in its research must establish an iacuc and the membership is specified. a veterinarian must be appointed by the institution and is a member of the committee. research facilities that house and use animals are licenced by the agri food and veterinary authority. the iacuc must conduct internal audits and visit sites where animal research is carried out and the iacuc operations are themselves externally audited. teaching that uses live animals also requires approval from the organisation’s iacuc (for example, see nanyang technological university, 2023). animals covered by the guidelines are all live vertebrates. thailand the national research council of thailand requires institutions that use live animals in research and teaching to establish iacucs. membership, obligations and the records required are all mandated. the relevant act is the animals for scientific purposes act 2015 that applies to animal breeders and anyone involved with animal procedures for scientific purposes, including teaching, and retnam et al. (2017) believed back then that thailand was in the early stage of the acts’ enforcement. animals covered by the act are vertebrates plus any animals deemed to suffer pain. gettayacamin et al. (2018) note this includes some specific invertebrate groups – decapods, arthropods and cephalopods. a committee for supervision and promotion of procedures on animals for scientific purposes oversees implementation of the act. the government has also published a set of ethical guidelines that state several principles. importantly these include a note that if wild-caught animals are used, then the laws and policies relating to wildlife conservation must be followed. in line with buddhist philosophy, animals are also placed on the same level of respect as humans and must be afforded all care for their welfare. interestingly, these same guidelines also urge editors of scientific journals to require evidence that proper animal welfare protocols have been carried out in papers submitted. in particular, editorial boards should “request the author(s) of the submitted research paper to provide detailed information concerning the genetic background and the number of animals used, animal care provided, and experimental protocols including the certificate of approval for the research project issued by the authorized institutional committee. the manuscript should be rejected unless all the above requirements are fulfilled.” gettayacamin et al. (2018, p. 362). institutions must appoint an iacuc, and its membership is specified by the act mentioned above. facilities and researchers are licenced. students undertaking classes that use live animals are not required to be licenced. a “competent person” as declared under the act can enter a licenced premises at any time to inspect and audit its relevant operations (bhumibol, 2015). while the 3rs are used as the basis for animal welfare considerations, there are another 5rs also that researchers need to consider: reason, responsibility, reliability, reproducibility and recorded. china china has a national standard that regulates laboratory animal use, care and welfare, review of animal 118 wallis | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 115-121 welfare, personnel qualifications, facilities standards, reporting requirements and ohs (bayne et al., 2018). however, whilst this standard specifies many aspects of laboratory animal use, it does not cover non-laboratory animal use and actual classes of experimental animals. instead, there are various provincial and local regulations that describe conditions for use of fish, for example and what alternatives there might be to using mammals in research (bayne et al., 2018; cvek et al., 2017). there is thus much variation across the nation in terms of regulation and oversight. furthermore, china has less publicly available information on and more secrecy about animal welfare of animals used in research (cao, 2018). research facilities (and researchers) are licenced and conditions for obtaining the licences are documented. research facilities are audited and the 3 r’s are stressed – as well as rehoming for primates (as in india). the emphasis of the literature on china’s use of live animals is very much focussed on use of laboratory animals in experimental research. laboratory animals are those that are bred and fed for the purposes of research or teaching (cao, 2018). kang et al. (2022) have produced an important document that examines the use of the 3 rs (with an additional one – responsibility) in teaching functional experimentation to university students. they note some 40 million laboratory animals are used each year in chinese teaching and research establishments and describe the many problems inherent in using animals in teaching. these include a general lack of animal ethics education, great variation in the standards of training of lab animal practitioners, the poor experience many students have in using lab animals because of low standards in experimental design and animal welfare and that animal feeding regimes are not standardized leading to some animals being poorly maintained. the paper also describes a common set of experiments in university biology classes – use of toads to develop an understanding of nervous, muscular and circulatory systems and how alternative uses of simulations and videos can replace the use of live animals. interestingly, the use of toads in australia for the same experiments have long been abolished in australian universities. cao (2018)’s earlier study estimated fewer live animals being used, but still the figure of 20 million laboratory animals is high. of these, cao believes ¾ are used for medical purposes, of which 8 million endure pain during the experiments. cao (2018) believes that while there are regulatory rules and guidelines for the humane treatment of such animals in china, they are not as rigidly enforced as in western nations. this leads to much research (especially on non-human primates) being conducted by western scientists in china in conjunction with chinese colleagues instead of in their own countries. as well, cao (2018) notes large numbers of animals are exported from china for animal research. japan iacucs in japan are established under the guidelines for proper conduct of animal experiments by the japan science council and animal experimentation is subject to sets of standards developed by the ministry of environment and ministry of education, culture, sports, science and technology (mext) (wallis & katayama, 2022). as well, a non-government organisation, the japanese association for laboratory animal science, a nongovernment organization of researchers, published the guidelines for animal experimentation. japanese institutions that have set up iacucs are self-regulated and there are no formal government audits of their operations and research facilities. live animals have been used in japanese elementary schools for many years. mext has produced a set of guidelines for schools using live animals (but only reptiles, birds and mammals are covered) that advise on animal housing, care and use. importantly, schools must seek the advice of a veterinarian in caring for animals held in the classroom (hakui, 2010). japanese secondary schools are unlikely to use live animals in experiments that would require approval from an iacuc (wallis & katayama, 2022). india relevant indian legislation only covers live mammals and is overseen by a national committee for the purpose of control and supervision of experiments on animals (cpcsea). institutions must establish their own institutional animal ethics committee (iaec) which must have a veterinarian appointed. the membership categories of the iaec are also mandated. the committee can approve projects that use rodents and rabbits, but research using all other mammal species are only approved by the cpcsea on the recommendation from the iaec. iaecs are expected to encourage researchers to use animals that are lower on the phylogenetic scale (retnam et al., 2017). research facilities are licenced after inspection by a nominee of the cpcsea. so, who is on this powerful cpcsea? it comprises 23 members, 10 of whom are government representatives and 11 are researchers in the biological sciences. the other two members are one veterinarian and one person who represents the animal welfare lobby. qadri and ramachandra (2017) note that other important groups that perhaps should be represented are missing – for example, breeders of research animals, representatives of the pharmaceutical and biotechnology industries and contract research organisations. the iaec must report annually its findings and inspection reports to the cpcsea; meeting minutes must 119 wallis | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 115-121 be submitted within 15 days of a meeting. in this sense audits are conducted – if not actually in person by the cpcsea, then by the analysis of reports that in the case of assessment of the animal housing, include photographs. an interesting additional “r” is rehabilitation for large animals. this especially applies to animals such as horses. training is strongly encouraged for all participants in the scheme, and this must be reported annually – as must the curricula vitae of iaec members. schools and undergraduate teaching using animals is also considered in the guidelines for use of live animals. in general, only animals lower on the phylogenetic tree can be used with the exception of frogs (many of which are of conservation significance in india) and oddly, earthworms (qadri & ramachandra, 2017). teachers are expected to abide by guidelines for the housing, care and experimental use of animals that apply to research use of live animals specified by legislation. in 2012 the indian government’s ministry of environment & forests directed the medical council of india, the university grants commission and the pharmacy guild of india not to use live animals in experiments and to use alternative methods to dissections in universities. previously in 2001, animal dissection had been removed from senior high school biology curricula. table 1 summarises the governance arrangement for animal welfare in the use of live animals in teaching and research in the asian countries considered in this paper. the strictest regulation of using live animals specifies a broad range of animals, is covered by specific legislation and usually a set of guidelines or regulations, has a mandatory institutional animal care and use committee whose membership is specified and in which facilities are licenced and inspected. training of those involved in the care and use of live animals is also specified. table 1. comparison of governance requirements for use of live animal in teaching and research in selected asian countries. 120 wallis | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 115-121 the countries selected in this study are in a geographically defined setting, allowing for comparability in context. of these countries, the oversight of use of live animals in research appears to be strongest in australia and malaysia. these two countries use the same regulatory framework in that iaecs are legislated and mandatory, their membership categories are specified and the committees as well as facilities are audited externally. arguments against strict regulation cite delays in urgent research, too much red tape and unnecessary oversight. others have argued strict regulation is unnecessary; for example, in japan the buddhist belief of the sanctity of life means animal cruelty is rare (wallis & katayama, 2022). such arguments are countered by a groundswell of public opinion that abhors animal cruelty (morton et al., 2022). the regulation of teaching that uses live animals is less uniform across asia. it is strictest in australia and malaysia where teachers must seek approval through an appropriate iacuc, while in other jurisdictions it is not regulated apart from the need to observe prevention of animal cruelty legislation. the real test is the effectiveness of the regulation and whether research and teaching institutions are fully compliant with the meaning and intent of the prescriptions. it is all very well to have legislation and policies in place, but if breaches are frequent and undetected, then animal welfare is compromised (koplin, 2022). moves to improve the openness and transparency such as those seen in the uk and new zealand are thus to be welcomed. conclusion asian countries typically have some legislative oversight of animal welfare. at one extreme, there might be laws that forbid animal cruelty. most institutions that use live animals for research have committees that regulate the use of animals. however, only some classes of vertebrates might be considered, for example, mammals and birds. the strictest regulation considers the widest range of animals that includes all vertebrate classes and even some invertebrates such as cephalopods. in these jurisdictions institutional committees are mandated by law, their membership categories are clearly specified, the committee operations and the institutions’ facilities are audited, and the policies are also applied to teaching programs. it is to be hoped that all countries will move towards greater oversight of animal welfare in research and teaching. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. references anh, p. j., & rho, s. 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(2022). using live animals in biology teaching and research – a comparison between australia and japan. asian journal of biology education, 14, 8 – 16. https://doi.org/10.57443/ajbe.14.0_8 http://dx.doi.org/10.1016/b978-0-12-849880-4.00009-x https://doi.org/10.12659%2fmsm.938807 https://theconversation.com/can-we-ethically-justify-harming-animals-for-research-196387 https://www.frontiersin.org/articles/10.3389/fanim.2022.991042 https://www.ntu.edu.sg/research/research-integrity-office/institutional-animal-care-and-use-committee/guidelines https://www.ntu.edu.sg/research/research-integrity-office/institutional-animal-care-and-use-committee/guidelines https://www.nhmrc.gov.au/about-us/publications/australian-code-care-and-use-animals-scientific-purposes https://www.nhmrc.gov.au/about-us/publications/australian-code-care-and-use-animals-scientific-purposes https://paws.org.ph/downloads/3.irr%20of%20ra%208485%20as%20amended%20by%20ra%2010631.pdf https://paws.org.ph/downloads/3.irr%20of%20ra%208485%20as%20amended%20by%20ra%2010631.pdf https://www.petaindia.com/issues/animals-experimentation/animals-in-education-and-training/ https://doi.org/10.1017/9781108354882.002 https://doi.org/10.1093/ilar/ilz020 https://concordatopenness.org.uk/ https://www.ums.edu.my/ppp/files/e1.3-pekeliling-tncpi-201502---researchers-guidelines-on-code-of-practise-for-the-cara--use-of-animals.pdf https://www.ums.edu.my/ppp/files/e1.3-pekeliling-tncpi-201502---researchers-guidelines-on-code-of-practise-for-the-cara--use-of-animals.pdf https://doi.org/10.57443/ajbe.14.0_8 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 313-324 10.22219/jpbi.v5i2.7747 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 313 research article developing interactive questions to measure the higherorder thinking skills of senior high schools’ students afandi a,1,*, saleh hidayat a,2, indawan syahri b,3 a biology education study program, postgraduate program, universitas muhammadiyah palembang, jl. jenderal ahmad yani 13 ulu, palembang, south sumatera 30263, indonesia b english language education study program, faculty of teacher training and education, universitas muhammadiyah palembang, jl. jenderal ahmad yani 13 ulu, palembang, south sumatera 30263, indonesia 1 afandimoved95@gmail.com*; 2 salehhidayat29@gmail.com; 3 indawansyahri_ump@yahoo.co.id * corresponding author introduction the objective of education in the 2013 curriculum refers to the ministrial regulation of education and culture of indonesia, number 69 year 2013 about the basic framework and curriculum structure of senior high schools and islamic senior high school, is to prepare indonesian people to have life skills as individuals, citizens who are faithful, productive, creative, innovative and effective, as well as being able to contribute to the life of society, nation, state and world civilization (bsnp, 2013). however, the 2013 curriculum in schools which have been determined by the government has not run properly (gunawan, 2017; kusaeri, 2014; kustijono & wiwin hm, 2017). because the role of the teacher in the school is still too dominant as a disseminator of knowledge or a source of knowledge has not been based on students, so that it a r t i c l e i n f o a b s t r a c t article history received february 27, 2019 revised june 11, 2019 accepted june 20, 2019 published july 12, 2019 the traditional assessments which only covered lower-order thinking skills are still commonly used by teachers in palembang. yet the 21st-century education demands the empowerment of higher-order thinking skills (hots). the objective of this study was to find out the validity, practicality, and effectiveness of interactive questions in measuring students' hots. the research and development applied was 4-d model which included four stages (define, design, develop and disseminate). the study was conducted on the tenth graders of sman (sekolah menengah atas negeri-state senior high school) 4 palembang, and sman 9 palembang, in the even semester of academic year 2018/2019. the instruments of data collection were validation sheets and interactive questions. the data analysis techniques used were microsoft excel 2010 and winsteps version 3.73.0. in conclusion, the study showed that: 1) the expert validation results were very high category; 2) the instrument was considered as good by teacher responses; and 3) the interactive questions were effective in measuring students’ hots. copyright © 2019, afandi et al this is an open access article under the cc–by-sa license keywords higher-order thinking skills information technology interactive questions how to cite: afandi, a., hidayat, s., & syahri, i. (2019). developing interactive questions to measure the higher-order thinking skills of senior high schools’ students. jpbi (jurnal pendidikan biologi indonesia), 5(2), 313-324. doi: https://doi.org/10. 22219/jpbi.v5i2.7747 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7747 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7747 https://doi.org/10.22219/jpbi.v5i2.7747 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7747&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 314 afandi et.al (developing interactive questions …) does not train the higher-order thinking skills (hots) of students (istiyono, 2017; istiyono, mardapi, & suparno, 2014). hots is an important part of educational goals and becomes a necessity for students to face real life (almeida & franco, 2011; a. j. khoiriyah & husamah, 2018; papathanasiou, kleisiaris, fradelos, kakou, & kourkouta, 2014; pratama & retnawati, 2018).the ability to think that develops in individuals as expected in the 2013 curriculum and ministrial regulation of education and culture number 22 year 2006, cannot happen suddenly. educational institutions as institutions that are responsible for managing and organizing education, play a role to equip students with abilities that are useful for facing their future lives. in order to realize this need, it becomes a must to familiarize students to develop hots that can be seen from several aspects such as critical thinking, creative, problem solving, and high level decision making that can be developed in the learning process (husamah, fatmawati, & setyawan, 2018; pramesti, sajidan, dwiastuti, & setyaningsih, 2019; ramdiah, abidinsyah, royani, & husamah, 2019; ramdiah et al., 2018), both in the classroom and in the laboratory (ghani, ibrahim, yahaya, & surif, 2017; hugerat & kortam, 2014; madhuri, kantamreddi, & goteti, 2012; ramesh & rao, 2015; setiawan, malik, suhandi, & permanasari, 2018; yonata & nasrudin, 2018), and in assessment activities (budiman & jailani, 2014; ghani et al., 2017; razmawaty & othman, 2017; retnawati, djidu, apino, & anazifa, 2017). the ability to think high according to brookhart (2010) is at the top of bloom's cognitive taxonomy. teaching purpose underlying cognitive taxonomy is to be able to equip students to carry out knowledge transfer, being able to think means that students are able to apply the knowledge and skills they develop during learning in new contexts, including logic and reasoning, analysis, evaluation, and creation, problem solving and decision making. the 2015 program for international student assessment (pisa) study showed that indonesian students were only able to work on questions with type c1-c3 which was a low level of thinking ability (bklmkemendikbud, 2016). the low pisa score was certainly caused by many factors, including the current learning system that familiarizes students with only receive the information, so students are only able to solve procedural problems. the lack of habituation of students completing questions that measure hots based on information technology is also one of the factors causing low pisa assessment results. these problems could be solved, if the teacher was able to make questions optimalizing hots and in the application utilizing information technology. the results of the preliminary survey through biology subject questions sampling of the tenth grade in 2018/2019 academic year of several senior high schools in palembang could be seen that the questions used by the teacher in learning evaluation activities were still limited to the types of questions c1, c2, c3 and paper-based applications. this was due to difficulties in finding references to questions that were hots and the teacher's low ability to use information technology in the learning process. there were many research about the development of instruments in measuring hots and showed positive results. it was easier for student to understand and work on the questions well (budiman & jailani, 2014; istiyono et al., 2014; nofiana, sajidan, & puguh, 2014; rofiah, aminah, & ekawati, 2013; sa’adah, sugianto, & sutarman, 2014). but the weaknesses of some of the studies are that in its implementation. it has not fully utilized the development of information technology today (gardner, 2016; istiyono, 2017; nursalam, angriani, darmawati, baharuddin, & aminuddin, 2018; razmawaty & othman, 2017). according to the united nations educational, scientific and cultural organization (unesco, 2011), the development of information technology is expected to provide success in universal education throughout the world, one of which is to improve students' skills. after looking at a number of previous studies which focused on developing instruments in measuring hots, several weaknesses were found, including the application of the information technology to the maximum extent of the development of information technology, therefore this study intends to determine the validity, practicality, and effectiveness of interactive questions in measuring students' hots. method the model used in this study was a 4-d model according to thiagarajaan, semmel, and semmel (1974), which consists of defining, designing, developing and distributing. the subjects of this study were students from two sman (sekolah menengah atas negeri-state senior high school) i.e. sman 4 palembang, and sman 9 palembang, with totaling 100 students. the instruments used in this study were questionnaires, interviews, and interactive questions. analysis of the data in this study was conducted in two stages, the first stage was carried out by analyzing the validity of the questions assessed by the validator before testing and jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 315 afandi et.al (developing interactive questions …) the practicality based on the analysis of the use of the questionnaire response used by biology teachers and students with the help of the microsoft excel 2010 application. the validity assessment of expert lecturers was analyzed by aiken's v statistics (aiken, 1985), using the microsoft excel 2010 application which was formulated (azwar, 2012), as in formula 1: v = (1) where: v = expert agreement index regarding item validity, s = r – l0, r = number given by expert, l0 = lowest validity assessment number, c = highest validity assessment number, n = number of experts / validator. to interpret the score of expert validity obtained from the calculation above, the classification of validity was used as shown in table 1. table 1. the criteria for expert lecturers validity no validity result validity criteria 1 0,80 < v ≤ 1,00 very high 2 0,60 < v ≤ 0,80 high 3 0,40 < v ≤ 0,60 enough 4 0,20 < v ≤ 0,40 low 5 0,00 < v ≤ 0,20 very low (source: aiken, 1985). furthermore, in order to analyze the data filling in the user responses questionnaire by biology teachers and students using microsoft excel 2010 application as in formula 2 (wicaksono, kusmayadi, & usodo, 2014): (2) where: % nrp = percentage of user response score, σ nrp = user response total score (sb nrp + nrp b + nrp c + nrp k + nrp sk), and maximum nrp = σ r x best choice score (5). the results of the analysis interpreted based on the percentage criteria of the user response score per item statement as shown in table 2. table 2. nrp percentage criteria no validity result (%) validity criteria 1 0 ≤ nrs < 20 very weak 2 20 ≤ nrs < 40 weak 3 40 ≤ nrs < 60 enough 4 60 ≤ nrs < 80 strong 5 80 ≤ nrs < 100 very strong meanwhile, the analysis in the second stage was carried out on the students’ answers after answering interactive questions on kingdom plantae material in the tenth grade of biology subjects with the help of winsteps application 3.73.0 version to determine the effectiveness of interactive questions to measure students' hots based on validity, reliability, the level of difficulty of the questions, the differences of the questions, the bias item, the level of student ability, the pattern of student responses, the relevance of the quality of the response to the instrument, and measurement information (sumintono & widhiarso, 2015). next, to analyze the percentage of high order thinking skills by looking at the total score column. the scores obtained by students will be presented using the formula from purwanto (2009), as in formula 3: (3) where: np = the expected percentage score, r = raw score obtained by students, sm = ideal maximum score of the test in question, and 100 = fixed number. the interpretation of the percentage of hots of students based on categories according to the prasetyani, hartono, and susanti (2016), as seen in table 3. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 316 afandi et.al (developing interactive questions …) table 3. the categories of students’ hots no percentage (%) predicate 1 81 – 100 very good 2 61 – 80 good 3 41 – 60 sufficient 4 21 – 40 poor 5 0 – 20 very poor results and discussion the validity of interactive questions in measuring students' hots the validity of interactive questions in measuring students' hots can be known based on the results of the validity test by the expert appraisal, namely the evaluation expert lecturer, material expert lecturer, and linguist lecturer. the validation of the evaluation expert lecturer covers aspects of the formulation of questions, choice of answers, language, and layout. the validation results of the evaluation expert lecturers can be seen in table 4. table 4. the results of the validation by the expert evaluation lecturer question number valid without revision valid with revision not valid 1 ,4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 16, 18, 20, 21, 22, 23, 26, 27, 29, 30. 2, 3, 8, 9, 17, 19, 24, 25, 28. 21 items 9 items based on table 4, it appears that the number of items declared valid without revision is 21 items, valid with revisions totaling 9 items, and there are no invalid items. suggestions are given for problems that are declared valid with a revision that is related to the question formulation, language, and pictures/graphs/tables/diagrams. the results of the validation by an evaluation expert are interpreted based on the score category and analyzed by aiken's v statistics using microsoft excel 2010. the results of the analysis can be seen in table 5. table 5. statistical analysis of the validation results of expert evaluation lecturers no validity result validity criteria question number 1 0,80 < v ≤ 1,00 very high 1, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 16, 18, 20, 21, 22, 23, 26, 27, 29, and 30. 2 0,60 < v ≤ 0,80 high 3 0,40 < v ≤ 0,60 enough 2, 3, 8, 9, 17, 19, 24, 25, and 28 4 0,20 < v ≤ 0,40 low 5 0,00 < v ≤ 0,20 very low table 5 shows that as many as 21 items had very high levels of validation and as many as 9 items had sufficient validation. the conclusion of the validation results by expert lecturers evaluating interactive questions is that interactive questions have a validity with a very high category in measuring hots. from the average statistical value of aiken's v, the validation of the evaluation expert lecturer is 0.85 and the percentage of valid questions is 70.00%. validation of material expert lecturers includes aspects of indicators, concepts, languages, layouts, and construction. the results of the validation of the material expert lecturer can be seen in table 6. table 6. the results of the validation by the material expert lecturer question number valid without revision valid with revision not valid 1, 3, 4, 6, 7, 8, 9, 10, 11, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, 30. 2, 5, 12, 13, 14, 25, 28. 23 items 7 items based on table 6, it can be seen that the number of questions declared valid without revision is 23 items, valid with revisions are 7 items, and there are no invalid items. suggestions are given for problems that are declared valid with a revision that is related to conception, language, and choice of answers. the results of the validation of the material experts were interpreted based on the score category and analyzed aiken's v statistics using microsoft excel 2010. the results of the analysis can be seen in table 7. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 317 afandi et.al (developing interactive questions …) table 7. statistical analysis of the validation results of the material expert lecturer no validity result validity criteria question number 1 0,80 < v ≤ 1,00 very high 1, 3, 4, 6, 7, 8, 9, 10, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, and 30 2 0,60 < v ≤ 0,80 high 3 0,40 < v ≤ 0,60 enough 2, 5, 12, 13, 14, 25, and 28 4 0,20 < v ≤ 0,40 low 5 0,00 < v ≤ 0,20 very low based on table 7, the results show that as many as 23 items have a very high level of validation and as many as 7 items have sufficient validation. the conclusion from the results of the validation by the material expert lecturers is that interactive questions have a very high validity in measuring hots. this is seen from the average value of aiken's v statistics that the validation of material expert lecturers is 0.88 and the percentage of valid questions is 76.60%. validation of linguist lecturers covers aspects of the use of indonesian language rules, terminology, language clarity, and language suitability. the results of the validation of language professors can be seen in table 8. table 8. the results of the validation by the linguists question number valid without revision valid with revision not valid 1, 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 27, 29, 30. 3, 9, 17, 26, 28. 25 items 5 items based on table 8, it can be seen that the number of questions declared valid without revision is 25 items, valid with revisions are 5 items, and there are no invalid items. suggestions are given for problems that are declared valid with revisions, namely relating to indonesian language rules, language clarity, and language suitability. the results of the validation of linguists are interpreted based on the score category and analyzed by aiken's v statistics using microsoft excel 2010. the results of the analysis can be seen in table 9. table 9. statistical analysis of the validation results of the languist no validity result validity criteria question number 1 0,80 < v ≤ 1,00 very high 1, 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 27, 29, and 30 2 0,60 < v ≤ 0,80 high 3 0,40 < v ≤ 0,60 enough 3, 9, 17, 26, and 28 4 0,20 < v ≤ 0,40 low 5 0,00 < v ≤ 0,20 very low based on table 9, the results show that as many as 25 items have a very high level of validation and as many as 5 items have sufficient validation. the conclusion from the results of the validation of linguists by interactive linguists is that interactive questions have a very high validity in measuring hots, seen from the average value of aiken's v statistics for linguists 'lecturers' validation by 0.92 and the percentage of valid questions by 83.30%. the validity of interactive questions in measuring hots was tested through the expert validity stage and trial analysis. based on the results of the expert validity, it was found that; a) the average value of aiken's v was 0.85 with a very high category and the percentage of valid questions was 70.00%, but improvements must be made in the formulation of questions, languages, and images/charts/tables/diagrams; b) material expert validation obtained an average value of aiken’s v statistics was 0.88 with a very high category and the percentage of valid questions amounted to 76.60%, but improvements must be made to concepts, languages, and answer choices; c) the validation of linguists obtained an average value of aiken’s v statistics was 0.92 with a very high category and the percentage of valid questions amounted to 83.30%, but improvements must be made to the rules of indonesian language, language clarity, and language suitability. the validity of interactive questions for measuring hots could also be seen from the results of the analysis development trials using the winsteps-assisted rasch model 3.73.0 version. the results of empirical validity test could be explained as follows: a) the analysis results of the validity/level of item fit using the winsteps application 3.73.0 version could be concluded that all questions were normal fit/valid and there was no questions that needed to be repaired; b) the results of reliability analysis using the winsteps jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 318 afandi et.al (developing interactive questions …) application 3.73.0 version found that the developed questions have alpha cronbach reliability was 0.72, which means that the interaction between students and items in the overall question was good. for the score of person reliability and item reliability, in order was 0.84 and 0.82, it could be interpreted that the consistency of the students answers was good and the quality of the items in the instrument developed by the reliability aspects were good; c) the questions that have the highest level of difficulty was item number 7 with item measure logit score was 1.64 and questions that have the lowest difficulty level was item number 30 with item measure logit score was -1.22; d) the questions that have very good different power criteria were 7 items, the criteria for different power problems were 19 items,and the quite good different power criteria were 4 items; e) there was no question that was biased and must be fixed because it had a probability score greater than 5% (0.05). a valid instrument, will be able to measure aspects of hots student accurately (erfianti, istiyono, & kuswanto, 2019; k. khoiriyah, jalmo, & abdurrahman, 2018; puteh, aziz, tajudin, & adnan, 2018; sumarni, supardi, & widiarti, 2018). instruments must have accuracy when used (r. williams, 2003). consistent and stable, in the sense of not changing from one measurement time to another measurement. data that lack validity, will produce biased conclusions, are not in accordance with what they should, and may even conflict with custom. to make an instrument to measure the instrument, it is necessary to study theories, expert opinions, and experiences that are sometimes needed if the operational definitions of the variables are not found in theory (cadorin, bagnasco, tolotti, pagnucci, & sasso, 2016; yeager & lee duckworth, 2015). the practicality of interactive questions in measuring students' hots according to nieveen (1999), that aspect of practicality is seen in terms of users: a) do experts and practitioners think that something developed can be used in normal conditions?; and b) does reality show that something developed can be applied by teachers and students?. based on these, the practicality of interactive questions for measuring hots was obtained from the results of the responsiveness analysis of hots. in the implementation of extensive trials carried out the distribution of user response questionnaires to biology teacher of sman 4 palembang and biology teacher of sman 9 palembang. the results of the questionnaire were analyzed using microsoft excel 2010 application, to find out the response criteria for using interactive questions in measuring hots. analysis of the data to determine the response criteria for using interactive questions is to determine the percentage of response values from instrument users, the results of which are shown in table 10. table 10. the results of the analysis of the response to the use of interactive questions no user response p criteria nrp 1 very good 5 5 25 2 good 84 4 336 3 enough 0 3 0 4 less 0 2 0 5 ver less 0 1 0 𝛴 nrs 361 𝛴 max 550 % nrs 65.60 criteria strong based on table 10, it can be seen that the percentage of responses using interactive questions is equal to 65.60%. this shows the teacher's response to interactive questions to measure hots included in the criteria of strong and positive, because the value of user responses above 50%. the data is supported by comments from the teacher. based on the results of the responsiveness analysis for the use of interactive questions to measure hots, it can be concluded that interactive question was practical to measure students' hots. it was seen from the analysis result of questionnaire by the teacher. biology teacher stating that the suitability of the content, information clarity, language usage, clarity of purpose, ease of use, systematic presentation, and display of interactive questions included in strong and positive criteria. consequently, we need methods and criteria in order to assess the practicality of an instrument before it is implemented in their practice (gamel, 2007). compliance with completing education modules or teaching sets/instrument and the perceived usefulness are important factors in minimising bias and enhancing reliability in how raters complete the measure (r. g. williams, klamen, & mcgaghie, 2003). criteria that can be seen for example suitability of the content (miles, fulbrook, & mainwaring-mägi, 2016), information clarity (silveira et al., 2018), language (jones, 1976), and others . jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 319 afandi et.al (developing interactive questions …) the effectivity of interactive questions in measuring students' hots the effectiveness of interactive questions to measure hots was seen using duncan's measure of effectiveness theory in steers (1985), one of which is the achievement of goals. the purpose of developing interactive questions was as an instrument for assessing students' hots. the assessment of students' hots was seen based on the results of the analysis of large-scale trials using the winsteps version 3.73.0. large scale trials were conducted at sman 4 palembang and sman 9 palembang with a total of 70 students. this stage produces an overview of the effectiveness of interactive questions in measuring hots. the results of wide-scale trials were analyzed to find out the categories of students' high-level thinking skills, student response patterns, the relationship of the quality of student responses to instruments, and the measurement information function. based on the analysis of students' answers using the winsteps application, students who have the highest level of ability in answering questions are 34p code students (student of sman 4 palembang; female) with a logit item measure value of 1.70 and students who have the lowest ability level in answering questions namely 67l code students (student of sman 9 palembang, male) with a logit item measure value of -0.43. the average value of the person measure obtained 0.29, which means that the ability of students above the level of difficulty of the problem, or most students are able to do the problems correctly. the percentage of hots is obtained by looking at the total score column. the results of the hots category analysis of students can be seen in table 11 and table 12. table 11. hots category of students of sshs 4 of palembang no percentage (%) predicat student amount 1 81 – 100 very good 34p 1 2 61 – 80 good 07p, 15p, 16p, 17l, 18l, 19p, 21l, 22l, 23p, 25l, 26l, 27l, 28l, 30l, 31l, dan 32l 16 3 41 – 60 enough 01p, 02p, 03p, 04p, 05p, 06p, 08p, 09p, 10p, 11p, 12p, 13l, 14l, 20p, 24p, 29l, 33l, dan 35p 18 table 12. hots category of students of sshs 9 of palembang no percentage (%) predicat student amount 1 61 – 80 very good 50p, 54p, 56l, 58p, dan 69l 5 2 41 – 60 good 36p, 37p, 38l, 39p, 40l, 41p, 42p, 43p, 44p, 45p, 46p, 48p, 49p, 51p, 52l, 53l, 55l, 57l, 59p, 60p, 61l, 62p, 63l, 65p, 66p, 68p, dan 70l 27 3 21 – 40 enough 47l, 64p, dan 67l 3 based on table 11 and table 12, it can be seen that students of sman 4 palembang have hots with very good and good categories; more compared to students of sman 9 palembang. this is directly proportional to the results of the computer-based national exam in 2017, where the scores of students of sman 4 palembang are higher than the grades of students of sman 9 palembang. if seen from the number of students who are able to answer correctly based on the cognitive level of the questions can be seen in table 13. table 13. results of analysis of student answers based on cognitive levels no cognitive level question number percentage of students who answered right (%) 1 c4 (analyze) 1, 3, 4, 11, 12, 14, 15, 16, 14, 22, 24, 26, 30 67.03 2 c5 (evaluate) 2, 5, 6, 9, 10, 13, 18, 19, 21, 23, 28, 29 54.81 3 c6 (create) 7, 8, 20, 25, 27 36.57 based on table 13, it can be seen that students who are able to answer questions with a cognitive level c4 (analyze) are 67.03%. students who are able to answer questions with a cognitive level of c5 (evaluate) are 54.81%. students who are able to answer questions with a cognitive level of c5 (create) are 36.57%. the results of the analysis of student answers using the winsteps application were also carried out to determine the pattern of student responses. the complete response patterns of sman 4 palembang students can be seen from the guttman scalogram in figure 1. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 320 afandi et.al (developing interactive questions …) figure 1. guttman scalogram sshs 4 of palembang based on figure 1, it appears that the 22l code students are categorized as careless students. this is because the first easiest item, question number 22, cannot be done correctly, while the most difficult question, problem number 27, can be done correctly. furthermore, there is no similar pattern of student responses in answering questions, this means that no students are indicated to cooperate in answering questions. but it is indicated that there are students who answer the questions by guessing (lucky guess) the students are 08p code. this is because the hardest problem, problem number 27, can be done correctly, while the second easiest problem, problem number 15, cannot be done correctly. the response patterns of sman 9 palembang students can be seen from the guttman scalogram in figure 2. figure 2. guttman scalogram sshs 9 of palembang based on figure 2, it appears that 69l code students are included in the category of careless students. this is because the easiest question item, question number 25, cannot be done correctly, while the second most difficult problem, question number 7, can be done correctly. furthermore, there is no pattern of student responses that are the same in answering questions, this means that no students are indicated to cooperate in answering questions. but it is indicated that there are students who answer the questions by guessing (lucky guess), namely students 49p code. the most difficult item, problem number 8, can be done correctly, while the second easiest problem, problem number 15, cannot be done correctly. the linkage of the quality of student responses to instruments can be assessed by looking at the mean values of mnsq and zstd, as can be shown in figure 3. figure 3. mnsq and zstd mean value based on figure 3, it can be explained that the mean infit and outfit mnsq values obtained are 1.00, and the mean infit and outfit zstd values obtained respectively are 0 and 0.1. according to sumintono and widhiarso (2015) the mean value of infit and outfit mnsq approached the ideal value of 1.00 and the mean value of infit and outfit zstd approached the ideal value of 0.0 then the quality of the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 321 afandi et.al (developing interactive questions …) instrument in terms of overall student response and items were getting better. so it can be concluded that the quality of the instrument seen based on student responses and items included in both categories. the next stage is knowing the function of measurement information. the results of the analysis of student answers using the wisteps application to determine the function of measurement information, can be seen in figure 4. figure 4. the graphic of test information function based on figure 4, it can be seen that the x axis shows about the ability of students, while the y axis shows the magnitude of the information function obtained. it can be concluded that 30 items given to 70 students in class x of sman 4 palembang and sman 9 palembang are suitable for knowing the level of ability of students with moderate ability. this means that hots interactive question instruments produce optimal information when given to students who have hots at a moderate level. the problem, which occurs at school, is that questions tend to test more cognitive low level aspects which do not train the hots aspects of students (hugerat & kortam, 2014; k. khoiriyah et al., 2018; ramesh & rao, 2015; razmawaty & othman, 2017), so it is only natural that the ability to think of indonesian children is scientifically considered low. this is for example seen from the timss survey results (budiman & jailani, 2014) atau pisa (bklm-kemendikbud, 2016). the existence of hots assessment instruments, especially in the form of interactive questions, in addition to being used to determine a student's ability profile, can also be used as a means of training students' hots abilities. the questions used as exercise can contain questions that test students, according to the categories in hots. conclusion based on the results and discussion presented above, it could be concluded that: 1) the interactive question was valid to measure the hots of the tenth grade students of high school on kingdom plantae material, based on the results of tests through expert validation stages and analysis of trial results development. the results of the validity of expert (evaluation, material, and language) obtaining the average aiken’s v statistics in order was 0.85, 0.88, and 0.92 in the very high category. meanwhile, the development test results showed that the normal functioning of measuring validity, reliability aspects were good and there was no question that need to be corrected; 2) the interactive questions were stated practically to measure the hots of the tenth grade students of high school on kingdom plantae material, response analysis using interactive questions show that the question had a strong and positive response criterion based on the percentage of teacher was 65.60% (biology teachers of sman 4 palembang and sman 9 palembang); and 3) the interactive question was effective for measuring hots of the tenth grade students of high school on jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 313-324 322 afandi et.al (developing interactive questions …) kingdom plantae 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(2020). developing biology students’ worksheet based on steam to empower science process skills. jpbi (jurnal pendidikan biologi indonesia), 6(1), 147-156. doi: https://doi.org/10.2229/jpbi.v6i1. 10225 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10225 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10225 https://doi.org/10.22219/jpbi.v6i1.10225 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10225&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 147-156 148 patresia et al (developing biology students’ worksheet …) students’ worksheets are useful for practicing independence, literacy, creativity, and student understanding (febriani, sudomo, & setianingsih, 2017; kolomuc, ozmen, metin, & acisli, 2012; sari et al., 2019). students’ worksheets determine students' interest in reading and writing, allow students to make feedback in learning activities, accommodate student difficulties, and create flexible learning activities for student development. saputro, setiawan, and saragih (2019) stated that students’ worksheets are also as a stimulus in learning that will be presented in writing so that it is necessary to consider the criteria of graphic media as visual media to attract students' attention. students’ worksheets generally consist of information, problems, instructions, and guiding questions (farida, supriadi, & kurniawati, 2019). ideal student worksheets must-have requirements in the form of validity, practicality, and effectiveness (ayva, 2012; farida et al., 2019; febriani et al., 2017; kibar & ayas, 2010; saputro et al., 2019; subhan & oktolita, 2018). the validity of student worksheets can be seen from the scientific arrangement and each component of the worksheet is interrelated. the practicality of the worksheet in question is if the worksheet is easy to use by students. and the effectiveness of worksheets means that the worksheets meet the learning objectives (sari et al., 2019). student worksheets have been used in teaching practice for a long time. hence, student worksheets must also be dynamic following current learning demands. today's learning must be able to provide students with the skills and knowledge needed to develop in the 21st-century (darling-hammond, 2014; greenstein, 2012; osborne, 2013). these skills include creativity and critical thinking skills, curiosity, resilience, problem-solving, reason, collaboration and self-confidence that can be accommodated with steam education (allina, 2018; conradty & bogner, 2019; jacques, cian, herro, & quigley, 2019; liao, motter, & patton, 2016) which is important in science process skills. steam stands for science, technology, engineering, art, and mathematics a powerful combination of topics and techniques for educating students (conradty & bogner, 2019; yoon & baek, 2018). steam learning will develop innovative mindsets and the ability to solve problems, ensuring that students become creators of technology, not just passive consumers. steam aims to strengthen the foundation of stem by helping students improve their critical thinking skills and recognize the intersection of art, science, technology, engineering, and mathematics (conradty & bogner, 2019). steam-based learning trains students to explore new and creative ways of solving problems, displaying data, innovating, and connecting various fields (dyer, 2019; gates, 2017; kelton & saraniero, 2018). art subjects and stems naturally complement each other and provide information to each other, so that the application of the steam principle into education allows for more understanding, innovation, and cohesive education in the classroom (conradty & bogner, 2019). thus the designing of steam-based students' worksheets needs to be developed to support effective learning. however, the development of steam-based students' worksheets is very rarely done, especially in schools in indonesia. some research related to the development of students' worksheets is still based on stem learning (santoso & mosik, 2019; sari et al., 2019; sulistiyowati, abdurrahman, & jalmo, 2018). even worse, many schools rely solely on student worksheets from textbooks, rather than the development of the teachers themselves. this fact is also supported by the results of observations made at sman (sekolah menengah atas negeri – state senior high school) 1 of berastagi in north sumatera, indonesia. based on observations at sman 1 of berastagi, students' worksheets used in biology learning were still taken from textbooks. this worksheet does not accommodate activities that encourage students to investigate and understand learning material based on scientific attitudes. as a result, students only learn by memorizing theory and transferring the contents of textbooks to students' worksheets. on the other hand, the education curriculum in indonesia requires all learning activities to be centered on students and accommodate students to be able to have skills in the 21st-century. thus, as an effort by teachers to meet the demands of the 21st-century challenges, it is necessary to try to develop or redesign relatable worksheets. furthermore, student worksheets based on steam education in this study are expected to contribute to training students in empowering their science process skills. science process skills can be measured by looking at students' ability to make observations, ask questions, conduct experiments, make associations, and communicate results (gultepe, 2016; hodosyová, útla, monikavanyová, vnuková, & lapitková, 2015; karamustafaoğlu, 2011). some researchers stated that by using a proper worksheet, the student can enhance their science process skills (bolat, türk, turna, & altinbaş, 2014; durmaz & mutlu, 2017; fajriyanti, ernawati, & sujatmika, 2018; septiani & rustaman, 2017; subhan & oktolita, 2018). for that reason, this study aimed to develop students' worksheets, based on science, technology, engineering, art, and mathematics (steam), on ecosystem topics to empower students’ science process skills. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 147-156 149 patresia et al (developing biology students’ worksheet …) method the research and development used 4d model by thiagarajan, semmel, and semmel (1974) with restrictions on three phases, namely (1) define, (2) design, and (3) development. the dissemination phase was not regulated since the research objectives have been obtained to develop a valid, practical, and effective students’ worksheet to empower students’ science process skills. at the define phase, the observation sheet was used as an instrument to analyze student worksheets and their suitability with the syllabus at sman 1 berastagi. furthermore, at the design phase, students' worksheet design was made based on steam education and learning objectives on the ecosystem topic. then in the development phase, instruments were used are validation sheets (with likert scale) and science process skills tests. the developed students' worksheets based on steam were validated by expert appraisal consisting of instructional review (appropriateness, effectiveness, feasibility) and technical review (media and content). the instructional review was carried out by material experts and learning experts, while the technical review was conducted by a teacher in school. the science process skills test, which consists of 25 multiple choice questions, was used to measure the effectiveness of the worksheet by conducted a product trial. the product trial was carried out by testing the large group of tenth graders in sman 1 of berastagi. the indicators measured of science process skills were limited only five skills, namely: (1) making an observation, (2) asking a question, (3) conducting an experiment, (4) making association, and (5) communicating (gultepe, 2016; hodosyová et al., 2015; karamustafaoğlu, 2011). the validation data from the instructional and technical review were analyzed descriptively by calculating the average scores (formula 1) and categorizing based on categorization presented in table 1 (farida et al., 2019). the results of students' process skills tests, pretest and post-test scores, were analyzed by calculating the n-gain score (formula 2) and categorized based on categorization presented in table 2 (febriani et al., 2017). (1) where = average total validity, = score of aspect-i, and n = number of aspect-i. table 1. categories of validation result score interval category 0.0 ≤ < 1.6 not feasible 1.6 ≤ < 2.2 less feasible 2.2 ≤ < 2.8 fairly feasible 2.8 ≤ < 3.4 feasible 3.4 ≤ < 4.0 highly feasible (2) where (g) = n-gain score. table 2. categories of n-gain score the value of the (g) category (g) > 0,7 high 0,3 ≤ (g) ≤ 0,7 medium (g) < 0,3 low results and discussion define phase the analysis results of students' worksheets at sman 1 of berastagi in the define phase are known as follows: (1) schools use worksheets from publishers which consist of titles, subtitles, core competencies, basic competencies, material summaries, and tests (containing multiple-choice and essays questions). (2) student worksheets have not emphasized the scientific approach following the curriculum in indonesia. this worksheet does not accommodate activities that encourage students to study and understand learning material based on scientific attitudes. (3) based on the form of students' worksheets used, students only learn by memorizing theory and transferring the contents of textbooks to students' worksheets. (4) learning objectives and assessments that are not yet fully present in worksheets that are used in schools. based on the define phase jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 147-156 150 patresia et al (developing biology students’ worksheet …) result, the worksheet used in sman 1 of berastagi needs to be redesign because it does not accommodate activities that encourage student-centered learning. today's learning must be able to equip students with skills to face challenges in the 21st-century (binkley et al., 2014; haviz, karomah, delfita, umar, & maris, 2018; turiman, omar, daud, & osman, 2012). the skills needed include problem-solving skills (binkley et al., 2014; liao et al., 2016), critical thinking (liao et al., 2016; maryuningsih, hidayat, riandi, & rustaman, 2019) and science process skills (haviz et al., 2018; turiman et al., 2012). a teacher must be able to create learning strategies that can empower these skills, including in making students' worksheets which are one of the main learning materials for creating effective learning. design phase based on define phase results, the students' worksheet designs based on steam education were made. the main problem being studied is environmental issues on the ecosystems topic. the cover and the content of students’ worksheet based on steam are presented in figure 1. (a) (b) figure 1. the cover (a) and the content (b) of students’ worksheet. in the content consists of mind map, foreword, instruction, core & basic competencies, material summaries, indicator & learning objectives, science part, technology part, engineering part, art part, mathematics part, and references. the science part of this worksheet is an experimental activity that will train students to build their scientific attitude. in the developing worksheet, the experimental activity is related to the effect of light intensity on the ecosystem (see figure 2). at the end of the science part there is an assessment column for student work. (a) (b) figure 2. in the science part, students are asked to do the effect of light intensity on the ecosystem by comparing water ecosystems covered with carbon paper with those without carbon paper (a). next students are asked to answer questions related to the impact of a cover (carbon paper) on the biotic and abiotic components in the aquatic ecosystem (b). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 147-156 151 patresia et al (developing biology students’ worksheet …) the technology part of this worksheet is in the form of utilizing technology that can be used to gather information as an effort to solve environmental problems, also to stimulate students' creativity and critical thinking. this section presents discourse related to technology in ecosystems, including eco-hydrology, phytoremediation and phyto-technology. students are asked to provide feedback related to these technologies. then, the engineering part of this worksheet in the form of activities gave rise to a new concept of 'class park' which would be one of the solutions to environmental problems in the form of air pollution in the ecosystem. in this section students are asked to make a project in the form of a classroom garden design and a good carbon cycle for a simple ecosystem that can reduce pollutants in the air by utilizing phytoremediation plants (see figure 3). at the end of both, technology and engineering part, there is an assessment column for student work. figure 3. the engineering part of students’ worksheet which ask student to design a project related to class park. furthermore the art part of the worksheet is inviting students to beautify and promote garden engineering for a better ecosystem. in this part students are asked to explain how the beauty and usefulness of the classroom garden that has been designed with the group. and finally mathematics part on the worksheet is the ability of students to make formulations, use formulas, and even interpret data in a mathematical approach to solve problems related to ecosystems. in this section students are asked to solve problems related to the efficiency of the ability to absorb anti-pollutant plants in an ecosystem. this part is individual work. development phase in the development phase, the developed students' worksheets based on steam were validated by expert appraisal consisting of instructional and technical review. the result of the instructional review which carried out by material experts and learning experts are presented in table 3 and table 4, while the technical review which conducted by a teacher in school are explained in table 5. the expert appraisal results, both instructional review and technical review provide the feasible and highly feasible categories for developed students' worksheets. the results of the instructional review by material expert stated that the product categorizes as feasible (3.2), whereas the learning expert declared that the product was highly feasible to use (3.7). however, there is a slight revision by the expert material, which is adding further exploration of the topic in the worksheet. not only ecosystem topics in a summary but also the supporting information related to another topic that correlated with it. the addition of information in the form of this reading will support the level of student exploration as well as his skills in literacy on learning topics. according to long and davis (2017) steam education, supporting students' scientific literacy. literacy is an action with common components that are jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 147-156 152 patresia et al (developing biology students’ worksheet …) embedded in how we consume and share information, as such, it is naturally a part of steam. this scientific literacy is the basis of developing students' science process skills (ayva, 2012; guevera, 2015; handayani, adisyahputra, & indrayanti, 2018; turiman et al., 2012). table 3. validation result of material expert no. components score 1. completeness of material 3 2. the extent of the material 3 3. material depth 3 4. the accuracy of facts and data 3 5. the accuracy of examples and cases 3 6. accuracy of references 3 7. encourage curiosity 4 8. systematic consistency of presentation in worksheet 3 9. coherency of material conceptual 3 10. introduction in worksheet 3 11. bibliography of worksheet 3 12. student involvement 4 13. science aspect in worksheet 3 14. technology aspect in worksheet 4 15. engineering aspect in worksheet 3 16. arts aspect in worksheet 4 17. mathematics aspect in worksheet 4 average score 3.2 (feasible) in addition, the learning experts responded that in the engineering activities on the worksheets were good for students' learning. in this part, students were invited to reconstruct their class park using antipollution plants. the learning expert has appreciated the concept of these activities. in this class park design activity students are trained to develop their innovation and creativity. correspondingly, steam education helps students from all backgrounds develop innovative mindsets (dyer, 2019; liao et al., 2016; long & davis, 2017; rolling, 2016) with the ability to create and think creatively (conradty & bogner, 2019; costantino, 2018; perignat & katzbuonincontro, 2019; rolling, 2016; yoon & baek, 2018). this ability is needed by students to be able to develop their science process skills (candrasekaran, 2014; mora, signes-pont, fuster-guilló, & pertegalfelices, 2020). table 4. validation result of learning expert no. components score 1. completeness of material 4 2. the extent of the material 3 3. material depth 4 4. the accuracy of drawings, diagrams, and illustrations 4 5. use examples and cases in indonesia 4 6. accuracy of references 4 7. encourage curiosity 4 8. the display of worksheet enticing and in accordance with the development of student 4 9. systematic consistency of presentation in worksheet 3 10. coherency of material conceptual 3 11. motivation for each learning in the student worksheet. 4 12. introduction in worksheet 4 13. bibliography of worksheet 4 14. student involvement 3 15. science aspect in worksheet 4 16. technology aspect in worksheet 4 17. engineering aspect in worksheet 4 18. arts aspect in worksheet 3 19. mathematics aspect in worksheet 4 average score 3.7 (highly feasible) the biology teacher who conducted a technical review said that steam-based student worksheets are highly feasible to use with a score of 3.5 (see table 5). the teacher's feedback is to eliminate one activity in the technology part on the worksheet (the pcr technology) because the topic has not been received by students in grade 10. the teacher adds that the art part is still less visible, even though the score is given 3. perignat and katz-buonincontro (2019) stated that the art part of steam plays a big role in its development. steam is the development of the stem principle by integrating these principles in and through art (hunter-doniger & sydow, jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 147-156 153 patresia et al (developing biology students’ worksheet …) 2016; perignat & katz-buonincontro, 2019; rolling, 2016). steam takes stem to the next level because it allows students to connect their learning in these critical fields together with art practices, elements, design principles, and standards to provide all of their learning palettes (conradty & bogner, 2019; hunter-doniger & sydow, 2016). steam removes boundaries and replaces them with criticisms and innovation (grant & patterson, 2016; kelton & saraniero, 2018; liao et al., 2016). table 5. validation result of technical review (teacher) no. components validation score 1. systematic consistency of presentation in worksheet 3 2. coherency of material conceptual 3 3. introduction in worksheet 4 4. bibliography of worksheet 4 5. student involvement 3 6. understanding of messages or information 3 7. the ability to motivate students 3 8. encourage critical thinking 4 9. conformity with the level of intellectual development of students 4 10. grammar accuracy 3 11.. science aspect in worksheet 4 12. technology aspect in worksheet 4 13. engineering aspect in worksheet 4 14. arts aspect in worksheet 3 15. mathematics aspect in worksheet 4 average score 3.5 (highly feasible) the product trial results in tenth graders show that the n-gain score of students' science process skills is categorized as a medium category with a score of 0.5 (table 6). indicators of science process skills with the highest improvement is observation skill, while the lowest is conducting experiment skill. this can happen because students are not accustomed to doing learning activities that are integrated with steam. and based on observations showing that this is the first time this school uses the steam approach in learning activities. thus students are still not accustomed to carrying out scientific activities, hence their science process skills (in this case conducting experiment skill) are still not properly empowered. table 6. the result of students’ science process skill test indicator pretest posttest difference n-gain making an observation 26.2 31.8 5.6 0.5 (medium) asking a question 26.4 31.4 5 conducting an experiment 26.2 30 3.8 making association 27 31.6 4.6 communicating 26.4 30.8 4.4 however, in general it can be said that the results of the development of steam-based students 'worksheets can trigger an improvement in students' science process skills. the improvement in students' science process skills (shown in table 6) confirms the contribution of steam education in each student activity process. the experimental activity in the science part of the worksheet invites students to be able to identify changes in experimental variables, interpret possibilities that will occur in experiments, and determine the components that influence the ecosystem. with this activity, students' abilities in observing, experimenting, and asking questions are well-honed (jacques et al., 2019; thuneberg, salmi, & bogner, 2018). activities in the technology part of linking new information affect the ability of students to observe, associate, and communicate (ayva, 2012; liao et al., 2016). in this section students are directed to determine their ideas in designing class parks affecting the ability of students to observe, experiment, collaborate and communicate. the art part of the worksheet invites students' creativity to the beauty and usefulness aspects of the class park design created. this activity plays a role in bringing out the power of innovation and student creativity (conradty & bogner, 2019; grant & patterson, 2016; perignat & katz-buonincontro, 2019; rolling, 2016; wandari, wijaya, & agustin, 2018). also, the mathematics part that instructs students to use formulas or even to interpret data can affect student skills, especially the skills of making associations and communicating (ayva, 2012; conradty & bogner, 2019; thuneberg et al., 2018). thus, the research findings show that the development of students' worksheets based on steam can initiate an improvement in students' science process skills. therefore, this development product are expected to be disseminated and used further in biology learning, especially on ecosystem topic. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 147-156 154 patresia et al (developing biology students’ worksheet …) conclusion the research findings showed that the students’ worksheet based on steam was categorized as feasible (material expert) and highly feasible (learning expert and teacher) to use. the n-gain score of students’ science process skills after using student worksheet based on steam was 0.5 which categorized as medium. it can be concluded that the students’ worksheet developed is feasible and able to empower the students’ science process skills. therefore, students' worksheets based on steam are expected to be disseminated and used further in biology learning, especially on ecosystem topic. references allina, b. 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2mramlim@staff.uns.ac.id; 3bowo@fkip.uns.ac.id abstract: inquiry skills are one of the skills that students need to master in learning biological concepts. inquiry skills are influenced by many factors, one of which is the lesson plan. this study aims to examine the effect of inquiry lab and stem models on inquiry skills progression. the research design used was a quasi-experiment non-randomized control group, pretest-posttest design, with three treatments, namely discovery learning lesson plan as control (c), inquiry lab lesson plan (e1) and stem lesson plan (e2) as treatment. the three classes were randomly selected from six classes xi of science. all students in the selected class became the research sample (n = 98), with details. the control class consisted of 33 students, e1 32 students, and e2 33 students. the material taught in all classes is the human respiratory system. data in inquiry skills progression is measured before and after treatment. the instrument takes the form of an essay test. data analysis using ancova (p = 0.05%). the results showed that the inquiry lab and stem models had a significant effect, and the inquiry lab model had the best effect. keywords: inquiry lab; inquiry skills; learning progression; lesson plan; respiratory system; stem introduction inquiry skills are necessary to study and understand the practice of scientists in scientific investigations. investigations in inquiry are carried out according to scientific procedures that refer to the way scientists work. in their work, scientists always take scientific steps in the inquiry process. inquiry-based learning is believed to be able to develop students' knowledge and skills. inquiry skills refer to seven skills consisting of problem identification, formulation of research questions; formulating hypotheses, planning experiments, conducting experiments; analysis and interpretation of results; and drawing conclusions and presenting findings (pedaste et al., 2012). the entire series of stages is simultaneous and continuous, meaning that the first stage must be achieved before moving on to the next stage. the results of the 2018 program for international student assessment (pisa) show that student achievement in science in indonesia is classified as low, ranking 73 out of 78 countries with an average score of 396 points, while the oecd average score is 489 points (oecd, 2019). however, in the last 10 years, there has been an increase in the scores of indonesian students which are close to the oecd average scores in each period (oecd, 2016, 2018; organization for economic cooperation development, 2015). the results of the assessment show two things. on the one hand, it shows that there are factors that cause the low science skills of students in indonesia. on the other hand, there is potential for developing students' science skills. purwati et al., (2021) stated that the causes of students' low science skills include science learning which still tends to be textual and less contextual. in addition, abstract science content is often difficult for students to understand. therefore, the low science ability of students in indonesia based on the results of pisa allegedly indicates that students' inquiry abilities are still relatively low. *for correspondence: mramlim@staff.uns.ac.id article history: received: 4 april 2023 revised: 25 july 2023 accepted: 26 july 2023 published: 30 july 2023 10.24057/jpbi.v9i2.25698 © copyright chaerunisa et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 p-issn: 2442-3750 e-issn: 2537-6204 how to cite: chaerunisa, z.f., ramli, m., & sugiharto, b. (2023). students' inquiry skills progression based on stem approach and inquiry lab. jpbi (jurnal pendidikan biologi indonesia), 9(2), 206216. https://doi.org/10.22219/jpbi.v9i 2.25698 mailto:mramlim@staff.uns.ac.id http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v9i2.25698 https://doi.org/10.22219/jpbi.v9i2.25698 207 chaerunisa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 206-216 tabun et al., (2019) stated that one of the causes of students' low science skills was not mastering one or several scientific stages such as students not being able to formulate hypotheses. this then causes students to have difficulty in mastering other stages of science skills. furthermore, students find it difficult to formulate problems to find the best solutions independently (ganajová et al., 2021). the results of early observations of biology learning at senior high school 2 of pringsewu lampung show that all teachers who teach using the discovery learning model have not optimally accommodated the inquiry process. the teacher has implemented a mixture of lectures, discussions, and practicum. however, the practicum given by the teacher did not lead students to achieve inquiry skills. the teacher usually gives a student worksheet that contains all the completeness and practicum procedures, so that students then only follow the steps on the worksheet. there are no independent inquiry skills training initiatives. on the other hand, the learning media used so far are biology textbooks from schools, powerpoint slides, and videos. furthermore, preliminary research data strengthens existing assumptions. based on the 30 students identified, all of them had low inquiry skills. this result is seen from the percentage score at the problem identification stage of 38.33%; stages of preparation of research questions of 36.67%; the hypothesis formulation stage of 29.17%; trial planning stage of 30.38%; the stage of conducting an experiment of 38.33%; stages of analyzing and interpreting results 37.50%; and the closing stage of 35.83%. the test results show that the performance of inquiry skills is not optimal. students' soft inquiry skills are thought to be caused by: 1) learning environment and topics, namely teaching materials, visual representations, unplanned inquiry activities, abstract and complex topics; 2) problems related to teachers, namely knowledge givers and not facilitators; 3) problems related to students, namely passive, boring, confusing (lubiano & magpantay, 2021). improvement of learning methods, strategies, approaches, and types of activities in learning can help improve inquiry skills in biology learning. another option is to implement continuous training based on learning progress (lp). a way of reasoning from a basic concept to a complicated understanding of a concept is indicated as one of the most fundamental things in teaching inquiry (national research council, 2007). lp in science is also defined as an empirically based and testable hypothesis about how students understand and their ability to use scientific core concepts, explanations, and scientific practice that continues to evolve with appropriate learning (corcoran et al., 2009). however, lp does not only describe students' thinking but also reflects the sequence of skill acquisition or skill level that students can achieve based on their age. the application of lp to empower skills has been studied in various studies, namely argumentation (henderson et al., 2014; osborne et al., 2016; song et al., 2023). the fulfillment of each stage of inquiry skills based on lp can be achieved through a good lesson plan. the lesson plan is used as a reference in achieving learning targets, namely inquiry skills. lesson plans that can accommodate inquiry skills are those in which there are stages of inquiry. among others, lesson plans with inquiry labs and stem learning models (baharin et al., 2018; baur & emden, 2020; newton & tonelli, 2020). lesson plan is a procedure for learning activities from the beginning to the end of learning, which is a scenario or guideline for teachers to implement class activities (moonsri & pattanajak, 2013; purnamasari & sukanto, 2016; anggraeni & akbar, 2018). teacher preparation in lesson plans is important to determine teaching objectives, consider available resources, and appropriately design activities (lee & takahashi, 2011). lesson plans can also help predict learning outcomes or targets (mustafa et al., 2021). learning models that are thought to increase inquiry skills are learning models developed based on experiential learning theory, which emphasizes acquiring knowledge and skills through learning experiences, and contextual learning, which emphasizes contextual and real learning (nilasari et al., 2016). these models include: inquiry lab and stem. inquiry labs are important to a student's science experience (demircioglu & ucar, 2015). perdana et al. (2018) was stated that the inquiry lab is one of the learning models that can overcome abstract and complex things. inquiry-based lab learning emphasizes activities to help students learn and understand the process and skills of thinking like scientists and the characteristics of scientific research (pranoto et al., 2017). inquiry lab learning focuses on experimental activities. experimental activities are part of implementing the scientific method to compare prediction results with theory, and several scientific skills are trained in experimental activities. in addition, students are also trained to interpret scientific data and evidence based on the results of experiments conducted at the inquiry lab stage (arief & utari, 2015). inquiry labs can also make students bridge the gap between theory and practice, increase enthusiasm, encourage scientific attitudes, and develop observation, reasoning, and critical thinking skills. in addition, inquiry labs can improve knowledge competence (cognitive) and skills (psychomotor) (pranoto et al., 2017). in line with the research of sulawanti et al., (2019), the laboratory-based inquiry learning model has a positive influence on student learning because, in the process, students are invited to work like a scientist, providing students with scientific experiences, making it easier for students to understand the material and can improve students' psychomotor skills. the inquiry lab learning model provides opportunities for students to better understand the learning material because students can directly see a material concept with scientific evidence, making it easy to understand and remember (marleni & sahono, 2019). 208 chaerunisa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 206-216 stem approach learning integrates science, technology, engineering, and mathematics learning which is recommended for to practice of 21st-century skills (sakdiah et al., 2020). stem is also the design of learning activities that raise real issues as a means of training to solve problems in everyday life through a problem-solving process-based design used by engineers and scientists with an interdisciplinary approach (budhi & fawaida, 2021). these two learning designs, inquiry lab and stem, are thought to affect students' inquiry skills. but based on previous research, which model works more effectively has not been proven. therefore, it is necessary to test the influence of the two learning models by comparing their influence with the lesson plan commonly used by teachers, namely the discovery learning lesson plan. the formulation of the problem in this study is whether there is an influence of lesson plan inquiry lab and stem on inquiry skills progression? the purpose of this study was to determine the effect of lesson plan inquiry lab and stem on inquiry skills progression. the research carried out can provide an overview to teachers regarding the lesson plan inquiry lab and stem on inquiry skills progression, so that teachers can apply a learning activity that can improve students' inquiry skills in biology learning. method research design and population of the study this research uses quasi-experimental methods. the research design used was a non-randomized control group, pretest-posttest design (ary et al., 2010). the independent variables in this study were three kind of lesson plan refers to discovery learning, inquiry lab, and stem. the study population was all grade xi students of shs 2 of pringsewu, lampung province, indonesia (n = 276), and divided into nine classes. sample and sampling technique the research sample was students in three classes used in the study totaling 98 persons. the three classes were selected from six classes xi of science with a random sampling technique. this study used three samples totaling (n = 98), with class details consisting of 33 students (c class) as a discovery learning control class, 32 students of e1 class as inquiry lab treatment, and 33 students of e2 class as stem a treatment. both of e1 and e2 are a treatment class of this research. instrument for data collection this research uses instruments: lesson plan of inquiry lab, lesson plan of stem, initial observation questionnaire, and inquiry skills test. the lesson plan inquiry lab is structured based on the syntax of 1) observation; 2) manipulation; 3) generalization; 4) verification; 6) application (wenning, 2011). stem lesson plans are structured based on the syntax of 1) identify and define problems; 2) research the need or problem; 3) develop possible solutions; 4) select the best possible solutions; 5) construct a prototype 6) test and evaluate the solutions; 7) communicate the solution; 8) redesign; 9) completion (hynes et al., 2011). a comparison of the characteristics of inquiry lab, stem, and discovery learning models can be seen in table 1. the syntax description of the lesson plan of the inquiry skills stage adopted from pedaste can be seen in table 2. the open-ended questionnaire was given to biology subject teachers at shs 2 of pringsewu to obtain learning information in class. the written test is an open-ended question that refers to the stages of inquiry skills proposed by pedaste et al. (2012). tests in the form of pretests are carried out before starting learning, and posttests are carried out after completing learning using the application of lesson plans with inquiry lab models, and stem respiratory system materials. written tests in the form of pretests and posttests are conducted to measure inquiry skills based on student learning progression. table 1. comparison of learning model characteristics of inquiry lab, stem, and discovery learning comparison indicators experiment group control group inquiry lab stem discovery learning syntax 1. observation 2. manipulation 3. generalization 4. verification 5. application 1. identify and define problems 2. research the need or problems 3. develop possible solutions 4. select the best possible solutions 5. construct a prototype 6. test and evaluate the solutions 7. communicate the solution 8. redesign 9. completion 1. stimulation 2. problem statements 3. data collection 4. data processing 5. verification 6. generalization 209 chaerunisa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 206-216 table 2. description of lesson plan syntax lesson plan syntax 1 2 3 4 5 6 7 inquiry lab observation ✓ ✓ manipulation ✓ ✓ generalization ✓ verification ✓ application ✓ stem identify and define problems ✓ research the need or problems ✓ ✓ develop possible solutions ✓ select the best possible solutions ✓ construct a prototype ✓ test and evaluate the solutions communicate the solution ✓ redesign completion discovery learning stimulation ✓ problem statements ✓ data collection ✓ data processing ✓ verification ✓ generalization ✓ information: 1 = identify the problem; 2 = formulate research questions; 3 = formulating hypotheses; 4 = plan an experiment; 5 = experiment; 6 = analyze and interpret results; and 7 = drawing conclusions validation and reliability instrument the lesson plan developed has been tested for feasibility. feasibility test lesson plan inquiry lab and stem in the form of validation from learning instrument experts using one expert validator who is a lecturer at the university of lampung in the field of expertise in biology education. the purpose of validating the results of lesson plan development is to obtain input and suggestions for improvement until the lesson plan is declared feasible and can be used as a research instrument. the feasibility test of the lesson plan consists of six aspects, namely the formulation of indicators, learning objectives, learning materials, selection of learning resources and teaching media, assessment of learning outcomes, and aspects of inquiry skills. lab and stem lesson plans, and inquiry, are declared feasible for use, with some improvements that researchers need to make. the learning progression-based inquiry skill written test instrument developed was validated by question development experts using two expert validators. the first expert validator was a lecturer at sebelas maret university in animal structure expertise, and the second expert validation was a lecturer at the university of lampung in the field of biology expertise. next, it was tested on students and analyzed for feasibility using rasch analysis. the validity of the questions shows that the analysis results of the question items from the seven inquiry skills question items meet three conditions. it can be stated that each question item has good quality and can be used to measure students' inquiry skills. the questions have been tested for reliability and declared feasible and reliable. experimental procedure three classes are used to determine the effect of the independent variable on the dependent variable. the experimental group used two classes, while the control group used one. the first class applied an inquiry lab model of respiratory system material to inquiry skills based on the learning progression. the second class applied a stem model of respiratory system material to inquiry skills based on the learning progression. the third grade was given an application using the discovery learning model of respiratory system material commonly used by teachers. furthermore, the three classes were given a pretest and a posttest. the design structure of the non-randomized control group, pretest-posttest design, is presented in table 3. table 3. non-randomized control group, pretest-posttest design class pretest independent variable posttest e1 y1 x1 y2 e2 y1 x2 y2 c y1 y2 information: e = experiment; c = control; y1 = inquiry skills before treatment; y2 = inquiry skills after treatment; x1= treatment of lesson plan inquiry lab respiratory system material on inquiry skills based on learning progression; and x2 = treatment of stem lesson plan respiration system material on inquiry skills based on learning progression. 210 chaerunisa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 206-216 data analyses inquiry skills value data were statistically tested using ancova or covariance analysis. covariance analysis was used to test the difference in treatment of a group of posttest result data after adjusting for the covariate effect, namely the pretest. further tests using the lsd test were conducted to recommend the best treatment that affects inquiry skills. the ancova test and lsd test in this study used spss software version 16 for windows. the ancova test assumes that the data is normally distributed and has a homogeneous variance. the ancova test can be performed after prerequisite tests, namely the normality and homogeneity tests. results and discussion the effect of using inquiry lab and stem models on inquiry skills the normality test in the study used the shapiro-wilk test because the study sample was less than 100 (gonzález-estrada & cosmes, 2019). the results of the normality test with spss 16 on the pretest and post-test inquiry skills values showed that the three groups used in the study had a significance value of >0.05, which means h0 was accepted so that the samples used in the study were declared normally distributed (suryadi et al., 2018). the normality test results of the three groups can be seen in table 4. table. 4 normality test results classes shapiro-wilk statistic df sig. pretest control .970 33 .477 inquiry lab .966 32 .387 stem .965 33 .355 posttest control .965 33 .366 inquiry lab .949 32 .137 stem .963 33 .226 based on the homogeneity test analysis using levene's test of equality of error variance test with spss 16 on the pretest and posttest inquiry skills values, it was found that the significance value >0.05, which means h0 was accepted, so that the samples used in the study had homogeneous variances (suryadi et al., 2018). the homogeneity test results can be seen in table 5. table 5. homogeneity test results f df1 df2 sig. .138 2 95 .871 the ancova test results showed a significance value of <0.05, so h0 was rejected (hidayat, 2018). ancova test results can be seen in table 6. table 6. ancova test results source type iii sum of squares df mean square f sig. corrected model 4412.193a 3 1470.731 21.418 .000 intercept 13417.591 1 13417.591 195.400 .000 pretest (covariate) .281 1 .281 .004 .949 treatment (model) 4406.223 2 2203.112 32.084 .000 error 6454.716 94 68.667 total 547959.000 98 corrected total 10866.908 97 based on the results of the ancova test, the treatment of the learning model has a significance of 0.000 which means that h0 is rejected, so there is a difference in the results of students' inquiry skills scores due to treatment. meanwhile, the pretest covariate showed a nominal value of 0.949, meaning there is no difference in students' initial ability (pretest), which influences the results of applying the learning model. the inquiry lab is the model that has a major influence on students' inquiry skills. this can be seen in the results of advanced tests table 7. 211 chaerunisa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 206-216 table 7. advanced test results treatment (i) class (j) average difference (i-j) sig. discovery learning inquiry lab -16.445* .000 stem -7.182* .001 inquiry lab discovery learning 16.445* .000 stem 9.263* .000 stem discovery learning 7.182* .001 inquiry lab -9.263* .000 based on the results of the lsd advanced test, it can be grouped based on the lsd notation obtained from the tukey test analysis. lsd notation can be seen in table 8. table 8. notation of lsd test results treatment average notation discovery learning 66.24 a stem 73.42 b inquiry lab 82.69 c the smallest real difference notation results show that the discovery learning model has the lowest average among other models, which is 66.24. this shows that the discovery learning model differs from the stem and inquiry lab models. the stem model can be seen as an average of 73.42, with a different notation from the discovery learning and inquiry lab models. the inquiry lab model has the highest average score of 82.69, and the notation differs from the stem and discovery learning models. therefore, the inquiry lab model has the best results in empowering students' inquiry skills compared to the discovery or stem models. based on this, it can be concluded that there are significant differences between the three models with different treatments. based on the ancova test analysis results, there were significant differences in students' inquiry skills scores in the three treatments. the significant difference is evidenced by the results of the ancova test with a significance value (<0.05). lesson plans developed in both inquiry labs and stem models have significant value. this following previous research that inquiry lab and stem learning models can improve students' inquiry skills (baur & emden, 2021; çeti̇n, 2021; erwanto, 2018; hasanah et al., 2017; hofstein & lunetta, 2004; ozturk, 2021; newton & tonelli, 2020; sofiani et al., 2018; yilmaz & yanarates, 2022). however, based on the results of further test analysis, the inquiry lab model has a more significant influence than other learning models. lesson plan with inquiry lab learning model has the ultimate goal of achieving each stage in inquiry skills by conducting investigation and experiment activities (pedaste et al., 2015). the application of the inquiry lab learning model provides an opportunity for students to better understand the learning material because students can see directly a material concept with scientific evidence, making it easy for students to understand and retention (marleni & sahono, 2019). the stages in the inquiry lab model accommodate students to achieve inquiry skills. the observation stage in the inquiry lab can accommodate students' ability to identify problems as aspects of inquiry skills (pedaste et al., 2015). in addition, the observation stage can achieve problem formulation in inquiry skills (kremer et al., 2013). problem identification is made by observing phenomena or problems occurring, describing in detail, until students can compile a problem formulation to be studied. furthermore, the students can train students to formulate hypotheses in inquiry skills (saputra et al., 2019). in addition, the manipulation stage can also accommodate inquiry skills, namely planning experiments (septi & shofiyah, 2020). the hypothesis was formed after planning the study (orosz et al., 2022). the research design prepared by students is obtained through discussion activities between students and the determination of methods, tools, and materials to be used in research. generalizations made by students in learning with the inquiry lab model can empower inquiry skills through experimental activities. students carry out the experiment by constructing the knowledge they already have to prove the experimental plan that was prepared at the manipulation stage (safaah et al., 2017). furthermore, the verification stage of the inquiry lab can accommodate students in analyzing and interpreting results (febri et al., 2020). after conducting experiments, students must be able to analyze and interpret experimental results to determine whether the results obtained are in accordance with the hypotheses that have been made (wen et al., 2020). at this stage, systematically, students will draw 212 chaerunisa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 206-216 conclusions from the experimental data they have and relate them to concepts and provide strong arguments on the data. furthermore, these activities can train students to not only read data but also interpret what is meant behind the data so that it is easier for others to understand. these results have shown that the inquiry laboratory can train students' inquiry skills. on the other hand, learning using the stem model can actually train students' inquiry skills. this is in line with (scherer et al, 2019; rohman et al, 2022) which state that stem can train students to sharpen logic in finding solutions to problem-solving in the best way. several stages in the stem lesson plans can accommodate inquiry skills, starting from the stages of identifying and defining problems to product evaluation. problem identification activities put students in situations where they can use their potential inquiry skills to determine what problems are around them (priemer et al., 2020). several studies state that when this activity is carried out consistently it can help students to improve and elaborate on these inquiry skills in their daily lives. furthermore, these problem-identification skills can accommodate students to continue to carry out indepth investigations to formulate problems and propose hypotheses. problem formulation is done by students to understand and consider various factors when solving problems. in this case, students need to explore challenges to get good information in solving problems (zhbanova, 2017). the formulation of a hypothesis is a student's systematic effort that is carried out in accordance with the formulation of the problem that has been identified, the variables involved in it, and determines the relationship between related variables (awalin & ismono, 2021). some researchers believe that, in this activity, students have also developed possible solutions that can be proposed. it is believed that these series of activities can accommodate inquiry abilities in designing and planning experiments. experiments were planned independently through group discussions and brainstorming activities (baran et al., 2016). students can choose the best solution after they have tested the hypothesis through the experiments that have been done. according to some experts, at this experimental stage students' inquiry skills were accommodated through data analysis activities and interpretation of the results obtained. furthermore, this stage provides space for students to answer accompanying questions on the data that has been obtained such as what are the results and what is the meaning behind the data. this activity revives the reasoning space for students to answer these questions (dasgupta et al., 2019). the answers they get will eventually be used as a basis for choosing the best solution (wells, 2016). furthermore, at the construction stage, prototypes can accommodate students' inquiry skills in experiments by preparing a solution model, and students must try the model repeatedly (sutaphan & yuenyong, 2019). the final stage of stem lesson plans, communicating solutions, can accommodate students' inquiry skills in concluding documentation activities and presenting results (prodromou & lavicza, 2018). the stages of the stem lesson plans that have not been able to accommodate students' inquiry skills are the test and evaluation of solutions by evaluating the products produced in the form of objects, the redesign stage by product redesign activities, and competition with finished products as product decisionmaking activities. these stages do not lead to fulfilling aspects of inquiry skills but innovative skills and creative thinking skills that produce a product (carbonell-carrera et al., 2019; jawad et al., 2021). this is reinforced by aguilera & ortiz-revilla, (2021) which states that based on the results of a systematic study, seven stem models can train student creativity. although in general the stages of stem learning can accommodate students' inquiry skills through the characteristics embedded in the stem model. however, the ultimate goal of stem learning is not the attainment of stages in inquiry skills but products based on science, mathematics, and technology (suprapto, 2016). conclusion based on the description above, lesson plans developed with lab and stem-based learning progression inquiry skills models have proven effective. the inquiry lab learning model on respiratory system material has a better effect on inquiry skills than the stem model. this is evidenced by the results of the ancova and further tests, which state that the inquiry lab has a higher average value than others. this study has the disadvantage that testing is limited to one class per treatment. suggestions for further research are needed to develop similar lesson plans on materials other than the respiratory system to check the effectiveness of stem learning models and inquiry labs. acknowledgement a part of this research was financed through national research agency of indonesia/badan riset nasional (brin) grants with contract numbers 221.1/un27.22/hk.07.00/20211 by the lppm university of sebelas maret year 2021/2022. 213 chaerunisa et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 206-216 conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions z. f. chaerunisa: collecting data and writing article; m. ramli: research directing, review, editing article and donation; and b. sugiharto: review and editing article. 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(2019). thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers. jpbi (jurnal pendidikan biologi indonesia), 5(2), 325-334. doi: https://doi.org/10.22219/jpbi.v5i2.7742 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7742 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7742&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 325-334 326 kurnia et.al (thinking working scaffolding sharing model …) for every science teacher (ghazi, shahzada, shah, & shauib, 2013; kamamia, ngugi, & thinguri, 2014) so that they can teach optimally (philip & ramya, 2017). also, they should understand the relationship between branches of science (aslan & taşar, 2013) due to each branch of science is interconnected (abdullah, halim, & shahali, 2011). the teacher also comprehends the correlation between science and other subjects, such as mathematics, language, and social. besides having professional competence, science teachers must also have pedagogic knowledge (bhowmik, roy, & banerjee, 2013; hakim, 2015). the reason, science teachers, should master various approaches and learning models that are most suitable for integrated science subjects (mestrinho & cavadas, 2018; ramlawati, mun’im, & yunus, 2018). with pedagogical knowledge, teachers will also be able to integrate biology, physics, chemistry, and geography. they will be able to design teaching materials and methods that are suitable for integrated science subjects (ramlawati et al., 2018). the design will also be reflected in the learning plan. the learning plan will not be of good quality if the teacher does not understand the philosophy of integrated science. not surprisingly, pedagogy competencies are reported to affect the academic achievement of their students (akhyak, idrus, & abu bakar, 2013; kane, mishra, & dutta, 2016; odumosu, olisama, & fisayi, 2018). science teachers are also expected to implement contextual learning (asrizal, ali amran, azwar ananda, 2017; asrizal, amran, ananda, & festiyed, 2018). the material taught is expected to be useful for any situation, especially the situation in students' daily lives. students will be trained to can solve everyday problems. therefore, in the learning process, students must see real problems from various perspectives. furthermore, students are expected to become problem solvers in the real-life problem. therefore, teachers must be able to increase student awareness and involvement in everyday problems by implementing various integrated science material or learning model as has been implemented in several previous studies (syifahayu, 2017; yenni, hernani, & widodo, 2017). science teachers with professional and pedagogical competence will easily design such learning. unfortunately, science teachers who do not come from a science education background are usually less able to become qualified integrated science teachers. this statement is based on sarfo (2013) study which reported that such teachers could not demonstrate good abilities in diploma examination for a science teacher. the cause of this condition is because they do not recognize pedagogical competence. as a result, they do not understand the philosophy of an integrated science curriculum. furthermore, they are difficult to design a suitable learning plan and implementing an integrated curriculum. various studies have also reported problems related to implementing an integrated science curriculum. research in nigeria informs that many science teachers do not understand the science learning method and are unable to practice integrated science learning (ogunkola & samuel, 2011). such reports are also reported in indonesia. in semarang, many science lesson materials have not been compiled in an integrated manner (sudjito, keliat, & hastuti, 2018). the reason, many science teachers still do not know how to integrate science material. another report in banda aceh also informed that the teacher had difficulty linking the concepts in science learning (soewarno & hidayat, 2012). as a result, these teachers have not been able to implement integrated science learning in junior high school. to overcome the problems associated with the low competency of science teachers, the implementation of teacher training programs is considered as the right solution. this statement is in line with sarfo's statement (sarfo, 2013), which states that professional competence and teacher pedagogy can be improved through this program so that teachers can implement the integrated curriculum well. schleigh, bossé, & lee (2011) also stated that this program is beneficial for teachers to be able to implement the integrated curriculum. these various statements further strengthen the teacher training program's contribution in improving teacher competence, as has been reported in various other studies (gaikhorst, beishuizen, zijlstra, & volman, 2017; kanokorn, pongtorn, & somjai, 2013; ramdhani, ancok, swasono, & suryanto, 2013). therefore, the implementation of the appropriate learning model will optimize the lecture process in this program. however, although it is considered necessary, research that seeks to examine the effectiveness of learning models in improving teacher competence in teacher training programs is still difficult to find. some research focuses on the positive impact of the existence of this program in improving teacher competency (gaikhorst et al., 2017; kanokorn et al., 2013; ramdhani et al., 2013; sarfo, 2013; schleigh et al., 2011). several other studies in indonesia only examine the policies that underlie the existence of this program (disas, 2017) and evaluate the implementation of the program (triwinarni, 2017). the only study in indonesia that examined the application of learning models to increase the competency of pre-service science teachers in the teacher training program was kurnia’s research (kurnia, ibrahim, widodo, & nusantara, 2018). twss is a learning model developed by kurnia et al. (2018). based on kurnia et al. (2018), this model can facilitate pre-service science teachers to learn and practice the design of integrated science learning. twss is a new learning model that can provide the opportunity for pre-service teachers to learn how to teach integrated jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 325-334 327 kurnia et.al (thinking working scaffolding sharing model …) science learning. the existence of a module that directs students to design integrated science learning is a hallmark of this model. in the previous research, the focus of the study still limited problem-solving skills parameters (kurnia et al., 2018). therefore, the purpose of this study was to examine the effectiveness of the twss model implementation in improving the professional and pedagogical competence of pre-service science teachers in the teacher professional program. method this quantitative descriptive study was conducted at the biology department, universitas negeri malang (um) by involving two research classes, i.e., c and c1 class. each class consists of 13 students, where class c is divided into three groups (c1, c2, c3), so in class c1 (c1.1, c1.2, c1.3). the study was conducted for one semester from january to may 2017. the course "development of middle school science curriculum" was chosen as a subject in this study. this course is held in two meetings/week. the research was focused on looking at the effectiveness of applying the twss model in improving the competence of prospective teachers who are not of science education background. twss is a four-phase learning model. first, the thinking phase, the pre-service teacher works independently. second, the working phase, the pre-service teacher works in their respective groups. third, the scaffolding phase, pre-service teachers will be helped to solve the difficulties they face. fourth, sharing phase, the pre-service teacher was facilitated for discussion by involving all groups in the class. in the scaffolding phase, there was two assistance provided for pre-service teachers, i.e., expert guidance and module provision. in previous research, five modules have been developed to help pre-service teachers improve their competencies. in this study, the modules studied are limited to module 1. the competency description of module 1 is presented in table 1. table 1. competency description of module 1 code standard knowledge competency – graduate achievement d understanding concepts, and scientific mindset that supports the subject matter taught. knowledge base competency full outcome d.1 understand the relationship between various branches of science in science, and the relationship of science with the field of study in other fields of science. knowledge indicators competency module 1 d.1.1 determines the theme and can connect the kd or the scope of the material four different subjects according to the example in a multidisciplinary approach. d.1.2 identifies basic competencies or the material scope and can describe connections between 3 different subjects according to the example of a transdisciplinary approach. skills competency standards graduate achievement c understanding the foundation and principles of the development and planning of the junior high school science curriculum basic skills competency module 1 c.2 able to design, process, and organize the integrated curriculum between science and other fields of study in the field of science. skills indicators competency module 1 c.2.1 arrange a basic description of cross-disciplinary four learning in a multidisciplinary approach according to the example c.2.2 able to develop learning points into one science material and one other subject matter according to the example. c.2.3 design real-world problem-based learning with a transdisciplinary approach according to the example. table 2. scoring rubric of individual attitude indicators score 1. participate in learning carelessly (poor) 1 2. there are unfinished questions two for maximum (moderate) 2 3. there are unfinished questions one for maximum (good) 3 4. responsible for the task individually and well done (excellent) 4 in this study, the parameters used to determine the effectiveness of twss are learning outcomes, attitudes, and group activity. the two components of learning outcomes observed were professional and pedagogic competencies of pre-service teachers. product assessment and observation sheet were used as instruments for collecting data during research. product assessment was used to collect learning outcomes, while observation sheets were for attitudes and group activity. attitude competency assessment refers to the indonesian national qualification framework. in more detail, the attitude assessment rubric and group activity indicators are presented in table 2 and table 3, respectively. furthermore, the scores obtained by the pre jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 325-334 328 kurnia et.al (thinking working scaffolding sharing model …) service teacher were matched with the criteria presented in table 4. these criteria are based on the assessment guidelines used by um. this guidelines is used by all lecturers in determining the students’ academic achievement at this institution. the twss model is declared effective if the pre-service teacher gets a minimum value of c. table 3. social aspects indicators indicators score focus on the task 1 actively discuss or speak to others but still in the context of the task 1 attention to others (reprimand / encourage group work) for the completion of the task 1 helping group work for the completion of tasks 1 table 4. um appraisal guidance mastery level criteria score 85% – 100 % a 4,00 80% – 84% a3,70 75% – 79% b+ 3,30 70% – 74% b 3,00 65% – 69% b2,70 60% – 64% c+ 2,30 55% – 59% c 2,00 40% – 54% d 1,00 0% – 39% e 0 results and discussion professional and pedagogical competencies are the two main competencies that must be mastered by science teachers. in this study, professional competence is manifested in the ability of students to design materials in an integrated manner, while pedagogical competence is realized in the form of developing teaching materials and learning plans. based on the results of the study, the average professional competence of preservice teachers was 30 (maximum score of 36). on the other hand, the average pedagogic competence of pre-service teachers was 31 (maximum score of 58). therefore, the achievement of professional and pedagogical competence of pre-service teachers was 83% and 53%, respectively. after the scaffolding phase, the two competencies have increased. increasing professional and pedagogical competencies were from 83% to 94% and from 53% to 74%, subsequently. beside competencies that have been informed, student attitudes and activities during group work were also measured in this study. measuring parameters of student attitudes was based on the effort to complete the task. as a result, 46% of teacher candidates were included in the "excellent" category, while 46% were in the "good" category. thus, 92% of pre-service teachers were considered responsible for their independent duties. furthermore, based on observations, 85% of students showed an enthusiastic and tolerant attitude in group work. if students are responsible for their tasks, they will be confident and enthusiastic in group work. in more detail, the data of the two parameters are presented in table 5. table 5. achievement of attitude competencies variables criteria criteria ∑s ∑s % the attitude of individual responsibility excellent good a b 12 12 46 46 the enthusiastic & tolerant attitude in teamwork excellent a 22 85 n = total students 26. ∑s = number of students. ∑s % = number in percentage based on the overall data obtained, the twss model is considered to have the potential to improve the competence and attitudes of pre-service teachers optimally. through the implementation of twss, pre-service science teachers can learn, practice, and obtain assistance in understanding learning and integrated science curriculum. the reason is that various learning experiences designed in the twss model can facilitate preservice teachers to achieve these various competencies. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 325-334 329 kurnia et.al (thinking working scaffolding sharing model …) the first learning activity in the twss model is learning activities carried out by each pre-service teacher independently. in twss, this learning activity is known as the thinking phase. at this phase, students practice an attitude of responsibility and active learning individually. piaget's constructivism theory supports this phase. if students are actively involved in obtaining information, students can construct their knowledge (bada, 2015). this is also supported by brain-based learning theories, which states that if students can actively participate in learning, they will be more eager to learn (cave, ludwar, & williams, 2006). based on several previous reports, the activities carried out by pre-service teachers during thinking phase activities were also considered to contribute well in improving their competence, such as syafitri (2017) research. in his research, syafitri (2017) informs that giving questions can improve the students’ performance. other reports also inform that student performance will also increase if learning activities provide opportunities for students to learn independently (nahdliyati, parmin, & taufiq, 2016). the next learning activity is the working phase. in this phase, pre-service teachers conduct discussion activities with members of their respective groups. the working phase is the group discussion stage. they are working phase allows students to communicate and express their ideas in group discussions. group work is a learning activity that has been reported to have a positive impact on learning. this learning activity is reported to be effective in increasing students' motivation (costley & lange, 2018; sainsbury & walker, 2009) and academic performance (vrioni, 2011) and achievement (alfares, 2017; tolessa, sorale, & sultan, 2017). group work is also seen as more supportive of student development compared to solitary work. moreover, group work is also considered as an incentive for learning (chiriac, 2014). after the working phase, the scaffolding phase is carried out. the twss model assists in 2 forms, modules, and cognitive apprenticeship. modules contain material, assignments, and evaluations that can guide students to achieve learning goals. while cognitive apprenticeship aims to facilitate students to understand the material by linking students with an expert, lecturers can also act as experts to find solutions if students have difficulty working on assignments. the existence of scaffolding in learning provides various benefits for students. this statement is based on various reports that are studying the implementation of scaffolding in learning (dresner, de rivera, fuccillo, & chang, 2014; malik, 2017; thitima & sumalee, 2012). therefore, in twss, lecturers prepare modules to help pre-service teachers master their competencies. the existence of modules is one form of scaffolding in learning. the following research uses modules as scaffolding and makes students able to do the task well. one such study is research in thailand, where the modules can be used to successfully complete pbl collaborative assignments (tiantong & teemuangsai, 2013). another research in malaysia also reports that the module can help low-level elementary students in participating in remedial learning (hasan & ahmad, 2018). not surprisingly, the achievement of task completion scores for each group was able to increase after the pre-service teachers took part in the scaffolding in this study. in more detail, the values of each group before and after scaffolding are presented in table 6. table 6. product scores of each group before and after scaffolding groups score before scaffolding score after scaffolding c1 53 81 c2 84 89 c3 68 80 c1.1 54 82 c1.2 83 87 c1.3 51 79 mean 66 80 in this study, the application of scaffolding during twss implementation was limited only to the use of module 1. the material discussed in module 1 deals with professional competence and teacher pedagogy. based on the competencies presented in table 1, the competencies expected by teacher candidates after studying module 1 can master how to integrate branches of science. in the module, pre-service teachers will learn the concept of transdisciplinary material. the basic principle of the concept is that science learning must be directed to discuss environmental conditions from various scientific perspectives. students also facilitate to studying their environmental conditions from biology, physics, and chemistry perspectives (menteri pendidikan dan kebudayaan, 2013). in integrating the branches of science, teachers must implement a transdisciplinary approach that further contextualizes learning. the principle of scaffolding in learning is to help students achieve learning objectives (belland, 2017; browne, hough, & schwab, 2009; malik, 2017; sinaga & suhandi, 2015). the scaffolding phase is supported by vygotsky's social constructivist theory (malik, 2017; shabani, khatib, & ebadi, 2010). there are four important principles of vygotsky's constructivist theory; one of them is zone of proximal development (zpd). the term refers to a condition where students are not able to master competencies if they study on their own. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 325-334 330 kurnia et.al (thinking working scaffolding sharing model …) vygotsky believed, by providing appropriate assistance, students will be able to achieve these competencies (bozhovich, 2010; mishra, 2013; semmar & al-thani, 2015). related to zpd, table 7 shows the tasks that the group cannot complete. based on this study, zpd is not only owned by individuals but can also occur in groups. each group has different difficulties. these results are consistent with the masters (2013) conducted a cohort study on "ict for education" courses in the first semester for elementary school prospective students at la trobe university table 7. zpd of each groups difficulties group c1 c2 c3 c1.1 c1.2 c1.3 1. not able to distinguish multidisciplinary and transdisciplinary. √ √ √ 2. transdisciplinary design is too difficult √ 3. transdisciplinary design is not oriented to real-world problems √ √ √ 4. difficulties in designing pbl lesson plan √ √ √ √ √ √ the final step in the twss model is sharing phase. in the phase, class discussions are conducted. the results of working on assignments in groups are discussed in class. this phase is supported by bandura's socio-cognitive learning theory. according to this theory, learning is the result of observing others (harinie, sudiro, rahayu, & fatchan, 2017). also, sharing activities are supported by ausubel's learning theory. in this theory, if students can associate new information with the concepts they have learned, they will better master these concepts (arends, 2012). besides being supported by various learning theories, sharing activities also provide some positive impacts on learning. by conducting class discussions, each group can learn what other groups have learned. each group will listen to opinions and products from other groups. besides, each group will also get advice from other groups. because of these benefits, various other learning models involve sharing activities in the learning syntax, such as think-pair-share (arends, 2012; yusnani, 2018), the pre-service science teacher competence is an urgent issue that must be of concern to all parties. their competency level will determine the optimal science education in the future (hakim, 2015). at present, indonesia is trying to improve the quality of teachers through the teacher training program (surya, 2016). through the program, all prospective teachers and teachers in indonesia are expected to be able to improve their competence. in order for the target to be achieved optimally, the application of a learning model that can effectively improve teacher competencies needs to be implemented. based on the discussion that has been explained, twss is a learning model that can improve the competence of pre-service science teachers. the existence of individual learning activities, cooperative learning activities, and scaffolding activities are the hallmarks of the twss model. these various learning experiences can optimize the empowerment of competency of science teacher candidates so they can facilitate to become qualified teacher candidates. conclusion in this study, the effectiveness of the twss model was assessed. the results, the mean score of preservice teachers in the parameters of professional competence was 94, while in pedagogical competence was 74. furthermore, 92% have the responsibility in completing the tasks given, while 85% of students have an excellent attitude. the results of this study inform that the twss model can be recommended as a learning model that can empower the competencies of pre-service science teachers optimally. twss is a learning model that is still newly developed. the research that studying the model still needs to be done to explore the potential of the twss model further. therefore, further research examining various other competencies, such as the 21st century competency for science teacher candidates, needs to be conducted. references abdullah, s. i. s. s., halim, l., & shahali, e. h. m. 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(2018). theoretical perspectives on cooperative learning. in kne social sciences (vol. 3, pp. 976–986). https://doi.org/10.18502/kss.v3i4.2005 https://doi.org/10.1063/1.4983970 https://doi.org/10.18502/kss.v3i4.2005 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 55-64 10.22219/jpbi.v6i1.10794 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 55 research article the correlation between science process skills and biology cognitive learning outcome of senior high school students silfia ilma a,b,1,*, mimien henie irawati al-muhdhar c,2, fatchur rohman c,3, murni saptasari c,4 a postgraduate doctoral student of biology education, department of biology, faculty of mathematics and sciences, universitas negeri malang, jl. semarang 5 malang, east java 65145, indonesia b department of biology education, faculty of teacher training and education, universitas borneo tarakan, jl. amal lama no. 1 tarakan, north kalimantan 77123, indonesia c department of biology, faculty of mathematics and sciences, universitas negeri malang, jl. semarang 5 malang, east java 65145, indonesia 1 silfiailma@borneo.ac.id*; 2 mimien.henie.fmipa@um.ac.id; 3 fatchur.rohman.fmipa@um.ac.id; 4 murni.sapta.fmipa@um.ac.id * corresponding author introduction learning the 21st-century emphasizes students' scientific thinking (osborne, 2013; turiman, omar, daud, & osman, 2012). scientific thinking is the process of thinking to know something internally (çakir & sarikaya, 2010; kagee, allie, & lesch, 2010; kuhn, 2010; stevens & witkow, 2014). scientific thinking is obtained a r t i c l e i n f o a b s t r a c t article history received january 05, 2020 revised february 03, 2020 accepted february 20, 2020 published march 31, 2020 science process skills (sps) are the essential abilities which need to be mastered in learning biology to strengthen students’ learning outcomes. the aim of this study was to analyze the relationship between sps and biology cognitive learning outcome (clo) of senior high school students. the sample was 100 tenth graders in malang. the correlational study used two test types as the instrument (i.e. essay and multiple choice). the essay instrument consisted of 10 items which were developed from sps aspects (basic and integrated skills). meanwhile, the biology clo was measured using multiple choice test which consisted of 30 items. the collected data were analyzed using simple linear regression analysis. the results showed that the highest students’ sps aspect was observing (78.84%), while the lowest was predicting aspect (27.30%). in addition, the highest achievement of students’ biology clo was c1 (94.23%), while the lowest was c6 (33.46%). the regression analysis showed that there was a significant correlation between students’ sps and biology clo, where the equation was y = 27.988 + 0.311x. therefore, it is crucial to consider sps to be integrated into a learning activity by using various learning models that empowering these skills to improve students’ biology clo. copyright © 2020, ilma et al this is an open access article under the cc–by-sa license keywords cognitive learning outcome biology learning outcome science process skills how to cite: ilma. s., al-muhdhar, m. h. i., rohman, f., & saptasari, m. (2020). the correlation between science process skills and biology cognitive learning outcome of senior high school student. jpbi (jurnal pendidikan biologi indonesia), 6(1), 55-64. doi: https:// doi.org/10.22219/jpbi.v6i1.10794 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10794 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:fatchur.rohman.fmipa@um.ac.id mailto:murni.sapta.fmipa@um.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10794 https://doi.org/10.22219/jpbi.v6i1.10794 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10794&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 55-64 56 ilma et al (the correlation between science process …) through inductive and deductive reasoning to find answers through the exploration of factual scientific inquiry, problem formulation, hypotheses, design, evaluation of evidence, hypothesis testing by experimentation, and conclusions (thitima & sumalee, 2012). the ability to think scientifically can be considered as part of critical thinking through claims and arguments about people's behavior from a scientific point of view. thus, scientific thinking is a form of logical reasoning in the scientific paradigm (kagee et al., 2010; stevens & witkow, 2014). the intended scientific paradigm is that science must be collaborative, complex, and scientific (corrigan, 2012). koerber, mayer, osterhaus, schwippert, and sodian (2015) argue that scientific thinking can be developed through activities such as hypothesis testing, systematic experimentation, interpretation of data related to hypotheses, and a more general understanding of the nature of science. the ability to think scientifically is used to change the paradigm of learning from teacher-centered to student-centered learning, from learning that emphasizes content to process, textual approach to contextual and scientific approaches, transfer of knowledge to problem-solving (suciati, ali, imaningtyas, anggraini, & dermawan, 2018). learning that emphasizes the ideal process can empower students' science process skills (sps). sps are the basic skills in thinking and conducting investigations (çakir & sarikaya, 2010; hodosyová, útla, vnuková, & lapitková, 2015; mutlu & temiz, 2013; turiman et al., 2012). science process skills are also thinking skills that can be used to obtain information (handayani, adisyahputra, & indrayanti, 2018; karamustafaoğlu, 2011; supriyatman & sukarno, 2014). sahyar and nst (2017) describe sps as active actions such as making observations, identifying problems and predicting what students can develop through exercises in learning science, in learning science students are challenged to strike a balance between science concepts and process skills. gillies and nichols (2015) added sps is able to improve scientific thinking skills and understanding of the material. according to elmas, bodner, aydogdu, and saban (2018) sps consists of basic and integrated skills. basic process skills provide the basis for learning integrated (more complex) skills. basic process skills consist of observing, guessing, measuring, communicating, classifying, and predicting. integrated process skills include controlling variables, determining operationally, formulating hypotheses, interpreting data, conducting experiments and formulating models (elmas et al., 2018). sps are not only used in problem-solving and knowledge development, but are also involved in scientific reasoning, critical thinking and understanding students' concepts of science (candrasekaran, 2014; gillies & nichols, 2015). abungu, okere, and wachanga (2014) further explained that sps are used to help students gain an understanding of the material that is more long-term memory so that it is expected to be able to solve all forms of daily life problems, especially in the face of global challenges. recognizing the importance of this sps, it is necessary to explore how its application in learning, especially in indonesia. some study shows that sps has been applied in various fields of science subjects, such as biology (handayani et al., 2018; lepiyanto, 2014; suryaningsih, 2017; wulandari, masjhudi, & balqis, 2014), physics (irwanto, rohaeti, widjajanti, & suyanta, 2017; nirwana, nyeneng, & maharta, 2014; siswono, 2017; syafriyansyah, suyanto, & nyeneng, 2013), and chemistry (siska, kurnia, & sunarya, 2013). some researchers mentioned that this sps can be accommodated when students learn to use inquiry learning (lati, supasorn, & promarak, 2012; ramdan & hamidah, 2015; sahyar & nst, 2017; şimşek & kabapinar, 2010), hands-on learning (cigrik & ozkan, 2015; suryaningsih, 2017; wulandari et al., 2014), problem-based learning (sagala, rahmatsyah, & simanjuntak, 2017; tatar & oktay, 2011; wahyuni, indrawati, sudarti, & suana, 2017), and project-based learning (fajriyanti, ernawati, & sujatmika, 2018). there are some studies also stated that sps can be accommodated through media that is applied in the learning process (pratono, sumarti, & wijayati, 2018; solé-llussà, aguilar, & ibáñez, 2019; vebrianto & osman, 2011). however, it is also very important to see how the learning objectives are achieved when students already have the science process skills. the achievement of learning objectives, one of which can be measured by students' cognitive learning outcomes (anderson & krathwohl, 2001). cognitive learning outcomes (clo) indicate the level of students’ concept understanding (anderson & krathwohl, 2001; sinatra & mason, 2013). concept understanding is a learning outcome consisting of remembering, understanding, applying, analyzing, evaluating, and creating (anderson & krathwohl, 2001). the students’ cognitive skill is a fundamental requirement for students in deal with challenges in everyday life (osborne, 2013; wang, wu, kinshuk, chen, & spector, 2013). several studies related to the correlation between students’ sps and clo have been conducted in physics learning (nirwana et al., 2014; santiani, 2014; sinuraya, panggabean, & wahyuni, 2019; siswono, 2017; syafriyansyah et al., 2013). sinuraya et al. (2019) claim that students’ clo has been influenced by students’ sps, on the other hand, santiani (2014) argue that there is a low correlation between students’ sps and clo. furthermore, it is also necessary to examine how the relationship between students’ sps and biology clo, because the research is still limited in empowering students’ sps in biology learning with various learning strategies (hayati, bintari, & sukaesih, 2018; suryaningsih, 2017; wahyuni et al., 2017; wulandari et al., 2014). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 55-64 57 ilma et al (the correlation between science process …) therefore, this study focuses on finding the correlation between students' sps and students' understanding of biology concepts, more specifically is biology clo. biology is the study of life which does not only look at one side of living things but more on the complexity of science (zeyer, 2018). consequently, understanding the concept of biology is very important for students to have as a provision to solve the problem in daily life. by acknowledging the relationship between students' sps and biology clo, it is assumed that the research finding can be used as a recommendation in improving the biology learning process in indonesia. method the correlational study used 100 tenth graders in malang as a research sample. the correlational study used two test types as the instrument, namely essay and multiple choice. the essay instrument consisted of 10 items that were developed from sps aspects (table 1). sps aspects include basic and integrated skills (elmas et al., 2018). the basic skills consist of 1) observing, which uses the senses to gather information about an object or event; 2) predicting, namely giving allegations about an object or event based on data or information collected previously; 3) measuring, namely using standard or nonstandard measurements or estimates to describe the dimensions of an object or event; 4) communicating, using words or graphic symbols to describe an action, object or event; 5) classifying, i.e. classifying events into categories based on criteria; and 6) predicting, states future results based on patterns of evidence. while the integrated skill consists of 1) controlling variables – identify variables that can influence the results of experiments, maintaining the most constant while manipulating independent variables; 2) determine operationally – how to measure a variable in an experiment; 3) formulate a hypothesis – states the expected results of an experiment; 4) interpreting the data – organizing the data and drawing conclusions from it; 5) conducting experiments – including asking the right questions, stating hypotheses, identifying and controlling variables, defining these variables operationally, designing experiments, conducting experiments, and interpreting the results of experiments; and 6) formulating a model – creating a mental or physical model of a process or event. table 1. the aspect of students’ sps no. the aspects of students’ sps description (skills) 1 observing basic 2 inference basic 3 classifying basic 4 predicting basic 5 communicating basic 6 controlling variables integrated 7 formulate a hypothesis integrated 8 determine operationally integrated 9 formulating a model integrated meanwhile, the biology clo was measured using a multiple-choice test which consisted of 30 items. the test was developed using the level of the cognitive domain including 1) remembering, is very important for meaningful learning, 2) understanding, students are said to have understood when they were able to construct meaning from instructional messages, including verbal, written, and communicative graphics, 3) applying, closely related to procedural knowledge, applying consists of running and implementing, 4) analyzing, involves breaking up the material into interconnected parts and forming a whole structure, 5) evaluating, consists of checking and criticizing, and 6) creating, consists of formulating, planning and producing (anderson & krathwohl, 2001). both instruments, essay and multiple-choice, then be validated by the experts (teacher and material expert). the data collected were analyzed using percentage calculation for each aspect of students’ sps and biology clo. the percentage result then was assessed based on category which formulated by haviz, karomah, delfita, umar, and maris (2018), namely: excellent (86-100), very good (76-85), good (60-75), fair (55-59), poor (55-59), and very poor (≤54). to find out the correlation between students’ sps and biology clo, the data were analyzed using simple linear regression analysis. results and discussion the result of students’ sps is shown in table 2. based on the result it is known that students have the highest score in the aspect of observing skill with a percentage of 78.84% while the lowest score is predicting skill (27.30%). students are also still weak in the aspects of classifying, formulating models, communicating, formulating hypotheses, inference, and determine operationally. the students’ sps is basic learning in thinking jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 55-64 58 ilma et al (the correlation between science process …) and conducting investigations in science learning (karamustafaoğlu, 2011; mutlu & temiz, 2013). the low of students’ skills in some aspect of sps can be affected by the habit of learning that is carried out both inside and outside the classroom (çimer, 2012). this is also shown from students' answers when they are asked to make a graph of the data presented in the problem. students are not able to make proper graphics, this is because they do not have good communication skills. in another aspect, the student can’t formulate a model. students are asked to formulate a model of the germination process, but unfortunately, they provide answers that tend to lead to explain the factors that affect germination without clear explanation (figure 1). this shows that students do not understand the concept of germination. this can happen because students only memorize concepts, without ever seeing directly or practicing. some studies show that hands-on activity has a great contribution to empower the students’ science process skills (cigrik & ozkan, 2015; lepiyanto, 2014; siska et al., 2013; suryaningsih, 2017; wulandari et al., 2014). prasasti and listiani (2018) added that practicum-based learning can improve students' science process skills, because students determine concepts through systematic activities such as formulating problems, making hypotheses, designing experiments, implementing designs they make in the lab, and trying to be able to communicate the results of research as a solution to the problem found. table 2. the result of students’ sps test no. the aspects of students’ sps percentage (%) category 1 observing 78.84 very good 2 inference 44.61 very poor 3 classifying 33.07 very poor 4 predicting 27.30 very poor 5 communicate 42.69 very poor 6 controlling variables 64.61 good 7 formulate a hypothesis 44.23 very poor 8 determine operationally 48.07 very poor 9 formulating a model 33.46 very poor figure 1. the example of students’ answer another lower aspect is formulating hypotheses skills. one of the causes of the weakness of students in formulating hypotheses is learning that does not pay attention to the scientific process and only prioritizes concepts. gultepe (2016) jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 55-64 59 ilma et al (the correlation between science process …) states that learning science must involve the content and components of the science process. the content and components of the scientific process are an inseparable unity. in formulating a hypothesis closely related to the ability of hypothetical-deductive thinking, namely the ability to think related to finding alternative explanations or hypotheses in responding to a problem and reviewing the data of each hypothesis to make the right decision (shahali, halim, treagust, won, & chandrasegaran, 2017; wahyuni et al., 2017). in addition, the use of learning models also influences on students' sps. some researchers stated that sps can be accommodate using inquiry (koksal & berberoglu, 2014; lati et al., 2012; rahmasiwi, santosari, & sari, 2015; ramdan & hamidah, 2015; şimşek & kabapinar, 2010). according to gillies and nichols (2015) science process skills are not only used in problem-solving and knowledge development, but are also involved in scientific reasoning, critical thinking and understanding students’ concepts of science. asrizal, amran, ananda, festiyed, and sumarmin (2018) added that teaching materials which integrate science process skills can improve scientific literacy and student learning outcomes. science process skills provide opportunities for students to further empower the thought process. this is because the science process skills actively involve students in conducting scientific-based learning activities. science process skills have a major influence on the development of higher mental processes of order critical thinking and decision making. lati et al. (2012) report that providing training in science process skills can improve the learning achievement of students. abungu et al. (2014) further explained that science process skills are used to help students gain an understanding of the material that is more long-term memory so that it is expected to be able to solve all forms of daily life problems, especially in the face of global challenges. the importance of science process skills for students in learning, making a learning process must be well designed so that it can be accepted and understood by students. table 3 present the result of students’ biology clo. the result shows that the best score is in remembering (94.23 %,) which is at the lowest level of the cognitive domain (c1). meanwhile the lowest percentage is at the c6 level (creating) namely 33.46%. in the other level of cognitive domains (understanding, applying, analyzing, and evaluating) are categorized as a good category. this is caused by the biology learning process which still emphasizes memorization. the utilization of learning methods that are still conventional cannot support students to understand biological concepts. understanding concepts, more specifically clo, is one of the initial knowledge that students must possess (sinatra & mason, 2013). the learning model used will certainly influence students’ understanding. this is reinforced by the results of research which state that the use of group investigative learning models and inquiry can improve students' understanding of concepts (andi & umamah, 2018; johanis, 2015; sahyar & nst, 2017; şimşek & kabapinar, 2010). tendrita, safilu, and parakkasi (2016) added that students' understanding of concepts can use the sq3r (survey, question, read, review, review) strategy because this research is only to avoid memorization. understanding of concepts is important for integrating nature and technology into real life in society. lack of understanding of concepts will result in suboptimal learning outcomes and decreased competitiveness of students to achieve the progress of the times. students' understanding of a concept will make it easier for students to understand concepts and their learning outcomes will increase (armi & noviyanti, 2014; lestari, wardani, & sumarti, 2018). table 3. the result of students’ biology clo test no. the level of the cognitive domain percentage (%) category 1 remembering 94.23 excellent 2 understanding 72.11 good 3 applying 70.19 good 4 analyzing 62.30 good 5 evaluating 74.35 good 6 creating 33.46 very poor the simple linear regression analysis result is presented in table 4. the regression analysis showed that there was a significant correlation between students’ sps and biology clo, where the equation was y = 27.988 + 0.311x, y is the student's sps and x is the students’ biology clo. the regression coefficient is 0.311 which means that each addition of 1 sps point will increase the understanding of the biological concept by 0.311. the significance value is 0.002 (<0.05), so it can be concluded that there is a significant correlation between students’ sps and biology clo. table 4. summary of simple linear regression analysis model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 27.988 5.829 4.801 .000 understanding of biological concept .311 .096 .310 3.229 .002 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 55-64 60 ilma et al (the correlation between science process …) the process of science learning can be interpreted as scientific activities carried out by students through science learning, to achieve a balance of concepts and skills in the field of science (sahyar & nst, 2017). the students' sps has a significant correlation with students' biology clo. this is supported by some research which finds that science process skills provides positive interaction with student's concept understanding (handayani et al., 2018; nirwana et al., 2014; siswono, 2017; syafriyansyah et al., 2013; wahyuni et al., 2017). the sps aspect is related to students' understanding of concepts (gultepe, 2016). this is related to aspects in sps that support students to do scientific work and mastery of concepts (elmas et al., 2018). in the aspect of observation, students support to use objects in phenomena that occur. ongoing observation activities will discuss students to discuss a concept (nugraha, utari, saepuzaman, solihat, & kirana, 2019). the students’ sps contributes to increasing students' understanding through learning activities that promote science such as practical activities (cigrik & ozkan, 2015; sukarno, permanasari, & hamidah, 2013; suryaningsih, 2017). shahali et al. (2017) stated that students who did not develop sps were feared that they could not incorporate concepts that emerged into the knowledge system, collect relevant verifications to answer questions or ask questions scientifically. therefore, sps students can be facilitated through learning activities that involve students in working activities. the right learning strategy can improve students’ sps and students’ understanding of concepts (ekawati, iswari, & lisdiana, 2018). hernawati, amin, irawati, indriwati, and omar (2018) describe learning strategies is important for students' science process skills, basic and integrated skills. supriyatman and sukarno (2014) added that the inquiry strategy was able to improve students’ sps and concept understanding because students were given the freedom to make observations, experiment planning, and the concept of implementation. the students’ sps convinces students to better understand the whole concept. this can be obtained through science activities that can lead students to fully understand biological concepts (güler & şahin, 2019). based on the research finding, the students’ sps needs to be developed in learning activities by using various learning models which can accommodate these skills. thus it can help the teacher to enhance the students’ understanding of biological concepts. conclusion the research finds that the highest students’ sps aspect was observing (78.84%), while the lowest was predicting (27.30%). besides, the highest achievement of students’ biology clo was c1 (94.23%), while the lowest was c6 (33.46%). the regression analysis showed that there was a significant correlation between students’ sps and biology clo, where the equation was y = 27.988 + 0.311x. therefore, it is crucial to consider sps to be integrated into a learning activity by using various learning models that empowering these skills to improve students’ understanding of biological concepts. references abungu, h. e., okere, m. i. o., & wachanga, s. w. 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(2018). gender, complexity, and science for all: systemizing and its impact on motivation to learn science for different science subjects. journal of research in science teaching, 55(2), 147–171. doi: https://doi.org/10.1002/tea.21413 https://doi.org/10.1016/j.sbspro.2011.03.099 https://doi.org/10.15294/jpii.v6i1.6849 https://doi.org/10.1016/j.compedu.2013.05.004 http://jurnal-online.um.ac.id/data/artikel/artikel7387aa530cf0aea291463f58bc55df14.pdf http://jurnal-online.um.ac.id/data/artikel/artikel7387aa530cf0aea291463f58bc55df14.pdf https://doi.org/10.1002/tea.21413 mjfas template 205 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 research article the inquiry investigation group learning model: improving students’ critical thinking skills, cognitive learning outcomes, and scientific attitudes mery pattipeilohya,1, dominggus rumahlatua,2, sriyanti i. a. salmanua,3, kristin sangura,4,* adepartment of biology education, faculty of teacher training and education, pattimura university, jl. ir. m. putuhena, ambon, maluku 97233, indonesia 1pattipeilohymery@yahoo.com; 2dominggus_amq@yahoo.co.id; 3sriyanti_salmanu@yahoo.co.id; 4kristin_sangur@yahoo.com abstract: innovative learning is carried out through a combination of the investigation group (ig) and inquiry strategy (is) into a modified learning model namely iig (inquiry investigation group). this study analyzes the effect of the iig model on critical thinking, cognitive learning outcomes, and scientific attitudes on class xi high school students in west seram regency. the sample was 102 students, and the data was analyzed using inferential statistics namely covariance analysis (ancova). the results show that the iig model has an effect on critical thinking (0.000<p=0.05), cognitive learning outcomes (0.000<p=0.05), and students’ scientific attitudes (0.000<p=0.05). this indicated that iig consists of learning stages of orientation, conceptualization, investigation, report generation, and discussion-evaluation. the finding of the research recommends the application of the iig model in learning other biology concepts in high school. in addition, this research can contribute to providing innovation in biology learning in the era of society 5.0. keywords: cognitive learning outcomes; critical thinking; inquiry investigation group; scientific attitude introduction the concept of education in indonesia is currently undergoing development towards the era of society 5.0. this has an effect on various fields such as health, urban planning, transportation, agriculture, and education (özdemir, 2018). therefore, students need several skills namely leadership, digital literacy, communication, emotional intelligence, critical thinking, as well as constructive, innovative, social, and spiritual attitudes (falaq, 2020; sajidan et al., 2020; potočan et al., 2021). some of these abilities are classified as high-level. the higher order thinking skills (hots) use critical, analytical, and creative thinking. it is the ability to master a concept and explain it in different ways, as well as making decisions and solutions to problems (dewi, 2021; yonata & h nasrudin, 2018). several learning models are used to improve the abilities of students in this era of society 5.0. one of the innovations is collaborating learning models with appropriate strategies, such as the investigation group (ig) and the inquiry strategy (is) which is known as the inquiry investigation group (iig) learning model. according to santyasa et al. (2019), the ig model is oriented to the results of an investigation, analysis, and information synthesis to solve a problem, hence, it is suitable to be used for science learning. astiti (2018) reported that the use of the ig model combined with brainstorming techniques improved cognitive learning outcomes. according to komala et al. (2020), the learning model empowers students to solve problems through hots. meanwhile, inquiry learning has been widely used in biology education. the application of inquiry strategies in biology learning in high school can increase students’ hots (rahmat & chanunan, 2018) and improve critical thinking in learning the concept of the plant world (hasan et al., 2019). the strategies also improve students’ achievement with a reflective cognitive learning style (margunayasa et al., 2019). presently, the ig model and inquiry strategy have been used in and collaborated with several studies. *for correspondence: kristin_sangur@yahoo.com article history: received: 8 august 2022 revised: 11 october 2022 accepted: 14 october 2022 published: 24 november 2022 10.22219/jpbi.v8i3.22113 © copyright pattipeilohy et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v8i3.22113 https://doi.org/10.22219/jpbi.v8i3.22113 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 206 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 arinda et al. (2019) found that collaborating the ig model with phet (physics education technology) media could improve students’ scientific attitudes. this shows that the ig learning model is suitable to be combined with an inquiry strategy. listiana et al. (2016) and listiana et al. (2020) reported that the combination of the gi model with think talk write (gittw) improved host and self-regulation in learning biology concepts. listiana and bahri (2019) also reported that the gittw model increased high school students’ thinking in studying biology compared to the ttw model. ristanto et al., (2018) developed circ integrated learning and guided inquiry into a single unit called cirgi for developing scientific literacy and mastery of biological concepts. naimnule and corebima (2018) reported that inreact (a combination of inquiry and the react learning model) improved critical thinking. ningsih et al. (2022) reported that the gietal learning model (the collaboration of group investigation with etask in activities learning) helped the students learn biology during the covid-19 pandemic. asyari et al. (2016) reported that pbl and gi collaboration was a learning collaboration that produced stages of planning, argumentation, formulation of questions and problems, as well as analyzing and providing solutions to environmental problems. in addition, gunawan et al. (2020) also explained that the inquiry strategy combined with the advance organizer could help empower students’ higher-order thinking skills in studying biology so that they could find solutions for solving biology in everyday life. brown (2010) reported that the pogil (processoriented guided-inquiry learning) learning model was able to empower students’ critical thinking in studying biology through a series of questions. ravista et al. (2021) also reported that the use of an electronic module based on an inquiry strategy accompanied by a virtual laboratory could improve students’ critical thinking in learning biology. inquiry strategies could also improve biology learning outcomes through a series of combinations of techniques or methods and modifications. akanbi and kolawole (2014) reported that a combination of inquiry and discovery strategies and independent learning techniques could improve students’ cognitive learning outcomes so that learning achievement in biology could be efficient. kencanawati et al. (2021) modified inquiry learning in biology into 7 steps namely analyzing problem, formulating hypotheses, collecting data, comparing communication between groups, making conclusions, communicating results, and reviewing them through critical analysis. some studies show that the inquiry strategy is suitable to be used in studying biological concepts in schools to improve critical thinking skills, cognitive learning outcomes, and scientific attitudes. it emphasizes the discovery activities carried out by students, hence, it requires intense activity. according to matson and parsons (2006), the inquiry strategy requires the active participation of students in learning. keys and bryan (2001) stated that through inquiry activities with discoveries, they were able to develop scientific process skills and improve cognitive learning outcomes effectively. scientific attitude is a way of behaving in the learning process through experiments that improve thinking skills. therefore, it affects students’ cognitive processes (ozden & yenice, 2014; ilmi & sunarno, 2020). based on previous studies and the explained theory, the ig model focuses on the process of inquiry and student collaboration, while the inquiry strategy focuses on the investigation and activity of students. therefore, the two can be combined into a single unit called group investigation inquiry learning or abbreviated as the iig model. the application of iig is carried out on class xi students in studying the circulatory system. in this concept, students are invited to conduct constructivist-based investigations to understand the human circulatory system and develop critical thinking skills and scientific attitudes. in addition to having high-level thinking skills, students also need to be equipped with a scientific attitude, indicating the results of their investigations can be scientifically justified. marlina (2013) found that using the environment as a laboratory shaped scientific attitudes in studying biology. previous studies found that the environment can be used as an external laboratory to shape scientific attitudes. students who study the concept of the circulatory system also form a scientific attitude through investigation and discovery. therefore, this study analyzes the effect of applying the iig model on the critical thinking, cognitive learning outcomes, and scientific attitudes on class xi high school students, west seram regency. results and discussion this is a quasi-experimental study, and the independent variables are the ig and iig learning models, while the dependent variables are critical abilities, cognitive learning outcomes, and scientific attitudes. furthermore, the design of the study used pre-test and post-test control group design (table 1). this was conducted in the odd semester of the 2021/2022 academic year. table 1. the study design for iig and ig classes pre-test group post-test o1 x1 o2 o1 x2 o2 where: o1 (pre-test in iig and ig classes); o2 (post-test in iig and ig classes); x1 (class using the iig 207 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 learning model); x2 (class using ig learning model). the population was class x students of sma negeri 1 kairatu, madrasah aliyah al-ikhlas kairatu, and madrasah aliyah west seram. the selection of schools uses the technique of drawing school names to get public high schools and private high schools. furthermore, the sample was students from two classes of the schools. each class had 17 students, hence, the total number of the sample was 102. each class only had a small number of students to comply with the covid-19 protocol. the school allowed face-toface teaching and learning activities but the attendance of students was limited to a small number. the study stage began with the following activities: (1) initial test (measuring critical thinking and cognitive learning outcomes), (2) application of the iig model to class x1 and ig to class x2 (table 2), and (3) final test (measuring critical thinking and cognitive learning outcomes). the learning material taught was the human circulatory system. observation sheets were used to measure students’ scientific attitudes at the beginning and end of learning. table 2. stages of integration of the iig learning model investigation group (ig) inquiry strategy (is) iig learning model integration stages 1. identifying the topic 2. planning learning assignments 3. carrying out investigations 4. compiling reports 5. presenting reports 6. conducting evaluation 1. orientation 2. conceptualization 3. investigation 4. discussion 5. conclusion 1. orientation: organizing students into study groups, identifying topics, formulating titles 2. conceptualization: formulating questions and hypotheses, seeking information, formulating stages of investigation 3. investigations 4. the creation of final report 5. discussion 6. evaluation the test instrument of the essay consists of 5 questions that have validity and reliability values as shown in table 3. table 3. specifications of essay questions equipped with validity and reliability scores question number cognitive level hots/ lots validity reliability significant interpretation significant interpretation 1 c4 meets hots criteria 0.750 (*) valid 0.945 (*) excellent 2 c4 0.147 (*) 3 c4 0.277(*) 4a c4 0.180 (*) 4b c4 0.400 (*) 5a c5 0.147 (*) 5b c5 0.466 (*) 5c c5 0.356 (*) 5d c5 0.393 (*) *) significance at p ≥ 0.05 the significance value of each question shows p≥0.05, which means that each question has met the criteria of validity and reliability so that it can be used in the learning process. an essay is used as the instrument to measure critical thinking and cognitive learning outcomes. the two types of instruments have different ratings as seen in table 4 and table 5. table 4. description of the assessment of cognitive learning outcomes question number score description of the assessment of cognitive learning outcomes 1 5 the answer can link the questions of blood group, antigen, and blood cells into a true narrative 2 10 the answer can solve cases about differences in blood groups of pregnant women and fetuses that connect the concept of the circulatory system 3 10 the answer can relate the concept of the circulatory system to hypertensive disorders in patients 4a 10 the answer contains the concept of cause and effect when there is a blood transfusion between different groups 4b 10 the answer contains reasons that are connected with the concept of the 208 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 question number score description of the assessment of cognitive learning outcomes circulatory system 5a 5 the answer contains an assessment of the case 5b 10 the answer contains an assessment of the case accompanied by the concept of a supportive circulatory system 5c 15 the answer contains suitable criteria to prove the title of the investigation activity 5d 15 the answer contains criteria that are suitable for the process of investigating the circulatory system table 5. description of critical thinking skills score critical thinking description 5 the answers contain all correct, clear, and specific concepts; the description of the answers is supported by strong and clear arguments; the answers have good and interrelated flow of thinking; the answers are presented with good and correct grammar 4 the answer contains some correct, clear, and less specific concepts; the description of the answers is supported by clear but less specific arguments; the answers have good lines of thinking and some interrelated concepts; the grammar of the answers is good and correct 3 the answers contain a small number of correct and clear concepts; the description of the answers is supported by unclear arguments; the flow of thinking is quite good, with only a small number of related concepts; the answers are delivered with quite good and correct grammar but with some spelling errors 2 the answers contain unclear and dubious concepts; the description of the answers is supported by arguments; the flow of thinking is not good and the concepts are not related to each other; the answers are presented with quite good and correct grammar but with incomplete sentences 1 all answers contain incorrect concepts; the description of the answer does not contain arguments; the flow of thinking is not good; the grammar of the answers is not good 0 no answer or wrong answer adapted from the instrument of zubaidah et al. (2015) furthermore, the essay test was developed to measure critical thinking skills and cognitive learning outcomes on the human circulatory system material. meanwhile, the scientific attitude was developed using indicators to measure students’ scientific ability in learning biology as seen in table 6. table 6. description of students' scientific attitude scientific attitude indicator rating indicator rubric 3 2 1 1 curiosity 1. students ask the teacher about the topic of identification and the selection of the investigation title students are very enthusiastic students are less enthusiastic students are not enthusiastic 2. students formulate questions and hypotheses, seek information, and formulate stages of investigation 2 critical 1. students critically respond to the findings/investigations of other groups students are very critical students are less critical students are not critical 2. critical students answer questions from other groups 3 perseverance 3. students are diligent in carrying out investigations students are very diligent students are less diligent students are not diligent 4. students are diligent in presenting the results of the investigation 4 honest 5. students report investigative data as is students are very honest students are less honest students are not honest 209 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 scientific attitude indicator rating indicator rubric 3 2 1 5 open minded 6. students appreciate a friend’s answer students really appreciate students less appreciate students do not appreciate 6 cooperation 7. students actively cooperate with other group members in conducting investigations students are very active students are less active students are not active adapted from rumahlatu et al. (2019) the data analysis was carried out using inferential statistics (ancova) to determine the effect of applying the learning model on critical thinking, cognitive learning outcomes, and students’ scientific attitudes. the results of the initial tests of critical thinking and cognitive learning outcomes, as well as the initial observations of scientific attitudes were used as covariates. before carrying out the inferential analysis, the data were first tested for homogeneity and normality. the homogeneity test used levene, while the normality used the kolmogorov-smirnov test (table 7). this data analysis technique used an excel application and spss for windows version 18.0. table 7. analysis of normality and homogeneity of the dependent variable variable significant desc. significant desc. cognitive learning outcomes .756 homogeneous .270 normal critical thinking . 121 homogeneous .615 normal scientific attitude .479 homogeneous .300 normal *) significance at p ≥ 0.05 each variable has a significance value of p≥0.05, which means that each variable has met the homogeneity and normality criteria so that it can be analyzed using ancova statistics. results and discussion the influence of the learning model on students’ critical thinking the ancova test showed that the independent variable of the learning model had a significant value of 0.000 <p = 0.05. this means that the learning model has an influence on students’ critical thinking in studying the circulatory system as presented in table 8. to know the differences between the iig and ig models, a further lsd test was carried out as shown in table 9. table 8. ancova on students’ critical thinking skills source type iii sum of squares df mean square f sig. corrected model 2459.601a 2 1229.801 28.945 .000 intercept 10031.722 1 10031.722 236.111 .000 critical_thinking_initial 1668.856 1 1668.856 39.279 .000 learning_model 868.215 1 868.215 20.435 .000* error 4206.242 99 42.487 total 88776.000 102 corrected total 6665.843 101 *) significance at p ≤0.05 table 9. further lsd test on students critical thinking skills learning model mean lsd notation iig 31.1569 a ig 25.5882 b according to table 9, further test of lsd showed notational differences between grades iig and ig. this indicates that students who are taught using the iig model have a higher average value of critical thinking than those taught with ig. critical thinking is the ability to solve problems using a different way than usual. persky et al. (2019) explained that the factors influencing these abilities were students’ perceptions, metacognitive skills, ways of thinking, automatic thinking skills, and the effort of each 210 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 student. bezanilla et al. (2019) reported that there was a close relationship between the learning methods used by teachers and students’ critical thinking skills. iig learning is the development of an inquiry-based and constructivist approach which is done by empowering students to investigate problems related to the human circulatory system. this study and discovery activity take place on the topics of the observation of human circulatory system using the torso, blood group analysis in pregnant women, the creation of artificial circulatory system, and the observation of dengue hemorrhagic fever (dhf) patients and those with low and high blood pressure at puskesdes. meanwhile, gi learning is only investigation-based which is oriented to observation topics in iig class. there are differences between the two classes, in which the ig class does not go through the orientation and conceptualization stages such as the iig. research using ig and iig learning provides opportunities to train and familiarize students with investigation activities directly related to the concept of the circulatory system. however, there is an additional stage in class iig, a combination of stages of inquiry strategies such as orientation and conceptualization. according to pedaste et al. (2012), the stages of the inquiry strategy are orientation and conceptualization (formulation of the questions and hypotheses), investigation, discussion (communication and reflection), and conclusions. the orientation and conceptualization are part of the constructivist stage. constructivist learning is the condition of empowering students to develop with teams to find solutions to questions that have been formulated (khalaf & zin, 2018). the constructivist basis consists of formulating questions and hypotheses, testing the hypotheses, as well as making and analyzing observations (pedaste et al., 2012). therefore, it can be concluded that inquiry and constructivist activities can empower students’ critical thinking skills. this is based on the opinion that constructivism enhances the ability to develop ideas and thinking by asking various questions (topolovčan & matijević, 2017; kwan & wong, 2015; tunca, 2015; lunenburg, 2011). the effect of learning models on cognitive learning outcomes the ancova test showed that the independent variable of the learning model was significantly 0.000<α=0.05 (table 10). this means that the learning model influences students’ cognitive learning outcomes in studying the circulatory system. the next stage was conducting a further lsd test to determine the differences in the learning model used (table 11). table 10. ancova on cognitive learning outcomes source type iii sum of squares df mean square f sig. corrected model 3125.940a 2 1562.970 16.813 .000 intercept 14617.706 1 14617.706 157.244 .000 cognitive_initial 149.459 1 149.459 1.608 .208 learning_model 3075.101 1 3075.101 33.079 .000 error 9203.207 99 92.962 total 639937.000 102 corrected total 12329.147 101 table 11. further lsd test on students’ cognitive learning outcomes learning model mean lsd notation iig 83.8431 a ig 73.0392 b the further lsd test in table 11 showed that there was a notational difference between the iig and the ig. the classes taught using the iig learning model have a higher average score than those in the ig. this proves that students who are taught using the iig have better cognitive learning outcomes. yulianawati et al. (2021) and indrawati et al. (2021) also reported the same result that implementing the gi-gi model (group investigation inquiry) would effect cognitive outcomes in learning science concepts. this shows that the combination of both models and strategies can improve students’ cognitive outcomes. the outcomes increase with the application of the iig model formed through a cognitive way of thinking. according to redifer et al. (2019), cognitive thinking is referred to as a load that is formed through working memory. therefore, the combined stages of iig provide opportunities for students to have time to form cognition. this is carried out through orientation (organizing students into study groups, identifying topics, and formulating titles) and conceptualization (formulating questions and hypotheses, seeking information, and formulating investigation stages). rahayu et al. (2018) developed inquiry learning which showed that each stage could improve cognitive learning outcomes on all biology concepts for junior high school students. interesting and varied experiences when applying inquiry are 211 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 also a factor in improving cognitive learning outcomes (kwon et al., 2017; glackin & harrison, 2017). this was also described by lachowsky and murray (2021) and vlasenko et al. (2020) that inquiry-based learning and discovery based on transformative pedagogy built students’ understanding through the way of scientists during the learning process. through the investigation, they will transform the results into what was learned at the orientation and conceptualization stages. af’idayani et al. (2018) explained that discovery-based inquiry learning is based on constructivism theory, hence, students can construct their understanding of the material being studied. meanwhile, sudria et al. (2018) clarified that conceptual understanding was formed through a combination of inductive reasoning namely abstract conceptualization, observation, and concrete experience. this is strengthened by deductive reasoning namely verifying and generalizing concepts that have been experienced in the previous stages. this implies that the cognitive outcomes of those who are taught using the ig and iig models are formed through inductive (investigation and discovery) and deductive reasoning (generalization of the investigation result). however, there are differences between the two learning models. the iig model has the stages of inquiry learning for conceptualizing concepts through formulation of problem, hypotheses and data collection, and the formulation of the stages of investigation in a sequential step. meanwhile, in ig, the students directly conduct investigations without undergoing the stages of conceptualizing their way of thinking. according to alshehri (2016), cognitive thinking is formed through learning models that help improve the way of thinking. stender et al. (2018) added that the various skills acquired during inquiry learning helped students construct their knowledge. the influence of the learning model on students’ scientific attitudes the ancova test showed that the independent variable of the learning model had a significance of 0.000 <p=0.05. this means that the learning model has an influence on the scientific attitude of students in studying the circulatory system as shown in table 12. to know the differences between the two models, the lsd further test was carried out as presented in table 13. table 12. ancova on students’ scientific attitude source type iii sum of squares df mean square f sig. corrected model 145.957a 2 72.979 25.199 .000 intercept 181.332 1 181.332 62.613 .000 scientific_attitude_initial .036 1 .036 .012 .912 learning_model 144.503 1 144.503 49.896 .000 error 286.710 99 2.896 total 96358.000 102 corrected total 432.667 101 table 13. further lsd test on students’ scientific attitude learning model mean lsd notation iig 31.861 a ig 29.472 b the lsd test analysis in table 13 shows that the difference in notation between iig and ig classes. this indicates that students who are taught using the iig model have a higher average scientific attitude than those taught using the ig. astuti et al. (2020) explained that the attitude was an activity to train scientific skills through study activities. this shows that the iig model empowers scientific attitudes more than the ig for sbb district high school students in studying the circulatory system. hadiati et al. (2019) also revealed that different learning models affected the attitudes differently because various methods would bring up ways of thinking which affect their attitudes. alam (2017) described that the attitude of scientific students also had an effect on their success in learning science. learning with the iig and ig models can empower students to conduct investigations according to the theme of each group. however, in iig learning, students are first taught to identify investigative ideas, as well as formulating titles, questions and hypotheses, and stages. the stages in the iig class are different from the ig which directly conducts investigations. the stages in the iig can empower students’ scientific attitudes better, hence, they can identify investigative ideas, as well as developing curiosity and critical thinking. nugraha et al. (2020) reported that students’ interest in formulating new ideas could improve their attitudes. to carry out investigative activities, students will develop an attitude of perseverance. to work together in groups, they need to be open-minded and work cooperatively. according to lacap (2015), those with high scores in openness tend to behave, respect, and listen to other people’s ideas well. also, they accept criticism and are willing to learn and admit new information, while honesty is built during data 212 pattipeilohy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 205-215 reporting on the results of investigations and findings. an attitude of openness is one of the characteristics of a researcher (mulhall et al., 2017; salman & al-hamidawi, 2022). honesty is very important for students in learning because it plays a role in their ability to explain concepts using knowledge they have earned through direct observation or theories (jancirani et al., 2012). the attitude of openness and honesty is interconnected and must be owned by students in empowering their scientific attitude as researchers. hanifah et al. (2016) stated that scientific attitude referred to activities carried out by students such as scientists. according to sakliressy et al. (2021), the better the learning process and positive responses from students are, the better their scientific attitude is. furthermore, sari et al. (2018) showed that scientific attitudes were the basis for students to determine their reactions to environmental conditions. this attitude is one of the factors to manage the way of thinking and behave, hence, it affects cognitive learning outcomes and critical thinking when studying the concept of the human circulatory system. conclusion the results showed that integration of the iig learning model has an effect on students’ critical thinking, cognitive learning outcomes, and scientific attitudes in studying the human circulatory system. the stages in the model can empower critical thinking skills, cognitive learning outcomes, and scientific attitudes. this finding recommends the application of the iig model in learning other biology concepts in high school. in addition, this research can contribute to teachers in designing innovative biology learning in the era of society 5.0. acknowledgment the authors are grateful to the dean of the faculty of teacher training and education of pattimura university for funding this study with the contract number: 1086/un13/sk/2021. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions m. p. and d. r: methodology and analysis; s. i. a. s: review and editing; and k. s: all sections. references af’idayani, n., setiadi, i., & fahmi, f. 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(2015). asesmen berpikir kritis terintegrasi tes essay [integrated critical thinking assessment essay test]. symbion: symposium on biology education, 200–213. https://doi.org/10.24042/jipfalbiruni.v10i1.8347 https://doi.org/10.21009/1.05216 https://doi.org/10.1088/1742-6596/948/1/012008 https://doi.org/10.1080/09500693.2018.1504346 https://doi.org/10.12973/iji.2018.1117a https://doi.org/10.14689/ejer.2015.60.11 https://doi.org/10.5220/0010929700003364 https://doi.org/10.1088/1742-6596/947/1/012027 mjfas template 15 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 research article improving the creative thinking and collaborative skills of prospective biology teachers using the emkontan learning model in environmental science courses n. nurwidodo a,b,1, i. ibrohim a,2,*, s. sueb a,2, fadhlan muchlas abrori c,3, tubagus ahmad darojat d,4 a department of biology, faculty of mathematics and natural sciences, universitas negeri malang, jl. semarang no. 5 malang, east java 65145, indonesia b department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas 246 malang, east java 65144, indonesia c stem education department, linz school of education, johannes kepler university linz, altenberger str. 69, 4040 linz, austria d international college of rajamangala univesity of technology krungthep, thung maha mek, sathon, bangkok 10120, thailand 1nurwidodo@umm.ac.id; 2ibrohim.fmipa@um.ac.id; 3sueb.fmipa@um.ac.id; 4fadhlan1991@gmail.com; 5bagus2m@gmail.com abstract: the implementation of the environmental science learning process so far has shown a lack of encouragement to improve students' 4c skills. the emkontan learning model is one of the models that is believed to improve students' creativity, collaboration skills, and environmental literacy. this study aims to analyze the effectiveness of the emkontan learning model in improving critical thinking and collaborative skills for prospective biology teacher students. emkontan is a studentcentered learning model (students’ active learning), oriented to creative learning, problem-based learning, collaborative learning, and provides opportunities for students to improve environmental learning. this research was conducted in the event semester of the 2020/2021 academic year at ikip budi utomo malang and ftte universitas muhammadiyah malang-indonesia, involving 150 secondsemester students through total sampling. data was obtained through observation, questionnaires, and tests. the research used a pretest-posttest non-equivalent control group design. data collection in this study was carried out using google forms, google classroom, google meet, and whatsapp. data analysis using statistical product and service solutions (spss) version 23 software. the analysis of covariance (ancova) analysis results showed that emkontan, pbl affected students' creativity and collaboration skills in biology teacher candidate students with a value of p<0.005. the least significant difference (lsd) result was significantly different in improving students' creativities thinking, and collaboration skills. the emkontan class gained the highest post-test score. therefore, emkontan could be applicable to improve students' creative thinking and collaborative skills outcomes in environmental learning. keywords: collaboration; creativity; emkontan; prospective biology teachers introduction one of the important targets of the sustainable development goals (sdgs) is the quality of education, which particularly needs to be addressed in indonesia and requires sustainable development. *for correspondence: ibrohim.fmipa@um.ac.id article history: received: 12 january 2023 revised: 26 january 2023 accepted: 30 january 2023 published: 5 february 2023 10.22219/jpbi.v9i1.24382 © copyright nurwidodo et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: nurwidodo, n., ibrohim, i., sueb, s., abrori, f. m. & darojat, t. a. (2023). improving the creative thinking and collaborative skills of prospective biology teachers using the emkontan learning model in environmental science courses. jpbi (jurnal pendidikan biologi indonesia), 9(1), 15-25. https://doi.org/10.22219/jpbi.v 9i1.24382 mailto:nurwidodo@umm.ac.id mailto:ibrohim.fmipa@um.ac.id mailto:sueb.fmipa@um.ac.id mailto:fadhlan1991@gmail.com mailto:bagus2m@gmail.com https://doi.org/10.22219/jpbi.v9i1.24382 https://doi.org/10.22219/jpbi.v9i1.24382 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 16 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 indonesia needs to improve the quality of education to become a developed country and create a glorious "golden indonesia" according to the ideals of the indonesian nation (chhajer, 2022; unilever, 2017). indeed, progress in various sectors such as agriculture, fisheries, resources, technology, economy, culture, defence, etc begins with the advancement of the quality of education (nambiar et al., 2019; nyhus, 2016; oecd & adb, 2015). during the 21st century, there has been a fundamental change in the level of philosophy, direction, and purpose in education (kim et al., 2019; malik, 2018). indeed, knowledge is the main basis for all aspects of life, influencing education, science, technology, and employment (kereluik et al., 2013; van laar et al., 2020), so efforts are required to fulfill the need for knowledge-based education, economic development, social empowerment and development and knowledge-based industry development (chauhan, 2020; hudson, 2011; rohimah, 2021). the quality of higher education as part of the education system in indonesia is required to produce human resources (hr) to face challenges in the global era (adam & negara, 2015; amalia, 2012). universities must prepare students competent in knowledge and skills, attitudes and work spirit, communication skills, interpersonal, leadership, and teamwork known as experimental 5cs: critical thinking, communication, collaboration, creativity, and compassion (al-kaabi, 2016; de prada et al., 2022). creative thinking involves finding ways of thinking to overcome existing problems in unusual or new ways (birgili, 2015; gafour & gafour, 2020), creating something new, producing many imaginative skills, or making something that already exists into something new. creative thinking is also the ability to generate original ideas or answers and to understand new and unexpected relationships or unrelated factors (duff et al., 2013). hence, creative thinking is very important for a person's success in carrying out life activities because they are one of the determining factors of a nation's excellence (wijayati et al., 2019). students' creative thinking is dominated by the medium and low categories because, to date, lecturers have not made much effort to explore students' understanding of creative thinking skills (valli et al., 2014). creative thinking still receives less attention in the learning process at various levels of education (kairuddin et al., 2020) but in recent years, educational institutions' interest in creative thinking has increased because it is considered important in the world of education (mullet et al., 2016). therefore, lecturers as agents of change are expected to develop creative thinking skills (valli et al., 2014). besides creative thinking, solving environmental problems will be successful if it involves various parties by conducting solid collaboration (ardoin et al., 2020; avoyan, 2022). therefore, collaborative skills are needed for policymakers and all components of society to prevent and overcome environmental problems (collins et al., 2019; green & johnson, 2015). collaborative problem-solving is one of the 21st-century skills or 4cs essential for successful learning and increased productivity in real work environments (chiruguru, 2020; erdoğan, 2019; partnership for 21st century skills, 2015). collaboration as a partnership/relationship in problem-solving is key to achieving a very effective learning process (armstrong, 2015; bryson, 2016; schmitz & winskel, 2008). probe-solving collaboration is one type of social interaction in a specific learning process whereby each group member can be active and constructive in solving all existing problems (gauvain, 2018; soller, 2001). the collaboration includes effective communication skills, mutual respect, trust, giving and receiving feedback, decision-making, and conflict management (grover, 2005; little, 2007; sibiya, 2018). one study of biology students at the islamic university of riau stated that students' collaborative skills generally showed a sufficient level, which meant they were not able to collaborate well (hidayati, 2019). solving environmental problems not only requires the ability to think creatively and collaboration skills but needs the support of individual and community environmental literacy, especially students as potential leaders (coyle, 2005; mcbride et al., 2013). environmental science courses are multidisciplinary subjects that are closely related to everyday life (nugraheni, 2014). some environmentally unfriendly behaviors in the community are closely related to the understanding and concepts of environmental science, for example, cleanliness ranging from the household environment, schools, markets, and public facilities due to littering. the increase in electronic waste due to the massive use of mobile phones and computers contributes to environmental problems. for example, cleanliness starts in the household environment, schools, markets, and public facilities due to littering (ferronato & torretta, 2019; needhidasan et al., 2014). the implementation of the environmental science course so far has shown a lack of encouragement to improve students' creative thinking, and collaboration skills. preliminary research conducted at seven universities in java and sumatra of fourteen lecturers and fifty students supported this indication (nurwidodo et al., 2019). the students tend to memorize concepts because of the application of lecturer-centred learning and the absence of learning models that encourage student creativity both in providing opportunities and creating environmental science products that are beneficial to life (farwati et al., 2017). in addition, the absence of exploration activities for environmental problems in the field and the opportunity to solve them causes students to lack mastery of environmental problems and 17 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 minimally contribute is to solving environmental problems (torkar, 2014). several learning models have been applied to separately develop aspects of creative thinking and collaboration skills of candidate teachers. the oidde learning model (husamah et al., 2018), projectbased blended learning (sumarni et al., 2021), randai learning model (arsih et al., 2023), and ‘moving the kaleidoscope’ model (ayyildiz & yilmaz, 2021) have been applied to develop aspects of creative thinking. of the four models, only the oidde learning model has been used for candidate biology teachers. candidate, namely t (husamah et al., 2018). remap jigsaw learning (indriwati et al., 2019), asicc model learning (santoso et al., 2021), inquiry and project-based learning (hairida et al., 2021), and predict-observe-explain-based project (poep) learning (ilma et al., 2022a) have been applied to develop aspects of collaboration skills. however, it is still rare that learning models oriented towards the development of creative thinking and collaboration skills, especially in environmental science courses, are implemented for biology teacher candidates. therefore, we developed the emkontan learning model to involve students in observing environmental problems, identifying, and analyzing environmental problems, preparing action plans and possible integration into natural resource conservation, implementing actions to solve environmental problems, monitoring and evaluation, and follow-up plans. this learning model is used in environmental science courses to improve students' creative thinking and collaboration skills, providing opportunities for students to participate in learning through appropriate steps in solving environmental problems that can provide unity of creative thinking skills, collaborative skills, and environmental literacy. the model syntax includes socialisation and environmental observation, identification and analysis of environmental problems, action planning and integration into natural resource conservation, actions to solve environmental problems and integrate into natural resource conservation, monitoring and evaluation, and follow-up plans. the syntax is structured considering the characteristics of creative thinking and collaborative skills (nurwidodo, hadi, et al., 2021; nurwidodo, romdaniyah, et al., 2021). if the syntax of the emkontan model is applied properly, the opportunities for creative thinking and collaborative skills of students will increase. according to nurwidodo et al (2023), the emkontan learning model has a positive effect on students' environmental literacy and could be applied to improve environmental literacy outcomes. the emkontan learning model must be implemented to improve various student abilities, in this case, creative thinking and collaborative skills. it is hypothesised that the emkontan learning model in environmental science courses will improve creative, collaborative thinking skills and environmental literacy contributing to better and sustainable environmental problem-solving. therefore, the study objectives are as follows: (a) to analyse the differences in the creative thinking of students taught by the emkontan learning model, problembased learning, and conventional learning, and (b) to analyse differences in collaborative skills of students taught by learning emkontan, problem-based learning, and conventional. the study results are expected to contribute alternative learning models that can be used by teachers and lecturers to develop their prospective teachers’ creative thinking and collaborative skills. method this research was conducted at ikip budi utomo-malang and universitas muhammadiyah malang and involved a saturated sample of 50 second-semester students. hypothesis testing was conducted on student learning outcomes in the form of description test scores on creative thinking and collaborative skills. meanwhile, environmental literacy scores on the aspects of knowledge and cognitive skills were obtained through multiple-choice tests and the normality of the residual data was assessed using kolmogorov smirnov (alpha = 5%) and the data homogeneity using the levene test (alpha = 5%). the hypothesis was tested using anacova with the test criteria stating that if the probability level of significance (alpha = 5%) then h0 is rejected. the study design was a non-equivalent pre/post-test control group design, with tests conducted at the beginning (pretest) and the end (posttest) of learning in the control and experimental groups (table 1). table 1. research design group pretest treatment posttest emkontan learning model (experiment) o1 x1 o2 positive control (problem-based learning/pbl) o3 x2 o4 negative control (conventional learning model) o5 x3 o6 where o1, o3, and o5= pretest score; o2, o4, and o6= post-test score; x1= emkontan learning model; x2= pbl model; and x3= conventional learning model. the independent variables were the emkontan learning model, the pbl, and conventional (direct) learning models. the dependent variable was creative thinking and collaborative skills. the creative thinking was assessed in the form of an essay test sheet developed based on a rubric adapted from treffinger et al. (2002) regarding the following indicators: originality, fluency, flexibility, and elaboration. 18 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 the collaborative skills instrument is based on the formulation by greenstein (2012) which states that collaboration skills consist of working productively, showing respect, compromise, and responsibility. the data collected were the test score data obtained through pre-test and post-tests. before collecting post-test data, learning was carried out as a class experimental activity using the emkontan learning model, the positive control class with the pbl learning model, and the negative control class with the conventional learning model. each meeting was observed to assess the dependent variable. the data were analyzed using descriptive statistics to determine the validity and implementation of emkontan and the effectiveness of the emkontan model in improving students' creative thinking and collaborative skills were analysed using inferential statistics. hypothesis testing was performed using one-way ancova. results and discussion the effectiveness of the emkontan model on students’ creative thinking the results of the variance of the effectiveness of the emkontan, pbl, and conventional learning models on student creativity are shown in table 2. table 2. the average percentage of students' creativity pretest and posttest no creativity aspect category advanced (%) proficient (%) basic (%) beginner (5) pre-test 1 curiosity 20.00 20.00 26.70 33.00 2 fluency 10.00 33.33 50.00 6.67 3 originality 13.00 16.70 43.30 26.70 4 elaboration 16.70 13.30 26.70 43.30 5 flexibility 13.30 16.67 30.00 40.00 6 divergent 3.33 30.00 30.00 36.67 post-test 1 curiosity 56.70 30.00 10.00 3.30 2 fluency 20.00 46.67 30.00 6.67 3 originality 23.00 23.30 33.30 20.00 4 elaboration 63.30 13.30 10.00 13.30 5 flexibility 40.00 23.33 23.30 13.33 6 divergent 6.67 33.33 30.00 30.00 the results show that the average percentage of student creativity in the field trials increased after being taught via the emkontan learning model, with more students being advanced in all aspects of creativity in the post-test compared to the pre-test. the ancova of creativity results is provided in table 3 showing that there are differences in learning model variance [f count = 146.83 with p-value = 0.00. p-value < (α = 0.05)], indicating that the learning model affects student creativity. table 3. ancova results of creativity source type iii sum of squares df mean square f sig. corrected model 36435.09a 4 9108.77 122.69 0.00 intercept 10747.61 1 10747.61 144.77 0.00 x creativity 33.04 1 33.04 0.44 0.50 class 32701.78 3 10900.59 146.83 0.00 error 10318.90 139 74.23 total 169254.00 144 corrected total 46754.00 143 a. r squared = 0.779 (adjusted r squared = 0.773) the creativity lsd test results are presented in table 4 showing that the learning models are significantly different with the emkontan model having the highest post-test mean value. the detailed scores for each aspect are presented in figure 1 showing that the emkontan-taught class 19 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 has the highest creativity scores. table 4. creativity lsd test results class mean lsd notation conventional 10.81 14.18 a pbl 31.39 34.75 b emkontan 53.66 57.02 c figure 1. average student creativity score these results indicate that the learning model affected student creativity, with the emkontan learning model contributing most to student creativity compared to the pbl and conventional learning models. emkontan involves students exploring curiosity, and fluency in thinking, generating new ideas, providing detailed explanations, bringing up several possibilities, and adapting, combining, or modifying ideas to solve a problem. this is following other studies which ‘state that creativity in all its aspects can be increased through learning that challenges the problems that exist around students (coman et al., 2020; craft, 2003; häkkinen & mäkelä, 1996; lodge et al., 2018). emkontan is significantly different from pbl because it provides opportunities for students to directly orientate towards environmental problems through the observation of environmental problems around them, thereby developing their curiosity. students' curiosity is empowered through observation, identification, and analysis of environmental problems. gulacar et al. explained that the activities of observation, identification, and problem analysis increase students' curiosity before students identified and analysed the problem (gulacar et al., 2013). likewise, greenstein (2012) explains that curiosity is the originator of creativity. student curiosity will encourage students to elaborate in depth about the material following the study by pluck and johnson (2011) which reported that students with high curiosity were able to provide analysis. for example, for students to identify and analyse the impact of environmental damage if no adjustments are made and the consequences, they must explore their curiosity about the possible impacts of environmental damage, and compile an action plan to solve environmental problems. in this case, students are directed to elaborate on the impact of environmental damage and realise actions (behaviours) to solve environmental problems. in addition, through the identification and analysis of environmental problems, students are directed to think flexibly. greenstein (2012) explains flexible thinking as thinking by suggesting possibilities that will occur. for example, students make predictions about the decline in biodiversity in indonesia such as extinction, flooding, drought, landslides, and reduced oxygen supply, then find solutions to environmental problems with the conservation of natural resources which need to be realised in action 20 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 plans to prevent the decline in biodiversity. integration with natural resources is provided through reforestation, selective logging, and in-situ and ex-situ conservation. fluency in thinking in finding solutions is achieved through group discussions, reading references, and good cooperation. fleming et al. (2019) explained that students' fluency in thinking is influenced by the learning environment, such as the references and media used. students’ fluency in thinking can also be trained through the preparation of action plans to solve environmental problems and integrate them into natural resource conservation, training students to think systematically in solving problems (dunlosky et al., 2013; martinich et al., 2006). in practice, each group reports on the project's progress and identifies obstacles, then the other groups give suggestions to solve these problems. for example, a group that has difficulty designing posters using an application, another group can give suggestions to make posters manually. conventional learning is significantly different from pbl and emkontan in empowering student creativity, as indicated by the low scores of all aspects of student creativity. in conventional classes, learning relies on textbooks and student worksheets containing multiple-choice questions and descriptions. students are not taught contextually, so it is difficult for them to think creatively and apply it in everyday life. the effectiveness of the learning model on collaboration skills the results of the variance of the effectiveness of the emkontan, pbl, and conventional learning models on collaboration skills are presented in table 5, showing that the emkontan learning model improved all collaboration skills. table 5. the average percentage of pretest and posttest students' collaboration skills in field trials no collaboration skills category very good (%) good (%) enough (%) not enough (%) pre-test 1 productive work 17.00 43.30 23.00 17.00 2 show respect 23.30 20.00 50.00 6.67 3 compromise 20.00 16.67 46.70 16.67 4 responsibility 33.30 10.00 23.30 33.33 post-test 1 productive work 50.00 43.30 3.30% 3.30 2 show respect 63.30 20.00 13.33% 3.33 3 compromise 46.70 16.67 30.00 6.66 4 responsibility 66.70 16.67 6.67 10.00 table 6 shows the differences in learning models [fcount = 254.00 with p-value = 0.00. p-value < (α = 0.05)], therefore, the hypothesis that the learning model affects students' collaboration skills are accepted. the lsd test results in table 7 show significant differences in the learning model, with the highest average post-test scores in the emkontan-taught class. the highest average score and the average value per aspect are presented in figure 2 showing that the students taught via the emkontan learning model had the highest collaboration skill scores. table 6. ancova results of the collaboration skills source type iii sum of squares df mean square f sig. corrected model 1772.85a 4 443.21 190.51 0.00 intercept 508.65 1 508.65 218.64 0.00 x collaboration 1.35 1 1.35 0.58 0.44 class 1772.73 3 590.90 254.00 0.00 error 323.36 139 2.32 total 19170.00 144 corrected total 2096.22 143 r squared = 0.84 (adjusted r squared = 0.84) 21 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 table 7. lsd test results for collaboration skills class mean lsd notation conventional 6.72 7.31 a pbl 13.08 13.67 b emkontan 15.40 16.00 c figure 2. average score of collaboration skills for the classes taught via the conventional, pbl, and emkontan learning models these results indicate that the learning model affected students' collaboration skills. the emkontan learning model contributes more to students' collaboration skills compared to pbl as this model involves students in productive work, mutual respect, compromise, and responsibility in completing group assignments. students must express their respective opinions and discuss together to determine an appropriate solution to prevent the coronavirus through posters. students who can express opinions are those who already have prior knowledge of the material. this is in accordance with the study results of ilma et al. (2022) which stated that students who are active in a group have at least some knowledge. collaborative skills in the aspect of productive work are evident when students identify and analyse problems, take action planning steps and implement actions. the identification and analysis of environmental problems are performed when students have succeeded in determining the factors that influence the emergence of environmental problems. productive work involves the students designing action-planning activities regarding solving environmental problems. each group has a leader who helps the lecturer to divide the tasks into groups to prepare tools and materials, compile work procedures, and make a schedule of activities. cheruvelil et al. (2020) explain that productive work can be achieved through the division of tasks into groups, thus training the students to be responsible. greenstein (2012) explains that responsibility is not only about punctuality in collecting assignments but more about achieving the best work. collaborative skills in the aspect of mutual respect occur when students have discussions with fellow group members and when presenting results outside the group. students carefully listen to suggestions or ideas given by other groups. this is in accordance with greenstein (2012) who states that mutual respect is achieved through group learning activities. in addition, o’leary et al. (2012) 22 nurwidodo et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 15-25 reported that mutual respect can give positive energy to others. similarly, when students reported the group's progress, they conveyed the obstacles they faced and then the other groups provided solutions. there was a significant difference between emkontan and pbl in improving student collaboration skills, with emkontan's steps making a major contribution to the development of student collaboration skills through the process of observation, identification and analysis, action plans, implementation of monitoring and evaluation actions and follow-up plans. this is following previous research which explains that student collaboration can be improved through making identification, preparing an action plan, carrying out the action, analysing, and conducting monitoring and evaluation (le et al., 2018). emkontan and pbl significantly differ from conventional learning because conventional classroom learning cannot facilitate the development of student collaboration skills. learning in conventional classrooms only involves knowledge transfer activities which are conducted individually without actively involving students in learning. learning in conventional classrooms only provides assignments in the form of questions with lower levels of cognition. hasan and pardjono (2019) reported that student collaboration skills are difficult to develop in learning that only emphasises memory, understanding, and analysis. conclusion the emkontan learning model significantly improves students’ creativity and collaboration skills, therefore this learning model can be applied to improve students' creative thinking and collaborative skills outcomes in environmental learning. acknowledgements the authors express their gratitude to the department of biology, faculty of mathematics and natural sciences, universitas negeri malang and department of biology education, faculty of teacher training and education, universitas muhammadiyah malang for the support in this research. conflicts of interest the authors declare that there is no conflict of interest regarding of this paper. author contributions n. nurwidodo: data curation; writing ─ original draft. i. ibrohim: writing an original draft; writing ─ review and editing; formal analysis. s. sueb: writing ─ review and editing. f. m. abrori: conceptualization. t. a. darojat: writing ─ review and editing. references adam, l., & negara, s. d. 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(2020). the validity and effectivity of learning using steam module with biotechnology game. jpbi (jurnal pendidikan biologi indonesia), 6(1), 91-100. doi: https://doi.org/ 10.22219/jpbi.v6i1.10979 introduction learning in the 21st-century requires teachers and students to be more competitive to be able to compete with the global society. skills such as the ability to communicate, think creatively, collaborate, think critically, solve problems supported by the mastery of technology are competencies that must be mastered (barko & sadler, 2013; sunwook et al., 2017). responding to these demands, the government sparked the 2013curriculum to prepare indonesian students to have the ability to live as individuals and citizens who are faithful, http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10979 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:hilyawildana@gmail.com mailto:s.hariyadi.fkip@fkip.ac..id mailto:bevo.fkip@unej.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10979 https://doi.org/10.22219/jpbi.v6i1.10979 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10979&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 91-100 92 sofia et al (the validity and effectivity …) productive, creative, innovative, and practical and able to contribute to the life of society, nation, state and world civilization. one of the contents of the 2013-curriculum that is taught in secondary schools is science. the quality of education is associated with the progress of a nation. science is a scientific family that can be used to measure the progress of education. indonesian students' scientific understanding is routinely assessed through timss and pisa. the results of a study by the trends in mathematics and science study (timms) in the realm of science in 2011 found that indonesia's score ranked 40th out of 42 countries (kim, gerber, & kruse, 2016). these results provide evidence that students in indonesia have difficulty in solving problems related to science. these difficulties include when dealing with problems with indicators analyzing, evaluating, and creating, as well as hots aspects that are included in the timss reasoning items (utomo, narulita, & shimizu, 2018). whereas the results of the pisa survey in 2015 stated that the indonesian scientific literacy score was 403, with this score, indonesia occupies 62 positions out of 70 other participants (weisberg, 2015). this shows that indonesia is still lagging behind other countries in the field of science or science. assessments like these play an essential role in improving the education system, curriculum, quality of teaching, and student learning (wahono & chang, 2019). thus, there needs to be a change in strategy to catch up with other countries. the strategy can be in the form of a learning approach that can hone critical thinking skills, be creative, and master scientific concepts and technological literacy. an approach that can help students to be able to compete in the 21st-century by instilling scientific ability in students, namely the science, technology, engineering, art, and mathematics (steam) approach. steam provides learning experiences for students to think logically, mathematically, experimentally, and scientifically (eastwood & sadler, 2013). countries with advanced education, such as finland, america, australia, vietnam, china, malaysia, the philippines, have first implemented this approach ten years ago (pal, kiran, rao, & manimaran, 2016). however, in indonesia, this approach is not yet well known. based on the results of the distribution of questionnaires to 90 teachers of natural sciences in jember region showed that 72% of teachers were not familiar with steam-based learning. as many as 69% of teachers expressed the need for the application of the steam approach in learning science. steam's approach is the integration of science with technology in a thoughtful way to techniques and arts, in which all of these disciplines contain elements of mathematics as the parent of science (ni, qi, & mu, 2018). steam is formed based on a combination of several scientific disciplines, namely science, technology, engineering, arts, and mathematics. according to (khazaei et al., 2017), steam refers to three components: (a) creative design, (b) emotional touch, and (c) content convergence and integration. according to yakman and lee (2012) define the elements of art in steam in the form of aesthetic values, ergonomics, sociology, psychology, philosophy, and education or, more specifically, can be in the form of language arts, physical/physical arts, social arts, and fine arts. the excess of the element of art in steam, according to sochacka, guyotte, and walther (2016), can enrich creative ideas and can better prepare students to overcome the complex socio-technical challenges of the 21st-century. based on the explanation of steam it can be said that steam is an approach which combines several disciplines in the form of science, technology, engineering, art and mathematics and trains creativity and sensitivity to the surroundings. the steam approach can be applied in learning in various ways, one of which is used as an approach in developing teaching material. following government regulation no.32 of 2013 article 43 on national education standards states that each education unit has the right to develop learning resources other than textbooks according to the characteristics of the material, students, and education units. the need for the teacher's role in helping students in building their knowledge is manifested in ineffective teaching materials (ningsih, suratno, & narulita, 2018). based on the questionnaire for the preliminary study, 64% of the teachers obtained the teaching materials used were not self-made. most schools use textbooks (45%) and student worksheet (30%) published by government and local publishers. some teachers said that they had developed instructional materials, which on average, were student worksheet, but only 11% had developed modules. these results indicate that module teaching materials have not been widely used and produced. the era of 21st-century learning is the millennial century when the learning process is more effective, efficient, interactive, broad, and not patterned only in the classroom (hiepe, ros, reichenbach, & herrmann, 2009; moran et al., 2020). teaching materials that are considered capable of helping students and teachers in the learning process are modules. among the advantages of the module, namely, the module has an independent command that allows students to learn on their own with the module, and the teacher is no longer the only source of learning for students. also, modules are arranged systematically and attractively, covering the content of the material, methods, and evaluations developed (bequette & bequette, 2012; goh & sze, 2019; wahono & chang, 2019; watson, pelkey, noyes, & rodgers, 2016). according to connor, karmokar, and whittington (2015) added the learning system with modules will make learning more efficient, effective, and relevant compared to conventional learning, which tends to be classical and carried out face-to-face. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 91-100 93 sofia et al (the validity and effectivity …) in the digital era, like nowadays, teaching materials such as modules can have a more significant effect on students if accompanied by things that interest students. middle school students ranging in age from 12-15 years are a transition from children to adolescents. students still like playing activities; one of them is playing games. in this digital era, teachers can use it to support learning to make it more interesting, fun, and not boring for students. combining learning with mobile game media is an appropriate breakthrough by assessing the characteristics and developments of the digital age (conradty & bogner, 2019; elder, franco, gulley, hughes, & infanti, 2019). based on the needs analysis questionnaire distributed by researchers, students' responses to the use of games in learning 84% of students were very enthusiastic in following it, and 57% agreed with the use of biotechnology games in learning. research huizenga, admiraal, akkerman, and dam (2009) mentioned that the game or mobile-based game combined with education needs further research to find out whether mobile games are an excellent, active and can create constructive learning fun. according to putra and iqbal (2016) the use of games in previous research can increase student motivation in learning material. implementation of game use in biotechnology materials has been implemented in florida (barko & sadler, 2013), and in the united states (eastwood & sadler, 2013; kim et al., 2016). implementation of the use of stem has often been used by combining stem with pbl in taiwan (kuo, tseng, & yang, 2019), stem with lbl on biotechnology materials in jember (ningsih et al., 2018), steam hands-on inquiry-based math module in finland (thuneberg, salmi, & bogner, 2018), steam-lw on biotechnology materials in jember (utomo, novenda, budiarso, & narulita, 2017). based on this, it can be seen that research learning using a steam module with biotechnology games has never been done. this research will be renewed because the combination of the steam module with the biotechnology game will make it easier for students to learn biotechnology materials. biotechnology material is material that requires an in-depth understanding, so it is necessary to modify the way it is delivered to students. some of these studies show that the use of games is very effective in learning biotechnology materials. some of these studies also show that the combination of steam with other methods makes learning effective. some of these studies also show that steam plays a role in learning biotechnology materials. based on this, this research is a combination of steam-based modules and games that will make learning biotechnology materials more interesting and effective in learning activities so that educators in indonesia can print generations of human resources experts in the field of biotechnology. the study aimed at describing science module constructed based on steam equipped with valid and effective biotechnology games for learning science in junior high school. it is hoped that this research can later become a reference for educators in learning biotechnology materials by attracting and easily being understood by students. method this type of research is included in the research and development (r&d) research. the product developed is a steam-based science module equipped with biotechnology games for valid, practical, and effective junior high school students. the development model used is 4d (thiagarajan) with stages including (1) defining, (2) planning, (3) development, and (4) dissemination. the definition stage is carried out by formulating the problems obtained in the field. then proceed with the planning stage in the form of design and preparation of products developed, namely the biotechnology science module based on the steam approach. product trials are carried out at the development stage to find out whether the product being developed is suitable for use. at this stage of development, the validity and effectiveness of the biotechnology science modules based on the steam approach. the research subjects used in this study were junior high school students in class ix. the trial product development research was conducted at mtsn 2 jember, involving the partitioning of 30 ixf grade students. the research instrument in this study consisted of validation sheets, and test questions to find out the effectiveness of n-gain pre-test and post-test student learning. before testing, the product is first validated to measure product viability. product validation in this study is based on logical and empirical validation. the validation results of steam-based science module with biotechnology games were analyzed by calculations formula 1 (xi is number of answers from the validator for the i-th aspect of, yi is maximum number of values for aspect i, p is percentage of overall assessment, n is many aspects assessed, and i is 1,2,3, ... n). . (1) jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 91-100 94 sofia et al (the validity and effectivity …) data validation results were analyzed using percentage techniques (utomo et al., 2017), then converted to quantitative data according to the criteria of table 1. if the validation results reach 59.26, then the steambased science module equipped with biotechnology games is declared valid and can be continued for effectiveness testing. table 1. validity criteria no. value category conclusions 1 2 3 4 79.26 to 100 from 59.26 to 79.25 39.26 to 59.25 19 to 39.25 very valid invalid invalid less invalid can be used without repair can be used with little improvement to be used with slight improvement not applicable validity of the steam-based ipa module equipped with biotechnology games is accepted if the average score obtained is> 62.51 or in good criteria. the effectiveness of steam-based science modules with biotechnology games was analyzed quantitatively based on the data from the pre-test and post-test results at the field test stage. to determine the effectiveness of student learning outcomes, carried out using the normalized gain (n-gain) formula. data obtained by analyzing the pre-test and student test posts. the n gain index is calculated using the n gain index formula 2 and table 2. n (gain) = (2) table 2. n criteria (gain) gain score criteria g <0.3 low 0.3 0.3 ≤ g <0.7 medium g ≥ 0.7 high to determine the effect of modules on improving student learning outcomes, pre-test and post-test data were analyzed with the help of spss 25. the t-test technique used was a paired sample t-test with α = 0.05. guidelines for decision making in paired sample t-test based on the significance value (sig.) of the spss output are as follows: 1) if the value of sig. (2-tailed) <0.05, then h0 is rejected, and ha accepted, and 2) if sig. (2tailed)> 0.05, then ha rejected, and ha received. results and discussion developed modules associated with 2013-curriculum revision edition and appropriate with the teacher and student need. module content was biotechnology in accordance with core competency (or kompetensi inti/ki) and basic competency (or kompetensi dasar/kd). ki include cognitive mastery of students in ki-3 and mastery of skills in ki-4. kd in the form of competencies that must be mastered by students related to the material. in this research, biotechnology material is in kd-3.7 and kd-4.7. in biotechnology material, students are expected to be at least able to master in the realm of understanding (c.2), so students can explain about biotechnology material and its application while the learning objectives in this study are arranged up to the field of creating (c.6). module preparation was done by (1) compiling the module framework with the title "steam-based science module equipped with biotechnology games," (2) the next step is determining the format and design of the module with the module cover design using adobe illustrator, a4 module size (8.27 'x 11.69 '), orange color domination of font type book antiqua, font size 12, 1.5 spaces, equipped with games biotechnology on conventional biotechnology sub material created with android studio. after determining the format of the module, the next step is to make an outline of the module i.e. the initial part includes: cover, cover page, preface, table of contents, introduction; core sections include: bc, learning objectives, material description, steam activities, understanding tests; the final section includes: competency test, summary, glossary, bibliography, answer key, author profile. the ipa module section, based on the steam approach with biotechnology games, can be seen in figure 1. the preparation of biotechnology games is adjusted to the applicable ki and kd. the type of game developed is a mobile game. mobile games are similar to video games but are played on mobile devices (choi & morawitz, 2017; enke, kraft, & metternich, 2015). game simple biotechnology here discusses fermentation materials or conventional biotechnology. the use of games in the module is done at the beginning of learning jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 91-100 95 sofia et al (the validity and effectivity …) to attract students' interest and instill the assumption that games can be linked to lessons. students can more easily access this game even though outside the classroom or learning. this video game will provide an interesting social experience, cognitive and emotional. an outline of the appearance of biotechnology games can be seen in figure 2. whether or not a module to be used is obtained from expert validation results before being tested on a small scale. validation here consists of two validations, namely instrument validation, and product validation, in the form of a steam-based biotechnology module equipped with games biotechnology. the results of the assessment by the three validators can be seen in table 3. expert validation was done to find out weaknesses, eligibility, and what improvements needed in product development. a validator is a person who is an expert in a field/science to be able to provide an assessment (biagioli, kenney, martin, & walsh, 2019; choi & morawitz, 2017; feng, liu, huang, qiang, & chang, 2019). validation from a material expert in the form of assessments and suggestions for improvements needed so that the material aspects of the product being developed are feasible, both in the material recognition, presentation, and use of language. the validation of media experts and developers was made one, a validator of a biology education lecturer at the faculty of mathematics and natural sciences, the university of jember, who was in charge of a development course and learning media that understood the development and manufacture of instructional media including learning games. aspects assessed in the form of the appropriateness of module graphics and games as well as the suitability of development. the user validators in this study were three science teachers in class ix as a place for large group research. based on table 3, it is known that the steambased biotechnology module equipped with biotechnology games is suitable for use in learning activities. they are considered feasible because it fits the validation criteria. valid products can then be used in development tests (dhaliwal, simpson, & sing, 2018; haddad & sepehrnoori, 2017). table 3. the results of the validation of biotechnology science modules are equipped with the game no validator expert average score of category 1. material 92.95 very valid 2. media and development 83.18 very valid 3. user 85.38 very valid average validation results 87.17 very valid figure 1. a) module cover, b) module usage instructions, c) steam activities, d) pages game biotechnology with barcodes a) b) c) d) jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 91-100 96 sofia et al (the validity and effectivity …) figure 2. a) display of info game, b) main menu game, c) display game play, d) settings game the module effectiveness test is obtained from the pre-test and post-test data. complete data for student learning outcomes can be seen in table 4. the effectiveness of modules can be reviewed based on student’s n-gain scores. the results of the effectiveness test showed that student learning outcomes increased with high categories. before conducting the t-test, the pre-data test and posttest students must meet the requirements that the data are normally distributed, as in table 5. the results of the normality of pre-test and post-test data indicate a sig value> 0.05, which means that the data is normally distributed. furthermore, it can be done paired sample t-test with the help of spss, as shown in table 6. table 4. recapitulation of the results of the small-scale pre-test and post-test gain values the aspect of average the value of the n-gain category pre-test post-test cognitive 28.0 80.13 0.72 high table 5. normality test kolmogorov-smirnova statistic df sig. pretest .125 30 .200* posttest .154 30 .066 *. this is a lower bound of true significance. a. lilliefors significance correction table 6. paired samples test results test paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper ppair 1 pre_test-post_test -29.667 17.995 3.285 -36.386 -22.947 -9.030 29 .000 the results of module effectiveness are seen from the differences in pre-test and post-test through a significant level between before and after the use of the science module based on the steam approach. the results of the paired sample t-test analysis showed the value of sig. (2-tailed) = 0.000. sig value (2-tailed) <0.05, then h0 is rejected, and ha accepted, so that the data concluded that the ipa module-based approach include games biotechnology steam effect on improving student learning outcomes. a) b) c) d) jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 91-100 97 sofia et al (the validity and effectivity …) the science module based on the steam approach equipped with biotechnology games is said to be effective if student learning outcomes have increased with an average n-gain score of 0.3 ≤ g <0.7 in the medium category. this is consistent with the average n-gain of a large group of 0.67 so that the module developed can be said to be effective. while learning can be said to be successful if the percentage of individual student learning outcomes reaches 65% and learning is said to be successful classically if student learning outcomes reach ≥ 85% (kuo et al., 2019). in line with previous research that the application of the steam approach can improve students' mastery of concepts (firat & koksal, 2019; millan, mauri, & casey, 2014; thuneberg et al., 2018). this is because, in the preparation of modules, students are given space to explore the knowledge learned and involved in practical activities so that the knowledge obtained is inherent to students. the composition of the module content is in accordance with conner et al (2017), which gives students the opportunity to engage in exploration rather than memorizing, have the chance to discuss their ideas and communicate with others. in addition to helping students understand the steam approach material can also help build ability, creative students and characters. according to land (2013) during steam-based learning students are trained with questions that require students to solve problems, critical and creative thinking also collaborate with fellow students. the use of the biotechnology game in the modules also supports the effectiveness of the steam-based science module developed. game in learning can provide a pleasant environment, motivating, and increasing creativity (abualrob & shah, 2012; jun & ping, 2008; kulldel, 2007; loeb et al., 2018; madden et al., 2013). when students feel happy at the beginning of learning by using biotechnology games, students also become motivated to understand the material. this is in line with research by quigley and herro, (2016), which states that using mobile games increases student motivation in learning, which then helps in the achievement of learning objectives. flexible game access allows students to repeat the material being studied. meanwhile, to disseminate the effectiveness of modules, dissemination was carried out, and varied n-gain results were obtained with medium, high, and high categories. this is in line with georgette and hyonyong (2012) that teaching using modules must be widely used in classrooms at various levels of education to find out student performance improvement. the results of the distribution showed consistency in the effectiveness of learning using steam-based biotechnology science modules equipped with biotechnology games. in accordance with a research by bartel and hagel, (2014) that modules are teaching materials that can improve the effectiveness and efficiency of learning in schools. the use of modules in the learning process can activate students so that learning is no longer teacher-centered. students are able to learn independently with modules because their use is not difficult, delivery in modules is easy to understand, presentation of interesting material, drawings and steam activities as well as test comprehension and practice questions that are accompanied by answer keys enable students to assess their own level of understanding. according to pablos, pozo, and repiso (2017) adds that the module is effectively applied to science learning. conclusion steam-based science modules equipped with biotechnology games based on the validation results obtained at 87.17 with a very valid category. the effectiveness of the module based on n-gain from the pretest and posttest is categorized very effectively with an n-gain value of 0.72 and sig. 0.00 <0.05. so it can be concluded that the steam-based science module is equipped with biotechnology games that are feasible and effective to be used in improving the learning of biotechnology science. acknowledgment thank to lp2m university of jember for the funding through hibah penelitian dosen pemula (beginner lecturer research grant) in 2019 academic year. references abualrob, m. m. a., & shah, m. 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memahami mata pelajaran biologi. metode yang digunakan dalam mata pelajaran biologi masih menggunakan metode ceramah dan rendahnya kemampuan berpikir siswa disebabkan karena pembelajaran biologi selama ini cenderung hanya mengasah aspek mengingat dan memahami. penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh pembelajaranberbasis scientific approach terhadap kemampuan berpikir kritis siswa. variabel dalam penelitian ini terdiri dari pembelajaran berbasis scientific approach sebagai variabel independent, kemampuan berpikir kritis siswa sebagai variabel dependent. metode pengambilan data yaitu dengan menggunakan metode tes tertulis berupa soal uraian untuk kemampuan berpikir kritis sesuai dengan indikator kemampuan berpikir kritis siswa. validitas instrumen ini menggunakan pengujian validitas dan reliabilitas butir soal dengan pengujian tingkat kesukaran dan daya pembeda soal. teknik analisis data untuk menguji hipotesis menggunakan analisis uji t-test pada taraf signifikansi 5%. hasil penelitian menunjukan bahwa pembelajaran berbasis scientific approach memberikan pengaruh terhadap kemampuan berpikir kritis siswa kelas x sma panjura malang yang dibuktikan dengan hasil menggunakan uji statistika yaitu uji t. hal ini membuktikan bahwa penggunaan pembelajaran berbasis scientific approach bisa digunakan dalam pembelajaran karena dapat memberikan pengaruh positif dan signifikan terhadap kemampuan berpikir siswa. kata kunci: pembelajaran, scientific approach, kemampuan berpikir kritis. biologi merupakan salah satu bagian dari ipa yang sangat besar pengaruhnya untuk penguasaan ilmu pengetahuan dan teknologi ipa juga berperan penting dalam upaya menyiapkan sumber daya manusia yang berkualitas. pembelajaran biologi menekankan pada kegiatan belajar mengajar serta mengembangkan konsep dan ketrampilan proses siswa dengan berbagai metode mengajar yang sesuai dengan bahan kajian yang diajarkan. pembelajaran biologi menuntut adanya peran aktif siswa, karena biologi merupakan proses ilmiah yang didasari dengan cara berfikir logis berdasarkan fakta-fakta yang mendukung. pada pembelajaran biologi terdapat komponen yang harus dimiliki oleh siswa yaitu dapat memahami proses ilmiah sebagai hasil dari pembelajaran yang sudah dilaksanakan (wartono, 2004). rendahnya kemampuan berpikir siswa disebabkan karena pembelajaran biologi selama ini cenderung hanya mengasah aspek mengingat dan memahami (warpala, 2007). hal ini juga diungkapkan oleh suastra (2007) bahwa pembelajaran biologi di sekolah memiliki kecenderungan antara lain: (1) pengulangan dan hafalan, (2) siswa belajar akan ketakutan berbuat salah, (3) kurang mendorong siswa untuk berpikir kreatif, dan (4) jarang melatihkan pemecahan masalah. selain itu, evaluasi pembelajaran masih terbatas pada penilaian hanya menekankan pada aspek kognitif. sementara itu, penilaian terhadap kinerja ilmiah siswa cenderung diabaikan dan tidak diperhitungkan sebagai suatu penilaian alternatif yang lebih bermakna. guru juga masih menerapkan sistem pembelajaran konvensional, walaupun saat ini sudah diberlakukan permendiknas no. 41 tahun 2007 tentang standar proses. pada masa sekarang, peserta didik cenderung duduk diam mendengarkan tanpa mampu mengembangkan informasi yang diperoleh atau berdiskusi. pada dasarnya siswa mempunyai keterampilan berpikir kritis dalam belajar misalnya keterampilan bertanya, hipotesis, klasifikasi, observasi (pengamatan) dan interpretasi. akan tetapi keterampilanketerampilan tersebut terkadang tidak berkembang dengan baik, maka diperlukan 241 adanya metode alternatif yang mampu mengembangkan keterampilan berpikir kritis siswa dalam pembelajaran biologi. salah satunya adalah melalui kegiatan praktikum, karena kegiatan praktikum membantu siswa untuk memahami suatu kejadian, melihat suatu kejadian lebih rinci dari sebelumnya dan setelah itu mengingat kejadian tersebut. tujuan mata pelajaran biologi dalam standar isi menyatakan bahwa peserta didik mampu memupuk sikap ilmiah yaitu jujur, objektif, terbuka, ulet, kritis, dan dapat bekerja sama dengan orang lain. tujuan dan fungsi mata pelajaran biologi yang tercantum dalam standar isi diantaranya adalah untuk memupuk sikap ilmiah yaitu tidak mudah percaya tanpa ada dukungan hasil observasi empiris, memahami konsepkonsep biologi dan penerapannya untuk menyelesaikan masalah dalam kehidupan sehari-hari. untuk mencapai tujuan tersebut maka pembelajaran dengan mengembangkan sikap berpikir kritis, karena sumber daya manusia yang profesional dan berkualitas akan tecipta jika ilmu yang digali lebih dalam dengan mengembangkan budaya berpikir kritis. mengajarkan keterampilan berpikir kritis dapat membantu para siswa untuk menjadi pemikir yang kritis secara efektif. kemampuan berpikir kritis merupakan pemikiran yang bersifat selalu ingin tahu terhadap informasi yang ada untuk mencapai suatu pemahaman yang mendalam. kemampuan berpikir kritis menurut facione (2011:9) meliputi interpretation, analysis, inferensi, evaluation, explanation, dan selfregulation. aspek interpretation siswa mampu mengelompokkan permasalahan yang diterima sehingga mempunyai arti dan bermakna jelas. aspek analysis siswa mampu menguji ide-ide dan mengenali alasan serta pernyataan. aspek inferensi siswa mampu membuat suatu kesimpulan dalam pemecahan masalah. aspek evaluation siswa mampu menilai pernyataan atau pendapat yang diterima baik dari diri sendiri maupun orang lain. aspek explanation siswa mampu menjelaskan pernyataan maupun pendapat yang telah diungkapkan untuk menjadi sebuah pendapat yang kuat. aspek selfregulation siswa dapat mengatur keberadaan dirinya dalam menghadapi pemecahan masalah. pembelajaran scientific approach dipilih dalam penelitian ini karena dalam metode ini siswa terlibat langsung dalam proses pembelajaran di kelas. keterlibatan siswa secara langsung tersebut diharapkan dapat menjadikan siswa lebih aktif dalam aktivitas kemampuan berpikir kritis agar siswa dapat mencapai standar kompetensi yang ditetapkan. oleh sebab itu penelitian tentang pengaruh pembelajaran berbasis scientific approach terhadap kemampuan berpikir kritis sangat penting untuk dilakukan. metode penelitian jenis penelitian yang digunakan pada penelitian ini adalah metode quasi eksperimen (eksperimen semu) yang bertujuan mengetahui pengaruh variabel bebas terhadap variabel terikat setelah diberi perlakuan untuk menyelidiki pengaruh langsung (sebab-akibat) dari perlakuan. sampel dalam penelitian ini dibagi menjadi dua kelas yaitu kelas eksperimen dan kelas kontrol. kelas eksperimen merupakan kelas yang diberi perlakuan yaitu berupa pembelajaran berbasis scientific approach, sedangkan kelas kontrol tidak diberi perlakuan (tanpa menggunakan pembelajaran berbasis scientific approach). kemudian kedua kelas tersebut diberi pretest dan posttest. desain penelitian ini yaitu nonrandomized control group pretest-posttest design. dua kelas dianggap sama dalam semua aspek yang relevan dan perbedaan hanya terdapat dalam perlakuan. desain penelitian ini sebagai berikut: tabel 1. desain penelitian kemampuan berpikir kritis 242 kelompok pretest perlaku an post est eksperimen y1 x1 y2 kontrol y1 x2 y2 sumber: (sukardi, 2003: 186) keterangan : y1 :hasil pretest kelas eksperimen sebelum diberikan perlakuan pembelajaran berbasis scientific approach y1 :hasil pretest kelas kontrol x1 :perlakuan terhadap kelas eksperimen dengan menggunakan pembelajaran berbasis scientific approach x1 :perlakuan terhadap kelas kontrol dengan menggunakan pembelajaran secara konvensional (tanpa menggunakan pembelajaran berbasis scientific approach) y2 :hasil postest kelas eksperimen setelah diberikan perlakuan pembelajaran berbasis scientific approach y2 :hasil postest kelas kontrol penelitian ini dilaksanakan di sma panjura malang kelas x ipa 1 dan x ipa 2 semester ganjil tahun ajaran 2014/2015 yang beralamat di jl. kelud. 1-9 telp. (0341) 364572-357796 malang 65119, dengan waktu penelitian di mulai pada bulan juni. subyek dalam penelitian ini adalah siswa sma panjura malang kelas x ipa 1 berjumlah 32 siswa dan kelas x ipa 2 berjumlah 30 siswa. sampel penelitian kelas x ipa 1 sebagai kelas eksperimen, sedangkan kelas x ipa sebagai kelas kontrol. pengambilan subyek penelitian ini dilakukan dengan cara mengambil subyeksubyek yang memiliki tingkat prestasi belajar yang berbeda. kelas yang memiliki prestasi belajar yang lebih rendah dijadikan kelompok eksperimen sedangkan kelas yang memiliki prestasi belajar lebih tinggi dijadikan sebagai kelompok pembanding yaitu kelompok kontrol. prestasi belajar ini ditentukan berdasarkan hasil belajar akademik yang telah diperoleh dari materi-materi sebelumnya. variabel dalam penelitian ini ada dua yaitu pembelajaran berbasis scientific approach sebagai variabel bebas dan kemampuan berpikir kritis siswa sebagai variabel terikat. prosedur penelitian prosedur penelitian dijabarkan dalam dua tahap yakni tahap persiapan dan pelaksanaan. pada tahap persiapan, dilakukan beberapa aktifitas yang melitputi: 1) penyusunan perangkat pelaksanaan pembelajaran (rpp) yaitu tentang materi keanekaragtaman hayati; 2) pembuatan instrumen penelitian berupa pretest dan postest 5 soal yang bertujuan mengukur kemampuan berpikir kritis siswa; 3) uji coba validasi soal. tujuan dari uji coba adalah untuk mengetahui apakah instrumen layak digunakan sebagai alat pengambil data atau tidak; 4) melakukan proses pembelajaran dengan materi keanekaragaman hayati yang dilakukan pada kelas x ipa1 sebagai kelas eksperimen dan kelas x ipa 2 sebagai kelas kontrol. tahap kedua merupakan tahap pelaksanaan pembelajaran berbasis scientific approach. tahap pelaksanaan pembelajaran berbasis scientific approach dalam penelitian ini meliputi: 1) sebelum pelaksanaan pembelajaran, guru membagi soal pretest kepada siswa terlebih dahulu, siswa menyelesaikan soal pretest bertujuan untuk mengukur kemampuan berpikir kritis; 2) guru melaksanakan tindakan pembelajaran berbasis scientific approach pada materi keanekaragaman hayati. adapun langkah-langkahnya berdasarkan sintak pembelajaran berbasis scientific approach sebagaimana tercantum pada tabel 2. 243 tabel 2. sintak pembelajaran berbasis scientific approach praktikum scientific approach peneliti a) memberi penjelasan secukupnya tentang apa yang harus dilakukan dalam praktikum mengamati a) menentukan objek apa yang akan diobservasi mengamati a) guru menjelaskan mengenai yang harus dilakukan dalam praktikum b).langkah-langkah apa yang harus ditempuh b).membuat pedoman observasi sesuai dengan lingkup objek yang akan diobservasi b) guru membuat pedoman observasi sesuai dengan lingkup objek yang akan diobservasi dan menjelaskan langkahlangkah praktikum atau percobaan a).mengadakan tanya jawab tentang proses menanya a. konten (isi pertanyaan) b. performansi non verbal (gerak gerik dalam berbahasa lisan) c. suara d.pengungkapan verbal/redaksi kalimat e. kategor f. sikap menanya a) siswa menanyakan dengan suara yang jelas dan dapat dimengerti tentang suatu hal yang berkaitan dengan proses eksperimen atau praktikum a).sebelum eksperimen dilaksanakan terlebih dahulu guru harus menetapkan 1) tetapkan tujuan eksperimen/ praktikum 2) alat-alat apa yang diperlukan 3) persiapkan tempat praktikum 4) berikan penjelasan tentang apa yang harus diperhatikan dan tahapantahapan yang harus dilakukan peserta didik, termasuk yang dilarang dan yang membahyakan mencoba (eksperimen) a. persiapan 1) menentapkan tujuan eksperimen 2) mempersiapkan alat atau bahan 3) mempersiapkan tempat eksperimen sesuai dengan jumlah peserta didikserta alat atau bahan yang tersedia. di sini guru perlu menimbang apakah peserta didik akan melaksanakan eksperimen secara serentak atau dibagi menjadi beberapa kelompok secara paralel atau bergiliran 4) memberikan penjelasan mengenai apa yang harus diperhatikan dan tahapatahapan yang harus dilakukan peserta didik, termasuk hal-hal yang dilarang atau membahayakan. mencoba (eksperimen) a. persiapan 1) guru menentapkan tujuan eksperimen/praktikum kepada siswa 2) guru dan siswa mempersiapkan alat atau bahan 3) guru mempersiapkan tempat praktikumsesuai dengan jumlah peserta didikserta alat atau bahan yang tersedia dan membagi siswa menjadi beberapa kelompok 4). guru memberikan penjelasan tentang apa yang harus diperhatikan dan tahapantahapan yang harus dilakukan peserta didik, termasuk yang dilarang dan yang membahyakan b).sebelum praktikum dilaksanakan terlebih dahulu guru harus menetapkan 1). selama praktikum berlangsung guru harus mengawasi pekerjaan siswa. bila perlu memberi saran b. pelaksanaan 1) selama proses eksperimen, guru ikut membimbing dan mengamati proses percobaan. di sini guru harus memberikan dorongan dan bantuan terhadap kesulitankesulitan yang dihadapi b. pelaksanaan 1).selama proses praktikum/eksperimen berlangsung guru ikut membimbing dan mengawasi pekerjaan siswa serta membantu terhadap kesulitankesulitan yang dihadapi oleh peserta didik agar kegiatan itu 244 praktikum scientific approach peneliti atau pertanyaan yang menunjang kesempurnaan jalannya praktikum oleh peserta didik agar kegiatan itu berhasil dengan baik. berhasil dengan baik. c).setelah praktikum guru harus menentukan apakah follow-up (tindak lanjut) praktikum : 1)mengumpulkan laporan mengenai eksperimen tersebut 2)melakasanakan teks untuk menguji pengertian siswa 3)setelah praktikum selesai guru harus mengumpulkan hasil penelitian siswa, mendiskusikan dikelas, dan mengevaluasi dengan tes atau tanya jawab. c. tindak lanjut 1) peserta didik mengumpulkan laporan hasil eksperimen kepada guru 2) guru memberikan umpan balik kepada peserta didik atas hasil eksperimen. 3) guru dan peserta didik mendiskusikan masalah masalah yang ditemukan selama eksperimen. c. tindak lanjut 1) siswa mengumpulkan laporan hasil praktikum/eksperimen kepada guru 2). guru memberikan umpan balik kepada siswa atas hasil eksperimen untuk menguji pengertian siswa 3). guru dan siswa mendiskusikan masalah -masalah yang ditemukan selama eksperimen dan mengevaluasi a).siswa mendiskusikan dikelas mengasosiasi (menalar) a) guru tidak banyak menerapkan metode ceramah atau metode kuliah. tugas utama guru adalah memberi instruksi singkat tapi jelas dengan disertai contoh-contoh, baik dilakukan sendiri maupun dengan cara simulasi. mengasosiasi (menalar) a).guru menjelaskan secara singkat mengenai hasil praktikum dan memberikan contoh-contohnya dan siswa mendiskusikan dikelas b).bila hasil belum memuaskan bisa diulangi lagi untuk membuktikan kebenaran. b) setiap kesalahan harus segera dikoreksi atau diperbaiki b).guru menyelidiki apa bila terjadi kesalahan pada hasil praktikum segera dikoreksi atau diperbaiki c).dapat dilakukan pengulangan pada percobaan, c) guru mencatat semua kemajuan peserta didik untuk kemungkinan memberikan tindakan pembelajaran perbaikan. c) guru mencatat semua kemajuan siswanya untuk kemungkinanmemberikan tindakan pembelajaran perbaikan apabila dilakukan pengulangan pada percobaan a).siswa mengevaluasi dengan tes atau tanya jawab mengkomunikasikan a).pada kegiatan akhir diharapkan peserta didik dapat mengkomunikasikan hasil pekerjaan yang telah disusun dengan baik secara bersama-sama dalam kelompok atau secara individu dari hasil kesimpulan yang telah dibuat bersama. mengkomunikasikan a).mendiskusikan hasil kesimpulan yang telah dibuat bersama dan mempresentasikan secara lisan atau tanya jawab 245 setelah data terkumpul yaitu hasil belajar siswa yang diambil dari skor pretest dan postest dalam pembelajaran kemudian dianalisis menggunakan uji statistik (spss). test kemampuan berpikir kritis tes ini terdiri dari 5 butir soal essay. tujuan dari penyusunan soal-soal ini adalah untuk mengukur kemampuan berpikir kritis siswa. tabel 3. kisi-kisi soal kemampuan berpikir kritis variabel indikator item no. soal berpikir kritis mencari pernyataan yang jelas dari setiap pertanyaan membuat pertanyaan dan pernyataan dari gambar keanekaragaman hayati 1 mencari alasan mencari alasan tentang maksud atau pengertian dari keanekaragaman hayati 2 berusaha mengetahui informasi dengan baik membuat informasi dilingkungan sekitar sekolahan tentang keanekaragaman hayati 3 bersikap dan berpikir terbuka bersikap dan berpikir tebuka mengenai keanekaragaman hayati di tempat tinggal masing-masing 4 mencari penjelasan sebanyak mungkin apabila memungkinkan menjelaskan manfaat dari keanekaragaman hayati 5 pada penilaian kemampuan berpikir kritis siswa harus menggunakan kisi-kisi kemampuan berpikir kritis. baik pada kelas eksperimen maupun kelas kontrol. kisi-kisi kemampuan berpikir kritis yang digunakan dapat dilihat pada tabel 3. tabel 4. kemampuan berpikir kritis variabel indikator fakta permasalahan pada siswa sebelum perlakuan fakta permasalahan pada siswa sesudah perlakuan berpikir kritis mencari pernyataan yang jelas dari setiap pertanyaan 1. pertanyaan : a. pada gambar termasuk keanekaragaman tingkat apa ? b. makan apa hewan diatas ? c. termasuk dalam famili apa ? d. apa spesies mereka sama ? e. apakah ekosistem mereka sama ? 2. pernyataan : a. tingkat jenis b. daging c. famili fellidae d. tingkat jenis e. beda f. tidak 1. pertanyaan : a. apakah gambar diatas masih mempunyai hubungan ? b. termasuk pemakan apakah hewan tersebut ? c. apakah hewan tersebut termasuk satu spesies ? d. dengan cara apa mereka mencari makanan ? e. sebutkan spesies tersebut ? 2. pernyataan : a. masih, karena masih dalam tingkat jenis (dalam satu spesies) b. pemakan daging termasuk golongan hewan karnivora c. tidak hewan tersebut satu jenis tetapi beda 246 spesies d. menggunakan cakarnya yang tajam dengan cara mencengkram mangsanya e. harimau, singa, kucing dan cetha mencari alasan a. membagi tingkatan makhluk hidup b. keanekaragaman hayati disebut juga keanekaragaman flora dan fauna c. berbagai macam variasi bentuk d. sifat jumlah dan penampilan e. komponen biotik dan abiotik a. keanekaragaman hayati adalah keanekaragaman yang mempunyai berbagai variasi mulai dari gen, jenis dan ekosistem b. sekumpulan spesies makhluk hidup yang berbeda-beda dan saling berinteraksi dengan komponen biotik dan abiotik c. keanekaragaman hayati merupakan berbagai macam sifat, bentuk, penampilan, dan jumlah yang berbeda-beda d. keanekaragaman hayati adalah sutu cara pengelompokkan yang didasarkan pada ciriciri tertentu secara morfologi, fisiologi maupun anatomi e. keanekaragaman hayati timbul karena dipengaruhi oleh faktor lingkungan dan gen berusaha mengetahui informasi dengan baik a. tingkat gen : bunga pacar air putih dan bunga pacar air ungu b. tingkat jenis : pohon palem raja sama pohon pinang c. tingkat ekosistem : komunitas semut, komunitas lebah dan komunitas pohon pisang a. tingkat gen : mawar merah, mawar putih dan mawar kuning b. tingkat jenis : burung, bebek dan ayam c. tingkat ekosistem : ekosistem taman, ekosistem sekolah dan ekosistem kolam bersikap dan berpikir terbuka a. tingkat gen : pupuk urea, pupuk za dan pupuk kompos b. tingkat jenis : kangkung dan ketela rambat c. tingkat ekosistem : rumah dan sungai a. tingkat gen : kucing anggora, kucing kampung dan kucing persia b. tingkat jenis : pohon kelapa, pinang dan aren c. tingkat ekosistem : ekosistem rumput, ekosistem sawah dan ekosistem kolam mencari penjelasan sebanyak mungkin apabila a. lebih seimbangnya ekosistem b. lebih beranekaragamnya jenis a. manfaatnya bisa dubuat sebagai bahan bangunan b. dapat melestarikan 247 memungkinkan makhluk hidup c. dibuat makanan d. memperindah lingkungan e. buahnya bisa dimakan makhluk hidup c. dapat digunakan untuk kebutuhan pangan d. dapat digunakan sebagai alat transportasi seperti kuda e. dapat digunakan untuk sandang yaitu kapas teknik pengumpulan data teknik pengumpulan data yang digunakan untuk mengetahui skor kemampuan berpikir kritis siswa adalah menggunakan pretest dan postest. hasil pekerjaan siswa pada tes tersebut masingmasing diberi skor sesuai dengan pedoman atau rubrik kemampuan berpikir kritis. penskoran dan penilaian yang digunakan untuk mengukur berpikir kritis siswa menggunakan rumus berikut: 𝑦 = 𝐽𝑚𝑙 𝑠𝑘𝑜𝑟 𝑘𝑒𝑚𝑎𝑚𝑝. 𝑏𝑒𝑟𝑝. 𝑘𝑟𝑖𝑡𝑖𝑠 𝐽𝑚𝑙 𝑠𝑖𝑠𝑤𝑎 𝑦𝑎𝑛𝑔 𝑚𝑒𝑛𝑔𝑖𝑘𝑢𝑡𝑖 𝑡𝑒𝑠 × 100 % keterangan : y = presentase kemampuan berpikir kritis tabel 6. kriteria kemampuan berpikir kritis berdasarkan persentase skor tes no persentase skor kriteria 1 89% 100% sangat tinggi 2 79% 89% tinggi 3 64% 79% sedang 4 54% 64% rendah 5 0% 54% sangat rendah sumber : wayan dan sunartana hal. 80 uji coba instrumen uji coba perangkat tes meliputi: uji validitas, reliabilitas, tingkat kesukaran butir soal, dan daya pembeda butir soal. uji validitas ditentukan dengan menentukan koefisien product moment yang dihitung dengan menggunakan rumus: 𝑟𝑥𝑦 = 𝑁 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦) √(∑ 𝑥 2 − (∑ 𝑥 2))(𝑁 ∑ 𝑦 2 − (∑ 𝑦 2)) keterangan : rx : koefisien korelasi skor item dengan skor total n : jumlah peserta ∑x : jumlah skor item ∑y : jumlah skor total ∑xy : jumlah perkalian skor item dengan skor total ∑x 2 : jumlah skor kuadrat item ∑y 2 : jumlah skor kuadrat total (widoyoko, 2010) berdasarkan hasil perhitungan di atas kemudian diinterprestasikan pada tabel sebagai berikut: tabel 7. kriteria uji validasi soal nilai r interprestasi 0,81 < r ≤ 1,00 sangat tinggi 0,61 < r ≤ 0,80 tinggi 0,41 < r ≤ 0,60 cukup 0,21 < r ≤ 0,40 rendah 0,00 < r ≤ 0,20 sangat rendah uji reliabilitas dilakukan dengan menggunakan rumus koefisien alpha cronbach karena skor butir soal yang akan diujikan berbentuk soal kontinum (uraian). rumus alpha cronbach yaitu: 𝑟11 = ( 𝑘 𝑘 − 1 )(1 − ∑ 𝛼𝑏 2 𝛼𝑡2 ) keterangan : r11 : reliabilitas instrumen k : banyaknya butir pertanyaan atau banyaknya soal 𝛼𝑏2 : jumlah varians butir 𝛼𝑡2 : varians total berdasarkan hasil perhitungan uji reliabilitas, kemudian hasil tersebut diinterprestasikan sesuai dengan kriteria uji reliabilitas (tabel 7). tabel 8. kriteria uji reliabilitas soal nilai r interprestasi 0,91 < r ≤ 1,00 sangat tinggi 248 0,71 < r ≤ 0,90 tinggi 0,41 < r ≤ 0,70 cukup 0,21 < r ≤ 0,40 rendah 0,00 < r ≤ 0,20 sangat rendah untuk mengetahui tingkat kesukaran soal, maka soal-soal tersebut diujikan taraf kesukarannya. rumus yang digunakan sebagai uji taraf kesukaran yaitu: 𝑷 = 𝑩 𝑱𝒔 keterangan : p : indeks kesukaran b : banyaknya siswa yang menjawab soal yang benar js : jumlah seluruh siswa peserta tes (ahmad sofyan, 2006, hal. 103) hasil perhitungan tingkat kesukaran soal kemudian dianalisa berdasarkan kriterianya (tabel 8). tabel 9. kriteria taraf kesukaran butir soal nilai interprestasi 0,00 0,30 soal sukar 0,31 0,70 soal sedang 0,71 1,00 soal mudah untuk menentukan daya pembeda pada suatu soal, seluruh pengikut tes dikelompokkan menjadi dua kelompok yaitu kelompok a dengan nilai tertinggi dan kelompok b dengan nilai terendah. setelah dibagi menjadi dua kelompok, maka dapat dilihat jumlah siswa kelompok atas dan jb untuk jumlah siswa kelompok bawah. sedangkan ba menunjukkan jumlah siswa kelompok atas yang menjawab benar dan bb menunjukkan jumlah siswa kelompok bawah yang menjawab soal dengan benar. jika keempat nilai tersebut sudah diketahui maka dapat ditentukan nilai p pada setiap kelompok di tiap butir soalnya dengan menggunakan rumus sebagai berikut: 𝑃𝐴 = 𝐵𝐴 𝐽𝐴 𝑑𝑎𝑛 𝑃𝐵 = 𝐵𝐵 𝐽𝐵 kemudian d=pa-pb (arikunto, 2008) keterangan : pa : indeks kesukaran pada kelompok a pb : indeks kesukaran pada kelompok b ba : banyaknya siswa kelompok a yang menjawab benar bb : banyaknya siswa kelompok b yang menjawab benar ja : jumlah siswa peserta tes pada kelompok a jb : jumlah siswa peserta tes pada kelompok b tabel 10. kriteria daya pembeda soal nilai interprestasi 0,00 – 0,20 jelek 0,20 – 0,40 cukup 0,40 – 0,70 baik 0,70 – 1,00 baik sekali sumber: (suharsimi arikunto, 2006:218) teknik analisis data data berupa hasil pretest dan postest diuji homogenitasnya. jika data homogen maka dilanjutkan dengan uji t dua sampel bebas variansi homogen dan jika heterogen maka menggunakan rumus uji t dua sampel bebas variansi heterogen. hasil dan pembahasan kemampuan berpikir kritis pada penelitian ini adalah untuk kemampuan siswa dalam menjawab soal essay dengan benar dan tepat dengan 5 soal berdasarkan indikator kemampuan berpikir kritis. data kemampuan berpikir kritis siswa diperoleh dari rata-rata pretest dan posttest kelas eksperimen dan kelas kontrol, kelas yang dijadikan sebagai sampel masing-masing menggunakan 30 siswa kelas eksperimen maupun kelas kontrol. tabel 11. data rata-rata kemampuan berpikir kritis kelas kelas eksperimen selisih pre test post test eksperimen 18,3 6 12,9 kontrol 12,9 12,3 15,4 hasil penelitian kelas eksperimen dan kelas kontrol pada kemampuan berpikir kritis siswa berdasarkan tabel 10. tabel tersebut menunjukkan bahwa kelas eksperimen memiliki rata-rata nilai pretest 12,9; posttest 18,3 selisih rata-rata dari 249 pretest dan posttest 6 dan jumlah rata-rata dari pretest dan posttest 31,5. kelas kontrol memiliki rata-rata pretest 12,3; posttest 15,4; selisih rata-rata dari pretest dan posttest 4,5; dan jumlah rata-rata dari pretest dan posttest 27,7. hal ini berarti bahwa kedua kelas eksperimen maupun kontrol mengalami peningkatan kemampuan berpikir kritis tetapi dari kedua kelas tersebut yang mengalami peningkatan lebih tinggi yaitu kelas eksperimen. tabel 12. hasil uji t kemampuan berpikir kritis siswa kelas eksperimen coefficientsa model unstandardized coefficients standard ized coeffici ents t sig. b std. error beta 1 (const) 13.480 6.657 2.025 .052 eksperi men .248 .095 .442 2.610 .014 a. dependent variable: kemampuan berpikir kritis hasil uji t menunjukkan bahwa uji t terhadap variabel eksperimen (x1) didapatkan thitung sebesar 2,610 dengan signifikan t sebesar 0,014. karena thitung lebih besar dari ttabel (2,610>2,042) atau signifikansi t lebih kecil dari 5% (0,05) (0,014<0,05), maka secara parsial variabel eksperimen (x1) berpengaruh signifikan terhadap variabel kemampuan berpikir kritis siswa (y1). dengan demikian hipotesis yang menyatakan terdapat pengaruh pembelajaran berbasis scientific approach terhadap kemampuan berpikir kritis siswa dinyatakan diterima. tabel 13. hasil uji t kemampuan berpikir kritis siswa kelas kontrol coefficientsa model unstandardized coefficients standa rdized coeffi cients t sig. b std. error beta 1 (const) 22.918 6.408 3.576 .001 kontrol .114 .115 .184 .988 .331 a. dependent variable: kemampuan berpikir kritis berdasarkan hasil uji t diatas menunjukkan bahwa uji t terhadap variabel kontrol (x2) didapatkan thitung sebesar 0,988 dengan signifikan t sebesar 0,331. karena thitung lebih kecil dari ttabel (0,988 < 2,042) atau signifikansi t lebih besar dari 5% (0,05) (0,331 > 0,05), maka secara persial variabel kontrol (x2) tidak berpengaruh signifikan terhadap variabel kemampuan berpikir kritis siswa (y1). berdasarkan hasil penelitian, ada dua hal yang akan dibahas yaitu kemampuan berpikir kritis dan kemampuan berpikir kreatif siswa dalam pembelajaran menggunakan pembelajaran berbasis scientific approach dan siswa yang tidak menggunakan pembelajaran berbasis scientific approach dalam penelitian ini. kelas yang menggunakan pembelajaran berbasis scientific approach disebut dengan kelas eksperimen dan kelas yang tidak menggunakan pembelajaran berbasis scientific approach disebut dengan kelas kontrol. pada kelas eksperimen dan kelas kontrol keduanya sama-sama menggunakan pretest dan posttest untuk mengukur kemampuan berpikir kritis dan kreatif siswa. dari hasil pretest dan posttest tersebut diambil selisih antara keduanya kemudian dianalisis menggunakan uji statistik (spss) yaitu menggunakan uji t untuk mengetahui hipotesis diterima atau ditolak pada kemampuan berpikir kritis dan kreatif siswa. kemampuan berpikir kritis kemampuan berpikir kritis merupakan sebuah proses yang terarah dan jelas yang digunakan dalam kegiatan mental seperti memecahkan masalah, mengambil keputusan dan melakukan penelitian ilmiah (elaine b. johnson). jadi pengertian berpikir kritis adalah kegiatan menganalisis idea tau gagasan ke arah yang lebih spesifik, membedakannya 250 secara memilih, mengidentifikasi, mengkaji dan mengembangkannya ke arah yang lebih sempurna. para peneliti pendidikan menjelaskan bahwa pada dasarnya pembelajaran keterampilan berpikir dapat dengan mudah dilakukan. sayangnya, kondisi pembelajaran yang ada di kebanyakan sekolah belum begitu mendukung untuk terlaksananya pembelajaran keterampilan berpikir yang efektif. beberapa kendalanya antara lain pembelajaran disekolah masih terfokus pada guru, dan fokus pendidikan disekolah lebih pada yang bersifat menghafal pengetahuan saja. bahwa kemampuan berpikir kritis sebenarnya merupakan suatu kemampuan seseorang yang dapat dipelajari dan diajarkan, baik disekolah maupun belajar mandiri. berdasarkan penelitian yang dilakukan oleh peneliti, aspek yang menjadi tolak ukur tingkat keberhasilan siswa dalam belajar menggunakan pembelajaran berbasis scientifik approach adalah kemampuan berpikir kritis siswa. aspek tersebut dimuat dalam soal essay (uraian) yaitu pada soal pretest dan posttest, dimana siswa dituntut untuk bisa menjawab soal dengan benar pada tiap-tiap butir soal. dalam pembelajaran berbasis scientific approach diharuskan siswa yang berperan penting dalam pembelajaran disekolah dengan siswa yang aktif dalam melakukan kegiatan praktikum untuk mengidentifikasi dari bunga mawar dan jenis dari kacang-kacangan, sehingga siswa dapat memahami materi pembelajaran keanekaragaman hayati. indikator yang digunakan sebagi acuan kemampuan berpikir kritis siswa adalah sebagai berikut: (1) mencari pernyataan yang jelas dari setiap pertanyaan (2) mencari alasan (3) berusaha mengetahui informasi dengan baik (4) bersikap dan berpikir terbuka (5) mencari penjelasan sebanyak mungkin apabila memungkinkan menurut ennis (dalam hassoubah, 2004). untuk mengetahui tingkat kemampuan berpikir kritis siswa tentang materi keanekaragaman hayati, peneliti menggunakan jenis penelitian tertulis berupa pretest dan posttest dalam bentuk soal essay (uraian) yang diberikan sebelum dan sesudah perlakuan dengan diberikan tindakan pembelajaran berbasis scientific approach yang diikuti oleh 30 siswa pada kelas eksperimen. berdasarkan hasil analisis data pada penelitian, data didapatkan dari nilai rata-rata peningkatan hasil kemampuan berpikir kritis siswa x ipa 1 sebagai kelas eksperimen yang diajarkan dengan menggunakan pembelajaran berbasis scientific approach yaitu rata-rata hasil pretest awal 12,9 dan posttest 18,3 dengan selisih 6. sedangkan pada kelas x ipa 2 sebagai kelas kontrol tanpa menggunakan pembelajaran berbasis scientific approach mendapatkan nilai rata-ratapada pretest 12,3 dan posttest 15,4 dengan selisih 4,5. hasil analisis data pada grafik pada grafik 4.2 diatas hasil nilai postest pada kelas eksperimen sangat meningkat dari nilai pretest siswa bahwa menunjukkan adanya peningkatan pada kemampuan berpikir kritis siswa, hal ini terlihat dari tingkat kenaikan grafik terdapat 4 siswa nilainya sama mendapatkan skor 22, siswa yang mendapatkan nilai tertinggi terdapat 1 siswa dengan skor 24 dan yang mendapatkan skor rendah sebanyak 2 siswa mendapatkan skor 9. hal ini menunjukkan kemampuan berpikir kritis pada kelas eksperimen dengan hasil posttest lebih baik dari pada pretest. hal ini menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis siswa antara yang diajarkan menggunakan pembelajaran berbasisscientific approach dengan menggunakan praktikum lebih baik dibandingkan dengan yang tidak diajarkan menggunakan pembelajaran berbasis scientific approach. hasil kelas eksperimen sangat meningkat dari nilai postest siswa bahwa menunjukkan adanya peningkatan pada kemampuan berpikir kritis siswa, terdapat 4 siswa nilainya sama dari kelas 251 eksperimen maupun kelas kontrol mendapatkan skor 37 dan 39, siswa yang mendapatkan skor tertinggi pada kelas eksperimen yaitu dengan skor 39, kelas kontrol mendapat skor tertinggi dengan skor 36 dan yang mendapatkan skor rendah kelas eksperimen dengan skor 15 sedangkan kelas kontrol mendapat skor rendah yaitu dengan skor 17. pada kelas eksperimen dan kelas kontrol adanya perbedaan kemampuan berpikir kritis siswa dikarenakan pembelajaranberbasis scientific approach ini mengacu pada proses belajar praktikum dengan banyak menekankan siswa untuk berpikir lebih kritis terhadap proses praktikum berlangsung. siswa diajarkan dalam mengidentifikasi tumbuhan mulai dari bentuk, warna, bau dan tekstur sehingga siswa lebih teliti dalam melaksanakan kegiatan praktikum dan siswa diajarkan dalam menganalisis untuk mengasah kemampuan berpikir kritis siswa. berdasarkan analisis grafik 4.11 peneliti dapat menyimpulkan bahwa kemampuan berpikir kritis pada nilai pretest lebih rendah daripada nilai postest dan kelas eksperimen dengan menggunakan pembelajaran berbasis scientific approach, kelas kontrol tanpa menggunakan pembelajaran berbasis scientific approach hasilnya juga berbeda. hal ini terjadi karena siswa kurang dilatih untuk mengungkapkan sesuatu atau memberikan suatu penjelasan terhadap suatu kejadian atau peristiwa. pernyataan ini didukung oleh penelitian arnyana (2005) menjelaskan pada dasarnya kemampuan berpikir kritis bukanlah kemampuan yang diberikan tetapi kemampuan yang dapat dilatih dan harus dipelajari di sekolah. sedangkan menurut pendapat sutrisno mengemukakan bahwa keterampilan berpikir harus dilakukan melalui latihan yang sesuai dengan tahap perkembangan kondisi anak. demikian pula halnya kemampuan berpikir kritis, semakain kompleks latihan yang diberikan maka akan semakin meningkat pula keterampilan berpikirnya. pada penelitian ini membuktikan bahwa pembelajaran berbasis scientific approach dapat digunakan sebagai salah satu pembelajaran untuk meningkatkan kemampuan berpikir kritis siswa terhadap materi pelajaran. kegiatan praktikumdapat dirancang sebagai kegiatan penemuan yang dapat membantu siswa untuk menemukan konsep atau teori secara mandiri melalui kegiatan percobaan. dalam pembelajaran berbasis scientific approach ini juga diajarkan dalam kerjasama antar kelompok untuk membedakan tumbuhan satu dengan tumbuhan lainnya. siswa lebih memahami dan cepat menangkap materi yang diajarkan pada saat praktikum dengan menggunakan pembelajaran berbasis scientific approach pada pendekatan kurikulum 2013 yang sudah di terapkan disekolah. sedangkan kelas kontrol dengan menggunakan pendekatan kurikulum 2013 tanpa menggunakan pembelajaranberbasisscientific approach. siswa hanya mengerjakan soal mengenai materi keanekaragaman hayati. menurut sugihartono (2007) metode pembelajaran berarti cara yang dilakukan dalam proses pembelajaran sehingga dapat diperoleh hasil yang optimal. menurut muhibin syah (2006) metode pembelajaran merupakan salah satu faktor yang cukup berpengaruh dalam keberhasilan belajar. karena keduanya saling berhubungan. berdasarkan penelitian yang telah dilaksanakan, didapatkan data bahwa metode pembelajaran memang dapat mempengaruhi hasil belajar siswa, dimana pada penelitian ini data yang diambil dari data kemampuan berpikir kritis siswa sehingga penggunaan metode yang tepat akan berpengaruh pada penerimaan materi pembelajaran oleh siswa. hasil penelitian tersebut sejalan dengan teori yang dikemukakan oleh roestijah (2001) metode praktikumadalah suatu cara mengajar, dimana siswa melakukan suatu percobaan tentang suatu hal, mengamati prosesnya serta menuliskan 252 hasil percobannya, kemudian hasil pengamatannya itu disampaikan di kelas dan dievaluasi oleh guru. tujuan dari dilakukan pembelajaran berbasis scientific approach ini, dimana siswa dilatih untuk menarik kesimpulan dari fakta hasil pengamatan atau eksperimen, siswa mampu untuk melakukan percobaan secara runtut, siswa terbiasa menggunakan logika induktif dalam menarik kesimpulan, sehingga siswa dapat memperluas kemampuannya dalam berpikir secara kritis. oleh sebab itu pembelajaran berbasis scientific approach sangat cocok dalam pemilihan pembelajaran pada pendekatan kurikulum 2013 untuk mengukur kemampuan berpikir siswa. analisis hasil pembelajaran kelas dengan menggunakan pembelajaran konvensional saja dan kelas dengan menggunakan pendekatan kurikulum 2013 pada pembelajaran berbasis scientific approach memberikan hasil bahwa pembelajaran berbasis scientific approach lebih memberikan kemudahan dalam memahami materi yang diajarkan, kemudahan penguasaan materi, menumbuhkan siswa aktif. proses belajar mengajar dengan menggunakan pembelajaran berbasis scientific approach lebih diminati oleh siswa dibandingkan hanya menggunakan pendekatan konvensional. hal ini tersebut dapat dilihat dari hasil prosentase kemampuan berpikir kritis siswa. hasil analisis menggunakan uji t yang menunjukkan bahwa thitung (2,610) tidak berada diantara ttabel (2,042) dan p < 0,05 sehingga h0 ditolak dan h1 diterima, jadi ada pengaruh pembelajaran berbasisscientific approach terhadap kemampuan berpikir kritis siswa. sebagaimana telah dijelaskan bahwa pembelajaran berbasis scientific approach terhadap kemampuan berpikir kritis siswa bisa mempengaruhi perkembangan proses berpikir siswa. khususnya perkembangan kemampuan berpikir kritis siswa. menurut pendapat suparni (2007:88) bahwa dengan kegiatan praktikum/eksperimen siswa mendapat kesempatan untuk melakukan pembuktian terhadap suatu teori maupun konsep. jadi metode praktikumpada kurikulum 2013 akan membawa kemampuan kognitif siswa menjadi lebih baik dan berarti, karena siswa menjadi lebih aktif dalam memperoleh pengetahuan melalui pengalaman langsung, dan bukan hanya sekedar mendengar dan menerima pengetahuan atau informasi dari apa yang dikatakan oleh guru saja. berdasarkan hasil uji t menunjukkan bahwa ada peningkatan yang signifikan antara kelas yang menggunakan pembelajaran berbasis scientific approach dan kelas yang tidak menggunakan pembelajaran berbasis scientific approach. hal ini sesuai dengan hipotesa penulis sebelum dilakukan analisis menggunakan uji t yang menyatakan bahwa ada pengaruh pembelajaran berbasisscientific approach terhadap kemampuan berpikir kritis siswa. pengajuan hipotesa tersebut berdasarkan hasil kajian pustaka dan penelitian terdahulu. kesimpulan dan saran kesimpulan berdasarkan hasil analisis dan pembahasan yang telah dilakukan, maka dapat diambil beberapa kesimpulan: 1) ada pengaruh secara signifikan penggunaan pembelajaran berbasis scientific approach terhadap kemampuan berpikir kritis siswa kelas x ipa 1 sma panjura malang; 2) penggunaan pembelajaran berbasis scientific approach memberikan pengaruh yang berbeda secara signifikan pada kelas yang menggunakan pembelajaran berbasis scientific approach dengan kelas yang tidak menggunakan pembelajaran berbasis scientific approach. saran berdasarkan kesimpilan yang telah diberikan, maka beberapa saran yang dapat dijadikan pertimbangan dalam upaya 253 perbaikan proses pembelajaran adalah: 1) guru mata pelajaran biologi hendaknya menggunakan pembelajaran berbasis scientifik approach yang berorientasi pada kemampuan berpikir kritis; 2) pihak sekolah sebaiknya menyediakan fasilitas maupun sarana dan prasarana yang mendukung dalam kegiatan pembelajaran untuk meningkatkan proses belajar siswa disekolah; 3) hendaknya dilakukan penelitian yang lebih lanjut tentang pembelajaran berbasis scientifik approach, dalam cakupan materi lain sehingga kemampuan berpikir kritis siswa dapat diamati lebih teliti. daftar pustaka adduweisy, muhammad abdullah. 2000. menjadi guru yang sukses dan berpengaruh, terjemahan, izzudin karimi. surabaya: pustaka elba amir, m. taufik. 2009. inovasi pendidikan melalui problem based learning. jakarta: kencana arikunto, suharsimi, 2006. prosedur penelitian, suatu pendekatan praktek cet.iii. jakarta: rineka cipta, hal. 84 arikunto, suharsimi. 2002. prosedur penelitian, suatu pendakatan praktek. jakarta: rineka cipta. ali & asrori, 2005. psikologi remaja. jakarta: bumi aksara elaine b. johnson.2009. contextual teaching and learning. bandung: mizan learning centre (mlc). hal. 183 hasoubah, izhab zaleha. 2007. mengasah pikiran kreatif dan kritis. bandung: nuansa ida bagus putu arnyana, “pengaruh penerapan model pbl dipadu strategi kooperatif terhadap kecakapan berpikir kritis siswa sma pada mata pelajaran biologi.” (jurnal pendidikan dan pengajaran ikip negeri singaraja. no 4 th. xxxviii issn 0215-8250. oktober 2005) hal. 468 johnson, b elanie. 2007. contextual teaching & learning. bandung: mlc joko sutrisno, 2008. menggunakan keterampilan berpikir untuk meningkatkan mutu pembelajaran. jurnal online moleong, j lexy. 2004. metode penelitian kualitatif. bandung: remaja rosdakarya muhammad ali, 2002, guru dalam proses belajar mengajar, bandung: sinar baru algesindo muhibidin syah. 2006, psikologi belajar, jakarta: raja grafindo persada nana sudjana, 2000, dasar-dasar proses belajar mengajar, bandung: sinar baru algesindo peraturan pemerintah no.32 tahun 2013 tentang perubahan atas pp no. 19 tahun 2005 tentang standar nasional pendidikan (lembar negara ri tahun 2013 no.71, tambahan lembar negara) permendikbud no.65 tahun 2013 tentang standar proses pendidikan dasar dan menengah peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 81a tahun 2013 tentang implementasi kurikulum pardjono dan wardaya (2009). peningkatan kemampuan analisis, sintesis dan evaluasi melalui pembelajaran solving. cakrawala pendidikan, november 2009, th. xxviii, no.3 prof. dr. sutama, m. pd. 2010. metode penelitian pendidikan. surakarta: fairus roestiyah, (2008). strategi belajar mengajar.jakarta: rineka cipta syaiful bahri djamarah dan aswan zain, 2002. strategi belajar mengajar. rineka cipta: jakarta suastra, i w. 2006. mengembangkan kemampuan berpikir kreatif 254 melalui pembelajaran sains. jurnal ika: vol. 4, no.2 (23-34). singaraja: ikatan keluarga alumni universitas pendidikan ganesha. suastra, i w., tika, i k., & kariasa, n. 2007. pengembangan model pembelajaran bagi pengembangan kemampuan berpikir kreatif siswa sekolah dasar. laporan penelitian. tidak diterbitkan. universitas pendidikan ganesha singaraja. sugihartono. dkk. (2007). psikologi pendidikan. yogyakarta: uny pres. suharsimi arikunto, prosedur penelitian suatu pendekatan praktek, jakarta : pt rineka cipta, 2006, hal.130 suharsimi arikunto, dasar-dasar evaluasi pendidikan, jakarta : pt rineka cipta, 2006, hal.218 suparni, “meningkatkan kemampuan pemahaman siswa dalam mata pelajaran fisika melalui metode eksperimen pada siswa kelas 9c semester 2 smp negeri 1 sragen tahun pelajaran 2006/2007”. jurnal widyatama vol 4 no 3, september 2007. hal 88 suprijono, agus. 2009. cooperative learning teori dan aplikasi paikem. jakarta: pustaka pelajar. sukardi, 2003. metodologi penelitian pendidikan, jakarta: bumi aksara, hal. 186 suastra, i w., tika, i k., & kariasa, n. 2007. pengembangan model pembelajaran bagi pengembangan kemampuan berpikir kreatif siswa sekolah dasar. laporan penelitian (tidak diterbitkan). universitas pendidikan ganesha singaraja suryadi, didi & tatang herman, 2008. eksplorasi matematika pembelajaran pemecahan masalah. jakarta: karya duta wahana trianto. 2007. model pembelajaran terpadu dalam teori dan praktek. jakarta: prestasi pustaka undang-undang sistem pendidikan nasional. undang undang ri no 20 th 2003. wina sanjaya. 2009. strategi pembelajaran berorientasi standar prosespendidikan. jakarta : kencana wartono, dkk, 2004. sains (materi pelatihan terintegrasi). jakarta: departemen pendidikan nasional yamin, martinis. 2008. paradigma pendidikan konstruktivistik. jakarta: gaung persada press mjfas template 225 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 research article students' covid-19 experiences: integrating knowledge, attitude, and practices strategies for teaching science ritchelle w. origenesa,1,*, blanca a. alejandrob,2 a senior high school department, stem faculty, mabolo national high school, 8w78+46p, pope john paul ii ave, cebu city, 6000 cebu, philippines b cebu normal university, osmeña blvd, cebu city, 6000 cebu, philippines 1ritchelleorigenes@gmail.com* ; 2alejandrob@cnu.edu.ph abstract: the junior and senior high school student experiences regarding their knowledge, attitude, and practices during the covid-19 pandemic need to explore. this qualitative research uses a phenomenological technique with 20 students (10 jhs and 10 shs) as a sam ple. students learned about the illness through multimedia, filtering misinformation, self-driven data gathering, community support, and teacher-facilitated discussions. they also cultivated their attitude toward the disease through personal experiences and reflection on the pandemic, conducting activities such as experiments to test their acquired knowledge, considering community influences, and due to their self-motivation and appreciation of the right attitude during the pandemic. finally, they executed practices toward covid-19 with their parents' and peers' influence and support, collaborative team planning, learning from expert demonstrations, and participating in activity-driven action. jhs and shs students have had a wide range of experiences during the covid-19 pandemic regarding knowledge acquisition, inculcation of attitude, and practice implementation toward the disease. the student experiences are eye-openers to science educators. with this, there should be improvements in science education curricula that address the current pandemic and other unforeseen health issues. keywords: covid-19; kaps; secondary school student; teaching science introduction the covid-19 epidemic has impacted every facet of our society and its many subsets. this epidemic has rapidly developed into a pandemic, resulting in the implementation of stringent measures to combat the spread of the sickness around the world. economic and health outcomes during the pandemic greatly affected human lives, including children (bozzola et al., 2022; duan et al., 2020; meherali et al., 2021). although few children are affected by the disease and show only insignificant symptoms, the disease and how to contain it negatively affect their well-being and mental health (duan et al., 2020; meherali et al., 2021). even though all children will be affected, those with comorbidities and disabilities living in slum areas, conflict zones, and isolation centers will be at higher risk. the philippine statistics authority (psa) published in may 2021 on their official website cited that the philippine development plan for 2017-2023 stresses that kids are the most at-risk or vulnerable groups. despite having many children, that are declared at-risk, the concerning problems remain and continue unaddressed in the philippine population. in the philippines, where poverty is prevalent, the covid-19 pandemic can cause specific harm to children of less-educated and low-income parents, who may have lower socioemotional and academic skills compared to more educated or higher-income parents (kalil et al., 2020). *for correspondence: ritchelleorigenes@gmail.com article history: received: 18 april 2023 revised: 19 may 2023 accepted: 25 july 2023 published: 31 july 2023 10.22219/jpbi.v9i2.25903 © copyright origenes & alejandro this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: origenes, r. w. & alejandro, b. a. (2023). students’ covid-19 experiences: integrating knowledge, attitude, and practices strategies for teaching science. jpbi (jurnal pendidikan biologi indonesia), 9(2), 225-235. https://doi.org/10.22219/jpbi.v9i 2.25903 https://doi.org/10.22219/jpbi.v8i3.22113 https://doi.org/10.22219/jpbi.v8i3.22113 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v9i2.25903 https://doi.org/10.22219/jpbi.v9i2.25903 226 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 children and every student in all parts of the world are directly affected by this pandemic physically, socially, and mentally. chandra (2021) reiterated several adverse effects of the pandemic on college students in india who experienced fear of failure, academic stress, depressive thoughts, and feelings of boredom that diverted students from creative and educational activities. furthermore, in the philippines, galanza et al. (2021) found that fear of covid-19 is correlated with college students’ adverse mental health. a qualitative study explored nursing students’ experiences with covid-19 in korea. this study found that students felt isolated due to the changing way of life, feared being infected, were burdened with clinical practice during the pandemic, and were perplexed about unexpected circumstances (jin & an, 2023). these student experiences described their emotional and mental health during the pandemic. although there are already quantitative studies focusing on the student's physical health during the pandemic, like kap (knowledge, attitude, and practice) studies. qualitative studies are required to capture the student experiences in knowledge acquisition about the disease, attitude integration, and practice implementation toward covid-19. the knowledge variable examines how well students understand covid-19, how it spreads, its signs, and how to protect themselves (buenita et al., 2022). students can be more confident in their actions and choices when they know much about them. but if they have false beliefs, it can lead to useless action, more fear, and less compliance with rules. the attitude variable focuses on how the students feel and think about the outbreak (rosoff-verbit et al., 2021). students with a positive outlook might see the pandemic as challenging and change as needed, lessening their mental worry (ranjitkar et al., 2022). students with negative views, like fear or doubt about how bad the disease is, may have trouble with their mental health because they are more anxious and do not want to take precautions (jeong et al., 2020). lastly, the practice variable looks at how the students put their information and attitudes into action, such as by wearing masks, keeping a safe distance from others, and following hygiene rules (simionescu et al., 2022). what students do affects how likely they are to get sick and how stressed they are. if students do not use effective practices because they do not have the tools or do not think they work, their risk level and anxiety go up (correia et al., 2020). in the age of pandemics, these factors affect the student experience in many ways. if a student has enough information, a good attitude, and does what works, their experience may be marked by their resilience and the ability to cope (leroy et al., 2021; szabó et al., 2020). but if they do not have any, they might feel alone, scared, or sick because they are not doing things right (williams et al., 2018). by carefully looking into these factors through qualitative studies, researchers can learn more about how students' lives are complicated (pereira et al., 2022). it could help them develop ways to help students deal with problems caused by the pandemic. people worldwide gather information about the disease by actively monitoring and watching the news to be aware of the disease that is currently affecting the community and what is to come. because they are concerned with it, most people in the philippines, especially students, are tracking how the virus spreads throughout their communities (superio et al., 2021). the anxiety they are experiencing may be a harmful side effect of the information they have acquired and the preventative steps they have come to believe in. in addition, lu (2016) held the belief that unpleasant conditions or uncertain surroundings frequently prompted people to feel the need to search for and acquire new knowledge. it enables individuals to gather sufficient and possibly accurate knowledge about a circumstance to make informed judgments and acts, frequently not just for themselves but also to benefit others. additionally, students inquire about remedies available if they contract an infection and preventative measures to ward against infections (majid et al., 2019). these student manifestations should be understood not just quantitatively but also qualitatively. this study qualitatively explored the experiences of ten junior and ten senior high school students enrolled in public high schools in deped cebu city during the covid-19 outbreak. the jhs student consists of six male and four female students. and three male and seven female students in senior high school. it aimed to understand how the jhs and shs students learn about the disease, inculcate attitudes and implement practices toward it. method a phenomenological design was applied as a qualitative research method for this study to explore the secondary school student experiences regarding their knowledge, attitude, and practices (kaps) toward the covid-19 pandemic. students' knowledge of covid-19 was used to measure the knowledge variable. how they know the virus spreads, what signs it can cause, how bad it is, and how to avoid getting it. the attitude variable was measured by asking them how they felt about the pandemic. the key signs included how bad they thought the virus was, how scared they were, how they were willing to change, and how they felt about the pandemic. the practice variable was confirmed by also asking students how they used the information they had learned and the attitudes they had formed. their practice was measured by how often they wore masks, stuck to social distance rules, took care of their cleanliness, and followed safety rules. the researchers coordinated with the school heads and advisers of the junior and senior high school classes. these school personnel were the key to the conduct of the 227 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 focus group discussion. twenty students (10 jhs and 10 shs) participated in the focus group discussions (fgd). students were randomly picked for the fgd. the discussion that took place in the focus groups was guided by a set of interview questions that were only semi-structured. the interview protocol, which included the research questions, was used throughout the focus group discussion. data collection took place during the school year 2022–2023, and it took place in all of cebu city's public junior and senior high schools. the researchers wrote a letter to the schools division superintendent in which they discussed and outlined how the research would be carried out and the potential risks and rewards of the endeavor. the researchers arranged and conducted the focus group discussion (fgd) to administer interviews to the selected respondents about their information acquisition, inculcation of attitude, and implementation of practices regarding covid-19. the respondents were either emailed or given a hard copy of the study information and an informed consent form. the fgd was carried out with the use of technology for video conferencing. after the initial assessment of the transcripts and the data, a coding procedure was carried out to mark text sections with codes, analyze codes for overlap and redundancy, and compress these codes into broad themes. this was done after the initial review of the transcripts and the data. during the study, the researchers considered all the relevant ethical issues. these included the riskbenefit assessment, content, comprehension, and documentation; authority to access private information; confidentiality protocols; and conflicts of interest. exemption from the ethical review was granted by the ethical review board of the cebu normal university research ethics committee since the participants in this study were exposed to no or shallow hazards, and the study caused them minimal inconvenience. before the beginning of the data collection phase, the respondents were briefed on the purpose of the study, informed that their names would be kept anonymous, that their responses would not in any way influence their academic achievement, and that they had the option to withdraw from the study at any time. all of this occurred before the data collection phase began. as evidence of the participant's agreement to participate in the research, the researchers collected either the participants' handwritten or digital signatures. in analyzing the data, the researcher first transcribed all the discussions from each focus group. it ensures that details are anonymized for confidentiality. rigorous manual coding is then performed on the transcriptions. each phrase, sentence, and paragraph examine and assigns a code based on its core concept or meaning. this process is called open coding in the first phase of data analysis in qualitative research. this phase helps to break down, examine, compare, and categorize data. then, the axial coding phase, where codes with similar content are grouped into categories. categories are higher-level concepts under which related to gathered code. it is a way of reassembling the data that was broken apart during open coding. the researcher examined the relationships between these categories to study the phenomena. the final step was selective coding, which involved integrating the categories to form a theoretical framework. the researcher identified a core category that connected all other categories and structured these around the core to form the basis of a grounded theory. they used this theory to explain the jhs and shs students' experiences and attitudes toward the covid-19 pandemic. throughout the process of data analysis, the researcher employed constant comparison. as new data are coded and classified, it compares to previous data to refine categories and build a comprehensive understanding of the patterns and themes emerging from the data. this iterative process achieved in-depth insight into the research problem, providing a nuanced understanding of how students' knowledge, attitudes, and practices that shaped by student experiences of the pandemic. results and discussion acquisition of knowledge knowledge about covid-19 drives the behavior of the students toward the disease. during this pandemic, students have done their methods of acquiring knowledge about this. their knowledgeacquisition methods would differ from student to student depending on their situation and demographic profile. five themes generated in students’ experience in acquiring knowledge about covid-19, namely: 1) the flexibility of multimedia as a primary source of acquired information; 2) methods of filtering information to correct misinformation; 3) student-driven data gathering; 4) collaborative support from the community; and 5) teacher-facilitated discussions. the flexibility of multimedia as a primary source of information the first theme envelopes how the students acquired their knowledge of the pandemic. students acquired and learned information about the pandemic through watching media, reading printed-based sources, and listening to the radio. students were able to gather knowledge regarding covid-19 through the use of social media. most obtain covid-19 information via social media platforms and applications such as facebook, tiktok, and youtube. 228 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 participant 16 said, “i am very comfortable getting information from watching youtube videos and writing them down so i can easily remember them”. the widespread adoption of these programs among students may be attributable to their widespread appeal. tiktok was discovered to be the most addictive application during the covid-19 epidemic, according to a study that was carried out on adolescents in italy. this put it ahead of other top-rated programs with comparable visual affordances (marengo et al., 2022). this is comparable to the findings of (mohamed et al., 2021), which indicated that students' primary sources of information about the disease were social media (73%), like tiktok and facebook, followed by television (49%). social media, such as facebook, was a frequently cited source of information. television was mentioned more than any other medium as a primary source of information regarding the disease, according to the findings of (anagaw & guadie, 2023; gasiorek et al., 2023; romer & jamieson, 2021; superio et al., 2021). due to the proliferation of internet use and reliance on social media sources like youtube, facebook, twitter, and tiktok, the landscape of information gathering has been significantly altered (massey, 2016). increased reliance on social media as a source of health information has led to a rise in conspiracy theories and anti-vaccine sentiments and a decline in trust in organizations such as the who and government agencies (featherstone et al., 2019). skafle et al. (2022) concluded that individuals who obtain their information from largely uncontrolled social media sources, such as youtube, whose recommendations are modified based on viewing history, and who have overall conspiratorial beliefs are less likely to be vaccinated. methods of filtering information to correct misinformation this second theme focuses on how the students get the information and filter them to combat fake news. students did these through note-taking, reflecting, and examining it to correct misconceptions. participant 13 narrated, “our teacher gave us information about covid-19 and asked us to examine fake news about it. she mentioned that a virus causes it”. the best way to combat misconceptions and misinformation about the disease is to examine the source of information. in addition, properly analyzing myths and misconceptions is crucial in a disease outbreak since these might affect preventive and containment measures (skafle et al., 2022). when students examine the information about the disease, they discredit and discriminate against unimportant and irrelevant information. they may then have the proper knowledge about the disease. student-driven data gathering this theme points out the importance of students’ interest and motivation in getting information during the pandemic. students can learn more when motivated and have that intrinsic passion for learning. participant 11 said, “i want to become a nurse and am very interested in learning about it. i read articles available on the internet. it helped me learn about the pandemic.” students use self-initiated learning for anything they are motivated to learn, whether for a hobby, ambition, or more on their personal-related. also, acquiring knowledge about the pandemic is everyone’s concern. most people, including students, want to learn about the disease because it threatens one’s health. that is why self-initiated learning is one of the common ways to know more about the disease. collaborative support from the community another theme that summarizes how the students acquired their knowledge of the pandemic is shown in theme 4. students received and learned about the pandemic through collaborative input from family and friends. participant 5 said, ”my family shared information about covid-19 with me”. participant 3 also said, “my grandfather listened to the radio to get news about covid-19 and talked to me about it.” available information about the covid-19 pandemic is everyplace. everyone is affected by the pandemic, including the students. almost everyone has access to information to know more about the pandemic. students, in particular, get and learn information about this pandemic from the sharing of their family and friends. the family members share the information when they gather in their homes. the students, especially during the first phase of the pandemic, may only get and learn about the disease from their family, friends, and neighbors. homes are the first schools of the students. home support affects the student’s development, learning, and academic performance (wai-cook, 2020). it directly supports students’ learning before and during formal (school) education and facilitates factors such as 229 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 hygiene, nutrition, and health (linde et al., 2022). collaborative learning has been a way to learn about covid-19 at home and neighborhood. collaboration at home and in the area can be sharing authority and accepting responsibility among family members and friends (ranjitkar et al., 2022; shah et al., 2021). teacher-facilitated discussions the last theme in students’ knowledge acquisition focuses on the teacher’s assistance in building learning among students about the disease and the pandemic. students learn about covid-19 from their teachers and classmates. participant 1 said, “i learned a lot about this pandemic after doing our group project on making covid-19 infographics. our group members contributed a lot to make that project”. they collaborated to form ideas and learnings about the disease. teachers are the right person to facilitate acquiring information about the disease among the students. the community and the health sector view formal education as necessary in solving society’s health issues like covid-19 (intania & sutama, 2020; meinck et al., 2022; walters et al., 2022). one of the learning approaches used in the school is collaborative learning. it shows that teachers and students used this strategy to develop sociocognitive collaboration on learning and acquiring knowledge about covid-19. the underlying assumption of collaborative learning in this sub-theme can be based upon the consensus of creating ideas about the disease through student cooperation, contrary to competition in which students beat other students (meinck et al., 2022; miller et al., 2021; o’brien et al., 2020; selvaraj et al., 2021). cultivation of attitude knowledge is directly correlated to attitude. students' knowledge can significantly affect values, feelings, motivations, and appreciation toward hygiene education. there are four themes generated in cultivating students' attitudes toward covid-19, namely: 1) experience as the best teacher; 2) the cultivated attitude in every eureka moment; 3) the importance of the community in attitude formation; and 4) attitude as the reflection of a student’s personality. experience as the best teacher the theme covers how the students inculcate an attitude toward covid-19. students generate attitudes toward the disease through personal experiences and anecdotes from people with covid-19. students’ attitudes toward covid-19 develop due to their personal experiences. as they say, experience is the best teacher. participant 13 said, “i felt i had covid-19, the whole family. that is why i believe in boosting our immune system.” their experiences with the disease made them realize and appreciate the behavior they need to prevent contracting it. their involvement and encounter with the disease or the pandemic challenged them to learn and inculcate something they can use in the future. students became co-designers of their learning, and their knowledge here is more personal and authentic. as they say, experience is the best teacher. their experiences with the disease made them realize and appreciate the behavior they need to prevent contracting it. their involvement and encounter with the disease or the pandemic challenged them to learn and inculcate something they can use in the future. students became co-designers of their learning, and their knowledge here is more personal and authentic. moreover, the students inculcated attitudes toward covid-19 through the stories of those who had experienced the disease (intania & sutama, 2020; mohamed et al., 2021). students needed to learn from these anecdotes because they feared and believed this disease could also affect them. with this, students developed the attitude that is essential in preventing from contracting the virus (mohamed et al., 2021). through relatable anecdotes, students can heighten their understanding of the disease and empathize with those who experienced covid-19. thus, it increases the chance for students to remember and inculcate attitudes toward the disease. anecdotes have been used as a teaching strategy to help students better comprehend the world around them and help them visualize themselves in similar situations to the person in the anecdote or story. the attitude formed in every eureka moment the second theme points out how the students inculcate an attitude toward covid-19. students generate attitudes toward the disease through guided and incidental discovery guided experiments, learning by doing, self-discovery, and experiential learning. 230 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 participant 7 said, “my mother will always tell me to sleep early, and then i realized that this is to boost my immune system.” students inculcated attitudes toward covid-19 through guided discovery. with the help of available materials like youtube videos and parental guidance, students were able to find their ways of developing values and beliefs. in education, the prime objective of guided discovery is to produce excitement and interest in the classroom and other learning resources and assist students in investigating their possible uses. it also delivers opportunities to present vocabulary, assess students’ prior knowledge, and teach responsible usage and care of learning materials. the students who inculcated attitude through this method used the available learning materials, examined the uses and reliability of the materials, experimented, and learned based on the guided instruction. students may have related increased learning and information retention with these behaviors. it supports the learning goal that learners can recall and apply what they have learned in real-life situations. students’ attitudes were also formed through their encountered incidents. students accessing incidental knowledge and learning opportunities can increase their literacy about covid-19 and improve their attitudes toward it (wu et al., 2022). access to this accidental discovery and learning about the disease can foster a student’s fund of knowledge, initiating at home and continuing to school and within the community. hence, incidental learning in this situation can be a social, lifelong, and academic phenomenon. it is relevant to how students acquire knowledge about covid-19 and inculcate their attitudes toward it. in the case of incidental learning as a functional teaching-learning strategy, elgort et al. (2015) believed that incidental learning tasks work well with boring topics and memorization because they help in motivating to learn the lessons or skills that are generally perceived by the students as not very stimulating but are part of the curriculum. importance of the community in attitude formation the students' inculcated attitude occurred when their family members consistently showed attitudes toward the disease. participant 11 said, “i was thinking of limiting my cigarettes because my sister, who works as a nurse, said that people who died due to civid-19 had comorbidities and were chain smokers.” these behaviors influenced their way of inculcating and developing attitudes. parents' and family members' modeling affects the students’ beliefs and values. whether it is a good action or not, students will observe and follow that behavior and may bring it when they mature. the home environment is the principal source of hygiene exposures and the development of proper hygiene behaviors of students, thus the primary key to health quality for students. cleaning that takes place at home, students are likely to learn, which provides opportunities for parents to act as health and hygiene role models (linde et al., 2022). the community where the students belong is also an influencing factor in their inculcation of attitudes toward covid-19. the community gave students a sense of belongingness and identity and helped them define the right or wrong attitude toward the disease. the community has also become a learning agent because it is where the students learn the value of cleanliness and proper hygiene. a community can help the school in such ways for the student's educational development and academic improvement. the qualified and learned students deliver their service for community development. thus, school and community are closely allied and interconnected for a bigger society mission to create a strong foundation for a learning society. attitude as the reflection of a student’s personality this theme shows how the students inculcate an attitude toward covid-19 through students’ selfrealization, appreciation, and motivation. participant 6 said, “i watched the news update about covid-19 and realized it was really serious. i was afraid and tried not to go out of our house.” the identified theme describes the importance of students’ involvement in forming their learning and attitude toward covid-19. the learning process can be more personal and authentic when students are involved or engaged in a particular issue, like this covid-19 pandemic. creating unique and authentic experiences is a self-motivated process to improve the value of life and increase survival according to the student’s current situation (mcwilliams, 2015). it can translate to experiential learning, in which students experience and discover the values, beliefs, and attitudes necessary during the pandemic. execution of practices knowledge and attitude are directly correlated to practice. students’ knowledge and attitude can 231 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 significantly affect students' practices toward covid-19. four themes were generated in students’ experience in implementing practices towards covid-19. these themes were further grouped depending on their similar thoughts. there are 1) parental and peer support and influences; 2) executed practice resulting from collaborative team planning; 3) demonstration in teaching and learning; and 4) activity-driven and participative executed practices. parental and peer support and influences the first theme encompasses how the students implemented their practices toward covid-19. students implemented their practices toward the disease through support from their friends and parental guidance and supervision. participant 5 said, “my mother asked me to show how to sneeze in front of the public.” role-playing was a method to show how the students implemented their practices toward covid-19. it had become a good technique for the students to investigate realistic situations by acting with their family and friends (kalil et al., 2020; ranjitkar et al., 2022). this technique was guided to foster experience and test different practices toward the disease in a fully supported setting. depending on the goal of roleplaying, students might be doing a role or practice like their learning or could do what they had told them to do. these options give them the possibility of acquiring significant learning. their way of implementing the practice toward the disease can allow the experience to be achieved. on the other hand, when students do what they had told to do, this can encourage them to foster an understanding of the pandemic from the view of other people. executed practice as a result of collaborative team planning the second theme covers how the students implemented their practices toward covid-19. students implemented practices toward the disease through collaborative learning, planning, and actions with classmates and friends. participant 3 said, “i was with my friends, and we compared our ways of washing our hands by showing our style of washing our hands.” students implemented their practices toward covid-19 through an approach by which specific shortterm practices and tasks toward the pandemic were described and executed. this approach is distinct because it accomplishes objectives in the short term, just like handwashing and wearing facemasks. it is common among students during the pandemic since it is flexible, and their practices can be improved according to the needs of the current health issues. its flexibility can make the practice less dangerous, so if a particular practice of covid-19 goes wrong, no harm to students. it implies that tactical planning can be used in the teaching-learning process in which students can plan and break down their academic tasks to attain long-term goals. a strategic plan of action was also used to implement their practices toward covid-19. strategic planning has been setting goals for the students during the pandemic, deciding what action to take to achieve them, like a healthy lifestyle and covid-19 prevention, and organizing the resources needed (luo et al., 2021; shi et al., 2022). this strategic planning of activity is the long-term planning of the students for survival during and after the pandemic. it can help boost the student’s internal morale and confidence. it could mean that this strategic plan of action can be a good strategy for the students to increase their motivation and confidence to pursue their goals in life. teachers with this strategy can have confidence that efforts done by the students are purposeful and coordinated, which builds credibility in their foundation of learning. likewise, students can easily track time-bounded results and monitor and evaluate progress toward their goals. demonstration in teaching and learning this theme gives the importance of demonstration as a method of teaching the students to implement practices, and students show or demonstrate as their way to assess their learning. participant 19 said, “a barangay official came to our site (village) and executed how to wash hands properly, and then we followed him and showed others how we did it.” demonstration and planned actions are behavior-aligned techniques in which students can implement their practice towards covid-19. they may be given different learning materials and other resources about the disease. however, they can have their way of implementing their values, beliefs, and practices. when the students ask to demonstrate and act on their practices repeatedly, then mastery is achieved. executing the learned concepts and skills helps consolidate and assess knowledge after completing a particular lesson. students who demonstrate their learning can provide a teacher with immediate 232 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 feedback about students understanding. activity-driven and participative practices this theme sums up the daily activities done by the students to implement practices towards covid-19. this also shows that students participated in activities to polish their practices. participant 11 said, “i have a routine every day. i wake up early, take a bath, clean the house, eat healthy food, and then exercise. i do this so i can have a healthy body.” participative demonstrations happen when students have difficulty connecting knowledge about covid19 to actual practice or when students are not able to recognize applications of acquired knowledge and inculcated attitudes toward the disease. in a participative demonstration, students are encouraged to become actively engaged in implementing practices toward the disease (barrot et al., 2021; chandrasiri & weerakoon, 2021; jiang et al., 2022; mohamed et al., 2021). this method can increase students’ awareness, knowledge, and value of responsibility as a citizen in the community. it could mean that it is not only to involve students’ interest in acquiring knowledge and inculcating attitude but also to engage them in more practical actions and behavior, to link their academic performance with real-life issues like covid-19 and to understand the effect of the individual activities and motives in the community. strategies for integrating kap in teaching science subjects the epidemic caused by covid-19 is an excellent chance to improve the pedagogical theories and principles that underlie science education. it was discovered that the students employed several strategies to acquire knowledge about the illness or pandemic, cultivate the right attitude, and practice the appropriate activities in response to the pandemic. these strategies are pedagogies that have the potential to be relevant and appropriate in the process of achieving the learning objectives related to scientific concepts. to integrate kap in teaching science subjects, teachers can start with acquiring knowledge through the identified strategies. teachers can employ the flexibility of multimedia, facilitate methods of filtering information to correct misinformation, provide student-driven and group activities that let students gather information from the community, and have teacher-facilitated discussions. for the cultivation of attitudes, teachers can use experiential learning activities such as self-discovery and guided experiments. teachers can also invite experts for a certain job or show the updates coming from the experts to help students inculcate attitude. asking the students to reflect on their learnings or knowledge about a certain topic can be a good method to discover and form an attitude. lastly, teachers can use pair or group activities like role-play to let the students execute their knowledge and understanding of the lesson. it can be done through collaborative team planning. teachers can employ demonstration in teaching and learning to let students showcase their comprehension. conclusion secondary school students have had a wide range of experiences during the covid-19 pandemic regarding knowledge acquisition, inculcation of attitude, and practice implementation toward the disease. students learned about the disease through the flexibility of multimedia as a primary source of information, filtering information to correct misinformation, self-driven and initiated data gathering, collaborative support from the community, and teacher-facilitated discussions. they also inculcated their attitude toward the disease through their personal experiences and reflection on the pandemic, conducting activities like experiments to test their acquired knowledge, considering the influences of the community, and due to their self-motivation and appreciation of the right attitude during the pandemic. lastly, they implemented practices toward the disease through the influences and support of their parents and peers, collaborative team planning, learning from demonstrations of the experts, and participating in activity-driven practices. the student experiences are eye-openers to science educators. it is an opportunity to assist the students in acquiring knowledge, inculcating attitudes, and implementing practices to address this pandemic and other health issues. science educators can facilitate students’ correct understanding of the pandemic by examining available facts and research-based knowledge. attitude towards the disease can be inculcated by using experiential learning. educators have been using this, but this should be strengthened, especially in science education. learning by doing and practical knowledge should be used to improve students’ practical application for disease prevention. limitations and future directions the student narratives and experiences serve as the basis for the analysis as well as the findings of this 233 origenes & alejandro | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 225-235 study. given the large number of students in deped cebu city secondary schools, the number of students as a sample is limited. the students' experiences in cebu city are one-of-a-kind and distinct from those of other students in the province or the entire country. problems during the research included students who did not comply and lacked the motivation to respond to the questions. the audio and visual outputs were challenging to manage because of video conferencing. the covid-19 pandemic, like any other unforeseeable health crisis, should be addressed more thoroughly in educational programs, especially in science. schools and science educators should work with medical community members and government authorities to promote health education initiatives. the suggestion is to conduct further research related to investigating the experiences of elementary school children during covid-19 in terms of their information acquisition, attitude inculcation, and practice application. in addition, there should be training programs for educators to prepare adequately to inform kids on how to avoid contracting covid-19 and control it. acknowledgement the author would like to thank all the students who participated in the research. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions r.w. origenes: methodology, validation, analysis, writing—original draft preparation, and review and editing. b. a. alejandro: analysis and validation. references anagaw, t. f., & guadie, h. a. 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(2022). experience and perceptions of chinese university students regarding the covid-19 pandemic: a qualitative analysis. frontiers in public health, 10. https://doi.org/10.3389/fpubh.2022.872847 https://doi.org/10.21608/ejhc.2021.145405 https://doi.org/10.1080/02619768.2020.1823963 https://doi.org/10.3390/ijerph19052740 https://doi.org/10.1371/journal.pgph.0000278 https://doi.org/10.2196/25215 https://doi.org/10.3390/ijerph18020505 https://doi.org/10.1016/j.ijedudev.2021.102444 https://doi.org/10.1007/s10597-020-00728-y https://doi.org/10.3389/fpubh.2022.940285 https://doi.org/10.1371/journal.pone.0264920 https://doi.org/10.2196/37367 https://doi.org/10.1016/j.ijdrr.2021.102414 https://doi.org/10.3390/ijerph17249565 https://eric.ed.gov/?id=ej1301332 https://doi.org/10.1111/bjep.12475 https://doi.org/10.1186/s40594-018-0104-9 https://doi.org/10.1186/s40594-018-0104-9 https://doi.org/10.3389/fpubh.2022.872847 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 367-378 10.22219/jpbi.v5i3.7819 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 367 research article students’ perceptions concerning the learning environment based on biology teachers’ tpack cut intan evtia nurina a,1,*, r. riandi a,2, ari widodo a,3, hendra yulisman a,4 a master's program in science education, school of postgraduates, universitas pendidikan indonesia, jl. dr. setiabudhi no.229, bandung city, west java 40154 indonesia 1 cutintanevtia@student.upi.edu*; 2 rian@upi.edu; 3 widodo@upi.edu; 4 hendra.yulisman@fkip.unsyiah.ac.id * corresponding author introduction technology use in indonesia is growing rapidly in all aspects of society (salam et al., 2018), for example, the increasing use of social media activities (das, gryseels, sudhir, & tan, 2016; mckemmish, anwar, & ardianto, 2017; poushter, bishop, & chwe, 2018). however, in the education aspect, the use of technology still not effective because of problems faced by teachers, students, schools, and the government. although the education ministry has made policies regarding the importance of integrating technology into learning, there are some factors that inhibit technology integration, such as teachers’ beliefs in using technology and the availability of supporting facilities. the use of technology in learning known as the strategy to enhance the learning environment to become more positive. the teachers’ ability to integrate technology determines how technology affects the learning environment (sulisworo, kusumaningtyas, nursulistiyo, & handayani, 2019). in a r t i c l e i n f o a b s t r a c t article history received march 06, 2019 revised april 16, 2019 accepted november 01, 2019 published november 30, 2019 research about students’ perceptions concerning the learning environment based on biology teachers’ tpack still limited. the purpose of this study was to obtain information about the impact of biology teachers’ tpack on students’ perceptions concerning their learning environment. tpack scores were obtained from instrument in the form of multiple-choice test questions. furthermore, students’ perceptions of their learning environment were obtained using a likert scale questionnaire. two biology teachers were used as research samples determined by purposive sampling, which is referring to their tpack score. furthermore, students who became the research sample were students from those two teachers that consists of 64 students. the analysis results show that teachers have different tpack ability at the level of tpack forming components. furthermore, there are differences in students' perceptions based on their teachers' tpack ability. the results were indicated teacher professionalism, in this case, tpack has the impact on learning environment. therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism. copyright © 2019, nurina et al this is an open access article under the cc–by-sa license keywords biology teachers’ tpack learning environment students’ perceptions how to cite: nurina, c. i. e., riandi, r., widodo, a., & yulisman, h. (2019). students’ perceptions concerning the learning environment based on biology teachers’ tpack. jpbi (jurnal pendidikan biologi indonesia), 5(3), 367-378. doi: https://doi.org/10.22219/jpbi.v5i3.7819 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.7819 https://doi.org/10.22219/jpbi.v5i3.7819 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.7819 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.7819&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 368 nurina et al (students perception concerning …) order to enhance the learning environment by technology use, teachers must act as a facilitator. so, learning is more student-centered, and it is suitable for the needs of students in the 21st-century (srisawasdi, 2014). the ability of biology teachers to integrate technology into their classrooms can be seen through teachers’ technological pedagogical and content knowledge (tpack) (agustin, liliasari, sinaga, & rochintaniawati, 2018). tpack is often used as the teachers' ability of technology integration because components of tpack have teacher professional competence, namely pedagogic and professional competence (related to content mastery) (nofrion, wijayanto, wilis, & novio, 2018; rehmat & bailey, 2014). furthermore, tpack also consists of pedagogical content knowledge (pck) components which are potential indicators of the learning quality provided by the teachers. pck will continue to develop according to teachers' teaching experience (anwar, rustaman, widodo, & redjeki, 2014; widodo, 2017). therefore, the ability of technology integration in this research is reviewed from the teachers’ tpack. tpack consists of three main components and four integrated components (a combination of the main components). the main components consist of technological knowledge (tk), content knowledge (ck), and pedagogical knowledge (pk). furthermore, the integrated components consist of pedagogical content knowledge (pck), technological content knowledge (tck), technological pedagogical knowledge (tpk), and technological pedagogical content knowledge (tpck) (koehler, greenhalgh, rosenberg, & keenan, 1993; valtonen, sointu, mäkitalo-siegl, & kukkonen, 2015). integrating technology can increase the effectiveness of learning activities, create student-centered learning and outcome-focused, as well as the transition to conventional learning towards modern learning. furthermore, the rapid development of technology also helps students to learn more flexible and independent according to their respective abilities (gupta & fisher, 2012). additionally, previous research shows that technology integration has benefited students and teachers, such as the rapid information transfer for students and supporting collaborative learning environment (akturk & ozturk, 2019). the learning environment consists of several aspects like psychological, sociological, physical environment, and the interaction between teachers and students. these aspects can affect the quality of the learning environment such as students' attitudes and their learning outcomes. it is not enough for teachers only use tests and examinations to assess student learning outcomes, but teachers must also pay attention to psychosocial aspects so that teachers can create a conducive learning environment (khine, fraser, afari, oo, & kyaw, 2018). furthermore, the learning environment can be seen from the opinions of students about their academic experience. the learning environment includes students' perceptions about the learning environment in their classroom, including their relationships with teachers and fellow students, as well as their involvement in the classroom. although each of the students has their own personal view about the learning environment, there is also a sense of togetherness between students and teachers, so the learning environment is a common perception among teachers and students in the classroom. students’ perceptions often define the learning environment because of their responses to various learning environments and their opportunities to form views that are able to provide credible perspectives for making judgments (barr, 2016). students’ perceptions of the learning environment consist of five aspects that describe the situation of teachers and students as well as the interaction among them. student cohesiveness refers to the extent to which students know, help and support each other. teacher support refers to the extent to which teachers help, be friends, trust and pay attention to their students. involvement refers to the extent to which students have an interest and are attentive in participating in learning, active in discussions, working on additional tasks from their teacher and feel comfortable in the classroom. cooperation refers to the extent to which students are able to work together rather than compete with each other in their learning. furthermore, equity refers to the extent to which students are treated equally by the teacher (afari, aldridge, fraser, & khine, 2013; alt, 2018; khalil & aldridge, 2019; khine et al., 2018). previous research on the learning environment is focused more on students' perceptions about the learning environment (khine et al., 2018), creating a positive learning environment (barr, 2016), and its impact on the development of students’ learning outcomes (sandilos, rimm-kaufman, & cohen, 2017). the research that focused on differences in the learning environment was carried out by widodo, maria, and fitriani (2017), who aimed to analyze the learning environment during virtual laboratory and real laboratory activities. previous research about teachers’ tpack is still examined the description of teachers’ tpack, for example, studies conducted by lestari (2015), nofrion et al (2018), and pusparini, riandi, and sriyati (2017). meanwhile, research about students’ perceptions concerning the learning environment based on biology teachers’ tpack still limited. therefore, it is necessary to conduct a research to describe the relationship between biology teachers’ tpack and students’ learning environment. the purpose of this research was to jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 369 nurina et al (students perception concerning …) obtain information about the impact of biology teachers’ tpack on students’ perceptions concerning their learning environment. the results of this research are expected to be useful information for education providers, teachers, researchers, and students about the importance of increasing teacher professionalism through the application of the tpack model. biology teachers who have good tpack are expected to be able to create a learning environment that suits students' needs. method research design this research is quantitative with survey research design. the data collection method for biology teachers’ tpack and students’ perceptions used a cross-sectional survey. the use of a cross-sectional survey helped researchers explain the questions asked by the sample (fraenkel, wallen, & hyun, 2012). the study began with the distribution of test questions through training activities. the test results were then analyzed descriptively. based on the results, the researchers determined the schools, teachers, and students to obtain information about the student’s learning environment. the research was conducted from july to october 2018. research samples the sample consisted of two teachers and 64 students from two junior high schools in banda aceh cityaceh province. the sample of teachers is determined by purposive sampling, which is based on their tpack score. both biology teachers have almost the same total tpack value. however, when assessed by tpack forming components, it will be seen the differences in some of the tpack forming components. furthermore, the students who became the sample of this study were students of the two teachers. the aim is to obtain a complete information of their perceptions of their learning environment. to obtain more in-depth information, the researcher also asked a number of questions related to the learning and teaching process to both teachers. for ease of analysis and discussion, the school and the teachers are given a different code, namely smp a, smp b, teacher a, and teacher b. both of science teachers are from biology education background. instruments the data of biology teachers’ tpack were obtained from multiple choice test instruments. the indicators are based on tpack for 21st-century skills (valtonen, kukkonen, kontkanen, mäkitalo-siegl, & sointu, 2018; valtonen et al., 2017) and tpack survey for meaningful learning (chai, ling koh, tsai, & lee wee tan, 2011; deng, chai, so, qian, & chen, 2017; koh, chai, & tsai, 2013). the development of this instrument is also adapted to scientific content and the integration of technology with pedagogically meaningful way which suitable the 21st-century skills framework (valtonen et al., 2017), which focuses on communication, collaboration, critical thinking, and creative thinking (valtonen et al., 2017) and meaningful learning dimensions (koh et al., 2013). from the results of teachers' tpack analysis, the two teachers were chosen who had average tpack that were not much different, coded as teacher a (smp a) and teacher b (smp b). furthermore, the description of biology teachers’ tpack profile is carried out. to obtain in-depth information, teachers of smp a and smp b were observed and interviewed. the data about students’ perceptions concerning the learning environment obtained from an instrument that developed based on what is happening in this class? (wihic) instrument that consists of five aspects namely, student cohesiveness, teacher support, involvement, cooperation, and equity (afari et al., 2013; khine et al., 2018) (see table 1). this instrument consists of 35 items, which were assessed based on a 5-point likert scale, where 1 represents “never”, 2 represents “rarely”, 3 represents “sometimes”, 4 represents “often”, and 5 represents “always”. the results of this instrument formed five groups of data based on these answers. before being used to obtain the data, the instrument was tested on 41 students from one of junior high school in bandung. the instrument is distributed to the students using google form. the results of validity and reliability indicated that there were two invalid statements that must be issued. furthermore, the reliability test result showed very high reliability (cronbach’s alpha = 0.927). instruments distribution and data analysis the questionnaires distributed by visiting schools and giving questionnaires to students used direct administration to a group method. the instruments distributed through training activities carried out at teacher jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 370 nurina et al (students perception concerning …) training and education faculty-universitas syiah kuala, aceh province. the training was carried out by researchers in collaboration with teacher training and education faculty-universitas syiah kuala and education and culture office of banda aceh, aceh province. instruments for students are distributed to students in their respective schools. data analysis was carried out through descriptive statistics. teachers’ tpack analysis is done by making a percentage of correct answers for each of the tpack forming components. furthermore, in order to facilitate analysis, grouping, and drawing conclusions, the data about students’ perceptions of class climate are divided into three groups (initially five groups), namely routine (combination of “often” and “always” response groups), non-routine (combination of “rarely” and “sometime” response groups), and never. table 1. variables, components/aspects, and indicators used in this research variables components/aspects indicators science teachers’ tpack technological knowledge skills to use technology efficiently interest in following the latest technological developments content knowledge understand the concepts, laws, and theories of science and its application develop science learning material pedagogical knowledge understand the characteristics of students organize learning activities that educate develop students’ potential (critical thinking, creative thinking, collaboration, communication) communicate with students effectively, empathetically, and politely organize assessment and evaluation of processes and learning outcomes pedagogical content knowledge develop science learning materials that support students’ potential (critical thinking, creative thinking, collaboration, communication) implement appropriate learning activities with science learning materials technological content knowledge use appropriate technology for the representation of science materials use appropriate technology to develop science learning materials technological pedagogical knowledge use appropriate technology to support learning activities using appropriate technology that supports students’ independence and communication use appropriate technology that supports students’ thinking skills (critical and creative thinking) technological pedagogical content knowledge implement technology-based learning activities in accordance with science learning materials effectively develop and share information about effective technology-based learning activities students’ perceptions concerning the learning environment student cohesiveness students’ perceptions of classmates students’ perceptions of student relationships that support each other with classmates teacher support students’ perceptions of the learning media that provided by the teacher students’ perceptions of teacher attitudes in supporting learning activities students’ perceptions of the use of technology in learning activities involvement students’ perceptions of their attitude in participating learning activities students’ perceptions of the questions raised by the teacher during the discussion students’ perceptions of the assignments given by the teacher cooperation students’ perceptions of cooperation between themselves and classmates in learning activities students’ perceptions of cooperation between themselves and classmates in completing the assignments given by the teacher students’ perceptions of collaboration between themselves and classmates in sharing information obtained from the internet equity students’ perception of the extent to which students are treated equally by the teacher students’ perceptions about the extent to which students are treated equally by the teacher in providing support results and discussion information regarding biology teachers’ tpack relationship and students’ perceptions of the learning environment is rather difficult to obtain, especially if linked to inferential statistical analysis. the problem lies in the greater number of teachers sampled, the more the number of students. therefore, this study tries to obtain information about the relationship between biology teachers’ tpack with students’ perceptions about their learning environment in descriptive statistics. to obtain more comprehensive information, the selected teachers jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 371 nurina et al (students perception concerning …) are teachers who have a total tpack score that is almost similar, but different in terms of tpack forming components. in order to obtain comprehensive information about differences in students’ perceptions concerning the learning environment based on their teachers’ tpack ability, the discussion was carried out in three stages. first, the results of the analysis are displayed in the form of a percentage table (table 2), which is the answer or response (from students and teachers) based on the components and aspects of forming variables (students' perceptions of their learning environment and teachers’ tpack). the teacher answers displayed are a percentage of the average value of the teacher's correct answers in each of their tpack components score. the student perceptions responses shown are student data from the routine response group. this stage aims to show the differences about teachers tpack ability and students’ perceptions clearly based on their respective schools. second, a percentage of student responses are displayed based on each statement item. it aims to obtain detailed information about differences in students’ perceptions of each statement given. third, the descriptive results are built based on a comparison of the mean values of each aspect of the learning environment. this was done to strengthen the results of the analysis of the previous stage. table 2. the comparison of teachers’ tpack profile and students’ perceptions concerning their learning environment sample components teacher a (%) teacher b (%) teachers’ tpack (percentage based on the number of correct answers) tk 100 60 ck 100 100 pk 58 67 pck 57 71 tck 75 50 tpk 50 33 tpck 40 60 mean 69 63 sample components smp a (%) smp b (%) students’ perceptions (percentage based on routine response group) student cohesiveness 28 67 teacher support 18 45 involvement 58 67 cooperation 49 71 equity 64 81 table 2 shows that the average percentage of biology teachers’ tpack scores is slightly different. however, when viewed from each tpack forming component, there will be a clear difference, where 6 out of 7 tpack forming components for the two teachers have different percentages. teacher a excelled in technology components and technology integration components, such as tk, tck, and tpk. while teacher b excelled in pedagogical components and pedagogical integration components such as pk, pck, and tpck. in accordance with the results of swallow and olofson (2017), this difference can be caused by the teachers’ background, where the teachers’ background is able to moderate the formation of their tpack. teacher a is one of the instructors of multimedia utilization in learning in aceh province that is why he has good technological knowledge. furthermore, a teacher who teaches at smp b, besides being a science teacher, she also works as a vice principal in kindergarten at the institution, so that she has a good understanding of pedagogy, especially an understanding of student characteristics. the results of the interview with teacher a have obtained information that smp a has facilities such as projectors and internet connections. however, both facilities cannot be used for various reasons. furthermore, the results of the interview with teacher b have obtained information that smp b has complete facilities, such as projectors available in each class, internet connections that can be used by students, and tablet (ipad) for each student of class vii. these results indicate that the school facilities, in this case the technological facilities can assist teachers in creating a positive learning environment. research results from huda (2019) show that the availability of facilities and teacher competencies in using technology are factors that can influence teachers in using technology. in addition, motivation and support from schools also have an impact on the use of technology by teachers. the results of the analysis of the learning environment based on aspects of forming variables have shown general information about students’ perceptions of the learning environment in both schools. to get a more specific information, further analysis conducted based on statement items. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 372 nurina et al (students perception concerning …) in general, the students of smp b are having more cohesiveness than students of smp a (table 3). the students of smp b regularly (routine) collaborating, getting help, and helping each other in using technology. however, they were difficult in helping other students. furthermore, the students of smp a showed a high percentage of “non-routine” in each activity. another result is the students having more cohesiveness in collaborating outside learning activities. this is evidenced by the high percentage “i collaborate with friends in class”. this statement is a general statement, which is not explained that students cooperate in what kind of activities. furthermore, other activities related to the lesson, the percentage of routine not higher than the percentage of general activities. table 3. the results of students’ perceptions about the student cohesiveness statements responses (%) n nr r a b a b a b i collaborate with friends in class 0 0 63 4 37 96 i help classmates who experience difficulties in learning 0 0 68 56 32 44 classmates help me when i experience difficulties in learning 0 2 74 36 26 62 my friends and i help each other in using technology in learning in the classroom 26 7 58 29 16 64 description: n=never; nr=non-routine; r=routine; a=smp a; b=smp b the results showed problems in the cohesiveness of students, especially the students of smp a. according to sartika, said, and ibrahim (2013), the caused students find it difficult to interact, especially in terms of helping each other in learning activities is that students often get unpleasant treatment from classmates while studying. for example, ridiculed by friends when unable to answer questions from the teacher so students do not dare to express their opinions in class. king (2019) said that this problem greatly affects collaborative learning, where the objectives of the learning cannot be achieved. therefore, the students are only able to develop their cohesiveness outside learning activities. whereas in fact, according to borůvková and emanovský (2016), the effectiveness of learning groups is largely determined by the extent of interaction that allows members to clarify their own understanding, build their respective contributions, filter meaning, ask questions, and answer questions, based on feelings of comfort and respect. the use of technology (conventional and ict technology) in learning activities is still not routinely carried out, especially the teacher from smp a (table 4). this is indicated by the non-routine use of several technologies, such as lcd projectors, media presentations, computer-based simulations, and social media. furthermore, the two schools are not routinely using conventional media (learning props and lab work). activities that are routinely carried out by the teacher are giving instructions to complete the assignments, describing the learning objectives, and asking the students to obtain information using the internet. these results indicated that the use of learning media, both ict and learning props have not been used routinely. table 4. the results students’ perceptions about teacher support statements responses (%) n nr r a b a b a b the teacher use a lcd projector (e.g. infocus) in learning activities 26 0 68 42 5 58 the teacher uses media presentations (e.g. ms. powerpoint) through the computer in learning activities 53 0 47 56 0 44 the teacher uses computer-based simulation media (e.g. virtual laboratories) in learning activities 58 60 42 33 0 7 the teacher uses learning props in learning activities 32 11 58 60 11 29 the teacher gives instructions to complete the assignment 0 0 47 9 53 91 on the topic of learning that requires lab work, the teacher invites us to do lab work in the laboratory 58 62 37 22 5 16 the teacher guides us in designing group activities 84 29 5 33 11 38 the teacher always sends assignments through social media (e.g. facebook and whatsapp) 21 7 74 49 5 44 the teacher asks us to gather information using the internet 0 0 32 24 68 76 description: n=never; nr=non-routine; r=routine; a=smp a; b=smp b there are several learning media that used in science learning such as powerpoint, picture, and video (e.g. animation and discovery) through lcd projectors, science kit, learning props, lab work, doing observation in the school environment, and natural surroundings are needed in learning activities. the teacher has to make jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 373 nurina et al (students perception concerning …) sure that learning media is appropriate to students’ needs. the other benefits obtained from the use of learning media are making the abstract subject more concrete, overcoming constraints of space and time, and overcoming limitations of the human senses. thus, the information on learning materials presented by the right media will give an impression and longer to be remembered by students (indayani, 2015; nurina, 2017). the low percentage of smp a is caused by the availability of media as a tool that helps to learn. based on the results of the interview with the teacher was obtained information that in smp a is lacks electricity. if the laboratory computer is used, the electricity in the school will be extinguished. based on the results of the description on this aspect was obtained information that “teacher support” was correlated with the availability of school facilities and infrastructure. based on table 5, the students from smp b has a higher percentage of involvement than the students from smp a. in smp a, students were not routine in paying attention to the teacher during the teaching-learning process. they also did not want to be involved in answering the teacher questions during the discussion. according to rosegard and wilson (2013), the lack of students’ attention in learning activities can be caused by learning methods or media that used by the teacher are not able to attract the attention of students. the way that the teachers can do to gain students' interest and attention is by implementing several methods such as hook, trigger, attention getter/grabber and other anticipatory methods. table 5. the results students’ perceptions about involvement statements responses (%) n nr r a b a b a b i pay attention to the teacher during the teaching-learning process 5 0 53 44 42 56 i am looking for the answers from the questions given by the teacher 5 0 47 49 47 51 i asked by the teacher to provide evidence of each answer that i gave 0 0 47 42 53 58 i am looking for the answers from the questions during discussions 0 0 16 27 84 73 i answer the questions given by the teacher during discussions 58 11 32 36 11 53 i assume it is important to complete each assignment given by the teacher 0 0 16 22 84 78 i solve problems using information that i get by myself using the internet 0 0 16 2 84 98 description: n=never; nr=non-routine; r=routine; a=smp a; b=smp b furthermore, the students’ desire to answer the teacher’s questions during the discussion can be influenced by students who still do not understand the questions or do not know the answers. based on this problem, it can be concluded that teacher pedagogy is very important in learning activities. the teacher must be able to adjust learning activities to the students’ condition during learning activities. according to barendsen and henze (2019), the approach that appropriate to solve problems caused by students is the use of an authoritative approach. authoritative is the dominant behavior of the teacher. teachers can stimulate students to engage in learning activities using their authoritative characteristics. table 6 shows the level of “cooperation” of students from smp b is very good. this is indicated by the high percentage of routine choices in each statement. this result is different from the responses of the students from smp a, they are still not routine in sharing textbooks and learning materials from the internet in the classroom during discussions. the reason is students are not permitted to use smartphones in school. furthermore, facilities in schools also do not support students to carry out these activities. table 6. the results students’ perceptions about cooperation statements responses (%) n nr r a b a b a b my friends and i work together to achieve learning goals in the classroom 0 0 42 22 58 78 my friends and i in listen to each other and respect each other’s opinions during learning activities the classroom 32 9 53 31 16 60 my friends and i discussed how to solve problems in the assignments given by the teacher in the classroom 0 0 26 11 74 89 i cooperate with friends in the classroom when we have group assignments 32 4 47 31 21 64 my friends and i share information from the internet to solve the problems given by the teacher in the classroom 0 0 32 22 68 78 i share my textbook and learning materials from the internet with friends in the classroom during discussions 37 24 42 36 21 40 my friends and i study together through social media 0 0 16 13 84 87 description: n=never; nr=non-routine; r=routine; a=smp a; b=smp b jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 374 nurina et al (students perception concerning …) based on the information obtained from the teacher, smp a has a wi-fi connection, but it is not permitted to use by students so that the students unable to use the internet in their learning activities at school. furthermore, the students in smp a are not routinely cooperating with friends in the classroom and they are not routinely listening to each other and respecting each other’s opinion during learning activities. this is caused by the low level of cooperation between students in smp a. the ways that teachers can do to increase the level of collaboration between students is to apply the jigsaw (kusuma, 2018) or think-pair-share learning methods (rosita & leonard, 2015). according to pielmeier, huber, and seidel (2018), student characteristics are related to the formation of effective teaching and learning activities in the classroom. therefore, the teacher must know the characteristics of each student. through this problem, it is known that the role of teacher pedagogy knowledge is important. based on table 7, it indicated that both of smp a and smp b show a high percentage of routine in each statement, except statements about the opportunity to express opinions during discussions from smp a. the students from smp a are not routinely getting the opportunity to express their opinions in class discussions. therefore, the teacher must be able to regulate the classroom conditions so that the teacher can provide equal opportunities to the students. table 7. the results students’ perceptions about equity statements responses (%) n nr r a b a b a b i had the opportunity to express my opinion during class discussions 11 2 53 42 37 56 the teacher gave me the same opportunity to answer questions with other friends in the classroom 5 2 21 9 74 89 the teacher treated me the same as other friends in the classroom 5 0 42 7 53 93 i get the same amount of help from the teacher as other friends in the classroom 0 0 32 13 68 87 the teacher encouraged me as other friends in the classroom 0 0 16 20 84 80 the teacher gives praise for the results of my work as other friends in the classroom 0 0 32 16 68 84 description: n=never; nr=non-routine; r=routine; a=smp a; b=smp b the results of the descriptive analysis of the five aspects showed that the role of pedagogical knowledge is very important, especially in supporting the students in forming positive learning environment. therefore, the teacher should not only increase content knowledge, they also must always improve pedagogical knowledge, including technological knowledge. these three knowledge’s can determine teacher professionalism (nofrion et al., 2018). this is in accordance with yeh, lin, hsu, wu, and hwang (2015) which states that professionals are those who can decide what to do based on the current conditions and justify their choices and practices. furthermore, to understand the level of “routine” and item analysis statements, the difference of students’ perceptions of the learning environment is also determined from the mean obtained from the total score of each aspect of the learning environment. the comparison of the mean values (table 8) showed that smp b has a higher mean value in all aspects of the learning environment. these results reinforce the results of the analysis based on the level of "routine" and item analysis before. these results prove that the learning environment in smp b is more positive compared to smp a. table 8. comparison of mean values for each learning environment aspect aspect smp a smp b student cohesiveness 12.21 15.33 teacher support 23.21 29.91 involvement 25.37 27.49 cooperation 23.32 26.89 equity 23.63 25.31 as reviewed from the teachers’ profile and school facilities, the relationship between students and the use of technology in smp a is lower than smp b. the teacher has less pedagogical knowledge that affects relationships between students. furthermore, although teacher a has good knowledge of technology (tk, tck, tpk), the use of technology in learning activities is still low. this is caused by problems with school facilities. therefore, in assisting teachers to improve their professionalism, the government and education jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 367-378 375 nurina et al (students perception concerning …) providers must pay attention to the teachers’ tpack ability and school facilities. the results of evens, elen, larmuseau, and depaepe (2018) research suggest that increasing teacher professionalism (in their research using the pck approach) must be done thoroughly. their results showed that the explicit application of pck to teachers was more useful in the development of their pck, compared to the application of pck separately between pk, ck, and pck. the relationship between students and the use of technology by the students of smp b are higher than smp a. these results were influenced by teachers’ pedagogical knowledge (pk, pck, and tpck) that are better than teacher a. furthermore, although teacher b has the lower technological knowledge than teacher a, the level of technology use at smp b is higher than smp a. both of these comparisons showed that teachers’ abilities and school facilities affect the condition of the learning environment. according to gupta and fisher (2012), technology has the potential to be an effective tool to improve teachers’ pedagogical knowledge by helping teachers to give attention, fast feedback, and motivation for students. conclusion the results showed that the learning environment of students can be influenced by teacher professionalism, in this research in terms of their tpack ability. the results of this study indicate that differences in pedagogical and technological teacher abilities can have an impact on students’ learning environments. however, it is interesting that biology teachers who have pedagogy and are supported by good technological facilities (even though their technological abilities are not prominent), help shape a positive learning environment. explicitly, the results of this study also show that incomplete technological facilities can inhibit the integration of technology in learning activities. the results of this study provide important information for the government and education providers. both parties are expected to give special attention to improving teacher professionalism. implementation of training activities for teachers to increase professionalism should be done regularly, especially in the increased professionalism in today’s digital age. acknowledgement we would like to 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(2015). science teachers’ proficiency levels and patterns of tpack in a practical context. journal of science education and technology, 24(1), 78–90. doi: https://doi.org/10.1007/s10956-014-9523-7 https://journals.hioa.no/index.php/seminar/article/view/2353/2182 https://journals.hioa.no/index.php/seminar/article/view/2353/2182 https://doi.org/10.1063/1.4983985 https://doi.org/10.15294/biosaintifika.v9i1.7959 https://doi.org/10.15294/biosaintifika.v9i1.7959 https://doi.org/10.1007/s10956-014-9523-7 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 127-140 10.22219/jpbi.v5i1.7255 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 127 research article validity of guided inquiry-based modules on digestive system to improve argumentation skill puji hendarto a,1,*, maridi a,2, baskoro adi prayitno a,3 a department of science education post-graduates programme, sebelas maret university, jl. ir. sutami no.36 a, surakarta, central java 57126, indonesia 1 hendartopuji@gmail.com*; 2 maridi_uns@yahoo.co.id; 3 baskoro_ap@uns.ac.id * corresponding author introduction the success of learning can be achieved through the establishment of effective communication between components of learning. one way to form effective communication is the use of a learning medium. learning media is a important of its existence besides the existence of teachers and students (utariyanti, wahyuni, & zaenab, 2015). the progress of science and technology, especially information technology is very influential on the preparation and implementation of strategies and learning methods. these advances impact on the many alternatives that teachers can use to use varied media in classroom learning. students tend to be passive in learning activities if the learning infrastructure is less supportive. to overcome this, the use of educational media appropriately and varied can overcome the passivity of students (arif, 2011). learning medium has a role as information-carrying technology that can be used for the learning process. through a learning medium, teaching materials will be conveyed to students more effectively. however, the use of a r t i c l e i n f o a b s t r a c t article history received december 23, 2018 revised february 12, 2019 accepted february 24, 2019 published march 08, 2019 students tend to be passive in learning activities if the media is less supportive. module development as a learning medium can overcome the passivity of students. the purpose of this research was to determine the validity and feasibility of the guided inquiry-based module on human digestive system materials to improve students' argumentation skill. this research is research and development. the research was conducted at class viii of state junior high school 3 of surakarta. the module comprised of into three parts, namely the introduction, content, and closing. the contents section consisted of three sub-materials, namely: 1) food substances; 2) food digestion organs and processes; and 3) food digestive system disorders. the module feasibility was tested through the assessments of media, subject matter, learning experts and linguists. the results of experts’ evaluation toward the module showed that the module was feasible with the percentages were 88.28% (media design), 90.125% (material), 91.15% (learning aspect), and 94.8% (language). therefore, the module is feasible to be used as a learning medium to improve students' argumentation skill. copyright © 2019, hendarto et al this is an open access article under the cc–by-sa license keywords argumentation skill comics digestive system guided inquiry-based module how to cite: hendarto, p., maridi, m., prayitno, b. a. (2019). validity of guided inquiry-based modules on digestive system to improve argumentation skill. jpbi (jurnal pendidikan biologi indonesia), 5(1), 127-140. doi: https://doi.org/10.22219 /jpbi.v5i1.7255 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7255 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:baskoro_ap@uns.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7255 https://doi.org/10.22219/jpbi.v5i1.7255 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7255&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 127-140 128 hendarto et.al (validity of guided inquiry-based modules …) learning medium, especially science, is still rarely conducted in practice. students also still have difficulty in understanding natural science materials, especially the argumentation skill. according to the master e-learning theory, learning carried out in class has a weakness, namely the limited time in conducting learning activities. by using media modules, students can learn flexibly. the module is one of the learning materials systematically compiled and designed to help students achieve a specific learning objective. sejpal ( 2013) explained that a module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge in discrete units. the virtue of the module is expressed by padmapriy (2015), which says that modules help to develop the self-learning capacity among the learner. the use of modules as a medium can help students understand natural science materials in an easier and more enjoyable way. books on school are now in the form of textbooks, although there are already variations in the addition of illustrations but have not had enough influence on increasing students' reading interest. low reading interest causes activity and learning outcomes to be low. the complexity of the teaching material delivered further makes students less interested in reading textbooks including biology books. students tend to be interested in reading picture books (such as comics) compared to textbooks, because comics have a coherent and regular storyline that makes it easy to remember again. this is the reason for the idea of combining the appeal of comics, including attractive appearance, coherent and easy to understand flow, with textbooks that tend to be textbooks (daulay, ananda, anwar, & fatimah, 2019; putri, gloria, & mulyani, 2018; saito & nakamura, 2019). based on research tatalovic (2009), comics are a potential and effective medium for science learning, because it can help students understand science material in an easier and more enjoyable way. the module supplied with comics is a medium that supports the implementation of the 2013 curriculum where one form of management and implementation of education aims to build the potential of students to become independent human beings. the use of guided inquiry-based module as a medium supplied with comics is also still rarely used and is a new thing for the students of state junior high school 3 surakarta. the facts of the initial observations on the process of learning science in class viii of surakarta middle schools show that there are still few students who can argue. during the learning process, the teacher tends to dominate the class by asking many questions, answering questions, directing and giving explanations of the material, the questions raised by the teacher are only questions that require short answers or repetitive questions, so that students do not accommodate the thinking skills and arguments. in addition, the used module does not train students to argue. results obtained with field observations indicate that students are less able to argue. this is evidenced by the average test of students' argumentation ability of 32.04%, according to zohar and nemet (2002). the number of students who express statements (claim) is 42.9%. students who use evidence amount to 20.32%. the ability to provide reasons (reasoning) amounts to 32.9%. the results of the argumentation ability test are relatively low, because most students have not been able to provide reasons and evidence. arguments that only contain claims or statements without evidence and reasoning are simple arguments (crowell & kuhn, 2014; okumus & unal, 2012; venville & dawson, 2010). the development of modules supplied with comics as a learning medium will attract the attention of students to focus more on learning. in addition, the development of modules supplied with comics as a learning medium is in line with the principles of education implementation in republic of indonesia law number 20 of 2003 article 4, where education is held by developing a culture of reading, writing and counting for all citizens. the 2013 curriculum develops science no longer as a discipline, but integrative science which emphasizes the development of various abilities of students, one of which is the argumentation skill. however, students’ argumentation skill is still not maximal, judging from the difficulty of students understanding the concept of natural science and the score of natural science obtained by students that is not satisfactory. the use of modules as a medium supplied with comics in conveying the concept of natural science effectively leads students to develop their argumentative abilities indirectly. the argumentation skill of students is important to develop so that students are trained to solve problems in real life and in the world of work later (hendarto, rinanto, & ramli, 2016; karpudewan, roth, & sinniah, 2016). reading activities of various sources are able to improve critical thinking and student learning outcomes (muhlisin, susilo, amin, & rohman, 2018). the argumentation skill contains 3 aspects, namely: claim, reasoning and evidence (acar, patton, & white, 2015; hsu, dyke, chen, & smith, 2015). it should be emphasized that the argumentation skill is very well developed for junior high school students. this is related to the psychological development of students. based on piaget's development theory, junior high school students (11-14 years) are included in the formal operational stage, which allows students to have problem solving behavior and test hypotheses. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 127-140 129 hendarto et.al (validity of guided inquiry-based modules …) the argumentation skill of students can also be developed by implementing guided inquiry. guided inquiry is inquiry that facilitates students to develop skills through the use of various sources of information (hendarto, rinanto, & ramli, 2016; mistry, fitzpatrick, & gorman, 2016; sedwick, leal, turner, & kanu, 2018; toh, cheng, ho, jiang, & lim, 2017). students will be faced with various contextual problems that require the ability to think and solve problems through practicum to prove the hypothesis that has been made (hendarto et al., 2016). the guided-inquiry stage in detail according to includes 7 stages, namely: the stage of problem formulation (initiation), making a hypothesis (selection), designing an experiment (exploration), carrying out an experiment (formulation), making a conclusion (collection), communicating the results of the experiment (presentation), and the assessment stage (fakayode, mayes, kanipes, johnson, & cuthbertson, 2017; kuhltau, maniotes, & caspari, 2007; ural, 2016). the development of guided inquiry-based modules supplied with comics will be applied to the subject matter of human digestive system. the consideration is that the human digestive system contains the concept of science that occurs a lot in student life and is abstract. in addition, the use of learning medium in learning the human digestive system is still rare and not optimal. therefore, to assist students in developing their argumentation skill, the development of guided inquiry-based modules supplied with comics as learning medium on the subject matter of human digestive system for junior high school students was taken as an appropriate alternative solution to overcome various problems that had been expressed. the purpose of this research was to find out the validity and feasibility results of the guided inquiry-based modules as a medium supplied with comics to improve students' argumentation skill. the medium development of guided inquiry-based modules supplied with comics is expected to be an alternative medium for teachers on the subject matter of the subject matter of human digestive system. in addition, this research is useful for students so that students obtain learning medium which is interesting and easy to learn as well as which trains the argumentation skill in the process of learning natural science, because comics can help students develop language skills, art activities, and creative statements in storytelling, dramatization, reading, writing, painting and drawing, as well as helping them interpret and remember the contents of reading material. method the used research model is research and development (r&d). the steps of research and development in this research were adapted from borg and gall (1983) which consisted of: preliminary research and collection of information, planning, early product development, expert validation, first revision, early trial, second revision, field test, final product revision, dissemination (figure 1). in this study, the development stage was only up to second product revision. before the field test was carried out. figure 1. research and development (r&d) model by borg and gall the research location of the development of guided inquiry-based modules supplied with comics on the subject matter of the human digestive system was at state junior high school 3 surakarta. the subject of this research was eight-grade students. the research sample was determined by means of intact group after it was made sure that the eight-grade students of state junior high school 3 surakarta were homogeneous and normally distributed. there were 2 classes as research samples, namely classes 8.3 and 8.4. further analysis at the information collection stage is done to get an overview of the characteristics of the students that surround: (1) the initial profile of the argumentation skill; (2) students' experience in using teaching materials; and (3) the initial profile of students' reading interest. information collection in this study also includes the analysis of national education standards, analysis of national examination results, analysis of learning resources, and task analysis. national education standards analysis aims to determine the amount jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 127-140 130 hendarto et.al (validity of guided inquiry-based modules …) and type of teaching material. the analysis of the results of the national examination aims to determine the material that is difficult for students to understand so that they are able to become the basis for the selection of material in product development; learning resource analysis aims to collect and identify which sources support the preparation of teaching materials. analysis of task characteristics aims to optimize the training of argumentation skills of students with high and low reading motivations. the planning phase includes activities related to the preparation of the draft guided inquiry module supplied comics and preparation of the activity format coloring the guided inquiry module with comics. activities carried out at the draft planning stage of the module include: (1) determining comic media; (2) determine the subject matter of digestive system material based on national examination analysis; (3) determine the format and visualization of module contents that are tailored to the characteristics of the module which includes independent instructions (self instruction), self contained, stand alone, adaptive, and user friendly; (4) determine the learning format including learning devices; (5) determine the procedures carried out during the research starting from product development procedures, test validation, trials to data analysis; (6) creating an activity matrix that represents all the step criteria of the guided inquiry learning model to ensure that each syntax in the guided inquiry model is represented by appropriate activities so that it can accommodate students' argumentation skills. initial product development is carried out by referring to the module characteristics and paying attention to the guided inquiry syntax through activities in the module equipped with comics that allow students to use their argumentation skills. the initial product development phase includes the identification of subject matter developed, the development of module activities equipped supplied comics, the development of evaluation questions, collecting supporting materials such as materials and images equipped with learning tools including syllabus, learning implementation plans, and assessment instruments. the stages of expert validation are used to obtain an initial qualitative evaluation of the draft products that have been made. validity test is done by expert evaluation test consisting of material experts, learning device experts, design experts and linguists. material expert validation aims to obtain data in the form of assessments, opinions and suggestions on the accuracy and suitability of the material in the module developed. the validation of the learning device expert aims to obtain data in the form of assessments, criticisms, and suggestions on module preparation related to the fulfillment of the correct module characteristics and the assessment of the basis of the guided inquiry model supplied comics in the module. in addition, it aims to obtain data in the form of assessments, opinions, and suggestions on the accuracy and suitability of questions with indicators and dimensions of cognitive processes. validation of design experts aims to obtain data in the form of assessments, opinions, and suggestions on the design and readability of the contents of the module supplied comics. validation of linguists aims to assess the accuracy of language use. the results of expert validation tests were analyzed descriptively, namely descriptive qualitative data for opinions and suggestions as well as quantitative descriptive (percentage) for the analysis of assessment scores from each expert. product revisions are made to improve the initial product module. in this study, first revisions were made after getting advice from expert validators, both material expert validators, module presentation design validators, linguist validators, and expert device learning validators. then proceed to the initial trial stage. limited field testing is carried out by the validation of individual education practitioners (science teachers) and small group tests (students) as materials to improve the product in the next revision. validation of practitioners is 2 science teachers at state junior high school 3 surakarta. while students, assessment by 8 students of grade 8.4 who have obtained the material and 8 students of class 8.3 who have not obtained material. there are two types of data used in research and development, namely: 1) qualitative data obtained from criticism, responses and suggestions from counselors, expert validators, practitioners and students on the appearance quality and material on the comics produced in the comment column on the test questionnaire validity of experts and student response questionnaires. 2) quantitative data obtained from the results of expert validator, practitioner and student assessment through expert validation questionnaires and student test questionnaires containing numbers obtained from scores. the instrument used in the research development module learning media based on guided inquiry in the digestive system material supplied this comic in the form of a questionnaire. this questionnaire is given to the validator to obtain data in the form of assessment sheets and response sheets for the learning media developed. in the questionnaire a multilevel scale is used where in each question, the validator gives a score for the questioned aspect of the learning media. the chosen category for validation questionnaires is the likert jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 127-140 131 hendarto et.al (validity of guided inquiry-based modules …) scale (arikunto, 2006). in addition, a questionnaire in the form of a comment sheet and suggestions for learning media were also provided. data analysis techniques were carried out by questionnaire and interview techniques. questionnaire techniques are used to obtain data in the form of responses or assessments in experts on the products developed, while interviews to obtain information in the form of explanations of the answers to the questionnaire. data analysis techniques that are suitable for analyzing questionnaire results are descriptive analysis techniques with an average scoring answer to determine the answer for each item answer validator by giving a score of one to five. the formulas used, namely percentage score (formula 1). (1) information: p = percentage score n = number of questionnaire items the results of the calculation of the percentage of the overall components are then adjusted to the revised decision making in table 1. table 1. revised decision making achievement level qualification information 81-100 very feasible no need to be revised 61-80 feasible no need to be revised 41-60 enough revised 21-40 less feasible revised 0-20 not feasible revised results and discussion the making of guided inquiry-based modules supplied with comics on the subject matter of human digestive system refers to core competencies, basic competencies, and the 2013 curriculum learning objectives. the selection of digestive system material is based on the results of the national examination in surakarta middle school. the human digestive system is one of the lowest value materials. besides that, the digestive system material can accommodate guided inquiry learning and student argumentation. module medium is developed with guided inquiry-based supplied with comics. the implemented guided inquiry can be seen from the contents of the module medium and the stages of learning implementation. the description of the subject matter in the module is packaged in comic form to make it more interesting. the contents of comic stories are taken from events that are common in life and are known by students. in the development stage of the conducted initial product form (developed preliminary form of product) is to make the guided inquiry-based modules supplied with comics on the subject matter of human digestive system. the development of the initial module is carried out by referring to planning objectives, sub-topics, guided inquiry learning models, formatting and visualization of module contents, learning media formats and procedures related to module development with the following designs: front cover page (figure 2a); module identity sheet; foreword; table of contents; basic competencies, core competencies, indication and objectives; instructions for using the module; concept maps; module content section; subject matter summary, science info; glossary; and bibliography. the content section consists of guided inquiry syntax stages which were developed using seven steps of learning according to covering 7 stages, namely: the stage of problem formulation (initiation), making a hypothesis (selection), designing an experiment (exploration), carrying out an experiment (formulation), making a conclusion (collection), communicating the results of the experiment (presentation), and the assessment stage (lazonder & harmsen, 2016; putra, widodo, & jatmiko, 2016; yohana, sudarmin, wardani, & mohyaddin, 2018). the module contents section is packed with student activities as follows. the page section "let's observe". students are asked to observe the images presented in the module which will later lead to the next stage. the observed page display can be seen in figure 2b. the next part is the page “let's ask”. this page contains a questionnaire listing form and problem formulation from the members of the learning team that has been predetermined by the teacher. students formulate problems for what they have observed. the page view let's ask can be seen in figure 3a. the next page is the page “let's hypothesize”. on this page, students are asked to write hypotheses or temporary jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 127-140 132 hendarto et.al (validity of guided inquiry-based modules …) guesses on the formulation of the problem they are making. the hypothesis page display can be seen in figure 3b. the next page is the page “let's experiment”. after students write their hypotheses, students plan experiments and conduct experiments to prove the hypotheses they have made. the page view of conducting an experiment can be seen in figure 4a. next page is about “let’s discuss”. on this page, students discuss to fill out the experimental data and relate it to the existing concepts. students collect information from various sources. students exchange ideas by arguing. express claims, reasoning and evidence. the page views of the concept map can be seen in figure 4b. figure 2. cover module (a) and the display “let’s observe” (b). figure 3. display of student problem formulation (a) and display of student hypotheses (b) figure 4. the display sheet “let's do an experiment” (a) and the display sheet “let's discuss” (b). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 127-140 133 hendarto et.al (validity of guided inquiry-based modules …) the next page is about class presentation. this section aims to monitor the acquisition of student concepts, strengthen concepts or correct wrong concepts. students present the results of the discussion after experimenting with the right argument. student presentations must contain aspects of claim arguments, reasoning and evidence. presentation or sharing activities can improve learning outcomes because students are able to evaluate what has been learned (muhlisin et al., 2018; soltis, verlinden, kruger, carroll, & trumbo, 2015). the page views of the concept map can be seen in figure 5. figure 5. display of “let's communicate” sheet. the next page is a description of the subject matter in the form of comics. comics as a solution to students' reading interest are placed in the material description. the description on the subject matter of the digestive system is presented in comic form so that it is more interesting and students' interest in reading becomes high without reducing the substance of the subject matter from the standard. the display of comic pages can be seen in figure 6. figure 6. display of the comic subject matter description in the module. the next page is an assessment in the form of a test of argumentation skill. this section is an individual responsibility so that no one can help each other when working on it. assessment at the end of the learning activity trains students in working on the problem of argumentation by arguing that is good and right. the page display about the argumentation skill can be seen in figure 7. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 127-140 134 hendarto et.al (validity of guided inquiry-based modules …) figure 7. display of the argumentation test evaluation question sheet on arguing in the content section, there are several additions such as the science info section, subject matter summary and competency test. the results of the initial product development of the guided inquiry-based module supplied with comics on the subject matter of human digestive system are supplied with teacher modules with the same contents as the student modules but there are several supplements on: introduction to the teacher; recommendations for learning scenarios; syllabus; and judgment. the preliminary trials carried out are in the form of expert validation. in the expert validation stage, the results of the initial qualitative evaluation of the draft products have been obtained. student module validation and teacher module validation can be described as follows. validation results of the module product for students the first validation of module product for students is carried out by four experts including validation of learning instruments and aspects in the module (subject matter, presentation, readability, and learning media). product validation by subject matter experts assessment of modules by subject matter experts was analyzed in the lowest value range of 1 and the highest one of 4. before conducting the validation, the subject matter validator first gives input to improve the module. these inputs include: (1) selection of images and the right amount to explain dental subject matter, (2) addition of subject matter in certain parts, (3) some medical terms that are still written incorrectly. after getting input from the subject matter validation experts, the developed products were improved so that they became products that were ready for validation. the results of the subject matter validation are fully visualized in table 2. table 2. subject matter aspect validation by experts no aspect percentage (%) qualification 1 subject matter accuracy 90 very feasible 2 subject matter update 88 very feasible 3 subject matter develops thinking skills and abilities 92 very feasible 4 subject matter follows scientific systematics 86 very feasible 5 the basic concept of the subject matter 88 very feasible 6 the concept of the subject matter 85 very feasible 7 image concept 90 very feasible 8 systematic delivery of the subject matter 92 very feasible 9 subject matter that can improve the ability to argue 94 very feasible 10 subject matter that can increase students' reading interest 92 very feasible 11 relevant to everyday life 90 very feasible average 89.72 very feasible based on the results of the validation, it is obtained that the average of all aspects of material assessment by experts shows very feasible qualifications, meaning that the subject matter in the student module has met the criteria and is feasible to continue in the initial field trial. product validation by presentation expert the results of the module assessment by validation experts are visualized in table 3. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 127-140 135 hendarto et.al (validity of guided inquiry-based modules …) table 3. design aspect validation by experts no aspect percentage (%) qualification 1 module cover design 92 very feasible 2 display of module contents 80 feasible 3 layout of module contents 94 very feasible 4 image color clarity 88 very feasible 5 writing color clarity 88 very feasible 6 display of attractive and colorful modules 92 very feasible 7 presentation of module contents 86 very feasible average 88.57 very feasible based on the results of the validation, it is obtained that the average of all aspects of the module presentation design by experts shows very feasible qualifications, meaning that the presentation of student module products has met the criteria and is feasible to continue in the initial field trials. product validation by linguist data from module validation on aspects of language are presented in table 4. table 4. language validation aspects by experts no aspect percentage (%) qualification 1 good and right indonesian language 96 very feasible 2 terminology 96 very feasible 3 language clarity 98 very feasible 4 language compatibility 92 very feasible 5 attention to the code of ethics and copyright 94 very feasible average 95.2 very feasible based on the results of the validation, it is obtained that the average of all aspects of language by experts shows very feasible qualifications, meaning that the student module has met the criteria of good and feasible readability to continue in the initial field trial. product validation by learning media experts evaluation of learning instruments includes syllabus, lesson plans, assessment, and evaluation questions. a summary of the validation of learning media aspect is presented in table 5. table 5. validation of learning media aspect by experts no aspect percentage (%) qualification 1 teaching material 90 very feasible 2 learning process 92 very feasible 3 syntax of the guided-inquiry model in learning 94 very feasible 4 assessment 96 very feasible 5 activities that support learning 88 very feasible 6 subject matter that can improve the ability to argue 86 very feasible 7 aspect of argumentation skill 88 very feasible average 90.57 very feasible based on the results of the validation, it is obtained that the average of all aspects of the assessment of learning media by experts shows very feasible qualifications. the results of expert validation indicate that student module products have met the criteria and are eligible to continue in the initial limited field trials. validation results of the module product for teachers product validation by subject matter experts assessment of modules by subject matter experts was in the lowest value range of 1 and the highest one of 4. the results of the subject matter validation are fully visualized in table 6. table 6. subject matter aspect validation by experts no aspect percentage (%) qualification 1 subject matter accuracy 90 very feasible 2 subject matter update 88 very feasible 3 subject matter develops thinking skills and abilities 94 very feasible 4 subject matter follows scientific systematics 86 very feasible 5 the basic concept of the subject matter 90 very feasible jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 127-140 136 hendarto et.al (validity of guided inquiry-based modules …) no aspect percentage (%) qualification 6 the concept of the subject matter 90 very feasible 7 image concept 92 very feasible 8 systematic delivery of the subject matter 90 very feasible 9 subject matter that can improve the ability to argue 94 very feasible 10 subject matter that can increase students' reading interest 88 very feasible 11 relevant to everyday life 96 very feasible 12 the accuracy of the activity confirmation section 92 very feasible 13 the accuracy of the evaluation section 86 very feasible average 90.46 very feasible based on the results of the validation, it is obtained that the average of all aspects of material assessment by experts shows very feasible qualifications, meaning that the subject matter in the teacher module has met the criteria and is feasible to continue in the initial field trial. product validation by design presentation expert the results of the module assessment by validation experts are visualized in table 7. table 7. design presentation aspect validation by experts no aspect percentage (%) qualification 1 module cover design 84 very feasible 2 display of module contents 80 feasible 3 layout of module contents 88 very feasible 4 image color clarity 90 very feasible 5 writing color clarity 94 very feasible 6 display of attractive and colorful modules 90 very feasible 7 presentation of module contents 90 very feasible average 88 very feasible based on the results of the validation, it is obtained that the average of all aspects of the module presentation by experts shows very feasible qualifications, meaning that the presentation of teacher module has met the criteria and is feasible to continue in the initial field trials. product validation by linguist data from module validation on aspects of language are presented in table 8. table 8. readability validation aspects by experts no aspect percentage (%) qualification 1 good and right indonesian language 94 very feasible 2 terminology 96 very feasible 3 language clarity 96 very feasible 4 language compatibility 94 very feasible 5 attention to the code of ethics and copyright 92 very feasible average 94.4 very feasible based on the results of the validation, it is obtained that the average of all aspects of readability by expert s shows very feasible qualifications, meaning that the teacher module has met the criteria of good and feasible readability to continue in the initial field trial. product validation by learning media experts evaluation of learning instruments includes syllabus, lesson plans, assessment, and evaluation questions. a summary of the validation of learning media aspect is presented in table 9. table 9. validation of learning media aspect by experts no aspect percentage (%) qualification 1 teaching material 92 very feasible 2 learning process 94 very feasible 3 syntax of the guided-inquiry model in learning 88 very feasible 4 assessment 90 very feasible 5 activities that support learning 92 very feasible 6 subject matter that can improve the ability to argue 94 very feasible 7 aspect of argumentation skill 90 very feasible average 91.42 very feasible jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 127-140 137 hendarto et.al (validity of guided inquiry-based modules …) based on the results of the validation, it is obtained that the average of all aspects of learning media by experts shows very feasible qualifications, meaning that the learning media presented in the module have met the criteria and are feasible to continue the initial field trials. product validation by evaluation expert the validation summary of the evaluation aspect is presented in table 10. table 10. validation of learning evaluation aspect by experts no aspect percentage (%) qualification 1 question material 90 very feasible 2 presentation of questions 90 very feasible 3 scoring 88 very feasible 4 dimension of knowledge process 94 very feasible 5 aspect of argumentation skill 96 very feasible average 91.6 very feasible based on the results of the validation, it is obtained that the average of all aspects of learning evaluation by experts shows very feasible qualifications, meaning that the learning media in the teacher module has met the criteria and is feasible to continue in the initial field trial. assessment of the results of expert validation shows that the validity of the subject matter, module characteristics, readability, learning media, contains aspects of argumentation and evaluation of argumentation skill in the guided inquiry-based module supplied with comics on the subject matter of human digestive system as targeted because the results of the fourth validation are highly feasible. the results of expert validation indicate that the module product is feasible to continue in the initial field trial, but still requires some improvements according to expert validation. product revisions were made to improve the initial product guided inquiry-based module with comics based on suggestions from subject matter expert as validator, module presentation design expert as validator, linguist as validator, learning media expert as validator, and practitioners, in addition to being based on findings in the field. table 11 containing results of suggestions and revisions from validators as experts. table 11. suggestions and revised results from expert validators no. validator suggestion revision 1 subject matter expert  there is a part of the concept map that isn't right  pictures of the shape and number of teeth in the description of comic give rise to misconceptions  the writing system still has typos  in the description of comic material, there are concepts that can lead to misconceptions  addition and changes of words on concept maps  image changes and number of teeth in the description of comic material  writing rules justification  the addition of carbohydrate sources for noodles so that there is no misconception 2 module presentation design  basic colors are distinguished  mentioning of the name of the institution  title inside and front cover  in the module identity, the name of the author does not need a title degree  each study group must have subtitles  changing the basic colors  the mention of the name of institution was replaced by the study program  addition of title inside and front cover  elimination of titles in the name of the author  giving subtitles to each study group 3 language  use of command sentences in student learning activities  there is still a lack of punctuation  bibliography writing  replacement of command sentences is an invitation sentence on study group  addition of punctuation is still insufficient  improvement of bibliography writing 4 learning media  lack of concrete examples of one food source  decreasing indicators of core competence  addition of concrete samples of food source  improved of core competence indicators suggestions from validators as experts aiming to improve the initial product so that it can proceed to the initial field-testing phase conducted by involving users in the school. the guided inquiry-based modules supplied with comics that had been developed were then piloted in the initial field trial limited (small scale test). the aim of the initial field trial is to gather information that can be used as material to improve the product in the next revision. the initial trial involved 2 practitioners, 8 students in class 8.4 and 15 students in class 8.3. the initial field trial was by giving a questionnaire for responses to the guided inquiry-based modules supplied with comics on the material of human digestive system. the results of the initial field trials of 2 natural science teachers of state junior high school 3 of surakarta are presented in table 12. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 127-140 138 hendarto et.al (validity of guided inquiry-based modules …) table 12. recapitulation of preliminary trial results by practitioners no aspect score percentage (%) qualification practitioner 1 practitioner 2 average 1 module content 100 100 100 excellent 2 subject matter 93.75 93.75 93.75 excellent 3 evaluation 100 100 100 excellent 4 presentation 100 96.87 98.43 excellent 5 language 100 100 100 excellent 6 module display 100 100 100 excellent average 98.69 excellent table 12 is the data from the results of the initial field trials based on teacher assessments through questionnaires. the average score of the two teachers is 98.69% with very good qualifications. an assessment by 8 students of grade 8.4 who had obtained the subject matter and 8 students of class 8.3 who had not obtained the subject matter are presented in table 13. table 13. module assessment by students no aspect score percentage (%) qualification class 8.3 class 8.4 average 1 module content 84.33 78.75 81.54 excellent 2 presentation 88.33 83.50 85.91 excellent 3 language 88.89 81.82 85.35 excellent average 84.27 excellent the assessment of the guided inquiry-based learning modules supplied with comics on the subject matter of human digestive system by the teacher in table 12 and by students in table 13 shows that content, material, evaluation, presentation, language/readability and display of modules are very well qualified according to the teacher and the average of all students, so that they can proceed to the operational field test/effectiveness after correcting the module deficiencies based on the obtained suggestions. the teacher explains that the module is good and requires a little improvement related to writing the wrong word, while students explain that the module is good and interesting because it has been supplied with comics, pictures and colors that are not boring so it is interesting to read, but there are some prints that are still blurred so that they need to be fixed. in addition to giving an assessment, the teacher also provides comments and suggestions. suggestions given by the teacher are used in the next implementation trial. suggestions from teachers regarding the modules that have been developed are presented in table 14. table 14. results of suggestions and revisions from education practitioners no practioners suggestion revision 1 practitioner 1 the addition of glossary section will be better adding the glossary 2 practitioner 2 table proportions addition of illustrations correction of table proportions addition of illustrations in science info, subject matter summaries, and each student activity in the module. suggestions from practitioners were not carried out based on time considerations and the subject matter felt was enough for the designed indicators. in the initial test, students also shared learning modules as well as the teacher explained, and students pay attention to the module sheet by sheet. the activity is ended by distributing the module assessment questionnaire to be filled out by students. the results of suggestions and revisions from students can be seen in table 15. table 15. results of suggestions and revisions from students no suggestion revision 1. there are some missing spaces re-checking and fixing missing spaces 2. addition of glossary adding more words or terms to the glossary 3. addition of images as in the competency test to make it more interesting addition of illustration images to science info, and each stage of student activity. stated that after the product design process is carried out the next step, expert validation is the stage of assessment by experts on the product developed, then the design revision stage is to improve the existing weaknesses in the product through expert suggestions. validation is the first test conducted in research and jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 127-140 139 hendarto et.al (validity of guided inquiry-based modules …) development by presenting experts namely media experts, material experts, language and learning device experts to assess the products produced (sengupta-irving & enyedy, 2015; soltis et al., 2015). from the results of the validity that has been conducted by the subject matter expert as validator, learning media expert, reading expert, design expert, practitioner and student, it can be stated that the guided inquirybased modules supplied with comics on the subject matter of human digestive system are suitable to be used to improve students' argumentation skills. because beside that specifically comics can help students develop language skills, art activities, and creative statements in storytelling, dramatization, reading, writing, painting and drawing, as well as helping them interpret and remember the contents of reading material. conclusion module design was divided into three parts, namely the beginning, contents, and closing. the contents section consists of three sub-material, namely: 1) food substances; 2) food digestion organs and processes; and 3) food digestive system disorders. based on the results of the research, it can be concluded that the guided inquiry-based modules supplied with comics fulfill the criteria that are very feasible as a learning medium with a value of 88.28% in terms of medium, 94.8% in terms 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(2023). development of interactive e-lkpd based on creative thinking skills on the concept of environmental change. jpbi (jurnal pendidikan biologi indonesia), 9(2), 179-197. https://doi.org/10.22219/jpbi. v9i2.22389 t e c h n o l o g mailto:ricky.ardiansah.15@gmail.com mailto:zulfiani@uinjkt.ac.id mailto:zulfiani@uinjkt.ac.id 180 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. observations (fuhse, 2022; maker et al., 2023). the current era of learning is expected to emphasize the activeness and creativity of students. the era that takes place today is the transformation of the era from industry-based to knowledge-based, and digital transformation toward education 4.0 (wijaya, sudjimat, & nyoto, 2016; katyeudo & de souza, 2022). the transformation era expects students to have the ability to face the problems of this century. therefore, there is a demand for competencies that are referred to as 21st-century skills. the 2013 revised curriculum emphasizes the integration of learning with four things, namely: strengthening character education (ppk), literacy skills, 21st century skills (4c), and high-order thinking skills (hots) (mulyasa, 2018; setiawan et al., 2021). skills needed in facing the problems of the 21st century, including critical thinking skills, creative thinking, innovation, problem-solving, communication, collaboration, media literacy, ict literacy, and the ability to live a career and life (adaptive, flexible, initiative, productive, accountability, leadership, and responsible) (ramdani et al., 2019; zulfiani et al., 2020). mastery of 21st-century skills is summarized in 4c aspects, namely critical thinking, creative thinking, communication, and collaboration (supena et al., 2021). the integration of 21st-century proficiency mastery into learning is important because it provides facilities for the holistic development of learners ' abilities, digital skills, and learning discipline skills (van laar et al., 2020). in addition, the methods used in learning also play a role in training thinking skills in students (zulfiani et al., 2020). in everyday life, the 4c aspect as a type of soft skill is more useful when compared to only strengthening hard skills (darise, 2019). research conducted by the global creativity index states the level of creativity of the indonesian people is in position 85 out of 129 countries in the world (wahyuni et al., 2021). the fact that the cgi index is low is evidence that learning activities have not met the learning objectives that train students ' thinking skills. the ability to think creatively and problem-solving is needed by students in understanding the concept of biology lessons for environmental concepts (sigit et al., 2019). the concept of environmental change has many problems that need to be solved, so it requires the ability to think and problems solving for students. creative thinking skills are one of the very important skills possessed by learners. the ability to think creatively is the ability to solve problems, and a logical and structured way of thinking, to produce new ideas that can solve problems (siswati & corebima, 2021; susetyarini & fauzi, 2020). dewi hari p. adds that in science learning such as biology, creative thinking skills are needed in facing challenges in the future (loyens et al., 2023). science learning is expected to foster science process skills, critical thinking, creative thinking, and scientific attitude. the fulfillment of learners’ competencies that are integrated with 21st-century skills, especially creative thinking skills, can be obtained through meaningful learning activities. meaningful learning arises in learning where learners experience what they learn compared to what they know (hsbollah & hassan, 2022). therefore, an educator needs to apply multimethod, multistrategy, and multimedia to provide varied, meaningful, and not boring learning (rusman, 2017). one of the factors affecting meaningfulness in learning is the selection of teaching materials. the use of teaching materials such as lkpd can provide meaningfulness in learning by providing several questions that relate the knowledge that learners have with what educators teach (gazali, 2016). the teaching materials generally used by schools are textbooks. research conducted by tivani & paidi, (2016) shows the books provided by the government are general, so it does not reflect the characteristics of the region where students live. the exercises contained in textbooks are generally in the form of questions that are limited to understanding concepts. they lack detailed steps from 5m activities (observing, questioning, collecting information, associating, and communicating). therefore, to support learning activities, alternative teaching materials are needed that can direct structured learning by the facts that exist around the learners. students’ worksheets (lembar kerja peserta didik/lkpd) are one alternative that can be used in learning. lkpd is defined as a collection of tasks that need to be completed by students to help and facilitate students in learning activities to improve the interaction between educators and students (panggabean & danis, 2020). lkpd for science subjects that focus on investigation activities, data, and problems that need to be solved based on research results (yaumi, 2018). technological advances that occurred in recent times have also encouraged lkpd as teaching materials that are generally in the form of print into electronics. ramlawati explained that electronic lkpd (e-lkpd) is a training sheet for students that can be done digitally, systematically, and continuously (lathifah et al., 2021). arestu, karyadi, & ansori (2018) found that the use of lkpd in learning activities has a lack of insertion of real facts or phenomena that are close to the learners. in addition, optimization of the surrounding environmental phenomena as a source of learning adds to students' scientific insight less attention. lkpd used in schools is generally issued by publishers (panggabean & danis, 2020). as a result, the content of the material and the issues presented are general. meaningful learning is obtained from content in the environment students are in. another drawback is that the problems presented are monotonous (lathifah et al., 2021; panggabean & danis, 2020). the results of interviews with biology teachers and representatives of class x mipa students at sman a south tangerang city showed the use of teaching materials varied, namely textbooks, teaching 181 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. modules, and lkpd. lkpd made is designed by the teacher, but lkpd is limited to questions that are general and less touching on the creative thinking skills of students. the design and presentation used by teachers in lkpd are also still simple. the results of the analysis of the suitability of lkpd made by teachers with the criteria set also only meet 3 of the 8 standard criteria set, namely: title, basic competencies, and tasks. teachers also make less use of technology integration in the work of lkpd. this is evidenced by the technique of working on tasks that are still conventional and manual by writing in a notebook, then scanning and uploading via google classroom. although teachers already use google classroom, the optimization of the use of digital technology is less developed. the concept of environmental change is one aspect of study in biology. environmental-related topics are the focus of the global world in this age. environmental damage and pollution, as well as the increasing intensity of human activities in exploiting nature, are factors that accelerate environmental changes. the development and progress of industrialized countries account for environmental problems in developing countries (herman & xiang, 2022). the environment that became the study of biology learning in this study is the environment in the area of south tangerang city. one of the visions of south tangerang city is to realize a green-minded city (herlanti, 2016). the culture and habits of the people are a challenge to these ideals, namely: waste problems, lake or river ecosystems, city air, energy efficiency, and so on. therefore, it is necessary to prepare this vision by teaching students about the urgency of the environment. an alternative that can be used is to optimize the learning of environmental concepts that are part of biology subjects. environmental concepts get the focus of discussion on permendikbud no. 24 of 2016, especially in kd 3.11 and 4.11. 3.11 basic competence to analyze data on environmental changes, their causes, and their impact on life. 4.11 basic competence formulates the idea of solving the problem of environmental changes that occur in the surrounding environment. based on the interview results, one of the obstacles faced by students of sman a kota tangerang selatan in this concept is the dominant mastery of basic knowledge. this is evidenced by the problems in the teacher-made lkpd, generally performed manually. the lkpd developed by the teacher did not optimize the creative thinking ability of students regarding the concept of environmental change. therefore, alternative teaching materials are needed to train creative thinking skills on environmental change, not just mastery of basic knowledge. efforts to solve environmental problems and provide meaningful learning for students can be done by developing interactive e-lkpd based on creative thinking skills. selection of the concept of environmental change by considering environmental issues that become the focus of global attention. in addition, new ideas for solving environmental problems can stimulate the creative thinking skills of students. exercises and activities contained in the interactive e-lkpd can direct students to a contextual problem that exists in the area of south tangerang city. furthermore, students are asked to solve problems by analyzing the causes, providing solutions, and designing products. therefore, this study aims to develop an interactive e-lkpd based on creative thinking skills on the concept of environmental change and determine the level of validity, readability, and practicality of the resulting product? method this study uses the method of developmental research using the stages of akker et al (2013) which consists of three stages, namely: (1) analysis, (2) design and development, and (3) evaluation (putrawangsa, 2018). the analysis phase is carried out to find problems through the identification of needs. after doing the analysis phase, the next stage is the design and development of the resulting product in the form of prototypes i and ii. the final stage after development is an evaluation to assess the validity, readability, and practicality of the interactive e-lkpd developed. evaluation stages refer to the evaluation proposed which consists of five stages, namely: expert assessment, person-by-person evaluation, small group evaluation, and field tests (akker et al., 2013). the evaluation stage in this study is limited to an evaluation in small groups using students from 1 class of mathematics and natural sciences. the framework that describes the flow of interactive e-lkpd development can be seen in figure 1. this study was conducted at sman a south tangerang city by using a sample of 38 students from class x mipa 1. data collection instruments used interview guidelines, validation questionnaire sheets, readability questionnaire sheets, and practicality questionnaire sheets. the details of the data needed in the study are shown in table 1. 182 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. figure 1. framework for the development of interactive e-lkpd on the concept of environmental change 183 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. table 1. description of interactive e-lkpd research needs data phases activities data sources instruments analysis identification of needs primary data (biology teacher of x mipa class and representatives of x mipa class students as many as three people) interview guidelines analysis of students secondary data (documents of student's grades in biology subject) student’s score table analysis of kd secondary data (permendikbud document no. 24 of 2016) rpp (lesson plan) document and literature studies secondary data (depdiknas 2008 documents on making teaching materials, relevant articles and source books) table of completeness of lkpd components design and development formulation of objectives and teaching materials secondary data (permendikbud no. 24 of 2016 document, and biology learning syllabus) rpp (lesson plan) drafting the interactive e-lkpd design secondary data (biology textbook 2013 revised curriculum edition, internet) draft plan making prototype i and ii secondary data (biology textbook 2013 revised curriculum edition, internet) interactive e-lkpd using www.liveworksheets .com evaluation validity test primary data (expert review of 3 people) validity questionnaire sheets readability test primary data (one to one review of 9 students) readability questionnaire sheets practicality test primary data (biology teacher of x mipa class as many as one person and x mipa1 class as many as 38 people. practicality questionnaire sheets the development of interactive e-lkpd based on creative thinking skills was validated by 3 experts with details of 2 experts from uin syarif hidayatullah jakarta lecturers and 1 expert from biology teacher sman a south tangerang city. validation is done in terms of material and pedagogical, as well as from aspects of design and media. as for data analysis techniques validation sheet results were performed by descriptive analysis (formula 1) and categorized through table 2 (damayanti & suniasih, 2022; riduwan, 2015). data analysis techniques resulting in sheet readability are also done with descriptive analysis (formula 2) and categorized through table 3 (riduwan, 2015; sabaniah et al., 2019). the technique of data analysis of the results of the practicality sheet was carried out by descriptive analysis (formula 3) and categorized through table 4 (damayanti & suniasih, 2022; riduwan, 2015). 𝑃 = ∑ 𝑋 ∑ 𝑋𝑖 𝑥 100% (1) where, p = percentage of score gain, ∑x = total score gain (total score) of each item, and ∑xi = total ideal score (highest score). table 2. validity criteria percentage criteria 81 100 very valid 61 80 valid 41 60 quite valid 21 40 less valid 0 20 invalid 𝑅𝑒𝑎𝑑𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 𝑟𝑒𝑎𝑑𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑠ℎ𝑒𝑒𝑡 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑥 100% (2) http://www.liveworksheets.com/ http://www.liveworksheets.com/ 184 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. table 3. readability criteria percentage criteria 81 100 very positive 61 80 positive 41 60 quite positif 21 40 less positif 0 20 not positif 𝑁𝑃 = 𝑅 𝑆𝑀 𝑥 100% (3) where, np = percent value, r = total score, and sm = maximum total score table 4. practicality criteria percentage criteria 81 100 very practical 61 80 practical 41 60 quite practical 21 40 less practical 0 20 not practical in addition to calculating the results of validation tests, readability, and practicality; researchers also calculate the value of the results of lkpd work done by students to analyze creative thinking skills. the analysis technique of creative thinking skills based on the results of lkpd work is also carried out with descriptive analysis (formula 4) and categorized through table 5 (arini & asmila, 2017; cahyani et al., 2022). 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑉𝑎𝑙𝑢𝑒 𝐶𝑟𝑒𝑎𝑡𝑖𝑣𝑒 = 𝑅𝑎𝑤 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑏𝑦 𝑡ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 𝐿𝐾𝑃𝐷 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠 𝑥 100% (4) table 5. criteria for creative thinking skills percentage criteria 81 100 very creative 61 80 creative 41 60 simply creative 21 40 less creative 0 20 not creative results and discussion analysis phase the analysis phase is used to determine the needs during the learning process. the results of the analysis of the use of lkpd in sman a south tangerang city, namely: (1) learning activities have been using lkpd developed by teachers, but lkpd developed simple and only presents questions of a general nature, (2) lkpd used is still done conventionally, not using the integration of technology in the process, and (3) the achievement of competence has not touched on the realm of creative thinking of students. this can be seen in the presentation of lkpd questions that have just arrived at the stage of encouraging students to analyze the causes of environmental changes and evaluate solutions that can be provided in solving environmental problems. the summary of the important points of information obtained based on the results of interviews with biology teachers and student representatives is in table 6. based on the findings through the identification of needs, the lkpd used by teachers needs to be improved again in training students ' creative thinking skills and optimizing the use of technology in learning. creative thinking needs to be trained because it is included in the national education goals and is needed to face obstacles and challenges in the future (loyens et al., 2023; yuliani et al., 2017). the educational process in the 21st century is widely recognized as emphasizing cognitive understanding over memorization; therefore, students need to master creative thinking skills (riadi et al., 2022). assignments given by teachers focused on questions that were general in nature or referred to the same source book. in fact, learning must be relevant to the real world and be related to people's lives. this is because science learning materials are found and applied in people's lives (asrizal et al., 2022). presentation of contextual problems is considered important because it can involve the creative thinking 185 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. skills of students who will improve problem-solving skills in solving problems of environmental change (sigit et al., 2019). table 6. summary of biology teacher and students interview results no. indicators description of interview teacher students 1. the curriculum used at sman a in south tangerang city since the covid-19 pandemic, learning activities have implemented the emergency 2013 curriculum / pandemic version of the curriculum. however, some concepts were missed. there is no mention of the curriculum used in the school. 2. biology learning during the pandemic, teachers find it difficult to recognize students' characteristics, network or quota constraints to hold video conferences, and difficulties in collecting students assignments. teachers are more comfortable with offline/face-toface learning because they can understand the students characteristics. the challenge in online learning is to understand the material independently. learners prefer offline/face-to-face learning because they can interact directly. 3. learning media and biology assignment forms the pandemic has utilized platforms from google, such as google form, google classroom, and google meet. however, the form of assignments during learning is still conventional, namely doing exercise questions by handwriting, then scanning and uploading in the form of pdf files to google classroom. teachers mentioned that there had been training from the school to utilize alternative digital media. the explanation conveyed by students is more or less the same as that provided by the teacher. forms of assignments that have been given include practice questions, drawings, presentations, and so on. 4. the use of lkpd in biology learning the lkpd used was a simple design developed by the teacher. in addition, teaching materials are used in the form of teaching modules and source books issued by the publishers. the exercises were limited to basic knowledge of the concept of environmental change. the average students said that teachers answered handwritten practice questions more often. 5. use of online platforms teachers mainly utilized google classrooms. teachers have never used other platforms, such as liveworksheets.com. students said the same things as teachers. in fact, students who were interviewed were not familiar with the liveworksheets.com. technology in education has an important role because it enhances educational activities and triggers the motivation of learners, thus having innovation and skills in learning (aslam et al., 2021; muhasim, 2017). therefore, the innovation that can be made in the development of lkpd involves technology. the current era has encouraged the optimization of the use of digital technology in learning, such as the internet, applications or online platforms. the use of digital technology to facilitate student learning is included in the introduction of sustainable lifestyles (ekselsa et al., 2023). the interactive e-lkpd that will be developed later functions as a learning company. the student worksheet, as a learning guide, functions to assist students in understanding the material and contains questions that must be answered. furthermore, reinforcement is provided after students learn the material (samudra & yulkifli, 2021). design and development phase the design and development phase are the stage where the formation of prototypes i and ii is based on the results of the needs analysis. the design phase is carried out by formulating learning objectives, teaching materials, and designing interactive e-lkpd. at the design, stage produced a draft of the product design that will be implemented in the manufacture of interactive e-lkpd. in addition, the planning stage is equipped with the determination of questions that will be included in the interactive elkpd, interactive media selection, and color selection. the questions that are made contain things that are contextual and packaged within the framework of the stages of the creative thought process consisting of: preparation, incubation, illumination, and verification (munandar, 2014). creative thinking is a part of higher-order thinking that can be trained by paying attention to intuition, turning on imagination, revealing new possibilities, broadening perspectives, and generating unexpected ideas (handayani et al., 2021). therefore, the development of contextual questions is directed at observing events around students and solving environmental problems by generating new ideas. selection of media for e-lkpd interactive considering ease of use by users, both at school and home (hamidah et al., 2023; sari et al., 2022). therefore, researchers use the web liveworksheets.com to give a real impression of working on lkpd. the website of liveworksheets.com are educational tools that allow teachers to create interactive worksheets or to search for worksheets shared by a worldwide community of teachers. interactive worksheets were created when pdf worksheets or image files (.jpg or .png) were converted into engaging digital materials that were delivered online to students. the working principle of the web is to combine learning activities that are only possible on a computer, thus 186 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. making interactive worksheets unique and challenging for students in an innovative way (le & prabjandee, 2023; djamas et al., 2018). the development stage is the implementation stage of the design into an interactive e-lkpd product. in the development phase obtained in the form of prototype products i and ii. the composition of interactive e-lkpd consists of three parts, namely: introduction, content, and closing. the results of the development of prototype i were then evaluated in the form of validation tests by experts and readability tests by representatives of class x mipa students as many as 9 people. furthermore, various suggestions were obtained from the validation and readability test results of the prototype i made revisions to the prototype i produced by the product in the form of prototype ii. broadly speaking, interactive e-lkpd is divided into three main parts, namely: introduction, content, and closing. the introduction section of the interactive e-lkpd before and after the revision is shown in the following table 7. table 7. comparison of the introduction section of prototype i (before revision) and prototype ii (after revision) components before revision after revision cover (title, uin jakarta logo, students identity, class, semester, curriculum, researcher name, supervisor, and researcher institution) preface 187 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. components before revision after revision table of contents concept map section contains core competencies, basic competencies, and indicators of achievement of competence 188 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. components before revision after revision guide to the use of interactive e-lkpd the table above shows the differences between prototypes i and ii. prototype i is the product before revision, and prototype ii is the product after revision. the most identical differences can be seen in several parts before and after the revision. the cover includes additional sentence editorials and layout improvements. on the concept map, there was a change from portrait to landscape page proportion. in addition, the instructions for use after revision are differentiated for teachers and students, and the lkpd work limits are given in this section. the contents of the interactive e-lkpd contain issues that need to be done by students. the presentation of the questions uses the framework of the stages of the creative thought process which consists of four steps, namely: preparation, incubation, illumination, and verification. the closing section of the interactive e-lkpd contains references used in the preparation of the lkpd. the contents and cover of the interactive e-lkpd before and after revision are shown in the following table 8. table 8. comparison of the content and cover sections of prototype i (before revision) and prototype ii (after revision) components before revision after revision the subject matter which contains a summary of the material related to the concept of environmental change 189 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. the preparatory stage, which contains a matter of reviewing the material related to the concept of environmental change and discourse related to environmental problems in the city of south tangerang incubation stage, contains issues that ask students to think about and write down the problems of illumination stage, students are asked to write down various solutions that can be offered from the list of questions raised during the incubation stage. 190 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. verification stage, students are asked to make a draft of the idea/idea of one of the solutions given in the illumination stage bibliography. in the content and closing sections, there were differences before and after revision. in the preparation stage, questions that reflect students’ understanding of the subject matter are added in the initial section. furthermore, an article on the environmental problems that occur in south tangerang city is presented. in addition, the writing of the question instructions was made in the form of bullet points to make it easier for students to understand the purpose of the question. this applies to other parts of the question. the use of terms was also adjusted to make it easier for learners to understand the purpose of the question, for example the use of the word "problematic" to become "problem.” another improvement after revision is the arrangement of writing and space on the interactive e-lkpd to make it appear more proportional. evaluation phase the evaluation phase used the evaluation of tessmer (1993) which consists of expert assessment, person-by-person test, small group test, and field test. assessment of e-lkpd interactive to see the level of validity, readability, and practicality. the validity test conducted by 3 experts resulted in the percentage of the average value listed in table 9. the validation carried out by experts includes material and pedagogical aspects, as well as design and media aspects. table 9. interactive e-lkpd validation result details validator validation assessment aspects rating result (%) categories average rating result (%) final category 1 design and media graphics 87.50 very valid 87.50 very valid language 75.00 valid presentation 100 very valid 2 material and pedagogic content eligibility 93.75 very valid 91.49 very valid language 75.00 valid presentation 100 very valid pedagogy 97.22 very valid 3 material and pedagogic content eligibility 100 very valid 93.75 very valid 191 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. language 75.00 valid presentation 100 very valid pedagogy 100 very valid the average percentage of overall validation results can be seen in table 10. the validation results determine the feasibility of interactive e-lkpd for use in learning the biology of environmental change concepts. table 10. the final description of the validation result of interactive e-lkpd validation validator rating result (%) average rating result (%) average final assessment result (%) criteria design and media 1 87.50 87.50 90.06 very valid material and pedagogy 1 91.49 92.62 2 93.75 based on the results of the final validation can be categorized as very valid because it obtained the final average value of 90.06%. the interactive e-lkpd developed has fulfilled the didactic, construction, technical, and pedagogical requirements (diana et al., 2020; kosasih, 2021; nana, 2020). the term didactics is evidenced by the use of varied media and activities, as well as the developing learners through learning experiences. the term construction is evidenced by the use of clear language and provides creative thinking space for learners. technical requirements are evidenced by the use of writing, images, and appearance used in e-lkpd interactive. the term pedagogic is evidenced by the process of discovery of concepts that are part of this interactive e-lkpd. this indicates that interactive e-lkpd can be used in learning activities. in addition, the developed interactive e-lkpd belongs to the category of feasible for use based on the general view given by experts. after going through the validity test, the next stage is to see the readability of interactive e-lkpd through testing person by person. the readability test serves to see if lkpd is good and can be used in learning (uniati et al., 2019). the results of the interactive e-lkpd readability test can be seen in table 11. table 11. the final description of the interactive e-lkpd readability test result assessment aspects rating results (%) categories average final assessment result (%) criteria view 83.34 very positive 94.91 very positive text clarity 96.30 very positive presentation 100 very positive lkpd uses 100 very positive the readability test results obtained a final average value of 94.91% with a very positive category. this indicates that e-lkpd interactive has excellent readability. the final stage of the evaluation of this study is a practical test of interactive e-lkpd developed. the results of the interactive e-lkpd practicality test can be seen in table 12. table 12. the final description of the interactive e-lkpd practicality test result respondent assessment aspects rating result (%) categories average rating result (%) teacher view & presentation 100 very practical 100 language 100 very practical content suitability 100 very practical practicality 100 very practical creative thinking 100 very practical learners view & presentation 80,67 very practical 81,22 language 84,43 very practical content suitability 80,59 practical practicality 79,17 practical the results of the practical test obtained an average value of 100% from the teacher with a very practical 192 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. category, while the average value of the students was 81.22% with a very practical category. considerations in the practicality of the reference are the time required in the use of artificial instruments, including: fast, short, and precise (lestari et al., 2018; tanu et al., 2022). this interactive e-lkpd allows students to directly work on lkpd directly and connected to the internet, so there is no need to work conventionally. this indicates that e-lkpd interactive has a very good level of practicality. the interactive e-lkpd developed after three stages of testing has very valid, very positive, and efficient criteria. it proves that interactive e-lkpds can be an alternative to learning activities. integrating technology in student worksheets can also train students' creative thinking skills. other similar studies developing student worksheets assisted by online software, such as phet, were declared valid and practical in research-based learning to improve the creative thinking skills of high school students (chotimah & festiyed, 2021). developing interactive e-lkpds based on creative thinking skills can improve students' creativity. lkpd used by teachers in learning is still focused on the analysis of environmental problems so learning is expected to train creative thinking skills has not been fully implemented. therefore, it is necessary for lkpd that can train the creative thinking skills of students. the results of creative thinking skills in students based on the results of the interactive e-lkpd can be seen in table 13. table 13. recapitulation of the value of creative thinking skills e-lkpd interactive trial creative thinking skills rating result (%) average final assessment result (%) final criteria person per person (9 students) fluency 91.11 90 very creative flexibility 88.89 originality 88.89 elaboration 91.11 small group (38 students) fluency 74.74 80.65 creative flexibility 74.21 originality 85.26 elaboration 88.95 the ability to think creatively on the readability and practicality test obtained different results. creative thinking skills based on the results of the literacy test obtained an average value of 90 with a very creative category; while, creative thinking skills based on the results of the practicality test obtained an average value of 80.65 with a creative category. this difference is also seen in the characteristics of creative thinking skills. the results of the readability test showed that the highest aspect was in the aspect of thinking fluently (fluency) and the ability to elaborate ideas (elaboration); meanwhile, the lowest aspect is found in the aspect of flexible thinking (flexibility) and original thinking (originality). the results of the practical test showed that the highest aspect was in the aspect of original thinking and the ability to elaborate ideas; while, the lowest aspect was found in the aspect of thinking fluently and thinking flexibly. aspects of thinking fluently (fluency) in the interactive e-lkpd in the form of questions that ask students to provide answers and solutions to environmental problems. the aspect of thinking fluently emphasizes the ability of students to generate ideas as much as possible. this is because this aspect focuses on quantity, not quality (sabaniah et al., 2019). this aspect gets high results in the readability test sample because the answer options and solutions to environmental problems are more than in the practical test sample. aspects of flexible thinking (flexibility) in the interactive e-lkpd in the form of questions that ask students to provide answers to various problem-solving. this aspect is a low part of the results of both tests because students are mostly only able to give a lot of answers in terms of quantity, but do not give arguments related to the choice of answers. this is related to the characteristics of flexible thinking aspects that encourage students to provide arguments about the cause and effect of a problem (maker et al., 2023; sabaniah et al., 2019). the aspects of fluency thinking with flexible thinking show a close percentage, although a lower percentage is found in the aspect of flexible thinking. this is because, at the flexibility level, someone has difficulty solving the problem properly. someone in this category will try to find answers without difficulty. emotional barriers can be one of the factors that hinder creative thinking skills, and are seen as barriers to creativity, such as lack of tolerance and excessive self-criticism (nurhamidah et al., 2018). aspects of original thinking (originality) in the interactive e-lkpd in the form of questions that ask students to provide different solutions between students and implemented them in product design. the results of the students ' answers on the aspect of original thinking there are still the same answers among other students. however, there are also students ' answers in the form of ideas that are not necessarily thought of by everyone. for example, make a garbage exchange machine with money or make bubble wrap from natural materials. this aspect also encourages learners to elaborate on ideas in detail (sabaniah et al., 2019). therefore, students are asked to create a product design to provide an overview 193 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. of related products that can help solve environmental problems, although in the end students are not required to make the product physically. the percentage of this aspect was greater than that of thinking fluently and flexibly. this indicates that students are sensitive and concerned about everyday problems. (loyens et al., 2023) explained that broad knowledge forms the basis of creativity. thus, the broader one's knowledge, the wider the opportunity to create new ideas and provide authentic solutions to problems (nurhamidah et al., 2018). aspects of the ability to elaborate ideas (elaboration) on interactive e-lkpd encourage students to detail the ideas that will be made in product design. this aspect requires learners to elaborate on an idea or ideas in detail or detail (sabaniah et al., 2019; yuliani et al., 2017). the results of students ' answers in both samples look like students can detail the design of the product they will make. details are given by the instructions starting from the description of the product design, tools, materials, and work steps, as well as the design of the product design. however, in some students, there are incomplete answers that can affect the assessment of this aspect. the percentage of this aspect was greater than those of the three previous aspects. someone with good elaboration skills tends to be able to solve problems systematically and orderly, providing more details and explanations (nasution et al., 2023; nurhamidah et al., 2018). the results of the acquisition of varied values are due to many factors and habits, for example, limited information obtained by students to limit their creativity, creativity can be interpreted as cognitive skills that can provide solutions to problems (pratomo et al., 2021; sigit et al., 2019). in addition, students who are less open to new experiences, have less mastery of concepts, and limited time can also result in less optimal learning (yuliani et al., 2017). another factor that can also affect the limited ability to think creatively is the lack of search for learning resources that encourage critical thinking (nasution et al., 2023).the ability to think creatively can still be developed, so there are many alternatives to practice this ability. one of them is the use of electronic lkpd which can facilitate the use, practical, and features that make it more attractive (sari et al., 2022). this interactive e-lkpd has strengths and limitations in its application. the strength of interactive elkpd using liveworksheets.com web is that it can be accessed both during learning in class and outside of class. the difference between conventional learning and e-lkpd is in terms of interaction, where conventional learning requires direct interaction in class, whereas e-lkpd makes it easy to access whenever and wherever students are. in addition, the use of interactive e-lkpd also saves the use of paper, thus helping balance the environment. the limitations of the interactive e-lkpd based on the research results are the limitations of the existing system in presenting tools that provide opportunities for students to adjust the font type, font color, font size, and paragraph alignment settings. although this interactive e-lkpd uses the web, it requires users to create an account first. in addition, the display of interactive e-lkpd using a liveworksheet.com web is more comfortable when using a laptop or computer than when using a cellphone. this is because it affects the size of the screen that will be viewed by the user. conclusion the results of the study showed excellent results when viewed from the test results validity, readability, and practicality. the validity test results of the three validators obtained an average value of 90.06% with a very valid category. readability test results from representatives of nine students of class x mipa obtained an average value of 94.91% with a very positive category. the results of the practical test of biology teachers and students of class x mipa 1 each obtained a value of 100% and 81.22% with a very practical category. based on the research shows the acquisition of the average value of the class to work on interactive e-lkpd gets a value of 81.95 with mastery of creative thinking skills obtaining an average value of 80.65 in the creative category. the development of interactive e-lkpd can train students ' creative thinking skills. this is because the questions presented construct the understanding of students associated with everyday problems are contextual. in addition, integrating lkpd with digital technology can provide meaningful learning for students. acknowledgement the researcher expressed his gratitude to uin syarif hidayatullah jakarta for providing support for the implementation of research activities. in addition, the researcher also thanked mrs. hendri sutresnowati, s.pd., m.m. who has helped with the implementation of the research. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. 194 ardiansah and zulfiani | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 179-197 ……. author contributions r. ardiansah: conceptualization, methodology, design, analysis, writing – original draft preparation, review, and editing. zulfiani: analysis, evaluation, writing – original draft preparation, review, and editing. references akker, j. van den, bannan, b., kelly, a. e., nieveen, n., & plomp, t. 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(2023). improving students’ metacognitive abilities and creative thinking skills through stem-based in online learning. jpbi (jurnal pendidikan biologi indonesia), 9(1), 90-102. https://doi.org/10.22219/jpbi.v9i 1.22994 mailto:retnowilis@student.uns.ac.id mailto:baskoro_ap@fkip.uns.ac.id mailto:widhasunarno@staff.uns.ac.id mailto:retnowilis@student.uns.ac.id https://doi.org/10.22219/jpbi.v9i1.22994 https://doi.org/10.22219/jpbi.v9i1.22994 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 91 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 out under several learning situations and conditions (cetin-dindar & geban, 2017; felder & brent, 2016). however, the knowledge gained by students is not stored in long-term memory and may not be perceived as meaningful (ilma et al., 2022; nikou & maslov, 2021; pokhrel & chhetri, 2021). consequently, distance learning is ineffective and limits the achievement of the expected learning objectives (hew et al., 2020; mailizar et al., 2020). therefore, educators need to design effective learning strategies and motivate student-centred involvement in distance learning (hira & anderson, 2021; mccullough et al., 2020; schallert et al., 2021). stem-based learning is a student-oriented learning strategy that is known to be more effective than traditional learning (honey et al., 2014; mayasari et al., 2016; schallert et al., 2021; struyf et al., 2019). according to english (2016) and sturyf et al (2019), stem-based learning is more effective than other strategies in improving academic achievement and developing higher-order thinking skills. stem-based learning can also develop the scientific skills of students (sahin et al., 2014; sutaphan & yuenyong, 2019; thomas & watters, 2015). moreover, metacognitive skills and creative thinking can be empowered by learning on a stem basis (mariano et al., 2021; pollard et al., 2018; santangelo et al., 2021; shukri et al., 2020). therefore, the results from this research can become the basis for applying stem-based learning in education, especially in remote learning, so that students can cultivate meaningfulness in learning and empower higher-order thinking skills. the process of creative thinking is a form of cognitive processing that refers to the efforts of an individual to come up with a creative solution or product (fleischner et al., 2017). such thinking is usually triggered by challenging tasks or open-ended problems that need to be solved from various points of view (cargas et al., 2017; çimer, 2012). by thinking creatively, students are expected to see the world through various points of view so that new solutions arise to overcome real-life problems (chinedu & olabiyi, 2015; kose & arslan, 2017). this ability is needed in the workplace and can provide added value (zulkarnaen et al., 2017). creativity in thinking about a problem will present easily if the person has good metacognitive abilities. metacognitive development is one of the dimensions of knowledge that must be achieved, that is, how individuals can plan, monitor, and evaluate the learning process (ndiung et al., 2021). this metacognitive ability is important for students to achieve a maximum learning experience. based on the research by wibowo et al (2018), junior high school students are unable to separate what is thought and how they think and do not seem to have awareness of thinking as a process. this happens because the efforts of students to comprehensively learn, prepare for efficient learning, and the ability to evaluate their weaknesses in learning and finding solutions is still very low. altogether, stem is one of the learning strategies that is currently being intensely applied in learning (choy et al., 2020). however, the challenges of distance learning that are carried out tend to be passive and teacher-centred. students are given assignments, which are closely related to the questions given by the teacher (ndiung et al., 2021). learning is also limited to whatsapp groups without utilising virtual face-to-face learning websites. meaningfulness-based learning and focusing on scientific methods in distance learning remains limited in application, especially in indonesia, which has limited internet network infrastructure quality and is not evenly distributed between regions, challenging distance learning in itself. therefore, designing student-oriented stem-based learning strategies in distance learning requires careful consideration. various influencing factors such as the availability of facilities and infrastructure, time, the skills of educators, and the ability of students to utilise technology as well as conformity with the learning curriculum should be considered to achieve the learning objectives. one way to evaluate the success of the learning process is to collect responses, perceptions, and learning outcomes from students. this study aimed to measure the learning outcomes in one or several aspects of higher-level thinking of students towards stem-based learning in distance learning as an effort to improve the quality of education, especially during the covid-19 pandemic. method we used the pretest-posttest research design with a nonequivalent control group (o2 o1 x o4 o3). the o1 and o3 were the pretest scores, and x represented science learning on the topic of inheritance of living things using stem in online learning, while o2 and o4 were the posttest scores. before the application of natural science learning through stem in online learning, two groups of ninth grade students of the junior high school 2 of ceper, klaten regency (indonesia) in the first semester of the academic year 2019/2020 were given a creative thinking and metacognitive test (pre-test) in science subjects. a total of 102 students were involved as research subjects, consisting of 54 and 48 students in the experimental and control classes, respectively. the experimental class learnt using a stem-based lesson plan, while the control class used student worksheets that are not stem-based. the topic for both groups was the inheritance of living things. after the application of science learning with stem, students were given the same test with the same items (posttest). the test consisted of four essay questions based on the indicators of creative thinking skills according to guilford (1967) i.e fluency, flexibility, originality, and elaboration. in addition, the metacognitive skills assessment also consisted of 92 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 eight essay questions based on mai according to schraw & dennison (1994). the test used has been validated by experts and declared valid and reliable through statistical tests and has been verified for different power and difficulty levels. the lesson plan development in this research used the 4ds, namely, define, design, develop, and disseminate, adapted from thiagarajan et al (1976). the instrument for collecting data on the feasibility of the lesson plan also used a validation questionnaire, a lesson plan practicality questionnaire, creative thinking skills questions, metacognitive skills questions, and an analysis of the creative thinking and metacognitive skills answers. three experts carried out the lesson plan validation, including linguists, material, learning experts, and educational practitioners with an education qualification. validation by linguists included aspects of graphic feasibility and language feasibility. material expert validation included content feasibility, material feasibility, and stem learning, while learning expert validation focused on lesson plan practicality. creative thinking skills and metacognitive score data of the students were obtained. the data analysis used ancova with the pretest score as the covariate. ancova was used to analyse whether there were differences between the pretest and posttest scores of the test instrument with a significance of 5%. the effectiveness of the lesson plan was tested with the ancova after the data was declared normal and homogeneous. the lesson plan was effective in improving creative thinking and metacognitive skills if the value of sigcount < sigtable with a significance of 0.05. this means that there was a difference in the average value of creative thinking and metacognitive skills between the experimental and control groups, which would indicate that the inheritance of living things based on the stem lesson plan was effective in improving the creative thinking and metacognitive skills of the students. whereas n-gain was used to determine the level of improvement in creative thinking and metacognitive skills after science learning based on the stem plan. n-gain was calculated using the formula and criteria adapted from hake (1999). results and discussion first stage: define the results of the analysis showed that the level of creative thinking skills of students had different scores (low (l), medium (m), high (h), and very high (vh)), as shown in figure 1. vh levels of creative thinking skills had the lowest frequency of all categories. figure 1 shows the level of metacognitive abilities of students. figure 1. creative thinking skills test 20 9 2 1 0 7 24 1 0 5 10 15 20 25 30 low medium high very high f re q u e n c y ( f) creative thinking skills metacognitive abilities 93 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 based on figure 1, 62.50%, 28.12%, 6.25%, and 3.12% of the students had l, m, h, and vh creative thinking skills, respectively. moreover, none of the students had l or vh creative thinking skills levels. nevertheless, 25.00% and 75.00% of the students presented m and h metacognitive abilities. consequently, two of the four indicators of creative thinking were also l (<40.00). the two indicators included: (1) fluency and (2) flexibility. meanwhile, others indicators were categorised as m under the score 41.00 – 60.00, namely: (1) flexibility and (2) originality. for the metacognitive abilities, all of the aspects are included as m, namely: (1) declarative knowledge (dk), (2) procedural knowledge (pk), (3) conditional knowledge (ck), (4) planning (p), (5) information management strategies (ims), (6) monitoring (m), (7) debugging strategies (ds), and (8) evaluation (e). these results indicated that the learning process carried out so far had not improved the creative thinking skills and metacognitive ability of the students. thus, significant efforts are needed to help improve creative thinking skills and maximise the metacognitive abilities of students. creative thinking skills need to be improved because it is very fundamental in managing learning skills and empowering students to actively and creatively contribute in life. students who have good and elevated creative thinking skills can easily solve daily-life problems. creative thinking skills may explain the causal relationships of events that occur around them (felder & brent, 2016; shukri et al., 2020). creative thinking skills will be more easily empowered if students have good metacognitive abilities. at this stage, an analysis of the concept of inheritance of living things was carried out on the science basic competencies of junior high school. second stage: design the results of the preliminary study stage (define) were used as a reference in designing learning tools. the reference created the learning tools to develop and have characteristics. there were five main characteristics, namely: (1) improving metacognitive ability and creative thinking skills, (2) concrete problem-based, (3) stem-based online learning, (4) student-centred, and (5) using authentic assessment. besides, adjusting the results of the preliminary and the five characteristics were carried out to the 2013 curriculum so that products (learning tools) could be more easily implemented at the level of junior high schools in indonesia. students were conditioned to actively interact with learning materials and carry out various learning activities and get feedback about what they were learning (taskiran, 2021; ylostalo, 2020). the design phase produced the first prototype of product (stem-based learning tools). third stage: develop results of content validity this stage was used to determine the feasibility of products that have been developed. the learning tools prototype testing phase was carried out involving several experts (language, material, media, learning expert validators, and educational practitioners). the results of the validation of the learning tools indicated that the stem-based online learning product was suitable for use in learning with several revisions shown in table 1. this stage produced the second prototype of product. table 1. validation results of the learning tools prototype validator aiken v score category language media and learning material educational practitioners 0.63 medium 0.66 medium 0.78 medium 0.85 high mean of all aspects 0.73 medium results on limited testing trial science teachers as practitioners and respective users of learning tools developed in this study responded to products through questionnaires that had been given after usage. table 2 shows the response of the science teacher to the learning tools that had been designed in the previous stage. table 2. results analysis of the teachers’ questionnaires aspect percentage (%) category interface 100.00 very valid content 93.75 very valid language 87.50 very valid media 100.00 very valid learning resource 100.00 very valid mean of all aspects 95.00 very valid 94 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 student responses were assessed from the implementation of learning using tools that had been developed. the results of the learning outcomes are shown in table 3. this stage produced the third prototype that will later be considered for revision. table 3. implementation of limited testing trial implementation percentage (%) first meeting 84.09 second meeting 94.67 results of the operational testing the student responses at this stage could also be assessed from the implementation of learning using learning tools that had been developed. this operational testing was carried out in two stages. stage 1, the entire series of learning was carried out in accordance with the learning tools developed. if testing the entire learning process using the development product was declared feasible, then testing in stage 2 was carried out to determine the effectiveness of the developed product. the product used during this stage 2 was the final product that was declared valid and feasible to be applied. the results of the learning outcomes in stages 1 and 2 are shown in tables 4 and table 5, respectively. table 4. implementation of operational testing stage 1 implementation percentage (%) first meeting 84.09 second meeting 94.67 third meeting 91.67 fourth meeting 96.67 fifth meeting 95.83 sixth meeting 98.67 average 93.60 table 5. implementation of operational testing stage 2 implementation percentage (%) first meeting 84.09 second meeting 95.37 third meeting 91.67 fourth meeting 96.67 fifth meeting 95.83 sixth meeting 98.67 average 93,71 this stage led to the results of the draft iv product or a stem learning tool with an online learning scenario that was properly suitable for implementation in the classroom, and its effectiveness was measured. fourth stage: disseminate the effectiveness of science learning tools based on stem in online learning was determined in the disseminate stage. it was analysed and stride under the effectiveness analysis indicators. moreover, the results of the preliminary test using the normality and homogeneity tests in the experimental and control classes indicate that the data are normally and homogeneously spread. based on table 6, the normality test using the shapiro-wilk test showed that the pretest and posttest were normally distributed (α > 0.05), while the levene’s homogeneity test in all classes showed homogeneous pretest and posttest because of the significance level (α > 0.05). table 6. recapitulation of the results of the normality and homogeneity test aspect class test test result sig. pretest sig. posttest metacognitive exp. norm. shapiro-wilk test 0.060 0.060 ctrl. norm. shapiro-wilk test 0.244 0.149 all class homogeneity levene’s test 0.459 0.246 creative thinking exp. norm. shapiro-wilk test 0.215 0.133 ctrl. norm. shapiro-wilk test 0.063 0.696 all class homogeneity levene’s test 0.253 0.155 95 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 the next test conducted was the ancova to determine the difference in posttest values in the experimental and control classes. based on table 7, there was a significant difference between the posttest value between the experimental and control classes (α < 0.05). mariano et al (2021) and pollard et al (2018) revealed that biotechnology learning with the stem model is effective in improving metacognitive and creative thinking skills. bokor et al (2014) and schallert et al (2021) also found that learning with stem syntax on science is accurately linked to metacognitive indicators and is suitable for the learning process. students with good metacognitive abilities will find it easier to empower their creative thinking (harrison & vallin, 2017; yusnaeni et al., 2017). in addition, students may easily follow the learning process when their metacognitive abilities are good. learning in this case is interpreted as the ability of students to understand the material that has not been studied and to elaborate on it. online stem learning was used as an innovation in varying student learning processes during the pandemic. the problems presented are in the form of real phenomena that occur contextually, namely the existence of colour variations in aglaonema leaves. in the first meeting, students were confused when following a series of learning processes. however, after the second meeting, the students can slowly adapt to the application of the series of stem. the learning process that utilises nature around students will present concrete problems and real experiences for students to build sharp thinking and applicable scientific insights (albantani & madkur, 2018). the research and development carried out are therefore aimed at improving the metacognitive ability and creative thinking skills of students through meaningful learning by utilising the contextual phenomena around the topic or learning resources. moreover, improving the metacognitive abilities in the learning process helps students improve their learning outcomes in the classroom (mariano et al., 2021). integrating contextual phenomena in biology learning through stem can improve the cognitive abilities of students in so many different levels (mariano et al., 2021). table 8 shows the results of testing the effectiveness of the product of the following development, which is the learning tools. table 7. ancova test results source type iii sum of squares df mean square f sig. corrected model 6255.515a 2 3127.757 39.130 .000 intercept 5813.468 1 5813.468 72.729 .000 metacognitive 625.763 1 625.763 7.829 .006 creative thinking 1427.033 1 1427.033 17.853 .000 error 7913.358 99 79.933 total 338875.000 102 corrected total 14168.873 101 r squared = .441 (adjusted r squared = .430) table 8 shows the significant differences in the creative thinking skills and metacognitive ability pattern or gap between the students who completed the science learning tools using stem (experimental groups) and those students who were taught using conventional learning resources (control groups). the effectiveness of increasing metacognitive abilities and creative thinking skills is shown in table 8. table 8. n-gain of metacognitive ability and creative thinking skills scores in the pretest and posttest aspects groups n-gain category metacognitive exp. 0.45 medium-high ctrl. 0.18 low creative thinking exp. 0.46 medium-high ctrl. 0.28 medium-low the effectiveness of the improvement in the metacognitive ability and creative thinking skills score of the experimental group was confirmed to be higher than the control group. this is because students became more accustomed to working with the scientific method to think creatively and without difficulty, probing and solving the problems according to the stages: define, learn, plan, try, test, and decide. the detailed perspectives from each indicator of metacognitive ability according to schraw and dennison (1994) due to the n-gain scores of the two groups are shown in table 9, while table 10 shows each creative thinking skills indicator. 96 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 table 9. n-gain score on each indicator of metacognitive ability of students in the pretest and posttest indicator n-gain experimental category control category declarative knowledge 0.45 medium-high 0.22 low procedural knowledge 0.49 medium-high 0.15 low conditional knowledge 0.51 medium-high 0.25 low planning 0.42 medium-high 0.28 medium-low information management strategies 0.36 medium-low 0.14 low monitoring 0.45 medium-high 0.28 medium-low debugging strategies 0.45 medium-high 0.12 low evaluation 0.47 medium-high 0.13 low the experimental group had the upper medium dominant n-gain score, while the control group was dominated by the low n-gain score. from table 8 to table 10, the level of improvement in the mean value before and after the treatment in the two groups of students was different. thus, learning the inheritance of living things through stem in online learning has a medium increasing effect on metacognitive ability and creative thinking skills, as demonstrated by the students in the experimental group. table 10. n-gain score on each indicator of creative thinking skills of students in the pretest and posttest indicator n-gain experimental category control category fluency 0.50 medium-high 0.27 medium-low flexibility 0.44 medium-high 0.31 medium-low originality 0.43 medium-high 0.31 medium-low elaboration 0.46 medium-high 0.25 medium-low there are five main characteristics of stem learning material inheritance of living traits that become a reference in the development of learning tools. the five characteristics are: (1) improving metacognitive abilities and creative thinking skills; (2) based on concrete problems; (3) stem learning; (4) studentcentred; and (5) using authentic judgments. these five characteristics are also adjusted to the 2013 curriculum that has since been applied in ninth grade, so that the learning tools can be more easily implemented at the junior high school level in indonesia. metacognitive ability relates to thinking about their ability to accurately use certain strategies. therefore learners can be taught using strategies that assess their understanding, calculate how much time it takes to learn something, and choose an effective plan for learning or solving problems (dwyer et al., 2014; harrison & vallin, 2017; kusuma et al., 2017). practising these strategies will help students improve their higher-order thinking skills. students with high metacognitive abilities will have a high level of thinking (miharja et al., 2019; yusnaeni et al., 2017). by completing or training with activities that encourage creative thinking, arguments, and independent ideas can be drawn as well as the ability to elaborate between fields of science and integrate them with contextual aspects (suryawati & osman, 2018; teo et al., 2021). in the process, it will train students to know the intellectual aspects of themselves. the two aspects, namely metacognitive ability and creative thinking skills, support each other regarding the activities carried out to support the high-level thinking of students. (shukri et al., 2020; yusnaeni et al., 2017; zulkarnaen et al., 2017) identified the influence of metacognitive strategies on the higher-level thinking skills of students, including creative thinking. the activity was carried out to raise many questions or answers and build and develop unique ideas in this study provided a problem and asked students to find solutions with activities to design, compile, and simulate protein synthesis processes, monohybrid and dihybrid cross problems, and predict the results of plant and animal breeding offspring with button crosses. the context of concrete problems is presented to learners as a challenge to stimulate their thinking ability. the concrete problem chosen in the preparation of this learning design is the aglaonema plant, considering the trendiness of the topic since the beginning of the study. the role of the teacher is to facilitate and provide space for students to think, provide freedom to take initiative in the problem-solving process, elaborate thinking, and diagnosis of difficulties. this is in accordance with (tan et al., 2019; teo et al., 2021), who stated that the development of high-level thinking can be obtained when a person encounters unusual problems, uncertainties, questions, and dilemmas. stem can place students at the centre of the learning process and plays an active role in solving concrete cross-field problems cooperatively so that students can gain a deep understanding of the content they learn (reeve, 2013). in the context of using stem learning as a teaching and learning model, learners are placed as learning subjects, which means that learners have more responsibility in determining the learning atmosphere and model. every learner is encouraged to be actively involved in 97 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 the teaching and learning process. this also applies to distance learning. one of the factors that greatly determines the success of distance learning is the understanding of the distance learning process and its structure (ahied et al., 2020). this finding corroborates the results by bezuidenhout (2019), the characteristics of flexible distance learning can be utilised to provide greater opportunities for learners to learn more deeply because they can adjust their time according to their needs. long-duration online learning such as classroom learning needs to be avoided because it will cause fatigue and physical disturbances caused by the use of electronic devices. group discussions are one of the key components of project-based learning. this follows the findings of kuo et al (2015), who demonstrated that group discussion activities have an important role in the success of the project. however, distance learning requires the help of technology. therefore, mastery of various digital platforms supporting the discussion process is one of the crucial factors. frolova et al (2021); lewin and mcnicol (2015) stated that good digital literacy is a must in achieving learning success, which empowers higher-order thinking skills and discussions such as project-based learning. in the experimental class, the use of stem-based learning generated positive results for all indicators of improving metacognitive abilities. the abilities of students before stem learning were low or very low. after stem learning was applied, an increase in the metacognitive ability of learners was observed. the highest increase was in the conditional knowledge indicator with a difference of 42. conditional knowledge is the knowledge of when and why we use certain learning strategies (schraw & dennison, 1994). the preparation of learning scenarios by exposing students to a problem will stimulate them to think about how to overcome the problem. problem-solving-based learning can train and improve the metacognitive abilities of students. in accordance with purwaningsih et al. (2020), problem-solving activities are an ideal way to improve metacognitive strategies, as a good problem solver. the stem learning stage in this study improved the metacognitive ability of students. students were guided to: 1) identify and formulate the problem at hand (define), 2) find solutions with various information (learn), 3) design and compile props to solve problems (plan, try); and then 4) simulate props arranged based on the concept of trait inheritance material (test, decide). students faced actual problems, such as with aglaonema plants, crossing two aglaonema plants of different colours/types, and predicting the offspring produced by the two aglaonema plants. identifying and formulating problems can train the declarative knowledge of learners. according to schraw and dennison (1994), declarative knowledge is the knowledge of the abilities possessed by oneself. meanwhile, information-seeking activities for problemsolving solutions will train procedural knowledge, conditional knowledge, planning skills, and information management skills. designing and compiling teaching aids is carried out to train declarative knowledge, planning, information management, monitoring, error correction strategies, and evaluation, similar to simulating props. the highest increase in metacognitive ability is in the conditional knowledge indicator with a difference of 42. meanwhile, the indicator of metacognitive ability with the lowest category of increase, namely the lower medium, is the information management system (information management system) with a difference between pretest and posttest scores of 28. information management sorts the activities or strategies used to process information more efficiently (schraw & dennison, 1994), and has the lowest increase. in accordance with the video observations of the results, students do not elaborate knowledge and information from various literature correctly when writing answers to questions on problems and during simulations or discussions. meanwhile, in the control classes, there is an increase in the score of each indicator of metacognitive ability. however, the difference between pretests and posttest is not too large so that the category remains the same between the pre-test and posttest, that is, the low category, except for information management strategies (ims), which experienced the largest increase of 22. from the description, the metacognitive ability of students who used stem-based learning tools is better when compared to the control classes. the use of stem models can improve metacognitive ability (mariano et al., 2021; santangelo et al., 2021). this is reinforced by the results of the independent t-test as a hypothesis that shows that the experimental class has a better metacognitive ability value compared to the control class. metacognitive abilities that increase with the use of developed learning tools are not the ultimate goal, yet are expected to facilitate the learning process. this is in line with the results of fauzi and sa’diyah (2019), who stated that good metacognitive abilities will make it easier for students to follow the learning process. learning in this case is interpreted as the ability to understand new material. in addition to metacognitive abilities, this stem-based science learning tool is also expected to improve the creative thinking skills of students. the results of this n-gain score show that stem-based learning tools are better at improving creative thinking abilities compared to the control classes, which is in line with the results of (shukri et al., 2020). their study revealed that stem-based learning can improve the creative thinking skills of students (honeck et al., 2016; mayasari et al., 2016; ndiung et al., 2021; yusnaeni et al., 2017). the indicators of creative thinking skills observed in this study consist of fluency, flexibility, originality, and elaboration. in the experimental class, the use of stem-based learning gave positive results in improving creative thinking skills. improvements occurred in all indicators of creative 98 wilis et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 90-102 thinking skills. students' abilities before stem learning were at a low level, and increase after stem learning was applied, increasing the creative thinking skills of the students. the highest increase occurred in the fluency indicator with a score difference of n-gain 35. fluency relates to how learners come up with many ideas, answers, problem or question-solving, and ways or suggestions to do things. the stem model has several main stages that are relevant for learners and able to increase the motivation and interest of learners to complete tasks related to higher-level thinking (sutaphan & yuenyong, 2019). the stem model stage in this study refers to the engineering design process (edp) stage, which trains the ability to solve a problem (problem-solving) in a real-world context (english, 2016; struyf et al., 2019; teo et al., 2021). all stages in the edp can train students to analyse problems or challenges, exchange ideas related to solutions, formulate the best solution, follow up on the chosen solution, and determine the final decision on the best solution after the design and testing stage. according to english (2016); groshans et al (2019); and tan et al (2019), there are several benefits of using stem in education, namely, honing critical and creative thinking, logical, innovative, and productive skills; instilling the spirit of cooperation in solving problems; introducing the perspective of the working world and preparing for it; using technology to create and communicate innovative solutions; and a medium to cultivate the ability to find problems and solve problems. in addition, stem also plays a role in addressing the gender gap (groshans et al., 2019), improving teacher preparation in teaching (ryu et al., 2019; yıldırım, 2022), overcoming gaps in success or achievement between learners (english, 2016), making subjects more meaningful for students (pluta et al., 2013), seeing the relationship between subjects and integrating different methods and analytical frameworks of various disciplines in studying a theme, issue, question, or topic (tan et al., 2019; teo et al., 2021). learning with stem models requires both basic skills and the mastery of specific skills in making products (yusnaeni et al., 2017). the basic skills that learners need to have to learn with stem models are: reading, writing, listening, speaking, and basic numeracy (yusnaeni et al., 2017). the process of identifying problems and making products also requires thinking skills (ndiung et al., 2021; pressman, 2019) that students need to have, including: thinking creatively, solving problems, making decisions, creating ideas, reasoning, and knowing how to learn. persistence and the ability to work together are also needed in completing projects (hernawati et al., 2019; young et al., 2013). conclusion the treatment given to students was s science learning process with stem-based online learning. students in the two groups were given the same test (pretest and posttest). the results of this study indicated: 1) a significant difference between the posttest scores of metacognitive abilities and creative thinking skills of the students in each group with a significance value = .006 and .000, respectively; 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(2017). feasibility of creative exploration, creative elaboration, creative modeling, practice scientific creativity, discussion, reflection (c3pdr) teaching model to improve students’ scientific creativity of junior high school. journal of baltic science education, 16(6), 1020–1034. https://doi.org/10.33225/jbse/17.16.1020 https://doi.org/10.12973/iji.2017.10216a https://doi.org/10.33225/jbse/17.16.1020 mjfas template 1 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 research article technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology jleian mard loseñara a,1,*, richard r. jugar b,2 a math and natural sciences, college of arts and sciences, cebu technological university, tuburan campus, brgy. 8, tuburan, cebu city, 6043, philippines b department of teacher education, school of education, university of san carlos, p. del rosario st., cebu city, 6000, philippines 1jleianmard.losenara@ctu.edu.ph; 2 rrjugar@usc.edu.ph abstract: content, pedagogy, and technology knowledge are central to effective teaching. moreover, the interaction and integration of these knowledge bases challenge teachers, especially non-teacher education graduates including diploma professional education (dpe) graduates. utilising adapted instruments, this study investigated the teaching competence of biology teachers who are dpe graduates, specifically their technological, pedagogical, content knowledge (tpack) and biology teaching competence to design a teacher professional development (tpd) programme. most teachers were bs nursing graduates with professional teaching licenses and teaching experience ranging from 3 to 10 years. also, most teachers received between one to five tpds focused on biology, pedagogy, and technology. among the tpack components, the teachers perceived that they were least competent in pedagogical knowledge (pk) and pedagogical content knowledge (pck). although the teachers agreed on their perceived overall tpack competence, there is still an avenue to strengthen their tpack. teachers also believed that they were least competent in biological cellular processes. need-based teacher professional development programmes are recommended to enhance biology teachers’ tpack, and ultimately, biology education. keywords: biology; biology education; teacher competence; tpack introduction science education, with biology, chemistry, and physics as major disciplines, plays a significant role in the country's economic development. the essential impacts of science and science education have been incessantly emphasised in the literature. science education brings technological advancement, promotes national wealth, and improves health and industry. at the micro-level, beneficial outcomes of teaching science include promoting the understanding of what is known and elucidating what is unknown, strengthening the ability to deal with doubt and uncertainties, uncovering evidence, and soundly deriving implications (dela fuente, 2019). similarly, biology education constitutes an apparent niche in society today as it comprises environmental education, an essential facet of sustainability. science, technology, and education are intricately woven and together serve as the backbone of development (etebu & amatari, 2020). biology education covers essential topics such as biodiversity, climate change, health, and welfare, which are vital in planning a sustainable future (jeronen et al., 2016). additionally, biology curricula are designed to offer students vital scientific and technological knowledge and skills they need to solve problems and make decisions in everyday life based on scientific attitudes and noble values (hiong, 2013). even before the unprecedented shift to online or flexible learning modes brought about by the restrictions on in-person classes due to the covid-19 pandemic, the philippines has seen waves of reforms in the *for correspondence: jleianmard.losenara@ctu.edu.ph article history: received: 27 december 2022 revised: 11 january 2023 accepted: 16 january 2023 published: 1 february 2023 10.22219/jpbi.v9i1.24070 © copyright loseñara et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: loseñara, j. m. & jugar, r. r. (2023). technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology. jpbi (jurnal pendidikan biologi indonesia), 9(1), 1-14. https://doi.org/10.22219/jpbi. v9i1.24070 t e c h n o l o g https://doi.org/10.22219/jpbi.v9i1.24070 https://doi.org/10.22219/jpbi.v9i1.24070 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 2 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 educational system. these adjustments in the educational setup were prompted by global and universal trends and development (commission on higher education, 2011), influencing accommodation and consequent adaptation to the surge of current novelties to produce globally competent individuals. furthermore, these reforms are driven by the introduction of outcomes-based education, internalisation, and globalisation of education. in the philippines' educational setup, however, the most recent reform was the implementation of the k-12 curriculum, which resulted in a cascade of changes, including an additional two years of high school and the senior high school programme. additionally, such reform necessitated significant changes, not just at the high school level but at all education levels, impacting teaching-learning, the curricula, and the philippines’ education system. before the implementation of the enhanced basic education programme in 2016, the philippines was one of the last three countries in the world that still offered a 10-year basic education curriculum. grounded on the republic act 10533, the programme commonly referred to as the k to 12 programme outlined a plethora of changes in the curriculum, teacher training and education, and transitioned and impacted the higher education sector. one of the most identifiable hallmarks of the k to 12 programme is offering specific tracks and specialised strands in two additional senior high school (shs) years to provide specialised or advanced education, resulting in a need for specialist teachers. consequently, training was provided to prepare science teachers already in the system and specialists were hired. nevertheless, the question of the sufficiency of the training or the pedagogy of a specialist without teaching experience or professional education units arises, therefore, this study sought to identify and consequently address this gap in biology education. based on available data, there are fewer enrolees in the institutions that offer specialisation in biology than in other majors. according to the september 2019 licensure examination for teachers (let) results, only 54,179 out of 136,523 (39.68%) secondary teachers passed the licensure (professional regulation commission, 2019), suggesting a dearth of licensed secondary teachers, especially those specialised in science education, such as biology. additionally, in the recent september 2021 let, only 10,318 of 17,863 (57.76%) successfully passed the licensure examination (professional regulatory commission, 2021). one can become a licensed biology teacher (lpt) through a teacher education programme specialising in biological sciences, such as the bachelor of secondary education (bsed) in biological sciences. however, changes were made as the bsed specialising in biology, chemistry, and physics, such as bsed biology, are currently integrated into a more generalised major, bsed science, which impacts the pool of teachers specialised in teaching biology. an alternative way to earn professional education units and consequently be qualified to take the licensure exam and earn a professional teacher license is the certificate/diploma in professional education (cpe/dpe) programme. the relatively new cpe/dpe programme was offered to allow noneducation graduates to earn professional education units to apply for a professional teacher’s license. according to the commission on higher education (2017), a non-education graduate may take the board exam after earning 18 units of professional education units (cpe) or after completing an additional 12 units of experiential learning courses (dpe). integrating content with knowledge of teaching methods and practices is unarguably an ideal concept, such as those graduates of biology or agriculture. however, this is not the same for graduates with bachelor's degrees in health professions. for instance, there are only a few biology courses and subjects essential for biology teaching in the bsc in nursing. dpe graduates of bachelor's degree programmes in the health profession may find the content and pedagogy challenging. considering that there are limited studies focused on biology teachers who are non-teacher education graduates, biology teachers who are dpe graduates are therefore the highlight of the study. numerous studies have identified factors that impact the quality of teaching-learning including teacher quality. according to guerriero (2014), teacher quality is represented by several indicators and shulman (1986) identified that teacher knowledge reflects teacher quality, which he further divided into knowledge bases, among which, pedagogical content knowledge (pck) is of particular interest. pck is defined as a remarkable synergy of teaching practice and content distinct to teachers and educators (mu et al., 2018). as a multidimensional construct, teacher knowledge comprises content knowledge (ck), pedagogical knowledge (pk), and pedagogical content knowledge (könig et al., 2014) and fuses content knowledge into pedagogy. as mentioned, biological science cpe/dpe graduates face the challenge of learning content, pedagogy, and integrating content and teaching. tpack signifies a wide-ranging understanding of dynamic and complex interplays between how technology could shape the content and how the application of technology influences teaching and learning, and how to represent and convey specific ideas, topics or content to students (chien et al., 2012) considering the increased technology use in education. the restrictions placed because of the covid-19 pandemic ultimately led to the unprecedented shift to an online, flexible, or modular mode of education. therefore, dpe graduate biology teachers encountered the challenge of adopting not only content and pedagogy but also technology. technology (tk), content (ck), and pedagogical knowledge (pk) and the relationships among these components are at the very core of good teaching (koehler & mishra, 2008), especially in the 21st century. teachers’ 3 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 tpack (technological, pedagogical, and content knowledge) refers to the effective integration of technology in teaching (pamuk et al., 2015). this study looked into the profile of the dpe graduate biology teachers including whether they are licensed, their teaching experience, and their undergraduate degree, as well as the number of tpds focused on content, pedagogy, and technology that the teachers received. the tpack of dpe graduate biology teachers was assessed to identify their strengths and difficulties to provide appropriate and necessary interventions to improve their tpack and ultimately improve student learning. odumosu and areelu (2018) stated that for any country that aspires to progress, students must have teachers who possess considerable content and pedagogical knowledge. method the study respondents were high school dpe graduate biology teachers who were initially graduates of non-teacher education programmes such as healthcare-related degrees (bs nursing, bs medtech, and the like) and pure sciences (bs biology etc.). the tpack survey instrument developed by pamuk et al. (2015) was utilized to determine the participants’ tpack level. this instrument comprises seven categories that group a total of 37 items based on the tpack constructs: three categories for the core knowledge bases (ck, pk, tk), three categories for the second-level knowledge bases (pck, tck, tpk), and one category for tpack. the survey was scored using a four-point agreement scale. since dpe graduate biology teachers only earned professional education units through the dpe programme, there is a need to investigate their content knowledge, therefore, the teachers’ biology content knowledge was evaluated using the department of education’s (deped) biology most essential learning competencies (melcs). nonparametric tests were utilized because data normality was not ensured and the sample size was not sufficient and did not satisfy assumptions for parametric tests. to determine the participants’ tpack level concerning their knowledge bases, the weighted mean of the tpack survey responses was calculated and the overall mean for each knowledge base was also determined to explore the participants’ level for each knowledge base. the participants' biology content knowledge was further explored using the deped's content standards for biology. results and discussion profile of the biology teachers in terms of the licensure examination for teachers (let) administered by the professional regulatory commission (prc), most respondents (81.81%) were licensed professional teachers (lpts). according to kusumawardhani (2017), there is conflicting evidence on the impact of having a teaching license or certification on teacher performance. a comparison of regular certified and uncertified teachers’ effects on student performance revealed that a more reliable signifier of a teacher’s effectiveness is their performance during their first two years of teaching. this may imply that the teacher’s performance is a reliable indicator of teacher competence as possessing a teaching license. however, in philippine public schools, specifically in deped public schools, unlicensed teachers may teach through a provisional status with the condition that they pass the let within five years of being hired (deped, 2016). most respondents taught senior high school (shs) biology and had 3 to 5 years (33.33%) or 6 to 10 years (33.33%) of teaching experience. new teachers with less than one year’s experience constituted 18.18%, whereas those who have been teaching for more than ten years make up 9.09%. several studies assume a linear link between teacher experience and student test scores, while others rely on categorical variables (allowing for heterogeneous teacher experience effects across categories) or distinguish solely between the initial years of experience and all subsequent years. the latter option is based on past research that suggests that only the first years of experience explain variation in student test scores (coenen et al., 2018). in addition, compared to no significant link between content knowledge and pedagogical content knowledge, teaching experience is negatively related to curricular knowledge (großschedl et al., 2014). a conflicting consensus exists regarding the influence on teaching experience and teacher effectiveness. studies show that teaching experience had little bearing on the content and pedagogical expertise development, implying that the length of teaching experience is not a guarantee of a teacher’s competence. however, because teaching experience is a factor that cannot be manipulated, tpds, especially those that are need-based and are aimed directly at improving teachers’ competence, are beneficial regardless of teaching experience. the undergraduate degree of the teacher respondents is shown in table 1, with most being bs nursing graduates (75.76%). moreover, other undergraduate degrees included bachelor’s degrees in pharmacy, physical therapy, animal science, and tourism management. as previously described and discussed in the literature, these medical-related courses make up the bulk of cpe/dpe graduates teaching 4 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 12% 76% 12% 0% no tpd received with 1 to 5 tpds with 6 to 10 tpds with 10 and more tpds biology. in addition, because most health profession students seek careers in healthcare, they must complete premedical course prerequisites as part of their undergraduate education, thus many institutions' biology and life sciences curricula are heavily influenced by medical school admission requirements (thompson et al., 2013). cpe/dpe graduate biology teachers have considerably fewer biology-focused courses than bsed biology or bs biology graduates, thus the quality of biology learning might be compromised. additionally, although bs biology graduates comprise 12.12% of the respondents, there is a need to identify and deliver content knowledge through the appropriate teaching strategies, techniques, methods, and technology use. therefore, a need-based tpd should be designed to enhance the teachers’ tpack. table 1. teachers’ undergraduate degree undergraduate degree % bachelor of science in nursing (bsn) 75.76 bachelor of science in biology (bsbio) 12.12 bachelor of science in pharmacy (bscphm) 3.03 bachelor of science in physical therapy (bspt) 3.03 bachelor of animal science (bas) 3.03 bachelor of science in tourism management (bstm) 3.03 total 100 novianti and nurlaelawati (2019) recommended that schools and universities should pay closer attention to the lecturers they have hired, particularly those without a background in education, to ensure that students receive the best possible education regardless of the staff’s academic background. furthermore, ingersoll et al. (2014) reported that mathematics, particularly science teachers, tended to have more subject-matter content education and graduate-level education than other teachers, as well as less pedagogical and methodological training. furthermore, the education, degree, entry path, or certificate did not make a difference, rather, the nature and content of new teachers' pedagogical preparation mattered. therefore, the specific undergraduate degree of biology teachers is less critical. instead, their learning and competence in biology content, pedagogy, and integrating these with technology should be examined. non-education graduate teachers need more support, especially regarding combining content and pedagogy and integrating technology use. teacher professional development programmes the number of teacher professional development (tpd) programmes the biology teachers undertook was evaluated for a better understanding of their tpack and biology teaching competence, as well as to have a basis for designing a tpd. it was revealed that many of the teacher respondents undertook from one to five tpds focused on biology. this finding is worth noting since these biology-focused tpds encompass the start of the teachers’ careers. one or two tpds focused on biology is insufficient since these teachers need more assistance in their content knowledge. in the same tpd category focused on biology, 12.12% of respondents received between six to ten biology-focused tpds. remarkably, 12.12% of respondents had not received any biology-focused tpd and none of the teachers had undertaken ten or more biology-focused tpds (figure 1). therefore, this is a gap in biology teaching considering that biology, along with science in general, is a dynamic discipline with quick-paced scientific advancements. figure 1. biology-focused professional development activities received by the teachers 5 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 12% 76% 12% 0% no tpd received with 1 to 5 tpds with 6 to 10 tpds with 10 and more tpds according to gess-newsome et al. (2019), the average science teacher attends less than 10 hours of content-specific professional development each year. although the possibility that this is due to the high selectivity of these learning opportunities cannot be ruled out, participation in professional development programmes is positively associated with biology instructors' content-related knowledge (großschedl et al., 2014). this study purports to fill this gap in biology education to provide a basis for a tpd to enhance biology teaching. considering that tpds help teachers enhance their competence, regular tpds are vital, especially for in-service teachers. every teaching contract mandates professional development which teachers attend annually (kennedy, 2016). in the case of public schools, in-service training (inset) is provided every semestral break and is usually one week long with a focus on the general rather than specialised aspects of teaching. the development and conduct of inset programmes are at the initiative of each school division (department of education, 2021) and may therefore vary in terms of frequency, topic and focus, goals, and objectives, per school. figure 2 shows the number of tpd programmes focused on pedagogy received by the teacher respondents. these tpd initiatives focused on pedagogy include seminars and webinars, training, workshops, and other similar activities intended to enhance or update teaching. figure 2. pedagogy-focused professional development activities received by the teachers similar to the findings on biology-focused tpds, most respondents had between one to five tpds focused on enhancing their teaching and teaching competence. this is a noteworthy finding considering that most teachers have been teaching for at least three years. regarding pedagogy-focused tpds, 12.12% of teachers received 6 to 10, 12.12% did not undertake any pedagogy-focused tpd, and no respondents received ten or more pedagogy-focused tpds. considering that education is constantly being reformed, there is a need to continually update pedagogy. considering this premise and the current findings, the study intended to address such by designing and implementing a tpd focused on enhancing the teachers’ biology and teaching competence. luft (2014), described how unclear tpds are enacted globally and that generally, science teachers have unequal access to such tpds. since tpds enhance teachers’ pedagogical knowledge, they are a requirement of almost every teaching contract and teachers attend tpds annually. the most commonly stated criterion for tpd is that it should concentrate on content knowledge. however, a review by kennedy (2016) implies that programmes addressing any of the four enduring teaching difficulties (programme content, student behaviour, student participation, and ways to expose students’ thinking) can increase instructors' efficacy and that programmes focusing solely on content knowledge had less impact on student learning. when the tpd programme focused on content knowledge was successful, the content was subsumed under a larger aim, such as assisting teachers in learning how to reveal student thinking. this implies that tpds should not solely focus on content knowledge but rather be integrated with pedagogy, that is, tpds must highlight pedagogical content knowledge. figure 3 shows the number of tpd initiatives focused on technology received by the teacher respondents. these tpd initiatives focused on pedagogy include seminars and webinars, training, workshops, and other similar activities intended to enhance their teaching through technology integration. 6 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 figure 3. technology-focused professional development activities received by the teachers the responsibilities placed on science teachers have changed as scientific education is reformed to meet the changing students’ needs. although there are a variety of teaching techniques that assist the development of 21st-century students, one that has received much attention in science education is the integration of technology (jurkiewicz, 2014). integrating technology in the form of blended learning and online education exemplifies how vital technology is in today's education. since technology is complicated, it is viewed as more than a collection of devices that can be used but also as a way of life which provides several opportunities well as poses several challenges. the nature of technology and socially integrated media is intimately related to these difficulties and opportunities. teachers must keep up with changing technology on a daily basis (cloete, 2017). through the appropriate use of information and communication technology, 21st-century learning usually involves students in collaborative work and real-world problem-solving (ict). ict-integrated learning may be developed to serve such pedagogical goals as a means to implement 21st-century learning in schools but teachers may not be fully prepared to do so, as empirical research shows that they primarily use ict for content transmission (koh et al., 2017). most respondents undertook one to five technology-focused pd, with 27.27% receiving six to ten, and 6.06% undertaking ten and more in contrast to biology or pedagogy-focused tpd. this is attributed to the covid-19 pandemic leading to an unprecedented shift to online or flexible educational modes and academic institutions equipping teachers with technology-focused tpds in response to the shift in the educational setup. however, 15.15% of the respondents have not undertaken any tpd focused on technology use. tpds respond to the needs of teachers in the online environment, therefore they are crucial in assisting online teachers to adopt online pedagogical practices and reshaping their teacher persona in an online setting (baran & correia, 2014). hence, there is a need to provide ample technologyfocused tpd for the teachers. similarly, most teachers undertook between one to five tpds in the span of their teaching career but this can be considered insufficient since the teachers have been teaching for between three to ten years. it is also worth noting that a significant number of teachers have not received any tpd at all. based on these findings, there is a need to provide teachers with regular tpds, especially those that are need-based. tpds are beneficial, especially for in-service teachers, because these upgrade and update the teachers’ teaching competence. teachers must receive regular tpds that are not limited to improve their teaching but equally focused on enhancing their content and technology knowledge. tpack of the teachers the tpack framework (as illustrated in figure 4) is categorised into core knowledge bases: technology (tk), pedagogy (ck), and pedagogy knowledge (pk), and second-level knowledge bases: pedagogical content (pck), technological pedagogical (tpk), and technological content (tck) knowledge. considered an indicator of teacher quality, and therefore, the quality of education, the study identified the tpack of the biology teachers (table 2). 7 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 figure 4. the tpack framework adapted from koehler (2009) table 2. teachers’ perceived competence of tpack knowledge bases knowledge base weighted mean verbal interpretation pk 3.10 agree tk 3.11 agree pck 3.12 agree ck 3.13 agree tpk 3.16 agree tck 3.25 agree based on the average weighted mean per knowledge base, the respondents agreed their competence of all six tpack components. although the respondents positively perceived their competence regarding the tpack components, there is still a need to further strengthen the teacher respondents’ tpack. by ranking the teacher respondents’ perceptions of the tpack components, it was revealed that the teachers perceived their pedagogical competence (pk) to be the least. additionally, in terms of secondlevel tpack knowledge bases, the teachers perceived that they were least competent in pedagogical content knowledge (pck). pamuk et al. (2015) reported that second-level knowledge bases (tpk, tck, pck) had a greater impact on predicting tpack development than core knowledge bases. in light of the original tpack schema and its underpinnings, this implies that knowledge bases in the tpack framework, particularly secondlevel knowledge bases, have strong correlations and predictive capacity for tpack development. although technology, content, and pedagogy appear to be separate and distinct knowledge bases, the interactions and connections between these knowledge bases are the essence of the whole tpack framework. additionally, the interaction between and among the knowledge bases is at the very core of effective teaching (harris et al., 2009). the development of tpack is a hierarchical model that starts with basic knowledge bases at the core, followed by second-level knowledge bases. through the second level, the power shift from the first level to tpack development is considerable and the first-level direct link to tpack is ineffective. the existence of well-defined linkages between knowledge bases shows that they all have an equal impact on tpack development (pamuk et al., 2015). therefore, a need-based tpd designed to address and enhance all the knowledge bases is recommended. the second-level knowledge (pck, tpk, tck) encompasses the core knowledge bases. pamuk et al. (2015) showed that tpk and tck were statistically significant factors in explaining tpack variance in structural equation modelling investigations. in addition, tck stands out as the mediator knowledge base in the structural model. the tpd design aimed to enhance the pck, tpk, and tck of the teacher participants. however, as reflected in table 2, because the core knowledge bases are less perceived by the respondents compared to the second-level knowledge, tk, pk, and ck were also emphasised in the training design. hence, to ensure that the teacher participants’ tpack is enhanced, the ability of a teacher to develop teachability of the content considering learners' backgrounds, 8 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 motivation, classroom management, and other factors constituting the essence of pedagogical content knowledge, is the next step after a teacher has developed a deep understanding of the content (shulman, 1986). the respondents’ perceptions of their overall tpack are presented in table 3. table 3. teachers’ perceived overall tpack competence technological pedagogical content knowledge (tpack) weighted mean interpretation 31. i can use technology in teaching the specific content within the defined pedagogical approach in a given context. 3.15 agree 32. i can use technology to ease students' learning of specific content. 3.27 strongly agree 33. i can use technology in such a way that students feel it positive impact on their learning of specific subject matter 3.18 agree 34. i can use technology to organise my teaching and students' learning specific content. 3.33 strongly agree 35. i can select specific technology for teaching specific content. 3.24 agree 36. i can use technology to bring real-life experiences, examples, and analogies about specific content. 3.24 agree 37. i can use technology to identify learners' individual differences on understanding of the content. 3.15 agree technological pedagogical content knowledge (tpack) 3.23 agree seven items represented the teacher respondents’ perception of their tpack. teachers highly regarded two items as aspects they strongly agree that they are capable of, including where they can use technology to ease students’ learning of specific content, and they can use technology to organise their teaching and student’s understanding of particular content. tpack is a theoretical framework for describing the elements of effective technology integration in teaching and learning activities and has developed as a single "unifying conceptual framework" that integrates fundamental teaching and learning dynamics with technological advancements (pamuk et al., 2015). however, the teachers perceived the remaining items as competencies they only ‘agree’ to possess a mastery of, implying that there is still an avenue for them to enhance their knowledge, hence, for them to ‘strongly agree’ on the seven items representative of the tpack category. the least ‘agreed’ item signifying where the teachers are least competent is the item indicating the teachers’ ability to use technology in teaching the specific content within the defined pedagogical approach in a given context. in many pedagogical contexts, traditional teaching approaches are being supplemented by digital tools and teachers' educational techniques do not have to change due to their use of digital technologies (adam, 2017). technology provides new factors to learning and teaching, forcing teachers to adapt their methods and, thus increasing the complexity of their educational approaches. the combination of instructors' use of digital tools with their instructional techniques exemplifies this double complexity (schmidt et al., 2009), therefore, there is a need to enhance the integration of technology, content, and pedagogy to demystify such complexity. also, similarly perceived by the teachers’ to be an item that they do not strongly agree to possess mastery is the teachers’ ability to use technology to identify learners’ differences in an understanding of the content. it is believed that some teachers utilise digital technologies to simply offer the knowledge they want to teach, while others use it as a transformative tool in their subject matter teaching (harris et al., 2009). teachers, according to koehler and mishra (2008), need to understand the relationship between the three types of teacher knowledge: content, pedagogy, and technology, because technology has become an important tenet of teaching and learning and, more specifically, due to its potential for improving learning and teaching processes. thus, there is a need to strengthen the awareness that the use of technology is not limited to the transmission of knowledge but there are other essential avenues to enhance the teaching-learning process. assessment and establishing an appropriate assessment approach, as a key component of any effective teaching and learning strategy, is a constant challenge for instructors because the assessment framework must be adequately connected with the targeted learning outcomes. technological advancements have resulted in the expansion of online and remote learning modes, as well as new challenges (akimov & malin, 2020). individuals have diverse learning styles, aptitudes, and skills, as educationalists are aware. added to their diverse technological experiences and attitudes, as well as their access to technology, this makes the job of a digital educator more challenging (maor, 2017). teachers need support in this gap in the integration of technology in teaching. these findings imply that there is a need to capacitate teachers in the varied use of technology which is not limited to delivering the topic. technology can also be used in assessment, identifying learners’ differences in understanding of the content. thus, a tpd design should include other functions of technology not only limited to the delivery of a certain topic. tpack items perceived by teachers to be least competent in are presented in table 4. 9 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 . table 4. tpack items perceived by teachers to be least competent in tpack item knowledge base weighted mean interpretation 4. i have sufficient knowledge and experience with the most recent technologies tk 2.82 agree 9. i can explain the background details of concepts, formulas, and definitions in my field ck 2.94 agree 2. i can easily solve some of the technical problems i encounter tk 3.00 agree 16. i can motivate students to engage with the content pk 3.03 agree 17. i can effectively develop a plan for teaching a specific subject matter in my field (biological sciences) pck 3.03 agree 24. i can use technology to identify individual differences among students pck 3.03 agree 8. i can present the same subject matter at different levels ck 3.06 agree 10. i have adequate knowledge in explaining relations among different concepts on the subject matter ck 3.06 agree 20. i can identify students' preconceptions and misconceptions on the subject matter pck 3.06 agree 14. i can select appropriate teaching styles for students from different backgrounds pk 3.09 agree ten items were identified that the teachers believed they were least competent in the tpack survey questionnaire. although the integration of technology in the teaching-learning process is considered more widespread now than ever, the challenge for teachers is to adapt learning principles to the yearly, if not daily, changes that occur in educational settings because of technological progress (maor, 2017). since technology is universal, students can now access education anywhere, at any time, and at their own pace, so technology is considered a vital tool in enhancing teaching-learning (turugare & rudhumbu, 2020). technology can support and mediate the learning process and has revolutionised the global environment of education, considerably boosting the quality of the teaching and learning experience. teachers' perceptions about the use of technology in the classroom are shaped through training that includes technological, pedagogical, and subject knowledge taught during the teacher training process (akkaya, 2016). the study, therefore, intended to provide support by enhancing the teacher’s tpack through a series of tpds which are specially tailored to these teachers to strengthen biology education and ultimately, maximise learning. while there are items in the tpack survey questionnaire that teachers strongly agree on their competence in, most items are only agreed by the teachers that they possess competence or mastery in. this implies that a need exists to further strengthen and therefore enhance for the teachers to have a high perception of their tpack competence. in terms of the core knowledge base, teachers perceived that they were least competent in tk and pck in terms of the second-level knowledge base. however, it is of note that the ten least perceived by the teachers concerning their competence or mastery are not limited to one or two knowledge bases but are from varying tpack components. this is indicative that the teachers need guidance and support not just in one or two knowledge bases but in all the knowledge bases. the study, therefore, intended to design a tpd that addressed all core and second-level knowledge bases as well as the overall tpack category. the teacher profiles, indicated by their professional teaching license, their teaching experience, their undergraduate degrees, and the number of tpds focused on biology, teaching, and technology, are summarised in table 5. in terms of teaching licenses, both let passers and non-let passers are qualified to teach because the department of education allows for a provision. regardless of teaching license, new teachers are guided by the ppst which promotes and advocates for tpds to continually upgrade teaching competence. while there is a conflicting consensus on the influence of teaching experience on teaching effectiveness, teaching experience is a factor that cannot be manipulated. in this case, tpds are beneficial because they update the teaching competence regardless of teaching experience. most respondents were bsn graduates which further necessitates the need for tpds, especially need-based tpds since most nursing colleges follow a curriculum heavily influenced by medical schools which have considerably fewer biology courses. additionally, the tpds received by teachers may prove insufficient considering that most have been teaching for between three to ten years. 10 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 the profile of the teachers, as reflected in table 5, necessitated for tpds, especially a need-based one. as indicated by the literature, tpds have the potential to fill in this teaching-learning gap by enhancing teaching competence through updating and equipping teachers with necessary skills, as revealed by the pretest measure. table 5. teacher respondents profile since tpack is at the very core of effective teaching (koehler, 2009), it is beneficial to assess how teachers effectively integrate technology into their content and pedagogical competence (pamuk et al., 2015). the three knowledge bases are interwoven (sahin, 2011), therefore, teachers’ overall tpack competence stems from their competence in all the knowledge bases. for teaching to be effective, teachers must have a high perception of their tpack competence. teacher pds are regarded as a crucial tool in improving teachers’ content knowledge and teaching techniques (bautista & ortega-ruiz, 2015). moreover, integrating knowledge bases with technology is challenging considering its dynamic nature. virtually, every teaching contract requires teachers to attend annual professional development programmes (kennedy, 2016), that is, teachers should attend at least one tpd annually focused on each of the knowledge bases. considering the teachers’ perceived tpack competence and their profile as represented by teaching license, teaching experience, undergraduate degrees, and the tpds they have received, there is a gap for improvement. for both licensed and unlicensed teachers, there was no marked difference in their perceived tpack competence or teaching experience. tpds enhance teachers’ teaching competence, specifically their tpack, and because the teachers have undertaken few tpds, a tpd designed according to the needs of the teachers is beneficial, therefore, there is a need to design a need-based tpd for cpe/dpe graduates teaching biology. the most essential competencies (melcs) in biology this study also investigated the teachers’ perceived competence in biology competencies. in addition to having a better understanding of their competence, their biology teaching competence was assessed and utilised as anchor topics in designing a tpd intended to enhance the teachers’ tpack. the melcs are grouped into eight major learning areas including the cell, transport mechanisms, biological molecules, energy transformation, organismal biology, genetics, evolution, and taxonomy. in total, there are 27 items in the biology melcs and table 6 presents the teacher respondents’ perceived competence in teaching the biology melcs. the teachers’ perception was represented through a response set ranging from poor, average, good, and excellent. teacher's profile % teaching license let pass 81.81 non let pass 18.19 teacher experience (in years) less than a year 18.18 1 to 2 6.06 3 to 5 33.33 6 to 10 33.33 more than 10 9.09 undergraduate degree bs in nursing (bsn) 75.76 bs in biology (bsbio) 12.12 bs in pharmacy (bscphm) 3.03 bs in physical therapy (bspt) 3.03 bachelor of animal science (bas) 3.03 bs in tourism management (bstm) 3.03 teacher professional development programs received biology no tpd received 12.12 1 to 5 75.76 6 to 10 12.12 10 and more 0.00 teaching no tpd received 12.12 1 to 5 75.76 6 to 10 12.12 10 and more 0.00 technology no tpd received 15.15 1 to 5 51.52 6 to 10 27.27 10 and more 6.06 11 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 table 6. teachers’ perceived competence of the biology melcs rank biology melc weighted mean interpretation 1 bulk/vesicular transport 2.42 average 2 facilitated transport 2.55 good 3 atpadp cycle 2.55 good 4 central dogma of molecular biology 2.55 good 5 feedback mechanisms 2.61 good 6 basic taxonomic concepts and principles, description, nomenclature, identification, and classification 2.61 good 7 active transport 2.64 good 8 recombinant dna 2.64 good 9 sex linkage 2.67 good 10 mitosis 2.70 good ten items required enhanced teacher mastery. according to großschedl et al. (2014), the contentrelated knowledge of teachers significantly impacts students’ learning progress. in a study by chavan and patankar (2018), only a handful of the sampled higher secondary biology teachers are aware of biological concepts and can recognise and discriminate between biology facts, terminology, qualities, and concepts included in a biology textbook for eleventh graders. in addition, many students have common misunderstandings or misconceptions about biology and many abstract concepts are challenging to understand (khan & masood, 2015). one item obtained the lowest perception signifying the teacher respondents’ mastery is interpreted as “average”. this item is the content on bulk/vesicular transport from the topic transport mechanisms of the cell. similarly, from the same topic, the second least perceived by the teachers they lack mastery in is facilitated transport. cell membrane transport is covered in biology classes from high school through graduate school but membrane transport is difficult to understand, so students frequently mix up distinct types of transport mechanisms (halpin & gopalan, 2021). many students find it difficult to picture out processes at the molecular and cellular levels accurately, hence understanding them (mcdonald & gnagy, 2015). this is reflective of teacher competence in presenting processes at the micro level. more importantly, this is indicative that teachers also need support and strengthening in this aspect. azqiya and rahayu (2021) found that misconceptions about passive and active transportation processes are most common among students in the concept of membrane transport. the teacher, teaching method, learning medium, students' textbooks, and even students themselves were all factors that influenced the misconceptions that students had regarding the concept of membrane transport. the third biology melc perceived to be least mastered by the teachers was the atp-adp cycle from the energy transformation topic, followed by the central dogma of molecular biology. the atp-adp cycle is central to cellular respiration, a fundamental concept in biology that has received very little attention in studies until lately (ummels, 2014). the confusion with everyday terms such as respiration and breathing, as well as everyday ideas about energy, the biochemical nature of the concept, which necessitates understanding at the cellular, subcellular, and molecular levels, and thus the problem of connecting these levels of biological organisation, are all examples of learning difficulties (wierdsma et al., 2016). furthermore, complex processes and the use of technical words make learning some topics like cellular respiration challenging because it comprises numerous abstract notions that are difficult to grasp. many students have common misunderstandings about biology and complex processes and the use of technical jargon, such as in the case of cellular respiration, makes them difficult to comprehend (khan & masood, 2015). the central dogma of molecular biology, which outlines the basic flow of genetic information inside a cell, is one of the fundamental biological principles about which students still have many misconceptions after finishing biology classes (briggs et al., 2016). for students, the concept of genetics dictating inheritable qualities is frequently a relatively well-understood component of science. however, student comprehension suffers noticeably when it comes to genetics at the cellular or molecular level, thus the central dogma of molecular biology (basically, that genetic information passes from dna to rna to produce proteins) integrates chemically linked information components that are challenging for students to understand (holme, 2021). in addition, understanding the movement of genetic information inside the cell is essential for learning about inheritance, phenotypic expression, developmental biology, and evolution at a higher level (briggs et al., 2016). the alterations in the levels or directions of genetic information flow can lead to pathophysiological states such as uncontrolled cell division, tumour formation, and cancer, thus the central dogma of molecular biology is an important topic for undergraduate students interested in careers in medicine, allied healthcare professions, and biomedical research. additionally, a better understanding through optimal teaching-learning of the central dogma of 12 loseñara et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 1-14 molecular biology is key to ending vaccine hesitancy (holme, 2021) which is relevant in the current pandemic. biology teachers play a critical role in the transmission of biology content knowledge to students, therefore if biology teachers have some misconceptions or alternate conceptions about biology concepts, it will ultimately manifest in their students, negatively impacting their conceptual comprehension (chavan & patankar, 2018). supporting students in the development of subject matter/content knowledge is a major challenge for teachers, even more so for non-bs biology graduates teaching biology. thus, as shown in table 5 and discussed above, the four contents were the topics utilized for the tpd. there is a necessity for ongoing education of in-service teachers considering that most do not enrol in continuing or graduate studies, hence there is a possibility of knowledge stagnation during their professional lives. each of the four tpd sessions featured each of the contents as anchors particularly to enhance the teachers’ tpack. in-depth teacher education, professional development, and teacher self-study are all favourably connected to specific content-related knowledge categories (großschedl et al., 2014). conclusion most of the dpe graduates teaching biology were licensed professional teachers, had been teaching for three to ten years and were bs nursing graduates. in terms of tpds focused on biology, pedagogy, and technology, most teachers had undertaken an insufficient number of tpds. with regards to the biology teachers’ tpack, the respondents only agree on their competence in all knowledge bases and perceived that they were least competent in pedagogical competence and their pedagogical content knowledge. overall, the teachers reported agreeing on their tpack competence and ten biology melcs were identified as requiring enhanced teacher competence. therefore, there is a need to enhance the competence of cpe/dpe graduate biology teachers in their tpack and biology melcs, particularly all the tpack knowledge bases. thus, a need-based tpd anchored on the teachers’ tpack and their perceived competence in the biology melcs is beneficial and recommended to enhance the teachers’ tpack. acknowledgements the authors express their gratitude to the department of science and technology (dost), the school of education-university of san carlos, and the cebu technological university. conflicts of interest the authors 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https://doi.org/10.1080/15391523.2009.10782544 https://doi.org/10.3102/0013189x015002004 https://doi.org/10.1187/cbe.12-09-0143 https://doi.org/10.1007/s10639-019-10093-3 https://repository.ubn.ru.nl/bitstream/handle/2066/131865/131865.pdf https://doi.org/10.1080/00219266.2015.1058842 penggunaan nama ilmiah di judul tidak boleh disingkat jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 9 pengembangan media pembelajaran berbasis multimedia interaktif untuk meningkatkan pemahaman materi bioteknologi modern siswa kelas xii sma sri riani 1 , iin hindun 1 , moch. agus krisno budiyanto 1 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail: biologi.umm@gmail.com abstrak pesatnya perkembangan ilmu dan teknologi menjadikan bioteknologi sebagai salah satu bidang ilmu dalam biologi yang harus dikuasai sejak dini oleh siswa. berbagai permasalahan yang muncul dalam pembelajaran bioteknologi di sekolah, salah satunya adalah penggunaan media yang kurang tepat sehingga menyebabkan materi tersebut sulit dipahami oleh siswa. masalah lain adalah adanya keterbatasan waktu, sementara materi yang disampaikam lebih banyak bersifat aplikatif dan abstrak terutama pada bioteknologi modern yang membutuhkan waktu relatif panjang. tujuan dari penelitian pengembangan ini adalah mengembangkan media pembelajaran berbasis multimedia interaktif untuk meningkatkan pemahaman materi bioteknologi modern pada siswa kelas xii sma. model penembangan yang digunakan mengacu pada langkah-langkah pengembangan borg & gall (1983) yang dimodifikasi dari sukmadinata (2009) yang meliputi tiga kegiatan besar, yaitu: studi pendahuluan, pengembangan dan validasi. penelitian ini dilakukan pada tanggal 19 januari sampai 28 maret 2013 di man malang 2 batu. hasil penelitian pengembangan ini menghasilkan produk multimedia interaktif yang telah melalui proses uji coba dan telah dilakukan beberapa kali revisi berdasarkan saran ahli materi dan ahli media serta komentar dari siswa sasaran uji coba. multimedia interaktif yang dihasilkan memiliki kualifikasi sangat baik dan hasil eksperiment juga menunjukkan bahwa terdapat perbedaan tingkat pengetahuan materi bioteknologi modern antara sebelum dan setelah menggunakan multimedia interaktif, yaitu dari nilai ratarata sebelum menggunakan media (pretest) (54,03) meningkat menjadi (92,36) setelah menggunakan media (postest). kata kunci: bioteknologi modern, multimedia interaktif, pembelajaran bioteknologi merupakan salah satu ilmu terapan yang berkembang sangat pesat mengikuti tuntutan arus globalisasi dunia yang juga telah menimbulkan dampak semakin kompleksnya problematika yang dihadapi oleh manusia. agar dapat mengikuti perkembangan bioteknologi, maka materi bioteknologi dibelajarkan dalam kurikulum kelas xii sma. secara umum pengertian bioteknologi adalah aplikasi dari organisme biologis, sistem dan proses rekayasa dalam industri barang dan jasa untuk kepentingan manusia (hartono, 2011). bioteknologi dapat dikelompokkan menjadi bioteknologi konvensional dan modern. rekayasa yang masih dalam tingkat terbatas dan mudah diaplikaskan dalam masyarakat umum (misalnya di bidang pangan: tempe, tape, roti, bir) merupakan bioteknologi konvensional. sedangkan bioteknologi modern telah menggunakan teknik rekayasa tingkat tinggi dan memiliki pengaruh besar terhadap kehidupan manusia (abdurrahman, 2008). karena sifatnya yang multidisipliner, lebih banyak bersifat aplikatif dan abstrak sehingga bioteknologi modern membutuhkan penguasaan konsep dasar yang benar. alasan inilah yang mendasari peneliti untuk menjadikan bioteknologi modern sebagai fokus materi yang dikembangkan. hal yang mendukung untuk memberikan penguasaan dan kebermaknaan yang baik tentang bioteknologi modern kepada siswa adalah guru dituntut mampu melakukan pembelajaran yang benar dan sesuai. penggunaan media pembelajaran yang kurang tepat oleh guru juga menjadi salah satu faktor utama yang menyebabkan siswa kurang memahami materi yang disajikan. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 10 berdasarkan hasil wawancara awal yang dilakukan oleh peneliti kepada guru bidang studi biologi di man malang 2 batu, dioperoleh kesimpulan bahwa guru masih kesulitan menemukan sumber atau media pembelajaran yang tepat dan memiliki keefektifan yang tinggi. media yang selama ini digunakan adalah media pembelajaran yang disajikan secara terpisah, seperti: buku teks, lks, kumpulan video hasil download, foto, gambar dan animasi yang mana oleh guru tersebut masih dirasa kurang efektif karena harus menyediakan banyak media dalam setiap pertemuan. wawancara berikutnya dilakukan kepada siswa kelas xii man malang 2 batu dengan kesimpulan bahwa siswa lebih tertarik untuk mempelajari materi bioteknologi melalui video dan gambar animasi dari pada mempelajarinya melalui buku teks dan lks. alternatif yang dapat diberikan dalam hal ini, yaitu penerapan e-learning yang berisi konten multimedia interaktif. multimedia interaktif adalah suatu media yang sangat kompleks yang menggabungkan beberapa unsur media yang melibatkan teks, grafis, gambar, foto, audio, video dan animasi secara terintegrasi serta pengguna mendapatkan keleluasaan dalam mengontrol multimedia tersebut (mulyadi et al., 2010). penggunaan multimedia interaktif diharapkan dapat memberikan kemudahan kepada siswa dalam menyerap informasi secara cepat dan efisien, serta mempermudah siswa mendapatkan pengetahuan yang sulit diperoleh melalui pengalaman langsung. agar siswa tetap dapat memahami konsep bioteknologi modern dengan baik dan sesuai yang diharapkan, maka penelitian ini perlu dilakukan . metode secara prosedural langkah-langkah penelitian pengembangan media pembelajaran berbasis multimedia interaktif yang dimodifikasi dari model r & d borg and gall (1983) adalah studi pendahuluan,pengembangan, dan validasi seperti pada gambar 1. tahap penelitian ini dilakukan observasi/survey terhadap sekolah sasaran, yaitu man malang 2 batu untuk mengumpulkan data tentang keterampilan mengajar yang telah dimiliki guru bidang studi biologi khususnya dalam pemebelajaran bioteknologi modern. pada tahap ini, peneliti juga melakukan need asessement terkait dengan konsep-konsep materi bioteknologi modern yang akan dibelajarkan pada siswa dengan menyertakan instrumen yang berisi daftar pokok bahasan bioteknologi modern yang disusun peneliti berdasarkan pada sk/kd. data yang diperoleh pada tahap ini dijadikan sebagai acuan atau dasar dalam mengumpulkan bahan yang dilakukan pada tahap berikutnya yaitu, tahap studi pustaka. berdasarkan hasil wawancara yang diperoleh peneliti pada tahap awal penelitian pengembangan ini, selanjutnya peneliti melakukan studi pustaka untuk menemukan konsep-konsep atau landasan teoritis yang memperkuat media pembelajaran yang dikembangkan, dalam hal ini peneliti mempelajari buku dari berbagai sumber. berdasarkan pada hasil-hasil dari survey lapangan, need asessement dan studi pustaka, maka diperoleh keputusan mengenai materi atau konsep yang akan ditampilkan pada media. tahap selanjutnya peneliti mulai menyusun rencana pengembangan produk serta proses pengembangannya. melakukan perancangan prototipe pembelajaran dengan mendesain suatu pembelajaran yang mengacu pada teori belajar, yaitu dalam hal penyusunan materi pembelajaran. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 11 gambar 1. langkah-langkah penelitian pengembangan media pembelajaran (dimodifikasi dari sukmadinata, 2009). pada tahap ini ada dua hal yang menjadi perhatian khusus dalam mengembangkan media pembelajaran berbasis multimedia interaktif yaitu: (1) penyusunan naskah dan (2) pemrograman. uji coba media pembelajaran adalah langkah yang dilakukan untuk menilai kualitas multimedia interaktif sebagai media pembelajaran. uji coba dilakukan sebanyak 2 kali, yaitu uji ahli (ahli materi dan ahli media) dan uji coba terbatas. pada uji coba terbatas dilakukan dengan mengambil sampel sebanyak 10 siswa kelas xii ipa yang sudah menempuh materi bioteknologi. berdasarkan saran dan komentar perbaikan dari hasil uji coba, maka akan dilakukan revisi.. penelitian eksperiment dilakukan untuk mengetahui tingkat keterterapan multimedia interaktif dalam meningkatkan pemahaman siswa melalui pretest dan posttest dengan desain one group pretestposttes design. keterangan: o1= nilai pretest (sebelum menggunakan multimedia interaktif) o2= nilai posttest (setelah menggunakan multimedia interaktif) (sugiyono, 2011). tahap ini merupakan tahap akhir dari penelitian pengembangan. penelitian pengembangan media pembelajaran multimeidia interaktif yang dilakukan tidak sampai pada tahap diseminasi dan inplementasi, namun pengembangan yang dilakukan hanya sampai pada pengembangan atau pembuatan produk akhir. sehingga tahap ini diusulkan untuk dilakukan pada penelitian selanjutnya. uji coba media yang pertama, dilakukan kepada ahli materi dan ahli media dengan memberikan angket penilaian. uji coba ini bertujuan supaya ahli materi dan ahli media memberikan penilaian dan saran mengenai kesesuaian materi dan tampilan media pembelajaran o1 x o2 validasi studi pendahuluan pengembangan (2) studi pustaka (1) penelitian (survey lapangan dan need asessement) (3) perencanaan (4) pengembangan draf produk (produk awal) (5) uji coba ahli (6) revisi (7) uji coba terbatas (8) revisi produk hipotetik (9) penelitian eksperiment model (produk akhir) revisi (10) diseminasi dan implementasi jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 12 berbasis multimedia interaktif. jika terdapat saran perbaikan, maka akan dilakukan revisi dan hasil revisi akan diuji cobakan kembali pada ahli untuk mendapatkan penilaian yang maksimal. uji coba terbatas dilakukan dengan mengambil sampel 10 siswa kelas xii ipa man malang 2 batu yang mencerminkan karakteristik populasi seperti siswa dengan kemampuan tinggi, sedang dan rendah, serta laki-laki dan perempuan dari berbagai usia dan latar belakang. 10 siswa tersebut, mengisi angket penilaian (terdapat pada lampiran 6) terhadap tampilan multimedia interaktif. jika terdapat saran perbaikan, maka akan dillakukan revisi dan hasil revisi akan diujicobakan kembali pada siswa sasaran. subyek uji coba ahli, yaitu terdiri dari ahli media dan ahli materi. ahli media dalam hal ini adalah dosen fmipa kimia universitas negeri malang dengan tingkat akademik s-3 yang memiliki keterampilan di bidang multimedia pembelajaran. sedangakan ahli materi dalam hal ini adalah guru bidang studi biologi kelas xii man malang ii batu yang memiliki pengalaman mengajar di kelas xii selama 20 tahun dengan tingkat akademik s-1. subyek uji coba adalah 10 siswa kelas xii ipa man malang 2 batu. jenis data dalam pengembangan ini adalah data kualitatif dan data kuantitatif. data kualitatif diperoleh dari kritikan, tanggapan dan saran dari ahli materi, ahli media dan siswa sebagai audiens terhadap kualitas multimedia interaktif yang terdapat dalam kolom komentar pada angket. sedangkan data kuantitatif diperoleh dari hasil penilaian ahli media, ahli materi dan audiens melalui angket yang berisi pilihan skala (rating scale) terhadap kualitas multimedia interaktif serta data hasil pretest dan posttest siswa. pengembangan media pembelajaran berbasis multimedia interaktif pada materi bioteknologi modern ini menggunakan instrumen pengumpulan data yaitu: wawancara, studi dokumenter, angket dan metode tes. teknik analisis data ini digunakan dengan mengelompokkan informasiinformasi dari data kualitatif yang berupa tanggapan, kritik dan saran perbaikan yang terdapat pada angket. analisis data dijadikan acuan untuk memperbaiki atau merevisi produk pengembangan multimedia interaktif ini. untuk mengenalisis data yang terkumpul dari angket, maka akan digunakan analisis statistik deskriptif. data dari angket akan dianalisis untuk mendapatkan gambaran tentang media pembelajaran yang dikembangkan. hasil pretest dan posttest dianalisis menggunakan uji t untuk mengetahui perbedaan antara hasil pretest dan posttest. uji t dilakukan dengan menggunakan perhitungan melalui program spss 20.0. hasil dan pembahasan need asessement dan studi pustaka berdasarkan hasil penelitian (need asessement dan studi pustaka) diperoleh keputusan tentang substansi materi bioteknologi modren yang dikembangkan dalam media pembelajaran berbasis multimedia interaktif (tabel 1.). hasil uji coba produk awal media produk awal media pembelajaran multimedia interaktif diujicobakan pada ahli materi dan ahli media. data hasil penilaian ahli materi diperoleh dari guru pengampu mata pelajaran biologi kelas xii man malang 2 batu, yaitu dra. diah rahmawati sedangkan data hasil penilaian ahli media diperoleh dari seorang ahli multimedia pembelajaran di jurusan fmipa kimia universitas negeri malang, yaitu dr. munzil arief., s.pd., m.si (tabel 2). jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 13 tabel 1 subtansi materi bioteknologi modern hasil need asessement no pokok bahasan bioteknologi modern sub materi 1 dna sebagai dasar perkembangan bioteknologi modern konsep kromosom, dna dan gen 2 contoh/kajian boteknologi modern kultur jaringan rekayasa genetika  transplantas nukleus  fusi sel  rekombinasi dna 3 aplikasi pada salingtemas (sains, lingkungan, teknologi dan masyarakat) bidang kesehatan  pembuatan antibodi monoklonal  (reproductive cloning)  pembuatan vaksin  pembuatan hormon insulin bidang pertanian  tanaman transgenik bidang peternakan  kloning domba dolly 4 implikasi pada salingtemas  dampak positif  dampak negatif berdasarkan hasil penilaian dari ahli materi pada tabel 2. bahwa tidak perlu dilakukan revisi karena data sudah valid, artinya materi yang ada pada multimedia sudah tepat dan benar (tabel 3). berdasarkan hasil penilaian dari ahli media pada tabel 3, masih terdapat bagian yang perlu dilakukan perbaikan.saran dan perbaikan meliputi aspek: efektivitas teknologi, efektivitas desain pesan, efisiennsi teknologi, efisiensi deain pesan, dan daya tarik (tabel 4). setelah dilakukan penilaian terhadap produk awal oleh ahli media, selanjutnya peneliti melakukan perbaikan atas saran yang diberikan (tabel 3). setelah dilakukan perbaikan, selanjutnya media hasil revisi dinilai kembali oleh ahli media (tabel 5). hasil penilaian pada uji coba terbatas dapat dilihat pada tabel 6. setelah dilakukan penilaian terhadap produk hasil revisi pertama oleh 10 siswa pada uji coba terbatas, selanjutnya peneliti melakukan perbaikan atas saran yang diberikan (tabel 7). setelah dilakukan uji terhadap 10 siswa pada uji coba terbatas, selanjutnya peneliti melakukan perbaikan atas saran yang diberikan oleh dari siswa. setelah dilakukan perbaikan, selanjutnya media hasil revisi kedua diujicobakan kembali pada siswa yang sama (tabel 8). tabel 2. data hasil penilaian ahli materi no aspek yang dinilai persentase (%) kualifikasi 1 efektivitas isi/materi 100 sangat baik 2 daya tarik isi/materi 86,7 baik tabel 3. data hasil penilaian ahli media no aspek yang dinilai persentase (%) kualifikasi 1 efektivitas teknologi 83,3 baik 2 efektivitas desain pesan 80 baik 3 efisiensi teknologi 86,7 baik 4 efisiensi desain pesan 73,3 cukup baik 5 daya tarik 80 baik jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 14 tabel 4. komentar dan saran perbaikan dari ahli media no aspek yang dinilai komentar dan saran perbaikan 1 efektivitas teknologi  ilustrasi jangan langsung “play” sebaiknya di “stop” dulu. 2 efektivitas desain pesan  gambar mikroskopis, misalnya pembelahan sel perlu di perjelas lagi 3 efisiensi teknologi  lengkapi dengan tombol “back”/kembali untuk setiap sekuen 4 efisiensi desain pesan  pada halaman bantuan perlu ditampilkan bagaimana cara menggunakan media (operasional media) 5 daya tarik tabel 5. hasil penilaian terhadap media hasil revisi oleh ahli media no aspek yang dinilai persentase (%) kualifikasi 1 efektivitas teknologi 93,3 sangat baik 2 efektivitas desain pesan 90 sangat baik 3 efisiensi teknologi 100 sangat baik 4 efisiensi desain pesan 86,7 baik 5 daya tarik 96,7 sangat baik tabel 6. data hasil penilaian siswa pada uji coba terbatas no aspek yang dinilai persentase (%) kualifikasi 1 kejelajan format multimedia interaktif 77,7 cukup baik 2 kualitas multimedia interaktif 80,3 baik 3 ketertarikan siswa 81 baik tabel 7. komentar dan saran perbaikan dari siswa no aspek yang dinilai komentar/ saran perbaiakan 1 kejelajan format multimedia interaktif  ukuran tuisan kurang besar pada beberapa tampilan.  tampilan pada bagian implikasi terlalu monoton. 2 kualitas multimedia interaktif 3 ketertarikan siswa tabel 8. data hasil penilaian ke-2 pada uji coba terbatas no aspek yang dinilai persentase (%) kualifikasi 1 kejelajan format multimedia interaktif 91,3 sangat baik 2 kualitas multimedia interaktif 94,7 sangat baik 3 ketertarikan siswa 93,5 sangat baik hasil validasi produk hipotetik penelitian eksperiment dilakukan untuk mengetahui peningkatan pengetahuan siswa terhadap materi bioteknologi modern yang disajikan dalam multimedia interaktif melalui peretes (sebelum menggunakan multimedia interaktif) dan postest (setelah menggunakan multimedia interaktif). kemudian diperoleh skor pengetahuan sebelum dan setelah menggunakan multimedia interaktif (tabel 9). data perolehan nilai pretest dan postest pada tabel 4.9, menunjukkan bahwa 100% dari siswa sasaran uji coba mengalami peningkatan skor dan diperoleh skor rata-rata pretest (54,03) meningkat menjadi (92,36). jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 15 tabel 9. skor pengetahuan sebelum dan setelah menggunakan multimedia interaktif kesimpulan dan saran kesimpulan berdasarkan tahap tahap penelitian pengembangan yang telah dilakukan, dapat ditarik kesimpulan sebagai berikut: 1. multimedia interaktif yang dikembangkan memberikan kemudahan kepada guru dalam membelajarkan materi bioteknologi modern yang bersifat abstrak. 2. multimedia interaktif yang dikembangkan dapat dikategorikan sangat layak untuk digunakan dalam pembelajaran, hal ini berdasarkan pada hasil penilaian ahli dan penilaian siswa terhadap substansi isi dan fleksibilitas desain multimedia interaktif telah memenuhi kriteria uji kelayakan. ditinjau dari beberapa aspek penilaian multimedia interaktif melalui angket, rata-rata memiliki kualifikasi sangat baik. 3. penggunaan multimedia interaktif dapat meningkatkan pemahaman siswa pada materi bioteknologi modern. skor pengetahuan siswa sebelum menggunakan multimedia interaktif adalah rata-rata (54,03) meningkat menjadi (92,36) setelah menggunakan multimedia interaktif. 4. multimedia interaktif yang dikembangkan memiliki kelemahan dan kelebihan. kelemahan dari multimedia interaktif yang dikembangkan antara lain adalah sebagai berikut: a. multimedia interaktif yang dikembangkan tidak memiliki fasilitas waktu pada tiap sub materi. b. tidak terdapat fasilitas untuk mengatur volume suara pada multimedia interaktif dikarenakan pengembang mengalami kesulitan untuk mengatur volume masingmasing suara. kendala yang dialami adalah jika volume pada suara satu dirubah, maka suara yang lain ikut berubah. sedangkan kelebihannya adalah sebagai berikut: a. materi yang disampaikan singkat, padat dan jelas, serta sesuai dengan tuntutan sk/kd. b. tidak hanya berisi materi, nanum dilengkapi dengan fasilitas lain seperti glosarium, tujuan, halaman bantuan dan latihan soal yang dapat membantu siswa dalam memahami materi. terdapat fasilitas pengelolaan nilai dan penyimpanan perolehan skor yang didapatkan siswa serta fasilitas untuk mengoreksi jawaban siswa. saran saran-saran yang dapat disampaikan berdasarkan hasil yang diperoleh dalam kegiatan pengembangan adalah: 1. guru bidang studi biologi perlu menggunakan media pembelajaran multimedia interaktif untuk mempermudah guru dalam menyampaikan konsep-konsep abstrak yang terdapat pada materi bioteknologi modern. 2. pada pengembang berikutnya, disarankan untuk melakukan perbaikan pada kelemahan-kelemahan yang kelas xii ipa 1 kelas xii ipa 2 siswa nilai pretest nilai postest siswa nilai pretest nilai postest 1 55 100 19 55 80 2 55 95 20 50 90 3 50 95 21 45 95 4 55 95 22 60 85 5 55 90 23 55 90 6 65 95 24 45 85 7 55 95 25 60 95 8 40 80 26 65 90 9 45 85 27 35 95 10 55 90 28 40 85 11 55 85 29 70 100 12 60 95 30 50 100 13 50 80 31 65 100 14 55 95 32 65 95 15 50 95 33 45 90 16 55 95 34 50 95 17 35 90 35 65 100 18 65 100 36 70 100 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 9-16) sri riani dkk, pengembangan media pembelajaran 16 terdapat pada penelitian pengembangan ini, serta menjadikan hasil pengembangan ini sebagai acuan untuk menggembangkan bahan ajar cai. daftar pustaka abdurrahman, d. 2008. biologi untuk smk pertanian dan kesehatan kelas xii. bandung: grafindo media pratama. campbell, n. a. & reece, j. b. 2010. biologi edisi kedelapan jilid 1. terjemahan oleh wulandari. 2010. jakarta: penerbit elangga. ferdinad, f. p. & ariebowo, m. 2007. praktis belajar biologi kelas xii sma/ma program ilmu pengetahuan alam. jakarta: visindo media persada. hartono, r. 2011. bioteknologi pengembangan tanaman resisten terhadap hama dan penyakit, (online), (http://cs.upi.edu/uploads, diakses 24 november 2012). mulyadi, a. w. nurdin, e. a. & waslaluddin, m. t. 2010. pengembangan multimedia interaktif cai model instructional games untuk meningkatkan motivasi belajar siswa, (online), (http://cs.upi.edu/uploads/paper, diakses 24 november 2012). subardi. nuryani. & sadiq, p. 2008. biologi 3: untuk kelas xii sma dan ma. jakarta: pusat pembukuan, departemen pendidikan nasional. sugiyono. 2011. metode penelitian kualitatif kuantitatif dan r&d. bandung: alfabeta. sukmadinata, n. s. 2009. metode penelitian pendidikan. bandung: pt remaja rosdakarya. supriatna, d. 2009. pengenalan media pembelajaran. materi diklat etraining tk dan plb. bandung: pppptk tk dan plb. taharudin. 2012. pengaruh penggunaan macromedia flash terhadap motivasi dan prestasi belajar mata diklat las busur manual di smk n 2 pengasih. skripsi, jurusan pendidikan teknik mesin universitas negeri yogyakarta. trisdiono, h. 2013. strategi pembelajaran abad 21. (online), (http://lpmpjogja.org/ diakses 28 februari 2013). wati, t. w. 2010. perancangan cal (computer assisted learning) bahasa perancis berbasis multimedia sebagai media pembelajaran di sma negeri 6 yogyakarta. naskah publikasi, jurusan sistem informasi sekolah tinggi managemen informatika dan komputer amikon yogyakarta. http://cs.upi.edu/uploads/paper http://lpmpjogja.org/ universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 61-68 10.22219/jpbi.v5i1.7135 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 61 research article empowering scientific thinking skills through creative problem solving with scaffolding learning devi ratnasari a,1,*, suciati a,2, maridi a,3 a magister of science education, faculty of teacher training and education, universitas sebelas maret, jl. insinyur sutami no.36 a, katingan jebres, surakarta, central java, 57126, indonesia 1 devi_ratnasari1392@yahoo.com*; 2 suciati.sudarisman@yahoo.com; 3 maridi_uns@yahoo.co.id * corresponding author introduction the 21st-century was marked by the development of science and technology which had new challenges in the education field (ekanem, ekanem, ejue, & amimi, 2010; ogunseemi, 2015). according to griffin, mcgaw, & care (2012) students are required to have four important skills, namely way of thinking, the way of working, the tool of working, and living in the world. to meet these demands, students need higher-order thinking skills in associating the learning process (caleb chidozie chinedu, olabiyi, & kamin, 2015; jerome, lee, & ting, 2017). mcfarlane (2013) states that students need a learning process and higher-order thinking skills that can explain the process of science such as making new discoveries by utilizing problems in the surrounding environment. one of higher-order thinking that should be possessed by students is scientific thinking skills. someone who could think scientifically is a person who has the ability to receive, process and evaluate information in accordance with the context of science (bao et al., 2009). according to kuhn (2010) the ability to think scientifically has four aspects, namely: (1) inquiry, the discovery step that involves the scientific method in the process which includes the steps of finding the main idea of the problem, formulating a problem, designing a hypothesis and finding a solution to the problem; (2) analysis, the process of confirming data obtained with existing theories so as to obtain the truth; (3) inference, the process of confirming the truth between the theories used to find the idea of completion with the data obtained so that conclusions are obtained a r t i c l e i n f o a b s t r a c t article history received november 28, 2018 revised february 23, 2019 accepted february 27, 2019 published february 28, 2019 scientific thinking is a crucial skill for students in facing 21st-century challenges. the aim of this study was to analyze the effect of creative problem solving (cps) with scaffolding learning implementation on students' thinking skills. the study employed pre-experimental design in which the sample was 96 of population was 270 students. the sampling technique used was cluster random sampling. the data obtained from the test instrument constructed from four aspects observed. the data was analyzed using dependent t-test. the results showed that there was an influence of the cps with scaffolding on students' scientific thinking skills. thus, cps with scaffolding learning effectively empowered the students’ scientific thinking skills. copyright © 2019, irwan, et al this is an open access article under the cc–by-sa license keywords creative problem solving scaffolding learning scientific thinking skills how to cite: ratnasari, d., suciati, s., & maridi, m. (2019). empowering scientific thinking skills through creative problem solving with scaffolding learning. jpbi (jurnal pendidikan biologi indonesia), 5 (1), 61-68. doi: https://doi.org/10.22219/jpbi. v5i1.7135 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7135 https://doi.org/10.22219/jpbi.v5i1.7135 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7135&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 61-68 62 ratnasari et.al (empowering scientific thinking skills …) accordingly; and (4) argumentation, the process of students conveying their findings and also utilizing findings in daily life. scientific thinking skills are the basic competency of problem-solving skills (bao et al., 2009; mccomas, 2014). scientific thinking skills also play a role in the development of higher-order thinking skills. thus, empowering high-order thinking skills of students can be done by empowering their scientific skills. in addition, these skills also influence students' logical and systematic thinking (jo & bednarz, 2014). therefore, scientific thinking skills are skills that must be possessed by students. based on previous research that has been carried out, empowerment of scientific thinking skills has been done by some researchers. however, those researches were only limited to certain aspects. research that empowers all aspects is still rarely found. aspects that have been widely empowered in existing research are aspects of inquiry and analysis (kuhn & dean, 2005). whereas, the other research just focused on aspects of inference (kuhn, 2010). in addition to aspects of the ability to think scientifically, another empowerment that has been done are using learning tools. in indonesia, some research that focused on scientific thinking skills has also been conducted. the research conducted by wijayanti (2014) investigated the influence of authentic assessment on the learningbased scientific approach. in addition, there is also researcher that develop textbooks and learning media (fitriyanti, hidayat, & munzil, 2017). the other researchers studying the effect of discovery models on scientific thinking skills (anas, 2016). in his research, anas informed that the scientific approach-based learning model can empower students' scientific thinking abilities. the result is supported by thitima & sumalee (2012) who concluded that the model-based scientific approach was also able to effectively empower the ability to think scientifically. based on some previous studies, the implementation of appropriate learning model has the potency to empower students’ scientific thinking skills. the scientific approach-based learning model is effective to empower students' scientific thinking skills. the scientific-based learning model is able to facilitate all aspects of the ability to think scientifically (thitima & sumalee, 2012). one learning model based on the scientific approach is creative problem solving (cps) learning model. the cps learning model is a learning model that systematically refers to students' creativity in solving problems (putra, widodo, jatmiko, & mundilarto, 2018; sari, ikhsan, & abidin, 2018; vidal, 2010; zidulka, 2017). the model is in line with the scientific approach where students must act as scientists to find their own knowledge. science learning is always referring to discoveries that begin with a question about the problems that arise (bevins & price, 2016; hu, xiaohui, & shieh, 2017; marra, jonassen, & palmer, 2014). this concept is the basis of the cps learning model (lederman, lederman, & antink, 2013). the syntax of the cps learning model according to osborn-parnes (ayers, 1989) is (1) mess finding: students are given problems and students are required to observe existing problems and find the object of problems that must be resolved; (2) fact finding: students will find initial data from object problems that will be resolved so that later students are able to formulate the problems to be solved; (3) problem finding: students compiling the formulation of the problem to be solved; (4) idea finding: students discover the possible problemsolving ideas; (5) solution finding: students accommodate all the ideas of settlement ideas that have been proposed, then selects which ideas are suitable for problem-solving based on existing theories; (6) action finding: students testing the solution ideas that have been proposed to obtain data actually so students are able to do it confirm the data with the existing theory whether the solution formed at the beginning is in accordance with the problems that arise. each step of the cps model is generally an aspect of the scientific approach. students who do not understand the problem solving by using a scientific approach will certainly experience difficulties in applying this learning model as a whole (zaim, 2017). therefore, students need to get help before carrying out the learning process using the cps learning model. possible assistance that could be carried out by the teacher to overcome this condition is introduced scaffolding during the learning process. through scaffolding, teacher assisting gradually to students who are referring to the difficulties faced by students during the learning process (belland, 2017; chairani, 2015; malik, 2017; murtagh & webster, 2010). scaffolding helps students in the process of finding and solving problems in a guided manner. guidance given will be gradually reduced when students have been able to solve their own problems. scaffolding teaches students to interact with teachers and peers in the learning process. according to vygotsky, the interaction of interpersonal (social), cultural-historical and individual factors is the main center of human development. interactions that occur between students and the surrounding environment will stimulate the development process and will encourage students' cognitive development in solving problems. scaffolding has three stages, namely; (1) environmental provisions; (2) explaining, reviewing and restructuring; and (3) developing conceptual thinking (walshaw, 2016). scaffolding must be done because it can help students recall the basic knowledge that students have and help stimulate new knowledge with the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 61-68 63 ratnasari et.al (empowering scientific thinking skills …) help of the teacher. in addition, scaffolding is also able to build student motivation in learning and reduce students' insecurity when unable to solve problems in the learning process. the application of cps in the learning process, as well as educational research in indonesia, is still rarely found. some researchers have conducted this kind of study. some of these studies included researchers who examined the effect of cps on metacognitive skills (effendi, 2017) and mathematical problem-solving skills (zulyadaini, 2017). research that examines the effect of applying this model on scientific thinking skills is still difficult to find. therefore, the purpose of the study was to analyze the effect of the cps learning model along with scaffolding on the ability to think scientifically in students. method the pre-experimental research was chosen as research designs in this study. the independent variable in this study was the cps learning model accompanied by scaffolding. the dependent variable in this study was the ability of students to think scientifically. the research was carried out in state high schools in special province of yogyakarta. the population is 270 students whereas the research sample was 96 11th grade students of yogyakarta 8 high school. the sample was taken by cluster sampling technique. since the number of students and the proportion of students in each school was different, before taking samples using cluster sampling, it is necessary to use stratified random sampling. the study was conducted in the second semester of the 2017/2018 school year in 11th grade mipa with the topic of the digestive system. the research phase was divided into three stages, namely the stages of preparation, data collection and data processing. the preparation phase includes the preparation stages of research instruments which include learning instruments that use the cps learning model along with scaffolding, learning outcomes measurement instruments and instruments for measuring scientific thinking abilities. the data collection phase includes the implementation stage of the learning process using the cps learning model along with scaffolding followed by measurement of the ability to think scientifically. the syntax of the cps learning model along with scaffolding is presented in table 1. table 1. syntax of cps with scaffolding syntax of cps (osborn-parnes) syntax of scaffolding syntac of cps with scaffolding 1. environmental provisions 1. environmental provisions 1. mess finding 2. mess finding 2. fact finding 3. fact finding 3. problem finding 4. problem finding 2. explaining, reviewing and restructuring 5. explaining, reviewing and restructuring 4. idea finding 6. idea finding 5. solution finding 7. solution finding 3. developing conceptual thinking 8. developing conceptual thinking 6. action finding 9. action finding table 2. aspects of scientific thinking skills aspects indicator 1. inquiry a. formulating objectives. b. identify the results of observations of issues / phenomena. c. explain the definition of the problem statement. d. formulate problems based on issues / phenomena. e. make a hypothesis. f. explain the definition of a hypothesis. 2. analysis a. reasoning on the results of the literature review. b. designing experimental designs. c. presenting experimental data. d. expressing concepts or theories from observations. 3. inference a. make conclusions. b. match conclusions with hypotheses. 4. argument a. resolve problems using experimental results theory. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 61-68 64 ratnasari et.al (empowering scientific thinking skills …) measuring the ability of scientific thinking was done by giving multiple choice test questions arranged based on aspects of the ability to think scientifically according to (kuhn & dean, 2005). tests include the pretest and posttest tests. pretest was given before the learning process in the digestive system topic starts and the posttest was given after the learning process is complete. the questions amounted to 20 multiple choice questions which were previously validated by two experts which included construct validation and content validation. the scientific thinking ability test indicators are presented in table 2. then, data from the research results were analyzed using inferential statistical analysis techniques. the statistical test used was the dependent t-test, which previously performed the normality test using the kolmogorov-smirnov test and homogeneity test using the levene’s test with the help of spss 21. results and discussion cps is one of the problem-based learning model. through the incorporation of the cps syntax with the scaffolding step, it produces a new learning syntax that may able to empower students' thinking abilities. in this study, the positive impact of cps learning model with scaffolding was studied and scientific thinking skills, as well as learning outcomes, were chosen as a learning parameter. the frequency distribution of scientific thinking skills score tests and learning outcomes score test are presented in table 3 and table 4, respectively. based on table 3, the interval score between 79 and 82 is the common score obtained by students. on the other hand, based on table 4, the average value of the highest student learning outcomes is in the range 88-91 which is equal to 41.67%. table 3. frequency distribution of scientific thinking skills data interval frequency percentage (%) 75-78 25 26,04 79-82 34 35,42 83-86 26 27,08 87-90 9 9,38 91-94 0 0 95-98 2 2,08 total 96 100% furthermore, data on learning outcomes and scientific thinking abilities were analyzed using the dependent t-test. the results of the analysis data are presented in table 5. based on the results of data analysis, it was obtained that there was a significant influence of cps learning model and scaffolding on the ability to think scientifically (p < .005). however, the difference result was obtained in learning outcomes parameters (p = .092). table 4. distribution of frequency of learning outcomes score interval frequency percentage (%) 80-83 9 9,37 84-87 18 18,76 88-91 40 41,67 92-95 24 25 96-99 5 5,2 total 96 100 table 5. result of the data analysis parameters t-value p-value scientific thinking skills 14.502 <.005 learning outcomes 1.700 .092 the cps learning model could accommodate students to train their ability in solving the problem. through implementing this learning model, the students are habituating to solve the problem creatively (putra, widodo, jatmiko, & mundilarto, 2018; sari, ikhsan, & abidin, 2018; vidal, 2010; zidulka, 2017). this information is in line with john dewey's theory. in theory, problem-solving is explained as an active thinking process based on the thought process towards definitive conclusions. in addition, it is in line with bruner's constructivism view, which considers that students will give better results if they are facilitated to seeking knowledge and experience actively and independently. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 61-68 65 ratnasari et.al (empowering scientific thinking skills …) however, the application of the cps learning model has disadvantages. one such weakness is the difficulty of students in carrying out problem-solving activities. therefore, scaffolding activities carried out by teachers in this study are expected to minimize these problems. scaffolding activity was chosen as treatment in this study due to some references informed that this activity could assisting students during facing difficulties in learning process (belland, 2017; chairani, 2015; malik, 2017; murtagh & webster, 2010). moreover, chairani (2015) states that scaffolding is an effective method used to minimize student learning difficulties in problem-solving. this statement is in line with samana (2013) who stated that scaffolding is not only effective for use by teachers but students are also able to do scaffolding among small groups between students, so as to help construct knowledge between students. in this study, scaffolding was indicated could help students overcome the difficulties during do the problem-solving activities. cps learning model with scaffolding is a learning model that combines the syntax of both where it is intended to produce a learning model that can empower all aspects of students' scientific thinking abilities. scaffolding incorporated into the learning model aims to reduce the lack of the cps learning model to bridge students in connecting the actual and potential zones of students. in accordance with the main concept in vygotsky's learning theory (shabani, 2016; shabani, khatib, & ebadi, 2010), zone of proximal development (zpd), there are various difficulties students may experience towards their potential zones, including 1) when solving problems students have limited working memory; 2) students' difficulties in carrying out analysis in solving problems; 3) the initial knowledge possessed by students is not comprehensive and is not well integrated into the subject matter; 4) students' difficulties in recalling knowledge that has long been obtained. according to van de pol, volman, and beishuizen, (2010) and van de pol, volman, oort, and beishuizen (2015), various difficulties will be reduced by using the application of scaffolding in the learning process. this is in accordance with the results of the study that through the learning process with the cps model accompanied by scaffolding higher learning outcomes were obtained. the positive impact of the application of the scientific approach based learning model as in this study is in line with the report from anas (2016). anas concluded that the selection of learning models that accommodate aspects of the scientific approach can improve students' scientific thinking skills. the learning model chosen in his research is the discovery learning model, while in this study using the cps model accompanied by scaffolding. in the case of cps, the learning model can facilitate student in learning biological content through a scientific approach. the student will be habituating with some scientific process, such as observing, asking, reasoning, analyzing and communicating. the positive results of this study are also in line with various previous studies which also examined the positive impact of cps learning models implementation. some of these studies reported that the application of cps was able to increase student interest (yin, 2015), learning outcomes (lu & lin, 2017) and students’ academic achievement (putra et al., 2018). however, although the cps learning model influences students' scientific thinking abilities, this treatment did not significantly influence student learning outcomes. this result can be caused by some condition, both internal and external factors. the internal factors of students include students' readiness in receiving learning. when the learning schedule is in the afternoon students tend to be lazier and already look tired to follow the learning process. in contrast to students who get morning lesson schedules, students look more enthusiastic and enthusiastic in following the learning process. external factors of students include the environment and learning devices. a conducive environment is also able to influence how students can receive learning. this results in the acquisition of an insignificant score on the analysis of learning outcomes. conclusion the conclusion of the study stated that the cps learning model with scaffolding had a significant effect on students' scientific thinking abilities. the syntax of the cps learning model is combined with the scaffolding step so that it produces a learning syntax that can accommodate aspects of the scientific approach that can empower students' scientific thinking abilities. the application of the cps learning model with scaffolding is expected to be a solution in empowering students' scientific thinking abilities. the cps learning model accompanied by scaffolding that contains a combination of syntax can accommodate aspects of students 'scientific thinking abilities so that it is easier for teachers to train or empower students' scientific thinking skills. the learning process using the cps with scaffolding is very 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(2017). effects of creative problem solving learning model on mathematical problem solving skills of senior high school students. iosr journal of research & method in education, 7(3), 33–37. doi: https://doi.org/10.9790/7388-0703033337 https://doi.org/10.11575/prism/25483 https://doi.org/10.9790/7388-0703033337 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 9-16 10.22219/jpbi.v5i1.7080 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 9 research article scientific literacy profile in biological science of high school students novaristiana r a,1,*, yudi rinanto a,2, murni ramli a,3 a department of biology teacher education, faculty of teacher training and education, universitas sebelas maret, jalan insinyur sutami no.36 a kentingan, jebres, surakarta, central java 57126, indonesia 1 novaristyas@gmail.com*; 2 yudi.rinanto@staff.uns.ac.id; 3 mramlim@staff.uns.ac.id * corresponding author introduction indonesia took the pisa test since 2000, which held every three years. however, from 2000 to 2015, scientific literacy skills of indonesian students have always been ranked lower other countries. in 2000, 2003, 2006, 2009, 2012, and 2015 respectively, indonesian students were ranked 38 out of 41 countries, 38 out of 40 countries, 50 out of 57 countries, 60 out of 65 countries, 64 from 65 countries (bagiarta, karyasa, & suardana, 2015), and 64 out of 72 countries (oecd, 2015). the low scientific literacy skills of indonesian students are concerning matter given the importance of scientific literacy skills in the 21st-century. science literacy can be the determinant of students’ ability to solve problems occurring in everyday life, both those individual and global problems (choi, lee, shin, kim, & krajcik, 2011). scientific literacy is very important to understand and develop the technology in the era of globalization. adisendjaja (2010) explained mastering the scientific literacy is important for students because they closely related to students’ understanding of health, environment, economy, and the problems of society in this era, which depends on the progress of science and technology. a r t i c l e i n f o a b s t r a c t article history received november 11, 2018 revised february 07, 2019 accepted february 23, 2019 published february 28, 2019 scientific literacy is very important for students, so that they can live in the 21st-century, including solving problems that occur in everyday life. this study was aimed to get an overview of the high school students’ scientific literacy profile in biology learning in the surakarta city, central java, indonesia. this research was ex-post-facto, looking at the effects of school type and school status. the population was 8750 students from general high schools, vocational high schools, and islamic high schools. the sample of 334 students was selected using the proportionate stratified random sampling. the data were collected using scientific literacy tests. the test instrument was prepared by translating the pisa tests on biology from 2006 to 2015 into indonesian. the test does not take place simultaneously in all schools. the results showed the high school students’ biological science literacy in surakarta city was very low, except for the private ihss students, who gained the low category. if viewed from the trend of the achievement levels, high school students in surakarta city get the lowest achievement level at level 6 and highest at level 5. it concluded the high school students’ scientific literacy in surakarta city were very low. copyright © 2019, novaristiana r et al this is an open access article under the cc–by-sa license keywords high school students pisa scientific literacy secondary education how to cite: novaristiana r, n., rinanto, y., & ramli, m. (2019). scientific literacy profile in biological science of high school students. jpbi (jurnal pendidikan biologi indonesia), 5(1), 9-16. doi: https://doi.org/10.22219/jpbi.v5i1.7080 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7080 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7080 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7080&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 9-16 10 novaristiana r et.al (scientific literacy profile …) scientific literacy is the soul of knowledge, ways of life, and tools used for individuals and international competitions (mcfarlane, 2013). according to the oecd (2016), scientific literacy is the persons’ ability to involve themselves in solving scientific problems with scientific ideas in the reflective society. scientific literacy is the ability to understand scientific processes and scientific knowledge in everyday life (fives, huebner, birnbaum, & nicolich, 2014). scientific literacy skills equip students with the knowledge and skills to solve problems occurring in everyday life, both individual and global problems (choi et al., 2011). lederman, lederman, and antink (2013) stated the scientific literacy affects the decision-making to solve problems occurring within individuals or society. gormally, brickman, and lut (2012) stated the scientific literacy emphasizes individual science knowledge to solve the problems in the real world. one factor causing the students’ low scientific literacy is because they are not used to solving the problems or tests related to science process skills which are the major part of scientific literacy (odja & payu, 2014). majority of the learning process only takes place in the process to transfer the knowledge from the teachers to the students (suciati et al., 2014) and encourages them to memorize the materials (pantiwati & husamah, 2014). so they are less trained to master the process skills and cause their low scientific literacy skills (ariyanti, 2016). other factors influencing the scientific literacy of indonesian students are: (a) curriculum and education system; (b) selection of learning methods and models by the teachers; (c) learning facilities; (d) learning resources; (e) teaching materials; and others (kurnia, zulherman, & fathurohman, 2014). demir (2016) expressed another opinion about the factors influencing the acquisition of scientific literacy, such as (a) students’ economic status; (b) students’ social status; and (c) students’ attitudes in school, which include their learning activities, learning outcomes in school, and students’ views on education or activities at the school. people can be categorized as the scientifically literate if they master the scientific literacy competencies. oecd (2015) stated the scientific literacy competencies comprises the three criteria: (a) explaining the phenomena scientifically; (b) evaluating and designing scientific investigations; and (c) interpreting scientific evidence and data. besides dividing scientific literacy into 3 competencies, the oecd also divided the levels scientific literacy mastery. it is divided into 7, from levels 1 to 7. the higher the level, the more able students’ scientific literacy in abstract and complex matters. conversely, the lower the level, the more able students’ scientific literacy in the contextual and simple matter. the pisa test assesses the students’ literacy skills including 4 aspects: context, content, competence, and attitude. scientific literacy skills of indonesian students are unsatisfactory ranked lower internationally. they achieved the lowest level (level 1). the pisa scores showed the indonesian students just arrived at the ability to recognize the basic facts, but they are not yet able to communicate, relate, and apply their skills to scientific topics. the pisa test has been used several times by indonesian researchers to assess the students’ scientific literacy. besides using the translated pisa instruments, they also developed their scientific literacy assessment instruments based on the oecd’s scientific literacy competencies. suciati et al (2014) have composed the instruments based on the oecd criteria to assess students’ scientific literacy in biology learning in several high schools in surakarta and surrounding areas. the results showed the students’ low scientific literacy abilities. but the number of samples used was relatively low to represent the entire population of high school students in surakarta city. so, it cannot be used to generalize the achievements of scientific literacy of high school students in surakarta city. recently, there are no comprehensive data about the status of the high-school students’ scientific literacy in surakarta city. so, it is necessary to conduct research on that matter, which will be useful to improve the strategies to improve students’ scientific literacy in surakarta in particular, and indonesia in general. the objectives of this study were: (a) to get an overview of the scientific literacy profile of high school students in surakarta city based on the type of school; and (b) to get an overview of the scientific literacy profile of high school students in surakarta city based on school status. method this research was an ex-post-facto research. the population was the high school students in surakarta city. populations originating from vhss were reduced and selected from vhss which has integrated science or biology subjects. the population (in 2017) was 8750 students. the samples were determined by using the formula from isaac and michael with α=5%. the total samples of 334 students were selected using the proportionate stratified random sampling. the sample of high school students was 218 students from 4 public ghs and 4 private ghs in surakarta city. the vocational students were 80 students randomly selected from 2 public vhs and 3 private vhs. the samples from the islamic high schools were 36 students randomly selected from 1 public ihs and 1 private ihs. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 9-16 11 novaristiana r et.al (scientific literacy profile …) based on the students ‘admission data of public ghss in surakarta city in 2015–2017, one of the ghs chosen was a favorite school. but the other three were not. the favorite one is the first rank in the national exam in the city surakarta. while the private ghss selected were ranked as top 15 in admission data in surakarta city. the data were collected using scientific literacy tests. scientific literacy assessment instruments in biological science were produced by translating and selecting questions from the 2006–2015 pisa tests. the pisa test has been tested for its validity and reliability so that for the sake of research the instrument is only validated based on expert judgment. the instrument readability also tested on some 15 to 17-year-old students. the question items were 25 in multiple-choice questions and 5 in the “yes/no” questions. the students’ raw scores were changed to 100 standard scores with the formula proposed by purwanto (2009) as seen at formula 1. the standardized students’ scores then categorized based on the level of scientific literacy from pisa, and pisa scientific literacy competencies. (1) information: np = standardized students’ score; r = raw students’ score; sm = students’ maximum score; 100 = constanta the students’ score then categorized from very low to very high by referring to intervals and criteria in table 1. the results were tested for differences using the kruskal-wallis test. the kruskal-wallis test was used because data were not normal from the normality test. table 1. the criteria for students’ scientific literacy in biological science in surakarta interval criteria 86–100 very high 76–85 high 60–75 mediocre 55–59 low ≤ 54 very low (source: modified from purwanto, 2009) results and discussion figure 1 showed the achievements of scientific literacy of high school students in all types and status of schools in surakarta city. if viewed from the types of school, the order from high to low was ihss, ghss, and vhss students. the kruskal-wallis test showed the significance value of 0.000 (sig. <0.05) which means there was no significant difference in the achievements of scientific literacy between the students from all types of schools. figure 1. achievement of scientific literacy of high school students in surakarta city figure 2 showed the achievement of students’ scientific literacy in the three test-groups (ghss, vhss, and ihss students in surakarta city) vary at each level. ghss and vhss students achieved mediocre results for levels 1 and 5 while other levels were very low. the ihss students also got mediocre results for levels 1, 2, and jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 9-16 12 novaristiana r et.al (scientific literacy profile …) 5, and very low results for levels 3, 4, and 6. if viewed from the achievements of scientific literacy competencies, ghss students got very low results in all three competencies, the same thing for vhss students. for ihss students, the achievement for competencies a and b were very low, and competency c was low. figure 2. levels of students’ scientific literacy in biological science based on the types of the schools figure 3 showed the public ghss students got high result for level 1, very high for level 5, mediocre for levels 2 and 4, low for level 3, and very low at level 6. while private ghss got mediocre result for levels 1 and 5, and very low for level 2, 3, 4, and 6. the private ghss students were outperformed by public ghss students in all three scientific literacy competencies. the achievement of science literacy competencies of public ghss students was mediocre for competency c, low for competency a, and very low for competency b. while private ghss got very low criteria for all competencies. figure 3. levels of ghs students’ scientific literacy in biological science based on the schools’ statuses. figure 4 showed the public vhss students got mediocre criteria only for level 1, low for level 5, and very low for level 2, 3, 4, and 6. while for private vhss students got mediocre result for levels 1 and 5, and very low for level 2, 3, 4, and 6. both public and private vhss students got very low results for each of scientific literacy competencies. figure 5 showed the public ihss students got mediocre for level 1, low for levels 2 and 5, and very low for level 3, 4, and 6. while the private ihss students got high for level 5, mediocre for levels 2 and 6, low for level 1, and very low for levels 3 and 4. public ihss students got very low for every scientific literacy competencies. but the private ihss students got mediocre for competency c, low for competence b, and very low for competency a. from the statistical analysis, it can be concluded that the achievement of students’ scientific literacy in all types of school (ghss, vhss, and ihss) in surakarta city was not significantly different. in successions, the schools with the highest to the lowest scientific literacy achievement rates were ihss, ghss, and vhss students. the ihs students got overall scientific literacy achievement of 51.39, the ghs students were 49.51, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 9-16 13 novaristiana r et.al (scientific literacy profile …) and vhss students were 46.88. vhs students got the lowest position compared to ghss and ihss students. the low achievement in science literacy of vhss students can be caused by a different curriculum. the curriculum for science subjects in vhs is tailored based on the vocational specialty chosen by the students. so, it’s different from the biology curriculum in ghss and ihss. figure 4. levels of vhs students’ scientific literacy in biological science based on the schools’ statuses. figure 5. levels of ihss students’ scientific literacy in biological science based on the schools’ statuses. according to purnomo and munadi (2005), vhss are the vocational educations which prioritize students’ competency in certain types of work (skill specialization). although vhss students are equipped with basic skills to adjust to the development of science and technology, in this study it was found the achievement of scientific literacy levels and competencies was very low and the lowest compared to other types of secondary educations. the high average value of achievement for ihss students can be caused by the number of sample groups for ihss were less than those of ghss and vhss. this error was a sampling error. (kahar, 2010)explained the smaller the number of samples can increase the occurrence of sampling errors in the survey. the number of samples from ihss students is less than ghss and vhs students caused by the ihss students were less than ghss and vhss students. statistically, the sample size for ihss students for this study was in accordance with the theory of sampling techniques applied by researchers. if viewed from the schools’ statuses, there were differences. public ghss students got higher achievements than the private ghss students. the achievement for public and private ghss were 57.37 and 43.44 respectively. these results were in accord with rianti (2016) and aini and syarifuddin (2016). they stated the public ghss students, on average, got higher achievement in the mastery of scientific literacy compared to the private ones. aini and syarifuddin (2016) studied the scientific literacy of eleventh graders in kisaran city. while rianti (2016) has done it on ninth graders in pringsewu district, pagelaran regency. aini and syarifuddin (2016) argued the differences in scientific literacy mastery came from the fact the public ghss have better facilities to support science learning than the private ones. but different results shown by ihss and vhss students. public jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 9-16 14 novaristiana r et.al (scientific literacy profile …) vhss students got 42.35 and the private vhss students were 50.22. public ihss got 48.77 and 54.31 for the private ihss students. it showed the private vhss and ihss students have the better mastery of scientific literacy than the public vhss and ihss students. those results showed the statuses of the schools did not become the defining factor for the mastery of scientific literacy. kurnia et.al. (2014) stated some factors affect the mastery of scientific literacy, such as the curriculum and education system, selection of teaching models and methods by the teachers, learning facilities, learning material, learning resources, etc. if we categorized the levels of scientific literacy mastery, we can see the trend in the students’ mastery. the test groups got the highest mastery on the levels 1 and 5, and the lowest one on level 6. on level 1, all test groups got mediocre results, except for public ghss (high) and private ihss (low). these results were in confirmed the indonesian students’ pisa results in previous years, which were at the low category and the majority were on the level 1. level 1 scientific literacy means the students’ understanding was limited and only able to implement their understanding in small and/or familiar situations. it means they were only able to offer the scientific explanation based on the given facts (oecd, 2007). toharudin, hendrawati, and rustaman (2011), explained the scientific literacy skills of indonesian students limited to identify basic facts, but they cannot communicate their understandings, interconnect the concepts, and apply their understanding to scientific topics. on level 2, in general, all groups got results in the low category. whereas on the levels 3 and 4, all group showed results in the low category. these results showed the students’ mastery of scientific literacy on level 2, 3, and 4, were at the low category. for level 5, all groups showed mediocre results. but students from public ghss and private ihss got the high results, and for public ihss got the low category. in this level, all groups gained better results compared with other levels. this was an anomaly, considering the low mastery on the level 2, 3, and 4. odja and payu (2014), argued the low students’ mastery of scientific literacy was because they were not used to solving the problems or questions related to science process skills. the anomaly for the level 5 occurred because the questions posed were familiar to the students. the questions were about reading and inferring the graphs. slamet and maarif (2014) argued one of the most familiar types of test for the students was inferring and analyzing the graphs, diagrams, or pictures. the question item to assess the level 5 was the question no. 7. that question assesses the students’ mastery at level 5 and competency c. from that question we can assess the students’ skill to analyze the complex data and find the right conclusion (oecd, 2016). at level 6, most of the test groups got the result in the low level, except for the private ihss students (mediocre). according to pisa (oecd, 2016) at level 6 students should be able to apply interdisciplinary scientific ideas and interrelated concepts. they also able to make hypotheses to explain scientific events and processes, and arrange scientific predictions using procedural and epistemic knowledge. in interpreting data and evidence, they can distinguish between the relevant and irrelevant information and can use the knowledge got outside the school. they can also distinguish scientific and non-scientific arguments and can evaluate the design for the experiments, scientific studies, and scientific simulations. the results showed the students’ mastery of level 6 scientific literacy skills was low except for the private ihss students (mediocre). students’ mastery of the competency (a) (explaining phenomena scientifically) can be classified as very low. mastery of the competency (a) in private ghss student test group was categorized as low. students’ mastery of the competency (b) (evaluating and designing scientific investigations) were very low, except for the private ihss test group (low). students’ mastery of the competency (c) (interpreting scientific evidence and data) were very low, except in the test group of public ghss and private ihss students. based on the results, it can be concluded the students’ mastery of scientific literacy competencies was very low. ayuningtyas (2016) in their research also found the students’ scientific literacy competencies were classified as very low for the ninth grader of kedaton district in bandar lampung city. the low mastery of scientific literacy among the high school students in surakarta city was in accord with the opinion from hobson (2008) and odja and payu (2014) which states, globally, scientific literacy was still low. another study by sudarisman et al. (2014) revealed the scientific literacy of students in several schools in surakarta city was still unimpressive. scientific literacy can be improved through science-based education (holbrook & rannikmae, 2016). science education considers that education is obtained through science, not vice versa. holbrook and rannikmae (2016) stated science education include understanding the science, intellectual and communication skills, and student character. the application of science education to improve scientific literacy very depends on the curriculum assigned by the government. in indonesia, the national curriculum of 2013 has been implemented, with the learning process that emphasizes the students’ active involvement in the learning process for independent knowledge building (shafa, 2014). however, the application of said curriculum in the real situation has not been seen optimum. some schools are not ready to implement the said curriculum (permanasari, 2014) resulting in low students’ mastery of scientific literacy. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 9-16 15 novaristiana r et.al (scientific literacy profile …) students’ mastery of scientific literacy can be improved through the improvement in the application of curriculum of 2013 in the teaching and learning process. the learning process must use the scientific approach-based learning, so the students can master the scientific literacy competencies. in addition, practicums or experimentations are needed to improve students’ scientific process skills. according to arohman, saefudin, and priyandoko (2016) the lack of practicums or experimentations can hinder the students to master scientific literacy. to improve students’ scientific literacy, the teachers can apply scientific approach based learning models, including problem-based learning, project-based learning, and discovery learning. conclusion the results showed there were no significant differences in the mastery of scientific literacy in ghss, vhss, and ihss students in surakarta city. the achievement of biological science literacy in the three test-groups were classified as very low. further researches are needed to analyze why scientific literacy of high school students in surakarta city is low. various stakeholders, such as education development experts, policymakers, and teachers should find way improve the methods of science teaching and learning. teachers should familiarize the students with the pisa modeled tests, so they can compete in the pisa survey with students from other countries. finally, the pisa modeled tests should be adopted by the teachers for the formative and summative assessments. references adisendjaja, y. h. 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https://scholar.google.co.id/citations?user=wiklx3saaaaj&hl=id penggunaan nama ilmiah di judul tidak boleh disingkat jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 47 pengembangan handout berbasis kontekstual pada pelajaran biologi materi bioteknologi untuk siswa kelas xii smk negeri 02 batu fega rahmayani 1 , iin hindun 1 , atok miftachul hudha 1 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail : atok_emha@yahoo.com abstract the teaching learning activity in smk is inappropriate with the purpose of teaching and learning in smk, which the students are taught to be able to apply the materials in the real life. teaching material is taken from the biology book of sma that the content is theoretically, so the explanation on the material is unsuitable and not applicative that makes the student less in ability and skill for application in daily life. from the problem above, this research purpose on developing the contextual basic handout of the biological course in biotechnology material in smk n 02 batu.this research is developing research based on research and development by sugiyono’s model that use a few developing steps, those are: (1) potential and problem, (2) collecting data, (3) product design, (4) validation design, (5) design revision, (6) try out the product, (7) product revision. the data collecting methods is using validation from the expert of handout, material expert and try out to the study club. the technique of analyze data using quantitative and qualitative data. the result of quantitative data is the percentage of handout product value that classify in the handout quality and the result of qualitative data come from comment and advise of validator and try out in smk.the result quality of the handout found that the developing contextual basic handout reach out the good quality after following the procedure of validation with percentage 80.90% and try out to the student that use the handout with percentage very good, 97.75% and get the positive respond from student with percentage 90.82%. from the whole of the contextual basic handout have a good quality and appropriate in use for teaching material of biology in teaching learning process in smk n 02 batu. keywords: contextual basic handout, development and quality of handout. peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan pasal 6 ayat (1) menyatakan bahwa “pendidikan di smk adalah untuk menerapkan ilmu pengetahuan dan teknologi, membentuk kompetensi, kecakapan, dan kemandirian kerja”. ditegaskan pula dalam kurikulum sekolah menengah kejuruan (smk) tahun 2006 bahwa peran smk adalah menyiapkan siswa dengan kemampuan dan keterampilan bidang tertentu agar setelah lulus dapat bekerja pada bidang tertentu untuk mengisi lowongan yang ada. namun demikian data departemen pendidikan nasional tahun 2009 menyebutkan bahwa lulusan smk masih menjadi penyumbang pengangguran terbesar. fakta ini menunjukan adanya ketidak sesuaian sehingga perlu adanya strategi pengembangan di smk yang memperkuat kemandirian lulusan pada program keahlian untuk siap kerja. proses belajar mengajar biologi di smk dinyatakan oleh badan standar pendidikan nasional (2006) bahwa tujuan pendidikan menengah kejuruan adalah meningkatkan kecerdasan, pengetahuan, kepribadian, akhlak mulia, keterampilan untuk hidup mandiri dan mengikuti studi lebih lanjut sesuai dengan kejuruannya. kelemahan pembelajaran di smk sebagaimana dijelaskan oleh mulyana (2013) ditemukan hal-hal yang masih harus diperhatikan, hal-hal tersebut menyangkut: 1) masih banyak sekolah yang kekurangan bahan ajar yang bersifat aplikatif dalam arti tidak hanya memaparkan konsep tetapi beberapa materi memerlukan penerapan sehingga menyulitkan guru dalam jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 48 melaksanakan pembelajaran, 2) kurikulum di smk yang terlalu teoritis dalam arti hanya berisi wawasan pengetahuan, kurang praktis, kurang kontekstual, sehingga kurang memberikan makna proses dari hasil pembelajaran yang berarti bagi bekal kecakapan hidup (life skill) siswa di masa depan. menurut departemen pendidikan nasional (2008) menyatakan bahwa dalam pemilihan dan penentuan bahan ajar yang baik adalah memenuhi salah satu kriteria bahwa bahan ajar harus menarik, dapat membantu siswa untuk mencapai kompetensi. sehingga bahan ajar dibuat sesuai dengan kebutuhan dan kecocokan dengan kd yang akan diraih oleh peserta didik. jenis dan bentuk bahan ajar ditetapkan atas dasar analisis kurikulum dan analisis sumber bahan sebelumnya. dari hal tersebut buku teks khusus smk belum ada dalam proses pembelajaran, sehingga siswa smk belum bisa mencapai tujuan dalam pembelajaran. buku teks bagi siswa smk seharusnya disesuaikan dengan kurikulum yang ada di smk yaitu dengan melaraskan materi pembelajaran dengan tujuan dalam kurikulum untuk menjadikan pembelajaran di smk lebih maksimal. dalam kurikulum di smk khususnya materi bioteknologi bahwa tujuan pembelajaran materi bioteknologi mempunyai standar kompetensi sebagai berikut: mengidentifikasi pengembangan bioteknologi dan dampaknya bagi kehidupan, dengan kompetensi dasar a) mengidentifikasi ciri dan sifat mikroorganisme dalam proses bioteknologi, b) mengidentifikasi dampak pengembangan bioteknologi, c) mengidentifikasi peranan bioteknologi bagi pertanian sampai kesehatan manusia (departemen pendidikan dan kebudayaan, 2006), sedangkan dalam penyajian materi bioteknologi yang terdapat dibuku teks sma standar kompetensi sebagai berikut: memahami prinsip-prinsip dasar bioteknologi serta implikasinya pada sains, lingkungan, teknologi, masyarakat (salingtemas) dengan kompetensi dasar a) menjelaskan arti, prinsip dasar, dan jenisjenis bioteknologi dan, b) menjelaskan dan menganalisis peran bioteknologi serta implikasi hasil-hasil bioteknologi pada salingtemas (permendiknas no. 22 tahun 2006). berdasarkan dua sumber kurikulum diatas, maka penyampaian pembelajaran di smk belum sesuai dengan kompetensi pembelajaran materi bioteknologi di smk program keahlian pertanian. departemen pendidikan nasional (2008) menyatakan bahwa tujuan dari membuat bahan ajar adalah menyediakan bahan ajar yang sesuai dengan tuntutan kurikulum dengan mempertimbangkan kebutuhan siswa, yakni bahan ajar yang sesuai dengan karakteristik dan setting atau lingkungan sosial siswa, membantu siswa dalam memperoleh alternatif bahan ajar di samping buku-buku teks yang terkadang sulit diperoleh dan memudahkan guru dalam melaksanakan pembelajaran (departemen pendidikan nasional, 2008). dilanjutkan oleh prastowo, a (2012) mengemukakan “bahan ajar yang digunakan untuk melengkapi bahan ajar yang mempunyai kekurangan dalam mencapai tujuan dalam proses pembelajaran yang bisa disesuaikan dengan karakteristik peserta didik, jenis materi pelajaran, kondisi lingkungan dan dapat memotivasi serta meningkatkan belajar siswa pada pelajaran biologi yaitu bahan ajar berupa handout”. handout dikembangkan berdasarkan kondisi siswa yang sesuai dengan tujuan pembelajaran yaitu bisa menerapkan materi secara jelas dalam proses pembelajaran dengan kehidupan sehari-hari. menurut aziz (2010) dalam amir (2012) penggunaan bahan ajar berupa handout bisa lebih memberdayakan peserta didik dalam menerapkan pembelajaran dengan kurikulum yang ada dalam buku teks. dalam hal ini handout bisa melengkapi kelemahan buku teks dalam proses pembelajaran. dalam proses pembelajaran lebih mengedepankan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 49 idealitas bagi pendidik sehingga benarbenar akan menghasilkan kualitas pembelajaran yang efektif dan efisien yang sesuai dengan kurikulum. pembelajaran kontekstual merupakan proses belajar yang membantu guru mengaitkan antara materi yang diajarkan dengan situasi dunia nyata peserta didik dan mendorong peserta didik membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan. dengan konsep itu, hasil pembelajaran diharapkan lebih bermakna bagi peserta didik. proses pembelajaran berlangsung alamiah dalam bentuk kegiatan peserta didik bekerja dan mengalami bukan mentransfer pengetahuan dari guru ke peserta didik. strategi pembelajaran lebih dipentingkan daripada hasil (elaine, 2007). dari hasil studi pendahuluan yang dilakukan peneliti melalui pengamatan langsung dan wawancara pada guru bidang studi biologi dan peserta didik di smk negeri 02 batu bahwa pada kesimpulannya proses belajar biologi guru menggunakan bahan ajar berupa buku teks biologi sma sebagai acuan belajar dalam proses mengajar, dan didapatkan secara fakta informasi bahwa jumlah buku teks yang digunakan siswa dalam belajar sangat terbatas dan buku teks tersebut diletakkan di perpustakaan sekolah, sehingga sebagaian besar siswa tidak memiliki buku teks biologi selain lks (lembar kegiatan siswa) sebagai bahan ajar yang siswa miliki. lks berisi tentang uraian singkat materi dengan tujuan pembelajaran yang sama dengan buku teks, sehingga buku teks sma yang digunakan siswa belum mendukung kurikulum di smk, dan siswa dalam menyelesaikan pertanyaan yang ada di lks dengan cara memindahkan sebagian materi ke dalam pertanyaan tersebut dan ketika siswa tidak bisa menyelesaikan pertanyaan, siswa mengosongkan dan menunggu siswa yang lain bisa mengerjakan, sehingga kegiatan pembelajaran belum bisa mengasah kemampuan berpikir siswa, sehingga diperlukan bahan ajar lain yang bisa melengkapi kelemahan dari kurikulum yang ada di buku teks sma dan lks yaitu kurikulum yang disesuaikan dengan pembelajaran di smk untuk memberikan kesempatan pada siswa membangun pengetahuan yang tidak sekedar sebagai penerima bahan ajaran, tetapi juga bisa mencapai tujuan pembelajaran yaitu bisa menerapkan materi untuk bisa diterapkan. alternatif dalam mengatasi kesulitan-kesulitan tersebut dapat diatasi dan disiasati oleh guru biologi dalam pelengkapi kelemahan dari buku teks sma dengan disusun dan dikembangkannya handout berbasis kontekstual materi bioteknologi yang berkualitas dan sesuai dengan kriteria penyusunan handout yang baik. handout merupakan salah satu bentuk media cetak yang mudah dikembangkan dan dapat dimanfaatkan dalam pembelajaran untuk memperlancar pelaksanaan belajar mengajar yang disesuaikan kurikulum. keunggulan dalam penggunaan handout berbasis kontekstual untuk pengembangan bahan ajar dalam proses pembelajaran dapat dilihat dari beberapa hasil penelitian terdahulu yang juga menggunakan handout berbasis kontesktual oleh sufatmi amir (2012) handout mampu melengkapi kelemahan buku teks kimia dan mempunyai kualitas baik (b), dan penelitian oleh turnasih (2013) handout digunakan oleh guru sebagai acuan untuk digunakan sebagai sumber belajar bagi peserta didik sma/ma dan mempunyai kualitas yang baik. dengan disusunnya handout berbasis kontekstual untuk pembelajaran materi bioteknologi diharapkan siswa dapat menerapkan pembelajaran dalam kehidupan nyata dan membangun pengetahuannya sendiri. berdasarkan penelusuran dari beberapa permasalahan yang ada, maka peneliti mencoba menjawab permasalahan di smk negeri 02 batu dengan penelitian yang berjudul “pengembangan handout berbasis jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 50 kontekstual pada pelajaran biologi materi bioteknologi untuk siswa kelas xii smk negeri 02 batu” metode penelitian ini merupakan jenis penelitian pengembangan (research and development) merupakan penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji kualitas produk tersebut. penelitian pengembangan (research and development atau r&d) adalah aktifitas riset dasar untuk mendapatkan informasi kebutuhan pengguna (needs assessment), kemudian dilanjutkan kegiatan pengembangan (development) untuk menghasilkan produk sebagai bahan ajar bagi siswa dan menguji kualitas produk tersebut (sugiyono, 2011). model pengembangan yang digunakan dalam pengembangan pembelajaran ini didasarkan pada rancangan pengembangan (research and development) menurut model sugiyono (2011). langkah-langkah pengembangan meliputi: (1) potensi dan masalah, (2) pengumpulan data, (3) desain produk, (4) validasi desain, (5) revisi desain, (6) ujicoba produk, (7) revisi produk. secara rinci dapat dilihat pada prosedur pengembangan handout pada halaman berikutnya (gambar 1). tahapan dalam pengumpulan data yang dilakukan meliputi : mengkaji kurikulum, mempelajari kurikulum yang ada di smk negeri 02 batu sehingga handout bioteknologi berbasis kontektual yang akan dihasilkan tidak menyimpang dari tujuan pengajaran disekolah. mengidentifikasi materi yang dibutuhkan untuk pembuatan handout, sehingga dapat dipahami oleh peserta didik kelas xii. mengindentifikasi materi dilakukan melalui beberapa cara yaitu: diskusi dengan guru mata pelajaran biologi dan kepala sekolah, kemudian dilanjutkan dengan observasi yang dilakukan disekolahan khususnya dikelas xii smk dan wawancara dengan guru mata pelajaran biologi dan siswa smk kelas xii. studi literatur ditujukan untuk menemukan konsep-konsep atau landasanlandasan teoritis yang memperkuat suatu produk pendidikan berbasis (handout bioteknologi kontekstual). jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 51 gambar 1. model pengembangan handout bioteknologi berbasis kontekstual (dimodifikasi dari model pengembangan sugiyono, 2011) dalam menyusun rancangan handout biologi berbasis kontekstual bagi siswa kelas xii dalam proses pembelajaran yang dilakukan adalah merancang handout biologi ini dengan mengikuti pedoman penyusunan handout berbasis kontekstual yang baik dan benar dirumuskan melalui tahapan berikut: (1) halaman depan yang terdiri dari: judul handout, nama penyusun, ilustrasi gambar dan penerbit. (2) pendahuluan dari uraian singkat tentang tema bioteknologi yang terdiri dari uraian singkat dari tema bioteknologi, standar kompetensi, kompetensi dasar dan tujuan pembelajaran serta petunjuk teknis dalam pembelajaran menggunakan handout. (3) kegiatan belajar siswa terdapat 3 macam kompetensi dasar. validasi desain pada ahli merupakan kegiatan yang dilakukan oleh ahli untuk memeriksa dan mengevaluasi secara sistematis instrumen dan produk yang akan dikembangkan sesuai dengan tujuan. hal ini dilakukan oleh ahli handout dan ahli materi. adapun yang divalidasi meliputi (1) halaman sampul validasi ahli : (ahli handout dan ahli materi) revisi valid/layak? 1. ahli handout: dosen jurusan biologi 2. ahli materi: guru bidang studi biologi tidak ya uji coba produk handout siswa kelas xii yang dipilih secara random produk handout bioteknologi berbasis kontekstual potensi dan masalah 1 pengumpulan data desain produk 1. rancangan handout bahan ajar biologi 2. penyusunan handout bahan ajar biologi 7 2 4 3 5 6 layak tidak ya revisi jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 52 (cover), (2) pendahuluan yang terdiri dari uraian singkat materi isi, tujuan pembelajaran, kegunaan handout, petunjuk teknis untuk siswa, (3) isi handout yang terdiri dari uraian materi pada kegiatan 1, 2, 3 dan kegiatan kontekstual, (4) pelengkap terdiri dari uji kompetensi, gambar, rangkuman dan rujukan. dibawah ini kriteria validator ahli yang memvalidasi produk handout. validator mengisi angket dalam kriteria ahli handout untuk memberikan penilaian. ahli handout berbasis kontekstual pada pelajaran biologi materi bioteknologi adalah dr. yuni pantiwati, m.pd. selaku dosen biologi di jurusan biologi di universitas muhammadiyah malang sebagai ahli handout 1 dan prof. dr. a.d. corebima, m.pd. selaku dosen biologi di universitas negeri malang sebagai ahli handout 2. ahli materi pada pengembangan handout berbasis kontekstual pada pelajaran biologi materi bioteknologi adalah siti sulichah, s.pd, m.pd selaku guru biologi di smk negeri 02 batu. setelah dilakukan validasi oeh validatori. validasi handout dilakukan untuk mengetahui kekurangan dan kelemahan handout biologi, oleh karena itu diperlukan revisi atau perbaikan desain sehingga handout biologi tersebut dinyatakan layak dan bisa digunakan sebagai bahan ajar materi bioteknologi. ujicoba handout pada tahap ini dilakukan oleh siswa kelas xii di smk negeri 02 batu setelah divalidasi dan revisi. tahap ini akan dilakukan uji coba terbatas yaitu diambil secara random 15 siswa kelas sebagai pengguna produk handout. uji coba produk handout yang telah selesai dikerjakan segera diketahui hasil belajar siswa dengan cepat dan dapat diketahui kelayakan handout yang telah disusun. tahap uji coba menggunakan handout supaya mengetahui nilai manfaat dalam penguasaan handout dari masing-masing siswa, setelah melakukan uji coba produk handout dan mengetahui kekurangan dan kelemahan handout, maka peneliti melakukan perevisian produk dengan tujuan untuk mengetahui nilai manfaat handout yang dikembangkan, sehingga menjadi handout biologi bioteknologi berbasis kontekstual yang sempurna. desain uji coba dalam pengembangan handout ini meliputi validasi isi dan uji coba produk handout. validasi isi dilakukan oleh validator dengan mengisi angket lembar validasi guna memberikan penilaian terhadap handout bioteknologi berbasis kontekstual yang telah disusun. desain validasi yang digunakan adalah deskriptif yang memungkinkan pengembang memperoleh informasi/data secara kualitatif dan kuantitatif. tahap validasi ini, produk pengembangan handout bioteknologi berbasis kontekstual kemudian divalidasikan kepada guru ahli handout dan guru smk negeri 02 batu yang telah berkompeten dibidang biologi sebagai ahli materi. langkah-langkah yang dilakukan dalam tahap review validator yaitu 1) mendatangi validator yaitu ahli handout dr. yuni pantiwati , m.pd dan prof. dr. a.d. corebima, m.pd dan ahli materi drs. siti sulichah, m.pd, 2) menjelaskan model pengembangan yang akan dilakukan, 3) meminta saran dan komentar mengenahi handout bioteknologi berbasis kontekstual yang dikembangkan melalui angket, setelah dilakukan validasi ahli kemudian dilakukan revisi atau perbaikan handout bioteknologi berbasis kontekstual kemudian diuji cobakan pada siswa, hal ini dilakukan untuk mengetahui apakah handout bioteknologi berbasis kontekstual tersebut layak/cukup layak/tidak layak untuk digunakan. uji coba produk dimaksudkan untuk mengumpulkan data yang jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 53 digunakan sebagai pertimbangan dan menetapkan kelayakan handout bioteknologi berbasis kontekstual pada materi bioteknologi. uji coba produk dilakukan dengan mencobakan handout ke kelompok terbatas. sampel yang diambil 15 siswa dari jumlah populasi 30 siswa. penelitian ini dilakukan dengan teknik sampel acak (random sampling) pada uji coba produk ini. siswa diminta untuk mengerjakan handout dengan mencatat pada lembar kerja kesulitan siswa dalam menggunakan handout bioteknologi berbasis kontekstual. adapun aspek dalam lembar kerja kesulitan siswa selama menyelesaikan handout meliputi kegiatan belajar 1, 2, dan 3. siswa menjawab soal evaluasi pada handout untuk diketahui hasil penguasaan handout sesuai dengan ketentuan penilaian dan mengisi angket respon terhadap penggunaan handout bioteknolgi berbasis kontekstual yang telah dikembangkan pada akhir uji coba. uji coba produk handout yang telah selesai dikerjakan segera diketahui hasil belajar siswa dengan cepat dan dapat diketahui hasil penguasaan handout yang telah disusun. kegiatan pengambilan data dikelompokkan menjadi dua macam, yaitu data kualitatif dan data kuantitatif yang diijabarkan sebagai berikut: data kualitatif yaitu tanggapan yang diberikan oleh validator yang berupa kritik atau saran tentang produk handout yang dikembangkan dan kegiatan uji coba kepada siswa kelas xii di smk negeri 02 batu. data kuantitatif diperoleh hasil pengisian angket oleh ahli handout, ahli materi, dan siswa serta skor hasil uji kompetensi pada saat akhir pembelajaran. instrumen yang digunakan untuk pengembangan handout adalah angket validasi, angket respon siswa, dan keterlaksanaan produk handout. data yang diperoleh diolah dengan teknik deskriptif presentase, yaitu mengubah data kuantitatif menjadi bentuk presentase dan kemudian diinterpretasikan dengan kalimat yang bersifat kualitatif. data kualitatif diperoleh dari kritik dan saran yang diberikan oleh validator ahli handout dan materi, sedangkan data kuantitatif diperoleh dari hasil pengisian angket oleh validator yang berupa skor penilaian. data yang diperoleh diolah dengan teknik deskriptif presentase, yaitu mengubah data kuantitatif menjadi bentuk presentase dan kemudian diinterpretasikan dengan kalimat yang bersifat kualitatif. data kualitatif diperoleh dari kritik dan saran yang diberikan oleh validator ahli handout dan materi, sedangkan data kuantitatif diperoleh dari hasil pengisian angket oleh validator yang berupa skor penilaian. tabel 1. kriteria respon dari siswa persentase keterangan 85% ≤ rs sangat positif 70% ≤ rs < 85% positif 50% ≤ rs < 70% kurang positif rs < 50% tidak positif data yang diperoleh dari respon siswa yaitu melalui angket yang dikembangkan peneliti digunakan untuk menguji kelayakan tentang bahan ajar berupa handout (tabel 1). uji coba handoutdilaksanakan selama tiga kali pertemuan. setiap kegiatan belajar dilakukan satu kali pertemuan dengan alokasi waktu 2x45 menit. hasil nilai respon belajar siswa jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 54 tersebut dapat dihitung menggunakan rumus: (dimodifikasi dari utomo, 2009) keterangan:  = persentase hasil nilai respon siswa n = jumlah siswa yang tuntas n = jumlah seluruh siswa hasil dan pembahasan penilaian ahli handout 1 yang mencapai nilai tertinggi yaitu pada aspek halaman sampul (cover) dengan nilai persentase 100%. aspek halaman sampul (cover) dalam handout tersebut menunjukkan kriteria valid dan ilustrasi gambar yang terdapat dalam handout sudah sangat baik. penilaian dari ahli handout 1 dengan nilai yang terendah adalah pada aspek rangkuman dan uraian singkat pada materi dengan presentase 60%, dan kegiatan kontekstual dengan persentase 66,67 %, sedangkan aspek kegunaan handout dan rujukan dengan presentase hasil 70%, sedangkan petunjuk teknis untuk siswa dan uji kompetensi dengan presentasi hasil 73,33%,isi handout mencapai presentase 75%, tetapi pada aspek tujuan pembelajaran dan gambar mencapai presentase 80% yang menunjukkan kriteria valid. rata-rata penilaian validasi oleh ahli handout 1 mencapai 73,48%, maka dengan persentase 73,48% handout berbasis kontekstual menunjukkan kriteria “cukup valid” atau cukup layak untuk digunakan. tabel 2. hasil penilaian ahli materi terhadap produk awal media no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. tujuan 75 layak vaild, tidak revisi 2. kebenaran konsep 94 sangat layak sangat valid, tidak revisi 3. bahan penarik perhatian 78 sangat layak sangat valid, tidak revisi 4. organisasi materi 75 layak vaild, tidak revisi 5. sumber belasjar 68 layak vaild, tidak revisi 6. evaluasi 70 layak vaild, tidak revisi tabel 3. komentar dan saran perbaikan ahli materi no. aspek yang dinilai komentar dan saran ahli materi 1. tujuan 2. materi harus ada petunjuk melakukan praktikum tentang golongan vertebrata dan invertebrata beserata suara, menambahkan perkembangbiakan beberapa spesies dari filum nematelminthes. 3. bahan penarik perhatian tidak ada bahasa lisan. bahasa lisan pada petunjuk praktikum dijelaskan secara detail 4. organisasi materi 5. sumber belajar untuk panduan praktikum disertakan bagi setiap phylum secara singkat dan detail 6. evaluasi untuk petunjuk pretest/pascatest dan petunjuk praktikum dijelaskan secara singkat dan jelas. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 55 tabel 4. data hasil penilaian ahli materi sesudah revisi no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. tujuan 100 sangat layak sangat valid, tidak revisi 2. kebenaran konsep 97 sangat layak sangat valid, tidak revisi 3. bahan penarik perhatian 93 sangat layak sangat valid, tidak revisi 4. organisasi materi 100 sangat layak sangat valid, tidak revisi 5. sumber belajar 94 sangat layak sangat valid, tidak revisi 6. evaluasi 75 layak vaild, tidak revisi gambar 2. grafik perbandingan hasil penilaian produk awal dan revisi produk oleh ahli materi tabel 5. data hasil penilaian ahli media sebelum revisi no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. efektifitas 79 sangat layak sangat valid, tidak revisi 2. animasi 69 layak valid, tidak revisi 3. teks 83 sangat layak sangat valid, tidak revisi 4. audio 75 layak valid, tidak revisi 5. fasilitas 88 sangat layak sangat valid, tidak revisi 6. integrasi seluruh aspek dalam media 50 kurang layak kurang valid, revisi 7. penilaian media secara keseluruhan 75 layak valid, tidak revisi jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 56 tabel 6. komentar dan saran perbaikan ahli media no. aspek yang dinilai komentar dan saran ahli media 1. efektifitas lengkapi dengan video dan animasi yang menggambarkan konsep-konsep penting dan buat sajian dalam bentuk sequencing (satu persatu) 2. animasi banyak gambar yang terlalu kecil sehingga sulit untuk dibaca. sajikan gambar dalam bentuk sequencing atau tahap demi tahap. baca lampiran hasil review saya 3. teks 4. audio 5. fasilitas 6. integrasi seluruh aspek dalam media sebaiknya animasi yang ditampilkan adalah animasi untuk menggambarkan konsep materi, bukan asesoris media (missal intro dll) 7. penilaian media secara keseluruhan lebih memahami hasil revie ahli media untuk saran perbaikan tabel 7. data hasil penilaian ahli media sesudah revisi no. aspek yang dinilai persentase (%) kualifikasi keterangan 1. efektifitas 96 sangat layak sangat valid, tidak revisi 2. animasi 100 sangat layak sangat valid, tidak revisi 3. teks 92 sangat layak sangat valid, tidak revisi 4. audio 100 sangat layak sangat valid, tidak revisi 5. fasilitas 100 sangat layak sangat valid, tidak revisi 6. integrasi seluruh aspek dalam media 100 sangat layak sangat valid, revisi 7. penilaian media secara keseluruhan 100 sangat layak sangat , tidak revisi gambar 3. grafik perbandingan hasil penilaian produk awal dan revisi produk oleh ahli media jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 57 gambar 4. grafik perbandingan hasil penilaian produk multimedia interaktif oleh siswa pada uji coba lebih luas penilaian siswa terhadap multimedia interaktif pada uji coba lebih luas berturut-turut sebagai berikut: pada aspek penilaian bahan penarik perhatian 79% dengan kualifikasi sangat layak, aspek penilaian penyajian materi 83% dengan kualifikasi sangat layak, dan aspek penilaian ketertarikan siswa 78% dengan kualifikasi sangat layak. berdasarkan hasil penilaian siswa pada beberapa aspek penilaian maka dapat disimpulkan bahwa media pembelajaran biologi berbasis multimedia interaktif ini sangat layak digunakan dalam pembelajaran. untuk menguji keefektifannya multimedia interaktif meningkatkan hasil belajar secara nyata, maka dilakukan uji eksperimen. uji eksperimen ini menggunakan dua kelas, yaitu kelas kontrol dan keas perlakuan. pada kelas kontrol siswa hanya diminta membaca buku teks pelajaran setelah diberi pretest. setelah membaca buku teks pelajaran siswa diberikan postest dengan soal yang sama. subjek untuk kelas kontrol yaitu kelas x-8 sebanyak 30 orang. sedangkan untuk kelas perlakukan, awalnya siswa diberikan pretest kemudian di diberikan materi menggunakan multimedia pembelajaran interaktif yang dikembangkan. setelah diberikan materi lewat penayangan multimedia pembelajaran siswa diberikan pretest. berdasarkan hasil analisis paired sampel t test dengan menggunakan transform spss ibm 21 diperoleh hasil probabilitas (p) pada kelas perlakuan 0,000. karena nilai p < 0,05 maka h0 ditolak. rata-rata nilai sebelum menggunakan media pembelajaran berbasis multimedia interaktif & sesudah menggunakan media pembelajaran berbasis multimedia interaktif adalah berbeda. perolehan nilai pretest dan postest menunjukkan bahwa terjadi peningkatan skor siswa dan diperoleh rata-rata nilai sebelum menggunakan media (pretest) 41,60 mengalami peningkatan setelah menggunakan media (postest) 90,3. dengan demikian dapat dinyatakan bahwa: (1) penggunaan media pembelajaran berbasis multimedia interaktif dapat meningkatakan pemaham siswa kelas x-6 pada materi kingdom animalia, (2) media pembelajaran yang dikembangkan sudah memenuhi sk/kd yang telah ditetapkan, karena siswa dapat menjawab soal pretest dan soal postest, (3) media pembelajaran yang jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 58 dikembangkan dapat dijadikan media alternatif pada proses pembelajaran disekolah pada materi kingdom animalia karena media pembelajaran ini sudah dinyatakan sangat valid dan sangat layak digunakan sebagai media pembelajaran oleh ahli media. pada kelas kontrol diperoleh nilai probabilitas (p) 0,000. karena nilai p < 0,05 maka h0 ditolak, rata-rata nilai pretest dan postest pada kelas kontrol juga berbeda. berdasarkan perolehan nilai pretest dan postest terjadi peningkatan antara nilai pretest dan postest pada kelas kontrol. namun perbedaan nilai pretest dan postest pada kelas kontrol tidak terlalu jauh dibandingkan dengan kelas perlakuan. perolehan rata-rata nilai sebelum membaca buku teks pelajaran (pretest) 48,80 dan rata-rata nilai setelah membaca buku teks pelajaran 68,60. dengan demikian dapat dinyatakan bahwa penggunaan media pembelajaran berbasis multimedia interaktif dapat meningkatkan pemahaman siswa dan lebih efektif dalam materi kingdom animalia daripada membaca buku teks pelajaran. kesimpulan dan saran kesimpulan 1. media pembelajaran yang dikembangkan sangat layak digunakan dalam proses pembelajaran, hal ini berdasarkan pada hasil penilaian ahli media terhadap aspek efektifitas, animasi, teks, audio, dan fasilitas pendukung yang ada pada multimedia interaktif dan ahli materi terhadap aspek tujuan, kebenaran konsep, bahan penarik perhatian, organisasi materi, sumber belajar, dan evaluasi. 2. media pembelajaran yang dikembangkan sangat efektif digunakan dalam pembelajaran, hal ini berdasarkan pada hasil penilaian ahli media terhadap aspek efektivitas dan siswa terhadap aspek bahan penarik perhatian, penyajian materi dan ketertarikan siswa yang terdapat pada angket siswa pada saat uji coba lebih luas. 3. media pembelajaran yang dikembangkan dapat meningkatkan pemahaman siswa pada materi kingdom animalia, hal ini berdasarkan pada uji coba eksperimen. pada kelas perlakuan skor pemahaman siswa sebelum menggunaka multimedia interaktif dengan rata-rata 41,60 meningkat menjadi 90,3 setelah menggunakan multimedia interaktif. sedangkan pada kelas kontrol skor pemahaman siswa sebelum membaca buku teks pelajaran dengan rata-rata 48,80 menjadi 68,60 setelah membaca buku teks pelajaran. dari hasil uji eksperimen dapat dikatakan bahwa penggunaan media pembelajaran berbasis multimedia interaktif lebih efektif meningkatkan pemahaman siswa dibandingkan dengan menggunakan buku teks pelajaran. saran 1. multimedia interaktif yang dikembangkan hanya sampai pada tahap uji eksperimen. diharapkan pengembang berikutnya lebih bisa mengembangkan multimedia interaktif ini pada tahap diseminasi dan implementasi. 2. multimedia interaktif yang dikembangkan hanya terbatas pada materi kingdom animalia, diharapkan semua guru biologi memakai multimedia interaktif sebagai media pembelajaran pada materi lain, karena media ini dapat membuat proses pembelajaran lebih efektif. terlebih lagi pada semua mata pelajaran. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 47-59) fega rahmayani dkk, pengembangan handout berbasis kontekstual 59 daftar pustaka anwar, khairil. 2007. pembelajaran bidang studi pendidikan agama islam berbasis multimedia di smp 18. skripsi, jurusan tarbiyah fakultas agama islam univeritas muhammadiyah malang. damri, ari. 2007. mari belajar biologi untuk sma-ma kelas x. surabaya: sic depdiknas. 2007. materi soialisasi kurikulum dan pelatihan tingkat satuan pendidikan. jakarta: direktorat jenderal pendidikan dasar dan menengah munadi, yudhi. 2008. media pembelajaran sebuah pendekatan baru. jakarta: gaung persada press suciadi, andreas andi. 2004. menggoasai pembuatan animasi dengan macromedia flash. jakarta: elex media komputindo. sudjadi, bagod dkk. 2007. biologi 1 sma/ma kelas x. jakarta: yudhistira sugiyono. 2011. metode penelitian kualitatif kuantitatif dan r&d. bandung: alfabeta bandung. sukmadinata, n. s. 2010. metode penelitian pendidikan. jakarta: pt remaja rosdakarya sutopo, ariesto hadi. 2002. animasi dengan macro media flash berikut action script. jakarta: salemba infotek warsita, bambang. 2008. teknologi pembelajaran landasan & aplikasinya. jakarta: rineka cipta. wulandar,d dan trianisa k dan r fendi a. 2006. flash card kalisifikasi dengan sistem pemanfaatan bridge untuk meningkatkan hasil belajar sistem klasifikasi makhluk hidup pada siswa sma. pkmp, biologi fmipa universitas negeri malang. yamin, martinis. 2007. kiat membelajarkan siswa. jakarta: gaung persada press. zalikha, nove. 2008. pengaruh penggunaan multimedia interaktif dalam model pembelajaran aktif (active learning) tipe true or false terhadap hasil belajar biologi siswa. skripsi, fakultas keguruan dan ilmu pendidikan universitas sebelas maret surakarta. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 157-164 10.22219/jpbi.v6i1.10081 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 157 research article metacognitive skill on students of science education study program: evaluation from answering biological questions mochammad yasir a,1,*, aida fikriyah a,2, nur qomaria a,3, aushia tanzih al haq b,4 a department of science education, university of trunojoyo madura, telang street po box 2 kamal, bangkalan city 69162, indonesia b department of life science, national central university, number 300, zhongda road, zhongli district, taoyuan city 32001, taiwan 1 yasir@trunojoyo.ac.id *; 2 aida.fikriyah@trunojoyo.ac.id ; 3 nur.qomaria@trunojoyo.ac.id ; 4 aushia.tanzia@nhri.edu.tw * corresponding author introduction in the current era, the teachers are not only required to deliver learning materials but also empower various 21st-century competencies (docherty, 2018; serdyukov, 2017; wilson & bai, 2010). various thinking skills that are the foundation of 21st-century skills must be known and understood by the teachers and the way they are empowered must be known (aacte, 2010; darling-hammond, flook, cook-harvey, barron, & osher, 2019). according to several thinking skills, metacognitive skills become essential skills that also support and relate to other skills (blummer & kenton, 2014; chauhan & singh, 2014; demirel, aşkın, & yağcı, 2015). the empowerment of metacognitive skills is seen as an urgent for several reasons. first, metacognition is closely related to a student's ability to deal with problems while learning (chauhan & singh, 2014). second, metacognition can also support students in the problem solving process (persky, medina, & castleberry, 2018). third, metacognition is also related to cognitive and self-regulatory control abilities in students (efklides, 2014). moreover, this competency can maximize personal development, academic writing skills, and mastery of concepts (sudarmin et al., 2016). a r t i c l e i n f o a b s t r a c t article history received october 22, 2020 revised february 10, 2020 accepted february 20, 2020 published march 31, 2020 the metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. the purpose of this study was to analyze the metacognitive skill profile of students of the science education program at the university of trunojoyo, madura-indonesia. the research involved 110 students as the research subject. data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. the results indicated that students’ metacognitive skill improved well (71.93%). furthermore, the metacognitive skill in every component also enhanced well (64.53 75.81%), and the “debugging strategies” in this skill developed excellently (88.30%). to sum up, the metacognitive skill on students of science education study program at university of trunojoyo madura enhanced well. copyright © 2020, yasir et al this is an open access article under the cc–by-sa license keywords metacognitive awareness inventory metacognitive skill science education how to cite: yasir, m., fikriyah, a., qomaria, n., & al haq, a. t. (2020). metacognitive skill on students of science education study program: evaluation from answering biological questions. jpbi (jurnal pendidikan biologi indonesia), 6(1), 157-164. doi: https://doi.org/10.22219/jpbi.v6i1.10081 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://dx.doi.org/10.22219/jpbi.v6i1.10081 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10081 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10081&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 157-164 158 yasir et al (metacognitive skill on students …) through the empowerment of metacognitive skills during learning, the learning process becomes more effective because students can evaluate their own understanding (chauhan & singh, 2014). they will also be able to increase their learning motivation (yanqun, 2019). furthermore, through the empowerment of metacognitive skills, students' thinking skills also will be increased. some of the thinking skills reported have also increased when metacognitive skills have increased, including critical (lukitasari, hasan, & murtafiah, 2019; magno, 2010; naimnule & corebima, 2018) and creative thinking skills (hargrove & nietfeld, 2015; jia, li, & cao, 2019; suratno, komaria, yushardi, dafik, & wicaksono, 2019). the teacher as the main component in the learning process is also expected to have good metacognitive skills. the better the teacher's metacognitive skills, the more optimal the empowerment of these competencies. therefore, prospective teachers must have good metacognitive skills (ahmad fauzi & sa’diyah, 2019). the reason is, it is not possible for a person to be able to empower metacognitive skills well if he himself does not master these skills (bahri, idris, nurman, & ristiana, 2019; jiang, ma, & gao, 2016; suratno et al., 2019). beside teacher factor, learning materials also play a role in empowering metacognitive skills. some materials have a higher potential for empowering skills than others (broom, 2015; gullan, power, & leff, 2013; sewagegn & diale, 2019). one material that has a potential to empower metacognitive skills is biology (djamahar et al., 2019; hartman, 2001; rahmat & chanunan, 2018; setiawati & corebima, 2018; siegesmund, 2016; zohar & barzilai, 2013; zulfiani, rosyidatun, hasiani, rohmatullah, & zuqistya, 2018). through presenting various biological problems, students can be trained to improve their metacognitive skills. some indicators that can be used to evaluate their metacognitive skills when solving biological problems, include the accuracy of the argument, systematic in responding to problems, and skills in using language when solving problems (corebima, 2009). ethnoscience is one of lectures that have to be learned by students in science education study program. regarding to this lecture, it discusses about the learning process which links on the relationship between scientific knowledge, local culture, and indigenous science (sudarmin et al., 2016). ethnoscience is important to be mastered since it supports the curriculum 2013 and its relationship between 21st-century skills (sudarmin, 2014). the curriculum 2013 can support students to link the science knowledge and culture (kemendikbud, 2014). as we know, indonesia has a diverse culture, but has not been widely used as a material of science learning. as the impact, indonesia culture and local wisdom are continually left and forgotten by society, especially students. therefore, pre-service science teachers need to empower this subject in order can transfer this to their students later. during ethnoscience learning process, one of higher thinking skill that have to be taught to pre-service teacher is metacognitive skill. this skill is important to be empowered since it will be used in analyzing and identifying various problems related to biology phenomenon and absolutely also in solving those authentic problems (chauhan & singh, 2014; persky, medina, & castleberry, 2018). according to the observation result, it also can be concluded that students’ metacognitive skill still needs to be improved during the learning process, especially on the aspect of planning, monitoring, and evaluating.responding to the importance of metacognitive skills, various studies examining metacognitive skills in indonesia have been conducted several times. from the various reports, it was found that some forms of learning can improve this competency (siregar, susilo, & suwono, 2017; tamsyani, 2016). the development of modules and learning media was also carried out by previous researchers to streamline the empowerment of metacognitive skills (dewi, kannapiran, & wibowo, 2018; siagian, saragih, & sinaga, 2019). however, from the many studies that have been conducted, the assessment of the metacognitive skills profile of prospective teacher students is still difficult to find. its difficulty is caused by the type of instrument in which generally the instrument used to evaluate metacognitive skill is only in the form of questionnaire. moreover, the metacognitive skill which is a part of cognitive domain can be analysed and evaluated using a test instrument. this kind of research is important because it can be important information in evaluating the quality of teacher education through such kind of test instrument modified from schraw and dennison (1994). therefore, the purpose of this study was to analyze the metacognitive skills of students majoring in science education to respond to biological questions. method this study was a case study research, involving 110 students of science education study program at university of trunojoyo madura. the research subject involved students from class a, b, and c in the academic year of 2018. students were taught ethnoscience lecture during one semester, and the metacognitive skill on students were evaluated. data were collected through metacognitive awareness inventory (mai) with adapting from schraw and dennison (1994). this test instrument consisted of 15 essay question items asking the concepts of genetics on human and its relationship with ethnic and society on madura, east java-indonesia. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 157-164 159 yasir et al (metacognitive skill on students …) the metacognitive test was arranged in several indicators and sub-indicators. the first indicator was declarative knowledge with three sub-indicators; identifying the problem, analysing the prior knowledge to solve the problem, and examining own weakness and capabilities, on item number 1, 2, and 15. furthermore, the second indicator asked about procedural knowledge with two sub-indicators; giving the alternative solutions to overcome problem and providing steps or ways to solve problem, on item number 6 and 7. the third indicator was about indicator of conditional knowledge in which the sub-indicators were about deciding the best answer and giving reasons of choosing that answer, on item number 8 and 10. furthermore, the forth indicator was about planning with two sub-indicators; relating the prior knowledge and new information to solve the problem, and arranging plan to solve problems on item number 3, 4, and 5. the fifth indicator was about monitoring with two-sub indicators; evaluating the formula that was used to solve the problem related to human genetics and analysing strategies that are used to correct the results, on item number 9, 11, 12, and 13. finally, the last indicator was about evaluation with one sub-indicator; re-checking the assignments, on item number 13 and 14. the obtained result of study were analyzed using quantitative descriptive method. data of metacognitive skill obtaining from test score was converted using the formula 1 based on corebima (2009) where y1 is cognitive test score, y2 is the combination of cognitive and metacognitive test score, and x is metacognitive skills score. findings were also obtained from the metacognitive questionnaire in which it used guttmann scale (abdi, 2010), with score 1 and 0, then the total score was categorized based on the interval on table 1. finally, the level of metacognitive skill was determined using criteria on the table 2. (1) table 1. interval of metacognitive skill component on metacognitive indicator good moderate bad cognitive declarative 6-8 3-5 0-2 procedural 5-6 2-4 0-1 conditional 4-5 2-3 0-1 psychomotor planning 6-7 2-5 0-1 monitoring 6-7 2-5 0-1 evaluating 4-5 2-3 0-1 source: adapted from corebima (2009) and yasir (2015) table 2. criteria of metacognitive skill level level of metacognitive activities of metacognitive excellent 1. declarative, procedural, and conditional skills developed well. 2. planning, monitoring, and evaluating skills enhanced well. good 1. declarative and procedural skills developed well but conditional skill reached on moderate level. 2. planning and monitoring skills developed well but evaluating skills reached on moderate level. moderate 1. declarative developed on moderate level but conditional and procedural skills reached on bad level. 2. planning developed on moderate level but monitoring and evaluating skills reached on bad level. bad 1. declarative, procedural, and conditional skills developed poorly. 2. planning, monitoring, and evaluating skills enhanced poorly. source: adapted from corebima (2009) and yasir (2015) results and discussion metacognition is an important competency that needs to be optimally empowered at all levels of education. the metacognitive skills of the students on science education study program involved in this study are presented in table 3 and the level of each component of their metacognition is presented in figure 1. based on table 3, the metacognitive skills on students in class a, b, and c have developed well, showed by the average of 72.93%. furthermore, it also can be seen that the each metacognitive skill component reached on score above 60 (figure 1). data in the figure 1 indicates that students’ metacognitive skill in all components has developed well, showed in percentage of declarative knowledge skill (75.81%), procedural knowledge (71.46%), conditional knowledge (73.80%), planning (64.53%), information management strategy (67.60%), comprehension monitoring (65.78%), and evaluation (68.50%). meanwhile the skill of debugging strategies reached the highest percentage which means that this skill has developed very well (88.30%). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 157-164 160 yasir et al (metacognitive skill on students …) table 3. data of students’ metacognitive skill in every class class metacognitive skill (%) category a 72.03 developed well b 75.38 developed well c 70.38 developed well 75.81 71.46 73.38 64.53 67.6 65.87 88.3 68.5 60 65 70 75 80 85 90 dk pk ck p ims cm ds e s co re components of metacognitive skills figure 1. students’ metacognitive skill in every component (dk: declarative knowledge, pk: procedural knowledge, ck: conditional knowledge, p: planning, ims: information management strategies, cm: comprehension monitoring, ds: debugging strategies, e: evaluation) the good profile of metacognitive skills of students analyzed in this study is not in line with some previous studies. some previous studies conducted in indonesia have reported that the metacognition profile of students is still unsatisfactory. these studies are not only conducted at middle school (diella & ardiansyah, 2017; nurajizah & windyariani, 2018; tjalla & putriyani, 2018), but also higher education (ahmad fauzi & sa’diyah, 2019). therefore, findings in this study showed that learning process especially in science education study program is conducted well by enhancing metacognitive skill. it is supported that metacognitive skill can enhance well if it is implemented continually during the learning process. the difference results between researches that was conducted in middle school with this present research can be happened due to the difference of education level of research subject. the statement is based on the information from previous research that inform level of education has an essential factor in contributing student thinking skills (coşkun, 2018). education level has an impact on metacognitive skills due to these competencies can improve when students regularly use their cognitive. therefore, the longer the students involved in education processes, the higher their metacognitive skills (ahmad fauzi & sa’diyah, 2019). then, the difference results between the finding between this present research and the previous research that conducted in the other higher education program and institution can be happened due to the difference learning activities experienced by research subjects. the good profile of metacognitive skills of students in science education program that involved in this research indicated that the course activities that held in this study program could empowered metacognitive skills. learning activities have been known as main factor affect students metacognitive level (aydin, 2011; zohar & barzilai, 2013). however, results of this study indicate that students’ declarative skill has increased well, but less optimal. it is also assumed that students were not able to control their meta-comprehension skill since they were difficult in monitoring their selves. if this ability is low, then students will face difficulties in understanding concepts well (sudarmin et al., 2016). this condition reveals that several students still found difficulties on facing and analysing problems related to ethnoscience, especially in the concepts of genetics on human and its relationship between ethnic and social. furthermore, based on figure 1, the students’ procedural knowledge skill has increased well. however some of them still need assistance in applying cognitive strategy during the learning process. procedural knowledge skill is related to the way of doing something. several strategies can be implemented to rise metacognitive skill such as by getting students to identify what they already know and do not know, re-tell about their thinking, arrange plans, identify questions, and evaluate their selves (corebima, 2016; sudarmin et al., 2016). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 157-164 161 yasir et al (metacognitive skill on students …) then, conditional knowledge is a skill to decide when declarative and procedural knowledge will be applied during the learning process. it is found in this study that students’ conditional knowledge has developed well. however, some of them still were not capable to understand in learning strategy decision. students should be used to decide what learning strategy that will be used to learn since it can enhance thinking skill. use of various learning strategies will make learning process easier. planning ability is also one of skill in metacognitive which is related to arrange plan of learning activity. findings in this study showed that students were not capable to control their selves before start the learning process, most of them also did not state learning aims, and manage time of learning. however, it can be assumed that this skill is really important to be applied during the learning process since it can affect on the learning achievement. furthermore, information management strategy related to the skill to analyze and identify ideas and use learning strategy to make meaningful information. it is found in this study that students were used to read text book in learning. furthermore, the other component in metacognitive skill is comprehension monitoring which includes the evaluation of learning activity and strategy. students should be used to evaluate themselves since it is advantageous to understand which the best learning strategy that is suitable with their needs and personality. the last component is debugging strategies in which students in this study reached the highest score. it is assumed that students were able to revise wrong understanding and assignments. however, it should be always implemented during the learning process to make the metacognitive skill in all components can develop very well. to sum up, according to the findings obtained in this study, students’ metacognitive skill reached on 71.93% meaning that it has developed well. however, it is found that the weakness related to the students’ metacognitive skill in this study should be solved effectively by applying several learning strategies, for instance by applying mind mapping or concept mapping. metacognitive skill is not an inherited skill however it can be taught continually through active learning. through various activities such as keeping a reflective journal, talking about thinking, and self-questioning, it is expected that students are able to enhance their metacognitive skill and thus can be implemented when they work and interact with society. some references suggest a active learning such as mind-mapping (pedone, 2014). self-reflection activities (colbert et al., 2015), as well as inquiry learning (adnan & bahri, 2018). moreover, several learning model have also been confirmed could improve students’ metacognitive skills. some of the learning model is project-based learning (sumampouw, rengkuan, siswati, & corebima, 2016) and problem-based learning (haryani, masfufah, wijayati, & kurniawan, 2018; panchu, bahuleyan, seethalakshmi, & thomas, 2016). conclusion according to the findings of this study, it can be concluded that: the students’ metacognitive skill has developed well with the average of 71.93%. furthermore, the students’ metacognitive skills in every component also developed well (64.53 – 75.81%), except the ability of debugging strategies which enhanced excellently (88.30%). this study has examined the profile of metacognitive skills of students of science education courses. the results of the analysis have shown that their metacognitive skills are good. however, this conclusion is only based on metacognition data that collected using one instrument. therefore, further research involving more than one type of metacognition instrument needs to be done. in addition, to confirm the effectiveness of lectures in science education in empowering metacognition, research that examines the metacognition profile in various study programs needs to be conducted. acknowledgment we would like to thank to directorate of research and community service of university of trunojoyo madura-east java, indonesia who has supported fully on this study. we are also immensely grateful to all colleagues from department of science educationuniversity of trunojoyo madura for their comments and suggestions on this manuscript, although any mistakes are ours and may not tarnish the reputations of these persons. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 157-164 162 yasir et al (metacognitive skill on students …) references aacte. 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(2023). the effective learning process in 5e learning environment: a case study of medical assistant students. jpbi (jurnal pendidikan biologi indonesia), 9(2), 134-144. https://doi.org/10.22219/jpbi. v9i2.26269 t e c h n o l o g mailto:blrmsh@yahoo.com mailto:fppor@wou.edu.my mailto:rames.prasath@city.edu.my https://doi.org/10.22219/jpbi.v9i2.26167 https://doi.org/10.22219/jpbi.v9i2.26167 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 135 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 significant difference (p< 0.01) between scores of satisfactions with flipped and classroom teaching. overall, the study indicated flipped course delivery to be the preferred choice of students over lecturing in the classroom merely. similarly, the study of garcia‐vedrenne et. al (2020) reported a successful transformation in teaching an undergraduate medical course by using flipped and team learning that emerged as an innovation in instructional strategy. even so, morin et. al (2020) at the university of central florida, examined the perspective of institutions, faculty, and students in adopting flipped learning. the study reported the overall satisfaction of students to be high along with high levels of their interactions with faculty and fellows. convenience and flexibility appeared to be the reasons for getting into flipped learning courses and for many students it appeared to be a platform of active learning. however, a downward trend in satisfaction levels among younger students was reported accompanied by problems with technology, time management, and course organization. as flipped learning combines traditional classroom with online instruction; there emerges a complexity in terms of the variety and diversity of learning environments, learning design(s) and as well as learning styles of the students (dantas & cunha, 2020) and narrow awareness. similarly, cultural and technological diversity and the net-generation experiences create problems for flipped learning and its success (åhman & nguyen, 2020). likewise, after reviewing research experiences of university students in flipped learning, chen et. al (2019) suggested that it needs to be focused on the interrelationships of various learning modes, traditional, online, etc. the study of yeh (2022), demonstrated students’ satisfaction with flipped learning due to its flexibility. however, they reported their problems and wished their tutors to be trained in using technology in the instructional process although different studies (cevikbas & kaiser,2020; mitsiou, 2019; soon tan et.al., 2022) have regarded flipped learning as a paradigm shift in the teaching-learning process and described its use, benefits, and potential according to lawson et. al., (2019) unknowingly incorporate ineffective pedagogical strategies that do not promote creative and critical higher-order thinking skills. furthermore, they questioned the ability of teachers, availability of students-centered classrooms, instructional planning, coping with individual differences, diverse learning experiences and learning styles, and purposeful interactions of students. even so, stone (2019) highlighted issues in online learning education regarding the retention of students, the readiness of colleges or universities to embrace it, and problems of developmental education pedagogy. also, gonzales et. al., (2020) reported in their study a lower level of satisfaction among younger students due to problems with technology, time management, and course organization besides, the innovations in information and communication technologies (icts) seemingly brought about a revolution in the field of education and training (foutsitzi & caridakis,2019) like other areas of social sciences. it seems to have opened new avenues of imparting education by facilitating instructional delivery. therefore, new methods and techniques of instruction and instructional delivery are emerging with the emergence of new technologies and technological tools. a 5e-flipped learning environment is an innovation in instructional delivery on account of icts particularly, the internet and its related technological tools or application (apps) with the integration of 5e learning cycles. flipped learning seems to be an emerging concept in developing countries with greater instructional potential. different studies have addressed different aspects of flipped learning but its practices and issues with integrated 5e learning cycles in higher education in malaysia context still need to be explored. this study is an attempt in this area. thus, a research question was posed; how does the 5efl environment enrich the learning environment for an effective learning process? method research design a case study can provide an in-depth and detailed examination of the situation and its contextual conditions (paparini et. al., 2020; yin, 1994). thus, a single case study was designed to explore learners’ experiences in 5efl within the authentic context. context and participants the study was conducted in an undergraduate-level 5efl course at a private university in kuala lumpur of malaysia in 2022. this course introduced the foundations of prehospital trauma care. participants were in the year 2 medical assistant students diploma program, including both males (n = 4) and females (n = 8). the learning activities in this 5efl course included video lectures, paper analyses, online reading, reflection journals or discussions, online forums, presentations, classroom discussions, and continuous and final evaluation with topics related to prehospital trauma care. the 5efl course included seven-week durations arranged in terms of seven weeks of online sessions and the end weekly of f2f sessions. all the f2f classroom sessions were arranged in the evening to accommodate students’ free schedules. in all seven weeks of online sessions, students were required to go through weekly related activities at their own pace, a course learning management system (lms) moodle has been used. they were also encouraged to participate and comment on peers’ weekly discussion forums. in addition, to 136 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 provide feedback on students’ online discussions and assignments, the instructor used asynchronous participating access. the instructor created a role as a participant and was involved in the discussion forum. in the classroom sessions, the instructor facilitates the students’ participation in learning activities. data sources data sources in this study included: (1) semi-structured interviews with four students (iv), (2) focus group discussion (fg) with two groups and each of the groups has six students, (3) 12 participant learning journals, and (4) seven classroom observations. the researcher first obtained approval from the university administration and the course leader. follow by this, a meeting was arranged in week 1 with the students. this meeting was held to introduce the researcher and explained the study. the researcher explained the study process and their task throughout the course. the researcher also clarified any questions from the students. in addition, during the meeting, students' consent was obtained through a consent form. in week 2 the first part of the course was started with online and classroom sessions. the first round of participant learning diaries was collected from week 2 to week 4. then at week 5, the second part course was continued with online and classroom sessions. in week 9, the second round of participant learning diaries was collected. at week 10, 2 focus group discussions were conducted, followed by individual student individual at week 11. all the interviews session was conducted via f2f. the interview protocol for both fg and iv included eight questions, such as background information of interviewees, the activities that students thought effective or ineffective, and the role of this approach to enrich their learning experiences. the focus group discussion lasted for 45-60 min and the individual interview lasted approximately 30 min and all these sessions were audio-recorded. data analyses all qualitative data were analyzed by researchers. the researcher used thematic analysis (braun & clarke, 2014) to analyze the individual interviews, focus group discussions, classroom observations, and qualitative data from the participant learning journals. the interviews were transcribed by the researcher, and first-level member checking was conducted with the interviewees. once the researcher transcribed the data verbatim (eaton et. al., 2019), and confirmed the transcripts, a thematic analysis was conducted. one of the external scholars with a ph.d. in the qualitative background was asked to read the interview transcripts and suggested initial codes, categories, and themes, and the researcher and this scholar then discussed them, resolved any disagreements, and finalized the coding. the same protocol was followed to analyze the focus group discussions, classroom observation, and participant learning journals. results and discussion the effectiveness of the learning process in the 5e flipped learning environment was categorized under five themes, which are a) supportive learning process, b) organised and well-structured method, c) enhance teacher’s supportive role, d) facilitate students' role, and e) enhance perceived competence level in learning as shown in figure 1; all the themes’ findings are explained below. figure 1. themes explored on the effectiveness of the learning process in the 5efl environment 137 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 supportive learning process the students described this teaching approach as a good and supportive learning process, they felt this because they found the learning materials such as video lectures and notes were good at providing information. “sources used such as pictures, online videos, and online reading materials were very good. it resonates with me because i like to study with pictures and online videos. after all, i don't feel bored. i am also happy to understand the topic with the picture. i also think i can learn almost half of the information from the online explanation and the method used is organized and easy to understand” (fg2 s2). besides that, some students explained how the video lectures provided step-by-step information for them. student 5 stated: “it’s a method of using video, the video was interesting and descriptive so we were able to get information and we can learn easily. we were also able to follow because the content was arranged in an orderly manner and step-by-step so it was easy for us to understand and follow the lesson” (fg1 s5). the online observation of student 8 also noted: “student is continuously involved in the online activities, especially watching video lectures; this is evidenced by the total watching video lecture time for student 8 which was 160 minutes” (obs8). moreover, student 1 in his interview mentioned that the video lectures provided information from basic to complex which helped him to understand the lesson better. he said: “this is because the online session provides materials and explanations and each individual has to go through it himself” (is1). the 5e flipped learning environment also provided the students with thinking ability by focusing on learning step-by-step. as student 6 stated: “the videos are prepared in such a way from basic to deep explanations. the steps are really interesting for me because it engages me in the lesson. the way it was designed well and for me, as a student, it made me interested because it provides me with information on how i am going to continue my learning” (is6). besides the interview, online observation also found that student 6: “student 6 was actively involved in the online activities, and he was really focused on following the step-by-step process of the learning activities and completing the task” (obs6). the student in his learning diary also wrote that this learning environment made him thrilled to learn by previewing information and eager to continue with online learning activities. student 3 wrote: “i felt thrilled to experience the contents of the 5e learning environment. the preview was awesome and i was eager to start online learning activities” (lds3). this learning environment also provided this student with opportunities to re-watch the video to increase her understanding. student 3 wrote in her reflection: “i have opportunities to re-watch the video lecture to increase my understanding. i can follow the lesson well. i felt it was well arranged which made me interested to follow” (res3). the online observation noted that student 3: “student 3 reviews the video frequently” (obs3). the students also had the excitement to continue online and classroom sessions; this is because the arrangement at the beginning of both lessons made the students excited to continue with the subsequent 138 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 lesson. student 9 reflected: “i was ecstatic to be able to interact with the subject in the 5e learning environment. i was excited to begin online learning activities after seeing the preview” (lds9). “students freely discussed the topics with their peers in the classroom” (co2). the learning process in a flipped classroom is characterised by a variety of learning modes being introduced including group work, independent study, research, performance, and project work that optimize learners’ learning capacity. by participating in different learning environments, the learners themselves have the flexibility to choose when and where to learn which can gradually and constantly increase their autonomy level as mentioned by brau (2020). this study aimed to explore the enriching constructive alignment that influences the student’s learning process in the 5e flipped learning. the positive learning conditions in this approach to learning, as well as factors that contributed to the adoption of different approaches to learning, were identified. it was evident that different elements of constructive alignment had a clear role in guiding student learning and studying. the teaching and assessment-related factors appeared to play a big role in student learning. in the course that applied active teaching and learning activities, almost all the students described adopting a deep approach (mcenroe-petitte & farris, 2020). it appears that teaching that provides enough challenges for students requires active involvement from the students throughout the course, provides chances for peer support, and uses high-quality teaching materials to support students to adopt deep learning (li et al., 2022). on the other hand, traditionally organised courses with lectures and final examinations, and with no engaging activities had significantly more students adopting the unreflective or mixed approach learning outcomes (hailikari et al., 2021). furthermore, according to wang et al. (2021), a constructive learning environment with an active learning design and implementation which is focused on this study will provide students with a positive learning environment. therefore, it appears that teaching that does not require active involvement on the part of the students also provides more options for students not to engage. hence, the way the teaching is organised seems to play a crucial role in guiding what the students do. as suggested by uiboleht and karm (2020), a student-centered approach to teaching appears to support students’ learning towards the adoption of a deep approach. the above explanation was in line with the finding of this study whereby most students experience a positive learning process with a 5e flipped learning environment. organized and well-structured method the 5e flipped learning environment was arranged in a systematic approach. some of the students expressed their concern regarding their learning experiences with the lesson arrangement of the course content. they liked how the content was arranged, especially the method of delivery of content. they expressed their perception of the knowledge that was passed to the students through a step-by-step approach. they liked to focus on the course because the approach enabled them to follow the context well. this was shared by student 6: “i also like to learn with this method because this method was structured in providing information. the online video first reveals the content and the follow-up video then explains the content. the video explained in more depth and there was also reading material that gave me a more in-depth explanation” (fg2 s6). the online non-participant observation also noted that student 6 was more engaged with this approach as described: “students participated in the step-by-step activities provided in an online learning environment” (obs6). this well-organized instructional method supported students in learning because the method provided the students with learning details and facilitated them to understand the lesson. this has been explained by the students with the following data: “yes, i feel i can learn detail through this approach. this was because i felt the method used to provide me with the information step-by-step. i can follow lessons step-by-step the online session starts with an introduction on what we understand in the following lesson” (is9). “the classroom was well-planned steps-by-steps for easy understanding. i felt it was a method” (lds2). “this session allowed me to connect what i had learned in class to what i was expecting in the 139 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 upcoming classes” (lds7). the student also described the 5e flipped learning environment as providing integration between online and classroom sessions. student 10 wrote: “what i value during my preparation for the classes is the ability to relate what i've been taught to what i already know” (lds10). in recent years, numerous researchers have already discussed and verified the effects of flipped learning, the advantages of flipped learning, and their benefits for students' learning performances (marshall & kostka, 2020; özdogru, 2022). nevertheless, researchers have specified that providing multimedia and adequate learning guidance is important for supporting students’ extracurricular activities (suartama et al., 2020). to reach this goal, this study proposed a contextual 5e flipped learning approach. it provided medical assistant students with concepts relevant to prehospital trauma care, integrated the 5e learning cycle stages into a flipped learning environment with multiple learning activities, and designed a case study to explore students’ learning experiences. hence, this study’s findings indicated that students have a positive learning environment with this approach to enhance their learning ability in prehospital trauma care. chiou et al. (2020) believed that a well-organized and structured method stimulated students’ internal motivation. with the improvement in internal motivation, participants can thoroughly take part in learning activities (chaudhuri, 2020). that is why the 5e flipped learning environment has great potential for promoting students’ learning engagement, which could be the reason why the students learning with the 5e flipped learning approach showed better attitudes and learning performance than those learning with the conventional flipped learning environment. additionally, the study findings regarding learning tendency with the well-structured method were in line with the hypothesis proposed by sulaiman et al. (2020), who suggested that students’ recognition could benefit from 5e learning cycle activities. other researchers in a systematic review have also pointed out that contextual learning activities with a learning model can successfully instruct students to engage in higher-order thinking, and thus improve their learning efficiency (zou et al, 2020). therefore, the 5e flipped learning approach was developed in the present study to assist students in obtaining knowledge through sound, videos, and pictures with contextual questions when they observe and deal with problems. these applications enabled students to exhibit higher-order thinking and to understand how to apply knowledge in clinical environments, which is also a conducive effort to enhance their learning ability. this study finding showed that a 5e flipped learning environment can promote students’ in-depth motivation, and thus increase their in-depth understanding and application of knowledge. in addition, the findings of the present study revealed that the students encountered a manageable learning environment with this approach. the interview results showed that the students thought adopting the 5e flipped learning environment has promoted their knowledge of making correct decisions as well as reduced their learning anxiety. the result specified that providing an organised and wellstructured method with a suitable time for situating learners in learning contexts is an effective method in medical education. enhance the teacher’s supportive role the role of a teacher in delivering courses is very important to make sure their students are able to understand and gain knowledge. the teacher could use various approaches in order to impart knowledge to their students. therefore, a teacher plays an important role in conducting teaching and learning activities. teachers are usually considered facilitators in teaching and learning. they need to guide the students in the learning process. this 5e flipped learning environment provided the ability to enhance the supportive role of the teacher in teaching and learning. student 8 shared her experiences: “the instructor gave a key point for me to answer. this was great so i can recall what i have learned online. next, the instructor discussed the questions so that all students understood what they should understand while studying face-to-face. this allowed me and my friends to concentrate on the session” (fg2 s8). moreover, student 6 explained that providing immediate feedback to the students’ questions helped them to learn and this enhanced the teacher’s role in the 5e flipped learning environment. as student 6 described: “the support provided by the teacher was very good, the teacher helps and guides students to understand the content of the topic. they gave immediate feedback and this made the students clarify any doubt about the topic” (is6). the 5e flipped learning environment is one of the platforms which enabled more interaction with the 140 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 teacher. student 1 in his learning diary mentioned: “this is a platform where we get to interact with the teacher and i used it to have some questions answered” (lds1). furthermore, in the classroom observation, it was found that the teacher facilitates student learning by providing learning materials and taking control of their learning. “the teacher relaxes and assumes facilitating, supporting and resource person roles” (co2). “the teacher employs a precise teaching technique and provides the content to the students” (co3). it is ultimately undeniable that opportunities and challenges are seen by both teachers and learners when introducing the flipped learning approach in teaching and learning (turan & akdag-cimen, 2020). in addition, the flipped learning approach helps 21st century learners to develop 21st century skills. the flipped learning approach provides more time for learners during the teaching procedures through various learning tasks and activities such as role plays, simulations, games, discussions, and presentations. consequently, learners engage more in the learning environment and become active learners (galindodominguez, 2021). moreover, learners can expand their knowledge and broaden their horizons via content-based activities through flipped instruction. in terms of teachers and instructors, the flipped learning approach allows them to develop or choose materials related to real-world situations or current issues with the integration of technology. therefore, learners can utilize technology as a tool to access learning materials and gain more knowledge by themselves anytime and anywhere. more importantly, the flipped learning approach also develops information, media, and technology skills for learners as one of the required skills in the 21st century. apart from providing opportunities for learners to be more engaged in the lessons and become active learners, the flipped learning approach also supports teachers to become active facilitators. teachers in the flipped learning environment or classrooms need to prepare the learning materials in advance and update the materials with current situations, especially in medical education (blair et al., 2020). consequently, in the flipped classroom, teachers will not only teach and prepare all learning materials, but also facilitate their professional learning and development, link the flipped learning approach with suitable practices, introduce innovations to the classroom, and conduct research to help improve their students. therefore, the teachers will enhance their eagerness to challenge themselves to make their teaching more efficient, turn themselves from passive teachers to active teachers and develop 21stcentury skills. thus, the benefits of implementing the flipped learning approach need to be promoted to all teachers in terms of supporting active learning, enhancing learners’ engagement, and practical assessment. similarly, the practice of the 5e flipped learning environment in this study has a positive outcome with the supportive role of the teacher. in this study, students who have experienced the design and implementation of the 5e flipped learning environment have emphasized the role of the teacher as an active facilitator; they experienced the teacher playing an active facilitating role, especially in the classroom session to engage students in learning. this study is consistent with the findings of blair et al. (2020). thus, a good instruction design can promote a supportive role of teachers in teaching and learning. facilitate students' role the students also experienced this 5e flipped learning environment that facilitated the student’s role in learning. this approach has focused on student-centered learning environments. there were two learning environments set in this 5e flipped learning environment; online and physical. the students had the opportunity to learn self-directed online with instructions and in the classroom teacher-guided, they were also allowed to discuss with their peers and enhance their understanding. the classroom and online non-participant observation identified: “the learners work extra hard here. the learning session is controlled by learners through observation work investigation and drawing shock and fluid resuscitation inferences” (co1). “the students took part in the group discussions with the desire to understand the topic further” (co3). “the student also takes part actively in the online learning activities” (obs9). in the 5e flipped learning approach, learners are encouraged to take charge of their learning. although it may challenge those learners who are used to sitting down to listen to lectures, learners in the 5e flipped classroom are expected to be able to support themselves and work collaboratively with their colleagues in learning. in addition, learners in this flipped classroom are required to explore the content 141 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 in greater depth by themselves. they are also expected to be able to increase higher-order thinking capacity according to the learning opportunities provided by the teachers. furthermore, learners in flipped classrooms are also actively involved in building knowledge through increased opportunities from participating in a meaningful learning environment (say & yildirim, 2020). in this study, students have mentioned that the use of the 5e learning cycles in the flipped classroom approach has facilitated their role as students in learning. they felt that in this learning environment, they were more involved in the learning activities in both online and classroom. they were able to engage with the learning activities, especially with the 5e step-by-step stages of activities. this learning environment was designed to guide the students to follow the activities with scaffolding focused on the constructivist model. the students were guided with step-by-step instructions in their learning process. thus, the finding of this study is concurrent with the suggestion by özbay and çınar (2021) which focused on a systematic teaching design approach that can facilitate students’ role in the learning process. enhance perceived competence level in learning all students reported positively about the 5e flipped learning environment pre-class element, especially basic to complex lecture video information viewing, as it enabled them to develop an understanding of the course content before class. having the basic knowledge enhanced students’ perceived competence and confidence in learning in class and motivated them to pay more attention during class time. as the students stated: “after watching the step-by-step video lecture, i have more confidence in class … confident to look at the teacher and feel more confident to answer questions” (is1). “as i have the basic concept in my mind … during the discussion in class, i could quickly understand the views of others. this gives us more opportunities to interact and i have more opportunities to express my views. without preparation, i do not have the nerve to talk” (re s2). “i felt very confident and knowledgeable after going through the step-by-step online session, it made me well prepared before the classroom session” (fg1 s5). the results from focus groups, individual interviews, and learning diary feedback also gave an insight into the students’ learning approaches towards in-class learning activities. students had a high preference for the 5e flipped learning environment and were more engaged in becoming active learners in both learning environments: pre-class and in-class sessions. in this study, the students expressed their enriched learning experiences by saying they have improved their understanding and application of knowledge in the clinical practice which promoted a deeper and wider thinking for them. they also perceived a positive learning outcome with the use of the 5e flipped learning approach that combined electure prior to the class with face-to-face interaction in the classroom. as mentioned by bloomberg (2022), learner empowerment, social learning, and emancipating flexible, lifelong learning are some of the key features focusing on future pedagogical ideas, where the learner applies knowledge through intellectual inquiry in professional and applied contexts. these features were considered within the 5e flipped learning environment design and implementation for this study. in addition, another way to explain students’ enhanced learning outcomes in the 5e flipped learning environment is that this new model provides an opportunity for students to become active learners. in this learning environment, students learn the basic content knowledge before the classroom and they come to class to explore more opportunities to work on problem sets and engage with the classroom activities. hence, an innovative flipped learning approach can provide opportunities for students to have more interactions with the instructor and peers during in-class activities (cho et al., 2021). therefore, while students actively engage in interactive sessions for in-class tasks followed by face-to-face instruction, they can build up higher-order cognitive skills and engage in meaningful learning (lu et al., 2021). for these reasons, the 5e flipped learning approach is useful when teaching students in large enrollment introductory sections. in addition to becoming active learners in the 5e flipped learning environment, students are more likely to manage their time, learning strategies and approaches, and pace, which may be associated with self-regulation (park & kim, 2021). from this, the students gain basic knowledge and learn at their own pace. moreover, the low-stakes formative assessments in the 5e flipped learning environment allowed students to keep track of their learning process. these opportunities in the 5e flipped learning environment have the potential to encourage students to equip themselves with self-regulation skills that improve their competence level in learning. limitations and suggestions for future research a few limitations are noteworthy in this study. first, the study context was limited to a small-sized undergraduate class in learning design and technology, and thus the findings may not be applicable in other disciplines or at other educational levels. future research could expand the study in diverse educational settings. second, the number of interviewees was limited. thus, instructors and instructional 142 muniandy et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 134-144 designers should be cautious when applying the findings of this study to larger classes. third, the interviewer and interviewees had a strong rapport, which must have influenced the research in various ways. to establish trustworthiness, the researchers worked collaboratively to address possible biases and conducted interviews one week after the course had concluded. fourth, even though the research involved multiple data sources, it did not examine students’ learning outcomes. future studies could investigate more closely the effect of strategies and technologies on students' learning outcomes in 5efl.ss conclusion in conclusion, an overwhelming number of students reported that they were more confident in their ability to understand lessons after attending the 5e flipped learning environment. they believed that they had made good progress in the development of knowledge and practice with this 5e flipped learning environment. in addition, the improvements in self-efficacy concerning independent learning showed that the 5e flipped classroom approach may be appropriate for preparing students for tertiary studies. as a result, being active learners and taking responsibility for their learning can help them leverage the resources provided in face-to-face and online sessions in 5efl. acknowledgment respectful appreciation is upon a senior lecturer from wawasan open university of penang (wou) who has facilitated the research through the directorate for research and social services of wou. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions b. k. muniandy: data analysis; methodology, and writing original draft preparation. p. f. ping: analysis; writing original 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2maghfirohlailatul430@gmail.com; 3sri.endah.fmipa@um.ac.id; 4fatchur.rohman.fmipa@um.ac.id; 5priambodo.fmipa@um.ac.id abstract: scientific reasoning, argumentation, and problem-solving are essential skills in 21st century. they help people solve problems in daily life. this study aimed to investigate the effect of local-based teaching materials on student’s argumentation, scientific reasoning, and problemsolving skills using science project-based learning (spjbl). argumentation skill is a social and dynamic process, involving individuals engaged in thinking, constructing, and critiquing knowledge in science. scientific reasoning skills require students to give reasons in the form of opinion or actions and conclusions by using appropriate language to explain what they think and making judgments or decisions based on the produced reasons or evidence. problem-solving skill is a process of designing, evaluating, and implementing a strategy to answer questions. in this study, the time series approach was used as a part of the quasi-experimental design with science projectbased learning (spjbl) as the learning model. a total of 29 biology students of universitas negeri malang participated in this study in august-november 2019 at the department of biology of the university. the data was collected using pre-test and post-test instruments which measured scientific argumentation, scientific reasoning, and problem-solving skill variables. the data analysis was done using ancova test in spss 16.0. the results of this study show that there is positive effects of local-based invertebrate and vertebrate materials on scientific argumentation, scientific reasoning, and problem-solving skills. these findings can be used as reference for educator to gain students’ scientific reasoning, argumentation, and problem-solving skills in science classroom through science project-based learning (spjbl) with the help of local-based teaching materials. keywords: argumentation, local-based teaching, problem-solving, scientific reasoning introduction the 21st century is known as the age of knowledge due to the existence of information technology (bhattacharjee & deb, 2016; lewin & mcnicol, 2015; mikre, 2011; ul-amin, 2013), globalization (turiman et al., 2012), and the industrial revolution (hussin, 2018). these factors challenge various aspects including education. education system and its processes are expected to be able to prepare competent human resources who are ready to compete globally. furthermore, education must integrate several skills which are relevant to the era of 21st century. therefore, it is crucial to incorporate 21st century skills in science education. 21st century skills consist of four main domains, namely argumentation (ika et al., 2019; kundariati et al., 2021; kundariati et al., 2021), scientific reasoning (kambeyo, 2017; khoirina et al., 2018; kuhn, 2011; kundariati & rohman, 2020), and problem-solving (rahman, 2019; turiman et al., 2012). scientific reasoning specifies activities or practices in scientific discovery. the process of reason begins with the observation of an unexplained phenomenon, the abduction of several alternative hypotheses, *for correspondence: maisunakundariati@gmail.com article history: received: 26 july 2022 revised: 18 october 2022 accepted: 25 october 2022 published: 30 november 2022 10.22219/jpbi.v8i3.21973 © copyright kundariati et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:maisunakundariati@gmail.com mailto:maghfirohlailatul430@gmail.com mailto:sri.endah.fmipa@um.ac.id mailto:fatchur.rohman.fmipa@um.ac.id mailto:priambodo.fmipa@um.ac.id https://doi.org/10.22219/jpbi.v8i3.21973 https://doi.org/10.22219/jpbi.v8i3.21973 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 288 kundariati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 287-295 and the hypothetical-deductive test of these hypotheses which supports but never proves whether the hypotheses are right or wrong (engelmann et al., 2016). scientific reasoning is expected to increase when students can build their knowledge through understanding (daryanti et al., 2015). according to aacu (2010), scientific reasoning skill is adherent to self-correction on inquiry and dependent on empirical evidence to describe, understand, and predict a phenomenon. scientific reasoning skill has five indicators, namely: 1) selection of a topic or argument, 2) existing knowledge, 3) methodology, 4) analysis, and 5) conclusions, limitations, and implications. the previous research showed that students’ scientific reasoning skill was still low (khoirina et al., 2018). scientific reasoning relates to the students’ argument in science context, therefore this ability should be coherent to built a strong scientific concept and understanding of phenomena. scientific argumentation can be conceptualized as a claim that is supported by scientific evidence or is warranted in a scientific process. it also can be conceptualized as a thinking process or dialogue to come to a reasoned view about science, scientific constructs, or constructs within a scientific process (engelmann et al., 2016). argumentation as a reasoning process has been defined by toulmin et al. (1984) which is commonly known as toulmins’ argument pattern (tap toulmin). the toulmin presents study consisting of six elements of argumentation. argumentation centers on a claim, a position being taken and evidence or grounds that support the claim. toulmin refers to the link between the evidence and the claim as a warrant. the type and quality of the reasoning involved in the chain of reasoning are called as backing. an argument consists of a rebuttal that identifies exceptions to the claim or presents counter-arguments (frey et al., 2015). there are 5 levels in the argumentation skill in which each level has its own category and tier. level 5 is the highest level of argumentation and level 1 interpretates the lowest level of argumentation (cetin et al., 2014). student’s argumentation skill is still low and needs to be improved (purwati et al., 2019; putri & rusdiana, 2017). the third important skill that needs to be improved in the 21st century learning is problem-solving as it is currently needed to face the globalization (turiman et al., 2012). problem-solving is a process of designing, evaluating, and implementing a strategy to answer questions (aacu, 2010). problem-solving skill needs to be improved to face a new problem and develop learning (moorthi, 2018). according to (fischer et al., 2012), problem-solving activities are divided into two groups. the first is about the structure of the contents of the problems to be solved and the second is about the scientific process that students must master to solve a problem. based on the facts in the previous researches, it was found that student’s problem-solving skill is still low (cindikia et al., 2020; yulindar et al., 2018) and needs to be improved (moorthi, 2018). argumentation, scientific reasoning, and problem-solving skills can be developed through science project-based learning (spjbl) model. spjbl has been proven to have a tremendous effect on students’ content understanding and developing skills (aksela & haatainen, 2019; han et al., 2015), and spjbl plays many roles in students’ and teachers’ learning experiences (han et al., 2015). spjbl model can train students in collaboration, analyze real-world problems that occur around them, collect and analyze data, construct solutions to problems, and reflect on the experienced learning process (carlina & djukri, 2018). effective learning can be supported by some factors, such as learning material and learning resources. universitas negeri malang is located in malang regency which has high potential of animal diversity including invertebrates or vertebrate species. this diversity can be utilized as learning resources as well as being a tool to make students feel closer to their environment (kundariati et al., 2020). there has been several studies on students’ scientific reasoning, argumentation, and problem-solving. (brown et al., 2016; pratiwi et al., 2019) showed in their study that problem-based learning could effectively facilitate students’ argumentation skill. argumentation skill can be empowered through the provision of problems that are used as triggers in the syntax of problem-based learning (fang et al., 2019; pritasari et al., 2015; tawfik, 2017). the studies includes positive effect of learning model toward scientific reasoning, i.e three level inquiry based learning (yanto et al., 2019) and 5e learning model (susilowati & anam, 2017). some researchers also reveal the effectiveness of context-based learning (yu et al., 2015); problem-based learning (suciati et al., 2020; syafii & yasin, 2013); and inquiry learning (gunawan et al., 2020) toward problem-solving skill. the research conducted only assessed the effect of various learning models on reasoning skills, scientific argumentation, and problem solving on other variables that could influence these skills. another variable that may influence these skills is local-based potential materials. the utilization of local potential in learning supports contextual learning theory, therefore research that examines the effect of local-based teaching materials toward scientific reasoning, argumentation, and problem solving is needed. this study provides biology educators a better learning process which helps students reason scientifically, develop arguments scientifically well, and solve the current problems through local-based teaching. 289 kundariati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 287-295 methods research setting and sample this research was carried out to determine the effect of local-based invertebrate and vertebrate materials on argumentation, scientific reasoning, and problem-solving skills using science project-based learning (spjbl). in this present study used the quasi-experimental design. the researchers had performed this study in august-november 2019. the samples of this study consisted of a total of 29 biology students (erduran et al., 2004) in universitas negeri malang with random sampling technique. the study design of the research was a time-series (creswell, 2014). instrument the research instruments used were essay which integrated with the scientific reasoning and problemsolving indicators and essay test to assess students’ scientific reasoning. the argumentation test refers to the level of argumentations by (erduran et al., 2004). scientific reasoning and problem-solving tests are prepared based on the (aacu, 2010) indicators. all test instruments were validated by the expert assessment with the validity number of 0.85 (categorically valid) and validated by reliability testing using pearson correlation, making reliable results for all test instruments. data analysis techniques data analysis was statistically tested using ancova with the significance level of 5% in spss 16.0 software. the data obtained was first tested on the prerequisite normality and homogeneity test. results and discussion the influence of the learning model on students’ critical thinking the results of data analysis in determining the effects of invertebrates and vertebrates on argumentation skill are presented in table 1. table 1. summary of differences in students’ argumentation skill on invertebrate and vertebrate material source type iii sum of squares df mean square f sig. partial eta squared corrected model 4061.825a 2 2030.912 17.248 .000 .385 intercept 1710.882 1 1710.882 14.530 .000 .209 pre 3789.997 1 3789.997 32.187 .000 .369 learning material 100.895 1 100.895 .857 .359 .015 error 6476.193 55 117.749 total 210435.000 58 corrected total 10538.017 57 based on table 1, it can be seen that the significance p-value of 0.359 is higher than the α-value of 0.05. these values indicate that h0 is not rejected, which means that invertebrate and vertebrate material has no effects on argumentation skill. furthermore, to find out the level of increase in argumentation skills in each material, the formula below was used and the results are presented in table 2. table 2. the percentage of level of increase in argumentation skill material pretest score posttest score percentage invertebrates 60 66 10% vertebrates 45 53 17,8% based on the results of data analysis, there was an increase in argumentation skill, calculated using pretest and post-test scores on invertebrate (10%) and vertebrate (17%). the results of data analysis in determining the effects of invertebrates and vertebrates on scientific reasoning skill are presented in table 3. based on table 3, it can be seen that the significance p-value of 0.082 is higher than the α-value of 0.05. these values indicate that h0 is not rejected, which means that invertebrate and vertebrate material has no effects on scientific argumentation skill. to find out the level of increase in argumentation skill in each 290 kundariati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 287-295 material, the test results are presented in table 4. table 3. summary of differences in students’ scientific reasoning skill on invertebrate and vertebrate material source type iii sum of squares df mean square f sig. partial eta squared corrected model 869.678a 2 434.839 11.954 .000 .303 intercept 1971.537 1 1971.537 54.201 .000 .496 pre-reasoning 273.195 1 273.195 7.511 .008 .120 learning material 114.036 1 114.036 3.135 .082 .054 error 2000.598 55 36.375 total 433560.000 58 corrected total 2870.276 57 table 4. the percentage of level of increase in scientific reasoning skill material pretest score posttest score percentage invertebrates 76 89 17,1% vertebrates 67 83 23% based on the analysis, there was an increase in scientific reasoning skill, calculated using pre-test and post-test scores on invertebrate (17.1%) and vertebrate (23%). the results of data analysis in determining the effects of invertebrates and vertebrates on problem-solving skill are presented in table 5. table 5. summary of differences in students’ problem-solving skill on invertebrate and vertebrate material source type iii sum of squares df mean square f sig. partial eta squared corrected model 4135.860a 2 2067.930 36.465 .000 .570 intercept 2096.648 1 2096.648 36.971 .000 .402 pre-problem-solving 659.981 1 659.981 11.638 .001 .175 learning material 1088.086 1 1088.086 19.187 .000 .259 error 3119.054 55 56.710 total 424437.000 58 corrected total 7254.914 57 based on table 5, it can be seen that the significance p-value < 0.001 is lower than the α-value of 0.05. these values indicate that h1 is accepted, which means that invertebrate and vertebrate material has an effect on scientific argumentation skill. spjbl is a constructivist pedagogy that intends to bring deep learning by allowing the learners to use an inquiry-based approach to engage with issues and questions that are rich, real, and relevant to the topic being studied (markham, 2012). out of these contemporary modern methods, spjbl has been widely recognized as a collaborative, progressive, student-centered, interactive, active, and deep learning approach (jalinus et al., 2017). it is in line with lewin and mcnicol (2015); widya et al (2019) who argued that project-based learning promoted students’ critical thinking in learning activities. learning material such as students’ worksheets has a great impact to promote students’ argumentation, scientific reasoning, and problem-solving skills through the spjbl model. the student’s worksheet was prepared by compiling the syntax of spjbl model which has several ways of teaching and learning activities. students followed either instruction of learning activities in the worksheet or the syntax of the learning model (jalinus et al., 2017; nawawi, 2017). the learning process is given with an appropriate studentcentered approach, which makes the student more active and collaborative, as well as triggering them to observe evidences through environment cases. argumentation is the basis for showing and submitting proof of opinion on a matter (novitasari et al., 2018; pritasari et al., 2015). heng et al (2014) stated that in the development of scientific concepts, argumentation had an important role. it was further explained that argumentation and scientific reasoning have a connection to draw conclusions which involve critical thinking skill in making statements based on the existing facts (pallant & lee, 2015). the discussion indicates that students showed an increase in argumentation on vertebrate material because the material is more closely related to their daily life 291 kundariati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 287-295 and so they observe vertebrate animal members more often than the invertebrate animals. vertebrate animals also have larger size than invertebrate animals, making it easier for students to make observations and provide opinions or arguments about the structure of morphology of the animals. probosari et al (2016) also revealed that good argumentation started with real phenomena that occurred in nature which could trigger different responses. the increase in students’ argumentation skills on vertebrate material occurs because students have been trained in arguing, in which before studying vertebrate material students have learned to argue well. this is in accordance with probosari et al (2016) which stated that the right strategy was needed in teaching argumentation, and it took time for students to get used to arguing. improved argumentation skill can be accommodated in the first and fourth steps, namely problem orientation and project development and presentation. problem orientation activity supports students to develop arguments comprehensively based on observed phenomena. carlina and djukri (2018) stated that project-based learning could support students to be active in the learning activities by observing the real phenomenon around them. project development and presentation step help students present their findings and thoughts. this activity accommodates students to submit arguments in front of the class in writing and orally. students’ argumentation skill is generally shown in the second level. according to the cetin et al (2014), argumentation-assessing tools refer to tap toulmin. it means that argumentation consists of a single claim versus a claim which is supported with data, warrants, or backings, and does not contain any rebuttals. construction of the rebuttal, however, is not simple, and several studies have found that individuals struggled with the creation of rebuttal even after repeated interventions (liu & stapleton, 2020; ryu & sandoval, 2012). students need to think deeply and find some opposite fast to countering the claim and make it a rebuttal. during this study, students show much data and claim in the argument as they are getting used to give much more evidence to the fact in one point of view in their secondary schools. in the term of rebuttal, students need to think out of the common. for example, to claim mammals, students might question, “how many appendixes are needed?” “what do they eat?” “how do they reproduce?”. to make a good argument, adding rebuttals is required such as “mammals may not reproduce viviparous, mammals may not give baby breastfeeding”. to enhance the quality of argument to level 5, students are required to have complete data, warrant, backing, and appropriate rebuttals in the argument to support their claim. complicated sentences and scientific evidences make argumentations more trustworthy. it may need a long time to gain a student’s argumentation skill, but it needs to be applied well in the science classroom. scientific reasoning is in compliance with investigation and reliance on empirical evidence to describe, understand, predict, and control phenomena (aacu, 2010). facione (2011) mentioned that reasoning was a specific way of thinking to conclude the premise. scientific reasoning is the ability to infer based on existing evidence. according to aacu (2010), scientific reasoning skill is trained using student worksheets which are integrated with scientific reasoning indicators namely the selection of topics or arguments, distinguishment of knowledge, methodology, analysis, and conclusions. students experience increased scientific reasoning on vertebrate material because they are larger, more closely related to daily life, and easier to be observed than invertebrate animals, akin to biological objects are considered more difficult, abstract, and unpopular among students (rokhanah et al., 2015). stages of learning activities which observe the morphology and anatomy of visible vertebrate animals are easier to understand and thus more likely improve student’s scientific reasoning skill. the syntax of spjbl gives a good impact on scientific reasoning skill. the first steps of the learning process started with problem orientation which can improve scientific reasoning indicator namely the selection of a topic or argument. second, the students are divided into several groups to work on worksheets as well as practicing in the field or laboratory. these steps helps students explore existing knowledge. third, while students are doing the project, they manage to develop their analytical skills by thinking deeply, comprehensively, and collaboratively with their group. these steps promote analysis indicator. and the last, students are able to develop their analytical skills and make conclusions/generalizations by presenting project steps. some evidence shows scientific reasoning ability to produce empirical evidence and logical arguments and the reasons for deduction, induction, and analogy to distinguish the relationship between cause and effect (daryanti et al., 2015). problem-solving is a complicated process that requires a lot of skills in it (lisesi, 2017). according to belecina and ocampo (2018); fadli and irwanto (2020), problem-solving skill is important for students to help them use to with the process of decision-making in any problems occur in society. based on the results of the analysis above, it is shown that student’s problem-solving skill is increased in the vertebrate material. vertebrate material discusses the morphology and anatomy of vertebrate animals that are easily found in daily life and more observable. meanwhile, invertebrate material discusses invertebrate animals that are difficult to see, for example, members of the porifera and coelenterate. this finding is in line with belecina and ocampo (2018) which stated that contextual learning which emphasized student’s involvement in knowledge finding or learning could improve their problem-solving skill. spjbl gives a positive impact on problem-solving improvement. the syntax of spjbl help students in 292 kundariati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 287-295 creating solutions to their problems. the steps of organizing learning and work on the project at the syntax of spjbl support students to work collaboratively and solve the problems based on the project design that has been prepared. according to chiang and huaei (2016); fujii (2016), project-based learning can improve students’ problem-solving skill. project-based learning challenges students to solve the problem and become good collaborators (davidsen et al., 2020). to complete the project, students need to overcome all the difficulties so that their problem-solving ability is gradually improving and getting better (chiang & huaei, 2016). conclusion the results of this study show that there is an effect of local-based invertebrate and vertebrate materials on scientific argumentation, scientific reasoning, and problem-solving skills in the subject of animal diversity. student’s scientific argumentation, scientific reasoning, and problem-solving skills on vertebrate material are increased as vertebrate animals are easily found in our daily life and more observable than invertebrate animals which are difficult to find. in this research, we cannot identify arguments verbally, even though it is an important point in active learning. for further research, it is highly recommended to study other locally-based learning resources in order to reveal other local wisdoms throughout the country and region so that it will eventually encourage science learning and integrated transcript-based lesson analysis (tbla) in identifying students’ verbal arguments in class. acknowledgment we would like to thank the lp2m of universitas negeri malang for funding this research through the 2019 pnbp research funding with the reference number 20:3.66/un32.14.1/lt/2019 and all parties who have contributed in this research. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions m. k. and l. m.: collecting data and writing article; s. e. i.: 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issn: 2442-3750 (print) issn: 2527-6204 (online) volume 9, issue 1, march 2023 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 105/e/kpt/2022 as a sinta 2 journal (2021-2026). jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in eric, ebsco, doaj, base, garuda, google scholar, sinta, and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have implications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief prof. dr. hadi nur, scopus id: 6602169746; department of chemistry, universitas negeri malang, east java, indonesia managing editor assoc. prof. dr. atok miftachul hudha, scopus id: 57209580278; 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aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia • prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia • prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh • assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology jleian mard loseñara, richard r. jugar 1-14 improving the creative thinking and collaborative skills of prospective biology teachers using the emkontan learning model in environmental science courses n. nurwidodo, i. ibrohim, s. sueb, fadhlan muchlas abrori, tubagus ahmad darojat 15-25 the project-based learning model and its contribution to life skills in biology learning: a systematic literature network analysis ida yayu nurul hizqiyah, ikmanda nugraha, c. cartono, yusuf ibrahim, ilah nurlaelah, meily yanti, siti nuraeni 26-35 the we-are model’s potential to enhance digital literacy of preservice biology teachers astuti muh amin, fitriyah karmila, zainal a. laode, e. ermin, adjar yusrandi akbar, mulkah adebisi ahmed 36-45 relationship between the attitudes of biology education students towards statistics with knowledge of data analysis ahmad fauzi, diani fatmawati, ali usman hali 46-52 ability to compose concept maps and student cognitive learning outcomes in animal embryology and reproduction courses eko susetyarini, endrik nurrohman, darioush sharafie, dewi fatmawati 53-61 developing system thinking skills through project-based learning loaded with education for sustainable development ria anita ekselsa, widi purwianingsih, sri anggraeni , azizul ghofar candra wicaksono 62-73 the potential of folklore as biodiversity learning resources in high school rexy maulana dwi karmadi, s. suhartini, ahmad adnan mohd sukri 74-89 improving students’ metacognitive abilities and creative thinking skills through stem-based in online learning retno wilis, baskoro adi prayitno, widha sunarno, suwanida anjirawaroj 90-102 project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology hasan tuaputty, saiful alimudi, ine irene, l. n. latuperissa, anthony kudjo donkor 103-114 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24070 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24070 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24382 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24382 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22089 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22089 https://ejournal.umm.ac.id/index.php/jpbi/article/view/23061 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24490 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24490 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24155 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24155 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24261 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24261 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22502 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22994 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22994 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24551 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24551 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 298 peningkatan hasil belajar dan kemampuan berpikir kritis dengan model pembelajaran cooperative integrated reading and composition (circ) risma ekawati1, eko susetyarini2, yuni pantiwati2, husamah2 1alumni pendidikan biologi fkip universtias muhammadiyah malang 1pendidikan biologi fkip universtias muhammadiyah malang, e-mail: risma.ekawati91@gmail.com abstrak penelitian ini bertujuan untuk (1) mendiskripsikan hasil belajar peserta didik kelas viii smpn 2 randuagung setelah diterapkan model pembelajaran circ pada materi gerak tumbuhan, (2) mendiskripsikan kemampuan berpikir kritis peserta didik kelas viii smpn 2 randuagung setelah diterapkan model pembelajaran circ pada materi materi gerak pada tumbuhan. penelitian ini merupakan penelitian tindakan kelas (ptk). objek penelitian adalah proses pembelajaran biologi di smpn 2 randuagung lumajang kelas viii dan subjek dari penelitian adalah semua peserta didik yang ada di kelas tersebut. penelitian ini dilaksanakan dalam dua siklus, yakni siklus i terdiri dari dua kali pertemuan dan siklus ii terdiri dari dua kali pertemuan. setiap akhir siklus diadakan tes berupa ulangan harian. instrumen yang digunakan dalam penelitian berupa lembar observasi, tes dan wawancara terhadap guru dan peserta didik. hasil penelitian menunjukkan bahwa pembelajaran biologi dengan menggunakan model pembelajaran circ memberikan dampak positif terhadap hasil belajar dan kemampuan berpikir kritis peserta didik. (1) hasil belajar peserta didik meningkat 31% dari data awal yang diperoleh dari guru ke siklus i dan meningkat lagi 41,4% pada siklus ii. (2) skor kemampuan berpikir kritis peserta didik mengalami peningkatan pada semua kelompok pada setiap siklusnya terutama peningkatan pada mengevaluasi dan menyimpulkan. kriteria kemampuan berpikir kritis peserta didik, yaitu (a) kemampuan mengidentifikasi masalah, (b) kemampuan menganalisis, (c) kemampuan mengevaluasi, dan (d) kemampuan menyimpulkan. kata kunci: berpikir kritis, hasil belajar, kooperatif, pembelajaran circ permasalahan dunia pendidikan indonesia salah satunya adalah rendahnya kualitas pendidikan. pembelajaran yang terpusat pada guru mengakibatkan peserta didik tidak terbiasa belajar secara mandiri. peserta didik hanya menunggu materi dari guru tanpa ada usaha untuk mencari materi sendiri. model pembelajaran seperti ini mengakibatkan aktivitas peserta didik dalam membaca kurang dan tidak memiliki kreativitas memecahkan permasalahanpermasalahan pada materi pembelajaran (rahayu, 2010). hasil belajar peserta didik sangat dipengaruhi oleh kualitas pembelajaran yang dilaksanakan di sekolah. penggunaan model pembelajaran yang tepat dengan materi yang diajarkan merupakan salah satu penentu kualitas pembelajaran. masih banyak sekolah yang tidak memperhatikan penggunaan model pembelajaran dalam setiap penampilan mengajar. pembelajaran biasanya hanya disampaikan secara konvensional, guru yang berperan aktif, sementara peserta didik cenderung pasif (sutarno et al., 2010). prioritas utama dari sebuah sistem pendidikan adalah mendidik peserta didik tentang bagaimana belajar berpikir kritis. menurut johnson (2007) berpikir kritis adalah sebuah proses terorganisasi yang memungkinkan peserta didik mengevaluasi bukti, asumsi, logika dan bahasa yang mendasari pemikiran orang lain. menurut muhfaroyin (2008) untuk menghadapi perubahan dunia adalah dengan membentuk budaya berpikir kritis dimasyarakat. dengan berpikir kritis peserta didik menganalisis apa yang mereka pikirkan, menginformasikan dan menyimpulkan. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 299 berpikir kritis menjadi penentu kemampuan dalam menjawab permasalahan pada saat mengikuti kegiatan pembelajaran. model pembelajaran merupakan perencanaan atau suatu pola yang digunakan sebagai pedoman dalam merencanakan pembelajaran di kelas yang mengacu pada pendekatan pembelajaran yang akan digunakan, termasuk didalamnya tujuan-tujuan pengajaran, tahap-tahap dalam kegiatan pembelajaran, lingkungan pembelajaran dan pengelolaan kelas. model circ adalah pembelajaran kooperatif yang terintegrasi secara menyeluruh kemudian mengomposisikan menjadi bagian-bagian yang penting. model pembelajaran tipe circ lebih menekankan pada aktifitas membaca dan menulis serta seni berbahasa pada tingkat yang lebih tinggi. model pembelajaran circ memiliki komponenkomponen yang dapat membuat kegiatan belajar mengajar menjadi lebih efektif dan kreatif, karena peserta didik bersama dengan kelompok dapat mengembangkan dan bertukar pengetahuannya untuk mempelajari suatu materi yang ditugaskan oleh guru dan juga terdapat kegiatan pokok pada pembelajaran circ dalam menyelesaikan kegiatan pemecahan masalah sehingga melatih peserta didik untuk berpikir kritis (slavin, 2005). hasil wawancara dengan guru biologi kelas vii di smpn 2 randuagung menunjukkan bahwa nilai kemampuan berpikir kritis hanya 2 sampai 6 peserta didik yang mempunyai kemampuan berpikir kritis yang cukup baik sedangkan sisanya masih sangat rendah dalam kemampuan berpikir kritisnya. menurut rozeqqi (2011) kurangnya kemampuan peserta didik dalam menyelesaikan masalah ditunjukkan dengan kurang mampu memberikan alasan dalam menyelesaikan permasalahan karena peserta didik cenderung mengira-ngira untuk menyelesaikan permasalahan tersebut, selain itu rendahnya keterampilan berpikir kritis yang dimiliki peserta didik diduga ada kaitannya dengan proses permbelajaran yang terjadi yaitu pemberdayaan keterampilan berpikir kritis peserta didik kurang dikembangkan. aspek kognitif peserta didik kelas viii dengan jumlah 29 peserta didik menunjukkan belum memenuhi standar ketuntasan minimum (skm), yaitu 75 data tersebut diambil dari data nilai ulangan harian peserta didik kelas viii smpn 2 randuagung pada materi struktur dan fungsi jaringan tumbuhan sebelumnya. dari data harian peserta didik menunjukkan nilai rata-rata harian pada materi struktur dan fungsi jaringan tumbuhan. nilai yang diperoleh peserta didik pada ulangan harian sebelumnya adalah nilai diatas 75 ada 4 orang sedangkan 25 peserta didik dibawah 75 sehingga peserta didik yang tuntas dalam pelajaran materi struktur dan fungsi jaringan tumbuhan adalah 13,8% tuntas sedangkan yang 86,2% belum tuntas. berdasarkan uraian di atas maka perlu diadakan penelitian untuk meningkatkan hasil belajar dan kemampuan berpikir kritis peserta didik. penelitian ini, tujuan yang hendak dicapai adalah 1) mendeskripsikan hasil belajar peserta didik kelas viii smpn 2 randuagung setelah diterapkan model pembelajaran circ pada materi gerak tumbuhan. 2) mendeskripsikan kemampuan berpikir kritis peserta didik kelas viii smpn 2 randuagung setelah diterapkan model pembelajaran circ pada materi gerak tumbuhan. metode jenis penelitian yang digunakan adalah penelitian tindakan kelas (ptk). penelitian ini digunakan untuk mengamati hasil belajar dan kemampuan berpikir kritis peserta didik. pendekatan yang digunakan adalah pendekatan kualitatif. penelitian dilaksanakan di kelas viii smpn 2 randuagung kabupaten lumajang, pada semester genap 2015/2016. penelitian ini dilaksanakan maret-april 2015. subjek penelitian ini adalah peserta didik kelas viii semester ii di smpn 2 randuagung yang berjumlah 29 peserta didik. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 300 tahapan-tahapan dalam penelitian ini didasarkan pada model kemmis dan taggart yang meliputi (1) perencanaan, (2) pemberian tindakan, (3) observasi, dan (4) refleksi. tahapan di atas membentuk siklus sampai penelitian tuntas. penelitian ini direncanakan menggunakan dua siklus tindakan, setiap siklus terdiri atas dua kali pertemuan dimana pertemuan pertama 3x40 menit dan pertemuan kedua 2x40 menit pada materi gerak pada tumbuhan. indikator keberhasilan tindakan dapat dilihat dari peningkatan hasil belajar dan kemampuan berpikir kritis dari siklus i – ii sebagai akibat dari penerapan model pembelajaran kooperatif tipe circ. penelitian ini menggunakan model kemmis dan taggart yang dapat dilihat pada gambar 1. gambar 1. siklus model kemmis dan mctaggart (sukardi, 2013) setiap siklus terdiri dari 4 tahapan, yaitu 1) perencanaan. perencanaan pelaksanaan pembelajaran biologi dengan pembelajaran kooperatif tipe circ, meliputi a) membuat rencana pelaksanaan pembelajaran (rpp) dengan menggunakan pembelajaran kooperatif tipe circ. rpp disusun oleh peneliti dengan bimbingan dari dosen pembimbing dan sesuai dengan sk, kd serta tujuan pembelajaran. b) menyusun dan menyiapkan lembar observasi proses pembelajaran yang akan digunakan untuk mencatat indikatorindikator keterlaksanaan pembelajaran dengan pembelajaran kooperatif tipe circ yang dapat diamati saat pembelajaran berlangsung. c) mempersiapkan lembar kegiatan peserta didik (lkpd). lkpd ini digunakan untuk memfasilitasi peserta didik dalam mempelajari dan memahami suatu pengetahuan sesuai dengan kompetensi dasar yang terdapat didalam rpp. lkpd dalam penelitian disesuaikan dengan ketentuan dalam pembelajaran dengan pembelajaran kooperatif tipe circ. d) mempersiapkan lembar kerja praktikum (lkp) yang akan digunakan pada saat praktikum pada daun putri malu. e) menyiapkan soal tes untuk mengetahui hasil belajar peserta didik setalah diberikan tindakan dapat dilihat pada lampiran rpp. 2) pemberian tindakan. pada tahap pemberian tindakan, guru menerapkan pembelajaran kooperatif tipe circ sesuai dengan rpp. pembelajaran dilakukan oleh peneliti sendiri sedangkan guru mata pelajaran sebagai observer. kegiatan pembelajaran dilaksanakan dua kali pertemuan setiap siklusnya. 3) observasi. observasi dilakukan bersama dengan pelaksanaan pembelajaran. observer dilakukan oleh dua observer, dalam hal ini pengamat bertugas mengamati dan mengisi lembar observasi yang telah ditetapkan sesuai dengan petunjuk yang ada. adapun data yang diamati adalah aktivitas peneliti pada saat mengajar dan aktivitas peserta didik selama mengikuti pelajaran. sedangkan data hasil belajar kognitif peserta didik diperoleh dari analisis terhadap jawaban hasil tes. 4) refleksi. kegiatan refleksi adalah kegiatan mengevaluasi semua aktivitas pembelajaran selama proses pembelajaran berlangsung yang dilakukan pada setiap pertemuan dan setiap siklusnya yang digunakan untuk perbaikan kegiatan pada rencana awal refleksi tindakan/ observasi rencana yang direvisi tindakan/ observasi refleksi rencana yang direvisi jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 301 pertemuan dalam siklus berikutnya. tahap refleksi merupakan tahap mengidentifikasi serta menetapkan perbaikan, perencanaan dan implementasi tindakan baru yang akan digunakan pada siklus berikutnya. pada tahap ini peneliti menarik kesimpulan atas adanya kelebihan dan kekurangan serta berhasil tidaknya kegiatan pembelajaran yang dilakukan. hasil refleksi pertemuan pertama pada siklus i digunakan sebagai bahan pertimbangan dan perbaikan pada pertemuan kedua siklus i. sementara itu, hasil refleksi pertemuan kedua pada siklus 1 digunakan untuk memperbaiki kegiatan pembelajaran pada pertemuan pertama siklus 2. selajunjutnya, hasil refleksi pertemuan pertama pada siklus 2 digunakan sebagai bahan pertimbangan dan perbaikan pada pertemuan kedua pada siklus ii, sedangkan refleksi pertemuan kedua pada siklus ii digunakan untuk menganalisis berbagai temuan dalam pembelajaran dan observasi untuk kemudian membuat laporan penelitian. dengan demikian, kerangka kedua siklus adalah sama, kecuali pada tahap pelaksanaan tindakan. teknik pengumpulan data yang digunakan pada penelitian ini ada 4, yaitu teknik tes, observasi, dokumentasi dan wawancara. setelah tahapan-tahapan penelitian selesai, selanjutnya adalah analisis data/pengolahan data. data yang diperoleh ada 2 macam, yaitu data kemampuan berpikir kritis peserta didik dan hasil belajar peserta didik. hasil belajar peserta didik terdiri dari 3, yaitu hasil belajar individu, hasil belajar kelompok, dan ketuntasan klasikal hasil belajar di dalam kelas. apabila ketuntasan klasikal mencapai ≥75% maka pembelajaran dikatakan berhasil. penilaian kemampuan berpikir kritis menggunakan penilaian yang merujuk pada rustaman (2011). setiap indikator penilaian mempunyai skor dengan kriteria yang berbeda, seperti pada tabel 1 dan tabel 2. tabel 1. penilaian kemampuan berpikir kritis kelompok indikator skor 1 2 3 mengidentifikasi masalah menganalisis mengevaluasi menyimpulkan tabel 2. rubrik penilaian kemampuan berpikir kritis kelompok aspek / indikator skor 1 2 3 mengidentifikasi masalah menentukan dan menyusun pertanyaan tidak ada hubungannya dengan informasi yang diberikan menentukan dan menyusun pertanyaan berdasarkan informasi dengan kurang tepat menentukan dan menyusun pertanyaan berdasarkan informasi dengan tepat menganalisis tidak mampu menjelaskan dan menganalsis materi serta tidak mampu memberikan contoh pada masingmasing gerak tumbuhan kurang mampu menjelaskan dan menganali si materi berdasarkan fakta dan kurang mampu memberikan contoh pada masingmasing gerak tumbuhan secara jelas mampu menjelaskan dan menganalisi materi berdasarkan fakta dan mampu memberikan contoh pada masingmasing gerak tumbuhan mengevaluasi tidak mampu mengklarifikasi pertanyaan dengan baik dan benar mampu mengklari -fikasi pertanyaa n dengan kurang baik dan kurang benar mampu mengklari -fikasi pertanyaan dengan baik dan benar menyimpulkan simpulan yang diberikan salah kurang dapat menyampaikan simpulan dari materi yang didapat menyimpulkan materi yang didapat dengan baik dan benar (sumber: rustaman, 2011) jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 302 hasil dan pembahasan hasil belajar peserta didik berdasarkan kegiatan pembelajaran pada siklus ii maka diperoleh nilai ulangan harian dan nilai rangkuman kelompok diperoleh data yang dapat dilihat pada tabel 3 berikut. tabel 3. hasil belajar peserta didik no. nama peserta didik data siklus i na nilai ulangan nilai rangkuman 1 af 83 75 79 2 aj 88 80 84 3 as 79 80 79.5 4 aes 87 75 81 5 arn 82 80 81 6 ca 83 83 83 7 fd 83 83 83 8 hd 88 79 83.5 9 hspw 87 79 83 10 hw 0 85 42.5 11 is 88 82 85 12 ka 88 85 86.5 13 lr 91 85 88 14 mi 26 82 54 15 mis 83 75 79 16 mr 88 83 85.5 17 ms 59 80 69.5 18 mw 79 75 77 19 nd 83 75 79 20 nk 79 79 79 21 pg 0 0 0 22 iar 87 80 83.5 23 sr 83 83 83 24 sw 87 82 84.5 25 sj 84 82 83 26 frr 91 79 85 27 tr 79 85 82 28 nr 86 82 84 29 ya 92 83 87.5 data hasil belajar peserta didik diperoleh dari hasil ulangan harian ditambah dengan hasil rangkuman selama proses diskusi yang kemudian dibagi dua. jumlah peserta didik yang tuntas sebanyak 25 peserta didik sedangkan 4 peserta didik belum tuntas dengan ketuntasan klasikal 86,2% sehingga ketuntasan klasikal sudah tercapai yaitu ≥75%. hal ini berarti tidak perlu dilanjutkan pada siklus berikutnya dan berhenti pada siklus ii. selama proses pembelajaran menggunakan model pembelajaran kooperatif tipe circ mengalami beberapa hambatan terutama dari peserta didik. pertemuan pertama siklus i peserta didik kurang menanggapi apa yang disampaikan guru didepan kelas dan melakukan kegaduhan didalam kelas. peserta didik lebih memilih bertanya kepada kelompok lain dari pada bertanya kepada guru saat mengalami kesulitan sehingga menambah kegaduhan didalam kelas. partisipasi dan kerja sama didalam kelompok masih kurang dan daya tanggap serta kemampuan peserta didik masih tergolong rendah. siklus ii menjadi lebih baik dibanding pada siklus i. guru sudah mampu mengelola kelas pada siklus ii sehingga waktu yang dibutuhkan lebih sedikit dibandingkan siklus i. peserta didik jauh lebih aktif dalam kegiatan diskusi kelompok serta banyaknya peserta didik yang bertanya dan menjawab sehingga suasana pembelajaran menjadi lebih hidup meskipun tidak semua peserta didik dapat menaggapi atau bertanya pada saat proses pembelajaran. menurut lestari (2013) circ termasuk model pembelajaran cooperative learning yang pada umumnya merupakan pembelajaran kooperatif terpadu membaca dan menulis. tahapan utama model pembelajaran kooperatif tipe circ pada penelitian ini meliputi: (a) pembagian kelompok secara heterogen, (b) diskusi kelompok, (c) cara mengkomunikasikan hasil temuan-temuannya berupa idea tau garis besar dari materi kepada kelompok, (d) menyimpulkan materi yang telah dibahas, (e) pengutan dan memberikan contoh dalam kehidupan sehari-hari. hasil belajar yang dinilai dalam penelitian ini adalah kemampuan kognitif peserta didik. hasil belajar yang diperoleh peserta didik pada siklus i 5 peserta didik yang tuntas dan 24 belum tuntas dengan ketuntasan klasikal 17,2% sehingga masih dikatakan belum mencapai ketuntasan secara klasikal, tetapi setelah dilakukan perbaikan-perbaikan tindakan pada siklus jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 303 ii, jumlah peserta didik yang tuntas meningkat menjadi 25 peserta didik dengan ketuntasan 86,2% dan dikatakan tuntas secara klasikal, sehingga peningkatan yang diperoleh mencapai 69%. peningkatan hasil belajar dapat dilihat pada gambar 1 berikut. gambar 1. diagram batang persentase hasil belajar peserta didik kesimpulan yang diperoleh adalah peserta didik kelas viii smpn 2 randuagung dikatakan tuntas secara klasikal karena telah mencapai persentase ≥75% maka siklus pembelajaran dengan menggunakan model pembelajaran kooperatif tipe circ ini berhenti pada siklus ii. hasil belajar menurut sudjana (2009) adalah kemampuan yang dimiliki peserta didik setelah ia menerima pengalaman belajarnya. proses penilaian terhadap hasil belajar dapat memberikan informasi kepada guru tentang kemajuan peserta didik dalam upaya mencapai tujuantujuan belajarnya melalui kegiatan belajar. informasi tersebut diperoleh selama proses pembelajaran berlangsung dan dapat membantu guru dalam menyusun dan membina kegiatan-kegiatan peserta didik lebih lanjut, baik untuk keseluruhan kelas maupun individu. kemampuan berpikir kritis peningkatan kemampuan berpikir kritis peserta didik dengan menggunakan model pembelajaran kooperatif tipe circ menggunakan penilaian kemampuan berpikir kritis peserta didik secara kelompok dilihat dengan menggunakan teori walker & finney (1999). penilaian kemampuan berpikir kritis peserta didik secara kelompok menggunakan 4 indikator, yaitu (a) kemampuan mengidentifikasi masalah, (b) kemampuan menganalisis, (c) kemampuan mengevaluasi, dan (d) kemampuan menyimpulkan. kemampuan berpikir kritis peserta didik dapat dilihat pada tabel 4. berdasarkan tabel 4 kemampuan berpikir kritis peserta didik pada indikator mengidentifikasi masalah menunjukkan setiap kelompok sudah mengalami peningkatan, hal ini ditunjukkan dengan pertanyaan yang diajukan sudah bervariasi dan berbobot. tabel 4. kemampuan berpikir kritis kelompok kemampuan identifikasi masalah analisis evaluasi menyim -pulkan 1 2 3 2 2 2 3 3 3 2 3 3 3 3 3 4 3 3 3 2 5 3 3 3 3 6 3 3 3 3 indikator menganalisis semua kelompok mampu menjelaskan dan menganalisis materi serta mampu memberikan contoh pada masing-masing gerak tumbuhan. indikator mengevaluasi semua kelompok mengalami peningkatan dalam memberikan tanggapan atau sanggahan terhadap pertanyaan kelompok lain. indikator menyimpulkan kelompok 1, 2 dan 4 sudah mengalami peningkatan meskipun masih kurang mampu dalam menyampaikan kesimpulan dari apa yang telah dipelajari, sedangkan kelompok 3, 5 dan 6 sudah mampu memberikan kesimpulan tentang materi yang telah dipelajari dengan baik dan benar. tidak semua peserta didik dapat menanggapi hasil kerja kelompok lain dan tidak semua peserta didik mengajukan pertanyaan. terdapat peningkatan yang jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 304 signifikan pada hasil belajar peserta didik yang diperoleh dari hasil penjumlahan ulangan harian dengan hasil rangkuman selama diskusi yang dilakukan peserta didik selama proses pembelajaran dan ketuntasan klasikal didalam kelas sudah tercapai yaitu 75% sehingga tindakan berhenti pada siklus ii. kemampuan berpikir kritis pada siklus ii peningkatan yang signifikan mulai terlihat dari peserta didik, mereka sudah mulai mengerti dengan apa yang mereka pelajari sehingga dalam mengidentifikasi masalah dan menganalisis termasuk kriteria baik sedangkan indikator mengevaluasi dan menyimpulkan termasuk cukup baik. kemampuan berpikir kritis peserta didik dalam setiap kelompok pada siklus i termasuk kriteria cukup baik pada indikator mengidentifikasi dan menganalisis sedangkan pada indikator mengevaluasi dan menyimpulkan tentang apa yang telah dibahas selama pembelajaran termasuk kriteria kurang baik. siklus ii peningkatan yang signifikan mulai terlihat dari peserta didik, mereka sudah mulai mengerti dengan apa yang mereka pelajari sehingga dalam mengidentifikasi masalah dan menganalisis termasuk kriteria baik sedangkan indikator mengevaluasi dan menyimpulkan termasuk kriteria cukup baik. peningkatan kemampuan berpikir kritis peserta didik dapat digambarkan dalam diagram batang pada gambar 2 berikut. gambar 2. diagram batang peningkatan kemampuan berpikir kritis secara keseluruhan kemampuan berpikir kritis peserta didik setelah tindakan dengan menggunakan model pembelajaran kooperatif tipe circ pada siklus i termasuk kriteria cukup baik, tetapi pada siklus ii terjadi peningkatan yang signifikan dari setiap kelompok dan termasuk kriteria baik sehingga siklus dihentikan. kemampuan berpikir kritis peserta didik mempengaruhi hasil belajar, keterampilan mengevaluasi, menyimpulkan, keterampilan dalam mengedentifikasi masalah dan menganalisis materi dalam pembelajaran. menurut walker & finney (1999) aspek berpikir kritis ada empat, yaitu (a) keterampilan memahami konsep atau mengidentifikasi masalah merupakan apliktif konsep kepada beberapa pengertian baru, (b) keterampilan menganalisis merupakan keterampilan menguraikan sebuah struktur ke dalam komponen agar mengetahui pengorganisasian struktur tersebut, (c) keterampilan mengevaluasi merupakan keterampilan dalam menilai atau membandingkan informasi atau data yang diperoleh berdasarkan bagian-bagian atau sub-sub data secara global, dan (d) keterampilan menyimpulkan merupakan kegiatan dalam menentukan suatu alternatif dari berbagai alternatif pilihan tindakan yang ada dan merupakan keputusan yang sebaiknya dilaksanakan. kesimpulan dan saran kesimpulan hasil belajar peserta didik dengan menggunakan model pembelajaran tipe circ yaitu siklus i: dari 29 peserta didik hanya 5 peserta didik yang tuntas dengan ketuntasan klasikal 17,2% sehingga pada siklus i belum mencapai ketuntasan secara klasikal dan perlu diadakan perbaikanperbaikan pada siklus ii. siklus ii: jumlah peserta didik yang mengalami ketuntasan meningkat menjadi 25 peserta didik dengan ketuntasan klasikal 86,2% dan sudah mencapai ketuntasan secara klasikal, sehingga peningkatan yang diperoleh dari jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 305 siklus i ke siklus ii mencapai 69%. kemampuan berpikir kritis peserta didik dengan menggunakan model pembelajaran tipe circ, yaitu siklus i indikator mengidentifikasi dan menganalisis termasuk kriteria cukup baik sedangkan pada indikator mengevaluasi dan menyimpulkan tentang apa yang telah dibahas selama pembelajaran termasuk kriteria kurang baik. siklus ii: indikator mengidentifikasi masalah dan menganalisis termasuk kriteria baik sedangkan indikator mengevaluasi dan menyimpulkan termasuk kriteria cukup baik, sehingga dapat disimpulkan terjadi peningkatan yang signifikan dari peserta didik pada setiap indikator. saran berdasarkan kesimpulan yang diambil, maka diberikan beberapa saran yang dapat dijadikan bahan pertimbangan untuk perbaikan proses pembelajaran, yaitu 1. perlu adanya penelitian lebih lanjut terutama untuk melihat dan meningkatkan hasil belajar dan kemampuan berpikir kritis peserta didik pada tingkat smp. 2. diharapkan dalam pembelajaran biologi guru lebih memberikan kesempatan dan ruang untuk peserta didik dalam menyampaikan pendapat atau bertanya sehingga kemampuan berpikir kritis dapat lebih dikembangkan lagi. daftar rujukan johnson, e. b. 2007. contextual teaching & learning, menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna. terjemahkan oleh ibnu setiawan. bandung: mlc. lestari, r. w. a. 2013. peningkatan pemecahan masalah melalui model pembelajaran cooperative intergrated reading and composition (circ) pada smp negeri 4 wadaslintang. jurnal universitas muhammadiyah purwerejo, 3 (2): 178-181. muhfaroyin. 2008. memberdayakan kemampuan berfikir kritis. critical thinking as a core skill, the ability to think critically is a key skill for academic success. (online), (error! hyperlink reference not valid.kritis.html, diakses tanggal 31 oktober 2014). rahayu. 2010. penerapan model pembelajaran kooperatif tipe group investigation untuk meningkatkan kemampuan berfikir kritis dan hasil belajar biologi siswa kelas xi ipa sma negeri 2 karangan trenggalek. skripsi tidak diterbitkan. malang: program studi pendidikan biologi, fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah malang. rozeqqi, i. 2011. rencana penelitian tindakan kelas. (online) (http://irzeqrozeqqi.blogspot.com /2011/01/rencanatindakankelas.ht ml, diakses tanggal 31 oktober 2014). rustaman, n.y. 2011. pendidikan dan penelitian sains dalam mengembangkan keterampilan berpikir tingkat tinggi untuk pembangunan karakter. in prosiding seminar biologi. 8 (1). slavin, r. e. 2010. cooperatif learning teori, riset, dan praktik. bandung: nusa media. sudjana, n. 2009. penilaian hasil proses belajar mengajar. bandung: pt. remaja rosada karya. sukardi. 2013. metode penelitian pendidikan tindakan kelas: implementasi & pengembangan. jakarta: bumi aksara. sutarno, h., ali, n. e., & awalani, i. 2010. penerapan model pembelajaran cooperative integrated reading and composition (circ) berbasis komputer untuk http://irzeqrozeqqi.blogspot.com/2011/01/rencanatindakankelas.html http://irzeqrozeqqi.blogspot.com/2011/01/rencanatindakankelas.html http://irzeqrozeqqi.blogspot.com/2011/01/rencanatindakankelas.html jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 298-306) risma ekawati dkk, peningkatan hasil belajar 306 meningkatkan hasil belajar siswa pada pembelajaran tik. ptik, 3(1): 1-5. walker, p. & finney, n. 1999. skill development and critical thinking in higher education. london: higher education research & development unit, university college. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 10 perbedaan keterampilan metakognitif dan motivasi siswa putra dan putri kelas x sman di kota malang melalui strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) metacognitive skills and motivation differences between male and female 𝑿 𝒕𝒉 grade student of public senior high school in malangthroughreading questioning and answering (rqa) combined with think pair share (tps) learning strategy hindun syarifah1), sri endah indriwati2) dan aloysius duran corebima2) 1) pendidikan biologi, pascasarjana universitas negeri malang 2) jurusan biologi, fmipa, universitas negeri malang e-mail: hindun.syarifah@gmail.com abstrak salah satu topik yang menjadi pokok bahasan penelitian dalam dunia pendidikan adalah masalah kemajemukan siswa di sekolah. masalah kemajemukan siswa yang cukup tampak di sekolah adalah perbedaan jenis kelamin. pria dan wanita berbeda dalam beberapa hal. beberapa penelitian telah mengungkapkan pengaruh perbedaan jenis kelamin terhadap berbagai kemampuan siswa. mahanal (2011) mengungkapkan bahwa ada pengaruh jender terhadap keterampilan metakognisi dan kemampuan berpikir kritis siswa sma di kota malang. penelitian ini bertujuan untuk mengetahui perbedaan keterampilan metakognisi dan motivasi siswa putra dan putri pada mata pelajaran biologi melalui penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps). rancangan penelitian yang digunakan ialah quasi eksperimen dengan pre test-post test nonequivalent control group design. populasi penelitian ialah seluruh siswa kelas x sman 8 malang. sampel penelitian adalah siswa kelas x-1 yang terdiri dari 17 orang siswa putra dan 17 orang siswa putri. hasil penelitian menunjukkan bahwa 1) tidak ada perbedaan keterampilan metakognitif antara siswa putri dan putra dengan penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps); 2) tidak ada perbedaan motivasi belajar antara siswa putra dan putri pada mata pelajaran biologi melalui penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps). kata kunci: keterampilan metakognitif, motivasi, putra dan putri, rqa+ tps abstract student diversity issue in school is one of the subjects in educational research. the quite apparent problem of student diversity in the school is gender differences. male and female are different in some ways. several studies have revealed the influence of gender differences on a wide range of students' abilities. mahanal (2011) revealed that there was an effect of gender differences on metacognition skills and critical thinking abilities of high school students in malang city. this research is aimed to determine the metacognition skills and motivation differences of male and female student on the biology subject through the implementation of reading questioning and answering (rqa) combined with think pair share (tps) learning strategies. this research used quasy-experiment of pre testpost test nonequivalent group design. the research populations were all of 𝑋𝑡ℎgrade student in 8thpublic senior high school of malang. the sample used was class x.1 consisting of 17 male and 17 female students. the results showed that 1) there was no difference between male and female students metacognitive skills with the implementation of reading questioning and answering (rqa) combined with think pair share (tps) learning strategies. 2) there was no differences in learning motivation between male and female student in biology subject through the implementation of reading questioning and answering (rqa) combined with think pair share (tps) learning strategies. keywords: male and female, metacognitive skills, motivation, rqa+ tps mailto:hindun.syarifah@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 11 pembelajaran merupakan suatu upaya untuk mengarahkan peserta didik dalam memperoleh tujuan belajar sesuai dengan yang diharapkan. berkaitan dengan hal tersebut maka pembelajaran hendaknya memperhatikan kondisi setiap peserta didik. peserta didik merupakan individu yang berbeda satu sama lain. salah satu perbedaan yang cukup tampak adalah perbedaan jenis kelamin. beberapa penelitian telah mengungkap pengaruh perbedaan jenis kelamin terhadap berbagai kemampuan siswa. penelitian yang telah dilakukan soraya (2010) melaporkan bahwa strategi pembelajaran, jenis kelamin, dan interaksi antara strategi pembelajaran dan jenis kelamin siswa berpengaruh terhadap hasil belajar siswa sd di kota malang. mahanal (2011) mengungkapkan bahwa ada pengaruh jender terhadap keterampilan metakognisi dan kemampuan berpikir kritis siswa sma di kota malang. ramdiah (2013) juga melaporkan secara rata-rata keterampilan metakognisi siswa perempuan lebih tinggi daripada siswa laki-laki. perbedaan jenis kelamin merupakan satu dari berbagai macam perbedaan yang ada di dalam kelas. perbedaan yang tampak jelas adalah perbedaan secara fisik. siswa putra biasanya memiliki fisik yang lebih besar dan kuat meskipun hampir semua siswa putri matang lebih cepat daripada siswa putra. siswa putra dinyatakan lebih unggul dalam hal keterampilan spasial daripada siswa putri. meskipun demikian, siswa putra sering mengalami masalah dalam hal berbahasa, sehingga siswa putri dinyatakan lebih unggul dalam hal kemampuan verbal. perbedaan jenis kelamin ini juga berpengaruh pada motivasi siswa dalam belajar. hal tersebut karena adanya anggapan bahwa siswa putra lebih unggul dalam bidang sains dan matematika, sedangkan siswa putri akan lebih unggul pada tugas-tugas yang lebih feminim seperti seni dan musik. perbedaan berikutnya yaitu tingkat agresivitasnya, siswa putra cenderung akan lebih agresif daripada putri (elliott, 2000). perbedaan jenis kelamin siswa diperkirakan juga berkaitan dengan keterampilan metakognisi siswa. beberapa kajian penelitian telah menjelaskan terkait perbedaan tersebut. dengan demikian, pengembangan keterampilan metakognisi siswa di sekolah perlu memperhatikan aspek perbedaan jenis kelamin. hal tersebut dilakukan karena mengembangkan keterampilan metakognisi siswa di sekolah merupakan hal yang penting. pernyataan ini didukung oleh blakey (1990) yang menyatakan bahwa manfaat keterampilan metakognisi membantu para pebelajar memecahkan problem atau mengerjakan soal-soal dengan berhasil melalui kehidupan mereka. adanya keterampilan metakognisi sangat bermanfaat dalam meningkatkan hasil belajar, pengembangan pengetahuan bagi dirinya. keterampilan metakognisi berkaitan dengan motivasi belajar siswa di sekolah. slavin (2005) mengemukakan seorang pebelajar yang sudah memiliki strategi metakognitif memungkinkannya menjadi mandiri. pebelajar yang sudah mandiri dapat mengatur diri sendiri, lebih aktif berusaha mengembangkan diri dan menentukan tujuan, juga mampu memotivasi diri serta berusaha mencapai tujuan dengan strategi yang telah direncanakan. dengan demikian dapat dikatakan bahwa siswa yang telah memiliki keterampilan metakognisi yang baik akan mempengaruhi motivasi belajarnya sehingga dapat mempengaruhi pencapaian hasil belajar yang lebih baik. pendidikan di sekolah diharapkan dapat memberdayakan keterampilan metakognisi dan motivasi siswa dalam belajar. namun demikian, beberapa sekolah setingkat sma di kota malang belum memberdayakan keterampilan metakognisi siswa dengan sepenuhnya. hal ini diduga karena kurangnya pemahaman guru mengenai metakognisi itu sendiri dan strategi pembelajaran yang dapat memberdayakan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 12 keterampilan metakognisi siswa. soal ujian atau ulangan harian yang digunakan masih dalam bentuk soal berupa pilihan ganda, sehingga tidak dapat melatih keterampilan metakognisi siswa. pembelajaran berbasis konstruktivistik dan kooperatif masih jarang digunakan oleh guru dalam pembelajaran. hal ini tampak dari kegiatan belajar mengajar yang dilakukan. siswa tidak terlibat aktif dalam proses pembelajaran, melainkan hanya pasif mendengarkan penjelasan dari guru. hal ini yang menjadi salah satu penyebab rendahnya motivasi siswa dalam belajar. berdasarkan permasalahan yang telah dipaparkan di atas, salah satu solusi yang dapat diajukan adalah dengan menerapkan strategi pembelajaran konstruktivistik dan juga pembelajaran kooperatif. salah satu strategi pembelajaran konstruktivistik yang berpotensi memberdayakan keterampilan metakognisi siswa adalah strategi pembelajaran reading questioning and answering (rqa). sedangkan pembelajaran kooperatif yang digunakan adalah think pair share (tps). perpaduan strategi pembelajaran rqa dan tps diharapkan dapat memberdayakan keterampilan metakognisi dan motivasi siswa dalam belajar. penelitian ini bertujuan untuk mengkaji perbedaan keterampilan metakognitif dan motivasi siswa putra dan putri melalui penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps). hasil penelitian ini diharapkan memberikan dapat memberdayakan keterampilan metakognitif dan motivasi siswa dalam belajar, memberikan kontribusi bagi para guru dalam mengembangkan strategi pembelajaran yang berpijak pada filosofi pembelajaran konstruktivisme. metode penelitian rancangan yang digunakan dalam penelitian ini adalah rancangan penelitian eksperimen semu. desain penelitian yang digunakan adalah pre test post test nonequivalent control group design. rancangan penelitian seperti disajikan pada tabel 1. tabel 1. rancangan eksperimen pre testt-post test nonequivalent group desain kelompok pre test perlakuan post test siswa lakilaki o1 x o2 siswa perempuan o3 x o4 keterangan: o1 = skor pre test siswa putra, o2 = skor post test siswa putra, o3 = skor pre test siswa putri, o4 = skor post test siswa putri, x = strategi pembelajaran rqa+tps (tuckman, 1978). penelitian ini dilaksanakan di sma negeri 8 malang. populasi dalam penelitian ini adalah seluruh siswa kelas x dari kelas x.1 hingga kelas x.7, sedangkan sampelnya adalah siswa kelas x.1 yang terdiri dari 17 orang siswa putra dan 17 orang siswa putri. penentuan sampel pada penelitian ini dilakukan dengan teknik random sampling. instrumen yang digunakan dalam penelitian ini terdiri dari silabus, rencana pelaksanaan pembelajaran (rpp), lembar kerja siswa (lks), lembar observasi keterlaksanaan sintaks pembelajaran, rubrik keterampilan metakognitif dan angket motivasi arcs. data dianalisis dengan menggunakan analisis kovarian (anakova) dengan dibantu software spss for windows dan dilakukan pada taraf signifikan 5%. hasil dan pembahasan hasil analisis regresi untuk menguji keterlaksanaan sintaks menunjukkan nilai tingkat paralel data sebesar 0,232 sedangkan tingkat koinsidensi data sebesar 0,197. nilai tingkat paralel dan nilai tingkat koinsiden data lebih besar dari 0,05. hasil tersebut menunjukkan bahwa sintaks pembelajaran telah dilaksanakan secara konsisten. diagram hasil uji konsistensi keterlaksanaan sintaks rqa dipadu tps ditunjukkan pada gambar 1. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 13 gambar 1. grafik konsistensi keterlaksanaan sintaks rqa dipadu tps rerata nilai pre test keterampilan metakognitif pada siswa putra sebesar 21,96 sedangkan rerata nilai post test sebesar 76,30. rerata nilai pre test keterampilan metakognitif untuk siswa putri sebesar 22,90 sedangkan rerata nilai post test sebesar 79,07. keterampilan metakognitif kedua kelompok siswa baik putra maupun putri sama-sama mengalami peningkatan. rerata keterampilan metakognitif pada siswa putra mengalami peningkatan sebesar 54,34 atau 247,44% sedangkan untuk kelompok siswa putri mengalami peningkatan sebesar 56,17 atau 245,28%. rerata nilai pre test dan post test keterampilan metakognitif disajikan pada tabel 2. tabel 2. rerata nilai pre test dan post test keterampilan metakognitif no. jenis kelamin rerata peningkat an (%) pre test post test 1 putra 21,96 76,30 247,44% 2 putri 22,90 79,07 245,28% rerata nilai pre test motivasi pada siswa putra sebesar 66,42 sedangkan rerata nilai post test sebesar 72,75. rerata nilai pre test motivasi untuk siswa putri sebesar 68,17 sedangkan rerata nilai post test sebesar 74,51. rerata nilai motivasi kedua kelompok siswa baik putra maupun putri sama-sama mengalami peningkatan. rerata motivasi pada siswa putra mengalami peningkatan sebesar 6,33 atau 9,53% sedangkan untuk kelompok siswa putri mengalami peningkatan sebesar 6,34 atau 9,28%. rerata nilai pre test dan post test motivasi dapat dilihat pada tabel 3. tabel 3. rerata nilai pre test dan post test motivasi no. jenis kelamin rerata peningkata n (%) pre test post test 1 putra 66,42 72,75 9,53% 2 putri 68,17 74,51 9,28% ringkasan anakova hasil perhitungan data keterampilan metakognitif ditunjukkan pada tabel 4. berdasarkan tabel ringkasan anakova tersebut dapat dilihat bahwa nilai signifikansi jenis kelamin sebesar 0,713 yang lebih besar dari alpha 0,05. hasil tersebut menunjukkan bahwa hipotesis nol diterima dan hipotesis penelitian ditolak, artinya tidak ada perbedaan keterampilan metakognitif siswa putra dan putri dengan penerapan strategi pembelajaran rqa dipadu think pair share (tps). y = 0.1599x + 63.712 r² = 0.1103 y = 0.0187x + 72.176 r² = 0.0029 m o ti v a si keterampilan metakognitif y1 linear (y1) jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 14 tabel 4. ringkasan anakova hasil perhitungan data keterampilan metakognitif dari hasil pre test dan post test source type iii sum of squares df mean square f sig. corrected model 2692,749a 2 1346,375 8,118 ,001 intercept 8558,296 1 8558,296 51,600 ,000 pra_meta 2627,363 1 2627,363 15,841 ,000 jenis_kelamin 22,916 1 22,916 ,138 ,713 error 5141,612 31 165,858 total 213047,835 34 corrected total 7834,361 33 ringkasan hasil perhitungan data motivasi ditunjukkan pada tabel 5. berdasarkan ringkasan anakova pada tabel 5 dapat dilihat bahwa nilai signifikansi jenis kelamin sebesar 0,906 yang lebih besar dari alpha 0,05. hasil tersebut menunjukkan bahwa hipotesis nol diterima dan hipotesis penelitian ditolak, artinya tidak ada perbedaan motivasi siswa putra dan putri dengan penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps). tabel 5. ringkasan anakova hasil perhitungan data motivasi belajar dari hasil pre test dan post test source type iii sum of squares df mean square f sig. corrected model 502,732a 2 251,366 17,983 ,000 intercept ,015 1 ,015 ,001 ,974 pra_motivasi 476,506 1 476,506 34,091 ,000 jenis_kelamin ,197 1 ,197 ,014 ,906 error 433,307 31 13,978 total 185270,544 34 corrected total 936,039 33 perbedaan keterampilan metakognitif siswa dengan penerapan strategi pembelajaran rqa dipadu tps hasil analisis data pengaruh jenis kelamin terhadap keterampilan metakognitif menggunakan uji anakova menunjukkan bahwa tidak ada perbedaan keterampilan metakognitif siswa putra dan putri dengan penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps). hasil tersebut memberikan makna bahwa tidak ada perbedaan secara signifikan dalam aspek keterampilan metakognitif pada siswa putra dan putri. hasil temuan ini sesuai dengan yang diungkapkan oleh heong dkk. (2011) bahwa jender, prestasi akademik, dan status sosial ekonomi tidak mempengaruhi kemampuan berpikir siswa. sejalan hasil tersebut, hong dkk. (2009) juga melaporkan bahwa jenis kelamin tidak berpengaruh pada pengaturan metakognitif anak usia 12 sampai 16 tahun. keterampilan metakognitif yang sama antara pria dan wanita disebabkan karena karakteristik strategi pembelajaran rqa dipadu tps yang terbukti efektif dalam memberdayakan keterampilan metakognitif baik siswa putra maupun putri. integrasi kedua strategi tersebut merupakan perpaduan antara sintakssintaks yang memungkinkan adanya kegiatan berpikir ketika membaca dan merangkum hasil bacaan (thingking + reading), berpikir ketika menyusun dan menjawab pertanyaan terkait materi yang telah dirangkum (thingking + questioning and answering), berpikir secara mandiri terkait jawaban pertanyaan tambahan yang terdapat dalam lks (thingking + answering), berdiskusi secara berpasangan membahas pertanyaan dan jawaban yang telah dibuat secara individu di rumah dan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 15 pertanyaan yang terdapat dalam lks (pairing), mempresentasikan hasil diskusi secara berpasangan di depan kelas (sharing). kegiatan merangkum dan membuat pertanyaan dapat memberdayakan keterampilan metakognitif siswa. pernyataan ini didukung oleh nur (2008) yang menyatakan bahwa merangkum meliputi menulis pernyataan-pernyataan singkat yang mewakili ide-ide utama. melalui merangkum, siswa dituntut untuk membaca dan memahami teks terlebih dahulu, kemudian meneliti fokus utama yang terdapat di dalam teks dan merumuskan kembali dalam tulisan dengan kalimat sendiri. selain merangkum karakteristik pembelajaran rqa yang dapat memberdayakan keterampilan metakognitif adalah membuat pertanyaan. dengan membuat pertanyaan dan jawaban secara mandiri, siswa menjadi lebih menyadari akan hasil belajar yang diperolehnya. kegiatan diskusi secara berpasangan (pairing) dan berbagi (sharing) memfasilitasi siswa untuk saling memprediksi, memonitor dan mengevaluasi hasil pemikiran mereka pada saat diskusi dan presentasi di dalam kelas. kemampuan siswa dalam memprediksi, memonitor dan mengevaluasi hasil pemikirannya merupakan suatu keterampilan metakognitif. hasil temuan penelitian yang telah dipaparkan di atas tidak sejalan dengan beberapa penelitian serupa yang telah dilaksanakan sebelumnya. nurmaliah (2009) menjelaskan bahwa keterampilan metakognisi siswa perempuan lebih tinggi dari siswa laki-laki. hal ini menunjukkan bahwa secara umum gender berpengaruh terhadap keterampilan metakognisi siswa, dimana siswa perempuan cenderung memiliki keterampilan metakognisi yang lebih tinggi dari siswa laki-laki. sejalan dengan hasil tersebut ramdiah (2013) juga melaporkan bahwa secara rata-rata keterampilan metakognisi siswa perempuan lebih tinggi daripada siswa laki-laki. beberapa hasil penelitian di atas menunjukkan bahwa siswa putri lebih unggul dalam keterampilan metakognitif dibandingkan siswa putra. hal ini dapat dijelaskan bahwa secara biologis, perbedaan beberapa struktur otak memungkinkan siswa laki-laki dan siswa perempuan berbeda dalam beberapa hal seperti kemampuan memproses, menanggapi informasi, atau menyimpan informasi jangka panjang. sasser (2010) melaporkan daerah sistem limbik pada laki-laki dan perempuan memiliki struktur yang berbeda. lebih lanjut dijelaskan bahwa perempuan umumnya memiliki hippocampus lebih besar daripada lakilaki, sehingga berpotensi meningkatkan memori penyimpanan jangka panjang yang lebih baik. selain itu, bagian otak lain yang memiliki struktur berbeda antara laki-laki dan perempuan adalah bagian cerebral cortex yang mengontrol berpikir, pengambilan keputusan, dan fungsi intelektual. lebih lanjut sasser (2010) mengungkapkan bahwa otak perempuan menerima sekitar 20% lebih banyak aliran darah dan memiliki koneksi saraf yang lebih banyak. menurut witelson dkk. (1995) hal tersebut memungkinkan perempuan dapat memproses dan menanggapi informasi yang lebih cepat. temuan penelitian ini membuktikan bahwa strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) efektif dalam memberdayakan keterampilan metakognitif baik siswa pria maupun wanita. efektivitas penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) dalam memberdayakan keterampilan metakognitif siswa tergambar dari perpaduan kedua sintaks strategi pembelajaran tersebut. hal ini sejalan dengan pernyataan corebima (2010) yang mengemukakan bahwa potensi rqa dalam memberdayakan kemampuan metakognitif siswa akan semakin besar jika pelaksanaan sintaks pembelajaran berlangsung secara berkelompok (kooperatif). kegiatan ini jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 16 memungkinkan tumbuhnya semangat bekerjasama yang mendorong tumbuhnya solidaritas, simpati, dan empati terhadap orang lain. senada dengan hal tersebut costa (1995) menyatakan bahwa pebelajar dapat meningkatkan kemampuan metakognitif lebih baik jika berpartisipasi dalam kelompok-kelompok belajar secara kooperatif. perbedaan motivasi siswa dengan penerapan strategi pembelajaran rqa dipadu tps hasil analisis data pengaruh jenis kelamin terhadap motivasi menggunakan uji anakova menunjukkan bahwa tidak ada perbedaan motivasi siswa putra dan putri dengan penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps). hasil tersebut memberikan makna bahwa tidak ada perbedaan secara signifikan dalam aspek motivasi pada siswa putra dan putri. hasil temuan ini sejalan dengan penelitian yang telah dilakukan oleh yukselturk dan bulut (2009) yang mengungkapkan bahwa gender tidak berpengaruh secara signifikan terhadap keyakinan motivasi, keyakinan diri, dan prestasi dalam pemograman. schweidgardt, dkk. (2001) juga melaporkan bahwa tidak ada pengaruh gender baik siswa pria maupun wanita terhadap motivasi yang dilakukan pada program akademik musim panas yang menunjukkan bahwa motivasi eksternal pada siswa pria cenderung berkembang yang ditunjukkan dengan pemilihan pembelajaran yang menantang dan berorientasi pada masa depan. pada siswa wanita motivasi intrinsik yang cenderung berkembang ditunjukkan dengan keaktifan dalam proses pembelajaran dan kenyamanan dalam mengikuti proses pembelajaran tersebut. motivasi belajar yang sama antara siswa putra dan putri disebabkan strategi pembelajaran yang digunakan efektif dalam memberdayakan motivasi baik siswa putra maupun putri. hal ini tidak terlepas dari peran sintaks pembelajaran rqa dipadu tps yang terdiri atas tahapan: berpikir ketika membaca dan merangkum hasil bacaan (thingking + reading), berpikir ketika membuat dan menjawab pertanyaan terkait materi yang telah dirangkum (thingking + questioning and answering), berpikir secara mandiri menjawab pertanyaan tambahan yang terdapat di dalam lks (thingking + answering), berdiskusi secara berpasangan terkait pertanyaan yang terdapat di dalam lks (pairing), dan mempresentasikan hasil diskusi di depan kelas (sharing). motivasi belajar siswa yang diukur dalam penelitian ini terdiri dari empat aspek, yaitu attention (perhatian), relevance (kegunaan), confidence (percaya diri) dan satisfaction (kepuasan). pada tahap berpikir ketika membaca dan merangkum hasil bacaan (thingking + reading) terlihat motivasi siswa dalam aspek attention. siswa dengan penuh perhatian membaca dan membuat rangkuman terkait materi yang dipelajari. kegiatan berpikir ketika membuat dan menjawab pertanyaan terkait materi yang telah dirangkum (thingking + questioning and answering) terlihat motivasi siswa dalam aspek attention dan relevance. siswa dengan penuh perhatian membuat pertanyaan dan jawaban dari materi yang telah dirangkum. aspek relevance terlihat dari kemampuan siswa dalam membuat pertanyaan dan jawaban terkait materi yang telah dirangkum. pada tahap berpikir secara mandiri menjawab pertanyaan tambahan yang terdapat di dalam lks (thingking + answering) terlihat motivasi siswa dalam aspek attention dan confidence. siswa dengan penuh perhatian dan rasa percaya diri menggunakan kemampuannya untuk menjawab pertanyaan yang ada di dalam lks secara mandiri dengan batas waktu yang telah ditentukan oleh guru. pada tahap diskusi berpasangan (pair) terlihat terlihat motivasi siswa dalam aspek relevance (kegunaan) dimana saat siswa berdiskusi secara berpasangan siswa jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 17 mampu mengaitkan materi pembelajaran dengan contoh-contoh peristiwa yang terjadi dalam kehidupan sehari-hari. pada tahap share terlihat motivasi siswa dalam aspek confidence dan satisfaction. siswa memiliki antusias tinggi atau rasa percaya diri yang tinggi untuk mempresentasikan tugas yang telah mereka kerjakan dalam kelompoknya masing-masing. sedangkan aspek satisfaction terlihat dari kepuasan siswa ketika menjawab pertanyaan yang diajukan oleh kelompok lain saat mereka presentasi dan adanya penghargaan kelompok yang diberikan oleh guru di akhir presentasi. hasil penelitian di atas tidak sejalan dengan beberapa penelitian yang telah dilakukan sebelumnya. narayanan, dkk. (2007) melaporkan bahwa mahasiswa perempuan memiliki motivasi yang lebih tinggi dalam belajar bahasa inggris dibandingkan dengan mahasiswa laki-laki. hal ini dapat dijelaskan karena perempuan memiliki kemampuan mendengar yang lebih baik, lebih peduli dengan masukan, dan cenderung memiliki sikap lebih baik terhadap pembelajaran. sebaliknya, lakilaki kurang sensitif, lebih peduli untuk berbicara, dan berpikir dengan cara analitis. berdasarkan pemaparan di atas, dapat dikatakan bahwa adanya kesamaan motivasi baik siswa putra dan putri tidak terlepas dari strategi pembelajaran yang digunakan selama proses pembelajaran. penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) efektif dalam memberdayakan motivasi belajar siswa putra dan putri kelas x.1 sman 8 malang. hal ini sesuai dengan pernyataan slavin (2005) yang mengungkapkan bahwa manfaat pembelajaran kooperatif adalah meningkatkan pencurahan waktu pada tugas, mempertebal rasa percaya diri, memperbaiki tingkat kehadiran, dan meningkatkan motivasi belajar siswa. kesimpulan dan saran kesimpulan berdasarkan hasil analisis data dan pembahasan, maka dapat disimpulkan bahwa tidak ada perbedaan keterampilan metakognitif dan motivasi belajar siswa putra maupun putri kelas x sman 8 malang dengan penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps). hal ini menunjukkan bahwa strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) berpotensi dalam memberdayakan keterampilan metakognitif dan motivasi belajar baik siswa putra maupun putri. saran pengukuran motivasi belajar siswa sebaiknya tidak hanya dilakukan dengan penilaian diri sendiri tetapi juga didukung dengan penilaian antar teman. selain itu, pengaruh jenis kelamin terhadap keterampilan metakognitif dan motivasi dengan penerapan strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) juga perlu diteliti lebih lanjut pada jenjang pendidikan yang berbeda. daftar rujukan blakey, e.s. & sheila. 1990. developing metacognition. erick digest. eric clearinghouse on information syracuse ny: ed 327218. corebima, a.d. 2010. berdayakan keterampilan berpikir selama pembelajaran sains demi masa depan kita. makalah disajikan pada seminar nasional sains 2010, universitas negeri surabaya, 16 januari 2010. costa, l. 1995. developing minds, a resources book for teaching thingking. virgina: association supervition and curiculum development (ascd). jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) 18 elliot, s. n., kratochwill, t. r., cook, j. l. & travers, j. f. 2000. educational psycology: effective teaching, effective learning, third edition. united states of america: mcgrawhill companies, inc. heong, y. m., othman, w.b., yunos, j.b.m., kiong, t.t., hassan, r.b., & mohamad. m.m.b. 2011. the level of marzano higher order thinking skills among technical education students. international journal of social science and humanity, 1 (2), july 2011. hong, e.peng, y., &rowell, l.l. (2009). homework self-regulation: grade, gender, and achievement-level differences. learning and individual differences, journal of psychology and education 19 (2): 269-276 mahanal, s. 2011. pengaruh pembelajaran berbasis proyek pada matapelajaran biologi dan gender terhadap keterampilan metakognisi dan kemampuan berpikir kritis siswa sma di malang. laporan penelitian. malang: lemlit um. nurmaliah, c. 2009. analisis keterampilan metakognisi siswa smp negeri di kota malang berdasarkan kemampuan awal, tingkat kelas, dan jenis kelamin. jurnal biologi edukasi, 1(2). narayanan, r., rajasekaran n.n., & lyyappan, s. 2007. do female students have higher motivation than male students in learning of english at the tertiary level? (online). (http://files.eric.ed.gov/full text/ed496970.pdf, diakses tanggal 25 februari 2016). ramdiah, s. 2013. pengaruh strategi pembelajaran pq4r terhadap keterampilan metakognitif dan hasil belajar kognitif biologi siswa putra dan putri kelas xi sma di kota banjarmasin. makalah disajikan pada seminar nasional pendidikan biologi fkip uns 9 juli 2013. sasser, l. 2010. brain differences between genders. gender differences in learning, genesis 5:1‐2. schweigardt, w.j., worrell, f.c., hale, r.j. 2001. gender differences in the motivation for and selection of courses in a summer program for academically talented students. (online). (http://eric.ed.gov/?id=ej6 35070, diakses tanggal 5 februari 2016). slavin, r. e. 2005. cooperative learning theory and practice, second edition. boston: allyn and bacon publisher. soraya, r. 2010. pengaruh penerapan strategi pembelajaran (pbmp+tps dan imkuiri) dan jenis kelamin terhadap hasil belajar dan keterampilan metakognitif siswa sekolah dasar. skripsi tidak diterbitkan. malang: universitas negeri malang tuckman, b.w. 1978. conducting educational research second edition. new york: harcourt brace jovanovich inc. yukselturk, e., & bulut, s. 2009. gender differences in self regulated online learning environment. educational technology & society, 12(3): 12-22. witelson, s. f., glezer, i.i., & kigar, d.l. 1995. women have greater density of neurons in posterior temporal cortex. the journal of neuroscience, 15(5): 3418-3428. http://files.eric.ed.gov/full%20text/ed496970.pdf http://files.eric.ed.gov/full%20text/ed496970.pdf 271 citation: sari, a. m. & nurcahyo, h.. (2018). improving students learning motivation through mobile learning. jpbi (jurnal pendidikan biologi indonesia), 4(3), 271-276. doi: https://doi.org/10.22219/jpbi.v4i3.6859 vol. 4 no. 3, 2018; pp. 271-276 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 17/10/2018 revised: 05/11/2018 accepted: 21/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education improving students learning motivation through mobile learning alfiana monika sari1* and heru nurcahyo2 1biology education department, postgraduate, universitas negeri yogyakarta, special region of yogyakarta, indonesia 2biology department, faculty of mathematics and science, universitas negeri yogyakarta, special region of yogyakarta, indonesia *corresponding e-mail: alfimoonic@gmail.com abstract one of the obstacles to achieving learning objectives is the low motivation of student learning. this study aimed to determine the improvement of students learning motivation through mobile learning. this preexperimental study consisted of 35 students of x ipa 1 as a subject while the population is all the students of state senior high school 1 of banguntapan – yogyakarta. the sampling technique used purposive sampling. data collection used questionnaires were given before and after learning. data analysis used paired t-test and n-gain score to see the effectiveness of mobile learning in increasing students learning motivation. the results showed that by using the mobile learning had a significant effect on students' learning motivation with a significance value (α) of 0.00 <0.05 while the n-gain score was included in the medium category, which was 0.64. the conclusions from this study indicate that mobile learning can increase learning motivation. keywords: mobile learning, motivation, students, learning process. © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction learning is an intellectual process that tries to direct students to achieve specified learning goals. the process occurs in a reciprocal relationship between teacher and student. interactions that arise from both aim to obtain better indicators of student competency achievement. these competencies include cognitive, affective and psychomotor skills. in other words, the delivery of material in learning must be adapted to students' abilities and what competencies will be achieved after the learning (berkowitz & hoppe, 2009; gay, mills, & airasian, 2012; osuafor & amaefuna, 2016). on the other hand, the achievement of learning objectives cannot be separated from supporting components such as models, methods, and media. these components have a very significant effect in achieving learning success (sanjaya, 2006). in the latest developments, all the components are integrated with technological developments. the development of educational technology has developed rapidly in recent years (capece & campisi, 2013; reiser, 2001; west, 2015). the existence of these technological developments encourages the emergence of other innovations that are diverse such as interactive learning media technology. the variations in learning media could be used to improve student learning experiences better. through the use of media in determining it is expected to provide a more meaningful learning experience for students (anjarwati, winarno, & churiyah, 2016; azhari, 2015; loprinzi, davis, & fu, 2015). the next important thing in the learning process is motivation. as one of the important factors in the learning process, motivation can be used to predict the level of proficiency achieved by students in a given period (filak & sheldon, 2008; kusurkar, ten cate, vos, westers, & croiset, 2013; zhu & zhou, 2012). motivation describes processes that can energize human behavior and provide direction or purpose for certain behaviors (sogunro, 2015). the behavior and attitudes of students in learning stems from learning motivation which in turn will affect the quality of learning outcomes (kontaş, 2016; saeed & zyngier, 2012; schunk & zimmerman, http://ejournal.umm.ac.id/index.php/jpbi/article/view/6859 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6859 https://doi.org/10.22219/jpbi.v4i3.6859 mailto:alfimoonic@gmail.com 272 improving student learning motivation … sari & nurcahyo / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 271-276 2008). well-developed motivation can promote long-term learning outcomes (shin, lee, & ha, 2017). achievement of biology learning is also inseparable from student learning motivation. learning motivation is able to direct students in looking at learning objects and activating thinking skills that have an impact on learning outcomes. this is in accordance with wicaksono, minarti, and roshayanti (2018) which says that motivation affects students' behavior in achieving their learning goals. students who are intrinsically motivated will work hard and learn more because there is an inner urge to achieve their goals. thus, a high level of students’ motivation indirectly affect their achievement in science. increased learning motivation is also inseparable from the availability of learning devices (harandi, 2015; puspitorini, prodjosantoso, subali, & jumadi, 2014). many studies have examined the development of biology learning media (ajizatunnisa, wahyuni, waluyo, & miharja, 2018; hidayah, lumowa, & boleng, 2018; ichsan, rusdi, & sartono, 2017; mitasari & gofur, 2017; nur’aini, chamisijatin, & nurwidodo, 2015; widiansyah, indriwati, munzil, & fauzi, 2018). however, not many studies have examined the relationship between the uses of media to student learning motivation. based on the results of observations and interviews with biology teachers in senior high school (shs) 1 of banguntapan, it was revealed that in the process of learning isolation and characterization of bacteria, teachers often encountered obstacles in preparing media such as how to present bacterial visualization in the learning process. this makes students less interested in learning about bacterial isolation and characterization. students tend to be passive, such as waiting for instructions or waiting for the teacher to give assignments, some students do not pay attention, so they look sleepy (17.14%); always speak out of context (21.42%), and do other tasks (11.42%). besides, the schools do not have microbiology laboratories, so they often encounter limitations in the preparation of tools and materials in school laboratories to conduct isolation and characterization of bacteria. one effort can be made to solve this problem by optimizing the use of innovative learning media. one of the media that can be used mobile learning (mehdipour & zerehkafi, 2013). the use of mobile learning allows teachers and students to interact with learning resources. these interactions stimulate an increase in student motivation and learning satisfaction (harandi, 2015; ljubojevic, vaskovic, stankovic, & vaskovic, 2014). this study aims to determine the effect of mobile learning on student learning motivation. the results of this study are expected to contribute to mobile learning in the learning process that can increase student learning motivation. methods this study used pre-experiment with design one group pretest-posttest. the experimental group used adobe flash cs6 as a mobile learning about isolation and characterization of bacteria. the research design are presented in table 1. table 1. one group pretest posttest design before treatment after o1 x o2 information: o1 = motivation questionnaire before learning experiment group o2 = motivation questionnaire after learning experiment group x = learning using adobe flash cs6 this research was conducted at shs 1 of banguntapan, bantul, special region of yogyakarta province. the population in this study were class x students as many as 192 students, while the research subjects were classes x.1 with 35 students indeed. the sampling technique uses purposive sampling. the instruments in this study consisted of 2013 curriculum syllabus, lesson plans, and motivation questionnaire sheets (glynn, brickman, armstrong, & taasoobshirazi, 2011). the data were analyzed using descriptive statistical analysis and inferential statistical analysis. inferential statistical tests paired sample t-tests are used to test hypotheses (hake, 1999). then the data were analyzed using the spss 16.0 by paired sample t-test. if the criteria for ha were accepted and h0 rejected was sig (2tailed) < 0.05. besides, the data were analyzed using the n-gain score to determine the level of achievement of learning motivation isolation and characterization through mobile learning. table of n-gain category scores motivation can be seen in table 2. improving student learning motivation …. 273 sari & nurcahyo / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 271-276 table 2. conversion of n-gain score to motivation normalized gain score level g > 0.71 high 0.31< g < 0.70 medium g < 0.30 low result and disscussion based on the results, data are normally distributed with samples from the same variant population and the data variance is homogeneous. after that, the data were analyzed by paired sample t-test. the results of paired ttest analysis can be seen in table 3. the results showed that there are significant differences between the learning motivation of the students before and after learning with mobile learning (0.00 < 0.05). based on the range measurement of n-gain results, it is known that the students’ motivation experimental is a medium category (0.70 > 0.64 > 0.30). the results measurement of the n-gain score learning motivation data in the experiment group can be seen in table 4. based on the calculation of the n-gain, it can be seen that the motivation for learning increases by using mobile learning (0.64) and was included in the medium category. table 3. the result of paired t-test learning motivation data in the experiment group t df sig. (2-tailed) information pair 1 pretest – posttest -31.343 34 .000 h0 rejected table 4. the results measurement of the n-gain score learning motivation data in the experiment group value pretest posttest minimum value 50 67 maximum value 78.33 93.33 average 59.14 85.36 average gain score 0.64 category gain score medium figure 1. increasing of students learning motivation based on figure 1, it can be seen that the learning motivation score at pretest was 59.14, lower than the score obtained after learning using mobile learning at the posttest (85.36). based on the calculation of the n-gain, it can be seen that the motivation for learning increases by using mobile learning (0.64). this situation is under predictions because in mobile learning there are videos and pictures about the characteristics and results of bacterial isolation. learning media containing videos can increase the motivation of students (ebrahimzadeh & alavi, 2017). this material includes abstracts so that it is difficult if delivered without using effective learning media. mobile media serves to present a visualization of learning objects that are very necessary to increase student motivation. students' high learning motivation reflects thoughts, impulses, emotions, or desires to take specific actions that are meaningful in learning (zhu & zhou, 2012). learning will be more comfortable and faster if you use mobile audio-visual learning compared to direct explanation. learning to use mobile learning can explain abstract concepts more accessible to learn, besides that it can provide significant satisfaction and learning experience to students (ashaver & igyuve, 2013; rosli et al., 2015). mobile learning is a crucial device that teachers can use to increasing students' motivation and education (harandi, 2015). this is evidenced by the increasing learning motivation of students in this study when studying material isolation and bacterial characterization using adobe mobile learning. the use of technology-based media is one of the practical approaches to be used in learning. when viewed from the side of media users, students who currently live in a period of digital technology are the right combination. so psychologically, the use of technology-based media can present good learning motivation 59,14 85,36 0 10 20 30 40 50 60 70 80 90 pretest posttest s co re 274 improving student learning motivation … sari & nurcahyo / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 271-276 because students can engage more deeply in the learning process (alhassan, 2016; capece & campisi, 2013). wegner, homann, and strehlke (2014) also report that learning using electronicbased media can increase student motivation, while also enhancing better life skills in the future. this is in line with the statement of reiser (2001) which states that the use of appropriate learning media can convey information about objectives and learning the material to students, helps to remember the ability of prerequisites and motivates students to be happier and enthusiastic in the learning process. learning media determine the effectiveness and efficiency of achieving learning goals, one of which is to increase learning motivation and make the learning atmosphere more interesting, so as to foster student learning motivation. (azmi, 2015). learning using computer-based learning can eliminate boredom and be able to respond to students to be active in the learning process so that it will produce good learning motivation and better cognitive learning outcomes (andarini, masykuri, & sudarisman, 2012). the use of computer-based learning media like video is also able to increase motivation, satisfaction, and success of learning (ljubojevic et al., 2014). the use of computer-based learning media is also able to increase motivation, satisfaction, and success of learning (aji, hudha, huda, & gufran, 2018). increasing learning motivation in students is a good indicator to improve the learning process and learning outcomes (leow & neo, 2014). based on the discussion and explanation from several sources above, it can be concluded that using mobile learning to improve learning motivation is felt to be appropriate and able to increase the learning motivation of students. conclusion based on the results of the analysis and discussion above, it can be concluded that the use of mobile learning can be improve learning motivation isolation and characterization of bacteria appropriately and effectively. references aji, s. d., hudha, m. n., huda, c., & gufran, g. 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(2012). a study on students’ affective factors in junior high school english teaching. english language teaching, 5(7), 33–41. https://doi.org/10. 5539/elt.v5n7p33 mjfas template 53 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 research article ability to compose concept maps and student cognitive learning outcomes in animal embryology and reproduction courses eko susetyarini a,1,*, endrik nurrohman b,2, darioush sharafie c,3, dewi fatmawati d,3 a department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas 246 malang, east java 65144, indonesia b biology laboratory, universitas muhammadiyah malang, jl. raya tlogomas 246 malang, east java 65144, indonesia c department of chemistry, faculty of science, farhangian university,tarbiat moallem ave., hashemi rafsanjani junction, farahzadi blvd. tehran1939614464, i. r. of iran d department of plant biotechnology, university of silesia, ul. jagiellońska 28, 40-035 katowice, poland 1susetyorini@umm.ac.id; 2endrik.18@gmail.com; 3d.sharafie@yahoo.com; 4dewifatmawati213@gmail.com abstract: one of the learning outcomes of learning animal embryology and reproduction is that students can explain concepts about reproduction or embryology theory. since concept map-based learning can improve students’ critical thinking skills and analysis, and support their interest in learning, this study analysed the ability of students enrolled in the 2019/2020 animal embryology and reproduction course to construct concept maps and students' cognitive learning outcomes through assignments and tests. this descriptive study involved 127 students in semester vi enrolled in the embryology and animal reproduction programme at the department of biology education, ftte at the universitas muhammadiyah malang. the sampling technique was saturated sampling and the data were collected through the task of compiling concept maps and learning outcomes with tests. the drafting of concept maps was assessed by the concepts and ideas, relationships between concepts, hierarchies, propositions, and spelling, with cognitive learning assessed by tests. the results showed that most students had sufficient ability to compose a concept map and very good learning outcomes, indicating that concept maps can be used to learn biology in animal embryology and reproduction courses. keywords: cognitive learning outcomes; concept map; embryology and reproduction introduction professional teacher candidates must have 21st-century abilities, specifically 4c and digital literacy (kim, 2019). according to the assessment and teaching of 21st century skills, skills, knowledge, 21st-century attitudes, values, and ethics are organised into four categories: ways of thinking including creativity and innovation, critical thinking, problem-solving, decision making, and learning about learning (metacognition); working style which involves communication, collaboration, and teamwork skills; work tools including general communication and information technology skills and literacy; global living involving citizenship, life and career, personal and societal responsibility, as well as competency and cultural awareness (saavedra & opfer, 2012). the national education association identified 21stcentury skills as “the 4cs” including creativity, communication, collaboration, and critical thinking *for correspondence: susetyorini@umm.ac.id article history: received: 31 december 2022 revised: 4 february 2023 accepted: 4 february 2023 published: 20 february 2023 10.22219/jpbi.v9i1.24155 © copyright susetyarini et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: susetyarini, e., nurrohman, e., sharafie, d., & fatmawati, d. (2023). ability to compose concept maps and student cognitive learning outcomes in animal embryology and reproduction courses. jpbi (jurnal pendidikan biologi indonesia), 9(1), 53-61. https://doi.org/10.22219/jpbi.v9i 1.24155 mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v8i3.22113 https://doi.org/10.22219/jpbi.v8i3.22113 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 54 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 (rhedana, 2019). critical thinking is one of the higher-order thinking skills (hots) in addition to creative thinking, problem-solving, and reflective thinking (lu et al., 2021). critical thinking can be interpreted as a student’s skill in analysing an argument, drawing conclusions through reasoning, assessing or evaluating, and decision-making or problem-solving (fatmawati et al., 2014). it encompasses various analyses, assessments, evaluations, reconstructions, and decision making which leads to rational and logical action (septiani et al., 2019). analysis, assessment, and reconstruction activities are used to perform thinking activities regarding the subject, content, and problems (gallenstein, 2013; papp et al., 2014). critical thinking in learning can be provided by distributing independent assignments or projects in the form of concept maps. a concept map is a visual technique to show the information structure of how the concepts in a particular domain are related. it is an alternative way to holistically, interrelate, and comprehensively organise material in the form of maps (images). moreover, concept maps are also useful for refining thinking to be more creative and critical (rahman, 2016; rosa et al., 2021), as well as provide students with an overview of the depth and breadth of a concept that needs to be taught to create a series of concepts and organise learning systematically (kinchin et al., 2019; vodovozov & raud, 2015). in composing a concept map, the students can improve their metacognitive by negotiating their ideas, controlling their learning, and monitoring their learning improvement (zubaidah & pangestuti, 2016). one of the learning outcomes in the animal embryology and reproduction course is to explain concepts and theories of reproduction and embryogenesis and to conduct an observation and analyse reproductive organ data according to academic norms and ethics. the course characteristics based on the learning outcomes emphasise conceptual understanding and observation skills in the laboratory. generating concept maps is expected to increase students’ cognitive learning outcomes as well as their thinking skills. concept map tasks construct the idea and students’ creativity, thus, are closely related to thinking ability and cognitive learning outcomes. the process of studying science using concept maps is still linked to academic accomplishment (kusumadewi & kusmaryono, 2022; singh & moono, 2015). for example, concept maps can improve learning outcomes in physics (taufiq, 2013), and natural sciences material (hwang et al., 2011; romero et al., 2017). another study showed that there was a difference in the effect of using mind map and concept map strategies on the learning achievement of class x students (redhana et al., 2021). concept maps also help facilitate meaningful learning for students (bressington et al., 2018; carr-lopez et al., 2014) and develop college-level student learning outcomes in speaking skills (alhomaidan, 2015). however, none of these studies has investigated the task of making concept maps and learning outcomes in embryology lectures. to better prepare professional biology teacher candidates, the quality of graduates should be improved in terms of their knowledge of biology and their ability for continuing professional growth. this can be achieved by familiarising innovative learning activities in lectures, such as concept maps. this study analysed the ability to compose concept maps and cognitive learning outcomes of biology education students at universitas muhammadiyah malang. the study findings contribute to the existence of recommended alternatives to improve higher-order thinking skills in students (biology teacher candidates) who need to be trained regularly and consistently. method this descriptive study was conducted for one semester and involved 127 6th-semester students enrolled in the animal embryology and reproduction course in the faculty of teacher training and education (ftte) universitas muhammadiyah malang-indonesia during the 2019/2020 academic year. the data regarding the students’ ability to compose concept maps were collected via assignments to read relevant scientific articles and textbooks regarding the material discussed in the course. the aspects assessed to compose concept maps were: (1) concepts and ideas, (2) relationship between concepts, (3) hierarchy, (4) proposition, and (5) spelling. the data regarding cognitive learning outcomes were obtained by responding essay questions or items which contained five items of c2 and c4. the criteria for cognitive learning outcomes were (1) very good (score: 80−100), (2) good (score: 70−80), and (3) average (score: 60−70). the selection of three criteria was based on the minimum completeness criteria for the animal embryology and reproduction course which was 70. data were analyzed descriptively using percentages and averages (mean). the concept map assessment criteria were those of kinchin et al., (2019). results and discussion the assessment of the ability of the students to compose concept maps is provided in figure 1 showing that 10% of students were very good, 34% were good, 48% were sufficient, and 8% needed to improve concepts and ideas. in terms of the relationship between concepts, most students (65%) were sufficient 55 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 but 13% of students required improvement. regarding the hierarchy, most students (62%) were adequate but 20% needed improvement. similarly, most students (55%) were sufficient in proposition but 17% of students required improvement, whereas most students (44%) were good at spelling with only 3% requiring improvement. in general, it is critical to pay close attention to the components that exist in a concept map because a concept map can describe the breadth and depth of comprehension of the learning material. according to novak (1990), a concept map is composed of several components: (1) a proposition, which is a statement regarding the relationship between one concept (information) and another; (2) hierarchy is the level of a concept that is organised from the most general concept to the least broad concept to the most detailed concept; (3) proportion which connects concepts on the concept map that are in different segments or domains. kinchin et al., (2019) reported three categories or types of concept maps, namely: (1) network tree/listing net or radial structure in which all related aspects of the topic are directly related to the core concept but not directly related to each other; (2) chain or a sequence of linear understanding that only exists linked to the one just above and below. although there is a logical order from start to finish, the implied hierarchical nature of multiple links is invalid; (3) a network or dominant network that is highly integrated and hierarchical and shows the depth of understanding of the topic. in this cohort, most students (69%) prepared concept maps based on network tree/listing net (figure 2). examples of the student’s work are provided in figures 3, figure 4, and figure 5. figure 1. assessment of the students’ ability to compose concept maps figure 2. the concept map types used by students 10 6 6 13 34 13 17 44 48 65 65 37 8 13 13 3 0 10 20 30 40 50 60 70 concept hierarchy proportion spelling p e rc e n ta g e ( % ) concept map aspects or components very good good average need improvement 69 10 21 0 10 20 30 40 50 60 70 80 network tree/listing net sequence chain dominant network p e rc e n ta g e ( % ) concept map types 56 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 figure 3 illustrates the dominant components of a network tree concept map in which the students noted the embryology and reproductive course material to be discussed. sub-chapters containing material coverage such as comprehension, types of reproduction, examples, and numerous types accompany the material on animal reproduction and fertilisation. the reproductive cycle material includes stages and cycle sub-chapters, with reproductive organs anatomy material including sub-sections of several reproductive organs as well as differences between males and females, accompanied by a representative animal example. this series tends to involve list-making rather than showing the interrelationships between concepts and is classified as a form of net to assist the cognitive process. words on the connecting lines provide relationships between the primary concepts (khasanah, 2019). figure 3. an example of the network tree/listing net concept map figure 4 shows the sequence chain concept map in which the students try to outline the concept of the material but there is no picture of the relationship between the chapters or the material discussed. the material understanding of the stages of embryogenesis is written in outline like a plot. the stages of embryogenesis, the reproductive cycle, and the reproductive organs are arranged separately and there 57 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 is no connection between the three. khasanah (2019) postulates that the sequence chain concept map can be used to sequence an event. figure 4. an example of a sequence chain concept map figure 5 provides an example of a dominant concept map which describes all the information and demonstrates the range of the student’s cognitive abilities and their ability to remember previously taught concepts. students connect three different concepts—animal reproduction and fertilisation, reproductive cycles and stages, and reproductive anatomical organs—that are related to the material to be examined. these three concepts are distinguished by their relationship to each other. this concept map can begin with terms being divided and grouped according to specific links, making the terms more useful by writing them outside the core concept (khasanah, 2019). 58 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 figure 5. an example of a dominant network concept map a study about concept maps has developed from the learning media development to the effect on student learning achievement (kinchin et al., 2019). experts describe the benefits of concept maps, namely: (1) to assist in the development of meaningful learning to strengthen critical thinking, (2) to investigate what students already know, and (3) as a tool for evaluating learning outcomes (eshuis et al., 2022; musyrifah & ismail, 2014). concept maps can be utilised in learning activities as a method to measure concept comprehension and identify student misconceptions (zubaidah & pangestuti, 2016). figure 6 indicates that most students (65%) had very good cognitive learning outcomes. it has been suggested that the concept map-based learning model can improve students’ achievement and cognitive learning outcomes, as there is a correlation between concept map creation and students’ learning achievement. the learning process utilising concept maps can increase students’ interest in learning, resulting in higher learning outcomes and more rapid mastery of the material (zulva & hidayati, 2016). there is a significant relationship between the ability to create concept maps and learning outcomes (carr-lopez 59 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 et al., 2014; maurisa & herkules, 2016). furthermore, learning via concept maps can help independent learning, improve critical thinking skills, analysis, and support interest in learning (biniecki & conceição, 2016; jamaludin, 2017; maryam et al., 2021). figure 6. classification of the students’ cognitive learning outcomes the very good students' cognitive learning outcomes cannot be separated from the functions, advantages, and benefits of concept map learning. the use of learning concept maps becomes significant since new information and knowledge that students already have are connected, making it easier for them to absorb and giving them the freedom to be creative, thereby improving student learning outcomes (khasanah, 2019). project-based learning has advantages including increasing learning outcomes and motivation and encouraging creativity and independence in producing a product (adinugraha, 2018; almulla, 2020). the functions of using tasks to compose concept maps are: (1) to develop meaningful learning to improve understanding and memory; (2) to improve activeness and creative thinking; and (3) for a more comprehensive understanding of the subject matter (dong et al., 2020; khasanah, 2019), and connecting previously learned concepts with newly learned concepts (gallenstein, 2013). concept maps also increase student involvement, thereby impacting students’ understanding and can improve student learning outcomes (pribadi & delfy, 2015; sari et al., 2022). conclusion in summary, these findings show that there are numerous forms of concept maps, a range of aspects and components of concept maps generated by students, and the student's ability to compose concept maps in the animal embryology and reproduction course. most students had good cognitive learning outcomes but some need regular training to prepare concept maps. this study only focused on the ability to compose concept maps and student cognitive learning outcomes, so further research is required to focus on various abilities or the 21st-century skills of biology teacher candidates. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions e. susetyarini: data analysis; writing ─ original draft; writing ─ review and editing. e. nurrohman: writing ─ original draft. d. sharafie: writing ─ review and editing. d. fatmawati: writing ─ review and editing. 65 30 5 0 10 20 30 40 50 60 70 very good good average p e rc e n ta g e ( % ) student cognitive learning outcomes 60 susetyarini et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 53-61 references adinugraha, f. 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volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 99 penerapan pembelajaran kooperatif dengan metode problem solving meningkatkan hasil belajar ipa smp diyah ariska fitari 1 , rr eko susetyarini 1 , sukarsono 1 1 program studi pendidikan biologi fkip universtias muhammadiyah malang, e-mail: biologi.umm@gmail.com abstrak penelitian ini bertujuan untuk mendeskripsikan bagaimana pelaksanaan model pembelajaran kooperatif dengan metode problem solving dapat meningkatkan hasil belajar siswa kelas viii smp negeri 1 suboh, serta meningkatkan hasil belajar siswa kelas viii smp negeri 1 suboh dalam model pembelajaran kooperatif dengan metode problem solving. hasil penelitian tindakan kelas (ptk) yang dilaksanakan dengan menerapkankan model pembelajaran kooperatif dengan metode problem solving ini menunjukkan peningkatan hasil belajar siswa pada setiap siklusnya. pada siklus i terdapat 21 siswa yang tuntas hasil belajarnya dan 9 siswa tidak tuntas hasil belajarnya (ketuntasan mencapai 70%). sedangkan pada siklus 2 terjadi peningkatan pada hasil belajar siswa yang mengalami ketuntasan sebanyak 28 siswa dan 2 siswa yang tidak tuntas (ketuntasan mencapai 93%). oleh karena itu dalam penelitian ini dapat disimpulkan bahwa penelitian tindakan kelas dengan menerapkan model pembelajaran kooperatif dengan metode problem solving telah berhasil dengan melihat kenaikan hasil belajar siswa kelas viiib di smp negeri 1 suboh kabupaten situbondo. kata kunci: model pembelajaran kooperatif, metode problem solving, dan hasil belajar. pendidikan merupakan wahana untuk meningkatkan dan mengembangkan kualitas sumberdaya manusia. upaya peningkatan kualitas pendidikan terus menerus dilakukan baik secara konvensional maupun inovatif. pembelajaran biologi merupakan kegiatan belajar, dimana siswa melakukan aktifitas berpikir, dengan penanaman konsep mengambil masalah yang berhubungan dengan materi yang diajarkan. metode mengajar merupakan faktor yang berperan penting dalam meningkatkan prestasi dan hasil belajar siswa. beberapa jenis metode mengajar diantaranya adalah ceramah, tanya jawab, diskusi, pemecahan masalah (problem solving), dan sebagainya (mulyasa, 2008). gambaran mengenai proses pembelajaran biologi seperti di atas dapat dilihat dikelas viiib smp negeri 1 suboh situbondo, dari hasil observasi dan wawancara kepada guru ipa biologi pada tanggal 6 oktober 2012 yang telah dilakukan diperoleh informasi bahwa proses pembelajaran biologi masih terkesan kaku dan pasif, jumlah siswa yang mengajukan pertanyaan maupun pendapat masih sangat minim sehingga guru mendapatkan kesulitan tersendiri dalam mengukur tingkat pemahaman siswa. hal ini secara tidak langsung menjadi penyebab kurang maksimalnya hasil belajar siswa dengan indicator belum tercapainya kkm yang ditetapkan yaitu 70. ketuntasan belajar kelas masih rendah yaitu 38%, artinya dari jumlah 30 siswa dalam satu kelas, masih 11 siswa yang mendapatkan nilai di atas 70, sedangkan 19 siswa yang lain mendapatkan nilai di bawah 70. rendahnya pemahaman siswa tentang pelajaran biologi khususnya pada materi sistem peredaran darah berakibat pada penurunan hasil belajar siswa di smp negeri 1 suboh, hal ini dapat disebabkan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 100 oleh beberapa faktor, antara lain: a) dalam menyampaikan materi, guru menggunakan metode yang kurang menarik, b) kurangnya media yang digunakan oleh guru dalam pembelajaran, c) guru hanya merespon siswa yang aktif di kelas, d) tidak adanya variasi mengajar. model pembelajaran merupakan pola atau kerangka konseptual yang digunakan sebagai pedoman dalam merancanakan pembelajaran di kelas maupun tutorial (suprijono, 2009). guru harus dapat memilih model pembelajaran yang cocok bagi siswa yang akan diajar untuk meningkatkan hasil belajar. terdapat beberapa macam model pembelajaran antara lain: model penemuan terbimbing, model pembelajaran kooperatif dan model pembelajaran langsung. model yang akan diterapkan dalam penelitian ini adalah model pembelajaran kooperatif. model pembelajaran kooperatif merupakan suatu model pembelajaran yang membantu siswa untuk mengembangkan pemahaman dan sikapnya sesuai dengan kehidupan nyata di masyarakat, sehingga dengan bekerja secara bersama-sama di antara sesama anggota kelompok akan meningkatkan motivasi, produktifitas, dan perolehan belajar. model pembelajaran kooperatif dikembangkan untuk mencapai hasil belajar berupa prestasi akademik, toleransi, menerima keragaman, dan pengembangan keterampilan sosial (suprijono, 2009) beberapa ciri dari pembelajaran kooperatif adalah: (a) setiap anggota memiliki peran, (b) terjadi hubungan interaksi langsung di antara siswa, (c) setiap anggota kelompok bertanggung jawab atas belajarnya dan juga temanteman kelompoknya, (d) guru membantu mengembangkan keterampilanketerampilan interpersonal kelompok, dan (e) guru hanya berinteraksi dengan kelompok saat diperlukan (isjoni, 2009). model pembelajaran kooperatif dipandang efektif menciptakan interaksi yang positif dalam menciptakan masyarakat belajar (learning community). pembelajaran kooperatif adalah aktifitas belajar kelompok yang diatur sehingga terjadi pertukaran informasi antar anggota dalam kelompok. tiap anggota bertanggung jawab untuk kelompok dan dan dirinya sendiri. problem solving merupakan penggunaan metode dalam kegiatan pembelajaran dengan jalan melatih siswa menghadapi berbagai masalah baik itu masalah pribadi maupun kelompok untuk dipecahkan sendiri atau bersama-sama. metode jenis penelitian ini adalah penelitian tindakan kelas ptk atau classroom action research (car). desain penelitian yang digunakan adalah model spiral dari kemmis dan taggart (wiriaatmadja, 2008) yang mencakup empat kegiatan yaitu perencanaan (planning), tindakan (acting), observasi (observing), dan refleksi (reflecting), seperti pada gambar 1. r eflec t a c t observe plan r eflec t a c t observe plan gambar 1. siklus penelitian tindakan kelas (model kemmis dan taggart) (sumber wiriaatmadja, 2008) penelitian tindakan kelas ini minimal dilakukan dalam dua siklus, jika dalam dua siklus belum berhasil maka akan dilanjutkan siklus ke iii. indikator terselesaikannya masalah tersebut adalah ketika terjadi peningkatan hasil belajar siswa pada materi sistem peredaran darah. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 101 penelitian ini akan dilanjutkan pada siklus ii dan siklus berikutnya sampai indikator dalam penelitian ini tercapai. penelitian dilaksanakan di smp negeri 1 suboh kabupaten situbondo dalam waktu kurang lebih dua bulan (mulai persiapan kegiatan, hingga pelaksanaan tindakan). subjek dalam penelitian ini adalah siswa kelas viiib smp negeri 1 suboh semester ganjil tahun pelajaran 2012-2013 berjumlah 30 siswa laki-laki 15 siswa dan perempuan 15 orang. prosedur dan mekanisme kegiatan penelitian ini mengikuti beberapa langkah sebagaimana dilakukan dalam penelitian. penelitian ini dilaksanakan dalam dua siklus, yang terdiri dari atas beberapa tahap, yaitu perencanaan (planning), tindakan (acting), observasi (observing), dan refleksi (reflecting), sesuai model yang dikembangkan kemmis dan taggart (wiriaatmadja, 2011). refleksi awal dilakukan sebelum melakukan tindakan. peneliti terlebih dahulu mengidentifikasi permasalahan yang ada dalam proses belajar mengajar di kelas viii smp negeri 1 suboh, peneliti melakukan wawancara dengan guru bidang studi dan wali kelas serta mengamati hasil belajar siswa sebelumnya. perencanaan tindakan meliputi: a) menyiapkan silabus materi sistem peredaran darah khusus pada kompetensi dasar mendeskripsikan sistem peredaran darah pada manusia dan hubungannya dengan kesehatan, b) menyiapkan rencana pelaksanaan pembelajaran (rpp) dengan menggunakan model pembelajaran kooperatif dengan metode problem solving, c) menyiapkan hand-out materi sistem peredaran darah. pelaksanaan tindakan berupa kegiatan pembelajaran seperti yang ditulis dalam rpp (rencana pelaksanan pembelajaran) selama 2 pertemuan, tiaptiap pertemuan memiliki alokasi waktu 40 menit. peneliti bertindak sebagai guru sedangkan guru mata pelajaran bertindak sebagai observer bersama dengan seorang rekan peneliti yang diberi tugas mengamati dan dokumentasikan kegiatan pembelajaran berlangsung. pada tahap ini peneliti yang bertindak sebagai guru mengambil dan mengumpulkan data hasil tes dan lembar kerja siswa. observasi dilakukan pada saat pembelajaran berlangsung oleh observer. observer yang dimaksud adalah rekan peneliti dan seorang guru ipa biologi. observer bertugas mengamati dan mengisi lembar observasi yang telah disediakan peneliti sesuai petunjuk yang ada. data yang diamati yaitu keterlaksanaannya penerapan model pembelajaran kooperatif dengan metode problem solving yang meliputi aktivitas guru dalam mengajar dan aktivitas siswa dalam mengikuti pelajaran. data-data ini dibuat untuk meningkatkan hasil belajar siswa. peneliti bersama guru bidang studi ipa biologi dan observer melakukan refleksi serta evaluasi dengan cara menganalisis kegiatan guru pada proses pembelajaran pada siklus i, apakah sesuai dengan rencana yang telah dibuat (rpp) atau masih perlu perbaikan dari permasalahan yang muncul dari pelaksanaan tindakan. data hasil analisis dari siklus i digunakan sebagai acuan untuk merencanakan siklus berikutnya. hasil yang diperoleh dari siklus i digunakan sebagai dasar untuk melakukan perencanaan ulang pada siklus ii, berikut seterusnya sesuai kebutuhan sampai siklus berhasil (chotimah, 2009). teknik pengumpulan data yang meliputi: wawancara, observasi, dokumentasi, dan tes. wawancara digunakan untuk mengungkap minat belajar siswa, kemampuan siswa memahami materi, serta untuk memperoleh masukan dari siswa guna penyempurnaan proses pembelajaran (muhson, 2005). wawancara dalam penelitian ini dilakukan untuk mengetahui secara lebih mendalam tentang pelaksanaan pembelajaran ipa biologi materi sistem peredaran darah. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 102 tabel 1. materi wawancara no sumber data data yang diambil teknik pengumpulan data 1. informan a. pendapat guru tentang metode yang sudah pernah diterapkan dalam pembelajaran. b. pendapat guru dan siswa setelah diterapkannya model kooperatif dengan metode problem solving. wawancara dan dokumentasi 2. keterlaks anaan pembelaja ran dengan model pembelaja ran kooperatif dengan metode problem solving. a. aktifitas guru dalam mengajar b. aktifitas siswa dalam pembelajaran dengan model pembelajaran kooperatif dengan metode problem solving. 3. data dokument asi a. nilai ulangan harian biologi siswa kelas viii pada materi sistem peredaran darah 2011/2012 dan 2012/2013. b. rencana pelaksanaan pembelajaran (rpp). c. foto aktivitas kegiatan guru dan siswa pada proses pembelajaran. 4. nilai tes a. nilai hasil belajar setelah diterapkannya model pembelajaran kooperatif dengan metode problem solving observasi dilakukan untuk mengamati proses pembelajaran siswa kelas viiib smp negeri 1 suboh kabupaten situbondo pada materi sistem peredaran darah. data hasil observasi dicatat oleh pengamat dalam lembar observasi yang berisi kolom-kolom mengenai aktivitas guru dan siswa selama proses pembelajaran. instrumen yang digunakan yaitu: 1) lembar wawancara yang berisi hasil wawancara antara peneliti dengan guru kelas viiib sebelum melaksanakan tindakan, 2) lembar kerja peserta didik digunakan untuk mengukur kemampuan siswa secara berkelompok, 3) lembar kisikisi soal tes evaluasi, 4) tes evaluasi diberikan kepada masing-masing siswa pada akhir siklus untuk mengukur ketercapaiannya hasil belajar siswa, 5) lembar observasi siswa dan guru diisi oleh guru pengamat dan rekan peneliti, lembar ini digunakan untuk menilai proses pembelajaran yang berlangsung dikelas, 6) lembar dokumentasi digunakan untuk memperkuat data hasil penelitian dikelas, berupa rencana pelaksanaan pendidikan (rpp), hasil observasi, hasil evaluasi siswa dan foto-foto yang diambil selama proses penerapan model pembelajaran kooperatif dengan metode problem solving. untuk mengetahui kemampuan pemecahan masalah siswa terhadap materi yang telah diberikan, maka dilakukan analisis kuantitatif dengan cara menganalisis lembar penilaian kemampuan pemecahan masalah pada lkpd. sesuai dengan model pembelajaran yang digunakan, yaitu kooperatif maka ketuntasan kemampuan pemacahan masalah siswa didasarkan pada penilaian kelompok dan indikator peningkatannya, setiap kelompok dikatakan memiliki nilai kemampuan pemecahan masalah yang baik atau meningkat apabila total nilai kemampuan pemecahan masalah yang diperoleh tiap-tiap kelompok ≥ 21. proses penilaian kemampuan pemecahan masalah siswa diperoleh dari pemberian skor yang diberikan dari beberapa indikator yaitu: bersikap kritis dengan mampu bekerjasama, keberanian mengajukan pertanyaan, kesopanan menyanggah dan berargument, dan kejujuran perolehan data jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 103 untuk menyelesaikan lkpd. dari hasil skor tersebut diolah menjadi bentuk persentase, tujuan tersebut agar mudah untuk mencocokkan kriteria yang telah ditentukan. perolehan skor didapatkan dari penilaian terhadap komponen-komponen indikator kemampuan pemecahan masalah. berikut indikator kemampuan pemecahan masalah siswa dalam depdiknas (2003): skor maksimal ideal = 30 skor hasil pengamatan = n + n + …………………… rata-rata skor = skor hasil pengamatan / skor ideal persentase kemampuan pemecahan masalah = rata-rata skor x 100% jumlah skor yang diperoleh selanjutnya dikonversi menjadi nilai, untuk dapat menentukan kriteria kemampuan pemecahan masalah siswa dengan menggunakan rumus di atas. tabel 2. kriteria kemampuan pemecahan masalah siswa interval nilai kemampuan kerja ilmiah siswa kriteria penilaian 85%-100% sangat baik 70%-84% baik 60%-69% cukup baik 50%-59% kurang baik <50% tidak baik data-data yang telah terkumpul dianalisis secara deskriptif kualitatif . analisis deskriptif kualitatif dilakukan dengan cara menganalisis lembar observasi aktivitas guru dan siswa terhadap keterlaksanaannya model kooperatif dengan metode problem solving. menurut nazir (2003), menyatakan bahwa analisis deskriptif kualitatif merupakan suatu teknik yang menggambarkan data-data yang telah terkumpul dengan memberikan perhatian dan merekam sebanyak mungkin aspek situasi yang diteliti pada saat itu, sehingga memperoleh gambaran umum tentang keadaan sebenarnya. tujuan deskriptif adalah untuk membuat gambaran secara sistematis dan akurat mengenai fakta-fakta serta hubungan antar fenomena yang diselidiki. untuk mengetahui hasil belajar siswa setelah diberi tindakan penerapan model kooperatif dengan metode problem solving maka dilakukan analisis kuantitatif dengan cara menganalisis hasil tes lkpd dan tes evaluasi. nilai hasil tes akan diasumsikan dengan kriteria ketuntasan minimum (kkm) yang telah ditetapkan sekolah yaitu 70, jika nilai dibawah kkm maka siswa dikatakan belum tuntas. ketuntasan hasil belajar siswa terbagi menjadi dua yaitu ketuntasan individu dan ketuntasan klasikal. setiap siswa dianggap mencapai ketuntasan belajarnya jika telah mencapai ≥ 70. rumus yang digunakan sebagai berikut : nilai hasil = 𝑆𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑝𝑒𝑟𝑜𝑙𝑒 ℎ 𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖 𝑚𝑎𝑙 x 100% hasil belajar siswa dikatakan tuntas secara klasikal jika mencapai persentase 75%. rumus yang digunakan sebagai berikut : 𝑁𝑖𝑙𝑎𝑖 𝑇𝑒𝑠 = 𝐽𝑢𝑚𝑙𝑎ℎ 𝑠𝑖𝑠𝑤𝑎 𝑦𝑎𝑛𝑔 𝑡𝑢𝑛𝑡𝑎𝑠 𝐽𝑢𝑚𝑙𝑎ℎ 𝑠𝑖𝑠𝑤𝑎 𝑠𝑒𝑙𝑢𝑟𝑢ℎ𝑛𝑦𝑎 𝑥 100 tabel 3. kriteria ketuntasan belajar klasikal interval nilai ketuntasan belajar kriteria 85 – 100 % 70 – 84% 55 – 69% 40 – 54% 0 – 39% sangat baik baik cukup kurang sangat kurang proses penilaian hasil belajar siswa diperoleh dari kemampuan berpikir ilmiah yang terdiri dari beberapa indikator, diantaranya: bekerja sama antar kelompok, mengkomunikasikan hasil penyelidikan dengan media yang digunakan dalam menyajikan hasil diskusi serta kejujuran memperoleh informasi atau data untuk menyelesaikan lkpd dan tes evaluasi. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 104 dalam penelitian ini dikatakan berhasil apabila minimal siswa yang mengikuti tes sebanyak 75%, kemampuan memecahkan masalah sudah memenuhi kkm yang ditentukan sekolah yaitu 70. hasil belajar meningkat apabila rata-rata persentase tes yang dinilai dari siklus i dan siklus ii ≥ 75%. hasil dan pembahasan hasil a) penilaian proses siswa dalam kegiatan pembelajaran berdasarkan hasil pengoreksian lembar jawaban tes formatif menunjukkan bahwa masing-masing siswa memiliki hasil belajar yang berbeda-beda. siswa dapat dikatakan tuntas atau memiliki nilai hasil belajar yang baik jika hasil tes formatif telah memenuhi kriteria ketuntasan minimum (kkm), yaitu mencapai nilai > 70. jumlah siswa secara keseluruhan 30 namun pada pertemuan pertama hanya dihadiri 27 siswa. hasil penilaian proses siswa dalam kegiatan pembelajaran pada siklus i adalah sebagai berikut. tabel 4. data nilai hasil tes evaluasi siklus i berdasarkan data di atas diketahui hasil penilaian proses secara keseluruhan baik, ada 21 siswa yang memperoleh nilai di atas kkm > 70, namun ada 9 siswa yang belum tuntas memperoleh nilai tes evaluasi di bawah kkm < 70 yaitu dea, diray, firman, imam, mita yuda, sadli, rike, dan tutik. belum mencapai ketuntasan hasil belajar, hal ini disebabkan karena mereka kurang aktif dikelas, mengantuk, bermain pensil, berbicara sendiri dengan temannya dan kurang berani mengajukan pendapat dalam nomor nama l/p nilai hasil belajar siklus i keterangan 1 4722 ahmad febrianto l 79 tuntas 2 4735 ana quratul aini p 86,1 tuntas 3 4737 andriyono l 77 tuntas 4 4738 andy sepri susanto l 86,1 tuntas 5 4752 dea arfila k. p 42,3 tidak tuntas 6 4757 deskian haris l 86,5 tuntas 7 4761 dewi amelia p 83,1 tidak tuntas 8 4764 dicky eko prasetyo l 83,1 tidak tuntas 9 4769 diray kusuma l 54,5 tidak tuntas 10 4772 dwi yuliana riskiyah p 83,1 tuntas 11 4781 fajar siddiqi p. s. l 80,6 tuntas 12 4787 fiki ranjes nuvio l 80,6 tuntas 13 4788 fira yuslayli p 80,6 tuntas 14 4789 firman anggi wahyudi l 63,8 tidak tuntas 15 4799 imam baihaki l 61,1 tidak tuntas 16 4813 m. roni setiawan l 88,2 tuntas 17 4820 mita dwi pratiwi p 63,8 tidak tuntas 18 4831 moh. yuda prasetyo l 63,8 tidak tuntas 19 4838 muh. sadli hasan l 55,5 tidak tuntas 20 4856 nur aini p 75 tuntas 21 4868 priyanto l 86,1 tuntas 22 4874 rike risma safitri p 55,2 tidak tuntas 23 4875 rima ummal khoiriyah p 86,1 tuntas 24 4901 siti nur aisyah p 86,5 tuntas 25 4903 siti raudatul q. p 86,5 tuntas 26 4905 siti rofida p 83,1 tuntas 27 4914 tutik kurnia ningsih p 68,3 tidak tuntas 28 4915 ulfiari ninin marsita p 83,1 tuntas 29 4933 zaenul hasan l 83,1 tuntas 30 4871 putri puji astutik p 80,6 tuntas rata-rata nilai kelas 75,34 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 105 berkelompok. dengan kkm 70 sesuai dengan ketetapan smp negeri 1 suboh. didapat juga nilai nilai terendah 42,3 dan tertinggi 88,2. data pada tabel 4 selanjutnya dianalisis dengan menggunakan rumus untuk mengetahui persentase ketuntasan belajar klasikal siswa (tabel 5). tabel 5. persentase ketuntasan belajar klasikal siklus i prestasi siswa siklus 1 jumlah siswa persentase nilai < 75 (tidak tuntas belajar) nilai > 75 (tuntas belajar) 9 21 30% 70% jumlah 30 100% nilai rata-rata 75,34 ketuntasan secara klasikal >20 75% (sumber: data nilai belajar siswa pada siklus i) berdasarkan tabel 5 diketahui bahwa jumlah siswa seluruhnya adalah 30 siswa. ketuntasan klasikal siswa adalah 75%, sementara ketuntasan belajar siswa di siklus i sebesar 70% < 75% maka ketuntasan belajar siswa klasikal siswa dinyatakan belum tuntas dan tidak sesuai kriteria ketuntasan belajar, presentase 70 berada diantara persentase 55-69%, sehingga kreteria ketuntasan belajar klasikal siswa dinyatakan “cukup” tabel 6 data hasil penskoran aktivitas guru siklus i tahap aspek deskriptor skor 1 2 3 4 tahap awal apresiasi a. membuka pelajaran dengan salam, doa, dan memeriksa kehadiran. √ b. menyampaikan tujuan pembelajaran. √ c. pengkondisian siswa belajar √ d. pemberian motivasi kepada siswa √ e. menjelaskan langkah-langkah pembelajaran kooperatif. √ tahap inti (penera pan konsep ) penyampai an informasi, pengamatan dan pembimbin gan f. menyampaikan materi secara garis besar sesuai dengan kompetensi dasar dan indikator yang akan dicapai. √ g. guru menggali lebih dalam pengetahuan siswa √ h. pemberian kesempatan kepada siswa untuk berpikir dan bertanya √ i. membagi siswa dalam kelompok belajar secara heterogen. √ j. memberikan lkpd untuk dikerjakan/ didiskusikan dengan kelompok. √ k. penyampaian informasi mengenai tugas yang akan dilakukan √ l. memberikan bimbingan kepada siswa atau kelompok yang mengalami kesulitan √ m. memberikan kesempatan kepada siswa untuk mempresentasikan hasil diskusi.. √ n. mengkondisikan siswa sehingga pembelajaran berjalan tertib dan menciptakan suasana pembelajaran yang menyenangkan. √ tahap akhir pengevalua sian hasil belajar o. membimbing siswa untuk menyimpulkan materi yang telah dipelajari. √ p. memberikan kesempatan kepada siswa untuk menanyakan materi yang belum dipahami √ q. melakukan evaluasi dengan memberikan soal evaluasi. √ jumlah skor 4 3 1 2 0 data pada tabel 6 menunjukkan bahwa pelaksanaan mengajar guru pada siklus i dalam melaksanakan pembelajaran dengan menerapkan model pembelajaran kooperatif dengan metode problem solving mendapat skor nilai 55 dengan presentase keberhasilan 80,8% dan dapat dikategorikan sangat baik. pada pengamatan ini guru kelas yang bertindak sebagai observer mengamati kegiatan belajar mengajar guru (peneliti) dan mengamati keterlaksanaannya model pembelajaran kooperatif dengan metode jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 106 problem solving. sedangkan rekan peneliti sebagai observer untuk aktivitas siswa dalam kegiatan pembelajarandan mendokumentasikan proses pembelajaran dalam bentuk foto. hasil rangkuman data observasi dari guru bidang studi dan teman sejawat, antara lain: a) pada kegiatan awal guru kurang memberikan motivasi dan tujuan pembelajaran pada siswa. b) pada kegiatan inti, pembagian kelompok masih terjadi kegaduhan di kelas (karena siswa ingin satu kelompok dengan teman akrabnya). c) pelaksanaan pembelajarannya sudah baik, hanya saja terdapat kekurangan seperti memberi motivasi dan mengkondisikan kelas. d) aktivitas siswa sudah baik, namun terdapat beberapa siswa yang masih terlihat pasif dalam belajar dan juga terdapat siswa yang masih kurang teliti dalam membaca soal ketika mengerjakan tugas. kegiatan pembelajaran melebihi waktu yang sudah ditetapkan, hal ini disebabkan karena kurang optimalnya waktu saat siswa presentasi dikelas. pembahasan berdasarkan hasil analisis data pada penelitian tindakan kelas yang dilakukan selama dua siklus, diketahui bahwa penggunaan model pembelajaran koperatif dengan metode problem solving pada pelajaran ipa biologi siswa kelas viiib smp negeri1 suboh situbondo kabupaten situbondo dengan standar kompetensi memahami berbagai sistem dalam kehidupan manusia dapat meningkatkan hasil belajar siswa. hal ini dibuktikan dari tes hasil belajar siswa yang mengalami peningkatan setelah mengikuti proses pembelajaran dari siklus i dan siklus ii. hal ini sesuai dengan pernyataan dimyati dan mudjiono (2006) bahwa hasil belajar dinyatakan dengan skor yang diperoleh dari tes hasil belajar dan pengamatan kegiatan siswa yang diadakan setelah mengikuti suatu proses pembelajaran. selain itu, keberhasilan juga dibuktikan dari observasi siswa dan guru dalam penerapan model pembelajaran koperatif dengan metode problem solving serta ketercapaian pelaksanaan pembelajaran pada siklus i dan siklus ii. penerapan model pembelajaran koperatif dengan metode problem solving dalam pembelajaran materi menyimpulkan hasil percobaan faktor-faktor yang mempengaruhi frekuensi denyut nadi dan penggolongan darah dapat meningkatkan hasil belajar siswa, karena dengan model dan metode ini siswa akan dengan mudah mengingat semua peristiwa mulai dari proses pembelajaran hingga hasil yang berupa temuan-temuan atau kesimpulan yang mereka temukan sendiri, sehingga diharapkan siswa mampu mendapatkan hasil belajar yang lebih baik. berdasarkan hasil belajar siswa pada siklus i dan siklus ii menunjukkan bahwa dengan menggunaan model pembelajaran koperatif dengan metode problem solving, hasil belajar siswa mengalami peningkatan. hasil belajar siswa pada siklus i sebesar 70% pada siklus ii menjadi 93%, sehingga pada siklus ii sudah memenuhi ketuntasan klasikal yaitu lebih besar 75%. meskipun 6% siswa masih belum memenuhi ketuntasan klasikal dikarenakan siswa masih kesulitan dalam mengerjakan soal dan tidak tertib pada saat proses pembelajaran, namun hal ini masih bisa diatasi dengan memberikan perhatian khusus pada siswa yang memiliki kemampuan dibawah rata-rata. kesimpulan pelaksanaan pembelajaran dengan menerapkan model pembelajaran kooperatif dengan metode problem solving dapat terlaksana dengan baik. hal tersebut dilihat dari hasil pengamatan keterlaksanaan pembelajaran pada aktivitas guru maupun siswa yang menunjukkan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 107 semua kegiatan terlaksana. penerapan model pembelajaran kooperatif dengan metode problem solving pada proses pembelajaran antara lain penyampaian materi, membentuk kelompok (5-6 siswa). berdasarkan hasil belajar siswa pada siklus i dan siklus ii menunjukkan bahwa dengan menggunaan model pembelajaran koperatif dengan metode problem solving, hasil belajar siswa mengalami peningkatan. hasil belajar siswa pada siklus i sebesar 70% pada siklus ii menjadi 93%, sehingga pada siklus ii sudah memenuhi ketuntasan klasikal yaitu lebih besar 75%. meskipun 6% masih belum memenuhi ketuntasan klasikal dikarenakan siswa masih kesulitan dalam mengerjakan soal dan tidak tertib pada saat proses pembelajaran, namun hal ini masih bisa diatasi dengan memberikan perhatian khusus pada siswa yang memiliki kemampuan dibawah rata-rata. saran pada saat menerapkan model pembelajaran kooperatif dengan metode problem solving dalam pembelajaran, sebaiknya guru harus pandai-pandai menetapkan materi pelajaran yang cocok dengan karakteristik pembelajaran pada model pembelajaran kooperatif dengan metode problem solving dan pada penetapan anggota setiap kelompok sebaiknya dicampur siswa yang lamban belajar dengan siswa yang cepat dalam menangkap materi pembelajaran. selain itu, untuk mengantisipasi adanya siswa yang tidak tuntas sebaiknya diadakan remidial oleh guru kelasnya, sehingga siswa tersebut dapat mencapai ketuntasan belajar yang telah ditetapkan. daftar rujukan arikunto, s. 2009. dasar-dasar evaluasi pendidikan. jakarta. bumi aksara. asmani, jamal ma’mur. 2012. 7 tips aplikasi pakem. yogyakarta: diva press. bruce joyce, marsha weil, and emily calhoun. 2009. models of teaching (model-model pembelajaran). yogyakarta: pustaka belajar. chotimah, husnul dan dwitasari, yuyun.2009. strategi pembelajaran untuk penelitian tindakan kelas.malang : surya pena gemilang. depdiknas. 2003. kurikulum 2004 sekolah menengah pertama. pedoman khusus pengembangan silabus berbasis kompetensi sekolah menengah pertama mata pelajaran biologi. jakarta : depdiknas. dimyati dan mudjiono. 2006. belajar dan pembelajaran. jakarta: pt rineka cipta. gusti, rini prisma. 2006. upaya peningkatan pemahaman konsep biologi melalui pendekatan kontekstual dengan model pembelajaran berbasis gambar (picture and picture) pada siswa kelas xi ipa sma muhammadiyah kota padang panjang. jurnal guru, vol 1 no. 3 herwan jaya. 2012. pembelajaran active learning berbasis problem solving untuk meningkatkan aktivitas dan hasil belajar biologi siswa kelas vii smp muhammadiyah 6 kota malang. isjoni. 2009. cooperatif learning, efektifitas pembelajaran kelompok. bandung: alfabeta. kusumah, wijaya dan dwitagama, dedi. 2010. mengenal penelitian tindakan kelas. jakarta : pt indeks. mulyasa. 2008. kurikulum berbasis kompetensi. bandung: pt remaja rosdakarya. nazir, m. 2003. metode penelitian. ghalia indonesia: jakarta. sanjaya, wina 2011. strategi pembelajaran. kencana prenada media group. jakarta. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 99-108) diyah ariska fitari dkk, penerapan pembelajaran kooperatif 108 sardiman, a.m. 2011. interaksi dan motivasi belajar mengajar. jakarta. raja grafindo persada. sudjana, nana. 2008. penilaian hasil proses belajar mengajar. bandung : pt remaja rosdakarya. suyitno, amin. 2004. dasar-dasar proses pembelajaran matematika 1. semarang: jurusan matematika fmipa unnes suprijono, agus. 2009.cooperative learning teori dan aplikasi. yogjakarta: pustaka belajar. subrata, nyoman. 2006. pengembangan model pembelajaran kooperatif dan strategi pemecahan masalah untuk meningkatkan hasil belajar siswa kelas viic smp negeri sukasada. singaraja: universitas pendidikan ganesha. saktiyono. 2007. ipa biologi 2 smp dan mts untuk kelas viii. jakarta: esis tim dosen biologi fkip umm. 2009. panduan penulisan skripsi program studi pendidikan biologi. malang : fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang. taplin, margaret. 2007. mathematics through problem solving. dalam http://www.mathgoodies.com/article s/ diakses maret 2007. wiriaatmadja, rochiati. 2008. metode penelitian tindakan kelas. bandung: pt remaja rosdakarya. yukalina, dkk. 2009. mandiri mengasah kemampuan diri biologi untuk smp/mts kelas viii. yogyakarta: erlangga universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 75-82 10.22219/jpbi.v6i1.10813 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 75 research article the completeness of environmental literacy aspects studied in the articles published in several countries mutia ulfah a,1,*, slamet suyanto a,2, tien aminatun a,3 a biology education, graduate school, universitas negeri yogyakarta, jl. colombo no. 1, yogyakarta, special region of yogyakarta province, 55281, indonesia 1 mutiaulfahbio2011@gmail.com *; 2 slamet_suyanto@uny.ac.id; 3 tien_aminatun@uny.ac.id * corresponding author introduction environmental literacy is widely believed to be the way out in solving global problems in society (fidan & ay, 2016; igbokwe, 2012; pe’er, goldman, & yavetz, 2007). problems such as deforestation (buitre, zhang, & lin, 2019; kabir et al., 2014; nagra, 2010) and pollution (emeh & igwe, 2018; kurt, zhang, & pinkerton, 2016) cause loss of biodiversity and environmental degradation (anderson, 2013; sadhu, garg, & kumar, 2018). these various environmental problems are closely related to human activities (tyagi, garg, & paudel, 2014). thus, a good understanding of managing the environment is an important element that needs to be continually reviewed and acted upon (igbokwe, 2012). a r t i c l e i n f o a b s t r a c t article history received january 06, 2020 revised february 07, 2020 accepted february 24, 2020 published march 31, 2020 environmental literacy is indicated as one element of learning that is able to solve environmental problems. however, the extent to which the environmental literacy component is embedded in various levels of education has not been revealed much. this study aims to determine the environmental literacy of students in several countries, starting from primary school to university level. research of the content analysis model was carried out by analyzing 25 articles from international journals and proceedings during 2012-2018. environmental literacy instruments in this study refer to the evaluation of environmental literacy developed by liang. the data analysis was performed quantitatively and presented as a percentage. the results showed that the majority of environmental literacy components that were widely studied and developed included cognitive, affective, and psychomotor (48%). furthermore, junior high school (30.77%) and senior high school (23.08%) were chosen as research subjects in an effort to form a literate generation of the environment. the results of this study can be followed up with the optimization of efforts to strengthen environmental literacy through an appropriate learning process. copyright © 2020, ulfah et al this is an open access article under the cc–by-sa license keywords environmental literacy research trends several countries how to cite: ulfah, m., suyanto, s., & aminatun, t. (2020). the completeness of environmental literacy aspects studied in the articles published in several countries. jpbi (jurnal pendidikan biologi indonesia), 6(1), 75-82. doi: https://doi.org/10. 22219/jpbi.v6i1.10813 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10813 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:slamet_suyanto@uny.ac.id mailto:tien_aminatun@uny.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10813 https://doi.org/10.22219/jpbi.v6i1.10813 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10813&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 75-82 76 ulfah et al (the completeness of environmental literacy…) nowadays, research on environmental literacy has been widely carried out in various parts of the world, such as europe (rechkemmer & falkenhayn, 2009; saltan & divarci, 2017), north america (mcbride, brewer, berkowitz, & borrie, 2013), africa (el-batri, alami, zaki, & nafidi, 2019), australia (kidman & casinader, 2019), to asia (liang et al., 2018; nunez & clores, 2017). these studies raise the latest issues related to environmental literacy issues such as community literacy profiles and the efforts to increase the level of community literacy (anggraini, karyanto, & sarwanto, 2018; nastoulas, marini, & skanavis, 2017). the north american association for environmental education (naaee) has outlined the main components that need to be considered when evaluating environmental literacy, and these include (1) cognitive (knowledge and skills), (2) affective, and (3) behavior (hollweg et al., 2000). interestingly, not much research on environmental literacy has examined the three components holistically. some studies only focus on cognitive and affective aspects (anggraini et al., 2018; pujianti, munandar, & surakusumah, 2018), others on behavior aspects (nunez & clores, 2017; sachitra & kaluarachchi, 2018). karimzadegan and meiboudia (2012) reported that not all components of environmental literacy received the same attention in iran. similar results were also observed in studies conducted relating to the environmental literacy component in macedonia, turkey, and bulgaria. for example, little attention is paid to skills and very little attention to attitudes and behavior in turkey (srbinovski, erdogan, & ismaili, 2010). the various research results raise big questions about the extent to which efforts to increase environmental literacy have been made so far. even so, with the effectiveness of efforts that have been made. the most basic thing is, environmental problems are problems that need to be seen, understood, and resolved holistically so that there are many studies that can answer that question (mcbride et al., 2013; voulvoulis & burgman, 2019). however, not many studies have examined the extent of environmental literacy that has been done so far. thus, the effectiveness of the efforts that have been made has not been widely revealed and has an impact on limited sustainability and better improvement efforts. this study aims to uncover the extent to which the component of environmental literacy is examined in research in various countries. the research results can be followed up with further research and efforts to maximize literacy improvement efforts and the creation of an environmentally conscious generation. method content analysis research design is done by reviewing and analyzing research data that has been done before. the topic in this content analysis is about the environmental literacy of students in several countries ranging from elementary school to university level. the population in this study are all research documents regarding environmental literacy. the sample consisted of journal articles and proceedings of 25 articles from 2012-2018. articles are obtained using the google scholar search engine with the keywords environmental literacy or environmental literacy profiles. the research sample was taken using purposive sampling technique. the scope of this research is research related to environmental literacy that has been carried out globally in various countries (liang et al., 2018). table 1. categories of each aspect examined in this study no aspects categories 1 location 1) europe; 2) north america; 3) south america; 4) africa; 5) australia and oceania; 6) asia; 7) others 2 environmental literacy components 1) cognitive; 2) affective; 3) behavior; 4) cognitive and affective; 5) cognitive and behavior; 6) affective and behavior; 7) cognitive, affective, and behavior; 8) others 3 methods, models, or programmes are developed 1) instructional method; 2) developing instructional media; 3) developing programmes; 4) others 4 research samples 1) primary school; 2) junior high school; 3) senior high school; 4) university; 5) others data analysis was performed quantitatively with percentages to describe data from the research found. there were three aspects analyzed in this study. based on table 1, the three aspects, i.e. location where the environmental literacy was conducted (seven categories), environmental literacy components (eight categories), methods, models, or programmes are developed (four categories), and research samples (five categories). each article will be coded according to the categories presented in table 1. next, the number of occurrences of each label was calculated. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 75-82 77 ulfah et al (the completeness of environmental literacy…) results and discussion the results showed that research on environmental literacy was mostly carried out in european and asian countries, respectively 48% and 52% (figure 1). furthermore, 48% of studies have measured or developed all three aspects of environmental literacy (figure 2). the researchers measured or observed all components of environmental literacy to see the relationship between cognitive, affective, and behavioral components. someone is considered to have environmental literacy if that person has knowledge and attitudes about the environment and issues related to the environment, and through the skills acquired to help minimize or solve environmental problems and continue to participate in contributing to society actively. behavior and attitudes to care for the environment are the responsibility of every individual, which is generally strongly influenced by knowledge factors. people who have a high level of environmental knowledge will influence environmental attitudes and behavior, which will also be better. figure 1. distribution of environmental literacy research figure 2. environmental literacy components that observed or developed jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 75-82 78 ulfah et al (the completeness of environmental literacy…) hollweg et al. (2000) defines a person who is environmentally literate as someone who is able, both individually and with others, to make informed decisions about the environment, willing to act in the interests of many people. the consequences of iteration literacy require a comprehensive measurement because the components in environmental literacy are closely related. taff, aziz, haron, rasyid, and yasim (2010) said that environmental knowledge influences attitudes, which will ultimately increase behavioral intentions. furthermore, other researchers believe that the motivation for caring about the environment, as a literal manifestation of society, is the result of the interaction between knowledge, attitudes, and concern for the environment (igbokwe, 2012; maulidya, mudzakir, & sanjaya, 2014). in addition to the three components of environmental literacy, the increase in literacy is also determined by the method, model, or program were carried out. however, there is not too much research on developing methods, models, or programs to improve student environmental literacy (goldman, yavetz, & pe’er, 2014; jannah, halim, meerah, & fairuz, 2013; taff et al., 2010). the most widely used method is the development of representative media to increase student literacy (suryanti, sinaga, & surakusumah, 2018). some of these include the development of integrated teaching materials (febriasari & supriatna, 2017), the development of environmental education modules (jannah et al., 2013), and the use of information technology-based media such as blogs (saltan & divarci, 2017). issues related to environmental problems, such as pollution (kurt et al., 2016), open space availability (miharja, husamah, & muttaqin, 2018), and changes in environmental functions (hanjra & qureshi, 2010) form the basis of development. the choice of issues is associated with phenomena and events that are close to students' lives, making it easier for students to understand environmental concepts in depth. furthermore, media development is also carried out by considering student learning activities so that learning outcomes that are designed include cognitive, functional, and behavioral components with the aim of training students in environmental literacy. besides, the development of environmental management campaign programs, both within the scope of schools or larger scopes such as the state, is also widely practiced. implementation of the program can progressively have a significant impact on the cognitive and affective components (goldman et al., 2014; spinola, 2015). significant contributions in the cognitive realm, especially in developing a systemic understanding of the environment, place ecological concepts and processes in a holistic environmental context. on the other hand, the implementation of learning models based on higher-order thinking skills such as problem-based learning (febriasari & supriatna, 2017) and environmental-based learning (mccomas et al., 2018; pujianti et al., 2018) is also reported to increase environmental literacy. students' thinking skills are optimized through a systematic group process so students can empower, sharpen, test, and develop their thinking skills continuously (frisk & larson, 2011; lewinsohn et al., 2014). as stated earlier, the school-level analysis used in environmental literacy research needs to be done. the results of the study (figure 3) indicate that junior high schools and senior high schools are widely used as research sample units as high as 30.77% and 23.08%, respectively. figure 3. distribution of environmental literacy at the school level jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 75-82 79 ulfah et al (the completeness of environmental literacy…) middle school students, according to some experts, are more representative of social groups who are at the stage of cognitive development and describe groups who seek identity as part of society and environmental decision-makers (alkaher & goldman, 2018; nastoulas et al., 2017; stevenson, peterson, bondell, mertig, & moore, 2013). although environmental education needs to be instilled as early as possible as, at the elementary school level, secondary school students are indicated to have gained a longer learning experience, especially in subjects that contain environmental education so that students are accustomed to finding and solving environmental problems (srbinovski et al., 2010). it is indicated to assist students in making decisions and taking positions to be able to act and provide solutions to environmental problems (igbokwe, 2012; karimzadegan & meiboudia, 2012). so, environmental literacy research is mostly done at the secondary school level. however, efforts made at school do not always show positive results (febriasari & supriatna, 2017; liang et al., 2018). as a whole, the cognitive component, including knowledge and skills, of students are at low to moderate levels, the affective component of students is at low to high levels, while student behavior is at low to medium levels (anggraini et al., 2018; liang et al., 2018; rahman & nasri, 2018). therefore, it can be said that overall the environmental literacy of students ranging from elementary school to university level is at the secondary level (liang et al., 2018; mogias et al., 2019; sadik & sadik, 2014). students' knowledge about the environment is still considered insufficient, especially for students at the primary and secondary school level, they are not accustomed to doing the learning process related to environmental problems and looking for solutions related to these problems (longsiri, vanitchung, boonprakob, & dahsah, 2017; suryanti et al., 2018). there results indicate that environmental knowledge needs to be taken more seriously, both in formal and informal environmental education, especially about environmental issues, and it is claimed to be one of the topics or knowledge students must learn in the 21st century. students' attitudes and concerns are indicated as the capital caring for the environment but have not been able to do many things, and sometimes there is still a feeling of being reluctant to act. in other words, their caring attitude has not been accompanied by concrete actions. conclusion the results showed that 53% of environmental literacy studies had integrated the three components in literacy measurement. furthermore, secondary schools are considered as the right group to develop environmental literacy that will produce a generation that is environmentally aware. this study recommends strengthening environmental literacy from the level of basic education and optimizing implementation in the learning process using relevant models and methods. references alkaher, i., & goldman, d. 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(2014). environmental degradation: causes and consequences. european researcher, 81(8–2), 1491. doi: https://doi.org/10.13187/er.2014.81.1491 voulvoulis, n., & burgman, m. a. (2019). technology the contrasting roles of science and technology in environmental challenges. critical reviews in environmental science and technology, 49(12), 1–28. doi: https://doi.org/10.1080/10643389.2019.1565519 https://doi.org/10.13187/er.2014.81.1491 https://doi.org/10.1080/10643389.2019.1565519 penggunaan nama ilmiah di judul tidak boleh disingkat jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 17 pembelajaran interaktif berbasis ict (information and communication technology) dalam materi vertebrata pada siswa ma muhammadiyah 1 malang nurisma afifatun nisa 1 , roimil latifa 1 , moch. agus krisno budiyanto 1 1 pendidikan biologi fkip universtias muhammadiyah malang, e-mail: biologi.umm@gmail.com abstrak the development of ict in indonesia increasing along with the time passed by. hopefully little by little the teacher start to accustomed to used ict based learning to adapt with the mushroom growth of time mowdays. interactive learning media based on ict hopefully be able to help students in comprehend the difficult materials which complicates to be mastered by the students especially in vertebrate material. in this interactive learing media development research at vertebrate material serve the purpose of learning media for student and teacher to facilitate teacher in deliver the material, also the researcher be able to know the usage of interactive learning media based on ict in the effectiveness of student learning. this research codunsted at 10 march 2013 until 19 octobeer 2013 in ma muhammadiyah 1 malang. the result of this development is produce interactive learning media product based on ict (information and communication technology) that have been made.which is had pass through testing process and revised based on suggestion and input from material expert and media expert also comment from the trial run student. student learning activity getting off the ground from dependent class to independent class. the effectiveness of learning result and process in interactive learning media development based on ict to increasing student achievement grade x student of ma muhammadiyah 1 malang getting off the ground based the data that have been obtained. kata kunci: vertebrate, interactive learning media, ict (information and communication technology) implikasi ict juga sudah mulai dilakukan pada sma/ma walaupun belum mampu menjajal dengan implikasi-implikasinya pada tingkatan pendidikan lanjutan. sma/ma rata-rata penggunaan internet hanyalah sebagai fasilitas tambahan dan ict belum menjadi kurikulum utama yang diajarkan untuk siswa. ict belum menjadi database utama bagi nilai-nilai, kurikulum, siswa, guru, atau yang lainnya. namun, prospek untuk masa depan, penggunaan ict di sma/ma cukup cerah (darmawan, 2012). materi vertebrata ini dapat dipelajari melalui pembelajaran yang bersifat out door, yaitu dengan mengajak siswa ke kebun binatang, taman safari dan tempat edukasi lainnya untuk melihat dan mempelajari langsung contoh-contoh dari hewan vertebrata. namun kegiatan tersebut membutuhkan biaya yang tidak sedikit dan membutuhkan waktu yang cukup lama. selain itu, dari kegiatan tersebut siswa hanya mampu mengetahui jenis-jenis dan morfologi hewan vertebrata dan siswa tidak dapat mendeskripsikan anatomi dan peranannya bagi kehidupan. penulis berharap penelitian pengembangan media pembelajaran interaktif pada materi vertebrata ini dapat dijadikan sebagai media pembelajaran bagi siswa dan guru di ma muhammadiyah 1 malang, dapat dijadikan pegangan guru guna untuk mempermudah guru dalam menyampaikan materi, serta peneliti dapat mengetahui media pembelajaran interaktif berbasis ict dalam efektivitas belajar siswa. sehubungan dengan maksud tersebut maka penulis menetapkan judul penelitian “pengembangan media pembelajaran interaktif berbasis ict (information and communication technology) dalam materi vertebrata pada siswa kelas x ma muhammadiyah 1 malang”. pembelajaran interaktif adalah pembelajaran yang melibatkan interaksijurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 18 interaksi baik antar siswa dengan guru, siswa dengan lingkungan atau bahan pembelajaran lainnya. interaksi adalah elemen substansial dari suatu aktivitas pembelajaran. interaksi harus disiptakan dan diberi peluang seluas-luasnya sehingga tujuan pembelajaran yang dikehendaki dapat tercapai melalui suatu proses interaksi tertentu (suliyanto, dkk. 2010). teknologi informasi dan komunikasi, atau ict didefinisikan sebagai kombinasi antara teknologi informatika dengan teknologi-teknologi lainnya yang terkait, khususnya teknologi komunikasi. sekolah pada tahap awal pengembangan ict memperlihatkan suatu pendekatan pemunculan. sekolah tersebut mulai membeli, atau mendonasikan, peralatan dan sofware komputer. dalam tahap ini, para administrator dan guru baru mulai mengeksplorasi kemungkinan dan konsekuensi dari penggunaan ict bagi manajemen sekolah dan penambahan ict ke dalam kurikulum (rusli, 2009). di era teknologi informasi dan komunikasi sekarang ini, kegiatan belajar tidak hanya dapat dilakukan di dalam kelas atau perpustakaan. kemajuan dunia ict (khususnya internet) telah memberikan kemungkinan membuat kelas maya (virtual class) dalam bentuk e-learning, di mana seorang dosen/guru dapat mengelola proses pembelajaran dan mahasiswa dapat melakukan aktivitas belajar sebagaimana yang dilakukan di dalam kelas. dengan e-leraning, akativitas belajar seperti membaca materi pembelajaran, mengerjakan soal-soal dan tugas, berdiskusi dengan sesama teman maupun dosen/guru, melakukan ekperimen semua dalam bentuk simulasi,dan lain-lain. perkembangan ict yang pesat tidak hanya dalam bentuk teknologi saja, namun juga dalam bentuk isi (content). pada satu sisi para ahli telah mengembangkan teknologi yang memudahkan para pakar untuk menyajikan dan menyampaikan pengetahuan, di sisi lain para pakar dalam berbagai bidang sudah banyak yang menyumbangkan dan menyebarkan pengetahuannya melalui berbagai media seperti cd, dvd, internet (web), baik secara individu maupun secara kolektif. perkembangan ict yang ada dewasa ini juga memberikan kemudahan bagi para dosen dan guru untuk meningkatkan profesionalisme. selain dengan meningkatkan keterampilannya dalam menggunakan ict dan memanfaatkanya untuk mendukung dan meningkatkan kualitas pembelajaran, para dosen dan guru juga dapat meningkatkan wawasan dan pengetahuannya, baik pengetahuan bidang ilmunya yang up todate, pengetahuan tentang teori-teori belajar dan metode pembelajaran terbaru, hasilhasil penelitian dalam bidang ilmunya maupun penelitian pendidikan oleh peneliti lain. di kalangan umum, istilah ict lebih merujuk pada teknologi komputer. hal ini tidaklah mengherankan karena komputer pada saat ini selain berfungsi sebagai alat pengolah data juga dapat berfungsi untuk komunikasi melalui jaringan komputer (internet) serta alat multimedia (hiburan). hampir semua komponen ict sekarang ini dapat dipakai secara bersama-sama dengan komputer. jadi, untuk saat ini istilah ict dan komputer hampir dapat disama artikan jika ditinjau dari fungsinya. bahan ajar audio misalnya sangat tepat untuk digunakan dalam menyampaikan materi pembelajaran yang terkait dengan unsur bunyi. sedangkan bahan ajar video dapat digunakan digunkan untuk menyampaikan materi pembelajaran melalui unsur visual. bahan ajar video yang dirancang dengan baik jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 19 dapat memberikan pengalaman belajar yang nyata kepada khalayak (audience). pengembangan media hendaknya dilakukan secara sistematis dan berorientasi pada peserta didik. pengembangan media dan bahan belajar ini dapat pula dikelompokkan ke dalam tiga tahap besar, yaitu : 1) tahap perancangan; 2) tahap produksi; dan 3) tahap evaluasi. dalam praktiknya jenis media tertentu, memerlukan langkahlangkah khusus yang lebih mendetail lagi. potensi ict (information and communication technology) dalam membantu efektivitas pembelajaran ini juga didukung oleh hasil-hasil penelitian yang dirujuk oleh ade kesnandar (2008) yang menyimpulkan bahwa: 1) 10% informasi diperoleh dengan cara membaca (teks), 2) 20% informasi diperoleh dengan cara mendengar (suara), 3) 30% informasi diperoleh dengan cara melihat (grafis/foto), 4) 50% informasi diperoleh dengan cara melihat dan mendengar (video/animasi), 5) 80% informasi diperoleh dengan cara berbicara, dan 6) 80% informasi diperoleh dengan cara berbicara dan melakukan (interaktif) (christina, 2011). kegiatan desain dalam implementasi ict mencakup identifikasi kemampuan awal sdm, pengembangan sistem instruksional, strategi instruksional, dan penerapan prinsipprinsip disain pesan. dari hasil wawancara diperoleh data bahwa identifikasi kemampuan awal siswa telah dilaksanakan. hasil identifikasi kemampuan awal siswa di bidang ict pada umumnya sudah bagus. siswa sudah terbiasa menggunakan ti terlebih dalam mengikuti mengikuti kelas ict. identifikasi kemampuan awal siswa tersebut dilakukan dengan menyebarkan angket dan mengamati sisw pada waktu praktikum. terlihat banyak siswa yang membawa atau mempunyai laptop sendiri. tiga butir disain yang belum jelas keterlaksanaannya, yaitu tentang pengembangan sistem instruksional, strategi instruksional, dan penerapan prinsip-prinsip desain pesan dalam merancang implementasi ict untuk pembelajaran (surjono, 2010). pencapaian sk dan kd didasarkan pada pemberdayaan siswa untuk membangun kemampuan, dan pengetahuan sendiri yang difasilitasi oleh guru, berikut sk dan kd kelas x: tabel.1 kompetensi inti dan kompetensi dasar kompetensi inti kompetensi dasar 4. mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan 4.13 melakukan pengamatan berbagai jenis hewan vertebrata untuk memahami ciri-cirinya kompleksitas pada berbagai sitem organnya dan membandingkan (sumber : kemendikbud. 2013) tabel 1 di atas dapat diuraikan sebagai berikut: (1) penjelasan terkait ciri filum dalam dunia hewan adalah uraian morfologi, anatomi dan struktur tubuh pada vertebrata; (2) penjelasan terkait peranan filum dalam dunia hewan bagi kehidupan adalah uraian peranan vertebrata bagi kehidupan. metode metode yang digunakan dalam penelitian ini menggunakan pendekatan penelitian pengembangan atau research jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 20 & development.menurut sugiyono (2011: 407) metode penelitian dan pengembangan adalah metode penelitian yang digunakan untuk membuat dan menghasilkan produk tertentu kemudian menguji kelayakan produk yang dihasilkan tersebut. uji kelayakan oleh ahli media, ahli materi, dan siswa atau pengguna. berikut gambar alur desain penelitian untuk mempermudah penelitian yang di adaptasi dari sugiyono (2011: 409): jenis data pengembangan media pembelajaran interaktif berbasis ict ini adalah data kualitatif dan kuantitatif. dimana datakualitatif diperoleh dari wawancara dan validasi yang diberi ahli media, ahli materi, serta kegiatan uji coba kepada siswa, sedangkan data kuantitatif diperoleh dari data observasi yang dilakukan oleh peneliti dan guru terhadap aktivitas siswa. instrumen yang digunakan dalam penelitian pengembangan media pembelajaran interaktif berbasis ict (information and communication technology) dalam materi vertebrata ini adalah lembar observasi aktivitas siswa dan lembar validasi dalam bentuk instrumen berbentuk kuesioner atau angket untuk ahli media, ahli materi, dan siswa yang bertujuan untuk mengetahui kelayakan media dalam proses pembelajaran. sumber data adalah subjek dari mana data pada penelitian ini diperoleh, pada penelitian ini sumber data diperoleh dari siswa sebagai objek penelitian dan guru yang melaksanakan penelitian. data pada penelitian ini dikumpulkan dan disusun melalui teknik pengumpulan data yang meliputi : sumber data, teknik pengumpulan data dan instrumen yang digunakan.(tabel 2). teknik analisis data yang digunakan dalam pengembangan media pembelajaran interaktif pada materi vertebrata adalah deskriptif dan deskri[tif presentase (tabel 3). gambar. alur desain penelitian dan pengembangan (sumber : sugiyono. 2011) tabel 2. teknik pengumpulan data no. data yang dibutuhkan sumber data teknikpengumpulan data 1. efektivitasproses dan hasilpembelajaran guru dan siswa lembar observasi aktivitas belajar siswa dan tes (pretest, postest) 2. fleksibilitasdesain media interaktif siswa, ahlimateri, ahli media kuesioner desain & implementasi produk (media pembelajaran) uji ahli revisi produk akhir analisis kebutuhan revisi produk (media pembelajaran) uji coba jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 21 tabel 3. teknik analisis data no rumusan masalah data analisis data 1 prosedur pengembangan media pembelajaran interaktif berbasis ict (and communication technology) pada materi vertebrata siswa kelas x ma muhammadiyah 1 malang prosedur pengembangan media pembelajaran interaktif deskriptif karakteristik pengembangan media interaktif berbasis ict deskriptif 2 keterterapan media pembelajaran interaktif berbasis ict (information and communication technology) yang dihasilkan, dilihat dari aspek: efektivitas proses dan hasil pembelajaran; fleksibilitas desain multimedia interaktif efektivitas proses dan hasil pembelajaran deskriptif presentase fleksibilitas desain multimedia interaktif deskriptif hasil dan pembahasan prosedur yang dilaksanakan pada pengembangan media interaktif terhadap peningkatan aktivitas belajar siswa kelas x ma muhammadiyah 1 malang, yaitu : 1). analisis kebutuhan (need assessment); 2). desain dan implementasi; 3). produk (media pembelajaran); 4). uji ahli; 5). revisi produk (media pembelajaran); 6). uji coba; 7). revisi; 8). produk akhir. berikut adalah uraian tahapan-tahapan diatas. analisis kebutuhan (need assessment) digunakan sebagai bahan untuk perencanaan produk. kegiatan ini dilakukan oleh peneliti pada tanggal 10 maret 2013, adapun langkah analisis kebutuhannya adalah mewawancarai guru bidang studi biologi terkait identifikasi masalah dan potensi yang muncul saat pembelajaran dilakukan; analisis kebutuhan (need assessment) materi dan media di ma muhammadiyah 1 malang; dan menelaah literatur atau kajian terkait media media yang digunakan. analisis kebutuhan (need assessment) digunakan sebagai bahan untuk perencanaan produk. kegiatan ini dilakukan oleh peneliti pada tanggal 10 maret 2013, adapun langkah analisis kebutuhannya adalah mewawancarai guru bidang studi biologi terkait identifikasi masalah dan potensi yang muncul saat pembelajaran dilakukan; analisis kebutuhan (need assessment) materi dan media di ma muhammadiyah 1 malang; dan menelaah literatur atau kajian terkait media media yang digunakan. media interaktif yang dikembangkan juga menyajikan materi yang sesuai dari hasil wawancara analisis kebutuhan materi (need assessment) dan dikemas dalam media interaktif yang sesuai dengan hasil wawancara analisis kebutuhan media (need assessment), d) desain produk media interaktif sebagai berikut: 1) halaman home 2) kompetensi, 3) petunjuk, 4) profil, 5) halaman pisces, 6) halaman amphibi, 7) halaman reptil, 8) halaman aves, 9) halaman mamalia, 10) evaluasi. hasil validasi dari para ahli dapat ditarik kesimpulan bahwa media pembelajaran interaktif berbasis ict (information and communication technology) dapat dikatakan layak dan dapat diterapkan di ma muhammadiyah 1 malang sebagai pembelajaran interaktif mata pelajaran biologi pada materi vertebrata kelas x. disamping para ahli memberikan validasi layak atau tidak, jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 22 beliau juga memberikan masukan dan saran terhadap media interaktif tersebut (tabel 4). hasil revisi atau perbaikan media antara lain perbaikan terhadap gambargambar yang terdapat pada media disertakan keterangan agar lebih jelas dan tampilan menu sudah diperbesar agar jangkauan penglihatannya luas. volume suara pada media sudah disamakan sehingga volumenya tidak naik turun. penulisan teks yang berupa tata letak dan ukuran tulisan pada media sudah diperbaiki sehingga dapat menunjang media interaktif tersebut lebih baik lagi. pada validasi kedua kalinya terhadap para ahli diperoleh masukan dan saran yang mengarah ke arah positif, dimana media sudah diperbaiki sesuai dengan masukan dan saran yang telah diberikan sebelumnya. hasil yang diperoleh dari kegiatan ini yaitu 7 dari sepuluh siswa menyatakan bahwa mereka lebih tertarik untuk belajar pada saat menggunakan media interaktif tersebut. akan tetapi terdapat beberapa kritikan dan saran dari siswa yang digunakan sebagai bahan revisi bagi peneliti, diantaranya : a) tombol menu perlu ditambah agar lebih mudah saat menggunakan media; b) evaluasi materi pada media kurang menarik perlu ditambah animasi. berdasarkan analisis tindakan pada uji kelompok kecil, maka pelaksanaan penerapan media pembelajaran interaktif dapat disimpulkan bahwa media tersebut sudah baik dan sesuai, walaupun terdapat beberapa revisi-revisi sederhana hal tersebut dapat menjadikan media menjadi lebih efektif dan sesuai. dan berikut merupakan kelebihan dan kekurangan uji coba produk kelompok kecil : 1) kelebihan a. peneliti dapat mengendalikan kelas dengan baik sehingga pelaksanaan kegiatan tersebut dapat berjalan dengan lancar. b. siswa antusias melaksanakan kegiatan uji coba produk media pembelajaran interaktif berbasis ict pada materi vertebrata. 2) kekurangan a. terdapat beberapa siswa yang masih belum terbiasa menggunakan media interaktif berbasis ict sehingga memerlukan adaptasi dengan media tersebut. b. masih ada siswa yang kurang konsentrasi saat kegiatan uji coba produk berlangsung. berdasarkan hasil refleksi tindakan pada uji coba kelompok kecil maka diperlukan adanya tindakan perbaikan yang disarankan untuk produk akhir yaitu uji coba kelompok besar. rencana perbaikan yang disarankan untuk produk akhir yaitu uji coba kelompok besar adalah peneliti lebih teliti memperhatikan aktivitas dalam mengelola kelas agar semua siswa dapat konsentrasi dengan baik saat kegiatan tersebut dilaksanakan. hasil dari revisi produk adalah revisi produk difokuskan pada menu tombol dan pada evaluasi materi yang terdapat pada media. hasil produk akhir yaitu secara umum sebagian besar siswa antusias menggunakan media pembelajaran interaktif berbasis ict. penerapan media pembelajaran pada uji kelompok besar lebih baik daripada uji kelompok kecil. kekurangan pada uji coba kelompok besar adalah sebagai berikut : 1) kelebihan a. frekuensi siswa yang tidak konsentrasi dan yang mengantuk saat penerapan media berkurang, dikarenakan mereka menikmati kegiatan pembelajaran dan tertarik terhadap media yang digunakan. b. sebagian besar siswa antusias dalam menggunakan media interaktif berbasis ict. 2) kekurangan masih terdapat siswa yang malu bertanya terkait media dan materi. presentase aktivitas belajar dan taraf keberhasilan siswa pada kelas kontrol dapat dilihat pada tabel 5. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 23 hasil yang diperoleh dari aktivitas belajar siswa pada kelas kontrol adalah aspek aktivitas belajar siswa pada kelas kontrol yang memiliki presentase keberhasilan tinggi terdapat pada unsur aktivitas visual activities (aktivitas memperhatikan gambar) sebesar 65% sedangkan presentase keberhasilan rendah terdapat pada unsurlistening activities (mendengarkan penyampaian materi)sebesar 40%. secara keseluruhan presentase keberhasilan siswa pada kelas kontrol adalah 59% yang memiliki taraf keberhasilan cukup. presentase aktivitas belajar dan taraf keberhasilan siswa pada kelas kendali dapat dilihat pada tabel 6. hasil yang diperoleh dari aktivitas belajar siswa pada kelas kendali adalah aspek aktivitas belajar siswa pada kelas kendali yang memiliki presentase keberhasilan tinggi terdapat pada unsur aktivitas visual activities (aktivitas memperhatikan gambar) sebesar 97% sedangkan presentase keberhasilan rendah terdapat pada unsur listening activities (mendengarkan penyampaian materi)sebesar 65%. secara keseluruhan presentase keberhasilan siswa pada kelas kendali adalah 83.8% yang memiliki taraf keberhasilan sangat baik. sehingga dapat dikatakan bahwa aktivitas belajar siswa mengalami peningkatan dari kelas kontrol ke kelas kendali. tabel 4. masukan dan saran para ahli tabel 5. presentase aktivitas belajar dan taraf keberhasilan siswa pada kelas kontrol no. aktivitas guru peneliti rata-rata kategori % kategori % 1. visual activities (aktivitas memperhatikan gambar) baik 60% baik 70% 65% 2. oral activities (aktivitas mengeluarkan pendapat dan bertanya) kurang 20% cukup 50% 35% 3. listening activities (mendengarkan penyampaian materi) cukup 40% cukup 40% 40% 4. mental activities (mengingat dan mengerjakan soal) baik 60% cukup 50% 55% 5. emotional activities (berminat dan tertarik terhadap media). cukup 40% cukup 50% 45% rata-rata cukup 59% no. masukan dan saran ahli media 1. tampilan dan tata letak pada media sangat baikdan rapi 2. volume suara masih naik turun 3. teks perlu diperhatikan ukuran dan gaya bahasa masukan dan saran ahli materi 4. materi sudah sesuai dengan sk/kd 5. secara keseluruhan media sudah baik dan sesuai dengan materi 6. materi yang diterangkan pada media sudah lengkap akan tetapi perlu adanya perbaikan narasi agar konsisten jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 24 tabel 7. presentase aktivitas belajar dan taraf keberhasilan siswa pada kelas kendali no. aktivitas guru peneliti rata-rata kategori % kategori % 1. visual activities (aktivitas memperhatikan gambar) sangat baik 100% sangat baik 94% 97% 2. oral activities (aktivitas mengeluarkan pendapat dan bertanya) baik 70% baik 60% 65% 3. listening activities (mendengarkan penyampaian materi) sangat baik 80% baik 70% 75% 4. mental activities (mengingat dan mengerjakan soal) sangat baik 84% sangat baik 90% 87% 5. emotional activities (berminat dan tertarik terhadap media). sangat baik 95% sangat baik 95% 95% rata-rata sangat baik 83.8% tabel 8. rekapitulasi kelayakan media interaktif berbasis ict oleh ahli media no. komponen yang dinilai kategori 1. desain media pembelajaran interaktif berbasi ict layak 2. efektivitas dan efisiensi media pembelajaran interaktif berbasis ict layak 3. daya tarik siswa terhadap media pembelajaran interaktif berbasis ict layak rata-rata layak tabel 9. rekapitulasi kelayakan media interaktif berbasis ict oleh ahli materi no. komponen yang dinilai kategori 1. efektifitas materi dalam media pembelajaran interaktif berbasis ict sangat layak 2. dayatarik siswa terhadap materi pada media pembelajaran interaktif berbasis ict sangat layak 3. ketepatan alat evaluasi materi dalam media pembelajaran interaktif berbasis ict sangat layak rata-rata sangat layak hasil uji kelayakan media interaktif, yaitu ahli media lebih menekankan kepada aspek desain dan efektivitas media serta peran media terhadap daya tarik siswa. validator media mengomentari bahwa tampilan dan tata letak pada media sangat baik dan rapi, volume suara jangan naik turun, dan teks perlu diperhatikan ukuran dan gaya bahasa (tabel 7). ringkasan rekapitulasi kelayakan media pembelajaran interaktif berbasis ict oleh ahli media disajikan dalam tabel 8. dari hasil uji kelayakan kelompok kecil diatas dapat diperoleh kesimpulan bahwa media pembelajaran interaktif berbasis ict sangat layak untuk di ujicobakan ke tahap selanjutnya. akan tetapi, terdapat sedikit revisi dari aspek volume suara. dari hasil uji kelayakan kelompok besar diatas dapat diperoleh kesimpulan bahwa media pembelajaran interaktif berbasis ict sangat layak untuk di digunakan. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 25 karakterisitik pengembangan media merupakan kegiatan mengembangkan media yang memiliki karakteristik tertentu, dan sesuai dengan sasaran penggunanya, yaitu siswa kelas x ma muhammadiyah 1 malang. dimana karakteristik siswa dapat diperoleh melalui kegiatan wawancara yang dilakukan oleh peneliti pada tanggal 10 maret 2013. berdasarkan hasil wawancara kepada beberapa siswa kelas x ma muhammadiyah 1 malang menunjukkan bahwa kegiatan pembelajaran masih menggunakan metode teacher center sehingga siswa merasa jenuh saat kegiatan pembelajaran berlangsung, dan akibatnya siswa kurang konsentrasi saat kegiatan pembelajaran, siswa kurang tertarik untuk mempelajari materi yang diajarkan lebih dalam, dan tidak jarang siswa yang lebih senang untuk bermain sendiri dan tidak memperhatikan guru. hasil yang diperoleh dari aktivitas belajar siswa pada kelas kendali adalah aspek aktivitas belajar siswa pada kelas kendali yang memiliki presentase keberhasilan tinggi terdapat pada unsur aktivitas visual activities (aktivitas memperhatikan gambar) sebesar 97% sedangkan presentase keberhasilan rendah terdapat pada unsurlistening activities (mendengarkan penyampaian materi)sebesar 65%. secara keseluruhan presentase keberhasilan siswa pada kelas kendali adalah 83.8% yang memiliki taraf keberhasilan sangat baik. sehingga dapat diakatakan bahwa aktivitas belajar siswa mengalami peningkatan dari kelas kontrol ke kelas kendali. validasi merupakan uji pertama yang dilakukan dalam peneltian dan pengembangan dengan cara menghadirkan tenaga ahli yaitu ahli media dan ahli materi untuk menilai produk yang dihasilkan (sugiyono, 2010). uji kelayakan media pembelajaran interaktif adalah kegiatan menilai media oleh para ahli atau validator. kegiatan uji kelayakan media pembelajaran interaktif kepada ahli materi dilakukan pada tanggal 26 september 2013, sedangkan kepada ahli media pada tanggal 28 september 2013. dan hasil uji kelayakan media pembelajaran interaktif berbasis ict oleh para ahli adalah layak. uji kelayakan pada uji coba produk kelompok kecil adalah penilaian kelayakan oleh siswa terhadap media interaktif berbasis ict. kegiatan ini dilaksanakan pada hari sabtu, 12 oktober 2013 yang melibatkan 10 sampel siswa dari kelas x b ma muhammadiyah 1 malang. dari hasil uji kelayakan kelompok kecil diatas dapat diperoleh kesimpulan bahwa media pembelajaran interaktif berbasis ict layak untuk di ujicobakan ke tahap selanjutnya. akan tetapi, terdapat sedikit revisi dari aspek volume suara. uji kelayakan pada uji coba produk kelompok besar adalah penilaian kelayakan oleh siswa terhadap media interaktif berbasis ict. kegiatan ini dilaksanakan pada hari sabtu, 19 oktober 2013 yang melibatkan seluruh siswa dari kelas x b ma muhammadiyah 1 malang yang berjumlah 23 siswa. dari hasil uji kelayakan kelompok besar diatas dapat diperoleh kesimpulan bahwa media pembelajaran interaktif berbasis ict layak untuk di digunakan. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian dan pengembangan media interaktif berbasis ict (information and communication technology) dapat diperoleh kesimpulan sebagai berikut: 1. prosedur pengembangan media pembelajaran interaktif berbasis ict (information and communication technology) pada materi vertebrata siswa kelas x ma muhammadiyah 1 malang sehingga dapat menghasilkan produk pengembangan media pembelajaran interaktif berbasis ict. prosedur yang dilaksanakan pada pengembangan media interaktif terhadap peningkatan aktivitas belajar jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 17-26) nurisma afifatun nisa dkk, pembelajaran interaktif berbasis ict 26 siswa kelas x ma muhammadiyah 1 malang, yaitu : 1). analisis kebutuhan (need assessment); 2). desain dan implementasi; 3). produk (media pembelajaran); 4). uji ahli; 5). revisi produk (media pembelajaran); 6). uji coba; 7). revisi; 8). produk akhir. 2. media pembelajaran interaktif berbasis ict (information and communication technology) yang dihasilkan, dilihatdariaspek: efektivitas proses; fleksibilitasdesain multimedia interaktif. secara keseluruhan presentase keberhasilan siswa pada kelas kendali adalah 83.8% yang memiliki taraf keberhasilan sangat baik. aktivitas belajar siswa mengalami peningkatan dari kelas kontrol ke kelas kendali. dari hasil uji kelayakan kelompok besar diatas dapat diperoleh kesimpulan bahwa media pembelajaran interaktif berbasis ict sangat layak untuk di digunakan. saran saran yang dapat diajukan oleh peneliti mengenai penelitian pengembangan media pembelajaran interaktif berbasis ict sebagai berikut: 1. pengembangan media pembelajaran interaktif berbasis ict hanya diujicobakan pada uji coba kelompok kecil dan uji kelompok besar tidak dilakukan sampai produksi masal. maka disarankan untuk segera diproduksi masal. 2. pengembangan media pembelajaran interaktif berbasis ict hanya berbatas pada materi vertebrata, maka perlu dikembangka nmedia pembelajaran interaktif berbasis ict untuk semua materi biologi yang lain dan disarankan untuk segera diaplikasikan ke kelas. daftar pustaka darmawan, deni. 2012. teknologi pembelajaran. bandung; rosda. rusli. 2009. teknologi komunikasi dan informasi dalam pendidikan : kurikulum untuk sekolah dan program pengembangan guru. jakarta; gaung persada press. sugiyono, 2011. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta,cv : bandung. suliyanto, dkk. 2010. pembelajaran autocad dengan modus interaktif. jurnalteknologi informasi, volume 6 no 2, oktober 2010, issn 14149999. syamsuri, istamar. 2011. biologi sma untuk kelas x. jakarta; erlangga. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 25-30 10.22219/jpbi.v6i1.8257 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 25 research article metacognitive awareness of commuter and resident students of islamic high school in biology learning afifah putri sari a,1, puguh karyanto a,2,*, a. ashadi a,3 a magister of science education, faculty of teacher training and education, universitas negeri sebelas maret, jl. ir. sutami 36 a, surakarta, central java, 57727, indonesia 1 afifahputrisari30@gmail.com; 2 puguhkaryanto@staff.uns.ac.id * ; 3 ashadiuns2014@gmail.com * corresponding author introduction the development of 21st-century learning emphasizes the importance of the correlation between learning innovation and the attainment of the skills that modern students must possess (glaze, 2018; reeve, 2016; scott, 2015). the research focus of the educational experts always leads to the achievement of these essential skills (miharja, hindun, & fauzi, 2019; siswati & corebima, 2017a; veenman, hesselink, sleeuwaegen, liem, & van haaren, 2014). metacognition, one of the essential skills of the 21st-century, has been widely studied in various countries, both in developed and developing countries (akyol, sungur, & tekkaya, 2010; mccomas et al., 2018). moreover, metacognitive research is also carried out at various levels of education, i.e. primary (tzohar-rozen & kramarski, 2014), secondary (naimnule & corebima, 2018), and higher education (panchu, bahuleyan, seethalakshmi, & thomas, 2016). researchers believe that metacognition is the essential factors responsible for learning success (adnan & bahri, 2018; ayazgök & aslan, 2014; dwyer, hogan, & stewart, 2014). thus, the identification and development of metacognitive skills need to be continuously developed. a r t i c l e i n f o a b s t r a c t article history received april 18, 2019 revised november 20, 2019 accepted february 24, 2020 published march 31, 2020 there have been several studies which focus on metacognitive awareness (ma) of senior high school students done. however, the factors influence ma have not been widely revealed. thus, this research aimed at distinguishing the ma between the commuter and resident students’ of islamic high school in biology learning. the subject of this quantitative research was divided into two groups (commuter and resident students). the sample unit in this study consisted of three boarding schools i.e. alabidin bilingual resident school, al-islam 1 senior high school, and majelis taqlim alquran senior high school that were selected by purposive sampling. the participants in this study were 88 students of grade x (40 commuters and 48 residents) which were taught in the same class. the data were collected using the survey method. metacognitive awareness inventory (mai) was used to obtain the data of the students’ ma. the data were analyzed using independent samples t-test. the results indicated that there was a significant difference between commuter and resident students’ ma (p = 0.027). in addition, the commuter students performed better ma on biology learning than resident students. copyright © 2020, sari et al this is an open access article under the cc–by-sa license keywords commuter students islamic high school metacognitive awareness resident students how to cite: sari, a. p., karyanto, p., & ashadi, a. (2020). metacognitive awareness of commuter and resident students of islamic high school in biology learning. jpbi (jurnal pendidikan biologi indonesia), 6(1), 25-30. doi: https://doi.org/10.22219/ jpbi.v6i1.8257 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.8257 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ashadiuns2014@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.8257 https://doi.org/10.22219/jpbi.v6i1.8257 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.8257&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 25-30 26 sari et al (metacognitive awareness of commuter and …) the development of metacognitive skills is based on various factors (arslan, 2015; goh & hu, 2014; jagals & walt, 2016). these factors are indicated to be closely related to the development of students' metacognition skills such as self-awareness (kallio, virta, & kallio, 2018; okoza, aluede, & owens-sogolo, 2013), learning that activates thinking skills (bensley & spero, 2014; dwyer et al., 2014; miharja et al., 2019), to a conducive learning environment (tzohar-rozen & kramarski, 2014). metacognition that is constantly sharpened through activities carried out routinely has a significant impact on improving metacognitive skills (jagals & walt, 2016). the routine gradually strengthens the students' self-regulation so that they are able to control the activities they do (kruit, oostdam, berg, & schuitema, 2018; panchu et al., 2016). the environment, according to some experts, plays a significant role in the development of students' metacognition skills (aurah, 2013; gul & shehzad, 2012; lee et al., 2011). students who grow up in a conducive environment have a psychological environment that is adaptive to the development of metacognition (kisa & stein, 2015; muwonge, schiefele, & ssenyonga, 2017). interestingly, the student learning environment is not limited to where students get knowledge but also to where students live. according to the concept of lifelong learning, wherever students are in a learning environment due to interactions between them. interestingly, in indonesia, the student's living environment is not only at home but also in a dormitory for students studying at an islamic boarding school. research on developing skills and metacognitive awareness (ma) focuses a lot on the work that can be done in classroom learning (aurah, 2013; bensley & spero, 2014; goh & hu, 2014; okoza et al., 2013). earlier studies showed that modern islamic school has gained the interest of many researchers around the world to uncover history and the student’s activity and outcomes, such as modern islamic school in singapore & britain (tan, 2011), victoria (hassen, 2013), bangladesh (asadullah, 2016), and north america (memon, 2011). however, it does not explicitly distinguish how ma develops based on different learning environments. this research aimed at distinguishing the ma between the commuter and resident students’ of islamic high school in biology learning. method this research was quantitative research. the focus of this research is the students’ ma. the research was conducted at a modern islamic school in surakarta. the commuter and resident students in each school taught in the same classroom. the unit samples were al abidin bilingual boarding school, senior high school of al islam 1, and senior high school of majelis taqlim al quran. purposive random sampling was used to select the participants. the sample units are schools that have dormitories, and students learn in heterogeneous classes. samples of this research were x-6 of al-abidin bilingual boarding school, x-4 of senior high school of al-islam 1, and x-5 of senior high school of majelis taqlim al quran. the data were collected using the metacognitive awareness inventory (mai) questionnaire developed by schraw and dennison (1994). the mai instrument, consist of 52 questions, was tested to 88 students of grade x (40 commuter students; 48 resident students). the questionnaire is divided into four classification, i.e 1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). the mai is divided into two aspects namely knowledge and regulation of cognition. knowledge of cognition aspect has three indicators such as declarative knowledge, procedural knowledge, and conditional knowledge. regulation of cognition aspect has six indicators such as planning, information management strategies, monitoring, debugging strategies, and evaluation. the cronbach’s alpha at the 0.05 level was used for the mai instrument. the coefficient of cronbach’s alpha is the measurement for reliability test. the normality data was checked by using kolmogorov-smirnov for adequate assumption in conducting independent sample t-test to analyze the students’ ma. results and discussion the results of cronbach-alpha analysis were shown in table 2. the obtained alpha (α) value was 0.935. it showed that the instrument was reliable and can be used in research. table 2. the results of reliability test of the mai cronbach’s alpha n of items .935 52 the significant scores for the commuter students were 0.697, and for the resident students was 0.463. it showed the data were normally distributed. after the normality test was examined, the descriptive statistic of the data was shown in table 3. it shows that most of the students, both commuter and resident, conducted jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 25-30 2 7 sari et al (metacognitive awareness of commuter and …) high ma on biology learning. moreover, the results of the independent sample t-test (table 4) show that there were any differences in ma in both students (sig. value <0.05). table 3. descriptive statistic of commuter and resident students students m se low (%) moderate (%) high (%) commuter 75 1.527 37.5 12.5 50.0 resident 71 0.932 43.8 10.4 45.8 table 4. the results of independent sample t-test statistic f sig. values equal variance assumed 5.064 0.027 the results in figure 1 show that commuter students show higher ma. these results indicate the influence of different living environments on the growth of ma. on the other hand, ma of resident students was less than commuter students. this result is contrary to research (martin et al, 2014; ogechukwu & chika, 2018) which says that the ma of resident students is higher. figure 1. metacognitive awareness of the commuter and resident students ma of resident students was less than commuter students in this research that can be explained by the different experiences of them. students who entered the boarding for the first time face the challenge of adapting to the new environment. resident students must overcome the challenges of independent living and adapt to new rules in the boarding. the observation in the first year of resident students achieved fewer outcomes than the commuter students (behaghel, chaisemartin, & gurgand, 2017). the resident students have to overcome many challenges to adapt to the strict rules and situations which are exclusive for boarding programs. students who are mature or experienced are predicted to be able to adapt quickly. this indicates that ma is closely related to biological age and experience (fisher, 1998). the results of this study contradict some researchers who claim boarding students achieve better than commuter students because boarding students are under the control of their studies (martin et al., 2014; ogechukwu & chika, 2018). resident students who can adapt and accept new environments can find effective ways of learning living together leads the positive effect to boarding students so they can learn how to manage their studies in the under control environment of boarding. besides, factors that affect the ma include not only learning environment as external factors (gul & shehzad, 2012) but also age, gender, personality, and intelligence as the internal factors (martin et al., 2014; siswati & corebima, 2017b). however, the experience of commuter and boarding students varies depending on what is in each individual as a learner (laiser & makewa, 2016). besides, metacognition plays an essential role in managing the cognitive process. it means that high ma students might have a high cognitive learning outcome (aurah, 2013). the commuter students performed a better ma than boarding students in this research might perform a better learning outcome. it can be because of their parent’s support. parent participation may be a factor that should be given attention because it affects the student’s outcome (mahuro & hungi, 2016). the excellent family parenting conducts good motivation for children, so it affects the learning achievement (ambarwati, 2018; aulia & khafid, 2018; kaukab, 2016; thoha & wulandari, 2016). in addition, age maturity is also an important factor that has an impact on ma (song & bonk, 2016). the sample of this study is in the age range of 16-17 years, which is psychologically in a period jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 25-30 28 sari et al (metacognitive awareness of commuter and …) that requires assistance from parents or competent figures (catalano, hawkins, & toumbourou, 2008). resident students, during this period, usually require a considerable amount of time and tend to vary among individuals (logan, lundberg, roth, & walsh, 2017). according to this result, ma’s result that related the learning environment such as boarding school needs further investigation to limit other factors so the better result can be achieved. overall, this research was conducted to reveal the ma that is needed in learning biology. teachers, parents, and students themselves must actively participate to form an adaptive learning environment in fostering ma (ambarwati, 2018; pang, lau, seah, cheong, & low, 2018). another way to get a clearer result about the difference between ma of commuter and boarding students is by conducting the observation. observation of students verbalized in biology learning is one of the ways to conceptualize ma. this point of view leads to the common features of what really happens in students when they face such a different situation and how ma becomes an important process in daily life students (al-hilawani, 2018). ma can be elaborated as a students’ tool to be better understanding biology. students with good ma perform consciously to manage their knowledge. then, find the difficulties in learning, and it can be overcome through an effective strategy. the experience plays an important role in leading the ma of students to become ready to plan, monitor, and evaluate for high achievement in biology learning (ben-david & orion, 2013; fisher, 1998; muwonge et al., 2017). conclusion the finding of the study shows that the commuter students performed better ma than resident students on biology learning in islamic modern school surakarta. this finding contributes to the topic of ma. however, further investigations are needed to ascertain the importance of ma in the role and learning. references adnan, a., & bahri, a. 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https://eric.ed.gov/?id=ej1160094 https://doi.org/10.14738/assrj.44.2813 https://doi.org/10.1080/2331186x.2016.1205838 https://doi.org/10.1080/14675986.2011.549645 https://doi.org/10.9790/7388-060201100104 https://doi.org/10.9790/7388-060201100104 https://files.eric.ed.gov/fulltext/ej1055263.pdf https://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=178355 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 263 penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring terhadap kemampuan berpikir kritis siswa lailatul munawaroh1, yuni pantiwati2, ainur rofieq2 1alumni pendidikan biologi fkip universtias muhammadiyah malang 2pendidikan biologi fkip universtias muhammadiyah malang e-mail: yuni_pantiwati@yahoo.co.id abstrak standar asesmen pembelajaran sains hendaknya ditekankan pada penilaian kemampuan siswa dalam real life situation. diperlukan adanya sistem penilaian untuk mengatasi masalah tersebut. penggunaan jurnal belajar sebagai refleksi setelah proses pembelajaran menjadi alternatif untuk melatih cara berpikir siswa yang dipadukan dengan pembelajaran class wide peer tutoring agar siswa lebih aktif. tujuan penelitian ini untuk menganalisis pengaruh penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring untuk meningkatkan kemampuan berpikir kritis siswa, mendeskripsikan penerapan jurnal belajar dalam pembelajaran class wide peer tutoring mempengaruhi peningkatan kemampuan berpikir kritis, dan mendeskripsikan peningkatan kemampuan berpikir kritis setelah perlakuan penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring. penelitian dilaksanakan di smp muhammadiyah di kabupaten malang kelas viii. jenis penelitian ini adalah quasy eksperimen dengan teknik pengambilan cluster random sampling. penelitian dilaksanakan di smp muhammadiyah di kabupaten malang. data kemampuan berpikir kritis diperoleh dengan test soal esay. analisis data yang digunakan yaitu uji independent t-tes. hasil penelitian menunjukkan penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring memiliki pengaruh terhadap kemampuan berpikir kritis materi fotosintesis pada siswa kelas viii smp muhammadiyah di kabupaten malang. penerapan penggunaan jurnal belajar dilakukan setelah proses pembelajaran. peningkatan kemampuan berpikir kritis lebih efektif terjadi pada kelompok eksperimen daripada kontrol. kata kunci: berpikir kritis, hasil belajar, kooperatif, pembelajaran circ jurnal belajar adalah dokumen tertulis yang dibuat siswa dan berisi refleksi setelah mengalami proses belajar. jurnal belajar berpotensi meningkatkan pembelajaran dengan melalui proses menulis dan berpikir tentang pengalaman belajar, bersifat pribadi dan dapat digunakan untuk merefleksi diri. menulis jurnal belajar dapat mengarahkan pada pembelajaran yang lebih baik karena merupakan sesuatu yang konstruktif dan melibatkan proses reflektif (kartono & imron, 2010). jurnal belajar membuat guru dapat menilai seberapa dalam pemahaman siswa terhadap materi yang baru dipelajari, sekaligus mengoreksi kelemahan dan kesalahan siswa. jurnal belajar juga melatih cara berpikir siswa dalam meningkatkan prestasi belajarnya (junaedi, 2013). jurnal belajar ini diharapkan tidak ada siswa yang hanya diam di kelas ketika pembelajaran. adanya jurnal belajar dapat memantau apa yang dilakukan siswa ketika pembelajaran dan sebagai alat ukur untuk mengetahui tingkat keaktifan siswa dalam pembelajaran meskipun tidak mengawasi siswa satu-persatu siswa. guru tidak hanya mengukur kemampuan siswa berdasarkan hasil ujian tetapi juga meliputi keaktifan siswa itu dalam kelas (sutrisno, 2010). keuntungan lain penggunaan jurnal belajar yaitu dapat memungkinkan siswa lebih sadar akan belajarnya dan mengungkapkan apa yang ada di benak siswa. penggunaan jurnal belajar dalam pembelajaran biologi pernah diterapkan dalam penelitian lain. hasil yang diperoleh menunjukkan adanya peningkatan kualitas pembelajaran menggunakan macromedia jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 264 flash sebagai media dalam pembelajaran yang dilaksanakan. hal ini dapat dilihat dari peningkatan motivasi belajar dan partisipasi siswa yang berdampak pada peningkatan penguasaan konsep. peningkatan motivasi belajar siswa yang awalnya 62,57% meningkat menjadi 81% dan partisipasi siswa didalam pembelajaran dari 62,7% meningkat menjadi 79,75% (jayadi, 2008). kenyataan yang ada di beberapa sekolah yang ada di kabupaten malang selama ini, proses refleksi belum dilakukan melalui jurnal belajar, refleksi hanya dilakukan setelah penyampaian materi selesai. sebagaimana pernyataan salah satu guru biologi smp muhammadiyah di kabupaten malang mengungkapkan bahwa selama ini belum pernah menggunakan jurnal belajar sebagai alat refleksi. hal ini belum sesuia standar asesmen pembelajaran sains dewasa ini yang telah mengalami pergeseran penekanan dari “yang mudah dinilai” menjadi “yang penting untuk dinilai” (national research council/nrc, 1996). asesmen hendaknya ditekankan pada penilaian kemampuan siswa dalam real life situation. oleh sebab itu dibutuhkan tindakan untuk mengurangi masalah ini. hal ini sebagaimana hasil penelitian oleh morgan (2004) dalam wulan (2007) dari the university of texas menemukan bahwa lebih dari 70% guru tidak menggunakan rubrik dan portofolio dalam menilai pembelajaran. penggunaan jurnal belajar dapat melatih kemampuan berpikir siswa karena dalam penulisan jurnal siswa dituntut mengungkapkan apa yang ada dipikirannya. kemampuan mengungkapkan apa yang ada dalam pikiran siswa ini merupakan salah satu pancaran dari karakterisitik siswa tersebut. karakteristik merupakan satu variabel dari kondisi pengajaran, variabel ini didefinisikan sebagai aspek atau kualitas perseorangan. aspek-aspek ini bisa berupa bakat, minat, sikap, motivasi belajar, gaya belajar, kemampuan berpikir, dan kemampuan awal dimiliki. uraian tersebut mengungkapkan bahwa kemampuan berpikir siswa adalah salah satu variabel karakterisitik siswa dalam pengajaran termasuk pola berpikir kritis (hamzah, 2009). kemampuan berpikir kritis setiap individu memiliki perbedaan dipengaruhi oleh pembinaann pendidikan maupun pembelajaran serta latar belakang individu. hal ini memicu guru untuk mengetahui kemampuan berpikir kritis siswa yang tidak semua siswa mampu melakukan dengan baik. berdasarkan masalah ini peneliti bermaksud untuk menggunakan jurnal belajar untuk melihat pengaruhnya terhadap berpikir kritis siswa. indikator berpikir kritis mengacu pada lima kelompok indikator ennis, yaitu (1) memberikan penjelasan sederhana (elementary clarification); (2) membangun keterampilan dasar (basic support); (3) membuat inferensi (infering); (4) membuat penjelasan lebih lanjut (advanced clarification); (5) mengatur strategi dan taktik (strategies and tactic) (indrawati, 2012). berpikir kritis merupakan berpikir secara langsung terhadap sesuatu yang dituju atau sebagai kegiatan mengevaluasi dan mempertimbangkan kesimpulan yang akan diambil dari beberapa faktor pendukung untuk membuat keputusan. proses tersebut dilalui setelah menentukan tujuan dan merupakan bentuk berpikir yang perlu dikembangkan dalam rangka memecahkan masalah, merumuskan kesimpulan, mengumpulkan berbagai kemungkinan, dan membuat keputusan ketika menggunakan semua keterampilan tersebut secara efektif dalam konteks dan tipe yang tepat (indrawati, 2012). oleh sebab itu, penulisan jurnal belajar sangat erat hubungannya dengan kemampuan berpikir kritis siswa karena apa yang akan ditulis siswa adalah hasil refleksi kegiatan belajarnya dan secara langsung dia tulis melalui proses berpikirnya. penulisan jurnal belajar diterapkan dalam pembelajaran class wide peer tutoring (cwpt) sebagaimana prosedur dasar yang terapkan oleh greenwood. adapun prosedur dasar cwpt yaitu: 1). meriview dan memperkenalkan materi yang jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 265 akan dipelajari siswa, 2). memilih bahan yang akan dipelajari, 3). bagaimana kembali menetapkan mitra baru dalam setiap minggu, 4). bagaimana memilih strategi mitra pasangan, 5). bagaimana melaksanakan peran timbal balik pada setiap sesi, 6). bagaimana tim bersaing untuk titik tinggi tim, 7). bagaiman siswa mendapatkan poin individu, 8). bagaimana tutor mengoreksi secara langsung, 9). cara mengirim nilai individu dan tim, dan 10). bagaimana menggunakan penghargaan sosial bagi tim pemenang. metode cwpt ini belum banyak dipakai meskipun memiliki banyak keuntungan dalam pembelajaran. keuntungan pembelajaran cwpt yaitu: 1). mengharuskan siswa aktif dalam pembelajaran, 2). siswa mengembangkan bakat yang dimiliki, 3). melatih siswa berpikir kritis, dan 4). siswa dapat memecah permasalahan-permasalahan yang ditemui (hidayah, 2012). alasan pembelajaran cwpt belum banyak diterapkan karena ketika pembelajaran guru tidak memantau seluruh kegiatan siswa, sehingga sering kali siswa tidak serius dalam kegiatan pembelajaran. penggunaan refleksi pembelajaran yang mewajibkan siswa untuk membuat jurnal belajar disetiap akhir pembelajaran secara tidak langsung akan memotivasi siswa lebih bertanggung jawab terhadap pembelajaran, sehingga dapat meningkatkan pemahaman terhadap materi. hal ini dapat berpengaruh terhadap kemampuan berpikir kritis siswa. oleh sebab itu pembuatan jurnal belajar perlu dilakukan dalam pembelajaran cwpt. penelitian dilakukan di smp muhammadiyah di kabupaten malang materi fotosintesis kelas viii dengan standar kompetensi 2. memahami sistem dalam kehidupan tumbuhan dan kompetensi dasar 2.2 mendeskripsikan proses perolehan nutrisi dan transformasi energi pada tumbuhan hijau. alasan memilih materi fotosintesis supaya siswa lebih peka terhadap lingkungan alam sekitarnya. siswa dapat mempelajari peristiwa-peristiwa alam sekitarnya khususnya tumbuhan yang mampu melakukan proses fotosintesis, sehingga siswa dapat mengetahui makhluk hidup yang dapat membuat makanan sendiri. tujuan yang hendak dicapai penelitian ini, yaitu 1) menganalisis pengaruh penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring untuk meningkatkan kemampuan berpikir kritis siswa materi fotosintesis pada siswa kelas viii smp muhammadiyah di kabupaten malang; 2) mendeskripsikan penerapan jurnal belajar dalam pembelajaran class wide peer tutoring mempengaruhi peningkatan kemampuan berpikir kritis materi fotosintesis pada siswa kelas viii smp muhammadiyah di kabupaten malang; 3) mendeskripsikan peningkatan kemampuan berpikir kritis setelah perlakuan penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring materi fotosintesis pada siswa kelas viii smp muhammadiyah di kabupaten malang. metode penelitian dilaksanakan di smp muhammadiyah di kabupaten malang yaitu kelas viii (smp muhammadiyah 04 singosari, smp muhammadiyah 11 pakis aji, dan smp muhammadiyah 03 kepanjen). jenis penelitian dalam kegiatan ini adalah gabungan antara penelitian deskriptif dan penelitian quasy eksperimen design yang dilakukan pada siswa kelas viii di smp muhammadiyah kabupaten malang tahun pelajaran 2013/2014. menurut sugiyono (2010) disebut quasy eksperimen design karena memiliki kelompok kontrol, tetapi tidak dapat berfungsi sepenuhnya untuk mengontrol variabel-variabel luar yangmempengaruhi pelaksanaan eksperimen. ciri utama dari quasy eksperimen design adalah sampel yang digunakan dalam untuk eksperimen maupun sebagai kelompok kontrol tidak dipilih secara random. populasi dalam penelitian ini adalah siswa kelas viii smp muhammadiyah di jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 266 kabupaten malang. teknik pengambilan sampel yang digunakan adalah cluster random sampling, dengan pertimbangan populasi sangat luas dimana jumlah smp muhammadiyah di kabupaten malang yaitu 9 sekolah sehingga dilakukan randomisasi clauster. sampel yang digunakan yaitu smp muhammadiyah 4 singosari, smp muhammadiyah 03 kepanjen, dan smp muhammadiyah 11 pakis aji. adapun pengambilan sampel dari ketiga sekolah yaitu 48 siswa yang terdiri dari kelompok a (kelompok eksperimen) dan kelompok b (kelompok kontrol). variabel bebas dalam penelitian ini adalah penggunaan jurnal belajar. variabel terikat yang digunakan dalam penelitian ini yaitu kemampuan berpikir kritis siswa. variabel kontrol yaitu pembelajaran class wide peer tutoring (cwpt) pada siswa kelas viii dan materi fotosintesis. metode yang digunakan untuk pengambilan data dalam penelitian ini menggunakan metode metode tes. metode tes merupakan seperangkat pertanyaan dalam bentuk uraian untuk dijawab oleh siswa dalam mengukur kemampuan berpikir kritis siswa. pemberian tes dilakukan sebelum dan sesudah pemberian treatmen (pretest/postest) untuk mengukur kemampuan awal dan akhir perlakuan. hal ini dilakukan pada kelompok kontrol dan kelompok eksperimen, yaitu sebagai perbandingan hasil yang diperoleh dari kedua kelompok tersebut. penelitian dilakukan melalui beberapa tahapan, yaitu 1) tahap persiapan penelitian, yaitu memberikan pengarahan pada guru kelas tentang pelaksanaan pembelajaran selama penelitian, yaitu tentang penggunaan pembelajaran class wide peer tutoring dan penggunaan jurnal belajar; 2) membuat instrumen berupa tes uraian 20 soal untuk mengukur kemampuan berpikir kritis; 3) membuat format bentuk jurnal belajar sebagai refleksi siswa; dan 4) menyusun perangkat pelaksanaan pembelajaran (rpp) class wide peer tutoring (cwpt) materi fotosintesis. adapun pelaksanaan pembelajaran dalam penelitian ini, yaitu 1) seluruh siswa di kelas dibagi dua kelompok dan diberika pretes. 2) siswa dipasang-pasangkan menjadi tutor dan tutee yang duduk berdekatan, tutor dilengkapi naskah berisi materi akademik sesuai konten yang akan diajarkan. 3) tutor mengajarkan satu bagian dari naskah kepada tutee dalam waktu tertentu, tutee merespon secara oral bagian yang diajarkan. 4) tutor melakukan perhitungan poin berdasarkan jawaban yang diberikan tutee. 5) kedua siswa bertukar peran saat waktu yang telah ditentukan habis. 6) siswa yang berperan sebagai tutor (tutee) sekarang diajari oleh siswa yang berperan sebagai tutee (tutor) dalam waktu yang sama. 7) pada setiap sesi tutoring guru mencatat perolehan poin setiap siswa. 8) guru menjumlahkan seluruh perolehan poin yang dihasilkan oleh masing-masing tim. 9) tim dengan perolehan poin terbanyak diumumkan sebagai pemenang dan diberi penghargaan berupa sticker oleh guru. 10) guru memberikan lembar jurnal belajar yang telah disiapkan untuk diisi oleh siswa sebagai refleksi setelah mengikuti pembelajaran. 11) guru memberikan postes untuk mengukur kemampuan berpikir kritis siswa setelah perlakuan teknik analisis data yang digunakan dalam penelitian ini adalah uji independent t-test, meliputi dua tahapan yang harus dilakukan yaitu levene’s test dan t-test. hasil dan pembahasan hasil penelitian kemampuan berpikir kritis siswa dalam pembelajaran cwpt dengan penggunaan jurnal belajar yang telah dilakukan di smp muhammadiyah kabupaten malang (smp muhammadiyah 03 kepanjen, smp muhammadiyah 04 singosari, dan smp muhammadiyah 11 pakisaji) pada tanggal 2-21 mei 2014, disajikan pada tabel 1. data tabel 1 merupakan hasil postes dan pretes yang dilakukan pada siswa kelompok perlakuan maupun kelompok kontrol. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 267 berdasarkan data hasil selisih skor protest dan pretest berpikir kritis, jumlah hasil selisih tertinggi terdapat pada kelompok perlakuan yaitu 60. sementara kelompok kontrol sebesar 39. adapun ratarata perlakuan yaitu 28,67 lebih besar dibandingkan kelompok kontrol yaitu 17. adapun data hasil berdasarkan indikator data tabel 2 (lihat lampiran). tabel 2 merupakan ringkasan data hasil skor sebelum dan sesudah perlakuan berdasarkan indikator kemampuan berpikir kritis. hasil data menunjukkan bahwa jumlah skor kelompok eksperimen sebelum dan sesudah perlakuan yaitu 12,42 (sebelum perlakuan) dan 19,78 (setelah perlakuan). skor ini lebih tinggi dibanding kelompok kontrol yaitu 11,02 (sebelum pembelajaran) dan 15,59 (setelah pembelajaran) dengan perbedaan selisih 7,36 untuk kelompok perlakuan dan 4,57 untuk kelompok kontrol. hasil uji adapun ringkasan data hasil uji kenormalan data menggunakan skewness (nilai kemiringan) dan kurtosis (titik kemiringan) dengan syarat nilai skewness dan nilai kurtosis terletak diantara ±2. berdasarkan pengujian nilai skewness 1,51 dan nilai kurtosis -0,50 sehingga dapat disimpulkan bahwa data tersebut normal, kemudian data di uji t-test. tahap pertama uji t-test adalah uji homogenitas atau uji levene test apabila probabilitas > 0,05 maka h0 diterima, sementara apabila probabilitas <0,05 maka h0 ditolak. hasil uji t-tes seperti pada tabel 3 (lihat lampiran). sebelum dilakukan uji-t, terlebih dahulu dilakukan uji asumsi homogenitas dengan menggunakan levene’s test. hasil homogenitas menunjukkan nilai sig > 0,05 berarti h0 diterima. artinya, antara kedua kelompok memenuhi varians yang sama karena kedua varians sama maka uji-t yang digunakan adalah uji-t pooled varians atau skor berpikir kritis kelompok eksperimen skor berpikir kritis kelompok kontrol kode siswa sebelum perlakuan sesudah perlakuan selisih eksperimen kode siswa sebelum perlakuan sesudah perlakuan selisih kontrol a01 33 60 27 b01 38 52 14 a02 40 67 27 b02 46 53 7 a03 54 74 20 b03 48 53 5 a04 56 67 11 b04 47 53 6 a05 30 40 10 b05 55 64 9 a06 32 60 28 b06 37 44 7 a07 33 71 38 b07 60 74 14 a08 27 53 26 b08 45 54 9 a09 39 81 42 b09 18 56 38 a10 26 86 60 b10 32 63 31 a11 58 93 35 b11 63 71 8 a12 25 77 52 b12 41 53 12 a13 51 80 29 b13 34 63 29 a14 43 90 47 b14 14 47 33 a15 30 73 43 b15 16 45 29 a16 44 77 33 b16 28 34 6 a17 61 82 21 b17 63 83 20 a18 63 78 15 b18 37 66 29 a19 42 80 38 b19 13 52 39 a20 27 54 27 b20 45 46 1 a21 48 64 16 b21 15 44 29 a22 46 61 15 b22 38 44 6 a23 53 69 16 b23 30 52 22 a24 34 46 12 b24 32 37 5 rata-rata 41,45 70,12 28,67 rata-rata 37,29 54,29 17 tabel 1. data skor kemampuan berpikir kritis berbasis kelompok siswa jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 268 equal variances assumed. hasil uji t-tes adalah sig < 0,05 berarti h0 ditolak, maka terdapat perbedaan kemampuan berpikir kritis berdasarkan penggunaan jurnal belajar pada pembelajaran class wide peer tutoring (cwpt). pengaruh penggunaan jurnal belajar dalam pembelajaran cwpt terhadap peningkatan kemampuan berpikir kritis siswa berdasarkan hasil analisis data dengan uji t-test dari selisih tertinggi pada perlakuan yaitu 60 sementara kontrol sebesar 39. rata-rata skor kelompok perlakuan 28,67 sementara kontrol adalah 17 pada tabel 4.1. hasil uji t-test diperoleh nilai sig. 0,003 < 0,05, ini menunjukkan bahwa penggunaan jurnal belajar dalam pembelajaran cwpt berpengaruh terhadap kemampuan berpikir kritis siswa kelas viii smp muhammadiyah kabupaten malang. pengaruh penggunaan jurnal belajar terhadap kemampuan berpikir kritis siswa dapat dilihat pada gambar 1. gambar 1. diagram kemampuan berpikir kritis berbasis kelompok siswa berdasakan gambar 1. dapat diketahui bahwa penggunaan jurnal belajar dapat memengaruhi kemampuan berpikir kritis siswa. menurut (fisher, 2008) berpikir kritis menuntut interpretasi dan evaluasi terhadap observasi, komunikasi, dan sumber-sumber informasi lainnya. penulisan jurnal belajar yang harus dibuat siswa menuntut mereka mengevaluasi dirinya dalam mengikuti kegiatan pembelajaran yakni sebagai refleksi diri setelah pembelajaran. jurnal belajar memiliki pengaruh terhadap kemampuan berpikir kritis siswa karena menulis jurnal belajar adalah kegiatan yang melatih siswa mengungkapkan tentang pemikiran mereka. menulis adalah berpikir yang mendalam (berpikir kritis) dengan cara penemuan atau pengalaman, penyusunan urutan pengalaman, dan ketepatan pemilihan kata. oleh karena itu kegiatan menulis menuntut keterlibatan penulis berpikir mendalam menemukan masalah yang disampaikan berupa gagasan dengan penataan dan penyusunan tulisan atau karangan yang padu agar pemikiran pembaca sama tepatnya dengan penulis (zulkarnaini, 2011). bentuk refleksi yang berupa jurnal belajar berhubungan dengan cara pemikiran siswa dalam mengungkapkan pengalaman, pemahaman, dan penemuan yang disampaikan dalam bentuk tulisan. menulis jurnal belajar membuat siswa harus peka terhadap apa yang telah dilakukan, didapat, dan apa yang ada dilingkungan sekitarnya khususnya pada saat pembelajaran. hal tersebut sebagaimana yang dikemukakan kartono & imron (2010) tentang tujuan penggunaan jurnal belajar. tujuan penggunaan jurnal belajar diantaranya untuk memberi gambaran yang sesungguhnya mengenai pertumbuhan pemahaman dari suatu pengalaman seseorang dan menjaga rekaman pikiran dan ide seseorang melalui pengalaman belajarnya. proses berpikir yang terjadi pada diri siswa akan memudahkan dalam penulisan jurnal belajar dari hasil proses belajar yang dilakukan karena antara apa yang ditulis siswa merupakan hasil pemikiran mereka dari apa yang telah dialami. hasil tulisan siswa dalam bentuk jurnal belajar adalah hasil pemikiran siswa sehingga penggunaan jurnal belajar ini jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 269 memiliki pengaruh terhadap kemampuan berpikir kritis siswa. sebagai salah satu dari aktivitas dari berpikir tingkat tinggi, berpikir kritis memainkan peranan penting dalam membangun kognisi seseorang karena berpikir kritis sebagai bagian dari sbuah proses aktif dimana seseorang memikirkan berbagai hal secara mendalam, mengajukan pertanyaan, menemukan informasi relevan daripada hanya menerima informasi secara pasif. oleh karena itu, seseorang yang mempunyai kesulitan belajar akan berpikir cara menyelesaikan masalah tersebut berdasarkan fakta terjadi (afandi, 2012). berpikir kritis memungkinkan siswa untuk menemukan kebenaran dari suatu informasi. sebuah proses terorganisir yang memungkinkan siswa mengevaluasi bukti, asumsi logika, dan bahasa yang mendasari pernyataan orang lain terjadi dalam berpikir kritis dengan tujuan mencapai pemahaman yang mendalam. pemahaman membuat siswa mengerti maksud di balik ide sehingga mengungkapkan makna dibalik suatu kejadian (novikasari, 2009). penerapan jurnal belajar dalam pembelajaran cwpt untuk meningkatkan kemampuan berpikir kritis siswa berdasarkan analisis data hasil penelitian, didapatkan hasil bahwa terdapat pengaruh penggunaan jurnal belajar sebagai refleksi terhadap kemampuan berpikir kritis siswa. penulisan jurnal belajar dilakukan oleh siswa setelah proses pembelajaran. pembelajaran dalam penlitian ini adalah class wide peer tutoring sebagaimana menurut hidayah et al (2012) mengemukakan bahwa pembelajaran ini mampu memperbaiki sikap siswa dalam proses pembelajaran karena pada sesi tutoring siswa dituntut untuk aktif baik berlaku sebagai tutor maupun tutee secara bergantian. hal tersebut terlihat dari ratarata isi jurnal belajar yang ditulis siswa adalah tentang pengalaman belajar, materi yang dipahami, kesulitan belajar, upaya yang dilakuan dalam memahami materi yang belum dipahami selam belajar dikelas, dan ada juga yang berisi tentang keluhan yang mereka alami selama pembelajaran. berdasarkan hasil rata-rata nilai tertinggi terdapat pada pembelajaran class wide peer tutoring dengan penggunaan jurnal belajar. pada pembelajaran ini hasil yang mereka dapatkan dalam evaluasi soal kemampuan berpikir kritis materi fotosintesis adalah dari hasil pengalaman belajar dan praktik penulisan jurnal yang mereka buat setelah mengikuti pembelajaran. sedangkan, kelompok kontrol materi pelajaran diperoleh siswa sebagaimana hasil belajar mereka dengan berperan sebagai tutor-tutee serta dalam pembelajaran. namun, pembelajaran class wide peer tutoring dengan penggunaan jurnal belajar lebih efektif digunakan untuk meningkatkan kemampuan berpikir kritis siswa dalam belajar. pembelajaran ini sebelumnya pernah diterapkan oleh afifah (2011) menunjukkan bahwa pembelajaran ini dapat meningkatkan kkm siswa. bentuk jurnal belajar yang ditulis siswa merupakan bentuk refleksi dari gagasan yang tercantum dalam pikiran siswa. jadi, apa yang ada di pikiran siswa diluapkan dalam bentuk tulisan. penulisan jurnal belajar dilakukan setelah pembelajaran cwpt dilaksanakan. menurut budiati (2009) menyatakan bahwa pembelajaran cwpt ini dapat mengubah secara efektif terhadap proses belajar dan hasil belajar siswa. hal ini sesuai dengan hasil penelitian yang menunjukkan ada kaitan antara pembelajaran yang dilaksanakan dengan penggunaan jurnal belajaran sebagai refleksi terhadap kemampuan berpikir kritis. pembelajaran cwpt menuntut siswa memberikan dan menerima informasi antara siswa selama proses pembelajaran. menurut riyadi (2011) mengungkapkan individu memilih informasi secara langsung melalui sistem indera mereka, sehingga mereka menjadi lebih mahir dalam menerima dan merespons informasi yang datang. prinsip-prinsip model pemrosesan informasi, pada dasarnya hampir sama jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 270 dengan prinsip dalam teori stimulus dan respon. teori proses pengolahan informasi berkaitan erat dengan tahapan saat seseorang menerima masukan dan memproses informasi menjadi rencana gerak dalam memorinya. kemudian, proses adaptasi tampak pada mekanisme dari perencanaan gerak menjadi suatu unjukkerja keterampilan gerak seseorang. penggunaan jurnal belajar yang harus ditulis setelah pembelajaran cwpt khususnya materi fotosintesis dapat melatih siswa mengungkapkan pengalaman belajar mereka. menurut king et al (2001) menyatakan bahwa penggunaan pembelajaran cwpt membuat interaksi sosial antara siswa di kelas melebar karena dalam pelaksanaannya guru harus menukar memabgi siswa berpasangan dan tiap pertemuan pasangan itu diganti. tugas guru selebihnya menekankan siswa aktif dengan tim dalam meningkatkan kemenangan tim. jurnal belajar yang dibuat oleh siswa setelah pembelajaran ini sangat menekankan pada pengalaman belajar mereka sehingga guru dapar mengetahui seberapa pemahaman dan kesulitan belajar serta kondisi siswa pada saat pembelajaran. hal ini berkaitan denga kemampuan berpikir kritis siswa karena proses berpikir mereka terasah ketika kegiatan pembelajaran berlangsung pada saat mereka berperan sebagai tutor-tutee secara bergantian. seperti diungkapkan dalam hasil penelitian indrawati (2012) bahwa terjadi peningkatan kemampuan berpikir krtis seseorang setelah kegiatan pembelajaran yang menekankan mereka aktif dalam kegiatan pembelajaran yang dilaksanakan. peningkatan kemampuan berpikir kritis setelah penggunaan jurnal belajar dalam pembelajaran cwpt berdasarkan data tabel 2 kemampuan berpikir kritis berbasis indikator mengalami peningkatan setelah penggunaan jurnal belajar. kemampuan berpikir kritis kelompok eksperimen berdasarkan indikator diperoleh selisih skor total 7,36. sedangkan kelompok kontrol selisih skor total 4,57. hal ini menunjukkan terjadi peningkatan kemampuan berpikir kritis dengan penggunaan jurnal belajar sebagai refleksi. kemampuan berpikir kritis siswa kelompok eksperimen lebih efektif dibandingkan kelompok kontrol yang tidak menggunakan jurnal belajar sebagai refleksi. peningkatan kemampuan berpikir kritis terjadi pada masing-masing indikator, sebagaimana terlihat pada selisih skor antara kelompok eksperimen dan kontrol. peningkatan kemampuan berpikir kritis berbasis indikator seperti pada gambar 2. gambar 2. diagram peningkatan kemampuan berpikir kritis berbasis indikator gambar 2 menunjukkan adanya peningkatan kemampuan berpikir kritis terlihat dengan adanya selisih skor antara kelompok eksperimen dan kontrol pada setiap indikator yang digunakan untuk mengukur kemampuan berpikir kritis. penggunaan jurnal belajar sebagai refleksi setelah pembelajaran dapat meningkatkan kemampuan berpikir kritis siswa. hal ini berdasarkan hasil evaluasi berupa soal esay berdasarkan selisih skor pada masing-masing indikator. selisih skor terkecil terjadi pada indikator 4, namun hal ini tetap menunjukkan bahwa peningkatan kemampuan berpikir kritis kelompok eksperimen lebih efektif daripada kontrol berdasarkan 4 indikator lainnya. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 271 penulisan jurnal belajar yang dibuat siswa melibatkan kemampuan berpikirnya dalam menalarkan apa yang ada dibenak siswa dari apa yang mereka alami. menurut santrock (2009) berpikir melibatkan kegiatan manipulasi dan mentrasnformasi informasi dalam memori dan untuk membentuk konsep, menalar, berpikir kritis dan kreatif, membuat keputusan dan memecahkan masalah. kemampuan berpikir kritis siswa dapat di ukur dengan pembelajaran yang menuntut siswa untuk aktif, memiliki peran, mengumpulkan dan menyampaikan informasi dan bertanggung jawab dalam pembelajaran serta penggunaan refleksi pembelajaran seperti jurnal belajar. peningkatan kemampuan berpikir kritis siswa terjadi setelah penggunaan jurnal belajar. menurut saefudin & kusumaningrum (2012) berpikir kritis merupakan suatu kemampuan untuk menganalisa fakta, mengorganisasi ide-ide, membuat kesimpulan, dan mengembangkan argumen. hal ini menunjukkan bahwa ada keterkaitan antara penulisan jurnal belajar dengan perkembangan pemikiran seseorang terhadap apa yang dialami dan apa yang ada dibenak mereka. sebagaimana pendapat zulkarnaini (2011) bahwa menulis merupakan kemampuan berpikir kritis terkait penemuan dan penyususnan pengalaman serta ketepatan pemilihan kata. penggunaan jurnal belajar sebagai refleksi dalam pembelajaran menjadi wadah bagi siswa menalarkan tentang apa yang ada dibenak mereka, apa yang dialami, dan melatih mereka untuk komunikatif dalam proses belajarnya. peningkatan kemampuan berpikir kritis secara terjadi pada siswa yang membuat refleksi berupa jurnal belajar karena menurut santrock (2009), berpikir melibatkan kegiatan memanipulasi dan mentransformasi informasi dalam memori. sedangkan, berpikir kritis meliputi berpikir secara reflektif dan produktif serta mengevaluasi bukti. hal ini terjadi karena aktivitas berpikir kritis memainkan peranan penting dalam membangun kognisi seseorang. berpikir kritis sebagai bagian dari sebuah proses aktif dimana seseorang berpikir mendalam dan menemukan informasi (sunarno et al., 2012). penulisan jurnal belajar dapat membiasakan siswa mengevaluasi kemampuan mereka dalam belajar sehingga menjadikan mereka lebih bertanggung jawab dalam belajarnya. darmawan (2010) menyatakan bahwa kemampuan berpikir kritis akan muncul dalam diri siswa apabila selama proses belajar di dalam kelas, guru membangun pola interaksi dan komunikasi yang lebih menekankan pada proses pembentukan pengetahuan secara aktif oleh siswa. hal ini menunjukkan bahwa adanya pembelajaran cwpt dan penggunaan jurnal belajar setelah pembelajaran menjadi pendukung peningkatan kemampuan berpikir kritis siswa. kesimpulan dan saran kesimpulan berdasarkan penelitian pengaruh penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring terhadap kemampuan berpikir kritis, hasil yang didapatkan adalah 1) terdapat pengaruh penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring terhadap kemampuan berpikir kritis materi fotosintesis pada siswa kelas viii smp muhammadiyah di kabupaten malang. 2) penerapan penggunaan jurnal belajar dilakukan setelah proses pembelajaran sebagai refleksi siswa setelah megikuti pembelajaran. 3) peningkatan kemampuan berpikir kritis terjadi pada semua indikator dengan selisih skor total eksperimen 7,36 dan kontrol 4,57 sehingga eksperimen lebih efektif dalam meningkatkan kemampuan berpikir kritis daripada kontrol. saran dari hasil penelitian ini, penulis menyarankan 1) adanya penelitian lanjutan penggunaan jurnal belajar dengan model pembelajaran lain dan materi biologi jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 272 lainnya. 2) bagi guru bidang studi khususnya biologi diharapkan menjadikan jurnal belajar sebagai salah satu alternatif penilaian terhadap siswa dan sebagai refleksi setiap pembelajaran. daftar rujukan afifah, n. 2011. strategi pembelajaran tutor sebaya untuk meningkatkan hasil belajar matematika anak berkesulitan belajar kelas iiia sd negeri kepatihan surakarta tahun pelajaran 2010/2011. skripsi tidak diterbitkan. surakarta: fkip universitas sebelas maret. budiati. 2009. penerapan model pembelajaran peer mediated instruction and intervention (pmii) tipeclass wide peer (cwpt) dan teknik evaluasi index card match untuk meningkatkan kualitas proses dan hasil pembelajaran biologi kelas vii smp negert 22 surakarta tahun pelajaran 2008/2009. seminar lokakarya nasional pendidikan biologi fkip uns 18 juli 2009. surakarta. darmawan. 2010. penggunaan pembelajaran berbasis masalah dalam meninkatkan kemampuan berpikir kritis siswa pada pembelajaran ips di mi darussaadah pendeglang. jurnal penelitian pendidikan, 11(2). fisher, a. 2008. berpikir kritis sebuah pengantar. erlangga: jakarta hamzah, b. 2009. perencanaan pembelajaran. jakarta: bumi aksara. hidayah, e. n., sajidan., & sugiharto, b. 2012. penerapan model pembelajaran class-wide peer tutoring (cwpt) disertai media cergam untuk meningkatkan kualitas pembelajaran biologi siswa kelas x 7 sma negeri 2 sukoharjo tahun pelajaran 2011/2012. jurnal pendidikan biologi, 4(2): 101-102. hidayah, e. n. 2012. penerapan model pembelajaran class-wide peer tutoring (cwpt) disertai media cergam untuk meningkatkan kualitas pembelajaran biologi siswa kelas x 7 sma negeri 2 sukoharjo tahun pelajaran 2011/2012. skripsi tidak diterbitkan. surakarta: fkip universitas sebelas maret. indrawati, h. 2012. meningkatkan keterampilan berpikir kritis mahasiswa melalui implementasi model controversial issues pada mata kuliah ekonomi sumberdaya manusia dan alam. jurnal pekbis, 4(1): 63-65. jayadi, y. a. 2008. penggunaan jurnal belaja dengan macromedia flash dalam pembelajaran biologi untuk meningkatkan kualitas pembelajaran siswa kelas x di sma negeri 2 surakarta. skripsi tidak diterbitkan. surakarta: fkip universitas sebelas maret. junaedi, e. 2013. penerapan pembelajaran dengan menggunakan jurnal belajar untuk meningkatkan prestasi belajar bangun ruang pada siswa smp negeri 10 malang kelas viii-h. malang: um. kartono & imron, a. 2010. penerapan teknik penilaian learning journal pada model pembelajaran berbasis masalah untuk meningkatkan hasil belajar siswa materi pokok segiempat. (online), (http://journal. unnes.ac.id/nju/index.php/kreano/artic le/view/1246/1298, diakses 13 november 2013). king, k. dan fulk, barbara m. 2010. classwide peer tutoring at work. jurnal teaching exceptional children, 34(2): 50. novikasari, i. 2009. pengembangan kemampuan berpikir kritis siswa melalui pembelajaran matematika open-ended di sekolah dasar. jurnal pemikiran alternatif kependidikan. 14(2). riyadi, s. 2011. pemrosesan informasi dalam belajar gerak. jurnal ilmiah spirit, 11(2): 5-6 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 263-273) lailatul munawaroh dkk, penggunaan jurnal belajar 273 saefudin, a. a. & kusumaningrum, m 2012. mengoptimalkan kemampuan berpikir matematika melalui pemecahan masalah matematika. seminar nasional matematika dan pendidikan matematika isbn; 978-979.163538.7. yogyakarta santrock, j. w. 2009. psikologi pendidikan edisi 3: jakarta: salemba humanika. sunarno, w., sugiyarto., & afandi. 2012. pembelajaran biologi menggunakan pendekatan metakognitif melalui model reciprocal learning dan problem based learning ditinjau dari kemamdirian belajar dan kemampuan berpikir kritis mahasiswa. jurnal inkuiri, 2 (1). sutrisno, a. 2010. upaya meningkatkan keterampilan menulis deskripsi melalui pendekatan contextual teaching and learning (ctl) pada siswa kelas iv a sdn dukuhan kerten no. 58 laweyan surakarta. skripsi tidak diterbitkan. surakarta: fkip universitas sebelas maret. wulan. 2007. penggunaan asesmen alternatif pada pembelajaran biologi. seminar nasional biologi: perkembangan biologi dan pendidikan biologi untuk menunjang profesionalisme mei 2007 . jakarta zulkarnaini, 2011. model kooperatif tipe think talk write (ttw) untuk meningkatkan kemampuan menulis karangan deskripsi dan berpikir kritis. jurnal edisi khusus, no. 2, agustus 2011. lampiran tabel 2. data peningkatan kemampuan berpikir kritis berbasis indikator indikator berpikir kritis kelompok eksperimen kelompok kontrol no. item skor selisih skor selisih sebelum sesudah sebelum sesudah memberikan penjelasan sederhana 1, 2, 5, 12 3,19 4,14 0,95 2,97 3,55 0,58 membangun keterampilan dasar 6, 17 2,37 4,08 1,71 2,1 2,72 0,62 membuat inferensi 3, 4, 9, 11, 13 2,86 4,36 1,5 2,74 3,89 1,15 membuat penjelasan lebih lanjut 7, 10 1,95 3,62 1,67 1,28 2,85 1,57 mengatur strategi dan taktik 8, 14, 15, 16, 18, 19, 20, 2,05 3,58 1,53 1,93 2,58 0,65 jumlah 12,42 19,78 7,36 11,02 15,59 4,57 tabel 3. ringkasan uji t-test berpikir kritis siwa levene’s test for equality of variances t-test for equality of means f sig. t df sig.(2-tailed) mean difference hasil tes kemampuan berpikir kritis equal variances assumed ,003 ,954 3,14 46 ,003 11,67 equal variances not assumed 3,14 45,34 ,003 11,67 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 322-328) endah wardani dkk, perbedaan prestasi belajar 322 perbedaan prestasi belajar mata pelajaran mipa kelas x antara siswa reguler dengan siswa akselerasi di sma negeri 3 malang endah wardani1, nurwidodo2, sri wahyuni2 1alumni pendidikan biologi fkip universtias muhammadiyah malang 2pendidikan biologi fkip universtias muhammadiyah malang e-mail: nurwidodo88@yahoo.com abstrak terdapat kesenjangan antara harapan dan kenyataan pada prestasi belajar mata pelajaran mipa siswa kelas x antara siswa reguler dengan siswa kelas akselerasi. ada anggapan atau kecendrungan bahwa prestasi belajar mata pelejaran mipa siswa reguler lebih rendah daripada siswa akselerasi. peneliti ingin melihat keadaan sesungguhnya di lapangan bagaimana prestasi mata pelajaran mipa kelas x antara siswa reguler dan siswa akselerasi di sma negeri 3 malang. tujuan penelitian ini yaitu (1) untuk mengetahui perbedaan prestasi belajar mata pelajaran mipa antara siswa kelas reguler dan siswa akselerasi di sma negeri 3 malang. (2) untuk mengetahui faktor-faktor yang berpengaruh terhadap prestasi siswa kelas regular dengan siswa kelas akselerasi di sma negeri 3 malang. manfaat penelitian ini (1) manfaat teoritis dari penelitian ini adalah dapat diketahui faktor-faktor apa sajakah yang berpengaruh terhadap prestasi belajar mipa.(2) untu memberikan masukan kepada sekolahsekolah tentang system pendidikan yang ada. populasi penelitian adalah semua siswa kelas reguler dan akselerasi, sedang sampel penelitian yang digunakan adalah siswa kelas x1 program reguler dengan siswa kela x program akselerasi, penelitian ini di laksanakan di sma negeri 3 malang. teknik analisis data yang digunakan pada penelitian ini adalah uji-t pada dua sampel bebas dan analisis regresi linear berganda. dari hasil analisis data didapatkan hasil (1) nilai t-hitung < t-tabel pada taraf signifikasi 0,05 sehingga ho diterima, ha ditolak yang berarti terdapat perbedaan yang tidak signifikan antara rata-rata nilai mipa siswa reguler dengan siswa akselerasi. (2) dari hasil analisis regresi linier berganda didapatkan hasil nilai fhit>nilai f-tabel pada taraf signifikasi 0,05 maka variable yang diteliti yaitu waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar di sekolah berpengaruh secara nyata terhadap prestasi belajat mata pelajaran mipa. kata kunci: akselerasi, mipa, prestasi belajar, reguler, siswa kualitas kehidupan suatu bangsa sangat ditentukan oleh faktor pendidikan. peran pendidikan sangat penting untuk menciptakan kehidupan yang cerdas, damai, terbuka dan demokrati. oleh karena itu, pembaharuan pendidikan harus selalu dilakukan untuk meningkatkan kualitas pendidikan nasional. kemajuan suatu bangsa hanya dapat dicapai melalui penataan pendidikan yang baik, upaya peningkatan mutu pendidikan itu diharapkan dapat menaikkan harkat dan martabat manusia indonesia untuk mencapai itu pendidikan harus adaptif terhadap perubahan zaman. sekolah adalah salah satu lembaga sekunder yang mempunyai peranan penting terhadap perkembangan siswa. hal ini karena interaksi anak dengan guru disekolah cukup intensif dan berlangsung lama dalam setiap harinya. karena itu sekolah tidak hanya berfungsi untuk mencerdasakan malinkan juga membentuk watak dan kepribadian anak. sesuai dengan fungsi dan peranan penting dari sebuah lembaga sekunder yaitu sekolah, maka saat ini sekolah-sekolah di indonesia telah banyak yang menyelenggarakan sistem kelas percepatan (akselerasi), dimulai dari tingkat sd, smp, dan sma. program percepatan (akselerasi) ini merupakan suatu bentuk pelayanan pendidikan yang diberikan oleh pihak sekolah bagi siswa dengan kecerdasan dan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 322-328) endah wardani dkk, perbedaan prestasi belajar 323 kemampuan luar biasa untuk dapat menyelesaikan lebih awal dari waktu yang telah ditentukan (akbar-hawadi, 2004). sekolah yang memiliki program percepatan (akselerasi) ini biasanya meluluskan siswa-siswi berbakatnya hanya dalam tempo yang lebih singkat dari pada kebanyakan sekolah pada umumnya. sekolah dasar (sd) yang biasanya ditempuh dalam 6 tahun akan ditempuh selama 5 tahun begitu pula dengan sekolah lanjutan tingkat pertama (sltp) dan sekolah lanjutan tingkat atas masingmasing ditempuh hanya 2 tahun padahal umumnya sekolah tingakt ini ditempuh selama 3 tahun sedangkan pada kelas reguler adalah kelas yang biasa atau kelas normal yang sekolah-sekolah pada umumnya yang mana peserta bersifat heterogen tidak homogen seperti di kelas akselerasi. menurut purwanto (1985) faktor lingkungan sosial, tidak adanya kesempatan untuk belajar karena sibuknya pekerjaan atau kegiatan seehari-hari berpengaruh terhadap belajar. pengaruh lingkungan yang buruk dan negatif serta faktor-faktor lain terjadi di luar kemampuan mempengaruhi hasil belajar, selain itu motivasi sosial dapat pula timbul pada anak dari orang-orang lain disekitarnya, bisa juga dari teman sepermainan, apabila lingkungan di mana ia berada memberikan motivasi. secara sadar atau tidak sadar maka akan mendorong anak untuk lebih giat belajar atau sebaliknya. sebagai upaya mewujudkan siswasiswi yang berprestasi serta menguasai ilmu pengetahuan dan teknologi maka harus ada keseimbangan dengan ilmu-ilmu umum. namun demikian terdapat kesenjangan antara harapan dan kenyataan yang terjadi pada prestasi belajar mata pelajaran mipa siswa kelas akselerasi dan siswa kelas reguler. sma negeri 3 malang. dari hasil observasi sementara kami pada guruguru sma negeri 3 malang menyatakan bahwa prestasi siswa kelas akselerasi lebih baik dibandingkan dengan siswa kelas reguler dalam mata pelajaran ilmu-ilmu umum. karena siswa akselerasi merupakan siswasiswi pilihan dari kelas reguler yang diseleksi untuk menjadi siswa akselerasi pada siswa kelas akselerasi tingkat perhatian orang tua lebih banyak karna adanya tuntutan untuk selalu berprestasi dengan baik, bahan ajar yang diberikan lebih banyak dan utuh konsentrasi penuh, kurangnya kesempatan bermain bersama teman-temannya, kegiatan yang dilakukan hanya untuk prestasi akademik dengan jam pelajaran yang lebih banyak dan kurikulum sekolah yang padat sedangkan siswa kelas reguler tingkat perhatian orang tua lebih sedikit karena tidak ada tuntutan yang tinggi dalam berprestasi, bahan ajar yang diberikan masih wajar dan biaya, masih banyak kesempatan dan waktu bermain bersama teman-temannya. memiliki banyak waktu untuk ikut kegiatan-kegiatan lain yang sesuai dengan hobi mereka, jam pelajaran normal dan kurikulum sekolah yang tidak padat. tujuan yang hendak dicapai penelitian ini, yaitu 1) untuk mengetahui perbedaan prestasi belajar mata pelajaran mipa antara siswa kelas akselerasi dengan siswa kelas regular di sma negeri 3 malang dan 2) untuk mengetahui faktorfaktor yang berpengaruh terhadap prestasi belajar mata pelajaran mipa siswa sma negeri 3 malang. metode penelitian penelitian dilaksanakan di sma negeri 3 malang. jenis penelitian pada penelitian ini adalah deskriptif/analitik, yaitu jenis penelitian yang bertujuan untuk melakukan deskripsi mengenai fenomena yang ditemukan dan disajikan apa adanya dan peneliti menganalisa variabel dari data yang telah dikumpulkan. populasi dalam penelitian ini adalah siswa kelas x program akselerasi dan siswa kelas x. program kelas reguler di sma negeri 3 malang. tahun pelajaran 2008/2009 yang berjumlah semua kelas x program kelas akselerasi dan siswa program reguler kelas x.1. sampel dalam penelitian jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 322-328) endah wardani dkk, perbedaan prestasi belajar 324 ini adalah siswa kelas x akselerasi dan kelas x.1 program reguler. di sma negeri 3 malang. variabel-variabel dalam penelitian ini, adalah 1) variabel terikat yaitu prestasi belajar mata pelajaran mipa; 2) variabel bebas adalah a) status kelas siswa program kelas akselerasi dan program kelas reguler, b) waktu yang dicurahkan untuk belajar pelajaran di sekolah, c) buku pelajaran yang dimiliki siswa, dan d) waktu untuk kegiatan selain belajar pelajaran di sekolah. adapun prosedur penelitian ini adalah sebagai berikut: 1) tahap persiapan penelitian. pada tahap persiapan ini kegiatan-kegiatan yang dilakukan adalah a) penyelesaian administrasi. b) menentukan populasi, yaitu semua siswa kelas x program akselerasi dan siswa kelas x.1 program reguler yang diambil sampel hanya 1 kelas (kelas x saja), selanjutnya membuat daftar nama siswa program kelas akselerasi dan kelas reguler dan mencatat nama siswa yang digunakan sebagai sampel. c) pembuatan angket/quesioner, untuk mendapatkan sejumlah variabel yang dibutuhkan dan data-data yang mendukung dalam penelitian. 2) tahap pelaksanaan. tahap pelaksanaan adalah tahap untuk mengumpulkan data-data yangkita peroleh yaitu meliputi: a) menyebarkan angket kepada kelas x baik pada program kelas akselerasi maupun siswa program kelas reguler. b) dari angket yang telah tersebar tersebut, kemudian diambil sesuai dengan nama-nama siswa yang dipergunakan sebagai sampel. c) mencatat nilai yang sudah tersedia pada daftar nilai. 3) tahap penyelesaian. langkah berikutnya sebagai bagian dari tahapan penyelesaian adalah interprestasi data, membuat tabulasi data, menganalisis data, membahas, membuat kesimpulan, dan menyusun laporan. data yang telah terkumpul dianalisis dengan menggunakan teknik analisis, yaitu 1) untuk mengetahui perbedaan prestasi belajar siswa pada program kelas akselerasi dengan siswa program kelas reguler digunakan analisa uji t pada dua sampel bebas, 2) untuk mengetahui faktorf'aktor yang berpengaruh terhadap prestasi belajar mipa siswa, digunakan model analisa regresi linier berganda, 3) untuk menguji digunakan distribusi normal dengan tingkat kepercayaan 0,05. 4) untuk pengujian ketepatan model yang digunakan, maka dilihat dari koefisien determinasinya. hasil dan pembahasan data dari hasil uas mata pelajaran mipa siswa kelas x antara siswa kelas reguler dengan siswa kelas akselerasi di sma negeri 3 malang adalah seperti pada tabel 1. dan tabel 2. tabel 1. nilai uas mipa siswa kelas reguler no nilai mata pelajaran rata-rata mat fis kim bio 1 94 79 61 74 77 2 79 89 75 74 79.25 3 97 97 51 75 80 4 78 86 73 83 80 5 86 97 72 68 80.75 6 88 63 87 74 78 7 75 85 62 75 74.25 8 91 89 63 75 79.5 9 97 88 80 85 87.5 10 97 93 68 62 80 11 87 90 67 73 79.25 12 98 97 69 67 82.75 13 92 52 71 64 69.75 14 86 68 84 93 82.75 15 93 92 69 70 81 16 93 96 77 69 83.75 17 98 88 79 80 86.25 18 100 88 68 80 84 19 86 96 74 78 83.5 20 93 94 81 85 88.25 21 76 65 82 73 74 22 94 93 83 86 89 23 76 85 71 72 76 24 96 93 100 93 95.5 25 76 85 82 89 83 26 94 90 78 90 88 27 85 93 83 85 86.5 28 79 93 79 87 84.5 29 96 92 71 80 84.75 30 92 90 76 92 87.5 31 88 83 71 87 82.25 32 82 97 42 73 73.5 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 322-328) endah wardani dkk, perbedaan prestasi belajar 325 coeffi ci entsa 53.685 6.359 8.442 .000 4.847 1.339 .457 3.620 .001 1.131 .861 .168 1.313 .196 2.240 .959 .298 2.336 .024 (constant) x1 x2 x3 model 1 b st d. error unstandardized coef f icients beta st andardized coef f icients t sig. dependent variable: nilai mipaa. tabel 2. nilai uas mipa kelas akselerasi no nilai mata pelajaran rata-rata mat fis kim bio 1 83 78 75 94 82.5 2 45 45 57 65 53 3 76 64 76 76 73 4 85 76 83 82 81.5 5 90 82 80 92 86 6 100 75 89 92 89 7 73 83 78 81 78.75 8 75 79 85 77 79 9 93 83 86 78 85 10 55 61 75 89 70 11 87 76 82 90 83.75 12 91 71 73 94 82.25 13 83 61 83 79 76.5 14 86 79 73 81 79.75 15 85 71 78 76 77.5 16 76 71 78 76 75.25 17 97 74 84 75 82.5 18 83 83 86 92 86 hipotesis mengenai dugaan terdapat signifikansi perbedaan rata-rata nilai mipa siswakelas akselerasi dan siswa kelas regulersecara statistik dapat dirumuskan, yaitu h0: a – b = 0 dan h1: a – b ≠ 0 pengujian hipotesis dilakukan dengan menggunakan statistik inferensi atau statistik parametrik dengan melakukan pengujian beda dua rata-rata, yaitu independentt-test dengan tujuan untuk mengetahui apakah terdapat signifikansi perbedaan rata-rata nilai mipa siswakelas akselerasi dengan kelas reguler. pengujian ini menggunakan spss for windows. pengujian ini diawali dengan menghitung besar nilai mipa siswakelas akselerasi sebanyak 18siswa dan kelas reguler sebanyak 32siswa yang menjadi sampel penelitian ini selama periode pengamatan. kemudian dipilih menjadi 2 kelompok (kelas akselerasi dan reguler). secara ringkas, hasil uji beda dua rata-rata nilai mipa siswa petani dapat dilihat pada tabel 3 (lihat lampiran). tabel 3 menunjukkan nilai uji beda untuk masingmasing pengamatan. rata-rata nilai mipa siswakelas akselerasi sebesar 78.95 serta rata-rata nilai mipa siswakelas reguler sebesar 81.945. tahap selanjutnya, yaitu dilakukan pengujian statistik inferensi atau statistik parametrik dengan melakukan pengujian beda dua rata-rata, yaitu independent samples t-test. hasil uji statistik tersebut menunjukkan bahwa t-hitung sebesar 1.561 lebih kecil dibandingkan t-tabel sebesar 2,011 atau nilai probabilitas sebesar 0,125> 0,05. dengan hasil ini, maka ho diterima, atau terdapat perbedaan yang tidak signifikan antara rata – rata nilai mipa siswakelas akselerasi dan kelas reguler. analisis regresi analisis yang digunakan adalah analisis regresi linier berganda yang digunakan untuk menghitung besarnya pengaruh antara variabel bebas yang terdiri dari waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, dan waktu untuk kegiatan selain belajar disekolah (x) terhadap variabel terikat (y) yaitu nilai mipa siswa. hipotesis penelitian menyatakan “terdapat pengaruh waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar disekolah terhadap nilai mipa siswa”. untuk melakukan pengujian hipotesis ini digunakan analisis regresi linier berganda antara dua variabel bebas (x) terhadap variabel terikat (y). hasil analisis seperti pada tabel 4. tabel 4. hasil analisis regresi cobb-douglas berdasarkan tabel 4 tersebut didapatkan persamaan regresi, yaitu: y = 53.685 + 4.847 x1 + 1.131 x2 + 2.240 x3 persamaan dapat diinterpretasikan sebagai berikut: 1. konstanta untuk nilai mipa siswa sebesar 53.685, artinya nilai mipa siswa (y) rata – rata sebesar 53.685 jika tidak ada variabel bebas yaitu waktu yang jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 322-328) endah wardani dkk, perbedaan prestasi belajar 326 model summary .570a .325 .281 5.58958 model 1 r r square adjusted r square st d. error of the estimate predictors: (constant), x3, x1, x2a. anovab 690.833 3 230.278 7.370 .000a 1437.197 46 31.243 2128.030 49 regression residual total model 1 sum of squares df mean square f sig. predictors: (const ant), x3, x1, x2a. dependent variable: nilai mipab. dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar di sekolah. 2. koefisien regresi untuk x1 sebesar 4.847, artinya nilai mipa siswa (y) akan meningkat sebesar 4.847 satuanuntuk setiap peningkatan waktu yang dicurahkan untuk belajar (x1). jadi apabila setiap waktu yang dicurahkan untuk belajar meningkat 1 satuan maka nilai mipa siswa akan meningkat sebesar 4.847 dengan asumsi variabel yang lain konstan (tetap) 3. koefisien regresi untuk x2 sebesar 1.131, artinya nilai mipa siswa (y) akan meningkat sebesar 1.131 satuanuntuk setiap peningkatan buku pelajaran mipa yang dimiliki (x2). jadi apabila setiap buku pelajaran mipa yang dimiliki meningkat sebesar 1 satuan maka nilai mipa siswa akan meningkat sebesar 1.131 dengan asumsi variabel yang lain konstan (tetap) 4. koefisien regresi untuk x3 sebesar 2.240, artinya nilai mipa siswa (y) akan meningkat sebesar 2.240 satuanuntuk setiap peningkatan waktu untuk kegiatan selain belajar disekolah (x3). jadi apabila setiap kenaikan waktu untuk kegiatan selain belajar disekolah sebesar 1 satuan maka nilai mipa siswa akan meningkat sebesar 2.240 dengan asumsi variabel yang lain konstan (tetap). koefisien determinasi (r2) untuk mengetahui besar kontribusi variabel bebas (waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar di sekolah) terhadap variabel terikat (nilai mipa siswa) digunakan nilai r2, nilai r2 seperti dalam tabel 5. tabel 5. koefisien korelasi dan determinasi analisis ini digunakan untuk menghitung besarnya prosentase variabel terikat yang ditentukan oleh variabel bebas. dari analisis diperoleh hasil r 2 (koefisien determinasi) sebesar 0,325. artinya bahwa 32.5% variabel nilai mipa siswa akan dipengaruhi oleh variabel bebasnya, yaitu waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar disekolah,. sedangkan sisanya 67.5% variabel nilai mipa siswa akan dipengaruhi oleh variabel-variabel yang lain yang tidak dibahas dalam penelitian ini. selain koefisien determinasi juga didapat koefisien korelasi yang menunjukkan besarnya hubungan antara variabel waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar disekolah dengan variabel nilai mipa siswa, nilai r (koefisien korelasi) sebesar 0.570. nilai korelasi ini menunjukkan bahwa hubungan antara variabel bebas yaitu waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar disekolah dengan nilai mipa siswa termasuk kategori sangat sedang karena berada pada selang 0,4 – 0.6. f test/serempak pengujian f atau pengujian model digunakan untuk mengetahuii apakah hasil dari analisis regresi signifikan atau tidak, dengan kata lain model yang diduga tepat/sesuai atau tidak. jika hasilnya signfikan, maka h0 ditolak dan h1 diterima. sedangkan jika hasilnya tidak signifikan, maka h0 diterima dan h1 ditolak. hal ini dapat juga dikatakan: h0 ditolak jika f hitung > f tabel; h0 diterima jika f hitung < f tabel. nilai statistik uji f dapat dilihat pada tabel 6. tabel 6. uji f/serempak jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 322-328) endah wardani dkk, perbedaan prestasi belajar 327 berdasarkan tabel 4.7, nilai f hitung sebesar 7.370. sedangkan f tabel (α = 0.05 ; db regresi = 3 : db residual = 46) adalah sebesar 2.807. karena f hitung > f tabel yaitu 7.370> 2.807 maka analisis regresi adalah signifikan. hal ini berarti h0 ditolak dan h1 diterima sehingga dapat disimpulkan bahwa nilai mipa siswa dapat dipengaruhi secara signifikan oleh variabel bebas yaitu waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar di sekolah. t test / parsial untuk mengetahui lebih jelas apakah variabel bebas berpengaruh atau tidak terhadap variabel terikat maka dilakukan pengujian dengan menggunakan uji t. dengan tingkat signifikansi (α) sebesar 0.05. uji t digunakan untuk mengetahui apakah variabel bebas (waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar disekolah) secara mempunyai pengaruh terhadap variabel terikat (nilai mipa siswa). pengujian ini dilakukan menggunakan perbandingan nilai t hitung dengan t tabel. jika t hitung > t tabel maka h0 ditolak dan ha diterima, yang artinya variabel bebas (waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar disekolah) berpengaruh terhadap variabel terikat (nilai mipa siswa). sedangkan jika t hitung ≤ t tabel maka h0 diterima dan ha ditolak, yang artinya variabel bebas tidak berpengaruh terhadap variabel terikat (nilai mipa siswa). hasil uji t ditunjukkan pada tabel 7. tabel 7. uji t (parsial) coeffi ci entsa 53.685 6.359 8.442 .000 4.847 1.339 .457 3.620 .001 1.131 .861 .168 1.313 .196 2.240 .959 .298 2.336 .024 (constant) x1 x2 x3 model 1 b st d. error unstandardized coef f icients beta st andardized coef f icients t sig. dependent variable: nilai mipaa. dari perhitungan diperoleh hasil sebagai berikut: 1. uji t antara x1 (waktu yang dicurahkan untuk belajar) dengan y (nilai mipa siswa) menunjukkan t hitung = 3.620. sedangkan t tabel (α = 0.05 ; db residual = 46) adalah sebesar 2.013. karena t hitung > t tabel yaitu 3.620>2.013 maka h0 ditolak dan ha diterima sehingga dapat dikatakan bahwa waktu yang dicurahkan untuk belajar dapat mempengaruhi secara signifikan terhadap peningkatan nilai mipa siswa pada tingkat kesalahan 5%. 2. uji t antara x2 (buku pelajaran mipa yang dimiliki) dengan y (nilai mipa siswa) menunjukkan t hitung = 1.313. sedangkan t tabel (α = 0.05 ; db residual = 46) adalah sebesar 2.013. karena t hitung < t tabel yaitu 1.313<2.013 maka h0 diterima dan ha ditolak sehingga dapat dikatakan bahwa buku pelajaran mipa yang dimiliki dapat mempengaruhi secara tidak signifikan terhadap peningkatan nilai mipa siswa pada tingkat kesalahan 5%. 3. uji t antara x3 (waktu untuk kegiatan selain belajar disekolah) dengan y (nilai mipa siswa) menunjukkan t hitung = 2.336.sedangkan t tabel (α = 0.05 ; db residual = 46) adalah sebesar 2.013. karena t hitung > t tabel yaitu 2.336 >2.013 maka h0 ditolak dan ha diterima sehingga dapat dikatakan bahwa waktu untuk kegiatan selain belajar disekolah dapat mempengaruhi secara signifikan terhadap peningkatan nilai mipa siswa pada tingkat kesalahan 5%. berdasarkan uji t test dapat diketahui bahwa variabel bebas yang mempunyai pengaruh secara signifikan terhadap variabel terikat (nilai mipa) adalah waktu yang dicurahkan untuk belajar dan waktu untuk kegiatan selain belajar disekolah secara signifikan pada alpha 5%. dan dari kedua variabel bebas tersebut yang memiliki pengaruh paling kuat dalam meningkatkan nilai mipa siswa adalah waktu yang dicurahkan untuk belajar, jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 322-328) endah wardani dkk, perbedaan prestasi belajar 328 karena waktu yang dicurahkan untuk belajar memiliki nilai t hitung yang paling tinggi. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian dapat ditarik suatu kesimpulan, yaitu: 1) terdapat perbedaan yang tidak signifikan prestasi belajar dari siswa kelas regular dan kelas akselerasi dimana rata-rata nilai mipa siswa kelas reguler sebesar 81,945 serta rata-rata nilai mipa siswa kelas akselerasi sebesar 78,95, dan 2) faktor-faktor yang berpengaruh terhadap prestasi belajar mata pelajaran mipa elas x antara siswa regular dengan siswa akselerasi di sma negeri 3 malang adalah a) nilai mipa siswa dapat dipengaruhi secara sigbifikasi oleh variable bebas yaitu waktu yang dicurahkan untuk belajar, buku pelajaran mipa yang dimiliki, waktu untuk kegiatan selain belajar di sekolah, b) waktu yang dicurahkan untuk belajar dapat mempengaruhi secara signifikan terhadap nilai mipa, c) buku pelajaran mipa yang dimiliki dapat mempebgaruhi secata tidak signifikan terhadap peningkatan nilai mipa, d) waktu untuk kegiatan selain belajar disekolah dapat mempengaruhi secara signifikan terhadap peningkatan nilai mipa, dan e) dari ketiga variabel bebas (waktu yang dicurahkan untuk belajar, buku pelajaran mipa, waktu untuk kegiatan selain belajar disekolah) yang memiliki pengaruh paling kuat dalam meningkatkan nilai mipa siswa adalah ‘waktu yang dicurahkan untuk belajar’ karena waktu yang dicurahkan untuk belajar memiliki nilai t-hitung yang paling tinggi. saran saran yang dapat diberikan berdasarkan hasil penelitian adalah sebagai berikut 1) pembelajaran mipa untuk kelas reguler dengan siswa akselerasi hendaknya lebih ditingkatkan lagi khususnya untuk program kelas akselerasi, dan hasil penelitian ini dapat dijadikan acuan atas referensi sebagai bahan pertimbangan dalam melakukan penelitian berikutnya. daftar rujukan arikunto, s. j. 1993. prosedur penelitian suatu pendekatan praktik. jakarta: pt. rineka cipta hamalik, o. 1980. metode belajar dan kesulitan belajar. bandung: tarsito. poerwodarminto, s. w. j. 1986. kamus umum bahasa indonesia. jakarta: balai pustaka. purwanto, n. 1985. psikologi pendidikan, bandung: remaja rosda karya. suryabrata, s. 1989. proses belajar mengajar di perguruan tinggi. yogyakarta: andi offset. winkel. w. s. 1984. psikologi pendidikan dan evaluasi belajar. jakarta: gramedia. tabel 3. hasil uji beda dua rata-rata nilai mipa siswa reguler. independent samples test .799 .376 -1.561 48 .125 -2.98698 1.91378 -6.83489 .86094 -1.399 25.761 .174 -2.98698 2.13523 -7.37798 1.40402 equal v ariances assumed equal v ariances not assumed nilai mipa f sig. lev ene's test f or equality of variances t df sig. (2-tailed) mean dif f erence st d. error dif f erence lower upper 95% conf idence interv al of t he dif f erence t-t est f or equalit y of means universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 85-92 10.22219/jpbi.v5i1.7023 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 85 research article teacher’s questioning skills and students’ responses in science subject based on parenting style perspectives nurhaty purnama sari a,1,*, wilda fasim hasibuan a,2 a department of biology education, faculty of teacher training and education, universitas riau kepulauan, jl. batu aji 99, batu aji district, batam, riau islands 29424, indonesia 1 nurhatypurnamasari@gmail.com*; 2 wildahasibuan@hotmail.com; * corresponding author introduction science teachers are one of the determinants of science learning quality in the current era. science teachers must be able to design learning that optimally teaches the concepts of science. a good understanding of scientific concepts and being able to practice various scientific concepts is the main element that must be mastered when teaching those various science concepts. when teaching various scientific concepts, the interaction between teacher and students during the teaching and learning process plays a major role. one of the ways teacher interaction with students is through giving questions. questioning is an essential strategy for effective communication in academic settings (ziyaeemehr, 2016) and is a crucial activity in the teaching and learning process (almeida, 2012). therefore, improving the questioning strategy can improve the quality of interactions in the learning process (hanum, 2016). the teacher can give questions to students in each learning activity. giving these questions can be done at the beginning, middle, or closing the learning activities. in giving these questions, some teachers can a r t i c l e i n f o a b s t r a c t article history received november 13, 2018 revised february 13, 2019 accepted february 23, 2019 published march 05, 2019 parenting styles were considered as one of important factors in determining students’ performance in science, especially in elementary school. this study aimed to explain the teacher's questioning skills and student’ responses in science subject based on parenting styles in elementary schools in batam. this descriptive qualitative research was conducted in the first semester of academic year 2017/2018 and involved four classroom teachers and 109 students. the data collection techniques used were questionnaire and observation. the findings of this study showed that the teacher questioning skills in science subject in elementary schools in batam were good enough. meanwhile, the highest frequent parenting style used was authoritarian (94.83%). yet the style led the students to be less active in learning processes. copyright © 2019, sari & hasibuan this is an open access article under the cc–by-sa license keywords parenting style questioning skills students' response how to cite: sari, n. p., & hasibuan, w. f. (2019). teacher’s questioning skills and students’ responses in science subject based on parenting style perspectives. jpbi (jurnal pendidikan biologi indonesia), 5 (1), 85-92. doi: https://doi.org/10.22219/ jpbi.v5i1.7023 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7023 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7023 https://doi.org/10.22219/jpbi.v5i1.7023 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7023&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 85-92 86 sari and hasibuan (teacher’s questioning skills …) provide quality questions, some of the other teachers are less able to arrange good questions. the quality of the question is determined by the questioning skills mastered by the teacher. questioning is an important skill in teaching science (çakmak, 2009). the skill of giving questions is related to teacher communication skills. good communication skills will direct the learning process to be more qualified (fashiku, 2017). in fact, the quality of the teacher in giving questions can significantly improve the quality of learning (napp, 2017). through good questioning and communication skills, students can be provoked to increase their curiosity, stimulate their imagination, and be motivated to learn new knowledge that they have not mastered (omar, 2009). through asking, the teacher can lead the way of thinking of their students; the teacher can also know the level of understanding of students to elaborate on students' answers to other ideas. in its context and type, the question level has the most important role in the development of cognitive, affective and psychomotor abilities in students. in addition to measuring student success, questions should make students think freely about the answers to the questions asked by the teacher. moreover, it is important to understand what components questions should include for students to have meaningful learning. good questions are defined as facilitating learners’ thoughts centered on their experience and subsequently leading to creative thinking (kim, 2015; lee et al., 2011). sometimes, the teacher immediately gives questions to students randomly. however, the teacher can also determine which student candidate will answer the questions that will be given by the teacher. the situation can be helpful to allow some time for students to think about and to present the answers (ragawanti, 2010). in addition, students also sometimes cannot answer questions from the teacher. in these conditions, the teacher must be able to encourage them rather than criticize or not even pay attention to the answers of these students (yang, 2017). in addition to the ability to ask, the parenting style is indicated to also affect the academic achievement of a student. in addition, there are questions about the relationship between student responses to teacher questions and parenting styles. each parenting style is a different impact on students during the learning process. family roles are very important in building student achievement, determining how students socialize themselves and performing at school. furthermore, it was said that parenting was related to the average scores of students, the presence of students in the class, a positive attitude and completing education in college. moreover, students' responses in answering teacher questions were also reported regarding parenting styles in their families (toldson & lemmons, 2013). therefore, various studies inform that parenting style is one of the factors that influence the academic achievement of a student (bacus, 2014; ishak, low, & lau, 2012; kenney, lac, hummer, grimaldi, & labrie, 2015; necşoi, porumbu, & beldianu, 2013; warren, locklear, & watson, 2018). parenting styles provide space for children to develop themselves according to their interests, talents, abilities, and emotions. parenting style can be categorized into two: control and warmth. in some types of parenting, parents have both characteristics. authoritarian parenting usually has higher control; parental orientation is proven when the child is obedient to the command and the low level of warmth that parents give to their child. in democratic parenting, control and warmth are divided into two equal parts so that everything is balanced. conversely, on permissive parenting, the level of warmth is high, but the control given is very low; in this case, the child is the king of his parents. the last type of parenting is the type of neglect, where there is no control, warmth, or support from parents (baugh & davis, 2016; yazdani & daryei, 2016). in relation to student responses to teacher’s question, it is predicted that students who are shy to ask a question may come from families with authoritarian parenting backgrounds. in contrast, students who always raise their hands to answer the questions come from families with democratic upbringing. meanwhile, students who are indifferent when the teacher asks questions, generally come from parents who have permissive and neglect styles. the study of the influence of parenting style on student academic achievements is an interesting topic. however, this study is still rarely done in educational research in indonesia. furthermore, the study of parenting styles that are associated with student responses to teacher questions during learning is also rarely studied. some previous studies only examined the effect of parenting style on student attitudes (bacus, 2014), academic achievement (ishak et al., 2012), academic success (toldson & lemmons, 2013), and self-esteem (zakeri & karimpour, 2011). therefore, it is necessary to conduct studies that can reveal students' responses to the questions given in the classroom and how they relate to the parenting style of the students. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 85-92 87 sari and hasibuan (teacher’s questioning skills …) method this research was a descriptive study that attempts to identify teacher’s questioning skills and student’ responses and parenting style perspective in a science subject. the subjects of this study were four class teachers and 109 elementary school students in batam. some instruments were used to collect data on this research. data on question skills were collected with the help of instruments in the form of observation sheets. the observation sheet was used by observers to collect data on teacher questioning activities during the science learning process. the observation instrument focused on four aspects of questioning, namely basic questioning skills, advanced questioning skills, questioning techniques, and types of teacher questions. furthermore, student response data were obtained with the help of instruments in the form of observation sheets as well. through these observations sheet, the observer records students' responses to the questions given by the teacher during the learning process. parenting style data was collected using a parenting practices questionnaire construct (ppqc) developed by robinson, mandleco, olsen, & hart (1995). according to ppqc, occurred 3 types of parenting style and each categorization. the first, authoritative items divided into four characteristics: 1) warmth and involvement; 2) reasoning/induction; 3) democratic participation' and 4) good-natured/easy going. the second, authoritarian item split of four dimensions: 1) verbal hostility; 2) corporal punishment; 3) nonreasoning, punitive strategies; and 4) directiveness. the last, permissive items consisted of three measures: 1) lack of follow through; 2) ignoring misbehavior; and 3) self-confidence. the ppqc consisted of 133 items. however, upon validity and reliability testing, the questionnaire consisted of 27 authoritarian parenting items, 20 democratic parenting items, and 15 permissive parenting. the results of the validity test informed that the r values obtained was 0.3 and cronbach alpha values on authoritative items, authoritarian items, and permissive items amounted to 0.91; 0.86; and 0.75 respectively. questionnaires were given to more than 120 parents, but the returned number was 109 pieces. data from research results that have been collected were then analyzed. data were analyzed descriptively. data on question skills and student responses to teacher questions were analyzed descriptively qualitatively, while parenting style data were analyzed using descriptive statistics which included mean and percentage. results and discussion the teacher's skill in asking plays a key role in teacher and student interaction during the learning process. in general, questioning skills are divided into two, namely basic and advanced questioning skills. the results of observations of basic questioning skills are presented in table 1, while advanced questioning skills are presented in table 2. basic questioning skills are skills that have some basic abilities that need to be applied in asking the type of question. based on table 1, teachers in batam elementary school could do it. table 1. teacher’s questioning skills in batam elementary schools components teacher a teacher b teacher c teacher d stating clear and concise questions implemented implemented implemented implemented giving reference information was not so much delivered by the teacher implemented implemented not yet providing concentration implemented implemented implemented implemented taking turn implemented implemented implemented implemented balanced distribution implemented implemented implemented implemented giving time to think implemented implemented implemented implemented giving guidance implemented implemented implemented implemented based on previous research reports, the teacher's skills in asking are important skills that can improve student learning (hamiloglu & temiz, 2012). in giving questions, the teacher must encourage students to actively ask. the teacher must be able to optimize academic interaction and communication during the learning process. in giving questions, the teacher must be able to provide opportunities for all students to answer questions. thus, no student dominates too much. teachers sometimes also have to give time to students before they answer questions. giving time gives an opportunity for students to think about the answers they will express. after that, the teacher must appreciate the answers to their students. all of these skills are basic questioning skills that must be possessed by the teacher. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 85-92 88 sari and hasibuan (teacher’s questioning skills …) table 2. advanced questioning skills of elementary school teachers in batam advanced questioning skills teacher a teacher b teacher c teacher d changing cognitive level demands in answering questions, from the lowest to the highest level implemented implemented implemented implemented ordering the sequence of questions, from the simplest questions followed by questions with complex organization implemented implemented implemented the teacher gave advanced type of questions. use tracking questions with various techniques not yet not yet not yet implemented the occurrence of increased interaction, by asking other students to provide answers to the same question. implemented implemented implemented implemented furthermore, the study results pointed out that most teachers needed to improve advanced questioning skills, especially in changing the cognitive level demands in giving questions, from the lowest level to the highest level (table 2). besides, teachers did negative habits in asking questions such as repeating their own questions or repeating student answers, answering their own questions, often asking questions that invite simultaneous answers, and asking multiple questions at the same time. table 3. questioning techniques of elementary school teachers in batam techniques teacher a teacher b teacher c teacher d waiting technique implemented implemented implemented implemented reinforcement technique teacher said yes and correct to each of the student’s correct answer. teacher said correct and gave applause for the student’s correct answer teacher said thank you, great, good job, and give applause. teacher asked other students to give encouragement and applause after the completion of student presentation prompting and probing techniques implemented implemented implemented not yet table 4. type of question made by elementary school teachers in batam types of questions teacher a teacher b teacher c teacher d types of questions based on student thinking levels. dominated by questions on facts (low level) and a little bit of understanding question. dominated by questions on facts (low level) and a little bit of understanding question. dominated by questions on facts (low level) and a little bit of understanding question. questions were already in comprehension and analysis levels. types of question according to its width and narrowness the teacher performed a narrow type of question that consisted of memorizing or remembering information. the teacher performed a narrow type of question that consisted of memorizing or remembering information. the teacher performed two types of questions; the first was narrow question in memorizing or remembering information. the second was the broad open question. teacher d implemented a broad type of question types of questions based on types of answers given more dominated by convergent type of questions more dominated by convergent type of questions more dominated by convergent type of questions convergent and divergent types of questions. the questions were based on bloom’s taxonomy 1) remember, 2) understand 1) remember, 2) understand 1) remember, 2) understand 1) remember, 2) understand, 3) apply, and 4) analyze. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 85-92 89 sari and hasibuan (teacher’s questioning skills …) then, based on table 3, at overall it was suggested that the technique of question done by the teachers was considered good at waiting technique (giving enough time to think) and reinforcement technique. in probing techniques, most teachers need to improve this area. probes are based on student responses. the initial response of students may be superficial. the instructor needs to use a questioning strategy called probing to make students explore initial comments. probes are useful in getting students more involved in critical analysis of their own and other students’ ideas. if the student does not provide a complete answer, he or she may know a partial answer. in some cases, even though the question is perfectly clear to the teacher; it might need to be restated or broken down into smaller pieces. the teacher should not accept “i don’t know” as the final response (etemadzadeh, seifi, & far, 2013; kim, 2015). furthermore, based on the type of question made by the teacher during the learning process that presented in table 4, there were types of questions expressed by teachers. most of which were factual, narrow, convergent, and in the understanding level. from other study results that these questions were a convergent question. it is explained that both divergent and convergent questions can be used to attract students‟ interest and attention, but it might be more reasonable to use convergent questions which can easily be prepared to direct students‟ attention toward a specific point. while convergent questions are posed to remind students of certain facts and information, divergent questions are used to induce higher-level thinking. in this sense, it can be claimed that teachers have misconceptions about convergent and divergent questions. wrong questions for wrong aims might lead to wrong results. in addition, teachers‟ statements that they ask questions mostly to attract students‟ interest and attention might provide information about how the lesson is taught. convergent questions should be used mostly to make students do critical and creative thinking for problem-solving. the teachers stated that they mostly used divergent questions to improve students’ higher-level thinking skills such as consideration and reasoning, to perform learning, and to improve active learning, creative thinking, emotions, and thoughts. although all these mentioned indicate correct uses, teachers further stated that they use divergent questions to determine whether students comprehend certain concepts, to activate their prior knowledge and to ensure that students express themselves. however, using convergent questions for the previously-mentioned purposes is easier and more reasonable (bulent et al., 2016; çakır & cengiz, 2016). therefore, based on the results of the study, the type of batam elementary school teacher questions needs to be improved. moreover, the study explained that teachers are expected to ask higher-level questions for higher-level learning. in addition to improving students‟ critical thinking skills, high-level questioning stimulates students‟ active participation and facilitates learning (bulent et al., 2016; nalole, 2010). table 5. student’s responses toward teacher’s question in elementary school of batam. student’s responses teacher a teacher b teacher c teacher d categories of student’s responses scientific, half scientific, misconception, zero scientific, half scientific, zero, wrong scientific, half scientific, zero, wrong half science, zero students could not answer (when teacher asked to all students) no yes yes yes students gave cordial answers. often often there were some none students were appointed but unable to answer yes yes yes students thought about the answer and then followed by an answer from the teacher himself. students were appointed and was able to answer yes yes yes none. students were confused to provide a correct answer yes yes yes yes students showed to answer the questions yes yes yes none students questions to the teacher none some some many student responses to the questions given by the teacher during learning were also studied in this study. the student response data is presented in table 5. the results shown in table 5 of the study indicated: 1) question answered by short scientific answers. it meant that the teacher used low-level questions in the learning process (kim, 2015); 2) students often answered more simultaneous rather than showing jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 85-92 90 sari and hasibuan (teacher’s questioning skills …) themselves. it is proved question's technique of teachers needed to be improved; 3) only a few students asked the question, even though still much to be explained in real phenomena. it happened because students were familiar with low-level questions that only need to be memorized (bulent et al., 2016). then, according to the research problems presented in the introduction, this study also examined the parenting style of students involved as the subject of this study. from the number of questionnaires returned, it was found that 83 parents had authoritarian parenting, 17 parents were permissive, and 9 parents educated children with an authoritative parenting style. the data is presented in graphical form in figure 1. in this study, parenting was treated as an alternative analysis of student responses to teacher questions, consisting of 1) student answers were dominated by scientific answers, half scientific, zero and wrong; 2) not many students could not answer (when the teacher asked all students; 3) students gave more answers simultaneously; 4) few students were appointed but were unable to answer; 5) many designated students were able to answer; 6) students were confused to give the right answers to practical learning, and 7) few students showed themselves to answer questions and few students asked the teacher. figure 1. the distribution data of parenting style the seventh point from the results of the study portrayed: very few students showed off to answer questions from the teacher. this was in line with the results of the questionnaire that 94.83% of parenting style was authoritarian, 18.53% was permissive parenting, and 9.81% was democratic parenting. authoritarian parenting produced children who are less confident in their abilities, lack of trust if they are able to succeed and happy (zakeri & karimpour, 2011). while in the aspect of learning result success, authoritarian parenting is known to be better than permissive parenting. but democratic parenting is significantly correlated with academic achievement index. on the other hand, other studies also mention that the reason for students' academic success is not necessarily seen through the influence of parenting, but there are other influences. academic success is also seen from the consistency of the parenting styles and order of both parents (inam, nomaan, & abiodullah, 2016; oliveira, 2015). conclusion in this study, the questioning skills possessed by the teacher, the students' responses to the teacher's questions, and the parenting style that the students have had been studied. based on the results of this study, the skill to ask the question of elementary school teachers in batam was good enough. student responses to teacher questions indicated that: (a) student answers categories were dominated by scientific answers, half scientific, zero and wrong; (b) not many students could not answer (when the teacher asked all students); (c) students gave more answers simultaneously; (d) few students were appointed but unable to answer; (e) many designated students were able to answer; (f) students were confused to give the right answers to practical learning, and (g) few students showed themselves to answer questions and few students asked a question to the teacher. furthermore, the findings student responses suggested that authoritarian parenting (94.83%) has jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 85-92 91 sari and hasibuan (teacher’s questioning skills …) produced children who are less confident in their abilities, lack of trust if they will be successful and happy in the future. skills in giving questions are important factors in the learning process. teachers in batam have good skills, but advanced questioning skills still need to be improved. students must also be encouraged to dare to answer teacher questions so that students' responses in answering questions are better. furthermore, parents as factors that play a role in learning success students must have a parenting style that does not emphasize their personal desires. acknowledgment the researcher delivered their deepest gratitude to the ministry of research, technology, and education of the republic of indonesia for granting full fund for this study. further gratitude was sent to the entire academic community of the teaching and education faculty of universitas kepulauan riau, teachers and students of batam city elementary school, state elementary school 008 of batam, as well as state elementary school 11 and 21 of sagulung district. references almeida, p. a. 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https://www.eduhk.hk/primaryed/eproceedings/fullpaper/rn354a.pdf https://doi.org/10.9744/ing.v11i2.17891 https://doi.org/10.2466/pr0.1995.77.3.819 https://doi.org/10.1080/10911359.2013.747407 https://doi.org/10.15241/jmw.8.4.328 https://doi.org/10.11648/j.sjedu.20170504.16 https://doi.org/10.1016/j.psrb.2016.09.019 https://doi.org/10.1016/j.sbspro.2011.11.302 http://www.ijhcs.com/index.php/ijhcs/article/download/1432/1304 jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 78 identifikasi keanekaragaman dan pola penyebaran makroalga di daerah pasang surut pantai pidakan kabupaten pacitan sebagai sumber belajar biologi ilham budi setyawan 1 , wahyu prihanta 1 , dan elly purwanti 1 1 program studi pendidikan biologi, fkip, universitas muhammadiyah malang e-mail: marovisepuxanir@gmail.com abstract this research aimed to find out variance, ecology parameter,variance index,and dispersion pattern of macroalgae existed in intertidal pidakan beach sub-district pacitan residence.the results of research in the area of tidal beach pidakan on 90 plots was found in 1925 with 17 individual macro algae species originating from the third division rhodophyta, chlorophyta and phaeophyta.variance index of (h’) was high richness category and value (e) was means community tend to flat. index of morisita (im) mean dispersion of all macroalgae was clumped. as a complement to the results of the study are used as a learning module macroalgae for sma/ma. keywords: identification, diversity, macroalgae, beach, pacitan pacitan merupakan daerah dengan kawasan pantai yang begitu luas, kabupaten pacitan bukan hanya menarik untuk berwisata namun juga cocok untuk lokasi perlindungan biota laut. kabupaten pacitan terletak di provinsi jawa timur di bagian selatan ujung barat daya. kab. pacitan terletak di antara 110º 55'-111º 25' bujur timur dan 7º 55'8º 17' lintang selatan, dengan luas wilayah 1.389,8716 km² atau 138.987,16 ha. luas tersebut sebagian besar berupa perbukitan yaitu kurang lebih 85 %, gunung-gunung kecil lebih kurang 300 buah menyebar diseluruh wilayah kabupaten pacitan, sedang selebihnya merupakan dataran rendah berupa kawasan pantai. wilayahnya berbatasan dengan kab. ponorogo di utara, kab. trenggalek di timur, samudra hindia di selatan, serta kab. wonogiri (jawa tengah) di barat (pacitankab, 2007). perairan pantai masih sangat ideal untuk penelitian, karena jauh sumber pencemaran dan pemukiman penduduk. penelitian makroalga selama ini hanya terbatas pada parameter ekologis, kepadatan dan dominasi makroalga di beberapa pesisir pantai. menurut allison (2004) bahwa topik yang sama banyak dilakukan di daerah subtropik (kadi a.,2009). penelitian keragaman, kepadatan dan pola penyabaran makroalga ini masih jarang dilakukan di pantai pidakan kabupaten pacitan. hal ini pula yang menjadi pertimbangan untuk melengkapi data makroalga tentang keragaman, kepadatan dan pola penyebaran yang dilakukan di perairan dalam kondisi biofisik yang berbeda. di indonesia data keragaman, kepadatan makroalga belum terpola di beberapa perairan pulau kecil maupun besar, karena kehadiran makroalga di beberapa perairan masih banyak yang belum teridentifikasi. pantai pidakan kabupaten pacitan yang kondisi pantainya berupa pantai yang berkarang dan berpasir serta letaknya jauh dari perkampungan merupakan habitat yang cocok bagi pertumbuhan makroalga. disamping untuk tujuan wisata, banyak masyarakat sekitar pantai yaitu dusun godek kulon, desa jetak, kec. tulakan yang terletak dekat pantai pidakan, bermata pencaharian dengan memanfaatkan kekayaan laut, namun mereka tidak banyak mengetahui keberadaan dan pemanfaatan makroalga. jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 79 sumber belajar adalah semua jenis sumber yang ada di sekitar kita yang memungkinkan kemudahan terjadinya proses belajar (asyhar,2012). penggunaan lingkungan sebagai sumber belajar tidak banyak mengalami kesulitan, mengingat biologi adalah ilmu yang mempelajari tentang makhluk hidup yang obyek dan persoalannya banyak terjadi di lingkungan alam sekitar (afriyani,2005). tumbuhan tingkat rendah yaitu makroalga diajarkan di sekolah mulai tingkat sekolah menegah pertama sampai perguruan tinggi pada jurusan tertentu terutama jurusan biologi. di sekolah menengah atas pengajaran makroalga atau biasa disebut protista mirip tumbuhan berdasarkan lampiran permendikbud no.59 tahun 2013 tentang kurikulum sma-ma, tercantum dalam kompetensi dasar : 3.5 menerapkan prinsip klasifikasi untuk menggolongkan protista berdasarkan ciri umum kelas dan peranannya dalam kehidupan melalui pengamatan secara teliti dan 4.5 merencanakan dan melaksanakan pengamatan tentang ciri-ciri dan peranan protista dalam kehidupan dan menyajikan hasil pengamatan dalam bentuk model/chart/gambar. adanya pembaruan kurikulum tersebut diharapkan sekolah mampu mengoptimalkan sumber daya yang ada, baik sumber daya alam, sumber daya manusia dan sumber belajar sehingga dapat mewujudkan tujuan pendidikan secara optimal. penggunaan alam sekitar sebagai sumber belajar sangatlah tepat dalam kurikulim 2013 masa kini. obyek serta persoalan-persoalan biologi banyak ditemukan disekitar kita, seperti pemanfaatan makroalga hal ini sangatlah baik bila dijadikan sebagai sumber belajar khususnya pada pendidikan yang berdekatan dengan kawasan pantai dan laut. berdasarkan hal tersebut maka pengenalan obyek biologi berupa makroalga secara langsung melalui sumber belajar pada siswa menjadi sebuah keharusan dalam pembelajaran biologi. menurut afriyani (2005), banyak yang dapat dikaji dari lingkungan, dimana lingkungan merupakan laboratorium alam yang mempunyai peranan sangat penting bagi anak didik sebagai sumber belajar. sumber pembelajaran yang digunakan guru hendaknya inovatif dengan sajian yang menarik minat peserta didik untuk mempelajari materi di dalamnya. sumber belajar bisa berupa media cetak yang meliputi : buku ajar, modul, majalah ilmiah, handout, work book (arief, 2006). handout merupakan bahan ajar yang dituangkan secara ringkas yang berguna sebagai pegangan dalam pembelajaran. dengan adanya handout guru membantu peserta didik dalam mengikuti pembelajaran secara lebih terarah dan terfokus, karena handout adalah sejenis kisi-kisi materi ajar yang akan disampaikan guru. terkait dengan pembuatan handout yang inovatif, salah satu alternatifnya bisa dicantumkan beberapa gambar yang mengarah pada materi ajar. beradasarkan uraian di atas dan mengigat bahwa makroalga sangat berperan penting bagi ekosistem perairan, serta pada saat ini penelitian tentang makroalga di kawasan pantai wisata pidakan masih belum dilakukan maka perlu dilakukan penelitian sehingga nantinya diharapkan dapat memberikan gambaran sebagian kekayaan makroalga di pantai pidakan serta pemanfaatanya sebagai sumber dan media belajar biologi di sekolah. metodologi penelitian tempat dan waktu penelitian penelitian ini akan dilakukan satu tempat, di daerah pasang surut pantai pidakan kabupaten pacitan dan untuk pemanfaatan makroalga sebagai sumber belajar berupa handout akan dilakukan validasi handout kepada guru mata pelajaran biologi sma/ma. penelitian dilakukan pada bulan mei juni 2014 pada jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 80 saat air surut siang hari antara jam 14.0017.00 wib. metode penelitian 1. kondisi lokasi penelitian data abiotik yang diamati adalah suhu air laut, ph, salinitas, intensitas cahaya dan jenis substrat. pengukuran data abiotik tersebut dilakukan pada saat penelitian di siang hari pada setiap stasiun. lokasi pengukuran jarak antar stasiun 350 m dengan memperhatikan garis surut pantai terendah dan garis pasang tertinggi yaitu 100 m. 2. penetapan lokasi sampel pada lokasi penelitian dibuat 5 stasiun dalam 1 stasiun terdiri dari 3 garis transek kuadrat. setiap transek kuadrat terdiri 6 plot. tiap plot berukuran 2x2 m 2 , jarak antar plot masing-masing 10 m, dengan jarak antar transek 25 m. sampel dalam penelitian total semua spesises makroalga yang ditemukan di 90 plot dalam 15 transek 3. pengumpulan data pada setiap plot dihitung jumlah spesies makroalga yang ditemukan serta kepadatan, frekuensi, luas penutupan, indeks nilai penting ,indeks keanekaragaman dan pola penyebaran. identifikasi jenis di lapangan dengan menggunakan bukubuku identifikasi diantaranya setchell & gardener (1920 & 1925), gifford (1853), harvey (1845) dan sulistijo (2009) serta sumber literatur yang kredibel. identifikasi makroalga dapat dilakukan dengan pengenalan atau pencandraan karakter morfologi seperti bentuk & ukuran tubuh, variasi warna, serta bentuk thallus & lembaga 4. penyajian data sebagai sumber belajar data disajikan berupa inventarisasi makroalga dan contoh handout sebagai sumber pembelajaran. makroalga yang ditemukan dimanfaatkan untuk bahan pembuatan handout sebagai sumber belajar. struktur handout dapat bervariasi, tergantung pada karakter materi yang akan disajikan. secara umum unsur penyusunan handout adalah : standart kompetensi, kompetensi dasar , ringkasan materi, informasi pendukung, latihan soal-soal. untuk mengtahui kualitas hanout dilakukan uji kelayakan dengan menggunakan metode pembagian angket pada guru di salah satu sma/ma. hasil penelitan ini menemukan 15 spesies alga makro yang tersebar pada 90 plot dan 15 transek. secara umum dapat dideskripsikan sebagai berikut : 1. ulva lactuca l. thallus lembaran tipis, kadangkadang kelihatan trasparan. warna thallus hijau terang hingga gelap. alga ini melekat dengan menggunakan alat perekat berbentuk cakram pada batuan atau lain tangkainya pendek terhubung dengan daun yang tipis. tebalnya 0,1 mm bentuk dan ukuranya tidak teratur (setchel & gardener, 1920 ; 265). tumbuh melekat pada substrat karang mati di daerah paparan terumbu karang di perairan dangkal dengan kedalaman 0,5-5 m dan dapat hidup pada perairan payau. sebarannya agak luas di perairan pantai dangkal di seluruh indonesia (atmadja,1996) 2. entermorpha intetnalis (linnaeus) link jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 81 thallus panjang dan ramping, diameter seragam; biasanya mengambang tidak terikat. thalus sederhana atau memiliki beberapa cabang mirip dengan thalus utama; panjang yang bervariasi dari beberapa sentimeter hingga beberapa meter; diameter 1-10 cm. stipe pertama melekat berbentuk silinder pendek, tetapi sering terpisah dan mengambang; silinder mengalami perluasan pada bagian atas, sering banyak lekukan dan berkerut, dan tidak teratur dan sering menyempit (setchel & gardener 1920 : 252-253). 3. caulerpa racemosa (forsskal) j.agardh tanaman ini telah mendirikan cabang yang timbul dari stolon horisontal melekat pada sedimen pada interval dengan turun rimpang. cabang-cabang tegak timbul setiap beberapa sentimeter, mencapai sebanyak 30 cm. sejumlah besar branchlets, menyerupai tubuh oval atau bulat pada batang, muncul dari masing-masing cabang tegak. dimana cabang dan stolons dekat bersamasama, branchlets membentuk tikar padat struktur yang tampaknya bola. tanaman yang coenocytic, yaitu, tanaman ini multinucleate dan nonseptate. alga ini disebut juga “sea grapes” anggur laut. habitat banyak terjadi dari teluk dangkal berlumpur untuk membersihkan lingkungan terumbu air, pada kedalaman dari dekat permukaan hingga 100 m. hal ini dapat terjadi berdekatan dengan karang hidup seperti tumbuh di karang acropora palmata (sulistijo,2009) 4. valoni aegagropila c. agardh thallus tersusun berkilau, kuat, bulat bergelembung dari bentuk pentungan atau tak teratur (panjang 310 mm dan diameter 2-3 mm); menempel satu sama lain oleh zat perekat; berair banyak, beberapa ukuran (lebar 1-10 cm atau lebih). hijau gelap sampai hijau coklat. tumbuh di batu atau pecahan karang di prairan dangkal (coremap,2007.) 5. gracilaria gracilis (stackhouse) m. steentoft thallus tegak, hingga 20cm (<1m kedalaman) atau 100cm (> kedalaman 1m) panjang, berlabuh di sedimen, tidak ada pegangan erat. berulangulang dan tidak teratur bercabang, hingga empat order. cabang silinder, hingga 2mm lebar, sering tercekat di dasar (diameter 0.8mm); apices lancip ke titik akut. spesimen segar tulang rawan, merah tua sampai ungu. habitat pada batuan, umumnya didistribusikan di daerah intertidal dan subtidal, terutama di pantai berpasir (lyer,2004). 6. gelidium amansii j.v. lamouroux bagianbagian tubuh dari gelidium amansii yaitu memiliki holdfast sebagai tempat melekat di karang, blades atau thallus pipih yang berbentuk seperti daun yang dipinggirnya rintik-rintik berdekatan menyerupai daun seledri. memiliki talus agak keras, silindris atau agak pipih, bercabang-cabang menyirip tersusun menggerombol serta berhimpitan. alga ini tumbuh baik pada daerah eulittoral dan sublittoral. (mchugh, 2003). habitat dan sebaran gelidium di indonesia pada umumnya di perairan pantai berbatu dan terbuka yang kebanyakan di daerah pantai jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 82 samudera india (kadi & atmadja 1988). 7. euchema edule weber van bosse thallus silindris, permukaan licin, gelatinaeus-cartilaginaeus, warna hijau-kuning atau coklat-hijau. percabangan berselang seling dengan interval yang jarang. pada thallus terdapat benjolan-benjolan yang sebagian berkembang menjadi duriduri besar. ukuran thallus umumnya lebih besar dari pada jenis eucheuma lainnya, sehingga rumpun tampak lebih kokoh tetapi tidak begitu rimbun. tempat tumbuh umumnya pada daerah-daerah yang selalu terkena gerakan air, di bagian ujung luar terumbu, melekat pada batu. terdapat turnbuh di perairan bali dan lombok (harvey,1853). 8. euchema cottoni webber van bosse eucheuma cottonii bentuk thallus silindris, berduri-duri, duri tidak teratur dan tidak melingkari thallus. duri-duri runcing memanjang dan agak jarang. permukaan thallus licin, sifat substansinya cartilagineous, penampakan thalli bervariasi mulai dari sederhana sampai kompleks. warna thallus : hijau, hijau kekuningan, abu-abu atau merah. percabangan ke berbagai arah dengan batang-batang utama keluar saling berdekatan di daerah basal (pangkal). habitat : tumbuh melekat ke substrat dengan alat pelekat berupa cakram (holdfast). cabang pertama dan kedua tumbuh membentuk rumpun yang rimbun dengan ciri-ciri khusus, mengarah ke arah datangnya sinar matahari (gifford,1853; harvey,1845). 9. codium edule p.c. silva thallus seperti tanaman berwarna hijau tua, diameter 1-2 cm. lembut, seperti spon untuk disentuh. cabang dikotomis dibagi atas tiga bagian yang silinder dan meruncing ke ujung, 3-5 mm, dan melekat satu sama lain atau ke substrat, bantalan seperti struktur rhizoid. cabang-cabang di bawah talus yang selalu melengkung. cabang berbaring bersujud dan melekat pada suatu substrat. habitat: codium edule umum di seluruh pulau dan ditemukan intertidal untuk subtidal, 2-4 m dalam, tetapi paling sering subtidal.. dapat diketemukan antara lain di daerah perairan pantai selatan jawa (gifford,1853; coremap,2007) 10. jania longifurca zanardini tanaman membentuk lebar, struktur dichotomously bercabang, tumbuh di kusut, gumpalan kecil. cabang terdiri dari kaku, berbatu, ruas silinder dengan sambungan fleksibel. ruas cahaya merah untuk berwarna merah muda; sambungan putih. habitat: umumnya menghuni terlindung, agak berbayang daerah karang, sering di celah-celah (coremap,2007). 11. jania rubens (linnaeus) lamouroux thallus ramping, berwarna seperti mawar, artikulasi, fronds mengalami pengapuran, dalam tandan yang dibulatkan dengan tinggi 50 mm. berulang kali dikotomus bercabang, spesimen yang lebat secara sekunder dan menyirip. segmen silinder, diamater 100 um., cabang-cabang bantalan sedikit pipih berdiameter 200 um. melekat dengan cakram berbentuk kerucut kecil, tetapi menyebar secara vegetatif dengan mengembangkan cakram dari cabangnya sebagai alat melekat jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 83 dengan substrat padat. habitat: epifit, hanya ditemukan tumbuh epiphytically pada tanaman yang lebih tua dari ganggang coklat dan berada di pangkal, tumbuh baik daerah di intertidal, selatan dan barat pantai yang lebih rendah, sering melimpah. jenis serupa: corallina elongata, sirip bercabang kontras dengan percabangan dikotomis dari jania rubens. (lyer, 2004) 12. laurencia poitei lamouroux tanaman sekitar 10 cm, tumbuh dalam kelompok padat. bagian bawah tanaman yang halus, tapi ke arah ujung, cabang-cabang luar menanggung kecil, branchlets lemak yang dipotong atau kuadrat di ujungnya, tetapi tidak tuberculated. tanaman pucat lebih dominan pada warna merah muda atau kecoklatan; konsistensinya sedikit tulang rawan. habitat: spesies ini mungkin sangat umum di perairan yang terlindung dan sering ditemukan seperti 'rol' di bagian bawah, membentuk gulungan, dengan diameter satu meter, yang bergerak melawan gelombang di daerah arus pasang surut (gifford, 1853) 13. laurencia brongniartii j.agardh thalli ringan merah berwarna gelap, tegak, 8-15 cm, terdiri dari banyak tegak, dikompresi dengan kapak pipih yang timbul dari satu sampai beberapa pendek, batang silindris, 2-3 perintah cabang teratur dikotomis. setiap beruang cabang menyirip, pendek, determinate, sebaliknya diatur branchlets, 3-6 mm. (john huisman & cheryl parker, 2011). 14. dictyota dichotoma (hudson) lamouroux thallus coklat biasanya menengah, lebih gelap di dekat dasar, panjang 220 cm, cukup teratur dichotomously bercabang pada interval 0.5-1 (-3) cm, cabang (2 -) 3-7 (-10) mm luas (turun ke 1 mm dekat apeks intricata var.), biasanya lebih atau kurang linear dan meruncing hanya sedikit dari bawah ke bagian atas talus tersebut, jarang spiral memutar, axils lebih atau kurang bulat, apeks cabang bulat dan biasanya 3-4 mm yang luas tepat di bawah apeks (intricata invar sempit.), dengan spesimen sesekali meruncing di atas 0,5-1 cm untuk apiculate apices; proliferations biasanya tidak kecuali sebagai respon terhadap kerusakan, kadang-kadang hadir sedikit. holdfast dari rhizoids; terutama epilithic. (john huisman & cheryl parker, 2011). 15. padina australis hauck bentuk thalli seperti kipas, membentuk segment-segment lembaran tipis (lobus) dengan garisgaris berambut radial dan perkapuran di bagian permukaan daun. warna coklat kekuning-kuningan atau kadang-kadang memutih karena terdapat perkapuran. holdfast berbentuk cakram kecil berserabut. bagian atas lobus agak melebar dengan pinggir rata dan pada bagian puncak terdapat lekukan-lekukan yang pada ujungnya terdiri dari dua lapisan sel. dalam padina, perbedaan bentuk lobus, garis rambut radial, ketebalan lembaran thallus dan kuantitas kalsifikasi (perkapuran) dijadikan identitas perbedaan jenisnya. habitat alga ini menempel substrat berbatu pada kebanyakan lingkungan laut, terutama terumbu karang dangkal (coremap, 2007). jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 84 keterangan (*) : 1 = pasir, 2 = batu karang, 3 = lumpur pembahasan pantai pidakan mempunyai tipe ekologi laut yang hampir sama dengan pantai-pantai di selatan jawa identik dengan gelombang besar karena tergolong dalam lautan lepas samudera hindia, namun ada suatu perbedaan yang akan menjadi ciri khas pantai pidakan dimana dari arah pantai menuju tubir terdiri dari zonasi batuan alam hampir 70% dan sisanya pasir putih, tumbuhan lamun, dan terumbu karang. pantai pidakan masih tergolong asri (pristine condition) dengan ditandai tumbuhnya terumbu karang dekat kawasan pantai secara alami. seluruh stasiun merupakan perairan pantai jernih, landai dan bersubstrat batuan karang dengan sedikit pasir yang terkadang ditumbuhi lamun. karang tumbuh merata dengan paparan terumbu relatif luas dengan elevasi mendatar. hal ini sesuai dengan pernyataan nybakken (1998) bahwa daerah berkarang merupakan daerah yang mempunyai keragaman terbesar untuk spesies alga. karena pada substrat ini alga dapat tumbuh dan menempel dengan baik. menurut ambas (2006) dasar perairan biasanya terkait dengan tingkat kecerahan perairan. perairan dengan dasar karang atau karang mati biasanya memiliki kejernihan air yang relatif baik. hal ini cukup penting bagi berlangsungnya fotosintesis alga. sehingga, pada penelitian kali ini melakukan pengukuran suhu, salinitas, ph, dan intensitas cahaya tanpa pengukuran tingkat kecerahan. hasil penelitian makroalga yang dilakukan di daerah pasang surut pantai pidakan kabupaten pacitan menunjukan bahwa daerah ini memiliki 15 jenis makroalga. makrolaga yang ditemukan digolongkan dalam 3 divisi yaitu divisi chlorophyta, rhodophyta dan phaeophyta. hal ini sesuai dengan penelitian palallo (2013) bahwa pada perairan pulau bonebatang terdiri dari 3 divisi yaitu chlorophyta, rhodophyta dan phaeophyta. banyaknya jenis yang ditemukan tidak lepas dari kondisi lingkungan abiotik daerah pasang surut pantai pidakan kab. pacitan yang meliputi suhu kisaran 28 0 c 30 0 c, salinitas yang diukur berkisar 34-35 ‰, ph berkisaran 7,1-7,3 yang menandakan keadaan netral sedikit basah, intensitas cahaya menunjukan kisaran 4000-5000 lux, dan tipe substrat berbatu dan berkarang. sedangkan kisaran suhu, salinitas dan ph antara setiap lokasi penelitian atau stasiun tidak banyak bervariasi, mencerminkan kondisi umum perairan pantai tropis. kondisi hidrologis tersebut memberikan kesempatan yang baik bagi kehidupan makroalga. selain itu, tipe substrat batuan karang sangat cocok untuk pertumbuhan makroalga. adapun karakteristik populasi, indeks keanekaragaman jenis dan pola penyebaran makroalga di derah pasang parameter transek/stasiun i ii iii iv v 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 suhu ( o c) 31 30 29 29 29 29 30 29 31 32 29 28 28 28 28 nilai tengah 30 29 30 29,7 28 salinitas (‰) 35 34 35 35 35 34 34 34 35 33 35 35 36 35 35 nilai tengah 34,7 34,7 34,3 34,3 35,3 ph 7,2 7,4 7,1 7,0 7,3 7,1 7,2 7,2 7,3 7,1 6,9 7,2 7,2 7,0 7,1 nilai tengah 7,3 7,2 7,3 7,1 7,1 substrat* 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 nilai tengah 2 2 2 2 2 intensitas cahaya (lux) 3890 4078 4745 4843 4890 4984 5362 5486 5376 5271 4587 4964 4875 4951 4853 nilai tengah 4238 4906 5408 4940 4893 tabel 1. nilai parameter suhu, salinitas, ph, intensitas cahaya dan jenis substrat di pantai pidakan kabupaten pacitan jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 85 surut pantai pidakan. hasil analisi menunjukan bahwa kepadatan dan kepadatan relatif memiliki nilai yang bervariasi. nilai kepadatan tertinggi didapatkan dari jenis enteromorpha intestinalis yaitu 1,356/m 2 (rd = 0,126), sedangkan kepadatan terendah adalah caulerpa racemossa 0,178 (rd = 0,017). pada pengukuran nilai frekuensi dan frekeunsi relatif tertinggi didapatkan dari jenis jania rubens yaitu 0,103 (rf = 0,103) dan frekeunsi terendah adalah caulerpa racemossa dengan nilai 0,034 (rf=0,034). hal ini berbeda dengan papilia (2013) dipulau ambalau ambon frekuensi terbesar berasal dari jenis caulerpa (0,222) dan terendah diperoleh jenis padina (0,175). pada luas penutupan tertinggi dimiliki dari jenis euchema edule yaitu 0,589 (rc = 0,132) dengan luas penutupan terendah dari jenis caulerpa racemossa 0,078 (rc = 0,017). indeks nilai penting digunakan untuk mengetahui dominasi suatu jenis dalam komunitas. berdasarkan hasil analisis didapatkan indeks nilai penting tertinggi pada jenis euchema edule yaitu 0,301 dan indeks nilai penting terendah pada jenis caulerpa racemossa hanya 0,068. sedangkan pada penelitian papilia (2013) dominasi tertinggi diperoleh caulerpa sebesar 0,01 dan terendah diperoleh padina sebesar 0,005. selanjutnya nurmiyati (2013) pada pantai sepanjang gunung kidul mendapatkan enteromorpha flexuosa memiliki nilai penting tertinggi yaitu 69.84 dengan nilai kepadatan relatif (rd =30.98), luas tutupan relatif (rc = 24.92) dan frekuensi relatif (rf = 13.94). nilai penting terendah adalah caulerpa racemosa dari kelas clorophyceae yaitu sebesar 1.08 dengan nilai kepadatan relatif (rd = 0.05), luas tutupan relatif (rc = 0.21) dan frekuensi relatif (fr = 0.82) . ganmbar 1. indeks nilai penting makroalga euchema edule memiliki indeks nilai penting tertinggi dibandingkan jenis lainnya. hal ini menunjukan bahwa populasi yang cukup banyak dan cukup mendominasi makroalga yang ada di daearah pasang surut pantai pidakan kabupaten pacitan, sebab pada pengukuran kepadatan dan frekuensi yang tertinggi diperoleh dari jenis enteromorpha intestinalis dan jania rubens bukan berasal dari euchema edule. hasil ini berpengaruh pada indeks keragaman dimana kepadatan jenis-jenis yang relatif berimbang dari anggota komunitas lainnya menyebabkan indeks keragaman shannon-wiener (h’) pada kategori tinggi yaitu 4,611 (h>4) . namun demikian secara kuantitatif dapat dikatakan bahwa pada komunitas makroalga tersebut tidak terdapat dominasi satu jenis. ini dapat dilihat dari indeks kemerataan atau evenness (e) yang cukup tinggi yaitu 0,609, karena mendekati nilai kemerataan yang sedang (0,4 < e <0,6). hal ini menunjukkan bahwa sebaran kuantitatif nilai kepadatan antara anggota komunitas cenderung merata (e mendekati 1). sedangkan penelitian palallo (2013) di kepulauan bonebatang nilai keragaman (h’) lebih kecil di bandingkan dengan pantai pidakan sebab dikategoikan rendah yaitu berkisar 1,31-1,70 serta nilai keseragaman (e) berkisar 0,58-0,66 temasuk tingkat kemerataan yang sedang. tabel 2. indeks keanekaragaman makroalga no parameter nilai keterangan 1 shannon-wiener (h’) 4,611 keragaman jenis sangat tinggi 2 evenness (e) 0,609 kemerataan jenis tinggi 0 0.2 0.4 ju m la h spesies indeks nilai penting jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 86 hasil analisis pola penyebaran ditampilkan pada tabel 3. bila didasarkan pada klasifikasi indeks morisita (dalam yusron, 2001) yaitu = 1 (pola penyebaran acak/random), nilai < 1 (pola penyebaran merata/uniform), dan > 1 (pola penyebaran berkelompok/clumped), maka pola penyebaran semua jenis makroalga yang ditemukan dalam penelitian di daerah pasang surut panti pidakan kabupaten pacitan adalah berkelompok (im > 1). sedangkan rochmah (2003) pada pantai panjang bengkulu hanya 1 jenis yang memiliki pola penyebaran berkelompok, hal ini disebabkan keadaan pantai yang mulai tercemar berbeda dengan pantai pidakan pacitan yang masih alami. tabel 3. pola penyebaran jenis makroalga berdasarkan uji kelayakan handout biologi makroalga dengan menggunakan metode angket yang dilaksanakan di man gondanglegi kepada guru mata pelajaran biologi ibu dra. siti mutmainah dan sman 2 batu oleh ibu feni tin f., spd menghasilkan nilai di atas 89% dan 62% maka dapat disimpulkan bahwa uji kelayakan handout biologi makroalga ini berhasil atau layak digunakan dalam pembelajaran dengan perbaikan yang dilakukan berdasarkan beberapa catatan saran/komentar. kesimpulan dan saran kesimpulan identifikasi yang ditemukan sebanyak 15 spesies, dengan deskripsi bentuk morfologi tiap spesies alga makro yang ditemukan berbeda satu dengan yang lainnya. untuk substrat ternyata hanya 2 tipe yakni berkarang dan berpasir. faktor abiotik pantai pidakan sangat mendukung untuk pertumbuhan alga makro dengan diketahuinya nilai indeks morisita (im) berkisar antara 3,05 sampai dengan 7,1 atau nilai im > 1 yang berarti pola penyebaran semua jenis makroalga di daeraah pasang surut pantai pidakan kabupaten pacitan adalah berkelompok (clumped). disaming itu, hasil identifikasi keanekaragaman pada darah pasang surut pantai pidakan dapat digunakan sebagai sumber belajar biologi yang berupa handout makroalga tingakt sma/ma kelas x semester 1 pada materi protista mirip tumbuhan. saran makroalga yang terdapat di daerah pasang surut pantai pidakan kabupaten pacitan merupakan sumberdaya yang sangat besar dan sangat potensial dengan kepadatan berkisar antara 0,178/m 2 1,356/m 2 . hal ini dapat menjadi acuan bagi masyarakat untuk membentuk kelompok tani rumput laut atau membangun usaha dalam bidang pembudidayaan rumput laut (makroalga). kedua, hasil penelitian ini dapat dijadikan sebagai acuan dasar bagi penelitian lanjut khususnya yang terkait dengan kelompok protista mirip tumbuhan seperti halnya mikroalga di kabupaten pacitan sebagai sumber belajar biologi, mengingat materi protista mirip tumbuhan terdiri dari mikroalga dan makroalga. jenis n n ∑x 2 im ket. ulva lactuca 15 164 7914 4,35 clumped enteromorpha intestinalis 15 244 24152 6,05 clumped valoni aegagropila 15 121 6985 7,1 clumped laurencia poitei 15 112 5838 6,9 clumped gracilaria gracilis 15 129 3495 3,05 clumped padina australis 15 117 4173 4,48 clumped gelidium amansii 15 136 4072 3,21 clumped dictyota dichotoma 15 95 2181 3,5 clumped jania rubens 15 138 4926 3,8 clumped laurencia brongniartii 15 109 3021 3,71 clumped jania longifurca 15 146 7388 5,13 clumped euchema edule 15 166 7570 4,05 clumped euchema cottoni 15 164 7970 4,38 clumped caulerpa racemossa 15 32 304 4,11 clumped codium edule 15 52 758 3,99 clumped jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 87 daftar pustaka afriyani, erma. 2005. upaya mengoptimalkan pemahaman konsep ekosistem siswa kelas vii smp 1 aluh-aluh kabupaten banjar tahun pelajaran 2004/2005 dengan menggunakan pendekatan lingkungan. skripsi. program sarjana s-1 biologi fkip unlam, banjarmasin. (tidak dipublikasikan). asyhar, rayandra. 2010. kreatif mengebangkan media pendidikan. jakarta: gaung persada press. ambas, irfan. 2006. pelatihan budidaya laut (coremap fase ii kab. selayar). makasar: yayasan mattirotasi. available from: www.google.com. diakses pada tanggal 23 november 2009 coremap,2007. deskripsi alga hijau, merah dan coklat. online. http://www. coremap.or.id. diakses 18 mei 2014 gifford, isabella. 1853. the marine botanist an introduction; to the study of the british sea-weeds; description of all the species, and the best method of preserving them. thrid edition. brighton : r. folthorp, 170 north-street longman and co london. harvey, willian henry. 1853. a manual british marine algae. london : john van voorst, paternoster row. m.dccc.xlix iyer, r .et all. 2004 . morphological and taxonomy studies of gracilaria and gracilariopsis species (gracilariales, rhodophyta) from south africa. south africa jurnal of botany 2004 issn, 70(4) : 521-539. john huisman & cheryl parker. 2011. deskripction dictyota dichotoma brown algae . online. http://florabase.dpaw.wa.gov.au. diakses 12 juni 2014 kadi, & atmajaya, w. s., 1988. rumput laut (alga), jenis, reproduksi, produksi, budidaya dan pasca panen. lipi. jakarta. mchugh dj. 2003. a guide to the seaweed industry. online : www.fao.org/seaweed. diakses 08 juni 2014 nurmiyati . 2013. keragaman, distribusi dan nilai penting makro alga di pantai sepanjang gunung kidul. jurnal issn 1693-2654. prodi pendidikan biologi fkip uns suakarta. vol.6 no. 1 hal. 12-21. nybakken.1992. biologi laut suatu pendekatan ekologis. jakarta : gramedia pustaka utama pacitankab. 2007. profil kabupaten pacitan. (online. www.pacitankab.go.id/monografi.ph p) diakses 26 februari 2014 pallalo. 2013. distribusi makroalga pada ekosistem lamun dan terumbu karang di pulau nonebatang, kecamatan ujung tanah, kelurahan barrang lompo, makassar. skrispsi kelautan. unhas makassar. papilia. 2013. produktivitas biomassa makroalga di perairan pulau ambalau, kabupaten buru selatan. jurnal ilmu dan teknologi kelautan tropis, vol. 5, no. 2, hal.465-477 rochmah. 2003. keanekaragaman, kepadatan, dan pola penyebaran makroalga di pantai panjang kota bengkulu. makalah seminar dan rapat tahunan bidang mipa. universitas sriwijaya setchel & gardener. 1920. the marine algae of the pacific coast of north america part ii chlorophyceae. university of calaifornia puclications in botany. vol.8, no.2, pp.139-374, plates 9-33. _________________1925. the marine algae of the pacific coast of north america part iii melanophyceae. university of calaifornia puclications in botany. vol.8, part iii, pp.383-898, plates 34-107. sulistijo.2009. buku modul rumput laut (makroalga). jakarta: pusat jurnal pendidikan biologi indonesia volume 1 nomor 1 (issn: 2442-3750) (halaman 78-88) ilham budi setyawan dkk, identifikasi keanekaragaman dan pola 88 penelitian oceanografi lembaga ilmu pengetahuan indonesia. yusron, eddy. 2001. struktur komunitas teripang (holothuroidea) di rataan terumbu karang perairan pantai morella ambon. pesisir dan pantai indonesia iv. pusat penelitian dan pengembangan oseanologi-lipi. jakarta. hal. 227-233. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 33-40 10.22219/jpbi.v5i1.7574 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 33 research article the profile of students’ analytical skills in environmental issues of coastal area fenny roshayanti a,1,*, azizul ghofar candra wicaksono a,2, ipah budi minarti a,3 a department of biology education, faculty of mathematics, science, and it education, universitas pgri semarang, jl. sidodadi timur no.24-dr. cipto, karangtempel, semarang timur, semarang city, central java 50232, indonesia 1 fennyroshayanti@upgris.ac.id*, 2 azizulwicaksono@upgris.ac.id, 3 ipeh_mi2n@yahoo.co.id * corresponding author introduction the northern coastal area of java, especially in central java with a coastal length about 415 kilometers mostly developed into industry, urban, port and tourism areas. the development of coastal areas into the center of economic activity will gradually suppress the ability of land, so it can disrupt the balancing capacity of the environment. moreover, it found that there are many rubbish and pollution that even worsen the condition on coastal area (marfai, 2011; miladan, 2016; setioko, 2010; wanabakti, susilo, nathania, & putri, 2018). this problems result in decreasing of diversity, aberration and also erosion in coastline region with an average of 131.83 meters per year (anna, 2010). the area between the shoreline and the breaking wave became an area where the dynamic interaction between the water current and the sediment material are occurred. moving water carried material from one place to another and results in eroding the sediment and then settles it somewhere that will cause the dropping of shoreline (flemming, harff, moura, burgess, & bailey, 2017; kuznetsova & saprykina, 2019; vargas-t, uribe-p, ríos-r, & castellanos-a, 2016; wahyudi, harijanto, & suntoyo, 2009). the worst condition was happened when the heavy rain falls which caused flood everywhere. this condition can affect the disruption of community activities in terms of transportation, industry, trade, environment and health. aberration that occurred in northern part of central java influenced people livelihood and giving damage to their field and a r t i c l e i n f o a b s t r a c t article history received january 29, 2019 revised february 16, 2019 accepted february 25, 2019 published march 05, 2019 environmental issues needed a lot of attention especially from high school students, and their skill in solving environmental problem is important for the future. this research was aimed to discover a profile of students’ analytical skills toward environmental issues. three hundred twenty-nine high school students in coastal area are involved. they had been given questionnaire about environmental issues. the result indicate that the tested students has 0.5690 score as adequate level of analytical skills. thus, learning process need to be improved especially for environmental subject. copyright © 2019, roshayanti et al this is an open access article under the cc–by-sa license keywords analytical skills coastal area environmental issues how to cite: roshayanti, f., wicaksono, a. g. c., & minarti, i. b. (2019). the profile of students’ analytical skills in environmental issues of coastal area. jpbi (jurnal pendidikan biologi indonesia), 5(1), 33-40. doi: https://doi.org/10.22219/jpbi. v5i1.7574 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7574 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ennyroshayanti@upgris.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7574 https://doi.org/10.22219/jpbi.v5i1.7574 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7574&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 33-40 34 roshayanti et.al (the profile of students’ analytical …) houses (damaywanti, 2013). moreover it disrupts transportation that forced the local government to elevate and rebuild the main road (arbib & seba, 2017; de bruijn et al., 2019; porter, 2016; supriyanto, 2003). in order to solve any issues in environment, it needs high quality human resource that having thinking ability and skills related to environment (rafiei & davari, 2015). thus, the environmental problem that happened in coastal area indirectly correlated with the low level of education there (foresight: migration and global environment change, 2011; nriagu, udofia, ekong, & ebuk, 2016; remoundou & koundouri, 2009; sherbinin, carr, cassels, & jiang, 2009). the education level of the majority of household heads did not complete primary school and a few of them graduated from junior high school (manumoto, 2008; priyono & febriany, 2013; sommeiller & wodon, 2014; suryadarma, suryahadi, & sumarto, 2006). the children itself prefer to get a job after graduate from high schools. furthermore, the education quality in coastal are low, the school could not provide best learning process, they had limited skills in technology and other facilities too (amoako-sakyi & amonoo-kuofi, 2015; masri, 2017; rena, 2011). this condition implies that the school in the north coastal area was not able to give positive influence in society. basically, the practice of learning that had been done in north coastal schools should be like other schools, but there were some aspects that need to be improved both in terms of facilities and learning practice. schools in the northern coastal areas have many obstacles to face compared to the other schools in big cities. they face environmental problems such as aberration and the rising of sea levels; people also have a low awareness of the importance of education and environmental sustainability. most of local people work as fishermen and their children tend to follow them for work than going school. in addition, most parents have no awareness of giving motivation to their children for going to school and get high education (birch, savage, & ventura, 2007; gershoff & font, 2016; senterfitt, shih, & teutsch, 2013; winata & yuliana, 2010). because of that situation, the environmental education is needed in coastal area in order to solve many environmental issues that occur around them (blumstein & saylan, 2007; da-silva-rosa, mendonça, monteiro, de souza, & lucena, 2015; sawitri, 2016). high school need to improve and implement a best strategy to accommodate student’s skill in solving environmental problem (keselman, levin, kramer, matzkin, & dutcher, 2011). education is one aspect that can affect the world of the future and is the most effective way in shaping a society. the students as a part of school community also have a great contribution in the changing of society perspective in environmental issue (idris, gill, ya’acob, awal, & hassan, 2012). students who develop their thinking skills have a chance to approach everyday problems including environmental issues using those competences (birgili, 2015). this study is aimed to map the students’ analytical skills related to environmental issues in coastal area of central java. the student’s skill in analyzing environmental issue is important as a good initiator to make change in solving coastal issues. it can be good information for school and educational stakeholder to develop the best approach to enhance students and school’s participation in solving environmental issues. method this research was categorized as survey with descriptive approach and quantitative analysis. the content of research was focused on students’ analytical skills toward environmental issue especially in northern coastal area of central java. this research was done in three months with involved 329 students of 10th-grade of senior high school. the students came from seven districts in the northern coastal area of central java, including brebes, pekalongan, pemalang, batang, semarang, pati, and jepara. all of students who acted as respondents were given msels (middle school environmental literacy survey) questionnaire (b. mcbeth, hungerford, marcinkowski, volk, & meyers, 2008) which are categorized in four domains (ecological knowledge, cognitive skills, attitude, and behavior/action). not all of domain in msels were involved. this study used cognitive skills-issues analysis domain as the main object of research with 14 items of analytical questions. this domain measured student’s ability in analyzing environmental issues related to social value, environmental value, ethnocentrism value, economic value, and juridical value. some modification was made in the structure of msels to adjust the real condition in northern coastal area of central java, thus the questionnaire became more representative based on the real issues. the modification in msels were done in issue topic from “controversy in the wild west” become animal hunting that occur in coastal area and the using of coastal land for recreation area. the modification also was made in the character and the storyline. but the overall changes did not affect the core of issues analysis context in msels. during the research process, the instrument was validated and tested with reliability test. the researchers then collected data by coming to school, giving msels questionnaires to students, getting monitored and checked the result of questionnaire done by students. the data gathered then analyzed using descriptive statistic and categorized by five levels as shown in table 1. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 33-40 35 roshayanti et.al (the profile of students’ analytical …) table 1. interval score of student’s analytical issue score interval (%) criteria/level 81-100 excellent 61-80 good 41-60 adequate 21-40 less developed ≤21 worst (source: b. mcbeth et al., 2008) results and discussion issues analysis is the one’s ability to identify values associated with stances on issues such as environmental, legal, economic, ethnocentrism, and social issues. b. mcbeth et al. (2008) stated that environmental value related to human activities with natural resources such as animal and plants and another organism. legal value related to environmental issue with law suit, national, and state. social value related to human empathy, feeling and status. ethnocentric value is all about pertaining to a focus on the fulfilment of ethnic/cultural goals. while economic value related environment to money, material, and service. the score of students’ issues analysis is describe in table 2. this finding showed that the student in coastal area of java has middle level as total score in analysis issues as 0.569 in average. this result is not really different with american issue analytical skill of for both sixthand eighth-grade levels students as 46% and 48% in score (mcbeth, and volk, 2009) as well as in israelian students (negev, sagy, garb, salzberg, & tal, 2008). furthermore, high school student in samboja, at the kutai kartanegara district-east kalimantan has adequate score in cognitive skill of environmental literacy as 51% (nasution, 2016). in high school in indonesia, environmental education was not learned independently as lesson subject. it usually merged with biology subject and appeared in 10th-grade in second semester. environmental issue showed as sub theme of ecology and pollution topic. because of that, not all the teacher in coastal area can provide the whole and comprehensive lesson materials related to the environmental issues that occur in coastal area. another problem came to the time allocation for learning environmental issues. limited time allocation in lesson influence the teachers plan to bring the students to face real environment problem. this result indicated that student’s skill in environmental issue analysis need to be improved. thus, the environmental education is needed to reconstruct whether in curriculum, learning process or school management. it is important to prepare future student in facing global issues especially in environmental case. table 2. issue analysis score in coastal high school students n minimum maximum mean std. deviation issues analysis 329 .00 1.00 .5690 .26205 male students 115 .00 1.00 .5704 .26694 female students 214 .00 1.00 .5682 . 25579 moreover, when comparing to male and female students, there is no differences between their skills in issues analysis. the male student of coastal area has 0.5704 in analysis issues score in average. while female students have 0.5682 score in average. the different between male and female students is only 0.0022 in score or 0.22% that’s mean there’s no differences between both male and female students in analytical issue skills. when it talks about gender, many research showed that gender will affect the analytical skill in any issues including environment (ernst & monroe, 2004; o’connor & joffe, 2014; rakib, islam, nikolaos, bodrud-doza, & bhuiyan, 2017; rippon, jordan-young, kaiser, & fine, 2014). it also found that t‐test analyses revealed that the older female students exhibited more support for environmental issues than did male students (yilmaz, boone, & andersen, 2004). in many aspect related to learning (thinking ability, motivation, literacy) people mostly found that female will give best result than male students (below, 2010; fatimah, 2017). but in this case, we found that both male and female students give same result when analyze environmental issue. a lot of research support that no gender differences in critical thinking skills including analytical skill. many similarities in gender of student’s characteristics (miri, david, & uri, 2007). furthermore, it also founded that gender did not have an effect on students’ metacognitive skill who related to student’s skill in analytical task (siswati, 2014). in addition, female students are characterize as giving more focus on concrete, practical and emotional things while male students have benefit in intellectual, abstract and objective matters. but that not jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 33-40 36 roshayanti et.al (the profile of students’ analytical …) clearly affect their learning result (weaver-hightower, 2003). however, coastal students give the same effort and thought in facing environmental issues. they also had same educational process related to environmental topic. thus, both male and female students had the same potential and will give the similar response to environmental issues in the future. the adequate level of students’ analytical skill indicated that they have some difficulty. the difficulty to identify that issues and relate it to certain value occur in most of students. the result of students’ issue analytical about environment is described in table 3. the result showed that students mostly had correct answer in legal value as 80%. followed by environmental value as 58%, social and ethnocentric value as 51% both, and the last is economic value as 45% in score (figure 1). the higher score of students was in legal value, that means students has great understanding about local government, public participation and law suit relating to environmental issues. the design of environmental policy is needed to understand environmental issues. the students also aware of government power to solve many environmental problems. the fact that government had huge impact to environment. government regulation is important in providing a level playing field in any environmental issues (rands et al, 2010). the environmental issues are one of public affair. it need public participation to raise control over decision making (o’faircheallaigh, 2010). yet, as democratic country, mass public in indonesia has strong power nowadays. the right policy, good government and support from public will make environmental issues more easily to handle. table 3. descriptive analysis about students’ issue analysis n minimum maximum mean std. deviation social value 329 .00 1.00 .5076 .50070 environmental value 329 .00 1.00 .5836 .49371 ethnocentrism value 329 .00 1.00 .5076 .50070 economic value 329 .00 1.00 .4498 .49824 juridical value 329 .00 1.00 .7964 .40332 figure 1. percentage of each value related to environmental issues the lowest score of student’s issues analysis was in economic value. student has difficulty to relate environmental issues with economic component such as market, money or service. thus, there are strong relationship between economy and environment (clapp & dauvergne, 2011; gowdy, 2013; tienhaara, 2014). they form mutual-influenced circulatory system. the global economy has relationship with environmental issues directly or indirectly especially when related to natural resources, agronomic, pollution (halkos, 2013; jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 33-40 37 roshayanti et.al (the profile of students’ analytical …) kolstad, 2011). so, the economic interference in environmental issues is great but it needed high ability to rethink about that complex relationship. that condition can’t afford by high school students yet. the students need to position themselves in any point of view, especially as economic agent. yet, it needed a lot of experiences, but it can be achieved if school provide better learning process. the value of environmental, ethnocentrism, and social has medium score around fifty percent. that means student has adequate understanding in relating environmental issues with organism life, human life and culture. that topic is learned frequently in educational process. some topic such as the interaction between living things and their environment is well provided in curriculum. unfortunately, it has no good score in student’s analysis. although there are many cultural integrations in education as an effect of decentralization in curriculum. this condition implied that learning process is needed to be improved because certain classroom practice related to students achievement (wenglinsky, 2002). in indonesia there are implementation gap between district and lack of appropriate teaching training also contribute to student’s skill achievement (yeom, acedo, & utomo, 2002). so, it important to review how the environmental education goes through and made some improvement to it. based on the result of this research, holistic approach is needed to make students more aware and have good analytical thinking about environmental issue. it requires the work of all school components including teacher participation to integrate the real coastal environmental problems to their learning process and using best learning method to accommodate them. furthermore, the schools itself should provide best culture to train students having attitude and behavior that pro-environment. conclusion the student from coastal area of central java has medium score in analysis issues about environment as 0.5690 or 56.9%. between male and female students, there was no differences in analysis issues score. mostly, student has best answer when related environmental issue with legal value with the highest score as 80%. the lowest score was 45% when students analyze environmental issues related to economic value. thus, this result implied that environmental education needs to develop with building pro environmental culture and integrate the topic of environmental issues into learning process and teacher should train their students how to develop higher thinking skills to prepare them for future environmental issues. references amoako-sakyi, d., & amonoo-kuofi, h. 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(2019) described ct as four cognitive processes: asking, analyzing, formulating, and reflecting. ct is a reflective thinking skill that involves analyzing, evaluating, or synthesizing relevant information to form arguments so that students are expected to make decisions (ennis, 1993; ghanizadeh, 2017). furthermore, ct is defined as a skill to identify relationships, analyze probabilities, make predictions and logical decisions, solve complex problems, and create valid conclusions, so improving ct is important (halpern & dunn, 2022). various studies have shown that students' ct can be empowered with the learning process, such as cooperative learning. one model of cooperative learning based on constructivism is reading, questioning, and answering (rqa). rqa consists of three main stages: reading, questioning, and answering. reading empowers students to explore knowledge (zubaidah et al., 2018). questioning aims to trigger students to evaluate the knowledge that has been understood (hariyadi et al., 2018). answering facilitates students in connecting new knowledge and previous knowledge (bustami et al., 2020). rqa is an active learning strategy emphasizing empowering thinking through reading, questions, and answering in teaching biology (saputri & corebima, 2020). activity in rqa is essential because it can familiarize students with reading learning material individually before studying in the class so they can be better prepared to learn (hariyadi et al., 2018). the rqa strategy has several advantages, such as *for correspondence: ibrohim.fmipa@um.ac.id article history: received: 5 april 2023 revised: 17 july 2023 accepted: 17 july 2023 published: 30 july 2023 10.22219/jpbi.v9i2.25718 © copyright aisya et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: aisya, n., ibrohim, i., mahanal, s., & maghfiroh, h. (2023). the effect of reading questioning answering integrated with creative problem solving on critical thinking. jpbi (jurnal pendidikan biologi indonesia), 9(2), 198-205. https://doi.org/10.22219/jpbi. v9i2.25718 t e c h n o l o g mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v9i2.25718 https://doi.org/10.22219/jpbi.v9i2.25718 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 199 aisya et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 198-205 facilitating students to work seriously and being involved in discussions to increase ct (sumampouw et al., 2016). various studies have also shown that rqa can empower critical and metacognitive thinking skills (amin et al., 2020) and higher-order thinking skills (amin et al., 2019). however, recent research shows the importance of teaching socio-scientific issues so that it brings the need for students to be able to think critically in dealing with real problems, which can be supported by creative problem-solving (cps) (kapoor et al., 2020). cps is a learning strategy that encourages students to think critically and creatively solve complex problems based on socio-scientific issues (soyadı, 2015). cps consists of four stages that can be used to foster students' ct: exploring data, generating ideas, developing solutions and building acceptance, and appraising tasks (kapoor et al., 2020). exploring data is the stage of students exploring by linking phenomena and the learning material (puccio et al., 2020). generating ideas involves students brainstorming where to group students to discuss and design projects to solve issues. developing solutions and building acceptance is the stage where students present the results of the projects that have been made. the appraising task is the stage for students to write self-reflections and conclusions about the learning material (chen & ye, 2022). several studies have shown that cps has advantages, such as encouraging students to build their knowledge and generate student motivation (hu et al., 2017). cps can create positive experiences that help students generate new ideas (hargrove & nietfeld, 2015). cps is based on problem-solving, encouraging students to redefine problems, make arguments, make solutions, and take action (maker et al., 2023). cps can be a strategy that can provoke students to make inferences to evaluate arguments in dealing with socio-scientific issues (barbot et al., 2016). thus, integrating rqa and cps is essential in optimizing students' ct, especially in complex biology material. biological materials categorized as complex include plantae, animalia, ecology, and environmental change (forestiero, 2022). the integration between rqa-cps is expected to facilitate students can be more optimized ct to understand complex biology material critically and deeply. the designed rqacps consists of seven stages: reading, questioning, answering, exploring data, developing solutions and building acceptance, and appraising tasks. reading is the stage where students read news related to phenomena, read material from various information, and make summaries. questioning is when students compose questions about phenomena or concepts. answering is the stage for students to answer previously prepared questions (zubaidah et al., 2018). exploring data is when the teacher provokes students to brainstorm to connect between phenomena and concepts. generating ideas is the stage where group students discuss and design projects to solve phenomena. developing solutions and building acceptance is the stage where students present the results of the projects that have been made. the appraising task is when students write self-reflections and conclusions about the concepts from learning (kapoor et al., 2020). in line with the potential of rqa and cps, several studies have focused their studies on analyzing the impact of rqa (nuzulah & budijastuti, 2018; sudin et al., 2018) and cps learning models on ct (muzaimah et al., 2022; zulfikar et al., 2022). several other studies have also integrated these two learning models into the rqa-cps learning model and analyzed their effects on students' creative thinking skills (jauhari & samudera, 2022; samudera & mariana, 2022). however, the utility of these two models is underreported and studies focusing on ct are difficult to find. therefore, this study aims to analyze the effect of rqa-cps on students' critical thinking skills. this study compares how different students who taught with the rqa-cps, rqa, cps, and discussion-presentation (dp). the research question was how did students' ct differ after learning with rqa-cps, rqa, cps, and dp? quasiexperimental research is needed to answer this research statement for determining how rqa-cps can be significant in empowering students' ct. this research project also identifies how the rqa-cps can promote students' ct in the context of learning biology. method research design and participant a quasi-experimental design with a pretest-posttest non-equivalent control group design was conducted in this study (cresswell, 2012). we used this design to compare the effectiveness of the application of four learning models, namely: (1) reading questioning and answering integrated with creative problem solving (rqa-cps), (2) reading questioning and answering (rqa), (3) creative problem solving (cps), (4) and discussion-presentation (dp) in improving critical thinking. furthermore, the determination of the experimental and control classes was based on the equivalence test results, carried out by the analysis of variance (anova) test with a value of 0.769 so that p> 0.05. the results of anova showed that the four classes, a, b, c, and d, were used equally. furthermore, the four learning models were evaluated for their effectiveness in increasing critical thinking by design, as follows: (1) rqa-cps was taught in class a as an experimental class, (2) rqa was taught in class b as a positive control class, (3) cps was taught in class c as the positive control class, (4) dp taught class d as the negative 200 aisya et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 198-205 control class. this research was conducted in class x for one semester in 2019. participants who agreed to participate in the research were 129 students divided into four classes from the mipa major at a private high school in east java, indonesia. the distribution of participants is presented in table 1. table 1. distribution of participants (n= 129) group intervention amount (n) class a rqa-cps 34 class b rqa 33 class c cps 33 class d dp 29 data collection procedures several research procedures were carried out by researchers in order to collect data following ethical research guidelines. first, the researcher asked for research permission from the headmaster of the senior high school and sent approval from potential participants. of the 129 participants, 129 participants agreed to participate in this study. all four classes were taught by teachers with a minimum of five years of experience in biology. the four classes were given the same biology topics: plantae, animalia, ecology and environmental change. learning environment and intervention the intervention was conducted in two sessions a week, with the duration of the first session being 45 minutes while the second session was 90 minutes. furthermore, the four classes with the learning environment were given different interventions as follows. class a was implemented with the rqa-cps, which consists of several stages: (1) reading, the stage of students reading news related to current phenomena, reading material from various information, and making summaries. (2) questioning, the stage of students composed questions related to concepts. (3) answering, the stage of students answering questions prepared beforehand. (4) exploring data, the stage the teacher invites students to brainstorm to connect phenomena and concepts. (5) generating ideas, the stage of students discussing and designing projects to solve phenomena in groups. (6) developing solutions and building acceptance, the stage for students to present the results of projects that have been made. (7) appraising task, the stages in which students write self-reflections and conclusions. class b was implemented with the rqa learning model, which consists of three stages: (1) reading, the stage of students read material, information, and news related to the given phenomena and make summaries. (2) questioning, the stage of composing questions related to concepts or material they have yet to understand. (3) answering, the stage of students answering questions prepared beforehand. class c was implemented with the cps learning model, which consists of stages. (1) exploring data is the stage of students brainstorming and connecting phenomena with concepts. (2) generating ideas, the stages of students discussing and designing projects in groups to solve phenomena. (3) developing solutions and building acceptance, the stages where students present the results of projects that have been made). (4) appraising task, the stages in which students write self-reflections and conclusions about the concepts. class d was taught with the discussion-presentation learning model, which consists of two stages. (1) discussion, the stages of students discussing the material provided. (2) presentation, the stages of students presenting the discussion results. furthermore, the observer observed the four classes to ensure the four learning models were appropriately implemented. data collection tools researchers have developed the ct instrument, and two biology education experts in indonesia have validated it to ensure the validity of the content. the results of empirical trials of critical thinking test questions on students have been tested previously, and the results were valid and reliable. the validity test using the coefficient correlation showed scores less than 0.05, meaning the test was valid. the reliability test using cronbach's alpha showed a score of more than 0.70., meaning the test was reliable. determination of the score using the critical thinking skills rubric, which refers to finken and ennis (1993) on a scale of 0-5. ct was measured by an essay test that refers to ennis (2015), which has six indicators, namely: (1) interpretation is understanding issues and concepts, (2) analysis is analyzing the relationship between issues and concepts, (3) evaluation is evaluating the credibility of statements (4) explanation is formulating several credible statements (5) self-regulation is evaluating the relationship between issues and formulated statements. data analysis before statistical analysis, all data tested the normality with one-sample kolmogorov-smirnov and 201 aisya et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 198-205 homogeneity with leven's test of equality of error variances with spss 25. the results of the assumption test for normality and homogeneity of critical thinking showed values of 0.200 and 0.475, so it shows p> 0.05. these results showed that the data is normally distributed, and the variances of the four groups are homogeneous. furthermore, the data were analyzed using descriptive statistics with the mean (m) and inferential with the ancova test. the ancova test was analyzed to determine the effectiveness comparison between one experimental class and three control classes. if the ancova test results are significant, then proceed with the lsd test to find out which class has the highest increase and is significantly different from the other classes. results and discussion before implementing four learning strategies, the student's critical thinking in the four groups was almost the same, namely class a (m=75.65), class b (m=75.65), class c (m=75.65), class d (m=75.65). after implementing, the critical thinking of the four groups showed quite a big difference. class a and c were almost the same, with each average (m=82.79) and (m=79.39). meanwhile, the average final ability of classes b and d was far below classes a and b, with each average (m=76.57) and (m=74.79). a summary of descriptive statistics is presented in table 2. table 2. the results of descriptive statistic on critical thinking class test mean minimum maximum class a rqa-cps pretest 75.65 58.26 87.79 posttest 82.79 68.89 91.89 class b rqa pretest 72.69 59.93 86.98 posttest 76.57 54.59 90.39 class c cps pretest 74.94 58.64 87.99 posttest 79.39 59.63 90.47 class d dp pretest 71.77 58.74 82.70 posttest 74.79 54.39 90.19 the ancova test proved the significant difference between the four groups. the results of the ancova test (table 3) showed a significant difference between students' critical thinking using the rqa-cps, rqa, cps, and the dp (f=234,488; p= 0.007). furthermore, an lsd test was conducted to find classes that best empowered students' critical thinking. the lsd results (table 4) showed that the rqa-cps class was significantly different in empowering students' critical thinking compared to the rqa, cps, and dp. the average pretest and posttest scores reinforce this; students in the rqa-cp (em score=80.866) were proven to be able to achieve better than students in the cps class (em score= 75.953), rqa (em score= 75.856), and dp (em score=75.119). the results of the lsd test showed that the rqa-cps learning model has great potential to improve students' critical thinking. table 1. ancova test results on critical thinking variables source type iii sum of squares df mean square f sig. corrected model 1489.886a 4 372.472 6.586 0.000 intercept 4667.355 1 4667.355 82.530 0.000 pretest 478.606 1 478.606 8.463 0.004 class 703.465 3 234.488 4.146 0.007 error 8878.878 124 56.553 total 985858.189 129 corrected total 10368.765 128 table 4. lsd test results on critical thinking model em score notation* lsd dp 75.119 a rqa 75.856 a cps 75.953 a rqa-cps 80.866 b the main objective of this research is to compare the effectiveness of implementing reading, questioning, and answering strategies integrated with creative problem-solving (rqa-cps) and rqa, cps, and 202 aisya et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 198-205 discussion-presentation (dp). the results of ancova test showed that the research variable's students in the rqa-cps experimental group significantly differed from the other three control groups (rqa, cps, and dp) in empowering critical thinking. this research was conducted to overcome the gap in the literature on empirical studies by measuring the extent to which the effectiveness of implementing the rqa-cps had yet to be reported. the ancova test results align with previous studies showing that reading stages in rqa positively affect critical thinking. zubaidah et al. (2018) stated that reading is the most effective learning activity because students can improve critical thinking by developing new and different perspectives, understanding themselves and the world, and interpreting phenomena. mehta and al-mahrooqi (2015) showed that there is a relationship between reading interest and critical thinking. zubaidah et al., (2018) proved a positive relationship between critical thinking and reading comprehension; students with higher critical thinking show better reading comprehension. furthermore, dinsmore and fryer (2023) revealed that if students with high critical thinking skills, they have the potential to understand texts even though they contain difficult words. the results align with previous studies showing that the questioning and answering stages in rqa positively affect critical thinking. crogman and crogman (2018) revealed that questioning and answering affect ct because they stimulate curiosity, eliminate uncertainty, and direct people to think deeply. haavold and sriraman (2022) stated the importance of experiencing questioning and answering when faced with solving problems critically as a stage of simplifying complex problems into simple ones. in addition, facione (2013) assumed that education must train students to ask questions, analyze, and evaluate ideas and values. furthermore, lester (2013) stated the importance of asking in-depth questions in solving problems to train students to investigate problems in depth and think before ideas are implemented. dinsmore and fryer (2023) also revealed the importance of looking for evidence, carefully examining reasoning and assumptions, analyzing basic concepts, and highlighting implications in solving problems. however, real critical thinkers also need to be trained in creative problem-solving (cps) based learning strategies to deal with various socio-scientific issues currently developing critically. in addition, the findings showed that the stages of exploring data on cps positively affect ct. maker et al., (2023) pointed out that exploring essential data is a construct for dealing with problems by determining questions, exploring information to solve problems, evaluating solutions, and implementing solutions. hargrove and nietfeld (2015) described that cps involves students in certain types of creative thinking by exploring various information. the findings showed that the stages of generating ideas in cps positively affect critical thinking. furthermore, chen and ye (2022) argued that it is essential to understand clearly the cognitive structure of a problem situation when facing new problems in the problem-solving process. amran et al., (2019) stated that the teacher must know cps-based learning as a facilitator in the student learning process. the teacher's role is to foster students' attitudes to state the truth, consider the opinions of others, and show curiosity in learning (barbot et al., 2016). furthermore, the stages of developing solutions and building acceptance in cps positively affect critical thinking. hu et al., (2017) stated that solving complex problems requires logical connections between ideas. furthermore, barutcu (2017) stated that after the idea generalization phase, it will be followed by a solution induction phase. heliawati et al. (2021) revealed the phase of evaluating various important ideas to produce solutions that can be applied practically. moreover, the appraising task stages of cps positively affect critical thinking. chen and ye (2022) showed that students must be facilitated to look for problems, identify problems, solve problems, and develop creative potential. in short, critical problem-solving primarily emphasizes various possible flexible actions before selecting or executing solutions systematically (puccio et al., 2020). all in all, the results of this study indicated that the rqa-cps could be an alternative learning model that can support thinking skills in science education. rqa-cps also can be an alternative strategy that can be used to improve critical thinking. rqa-cps can significantly improve students' critical thinking with proper timing. in this research, rqa-cps was implemented by involving two meetings. the first session meeting can focus on the stage of reading, questioning, and answering so that students can link between issues and essential material. the second session meeting can focus on students collecting information, generating ideas, and appraising tasks. educators or further researchers suggested designing learning using rqa-cps by compiling lesson plans using two meeting sessions. in line with sainz et al. (2019) effective time management can support the learning process so students can understand complex material. this study also showed that every stage in rqa-cps can significantly improve critical thinking when students study complex material on plantae, animalia, ecology, and environmental change. however, this study has several limitations: first, this study still focuses on the topics of plantae, animalia, ecology, and environmental change. second, this research was conducted only in senior high school students. future research can use the rqa-cps to empower critical thinking on many biology topics and college students. future research can also use the rqa-cps to empower other thinking skills. thus, looking at the learning relationship between rqa-cps in enhancing thinking skills or the type of literacy needed 203 aisya et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 198-205 today is essential. conclusion based on the research results, rqa-cps can be better at improving students' critical thinking compared with rqa, cps, and discussions-presentations. thus, educators need to develop student's critical thinking by applying the rqa-cps model, and educators are expected to design learning effectively and prepare lesson plans with the right time allocation. furthermore, future research is expected to be able to investigate more deeply the influence of the rqa-cps model in empowering other thinking skills, both in biology learning and other science learning. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions n. aisya: design, analysis, and writing. i. ibrohim: design, conceptualization, editing/reviewing, supervision, and writing. s. mahanal: design and conceptualization. h. maghfiroh: analysis and writing. references amin, a. m., aloysius, d. c., zubaidah, s., & mahanal, s. 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(2022). students' critical thinking ability through the application of the creative problem solving (cps) model assisted by autograph. jmea: journal of mathematics education and application, 1(3), 142-147. https://doi.org/10.30596/jmea.v1i3.12099 https://ojs.kopertais14.or.id/index.php/alamin/article/view/121 https://doi.org/10.36681/tused.2020.40 https://jurnal.stkippersada.ac.id/jurnal/index.php/jbio/article/download/260/254 https://doi.org/10.15739/ijeprr.16.006 https://doi.org/10.18200/jgedc.2015214253 https://doi.org/10.1787/62212c37-en https://doi.org/10.12973/iji.2018.1124a https://doi.org/10.30596/jmea.v1i3.12099 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 165-172 10.22219/jpbi.v6i1.10981 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 165 research article learning difficulties in comprehending virus and bacteria material for senior high schools muhammad imam firmanshah a,1, j. jamaluddin a,2, gito hadiprayitno a,3,* a department of biology education, faculty of teacher training adn education, universitas mataram, jl. majapahit no 62 mataram, west nusa tenggara 83115, indonesia 1 fkip@unram.ac.id ; 2 jamaluddin.fkip@unram.ac.id ; 3 gitohadiprayitno@unram.ac.id * corresponding author introduction student’s learning outcomes in the high school level for biology subjects in the province of west nusa tenggara-indonesia in 2016 were below the national average (kintamani, 2016). there were three districts/cities with an average score above 61.00, namely mataram city, sumbawa regency, and west sumbawa regency. there were two other districts/cities with an average score below 47.00, those were bima city and dompu district, also five districts with an average score below 41.00 namely, bima city, north lombok regency, east lombok regency, west lombok regency, and central lombok regency (sudarwati, a r t i c l e i n f o a b s t r a c t article history received january 16, 2020 revised february 04, 2020 accepted february 20, 2020 published march 31, 2020 previous research only focuses on the difficulties and factors causing learning difficulties without any solution. this study aimed to identify learning difficulties, factors, and alternative solutions overcoming the problems of learning difficulties about viruses and bacteria. data collection was carried out through the provision of a concept mastery test involving 195 students (8 schools) and in-depth interviews conducted by involving 37 students (4 schools) who received the lowest test scores. data analysis was performed using a percentage formula to determine the proportion of difficulties for each competency. the results showed that students had difficulty with the highest percentage of virus material, those were the competence of analyzing the role of viruses in life (85.64%) and virus replication process (83.21%). the competence in bacterial material which has the highest percentage of difficulty (77.26%) in identify bacterial classification. the factors causing students to have difficulty learning virus and bacteria consisted of the nature of the topic (77.03%), attitudes and learning habits (60.81%), teacher’s teaching skills (37.84%), and school facilities (27.03%). alternative solutions are: teachers reduce the content that is complex and detailed, carry out an interactive learning process (audiovisual/animation), providing more learning experiences through practical activities, and teaching through interesting ways. copyright © 2020, firmanshah et al this is an open access article under the cc–by-sa license keywords learning difficulties nature of the topic virus and bacteria material how to cite: firmanshah, i. f., jamaluddin, j. & hadiprayitno, g. (2020). learning difficulties in comprehending virus and bacteria material for senior high schools. jpbi (jurnal pendidikan biologi indonesia), 6(1), 165-172. doi: https://doi.org/10.2229 /jpbi.v6i1.10981 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.2229/jpbi.v6i1.10981 https://doi.org/10.2229/jpbi.v6i1.10981 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10981&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 165-172 166 firmanshah et al (learning difficulties in comprehending virus …) 2016). the results prove that students experience difficulties in the learning process, especially in biology subjects. students experienced difficulty learning different biology materials at each grade level. grade x students had difficulty learning about viruses and bacterial material. this material as a whole was seen as the material with the highest percentage of difficulties compared to other materials at the level of state high schools (sma) on the island of lombok, west nusa tenggara. most of the students, which were 74.12% in grade x, had difficulty in studying and comprehending the viruses and bacteria. grade xi students expressed challenges with the material of the hormonal system (21.35%). in contrast to grade x and class xi, biological material that was considered difficult by grade xii students was the material related to genetics and inheritance (33.57%) (hadiprayitno, muhlis, & kusmiyati, 2019). concepts in virus and bacterial material that were considered difficult by students include understanding the characteristics of viruses, distinguishing the structure of the virus's body from other creatures, synthesizing how to replicate viruses, the role of viruses, and how to avoid themselves from the dangers of viruses such as influenza, aids, swine flu and others (khan & read, 2018; oren, 2015; redfern, burdass, & verran, 2015; simon, enzinger, & fink, 2017). furthermore, simon et al (2017) state that students often assume viruses are bacteria and viruses are prokaryotic cells. this can occur because viruses and bacteria have similar body structures, as microorganisms. the concepts that are felt difficult by students on bacterial material according to hidayatussaadah, hidayati, and umniyatie (2016) are displayed in the process of reproduction of archaebacteria and classification of eubacteria based on cell wall characteristics. virus and bacteria material is the material that is often included in the competencies tested during national examinations in indonesia (setyaningrum, ramli, & rinanto, 2018). viral and bacterial material is very often raised at the time of the exam, both for the test to determine the ability of students in grade x high school and in the biology olympics (cahyoratri, 2018; sari, 2017). most students cannot answer the question correctly. this is due to the lack of understanding of students on viral and bacterial material (rusmalina & putra, 2015; setyaningrum et al., 2018). learning difficulties will certainly affect the process and the results that will be obtained by students in learning. çimer (2012) and diki (2013) argue that students who have difficulty in learning biological concepts or materials will have an impact on their enthusiasm and the acquisition of their learning outcomes. according to indriwati, susilo, and hermawan (2019), difficulty in understanding viral and bacterial material makes students less motivated to learn. the lower the learning motivation of students, the lower the quality of learning. as a result, hasibuan and djulia (2017) argued that it is difficult for students to obtain good results in learning so it is necessary to further analyze the difficulties experienced by students in understanding viral and bacterial material. identification of students' difficulties in studying viral and bacterial material has been done by several previous researchers (cimer, 2012; etobro & fabinu, 2017; mardin, 2017; fauzi & mitalistiani, 2018). the main reasons for students 'difficulties in learning biology include: (1) the characteristics of learning topics, (2) undisciplined learning habits of students, (3) students' negative attitudes towards learning topics, (4) learning less supportive facilities, ( 5) physical, economic and psychological conditions of students who do not support the learning, (6) the teaching style of teachers that is less creative, and (7) the students' negative assessment of the teachers (cimer, 2012; mardin, 2017). besides, learning difficulties are caused by students being unable to associate the topics studied with everyday life (cimer, 2012). etobro and fabinu (2017) suggest the reasons for the difficulties of students in biology were mostly due to the teaching methods of teachers who were not following the material taught and the delivery of material that was not matched with practicum activities. according to fauzi and mitalistiani (2018), the use of terminology or latin terms in the material is also one of the reasons why students fail to comprehend particular biology topics. based on these rationales, previous research as a whole only focuses on the difficulties and factors causing learning difficulties without any solution to overcome the learning difficulties experienced by students. this study aimed to identify learning difficulties experienced by students in understanding the concept of virus and bacteria, factors that cause difficulties, and alternative solutions overcoming the problems of learning difficulties of students about viruses and bacteria. the contribution of this study is the knowledge of learning difficulties and the disclosure of factors that cause students to have learning difficulties in studying viruses and bacterial substances. based on this, various education practitioners can provide solutions to student learning difficulties, in addition to alternative solutions provided by researchers in this paper. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 165-172 167 firmanshah et al (learning difficulties in comprehending virus …) method research type this research was descriptive in the form of survey research. this study described the learning difficulties of students on the virus and bacterial material, the factors that cause students to experience difficulties, and alternative solutions in overcoming learners' learning difficulties in understanding grade x's virus and bacterial material for state high schools in east lombok regency, west nusa tenggara province-indonesia. research time and place this study was conducted on july and august 2019 in eight state high schools in the east lombok regency. the schools were sman 1 of terara, sman 1 of sikur, sman 1 of masbagik, sman 2 of masbagik, sman 1 of sukamulia, sman 2 if selong, sman 3 of selong and sman 1 of labuan haji. research target/subject the subjects in this study were the x graders of state high schools in east lombok regency. the determination of the sample was done by using a purposive sampling technique. this sampling technique was implemented to select schools to be surveyed randomly consisting of 30% of the total number of state high schools in east lombok regency. the class used as a sample in this study was class x natural sciences amounting to eight classes from eight different schools with a total number of 195 students. procedure the procedure of this study began with the preparation of instruments for written tests on viral and bacterial material and in-depth interviews (guide). next, students answered the questions in the instrument (test paper) to find out the learning difficulties. then the interview process was carried out to identify the factors that caused the learning difficulties. data, instruments, and data collection technique the data consisted of the percentage of scores obtained on each item and the percentage of factors causing learning difficulties. the instruments of this research were: 1) a written test of viral and bacterial material and 2) an in-depth interview guide. the test questions included 30 multiple-choice items consisting of 15 items about viruses and 15 items about bacteria. the multiple-choice test questions were first tested to find out the validity and reliability. the validity and reliability scores of the questions used were 0.71 and 0.69, respectively. the range of competencies contained in the test questions included 40% of the c4 category questions and 60% categorized as c3 category, referring to the requirements that were available in the basic competency (or kompetensi dasar/kd) material. test questions were arranged based on indicators of competency achievement (grade point average/gpa) on virus and bacteria material to identify learners' difficulties including identifying the characteristics of viruses, distinguishing the structure of the virus body from other organisms, analyzing the process of viral replication, analyzing the role of viruses in life, and identifying the types of viruses. whereas bacterial material consisted of identifying the characteristics, the body structure, the classification, the role of archaebacteria and eubacteria in life and identifying ways of breeding bacteria. the in-depth interview guide was utilized during the interview process and was carried out after getting the results of the test questions. the interview process was conducted for 37 students from 4 different schools. the four schools involved in the interview process were the schools with the lowest test scores among the 8 other schools. students' responses during the interview process that had similarities were examined carefully and then grouped so that they formed categories. the students' responses during the interview process were identified according to the interview instrument indicators. indicators used in the interview process included the nature of the material, the teaching style of the teacher in the classroom, students 'attitudes towards the material, and students' learning habits in the learning process. data analysis technique the data analysis technique employed descriptive statistics. the test results were used to find a picture of the proportion of students' difficulties and the factors causing learning difficulties. the results of the written test questions were analyzed by counting the number of correct and wrong answers from each question jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 165-172 168 firmanshah et al (learning difficulties in comprehending virus …) representing the achievement indicators of competence and calculating each percentage of the answers. the percentage was calculated using sugiyono’s formula (2013), as in formula 1: p= f/n × 100% (1) where p: percentage of the answers; f: the total number of each answer; and n: the maximum number of answers. the percentage of correct answers was categorized into difficult or not difficult with the following intervals, 0% 50% means "difficult", 51% 100% means "not difficult" (hidayatussaadah et al., 2016). data from the in-depth interview process were analyzed by calculating the percentage of each category of answers. the percentage of each learning difficulty category proposed by students was calculated using sugiyono’s formula (2013) as well. results and discussion the findings of this study were arranged based on the research objectives, including competencies that are difficult for students to learn on the virus and bacterial material, reasons for having difficulty learning these competencies, and teachers 'views on strategies that make learning biology more effective in overcoming students' learning difficulties. the three most difficult competencies for learners to learn about the virus and bacterial material the data obtained from 195 participants were analyzed to show the proportion of learning difficulties experienced by students. the proportion of learning difficulties in virus and bacterial material based on test questions is presented in table 1 and table 2. table 1. learning difficulties in virus material learning no indicators of competency achievement wrong answer (%) correct answer (%) category 3.4.1 identifying virus characteristics 65.81 34.19 difficult 3.4.2 differentiating the structure of the virus body from other organisms 45.13 54.87 not difficult 3.4.3 analyzing the virus replication process 83.21 16.79 difficult 3.4.4 analyzing the role of viruses in life 85.64 14.36 difficult 3.4.5 identifying the types of viruses 64.96 35.04 difficult average percentage 69.15 31.05 difficult table 1 shows that in the virus material, students had difficulties in almost all competencies that existed in the competence, such as: identifying the characteristics of viruses, analyzing the process of virus replication, analyzing the role of viruses for life, and identifying the types of viruses. this is evidenced by the percentage of the number of incorrect answers (68.95%) which is higher than the percentage of the number of correct answers from students (31.05%). while in the competency to distinguish the structure of the virus body with other organisms, students have no difficulty, it can be seen from the number of correct answers of 54.87% compared to the percentage of the wrong answers which is lower at 45.13%. competence with the highest level of difficulty in the virus material experienced by students is the competence in analyzing the virus replication process with the percentage of incorrect answers of 83.21% and analyzing the role of the virus for life that is 85.64%. table 2. learning difficulties in bacteria material learning no indicators of competency achievement wrong answer (%) correct answer (%) category 3.5.1 identifying characteristics of bacteria 61.54 38.46 difficult 3.5.2 distinguishing bacterial body structure 64.27 35.73 difficult 2.5.3 identifying bacterial classification 77.26 22.74 difficult 3.5.4 identifying the role of archaebacteria and eubacteria in life 60.51 39.49 difficult 3.5.5 identifying the method of bacteria breeding 69.23 30.77 difficult average percentage 66.56 33.44 difficult as for the bacterial material, referring to table 2 it can be seen that students had difficulties in all competencies that exist, including the act of identifying bacterial characteristics, differentiating bacterial body jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 165-172 169 firmanshah et al (learning difficulties in comprehending virus …) structures, identifying bacterial classifications, identifying the role of archaebacteria and eubacteria in life, and determining ways of bacterial breeding. the highest difficulty experienced by students in bacterial material was the competence in identifying the classification of bacteria with a percentage of incorrect answers as high as 77.26%. based on the above review it can be concluded that there were three most difficult competencies for students in learning viral and bacterial material, namely analyzing the process of virus replication, analyzing the role of virus for life, and identifying bacterial classifications. several previous studies also revealed difficulties in the same topics among students (harahap & nasution, 2018; hasibuan & djulia, 2017; hidayatussaadah et al., 2016). harahap and nasution (2018), for example, revealed that explaining how to replicate viruses and explaining the role of viruses in life are the most difficult competencies in virus material for students in high school level because most students consider these concepts as abstract and complex. hidayatussaadah et al (2016) also reported that explaining the classification of eubacteria based on cell wall characteristics being the most difficult competency for students. factors causing learning difficulties the data on the factors causing learning difficulties in virus and bacterial material based on internal and external factors were obtained through the interview process. the type of interview used was in-depth interviews. the number of participants involved in the interview process was 37 participants. more details can be seen in table 3. table 3. factors that cause students learning difficulties in comprehending virus and bacteria material factor main category sub category examples of student’s statements n % ẍ (%) external material characteristics the topic depends on memorization "... memorizing too much ..." 33 89.19 77.03 the topic is abstract "... few difficulties with pictures" 27 72.97 the use of foreign/latin words "... contains complicated and unfamiliar words .." 35 94.59 topic complexity "the topic is too complicated to understand" 19 51.35 teacher teaching skill not accompanied with enough practice "in my opinion, students should do more observations in the learning process" 18 48.65 37.84 teacher skills when teaching "teacher’s teaching style ..." 10 27.03 school facilities limited facilities and infrastructure "we cannot conduct experiments because our school does not have the tools and test equipment." 10 27.03 27.03 internal student’s attitudes and study habits negative attitude towards the material "... i'm not interested in the topic ..." 15 40.54 60.81 "feeling bored while studying ..." 14 37.84 student’s study habits "i don't repeat studying topics daily..." 16 43.24 the data in table 3 show students' responses regarding the reasons why they have difficulty in studying the virus and bacterial material. five main reasons emerged, namely: the nature of the topic/material, teacher skills, school facilities, and student study habits. the nature of the material, teacher skills, and school facilities were included in external factors, while the attitudes and habits of students were included in internal factors that caused learning difficulties. external factors were the most influential factors on learning difficulties experienced by students in studying virus and bacteria material. characteristics/nature of the material was a factor causing the learning difficulties of students with the highest percentage of 77.03%, followed by factors of students' attitudes and habits with a percentage of 60.81%, then teacher skills, and school facilities with the percentages of 37.84% and 27.03 %. students identified the nature of the topic/material as the main reason for their difficulties in learning viruses and bacteria. based on table 2 it can be seen that 77.03% of the participants disclosed that virus and bacteria material has learning objects that cannot be seen with the naked eye, have high material complexity, and there are many foreign/latin words. fauzi and mitalistiani (2018) also report that the existence of various foreign/latin terms with high frequency could be considered as a source of learning difficulties for students in understanding biology material. besides, students involved in this study revealed that a large number of foreign/latin terms forced them to memorize the material when studying. çimer (2012) stated that when learning activities in the classroom are not associated with students' daily lives and are not jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 165-172 170 firmanshah et al (learning difficulties in comprehending virus …) matched by practical or experimental activities, it will certainly lead to the perception that viral and bacterial material is material that only requires memorization. the next factor that resulted in students’ difficulty in learning viral and bacterial material was the way of teaching. according to students, biology lessons were generally conducted through teacher lectures and delivered in teacher-centered style. practical activities and student-centered activities were rarely used. the same thing was reported by çimer (2012), mardin, nurhayati, and ramlawati (2017), and nofitasari and sihombing (2017) which found out that the way of teaching which was not creative and monotonous caused students to not be motivated in classroom learning. therefore, the competence and creativity of teachers were essential and needed to increase the enthusiasm and motivation of students to learn the material in biology lessons. according to çimer (2012), students tended to ignore the teacher's explanation and allowed the development of negative attitudes of other students if the teacher lacks mastery of the delivered materials. the limited facilities at the school were also one of the reasons why students often have difficulty in learning, especially in studying viral and bacterial material. some of the students reported that because their school did not have adequate biology laboratories or adequate teaching and learning materials, they did not practice the learning process as they had hoped (no-practicum). they stated that they could not conduct experiments or observations in the laboratory or on a student-centered learning style. this factor resulted in biology learning taught through teacher-centered activities. etobro and fabinu (2017), as well as nofitasari and sihombing (2017) also reported the same findings in their research on students in senior high schools, namely the unavailability of learning facilities made students experience difficulties in the learning process. the final reason for students' difficulty in studying the selected material, according to them, was their daily study habits. as many as 60.81% of students stated that they did not study regularly, and did not repeat the material previously taught. in addition, some of them added that they were sometimes not interested/bored with what the teacher taught in class. as a result, students could not understand the material properly. in addition to determining factors that negatively affect student learning, understanding their opinions about something that makes learning more effective is very important, to improve the quality of teaching and learning in schools. suggested alternatives to overcome learning difficulties. below are the alternative problem solving to overcome the learning difficulties experienced by students on learning material for viruses and bacteria. the data obtained from the results of the focus group discussion with east lombok regency biology subject teachers of 22 participants, were then analyzed entirely to find alternative solutions to problems regarding learning difficulties experienced by students to comprehend virus and bacteria material. the alternative solutions are presented in table 4. table 4. alternative solutions to overcome learning difficulties. main category sub category sample of teacher’s statement reducing the content of the material reducing detailed knowledge "... making a resume (summary) of the material ..." providing audiovisual learning media watching videos "…having an interactive learning media in the form of animation that is audio-visual." conducting practicum doing experiments "... providing more learning experiences to students through practical activities ..." designing interesting learning teaching the topics in a more interesting and fun way "…making learning outcomes in the form of competed products to be rewarded..." "…using flashcard media..." alternative problem solving related to learning difficulties of students delivered by biology subject teachers in the fgd forum based on table 4 consisted of four main categories namely reducing material content, adding audiovisual learning media, doing practical learning, and making learning more interesting and enjoyable for learners. some of the suggestions given were related to the teacher, some others were related to the students themselves, such as increasing the discipline of students in the learning process, and some habits related to biology topic/material. one teacher commented that reducing material content or making a summary of the material that is complex and broad can improve the quality of learning in the classroom. the same assertion is expressed by çimer (2012) and mardin et al (2017) about material that is too much and dense, so it is necessary to reduce the content of the material to improve the quality of learning. the next alternative problem solving recommended was that the teachers have to utilize the learning with audiovisual media in the form of animation. this is based on the characteristics of the material which includes jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 165-172 171 firmanshah et al (learning difficulties in comprehending virus …) many abstract concepts and phenomena so that the right media is needed for better learning. therefore, if the teacher uses a variety of visual learning materials and media, such as pictures, models, videos, and 3-d material in learning, it will certainly make learning more effective. the use of learning media is enough to help students understand the material because with media students can see what is learned and explained by the teacher (nofitasari & sihombing, 2017). furthermore, the use of instructional media through materials and visual tools can help maintain knowledge for a long time and help remember information (çimer, 2012). some other teachers provided alternative solutions to the problems by adding practical activities that have to be done regularly. this revealed that current biology learning included a few practice sessions. practical activities can help students to be able to build and understand knowledge deeper. diki (2013) assumes that learning activities must include investigative activities, to enable students to conduct investigations while studying biology. this will foster students' creativity. when students are involved in learning and conducting experiments or observations, they can understand the topic and remember it easily because practical activities allow them to learn the topic through various cognitive activities, for example by doing, observing, communicating, thinking, and discussing (almroth, 2015; çimer, 2012). the final suggested alternative solution was to make the learning process more interesting and enjoyable through flashcard media. flashcard media is believed to be able to help students in overcoming learning difficulties related to the use of foreign/latin terms and material that requires a lot of memorization. several previous researchers (grillo, 2011; reeser & moon, 2018) also reported similar findings, that the use of flashcards is proven to be effective in increasing students' knowledge related to new terms or vocabulary in learning. grillo (2011), in his research, for example, claims that students find the flashcard helpful in learning biology related to foreign/latin terminology. moreover, golding, wasarhaley, and fletcher (2012) mention, the use of flashcard media in the learning process is proven to improve student’s learning outcomes. conclusion the three most difficult competencies for students in learning virus and bacteria material were analyzing the process of virus replication, analyzing the role of viruses for life, and identifying bacterial classifications. students revealed the factors that have caused them to experience difficulties in learning the material including the nature/characteristics of the material, the teacher's skills in teaching, the availability of school facilities, and the attitudes and learning habits of students. alternatives to overcome the problem of learning difficulties experienced by students were; it is recommended that teachers reduce material content that is complex and detailed. the next alternative is to do an interactive learning process in the form of audiovisual animation so that students get an overview related to the materials to be studied. the last suggested alternative is to provide more learning experience to students through practical activities, in addition to delivering the learning material in a more interesting and fun way. references almroth, b. c. 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(2013). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r & d). retrieved from https://scholar.google.com/scholar?cluster=10328650190657588078&hl=en&oi=scholarr https://doi.org/10.1177/0098628312450436 https://doi.org/10.1177/0098628312450436 http://etd.fcla.edu/cf/cfe0003972/grillo_kelly_j_201108_phd.pdf https://doi.org/10.1088/1742-6596/1241/1/012054 https://doi.org/10.1088/1742-6596/1241/1/012054 https://doi.org/10.24114/jpp.v6i2.10141 https://jurnal.unimed.ac.id/2012/index.php/pelita/article/viewfile/6629/7180 http://journal.student.uny.ac.id/ojs/index.php/pbio/article/download/4635/4302 https://doi.org/10.22219/jpbi.v5i2.7888 https://doi.org/10.1128/jmbe.v19i2.1527 http://publikasi.data.kemdikbud.go.id/uploaddir/isi_c3e61ed4-94a4-4c8e-afee-091c89f6bf53_.pdf http://eprints.unm.ac.id/5840/ http://eprints.unm.ac.id/5840/ https://doi.org/10.26740/jpfa.v7n1.p44-53 https://doi.org/10.1093/femsle/fnv162 https://doi.org/10.1093/femsle/fnv020 https://www.researchgate.net/publication/328305642 https://www.researchgate.net/publication/328305642 https://media.neliti.com/media/publications/175111-id-none.pdf https://repository.ar-raniry.ac.id/id/eprint/2959/1/nilam%20sari.pdf https://doi.org/10.26555/bioedukatika.v6i2.10925 https://doi.org/10.1371/journal.pone.0174402 http://publikasi.data.kemdikbud.go.id/uploaddir/isi_d4906838-880a-4a56-9a4a-4803ac02d841_.pdf https://scholar.google.com/scholar?cluster=10328650190657588078&hl=en&oi=scholarr universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 47-54 10.22219/jpbi.v6i1.10503 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 47 research article the low level of biology teacher candidate questioning skills d. darmadi a,1,*, riki apriyandi putra a,2 a biology education study program, faculty of teacher training and education, universitas riau, jl. hr soebrantas km. 12,5 panam pekanbaru, riau, 28293, indonesia 1 darmadiahmad74@yahoo.com*; 2 riki.apriyandi@lecturer.unri.ac.id * corresponding author introduction learning in the 21st-century requires the development of students' critical thinking skills (changwong, sukkamart, & sisan, 2018; maryuningsih, hidayat, riandi, & rustaman, 2019) and problem-solving (binkley et al., 2014; priemer et al., 2020). one way to do this is to ask questions in class to facilitate discussion and make students think (albergaria-almeida, 2011; schoenberger-orgad & spiller, 2014). in this case the teacher must have good questioning skills (albergaria-almeida, 2011; zolfaghari, fathi, & hashemi, 2011). the teacher uses questions to ensure that students are attentive and involved in the learning process and to assess student understanding (yenmez, erbas, cakiroglu, cetinkaya, & alacaci, 2018). the ability to ask and answer questions is very important in learning. therefore, questioning skills must also be possessed by teacher candidate students (akkaya & demirel, 2012). a r t i c l e i n f o a b s t r a c t article history received december 02, 2019 revised february 03, 2020 accepted february 20, 2020 published march 31, 2020 questioning skills is one of competencies required by teachers in dealing with the 21stcentury challenges. the purpose of this study was profiling biology teacher candidates’ questioning skills in pekanbaru. the subjects of the research were the students, in three institutions, who were taking zoology course. the total number of the subjects were 278 students selected using purposive random sampling. the instrument used was test contained of five items which instructed students to make questions related to five objects. the results showed that the teacher candidates’ question level in three institution were low-level question (more than 50% in c1-c3 level). the questions posed were dominance in the level of memorizing, understanding, applying, and analyzing. they were not accustomed to asking questions with the evaluating and creating levels. the systematic of question was dominated as a divergent question, while the question area asked was dominated in the physiology (32.93%) and morphology (32.14%) concept. the information gained from this study can be consideration point for further research. copyright © 2020 darmadi & putra this is an open access article under the cc–by-sa license keywords biology teacher candidate questioning skills thinking skills how to cite: darmadi, d., & putra, r. a. (2020). the low level of biology teacher candidate questioning skills. jpbi (jurnal pendidikan biologi indonesia), 6(1), 47-54. doi: https://droi.og/10.22219/jpbi.v6i1.10503 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://droi.og/10.22219/jpbi.v6i1.10503 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10503 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10503&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 47-54 48 darmadi & putra (the low level of biology …) teacher candidate students need to prepare techniques for providing feedback (daniel, auhl, & hastings, 2013), providing criticism as affirmative and formative actions. the importance of professional dialogue as part of their development as future teachers, and as part of professional practice, is also highlighted (sahamid, 2016). in the learning process, a teacher must have techniques that tend to vary according to several factors including the subject content characteristics, class size, and physical conditions in the class (sahamid, 2016; seman, 2018). one technique that teachers must regularly use in class is questioning. a good questioning technique will bring up many creative answers and bring up other questions that are "extraordinary" from students (zolfaghari et al., 2011). besides, according to santi, soendjoto, and winarti (2018), a good questioning is both a methodology and an art. it can make a significant contribution to improve teaching and learning. however, the good question is not always effective. effective questioning techniques are very important mastered by teacher candidate students to control the learning process to achieve the learning goals. the technique of asking is as important as the technique of answering questions, but the essence of learning always starts from "wanting to know" then we get the answer from what we are looking for (saputri, sajidan, rinanto, afandi, & prasetyanti, 2019). a structured feedback framework is provided to improve the critical nature of students (pedrosa-de-jesus, moreira, lopes, & watts, 2014), focusing on the specifics of the skills being trained. on the other hand, the use of questioning skills is essential to a systematic investigation in any subject area. in such an investigation: 1) one asks questions to identify the reason for the investigation, 2) questions are asked to direct searching for information and to synthesize what has been discovered, and 3) the conclusions resulting from investigations are evaluated via questions (nappi, 2017). however, using questions to assist students' investigations is a relatively new technique in schools. in the past, teachers primarily questioned students to ascertain whether or not they were learning the book content and to see if students were paying attention in class (lihui, qun, feng, & qin yuqing, 2015). engaging in reflective processes enables educators to refine their practice, in response to the contextual circumstances of their work, and supports the continuous development of effective pedagogy, processes, and policies in schools in response to changing knowledge in the field. engaging in critical reflection and dialogue contributes to the establishment of teaching as a community of practice and its ultimate recognition as a profession (amin & adiansyah, 2018). through this study, it is thought that to determine teacher candidates’ questioning skills in an effective teaching process can contribute to the research, educators and teachers education programs. some studies indicate that teachers also view questioning as a basic way to stimulate student thought and to guide the development of knowledge (amin, corebima, zubaidah, & mahanal, 2017; arsal, 2015; bahri & idris, 2018) and encourage children to express themselves orally (burton, 2010). in addition, teachers should consider questioning to motivate students to think (daniel et al., 2013; de boer, janssen, van driel, & dam, 2019). questioning skills can also be used to evaluate the learning of students (carlson et al., 2014; dewaelsche, 2015). according to dustova and cotton (2014) asking questions can have a positive impact on student learning and most teachers are aware that verbal questioning can facilitate student learning. researchers studying traditional face-to-face classroom discourses pointed out that teachers’ questions can facilitate dialogic inquiry as stated by etemadzadeh, seifi, and far (2013). although it is recognized that the question plays an important role in the learning process, in indonesia, the questions asked by teachers are questions at a low cognitive level (memorization and understanding) and ask more close-ended questions than open-ended questions (cahyani, nurjaya, & sriasih, 2015; saun, 2015; zahra, kusmayadi, & usodo, 2016). the low-level question can't stimulate ongoing thinking and inquiry for students (albergaria-almeida, 2011; james, morse, & howarth, 2010; martinho, almeida, & teixeira-dias, 2014). the small number of teacher questions that are open and demand high-level thinking shows that learning science in schools still has not trained students to develop high-level thinking and reasoning and the results also indicate that an increase in the teacher's questioning ability is still needed. based on the results of the research above, it was concluded that the development of critical questioning skills must be done as early as possible because it is very important in improving teacher candidate student competence. questioning skills are very closely related to science learning, such as biology learning, which emphasizes mastery of concepts, and in practice is more dominant on rote learning. rote learning is not so long stored in the memory of students, this is because there are not many senses involved (tan, 2014). by starting with a critical question, students will be able to think in their inquiry learning (clark, harbaugh, & seider, 2019; pedrosa-de-jesus et al., 2014). based on these explanations, indicated that inquiry learning can be initiate by teachers' questions at the beginning of the lesson. questioning skills are related to critical thinking skills, which are the basis for someone in finding out something (adams, 2015; mayweg-paus, thiebach, & jucks, 2016; nappi, 2017; pedrosa-de-jesus et al., 2014). it means delving deeper and asking questions like: why is that so? where is the evidence? how good is that evidence? is this a good argument? is it biased? is it verifiable? what are the alternative explanations? critical thinking moves us beyond mere description and into the realms jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 47-54 49 darmadi & putra (the low level of biology …) of scientific inference and reasoning. for many scientists, critical thinking becomes (seemingly) intuitive, but like any skill set, critical thinking needs to be taught and cultivated. unfortunately, teachers are unable to deposit these skills directly into their students’ heads. critical thinking itself needs to be experienced first-hand by practice their questioning skills. therefore, questioning skills must be familiarized in each education unit. based on the description above, critical questioning skills are very important to be studied more deeply. therefore, this study tried to conduct profiling research related to questioning skills of biology teacher candidate students in pekanbaru, riau, indonesia. by knowing the questioning skills profiles of biology teacher candidate students, especially in riau, can be a foundation for sustainability in improving these skills. this is related to the importance of questioning skills that must be possessed by biology teachers to achieve learning success. questioning skills are the basis for successful communication between teachers and students to construct meaningful learning. method this descriptive study was using students in three institutions as the research subject. the chosen institution was the institute of teachers' education in pekanbaru, riau, indonesia. the subjects use are students who were taking the zoology course. the total number of the subjects were 278 students selected using purposive random sampling, as presented in table 1. to obtain the relevant data, the instrument used was a test contained five items that instructed students to make questions related to five objects. then, the questions proposed by respondents were analyzed to find their level question (low-level question and high-level question), so that it is expected to obtain a profile of biology teacher candidates' questioning skills. the lowlevel question, in this case, is low according to the cognitive level c1-c3. meanwhile, the cognitive level c4-c6 is categorized as a high-level question. the data obtained were analyzed using quantitative and qualitative analysis. quantitative analysis was done by categorizing the level of students’ question as low-level question or high-level question (accompanied by looking for percentages), the systematic of question (divergent or convergent), and the direction of question (or question area asked). meanwhile, the qualitative analysis was conduct by examining the level of students' questions and identify the result. table 1. research sample no institute of teachers’ education number of respondent (students) 1 universitas riau 88 2 universitas lancang kuning 76 3 universitas islam riau 114 total of respondent 278 results and discussion the distribution of the level and systematic of the question proposed by students is shown in table 2. it can be explained that biology teacher candidates in universitas riau have the level of questions ranging from highest to lowest, respectively are c4 (30.55%), c2 (26.86%), c1 (25.08%), c3 (16.52%), c5 (0.86), and c6 (0.12%). in universitas lancang kuning, the level of students’ question are c2 (29.14%), c1 (27.09%), c4 (26.41%), c3 (17.23%), c5 (0.14), and c6 (0.00%). meanwhile, in universitas islam riau, the result showed that the level of students’ question from highest to lowest are c4 (29.67%), c2 (28.54%), c1 (27.97%), c3 (12.97%), c5 (0.85), and c6 (0.00%). based on this result, the question proposed by biology teacher candidates in the three institution were categorized as low-level question (more than 50% in c1-c3 level). however, the highest question's level reached by students at universitas riau and universitas islam riau is at c4 level, in contrast with universitas lancang kuning which has the highest level of questions proposed at c2 level. the results showed that the questioning skills of biology teacher candidate students at three institution were still relatively low. this is also reinforced by the results of question’s systematic which is dominate by divergent questions (shown in table 2). the data showed that from universitas riau, universitas lancang kuning and universitas islam riau, percentages of the divergent question were 87.63%, 89.71%, and 91.18% respectively. different questions are questions that are in line with different mindsets. this is very good for a scientist (sahamid, 2016). however, the factor that further determines the level of one's questioning skills is the level of questions made (coutinho & almeida, 2014). the question proposed by students are only dominant at the level of memorizing, understanding, applying, and analyzing. they are not accustomed to asking questions with the category evaluating and creating level. this can be occurred because teacher candidate students are not accustomed to formulating high-level questions. ramadhan, mahanal, and zubaidah (2017) state that the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 47-54 50 darmadi & putra (the low level of biology …) ability to ask questions is a reflection of students' level of thinking. the more often students ask questions, the more often the lecturer gives feedback. then students can give their answers or opinions, so the interaction between them becomes more meaningful (hu, chiu, & chiou, 2019; pedrosa-de-jesus et al., 2014; ramadhan et al., 2017; santosa, 2012). a teacher cannot just stand up while saying "any questions? are there anything want to be asked? don’t you understood?” it certainly makes students feel ashamed to ask questions, lack of confidence, and afraid to ask. therefore it cannot encourage students to ask. a teacher should give questions that are responsive to students to develop students' way of thinking (grant & smith, 2018). one alternative to improving students' thinking skills is to promote various questions that stimulate students' thinking processes. questions are sparks that trigger students' thought processes and one of the most important uses of questions is to spur higher thinking skills (whiley, witt, colvin, sapiains arrue, & kotir, 2017). according to mayweg-paus et al. (2016), the implementation of learning is a relevant experience for the continuous learning of teacher candidate students in developing new knowledge about the subject matter, pedagogical aspects, and learner cognition. this knowledge plays a role in the improvement of subsequent learning. table 2. distribution of the level and systematic of question proposed by students no. institute of teachers’ education object level of questions (%) the systematic of question (%) c1 c2 c3 c4 c5 c6 divergent convergent 1 universitas riau (88 students) sp 1 5.59 3.63 4.75 6.18 0.21 0.00 22.04 4.19 sp 2 3.92 5.29 3.42 8.20 0.12 0.03 17.63 2.58 sp 3 6.27 5.74 2.73 8.35 0.42 0.09 16.45 1.94 sp 4 3.71 5.85 3.06 4.67 0.03 0.00 15.48 1.94 sp 5 5.59 6.36 2.56 3.15 0.09 0.00 16.02 1.72 total 25.08 26.86 16.52 30.55 0.86 0.12 87.63 12.37 2 universitas lancang kuning (76 students) sp 1 5.56 6.38 3.86 6.00 0.00 0.00 20.11 3.09 sp 2 3.92 4.81 4.61 7.85 0.10 0.00 20.80 2.74 sp 3 8.46 3.65 3.21 5.22 0.00 0.00 16.91 2.06 sp 4 5.36 6.35 2.87 3.92 0.03 0.00 16.11 1.71 sp 5 3.79 7.95 2.70 3.41 0.00 0.00 15.77 0.69 total 27.09 29.14 17.23 26.41 0.14 0.00 89.71 10.29 3 universitas islam riau (114 students) sp 1 5.92 6.82 4.19 8.98 0.15 0.00 20.12 2.48 sp 2 7.27 7.67 5.87 6.04 0.38 0.00 19.95 2.14 sp 3 6.45 6.82 2.16 6.70 0.33 0.00 18.32 1.46 sp 4 4.99 3.21 0.43 5.24 0.00 0.00 16.87 1.71 sp 5 3.34 4.01 0.33 2.71 0.00 0.00 15.92 1.03 total 27.97 28.54 12.97 29.67 0.85 0.00 91.18 8.82 furthermore, table 3 shows the recapitulation of the direction of question proposed by students in three institution. the direction of the questions proposed by students was dominated by concepts of physiology (32.93%) and morphology (32.14%). the high of these two concepts is due to two causes, the first students do not know the concept, and secondly, the students' questioning skills are lack development. therefore the direction of questions is only limited to what they know. for example, if students see the shape of chiton sp. which does not have legs, they will ask about the shape of the feet. the other example, if students see portunus sp. mating, then they immediately ask how the mating crab process. the two causes are interrelated, but it is fundamentally concluded that someone who already has a high level of questioning skills will propose questions is not only limited to the concepts of physiology and morphology. thus the pattern of critical questions of biology teacher candidate students at three universities is to ask questions according to what they remember, know, and see. it is shows that their critical thinking are not well developed. in general, critical questioning skills can be developed by way of practice. this means that each student is accustomed to always ask questions related to biological concepts. not only should that, but the questions they ask also be proven so that responsibility and curiosity arise when they ask questions and find their answers. mutakinati, anwari, and yoshisuke (2018) argue that to be an effective questioner is not is something inborn talent and few teachers who can master it, but it is something that can be improved skills through exercises. the critical questioning skills are high-level questioning skills that bring a person to find advanced questions to find a complete answer, thus causing his critical thinking skills to develop (hu et al., 2019; mayweg-paus et al., 2016; nappi, 2017; pedrosa-de-jesus et al., 2014). asking questions encourages students to think critically. it is also important in problem-solving and decision making (adams, 2015; torabizadeh, homayuni, & moattari, 2018). from this case, it can be seen that students' willingness to ask questions is still relatively low because the question level categorizes as the low-level questions. asking questions is a key activity in carrying out active and meaningful learning. the questioning jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 47-54 51 darmadi & putra (the low level of biology …) skills become indicators of students' thinking abilities that are known through quantity and quality (mutakinati et al., 2018). critical thinking has meaning, namely the power of thinking that must be built on students so that it becomes a character or personality that is engraved in a student's life to solve all his life problems. critical thinking skills are very important for students because with these skills students are able to be rational and choose the best alternative for themselves. students who have critical thinking skills will always ask themselves in facing all their problems to determine the best for themselves. they have the ability to identify the relationship of several statements of questions, concepts, descriptions, and various models used to reflect thoughts, views, beliefs, decisions, reasons, information and opinions. students have critical thinking skills if always involved with exercises and habits that can stimulate them to think critically (toy & ok, 2012). critical thinking is also a way of thinking that brings up various reasons in your mind (nappi, 2017). the reasoning skill that arises will lead to the emergence of critical questioning skills. questioning skills especially critical questioning skills of biology teacher candidate students must be developed as early as possible. table 3. recapitulation of the direction of question proposed by students no institute of teachers’ education direction of question (%) morphology anatomy physiology ecology lack (-) excess (+) 1 universitas riau 9.14 9.11 12.57 1.70 0.07 0.13 2 universitas lancang kuning 10.64 8.73 7.47 1.25 0.23 0.18 3 universitas islam riau 12.36 10.58 12.89 2.64 0.16 0.16 total 32.14 28.43 32.93 5.59 0.46 0.47 in addition, critical thinking can improve one's intelligence that will not arise without motivation in a person (wartono, hudha, & batlolona, 2018; zhou, yan, zhao, liu, & xing, 2012). effective questioning skills can provide quality learning that is more meaningful and enjoyable, resulting in direct teacher-student interaction (mergler & spooner-lane, 2012; widiyowati, 2015). therefore, we need a way to be able to bring up and increase student motivation. the motivation for learning is integrated into the right learning strategy, such as inquiry, problem-based learning, etc. the students' questioning skills is very important possessed by biology teacher candidate because it will greatly help them to prepare 21st-century challenge in the learning process. conclusion the profile of questioning skills of biology teacher candidate students’ in three institutions was categorized as a low-level question (more than 50% in c1-c3 level). the questions posed were dominance in the level of memorizing, understanding, applying, and analyzing. they were not accustomed to asking questions with the evaluating and creating levels. the systematic question was dominated as a divergent question, while the question area asked was dominated in the physiology (32.93%) and morphology (32.14%) concept. the study finds that the low level of students’ questioning skills due to the lack of critical thinking. it can be improved using habituation in the learning process which accommodates students' questioning skills. references adams, n. e. 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(2023). relationship between the attitudes of biology education students toward statistics with knowledge of data analysis. jpbi (jurnal pendidikan biologi indonesia), 9(1), 46-52. https://doi.org/10.22219/jpbi.v9i 1.24490 mailto:ahmad_fauzi@umm.ac.id mailto:dianifatmawati87@umm.ac.id mailto:ahmad_fauzi@umm.ac.id https://doi.org/10.22219/jpbi.v9i1.24070 https://doi.org/10.22219/jpbi.v9i1.24070 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 47 fauzi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 46-52 unsatisfactory (burhan, 2013; jatisunda et al., 2020). the formulas and calculations that must be learned, their anxiety (macher et al., 2013), and their attitudes toward statistics (mao et al., 2021; sölpük, 2017) may contribute to their statistical competence. in line with students' attitudes towards statistics, the data analysis competence of biology education students also tends to be low, which will affect the quality of research designed and implemented by biology education students. this is because the better the knowledge of statistics and analysis, the better the quality of the data collection and selection of analytical methods when designing methods and reporting research results (oster & enders, 2018; sendef & robbins, 2019). unfortunately, many research publications in the field of biology education in indonesia exhibit a poor selection of data analysis techniques (susetyarini & fauzi, 2020). these findings are consistent with previous studies that have also reported inaccuracies in the use of statistics in various research publications (abah, 2018; gogtay & thatte, 2017; wu et al., 2011). inaccurate selection of data analysis techniques can lead to biased and invalid research conclusions (ali & bhaskar, 2016). despite the issue of statistical competence needing special attention, there is a lack of research on students' attitudes toward statistics in biology education. studies on students' attitudes toward statistics have been conducted in various fields such as health (ayebo et al., 2019; hannigan et al., 2014; zhang et al., 2012), engineering (ghulami et al., 2015), business (sharma & srivastav, 2021; wang et al., 2018), and psychology (akour, 2022). furthermore, previous research related to statistical knowledge also involved high school students, whereas research in tertiary institutions only involves subjects outside of biology education students, for example, mathematics education (azis & nurlita, 2018), public administration (jatisunda et al., 2020), and general education (burhan, 2013). additionally, these studies have not yet focused on measuring students' basic knowledge in applying statistics to research in biology education. for these reasons, this study aimed to fill the gap in research on students' attitudes toward statistics and their related knowledge of data analysis in biology education. this research also reveals the relationship between aspects of attitudes towards their level of competence, providing an overview of knowledge related to data analysis techniques for biology education students. furthermore, the effect of attitude on data analysis competencies can be confirmed through this study, and thus can be used as the basis for reformulating the design of statistics courses or even the biology education curriculum in tertiary institutions. method research design and participants this correlational research was conducted at the universitas muhammadiyah malang (umm), indonesia, in 2021 and involved biology education students who had taken data analysis courses, namely statistics, research methodology, and computational data analysis. in the statistics course, the students learned basic statistics including measurement scales, terminology, types of statistics, and how to process data manually. in research methodology courses, students studied various research designs, sampling techniques, and various data analysis techniques. in the computational data analysis course, students learned to use data analysis software for descriptive and inferential statistical analysis. instruments the study examined students' attitudes toward statistics and their knowledge of data analysis techniques in quantitative research using the survey of attitudes toward statistics (sats) instrument developed by schau et al. (1995). this instrument consists of four dimensions, namely affect (6 items), cognitive competence (6 items), value (9 items), and difficulty (7 items). the students' responses were measured using a 7-point likert scale from strongly disagree to strongly agree. the instrument is valid and consistent in multiple samples (cladera et al., 2019; emmioǧlu & capa-aydin, 2012; nolan et al., 2012; sin & rosli, 2020). the student's knowledge of data analysis techniques was measured using a translated instrument from the statistics assessment of graduate students (sags) developed by walpitage (2016). the sags instrument is intended to measure the ability to select appropriate statistical procedures to address certain research situations that are common in student research. the instrument is a multiple-choice test with 25 questions, each question asks to choose the most appropriate data analysis technique based on the given statistics problem. several questions measured the accuracy of students selecting descriptive statistical analysis techniques, and several other questions measured the accuracy of selecting inferential statistical analysis techniques. scoring and data analysis the scores were calculated after the students completed the sats and sags instruments. on sats, 48 fauzi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 46-52 a score of 7 was given for each positive statement if the student chose the "strongly agree" option, and a score of 1 was given if the student chose the "strongly disagree" option. on sags, a score of 1 was given for each correct answer, and a score of 0 for each incorrect answer. the final sags scores were then converted to a scale of 0 to 100. for all research samples, the average was used to describe the level of attitude (both the overall score of the 28 items and scores for each attitude dimension) and the level of competence in data analysis. the pearson product-moment correlation was also used to examine the relationship between each attitude dimension and student competency. rstudio was used to analyse the collected data available from shorturl.at/fijlx. results and discussion in total, 141 biology education students participated in this study and completed questionnaires were obtained from 138 students (31 male students and 107 female students), thus, the response rate was 97.87%. this high response rate minimises the possibility of non-response errors (dillman et al., 2014). table 1 presents the average student attitudes toward statistics and the average scores of all sats items, showing that many biology education students have a positive attitude toward statistics based on the average sats score greater than the neutral score (a neutral score is 4, while the participants' average sats is 4.5). therefore, in general, the biology education students involved in this study did not have attitude problems, which is consistent with previous studies conducted on students in nonmathematics programmes such as business school students in india (sharma & srivastav, 2021) and health students in china (zhang et al., 2012) and serbia (stanisavljevic et al., 2014). table 1. attitude and knowledge score of biology education students variables number of students (%) attitude knowledge m sd m sd male 31 (22.46) 4.4 0.5 22.5 10.0 female 107 (77.54) 4.5 0.6 23.1 9.1 total 138 (100) 4.5 0.6 22.9 9.3 additionally, based on the average scores of each attitude dimension, the value dimension had the highest average score (m=5.4, sd=0.7) and the difficulty dimension had the lowest average score (m=3.1, sd=0.7) (table 2). the difficulty dimension is the only dimension with an average score below the neutral score. this is consistent with research involving postgraduate students in england (chowdhury, 2018), engineering students in malaysia (ghulami et al., 2015), students majoring in business in the philippines (melad, 2022), and industrial psychology students in south africa (coetzee & van der merwe, 2010). this dimension relates to students' perceptions of how difficult it is to learn statistics and the average score indicates that most biology education students perceive statistics as a difficult subject to learn. this is in line with the opinion of both non-mathematics and mathematics students who feel statistics is one of the most difficult subjects to learn (male & lumbantoruan, 2021). table 2. mean scores and standard deviations for each dimension of sats dimension m sd affect 4.9 1.0 cognitive competence 4.5 0.8 value 5.5 0.7 difficulty 3.1 0.6 total 4.5 0.6 the mean sags scores presented in table 1 are unsatisfactory because many students did not correctly answer up to 50% of the questions raised (m = 22.9, sd = 9.3). these results align with previous studies that have also found low student proficiency in statistical tests in various academic programmes. additionally, previous research also found low average scores for students in the department of education regarding their knowledge of data analysis similar to this study (burhan, 2013). several reasons may account for the inadequate understanding of data analysis techniques among biology education students. students' ability to master statistical knowledge can be significantly influenced by their mathematical competence (lai et al., 2011; yuniawatika, 2018) and many biology education students choose this field of study despite not having a strong background or interest in mathematics, which may contribute to the problem. additionally, table 3 summarises the results of the correlation analysis of sats and sags scores, showing that the sats score has a significant correlation with sags (r = 0.199, p = 0.019). these results confirm that students' attitudes towards statistics can be a factor related to students' statistical knowledge regarding the use of various data analysis techniques and is consistent with a study shorturl.at/fijlx 49 fauzi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 46-52 involving health students in serbia (stanisavljevic et al., 2014) and china (zhang et al., 2012) who reported a significant correlation between attitudes toward statistics and student achievement. additionally, these findings also support the correlation between attitudes and student academic achievement in subjects other than statistics, such as in science (mao et al., 2021; narmadha & chamundeswari, 2013), english (lukman et al., 2022), as well as mathematics (musa et al., 2022). table 3. the correlation coefficient of each sats domain and the sags score difficulty value cognitive competence affect value 0.074 cognitive competence 0.364** 0.375** affect 0.333** 0.424** 0.704** sags 0.168* 0.063 0.205* 0.155 * correlation is significant at the 0.05 level (2-tailed). ** correlation is significant at the 0.01 level (2-tailed). regarding the correlation analysis of the dimensions of attitude and sags, only the dimensions of cognitive competence (r = 0.205, p = 0.016) and difficulty (r = 0.168, p = 0.048) are significantly correlated with sags. the strong correlation between the difficulty dimension and sags score can be explained by the fact that students who find statistics hard will have lower academic achievements. research involving health students in serbia also reports that cognitive competence is strongly correlated with statistical achievement (stanisavljevic et al., 2014) as well as research in the philippines (melad, 2022). concerning the items stated in this dimension, the study findings imply that students who feel competent in statistics will have better achievements (stanisavljevic et al., 2014; zhang et al., 2012). the lack of correlation between the dimensions of values and student competence is also supported by previous studies whose samples were students taking introductory statistics courses at spanish universities (carmona et al., 2005). the present study indicates that efforts to improve biology education students' attitudes toward statistics may have a positive impact on their data analysis competence. therefore, it is recommended that instructors should devise lectures and learning environments that can decrease students' fear and anxiety while studying statistics. moreover, to improve students' knowledge of data analysis techniques, lectures should expose students to processing actual research data. in addition, the application of flipped classes was also reported to have a positive impact on student attitudes (wilson, 2013). in this form of lecture, the lecture and homework structure is “reversed” with the aim of most of the acquired basic knowledge moving out of the classroom. furthermore, students' anxiety about statistics can also be reduced if lecturers facilitate students studying statistics through the use of data processing software (park et al., 2022), as it has been reported that several attitude dimensions are higher in students who used statistical analysis software (hasabo et al., 2022). the use of data processing software will also help students learn statistics and improve their critical thinking skills about data analysis (counsell & cribbie, 2019). however, the use of software in statistics courses needs to be carefully designed as it can reduce student statistical achievements (jatnika & rahardyan, 2015). the selection of data processing software also needs to be considered because some data processing software is not suitable for use in statistics courses outside the mathematics department. while this study presents valuable research findings, it also has some limitations that should be acknowledged. the biology education students were only from one university, therefore, for a more comprehensive understanding of the attitudes and competency level of the students, research should be conducted involving biology education students from various institutions. the data analysis competence measured was limited to students' critical thinking skills in identifying data analysis techniques. to address these limitations, further research that also assesses biology education students' abilities in data processing should be conducted and attitudes and data analysis competency instruments should be developed or validated to provide valid and reliable measures of the biology education students in indonesia. conclusion the attitude of biology education students towards statistics tends to be positive but their competencies fall short of expectations. their overall attitude significantly correlated with competency but when sorted in each dimension, only cognitive competence and difficulty were significantly correlated with student competency. it is recommended that educators design curricula and learning environments that optimise biology students’ competencies in determining data analysis techniques and help students to overcome their negative attitudes toward statistics. 50 fauzi et al. | jpbi (jurnal pendidikan biologi 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(2019). environmental responsibility and pro-environmental behavior: biology undergraduate students’ profile. jpbi (jurnal pendidikan biologi indonesia), 5(2), 237-244. doi: https://doi.org/10.22219/jpbi.v5i2.7831 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7831 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:dianav@unj.ac.id mailto:* mailto:ep_azrai@yahoo.com mailto:erna.heryanti@gmail.com mailto:kasihanggara@gmail.com mailto:ilmi.zajuli@outlook.co.id mailto:fadrikal@gmail.com http://creativecommons.org/licenses/by-sa/4.0/  https:/doi.org/10.22219/jpbi.v5i2.7831 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7831&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 237-244 238 sigit et.al (environmental responsibility and pro-environmental behavior …) in major cities in indonesia include reduced water catchment areas, shrinking green open areas, damage to blue open areas (rivers, waterways and coastal waters), underground water exploitation, coastal abrasion due to loss of mangrove forests on the north coast, and a bad city drainage system (gabarda-mallorquí, fraguell, & ribas, 2018; lazaridou, michailidis, & trigkas, 2018). this has become a special focus for environmentalists, many efforts can be made to minimize the adverse effects of the environment (cooper, larson, dayer, stedman, & decker, 2015; steinhorst & klöckner, 2017). the problem of environmental degradation as happened in jakarta is caused by many factors in human behavior. humans use natural resources available to meet their growing needs. excessive exploitation of a commodity in a region will certainly damage the region. this is showed by the reduced diversity in the area and the depletion of natural resources there (cooper et al., 2015; margono, potapov, turubanova, stolle, & hansen, 2014; strange, jellesmark, bladt, wilson, & rahbek, 2011). humans as subjects who can process natural resources have responsibility for the environment and various flora and fauna that exist on the face of the earth. this responsibility is called environmental responsibility (er). in simple terms, er is a behavior in which a human being is responsible for his daily behavior so that his environment can be maintained (choudri et al., 2017; lekakos, vlachos, & koritos, 2014; wong, miao, cui, & tang, 2018). the implementation of the er can be started on a small scale, such as changing daily behavior to be more environmentally friendly or to be a loving behavior for the environment. meanwhile besides the er needed, a human being is also required to have a pro-environmental behavior (peb) which is a behavior that is shown to be concerned with the environment (durr, bilecki, & li, 2017; rezvani, jansson, & bengtsson, 2017; schmitt, aknin, axsen, & shwom, 2018; tang, geng, schultz, zhou, & xiang, 2017). people who have high peb will definitely do everything by considering the environment. they will not act or do anything that is contrary to the environment in which they live. undergraduate students are young intellectuals and act as agents of change. biology undergraduate students study the science of living things and their environment. biology undergraduate students are expected to have a high er because the er is the main goal of environmental education. therefore, biology undergraduate students are expected to be able to apply their knowledge to daily behavior as a peb and socialize it to the public (akenji, 2014; buzov, 2014; ichsan, sigit, miarsyah, azrai, & heryanti, 2019; jonell, crona, brown, rönnbäck, & troell, 2016; krettenauer, 2017). previous research mostly examined er and peb in the community, but not specifically studied related to undergraduate students in the biology study program (du, jian, zeng, & du, 2014; panno et al., 2017; wong et al., 2018). this is a novelty of this research, which presents er data and peb undergraduate students in biology education programs. based on various studies that have been conducted from various sources, it is suspected that there is a relationship between er and peb, in this case, the biology education undergraduate students. the purpose of this study was to determine the relationship between er and peb for biology undergraduate students at universitas negeri jakarta. method the method used is descriptive survey research with independent variables (x) is environmental responsibility (er) and the dependent variable (y) is the pro-environmental behavior (peb). this research was conducted at the biology education study program, universitas negeri jakarta in january 2017. the population is undergraduate students from the 5th semester of the biology education study program at the universitas negeri jakarta. a sample of 106 undergraduate students was taken by simple random sampling. the instrument used was the er questionnaire consisting of 40 statements with dimensions including responsibility feeling, feeling guilty, responsibility judgment (du et al., 2014; kaiser, ranney, hartig, & bowler, 1999). the peb questionnaire consists of 41 statements including energy conservation, transportation mobility, consumerism, waste avoidance, representative social behavior towards conservation and recycling according to what was stated by kaiser & wilson (2004). both instruments have been tested for validity and reliability and the instrument was declared valid and reliable. after that, data were analyzed by normality and homogeneity test, while data have normal distributed regression and linearity test can be use, but if data doesn’t normal distribution, data analyze with non-parametric test (such as spearman rank test). hypothesis testing was analyzed by regression model and coefficient of determination between variables. the research hypotheses was there is a positive relationship between er and peb in biology undergraduate students. results and discussion most undergraduate students (10+78%) were shown to had very high and high levels of er and 1% with low criterion as shown in table 1. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 237-244 239 sigit et.al (environmental responsibility and pro-environmental behavior …) table 1. percentage of students who fall into each environmental responsibility criterion criteria percentage (%) very high 10 high 78 moderate 11 low 1 the distribution of biology undergraduate students in three er indicators is shown in table 2. the highest percentage was 42% for feeling guilty, while the indicator with the lowest percentage of 19% was the responsibility judgement. the remaining 39% was for the responsibility feeling indicators table 2. percentage of students categorized into the indicator for environmental responsibility indicators percentage (%) responsibility feeling 39 feeling guilty 42 responsibility judgment 19 the majority of biology undergraduate students have a peb score with positive criteria of 77.4%, while 22.6% get negative criteria, as shown in table 3. table 3. percentage of students who fall into alternative pro environmental behavior criterion criteria percentage (%) positive 77.4 negative 22.6 peb includes 6 indicators. the percentage of students categorized into each indicator is shown in table 4. the indicator of peb which had the highest percentage were energy conservation, transportation, and mobility of 19%, while the indicator with the lowest percentage (13%) was recycling. the rest were consumerism (18%), waste avoidance (16%) and representative social behavior towards conservation (15%). table 4. percentage of students categorized into the indicator for pro environmental behavior indicators percentage (%) energy conservation 19 transportation and mobility 19 waste avoidance 16 consumerism 18 recycling 13 vicarious, social behavior 15 on average, female students had a higher score for er than male students. the average er score of female undergraduate students was 98.70 while that of male students was 95.46. the difference between the value of male and female was 3.24, as shown in table 5. table 5. average environmental responsibility score based on gender gender er score male 95.46 female 98.70 for the peb variable, the average of female undergraduate students scores higher than that of male students. the average score of female students is 85.20 while that of male students is 84.00, as shown in table 6. the difference between the value of male and female students is 0.80. this shows that peb is influenced by gender in conformity with the other report (ichsan, sigit, & miarsyah, 2018; vicente-molina, fernández-sainz, & izagirre-olaizola, 2018). table 6. average pro-environmental behavior score based on gender gender peb score male 84.00 female 85.20 nearly 90% of the respondents, undergraduate biology students, were shown to have a high er. this is because environmental knowledge and environmental problems in studying biology can produce students' self jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 237-244 240 sigit et.al (environmental responsibility and pro-environmental behavior …) awareness of the environment. a person's awareness to the environment depends on the knowledge of the environmental problem and everyone must be responsible for their respective environment (chander & muthukrishnan, 2015; chuang & huang, 2018; istiana & awaludin, 2018; juhanda & maryanto, 2018; lee, sung, wu, ho, & chiou, 2018; suryanda, azrai, & wari, 2016). among the indicator for er, feeling guilty has the highest percentage of 42%. this shows that guilt because of bad behavior towards the environment in undergraduate students plays the biggest role in generating a sense of responsibility towards the environment. when undergraduate students damage the environment, students would be feeling guilty, so students reduce their actions that damage the environment. the influence of guilt on someone can be a great behavioral motivator (fitriani, adisyahputra, & komala, 2018; moghavvemi, sulaiman, jaafar, & kasem, 2018; owens, sadler, barlow, & smith-walters, 2017; supriyatin, nurnawati, & heryanti, 2016). the lowest dimension with a percentage of 19% is the dimension of responsibility assessment. responsibility is an important thing if we talk about the environment (azrai, ernawati, & sulistianingrum, 2017; choudri et al., 2017; collado, staats, & sancho, 2017; istiana & awaludin, 2018; schmitt et al., 2018). based on the results of the study, the data shows in a normal and homogeneous distribution. correlation test results show that er and peb have a positive and significant relationship. the regression model was obtained ŷ = 23.876 + 0.623x while the coefficient correlation was 0.469 which means there was a moderate correlation. this shows that the two variables studied have a moderate correlation. the results of this study indicate that the higher the er the higher the peb undergraduate student, while the lower the er of students, the lower the peb too. peb can be well predicted by the er. students with low responsibility for the environment might have bad attitude to the environment (el ghoul, guedhami, kim, & park, 2018; koutsoukos, fragoulis, & valkanos, 2015; lai, 2018; moisander, 2007; sangroya & nayak, 2017) er and peb are also influenced by demographic factors such as gender, age, and duration of education. er scores and peb scores for female undergraduate students were higher than for male undergraduate students. this is because women have a higher level of responsibility in protecting the environment and caring for others in taking responsibility for reducing environmental problems (derevenskaia, 2014; ertz, karakas, & sarigöllü, 2016; freed, 2018; jonell et al., 2016; kamerilova, kartavykh, ageeva, veryaskina, & ruban, 2016). in many studies also found gender differences in perceptions of the environment. ordinary women are trained early to be more expressive, sympathetic, nurturing, cooperative, independent, and helpful (syabilla, suryanda, & sigit, 2018; vicente-molina et al., 2018). in addition, environmental-related behaviors mostly occur at home, such as saving electricity, using recycled products, and buying household products (arnold, kibbe, hartig, & kaiser, 2018; kaiser & wilson, 2004; matthes & wonneberger, 2014; mccarthy & liu, 2017). the age range of undergraduate students in this study is 18-21 years. the highest er and peb score in this study was not obtained from 21-year-old students who were the highest age, but the highest er score was obtained from 20-year students, while peb was obtained from 19-year students. this is not consistent with the theory that older people are environments that behave better than younger ages. older people play a more important role in peb than younger humans (han, nelson, & kim, 2015; havu-nuutinen & niikko, 2014; koutsoukos et al., 2015; schmitt et al., 2018). the incompatibility of the results of this study with the theory can be caused by the close age range of the respondents so that it does not have a major influence on the er and peb scores (jonell et al., 2016; wong et al., 2018). based on the results of the study, the determination coefficient value of 0.221 obtained indicates that the er variable contributes 22.1% to the peb variable. while the other 77.9% of peb is influenced by other factors in the form of external factors and other internal factors. external factors that can affect peb such as sociocultural and economic factors (akenji, 2014; austgulen, 2016; haanpää, 2007). if environmental norms in community groups are upheld, then the community will be more environmentally friendly. likewise, vice versa, if the environmental norms in a group of people are ignored, people will be lazy to take care of the environment (aslan, 2015; collado et al., 2017; ito & kawazoe, 2015; nordin & alias, 2013; wynveen & sutton, 2017). in addition, economic factors play a role in making decisions for peb. students have a high need to support their lectures. while most students do not have their own income. such problems can affect students not to have high peb. some peb as a good behavior in protecting the environment must pay higher costs, such as choosing organic food products, using renewable energy sources such as solar panels, the price of bags is more expensive than plastic bags (arafat, jijakli, & ahsan, 2015; diaz-rainey & ashton, 2011; gu, chhajed, petruzzi, & yalabik, 2015; ichsan & mulyani, 2018; strange et al., 2011) conclusion the result of the present study indicates a positive relationship between er and peb in biology undergraduate students. based on this study, it is concluded that increasing people to have a peb is by letting jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 237-244 241 sigit et.al (environmental responsibility and pro-environmental behavior …) them to recognize an er. for the further studies, it is recommended to make measurements on other factors that influence students eco-friendly behavior, knowledge, and awareness. references akenji, l. 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(2019). diagnostic test assessment on protist misconception. jpbi (jurnal pendidikan biologi indonesia), 5(2), 335-344. doi: https://doi.org/10.22219/jpbi.v5i2.7685 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7685 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id file:///c:/users/user/appdata/roaming/microsoft/word/defitaraharjo07@gmail.com mailto:mramlim@staff.uns.ac.id mailto:yudi.rinanto@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7685 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7685&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 335-344 336 raharjo et.al (diagnostic test assessment …) according to several studies, biology is a subject that is classified as complicated to understand, so there is the potential for misconceptions in the learning process (yates & marek, 2014). fields of study that reported a lot of misconceptions in it include genetics (chu, 2008; fauzi & fariantika, 2018), cellular biology (suwono et al., 2019), to the diversity of living things such as bacteria (novitasari, ramli, & karyanto, 2018) and protists (raharjo, ramli, & rinanto, 2018). on the other hand, this field of biology studies the fundamental concepts needed by students in sensing problems or phenomena that arise around them (kiliç & saǧlam, 2014; kloser, 2012). this paradox certainly needs to be underlined by the teacher in order to minimize the possibility of misconceptions. some previous studies have reported that internal and external factors cause misconceptions. internal factors, among others, are caused by students' motivation (logan, lundberg, roth, & walsh, 2017), thinking ability (lai, 2011; onions, 2009), including metacognitive abilities (jagals & walt, 2016). on the other hand, external factors that determine the emergence of misconceptions are the content of textbooks, the delivery of material by the teacher (gengarelly & abrams, 2009), and the assessment methods (bennett, 2016). in this case, the teacher plays an important role in fostering a real conceptual understanding of students (yates & marek, 2014). in other words, the teacher's ability to select the assessment methods and instruments is needed to detect students' misconceptions in the learning process. many researchers believe that assessment of learning is an important key to evaluating the success of the learning process (arimoto & clark, 2018; de bie, wilhelm, & van der meij, 2015; mcneill, gosper, & xu, 2012). the simple reason is that the assessment gives an idea of how student learning outcomes (thompson, 2013). however, the benefits obtained are more than that (dunn, morgan, parry, & reill, 2004). the assessment can also identify learning difficulties experienced by students (raaijmakers et al., 2018; wilkin, 2017), evaluate the learning methods used (bahar, aydin, & karakirik, 2009), and rank (suwono, 2016; wijayaningputri, widodo, & munasir, 2018). the availability of such information can make it easier for teachers to determine further steps to improve the quality of learning (amin & adiansyah, 2018; lukitasari, susilo, ibrohim, & corebima, 2014). instruments that are widely used to measure students' understanding of concepts include multiple-choice and essays (himschoot, 2012; zubaidah, corebima, & mistianah, 2015). both are widely used to assess learning from elementary school to college-level (abdullah, parris, lie, guzdar, & tour, 2015; gumilar, wardani, & lisdiana, 2019; sukarno, permanasari, & hamidah, 2013). the ease and practicality factor is a reason that is often revealed why both are widely used. however, several other studies have also noted that the two instruments are potentially biased and cannot provide accurate information (zubaidah et al., 2015). multiple choices is indicated to provide great opportunities for students to answer gambling questions. while the essay is expected to provide a conceptual understanding of the students' reasons, it is sometimes contradictory. students often answer and give illogical reasons for questions (sasongko, 2010). improving students' conceptual understanding and minimizing students' misconceptions can be done by preparing unique assessment instruments (duckworth & yeager, 2015; mccrum, 2017). in this case, unique refers to the characteristics of the variable to be assessed and how valid the question is. the questions are structured to emphasize students' argumentation skills by showing their answer claims followed by evidence facts. moreover, the instruments need to be designed to be able to detect students' misconceptions. some of the instruments reported to be able to collect information about conceptual understanding and identify misconceptions are evidence and proof (ep) test (osborne, erduran, & simon, 2004) and structured communication grid (scg) test (johnstone, bahar, & hansell, 2000). studies on the development of the ep test and scg test instruments have been carried out by several previous researchers. some of these studies focus on developing instruments using hardware devices (bahar et al., 2009; durmus & karakirik, 2005), as well as developments in accordance with the characteristics and uniqueness of materials such as cells (osborne et al., 2004) and bacteria (novitasari et al., 2018). however, with the complexity of the field of biological studies as explained previously, innovation and efforts to develop instruments need to be continued. studies conducted not only on identifying the uniqueness and detection of misconceptions that occur, but also on the development of assessment instruments that are accurate and consistent. this study aims to confirm the validity and reliability of instruments to detect misconceptions about protists, find out the instrument discrimination index to detect misconceptions about protists, and determine the difficulty of instrument levels to detect misconceptions about protists. method this research is a quantitative descriptive study involving six secondary schools consisting of three public high schools and three private high schools in klaten regency – central java province. as much as 351 students were involved as samples based on proportional-stratified sampling techniques, while the school selection in this study used a simple random sampling technique. this research was carried out in several jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 335-344 337 raharjo et.al (diagnostic test assessment …) stages including 1) preparation of instruments to detect misconceptions about protists using ep tests and scg tests, 2) instrument validation by experts, 3) data collection and testing, and 4) data analysis. data were collected using a survey method and analyzed using spss. analysis was conducted to determine the quality of the instrument in terms of validity, reliability, discrimination index and level of difficulty. the validity test uses pearson correlation with a significance of 0.05, while the reliability test uses cronbach's alpha (sig 0.05). meanwhile, the discrimination index test (formula 1) and the level of difficulty (formula 2) are calculated using a formula according to mccowan and mccowan (1999). (1) description: p (proportion), b (number of students who answer correctly), and js (total number of the students). the questions are categorized as difficult if the p score < 0.30, while it is categorized as sufficient if the p score is between 0.30 0.70, and is categorized as easy if the p score > 0.70. d = pa pb (2) ep test development procedures this test instrument was developed in a form containing a series of conceptual questions about protists (figure 1). this question is divided into two components. the first component is in the form of brief statements, and students are asked to identify the truth of the statement by giving a mark in the column provided. the answer must be confirmed by data or facts that support the answer. the second component is a follow-up of the first component, and students are asked to provide arguments and logical reasons for their answers. how to answer the ep test 1. mark the answer with tick (√) for the statments about the characteristics of the prostis, and cross (x) for the statements about the characteristics of the bacteria. 2. after all columns are filled out, then answer the part a and part b statements 3. the answers in the columns can be used as the arguments for the point b answers q1. “the amoeba is the living organism found in the nature, but their classification is still uncertain whether they belong to the bacteria or the protists, to find out about their classification grouping of amoeba, pay attention to this following statement!” mark with (√) if the statement supports the claim of the amoeba is a bacteria mark with (x) if the statement supports the claim of the amoeba is a protist no marks here question no marks here question 1 √ the amoeba doesn’t have nuclear envelope. 6 x the amoeba has nuclear envelope. 2 x the amoeba is a eukaryotic organism. 7 √ the amoeba has the peptidoglycan cell wall. 3 x the amoeba lives on the freshwater, but some are parasitic. 8 x the amoeba moves using pseudopodia. 4 x the amoeba has irregular amoeboid cells. 9 √ the amoeba can have many forms: cocci, spirals, or bacilli. 5 √ the amoeba moves using their flagella. 10 x the amoeba is a heterotrophic organism. a. based on those arguments, what do you think? the amoeba is classified as the bacteria or the protists? the amoeba is a protist b. explain the reasons for your answer by identifying the proofs and evidence to support your answer! they are eukaryotic, live freely in the water but some of them are parasites, they have irregular amoeboid cells, they have nuclear envelope, and move using pseudopodia, they are heterotrophic organism. figure 1. the sample question for ep test scg test development procedures the scg test is developed in a form that contains structured statements related to a phenomenon (figure 2). the instruments are arranged in two interrelated components. the first component is nine statements in nine boxes arranged randomly. students are asked to choose six correct statements related to the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 335-344 338 raharjo et.al (diagnostic test assessment …) phenomenon and make the right sequence. in the next component, students are asked to provide logical reasons for their answers based on data and supporting facts. how to answer the scg test: q1. choose six boxes from the nine boxes related to the life cycle of the plasmodium. q2. arange those boxes in the proper order of plasmodiums’ life cycle. 1. the infected erythrocytes were popped (hemolysis). 2. the plasmodium-laden anopheles mosquitoes bite the healthy human. 3. the plasmodium-laden anopheles mosquitoes bite the infected human. 4. the sporozoites transform into the merozoites. 5. the sporozoites enter the body and reside in the liver cell. 6. the infected person experiencing fever. 7. the oocytes incubated in the mosquitoes. 8. the sporozoites transformed into oocytes. 9. the merozoites multiplying in the erythrocytes. those boxes contain steps about life cycle of the plasmodium. use those numbers and statements to answer the questions: a. choose the boxes that show the proper sequence about the life cycle of the plasmodium as they infect humans? b. write down your answer and explain it in the proper and logic order the correct answer a. the proper boxes are: 2 – 5 – 4 – 9 – 1 – 6 b. the proper sequence: the plasmodium-laden anopheles mosquitoes bite the healthy human → 5. the sporozoites enter the body and reside in the liver cell → 4. the sporozoites transform into the merozoites → 9. the merozoites multiplying in the erythrocytes → 1. the infected erythrocytes were popped (hemolysis) → 6. the infected person experiencing fever figure 2. the sample question for scg test results and discussion developing an assessment instrument is a process that must be measured. this should be underlined because it will have an impact on the reliability of the instrument's performance. therefore, testing of the instrument needs to be carried out before the instrument is used. the instruments used in this study were tested using four tests, i.e. validity, reliability, discrimination index, and difficulty level. the results of the validity and reliability tests are as written in table 1 and table 2. table 1. the validity of the instruments instruments category number of items percentages (%) ep valid 54 93.10 invalid 4 6.90 scg valid 6 100.00 essay valid 13 100.00 table 2. the reliability of the instruments instruments cronbach’s alpha description ep & scg 0.739 reliable essay 0.556 reliable the validity test results, as in table 1, shows that the majority of assessment items are categorized as valid (sig < 0.05). ep instrument test results shows that four items (6.90%) are classified as invalid. however, the cronbach's alpha reliability test results on all instruments showed that the test items were classified as reliable (sig < 0.05) with scores of 0.739 (ep and scg) and 0.556 (essay). validity and reliability tests show that the instruments that have been developed in this study are valid and reliable. except for four items that are classified as invalid, all items can be used as assessment instruments to assess the students’ misconception accurately (ary, lucy & asghar, 2010). while the four invalid items are fixed so that the validity of the content can be trusted. the instrument reliability in this study shows that the question items can produce consistent results if applied to the same subject even on different occasions (mccowan & mccowan, 1999). this is in line with several previous studies which stated that the performance of assessment instruments must be proven with solid validity and reliability (mohajan, 2017; taherdoost, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 335-344 339 raharjo et.al (diagnostic test assessment …) 2018). ghazali (2016) stated that the two tests are related to each other if the instrument is valid, then the instrument can be relied upon. we also analyze the discrimination index. this analysis was to find out the ability of the instruments to differentiate and discriminate the higher academic achievement students and the lower academic achievement students. if the question can be answered by both the higher and lower academic achievement students, it means that question is bad because it does not have discrimination power. those questions might be too easy to guess or too tricky to answer (mccowan & mccowan, 1999). the results of the discrimination index analysis are shown in figure 3. figure 3. results of instrumen discrimination index the discrimination index analysis in figure 3 shows that more than half (53.45%) of the items in the ep test are considered fair. the discrimination index also showed similar results in the scg test (66.67%) and essays (53.35%). these results indicate that all the assessment instruments developed were quite capable of differentiating students from higher academic achievement and students from lower academic achievement. thus, the instrument can be used to detect the misconceptions of students with different academic abilities (ramdani, 2012). according to previous studies, several factors determine the level of instrument discrimination index. several factors that indicated have a strong influence on the discrimination index include unclear competencies measured or the inability of instruments to define the concepts being asked (mccowan & mccowan, 1999), not enough trickery/entrapment of answers so that they are easily guessed by students (borualogo, kusdiyati, susandari, & sirodj, 2017), or the questions developed are too difficult (mccowan & mccowan, 1999). the difficulty level, according to some researchers, is indicated as an important factor that determines the performance of the instrument in defining students' abilities. good questions are arranged proportionally, not too difficult or too easy to answer (dunn, morgan, reilly, & parry, 2003; mccowan & mccowan, 1999). kusnani, muldayanti, and rahayu (2016) have classified the difficulty level into three categories consisting of easy (p < 0.30), moderate (0.30 < p < 0.70), and difficult (p > 0.70). the results of the analysis of the difficulty level of the questions are explained in table 3. difficulty index test results showed that most items were categorized as moderate, among others ep (58.62%), scg (50%), and essays (53.85%). this shows that the difficulty level of the instrument forms a normal curve. this is in line with (dunn et al., 2003), which states that the test given to students must have a balanced ratio of difficulty between difficult, moderate, and easy. however, the results of identification of the level of difficulty indicate that the scg instrument has a balanced comparison between moderate and easy items. different levels of difficulty, according to some researchers, provide positive psychological for students (novitasari et al., 2018; topçu & şahin-pekmez, 2009). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 335-344 340 raharjo et.al (diagnostic test assessment …) table 3. difficulty levels of the instruments instrument total percentages (%) difficulty ep 9 15.52 easy 34 58.62 moderate 15 25.86 hard scg 3 50.00 easy 3 50.00 moderate 0 0 hard essay 1 7.69 easy 7 53.85 moderate 5 38.46 hard the psychological effect is expected to be able to capture how the students are (rusilowati, 2009). to providing detection of misconceptions, questions with varying degrees of difficulty can give students a structured thinking space so that the existence of misconceptions can be correctly identified (bahar, 2003; gurel et al., 2015). questions considered difficult by students can describe several factors such as students' ability to solve problems (ary, jacobs, sorensen, & razavieh, 2010; naimnule & corebima, 2018), a solid understanding of concepts (raharjo et al., 2018; ramdiah, abidinsyah, royani, & husamah, 2019), and even describe how the quality of learning that occurs (ratnaningsih, widianti, & pukan, 2013). figure 4. results of the item quality analysis the results of the difficulty index analysis need to be followed up by categorizing to determine items that were received, rejected, or received with revision. the categorization of the item quality analysis, as shown in figure 4. as much as 56 items in the ep test questions, 34 items (62.07%) were accepted, 18 items (31.03%) were accepted with revisions, while four items (6.9%) were rejected. however, all scg questions (6 items) categorized were accepted without revision. these results indicate that ep, scg, and essay items can be used as instruments to detect misconceptions on protist topics. conclusion the results showed that the instrument developed was valid and reliable so that it could be used as an assessment instrument. the level of difficulty of the questions on all instruments was proportionally in the medium category ep (58.62%), scg 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(2019). improving students’ motivation and collaborative skills through remap jigsaw learning combined with modelling activities. jpbi (jurnal pendidikan biologi indonesia), 5(2), 177-184. doi: https://doi.org/10.22219/jpbi.v5i2.7888 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7888 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7888 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7626&domai https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7888&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 177-184 178 indriwati et.al (improving students’ motivation …) those processes will build the interactions and social intelligence (laske & visch, 2018), interpersonal skill, and make the learning more productive (johnson & johnson, 2014). the observation conducted during the basic skills of teaching (bst) course in august 2017 described that the students’ learning motivation was low shown by the students’ activities during the lecture that less focused to the presentation and barely ask the question during the discussion step. the student felt sleepy, while some students did other subjects’ homework when attending the bst course. the students remained lacking in collaborative skills. even though the task given must be done in a group, however, the students prepared the presentation material individually. the lack of collaborative skills made students less understands the topic holistically so that it negatively impacted on the quality of the lecture. the potential effort that can be done to overcome such a problem is by doing a learning model innovation. learning model innovation includes innovations of the topic and detailed learning stages (arends, 2012) so that the systematic and planned learning can be oriented to enhance the students’ learning motivation and collaborative skills. generally, the students’ learning motivation and collaborative skills can be improved by many kinds of learning models involving the students actively (corkin, horn, & pattison, 2017) and centered to the students (smit, de brabander, & martens, 2014); one of them is cooperative learning. the learning model that is potential to improve the students’ learning motivation and collaborative skills simultaneously is a cooperative learning model. this case is because cooperative learning emphasizes the cooperative process to reach the goals together by accommodating the different views of students (tombak & altun, 2016). one of the cooperative learning models that considered as the most effective model to improve learning motivation and collaborative skills is jigsaw (anggis, 2016; tarhan, ayyıldız, ogunc, & sesen, 2013; ural, ercan, & gençoğlan, 2017; voyles, bailey, & durik, 2015). various studies in several countries have reported the positive effects of applying jigsaw on students' motivation and collaborative skills (tarhan et al., 2013; tombak & altun, 2016; ural et al., 2017). jigsaw learning model which conducts outside the class considered can improve the cooperative skill between students in the united states (halley, heiserman, felix, & eshleman, 2013). in spain, cooperative learning including jigsaw learning could increase students’ learning motivation (fernandez-rio, sanz, fernandez-cando, & santos, 2017). meanwhile, similar research was also undertaken in indonesia. the previous research results showed that jigsaw enhanced students’ learning motivation (haryani, 2012; lestari, suniasih, & meter, 2014; pertiwi, 2016; ridlwan, 2016; sulasmi, 2013; trisianawati, djudin, & setiawan, 2016), collaborative skills, and cognitive learning achievement (anggis, 2016). jigsaw learning, on the other hand, has weakness in terms of different responses between students with high and low academic competence (imam, imam, & ikrar, 2018). rather than low academic competence students, a student with high academic competence will be more responsive to handle the problem faced. thus, combining jigsaw with remap is assumed to optimize learning. remap is a new learning activity developed by zubaidah (2014). in the remap model, consists of reading, concept map making, and modelling activity (zubaidah, 2014). combining jigsaw learning model remap activity aims to prepare all students to have sufficient preconception of the discussion topic. this combining model can also reduce the variety of students' responses, which lead to an efficient learning process. the previous studies reported that the combined jigsaw and remap has increased reading interest and critical thinking skills (zubaidah, duran corebima, & mahanal, 2018). however, the study focused on the influence of the combination of learning motivation and collaborative skills was not conducted yet. subsequently, the combination of jigsaw and remap of this research relied on the characteristic of the bst course. the bst course has the objective to enable the pre-service teachers to practice basic teaching skills such as explaining, asking, reinforcing, evaluating, etc. according to salisu and ransom (2014) these skills can be accommodated using modelling activities. besides, modelling activities also supports the students’ learning process and they can construct their knowledge independently (salisu & ransom, 2014). therefore, the combination of remap-jigsaw learning model and modelling activities assumed as a relevant alternative to help students achieve their learning objective, as well as improve their motivation and collaborative skills. this study aimed to improve students’ learning motivation and collaborative skills through remap-jigsaw learning combined with modelling activities. method this lesson study-based classroom action research consisted of three stages (plan, do, and see) per cycle. this study was conducted in four cycles. the “plan” stage was conducted by arranging the tools of research such as learning sources, learning media, and learning devices. the “do” stage was carried out by performing the learning process using remap-jigsaw learning model combined with modelling activities. the “see” stage was an evaluation of the learning process and focusing on evidence from the observation. this research was jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 177-184 179 indriwati et.al (improving students’ motivation …) conducted in august – november 2017. the research subjects were 16 fifth semester-undergraduate students of biology education program from universitas negeri malang taking the basic skill of teaching course. the student’s motivation was observed "attention, relevance, confidence, and satisfaction (arcl)” learning motivation instrument adapted from keller (2000). the collaborative skills instrument is adapted from greenstein (2012). the scale of students’ motivation was referred to tembang, sulton, and suharjo (2017) and the collaborative skills were referred to greenstein (2012) studies. the indicators involved are works productively, demonstrates respect, compromises, and shared responsibility (greenstein, 2012). students’ learning motivation and collaborative skills were analysed qualitatively through data triangulation (miles, huberman, & saldaña, 2014) supported by descriptive data analysis. results and discussion learning motivation students’ learning motivation was measured using an observation sheet in each cycle of the meeting. figure 1 presents the increase in the mean of learning motivation in cycle i, ii, iii, and iv. based on figure 1, the increment of students’ learning motivation score (mean) from cycle i to cycle ii was 2.5 %, from cycle ii to cycle iii was 5.743%, and from cycle iii to cycle iv was 9.89%. figure 1. the diagram of the mean of classical learning motivation the improvement of students’ learning motivation was also supported by the qualitative data obtained from the students’ self-expression written in their self-report. the following are the qualitative data of the students’ statements related to the learning activity in enhancing the students’ learning motivation. “.... this learning activity motivates me to have a deeper willingness in understanding the topic of the lesson since the method used was not boring as the previous learning methods where the learning in the class only focused on the presentation ....” [h*] “.... the lecture method by direct practice made me happy and helped me to understand the discussed topic ....” [yj*] “.... i am very pleased and excited about following this lecture because i was not sleepy. the discussion was interesting. the modelling was also fun since it was conducted outside the room ....” [mr*] *the student’s initial name remap-jigsaw learning model combined with modelling activities improved the students’ learning motivation. the motivation enhancement occurred since this learning model grew up the individual responsibility of the student provided a meaningful and not boring learning experience. şengül and katranci (2014) stated that in jigsaw learning model facilitate student to interact with each other during the learning. furthermore, learning environment refers to social interactions during learning process positively contributes to the students’ learning motivation (arends, 2012; pertiwi, 2016; rachmah, 2017; tarhan et al., 2013). remap-jigsaw model learning combined with modelling activities facilitates the student to interact more broadly and cooperatively. the 66.25 68.75 74.48 84.37 0 10 20 30 40 50 60 70 80 90 100 cycle i cycle ii cycle iii cycle iv p e rc e n ta g e ( % ) cycle of meeting jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 177-184 180 indriwati et.al (improving students’ motivation …) interaction was also stimulated by the lecturer’s role in the learning as the advisor as well as a learning friend supporting the achievement of the learning goals. each student can actively contribute to the learning process and improve their motivation since there are some supported factors, i.e. social interactions between students and lecturer (khamis, dukmak, & elhoweris, 2008), lecturer’s role in learning (bolkan, 2015; machingambi, 2013), cooperative (ning & hornby, 2014), and collaborative learning method (waite & davis, 2006). uno and koni (2013) also supported this statement by explaining the factors of external regulation also influenced the students’ learning motivation. the remap-jigsaw combined with modelling activities facilitated the students to be able to simulate the discussed topic. besides, the discussion activity of remap jigsaw combined with modelling activity in the cycle iii and iv was also conducted by focus group discussion (fgd) method. this method caused the discussion in the learning more interactive between students and lecturers. demonstration method, outdoor learning, and interactive discussion enhance the students’ interest in joining the learning so that it positively impacts on the improvement of learning motivation (bolkan, 2015). this argument is in line with the previous research reporting that learning using demonstration method (basheer, hugerat, kortam, & hofstein, 2017) and outdoor learning (cahyono et al., 2016) improved the learners’ learning motivation. if it is viewed from self-determination theory, this case happens due to the factor of internal regulation in the form of students’ interest and comfort during the lecture so that their learning motivation upgraded (ryan & deci, 2000). collaborative skills the score results of the students’ collaborative skills in learning using remap-jigsaw combined with modelling activity from cycle i, ii, iii, and iv can be seen in figure 2. figure 2 shows that the mean scores of students’ collaborative skills in the cycle i and ii did not show increment, while the mean scores from the cycle ii to the cycle iii increased 6.25%, and from the cycle iii to the cycle iv increased 14.58%. the quantitative data were also supported by the qualitative data from the students’ statements. the students’ statements were written in their self-report. figure 2. the diagram of the mean of student’s classical collaborative skills the mean scores of students’ communication skill from cycle i to the cycle ii did not increase since, in the group work, many students did not work collaboratively in the group because they were too passive and not too dominant. this case was also supported by the qualitative data in the form of students’ responses to the learning activity as follow. “.... i see that one of the members of our group was less active but we often asked him to be courageous in expressing an opinion and helpful in the work ….” [uh*]. the students’ collaborative skills increased from cycle ii to the cycle iii which was 6.25 % and increased in the cycle iv which was 14.58 %. the increase in the mean scores of classical collaborative skills was also supported by the student’ response as follow: “.... all group members took the role in modelling activity. we had tried to do our task optimally ....” [akn*] *the student’s initial name 50.00 50.00 56.25 70.83 0 10 20 30 40 50 60 70 80 90 100 cycle i cycle ii cycle iii cycle iv p e rc e n ta g e ( % ) cycle of meeting jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 177-184 181 indriwati et.al (improving students’ motivation …) the respect between students also enhanced. the students felt that they had helped and cared each other. this case was modelled, although one student did not take the role as a model student; that student still assisted in the preparation of simulation. this case was stated by one student as follow: “.... as a student, i feel that my friends’ assistance is very helpful, they solidly helped me to prepare the modelling activity ....” [um*] “.... as a model-student, my friend still asked for my opinion; he did not selfishly prepare the modelling process ....” [cmd*] “.... before modelling activity, we shared the task to each group member to make a lesson design, chapter design, and media. all group members accomplished the assigned task ....” [mr*] the observed students’ collaborative skills developed. when the students were given the chance to reflect the learning activity, they stated that in finishing the task, they shared the task so that they could accomplish the task well and on time. two statements of the students are as follow: 1. “.... our preparation for modelling could be said that it was immediate, but due to the participation of all group members and the responsibility of all tasks had been well accomplished and on time ....” [mr*] 2. “.... all group members did the task that had been shared previously; the job share was equal for all members ....” [uh*] *the student’s initial name for collaborative skills, remap-jigsaw learning combined with modelling activities also gave positive effects. in the learning, the students were divided into the original group and expert group to solve a certain problem given by the lecturer. after that, the students were given the chance to design and practice the basic skill of teaching independently through modelling activity in the class. it means that remap-jigsaw learning combined with modelling activity provided a unity of the task of theory and practice that should be accomplished by the students together. remap-jigsaw combined with modelling activity stimulated the individual responsibility through reading activity, discussion during the learning process, and modelling activity. reading activity before learning requested the students to generate a topic resume that will be the material of a group discussion. in the discussion, each student group had the task to discuss a specific topic (expert group) that was then reported to all students including the expert group of the other topic. subsequently, in modelling activity, every student group got a task to design a simulation of learning activity that would be modelled in front of the class. this argumentation is supported by voyles et al. (2015) stating that jigsaw learning model improved each student’s responsibility. during the discussion, the original group and expert group as the characteristic of jigsaw, the students discussed the course topic in groups to generate a concept map as a product. in this activity, the students were actively involved to share the information each other so that they had a similar view of the focus of the topic that subsequently should be simulated in the modelling activity. the process of information sharing through multidirection communication and awareness in which they had the same goal is a significant aspect in empowering the collaborative skills. such an argument is supported by some previous research stating that the important aspect to improve the students’ collaborative skills are the goal formulation done together (sturner, bishop, & lenhart, 2017), comparing information each other (schellens, van keer, & valcke, 2005), and respecting each other (rotz & dueñas, 2016). in the next stage, in the modelling activity, the students were given plenty of chances to design the simulation of learning activity independently (salisu & ransom, 2014). in this process, the students were not limited to work in the class. they were free to design the simulation out of the learning time through face to face meeting or using the facility of information technology. furthermore, during this activity, the students were asked to divide the individual task and responsibility as a model teacher, observer, and documenter to be succeeded in the modelling activity. the big chance of work and responsibility division to each group member positively contributed to the improvement of the students’ collaborative skills. this case is in line with the statement of rotz and dueñas (2016) stating that the more freely use of the facility of technology and the great opportunity to work together enhanced the collaboration between students. besides, the division of their task (sturner et al., 2017) stimulating the trusting each other between students (perrault et al., 2011) also positively influenced the enhancement of collaborative skill. in another side, this research found some challenges which hinder the students’ collaborative skills optimally. these challenges were shown by the stagnancy of the increase in the cycle i and ii as well as the increase of 70.83% in the last cycle. the challenge was that not all students could understand the meaning of collaboration deeply. this case was shown by the fact that there were students that could elaborate the explanation in the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 177-184 182 indriwati et.al (improving students’ motivation …) discussion well, dominate in some aspects of the discussion, and tend to choose the friend that could be the workmates in one group. if the elaboration of explanation was weak, the student’s domination was abundant, and there were tendency of the friendship. it was a challenge in developing the students’ collaborative skills (le, janssen, & wubbels, 2018). this fact showed that the lecturer still faced some challenges to direct the students to be able to deliver the argument comprehensively, ensure the equal responsibility more effectively and remind that all students are the colleagues. this case aims to enhance the students’ collaborative skills in the future. conclusion based on the research results and data analysis, it can be concluded that remap-jigsaw learning model combined with modelling activity improved the students’ learning motivation and collaborative skills. the students’ learning motivation increased from 66.25% in the cycle i, 68.75% in the cycle ii, 74.48% in the cycle iii, and 84.37% in the cycle iv while the students’ collaborative skills enhanced from 50% in the cycle i and cycle ii, 56.25% in the cycle iii, and 70.83% in the cycle iv. thereby, this study recommended the lecturers to apply remap-jigsaw learning model combined with modelling activity in the other courses to improve the students’ learning motivation and collaborative skills including the pre-service student-teachers and general students that do not take the educational courses. references anggis, e. v. 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(2021). smart apps creator 3 to improve student learning outcomes during the pandemic of covid-19. jpbi (jurnal pendidikan biologi indonesia), 7(1), 25-34. doi: https://doi.org/10.22219/jpbi. v7i1.13993 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i1.13993 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:rorikhoirudin@student.uns.ac.id mailto:ashadi@staff.uns.ac.id mailto:mmasykuri@staff.uns.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1.13993 https://doi.org/10.22219/jpbi.v7i1.13993 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 25-34 26 khoirudin et al (smart apps creator 3 to improve …) however, various efforts to improve the quality of education in schools have encountered obstacles, due to the outbreak of covid-19 pandemic in early 2020 (she et al., 2020). various countries affected by covid-19 are starting to looking for a new strategy to solve the obstacle in student learning during learning from home. in india, among 175 respondents, around 38.29% of students are learning classes through zoom, nearly 25% of students are accessing learning materials through google classroom and 23.43% are learning through youtube, and the remaining students prefer whatsapp (10.29%), mail (2.86%) respectively (radha et al., 2020). the indonesian ministry of education and culture launched the 12 platforms or applications that students can access to study at home (handarini & wulandari, 2020). a study using the google form questionnaire which was filled by 61 respondents consisting of students, which examined the use of applications for online learning, showed that most of the respondents used whatsapp, google meet, and google classroom (surani et al., 2020; tangkelangi et al., 2021). many problems affect the effectiveness of learning using online methods in indonesia, including the limitedness of mastering information technology by teachers and students, inadequate facilities and infrastructure, limited internet access (megawanti et al., 2020; purwanto et al., 2020; syah, 2020). most of the students experience stress in the medium category during online learning (harahap et al., 2020; jatira & neviyarni, 2021). the learning motivation during the pandemic also decreased (handarini & wulandari, 2020). there is a significant relationship between learning motivation and science learning outcomes (everaert et al., 2017; firmansyah et al., 2018; rahmadani et al., 2017; wahyuni et al., 2018; wulandari & surjono, 2013), and this problem must be overcome by teachers. one of the strategies to improve learning outcomes by using the smart apps creator 3 application. smart apps creator 3 (sac-3) is a desktop application for creating android and ios mobile applications without programming code and can generate html5 and .exe formats (khasanah et al., 2020; rustandi et al., 2020). smart apps creator 3 can be taught to sd, smp, sma / smk students to increase their creativity in managing content and also creating interesting mobile applications (smartappscreator.com) (cahyati & suherman, 2020). this application can be opened via a smartphone which is a learning activity by utilizing a smartphone is classified as mobile learning (majid & husain, 2014; haerunnisa, 2020). in a study conducted in india, among 175 respondents, around 53.71% of students are preferred mobile phones for e-learning, followed by laptop 30.29%, and the remaining students mostly prefer laptop & mobile (7.43%), laptop, mobile and desktop (2.86%) respectively (radha et al., 2020). at a junior high school in indonesia, it was found that 67.7% of students stated that android-based media was an interesting learning medium (rohman et al., 2019). the existence of an android-based application can minimize problems that often occur in students, including not having textbooks, books left at home, lost or damaged, and can make it easier for students to understand lessons both independently and at school because there are elements interactive so that students do not experience boredom in learning and make it easier for teachers to manage lessons as additional administrative media (andrianto et al., 2020). research conducted by jannah et al., (2019) stated that learning media using the smart apps creator application are effective in the learning process. furthermore, khasanah et al., (2020); andrianto et al., (2020); and widiastika et al., (2020) have also conducted research and development of smart apps creator 3 learning media, and the result showed that the smart app creator 3 is very appropriate for mobile learning. based on the previous research showed the effectiveness of smart apps creator 3 in the learning process, but there is lack of information between the use of smart apps creator 3 and student learning outcomes. so, this study was conducted to elaborate the using impact of smart apps creator 3 in the learning process to increase student learning outcomes. moreover, the results of this study can be applied in various schools and also can be used as a reference for other research on mobile learning in the future. method this research subject was 32 students of smp negeri 8 surakarta (viii graders) which consisted of 16 males and 16 females. the viii a grader was chosen due to the low learning outcomes especially on science subjects, so this study was designed to improve the student learning outcomes especially on the subject matter of covid-19 by using smart apps creator 3. the design of the classroom action research (car) model consists of four stages, namely: planning, implementing actions, observing, and reflecting (kunandar, 2011). this research was carried out in a cycle which is all cycles are interrelated. in detail, this classroom action research can be described as follows: jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 25-34 27 khoirudin et al (smart apps creator 3 to improve …) pre-cycle the implementation of teaching and learning activities for pre-action / pre-cycle was carried out in april 2020. in the pre-action stage, the subject matter is given in a textual form which is shared via what’s app. at the end of the learning process, students were given a post-test to know the student's cognitive science learning outcomes. cycle i the implementation of cycle i is carried out in 1 meeting or 2 lesson hours (2 x 40 minutes). planning stage at this stage, the activities carried out are: (1) examining the pandemic emergency curriculum (2) studying learning materials from various sources. (3) creating learning scenarios. (4) providing the necessary supporting facilities, namely making the smart apps creator learning application 3. (5) preparing data collection instruments by making an assessment (evaluation) tool to measure student science learning outcomes. (6) make an observation sheet. acting stage in general, the actions are taken for each meeting (learning activities) in cycle i am as follows: (i) preliminary activities through the class group whatsapp, the teacher gave an opening greeting, then prayed together before studying. provide motivation and advice to avoid covid-19. (ii) core activities: 1) the teacher asks students to access the smart apps creator 3 application that has been given by the teacher, 2) the teacher monitors student attendance via wa, 3) participants click on teaching materials containing covid-19 materials. the teacher guides students in online classes, 4) the teacher asks students to comment or provide feedback on the delivery of material, 5) the teacher allows students to ask questions in wa, 6) the teacher answers student questions related to the covid-19 concept. (iii) closing activities: 1) the teacher and students close the learning through the class group whatsapp, 2) at the end of the cycle, an evaluation is carried out by providing a post-test to measure the extent to which students have mastered the material that has been taught. observation and evaluation stage at this stage, the process of observation and recording is held during the teaching and learning activities, namely by filling out the observation sheet that has been prepared which includes student attendance, student activeness in solving questions. at the end of this cycle, data collection was also held, where the data source in this classroom action research was class viii a students of smp negeri 8 surakarta. the data obtained is in the form of quantitative data consisting of physics learning outcomes. the way of collecting data in this study is by giving written tests, to measure the extent to which students have mastered the material that has been obtained during the cycle i. the results of observations and written tests become materials for evaluating the learning process. reflection stage at the end of this cycle, data analysis and reflection on what was obtained, both from the results of student responses and from the observation sheet, were conducted through data analysis. the deficiencies that occur will be corrected in the next cycle. analysis and processing of research data were carried out after the data was collected. the data on student learning outcomes of class viiia smp negeri 8 surakarta were analyzed quantitatively using descriptive statistics, including the highest score, lowest score, score range, average score, median, mode, standard deviation, score gain, and learning completeness that the students obtained at the end of each cycle. sources of research data are teachers and students which include student learning outcomes. the quantitative data were obtained from the learning outcomes test, while the formulas used were as follows: determining the value of student learning outcomes, the range of values used for the essay test in this study is 0 to 100, it can be calculated by using the following formula (1) : xi = x 100 (1) where: xi = the value obtained by the student: spi = score obtained by a student i ; sm = maximum score that may be achieved (ideal score) the average value of student learning outcomes was calculated by using the following formula (2): jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 25-34 28 khoirudin et al (smart apps creator 3 to improve …) = (2) where: = average value obtained by students; xi = the total number of scores obtained by all students; n = total number of students the post-test scores were analyzed by calculating the normalized gain score. the gain / n-gain normality test is a test that can provide an overview of the increase in learning outcome scores between before and after the application of the method, it can be calculated by using the following formula (3): normalized gain = post-test score – pre-test score maximum score – pre-test score (3) as for the category, the interpretation of normalized gain index (g) according to hake is used which has been provided (table 1): table 1. normalized gain index (g) normalized gain score interpretation -1.00 ‹ g ‹ 0.00 decrease g = 0.00 stable 0.00 ‹ g ‹ 0.30 low 0.30 ‹ g ‹ 0.70 average 0.70 ‹ g ‹ 1.00 high to determine the categories of student learning completeness (kkm), the guidelines for categorizing learning outcomes according to the standards set by smp negeri 8 surakarta are 0%-74.9% not complete and 75%-100% complete. cycle ii activities the activities in cycle ii are the same as the activities in cycle i. however, in cycle ii there are some improvements and additions to the deficiencies that exist based on the discussion and reflection in cycle i. results and discussion the data on the results of classroom action research that has been implemented can be described as follows: pre-cycle based on the test results given to students at the end of the pre-cycle, the results of quantitative descriptive analysis for the students' science learning outcomes can be seen in table 2. table 2. results of quantitative descriptive analysis for the value of science learning outcomes in the pre-cycle statistics pre cycle statistical value the number of students 32 ideal score 100 the highest score 100 lowest score 55 score range 45 average score 73.4375 median 75 mode 80 standard deviation 10.521675 based on the data from the pre-cycle science learning outcomes table, it can be seen that the average science learning outcomes score is 73.43. the average learning outcome value has not met the minimum completeness criteria set by the school, which is 75. if the students 'science learning outcomes test in the precycle were analyzed and then categorized under the minimum completeness criteria applicable at smp negeri 8 surakarta, the percentage of students' learning completeness in the pre-cycle was obtained as in table 3. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 25-34 29 khoirudin et al (smart apps creator 3 to improve …) table 3. description of pre-cycle learning completeness completeness criteria category frequency percentage (%) 0% 74.9% not complete 13 40.63 75% 100% complete 19 59.37 amount 32 100 after being analyzed, it turns out that the results obtained do not meet the indicators of success, students who get ≥ learning completeness are 19 students with a percentage of 59.37%. after the learning activities and learning outcomes, test was carried out in the pre-cycle at the 1st meeting, a reflection was carried out on the learning outcomes. because, the average value of learning outcomes is still below the minimum completeness criteria of school, amounting to 75, so it is necessary to take action cycle i. cycle i based on the test results given to students at the end of the cycle i, the results of the quantitative descriptive analysis were obtained for the results of the viiia grade students of smp negeri 8 surakarta on the covid-19 material taught in cycle i for 1 meeting through a problem-based learning approach. in the learning process can be seen in table 4. table 4. results of quantitative descriptive analysis for the value of science learning outcomes in cycle i statistics cycle i statistical value the number of students 32 ideal score 100 the highest score 100 lowest score 60 score range 40 average score 78.96875 median 78 mode 85 standard deviation 8.399249 based on the data of science learning outcomes in cycle i, it can be seen that the average value is 78.96. the average learning outcome score has met the minimum completeness criteria set by the school. based on the data that has been obtained in pre-cycle and cycle i, the n-gain test is carried out, which aims to obtain an overview of the increase in the learning outcomes scores between before and after the implementation of the action. the n-gain test of the science learning outcomes data in the pre-cycle and cycle i obtained a score of 0.20, which is still low. the percentage of students learning completeness in the cycle i was obtained as in table 5. table 5. description of the cycle i learning completeness completeness criteria category frequency percentage (%) 0% 74.9% not complete 7 21.87 75% 100% complete 25 78.12 amount 32 100 after being analyzed, the results do not meet the indicators of completeness, students who get ≥ kkm are 25 students (78,125%). the results in the second cycle also showed there are 80% of student who obtained scores ≥ kkm. the objective of the action has not been achieved, since there are several deficiencies in the implementation of the action, such as 1) less attractive appearance of the smart apps creator 3 learning application. 2) lack of clear information on the smart apps creator 3. 3) lack of motivation given by the teacher to students to do assignments. because the indicators of the success of the action have not been fulfilled, where the n gain test results get a score of 0.20, which is still low, and the percentage of students who get a score of ≥ kkm has not reached 80%, the action is continued in cycle ii. cycle ii in the second cycle of action research, various improvements were made as follows: 1) making the smart apps creator 3 learning application look more attractive with pictures and back sound. 2) adding information about learning materials in the smart apps creator 3 application. 3) motivating students to do assignments by linking them with videos that show teachers providing motivation and explanations. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 25-34 30 khoirudin et al (smart apps creator 3 to improve …) based on the test results given to students at the end of the pre-cycle, the results of the quantitative descriptive analysis were obtained, it can be seen in table 6. table 6. results of quantitative descriptive analysis for the value of science learning outcomes in cycle ii statistics cycle ii statistical value the number of students 32 ideal score 100 the highest score 100 lowest score 73 score range 27 average score 85.5625 median 85 mode 85 standard deviation 8.277203 based on the data from the table of science learning outcomes in cycle ii, it can be seen that the average value of learning outcomes in science learning is 85.56. the average learning outcome value has met the minimum completeness criteria set by the school. the data that has been obtained in pre-cycle until cycle ii aims to describe the increase of the learning outcomes scores between before and after the implementation of the action. the n-gain test of the science learning outcomes data in the pre-cycle and the cycle ii obtained a score of 0.45, which is sufficient. if the student’s science learning outcomes test in cycle ii were analyzed and then categorized can be seen in table 7. table 7. description of completeness of learning cycle ii completeness criteria category frequency percentage (%) 0% 74.9% not complete 2 6.25 75% 100% complete 30 93.75 amount 32 100 the analysis showed that students who get ≥ kkm scores are 30 students or (93.75%). the results in cycle ii indicate that classical learning completeness has met the performance indicators that must be achieved. due to the action indicators that have been fulfilled, where the results of the n-gain test score are sufficient (0.45), and the proportion of students who get score ≥ kkm is more than 80%, so the action can be stopped in cycle ii. based on the data in tables 2, 4, and 6, it can be seen that there is an increase in the average score of students' science learning outcomes, from pre-cycle (73.43), cycle i (78.96), and cycle ii (85.56). the increasing average value of learning outcomes in each cycle can be seen in figure 1. figure 1. graph of the average test value of students jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 25-34 31 khoirudin et al (smart apps creator 3 to improve …) based on the results of the n gain test carried out on learning outcomes between pre-cycle and cycle i, and between pre-cycle and cycle ii, it can be seen that there is an increase in the n gain score of the viiia grade student’s science learning outcomes. the increase of n gain score in each cycle can be seen in figure 2. figure 2. graph of n gain score based on the data in table 3, 5, and 7, it can be seen that there is an increase in the percentage of classical learning completeness of class viiia students, from pre-cycle, cycle i, and cycle ii. if in the pre-cycle, the percentage of classical learning completeness was 59.37%, then in the first cycle it increased to 78.12%, and in the second cycle, it increased again to 93.75%. the increase in the percentage of classical learning completeness of class in each cycle can be seen in figure 3. figure 3. graph of the percentage of classical learning completeness of the class classroom action research was carried out in 2 cycles. this is due to the failure to achieve success indicators in cycle i, so it must be continued in cycle ii. the failure to achieve success indicators in cycle i is due to deficiencies of the actions in cycle i and it is supposed to be completed in cycle ii, and it would be jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 25-34 32 khoirudin et al (smart apps creator 3 to improve …) stopped after the result met the criteria (fitria & andriesgo, 2019; husamah & pantiwati, 2014). the result of evaluation and reflection need to be elaborated and the lack of the supplementary in the last cycle must be improved in the next cycle (glaze, 2018; husamah et al., 2018; indriati, 2012). so, by making improvements in cycle ii, it turns out that there is an increase in student learning outcomes in science so that indicators of success can be achieved. improvements in cycle ii were made to the appearance of the smart apps creator 3 learning application, namely by displaying more audio-visual media. this right is due to the audio-visual media having several advantages, including (1) clarifying the presentation of the message so that it is not to verbalize (in the form of words, written and spoken). (2) overcoming the limitations of space, time, and senses, such as objects that are too large are replaced by reality, pictures, film frames, films, or models. (3) audiovisual media can play a role in tutorial learning (adittia, 2017; asmara, 2015; fujiyanto et al., 2016; niswatuzzahro et al., 2018; purwono, 2014). there are some obstacle found in cycle i, one of the problems is the motivation of the student are getting unmotivated, so the teacher need give motivation to the student first due to the learning motivation are closely related to the learning outcomes (everaert et al., 2017; firmansyah et al., 2018; rahmadani et al., 2017; wahyuni et al., 2018; wulandari & surjono, 2013). the result showed that mobile learning is effective to improve student learning outcomes, it is following the research results of putra et al. (2017); fatmawati (2015); nugroho (2014); surahman and surjono (2017) that the use of android application-based learning media was able to improve learning outcomes. these results are also following the research conducted by (andrianto et al., 2020; jannah et al., 2019; khasanah et al., 2020) that students are more helped to understand the material by using the smart apps creator learning media, so the score of the student test has increased from before to after using the learning media. conclusion the average score of science learning outcomes increased from the pre-cycle to cycle ii (73.43; 78.96; 85.56 respectively). moreover, the results of n gain test carried out on learning outcomes were increase as well from 0.20 to 0.45 (which is sufficient). then, the increasing value also depicts the percentage of classical learning completeness, wherein the pre-cycle it was 59.37%, then in the first cycle it increased to 78.12%, and in the second cycle is increased to 93.75%. it concludes that the implementation of the mobile learning model using the smart apps creator 3 application is effective to improve student learning outcomes. acknowledgement the highest appreciation goes to all the experts involved in the validation of the smart apps creator 3 application, smp negeri 8 surakarta, and all students involved in this research. references adittia, a. 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https://doi.org/10.31004/basicedu.v5i1.602 https://doi.org/10.21831/jpv.v3i2.1600 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 343 pengembangan media pembelajaran berbasis komik dalam materi sistem pernapasan pada siswa kelas viii mts muhammadiyah 1 malang ismi fatimatus zahro utariyanti1, sri wahyuni2, siti zaenab2 1alumni pendidikan biologi fkip universtias muhammadiyah malang 2pendidikan biologi fkip universtias muhammadiyah malang e-mail: swahyuni48@gmail.com abstrak kemajuan ilmu pengetahuan dan teknologi, khususnya teknologi informasi sangat berpengaruh terhadap penyusunan dan implementasi strategi maupun metode pembelajaran. kemajuan tersebut berimbas pada banyaknya alternatif pilihan yang dapat dimanfaatkan guru untuk menggunakan media yang variatif dalam pembelajaran di kelas. perkembangan komik akhir-akhir ini memang berkembang dengan baik. berdasarkan sifatnya, media komik pembelajaran mempunyai sifat sederhana, mudah dipahami oleh siswa. pembelajaran dengan media komik diharapkan dapat meningkatkan minat peserta didik untuk lebih memahami materi sistem pernapasan yang bersifat rumit. tujuan dari penelitian pengembangan ini adalah menghasilkan dan mengetahui kelayakan media pembelajaran berbasis komik. model pengembangan yang digunakan mengacu pada langkah-langkah pengembangan sugiyono (2013) yang meliputi potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi produk, uji coba produk, revisi produk, uji coba pemakaian, revisi produk, produksi massal. penelitian ini dilaksanakan pada tanggal 25 november 2013 di mts. muhammadiyah 1 malang. hasil penelitian pengembangan ini adalah menghasilkan produk media pembelajaran berbasis komik ditinjau dari rata-rata keseluruhan dari aspek penilaian validasi oleh para ahli mencapai angka 4 dengan kriteria sangat valid. sedangkan hasil uji coba kelompok kecil untuk rata-rata keseluruhan mencapai 3,68 dengan kriteria sangat valid, dengan demikian dapat disimpulkan bahwa komik pada materi sistem pernapasan yang telah dikembangkan layak untuk digunakan dalam pembelajaran di kelas. kata kunci: komik, media, pembelajaran, pengembangan, pernapasan media pembelajaran merupakan unsur yang sangat vital keberadaannya selain adanya fasilitator (guru) dan pembelajar (siswa). tanpa media, komunikasi tidak akan terjadi dan proses pembelajaran sebagai proses komunikasi juga tidak akan bisa berlangsung secara maksimal (santyasa, 2007). pembelajaran menempati posisi yang cukup penting sebagai salah satu komponen sistem pembelajaran. kemajuan ilmu pengetahuan dan teknologi, khususnya teknologi informasi sangat berpengaruh terhadap penyusunan dan implementasi strategi maupun metode pembelajaran. kemajuan tersebut berimbas pada banyaknya alternatif yang dapat dimanfaatkan guru untuk menggunakan media yang variatif dalam pembelajaran di kelas. penggunaan media tidak hanya dapat memudahkan dan mengefektifkan proses pembelajaran tetapi lebih menarik dan menyenangkan (sanjaya, 2008). siswa cenderung pasif dalam kegiatan pembelajaran apabila sarana prasarana belajar kurang mendukung. untuk mengatasi hal tersebut, penggunaan media pendidikan secara tepat dan bervariasi dapat mengatasi sikap pasif siswa (sadiman, 2011). sikap siswa yang cenderung pasif dalam kegiatan pembelajaran dapat menimbulkan rendahnya minat atau motivasi dalam belajar. motivasi merupakan perubahan energi dalam diri seseorang yang ditandai dengan munculnya feeling dan didahului dengan tanggapan terhadap adanya tujuan (sardiman, 2011). jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 344 motivasi memiliki peranan penting dalam pembelajaran karena tanpa adanya motivasi maka tujuan pembelajaran tidak akan tercapai. motivasi merupakan respon dari suatu aksi yakni tujuan. motivasi sebagai salah satu faktor yang mendukung ketercapaian tujuan pembelajaran, maka diperlukan usaha konkrit guru untuk memunculkan motivasi siswa. usaha konkrit guru adalah menciptakan kreativitas dan inovasi guru dalam mendesain perangkat pembelajaran misalnya media pembelajaran yang menarik. tujuan pembelajaran biologi adalah agar siswa dapat memahami, menemukan dan menjelaskan konsep-konsep, prinsipprinsip dalam biologi, (rosmaini, 2004). tujuan tersebut dapat dicapai salah satunya dengan adanya minat membaca yang tinggi. menurut tiemensma (2009) membaca adalah komponen terpenting di abad 21 agar bertahan di era globalisme saat ini. keberhasilan anak didik dalam mengikuti kegiatan belajar-mengajar di sekolah banyak ditentukan kemampuannya dalam mengikuti kegiatan belajar-mengajar di sekolah banyak ditentukan kemampuannya dalam membaca. sebagaimana diketahui bahwa sebagian besar pengetahuan disajikan dalam bentuk bahasa tulis sehingga menuntut anak harus melakukan aktivitas membaca guna memperoleh pengetahuan. buku pelajaran sekarang lebih banyak berupa textbook, meskipun sudah ada variasi penambahan ilustrasi tetapi belum memberikan pengaruh yang cukup terhadap peningkatan minat baca siswa. minat membaca yang rendah menyebabkan keaktifan dan hasil belajar menjadi rendah. kerumitan bahan ajar yang disampaikan semakin membuat siswa kurang tertarik untuk membaca buku pelajaran termasuk buku biologi. siswa cenderung tertarik membaca buku cerita bergambar (seperti komik) dibanding dengan buku pelajaran, dikarenakan komik memiliki alur cerita yang runtut dan teratur memudahkan untuk diingat kembali. inilah alasan muncul gagasan untuk menggabungkan antara daya tarik komik, diantaranya penampilan menarik, alurnya runtut dan mudah dipahami, dengan buku pelajaran yang cenderung textbook. siswa lebih tertarik pada sesuatu yang dibutuhkan dan bermakna bagi dirinya (ginting, 2005). hutchinson (dalam desmasary, 2012) menemukan kelebihan komik sebagai media pembelajaran adalah “sebesar 74% guru yang disurvei menganggap bahwa komik membantu memotivasi sedangkan 79% mengatakan komik meningkatkan partisipasi individu. satu guru bahkan mengatakan bahwa komik membuat pembelajaran menjadi sangat mudah”. perkembangan komik akhir-akhir ini memang berkembang dengan baik. komik menjadi bacaan yang sangat diminati baik oleh kalangan dewasa terlebih anak-anak. sekarang, banyak buku-buku pelajaran yang tampil menarik, bahkan dikemas dalam bentuk komik atau ilustrasi kartun. komik ilmiah pun mulai menjadi fenomena sebagai pemancing minat belajar. cerita komik yang sarat imajinatif dengan dukungan gambar yang menarik serta komunikasi yang lugas membuat komik begitu diminati untuk dikonsumsi dikalangan anak anak-anak. gambar pada komik membantu mendorong para siswa membangkitkan minatnya pada pelajaran. komik dapat membantu siswa dalam mengembangkan kemampuan berbahasa, kegiatan seni, dan peryataan kreatif dalam bercerita, dramatisasi, bacaan, penulisan, melukis dan menggambar, serta membantu mereka menafsirkan dan mengingat-ingat isi materi bacaan dari buku teks dari pada sifat yang hiburan sematamata (sudjana dan rivai, 2002). alasan lain dipilihnya media cetak komik, karena media ini sangat menarik dalam kehidupan siswa dan banyak terdapat di toko-toko bacaan. komik merupakan suatu realita yang bermakna, sebagian dari siswa akan mengenal dan mengingat karakter tokoh dari komik yang mereka lihat. berdasarkan sifatnya media komik pembelajaran mempunyai sifat sederhana, jelas, mudah untuk dipahami oleh siswa jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 345 (novianti, 2010). pembelajaran dengan media komik bergambar mengharapkan dapat meningkatkan minat peserta didik untuk lebih memahami materi sistem pernafasan yang bersifat rumit. penggunaan komik dalam proses pembelajaran dapat merangsang motivasi dan ketertarikan siswa terhadap suatu pokok bahasan yang dianggap sulit untuk dimengerti, merangsang aktivitas diskusi, membangun pemahaman dan memperpanjang daya ingat (mallia dalam beard dkk, 2002). menurut sudjana & rivai (2001) berpendapat bahwa ‘media komik adalah media yang menarik perhatian pembacanya, dilengkapi dengan aksi tokoh-tokohnya yang dibuat lebih hidup, serta di olah dengan pemakaian warna-warna utama secara jelas”. membaca bacaan bergambar tidak hanya disukai kalangan anak-anak melainkan juga orang dewasa, dengan suatu sifat menghibur seperti bermain tapi ada keseriusan untuk memperoleh makna (isi bacaan). berdasarkan uraian diatas dapat dijelaskan bahwa melalui media komik dalam pembelajaran biologi pada siswa smp/ mts dimana media komik merupakan media dalam bentuk gambar dan cerita dengan penokohan yang jelas, gambar-gambar dan cerita–cerita yang sangat disukai oleh anak-anak begitupun dengan siswa smp/ mts untuk menarik minat belajar agar prestasi siswa semakin meningkat. pengembangan media komik sebagai bahan ajar diharapkan dapat memberikan alternatif bagi guru dan peserta didik dalam proses belajar dan pembelajaran dikelas. tujuan dari kegiatan pembelajaran di kelas sebaiknya harus berorientasi kepada siswa (sadiman, dkk, 2002) sehingga dalam kegiatan penelitian ini, tujuan yang ingin dicapai, yaitu 1) menghasilkan media pembelajaran berbasis komik pada mata pelajaran biologi materi sistem pernafasan pada siswa kelas viii mts muhammadiyah 1 malang agar penyampaian materi lebih menarik. 2) mengidentifikasi media pembelajaran berbasis komik yang layak untuk diterapkan sebagai media pembelajaran pada mata pelajaran biologi pada sistem pernapasan pada siswa kelas viii mts muhammadiyah 1 malang. produk media pembelajaran komik bergambar pada mata pelajaran biologi materi sistem pernapasan untuk siswa smp/ mts kelas viii disusun berdasarkan materi pokok kd sistem pernapasan. spesifikasi komik terdiri dari tiga bagian, yaitu fisik, isi, dan fungsi. sajian materi dikemas dalam bentuk balon kata yang berurutan dan gambar. secara fisik, komik ini dibuat pada kertas a5. tampilan komik secara keseluruhan adalah hitam putih. komik terdiri dari 23 halaman dengan 2 sub pokok bahasan, yaitu 1) sistem pernapasan pada manusia dan 2) kelainan dan penyakit pada manusia. sedangkan komik akan diproduksi dalam bentuk buku cetak. komik biologi ini merupakan susunan gambar dan foto yang dilengkapi dengan balon kata yang berurutan. rincian isi dari komik biologi meliputi : 1) halaman judul, 2) tokoh dan karakter 3) daftar isi, 4) proses pernapasan pada manusia, 5) penyakit pada pernapasan manusia. manfaat komik dalam buku cetak yakni agar siswa mudah menggunakannya kapan saja tanpa bantuan perangkat elektronik. hal ini dikarenakan tidak semua siswa memiliki perangkat elektronik seperti laptop, smartphone, tablet, atau e-book reader. manfaat lain yakni agar mata tidak cepat lelah ketika membaca. manfaat ini sejalan dengan tujuan pengembangan yaitu untuk meningkatkan minat baca siswa. peningkatan minat baca tentu seiring dengan peningkatan aktivitas membaca. komik merupakan suplemen untuk materi sistem pernapasan. komik bukan satu-satunya sumber belajar tetapi komik memiliki fungsi akademik yang penting. fungsi akademik dari komik adalah membantu siswa untuuk memahami konsep-konsep pernapasan. hal ini karena media komik merupakan media verbal yang runtut. komik akan memberikan masukan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 346 verbal ke siswa (stewig, 1980). setyosari & sihkabuden (2005) menyatakan bahwa “penggunaan bahasa sehari-hari dalam komik menjadikan komik mudah dimengerti” pauling (dalam sudjana & rivai, 1997) menyatakan “ilustrasi gambar di dalam komik dapat membantu siswa dalam menafsirkan dan mengingat-ingat materi pelajaran. fungsi akademik lain adalah komik dapat meningkatkan minat baca siswa. hurlock (dalam jumariyati, 2008) menyatakan “komik akan memotivasi anak untuk mengembangkan keterampilan membaca”. selain itu, komik akan meningkatkan minat belajar siswa. pauling (dalam sudjana & rivai, 1997) menyatakan “komik dapat menarik minat belajar siswa secara efektif karena berisi gambar disertai beberapa petunjuk yang jelas”. sistem kerja media komik memuat karakteristik pembelajaran yang bersifat pelengkap. media pembelajaran ini bisa digunakan untuk pembelajaran dikelas yang digunakan guru sebagai alat penyampaian informasi dan juga bisa digunakan siswa untuk belajar dirumah sebagai sumber belajar. metode penelitian model yang digunakan dalam penelitian ini menggunakan pendekatan penelitian pengembangan atau research & development. uji kelayakan oleh ahli media, ahli materi, dan siswa atau pengguna. berikut gambar 1 tentang alur desain peneitian yang diadaptasi dari sugiyono (2013). gambar 1. langkah-langkah research and development ( (sumber: sugiyono, 2013) penelitian ini memiliki tahap uji coba produk, bertujuan memvalidasi keefektifan dan daya tarik produk hasil pengembangan media pembelajaran berbasis komik pada materi sistem pernapasan kelas viii mts muhammadiyah 1 malang. pada bagian ini secara berurutan dkemukakan : 1) desain uji coba, 2) subyek uji coba, 3) jenis data, 4) instrumen pengumpulan data, dan 5) teknik analis data. desain uji coba produk pengembangan ini memiliki tahap uji coba produk pengembangan yaitu komik “dani”, yang meliputi beberapa uji a) uji validitas ahli media dan ahli materi, b) uji coba kelompok kecil. uji coba dilakukan kepada ahli materi dan ahli media dengan memberikan angket penilaian. uji coba ini dilakukan dengan tujuan agar ahli materi dan ahli media memberikan penilaian dan masukan mengenai kesesuaian materi dan tampilan media komik. apabila terdapat saran perbaikan, maka dilakukan revisi dan hasil revisi akan diuji cobakan kembali pada ahli untuk mendapatkan hasil yang maksimal. uji coba kelompok kecil dilakukan dengan mengambil sampel 10 siswa kelas viii c, dengan kemampuan tinggi, sedang dan rendah, serta laki-laki dan perempuan dari berbagai usia dan latar belakang. produk yang diuji cobakan yaitu komik “dani” materi sistem pernapasan. uji coba kelompok kecil pada siswa kelas viii c dilakukan selama kurang lebih 2 x 40 menit, untuk mempelajari komik bergambar. setelah mempelajari komik, langkah terakhir adalah siswa tersebut mengisi angket validasi terhadap media pembelajaran berbasis komik. subyek uji coba pengembangan media pembelajaran berbasis komik pada materi sistem pernapasan dalam penelitian ini adalah a) subyek uji validitas b) uji coba kelompok kecil. subyek uji coba ahli, yaitu terdiri dari ahli materi dan ahli media. uji coba terhadap ahli media dilakukan oleh dosen diharapkan dapat memberikan tanggapan dan saran yang berkaitan dengan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 347 kualitas media yang telah diproduksi. dan ahli materi memberikan tanggapan dan saran yang berkaitan dengan isi media yang telah diproduksi.subyek uji coba kelompok kecil yang diambil adalah 10 sampel siswa kelas viii c mts muhammadiyah 1 malang yang diambil secara random untuk mengisi angket respon siswa terhadap penilaian tampilan komik. jenis data yang digunakan dalam penelitian dan pengembangan ini ada dua, yaitu 1) data kualitatif diperoleh dari kritikan, tanggapan dan saran dari pembimbing, ahli materi, ahli media, dan siswa kelas viii c mts muhammadiyah 1 malang terhadap kualitas penampilan dan materi pada komik yang dihasilkan yang terdapat dalam kolom komentar pada angket uji validitas para ahli dan angket respon siswa. 2) data kuantitatif diperoleh dari hasil penilaian pembimbing, ahli media, ahli materi, dan siswa melalui angket validasi para ahli dan angket uji siswa yang berisi angka-angka yang diperoleh dari skor jawaban uji coba siswa. instrumen yang digunakan dalam penelitian pengembangan media pembelajaran berbasis komik ini berupa angket. angket ini yang diberikan kepada validator untuk memperoleh data berupa lembar penilaian dan lembar tanggapan terhadap media pembelajaran yang dikembangkan. dalam angket tersebut digunakan skala bertingkat dimana pada setiap pertanyaan, validator memberikan skor untuk aspek yang ditanyakan dari media pembelajaran. kategori pilihan untuk angket validasi adalah skala likert (arikunto, 2006). selain itu juga diberikan angket yang berupa lembar komentar dan saran terhadap media pembelajaran. teknik analisis data dilakukan dengan teknik angket dan wawancara. teknik angket digunakan untuk memperoleh data berupa tanggapan atau penilaian di para ahli terhadap produk yang dikembangkan, sedangkan wawancara untuk memperoleh keterangan berupa penjelasan dari jawaban angket. secara ringkas disajikan pada tabel 1. menurut arikunto (2006:239-243), teknik analisis data yang sesuai untuk menganalisis hasil angket adalah teknik analisis deskriptif dengan rata-rata skoring jawaban untuk menentukan jawaban dari setiap item jawaban validator dengan memberikan skor satu hingga lima. adapun rumus yang digunakan, yaitu: keterangan : p : rata-rata skoring ⅀x : jumlah jawaban tiap responden dari tiap item yang dinilai n : jumlah responden tabel 1. teknik analisis data no. data yang dibutuhkan sumber data teknik pengump ulan data 1. menghasilkan media pembelajaran berbasis komik pada mata pelajaran biologi dalam materi sistem pernapasan agar penyampaian materi lebih menarik guru dan siswa deskriptif 2. menghasilkan produk media pembelajaran berbasis komik yang layak diterapkan sebagai media pembelajaran pada mata pelajaran biologi dalam materi sistem pernapasan kelayakan media komik deskriptif kriteria kevalidan data angket penilaian validator ahli media, ahli materi dan respon siswa terhadap penggunaan komik disajikan dalam tabel 2. p = jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 348 tabel 2 kriteria validasi dan item pada angket skor kriteria validasi 4,01 – 4,75 sangat layak, tidak perlu revisi 3,26 – 4,00 layak, tidak perlu revisi 2,51 – 3,25 cukup layak, perlu revisi 1,76 – 2,50 kurang layak, revisi total 1,00 – 1,75 sangat kurang layak, revisi total (sumber: arikunto, 2006) apabila skor yang diperoleh dari validasi yang dilakukan lebih dari atau sama dengan 3,26 maka media pembelajaran berbasis komik dinilai layak sehingga media yang dikembangkan sudah dapat dimanfaatkan sebagai media dalam kegiatan belajar mengajar di sekolah. apabila skor yang diperoleh di bawah 3,26 maka media pembelajaran yang dikembangkan perlu direvisi. revisi perlu untuk memperbaiki dan menyempurnakan media pembelajaran yang telah dikembangkan. hasil dan pembahasan hasil pengembangan media pengembangan media keseluruhan mencakup 6 indikator dengan materi pokok, yaitu organ penyusun sistem pernapasan, letak organ penyusun sistem pernapasan, fungsi organ penyusun sistem pernapasan, mekanisme pernapasan, penyakit yang berhubungan dengan sistem pernapasan dan cara pengobatannya, dan cara merawat dan mencegah terjadinya kelainan/penyakit pada sistem pernapasan. penyusunan media komik a. tampilan cover media komik gambar 2 tersebut merupakan tampilan pertama pada halaman depan yang menampilkan judul pada komik yaitu “dani”. dan sub judul pada komik ini adalah proses pernapasan pada manusia dan jenis penyakitnya. pada tampilan awal ini dilengkapi dengan gambar yang berwarna yang bertujuan agar siswa tertarik dan termotivasi untuk belajar. gambar 2. tampilan cover media komik b. tampilan tokoh dan karakter media gambar 3 merukan media komik bergambar berisi tentang tokoh dan karakter yang ada pada komik. pemberian gambar tokoh, nama tokoh dan watak sifat tokoh dimaksudkan agar siswa mendapat gambaran awal tentang percakapan yang terjadi pada media komik pada materi sistem pernapasan yang akan dipelajari. pemilihan nama tokoh dan karakter bertujuan agar siswa mudah mengingat nama tokoh dan karakter pada percakapan. gambar 3.tampilan tokoh dan karakter media pembelajaran c. tampilan daftar isi media komik gambar 4 berisi tentang daftar isi dan sub judul pada materi sistem pernapasan. halaman depan yang berisi halaman judul, halaman pertama yang berisi tokoh dan karakter, halaman kedua yang berisi daftar isi ini sendiri, halaman ketiga jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 349 yang berisi tentang materi proses pernapasan dan yang terakhir halaman tiga belas yang berisi tentang materi kelainan dan penyakit yang terjadi pada sistem pernapasan manusia. gambar 4. tampilan daftar isi media komik bergambar d. tampilan materi proses pernapasan pada manusia gambar 5 berisi tentang identitas peneliti dan editor pembuatan komik, dan sub judul awal materi sistem pernapasan. pemberian gambar umum materi sistem pernapasan dimaksudkan agar siswa mendapat gambaran awal tentang materi sistem pernapasan yang akan dipelajari. pada bagian ini dilengkapi gambar atau ilustrasi gambar yang bertujuan agar siswa termotivasi dan mempunyai pandangan tentang materi sistem pernapasan. gambar 5. tampilan materi proses pernapasan pada manusia e. tampilan materi penyakit pada pernapasan manusia gambar 6 merupakan tampilan materi kelainan dan penyakit pada manusia ini berisi tentang identitas peneliti dan editor pembuatan komik, dan sub judul kedua materi sistem pernapasan ini adalah kelaianan dan penyakit pada sistem pernapasan. pemberian gambar umum materi kelaianan dan penyakit pada sistem pernapasan dimaksudkan agar siswa mendapat gambaran tentang materi kelainan dan penyakit pada sistem pernapasan yang akan dipelajari. pada bagian ini dilengkapi gambar atau ilustrasi gambar yang bertujuan agar siswa termotivasi dan mempunyai pandangan tentang materi kelaianan dan penyakit pada sistem pernapasan. gambar 6. tampilan materi kelaianan dan penyakit pada sistem pernapasan manusia 1) gambar gambar yang dimaksudkan adalah gambar sistem pernapasan dan gambar kelainan/ penyakit pada sistem pernapasan manusia dalam kehidupan sehari-hari. pada topik proses pernapasan diberikan gambar organ-organ pernapasan beserta nama organ yang ditunjuk. dan pada topik kelaianan/ penyakit pada sistem pernapasan diberikan gambar tentang penyakit-penyakit yang terjadi pada sistem pernapasan manusia beserta gambar yang ditunjuk. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 350 posisi gambar pada setiap topik bermacam-macam letaknya disertai penjelasan tentang gambar tersebut yang berfungsi untuk membuat siswa lebih memahami dan mengerti tentang gambar tersebut. dengan adanya gambar dan penjelasan pada gambar siswa akan memiliki gambaran tentang apa yang akan mereka pelajari di setiap topiknya. 2) materi pembelajaran atau bahan ajar bahan ajar ini merupakan bahan ajar yang dapat dimiliki siswa dan dapat dibaca dirumah. bahan ajar merupakan materi yang wajib dibaca oleh siswa agar mereka dapat memahami konsep pelajaran. pada setiap topik telah disediakan bahan ajar yang sesuai dengan topik yang dibahas. kelayakan pengembangan media pembelajaran berbasis komik data tinjauan para ahli tentang produk yang dikembangkan data yang diperoleh dari tinjuan para ahli digunakan sebagai dasar untuk memperbaiki produk agar pengembangan produk sesuai dengan keadaan dan kebutuhan pada lokasi media ini akan diterapkan. ahli yang dilibatkan dalam pengembangan produk tersebut adalah 1 orang ahli media, dan 1 orang ahli materi biologi. a. data hasil validasi ahli materi data hasil validasi ahli materi ini didapat dari salah seorang guru biologi di sekolah smpn 18 malang yaitu ibu anna jarrotul khoiriyah, s.pd dengan pendidikan terakhir s1 pendidikan biologi dan lama mengajar selama kurang lebih 15 tahun 10 bulan. ahli materi mengevaluasi sebstansi materi dalam media pembelajaran dengan media pembelajaran dengan media komik tentang mata pelajaran biologi pada materi sistem pernapasan. dalam pengisian ini, guru sebagai validator juga memberikan beberapa saran, yaitu 1) bila disesuaikan dengan indikator maka yang belum tercantum adalah bagian organ, yaitu organ diafragma dan otot tulang rusuk, dan cara pengobatan penyakit. 2) bila tidak ditambahkan indikator, judul sebaiknya diganti “proses pernapasan pada manusia dan jenis penyakitnya. 3) pilih istilah trakea atau kata tenggorokan. kalau memakai istilah latin harus latin semua dan kalau bahasa indonesia, memakai bahasa indonesia semua (konsisten). 4) mengganti kata atau percakapan yang mendidik. 5) pada penjelasan yang terlalu banyak, sebaiknya di buat lebih rinci atau ditambahkan percakapan lagi. 6) menjelaskan fase inspirasi dan ekspirasi terlebih dahulu, kemudian baru menjelaskan pernapasan dada dan pernapasan perut. 7) diberi penjelasan pada gambar bronkus dan saluran pernapasan. data hasil validasi penilaian media pembelajaran berbasis komik dari ahli materi disajikan pada tabel 2. tabel 2. data rekapitulasi validasi ahli materi no komponen yang dinilai jawaban katego ri 4 5 1. tingkat relevansi bahan ajar dengan kurikulum yang berlaku √ layak 2. ketepatan judul unit dengan uraian materi dalam tiap unit/ bab √ layak 3. bahasa yang digunakan dalam komik bergambar √ sangat layak 4. kemenarikan bahan ajar √ layak 5. ketepatan penempatan gambar pada materi √ layak 6. keluasan dan kedalaman isi materi komik bergambar √ sangat layak 7. kesesuaian konsep-konsep materi sistem pernapasan dalam media pembelajaran berbasis komik bergambar √ layak 8. daya tarik siswa terhadap materi sistem pernapasan media pembelajaran berbasis komik bergambar √ sangat layak 9. kelengkapan uraian materi dalam media pembelajaran berbasis komik bergambar √ layak 10. daya tarik susunan konsepkonsep materi sistem pernapasan komik cetak media pembelajaran berbasis komik bergambar √ sangat layak jumlah 6 4 layak rata-rata 4 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 351 berdasarkan perhitungan tersebut diperoleh skor validasi ahli materi pada media sebesar 4,00 sehingga materi pada media ini dikategorikan mempunyai validitas sangat layak. b. data hasil validasi ahli media pada bagian ini akan diuraikan data hasil pengembangan media pembelajran berbasis komik yang diperoleh dari ahli media. data hasil validasi ahli media ini dapat dari salah seorang dosen pendidikan biologi di universias muhammadiyah malang yaitu ibu dr. yuni pantiwati, m.m., m.pd. sebagai ahli media mengevaluasi tampilan dan penyusunan dalam media pembelajaran berbasis komik pada mata pelajaran biologi materi sistem pernapasan, terdapat beberapa saran yang harus dilakuukan perbaikan demi kebaikan produk, yaitu 1) pada penulisan sekolah tingkat pertama diperbaiki lagi, atau sebaiknya diganti sekolah menengah pertama. 2) pada judul, penulisan “dan jenis penyakitnya” sebaiknya disamakan dengan judul sebelumnya. 3) materi pada blok tertentu sebaiknya lebih di rinci atau diringkas. 4) nama tokoh diperbaiki guna mempermudah dibaca dan diingat. 5) untuk gambar sebaiknya disesuaikan dengan percakapan. ekspresi tokoh pada komik sebaiknya dibuat lebih hidup. 6) pada akhir cerita sebaiknya diberi happy ending. data hasil validasi penilaian media pembelajaran berbasis komik dari ahli media disajikan pada tabel 3. berdasarkan perhitungan tersebut diperoleh skor validasi ahli media pada media dengan prosentase sebesar 4,00 sehingga materi pada media ini dikategorikan mempunyai validitas sangat layak. c. data uji coba kelompok kecil uji kelayakan pada uji coba produk kelompok kecil adalah penilaian kelayakan oleh siswa terhadap media pembelajaran berbasis komik. kegiatan ini dilaksanakan pada hari senin, 25 november 2013 yang melibatkan 10 sampel siswa dari kelas viii c mts muhammadiyah 1 malang. adapun langkah dalam uji kelayakan pada uji coba produk adalah peneliti memperlihatkan media kepada 10 siswa, siswa diberikan arahan sebelum menggunakan media, dalam waktu 60 menit siswa diminta untuk mempelajari media, dan di akhir kegiatan siswa diberikan kuesioner validasi media. tabel 3. data rekapitulasi validasi ahli media n o komponen yang dinilai pilihan jawaban katego ri 1 2 3 4 5 1. kemenarikan pengemasan desain cover √ cukup layak 2. ketepatan pemakaian jenis huruf yang digunakan dalam cover √ cukup layak 3. kesesuian media pembelajaran berbasis komik bergambar dalam materi sistem pernapasan √ layak 4. efektivitas penggunaan perangkat pengembangan media pembelajaran berbasis komik bergambar ditinjau dari segi ketercapaian tujuan pembelajaran pada materi sistem pernapasan √ layak 5. isi materi dalam media pembelajaran sudah sesuai dengan pokok bahasan materi √ cukup layak 6. kemampuan media pembelajaran berbasis komik bergambar dalam memancing minat baca dan keinginan lebih dari siswa untuk belajar √ layak 7. interaksi penyampaian pembelajaran dengan menggunakan media berbasis komik bergambar pada materi sistem pernapasan √ cukup layak 8. daya tarik penggunaan media pembelajaran berbasis komik bergambar pada materi sistem pernapasan √ layak 9. pengembangan media pembelajaran mampu membantu dalam penyampaian materi √ layak 10 . kemudahan bahasa yang digunakan dalam komik bergambar √ cukup layak jumlah 4 6 layak rata-rata 4 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 352 tabel 4. data rekapitulasi uji coba kelompok kecil n o. komponen yang dinilai pilihan jawaban rat arata kategori 1 2 3 4 5 1. judul komik pengembangan ini sangat sesuai 8 2 4,2 sangat layak 2. gambar halaman depan sangat menarik sehingga saya merasa tertarik untuk melihat halaman isi 3 1 6 3,3 layak 3. bahasa yang digunakan di media komik biologi ini sangat mudah dipahami dan sederhana 3 6 1 3,8 layak 4. materi pada komik biologi ini sangat mudah dipahami 5 3 2 3,7 layak 5. gambar pada halaman komik biologi ini sangat jelas dan memudahkan saya belajar 1 4 5 3,4 layak 6. saya merasa menggunakan komik biologi ini dapat memotivasi saya untuk belajar 5 5 3,5 layak 7. saya merasa menggunakan komik biologi ini dapat memudahkan saya untuk belajar 10 4,00 layak 8. tulisan pada komik pengembangan ini sangat jelas dan mudah untuk dibaca 4 5 1 3,2 layak 9. pengembangan media pembelajaran mampu membantu dalam penyampaian materi 2 8 3,8 layak 10 . mempermudah proses pembelajaran pada materi sistem pernapasan 2 7 1 3,9 layak rata-rata 4 26 63 7 3,68 layak data hasil uji kelayakan kelompok kecil berikut ini dapat diperoleh skor 3,68 sehingga media pembelajaran berbasis komik layak untuk diuji cobakan ke tahap selanjutnya. akan tetapi, terdapat sedikit revisi dari aspek gambar. pembahasan berdasarkan hasil penelitian dan analisis data diatas, maka pada bagian ini peneliti membahas hasil pengembangan media pembelajaran berbasis komik pada materi sistem pernapasan pada kelas viii mts muhammadiyah 1 malang. penyusunan media komik komik ini merupakan susunan gambar yang dilengkapi dengan balon kata yang berurutan. rincian isi dari komik ini meliputi : 1) halaman judul, 2) tokoh dan karakter, 3) daftar isi, 4) proses pernapasan pada manusia, dan 5) penyakit pada pernapasan manusia. sugiyono (2013) menuturkan setelah proses desain produk dilakukan tahapan selanjutnya yaitu validasi desain merupakan tahapan penilaian oleh para tenaga ahli terhadap produk yang dikembangkan selanjutnya tahap revisi desain yaitu memperbaiki kelamahan-kelamahan yang ada pada produk melalui saran-saran para ahli, dlaam penelitian ini para ahli yang ditunjuk yaitu ibu dr. yuni pantiwati, m.m., m.pd sebagai ahli media pembelajaran dan ibu anna jarrotul khoiriyah, s.pd sebagai ahli materi pembelajaran. serelah proses validasi dan revisi dilakukan tahap selanjutnya yaitu uji coba produk, data penelitian ini subyek uji cobanya adalah siswa mts muhammadiyah 1 malang. universitas negeri malang (2010) menjelaskan secara lengkap, uji coba produk pengembangan biasanya dilakukan melalalui tiga tahapan, yaitu uji perorangan, uji kelompok kecil, dan uji lapangan, dalam kegiatan penelitian dan pengembangan. pada penelitian dan pengembangan media komik ini peneliti hanya sampai pada uji kelompok kecil. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 353 kesulitan-kesulitan dalam penelitian dan pengembangan media komik sebagai bahan ajar adalah 1) menyesuaikan spesifikasi produk yang diharapkan dengan karakteristk siswa smp/ mts, 2) pengaturan ekspresi tokoh pada percakapan, 3) menentukan penyajian materi dan bahasa yang sesuai dengan karakteristik siswa smp/ mts, 4) menentukan kegiatan belajar dengan kondisi lingkungan belajar siswa. kelayakan pengembangan media pembelajaran validasi merupakan uji pertama yang dilakukan dalam penelitian dan pengembangan dengan cara menghadirkan tenaga ahli yaitu ahli media dan ahli materi untuk menilai produk yang dihasilkan (sugiyono, 2010). uji kelayakan media pembealajaran berbasis komik adalah kegiatan menilai media oleh para ahli atau validator. kegiatan ini kelayakan media pembelajaran berbasis komik bergambar kepada ahli media dilakukan tanggal 11 november 2013, sedangkan kepada ahli materi pada tanggal 12 november 2013. dan hasil uji kelayakan media pembelajaran berbasis komik oleh para ahli adalah layak. uji kelayakan pada uji oba produk kelompok kecil adalah penilaian kelayakan oleh siswa terhadap media pembelajaran berbasis komik. kegiatan ini dilaksanakan pada hari senin, 25 november 2013 yang melibatkan 10 sampel siswa dari kelas viii c mts muhammadiyah 1 malang. dari hasil uji kelayakan kelompok kecil diatas diperoleh kesimpulan bahwa media pembelajaran berbasis komik sangat layak digunakan dalam pembelajaran. 1. validitas ahli media dan materi a. tampilan awal komik b. tampilan materi pertama c. tampilan materi kedua 2. uji coba kelompok kecil uji coba kelompok kecil yang dilakukan kepada 10 siswa mts muhammadiah 1 malang meliputi 10 kriteria pertanyaan yang perlu dinilai. kriteria atau pertanyaan tersebut dapat dilihat pada tabel 4.3. hasil uji coba terhadap kelompok kecil ini diperoleh skor rata-rata sebesar 3,68 . dari besar skor rata-rata tersebut dapat diartikan bahwa media pembelajaran yang dikembangkan sudah layak untuk digunakan. 3. revisi produk dari hasil analisis data yang diperoleh, kelayakan media pembelajaran yang dikembangkan diperoleh skor rata-rata sebesar 4,00 untuk uji validasi media dan skor ratarata sebesar 4,00 untuk validasi materi. berdasarkan nilai rata-rata tersebut, media pembelajaran yang dikembangkan pada uji validasi media dan uji validasi materi telah memenuhi kriteria sangat layak. untuk uji kelompok kecil diperoleh skor rata-rata sebesar 3,68 yang artinya memenuhi kriteria sangat layak. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian dan pengembangan media pembelajaran berbasis komik, maka dapat diambil kesimpulan, yaitu 1) komik yang dihasilkan terdiri dari beberapa komponen, diantaranya cover, tokoh dan karakter, dan isi materi. 2) pengembangan media pembelajaran berbasis komik memenuhi kriteria penyusunan komik sebagaimana standar penilaian komik melalui angket penilain hasil dari validator dan uji coba komik sehingga dapat digunakan siswa kelas viii mts muhammadiyah 1 malang sebagai bahan ajar biologi dalam proses pembelajaran. 3) hasil kelayakan komik yang dikembangkan maka diperoleh skor rata-rata sebesar 4,00 untuk uji validasi media dan uji validasi materi. berdasarkan nilai rata-rata tersebut, media pembelajaran yang dikembangkan pada uji validasi media dan uji validasi materi telah memenuhi jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 354 kriteria layak. sedangkan hasil uji coba kelompok kecil kepada 10 siswa mts muhammadiyah 1 malang untuk respon siswa terhadap penggunaan komik diperoleh rata-rata sebesar 3,68 dengan kriteria layak. dengan demikian komik biologi pada materi sistem pernapasan yang telah dikembangkan layak untuk digunakan dalam pembelajaran mata pelajaran biologi khususnya pada materi sistem pernapasan siswa kelas viii smp/ mts. saran saran yang dapat diajukan oleh peneliti mengenai penelitian pengembangan media pembelajaran berbasis komik, yaitu 1) pengembangan media pembelajaran berbasis komik hanya diuji cobakan pada uji coba kelompok kecil dan tidak dilakukan uji coba kelompok besar dan produksi massal, maka perlu untuk peneliti selanjutnya di uji cobakan pada kelompok besar (uji coba lapangan) dan disarankan sampai produksi massal. 2) pengembangan media pembelajaran berbasis komik hanya berbatas pada materi sistem pernapasan, maka perlu dikembangkan media pembelajaran berbasis komik untuk materi biologi yang lain atau mata pelajaran lain. daftar rujukan al maududy, khoirul umam. 2011. penggunaan media pembelajaran komik dalam upaya meningkatkan kemampuan kognitif biologi siswa di kelas x-7 sma negeri 1 malang. skripsi fkip. universitas muhammadiyah malang. arsyad azhar, 2002. media pembelajaran. jakarta: rajawali pers. arikunto, s. 2006. prosedur penelitian: suatu pendekatan praktik (edisi revisi vi) jakarta: rineka cipta. asnawir basyirudin, 2002. media pembelajaran. jakarta: delia citra utama gintings, abdurrahman. 2005. esensi praktis: belajar dan pembelajaran. bandung: humaniora. hadi, s. 2005. pembelajaran penjumlahan dan pengurangan pecahan dengan menggunakan media komik pada siswa kelas iii sd muhammadiyah dau malang. tesis tidak diterbitkan. malang: program pasca sarjana, universitas negeri malang. hamalik oemar, 1992. metoda belajar dan kesulitan-kesulitan belajar. bandung: tarsito. hurlock, e.b. 2000. perkembangan anak. alih bahasa: meitasari tjandrasa dan muslichah zarkasih. jakarta: erlangga. ismaniati christina. 1997. pengembangan komik pembelajaran unggahungguh bahasa jawa untuk kelas iv sekolah dasar dengan model dongeng. tesis tidak diterbitkan. malang: program pasca sarjana ikip malang. jumariyati nining, 2008. pengembangan komik sebagai media pembelajaran biologi untuk siswa kelas viii di smp negeri 3 gading, probolinggo. skripsi. universitas negeri malang. kemdikbud, 2013. kurikulum 2013 kompetensi inti dan kompetensi dasar sekolah menengah pertama (smp)/ madrasah tsanawiyah (mts). kementrian pendidikan dan kebudayaan. jakarta. mccloud, scott. 2001. memahami komik. terjemahan kinanti. 2002. jakarta: kpg rothlein, l. & anita meyer meinbach. 1991. the literature connection. illionis: scott, foresman and company. sadiman, s.a, dkk, 2002. media pendidikan (pengertian, pengembangan, pemanfaatannya). jakarta: pt raja grafindo persada. saktiyono, 2004. ipa biologi smp dan mts jilid 2. pt gelora aksara pratama: jakarta. santyasa i wayan, 2007. media pembelajaran, makalah dalam workshop media pembelajaran jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 343-355) ismi fatimatus zahro utariyanti dkk, pengembangan media pembelajaran 355 sma negeri klungkung (online), (http://freeware.com/education/diak ses tanggal 1 januari 2014). setyosari, punaji & sihkabuden. 2005. media pembelajaran. malang: elang emas. shadely, hasan. 1990. ensiklopedia nasional indonesia. jakarta: ichran baru-van hoeve. sudjana, nana. 2001. penilaian hasil proses belajar mengajar. bandung: sinar baru algesindo offset. sudjana, nana dan rivai ahmad. 2002. media pengajaran. bandung: sinar baru algesindo. sugiyono. 2013. metode penelitian kualitatif dan kuantitatif (r & d). bandung: alfabeta. sulistyono, a. dkk, 2007. inspirasi sains biologi pelajaran ipa terpadu untuk smp. ganeca exact: jakarta. tiemensma, leone. 2009. visual literacy: to comics or not to comics? promoting literacy using comics. makalah disajikan pada world library and information congress: 75th ifla general conference and council, italy 23-27 august 2009. dalam rhonda database, (online), (http://rhondaaltonen.files.wordpres s.com/2012/04/tiemensma-1-2009visual-literacy-to-comics-or-not-tocomics-promoting-literacy-usingcomics-reading-1-10-ifla.pdf), diakses tanggal 1 januari 2014. tejo n. 2013. membuat media pembelajaran yang menarik. yogyakarta: uny. trimo, 1997. media pendidikan. jakarta: depdikbud. universitas negeri malang. 2010. pedoman penulisan karya ilmiah, skripsi, tesis, disertasi, artikel, makalah, laporan penelitian. malang: baakpsi dan penerbit universitas negeri malang. waluyanto dwi heru, 2005. komik sebagai media komunikasi visual pembelajaran. jakarta: fakultas seni dan desain-universitas kristen petra. widodo, nur, dkk. 2009. panduan penulisan skripsi. jurusan pendidikan biologi fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah malang. wijana, dewa putu i. 2004. kartun. yogyakarta: pt. ombak yustiniadi, danny. 2010. tentang kartun. semarang: effhar & dahara prize http://freeware.com/education/diakses%20tanggal%201%20januari%202014 http://freeware.com/education/diakses%20tanggal%201%20januari%202014 http://rhondaaltonen.files.wordpress.com/2012/04/tiemensma-1-2009-visual-literacy-to-comics-or-not-to-comics-promoting-literacy-using-comics-reading-1-10-ifla.pdf http://rhondaaltonen.files.wordpress.com/2012/04/tiemensma-1-2009-visual-literacy-to-comics-or-not-to-comics-promoting-literacy-using-comics-reading-1-10-ifla.pdf http://rhondaaltonen.files.wordpress.com/2012/04/tiemensma-1-2009-visual-literacy-to-comics-or-not-to-comics-promoting-literacy-using-comics-reading-1-10-ifla.pdf http://rhondaaltonen.files.wordpress.com/2012/04/tiemensma-1-2009-visual-literacy-to-comics-or-not-to-comics-promoting-literacy-using-comics-reading-1-10-ifla.pdf http://rhondaaltonen.files.wordpress.com/2012/04/tiemensma-1-2009-visual-literacy-to-comics-or-not-to-comics-promoting-literacy-using-comics-reading-1-10-ifla.pdf universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 459-470 10.22219/jpbi.v5i3.7807 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 459 research article interactive media of respiratory system material “resysmart” based on problem-based learning luthfi rahayu ningsih a,1,*, mieke miarsyah a,2, r. rusdi a,3 a department of biology education, faculty of mathematics and natural science, universitas negeri jakarta, jl. rawamangun muka, the special capital territory of jakarta (dki, jakarta) 13220, indonesia 1 luthfi.rahayuningsih@gmail.com *, 2 mmiarsyah@unj.ac.id, 3 rusdi@unj.ac.id * corresponding author introduction education, which is scientific knowledge, always has continuous development. similarly, the definition of schooling always develops from the past. the modern description of education is the process of awareness of students that occurs because of the interaction of various factors concerning humans, the environment, and the potential and possibilities in it (agustina, kristiyanto, & noviandini, 2017). according to wyness & dalton (2018), education is all learning experiences that take place in all environments and throughout life. at this time, education has entered the 21st-century education era, which is characterized by technological advances and demands that students must have soft skills in facing the real world. the 21st-century capability according to engage consists of digital-age literacy, inventive thinking, effective communication, high productivity (astra, nasbey, & nugraha, 2015; mason, 2006). in this 21st-century, capability must be prepared a r t i c l e i n f o a b s t r a c t article history received march 05, 2019 revised november 01, 2019 accepted november 19, 2019 published november 30, 2019 the meaningful learning of respiratory system will be enacted by students through the utilization of problem-based learning interactive media. this study aimed to develop problem-based interactive learning media on respiratory system material. this research and development (r&d) was conducted based on borg and gall with ten stages, namely: 1) research and information collecting, 2) planning, 3) developing, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination. the results of the research showed that the materials score achieved by the media developed was 90% (very good), while the media presentation score was 83% (very good); in addition, the language score gained was 99% (very good). thus, the average score was 91 % (very good) which means that the interactive learning media developed was recognized as very good to be implemented in respiratory system learning for eleventh graders. to go further, the teachers and students gave their response to the media as high as 80% (very good) and 89% (very good) respectively. to conclude, “resysmart” interactive media is strongly recommended to be used in respiratory system learning for eleventh graders. copyright © 2019, ningsih et al this is an open access article under the cc–by-sa license keywords interactive media problem-based learning respiratory system how to cite: ningsih, l. r., miarsyah, m., & rusdi, r. (2019). interactive media of respiratory system material “resysmart” based on problem-based learning. jpbi (jurnal pendidikan biologi indonesia), 5(3), 459-470. doi: https://doi.org/10.22219/jpbi. v5i3.7807 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.7807 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.7807 https://doi.org/10.22219/jpbi.v5i3.7807 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.7819&domai https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.7807&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 460 ningsih et al (interactive media of respiratory system …) in schools through the learning process, so that students can compete in the 21st-century. learning is a series of activities that are planned by the teacher and directed at specific learning outcomes (tran, ho, mackenzie, & le, 2017). in designing the learning process, the teacher needs to develop learning objectives, of course, must consider various dynamic elements that can influence learning. the active components in the learning process are learning motivation, teaching materials, teaching aids, learning atmosphere, and learning subject conditions (dunn & kennedy, 2019; liu, du, zhang, & zhou, 2019). the selection of media tailored to the objectives, material, and abilities and characteristics of students will significantly support the process and learning outcomes (chen, 2008; donnelly, 2010; zhang, zheng, li, & tian, 2012). one of the things that must be considered by a teacher in achieving learning objectives is the selection of learning media. the word media comes from latin, which is the plural form of the medium means an intermediary (gao & huang, 2019; miklos, 2019). in other definitions, media can be interpreted as an intermediary for delivering messages from informants to recipients of information. according to dring (2019), the media can be in the form of materials (software) or tools (hardware). from these definitions when associated with learning, the media is an intermediary that can deliver students in achieving learning goals. teachers can choose many learning media, either visual, audio, or kinesthetic based. however, one type of media has not been able to accommodate all students with diverse levels of character and intelligence. therefore, teachers have to combine various types of media. along with technological developments, teachers need to innovate in the selection of learning media. one form of innovation in teaching media is with multimedia learning media (anderson & davidson, 2019; beemt, akkerman, & simons, 2011). one example of the application of multimedia is the use of adobe flash applications. adobe flash provides tools that can create interactive and varied applications (beltramo, 2017; copenhaver & ferguson, 2018). the learning media that will be developed are included in the category of interactive multimedia, which is a multimedia media equipped with a controller that can be operated by the user, so that the user can choose what will be done next (chen, 2008; hong, lin, & lee, 2019; kerkhoff, 2017). based on the initial data collection was obtained, 86.8% of students stated that learning media was influential in biology learning, as many as 100% of teachers noted the same thing. 72.1% of students indicated that the most suitable learning media for biology subjects was learning media that included sounds, images, and videos. however, in reality, in the schools, 70.6% of students state that the biology learning media that is often used by teachers is powerpoint media. therefore, it is necessary to develop biology learning media, which includes sounds, images, and videos. the material in this study is the respiratory system in humans. the goals of respiration are to provide oxygen to the tissues and to remove carbon dioxide (donnelly, 2010; klunklin, subpaiboongid, keitlertnapha, viseskul, & turale, 2011).the selection of respiratory system material is based on the fact that smoking activities among adolescents are very alarming. based on data obtained from the main results of riskesdas (the ministry of health of the republic of indonesia in 2018 states) that the trend of increasing child smokers (ages 10-18 years) is increasing from 2007 to 2018. therefore education in learning is needed as a reminder of the dangers of smoking in the respiratory system. based on the results of the initial data collection, data obtained that amounted to 11.8% of the dominant smoking students started since they were in elementary school. the teacher justifies this that they often find students who are smoking, even outside the school area. in the respiratory system material, there is a section that discusses the dangers of smoking to the health of human respiratory organs. so, the material of the respiratory system needs to be taught to students as a means of education in the socialization of the dangers of smoking to human health, so that it is expected to reduce the number of smokers who come from adolescents. this study aims to develop adobe flash-based interactive learning media on respiratory system material, named resysmart. this media is equipped with video problems so that it can stimulate students to think critically and be able to solve problems in daily life related to the respiratory system so that it can be used in collaboration with problem based learning (pbl) model. the syntax of the problem based learning model, namely (1) identifying problems; (2) establishing issues through thinking about topics and selecting relevant information; (3) developing solutions through identifying alternatives, brainstorming and checking differences of opinion; (4) performing strategic actions; and (5) looking back and evaluating the effects of the solutions made (agustina et al., 2017; klunklin et al., 2011). it is expected that after learning using this learning, media can foster awareness of students about the dangers of smoking in the respiratory system. this learning media also contains problem exercises so that this media becomes an interactive media that can enhance students' enthusiasm for learning and motivation. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 461 ningsih et al (interactive media of respiratory system …) method this research is development research with the model of borg & gall (1983). the stages of research carried out can be seen in table 1. the sample used was students of the eleventh grade of high school from state senior high school (sekolah menengah atas negeri/sman) 3 cibinong, bogor regency, and indonesia, which were taken by purposive sampling. the sample used for the study was 60 students and three biology teachers. i am retrieving data using questionnaires filled by material experts, linguists, media experts, teachers, and students. the expert validation instrument used to assess the quality of instructional media. table 1. the steps for developing the media step objective activity note collecting information identify needs in learning distribute questionnaires to students and teachers teachers and students as respondents, questionnaires as instruments for gathering information planning planning learning devices to be used creating a learning plan making material outlines to be poured in learning media, compiling the tests to be used material analysis and storyboard preparation developing develop learning devices develop a learning plan using the problem based learning model. develop learning media using adobe flash prototype and assessment instruments trying out prototype feasibility test by experts conduct test of content, material and language feasibility by experts experts from experts according to their respective fields revise improve the product revise learning media according to input from revised prototype revised prototype a small group tryout trial small group of students conduct trials on small groups of students there are 8 students revise improve the product revise learning media based on the results of the trial revised prototype a field trial trial in large groups conduct trials on large groups of students there are 30 students revise improve the product revise learning media in accordance with the results of the trial revised prototype dissemination product dissemination socialize learning media to biology teachers learning media products using adobe flash the instrument is made using a likert scale, with five answer choices. the results of the answers are then searched for averages using the relative frequency distribution formula 1 (sudijono, 2005), where “f” is the frequency that will be searched for, “n” is a number of frequencies, and “p” is percentage number. p = 𝑓 𝑁 𝑥 100% (1) the limit of the assessment of whether or not the learning media of the respiratory system to be used as an alternative learning media is based on the interpretation criteria of scores for the likert scale (klunklin et al., 2011), namely: 5% 24% (very not good), 25% 49% (not good), 50% 74% (good), dan 75% 100% (very good). results and discussion the effectiveness of learning media developed depends on the extent to which the learning media can accommodate curriculum needs, educational institutions, and students by the expected material and competencies (wyness & dalton, 2018). to find out these needs, the first stage of this study was conducted, namely the collection of initial data in the form of questionnaires for learning media needs that are suitable for biology. based on the data obtained, 86.8% of students stated that learning media was influential in biology learning, as many as 100% of teachers noted the same thing. 72.1% of students noted that the most suitable learning media for biology subjects was learning media that included images, videos, and sounds. however, in the reality that occurs in schools, 70.6% of students state that the biology learning media that is often used by teachers is powerpoint media. therefore, it is necessary to develop biology learning media, which includes images, videos, and sounds. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 462 ningsih et al (interactive media of respiratory system …) the material selection of the respiratory system is based on the fact that smoking is very close to the lives of teenagers. based on the results of the initial data collection, data obtained that amounted to 11.8% of the dominant smoking students started since they were in elementary school. the teacher justifies this that they often find students who are smoking, even outside the school area. in the respiratory system material, there is a section that discusses the content of cigarettes to the dangers of smoking to the health of human respiratory organs. so, the material of the respiratory system needs to be taught to students as a means of education in the socialization of the dangers of smoking to human health, so that it is expected to reduce the number of smokers who come from adolescents. after the initial data collection, the next step is to design the product. this product is designed according to the basic competence of the respiratory system in class xi. in developing learning media, things that need to be considered are the goals to be achieved, characteristics of students/targets, types of desired learning stimuli (audio, visual, motion), the state of the local environment, and the extent of the range to be served (harris & andrews, 2008; miklos, 2019). the interactive learning media of the respiratory system developed include video problems, human respiratory system material, animal respiratory systems, and general information. in addition, this media is also equipped with practice questions, so that this learning media could be said to be interactive media. interactive media is a medium that involves two-way communication (hong et al., 2019; lau & mak, 2004; tran et al., 2017). on the menu, the human respiratory system consists of sub-menus of respiration devices, respiratory mechanisms, respiratory diseases, and cigarettes. on the list, the animal respiratory system consists of the respiratory system in birds and insects. besides, there is also general knowledge about the respiratory system, which contains facts in everyday life regarding the respiratory system. after the design is made, the next is applying the design into a learning medium, using the adobe flash cc application. display of the interactive media of the respiratory system on the first prototype, among others: (1) initial view; (2) display of video problems; (3) menu display; (4) display of the human respiratory system; (5) display of the animal respiratory system; (6) display of general knowledge; and (7) display of the practice question. in the first prototype, the initial view informs the subject's identity is material title and level of education (figure 1a). in the initial display after revision, there are no changes. this section informs the subject's identity, material title, and level of education (figure 1-b). in the first prototype, the model in this video was unhidden. a video of problems in the form of smoking activities and vehicle fumes in the surrounding area is raised (figure 2-a). in the final prototype, a video section of the problem, there is a revision regarding the addition of the previous button to return to the initial view, and the model was hidden (figure 2-b). figure 1. (a) initial view (first prototype); (b) initial view (final prototype) figure 2. (a) video problems (first prototype); (b) video problems (final prototype) a b a b jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 463 ningsih et al (interactive media of respiratory system …) the first prototype in the menu section there are choices: (1) competency standards; (2) human respiration; (3) animal respiration; (4) quizzes; (5) info; and (6) exit (figure 3-a). the final prototype in the menu section there are several revisions, as follows: (1) microscope images are replaced with images that match the learning material; (2) quiz is replaced with practice questions; and (3) added a new icon, namely "did you know?" (figure 3-b). the first prototype in the display of human respiration there is a submenu consisting of: (1) respiration tools; (2) respiration process; (3) respiration illness; (4) respiration volume; and (5) cigarettes. in this section, there is also a video that shows the process of inspiration and expiration in chest and abdominal breathing. each submenu has audio that is adjusted to the writing on the screen (figure 4-a). the final prototype in the human respiratory system section there are several revisions, as follows: (1) submenus is simplified into four submenus, namely the respiration tool, respiration mechanism, respiration and cigarettes; (2) the background color of each slide varies; and (3) pictures adapted to relevant references (figure 4-b). figure 3. (a) menu (first prototype); (b) menu (final prototype) figure 4. (a) human respiratory system (first prototype); (b) human respiratory system (final prototype) the first prototype, there is no display of general knowledge. the final prototype, in the general knowledge section, it contains events that often occur in everyday life related to the respiratory system in humans. it means students master not only the concept but also the application (figure 5). the first prototype in the display of the animal respiratory system section there is submenu protozoa, porifera & coelenterata, worms, mollusca & echinoderms, arthropods, pisces, amphibians, reptiles, and aves. on each submenu, it is accompanied by audio that is adjusted to the writing on the screen (figure 6-a). the final prototype in the animal respiratory system section, there is a simplification of the material, which is adapted to the biology syllabus of class xi, which is only insects and birds. however, the discussion is more profound than before (figure 6-b). figure 5. general knowledge a b a b jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 464 ningsih et al (interactive media of respiratory system …) figure 6. (a) animal respiratory system (first prototype); (b) animal respiratory system (final prototype) the first prototype in the display of the practice section, some questions contain the material in the previous section. the items provided are ten questions with four answer choices. in this section, students can choose one correct answer. if the answer is correct, a value of 10 is given, whereas if the answer is wrong, the value is 0 (figure 7-a). the final prototype in the practice section, some questions that are not related to the material, are replaced with other questions (figure 7-b). figure 7. (a) practice questions (first prototype); (b) practice questions (final prototype) after the first prototype was completed, expert validation was carried out. the experts in this study consisted of one media expert, one language expert, and one material expert. these experts come from education practitioners who master their respective fields from three different universities. the results of the validation by the material expert (figure 8), it can be seen that content quality has a value of 81.67%, which indicates that the learning media is very good in terms of content. this is because the preparation of this learning media has been adapted to the learning material contained in the eleventh-grade biology syllabus about the respiratory system. the quality of the construct has a value of 80%, which means that the learning media is very good in terms of its construction. it is according to tang and patrick (2018) it means that the learning media developed can be used to measure symptoms according to the symptoms that are defined. figure 8. content experts’ judgment scores a b a b jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 465 ningsih et al (interactive media of respiratory system …) overall an average value of 81% is obtained, which means that the learning media developed are very good. from the results of the validation by the material expert, there were also some inputs related to the material that needed to be revised for improvement. so, the conclusions obtained based on material expert validation are that learning media products are feasible to be developed with revisions according to input from material experts. material expert give some comments including them: (1) the image on the slide must adjust to the material being discussed; (2) note the spacing; (3) in the larynx, images, and text do not match; and (4) enlarged nasal cavity images are replaced with more representative images. after the learning media was revised according to expert advice, there was an increase in the value of the two aspects of the assessment (figure 9). from the quality of the content, it initially scored 81.67% to 90%, which was categorized as very good. likewise, in the quality of learning (constructs) initially get a value of 80% to 90%, which is categorized very well. so that the average final value has increased, initially 81% to 90%, which is categorized as very good. material expert give some comments including them: (1) note the suitability of the sound with the text; (2) correct the diffusion and pleural pronunciation; and (3) correct the order of the respiratory tract (lungs not mentioned between the bronchi and alveoli). figure 9. content experts’ judgment scores after revise the results of the validation by a media expert (figure 10), the visual appearance obtained is 82%, which means that the learning media is very good. it means that the selection of text, letters, and images, in general, has been very good. some notes in terms of the visual appearance of media experts include the use of more enlarged letters, the selection of images in some parts must be adjusted to the material, and sound clarity in some parts need to be corrected. in terms of programming, 80% is obtained, which means the program has been very well made. some notes that need to be considered include a number of button buttons that still don't work and some symbols that have not been given information. in general, the results of evaluations by media experts get 81%, which means very good. media expert give some comments including them: (1) add a home menu to each slide; (2) add the button back to the initial page; (3) audio must be muted when moving to the next slide; (4) in the exercise section, add numbers and answer choices; and (5) the picture in the main menu section must match the material. figure 10. media experts’ judgment scores jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 466 ningsih et al (interactive media of respiratory system …) after the learning media was revised according to expert advice, it can be seen that there is an increase in the value of the aspect of media display and programming (figure 11). in the aspect of media display, there was an increase of 82% (very good) to 84% (very good). in the programming aspect of the value of 80% (very good) to 82% (very good). overall, an increase in value from 81% (very good) to 83% (very good). so that it can be concluded based on media experts, interactive learning media respiratory system that was developed very well and can be used in learning. media expert give comments, including them improve audio quality on some material. figure 11. results of learning media validation by media experts after revision the results of the assessment by language expert (figure 12) got many aspects that have received a value of 100%, which means very good. aspects that got a score of 100%, among others sentence clarity, sentence readability, dialogic and interactive, straightforward, communicative, use of language that is in accordance with student development, font size and shape, and sequence presentation. it is because the use of language in this learning media has been adapted to the enhanced spelling in indonesian. overall, the language aspect of the interactive learning media developed has a score of 96%, which means it is very good. the language expert give comments, including the use of language, is good and consistent. figure 12. language experts’ judgment scores after the learning media was revised according to language expert (figure 13), there is an increase in conformity in the use of good and correct language. based on the results of the assessment, an increase in value from 96% (very good) to 99% (very good). therefore interactive learning media respiratory systems developed very well and can be used in learning. the language expert gives comments, including the use of language, is getting better and more consistent. after validation by experts, input for the development of interactive learning media of the respiratory system also came from teachers (figure 14). based on the data obtained, the highest aspect is the ease of use and the ability to improve critical thinking, which is equal to 100%. it is because the navigation buttons used are selected that are attractive and easy to use, and the problem video section that is displayed at the beginning and "do you know?" it can stimulate students' critical thinking skills. this is in accordance with the opinion of negovan, sterian, and colesniuc (2015) which states that someone who thinks critically will see problems from sentence clarity sentence legibility dialogic and interactive direct grammar accuracy communicative information clarity language use information attractiveness consistency letter size and font presentation order jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 467 ningsih et al (interactive media of respiratory system …) various sides and can produce solutions to these problems. according to beltramo (2017) they use their imagination to think about the various possibilities that arise from the problems faced, then will plan a solution. the average overall score of teacher responses is 80%, which is categorized as very good. figure 13. results of learning media validation by linguists figure 14. teacher's response input for the development of interactive learning media of the respiratory system also came from response of students (figure 15). based on the data, it can be seen that the highest aspect is the use of language, which is equal to 98%, with very good criteria. it is because the use of language in this media has been adapted to the standard spelling of the indonesian language, and adjusted to the level of understanding of high school class xi students. the average value of the overall response of students is 89%, which is categorized as very good. figure 15. students' responses sentence clarity sentence legibility dialogic and interactive direct grammar accuracy communicative information clarity language use information attractiveness consistency letter size and font presentation order material compatibility content consistency (relevancy) ease of use increasing motivation language increasing critical thinking term and letter accuracy picture voice color material compatibility video increasing motivation language increasing critical thingking picture voice animation color excercises letter jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 459-470 468 ningsih et al (interactive media of respiratory system …) in addition, learning that uses multimedia-based learning media can improve learning effectiveness, this is because with the use of technology, especially interactive learning media, teachers can optimize learning because it reduces or shortens the delivery time of materials, improves students' ability to solve problems, and improves performance of students (anderson & davidson, 2019; dring, 2019). in addition, to improve the ability of students, the use of interactive audio-based learning media can also improve teacher teaching competencies (astra et al., 2015; lobb, inman, & butler, 2004; williams, 2004). other research states that the use of technology-based learning media can also improve teaching and learning processes and develop active and creative learning (rowan, mccourt, & beake, 2008). the use of images, animations, and videos can increase students' sense of interest, and learning motivation and learning effects are easier captured by students (boa, wattanatorn, & tagong, 2018; donnelly, 2010). it is because the media has attractive colors, equipped with sound so that students are not saturated with reading. based on the result of negovan, sterian, and colesniuc (2015), students who have high motivation will have a stronger learning concept. students will understand that learning is about a process of social development, selfchange, and is an ongoing process and is a task that must be carried out. the use of animation on learning media can also facilitate students in understanding learning material (burns, 2005; chiang & fung, 2004; nurbaiti, panjaitan, & titin, 2017). it is also expected that with the involvement of students in the use of media, it will improve the learning outcomes of students. as the results of research from rahmawati (2018) which states that the use of instructional media involving students can improve student learning outcomes. based on dunn and kennedy (2019), the use of technology in learning can increase learning motivation which will certainly improve student learning outcomes. especially in biology, interactive learning media is needed. as the results of research from yusnaeni, lika, and hiul (2019) which state that the use of learning media as a learning resource can clarity and facilitate learners in learning activities, increase learning motivation, including the success of learning biology. conclusion the results of this study indicate that media resysmart based on interactive problem-based learning for use on respiration system material. this can be proven from the results of validation results from material experts, media experts and linguists state that this interactive learning media is very good. the response of teachers and students states that this interactive learning media is very good. this interactive learning media is expected to be able to improve the ability of 21st-century students, learning effectiveness and motivation of students. acknowledgment acknowledgments are addressed to those who have assisted in this research, especially state senior high school (sman) 3 cibinong as a place for testing learning media, animators for making learning media and linguists, media and material on the respiratory system. references agustina, k., 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(2019). ethnobotanical study of medicinal plants utilized by the baduy tribe used as a learning resource. jpbi (jurnal pendidikan biologi indonesia), 5(2), 196-206. doi: https://doi.org/10.22219/jpbi.v5i2.7219 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7219 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ejournal.umm.ac.id/index.php/jpbi/article/view/7219 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7219 http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7219 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7219&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 197-206 198 khastini et.al (ethnobotanical study of medicinal plants …) improving students' conceptual understanding by constructing knowledge based on their interaction in the environment (sadler et al., 2013). the concepts on what they learned through to knowledge and experience need to discover by the student itself. it is in accordance with piaget's opinion in 1983 that through the learning process, student students will have many activities on trying to do new things by relating their experiences and building their knowledge. this statement also may develop when the student learns about plant biodiversity, especially traditional plant-based medicines, knowledge, customs, and uses of plants. however, the new era of instructional practices seems to be different than previous, due to the growing a lot of information is rapidly reported. the education systems should help the student understand without neglect cultural values. according to dedonno (2016), a key component to succeed in any environment is the ability to learn. the rapid changes in technology and societal changes due to globalization, make the ability to learn is a necessity in functioning in society. therefore, traditional and modernize information should be in balance for student education. a student learning material has the potential as a solution to contribute to the goals of education, by supporting autonomous, life-long, student-centered learning. indonesia is one of the world's richest nations in terms of its biodiversity as the country is archipelago made up of about 17,000 islands. each island has unique ecosystems containing a large number of diverse species, including plant (baines & hendro, 2010; woodruff, 2010). however, most of the indonesian people do not realize the importance the biodiversity since there are a lot of human activities degrade the environment and will have an impact of biodiversity loss. experiences of biodiversity for students seemed to be important for the future development of their understanding. the student can construct the information by their own experiences of biodiversity in nature and develop the ideas the necessity for conserving nature as lifelong learning and for a sustainable future. fieldwork is an alternative to conventional lecture and laboratory classes and offers much scope for student-centered process in biodiversity learning. according to berg, jäkel, and penzes (2016) and jäkel (2014), teaching and learning about plant biodiversity, in general, should give preference to outdoor ecological settings and fieldwork methods can facilitate student to explore and experience nature. however, fieldwork cannot frequently be used in the classrooms since the method has disadvantages such as difficult to organize with a large number of students, risks of injury, etc. these problems can be solved by providing contextual material such as module, which helps students to connect the learning content with the life contexts. the module is a learning material which has systematically compiled and designed to help students achieve a specific learning objective. learning depends on the active involvement of the learner (collins, 2004). as they strive to attain learning objectives, they draw upon their previous experiences and build upon existing knowledge. by learning the subjects in an integrated, multidisciplinary manner and inappropriate contexts, they are able to use the acquired knowledge and skills in applied contexts. thus, contextual learning module refers to the materials that let the student processes new information or knowledge in such a way that it makes sense to them in their own frames of reference. this assumes that the mind naturally seeks meaning in context, that is in relation to the person's current environment, and that it does so by searching for relationships that make sense and appear useful. the contextual learning module also serves as independent learning. it contains self-instruction by various kinds of methods, the entire learning material from one unit of competency studied contains in just one complete module and stand-alone (daryanto, 2013). the module is not depending on any other media, or should not be used in conjunction with other media ministry of national education of indonesia, regulation number 22 of 2006, each educational unit must develop its own curriculum based on local content. local content is a study material which is intended to form the students understanding of the potential in the area where the student lives. in article 77 of government regulation, no. 32 the year 2013 about national education standards states that local content for each educational unit should introduce on the local potential and uniqueness. local content is developed and implemented at any educational institution. local content itself further constitute the study materials in the education unit that contains the content and process of learning about the local potential and uniqueness that is intended to form the students understanding of the potential in the area where he lives such as knowledge of the various characteristic natural environment of the region. based on the results of interviews with high school biology teachers in banten province, the student faced were some obstacles in learning plant biodiversity concept. poor identification skills among the student become a fundamental limitation and may contribute to a reduced ability or willingness to engage in documenting plant biodiversity. how student exploit and conserve plant diversity if they cannot recognize it. identity and giving names of plant species will facilitate student on sharing about the utilization of the species (silalahi, 2017). many benefits and roles possessed by plants as a source of food, and also as medicine (fernando, 2012). also, learning material accessed by the student also lacked information and knowledge regarding the surrounding environment and traditional value. one of strategy to overcome the obstacle in the learning jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 197-206 199 khastini et.al (ethnobotanical study of medicinal plants …) process is by developing the module's content based on ethnobotany study on medicinal plants carried out in inner baduy, cibeo hamlet, kanekes village, sub-district of leuwidamar, district of lebak, banten province. baduy is inhabitants of the kendeng mountain region, less than 200 km from jakarta, the capital of indonesia. the baduy traditional community depend on the biodiversity of the forest resources for their livelihood. they practice norms and beliefs that are articulated in the form of a code of conduct, and they have taboos that mediate their daily behavior. the natural resources utilization by baduy traditional community depends on the traditional knowledge which influenced the paradigm of the people on health and local wisdom to conserve the biodiversity of their region (el islami, nuangchalerm, & sjaifuddin, 2018; parmin, nuangchalerm, & el islami, 2019). this information needs to be introduced to the student. in addition, since there is poor documentation related to baduy biodiversity, inventory activities to record and process this information is a vital component to sustain biodiversity management. many specimens provided in the developed module are photographed, drawn and used to produce an illustrated group report on plant biodiversity utilize by the baduy tribe will give student chance students to examine, identify and interpret the concept. the students potentially acquire in-depth knowledge about the specimens provided. this research aimed to develop a contextual-based module as a learning resource in medicinal plant diversity and ethnobotany from inner baduy community in west java, indonesia. method this research was employed research and development (r & d) method with three phases of thiagarajan, semmel, and semmel (1974) model: define, design, and development for developing a contextual-based module as a learning resource. the dissemination phase was not conducted in this research since the research objectives were to develop a valid media which have been obtained at a development phase. data were collected through qualitative methods by teaching materials and curriculum analysis, questionnaire assessment of module and material analysis supported by medicinal plant exploration and ethnobotany. the steps carried out in the research are described in table 1. table 1. steps of instructional development steps work log descriptions define identification of needs, contents, objectives, evaluation, materials, instructional media curriculum analysis 1. identified a problem in the plant diversity learning activities 5 five state senior high school (sshs): sshs 1 of rangkas bitung, sshs 1 of pandeglang, sshs 1 of cilegon, sshs 1 of tangerang and sshs 8 of serang, represented district and city in banten province. 2. instruments used in this step was a questionnaire to find out the needs of students and teachers. the items consisted of the students' questionnaire were the student's perception of learning material and resources and study experience. while on teacher questionnaire were same as the student but based on teacher point of view. the analysis used was qualitative analysis based on the results of questionnaires were obtained. the interview was also carried out to support the data on the need assessment. 3. curriculum analysis was conducted in order to get information on basic competencies, indicators, the essential material, and students needs. 4. prior to documenting ethnobotany data, semi-structured interviews and focus group discussions, personal conversations with locals included several dukun (traditional healer) and indigenous people who were interviewed in order to record their household recipes for the preparation of medicinal plant into traditional medicine, and field surveys were carried out on february-april 2018 design create module design, cover, story board & module content prepared the initial draft of the module with several aspects of consideration: feasibility, linguistic and presentation, graphics, and local knowledge of biodiversity and ethnobotany, local wisdom in exploration and interview the baduy traditional community. development produce modules, validation material and modules by experts, and determine the level of effectiveness the questionnaire instruments used are a validation questionnaire for media experts (construct, language, and media) and material experts (biodiversity and local wisdom) used in the design validation stage by education professionals and peers. revise the comment given by experts for developing contextual-based module; experts raised their opinions and ways to develop a module as well. then, the module was implemented with students for correcting the appropriateness and feasibility. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 197-206 200 khastini et.al (ethnobotanical study of medicinal plants …) results and discussion based on need assessment analysis through the students and teacher questionnaires indicated that many of the student have difficulties on mastering plant diversity concept as 70% of learning resources provided the related information without any supporting images and the language used is difficult to understand. according to the teachers there is a little reference used as student learning resources based on local content, even though banten province has a variety of habitat types, natural potential and high levels of biodiversity. in addition, learning resources available on the market generally do not match the conditions of the school or the characteristics of students, and a lot of adjustments need to be made. therefore, there is an urgency to develop the student learning materials which adapted to the conditions of students and usefulness of the instructional materials throughout the student daily activities. beside that it is also necessary to develop learning materials that can facilitate the the student to implement the learning process independently, such as the research-based module. based on need assessment analysis through the students and teacher questionnaires indicated that many of the students have difficulties in mastering plant diversity concept as 70% of learning resources provided the related information without any supporting images and the language used is difficult to understand. according to the teachers, there is a little reference used as student learning resources based on local content, even though banten province has a variety of habitat types, natural potential, and high levels of biodiversity. in addition, learning resources available on the market generally do not match the conditions of the school or the characteristics of students, and a lot of adjustments need to be made. therefore, there is an urgency to develop the student learning materials which adapted to the conditions of students and usefulness of the instructional materials throughout the student daily activities. besides that, it is also necessary to develop learning materials that can facilitate the student to implement the learning process independently, such as the research-based module. learning materials available today already meet the needs of students of the theory curriculum but cannot lead students to develop a critical mindset to be able to apply the theory (flores, matkin, burbach, quinn, & harding, 2012; serdyukov, 2018). students should be empowered, facilitated, motivated, and allowed to construct knowledge according to their interests and needs and give the freedom to learn by themselves (mahbub, imtiaz, roy, rahman, & ahad, 2013). therefore, learning material in the form of the module was developed in aiming to help the students understand the concept of theory but also common in doing scientific activities to dig their knowledge. scientific activity is the process that involves students in forming a hypothesis including identifying variables and selecting a variable, planning and carrying out the investigation, recording, presenting, and interpreting the results, evaluating the hypothesis in relation to the results of the investigation, drawing any inference from the results, and communicating the findings (supasorn & waengchin, 2014). utilization of appropriate learning resources can improve the student learning process so that it can be effective and efficient. in accordance with bahri, syamsuri, and mahanal (2016), the existence of modules in the learning process can provide learning resources that contain material, methods, and methods of evaluating systematically designed to help students achieve learning competencies. the development of contextual based student's medicinal plant diversity and ethnobotany module as learning media for plant diversity was preceded by designing the module according to the curriculum 2013. in general, it contains the biodiversity general concept, biodiversity level, ecosystem, and biodiversity utilization. the materials are delivered simply and supported by interesting pictures and cultural contents such as baduy traditional culture. the development stage is necessary because according to amin (2010), the development of learning materials based on contemporary research will provide the strengthening of education development based on the development of contemporary biological knowledge. contextual learning used as an approach for student activity in learning plant diversity by involving seven major aspects: constructivism, questioning, inquiry, learning community, modeling, and authentic assessment. the constructivism aspect in the developed module was applied through the illustrations of guava (psidium guajava l.) plants morphology which has familiar to students. guava is an exquisite, nutritionally valuable, and remunerative fruit crop of tropical and subtropical regions of the world. guava cultivation became a commercial proposition in recent years due to its high nutritive value and popular processed products (amin, 2010). according to henson (2003), constructivist theory places the student at the center of the learning experience, and learner-centered education can be facilitated in a variety of ways. in addition, the benefit of guava plant utilization also provided in order to give information related to daily life activities. the student also suggested a similar plant which can be easily found in their surroundings and try to identify the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 197-206 201 khastini et.al (ethnobotanical study of medicinal plants …) morphology and its utilization. the activity can give students opportunities to develop deep explanations; learning is enhanced across content areas. a questioning aspect is provided in the module by giving student higher-order thinking questions rather than a conventional question, which is a heavy emphasize on memory-based. the activity can give students opportunities to develop deep explanations based on analysis so that learning is enhanced across content areas. by modeling good questioning and encouraging students to ask questions of themselves, it can help students learn independently and improve their learning (corley & rauscher, 2013). this is in agreement with albergaria-almeida (2011) that analytical, creative, and practical abilities are directly related to questioning, critical thinking, and creativity. therefore, in the module, a questioning aspect provided in the form of independently evaluated or assignment which consists of multiple choices questions. material aspects for module content were obtained based on medicinal plant exploration and interview with baduy traditional community. a total of 67 medicinal plant species belongs to the division spermatophyte recorded and divided into 31 families. for each species, the scientific name with voucher number, family, vernacular name in sundanese, ailments treated, parts used, forms of preparation, and uses were documented. the reported plant families were asteraceae (5 species), fabaceae, and euphorbiaceae (4 species each), acanthaceae, poaceae, and rubiaceae (3 species each), lamiaceae, crassulaceae and melastomataceae (2 species each), amaranthaceae, convolvulaceae, moraceae, urticaceae, myrtaceae, meliaceae, annonaceae, anacardiaceae, piperaceae, polygalaceae, apiaceae, apocynaceae, arecaceae, verbenaceae, malvacaea, cucurbitaceae, solanaceae, caesalpiniaceae, elaeocarpaceae, lauraceae, and orchidaceae (3 species each). all reported plants are commonly used in medicines to treat several diseases and disorders by the baduy because they are commonly cultivated or grow as wild plants that can be harvested in the forest environment near where the baduy reside. out of total species used for medicinal value, the majority are herb (41%) followed by tree (31%), shrub (19%), climber (7%) and epiphyte (2%) climber (7%) (figure 1). the most widely used family of medicinal plants was the zingiberaceae, and the highest usability value was the jukut bau/babadotan (ageratum conyzoides) with a value of 0.2. the most practice of drugs' preparation and administration was powder. leaves were the most frequently used plant parts in the preparation of ethnomedicinal recipes. figure 1. type of medicinal plants traditional management and resource use of traditional community based on local knowledge, beliefs, and practice have much to contribute to the conservation of biodiversity and environment (berkes, 2008; chunhabunyatip, sasaki, grünbühel, kuwornu, & tsusaka, 2018; finn, herne, & castille, 2017; kanene, 2016; negi, 2010), included in this case is the traditional baduy community (el islami et al., 2018; ichwandi & shinohara, 2007; iskandar, 2017; iskandar & iskandar, 2017). baduy traditional community has a philosophy of life implemented in their life activities; the mountains may not be destroyed, the valleys may not be damaged, what is a long may not be cut short, what is short may not be lengthened, the ancestral injunctions may not be changed. there are also many prohibitions locally called buyut or teu wasa. it means that their territory is jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 197-206 202 khastini et.al (ethnobotanical study of medicinal plants …) sacred and therefore they do not allow anything (they called teu wasa) to disturb the ecosystem. if it is disobeyed, there will be a great disaster upon human life. this norm and belief are articulated in the form of a code of conduct, and it is imposed as a taboo on their daily behavior (ichwandi & shinohara, 2007). that's a valuable knowledge in which transfer from generation to generation along time. inquiry activity contained in the developed module is applied through student instruction for carrying out some observations inside and outside the classroom (dostál, nuangchalerm, stebila, & bal, 2016). through the observation activity, students are expected to obtain meaningful experience. based on observation, the student will have opportunities to clarify, justify their own preconceptions, and describe the result based on what they see. the student also needs to analyze the material aspect provided on plant biodiversity used by baduy traditional community and additional information about it. minner, levy, and century (2010) claimed that students learning through inquiry activity such as scientific investigations are more likely to increase conceptual understanding than rely on more passive techniques. according to lenning and ebbers (1999), learning communities take four generic forms which are curricular learning communities are made up of students co-enrolled in two or more courses (often from different disciplines) that are linked by a common theme; classroom learning communities treat the classroom as the locus of community-building by featuring cooperative learning techniques and group process learning activities as integrating pedagogical approaches; residential learning communities organize on-campus living arrangements so that students taking two or more common courses live in close physical proximity, which increases the opportunities for out-of-class interactions and supplementary learning opportunities; and studenttype learning communities are specially designed for targeted groups, such as academically underprepared students. application of the learning community component on the developed module is in the form of observation are carried out in the classroom. learning communities were formed by divided the classroom member into several groups of students. there are three characteristics in learning community formation according to intanam and wongwanich (2014), the student can work collaboratively together with reflective dialogue or discussion among them, collective focus on student learning and their professional goals and gathering and using the results of the evaluation to make decisions regarding the learning progress. in the module, the student will conduct an interview on a key person who will give information on medicinal plant surrounding their environment. the application of the reflection component is applied to the developed module in the form of a column. in this column, the student needs to write conclusions and summary of the material that has been studied, which performed after learning process finished. student reflection is an effective way in the learning process. students sometimes are hesitant to ask related questions with the teacher. bolton (2009) stated that reflective practice as the process of paying critical attention to the practical values and theories which inform everyday actions, by examining the practice of reflection. through the provided column, they have the opportunity to ask questions and share information through written dialogue. through written reflections, students often shared things that confused them about the week's content or lessons. they asked extended questions about the week's objectives, or seek clarification on information shared during class lessons. the authentic assessment considers teaching, learning, and assessment as an ongoing, inter-wined, and all happening at the same time (puckett & black, 2000), and that they strongly influence each other. in this module, the authentic assessment does not only measure students' theoretical ability but rather the application of their skill and manner. application of this component to the developed module is through the assessment of all activities carried out by students. these activities include quizzes, observations homework, and competency tests. each activity supplied 15% in averages except the competency test. then, a contextual-based module in medicinal plant diversity and ethnobotany was developed and assessed by two experts. the results of the learning material validation analysis based on the material aspects as well as the aspects of contextual learning component, constructs, and language are shown in table 2. experts showed valid category with the percentage of 85,75%. this indicates that there was the conformity of the content of the learning material with the guidance of the preparation of learning material, so the learning material was valid to be used. the module has included core competence, basic competence, and achievement indicators of competence inside. table 2. expert’s validation results on contextual module no. validation validation value (%) category 1 content (biodiversity and local wisdom) 93 valid 2 construct 80 valid 3 language 80 quite valid 4 media 90 valid average 85,75 valid jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 197-206 203 khastini et.al (ethnobotanical study of medicinal plants …) after the validation from the experts has been carried out, several aspects need to be revised and improved. the material used had to be varied to avoid monotony, instructions were given also need a slightly revised to further refers to measures scientific approach. the use of language was also slightly revised by taking into account the grammatical structure of general guidelines for indonesian spelling called puebi (pedoman umum ejaan bahasa indonesia). some revisions were also conducted in aspects such as the appearance of the size and font type used, the empty space available as the characteristics of the module, and some colored composition. the attractiveness of learning materials can be placed in several parts such as the cover, the content of the section by placing stimuli in the form of pictures or illustrations, and interestingly packaged exercises as in agreement with molina, navarro, ortega, and lacruz (2018) that the design mainly of images and text can influence the efficiency of learning materials. the contents or cover of teaching materials can be packaged by combining attractive colors. according to arsyad (2009) color is used as a determinant and attracting attention to important information. the suggestions are used as guidance in the improvement of the module to produce the appropriate module as learning materials. the next stage was the implementation of the product. in this stage, the revised module based on the assessment of the experts has to be tested. the small-scale trial was conducted by the simulation to 8-12 student randomly to determine the quality of the module based on the aspects of practicality. students, as respondents were asked several questions by filling out a questionnaire, included five indicators: content, linguistic, presentation, graphic, implementation (figure 2). figure 2. students’ opinion towards contextual-based module students have an opinion towards contextual-based module, in general, is 83.53% with a very feasible category. the student gave a positive response to the developed module. presentation aspect gets the highest score (89.5%) with the category very decent. it can be indicated that the module has been developed in a systematic structure and interesting. according to bahtiar (2015), good teaching materials must contain adequate substance and presented systematically to achieve goals learning. in addition, suryawati and osman (2018) state that the module developed in this study can facilitate contextual learning by providing real samples on the concept explanation and have a positive impact on students. conclusion the module provided ethnobotany-based learning process which compiles works that explore traditional plant-based medicines and knowledge, customs, and uses of plants have been developed through define, design, and development stages of thiagarajans’ model. based on the judgment and validation proved that the media was very properly able to be used in classroom and instruction. the response of students to the learning material was very good with 83.5%. overall it can be concluded that the use of learning media were very proper to develop students’ understanding of plant biodiversity concept based on the national education standardization agency. acknowledgment the study was conducted with financial support from the islamic development bank, arranged by university of sultan ageng tirtayasa (no. 356/un43.9/pl/2017). the authors would like to express their gratitude to the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 197-206 204 khastini et.al (ethnobotanical study of medicinal plants …) baduy community for participating in the study as well as for sharing their indigenous knowledge and their hospitality. the authors would also like to acknowledge all of the students of biology education at the university of sultan ageng tirtayasa, who contributed to the study in various ways. references albergaria-almeida, p. 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(2019). profiling students’ environmental care attitudes taught using sasak tribe local wisdom-integrated model. jpbi (jurnal pendidikan biologi indonesia), 5(3), 549-558. doi: https://doi.org/ 10.22219/jpbi.v5i3.10009 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://dx.doi.org/10.22219/jpbi.v5i3.10009 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ocs.litpam.org/index.php/index http://ocs.litpam.org/index.php/index http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.10009 https://doi.org/10.22219/jpbi.v5i3.10009 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.10009&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 549-558 550 hunaepi et al (profiling students’ environmental care attitudes …) resources which exceed boundaries. the use of natural resources that surpasses the capacity and the low quality of human resources in managing natural resources is one of underlining factors cause the environmental crises (utina, 2012; muhaimin, 2015). ecosystem damage in forest areas due to illegal logging is one of clear evidences of community indifference. the environmental crisis cannot be resolved instantly, it requires serious efforts to change the mindset as considerable as the awareness of the community so that they are encouraged to actively participate in managing the environment and ecological behavior to maintain the natural balance. the integration of local wisdom into education can be promising alternative to deal with those matters. the sasak people have a tradition which is quite effective in managing natural resources (widisono, 2019) as well as preserving ecosystems from destructive activities. the traditions (behavior or habits) have been developed in accordance with the sasak people interactions with their environment. the existence of local wisdom of the sasak tribe contributes to prevent the occurrence of environmental crisis in the mount rinjani forest area. some local wisdoms which are still maintained today include the gora rice farming system (gogo rancah) (permadi, asmony, widiana, & hilmiati, 2018) and bau nyale festival (ardi, 2019) in which called as awiq-awiq (local rules) (dharmawibawa, 2019). the gora rice farming system is a form of local knowledge of the sasak people in farming, from managing the agricultural land to planting to carry out the harvest. generally, adequate water supply is one of the important factors in rice production. however, by implementing the gora rice farming system, people only require minimum amount of water. gora rice planting is carried out in dry or rain-fed soil. as the consequences, gogo rancah rice is relatively resistant to drought stress while still having high productivity. bau nyale is a local tradition of the sasak people (ardi, 2019). according to legend, nyale is the incarnation of the princes of kingdom lombok putri mandalika. the princess sacrificed by throwing herself in the ocean to maintain the peace in the kingdom and to become nyale. therefore, the tradition of catching nyale has been raising the local people's belief that nyale can bring prosperity. nyale only appears once a year (zulhadi, 2018), it is five days after the first full moon in february. nyale appears before dawn rolling along with the waves, and will disappear from the surface of the sea along with the appearance of sunlight. the magic of nyale for the sasak tribe is one form of togetherness in community. the local wisdom of the sasak people is also seen from the way they manage and use the forest as an ecological and conservation function by making local rules (awiq-awiq). the biodiversity of endemic plants in lombok island was utilized by the local community as traditional medicine. there is a belief among public that some diseases which are difficult to cure by medicinal drugs come from withcraft, hence, the treatment should be traditional medicine. prohibition/protection and maintainance to prevent environmental damage trhough awiq-awiq, the natural resources exist can be properly and sustainably used for humans' live. the local wisdom of the sasak people has an environmental value which needs to be nurtured and developed so as not to be overwhelmed by the progress and challenges of people's lives. clayton, s., and myers (2009) explained that culture can be used to stimulate self-awareness in preserving nature. hence it needs to be introduced to young generations (wijayanto, 2012) through various fields (astria, 2018) (dharmawibawa, 2019) to ensure indonesian cultures conservation. surata and vipriyanti (2018) concluded that teachers and students who showed positive attitudes towards the environment apparently still had limited knowledge and experience, so the local context needs to be embedded in environmental education. culture can also potentially be used as part of environmental preservation (marlina et al., 2015). similarly, ramdani and sapriya (2017) and suastra (2010) expressed that community culture or traditions in preserving ecosystems is one form of local wisdom. those are community activities in a certain area to act and behave toward something which is believed to be true. therefore, the learning process in schools should use local wisdom which containes environmental values. environmental care is an action or responsible effort taken to prevent environmental damage as well as repairing natural damage occurred (zubaedi, 2011). the attitude of caring for the environment becomes an important value to be developed within the framework of character building. ichsan, sigit, miarsyah, azrai, and heryanti (2019) stated that the environmental carness behavior is important to be owned by every individual as it will keep the environment in a good condition; thus, it can be passed for next generations. as the consequences, humans are habituated to pay their attention to the environmental sustainability so that the environmental functions can optimally support sustainable life. the development of environmental care is embeded in the curriculum 2013 which carries a balance between knowledge, skills, and attitudes (aninda & suryadarma, 2017). by improving the environmental careness, students will be encouraged to pay their jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 549-558 551 hunaepi et al (profiling students’ environmental care attitudes …) respect to their environment and consciously preserve the environment which, in turn, will have implications for students' caring attitude towards nature. the alternative solution, which is believed to use to develop students' environmental care attitudes, is using an innovative learning model called local wisdom integration (lwi) learning model (dewi et al., 2019). the lwi learning model is an innovation of the problem based learning (pbl) model which has been proven to be effective in improving students' high-level thinking skills (kemenritekdikti, 2005). however, the application of pbl in real class on environmental material tends to contain concepts and problem solving based on students' assumptions. teachers tend to ignore the steps to make alternative solutions in the problem solving process (koutsoukos et al., 2015). by seeing the potential of the local wisdom of the sasak people as stated above, integrating the local wisdom value becomes an important part in forming the nation's cultural wealth and building an the environmental caring attitude. the lwi learning model is designed to fulfill the gap of the unavailability of a learning model which connects learning material and culture through exploring students' original views of culture which then translating them into scientific knowledge. the lwi learning model adds a certain syntax of learning which is not present yet in the pbl model by integrating community culture through the process of enculturation, assimilation, and acculturation of local wisdom. the encluturation process is manifested by carrying out an inventory of science content which is in harmony with the local wisdom owned by students or applied in the community. meanwhile, an assimilation process was done by students through a scientific content inventory which is in line with the local wisdom possessed by them or implemented in a society. the students also conduct study about scientific cotents which are not in accordance with their point of view to be replaced them with the daily scientific viewpoint. the acculturation process between science content and local wisdom can be held by inventorying science content with the utility value which is suitable with the society interests at the moment as well as utilizing them to replace the improper opinions or adding new ides based on the local wisdom. local wisdom-integrated (lwi) learning model is oriented to the utilization of local wisdom values to manage and utilize the natural resources (dewi et al., 2019). through the lwi learning implementation, the environmental careness attitude is trained to the students by giving them opportunities in problem identifications, solving problems, and formulating solutions for environmental problems. the integration of local wisdom in learning model is a novelty which provides opportunity for students to directly interact with local culture and dig science contained on the culture. however, as the high number of local wisdoms, as the consequences of high diversities of tibes and cultures, possessed by indonesia which are not utilized yet, mainly in educational field. yet, they have the high potentials to be integrated in learning model which is directed to develop students’ environmental careness attitude. thus, it is expected that the environmental careness attitude will be cultivated among students, thus, the students are able to maintain, restore and prevent the environment from destruction. therefore, it is important to conduct a research about the implementation of lwi learning model in natural science learning material to develop environmental careness attitude. this research aimed at profiling students' evironmental attitudes who were taught using sasak tribe local wisdom-integrated model. this will contribute to give an inspiration for teachers to create an innovation in insightful learning of living environment which is still unoptimal. in addition, the lwi learning implementation will provide a good opportunity in utilizing the all local potentials optimally as well as introduce indonesian local wisdoms to the wider communities, particularly in education field. method this pre-experimental research design was one-shot case study design (fraenkel, wallen, & hyun, 2012) in which the sampling selection technique used was random. the sample consisted of 140 vii graders of the academic year 2017/2018. there were three classes of smpn lingsar students (i.e. class 7c, 7d, and 7e) and three classes of smpn 2 gunung sari (i.e. class 7a, 7b, and 7c). the both junior high schools placed in west lombok regency were chosen based on their location. smpn 3 lingsar is located in urban area, while smpn 2 gunung sari was placed in rural area. the school placed in urban area has experienced quite rapid development progress, thus, the influence of modernization has appeared among the society. as the migrants number increased, the heterogeneous society occured. while the school placed in urban area has different socio-cultural environment of students. the peripheral area has experienced global cultural influences, but jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 549-558 552 hunaepi et al (profiling students’ environmental care attitudes …) does not completely abandon local culture. some communities in the periphery are still strongly stick with their local customs. the instruments used in this study were the scale of environmental care attitude in which the indicators were cognitive component (cc), affective component (ac), and conative component (conc) (ham, mrčela, & horvat, 2016). the instruments have met the criteria of content and construct validity (ika nurani dewi, ibrahim, & poedtjiastoeti, 2017). the environmental care attitude score was given using rating scale. students who showed a careness attitude of the environment which meet the indicators were given 3 (always), 2 (rare), and 1 (never). the data obtained were then analyzed using descriptive statistic in term of central tendency and coversion into category. the score conversion was based on table 1. table 1. score conversion of students’ environmental careness attitude score interval category 86 100 very good 71 85 good 56 – 70 enough 40 55 poor 0 39 very poor source: suhirman and yusuf (2019) results and discussion this research was conducted to implement the lwi learning model by orienting the goals of developing insight, careness attitude, and environmental culturing. the lwi learning model is expected to help students in developing and utilizing moral values, ideas, positive point of view of community, capable, careful, and full of wisdom. the learning which utilizes a relevant local wisdom which refers to the phylosphy of curriculum 2013 development, in term of education based on nation-culture-based learning to build nation live in the present and the future. culture-based learning is still limited in inserting local wisdom forms or values into some relevant basic competencies. the developed lwi learning model was supported with the social constructivist theory view which reviews several components so that learning process runs in proper way in terms of zone of proximal development (zpd), scaffolding, and cognitive apprenticeship (santrock, 2011). several supporting theories are about cognitive learning which covers arcs keller about information processing theory (slavin, 2008), bruner discovery theory, meaningful learning theory of ausubel, and piaget’s intellectual development theory (moreno, 2010). the syntax of the developed lwi learning model is the combination of pbl learning steps which is integrated with local wisdom. as the result, there are five of lwi learning syntaxes, namely, 1) problem indentification through local wisdom enculturation, 2) solving problem activities, 3) discoveries reconstruction through local wisdom assimilation, 4) communicating solving problem resulted scientifictly, 5) evaluation process through the local wisdom acculturation (ika nurani dewi, poedjiastoeti, & prahani, 2017). the local wisdom integration in learning can awaken social system in tolerance and democratic sircumtances which encourages students to be active in discussion session in the class. this social system emphasizes the knowledge construction conducted actively by each student which will be stronger as the activities are done collaboratively. creating collaborative group gives positive effects toward learning achievement (barkley, c., barkley, e. f., cross, k. p., & major, 2005) in which one of them is forming environmental careness attitude. in the lwi learning model, teachers play as a facilitator who provides learning resources, encourages students to develop environmental careness attitude and offers assistances for students to construct their knowledge. furthermore, teachers should give feed back for students’ learning achievement. a conducive circumtances enable students to improve their ability in delivering information effectively as well as to advance their learning outcomes (ajayi & ekundayo, 2011; liu, lin, jian, & liou, 2012). lwi learning model integrates local wisdom into science through enculturation, assimilation, and acculturation processes. enculturation is a process of learning cultural values experienced by individuals in their life. students learn to synchronize the science contents gained in school based on their own point of view through encultiration. this process is conducted through science cintents inventory which in line with the local wisdom possessed by students and applied in society. thus, thinking skill about society cultural can dominate the students’ attitude in term of their environmental awareness. meanwhile, assimilation is an exchange process of cultural elements to decrease the differences among society groups. this process was adopted to jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 549-558 553 hunaepi et al (profiling students’ environmental care attitudes …) integrate local wisdom to science. students learn about science contents as well as compare them to their own viewpoint. this will enable them to condsider whether they will use their point of view or replace it with the one which suit scientific view in daily life through assimilation. hence, their empathy towards environment are also developed along with the processes they experienced. aculturation is a social process arose as the consequences of interaction between the elements of new culture and certain community with their own culture. the elements of new culture, slowly but sure, will be received by the community without removing the original culture of the community. the acuturation process can be conducted by invetoring science contents whish have utility values needed by students and society. these contents will be used to replace old ideas which inappropriate as well as add new aideas based on local community. aculturation process occurs in local wisdom values, particularly those which can increase human life quality to anticipate unexpected effect. the lwi learning model implementation in the two schools chosen (i.e. smpn 3 lingsar and smpn 2 gunung sari) resulted the mean values of students’ achievements as served in tabel 2. the measurement was done in three indicators namely, cognitive component, affective component, and conative component. table 2. the achievement of students’ environmental careness attitude of smpn 3 lingsar and smpn gunung sari indicator/ meeting environmental careness attitude average cc ac conc 1 2 3 4 1 2 3 4 1 2 3 4 smpn 3 lingsar group 1 66.54 67.66 69.12 70.09 53.20 54.11 54.98 55.82 29.16 29.21 29.40 29.55 50.73 group 2 66.01 67.90 69.45 70.21 55.90 56.62 57.77 59.44 29.23 29.69 29.72 30.00 51.82 group 3 67.37 68.07 70.24 72.14 58.19 58.91 59.48 60.53 31.56 32.87 33.30 33.81 53.87 mean 68.73 57.07 30.62 category enough enough very poor smpn 2 gunung sari group 4 84.72 85.88 86.43 87.97 73.10 74.62 75.40 76.67 40.03 40.44 40.78 41.50 67.29 group 5 85.71 86.06 87.88 88.01 74.94 74.88 75.10 76.78 41.52 42.95 43.05 44.06 68.41 group 6 85.98 86.45 86.21 88.65 75.22 75.18 77.24 79.23 43.97 43.28 44.70 45.67 69.31 mean 86.66 75.69 42.66 category very good good poor descriptions: 1: meeting 1 (the interaction of ecosystem components); 2: meeting 2 (water polution); 3: meeting 3 (air polution); 4: meeting 4 (global warming) table 2 descriptively shows the increase of students’ environmental careness attitude from meeting to meeting (from the first to the fourth). this rising pattern witnessed by the two schools even though smpn 2 gunung sari tended to be higher compared to smpn 3 lingsar in the three components measured. this fact occurred because of the obstacles faced during the implementation of lwi learning model in smpn 3 lingsar such as: 1) some students needed special treatment from teacher i.e. teacher must give extra enplanation for the students every meeting; 2) some students felt more comfortable if the were grouped witn them who have the same cognitive level. in the case of discordant condition, they tended to work themselves without any cooperation activity, thus, no interaction among group members; 3) the number of students was more than 20 which became hinder for teacher in optimizing class management which effected the students passiveness, unfocus, and unconditioned class. to be more detail, of the three components measured, students’ cognitive was the highest score gained by students compare to the other components. the mean value achieved by smpn 2 gunung sari (86.66) was better compare to smpn 3 lingsar (68.73). the high cognitive achievement means that students obtained the skills in memorizing, comprehending, applying, analyzing, evaluating, and creating (anderson & krathwohl, 2001) which, in turn, will influence their behavior (ham et al., 2016). yet it was not known the level of the cognitive enacted as, in fact, the students faced difficulties in analyzing garbage types whwther it is organic or anorganic. the high students score is an evidence that lwi learning syntax has led the students gained their learning goal. one of the lwi learning syntax was the video of farm ecosystem phenomena served by teacher to give the students to identify problems. hence students were driven to think and compare the phenomena they found with the padi gora farming system implemented by the local community. it was expected that students concluded that they can maintain their culture (padi gora farming system) to conserve the balance of jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 549-558 554 hunaepi et al (profiling students’ environmental care attitudes …) abiotic and biotic components in nature. moreover, the students were also educated to be habituated with the pro environmental attitude by creating a routin activity circumstance in school environment such as keep the school environment clean, put their garbages into the trashes provided in school, dispose the remain practicum material into proper place. furthermore, the efforts to facilitate students in developing their environmental careness attitude were doing spontaneous activities such as giving examples in behaving towards the environment, asking students to maintain their environment, as considerable as giving advises to whom they behave improper manner toward the environment. careness attitude can be strengthened by giving many examples by teacher (khanafiyah & yulianti, 2013), providing explisit rules about constructive and maintaining behavior (thompson & barton, 1994). as the cognitive component was enacted by students with the categories of “enough” (68.73) for smpn 2 gusung sari and “very good” (86.66) for smpn 3 lingsar, the second rank component achieved was affective component. the students’ achievement for affective component was in enough (57.07) and good (75.69) categories for smpn 3 lingsar and smpn 2 gunung sari respectively (see table 2). it proves that, practically, implementing cognitive skill, in term of knowledge about how to behave toward environment, into students’ daily life is now simple thing. most of students has independently done their task to clean their classroom every day without any force. but, somehow, there were minority who still need to be reminded to do their task properly. similarly, albeit that, mostly, school’s environment were clean, but, there also some parts of it still required more intention, this including students’ careness about sparating garbages based on its types (organic and anorganic) so that they did not want to spend their time to think about it and just throw their garbage into the trash carelessly. in accordance with their willing to caring the plants surround the school, most students do their task happily, but the minority of them were reluctant to do the plant caring as there was a gardener hired by school to do plant caring every day. moreover, the students’ affective were shown in their daily activities. they tended to remind their friends who showed ignorance attitude towards environment by using polite language, and asked them to keep their environment clean and do plant caring in their school. most of them also have high responsibility in watering plants even though there has been staff has responsibilities in caring plants. in contrast, notwithstanding that it went better and better, the conative component was the lowest achievement enacted by students with the mean values were 30.62 for smpn 3 lingsar and 42.66 for smpn 2 gunung sari students (see table 2). moreover, by considering the categorization of students’ environmental careness attitude score, conative component still needs to be improved as it was included in “poor” and “very poor” categories. this did not meet the expected learning outcome. conative includes behavioral attentions that result personal contribution in tackling the environmental problems. in fact, the students unabled to optimize their activities in recycling used materials or waste such as can and plastic or manajing harmful waste. they also have less contribution in biofertilizer production as the teacher gave them the chance to manage green waste to be proceeded into biofertilizer. some of them said that they were not interested in that activity, even thoug some of them felt need to gain the knowledge and experiences of producing biofertilizer. nevertheless, this activity has been recognized as an effective way to educate students to be more careful to the environment (ardianto & bambang priyono, 2014; amini, 2015) as they learn to explore learning resources from their surrounding. they were led by teacher to do hands on activity in making biofertilizer as one of solutions to deal with environmental issues. they utilized the unused materials which can cause the abundant of waste problem. thus, they got an idea to solve the problem directly by training students’environmental awareness about the vitality of maintaining environment. in addition, the students were lack abilities in responding environmental issues, and giving solution. this due to the lack of creativity. students did not have any idea in adding the utility value of used materials or waste. generally, students’ appreciation and careness towards environment have been shown. they tended to respect to the opinion, facts, and systematic arguments expressed by others. however, they were still weak in making decision about the manner they should take in facing the pro environmental act and those which bring detrimental effects to the environment. yet, it does not mean that the learning model failed in cultivating the pro environmental behaviors on the students’ personality, but normally, this learning processes need to be conducted continousely as it need very long time and gradually to be habituated in students (wibowo, 2012). the learning process which addressed to change students’ behavior should be directed to cope with environmental issues in their daily life (khanafiyah & yulianti, 2013). the conative component seemed to be weakly implemented in students’ daily activities. teacher found that most of students were rare to shut the lamp, fan, and computer after ending their learning activities; they still need to be instructed by teacher to do those things. only little of them who were aware of saving energy jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 549-558 555 hunaepi et al (profiling students’ environmental care attitudes …) by shutting down the electric devices and water faucet after using them. thus, cultivating conative component within students’ personality will be succeed by presenting contextual environmental issues occur among students’ society and give them clear descriptions about the bad effects may they face in the future due to the ignorance attitude toward environment. the basic concept of il model is direct learning. students are guided to analyze facts and phenomena, constructing rational and critical thinking framework, cultivating the curiosity, research activities, developing cognitive skill and solving problem. thus, the better understanding about the topics discussed will be enacted as well as stimulates them to find solutions. as the longer effects of this learning, students’ references in conserving environment are also widened (aninda & suryadarma, 2017). the pro environmental attitudes are also habituated in the same time as the comprehension about ecological basic concepts getting better. this lwi learning model concept forms skills and active students’ participation in managing life environment. this can be a proper solution for less caring students toward environment. the students are given opportunities to assess the conditions and determine the soving steps (khanafiyah & yulianti, 2013; amini, 2015). one of the local wisdom approached to be taught to students was awiq-awiq. this is a belief among local community to not cutting trees as they are kept by certain spirits which will harm whoever cut the trees. certainly, this traditional view must be replaced by the more scientific view. the students got the explanation that trees is resources to maintain the water supply as well as provide oxygene for human. the other local wisdom possessed by sasak tribe is bau nyale, a festival celebrated by sasak tribe annually. it is a tradition to bau (=hunt) nyale (=kind of sea worm) every year in certain full moon. this local wisdom plays an important role to maintain the sea ecosystem quality. this belief keep the local community from hunting sea worm every day which will gives detrimental effect to the sea ecosystem caused by their activities. lwi learning model has activated students to develop their horizon and strengthen their skills by utilizing their knowledge. moreover, a good interaction between students and their environment has stimulated students’ thinking. by gaining experiences from their surrounding as the subject and sources of knowledge as well as to be the guidelines to gain their learning goals. a meaningful learning can be achieved as the analysis and evaluation activities about environmental issues are conducted in students’ local context which can be in form of local wisdom (dewi, suryadarma, wilujeng, & wahyuningsih, 2017; muhaimin, 2015). moreover, setiawan, innatesari, sabtiawan, and sudarmin (2017) emphasized that local wisdom-based natural science learning encourages student to construct and connect between the concept and factual conditions. this in line with keraf (2001) findings which reported that a harmonic personality with life environment can be created through local wisdom studies. this also determines students’ understanding about their environment (dwianto, wilujeng, prasetyo, & suryadarma, 2017) as their positif interaction with the nature which stimulates their empathy towards environment (muhaimin, 2015). to date, students understand that environmental problems have been directed to the global issues such as environmental pollution, critical land, and global warming. however, they still have an opinion that the issues mentioned are far from their environment. they need detail description about the issues which closer to them in term of more contextual for them such as the abundant of garbages, abration, drought, the decrease of environmental carrying capacity and river function. furthermore, they do not understand the cruciality of saving energy to maintain their environment for their life. thus, it is important to make them get environmental comprehension and the way to manage it. to realize this goal, not only their teachers but also several related parties must be involved. the school need to make a certain regulation as well as provides sufficient facilities to support the learning program (ichsan et al., 2019), including environmental education program. muhaimin (2015) stated that school need to cultivate ecological competition by creating habit formation, role model, and the movement to generate attitude and school culture which in line with green curriculum and green living. this, in turn, will reinforce learning activities one another whether it is the inclassroom learning or extraculicular activities. conclusion the students’ environmental careness attitude was gradually developed by impelemnting lwi learning model. this has been proven by two points: 1) the score improvements of students’ attitude in each meeting, 2) the consistency of the scores among groups in each school. in addition, the material contents sourced from the social reality and local wisdom phenomena eased students to comprehend and utilize as well as manage the environmental materials wisely. yet, students’ conative were still in the lowest level compared to the other jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 549-558 556 hunaepi et al (profiling students’ environmental care attitudes …) components. therefore, it is recommended to direct school efforts to sharpen this component through trainings and habituations. acknowledgment the authors would like to express the deepest gratitude to the ministry of research, technology and higher education of indonesia which provided funding for this research through the program of doctoral disertation grant, thus, this research can be completed. a 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2chusna.amalia95@walisongo.ac.id abstract: education is crucial in changing human behaviour toward environmental management. the walisongo eco-green campus (wegreen) is a program that aims to achieve sustainable development goals, so it is necessary to prepare the students of biology teacher candidates to have good environmental literacy. this study aims to describe the environmental literacy of the students of biology teacher candidates based on the academic year. the sampling technique used in this study was stratified random sampling. the sample of the study was 339 students of biology teacher candidates in four different academic years. data collection techniques used are tests and questionnaires. the data obtained from the measurement result of environmental literacy were analyzed descriptively using the mean and standard deviation formulas. the results of the kruskal wallis test show a significance value of 0.451 (p>0.05) on the cognitive aspect and 0.535 (p>0.05) on the affective aspects. in addition, the result on behavioural aspects is 0.012 (p<0.05). there is no difference in environmental literacy (cognitive aspects and affective aspects) of the students of biology teacher candidates based on the academic year, but there is a difference in students’ behaviour aspects. students with the most different behaviour are those in the academic year of 2019 (fifth semester). keywords: biology teacher candidate; environmental literacy; wegreen campus introduction efforts to conserve natural resources are a challenge in sustainable development. environmental issues are also a national priority in the 2020-2024 national medium-term development plan (rpjmn). environmental problems are crucial problems faced today (sadik & sadik, 2014). environmental problems that occur in indonesia are air pollution in urban areas, smoke and haze from forest fires (kusumaningtyas & aldrian, 2016; madsen, 2015), forest deforestation (austin et al., 2019; tacconi et al., 2019), industrial and household waste (belinawati et al., 2018; garg et al., 2018), and soil pollution due to the use of pesticides (joko et al., 2017). environmental problems in indonesia have an impact on the lives of people and other countries around them (austin et al., 2019; belinawati et al., 2018). environmental problems that occur are also related to the increase in population (ray & ray, 2011; weber & sciubba, 2019). the results of the census report that the total population of indonesia in 2020 is 270,203.9 million, an increase of 32,562.6 million from the 2010 census (indonesian central bureau of statistics, 2020). the data shows that 70.72% of the population is in a productive age with high needs and mobility. the increase in human population causes an increase in the need for a good environment and place to live (martin et al., 2016; ray & ray, 2011). human activities are a source of environmental change. activities without good environmental *for correspondence: ndzani.latifatur@walisongo.ac.id article history: received: 8 august 2022 revised: 25 october 2022 accepted: 03 november 2022 published: 24 november 2022 10.22219/jpbi.v8i3.22122 © copyright rofi’ah et al this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v8i3.22122 https://doi.org/10.22219/jpbi.v8i3.22122 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 237 rofi’ah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 236-245 management carried out by human will cause environmental problems (karatekin, 2012). the increase in environmental problems encourages improvements in environmental management, one of which is using education. education plays a role in changing people’s behavior toward the environment (conde & sánchez, 2010; derevenskaia, 2014; ozsoy et al., 2012). education help students in raising awareness about environmental problems and contributing to find the solutions (kahyaoğlu, 2014). environmental education aims to help students have knowledge and understanding of the environment. environmental education can increase the attitude of caring for the environment and reduce environmental damage in the future (fauzani & aminatun, 2021). environmental education can help students develop a view of ecology and play an active role in promoting environmental care. researchers believe that environmental education is an effective way to change behavior (conde & sánchez, 2010; yu & yu, 2017). a person is expected to develop an understanding, skills, and awareness in caring for the environment (ichsan et al., 2019). the main objective of the development of environmental education is to develop environmental literacy (saribas, 2015). environmental literacy is indicated as one of the elements of learning that can solve environmental problems (ulfah et al., 2020). a individual is said to have adequate environmental literacy if he has understanding, knowledge, character, values, ethics, and skills in preventing environmental problems and has the drive to protect and improve the quality of the current and future environment (shamuganathan & karpudewan, 2015). environmental problems are expected to be reduced by the existence of environmental education in several schools, especially with the increasing number of schools implementing environmentally friendly programs (schüßler et al., 2019; steg & vlek, 2009; szczytko et al., 2019). many schools have obtained a title of environmentally friendly school or is known as adiwiyata school. adiwiyata is a program implemented to create caring, insightful, and environmentally-cultured schools. the implementation of the adiwiyata program requires support from all school members, especially students as agents of change to create a better environment. based on previous research, adiwiyata schools affect environmental literacy (anggraini & karyanto, 2018; astuti & aminatun, 2020; meilinda et al., 2017; waqidah et al., 2020). the same thing also happened in turkey, showing that environmental education in schools can also grow students’ environmental literacy (ozsoy et al., 2012). environmentally-based schools make students more aware of environmental problems because the program encourages students to be involved in activities and facilities in schools directly, such as waste recycling, waste banks, and greenhouses (spínola, 2015). the involvement of students in environmental-based activities can improve students’ environmental literacy (karatekin, 2012). therefore, teachers play an important role in the development of students’ environmental literacy. teachers must conduct effective learnings to develop environmentally responsible behavior of the students (ozsoy et al., 2012). students as the nation’s next generation must be the agents of change to protect the environment. various studies related to the environmental literacy have been carried out, but there are no researches that reveal the environmental literacy of the students of teacher candidates at state islamic universities. teachers have a great responsibility in developing students’ environmental literacy, so the urgency in preparing the students of teacher candidates to have good environmental literacy is very important. this research is done to describe the environmental literacy skills of the students of biology teacher candidates based on the academic year, one of which is at universitas islam negeri (uin state islamic university) walisongo semarang. uin walisongo is one of the campuses that has implemented a green campus concept. the role of uin walisongo in creating a green campus and its concern for environmental sustainability is realized through the walisongo eco green campus (wegreen) program. the green campus program in the curriculum of biology education is implemented through an educational process, scientific studies, and environmentally care actions. based on the results of the observations of student behavior, the students still do not reflect environmental care. they still throw garbage in class, do not turn off electronic equipment after use, and do not use reusable items. green campus is a sustainable effort to create an environmentally friendly campus. to achieve the wegreen program, the active participation of all academic society member of the campus is required. this active participation will certainly run well if each individual has environmental literacy. this study aims to describe the environmental literacy skills of the students of biology teacher candidates based on the academic year. this research contributes to the development of learning strategies that can train the environmental literacy skills of the students of biology teacher candidates. method this study uses a quantitative approach with a survey method. the population of the study was all students of biology teacher candidates at uin walisongo semarang with the total of 473 students. the samples of the study were 339 students of biology teacher candidates in the academic year of 2018, 2019, 2020, and 2021. the sampling technique used was stratified random sampling. the instruments of data collection are questions and questionnaires. the instrument validity test was carried out using 238 rofi’ah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 236-245 pearson correlation test with the significance value for each item of less than 0.05 (p <0.05). the results of the validity test of the cognitive, affective, and behavioral aspects of the instrument show a significance value of less than 0.05 on all items. this shows that the instruments used are all valid. furthermore, the reliability test was carried out using cronbach’s alpha value. the result shows that the cronbach’s alpha value for each element is more than 0.6. it indicates that the items that compose each element in the questionnaire are reliable. a test was given to measure cognitive element of the environmental literacy. the test consisted of 14 questions with 7 true-or-false questions and 7 multiple-choices questions. the data collection instrument refers to the instrument developed by liang et al. (2018). the questionnaire given was a closed questionnaire consisting of elements of environmental literacy, namely affective and behavioral. the instrument of data collection on affective element consisted of 10 statements with a 5-point likert scale, while the instrument of data collection on behavioral element consisted of 17 statements with a 5-point likert scale. elements and components of the environmental literacy are presented in table 1. table 1. elements and components of the environmental literacy elements components cognitive • knowledge of nature • knowledge of environmental issues • knowledge of appropriate action strategies affective • environmental awareness and sensitivity • environmental values • attitude of decision making on environmental issues behavioral • intention to act • environmental action strategy and skills • involvement in the environmentally responsible behavior the data obtained from the measurement result of environmental literacy were analyzed descriptively using the mean and standard deviation formulas to explain the level of environmental literacy. table 2 shows the categorization of environmental literacy level. table 2. categorization of environmental literacy level score category x ≤ m – 1,5 sd very low m – 1,5 sd < x ≤ m – 0,5 sd low m – 0,5 sd < x ≤ m + 0,5 sd medium m + 0,5 sd < x ≤ m + 1,5 sd high m + 1,5 sd < x very high data analysis was carried out by testing the normality of the data with the kolmogorov-smirnov test. a normality test is used to determine the data distribution. furthermore, the homogeneity test was done using levene’s test of equality of error variances to find the data homogeneity. hypothesis testing was carried out with a non-parametric approach using the kruskal-wallis test. results and discussion the characteristics of the respondents are analyzed using descriptive analysis based on the age and the level of semester. based on age, as many as 19 people (5.6%) are 17 years old, 116 people (34.3%) are 18 years old, 86 people (25.4%) are 19 years old, 72 people (21.3%) are 20 years old, 43 people (12.7%) are 21 years old, and two people (0.6%) are 22 years old. based on the level of semester, the first semester students with a total of 153 people (45.3%), dominate the study. meanwhile, there are 78 people (23.1%) of the third semester students, 73 people (21.6%) of the fifth semester students, and 34 people (10.1%) of the seventh semester students. there are three aspects measured in this study, namely cognitive, affective, and behavioral. respondents’ answers to each item in each element are analyzed descriptively with the following results. students’ cognitive aspect there are 14 questions that measure students’ knowledge of environmental literacy on the cognitive aspect. students’ cognitive skills are divided into 5 categories, namely very low, low, medium, high, and very high. data on the cognitive level of the students are presented in table 3. based on table 3, the average score of students’ cognitive aspect is 0.616. this shows that students can answer correctly by 61.6%. there are 40 students, dominated by first semester students, with very low cognitive scores. as 239 rofi’ah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 236-245 many as 47 students have low cognitive levels, which are dominated by first semester and third semester students. there are 148 students, dominated by first semester students, who have moderate cognitive level. as many as 90 students, dominated by first semester students, have high cognitive level. last, there are 13 students with very high cognitive levels, which are dominated by fifth semester students. table 3. cognitive level of the students category 1st semester (2021) 3rd semester (2020) 5th semester (2019) 7th semester (2018) total very low (<0,435) 22 (55,0%) 10 (25,0%) 6 (15,0%) 2 (5,0%) 40 low (0,435 0,555) 17 (36,2%) 17 (36,2%) 7 (14,9%) 6 (12,8%) 47 medium (0,556 – 0,676) 70 (47,3%) 28 (18,9%) 35 (23,6%) 15 (10,1%) 148 high (0,677 – 0,797) 40 (44,4%) 19 (21,1%) 20 (22,2%) 11 (12,2%) 90 very high (>0,797) 4 (30,8%) 4 (30,8%) 5 (38,5%) 0 (0,0%) 13 average score of the cognitive aspect = 0,616 the highest cognitive score based on the average is owned by fifth semester students. the fifth semester students were known to take ecology course during the research. in the ecology course, students gain environmental knowledge of the organization of individual interactions from the population, community, and ecosystem, to the biosphere level. they have a longer learning experience than the students of the first and third semester, who dominate low cognitive levels. the students of the first and third semester have not yet received environmental course, while the students of the seventh semester have taken an online ecology course in the previous year. online lectures affect the learning experience obtained by seventh semester students. this is following the cognitive learning theory that learning experiences affect a person’s cognitive abilities (rahadian & budiningsih, 2017; wyner & blatt, 2019). learning is an attempt to understand something. the effort is carried out actively by students by seeking experience, seeking information, solving problems, observing the environment, and practicing something to achieve certain goals. in the learning process, there is a process of changing cognitive structures based on certain practices or experiences, as well as the results of interactions with the environment or other learning resources. according to cognitive theory, prior knowledge will determine the success of learning new knowledge (aloqaili, 2012; schumm & bogner, 2016). regarding environmental literacy, students who have environmental knowledge will have good critical thinking skills about environmental problems, because knowledge is the basis for critical thinking (aloqaili, 2012; lewinsohn et al., 2014). there are three indicators in the cognitive element, namely knowledge of nature, knowledge of environmental issues, and knowledge of appropriate action strategies. as reported by liang et al. (2018) the cognitive element refers to the ability to identify, investigate, analyze, and evaluate environmental problems and issues based on basic knowledge of ecology and socio-politics. kamarulzaman et al. (2017) also state that the ability of students to identify and analyze problems related to the environment cannot be separated from what they have learned and understood. the results of the normality test show that the significance value of the cognitive score is less than 0.05, which means that the three elements are not normally distributed. so, the difference test is carried out with a nonparametric approach using the kruskal-wallis test. the results of the kruskal wallis test show a significance value of 0.451 (p>0.05). therefore, it can be concluded that there are no significant cognitive differences in students of the first semester, third semester, fifth semester, and seventh semester. based on the curriculum, the distribution of biological science courses has been given to the students since the first semester. through the biological science course, students are expected to master the concepts, principles, and applications of biology through scientific work to generate ideas in the management and utilization of biological and environmental resources, be skillful in utilizing information technology, and have the behavior and personality of a scientist who is responsible for solving biological problems. this of course has an impact on graduate learning outcomes of the attitudes, general skills, and special skills that must be possessed by students. the lesson plans compiled have already contained detailed learning activities, namely face-to-face activities, practicums, structured assignments, and independent assignments. based on this description, students of all generations have received biology science courses, so there is no cognitive difference between the students of biology teacher candidates in all grades, either in the first semester, third semester, fifth semester, and seventh semester. no cognitive difference between the students of the biology teacher candidates in all grades is an interesting finding of this study. this is in line with the research of nurwidodo et al. (2020) that 240 rofi’ah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 236-245 grade level has no significant effect on environmental knowledge. another study also revealed that grade level had no significant effect on literacy skills, it was influenced by school heterogeneity in early literacy skills (kim & morrison, 2018). students’ affective aspect the category of affective aspect can be analyzed descriptively with the results in table 4. indicators of the affective element are environmental awareness and sensitivity, environmental values, and decisionmaking attitudes toward environmental issues. according to liang et al. (2018) the affective element covers an individual’s empathy and concern for the environment as well as an individual’s attention on environmental quality and his awareness to take action to help prevent and solve environmental problems. this element seeks to evaluate environmental awareness and sensitivity as well as decisionmaking attitudes and actions towards environmental issues and values with consideration and reflective thinking about the relationship between humans and the environment. table 4. affective level of the students table 4 shows that there are no students who have the affective aspect in the very low and low categories, either the students of the first semester, third semester, fifth semester, and seventh semester. at each semester level, the affective aspect of the students is mostly classified as the medium category. the average score of the affective aspect is 4.050, which is referred to the medium category. based on these data, it is known that the average score of the affective aspect of the students of all generations is categorized as medium category, which means that the students have empathy and concern for the environment and try to take action to help prevent and solve environmental problems. this is in line with what was revealed by bergman (2016) which showed that environmental awareness by itself affects personal attitudes toward environmental management and environmentally-friendly behavior. the results of the normality test show that the significance value of the three elements is less than 0.05, which means that the three elements are not normally distributed. so, the difference test is carried out with a nonparametric approach using the kruskal-wallis test. the results of the kruskal wallis test showed a significance value of 0.535 (p>0.05). therefore, it can be concluded that there are no significant affective differences in students of the first semester, third semester, fifth semester, and seventh semester. attitude change takes time, it does not happen instantly. attitude is a reflection of habit, so it takes time to get used to it (oerke & bogner, 2013; sadik & sadik, 2014; yu & yu, 2017). research by nurwidodo et al. (2020) reveals that the level of environmental influence is low due to the short period for implementing environmental education programs. environmental influence is measured by three components, namely verbal commitment, environmental sensitivity, and feelings toward the environment. environmental influence is related to students’ feelings. in contrast to environmental knowledge and thinking skills, developing a feeling to pay attention to the environment is more difficult and lengthier. as stated in liang et al. (2018), knowledge and attitudes do not have a significant correlation. the attitude of caring for the environment is influenced by factors of personal experience, culture, mass media, religion, and emotional factors of each individual (bergman, 2016; chouhan et al., 2017; oerke & bogner, 2013; schneller et al., 2015). students’ behavioural aspect student behavior is divided into five categories, namely very low, low, medium, high, and very high. the categorization of each semester level can be presented in table 5. the results of the normality test show that the significance value of the three elements is less than 0.05, which means that the three elements are not normally distributed. so, the difference test is carried out with a nonparametric approach using the kruskal-wallis test. the results of the kruskal-wallis test showed that the significance value of the category 1st semester (2021) 3rd semester (2020) 5th semester (2019) 7th semester (2018) total very low (<3.396) low (3,396 – 3,834) medium (3,835 – 4,272) 103 (45,8%) 52 (23,1%) 46 (20,4%) 24 (10,7%) 225 high (4,273 – 4,711) 41 (44,6%) 20 (21,7%) 23 (19,0%) 8 (8,7%) 92 very high (>4,711) 9 (42,9%) 6 (28,6%) 4 (19,0%) 2 (9,5%) 21 average score of the affective aspect = 4,050 241 rofi’ah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 236-245 kruskal wallis test above was 0.012 (p <0.05). there are significant differences in behavioral aspect among the students of the first semester, third semester, fifth semester, and seventh semester. a followup test to find out which semester students have the most different behavior was carried out with the mann-whitney test. the result of the mann-whitney test is presented in table 6. table 5. behavioral level of the students table 6. the result of mann whitney test 1st semester (2021) 3rd semester (2020) 5th semester (2019) 7th semester (2018) 1st semester (2021) 0,217 0,007* 0,345 3rd semester (2020) 0,217 0,202 0,064 5th semester (2019) 0,007* 0,202 0,004* 7th semester (2018) 0,345 0,064 0,004* *) significance value 𝛼=5% the results of the follow-up test using the mann-whitney test showed that the behavior of students of the first semester was significantly different from that of the fifth semester, and the behavior of students of the fifth semester was significantly different from that of the seventh semester. thus, the behavior of these students could be classified into two groups (table 7). table 7. classification of student behavior based on difference tests semester n group 1 group 2 7th semester (2018) 34 3,222 1st semester (2021) 153 3,297 3rd semester (2020) 78 3,391 3,391 5th semester (2019) 73 3,499 based on table 5, the average score of students’ behavioral aspect is 3.360. the very low, low, medium, and high levels of behavior are dominated by the first semester students, while the very high level is dominated by the fifth semester students, owing to the highest average score. students who already have good environmental knowledge tend to practice what they already have. research notes that environmentally responsible behavior is correlated with knowledge and it is likely that people with increased environmental knowledge will develop more environmentally responsible behaviors and more positive attitudes toward the environment (fettahlıoğlu & aydoğdu, 2020; schüßler et al., 2019; zheng et al., 2018). there are three indicators of behavioral elements, namely intention to act, environmental action strategies and skills, and involvement in the environmentally responsible behavior. according to liang et al. (2018) behavioral elements focus on the individual’s intention to behave in an environmentally friendly manner, act with environmental strategies and skills to identify and evaluate environmental problems, and involve in environmentally responsible behavior. table 7 shows that students who have the most different behavior and have the highest average score are students of the fifth semester. while students of the first semester, third semester, and seventh semester have the same behavior or are not significantly different. based on these data, it is known that the fifth semester students of teacher candidates have the most different behavior and have the highest average score of behavioral aspect. this is in line with the knowledge of the environment owned by fifth semester students. in line with sechi et al. (2018), knowledge or cognition is an important aspect that contributes to the formation of a person’s behavior, so knowledge of the environment is very important to foster caring behavior towards the environment. the same thing was also expressed by bergman category 1st semester (2021) 3rd semester (2020) 5th semester (2019) 7th semester (2018) total very low (< 2,651) 8 (53,3%) 4 (26,7%) 2 (13,3%) 1 (6,7%) 15 low (2,651 – 3,120) 55 (52,4%) 20 (19,0%) 16 (15,2%) 14 (13,3%) 105 medium (3,121 – 3,590) 49 (40,2%) 32 (26,2%) 28 (23,0%) 13 (10,7%) 122 high (3,591 – 4,060) 37 (48,7%) 16 (21,1%) 18 (23,7%) 5 (6,6%) 76 very high (>4,061) 4 (20,0%) 6 (30,0%) 9 (45,0%) 1 (5,0%) 20 average score of the behavioral aspect = 3,360 242 rofi’ah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 236-245 (2016) that knowledge of environmental issues is a prerequisite for the formation of environmental care behavior, this means that knowledge of the environment is a key component and criterion for the success of implementing environmental education programs. environmentally responsible behavior is one of the important factors to protect the environment from damage. environmentally responsible behavior can be built through knowledge of ecological concepts and intentions to act on the environment. knowledge of ecological concepts and intention to act has a direct effect on the environmentally responsible behavior (ipikasari et al., 2020). based on the theory of planned behavior, environmental knowledge can directly stimulate environmentally responsible behavior (ajzen, 2012). this is also conveyed by duerden and witt (2010) that the theory of planned behavior shows that an individual’s intention to engage in certain behavior is influenced by his knowledge. environmental education with direct learning experiences develops environmentally responsible behavior and attitudes. based on the research conducted by nurwidodo et al. (2020) the environmental education program at the adiwiyata schools is an important step in empowering environment-oriented knowledge and behavior. individuals with environmental knowledge show more positive environmental behaviors (duerden & witt, 2010; xie & lu, 2022; zheng et al., 2018). conclusion the conclusion of this study conveys that there are no differences in environmental literacy (cognitive and affective) of students of biology teacher candidates based on the academic year, but there are differences in their behaviour. students who have the most different behaviour are students of the 2019 academic year. while students of the academic year of 2018, 2020, and 2021 have the same behaviour or are not significantly different. based on the study, it is recommended for the campus to initiate a program to enhance environmental literacy of the students by strengthening the character of caring for the environment through the education process, scientific studies, and environmentally care actions. acknowledgment the author would like to thank universitas islam negeri walisongo semarang for the fund assistance of the research given from the beginning of research to publication. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions n. l. r.: method, validation; validation, analysis, writing—original draft preparation, and review and editing. n. a. c.: analysis, writing—original draft preparation, review and editing. references ajzen, i. 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(2018). correlation between the environmental knowledge, environmental attitude, and behavioral intention of tourists for ecotourism in china. applied ecology and environmental research, 16(1), 51–62. https://doi.org/10.15666/aeer/1601_051062 https://doi.org/10.3390/ijerph14121472 https://doi.org/10.15666/aeer/1601_051062 mjfas template 122 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 research article higher education student responses to the use of online assessments on biology material yuni pantiwatia,1,*, tasya novian indah sarib,2, riantina fitra aldyac,3, as'ad syamsul arifind,4 a department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas no. 246, malang, east java 65144, indonesia b biology education masters program, faculty of mathematics and natural sciences, universitas negeri yogyakarta, jl. colombo yogyakarta no 1, karangmalang, catur tunggal, sleman, yogyakarta 55281, indonesia c department of biology education, faculty of education, universitas tribhuwana tunggadewi jl.telaga warna, tlogomas, lowokwaru, malang, east java 65144, indonesia d biology education, malang, faculty of exact sciences and sports education, ikip budi utomo, jl. simpang arjuna no 14b, klojen, malang, east java 65111, indonesia 1yunipantiwati@umm.ac.id; 2tasyanovian@gmail.com; 3riantinafitra@unitri.ac.id; 4as'adsyamsularifin@budiutomomalang.ac.id abstract: the integration of technology into learning assessment activities makes it easy for educators to carry out online assessments which provide convenience for students and an effective assessment. the purpose of this research is to find out the response of students in the biology education study program towards online assessment platforms for biology materials and learning. this typed of researched was quantitative descriptive used a surveyed method which had been carried out in the odd semester of 2021/2022 with the researched subjects being active students of biology education study program, faculty of teacher training and education, university of muhammadiyah malang, a total of 114 students. the data collection technique used a surveyed method used google form and the data was analyzed descriptively. the results of the studied showed that of the 5 assessment platforms used in the researched, quizizz and google form platforms was the preferred assessment platforms by students the results of this study indicate that in the future we need a product that can meet the needs of the assessment and according to the needs of the respondents. this product corresponds to the advantages and disadvantages of each online assessment platform. thus, creating a more effective and efficient online assessment platform. keywords: assessment higher education; assessment strategy; biology assessment; e-assessment; online assessment platform introduction assessment is one of the important things in the learning component that is used as an effort to improve the quality of education and is very important because it aims to determine the achievement of a lesson (wiliam, 2017). through assessment activities an educator can obtain information about the progress of student learning (carless & winstone, 2023; martin et al., 2019) and information on the effectiveness of ongoing learning (guerrero-roldán & noguera, 2018; martin et al., 2019). in addition to being used to find out information on student learning progress, the results of the assessment are used to see the stage of child-development, child-development needs, data collection to obtain information from the assessment, achievement of learning objectives, student understanding, feedback and concluding by *for correspondence: yunipantiwati@umm.ac.id article history: received: 10 may 2023 revised: 25 june 2023 accepted: 2 july 2023 published: 4 july 2023 10.22219/jpbi.v9i2.26167 © copyright pantiwati et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: pantiwati, y., sari, t. n. i., aldya, r. f., & arifin, a. s. (2023). higher education responses to the use of online assessment on biology material. jpbi (jurnal pendidikan biologi indonesia), 9(2), 122-133. https://doi.org/10.22219/jpbi. v9i2.26167 t e c h n o l o g mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v9i2.26167 https://doi.org/10.22219/jpbi.v9i2.26167 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 123 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 the school (elmore, 2019; göksün & gürsoy, 2019). generally, assessment activities are carried out in a traditional way, traditional assessments are also faced with several problems. some of the problems in traditional assessments such as the easy leak of questions to students, assessments in the form of tests requiring more costs in printing exam papers, and feedback in traditional assessments taking longer. as the number of students in higher education institutions increases, logistics is also an issue. online assessment can be an alternative to this (appiah & tonder, 2018). online assessments have several advantages for students and academic programs. first, the use of online assessments provides an opportunity for rapid, even immediate, feedback. the use of technology for assessment offers educators additional flexibility when providing feedback (onge et al., 2021). tests conducted online can help students to check their learning progress and find out their mastery of the topics they have studied (göksün & gürsoy, 2019; peculea & peculea, 2020). in addition to students, through online assessments educators can manage the process of assessing learning outcomes, assigning assignments, assignment deadlines, attendance and student data. the online assessment application supports educators and students in the assessment process which can be accessed anytime and anywhere (andhani et al., 2022; loureiro & gomes, 2023). educators can use applications that are connected to the internet network to carry out assessments (durrani et al., 2022). assessment activities can take the form of quizzes, online tests, individual assignments, or online assessment forms that utilize the internet. although online assessment can be an alternative, not all types of assessment can be easily applied to online platforms. assessment tasks that involve essay-type questions are a challenge for automated assessment systems. so as educators must know the characteristics of each platform in conducting online assessments (miranda et al., 2019). each assessment platform used by the teacher is selected based on certain considerations, one of which is in terms of convenience. research result joshi et al. (2021) teaching staff still experience various difficulties when carrying out online assessments, finding appropriate platforms and correcting student test results or assignments. the combination of using online platforms for the assessment process has also not been carried out much (situmorang et al., 2021). in addition, the implementation of assessments for students during the pandemic could not be carried out properly, constraints occurred due to time constraints, obstacles from the students themselves, and facilities (mangundu, 2022) the online assessment process in learning activities can be carried out using an assessment tool that has been built that is integrated into the learning management system (lms) or using a separate assessment tool (tang et al., 2022). there are several popular web 2.0 applications that are used to teach and conduct assessments in learning activities such as kahoot, quizlet, edupuzzle and quizizz (munuyandi et al., 2021; sinta et al., 2019). research results by peculea and peculea (2020) shows that platforms that can be used for online assessment include clickers, kahoot, socrative, quiz sockets, plickers, recap, ombea, top hat, votapedia and poll everywhere. while tang et al. (2022) said that moodle can be used for summative and formative assessments, such as google forms, quizizz, menmeter, powtoon, or kahoot. other assessment platforms that can be used, such as google form, kahoot, quizizz, konten, microsoft teems, moodle, schoology, and voxopopp (aswir et al., 2020; ramadhani et al., 2020). the integration of technology into learning assessment activities makes it easy for educators to carry out assessments on an ongoing basis and helps various agencies, schools and ministries to describe the quality of the learning carried out (ramadhani et al., 2020). results of previous research by joshi et al. (2021) the application of online assessment is one of the barriers faced by teachers when carrying out online learning. the type of platform to be used must be carefully considered, this is directly related to the condition of the students. according to al-hattami (2020) the use of online assessments carried out by educators must be adapted to the conditions of the students at that time, especially when this assessment activity is related to internet technology. in general, there are various kinds of online assessment platforms and students need to be trained so that they are familiar with the e-assessment used. the impact of the covid-19 pandemic on the field of education is felt, especially the need for the presence of technology in the field of learning evaluation. the assessment is not enough to be done offline considering that lectures have and can be done online. even a combination of online and offline, known as blended learning, is starting to bloom. this shows that there is a need to prepare assessments offline and online. the fact is that online assessment has not been carried out according to the needs of learning. research conducted by çetin (2018) the implementation of kahoot as a means of assessing elementary school students shows that kahoot students responded that the platform was fun and easy to use. apart from kahoot, research conducted by darmawan et al. (2020) using quizizz as an assessment platform shows positive results from students because this platform includes a platform that is easy to present and the teacher or lecturer can easily analyze the detailed results of answers in carrying out assessments. apart from kahoot & quizizz, the google form can be used as an interactive self-assessment rubric (baldwin et al., 2018). several previous studies regarding the use of assessment platforms have been carried out, but the use of platforms generally only uses one platform in research activities. there is still minimal research regarding the combination of several online assessment 124 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 platforms in one research activity or using more than 1 course or subject. this fact is in line with the recommendations in the research prieto et al. (2019) further study is needed in the use of online assessment platforms to see comparisons of the kahoot platform with other platforms or can be used between courses or fields of study. similar research recommendations by neureiter et al. (2020) further evaluation is needed in the use of the kahoot platform as an online assessment platform in other fields of study or not only in one field of study. in line with hikmah et al. (2021) it is hoped that there will be further studies that examine online assessment with the quizizz platform other than physics subjects. based on observations in the biology education study program at muhammadiyah university, the assessment was carried out authentically using various types of assessment, both tests and non-tests. however, relatively few online assessments, are not widely used, online assessments that are often used are the google form platform which is relatively easy to use and easy to set up. therefore, assessment innovation needs to be carried out given the rapid changes in educational technology and the challenges that are getting bigger and more complex. likewise, it is also necessary to study student responses to online assessments as information material for the development of online assessments in subsequent assessment programs, so that assessments can be carried out in a modern way by utilizing technology other than conventional assessments. this survey research aims to describe the actual field conditions, namely to describe the use of assessment on biology material in plant anatomy, plant physiology, plant morphology, microbiology, learning evaluation, and reproduction and embryology courses through student responses on each online assessment platform available. used. the results of this study can be used as benchmarks for future assessment platforms that are by the characteristics of students so that they can support online assessment activities. method this researched used descriptive quantitative researched with surveyed methods. quantitative researched was researched that aims to describe the universal truth of a variable or phenomenon. while the surveyed method was a quantitative researched method used to obtain data that occurred in the past or present, regarding beliefs, opinions, characteristics, and behavior of variable relationships and to test several hypotheses about variables and researched results that tended have been generated (sugiyono, 2018). the researched was carried out in the odd semester of 2021/2022 at the biology education study program, faculty of teacher training and education, university of muhammadiyah malang. the subjects of this studied was active students of the biology education study program, faculty of teacher training and education who was registered at the academic administration bureau of the university of muhammadiyah malang in the odd semester of the 2021/2022 academic year as many as 114 students. the data collection technique in this studied was carried out used the surveyed method, namely the used of online questionnaires used google forms as a platform for filling out questionnaires. the student response questionnaire was divided into five main aspects (table 1) regarding the use of online assessment platforms, namely google form, kahoot, content, quizizz, and quiz creator (table 2). questionnaires was given to students via the google form link in the whatsapp group table 1. aspects of the research questionnaire no aspects 1 write down what are the advantages of working on questions using this program (google form, kahoot, konten, quizizz, and quiz creator)? 2 explain what are the weaknesses of working on questions using this program (google form, kahoot, konten, quizizz, and quiz creator)? 3 if working on questions or assignments using this program, what are your suggestions for using the program (google form, kahoot, konten, quizizz, and quiz creator) to be more effective? 4 if using this program (google form, kahoot, konten, quizizz, and quiz creator)? does it allow test takers to cheat? 5 in your opinion, do online assessments use this platform (google form, kahoot, konten, quizizz, and quiz creator)? measuring methods questionnaires are designed to collect the required information from respondents for research purposes. for measuring the questionnaire scale, questions were made by adopting a likert scale of 5 points (table 3). according to sugiyono (2018) that the likert scale is used as a tool to measure attitudes, opinions, and perceptions of individuals or groups of people toward social phenomena. the measurement results with a likert scale will be presented in the form of pie charts and bars to determine the percentage of assessment criteria given by respondents and described in a narrative form. 125 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 table 2. types of online assessment platforms no assessment platform name display of the online assessment platform link 1 google form https://docs.google.com/ forms/u/0/?ftv=1&folder= 1yvhr6cfkm2k7kif00w zeay2sfdwl5pje 2 kahoot https://kahoot.com/scho ols-u/ 3 konten (fryrebox) https://www.fyrebox.com /id 4 quizizz https://quizizz.com/?lng= id 5 quiz creator https://www.onlinequizc reator.com/ https://docs.google.com/forms/u/0/?ftv=1&folder=1yvhr6cfkm2k7kif00wzeay2sfdwl5pje https://docs.google.com/forms/u/0/?ftv=1&folder=1yvhr6cfkm2k7kif00wzeay2sfdwl5pje https://docs.google.com/forms/u/0/?ftv=1&folder=1yvhr6cfkm2k7kif00wzeay2sfdwl5pje https://docs.google.com/forms/u/0/?ftv=1&folder=1yvhr6cfkm2k7kif00wzeay2sfdwl5pje https://kahoot.com/schools-u/ https://kahoot.com/schools-u/ https://www.fyrebox.com/id https://www.fyrebox.com/id https://quizizz.com/?lng=id https://quizizz.com/?lng=id https://www.onlinequizcreator.com/ https://www.onlinequizcreator.com/ 126 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 table 1. likert scale assessment criteria assessment criteria assessment scale strongly dislike 1 dislike 2 enough like 3 like 4 strongly like 5 results and discussion e-assessment or online assessment can be defined as the use of computers as part of any activity related to assessment and has become a common practice in the higher education sector, in the 21st century (rolim & isaias, 2018; suleiman et al., 2020). online assessment is an assessment procedure that is carried out from start to finish by involving electronic devices (alruwais et al., 2018). online assessment can be presented in two forms, namely web-based delivery and download delivery. webbased delivery is an assessment that utilizes the internet to access assignments used for assessment. meanwhile, sending downloads means that assignments or tests used for assessment are downloaded according to a predetermined date or time and released when students arrive to carry out the assessment (appiah & tonder, 2018). student response to the quizizz assessment platform quizizz game is a game-based educational application as a learning medium that is integrated with material or evaluation questions to make learning more interesting and fun (degirmenci, 2021; namara & murphy, 2017; zhao, 2019). the results of research on student responses to the use of quizizz platform as an assessment tool in biology learning showed that 5% liked it, 43% liked it, 41% quite liked it and 11% didn't like the use of quizizz as an assessment platform (figure 1). the majority of students who filled out the questionnaire stated that students quite liked and liked using quizizz assessment platform. the results of the questionnaire show that the majority of students like and quite like the use of the quizizz platform as a means of assessment by lecturers. the use of the quizizz platform on postgraduate students provides quite positive, motivational, and competitive feedback. apart from that, this application has an attractive appearance such as the use of avatars, leaderboards, and funny memes which are one of the special characteristics of this platform (mohamad, 2020). in line with this the results of research by handoko et al. (2021) regarding the use of quizizz games in learning to increase students' intrinsic and extrinsic motivation. this improvement has to do with elements or menus that vary in the use of the quizizz game. apart from the aesthetic value of this platform, research results show that by using quizizz students can self-evaluate through answers that are less wrong (zuhriyah & pratolo, 2020). according to cohen and sasson (2016) students get a better learning experience through online assessment applications, because they can compete with their classmates. students can find out their place among other players in the ranking list in real time. in line permana and permatawati (2020) quizizz can foster student interest and participation in learning and quizizz is very suitable to be used as a formative test tool as teachers can download test reports and evaluate student performance after running quizizz. apart from students, using the quizizz platform as an evaluation platform makes it easier for lecturers to monitor the process and download reports when quizzes are finished to evaluate student performance (zhao, 2019). figure 1. student response to the quizizz assessment platform the results of the study showed that there were several problems faced by students in working on questions through quizizz. students feel that using the platform is more suitable for use via a laptop or computer and the use of this platform through mobile phones makes the menus displayed on this platform quite limited. in addition, the use of this platform is very dependent on the network which must be stable. 11% 41% 43% 5% strongly dislike dislike enough like like strongly like 127 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 this is in line with the statement that the use of quizizz is very dependent on a good internet network (zuhriyah & pratolo, 2020). therefore, a weak internet connection will be a problem for students in solving the questions or quizzes that are presented. student response to the google form assessment platform google form is an application in the form of a form template or worksheet that can be used independently or together for the purpose of obtaining user information hrough questionnaires and registration (iqbal et al., 2018; nurmahmudah & nuryuniarti, 2020). the results of research on student responses to the use of the google form platform as an assessment tool in biology learning showed that 21% really liked, 60% liked, 10% quite liked and 9% did not like the use of google form as an assessment platform (figure 2). these results indicate that students respond well to the use of this assessment platform. this is in line with the results of the study alharbi et al (2021) that google form is a suitable platform for making online assessment. through the google form, everyone can provide responses or answers to quizzes quickly wherever they are by using a computer or cellphone internet application. the google form provides facilities in the form of answers/responses that can be saved as spreadsheets and are useful for anonymous formative or summative assessment materials. in addition, the google form can be integrated with a cloth learning platform so that students can use it easily in filling out quizzes. in using the google form, students can easily find out the results of completing the quiz and allow educators to overcome any problems related to the material being tested (serrano et al., 2019). figure 2. student response to the google form assessment platform apart from the positive responses given by students, students who filled out the questionnaire wrote that the google assessment platform was a platform that was well-known and easy for students to use. the ease of using the google form is included in the menus presented in the google form, one of which is in the activity of working on questions or quizzes. the results of research conducted by latip and sutantri (2021) shows that google forms as a platform for online assessment activities because this platform is common and easy to use for teachers and students, so teachers and students have no difficulty in utilizing google forms. google form is also a lightweight platform and doesn't make cellphones or laptops heavy so teachers and students don't experience many technical problems. the advantages of this google form are that there are various templates for making quizzes, can use various types of tests that are made according to the wishes of the teacher (short answer, essay, checkbox, dropdown, linear scale, and multiple choice), adding videos and also pictures, as well as the results of responses from students can be directly stored automatically (abdurumman, 2021). the data obtained from the google form is displayed in detail and makes it easier for the teacher to make an assessment. apart from teachers, the google form also helps students to monitor independent progress in the learning process by knowing their average score after taking the quizzes given (scheef & johnson, 2017). in addition to the advantages and positive responses, students wrote down the weaknesses and shortcomings of this assessment platform in the questionnaires that were distributed. the results of the study show that the problem with using this platform lies in the monotonous google form design and the high level of cheating in using this assessment platform. the results of the study show that the use of google still has limitations such as non-varied designs, limited export options, cannot be used for discussion and it is difficulty to enter certain symbols (ngafifah, 2020). student response to the kahoot assessment platform kahoot is a web quiz that is quite popular and can be developed as a means of presenting quizzes in a game-show format (aswir et al., 2020; sartini, 2020). the results of research on student responses to the use of the kahoot platform as an assessment tool in biology learning showed that 7% really liked, 0% 9% 10% 60% 21% strongly dislike dislike enough like like strongly like 128 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 23% liked, 50% quite liked, 18% didn't like and 2% really didn't like the use of kahoot as an assessment tool (figure 3). this result is in line with the results of the study tan et al. (2018) kahoot is able to facilitate teachers along with students in classroom settings to interact through competitive knowledge games using existing infrastructure. in addition, kahoot is not only used in teaching, making quizzes, discussions and surveys in an interesting way. in education, kahoot can be used in the classroom to make learning more interesting and fun. in this case the teacher can take advantage of technology that is developing in the 4.0 revolution era (asniza et al., 2021). in using kahoot media, you need to prepare an lcd, projector, mobile phone, and a strong internet connection. game-based learning provides a sensation that is not present in traditional teaching and everyday life. the use of game-based assessment can provide instant feedback to students. this feedback includes scores, awards, rankings, and game prizes that encourage students to be involved in the learning environment so that students can achieve targets (göksün & gürsoy, 2019). kahoot allows students to enjoy and continue doing the tasks they are doing. kahoot enables educators to be creative and students motivated, intrinsically and extrinsically (tan et al., 2018). in addition, the kahoot device can include media in the form of images or videos in quizzes which are designed to add variety to quizzes for students and stimulate quiz participants to play an active rol (aswir et al., 2020). research conducted by chaiyo and nokham (2017) kahoot provides tools for creating quizzes including adding images and youtube videos to questions. the use of this platform also provides a challenge for students, besides being less familiar with this platform, it is also heavily influenced by the existence of the internet network. in line with the results of the study students also assessed the level of difficulty in covering difficulty in reaching the website, problems regarding internet connection, difficulty reading the board, difficulty in choosing answers, and application termination due to connection timeout (çetin, 2018). the kahoot platform has weaknesses, including the need for supporting devices such as projectors and laptops to present quiz questions in front of the class. in addition, the use of real-time quizzes requires a stable internet connection so you don't experience problems when used. in addition, the accuracy and high speed of the quiz participants in answering questions are also a very significant factor (aswir et al., 2020). figure 3. student response to the kahoot assessment platform student response to the konten assessment platform konten or fyrebox is a web quiz that can be used to make quizzes easily. this web quiz can present quizzes in the form of multiple choice one correct answer, multiple choice several correct answers, essay questions, short yes/no questions, and scenario quizzes. through this web quiz, users such as teachers, lecturers, or students can change the font, change the web quiz design to make it more attractive, add image quizzes (only for paid users), display the score at the end of the quiz and add an explanation of each question. through this web quiz students can work on their quiz independently in their respective places. the results of research on student responses to the use of konten platforms as an assessment tool in biology learning showed that 1% liked, 17% liked, 36% quite liked, 38% didn't like and 8% didn't like the use of konten as an assessment tool (figure 4). the results of the study show the characteristics of konten as an assessment platform, namely 1) web quizzes include free web quizzes, but to improve web quizzes performance users must subscribe; 2) web quizzes can be in the form of multiple choice questions with one correct answer, multiple choice with two correct answers, essay questions, yes/no quizzes, scenario quizzes, 3) multiple choice questions with only 4 choices; 4) the appearance of the quiz game can be changed according to the template that was scanned; 5) the use of words in quizzes for both questions and answers is limited, making it a bit difficult for the user if the questions or answers are long enough; 6) users can add discussions and scores after working on the questions; 7) to add pictures on the quiz must change to a paid account. 2% 18% 50% 23% 7% strongly dislike dislike enough like like strongly like 129 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 figure 4. student response to the konten assessment platform student response to the quiz creator assessment platform quiz creator online exam builder is a web quiz that can be used to create quizzes for online assessment activities. quiz on this web quiz can be in the form of essay questions, multiple choice, fill-in-the-blanks, images, video, and audio. the results of the study regarding student responses to using quiz creator platform as an assessment tool in biology learning showed that 6% liked, 18% liked, 58% quite liked, 25% didn't like and 6% didn't like the use of quiz creator as an assessment tool (figure 5). the use of quiz creator in learning will help teachers in compiling questions and this quiz provides interesting features so that students are not monotonous in doing quizzes (purnanto & mahardika, 2017). despite the results showing a positive response to this platform, the percentage of dislikes for this platform is quite high. the results of the study show that this quiz platform is still not widely used, so students are still not familiar with using this platform and this platform is considered complicated by students. figure 5. student response to the quiz creator assessment platform regardless of the covid-19 pandemic that has passed and learned that has returned to offline learning, the integration of technology into learning remains a necessity in today's era (goh & sandars, 2020). online learning assessment activities make it easy for educators to carry out assessments on an ongoing basis and help various agencies, schools and ministries to describe the quality of learning carried out (ramadhani et al., 2020). in line with the research results summarized in figure 6. students gave a positive response to the use of an online assessment platform. broadly speaking, the survey results in figure 6 show that of the 5 online assessment platforms, the quizizz and google form platforms are the assessment platforms most interested in by students with quite high responses, quite like, like, and really like. the platforms with the least number of enthusiasts are konten and kahoot. the tendency of students to choose this platform is adjusted to the characteristics and convenience of each platform. in addition, each assessment platform has different characteristics and is adjusted according to the needs of the assessment in class (bicen & kocakoyun, 2018). this is in line with opinion buckley & doyle (2016) that educators are required to design various types of learning, one of which is assessment. in compiling assessments, including online assessments, educators must ensure that nothing is harmed in the online assessment mechanism, either students or teachers. 8% 38% 36% 17% 1% strongly dislike dislike enough like like strongly like 3% 15% 58% 18% 6% strongly dislike dislike enough like like strongly like 130 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 122-133 figure 1. student interest in online assessment platforms the results of this study provide quite meaningful results regarding the use of online assessment platforms in biology education lectures. however, this study has limitations that can be explored further in future studies. first, this study involved 104 students as respondents from a university in malang. so that for further research, you can consider involving more respondents in malang city, so that the results can be generalized more broadly. both of these studies explore student suggestions or input on the use of each platform, but in-depth information is needed regarding the use of each platform with views from various aspects. in addition, the results of this study can be used as a consideration for realizing a product that can meet the wants and needs of an assessment that fulfils the advantages of each online assessment platform. conclusion the results showed that students gave positive responses to the use of online assessment platforms. of the 5 assessment platforms used in the study, namely google form, kahoot, konten, quizizz, and quiz creator. quizizz and google form platforms are the assessment platforms preferred by students. the platforms i really disliked were konten assessment platforms and kahoot. students have a good response with each online assessment platform adjusted to the ease of use of the platform by students and vice versa. furthermore, the research results can be used by future researchers to develop platforms for more effective and efficient online assessments. in addition, the research results can be used by educators to enrich sources regarding online assessment platforms. acknowledgment respectful appreciation be upon rector of university of muhammadiyah malang (umm) who has facilitated the research through an institutional policy of the directorate for research and social services of umm. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions y. pantiwati: conceptualization; supervision; writing ─ original draft; writing ─ review and editing. t. n. i. sari: design; writing ─ original draft. r. f. aldya: data analysis. a. s. arifin: writing ─ review and editing. 0 12 47 49 6 0 10 11 69 24 2 21 57 26 89 44 41 19 1 3 17 66 21 7 0 10 20 30 40 50 60 70 80 strongly dislike dislike enough like like strongly like n u m b e r o f s tu d e n ts scale quizezz google form kahoot konten quiz creator 131 pantiwati et al. | jpbi (jurnal pendidikan biologi indonesia), 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(2019). complex instruction team product (citp) learning model: improving student’s scientific attitudes and learning outcomes. jpbi (jurnal pendidikan biologi indonesia), 5(2), 207-216. doi: https://doi.org/10.22219/jpbi.v5i2.8367 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.8367 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:sangur_kristin@yahoo.com mailto:sinline28@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.8367 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.8367&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 207-216 208 rumahlatu et.al (complex instruction team product …) able to design science learning that can accommodate cognitive abilities, attitudes, and psycho-motoric skills among students. several public high schools in ambon city, maluku, have implemented learning using creative-innovative learning models. awan (2015) stated that role playing, one of cooperative learning model, can improve the learning outcomes of biology subject in the human digestive system concept. hence, johanis (2015) has applied the guided inquiry to improve student learning outcomes in the concept of the human respiratory system. in addition, rumahlatu and sangur (2017) implemented a project-based learning strategy to improve metacognitive skills and understanding of biodiversity concept. some biology teachers can adapt learning models to student material (awan, 2015; johanis, 2015; rumahlatu & sangur, 2017). however, they have not used learning model that can accommodate students to have 21st-century skills. wagner (2016) identified several skills as indicators for 21st-century skills, namely: (1) critical thinking and problem solving skills, (2) collaboration and leadership, (3) agility and adaptability, (4) initiative and entrepreneurial spirit, (5) oral and written effective communication, (6) access ease and information analysis, and (7) broad curiosity and imagination. trilling and fadel (2009) illustrated 21st-century skills in the form of schemes consist of: (1) life and career skills, (2) learning and innovation skills, (3) information media and technology skills. furthermore, zubaidah (2016) explain the delors report in 1996 which is still relevant to the needs of the 21st-century, includes: (1) learning to know which is the development of a vision-oriented to the mastery skills, (2) learning to do which is oriented to critical thinking, problem-solving skills, communication and collaboration, creativity and innovation, information-media-technology literacy, and information-communicationtechnology (ict) literacy, (3) learning to be which includes social skill, personal responsibility, and initiative, logical thinking skill, metacognitive skill, thinking skill in entrepreneurship, and learning for learning (lifelong learning), (4) learning to live together which consists of skills that value diversity, teamwork, and interconnectedness, civic and digital citizenship, as well as inter-cultural global competencies. meanwhile, assessment and teaching of 21st-century skills (atcs) categorizes 21st-century capabilities into four types, they are ways of thinking, how to work, tools to work and how to live in the world (chu et al., 2017). ball, joyce, and anderson-butcher (2016) added in the 21st-century pursuing students to improve careers development in the workforce and complex environments, such as leadership, time management, initiative, independence and collaboration skill. some of the skills mentioned are indicators of scientific attitude. however, scientific attitude also plays an essential role in realizing 21st-century skills for students in biology learning. according to gauld and hukins (1980) scientific attitude is complex of values and norms that must be possessed by a scientist. these norms are express in the form of prescriptions, proscriptions, preferences, and permissions (gardner, 1975; gauld & hukins, 1980; mujtaba, sheldrake, reiss, & simon, 2018; potvin & hasni, 2014). this attitude is used to provide an assessment of scientific action. therefore, every scientific thought needs to be considered (kristiani, susilo, rohman, & corebima aloysius, 2015). a scientific attitude considered as a clear, natural logical way of thinking without any interference or prejudice, and the act of accepting facts or statements that have evidence (candrasekaran, 2014). nowadays, people's mindsets, opinions, and thoughts tend to be innovative and open-minded. the scientific attitudes consist of openmindedness, objectivity, rationality, and curiosity (lacap, 2015). therefore, scientific attitudes are demanded to make good and beneficial decisions for somebody lives. scientific attitude can be instilled in students through the learning process, which at the same time can also improve their learning outcomes. according to samosir and silitonga (2014), ci learning model can improve student learning outcomes. ci learning model can create conducive conditions for communication between students during discussion and learning (pescarmona, 2014, 2017). the ci learning model has the advantage of having a computational learning syntax. nevertheless, at the end of learning, this strategy behaves not produce any product. therefore, students only investigating without creating products. on the other hand, the team product (tp) method require the student to create products, such as scientific writing and threedimensional products. however, tp has weaknesses, namely the straightforward syntactic structure and the lack of techniques in the syntax. seeing these condition, the ci learning model assumed can cover the weakness of the tp method and vice versa. the application of integrated models and learning methods is also expected to be able to improve the scientific attitude of students. the integration of the two learning models has been carried out by several previous researchers. hariyadi, corebima, zubaidah, and ibrohim (2018) integrate the mind mapping and rqa (reading, questioning, and answering) learning model into a new stage, namely m-s-q (mind mapping, summarizing and questioning). the results showed that m-s-q provides a significant contribution to student learning outcomes. listiana, susilo, suwono, and suarsini (2016) combined group investigation (gi) and think talk and write (ttw) learning strategies into group investigation-think talk write (gittw) which can mask the weakness of gi strategy moreover can use as a variation in learning. furthermore, the integration of the ci and tp learning models is called citp (complex instruction and team product). the application of the ci jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 207-216 209 rumahlatu et.al (complex instruction team product …) learning model combined with the tp learning method is expected to contribute and provide learning conditions that are oriented towards the discovery and implementation of projects that create works/products in the form of quality goods or writing. the ci learning model emphasizes the importance of implementing projects that are oriented toward discovery, while the tp method can be used by teachers to assign different roles or tasks to each group member to create a product. the integration of ci learning model and tp learning method assumed can be applied in the learning process, especially in ecosystem learning material. students not only learn about the theory but also can practice in real life through investigation. biology teachers in state senior high school (sshs) 6 ambon have applied several learning models and methods, but they have not used the citp learning model. the location of this school is close to the coastal region and forest ecosystem which can provide media for students to investigate the types and components of ecosystem. thus, students can apply the theories to solve problems faced in everyday life. it is highly expected that through the application of this learning model, scientific attitudes and cognitive learning outcomes of students can be optimally empowered. this research is aimed to examine the application of citp learning model in improving scientific attitudes and learning outcomes of tenth graders of sshs 6 of ambon. the citp learning model is expected to support the learning process and empower cognitive learning outcomes as well as students' scientific attitudes to the ecosystem concept. method this research used the one-group pretest-posttest design. the sample was 18 tenth graders of the academic year 2017/2018 of state senior high school 6 of ambon, maluku province. this research was conducted in sshs 6 of ambon, maluku in the even semester of the 2017/2018 academic year. the instruments used to determine students' cognitive learning outcomes in the ecosystem topic was an essay test which applied before learning using citp learning model (pre-test) and after learning (post-test). the other instrument was the observation sheet to find out the scientific attitudes of students during the learning process. the observation sheet was developed following scientific attitude indicators. indicators of scientific attitudes assessed are curiosity, critical, diligent, creative, honest, open-minded and cooperative attitude (candrasekaran, 2014; kristiani et al., 2015). a pre-test was conducted before the application of citp learning. the learning process was carried out by following the syntax of the citp learning model as follows: (1) the teacher prepares the learning material; (2) the teacher prepares a role card (facilitator, note-taker, recorder) for students; (3) the teacher divides students into groups; (4) the teacher instructs students to take role cards randomly and attach them to their chests; (5) the teacher delivers brief learning material; (6) the teacher instructs students to choose ideas according to the material being taught; (7) students collect information; (8) the teacher instructs students to solve problems through discovery/investigation; (9) students do creative works; (10) the teacher instructs students to present the product/work in front of the class; (11) during the discussion, the teacher observes student activities, records active and less active students, but the teacher may not answer student questions related to the material, the teacher may help groups of students if at the end the group is unable to answer. to observe the student’ scientific attitude, the assessment was carried out by observers during the learning process. furthermore, the post-test was conducted upon the learning completion. the data was analyzed using n-gain test (formula 1). (1) the average value of scientific attitudes during the learning process was visualized in graphical form. the result of n-gain then categorized based on the hake formula, as seen as at table 1 (archambault, burch, crofton, & mcclure, 2008; meltzer, 2002). table 1. n-gain value result category limit category g>0.7 high 0.3<g≤0.7 moderate g≤0.3 low the data of pre-test and post-test were analyzed using dependent samples t-test. the prerequisite test used was the kolmogorov-smirnov test to determine the normality of the data and the levene test to determine jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 207-216 210 rumahlatu et.al (complex instruction team product …) the homogeneity of data. dependent samples t-test was used to analyze differences in cognitive learning outcomes of students before and after the application of citp learning model. results and discussion students' scientific attitudes scientific attitudes play an important role in science learning. in studying the ecosystem concept, tenth graders of sshs 6 ambon can develop scientific attitude well. creativity and honest attitudes had highest scores compared to other attitudes (figure 1). this finding proves that the product of one group was different from other groups. the student can add new combinations and elements in the product to produce new investigative products (tombak & altun, 2016). investigative syntax helps develop perseverance, creativity, and discovery. through the right scientific attitude, students are allowed to develop a good character that will contribute positively to the scientific culture in society (lacap, 2015). the improvement in the indicator of students' scientific attitudes was influenced by the syntax of the citp learning model. according to hayat, anggraeni, and redjeki (2011) changes in students' scientific attitudes after learning showed that a person's attitude is not static but dynamically change due to the learning process. the syntax of "role card" sharing at the beginning of learning made students aware and at the same time familiarized them to develop cooperative teamwork. figure 1. students’ scientific attitude scoring in sshs 6 of ambon critical attitude gained the lowest score among the students' scientific attitudes (figure 1). it shows that in the learning process students were not able to analyze and evaluate information during investigation and discussion. students' curiosity attitude obtained an average score of 36 points (figure 1) indicates that students' ability to choose ideas and express questions or problems are still low and this require the teachers to act as a facilitator to foster students curiosity. when learning with the application of syntax for choosing ideas and gathering information, students can develop an attitude of curiosity. in line with widiadnyana, sadia, and suastra (2014) study that the emergence of curiosity to investigate concepts and the demands of exploration will certainly direct students' thinking to understand the problems as the topic of learning. the cooperative attitude with an average score of 48 points (figure 1) indicates that students collaborated to carry out the process of investigating ecosystems in groups. the ci learning model forces student to participate in cooperative activities (pescarmona, 2014). while the diligent attitude was reaching the average score 49 points (figure 1). it shows that the learning model can encourage students to be serious in the learning process and carry out the investigation process. moreover, open-minded attitude with an average score of 50 (figure 1) points portrays that students can receive opinions and criticisms from other friends without feeling offended. marchis (2011) reported that there is an influence between students' self-efficacy and student attitudes in learning and students' positive behavior in seeking help. attitudes towards the willingness to learn science are vital parameters for generating students’ confidence (erdogan, 2017). therefore, the division of tasks on the "role card" is beneficial for students in fostering an attitude of cooperation in the team. the syntax of presenting products helps develop an honest, open-minded and critical attitude. a scientist needs to be objective in gathering and interpreting ideas and communicating findings honestly. some more scientist need to have critical thinking that is behaving in search of evidence and arguments in supporting other jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 207-216 211 rumahlatu et.al (complex instruction team product …) people's statements (pitafi & farooq, 2012). the attitude of objectivity or openness refers to an attitude to observe facts without any personal influence, bias or ambition in interpreting the results of observations (sharma, 2016). students 'scientific attitudes are obtained through the learning process that takes place and is influenced by environmental factors, interactions with people around students, students' families, student groups, friends and aspirations from students themselves (papanastasiou & papanastasiou, 2004). student cognitive learning outcome n-gain test the students’ cognitive learning outcome was measured using an essay test. the differences in the results of the pre-test and post-tests were then calculated by using the n-gain test. the students’ scores are shown in figure 2, while the n-gain results are shown in table 2. figure 2. pre-test, post-test and gain values of sshs 6 of ambon students the results showed that the distribution of the pre-test scores of all students was in a low category, but after the application of the citp learning model, the post-test results of cognitive learning were increased (figure 2). after calculating the n-gain test, it was known that the minimum n-gain was 0.44, while the maximum n-gain was 0.775 (table 2). the average n-gain value of students in this ecosystem concept was 0.61; thus, concluded as the moderate category. students' success in learning could be seen through the learning outcomes. one of the learning outcomes measured in this study is cognitive learning outcome. the cognitive learning outcome which is associated with students' understanding of ecosystem concepts is formed through the learning process using the citp. according to ramdiah and corebima (2014), the learning process is developed to influence students' thinking abilities, which can then improve their academic achievement. table 2. n-gain of tenth grader sshs 6 of ambon no. abbreviation of student name n-gain 1 a.t. 0.698 2 a.a. 0.44 3 c.a. 0.538 4 c.p. 0.634 5 e.s. 0.6 6 e.m. 0.507 7 j.p. 0.667 8 j.n. 0.535 9 k.f. 0.603 10 l.m. 0.56 11 m.k. 0.67 12 m.m. 0.681 13 s.l. 0.775 14 s.t. 0.713 15 s.l. 0.527 16 t.r. 0.69 17 v.m. 0.489 18 y.m. 0.626 average 0.61 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 207-216 212 rumahlatu et.al (complex instruction team product …) classical assumption test the result of the kolmogorov-smirnov test shows that the data has a normal distribution (table 3). meanwhile, the levene test revealed that data came from a homogeneous population (table 4). therefore, the data can be analyzed using dependent sample t-test. table 3. the result of kolmogorov-smirnov test (normality) kolmogorov-smirnova statistic df sig. pre test .164 18 .200* post test .114 18 .200* table 4. the result of levene test (homogeneity) levene statistic df1 df2 sig. based on mean 1.330 1 34 .257 based on median 1.281 1 34 .266 based on median and with adjusted df 1.281 1 33.033 .266 based on trimmed mean 1.363 1 34 .251 hypothesis testing dependent sample t-test was conducted to test statistically whether there are differences in student cognitive learning outcomes before and after the application of citp learning model, the test result can be seen in table 5. table 5. the results of dependent sample t-test paired differences mean std. deviation std. error mean 95% confidence interval of the difference t df sig. (2-tailed) lower upper -53.00000 9.44333 2.22581 -57.69606 -48.30394 -23.812 17 <0.05 based on table 5, the dependent sample t-test has a significant 2-tailed < α (0.05). this shows that there are differences in student cognitive learning outcomes before and after the application of the citp learning model on ecosystem topic. the citp learning model can empower students' cognitive thinking skills in studying ecosystem material so that there will be a change in cognitive thinking before and after the application of the citp learning model. the process of student cognitive formation begins in the syntax of gathering information to prepare for investigative activities. listiana et al. (2016) argue that information gathering syntax is one of the crucial stages in conducting an investigation. when collecting information, students read and learn from various kinds of literature. reading activities carried out by students will be meaningful if students read in the literature that is appropriate and recommended to be read (hariyadi et al., 2018). after that, in the syntax of problem-solving through investigation, students will encounter real conditions and connect the theories that have been studied previously with the real conditions that students observe. this is related to contextual learning and meaningful learning. during the investigation process in various ecosystems, students can observe the components and interactions between components in the ecosystem. rumahlatu and sangur (2017) conveys that through the observation and survey learning process in the environment, students try to associate concepts from various scientific disciplines and contextual experiences to enrich the concepts that they already have so that they form a new understanding of concepts. through meaningful learning, there is the potential to increase students' knowledge and skills in learning (ünal & özdemir, 2013). prayekti (2018) explained that the learning process provided behavioral changes to students due to individual experiences and their interactions with their environment. the results of the studies are in line with several previous studies which also used modified cooperative learning and influenced the increase in cognitive learning outcomes (gunawan, a harjono, h sahidu, & nisrina, 2018; hariyadi et al., 2018; husamah & pantiwati, 2014; listiana et al., 2016; yaqin, indriwati, & susilo, 2018). the learning process can shape students' cognitive understanding of the concept of ecosystems. next syntax, students who present their work would find a structure of thinking that continues to grow because there is additional knowledge from other students during communication. according to leasa and corebima (2017) students share experiences with others when they are communicating and in the end students solve the problem together. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 207-216 213 rumahlatu et.al (complex instruction team product …) through the stages of the citp learning model, students can form information and store in their cognitive structure. this is in line with lestari, wardani, and sumarti (2018) study that conventional learning does not make students active in responding to learning so student's cognitive learning outcomes are low, but if students experience the learning process finding concepts through gathering information and making conclusions, students can transfer their knowledge to gain new knowledge through the help of teachers. the stages in the citp learning model are students choosing ideas, gathering information through investigation and solving problems through the manufacture of products, so students can form new knowledge through constructive activities. dunlosky, rawson, marsh, nathan, and willingham (2013) added that the empowerment of student's cognitive skills that increase can make it easier for students to display how students associate learned concepts with life experiences and are more flexible in expressing many ideas. the cognitive skills can be improved through way learn how to learn (listiana et al., 2016). in this way, students can understand the stages of citp learning and can experience a good learning environment. conclusion the application of the citp learning model can improve students' scientific attitudes. this is proved by the score of each scientific attitude indicators, namely critical (35 points), curiosity (36 points), cooperative (48 points), diligent (49 points), open-minded (50 points), honest (54 points), and creative (54 points). besides, the application of the citp learning model can improve the cognitive learning outcomes of students tested using the n-gain test of 0.61 and thus included in the medium category. meanwhile, through dependent sample t-test, it was found that there were significance differences in cognitive learning outcomes before and after the application of the citp model. this shows that the cognitive structure of students before and after the application of the citp learning model brought a lot of changes. the information obtained from the results of this study is the new learning syntax due to the citp learning model, thus biology teachers can use this citp model in teaching ecosystem concept to improve scientific attitudes and cognitive learning outcomes of students. the results of this study will also inspire other researchers who wish to apply the citp model to other biological concepts. acknowledgment the authors express their gratitude to the faculty of teacher training and education, universitas pattimura for providing research grant through the social, humanities, and education research grant in the 2018 budget year with the decree no. 955/un13/sk /2018 dated july 10, 2018. references archambault, j., burch, t., crofton, m., & mcclure, a. 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(2020). students’ science process skills and interpersonal intelligence in biology learning using guided inquiry. jpbi (jurnal pendidikan biologi indonesia), 6(1), 123-134. doi: https://doi.org/ 10.22219/jpbi.v6i1.10634 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10634 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10634 https://doi.org/10.22219/jpbi.v6i1.10634 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10634&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 124 nopiya et al (students’ science process skill …) for information and do an action so that it can help students to gain deeper concepts. therefore, learning must emphasize the involvement of direct experiences that are student-centered. this innovative learning process is expected to increase skills both in the science process and interpersonal intelligence. that the inquiry learning model trains students to apply concepts referring to the problem formulation so that the interpretation of the data collected is more directed (jerrim, oliver, & sims, 2019; luijk, kruger, zijlstra, & volman, 2019; yudarwati, 2019). the guided inquiry learning model could train multiple intelligences to improve students’ interpersonal intelligence abilities (ebert, mollart, nolan, & jefford, 2020; metcalf et al., 2018; wang & jou, 2016). research on process skills has been carried out in the united states of america (lawless, brown, rhoads, lynn, & newton, 2018), and in the netherlands (stouwe, asscher, hoeve, laan, & stams, 2018). research on science process skills in california (linnell et al., 2013), and in kenya (abungu, okere, & wachanga, 2014). research on interpersonal intelligence has been carried out in spain (rey & extremera, 2014), in the united states (murphy & hall, 2011), and in mexico (romero, berrocal, estrada, & guajardo, 2017). inquiry research on science in washington (teig, scherer, & nilsen, 2018), and inquiry on environmental subjects in spain (michos & leo, 2020). research on guided inquiry has been widely carried out in the united states of america (roller & zori, 2017), and in canada (cotton, 2009). guided inquiry research in science subjects in turkey (ucar & trundle, 2011), and in taiwan (wen et al., 2020). but there is no research on science process skills and interpersonal intelligence in biology learning using guided inquiry so that the novelty of this study is the use of guided inquiry to develop the ability of science process skills and interpersonal intelligence in biology subjects. based on this, it can be seen that research on science process skills and interpersonal intelligence in biology learning using guided inquiry is the first and important research to do. the results of this study will provide information on how guided inquiry in learning biological material can develop students' science process skills and interpersonal intelligence abilities. the results of this study certainly also provide information on how to implement guided inquiry learning in biological material to develop science process skills and interpersonal intelligence. based on the benefits of the research results, this research is very important to do, so that education in indonesia can mimic and modify this research activity in order to develop students' scientific process skills and interpersonal intelligence abilities. armed with the ability of science process skills and interpersonal intelligence is needed by students in indonesia to be able to compete in the current 4.0 industrial revolution era. in this study, the author chooses the guided inquiry learning model to be applied in the learning process by employing a variety of supporting strategies, methods, media, and learning resources. this study was chosen with the consideration that the research will be conducted on students of grade xi of state senior high school (sman) 1 of jamblang cirebon, where the level of cognitive development of students is still at the stage of learning the scientific process. the linkage of the guided inquiry learning model in improving students' science process and interpersonal intelligence abilities is reflected in the learning process contained in the syntaxes of the guided inquiry learning model. this learning process emphasizes the scientific approach, in which this scientific approach becomes the bridge for the development of students' attitudes, skills, and knowledge. this study aimed at analyzing the effect of guided inquiry on students’ science process skills and interpersonal intelligence. method this study was conducted at sman 1 of jamblang, cirebon regency with the object of grade xi.5 of science students as the experimental class and grade xi.6 of science students as the control class. the method used in this study is the experiment, and the type of research is the quasi-experiment. the research design used is the non-equivalent control group design model. the population in this study were all students of grade xi of science of sman 1 of jamblang. the sample was determined randomly by collecting research data using the non-probability sampling method with a purposive random sampling technique. the research instrument used in this study was in the form of an observation sheet of the implementation of guided inquiry learning model, test item description, observation sheet of interpersonal intelligence rubric, and questionnaire. to analyze the data, the qualitative data were analyzed descriptively to find trends that arise in the study. while the quantitative data were analyzed by statistical tests. the statistical data processing is performed using spss 16.0 for windows and microsoft excel 2007. the material used is the respiratory system in humans. the study begins by identifying problems with learning biology in schools that will serve as research sites by reviewing empirical and theoretical data. empirical data were obtained from various references, while theoretical data was obtained by looking at teacher learning while teaching the class. the data collection stage in this study is for the implementation of the guided inquiry learning model when data is collected during the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 125 nopiya et al (students’ science process skill …) learning process based on observer data sources, for the science process skills data is collected at the time before and after learning based on student data sources, for interpersonal intelligence students are collected data at the time the learning process is based on observer data sources and for student questionnaire responses the data is collected at the time after the learning process data sources from students. results and discussion an observer previously made observations on the implementation of the guided inquiry learning model to monitor the implementation of the learning model from the beginning to the end of the learning process. the results of the record of the activities carried out by the teacher in the learning process using the guided inquiry learning model are described in the data of the table 1. table 1. percentage of teacher observation results using the guided inquiry learning model no observed aspects observer average percentage (%) note 1 2 3 1 preliminary activity 3.75 3.75 3.5 3.7 91.7 excellent total 3,7 91.7 excellent 2 core activity introduction 2 3.5 3 2,8 71 good questioning 3 4 3 3,3 83.,3 excellent planning 4 4 4 4 100 excellent implementing 3.7 3.3 3.3 3.4 86 excellent conclusing 4 4 4 4 100 excellent reporting 4 4 4 4 100 excellent total 3.6 90 excellent 3 closing activity 3.7 4 4 3.9 97.2 excellent total 3.9 97.2 excellent total of all activities 3.7 93 excellent based on the table above, it can be explained that the implementation of learning using the guided inquiry learning model has been implemented by the teacher very well. this is marked by the application of all indicators of the syntax of the guided inquiry learning model by the teacher with an average percentage of the implementation of the preliminary activity of 91.7%, the implementation of the core activity of 90% and the application of the closing activity of 97.2%. of the three steps of the learning process, the average total implementation of the learning process is 93%, with a very good category. this is because the teacher can facilitate student activities well. the implementation of learning by using the guided inquiry learning model related to the learning implementation plan prepared before the learning activities are carried out. the first step taken in the learning process is the preliminary activity. in the preliminary activity, to start the lesson, the teacher makes apperception and motivation about the learning material, which is the danger of cigarette contents towards health and the frequency of breathing. the activities to start the learning process at each meeting is different. the teacher has done the activities of beginning the lessons. in the opening activity at the first meeting, to attract the attention of students, the teacher uses teaching media that is displaying a warning picture of danger on cigarette packs. the students' responses regarding the media showed that they were very concerned about the warning display of cigarette packs and left all other activities, such as those who had been chatting suddenly paid attention quickly and quietly to what the teacher explained in front of the class. the media is very important to help students understand the learning material. therefore, the role of the media in the learning process becomes important because it will make the learning process more varied and not boring. the existence of learning media as a tool in the learning process is a fact that cannot be denied. the teacher as a messenger has a great importance to facilitate his task in conveying messages or learning material to students. in the second meeting, the teacher started the lesson by looking at pictures of people with light activities and people with strenuous activities. in responding to the pictures, the students are very curious so they are more interested to prove the frequency of breathing based on different activities. the students' response to the image raises a question of one of the students stating, "ma'am, what causes the frequency of human breathing to be different?". learning strategies used by teachers in the use of image media are included in the contextual strategy, in which the students can connect the knowledge they have with their daily lives from these media images. according to gillies and rafter (2020) that a contextual approach is a learning model where the teacher must bring real-world situations into class and encourage students to make the relationship between knowledge by applying it deeply in their lives as family members and society. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 126 nopiya et al (students’ science process skill …) the second activity of the preliminary activities is fostering motivation. the activity is generated through questions that can affect the students' learning motivation. in the learning activities, the author raises student motivation by asking questions related to the hazard content of cigarettes for health to arouse students' curiosity in learning activities, which is "what is the meaning obtained from pictorial warnings on cigarette packs?" answers and responses from the teacher's question are varied, such as cigarettes can cause dangerous diseases, then the teacher confirms the answers to questions asked to students. this question is asked as a motivation to stimulate student knowledge before the beginning of the learning process. the strategy used in the activity raises motivation, which is the argumentation strategy in which the teacher directs students to argue, such as making claims and explaining the reasons. one of the examples of students' answer is that cigarettes can cause a dangerous disease. the teacher guides students to be able to give reasons for the answers because cigarettes contain substances that are harmful to the body, causing interference with the respiratory organs. based on these activities, following the theory put forward by eskin and bekiroglu, (2013), it is stated that the argumentation as a learning strategy has been investigated for its effect on learning. another activity at the beginning of the lessons allows the teacher to conduct activities to provide a reference. this activity is defined as an activity or effort to give an overview to students about the things to be learned as well as the ways to be taken in the core activities of the learning process. the second aspect is the core activities. the achievement of the results of these core activities occurs because researchers have been able to carry out core activities well, especially in the aspects of planning, conclusion, and reporting. in the aspect of planning, the teacher guided students in planning experiments. in this activity, the teacher divides students into six heterogeneous groups. this is to facilitate students' interpersonal communication by training them to communicate with others and be able to collaborate with teams. this is supported by the opinion of zhang (2019), which explains that student worksheets are student guides that are used to carry out the investigation or problem-solving activities. characteristics of guided inquiry-based worksheets used include the syntax of the learning model consisting of 6 stages, which are introduction, questioning, planning, implementation, conclusion, and reporting. this guided inquiry-based worksheet is composed by applying the guided inquiry learning model, which requires students to learn more by themselves and develop activeness in problem-solving. this opinion is supported by nenadal and mistry (2018), who states that students’ worksheets with the guided inquiry method can help students to more easily understand learning material and can provide direct learning experiences to them. this guided inquiry-based worksheet can be used by students as a learning medium to support them in learning activities. the questions contained in the sheet associated with the experiments conducted. the next stage is the conclusion. the teacher guides students to conclude the material they have learned. in the conclusion stage, the teacher guides students to find from the results of their research by analyzing the data obtained from the inquiry process. based on the data analysis, students are guided by the teacher to compare the truth of the results of research with the initial hypothesis. this opinion is supported by the opinion of birren and kieboom (2017), which states that the interpretation of data means explaining the data themselves. students can make simple comparisons or look for patterns to interpret data. in concluding, students must compare the results of interpretation data with the hypotheses they made at the beginning of the experiment. based on the previous explanation, the next step leads the students to decide whether the hypothesis is true or false. this step is called concluding. this conclusion is facilitated by the guided inquirybased worksheet, which allows students to take lessons from the learning process in the form of value claims and knowledge claims. the last stage of the guided inquiry learning model is reporting, in which the teacher directs students to present the results of their experiments in front of the class. this reporting process facilitates the development of students' interpersonal intelligence as well. for example, students openly express their opinions and report findings from the results of the investigation about the material. however, the teacher directs the course of presentations and discussions to lead to learning objectives. inquiry learning is given the opportunity for students to develop their skills needed in daily life. the teacher acts as a motivator, facilitator, and mediator in the learning process. the last aspect is the closing activity. the closing activity consists of reviewing and evaluating. the teacher has done the activity of closing the lesson in the implementation of the learning process with the guided inquiry learning model. in the reviewing activity, the strategy used is the teacher guiding one student to conclude the material that has been learned. the ability of students shows that they can conclude learning material that the content contained in a cigarette can damage respiratory organs such as the lungs. the harmful contents in cigarettes include nicotine, tar, carbon monoxide, and formalin. the second aspect of the closing activity is evaluating. evaluating means checking whether the material presented is acceptable to students or not. this activity should be distinguished from the evaluation activities for the report card filling materials. the teacher gives an evaluation of the material that has been given. the teacher guides the students in evaluating the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 127 nopiya et al (students’ science process skill …) content that has been learned by using a talking stick accompanied by a song. then, when the song stops and the stick is on one of the students, the student will get questions from the stick. students’ response at the evaluation activity shows that they sternly answer the questions in the stick. improved results of students' science process abilities (kemampuan proses sains or kps) that are applied with the guided inquiry learning model by using a scientific approach can be seen as followed. the results can be seen from the initial test (pre-test) and final test (post-test). the average pre-test-post-test between the experimental class and the control class can be seen in figure 1. figure 1. graph of the average pre-test-post-test science process ability value of students figure 1 shows the average acquisition of kps pre-test and post-test values between the experimental class and the control class. the average pre-test value of the experimental class and the control class showed differences. the average pre-test value of the experimental class was 30.23, while the average pretest value of the control class was 28.00. the average data of the n-gain of kps value of the experimental class and the control class can be seen in figure 2. figure 2. graph of the average n-gain score of kps of students figure 2 shows the average n-gain of kps value of the experimental class and the control class. both the average n-gain value of the experimental class and the control class was included in the medium category. the average n-gain value of the experimental class was 0.61, and the average n-gain value of the control class was 0.52. comparison of the value of the pre-test conducted before learning and the post-test conducted after learning using the guided inquiry learning model for each indicator of science process abilities (kps) in the experimental class and the control class can be seen in figure 3 (kps 1 is control variables, kps 2 is formulate the hypothesis, kps 3 is experiment, and kps 4 is data iinterpretation). figure 3 shows a graph of the average pre-test and post-test scores of each indicator of students' science process abilities in the experimental class and the control class. the average pre-test score of the experimental class showed that the average indicator of the greatest science process was the skill of formulating a hypothesis (kps 2). the lowest average pre-test score was shown in the controlling skill (kps 1) variable. the average value of the control class pre-test showed that the greatest value was the indicator of experimental skills (kps 3), while the indicator of controlling skills (kps 1) variable shows the lowest value. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 128 nopiya et al (students’ science process skill …) figure 3. graph of the average pre-test-post-test value of each indicator of kps of students the difference in the increase in the ability of the science process abilities of the experimental class and the control class can be known by conducting statistical tests. the statistical test used in this study was carried out through two stages, consisting of the prerequisite test and the different tests. the prerequisite test consists of a normality test conducted with the kolmogorov-smirnov test and a homogeneity test, in which both tests are conducted to determine whether the data obtained from the results of the study are normally distributed and homogeneous or not. the series of statistical tests in this study were carried out using spss 16 software. statistical tests were conducted to determine differences in the science process abilities of the experimental class and control class students. the results of the prerequisite test differences in kps students of the experimental class and the control class are explained in the following table 2. table 2. prerequisite test results class data normality test homogeneity test sig. information ig. information experiment pre-test 0.54 normal 0.133 homogen post-test 0.98 normal control pre-test 0.25 normal 0.124 post-test 0.99 normal table 2 presents the results of the normality test and the homogeneity test. based on the results of the normality test of the experimental class and the control class, it showed that the data were normally distributed because the significance value was greater than 0.05. based on these data, it can be concluded that the experimental and control classes (pre-test and post-test) are normally distributed. homogeneity test results also showed homogeneous data in the experimental class because of the sig value. 0.133 > 0.05, as well as the control class sig. 0.124 > 0.05. based on the prerequisite test results, it is known that the data in both classes are normally distributed and homogeneous. based on the prerequisite test results that show that the data is normally distributed and homogeneous, then the different tests conducted on the data is the parametric pair two sample difference test (t-test), which can be described according to table 3. table 3. general pre-test-post-test results table 3 shows the different test results from the pre-test-post-test data in general. the significance value based on the results of the t-test is 0.004 and 0.000 (pre-test and post-test), which means that ho is rejected and ha is accepted. based on these data, it can be concluded that there is a difference in the increase in kps between the experimental class using the guided inquiry learning model and the control class using the learning model of discussion and lecture. class data differential test sig. (2-tailed) note experiment pre-test statistic parametric (t-test) 0,00 significantly different control experiment post-test statistic parametric (t-test) 0,04 control jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 129 nopiya et al (students’ science process skill …) for the post-test results in the experimental class, it obtained the experimental indicator (kps 3) with the highest score, while the indicator with the lowest score is formulating a hypothesis (kps 2). the highest experimental indicator acquisition (kps 3) is because, in this experiment indicator, students' ability to investigate has a high curiosity and has a thorough observation of their practicum activities; they conduct experiments by being directly involved in practicum activities. this third indicator is facilitated in the syntax of guided inquiry. the implementation allows the teacher to ask students to solve problems through investigation then supervising and guiding student activities to develop their curiosity so that they can form science process abilities by conducting experiments directly equipped with worksheets based on guided inquiry-based students worksheet in which there are work steps that make it easier for students to conduct experiments. this is in accordance with the opinion of abungu et al (2014), who stated that when students conduct experiments, then they will practice their process skills and abilities. this is consistent with the opinion of makar, ali, and fry (2018), stating that the main emphasis of the guided inquiry learning model lies in the ability of students to search and find answers to problems given by using their skills, while the teacher acts as a facilitator and guide students during learning activities. thus, this inquiry learning is considered to help students to construct concepts learned through process skills. research conducted by hong et al (2019) also states that the guided inquiry learning model can improve students' science process abilities. this is because students are directly involved in experimental activities, thus practicing their experimental abilities. the lowest indicator is formulating a hypothesis (kps 2). because the ability of students to formulate a hypothesis could not reach the main goal of the learning process, so the teacher limits the formulation of the hypothesis so as not to leave the learning material. this hypothesis formulation learning activity is facilitated in the questioning syntax in how the teacher guides students to formulate the problem to be solved together. the technique allows the students to write problems that they think are important to solve together on the blackboard. later, with the teacher's guidance, the student is directed towards which problem refers to the learning objectives so that a question is generated, which can be resolved by way of investigation. the acquisition of indicators for formulating hypotheses (kps 2) of the experimental class is superior to the control class. this is because one of the guided inquiry phases used in the experimental class supports the skill of formulating hypotheses. the intended phase is the questioning stage. this is consistent with the results of research by hindriana (2016), who state that this stage trains students to develop the hypothesized abilities given to lkpd. students are required to provide hypotheses for a problem. the next indicator is the controlling variables (kps 1). the experimental class is superior to the control class because, in the experimental class, the students' ability is seen in the skills to determine the right variables and steps for the best solution. the increase is caused by one of the guided inquiry phases used in the experimental class, facilitating the control variable. the intended stage is the introduction stage. this stage trains students in a way the teacher shows a video of the dangers of smoking in front of the class at the first meeting and shows a picture of the difference in respiratory frequency at the second meeting. this opinion is supported by the results of connors (2019), which states that students who use guided inquiry learning model are easier to interpret observations than students with direct learning. whereas in the control class, the learning process does not conduct experiments, so it is difficult to determine the variables in this indicator. the last observed kps indicator is interpreting data. the experimental class obtained a greater value than the control class because this indicator is related to the ability of students to analyze the data obtained and interpret the data in the graph and answer with questions available in the guided inquiry-based worksheet. this indicator is facilitated by the syntax conclusion by means of the teacher giving the opportunity for students to discuss the results of the experiment so as to find ideas from ongoing learning concepts. this opinion is supported by the results of research by roller and zori (2017), who states that the inquiry learning model trains students in applying concepts referring to the problem formulation so that the interpretation of the resulting data is more directed. learning by lecturing and discussion methods in the control class lacks training in the science process abilities of students because, in the learning process, there are some skills that do not emerge, consisting of formulating problems, compiling hypotheses, and controlling variables. students are only given ample opportunity to do flow card compilation and make conclusions. the usual method applied is less able to train science process skills optimally. based on the explanation above, it is proven empirically and theoretically that students who learn with guided inquiry learning models can improve students' science process abilities. the interpersonal intelligence indicators used in this study are the indicator of interpersonal intelligence. the interpersonal intelligence indicators observed are: 1) the process of someone responding to something; jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 130 nopiya et al (students’ science process skill …) 2) give feedback; 3) find answers and questions. indicators used in interpersonal intelligence have passed the instrument trials and adjusted to the learning process in class. interpersonal intelligence measurement is assessed through observation sheets with scoring rubric instruments. the results of the percentage value of each indicator of the interpersonal intelligence of the experimental class and control class students can be seen in figure 4. figure 4. graph of percentage values of each indicator of interpersonal intelligence figure 4 shows a graph of the percentage value of each indicator of students' interpersonal intelligence in the experimental class and the control class. the percentage of the innovative class and control class indicator values shows that the greatest value of students' interpersonal intelligence is empathetic processing. the lowest indicator value in the experimental class is shown in inquiry & questioning, while in the control class, the lowest indicator is shown in giving feedback. the record of interpersonal intelligence in both classes is described in the following recap data table 4. table 4. analysis of interpersonal intelligence data no interpersonal intelligence indicator cognitive level taxonomy experimentation class control class 1 empathetic processing speak well from a partner's perspective, try to judge, change, or broaden the partner's response. 87.5 70.8 communicate partner's answers / responses, and include the partner's perspective for accuracy. 83.3 83.3 accurately repeat answers / responses given by partners 91.6 70.8 2 giving feedback provide feedback through genuine dialogue with team members where responses are explored and investigated for a thorough understanding. 83.3 66.7 when giving feedback, ask team members to broaden and clarify initial responses / answers. 79.1 75.0 linking feedback and evaluating information whether it matches the initial information. 75.0 62.5 3 inquiry & questioning identify accurate responses by asking questions to ensure that those who answer really understand the concept. 62.5 66.7 recognize accurate responses to questions even when responses are said / spoken differently from the original concept. 66.7 75.0 average 78.6 71.4 category competent competent based on the data in table 4 above, it is concluded that the average number of interpersonal intelligence of the experimental class students is 78.6 and in the control class is 71.4 in which both are in the competent category. meanwhile, the interpersonal intelligence test results obtained the highest score in the experimental class and control class that is in the first indicator of the process of someone responding to something (empathetic processing) on sub-indicators accurately repeating answers/responses given by partners 91.6, whereas in the control class, on sub-indicator of communicating partner's answers/responses, and includes partner perspectives for accuracy is 83.3. while the lowest indicator value in the experimental class is found in indicator number 3 which is finding the answers and questions (inquiry & questioning) sub-indicator identify jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 131 nopiya et al (students’ science process skill …) accurate responses by questioning to ensure that the answer truly understands the concept of 62.5 but differs in the lowest indicator control class at no. 2 on the sub-indicator linking feedback and evaluating information whether it matches the initial information 62.5. the difference in the increase in the interpersonal intelligence of the experimental class and control class students can be known by conducting statistical tests. the statistical test used in this study was carried out through two stages, including the prerequisite test and the different tests. the prerequisite test consists of a normality test conducted with the kolmogorov test and a homogeneity test. the series of statistical tests in this study were carried out using spss 16 software. statistical tests were performed to determine differences in the interpersonal intelligence of the experimental class and control class students. the prerequisite test results for differences in interpersonal intelligence of the experimental class and control class students are explained in table 5. table 5. prerequisite test result based on the results of the normality test, it can be concluded that the experimental and control classes are normally distributed. homogeneity test results show homogeneous data because of the value of sig. 0.585> 0.05. based on the prerequisite test results, it is known that the data are normally distributed and homogeneous. significant values in the paired sample test showed 0.001 <0.05, which means that ho was rejected, so it was concluded that there were differences in interpersonal intelligence between the experimental classes using the guided inquiry learning model and control classes that did not use guided inquiry learning model. thus, it can be concluded that the interpersonal intelligence of the experimental class is more competent than the control class. based on these data, it can be concluded that the guided inquiry learning model can improve students' interpersonal intelligence. according to (berrocal, extremera, lopes, & aranda, 2014) states that the guided inquiry learning model can train students' interpersonal intelligence with satisfactory results . according to (freudenthaler & neubauer, 2005) added that the guided inquiry learning model could train multiple intelligences so as to improve students' interpersonal intelligence abilities. based on the interpersonal intelligence results data, there are the highest and lowest indicators. the highest indicator obtained by the experimental class and the control class is the first indicator, which is the process of someone responding to something (empathetic processing). every indicator of students' interpersonal intelligence is combined with cognitive taxonomy so that each indicator has a sub-indicator of the students' cognitive abilities. the first indicator is a sub-indicator; the first sub-indicator is to speak well from the perspective of partners, try to assess, change, or expand partner responses. the second subindicator is communicating the partner's answer/response and includes the partner's perspective for its accuracy, while the last sub-indicator is to repeat the answer/response given by the partner accurately. the final sub-indicator of the empathetic processing indicator is speaking well from the perspective of partners, trying to assess, change or expand partner responses with the results of the experimental class superior to the control class because the ability of active students to help identify group goals and work hard to achieve these goals for example in the process student learning is very empathetic with friends in one group. in this process of visible student activity during group discussions, students who do not understand the learning material by themselves can be helped by the other friends who explain the material. in addition, students who have not yet found an answer from the results of the experiment will be guided by other friends because it emphasizes the achievement of shared learning goals, and the students ask friends for help with good sentences and thanks. this is in line with liu, xu, xiao, liu, and li (2020) which states that discussion stimulates students' courage and creativity in expressing ideas, getting in the habit of exchanging ideas, and respecting the opinions of others. the lowest indicator of interpersonal intelligence is the third indicator finding answers and questions (inquiry and questioning). there are two sub-indicators; the first is the sub-indicator of identifying an accurate response by asking questions to make sure that the answer is truly related to the concept. while in the experimental class, students have not been able to elaborate on some of the questions of the problems faced by the sub-material of the influence of smoking on health or respiratory frequency so that students have difficulty finding answers to a question. moreover, the reason is that students are less creative in expressing class normality test homogeneity test sig. information sig. information experiment 0.99 normal 0.585 homogen control 0.98 normal jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 132 nopiya et al (students’ science process skill …) opinions related to learning topics that support abilities or self-potential, which indicates that they have not been able to express the results of what they report. that interpersonal intelligence arises when someone is able to establish social relationships with others and be able to respond appropriately (luijk et al., 2019; metcalf et al., 2018; murphy & hall, 2011; wang & jou, 2016). the second sub-indicator is recognizing the accurate response to the question even when the response is said/pronounced differently from the original concept. at this stage, the acquisition of the control class is greater than the experimental class. this is due to the ability of students in the learning process. the control class can understand the questions raised by friends with understanding in the presentation activities and can convey information clearly that they find and focus on the content of the subject matter content. on the other hand, in the control class, the participation of students in responding to their peers at the time of reporting is very conducive where other students will respond to the results of the group's presentation if there is a material that is not original. based on the explanation above, it is proven empirically and theoretically that students who study with the guided inquiry learning model on the sub-material of the influence of cigarettes on health and respiratory frequency experience a more significant increase in interpersonal intelligence than students who do not use guided inquiry learning models. the student questionnaire is used to determine student responses to the use of the guided inquiry learning model. the questionnaire was filled out at the end of the learning process. the questionnaire was given to students who were included in the experimental class with the aim of knowing students' responses to the use of the guided inquiry learning model. based on the results of the questionnaire analysis of student responses to learning with the guided inquiry learning model that has been done, it shows that class students give positive responses based on the results of questionnaire filling data. the results of the questionnaire analysis in the form of a questionnaire percentage can be seen in figure 5 (indicator 1 is implementation, indicator 2 is learning process, and indicator 3 is evaluation). figure 5. graph of student response recapitulation results figure 5 shows the results of the recapitulation of student responses to each indicator containing statements given to the guided inquiry learning model on the concept of the respiratory system in humans. based on the data above, the acquisition of the highest indicator is the first indicator of 81.53. this means that the application of the guided inquiry learning model provides a very good response for students with student abilities that arise. the students ask lots of questions and gradually answer questions raised by their friends and can solve the problem. meanwhile, the lowest indicator is the last indicator in which the score is 80.69. this is because students are still not correct in determining the conclusions of learning that have been done so that the evaluation of the learning process material is low. positive responses given by students to learning by using the guided inquiry learning model provide new experiences that they receive in the classroom learning atmosphere, so as to create comfortable and effective learning. students can also feel that learning is very different from the daily learning process, so they are more enthusiastic about learning, especially learning that requires them to directly observe a series of data collection activities through observation by prioritizing scientific methods based on evidence from observable, empirical and measurable objects with specific principles of reasoning (gillies & rafter, 2020; jerrim et al., 2019; yudarwati, 2019). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 123-134 133 nopiya et al (students’ science process skill …) conclusion implementation using the guided inquiry learning model shows that the teacher is able to carry out the learning process in class with excellent categories. 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(2) meningkatkan aktivitas siswa pada ranah psikomotor dalam pembelajaran menggunakan strategi pembelajaran peta konsep. penelitian tindakan kelas ini dilaksanakan pada semester genap tahun pelajaran 2014/ 2015, yang dilaksanakan di kelas vd mdim 2 di banjarmasin pada materi daur air. penelitian dilakukan dalam 2 siklus. pengumpulan data hasil belajar melalui pretest dan postest, sedangkan untuk data aktivitas siswa ranah psikomotor melalui lembar observasi selama proses pembelajaran. hasil penelitian menunjukkan bahwa hasil belajar siswa kelas v mdi muhammadiyah 2 sei kindaung pada konsep daur air dengan menggunakan strategi pembelajaran peta konsep mengalami peningkatan dan tuntas secara klasikal. pada hasil tes siklus i ketuntasan klasikal sebesar 71,43% meningkat menjadi 88,57% pada siklus ii. aktivitas siswa pada ranah psikomotor dalam pembelajaran menggunakan strategi pembelajaran peta konsep pada masing-masing aspek mengalami peningkatan yaitu pada siklus i aspek kerjasama sebesar 3,58, bertanggung jawab sebesar 3,42, dan aspek ketelitian sebesar 2,75. pada siklus ii menjadi sebesar 4,00 pada aspek kerjasama, 3,92 pada aspek bertanggungjawab dan sebesar 3,67 pada aspek ketelitian. kata kunci: daur air, hasil belajar, peta konsep proses pembelajaran yang dilaksanakan selama ini selalu diharapkan dapat membantu siswa secara sadar akan kemampuannya dan berdampak pada peningkatan hasil belajarnya. kondisi ini jika proses pembelajaran yang dilaksanakan tersebut terencana dengan baik sehingga menghasilkan lulusan yang berkualitas. hal tersebut dapat dimaknai bahwa perbaikan hasil belajar siswa dilakukan dengan meningkatkan kuantitas dan kualitas guru dan penyiapan perangkat pembelajaran. fenomena di lapangan yang ditemukan memberikan informasi bahwa dari tahun ke tahun masih sering ditemukan hasil belajar siswa belum memenuhi criteria ketuntasan yang sudah ditentukan sebelumnya. hal ini terjadi diduga disebabkan oleh beberapa hal seperti sebagian besar guru-guru masih menggunakan pembelajaran konvensional dimana guru lebih aktif dibandingkan siswa. kendala yang lain seperti, guruguru sebagian besar masih sering menggunakan alat penilaian berupa tes pilihan ganda. hal ini tentunya tidak dapat mengembangkan kemampuan berpikir siswa yang berdampak negatif pada hasil belajar siswa. dilaporkan oleh ramdiah (2013) gambaran umum proses belajar mengajar di kota banjarmasin selama ini masih belum efektif dan upaya yang belum maksimal. pada pelaksanaannya, guru masih belum menerapkan pola pembelajaran yang memberdayakan berpikir siswa. pergantian kurikulum selama ini masih belum diikuti perubahan cara berpikir bagaimana upaya pembelajaran secara inovatif yang harus dilakukan guru. berdasarkan pengamatan dalam pembelajaran ipa di kelas v pada konsep daur ulang air tahun pelajaran 2013/2014 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 329-333) wiwi yulianti dkk, hasil belajar siswa 330 semester ii didapatkan data bahwa hasil belajar siswa masih belum mencapai target dimana kkm atau ketuntasan belajar siswa diharapkan70 guru mata pelajaran masih menggunakan metode ceramah dan tanya jawab serta alat penilaian terhadap hasil belajar siswa selama ini menggunakan soal dalam bentuk pilihan ganda. hal ini tentunya belum maksimal sebagai usaha meningkatkan hasil belajar siswa. berdasarkan uraian tersebut maka dilakukan penelitian tindakan kelas dengan cara menerapkan strategi pembelajaran peta konsep. strategi pembelajaran peta konsep diharapkan dapat meningkatkan hasil belajar siswa karena dengan peta konsep siswa dapat menemukan ide pokok bahan bacaan dan siswa juga memiliki kemampuan menghubungkan antar konsep. menurut novak (2008) peta konsep dikembangkan untuk mengikuti dan memahami perubahan pengetahuan siswa. peta konsep adalah diagram hirarkis dua dimensi yang menggambarkan hubungan antara konsep-konsep. siswa harus memilih untuk belajar bermakna. dengan demikian dapat memasukkan makna baru ke dalam pengetahuan siswa sebelumnya. lebih lanjut dijelaskan oleh ling dan hong (2007) bahwa ketika digunakan oleh siswa, peta konsep membantu "belajar bagaimana belajar” yang pada gilirannya memfasilitasi siswa untuk menjadi lebih sadar tentang struktur pengetahuan. martin, dkk (1997) dalam rut vi (2000) menyebutnya sebagai belajar bermakna, kemudian oleh ausubel (1986) agar dapat belajar secara bermakna setiap individu harus mengaitkan pengetahuan baru ke konsep dan proposisi (hubungan antar konsep) yang relevan yang sudah diketahui. pengetahuan siswa akan terus berkembang dengan cara demikian. sekelompok strategi pembelajaran yang berkaitan menghendaki siswa untuk menyatakan bahan ajar yang dipelajari dalam bentuk kerangka. pembuatan pemetaan atau mapping merupakan pendiagraman ide-ide utama dan hubungan-hubungan antar ide-ide utama itu. dari beberapa penelitian ternyata hal ini dapat membantu siswa sebagai alat bantu belajar (anderson dan armbruster, 1984; van patten et al., 1986; dalam nur, dkk. 2008). peta konsep dapat berfungsi sebagai strategi pembelajaran, strategi belajar, sebagai alat evaluasi maupun sebagai media pembelajaran/ alat bantu belajar (ramdiah, 2012). peta konsep memiliki potensi besar baik sebagai pembelajaran dan alat penilaian di kelas (vanides, dkk. 2005). tujuan dari penelitian tindakan ini yaitu : meningkatkan hasil belajar kognitif dan psikomotor siswa kelas v mdi muhammadiyah 2 sei kindaung pada konsep daur air dengan menggunakan strategi pembelajaran peta konsep. metode penelitian penelitian ini merupakan penelitian tindakan kelas (ptk) dengan melakukan tindakan-tindakan tertentu agar dapat memperbaiki dan meningkatkan praktikpraktik pembelajaran di kelas secara maksimal. ptk dilaksanakan melalui 4 tahapan, yaitu merencanakan (planning), melakukan tindakan (action), mengamati (observation), dan refleksi (reflection). penelitian tindakan kelas ini dilakukan pada materi daur air. ptk dalam penelitian ini dilakukan dalam 2 siklus dengan masing-masing siklus dua kali pertemuan. penelitian tindakan kelas ini dilaksanakan pada semester genap tahun pelajaran 2014/ 2015, di kelas vd mdim 2 di banjarmasin. subjek penelitian dengan jumlah siswa 34 orang, yang terdiri dari 18 orang laki-laki dan 16 orang perempuan. teknik pengumpulan data yaitu hasil belajar kognitif melalui pretest dan posttest. selain itu juga dilengkapi dengan lembar kerja peserta didik (lkpd) digunakan selama pembelajaran berlangsung dengan menerapkan strategi jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 329-333) wiwi yulianti dkk, hasil belajar siswa 331 pembelajaran peta konsep untuk meningkatkan hasil belajar siswa terhadap materi daur air selain itu lkpd memberikan pengalaman langsung berupa langkah-langkah dalam melakukan strategi pembelajaran peta konsep sehingga menarik untuk diikuti siswa. selanjutnya pengumpulan data terkait dengan ranah psikomotor siswa dilakukan melalui lembar observasi saat pembelajaran berlangsung. teknik analisis data yang digunakan antara lain: a) teknik analisis data hasil belajar siswa diperoleh dari hasil tes (pretest dan posttest). adapun rumus yang digunakan adalah sebagai berikut: selanjutnya untuk menghitung ketuntasan belajar secara klasikal menggunakan rumus sebagai berikut: b) teknik analisis data yang digunakan untuk pengamatan aktivitas terkait psikomotor akan dideskripsikan pada hasil dan pembahasan. terkait dengan indikator penelitian tindakan kelas ini dikatakan berhasil apabila: 1) hasil belajar siswa secara individual (ketuntasan individu) yaitu 70 (kkm mata pelajaran ipa di kelas v d tahun pelajaran 2014/2015). secara klasikal (ketuntasan klasikal) yaitu minimal 85% siswa mencapai nilai ≥70. 2) peningkatan kinerja guru tercapai apabila mencapai nilai rata-rata 4 terlaksana semua langkah-langkah strategi pembelajaran peta konsep. selanjutnya penilaian psikomotor siswa tercapai apabila aspek yang diamati seperti bekerjasama, bertanggungjawab dan ketelitian masing-masing aspek tersebut mencapai nilai 3,5. hasil dan pembahasan hasil penelitian ketuntasan belajar siswa siklus penelitian tentang peningkatan hasil belajar siswa kelas vd di mdim 2 sei kindaung dengan pembelajaran menggunakan peta konsep memberikan informasi seperti yang dipaparkan pada tabel 1. tabel 1 data ketuntasan individual dan klasikal yang diperoleh dari hasil pretest dan postest siklus i dan ii siklus tes hasil belajar ∑ siswa % tuntas tuntas tidak tuntas i pretest 6 29 35 17,14% postest 25 10 35 71,43% ii pretest 8 27 35 22,85% postest 30 5 35 88,57% data psikomotor siswa siklus i dan ii data hasil penelitian juga dilengkapi dengan data psikomotor siswa selama proses pembelajaran dengan menggunakan peta konsep. ringkasan data yang dimaksud akan dipaparkan pada tabel 2. tabel 2 ringkasan data psikomotor siswa pada siklus i siklus ratarata aspek psikomotor yang diamati kerjasama tanggung jawab ketelitian i 3,17 2,5 2 3,58 3,42 2,75 ii 3,67 3,58 3,08 4 3,92 3,67 pembahasan hasil belajar siswa berdasarkan hasil perhitungan terhadap tes hasil belajar siswa dari siklus i dan siklus ii data menunjukkan bahwa telah terjadi peningkatan hasil belajar kognitif maupun psikomotor dan telah memenuhi indikator keberhasilan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 329-333) wiwi yulianti dkk, hasil belajar siswa 332 penelitian yang telah ditentukan sebelumnya. secara rinci tiap siklus akan dijelaskan lebih lanjut. pada siklus i hasil belajar siswa masih berada di bawah dari indikator keberhasilan penelitian yang ditetapkan. hal ini mengindikasikan bahwa pada pelaksanaan siklus i tersebut siswa belum menguasai dan memahami secara mendalam terkait dengan konsep yang dipelajari. selanjutnya, dengan dilanjutkannya tindakan hingga siklus ii memberikan kesempatan kepada siswa untuk lebih memahami konsep melalui rangkaian konsep-konsep yang saling berhubungan. kondisi tersebut memberikan dampak positif terhadap hasil belajar siswa yang mengalami peningkatan pada siklus ii. hal tersebut diduga karena langkah-langkah dalam penerapan peta konsep selama pembelajaran berlangsung mampu meningkatan daya serap siswa, sehingga pembelajaran dapat lebih bermakna. menurut ausubel (1986) dalam rut vi (2000) agar dapat belajar secara bermakna setiap individu harus mengaitkan pengetahuan baru ke konsep dan proposisi (hubungan antar konsep) yang relevan yang sudah diketahui. lebih lanjut dijelaskan bahwa peta konsep adalah alat untuk mewakili adanya keterkaitan secara bermakna antara konsep sehingga membentuk proposisi-proposisi yang terdiri atas dua atau lebih konsep yang dihubungkan dengan garis yang diberi kata penghubung sehingga memiliki suatu arti. menurut ramdiah (2012) peta konsep dapat membantu guru dalam membimbing dan mengantarkan siswa mendapatkan informasi yang sebanyakbanyaknya dan sedalam-dalamnya. lebih lanjut dijelaskan bahwa peta konsep merupakan suatu urutan berpikir dalam memahami konsep dengan baik. hal yang sama juga diungkapkan bahwa peta konsep memiliki potensi besar baik sebagai pembelajaran dan alat penilaian di kelas (vanides, dkk. 2005). aktivitas siswa pada ranah psikomotor aktivitas siswa dalam proses pembelajaran dengan penerapan peta konsep pada ranah psikomotor menunjukkan adanya peningkatan pada semua aspek yang diamati yaitu bekerjasama, bertanggungjawab dan ketelitian. hal ini menunjukkan bahwa proses pembelajaran dalam tindakan ini mampu membangun kerjasama antar siswa terutama dalam kelompok, selanjutnya memiliki rasa tanggungjawab yang tinggi terhadap tugas yang berdampak positif pada hasil belajar siswa. sedangkan pada aspek ketelitian memberikan makna bahwa siswa telah memahami materi dengan baik dengan menghubungankan konsep dari yang umum ke khusus sesuai dengan materi. selanjutnya, kegiatan membuat peta konsep memberikan perubahan dan dampak positif terhadap psikomotor siswa yang pada akhirnya mampu meningkatkan hasil belajar siswa. fenomena ini senada dengan djamarah dan zain, 2010 hakikat belajar adalah perubahan yang menyangkut pengetahuan, keterampilan maupun sikap secara berkesinambungan dengan penuh kesunggguhan. hal ini berarti bahwa proses pembelajaran berhasil. ditambahkan oleh munthe (2009) keberhasilan proses pembelajaran merupakan jaminan kualitas proses perubahan siswa. siswapun pada akhirnya akan memperoleh pengetahuan dan keterampilan sebagai bekal untuk memecahkan masalah dalam kehidupannya sebagai anggota masyarakat. kesimpulan dan saran kesimpulan hasil belajar siswa kelas vd mdi muhammadiyah 2 sei kindaung pada konsep daur air dengan menggunakan strategi pembelajaran peta konsep mengalami peningkatan dan tuntas secara klasikal. pada hasil tes siklus i ketuntasan klasikal sebesar 71,43% meningkat menjadi 88,57% pada siklus ii. aktivitas jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 329-333) wiwi yulianti dkk, hasil belajar siswa 333 siswa pada ranah psikomotor dalam pembelajaran menggunakan strategi pembelajaran peta konsep pada masingmasing aspek mengalami peningkatan yaitu pada siklus i aspek kerjasama sebesar 3,58, bertanggung jawab sebesar 3,42, dan aspek ketelitian sebesar 2,75. pada siklus ii menjadi sebesar 4,00 pada aspek kerjasama, 3,92 pada aspek bertanggungjawab dan sebesar 3,67 pada aspek ketelitian. saran 1. pembelajaran dengan peta konsep sebaiknya dapat diterapkan oleh guru pada materi ipa yang lain atau pada mata pelajaran lainnya. 2. sekolah diharapkan mendukung dan menghimbau semua guru untuk menggunakan peta konsep jika tujuan pembelajarannya untuk meningkatkan hasil belajar siswa atau dengan model-model pembelajaran yang sesuai dengan karakter siswa. daftar rujukan ling, y. & hong, k.b. 2007. concept mapping and pupils’ learning in primary science in singapore. asiapacific forum on science learning and teaching, volume 8, issue 2, article 11, (www.ied.edu.hk./v8_issue2.../lingy. pdf), munthe, b. 2009. desain pembelajaran. yogyakarta: pt. pustaka insan madani. novak, j. d. 2008. concept maps: what the heck is this ? excerpted, rearranged (and annotated). cornell university, (online), (error! hyperlink reference not valid.diakses 23 desember 2013. nur, m. & retno, p.w. 2008. pengajaran berpusat kepada siswa dan pendekatan kontruktivis dalam pengajaran. surabaya: institut keguruan dan ilmu pendidikan surabaya. ramdiah, siti. 2012. keterampilan metakognitif guru-guru biologi sekolah menengah atas kota banjarmasin. makalah diseminarkan pada semnas pendidikan. stkippgri banjarmasin 27 mei 2012. ramdiah, siti. 2013. pengaruh strategi pembelajaran pq4r terhadap keterampilan metakognitif dan hasil belajar biologi siswa putra dan putri kelas xi sma di kota banjarmasin. prossiding semnas x biologi fkip uns. surakarta. 16 juli 2013 vanides jim, yue yin, miki tomita, maria arp. 2005. using concept maps in the science classroom. science scope, vol. 28, no. 8 summer. national science teachers association (nsta). http://www.ied.edu.hk./v8_issue2.../lingy.pdf http://www.ied.edu.hk./v8_issue2.../lingy.pdf paper title (use style: paper title) jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 307-314) saidil mursali, implementasi perangkat pembelajaran 307 implementasi perangkat pembelajaran biologi sma berbasis metakognitif untuk meningkatkan kemampuan kognitif dan mengembangkan karakter mandiri siswa saidil mursali1 1program studi pendidikan biologi fpmipa ikip mataram e-mail: saidilmursali@ymail.com abstrak penelitian ini bertujuan mengimplementasikan perangkat pembelajaran biologi sma berbasis metakognitif untuk meningkatkan kemampuan kognitif dan mengembangkan karakter mandiri siswa. jenis penelitian ini adalah pra-eksperimen dengan desain one group pretest-postest dan teknik analisis data deskriptif kuantitatif. perangkat pembelajaran diimplentasikan pada 30 siswa kelas x-8 sma negeri 1 manyar. hasil implementasi perangkat pembelajaran, meliputi: keterlaksanaan rpp selama tiga kali pertemuan berkategori sangat baik, kemampuan kognitif dilihat dari ketuntasan indikator rata-rata mencapai 94% dikategorikan tuntas, ketuntasan individual rata-rata mencapai 87,17 dikategorikan tuntas, dan karakter mandiri siswa umumnya berkategori baik. secara keseluruhan dapat dikatakan bahwa perangkat pembelajaran berbasis metakognitif yang diimplementasikan pada di sma negeri 1 manyar dapat meningkatkan kemampuan kognitif siswa, mengembangkan karakter mandiri siswa. kata kunci: metakognitif, kemampuan kognitif, karakter mandiri. di dalam kurikulum 2013 memuat tentang kompetensi inti (ki) yang merupakan anak tangga yang harus ditapak peserta didik untuk sampai pada kompetensi lulusan disetiap jenjang pendidikan (kemendikbud, 2013: 1). ki di jenjang sma/ma terdiri atas empat kelompok, salah satunya ki-2 tentang kompetensi inti sikap sosial. kompetensi inti (ki) di atas merupakan aspek karakter yang harus dimiliki siswa setelah lulus sma. ki tersebut sejalan dengan makna dari gagasan ki hajar dewantara yaitu karakter merupakan bagian intergral yang sangat penting dalam pendidikan (samani dan hariyanto, 2012). pertanyaan yang muncul bagaimanakah karakter siswa sma saat ini? dalam dunia pendidikan kasus bertindak curang (cheating) baik berupa tindakan mencontek, mencontoh pekerjaan teman atau mencontoh dari buku pelajaran seolah-olah merupakan kejadian sehari-hari. pada pelaksanaan unas sma tahun 2012 meskipun pemerintah sudah berusaha meminimalkan kecurangan dengan menyediakan 20 tipe soal unas, tetapi kecurangan masih tetap terjadi. tayangan di tv nasional menunjukkan siswa sma berbuat curang dengan berbagai cara yaitu menyontek, bertanya pada teman, dan memperoleh jawaban lewat hp ataupun lainnya. hal tersebut menunjukkan bahwa minimnya karakter mandiri pada diri siswa. mengapa karakter siswa sma jauh dari apa yang diharapkan? kemungkinan pembelajaran kita kurang memperhatikan pembentukan karakter. pemerintah sudah menyadari hal tersebut terbukti dengan mencanangkan grand design pendidikan karakter dan menyatakan pendidikan karakter merupakan bagian integral yang sangat penting dari pendidikan kita (kementerian pendidikan nasional ri, 2010). karakter tidak diwariskan, tetapi sesuatu yang dibangun secara berkesinambungan hari demi hari melalui pikiran dan perbuatan, pikiran demi pikiran, tindakan demi tindakan (samani dan hariyanto, 2012). penggunaan strategi yang tidak efektif adalah salah satu penyebab ketidakmampuan siswa mencapai hasil belajar yang diharapkan. livingston (1997) menyatakan metakognisi memegang salah satu peranan kritis yang sangat penting agar pembelajaran berhasil. siswa dapat belajar mailto:saidilmursali@ymail.com jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 307-314) saidil mursali, implementasi perangkat pembelajaran 308 lebih aktif, bergairah, dan percaya diri selama proses pembelajaran, karena pengajar mampu mengembangkan strategi, salah satunya metakognitif. dirkes (1998) menjelaskan strategi metakognitif adalah menghubungkan informasi baru dengan pengetahuan terdahulu, memilih strategi berpikir secara sengaja, merencanakan, memantau, dan mengevaluasi proses berpikir. teori strategi metakognitif dari flavell dan brown bahwa ada 3 komponen yang digunakan, yakni perencanaan diri (selfplanning), pemantauan diri (selfmonitoring), dan penilaian diri (selfevaluation). siswa yang mampu merencanakan perkiraan waktu yang diperlukan untuk menyelesaikan tugas, mengorganisasi materi, dan mengambil langkah yang tepat dalam belajar adalah siswa yang sadar akan kemampuannya. menurut rivers (2001), siswa yang terampil melakukan penilaian terhadap diri sendiri adalah siswa yang sadar akan kemampuannya. peter (2000) berpendapat bahwa keterampilan metakognisi memungkinkan siswa berkembang sebagai pelajar mandiri, karena siswa didorong menjadi penilai atas pemikiran dan pembelajarannya sendiri. berdasarkan makna strategi metakognitif dan pengetahuan metakognitif di atas, menunjukkan pentingnya pembelajaran metakognitif bagi siswa. jika siswa telah memiliki metakognisi, siswa akan terampil dalam strategi metakognitif. siswa yang terampil dalam strategi metakognitif, cenderung mampu merancang, memantau, dan merefleksikan proses belajar mereka secara sadar, pada hakikatnya, mereka akan menjadi lebih percaya diri dan lebih mandiri dalam belajar, sehingga mampu meningkatkan hasil belajar (kemampuan kognitif). hasil penelitian sebelumnya yang berkaitan dengan pengembangan perangkat pembelajaran biologi dilaporkan, bahwa selain efektif dalam perolehan pengetahuan (aspek kognitif), strategi metakognitif juga dapat menumbuhkan karakter jujur, berani mengakui kesalahan, dan menilai kemampuan diri sendiri (susantini, 2005; susantini, 2009). sejalan dengan hasil penelitian di atas imel (2002) menegaskan bahwa siswa yang melakukan metakognisi berprestasi lebih baik, dibandingkan dengan siswa umumnya (tidak melakukan metakognitif), karena metakognisi memungkinkan siswa melakukan perencanaan, mengikuti perkembangan, dan memantau proses belajarnya. strategi metakognitif yang akan diterapkan di kelas diyakini mampu meningkatkan kemampuan kognitif, serta dapat mengembangkan karakter mandiri siswa. berdasarkan latar belakang di atas maka masalah dalam penelitian dapat dirumusan sebagai berikut: (1) bagaimanakah keterlaksanaan pembelajaran (rpp) biologi sma menggunakan perangkat pembelajaran berbasis metakognitif?, (2) bagaimana kemampuan kognitif siswa dalam kegiatan pembelajaran dengan menggunakan perangkat pembelajaran biologi sma berbasis metakognitif?, (3) bagaimanakah karakter mandiri siswa dengan menggunakan perangkat pembelajaran biologi sma berbasis metakognitif. berdasarkan uraian rumusan masalah di atas, maka penelitian ini bertujuan untuk: (1) mendeskripsikan keterlaksanaan pembelajaran (rpp) biologi sma menggunakan perangkat pembelajaran berbasis metakognitif, (2) mendeskripsikan kemampuan kognitif siswa dalam pembelajaran dengan menggunakan perangkat pembelajaran biologi berbasis metakognitif, (3) mendeskripsikan karakter mandiri siswa dengan menggunakan perangkat pembelajaran biologi sma berbasis metakognitif. hakekat pembelajaran biologi: menurut depdiknas (2003), pendidikan biologi menekankan pada pemberian pengalaman langsung untuk mengembangkan kompetensi agar siswa mampu menjelajahi dan memahami alam sekitar secara ilmiah. pembelajaran biologi diarahkan untuk mencari tahu dan berbuat sehingga dapat membantu siswa untuk jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 307-314) saidil mursali, implementasi perangkat pembelajaran 309 memperoleh pemahaman yang lebih mendalam tentang alam sekitar. oleh karena itu, pendekatan yang diterapkan dalam menyajikan pembelajaran biologi adalah memadukan antara pengalaman proses biologi dan pemahaman produk biologi dalam bentuk pengalaman langsung. hal ini juga sesuai dengan tingkat perkembangan mental yang akan sangat memudahkan siswa jika pembelajaran biologi mengajak anak untuk belajar merumuskan kosep secara induktif berdasarkan fakta-fakta empiris di lapangan. metakognitif dan strategi metakognitif: metakognitif adalah kesadaran berpikir tentang apa yang diketahui dan apa yang tidak diketahui, dalam konteks pembelajaran, siswa mengetahui bagaimana untuk belajar, mengetahui kemampuan dan modalitas belajar yang dimiliki, dan mengetahui strategi belajar terbaik untuk belajar efektif. sedangkan strategi metakognitif adalah suatu teknik yang diterapkan berdasarkan teori metakognitif yang berkaitan dengan kegiatan sebelum memahami konsep (tahap perencanaan), ketika memahami konsep (tahap pengevaluasian dan penyimpulan) yang harus dijalani oleh siswa untuk membantu pemahaman dalam belajar. tinjauan pembelajaran biologi ranah kognitif: ranah yang paling banyak mendapat perhatian dalam program pengajaran adalah ranah kognitif. ranah ini terdiri atas sasaran yang berkaitan dengan informasi atau pengetahuan dan pemikiran, yaitu menamai, memecahkan, dan meramalkan (kemp et al, 1994). anderson et al, (2001) mengkategorikan ranah atau domain kognitif berdasarkan taksonomi bloom yang tingkatannya mulai dari yang sederhana sampai yang paling kompleks yaitu: remember (ingatan), understand (pemahaman), apply (aplikasi), analyze (analisis), evaluate (evaluasi), dan create (kreasi). pendidikan karakter: karakter ialah mengacu pada serangkaian sikap, sedangkan pendidikan karakter merupakan upaya-upaya yang dirancang dan dilaksanakan secara sistematis untuk membantu peserta didik memahami nilainilai perilaku manusia yang berhubungan dengan tuhan yang maha esa, diri sendiri, sesama manusia, lingkungan, dan kebangsaan yang terwujud dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hukum, tata krama, budaya, dan adat istiadat. terdapat delapan belas indikator pendidikan karakter bangsa sebagai bahan untuk menerapkan pendidikan karakter pada siswa, salah satunya adalah karakter mandiri. metode penelitian penelitian ini merupakan jenis penelitian pra-eksperimen, yaitu mengimplementasikan perangkat pembelajaran berbasis metakognitif yang telah disusun. subjek penelitian adalah 30 siswa kelas x-8 sma negeri 1 manyar, semester 2 tahun ajaran 2012/2013. perangkat pembelajaran diimplentasikan dengan menggunakan rancangan one group pretest-postest design (sugiyono, 2011) yang digambarkan dengan pola sebagai berikut: uji awal perlakuan uji akhir o1 x o2 keterangan: o1 = memberikan uji awal. x = memberikan perlakuan pada siswa. o2 = memberikan uji akhir. data adalah informasi yang diperlukan dan harus dikumpulkan peneliti sebagai dasar dalam memberikan jawaban terhadap pertanyaan-pertanyan penelitian (susanto, 2010). untuk mendapatkan data penelitian, digunakan beberapa teknik pengumpulan data, antara lain: observasi/pengamatan: teknik ini dilakukan untuk mengumpulkan data yang berkenaan dengan perilaku, dalam penelitian ini adalah data keterlaksanaan pembelajaran dan karakter mandiri siswa. http://belajaronlinegratis.com/content/18-indikator-pendidikan-karakter-bangsa http://belajaronlinegratis.com/content/18-indikator-pendidikan-karakter-bangsa jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 307-314) saidil mursali, implementasi perangkat pembelajaran 310 pengamatan dilakukan oleh dua orang pengamat secara bersamaan. tes: pemberian tes ini digunakan untuk memperoleh informasi tentang ketuntasan belajar siswa pada pokok bahasan pencemaran lingkungan. pemberian tes dilakukan dua kali meliputi pretest dan postest. analisis keterlaksanaan pembelajaran: keterlaksanaan langkahlangkah kegiatan pembelajaran diamati oleh dua orang pengamat yang sudah dilatih sehingga dapat mengoperasikan lembar pengamatan secara benar pada intrumen. analisis hasil pengamatan keterlaksanaan rpp menggunakan deskriptif kualitatif dengan rumus sebagai bereikut: keterangan: p = persentase keterlaksanaan rpp σa = jumlah aspek yang teramati σn = jumlah keseluruhan aspek yang diamati persentase keterlaksanaan fase menggunakan kriteria sebagai berikut: p = 0% 24% : tidak terlasana p = 25% 49% : terlaksana kurang p = 50% -74% : terlaksana baik p = 75% 100% : terlaksana sangat baik sedangkan untuk penilaian keterlaksanaan rpp pada tiap fase, ditentukan dengan membandingkan ratarata skala penilaian yang diberikan kedua pengamat dengan kriteria penilaian seperti pada tabel 1. tabel 1. kriteria pengkategorian keterlaksanaan rpp interval kategori 1,0-1,5 tidak baik 1,6 -2,5 kurang baik 2,6-3,5 baik 3,6-4,0 sangat baik reliabilitas instrumen ditentukan berdasarkan data penilaian dari dua validator. tingkat reliabilitas dihitung menggunakan rumus sebagai berikut: keterangan: a = frekuensi kecocokan antara penilai (agree) d = frekuensi ketidakcocokan antara penilai (diagree) r = reliabilitas instrumen (percentage of agreetment) instrumen dikatakan reliabel bila reliabilitas yang diperoleh ≥ 0,75 (75%) (borich, 1994 dalam ibrahim, 2005). analisis kemampuan kognitif siswa: analisis kemampuan kognitif siswa dilakukan untuk mengetahui ketuntasan indikator pembelajaran dan ketuntasan individu. ketuntasan indikator: dianalisis dengan menggunakan analisis deskriptif kuantitatif. rumus presentase ketuntasan indikator (ki) adalah sebagai berikut: suatu indikator dikatakan tuntas ≥ 75% siswa mencapai indikator. ketuntasan individu: dianalisis menggunakan analisis deskriptif kuantitatif. standar yang digunakan untuk menentukan ketuntasan belajar siswa dalam penelitian ini adalah apabila ketercapaian individu memenuhi kriteria ketuntasan minimal (kkm) mata pelajaran biologi di sma negeri 1 manyar yang ditetapkan, yaitu n ≥ 75. uji normalitas gain: gain adalah selisih antara nilai posttest dan pretest, gain menunjukkan peningkatan pemahaman atau penguasaan konsep siswa setelah pembelajaran dilakukan guru. gain yang dinormalisasi (n-gain) dapat dihitung dengan persamaan: (hake, 1998). keterangan: smaks = skor maksimum (ideal) dari tes awal dan tes akhir spostes = skor tes akhir spretes = skor tes awal tinggi rendahnya gain yang dinormalisasi (n-gain) dapat diklasifikasikan seperti tabel 2. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 307-314) saidil mursali, implementasi perangkat pembelajaran 311 tabel 2. kriteria pengkategorian n-gain (g) interval skor kategori 0,7 ≤ g tinggi 0,3 ≤ g < 0,7 sedang g < 0,3 rendah analisis karakter mandiri siswa: data karekter mandiri diperoleh dari hasil pengamatan sikap siswa dengan ketentuan siswa mendapatkan skor 1 sampai dengan 4 (perindikator) sesuai dengan rebrik penilaian. data yang diperoleh dari hasil pengamatan di setiap pertemuan, dianalisis dengan menggunakan analisis deskriptif kuantitatif. data perhitungan tersebut selanjutnya dirata-ratakan dan dikonversi dengan kategori seperti tabel 3. tabel 3. kriteria pengkategorian perilaku berkarakter kategori jumlah skor karakter mandiri a = sangat baik 07-agu b = baik 05-jun c = cukup baik 03-apr d = kurang baik 01-feb hasil dan pembahasan hasil pengamatan keterlaksanaan pembelajaran keterlaksanaan pembelajaran diamati dengan lembar pengamatan keterlaksanaan rencana pelaksanaan pembelajaran. hasil pengamatan keterlaksanaan pembelajaran di masingmasing pertemuan dapat dilihat pada tabel 4 berikut: tabel 4. hasil pengamatan keterlaksanaan rpp hasil pertemuan ratarata keterangan i ii iii persentas e (%) 91 89 83, 25 87,75 sangat baik reliabilit as (%) 83 78 83 81,33 reliabel data pada tabel 4 menunjukan bahwa rata-rata keterlaksanaan rpp pada pertemuan i, ii, dan iii sebesar (87,75%) berarti rpp dapat terlaksana dengan sangat baik, artinya guru sudah baik dan sistematis dalam melaksanakan pembelajaran biologi yang berbasis metakognitif, sedangkan ratarata reliabilitas sebesar (81,33%), hal ini menunjukkan bahwa instrumen keterlaksanaan rpp dapat dikategorikan reliabel, artinya hasil penilaian yang diberikan relatif sama, sehingga instrument tersebut dapat diimplentasikan dalam kegiatan pembelajaran. berdasarkan uraian di atas disimpulkan bahwa guru dapat melaksanakan pembelajaran pada pokok bahasan pencemaran lingkungan melalui pembelajaran berbasis metakognitif sesuai dengan rencana pelaksanaan pembelajaran (rpp) yang ditetapkan. perangkat pembelajaran yang dikembangkan juga dapat digunakan dalam proses pembelajaran dengan baik, sehingga kualitas pembelajaran juga semakin baik. hasil analisis kemampuan kognitif siswa nilai kemampuan kognitif siswa pada pbm diketahui dari nilai yang diperoleh siswa dalam tes hasil belajar (thb), kemudian data tersebut diolah untuk menghitung ketuntasan indikator dan ketuntasan belajar persiswa (individu). tabel 5. data hasil belajar kognitif siswa aspek pretest posttest ngian kategori nilai ket nilai ket ratarata 56,57 tidak tuntas 87,17 tuntas 0,72 tinggi % ketuntasan individu 0 100 ∑ indikator tuntas 0 17 berdasarkan analisis tes hasil belajar (thb) pada tabel 5 menunjukkan bahwa ketuntasan individu pada kegiatan pretest dinyatakan 100% tidak tuntas, karena nilai rata-rata di bawah 75. pada kegiatan postest semua siswa (30 orang) dikategorikan tuntas dengan nilai lebih besar dari 75, selain itu rata-rata normalisasi dari peningkatan pemahaman jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 307-314) saidil mursali, implementasi perangkat pembelajaran 312 atau penguasaan konsep siswa dalam mempelajari pokok bahasan pencemaran lingkungan mencapai 0,72 dengan kategori tinggi. ketuntasan indikator juga menunjukkan perbedaan yang signifikan yaitu pada uji awal semua indikator dinyatakan tidak tuntas (0%), sedangkan setelah proses pembelajaran dan dilakukan uji akhir (postest) terdapat 17 indikator dinyatakan tuntas dan hanya 1 indikator yang tidak tuntas (94%). hasil ini membuktikan bahwa pbm dapat meningkatkan kemampuan kognitif siswa. hasil di atas dipertegas oleh penelitian maulana (2008), susantini (2009) dan wauran (2012), menunjukkan bahwa siswa yang melakukan metakognisi atau mengikuti pelajaran dengan strategi metakognitif berprestasi lebih baik, dibandingkan dengan siswa yang tidak melakukan metakognif atau mengikuti pelajaran tanpa strategi metakognitif, karena strategi metakognitif memungkinkan siswa melakukan perencanaan, mengikuti perkembangan, dan memantau proses belajarnya. imel (2002) menekankan bahwa setiap hari orang akan berpikir metakognitif yaitu sadar dan kemudian memonitor perkembangan belajar. sekalipun saling terkait metakognitif berbeda dengan kognitif. kognitif merupakan pengetahuan yang dibutuhkan untuk melaksanakan suatu tugas, sedangkan metakognitif merupakan keterampilan yang dibutuhkan untuk mengetahui bagaimana tugas tersebut dilaksanakan. hasil pengamatan karakter mandiri penilaian karakter mandiri dalam kegiatan penerapan perangkat pembelajaran biologi sma berbasis metakognitif dilakukan oleh dua orang pengamat. secara ringkas data karakter mandiri siswa dalam pembelajaran dapat dilihat pada tabel 6. hasil belajar afektif siswa dalam pembelajaran ini adalah sikap atau perilaku berkarakter siswa selama proses pembelajaran berlangsung, yaitu karakter mandiri. perilaku berkarakter siswa tersebut dinilai dengan indikator-indikator yang ditunjukkan oleh masing-masing siswa selama proses pembelajaran. tabel 6. data hasil pengamatan karakter mandiri karakter jumlah siswa nilai kategori mandiri 7 a sangat baik 23 b baik berdasarkan tabel 6 di atas, diketahui bahwa karakter mandiri siswa terdapat 23 siswa yang mendapat nilai b dengan kategori baik dan 7 siswa yang mendapat nilai a dengan kategori sangat baik. berdasarkan data tersebut dipastikan bahwa hasil belajar afektif yaitu karakter mandiri yang ditunjukkan siswa rata-rata baik. hal tersebut didukung oleh hasil penelitian sebelumnya yaitu strategi metakognitif dapat menumbuhkan karakter baik pada diri siswa (susantini, 2005; susantini, 2009). hasil temuan di atas sejalan dengan apa yang dikemukakan oleh efendy (2011) bahwa karakter-karakter positif cenderung lebih mudah dibentuk apabila pembelajaran ipa menggunakan model pembelajaran yang berpusat pada siswa (student centered) dibandingkan berpusat pada guru (teacher centered). pembelajaran dengan strategi metakognitif merupakan salah satu pembelajaran yang berpusat pada siswa. mulyana (2004) menambahkan bahwa di dalam pembelajaran yang melibatkan peserta didik sepenuhnya dalam aktivitas belajar, menentukan akibat tindakan, dan membuat keputusan yang relevan dengan situasi belajar. pembelajaran dengan strategi metakognitif berpusat pada siswa yang melibatkan siswa dalam aktivitas belajar, sehingga melalui pembelajaran ini, karakter-karakter positif, khususnya mandiri dapat dikembangkan. strategi metakognitif membuat siswa mampu merancang, memantau, dan merefleksikan proses belajar mereka secara sadar, pada hakikatnya, mereka akan menjadi lebih jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 307-314) saidil mursali, implementasi perangkat pembelajaran 313 percaya diri dan lebih mandiri dalam belajar. senada dengan pernyataan di atas, warauw (2008) menyatakan bahwa siswa yang terampil dalam strategi metakognitif akan lebih cepat menjadi anak mandiri. kemandirian belajar merupakan sebuah kepemilikan pribadi bagi siswa untuk meneruskan perjalanan panjang mereka dalam memenuhi kebutuhan intelektual dan menemukan dunia informasi serta memberikan peluang yang lebih luas kepada siswa untuk mengembangkan perilaku-perilaku baik lainnya. jika pembelajaran berbasis metakognitif terus dikembangkan dan diterapkan dalam pendidikan karakter khususnya dalam pembelajaran biologi, maka diharapkan terjadi proses internalisasi nilai-nilai karakter positif dengan baik pada diri siswa, sehingga karakter positif tersebut dapat dikembangkan. semakin banyak siswa melakukan aktivitas positif, akan semakin terbiasa dan terlatih dengan sikap tersebut, sehingga akan membentuk watak kepribadiannya, dengan demikian semakin terbuka pula kesempatan bagi guru untuk membantu siswa mengembangkan kepribadiannya. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian, dapat disimpulkan bahwa: 1. keterlaksanaan pembelajaran biologi pada pokok bahasan pencemaran lingkungan menunjukkan kategori sangat baik. 2. kemampuan kognitif siswa setelah melakukan pembelajaran berbasis metakognitif terjadi peningkatan yang dilihat dari ketuntasan secara individual dan n-gain. rata-rata nilai ketuntasan secara individu mencapai 87,17 dan 100% dinyatakan tuntas, sedangkan ratarata normalisasi dari peningkatan nilai siswa mencapai 0,72 dengan kategori tinggi. 3. karakter mandiri siswa menunjukan kategori baik dan sangat baik serta mengalami peningkatan, hal ini terlihat semakin meningkatnya dari pertemuan ke pertemuan. saran berdasarkan penelitian yang telah dilakukan dan hasil yang didapat, disarankan hal-hal sebagai berikut: 1. alat dan bahan yang mampu dijangkau oleh siswa untuk kegiatan pembelajaran/eksperimen, dapat dibebankan kepada siswa, sekaligus dapat melatih karakter siswa dalam kegiatan pembelajaran. 2. mengingat penelitian hanya dilakukan pada meteri pencemaran lingkungan, efektifitas perangkat pembelajaran biologi berbasis metakognitif untuk meningkatkan kemampuan kognitif dan mengembangkan perilaku berkarakter siswa tidak dapat disimpulkan dari penelitian ini saja, tetapi perlu dilakukan penelitian lebih lanjut yang serupa pada bahan kajian lain. daftar rujukan anderson, l.w., krathwohl, d.r., and airasian, p.w., 2001. a taxonomy for learning, teaching, and assesing, a revision of bloom’s taxonomy of educational objectives. new york: addison wesley longman, inc. depdiknas. 2003. pendekatan kontekstual (contextual teaching and learning) (ctl) direktorat jendral pendidikan dasar dan menengah direktorat pendidikan lanjutan pertama. jakarta: depdiknas. dirkes, m. a. 1998. selfdirected 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kementerian pendidikan nasional, 2010. rencana induk pengembangan pendidikan karakter bangsa. livingston, j.a. 1997. metacognition: an overview, (online), (http://www.gse.buffalo.edu/fas/shuell/c ep564/metacog.htm), diakses 15 september 2012. maulana. 2008. “pendekatan metakognitif sebagai alternatif pembelajaran matematika untuk meningkatkan kemampuan berpikir kritis mahasiswa pgsd”. jurnal pendidikan dasar. no.10. oktober 2008. mulyana, r. 2004. mengartikulasikan pendidikan nilai.bandung: alfabeta. peters, m. 2000. does constructivist epistemology have a place in nurse education. journal of nursing education 39, no. 4: 166170. rivers, w. summer. 2001. autonomy at all cosis. an ethnography of metacognitive selfassessment and selfmanagement among experienced language leaners. moderns language journal 86, no 2: 279290. samani, m., dan hariyanto., 2012. konsep dan model pendidikan karakter. bandung: pt remaja rosdakarya. sugiyono. 2011. metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r & d). bandung: alfabeta. susanto. 2008. penyusunan silabus dan rpp berbasis visi ktsp. surabaya: matapena. susantini, e. 2005. “strategi metakognitif dalam pembelajaran kooperatif untuk meningkatkan kualitas pembelajaran genetika di sma”. jurnal ilmu pendidikan februari 2005, jilid 12, (1): 62-75. susantini, e. 2009. pengaruh kemampuan siswa terhadap perolehan kognitif dan metakognitif pada pembelajaran biologi. berkala penelitian hayati. 1 desember 2009 no.3e: 31-36. warouw, w.m.w., 2008. “pengaruh pendekatan pmr dengan melibatkan metakognisi siswa terhadap hasil belajar persamaan dan fungsi kuadrat”. jurnal ilmu pendidikan. wauran, w.g., 2012. “pembelajaran cooperative script metakognitif (csm) untuk meningkatkan hasil belajar biologi siswa smp di manado”. jurnal ilmu pendidikan. http://www.cete.org/acve/does/tia.0017.pdf http://www.cete.org/acve/does/tia.0017.pdf universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 3 november 2020, pp. 383-388 10.22219/jpbi.v6i3.12024 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 383 research article application of two problem solving cycles to students' higher-order thinking skills on reproductive system material sekar wiji utami a,1,, ari sunandar a,2, arif didik kurniawan a,3,* a biology education, faculty of teacher training education, university of muhammadiyah pontianak, jl. jendral ahmad yani no.111, bangka belitung laut, pontianaktenggara district, pontianak city 78124, west borneo, indonesia 1 sekarfkipbio16@gmail.com, 2 arisunandar031@gmail.com, 3 arifdidikk@gmail.com * * corresponding author introduction globalization era is discovered by a competition between countries in various aspects of life including human resources (jariyah, 2017). the quality of human resources not only will determine the progress of a country but also determine the competitiveness between nations. this condition demands an increase in the quality of human resources in the field of education. education should be designed to be able to equip the students with challenges in the globalization era. to deal with these challenges, the students have to be able to learn independently and develop their reasoning and thinking abilities (wahyuni et al., 2018). this is in line with the learning objectives from primary school to college, in which it is to establish intellectual people who are able to think and solve problems. in order to solve the problem on his/her own, each person is required to have the ability to think at a higher level. higher-order thinking skills are abilities that do not only require memory skills but also render a person to be able to carry out a series of cognitive activities such as the entry of new information, questioning the truth, and changes that may occur, managing information in various ways, points of view, and possibilities, and reviewing results as well. this series of activities are called as higher-order thinking skill (fatimah et al., 2019). a r t i c l e i n f o a b s t r a c t article history received may 2, 2020 revised october 08, 2020 accepted november 25, 2020 published november 30, 2020 two problem solving cycles are problem-based learning with two learning cycles that can improve students' higher order thinking skills. the knowledge of reproductive health is needed by the student, due to the student as future generation must be ready to facing the reproductive health problem in the future. this study aimed to determine the differences in learning two problem solving cycles on students' higher order thinking skills. the population of this study were students of sma negeri 02 sekayam with a sample of class xi ipa 1 and xi ipa 2. students were given 12 questions as essay test in the beginning and end of the cycles. data were analyzed using the mann whitney u test. research shows that there are significant differences in learning towards higher order thinking skills with learning two problem solving cycles (sig. 0.015 < 0.05). hence, it could be concluded that two problem solving cycles could be applied in learning material on the reproductive system. copyright © 2020, utami et al this is an open access article under the cc–by-sa license keywords high order thinking skill learning model reproductive system two problem solving cycles how to cite: utami,s.w., sunandar,a., & kurniawan, a.d. (2020). application of two problem solving cycles to students' higher order thinking skills on reproductive system material. jpbi (jurnal pendidikan biologi indonesia), 6(3), 383-388. doi: https://doi.org/10.22219/jpbi.v6i3.12024 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.12024 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:sekarfkipbio16@gmail.com mailto:arisunandar031@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.vxiy.xxyy https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i3.12024&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 383-388 384 utami et al (application of two problem solving cycles …) according to fayakun and joko (2015), higher-order thinking skills encompass cognitive abilities in the realm of analyzing (c4), evaluating (c5), and creating (c6). higher-order thinking skills make the students be able to differentiate ideas or notions clearly, able to solve problems, and argue well, able to hypothesize and comprehend complex matters to become clearer (widodo & kadarwati, 2013). sudewi and tika (2014) assert that ideal learning to stimulate and practice higher-order thinking skills is by means of problem-based learning. this learning allows the students to express their ideas openly, and develop their thinking abilities. the advantages of problem-based learning are providing students with diverse learning experiences such as collaboration and interaction in groups, increasing students' understanding of what they are learning, gaining learning experiences related to the skills of applying scientific methods in problem-solving, and fostering a critical mindset (rahayuni, 2016). thru problem-solving, the students can transfer knowledge and understand the physical situation around them. problem-solving skill is an individual competence to discover the solution in various problems thru logical ways (demirel et al., 2015; dostál, 2015). problem-solving learning can use two cycles so that the learning is more effective (puspitawati et al., 2018). problems allow students’ initial knowledge to be built to relate new information to an event (sitti et al., 2013). two problem solving cycles is a problem-based learning in two learning cycles. the learning stages of problem-solving in each cycle consist of (1) identifying problems; (2) problem formulation; (3) designing & implementing the problem stages; (4) analyzing the results; and (5) concluding and reflecting as well. in this case, first cycle focuses on obtaining the human reproduction concept (this material is used due to the lack of student knowledge about the reproductive system). then, it is followed by the second cycle to implement the concept of complex problems related to human reproductive system. both of the cycles allow the students to implement their concept thru a scientific approach to solve the problems (riantoni et al., 2017). learning method that usually applied by the teacher in class is lecture method. however, it should be when the learning process, the teachers need to stimulate the students’ higher-order thinking skills. previous learning methods need to be improved in order to improve the students’ higher-order thinking skills by applying the appropriate model; thus, this study is important. according to puspitawati et al. (2018), two problem solving cycles can improve the students’ thinking skills and it is effective to be used in the learning. departing from the above background, this study is carried out to discover whether there are differences in learning two problem solving cycles on the students’ higher-order thinking skills or not. problem-solving skill is very important to be possessed by the students. this skill can assist the students in dealing with rapid societal changes (kurniati et al., 2016). problem-solving skill is integrated in the learning activities, especially in the field of science and technology (destalia et al., 2014). the results of this study can be used as a reference for further study of two problem solving cycles learning. method this experimental study is carried out using non-equivalent control group design as elucidated in table 1. table 1. design of non-equivalent control group design class pretest treatment posttest experiment 1 o1 x1 o2 experiment 2 o3 x2 o4 this study is conducted in sma negeri 02 sekayam on the even semester of academic year of 2019/2020. population used in this study is the whole students of 11th grade of natural science. the xi ipa 1 class is used as the experimental class 1 and the xi ipa 2 class is used as the experimental class 3 based on the homogeneity test of final exam results and it is stated that both of classes are homogenous; hence, sampling uses a saturation sampling technique. the experimental class 1 uses two problem solving cycles and the experimental class 2 uses problem-based learning. numbers of students embroiled in this study are 60 students, in which the numbers can be seen in table 2. table 2. the students involved in the study class gender total n male n (%) female n (%) 11th grade of natural science 1 (xi ipa 1) 9(30) 21(70) 30 11th grade of natural science 2 (xi ipa 2) 15(50) 15(50) 30 learning stages of two problem solving cycles consist of identifying problems; problem formulation; designing and implementing problem-solving stages; analyzing the results; and concluding and reflecting. the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 383-388 385 utami et al (application of two problem solving cycles …) first cycle focuses on obtaining the concept of reproductive system in humans, followed by the second cycle to apply the concept of complex problem conditions related to human reproduction table as shown in figure 1. stages of problem-based learning are shown in table 3. table 3. operational syntax of problem-based learning operational syntax of problem-based learning 1. a problem is provided to the students 2. students discuss a problem of pbl tutorial in a small group. the students clarify facts of a case or problem; then, the students define a problem 3. students are embroiled in an independent study to finalize a problem outside the teacher’s guidance 4. students share information about the problem 5. students provide a solution of the problem 6. students conduct a review about what they have learned during the operation process figure 1. learning concept of two problem-solving cycles (puspitawati et al., 2018) test instrument is used as data collection tool. the test instrument is established based on the higher-order thinking skill indicators i.e. analyzing, evaluating, and creating (alhaddad et al., 2015). the test instrument is composed of 12 essay questions. all of the items are declared valid and the test instrument is feasible to be used, the validation is carried out by two lecturers and a teacher. all of the items meet the criteria for the level of difficulty and different power parameters. after the data are obtained, data analysis is required by using spss 22. results and discussion the data results of pretest and posttest of students for each class are used as basic analysis to identify whether there are differences in learning two problem solving cycles on the experimental class 1 and problembased learning on the experimental class 2. the analysis results of pretest score indicate the mean score of experimental class 1 (38,23) and the experimental class 2 (35.97). those results indicate that the initial skill of the two classes is still low, in which it is shown in the table 4. the normality and homogeneity tests show the data that normally distributed and homogenous. then, t-test obtains the results of sig (2-tailed) 0.458 > 0.05, in which it indicates that the pretest score of experimental class 1 and experimental class 2 do not have a significant difference on the students’ initial skills. furthermore, the posttest score was tested to determine the final ability of higher-order thinking skills in the experimental class 1 and experimental class 2, it can be seen in table 5. the analysis results of posttest score indicate the mean score of experimental class 1 (51.43) and experimental class 2 (44.03). the normality test of posttest obtains the results of data that are not normally distributed as shown in table 5. based on the results of u mann whitney test in table 6, it shows that the posttest score of experimental 1 and experimental class 2 have a significant difference on the final skill of higher-order thinking of students. table 4. test results of pretest score class mean sd normality test homogeneity test t-test sig (2-tailed) experiment 1 38.23 11.443 0.051 0.853 0.458 experiment 2 35.97 12.003 0.112 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 383-388 386 utami et al (application of two problem solving cycles …) table 5. test results of posttest score class mean sd normality test experimental 51.43 9.310 0.041 control 44.03 10.987 0.114 table 6. mann whitney test posttest mann whitney u 289.000 wilcoxon w 754.000 z -2.425 asymp sig. (2-tailed) .015 the difference in the students’ high-order thinking skills between the experimental class 1 and the experimental class 2 is due to differences in the treatment given, where the experimental class 1 uses two problem solving cycles and the experimental class 2 uses problem-based learning. the implementation of two problem solving cycles of learning gives the same results in terms of analysis so that there are no other factors that influence the results obtained (puspitawati et al., 2018). higher-order thinking skill can make an individual to be able to interpret, analyze or even manipulate the information that has been obtained. based on fayakun and joko (2015), higher order thinking skills encompass the cognitive ability i.e. analyzing (c4), evaluating (c5), and creating (c6). the students who have higher-order thinking skills are able to identify the main ideas, analyze the argumentation, and provide the use of known things to answer questions, so that it has fairly good analytical skills. the students are able to give assessment to the learning and solution used. the students are also able to design how to work and provide correct answers; thus, the students have fairly good creation ability (kurniati et al., 2016). in this study, the students are given problems in the form of news clippings in each meeting cycle. according to rofiah et al (2013), one of the ways to improve the students’ higher order thinking skills is by exposing the students to a problem they have never encountered before. this can continuously train the students’ higher-order thinking skills. higher-order thinking can also be interpreted as thinking at a higher level, not just memorizing facts. thru a learning of two problem solving cycles, it can improve the students’ higher order thinking skills and it is effectively used in learning (puspitawati et al., 2018). there are two cycles in problem-solving learning that are effective to achieve the results of problemsolving learning. in the implementation of two cycles, repetition can be carried out to practice the problemsolving skill and check out the concept (destalia et al., 2014). two problem solving cycles is a learning based two cycles of meeting by using problem-based learning. the first cycle focuses in obtaining the concept of reproductive system in human, followed by the second cycle to implement the concept of complex problems related to the human’s reproductive system. the two cycles allow the students to implement their concept thru a scientific approach in order to solve the problems (lestari, 2015; riantoni et al., 2017). the learning that uses problem-solving will improve the students’ success and metacognition ability (safitri et al., 2018; saptasari et al., 2019). the use of two problem solving cycles learning will improve the higher order thinking skills of students thru a learning process of problem-based learning so that the students are easier to comprehend the learning concept especially in the reproductive system material. this learning also can improve the cognitive process including conceptual understanding, problem-solving skills, and ability to problem-solving (khoiriyah & husamah, 2018; wulandari & surjono, 2013). two problem solving cycles for each topic can develop a critical thinking and problem-solving skill (purcell et al., 2012). the increase in students’ higher-order thinking skills makes the students more independent and can achieve better learning achievement as well. problem solving skills are important skills in science learning (ipa) (kurniati et al., 2016; ramdiah et al., 2019). garvey (2015) postulate that problem-solving is very important for students and it can build up a new scientific knowledge. batubara (2017) assumes that problem-solving method simplify the students in completing daily problems since to achieve the understanding, the students must do the thinking activities by planting the concept of taking problems. the results of this study indicate that the learning of two problem solving cycles is better that the problembased learning in the learning outcomes of higher-order thinking skills, it can also be understood that a lot of jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 383-388 387 utami et al (application of two problem solving cycles …) studies are needed in the future. problem based learning is one of the methods that mostly used and proven to improve the ability to discuss, ask questions, and think critically (schmidt et al., 2011; oecd 2013). additionally, it can improve the students’ thinking skill in various academic fields (hambach et al., 2016; li et al., 2011; van hayus et al., 2014). problem-based learning is learning that has an essence in the form of presenting various authentic and meaningful problem situations to the students. the results of this study prove that two problem solving cycles have the same potential success as problem-based learning. conclusion there is a significant difference in learning to the higher-order thinking skills by the application of two problem solving cycles learning than problem-based learning in reproductive system material, in which the value of the significant difference is 0.015. acknowledgement we would like to thank the principal, biology teachers, and students of 11th grade of natural science in sma negeri 02 sekayam. references alhaddad, i., kusumah, y. s., sabandar, j., & dahlan, j. a. 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2suhartini@uny.ac.id, 3adnan91shukri@gmail.com abstract: learning resources are everything that can be used to facilitate the learning process. folklore is one of the cultural products that can be innovated as a biodiversity learning resource in high school. this study reviewed relevant literature regarding folklore from various regions of indonesia to examine and analyse the potential of folklore as a learning resource for biodiversity. the descriptive analysis revealed that the contents of folklore can be used to study examples of the biodiversity level, the regional distribution of indonesia’s biodiversity, flora and fauna characteristics of oriental, australian, and transitional, benefits of biodiversity and its conservation efforts. in addition, folklore as a learning resource also has the potential to develop student competencies such as environmental care, creative thinking, critical thinking, and problem-solving. however, the folklore content cannot describe all the material on biodiversity, therefore it must be combined with other learning resources for use in the biodiversity learning process. keywords: biodiversity; folklore; learning resources introduction learning resources are anything that can be used as a means to learn information, improve the quality of learning, and be prepared before learning begins, even before students arrive in class (siemens, 2013; supriadi, 2017; yustika, 2017). the availability of learning resources is one that influences the effectiveness of learning because it allows the growth of students' learning culture independently as a basis for habituation in later life and creates communication between children and adults as well as with peers. therefore, the existence of learning resources is very important and becomes one of the pillars of learning activities in schools, and is definitely needed in achieving educational goals in schools (dewi & ibrahim, 2019; hodson, 2014; suhirman, 2018; yustika, 2017). for students, learning can be done anywhere, anytime, and through anything, because various types of learning resources are everywhere, while for teachers, many resources can be utilised and managed in the learning process, whether intentionally provided or which are widely available around us (huang, 2015; supriadi, 2015; tejokusumo, 2014). learning sources can include interactions between peers, educators, educational content, available technology, experiences of the students themselves, appreciation of the culture that surrounds students, the environment around students, and currently developing science (rambe & bere, 2013; rikarno, 2015). local wisdom can also be used as a learning resource for biology in school. for example, the local wisdom of the ende tribe in east nusa tenggara, indonesia, namely tambi uma or the garden hoe activity has the potential to be used as a source of learning biology, especially about ecosystems, and human excretory and musculoskeletal systems. these learning resources can also be used for character education because they contain noble character values such as mutual cooperation, brotherhood, responsibility, obedience, gender equality, social values, and communicative values (lidi et al., 2021). another example that shows the potential of local wisdom as a source of learning biology is in the processing of cassava (manihot utilissima) into sanjai chips in west sumatra, indonesia. the process of making sanjai chips *for correspondence: rexymaulanadwikarmadi@gmail. com article history: received: 4 september 2022 revised: 31 january 2023 accepted: 2 february 2023 published: 25 february 2023 10.22219/jpbi.v9i1.22502 © copyright karmadi et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: karmadi, r. m. d., suhartini, s., & sukri, a. a. m. (2023). the potential of folklore as biodiversity learning resources in high school. jpbi (jurnal pendidikan biologi indonesia), 9(1), 74-89. https://doi.org/10.22219/jpbi.v9i 1.22502 mailto:suhartini@uny.ac.id https://doi.org/10.22219/jpbi.v9i1.22502 https://doi.org/10.22219/jpbi.v9i1.22502 75 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 involves local knowledge (indigenous science) related to biological concepts, especially the benefits of biodiversity (wulansari et al., 2022). local wisdom can indeed be used as a source of learning biology because it conserves values and preserves natural resources which must be known, understood, and preserved by the nation's generation through education, especially by learning in schools. the use of local wisdom in learning biology has the potential to develop literate students with character, and at the same time, act as conservation agents (alimah, 2019; ardan, 2016). however, learning resources based on local wisdom in schools are not currently very popular and industrial progress in various fields is not directly proportional to the continued existence of local wisdom. consequently, the potential of local wisdom possessed by various ethnic groups is not optimally integrated into learning in schools (pornpimon et al., 2014; sriyati et al., 2021), so educational research based on local wisdom should be more developed. one of the local wisdom products that have the potential as a source of learning is folklore, that is, traditional beliefs, customs or stories originating from the community that are passed through generations by word of mouth. folklore tells about existing phenomena and objects by explaining aspects of composition and structure, or aspects of processes and changes so that they become national characteristics of a diverse culture that includes cultural and historical riches (bunga et al., 2020; maulina, 2014). also, folklore can convey information about the local wisdom of an area and easily influences the reader. this information is usually in the form of a mandate so that one does not act wrongly and in some stories, shows the richness of the forest ecosystem so that it can be used to instil ownership or attitude towards the natural environment. therefore, the existence of folklore is a valuable element for education (banda & morgan, 2013; rahman & purwanto, 2021). biodiversity can be interpreted as all creatures that live on earth including all types of plants, animals and microbes, which are interconnected and need one another to grow and develop to form a living system. biodiversity is an important component in the sustainability of the earth and its contents, including human existence (verma, 2016; widjaja et al., 2014). in indonesia, learning about biodiversity in schools is directly contained in the minister regulation in education and culture no. 24 of 2016 concerning core competencies and basic competencies in basic education and secondary education, namely basic competencies (kd) 3.2: analyzing various levels of biodiversity in indonesia and their threats and conservation. previous studies have discussed the relationship between folklore and biodiversity. the tiv people of central nigeria have local beliefs regarding certain species and locations which are symbolised in the form of totems. they provide full protection to the things associated with the belief including the plants and animals associated with the totem so that their survival is less threatened compared to other useful species in the area. this shows that there is a relationship and an important role of folklore in the form of totemism passed down from generation to generation with the conservation and management of biodiversity (dagba et al., 2013). ghanaian folklore and traditional songs play an important role in addressing environmental issues including the preservation of biodiversity. it has been observed that ghanaian folklore texts including indigenous songs have a moral foundation that ensures conformity of behaviour with the social norms that instil discipline and a sense of commitment to the proper care and management of the flora, fauna and their physical environment (amlor & alidza, 2016). the cuckoo's call, reflecting the remaining life of the farmer in the local environment, is a belief passed down from ancient times in the northern part of denmark. the number of syllables per song in the cuckoo calls increased with the size of the farm because larger fields were attended by more cuckoos. the presence and sound of cuckoo calls is a reliable indicator of biodiversity because the abundance of cuckoos implies greater species richness of birds in general. the extent of agricultural land and high biodiversity can indicate the prosperity of a farmer, giving rise to the assumption that the farmer's remaining life is still long. this demonstrates the potential importance of folklore in studying human relationships with biodiversity, and thus the potential for linking folklore to conservation (møller et al., 2017). people in the rarh region of west bengal practice the use and protection of various plants and animals through a folkloric approach, therefore folkloric practices carried out by the people for years play an important role in solving various socio-ecological problems and must be preserved for ecological sustainability including biodiversity (biswas, 2018). residents of the doornhoek plantation in mpungalanga, south africa, teach their children to follow several rules to preserve biodiversity. children observe their parents following these rules and thus avoid killing and destroying flora and fauna for fear of the consequences of superstition. hence, folklore in the form of taboos and superstitions has proven to be effective as a tool to instil fear of the consequences of its violations, ultimately leading to the sustainability of biodiversity (mndawe, 2019). most species (28 out of 35 mammal species studied) in the eastern himalayan ecoregion are protected by various forms of taboos from their associated communities, indicating that many indigenous cultures such as folklore passed down from generation to generation support wildlife conservation (janaki et al., 2021). the folklore of yadu usuk from the tidung tribe, north kalimantan, indonesia, teaches the prohibition of gasab (using other people's things without the owner's permission) and contains ethnoecological aspects related to traditional efforts to conserve biodiversity by the tidung people based on the gasab philosophy and are suitable for use as media for learning about biodiversity in schools. this shows that folklore has a connection with biodiversity and can be integrated into learning in schools (suciyati & abrori, 2021). the seven studies reviewed show how important the existence of folklore is in efforts to preserve biodiversity. previous studies have revealed the link between folklore and biodiversity from both the utilization and conservation aspects, as well as research topics related to the feasibility of folklore-based 76 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 teaching materials in learning biodiversity in schools. nonetheless, there is still no clear description of the process of filtering and transferring the contents contained in folklore for use in learning about biodiversity in schools, as if there is a "missing link" between the two research topics. therefore, this study contributes to explaining the extent to which folklore content can reach biodiversity material in schools, so that it can act as a bridge between the potential of the contents and values contained in folklore and the need for biodiversity learning resources, as well as enriching information related to the potential of folklore as a source of learning biology. in addition, the study results can be used as a basis for the development of folklore-based teaching materials for biodiversity or learning in schools and development research in the field of biology education. method this qualitative research involved a review of the literature related to folklore as a source of learning biodiversity. the data were collected in the form of quotes from words, phrases and sentences in folklore books from various regions in indonesia and other related books. the folklore source books used in this study were obtained by conducting exploratory studies to discover the potential for local wisdom, especially in this case as a source of learning biology (adlina & syahlan, 2019; alimah, 2019; suarmika et al., 2020). the source books of folklore obtained from the exploratory study are provided in table 1. table 1. books used as folklore sources no. folklore source books 1 maulina & kurniati. (2010). 21 cerita rakyat bumi lancang kuning (21 folklore from land of yellow boat). balai bahasa provinsi riau 2 asfar. (2014). asal mula rombok manangar: antologi cerita rakyat (the origin of manangar waterfall: folklore anthology). balai bahasa provinsi kalimantan barat 3 tim proyek penelitian dan pencatatan daerah. (1978). cerita rakyat daerah jawa timur (folklore from east java). proyek penerbitan buku bacaan dan sastra indonesia dan daerah 4 tim penelitian dan pencatatan kebudayaan daerah provinsi sulawesi selatan. (1977). ceritera rakyat daerah sulawesi selatan (folklore from south sulawesi). proyek pengembangan media kebudayaan 5 kurniawati. (2016). tobara dari bone talondo: cerita rakyat dari sulawesi barat (folklore from west sulawesi). badan pengembangan dan pembinaan bahasa 6 erdmann. (2004). panduan sejarah ekologi taman nasional komodo (guide to the ecological history of komodo national park). the nature conservancy 7 asrif & hasan. (2019). antologi cerita rakyat pulau buru (anthology of buru island folklore). kerjasama kantor bahasa maluku badan pengembangan bahasa dan perbukuan dengan de la macca 8 asrif & kumbangsila. (2019). antologi cerita rakyat pulau ambon dan pulau-pulau lease (anthology of ambon island folklore and lease islands folklore). garis khatulistiwa (de la macca grup) 9 widodo. (2010). 10 cerita rakyat papua terpilih (10 selected papuan folklore). kerjasama balai bahasa jayapura kementrian pendidikan nasioanl dengan cv. prasasti 10 dharmojo & jaruki. (2005). antologi cerita binatang dari tanah papua (anthology of fable from the land of papua). pusat bahasa departemen pendidikan nasional 11 somad et al. (2007). aktif dan kreatif berbahasa indonesia untuk kelas x sma/ma (active and creative indonesian language for tenth grade senior high school). pusat perbukuan departemen pendidikan nasional after the book source was obtained, folklore samples were selected by purposive sampling for integration into the study of biodiversity. the data obtained were analysed and presented descriptively in tables to facilitate the reader's understanding. the model of folklore integration in biodiversity learning is shown in figure 1. 77 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 figure 1. model of folklore integration in biodiversity learning (modified from alimah, 2019) results and discussion folklore as source of learning learning resources can be in the form of human or non-human as well as learning resources that are designed or utilised. learning resources by design are specifically designed or developed as a component of an instructional system to provide directed and formal learning facilities, while learning resources by utilization are not designed specifically for learning purposes but can be found, applied and utilised for learning purposes (junaidi, 2019; subqi, 2016; tejokusumo, 2014). folklore is included in the learning resources by utilization as its presence can be found both directly in people's lives and indirectly in various literature, the advice of the story can be applied, and the information contained in it can be used to study biodiversity, instil the conservation values and character that contained in the local wisdom, as well as for the preservation of natural resources. folklore is a collection of traditional beliefs, customs, and stories from a community that are passed down from generation to generation by word of mouth so they are also considered a means of communication between generations and a place of experience from the old to the new (altwaiji, 2017; michalopoulos & xue, 2021). the most important aspect of folklore is the presence of moral, religious, and educational values, morals, and other positive values, all of which can shape the character of students. by presenting two contradictory elements, namely good and bad, folklore can also help students understand why some species are hunted and consumed while others are killed or simply ignored for no apparent reason (fitriani et al., 2020; jugli et al., 2020; maulina, 2014). biodiversity biodiversity refers to the variety of life on earth, which is made up of millions of plants, animals, microorganisms and the genes they contain. biodiversity can also be defined as the presence of various species of plants and animals in their natural environment or the diversity of plant and animal life in certain habitats (kilinc et al., 2013; verma, 2016). biodiversity consists of three levels, namely genetic, species, and ecosystem diversity. gene or genetic diversity is the variation of genetic information contained in all individual plants, animals and microorganisms that occur in a population of species, while species diversity is the variation of various species or living organisms. ecosystem diversity can be interpreted as variations 78 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 in habitats, biotic communities and ecological processes in the biosphere (rawat & agarwal, 2015; verma, 2016). indonesia has a high level of biodiversity supported by its geographical location with a distribution of islands that classify flora and fauna into three types, namely asiatic/oriental, australis, and transitional types (herlambang et al., 2016; morrone, 2015). the distribution of flora and fauna in indonesia is divided into three areas, namely the sunda shelf in western indonesia (sumatra, java, kalimantan, bali) (asiatic/oriental), the sahul shelf area in eastern indonesia (papua and the small islands around it) (australis), and the transitional area (sulawesi, maluku, sumbawa, sumba, lombok, and timor) (wallacea). the areas are separated by the wallace line, the weber line, and the lydekker line (crayn et al., 2015; irnaningtyas, 2016; setiawan, 2022). the existence of biodiversity can function in regulating and maintaining climate stability, water systems, soil fertility, air quality and overall health of life support systems on earth. biodiversity can also be used as a source of food, animal feed, fuel, fibre, shelter, medicine, industrial raw materials, building materials, and a source of income (pushpangadan et al., 2018; roy et al., 2013). consequently, the loss of biodiversity can be caused by pollution, loss of habitat, poaching, presence of introduced species, overexploitation of preferred species, climate change, natural disasters, extinction of predatory species in an ecosystem, urbanization, food shortages, and other outbreaks or diseases (shah et al., 2022; singh et al., 2021). in situ and ex situ conservation can be used to deal with threats to biodiversity. in situ conservation is the protection of species, genetic variation and habitat in their natural ecosystems, while ex situ conservation is a method or means of protecting plant species, wildlife and micro-organisms and genetic varieties outside their natural habitat (braverman, 2014; hadijah et al., 2021). in addition, efforts to overcome threats to biodiversity can also be performed through education in schools to increase the awareness of the younger generation of the importance of biodiversity for the sustainability of human life. school is the most appropriate place to instil all forms of character education, including the character of loving the environment (pamungkas et al., 2022; rahayu et al., 2021). titles selection and folklore content analysis the selection of folklore titles for the eleven reference books used the criteria for stories containing content related to biodiversity learning resources to select fifteen folklore samples assuming that there is an element of biodiversity in folklore closely related to the science of literary ecology (table 2). literary ecology is the science of the mutual relationship between the environment and its creatures, so in this case, it is understood that literary works and the environment cannot be separated from one another. literary ecology describes the reciprocal relationship between characters and the environment and is considered important to bring a story to life. the natural, social, and cultural environment is always presented concretely in imaginative texts. literary realism and naturalism have shown how literary texts always express forms of ecological thinking (amanat, 2019; sawijiningrum, 2018). content analysis was then performed to obtain information about the form and benefits of flora and fauna in folklore, the regional background, conservation messages as well as quotes to be used in learning biodiversity (table 3). table 2. folklore titles with flora and fauna found folklore titles flora and fauna found (species/ family/ order/ class) batu gajah sago (metroxylon sagu), meranti (shorea sp.), rattan (calamus rotang), mara/mahang (macaranga tanarius), onge, daru-daru, chestnut (platanus sp.), himalayan screw pine (pandanus furcatus), chengal (neobalanocarpus heimii), keruing (dipterocarpus sp.), sialang (koompassia excelsa), kuras (dryobalanops sp.), asam kandis (garcinia xanthochymus), kelubi (eleiodoxa conferta), kapau, bamboo (poaceae), banana (musa sp.), elephant (elephas maximus), hornbill (bucerotidae), deer (cervidae), muntjac (muntiacus muntjak), selais fish (kryptopterus lais), snakehead fish (channa micropeltes), bee (apidae) kisah antuyut antuyut/pitcher plant (nepenthes sp.) raden sandhi bear (ursidae), deer (cervidae), muntjac (muntiacus muntjak), mouse-deer (tragulus sp.), snake (squamata), bird (aves) sandhekala tiger (panthera tigris), goat (capra aegagrus), bird (aves), grasshopper (orthopera) asal mula pohon jati besar-besar teak (tectona grandis), muntjac (muntiacus muntjak) tobara dari bone talondo ebony (diospyros sp.), coconut (cocos nucifera), bamboo (poaceae), long beans (vigna unguiculata), corn (zea mays), gadung (dioscorea hispida), sago (metroxylon sagu), banana (musa sp.), rice (oryza sativa), anoa (bubalus sp.), buffalo (bubalus bubalis), pig (sus sp.), wild chicken (gallus sp.), kampong 79 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 folklore titles flora and fauna found (species/ family/ order/ class) chicken, (gallus gallus domesticus), fish (pisces), shrimp (malacostraca), bird (aves), dog (canis lupus familiaris) bola emas burung maleo mamoa bird (eulipoa wallacei) legenda putri naga komodo komodo dragon (varanus komodoensis), deer (cervidae) asal mula pohon kayu putih cajuput (melaleuca leucadendra) la mellong sandalwood (santalum album), chicken (gallus sp.) patung mbis dan burung kasuari sago (metroxylon sagu), cassowary (casuarius sp.), bird-of-paradise (paradisaeidae), parrot (psittacidae), cuscus (phalangeridae), wild boar (sus sp.) enggang dan kasuari nutmeg (myristica fragrans), hornbill (bucerotidae), cassowary (casuarius sp.) anjing kili bahe dan kangguru kangaroo (macropodidae), crocodile (crocodylus sp.), dog (canis lupus familiaris) asal mula pohon sagu sago (metroxylon sagu), matoa (pometia pinnata), nibung (oncosperma tigillarium), breadfruit (artocarpus altilis), melinjo (gnetum gnemon), rattan (calamus rotang), pandan (pandanus sp.), bamboo (poaceae), wild boar (sus sp.), babi tanah, cuscus (phalangeridae), rat (muridae), parrot (psittacidae) kakatua dan taun-taun matoa (pometia pinnata), cockatoo (cacatuidae), hornbill (bucerotidae) table 3. benefits and roles of flora and fauna in folklore folklore titles and its origin (province) benefits and roles of flora and fauna in the story sentences that describe (translated and adjusted) batu gajah (riau) as source of building materials, food, and tools “….a house on stilts made of wood, with high pillars, and a roof with sago leaves.” “….catch fish in the river…. looking for fruit, resin, rattan, honey, and forest animals such as deer, muntjac, and others….he tethered the canoe on the branch of the kelubih tree that lay down to the river bank.” "...throwing the wooden stick of chengal at the elephants who were drinking in the river." biotic components of river, riparian and forest ecosystems in riau "he dug up the sandy soil on the bank of the river, put in the seeds of the kapau, and poured a small amount of water on it." “the powerful datuk who is said to be able to stand on a banana frond,…” “dozens of hornbill hovering over the river,….a selais fish the size of a child's wrist was caught in its beak's clasp….” “himalayan screw pine are lined up separately on both sides of the river….usually around the roots of that plant, the snakehead fish nest…” “branches of kuras, kandis, and kelubih interspersed among the thickets of himalayan screw pine, fell into the river so that some of the leaves were in the water.” “the land on either side of the river is covered with dense forest which looks dark and scary. large trees such as meranti, mahang, onge, brangan, chengal, and daru-daru grow a lot in the jungles of the tapung river…. kruing and sialang trees that bees use as nesting sites.” reminding the importance of managing human settlements “after almost the whole village was ravaged, the elephants….. flocked through the village and returned to the huran wide where they came from.” 80 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 folklore titles and its origin (province) benefits and roles of flora and fauna in the story sentences that describe (translated and adjusted) adjacent to wild animal habitats without causing conflict kisah antuyut (west kalimantan) as a tool and as a biotic component of the forest ecosystem in west kalimantan "until now, the roots of antuyut live in the moist forest and are usually used as traditional ropes." raden sandhi (west kalimantan) as prey, pets, and and as a biotic component of the forest ecosystem in west kalimantan "...go to the forest, or go to the paloh area to hunt for birds, deer, muntjac." "if i chopstick, hopefully the bird doesn't die and i can keep it..." “….you know in the forest. animals are many, such as snakes, bears, and other animals that can trouble us,….” teaches not to carelessly kill animals in the forest “"never kill useful animals such as birds (any kind) and others." sandhekala (east java) as a source of livestock, pets, pet feed, and as a biotic component of forest ecosystems in east java "the herd of goats are many and fat." “sentot is still playing at the edge of the forest….. what, mom? i'm still looking for grasshoppers for bird food." "...that nearby there is a tiger seeker..." asal mula pohon jati besar-besar (east java) as a material for making traditional musical instruments "one of the teak trees was cut down to make a bedug (traditional drum),..." teaches not to treat animals arbitrarily “soon the baby deer was buried alive and secretly….. hi, sang prabu, you have buried an innocent child alive. so now feel my recompense.” as a biotic component of the forest ecosystem in east java “….he went to the forest. there he approached a teak tree,…” tobara dari bone talondo (west sulawesi) as a source of food, cultivation, livestock, pets, and customary law equipment “the side dishes served are buffalo, pork and chicken. the meat is mixed with kallipoa leaf vegetables cooked in bamboo or called bebik.” “farm animals, such as jungle fowl and native chickens, are kept in bamboo cages. dogs do not have special cages. anoa, pigs and buffalo are free to roam behind the house but they are still given a fence.” “besides growing rice, they also grow corn, gadung or what is called kundo, sago, and bananas. … they grow long beans.” “the harvested coconuts are processed into dry coconut called copra. the copra is then processed into oil. the residents are diligent in making cooking oil which they call kaluku.” “….for example stealing, the perpetrator will be punished. offenders who violate customs are subject to fines. the fine is 81 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 folklore titles and its origin (province) benefits and roles of flora and fauna in the story sentences that describe (translated and adjusted) in the form of buffalo or can be replaced with money or chicken according to ability.” as a natural “alarm” "before the morning sun shines brightly, the rooster crows. the sound of a rooster crowing wakes up some of the residents who are still asleep to get ready for the morning activities.” as a biotic component of river and mountain forest ecosystems in west sulawesi “on that mountain black-wood trees thrive. the black-wood tree is a typical wood tree in sulawesi. black-wood is also called ebony." “the chirping of the birds resonated with each other….. the kaluku (coconut) tree swaying in the wind…. in the mountains there is also a river whose water is very clear. seen fish swimming while in groups, …. on the bank of the river there are big shrimps." la mellong (south sulawesi) as a place to rest and as a material for weaving looms "cenrana (sandalwood) in question is a wooden tree where the bone troops rest when they will attack soppeng, the wooden tree will be made into ganra (weaving tools) for the bone people." as a natural “alarm” "just the first sound of a rooster in the early hours of the morning, the head of jowa soppeng ordered the troops to surround the bone troops." legenda putri naga komodo (east nusa tenggara) as a prey “….si gerong who was hunting in the forest, killed a deer.” as a biotic component of the forest ecosystem in east nusa tenggara and teaches not to carelessly kill animals “si gerong raised his spear to kill the lizard,…. quickly, she separated them, and told si gerong, “don't kill this animal, she is your sister, orah. i gave birth to you. consider him your neighbor because you are twins." asal mula pohon kayu putih (maluku) as a source of medicine one day a very beautiful tree will grow. you can use it for medicine, to help sick people who need help… the people around mount kapala mada call the tree kayu putih (cajuput).” bola emas burung maleo (maluku) as a source of livestock "he will manage the results of the maleo (the species found in maluku is called mamoa) eggs for a year." kakatua dan taun-taun (west papua) as a biotic component of the ecosystem in papua's forests “one day the parrot was looking for food alone in the forest. he perched on a big matua (matoa) tree and was full of fruit… the year-old bird (hornbill) peeked under the matua tree.” enggang dan kasuari (west papua and central papua) as a biotic component of forest ecosystems in west papua and central papua “one day the hornbills and the cassowary flew in looking for food. in the forest there is a nutmeg tree. the tree bears fruit. hornbills and cassowaries perched on the tree." patung mbis dan burung kasuari (papua) as a material for making houses, clothes, mats, and as a biotic component of the forest ecosystem in papua “they went to the honai (traditional house of the asmat community) for their daughter. they then opened the sago leaves and reed grass that covered the place where mbis was shackled to his freedom….and closed the tapin (mat made of woven sago leaves) in a emaciated, limp, and withered state.” “the awer (skirt) that i use is made from the leaves of sago palm (sago) which are still fresh. my head is also decorated with cuscus skin, decorated with feathers of birds of paradise and colored parrots. i must look really pretty." 82 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 folklore titles and its origin (province) benefits and roles of flora and fauna in the story sentences that describe (translated and adjusted) as a prey “….bringing a wild boar that he had hunted.” anjing kili bahe dan kangguru (papua) as a biotic component of the forest ecosystem in papua "to the south of lake sentani, .... there is a place called emehole koi yau (kangaroo dance venue) because many kangaroos gather .... the kangaroos then stomped their feet while chanting: hunting in the jungle,..." "i didn't catch a single kangaroo," said the kili bahe dog disappointed. when the kili bahe dog complained, a crocodile appeared on the surface of the water." asal mula pohon sagu (papua) as building materials, food, cooking tools, and as a biotic component of the forest ecosystem in papua "the vast forest is where they live, .... they make tall houses with materials that are already available in the forest, such as rattan rope, yetang (nibung leaves, erok (nibung midrib), and others." “….gathering their livelihood, then cooking and eating together. their prey, namely wild boar, ground boar, cuscus, rats, and so on. in addition, they also collect vegetables, such as genemo (melinjo), aim (pandan fruit), breadfruit, anggam or yetet (matoa fruit), job sleigh, job tambuk, and so on.” "what is that red ash-like thing that we eat often? ... mama always takes it secretly and cooks it with bark, reeds, and rattan leaves for us to eat together." "now in various places in papua there are many sago swamps or sago hamlets, but in some places it only grows a little and there are even places where there are no sago trees at all." plant seed disperser “this unique object (sago palm fruit) is not obtained by working hard, but is brought by a wayur (parrot), either red, black, bluish green, or yellowish one day. ” based on table 2 and table 3, there are flora and fauna content that can be used as a source of biodiversity learning, but these contents cannot describe the overall information of the material studied, therefore its use needs to be combined with other learning resources. various learning resources basically should not be viewed partially. it should be seen as a unified whole in learning that can have a positive impact on learning outcomes (subiyakto & mutiani, 2019; wulandari, 2020). in table 2, each species of flora and fauna found can be used as an example of gene-level diversity by combining the content of the story with other types of learning resources such as pictures found on the internet, but it is necessary to consider choosing species with clearly visible phenotypic variations so that it is easy to observed by students. then some content can also be used as a learning resource for examples of species diversity, where there are species of flora and fauna that are still in the same family, namely meranti, chengal, keruing, kuras (dipterocarpaceae), rumbia, kelubi, rattan (arecaceae), and deer and muntjac (cervidae). the content in table 3 can be used to study examples of ecosystem diversity, such as the text in the story of batu gajah which describes the characteristics of the biotic components of a forest ecosystem, namely “the land on the left and right of the river is covered with dense forest which looks dark and scary. large trees such as meranti, mahang, onge, brangan, chengal, and daru-daru grow a lot in the jungles of the tapung river…. kruing and sialang trees that bees use as nesting places.", then the biotic components of the riparian ecosystem described in the text "the branches of the kuras, kandis, and kelubih trees intersect between the thickets of himalayan screw pine, fall into the river so that some of the leaves are in the water. ….. himalayan screw pine is lined up separately on both sides of the river…. usually, around the roots of the himalayan screw pine, the snakehead fish nest…”. the folklore comes from various islands and archipelagos in indonesia (sumatra, kalimantan, java, sulawesi, nusa tenggara, maluku, papua) so that they can be used in learning the sub-material of the distribution of indonesia's biodiversity (table 3). the flora and fauna in folklore grouped based on the distribution of indonesia's biodiversity can also be used as a source for studying the characteristics of asiatic, australis, and transitional flora and fauna (table 2). in addition, the benefits and conservation messages implied by these stories can also be used as a source of learning about the benefits of biodiversity and its conservation efforts (table 3). biodiversity sub-material analysis in indonesia, the biology syllabus for the 10th grade, basic competence 3.2, divides the material on biodiversity into sub-concepts of gene diversity, species, ecosystems, indonesian biodiversity, flora and fauna, and their distribution based on the wallace line and weber line, indonesia's tropical rains uniqueness, utilization of indonesia's biodiversity, and efforts to preserve indonesia's biodiversity 83 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 (kemendikbud, 2016). the five sub-materials were then adjusted to the material contained in the 10th grade biology textbook so that they were further divided into several sub-materials. folklore content containing biodiversity learning resources was then used for sub-material analysis so that the use of learning resources can be designed more clearly and specifically (table 4). table 4. results of biodiversity sub-material analysis folklore title can be used in learning on sub-materials l 1 l 2 l 3 d 1 d 2 d 3 c 1 c 2 c 3 c 4 c 5 c 6 b t batu gajah ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ kisah antuyut ✓ ✓ ✓ ✓ raden sandhi ✓ ✓ ✓ ✓ ✓ ✓ sandhekala ✓ ✓ ✓ ✓ asal mula pohon jati besar-besar ✓ ✓ ✓ ✓ ✓ ✓ tobara dari bone talondo ✓ ✓ ✓ ✓ ✓ ✓ ✓ bola emas burung maleo ✓ ✓ ✓ ✓ legenda putri naga komodo ✓ ✓ ✓ ✓ ✓ asal mula pohon kayu putih ✓ ✓ ✓ ✓ la mellong ✓ ✓ ✓ ✓ patung mbis dan burung kasuari ✓ ✓ ✓ ✓ ✓ enggang dan kasuari ✓ ✓ ✓ ✓ anjing kili bahe dan kangguru ✓ ✓ ✓ ✓ asal mula pohon sagu ✓ ✓ ✓ ✓ ✓ ✓ kakatua dan taun-taun ✓ ✓ ✓ ✓ where l1: genetic level biodiversity and factors affecting it; l2: species level biodiversity; l3: ecosystem level biodiversity and the uniqueness of tropical rainforests; d1: distribution area of flora and fauna of western indonesia (asiatic); d2: distribution area of flora and fauna of eastern indonesia (australic); d3: distribution area of transitional flora and fauna (wallacea); c1: asiatic flora characteristics; c2: australic flora characteristics; c3: transitional flora characteristics; c4: asiatic fauna characteristics; c5: australic fauna characteristics; c6: transitional fauna characteristics; b: benefits of biodiversity for human life; and t: threats and efforts to preserve biodiversity. based on table 4, each folklore has its characteristics in containing content related to biodiversity submaterials and no folklore contains content related to the material as a whole. as in the batu gajah folklore, which can be used as a learning resource in l1, its use is intended to provide examples of biodiversity at the genetic level, not to explain the factors that influence genetic diversity. this shows that it is not possible to determine only one folklore as a source of biodiversity learning to cover all the contents of the submaterial. this limitation is due to the characteristics of folklore itself as a learning resource by utilization whose creation is not specifically designed to learn biology. therefore, in its use as a learning resource for biodiversity, some folklore needs to be combined and integrated with other learning resources. integration of folklore with other learning resources the use of folklore as a learning resource cannot "run alone" so it needs to be integrated with other learning resources. innovation of learning resources, especially with basic knowledge of local wisdom, can be packaged in the form of pobatel, namely pesan (messages), orang (people), bahan (materials), alat (device), teknik (techniques), and lingkungan (setting) (alimah, 2019; sugiarto, 2017). the association for educational, communication, and technology (aect) classifies learning resources into six types namely: (1) message, information or teachings that are passed on by other components in the form of ideas, facts, meanings and data. included in the message group are all fields of study or learning materials taught to students, etc. (2) people, humans who act as storage, processors and presenters of messages, which includes teachers, tutors, students, etc. (3) materials, software that contains messages to be presented through the use of tools or hardware or by itself. various media programs include material categories such as films, videos, modules, magazines, books, programmed learning materials, 84 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 transparencies, etc. (4) device, hardware that is used to convey messages stored in the material, for example, overhead projectors, slides, videotapes/recorders, radio/tv sets, etc. (5) technique, a procedure or reference for the use of materials, people and the learning environment in a combined and coordinated manner to convey teachings or subject matter. for example, learning independently, studying in groups, simulations, lectures, demonstrations, questions and answers, cbsa (active learning method), etc. (6) setting, the situation or atmosphere around the teaching and learning process that occurs in the physical environment such as classrooms, buildings, schools, libraries, laboratories, parks, etc. as well as non-physical environments such as the learning atmosphere itself, quiet, crowded, etc. (hidayati, 2019; ikawati et al., 2018; rohani, 2010). based on the classification of learning resources described, folklore is included in learning resources in the form of messages and contains various types of information, the background of the place and living things, as well as messages of life and conservation that can be used by students in studying biodiversity. in accordance with the learning objectives, the use of folklore in biodiversity learning needs to be combined with six kinds of learning resources such as messages (learning materials in books, information on the internet), people (teachers, peers, and other informants), teaching materials (textbooks, student worksheets, videos, etc.), learning tools/devices (laptops, projectors, whiteboards), learning models (discovery learning, project based learning, problem-based learning, etc.) and learning environments (in classrooms, school gardens, library, etc.). several aspects must be considered when using a learning resource, namely the efficiency of its use in assisting the learning process, how to enrich learning resources, and how to check the efficiency of these learning resources. therefore, to determine the efficiency, as well as the feasibility and effectiveness of local wisdom innovation products as learning resources, it is necessary to conduct development research with different models according to the characteristics of the products (alimah, 2019; geladze, 2015). the potential of folklore in developing student competencies previous studies have revealed the potential of folklore as a form of local wisdom, especially from indonesia, in developing the self-competence of its readers as follows: (1) the life of the dayak paser and berau people who are inseparable from the surrounding ecology is recorded in their folk stories, as evidenced by the emergence of distinctive terms or vocabulary that refers to the existence of flora, fauna, and concepts or traditions that strengthen the message of the story, namely, the importance of a harmonious relationship between humans and the surrounding ecology. in addition, local wisdom values in the story are also related to the treatment of ecology in fulfilling human needs, and how to process existing resources and protect them which appear in taboos or punishments for violating them which gradually become a myth (amanat, 2019). (2) biology learning which is integrated with local wisdom explores the potential of thinking, trains and familiarises students to perform problem-solving activities that originate from local wisdom. learning biology with problem-solving activities based on local wisdom activates the cognitive structure of students to critically analyse problems that occur in their surroundings and creatively find solutions to problems based on these values contained in local wisdom which are used as learning resources (alimah, 2019). (3) folklore on pisang island mandates a prohibition against killing or destroying flora and fauna (such as ketapang trees, rengas, stingrays, turtledoves, black eagles, owls and great egrets), prohibition of activities in certain months, sacred tombs, and the daughter of the well, thus showing that indirectly, folklore plays a role in supporting environmental conservation because the community continues to preserve the environment by following the mandate or advice (rawanda et al., 2020). (4) the form of ecological wisdom in papuan folklore can be used as a guide, namely the habits of the people who regard the forest as their second home because these people’s lives depend on the natural environment. the ecological reinforcement in papuan folklore needs to be popularised throughout the archipelago to raise awareness of the importance of coexisting with their natural environment (rahman & purwanto, 2021). (5) reading folklore can trigger children's creativity to hone their imagination. from folklore, children are used to visualizing many things and their thoughts, they can imagine anything that is not found in everyday life, thus the brain will imagine things that have never been seen but according to the child’s creativity. creativity developed after reading a story is not just knowing information about the story contents but children can use the story as creative material (afriyanti et al., 2020). from these five studies, the information obtained from folklore has the potential to develop student competencies in the form of caring for the environment, creative thinking skills, critical thinking, and problem-solving. however, the existence of folklore in this modern era is rare, especially folklore from remote areas in indonesia. in this modern era with today's sophisticated and capable technology, much folklore has been abandoned or almost forgotten. given the importance of an ancestral heritage that provides a cultural value in folklore, it is appropriate for today's young generation to continue to maintain, search for and revive parts of indonesian folklore so that they will not be forgotten (almiranti et al., 2021; syuhada et al., 2018). conclusion folklore can potentially be used as a learning resource for biodiversity, as it contains content that can be used to study examples of the level of biodiversity, the distribution of biodiversity, the flora and fauna 85 karmadi et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 1, 2023, 74-89 characteristics of the asiatic/oriental, australian, and transitional, the benefits of biodiversity and its conservation efforts. the content in folklore as a learning resource by utilization cannot describe the overall material on biodiversity, therefore the use of folklore as a learning resource needs to be combined with other learning resources such as textbooks, the internet, etc. furthermore, folklore as a source of learning also has the potential to develop student competencies, such as an attitude of caring for the environment, creative thinking skills, critical thinking, and problem-solving. however, the potential of folklore as a source of learning needs to be disclosed in other biology materials to increase the validity of these potentials and the innovation of folklore as a source of learning about biodiversity must be performed through development research so that its potential can be applied directly in learning in schools. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions r. m. d. karmadi: data analysis, writing ─ original draft, writing ─ review and editing. s. suhartini: methodology; writing ─ original draft. a. a. m. sukri: writing ─ review and editing. references adlina, z., & syahlan. 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(2020). implementing project-based learning to enhance creative thinking skills on water pollution topic. jpbi (jurnal pendidikan biologi indonesia), 6(2), 225-232. doi: https://doi.org/10.22219/jpbi.v6i2.12202 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.12202 https://doi.org/10.22219/jpbi.v6i2.12202 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.12202 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.12202&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 225-232 226 yamin et al (implementing project-based learning …) integrated science learning has been applied in several countries. several studies conducted to see the effectiveness of the application of integrated science learning. (idowu, 2011) discussed some of the fundamental problems to develop integrated science curriculum in nigeria. other studies investigate the perception of students and teachers of the difficult topics integrated science learning in america (ogunkola & samuel, 2011), ghana (ameyaw, 2011), and nigeria (edokpayi & suleiman, 2011). in the implementation of integrated science learning it needs to be supported by professional teachers who can apply integrated science learning in the classroom well (hafizan, halim, & meerah, 2012). in addition, it needs to be supported by appropriate learning activities that can stimulate students to be more active in the learning process. in connection with the integrated science and biology learning role, teachers must be able to empower various thinking skills of their students (scott, 2015). one of the thinking skills needed by students to solve water pollution problems is creative thinking skills (birgili, 2015). by having good creative thinking skills, students can trigger students to understand a problem more deeply (mumford & mcintosh, 2017; vidal, 2010). their criticality in examining problems has also increased (hidayati, zubaidah, suarsini, & praherdhiono, 2019). in addition, they are also able to think flexibly and better determine solutions to problems (king, goodson, & faranak, 2011). in order for these thinking skills to be optimally empowered, learning designs must implement appropriate learning innovations. one of the learning innovations that has the potential to empower students' thinking skills is project-based learning (pjbl) (bell, 2010; jensen, 2015; rambely et al., 2013). pjbl implementation can stimulate students to be actively involved in the learning process (movahedzadeh, patwell, rieker, & gonzalez, 2012). pjbl also have an enormous potential to make learning experiences more interesting and meaningful for students (jensen, 2015). pjbl is also considered to be one of the most promising models for empowering creative thinking skills (isabekov & sadyrova, 2018; rambely et al., 2013). the various benefits of pjbl have been further strengthened by the emergence of various studies examining pjbl (chiang & lee, 2016; wekesa & ongunya, 2016). suryandari, fatimah, sajidan, rahardjo, and prasetyo (2018) investigated the effectiveness of project-based science learning to enhance pre-service teachers literacy skills and learning creativity in wave and optical materials. memişoğlu (2011) focused to improve students’ success and memorization using pjbl in teaching the “population in our country” unit in the social sciences class. other studies analyzed the effect of pjbl on student motivation (chiang & lee, 2016); students’ engagement (viswambaran & shafeek, 2019), metacognition (pavkov-hrvojevic, obadovic, cvjeticanin, & bogdanovic, 2016), and science process skills (hernawati, amin, irawati, indriwati, & aziz, 2018). based on the information conveyed in previous paragraph, research on pjbl is increasingly develop. however, the implementation of pjbl in several countries, such as in indonesia still not satisfying because this learning is often difficult to implement in the classroom due to several obstacles. the obstacles that can be faced by teacher including time, curriculum, availability of tools/materials and teacher's understanding about pjbl (kubiatko & vaculová, 2011). in addition, those studies also rarely relate the problem of environmental pollution as the basis for student project preparation. therefore, increasing the frequency of research examining the implementation of pjbl in indonesia with environmental problems that occur in indonesia needs to be increased. therefore, the purpose of this study was to examine the empowerment of students' creative thinking skills through the application of pjbl on the topic of water pollution. this research will provide many benefits such as providing information related to the effectiveness of this learning in empowering the 21st century skills of indonesian students. apart from that, this study can also provide an overview of the obstacles faced when implementing pjbl in indonesia. in addition, with this research, pjbl dissemination in schools in indonesia can be increased. method this descriptive research examined the implementation of pjbl in the topic of water pollution. this study begins with need assessment from curriculum expectation. curriculum was reviewed to determine the aim and competence of learning materials that will be developed, as well as identify the main material that needs to be taught. the next step was the study of literature; carried out by collecting and selecting relevant materials, putting it back together systematically, so that eventually it is acquired the design of learning and research instruments. the stages of pjbl that implement in this study are shown in table 1. pjbl implementation was conducted for three face to face meetings. in the first meeting, the stage 1 and 2 were carried out. in the second meeting, the stage 3 and 4 were conducted. in the third meeting, the stage 5 and 5 were finished. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 225-232 227 yamin et al (implementing project-based learning …) the research was conducted in 2018. the sample of this study was c 113 seventh grade students who studying in one of junior high schools in. the sample was divided into 4 classes, each class totaling of 28-29 students. to determine student creative thinking skills, creative thinking skills test, peer assessment and product creativity assessment rubrics were chosen as data collection instrument. the test of creative thinking skills consisted from 40 item with two-tier test which consists of the first tier as a multiple choice and the second tier as the reason from the first-tier option. the test of creative thinking skills in this study used indicators of creative thinking skills proposed by torance, including fluency, flexibility, originality and elaboration (torrance, 1988), which described in munandar into several sub-aspects (munandar, 2004). table 1. pjbl implementation in this study learning stages activity stage 1: start with the essential question in the early stages of pjbl, the students actively answered questions. stage 2: design a plan for the project in designing project planning, each group member gave each other ideas, but students appeared to be a little confused in designing project planning. stage 3: create a schedule at the stage of arranging schedules, students appeared active and shared their own ideas well. the project was completed on time according to a predetermined plan. stage 4: monitor the students and the progress of the project monitoring the students and the progress of the project was not only carried out during learning but also carried out through media communication tools such as mobile phones. stage 5: assess the outcome the results testing stage was done through product presentations and tests in front of other students. stage 6: evaluate the experience the stage of evaluating the experience was done by asking questions and sharing experiences during the project creation process. peer assessment contains yes/no question for each creative thinking skills indicators. the assessment of creativity product consisted of eight indicators including new products, new procedures, products resulted from individual/group interactions with their environment, originality, significance, the accuracy of the application of the science concept in doing projects, relevancy of application of science concept in project creation, and suitability of products made with learning objectives (achievement of basic competencies) (eragamreddy, 2013). finally, the data were analyzed by descriptive analysis through the calculation of the percentage of the results of student achievement. results and discussion meaningful science learning was expected to improve students' creative thinking skills. students were directed to find solutions to problems faced in everyday life. the theme raised in this study was water pollution. with integrated science learning on the theme of water pollution, students were directed to think creatively to find solutions in an effort to overcome water pollution. the results of the students' creative thinking skills test are presented in table 2. table 2. creative thinking skills test and peer assessment recapitulation indicators test peer assessment ability to think smoothly 87% 89% ability to think flexibly 89% 85% ability to think originally 92% 88% ability to specify 84% 91% ability to assess (sensitivity) 85% 81% curiosity 91% 86% imaginative nature 91% 76% responsibility for pluralism 90% 83% courage to take risks 89% 92% appreciation toward ideas and opinion 96% 95% toward the products 97% average 89% 87% based on the percentage of student achievement presented in table 2, the lowest aspect of creative thinking skills was “ability to specify” indicator, while the highest was “appreciation” indicator. however, even though the "ability to specify" indicator was the lowest, the percentage of student achievement in this aspect jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 225-232 228 yamin et al (implementing project-based learning …) had reached 84%. thus, based on the test results, the creative thinking skills of students who have taken pjbl were already in a good category. these results were also in line with the level of students' creative thinking skills when measured using peer-assessment. furthermore, the percentage range of student achievement in each aspect of creative thinking skills was from 81 to 97%. there were two aspects whose percentage was not optimal, i.e. "new products" and "new procedures" aspect (table 3). however, the average of indicator achievement based on students’ product was reached 88% (excellent category). the high level of creative thinking skills of students after participating in pjbl is in line with several previous studies that have also implemented this learning. some of these studies examine the increase of students' creativity in various countries (isabekov & sadyrova, 2018; rambely et al., 2013). several studies in indonesia also reported similar results (antika & nawawi, 2017; ummah, inam, & azmi, 2019). the increase in students' creative thinking skills after participating in pjbl further emphasizes the role of this learning in empowering thinking skills and various other 21st century competencies (bell, 2010; kokotsaki, menzies, & wiggins, 2016; takeda, 2016). as has been reported in various previous studies, pjbl is included in innovative learning that can empower critical thinking skills (sasson, yehuda, & malkinson, 2018), science process skills (hernawati et al., 2018), problem-solving ability (chiang & lee, 2016), and metacognition (pavkov-hrvojevic et al., 2016). table 3. recapitulation of product creativity achievement indicators indicators achievement new products 67% new procedures 67% products resulted from individual/group interactions with their environment 93% originality 100% significance 87% the accuracy of the application of the science concept in doing projects 93% relevancy of application of science concept in project creation 93% suitability of products made with learning objectives (achievement of basic competencies) 100% average 88% the effectiveness of empowering creative thinking skills through pjbl is caused by the characteristics and variety of learning activities in this learning. by implementing pjbl in integrated science learning, students will be immediately facilitated in dealing with contextual problems (chen & yang, 2019; musa, mufti, latiff, & amin, 2011) and trained creatively to solve these problems (isabekov & sadyrova, 2018; sumarni, 2013). in this study, water pollution was raised as the main problem that had to be solved by students. products designed by students were the solution to the problems faced, which was water filters. students were divided into four groups. each group was given the freedom to determine the materials and methods used to make water filters according to their creativity. after that they explained and tested the products they had made. documentation of product presentation and trial can be illustrated in figure 1. figure 1 showed that students designed water filtration from (a) mesocarp and charcoal; (b) gravel and charcoal; (c) sand, mesocarp and gravel; (d) sand and mesocarp. each group used different materials for water filter but visually the water produced by all groups looks clear. mesocarp, charcoal, and gravel removed suspended solid particles and water permeates through a bed of granular media. project activity provided an real environment condition for students to develop their creative thinking skills. students will try to find solutions for the problems they face in any way and from their own will. moreover, this approach supports students in acquiring manual skills and by performing authentic activities. the creative process can be undertaken for any project or task in which we are challenged to come up with a unique product or result to solve a problem or reach a goal (eragamreddy, 2013) the problem of water pollution challenged the students to engage actively design a product to solve problem. in such challenging situations, students are fostered to use their creativity during designing the product. through pjbl, students not only identify problems and find solutions to problems faced, but students also required combining knowledge and creative thinking skills to solve the problems (isabekov & sadyrova, 2018; sumarni, 2013). pjbl has also facilitated students to develop themselves both academically and practically to find solutions in daily life (husamah, 2015; kubiatko & vaculová, 2011). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 225-232 229 yamin et al (implementing project-based learning …) (a) (b) (c) (d) figure 1. documentation of product presentation and trial in (a) group a, (b) group b, (c) group c, and group d based on the findings of this study, pjbl provides optimal benefits for developing student creativity. creativity as an indicator of high creative thinking skills is a competency that must be optimally empowered in the current era (guo, 2016; lee & carpenter, 2015). together with critical thinking, communication and collaborative skills, creative thinking skills are classified as 4c competencies (guo, 2016) which are seen as one of the main competency groups in the 21st century (lee & carpenter, 2015). given the high implementation of conventional learning in various schools in indonesia, socialization and innovative learning training such as pjbl is necessary carried out continuously. conclusion this study conclude that pjbl implementation would help students develop creative thinking skills. student could improve their creative thinking skills through product design activities as their effort to solve the problem they face. the empowerment of students 'creative thinking skills is evidenced by the high percentage of achievement of students' creative thinking skills, both by means of measuring tests, peer assessments, and product assessments. given the high benefits of pjbl, the application of this learning should be more massive in indonesia. the government and policy makers are expected to be able to hold various trainings and socializations related to the benefits and ways of teaching integrated science learning using pjbl. various studies examining pjbl also need to be carried out continuously in order to provide more information regarding the benefits of this learning. acknowledgment the authors gratefully acknowledge financial support from pakuan university. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 225-232 230 yamin et al (implementing 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(2020). the diversity of methodologies applied in indonesian journal articles focused on biochemistry learning. jpbi (jurnal pendidikan biologi indonesia), 6(1), 1-8. doi: https://doi.org/10. 22219/jpbi.v6i1.11344 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://dx.doi.org/10.22219/jpbi.v6i1.11344 http://dx.doi.org/10.22219/jpbi.v6i1.11344 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:poncojari@umm.ac.id mailto:fefieka97@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://dx.doi.org/10.22219/jpbi.v6i1.11344 http://dx.doi.org/10.22219/jpbi.v6i1.11344 http://dx.doi.org/10.22219/jpbi.v6i1.11344 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.11344&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 1-8 2 wahyono et al (the diversity of methodologies…) chen & ni, 2013; wahyudi, liliasari, supriyanti, & nahadi, 2019). furthermore, difficulties in studying biochemistry are not only problems faced by students abroad (h. chen & ni, 2013), but also in indonesia (hadiprayitno et al., 2019; wahyudi et al., 2019). to minimize learning difficulties, various studies were conducted. these studies have identified difficult concepts in biochemistry. there are also studies that focus on implementing certain learning form to optimize biochemical learning (kulak & newton, 2014; yu, yi, zhai, & wang, 2017). on the other hand, several other studies have attempted to examine the relationship of various variables involved in biochemical learning (mcrae, 2010; ojennus, 2016). in indonesia, various studies examining biochemical learning have also been carried out, particularly in the context of biology learning. some studies have focused their studies on improving the various competencies of students when studying biochemistry. some of these competencies include psychomotor skills (pusipitasari & febrianti, 2018), scientific work ability (widyaningrum & wijayanti, 2019), problem solving skill (lismaya, 2017), as well as students' affective learning outcomes (widyaningrum & wijayanti, 2017). other studies have focused their studies to analyze the correlation of several variables in biochemical learning (pusipitasari & febrianti, 2018). in addition, some other researchers conduct development research activities to improve the quality of biochemical learning. some of these developments, such as the development of teaching materials (brahmana & astitiasih, 2017) to the manual for practical activities (widyaningrum & wijayanti, 2018). however, from various studies in biochemical learning in indonesia, there has not been a single study that examines trends in the use of research methodologies in that field. research that examining research methodologies trend is important because it can provide information about the distribution and variation of research forms that have been carried out in indonesia. in addition, such research can also provide comprehensive information about research developments in biochemical learning. the information obtained can be used as a basis for policy and a basis for improving the quality of learning, as well as input for further research. therefore, through content analysis on various biology education scientific articles published in indonesia from 2000 to 2020, the purpose of this research was to obtain information about the diversity of research methods from various studies examining biochemical learning in indonesia. method this research was a content analysis conducted on research articles that have been published in various scientific journals in indonesia. the data obtained in this study came from the results of content analysis in biology education research articles. these articles come from all biology education journals that have been registered in the science and technology index (sinta) database in february 2020. sinta (http://sinta2.ristekdikti.go.id/) is a portal that contains measurements of scientific performance and technology developed by the indonesian ministry of research, technology and higher education. next, all articles that examine biochemistry learning were collected from each journal. the articles analyzed in this study were all articles that have been published online from february 2000 to february 2020. the instrument used in this study was a content analysis guide sheet containing aspects to be examined (table 1). this instrument is an instrument used by susetyarini and fauzi (2020) and is an adaptation of fauzi and pradipta (2018). there were five main aspects examined in the content analysis in this study. the seven aspects, namely (1) the number of publications per year; (2) type of research; (3) research subjects; (4) data collection instruments; and (5) data analysis techniques. in the data analysis stage, each article will be determined in which category each of the aspects of the article can be classified. the determination was based on the information submitted by the author in the abstract section, methods, and discussion. the data obtained was then presented in the form of bar graphs. table 1. the aspects and categories used as the basis for content analysis in this study aspects categories types of research (2a) a.1-research and development (r and d) a.2-classroom action research (car) a.3-qualitative research a4-quantitative research types of quantitative research (2b) b.1-observation studies (os) b.2-correlational research (cr) b.3-survey research (sr) b.4-pre-experimental designs (ped) b.5-true experimental designs (ted) b.6-quasi-experimental designs (qed) http://sinta2.ristekdikti.go.id/ jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 1-8 3 wahyono et al (the diversity of methodologies…) aspects categories b.7-ex post facto designs (epfd) research subject c.1-vii grade jhs students c.2viii grade jhs students c.3-ix grade jhs students c.4-x grade shs students c.5-xi grade shs students c.6-xii grade shs students c.7-undergraduate students c.8-postgraduadate students c.9-jhs teacher c.10-shs teacher c.11-lecturer data collection instruments d.1-questionnaire sheet d.2-observation sheet d.3-test sheet d.4-interview sheet d.5-unidentified data analysis methods e.1-mean e.2-percentage e.3-n-gain e.4-t-test e.5-anova e.6-ancova e.7correlation/regression e.8-unidentified e.9-others results and discussion in this study, content analysis was carried out to analyze the various research methods used by researchers in biochemical learning. the number of publications in the field of biochemical learning from one year to the next is presented in figure 1. based on figure 1, in the last two decades, research reports on biochemical learning began to be published in the period 2015 to 2019. besides being only found in the last five years, the number of publications only seven articles. the low number of publications is not comparable to the total research publications in biology learning in general. as reported in previous studies, research published in 18 biology journals in indonesia until 2017 reached 122 articles (fauzi & pradipta, 2018). other research that focuses on articles that examine critical thinking skills could collect 42 articles from 13 biology education journals indexed by sinta until 2018 (susetyarini & fauzi, 2020). figure 1. trend of the number of research publications in biochemical learning in indonesia furthermore, various types of research are presented in figure 2 and figure 3. figure 2 presents information about the type of research in general, while figure 3 is more focused on studying the variety of quantitative research chosen by researchers. based on figure 2, quantitative research was the type of jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 1-8 4 wahyono et al (the diversity of methodologies…) research most often used. these results are in line with the results of a study that specifically examines articles that report research on critical thinking skills in learning biology in indonesia (susetyarini & fauzi, 2020). this result is also in line with various other studies that have been carried out in turkey (goktas et al., 2012; uzunboylu & asiksoy, 2014). on the other hand, no researcher has a qualitative approach. perhaps, one of the reasons is because this type of research is more complicated in its implementation than others (atieno, 2009; rahman, 2016). figure 2. types of research selected by researchers who study biochemical learning based on figure 3, quasi-experimental design is the quantitative research design that is most often implemented by researchers. these results are in line with previous reports (fauzi & pradipta, 2018; susetyarini & fauzi, 2020). based on the explanation in the previous report, quasi-experimental design is more often chosen by indonesian researchers because this design is the most likely design to be applied in indonesian conditions (susetyarini & fauzi, 2020). because, in the design of this study, researchers are not required to do random assignments (petchko, 2018; thye, 2014). this requirement must be met if the researcher decides to apply true-experimental design in his research (martella, nelson, morgan, & marchandmartella, 2013). figure 3. variety of quantitative research designs applied by researchers in biochemical learning furthermore, this study also informs that the research subjects involved in research in biochemical learning are not diverse. of the seven studies, all chose undergraduate students as their research subjects. these results indicate that research in biochemical learning in indonesia is more often done by lecturers or graduate students than teachers or undergraduate students. this kind of information is unfortunate because many students reported having difficulty learning biochemical concepts in high school (fauzi & mitalistiani, 2018; hadiprayitno et al., 2019; ozcan, ozgur, kat, & elgun, 2014). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 1-8 5 wahyono et al (the diversity of methodologies…) furthermore, variations in data collection techniques were also obtained from content analysis in this study. the findings are presented in figure 4. based on figure 4, the questionnaire sheet is the data collection instrument most frequently chosen by researchers. questionnaire is a data collection instrument that is commonly used in various studies, both quantitative research, development research, classroom action research, to qualitative research. not surprisingly, the number of publications that use this instrument is more than any other instrument. questionnaire can measure student attitudes and measure the quality of learning products that have been developed. after the questionnaire, the test sheet is the second instrument most frequently used by researchers in biochemical learning. the test is an instrument that is able to measure students' cognitive abilities. this instrument is commonly used in quantitative research. figure 4. variations in the use of data collection techniques in research in biochemical learning finally, a variety of data analysis techniques used by researchers are presented in figure 5. based on figure 5, percentages and n-gain were the two data analysis techniques most frequently chosen by researchers. percentages include descriptive statistical analysis techniques that are able to describe the proportion of certain criteria in the data set that has been collected. percentages are commonly used to see student performance and the quality of learning products developed in research development. on the other hand, n-gain is a data analysis technique that is able to measure the magnitude of the intervention given to the dependent variable that is the focus of the study. this analysis is commonly used in various experimental studies. figure 5. data analysis techniques used by researcher in biochemistry learning the results of the analysis that have been done show that the variety of research methods in biochemical learning is not very high. the low number of publications is a major factor causing this condition. this condition is different from research conditions in various countries. with the emergence of various publications in biology learning, researchers in various countries are able to develop various learning innovations that are expected to be able to optimize the biochemical learning process (cicuto, pazinato, & torres, 2019; kulak & newton, 2014; jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 1-8 6 wahyono et al (the diversity of methodologies…) yu et al., 2017). furthermore, biochemistry studies various fundamental concept underlying several phenomena in biology (deberardinis & thompson, 2012). biochemistry also studies various concepts that underlie the development of applied biology (b.-s. chen & li, 2017). the implication, an understanding of biochemistry will determine how broad a person's understanding of biology as a whole. therefore, research with various methodologies aimed at improving the quality of biochemical learning is highly recommended to be improved. in connection with the results obtained, the form of research not found in the publications that have been analyzed is qualitative research. although this type of research is more complicated than quantitative research (atieno, 2009; rahman, 2016), the benefits of this study are no less great than other types of research. through qualitative research, researchers can get a deeper understanding of certain learning phenomena (aspers & corte, 2019; austin & sutton, 2014). in addition, this type of research allows researchers to evaluate the biochemical learning process that has been implemented in indonesia more comprehensively. in addition, research aimed at exploring high-level skills in biochemical learning was also difficult to find. various publications only limit their dependent variables to cognitive learning outcomes for which the cognitive level is not clearly informed. higher-order thinking skills are the main competencies that must be mastered in the 21st century (budsankom, sawangboon, damrongpanit, & chuensirimongkol, 2015; greiff, niepel, & wüstenberg, 2015). students are expected to be able to think critically, creatively, be able to solve problems, and have metacognition to face global challenges (dwyer, hogan, & stewart, 2014; gregory, hardiman, yarmolinskaya, rinne, & limb, 2013; havenga et al., 2013; reeve, 2016; wall, 2015). they also need to have good analytical and evaluation skills. if learning is only intended to increase understanding and the number of memorizing concepts, students will have difficulty applying the knowledge they can when facing problems in the real world. therefore, further studies in learning biology in indonesia are expected to be able to examine students' higher-order thinking skills in biochemical learning, both from profiling to researching the effects of certain forms of learning and learning products. conclusion the findings of this study inform that during the last two decades, research publications examining biochemical learning have rarely been carried out. from these publications, quantitative research is the type of research most often used. postgraduate is the most frequently chosen research subject. furthermore, questionnaire sheets and percentages and n-gain are the most commonly used data collection instruments and data analysis methods. based on the low number of publications and various research methodologies, researchers in indonesia are advised to increase the frequency of their research in biochemical learning. since biochemistry is a biological discipline that is difficult to study, research aimed at optimizing the biochemical learning process is highly recommended to be carried out. references aspers, p., & corte, u. 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(2020). the effect of problem-based learning integrated with concept mapping technique on students' learning activities. jpbi (jurnal pendidikan biologi indonesia), 6(1), 39-46. doi: https:// doi.org/10.22219/jpbi.v6i1.9113 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.9113 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.9113 https://doi.org/10.22219/jpbi.v6i1.9113 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.9113&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 39-46 40 murdiyah et al (the effect of problem-based learning…) classroom more inclusive (molenda, 2015; yang, zhang, chen, zhang, & chen, 2017). learning that advocates active-involvement focus more on developing students’ skills than on transmitting information and therefore require higher-order thinking (koyama & mizokamii, 2019). student activity is student engagement in the form of attitudes, attention, and activities. through correct involvement, students are allowed to obtain and shape a new set of competencies and skills (surani & suryani, 2015). as a tool to creates the next generation, education plays an important role in shaping up the future of a nation. however, the quality of education nowadays is still unsatisfying. learning objectives still cannot be completed properly (yanuarta, waluyo, & suratno, 2014). in teaching and learning activities, students generally only take lessons passively (magana, vieira, & boutin, 2018). students very rarely engage in contextual setting, nor even applying their comprehension on day to day situation. the teacher's role is overly dominating, instructional interactions only go in one direction. the instructional instruction such as instruction to a quiet in classroom, students tend to not asking a questions and being shame to express their opinions. students also lose the opportunity to be creative, not enthusiastic to follow the lesson, and difficult to express ideas and creativity (rahmadani, harahap, & gultom, 2017). one of the indicators causing learning difficulties is the chosen of delivery method. determination of strategies for teaching should follow psychological reviews, the nature of the learning material, tasks to be given and expected learning situations (forman, ramirez-deltoro, brown, & passmore, 2017). this pedagogical skill helps teachers to accomplish his/her learning objectives. the main weaknesses system among the three shortcomings of the educational system in developing countries is incorrect selection of learning strategy. the most chosen teaching method has been the direct method or expository learning or plain lecturing (chatila & husseiny, 2016). teachers consider this method as the most convenient since it doesn’t require many preparations and time-saving. the conventional strategy only emphasizes students to memorize in each of their learning. it may deliver students to get high grades in every level of education, but unfortunately, the grade unable to reflect the real student knowledge achievements. one of the solutions to overcome this problem is problem-based learning (pbl), this model was used to implement a learning model that can provide a change of attitude for students when the learning process takes place (khoiriyah and husamah, 2018; lukitasari, purnamasari, utami, & sukri, 2019). pbl can be an alternative to overcome obstacles in achieving maximum learning outcomes. pbl is an appropriate learning strategy in line with the 201-curriculum (sofyan & komariah, 2016). pbl also congruent with the concept of constructivism learning, which is to foster a creative and collaborative spirit, develop high-level thinking skills, increase understanding, increase learning independence, facilitate problem-solving, and enhance learning achievement (mwanda, 2017). pbl has been proven to influence motivation, critical thinking, problem-solving skill, metacognition, and learning achievement (abdurrozak et al., 2016; danial, 2010; kamble & tembe, 2013). moreover, some previous studies on the effect of pbl on learning activities have been done (dewi, akbari, & nugroho, 2019; safitri, yennita, and idrus, 2018) and most of those study measured activity based on the learning experiences that mostly emphasized on physical activity and measured using a self-developed instrument. one disadvantage of pbl is to cause misconceptions due to students' self-directed learning (arahmat, suratno, & wahono, 2017). mapping concepts are able to overcome these pbl weaknesses through the relationships and linkages between concepts that are clearly described (juhji, 2017; negoro, hidayah, subali, & rusilowati, 2018). making a concept map aims to instill materials and as an indicator to the extent of the students' understanding (sasinggala, 2017). concept mapping is a graphics technique showing information that is hierarchically arranged and has connections between concepts in the form of graphics, images, or illustrations (juhji, 2017). in this study used pbl with validated-standardized instruments to measure student activity based on active learning principles. the instruments not only consist of physical activity but also consist of student’s mental engagement and student’s response toward their learning. there are many sources, such as classe, copus, tdop, or motivation and study process questionnaire, are available to use by teachers, educators, and researchers with license to validate this study. furthermore, in this study also employs concept mapping as a technique in presenting the results of investigations during the learning process. the implementation of concept maps in the learning provides diverse benefits, one of them is to increase the activeness of students to ask questions and train students' creative thinking (ogonnaya & abonyi, 2016). the function of concept mapping is a tool to investigate what students already know in the form of concepts and used to measure the level of understanding as one of the learning achievement (maurisa & abdullah, 2016). moreover, to study biology science appropriately, and science in general, a good cognitive structure is needed. the cognitive structure is jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 39-46 4 1 murdiyah et al (the effect of problem-based learning…) the organization of information that includes facts, concepts, and generalizations that have been studied and remembered by students. therefore, this study aimed to measure the effect of problem-based learning and concept map on students’ learning activities. this research will be very useful to be applied in schools, to improve students' abilities in dealing with learning problems by using concept maps. method this research design was a non-equivalent control group design, sort of quasi-experimental studies. two classes were involved as samples in this study. indeed, the problem-based learning (pbl) model with concept mapping technique was performed as the experimental class. whereas, the student team achievement division (stad) model was applied as a control, which was a method belongs to the cooperative model that frequently uses in the school. the population of this study was the eleventh science grade students of sman 1 arjasa, jember-east java. the sample of this study were both the class of xi ipa 3 as the experimental group and the class of xi ipa 5 as the control group. the samples were chosen by purposive random sampling. data collection was carried out by using questionnaires student activities in this study were observed using a modified classes student instrument (oumet & smallwood, 2005) and cleap (savory, goodburn, & kellas, 2012). there were four domains of student activities being measured, namely engagement activities, cognitive skills, responses to cognitive development, and responses to general-education outcomes. these four domains were chosen because the items represent fundamental aspects in determining student learning activities such as motivation, awareness for learning, mental activities or thinking activities that occur while learning. moreover, in total there were 49 items was observed in the questionnaire. students filled out the questionnaire after the learning period was over. the differences in each domain or category of learning activity for treatment class or control class analyzed using a t-test for independent samples. results and discussion the data were collected from sixty-sixth secondary school students. they came from thirty-four students of the experiment class and thirty-two students from the control class. table 1 presents the average scores of all measurements. table 1. the average scores no class average scores ± sd engagement activities cognitive skills response to cognitive development response to general educational outcomes 1 experiment 81,2 ± 6,7 79,9 ± 6,1 81,6 ± 8,1 78,7 ± 6,9 2 control 51,3 ± 8,1 52,2 ± 9,5 53,3 ± 8,1 51,2 ± 9,1 table 1 shows the average scores of the experimental class are higher than the control class. the students’ response to cognitive development was the highest (81.6), while the student response to general-educational outcomes got the lowest of the average score (78.7). the overall result was presented in the figure 1. figure 1. the average scores of four domains of student activities 0.0 20.0 40.0 60.0 80.0 100.0 engagement activity cognitive skills cognitive development educational outcomes 81.2 79.9 81.6 78.7 51.3 52.2 53.3 51.2 the average scores experiment control jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 39-46 42 murdiyah et al (the effect of problem-based learning…) the score for each domain was then analyzed using an independent-samples t-test, the result was as follows. engagement activities the result of the independent sample t-test was described in table 2 between the experimental class and the control class shows that there is a significant difference in the engagement activities (p=0.000), by the mean difference of 30.45. this result was in line with the result of faridah, ramlah, norhasbiah, and umar (2016); and also tarmizi, tarmizi, lojinin, and mokhtar (2010) stated that problem-based learning is a teaching approach that encourage students to participate actively in the process of learning. problem-based learning was considered to improve student engagement because it has several advantages. one of advantages is the students are involved in learning activities, then the knowledge could be well absorbed (khoiriyah & husamah, 2018). moreover, the students are trained to be able to work collaboratively, and they can attain any solutions from various resources. each student actively participates in the learning process and they were not just listening. the students engaged in different activities such as discussion, planning, gain information and produce solutions (dewi et al., 2019). table 2. independent samples t-test of engagement activities levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 1.675 .200 16.918 64 .000 30.45349 1.80009 26.85740 34.04958 equal variances not assumed 16.839 61.250 .000 30.45349 1.80848 26.83751 34.06947 the term student engagement was used to describe the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning (mandernach, 2015; savory et al., 2012). students are engaged when they care about what’s going on in the classroom. this interest potentially makes the students stay motivated to learn and get progress in their studies. cultivating the intrinsic motivation is one of pbl’s goals (hmelo-silver, 2004). the goals of pbl include helping students developing their flexible knowledge, effective problem-solving skills, self-directed learning skills, collaboration skills, and intrinsic motivation. strengthening pbl with other methods would amplify its effect (faridah et al., 2016; hardjito, 2010; kurniyawati, na’im, & fawait, 2019). indeed, the concept mapping is a meta-learning strategy that can be used to develop students’ capacity to learn independently, a term that parallel with the objectives of pbl (chiou, 2008; johnstone & otis, 2006). furthermore, concept mapping is utilized as a useful tool for reinforcing meaningful learning. this is achieved in part by facilitating knowledge capture and integration as well as enriching meta-cognitive skills and student engagement. brame (2016) stated that concept mapping is one of the learning techniques that supports active learning. the technique helps students to examine and strengthen their concept organization, recheck any misconceptions, and ultimately increase their understanding. cognitive skills the result of the independent sample t-test showed that there is a significant difference in cognitive skills between experiment class and the control class (p. 0.000) with the mean difference of 27.7 (table 3). table 3. independent samples t-test of cognitive skills levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 9.463 .003 14.102 64 .000 27.70551 1.96468 23.78062 31.63041 equal variances not assumed 13.923 52.415 .000 27.70551 19.8987 23.71330 31.69772 this result supported the studies by bayat and tarmizi (2012) and also safitri, bachtiar, and rukman (2018) that pbl has positive effects on procedural knowledge and mental load during the learning process. cognitive jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 39-46 4 3 murdiyah et al (the effect of problem-based learning…) skill is defined as a general mental capability involving reasoning, problem-solving, planning, abstract thinking, complex idea comprehension, and learning from experience (ones, dilchert, & viswesvaran, 2012). in other words, a set of competencies formulated by bloom is needed to process information gaining, ideas exchanging to become a solutive and useful conclusion. the whole process in problem-solving and concept mapping requires cognitive skills. the verbal interaction during group discussion, both in the experiment class and the control class, represents the construction of concepts, data exploration, reasoning, evaluating and reevaluating, also theory building. even the lower level of thinking, such as recalling was used regularly in making conclusions. concept mapping is a technique to address both what students know and how students organize their knowledge (chiou, 2008). this technique provides a particular learning experience where students are intellectually empowered through their learning. in the process of constructing the map, students are free to use their scheme to make connections and create links. this such of freedom requires creativity and also boosts confidence to take responsibility for their own learning. response to cognitive development the result of the independent sample t-test was described in table 4 between the experiment class and the control class shows that there is a significant difference in students’ responses to cognitive development (p=0.000) by the mean difference of 28.3. table 4. independent samples t-test of response to cognitive development levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed .002 .961 14.137 64 .000 28.3112 2.00257 24.3105 32.3117 equal variances not assumed 14.138 63.762 .000 28.3112 2.00254 24.3103 32.3119 cognition refers to capabilities, including memory, thinking, reasoning, spatial processing, problem-solving, language, and perception. theories of cognitive development aim to explain the changing mechanisms rather than merely to describe the capabilities of students based on their ages or level of education (richland, frausel, and begolli, 2016). the analysis of a mental process changing requires a complicated psychological approach. the more practical approach is inferring from observable behavior through student responses (gijbels, dochy, van den bossche, and segers, 2005; rotgans and schmidt, 2011). there are some expressions such as bored, happy, passionate, interested, and attracted, has considered being emotional involvement in the form of appreciation of feelings, values, or attitudes. moreover, by an assumption that students are being honest in expressing their situation, students’ response illustrates the size of learning impact on their intellectual development. the efforts that showed by students either to understand a concept or to finish a task, sometimes only superficial activities. students were physically active, such as moving to other groups, searching for learning sources, reading, or having peered talks (richland, frausel, and begolli, 2016). however, after a long period of the lesson or other reasons, those activities were only mechanical activities, without having a profound impact on the students’ learning process. the measuring of student responses, the teacher knew certainly the extent to which learning brings any changes to students' mental processes. furthermore, if students realized the positive impact of their learning, and they are satisfied with it, they would voluntarily engage in a new problem, and eventually, the cycle of pbl starts all over again (rotgans and schmidt, 2011). problem based learning is a form of cognitive-constructivist learning. students develop a concept about phenomena described in the intended problem with the help of their peers. moreover, self-directed learning activities such as reading or browsing well serve to test students’ initial concept. thereby, pbl could elaborate, change, and depth the students’ understanding of the topic (dewi et al., 2019; rotgans and schmidt, 2011). the formation of new knowledge is a constructive process involving both the previous knowledge and the drive to create new meanings, as well as a new way to represent these meanings. therefore, this function is supported by a concept mapping. however, the creative capacity did not favor all of the students. some students tend to finish their mapping tasks without investing a proper amount of effort. it is important for the teacher to detect this kind of symptom and cracks it. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 39-46 44 murdiyah et al (the effect of problem-based learning…) response to general educational outcomes the result of the independent sample t-test showed that there is a significant difference in students’ responses to other educational outcomes between experiment class and the control class (p. 0,000) with the mean difference of 27,5 (table 5). table 5. independent samples t-test of response to general educational outcomes levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 2.472 .121 13.914 64 .000 27.5037 1.97663 23.555 31.4525 equal variances not assumed 13.797 57.588 .000 27.5037 1.99340 23.513 31.4945 educational outcomes in this study were inferred from savory et al (2012) that the outcomes are more emphasized on student responses that are projected in the future interests. some of the character building such as openness, academic habit, self-confidence, decision-making skill, sensitivity towards social issues, collaborative, and communicative skills are asked in the questionnaire with specific addition as how those characteristics will help students in pursuing their career. the findings implied that students who more actively engaged in their studies have a higher awareness of their future careers. the student eventually care about their school performance as it will affect professional life. education prepares for the future. brame (2016) and van amburgh, devlin, kirwin, and qualters (2007) stated that students exposed to active learning are likely more successful in life than the student who didn’t exposed to active learning. the approaches to learning are central learner cognitive attributes that significantly shape the nature of engagement with higher education and correlate with academic performance and also continuing professional development. conclusion problem-based learning with concept mapping technique is proven to have a significant effect on students' activities based on the four domains of active learning that showed a significance difference between the experiment class and the control class. references abdurrozak, r., jayadinata, a. k., & isro’atun. 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https://doi.org/10.33369/diklabio.2.1.103-112 https://doi.org/doi.org/10.22271/educationjournal https://doi.org/doi.org/10.22271/educationjournal https://digitalcommons.unl.edu/commstudiespapers/108/ https://doi.org/10.21831/jpv.v6i3.11275 http://jurnal.untan.ac.id/index.php/jpdpb/article/view/12676/11486 https://doi.org/10.1016/j.sbspro.2010.03.750 https://doi.org/10.5688/aj710585 https://doi.org/10.5688/aj710585 https://doi.org/10.21154/cendekia.v13i2.250 https://doi.org/10.21154/cendekia.v13i2.250 https://doi.org/10.1007/978-3-319-66179-7_46 https://doi.org/10.1007/978-3-319-66179-7_46 https://jurnal.unej.ac.id/index.php/pancaran/article/view/724 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 274 tingkat kepuasan lulusan terhadap penyelenggaraan dan mutu layanan, serta persepsi pemangku kepentingan terhadap kinerja lulusan program studi biologi fmipa-ut susi sulistiana1, inggit winarni1, sri kurniati1, budi prasetyo1 jurusan biologi fmipa universitas terbuka e-mail: susi@ut.ac.id abstrak tujuan penelitian ini adalah untuk mendeskripsikan tingkat kepuasan lulusan terhadap penyelenggaraan dan mutu layanan, serta persepsi pemangku kepentingan terhadap kinerja lulusan ps s-1 biologi fmipa-ut. penelitian dilakukan pada 8 (delapan) kota upbjj-ut yang memiliki lulusan dan teman sejawat dari program studi biologi. sampel lulusan yaitu seluruh lulusan biologi 3 tahun kebelakang pada tahun 2010 hingga 2013 sejumlah 24 lulusan. jumlah sampel dari lulusan, atasan lulusan, dan teman sejawat adalah sebanyak 71 responden. pengumpulan data dilaksanakan dengan metode kuantitatif melalui pengisian kuesioner atau angket dan diperdalam dengan wawancara. data yang diperoleh dianalisis secara deskriptif. berdasarkan hasil penelitian dapat disimpulkan bahwa penyelenggaraan program dan mutu layanan program studi umumnya sudah baik atau memuaskan bagi para lulusan. namun demikian masih ada hal yang perlu ditingkatkan, yaitu adanya penambahan mata kuliah yang di-ttm-kan di setiap upbjj. selain itu menurut persepsi pengguna lulusan, sikap dan kemampuan dan kinerja lulusan sudah baik, serta bersaing dengan perguruan tinggi lain. kata kunci: mutu layanan, persepsi pemangku kepentingan, penyelenggaraan sebagai institusi pendidikan jarak jauh, salah satu karakteristik dari universitas terbuka (ut) adalah adanya keterpisahan secara fisik antara mahasiswa dengan pengajar/dosen (bufford, 2005). pendidikan jarak jauh (pjj) mengutamakan inisiatif dan keaktifan siswa dalam proses belajar (student centered). siswa yang memiliki kemandirian yang tinggi dalam belajar digambarkan sebagai orang yang mampu mengontrol proses belajar (guglielmino & guglielmino, 1991 dikutip oleh darmayanti, 2004). keberhasilan universitas terbuka (ut) sebagai salah satu perguruan tinggi sangat ditentukan oleh kualitas pelayanan yang diberikan, dimana pelayanan akademik yang berkualitas dapat diidentifikasi melalui kepuasan pelanggan yang dalam hal ini adalah mahasiswa. cravens (handayani et al., 2003) menyatakan bahwa untuk mencapai tingkat kepuasan yang tinggi, diperlukan adanya pemahaman tentang apa yang diinginkan oleh konsumen yang ada dalam lembaga untuk memenuhi kebutuhan konsumen yang bersangkutan. ini mengindikasikan bahwa kepuasaan mahasiswa berawal dari pemahaman tentang apa yang yang diinginkan oleh mahasiswa. salah satu hal yang sangat diperlukan oleh mahasiswa adalah pelayanan yang baik, mulai dari proses registrasi, perkuliahan, ujian sampai dengan mahasiswa menyelesaikan kuliah. untuk menunjang hal tersebut, diperlukan perencanaan yang matang, fasilitas yang memadai, dan sumberdaya manusia yang mendukung. kebutuhan akan pendidikan yang bermutu dan mempunyai jangkauan luas sangat dirasakan di indonesia. keterbatasan kemampuan pt konvensional, khususnya pt negeri, dalam menampung calon mahasiswa makin meningkat, hal ini dapat dilihat dari jumlah pendaftar yang meningkat pada seleksi masuk pt negeri mailto:usi@ut.ac.id jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 275 pada tahun-tahun terakhir. universitas terbuka (ut) sebagai ptn yang didirikan pada tahun 1984 mempunyai tugas untuk menjawab permasalahan tersebut. sedangkan prodi s-1 biologi fmipa-ut diselenggarakan mulai tahun 2001 berdasarkan sk dirjen dikti, nomor: 251/dikti/kep/1996 (fmipa-ut, 2010). program studi biologi fmipa-ut sebagai salah satu bagian institusi penyedia layanan pendidikan tinggi, harus senantiasa mengutamakan kepuasan mahasiswa sebagai pelanggan dengan memberikan pelayanan terbaik. jenis layanan ps kepada mahasiswa, meliputi tutorial tatap muka, tutorial online, layanan bimbingan administrasi akademik, bimbingan dan konseling, minat dan bakat mahasiswa (pkm, pimnas, mahasiswa berprestasi), beasiswa (ppa, bbm), dan bantuan layanan lainnya (pelaksanaan praktikum dan layanan pustaka). pelayanan akademik yang baik dapat membentuk citra positif bagi ut sebagai salah satu perguruan tinggi negeri terkemuka penyedia layanan secara jarak jauh. istilah kinerja berasal dari kata job performance atau actual performance, yaitu prestasi kerja atau prestasi sesungguhnya yang dicapai oleh seseorang. dalam kamus besar bahasa indonesia (1996) menerangkan bahwa kinerja mengandung arti: 1) sesuatu yang dicapai, 2) prestasi yang diperhatikan, dan 3) kemampuan kerja. menurut mitchel yang dikutip sedarmayanti dalam bukunya sumber daya manusia dan produktivitas kerja (2001: 51), menyebutkan aspek-aspek yang meliputi kinerja yang dapat dijadikan ukuran kinerja seseorang, yaitu sebagai berikut: 1) kualitas kerja (quality of work); 2) ketepatan waktu (promptness); 3) inisiatif (inisiative); 4) kemampuan (capability); dan 5) komunikasi (communication) (anonim, 2014). menurut anwar prabu mangkunegara, kinerja (prestasi kerja) adalah hasil kerja secara kualitas yang dicapai oleh seseorang pegawai dalam melaksanakan tugas sesuai dengan tanggung jawab yang diberikan kepadanya. kinerja merupakan suatu kondisi yang harus diketahui dan dikonfirmasi kepada pihak tertentu untuk mengetahui tingkat pencapaian hasil suatu instansi dihubungkan dengan visi yang diemban oleh suatu organisasi, serta mengetahui dampak positif dan negatif dari suatu kebijakan operasional. dengan latar belakang yang telah diuraikan di atas, tujuan dari penelitian ini adalah untuk mendeskripsikan tingkat kepuasan lulusan terhadap penyelenggaraan dan mutu layanan, serta persepsi pemangku kepentingan terhadap kinerja lulusan ps s1 biologi fmipa-ut. sedangkan manfaat yang diharapkan dari hasil penelitian ini bagi program studi biologi adalah dapat meningkatkan penyelenggaraan dan mutu layanan, baik secara akademik maupun administrasi akademik, serta proses pembelajaran, dan masukan dari stakeholders dapat dijadikan sebagai bahan masukan program studi dalam rangka meningkatkan kualitas pendidikan dan keterampilan mahasiswa biologi sehingga lebih siap untuk memasuki dunia kerja dan siap bersaing atau berkompetisi dengan mahasiswa dari pt yang lain. metode penelitian tempat penelitian dilaksanakan di tangerang selatan (ut) sebagai tempat persiapan penelitian, yaitu mulai dari penyusunan proposal hingga penyusunan istrumen, serta penyelesaian penelitian, yaitu pengolahan data dan penyusunan laporan. sedangkan pelaksanaan penelitian atau pengumpulan data dilakukan di 8 (delapan) kota upbjj-ut yang memiliki lulusan, atasan, dan teman sejawat dari ps s-1 biologi, yaitu ambon, bandar lampung, bandung, bogor, jakarta, purwokerto, semarang, dan surabaya. penelitian dilakukan selama 9 bulan mulai awal bulan maret hingga akhir bulan november 2014. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 276 penelitian ini dilakukan melalui survei dengan melibatkan lulusan, teman sejawat, dan pengguna lulusan sebagai sumber data. sampel lulusan ps biologi pada kohort (batasan target lulusan/alumni yang disurvei) 3 tahun kebelakang, meliputi lulusan tahun 2010 hingga 2013, teman sejawat, dan atasan tempat lulusan bekerja. jumlah sampel sebanyak 71 responden, dengan perincian sebagai berikut: sampel lulusan sejumlah 24 responden, teman sejawat sejumlah 24 responden, dan atasan lulusan sejumlah 23 responden. pengumpulan data akan dilaksanakan dengan metode kuantitatif melalui pengisian kuesioner atau angket dan diperdalam dengan wawancara tatap muka. penyebaran kuesioner dilakukan dengan cara tim peneliti mendatangi lulusan, teman sejawat, dan pengguna lulusan. penyebaran kuesioner dilakukan melalui cara pengiriman pos, jasa ekspedisi, dan e-mail. instrumen penelitian berupa kuesioner atau angket bagi responden lulusan, teman sejawat, dan pengguna lulusan. instrumen kuesioner dirancang dengan jawaban tertutup (berskala 1-4, misalnya untuk tingkat kepuasan: sangat kurang sangat baik). data yang diperoleh dari responden lulusan, teman sejawat, dan pengguna lulusan akan dianalisis secara deskriptif. hasil dan pembahasan hasil pengumpulan data dari 71 kuesioner yang dikirimkan, sebanyak 47 kuesioner (66.20%) kembali (terdiri atas 16 lulusan, 15 atasan, 16 teman sejawat), sebanyak 24 kuesioner (33.80%) tidak kembali, dan dianalisis lebih lanjut. kuesioner yang tidak kembali mungkin dikarenakan responden pindah alamat rumah, nomor hp berubah, ataupun alamat e-mailnya. hal ini diperkuat setiap dihubungi lulusan tidak ada jawaban/balasan, baik melalui telepon maupun e-mail. tingkat kepuasan lulusan terhadap penyelenggaraan dan mutu layanan tingkat kepuasan lulusan terhadap penyelenggaraan dan mutu layanan program studi yang meliputi: 1) aspek belajar mengajar; 2) dampak pengalaman belajar; 3) fasilitas dan kondisi belajar; 4) layanan akademik; serta 5) layanan administrasi dan akademik. aspek belajar mengajar dan dampak pengalaman belajar dari 16 responden sebanyak 10-13 responden yang menyatakan banyak (skala 3) adalah sub variable atau komponen: pengetahuan praktis dan empiris; teori dan konsep; tutorial; bahan ajar cetak sebagai sumber utama belajar; bahan ajar non cetak (elektronik) sebagai sumber utama informasi; menulis karil atau menempuh tap/ukt; dan ujian matakuliah teratur (tabel 1). begitu pula berdasar data pada tabel 2 tentang dampak pengamalan belajar sebanyak 10-15 responden menyatakan baik (skala 3), yaitu pada ketiga sub variable atau komponen: pengetahuan, keterampilan, dan sikap. hanya ada 1-3 lulusan yang menyatakan kurang (skala 1), yaitu dalam kemampuan berkomunikasi dengan atasan dan dalam forum informal/formal, keterampilan memanfaatkan media/sarana kerja modern, serta sikap kepercayaan diri. berdasar tabel 3 menunjukkan persentase tertinggi (81.25%) menurut responden lulusan komponen yang sudah baik adalah kualitas bahan ujian (bu), diikuti sebanyak 68.75 % ketersediaan (keterperolehan) bahan ajar, kebermanfaatan web suplemen dalam web site ut, kebermanfaatan lm/tm dalam uas. sedangkan persentase yang terendah (18.75 %) adalah komponen tentang koleksi buku perpustakaan di ut pusat atau di upbjj yang berkaitan dengan bidang studi, kualitas dari fasilitas yang disediakan ut (perpustakan, ruang diskusi, laboratorium). jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 277 tabel 1. aspek belajar mengajar sub variabel frekuensi persentase sd s b sb sd s b sb pengetahuan praktis dan empiris 2 13 1 12.5 81.25 6.25 teori dan konsep 12 4 75 25 sikap dan kemampuan komunikasi 1 4 9 2 6.25 25 56.25 12.5 belajar mandiri 7 9 43.75 56.25 tutorial 1 2 10 3 6.25 12.5 62.5 18.75 guru/tutor sebagai sumber utama informasi 2 5 7 2 12.5 31.25 43.75 12.5 bahan ajar cetak sebagai sumber utama belajar 2 11 3 12.5 68.75 18.75 bahan ajar non cetak (elektronik) sebagai sumber utama informasi 4 11 1 25 68.75 6.25 pengalaman kerja secara langsung (termasuk praktek dan praktikum) 1 5 6 2 6.25 31.25 37.5 12.5 menulis karil atau menempuh tap/ukt 3 11 2 18.75 68.75 12.5 ujian matakuliah teratur 1 10 5 6.25 62.5 31.25 ket: sd = sangat sedikit; s = sedikit; b = banyak; sb = sangat banyak tabel 2. dampak pengalaman belajar sub variabel frekuensi persentase sk k b sb sk k b sb pengetahuan: kemampuan akademik atau ilmu yang diperoleh 13 3 81.25 18.75 keterampilan: kemampuan berkomunikasi dengan atasan 1 13 1 6.25 81.25 6.25 kemampuan berkomunikasi dengan teman sejawat 15 1 93.75 6.25 kemampuan berkomunikasi dengan bawahan 12 2 75 12.5 kemampuan berkomunikasi dalam forum informal/formal 1 13 2 6.25 81.25 12.5 keterampilan menggunakan teknologi yang berkaitan dengan bidang pekerjaan 1 13 2 6.25 81.25 12.5 keterampilan memanfaatkan media/sarana kerja modern 2 10 4 12.5 62.5 25 keterampilan yang sesuai bidang ilmu 3 12 1 18.75 75 6.25 sikap: kemandirian 10 6 62.5 37.5 kepercayaan diri 1 10 5 6.25 62.5 31.25 ket: sk=sangat kurang; k=kurang;b=baik;sb=sangat baik tabel 3. fasilitas dan kondisi belajar sub variabel frekuensi persentase sk k b sb sk k b sb ketersediaan (keterperolehan) bahan ajar 2 11 3 12.5 68.75 18.75 kualitas bahan ajar cetak (bac) 5 10 1 31.25 62.5 6.25 kualitas bahan ajar non-cetak (banc) 1 6 8 1 6.25 37.5 50 6.25 kebermanfaatan banc( dalam bentuk cd) yang dikemas dengan bac 1 4 8 3 6.25 25 50 18.75 kebermanfaatan web suplemen dalam web site ut 2 11 3 12.5 68.75 18.75 kualitas bahan ujian (bu) 1 13 2 6.25 81.25 12.5 kebermanfaatan lm/tm dalam uas 2 11 2 12.5 68.75 12.5 koleksi buku perpustakaan di ut pusat atau di upbjj yang berkaitan dengan bidang studi 1 3 6.25 18.75 kualitas dari fasilitas yang disediakan ut (perpustakan, ruang diskusi, laboratorium) 2 6 3 12.5 37.5 18.75 ket: sk=sangat kurang; k=kurang;b=baik;sb=sangat baik jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 278 rendahnya persentase tersebut karena sebagian besar lulusan yang berada di upbjj jawa dan ambon tidak pernah memanfaatkan/datang ke perpustakaan ut pusat yang lokasi jauh dari tempat tinggal mereka dan membutuhkan biaya yang cukup besar. selain itu responden memberikan masukan agar karya ilmiah mahasiswa sebaiknya dipresentasikan untuk mengetahui kekurangan dan kelebihannya sebelum diunggah dalam tuton karil. dan secara tidak tidak langsung akan menambah peran dosen biologi khususnya dalam mendampingi mahasiswa hingga lulus studinya. layanan akademik serta layanan administrasi dan akademik berdasarkan data hasil pengamatan dalam tabel 4 tentang kepuasan lulusan terhadap layanan akademik bahwa sebanyak 50% responden menyatakan bahwa penyelenggaraan tutorial tatap muka (ttm) di upbjj masih sangat kurang, penyelenggaraan tutorial online sebanyak 75% dan kebermanfaatan tutorial online sebanyak 93.75% sudah baik-sangat baik. sedangkan penyelenggaraan bimbingan akademik dan konseling sebanyak 56.25%, serta sistem penilaian ujian akhir sebanyak 68.75% lulusan menyatakan sudah baiksangat baik. dengan demikian yang masih perlu diperbaiki dalam layanan akademik ini adalah penyelenggaraan ttm di upbjj, salah satunya adalah dengan cara penambahan mata kuliah biologi yang di ttm-kan di setiap upbjj, dan menurut lulusan diharapkan tutornya dari dosen ut pusat. selanjutnya lulusan juga mengharapkan ut membuka program studi biologi lebih lanjut (s2-s3). tabel 4. layanan akademik sub variabel frekuensi persentase sk k b sb sk k b sb penyelenggaraan tutorial tatap muka di upbjj 8 3 5 50 18.75 31.25 penyelenggaraan tutorial online 1 2 10 2 6.25 12.5 62.5 12.5 kebermanfaatan tutorial online 9 6 56.25 37.5 bimbingan akademik dan konseling (penyapaan, pemberitahuan registrasi, dll) 3 4 8 1 18.8 25 50 6.25 sistem penilaian uijan akhir (kontribusi antara nilai uas dengan tuton/ttm 5 8 3 31.25 50 18.75 ket: sk=sangat kurang; k=kurang;b=baik;sb=sangat baik tabel 5. layanan administrasi dan akademik sub variabel frekuensi persentase sk k b sb sk k b sb penanganan keluhan mahasiswa (kasus nilai, registrasi) tingkat prodi 1 1 11 3 6.25 6.25 68.75 18.75 penanganan keluhan mahasiswa (kasus nilai, registrasi) tingkat upbjj 1 3 10 2 6.25 18.75 62.5 12.5 layanan prodi terhadap keluhan anda melalui sms/ email/forum komunitas/datang langsung 2 10 4 12.5 62.5 25 ket: sk=sangat kurang; k=kurang;b=baik;sb=sangat baik sedangkan kepuasan lulusan terhadap layanan administrasi dan akademik (tabel 5) tentang penanganan keluhan mahasiswa tingkat prodi sebanyak 14 lulusan menyatakan sudah baik-sangat baik (skala 3-4) dan sebanyak 16 lulusan mengungkapkan bahwa penanganan keluhan mahasiswa tingkat upbjj dan layanan prodi terhadap keluhan lulusan sudah baik-sangat baik (skala 3-4) pula. namun demikian ada satu upbjj tertentu (daerah jawa tengah) yang kurang ramah (tidak senyum sapa salam) dalam menangani keluhan mahasiswa/lulusan. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 279 responden juga memberikan saran agar ada pelayanan administrasi dan akademik pada hari libur/minggu di upbjj dengan cara adanya petugas piket secara bergiliran. selanjutnya berdasar data pengamatan dari 16 lulusan hanya 1 orang yang mendapatkan beasiswa/bantuan belajar mahasiswa (bbm) pada tahun 2007-2009. begitu pula untuk beasiswa ppa yang berdasar indeks prestasi akademik/ipk (>2.75) tidak ada karena semua lulusan ipk nya rata-rata hanya mencapai <2.75. persepsi pemangku kepentingan terhadap kinerja lulusan hasil penelitian tentang persepsi pemangku kepentingan terhadap kinerja lulusan (n = 15 responden atasan / pengguna lulusan) disajikan dalam tabel 6 dan 7. tabel 6. kualitas kinerja: sikap dan kemampuan (n=15 responden atasan) sub variabel frekuensi persentase sk k b sb jml sk k b sb kemampuan untuk pengembangan diri minat untuk mengikuti studi lanjut 10 4 14 66.67 26.67 minat untuk mengikuti pelatihan 7 7 14 46.67 46.67 pemanfaatan internet untuk pengembangan diri 1 7 6 14 6.67 46.67 40.00 kepemimpinan perencanaan 11 3 14 73.33 20.00 pengelolaan 11 3 14 73.33 20.00 monitoring dan evaluasi 11 3 14 73.33 20.00 kemampuan mengajar keterampilan dasar mengajar (membuka menutup pelajaran, dll 2 2 4 13.33 13.33 merancang pembelajaran 2 2 4 13.33 13.33 menggunakan media dan alat peraga 3 1 4 20.00 6.67 menggunakan strategi pembelajaran yang tepat 2 2 4 13.33 13.33 melaksanakan penelitian tindakan kelas 3 1 4 20.00 6.67 menguasai materi 2 2 4 13.33 13.33 melaksanakan evaluasi 3 3 20.00 membimbing atau memotivasi siswa 3 3 20.00 tabel 7. kualitas kinerja: kinerja lulusan (n=15 responden atasan) sub variabel frekuensi persentase sk k b sb jml sk k b sb perilaku inovatif frekuensi memberikan ide/usul dalam pekerjaan 1 8 4 13 53.33 26.67 frekuensi ide/usul diterima 1 9 4 14 60.00 26.67 frekuensi melakukan hal-hal yang bersifat inovatif 1 10 2 13 66.67 13.33 tanggung jawab penyelesaian tugas tepat waktu 8 5 13 53.33 33.33 hasil pekerjan berkualitas baik 9 4 13 60.00 26.67 kontribusi terhadap institusi kontribusi terhadap kebutuhan institusi 1 8 4 13 53.33 26.67 kontribusi terhadap kemajuan institusi/tempat kerja 1 8 4 13 53.33 26.67 dlm 5 thn apakah staf anda pernah menerima penghargaan ya 4 26.67 tidak 6 40.00 prestasi bidang pekerjaan 2 prestasi terbaik (5 tahun terakhir) jumlah prestasi 3x, 1-3x 20.00 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 280 dalam tabel 6 dan 7 terlihat bahwa kemampuan pengembangan diri dalam minat untuk mengikuti studi lanjut sebanyak 66.67% dan kepemimpinan lulusan ut yang meliputi perencanaan, pengelolaan, monitoring dan evaluasi sebesar 73.33% responden menyatakan baik. sedangkan kemampuan mengajar, perilaku inovatif yaitu dalam memberikan ide dan usul yang diterima, tanggung jawab, kontribusi terhadap kebutuhan institusi, prestasi bidang pekerjaan bagi lulusan ut umumnya masih kurang, yaitu persentasenya rata-rata <60 % yang memiliki kualitas kinerja yang baik. masih kurangnya kemampuan lulusan dalam mengajar karena sebagian besar lulusan bukan berlatar belakang guru tetapi mereka berlatang belakang dari di bidang non kependidikan, seperti analis kesehatan dan laboran di laboratorium rumah sakit. hanya 4 lulusan yang bekerja di bidang pendidikan yaitu sebagai guru dan dosen perguruan tinggi negeri. sedangkan dalam hal kerja sama (tabel 8), sebanyak 10 orang atasan menyatakan bahwa dalam menyelesaikan pekerjaan, lulusan melakukannya dengan teman sejawat dan sebanyak 8 orang atasan menyatakan lulusan ut sering dilibatkan dalam kerja kelompok. tabel 8. kualitas kinerja: kerjasama (n=15 responden atasan) sub variabel frekuensi persentase dalam menyelesaikan berbagai aktivitas sehari-hari, teman sejawat anda lebih sering melakukannya dengan: sendiri 3 20 teman 10 66.67 orang terdekat atasan frekuensi dilibatkan dalam kerja kelompok tidak pernah jarang 1 6.67 sering 8 53.33 sering sekali 4 26.67 pernyataan di atas didukung oleh data responden teman sejawat dalam tabel 9, 10, dan 11, juga menunjukkan kualitas kinerja lulusan umumnya persentase antara skala baik-sangat baik sebesar >90%, kecuali kemampuan mengajar masih di bawah 30%. tabel 9. kualitas kinerja: sikap dan kemampuan (n=15 responden teman sejawat) sub variabel frekuensi persentase sk k b sb sk k b sb kemampuan untuk pengembangan diri minat untuk mengikuti studi lanjut 1 9 5 6.67 60 33.33 minat untuk mengikuti pelatihan 1 9 5 6.67 60 33.33 pemanfaatan internet untuk pengembangan diri 1 10 4 6.67 66.67 26.67 kepemimpinan perencanaan 2 10 3 13.33 66.67 20 pengelolaan 1 11 3 6.67 73.33 20 monitoring dan evaluasi 1 11 3 6.67 73.33 20 kemampuan mengajar keterampilan dasar mengajar 3 2 20 13.33 merancang pembelajaran 3 2 20 13.33 menggunakan media dan alat peraga 4 1 26.67 6.67 menggunakan strategi pembelajaran yang tepat 3 2 20 13.33 melaksanakan penelitian tindakan kelas 4 1 26.67 6.67 menguasai materi 3 2 20 13.33 melaksanakan evaluasi 2 1 13.33 6.67 membimbing atau memotivasi siswa 3 1 20 6.67 ket: sk=sangat kurang; k=kurang; b=baik; sb=sangat baik jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 281 tabel 10. kualitas kinerja: kinerja lulusan (n=15 responden teman sejawat) sub variabel frekuensi persentase sk k b sb sk k b sb perilaku inovatif frekuensi memberikan ide/usul dalam pekerjaan 1 11 3 6.667 73.33 20 frekuensi ide/usul diterima 2 10 3 13.33 66.67 20 frekuensi melakukan hal-hal yang bersifat inovatif 3 10 2 20 66.67 13.33 tanggung jawab penyelesaian tugas tepat waktu 1 10 4 6.667 66.67 26.67 hasil pekerjan berkualitas baik 1 10 4 6.667 66.67 26.67 kontribusi terhadap institusi kontribusi terhadap kebutuhan institusi 13 2 86.67 13.33 kontribusi terhadap kemajuan institusi/tempat kerja 1 12 2 6.667 80 13.33 tabel 11. kualitas kinerja: kerjasama (n=15 responden teman sejawat) sub variabel frekuensi persentase dalam menyelesaikan berbagai aktivitas sehari-hari, teman sejawat anda lebih sering melakukannya dengan: sendiri 5 33.33 teman 9 60 orang terdekat 1 6.667 atasan frekuensi dilibatkan dalam kerja kelompok tidak pernah jarang 5 33.33 sering 7 46.67 sering sekali 3 20 kinerja lulusan yang baik kemungkinan disebabkan salah satunya adalah kepuasan kerja lulusan terhadap pimpinan/perusahaan. menurut brahmasari dan suprayetno (2008), mengemukakan kepuasan kerja dapat tercipta jika variabel-variabel yang mempengaruhinya, antara lain motivasi kerja, kepemimpinan dan budaya organisasi perusahaan dapat diakomodasikan dengan baik dan diterima oleh semua karyawan di dalam suatu organisasi/perusahaan. kepuasan karyawan akan mendorong tumbuhnya loyalitas karyawan pada organisasi. selanjutnya loyalitas karyawan akan mengarah pada peningkatan produktifitas. produktifitas karyawan mendorong penciptaan nilai pelayanan external yang kemudian menentukan kepuasan pelanggan external, karena kepuasan pelanggan merupakan salah satu faktor penentu loyalitas pelanggan (anonim, 2013). mink mengemukakan pendapatnya bahwa individu yang memiliki kinerja yang tinggi memiliki karakteristik, diantaranya a) berorientasi pada prestasi, b) memiliki percaya diri, c) berpengendalian diri, dan d) kompetensi (anonim, 2014). kesimpulan dan saran kesimpulan penyelenggaraan program dan mutu layanan program studi umumnya sudah baik atau memuaskan bagi para lulusan. namun demikian masih ada hal yang perlu ditingkatkan, yaitu adanya penambahan mata kuliah yang di-ttm-kan di setiap upbjj. peningkatan pelayanan upbjj tertentu (daerah jawa tengah) karena kurang ramah terhadap mahasiswa/lulusan. sedangkan persepsi pengguna lulusan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 274-282) susi sulistiana dkk, tingkat kepuasan lulusan 282 menyatakan kinerja lulusan sudah baik, tetapi kemampuan mengajar yang masih perlu ditingkatkan. saran perlu adanya perbaikan sistem dalam mengupdate data mahasiswa yang registrasi hingga lulus. juga perlu adanya pelayanan administrasi dan akademik di upbjj (petugas piket secara bergiliran) pada hari libur (minggu) untuk mengakomodasi mahasiswa yang bekerja hingga hari sabtu. daftar rujukan anonim. 2013. definisi kepuasan menurut para ahli. (online). http://www.refe rensimakalah.com/2013/03/definisikepuasan-menurut-paraahli.html?m= diambil 12 februari 2014. anonim. 2014. indikator kinerja. (online). www.scribd.com/doc/97171931/indik ator kinerja. diambil 6 februari 2014. anonim. 2014. kinerja pegawai menurut sedarmayanti. (online). http://ww w.scribd.com/doc/35390443/kinerjapegawai-menurut-sedarmayanti. diambil 6 februari 2014. anonim. 2014. indikator kinerja. (online). www.scribd.com/doc/97171931/indik ator kinerja. diambil 6 februari 2014. brahmasari, i.a. & suprayetno, a. 2008. pengaruh motivasi kerja, kepemimpinan dan budaya organisasi terhadap kepuasan kerja karyawan serta dampaknya pada kinerja perusahaan (studi kasus pada pt. pei hai international wiratama indonesia). jurnal manajemen dan kewirausahaan, 10(2): 124-135. bufford, j. jr. 2005. an introduction to designing and delivering courses and programs at a distance, advance methods in distance education: applications and practices for educators,administrators and learners. eds. k.e. dooley, j.r. lindner, & l.m. dooley. london:yurchack printing inc. darmayanti, t. 2004. pengembangan tutorial melalui media telepon pada pendidikan jarak jauh (studi kasus di fisip universitas terbuka). jurnal pendidikan terbuka dan jarak jauh. 5 (2): 108-127. fmipa-ut. 2010. evaluasi diri program studi sarjana biologi. jakarta: fmipa-ut. handayani, r, yermias t. k., & ratminto. 2003. analisis kepuasan pemakai terhadap pelayanan perpustakaan nasional provinsi daerah istimewa yogyakarta. sosiosains, vol 17(2), april 2003. pasca sarjana fisipol ugm, yogyakarta. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 nov 2019, pp. 435-442 10.22219/jpbi.v5i3.9864 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 435 research article implementing of subject jigsaw learning model and its impact on students’ achievement in embryology course m. haviz a,1,*, l. lufri b,2 a departmet of biology education, faculty of education and teacher training, institut agama islam negeri batusangkar, jl. jend. sudirman no.137, tanah datar, west sumatera, 27217, indonesia b departmet of biology education, faculty of mathematics and sciences, universitas negeri padang, jl. prof. dr. hamka, air tawar, padang, west sumatera, 25171, indonesia 1 mhaviz@iainbatusangkar.ac.id * ; 2 lufri@fmipaunp.ac.id * corresponding author introduction the characteristics of biology studies that refer to factual (hung, hwang, lin, wu, & su, 2013), theoretical (freidenreich, duncan, & shea, 2011), and conceptual learning (abdullah, parris, lie, guzdar, & tour, 2015) are also simultaneously confronted with macro and micro-sized materials and are dynamic in nature (orcajo & aznar, 2005). the typology of biology studies makes learning nature more interesting and challenging at the same time (fleischner et al., 2017). these challenges are not only experienced by students, such as learning difficulties (fauzi & fariantika, 2018), but also on how the teacher designs meaningful and memorable learning for students (iversen, pedersen, krogh, & jensen, 2015). these problems have at least been widely used as a a r t i c l e i n f o a b s t r a c t article history received september 23, 2019 revised october 30, 2019 accepted november 19, 2019 published november 30, 2019 subject jigsaw has been identified as one of alternative model to teach difficult materials such as embryology. this study aimed to analyze the impact of the subject jigsaw model on students’ achievement. this quasi-experimental study employed post-test only control group design. as many as 84 students from the fifth semester in biology department of iain batusangkar were involved as the sample. they were grouped in three classes which were taught using subject jigsaw model, jigsaw model, and conventional (control). the instruments were observation sheet and test. the cooperative skills and student learning outcome data were analyzed using anova and least significance difference (lsd). the results showed that cooperative skills of students, at beginner, intermediate, and advanced levels, who learn with subject jigsaw are higher than those learning with successive jigsaw of 3.10, 3.21, and 2.99. furthermore, the students’ learning outcomes, who taught with subject jigsaw were significantly different from other treatments (f = 28.590; p-value < 0.05). based on the lsd results showed that the students’ achievement on subject jigsaw model was better than the others. thus, subject jigsaw model is recommended to implement in embryology course. copyright © 2019, haviz & lufri this is an open access article under the cc–by-sa license keywords cooperative skills embryology jigsaw how to cite: haviz, m. & lufri, l. (2019). implementing of subject jigsaw learning model and its impact on students’ achievement in embryology course. jpbi (jurnal pendidikan biologi indonesia), 5(3), 435-442. doi: https://doi.org/10.22219/jpbi.v5i 3.9864 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.9864 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:mhaviz@iainbatusangkar.ac.id mailto:lufri@fmipaunp.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.9864 https://doi.org/10.22219/jpbi.v5i3.9864 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9864&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.3, nov 2019, pp. 435-442 436 haviz and lufri (teaching embryology through jigsaw cooperative …) basis for learning research (gay, mills, & airasian, 2012; guleker, 2015), including efforts to apply 21st-century learning models in accordance with the character of student learning and the material being studied (haviz, 2018; hsieh, 2014; scott, 2015). jigsaw implementation is not mere a learning method but also an effort that can be done to measure the success of biology learning (slavin, 2012). (oakes, hegedus, ollerenshaw, drury, and ritchie, 2019) found that the jigsaw method increases knowledge about anatomy by involving group work, peer-led learning, minimal supervision, and leads to increased student performance and learning motivation. while other research also reports that various biology topics such as ecology (asshoff, düsing, winkelmann, & hammann, 2019; smith & chang, 2005), microbiology (jasti, hug, waters, & whitaker, 2014), anatomy (koprowski & perigo, 2000), biology developmental (haviz, 2015) that are taught with jigsaw have a positive impact on students' understanding, interest in learning, and thinking ability including cognitive (bennett, 2016) and metacognitive awareness (palennari, 2016). on the other hand, modifications to the jigsaw model are mostly done by researchers such as jigsaw ii (aronson & bridgeman, 1979), jigsaw iii (stahl & vansickle, 1992), jigsaw iv (holliday, 2000), reverse jigsaw (hedeen, 2003), and subject jigsaw (doymus, 2008). subject jigsaw, according to (doymus, karacop, & simsek, 2010) is indicated to be able to provide the learning experience needed to solve problems in accordance with the topic being studied. various steps modification in the jigsaw model, apart from being an improvement effort, are also due to adjustments to the various characteristics of students and the topics studied (haviz, 2015; smith & chang, 2005). furthermore, some researchers believe that the accuracy of the selection of learning models and topics determines student learning success (akker, bannan, kelly, nieveen, & plomp, 2010; plomp & nieveen, 2013). meanwhile, the topic of embryology learning is also faced with a complex study topic because it involves small material on embryonic development (burns, 2010). these characteristics according to (dudek, 2011; haviz, 2018) cause embiology learning achievements are relatively low. these problems need to be anticipated by designing the use of learning methods that activate students' thinking skills (bensley & spero, 2014; guleker, 2015; larsson, 2017). in addition, students' cooperative skills also need to be facilitated so that, independently, the students are able to build effective discussion rooms with their peer-partners (hsieh, 2014; scott, 2015). this study aims to analyze the impact of the implementation of the subject jigsaw model on students' achievement. student learning outcomes include cooperative skills and embryological learning outcomes. the results of this study can be used as consideration in solving problems in embryology learning. method this experimental study used post-test only control group design (creswell, 2014). the independent variable was subject jigsaw group (sjg) while the dependent varieble was cooperative skill and students’ achievement. the treatment groups that included sjg, jigsaw group (jg), and conventional method as control group (cg). as much as 84 students, from the fifth semester academic year of 2017/2018 department of biology education iain batusangkar-indonesia, was participate as a subject. the participants were grouped into three classes, each class consisted of 28 students. the students group are based on three characteristics; average achievement index, score of the previous course (anatomy), and their background knowledge. this experimental study used the different of treatment was written at table 1. sjg consists of home group (hg) and expert group (eg). hg members are determined based on the sub-topics studied, making it possible to have several different sub-topics in the same group. furthermore, each hg member is grouped in one group with the same sub-topic discussion (eg) (doymus, karacop, & simsek, 2010). the procedure to making of hg and eg on sjg class written in figure 1. students in the jg class are grouped according to the results of the initial assignment. the students are divided into groups according to the large amount of material being studied. students who study in expert groups return to the home group to share information. in this group, students do not work on worksheets in the guidelines. observer observes students' cooperative skills in the learning process. formative evaluation is not conducted at the end of each sub-topic but at the end of the embryology topic. whereas in the cg class, students are not grouped into study groups. students only apply the learning method as usual. formative evaluation is not done after each class meeting but at the end of all meetings. the post-test was carried out after all embryology topics were studied. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.3, nov 2019, pp. 435-442 437 haviz & lufri (teaching embryology through jigsaw cooperative …) table 1. the treatment difference of applying jigsaw technique in embryology course no subject jigsaw group (sjg), n=28 jigsaw group (jg), n=28 control group (cg), n=28 1 the student was grouping by initial task result and sub-topics the student was grouping by initial task result there is no grouping of students 2 students work on worksheets in the student guidelines students did not work on worksheets in the student guidelines the student did not worksheets in the student guidelines 3 the student was applyed the syntax of cooperative learning the student was applyed the syntax of cooperative learning the student was applyed of conventional method 4 formative evaluation was conduct after meeting the class formative evaluation was not conduct after meeting the class formative evaluation was not conduct after meeting the class 5 post-test post-test post-test . figure 1. grouping procedure of hg and eg members at sjg data collection uses a instrument developed by haviz (2016). the result of the validity and reliability of the test score on cronbach’s alpha were 76.69 and 81.50, while the levene’s test showed that the instrument was homogeneous and normal (p value 0.129 > 0.05). this study also uses student guidelines and is only used by student level 1 ranked: 1, 2, 3, 4, 5, 6 student level 2 ranked: 7, 8, 9, 10, 11, 12 student level 3 ranked: 13, 14, 15, 16, 17 student level 4 ranked: 18, 19, 20, 21, 22 student level 5 ranked: 23, 24, 25, 26, 27, 28 home group 1 a1, a2, a3, a4, a5 home group 2 b1, b2, b3, b4, b5 home group 3 c1, c2, c3, c4, c5, c6 home group 4 d1, d2, d3, d4, d5, d6 home group 5 e1, e2, e3, e4, e5, e6 expert group 1 a1, b1, c1, d1, e1, expert group 2 a2, b2, c2, d2, e2, d6 expert group 3 a3, b3, c3, d3, e3, e6 expert group 4 a4, b4, c4, d4, e4 expert group 5 a5, b5, c5, d5, e5 home group 1 a1, a2, a3, a4, a5 home group 2 b1, b2, b3, b4, b5 home group 3 c1, c2, c3, c4, c5, c6 home group 4 d1, d2, d3, d4, d5, d6 home group 5 e1, e2, e3, e4, e5, e6 presentation in class formative test in topic: prefertilization, weekly period, embryonic period and organogenesis posttest sjg (n=28 students) grouped by initial task result jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.3, nov 2019, pp. 435-442 438 haviz and lufri (teaching embryology through jigsaw cooperative …) members in sjg. the all of the students on sjg, jg and cg studied the context of embryology: pre-fertilization, weekly period, embryonic period and organogenesis (dudek, 2011). the embryological context was studied during 16 meetings and were taught by the same lecturer. the cooperative skills and learning outcome were analyzed using descriptive statistics. the results of the analysis of cooperative skills score (table 2) refer to (haviz, 2016). furthermore, the difference in the average student achievement was analyzed using anova and continued with the lsd test (α = 0.05) to determine the best results of the three treatments. table 2. level of cooperative skills mean scores level of cooperative skills level x ≥3.10 highly practical/very good advance 2.40< x ≤3.09 practical/good advance 1.60< x ≤2.40 quite practical/pretty good intermediate 0.80< x ≤1.60 less practical/less good beginner x ≤ 0.80 impractical/not good beginner results and discussion the results showed that the students’ who learned to use sjg, the cooperative skills score were higher than those who learned using jg (figure 2). the students’ cooperative skills in sjg are higher at all levels, i.e., beginner (3.10), intermediate (3.21), and advance (2.99). furthermore, these results also show that at the beginner and intermediate levels in the sjg class are classified as highly practical/very good (x ≥3.10), whereas in the jg class, the cooperative skill level at beginner, intermediate, and advance is classified as practical / good respectively amounted to 3.01, 2.98, and 2.82. figure 2. cooperative of student skills on embryology course the results also showed that mean of students' achievement in the sjg class was higher than the other two treatment classes (table 3). descriptive analysis shows that the average in the sjg class is higher (80.32) compared to jg (73.57) and cg (64.82). furthermore, the prerequisite test results, normality and homogeneity, showed that the data of the three treatment classes were spread normally and homogeneously (> 0.05), so that parametric analysis (anova) was continued. table 3. descriptive statistics for student achievement scores groups n χ ± sd sjg 28 80.32 ± 5.69 jg 28 73.57 ± 5.34 cg 28 64.82 ± 10.79 the anova test results (table 4) show that there are differences in students' achievement in the three treatment classes (sig <0.05). these results indicates the difference in student learning outcomes within sjg, 3.10 3.01 3.21 2.982.99 2.82 2.6 2.7 2.8 2.9 3 3.1 3.2 3.3 sjg jg s ki ll l e ve l s co re treatment class beginner intermediate advance jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.3, nov 2019, pp. 435-442 439 haviz & lufri (teaching embryology through jigsaw cooperative …) jg, and cg classes. furthermore, the lsd test results with a significance level of 0.05 indicate that students in the sjg class have better learning outcomes than the jg class, as well as student learning outcomes in the jg class are better than the cg class. table 4. anova result for student achievement post-test scores source sum of squares df mean square f sig. between groups 3382.167 2 1691.083 28.590 .000 within groups 4791.071 81 59.149 total 8173.238 83 the findings of this research indicate that implementing jigsaw, as a cooperative learning, in the sjg and jg classes affects the cooperative skills of students and learning outcomes. the division of groups based on the results of the initial assignment and sub-topics that have been applied in the sjg group has a significant effect than the division of the jg groups which is only based on previous learning outcomes. this finding also shows that sjg treatment has influenced the emergence of cooperative student activities, where this activity also affects student learning outcomes. the implementation of sjg and jg in embryology course plays a direct role in improving cooperative skills and student achievement (haviz, 2015, 2016). the principles of cooperative learning that are applied in small groups (bellanca et al., 2010; slavin, 2014), provide more space for students to take on the role and work together as a learner (cetindamar & hopkins, 2008; jasti et al., 2014). social interactions that occur in learning activities affect how students master the material (pang, lau, seah, cheong, & low, 2018; shin, lee, & ha, 2017). some researchers believe that cooperative attitudes can grow with a pattern of habituation in the learning process (scott, 2015; triyanto, 2018). cooperative attitudes such as togetherness in the learning process (hedeen, 2003; slish, 2005), responsibilities (bennett, 2016), perceptions of the same learning goals (slavin, 2012), fair distribution of responsibilities (haviz, 2015), appreciation (oakes et al., 2019), and leadership (bennett, 2016) always emerge and grow in student learning interactions (karaçöp, 2016). on the contrary, these results were not found in the cg class. the conventional learning design does not place students in study groups (madhuri, kantamreddi, & prakash-goteti, 2012). in other words, students learn independently and there is no significant interaction between students. this learning design has an impact not only on social skills but also on student learning outcomes (domopolii & rahman, 2019; pang et al., 2018). students in cg classes are not accustomed to learning that involves holistic activities. cooperative learning was a specific strategy used to achieve learning objectives designed as well with specific instructional design (bennett, 2016; roger & johnson, 2002). this strategy was social learning concerning the aspect of individual responsibility in achieving specific objectives. this way of learning is conducted base on motivational theory (slavin, 2012). these result study argue that cooperative learning way is not just based on motivational theory, but it is clearly supported by other learning theories such as cognitive, constructivism and behaviorism (haviz, 2016). these fact is based on the findings of this research. embryology material used in this research was classified as one of difficult materials in which to be mastered with high critical thinking skill requirement (burns, 2010; dudek, 2011). as part of developmental of biology course, embryological material contains many processes, facts, theories, and concepts (dudek, 2011). only by applying specific ways of learning and learning materials, it can be mastered as well (guleker, 2015). those specific learning methods are at least based on constructivism, behaviorism and cognitivist (ertmer & newby, 2013; iversen et al., 2015; palennari, 2016). it is also supported by the correlation between facts of learning with those three theories (yusof, hassan, jamaludin, & harun, 2012). nowadays, with technological developments and social shifts (thompson, 2011), including a culture of learning in schools (iversen et al., 2015), it is possible to form a multidisciplinary learning community (ahmadi & yulianto, 2017; lawless & brown, 2015). these changes will eventually produce a new paradigm of integration of theories in learning designs that are adaptive to the values of cooperative skills (akker et al., 2010; ertmer & newby, 2013; thompson, 2011). finally, cooperative learning is one area of extraordinary educational theory, research and practice. the results of this study indicate that cooperative learning influences students' learning achievement in embryology. the application of cooperative syntax in this study makes good student learning outcomes in the experimental class (huang, liao, huang, & chen, 2014). good embryology learning outcomes is begin with good cooperative activity that students have (bennett, 2016; chatila & husseiny, 2017). this explanation is the relationship between theory, research, and practice in embryology learning. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.3, nov 2019, pp. 435-442 440 haviz and lufri (teaching embryology through jigsaw cooperative …) conclusion this study concluded that cooperative skill of sjg and jg members were not different from one to another, the cooperative skill of these groups was in a good level. the student achievement of sjg member was better than sj, while sj was better than cg. further, it can be concluded that jcl effected toward student learning achievement in embryology course. the researchers believe that further study toward the cooperative skill of the members in each group is needed to be conducted. the enhancement of the cooperative learning use on the learning activities that required high-order thinking skill is needed to be done. references abdullah, c., parris, j., lie, r., guzdar, a., & tour, e. 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(2021). developing human movement system booklet as a biology teaching material supplement for xi grade students. jpbi (jurnal pendidikan biologi indonesia), 7(1), 413422. doi: https://doi.org/10.22219/jpbi.v7i1.12828 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i1.12828 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:syam_unp@fmipa.unp.ac.id_x0005_, mailto:2ekaaghniasyarif@gmail.com, mailto:2ekaaghniasyarif@gmail.com, mailto:3rahmabio@fmipa.unp.ac.id, http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1.12828 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 95-103 96 syamsurizal et al (developing human movement system booklet …) booklet is learning media which consists of around 48 pages. compared to brochure, booklet is relatively thinner book which contains complete and brief content as well as easy to carry (satmoko & astuti, 2006). it is expected could promote students’ learning effectiveness (pralisaputri et al., 2016). acknowledging booklet function in transferring knowledge, reading booklet plays a vital role in teacher-student communication (pimpa & rojanapanich, 2020). furthermore, it enables students to learn optimally as the content is developed based on basic competency (yani et al., 2018). an attractive and comprehensive booklet can be a breakthrough to enhance student learning achievements, motivation (ajizatunnisa et al., 2018) as considerable as increase discussion quality (adri et al., 2017). based on interview results conducted by researchers with one of biology teachers in sma negeri 7 padang, on july 2019, it was revealed that one of the most difficult biology topics is the human movement system. it was found that about 77.14% of students expressed difficulty to comprehend this topic and approximately 60% students’ achievements were under minimum mastery criteria (kriteria ketuntasan minimum/kkm). previously, the interviewed biology teacher applied biology textbook which refers to kurikulum 2013 and student worksheet (lembar kerja peserta didik/lkpd). although learning content has agreed to the indicator of competency achievement, yet, some language aspects were difficult to understand, the pictures included were colorless, unclear, and less attractive. therefore, it did not motivate the students to learn. besides, learning material scope was quietly dispersed so that students found restrictions to conclude and used the material independently. in line with the interview results, field observation results informed that there were confusing terminologies in the learning media used by the teacher. in accordance with the above results, observations done toward students depicted that as many as 85.71% of students studied biology by reading. the majority of students (91.42%) stated that they need other learning resources which support their understanding about human movement system. meanwhile, 82.85% of them stated that they need others learning resources that can be understood independently. students suppose resources with criteria such as understandable language, whole in content, concise and clear, smaller in size and practical, any additional information and explanations for difficult terms, colorize and accompanied by pictures to attract interest and increase their motivation to learn. however, booklet, which has potentials to increase students' achievement effectively (yani et al., 2018; zalita et al., 2017), gain their competency in cognitive, affective, and psychomotor (rani et al., 2020) has not been applied yet to support biology learning. thus, this study aimed at developing booklet as a biology teaching supplement, especially in human movement system material for xi graders. the results of this study will contribute to enrich insights and increase student motivation to learn. moreover, it can also be used as an alternative media to assist teachers as well as a reference in conducting effective and efficient learning activities. method this research and development study was conducted in the department of biology, fmipa unp, and sma negeri 7 padang. the resulted product was supplement learning media in term of booklet which covered human movement systems material for xi graders. the product was tested in natural science (ipa)-majored xi grade of sma negeri 7 padang in the odd semester of academic year 2019/2020. the subjects of this study were two lecturers of biology department of fmipa unp, one biology teacher of sma negeri 7 padang, and 35 xii natural science-majored graders of sma negeri 7 padang. the instruments used in this study were teacher interview guide, student observation questionnaire, selfevaluation questionnaire, expert review questionnaire, one-to-one questionnaire, small group questionnaire, field test questionnaire, and practicality questionnaire for students and teachers. the interview sheet and student observation questionnaire used in this study were developed by the researchers and have been validated by validators i.e. lecturers of biology department, fmipa unp who are competent in instrument assessment development field. the qualifications of the validators were doctoral degree and has teaching experience in the subject for more than 3 years. meanwhile, self-evaluation questionnaire, expert review, oneto-one, small group, field test, and practicality were modified from previous studies (octiana et al., 2020). the teacher interview sheet consisted of 23 questions, the student observation questionnaire consisted of 14 questions which covered curriculum analysis, concepts, students, and literature review. the self-evaluation and expert review questionnaires consisted of 26 questions which covered the feasibility of content, language, presentation, and graphics. the one-to-one, small group, and field test questionnaires consisted of 10 questions which covered five aspects in terms of appearance, presentation, language, images, use of fonts, and usefulness. while the student practicality questionnaire consisted of 19 questions, and the teacher practicality questionnaire consisted of 18 questions which covered four aspects, namely, ease of use, the effectiveness of learning time, benefits, and attractiveness. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 95-103 97 syamsurizal et al (developing human movement system booklet …) this study applied the plomp model (plomp et al., 2013), which consists of a preliminary research stage, a development or prototyping phase, and assessment phase (rani et al., 2020). the assessment stage consists of practicality and effectiveness tests. the booklet development process was conducted until practicality test which was covered in assessment stage, while the effectiveness test was not carried out due to the limited time, energy, and cost of the research. meanwhile, the data analysis technique used was qualitative and quantitative analysis. the data obtained from the initial investigation stage, design, construction, and development of the prototype were analyzed qualitatively and presented in descriptive form. meanwhile, the data gained from the test, evaluation, and revision stages in terms of validity and practicality were analyzed quantitatively using microsoft excel platform. results and discussion this research produced a product in the form of a booklet on human movement system material for class xi sma/ma which gained very valid and very practical criteria, therefore it can be used as a teaching material supplement. the booklet is developed through stages of research and development using the plomp model. preliminary research phase initial investigation aimed at finding out basic problems in learning biology in schools. this stage consists of curriculum analysis, concept analysis, student analysis, and analysis of teaching materials used in schools. at this stage, an interview was carried out with a biology teacher at sma negeri 7 padang. moreover, observation was also done by distributing questionnaires to natural-science majored xii graders of sma negeri 7 padang. curriculum analysis. in this research, curriculum analysis was focused on the analysis of core competencies (konpetensi inti/ki) and basic competencies (kompetensi dasar/kd) of human movement systems material i.e. kd 3.5. based on the interview done with one of biology teacher in sma negeri 7 padang, it was known that some biology learning materials were difficult for students to understand, one of which was the human movement systems. the teacher stated that 60% students in each class found their score below the kkm on daily tests of the movement system topic. the observation results done on july 2019, by distributing questionnaires to 35 natural-science majored xii graders of sma negeri 7 padang revealed that the movement system material was one of the materials studied in xi grade of odd semester which was challenging for students to understand. as high as 77.14% students stated that human movement system is difficult material to understand. a review of the core competencies and basic competencies done in the curriculum analysis stage depicted that students found difficulty in understanding human movement system material. similarly, the difficulty in learning materials related to human anatomy in higher level i.e. university level was also identified by previous researchers (estai & bunt, 2016; ngan et al., 2018). yet, this basic knowledge of human anatomy is assumed as an influential factor in determining their future carrier (kim et al., 2017) concept analysis. concept analysis was employed as the basis for designing the human movement system booklet developed. based on sk, kd, and competency achievement indicators (indikator pencapaian kompetensi/ipk), the main concepts of human movement system must be well mastered by students. based on the description of learning indicators, the concepts identified including body frame, bones, joints, movement system disorders, muscles, and technology related to human movement system. these concepts were planned to be presented in the booklet. student analysis. student analysis was done to examine the students’ responses, as the research object, toward human movement system material. the results of student analysis are briefly served in table 1. table 1. the analysis results of students’ responses towards human movement system material no question answer frequent percentage (%) 1. what difficulties did you have in studying the material? too much material 31 88.57 complicated material 33 94.28 the available teaching materials are less attractive 30 85.71 the material is memorized 30 85.71 there are many confusing terms 29 82.85 the matter cannot be observed directly 6 17.14 2 how do you study biology? reading 85.71 3. do you need other learning resources that support your understanding of the material? yes 32 91.42 4. do you need other learning resources about the material that can be understood independently? yes 29 82.85 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 95-103 98 syamsurizal et al (developing human movement system booklet …) teaching materials analysis. the last analysis performed was the teaching materials analysis. the results of the teaching materials analysis showed that in the learning process, students have been facilitated using k13 textbooks and lkpd, yet the both learning media were difficult to be understood by students. thus, students’ motivation to read the textbooks and lkpd provided was low which led to the low achievement. the results of observation done towards students showed that as high as 88.57% of students stated that the human movement system material was not presented attractively. furthermore, it was difficult to understand and not equipped with relevant illustrations. development or prototyping phase the data obtained from the initial investigation stage provides the background and reference for developing human motion system booklet. furthermore, in this prototype creation and development stage, the researchers developed a human motion system booklet which was evaluated using formative evaluation. this evaluation covers several series i.e. self-evaluation, expert review, one-to-one evaluation, small group, and field test. developing prototype i. the booklet was created using microsoft office publisher 2013 aided with microsoft office powerpoint 2010 application. the components in this human motion system booklet were (1) cover, (2) introduction, (3) table of contents and pictures list, (4) learning competencies, (5) concept map, (6) material, (7) info, (8) glossary, (9) bibliography, and (10) author's bio. the human motion system booklet was designed with colors combinations which attract students’ attention to read. the cover colors of the booklet were white, light gray, dark green, light green, yellow, coral, and peach. the booklet contents were designed with using colors combination of dark green, light green, light gray, violet, bone, peach, yellow, orange, and red which employed white background. the undergirding consideration of color combinations was students’ preferences which were stated in questionnaire. most of the students tended to choose bright-classified colors. moreover, the booklet developed combined several fonts, namely, cambria, microsoft sans serif, arial narrow, and microsoft himalaya with vary font sizes range between 10-28 points which were suited to the appropriateness of booklet appearance. the initial draft of the booklet was named as prototype i. this prototype experienced evaluation by the author to determine the feasibility of the booklet according to the author's understanding. the evaluation was done by fulfilling self-evaluation instrument. as the assessment was completed by the author, the revisions needed were done to the draft. hence, this version was called prototype ii. this prototype will be reviewed and validated by three experts in the expert validation stage. developing of prototype ii. the prototype i which was resulted in the previous step was reviewed and validated in expert validation stage through conducting validity test. the purpose of this validity test was to ensure the feasibility of the booklet based on four aspects, namely the feasibility of content, language, presentation, and booklet graphics. the validity test was done by three experts i.e. 1) material expert, 2) media expert, and 3) biology education practitioner. material experts were lecturers who are competent in the fields of anatomy and physiology at the department of biology fmipa unp. the qualifications of material expert chosen were earned master degree in biology and experienced teaching in this subject for at least 3 years. the qualifications of material expert were lecturer who are competent in the field of developing biology teaching materials in the department of biology fmipa unp. meanwhile, media expert qualifications were earned master degree in biology education and have taught more than 3 years in teaching educational media course. biology education practitioners in this case were biology teachers of x grade in sma negeri 7 padang who earned bachelor degree in biology education and experienced teaching biology for more than five years. the validation results (table 2) showed that the booklet developed was valid based on the four aspects assessed by validators. table 2. the validity assessment results of human motion system booklet no aspect nilai validitas (%) kriteria 1. content eligibility 95.23 highly valid 2. language 86.90 valid 3. serving and construction 97.91 highly valid 4. graphics 96.42 highly valid average 94.11 highly valid the validity test on content feasibility aspect aimed to see whether the substance of the product developed is truly able to measure the concept achieved. assessed the content feasibility aspect, it was proven that the booklet obtained validity value as high as 95.23% (very valid criteria). this means that the booklet developed is in line with the referred curriculum, i.e. curriculum-2013, following ki and kd, as well as in accordance with the needs and development of students. this very valid criterion also proved that the description of the booklet material is correct and provides additional insight for students. moreover, the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 95-103 99 syamsurizal et al (developing human movement system booklet …) content of the booklet does not conflict with moral and social values. thus, it is important to ensure the rightness of substance and its suitability with the curriculum to avoid students’ misunderstanding (yelviana et al., 2020). judging from the linguistic aspect, the booklet was declared valid with the validity value of 86.90%. this indicates that the booklet has met the indonesia language rules in term of eyd (ejaan yang disempurnakan/ enhanced spelling system), used simple language with clear and short sentences. the linguistic aspect is closely related to the use of clear sentences to eliminate students' confusion. it is very important to pay attention to the use of good and correct language so that the learning material presented can be understood by students (sukiman, 2012). a teaching material must have clear inter-sentence relationships, use brief sentences, and do not cause double interpretation or ambiguity (depdiknas, 2008). furthermore, the presentation of the booklet was declared very valid with the validity value reached 97.91%. this indicates that the booklet has been well presented, and has clarity in stating basic competencies and indicators addressed. the clarity of indicators and learning objectives will help students in learning so that learning becomes more focused (octiana et al., 2020). the valid category also indicates that the material presented in the booklet is systematic and contains complete subject matter and material details. in terms of the graphic aspect, the booklet obtained its validity value of 96.42% (very valid). this means that the graphic components such as font type, font size, appearance, color gradations, illustrations, images, and graphics presented in the booklet are overall attractive, clear, and easy to understand. the proper arrangement of content layout, appearance, placement, and the use of good images will be stimulus to attract students to use booklet (fazlina et al., 2019). the design of teaching materials must consider several components such as color composition, appearance, writing type, size of writing to attract attention and increase student motivation in the learning process. in addition, the use of illustrative images in teaching materials can increase attractiveness (park et al., 2011) and reduce students’ boredom (prastowo, 2011). the validation results of the booklet developed indicate that the booklet can be used as one of students’ learning resources in learning biology, especially for xi graders to learn human movement systems. however, the validator also provided several suggestions to improve the booklet. based on the suggestions, the booklet was revised. the revised and reviewed booklet was called as prototype iii. furthermore, the booklet was tested in the next phases i.e. one-to-one evaluation, small group evaluation, and field test. the revisions conducted are served in figure 1. (a) (b) figure 1. table of contents (a) before revision, (b) after revision figure 1 (a) is the appearance of table of content page before revised by authors and figure 1 (b) is the refinement of the previous table of content page. given the suggestions by validator, the display of the table of contents must be the same as the appearance of its list of pictures. moreover, the validator suggested to ensure the consistency of the use of capital letters in the table of content. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 95-103 100 syamsurizal et al (developing human movement system booklet …) (a) (b) figure 2. presentation of images and material (a) before revision, (b) after revision figure 2 (a) is the presentation of pictures before revision, meanwhile, figure 2 (b) is the improvement result of the previous presentation. based on the suggestions given by validator, the image captions were written in bahasa indonesia and the images were taken from textbooks or journals. in more detail, the validator also suggested an improvement in the way images and materials are presented in the booklet. the validator suggested to change the font used in booklet to be more eye-catching font, to remove the background color of the image caption, and to add information about the process described by the image served. developing prototype iii. in this stage, one-to-one evaluation was carried out using one-to-one evaluation questionnaire by asking responses to three students from different academic ability levels (high, medium, and low). based on the positive responses given by students, it was decided by researchers that no improvements need to be made to the booklet content, but to the cover paper used which need to be thickened. after revising the booklet, the development process was continued to the prototype iv development stage. developing prototype iv. in this development stage, the evaluation activity was carried out in small group which consisted of six students. this stage aimed to describe any suggestions, improvements, and affirmations from the previous evaluations done. this evaluation employed small-group evaluation questionnaire. acknowledged the positive responses obtained from students, no revision was made to the booklet. hence, the booklet development process was continued to the prototype v development stage. developing prototype v. in this stage, the evaluation activity carried out was field test using field trial questionnaire. the booklet developed was evaluated by 26 students. the results showed that no suggestions given by students so that no improvement needed to the booklet. this means that the booklet can be used for the assessment stage in term of practicality test. assessment phase after generating several improvements based on one-to-one evaluation, small-group evaluation, and field test, the booklet practicality test was conducted. the practicality test of the booklet was carried out on students and teachers, by asking them to fill out a practicality questionnaire. the results obtained from the practicality test depicted that the booklet developed is practical to implement. booklet practicality for students the results of the practicality test gained from students are briefly served in table 3. table 3. the results of booklet practicality test by students no. assessment component practicality value (%) criteria 1. ease of use 95.44 highly practical 2. the effectiveness of learning time 93.57 highly practical 3. benefits 94.85 highly practical 4. attractiveness 94.52 highly practical average 94.59 highly practical jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 95-103 101 syamsurizal et al (developing human movement system booklet …) based on table 3, it can be seen that the practicality value of the booklet by students of sma negeri 7 padang reached 94.59%. this means that the booklet is very practical in all aspects measured i.e. the ease of use, the effectiveness of learning time, benefits, and attractiveness. this also shows that the booklet developed is very practical for students to use in learning. booklet practicality for teachers the results of the booklet practicality test done by the teachers are summarized in table 4. tabel 4. results of booklet practicality test by teachers no. assessment component practicality value (%) criteria 1. ease of use 90.62 highly practical 2. the effectiveness of learning time 87.50 practical 3. benefits 95.00 highly practical 4. attractiveness 91.66 highly practical average 92.19 highly practical practicality tests are carried out to obtain practical information and ease of use of booklets (octiana et al., 2020). the practicality test in this research involved 35 science students of xii grade and a biology teacher of sma negeri 7 padang. the data analysis of the booklet practicality test was based on four aspects, namely the ease of use, effectiveness of learning time, attractiveness, and benefits. the results of the practicality test showed that the booklet developed is categorized as very practical. this can be seen from the practicality test by the both students (table 3) and teachers (table 4) that the booklet developed is highly practical in which the average practicality values reached were 94.59% (by students) and 92.19% (by teachers). judging from the aspect of ease of use, the booklet was considered as very practical by the both students (95.44%) and teachers (90.62%). this means that the material presented in the booklet is clear, the language used is easy to understand, the writing and size of letters are easy to read, and the booklet size is practical and easy to carry. this is following the criteria of a printed teaching material, which must be easy to read (puspita et al., 2017). in terms of the effectiveness of the learning time, it is known that the booklet obtained very practical category from students (93.57%) and teachers (87.50%). this shows that students can learn by using the booklet at their own pace, and their learning time can be more effective by using booklet. in the other words, this learning media, in general, can overcome the limitations of space, time, sensory power, and shorten the learning time. teaching materials should be able to open opportunities for students to be able to learn at their own pace (nasution, 2012). similarly, the booklet obtained very practical category from students (94.85%) and teachers (95.00) for its benefits aspect. this proves that the booklet is useful for students and teachers in learning. the booklet enables the students to understand concepts, adds insights, knowledge, as well as increases their interest and motivation to learn. moreover, the booklet also helps teachers deliver material and reduce their work to explain repetitive material. this is in line with the previous research finding which stated that good learning media provides benefits for educators, including facilitating material delivery, and be motivation generator for students, and makes material easier to understand (sanaky & faizah, 2013). in terms of attractiveness, the booklet obtained a practicality value of 94.52% with a very practical category by students, and the practicality value of 91.66% with a very practical category by teachers. this category shows that the booklet can attract students’ attention to read as it has attractive appearance, good color composition, and communicative pictures and illustrations. the selection of good color compositions and communicative illustrations need to be considered so that the media developed can increase students' interest in learning (fazlina, 2018; teng et al., 2017) the booklet as a whole from the results of the validity and practicality tests is stated to be very valid and very practical. hence, this booklet can be used as biology supplement materials for human motion systems by students and teachers. conclusion based on the results of the research done, it can be concluded that the human motion system booklet developed is categorized as very valid as the average of validity value gained was 94.11% which means that the booklet meets the aspects required for a good learning material i.e. content feasibility, language, presentation, and graphics. in addition, it is suggested that teachers and students use the human motion system booklet as a supplement for biology learning materials for xi graders. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 95-103 102 syamsurizal et al (developing human movement system booklet …) acknowledgement this research was conducted in collaboration with padang state university, west sumatra, indonesia. the highest appreciation and gratitude are presented to the practitioners and students from sma negeri 7 padang and the experts from universitas negeri padang as well as the all parties who were involved in this research. references adri, d., irawati, m. h., & sueb, s. 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(2019). developing gen-21cs on smartphone to cultivate the 21st-century skills on biology teacher candidates. jpbi (jurnal pendidikan biologi indonesia), 5(3), 415-424. doi: https://doi.org/10.22219/jpbi.v5i3.9714 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.9714 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:yuyunmaryuningsih2014@gmail.com mailto:yuyunmaryuningsih2014@gmail.com mailto:nuryanirustaman@upi.edu http://seminar.uad.ac.id/index.php/symbion/index http://seminar.uad.ac.id/index.php/symbion/index http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.9714 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9714&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 415-424 416 maryuningsih et al (developing gen-21cs on smartphone …) learning technology so that learning outcomes are more effectively achieved (doering, veletsianos, scharber, & miller, 2009; gros & garcía-peñalvo, 2016; shai & shwartz, 2011). a smartphone is a cellular telephone device that is almost owned by everyone. smartphone functions have also developed under the development of information technology. smartphone-based online learning activities need to be applied to prospective teacher students considering the function of educators as the frontline in the educational process and seeing learning trends in the industrial era that emphasize students' ict abilities (a. brown & green, 2018; feola, 2016). development of instructional design in smartphone-based learning media needs to be done (nuray, karademirci, kursun, & cagiltay, 2012) so that it can be used in blended learning (dung & fatmawati, 2018; gedik, kiraz, & ozden, 2013) and can improve the cognitive abilities of the online learning community (akyol & garrison, 2011). therefore, further development is needed, so that online applications can facilitate a variety of skills in the indonesian 4.0 era and promote the true nature of learning, namely the interaction between teachers and students (abrami et al., 2011; l. brown, 2014). learning activities are progressive processes of cognitive and skill aspects in a 21st-century curriculum domain. the emphasis of this curriculum is on providing the 21st-century skills to students in the learning process; hence, learning is expected to be more meaningful and able to answer future needs. learning activities have to strengthen the attitudes, strategies and behavior of students that keep them motivated to become a generation of long life learners, with an ongoing curiosity, and have the capacity to improve the skills needed. the skills of the 21st-century competencies include critical thinking, creative and innovative thinking skills and communication and collaboration skills (donovan, green, & mason, 2014). genetics is a compulsory subject in undergraduate education both in the biology science program and in biology education. this subject has a rapid research development, especially research in the field of molecular genetics. genetic learning is widely applied using analogies (maryuningsih, hidayat, riandi, & rustaman, 2018), so that students' reasoning is expected to support better genetics comprehension, given the abstract concept of genetics. the rapid development of the genetics field is marked by the abundance published research in the field of genetics. in genetic learning, in addition to the application of analogies in learning, it is also necessary to discuss several case studies in socio-scientific issues and the use of published genetic research results (alozie, eklund, aaron, & krajcik, 2010), which are available in various articles from various journals as reference sources. the 21st-century learning that emphasizes learning assisted tools or media (doering et al., 2009), allows the use of the internet as learning materials and resources for students who then discuss it in an online discussion forum. the discussion forum can facilitate students to practice 21st-century skills, one of which is critical thinking skill (maryuningsih, hidayat, riandi, & rustaman, 2019). the characteristic of learning in the 21st-century is ict-based learning by utilizing various internet facilities as learning resources (kivunja, 2015). for this reason, it is necessary to develop smartphone-based applications. the smartphone-based application design will contain various tools and content that support the learning process. ict-smartphone based learning can be applied in the learning process with online discussion and is a learning process that facilitates students in developing thinking processes in a discussion forum for teacher candidates utilizing mobile learning (alasmari & zhang, 2019; anohah et al., 2017; bai, 2019). mobile learning in a learning community needs to be designed to develop 21st-century skills (y maryuningsih et al., 2019). the development of mobile learning has been carried out by garvey (2015) with the design of games for learning, elias (2010) by developing moodle, as well as shen, wang, gao, novak, & tang (2009) by developing direct mobile videos and learning evaluations. furthermore, other research states that the online discussion model has a very positive impact on students in studying biology in general and some specific material such as bioinformatics (pedrosa-de-jesus & moreira, 2012;ding et al., 2014). however, research has not been carried out on the development of special media about genetic material, and because the genetic material is known more difficult to understand to student so is needed more spaces for discussion forum. then, this study was really important, due to the aim of this study was to facilitate the student by having an online discussion forum and to enhance the understanding of student about the genetic material. method this research was a development study to make a smartphone-based application by implementing online discussion forums on genetics lectures. the approach was to use the design development research (ddr). the ddr was considered appropriate by considering its pragmatism in testing theory and validating practicality. in addition, it was explained that ddr could be seen as a way to establish new procedures, techniques, and tools based on the analysis of specific needs (richey & klein, 2014) determined by the developer. the application development research of gen-21cs implemented ddr approach through six stages, namely (1) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 415-424 417 maryuningsih et al (developing gen-21cs on smartphone …) identifying the problem by determining learning indicators and supporting literature, (2) determining the purpose of development, (3) designing and developing devices by; a) creating a gen-21cs application design, b) determining the software to be used, c) preparing a gen-21cs application storyboard and d) requesting expert validation, (4) testing the device, (5) evaluating the results of the device trial and (6) communicating the results of the device trial. the design flow of gen-21cs application development is illustrated in figure 1. figure 1. application development flow of gen-21cs (adaptation from ellis & levy, 2010) the objective of this research was the development of the gen-21cs application. the application that has been developed was then validated by a media expert and a material expert to determine the appropriateness of the application that will be used in the online learning process. then the application was limitedly tested to 104 teacher candidates at one of the tertiary institutions in the province of west java through online discussion forum learning. the forum was divided into three online discussion groups to get participants' responses to the ease of use and operation of the application in the learning process. the next step was to improve the appearance and tool facilities in the gen-21cs application according to the validator’s suggestion. this application was developed in the genetics course. in the application, three large groups were generated into online discussion forums. data collection techniques and data analysis were carried out following the stages of development which included descriptive and qualitative analyses. data collection techniques are described in table 1. table 1. data collection technique and analysis no data indicator instrument data analysis 1 expert validation media and content gen 21cs eligibility descriptive qualitative 2 participant responses operational practicality descriptive qualitative results and discussion in developing and designing group discussions based on an online learning application (mobile learning) conducted in general with both large and small group designs, gen-21cs application development can use ddr design. according to richey and klein (2014), the aim is to equip 21st-century skills with an online discussion forum set up in smartphone. the application development of gen-21cs with the ddr approach was conducted in six stages, namely (1) identifying the problem by determining learning indicators and supporting literature, (2) determining the purpose of development, (3) making the design and development of the device (4) testing the device, (5) evaluating the results of the trial devices and (6) communicating the results of device trials. the stages of making a gen-21cs design were reduced to 10 stages of the development which are outlined in table 2. gen-21cs application contains some chat facilities and 21st-century skills content. the facilities embedded in the gen-21cs application include chats that are divided into large groups that hold several students in each class, and then in each group, they are subdivided into three small groups. this grouping can be used in assignments, learning discussions and work assignments discussions. development was done first by creating an application development flowchart and an operational flow using the gen-21cs application. the following is a flowchart for the implementation of the gen-21cs application that applies an online discussion forum, which is described in figure 2. figure 2 indicates that the mobile learning process required three stages of learning consisting of an introduction, preparation, and implementation stages. these three stages of learning were sequences of activities using the gen-21cs application. in the introduction activity, participants were introduced to the gen21cs application in the mobile learning process and then participants were divided into three large groups. the activity at this stage included preparing participants for learning that focuses on online discussion forums. participants gave responses, comments, and opinions from several discussion themes conducted online. figure 2 also shows the division of participants’ groups in carrying out the learning process which was divided into three large units, namely unit 1 mendel and the idea of genes and the basis of chromosomal inheritance, unit 2 consisted of the basic molecular inheritance of traits and gene expression: from genes to proteins, and units 3 observed the regulation of gene expression, viruses, and biotechnology. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 415-424 418 maryuningsih et al (developing gen-21cs on smartphone …) table 2. development stages of gen-21cs application stages work details descriptions 1 designing the storyboard of gen 21 cs. designing the storyboard based on the design principle. 2 setting up the web page of gen-21cs (dashboard) designing web pages for gen-21cs (dashboard). 3 developing gen 21cs application for smartphones developing the gen 21cs applications by integrating learning content into design templates 4 uploading and publishing gen 21cs website. uploading and publishing websites on internet servers and testing applications. 5 evaluating the application and dashboards to experts conducting the pre-formative evaluation with media experts and material experts. 6 revising the app display of gen 21cs revising and modifying the development process based on feedback and responses. 7 testing a gen 21cs device or application. conducting the 1st trial of gen-21cs application for lecturers and students as actual users. 8 revising the design and its development revising and modify the development process based on feedback and responses. 9 conducting an extensive trial as an implementation of online learning evaluating the extensive trial of gen-21cs with students and lecturers as real users. 10 implementation evaluation. conducting data analysis and reporting on the design and development process. figure 2. flowchart of gen-21cs application implementation figure 2 also suggests that the gen-21cs application required several tools to support the mobile learning process. some of the tools needed include teaching materials, assignments and formative evaluations. the tool facilities in the gen-21cs application were adjusted to the needs, so the tool facilities contained in the gen-21cs application had to meet all the needs of the learning process. those needs were facilitated by the gen-21cs application and were included in the gen-21cs application display on the smartphone depicted in figure 3. introduction phase preparation phase implementation phase post-test unit 3 pre-test unit 1 pre-test unit 2 pre-test unit 3 activity 1: mendel and ideas about genes activity 2: basic chromosome inheritance activity 3: basic molecular inheritance activity 5: regulation of gene expression activity 6: viruses activity 7: dna tool and biotech activity 4: gene expression from gene to protein post-test unit 1 post-test unit 2 small group discussion forum post-test pre-test large group discussion forum jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 415-424 419 maryuningsih et al (developing gen-21cs on smartphone …) figure 3. the display of gen-21cs on smartphone figure 3 signifies that the online discussion forum facility was available in the chat tool, which was divided into three main groups and each group was further divided into three small groups called classes. in the chat tool there were several discussion groups. gen-21cs application was then validated by several genetic content experts and media experts. the following are the results of the validation of media experts and genetic content experts to gen-21cs applications and gen-21cs application user responses in the learning process, which were also described in the following tables 3, table 4 and table 5. table 3. results of media expert validation results on gen-21cs applications no indicators expert 1 expert 2 expert 3 average criteria 1 completeness of learning devices on gen-21cs application 3.7 3.8 3.7 3.73 very good 2 gen-21cs application facilitates class and small group discussion forums. 3.8 3.9 3.8 3.83 very good 3 this application facilitates website links and video links both in the content of teaching materials, as well as discussion forums and assignment comments columns. 3.5 3.7 3.8 3.67 very good 4 gen-21cs application contains a variety of material content, videos and evaluation tools. 3.7 3.6 3.8 3.70 very good 5 there is ease in operating gen-21cs application on an android type smartphone. 3.7 3.8 3.7 3.73 very good 6 gen-21cs application facilitates task uploads and comment columns as task feedbacks. 3.8 3.8 3.9 3.83 very good in the chat facility, an online discussion with several discussion themes was adjusted to the learning units. the theme of discussion in each week changed according to the learning objectives. in this discussion forum, instructors or students were free to apply models, strategies or approaches in the learning process. the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 415-424 420 maryuningsih et al (developing gen-21cs on smartphone …) instructor could also determine the members of each discussion group according to the purpose of the group division. the appearance of an online discussion forum on the gen-21cs application has been described in figure 4. table 4. genetic content expert validation results in gen-21cs application no indicators expert 1 expert 2 expert 3 average criteria 1 completeness and accuracy of the learning device in gen-21cs application and its suitability with the learning indicators. 3.8 3.7 3.8 3.77 very good 2 gen-21cs application facilitates class discussion and small group forums as a home of online learning process 3.9 3.8 3.5 3.73 very good 3 this application facilitates website and video links, both in the content of teaching materials as well as discussion forums and assignment comment columns. 3.7 3.8 3.7 3.73 very good 4 gen-21cs application contains a variety of content, videos and evaluation tools that fit the learning objectives. 3.6 3.8 3.7 3.70 very good 5 gen-21cs application supports task uploads and comment columns as task feedbacks. 3.8 3.7 3.8 3.77 very good table 5. participants’ responses on the use of gen-21cs application. no indicators group 1 group 2 group 3 average score criteria 1 ease of operation on an android type smartphone. 3.8 3.7 3.7 3.73 very good 2 completeness of learning devices 3.9 3.8 3.8 3.83 very good 3 facilitating class and group discussion forums. 3.7 3.8 3.5 3.67 very good 4 facilitating website and video links both in the content of teaching materials, as well as discussion forums and assignment comment columns. 3.6 3.8 3.7 3.70 very good 5 displaying a variety of learning material content, videos and evaluation tools 3.8 3.7 3.7 3.73 very good 6 facilitating task uploads and comment columns as task feed backs. 3.8 3.9 3.8 3.83 very good in the chat view in figure 4, the instructor could equip and provide ample practices of 21st-century skills by using sentences to develop critical, creative thinking processes or problem-solving in online discussion activities. in the trial application of gen-21cs which was conducted on 104 students of practice teachers who took the subject of genetics, practice teachers’ responses on various themes discussed in online discussion forums were positive. students not only praised genetically content but also developed thought processes that could be directed to the implementation of 21st-century skills. the development of the gen-21cs application using the ddr was considered appropriate to develop mobile learning media to support the learning process in the classroom. this application has a discussion facility, teaching material posts, assignments or project assignments and evaluations that are embedded in one application. this media makes it easier for educators to make recordings of student learning outcomes. the instructor is facilitated in making digital recordings of students' learning achievements, as all learning processes are recorded in the application informative evaluation results and participant responses in discussion forums. the use of gen-21cs application in the learning process is a form of ict-based learning because it uses information technology in its application. in the general learning process, students use a variety of information technology learning facilities when they respond in discussion forums. in the process of mobile learning, instructors can apply several approaches and learning models that provide students with 21st-century skills. gen-21cs mobile application is a form of learning medium, a tool that can be used both in ordinary learning or distance learning. this mobile learning can be done at any time, without limitation of place and time. in the application of the gen-21cs discussion forum, the instructor and participants can list the website for the source of the response and the link can be directly checked or seen by other participants, so that the discussion forum is an active discussion process, fellow participants can respond to each other, refute at a time without waiting for other participants finished giving responses like in ordinary discussions. this means that online discussion forums can increase active student participation, so discussions are no longer monopolized by only a few students. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 415-424 421 maryuningsih et al (developing gen-21cs on smartphone …) figure 4. the display of the online discussion forum learning in either online or offline context requires a design or a framework (bai, 2019) to develop learning media in the form of games (garvey, 2015), moodle (elias, 2010), and videos and their evaluation forms (shen et al., 2009). the development of learning media needs to be done to help the learning process. in its development, a developmental design is needed. the design used in developing this media or tool is the ddr, where ddr is the seen as the right approach, given the practicality in its goals set up (ellis & levy, 2010). the design making for learning media in an online-based community requires several attributes or tools in its application. in making gen-21cs that is intended for teacher candidates, information technology (a. brown & green, 2018) is needed for professional development, so that the pedagogical knowledge framework and content are facilitated in the mobile application (doering et al., 2009). implementation of the application as a learning process is considered as the learning process of prospective teachers. the online application of gen-21cs is mentioned to be a present and future trend, where the use of information technology in the learning process facilitates the ability of e-learning technology in the use of machine-based application technology (gros & garcía-peñalvo, 2016; shai & shwartz, 2011). the implementation of gen-21cs media is seen as being able to increase online learning activities, this can be seen from students' perceptions about this application which according to them can improve the quality of online learning (a. brown & green, 2018), digital literacy and positive perspective of new technology use in the learning process (feola, 2016). digital capability with the use of the gen-21cs application is one of the literacy products in the 21st-century (pilgrim, elda, & martinez, 2013; stevens, 2012). this is deemed able to improve cognitive abilities as a result of learning (akyol & garrison, 2011) in the community of both online and blended learning. genetic learning in the 21st-century presents its challenges (alozie et al., 2010), where the use of classrooms or forum for project-based learning can improve the quality of learning. gen-21cs application that has been developed is used as a genetic learning media based on online discussion forums. the forum functions to design learning by utilizing information technology as much as possible and by developing pedagogical competencies and creative content. this mobile learning does not merely effective in distance education but also learning in the classroom to improve the recording of student interactions in the learning process (abrami et al., 2011). gen-21cs application can develop students 'innovation abilities through creative lecturing assignments, as well as comments and responses to friends' posts. this ability is a configuration map in learning in the 21st-century (donovan et al., 2014), namely equipping collaborative problem-solving abilities and strategic learning skills with digital literacy (a. brown & green, 2018; häkkinen et al., 2017). this online group-based discussion application supports the creation of social networking activities in the learning process (b & boholano, 2017). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 415-424 422 maryuningsih et al (developing gen-21cs on smartphone …) conclusion the development of gen-21cs learning applications on smartphones based on online discussion group forums was carried out to increase student's activity in learning that can equip 21st-century skills. the ddr approach was chosen because of its practicality. ddr includes stages: 1) identifying the problem by determining learning indicators and supporting literature, 2) determining the purpose of development, 3) making the design and development of the device 4) testing the device, 5) evaluating the results of the device trial and 6) communicating the test results in the trial of the device. the study suggested that the application of gen-21cs can be used in the learning process. gen-21cs application, not only contains learning material and evaluation tools, but also a discussion group interaction facility both in large and small groups. online discussion group forums on chat facilities allow the development of 21st-century skills, such as digital literacy and other higher-order thinking skills (hots). the broad application of gen-21cs can be used to measure some 21st-century skills in a well-planned and developed learning context. acknowledgment best salute to the it team from bausir.net for assisting with the development of gen-21cs application and a sincere thanks to the biology students of iain sheikh nurjati cirebon who were involved as participants in this study. references abrami, p. c., bernard, r. m., bures, e. m., & borokhovski, e. 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(2014). a proposed model for authenticating knowledge transfer in online discussion forums. international journal of higher education, 3(2), 106–119. doi: https ://doi.org/10.5430/ijhe.v3n2p106 https://doi.org/10.1561/2200000018 https://doi.org/10.1109/te.2008.930794 https://doi.org/10.1504/ijlc.2012.050857 https://doi.org/10.5430/ijhe.v3n2p106 https://doi.org/10.5430/ijhe.v3n2p106 ju issn: 2442-3750 jurnal pendidikan biologi indonesia jpbi volume 1 nomor 3 halaman 255-361 malang, november 2015 issn: 2442-3750 diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang pengaruh model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma ria mayasari, rabiatul adawiyah penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring terhadap kemampuan berpikir kritis siswa lailatul munawaroh, yuni pantiwati, ainur rofieq tingkat kepuasan lulusan terhadap penyelenggaraan dan mutu layanan, serta persepsi pemangku kepentingan terhadap kinerja lulusan program studi biologi fmipa-ut susi sulistiana, inggit winarni, sri kurniati, budi prasetyo kajian etnozoologi masyarakat desa hadiwaarno kabupaten pacitan dalam konservasi penyu sebagai bahan penyusunan booklet penyuluhan masyarakat dwi setyawan, fatchur rohman, hedi sutomo peningkatan hasil belajar dan kemampuan berpikir kritis dengan model pembelajaran cooperative integrated reading and composition (circ) risma ekawati, eko susetyarini, yuni pantiwati, husamah implementasi perangkat pembelajaran biologi sma berbasis metakognitif untuk meningkatkan kemampuan kognitif dan mengembangkan karakter mandiri siswa saidil mursali kebiasaan makan pagi pada anak usia sd dan hubungannya dengan tingkat kesehatan dan prestasi belajar sukiniarti perbedaan prestasi belajar mata pelajaran mipa kelas x antara siswa reguler dengan siswa akselerasi di sma negeri 3 malang endah wardani, nurwidodo, sri wahyuni hasil belajar siswa kelas vd mdi muhammadiyah 2 sei kindaung dengan menggunakan strategi pembelajaran peta konsep wiwi yulianti, siti ramdiah, lagiono populasi bakteri heterotrof di perairan pulau bulang batam notowinarto, fenny agustina pengembangan media pembelajaran berbasis komik dalam materi sistem pernapasan pada siswa kelas viii mts muhammadiyah 1 malang ismi fatimatus zahro utariyanti, sri wahyuni, siti zaenab hubungan antara aspek dalam motivasi belajar dengan hasil belajar kognitif biologi siswa kelas xi sma negeri 8 batam destaria sudirman nurhaty, purnama sari, notowinarto jurnal pendidikan biologi indonesia (jpbi) issn: 2442-3750 volume 1, nomor 3, november 2015 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting elly purwanti wakil ketua penyunting husamah penyunting pelaksana yuni pantiwati sukarsono ainur rofieq rr eko susetyarini tata usaha diani fatmawati kristina wijayanti indah s. alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: biologi. umm@gmail.com atau usya_bio@yahoo.com ju issn: 2442-3750 jurnal pendidikan biologi indonesia volume 1, nomor 3, 2015 daftar isi pengaruh model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma ria mayasari, rabiatul adawiyah ..................................................................................................................... 255 penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring terhadap kemampuan berpikir kritis siswa lailatul munawaroh, yuni pantiwati, ainur rofieq ......................................................................................... 263 tingkat kepuasan lulusan terhadap penyelenggaraan dan mutu layanan, serta persepsi pemangku kepentingan terhadap kinerja lulusan program studi biologi fmipa-ut susi sulistiana, inggit winarni, sri kurniati, budi prasetyo .......................................................................... 274 kajian etnozoologi masyarakat desa hadiwaarno kabupaten pacitan dalam konservasi penyu sebagai bahan penyusunan booklet penyuluhan masyarakat dwi setyawan, fatchur rohman, hedi sutomo .............................................................................................. 283 peningkatan hasil belajar dan kemampuan berpikir kritis dengan model pembelajaran cooperative integrated reading and composition (circ) risma ekawati, eko susetyarini, yuni pantiwati, husamah .......................................................................... 298 implementasi perangkat pembelajaran biologi sma berbasis metakognitif untuk meningkatkan kemampuan kognitif dan mengembangkan karakter mandiri siswa saidil mursali ...................................................................................................................................................... 307 kebiasaan makan pagi pada anak usia sd dan hubungannya dengan tingkat kesehatan dan prestasi belajar sukiniarti ............................................................................................................................................................ 315 perbedaan prestasi belajar mata pelajaran mipa kelas x antara siswa reguler dengan siswa akselerasi di sma negeri 3 malang endah wardani, nurwidodo, sri wahyuni ....................................................................................................... 322 hasil belajar siswa kelas vd mdi muhammadiyah 2 sei kindaung dengan menggunakan strategi pembelajaran peta konsep wiwi yulianti, siti ramdiah, lagiono ............................................................................................................... 329 populasi bakteri heterotrof di perairan pulau bulang batam notowinarto, fenny agustina .......................................................................................................................... 334 pengembangan media pembelajaran berbasis komik dalam materi sistem pernapasan pada siswa kelas viii mts muhammadiyah 1 malang ismi fatimatus zahro utariyanti, sri wahyuni, siti zaenab ........................................................................... 343 hubungan antara aspek dalam motivasi belajar dengan hasil belajar kognitif biologi siswa kelas xi sma negeri 8 batam destaria sudirman nurhaty, purnama sari, notowinarto ............................................................................... 356 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 3 november 2021, pp. 231-239 10.22219/jpbi.v7i3.13385 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 231 research article integration of local wisdom through enculturationassimilation-acculturation (eaa): a solution to enhance problem-solving skills ika nurani dewi a,1,, baiq muli harisanti a,2,*, s. sumarjan b,3 a biology education department, faculty of mathematics and natural sciences education, universitas pendidikan mandalika, jl. pemuda no 59a mataram, west nusa tenggara, 83126, indonesia b faculty of agriculture, universitas mataram, jl. majapahit no 62, mataram, west nusa tenggara, 83126, indonesia 1 ikanuranidewi@ikipmataram.ac.id; 2 muli_lombok@yahoo.com *, 3 sumarjanfaperta@unram.ac.id * coresponding author a r t i c l e i n f o a b s t r a c t article history received: 25 august 2020 revised: 13 september 2021 accepted: 09 november 2021 published: 09 november 2021 the 21st-century learning has been widely associated with problem-solving skills in a global perspective but not much related to local wisdom, even though local perspectives are also needed in adapting people's daily social lives. the purpose of this research was to analyze the effectiveness of enculturation-assimilationacculturation (eaa) model in enhancing problem-solving skills in learning science. this is pre-experimental research by using one group pretest and posttest design. the samples used were 140 students from two junior high schools in west nusa tenggara: (1) smpn 2 gunung sari and (2) smpn 3 lingsar. data collection using a problem-solving test refers to curtis & denton. local wisdom integrated into eaa is the culture of the sasak tribe, including bau nyale, gora rice, and awiq-awiq. the analysis data was done using paired t-test/wilcoxon test, n-gain, tukey, anova, and kruskal-wallis. the results showed that the integrated eaa model effectively enhances problem-solving skills (sig 0.001). the level of increase is medium, the average level of increase in the six groups is significantly different, and there are differences in learning outcomes of problem-solving skills. therefore, it can be concluded that the integrated eaa teaching model effectively enhances students' problem-solving skills. the results of this study imply that the eaa integration model can be used as an alternative to overcome the low scientific creativity and responsibility of students in west nusa tenggara. copyright © 2021, dewi et al this is an open access article under the cc–by-sa license keywords eaa learning model learning science local wisdom problem-solving skills how to cite: dewi, i. n., harisanti, b. m., & sumarjan, s. (2021). integration of local wisdom through enculturation-assimilationacculturation (eaa): a solution to enhance problem solving skills. jpbi (jurnal pendidikan biologi indonesia), 7(3), 231239. https://doi.org/10.22219/jpbi.v7i3.13385 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.13385 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ikanuranidewi@ikipmataram.ac.id mailto:muli_lombok@yahoo.com mailto:sumarjanfaperta@unram.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i3.13385 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v7i3.13385&domai jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 231-239 232 dewi et al (integration of local wisdom …) introduction the 21st-century learning is marked by the integration of technology and information in various educational activities (hussin, 2018; scott, 2015; thompson, 2017). in addition, learning in the global era is how complex communication skills are multidisciplinary (bray & tangney, 2016; english, 2016; genlott & grönlund, 2013). on the other hand, learning is also faced with preserving local cultural wisdom as a characteristic in interacting with the world globally (fadli & irwanto, 2020; parmin et al., 2016). several studies also report that strengthening local wisdom reinforces the superior quality of human resource development (parmin et al., 2016; suastra et al., 2017; syaparuddin, 2018). these factors then need to be developed as a framework for indonesian students' 21stcentury skills. the 21st-century skills framework is a foothold in developing the 2013 curriculum (mastur, 2017). implementation of the 2013 curriculum is intended to meet global competency needs. these skills include problem-solving skills. problem-solving skills need to be possessed in order to be able to compete globally, help students consider the problems encountered in everyday life (karatas & baki, 2013), and make logical, accurate, and systematic decisions (aka et al., 2010; veysel, 2015). however, (rannikmäe, 2016) explains that it is not enough for students to only be equipped with conducting experiments but must also be involved in the decisionmaking process and problem-solving in real life. several research in junior high schools in west lombok regency shows that students' problem-solving abilities are still relatively low in general (dewi et al., 2017). the individual completeness scores obtained by most students are below 40, much lower than the expected completeness criteria. the data illustrates that the majority of junior high school students still have difficulties in learning. factors that influence the low problem-solving ability are the science learning process in indonesia, in general, lack of experimental activities. science learning tends to be more emphasized on mastery of concepts and mathematical problem-solving. one alternative solution to improve problem-solving skills in science learning is applying integrated local wisdom learning through enculturation, assimilation, and acculturation. this model is an innovation from pbl and inquiry (overton & randles, 2015). the results showed that students were able to think critically, recognize and solve complex problems by identifying and evaluating sources of information, and work effectively in small groups. the pbl model is widely used to improve students' attitudes towards science and facilitate the development of a sense of community in the classroom (ferreira & trudel, 2012). however, the application of investigative skills is still low, the interaction is limited, and they need much time to solve problems (celik, 2011). tosun & taskesenligil (2013) concluded that there are difficulties in assessing skills, challenges to familiarize students, difficulties in preparing heterogeneous groups and overcoming problems during group collaboration, and facing competition between students. weaknesses in applying the pbl model in learning include the lack of feedback so that it does not involve the role of student responsibility in controlling their learning process (gorghiu et al., 2015). the inquiry model is also strongly indicated to develop students' problem-solving and science process skills (duran, 2014; pedaste et al., 2015). students can collaborate to build new cognitive creatively and independently and analyze opinions through the process of investigation and discovery (opara & oguzor, 2011). based on several research results, an inquiry is a model that is widely applied in schools. several studies state that inquiry requires much time for observing, drawing, and writing activities (duran, 2014; oğuz-ünver & arabacioğlu, 2011). integrating local culture in learning can improve students' thinking skills (abidinsyah et al., 2019; fadli & irwanto, 2020; syahrial et al., 2019). however, learning the integration of local wisdom still has several weaknesses. for example, the problem-solving process emphasizes building knowledge and is less related to the scientific knowledge possessed by local communities (hunaepi et al., 2019). in addition, exploration activities are not in-depth, so they are not optimal in training students to find alternative problem solving (fadli & irwanto, 2020) and are not sustainable (abidinsyah et al., 2019; syahrial et al., 2019). this study develops a science learning model by integrating problem-solving activities in pbl and inquiry with local wisdom. integration through enculturation-assimilation-acculturation (eaa) in the learning model is an innovation that provides students the broadest opportunity to solve problems critically while adhering to regional cultural values. furthermore, the learning model for integrating local wisdom through adaptation of environmental conservation values contained in the social life of the community is expected to be able to develop problemsolving skills to maintain environmental balance (abidinsyah et al., 2019). this study aimed to analyze the effectiveness of the eaa model in improving problem-solving skills in science learning. the contribution of this research is to develop alternatives in teaching students higher-order thinking skills. method this pre-experiment uses a one group pre-test and post-test design (fraenkel et al., 2012). purposive sampling was used as a sampling technique in this study. the sample in this study included 140 seventh grade jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 231-239 233 dewi et al (integration of local wisdom …) junior high school students with the distribution as shown in table 1. the location of this research is junior high school (jhs) 3 of lingsar and junior high school (jhs) 2 of gunung sari in west lombok regency (indonesia) in march may 2019. the research locations are divided into 2, namely: schools in urban and suburban areas. the consideration of choosing the location of the student's social environment is the influence of emerging modernization and the heterogeneity of society. table 1. the research sample no school groups total 1 jhs 3 of lingsar 1 26 2 27 3 28 2 jhs 2 of gunung sari 4 20 5 19 6 20 this research emphasizes testing the application of the effectiveness of the integrated eaa learning model by analyzing the improvement in learning outcomes of junior high school students' problem-solving skills before and after the implementation of science learning activities. the learning process begins by giving a pre-test. the problem-solving skills test consists of five essay questions referring to curtis and denton (2003) including defining the problem, planning an approach, carrying out a plan, monitoring progress, reflecting on the result. the effectiveness of the integrated eaa learning model was determined based on the significant increase in scores between pre-test and post-test and the n-gain score in learning outcomes of problem-solving skills (table 2). ngain score criteria refer to (hake, 1999). table 2. n-gain score criteria no n-gain category 1 > 0.7 high 2 0.3 0 .7 moderate 3 < 0.3 low learning instructional is designed to integrate the local culture of the sasak tribe, including; local tradition bau nyale, the local farming system padi gora, local rules in the form of awiq-awiq, as well as animals and plants endemic to the mount rinjani area. the learning process ended with the provision of a post-test of problemsolving skills and cognitive science. data analysis was performed using paired t-test (parametric) and wilcoxon test (non-parametric), while the magnitude of the increase was calculated based on the n-gain. finally, the magnitude of the interaction between the six groups was tested using anova and continued with the tukey test to determine differences between groups. this test was carried out with the help of ibm spss 17.0 software. results and discussion the learning outcomes of problem solving skills at smpn 3 lingsar and smpn 2 gunung sari in the six groups are presented in table 3. the results showed that there was an increase in problem solving skills in each indicator in all groups. indicators of problem solving ability achieved are in the low to moderate category the lowest n-gain value on progress monitoring indicators and results reflection in group 1 is 0.03 (low), while the highest n-gain is in group 3 planning implementation indicators of 0.62 (medium). table 3. average n-gain of problem-solving skill for all groups. school group indicator of problem-solving skill dp pa cop mp rr jhs 3 of lingsar group 1 .22 .33 .36 .03 .03 group 2 .19 .22 .39 .25 .22 group 3 .22 .29 .62 .25 .15 jhs 2 of gunung sari group 4 .23 .31 .24 .19 .21 group 5 .34 .33 .28 .30 .20 group 6 .45 .33 .38 .58 .34 note: dp = defining the problem, pa = planning an approach, cop = carrying out a plan, mp = monitoring progress, rr = reflecting on the result jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 231-239 234 dewi et al (integration of local wisdom …) based on table 4, the data on student learning completeness in groups 1 to 3 is below 50, which shows that most students still have low learning outcomes. some indications that can be identified are that students are still accustomed to the previous learning pattern, students' learning abilities are different, and the evaluation questions given are the same as the practice questions on the worksheets and the concentration of students' learning. students who do not complete their learning outcomes are due to their low ability to understand the material, so they have difficulty mastering concepts. the low activity observed also affects students' cognitive learning outcomes (demoin & jurisson, 2013), which explains that a concept is built through social interaction. table 4. the normalized pre-test and post-test of problem-solving skill group n test problem-solving skill mean std. dev asymp. sig .(2-tailed) normal distrib. group 1 26 pre-test 23.94 1.00 .20 yes post-test 41.63 1.69 .10 yes group 2 27 pre-test 28.37 1.08 .10 yes post-test 43.74 1.58 .04 no group 3 28 pre-test 37.54 9.74 .20 yes post-test 53.36 1.31 .20 yes group 4 19 pre-test 37.79 1.20 .20 yes post-test 62.63 1.69 .10 yes group 5 20 pre-test 36.20 1.47 .18 yes post-test 64.13 2.06 .20 yes group 6 20 pre-test 37.85 9.76 .20 yes post-test 72.13 1.07 .20 yes table 4 shows that the pre-test and post-test scores of problem-solving skills were normally distributed in all groups, except for group 2, which were not normally distributed in the post-test scores. therefore, to determine the effect of learning with the integrated eaa learning model in improving learning outcomes of problem-solving skills, paired t-test was used, except for problem-solving skills in group 2, which were not normally distributed, analyzed using the wilcoxon test. the results of paired t-test and wilcoxon test are presented in table 5. table 5. paired t-test and wilcoxon test results of problem-solving skill. group n paired t-test wilcoxon test std. dev std. error mean t df sig. (2-tailed) z p group 1 26 10.48 2.05 -8.60 25 .00 group 2 27 -4.54 .001 group 3 28 4.71 .89 -17.75 27 .00 group 4 19 9.06 2.07 -11.94 18 .00 group 5 20 9.62 2.15 -12.97 19 .00 group 6 20 8.89 1.98 -17.24 19 .00 table 5 shows that the paired test results are significant (sig <.05), as well as the wilcoxon test results, and show a z score of 4.54 with a significance level of p <.05. these results indicate an increase in learning outcomes of problem-solving skills in all groups after the integrated eaa learning model is applied. the effectiveness of the integrated eaa learning model is known based on the achievement of students' problem-solving skills in science learning seen from the increase in the pre-test and post-test scores, the n-gain score of problem-solving skills in each group is in the low and medium categories, and the interaction between groups is consistent. table 6. anova test of problem-solving skill and science cognitive problem in all groups. n-gain of all group sum of square df mean square f asymp. sig (2-tailed) problem-solving skill between groups 2.19 5 .43 16.78 .001 within groups 3.49 134 .02 total 5.68 139 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 231-239 235 dewi et al (integration of local wisdom …) the results of the different tests (table 6) show the significance of the students' problem-solving skills aspect of 0.001 (sig <.05). these results indicate differences in improving student problem-solving skills learning outcomes after applying science learning using the integrated eaa learning model for all groups. furthermore, the results of the tukey test shows that there are differences in problem-solving between groups (table 7). the tukey test results showed that the problem-solving abilities of students in group 4 and group 6 were in the high category, while the others were at moderate (group 5) and low levels (group 1, 2, and 3). the integration of local wisdom values in an integrated manner through enculturation, assimilation, and acculturation (eaa) is indicated to connect students' cognitive knowledge with the traditions of local communities in everyday life (abidinsyah et al., 2019; parmin et al., 2016). the nature of meaningful learning that is strengthened through the expression of community ideas encourages students to be wise in solving problems (belecina & ocampo, 2018; ferreira & trudel, 2012). problem elaboration activities in the learning process familiarize students with digging up the information needed to describe the problem. furthermore, it can increase students' creativity (birgili, 2015; im et al., 2015), generate ideas (parmin et al., 2015), and solve problems (binkley et al., 2012). the integrated eaa model can help students find solutions to problems given through group work. table 7. tukey test of problem-solving skill learning group n subset for alpha 5 % 1 2 3 group 1 26 .26 group 3 28 .27 group 2 27 .29 group 5 20 .51 group 6 20 .66 group 4 19 .76 sig. .96 1.00 .20 at the beginning of the lesson, students are trained to understand the phenomena of growing rice in dryland (padi gora), endemic fauna conservation (nyale), and environmental conservation (awiq-awiq) through pictures and videos. identification of scientific principles through observation enables us to identify and then classify problems based on concepts. based on these observations, it is hoped that questions will arise in the minds of students. these questions will help focus and build students' thinking (opara & oguzor, 2011). information processing theory explains that a person needs to pay attention to information so that important information can always be remembered and stored in short-term memory (im et al., 2015). the second step is to make a problem-solving plan. planning skills emerge when students identify problems (oğuz-ünver & arabacioğlu, 2011). in general, students develop problem-solving plans that only meet one or two criteria, meaning that students' problem-solving abilities are still in the low category. it is because almost all students have difficulty starting to formulate problems, formulate hypotheses to identify variables. in other words, students cannot yet think systematically. in addition, most students lack attention to the material given, and some depend on more competent students. however, overall there was an increase in the n-gain score of the planning indicators for each group. these results indicate that students who can understand the problem well can make a problem-solving plan. the data relating to the causes of low planning skills above follows the functional fixation theory (solso et al., 2014) that students tend to see things based on their everyday uses and have difficulty accepting new perspectives needed in problem-solving. it is supported by (mueller et al., 2012) that a person is born as a problem-solver, but creativity barriers often interfere with the ability to recognize ideas. students' skills in problem-solving planning are related to the ability to understand the problem to be solved and their initial cognitive (duran et al., 2011; oğuz-ünver & arabacioğlu, 2011). gagne stated that students' initial cognitive contributions contributed to forming cognitive understanding (choy & cheah, 2009; wilson, 2016). guidance can slowly be stopped when students can complete the task without the help of others. it shows that monitoring can be achieved through assimilated reconstruction of problem-solving results. in this process, students juxtapose their understanding of tradition as a science. likewise, according to dewi et al (2017), the ability to monitor will continue to develop well if students are given the proper learning. students who have been able to monitor means that they can understand, analyze, interpret, and define the problem and connect the signals from the problem statement to determine goals (gorghiu et al., 2015; tosun & taskesenligil, 2013). la’biran (2017) explains that monitoring through discussion can help fulfill three primary learning objectives, including increasing student involvement in the learning process, developing understanding by providing opportunities to think about and then communicating it, and helping students acquire communication skills. students who carry out monitoring activities have used their thinking skills in terms of translating. in addition, in jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 231-239 236 dewi et al (integration of local wisdom …) integrated learning with eaa, the teacher facilitates students to explain problems and problem-solving plans that students have prepared for other groups (abidinsyah et al., 2019; hunaepi et al., 2019). the assessment of students' reflection skills showed an increase even though it had not reached the expected value. measurement of reflection ability is carried out to show students' understanding, including before, during, and after learning (mccrum, 2017; rahmatih et al., 2020). reflection through acculturation is not limited to cognitive aspects but allows reflection on students' thoughts and learning experiences (persico et al., 2010). the results showed that many students still had difficulty in reflecting on problem-solving activities. it is closely related to how students' prior knowledge is the basis for thinking in problem-solving. in practicing problem-solving, students need to gradually observe and imitate what has been done to solve the given problem (listiyani, 2018). the implementation of the eaa model provides enough space for students to do this. it can be seen from how students actively seek solutions to the problems given at the beginning of learning through group work. when the teacher presents problems based on local wisdom, most students pay attention to the displayed phenomena, formulate problems from the phenomena displayed, and then discuss solutions to the problem formulations prepared with guidance by the teacher (shaaruddin & mohamad, 2017). reflection activities in learning aim to assess how students respond in a lesson or delivery of a material; so that teachers can understand what are the weaknesses and shortcomings of a lesson that has been delivered in class (rahmatih et al., 2020). the increase in problem-solving abilities is also due to the development of integrated worksheets of local wisdom that facilitate students to practice thinking skills. together with groups, students analyze problems in discussion activities to find out the solutions that will be carried out. discussion activities are carried out by expressing opinions and sharing ideas between friends. de cock (2012) stated that students get cognitive concepts and essential subject matter through problem-based learning. with a worksheet that presents problems based on local wisdom on the island of lombok, students carry out investigative activities to solve problems by the ethno science of the local community. students who have acquired problem-solving thinking can discuss information in achieving the desired goals effectively (argaw et al., 2017; binkley et al., 2014). conclusion the results of this research indicate that the integrated eaa teaching model is effective in improving problemsolving skills. this research results imply that the integrated eaa teaching model can be used as an alternative innovation to overcome the low problem-solving skill, which at the same time students have good natural science cognitive mastery. however, they can also maintain the noble values of national culture by cultivating local wisdom. further research is needed on other material and at various levels of education. the contribution of the results of this study is that the eaa integration model can be used as an alternative to overcome the low scientific creativity and responsibility of students in ntb indonesia. acknowledgement the researchers thank the ministry of research, technology, and higher education, who have funded the research [contract number 03 / k8.0570 / l1 / sk / ikip-mtr / 2018]. likewise, the researchers expressed their gratitude to ikip mataram, junior high school 3 of lingsar, junior high school 2 of gunung sari, and surabaya state university, which allowed them to carry out research activities. references abidinsyah, a., ramdiah, s., & royani, m. 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(2016). anderson and krathwohl bloom’s taxonomy revised understanding the new version of bloom’s taxonomy. the second principle. https://intranet.ecu.edu.au/__data/assets/pdf_file/0010/77 2867/understanding-the-new-blooms-taxonomy-wilson-2016.pdf https://doi.org/10.11591/edulearn.v13i4.13613 https://doi.org/10.1088/1755-1315/175/1/012142 https://doi.org/10.1177/1076217516675863 https://doi.org/10.1039/c2rp20060k https://doi.org/10.5897/err2014.2059 https://intranet.ecu.edu.au/__data/assets/pdf_file/0010/772867/understanding-the-new-blooms-taxonomy-wilson-2016.pdf https://intranet.ecu.edu.au/__data/assets/pdf_file/0010/772867/understanding-the-new-blooms-taxonomy-wilson-2016.pdf universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 245-252 10.22219/jpbi.v5i2.8266 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 245 research article improving higher-order thinking skill through poe (predict, observe, explain) and guided discovery learning models witriyani suryamiati a,1,*, adi pasah kahar a,2, anandita eka setiadi a,3 a department of biology education, faculty of teacher training and education, universitas muhammadiyah pontianak, jl. jend. ahmad yani 111, pontianak, west kalimantan 78123, indonesia 1 witriyaniadi@gmail.com*; 2 adipasahkahar@gmail.com; 3 anandita.eka@unmuhpnk.ac.id * corresponding author introduction in general, the indonesian students’ higher-order thinking skills (hots) are lower compared to other countries. it was proven by the program for international students assessment (pisa) and trend in the international mathematics and science study (timss) report which stated that indonesian students were only able to achieve the second level of the six-thinking level in the competed questions. this report indicated the low ability of students in logical and rational thinking (kayali & yilmaz, 2016). this condition led to indonesia’ achievement ranking in lower level compared to other participating countries (sharma, 2013). low-order thinking taught at school makes the hots to be not developed well. in fact, hots are required to solve problems creatively and innovatively. in order to solve the problem, senior high school students need to be directed to develop the hots (rochman & hartoyo, 2018). hots require not only the ability to remember but also the ability to analyze, to synthesize, and to evaluate (yuriza et al., 2018). the analysis process involves the activities of differentiating, organizing, and associating. the evaluation process involves the activities of checking and critiquing. the creating process involves the activities of generating, planning, and producing (hanoum, 2017). a r t i c l e i n f o a b s t r a c t article history received april 18, 2019 revised june 15, 2019 accepted june 22, 2019 published june 30, 2019 the low level of students’ higher-order thinking skills (hots) has been the main problem of education in indonesia. this study aimed to determine the difference of students’ hots taught by using poe and guided discovery learning models. this quasi-experimental research involved 34 students of x ipa 3 and 32 students of x ipa 4 at sma negeri 1 sungai ambawang-west kalimantan as the sample. the data obtained by using test which was analyzed using mann-whitney u test. the results showed that the students’ hots who were treated with poe was significantly higher than those who were taught using guided discovery learning. therefore, it is suggested to implement poe to improve students’ hots. copyright © 2019, suryamiati et al this is an open access article under the cc–by-sa license keywords guided discovery hots poe how to cite: suryamiati, w., kahar, a. p., & setiadi, a. e. (2019). improving higher-order thinking skill through poe (predict, observe, explain) and guided discovery learning model. jpbi (jurnal pendidikan biologi indonesia), 5(2), 245-252. doi: https:// doi.org/10.22219/jpbi.v5i2.8266 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.8266 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.8266&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 245-252 246 suryamiati et.al (improving higher-order thinking skill …) hots can be achieved with student-centered learning method. this kind of learning method allows students to express their ideas openly and to develop their hots (sucipto, 2017). there are variety of learning models that can trigger student’ activeness in finding out the concepts of knowledge; some of them are the poe learning model (predict, observe, explain), and the guided discovery learning model. the poe learning model is one of the learning models derived from constructivism learning theory involving many students in its activities (pamungkas, mulyani, & saputro, 2017). one of the characteristics of the poe learning model is building the critical thinking skills of students (mulyani, saminan, & sulastri, 2017). teaching activities consisting of poe assignments can be an alternative way to help change conceptions and improve students' concepts (coştu, ayas, & niaz, 2012). the poe learning model can be used by teachers to develop the learning activities and as early learning strategies that are appropriate for students (rosdianto, murdani, & hendra, 2017). poe learning model can improve on students' science process skills (rini, suryani, & fadhilah, 2018; yulianti, juanengsih, & mardiati, 2018). the poe learning model directly involves students in the learning process by conducting experiments and obtains the knowledge gained more meaningful. the poe learning model can improve the skills of science processes and student learning outcomes (hsiao et al., 2017). the poe learning model encourages students to create a hypothesis of a phenomenon or event, to observe through demonstrations or experiments and ultimately to explain the results of their experiments and their hypothesis (astuti, sulianto, & purnamasari, 2018). the poe learning model has 3 main steps, namely, predicting, observing, and explaining (ayvaci, 2013; coştu et al., 2012). the guided discovery learning model is a development of the discovery learning model (yurahly, darmadi, & darsikin, 2014). guided discovery learning model is a learning model that actively and independently involves students to learn and to find concepts or to solve a problem with guidance from the teacher (hulukati, zakiyah, & rustam, 2018). guided discovery learning model is a part of the experimental method that provides deeper understanding to students (saleh, 2018). in the guided discovery learning model, students will play an active role because students will try to solve problems and to obtain certain meaningful knowledge especially in improving students' character and concept understanding (wardani, nurhayati, & safitri, 2016). in guided discovery learning model, students will pass a mental process to assimilate a concept and a principle. the mental process meant in this case is the activities of observing, classifying, making hypotheses, explaining, measuring and making conclusions (riandari, susanti, & suratmi, 2018). the guided discovery learning steps according to khabibah, masykuri, & maridi, (2017) include, stimulation, problem statement, data collection, data processing, verification, and generalization. based on the research conducted by martaida, bukit, and ginting, (2017) guided discovery learning model can improve students' critical thinking skills. the research conducted by hidayatullah, indrowati, and sugihart, (2015) also revealed that guided discovery learning models affect the naturalistic intelligence of students. in its practical application, students’ hots are rarely taught by using the poe learning model and guided discovery learning model. some of the key features mentioned were the use of concept, inferences, visualization, and schemas, among others. recommendations for practice change were made regarding the development of hots (hassan, mustapha, yusuff, & mansor, 2017). this assumption can be proven by the research conducted by noma, prayitno, and suwarno, (2016) who suggested increasing hots using the problem based learning (pbl) model, and treffinger model who was suggested by (alhaddad, kusumah, sabandar, & dahlan, 2015). observation was conducted in x ipa 3 and x ipa 4 class using hots level test. there are 3 aspects in hots which are analyzing (c4), evaluating (c5), and creating (c6). based on the observation, the average percentage result of analyzing aspect for class x ipa 3 is 43,46% and class x ipa 4 is 45,13%, evaluating aspect for class x ipa 3 is 39,54% and class x ipa 4 is 43,07%, and creating aspect for class x ipa 3 is 36,28% and class x ipa 4 is 40,63%. thus, the hots of both classes is categorized as low. according to heong et al., (2011); kusuma, rosidin, and suyatna, (2017) the percentage 50,25%-75% is categorized as good, meanwhile the percentage 25%-50% of hots is categorized as enough. students’ hots is still low, it strenghtened with interview result. the interview was conducted with the biolody teacher and students. based on the interview result, it can be known that the test used in biology lesson is still using lower-order thinking skill (lots) level (c1-c3 type) which categorized as low. according to noma et al., (2016), c1 and c3 type of test still couldn’t accomodate students to develop their hots optimally, so that the 3 aspects in the hots still couldn’t be achieved by the students. based on the interview with the students, it can be known that they tend memorize the material and less trained to develop their hots. thus, based on the facts stated above, this research aimed to describe the difference of poe and guided discovery learning, also to find the effectiveness from those models against hots. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 245-252 247 suryamiati et.al (improving higher-order thinking skill …) method this study aims to determine the differences of students’ hots taught by using poe and guided discovery learning models, and to determine the most effective learning models to improve hots. this research was conducted from january to february 2019.the research applied an experimental research method, in form of quasi experimental design. the research design was non-equivalent control group design (sugiyono, 2014), with its design as follows in table 1. table 1. design non-equivalent control group design class pre-test treatment post-test experimental 1 o1 x o2 experimental 2 o1 x o2 in this study, the pre-test was given to the experimental 1 and experimental 2. then, the post-test as practiced to the experimental 1 students after they learn about spermatopytha using poe learning model, meanwhile experimental 2 was given the guided discovery learning model. the population of this research was all tenth (x) grade students of sma negeri 1 sungai ambawang in academic year 2018/2019. the sampling technique was random sampling, as the homogeneity tests results the average score of students’ fungi daily test is homogeneous. the x ipa 3 class was selected as the experimental 1 and x ipa 4 class as the experimental 2. the primary variable of this study is the independent and dependent variable. the independent variable is poe and guided discovery learning model. the dependent variable in this study are high order thinking skills. the instruments used in this study are test. the test was made according to some hots indicators which are analyzing, evaluating, and creating (alhaddad et al., 2015; kusuma et al., 2017). the form of the test used is two-tier multiple choice, which consist of two level, the first level is a test which have two alternative answers and the second level is the reason of the right answer based on the first level question. data analysis used to find out the difference of students’ hots taught with poe and guided discovery learning model in spermatophyta is gain score with score provisons in table 2 referring to kurniawati and maulana, (2019); wulandari, yamtinah, and saputro, (2015), to determine the effective learning model for hots, the author used normalized gain (n-gain) with equation formula (1). the criteria of n-gain is shown below in table 3. 𝑁.𝐺𝑎𝑖𝑛 = 𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒𝑡𝑒𝑠𝑡𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒𝑡𝑒𝑠𝑡𝑠𝑐𝑜𝑟𝑒 (1) table 2. score two-tier test students’ answers score first tier second tier true true 3 true false 2 false true 1 false/not answering false/not answering 0 table 3. range of gain values (n-gain) gain values interpretation g ≥ 0,7 high 0,3 ≤ g ≤ 0,7 average/medium 0< g < 0,3 low results and discussion the difference between hots in poe experimental class and in guided discovery experimental class the result of data processed with mann-whitney u test is shown in table 4. the results of score gain students’ hots taught by using the poe learning model and guided discovery learning models are shown in table 5.the result of hots indicators achievement is shown in table 6. table 4. the result of mann-whitney u test test score sig. mann-whitney u 250.000 < 0.05 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 245-252 248 suryamiati et.al (improving higher-order thinking skill …) table 5. average score and gain value of hots class average score gain pre-test post-test poe 40.82 71.09 30.26 guided discovery 42.66 78.69 36.03 table 6. indicator achievement of post-test indicators class poe (%) guided discovery (%) analyzing 75.16 83.68 evaluating 70.26 76.39 creating 67.64 81.77 based on table 4, it was found that the average gain value of the poe experimental class was 30.26 and the guided discovery experimental class values was 36.03 so that it can be inferred that both of the classes had different result. it was proven by the results of normality test in the poe experimental class that was 0.012 < 0.05 and in the guided discovery class that was 0.007 < 0.05, then followed by the mann-whitney u test which showed that the gain value of the poe experimental class and the gain value of the guided discovery class are 0.000 < 0.05. as the result, ho was rejected and there were different high-level thinking skills of students who were taught by using poe learning models and guided discovery learning models. the difference is due to the different treatments at each stage of the learning models. riandari et al., (2018) mentioned the first activity of guided discovery learning was stimulation in which students are first directed to read books and given the opportunity to ask for something order to trigger their curiosity and willing to find the solution by themselves like the students read the literature given by teacher or any other references. this stage trained the analysis aspects, it is in line with setiadi and irhasyuarna, (2017), that a constructive learning model can increase students’ analyzing skill. the second stage is problem statement. in this stage, students are given the responsibility to make a hypothesis. this activity emerged empirical reasoning to understand the information obtained and identify various problems. based on the process carried out in this activity, students are trained to improve the creating and analysis aspects. according to wulan, susanti, and aisyah, (2017), explaining information is one of the indicators of analyzing. while, providing a hypothesis or initial idea is one of the indicators of creating. the aspect of analysis done by students on this syntax is choosing relevant information and associating them with the aspect of analysis done by students on this syntax is choosing relevant information and associating them with. the characteristic or angiospermae which are; have flower as its reproductive organ, have tap roots and fiber roots, and divided into two based on the cotiledon (monocotyl and dicotyl). the third stage is data collection. in this stage, students are given the opportunity to collect data by conducting observations to develop students' curiosity, and to motivate students to find the answers or solutions, the students’ observ the angiospermae plants and fit the information with the hypotesis they already made. the hots aspects that appear in this syntax are analysis, evaluation, and creating (rubiyanto, marjono, & prayitno, 2016). the aspect of the analysis done by students in this syntax is associating the information obtained in order to form new information. the evaluation aspect done by students is examining information obtained with the help of other references such as books and the internet to find out correctness of the information. the fourth stage is data processing. in this stage, students conduct discussions and analysis in groups about the results of collection data, the students observ the angiospermae plants and fit the information with the hypotesis they already made. through discussion, students will remember more about what they have been discussed. this is supported by akintunde, (2017); tan and so, (2019), who states that interaction with the environment can improve the understanding and enrich knowledge, especially for investigating learners’ interaction with the physical environment to co-construct knowledge and to make interdisciplinary knowledge connections. the aspect trained in this syntax is analysis. the aspect of analysis is exchanging opinions based on the perspective of each student. the fifth stage is verification. in this stage, students verify the results of data, revision and justification of the results obtained, the students make report about their observation result and discussion. the aspects trained in this syntax are analysis, evaluation and creating. the aspect of analysis done by students on this syntax is choosing relevant information and associating it with other information. the evaluation aspect done by students at this stage is checking the information obtained to find out the truth of the relevant information or the effectiveness of that information. the last stage is generalization. in this stage, students make conclusions of the learning process. the hots aspect trained in this syntax are analysis, evaluation, creates (rubiyanto et al., 2016). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 245-252 249 suryamiati et.al (improving higher-order thinking skill …) on the other hand, the poe learning model only has 3 stages, namely predicting, observing, and explaining. this is supported by ayvaci, (2013); coştu et al., (2012) which states that there are 3 steps of the poe learning model. predicting is a process of making guesses or hypothesis about a phenomenon. in making the hypothesis, the students have thought about the reason why he made such a hypothesis. this stage trains the indicator of analysis and creating. observing is a process of research and observations related to what happened. in other words, students are encouraged to conduct experiments and to test the truth. according to ayvaci, (2013), poe was effective in teaching of abstract physics concepts in which both experiment and inquiry implemented together. the hots aspect this stage is analysis and evaluation. last, explaining is a process of giving an explanation, especially about the compatibility between the hypothesis and the experimental results from the observation stage. the aspects trained in this syntax are analysis and evaluation. hots indicators achievement of the students which taught with guided discovery learning model is better than the poe learning model. the analyzing hots indicator from guided discovery class got 83,68% compared to the analyzing indicator from poe class which got 75,16%, it is because the analyzing indicator in guided discovery learning model is more often trained. the evaluating hots indicator in guided discovery class is better with percentage value of 76,39% compared to poe class with value percentage of 70,26%, it is because the evaluating indicator is more often applied in guided discovery learning model stages which consist of data collection, verification, and generalization. the last indicator is creating, guided discovery class got 81,77% in creating indicator, meanwhile the poe class got 67,64%, this is because the creating indicator taughtin guided discovery is more often trained in problem statement, verification, and generalization, meanwhile in poe only practiced in predict and explain stages. guided discovery learning model has the advantage in organizing students to learn, where the teacher will provide a problem that must be answered through an experiment. though, this way, students will find out the solution to solve the problem and with instructions from teacher. the next stage is providing assistance or guidance in group investigations (yurahly et al., 2014). an important phase in a guided learning model that must be considered is in phase 1 directs students to problems, phase 2 organizes students in learning, and phase 3 is investigations that guide individuals or groups (setiadi & irhasyuarna, 2017). the effectiveness of the poe learning model and guided discovery learning model based on the results of the research the effectiveness of the poe and guided discovery learning models can be seen in the following table 7. table 7. effectiveness of hots in poe experimental class and guided discovery experimental class criteria class poe gd post-test average score 71.09 78.69 n-gain average score 0.52 0.64 classical completeness (%) 26.47 65.62 the effectiveness of both learning models was measured by using the n-gain formula. n-gain obtained in poe experimental class was 0.52 and n-gain obtained in guided discovery class was 0.64. the result was categorize as medium, which was above or equal to 0.3 and below 0.7. between the two learning models, the most effective model in improving hot skills is the guided discovery learning model. however, the two learning models did not fulfill classical completeness table 3. the effectiveness of the learning model in improving students' high order thinking skills (hots) was measured using the n-gain value. from the test, it was obtained that the n-gain of poe learning model was 0.52 and the n-gain of guided discovery learning model was 0.64. the average n-gain scores of both learning models were included as the medium category. therefore, it can be said that both models have effectiveness in increasing hots of students although the classical completeness of the both learning models is still low. based on the explanation above, it can be concluded that students’ hots can be increased or developed if the process of learning by using both peo and guided discovery learning model is conducted continuously (mahfuzah, munzil, & utomo, 2018). while in this research, the process of learning by using both of the learning models is conducted only within 2 months (january and february). the n-gain average score of the guided discovery experiment was higher, which was 0.64 compared to the poe experimental n-gain average score of 0.52. therefore, it can be said from the two learning models, the guided discovery learning model is more effective in increasing hots. higher order thinking skills can be improved with learning strategies that are able to foster high and deep level thinking skills. this is also supported by the research of mahfuzah et al., (2018); mulyani et al., (2017) that guided discovery learning model significantly enhanced students’ hots with an average score. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 245-252 250 suryamiati et.al (improving higher-order thinking skill …) guided discovery learning model has some strength (1) the engagement of the students is maximal, (2) the students are guided to find concept independently, (3) there is team work in solving the problems, (4) increases students’ learning activities, (5) increases students’ creativity and agility in solving the problems, (6) students’ are trained to apply their knowledge in daily life (hulukati et al., 2018; sulistyowati, widodo, & sumarni, 2012). by connecting learning materials and students’ cognition structure in guided teaching, teachers provide a conceptual structure for students more stably (lyu & wang, 2018; martaida et al., 2017). conclusion based on the findings, the study reveals a significance differences of students’ hots taught using poe learning model and guided discovery learning model. guided discovery learning model was more effective in improving hots than poe learning model because the hots indicators are trained more often through the learning syntax in guided discovery. it was proven from the results of the n-gain test. the n-gain of guided discovery learning model was 0.64 and the n-gain of poe learning model was 0.52. however, the classical completeness of these learning models was still under the standard score, because to increase students’ hots need to be done periodically and continuously so the students will be more skilled to develop their thinking skill. references akintunde, e. a. 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(2020). jigsaw as a community learning strategy: improving students' social attitudes. jpbi (jurnal pendidikan biologi indonesia), 6(3), 397-404. doi: https://doi.org/ 10.22219/jpbi.v6i3.13630 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.13630 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i3.13630 https://doi.org/10.22219/jpbi.v6i3.13630 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 397-404 398 septiani et al (jigsaw as a community learning …) the ability to learn to live together (binkley et al., 2014; perrault et al., 2011), so a great social attitude is needed. social attitudes can develop through parenting styles in the family (amedu & gudi, 2017). parents can play a big role in teaching their children how to get used to positive social attitudes. however, parents also begin to have difficulty controlling their children when they are already involved in the community. thus, school is an environment for developing positive social attitudes of students (bialangi et al., 2016; juweto, 2015; sánchezhernández et al., 2018; yalçin & hasan, 2018). therefore, the development of students' social attitudes through learning activities is a crucial concern. as stated in education curriculum in indonesia, social attitudes become one of the core competencies that must be develop in the learning process. this social attitude includes honesty, discipline, politeness, self-confidence, caring, and responsibility. these attitudes can be developed by students in schools that will later become good habits in society. the preliminary research showed that some junior high schools in padang have not maximally empowered students' social attitudes. the observation result showed that group learning to facilitate the empowerment of social attitudes does not go properly. some students were passive in discussion and even were only one or two group members who complete the group task. moreover, interest in sharing or discussion between groups is still low. the discussion class was dominated by certain students, while the others did not have the opportunity to express their opinion. on the other hand, according to trilling and fadel (2009), high school and university graduates in indonesia are less competent in terms of (1) work ethics and professionalism; (2) teamwork and collaboration; and (3) working in different groups. this fact suggests that the collaborative skills required in the 21st century are not living up to expectations. collaboration skills are essential to survive in facing global society challenges (ball et al., 2016; binkley et al., 2014; haviz et al., 2018). as pointed out by dede (2010), people with collaborative skills have a higher chance of getting a decent job. it is because every person cannot have all the knowledge and skill, they need to collaborate with others (binkley et al., 2014; le et al., 2018; perrault et al., 2011; sims, 2012; q. wang, 2010). someone who can collaborate can interact well with other people. therefore, education must be directed to improve students' social attitudes that provide by a collaborative environment. teachers, as agents of change, are expected to improve this condition. they can improve the learning process by determining appropriate learning strategies and models to develop students' social attitudes. as the research of bustami et al. (2017) used the jigsaw, reading, questioning, answer (jirqa) learning strategy in empowering the social attitudes of biology students from various ethnicities. meanwhile, bachtiar et al. (2018) used the integrated problem based learning (pbl) and numbered heads together (nht) learning model to improve the social attitudes of students with high academic abilities. also, hanafi (2016) uses discovery learning to empower students' social attitudes. however, the three previous studies that have been carried out do not support students to collaborate with all school members to gain new knowledge. students seeking information are limited to the classroom. in fact, the more they interact with other people, the more students' social attitudes will increase, especially tolerance and social self-confidence (setiawan & suardiman, 2018). therefore, this research will be applying to a community learning strategy integrated with cooperative learning models. the community learning strategy was first introduced by sato (2019), a japanese scholar, who integrates western theory and local practice as an approach to improve the education quality. the community learning strategy encourages the students to work together and utilize existing learning resources in the environment to create multi-directional communication resulting in new knowledge and experiences (weiss et al., 2015). the community learning strategy can be realized by proposing contextual questions to the relevant parties (sato, 2019). in a previous study, shinta and muchlis (2013) integrates the community learning strategy with student team achievement divisions (stad) learning model for chemistry subjects. hence. this study integrates the community learning strategy through a jigsaw learning model for digestive system materials. jigsaw is one of the cooperative learning models (arends, 2012; jacobs & renandya, 2019). the jigsaw learning model can increase students' sense of responsibility towards their learning and others’ (halley et al., 2013; şengül & katranci, 2014). students not only learn the material but also required to present their assigned material to the group members (halley et al., 2013). consequently, they will depend on each other and need to cooperatively collaborate to achieve the learning objectives (chang & benson, 2020; karacop & diken, 2017; şahin, 2010; tekbiyik, 2015). community learning strategy through a jigsaw can improve learning achievement and students’ understanding (tran & lewis, 2012). furthermore, the jigsaw has the potentials of helping to foster cooperative skills, mutual trust, and understanding among students irrespective of female and male (olukayode & salako, 2014). the students who learn with the jigsaw admit that more cooperation and jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 397-404 399 septiani et al (jigsaw as a community learning …) information are sharing between students (halley et al., 2013; tran & lewis, 2012). thus, it is thought that jigsaw can increase the students' social attitude. hence, this study aimed to examine the effect of community learning strategy through a jigsaw on students' social attitudes in digestive system materials. the research findings of this study can be used to optimize the learning process. also, the implementation of a community learning strategy through a jigsaw will provide new information on whether this strategy has a significant effect on students' social attitudes. method this quasi-experimental research applied a non-equivalent pretest-posttest control group design (cook & campbell, 1979). the design of the study used was a non-equivalent pretest-posttest control group design (table 1). the population of the study was eighth-graders at smpn 12 padang (state junior high school) in the 2016/2017 academic year. the samples involved two classes selected through a simple random sampling technique. the researcher selected 31 students as the experimental group with a community learning strategy through a jigsaw. then, the other 31 students were selected as the control group with conventional learning. table 1. design of study group pre-test treatment post-test experimental o1 x1 o2 control o1 x2 o2 description: x1 :: community learning strategy through a jigsaw; x2:: discovery learning model. the data were collected through observation of the social attitude of each student. the observation was done for 5 meetings (one meeting for 120 minutes). the observation sheets were adopted from the directorate general of primary and secondary education 2015 about assessment guidelines. the social attitudes measured are consists of four indicators, i.e., discipline, tolerance, self-confidence, and collaboration (table 2). table 2. the indicators of social attitude social attitude indicators description item 1. discipline arrive on time obey the rules follow the rules of good and correct written language collect tasks according to the specified time 2. tolerance don't bother friends with different opinions accepted the agreement despite differences of opinion open to or willingness to accept something new able and willing to cooperate with anyone who has a variety of backgrounds, views, and beliefs don’t impose the opinions or beliefs and ideas of others in order to better understand others 3. self-confidence argue or do activities without hesitation able to make decisions quickly not easily discouraged not awkward in acting bold presentation in front of the class dare to argue, ask, or answer questions 4. collaboration willingness to perform tasks according to agreement willing to help others for nothing active in group work focus on group goals looking for ways to overcome differences of opinion or thoughts between oneself and others encourage others to work together to achieve common goals the stages of the community learning strategy through a jigsaw are presented in table 3. the data analysis was using the ancova test. the prerequisite test was using levene’s test as homogeneity and shapiro-wilk as normality test. after conducting the prerequisite test (normality and homogeneity), the data was normal and homogenous. thus, the hypothesis test is carried out using the one-way ancova with a significance of 0.05. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 397-404 400 septiani et al (jigsaw as a community learning …) table 3. the stages of community learning strategy through a jigsaw learning model stages teacher behavior phase-1 divide students into groups with 5/6 students in each group. the teacher divides the students into several groups with five students in each group. the group members consisted of different gender, ethnicity, and academic achievement. phase-2 divide the day’s lesson into 5-6 segments. the teacher divides a topic in the core competence into five segments. for example, in nutrient material, the teacher divides it into some segments: (1) carbohydrate, (2) protein, (3) fat, (4) vitamin, and (5) mineral. phase-3 assign each student to learn one segment. the teacher assigns each student to learn a segment. the teacher ensures that each student focuses on learning their assigned segment. phase-4 form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. the teacher forms expert groups by having one student from each jigsaw group join other students assigned to the same segment. phase-5 bring the students back into their jigsaw groups. after completing the discussion in the expert groups, the teacher asks the student to go back to their jigsaw group. phase-6 ask each student to present her or his segment to the group. the teacher asks the student to present his or her segment to the group. after completing this phase, the teacher distributes a worksheet containing questions related to all segments to each group. phase-7 move from one group to another and observing the discussion process. the teacher monitors the discussion process in each jigsaw group. if the students get difficulty in answering the questions in lkpd, they are allowed to ask the other groups, teachers, or even any people outside the classroom. however, the teacher doesn’t allow them to find the answer through their smartphone. after completing the lkpd, the lesson is continued with class discussion. phase-8 at the end of the session, give a quiz about the material. the teacher randomly proposes questions related to all segments to the students. results and discussion the summary result of the data analysis of the students’ social attitude was presented in table 4. to find out the difference in means of the test result between the experimental group and the control group, the oneway ancova test was conducted. based on the data presented in table 4, the significant value was smaller than 0.05. it can be concluded that there was a significant difference in the students’ social attitudes in the experimental and control group. in conclusion, it can be said that the community learning strategy through a jigsaw affected students’ social attitudes of the experimental group. table 4. summary of data analysis comparison of the students’ social attitude in the experimental and control group class n mean sd α sig. description experimental group 31 85,69 9,786 0,05 0,000 there is a significant difference control group 31 70,61 9,022 table 5 shows the mean value of students' social attitudes based on each indicator. it is known that the students' social attitude in the experimental group was higher than that in the control group on each indicator (discipline, tolerance, self-confidence, collaboration). social attitude is one of the core competencies that have to be possessed by students through learning. it means that the expected outputs of the learning process aren’t only students who have knowledge competencies and skills, but also have good social attitudes. if they have good social attitudes, they can interact well with the teachers and others in the classroom resulting in a harmonious relationship in the school environment (amedu & gudi, 2017; bustami et al., 2017; ryzin et al., 2020; sánchez-hernández et al., 2018; setiawan & suardiman, 2018). also, social attitudes affect students’ learning results (callaghan & bower, 2012; juweto, 2015; olukayode & salako, 2014; yalçin & hasan, 2018). teachers can develop students’ social attitudes by applying the cooperative learning model (koc et al., 2010; olukayode & salako, 2014; yalçin & hasan, 2018). the cooperative learning strategies are proven to affect the social attitudes of students (borich, 2017; tran & lewis, 2012; yalçin & hasan, 2018). furthermore, g. wang (2020) added the application of cooperative learning strategies can reduce the character of individualism and form harmony between students. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 397-404 401 septiani et al (jigsaw as a community learning …) table 5. summary of each indicator of the students’ social attitude in the experimental and control group group mean value of social attitude discipline tolerance self-confidence collaboration mean sd mean sd mean sd mean sd experimental group 86,67 9,816 94,30 9,002 78,76 9,874 83,03 10,451 control group 65,87 8,969 83,10 9,393 67,61 8,759 65,87 8,969 the jigsaw learning model is one of the cooperative learning models to develop students’ social attitudes (şengül & katranci, 2014). bialangi et al. (2016) argue that the jigsaw learning model can increase honesty, discipline, responsibility, tolerance, cooperation, and confidence attitudes of high school students, particularly in the biology subject. it is also supported by amedu and gudi (2017), in which jigsaw can develop a positive attitude of high school students, particularly in the biology subject. the characteristic of the jigsaw learning model is using the expert and jigsaw groups. the task of becoming an expert makes each student active and responsible for their learning. therefore, the success of the jigsaw group is determined by the ability of an expert in presenting the material to their group (tran, 2016). the role of an expert in explaining material to his/her friends can be nurturing the self-confidence of students so that it will improve their cognitive abilities (al-salkhi, 2015; halley et al., 2013; juweto, 2015). the knowledge gained in the jigsaw group can be used to answer questions in the students' worksheet. the questions in students’ worksheets are contextual in which the answer can’t be found in the printed book. therefore, they have to utilize the school community as a source of learning. this activity is a form of implementation of the community learning strategy through a jigsaw learning model. community learning strategies support students to gain new knowledge through proposing questions to knowledgeable persons such as peers, senior students, teachers of other subjects, even juniors (mindich & lieberman, 2012). one of the indicators to be understood by the students about the digestive system material can mention the types and sources of nutrients. therefore, the students can ask the canteen owners about the types and sources of nutrients. through this activity, they will learn contextually, linking theories obtained in the classroom with daily life. it means they can learn from the canteen owners about the ingredients of their products such as rice cake, satay, meatballs, and others. then, the information will be processed by each student to classify food according to its nutritional content. another sample of questions that encourages students to propose questions to non-science teachers is about diabetes. they have to ask about the causes of diabetes and the benefits of brown rice for diabetics. the collected answers are discussed with the jigsaw group before being presented to the class. this activity is beneficial for students, especially those who have a kinaesthetic learning style. because, someone with a kinaesthetic learning style more quickly receives and processes information, if done through activities that involve body movements (leasa et al., 2017). the stages of learning using a jigsaw learning model can develop students’ social attitudes of discipline, tolerance, self-confidence, and collaboration. the students’ self-confidence can be shown from the students’ courage to propose questions to the school community and to present their knowledge to their peers. a tolerance attitude is demonstrated by accepting different opinions proposed by various sources and establishing an agreement. besides, it can be seen from the willingness to work with others from different cultural backgrounds and religions. discipline attitudes are demonstrated by following the applicable rules during the learning process, such as coming on time to class after collecting information outside the classroom. collaboration attitude can be seen from the willingness to be an expert and more active in the jigsaw group to achieve shared learning goals. the social attitude of tolerance is well developed through the community learning strategy through a jigsaw learning model. meanwhile, disciplinary social attitudes, self-confidence, and collaboration can’t be developed properly through conventional learning models. this is approved by the results of bustami et al. (2017) research, conventional learning doesn’t encourage students to develop collaboration, honesty, discipline, responsibility, tolerance. some research showed that the jigsaw learning model is considerably more effective than conventional learning (azmin, 2016; karacop & diken, 2017; keramati, 2010; tran & lewis, 2012). in conventional learning, there is no task of students as an expert, so that each student has the same understanding from the teacher. also, the questions in the students’ worksheet aren’t challenging. so, students can easily answer these questions from book sources or the internet. therefore, conventional learning doesn’t build cooperation, confidence, and tolerance in groups to help each other solve questions in students’ worksheet. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 397-404 402 septiani et al (jigsaw as a community learning …) the results of this study are supported by shinta and muchlis (2013) which uses a community learning strategy through a stad learning model, which can improve students' social responsibility attitudes. the other research was conducted by novidsa and darussyamsu (2017) which uses a community learning strategy through an inquiry learning model, which can improve students' social discipline, tolerance, self-confidence, and collaboration attitudes. meanwhile, the jigsaw learning model positively improves students' social attitudes, such as collaboration, self-confidence, discipline, and tolerance. thus, the community learning strategy through a jigsaw learning model is appropriate in improving the social attitudes of students. conclusion the jigsaw as a community learning strategy has a significant effect on students' social attitudes (p-value < 0.05). the students’ social attitudes such as discipline, collaboration, tolerance, and self-confidence in the experimental group are higher than the control group. as a recommendation, the jigsaw learning model can be applied to promote students' social attitudes. acknowledgement this study would not have been possible without the support of the head of the smpn 12 padang (state junior high school)-west sumatera, indonesia. researchers would like to thank you for the support given. references al-salkhi, m. j. 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2 yenialrasyid@gmail.com * corresponding author introduction the world has changed dynamically and it has a real impact on the fulfillment of human needs (çalışkan, 2015). in today's digital era, most human needs are met by online systems, including in the education field (aysan, 2015). the development of science and information technology in the 21st century can be viewed from two perspectives, as a challenge (muresan & gogu, 2013) and also as a new opportunity for the education system (rodrigues, almeida, figueiredo, & lopes, 2019). as a challenge, because teachers must be technology literate (muresan & gogu, 2013; tîrziu & vrabie, 2015). however, if viewed as an opportunity, students' cellular technology has the potential to be used as a tool to build a flexible learning environment without being bound by learning space and time (mashhadia & kargozar, 2011; rodrigues et al., 2019). collaboration between face-to-face learning and online learning is one of the strategic opportunities that can be exploited in this current information-based era. the large potential of information technology has led to relatively new strategies related to learning, such as the blended learning strategy. blended learning is an important change in the learning environment of teachers and students (dogan, 2017). in blended learning, teachers combine two different learning experiences, traditional face-to-face learning and distance learning a r t i c l e i n f o a b s t r a c t article history selected paper from the 5th national seminar on biology, education, and environmental (ns-bee), malang, east java-indonesia, november 21, 2019. peer-reviewed by ns-bee committee and editorial board of jpbi (jurnal pendidikan biologi indonesia) received may 6, 2020 revised june 29, 2020 accepted june 30, 2020 published july 21, 2020 information technology is determinant factor in creating learning environment among the 21st century generation. this qualitative descriptive research aimed to obtain theoretical views and empirical evidences of the blended-problem based learning (pbl) application. the data were collected through non-test technique through observation. the observations were made to analyze student activities in each step of the blendedpbl. in addition, the observations were also constructed to get a view of students' offtask behaviors during learning. the results of this study indicated that google classroom-assisted blended-pbl was well implemented in biology learning. the all students actively participated in searching for information related to the topics covered as well as exhibiting off-task behavior. based on the findings in this study it can be concluded that blended-pbl can be implemented as an alternative model for learning biology in the 21st century. copyright © 2020, hikmawati & suryaningsih this is an open access article under the cc–by-sa license keywords blended learning blended-pbl google classroom problem-based learning how to cite: hikmawati, v. y. & suryaningsih, y. (2020). implementing blended-problem based learning through google classroom in biology learning. jpbi (jurnal pendidikan biologi indonesia), 6(2), 217-224. doi: https://doi.org/10. 22219/jpbi.v6i2.12112 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.12112 https://doi.org/10.22219/jpbi.v6i2.12112 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.12112 https://doi.org/10.22219/jpbi.v6i2.12112 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.12112&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 217-224 218 hikmawati et al (implementing blended-problem based learning …) (kazu & demirkol, 2014). the combination of two learning experiences is intended to combine the positive aspects of the two learning conditions in order to achieve the expected target. blended learning has at least three components consisting of teachers as mentors, online learning materials, and skills developed from learning experiences during classroom learning (yapici & akbayin, 2012). theoretically, blended learning combines several beneficial aspects of online learning and face-to-face learning (kazu & demirkol, 2014). on the other hand, blended learning requires a learning model that ensures effectiveness in online learning environments (delialioǧlu, 2012). the advantage of online learning is easy access to search for information (apuke & iyendo, 2018; luaran, samsuri, nadzri, & rom, 2014). the advantages of face-to-face learning are the interaction between teachers and students and students and students. the implementation of online learning needs to be supported by compatible applications to facilitate student learning experiences to be more varied and in-depth. online applications used in the learning system have been developed to support the success of the learning system. one application that facilitates online learning by creating classrooms in cyberspace is google classroom. the google classroom application provides a powerful feature set that makes it the ideal tool for improving communication with students. the google classroom application can be accessed by students either via personal cellular or personal computers (pcs). through google classroom, teachers have the freedom to share scientific studies and provide independent assignments to students and to open discussion spaces for students online (asnawi, 2018). this application is available to everyone with google apps for education, a suite of free productivity tools including gmail, drive and docs. blended learning generally combines formal classroom learning methods such as problem-based learning (pbl) (bregger, 2017; shimizu, nakazawa, sato, wolfhagen, & könings, 2019) or project-based learning (pjbl) (klentien & wannasawade, 2016; rahardjanto, husamah, & fauzi, 2019) with e-learning. the collaboration between blended learning and the pbl model has a theoretical foundation. as a model, pbl has long been reported to have advantages, especially in changing the old paradigm of learning focus (yew & goh, 2016). in the old paradigm, the learning process focused on passive absorption of information, while through pbl the focus of learning based on information seeking was carried out by students actively as emphasized in a constructivist perspective (leibiger, 2011). the success of the teacher in implementing blended-pbl as a student-centered learning model is dependent on student activities during learning. through pbl, students will take part in a series of learning activities that emphasize the problem-solving process (simamora, sidabutar, & edy, 2017). by solving biological problems through pbl, students are directed to develop their abilities in building new knowledge, applying various strategies according to problem-solving needs. various student activities during the implementation of pbl are finding information, reading, selecting and evaluating various sources of information, assessing the opinions of others from different perspectives, finding solutions to problems (mustaffa & ismail, 2015; walker & leary, 2009). in learning activities, student learning activities are very important factors for the teacher to note (simamora et al., 2017). student activities that are not relevant to a series of learning activities are called off-task behaviors. although there have been several previous studies that have examined pbl implementation, research that examines the factors associated with off-task behavior is very limited (godwin, almeda, petroccia, & org, 2013). research that examines the application of blended-pbl is also still focused on critical thinking skills (anugraheni, 2018; zabit, 2010), creative thinking (birgili, 2015; ersoy & baser, 2014), or metacognition (kevin, 2011). most of the various studies have not clearly stated what platforms are involved in online learning activities. therefore, the purpose of this study is to examine the implementation of blended-pbl using google classroom and to examine the students' off-task behavior. this research is urgent to do because it will further encourage the implementation of blended learning in indonesia, considering that the world of education is encouraged to digitize education. in addition, this study will clearly provide an overview of the role of free online learning platforms in optimizing the implementation of blended-pbl. measuring off-task behavior will also provide basic information on learning variables that are still rarely studied in indonesia. method this study recorded student activity patterns and student off-task behavior during learning about cells through blended-pbl. the achievement of research objectives was carried out through a survey method with a qualitative descriptive approach. this research was conducted from july to august 2019 in the odd semester of the 2019/2020 school year. the subjects that were the focus of this study were all class xi ipa students of sma negeri 1 majalengka in the 2019/2020 school year. the number of samples used was 36 students consisting of 22 female students and 14 male students. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 217-224 219 hikmawati et al (implementing blended-problem based learning …) the implementation of blended-pb: was carried out in class xi of sman 1 majalengka through a combination of online learning with classical face-to-face meetings. online learning makes use of the google classroom application with various features that support investigative activities. in face-to-face meetings, it was carried out through group discussions to determine solutions. in online learning the teacher presents cellrelated problems through the “material” feature in google classroom. the teacher provides the opportunity for students to read and understand the discourse for 15 minutes. after 15 minutes have passed, the teacher use the "assignment" feature to send questions related to the material contained in the discourse. the research data were collected through non-test techniques in the form of incident observation. observations were made to analyze student activities at each blended-pbl step and to get an overview of students' off-task behavior during learning. student learning activities during the implementation of the blendedpbl were recorded in the form of recording events or observation formats observed by three observers. the instrument used to record the incident was an observation sheet. the data analysis technique was done descriptively. the appearance of each student's off-task behavior was recorded during the implementation of learning, then categorized and then percentage. the categorization of off-task behavior recorded during the application of blended-pbl refers to godwin et al. (2013) with adjustments according to the observed pattern of events. results and discussion in this study, when the teacher implements blended-pbl, the teacher asks several questions related to learning topics. the questions sent consist of "what do you know about the problems contained in the discourse?" what do you need to know about the problem? how are you going to do to find out more about the problem? what strategies will you use to solve the problem? these questions are intended to direct the information-seeking process and help students control their understanding of the issues being discussed. as can be seen in table 1, the results of observations of student activities during blended-pbl learning show that most students have carried out the blended-pbl steps. as a learning model, pbl has a syntax that facilitates students collaborating in small groups to solve real and complex problems (loyens, jones, mikkers, & van gog, 2015; wijnia, 2016). thus, the success of blended-pbl is influenced by the quality of collaboration between students during the investigation process to determine the solution to the problem. however, each step has not been completely carried out perfectly. the percentage of students who are not involved in learning activities according to pbl syntax is relatively small. based on the results, the blended-pbl syntax achievement is classified as low in the third step (carrying out group investigations). the low achievement of students in carrying out group investigations is because each member of the group works individually. each member of the group tends to work independently and only focuses on doing the tasks assigned to him, without involving himself in the tasks of his group friends. the results of observations of student activities show that the work patterns of each group are relatively the same, namely starting with the division of tasks to each member of the group to find answers to the questions on the worksheet. furthermore, the working stage was carried out in accordance with the tasks assigned. the last is collecting information from one of the students whose task is to collect answers from all members. there was no information collaboration and activity to review the results of information searches and the stage of determining solutions. the series of group investigation activities on pbl syntax became fragmented by the division of tasks that were not accompanied by collaboration and without reflection. the results of this study also revealed that the participation of group members during the investigation of cell problems was not evenly distributed between one student and another. students who are active tend to have a larger portion of work than students who are passive. the difference in the work portion of group members becomes one of the triggers for delays in the discussion process, and can even lead to conflicts among members which have an impact on the efficiency of the discussion process. efficiency relates to the use of time in completing a series of investigative processes. google classroom actually records the time it takes students to answer each question asked. judging from the time of collecting answers, it is known that students actively search for information related to problems presented by the teacher. the active participation of 94% of students in conducting searches can be traced from the link to articles collected by students through the assignment feature in google classroom. by opening the assignments collected by each student, the teacher can also assess the effectiveness of information sources based on their relevance to the problem and consider their efficiency in terms of the time of collection. the data presented in table 2 shows the average time it takes students to carry out each step in the blended-pbl. as table 2 informs that the average time used to complete all stages in the blended-pbl syntax series is 6489 seconds or about 108.15 minutes while one face-to-face meeting for science subjects is 2 x 45 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 217-224 220 hikmawati et al (implementing blended-problem based learning …) minutes or 90 minutes. blended-pbl allows the use of time longer than the predetermined time allocation, this can occur because some steps of the activity are carried out online outside of learning hours in the classroom. the step of identifying the problem is the first step of blended-pbl that students take online and independently. table 1. description of student activities during blended-pbl implementation no syntax observed activity 1 stage i: identify the problem (online learning) a formulate problems in the form of questions 79% of students formulate questions according to the number set (minimum 5 items). 44% of the questions made by students cannot be categorized as questions because they do not contain a question word and or do not end with a question mark. 48% of students made complete and relevant questions. 8% of students make questions that are not relevant to the problem. 11% of students formulated questions less than 5. b develop a hypothesis 82% of students formulate hypotheses that are relevant to the problem. 12% of students formulated a hypothesis that is not relevant and 6% did not make a hypothesis c looking for information relevant to the topic discussed 94% of students are looking for information relevant to the problem topic. only 6% of students did not include the reference source link obtained, so it was difficult to measure the relevance of the information they were looking for. 2 stage ii: organizing students to learn (face to face meeting) a answer questions on the worksheet 100% of students answered the questions contained in the worksheets, although not all questions were successfully answered because of limited time and limited capacity of students to answer b determine the source of information 82% of students decided which reference sources they would use in their investigation, among students who included reference sources only 14% used books as their reference sources, while 86% preferred digital articles and blogs as reference sources c actively convey ideas related to problems 26% of students were able to express opinions related to cells, 56% of students were passive, and 18% did not participate 3 stage iii: guiding group investigations a collaborate to collect data during the investigation process 83% of groups share tasks with their group friends. 10-15 minutes before the discussion time is over, each group member gives the answer to their search result to one of the students who is in charge of writing the answer. in this step, there was no information collaboration process or a joint review of the search results carried out individually by each group member. students tend to work together on assignments rather than collaborating and sharing ideas or information. b selecting information from the collected data each member of the group carries out the information selection process by considering the relevance and accuracy, but most students tend to ignore the credibility of the information they get. c discuss solutions based on selected information this activity was only carried out by a small part of the group, most of the others did not do this activity. 4 stage iv: develop and present the work a collaborate to design products each group member collaborates to design a product; 30% of groups designed paper-based posters, 70% of groups agreed to make designs in the form of digital-based posters. b present the product design each group enthusiastically presented their poster designs. the group that presented their designs was dominated by one to two people, while the other group members tended to be passive. c consider suggestions from teachers and other groups for product development another group responded and gave suggestions on a poster design presented by a friend. this process was quite interactive and took a relatively long time due to the large number of comments and inputs from other groups. 5 stage v: analyze and evaluate the problem-solving process a evaluate the stages of the problem-solving process at this stage the students and their groups evaluate and review the problem-solving process they have done. not all group members participated in this step, only 1-2 students were actively involved in doing this step. b create alternative solutions students and their groups make alternative solutions as suggested by the teacher and other groups. c formulate the right conclusions each group discusses the conclusions of the problem-solving process that has been carried out. on average, in each group this activity is dominated by 1-2 people, while other group members tend to be passive without contributing ideas. table 2. time required for each blended-pbl stage blended-pbl syntax average time taken (seconds) identify the problem (online learning) 1084 organize student to learn 1567 conduct group investigations 1968 develop and present the work 1088 analyze and evaluate the problem solving process 782 total 6489 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 217-224 221 hikmawati et al (implementing blended-problem based learning …) the problem of cell dysfunction presented by the teacher at the beginning of the lesson encourages students to find out and collect information related to the problem. by collecting information related to the problems discussed, students involve their memories, ideas, interests and experiences to reflect on the chosen topic and make connections between the information they have obtained. the time required for each group to carry out an investigation varies greatly from group to group. the average time that is most widely used is to complete the stage of carrying out a group investigation, 1968 seconds or about 32 minutes. the better the quality of cooperation among group members, the faster the time it takes for the group to carry out investigations. the quality of student cooperation in a group is highly dependent on the work ethic of students and their individual approach as group members (saliba, mussleman, fernandes, & bendriss, 2017). differences in perspective, communication and work rhythm are the main obstacles that occur in several groups. conflict between students is almost not found in groups whose members have personal closeness, thus it does not take much time for the discussion process. this finding is consistent with the previous results which reported that substantial differences in intelligence, expectations and work styles can create conflicts among students while working in groups (olivo, 2012). furthermore, the results of recording events carried out by observers in this study indicated that during the application of blended-pbl most students (78%) showed on-task behavior. as many as 22% of students still showed off-task behavior with details of the types of off-task as can be seen in figure 1. there were five types of off-task behavior shown by students during the application of blended-pbl. the five types of off-task behavior that arise are: 1) self-distraction, 2) peer distraction, 3) supplies, 4) environmental distraction and 5) others. nearly half of the students who show off-task behavior (49%) show supply distraction. the categories of supply distractions that arise during blended-pbl learning are students using their cell phones for purposes other than assignments given by the teacher such as replying to personal messages, searching for information that is not related to the topic of discussion, opening social networks. as many as 18% of the total students who showed off-task behavior during the blended-pbl learning were included in the peer-destructions category. the results of the observations indicated that the emergence of interference from peers occurred in group investigation activities. the self-destruction behavior observed from 14% of students was that students' attention was diverted to the attributes of their clothes, this behavior all appeared in female students. environmental destructions were shown by 8% of students whose attention was diverted to activities outside the classroom. other disorders (other destructions) indicated by 11% of students, observed behavior is difficult to categorize because it does not fit with other categories. the behavior that appeared was like leaving the classroom. the results of this study also reveal that the application of pbl shows a positive impact on the learning process. the findings of this study are in line with previous research (triyanto, susilo, & rohman, 2016) which states that blended-pbl provides an environment that supports students to do positive activities. positive activity indicators shown by students can be seen from the high involvement of students in learning and the average time needed to complete each stage in the blended-pbl. the actual use of cellular technology can be used as a tool to find information in blended-pbl learning assisted by google classroom. the low percentage of students who show off-task behavior due to personal cell phone use. the findings reinforce pbl's position as innovative learning which has been reported to be able to optimize learning processes (dring, 2019; movahedzadeh, patwell, rieker, & gonzalez, 2012; yew & goh, 2016) and outcomes (mundilarto & ismoyo, 2012; zejnilagić-hajrić, šabeta, & nuić, 2015). the combination of pbl with online learning in this study is also in line with previous research which also informs about an increase in science learning when blended-pbl is implemented in learning (ammann, vignoli, & kaap-fröhlich, 2019; car et al., 2019). in connection with the informed findings, blended-pbl is expected to be an alternative for teachers to reduce the percentage of off-task behavior. as is well known, off-task behavior is one of the main problems that needs serious attention (godwin et al., 2013). the high level of off-task behavior has the potential to reduce the quality of learning (beserra, nussbaum, & oteo, 2019) and students’ achievement (moffett & morrison, 2020). therefore, the teacher needs to evaluate off-task and on-task behavior to reflect on the learning process. the use of certain learning management systems can facilitate teachers to observe and evaluate the duration of students' on-task behavior (kovanović et al., 2015). however, the application of distance learning has the potential to increase the percentage of off-task behavior (terzi & çelik, 2005). on the other hand, in the current digitalization era, learning is expected to be able to continuously involve various educational technologies, including online learning technology (puspitasari, surjono, & minghat, 2018; valverde-berrocoso, garrido-arroyo, burgos-videla, & morales-cevallos, 2020). the high on-task behavior when e-learning learning is combined with pbl in this study is an interesting finding because it further strengthens the power of pbl as an innovative 21st century learning. in addition, learning activities in pbl syntax can increase student engagement (tarmizi, tarmizi, lojinin, & mokhtar, 2010). learning activities that encourage students to solve jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 217-224 222 hikmawati et al (implementing blended-problem based learning …) contextual problems can also increase student motivation (thakur & dutt, 2017). these conditions can affect the percentage of students' on-task behavior. conclusion the implementation of blended-pbl in cell material is well implemented through the use of cellular technology as a tool for finding information. during the blended-pbl application, most of the students showed behaviors related to information-seeking tasks. research that examines both blended-pbl and off-task behavior is recommended to be expanded. research 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(2019). laboratory hands-on activity: a case study in senior high school of pekanbaru-indonesia. jpbi (jurnal pendidikan biologi indonesia), 5(2), 253-268. doi: https://doi.org/10.22219/jpbi. v5i2.8457 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 10.22219/jpbi.v5i2.8457 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:maysihidayah@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.8457 https://doi.org/10.22219/jpbi.v5i2.8457 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.8457&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 254 ramadhani & titisari (laboratory hands-on activity ...) education can also improve one's self quality, education can be obtained anywhere, and in education requires a learning process one of which is the process of learning biology (kilinc, demiral, & kartal, 2017; lawson, cakmak, gunduz, & busher, 2015; mena, garcia, clarke, & barkatsas, 2016). biology learning is a vehicle for increasing knowledge, but also the skills of attitudes and values and responsibilities to the environment. biology is concerned with how to find out about what happened in nature and what is contained in nature systematically, so that biology learning is not only mastery of collections of knowledge in the form of facts, concepts or principles, but also a process discoveries that must be made by students (hamidah, sari, & budianingsih, 2014), and for the implementation of biology learning, it can not only be done in the classroom, but the characteristic of biology learning is laboratory hands-on activity both in the laboratory and in nature (kokkinos, stavropoulos, & davazoglou, 2016; sadjati & pertiwi, 2013; siburian, sinambela, & septie, 2017). many biological concepts that allow students to understand the concept and practical activities are one form to facilitate students to learn through direct experience. one effort to facilitate students in learning biology through direct learning experience is by using practical activities (hansmann, 2009; supliyadi, baedhoni, & wiyanto, 2017; tillema, smith, & leshem, 2011). practical activities can be interpreted as a series of activities that allow students to apply skills or practice something. the practice is a learning experience that makes students interact with the tools and materials that exist to the observation of the activity activities that are in it. practical activities can be carried out alone or in groups, in the laboratory or outdoor. laboratory hands-on activity has a very important role in learning science. through laboratory handson activity, students have the opportunity to develop and apply science process skills, understanding, and scientific attitudes to gain knowledge (dewi, sunariyati, & neneng, 2014; hayati, bintari, & sukaesih, 2018; husna, ngabekti, & abdullah, 2018; martins, costa, & onofre, 2015) the laboratory hands-on activity can be used to train the skills needed by students, namely: (1) providing opportunities for students to apply and integrate the knowledge and skills they have in practice; (2) prove something scientifically; (3) appreciate the knowledge and skills possessed (indriastuti, herlina, & widiyaningrum, 2013). laboratory hands-on activity are carried out in order to support the achievement of learning objectives set in the curriculum. through practical activities, students can understand about biology subject matter (lee, liosa, haas, connor, & booven, 2016; ratmini, 2017). practical activities are one of the important processes in achieving learning goals from psychomotor aspects. if the laboratory hands-on activity process is not carried out, of course the learning objectives of psychomotor aspects cannot be achieved by students, and this can later affect student learning outcomes in school. the function of the laboratory handson activity approach is to provide interaction between teacher and students, develop thinking skills, and provide opportunities for students to interact directly with the world of biology (davies & heyward, 2019). according to gürsoy, (2013), to find out the quality of laboratory hands-on activity used in practical activities, 2 important factors are needed, namely: the time of student laboratory hands-on activity implementation, and preparation and implementation of practices. most studies only focus on practical facilities and infrastructure, not on practical activities. the problem examined in this study is how the condition of the biology laboratory in supporting practicum activities in the school so that the practicum runs well. problem solving from this research is if laboratory equipment used for practicum implementation is not complete then the equipment will be replaced by other equipment with the same function or that can be used for practical activities. previous research conducted by kahar, (2018) only discussed analyzing facilities and using their laboratories only in kaduna state, nigeria, this study has not discussed the implementation of practicums, only discussing laboratory facilities and facilities for learning only, the purpose of this study is to see how the facilities and utilization of laboratories have been utilized properly. research conducted by khamidah and aprilia, (2014) this study only discusses evaluations that exist in research on laboratory facilities on student performance in science subjects in machakos district, kenya. this research is limited to only discussing laboratory facilities that have not discussed implementation, and the purpose of this study is to see whether there is a relationship with laboratory facilities with improving student abilities. furthermore, the focus of the research conducted by rahmi and sasmita, (2018) only discusses the readiness of laboratories for practicum management only in north tapanuli. this study was only limited to preparation laboratories that were not in practice, this study agreed to see whether the readiness of laboratories in this area was available or not. the purpose of this study is only to study laboratory readiness. on the other hand, there are studies conducted by afifah and astuti, (2017) and atnur, lufri, and sumarmin, (2015) which only discusses evaluation of laboratory conditions in students' scientific processes, the limitations of this study are only on laboratory conditions in the science process, therefore this study aims jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 255 ramadhani & titisari (laboratory hands-on activity ...) to look at the influence of scientific processes in the laboratory, and research to see whether there are developments in laboratory conditions for the process scientific students. furthermore, the research conducted by hasruddin and rezeqi, (2012) only supports the quality of laboratories in surakarta and this research is limited to quality but has not discussed the practice. therefore, this study examines the quality of laboratories in jakarta, and the purpose of this study is to see or whether or not a quality laboratory is in the teaching and learning process. but this research focuses on practical activities. so, the objectives of this research are to determine whether biology laboratory hands-on activity has been carried out properly and optimally in class xi mipa sshs 10 pekanbaru. method this type of research is quantitative descriptive research. the population in this study were senior high school students of grade xi, class mipa 1 until mipa 4 in the 2018/2019 academic year at sshs 10 pekanbaru, totaling 144 students. the sample was taken by purposive sampling using the slovin formula so that the sample amounted to 60 students. the slovin formula in formula 1. in the formula, n is sample size / number of respondents, n is population size, e is percentage of accuracy of sampling errors that can still be tolerated; e = 0.1 . (1) to obtain the required data, the instruments used in this study consisted of questionnaires, interviews, and observation sheets. all students acting as respondents will be given a questionnaire, and will also be interviewed. the questionnaire used was a closed questionnaire consisting of 52 questions, where 52 questions consist of various indicators that will be examined and processed. the questions on each indicator can be seen in the table 1. table 1. total questions for each indicator no indicator total of questions 1 the intensity or frequency of laboratory hands-on activity implementation 8 2 student interest in practical 16 3 implementation time for laboratory hands-on activity 8 4 preparation laboratory hands-on activity 20 total 52 each statement is provided with an answer option that becomes an alternative answer. assessment in this study uses a likert scale, the scale is used to measure attitudes, opinions, and perceptions of a person or group of people about a social phenomenon. each item answer from the questionnaire contains 4 choices, namely: strongly agree, agree, slightly agree, and disagree. interviews were conducted by students and teachers; interviews were conducted to find out what could not be explained through the questionnaire and to support the preparation of the questionnaire. the observation sheet includes: observations on the implementation of biology laboratory hands-on activity in class xi sshs 10 pekanbaru in the 2018/2019 academic year. the data analysis technique in this study uses qualitative data analysis techniques from the results of document study analysis and interview results described by summarizing the results. assessment data obtained from student questionnaires were analyzed using percentage techniques using the formula 2. in that formula, p is percentage number, f is frequency the percentage is sought, n is number of cases (number of frequencies or many individuals) (agustina, 2015). (2) (2) the criteria for interpreting the questionnaire have been processed, qualitative data analysis techniques used can be seen in table 2. p (%) = 100 n = jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 256 ramadhani & titisari (laboratory hands-on activity ...) table 2. criteria for interpretation of questionnaires percentage (%) category 85 – 100 very good 84 – 69 good 68 – 53 enough 52 – 37 less 36 – 21 very less results and discussion the results of laboratory hands-on activity research in biology learning in class xi mipa sshs 10 pekanbaru on each indicator can be seen in the table 3. table 3. indicators of laboratory hands-on activity implementation in biology learning in class xi mipa sshs 10 pekanbaru no indicator percentage (%) category 1 the intensity or frequency of laboratory hands-on activity implementation 76.14 good 2 student interest in practical 82.93 good 3 implementation time for laboratory hands-on activity 79.58 good 4 preparation laboratory hands-on activity 80.66 good total 319.31 average 79.82 practical implementation good the results of this study are the same as the results of previous studies, namely research muliadong, afifah, and karno, (2016) shows that the application of biology laboratory hands-on activity at sshs 1 obtained an average value of 85.22% and the implementation of laboratory hands-on activity at sshs 2 obtained an average value of 74.99% with sufficient criteria. according siburian, sinambela, and septie, (2017) showing that the equipment in the laboratory is quite good at 58%, the allocation of time during the laboratory hands-on activity is quite good with a percentage of 58.8%, good use of time when practicing with a percentage of 62 9%, understanding work procedures when laboratory hands-on activity is included in the good category with a percentage of 71.9%, making the laboratory hands-on activity report included in the good category with a percentage of 73.43% and the teacher submitting the laboratory hands-on activity included in the excellent category with a percentage of 85, 62%. the percentage distribution on each indicator of laboratory hands-on activity in the biology learning class xi mipa sshs 10 pekanbaru which includes 4 indicators, namely: intensity or frequency of laboratory handson activity implementation, student interest in laboratory hands-on activity, implementation time for laboratory hands-on activity, and preparation laboratory hands-on activity. based on figure 1, it can be seen that the indicator of the intensity or frequency of the laboratory handson activity is at a percentage level of 76.14% and is included in the good category. before laboratory handson activity, a teacher must ensure the presence or absence of tools and materials during the lab. this is in line with the study of grudnoff, haigh, and mackisack, (2017) facilities and infrastructure are important things that support the implementation of practical activities. this is in line with the results of this study that readiness before laboratory hands-on activity has a large influence on laboratory hands-on activity intensity. on the indicator of the intensity or frequency of lab work, there are 8 items of statements. the statement is more detailed below. the item 1 “laboratory hands-on activity statement is done every day”, most respondents chose answers that disagree with the frequency of 39 students with a percentage of around 65%. the answers slightly agree and with the frequency of answers to these students around 13 students or about 21.66%. the answered by students is the answer to agree with the frequency of around 7 students or around 11.66%, and followed by answers that strongly agree with 1 student or around 1.66%. the percentage of the statements is around 48.33%, where the percentage is in the less category. item statement 2 “the teacher provides a specific schedule for laboratory hands-on activity” most respondents choose answers agree with the frequency of 29 students with a percentage of around 48.33%. the most answered the next is the answer strongly agree, where the answers strongly agree the frequency of students who answer about 21 students or about 35%. the answered by students are slightly agree answers with a frequency of around 10 students or around jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 257 ramadhani & titisari (laboratory hands-on activity ...) 16.66%, and followed by disagree answers, next answer with 4 students or around with frequency 6.66%. the percentage of statements is around 81.25%, which is in the good category. 0 10 20 30 40 50 60 70 item 1 item 2 item 3 item 4 item 5 item 6 item 7 1,66 35 45 3,33 0 8,33 0 11,66 48,33 50 3,33 10 28,33 25 65 16,66 5 25 41,66 53,33 53,33 21,66 6,66 0 68,33 50 10 p e rc e n ta g e ( % ) figure 1. statement items on indicator of the intensity or frequency of laboratory hands-on activity implementation next statement 3 “the teacher implements the laboratory hands-on activity according to the specified schedule”, the respondent who chooses the most answers is the answer to agree with the frequency of 30 students with a percentage of about 50%. the answer that is most answered next is the answer strongly agree, where the answers strongly agree this is the frequency of students who answer around 27 students 45%. the answered by students are the disagree answers with a frequency of around 3 students or around 5%. the answers slightly agree that no respondent answers. in this statement, the percentage of 85% is in the good category. while item statement 4 “the teacher does not give enthusiasm before the lab starts”, the most answered by students is the answer does disagree with the number of students as many as 41 students and the percentage as much as 68.33%. the second most answered is slightly agree where the answers are students answer slightly agree as many as 15 students with a percentage of 25 %. the answer is strongly agree and agree that students answer the same as many as 2 students with a percentage of 3.33%. in this statement, the percentage of 89.58% is in the very good category. the statement item 5 “practical activities are never scheduled”, the answer that is most answered by students is the answer does disagree with the frequency of students who answer as many as 30 students or about 50%. the second statement that is mostly answered is the slightly agree answer where the is answered by 15 students or about 25%. the answer much answered by students is the answer agrees with 6 students or about 10%, and for answers strongly agree no student chooses the answer. in this statement, the percentage of 86.25% is in the very good category. but the statement 6 “the teacher always gives laboratory hands-on activity on each learning material”, the answers that were most answered by students were the answers that disagreed with the frequency of the students who answered as many as 32 students or around 53.33%. the second statement that was answered a lot was the agree answer where 17 students answered or around 28.33%. the answers that are answered by students are answers that do disagree with 6 students or around 10%, and for answers strongly agree, only 5 students answered with a percentage of 8.33%. in this statement, the percentage of 61.66% is in the sufficient category. the statement item 7 “teachers rarely provide laboratory hands-on activity for each learning material”, the answers that were most answered by students were the answers that slightly agree with the frequency of students who answered as many as 32 students or around 53.33%. the second statement that was answered disagree in which this answer was answered by 15 students or around 25%. students answered were answers that did disagree with 13 students or around 21.66%, and none of the students chose the answer strongly agree. in this statement, the percentage of 74.16% is in the good category. the statement item 8 “the teacher provides an opportunity for students to ask about the research procedures that have been submitted”, the answer that is most answered by students is the answer strongly agree with the frequency of students who answer as many as 42 students or about 70%. the second statement that is agree answered is jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 258 ramadhani & titisari (laboratory hands-on activity ...) 17 students or around 28.33%. answers which is answered by many students is the answer slightly agree with 1 student or about 1.66%, and no student chooses the answer does disagree. in this statement, the percentage of 92.08% is in the very good category. there are 16 statement items on indicator of student interest, the percentage of statements can be seen in figure 2. it can be seen that the indicator of student interest in laboratory hands-on activity is at the percentage level of 82.93% and is included in the good category. to increase the understanding, motivation and interest of students towards laboratory hands-on activity, there needs to be motivation by the teacher, in the opinion of hasruddin and rezeqi, (2012) in the learning process, students' attention to the material taught by teachers greatly influences the success or failure of the learning process, this is in line with the results of the study where in this study the teacher has provided enthusiasm and motivation so that the percentage of this indicator is in the good category. in more detail can be seen in each item statement. 0 20 40 60 80 100 item 9 item 10 item 11 item 12 item 13 51,66 61,66 35 0 41,66 46,66 36,66 56,66 5 56,66 1,66 1,66 8,33 13,33 1,660 0 0 81,66 0 p e rc e n ta g e ( % ) ss ( strongly agree) s ( agree ) ks ( slightly agree ) ts ( disagree ) figure 2. statement items on indicator of students’ interest in laboratory hands-on activity the statement item 9 “i am always excited about practicing according to a predetermined schedule”. the answer that is most answered by students is the answer strongly agrees with the frequency of 31 students or around 51.66%. the second statement that is agree answered is the answer in which this is answered by 28 students or around 46.66%. answered by students are answers that agree with 1 student or about 1.66%, and no students choose an answer that does slightly agree. in this statement, the percentage of 87.5% is in the very good category. likewise, on statement item 10 “i am happy at the time of the laboratory hands-on activity, because i can try new things”. the answer that is most answered by students is the answer strongly agrees with the frequency of students who answer as many as 37 students or around 61.66%. the second statement that is mostly answered is the answer agree in which this answer is answered by 22 students or around 36.66%. the answers that are answered by students are answers that slightly agree with 1 student or about 1.66%, and no students choose an answer that does disagree. in this statement, getting a percentage of 90% is in a very good category. the statement item 11 “i want the laboratory hands-on activity clock added”, the answer that is most answered by students is the answer agrees with the frequency of students who answer as many as 34 students or around 56.66%. the second statement that is mostly answered is that the answers strongly agree where the answer is answered by 21 students or around 35%. answers which is answered by many students is the answer is slightly agree with 5 students or around 8.33%, and no students choose the answer disagree. in this statement, the percentage of 95.8% is in the very good category. the statement item 12 “i don't like it when i do laboratory hands-on activity”, the answer that is most answered by students is the answer does disagree with the frequency of students who answered as many as 49 students or around 81.66%. the second statement that is mostly answered is the slightly agree answer where the answer is answered by 8 students or about 13.33%. the answered by students are the answers agree with 3 students or around 5%, and no students who choose answers strongly agree. in this statement, the percentage of 94.16% is in the very good category. as well as the statement item 13 “i get material study through practical activities”, the answer that is most answered by students is the answer agree with the frequency of students who answer as many as 34 students or around 56.66%. the second statement that is jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 259 ramadhani & titisari (laboratory hands-on activity ...) mostly answered is that the answers strongly agree where the answer is answered by 25 students or around 41.66%. answers that are answered by students are answers that do slightly agree with 1 student or about 1.66%, and no students choose an answer that does disagree. in this statement, the percentage of 85% is in the very good category too. based on figure 3, the statement item 14 “the practice of biology makes me always excited”, the answer that is most answered by students is the answer agrees with the frequency of students who answer as many as 32 students or around 53.33%. the second statement that is mostly answered is that the answers strongly agree where the answer is answered by 27 students or around 45%. the answers which is answered by many students is the answer is slightly agree with 1 student or about 1.66%, and no student chooses the answer does disagree. in this statement, the percentage of 85.83% is in the very good category. likewise, on the item statement 15 “i like to enter the lab late”, the answer that is most answered by students is the answer does disagree with the frequency of students who answer as many as 38 students or around 63.33%. the second statement that is mostly answered is the slightly agree answer where the answer is answered by 22 students or around 36.66%. the answer strongly agreed and agreed that no students would answer. in this statement, the percentage of 90.83% is in the very good category. as well as the statement item 16 “i feel bored with biology laboratory hands-on activity activities”, the answer that is most answered by students is the answer does disagree with the frequency of students who answer as many as 39 students or about 65%. the second statement that is mostly answered is the slightly agree answer where the answer is answered by 19 students or around 31.66%. the answers that are answered a lot by students are answers agree with 2 students or around 3.33%, and no students who choose answers strongly agree. in this statement, the percentage of 90.41% is in the very good category too. 0 10 20 30 40 50 60 70 item 14 item 15 item 16 item 17 45 0 0 1,66 53,33 0 3,33 36,66 1,66 36,66 31,66 55 0 63,33 65 6,66 p e rc e n ta g e ( % ) figure 3. statement items on indicator of student interest in laboratory hands-on activity but on the item statement 17 “i study at home about the material that will be practiced”, the answers that were most answered by students were the answers that slightly agree with the frequency of students who answered as many as 33 students or around 55%. the second statement that was answered a lot was the agreed answer where the answer was answered by 22 students or around 36.66%. the answer which is answered by many students is the answer does disagree with 4 students or about 6.66%, and 1 student who chooses the answer does disagree with the percentage of 1.66%. in this statement, the percentage of 58.33% is in the sufficient category. different from the statement item 18 “i like learning biology in the classroom rather than through practical activities”, the answers that were most answered by students were answers that slightly agree with the frequency of students who answered as many as 37 students or around 61.66%. the second statement that was answered a lot was an agreed answer and did disagree where this answer was answered by 10 students or around 16, 66%. the answers by students are answers that strongly agree with 3 students or around 5%. in this statement, the percentage of 72.5% is in the good category. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 260 ramadhani & titisari (laboratory hands-on activity ...) based on figure 4, on the statement item 19 “i feel happy that every laboratory hands-on activity is carried out”, the answer that is most answered by students is the answer strongly agree where in this answer the students who answered numbered 31 students with a percentage of 51.66%. the followed by an agreed answer where in this answer students answered about 29 students or around 48.33%, and then no students answer the disagree and the answers slightly agree. in this statement, the percentage of 87.91% is in the very good category. the statement item 20 “i always bring tools and materials that the teacher instructs during the lab”, the answer that is most answered by students is the answer agrees with the frequency of students who answer as many as 32 students or around 53.33%. the second statement that is mostly answered is the answer strongly agree is answered by 27 students or around 45%. the answer answered by students is the answer is slightly agree with 1 student or about 1.66%, and no students who answer disagree. in this statement, the percentage of 85.8% is in the very good category. 0 10 20 30 40 50 60 70 80 51,66 45 43,33 5 1,66 48,33 53,33 41,66 30 8,33 0 1,66 15 58,33 76,6 0 0 0 6,66 13,33 p e rc e n ta g e ( % ) figure 4. statement items on indicator of student interest in laboratory hands-on activity but the statement item 21 “i read the guidelines or practical work steps before laboratory hands-on activity activities are carried out”, the most answered answer is a strongly agree answer, which is around 26 students or around 43.33% students answer strongly agree. the statement that is answered a lot by students is agree that is as many as 25 students or about 41.66% students answer agree, then 9 students or about 15% of students answered slightly agree, and not students answered disagree. the percentage of answers from this statement is about 82.08% in the good category. different from statement item 22 “i better understand the material taught in class than the material taught at the laboratory hands-on activity”, the most answered answer is the slightly agree answer, which is around 35 students or around 58.33% of students answer disagree. the statement that is answered by students is a statement of agree that is as many as 18 students or about 30% students agree. 4 students around 6.66% of students answered disagree, and 3 students who answered strongly agreed to the percentage of 5%. the percentage of answers from this statement is around 66.6% in the sufficient category. the item statement 23 “i cannot understand the biological concepts that are practiced in practical activities”, the most answered answer is the slightly agree answer, which is around 46 students or about 76.6% of students answer slightly agree. the statement that is answered a lot by students is a disagree statement that is as many as 8 students or about 13.33% students answer disagree, then 5 students or about 8.33% of students agreed, and 1 student who answered strongly agreed to the percentage of 1.66%. the percentage of answers from this statement is around 75.41% which are in the good category. as well as the statement item 24 “practical activities can make me solve various problems in the concept of biological concepts”, the most answered answer is the agreed answer, which is about 40 students or around 66.66% of students answer in agree. the statement that is answered by students is a strongly agree statement that is as many as 15 students or around 25% students answer strongly agree. 4 students or around 6.66% of students jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 261 ramadhani & titisari (laboratory hands-on activity ...) answered slightly agree, and 1 student who answered strongly agreed to the percentage of 1.66. the percentage of answers from this statement is about 78.75% which are in the good category too. based on figure 5, there are 8 statement items for the laboratory hands-on activity time indicator, it can be seen that the indicator of laboratory hands-on activity time is at a percentage level of 79.58% and is included in the good category. some students stated that they had carried out the laboratory hands-on activity on time according to what was instructed by the teacher. however, there is still no scheduling of practical activities, this is in line with the research of hasruddin and rezeqi, (2012) which states that the implementation of laboratory hands-on activity in public high schools in karo district is still low because there is no scheduling of practical activities. in more detail can be seen in each item questions. 0 10 20 30 40 50 60 70 item 25 item 26 item 27 item 28 item 29 item 30 item 31 33,33 1,66 20 0 1,66 3,33 33,33 56,6 3,33 48,33 25 11,66 6,66 53,33 10 45 31,66 53,33 51,66 28,33 11,66 0 50 0 21,66 35 61,66 1,66 p e rc e n ta g e ( % ) figure 5. statement items on indicator of implementation time for laboratory hands-on activity the statement item 25 “laboratory hands-on activity is carried out on time”, the most answered answer is the agreed answer, which is around 34 students or around 56.66% of students answer in agree. the statement that is answered by students is a strongly agree statement that is as many as 20 students or around 33.33%, students answer strongly agree. 6 students or about 10% of students answered slightly agree, and no students answered did disagree. the percentage of answers from this statement is around 80.83% which are in the good category. as well as the statement item 26 “laboratory hands-on activity is carried out inappropriately”, the most answered answer is the disagree answer, which is about 30 students or about 50% of students answer disagree. the statement that is answered by students is a statement of slightly agree that is as many as 27 students or about 45% of students answer slightly agree. 2 students or around 3.33% of students answered agreed, and 1 student who answered strongly agreed to the percentage of 1.66%. the percentage of answers from this statement is about 85.83% which are in the very good category. likewise, the statement item 27 “in one practice the available time is sufficient”, the most answered answer is the agreed answer, which is about 29 students or around 48.33% of students answer in agree. the statement that is answered by students is a statement of slightly agree that is as many as 19 students or around 31.66% of students answer slightly agree. 12 students or about 20% of students answered strongly agree, and no students answered did disagree. the percentage of answers from this statement is around 72.08% which are in the good category. the statement item 28 “in one practice the available time is insufficient”, the most answered answer is the slightly agree answer, which is around 32 students or around 53.33% students answer slightly agree. the statement that is answered a lot by students is an agreed statement that is as many as 15 students or about 25% students agree. 13 students or around 21.66% of students answered disagree, and no students who answered strongly agreed. the percentage of answers from this statement is around 74.16% which are in the good category. the statement item 29 “the teacher's explanation at the time of the practice is difficult to understand”, the most answered answer is the slightly agree answer which is around 31 students or around 51.66% of students answer disagree. the statement that is answered a lot by students is a disagree statement that is as many as 21 students or about 35% students answer disagree. 7 students or around jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 262 ramadhani & titisari (laboratory hands-on activity ...) 11.66% of students answered agreed, and 1 student who answered strongly agreed to the percentage of 1.66%. the percentage of answers from this statement is about 80% in the good category. the statement item 30 “the teacher leaves the laboratory hands-on activity when the laboratory hands-on activity is held”, the most answered answer is the disagree answer, which is around 37 students or around 61.66% of the students answer disagree. the statement that is answered by students is a statement of slightly agree that is as many as 17 students or about 28.33% of students answer slightly agree. 4 students or around 6.66% of students answered in agree, and 2 students who answered strongly agreed with the percentage of 3.33%. the percentage of answers from this statement is about 87.08% in the very good category. as well as the statement item 31. “laboratory hands-on activity is carried out regularly according to a predetermined schedule”, the most answered answer is the agreed answer, which is about 32 students or around 53.33% of students answer in agree. the statement that is answered by students is a strongly agree statement that is as many as 20 students or around 33.33% students answer strongly agree. 7 students or around 11.66% of students answered slightly agree, and 1 student who answered strongly agreed to the percentage of 1.66%. the percentage of answers from this statement is around 79.58% which are in the good category. and the statement item 32 “laboratory hands-on activity is not only done indoors but also utilizes the surrounding environment”, the most answered answer is the agreed answer, which is about 24 students or about 40% of students answer in agree. the statement that is answered a lot by students is a strongly agree statement that is as many as 22 students or around 36.66% students answer strongly agree. 11 students or around 18.33% of students answered slightly agree, and 3 students who answered disagreed to the percentage of 5%. the percentage of answers from this statement is around 77.08% which are in the good category too. based on figure 6, there are 20 statement items, it can be seen that the indicator of preparation and laboratory hands-on activity implementation is at a percentage level of 80.66% and is included in the good category. students have become accustomed to preparing tools and materials before laboratory hands-on activity activities, this is in line with the research of mariyam, lestari, and afniyanti, (2015) stating that students are clever in preparing lab tools and materials so that overall management level or implementation of biology laboratory hands-on activity runs well. 0 10 20 30 40 50 60 70 80 item 33 item 34 item 35 item 36 item 37 66,66 0 46,66 71,66 58,33 28,33 6,66 51,66 28,33 3,33 41,66 1,66 01,66 51,66 0 0 p e rc e n ta g e ( % ) figure 6. statement items on indicators of preparation laboratory hands-on activity on the statement item 33 “before the laboratory hands-on activity the teacher divided the students into several groups”, the most answered answer is a strongly agree answer which is around 40 students or around 66.66% of students answer strongly agree. the statement that is answered a lot by students is a statement of agree that is as many as 17 students or around 28.33% students agree. 2 students or around 3.33% of students answered slightly agree, and 1 student who answered did disagree with the percentage of 1.66%. the percentage of answers from this statement is 90% which are in a very good category. but on the statement item 34, “the laboratory hands-on activity implemented is not in accordance with the laboratory hands-on activity worksheet”, the most answered answer is the disagree answer, which is around 31 students or about 51.66% of students answer disagree. the statement that is answered by students is a statement of jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 263 ramadhani & titisari (laboratory hands-on activity ...) slightly agree that is as many as 25 students or around 41.66% of students answer slightly agree. 4 students or equal to 6.66% of students answered in agree, and no students who answered strongly agreed. the percentage of answers from this statement is about 86.25% in the excellent category. while on the statement item 35 “every laboratory hands-on activity result is in accordance with laboratory hands-on activity procedures”, the most answered answer is the agreed answer, which is around 31 students or around 51.66% of students answer in agree. the statement that is answered a lot by students is a strongly agree statement that is as many as 28 students or around 46.66% students answer strongly agree. 1 student or around 1.66% of students answered slightly agree, and no students answered did not agree. the percentage of answers from this statement is 86.25% which are in the very good category. as well as on the statement item 36 “before the biology lab the teacher gives a prior explanation of the activities to be carried out”, the most answered answer is strongly agreed answer, which is around 43 students or around 71.66% of students answer strongly agree. the statement that is answered a lot by students is a statement of agree that is as many as 17 students or about 28.33% students agree. there were no students who chose answers that slightly agree and disagree. the percentage of answers from this statement is 92.91% which are in the very good category. and the statement item 37 “biology teachers convey the objectives of each biology laboratory hands-on activity to be carried out”, the most answered answer is a strongly agreeable answer which is around 35 students or around 58.33% students answer strongly agree. the statement that is answered a lot by students is a statement of agree that is as many as 24 students or about 40% of students agree. 1 student or around 1.66% of students answered slightly agree, and no students answered disagree. the percentage of answers from this statement is 89.16% which are in the very good category too. based on figure 7, on statement item 38 “through biology laboratory hands-on activity in the laboratory i did i got a deepening of biological material”, the most answered answer is the agreed answer, which is around 37 students or around 61.66% of students answer in agree. the statement that is answered a lot by students is a strongly agree statement that is as many as 22 students or around 36.66% students answer strongly agree. 1 student or around 1.66% of students answered disagree, and no students answered slightly agree. the percentage of answers from this statement is 83.33% which are in the very good category. but on the statement item 39 “every implementation of my biology lab uses lab suits, masks, gloves, which are used to keep away from accidents during laboratory hands-on activity”, the most answered answer is the slightly agree answer, which is around 20 students or around 33.33% of the students answer slightly agree. the statement that is answered by students is a statement of agree that is as many as 19 students or around 31.66% of students agree. 15 students or about 25% of students answered disagree, and 6 students who answered strongly agreed with a percentage of 10%. the percentage of answers from this statement amounted to 56.66% which were in the sufficient category. 0 10 20 30 40 50 60 70 item 38 item 39 item 40 item 41 36,66 10 1,66 50 61,6661,66 31,66 18,33 46,66 0 33,33 58,33 1,661,66 25 21,66 1,66 p e rc e n ta g e ( % ) figure 7. statement items on indicator of preparation laboratory hands-on activity while on statement item 40 “the teacher gives a quiz before laboratory hands-on activity”, the most answered answer is the slightly agree answer, which is about 35 students or around 58.33% of students answer slightly agree. the statement that is answered by students is a statement that disagrees as many as jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 264 ramadhani & titisari (laboratory hands-on activity ...) 13 students or about 21.66% of students answer disagree. 11 students or about 18.33% of students answered agreed, and 1 student who answered strongly agreed with the percentage of 1.66%. the percentage of answers from this statement amounted to 21.66% in the less category. but on the statement item 41 “in conducting biological laboratory hands-on activity observations each group member gets the same opportunity to observe the results of the lab”, the most answered answer is a strongly agree answer which is around 30 students or about 50% of students answer strongly agree. the statement that is answered a lot by students is an agreed statement that is as many as 28 students or around 46.66% of students agree. 1 student answer slightly agree and disagree with the percentage of 1.66%. the percentage of answers from this statement is 86.25% which are in the very good category. and the statement item 42 “at the time of laboratory hands-on activity, the teacher explains well what must be done”, the most answered answer is a strongly agreeable answer, which is around 37 students or around 61.66% of students answer strongly agree. the statement that is answered a lot by students is an agreed statement that is as many as 23 students or around 38.33% students agree, then not there are students who answer answers that slightly agree and disagree. the percentage of answers from this statement is 90.41% which are in the very good category. based on figure 8, on statement item 43 “the teacher does not give quizzes or questions before the lab is carried out”, the most answered answer is the slightly agree answer, which is around 30 students or around 50% of students answer slightly agree. the statement that is answered a lot by students is an agreed statement that is as many as 19 students or around 31.66% students agree. 7 students who answered disagree with the percentage of 11.66%, and 4 students with a percentage of 6.66% answered strongly agree. the percentage of answers to this statement is 66.66% which are in the very good category. as well as the statement item 44 “before laboratory hands-on activity, laboratory hands-on activity tools and materials have been provided”, the most answered answer is a strongly agreeable answer, which is about 36 students or around 60% of students answer strongly agree. the statement that is answered a lot by students is an agreed statement that is as many as 23 students or around 38.33% students agree. 1 student answer slightly agree with the percentage of 1.66%, and no students who answer disagree. the percentage of answers to this statement is 66.66% which are in the very good category. figure 8. statement items on indicators of preparation laboratory hands-on activity on the statement item 45 “practical activities have not gone well”, the most answered answer is the slightly agree answer, which is about 35 students or around 58.33% of students answer slightly agree. the statement that is answered a lot by students is a disagreement statement that is as many as 14 students or about 23.33% students answer disagree. 6 students who answered agreed with a percentage of 10%, and 5 students with a percentage of 8.33% answered strongly agree. the percentage of answers from this statement is 74.16% which are in the good category. but on the statement item 46 “the teacher is able to foster a sense of joy and curiosity at the time of practicing”, the most answered answer is a strongly agree answer, which is around 34 students or around 56.66% of students answer strongly agree. the statement that is answered a lot by students is a statement of agree that is as many as 25 students or about 41.66% jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 265 ramadhani & titisari (laboratory hands-on activity ...) students who answered slightly agree with a percentage of 1.66%, and no students who answered is disagree. the percentage of answers from this statement is 88.75% which are in the very good category. so does the statement item 47 “the material in the laboratory hands-on activity is in accordance with the material taught in the class”, the most answered is a strongly agree answer, which is around 32 students or around 53.33% of students answer strongly agree. the statement that is answered a lot by students is an agree statement that is as many as 27 students or about 45% of students agree. 1 student answer disagree with a percentage of 1.66%, and no students who answer slightly agree. the percentage of answers from this statement is 87.91% which are in a very good category. based on figure 9 on statement item 48 “there is no practical guide book yet”, the most answered answer is the slightly agree answer that is equal to 24 students or about 40% of students answer slightly agree. the statement that is answered a lot by students is a statement of agree and disagree that is as many as 16 students or about 26.66%. 4 students who answered strongly agree with the percentage of 6.66%. the percentage of answers from this statement is 71.66% which are in the good category. statement item 49 “i have difficulty using practical tools”, the most answered answer is the slightly agree answer, which is around 31 students or around 51.66% of the students answer in slightly agree. the statement that is answered by students is an agreed statement that is 15 students or about 25% students agree. 13 students who answer disagree with the percentage of 21.66%, and 1 student who answers strongly agrees with the percentage of 1.66%. the percentage of answers from this statement is 73.33% which are in the good category. figure 9. statement items on indicators of preparation laboratory hands-on activity on statement item 50, ”when the laboratory hands-on activity is finished the teacher instructs to work on the laboratory hands-on activity student worksheet lks / lkpd that has been given by the teacher”, the most answered answer is a strongly agreeable answer which is around 31 students or around 51.66% of students answer strongly agree. the statement that is answered a lot by students is an agreed statement that is as many as 26 students or around 43.33% students agree. 2 students who answer disagree with a percentage of 3.33%, and 1 student who answers slightly agree with a percentage of 1.66%. the percentage of answers from this statement is 85.83% which are in the very good category. while on the statement 51 “the teacher always concludes the results of the lab”, the most answered answer is a strongly agreeable answer, which is around 32 students or around 53.33% of students answer strongly agree. the statement hat is answered a lot by students is an agreed statement that is as many as 27 students or about 45% of students agree. 1 student answer slightly agree with the percentage of 1.66%, and no students who answer do not agree. the percentage of answers from this statement is 87.91% which are in a very good category. the statement item 52, “practical guidebooks are well packed, and interesting so that their contents are easy to understand”, the most answered answer is the answer, which is about 28 students or around 46.66% of the students answered in agree. the statement that is answered by students is a strongly agree statement that is as many as 18 students or around 30% students answer strongly agree. 13 students who answer slightly agree with the percentage of 21.66%, and 1 student who answers disagree with the percentage of 1.66%. the percentage of answers from this statement is 76.25% which are in the good category. in addition to using questionnaires, the author also interviewed students and teachers to support data collection that jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 253-268 266 ramadhani & titisari (laboratory hands-on activity ...) cannot be explained using a questionnaire, data obtained through interviews, such as: laboratory hands-on activity is done every time there is laboratory hands-on activity material or about 4 times in one semester, things that hinder during the laboratory hands-on activity process are that there is no time available, rarely practice natural utilization activities, there is no additional time when the study time has been completed, and the teacher rarely tests before or after the laboratory hands-on activity. practical guidebooks are available well. and the atmosphere of the lab is very conducive. the results of this research are also similar to the research conducted by lauriala, (2006) in a previous study stated that the application of biology laboratory hands-on activity in public high schools in jambi city was in good category, students had prepared their own tools and materials before the lab began. so that when laboratory hands-on activity students are ready with the material to be delivered by the teacher, reports and evaluations are also very good. previous research conducted by hamidah et al., (2014) showed that biology laboratory hands-on activity activities in secondary school laboratories in jambi city were well implemented but there were still several obstacles faced by teachers and students during the lab implementation process. various obstacles and difficulties experienced by teachers and students include the existence of the biology laboratory itself because 40% of the biology laboratory space in public secondary schools in jambi city is not used as a practice place but is used as a classroom for learning. conclusion based on the results of the study, the application of biology laboratory hands-on activity in class xi mipa sshs 10 pekanbaru has been carried out well can be seen from each indicator, i.e. indicators of laboratory hands-on activity intensity have a percentage of 76.14% in good category. indicators of student interest in laboratory hands-on activity obtained a percentage of 82, 93% are in the good category. the laboratory hands-on activity time indicator has a percentage of 79.58% and is in a good category. the last indicator, which is laboratory hands-on activity, has a percentage of 80.66% and is in the good category. based on questionnaire data and the results of interviews with teachers in the field of biological studies, the laboratory hands-on activity is carried out about 4 times, and sometimes there are some material that is not practiced. there are several things that hinder during the practical process, for example, the available time is insufficient, rarely practice natural utilization activities, there is no additional time when the study time has been completed, and the teacher rarely tests before or after the laboratory hands-on activity. 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(2011). dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum. european journal of teacher education, 34(2), 139–159. doi: https://doi.org/10.1080/02619768.2010.543672 http://jurnal.ut.ac.id/index.php/jptjj/article/view/128/103 https://jurnal.unimed.ac.id/2012/index.php/pelita/article/view/7546 https://journal.unnes.ac.id/nju/index.php/jpk/article/view/12276/7101 https://doi.org/10.1080/02619768.2010.543672 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 2 july 2020, pp. 273-282 10.22219/jpbi.v6i2.11124 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 273 research article science literacy, critical thinking skill, and motivation: a correlational study rosita primasari a,1, mieke miarsyah a,2,*, r. rusdi a,3 a universitas negeri jakarta, jl. rawamangun muka, rt.11/rw.14, kota jakarta timur, daerah khusus ibukota jakarta 13220, indonesia 1 primasari.rosita@gmail.com, 2 mmiarsyah@unj.ac.id*; 3 rusdi@unj.ac.id * corresponding author introduction scientific literacy of indonesian students in 2018 is in position 70 out of 78 participating countries with a score of 396 below the average pisa standard (oecd, 2019). that number is far from the score where the average gained by all pisa participating countries with an average score of 489 for scientific literacy. this result designates the low scientific literacy skills of indonesian students. several crucial factors related to the acquisition of scientific literacy are critical thinking skill and learning motivation (suisiati et al., 2018; wahyuni et al., 2018). a low score of students’ scientific literacy skill indicates that the students’ critical thinking ability is low as well (rahayuni, 2016). through scientific literacy, it is expected that the students are able to enhance their thinking skill in analyzing a reading material to solve problems. scientific literacy is defined as a skill in using knowledge about science to solve problems and make scientific decisions along with the responsibility (holbrook & rannikmae, 2009). the scientific literacy is a human activity carried out by means of understanding as well as making decisions about nature and changes to the nature involving the possessed knowledge and technology (oecd, 2010). scientific literacy is a skill to comprehend, a r t i c l e i n f o a b s t r a c t article history received january 27, 2020 revised june 02, 2020 accepted june 17, 2020 published july 21, 2020 scientific literacy and critical thinking skill are the considerable 21st century competencies must be owned by nowadays students. this study aimed at determining the correlation among three variables i.e. critical thinking skill, motivation, and scientific literacy possessed by high school students. the research used a quantitative approach to explore the correlation among variables observed. the total samples were 124 of x mipa graders selected using the simple random sampling technique. the data collection was carried out by providing test instruments to measure students’ critical thinking skill, motivation, and scientific literacy. all variables then were analyzed using multiple linear regression. the results showed that (1) there was a positive correlation between the critical thinking skill and scientific literacy (11.83%), (2) there was no significant correlation between motivation and scientific literacy, and (3) both predictors (i.e. critical thinking skill and motivation) were able to predict the criterion (scientific literacy) (22.56%). it is suggested to optimize students’ critical thinking skill and motivation to sharpen students’ scientific literacy copyright © 2020, primasari et al this is an open access article under the cc–by-sa license keywords critical thinking skills motivation science literacy how to cite: primasari, r., miarsyah, m., & rusdi, r.. (2020). science literacy, critical thinking skill, and motivation: a correlational study. jpbi (jurnal pendidikan biologi indonesia), 6(2), 273-282. doi: https://doi.org/10.22219/jpbi.v6i2.11124 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 file:///c:/users/biologi/downloads/jpbi.v6i2.11124 file:///c:/users/biologi/downloads/jpbi.v6i2.11124 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:primasari.rosita@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11124 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11124&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no.2, july 2020, pp. 273-282 274 primasari et al (science literacy, critical thinking skill …) communicate, and implement scientific knowledge to solve the problems arisen (toharudin, hendrawati, & rustaman, 2011). critical thinking is an intellectual process in analyzing, integrating, and evaluating any information acquired as guidance to act and make decisions (mulnix, 2012). critical thinking is interpreted as a skill in considering, processing information, analyzing, and making justifiable conclusions (jariyah, 2017). critical thinking skill is an essential skill possessed by someone who focuses on problem-solving (ghazivakili et al., 2014; karakoç m, 2016; radulović & stančić, 2017). the students are compulsory to develop their analyzing skill, processing the information received so that the students are able to make decisions to solve a problem (häkkinen et al., 2017). the main objective of formal education is about learning how to think (bernard et al., 2008). in this case, the students can be avowed to think critically if the students are able to remember, interpret, analyze, construct their knowledge, and assess or decide a conclusion to solve problems. those problems can be solved if the students have a good scientific literacy skill (rahayu, 2014). the students who have good literacy indicate that the students are able to use their knowledge to think critically in solving a problem well (ulger, 2018). the scientific literacy skill possessed by the students is closely related to the critical thinking skill (singh, kaur, & brar, 2017). an exertion to evolve a literacy spirit in the students’ self is not easy; it is required motivation in the learning processes. motivation is a process carried out by someone to attain a goal by considering the intensity, aims, and perseverance (stephen p. robbins & judge, 2012). motivation is defined as a strength or encouragement for someone who tries to achieve the goals that he/she wants (everaert, p., et al, 2017; husamah & pantiwati, 2014). this can be interpreted that the more students have critical thinking skill and high motivation will have good scientific literacy values and vice versa (susiani, salimi, & hidayah, 2018). the stronger the motivation to learn, the higher the results of critical thinking skill achieved by the students (anisa, 2017). scientific literacy is important for the students to be able to produce critical and solution thinking from each information received. this study is necessary to be conducted since it is suspected that critical thinking skill and motivation are simultaneously related to the students’ scientific literacy skill. according to rahayuni (2016), critical thinking skill is regarded as one of the factors that may affect scientific literacy. an individual who has critical reading skill has positive effect to the scientific literacy skill; thru this skill, the attitudes towards scientific literacy become meaningful (karademir & ulucinar, 2016). based on (wahyuni et al., 2018), the higher the achievement motivation of students, the higher their scientific literacy skills. however, previous study has never been done on the critical thinking skill and the students’ motivation to improve the scientific literacy skill. this study becomes very important to be studied more deeply to discover the correlation between the critical thinking skill and motivation to the scientific literacy of high school students (sma). the results of this study can be used as a basic reference or consideration for the further studies to analyze the matters that can affect the scientific literacy. method the descriptive method was used as the method of study thru a quantitative approach using correlational technique. this study consisted of three variables that would be investigated, namely critical thinking skill (x1), motivation (x2), and scientific literacy skill (y). the subjects of the study were the students of sman 5 depok in the academic year of 2019/2020, in which the number of samples were 12 students of 10th grade of mathematics and natural science (mipa); moreover, the samples were selected using simple random sampling technique. the data of this study were taken by distributing several instruments to the respondents including of test instrument of critical thinking skill, motivation test, and scientific literacy test. the test instrument of critical thinking was in the form of essay items measured using assessment rubric, the motivation test was in the form of questionnaire, and the scientific literacy test was in the form of a description formulated based on the pisa indicators. this study used data analysis techniques involved of prerequisite test of data analysis and hypothesis test. the prerequisite test indicated the data that normally distributed and homogeneous variance. the hypothesis test was done through multiple regression and correlation tests. results and discussion based on the results of study, it was known that the three variables (critical thinking skill, motivation, and scientific literacy) had a mean score for each of them, namely 44.52, 76,17, and 61,52. the highest score of critical thinking ability was 64, for motivation was 97 and the scientific literacy was 88. the lowest score of critical thinking skill was 21, motivation was 67, while the scientific literacy was 34. the score of critical thinking skill had a score difference of 43, motivation value had a difference of 30, and the score of scientific literacy had a score difference of 54 (table 1). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no.2, july 2020, pp. 273-282 275 primasari et al (science literacy, critical thinking skill …) table 1. research descriptive statistics critical thinking motivation scientific literacy samples 124 124 124 maximum score 64 97 88 minimum score 21 67 34 standard deviation 9,028 5,382 11,685 mean 44,52 76,17 61,52 according to the data of study, the students who had a score of critical thinking skill above the average were 65 respondents (52%) and 59 respondents (48%) got a score below the average. this result was obtained after conducting an assessment on several indicators of critical thinking i.e. the students’ skills in interpreting, analyzing, evaluating, concluding, explaining, and self-regulating. the students who had the motivation score above the average were 65 respondents (52%) and 59 respondents (48%) were still below the average score. this result was gained after conducting a motivation test to the students including three dimensions of intensity, aims, and perseverance. the scientific literacy test results indicated that the students who had a score above the average were 67 respondents (54%) and there were 57 respondents (46%) who still got a score below the average score. the results of the normality test used kolmogorov-smirnov test indicated that the three groups of critical thinking, motivation, and scientific literacy data were normally distributed. the homogeneity test results indicated that the data variance was homogenous. in the hypothesis test of the correlation between critical thinking skill (x1) and scientific literacy (y), the regression model test used was a simple linear regression, in which it could be seen in the table 2. table 2. regression model test between critical thinking skill and scientific literacy model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 41.694 5.000 8.339 .000 critical_thinking .445 .110 .344 4.046 .000 dependent variable: scientific_literacy table 3 exposed the anova results to discover the variable significantly whether it had a correlation to the criteria or not. according to the table 3, the statistical value of f was 16,379 with the score of p < α (0.05). it could be inferred that the critical thinking skill had a correlation with the scientific literacy. table 3. significance test of regression model model sum of squares df mean square sum of squares sig. 1 regression 1987.710 1 1987.710 16.379 .000b residual 14805.217 122 121.354 total 16792.927 123 based on the significance test and linearity test of regression model ŷ = 41,694 + 0,445 x1, it could be concluded that the equation was significant and linear (figure 1). figure 1. simple linear regression model between critical thinking skill (x1) and scientific literacy (y) critical thinking skill s c ie n ti fi c l it e ra c y jpbi (jurnal pendidikan biologi indonesia) vol. 6, no.2, july 2020, pp. 273-282 276 primasari et al (science literacy, critical thinking skill …) table 4. correlation test between critical thinking skill (x1) and scientific literacy (y) critical thinking scientific literacy critical thinking pearson correlation 1 .344** sig. (2-tailed) .000 n 124 124 scientific literacy pearson correlation .344** 1 sig. (2-tailed) .000 n 124 124 based on the table 4, it could be explicated that the correlation coefficient (rx1y) between critical thinking skill (x1) and scientific literacy (y) was 0,344. the score of rx1y = 0,344 indicated a positive correlation, and the obtained significance values was < α (0.05). from this data, there was significant correlation between critical thinking skill (x1) and scientific literacy (y). based on the data, coefficient of determination between critical thinking skill (x1) and scientific literacy (y) was 0,118. it meant that the critical thinking skill had a contribution of 11.83% in the scientific literacy. this was in line with previous study carried out by rahayuni (2016), the scientific literacy is influenced by critical thinking skill with strong criteria, in which the cognitive factor owned by the students will be influenced by the scientific literacy skill. increased critical thinking skill will improve the scientific literacy skill. the results of study conducted by glaze (2018) stated that the increased scientific literacy skill is not only influenced by the ability to memorize and apply science concepts in the classroom, but it is influenced by the depth of thinking, understanding the process of scientific knowledge so that the students can discover their own concepts by exploring their knowledge, this can happen if someone is able to think critically about the scientific knowledge they face. the weakness of relationship between critical thinking skill and scientific literacy was assumed to be due to the low reading interest of students. low reading interest was assumed to be due to the absence of reading activities that could lead to a habit (johari, tom, morni, & sahari, 2013). reading habits could form critical and constructive thinking patterns so that the students had the ability to read a comprehension. the creation of reading habits can support the students' literacy skill (nurul et al., 2018). a literacy needed reading and understanding skills about an article well. article on scientific literacy test and critical thinking which was quite long caused the students to become lazy and unable to fully concentrate on answering the questions given (cargas, williams, & rosenberg, 2017). similar to what had been disclosed by purwani et al., (2018) that the scientific literacy of 10th grade students of high school in bandung barat on the biodiversity issues had low score, this is because most of students are getting lazy to read the science literacy test articles. according to saptasari et al., (2019), low reading skill contributes to lower levels of information literacy skill in education. competency in scientific literacy covered up the critical thinking processes that needed to involve the ability to analyze, interpret information, draw conclusions, and look for the solution of problem-solving, in which those are used to be implemented in life (suwono, mahmudah, & maulidiah, 2017). this was in line to zascavage (2010) that critical thinking is not only about the ability to interpret, evaluate, conclude, and assess, but also able to implement those skills in education developments. the critical thinking skill can be improved by means of a presentation activity so that the students can analyze and synthesize the learning (lukitasari, hasan, & murtafiah, 2019). the students needed to train their critical thinking skill in solving the problems by getting used to literacy. this was reinforced by cahyana et al., (2017) that the students’ scientific literacy can improve since there is a critical thinking, where in the critical thinking processes involved an ability to interpret information and explore the solutions about the problems face up. the correlation between motivation (x2) and scientific literacy (y) the regression model test used was a simple linear regression. referred to the table 5. table 5. regression model test between motivation (x2) and scientific literacy (y) model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 109.683 14.357 7.640 .000 motivation -.632 .188 -.291 -3.363 .001 a. dependent variable: scientific literacy table 6 disclosed the anova result to discover the variables which significantly has a correlation with the criteria or not. based on the table 6, the statistical value of f was 11,308, in which the value of p was > α (0.05). thus, it could be concluded that motivation had no correlation with the scientific literacy. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no.2, july 2020, pp. 273-282 277 primasari et al (science literacy, critical thinking skill …) table 6. significance test of regression model model sum of squares df mean square f sig. 1 regression 1424.478 1 1424.478 11.308 .000b residual 15368.450 122 125.971 total 16792.927 123 from the significance test and linearity test of regression model ŷ = 109,683 0,632 x2, it could be concluded that the equation was significant and linear. figure 2. simple linear regression model between motivation (x2) and scientific literacy (y) furthermore, the value of ŷ = 109,683 0.632x2 was obtained based on the provisions afterwards a simple linear regression test as shown in the figure 2. according to this equation, it could be interpreted if there was an improvement of 1 score in motivation (x2) so that it would be followed by a decrease in scientific literacy of 0,632 (y), in which it was 0,632 on the constant of 109,683 thru a regression model of ŷ. table 7. correlation test between motivation (x2) and scientific literacy (y) motivation scientific literacy motivation pearson correlation 1 -.291** sig. (2-tailed) .001 n 124 124 scientific literacy pearson correlation -.291** 1 sig. (2-tailed) .001 n 124 124 **p<0.01 the correlation coefficient (rx2y) among motivation (x2) and scientific literacy (y) was -0,291. the value of rx2y = -0,291 indicated that the correlation was positive. based on this data, there was no significant correlation between motivation (x2) and scientific literation (y) (table 7). based on the data, the coefficient of determination between critical thinking skill (x1) and scientific literacy (y) was 0.85. this meant that the motivation had 8.5% contribution to the scientific literacy. the correlation was found to be negative, meaning that the increase in motivation would reduce the scientific literacy. the results of this study indicated that there was no correlation between motivation and scientific literacy. this was reinforced by a study conducted by el islami et al (2015) that the scientific literacy is not related to the level of self-confidence of students. it meant that self-confidence was an internal factor similarly to the motivation that had no effect on the scientific literacy because if only limited to self-confidence and desire without any definite action or activity there would be no result. a motivation was an encouragement in individual that could include self-confidence to reach a goal. additionally, the results of this study was not in line to (handayani, et al, 2015) who asserted that there is a contribution related to the attitude, perception, and motivation of scientific learning to the scientific literacy. according to a study conducted by lishinski (2016), there is a correlation between biological curiosity and scientific literacy skill, in which it is in a moderate criteria. motivation had a big contribution to biological learning outcomes (firmansyah, komala, & rusdi, 2018). the higher the motivation of students, the greater the desire to motivation s c ie n ti fi c l it e ra c y jpbi (jurnal pendidikan biologi indonesia) vol. 6, no.2, july 2020, pp. 273-282 278 primasari et al (science literacy, critical thinking skill …) learn and have literacy skills. an increase in achievement motivation is followed by an increase in scientific literacy, the higher the motivation for more achievement from students, the higher the ability of scientific literacy (wahyuni et al., 2018). the results of this study were not in line to previous study and it had a negative correlation since there was a difference in the motivation score and the students’ scientific literacy. the students who had high motivation but often had low scientific literacy scores, as well as the students who had low motivation but have high scientific literacy scores. it signified that the students’ motivation might vary depending on the situation and individual condition. motivation, in this case, cannot influence the scientific literacy directly due to the motivation that is an encouragement inside to achieve a goal. while in reaching out a good scientific literacy, it is needed not only a motivation but also real action in the form of reading activity that can hone the understanding about the meaning of a literature or reading material and construct their knowledge owned before with new knowledge obtained (nurul et al., 2018). the correlation between critical thinking skill (x1) and motivation (x2) with scientific literacy (y) regression model test used was a multiple linear regression test. based on the data, it was obtained the significance value of α <0.05, in which it could be seen in the table 8. table 8. test of l regression model between critical thinking skill (x1), motivation (x2), and scientific literacy (y) model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 94.234 13.663 6.897 .000 critical thinking .489 .104 .377 4.692 .000 motivation -.715 .175 -.329 -4.096 .000 a. dependent variable: scientific_literacy table 9 implied the anova results to discover the variable that significantly had a correlation with the criteria or not. departing from the table 9, the statistical value of f was 17.633 with the value of p < α (0.05). it could be concluded that the critical thinking skill and motivation had a correlation with the scientific literacy. table 9. significance test of regression model model sum of squares df mean square sum of squares sig. 1 regression 3789.866 2 1894.933 17.633 .000b residual 13003.062 121 107.463 total 16792.927 123 based on the linearity test, it was obtained the significance value of < α (0.05), the meaning was that the model of the correlation between critical thinking skill and motivation with scientific literacy was linear. table 10. multiple correlation test between critical thinking skill (x1), motivation (x2), and scientific literacy (y) model r r square adjusted r square std. error of the estimate change statistics r square change f change df1 df2 sig. f change 1 .475a .226 .213 10.366 .226 17.633 2 121 .000 a. predictors: (constant), motivation, critical_thinking b. dependent variable: scientific_literacy based on the multiple correlation test (table 10), it was obtained that the multiple correlation coefficient (rx1x2y) of critical thinking skill (x1) and motivation (x2) as well as the scientific literacy (y) is 0,475 which indicated a positive correlation. furthermore, also obtained a significance value <α (0.05). based on this data, there was a significant correlation to critical thinking skill (x1) and motivation (x2) together with the scientific literacy (y). based on the data, the coefficient of determination between critical thinking skill (x1) and motivation (x2) with the scientific literacy (y) was 0226. this signified that the skill to think critically and motivation together contributed to the scientific literacy by 22.56%. the results of this study indicated that there was a correlation between critical thinking skill and motivation together with the scientific literacy. this was in line with several study results which postulated that scientific literacy can be positively related to higher order thinking skills and intelligence levels (yuriza, adisyahputra, & sigit, 2018), reading comprehension skill (susiati et al., 2018), and scientific process skill (handayani, adisyahputra, & indrayanti, 2018). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no.2, july 2020, pp. 273-282 279 primasari et al (science literacy, critical thinking skill …) there was a difference between the study that had been conducted with other relevant studies, namely in experimental study that the correlation between critical thinking skill and scientific literacy was more improved with the problem-based learning (pbm) model compared to the science and technology community (stm) model (rahayuni, 2016). a positive interaction between the learning model and motivation will influence on the scientific literacy (bagiarata, et al., 2018). both experimental studies stated that critical thinking skill and scientific literacy can be improved through learning models applied in schools. this indicates that students' scientific literacy only depends on the learning model used in schools. in addition, there was also path analysis study which stated that there is a direct influence between self-efficacy and motivation on learning outcomes (firmansyah et al., 2018; lishinski, yadav, good, & enbody, 2016). according to those studies, there is direct influence between self-efficacy and motivation; hence, the level of motivation to learn from students was determined by self-efficacy in the students themselves. based on these studies, this study discussed how the correlation between critical thinking skill and motivation and scientific literacy of high school students. the test results on the correlation between critical thinking skill and motivation with scientific literacy showed a positive correlation. this indicated that increasing critical thinking skill and motivation would increase the students' scientific literacy skill. the critical thinking was a person's way of being able to decide what to believe and do so that it affected the level of critical thinking. the motivation would assist the students to think better. the students who were motivated would be honed their critical thinking skill so that they got better science literacy scores than those without motivation. the students who had good scientific literacy scores would also have good critical thinking scores (suwono, pratiwi, susanto, & susilo, 2017). this study was supported by hasenbank (2006) who asserted that the students who have good scientific literacy will have a high level of thinking skill, since in the scientific literacy the students are required to implement the knowledge possessed by the students into daily life. the students would have motivation, learning achievement that covered up the critical thinking skill and good scientific literacy when supported by collaborative learning from the teachers. as formulated in the curriculum of 2013, collaborative learning would teach the students to think critically. this was in line with bryan et al (2011) that the science teachers have to use social modeling and collaborative activities to foster the students’ motivation, achievement, and interest in science careers. based on the explanation above, the skill to think critically and motivation simultaneously could support the students' scientific literacy skill. the implication obtained from the results of this study could be used as a reference for further studies by adding dependent variables or analyzing things that could affect the critical thinking skill and scientific literacy. this could also have implications for the teacher policies to innovate learning methods and models that could develop the critical thinking skill, increase the students' motivation and scientific literacy. the information obtained from the results of this study could be used as a reference for the students to improve their scientific literacy skill with the support of critical thinking and motivation in themselves. the role of teachers was needed to develop the critical thinking skill, motivation, and scientific literacy of students in the learning process. conclusion departing from the results data of study and discussion, it can be concluded that there is a positive correlation between critical thinking and scientific literacy, in which the contribution is 11.83%. there is no correlation between motivation and scientific literacy. there is a positive correlation between critical thinking skill and motivation together with the scientific literacy, in which the contribution is 22.56%. the researchers suggest that further study is needed to be carried out, of which study can analyze more about the factors related to the critical thinking skill, motivation, and scientific literacy. it is necessary to carry out an improvement of learning quality that is able to motivate in the learning, to stimulate the critical thinking skill, and scientific literacy skill for the students thru a model innovation and learning method implemented in the school. acknowledgement this section can be written in case there are certain parties need to be acknowledged, such as research sponsors. the acknowledgement must be written in brief and clear. in addition, avoid the hyperbole acknowledgment. references anisa. 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the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and novembe r. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal 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indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/13847') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2650') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/17906') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/9494') 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2166') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2123') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3280') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3247') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2124') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/28468') table of content the diversity of methodologies applied in indonesian journal articles focused on biochemistry learning poncojari wahyono, fefi eka wardiani, eko susetyarini ..........................................................................................1 the presence of the problem-based learning syntax in junior high school biology textbooks nurdiyah lestari, st muthmainnah yusuf, k. ivo basri, s. suciati, mohammad masykuri ....................................... 9 mobile learning student worksheet based on socio-scientific-issues: enhancing students’ scientific literacy skills in biology aga arizen, s. suhartini ............................................................................................................................................ 15 metacognitive awareness of commuter and resident students of islamic high school in biology learning afifah putri sari, puguh karyanto, a. ashadi ........................................................................................................... 25 metacognitive awareness components of high-academic ability students in biology hybrid learning: profile and correlation iin hindun, n. nurwidodo, azizul ghofar candra wicaksono .................................................................................. 31 the effect of problem-based learning integrated with concept mapping technique on students' learning activities siti murdiyah, s. suratno, arina firdausi nur ardhan ............................................................................................. 39 the low level of biology teacher candidate questioning skills d. darmadi, riki apriyandi putra .............................................................................................................................. 47 the correlation between science process skills and biology cognitive learning outcome of senior high school students silfia ilma, mimien henie irawati al-muhdhar, fatchur rohman, murni saptasari .................................................. 55 the critical thinking skills of biology teacher candidates toward the ethical issues yuyun maryuningsih, topik hidayat, r. riandi, nuryani y. rustaman .................................................................... 65 the completeness of environmental literacy aspects studied in the articles published in several countries mutia ulfah, slamet suyanto, tien aminatun ........................................................................................................... 75 critical thinking skills of natural science undergraduate students on biology subject: gender perspective nur hayati, nindha ayu berlianti .............................................................................................................................. 83 the validity and effectivity of learning using steam module with biotechnology game hilya wildana sofia, anjar putro utomo, slamet hariyadi, bevo wahono, erlia narulita ........................................ 91 plastic relief sculpture: improving nigerian students’ performance in practical biology michael olubunmi odewumi, david akinjide akintola, isyaka bello .................................................................... 101 the correlation between learning styles and biology learning performance of nigerian students florence omosholape abidoye, adekunle solomon olorundare ......................................................................... 107 project-based learning model assisted by worksheet: it’s effect on students’ creativity and learning outcomes s. suwarno, w. wahidin, sofyan hasanudin nur ................................................................................................... 113 students’ science process skills and interpersonal intelligence in biology learning using guided inquiry n. nopiya, anna fitri hindriana, s. sulistyono ....................................................................................................... 123 the biological content accuracy of natural science textbooks for viii grade puspa mega candra, ixora sartika mercuriani, endik deni nugroho, v. vlorensius ............................................. 135 developing biology students’ worksheet based on steam to empower science process skills indri patresia, melva silitonga, aminata ginting .................................................................................................... 147 metacognitive skill on students of science education study program: evaluation from answering biological questions mochammad yasir, aida fikriyah, nur qomaria, aushia tanzih al haq ................................................................ 157 learning difficulties in comprehending virus and bacteria material for senior high schools muhammad imam firmanshah, j. jamaluddin, gito hadiprayitno ........................................................................ 165 volume 6, issue 1, march 2020 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11344 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11096 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11196 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8257 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11097 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9113 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10503 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10794 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10779 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10813 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11150 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10979 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10629 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11206 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10619 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10634 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10837 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10225 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10081 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10981 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 471-480 10.22219/jpbi.v5i3.8761 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 471 research article building the framework of local adiwiyata schools in sintang district, west kalimantan province hendra setiawan a,1*, rachmi afriani a,2, maria delfiana dhae a,3 a departement of biology education, faculty of teaching trainning and education, universitas kapuas sintang, jl. y.c. oevang oeray no. 92, west kalimantan, 78612, indonesia 1 hendra_setiawan09@yahoo.com *, 2 rachmiafriani@yahoo.com, 3 delfinadhae@gmail.com * corresponding author introduction a good school need to establish a positive climate for learning including facilities and environment, it may lead to the greater learning process (goldstein & brooks, 2013). clean and comfortable school environment may result the optimal learning process (caddafie, kariada, martuti, rudyatmi, & article, 2017; horta et al., 2017; morton, atkin, corder, suhrcke, & van sluijs, 2016). maintenance of school environment is the responsibility of all members in the all citizens of the school (included the principal, teachers, staff, students and all parties’ affects and affected by school). indonesia education stakeholders also need to undertake the activities. a r t i c l e i n f o a b s t r a c t article history received june 29, 2019 revised october 30, 2019 accepted november 19, 2019 published november 30, 2019 the suitable framework will enable schools to perform adiwiyata in the best way based on their local potentials. the aim of this research was to get better knowledge about the conditions of schools awarded adiwiyata as well as to analyze the specific strategies to create sustainable development of those adiwiyata schools in sintang district. this qualitative descriptive research used purposive sampling technique in which the participants were sdn 7 sintang, smpn 3 sungai tebelian, and mtsn sintang. the data was collected through questionnaire, in-depth interview, and field observation. the data gained were analized using swot. the results indicated that the all adiwiyata schools achieved outstanding scores (73.15 for sdn 7 sintang, 70.40 for smpn 3 sungai tebelian, and 68.13 formtsn sintang). based on the swot analysis, the specific strategies to develop adiwiyata schools in sintang district were by utilizing of local unique including planting local plants, developing local culture and tradition on mutual collaboration with surrounding community, and increasing partnership with environmental agencies and the other third parties in building human resources who were reliable in maintaining environmental school program. copyright © 2019, setiawan et al this is an open access article under the cc–by-sa license keywords adiwiyata school framework and local plants sintang tradition how to cite: setiawan, h., afriani, r., & dhae, m. d. (2019). building the framework of local adiwiyata schools in sintang district, west kalimantan province. jpbi (jurnal pendidikan biologi indonesia), 5(3), 471-480. doi: https://doi.org/10.22219/ jpbi.v5i3.8761 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.8761 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:hendra_setiawan09@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.8761 https://doi.org/10.22219/jpbi.v5i3.8761 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.8761&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 471-480 472 setiawan et al (building the framework of local …) the adiwiyata program from the ministry of environment and the ministry of education (also with the ministry of religion) is designed to promote a comfortable and ideal environment to improve knowledge, skills, ethics, and social norms in society (pradini, sudjanto, & nurjannah, 2019). adiwiyata is a popular term in indonesia to refer to the green school program (husin & saleh, 2019; rachman & maryani, 2018; trihantoyo & rahma, 2018; warju, ariyanto, & muzaki, 2018). schools can be categorized as adiwiyata schools, if they have four main components; environment-based regulations, implementation of environment-based curriculum, participatory environment-based activities, and facility management to support environmental behavior (nurwidodo et al., 2019), however, not all schools that propose the adiwiyata program have fulfilled it. the carrying capacity of the adiwiyata school program as an effort to create a caring school environment by the school community that has not been maximized can have an impact on the lack of awareness and proenvironment behavior. sensitivity to the environment is a basic attitude to realize pro-environment behavior in all school residents (de dominicis, schultz, & bonaiuto, 2017; nurwidodo et al., 2019). based on estrada, schultz, silva-send, & boudrias (2017) pro-environmental behavior can arise in the community which share the same vision and interest. the citizens of the school who desire to maintain school environment are expected to be pioneer in creating clean and comfortable environment, and promote the pro-environmental behavior in the bigger scale, especially in their community. people with pro-environmental behavior generate the basic fundamentals to anticipate the global environmental issues which growth recently (sloot, kutlaca, medugorac, & carman, 2018). environmental protection and restoration are the major challenges faced by our society, however, very few studies conducted focused in understanding the environmental behavior of its citizens (bronfman, cisternas, lópez-vázquez, de la maza, & oyanedel, 2015). on this day, the problem is that many of national policy cannot be implemented well because it not crosses the localities of that area. adiwiyata school program has been existing in sintang district, west kalimantan province since 2011. this program is coordinated by environmental agencies in sintang district. the number of adiwiyata schools in sintang district today were 34 schools consisting of four senior high schools (sekolah menengah atas/sma/smk/ma), eight junior high schools (sekolah menengah pertama/smp/mts) and 18 elementary schools (sekolah dasar/sd/mi). these numbers are not significant compared to the total number of schools in sintang district. the numbers of elementary schools (sekolah dasar/sd/mi) in this area are more than 450 schools. it is expected that the program will grow in all sub-districts to represent the local unique in sintang. adiwiyata program who build driving force that develop pro-environmental behavior is in line with the government of sintang district program. the sintang regent, dr. jarot winarno, m.med.ph declared that sintang will be a “sustainable district”, a program initiated by the forum named lingkar temu kabupaten lestari (ltkl). it’s also declare in sintang regent regulation number 66 year of 2019 about “district action plan of sustainable sintang”. the aim of this regulation is to build the economics sectors with the sustainable development strategies and promote pro-environmental behavior to all inhabitants. based on sintang government program above, the development of human resouces who have pro-environmental behavior is important and adiwiyata program can be one of the solutions to build the driving force. the aim of this research was to get better knowledge about the condition of school awarded as adiwiyata school as well as to analyze the specific strategies in order to develop aidiwiyata school in sintang district. the importance of this research is that it can have implications for the development of the adiwiyata school, especially in strengthening pro-environmental behavior in students. the suitable framework will enable schools to perform adiwiyata in the best way based on their local potentials. various efforts to develop effective strategies in organizing adiwiyata or green school programs are very important to continue, which in turn can encourage students and all parties to be involved in this program. it is expected that the information to formulate the fittest strategies to gain the human resources who have pro-environmental behavior. method this research was conducted on february-may 2019 in sintang district. this research is a descriptive quantitative research (booth & gerard, 2011; morton et al., 2016). the purposive sampling was used for selecting schools partner (ames, glenton, & lewin, 2019; etikan, 2016). the partcipants were three adiwiyata schools which are state elementary school of 7 sintang (sekolah dasar negeri /sdn 7 sintang), state junior high school sintang (sekolah madrasah tsanawiah negeri/mtsn sintang), and state junior high jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 471-480 473 setiawan et al (building the framework of local …) school of 3 sungai tebelian (sekolah menengah pertama negeri/smpn 3 sungai tebelian). the main purpose of selecting these three schools are relies on variation in its level of adiwiyata and its location. sdn 7 sintang awarded as adiwiyata school in national level is located in center city of sintang. mtsn sintang awarded as adiwiyata school in district level is located in center city of sintang. smpn 3 sungai tebelian awarded as adiwiyata school at province level is located on the edge of sintang near airport of sintang (tebelian airport). the assesmnet of adiwiyata school in sintang will give the information about riil condition of adiwiyata program. this data will be used as a foundation to build the framework of adiwiyata school program based on sintang localities. the data was gathered through questionnaire, in-depth interview and field observation, primarly used checklist for data confirmation (jamal et al., 2013; rusby, crowley, sprague, & biglan, 2011). the questionnaire was developed from adiwiyata school assessment criteria (ministry of environment’s regulation number 5, 2013). total of 11 informants (3 informants from sdn 7 sintang, 3 informants from smpn 3 sungai tebeian and 5 informants from mtsn sintang) was involved in this research. the participants are conducted based on the illumination aspects. they come from different background but share similar expertise of adiwiyata school management. this research informants are school stakeholders namely principal, vice principal, teaching staff (teacher), administration staff, and other informants related to the field of the research. the data from questionnaire was calculated and analyzed based on the guidance from ministry of environment’s regulation number 5, 2013. the scores taken from adiwiyata school assessment then compared to adiwiyata school category, as swohn in table 1. the results from in-depth interview and field observation are used to confirm the questionnaire data (jamal et al., 2013). furthermore, the results from school environment assessment in all partner schools are used as a background in strengths, weaknesses, opportunities and threats (swot) analysis to conclude the development strategies of adiwiyata school in sintang district (setiawan, 2017). table 1. assessment category of adiwiyata school no score range categorized note 1 < 56 not adiwiyata school all adiwiyata components need more upgrade 2 56 ≤ x < 64 adiwiyata school at district level the school will be awarded as adiwiyata school at province level 3 64 ≤ x < 72 adiwiyata school at province level the school will be awarded as adiwiyata school at national level 4 72 ≤ x ≤80 adiwiyata school at national school if the school can make ten (10) foster schools , it will be an independent adiwiyata school* (the latest amendment of the regulation declared that three (3) foster schools are enough to be awarded as an independent adiwiyata school)** 5 72 ≤ x ≤ 80 plus 10 foster schools* independent adiwiyata school verified by national adiwiyata team under ministry of environment and forestry source: (ministry of environment’s regulation number 5, 2013) note: * based on ministry of environment’s regulation no 5, 2013 ** based on pers comm. with adiwiyata program at environmental agency of sintang district as pic, 2019 (the regulation will be announced next year) results and discussion adiwiyata school assessment the assessment toward schools categorized as adiwiyata were derived from questionnaires by the school stakeholders itself (self-assessment) and observation checklist by the reseachers. self-assessment done by stakeholders was constructed to gather the meaning in terms of pro-environmental behavior. the results of adiwiyata schools assessment in sintang district can be seen in table 2. the number of respondents were unequal depend on the depth of information represented by the school. the participants were respondents who were chosen based on the consideration of illumination aspects. there are three (3) partcipants sdn 7 sintang involved in the research. they are vice principal of academic affairs, who is also a chief of adiwiyata team along together with two other teaching staffs. three partipcipants as well are from smpn 3 sungai tebelian. they are also on the role of principal, vice principal on academic affairs, and administration staff. otherwise, there are five partcipants drawn from mtsn sintang; principal (in-depth interview given only), vice principal on academic affairs, vice principal on student affairs, administration staff, and chief of adiwiyata team. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 471-480 474 setiawan et al (building the framework of local …) table 2. the results of adiwiyata schools assessment in sintang district sdn 7 sintang smpn 3 sungai tebelian mtsn sintang score category score category score category current assesment current assesment current assesment 73.15* adiwiyata school at national level awarded as independent adiwiyata school 70.40 adiwiyata school at province level adiwiyata school at province level 68.13 adiwiyata school at district level progresse to be awarded as adiwiyata school at province level * three foster schools namely sdn 8 sintang, sdn 20 mambok sintang, and sdn 27 sintang are working jointly to learn with sdn 7 sintang based on the result, in this study, all the adiwiyata schools have implemented the program very well. from table 2, it may be seen that the assessment score is above the standard. sdn 7 sintang with scores of 73.15 can be awarded as adiwiyata school on national level. the presence of three foster schools of adiwiyata, sdn 7 sintang tended to be categorized as independent adiwiyata school. sdn 7 sintang is the pioneer of adiwiyata school program in sintang regency. the internal system is well formed. this factor make the adiwiyata program can be implemented well. smpn 3 sungai tebelian is categorized as adiwiyata school on province level with the score of 70.40. the speciality of smpn 3 sungai tebelian is they have the large land and have good external collaboration with other organisations. mtsn sintang progressed to be adiwiyata school on province level considered to be score of 68.13. this school has a program which similar to adiwiyata school which is sekolah sehat (healthy school program). this program supports the school to fulfill the criteria in adiwiyata school program. sdn 7 sintang has the highest score than other, 73.15 score. this school has fulfilled almost of all component in adiwiyata school. the desirable outcome constructed is compatible with those of another in achievement came from the collaboration by all citizens of school (hunt, barrios, telljohann, & mazyck, 2015; nurwidodo et al., 2019). the role of school principal and his team are very important to encourage and manage the team work in sdn 7 sintang. in school management, the principal works as the manager of school as well as the planner, the organizer, the leader, and the controller (pradini, sudjanto, & nurjannah, 2019; rizki, azmi, sobri, nurabadi, & malang, 2018). sdn 7 sintang is located in the center of sintang city. it’s surrounded by some other schools namely state kindergarten of 2 sintang (tk negeri 2 sintang), state junior high school of 2 sintang (smpn 2 sintang) and state senior high school of 2 sintang (sman 2 sintang). the presence of these schools created the environmental education and greater competition in maintaining of their (environmentally friendly school program) clean and comfortable school environment. these factors structutred to be key success in developing an adiwiyata school (dimenichi & tricomi, 2015; hunt et al., 2015). smpn 3 sungai tebelian is located on sungai tebelian sub-district, about 17 km from sintang city center. the location is near of tebelian airport of sintang. the development of city is in this location. the distance between the school and the city center tended to undermine the encouragement of environmental agencies in sintang. the key success in encouraging the school to be adiwiyata school should be fully supported by all the citizen members of school and partcularly assisted by the principal team. this school was working jointly with the village government of sungai ukoi to build the access road to the school. the collaboration only can be constructed with good leadership of school principal team (hunt et al., 2015). for further development of adiwiyata program, a school need to involve relevant third parties in terms of human resources (keselman, levin, kramer, matzkin, & dutcher, 2011; nurwidodo et al., 2019; sloot et al., 2018). mtsn sintang is located in sintang city center near by baning stadium of sintang. the supervision in sustaining adiwiyata program in this school was obtained well. the adiwiyata school’s score on district level reached out a number of adiwiyata school on province level, as shown in (table 3). good management followed by all citizens of school attempt to reach the success, educational leaders, have to think of giving direction to the followers, society and even to the world (luqman, farhan, shahzad, & shaheen, 2012). the role of the principal's team is important in maintaining a good school environment to get their influence in other schools (al-safran, brown, & wiseman, 2000; balyer, karatas, & alci, 2015; bredeson & johansson, 2000; mejia, 2016; mestry, 2017), and also other external support to preserve a good school environment (darling-hammond, flook, cook-harvey, barron, & osher, 2019; dimenichi & tricomi, 2015; serdyukov, 2018). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 471-480 475 setiawan et al (building the framework of local …) based on the field observation, overall, the adiwiyata schools environment has shown good quality of existing school environmental. sdn 7 sintang has much kind of ornamental plants which plants in front of school. they also used vertical garden to address the lack of land, as shown in (figure 1a). smpn 3 sungai tebelian has many shade plants in school environment which provide fresh air and good condition for learning. they also have mutual collaboration with surrounding neighbor to maintenance the clean environment, as shown in (figure 1b). in mtsn sintang, they have some palm trees which used as shade and ornamental plants. they also plants other ornamental plants in school garden but not growth well because existence of infertile soil called kerangas soil, as shown in (figure 1c). figure 1. school environment and school activities in adiwiyata school of sintang district a) sdn 7 sintang, b) smpn 3 sungai tebe lian, c) mtsn sintang many kinds of plants are planted in the garden, green house, vertical garden and other area. however, there is still lack of diversity. the rich of biodiversity in sintang district is not optimally used. in constructive to this matter, the biodiversity of local fruit plants namely rambutan (nephelium lappaceum), mangga hutan (genus of mangifera), belimbing darah (baccaurea angulata), durian hutan (genus of durio) are some examples of local potentials which can be planted in school environment. in doing so, the jointly work with department of agriculture can be initiated to provide the local fruit plant seedling. the local fruit planting will lead to a sense of belonging from all citizens in the school towards their environments (ashktorab, a a b c b c jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 471-480 476 setiawan et al (building the framework of local …) hasanvand, seyedfatemi, salmani, & vahide, 2017; kitchen, williams, & gallina, 2015). the home garden symbolizes the place, identity, and sense of belonging of people. subjective elements of a home garden if realized will influence people's behavior in daily life (belon, nieuwendyk, vallianatos, & nykiforuk, 2016; cheang, so, zhan, & tsoi, 2017; ghazali, 2013; samuelsson et al., 2018; stoltz & schaffer, 2018; ten brink et al., 2016). the analysis of strategy-formulation framework for development of local adiwiyata school program based on the results of in-depth interview and field observation, in general, some of the specific components of adiwiyata school in sintang district include: (1) the schools have an unwritten rule which state that if the plants were cut off, it has to be replaced with the same or better plants; (2) the disposable plastic products are forbidden to use in school area by the canteen vendors; (3) the students have to clean their own environment every day before start the lessons; (4) all citizen of school are involved to build and manage school garden, the pool, green house, medicinal plant garden; (5) all citizen of school make some handicrafts from plastic waste; and (6) the district government through environmental agency of sintang district conducted some regular supervisions toward adiwiyata schools. the specific components in this formulation framework can be used as a basic foundamental in developing local adiwiyata school program. the differences occur because of different culture and tradition in each location (altweck & marshall, 2015; caddafie et al., 2017; kitchen et al., 2015). people’s perception about waste are vary depend on how it benefits them. people who live near the waste management facility (wmf) will have different visions to people who live in high class settlements. the waste is one of income sources to people who live near the wmf. all citizen of the school will process the waste into useful things which has economic values such as organic fertilizer, plastic handicrafts and so on. the different visions about waste also appear in the society who lives in the city and the village. urban people usually use the household waste namely plastic bottles, cans, clothing and so forth. meanwhile, villagers usually deal with the organic waste namely leaf, branches, animal waste, and so on. all these different perceptions about waste will lead to particular paradigm in order to formulate specific development strategies. according to ferronato & torretta (2019) environmental contamination due to solid waste mismanagement is a global issue, measuring the comprehensive impact and planning of solid waste collection with a good treatment system, will increase awareness of sustainable waste management. based on field observation, sintang district has some local unique to support the development of adiwiyata school program. it include: (1) the rich of fruit plant diversity in sintang district which can be cultivated in school environment; (2) many universities support the development of local human resources in anticipating global environmental issues which growth recently; and (3) people in sintang still preserve culture and tradition based on their sense of belonging to the environment. this local unique can be used as a foundation of formulating sustainable adiwiyata school. the further analysis of specific strategies in developing adiwiyata school or swot analysis in sintang district can be seen in table 3. the local uniqueness from sintang regency is a key factors to develop the local adiwiyata school program. based on s-o strategies in table 3, the local government and also school board can develop the regulation to plants the local fruit plants as shading, ornamental plants, and medicinal plants in school environment. the sustainable district program (program kabupaten sintang lestari) is also supporting factor to develop local adiwiyata school program. local government through environmental agency is open to collaborate to school and provide the knowledge and guidance to improve the quality of school environment. local tradition of helping each other is good tradition to implement in school and surrounding neighbor. the utilization of district specific localities is also implemented in other area like in west sumatra which used the local wisdom of minangkabau to improve the identity of adiwiyata school (astuti, 2017). based on the results of school environment assessment, in-depth interview and swot analysis (table 3), some specific strategies can be formulated to develop the local adiwiyata school in sintang district: (1) improving students’ sense of belonging on students toward the environment by doing planting, preserving, and harvesting of local plants such as local vegetables, local fruit plants, local shade plants and so on. (2) utilizing a culture of mutual cooperation arround community to preserve the school environment. it can be started by cleaning up the village facilities such as village office, village drainage, and so on. (3) formulating the working group of adjacent school in term of sharing knowledge and skill about managing the adiwiyata school. (4) building a formal-open access website/online sharing media/social media/campaign media (should be initiated by environmental agency of sintang district) to accommodate the publication of pro-environmental activities from all adiwiyata school in sintang district. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 471-480 477 setiawan et al (building the framework of local …) table 3. swot analysis used in formulating strategies for development of local adiwiyata school program in sintang district strengths 1. the school stakeholders made some effective environment-based strategic regulations 2. strong leadership of school principal and colleagues 3. 20% of school fund is allocated to the management of school environment 4. human resources are qualified to develop environment-based teaching materials weaknesses 1. not all citizen of school has proenvironmental behavior yet 2. lack of human resources who are reliable to manage the school environment 3. lack of plants diversity in school garden 4. lack of publicity in terms of environmentbased activities opportunities 1. varieties of fruit plants which are appropriate to plant in school garden 2. full support from environmental agencies in sintang district 3. good tradition of mutual cooperation in the community 4. the opportunities to collaborate with third parties in term of sharing knowledge and publication s-o strategies 1. to formulate environment-based regulations in planting local fruit plants in school environment 2. to increase the collaboration between school and environmental agencies to manage the school environment 3. to elaborate good fund and collaboration with local communities in maintaining school environment 4. to increase the knowledge and skills of school’s human resources through the collaboration with third parties w-o strategies 1. planting local fruit plants to develop peb of all citizen of school 2. conducting the partnership with environmental agencies to supervise school professional environment technicians 3. to conduct the collaboration with surrounding community to maintain school environment 4. to increase the collaboration with the third parties in developing social media contents related to school proenvironmental activities threats 1. the society habit of littering 2. the small number of parent who do not understand the importance of peb 3. the climate change issues in school environment 4. the distance between school location and city center affects the quality and intensity of school assistance from environmental agencies s-t strategies 1. to build the peb about littering to school society 2. to conduct the routine meeting between principal team and student parents regarding to the importance of school environmental cleanliness 3. to manage school budgets in providing pro-environmental facilities 4. to utilize the qualified teaching staffs in developing creative ideas for school environment w-t strategies 1. to involve all citizen of school and surrounding community in maintaining school environment 2. to improve the participation of student parents in doing pro-environmental activities 3. to increase the number of local shade plants so that it can create comfortable learning atmosphere in school environment 4. to utilize the use of online campaigns in order to improve the mentoring and socialization of pro-environmental activities building the collaboration networking with universities in sintang district which has knowledge and skills about developing and preserving the environment. ensuring quality in creating the environment is a shared responsibility, by developing a cultural network of social responsibility (pero, moretto, bottani, & bigliardi, 2017). effective collaborative teams exhibit important outcomes, far beyond what could be accomplished by individualsworking independently (cheruvelil et al., 2014). conclusion the results from adiwiyata school assessment indicates that the school is implemented the program very well. its known from the score of asessment 73.15 in sdn 7 sintang (plus three foster schools they can be categorized as independent adiwiyata school), 70.40 in smpn 3 sungai tebelian which categorized as adiwiyata school on province level, and 68.13 in mtsn sintang which progressed to be adiwiyata school on province level. every adiwiyata school in sintang district has their specialty, in sdn 7 sintang they are surrounding by three schools in different level which make a good competition to maintain their environment clean. smpn 3 sintang is used their collaboration with local community to build the facility around the school. mtsn sintang has a good internal leadership and support from surrounding environment to clean their school. based on swot analysis, the specific strategies on developing adiwiyata school in sintang district include utilizing of local uniqness such as planting of local plants, developing of local culture and tradition on mutual collaboration with surrounding community, and increasing partnership with environmental agencies and third parties in developing the professional human resources in maintaining school environment. external factors internal factors jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 471-480 478 setiawan et al (building the framework of local …) acknowledgment sincerely thanks to drpm (direktorat riset dan pengabdian masyarakat or directorate of research and community engagement) of ministry of research and technology of the republic of indonesia for funding this research. we also thanks to environmental agencies in sintang district for the data and research recommendations. many thanks also goes to our school partners’ stakeholder, sdn 7 sintang, smpn 3 sungai tebelian and mtsn sintang. our special thanks go to mr lensi thomas and mr stevanus for their help in conducting the research. references al-safran, e., brown, d., & wiseman, a. 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(2019). developing mobile learning student worksheet based on socio-scientific-issues to enhance high school students’ literacy skill. jpbi (jurnal pendidikan biologi indonesia), 6(1), 15-24. doi: https://doi.or g/10.22219/jpbi.v6i1.11196 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.11196 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.11196 https://doi.org/10.22219/jpbi.v6i1.11196 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.11196&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 16 arizen & suhartini (developing mobile learning student worksheet …) successfully in the 21st-century (griffin & care, 2015). therefore, scientific literacy is the main goal of science learning today. scientific literacy is the ability to use scientific knowledge to identify scientific questions, obtain new knowledge, explain scientific phenomena, and draw conclusions based on evidences in order to understand and help making decisions about nature and its changes due to human activities (oecd, 2015). it means that students who are literate in science will be able to use science concepts in making everyday decisions through process skills; and understand the relationship between science, technology and society; social and economic development and produce useful scientific products (laugksch, 2000). scientific literacy is evaluated internationally by the oecd through the program for international student assessment (pisa). the data reported by pisa showed that the average science score of oecd countries was 489, while indonesia has only reached the score of 396 and was ranked 69 out of 71 participating countries (oecd, 2019). these results implied that indonesia has been categorized as the country with low scientific literacy skills. this fact, somehow, showed the need of serious efforts to improve science learning in schools gradually and continuously. one of them is by applying a learning approach and providing more innovative learning tools through the use of current information technology advancements. learning approach to improve the ability of scientific literacy can be conducted by inserting scientific issues/phenomena that are close and familiar for students. this approach, in term of socio-scientific-issues (ssi), aims to: (a) make science learning more relevant to the students’ life; (b) be a vehicle that directs learning outcomes such as student appreciation of the nature of science; (c) increase the argumentation of students in dialogue; (d) improve students' ability to evaluate scientific data and information; and (e) be an important component in scientific literacy (sadler & zeidler, 2004). ssi approach can be integrated in learning tools such as student worksheet which is one of essential tool in learning activity. the use of student worksheet helps optimize the involvement or students’ activities in learning (darmodjo & kaligis, 1992). therefore, student worksheet which is integrated with ssi can optimize the activities of students in constructing biological concepts and linking them with scientific issues/phenomena that are relevant to daily life, so that they are expected to be able to improve students' scientific literacy skills. however, learning tools such as student worksheet must be packaged in an interesting way so that students can linger in learning activities. unfortunately, student worksheet that are available or published by publishers are generally in printed form and only contain material descriptions and questions to reinforce certain concepts. thus, the student worksheet does not attract students' interest to participate in the biology learning process optimally, especially to find out scientific issues or phenomena occurred. the development of information and communication technology (ict) has encouraged the creation of innovations in all fields (griffin & care, 2015), including in the field of education which is marked by the birth of electronic learning (e-learning). e-learning is a learning activity which utilizes electronic devices. this learning concept makes it easier for students and teachers to obtain learning resources with easy and lightweight access (mehdipour & zerehkafi, 2013). currently, the concept of e-learning is starting to penetrate and develop into mobile learning that is designed more simply and can answer the deficiencies of e-learning. mobile learning has practical characteristics huang, liao, huang, and chen (2013) because it is smaller and lighter than personal computers, it also can be carried anywhere and anytime. furthermore, it enables more learners to involve as it utilizes technology which commonly used in everyday life. based on observations made at sma negeri (state senior high school) 1 wates, yogyakarta, it is known that 100% of students and teachers have mobile device, but they have not been utilized in learning activities. based on the advantages of mobile learning devices, the more students and teachers who have and use mobile device, the greater the opportunity for the use of mobile learning media in learning activities. student worksheet which is integrated with ssi approach can be packaged in mobile learning form. by using this learning innovation, it is expected to facilitate students in the learning process as the student worksheet can be accessed anytime and anywhere, both online and offline. in addition, the features in mobile learning makes students are more interested in participating in learning process and socio-scientific-issues contained in student worksheet will make science learning more relevant to students’ life, improve students' ability to evaluate scientific data and information, which, in turn, gives the implications to the increase of students' scientific literacy skiils. building scientific literacy skills with ssi contextual learning has been previously studied by presley et al., (2013), rohmawati, widodo, and agustini (2018), rundgren, chang, rundgren, and johan (2010) who stated that the application of ssi in learning has improved students' scientific literacy skills. the other research conducted by hwang & chang (2011) reported that the use of mobile learning media has increased students’ focus and interest in learning. in the other words, it has a positive impact on student learning outcomes. however, the high demand of educational field on the various and relevant learning tools requires more adequate studies about ssi-integrated student worksheet. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 17 arizen & suhartini (developing mobile learning student worksheet …) the important of ssi-integrated student worksheet, as its essential role in guiding student learning activities as well as stimulating student learning interest, focus, and participation, has placed this tool to be developed seriously. by gaining information about this research findings, the more various and relevant learning tools can be utilized by teachers and students to ease their learning activities. this also provides for the future researchers the basic information about developing technological-integrated learning tool, so that they can improve better tools in the future. therefore, the objective of this study was to develop a mobile learning student worksheet based on socio-scientific-issues to enhance high school students’ scientific skill. method this study was research and development (r & d) using addie model which consisted of five stages i.e. analysis, design, development, implementation, and evaluation. the eligibility of mobile learning student worksheet was evaluated by experts and practitioners. there were three experts evaluated the media (material experts, media experts, and learning experts), meanwhile, the practitioners consisted of biology teachers and senior high school students. the feasibility evaluation of student worksheet, in term of mobile learning was measured using feasibility assessment instrument (likert scale 1-4) and the assessment results were analyzed based on the assessment system and criteria served in table 1 (direktorat pembinaan sma, 2010). tabel 1. score interpretation (quantitative and qualitative data conversion) formula criteria mi + 1.5sdi ≤ m ≤ mi + 3.0sdi very good mi + 0sdi ≤ m ≤mi + 1.5sdi good mi − 1.5sdi ≤ m ≤mi + 0sdi bad mi − 3.0sdi ≤ m ≤ mi −1.5sdi very bad mobile learning student worksheet was trialed to the x graders to find out its effectiveness in enhancing scientific literacy skills. the effectiveness of mobile learning student worksheet was tested used one grouppretest-posttest design. the students' scientific literacy skills was measured using an essay test instrument prepared by considering the indicators of the program for international student assessment (pisa) year 2015. scientific literacy indicators were developed based on aspects of scientific competences, which were (a) explaining phenomena scientifically, (b) evaluate and design scientific inquiry, and (c) interpret data and evidence scientifically. scientific literacy data were analyzed using paired samples t-test to find out whether there were significant differences of students' scientific literacy skills before and after the use of mobile learning student worksheet. the normality test was done as the assumption test for paired samples t-test. furthermore, the increase of scientific literacy skills was analyzed using the technique of normalizing the gain (n-gain score) with the formula 1 (hake, 1999): (1) where = post-test score; = pre-test score, and = maximum score. the obtained n-gain scores were interpreted based on the criteria served in table 2 to see the level of enhancement in students' scientific literacy skills. table 2. the criteria of n-gain score interpretation range criteria (<g>) < 0.3 low 0.3 ≤ (<g>) < 0.7 moderate (<g>) ≥ 0.7 high results and discussion the produced product in this research and development was mobile learning student worksheet based on ssi for x graders. mobile learning student worksheet based on ssi was developed specifically on environmental change topic. the developed mobile learning student worksheet consisted of two main parts which were the homepage and the menu (figure 1). the menu in the mobile learning student worksheet comprised of (a) panduan lkpd (the guidelines); (b) pendahuluan (introduction) which contained of the description of core competencies, basic competencies, and learning indicators which should be achieved by jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 18 arizen & suhartini (developing mobile learning student worksheet …) students; (c) peta konsep (concept map); (d) kegiatan pembelajaran (learning activities) which was composed of ssi learning syntax ranging from presenting socio-science issues to reflection; (e) sumber belajar (learning resource) which contained learning videos related to environmental change material; (f) social network which helps students to connect online to their teacher when they cannot do a face to face; (g) glosarium (glossary), (h) test which consisted of scientific literacy and interest in learning tests; (i) bibliografi (bibliography); and (j) profil developer (developer profile). in detail, the mobile learning lkpd (lembar kerja peserta didik/ student worksheet) developed in this study can be seen by downloading the student worksheet application for environmental changes on the google play store. figure 1. student worksheet display in mobile learning application the menu designed as complete as possible to facilitate the students' needs in digging the information about the tool as well as the comprehending the expected learning outcomes they are going to achieve by using the tool. through this way, the students were desired to achieve their learning goals. it was obviously stated by montrieux, vanderlinde, schellens, and de marez (2015) that the introduction of certain devices in learning demands a shift in the way students learn, as the device provides interactive, media-rich, and exciting new environments. thus, the better the design of media, the better the students’ manner in using the media. by considering the user-friendly aspects as the key point of learning media development, the developed mobile learning student worksheet was assessed by experts and practitioners. assessments by experts were conducted by environmental material experts, media experts, and learning experts, while assessments by practitioners were conducted by biology teachers and high school students. the assessment of material aspects was conducted by one of the environmental experts in biology education of graduate program in yogyakarta state university. the material assessment was reviewed based on four aspects consisted of the appropriateness of the material and the accuracy of the material, the presentation of the material, the relevance of the facts to the environmental changes material concept, and language. the results of the assessment of material aspects can be seen in table 3. table 3. assessment by material expert no assessment ascpect score criteria 1-5 material eligibility and accuracy 3.80 very good 6-14 material presentation technique 3.11 good 15 the relevance of facts and material concepts 4.00 very good 16-18 language 4.00 very good average 3.72 very good the results of the assessment by environmental material experts implied that the concept of environmental change material and socio-science issues presented in the mobile learning student worksheet are in accordance with core competencies, basic competencies, and learning indicators that must be achieved by students. the concept of learning was presented clearly. it is arranged from simple to complex, and supported with appropriate pictures and videos. the socio-science issues presented in mobile learning student worksheet is the latest socio-science issues that is taking place or has just happened in the student environment so that it is very relevant to the daily life of students. the language used in explaining the material in mobile learning jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 19 arizen & suhartini (developing mobile learning student worksheet …) student worksheet is communicative and easy to understand and does not cause ambiguous. based on table 3, the average score of the four aspects given by the material experts is 3.72, so it can be concluded that the material presented in the mobile learning student worksheet based on ssi is suitable for use in biology learning activities with very good criteria. an assessment of the media aspects was conducted by the educational technology expert from the biology education of graduate program in yogyakarta state university. media assessments were reviewed based on six aspects i.e. language, the ease of operation, application reliability, illustration quality, and the ease of use. the results of the assessment of material aspects can be seen in table 4. table 4. the assessment results by media experts no assessment aspect score criteria 1-4 display quality 3.75 very good 5 language 3.00 good 6-8 ease of operation 3.33 very good 9-11 application reliability 4.00 very good 12-14 illustration reliability 3.33 very good 15 ease of use 3.00 good average 3.40 very good the results of the assessment by media experts depicts that the mobile learning student worksheet developed had an interesting layout/design. its menu (such as the usage guides, learning activities, learning resources, social networks, glossaries, etc.) was presented creatively. the background color selection, type, size, and font color were appropriate, thereby increasing user readability and the language used in mobile learning lkpd (lembar kerja peserta didik/student worksheet) was communicative for senior high school students. moreover, mobile learning student worksheet was very easy to use and has very good compatibility, which was accessible anytime and anywhere. this is one the benefits will be obtained by the learners who utilize mobile learning (mehdipour & zerehkafi, 2013), so that students find their own way to learn (montrieux et al., 2015), do not have to bring a lot of stacks of books to school. to be more detail, based on table 4, the average score of the six aspects given by media experts is 3.40. this is an evidence that the mobile learning student worksheet based on ssi is suitable to use in biology learning activities with very good criteria. the assessment of learning aspects was conducted by the learning expert from biology education of graduate program in yogyakarta state university. this learning assessment was reviewed based on three aspects that are didactive, constructive, and technical. the results of the assessment of learning aspects can be seen in table 5. table 5. the assessment results by the learning expert no assessment aspect score criteria 1-8 didaktive 3.37 very good 9-18 constructive 3.40 very good 19-26 technical 3.50 very good average 3.42 very good the assessment results of learning expert showed that the mobile learning student worksheet had fulfilled the active aspect of presenting environmental issues in accordance with the presented material. it has presented the issues which in accordance with socio-scientific-issues integrated in the mobile learning student worksheet. it also has given the environmental issues which provided the opportunity for students to develop their ability in scientific literacy because students were required to explore further information related to environmental issues and analyze the data and evidence they found in order to make decisions to solve those environmental problems. in this case, mobile learning student worksheet can increase students' understanding and insight, improve their it and social, moral and aesthetic communication to their surroundings. the improvement of those aspects will occur along with the continuous process in gaining information (griffin & care, 2015), responding the feedbacks given (yuen fook & nazamud-din, 2017), and generating new idea (heong et al., 2012). the construction of mobile learning student worksheet was clearly arranged, simple and used communicative language, ssi syntax integrated in mobile learning student worksheet was clearly detailed. in term of it, mobile learning student worksheet was easy to operate both for teachers or students. technically, mobile learning student worksheet has an attractive display of background color selection, the right letters made it easier for users to see the writing or images presented in mobile learning student worksheet. menu layouts, images, videos, and socio-sciencetific issues were presented in an interesting manner to increase the level of readability by the users. mobile learning student worksheet was smoothly operated on jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 20 arizen & suhartini (developing mobile learning student worksheet …) mobile device. based on table 5, the average score of the six aspects given by learning expert was 3.42. it means that the tool developed was suitable to be used in the biology learning process with very good criteria. the assessment of mobile learning student worksheet by biology teacher was conducted by three biology teachers in senior high school 1 wates yogyakarta. the aspects assessed by biology teachers included material/content, language, media and learning. the results of the assessment by biology teachers can be seen in table 6. table 6. the assessment results of biology teachers no assessment aspect score criteria 1-4 material/content 3.91 very good 5-7 language 3.88 very good 8-13 media 3.77 very good 14-20 learning 3.85 very good average 3.85 very good the results of the assessment by biology teachers implied that the mobile learning student worksheet was interesting to study, the material presented was in accordance with core competencies and basic competencies. student worksheet content was arranged clearly, systematically and covered all learning objectives, and was equipped with relevant and contextual examples. the tool also has an attractive design, easy to operate on android, and used communicative language and was easily understood by students. in term of learning, mobile learning student worksheet helped teachers to present learning in more interesting way to students (mehdipour & zerehkafi, 2013). moreover, the mobile learning enabled teachers to create learnercentered learning so that the students became more active to participate in each stage of learning activities. as the consequences, the learning activities conducted became more meaningful. it can be inferred that mobile learning student worksheet based on ssi can improve the quality of learning. based on table 6, the average score of all aspects given by biology teachers was 3.85 which means that mobile learning student worksheet is feasible to be used in biology learning activities with very good criteria. the assessment of mobile learning student worksheet by students was conducted by giving questionnaires to 18 of xi graders of sman 1 wates, yogyakarta. the questionnaire contained statements which were categorized into six aspects, namely, the attractiveness of material and socio-scientific issues, language, the ease of operation/use, attractiveness of mobile learning student worksheet media, flexibility (can be opened anytime and anywhere), and interaction (social network). the results of the assessment by high school students can be seen in table 7. table 7. the assessment results by senior high school students no assessment aspect score criteria 1-4 attractiveness of material and scientific issues 3.42 very good 5 language 3.44 very good 6-8 ease of operation/use 3.24 good 9-13 attractiveness of mobile learning student worksheet media 3.14 good 14 flexibility (can be opened anytime and anywhere) 3.50 very good 15 interaction (social network) 3.00 good average 3.29 very good the results of the assessment by senior high school students depicts that mobile learning student worksheet based on ssi was interesting to study. the contents in the mobile learning were presented creatively so that they were nor boring for users. the simple material presentation which was supported by concept, maps, pictures, and videos makes it easy to use to understand the material about environmental change. the socio-science issues contained in the learning activities were interesting to discuss. the contextual issues served has led the students to think about learning itself (hakkarainen, paavola, kangas, & seitamaa-hakkarainen, 2015), so that not only did the students learn by memorizing the theory, but they also discussing real problems occurred around students. there were many researchers proofed that contextual learning promotes better students’ understanding (ardianto & bambang priyono, 2014; dewi et al., 2019; dewi, poedjiastoeti, & prahani, 2017; dwianto, wilujeng, prasetyo, & suryadarma, 2017) about many concepts. in addition of its contextuality, the developed mobile learning student worksheet has an attractive appearance in terms of various screen color choices, types, and proper font size. thus, it increased the level of readability for students. its mobile learning form made it easy for students to learn because it can be accessed via a smartphone, the familiar electronic device for students which is usually carried anywhere and anytime. hence, students benefited the use of mobile learning as they do not have to carry a lot of books to study (mehdipour & zerehkafi, 2013). through mobile learning student worksheet, students can also interact/ask teachers about learning through the social network menu when they cannot meet in person. in other words, the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 21 arizen & suhartini (developing mobile learning student worksheet …) use of mobile learning student worksheet based on ssi provides a new learning experience that is more interesting for students. based on table 7, the average score of all aspects given by students was 3.29, so it can be concluded that the mobile learning student worksheet based on ssi is suitable to be used in learning activities with very good criteria. the effectiveness test of mobile learning student worksheet based on ssi in enhancing students’ scientific literacy skill was conducted on 32 x graders of sman 1 wates yogyakarta. the effectiveness of the mobile learning student worksheet was proven using paired samples t-test. the results of paired samples t-test analysis can be seen in table 8. table 8. test result of paired sample t-test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test – post-test -46,36719 2,89882 ,51244 -47,41232 -45,32205 -90,482 31 ,000 table 8 shows that there was significant difference between students’ pre-test and post-test score (t(31) = 90.48, p < 0.05). this means that the mobile learning developed significantly influenced students’ scientific literacy skills. in the other words, it is effective in enhancing students' scientific literacy skills. the magnitude of the increase of students’ achievement can be seen based on the n-gain score (presented in table 9). table 9. the results of students’ pre-test and post-test no information pre-test post-test 1 number of students 32 32 2 minimum score 25.00 75.00 3 maximum score 56.25 97.50 4 class average 38.05 84.41 n-gain score 0.75 category of n-gain score high table 9 shows that the average score of the pre-test results was 38.05, while the average of post-test score was 84.41. thus, the obtained average of n-gain score was 0.75. this means that there was an increase of students’ scientific literacy skills in the high category after using mobile learning student worksheet based on ssi in learning activities. the distribution of the categories for increasing scientific literacy among 32 students is shown in figure 2. figure 2. the graph of enhancing scientific literacy skills of 32 students based on figure 2, it can be explained that from the 32 students participated in the research, there were 20 students (62.5%) experienced an increase of their scientific literacy skills with a high category. moreover, the 12 students (37.5%) witnessed an increase of their scientific literacy skills in the moderate category. the improvements in each science aspect before and after the use of mobile learning student worksheet based on ssi are presented in figure 3. figure 3 shows that there was an improvement in every aspect of science competences after using mobile learning student worksheet based on ssi in learning activities. the increase in the aspect of explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting scientific data and evidence were 46.68%, 43.53%, and 49.84% respectively. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 22 arizen & suhartini (developing mobile learning student worksheet …) figure 3. the graph of enhancement in every aspect of science competences the mobile learning student worksheet based on ssi is effective in enhancing students’ scientific literacy skills because student worksheet is one of the learning tools which helps to optimize the steps of learning activities undertaken by students. the presentation of socio-science issues integrated in the student worksheet helped the students to understand the issues/problems which were happening zeidler, sadler, applebaum, and callahan (2008) or have just happened in their environment. the presentation of these issues stimulated students to ask about how the environmental issues/problems occur, what are the causes of the phenomena, what if these environmental problems continue to occur, what are the effects and consequences, and so forth. it also encourages students to conduct an investigation, so that they learn how to design a scientific inquiry activities in order to answer the questions generated by themselves. by conducting scientific investigations, the students are encouraged to find various information such as data and evidences related to the presented issues. this, in turn, will improve students' ability to read and interpret the data/information they obtained (ghani, ibrahim, yahaya, & surif, 2017). the information and data collected by students are then compiled and discussed to get a conclusion as the basis for argumentation in order to explain the environmental issues/problems which are happening around students. based on the findings they got through their own investigation, the students can make decisions about what they should do in dealing with or resolving these environmental issues. in other words, the syntax of ssi-based learning is able to improve students' scientific competences. this is in line with the statement of presley, et al (2013) who stated that ssi is one of the strong learning strategies in supporting science learning and developing students' scientific literacy skills. the problem of socio-science (climate change, environmental pollution, natural disaster, development of science-based technology, genetics, etc.) is a problem that can only be solved by generations who have good scientific literacy skills. by presenting these socio-scientific issues into learning activities will provide an ideal approach to develop students' scientific literacy skills. presentation of socio-scientific issues in science learning helps students to gain awareness about the relationship between social, political, and scientific perspectives, through scientific activities such as investigation, reasoning, data and evidence processing, argumentation preparation, and decision making. nuangchalerm (2010) in his research also explained that incorporating socio-scientific issues into science learning is important in the science curriculum. science learning should be stimulated with scientific knowledge that is relevant to everyday life. presentation of socio-scientific issues in science learning has been proven to be able to improve students' scientific literacy skills. moreover, rundgren et al. (2010) and zeidler, sadler, applebaum, and callahan (2008) suggested that ssi approach provides contextual learning situations that provide an opportunity to develop argumentative scientific skills, exploration of moral issues, as well as to develop moral reasoning and reflective judgment abilities. through the ssi context, students can find out the impact of the development of science and technology among society. in addition, the argumentation skills developed through ssi approach benefits students' ability to think scientifically or make better decisions, in addition to know the limitations of science and technology. this is in line with the competencies developed in scientific literacy, especially in the aspects of explaining phenomena scientifically. in addition to integrating ssi into student worksheet, the learning content packaged in the form of mobile learning adds to the students’ joy to learn. notwithstanding that student enjoyment in utilizing learning media is difficult to gain by one-shot treatment (lin, lin, lee, & yore, 2014), but it can be triggered by an interesting features of media. the simple presentation of material, the articles package of socio-scientific issues, and the addition of pictures and videos are able to attract the students’ interest to the learning concept delivered. this sense of attraction encourages students to keep continue and focused their attention to follow each stage of jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp.15-24 23 arizen & suhartini (developing mobile learning student worksheet …) learning activities properly. this is consistent with the research results conducted by (hwang & chang, 2011) who revealed that not only does the use of mobile learning acquire students attention, but it also increases the interaction of students in learning activities. huang, liao, huang, and chen (2013) and wishart (2015) also stated that faster access to information, which can be done anywhere and anytime, easy interactions, various learning facility are the advantages of mobile learning utilization. this indicates that mobile learning student worksheet can optimize the learning process so as to improve student learning outcomes. the other research conducted by ismail, permanasari, and setiawan (2016) revealed that the use of information and communication technology in teaching has strong effect on the level of scientific literacy skills of students. the students who are accustomed in using information and communication technology, often surf the internet, and are confident in basic ict skills obtain higher scientific literacy scores. moreover, by doing continuous practices, student learning motivation will be enhanced (liu, lin, jian, & liou, 2012). based on the explanation above, ssi-based student worksheet which is packaged in the form of mobile learning is a learning innovation that can be used by teachers to enhance the scientific literacy of senior high school students. the presentation of socio-scientific issues according to ssi based on student worksheet is able to train and develop students' scientific competencies. meanwhile, the packaging in the form of mobile learning increases students' enjoyment and interest in the content being studied. therefore, it impacts on the enhancing students’ scientific literacy skills. conclusion based on the results of research and development, it can be concluded that: (1) the developed mobile learning student worksheet based on ssi is suitable to be used in biology learning activities based on the assessment results of material experts, media experts, and learning experts in which the averages scores gained were 3.72 (very good), 3.40 (very good), and 3.42 (very good) respectively. (2) the developed mobile learning student worksheet based on ssi was positively responded by the users based on the assessment of practitioners with the average score was 3.85 (very good) given by biology teachers and 3.29 (very good) given by senior high school students. (3) the developed mobile learning student worksheet based on ssi is effective in enhancing students' scientific literacy skills based on an average score of n gain 0.75 (high increase category). hence, the tool developed in this study is recommended to be utilized by biology teachers. references ardianto, a. d., & priyono, b. (2014). penerapan pembelajaran dengan praktikum pembuatan kompos terhadap karakter dan hasil belajar siswa. unnes journal of biology education, 3(3), 355–363. retrieved from https://journal.unnes.ac.id/sju/index.php/ujbe/article/view/4536 darmodjo, h., & kaligis, j. r. e. 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(2020). developing stem-based tgt learning model to improve students' process skills . jpbi (jurnal pendidikan biologi indonesia), 6(3), 413-422. doi: https://doi.org/10.22219/jpbi.v6i3.12249 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.12249 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:wsubchan@gmail.com* mailto:erlia.fkip@unej.ac.id* http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i3.12249 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 413-422 414 firdaus et al (developing stem-based tgt learning …) mathematics as the tools to process data and technology as well as scientific engineering which are the application of science itself. zorlu & zorlu (2017); afriana et al., (2016) stated that stem approach in learning is able to produce meaningful learning for students through the integration of knowledge, concept, and skills systematically, and also it can make the students able to be better at solving problems. stem-based education can be integrated with various learning models and methods. it is due to its integrative characteristics that enable various learning models and methods to be used to support its implementation in the classroom learning process (septiani & rustaman, 2017). one of the learning models that can support stem-based learning is team games and tournament (tgt). tgt learning is a type of cooperative learning which involves the students' cooperation between an individual in a small group, where the students are encouraged to help each other in finishing the task given (veloo, md-ali, & chairany, 2016). the learning model of tgt involves the activities of all students without having differences in status, involves the role of students as peer tutors, and contains elements of the game (luo, lin, hsu, liao, & kao, 2020). salam et al., (2015) also mentioned that learning with tgt improved the students’ cognitive and affective learning achievement. during the process of tgt learning, the role of a teacher is essential. if the teacher’s role as motivator and facilitator considers insufficient or the facilities available do not really support, then cooperative learning of tgt is difficult to implement (syaifuddin, nurlela, & prasetya, 2020). stem indirectly demands the teachers to think creatively and actively finding their own understanding related to the learning materials (bozkurt & sema, 2020; fitrya, adlim, gani, syukri, & iqbal, 2020). besides conradty, bogner, conradty, & bogner, (2018) explained that in tgt learning, the group score does not reflect the individual score. therefore, the teacher should design a special assessment tool to evaluate the level of individual students’ achievement. one of the assessments that can be developed is the assessment of science process skills. science processes skills are categorized into two; these are basic process skills and integrated process skills. in this study, we observe students' integrated science process skills. integrated process skills are more complex skills, including the use of two or more basic skills together. both basic and integrated scientific skills are important in any scientific investigation, such as conducting projects and carrying out experiments (zeidan & jayosi, 2014). individuals with developed science process skills may have a more persistent, more meaningful, and less misconception base of knowledge because they take an active part in the process of obtaining information and they structure their own information under the supervision of their teachers (harta et al., 2019). science process skill is a skill within scientific thinking and decision making. therefore, it is important to rationalize a science curriculum in such a way as to implement science process skills (yumusak, 2016). the science process skills give a chance for students to be able to build their own understanding through scientific experiments and analysis (firdaus, suratno, & fikri, 2019). in other words, using science process skills means doing science. the purpose of science curriculums is to raise individuals who live by doing science and approach scientifically in their environment (bekir güler, 2019). if the students understand what science is and how it works, then they have to use their science process skills and scientific content, which are compulsory knowledge learned in the science curriculum (duruk, akgün, dogan, & gülsuyu, 2017). based on zorlu & zorlu (2017), there is a comparison between science process skills with stem career interests in the middle school students. within the scope of improvement studies, activities and applications to develop their skills necessary for the 21st century and their science process skills should be conducted for students via stem education. the assessment of the implications of stem education according to (septiani & rustaman, 2017) plays a positive role, especially to determine the ability of students to acquire science process skills, for their effectiveness in 21st century learning. based on the explanation above, there is crucial to develop tgt learning model which is oriented in stem, so trans disciplinary learning that has the potency to improve participation in science, technology, engineering, and mathematics is achieved. moreover, tgt cooperative learning can improve the students' science process skills quality in terms of understanding, value, and attitude. method the type of this research was research and development (rnd) (sugiyono, 2015). this research used rnd model by thiagarajan et al., (1976), namely the 4-d model consisting of defining, designing, developing, and disseminating. it was implemented on the material of respiratory system in the academic year of 2019/2020. defining stage (define): the initial stage done in this research was defining stage. there are several stages, namely front-end analysis, learner analysis, concept analysis, task analysis, and specifying jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 413-422 415 firdaus et al (developing stem-based tgt learning …) instructional objectives. designing stage (design): the design stage aims to design learning devices. four steps must be carried out at this stage: criterion-test construction, media selection, format selection, and initial design. initial design is the presenting of the essential instruction through appropriate media and in a suitable sequence. developing stage (develop); the development stage is the stage to produce a development product which is carried out in two steps, namely: expert appraisal and developmental testing. the expert appraisal is a technique for obtaining suggestions for the improvement of the material. disseminating stage (disseminate): the terminal stages of final packaging, diffusion, and adoption are most important although most frequently overlooked (thiagarajan et al., 1976). science process skill measured was a science process skill in controlling variables, interpreting data, formulating hypothesis, translating data, and experimenting. data analysis technique the data from the result of validation were calculated by using the following formula (1), v= x100 (1) where: v = percentage rating level; tse = empirical total score; and tsm = maximum total score the percentage data obtained by using the above formula were then transformed into qualitative descriptive data by using the following criteria can be seen further in table 1. table 1. the validation criteria of learning model no percentage (%) category 1. 85.01 – 100 very valid 2. 70.01 – 85.00 valid 3. 50.01 – 70.00 less valid 4. 1.0050.00 invalid (source: akbar, 2013) the analysis of product practicality was done by using the following formula (2). pb = x 100% (2) where pb = the percentage of teacher’s activeness; a = the total scores obtained by the teacher; and n = the total scores. the interpretation of pb was used for the following categorizations can be seen in table 2. table 2. the practicality category of learning model correlation number interpretation pb> 95% very practical 80%< pb ≤ 95% practical 65%< pb ≤ 80% sufficiently practical 50% < pb≤ 65% less practical pb ≤ 50% unpractical (source: sukardi, 2004) the following formula (3) was used to find out the improvement on the students’ science process skills: pp = x 100 (3) where pp = the students’ process skills; p = the total scores of each indicator; and n = the maximum total scores. the interpretation of pp was used for the following criteria can be seen in table 3. table 3. the criteria of process skill score criteria 86-100 excellent (a) 71-85 good (b) 56-70 sufficiently good (c) ≤55 poor (d) (source: widodo, rachmadiarti, & hidayati, 2017) jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 413-422 416 firdaus et al (developing stem-based tgt learning …) results and discussion defining stage (define) the initial stage done in this research was defining stage. hasibuan, saragih, & amry, (2019) pointed out that this stage was intended to determine and define the learning needs by analyzing the objective and framework of the material. the results of defining stage were as follows: according to the questionnaire distributed to twenty senior high schools in jember regency, the obtained results were 59,1% of learning method used by the teacher was the method of discussion and lecture, 20,6% of learning model implemented as problem based learning and 20,3% used discovery learning method. the teachers were aware of the learning method of tgt, but they have never implemented it; moreover, some teachers also did not even understand and implement stem in their learning, while few of them already did it unplanned. regarding the assessment, the teacher used three domains covering cognitive, affective, and psychomotor to assess the students' science process skills. the results of students’ needs questionnaire distributed to 35 students showed that 70% of them understood the stem-based learning, but it was never implemented by the teacher. and concerning the curriculum analysis, the curriculum used in this research was the 2013 curriculum which was revised in 2016. designing stage (design) the next stage carried out was the designing stage. stephenson et al., (2020); hasibuan et al., (2019) stated that the test results of the designing stage were based on the analysis of task and concept in which it was written on the objective specification of learning on defining stage (define). this stage played a crucial role in developing the learning model because the learning which was adjusted to the students' needs brought out meaningful and reflective learning to them. thus, the teacher was able to adjust the learning with the students' conditions through this stage. the next one after the designing stage was the developing stage. developing stage (develop) on this stage, the tests of validity, effectiveness and practicality are presented as follows table 4. table 4. the data of validation results no product indicator the average percentage category 1. guidance book model supporting theory 75 valid learning model structure 87.6 very valid learning resources 89.9 very valid language eligibility 92.5 very valid validation mean 86.2 very valid 2. syllabus syllabus identity 93.7 very valid subject matter 87.5 very valid assessment 75 valid time allocation 81.2 valid learning resources 87.5 very valid validation mean 84.9 valid 3. lesson plan learning objectives, learning methods, learning activity, assessment, time allocation, learning resources 83 very valid validation mean 83 very valid 4. learning outcomes test content validation 90.3 very valid language validation 89.5 very valid validation mean 89.9 very valid 5. the instruments of science process skill learning objectives, learning methods, alaearning activity, assessment, time allocation, learning resources 88 very valid validation mean 88 very valid 6. material material coverage 82.5 valid material accuracy 97.5 very valid up-to-date material 87.5 very valid validation mean 89.1 very valid overall 86.8 very valid based on the average validation results, 83% was obtained on the guidance book, material, or instrument with "very valid" criteria, and the product was ready to be used for learning activity. validation from a material expert in the form of assessments and suggestions for improvements needed so that the material aspects of jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 413-422 417 firdaus et al (developing stem-based tgt learning …) the product being developed are feasible, both in the material recognition, presentation, and use of language (sofia, utomo, hariyadi, wahono, & narulita, 2020). the validators involved two experts (lecturers) and two users (teachers) who gave comments and suggestions for better results. it was in line with the development theory of r&d, which revealed that after conduction the validation, the experts found out the weaknesses of the product being developed so that the improvement was able to be applied on it, and the product testing was then carried out (sugiyono, 2015). various results of educational development products require proper validation and can be justified scientifically correct before being applied (stephenson et al., 2020). after being validated, the next step done was conducting a trial on the small group (5-8 people) whose ability was on the average, and then it was tested out within a real class; however, if the number of students did not meet the requirement, the minimum of 20-25 students was able to represent the result of the trial (hehakaya, sastromiharjo, & cahyani, 2020). the result of the trial is drawn on the following table 5. table 5. the effectiveness test of science process skill to the small group no meeting total students aspect score average category observer 1 observer 2 1 meeting 1 8 variable controller 79.1 77.7 78.4 good data interpretation 76.3 83.3 79.8 good hypothesis formulation 80.5 83.3 81.9 good data analysis 86.1 88.8 87.45 excellent experimenting 88.8 88.8 88.8 excellent average overall meeting 1 82.16 84.38 83.2 good 2 meeting 2 8 variable controller 81.9 84.6 83.25 good data interpretation 81.9 83.3 82.6 good hypothesis formulation 83.3 86.1 84.7 good data analysis 91.6 91.6 91.6 excellent experimenting 86.1 91.6 88.8 excellent average overall meeting 2 84.9 87.4 86.2 excellent based on the results, it can be concluded that the development of the learning model was proven effective on the limited test to small groups. according to the process skills score considered as good if <70% so that it can be concluded that the science process skills to small group testing were very good and the continued with the effectiveness test to the large group. the result can be seen in table 6. table 6. the effectiveness test of science process skill to large group no meeting total students aspect score average category observer 1 observer 2 1 meeting 1 8 variable controller 83.5 83.1 83.3 good data interpretation 84.7 87.1 85.9 good hypothesis formulation 77.3 78.9 78.1 good data analysis 82.8 85.1 83.95 good experimenting 89.8 91.4 90.6 excellent average overall meeting 1 83.62 85.12 84.37 good 2 meeting 2 8 variable controller 82.4 86.3 84.35 good data interpretation 86.3 87.8 87 excellent hypothesis formulation 79.6 80.4 80 good data analysis 88.2 85.1 86.6 excellent experimenting 90.6 91.4 91 excellent average overall meeting 2 85.4 86.2 85.8 good the mean score of students' science process skills both at meeting i and meeting ii can be categorized as good with an average of 83.9% in accordance with the category of process skills scores by the (widodo et al., 2017). based on the results of the scores from each aspect, the variable controller aspect obtained the lowest score, which means the 32 students faced the same difficulty. therefore according to martini et al., (2017), students who experienced difficulties needed to be given exercises in a variety of questions that were sufficient in number so that students' thinking activities at the application stage of the concept increased. this means that with repeated application, students were more accustomed, and their abilities improved. this can be proven by the increased ability to identify variables at the second meeting. the aspect of formulating a hypothesis is also the aspect that has the lowest score. this is in accordance with ratnasari et al., (2017), which states that the indicator of science process skills, which has a low percentage, is the indicator of compiling hypotheses. this low score is probably caused by the character of the respiratory system material that is considered difficult as well as too broad and make students have difficulty for understanding. another thing as causes indicators to formulate hypotheses of low value, jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 413-422 418 firdaus et al (developing stem-based tgt learning …) according to kartimi et al., (2017) is because few students have extensive knowledge, so only a few students can answer or make temporary guesses about what the teacher asks. science process skills on indicators of formulating hypotheses can be trained by inviting students to formulate hypotheses before carrying out practical activities. firdaus et al., (2018) also stated that the indicators of formulating hypotheses can be improved by accustoming students to formulating hypotheses every time they do a biology lab. in accordance with the results of interviews with teachers, students are rarely trained to formulate hypotheses during biology practicum activities so that students are confused because they are not used to it. strengthening the understanding given by elements of technology and engineering. these elements are presented in the form of pilot activities to make tools or objects that can simplify the work of humans (utomo et al., 2020). this aspect was carried out with a series of practicum of designing and creating respiratory system model and prototype air filter masks by taking into account the stem aspects outlined on the following table 7. table 7. stem aspect meeting 1: explaining the mechanism for air in and out in organs and respiratory tract. science aspect the mechanism of gas exchange in the human respiratory system uses the principle of diffusion, which is the event of exchange or movement of molecules from an area with high molecular concentration to areas with low molecular concentration. technological aspect the respiratory system model in humans includes organs, channels and organ systems that work together in the human respiratory system. engineering aspect designing and modeling the human respiratory system using secondhand materials in the surrounding environment. mathematical aspect measuring and estimating the accuracy of the use of material that represents the respiratory tract and organs, counting how many breaths can be inhaled through the respiratory system model created. meeting ii: explaining the effectiveness of air masks that protect the respiratory tract and organs from air pollution science aspect the relationship between unclean environmental air, smoking behavior, and the structure of respiratory organs. technological aspect prototype air filter mask. engineering aspect designing and producing prototype air filter masks. mathematical aspect mask density, estimating the appropriate mask size so that it is comfortable to wear and can really filter the air. designing and creating a respiratory system model and prototype air filter masks triggered creative thinking. aini, narulita, & indrawati, (2020) where students tried to create a prototype with ideas and patterns of thinking that were different from their peers. the prototype contained a key for solving the problem. these solutions were in the form of previously unrelated ideas. those aspects enabled students to think comprehensively, so they did not stagnate at theoretical knowledge only. students understood that the concepts they learned were useful to solve problems in real-world contexts so that the learning obtained by students was meaningful. according to wahono, meitanti, utomo, & narulita, (2018) developing learning materials based on stem approach is useful to facilitate the students to be in touch with the world through activities such as identifying problems, gathering data to solve problems, thinking of solutions, and considering the result multidisciplinary. moreover, learning using the stem approach was proven to improve students' science process skills. learning using the stem approach is proven to improve students' science process skills. the results of this study are in accordance with research conducted by zorlu & zorlu (2017) that students who used stem learning were more directed in developing scientific thinking processes using scientific stages in solving problems. enthusiasm was seen when the tgt took place because the students representing the team would compete individually against students from other teams. thus, students are encouraged to solve problems, cooperate with each other, and be active and responsible for themselves and their groups. stem learning not only for students but also affected the teacher. eckman et al., (2016) stated that to effectively implement an integrated stem, teachers must have an in-depth knowledge of the science, technological content, techniques, and mathematics they teach. thus, the teacher can make the learning atmosphere livelier, increase mastery of science concepts and psychomotor skills. student activities can also be seen based on student worksheet analysis. student worksheets were easier to understand the problem. this is in line with firdaus & narulita (2019); jayanti, usodo, & subanti (2018) which stated that valid and effective teaching materials will enable students to build knowledge. next was the practicality test following table 8, which aimed to obtain information about the practicality of the learning model based on the predictions and considerations of the teacher after using the device during the learning process (revita, 2019). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 413-422 419 firdaus et al (developing stem-based tgt learning …) table 8. practicality test at the development stage result total students score % average category o1 o2 small test 8 90 80 85 practical big test 8 90 90 90 practical average score 90 85 87.5 practical the average practicality test result was 87.5; according to karimah (2015), who said that learning model to be practical if the score obtained was 80% <pb ≤ 95%. professional teachers must create and foster learning activities with more new learning resources to better perceive themselves to be ready to apply esd principles in teaching and learning activities in the fields of stem (manasia, ianos, & chicioreanu, 2020). mauliana & subianto (2018) also stated that students' knowledge and motivation can increase when learning to use learning tools. sudjana (2017) also stated that the ability required in the implementation of the teaching and learning process is the activeness of teachers in creating and fostering learning activities according to the plans that have been prepared. active learning is a student’s active impact on learning and a student’s involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking (demirci, 2017). attracting students' attention and keeping them involved are important points for the learning process which is very important for teachers (konopka, adaime, & mosele, 2015). through the active methodology prepared by the teacher, students are able to minimize passive recipients of information (konopka et al., 2015). there are different teaching strategies for creating an active learning environment and for engaging students in it. recent evidence shows that active learning increases understanding and information retention (demirci, 2017; killian & bastas, 2015). this is contained in the results of the implementation of learning by the observer. based on these results, it can be concluded that this model in learning biology on respiratory system material is practical. disseminating stage (disseminate) the dissemination stage was the last stage carried out to disseminate the learning model. this can be seen in table 9. at this stage obtained results from 2 aspects, namely effectiveness and practical aspects. next was the result of practicality of dissemination test following table 10. table 9. the effectiveness test of science process skill at dissemination stage no meeting total students aspect score average category observer 1 observer 2 1 meeting 1 8 variable controller 79.1 80.7 79.9 good data interpretation 83.3 85.3 84.3 good hypothesis formulation 82.2 79.1 80.65 good data analysis 84.3 85.4 84.85 good experimenting 89.6 88.5 89.05 excellent average overall meeting 1 83.7 83.8 84.37 good 2 meeting 2 8 variable controller 79.6 82.2 80.9 good data interpretation 85.3 86.9 86.1 excellent hypothesis formulation 80.2 82.2 81.2 good data analysis 87.5 86.4 86.9 excellent experimenting 90.6 89.5 90 excellent average overall meeting 2 84.6 85.4 85 good table 10. the result of practicality of dissemination test result total students score % average category o1 o2 material i 32 100 100 100 very practical material ii 32 100 90 95 practical average score 100 95 97,5 very practical the results stated effective and practical. the dissemination was carried out in other classes in order to determine the effectiveness of the use of the learning model in the learning process. in addition, it was also to gather input, corrections, suggestions, assessments, as well as evaluation for making perfect the final product of development. the main recommendations of the educator during material development are to ensure flexibility in design for application across the curriculum, class time constraints, and familiarities of students with previous topics are important substances in the comprehensive dissemination of knowledge (dora, hanipah, & sidek, 2012). the importance of dissemination in the development of educational products jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 413-422 420 firdaus et al (developing stem-based tgt learning …) through direct trials in learning to provide reinforcement and proof of the truth of a product (shearer, snider, & kniel, 2013). the existence of evaluation makes product development better (florén, frishammar, parida, & wincent, 2017; schuh, rebentisch, riesener, mattern, & fey, 2017). conclusion the development of 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(2021). the learning continuum of anatomical and physiological aspects based on the difficulty levels. jpbi (jurnal pendidikan biologi indonesia), 7 (2), 126-135. doi: https://doi.org/10.22219/jpbi.v7i2. 13675 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.13675 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:1 http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.13675 https://doi.org/10.22219/jpbi.v7i2.13675 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v7i2.13675&domai jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 126-135 127 listiani and subali (the learning continuum of anatomical …) subali, 2017), within both levels of education and grades at the same level of education, which will make the assessment process difficult (ofianto, 2017). the curriculum developed in indonesia should be prepared based on the mental development of students (situmorang, 2016). in addition to the curriculum, teachers have to consider the effectiveness of the arrangement of subject matter appropriately according to time and sequence as well (fakhrurrazi, 2018). the learning continuum can be developed based on the teacher's opinion because they are directly dealing with students (astuti & subali, 2017). if the curriculum development process does not consider the importance of continuous materials at every level of education, the learning process might be ineffective (andriani & subali, 2017; juniati & subali, 2017; situmorang, 2016). one of the considerations in the preparation of continuous learning materials is to pay attention to their level of difficulty. the development of the learning continuum, additionally, should show the gradation of difficulty from the easiest to the most difficult materials, from the es to shs level (kusumawati et al., 2019; subali et al., 2018). a strong foundation in basic science, for instance, will be a prerequisite for science learning at the next level (mumuni et al., 2016). in other words, the basic materials become the basis for the next materials (perkins, 2013). considering this, the learning continuum has many benefits for the learning process. it allows teachers to understand general and specific learning objectives, deliver the learning materials sequenced from easy to difficult as stipulated in the continuum, monitor differences in student learning outcomes, and choose learning strategies that best suit the mental development of their students (juniati & subali, 2017). the learning continuum can also be used as a basis for selecting instructional sources and materials suitable for the mental development of students. in addition, it can also be used as a basis for compiling, improving, and developing a curriculum (mendala et al., 2019). learning continuum also can be applied in various branches of education, including biology (pramesti & subali, 2017).biology is one of the subjects in schools that must be learned by students (astuti & subali, 2017). biology is a branch of science, this science studies about life-related things (fauzi & mitalistiani, 2018). gul and kose consider biology as a subject that is difficult for learners to learn (gül & kose, 2017). it was revealed that there are still many students who get low academic achievement in this subject (hasibuan & djulia, 2017; kusumawati, 2016). one branch of biology that has low academic value is the anatomy and physiology of living things. this can be proven from the results of the national exams, for the structural and physiological aspects of junior high school and senior high school. based on the 2019 national exam results report, the national percentage for students who answered correctly on the aspects of the structure and function of living things at the junior high school level was 50, 41% and high school was 49.50%. the low learning outcomes indicate that the characteristics and scope of the anatomcal and physiological aspects are difficult and some materials have not been adapted to the level of development of students. anggara et al., (2018) considers that identifying the difficulties of learning materials needs to be considered in order to prepare the appropriate learning process so that it can resolve obstacles that may appear in the next learning process. the main reasons of the students' difficulties in learning biology is the characteristics of the learning topic (firmanshah et al., 2020; mardin et al., 2017), such as circulation and coordination systems are often considered difficult by students. this is due to the characteristics of the material (mardin et al., 2017). according to kusumawati (2016), there are three areas that students consider difficult, such as the structure of plant tissues, the function of plant tissues and relationship between structure and function of plant tissues. furthermore the learning materials provided to students in the learning process still overlap and are not in accordance with the level of development of students (astuti & subali, 2017; juniati & subali, 2017). learning should be sequential, or often referred to as the learning continuum, so that le arning is more focused and appropriate with the depelovement of learners (situmorang, 2016). therefore the characteristics of the subject matters need to be considered before being given to the students. the subject matter needs to be arranged according to the order of characteristics from easy to difficult. the learning continuum has many benefits for the learning process. the learning continuum allows teachers to understand general and specific learning objectives, can be used as a reference for teachers in teaching the learning materials that are sequential from easy to difficult, monitor differences in student learning outcomes and choose learning strategies that best suit with the mental development of students (juniati & subali, 2017). the learning continuum can also be used as a basis for selecting learning sources and learning materials that are suitable for the mental development of students. in addition, it can also be used as a basis for compiling, improving and developing a curriculum (mendala et al., 2019). the curriculum developed in indonesia must be arranged based on the mental development of students (situmorang, 2016). if the curriculum development process does not consider the importance of continuous material at every level jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 126-135 128 listiani and subali (the learning continuum of anatomical …) of education continuously, the learning process will be ineffective (andriani & subali, 2017; juniati & subali, 2017; situmorang, 2016). learning continuum of anatomical and physiological aspects has done reported by several previous researchers (astuti & subali, 2017; hadi & subali, 2017). in previous studies, learning continuum of anatomical and physiological aspects were in term of the level of cognitive prosesses and specific pedagogical materials based on teacher opinions. the findings reported in the previous studies show that many teachers still follow to the implemented curriculum not according to their original thought (astuti & subali, 2017; hadi & subali, 2017). other studies related to the learning continuum had been reported such as genetics (orizasativa et al., 2019) and reproduction (trilipi & subali, 2020), in previous studies the arrangement of the learning continuum was based on the level of cognitive processes. the recent studies on the learning continuum, the arrangement of the learning continuum was based on the level of complexity (faridah & subali, 2021). the arrangement of the learning continuum based on the difficulty level of learning material (content knowledge) have not been studied previously. the compilation of material levels from level easy to difficult also needs to be considered to make it easier for teachers to provide subject matter and students understand the subject matter gradually according to the level of mental development. based on the descriptions above, the researcher is interested in conducting research that aims to formulate a learning continuum on the anatomical and physiological aspects based on the opinion of science teachers in junior high school and biology teachers in senior high school which is focused on the difficulty levels of learning material. the availability of a learning continuum that fits between the difficulty level of content knowledge and the level of development of students can help students receive a lesson well so that the objectives of learning will be achieved, especially in the anatomical and physiological aspects. the results of this study can be used as a basic reference for the development of learning continuum and curriculum in accordance with the development of students at each level of education. method this research is a descriptive by using a survey method aiming to collect the opinion of science teachers in junior high school and biology teachers in senior high school toward the teaching and assessment of anatomical and physiological aspects based on the difficulty levels in the schools. this research was conducted in two regencies / cities in the special region of yogyakarta province from july to august 2020. the two regencies / cities are bantul regency and yogyakarta city. the populations used in this study were junior high school (jhs) and senior high school (shs) teachers. sample members were selected through convenience sampling, consisting of 111 respondents as representatives of the hypothetical population who had the predetermined characteristics. they comprised 68 jhss science teachers and 43 shss biology teachers. respondents’ demographics are presented in table 1. table 1. demographic data of the participating teachers group of respondents based on education programs total education department n (%) non-education department n (%) jhs teachers 53 (78) 15 (22) 68 shs teachers 37(86) 6 (14) 43 data were collected using a questionnaire about the level of difficulty of the anatomical and physiological aspects that is given to the respondents (science and biology teachers). the questionnaire was then distributed to respondents via a google form. the anatomical and physiological aspects are presented in the questionnaire consisted of three sub-aspects, namely 1) the internal structure (anatomical) of the multicellular organism's body and its functions, 2) the anatomical structure of the unicellular organism and its functions, 3) the anatomical structure of the virus body and its functions. in this study, the difficulty level was determined which consisted of five levels, namely "very easy" (1), "easy" (2), "rather difficult" (3), "difficult" (4), "very difficult" (5). the questionnaire given to respondents is equipped with an explanation of the level of difficulty along with an example at the beginning of the questionnaire to equalize the perceptions of all respondents on the difficulty level criteria. the organization of teaching materials is also based on the level of difficulty of facts and concepts (from the very easy to the most difficult). for example, the fact of the body of a virus is very difficult to observe because it can only be observed using an electron microscope. likewise, the facts about bacteria and single-cell organisms are difficult to observe because they require a microscope to observe jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 126-135 129 listiani and subali (the learning continuum of anatomical …) them, while the facts about large animals and plants are very easy to observe. the concept of how viruses can function in living cells is also elusive. all opinions from the questionnaire will be recapitulated. the data were analyzed by searching for the mode of respondents’ opinions and then compiled as a teaching material grid. this mode shows an agreement between the respondents (junior high school science teachers and biology teachers). the mode value obtained can show how difficult the anatomical and physiological aspects are and what grade these aspects should be taught, so that the learning continuum sequence can be arranged. results and discussion the results of the teacher's opinion about the difficulty levels of the anatomical and physiological aspects that must be taught in schools were obtained from 111 teachers consisting of 68 junior high schools (jhss) science teachers and 43 senior high schools (shss) biology teachers in two regencies/cities in the special region of yogyakarta province. aspects of anatomy and physiology have three sub-aspects including subaspects the internal structures (anatomical) of the body of multicellular organisms and their functions, subaspect of the anatomical structures of the virus and their functions, the anatomical structures of the virus and their functions. data on the difficulty levels of sub-aspect the internal structures (anatomical) of the body of multicellular organisms and their functions have resulted the findings as shown in table 2 as follows: table 2. the jhs and shs teachers’ opinions about the difficulty level of the anatomy and physiology aspects in the sub-aspect of the internal structures (anatomical) of the body of multicellular organisms and their functions sub-aspects 1: the internal structure (anatomical) of the body of multicellular organisms and their functions jhsa teachers’ oopinion (nc=68) shsb teachers' opinion(nc=43) mod clse/dlf mod clse/dlf 1. the fern organ a. the anatomical structure of the fern organs and their functions 45 viii/4j 25 x/3i b. factors that affect the anatomical structure and function 41 viii/4 j 22 x/3i 2. the mosses organs a. the anatomical structure of the mosses organs and their functions 46 vii/4 j 24 x/3 i b. factors that affect the anatomical structure and function 45 vii/4 j 25 x/4 j 3. the algae organs a. the anatomical structure of the algae organs (plant-like protists) and their functions 45 vii/4 j 25 x/3 i b. factors that affect the anatomical structure and function 42 vii/4 j 22 x/4 j 4. the tissues that make up the organs of algae a. the anatomical structure of the tissues that make up the organs of algae (plant-like protists) and their functions 43 x/4 j 20 x/4 j b. factors that affect the anatomical structure and function 42 x/4 j 23 x/4 j 5. flowering plant organs a. the anatomical structures of flowering plant organs and their functions 45 viii/3 i 23 xi/3 i b. factors that affect the anatomical structure and function 39 viii/3 i 25 xi/4 j 6. the tissue composing fern organs a. the anatomical structure of the tissue composing fern organs and their functions 43 viii/4 j 21 x/4 j b. factors that affect the anatomical structure and function 45 x/4 j 24 x/4 j 7. the tissue of the mosses a. the anatomical structure of the tissue of the mosses and their functions 46 x/4 j 21 x/4 j b. factors that affect the anatomical structure and function 41 x/4 j 25 x/4 j 8. cells that make up fungal tissues a. the anatomical structure cells that make up fungal tissues and their functions 42 x/4 j 23 x/4 j b. factors that affect the anatomical structure and function 41 x/4 j 25 x/4 j 9. the fungal body cells a. the anatomical structure of the fungal body cells and their functions 39 x/4 j 22 x/4 j b. factors that affect the anatomical structure and function 39 x/4 j 23 x/4 j 10. human and animal organ systems a. the anatomical structures of human and animal organ systems and their functions 38 viii/4 j 22 xi/4 j b. factors that affect the anatomical structure and 40 viii/4 j 28 xi/4 j jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 126-135 130 listiani and subali (the learning continuum of anatomical …) sub-aspects 1: the internal structure (anatomical) of the body of multicellular organisms and their functions jhsa teachers’ oopinion (nc=68) shsb teachers' opinion(nc=43) mod clse/dlf mod clse/dlf function 11. human and animal organs a. the anatomical structures of human and animal organs and their functions 39 viii/4 j 23 xi/4 j b. factors that affect the anatomical structure and function 39 viii/4 j 24 xi/4 j 12. human and animal tissues a. the anatomical structures of human and animal tissues and their functions 40 viii/4 j 24 xi/4 j b. factors that affect the anatomical structure and function 46 viii/4 j 29 xi/4 j 13. plant tissue composing flowering organs a. the anatomical structure of plant tissue composing flowering organs and their functions 41 viii/4 j 22 xi/4 j b. factors that affect the anatomical structure and function 38 viii/4 j 23 xi/4 j 14. cells that make up human and animal tissues a. the anatomical structure of cells that make up human and animal tissues and their functions 44 viii/4 j 29 xi/4 j b. factors that affect the anatomical structure and function 47 viii/4 j 30 xi/4 j 15. the tissue making cells in the plant body a. the anatomical structure of cells making tissue in the plant body and their functions 45 viii/4 j 22 xi/4 j b. factors that affect the anatomical structure and function 44 viii/4 j 23 xi/4 j 16. human and animal cells and their function a. the anatomical structure of human and animal cells and their functions 41 viii/4 j 29 xi/4 j b. factors that affect the anatomical structure and function 40 xi/4 j 31 xi/4 j 17. cells in the plant body a. the anatomical structure of cells in the plant body and their functions 43 viii/4 j 29 xi/4 j b. factors that affect the anatomical structure and function 42 viii/4j 30 xi/4 j note: (a) junior high school; (b) senior high school; (c) total respondent; (d) mode; (e) class; (f) difficulty level; (g) very easy; (h) easy; (i) rather difficult, (j) difficult, (k) very difficult table 2 shows that the level of understanding each groups of practitioners (teachers) is quite high based on the resulting mode values. the jhs and shs teachers had the same perceptions regarding the level of difficulty in most of the material in the sub-aspects internal structures (anatomical) of the multicellular organism body and their functions. the jhs and shs teachers opine that most of the material in this subaspect has a level of difficulty at level 4 (difficult), except in material of the fern organs, the mosses organs (indicator a), the algae organs (indicator a) and flowering plant organs (indicator b) which have a difficulty level at level 3 (rather difficult). the jhs teachers believe that most of the material in sub-aspect international structures (anatomical) of multicelullar organism body and their functions can be taught at jhs level. the mosses organs and the algae organs can be taught in grade vii while the fern organ, flowering plant organs, the tissue composing fern organs (indicator a), human and animal organ systems, human and animal organs, human and animal tissues, plant tissue composing flowering organs, cells that make up human and animal tissues, the tissue making cells in the plant body, human and animal cells and their function (indicator a) and cells in the plant body are taught in grade viii and some other material such as the tissues that make up the organs of algae, the tissue composing fern organs (indicator b), the tissue of the mosses, cells that make up fungal tissues, the fungal body cells and human and animal cells and their function (indicator b) not suitable for the development level of jhs students. the difficulty of students in understanding the material can be seen from the implementation of the curriculum, if it is appropriate then the teacher is easier to prepare the material according to the development of the students (juniati & subali, 2017). based on previous research, (hadiprayitno et al., 2019) reported that cell structure and function consider difficult by students. on other hand, according to shs teachers, some sub-aspects internal structures (anatomical) of the multicellular organism body and their functions such as the fern organ, the mosses organs, the algae organs, the tissues that make up the organs of algae, flowering plant organs, the tissue composing fern organs, the tissue of the mosses, cells that make up fungal tissues, and the fungal body cells can be taught in grade x while flowering plant organs, human and animal organ systems, human and animal organs, human and animal tissues, plant tissue composing flowering organs, cells that make up human and animal tissues, the tissue making cells in the plant body, human and animal cells and their function and cells in the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 126-135 131 listiani and subali (the learning continuum of anatomical …) plant body are taught in grade xi shs. data on the difficulty levels of sub-aspects of the anatomical structure of unicellular organisms and their functions have resulted the findings as shown in table 3. table 3. the jhs and shs teachers’ opinions about the difficulty level of the anatomy and physiology aspects in the sub-aspect of the anatomical structure of unicellular organisms and their functions sub-aspect 2: anatomical structure of unicellular organisms and their functions jhsa teachers' opinion (nc=68) shsb teachers’ opinion (nc=43) mod clse/dlf mod clse/dlf the anatomical structure of the cells that make up the body of the protista and their functions 39 x/4 j 22 x/4 j the anatomical structure of the cells that make up monera's body and their functions 39 x/4 j 23 x/4 j the anatomical structure of the cells that make up the body of bacteria and their functions 38 x/4 j 22 x/4 j factors that affect the anatomical structure of the cells that make up the body of unicellular organisms 40 x/4 j 26 x/4 j note: (a) junior high school; (b) senior high school; (c) total respondent; (d) mode; (e) class; (f) difficulty level; (g) very easy; (h) easy; (i) rather difficult, (j) difficult, (k) very difficult table 3 shows that the level of understanding each groups of practitioners (teachers) is quite high based on the resulting mode values. the jhs and shs teachers had the same perceptions regarding the level of difficulty and when this sub-aspect can be taught in the sub-aspects of the anatomical structure of unicellular organisms and their functions. the jhs and shs teachers opine that most of the material in this sub-aspect has a level of difficulty at level 4 (difficult) and and more suitable to be taught in grade x shs. based on previous report, archaebacteria and eubacteria (hidayatussaadah et al., 2016; hadiprayitno et al., 2019) were biological topics that are often considered difficult by students. hidayatussaadah et al., (2016) also reported that explaining the classification of eubacteria based on cell wall characteristics being the most difficult competency for students. several previous reports also confirmed that protista (sukiya & sudarsono, 2017) was biological topic that is often considered difficult by students. data on the difficulty levels of sub-aspects of the structure of the virus and its functions have resulted the findings as shown in table 4 as follows: table 4. the jhs and shs teachers’ opinions about the difficulty level of the anatomical and physiological aspects of in the subaspect of the anatomical structures of the virus and their functions sub-aspect 3: of the anatomical structure of the virus and its functions jhsa teachers' opinion (nc=68) shsb teachers’ opinion (nc=43) mod clse/dlf mod clse/dlf the anatomical structure of the virus body and its functions 37 x/4j 22 x/4 j factors affecting the anatomical structure of the virus body and its function 42 x/4j 24 x/4 j note: (a) junior high school; (b) senior high school; (c) total respondent; (d) mode; (e) class; (f) difficulty level; (g) very easy; (h) easy; (i) rather difficult, (j) difficult, (k) very difficult table 4 shows that the level of understanding each groups of practitioners (teachers) is quite high based on the resulting mode values. the jhs and shs teachers had the same perceptions regarding the level of difficulty and when the sub-aspects of the structure of the virus and its functions can be taught. the jhs and shs teachers opine that two material in this sub-aspect has a level of difficulty at level 4 (difficult) and more suitable to be taught in grade x shs. previous reports also confirmed that difficult topics in biology are bacteria and viruses (hadiprayitno et al., 2019) because most students consider these concepts as abstract and complex (harahap & nasution, 2018). previous reports also confirmed that virus (hasibuan & djulia, 2017) often considered difficult by students. therefore this aspect is more suitable to be taught at the high school level. the presentation of the learning continuum grid for the anatomical and physiological aspects of living things based on science teachers' opinions in jhs and biology teachers in shs is described in table 5. the results of learning continuum grid of anatomical and physiological aspects based on difficulty level presented in the table 5 ilustrates that this aspect is started to be taught at grade vii jhs to grade xi shs. some indicators in the sub-aspects internal structures (anatomical) of the multicellular organism body and their functions presented in the table 5 has not shown the hierarchical level between the difficulty levels and the class level where an aspect is thaught. this indicate that the opinion of the teachers has not paid attention to the learning continuum, this can be seen from the acquisition of difficulty level mode and class level. for example, indicator e in the sub-aspects internal structures (anatomical) of the multicellular organism body and their functions with a mode that are at level 4 (difficult) to be taught in eighth grade senior high school then re jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 126-135 132 listiani and subali (the learning continuum of anatomical …) taught in grade x high school with a lower level (level 3). in other cases for some indicators, for example, indicator f in sub-aspects internal structures (anatomical) of the multicellular organism body and their functions is taught in grade vii jhs with a level of difficulty at level 4 (difficult) and then re-taught in grade x with the same level of difficulty. difficult learning can be overcome by adjusting the indicators and the level of the material (mendala et al., 2019). table 5. learning continuum grid of anatomical and physiological aspects anatomcal and physiological aspects education level esa jhsb shsc dld clse dld clse dld clse sub-aspects 1: the internal structure (anatomical) of the body of multicellular organisms and their functions a. the anatomical structures of flowering plant organs and their functions 3 h viii 3 h -4 i xi b. the anatomical structure of the mosses and their functions 4 i viii 3 h -4 i x c. the anatomical structure of the algae organs (plant-like protists) and their functions 4 i vii 3 h -4 i x d. the anatomical structure of the tissues that make up the organs of algae (plant-like protists) and their functions 4 i x e. the anatomical structure of the fern organs and their functions 4i viii 3h x f. anatomical structure of the tissue composing fern organs and their functions 4 i viii 4 i x g. the anatomical structure of the tissue of the mosses and their functions 4 i x h. the anatomical structure cells that make up fungal tissues and their functions 4 i x i. the anatomical structure of the fungal body cells and their functions 4 i x j. the anatomical structures of human and animal organ systems and their functions 4 i viii 4 i xi k. the anatomical structures of human and animal organs and their functions 4 i viii 4 i xi l. the anatomical structures of human and animal tissues and their functions 4 i viii 4 i xi m. the anatomical structure of plant tissue composing flowering organs and their functions 4 i viii 4 i xi n. the anatomical structure of cells that make up human and animal tissues and their functions 4 i viii 4 i xi o. the anatomical structure of the tissue making cells in the plant body and their functions 4 i viii 4 i xi p. the anatomical structure of human and animal cells and their functions 4 i viii 4 i xi q. the anatomical structure of cells in the plant body and their functions 4 i viii 4 i xi sub-aspect 2: anatomical structure of unicellular organisms and their functions a. the anatomical structure of the cells that make up the body of the protista and their functions 4 i x b. the anatomical structure of the cells that make up monera's body and their functions 4 i x c. the anatomical structure of the cells that make up the body of bacteria and their functions 4 i x d. factors that affect the anatomical structure of the cells that make up the body of unicellular organisms 4 i x sub-aspect 3: of the anatomical structure of the virus body and its functions a. the anatomical structure of the virus body and its functions 4 i x b. factors affecting the anatomical structure of the virus body and its function 4 i x note: (a) elementary school; (b) junior high school; (c) senior high school; (d) difficulty level; (e) class, (f) very easy; (g) easy; (h) rather difficult; (i) difficult; (j) very difficult continuity needs to be considered, especially with regard to the material that will be given to students, lest there be repetition of material or jumps for which the level of difficulty is not clear (sugiana, 2018). ideally the materials / indicators are taught in a sequence from easy to difficult, the more difficult the material/indicator is, jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 126-135 133 listiani and subali (the learning continuum of anatomical …) the higher level/class the material / indicator should be taught. it is also stated by subali et al., (2018) that if these sub-aspects are included in the easy-to-learn category, then these sub-aspects can be taught in the begining level (kusumawati et al., 2019). it is better if the class level is chosen according to the order of difficulty, the higher the level of difficulty of a material / indicator, the higher grade/level the material is taught so as not to jump from easy to difficult then back to easy again. so that there is no overlap of learning material. a material that is taught repeatedly shows that the composition of the material follows the spiral curriculum rules (faridah & subali, 2021). two sub-aspects in this aspect such as the sub-aspects of the anatomical structure of unicellular organisms and their functions and the sub-aspects of the structure of the virus and its functions are only taught at the shs level grade x with a level of difficulty at level 4. good adjustment of learning materials will help students better understand the learning topic. according to feiman-nemser (2001); trilipi and subali (2020), teachers must understand the subjects they teach, if they are responsible for supporting students to learn useful content. it is important for the teachers continuously do reflection and evaluation related with their learning problems encountered so that it can be obtained immediately the right solution (priyayi et al., 2018). teacher observing the inter-related processes of following to teaching and learning situations, and making instructional decisions is a critical part of teaching expertise (ivars et al., 2018; subali et al., 2018). identifying the level of difficulty in learning material is important in teaching biology especially anatomical and physiological aspects so that it can help students understand the material. on the other hand, teachers can find it easier to pay attention to relevant instructional details when given a focus point on the problems faced by students (ivars et al., 2018). we need innovation in learning that leads directly to students. the learning continuum based on the difficulty level could adjust to the ability level of students so that students can carry out effective and efficient learning. learning continuum represents an increase in the skills of learners from basic skills to the highest skills at a certain level (ofianto, 2017). the scope of the learning material in the content standard should be formulated based on the development of students so that the scientific concept is in line with the knowledge gained and there is suitability for each level (hadi & subali, 2017). therefore, the 2013 curriculum that is being developed must be formulated based on the level of student development (hadi & subali, 2017; situmorang, 2016). this research was still limited to the opinion of science teachers of junior high schools and biology teachers of senior high schools, therefore it is necessary to do further research by asking the opinion of biology education experts and conducting fgd (focus group discussion) between teachers and biology education experts to consider the results obtained. teachers think practically because they deal directly with students while biology education experts think theoretically, therefore it is necessary to conduct fgd between teachers and biology education experts to consider the results obtained so that the learning continuum arranged will fit between the difficulty level of the teaching material and level of development of learners. conclusion based on the results of the study according to the jhs and shs teachers’ opinion, the learning continuum based on the difficulty level in the the sub-aspects internal structures (anatomical) of the multicellular organism body and their functions in anatomical and physiological aspects has not yet been formed. two sub-aspects in this aspect such as the sub-aspects of the anatomical structure of unicellular organisms and their functions and the sub-aspects of the structure of the virus and its functions are only taught at the shs level grade x with a level of difficulty at level 4. finally, we suggest provision of subject matter is sorted from easy to difficult and adjusted to the level of development of students at each level. this research was still limited to the opinion of science teachers of junior high school and biology teachers of senior high school, therefore it is necessary to do further research by asking the opinion of biology education experts and conducting fgd (focus group discussion) between teachers and biology education experts to consider the results obtained. acknowledgement the researchers give thanks to the ministry of research and technology and higher education in indonesia that already helps this research fee as well as the mgmp, science teachers of junior high schools and biology teachers of senior high school in the special region of yogyakarta province who 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(2) penyebab anak usia sd tidak makan pagi sebelum berangkat sekolah. (3) hubungan makan pagi dengan tingkat kesehatan dan prestasi belajar anak usia sd. metode yang digunakan metode kuantitatif. informasi pengambilan data digali melalui survai, dokumentasi dan wawancara. hasil penelitian menunjukkan:(1) 89,66% anak setiap pagi selalu makan pagi sebelum berangkat sekolah. (2) 43,11% anak usia sd kelas 2 tidak makan pagi sebelum berangkat sekolah dikarenakan bangun kesiangan. (3) hubungan antara makan pagi dengan tingkat kesehatan dan prestasi belajar anak sd kelas 2 di wilayah kelurahan pondok benda tidak begitu erat, dikarenakan adanya faktor genetik. kata kunci: kebiasaan makan pagi, kesehatan, prestasi belajar makan pagi merupakan bagian dari kegiatan yang harus dipenuhi oleh setiap insan manusia karena melalui makan kita baru mempunya energi untuk melakukan aktivitas hidup. anak usia sekolah dasar (sd ), yang dikategorikan masih dalam taraf perkembangan dan pertumbuhan, maka makan pagi atau sarapan mutlak sangat diperlukan untuk menunjang aktivitasnya. terutama di jam-jam belajar disekolah, energi yang diperlukan untuk belajar sangat bergantung dari asupan gizi yang diperoleh dari makanan yang dimakan. apabila anak tidak sarapan maka energi yang dibutuhkan untuk berpikir tidak mendukung, dampaknya anak tidak konsentrasi untuk belajar karena perut kosong sehingga berpengaruh terhadap hasil belajarnya. hal ini senada dengan pendapat r.e.kleinman (2013), bahwa anak yang tidak sarapan pagi cenderung tidak konsentrasi dalam belajar. kenyataan dilapangan, makan pagi tidak semulus seperti yang di harapkan. masih ada orang tua tidak menyempatkan membuat makan pagi untuk anaknya dikarenakan orang tua bekerja. hal ini juga dikemukakan oleh devi (2012) bahwa sekarang ini banyak orang tua yang bekerja sehingga tak memiliki waktu untuk menyiapkan sarapan pagi buat anaknya kesekolah, sehingga banyak anak sekolah yang tak terbiasa makan pagi. hal ini sesuai dengan hasil penelitian auliana (2012) mengemukakan bahwa di indonesia: 18,05% anak tidak makan pagi. berdasarkan uraian tersebut di atas penulis mengajukan permasalahan sebagai berikut. (1). seberapa banyak anak usia sd membiasakan makan pagi sebelum berangkat sekolah? (2). apakah penyebab anak usia sd tidak makan pagi sebelum berangkat sekolah? (3). adakah hubungan makan pagi dengan tingkat kesehatan dan prestasi belajar anak usia sd? penelitian ini bertujuan untuk mengidentifikasi: (1). seberapa banyak anak usia sd membiasakan makan pagi sebelum berangkat sekolah. (2). penyebab anak usia sd tidak makan pagi sebelum berangkat sekolah, (3) hubungan makan mailto:kuniarti@ut.ac.id jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 315-321) sukiniarti, kebiasaan makan pagi 316 pagi dengan tingkat kesehatan dan prestasi belajar anak usia sd hasil penelitian yang dilakukan oleh swariawan p (2009) menunjukkan, dengan uji statistik spearman rank correlation ditemukan nilai p = 0,014, < α = ho ditolak, yang berarti ada hubungan secara bermakna antara sarapan pagi dengan tingkat prestasi belajar pada anak usia sekolah, sehingga dapat disimpulkan bahwa sarapan pagi sangat bermanfaat bagi anak usia sekolah untuk memelihara ketahanan tubuh, agar dapat bekerja atau belajar dengan baik, membantu memusatkan pikiran untuk belajar dan memudahkan penyerapan pelajaran, serta membantu mencukupi zat gizi. berikutnya penelitian yang dilakukan oleh jodi, r, wahlstrom, kyla reicks, marla sourse (2002) dengan menggunakan analisis statistik tes chisquare, hasil yang diperoleh; pertama; mayoritas siswa merasa bahwa sarapan memberikan manfaat peningkatan energi dan kemampuan untuk lebih konsentrasi selama belajar di sekolah. kedua; persepsi umum hambatan untuk makan pagi atau sarapan adalah kurangnya waktu dan tidak lapar dipagi hari. yudi. (2008) mengatakan bahwa ada beberapa manfaat makan pagi antara lain: (1). memberi energi untuk otak. sarapan dapat membantu meningkatkan daya ingat dan konsentrasi sebelum tiba waktunya makan siang, (2) sebagai pengganti waktu malam yang tidak terisi oleh makanan. setelah tidur selama kurang lebih 8 jam, maka zat gula dalam tubuh akan menurun, hal itu dapat digantikan dengan mengkonsumsi karbohidrat ketika sarapan. hal ini senada dengan pendapat gomo (2010) dalam seminar sehari bahwa sarapan dapat meningkatkan stamina kerja, konsentrasi belajar, kenyamanan kerja dan belajar. sarapan dapat mencegah konstipasi, hipoglikemia, pusing, gangguan stamina, kognitif dan kegemukan. kedaton, d. zayadan (2008) mengatakan bahwa sarapan terbukti mampu membuat anak-anak lebih konsentrasi saat belajar di sekolah. sarapan yang dimaksud disini tentunya asupan gizi yang dikonsumsi memenuhi keperluan untuk hidup sehat. makanan yang memenuhi untuk hidup sehat adalah makanan yang bergizi. makanan bergizi adalah makanan yang mengandung zat-zat yang diperlukan oleh tubuh untuk memenuhi hidup sehat. berdasarkan kamus biologi praktis, bahwa gizi adalah zat-zat makanan yang berguna bagi kesehatan. maka anak yang kurang gizi mudah lelah, tidak mampu berpikir, dan tidak berkonsentrasi penuh dalam belajar. hasil penelitian auliana,r (2012) mengatakan bahwa untuk mengoptimalkan pertumbuhan fisik, perkembangan otak, kepandaian, dan kematangan sosial diperlukan komposisi seimbang antara karbohidrat (45%-65%), protein (10%25%), lemak (30%), dan berbagai macam vitamin lain. sumantri dan syaodih. (2009) mengemukakan bahwa anak usia 6-12 tahun pertumbuhan fisik cenderung lamban kecuali pada akhir periode tersebut, sedangkan kecakapan motorik terus membaik. mereka banyak makan karena kegiatannya menuntut energi yang banyak. oleh karenanya apabila asupan nutrisi tidak mencukupi kebutuhan tubuh, maka akan membuat aktivitas mereka berkurang, termasuk cara belajar dan konsentrasi mereka terhadap pelajaran. sutarno (2007) mengungkapkan bahwa perkembangan kognitif anak usia 711 tahun sudah lebih mampu berpikir, belajar, mengingat dan berkomunikasi, karena proses kognitif mereka tidak terlalu egosentris lagi dan sudah lebih logis. dan semua itu perlu ditunjang makanan yang bergizi dalam asupan makanan setiap harinya agar maksimal perkembangan kognitifnya. apabila maksimal perkembagan kognitifnya, insya alloh akan menjadi anak yang berprestasi dalam belajarnya. pengertian prestasi belajar menurut hengkiriawan dalam asmara. 2009 : 11 bahwa prestasi belajar adalah hasil yang dicapai seseorang dalam jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 315-321) sukiniarti, kebiasaan makan pagi 317 pengusasaan pengetahuan dan keterampilan yang dikembangkan dalam pelajaran, lazimnya ditunjukkan dengan nilai yang diberikan oleh guru. berikutnya hengkiriawan dalam hetika (2008: 23), prestasi belajar adalah pencapaian atau kecakapan yang dinampakkan dalam keahlian atau kumpulan pengetahuan. sedangkan hengkiriawan dalam harjati (2008: 43), menyatakan bahwa prestasi merupakan hasil usaha yang dilakukan dan menghasilkan perubahan yang dinyatakan dalam bentuk simbol untuk menunjukkan kemampuan pencapaian dalam hasil kerja dalam waktu tertentu. hariyanto (2010) menyatakan prestasi belajar adalah hasil yang dicapai oleh seseorang setelah ia melakukan perubahan belajar baik di sekolah maupun di luar sekolah. berdasarkan uraian di atas untuk anak usia sekolah, sangat dianjurkan untuk membiasakan diri makan pagi sebelum berangkat ke sekolah, karena sarapan dapat meningkatkan konsentrasi belajar dan menjaga daya tahan tubuh sebelum tiba waktunya istirahat siang. namun menurut k, edi. (2010) ada sebagian orang yang merasa enggan melakukan sarapan pagi dikarenakan ada beberapa alasan,yaitu: diburu waktu, takut gemuk, dan karena tidak terbiasa. definisi operasional variabel penelitian adalah sebagai berikut. apabila anak selalu sarapan pagi secara teratur dengan gizi seimbang, maka tubuh akan menjadi sehat, dan konsentrasi dalam belajarnya meningkat, sehingga akan memperoleh prestasi belajar yang lebih baik berdasarkan uraian tersebut di atas, hipotesis sementara yang dapat dikemukakan adalah dapat diduga bahwa (x1) kebiasaan makan pagi secara teratur dengan gizi seimbang, (x2) tubuh menjadi sehat dan tingkat kesehatan menjadi baik memiliki hubungan terhadap prestasi belajar anak (y). hipotesis tersebut dapat digambarkan sebagai berikut. metode penelitian penelitian ini dalam penerapannya, penulis menggunakan metode kuantitatif melalui survai, dokumentasi dan wawancara. informasi yang akan diperoleh dalam penelitian ini digali melalui kuesioner dan wawancara langsung kepada siswa kelas 2 sekolah dasar yang masih berusia 7-8 tahun, dan yang memperoleh nilai tertinggi dan terendah. penelitian ini dilakukan di wilayah tangerang selatan, tepatnya di sdn: kelas 2 pondok benda i, kelas 2 pondok benda ii, kelas 2 pondok benda iii, kelas 2 pondok benda iv, kelas 2 pondok benda v, kelas 2 pondok benda vi. populasi dalam penelitian ini adalah seluruh siswa sd negeri kelas 2 di wilayah kecamatan pamulang tangerang selatan yang berjumlah sekitar 240 siswa. sampel penelitian ini adalah 60 siswa yang meliputi 5 siswa berprestasi baik , dan 5 siswa berprestasi cukup/ kurang dari 6 sdn pondok benda, yaitu: kelas 2 pondok benda i, kelas 2 pondok benda ii, kelas 2 pondok benda iii, kelas 2 pondok benda iv, kelas 2 pondok benda v, dan kelas 2 pondok benda vi. teknik pengambilan data melalui survai, dokumentasi dan wawancara. informasi yang diperoleh dalam penelitian ini digali melalui kuesioner dari orang tua murid dan guru dan wawancara langsung kepada guru kelas 2 yang menjadi sampel penelitian serta pada siswa kelas 2 sekolah dasar yang masih berusia 7-8 tahun, dan yang memperoleh nilai tertinggi dan terendah. x1: kebiasaan makan pagi secara teratur dengan gizi seimbang x2: tingkat kesehatan y: prestasi belajar jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 315-321) sukiniarti, kebiasaan makan pagi 318 analisis data yang digunakan untuk menjawab rumusan permasalahan no 1s/d no 2 adalah data yang terkumpul dari hasil kuesioner ditabulasikan dan ditampilkan dalam bentuk tabel, kemudian dianalisis secara deskriptif. sedangkan analisis data untuk menjawab permasalahan no 3 yaitu hubungan makan pagi terhadap tingkat kesehatan dan prestasi belajar anak usia sd , data yang terkumpul dianalisis dengan menggunakan uji korelasi sederhana hasil dan pembahasan hasil kebiasaan makan pagi sebelum berangkat sekolah kebiasaan makan pagi sebelum berangkat sekolah dari hasil penelitian adalah sebagai berikut (1). 89,66% anak setiap pagi selalu makan pagi sebelum berangkat sekolah. (2). 5,17 % setiap pagi anak hanya cukup makan kue-kue saja, selebihnya diberi uang untuk jajan. (3). 5,17% anak tidak sempat makan pagi, sehingga setiap hari diberi uang sangu untuk jajan yang disukai anak. temuan tersebut dapat digambarkan pada gambar 1. gambar 1. kebiasaan makan pagi sebelum berangkat sekolah penyebab anak tidak mau makan adapun penyebab anak tidak mau makan, yaitu (1). karena sudah kebiasaan tidak pernah makan pagi, sehingga sebagai gantinya diberi uang untuk jajan yang cukup sebanyak 31,03%; (2). karena tidak sempat makan pagi hanya makan kue setiap pagi sebanyak 25,86%; (3). sebanyak 43,11% tidak ada waktu untuk makan pagi, karena anak sering bangun kesiangan, sehingga hanya bekal uang saku sekedarnya. temuan tersebut dapat digambarkan pada gambar 2. gambar 2. penyebab anak tidak mau makan hasil analisis hubungan antara sarapan pagi dengan nilai/prestasi belajar tabel 1. hubungan antara sarapan pagi dengan prestasi belajar sarapan (x1) nilai (y) sarapan pearson correlation 1 -.282* sig. (2-tailed) .025 n 63 63 nilai pearson correlation -.282* 1 sig. (2-tailed) .025 n 63 63 correlation is significant at the 0.05 level (2-tailed). jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 315-321) sukiniarti, kebiasaan makan pagi 319 hasil analisis hubungan antara kesehatan dengan nilai/ prestasi belajar tabel 2. hubungan antara kesehatan dengan nilai /prestasi belajar kesehatan (x2) nilai (y) kesehatan pearson correlation 1 -.118 sig. (2-tailed) .356 n 63 63 nilai pearson correlation -.118 1 sig. (2-tailed) .356 n 63 63 correlation is significant at the 0.05 level (2-tailed). pembahasan berdasarkan gambar 1 tentang kebiasaan anak makan pagi sebelum berangkat sekolah, ternyata di sd pondok benda 89,66% anak setiap pagi selalu makan pagi sebelum berangkat sekolah, dan masih ada 5,17 % anak setiap pagi hanya cukup makan kue-kue saja berangkat sekolah. bahkan dari hasil wawancara dengan salah satu anak yang berprestasi kurang mengatakan mereka berangkat kesekolah belum makan pagi, melainkan hanya diberi uang rp. 2000, untuk beli nasi uduk. berdasarkan gambar 2 tentang penyebab anak tidak mau makan, terutama dikarenakan tidak ada waktu untuk makan pagi, karena anak sering bangun kesiangan, sehingga hanya bekal uang saku sekedarnya. oleh karena itu sebagai orang tua harus membiasakan anak tidur secara teratur, dan bangun pagi setiap hari, karena bangun pagi baik untuk kesehatan. udara di pagi hari masih bersih, sehingga apabila kita rutin bangun pagi berarti masih menghirup udara yang bersih yang dapat membuat otak menjadi segar, dan siap untuk menghadapi rutinitas sehari-hari termasuk sarapan pagi. nilai koefisien korelasi antara sarapan pagi dengan nilai pada tabel di atas sebesar -282-maka dapat disimpulkan bahwa hubungan antara sarapan pagi dengan nilai tidak begitu erat. hal ini dapat terjadi karena kesehatan anak yang tidak baik, atau kandungan gizi pada makanan yang dikonsumsi mempunyai kandungan gizi yang kurang bagus, serta faktor genetik sangat berpengaruh pada kecerdasan seseorang. hal ini juga nampak pada saat wawancara. ada beberapa orang anak yang mengatakan selalu sarapan pagi tetapi hasil nilai sumatifnya jelek. berikutnya nilai koefisien korelasi antara kesehatan dengan nilai pada tabel di atas sebesar -118. maka dapat disimpulkan bahwa hubungan antara kesehatan dengan nilai juga tidak begitu erat. hal ini dapat terjadi karena anak tidak konsentrasi pada saat guru menerangkan, atau ada faktor genetik yang memiliki kecerdasan kurang baik. kecerdasan seseorang diturunkan dari orangtuanya. biarpun anak nampak sehat sehat tapi apabila orang tuanya atau nenek moyangnya memiliki gen kecerdasan kurang bagus, biarpun ditunjang dengan gizi yang baik, maka anak akan kurang bagus juga kecerdasannya. hal ini senada dengan pendapat febrinastri, nessy (2014) mengungkapkan bahwa penelitian terbaru yang dipublikasikan dalam intelligence journal edisi november-desember 2014 baru-baru ini dinyatakan kecerdasan anak tidak dapat dipengaruhi oleh apapun, karena merupakan bawaan genetika. kesimpulan berdasarkan masalah yang dirumuskan dikaitkan dengan hasil data yang diperoleh maka dapat disimpulkan sebagai berikut. 1. hanya 89,66% anak setiap pagi selalu makan pagi sebelum berangkat sekolah, selebihnya 5,17 % anak usia kelas 2 sd tidak sempat makan pagi hanya diberi uang jajan sebesar rp. 2000, 2. penyebab anak tidak mau makan dikarenakan 31,03% mengatakan sudah kebiasaan tidak pernah makan pagi, sehingga sebagai gantinya diberi uang untuk jajan, dan 25,86%; tidak sempat makan pagi hanya makan kue setiap jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 315-321) sukiniarti, kebiasaan makan pagi 320 pagi, serta 43,11% mengatakan tidak ada waktu untuk makan pagi, karena anak sering bangun kesiangan, sehingga hanya bekal uang 3. hubungan antara sarapan pagi dan kesehatan dengan nilai atau prestasi belajar pada anak sd kelas 2 di wilayah kelurahan pondok benda tidak begitu erat, atau tidak signifikan dikarenakan ada faktor genetik yang lebih dominan. oleh karenanya hal ini masih perlu diteliti lebih lanjut daftar rujukan adhi t k. 2012. pemantapan ketahanan pangan dan perbaikan gizi berbasis kemandirian dan kearifan lokal.. widyakarya nasional pangan dan gizi x. diakses dari http://kalibrasi.lipi.go.id/frm_index.p hp?pg=informasi/info_makalah.php &act=edit&id=207 tanggal 28 januari 2012 ary donald, et al. 1979 . introduction to researchin education . new york: holt rinehart and winston. amalia s. 2007. makanan, kesehatan, penyakit, dan pencegahannya. jakarta: penerbit universitas terbuka auliana, r . makanan seimbang untuk anak. diakses dari http://staff.uny.ac.id/sites/default/file s/gizi%20seimbang%20anak. pdf tanggal 17 januari 2013 almatsier sunita,soetardjo, soekarti moesijanti. 2011. gizi seimbang dalam daur kehidupan. jakarta: pt gramedia pustaka utama devi n. 2012. gizi anak sekolah. jakarta: pt kompas media nusantara dolftom. 2013. gizi anak sekolah untuk generasi sehat dan cerdas. http://vitaminuntukanak.com/gizianak-sekolah-untuk-generasi-sehatdan-cerdas/ diakses tanggal 27 mei 2013 febrinastri, nessy. 2014. studi kecerdasan anak sangat dipengaruhi oleh faktor genetik. diakses dari http://www.beritasatu.com/anak/221 903-studi-kecerdasan-anak-sangatdipengaruhi-oleh-faktorgenetika.html tanggal 19 desember 2014 gomo a t n. 2010. healthy breakfast, healthy you dalam seminar sehari yang diaksese dari http://duniafitnes.com/nutrition/healt 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http://swrskripsi.blogspot.com/2013/02/hubungan-kebiasaan-sarapan-pagi-dengan.html%20tg%2027%20mei%202013 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 315-321) sukiniarti, kebiasaan makan pagi 321 santosa s. 2012. kesehatan dan gizi. jakarta: penerbit universitas terbuka sumantri m, dan syaodih n. (2009). perkembangan peserta didik. jakarta: penerbit universitas terbuka sutarno n. 2007. pembinaan kehidupan keluarga. jakarta: penerbit universitas terbuka yudi. 2008. manfaat sarapan pagi.diakses dari http://yudiworld.com/manfaatsarapan-pagi/ tanggal 17 januari 2013 -----------manfaat sarapan pagi dan akibat tidak sarapan pagi. diakses dari http://motivationplannet.wordpress.c om/2010/06/21/manfaat-sarapanpagi-dan-akibat-tidak-sarapan-pagi/ tanggal 28 januari 2013 http://yudiworld.com/manfaat-sarapan-pagi/ http://yudiworld.com/manfaat-sarapan-pagi/ 145 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 research article development of practicum-based mobile augmented reality through the group investigation model to improve students' creative thinking wiwi wikanta a,1, peni suharti a,2, asy’ari a,3,* a department of biology education, faculty of teacher training and education, universitas muhammadiyah surabaya, jl. sutorejo no. 59, surabaya, east java 60113, indonesia 1 wiwi_wikanta@um-surabaya.ac.id; 2 penisuharti@um-surabaya.ac.id; 3asyari@um-surabaya.ac.id* abstract: students' creative thinking skills need to be developed, one of which is through learning. this research was aimed to produce augmented reality (ar) media based on group investigation (gi) practice models on various living things to improve students' creative thinking skills. this research and development using the 4-d model. however, it only reached the develop stage. the population of this study was students of sma muhammadiyah 10 surabaya in the science class, with 37 students in each class. this study collected data through validation tests, pre-tests, post-tests, observation sheets for creative thinking skills, questionnaires, and student responses. the data analysis technique used is qualitative and quantitative descriptive. the results of development research carried out by researchers related to mobile ar media with display aspects with 17 indicators obtaining good category. whereas in the programming aspect, seven indicators are good category. so, the mobile ar media validation results are good category. biological material in the application with ar with content aspects with eight indicators are very good category. whereas in the learning aspect, which consists of 16 indicators, in the good/valid category. the material in this category is worthy of being tested in the field. based on descriptive statistics, the pre-test and post-test proved to be higher. we discuss these results and its implications. keywords: augmented reality; biology practicum; creative thinking skills; group investigation model introduction the role of education in life on an ongoing basis cannot be denied (guan, 2021; herbert et al., 2021). education is a vessel for transforming or transferring knowledge, which is carried out in various ways or strategies through teaching (chytas et al., 2020; soltani & morice, 2020). before the internet happened as it is now, the education system was carried out conventionally with a behavioristic approach (bhushan et al., 2018; li et al., 2021; j. zhang et al., 2021). in an era as sophisticated as today, the development of science and technology is a serious concern in making education through better learning (cheng, 2020; k. b. park et al., 2020). previously, conventional teaching was no longer used in this regard and adapted to the development of science, which emphasized creative and innovative ways (sahin & yilmaz, 2020). the learning schools are currently trying to achieve must improve various student skills, especially 21st-century skills (radianti et al., 2020; sahin & yilmaz, 2020). in fact, in the 21st-century, the education system must apply the skills needed in the world of education today. one of the demands of the 21st century focuses on communication skills (conley et al., 2020; lópez-faican & jaen, 2020). according to the us-based partnership for 21st century skills in identifying skills needed in the 21st century, namely "the 4cs" collaboration, communication, creativity, and critical thinking (kou et al., 2021; sajid et al., 2021). these competencies are important to be taught to students in the context of core study areas. the intended communication skills are effectively conveying information and criticism and using various media and technology reflectively and interactively (lichters *for correspondence: asyari@um-surabaya.ac.id article history: received: 17 may 2023 revised: 10 july 2023 accepted: 17 july 2023 published: 20 july 2023 10.22219/jpbi.v9i2.26316 © copyright wikanta et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 how to cite: wikanta, w., suprapti, p., & asy’ari, a. (2023). development of practicumbased mobile augmented reality through the group investigation model to improve students' creative thinking. jpbi (jurnal pendidikan biologi indonesia), 9(2), 145-166. https://doi.org/10.22219/jpbi. v9i2.26316 t e c h n o l o g mailto:asyari@um-surabaya.ac.id mailto:asyari@um-surabaya.ac.id https://doi.org/10.22219/jpbi.v9i2.26167 https://doi.org/10.22219/jpbi.v9i2.26167 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 146 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 et al., 2021; c. wang et al., 2021; ye et al., 2021). effective communication emphasizes interpersonal skills, collaboration, personal responsibility, social responsibility and thinking about the public interest, and two-way communication (do et al., 2020; kwangmuang et al., 2021; williams et al., 2020). over time, technological advances have had a significant impact on current communication patterns. communication is no longer seen as an interactive activity identical to the direct presence of the recipient and sender (che dalim et al., 2020; yalcin & bilge, 2021). it distances communication with those closest to them, so it also happens to students who use social media more often than face-to-face discussions and playing gadgets during learning (ibrahim & money, 2019; lópez-labrador et al., 2021). such behaviour causes students to become less sensitive and unresponsive, not care about their surroundings, and the higher their attitude toward individuality. this causes students' communication skills and creative thinking to be low (dastmard et al., 2021; c. liu et al., 2021; redifer et al., 2021). low communication skills will trigger new problems that are quite complex or cause miscommunication. this miscommunication can have an impact on conceptual errors and unable to improve creative thinking skills (collins-jones et al., 2021; villaseñor rodríguez, 2014). lack of creative skills can occur among students at home and school for different reasons (krause et al., 2021; nakamura et al., 2019). according to the philosophy of constructivism, knowledge can be constructed or constructed by students from themselves (jakubina et al., 2020; k. h. park et al., 2011). the construction process is obtained through interaction with the environment according to the student's level of understanding (harun et al., 2020; tuli & mantri, 2020). when students interact, such as playing games on cell phones, students construct knowledge based on something that is only heard at a glance (arulanand et al., 2020). when students interact with their learning environment, students construct knowledge based on their experiences (orciuoli et al., 2020; uriel et al., 2020). therefore, errors in constructing knowledge can occur because students are naturally not used to correctly constructing their knowledge (mourtzis et al., 2020). moreover, if it is not supported by more accurate and representative sources of information, it will become a serious problem for developing students' knowledge (alalwan et al., 2020; pan et al., 2021). overcoming the problems in developing students' knowledge by preparing a curriculum requires students to apply 21st-century skills (p. z. chen et al., 2020; ibán et al., 2020; h. zhang et al., 2020). these skills include 1) learning and innovation skills, 2) life and career skills), and 3) information technology and media skills. one of them is in information technology and media skills, and there is a media literacy component in which students are expected to be able to choose and develop media to use as a source of information and communication in current conditions, especially in the world of education (akpur, 2020; sun et al., 2020). because of that, the emergence of the digital literacy movement in the world of education in indonesia is part of the imperative that must continue to be used in implementing the learning process in schools. the digitization that is happening right now cannot be separated in the world of education, and schools must have various consequences with it (huang et al., 2020; said-metwaly et al., 2021). learning media such as mobile augmented reality is necessary to provide innovative and effective value in learning, especially in biology subjects (alalwan et al., 2020; groyecka-bernard et al., 2021). digitalization in education through learning is very important for students as part of the millennial generation (kaplan sayi & akgul, 2021; yildiz & guler yildiz, 2021). although digitization at the elementary and junior high school levels still focuses on reading sources in print media such as newspapers, books, magazines, and so on (çakır et al., 2021). however, it can be seen that communication skills and creative thinking can also be developed in students' current abilities as provisions for the next level of education (navarro ramón & chacón-lópez, 2021; yang & zhao, 2021). skills in accessing the internet as an effective communication tool are not bound by space and time (albar & southcott, 2021). communication skills sought in the learning process are the most important part of providing provisions for the next level of life (ayyildiz & yilmaz, 2021). the millennial generation is part of a technology-native community or native technology users who have interacted with and been introduced to the technological era since birth (s. wang et al., 2020; zhou et al., 2020). meanwhile, most teachers are still newcomers to the world of information technology, so they are sometimes less competent than their students in knowing and using internet media (xiao et al., 2020). these conditions make the learning model used to achieve 21st-century skills by improving communication skills while increasing students' creative thinking skills, namely by applying the group investigation (gi) learning model (jugembayeva & murzagaliyeva, 2021; zhao & yang, 2021). the gi model is a cooperative learning model that can encourage students to play an active role and help each other in mastering lessons to achieve maximum achievement (berestova et al., 2021; dou et al., 2021). then involve, small groups working using collaborative inquiry, planning, projects and group discussions and presenting student findings in class (jugembayeva & murzagaliyeva, 2021). several students in learning biology, especially at the high school level, found that there were students who were unable to communicate or express opinions well and were not skilled in developing their creative thinking (guan, 2021; zhao & yang, 2021). one of the creative and innovative learning media that can facilitate students to develop communication skills and creative thinking skills is by using mobile augmented reality which is a technology that combines two-dimensional and or three-dimensional virtual objects into a real 147 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 environment (berestova et al., 2021; jugembayeva & murzagaliyeva, 2021). several previous studies have discussed the group investigation model, which needs to be integrated with current technological developments (bakker et al., 2020; ibáñez et al., 2020). mobile augmented reality is one of the technologies that must be used in current developments. this study aims to determine the development of practicum-based mobile augmented reality through the group investigation model to improve students' creative thinking. then related to the need for more research regarding the combination of learning models with technology in biology subjects, this can be a severe concern in the world of education in improving learning systems to be more constructive and fun (ameri et al., 2019; nezhad et al., 2020). in addition, what needs to be considered is the teacher's ability to become a facilitator who guides students in carrying out the learning process according to the curriculum used. on the other hand, related to the learning model used today, especially in biology subjects, it must be more focused and student-centered with various skills (h. zhang et al., 2020; zhu et al., 2020). because biology lessons are synonymous with practicum, teachers must be able to operate technology as part of the learning media used skillfully (ibrahim & money, 2019; c. liu et al., 2021; ye et al., 2021). in line with that, the learning model used in the future is no longer teacher-centered but instead focuses on how students can be facilitated by the teacher's role in the learning process. this research aims to produce augmented reality media development products based on group investigation (gi) practice models on various living things to improve students' creative thinking skills. method research design this type of research is research and development. this research develops mobile augmented reality in biology subjects using the gi learning model to improve students' communication skills and creative thinking. this research and development refer to the 4-d development model (four d models) proposed by thiagarajan et al. this research is only limited to the development stage (develop). the target of this research is mobile augmented reality. for trials of mobile augmented reality in learning as test research subjects, students of class xi ipa 1 at sma muhammadiyah 1 surabaya, totaling 37 students. the research design used in this research is the research design of the 4-d model development (four-d models), according to thiagarajan, which consists of 4 stages defining, designing, developing and disseminating. defining stage the defining stage is useful for determining and defining needs in the learning process and gathering various information related to the product to be developed. this stage is divided into several steps. front-end analysis a preliminary analysis was carried out to discover the basic problems in the development of macromedia flash. at this stage, facts and alternative solutions are presented to make it easier to determine the first step in developing macromedia flash, which is suitable for development. task analysis task analysis aims to identify the main tasks students carry out. task analysis consists of core competencies (kompetensi inti/ki) and basic competencies (kompetensi dasar/kd) related to the material to be developed through macromedia flash. learner analysis student analysis is very important to do at the beginning of planning. student analysis is done by observing the characteristics of students. this analysis was carried out by considering students' characteristics, abilities, and experiences as a group and individually. analysis of students includes the characteristics of academic abilities and motivation towards subjects. concept analysis concept analysis aims to determine the material's content in the developed macromedia flash. concept analysis is made in learning concept maps, which will later be used to achieve certain competencies by identifying and systematically compiling the main parts of learning materials. specifying instructional objectives learning objectives are analyzed to determine learning achievement indicators based on material and curriculum analysis. by writing down the learning objectives, the researcher can find out what studies will be displayed in macromedia flash, determine the question grid, and determine how much the learning 148 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 objectives have been achieved (table 1). table 1. analysis of learning objectives core competency (ki) basic competencies indicators of competence achievement ki 3 understanding, applying, analyzing factual, conceptual, procedural, and metacognitive knowledge based on curiosity about science, technology, arts, culture, and humanities with insights into humanity, nationality, statehood and civilization regarding the causes of phenomena and events, and applying procedural knowledge to a specific field of study according to talents and interests to solve problems. 3.9 analyzing the relationship between the structure of the organ-composing tissue in the excretory system concerning bioprocesses and functional disturbances that can occur in the human excretory system. students can: 3.9.1 identify the organs of human excretion and the types of waste products produced. 3.9.2 identify the structure and function of the kidney organs. 3.9.3 describe the process of urine formation. 3.9.4 identify the structure and function of the skin organs. 3.9.5 identify the structure and function of the lungs. 3.9.6 identify the structure and function of the liver. 3.9.7 relating organ-composing tissue structures in the human excretory system with bioprocesses. 3.9.8 analyzing the relationship between the structure of the organcomposing tissue in the excretory system and linking it to the excretory process to explain the mechanisms and functional disturbances that can occur in the human excretory system through literature studies. ki 4 processing, reasoning, and presenting in the concrete and abstract realms related to self-development that he learns at school independently, act effectively and creatively, and can use methods according to scientific principles. 4.9 presenting the results of an analysis of the influence of lifestyle on abnormalities in the structure and function of organs that cause disorders of the excretory system and their relation to technology. students can: 4.9.1 compile a report on the results of an analysis of the influence of lifestyle on abnormalities in the structure and function of organs that cause disturbances in the excretory system and its relation to technology in writing. 4.9.2 presenting data from the analysis of the influence of lifestyle on abnormalities in the structure and function of organs that cause disorders of the excretory system and its relation to technology. design stage the design stage is carried out after getting the problem from the definition stage. this stage aims to design a macromedia flash that can be used in biology learning. this design stage includes: criterion-test construction the preparation of instrument tests is based on the preparation of learning objectives which are a benchmark for students' abilities in the form of products, processes, and psychomotor during and after learning activities. media selection media selection is carried out to identify learning media relevant to the material's characteristics and according to the needs of students. the media was chosen to suit student analysis, concept analysis and task analysis, target user characteristics, and deployment plans. it is useful to assist students in achieving the expected core competencies and basic competencies. format selection format selection is done in the first step. format selection is made so that the selected format follows the learning material. the choice of presentation form is adjusted to the learning media used. format 149 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 selection in development is intended by designing learning content, choosing approaches and learning resources, organizing and designing macromedia flash content, and making macromedia flash designs which include layout designs, images and writing. initial design the initial design, namely the macromedia flash design that the researcher has made, is then given input by the supervisor. the input from the supervisor will be used to improve the macromedia flash before production. then make revisions after getting suggestions for improving macromedia flash from the supervisor, and later this design will be carried out at the validation stage. this design is in the form of draft i from macromedia flash. development stage this development stage aims to produce macromedia flash, revised based on expert input and student testing. there are two steps in this stage, namely as follows: expert appraisal this expert validation serves to validate the contents of the excretory system material in macromedia flash prior to testing, and the validation results will be used to revise the initial product. the macromedia flash that has been prepared will then be assessed by the material expert validator and expert media lecturer so that it can be seen whether the macromedia flash is feasible or not. the results of this validation are used as improvement material for the perfection of the developed macromedia flash. after the first draft was validated and revised, draft ii was produced. draft ii will then be tested on students in the development testing after expert validation, a limited field trial was conducted to determine the results of applying macromedia flash in classroom learning, including measuring students' communication skills and mastery of concepts with macromedia flash. the results obtained from this stage are macromedia flash which has been revised. stage of dissemination this dissemination stage is the dissemination stage that researchers do not carry out. in this case, development divides the disseminate stage into three activities: validation testing, packaging, diffusion and adoption. in the validation testing stage, the product revised at the development stage is then implemented on the real target. at the time of implementation, the achievement of goals was measured. this measurement is carried out to determine the effectiveness of the product being developed. after the product is implemented, the developer needs to see the results of achieving the goals. goals that have not been achieved need to be explained the solution so that the same mistakes are not repeated after the product is disseminated. trial design this limited trial design uses a quasi experiment research type with a research design using a nonequivalent control group design. in this study, two class groups were not randomly selected. the procedure for implementing the limited tryout was based on the learning implementation plan that had been prepared: 1) in the initial activity, the teacher checked student attendance, provided motivation to encourage learning interest and conveyed learning objectives. 2) the teacher presents the scope of the material classically by using verbal or text presentations. the presentation focused on the concepts of the material discussed. 3) the teacher divides the class into several heterogeneous groups. 4) the teacher explains the purpose of learning and group assignments that must be done. 5) the teacher invites group leaders to describe the task material cooperatively. 6) each group discusses the task material cooperatively in their group. 7) after completion, each group, represented by the group leader or one of its members, conveys the discussion results. 8) other groups can respond to the results of the discussion. 9) the teacher gives a brief explanation (clarification) if there is a concept error and gives a conclusion. 10) the teacher evaluates learning. researchers conduct evaluations to determine the learning outcomes obtained during the learning process. observations were made during the research activities. observers observed observation sheets for creative thinking skills. providing student response questionnaires observed by students after learning activities are completed. giving tests to students in the form of multiple choice questions totalling 20 questions. research variables the variables used in this study are 1) independent variables, namely the jigsaw learning model assisted by macromedia flash and conventional learning models. the dependent variable in this study 150 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 is communication skills and creative thinking. the control variable in this study is the material of the excretory system. while the variable operational definition, namely the gi learning model, is a model with a constructivist paradigm, it is intended that students are directed to be able to make learning experiences as knowledge for themselves. the important aspects in the group investigation learning model involve 3 aspects: physical, intellectual, and mental; being active because students will be invited to plan learning. the steps for applying the group investigation learning model are 6 stages: forming groups, determining the themes to be discussed, conducting investigations, making written reports, group presentations, and evaluating or assessing. the learning model is carried out with the help of ar. ar is used with mobile phones in the form of android animation, with the topic of biology. in this study, the interactiveness of ar was obtained from the choice of material menus that could be studied according to the student's wishes and the feedback when students had finished working on something. communication skills and creative thinking the communication skills referred to in this study are verbal and non-verbal. verbal communication skills, namely writing and presentation activities. the aspects measured in writing activities are organization, development, control techniques, language style and insight. verbal communication skills in writing activities are measured using a product assessment sheet. at the same time, the aspects measured in presentation activities are arrangement, information content, appearance, acting, delivery, and responding to questions. non-verbal communication is shown in presentation activities, namely in acting and delivery. verbal communication skills in presentation activities are measured using an observation sheet. the observer observes communication skills during the learning process. communication skills are measured using observation sheets. the observation sheet is used while the creative thinking skills referred to in this study are the individual's ability to find ways, strategies, ideas, or new ideas about how to obtain a solution to a problem as seen from the achievement of indicators of learning outcomes in excretion system material as measured through multiple choice tests in the form of pre-test and posttest. minimum completeness criteria students at sma muhammadiyah 1 surabaya ≥ 70. calculation of concept mastery by looking at the average value of n-gain <0.3 is in a low category, while >0.7 is in the high category. pretest and posttest used. validation techniques validation techniques are used to measure the feasibility of augmented reality learning media. the feasibility of augmented reality learning media needs to be measured using a questionnaire to validate it first. three questionnaires are used: the due diligence/augmented reality validation questionnaire by media experts, the augmented reality test/validation questionnaire by material experts and the augmented reality test questionnaire by user experts. guidelines for scoring in each questionnaire are in table 2. table 2. scoring guidelines information skor very good 5 good 4 enough 3 not enough 2 very less 1 observation techniques observation techniques measure students' oral communication skills using an observation sheet as a rating scale or advanced scale. the rating scale is almost the same as the check list; it is just that the rating scale uses a rating. the rating scale used in this study is a numerical rating scale type. the numerical rating scale describes a certain characteristic or quality that will be measured using numbers 1-3. this observation is carried out when the process of presentation activities takes place by the observer. product appraisal techniques the product assessment technique measures students' written communication skills using a product assessment sheet in the form of a rating scale or advanced scale. the rating scale is almost the same as the check list; it is just that the rating scale uses a rating. the rating scale used in this study is a numerical rating scale type. the numerical rating scale describes a certain characteristic or quality that will be measured using numbers 1-3. this observation was carried out while evaluating the article by the observer. 151 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 test technique the test technique is used to measure students' mastery of concept abilities. concept mastery ability is measured by comparing the pre and post-test results. the test is in the form of 20 multiple-choice questions during the pre and post-test. in addition, the test is also an individual quiz whose function is to find out students' understanding after studying the excretory system material with the gi (group investigation) learning model assisted by augmented reality. validation sheet to determine the feasibility of macromedia flash media, it can first use a media and material expert validation test/validation questionnaire and a user test questionnaire. in the media expert validation test questionnaire sheet, 2 aspects are assessed: appearance and programming. the display aspect has 7 components which are broken down into 17 indicators. the seven components are layout design, text/typography, image, animation, audio, video, and packaging. at the same time, the programming aspect has 2 components which are broken down into 7 indicators. the two components are usage and navigation and interactive links. in the material expert validation test questionnaire, 2 aspects are assessed, namely content and learning. the content aspect has 2 components, namely, curriculum and users. while learning has 3 components, namely opening, core, and closing. observation sheet communication skills observation sheet: the instrument used to measure students' communication skills in biology learning with the jigsaw model uses the numeral rating scale observation guideline to describe a particular characteristic or quality to be measured using 3 score options. measure it by filling in 1 to 3 scores according to the aspects of the communication skills assessment. aspects of the skills assessed are presentation activities. observation sheet used. product rating sheet communication skills product assessment sheet: the instrument used to measure students' communication skills in biology learning with the jigsaw model is to use the product assessment guideline rubric. the numeral rating scale describes a certain characteristic or quality to be measured using 3 score options. measure it by filling in 1 to 3 scores according to the aspects of the assessment of communication skills. the aspect of skills assessed is the activity of writing articles. product assessment sheet used. learning outcomes test sheet tests collect data from student learning outcomes to measure students' ability to master concepts. the test instrument used in collecting data on learning outcomes is a multiple-choice test. this test was obtained from the evaluation data given at the pre-test and post-test. the test sheet used can be explained in the table 3 and table 4. from the mobile ar feasibility test/validation instrument by media experts through display and programming aspects with 9 components with 24 indicators, it becomes 24 items. the mobile ar feasibility test aims to see the feasibility of the educative aspects of learning media by experts in the field of learning materials being developed. the media expert feasibility test results are used as input in learning media. the media expert feasibility test instrument aims to see aspects of the feasibility of media in learning media and is used as input in learning media. the mobile ar feasibility test/validation instrument by material experts through content and learning aspects consist of 5 components with 24 indicators so that there are 24 items. the mobile ar feasibility test aims to see the feasibility of educational materials in learning materials by experts in the field of learning materials being developed. then the material expert feasibility test results are used to input the learning material. the material expert feasibility test instrument aims to see aspects of the feasibility of the material as input to the learning material that will be used in the learning process. 152 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 table 3. feasibility test/validation instruments for mobile augmented reality by media experts no. aspect component indicator no of point ∑ 1. appearance layout design 1) the accuracy of choosing the background with the material 1. 1 2) precision proportion layout 2. 1 a. text /typography 3) the correct selection of fonts for easy reading 3. 1 4) accurate font size for easy reading 4. 1 5) accurate text colour for easy reading 5. 1 b. image 6) image composition 6. 1 7) image size 7. 1 8) image display quality 8. 1 c. animation 9) suitability of animation with the material 9. 1 10) interesting animation 10. 1 d. audio 11) the accuracy of choosing the backsound with the material 11. 1 12) precise sound effects with animations 12. 1 e. video 13) the accuracy of the video selection with the material 13. 1 14) video quality 14. 1 f. packaging 15) the attractiveness of the front cover 15. 1 16) appropriate display with content 16. 1 17) media durability 17. 1 2. programming g. use 18) compatibility with the user 18. 1 19) flexibility (can be used independently and guided) 19. 1 20) complete instructions for use 20. 1 21) display instructions for use 21. 1 22) presenting benchmarks of learning success 22. 1 h. navigation and interactive link 23) accurate use of navigation buttons 23. 1 24) interactive link performance precision 24. 1 total 24 153 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 table 4. feasibility test/validation instruments for macromedia flash by material experts no. aspect component indicator no. point ∑ 1. content a. curriculum 1. conformity of sk/kd biology k13 1. 1 2. conformity of indicators with sk/kd 2. 1 3. suitability of the material with the scope of biology 3. 1 b. user 4. the suitability of the media with the characteristics of students 4. 1 5. the suitability of the method of delivery of material with student development 5. 1 6. provide opportunities for selfstudy 6. 1 7. demand student activity 7. 1 8. pay attention to individual differences 8. 1 2. learning opening 9. the attractiveness of the title 9. 1 10. appropriateness of apperception with objectives and learning materials 10. 1 a. core 11. confused presentation of the material 11. 1 12. material truth 12. 1 13. clarity of material 13. 1 14. depth of the material 14. 1 15. breadth of material 15. 1 16. the attractiveness of the presentation of the material 16. 1 17. appropriate presentation of examples 17. 1 18. completeness of presentation of examples 18. 1 19. language compatibility with eyd 19. 1 20. language suitability for the target user 20. 1 b. closing 21. compatibility of practice questions with indicators 21. 1 22. systematic practice questions 22. 1 23. the proportion of practice questions 23. 1 24. quality feedback 24. 1 total 24 results and discussion in the following, research data is presented (table 5), which includes validation data from experts in the field of ar mobile media, experts in the field of material and student activities, data on student communication skills, students' creative thinking skills with pre-test results before learning and post-test results after learning and responses students after learning to use the gi learning model assisted by mobile ar on animal biology subject matter. media expert validation results in data can be seen from the validation sheet obtained at the end of the mobile ar media revision. after the revision was carried out according to the suggestions of the validator, the researcher validated it again according to certain criteria. this validation function determines the feasibility and suitability of the product developed by researchers in the form of mobile ar adapted to the gi model. 154 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 table 5. data from media expert validation results aspect indicator score percentage category appearance the accuracy of selecting the background with the material 4 0.20 good the accuracy of the layout proportions 5 0.25 very good correct selection of fonts for easy reading 4 0.20 good correct font size for easy reading 4 0.20 good correct text colour for easy reading 5 0.25 very good image composition 4 0.20 good image size 4 0.20 good image display quality 3 0.15 enough suitability of animation with the material 4 0.20 good animation fun 4 0.20 good the accuracy of choosing the backsound with the material 4 0.20 good sound effect accuracy with animation 3 0.15 enough the accuracy of the video selection with the material 4 0.20 good video quality 4 0.20 good the beauty of the front cover 4 0.20 good appropriate display with content 4 0.20 good media durability 5 0.25 very good average amount 4,05 0.20 good programming compatibility with users 4 0.20 good flexibility (can be used independently and guided) 5 0.25 very good complete instructions for use 4 0.20 good display instructions for use 4 0.20 good presenting benchmarks of learning success 4 0.20 good accurate use of navigation buttons 4 0.20 good interactive link performance precision 4 0.20 good average amount 4,14 0.20 good based on table 5, related to the mobile augmented reality (ar) media developed by researchers with a display aspect with 17 indicators obtaining an average score of 4.05 getting a percentage of 0.20 in the "good" category. whereas in the programming aspect, 7 indicators obtained an overall average score of 4.14 getting a percentage of 0.20 in the "good" category. so thus, from these results, the augmented reality car media validation results are in the "good" category. the validation results of the augmented reality mobile media follow the expected criteria, then the results of the material validation are also explained as listed in table 6. based on table 6 regarding the biological material contained in the application with mobile ar which was developed by researchers with content aspects with 8 indicators obtaining an average score of 4.37 getting a percentage of 0.21 in the "very good" category. at the same time, the learning aspect consists of 16 indicators with an average score of 4.12 getting a percentage of 0.20 in the "good" category or the "valid" category. materials in this category deserve to be tested in the field. then according to the research data conducted through the experimental and control classes, a normality test was carried out with the final value of the experimental and control classes. pretest-posttest test of experimental class students with the pre-test normality test first based on the output q-q plot of experimental class pre-test value data as described in figure 1. 155 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 table 6. material expert validation result data aspect indicator score percentage category content sk/kd suitability of biology k13 5 0.25 very good compatibility of indicators with sk/kd 5 0.25 very good the suitability of the material with the scope of biology 4 0.20 good media suitability with student characteristics 4 0.20 good the suitability of the delivery method with the development 4 0.20 good provide opportunities for selfstudy 5 0.25 very good demand student activity 4 0.20 good pay attention to individual differences 4 0.20 good average amount 4.37 0.21 very good learning interesting title 3 0.15 enough appropriateness of apperception with goals and materials 5 0.25 very good confused presentation of the material 4 0.20 good material truth 4 0.20 good material clarity 4 0.20 good material depth 4 0.20 good material breadth 4 0.20 good the attractiveness of the presentation of the material 5 0.25 very good appropriate presentation of examples 5 0.25 very good completeness of presentation of examples 5 0.25 very good language compatibility with eyd 4 0.20 good language suitability for the target user 4 0.20 good compatibility of practice questions with indicators 4 0.20 good systematics of practice questions 3 0.15 enough the proportion of practice questions 4 0.20 good quality feedback 4 0.20 good average amount 4.12 0.20 good figure 1. pre-test data normality test based on experimental class q-q plots 156 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 based on the q-q plot output, the experimental class's pre-test value data shows normal data because the plot points follow the normal line. based on the q-q plot, the variables are normally distributed from the pre-test normality test, and the plots appear to follow the fit line. because if the data distribution is not normally distributed, then the distribution of the plots is away from the model (straight line). the graph above's diagonal line illustrates the ideal data state that follows a normal distribution. then the dots around the line describe the state of the data that can be tested. it can see a straight line from the bottom left to the top right from the q-q plot. the level of spread of points on a line shows the normality of the data. if a data distribution is normal, the data will be spread around the line. the data is spread out in a straight line from the graph above. so, it can be concluded that the pre-test score data for experimental and control class students or both samples come from normally distributed populations. then from, the analysis of the pre-test data output, it is continued with the post-test normality test for the experimental class based on the q-q plot as in figure 2. figure 2. post-test data normality test based on experimental class q-q plots based on the q-q plot output data, post-test values for the experimental class show normal data because the plot points follow the normal line. based on the q-q plot from the post-test normality test, the visible plots appear to be fit lines, and the data is normally distributed. the data is normal because the points follow the normal line. theoretically, a pre-test data set is said to have a normal distribution if the data is spread around the line. based on the graph above, the interpretation of the output test of normality with post-test scores is based on a straight line that crosses from the lower left corner to the upper right so that it forms a complete diagonal direction and can be referred to as the normality reference line. if the data is not spread along the diagonal line, then the data is not normally distributed. the data above shows that the post-test experimental class data on the graph spread along the diagonal line so that the data can be said to be normally distributed. then according to the hypothesis indicator criteria, h0: there is no difference in the pre-test and post-test scores of the experimental class students and h1: there are differences in the pre-test and post-test scores of the experimental class students. the test statistic must reject h0. if the sig value < the results can be seen in the paired samples test that has been obtained, explain as in table 7. table 7. paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -19.973 14.358 2.360 -24.760 -15.186 -8.462 36 .000 157 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 based on the paired samples t-test table, the value of sig. equal to 0.000 < alpha 0.05, it is concluded that h0 is rejected, meaning that there is a difference in the average results of the pre-test and post-test scores of the experimental class students. this paired samples test table is the main output table showing the tests' results. it can be seen from the significance value (2-tailed) in the table. the significance value (2-tailed) of this case example is 0.000 (p <0.05). so, the pre-test and post-test results experienced significant (meaningful) changes. based on descriptive statistics, the pre-test and post-test proved to be higher. so, from the results of the data analysis, it can be concluded that using mobile ar technology based on biology labs through the gi learning method can improve students' creative thinking skills. the paired sample t test results are determined by their significance value. this value then determines the decisions taken in this study from the results of the hypothesis analysis, which assumes that it can be decided that the sig <0.05 means rejecting h0 and accepting h1 so that this study can be concluded that there is a difference in the pre-test and post-test averages. then the results of the experimental class data analysis that has been carried out through the normality test and the t paired samples test will be compared with the control class research data, which was not given treatment using augmented reality media, as seen in the control class pre-test normality test via the q-q plot (figure 3). figure 3. post-test data normality test based on control class q-q plots based on the output q-q plot data, pre-test values. the control class shows normal data because the plot points follow the normal line. from the pre-test normality test based on the q-q plot that the plots that appear to follow the fit line, it is said that the variables are normally distributed. if the distribution of data is not normally distributed, then the distribution of the plots is away from the straight-line model. when seen, the diagonal line in the graph above illustrates the ideal state of the data that follows a normal distribution. then the dots around the line describe the state of the data that can be tested. according to the q-q plot can see a straight line from the bottom left to the top right. the level of spread of points on a line shows the normality of the data. if a data distribution is normal, the data will be spread around the line. the data is spread out in a straight line from the graph above. thus, it can be concluded that the pre-test score data for the sample control class students came from a normally distributed population. then from the analysis of the pre-test data output, it is continued with the post-test normality test of the control class based on the q-q plot as in figure 4. 158 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 figure 4. post-test data normality test based on control class q-q plots based on the q-q plot output data, the control class post-test values show normal data because the plot points follow the normal line. based on the q-q plot, the variables are normally distributed from the pretest normality test, and the plots appear to follow the fit line. because the distribution of the post-test data is not normally distributed, the distribution of the plots is far from the model (straight line). the graph above's diagonal line illustrates the ideal data state that follows a normal distribution. then the dots around the line describe the state of the data that can be tested. it can see a straight line from the bottom left to the top right from the q-q plot. the level of spread of points on a line shows the normality of the data. if a data distribution is normal, the data will be spread around the line. then from the graph above, the data is spread around it straight. so, it can be concluded that the post-test score data for control class students or both samples come from normally distributed populations. after the normality test is carried out using the q-q plot output, it is continued with the hypothesis indicator h0: there is no difference in the pre-test and post-test scores of the control class students, and h1: there are differences in the pretest and post-test scores of the control class students with test statistics: reject h0 if the sig value <0.05 thus producing as listed in table 8. table 8. paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -6.351 14.320 2.354 -11.126 -1.577 -2.698 36 .011 based on the paired samples t-test table, a significance value of 0.0011 <0.05 is obtained, so it can be concluded that h0 is rejected, meaning that there is a difference in the average results of the pre-test and post-test scores of students in science class 2 (control class). this paired samples test table is the main output table showing the tests' results. it can be seen from the significance value (2-tailed) in the table. the significance value (2-tailed) of this case example is 0.000 (p <0.05). so, the pre-test and post-test results experienced significant (meaningful) changes. based on descriptive statistics, the pretest and post-test proved to be higher. so, from the results of the data analysis, it can be concluded that using mobile ar technology based on biology labs through the gi learning method can improve students' creative thinking skills. then the paired sample t test results are determined by their significance value. thus, from the results of the data analysis, it is continued with the normality assumption test of the final value of the experimental and control classes, which can be seen in figure 5. 159 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 figure 5. assumption test of normality of final grades for experimental class and control class based on the q-q output, the plot shows normal data because the plot points follow the normal line. the plots that follow the fit line show that the variables are normally distributed from the pre-test and posttest normality tests based on the q-q plot. if the distribution of pre-test and post-test data is not normally distributed, the distribution of the plots is far from the straight-line model. then the diagonal line in the graph above illustrates the ideal state of the data that follows a normal distribution. the dots around the line have described the data's state that can be tested. it can see a straight line from the bottom left to the top right from the q-q plot above. the spread of these points in a line shows the normality of the research data. if a data distribution is normal, the data will be spread around a straight line. then from the graph above, the data is spread around it straight. so, it can be concluded that the post-test score data for control class students or both samples come from normally distributed populations. from the normality assumption test of the experimental class and the control class, it is continued with the t-test, the final value adjusted for the hypothesis indicator consists of hypothesis h0: there is no difference in the average final score of students in the experiment class and control class and h1: there is a difference in the average final score of students the experiment class and the control class so that the test statistics can be explained if: reject h0 if the significance value is less than 0.05 with the results as in table 9. table 9. group statistics group n mean std. deviation std. error mean final score experiment 37 76.05 13.312 2.189 control 37 60.14 9.681 1.592 based on the group statistics table above shows that the two groups have 37 samples each between the experimental class and the control class. the final test scores for the experimental group were higher than the control group, averaging 76.05 and 60.14. then the results of the std deviation are the final experimental score of 13.312, and the value of the control class is 9.681, so the experimental class is higher than the experimental class. meanwhile, the mean std error in the final experimental value was 2.189, and the final control value was 1.592, concluding that the experimental class was higher than the control class. thus, descriptive statistics can be concluded that there is an average difference between the experimental class and the control class. furthermore, in proving whether there is a difference between the experimental and control classes, it is continued with the independent samples test, which can be seen in table 10. table 10. independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper final score equal variances assumed 2.623 .110 5.883 72 .000 15.919 2.706 10.524 21.313 equal variances not assumed 5.883 65.757 .000 15.919 2.706 10.516 21.322 160 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 based on the table above, it is obtained that the levene's test equality of variances p-value is 0.110 > 0.05, so it means that the variance of the data between the final scores of the experimental and control classes can be said to be homogeneous or the same. the interpretation of the independent sample test output table above is guided by the values contained in the equal variances assumed table. it is known that the significance value (2-tailed) is 0.000 <0.05, so as the basis for making decisions in the independent sample t-test, it can be concluded that ho is rejected and ha is accepted. thus, it can be concluded that there is a significant difference between the experimental and control classes of critical thinking. furthermore, from the table, it is known that the mean difference assumed value is 15.919. this value indicates a difference between students' average creative thinking skills in the experimental and control classes. based on the results of the research data using the normality test and followed by the paired sample t test, giving the pre-test to the post-test results increases students' creative thinking skills because the significance value is 0.00 <alpha 0.05. this paired samples test table is the main output table showing the results of the tests after the normality test. this analysis can be seen from the significance value (2tailed) in the table, shown from the has. the significance value (2-tailed) of this case example is 0.000 (p <0.05), indicating that the pre-test and post-test results experienced significant (meaning) changes. based on the descriptive statistics of the pre-test and post-test, it is proven that the post-test is higher than the pre-test results. thus, before carrying out the learning process using augmented reality technology based on biology practicum, a pre-test is given first, after which it is continued with the learning process during the allotted time and finally, a post-test (dou et al., 2021; gajda & gralewski, 2021). student success in improving creative thinking skills depends on the learning facilities provided by the teacher to students (heidari soreshjani & jahangirian, 2021; kustov & kustov, 2021). data analysis was carried out by identifying the development of learning media by validating with validators related to the feasibility and practicality test of learning media in the form of mobile augmented reality based on biology practicum. then, from the results obtained through the normality and homogeneity tests, proceed with the t-test to determine the average difference between the experimental and control classes. learning through an augmented reality mobile learning media with the gi learning method goes through its stages (ivanov et al., 2021; taylor et al., 2022). the gi learning mode assisted by augmented reality in biology practicum helps students learn more effectively and efficiently (luo et al., 2021). the application of mobile ar based on biology practicum through gi has an impact on students' creative thinking skills (r. chen et al., 2021; t. liu et al., 2021). the gi model is generally more implemented according to its stages, but following the development of science and technology, the learning model can be integrated with mobile ar (r. liu et al., 2021). the application of the gi model assisted by augmented reality is used as a medium for biology practicum in improving students' creative thinking skills (buentello-montoya et al., 2021; nagaoka et al., 2021). ar is an interactive technology that provides visuals by focusing on virtual objects and delivering a real reality (dumas et al., 2021; yin et al., 2021). augmented reality can unite virtual objects, namely twodimensional virtual objects or three-dimensional virtual objects, into a three-dimensional real environment. a real three-dimensional environment will bring virtual objects into the real form or like real reality (mao et al., 2021; stone et al., 2021). thus, users are made it difficult to distinguish between the real world and virtual augmentation by systems created in ar (philippe et al., 2020). augmented realty learning media designed through the gi learning model in biology labs provide a fun learning atmosphere (xiao et al., 2020; zhou et al., 2020). learning biology practicum is an effective medium in helping the learning process, which is usually carried out in the laboratory in virtual media but is like reality (s. wang et al., 2020). because learning biology cannot be separated from the tools and materials that must be prepared by the teacher, so by using augmented reality, it is as if the practicum is direct, and it does not have to prepare tools and materials as usual (albar & southcott, 2021; ayyildiz & yilmaz, 2021). biology practicums that are often carried out, in general, are always automatically not associated with technological developments, especially in high schools where schools are still underdeveloped, sometimes it is difficult to prepare tools and materials according to learning objectives (navarro ramón & chacón-lópez, 2021; yang & zhao, 2021). so using ar can provide solutions to the problems of learning biology practicum in the classroom (çakır et al., 2021) because using ar media with the gi model in practice will have an impact on a more interactive, efficient and effective learning process (kaplan sayi & akgul, 2021). then through ar learning media, it is easier to become a solution during the adaptation period to new habits and become one of the interactive technologies used in biology learning in the practicum process (groyecka-bernard et al., 2021; yildiz & guler yildiz, 2021). augmented reality adds virtual objects to real objects at the same time, and ar can be a solution to biology practicum problems, especially for displaying learning objects in the classroom to make it more interactive and effective (huang et al., 2020; said-metwaly et al., 2021). the application uses biology practicum learning with augmented reality media to make it easier for students to carry out practicums correctly (h. zhang et al., 2020). 161 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 this research aims to discover the role of ar technology as a learning media solution for biology practicum (p. z. chen et al., 2020; ibán et al., 2020). ar, which is widely implemented in various media, is easy to operate and does not cost too much to manufacture, making ar a learning media solution during the adaptation period to new habits (huang et al., 2020; said-metwaly et al., 2021). ar combines the virtual and real worlds to produce information from data taken from a system on designated real objects so that the boundaries between the two become increasingly thin (soltani & morice, 2020). ar can create interactions between the real world and the virtual world, and all information can be added so that the information is displayed in real-time as if the information is interactive and real, especially in biology labs (bhushan et al., 2018; k. b. park et al., 2020). in general, biology labs usually use practicum objects directly, but with current developments in science and technology, breakthroughs are needed, and it has to be cooperative with these developments in the learning process (lópez-faican & jaen, 2020; radianti et al., 2020). ar media through the gi learning model can improve students' creative thinking skills (arulanand et al., 2020; harun et al., 2020; tuli & mantri, 2020). creative thinking skills are an individual's ability to find ways, strategies, ideas, or new ideas about how to get a solution to a problem. creative thinking skills assist in problem-solving (ibán et al., 2020; sun et al., 2020). creative thinking skills can stimulate students to develop advanced thinking skills (ibán et al., 2020; mourtzis et al., 2020). creative thinking becomes a habit of the mind trained by paying attention to intuition, turning on the imagination, and expressing new possibilities (harun et al., 2020; jakubina et al., 2020). creative thinking skills are very important for students because creative thinking skills are one of the learning competencies in the 21 st century (berestova et al., 2021; çakır et al., 2021; dumas et al., 2021). creative thinking skills in science learning can positively contribute to the personal, social, technological and economic development they will do as adults in the 21st century (yang & zhao, 2021; yildiz & guler yildiz, 2021). the 21st-century skills are the most important part that must be pursued in the education institute through interesting and fun learning (kaplan sayi & akgul, 2021). thinking more creatively will not come suddenly without qualified abilities, high curiosity, and followed by skills in reading (ibán et al., 2020). when wanting to improve students' creative thinking skills, of course, it is not just teaching with the dropping of obligations, but more on how the learning process can improve students' 21st-century taste, one of which is students' creative thinking skills (akpur, 2020; kaplan sayi & akgul, 2021). following the indicators of creative thinking, namely (1) fluent, which is the ability to generate many ideas; 2) flexible, namely the ability to produce varied ideas; 3) original, which is the ability to generate new ideas or ideas that did not exist before, and 4) detailing, is the ability to develop or add ideas so that detailed or detailed ideas are produce (çakır et al., 2021). creative thinking has several indicators for generating new ideas to solve problems (dumas et al., 2021). because actually, creative thinking is a process that develops unusual ideas and generates new thoughts that have a broad scope (t. liu et al., 2021; nagaoka et al., 2021). conclusion from the results of the development research that has been carried out by researchers based on table 5 related to mobile augmented reality (ar) media developed by researchers with display aspects with 17 indicators obtaining an average score of 4.05 getting a percentage of 0.20 in the "good" category. whereas in the programming aspect, 7 indicators obtained an overall average score of 4.14 getting a percentage of 0.20 in the "good" category. so thus, from these results, the validation results of mobile augmented reality media are in the "good" category. then based on table 6, related to the biological material in the application with mobile ar developed by researchers with content aspects with 8 indicators by obtaining an average score of 4.37 getting a percentage of 0.21 in the "very good" category. whereas in the learning aspect consisting of 16 indicators with an average score of 4.12, a percentage of 0.20 is in the "good" category or the "valid" category. materials in this category deserve to be tested in the field. according to the paired samples t test table, the value of sig. of 0.000 < alpha 0.05, it was decided that h0 was rejected, meaning that there was a difference in the average results of the pre-test and post-test scores of the experimental class students. this paired samples test table is the main output table showing the tests' results. it can be seen from the significance value (2-tailed) in the table. the significance value (2-tailed) of this case example is 0.000 (p <0.05). so, the pre-test and post-test results experienced significant (meaningful) changes. based on the pre-test and post-test descriptive statistics, it is proven that the post-test is higher. so, from the results of the data analysis, it can be interpreted that using mobile ar technology based on biology labs through the gi learning method can improve students' creative thinking skills. the interpretation of the independent sample test output table above is guided by the values contained in the equal variances table; it is assumed that it is known that the significance value (2-tailed) is 0.000 <0.05, so as the basis for the decision to take the independent sample t test it can be titled that ho is rejected and ha is accepted. thus, it can be interpreted that there is a significant difference between the experimental and control classes of critical thinking. furthermore, from the table, it is known that the assumed mean difference value is 15.919. this value indicates a difference between students' average creative thinking skills in the experimental and control classes. 162 wikanta et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 9 issue 2, 2023, 145-166 acknowledgement we thank to the research and community service institute of universitas muhammadiyah surabaya (umsurabaya) for their cooperation which has helped with the administrative requirements for research funding for brin-riim batch 2 in 2023, which has been disbursed. we are also grateful to the sma muhammadiyah 10 surabaya partners who have provided the opportunity to complete the research. then to the research team, who continues to cooperate in researching so that they can complete this scientific article promptly. conflicts of interest there was no potential conflict of interest reported by the authors in this study, so that pure research from the results of development research was piloted into the learning process. author contributions w. wikanta: methodology; 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dkk., populasi bakteri heterotrof 334 populasi bakteri heterotrof di perairan pulau bulang batam notowinarto1, fenny agustina1 program studi pendidikan biologi, fakultas keguruan dan ilmu pendidikan universitas riau kepulauan e-mail: notowinarto@yahoo.co.id abstrak sepanjang pesisir pantai pada perairan di kawasan kecamatan bulang kota batam sebagai lokasi penelitian dengan banyak dijumpai pemukiman penduduk dan industri galangan kapal (shipyard) serta banyak mengeluarkan limbah yang langsung dibuang keperairan terbuka. sampai saat ini masih minim informasi tentang populasi bakteri heterotrof, sehingga di perlukan pengkajian secara biologi perairan yakni bagaimana populasi bakteri heterotrof di perairan pulau bulang batam. tujuan mengetahui estimasi total bakteri umum dan virus (tbu;tbv) serta hubungan antara padatan populasi bakteri dengan kondisi in-situ kualitas antar perairan yang berbeda. penelitian bersifat lapangan insitu dengan pengambilan sampling secara teknik purposive sampling dan ek-situ yakni sampel air segera di bawa ke laboratorium uji kesehatan ikan dan lingkungan balai budidaya laut. analisis dengan pendekatan deskriptif dan kuantitatif untuk mencari hubungan antara perkiraan populasi bakteri heterotrof dengan kondisi kualitas air antar lokasi sampling menggunakan pendekatan analisis sidik ragam (ansira). hasil sebagai berikut: a) bahwa diperkiraan populasi bakteri heterotroph baik total bakteri umum (tbu) maupun total bakteri virus (tbv) yang nyata dengan kecenderungan (trend) meningkat akibat adanya perubahan kualitas in-situ perairan, yakni pada lokasi kuala bulang 2 dan selat awa; b) kandungan nitrat memperlihatkan kisaran nilai yang tinggi berada di lokasi selat awa dan terendah terdapat pada stasiun teluk sepaku serta ammonium memperlihatkan nilai tertinggi pada stasiun kuala bulang dua dan kandungan phospat kandungan tertinggi di stasiun selat awa, sehingga akan menimbulkan terjadinya peledakan populasi (blooming); dan c) hubungan korelasi antar stasiun pengamatan terhadap sebaran kepadatan total bakteri umum maupun vibrio (tbu/tbv) tampaknya tidak nyata (nonsignifikan). walaupun tingkat hubungan (nilai r) lebih dari 50%. begitupula terhadap parameter kualitas air, hanya ada indikasi korelasi signifikan yakni ammonium (nh4 -oh; mg/l; r=56,33%) yang cukup berhubungan dengan kondisi padatan dan sebaran bakteri umum ataupun vibrio. sedangkan unsur phosphat (po4-p; mg/l) memiliki nilai korelasi dengan populasi tbv cukup tinggi dan positip (r=68,34%). kadar phosphat pada batas terendah, sangat penting untuk pertumbuhan organisme bakteri di perairan terbuka laut. kata kunci: bakteri heterotrof, total bakteri umum, total bakteri virus dan populasi adanya populasi bakteri merupakan indikator sanitasi yang menunjukkan bahwa air telah tercemar oleh buangan limbah. bakteri umumnya bersifat fakultatif dan heterotrof, dapat hidup tanpa oksigen secara mutlak atau dapat hidup tanpa adanya oksigen. bakteri heterotrof adalah bakteri yang hidup dengan memperoleh makanan berupa zat organik dari lingkungan karena tidak dapat menyusun sendiri zat organik yang dibutuhkannya. zat-zat organik diperoleh dari sisa organisme lain, sampah, atau zatzat yang terdapat di dalam tubuh organisme lain (supriharyono, 2009). karakteristik kelompok bakteri heterotrofik ialah tidak berklorofil, motil, tidak berspora, bersifat aerob dan umumnya termasuk bakteri gram negatif. untuk kelangsungan hidupnya bakteri heterotrofik mendapatkan sumber makanan, oksigen serta energi berasal dari hasil proses dekomposisi (achmad, 2004) hidup bakteri tersebar luas di alam, di air dan dalam tanah, di atmosfir sampai lebih 10 km di atas permukaan tanah, di endapan lumpur, di tempat tertentu seperti seperti sumber air panas, di daerah dingin antartika, di dalam tubuh hewan, tumbuhan, dan manusia (hutagalung, dkk, mailto:notowinarto@yahoo.co.id jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 335 1997). khusus distribusi bakteri heterotrof yang hidup di dalam laut tidak merata, hal ini disebabkan oleh faktor sumber nutrisi, kedalaman laut dan kondisi habitat pada ekosistem sungai, danau, mangrove (hutabarat dan evans. 2008). berdasarkan cara memperoleh makanandari lingkungannya. menurut setyati dan subagiyo (2008) berdasarkan cara memperoleh makanan membedakan bakteri heterotrofik dalam 2 (dua) subkelompok yaitu: a) bakteri heterotrof parasit, ialah bakteri heterotrof yang sumber makanannya diambil dari jasad hidup inangnya secara parasit: b) bakteri heterotrof saprofit, ialah bakteri heterotrof yang sumber makanannya berasal bahanbahan yang telah mati atau sisa-sisa jasad hidup. umumnya bakteri laut termasuk kelompok bakteri heterotrof yang bersifat saprofit. pada ekosistem laut, bakteri heterotrof berperan sangat penting sebagai decomposer serta juga berperan dalam transformasi aliran energi pada ekosistem mangrove, estuaria, laut dangkal dan badan-badan air lainnya. sepanjang pesisir pantai pada perairan di kawasan kecamatan bulang kota batam sebagai lokasi penelitian memiliki luas wilayah 158,749 km2 terdiri banyak pulau-pulau yang secara georafis diantara 00o 51' 1o 06' lintang utara 103o 48' 104o 06’ bujur timur. sepanjang garis pantai banyak dijumpai industri galangan kapal (shipyard) yang banyak mengeluarkan limbah yang langsung dibuang keperairan terbuka. sampai saat ini masih minim informasi tentang populasi bakteri heterotrof, sehingga di perlukan pengkajian secara biologi perairan yakni bagaimana populasi bakteri heterotrof di perairan pulau bulang batam. tujuan penelitian adalah untuk mengetahui estimasi total bakteri umum (tbu; heterotrof) serta hubungan antara padatan populasi bakteri dengan kondisi in-situ kualitas air antar perairan yang berbeda. hipotesis penelitian mengarah pada asumsi ada hubungan atau tidak ada hubungan antara ada estimasi kepadatan populasi bakteri heterotrof dengan kualitas air masing-masing stasiun. metode penelitian penelitian bersifat lapangan insitu dengan pengambilan sampling secara teknik purposive sampling dan eksitu yakni sampel air segera di bawa ke laboratorium uji kesehatan ikan dan lingkungan balai budidaya laut kementrian kelautan dan perikanan pulau setoko batam. analisis dengan pendekatan deskriptif (partino dan idrus, 2009) dan kuantitatif (hutagalung, 1997; wardhana, 2007). pendekatan deskriptif akan dilakukan dengan membandingkan indeks kualitas air (status mutu air) menggunakan metode storet (melati f. 2008). sedangkan pendekatan kuantitatif dengan mencari hubungan antara perkiraan populasi bakteri heterotrof dengan kondisi kualitas air antar lokasi sampling serta olah data menggunakan pendekatan analisis sidik ragam (hanafiah, 2002). lokasi kegiatan penelitian dilakukan pada 4 titik lokasi stasiun pengamatan diperairan kecamatan bulang dengan perkiraan jarak 2 – 4 km antar stasiun (di sekitar perairan yang diperkiraan dekat dengan sumber proses dekomposisi limbah lingkungan), yakni; pulau selat awa, pulau kuala bulang dua, pulau kuala bulang satu dan pulau teluk sepaku. waktu penelitian pada bulan april sampai mei 2013 selama 6 minggu dengan 3 kali pengambilan sampling pada setiap stasiun yang telah ditetapkan melalui kordinat lokasi berdasarkan gps (global positioning system) dan sampel diambil dengan membagi 3-5 setiap satuan waktu sesuai kondisi lokasi dan cuaca setempat cara kerja objek pengamatan langsung pada kawasan perairan yang dianggap berpotensi sebagai sumber dekomposisi dari populasi bakteri heterotrof, dengan parameter sebagai berikut; a) pengambilan sampling air untuk pengamatan kondisi mikrobiologis dan pengukuran parameter kualitas air serta jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 336 akan dilakukan secara insitu, yakni sampling air akan langsung diinkubasi pada media agar dengan metode agar tuang atau total bakteri heterotrof (wardhana, 2007); dan b) kemudian langsung secara bersaman diikuti dengan pengukuran kondisi semua parameter kualitas air disemua stasiun pengamatan sampling tersebut, antara lain: a. temperatur/suhu (0c); b. kecerahan (cm/m); c. salinitas (ppt ; %0); d. keasaman (ph) ph meter; e. amonia (nh3-n); nitrat (no3 -) dan fosfat (po4 -p) – model titrasi (mg/l); f. oksigen terlarut (do/ppm) (apha, 1979; tebbut. 1992); sedangkan perhitungan tbu/tbv (total bakteri umum/vibrio) adalah (a+b)/2 (choopun, et al., 2002). hasil dan pembahasan estimasi populasi bakteri heterotroph dalam melakukan perhitungan pada sampel dilakukan uji bakteri di laboratorium balai budidaya laut batam (bbl), yakni dengan menghitung total koloni bakteri heterotrof yang terdeteksi, caranya melalui pengenceran menggunakan bahan media berupa pca (plate count agar), dan thiosulfate citrate bile salt sucrose agar (tcbs). rekapitulasi jumlah bakteri heterotroph (tbu; sel/ml) dan jumlah bakteri vibrio (tbv; sel/ml) perstasiun sampling disajikan pada tabel 1. tabel 1. rekapitulasi jumlah bakteri heterotrof dan vibrio (tbu dan tbv; x 104 sel/ml) tempat pengamatan tbu : (sel/ml) tbv : (sel/ml) tbu : (sel/ml) tbv : (sel/ml) tbu : (sel/ml) tbv : (sel/ml) st lokasi sampling i sampling ii sampling iii 1 selat awa 5510 15 3070 570 19584 490 2 kuala bulang 2 17160 55 2680 25 7220 20 3 kuala bulang 1 5960 100 580 155 18410 1740 4 teluk sepaku 1920 165 1510 250 12270 600 adanya perbedaan hasil perkiraan populasi bakteri heterotrof dapat mengindikasikan adanya perbedaan aktivitas kawasan perairan. pada lokasi kuala bulang 2 maupun selat awa tingkat populasi bakteri cenderung tinggi, hal ini terjadi akibat lokasi berdekatan dengan lokasi peternakan pulau bulan. pengaruh arus, pasang surut juga berperan dalam mempengaruhi pergerakan berbagai bahan pencemar seperti polutan kimia, limbah organik, minyak dan lain-lain, yang merupakan sumber bahan yang bersifat sebagai toksin perairan. pertumbuhan populasi bakteri secara umum dipengaruhi oleh dominasi jenis bakteri yang dapat melakukan proses nitrifikasi, yakni perubahan oksidasi ammonium menjadi nitrit dan nitrat. bakteri yang cenderung habitatnya nmenempel pada sedimen atau bahan padatan lain memiliki kecepatan pertumbuhan bakteri nitrifikasi lebih lambat dari pada bekteri heterotrof. sedangkan apabila pada perairan banyak terdapat bahan organik maka pertumbuhan bakteri heterotrof akan melebihi pertumbuhan bakteri nitrifikasi (effendi, 2003). kondisi kualitas air perairan yang dapat diamati sebagai indikator antara lain: suhu permukaan, suhu kedalaman, dhl, salinitas, ph, do, fosfat, nitrat, dan ammonium (lihat tabel 2, 3 dan 4) berdasarkan tabel 2 secara umum suhu permukaan, suhu kedalaman dan dhl perairan relatif homogen pada perairan yang dangkal dimana pengaruh penetrasi cahaya matahari bisa sampai kedasar perairan, kondisi dinamika suhu dan dhl perairan sangat dipengaruhi oleh penetrasi cahaya yang intensitas cahayanya dapat memberi gambaran terhadap fluktuasi produktivitas perairan. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 337 pada parameter suhu yang diamati tidak terlihat perbedaan nyata selama penelitian serta dapat dinyatakan bahwa bakteri heterotrof dan bakteri vibrio akan dapat hidup di perairan tersebut (iskandar, 2006). jika merujuk pada keputusan menteri negara lingkungan hidup nomor 51 tahun 2004 tentang baku mutu air laut atau baku mutu suhu perairan kondisinya masih dalam kisaran dapat ditoleransi. tabel 2. rekapitulasi rerata parameter fisika di perairan kecamatan bulang. stasiun suhu permukaan (°c) suhu kedalaman (°c) dhl (mv) selat awa 31.33 32.02 11.35 kuala bulang dua 30.47 32.13 49.25 kuala bulang satu 30.57 30.62 21.53 teluk sepaku 31.75 33.67 59.96 tabel 3. rekapitulasi rerata parameter kimia i di perairan kecamatan bulang. stasiun ph do (ppm) salinitas (ppt) selat awa 8.42 3.18 27.33 kuala bulang 2 8.31 3.55 26.33 kuala bulang 1 9.07 4.38 25.67 teluksepaku 8.73 5.96 27.08 tabel 4. rekapitulasi rerata parameter kimia ii di perairan kecamatan bulang. stasiun nitrat (mg/l) fosfat (mg/l) ammonium (mg/l) selat awa 1.920 0.699 0.436 kuala bulang 2 1.797 0.301 0.699 kuala bulang 1 1.766 0.301 0.632 teluksepaku 1.426 0.523 0.301 menurut achmad (2004) bahwa perubahan ph perairan (table 3) baik kearah alkali maupun kearah asam secara drastis akan mengganggu kehidupan ikan dan organism akuatik lainnya. nilai ph sangat penting diketahui karena banyak berhubungan dengan reaksi kimia dan biokimia yang terjadi terutama terhadap eksistensi biota air. perairan yang menerima limbah organik dalam jumlah yang besar cenderung berpotensi terjadi peningkatan derajat keasaman yang tinggi. sedangkan do dan salinitas hanya menunjukkan kondisi dengan perbedaan kisaran selisih nilai yang kecil, sehingga tidak membawa akibat yang berarti bagi populasi bakteri heterotroph. hasil pengukuran terhadap kandungan nitrat memperlihatkan kisaran nilai yang tinggi berada di lokasi selat awa dengan nilai 1.920 mg/l dan terendah terdapat pada stasiun teluk sepaku denga kisaran nilai 1.426 mg/l. sedangkan hasil pengukuran terhadap ammonium memperihatkan nilai tertinggi terdapat pada stasiun kuala bulang dua dengan nilai 0,699 mg/l dan terendah 0,301 mg/l. adanya perbedaan konsentari nitrat dan ammonium pada setiap stasiun disebabkan keberadaan sumber nitrogen yang dapat dimanfaatkan secara langsung oeh organism akuatik. nitrat dan ammonium termasuk dalam golongan nutrient. nutrien merupakan parameter yang secara alami mempunyai variasi dinamik temporal yang kandungannya dalam badan air berubah-ubah secara musiman. sumber non alami nutrient dalam badan air dapat berasal dari kegiatan antropogenik, yakni pembuangan limbah ternak dan aktivitas kegiatan budidaya ke perairan seperti yang terjadi pada lokasi kuala bulang satu, sehingga diduga meningkatkan kandungan nutrient di perairan. selain itu nitrat memang diperlukan keberadaannya oleh biota nabati perairan (fitoplankon dan tumbuhan lainnya) sebagai nutrient utama untuk hidup dan berkembang. jumah nitrat dan ammonium yang berlebihan tidak bersifat racun, namun dapat menyebabkan blooming fitoplankton. bila fitoplankton yang berkembang merupakan jenis yang beracun, maka dapat menyebabkan kematian ikan. menurut effendi (2003) jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 338 kandungan nitrat alami di perairan laut adalah < 0, 1 mg/l, kadar nitrat yang tinggi ( > 0,2 mg/l ) dapat mengakibatkan terjadinya eutrofikasi (pengayaan) perairan yang menstimulasi terjadinya pertumbuhan pesat fitoplankton. sedangkan ammonium bebas yang tidak terionisasi bersifat toksik terhadap organism akuatik. apabila toksisitas ammonium menurun maka organisme akuatik meningkat dan akan diikuti oleh terjadinya penurunan kadar oksigen terlarut/do, ph dan suhu. avertebrata air lebih toleran terhadap toksisitas ammonium dibandingkan ikan atau vertebrata lainnya. hasil pengamatan kandungan fosfat (po₄-p) dalam perairan diperoleh kandungan tertinggi berada stasiun selat awa dengan nilai 0,699 mg/l dan nilai terendah 0,301 mg/l di kuala bulang satu dan kuala bulang dua. kisaran perbedaan nilai antar stasiun tersebut disebabkan oleh waktu dan kondisi sedimen struktur geologi penyusun pantai yang terbentuk yakni adanya proses pengikisan batuan oleh aliran air atau deburan ombak atau merupakan daerah pemukiman yang memungkinkan masuknya limbah rumah tangga. menurut supriharyono (2009) dan effendi (2003) mengatakan bahwa sebagian besar fosfat umumnya berasal dari masukan bahan organik melalui darat berupa limbah industri maupun domestik. berdasarkan kepmenlh no.51/2004, nilai baku mutu fosfat (po₄-p) pada kawasan perairan lebih dari 0,015 mg/l akan berdampak pada peledakan populasi (blooming). hasil uji analisis regresi antar stasiun sampling dengan populasi total bakteri umum/vibrio (tbu/tbv, sel/ml) dan parameter kualitas air, hasil diperoleh sebagai berikut. tabel 5. analisis sidikragam hubungan antara stasiun dengan tbu sumber keragaman db jk kt fhit ftabel ket ns/s nilai korelasi (r) stasiun 3 0,000625 0,0002083 1 3,59 ns 52,22% galat 8 0,001667 0,0002083 total 11 0,002292 tabel 6. analisis sidikragam hubungan antara stasiun dengan tbv sumber keragaman db jk kt fhit ftabel ket ns/s nilai korelasi (r) stasiun 3 0,001533 0,000511 2,11 3,59 ns 66,50% galat 8 0,009333 0,0002417 total 11 0,003466 tabel 7. rekapitulasi hasil analisis sidikragam hubungan antara stasiun dengan parameter kualitas air parameter fhit ftabel ket ns/s nilai korelasi (r) suhu permukaan (t0 c) 0,09 3,59 ns 18,08% suhu kedalaman (t0 c) 0,36 3,59 ns 34,35% salinitas (ppt) 0,2 3,59 ns 26,28% ph 0,44 3,59 ns 37,60% do (ppm) 0,47 3,59 ns 38,72% nitrat (no3 -; mg/l) 0,14 3,59 ns 22,10% phospat (po4-p/mg/l) 0,64 3,59 ns 43,89% ammonium (nh4 -oh; mg/l) 0,93 3,59 ns 50,78% dhl (mv) 0,81 3,59 ns 48,29% jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 339 pada tabel 5, 6 dan 7 diatas hubungan korelasi antar stasiun pengamatan terhadap sebaran kepadatan total bakteri umum maupun vibrio tampaknya tidak nyata (non-signifikan). walaupun tingkat hubungan (nilai r) lebih dari 50%. begitupula nilai analisis sidikragam terhadap parameter kualitas air, hanya ada indikasi korelasi yakni ammonium (nh4 -oh; mg/l) yang cukup berhubungan dengan kondisi padatan dan sebaran bakteri umum ataupun vibrio. uji regresi hubungan linier interaksi antara populasi total bakteri umum (tbu, sel/ml) dengan populasi total bakteri vibrio (tbv, sel/ml), hasil diperoleh sebagai berikut. bakteri umumnya memiliki habitat alami di laut bakteri dapat bersifat saprofitik, fotosintetik, ototrofik atau parasitik. beberapa bakteri dapat berperan dalam daur unsur dan interaksi dengan organisme lain. secara umum, bakteri vibrio bersifat aerob, tetapi ada pula yang bersifat anaerob fakultatif dan juga bersifat motil karena pergerakannya. vibrio dapat berperan sebagai patogen primer ataupun patogen sekunder. sebagai patogen primer, vibrio masuk melalui kontak langsung dengan organisme; sedangkan sebagai patogen sekunder, vibrio menginfeksi organisme yang telah terlebih dahulu terinfeksi penyakit lain. uji regresi linier (sederhana) antara populasi total bakteri umum/vibrio (tbu/tbv, sel/ml) dengan beberapa parameter kualitas air khususnya yang memiliki basis unsur penting nitrogen (n) antar stasiun, hasil diperoleh sebagai berikut. http://wapedia.mobi/id/habitat http://wapedia.mobi/id/aerob http://wapedia.mobi/id/anaerob_fakultatif http://wapedia.mobi/id/motil jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 340 pada grafik 5 menunjukkan bahwa ada korelasi cukup positip (r = 56,33%) melebihi nilai 50% yang diartikan bahwa larutan ammonium dapat memicu populasi bakteri virus. unsur nitrogen (n) pada umumnya adalah suatu komposisi organik yang dapat ditemukan pada medium kultur (sel amoniak, protein) yang merupakan sumber penting bagi kebutuhan perkembangan bakteri secara langsung. sedangkan uji regresi antara tbu dan tbv dengan phosphat (po4-p; mg/l) sebagai berikut. pada grafik 7 terlihat bahwa nilai korelasi antara populasi tbv dengan unsur fosfat cukup tinggi dan positip (r=68,34%). unsur phosphate (p) baik dalam bebas ataupun terikat termasuk kedalam komponen penting dna, rna, atp, dan fosfolipid yang erat dengan sel kehidupan. kadar fosfat pada batas rendah, sangat penting untuk pertumbuhan organisme bakteri di beberapa sistem perairan terutama di perairan terbuka laut. distribusi bakteri heterotrofik dalam laut tidak merata, hal ini disebabkan oleh faktor sumber nutrisi, kedalaman laut dan kondisi habitat pada ekosistem. pada zone littoral dan sublittoral perairan umumnya kandungan bakteri heterotrofik lebih tinggi dan jenisnya lebih banyak bila dibandingkan dengan zone abyssal atau hadal. menurut rheinheimer (1980) dalam hutabarat dan evans (2008) menunjukkan distribusi vertikal kandungan bakteri heterotrof dan fitoplankton akan tergantung kondisi temperatur dan cahaya. pada kedalaman 10 15 meter kandungan fitoplankton dan bakteri heterotrof lebih tinggi bila dibandingkan dengan kedalaman yang 200 meter atau lebih. sedangkan pada distribusi horisontal yaitu di zone neritik (perairan dangkal) densitasnya lebih padat bila dibandingkan dengan lautan bebas (oceanic). dari hasil observasi kandungan bakteri heterotrofik berkisar antara 10.000 100.000 sel/ml, sedangkan di perairan laut terbuka kandungannya berkisar antara 1 100 sel/ml. selain itu adanya hubungan timbal balik antara organisme pelagik terutama plankton golongan tumbuhan (fitoplankton), sangat berperanan dalam proses fotosintesa yang akan menghasilkan bahan organik dan oksigen yang sangat dibutuhkan oleh bakteri heterotrof dan biota laut lainnya. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 341 kesimpulan dan saran kesimpulan 1. sepanjang perairan pesisir garis pantai di kawasan kecamatan bulang kota batam sebagai lokasi penelitian diketahui bahwa sudah didapati tingkat perkiraan populasi bakteri heterotroph baik total bakteri umum (tbu) maupun total bakteri virus (tbv) yang nyata dengan kecenderungan (trend) meningkat akibat adanya perubahan kualitas insitu perairan, yakni pada lokasi kuala bulang 2 dan selat awa. 2. hasil pengukuran terhadap kandungan nitrat memperlihatkan kisaran nilai yang tinggi berada di lokasi selat awa dengan nilai 1.920 mg/l dan terendah terdapat pada stasiun teluk sepaku denga kisaran nilai 1.426 mg/l. sedangkan hasil pengukuran terhadap ammonium memperihatkan nilai tertinggi terdapat pada stasiun kuala bulang dua dengan nilai 0,699 mg/l. sedangkan kandungan fosfat (po₄p) diperoleh nilai tertinggi di selat awa (0,699 mg/l), cenderung meninmbulkan terjadinya peledakan populasi. 3. hubungan korelasi antar stasiun pengamatan terhadap sebaran kepadatan total bakteri umum maupun vibrio (tbu/tbv) tampaknya tidak nyata (nonsignifikan). walaupun tingkat hubungan (nilai r) lebih dari 50%. begitupula nilai analisis sidikragam terhadap parameter kualitas air, hanya ada indikasi korelasi signifikan yakni ammonium (nh4 oh; mg/l; r=56,33%) yang cukup berhubungan dengan kondisi padatan dan sebaran bakteri umum ataupun vibrio. sedangkan unsur phosphat (po4-p; mg/l) memiliki nilai korelasi dengan populasi tbv cukup tinggi dan positip (r=68,34%). kadar phosphat pada batas terendah, sangat penting untuk pertumbuhan organisme bakteri di perairan terbuka. saran perlu dilakukan pengulangan penelitian pada musim yang berbeda sehingga kondisi distribusi bakteri heterotrofik serta perlu dilakukan pengambilan sampel pada kedalaman yang berbeda. sehingga akan ada pemahaman tentang munculnya perubahan kondisi kualitas perairan dari waktu ke waktu. daftar rujukan achmad, r. 2004. kimia lingkungan. penerbit andi jogjakarta. 171 hal. choopun n, louis v, huq a, colwell rr. 2002. simple procedure for rapid identification of vibrio cholerae from the aquatic environment. appl environ microbiol 68(2): 995-8. effendi, h. 2003. telaah kualitas air bagi pengelolaan sumber daya dan lingkungan perairan. penerbit kanasius, jogjakarta. hanafiah, kemas ali, 2002. rancangan percobaan. fakultas pertanian universitas sriwijaya palembang. pt. raja grafindo persada, jakarta. hutabarat. d dan s.m. evans. 2008. pengantar oseonografi. penerbit universitas indonesia. hutagalung, h.p., d. setiapermana dan s.h. riyono. (eds.). 1997. metode analisis air laut, sedimen dan biota. buku 2. puslitbang oseanologi – lipi, jakarta. 182 pp. iskandar, pengelolaan plankton pada ekosistem tambak yang ramah lingkungan, makalah pada seminar tehnologi bioremediasi dan probiotik, 29 – 30 maret jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 334-342) notowinarto dkk., populasi bakteri heterotrof 342 2006, banyuwangi melati ferianita, f., 2008. metode sampling bioekologi, bumi aksara partino dan idrus, 2009. statistik deskriptif. safiria insania press, yogyakarta. supriharyono. 2009. konservasi ekosistem sumberdaya hayati, di wilayah pesisir dan laut tropis. pustaka pelajar, jogjakarta. whardhana, w, 2007. metoda pengumpulan dan analisis data biologi air. pusat penelitian sumberdaya mansia dan lingkungan., uniersitas indonesia (ppsml – ui), jakarta. wills ari setyati dan subagiyo. 2008. seleksi potensial bakteri laut dari perairan pulau panjang sebagai agen pengendali hayati penyakit vibriosis pada budidaya ikan dan udang. indonesian journal of marine science vol. 13(1): 5760. issn 0853-7291. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 3 november 2021, pp. 288-294 10.22219/jpbi.v7i3.16646 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 288 research article scientific attitudes of young children through literaturebased and project-based learning organization veena prachagool a,1,*, chanlada arsaiboon a, 2 a faculty of education, mahasarakham university, 245 kham riang, kantharawichai district, mahasarakham 44000, thailand 1 veena.p@msu.ac.th*; 2 kruanubanmuk@gmail.com * corresponding author introduction scientific attitude is one of scientific learning which is important to be cultivated since early childhood. it is crucial point to be considered to pursuit knowledge in various fields, especially in science. the children with good scientific attitude will grow with great rational thinking method. this, in turn, helps children to have strong mind, ready to learn with others, and take responsible to their society (halim et al., 2018). thus, it is important to start their early childhood by cultivating good attitudes. scientific attitude will be the basis for inviting the desirable good attributes of young children. scientific attitude is not only necessary for scientists. it is also important for individuals to be utilized in their self-development (rutjens et al., 2018). as it is cultivated in their early ages, the curiosity will be gained and they will grow to be responsible adult. early childhood education focuses on direct experience, with one of the key principles i.e. creating science learning systematically (kos et al., 2021). the scientific learning process means learning meaningfully, happily, and using science process skills. hence, children’s intellectual skills which demonstrate the ability to practice in various aspects of thinking processes can be shaped and form scientific mind. a r t i c l e i n f o a b s t r a c t article history received: 26 may 2021 revised: 28 july 2021 accepted: 30 november 2021 published: 30 november 2021 young children’s scientific attitude is basic norms of human kind to cultivated actual learning, which has been an expected to be a curious, motivated, generous and responsible person. the study aimed to investigate scientific attitude of young children through literature-based and project-based learning organization (lpbl). the participants employed were young children, aged five to six years from mahasarakham university demonstration school (elementary), thailand. the duration of the study was nine weeks. the experiment was conducted in eight weeks, four days a week and 90 minutes per day which were done in 32 times. the research instruments were 32 lpbl learning plans, learning behavior observation forms, scientific attitude inventory, and debriefing focuses group interviews. the descriptive statistics used in the study were average and standard deviation. the results showed that the young children have scientific attitudes at high level by means of lpbl learning organization. the qualitative data supported that they express scientific attitudes in accordance with nature of learning. copyright © 2021, prachagool & arsaiboon this is an open-access article under the cc–by-sa license keywords lpbl organization scientific attitude young children how to cite: prachagool, v., & arsaiboon, c. (2021). scientific attitudes of young children through literature-based and projectbased learning organization. jpbi (jurnal pendidikan biologi indonesia), 7(3), 288-294. https://doi.org/10.22219/ jpbi.v7i3.16646 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.16646 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id https://doi.org/10.22219/jpbi.v7i3.16646 https://doi.org/10.22219/jpbi.v7i3.16646 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 288-294 289 prachagool & arsaiboon (scientific attitudes of young children …) scientific attitude allows children to learn natural surroundings as well as be eager to investigate biological and physical changes. this prepares them to face their future with responsibility, the ability to learn together, and learn how to learn. children are like little scientists with suspicion, knowledge, questions about the natural world around them and learning their surrounding through experiences all the time. stimulating and promoting children's learning through scientific processes are therefore a response to the nature of children's learning a person's habitual skills that help to develop cognition about the world. development of scientific attitude in early childhood is achieved through the study of knowledge and the use of scientific processes (dwianto et al., 2017). the quest for scientific knowledge must be a process which is carried out through direct experience with real-world situations, so it can be said that the development of scientific attitudes is important to act in pursuit of knowledge and problem solving (sharon & baram‐tsabari, 2020). children learn well through actions in play and various real experiences. teachers must let scientific attitudes into teaching and learning (dilek eren et al., 2015) activity such as experiment, playing through group interaction, science storytelling (zulfitria et al., 2020), project assignment (yli-panula et al., 2017), and so forth . the lesson must be close to the cognitive development, close to the time, suitable for development, interests and related to prior experiences. the experience must be in accordance with needs and interests of children. the scientific attitude development mentioned above are in line with the process of organizing project-based learning experiences and literature or literature-based and project-based learnings (lpbl). this learning organization aims at enhancing good attitudes towards the pursuit of knowledge. it gives children experiences of places, people and things around them. moreover, literature can engage children’s interests in science and let them to do as their imagination through learning in terms of project to gain knowledge (hansson et al., 2020). children expansion out of their borders of knowledge and their power of imagination help them to gain their thinking skills. this helps them to understand the world, gain new experiences, and find reliable information use it for further learning. acknowledging the crucial role of scientific attitude, there are many researchers focused their research on this topic (boeve-de pauw et al., 2011; dilek eren et al., 2015; ergul et al., 2011). some of them observed about the factors influence the attitudes such as parental attitudes and ethnic (alrehaly, 2011), type of school and environment (boeve-de pauw et al., 2011), gender (yamtinah et al., 2017), grade, and academic achievement (akpınar et al., 2009), and so forth. however, the study focused on the implementation of lpbl is still limited. yet, lpbl allows children to gain real experiences while studying, develops necessary learning skills, starts with students' interest, loves to learn about science, and searches ways to lead them gain the answer. based on the above concepts and reasons, early childhood's scientific attitude plays an important role in learning science, solving scientific problems, and emphasizing future science interests of children early. this research aims to investigate scientific attitude of young children through lpbl organization. method the participants employed in this study were 25 young children, male and female, between five and six years who were enrolled in kindergarten year 3, mahasarakham university demonstration school (elementary), semester 2, academic year 2019. the instruments used in this research were four items. first, lpbl plan, including the context, learning, and key questions of innovation, projects and literature as the base. there were 32 different experience schemes. the duration of the study was nine weeks in which the experiment was done in eight weeks, four days a week and 90 minutes per day, and was done in 32 times. second, learning behavior observation in scenarios which was created by researchers. third, scientific attitude interviewing, children can take responsibility to the interviewing episode, even with obstacles to work, and accept the consequences of their actions, whether they are right or wrong. fourth, debriefing sheet which focuses on group interviews after the scenario taken ten minutes to interview. a measure of scientific attitudes consistent with desirable conditions from student identification book. the data obtained were collected through the experiment which was conducted by organizing lpbl learning experiment of eight weeks in terms of four days a week. it takes 90 minutes a day to measure children’s scientific attitude after a week experiment. the data were analyzed descriptively in terms of mean and standard deviation. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 288-294 290 prachagool & arsaiboon (scientific attitudes of young children …) results and discussion the study results revealed that scientific attitudes can be promoted by lpbl. this fact is proven as children were allowed to ask about the things they wanted to know, expressed their interests in the end of the experiment. the children were eager to seek answers, offered opinions on the issues learnt, and acted as planned. in other words, lpbl allows children to develop their scientific skills. teachers observed children's interests by participating in conversations about things gained from tale or story listening activities which interested the children. the conversation occurred depicted that each child had something special which attracted them. teachers used this opportunity to draw out child's hallmarks to motivate them to learn the interesting topic chosen. the condition is that the topic they learn must be based on the needs of most children in the classroom. the data of young children’s scientific attitude are reported in table 1. table 1. children’s scientific attitude through lpbl organization no. observer x̄ level of scientific attitude 1 2 3 1 11 10 11 10.67 low 2 14 15 15 14.67 highest 3 15 15 15 15 highest 4 15 14 15 14.67 highest 5 12 14 14 13.33 high 6 14 13 14 13.67 high 7 11 11 12 11.33 low 8 15 15 14 14.67 highest 9 10 10 10 10 low 10 14 15 14 14.33 highest 11 16 16 16 16 highest 12 14 14 14 14 high 13 13 14 14 13.67 high 14 13 12 12 12.33 high 15 14 14 14 14 high 16 15 15 15 15 highest 17 12 13 12 12.33 high 18 11 10 11 10.67 low 19 16 16 16 16 highest 20 13 13 12 12.67 high 21 11 12 12 11.67 low 22 14 14 13 13.67 high 23 14 14 14 14 high 24 13 13 12 12.67 high 25 14 15 14 14.33 highest x 13.36 13.48 13.4 13.41 high s.d. 1.65 1.78 1.61 1.63 the lpbl organization has been proven to achieve the high level of children’s scientific attitude. this is also consistent with child-centered learning, focusing on children's self-knowledge through media variety and learning methods. as the teachers’ intervention in learning is important (durmaz & mutlu, 2017), teachers need to provide learning experiences for children to discover their own learning and create good learning (ghousseini & sleep, 2011; maftuh, 2016). in this research, an interesting topic for children is the needed. thus, the topic to learn decided was about stars and space. the decision was made through a vote and the questions posed by children. the questions made by children were "why does the day not have stars", "why do we see a full moon, but some days we see a single moon", "where does a meteor go?". there were also several ways offered for children to find answers, such as "go to an expert to ask about stars". the children owned curiosity about natural phenomena happened surround them through lpbl organization. during the study, simulations and interview were done to keep the empirical data. bridgers et al. (2020) stated that simulations and interview are enable observers to point out children to express their eager jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 288-294 291 prachagool & arsaiboon (scientific attitudes of young children …) to understand science behavior. the observation results showed that some groups raised questions such as “what can i do?” “you're going to have it done in time, right?”. this in line with the previous research that inquiry based activity can enhance elementary students’ science attitude (ergul et al., 2011). in term of planning activity, researchers interviewed all the children after the class activity. the question was whether they had planned before they did it or not. the answer of this question was "i don't know if i'm going to do it". all five groups of children responded similarly which means that they did not have any plan before they did the activities. however, according to the observation session by researchers, the children in groups had the discussions before they did the activities. they asked their group members simple questions such as “what kind of group are we going to make?”, “use a milk carton to make a bridge”, “how about making a boat?”. thus, the statements which conveyed about planning within the group were, literally, discussed. as the responses, the comments on the idea and problem-solving methods proposed were given by other group members. although all groups’ members stated that their group did not have any plan before doing their activity, but most of them can answer that the first step in crafting things. teachers also gave other case entitled “to help rabbits”. the aim of the case given is to recount the process which means cultivating scientific attitude. there are various instructions can be chosen to construct children’s understanding about process. for example, “use the bottle cap to make a mattress for the rabbit”, “put the long milk cartons together first and then bring the short milk cartons again”. the aspirations of children were also expressed through their enthusiasm during the activities of inventing equipment to help rabbits (figure 1). this way, teachers play a crucial role in cultivating children’s science attitude (dilek eren et al., 2015). children expressed their interest in the results of their experiment and participated in the discussions about the product they constructed to help rabbits. as the researchers asked further question how did they know if this device would help the rabbit. a child replied “i can't answer that right now. i have to try it out before it sinks or floats” along with showing his group product (see figure 1). after the device was tried, some children were doubt. they posed several questions like “why are there so many boats floating around?” “why do some plexiglass lay on the bridge and roll into the water while some do not fall into the water?”. these are the prove of children interest on science (amini, 2015; murphy et al., 2013) a. b. figure 1. the boats made which have invented by children to help rabbits: (a) bottle bridge, (b) imaginative bridge considering about the responsibility, based on the researchers' observations throughout the event, scenarios, and interviews with the 5 groups. four groups who were able to complete the work in time required by each group would be constantly asking about time to the researchers. they constantly asked “how many minutes remaining?”. contrarily, one group who were unable to complete the task within the allotted time. researchers noticed an accelerated enthusiasm for inventing more devices. however, as the researchers told them to complete the task within 30 minutes, the children have not yet put their hands on the device and still discussed in the group. thus, when the time was up, they did not finish their work yet. the group have just completed their work in their extra 34 minutes. their explanation about their late work was elaborated in two sentences i.e. “because there's so much equipment, it makes it long”, “it must be designed to make the boat strong”. the researchers interviewed the children again during their activity whether anyone did not help their friends. it was found that the most children told a list of friends who did not help others within the group. however, the children did not show any anger to their friends who did not contribute in the group work. as for early childhood, a friend who says he doesn't help, he tells his friend why he didn't help. “he's helped a lot, so jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 288-294 292 prachagool & arsaiboon (scientific attitudes of young children …) he's let his friends do it”. there were two groups who told the researchers that they had helped to do everyone within the group. most of the children in all groups have helped each other invented the equipment to help rabbits even though they used different ways to help. some groups discussed and expressed their opinions together, but when they worked, they did it separately, make different devices and put them together. some groups have a child who was separated to invent only one rabbit aid. but when a member of the group put the device together, it follows what the group members said. the researchers concluded that in this joint activity, all groups were helped. however, there were several times they came to help their friends and the other times they isolated themselves to do activities that were more interesting for them. as part of the recounting of the results, each group of children came together to invent a device to help the rabbits. after the experiment, the researchers asked for more information about the outcome and cause of the float. most of children can answer why the boat floated or sunk. for example, "because the milk carton does not have milk in the carton and it can be light and floating". the last question asked by the researchers was the feelings of the children after making device to safe rabbits. most of them said that it was a fun activity. some of them said “i wanted to help the rabbits by inventing something else”. yet, it was found that there were two children who said that it was not fun because it was hot and too sleepy. children answered the empirical of their scientific attitudes through interview, and experiment with real things. this allows children to learn from direct experiences suitable for their development which is also consistent with the concept of learning by doing. moreover, learning by action helps children practice things on their own according to their interests, aptitude, and potential. they learn from practices, enhance necessary skills to self-learning (ergul et al., 2011), as they believe that it will inspire confidence. children had fun continuing to search for knowledge as their critical thinking skills are constructed (elisanti et al., 2018). it also corresponds to the activities for children aged three to six years old. by doing hands-on activities, a character of success will be constructed in children’s mind. lpbl is a base for children to act on their own thinking and doing as scientists who interact with their workplace. children can learn how to be scientist or enhance skills of learning to be success in the future by achieving higher-order thinking skills (madhuri et al., 2012), they will also learn to self-development (elkin et al., 2018). based on the natural setting, children have the nature of learning with curiosity and eager to learn natural world. children, with the lens of lpbl, are supported to be interested in knowing, curious, and expressing themselves with behaviors. the scientific attitudes are including enthusiasm for activities and stories like experimenting, discussing, questioning, having patience, and behaving science expressions in both positive and negative. as the teachers interacted with children frequently in various ways, being interested in what they say or do, gave them the opportunity to explore and experience, encouraged them to do things on their own to succeed, would give them all aspects of proper development (vogt et al., 2018). teachers should use openended questions to organize learning experiences, such as "how can children find answers?". moreover, teachers also need to encourage them to express their opinions or different ways of thinking. teachers play a role in provoking questions from children. the pursuit of knowledge involves questions that are meaningful for children, yet, children must be able to find the answers by going into observations themselves and gaining knowledge from various sources. the use of questions or creating situations encourages students to create good scientific attitudes. a relaxing learning environment helps children to be ready to learn, develop scientific ideas, imagination, and be able to express their thoughts freely (prachagool & nuangchalerm, 2019) conclusion the instructional practice in term of lpbl can promote young children’s scientific attitudes through suitable learning experiences. lpbl allows young children to have imagination, do learning by doing, work with others, and understand how to be responsible in their assignment. thus, the young children gained scientific attitudes with high level by means of lpbl organization. however, the further study about how to create learning environment or learning ecology which promote scientific attitudes is needed. references akpınar, e., yıldız, e., tatar, n., & ergin, ö. 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(2017). important biological issues for elementary pupils-a study of elementary pre-service teachers’ conceptions. nordic studies in science education, 13(2), 180. https://doi.org/10.5617/nordina.2579 zulfitria, z., arif, z., dewi, h. i., & susanto, a. (2020). the use of visual art as an alternative learning to develop storytelling ability of elementary school students. 1st bukittinggi international conference on education, 1–17. https://doi.org/10.1088/1742-6596/1471/1/012032 https://doi.org/10.5617/nordina.2579 https://doi.org/10.1088/1742-6596/1471/1/012032 author index ahmad afiif 251 alfiana monika sari 271 ansar 251 baskoro adi prayitno 225 chaerul novitasari 195 diyah ayu widyaningrum 209 eka damayanti 251 eka sulistyowati 225 etty nurmala fadillah 243 evi suryawati 215 fahmie firmansyah 203 fitra suzanti 215 heru nurcahyo 271 ivayuni listiani 257 murni ramli 195 pinkan amita tri prasasti 257 puguh ka 195 puguh karyanto 225 ratna komala 203 risya pramana situmorang 263 rizki agung sambodo 225 rusdi 203 saleh hidayat 243 sari dewi tarigan 263 suwondo 215 titik wijayanti 209 tri eka andini 243 tutut indria permana 243 yustina 215 subject index a apperception 251, 252, 254, b biochemistry 209, 210, 211, 212, 213 biology learning outcomes 203, 204, 205, 206, 207 book 210, 217, 218, 219, 222, 227, 244, 257, 259, 260 bottle garden 263, 264, 265, 266, 267, 268, 269 c character 215, 216, 219, 220, 221, 222, 236, concepts 196, 197, 200, 212, 220, 221, 225, 234, 237, 254, 257, 258, 259, 260, 264, 266, 268 f fact and proofs diagnostic test 195, 196, 197, 198, 200 flash 235, 236, 237, 238, 239 240 framework 225, 226, 229, 232 e ecological concepts 225 ecology 225, 226, 227, 228, 236, 243, 244, 246, 247, 269 environmental awareness 263, 264, 265, 266, 267, 268, 269 experiment 213, 237, 243, 244, 245, 246, 247, 257, 258, 259, 260, 266 g gardening 260, 263, 264 grid 195, 196, guided experiment book 257, 258, 259, 260 guided inquiry 209, 210, 211, 212, 213 h hots 215, 216, 219, 220, 221, 222 human reproduction system 235, 236, 237, 239, 240 l learning media 209, 210, 227, 235, 236, 237, 239, 246, 252, 264, 268 learning motivation 203, 205, 206, 207, 239, 246, 251, 252, 253, 254 learning process 195, 196, 203, 204, 209, 210, 213, 215, 219, 220, 221, 226, 235, 236, 238, 239, 240, 244, 245, 246, 251, 252, 253, 254, 258, 260, 265, 268, 269, 271, 272, 274 literacy 197, 215, 216, 217, 218, 219, 220, 221, 222, 246, 257, 258, 259, m macromedia flash 235, 236, 238, 239, 240 mobile learning 225, 226, 227, 228, 229, 272, 273, 274 motivation 203, 204, 205, 206, 207,235, 239, 244, 246, 251, 252, 253, 254, 264, 271, 272, 273, 274 movement 215, 216, 217, 219, 222, 252, 268 o observation 213, 225, 226 227, 228, 229, 231, 232, 237, 244, 245, 246, 252, 252, 253, 258, 259, 263, 265, 266, 267 outcomes 203, 204, 205, 206, 207, 228, 236, 239, 240, 243, 244, 246, 251, 254, 258 p practicum guidebook 209, 210, 211, 212, 213 q quantitative analysis 195, 196, 200 quranic verses 235, 236, 239, 240 r reproduction 196, 197, 198, 235, 236, 238, 239, 240 s scene setting 251, 252, 253, 254 science process skill 257, 258, 259, scientific literacy 197, 215, 216, 219, 220, 221, 222, 257, 258, 259 scientific process skills 243, 244, 245, 246, 247 school-literacy-movement 215 sets 257,258, 259, 260 self-efficacy 203, 204, 205, 206, 207 structural communication grid test 195, 196 t the 21stcentury 213, 234, 243, three-layer observation framework 225, 226, 227, 229, 232 jpbi reviewer volume 4 issue 3, 2018 the all manuscripts issued in volume 4 issue 3 have undergone peer review by the following reviewers. assoc. prof. christina albert rayed, computer and information system department;sadat academy for management science, cairo, egypt prof. dr. agr. mohamad amin, department of biology education, state university of malang (um), east java, indonesia dr. abdulkadir rahardjanto, department of biology education, university of muhammadiyah malang, east java, indonesia dr. ainur rofieq, department of biology education, university of muhammadiyah malang, east java, indonesia dr akhmad sukri, department of biology education, institute of teacher training and education (ikip) mataram, west nusa tenggara, indonesia dr. anggi tias pratama, department of biology education, islamic state university of north sumatera (uin-su), north sumatera, indonesia dr andreas priyono budi prasetyo, biology education department, semarang state university (unnes), central java, indonesia dr baiq fatmawati, department of biology education, university of hamzanwadi, west nusa tenggara, indonesia dr. cicilia novi primiani, department of biology education, university of pgri madiun, east java, indonesia dr. eko susetyarini, department of biology education, university of muhammadiyah malang, east java, indonesia dr. handoko santoso, department of biology education, university of muhammadiyah metro, lampung, indonesia dr. iin hindun, department of biology education, university of muhammadiyah malang, east java, indonesia dr. lina listiana, department of biology education, university of muhammadiyah surabaya, east java, indonesia dr. lud waluyo, department of biology education, university of muhammadiyah malang, east java, indonesia dr marheny lukitasari, department of biology education, university of pgri madiun, east java, indonesia dr. mia nurkanti, department of biology education, pasundan university, bandung, west java, indonesia dr. muhfahroyin, department of biology education, university of muhammadiyah metro, lampung, indonesia dr. siti sriyati, science education department, indonesia university of education (upi), west java, indonesia dr sri murni soenarno, indraprasta pgri university, jakarta, indonesia dr. yuni pantiwati, department of biology education, university of muhammadiyah malang, east java, indonesia we appreciate the reviewers’ contribution to the quality of the work we published in jpbi volume 4 issue 3, 2018 jpbi (jurnal pendidikan biologi indonesia) has been indexed and listed by: 1. doaj (directory of open acces journals) 2. ipi (indonesian publication index) 3. crossref 4. google scholar 5. sinta (science and technology index) 6. moraref 7. road 8. base 9. garba rujukan digital 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(2016). the learning of science basic concept by using scientific inquiry to improve student's thinking, working, and scientific attitude abilities. jpbi (jurnal pendidikan biologi indonesia), 2(1), 1-9. https://doi.org/10.22219/jpbi.v2i1.2703 2. articles in proceedings: game, a. (2001). creative ways of being. in j. r. morss, n. stephenson & j. f. h. v. rappard (eds.), theoretical issues in psychology: proceedings of the international society for theoretical psychology 1999 conference (pp. 3-12). sydney: springer. 3. book: pegrum, m. (2009). from blogs to bombs: the future of electronic technologies in education. crawley, w.a: uwa publishing. 4. book with editor: leonard w. r. & crawford m. h. (eds.). (2002). human biology of pastoral populations. cambridge, ny: cambridge university press. 5. chapter in edited book groundwater-smith, s. (2007). as rain is to fields, so good teachers are to students. in s. knipe (ed.), middle years schooling: reframing adolescence (pp. 151-170). frenchs forest, n.s.w: pearson education australia. 6. thesis and dissertation, research reports: bennett, k. (2003). structures in early childhood learning (unpublished doctoral dissertation). university of cape town, cape town. 7. articles from the websites: benton foundation. 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(2017). the title. jpbi (jurnal pendidikan biologi indonesia), vol(no), xx-yy. https://doi.org/10.22219/jpbi.vxiy.xxxx (apa style 6th editions) vol. x no. y, 20xx; pp. x-y issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: dd/mm/yyyy revised: dd/mm/yyyy accepted: dd/mm/yyyy jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education jpbi manuscript guideline (the title describes the conducted research, times new roman, font size 12, single line spacing, 0 pt after spacing) first author name*, second author name, and so on (at least 2 authors; times new roman, font size 11, bold, single line spacing) affiliated institution (department, faculty, university) *corresponding e-mail: (corresponding author doesn’t mean only the main author, times new roman, font size 11, single line spacing, 0 pt after spacing) abstract (times new roman, font size 10, bold, single line spacing, 0 pt before and after spacing) abstract, which comprised of approximately 200 words, provides a brief description of research problems, aims, method used, and results. it emphasizes research results in which writen in single line spacing with left and right margin are 0.5 cm narrower than main text. 3 to 5 keywords must be written to describe the research scope observed as well as the main terms undergirding the research. these keywords can be single and/or combined words. keywords: content, format, manuscript © 20xy department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the introduction comprise of: (1) research problem; (2) insight and problem solve planning; (3) research aims; (4) summary of theoretical studies related to the observed problems. this section could also provides the expected results. the introduction must be written in single line spacing. this template format was made in ms word (.doc) which then been saved in rich text format (.rtf) and can be downloaded in http://ejournal.umm.ac.id/index.php/jpbi. it enables the authors to prepare their manuscripts which meet the jpbi conditions properly. the body articles must be written in times new romant, font size 11, 0 pt before spacing, and 0 pt after spacing. method basicly, this section describes the way the research was done. the main materials must be written here: (1) research design; (2) population and samples; (3) sample collection techniques and instrumental development; (4) data analysis techniques. the specification and type of tools and materials must be written in case the researches have been conducted by using them. the qualitative research, such as classroom action research, case studies, and so forth, need to mention the researcher attendance, research subject, and participated informants, as well as the methods used to explore the data, research location, research duration, and the description of research results validation. it is suggested that the authors avoid to organize the article content into the smaller parts than second subheading in this section. however, in case of unavoidable factors, the writing style must follow the “results and discussion” section. results and discussion this section is the main part of the research result article in which the “fix” results are served. the data analysis processes, such as statistical computing and hypothesis testing, are not necessary to be served. the materials reported are the analysis results and hypothesis testing results. in addition, tables and graphics are also can be showed to enunciate the verbal narration. tables and images must be given a comment or http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 https://doi.org/10.22219/jpbi.v3i1.3905 author & author or author et al. / jpbi (jurnal pendidikan biologi indonesia) / vol (no) (year) pp. xx-yy 2 fourth to five first words of the title …. instead of inserting images or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. discussion. the details of qualitative research written in some sub-topics which directly related to the focused category. the discussion of article aims to: (1) answer the problems and research questions; 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education, faculty of teacher training and education, university of muhammadiyah malang 3 rd campus, 1 st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2527-6204 (online) issn: 2442-3750 (print) http://u.lipi.go.id/1422867894 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 277-284 10.22219/jpbi.v5i2.8429 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 277 research article teaching science process skill using guided inquiry model with starter experiment approach: an experimental study ika wardani a,1,*, djukri a,2 a department of biology education, graduate school, universitas negeri yogyakarta, jl. colombo no. 1, the spesial region of yogyakarta, 55281, indonesia 1 ikawardani30@gmail.com*; 2 djukri@uny.ac.id * corresponding author introduction the success of the learning process is mostly determined by several fundamental aspects of the classroom (duran, işik, mihladiz, & özdemir, 2011). some of the components indicated have an impact on the success of learning, among others, the teachers' ability in the model, method, and learning approach (leow & neo, 2014; lieberman, 2009). however, teachers often ignore the importance of these aspects. learning that is done with proper planning, such as using models and methods that are following the characteristics of the material delivered can have a positive impact on students (scott, 2015; tayeb, 2017). some of the effects reported arising from the good practice of learning planning are the growth of students' science process skills (ergul et al., 2011; serevina, sunaryo, raihanati, astra, & sari, 2018). especially for learning science such as a r t i c l e i n f o a b s t r a c t article history received may 01, 2019 revised june 15, 2019 accepted june 22, 2019 published june 30, 2019 numerous challenges occur in education field require effective solutions to encounter. the aim of this research was to investigate the effectiveness of guided inquiry model with starter experiment approach in teaching science process skill. this quasiexperimental research employed non-equivalent control group design. a total of 64 students of x mipa1 and x mipa5 was selected as the sample. in selecting the sample, the researchers applied cluster random sampling while the data was collected by using test. the data was analyzed using ancova after underwent prerequisite normality and homogeneity tests (α = 0.05). the results showed that the mean of posttest was 79.33%. the improvement of science process skill was 44.88%, compared to the pretest results. the results of ancova revealed that the significance value was of 0.025. this means that the guided inquiry model with starter experiment approach in teaching science process skill of the students is effective. copyright © 2019, wardani et al this is an open access article under the cc–by-sa license keywords guided inquiry model starter experiment approach science process skill how to cite: wardani, i., & djukri (2019). teaching science process skill using guided inquiry model with starter experiment approach: an experimental study. jpbi (jurnal pendidikan biologi indonesia), 5(2), 277-284. doi: https://doi. org/10.22219/jpbi.v5i2.8429 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.8429 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ikawardani30@gmail.com mailto:djukri@uny.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.8429&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 277-284 278 wardani et.al (teaching science process skill …) biology, involving students directly through learning experiences is very meaningful for science process skills (guleker, 2015; subali, 2010). based on the observations in sshs 1 of kasihan, the biology learning process adopts the 5e learning model. however, teachers often use the lecture method to anticipate time constraints, and the number of concepts students must understand. furthermore, material about fungi is one material that has not been taught optimally. besides that, learning activities based on laboratory investigations are limited, only done twice to three times in one semester. these problems have implications for the involvement of students in the learning process, which is relatively low, this has an impact on learning outcomes that are also classified as low with a success rate of 40%. the average score of students under 70 is the minimum indicator of success. one of the solution to fix the problems is make students more active in learning and stimulating their science process skills (mutammimah, jumadi, wilujeng, & kuswanto, 2019; ongowo & indoshi, 2013). however, several studies report that students' science process skills are empowered (purwati, prayitno, & sari, 2016; ranya, jamhari, & rede, 2013). student involvement in learning activities is still often limited to limited discussion and listening to teacher explanations (noviana & rahman, 2013; tamsyani, 2016). the learning model carried out is often not able to engage students actively physically or involve direct experience. low learning involvement has implications for students' relatively low science process skills (rahmasiwi, santosari, & sari, 2015). in general, students have difficulty mastering science process skills (ugulu, 2009). whereas, this skill is one of the fundamental aspects needed by 21st century students. low science process skills are caused by several factors, such as limitations of laboratory resources including human resources and supporting infrastructure (jack, 2013), textbook-based learning (chatila & husseiny, 2017; ekene & oluoch-suleh, 2015), and material mismatches with the models and methods used (sukarno, permanasari, & hamidah, 2013). the last-mentioned factor is very closely related to how the teacher competencies. dynamically, teachers need to practice designing learning that involves students actively (reiser, 2001; vlassi & karaliota, 2013). one model that is reported to improve science process skills is direct experience involving some applications of real subjects and direct activities through practical work (mutammimah et al., 2019). abungu, okere, and wachanga (2014) explain that learning involving direct experience can help students understand the material for the long term. the development of science process skills is needed to improve the process of thinking and inquiry skills as the basis for inquiry learning (jack, 2013). one learning model that activates thinking and inquiry skills is the inquiry learning model. in other words, science process skills can be developed through the implementation of learning based on the process of discovery through investigations such as inquiry learning (ongowo & indoshi, 2013). one of the learning approaches reported following inquiry is a starter experiment approach (syla & hodolli, 2017). this approach focuses on philosophical concepts and didactic learning methods. learning objectives and orientations primarily emphasize knowledge, repetition and reconstruction, application, understanding, observations from various perspectives, and thought formation (aflalo & gabay, 2013). however, research that examines the starter experiment approach and the development of science process skills is still limited. the research of the starter experiment approach in the last 10 years is limited to improving biology and science learning outcomes (dibia & adiasih, 2017; jaya, 2014; saputra, tegeh, & widiana, 2017) both at the elementary (indriarini & bayu, 2019; nyeneng, lasmawan, & dantes, 2015), middle (lapangandong, ali, & kade, 2016) and high school levels (andini, hidayat, fadillah, & permana, 2018; suwama, 2012). on the other hand, the study of the implementation of the inquiry learning model was reported to have a significant impact on improving student process skills (duran et al., 2011; ergul et al., 2011). the application of inquiry in learning as well as in combination with cooperative learning models is indicated to be able to maximize students' thinking abilities and science process skills (gumilar, wardani, & lisdiana, 2019; pedaste et al., 2015; wijayaningputri, widodo, & munasir, 2018). many studies say that the learning model is very appropriate when implemented in material that requires investigation such as phenomena related to physiological processes to the diversity of living things (jalil, ali, & haris, 2018; musawi, asan, abdelraheem, & osman, 2012; rahmawati, alimah, & utami, 2017). this research aims to develop the students' science process skill by implementing guided inquiry model with starter experiment approach in the level of senior high school. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 277-284 279 wardani et.al (teaching science process skill …) method this study was quasi-experimental with a non-equivalent control group design (table 1). table 1 shows that the first step to do is determining the sample for both experimental class and control class. the study was conducted using pretest and posttest in both the control class and the experimental class. guided inquiry was applied in the experimental class, whereas 5e model was applied in the control class. the success of the treatment was determined by comparing the result of pretest and posttest. table 1. non-equivalent control group design group pretest treatment posttest experiment g1 sx g2 control g3 s0 g4 this research was carried out in the state senior high school (sshs) 1 of kasihan, bantul, special region of yogyakarta. this research was conducted during november 2018 in accordance with the semester learning program at the school that took material about fungi. the subject of this study involved 64 students of x-mipa1 (experimental class) and x-mipa5 (control class). determination of the subject using cluster random sampling. the data were collected by using tests. these instrument consists of seven essay test items to measure students' science process skills. the validity of the instrument consists of content validity and construct validity. the validity of instrument items was analyzed using pearson correlation, while the reliability of instrument items was analyzed using alpha-cronbach. based on the reliability test values obtained are 0.773 > 0.444. therefore, all test items are reliable and consistent. the prerequisite test was carried out to determine the normality and homogeneity of the data. the normality test uses kolmogorov-smirnov with a significance level of α (0.05), while the homogeneity test uses the levene test with a significance level of α (0.05). science process skill data were tested using analysis of covariance (ancova). results and discussion the results of the average score of the pretest and posttest in the experimental class and the control class are shown in table 2. the data illustrates students' science process skills. as shown in table 2, the students’ mean score were increased. the students’ mean score of pretest in the control class was 30.17, while the score of posttest was 70.16. in the experimental class, the students’ mean score of pretest was 34.45, whereas the posttest score was 79.13. these results indicated that the students’ science process skill in the control class increased by 39.99%, smaller than the experimental class whose increase reached 44.88%. figure 1 depicts the students’ mean score indicating their science process skills, both in pretest and posttest. table 2. the result of science process skill test average description control experiment pretest posttest pretest posttest the number of samples 32 32 32 32 deviation standard 9.81 19.10 10.21 13.89 maximum score 46.60 100.00 50.00 100.00 minimum score 13.30 33.30 13.30 50.00 mean 30.17 70.16 34.45 79.33 the increased average 39.99 % 44.88% referring to the data presented in figure 1, it shows that there are differences in the average pretest of the control class and the experimental class of 4.28. even so the average of the control class and experimental class posttest which showed a difference of 9.17. these results indicates that the guided inquiry with the starter experiment approach showed a higher improvement between the experimental class and the control class that did not implemented guided inquiry learning with the starter experiment approach. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 277-284 280 wardani et.al (teaching science process skill …) figure 1. the mean score of the students’ science process skills normality test results (table 3) show that the probability (sig) > 0.05 both in the control class (0.119) and experimental class (0.90). these results indicate that the data is normally distributed. furthermore, the homogeneity test results indicate that the probability (sig) > 0.05, thus it can be concluded that the data are homogeneous (table 4). table 3. the result of normality test of science process skill class significance data distribution control experimental 0.119 normal 0.90 normal table 4. the result of homogeneity test data significance data variance science process skill 0.552 homogeneity based on the results of the prerequisite test, the data analysis of science process skills have met the criteria, both normality and homogeneity. therefore, the analysis is continued to the hypothesis test using analysis of covariance (ancova). ancova test results as shown in table 5. table 5. analysis of covariance of science process skill source mean square f sig intercept 357633.901 1272.73 0.000 science process skill 20.285 0.72 0.789 treatment 1482.698 5.27 0.025 the ancova test results in table 5 show that the significance is α < 0.05 (0.025). this shows that the alternative hypothesis (h1) is accepted, thus there is a significant difference between the treatment of guided inquiry and the starter experiment approach in the experimental class with the control class. the result of data analysis on the effectiveness of guided inquiry with starter experiment approach can be seen in the descriptive data of the students’ science process skill. the descriptive data showed that there was an increase in the mean score of the students’ science process skill. the result of posttest in the experimental class was 79.33. whereas the control class was 70.16. the effectiveness of guided inquiry with the initial experimental approach is indicated because of teacher guidance so that students are conditioned to think and find solutions to the problem (gumilar et al., 2019; jado, 2015). therefore. students can understand how to solve and manage problems by utilizing their skills (rusche & jason, 2011). by optimizing thinking skills, students can develop their science process skills. related to mutammimah et al. (2019) which emphasizes that the process of science is a skill that fundamentally requires higher-order thinking skills. these skills are certainly not only the result of remembering but also the results of questions and problems that students develop themselves (jocz, zhai, & tan, 2014; liu, he, & li, 2015). in this context. the role of the teacher is limited to facilitating students in learning (rajagukguk & simanjuntak, 2015). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 277-284 281 wardani et.al (teaching science process skill …) therefore, the growth of science process skills students play a large role as motivation for students to find facts and concepts based on theory. the learning process that engages the students’ active roles in its process can advance the students’ science process skill (akyol, sungur, & tekkaya, 2010; musawi et al., 2012). students are encouraged to actively think, communicate, and socialize, which lead them to succeed. students are encouraged to actively think, communicate, and socialize, which leads them to succeed. the experimental class is stimulated to find problems, formulate research problems, make hypotheses, and answer questions independently. during the treatment process, the students were energetic in doing experiment and sharing the results. the implementation of the starter experiment approach and guided inquiry enables students, both independently and in groups, to be involved in the science process. the philosophically based experimental approach provides opportunities for students to study comprehensively (madhuri, kantamreddi, & prakashgoteti, 2012; newman, 2015). the orientation of learning in the experiment-based approach mainly emphasizes knowledge (syla & hodolli, 2017), reconstruction (iversen, pedersen, krogh, & jensen, 2015; thompson, 2011), application (gultepe, 2016), understanding (cremin, glauert, craft, compton, & styliandou, 2015), observation from various perspectives (rahmasiwi et al., 2015), and built the new concepts (aflalo & gabay, 2013). these repetitive learning activities enable students to develop thinking patterns in the science process. furthermore, students can think more comprehensively so that they hypothesize a problem. hypotheses made in several perspectives ultimately make it easier for students to conduct experiment to find answers to these problems and make decisions (dwyer, hogan, & stewart, 2014; gay, mills, & airasian, 2012). in addition, musawi et al. (2012) said that process skills can help students develop fundamental ideas in conducting investigations, interpreting, and making conclusions about a problem. the results of this study indicate that science process skills can be optimized with inquiry learning models based on the experimental approach. furthermore, abungu et al. (2014) explained that the direct experience gained by students through these experimental activities is crucial basis for long-term memory. this is in line with the opinion of several previous studies which reported that inquiry learning allows students to form a comprehensive understanding (rusche & jason, 2011). the results of this study recommend that learning with a guided inquiry model with a starter experiment approach be developed according to the characteristics of the material being taught. conclusion the results showed that the guided inquiry model with a starter experiment approach effectively had a significant impact in improving students' science process skills. the repetitive experimental approach provides complex thinking spaces for students to develop their thinking skills. this has an impact on improving science process skills. this study recommends that teachers use a learning model based on an experimental approach, according to the characteristics of the material being taught. references abungu, h. e., okere, m. i. o., & wachanga, s. w. 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(2021). filipino prospective teachers’ experiences in teaching in k12 science curriculum: a cross-sectional research. jpbi (jurnal pendidikan biologi indonesia), 7(1), 1-10. doi: https://doi.org/10. 2022219/jpbi.v7i1.15468 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.%202022219/jpbi.v7i1.15468 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.%202022219/jpbi.v7i1.15468 https://doi.org/10.%202022219/jpbi.v7i1.15468 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 1-10 2 antipolo & rogayan (filipino prospective teachers’ experiences …) consonance, teis are challenged to develop globally-competitive, technologically-literate and value-laden would-be science teachers. globally, the philippines lags behind compared to its neighboring countries in terms of education quality, particularly in science education (rogayan & dollete, 2019). according to the 2018 programme for international student assessment (pisa) 2018, the philippines scored 353 in mathematics, 357 in science, and 340 in reading, all below the average of participating countries (department of education [deped], 2019). the results were significantly lower than the organization for economic co-operation and development (oecd) average of 487 points. pisa evaluation is comprised of three basic dimensions, literacy in reading, literacy in mathematics, and literacy in science. in high performing countries like brunei, australia and other first-world countries, they apply integrated approach and spiral progression. as asian nations aspire to join the developed nations, some countries like malaysia and singapore implemented the spiral curriculum to establish global competency in the educational system. in the school year 2012-2013, the k12 curriculum has been implemented. the curricular change in education resulted in congestion in the basic education curriculum. thus, the government implemented the republic act 10533, also known as the k12 program for public and private institutions for the enactment of the spiral curriculum. the current curriculum, which uses spiral progression approach, provided a range of competencies to the learners in a knowledge-based and world of work civilization. it aims for the progress of environmentally, scientifically and technologically educated and prolific community of people who can solve serious problems, accountable users of environment, productive citizens, informed legislators, and effective communicators (k12 science curriculum, 2016). in the philippines, the spiral curriculum in science presents the concepts and skills in all the branches of science including biology, chemistry, physics, and earth science, with increasing complexity levels from one grade level to another in spiral progression, thus the concrete way to a better understanding of core concepts. the incorporation of science across subjects and other disciplines will lead to meaningful learning in the concepts and their purpose in real-life situations. however, prospective teachers, especially those majoring in a specific discipline like biological sciences and physical sciences, face difficulties in teaching in a spiral curriculum since the science content is integrative. mizzi (2013) supported this claim, which stated that the mismatch to the area of specialization offers considerable challenges, especially in the lesson planning; therefore, the teaching-learning process will later be affected due to lack of information. teacher’s lack of expertise in the subject will affect their confidence manifested in different ways including lesson planning, answering the questions of students, proper set up of laboratory activities, involving and applying the concepts and principles to everyday life situations, generating the students' interest and excitement for the science area. local studies regarding k12 science curriculum have been extensively done. these studies focused on the teachers’ and students’ perception on the implementation of the curriculum (acosta & acosta, 2017; montebon, 2014), the assessment of the curriculum (cabansag, 2014; rivera, 2017; sañosa, 2013), spiral progression approach in teaching science (de ramos-samala, 2018; dunton, 2015; gonzales, 2019; maing et al., 2019; mangali et al., 2019; orbe et al., 2018; resurreccion, & adanza, 2015), preparedness and self-efficacy of teachers in teaching in k12 science curriculum (sakib & obra, 2019; walag et al., 2020), and the philosophical foundation of science education in the country (miranda, 2014). likewise, previous studies on science prospective teachers focused on their experiences in teaching beyond their specialization (montebon, 2015), reasons for choosing general science as majorship (manalansan et al., 2020), self-efficacy of prospective teachers (aure & jugar, 2017), science laboratory interest and preferences (antonio, 2018), preservice science teacher preparation and education (handa, 2012; handa & tippins, 2013), and technology integration in teaching science (mercado et al., 2019). the biology and physical science prospective teachers' challenges in teaching in the k12 science curriculum need to be properly addressed to increase their teaching proficiency. with the current curriculum's spiral progression approach, the mastery of knowledge and skills after each level of the students will be ensured. with effective prospective teachers, quality of teachers who will teach in the field will be attained. the quality of teachers in the philippines is also anchored on the philippine professional standards for teachers (ppst). ppst is a standardized measure to assess teacher performance, identify their needs, and provide support for professional development (department of education, 2017). hence, the researchers conducted this study to explore the experiences of the prospective science teachers (psts) in teaching in k12 science curriculum. this paper is the first attempt to document the challenges of the psts in the spiral progression approach in the philippine k12 curriculum based on the framework of the ppst which can be an important literature to further understand prospective teachers’ challenges in other specializations. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 1-10 3 antipolo & rogayan (filipino prospective teachers’ experiences) method the study utilized a descriptive cross-sectional research. this research surveyed the challenges experienced by biology and physical science preservice science teachers in teaching in the k12 science curriculum. a descriptive survey was used to distinguish a condition, people, action, or phenomenon. according to atmowardoyo (2018), descriptive research is used to describe the existing phenomena as accurately as possible and these phenomena are already available. the most common descriptive research method is the survey, which includes questionnaires, personal interviews, phone surveys, and normative surveys. the respondents of this study are the preservice science teachers in five teacher education institutions in central luzon, philippines (table 1). the respondents were chosen through stratified random sampling. stratified random sampling is a method of sampling that involves the division of a population into smaller groups known as strata. in stratified random sampling, the strata were formed based on members’ shared attributes or characteristics. these subsets of the strata were then pooled to form a random sample. table 1. distribution of respondents school classification frequency percentage (%) tei a suc 7 23.33 tei b suc 9 30.00 tei c private hei 8 26.67 tei d private hei 2 6.67 tei e luc 4 13.33 total 30 100.0 where tei: teacher education institution, suc: state university and college, hei: higher education institution, and luc: local university and college. as shown, the study involved two teacher education institutions from state universities and colleges (sucs), two private higher education institution (heis), and one local college and university (luc). table 2 shows the profile of the science preservice teachers. table 2. profile of the science preservice teachers profile frequency percentage (%) school private 10 33.33 public 20 66.67 total 30 100.0 age 19-20 12 40.00 21-22 12 40.00 23-24 2 6.67 25-above 4 13.33 total 30 100.0 sex male 12 40.00 female 18 60.00 total 30 100.0 civil status single 27 90.00 married 3 10.00 total 30 100.0 specialization bsed biological science 23 76.67 bsed physical science 7 23.33 total 30 100.0 grade level handled* grade 7 10 33.33 grade 8 13 43.33 grade 9 13 43.33 grade 10 13 43.33 grade 11 4 13.33 grade 12 8 26.67 *multi-response as shown in the table 2, most of the respondents enrolled in public education institutions like state universities and colleges (sucs) and local universities and colleges with 20 or 66.67% while 10 (33.33%) enrolled in private higher education institutions (heis). out of 30 respondents,12 (40.00%) is in the age of 1920 and 21-22, two or 6.67% are aged 23-24 and 4 or 13.33% are 25-above. this shows that a typical science preservice teacher is at their early 20s. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 1-10 4 antipolo & rogayan (filipino prospective teachers’ experiences …) out of 30 science preservice teachers, 18 or 60.00% are female and 12 or 40.00% are male. the result shows that there is a greater number of female respondents. this confirms with the trend that teaching is a female dominated profession. a majority (27 or 90.00%) are single and only few (3 or 10.00%) are married. the result shows that the greater number of respondents are single. majority (23 or 76.67%) are biological science majors and 7 or 23.33% are physical science major. this implies that majority are takers of biological science majorship. a total of 13 (43.33%) handled grade 8, 9 and 10, 10 (33.33%) handled grade 7, 8 (26.67%) handled grade 12 and 4 (13.33%) handled grade 11. the result shows that the greater number of respondents handled grade 8, 9 and 10. the challenges in teaching k12 science curriculum questionnaire (ctk12scq) developed by the researchrs served as the main instrument in gathering the data. the survey tool is a researcher-made questionaire based from the philippine professional standards for teachers (department of education, 2017). the first part consists of the demographic profile of the participants. the profile of the preservice science teachers include age, sex, civil status, specialization and grade level handled. the second part assessed the challenges experienced by the preservice science teachers during their practice teaching which consists of 37 items, which, include content knowledge and pedagogy (7 items); learning environment (6 items); diversity of learners (5 items); curriculum and planning (5 items); assessment and reporting (5 items); community linkages and professional engagement (4 items), and personal growth and professional development (5 items). the survey questionnaire was subjected to construct and content validity. three experts were tapped to check the consistency of the items in each variable. a total of 10 preservice teachers who were not part of the study were asked to answer the survey questionnaire for pilot testing. the responses were processed and was subjected to a reliability test. the cronbach alpha value of the questionaire was 0.80 to 0.99 which indicated high-reliability index that allowed the questionnaire to be used in the study. after developing the research questionnaire and validation of four experts, the researchers asked permission from school administrators of the four higher education institutions to conduct the survey. all the psts were involved in the data gathering and the informed consent was secured before they answered the questionnaires. the research survey was floated to 30 prospective teachers. retrieval of the survey tools was done on the same day. the computer software spss version 20 and ms excel 2013 were used for the processing of data. the statistical tools which used in the analysis and interpretation of data and hypotheses were fequency count, percent, weighted mean, analysis of variance (anova) and pearson-r correlation. the researchers followed strict ethical protocols in the conduct of this study. the respondents’ names were not mentioned in any part of this research. the respondents were not emotionally or physically harmed in the duration of the survey. coding scheme was used in identifying the subjects of the study. proper in-text and reference citation were followed in the preparation of the research article. prior approval of the authorities was secured before conducting the survey to the intended respondents. results and discussion table 3 shows the challenges experienced by science prospective teachers (psts) in seven domains. as shown in the table, the respondents rarely encounter challenges in teaching in k12 science curriculum using spiral progression approach based on the overall mean of 2.19 (sd= 0.59). table 3. challenges experienced by prospective teachers indicators m sd description 1. content knowledge and pedagogy 2.36 0.54 rarely 2. learning environment 2.11 0.50 rarely 3. diversity of learners 2.09 0.61 rarely 4. curriculum and planning 2.27 0.60 rarely 5. assessment and reporting 2.06 0.65 rarely 6. community linkages and professional development 2.44 0.65 rarely 7. personal growth and professional development 2.01 0.60 rarely total 2.19 0.59 rarely the highest means were obtained in community linkages and professional development (m= 2.44, sd= 0.65), content knowledge and pedagogy (m= 2.36, sd= 0.54) and curriculum and planning (m= 2.27, sd= 0.60). this implies that the psts rarely experience difficulties in linking with parents and community people, mastering their content matter and instructional approaches, and designing their learning plans. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 1-10 5 antipolo & rogayan (filipino prospective teachers’ experiences) the lowest means were obtained in the domains of learning environment (m= 2.11, sd= 0.50), diversity of learners (m= 2.09, sd= 0.61), assessment and reporting (m=2.06, sd=0.65), and personal growth and professional development (m= 2.01, sd= 0.60). this suggests that the respondents likewise do not encounter challenges in designing their learning spaces, dealing with a multitude of learners, evaluating the learners through varied tools and techniques, and furthering their skills and capabilities as prospective science teachers. in content knowledge and pedagogy, the respondents seldom face difficulties in the use of english in teaching science, positive use of ict in science classes and in developing critical and creative thinking among students. the teachers’ subject content knowledge is a prerequisite to effective teaching practice. even if teachers are aware of the dynamic forces and intricacy of living systems in biology and geography, they might not deliver its relevance to the students effectively (rosenkranzer et al., 2017). the respondents also rarely face problems in the learning environment. they can employ positive and non-violent discipline in dealing with learner action. also, they understand well the learning environments that uphold equality, reverence, and care to inspire learning. if teacher educators are prepared to support the education of students, it is imperative to know the interest of the students. students have different preferences when acquiring knowledge in education (plackle et. al., 2014). as to diversity of learners, psts barely experience challenges in utilizing science teaching strategies that are responsive to students’ various backgrounds. they were also well-versed in selecting inclusive teaching strategies that cover marginalized groups like the indigenous groups and learners with disabilities. the result is supported by the study of beutel and tangen (2018) that emphasized that the consensus of curriculum offered in teacher education has a significant impact in developing the competencies of future teachers, the greatest challenge is how to give them enough experiences to teach in the future effectively. in terms of curriculum and planning, the respondents rarely struggle in identifying learning objectives that are aligned with science learning competencies and using a variety of teaching and learning resources. hsu (2017) stated that many subjects in teacher education programs for prospective teachers, including content and methodology subjects, draw on conventional and lecture-delivered approaches. in contrary, the results show that the psts rarely experience difficulty in curriculum and planning that indicates a good curriculum offered in the teacher education. the prospective teachers do not often experience challenges in understanding the role of assessment data as feedback mechanisms to improve practice, develop programs and inform policies. likewise, the psts are good at monitoring and evaluating the students’ progress and achievement using assessment data. assessment is critical in the teaching-learning process. through proper assessment, teachers will be able to classify students accordingly (tosuncuoglu, 2018). the result is also supported by the study of khosravi and cooper (2018), which emphasized that the application of assessment for different offerings of a curriculum (within or across terms), providing significant response about student achievements, and the track of student development over time is all challenging job. in terms of community linkages and professional development, the respondents rarely encounter challenges. psts infrequently experience low participation of school community and parents in sciencerelated activities. it is also evident that the prospective teachers have awareness of the rules and regulations applicable to the profession where they are in. parents and teachers' good relationships can develop the teachers’ perception and perspective of students' specific character such as family background and learning needs (thijs & eilbracht, 2012). the results show that science preservice teachers have high engagements to parents which led to high engagement of the community in science learning. this conforms to the study of mautone et al (2015), which emphasized that understanding facilitates greater individualization of support that educators give to learners and families will also reduce the negative prejudices on the part of educators toward learners and families. the future teachers were aware of the crucial importance of parental involvement in students’ academic development and achievements. the student teaching practice contributed significantly to their current level of parental involvement training and an awareness of varied family patterns (sukhbaatar, 2018). likewise, the respondents rarely encounter challenges in terms of personal growth and professional development. they do not experience difficulties in applying practices that sustain the dignity of science teaching as a vocation. they also exhibit well learner-centered teaching philosophy. akhmetova et al (2016) emphasized that the would-be teachers must be ready for ethical and spiritual growth of high-school students in the context of holistic manifestation of all facets of personality. additionally, teis must be aggressive in jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 1-10 6 antipolo & rogayan (filipino prospective teachers’ experiences …) implementing programs and activities that will develop prospective teachers’ personal growth and professional development (reusia et al., 2020). based on the independent sample t-test, there is no statistically significant difference between the challenges experienced of private/public science preservice teachers. although not significant, science preservice teachers from public have greater challenges than the private school counterparts in terms of content knowledge and pedagogy and learning environment. though not significant, science preservice teachers from private have greater challenges than their public-school counterparts in terms of diversity of learners. there is no significant difference between private and public school in terms of challenges in mastery of subject matter content in contrary to the findings of the study of turkcapar (2015) which highlighted that there is a significant difference in school variable favored to public schools in terms of orientation and mastery. likewise, there were no statistically significant differences at the 0.05 level of significance in the challenges mean scores of the respondents by age. there is no sufficient evidence to show statistically significant differences in the respondents’ challenges by age which is probably due to the small sample size taken or might be due to the large error of measurement. moreover, there were no significant differences between the means of the challenges of science preservice teachers by sex. although not significant, female respondents faced greater challenges compared to the male respondents in all domains. there were also no significant differences between the challenges of science preservice teachers by civil status. regardless of being single or married, prospective teachers experience the same level of challenges. this confirms the findings of elom and egba (2015) that marital stress will not affect the job satisfaction of women teachers. it was concluded that marital stress could not predict job satisfaction among married women teacher. this implies that a teacher's civil status does not contribute to teachers' performances that might later affect their capability in teaching. this also indicates that the civil status cannot be considered a factor that affects a teacher's effectiveness whether he or she is married or not. lastly, there existed no significant differences between the means of science preservice teachers' challenges according to specialization and grade level handled. this implies that whether the psts specialize in biological science or physical science, they have experienced the same level of challenges. in relation, mizzi (2013) concluded that there are substantial differences when teaching within and beyond areas of specialization. teachers are more confident when they teach in the area of their expertise. table 4 shows the relationship among the variables of the challenges of science preservice teachers in teaching in k12 science curriculum. as gleaned from the table 4, inter-correlations among all dimensions of challenges in teaching spiral curriculum in science are positive and significantly correlated. there is a low to very high correlations between and among the dimensions of challenges experienced by the prospective teachers. this suggests that as one dimension of challenge increases, another corresponding dimension will likely increase. table 4. correlation between respondents’ challenges of science preservice teachers in teaching in k12 science curriculum variables 1 2 3 4 5 6 7 1. content knowledge and pedagogy – 2. learning environment 0.717** – 3. diversity of learners 0.629** 0.779** – 4. curriculum and planning 0.834** 0.756** 0.695** – 5. assessment and reporting 0.779** 0.633** 0.684** 0.871** – 6. community linkages and professional engagement 0.745** 0.587** 0.590** 0.745** 0.708** – 7. personal growth and professional development 0.473** 0.531** 0.622** 0.611** 0.709** 0.690** – **correlation is significant at the 0.01 level (2-tailed) *correlation is significant at the 0.05 level (2-tailed) equipping the would-be science teachers with the necessary skills, attitudes and values with the support of their family, mentors and school administration, would minimize the challenges they encounter in their preservice education. science prospective teachers should be equipped with the necessary knowledge and skills in pedagogy, assessment, teaching material development, classroom-based action research and other trends and issues in stem education (rogayan, 2019). teacher educators should lead in the enhancement jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 1-10 7 antipolo & rogayan (filipino prospective teachers’ experiences) of the prospective teachers’ tpack as they embrace the challenges of education 4.0 and the vucad2 (volatile, uncertain, complex, ambiguous, diverse, and disruptive) world. conclusion the study determined the experiences of prospective science teachers (psts) in teaching under k12 science curriculum which uses spiral progression approach. the psts rarely encounter challenges in teaching in the spiral curriculum in terms of the seven dimensions which include content knowledge and pedagogy, learning environment; diversity of learners; curriculum and planning; assessment and reporting; community linkages and professional engagement, and personal growth and professional development. there is no significant difference in the challenges of science prospective teachers when grouped according to profile variables. there are low to very high positive significant relationship between and among the seven dimensions of challenges experienced by preservice teachers. the administration may allocate adequate funding for the provision of additional instructional facilities and equipment. the college administration may in-house spearhead seminars and trainings inside the university to equip prospective science teachers with innovative teaching strategies and to develop content knowledge and another pedagogical dimensions. an orientation on spiral progression approach of the k12 science curriculum may be conducted to make science preservice teachers be aware of the curriculum policies, standards and guidelines. the teacher educators teaching special education courses may revisit their course syllabi to address the need for science integrative teaching to align this in k12 curriculum. science teachers in the college may also do mentoring session to address the least mastered topics of preservice science teachers before their teaching internship. an assessment of the psts’ technological pedagogical and content knowledge (tpack) may be considered a baseline for pedagogical intervention. since the study was conducted during the pre-pandemic period, further study may also look into the challenges of the prospective science teachers in the vucad2 world which was aggravated with the covid-19 pandemic. the ppst framework may also be utilized as lens in understanding the challenges of the psts during the emergency remote education brought about by the covid-19 pandemic. the experiences of the prospective teachers in navigating the new normal science education may also be explored where flexible learning modality during educational disruption is used. facilitating biology and other science laboratory experiments during covid-19 educational disruption may also be explored. lastly, conducting student assessment during the covid-19 learning era may be probed in future studies. acknowledgement the authors would like to acknowledge the school administrators of the higher education institutions for the approval to conduct the study, to the prospective teachers for the participation, to the college of teacher education of the president ramon magsaysay state university – san marcelino campus for the support to this research work, to the critics, editors and anonymous reviewers for the valuable insights which improved this research article. references acosta, i. c., & acosta, a. s. 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(2018). importance of assessment in elt. journal of education and training studies, 6(9), 163-167. https://doi.org/10.11114/jets.v6i9.3443 turkçapar, u. (2015). analyzing state and private school students achievement goal orientation levels in terms of some variables. educational research and reviews, 10(20), 2695-2701. https://doi.org/10. 5897/err2015.2458 walag, a. m. p., fajardo, m. t. m., guimary, f. m., & bacarrisas, p. g. (2020). science teachers’ self-efficacy in teaching different k to 12 science subjects: the case of cagayan de oro city, philippines. science international (lahore), 32(5), 587-592. https://www.researchgate.net/publication/344892479 https://doi.org/10.11114/jets.v6i9.3443 https://doi.org/10.5897/err2015.2458 https://doi.org/10.5897/err2015.2458 https://www.researchgate.net/publication/344892479_science_teachers%27_self-efficacy_in_teaching_different_k_to_12_science_subjects_the_case_of_cagayan_de_oro_city_philippines?enrichid=rgreq-12d98266b5d8477708101eb85d155cf7-xxx&enrichsource=y292zxjqywdlozm0ndg5mjq3ottbuzo5ntewmzy2njc3njq3mzdamtywmzc1njixotm2oa%3d%3d&el=1_x_2&_esc=publicationcoverpdf indeks penulis ainur rofieq 263 budi prasetyo 274 destaria sudirman nurhaty 356 dwi setyawan 283 eko susetyarini 298 endah wardani 322 fatchur rohman 283 fenny agustina 334 hedi sutomo 283 husamah 298 inggit winarni 274 ismi fatimatus zahro utariyanti 343 lagiono 329 lailatul munawaroh 263 notowinarto 334, 356 nurwidodo 322 purnama sari 356 rabiatul adawiyah 255 ria mayasari 255 risma ekawati 298 saidil mursali 307 siti ramdiah 329 siti zaenab 343 sri kurniati 274 sri wahyuni 322, 343 sukiniarti 315 susi sulistiana 274 yuni pantiwati 263, 298 wiwi yulianti 329 reviewer jpbi volume 1 nomor 3 naskah/artikel dalam penerbitan volume 1 nomor 3 ini telah direview oleh mitra bestari, sebagai berikut: dr. akhmad sukri, m.pd. (ikip mataram) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dr. yuni pantiwati, mm., m.pd. (universitas muhammadiyah malang) dr. drh. cicilia novi primiani, m.pd. (ikip pgri madiun) dr. abdulkadir rahardjanto, m.si. (universitas muhammadiyah malang) dr. widodo, m.pd. 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(eds.). 2005. handbook of blended learning: global perspectives, local designs. san francisco: pfeiffer. artikel dalam buku kumpulan artikel: graham, c.r. 2005. blended learning system: definition, current trends and future direction. in: bonk, c.j., graham, c.r. (eds.) handbook of blended learning: global perspectives, local designs, pp.3-21. san francisco: pfeiffer. artikel dalam jurnal: husamah & pantiwati, y. 2014. cooperative learning stad-pjbl: motivation, thinking skills, and learning outcomes in biology students. international journal of education learning & development (ijeld), 2(1): 77-94. artikel dalam koran: koesoema, a. d. 2010. pendidikan karakter integratf. harian kompas, edisi 11 februari, hal. 4. tulisan/berita dalam koran (tanpa nama pengarang): surya. 19 november, 2014. siswa smp tawarkan energi murah, hlm. 5. dokumen resmi: pusat kurikulum. 2002. kurikulum berbasis kompetensi. jakarta. skripsi, tesis, disertasi, laporan penelitian: pantiwati, y. 2010. pengaruh jenis asesmen biologi dalam pembelajaran kooperatif tps (think pair share) terhadap kemampuan kognitif, berpikir kritis, berpikir kreatif, dan kesadaran metakognitif siswa sma di kota malang. disertasi tidak dipublikasikan. malang: program pascasarjana um. makalah seminar, lokakarya, penataran: latifa, r. 2013. peningkatan prestasi dan motivasi belajar biologi siswa kelas viii di smp muhammadiyah 08 kab. malang dengan penggunaan media pembelajaran audiovisual. makalah dipresentasikan pada seminar nasional pendidikan pps universitas negeri surabaya, surabaya jawa timur, 19 januari 2013. internet (karya individual): livingston, j. a. 1997. metacognition: an overview. (online). (http://www.gse.bufallo. edu/fas/shuell/cep564/metacog.htm), diakses tanggal 1 september 2014). internet (artikel dalam jurnal online): kumaidi. 1998. pengukuran bekal awal belajar dan pengembangan tesnya. jurnal ilmu pendidikan. (online), jilid 5, no. 4, (http://www.malang.ac.id, diakses 20 januari 2000). 9. semua naskah akan ditelaah secara anonim oleh mitra bestari (reviewers) sesuai dengan bidang keahliannya. kepastian dimuat atau tidaknya naskah akan diberitahukan kepada penulis secara tertulis. http://www.malang.ac.id/ ju redaksi: jl. raya tlogomas 246 malang 65144 kampus iii umm gkb i lantai 5 telp. (0341) 464318 psw 120; fax. (0341) 460782 e-mail: biologi.umm@gmail.com/usya_bio@yahoo.com universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 2 july 2020, pp. 199-208 10.22219/jpbi.v6i2.11845 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 199 research article empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics didimus tanah boleng a,1,*, elsje theodora maasawet a,2, krishna purnawan candra b,c,3 a department of biology education, faculty of teacher training and education, mulawarman university, jl. muara pahu, kampus gunung kelua, samarinda 75119, indonesia b department of agricultural poduct technology, faculty of agriculture, mulawarman university, jl. pasir balengkong, kampus gunung kelua, samarinda 75119, indonesia c doctoral study program of environmental science, postgraduate program, mulawarman university, jl. sambaliung, kampus gunung kelua, samarinda 75119, indonesia 1 didimus.tanahboleng@yahoo.com*; 2 emaasawet@gmail.com; 3 candra@faperta.unmul.ac.id * corresponding author introduction biology is a difficult subject for most high school students (etobro & fabinu, 2017). various topics and concepts in this subject have a high level of difficulty (çimer, 2012). one of the difficult topics to study is “cells and tissue organisms' body” topic. the cell is the smallest unit of the living body. its microscopic size makes it difficult for students to imagine and to learn this topic. one of the main skills to make it easier for them to learn a r t i c l e i n f o a b s t r a c t article history received april 11, 2020 revised june 04, 2020 accepted june 15, 2020 published july 21, 2020 in empowering students’ 21st century skills, the implementation of scientific approachbased models (sabm) is recommended. this quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. the aim of the study was to determine the effect of sabm on empowering students' critical thinking skills (cts). the sabm implemented were problem-based learning (pbl), guided inquiry (gi), and pbl+gi combination. furthermore, the students’ ethnics included were javanese, bugis, kutai, banjar, and toraja. the purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in samarinda). the instrument used to collect cts data was questions test. the data were analyzed using two-way ancova. the results showed that there was no significant interaction between ethnic and learning models on the students' cts (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). in contrast, there was a significant effect of sabm on students’ cts (p = 0.0005) through this study, sabm need to be implemented continuously as it can optimize the empowerment of students’ 21st century skills. copyright © 2020, boleng et al this is an open access article under the cc–by-sa license keywords guided inquiry problem-based learning scientific approach-based models students’ ethnic how to cite: boleng, d. t., maasawet, e. t., & candra, k. p. (2020). empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics. jpbi (jurnal pendidikan biologi indonesia), 6(2), 199-208. doi: https://doi.org/10.22219/jpbi.v6i2.11845 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11845 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11845&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 199-208 200 boleng et al (empowering critical thinking skills …) abstract topic is critical thinking skills (cts) (crowley, 2015). a scientific approach-based learning model (sabm) seems to be appropriate to implement in such learning conditions. the choice of learning models is adjusted or tailored to the learning objectives to be achieved by students (tyabaev, sedelnikova, & voytovich, 2015). problem-based learning (pbl) and guided inquiry (gi) are two examples of scientific approach-based learning models usually used in biology. these learning models allow students to gain experience in problem formulating, data collecting, data analysis, discussing the results, making conclusions, and predicting (firman, baedhowi, & murtini, 2018). in pbl activity, a real problem is faced at the beginning of learning activity then the students solve the problem by the teachers' guidance. however, the teachers do not dominate the learning activity (servantmiklos, 2019) to improve students' critical thinking skills and make the best decision (dring, 2019). during pbl implementation, students are involved collaboratively in their groups to carry out problem-solving activities (andersen, brunoe, & nielsen, 2019; panlumlers & wannapiroon, 2015). in these activities, students are formulating the problem, planning the problem-solving process, implementing the problem-solving plan, and reflecting their learning (panlumlers & wannapiroon, 2015). on the other hand, in gi, students will learn science concepts through the scientific process, from formulating problems to presenting findings (arslan, 2014; vlassi & karaliota, 2013). gi offers an integrated unit of inquiry, planned, and guided by an instructional team of a school librarian and teachers, allowing students to gain deeper understandings of the subject's area of curriculum content and information literacy concepts. unfortunately, the learning activity in biology subject at the 11th class of senior high school in samarinda was still dominated by conventional learning (boleng & maasawet, 2018). in line with those condition, the skills level of the students in analyzing, making conclusions, and predicting, in the learning in the cell and tissue of organisms' body subject at senior high school, was low. students are less interested in asking questions, doing analysis, lacking data to make conclusions, and less skilled in predicting based on the data. a study conducted by students is still lacking in sharpness, lack of focus, and lack of data (boleng, lumowa, palenewen, & corebima, 2017). therefore, the implementation of sabm in biology subject in samarinda is need to be carried out. however, apart from choosing a learning model, there are other factors that also need to be considered to optimize student learning achievements. students' ethnicity is believed can influences students' learning processes and outcomes. different ethnics students bring out different attitudes and characters (ahmad & yusof, 2010; jayapalan, wong, & aghamohammadi, 2018). the unique character of students tends to influence the learning process and the success of learning outcomes achievement, e.g., understanding concepts, critical thinking skills, creative thinking skills, social attitudes, and others. east kalimantan is a region, which has multiethnic, socio-cultural, and religious diversity (murjani, 2012). in 2018, the number of senior high school students in samarinda was 869, which was dominated by four major ethnic groups, i.e., javanese, bugis, kutai, and banjar about 36.13%, 10.12%, 10.12%, and 14.84%, respectively. while other ethnicities are 27.68%, consists of other ethnic groups, both local and migrant ethnic groups (boleng & maasawet, 2018). based on the diversity of ethnicities in samarinda and the potential of several sabms in optimizing the biology learning process on the topic of "cells and tissue organisms’ 'bodies", it is necessary to conduct research that examines the effect of these two conditions on students' critical thinking skills. this study has a clear distinction from previous studies because most of the previous studies only examined the effect of sabm on learning outcomes (hsu, yen, & lai, 2016; panasan & nuangchalerm, 2010) or thinking skills (ersoy & baser, 2014; hussin, harun, & shukor, 2018), while other studies only examined the effect of ethnicity on students’ belief (rubie-davies et al., 2012) and learning participation (ke & kwak, 2013). furthermore, previous studies have only examined the effect of pbl (kuvac & koc, 2018; thakur & dutt, 2017) and gi (saefullah et al., 2017; vlassi & karaliota, 2013), while research that combines pbl and gi is still difficult to find. therefore, the aimed of this study was to examine the effect of combining pbl and gi and ethnic differences on students' critical thinking skills. this research is urgent to do because the findings of this study can be used to optimize the learning process in multiethnic conditions. in addition, an assessment of the difference in effects between pbl, gi, and pbl+gi integration will provide new information on whether the combination of the two sabms have a significant effect on 21st century skills empowerment or not. method this study was a quasi-experiment, which conducted on the odd semester of the academic year of 2018/2019. four classes were selected by purposive sampling of 11th class (primary in mathematics and natural sciences) from 2 senior high schools in samarinda, indonesia. the study population was all students with ethnic backgrounds of javanese, bugis, kutai, banjar, and toraja. the sampling criteria were at least there are three students with the background of the five ethnicities in the class. a total of 143 students involved jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 199-208 201 boleng et al (empowering critical thinking skills …) in this study, divided in pbl, gi, pbl+gi and conventional classes with the number of 31, 21, 22, and 32 students, respectively. while the number of students with different ethnicity background in the class implementing the pbl were 14, 4, 5, 4 and 4 for javanese, kutai, toraja, bugis, and banjar, respectively; in the gi class were 4, 4, 4, 5 and 4 for javanese, kutai, toraja, bugis, and banjar, respectively; in the pbl+gi class were 6, 4, 4, 4 and 4 for javanese, kutai, toraja, bugis, and banjar, respectively; in the conventional class were 13, 4, 6, 5 and 4 for javanese, kutai, toraja, bugis, and banjar, respectively. the students have equality academic background as shown by national junior high school student test score data. the ethnicity of the students was listed at the beginning of the experiment. the students were continuously participating in the learning activities (subject to their respective groups) during this study. the experimental design of this study was the non-equivalent pre-test post-test control group design. the study group was divided into four groups. the four study groups consist of groups (classes) those applied: (1) problem-based learning (pbl), (2) guided inquiry (gi), (3) a combination of pbl and guided inquiry (pbl+gi), and (4) conventional. the four groups were subjective to a pre-test, in the beginning, then followed by a post-test at the end of the intervention (figure 1). the independent variable was a student-centered learning model and the conventional learning model as control. the dependent variable was the critical thinking skills with indicators of (i) the skills of analyzing, (ii) making conclusions, and (iii) predicting. the relationship model between variables is shown in figure 1. the instruments used in the data collection process were: (1) questionnaires, and (2) questions test. the questionnaires were used to obtain information about the ethnicity of students. furthermore, the questions test was used to collect information about the students' critical thinking skills scores before and after the application of the treatment. the form of test questions was essay. several questions were five items, and are expected to be answered by the students within 90 minutes. figure 1. model of the relationship between independent (lm = learning models) and dependent variables (critical thinking skill) in the experimental design. the experiment was conducted in the rows of [1] pre-test was applied to all class (a, b, c, and d), [2] treatment was applied, [3] post-test was applied, and [4] analysis of pre-test and post-test result for critical thinking skill table 1. problem-based learning (pbl) and guided inquiry (gi) combined syntaxes syntaxes student activities problem orientation (pbl) o students observe/observe in groups the description of problems related to cells, body tissues of organisms. student organizations to carry out studies (observations) (pbl and gi) o students in groups, formulate problems related to the concept of cells, organisms' body tissues, after observing the problem description. o students are looking for ways to solve problems related to observation or understanding the gaps contained in the problem description. hypothesis (gi) o students, as a group, formulate hypotheses. experiment (gi) o students in groups carry out experiments. free group investigation (pbl & gi) o students collect data needed to solve problems that have been formulated. discuss in groups related to the data obtained (pbl and gi) o students discuss in their groups about the data obtained to solve the problems they have formulated. presentation (pbl and gi) o students in groups present the results of their discussion to all other groups of students in the class. in this study, the pbl+gi syntaxes are designed in seven steps (table 1). thus, the pbl+gi become new syntax and is expected to be more empowered in improving the students' critical thinking skills. the test questions given in the pre-test and post-test are similar. the preand post-test results were scored using a scoring rubric, as shown in table 2., which adapted from the rubric developed by (hart, 1994). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 199-208 202 boleng et al (empowering critical thinking skills …) table 2. rubric scoring predictors score all characters below appear o there is information/data following the problems related to the organisms' cells and tissues o analyze following issues related to the organisms' cells and tissues o make logical conclusions about the organisms' cells and tissues o make logical predictions about the cells and tissues of the organisms' body 4 one of the characters below appears o there is insufficient information/data following the problems related to the organisms' cells and tissues, or o making analysis less relevant to the issues associated with the organisms' cells and tissues, or o making less logical conclusions about organisms' cells and tissues, or o make less logical predictions about the cells and tissues of the organisms' body 3 all characters below appear o lack of information/data following the problems related to the organisms' cells and tissues o making analysis fewer following issues related to the cells and tissues of the organisms' body o making less logical conclusions about the cells and tissues of the organisms' body o make less logical predictions about organisms' cells and body tissues 2 one of the characters below appears o there is no information/data following the problem related to the organisms' cells and tissues, or o making analysis incompatible with issues concerning the organisms' cells and tissues, or o make illogical conclusions about organisms' cells and tissues, or o make unreasonable predictions about the cells and tissues of the organisms' body 1 the answer sheet is blank, or the answer does not match the problem 0 a two-way ancova was conducted to examine the effects of the ethnic and learning model on critical thinking of biology subject of "cell and tissue of organisms' body" by post-test, after controlling for the pretest. a posthoc analysis by bonferroni test was conducted. due to the limitation to fulfill the assumptions for ancova, e.g., normality and/or variance equality of the data in each group, the data were transformed into squared data before data analyzed. only eight of twenty groups fulfill the assumptions of the two-way ancova (all of learning model types and two ethnic types, i.e., javanese and banjar). results and discussion hundred forty-three students from the four classes were involved in this study. the pbl, gi, pbl+gi, and conventional classes each have a number of students of 36, 35, 36, and 36, respectively. only eight combinations from twenty groups are fulfilling the two-way ancova, i.e., all the learning models types and two ethnics (javanese and banjar), following squared data transformation (table 3). table 3. distribution of the observed student based on learning model (class) and ethnic learning model / class ethnic total samplesa total studentsb javanese banjar pbl 14 4 31 36 gi 4 4 21 35 pbl+gi 6 4 22 36 conventional 13 4 32 36 total 37 16 106 143 note: pbl = problem-based learning, gi = guided inquiry. a) the number of students involved in this study (javanese, banjar, bugis, kutai, and toraja). b) the number of students in the class. the eight combinations showed a linear relationship between pre-test and post-intervention post-test for each intervention group, as assessed by visual inspection of a scatterplot. the homogeneity of regression slopes was also determined by a comparison between the two-way ancova model with and without interaction terms, f(7,37) = 0.683, p = 0.722. the homoscedasticity within groups was proofed as assessed by visual inspection of the studentized residuals plotted against the predicted values for each group, and variances were homogeneous, as determined by levene's test of homogeneity of variance (p = 0.448). there were no outliers in the data following deleted one data from the combination of the javanese and conventional learning model, as assessed by no cases with studentized residuals greater than ±3 standard deviations. there were no leverage or influential points, as evaluated by leverage values and cook's distance, respectively. studentized residuals were normally distributed, as assessed by shapirowilk's test (p > 0.05). there was not a statistically significant two-way interaction between ethnic and learning models on the post-test of biology subject while controlling for pre-test, f(3,44) = 1.535, p = 0.219, partial η2 = 0.095 (table jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 199-208 203 boleng et al (empowering critical thinking skills …) 4). however, the main effect of ethnic showed no statistically significant difference in adjusted marginal mean post-test for those ethnic types, which javanese (5070.687) versus banjar (4885.891), 184.796 (95% ci, -488.495 to 858.087), p = 0.583. however, there was a statistically significant main effect of the lm, f(3,44) = 42.098, p < 0.0005, partial η2 = 0.742. adjusted marginal mean post-test increased in a row of conventional (2006.052), gi (5324.744), pbl (6107.057), and pbl+gi (6475.304). a statistically significant difference to conventional of 3318.69 (95% ci, 1978.65 to 4658.73, p < 0.0005), 4101.01 (95% ci, 2890.2 to 5311.29, p < 0.0005), and 4469.25 (95% ci, 3197.86 to 5740.65, p < 0.0005) for gi, pbl and pbl+gi, respectively. the pairwise comparison between learning models in each ethnic type was shown in table 5, and the trend of the effect was shown in figure 2. table 4. two-way ancova table source type iii sum of squares df mean square f p partial η2 pre-test 2,761,047.749 1 2,761,047.749 2.443 0.125 0.053 ethnic 345,874.401 1 345,874.401 0.306 0.583 0.007 sabm 142,760,697.856 3 47,586,899.285 42.098 0.000 0.742 ethnic * sabm 5,206,843.918 3 1,735,614.639 1.535 0.219 0.095 error 49,737,277.641 44 1,130,392.674 dependent variable: squared post-test; a. r2 = 0.787 (r2adj = 0.749); lm=learning model table 5. pairwise comparisons of effect between learning model in each ethnic ethnic (i) learning model (j) learning model mean difference (i-j) std. error sig.b 95% cib lower bound upper bound java conventional pbl -3300.403* 423.155 0.000 -4469.502 -2131.305 gi -3355.598* 609.842 0.000 -5040.479 -1670.716 pbl+gi -4279.375* 533.785 0.000 -5754.123 -2804.626 pbl gi -55.194 622.423 1.000 -1774.834 1664.445 pbl+gi -978.971 518.862 0.395 -2412.491 454.548 banjar conventional pbl -4901.608* 756.005 0.000 -6990.311 -2812.906 gi -3281.787* 752.417 0.000 -5360.576 -1202.999 pbl+gi -4659.129* 751.990 0.000 -6736.739 -2581.520 pbl gi 1619.821 759.836 0.232 -479.466 3719.108 pbl+gi 242.479 758.000 1.000 -1851.736 2336.694 dependent variable: squared post-test, covariates (squared pre-test) = 379.7736; based on estimated marginal means; *) the mean difference is significant at the 0.05 level; b) adjustment for multiple comparisons: bonferroni. through implementing sabm, students are facilitate to develop their thoughts and ideas and work together with friends to solve a problem (nurhasanah, arasti, susanti, rumperiai, & hindun, 2020; wormack et al., 2019). a learning environment that enables the empowerment of critical thinking skills allows students to apply critical thinking skills (petchtone & sumalee, 2014). however, students from various ethnic groups have a unique learning experience after implementing the syntaxes of the learning models applied. therefore, the results of this study inform that, although not significant, there were differences in critical thinking skills' test achievement of students who have different ethnic backgrounds. the achievement of students' critical thinking skills in each learning model requires the collaboration of students of different ethnic backgrounds. their ethnic background determines the character of students. ethnic students who vary in the class also raises the character of students. teachers, educators, and policymakers have to design together on exciting activities in learning, including learning materials, syllabi, and learning methods that are suitable for fostering positive attitudes of students (aladdin, 2010; batarchuk, 2017). indicators of students' critical thinking skills, such as analytical skills, conclusion skills, and predictive skills, can be owned by students if, in the learning process, students conduct scientific studies. the learning models allows students to formulate problems, conduct data collection (investigation), analyze data, discuss the results of data analysis, and conclude; enable students to develop analytical skills, conclude based on analysis and discussion, and predict based on the data they have related to cells and tissues of the organisms' body subject. data collection activities in learning, and literacy activities enable students to explore scientific cases (odegaard, haug, mork, & sorvik, 2015), in which guide students in carrying out scientific activities logically by the guidance of trained teachers (sarigoz, 2012). therefore, biology teachers are expected to prefer and apply learning models whose syntax allows students to carry out activities scientifically to empower their critical thinking skills. furthermore, the ethnicity of students does not affect students' critical thinking skills (table 5). the results of the data analysis show that the five types of ethnicities of students (javanese, bugis, kutai, banjar, and jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 199-208 204 boleng et al (empowering critical thinking skills …) toraja), statistically did not have a different effect in empowering students' critical thinking skills. students in overseas areas, such as in the city of samarinda, who was born and grew up and mature in the city of samarinda, tended to interact with students with different ethnic backgrounds continuously. the theory has affected modern social psychology only in the last decade or so, focusing on the effect of cross-ethnic interaction. the theory has the vision on the possibility of positive outcomes from ethnic relations if the surrounding gave suitable support (zainal, abu, & mohamad, 2010), heterogeneous cultures and identities exist within these distinct groups (jamil, 2010), but integration does not require the loss of one's identity or origins (ruthner, 2012). (a) (b) (c) (d) figure 2. the trend of effect between the learning model in each ethnic. data (squared post-test) fulfilled all of the two-way ancova assumption (a and b) with the covariate (pre-test) of 379.7736, while (c and d) were from all data collected in this study with the covariate (pre-test) of 430.7264. the sample size factors for each ethnicity included in the study were not the same. an optimal sample size should be carefully evaluated and determined (wang, xu, li, tian, & chen, 2019). therefore, it is recommended for similar research in the future to increase the sample size for each ethnic student. besides, the size of the number of students in each ethnic group is not too much different. students who have a particular ethnicity tend to have unique characters that are different from students with different ethnicities. student character gives influence to students in acting, including in following the learning process in class. for generations, unique characters from certain ethnic groups are taught and passed on by parents to their children. bugis ethnic characteristics in general are: sipakatau (the nature of respect as individuals with dignity), siri (self-esteem, shame), pesse (brotherhood of fellow bugis ethnicity, and with other ethnicities) (syarif, sumarmi, & astina, 2016). javanese ethnic character, in general, is: maintaining harmony and respect (idrus, 2012). the banjar ethnic character is of a high religious nature (hidayat, 2013). the toraja ethnic character is always learning about the toraja ethnic culture, namely: toraja language, toraja exceptional food, and toraja special food (bahfiarti, 2015). the ethnic character of kutai is to always live according to the teachings of islam for its adherents, and the kinship system, in general, is patrilineal (fatherly line) and has a religious system and customs that are held in high esteem (murjani, 2012). however, the interaction between students with different ethnicities may also affect the student character. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 199-208 205 boleng et al (empowering critical thinking skills …) the average score of critical thinking skills for each learning model is different (table 6). however, overall, the application of sabm (pbl, gi, and pbl+gi combination), gives the same score, and is equally higher than conventional learning. the inquiry experiment improved the participants' critical thinking skills (zhou, guo, liu, wang, & ma, 2010). besides, the application of the combined pbl+gi provides the highest score among other learning models in empowering critical thinking skills of students of varying ethnicity. learning models that are based on a scientific approach enable students to develop critical thinking skills (indicators: analysis, inferring, and predicting). students experience more experience in analyzing problems/data, concluding, and predicting data-based on the cells and tissues of organisms' subject. table 6. the empowerment of critical thinking skills in the biology object of "cells and tissue organisms' body" ethnics learning model (n) post-test mean sd empowerment (%) javanese conventional (13) 45.77 14.09 pbl (14) 75.54 6.52 65.04 gi (4) 74.38 5.91 62.50 pbl+gi (6) 81.58 8.09 78.25 banjar conventional (4) 39.00 11.17 pbl (4) 81.25 7.22 77.52 gi (4) 69.50 4.93 51.85 pbl+gi (4) 78.75 7.77 72.06 note: n = number of students. covariates (pre-test) was 18.48. the application of pbl+gi for javanese, gives the highest score of critical thinking skills (81.58) compared to other learning models (table 6). in the application of combined pbl+gi, students have gained more experience in analyzing problems/data, concluding, and predicting data-based about cells and body tissues of organisms' subject. students can learn how to formulate apparent research problems. furthermore, students can also learn to choose ways to collect data, analyze data, and discuss the results of data analysis obtained. finally, students can make conclusions to determine accepted or rejected hypotheses that they have formulated. javanese character is cooperation, always compact with people who are not javanese in one group of collaboration, respect, a sense of equality with people who are not javanese or others (susetyo, widiyatmadi, & sudiantara, 2014). usually, javanese succeed in interacting with other ethnic groups, have an attitude of tolerance, are patient in facing problems (idrus, 2012). related to the application of learning models in the banjar ethnic group, table 6 shows that pbl gives the highest critical thinking skills score (81.25) compared to other learning models. application of the pbl, students observe the real (contextual) data, formulate problems, collect data, analyze data, discuss the results of data analysis earnestly to solve the problem, and make conclusions. the character of banjar ethnic (a local ethnic in east kalimantan province, who migrated from south kalimantan province, indonesia), is always in contact with god, the concept of bubuhan (which helps one another), being severe in working in solving problems in his life (istiqomah, 2014). conventional learning only makes it possible to practice listening, taking notes, and asking the teacher. students are less trained to interact with their peers to analyze equally, formulate problems, formulate hypotheses, collect data, analyze data, discuss the results of data analysis, and make conclusions. as a result, students are weak in analyzing, making conclusions, and predicting. therefore, biology teachers need to reduce the application of conventional learning, to empower students' critical thinking skills further. however, it has been realized that a preservice teachers' ability is essential to be developed in parallel to increase the teachers' capacity in practicing the science-approach learning models (zhou et al., 2010). application of the scientific approach-based learning model significantly empowers (p = 0.0005) the critical thinking skill of the students on the biology object of "cell and tissue organisms’ body" (table 5). base on the ancova result (table 5), the empowering effectiveness is shown more directly using the raw data, as shown in table 6. the pbl was more effective than gi and pbl+gi in empowering the critical thinking skill of banjar ethnic students, while the pbl+gi was more effective for javanese students. the gi shows the lowest effectiveness than the two other learning models for the two ethnicities. the results of the analysis of the empowerment of learning models applied in the study (table 6) indicate that learning models based on scientific approach (pbl, gi, and pbl+gi) provide higher critical thinking skills scores compared to conventional learning. the learning process is based on a scientific approach, allowing students to experience stages of scientific assessment. the scientific assessment stages include: formulating the problem, formulating hypotheses, collecting data, discussing the data obtained, making conclusions, and sharing the findings with other students in the class. the stages of learning like this allow students to be able to do analysis, make conclusions, and can make predictions based on data obtained. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 199-208 206 boleng et al (empowering critical thinking skills …) through a scientific approach, students are more active, and not only learn in the classroom, but also make observations in their environment in collecting data following problems in learning. in this such condition, students can find the fact that there is a relationship between the object being analyzed with learning material (susilo, 2016). this approach avoids verbalism concept in the learning activity, has a principle of the learning process for the students from 'be informed' to 'actively find out'. in discussing the material of cells and tissues of the organism's body, students are expected not to be passive in receiving information in class. still, it is also necessary to make observations in the laboratory and find information from other sources. cells and body tissues of the organism are microscopic. therefore, to study this material, it is necessary to observe this object using another microscope for assistive devices, which could reduce misconceptions in understanding the substance of cells and body tissues of organisms. conclusion based on the results, there is no interaction between learning models and ethnic groups on critical thinking of the biological subject as shown by the main effect of ethnicity. however, the sabm (pbl, gi, pbl+gi) implementation significantly affects students’ critical thinking skills among various ethnic students. within javanese, pbl+gi is the most powerful in empowering critical thinking, while within banjar ethnic, the pbl was the most effective. based on the conclusions obtained, the application of sabm needs to be applied massively. the number of schools that still apply conventional learning in samarinda needs to be followed up because they are unable to optimize the empowerment of students' thinking skills. therefore, it is hoped that researchers and policy makers will be able to encourage teachers to consistently implement various sabm, especially pbl+gi. acknowledgment we thank the rector of university of mulawarman, indonesia, for funding support for the study, with decree number 1965/sk/2019, dated: august 30th, 2019. references ahmad, y., & yusof, n. m. 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issn: 2442-3750 (print) issn: 2527-6204 (online) volume 5, issue 2, july 2019 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and novembe r. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, asean citation index (aci) and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word " indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher i s from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have i mplications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/18251') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/16636')  prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia  prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia  prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh  assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia  assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states  assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia  assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand  assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia  assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia  assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia  assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia  assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia  mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader  assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia  fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia  dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia  dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/13847') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2650') 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/4097') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/17556') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2166') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2123') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3280') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3247') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2124') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/28468') table of content improving students’ motivation and collaborative skills through remap jigsaw learning combined with modelling activities sri endah indriwati, herawati susilo, i made surya hermawan .................................................................................... 177 moderated effect of teachers’ attitudes to the contribution of technology competencies on tpack hendra yulisman, ari widodo, r. riandi, cut intan evtia nurina ................................................................................. 185 ethnobotanical study of medicinal plants utilized by the baduy tribe used as a learning resource rida oktorida khastini, indria wahyuni wahyuni, irma saraswati, a. alimuddin, prasart nuangchalerm .......... 197 complex instruction team product (citp) learning model: improving student’s scientific attitudes and learning outcomes dominggus rumahlatu, kristin sangur, sintje liline ..................................................................................................... 207 the integration of pbl and cooperative script to empower critical thinking skills of biology students didimus tanah boleng, elsje theodora maasawet ........................................................................................................ 217 naturalist intelligence and personality: an understanding students’ responsible environmental behavior nina wirdianti, ratna komala, mieke miarsyah .............................................................................................................. 229 environmental responsibility and pro-environmental behavior: biology undergraduate students’ profile diana vivanti sigit, eka putri azrai, erna heryanti, kasih anggraeni, ilmi zajuli ichsan, rahmat fadrikal ........... 237 improving higher-order thinking skill through poe (predict, observe, explain) and guided discovery learning models witriyani suryamiati, adi pasah kahar, anandita eka setiadi ...................................................................................... 245 laboratory hands-on activity: a case study in senior high school of pekanbaru-indonesia maysi hidayah ramadhani, prima wahyu titisari .......................................................................................................... 253 improving student learning outcomes in science subjects through the implementation of pbl-based module eva nursa’ban, mohammad masykuri, sri yamtinah ..................................................................................................... 269 teaching science process skill using guided inquiry model with starter experiment approach: an experimental study ika wardani, d. djukri .......................................................................................................................................................... 277 biology in the 21st-century: transformation in biology science and education in supporting the sustainable development goals yudha gusti wibowo, ali sadikin ...................................................................................................................................... 285 a path analysis of the relation between study habit and students’ academic achievement erik prasetyo, saiful ridlo, nugroho edi kartijono......................................................................................................... 297 augmented reality for teaching science: students’ problem solving skill, motivation, and learning outcomes fitriana nur astuti, s. suranto, mohammad masykuri .................................................................................................... 305 developing interactive questions to measure the higher-order thinking skills of senior high schools’ students a. afandi, saleh hidayat, indawan syahri......................................................................................................................... 313 thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers avia riza dwi kurnia, muslimin ibrahim, wahono widodo............................................................................................ 325 diagnostic test assessment on protist misconception defita raharjo, murni ramli, yudi rinanto ....................................................................................................................... 335 environmental awareness and participation of filipino pre-service teachers genalyn p. lualhati .............................................................................................................................................................. 345 cognitive acceleration through science education (case) program: accelerating students’ cognitive development chandra adi prabowo, wahyu widodo ............................................................................................................................. 353 internship program: a viewpoint of pre-service teachers of farhangian university-shahid beheshti branch of tehran darioush sharafie, mohamadreza ghorbani, amin dadashzadeh ................................................................................ 361 volume 5, issue 2, july 2019 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7888 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7818 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7219 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8367 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7952 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7193 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7831 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8266 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8457 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7534 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8429 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7956 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7884 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8455 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7747 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7742 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7685 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8524 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7024 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7645 issn: 2442-3750 (print) issn: 2527-6204 (online) volume 5, issue 1, march 2019 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates wi th asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, asean citation index (aci) and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indones ia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have implications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, ind onesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; chairman of world academy of medical sciences (wams); department of biotechnology, faculty of advanced sciences and technologies, university of isfahan, isfahan, iran, islamic republic of editorial advisory regional southeast asia prof. dr. henita rahmayanti, scopus id: 57193697371, department of population and environmental education, universitas negeri jakarta, the special capital of jakarta, indonesia editorial board • prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia • prof. dr. nobuyasu katayama, scopus id: 7102706409; tokyo institute for biology education; and department of biology, faculty of education, tokyo gakugei university, koganei, japan, japan • prof. dr. dongryeul kim, scopus id: 57037347100, biology education major, department of science education, college of education, daegu national university of education, daegu, korea, republic of • prof. dr. animesh ku. mohapatra, scopus id: 35729036800; department of life science, regional institute of education (ncert), bhubaneswar, odisha, india http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs+url%3ajpbi&refid=dclink http://garuda.ristekdikti.go.id/journal/view/7984 https://scholar.google.co.id/citations?user=gdhwbquaaaaj&hl=en http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://asean-cites.org/index.php?r=contents%2findex&id=33 javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2350') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2121') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/1581') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2815') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2798') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/9625') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/4120') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/40039') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2619') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/17981') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/18251') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/16636') • prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia • prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia • prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh • assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/28468') table of content critical thinking skills: the academic ability, mastering concepts, and analytical skill of undergraduate students tutut indria permana, iin hindun, ndzani latifatur rofi'ah, ardiani samti nur azizah .............................................1 scientific literacy profile in biological science of high school students novaristiana r, yudi rinanto, murni ramli ................................................................................................................9 the relationship between personal responsibility and pro-environmental intention in high schools' students ahsanul akhsan dasi, mieke miarsyah, rusdi rusdi ............................................................................................... 17 building pro-environmental behavior among school community of adiwiyata green school nurwidodo nurwidodo, mimien henie irawati al muhdhar, fatchur rohman, dwi iriani, herlina herlina, muhammad mifta fausan .......................................................................................................................................... 23 the profile of students’ analytical skills in environmental issues of coastal area fenny roshayanti, azizul ghofar candra wicaksono, ipah budi minarti ................................................................ 33 project-based learning: improving students’ activity and comprehension through lesson study in senior high school ainur rofieq, roimil latifa, eko susetyarini, purwatiningsih purwatiningsih ........................................................ 41 developing guided inquiry-based ecosystem module to improve students’ critical thinking skills irwan irwan, maridi maridi, sri dwiastuti .................................................................................................................. 51 empowering scientific thinking skills through creative problem solving with scaffolding learning devi ratnasari, suciati suciati, maridi maridi ........................................................................................................... 61 developing genetic learning module based on blue eyes phenomenon in buton island, southeast sulawesi agus slamet, fahmil ikhsan taharu, atok miftachul hudha .................................................................................... 69 the activeness, critical, and creative thinking skills of students in the lesson study-based inquiry and cooperative learning rusdi hasan, marheny lukitasari, sri utami, anizar anizar .................................................................................... 77 teacher’s questioning skills and students’ responses in science subject based on parenting style perspectives nurhaty purnama sari, wilda fasim hasibuan ......................................................................................................... 85 reasoning patterns and modes of prospective biology teachers on embryology learning with tpack framework nia nurdiani, nuryani y. rustaman, wawan setiawan, didik priyandoko ............................................................... 93 the feasibility of biology module based on stim-hots models betty novia pramesti, sajidan sajidan, sri dwiastuti, eko setyaningsih .............................................................. 101 students’ pro-environmental behavior and environmental learning outcomes based on green consumerism ilmi zajuli ichsan, diana vivanti sigit, mieke miarsyah, eka putri azrai, erna heryanti ........................................ 109 the effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills anik twiningsih, sajidan sajidan, riyadi riyadi .................................................................................................... 117 validity of guided inquiry-based modules on digestive system to improve argumentation skill puji hendarto, m. maridi, baskoro adi prayitno ..................................................................................................... 127 understanding the bottlenecks in methodological adoption of constructivism in secondary schools in kenya gideon mwanda, ronnie midigo ............................................................................................................................. 141 using critical analysis to develop metacognitive ability and critical thinking skills in biology marheny lukitasari, rusdi hasan, wasilatul murtafiah .......................................................................................... 151 science literacy skills through the experience of project activities with assisted local potential based learning materials diana hernawati, mohamad amin, mimien henie irawati al muhdhar, sri endah indriwati................................... 159 the effects of personality and intention to act toward responsible environmental behavior riska dian pratiwi, rusdi rusdi, ratna komala..................................................................................................... 169 volume 5, issue 1, march 2019 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7626 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7080 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7117 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7233 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7574 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7456 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7287 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7135 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7071 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7328 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7023 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7375 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7385 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6447 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7539 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7255 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7215 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7262 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7372 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7120 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 1 march 2021, pp. 43-52 10.22219/jpbi.v7i1.14283 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 43 research article environmental education to build school members’ character hana naqiyya nada a,1,*, rhina uchyani fajarningsih a,2, okid parama astirin a,3 a program magister ilmu lingkungan, universitas sebelas maret surakarta, jl. ir. sutami no. 36a, pucangsawit, jebres, kota surakarta, jawa tengah 57126, indonesia 1 hananaqiyya.22@gmail.com *; 2 rhinauchyani@staff.uns.ac.id ; 3 okidparama@gmail.com * corresponding author introduction technology and science have developed rapidly and have influenced various aspects of life to the culture of society (cleveland et al., 2016; ergashev & farxodjonova, 2020). a nation that fails to adapt to this rapid development will result in the loss of identity, morals, and norms. globalization can also change someone to become a different person and forget their cultural identity (ergashev & farxodjonova, 2020; novianto & meidasari, 2018). in line with this, bullying in schools is increasingly occurring. habits that can affect physical and mental health to depression in the victim (hicks et al., 2018). papalia et al. (2018) stated that the harassment that commonly occurs among students can lead to violence and other criminal acts in the future. this issue is closely related to educational problems, including academic achievement, school engagement, and special educational needs. schools are expected to be a good environment for the nation's future generations to gain knowledge and build character. education in schools is very complex, and its components complement each other thus supporting the mental health and well-being of students (hoare et al., 2017). the implementation of character education has proven to be effective in the school environment, which can shape students with religious, a r t i c l e i n f o a b s t r a c t article history received: 11 november 2020 revised: 23 march 2021 accepted: 26 march 2021 published: 31 march 2021 environmental education provides opportunities to instill character education for adolescents in globalization era. however, positive effects of environmental education on character building are rarely studied. this study aimed at analyzing the effect of environmental education on character building of school members. this study used descriptive qualitative method with purposive sampling technique. sjhs 1 wajak and sjhs 1 gondanglegi were selected as research locations as they were adiwiyata schools. the data were collected through observation, interview, and documentation techniques. the results showed that environmental education had affected student character building. various activities and existing regulations affect student characters, such as honest, self-confidence, responsibility, discipline, caring for fellow human beings, caring about nature, courage, religion, and creativity. habituation and modeling are strategies used in constructing characters. therefore, environmental education is recommended to be implemented in various schools as an effort to improve the character of school members. copyright © 2021, nada et al this is an open-access article under the cc–by-sa license keywords environmental education character building adiwiyata school how to cite: nada, h. n., fajarningsih, r. u., & astirin, o. p. (2021). environmental education to build school members’ character. jpbi (jurnal pendidikan biologi indonesia), 7(1), 43-52. doi: https://doi.org/10.22219/jpbi.v7i1.14283 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 10.22219/jpbi.v7i1.14283 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1.14283 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 43-52 44 nada et al (environmental education to build …) honest, sincere love and nationalist characters. (marini, 2018). therefore, character education is expected to be implemented to the younger generation from an early age. character education can be integrated through formal, non-formal, to informal education. character education can not only be effectively integrated into learning, but also in extracurricular activities, sports, and students' daily activities in interacting with teachers, friends, and teaching staff in the school environment (karokaro et al., 2018). one of the learning conditions that has the potential to empower students' character is environmental education-based learning conditions that appear in adiwiyata program. the adiwiyata program is included in the indonesian ministry of environment's program to encourage the creation of knowledge and awareness of school members in an effort to conserve the environment. the adiwiyata program is an environmental education application to create school members who are responsible for protecting, managing and preserving the environment (iswari & utomo, 2017). environmental education in adiwiyata schools is an additional activity, integrated into subjects, and implemented in daily life (alpusari, 2013). environmental education in adiwiyata schools is not only for students, but also involves the local government and the surrounding community (desfandi, 2015). adiwiyata school invites all school members to involve in waste management, crop conservation, energy-saving, healthy lifestyle, and creative activities. and conducting environmental care actions (utomo et al., 2016). hopefully, students will inculcate the habit of baiknyadi school, home, and community. unfortunately, efforts to strengthen character education in indonesia are still not running optimally. character education has not fully integrated into schools' learning process (wuryandani et al., 2016). various obstacles are found both from inside and outside the school because social changes in society also change their values, norms and culture (yulianti et al., 2016). furthermore, existing educational policies and curricula do not fully support teacher competence and understanding. on the other hand, learning should not only be oriented towards cognitive abilities, but must also be oriented towards skills and attitudes aspects (ahmad, 2014; widiatmaka, 2016). as an interesting and urgent program, the adiwiyata program has been able to attract the attention of several researchers some researchers link environmental literacy empowerment to the adiwiyata program, for example research at the adiwiyata school in banda aceh (desfandi et al., 2017; kamil et al., 2020) and in malang (nurwidodo, 2020). another study examined students' green behavior at adiwiyata school (rachman & maryani, 2018). there is also research that examines students’ environmental awareness (adawiah, 2019) and environmental care attitudes at adiwiyata schools (furda et al., 2021; prasetiyo et al., 2020). some researchers have also studied character education in indonesia, although it is still limited to a particular focus of study. several studies have examined the role of certain subjects in instilling student character, such as in social studies (agung, 2018) and physics subject (suherman, 2018). another study examines the application of environment-based learning that is integrated with character education (rokhman et al., 2014). however, research that examines the role of environmental education in adiwiyata schools in shaping student character is still difficult to find. in line with these information, there needs to research on the influence of environmental education as a means of character building. this study aimed at analyzing the environmental education in adiwiyata schools and analyze the influence of environmental education on the formation of school members’ character. this research is essential to know the impact of the environmental education approach in fostering good habits and its relationship with character building. besides, the findings obtained can be the basis of development research related to character education and environmental education. the study results are also can be used as a reference in determining suitable media to implement character education. method a qualitative descriptive design was used in this study. this study was focused on how environmental education in adiwiyata schools can build the character of school members. sjhs 1 wajak and sjhs 1 gondanglegi were chosen as research location. these two schools were chosen because they are adiwiyata schools located in the malang area. the purposive sampling technique was choose as sampling technique in this study. in this case, the respondent involved in this study were respondent who have experience related to adiwiyata. the respondent were selected based on criteria including (1) willingness to be an informant, (2) knowing the background and condition of the school, (3) understanding the student's character development strategy, and (4) directly involved with the adiwiyata program. respondents of this study included the principal, the deputy principal of the student affairs school, the deputy principal of the school for infrastructure, the chief executive of the adiwiyata program, and two teachers. data was collected using observations, interviews, and documentation techniques. the instruments used were observation guides and interview guidelines with voice recorders and cameras. researchers made observations to observe the entire school area and school members’ activities related to character building. the observation process in the school environment includes classrooms, teacher's rooms, canteens, toilets, mosques, and activities in the classroom and outside the classroom or during breaks. interviews were jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 43-52 45 nada et al (environmental education to build …) conducted to dig deeper knowledge related to character building strategies through environmental education. furthermore, the documentation process was conducted to examine adiwiyata documents, such as award lists and recaps of activities to support the findings. the data was analyzed interactively through data reduction, organized data presentation, interpretation, and drawing conclusion (junaid, 2018). data validation was performed using techniques and source triangulation. results and discussion this study which examines the character building of these students involves two adiwiyata schools as research locations. sjhs 1 wajak was entitled as an adiwiyata school in december 2019. based on interviews with several teachers and supervisors of adiwiyata, this school has a high concern for the environment since the initiation of the adiwiyata program. this school has been active in improving all adiwiyata aspects to obtain the “adiwiyata mandiri school” status. before achieving the adiwiyata mandiri school status, sjhs 1 wajak succeeded in winning the 2017 provincial healthy school environment competition. not surprisingly, this school has various facilities related to environmental care such as bio pores, family medicinal plant gardens, school forests, organic and inorganic trash bins, lemongrass gardens, and bee farms. all of these facilities are used as learning media and familiarize students with environmental culture. sjhs 1 gondanglegi is also a district level adiwiyata school. this school is active in environment-based activities such as composting, waste sorting, recycling, and a healthy canteen. efforts to internalize environmental-cultured behavior are not only about school predicates but also about student habituation in school which is very important for everyday life. the results of interviews, observations, and documentation show that both schools use environmental education to build student character. the results of observations and interviews show that several aspects can be maximized in character building through environmental education. character education is a major milestone in life that becomes the basis for individual growth (kamaruddin, 2012). accompanied by academic education, character education is important for enhancing the morals of the next generation. educational institutions have a major contribution in producing students with good academic results and virtuous character. good character will maximize the function of the knowledge obtained to be realized in daily behavior (nurhasanah & nida, 2016). strengthening character education in indonesia actually aims to create students with a culture and spirit of pancasila. related to that goal, general knowledge is not sufficient to shape student character (davidson et al., 2011). one of the methods of character education in schools is to understand, feel, and do (setiawan & qomariyah, 2017). the daily interactions between teachers and students will channel good habits and teacher become role models for students in their behavior (heriansyah, 2019). activities outside the classroom such as scouts also play an important role in character building, where students are directly trained to deal with real situations (mislia et al., 2016). furthermore, due to all of those activities become their habits, students will apply what they have learned in daily activities at school and at home. experiential learning in environmental education provides students with learning experiences through understanding, skills training, and attitudes to form a caring character for the environment (istikomayanti et al., 2016). environmental education is not only about learning about gardening or keeping schools clean but also learning about environmental management and social interactions between each other (fahmy et al., 2015). in the adiwiyata program, all school members have an important role in supporting the running of the program. the implementation of this program will result in collaboration and cooperation between components within the school. the principal is the decision maker; teachers and teaching staff are mentors and supervisors; while students carry out their responsibilities in environmental management. at adiwiyata school, there are usually working groups that are divided according to the policies of each school. sjhs 1 wajak divides work groups based on class with the homeroom teacher as a companion and supervisor. the workgroup moves between classes each week. there are several working groups in charge of school gardens, toilets, canteens and parks. the group trains students to be responsible for the tasks assigned to them. collaboration is also formed because all group members supervise the work of the working group. students work together to maintain cleanliness, monitor violations, report, and remind friends who make mistakes. apart from working groups, students also work together to clean the school environment every 15 minutes at the start of sports time to help cleaners (figure 1). this activity also taught them that school cleanliness is a shared responsibility. the teacher divides the students into groups to clean the designated areas. the tasks carried out include: sweeping, picking up trash and placing it according to categories, and watering the plants. in addition, one group was assigned to collect from each class and then disposed of to a waste processing facility. the school has several rules that must be obeyed by every member of the school. the rules for disposing of garbage in an appropriate place may be simple, but the habituation and example given by the teacher will affect the character of the students. furthermore, in all areas of the school there are organic and inorganic jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 43-52 46 nada et al (environmental education to build …) trash bins. every school member is given the knowledge to distinguish organic and inorganic waste. there is also a working group that monitors trash can violations in each class. therefore, students are trained to be disciplined by always throwing garbage in the place provided regardless of being supervised or not. they are trained to be disciplined based on responsibility and environmental care and the school promote them to become aware with their environment. environmental awareness is the same as social awareness. students are given knowledge about the importance of protecting nature and the impact of natural damage. they are also taught to protect nature for future generations. all subjects are also integrated with environmental education by raising examples or applications taken from everyday life so that they are easily understood by students. as well as environmental awareness, social care is also trained. students are trained by sharing with the local population. sjhs 1 wajak has partner schools and villages that were provided with training and understanding of the adiwiyata program. students also participate in helping the local community. meanwhile, students are not only trained to care about the environment but also care for social creatures. figure 1. students work together to clean the school environment every 15 minutes at the beginning of sports time based on observations in sjhs 1 wajak and sjhs 1 gondanglegi, these two schools have healthy canteens that sell healthy food without additives. the cafeteria at sjhs1 wajak received stars from the food and drug administration and the ministry of health. the food sold is varied and healthy. all food tastes good even when steamed or grilled. the food sold is also plastic-free and additive-free. the canteen also does not provide excessive fry (figure 2). research by hanum (2016) stated that fried foods are the highest contributor to trans fat, which is recommended to consume less than 1% of the daily calories needed. excess consumption can trigger the blockage of blood vessels which increases the risk of heart attack. figure 2. healthy food canteen in research locations food items sold in the canteen also use fresh and homemade ingredients. canteen staff are given training to use healthy food ingredients without preservatives. for example, black grass jelly which is often used as an ingredient in drinks because it tastes good and is easily combined with other ingredients. black grass jelly is an ingredient that is easily available in the market at a low price. in addition, counseling by the health center regarding the cleanliness of foodstuffs was the reason the canteen officers decided to make grass jelly instead of buying at the market. apart from being healthy, they are also more cost effective, even though the process is more complicated. one respondent stated that he paid attention to the effect of the materials he used on the health of students and all school members. this resulted in environmental awareness and social concern from jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 43-52 47 nada et al (environmental education to build …) the canteen staff and teachers. without their awareness, a healthy canteen will not exist and cannot be implemented. this healthy canteen aims to familiarize school residents to care about health by consuming nutritious food. a healthy canteen is not only about healthy food, but students are also taught to be disciplined and responsible for returning cutlery. this canteen does not use plastic wrap to familiarize students with using containers when buying food. the working group supervised students who did not return the container to its place and fined them for breaking the rules. besides being trained in discipline, students are also trained to be honest. they are prohibited from bringing packaged snacks from home. there is a random bag check at least once a week. students are trained to be disciplined in obeying rules. students who deliberately bring packaged snacks are asked to be honest and collect them to return after school. the teachers advised that it was all for the good of the students and for a more sustainable environment. in addition to the healthy canteen concept, the canteen at sjhs 1 gondanglegi also uses the honesty canteen concept. no cashier supervises payments; the student pays and gets the change at the space provided. this concept has been running for more than 5 years. honesty of students is trained by paying according to what they take. according to canteen staff, the amount of money earned is more than the proceeds from sales. this shows that the honesty canteen can train students to be honest in everyday life. figure 3. the appearance of garden in school (seeds brought by 7th grade students for the 2019-2020 school year) furthermore, both sjhs 1 wajak and sjhs 1 gondanglegi have gardening activities. farming, composting and biopori are some of the weekly and monthly activities. farming activities are usually carried out at the beginning of the new school year. students are asked to bring seeds to be planted together in the school garden (figure 3). sjhs 1 gondanglegi utilizes the front area of the class to be managed by each class. sjhs 1 wajak has a large school garden area. the area is divided into several parts, such as the plant nursery area around the teacher's room, the garden area in front of the school, the area for family medicinal plants, and the lemongrass garden area for cultivation. this activity can make students care for and preserve plants. the teacher includes a religious aspect in this activity. students are asked to take care of plants as a form of gratitude for god's blessings and creations. plants are one of god's blessings that produce oxygen that humans need to survive. the other activity in adiwiyata school is composting and make bio pori. composting is done 4 to 5 times a year. bio pori is filled every day or every time you find leaf litter. the school has the slogan "look at the trash to get it" so that the school environment looks very clean by getting students accustomed to picking up the trash they find. plants are cared for every day by the person in charge or the working group in charge. students are jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 43-52 48 nada et al (environmental education to build …) trained to be creative in managing the park and to work hard and be active in farming activities outside the classroom learning. in addition, in their spare time, students are given positive activities. furthermore, the predicate "adiwiyata mandiri" means that sjhs 1 wajak has connections with several schools and other agencies such as health centers, village offices, plantations, and the community around the school. this condition allows this school to get guest visits for comparative studies or counseling. this is of course the teacher's concern to give students an example of how to be friendly and polite. students are always reminded to behave properly when there are guests or not. they are also trained to communicate well. all students were given the same opportunity to study environmental education, explain the work program of the entire working group, or explain daily activities at school (figure 4). some students serve as guides while others supervise explaining the work program of each work group. thus, not only students who supervise learning but also all students must learn to have the same understanding. they learn to be confident and dare to speak in front of a crowd. then, based on the results of interview, some students gave good responses. students who do not understand politely invite their friends to help answer the researchers' questions. they readily help the researcher when he has a problem. the results of an interview with one of the teachers suggested that this polite and friendly attitude carried over when students did activities outside of school. they tend to behave well when participating in activities outside of school. this habit represents their characteristics and is recognized by other schools. figure 4. students are well trained to explaine their school environment as like other adiwiyata school, sjhs 1 wajak have enough green open space. trees, grass, family medicinal plants, and other green plants thrive in the school environment. the air circulation and lighting in the classroom are well designed to be environmentally friendly and energy efficient. in addition to supporting character building, adiwiyata school is very supportive of students to be able to study well and calmly. according to kweon et al. (2017), trees should be nurtured and increased in number to reduce stress and restore mental fatigue to students. stress levels can be reduced by increasing exposure to natural elements such as trees, grass or shrubs (jiang et al., 2015). environmental education at adiwiyata school is one way of carrying out character education by promoting exemplary and habituation (rokhman et al., 2014). good behavior can be managed through competence, desire, and behaviors (pane & patriana, 2016). students are motivated by various interesting activities outside the classroom to arouse their desire and increase their competence. indirectly, student behavior is closely related to the intention to act. the intensity of student involvement in environmental activities will affect their personality, shape their responsibility, and result in a good perspective and management skills (pratiwi et al., 2019). the educational program in the adiwiyata frame has many innovations and strategies to shape character. according to meindl, quirk, & graham (2018), the best strategy for improving student morale is by jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 43-52 49 nada et al (environmental education to build …) doing “secretly”. secretly means that moral education is not automatically given to students but is integrated into their daily activities. moral education will be more effective and efficient by emphasizing self-control and humility. self-control and emotional intelligence are positively associated with shaping the character of students in the school (siregar et al., 2018). these two abilities will build socialization between physical, social, cognitive, and emotional development. the adiwiyata program aims to create an environmentally friendly school with the hope of increasing the character of caring for the environment in all school members. (iswari & utomo, 2017). environmental education teaches students about the good and bad effects of their actions. it builds students' skills and attitudes to reinforce their thinking, uphold their values in life, and influence them in making decisions (teksoz, 2011). environmental education obtained by students affects the process of problem solving and finding solutions, so that students are interested in behaving well towards the environment through small actions that they can do independently (husamah et al., 2020). lestari (2018) found that the internalization of environmental awareness values is accompanied by the formation of several characters such as independence, creativity, discipline, religiosity, curiosity, and responsibility. the participation of school members in environmental conservation is based on good morals by having the characters of discipline, responsibility, and high concern (situmorang & tarigan, 2018). the findings show that some characters are formed by habituation and modeling in students' daily activities at school. honesty, confidence, responsibility, discipline, social care, caring for nature, courage, religiosity, and creativity are embedded in adiwiyata activities. school members are unintentionally invited to do things repeatedly and make it a habit, affecting their behaviors and shaping their characters. the adiwiyata program is now being implemented in more schools in indonesia. however, this program has not been implemented in all regions of indonesia. environmental education in the adiwiyata program must be implemented optimally by all schools in indonesia with the hope that character development can be carried out well. thus, the future generations of the nation can be educated and have better morals. furthermore, the adiwiyata program worked well with the support of school principals and teachers. the role of the principal is very large in the running of the program (lasno et al., 2019). as a leader, the principal can influence and encourage members to achieve a goal. the results of observations and interviews show that several school principals of sjhs 1 wajak indicate that this school principal is an environmentally sound leader. in line with this, teachers also have very high motivation for environmental management (indiani et al., 2020). apart from providing significant findings, this study has limitations because it was only conducted in sjhs 1 wajak and sjhs 1 gondanglegi. the results obtained may differ from one school to another even though it is the same as the adiwiyata program. the consistency of participation and the level of adiwiyata influence the development of each school. constraints, challenges at each adiwiyata level and each school are different from one another, so that each school results in different results. this research is also limited to analyzing the implementation and influence of environmental education on character building efforts. therefore, it is necessary to conduct further studies regarding the effectiveness of the adiwiyata program as a means of character building. conclusion character building can be done through education organized by the school environment. environmental education at adiwiyata school is a program that invites students to care about their environment and participate actively in environmental conservation. sjhs 1 wajak and sjhs 1 gondanglegi are adiwiyata schools that carry out participatory and sustainable environmental education. various positive activities in environmental education at adiwiyata school are found both inside and outside the classroom. the strategies used to build student character through environmental education are habituation in daily life and exemplary by teachers and staff. some of the existing activities and regulations affect the personality of students to become honest, responsible, religious, and creative. environmental education through the adiwiyata program provides good benefits for efforts to develop student character. however, the adiwiyata program evaluation also needs to be improved so that environmental education can be carried out optimally and helps shape the character of the school community. in addition, this research is still limited to an analysis related to the implementation and influence of environmental education on character building efforts. other research is needed regarding the effectiveness of the adiwiyata program as a means of character development in indonesia. references adawiah, r. 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(2022). developing the guided inquiry-based module on the circulatory system to improve student's critical thinking skills. jpbi (jurnal pendidikan biologi indonesia), 8(1), 77-85. https://doi. org/10.22219/jpbi.v8i1.16512 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.16512 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ds.wulandari@gmail.com mailto:baskoro_ap@uns.ac.id mailto:maridi_uns@yahoo.co.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.16512 https://doi.org/10.22219/jpbi.v8i1.16512 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 77-85 78 wulandari et al (developing the guided inquiry …) critical thinking skills can be trained in students through continuous, structured efforts (changwong et al., 2018) and guidance (setiawati & corebima, 2017). vong and kaewurai (2017) state that in training students' higher-order thinking skills, it is necessary to change perspectives and put students as users of information, not just recipients of information, to foster critical thinking skills. furthermore, these efforts need to be integrated into appropriate learning models and methods (bevins & price, 2016; suryawati et al., 2018). several research results reveal that the learning model that is considered effective in improving critical thinking skills is a model based on problem (criollo-c & luján-mora, 2019; pluta et al., 2013), project (anstey, 2017; chu et al., 2016), or inquiry-based learning (adnan & bahri, 2018; prayitno et al., 2017). such a model is strongly indicated to have implications for critical thinking skills because it provides a contextual learning experience for students. students can also dive into problems directly to learn to find realistic solutions (ferreira & trudel, 2012). in other words, scientific thinking skills, such as identifying, formulating problems, making hypotheses, collecting data to conclude, can be learned more contextually by students (jasti et al., 2014; nurhikmayati, 2019). however, the completeness of learning with this kind of inquiry model needs to be evaluated (kim, 2015). the results of observations in schools indicate that the existing modules are relevant to the material but have not been developed based on inquiry. therefore, it impacts improving students' critical thinking skills, which are not optimal. some of the modules developed in recent years have limitations, such as not raising realistic problems around students contextually and not implementing the guided-inquiry model comprehensively. on the other hand, a practical module in improving critical thinking skills can provide contextual independent learning experiences for students (su’udiah et al., 2016; suryawati & osman, 2018). contextually in question is to provide problems that are closely related to students' daily lives (broekhuis et al., 2022). moreover, to strengthen students' engagement with problems, modules need to be developed with the dimensions of knowledge and dimensions of higher-order thinking through questions based on high-order thinking skills (lestari et al., 2018; raaijmakers et al., 2018). some researchers also stated that students' active involvement in learning needs to be raised in the module so that it can train and improve students' scientific skills (casanoves et al., 2017). biology is one of the fields of study that needs to be studied with a scientific approach (parmin & savitri, 2020; rofieq et al., 2021) to teach critical thinking skills (birgili, 2015; fisher, 2016; nurhikmayati, 2019). the problems that exist in the perspective of biology are directly related to student life, such as the human circulatory system (adeyemi, 2012). most of the modules in the study of the human circulatory system are only textual and have not provided students with sufficient learning space to practice critical thinking skills (danantyo et al., 2020; ramadhani et al., 2021). the module developed in this study provides students with learning activities about five problems in daily life, namely sickle cell anemia, leukemia, hemophilia, atherosclerosis, and blood transfusion errors. critical thinking skills are trained in formulating problem formulations, giving reasons, drawing conclusions, providing explanations, and evaluating. this development research aims to develop a guided-inquiry module on the circulatory system and measure the feasibility and effectiveness of the module in improving students' critical thinking skills. method the module development in this research uses the borg and gall model (gall et al., 2003). the instrument for collecting data on the feasibility of the module uses a validation questionnaire, a module practicality questionnaire, critical thinking skills questions, and an analysis of the results of critical thinking skills answers. three experts carried out module validation, including linguists, material experts, and learning experts. validation by linguists includes aspects of graphic feasibility and language feasibility. material expert validation includes content feasibility, material feasibility, and guided inquiry while learning expert validation focuses on module practicality. finally, the teacher carries out the validation of the practicality of the module. the module validation score uses a likert scale, with a score of 1 to 4. the data obtained from the expert and teacher validation sheet questionnaires are in the form of scores calculated by equation (1). x ..................................................................................................... (1) where: is a average score; is a total score obtained; refers to number of items; and refers to number of validators. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 77-85 79 wulandari et al (developing the guided inquiry …) the classification of module quality includes excellent, good, sufficient, deficient, and very insufficient using equation (2). product validity indicators on the minimum criteria are sufficient (sari et al., 2016). the score obtained is converted into a qualitative scale according to table 1. (2) table 1. guidelines for converting quantitative to qualitative data score score range criteria a 3.4 < x ≤ 4 excellent b 2.8 < x ≤ 3.4 good c 2.2 < x ≤ 2.8 sufficient d 1.6 < x ≤ 2.2 deficient e 1 < x ≤ 1.6 very insufficient table 2. the effectiveness test cycle pretest treatment posttest control group t1c t2c experimental group t1e x t2e the module effectiveness test was conducted in class xi-science batik shs 1 of surakarta. a total of 160 students were involved as research subjects, consisting of 78 students in the experimental class and 82 students in the control class. the experimental class is a class that learns using a guided inquiry-based circulatory system module, while the control class uses student worksheets that are not based on inquiry. the method of implementing the module effectiveness test was carried out by pretest and post-test (table 2). normality and homogeneity tests were carried out with a significance level of 0.05. test the effectiveness of the module with the z test after the data is declared normal and homogeneous. the module is effective in improving critical thinking skills if the value of z count < z table with a significance of 0.05. this means that there is a difference in the average value of critical thinking skills of experimental group students compared to the control group, so it can be said that the guided inquiry-based circulatory system module is effective in improving students' critical thinking skills. results and discussion the results of the problem identification show that the modules used in the circulatory system study include blood tissue, circulatory organs (heart and blood vessels), circulatory processes, and circulatory system disorders. the module has also been equipped with practice questions and material deepening. however, the level of difficulty of the questions is still classified as low-order thinking skills, so it is not optimal to train students' critical thinking skills. in addition, the results of the initial identification of critical thinking skills show that the average test results of students' critical thinking skills are 56.3. furthermore, information deepening is carried out to design a realistic development solution. at this stage, the solution offered is to develop a module based on a scientific approach and equipped with questions based on high-order thinking skills (bahri et al., 2020; zubaidah et al., 2015). this module was developed based on the guided inquiry model. furthermore, the module was developed with problem-based learning indicators (cargas et al., 2017), inquiry-based (vong & kaewurai, 2017), and contextual (amin et al., 2017). in the module some activities provide learning experiences with process skills such as observing, experiencing, induction, deduction, and communication (budiarti et al., 2016), which involve the active participation of students (amin et al., 2017). the learning content in the module contains activities to analyze authentic problems in real life, collect data, verify hypotheses, analyze, evaluate, use various learning resources, build new knowledge, solve problems, and study with group work to discuss findings and share ideas (vong & kaewurai, 2017). the integration of the guided-inquiry model in the developed module adopts from maniotes and kuhlthau (2014). the guided inquiry syntax in the module consists of opening lessons, immersing ideas, exploring problems, identifying solutions, collecting supporting data, making reports, sharing, and evaluating. an explanation of the activities of each syntax is presented in table 3. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 77-85 80 wulandari et al (developing the guided inquiry …) table 3. guided inquiry stages were developed in the module guided inquiry syntax teacher activities student activities 1. open (motivation) the teacher provides problems which can be in the form of pictures, videos, and questions that stimulate students to think. students are triggered to think about problems and formulate questions based on teacher instructions. 2.emmerse (building background knowledge) the teacher provokes students to suggest ideas related to the problem. students put forward ideas related to the problem, which were conveyed by the teacher. 3. explore (develop problem formulation) the teacher gives students the opportunity to develop questions related to the problem. students develop questions that may occur. 4. identify (determine the appropriate problem formulation) the teacher guides students to determine questions related to the problem. students determine questions related to the problem. 5. gather (discussion, data collection) the teacher provides the opportunity for students to collect information from various sources. students collect information from various sources in accordance with predetermined questions. learners document information in accordance with the question. 6. create (compile reports) a) the teacher guides students to analyze, connect the information that has been obtained. b) the teacher gives students the opportunity to compile research reports and presentation texts. a) students analyze, link the information that has been obtained. b) students compile material presented by the community (in class or school) 7. share (presentation) the teacher provides the opportunity and guides the students to compile a presentation script. students submit research results to the community (at least in front of the class). 8. evaluate (reflection) the teacher guides students to evaluate the achievement of research objectives. students evaluate the achievement of research objectives. ennis (2011) states six elements in critical thinking focus, reason, inference, situation, clarity, and observation. students who study with this module get a learning experience in formulating and focusing on problems, giving rational and logical reasons, giving conclusions, defending and understanding situations to clarify focus by formulating supporting questions, providing supporting explanations, and reviewing decisions made or reflections (zubaidah et al., 2015). this module is structured with investigative activities with the theme of circulatory system disorders, namely sickle cell anemia, leukemia, hemophilia, atherosclerosis, and blood transfusion errors. each theme presents contextual problems: sickle cell anemia, leukemia, hemophilia, atherosclerosis, and blood transfusion errors. each investigative activity involves students actively thinking scientifically by observing the problem giving conclusions, and reflecting on the investigation results (hossain et al., 2018; jasti et al., 2014). students observe and formulate the main and supporting problem formulations in the first syntax. then in the second syntax, students collect data or information related to the contextual case under study so that students can give reasons according to the data or information. in exploration activities, students formulate supporting problem formulations that are used further when identifying and formulating the correct problem with the teacher's guidance from a structured problem formulation. at the solution identification stage, students are trained to evaluate existing solutions. moreover, students need to gather information following the formulation of the problem, discuss with groups to conclude, maintain data/information, and provide explanations according to the formulation of the problem (kim, 2015). furthermore, students are trained to collect information, give good reasons, give correct explanations, and draw conclusions (alhassora et al., 2017; cargas et al., 2017; pluta et al., 2013; shofiyah et al., 2013). students' data is used as material in compiling research reports. this research report is in the form of a wall magazine. at this stage, students also practice developing creations. the prepared reports are shared in a sharing session. the students are trained to communicate and convey data and information to give reasons and correct explanations as a form of practice. finally, students are trained to evaluate or review their research achievements in the final stage (kristiani et al., 2015; masek & yamin, 2011). so by carrying out activities in the module, students practice formulating problem formulations, giving valid reasons, providing correct explanations, drawing conclusions, and evaluating. the results of the validation of the experts are presented in table 4. linguists give a score of 3.84, the assessment of material experts is 3.96, while the results of the assessment of learning experts are 3.92. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 77-85 81 wulandari et al (developing the guided inquiry …) these results indicate that the module has excellent validity. furthermore, this module is very suitable for use in learning. the module practicality shows the same result, very good with a score of 3.80. thus, its practicality in learning is classified as very good. however, the teacher gave input that the implementation of this module should pay attention to the availability of time and conformity with the learning implementation plan. table 4. module scores of the validators validator score criteria learning expert 3.92 excellent material expert 3.96 excellent linguist 3.84 excellent teacher 3.80 excellent improvements in the development of this module were carried out following input from experts and revised the module cover design by adding more specific images. in addition, revision of the concept map design, structuring the design of the module content, adding images or illustrations to support concept understanding, tidying up existing images, adding technology material to overcome disorders that occur in the circulatory system, and adding an assessment rubric for student work guidelines. a further stage of development is a limited trial. the revision module was piloted on ten students. they were testing students by reviewing the readability and understanding of the module language. furthermore, students are allowed to read and complete the activities contained in the module. at the end of the trial, students gave input that the module was practical enough to use, with a score of 2.7. finally, product revision is an activity to improve the module according to input from ten students. revisions from student input consist of terms of language, module understanding, and image legibility, namely clarifying the image. the pilot phase of the guided inquiry-based circulatory system module in a broader scope was carried out to see the effectiveness in improving students' critical thinking skills. after being declared valid and practical in a limited trial, this trial was carried out. the large-scale trial involved 80 students of batik shs 1 surakarta class xi-science-2 and xi-science-3 as the experimental class. class xi-science-4 and xi-science-5 as the control class, consisted of 84 students. in practice, students are divided into several working groups with heterogeneous group members, namely students with high, medium, and low abilities. these groups carry out investigative tasks starting with factual cases as observations, namely cases of leukemia, sickle cell anemia, hemophilia, atherosclerosis, and blood transfusion errors. then the task is continued by compiling the leading problem formulation, compiling the accompanying problem formulation to explore the research theme, collecting data according to the problem formulation, drawing conclusions, and reflecting on the research achievements. based on the activities integrated into the module, students are trained to be skilled in critical thinking because indicators of critical thinking skills are included in learning activities (budiarti et al., 2016; irwan et al., 2019; khasanah et al., 2017; vong & kaewurai, 2017). in addition, task completion involves students' activeness in the investigation (amin et al., 2017). the stages of research activities in the module are scientific approaches so that they can train students' critical thinking skills (amin et al., 2017; vong & kaewurai, 2017). the application of the guided inquiry syntax is reflected in the results of research and monitoring student assignments on research activities in the module. after learning, all samples were given a test with questions about critical thinking skills. the average results of the critical thinking ability test are presented in table 5. the control class got an average score of 69, and the experimental class got a score of 82.7. the average value of the pretest results is 56.3. the pretest score is the value obtained before the test subject with the developed module. these results indicate a difference between the pretest and posttest scores in the control class and the experimental class. the average value of the experimental class is higher than the control class. therefore, the value of critical thinking skills after using the module is higher than the pretest score. thus, increasing the value of critical thinking skills leads to an increase in student learning outcomes. table 5. value of critical thinking skills class the average pretest score the average post-test score control 56.3 68.2 experiment 79.6 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 77-85 82 wulandari et al (developing the guided inquiry …) the results of the module effectiveness test show that zcount (-9.85) < ztable (1.96) (see table 6), so it can be concluded that there is a difference in the average value of critical thinking skills of students who use the module with students who do not use the module. in other words, the guided inquiry-based circulatory system module effectively improves students' critical thinking skills. table 1. z test result control class experimental class mean 69.01 82.69 median 71.42 82.14 n 83 77 n-1 82 76 cl (critical limit) ±1.38 z table (α = 0,05) ±1.96 z count -9.85 the results of the development and test of the guided inquiry-based circulatory system module show that it is valid and practical, so it is feasible to use. this module can effectively improve critical thinking skills. some of the strengthening indications are the features developed in the module, including indicators of critical thinking skills included in learning activities, namely formulating problem formulations, collecting data, providing reasons, drawing conclusions, and evaluating (maniotes & kuhlthau, 2014). learning activities use a scientific approach, namely a guided inquiry model, from immerse, explore, and evaluation (fisher, 2016; wijayaningputri et al., 2018). in this syntax, indicators of critical thinking skills are carried out, namely formulating problem formulations, collecting data, giving valid reasons, and evaluation/reflection. modules are also developed with daily contextual problems and equipped with critical thinking questions. furthermore, the students are actively involved in the investigation (yücel & usluel, 2016). however, this module has some weaknesses, which can be used for further refinement. some of the weaknesses referred to include the implementation of this module taking longer than the planned time. these obstacles were overcome by adjusting the topics' order to strengthen the interrelationships between the topics discussed. in this case, atherosclerosis is discussed first because, in this activity, students also learn about the histology of the heart and blood vessels, bioprocesses of blood flow, and contraction of the heart muscle. conclusion this research and development show that the guided inquiry-based circulatory system module is very feasible and practical to use in learning. furthermore, the use of this module is also effective in improving students' critical thinking skills. further development of the guided-inquiry-based module is how to combine suitability, depth of material, learning experience, and time availability to increase its effectiveness. references abosalem, y. 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(2019). the integration of pbl and cooperative script to empower critical thinking skills of biology students. jpbi (jurnal pendidikan biologi indonesia), 5(2), 217-228. doi: https://doi.org/10.22219/jpbi.v5i2. 7952 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.7952 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:didimus.tanahboleng@yahoo.com mailto:emaasawet@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7952 https://doi.org/10.22219/jpbi.v5i2.7952 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7952&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 218 boleng et.al (the integration of pbl...) conclusions. virginie and miklos (2019a), stated that the students, in groups of four, will be assigned topics or problems of their choice in regard to the topic must become conversant. the results of the interview and observations to student in xith class of natural science of catholic senior high school of w.r. soepratman, samarinda city in july 2016, provided information that in the learning process, students rarely asked questions, expressed opinions, and argued based on facts. furthermore, the results of interviews with 3 biology teachers, 100% of teachers inform that they rarely apply learning patterns that allow students to solve problems in learning. teachers still often apply conventional learning. this situation showed that the students' critical thinking skills were not well empowered. in addition, the learning atmosphere in the classroom with biological concepts rarely engages students in discovering a problem. the learning atmosphere was mostly dominated by the lecture from the teacher. the students tended to be passive, and only recorded and heard the information from the teacher. the students rarely asked questions in the learning activities with biological concepts in the classroom. related to the students who rarely asked questions, expressed their opinions, collected data, discussed the incoming data and made conclusions; teachers needed to identify the causes of the phenomenon. did the teachers fail to implement a learning model which enabled the students to ask, express their opinions, investigate, discuss the data and make inferences. the critical thinking skill of the students in class xith natural science of catholic senior high school of w.r. soepratman, was still low. the teachers still implemented the conventional learning, as indicated by the teachers’ lecturing activities that dominated the whole learning process with biological concepts in the classroom. the implementation of problem-based learning (pbl) integrated with cooperative script (cs) learning model in biological concepts allowed the students to be able to find the problem. yew and goh (2016), stated that another review of related literature on the effect of pbl on developing nursing students ‘critical thinking showed a positive relationship between the implementation of pbl as an instructional model and improvements in critical reasoning. yusof, hassan, jamaludin, and harun (2012), reported that integration of cooperative learning elements provides the needed scaffolding for developing team working skills in implementing pbl in a class consisting of small groups in a medium to large class. furthermore, the students could search for alternative ways to solve the problems through data collection, discussing the obtained data in small group, and finally making conclusions related to the issue that had been previously formulated. after they submitted the final report and presented it in the pbl class they felt it was rewarding and could do better for the next package. related to the strength of pbl, syafrudin, darmawan, and ridwan (2018), explain that pbl has several advantages, such as encouraging cooperation in task completion. pbl also has elements that could encourage a learning which enable the students to observe and have a dialogue with each other, so that the students can gradually understand the important role of mental activity and learning activity that occurs outside schools. the students will also be involved in the independent investigation, which allows students to interpret and explain real-world phenomena and to build understanding of the phenomenon. the students will also become independent and autonomous learners. cooperative learning model like cs, enables the students to summarize biological concepts that are relevant to the issues being discussed. furthermore, in the implementation of pbl, the students are facilitated to discover and formulate problems clearly. the students have the opportunity to collect data which relevant to the problems. furthermore, the students in small groups (twos) discuss the collected data. finally, in groups, the students make conclusions related to the problems. the nature and quality of critical thinking is of debates in the field. since critical thinking has been changed to a main process in education, a common understanding of its meanings is important and necessary. despite many definitions of critical thinking, there is not any commonly accepted definition of the concept. most researchers define it as a kind of cognitive and problem-solving skill (khandaghi & pakmehr, 2012). critical thinking as "a way of right thinking", regards it as engagement, making decisions logically and acceptance of responsibility in what we do. critical thinking as a high-level cognitive thinking and considers it as an ability to analyze, synthesize and evaluate. some argue that critical thinking is manifested in skills such as evaluating current reasons and judging according to logical reasons. related to the system of thinking, virginie and miklos (2019b) explains that there are many classifications of thinking that can be found in the literature, especially in the field of education. an example is the system used by costa and his colleagues; six r; remembering, repeating, reasoning, reorganizing, relating, and reflecting. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 219 boleng et.al (the integration of pbl...) the three high levels of bloom's taxonomy of the educational purposes (analyzing, synthesizing, and evaluating) are often offered as a definition of critical thinking (sunaryo, 2014). critical thinking has been defined as an important educational goal and it is understood as reasonable reflective thinking focused on deciding what to believe or do (herawati & nurhayati, 2019). critical thinking skills are specified into six elements. the elements include: (1) determining the credibility of the source and observation, (2) summarizing and assessing deductive conclusions, (3) defining and identifying assumptions, (4) experimenting induction planning and predicting possible consequences, (5) summarizing and assessing inductive conclusions, and (6) semantics (anders, stellrecht, davis, & mccall, 2019). puspita, kaniawati, and suwarma (2017), added by concluded the research that critical thinking skills need to be trained on students, and the best way to practice them is by applying active learning that facilitates students in the process of discovery of global problems. related to the critical thinking skills indicator studied in the study, referring to arslan (2012) and sari, supana, and suwandi (2018) that modifies the critical thinking skills indicator developed that is to be: (1) solve problems, (2) give arguments, (3) deduction, (4) induction, (5) evaluate, (6) ) decide and implement. in order to bailin (2002), critical thinking provides people looking at the subjects with suspicion, making interpretaion about them, deciding and teaching the learning effectively. arslan (2012), stated that the reasons for this kind of result can be showed as disapplication of the educational activities in the way of developing some abilities of the students like critical thinking, logical thinking, inquiring etc. the most important reason of this disapplication is the inefficiency of the teachers who were educated in traditional schools in traditional ways. moreover, the study has showed clearly that the teachers who are the applicators of the educational programmes that target critical thinking and other important values in students must be having these very features for themselves. the results of the study also have showed that all lessons are responsible for teaching the critical thinking to the students but it has been emphisized wrongly that especially the lesson of science and technology is made responsible for the such kind of abilities. related to the biology concepts of class xi natural science in the odd semester in accordance to 2013 curriculum, which included: cell, tissue, organ, motion system, and circulatory system (circulation). these concepts require a scientific based study in learning it. the learning phase begins with understanding the problems of the cell, tissue, organ, motion system, and circulatory system. after that, students have to determine their own ways of collecting data to be discussed as an effort to find answers to the problems that have been previously formulated. finally, the students independently and in groups make their own conclusions to answer the problems. concepts of cells, tissues, organs, motion systems, and circulatory system, in the discussion, related to the implementation of pbl, requires the students to summarize the concepts, which will be used in the discussion of the data obtained in small groups. therefore, the syntaxes of cs learning model are required to discuss the collected data in the implementation of pbl, so that the whole process of scientific assessment obtain maximum results. in addition, the concepts of cells, tissues, motion system, and circulatory system is concepts which is related to the body of living things, so that the learning process with such concepts needs to be done by combining individual work (summarizing activities), and group work (the stages of scientific study). in the levels of biological organization, the cell is the simplest concepts component which can live. in fact, there are various forms of life that are present as single-celled organisms. when arranged into a higher organizational level, such as tissue and organ, cell is the basic unit for the structure and function of organisms. cimer and timucin (2010), stated that the biology course curricula determined intended student attainments under three titles, namely science-technology-society-environment attainments (bttç2), communication skills, attitudes and values (ltd.), and scientific research& scientific process skills (bas). the objective of this research was to determine the effect of the implementation of pbl learning model integrated with cs learning model in the students' critical thinking skills. the objective of research was to determine the effect of the implementation of pbl learning model integrated with cs learning model in the students' critical thinking skills. method research carried out by applying syntax of pbl that is integrated with cs learning model that has been developed. syntax of pbl integrated with cs learning model, are presented in table 1. the type of this research is quasi-experimental. the research was conducted without making any changes to the students in the classroom. the process of the research required two equivalent classes based on statistics. one class was taught by using pbl learning model integrated with cs learning model and the other jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 220 boleng et.al (the integration of pbl...) class was taught by using conventional learning. conventional learning is learning that have not syntax, and does not apply pbl to combined cs. table 1. syntax of pbl integrated with cs learning model syntax student activity orientation problems (pbl and cs) students observe the description of problems related to cell, tissue, motion system, and circulatory system in the student activity sheet. organizing students into research (observation) (pbl) students in the group formulate the problems related to concepts of cells, tissues, motion systems, and circulatory systems that exist in the description of the issue, to look for ways to solve related to observation or understanding the gaps in describing the problem. independent investigation in a group and the group (pbl) students collect data for the purpose of solving the problem that has been formulated preparation of summary concepts of cells, tissues, motion systems, and circulatory systems for development (discussion) related to research data/ observation/assessment (pbl and cs) students, guided by the teacher, forming a pair in the group. student a read the summary results of the cells, tissues, motion systems, and circulatory systems according to the data collected, the student b listening to the summary results and correct errors in the results summary of concepts related to the cell, tissue, organ system, and circulatory system. furthermore, alternating phase, students b read the results summarized related to the data collected, student a listened and corrected errors student summary results relating to the concepts of cell, tissue, organ system, and circulatory system. student a and b make conclusion for pair of the student. presentation (pbl) pairs of students from more than half of the group in class, present the results of the discussion (is discussed) for the whole class, and students from other couples respond to the results presentation. conclusion (pbl and cs) pairs of students who do presentations conclude for all of pair of students in classroom, assisted by another pair of students in the classroom, related to solving problems that have been formulated. the design of this research was nonequivalent pretest posttest control group design. the subjects of the research were taken by not doing randomization in both classes. at the beginning of the research and at the end of the research, the students were given tests. the form of the test was an essay test. this research used two classes, one class as the experimental class and the other class as the control class. this research was conducted, starting from march 2016, beginning with a survey in the location of the research (w.r. soepratman senior high school, samarinda city, indonesia). after that, the quasi-experimental research was started from the beginning until the end of the odd semester in the 2016/2017 academic year (from july until november 2016). the quasi implementation of the experiment was conducted at w.r. soepratman senior high school. the treatment of pbl learning model integrated with cs learning model was done in class xith natural science 4 (treatment class); whereas, in xith natural science 3 class applied with the conventional learning (control class). both classes (the treatment and the control class) were tested for their equality based on the score results of their national exam in junior high school. the population of this research was all the students of class xith natural science at w.r. soepratman senior high school. the number of the parallel class of class xith natural science class was four classes. those classess were class xith natural science 1, xith natural science 2, xith natural science 3, and xith natural science 4. the number of the students in each class was as many as 24, 17, 29, and 27 students respectively. the samples of this research were taken by using purposive sampling. the basic considerations in the selection of the samples were: (1) the students of class xith natural science in the 2016/2017 academic year. (2) the students must attend the classes continuously throughout this research, (3) the students selected as the samples in the two classes were not correlated (independetnt sample). the classes used in this research were previously tested for the equality based on the score of science in the national examination of junior high schools. based on the results of the equality test, class xith natural science 3 and class xith natural science 4 were used for this research. in relation to the data collection, the instruments used were in the forms of questionnaires and tests. the questionnaire was used to obtain information about the implementation of pbl and cs learning model, results in the form of students' critical thinking skills, and the score of the nation examination of junior high schools of the students. the instrument in the form of a test, was used to measure the critical thinking skills of the students. the tests were given before (pretest) and after (posttest) the treatments. the forms and the content of the tests in the pretest and posttest were same. the form of the tests were essay tests. the students’ answers in the pretest and posttest were corrected using a scoring rubric of critical thinking skills (el-shaer & gaber, 2014). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 221 boleng et.al (the integration of pbl...) to determine the effect of the implementation of pbl integrated with cs learning model in empowering the critical thinking skills on biology of students, with the number of samples in both classes not the same, the results of quasi experimental research were analyzed using unpaired t test (independent sample t test). the process of data analysis used the assistance of the data processing program spss version 23. results and discussion the students’ critical thinking skills the students both in the experimental and the control class, before given the treatments, were first given a pretest. after that, the treatment was given (the experimental class was treated by using problem-based learning integrated with cs learning model), the control class was taught by using conventional learning, during the odd semester of 2016/2016 academic year. at the end of the research, the students in both classes were given the posttest. the score of the pretest and posttest for the students’ critical thinking skills in the experimental class and the control class, are presented in table 2 and table 3. table 2. score of pretest of students' critical thinking skills of xith class in the experimental and the control classes no. experimental class control class initial of student’s name score student’s name score 1. mc 12.5 ef 17.5 2. bff 17.5 ia 10 3. st 12.5 cms 17.5 4. gmr 10 gc 12.5 5. nt 17.5 cc 17.5 6. ych 10 gss 10 7. gg 17.5 ca 10 8. gss 5 al 12.5 9. ars 10 esj 17.5 10. e 10 vv 17.5 11. hrs 20 mh 12.5 12. bkp 20 jggs 10 13. yo 7.5 yak 10 14. fr 20 lc 17.5 15. khst 17.5 ny 12.5 16. ssm 10 ga 10 17. y 17.5 amh 12.5 18. vrl 17.5 mi 12.5 19. tdlw 7.5 rtw 5 20. jla 10 af 10 21. atk 20 fm 17.5 22. orh 20 vep 17.5 23. sdr 10 cx 12 24. cyd 7.5 rsgr 17.5 25. b 12.5 nc 12 26. sahs 15 nhl 20 27. aio 15 ak 10 28. ng 17.5 29. ma 10 although critical thinking skill can be improved via curriculum (khandaghi & pakmehr, 2012). major and mulvihill (2018), stated that problem-based learning (pbl) is a constructivist approach that stresses learning through experiential problem solving. furthermore, it has been described as a method of instruction that develops learners’ knowledge and problem-solving skills through real-world problems. problem-based learning is both problems centered and learner centered in a dynamic process whereby students are actively involved in posing and solving problems related to the content and context under investigation. students are no longer passive learners, but active participants in their learning. this has been supported who stated that educational research demonstrates that active learning is the most effective technique for students to learn, apply, integrate, and retain information. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 222 boleng et.al (the integration of pbl...) the complexity and array of operationalized definitions or descriptions affiliated with the topic of problembased learning, and submits that characteristics of pbl identify clearly (1) the role of the tutor as a facilitator of learning, (2) the responsibilities of the learners to be self-directed and self-regulated in their learning, and (3) the essential elements in the design of ill-structured instructional problems as the driving force for inquiry. many others have written about pbl in compelling ways. these educators have researched the application of pbl across curriculum and content areas such as realms of both hard and soft sciences, medical school curricula, and business administration programs. their collective voice recognizes the importance of problembased learning as a constructivist instructional model based on authentic problem-solving experience in which all aspects of the project are anchored by a larger task. table 3. the score of the posttest of the students’ critical thinking skills in xith class in the treatment and the control classes no. experimental class control class initial of student’s name score student’s name score 1. mc 75 ef 47.5 2. bff 80 ia 47.5 3. st 65 cms 57.5 4. gmr 75 gc 52.5 5. nt 75 cc 47.5 6. ych 67.5 gss 50 7. gg 67.5 ca 47.5 8. gss 75 al 42.5 9. ars 89 esj 47.5 10. e 80 vv 47.5 11. hrs 82.5 mh 45 12. bkp 82.5 jggs 47.5 13. yo 87.5 yak 45 14. fr 67.5 lc 47.5 15. khst 82.5 ny 45 16. ssm 80 ga 45 17. y 72.5 amh 45 18. vrl 82.5 mi 45 19. tdlw 82.5 rtw 50 20. jla 75 af 45 21. atk 75 fm 45 22. orh 80 vep 60 23. sdr 75 cx 55 24. cyd 82.5 rsgr 60 25. b 75 nc 67.5 26. sahs 80 nhl 32.5 27. aio 75 ak 32.5 28. ng 42.5 29. ma 52.5 the average score of the students' critical thinking skill was different at the pretest and posttest, both in the experimental and in the control class. the difference in the average score of the students' critical thinking skills happened after the two classes were given different treatments. figure 1 shows the difference in the average score of students’ critical thinking skills in the pretest and posttest on the experimental class and control class. based on the results of the data analysis, it was obtained that, in relation to the critical thinking skills, the value of tcount was -16.57. value of ttable (df = 54), (α = 0.05; ½α = 0.025) was 2.00. thus, based on the pattern of two-party test, it is known that the position of the value of tcount with t table is tcount ˂ ttable (-16.56 ˂ 2.00). based on the principle of decision making for the two-party test, the position of tcount and ttable, shows that the null hypothesis was rejected, and the alternative hypothesis was accepted. the acceptance of the alternative hypothesis means that there was a significant effect of the implementation of pbl learning model integrated with cs learning model on the students’ critical thinking skills. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 223 boleng et.al (the integration of pbl...) figure 1. the average score of the students’ critical thinking skills in the pretest and posttest relation to the average score of the students’ critical thinking skills and the percentage of the increase from the pretest to post test, it was known that in the treatment classes was as much as 77.28, 0.62 higher than that of the students in the control class (47.60). meanwhile, the percentage of the increase score in the pretest to posttest, it is known that in the experimental class, the highest percentage increase was 1.400%, and the lowest increase was 237.5%; while in the control class, the highest percentage increase was 900%, and the lowest increase was 62.5%. the learning activity in the classroom on biology concepts designed by teachers, should enable the students to be actively involved both individually and in groups. the pattern of the learning activities should be directed to the science process done by the students. the students are invited to get involved in designing the stages of the scientific process to solve problems which were found by the students themselves. thus, the students are challenged with the ways of problem solving that they chose. the results of the observation showed that the implementation of pbl integrated with cs learning model allowed the students, individually and in groups, to try to understand the description of the problems. for examples of problems description in pbl with matter about cell organisms are: we need to know the various organisms around us. thus, we can control beneficial organisms and harmful organisms (das sollen). unicellular organisms, like bacteria, our eyes cannot observe them, we need help with a magnifying device to help our eyes to observe these unicellular organisms (das sein). unicellular organisms cannot be observed by humans using the naked eye (gap). how are human efforts to observe unicellular organisms? (problem). after that, the students attempted to formulate the problems as a basis to conduct an investigation. the application of pbl is combined with cs, allowing students to summarize the material individually first. with the help of student summary results (cs), it helps students discuss material (investigation data) at the association stage according to the 5m pattern (curriculum 2013) and can also be facilitated by pbl syntax (data collection). the working pattern of students is like this, as expected in the 2013 curriculum implementation, which expects students to experience learning in the 5m pattern, which is facilitated by pbl syntax combined with cs. relation to the formulation of the problem, the students were continuously trained to make questions related to the theme (concepts) of biology being discussed. if students are well trained, they will have the skills to produce questions using good, logical and understandable language, to guide them in conducting investigations. therefore, in the implementation of pbl integrated with cs learning model, when there are some obstacles in the initial meetings in the classroom, teachers need to make an improvement in the learning process. the improvement steps that teachers can begin reflection activity to find the factors that hinder the implementation of the stages of pbl integrated with cs learning model. thus, at the subsequent meetings, the implementation of learning model which implements the learning patterns can be better and more effective. usman (2019), reported that the students were provided with a long list of resources to help them work on the problems. the student learning activities, especially in understanding the problems, need to be continuously developed by the teachers. students must be accompanied and helped, if they find some difficulties in learning. teachers need to continuously identify the problems that the students encounter on each stage of jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 224 boleng et.al (the integration of pbl...) pbl learning. in addition, teachers also need to understand the implementation and the meaning of the syntaxes of cs learning model. thus, the implementation of the stages of pbl integrated with cs learning model is able to empower the critical thinking skills of biology students. balan, yuen, and mehrtash, (2019) stated that the challenge for the teacher is the need to provide individual guidance for several concurrent projects at a time. relation to the students who are less active in the implementation of pbl integrated with cs learning model, teachers need to continuously motivate the students work actively, both individually and in groups. the activities that teachers can do are to always monitor the process and the results of the students' work either individually or in groups. thus, the obstacles in the implementation of pbl integrated with cs learning model, as well as the results of students’ activities can be monitored and improved. the results of the data analysis showed in the analysis data section that there was a significant effect of the implementation of pbl integrated with cs learning model on the students' critical thinking skills. the results of the research showed that implementation of pbl integrated with cs learning model activates the students to think in solving the problems of learning. chan and blikstein (2018), and usman (2019), explained in his health research that the ability to identify and define health problems, and search for information to resolve or manage these problems and given a health problem. the learning process in class, students need to be guided by the teacher so that students can think about material related to cells and tissues. thus, students are challenged to find alternative solutions to these problems. to facilitate student activities in pbl, schools are expected to prepare learning facilities and infrastructure, such as biology laboratories, which facilitate students in finding information related to efforts to solve problems in learning. mahanal, avila, and zubaidah (2018), adds that pbl has some advantages, such as encouraging cooperation in completing the task. pbl syntaxes are combined with cs, allowing students to be able to construct problem statements to guide them to conduct investigations (data collection), and discuss data obtained by first summarizing the cell material of an organism. problem-based learning also has the elements apprentice learning which can encourage observation and dialogue with others people, so that the students can gradually understand the important role of mental activity and learning that occurs outside schools. students will also be involved in the investigation of their own choices, which allows them to interpret and explain real-world phenomena and build understanding of the phenomenon. students will also be an independent and autonomous learner. related to integrated cs learning model to pbl, chen and kuo (2019), explain that one of the effective ways is to ask students to write a one-sentence summary after reading each paragraph. another way is to ask students to create a summary that is intended to help other students learn the concepts, in part because these activities force the summary to be concise and to seriously consider which parts are important. figure 1 showed that the average of the students’ critical thinking skills who were taught by pbl integrated with cs learning model was higher than that of the students in the control class. pbl syntaxes are combined with cs, allowing students to be able to construct problem statements to guide them to carry out investigations (data collection) about cells, which can be done with the help of a microscope in the laboratory, and discuss data obtained by first summarizing cell organism material. pbl syntaxes are combined with cs, allowing students to be able to construct problem statements to guide them to carry out investigations (data collection) about cells, which can be done with the help of a microscope in the laboratory, and discuss data obtained by first summarizing cell organism material. this information is consistent with the findings of the research birgili (2015), that the pbl approach is more effective than the traditional learning techniques. rodzalan and saat (2015), add that the results of his research revealed that students become better at making criticisms, developing their own positions, and making decision because both thinking skills, namely critical thinking skill and creative thinking skill have been implemented in the teaching and learning process. we have to agree that, first, we have to analyze the problems, then one has to generate possible solutions, the next one must select and implement the best solution, and finally, one must evaluate the effectiveness of the solution. the implementation of pbl learning allowed the students to perform the activity in accordance with the scientific process. students had the opportunity to learn to observe an object or a problem provided by the teacher. individually or in groups, the students learned to observe objects or descriptions of problems in biology. the students were also trying to ask about the problems. yusof et al (2012), stated that considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires certain pedagogical ways to improve. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 225 boleng et.al (the integration of pbl...) in addition, the implementation of the stages of pbl learning integrated with cs learning model allowed the students to ask questions on biological objects which were observed. the students were induced to ask questions, related to the observed object or a description of the problem, to proceed with the investigation (data collecting) associated with the problem solving that has been formulated. associated with a person’s critical thinking skills, redhana and liliasari (2008), and zori (2016), explain that the critical thinking skill is the ability of a person to make decisions that can be relied on that affect a person's life. critical thinking skills are also a critical inquiry, so that a person who think critically would investigate the problems, ask questions, propose new answers that challenge the status quo, discover new information that is against to dogma and doctrine. in addition, critical thinking skill is very important to be mastered, so that we can avoid fraud, indoctrination and brainwashing (mind washing). related to biological material discussed in research, namely about: cells, tissues, organs, motion systems, and circulatory systems; in the discussion, efforts are needed according to the scientific process supported by a summary of the material made by students. students are guided by the teacher to formulate problems related to: cells, tissues, organs, motion systems, and circulatory systems. students can choose how to collect data according to the need to solve the problem (data collection can be done through observation in the laboratory using a microscope or other assistive devices, source books, journals, and the internet). students, independently, are guided to make summaries of material about cells, tissues, organs, organ systems, and circulatory systems; needed to discuss the data obtained. furthermore, students, in the guidance of the teacher, make conclusions about solving problems that have been set. finally, students in groups present their findings to other students. related to efforts to empower critical thinking skills, in his research that improving students' critical thinking skills through the teaching and learning by using inquiry-based learning activities using social networks and cloud computing suitable for the application of real practice in helping students develop their knowledge and skills (herawati & nurhayati, 2019; nurkhaliza, hamid, & suharto, 2018). warouw (2010) adds that cs learning strategy has some advantages, besides theoretically it is also a learning model that develops collaborative efforts in achieving common goals. furthermore, it is explained that the related reference on cs learning strategy has not given a comprehensive explanation on the empowerment of metacognitive skills for learning. one of the benefits of cs learning is an agreement between students and students, teachers and students, collaboratively to solve problems in learning. this strategy may be more effective if it is integrated with metacognitive strategies in its syntaxes. in addition, el-shaer and gaber (2014), concluded in his research that, statistically, there is a significant improvement in students' critical thinking after they were treated with pbl compared to that before the intervention. this shows that awareness of critical thinking is steadily increasing (i̇şlek & hürsen, 2014). the implementation of the syntaxes of pbl learning enabled the students to be able to do an investigation (data collecting). the students collected the data in accordance with the formulation of the problems that had been made. the data collection activity enabled the students to have experience on how, how much, how the relationship of data with the problems of research. the experience of collecting data made the students not only received information from the other parties, but the students were also trained to find their own power that they wanted. reyes (2017), explained that one advantage of pbl is authentic investigative activities. moreover, the implementation of the syntaxes of pbl learning enabled the students to make conclusions based on the collected data. the conclusion can be made in groups, or in large groups, including the entire class after the presentation process (communicate). wilde-larsson et al (2018), also reported the results of her research that in general, the critical thinking skill of the students in the experimental class had a good increase. the increased critical thinking skill on the sub-indicator of making and considering decision on the experimental class which was quite high indicated that the students’ ability in the experimental class in explaining the background of a fact, identifying the consequences of a solution, and proposing alternative solutions had developed well after they were taught by using science learning integrated pbl learning model. conventional learning in the control class, gives a lower average score compared to the application of pbl combined with cs in the treatment class, in empowering critical thinking skills. the practice of students is very lacking in learning to formulate problems, find ways to solve problems, collect data, conduct discussions about the data obtained, and learn to draw conclusions. arslan (2012), stated that the reasons for this kind of result can be showed as disapplication of the educational activities in the way of developing some abilities of the students like critical thinking, logical thinking, inquiring etc. botelho, lam, watt, leung, and kember (2018), and nazarenko (2015), stated that our program was designed not to replace conventional learning with virtual training, but rather use a blended approach to improve the midwifery skills of students. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 217-228 226 boleng et.al (the integration of pbl...) conclusion based on the results of data analysis and the discussion, it can be concluded that implementation the integration of pbl and cs is able to empower critical thinking skills in biology of senior high school students. in relation to the conclusion of the research, it is suggested that the biology teachers of senior high schools select and implement pbl integrated with cs learning model in the discussion of biological concepts, as an effort to empower students' 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(2016). teaching critical thinking using reflective journaling in a nursing fellowship program. the journal of continuing education in nursing, 47(7), 321–329. doi: https://doi.org/10.3928/00220124-20 160616-09 https://doi.org/10.1016/j.sbspro.2012.09.649 https://doi.org/10.3928/00220124-20160616-09 https://doi.org/10.3928/00220124-20160616-09 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 3 november 2020, pp. 367-374 10.22219/jpbi.v6i3.12081 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 367 research article students' learning motivation and cognitive competencies in the pp and pbl models nurul hidayati a,b,1,, didimus tanah boleng b,2, krishna purnawan candra b,c,d,3,* a public islamic senior high school (man) 2 samarinda, jl.harmonika no.98, samarinda 75113, indonesia b biology education graduate study program, faculty of teacher and training education, mulawarman university, jl. muara pahu, kampus gunung kelua, samarinda 75119, indonesia c dept.agricultural product technology, faculty of agriculture, mulawarman university, jl. tanah grogot, kampus gunung kelua, samarinda 75119, indonesia d graduate program of mulawarman university, jl. sambaliung, kampus gunung kelua, samarinda 75119, indonesia 1 nurulmusyaffa28@gmail.com; 2 didimus.tanahboleng@yahoo.com; 3 candra@faperta.unmul.ac.id* * corresponding author introduction implementation of curriculum 2013 at primary and high school in indonesia since 2014, push the transformation of the learning process from the teacher center to the student center. the main reason is that nowadays, learning activities are designed to facilitate the student to explore their ability to be creative, innovative, and able to collaborate (kementerian pendidikan dan kebudayaan republik indonesia, 2014). understandably, there is still not enough academic atmosphere among students in supporting the studentcenter learning process, so that active effort is needed to create a good environment in helping the student to a r t i c l e i n f o a b s t r a c t article history received may 4, 2020 revised june 14, 2020 accepted november 17, 2020 published november 30, 2020 the learning model is one of the critical factors in boosting student to have good learning motivation (lm) and cognitive competencies (cc). in two academic years (2016-2017), only 19.6% of senior high school (shs) students in samarinda passed minimal competence in biology subject. this research was conducted to find out a better learning model in biology subject to replace the conventional learning (cl) model. a quasi-experiment using three learning models, i.e. problem posing (pp), problem-based learning (pbl), and cl, were conducted in all three 11th grade student classes at public islamic shs (pishs) i samarinda in the period of odd semester of 2018/2019 academic year. the lm and cc data were collected by questionnaires, each has 40 and 9 problems, respectively. the lm and cc data were analyzed by anova and ancova continued by comparison test using bonferroni test (p< 0.05), respectively. the results showed that the cl model could increase the cc, but not improve lm. however, pp and pbl model were significantly more effective (p< 0.05) in increasing both the cc and lm. the pp is superior in improving the lm, while the pbl is superior in gaining the cognitive competence. copyright © 2020, hidayati et al this is an open access article under the cc–by-sa license keywords problem posing problem-based learning learning motivation cognitive competencies how to cite: hidayati, n., boleng, d. t., & candra, k. p. (2020). students' learning motivation and cognitive competencies in the pp and pbl models. jpbi (jurnal pendidikan biologi indonesia), 6(3), 367-374. doi: https://doi.org/10.22219/jpbi.v6i3. 12081 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.12081 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i3.12081 https://doi.org/10.22219/jpbi.v6i3.12081 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 367-374 368 hidayati et al (students' learning motivation …) have dynamic learning with eventually comfortable circumstances. on the other hand, active learning and student-centered pedagogy improved student performance and achievement in biology subject (corkin et al., 2017; derting & ebert-may, 2010; mueller et al., 2015). however, this transformation is going to slow because of the lacking of innovations in the school to try new learning models, which can facilitate the student center learning process to take place, including in samarinda. the impact is the students show low motivation in the learning activity and cognitive competence. a preliminary study on two academic years (2016/2017 and 2017/2018) of students with majoring in mathematics and science from 6 senior high schools of total 22 senior high schools in samarinda in year of 2018 (direktorat jenderal pendidikan dasar dan menengah kementerian pendidikan dan kebudayaan, 2019), which were randomly observed, showed that level of completeness in learning biology is very low (the average was 19.6%). based on interviewed, the factor that make student get low score because conventional learning method with teacher as study centre was still used. the learning activities were not varied and monotonous, caused the implication that students showing low attention and motivation during learning activities. therefore, the application of innovative learning that could increase student motivation needs to be implemented in biology learning. problem posing (pp) is a learning model that facilitates the student to explore the discussed subject by developing questions or problems that are to be solved (rehorek, 2004). the pp is a well-known approach in chemistry (iriani & hidayah, 2017), mathematics (bonotto, 2010), and physic discipline (rufaida & sujiono, 2013). however, jungck (1985) gave a challenge to education practitioners in using the pp approach in biology education to answer the ecological and evolutionary complexity of our problems. on the other hand, problem-based learning (pbl) is promising pedagogy model in science since it performs the value and learning outcomes in which student has the autonomy to understand the nature-ofscience, able to collaborate, and can generate knowledge (allchin, 2013). several research also showed that pbl could significantly increase students’ achievement than conventional learning models in biology class (kan’an & osman, 2015; taşoğlu & bakaç, 2010). despite the benefits of pbl and pp, many teachers in indonesia still rarely implement this learning model in their biology classes. one potential effort to encourage teachers to implement these learning models is by increasing the number of studies examining the benefits of these two lessons. in fact, studies that examine pbl have been conducted frequently. however, these studies often only examine the different effects of pbl and conventional learning (kan’an & osman, 2015; taşoğlu & bakaç, 2010). some researchers also compare pbl with other learning models, such as with project-based learning (husna et al., 2019; sari, 2018). in addition, there were no studies that compare pp and pbl on students' motivation and cognitive competence. therefore, the aim of this study was to determine the effect of the pp and pbl model in biology subject of public islamic senior high school (pishs) students on cognitive competence and learning motivation. the student at pishs has to have 19 subjects, which are six items more than the students at regular senior high school. this condition makes the students at pishs feel tired physically and mentally, so they have low motivation in learning biology. because of that reason, a study on learning motivation at pishs following the implementation of the student-center learning process will be valuable information in the effort of increasing student learning motivation, especially in biology subject. method a quasi-experiment was conducted on three 11th classes of pishs i, samarinda, in odd semester of 2018/2019 academic year in structure and function of plant tissue subject. different learning models, i.e., pp, pbl, and conventional, were applied at a different class. the student number of pp and conventional classes were each 36 students, while the pbl class has 37 students. learning motivation (lm) and cognitive competence (cc) were observed by questionnaire and test, respectively, at the beginning and at the end of the period of learning-subject, which were taught in four class-meeting. the topic taught from the first to the fourth meeting were meristem, leaf structure and function, structure and function of root and stem, and anatomy on monocots and dicot and tissue culture, consecutively. all of the statements in the questionnaire for learning motivation (40 questions) and test for cognitive competence (9 problems) passed the validity test with the r between 0.484-0.790 and 0.547-0.667, respectively, while rtable is 0.344. both instruments showing an excellent score in the reliability test of 0.956 and 0.711 for the questionnaire of learning motivation and cognitive competence, respectively. the survey and problem for learning motivation and cognitive skills are shown in table 1 and table 2, respectively. the score for the learning motivation (lm) questionnaire is 40 and 200 for a maximum and minimum score, respectively. data for learning motivation (the gain of lm, score of lm at the beginning of the experiment – score of lm at the end of the test) were analyzed by anova because the data showed significantly different jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 367-374 369 hidayati et al (students' learning motivation …) (p=0.000) between the three classes. the anova was continued by comparison test using bonferroni test (spps v.22). for descriptive analysis, the lm achievement data were then categorized to a likert scale of low (1), medium (2), and high (3) for the score of 40-93, 94-147, 148-200, respectively (sudjana, 2015). table 1. characteristics of learning motivation questionnaire (indicators and type of statements) indicators question’s number positive negative persevering in the task 1, 2, 4 3, 5 not easily discourage 6, 8, 10 7, 9 showing interest 11, 13, 15 12, 14 happy to work independently 16, 17,18, 19 20 quickly bored with routine tasks 21, 23, 24 22, 25 can depend on his opinion 26, 27, 29 28, 30 not quickly go of things that are believed 31, 33, 35 32, 34 happy to find and solve problems 36, 37, 38, 39 40 the statements 1 i took my biology assignment seriously 2 i completed the biology assignment on time. 3 for me, the essential thing in solving the biology problem or assignment on time without caring about the result that i will get. 4 every time i have a biology assignment, i immediately work on it. 5 i am not serious in solving biology problems or assignments given by the teacher. 6 if my biology score is terrible, i will continue to study so that the grade becomes good. 7 if my biology score is terrible, i do not want to study anymore 8 i feel satisfied if i can work on biology problems and getting good grades. 9 i will not do the problematic biology problems 10 if i encounter a problematic biology problem, i will try to work on it until i find the answer. 11 i always listen to the biology teacher’s explanation well. 12 i prefer to talk with friends and do not listen to the teacher when he/she explains 13 i always ask the teacher about the biology subject that i do not understand yet. 14 i am lazy to ask the teacher about biology subject that i do not understand. 15 i always answer biology questions that teachers ask 16 i always do my biology assignments given by the teacher 17 i copy my friend’s answers in doing biology assignments and questions. 18 i can complete the biology assignment on my own. 19 i prefer to work on biology assignments with friends. 20 i never copy a friend’s answer because i trust my answers. 21 i enjoy studying biology because the teacher is diligent in teaching. 22 in my opinion, learning biology is annoying because the teacher only delivers the materials through lecturing. 23 i enjoy studying biology because the teacher uses instructional media to explain the subject. 24 i enjoy studying biology because there is not any tense atmosphere for the teacher. 25 i feel bored in studying biology because i only take notes while learning. 26 i always give an opinion when there is a discussion in the biology lesson. 27 if different responses arise, i will respond to them. 28 i stay silent and do not give any opinion. 29 i try to defend my opinion during the discussion. 30 i’m always nervous about expressing my opinion in front of my friends. 31 my friend’s answers do not easily influence me. 32 if my answer is different from my friend’s, i will change my answer to be the same as theirs. 33 i believe i can get the best score on my biology assignments because i did well. 34 i am not sure about my answer if my answer is different from my friend’s. 35 every time i’m solving a biology problem, i have a target above average because i believe i can do it correctly. 36 i was challenged to work biology problems that were considered difficult by friends. 37 i’m glad to have biology assignments from a teacher. 38 if there are biology assignments in the book that haven’t been worked on, i will do it. 39 i look for other suitable sources to finish my biology assignments. 40 i prefer working on easy biology assignments than difficult ones. note: each indicator consists of 5 statements. the answers of the positive comments were 5, 4, 3, 2, and 1 for strongly agree, agree, neutral, not agree, firmly not accept, respectively, while strongly not agree, not agree, neutral, agree, and strongly agree for the negative statements. the score for cognitive competence is 0-100, which for each question was calculated by equation [1]. data were analyzed by ancova continued by comparison test using bonferroni test (spss v.22). for descriptive analysis, the cc data were categorised to the likert scale of very low (1), low (2), medium (3), high (4) and very high (5) for the score of cc < 20, 20 ≤ cc < 40, 40 ≤ cc < 60, 60 ≤ cc < 80, 80≤ cc, respectively (sudjana, 2015). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 367-374 370 hidayati et al (students' learning motivation …) table 2. questions for cognitive competence no questions weight score 1 describe three differences between meristem and permanent tissue 6 0-6 2 describe three types of meristem tissues according to its location 6 0-6 3 write down three components of each xylem and phloem 12 0-6 4 describe the types of an epidermal derivative of the plant below 6 0-6 5 describe the function of leaf component structure from the top to the bottom 10 0-6 6 please write down the type of root shape, external structure of a leaf, and part number of a flower of monocots and dicot plants 24 0-6 7 write down the name of the designated part in the cross-section of the stem 12 0-6 8 describe the advantages of tissue culture technique in plant nurseries 12 0-6 9 write down three types of tissue culture that you know and describe each type 12 0-6 note: the answer to each question consists of six items. the score for each question is 6, 5, 4, 3, 2, 1, and 0 for a solution that has 6, 5, 4, 3, 2, 1, and 0 correct items. results and discussion pbl and pp are innovative models whose application still needs to be optimized in indonesia. in this study, the two models were tested for their effect on lm and cc of pishs students. student-centered learning using pp and pbl models showing suitable and comfortable for the students than the conventional ones. both learning models significantly (p < 0.05) improve the lm (table 3) and cc (table 5) levels. student-centered learning opens the opportunity of discussion in groups so that the students share ideas or opinions. learning models affected significantly (p = 0.001) on the students’ lm (table 3). the pp and pbl increased the number of the student having a high level of lm achievement, while the conventional learning model showed the opposite result. the score of lm achievement form the three classes also emphasize this trend. in student-centered learning, the students are going into groups, which are arranged that students with high academic abilities can help students with low academic skills (qomariah, 2016). this condition encourages the low motivated students to be more active in the discussion within groups by helping highly motivated students. the pp and pbl improve the lm with the same power. however, the pp showed more reliable capacity in enhancing the lm. the mean difference between pp and pbl to the conventional model is 6.917 (p=0.001) and 5.089 (p = 0.015), respectively (table 4). it means that pp is more effective in improving the student lm in the structure and function of plant tissue subjects. the pp seems to give a more exciting learning environment by the students, as stated by uno (2011) that someone will be motivated to do activities when he can maintain his sense of pleasure. pbl is able to present a series of interesting learning activities. by presenting problems at the beginning of learning, students will be challenged to solve these problems. in addition, by working in groups, students will be more motivated to participate in learning. however, if students only listen to the teacher's explanation during learning, students will get bored faster so they will lose their motivation to learn. table 3. effect of learning models on learning motivation (lm) of the student in the structure and function of plant tissue subject at 11th class level of lm achievement problem posing problem-based conventional at the beginning of the experiment (p) (n; %) high 7; 19.4 9; 24.3 7; 19.4 medium 29; 80.6 28; 75.7 29; 80.6 low 0; 0 0; 0 0; 0 mean±sd 137.00±1.74 138.46±1.72 136.92±1.77 at the end of the experiment (q) (n; %) high 14; 38.9 12; 32.4 5; 13.9 medium 22; 61.1 25; 67.6 31; 86.1 low 0; 0 0; 0 0; 0 mean±sd 141.64±2.03 141.27±1.71 134.64±1.95 shifting of lm achievement level, increasing (+) / decreasing (-) (p q) (n; %) high +7; +19.4 +3; +8.1 -2; +5.6 medium -7; -19.4 -3; -8.1 +2; -5.6 low jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 367-374 371 hidayati et al (students' learning motivation …) different from pbl, which is commonly used in biology education (mutakinati et al., 2018; yahya, 2014), pp is very rarely used in biology education. however, this study demonstrated that the pp is a challenge learning model to be used in biology education, as suggested by jungck (1985), especially to improve the students learning motivation. motivation is an important factor in the learning process (gbollie & keamu, 2017). high motivation correlates with high learning efficacy and student interest in the subjects they take (daskalovska et al., 2012; redondo & martín, 2015). when students are motivated to learn, they will seriously follow and study the material taught in the subject. this condition will optimize students’ learning success and academic achievement. therefore, the significant effect of pbl and pp on lm is expected to be followed up by teachers to implement these two learning models. table 4. pairwise comparison for lm achievement gain learning model (i) learning model (j) mean difference (i-j) se p 95% confidence interval for difference lower bound upper bound pp pbl 1.8281 1.77084 0.913 -2.4796 6.1358 conventional 6.9167* 1.78293 0.001 2.5796 11.2538 pbl pp -1.8281 1.77084 0.913 -6.1358 2.4796 conventional 5.0886* 1.77084 0.015 0.7809 9.3963 conventional pp -6.9167* 1.78293 0.001 -11.2538 -2.5796 pbl -5.0886* 1.77084 0.015 -9.3963 -0.7809 note: problem posing and conventional (control class) are each 36 students, while problem based learning is 37 students. data were analyzed by anova (based on observed means) continued pairwise comparison test. *) the mean difference is significantly different (bonferroni test at a level of 0.05), se = standard error. pp = problem posing, pbl = problem-based learning. lm achievement data were then categorized to a likert scale of low (1), medium (2), and high (3) for the score of 40-93, 94-147, 148-200, respectively. table 5. effect of learning models on cognitive competence (cc) of the student in the structure and function of plant tissue subject at 11th class characteristics problem posing problem based learning conventional pre-test min 17 17 17 max 39 38 38 mean±sd 24.78±0.75 27.14±0.78 24.00±0.69 post-test min 77 77 76 max 92 100 79 mean±sd 80.86±0.74 84.64±1.13 77.53±0.19 increasing (+) of cc result level of students (post-test – pre-test) min +60; 353% +60; 353% +59; 347% max +53; 136% +62; 163% +41; 108% mean +56.08; 226% +57.50; 212% +53.53; 223% the learning models affected significantly (p = 0.000) on students’ cc (table 5). the pp and pbl boosted the cc level higher than the conventional learning model (table 6). the most effective learning model affected the increase of cc level (table 6), and the score (table 7) is pbl, followed by pp and conventional. the pbl boosted the cc level of the student to a very high level of 75.5%. it is higher than pp that only raised the student cc level to a very high level of 45.4%. the conventional learning model was only able to increase the cc level to a high level (100%). pp improved the cc score in the range of 0.572-6.125 against the conventional learning model, while pbl enhanced in a variety of 4.316-10.046. the pbl is superior in boosting the cc score than pp. the pbl improved the cc score in the range of 1.017-6.648 against pp. this study demonstrated that pbl is the most effective among the three learning models in structure and function on tissue plant subjects. table 6. distribution of cc level (n; %) in the three different learning model classes leve of cc score problem posing problem based learning conventional pre-test post-test pre-test post-test pre-test post-test very low 3; 8.3 0; 0 2; 5.4 0; 0 5; 13.9 0; 0 low 33; 91.7 0; 0 35; 95.6 0; 0 31; 86.1 0; 0 medium 0; 0 0; 0 0; 0 0; 0 0; 0 0; 0 high 0; 0 20; 55.6 0; 0 9; 24.3 0; 0 36; 100 very high 0; 0 13; 45.4 0; 0 28; 75.7 0; 0 0; 0 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 367-374 372 hidayati et al (students' learning motivation …) table 7. pairwise comparison for cc score (i) learning model (j) learning model mean difference (i-j) se p 95% confidence interval for difference lower bound upper bound pp pbl -3.833* 1.157 0.004 -6.648 -1.017 conventional 3.348* 1.141 0.012 0.572 6.125 pbl pp 3.833* 1.157 0.004 1.017 6.648 conventional 7.181* 1.178 0.000 4.316 10.046 conventional pp -3.348* 1.141 0.012 -6.125 -0.572 pbl -7.181* 1.178 0.000 -10.046 -4.316 note: problem posing and conventional (control class) are each 36 students, while problem based learning is 37 students. data were analyzed by ancova (based on estimated marginal means) continued by pairwise comparison test, *) the mean difference is significantly different (bonferroni test at a level of 0.05), se = standard error. pp = problem posing, pbl = problem-based learning. cognitive competence (cc) data (0-100) were categorised to the likert scale of very low (1), low (2), medium (3), high (4) and very high (5) for the score of cc < 20, 20 ≤ cc < 40, 40 ≤ cc < 60, 60 ≤ cc < 80, 80≤ cc. by the pp learning model, the students experienced to have difficulties in focusing on generating questions in-line with the subject matter discussed, which burdened students in mastering the basic knowledge that they should have. chin & kayalvizhi (2002) reported the same cases while implemented the pp learning model so that the teacher should develop the method that can help the student to pose problems and questions. however, rufaida & sujiono (2013) showed a different indication on the physic subject, which is the pp learning model showed better performance than learning cycle 5e. on the other hand, pbl facilitates the students to develop their knowledge based on the problem given to them that in-line with the subject. many reports show that the pbl can improve the cognitive competence in biology or science subjects effectively (mutakinati et al., 2018; ratini et al., 2018; suciati et al., 2020; taşoğlu & bakaç, 2010; wulansari et al., 2018), besides the pbl can improve the psychometric skills of the students (sumarni et al., 2016). the series of learning syntax in pbl is the reason why pbl can optimally empower students' cc. when students are given problems at the beginning of learning, they must use their thinking skills to deal with these problems. thinking skills have been widely reported as predictors of student cognitive learning outcomes (miharja et al., 2019; mite & corebima, 2017; wicaksono, 2014; wulandari, 2018). in addition, group discussion activities will also optimize the cognitive development of students because there is an exchange of knowledge and opinions (chang & mao, 2010; nurulwati et al., 2020). on the other hand, this condition will be difficult to realize when students follow the lecture-based learning method. conclusion in the case of senior high school in samarinda, especially at public islamic senior high school, pp and pbl models showed superior in increasing learning motivation and cognitive competence in structure and function of plant tissue subject of 11th class than conventional learning model; however, both learning models have different effectiveness. the pp learning model showed more effective in increasing the learning motivation, while the pbl model showed more effective in improving cognitive competence. based on the findings obtained in this study, pbl and pp is recommended to be increasingly implemented in biology learning in various schools in indonesia. by applying these two learning models, student competencies are expected to be able to develop more optimally. in addition, studies that examine the effect of the pbl + pp combination are also recommended for future research. the addition of other dependent variables based on 21st century skills also needs to be studied. references allchin, d. 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(2020). interactive multimedia: enhacing students’ cognitive learning and creative thinking skill in arthropod material. jpbi (jurnal pendidikan biologi indonesia), 6(2), 257-264. doi: https://doi.org/10.22219/jpbi.v6i2.11370 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 10.22219/jpbi.v6i2.11370 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11370 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11370&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 257-264 258 darmawan et al (interactive multimedia: enhacing students’...) the multimedia interactive presented with interesting displays will embody interactions between students and media to not passive in learning. it is crucial to create superior learning that prioritizes results by giving learners high opportunities to participate more actively in the learning process. nevertheless, multimedia's effectiveness on the study results and creative thinking skills depends on how the media is used and how the learning environment is built-in multimedia. klerk, eggen, & veldkamp, (2016) stated that while multimedia use may help students visualize abstract concepts, the standard multimedia design causes students to lack electronic awareness of computer-generated learning environments. they don't have the skills to find, process, and use information. recent studies related to this study include interactive multimedia studies in the southeastern united states (schwartz & plass, 2014), in germany (domagk, schwartz, & plass, 2010), and (rasch & schnotz, 2009). research related to multimedia interactive regarding the results of studying in spain (bayraktar, cosgun, & altan, 2019) and in bosnia (dervic, dapo, mesic, & dokic, 2019). research related to multimedia interactive toward creative thinking in indonesia (djamas, tinedi, & yohandri, 2018; gunawan, harjono, herayanti, & husein, 2019). research related to multimedia interactive of study results and creative thinking on the arthropod matter has yet to be done. thus, the study's improved outlook is that no one has yet developed multimedia interactive development for enhanced learning and creative thinking skills in arthropod. this research will contribute to education. that contribution was an innovation for struggling educators to teach arthropod materials to students, as this multimedia interactive could develop students' learning and creative thinking skills while studying arthropod matter. this study's contributions can also make it easier for students to learn arthropod material, as these interactive multimedia designs encourage students to think creatively and illustrate arthropod in detail. arthropod organisms are complicated for students to do in-person learning observation activities, so with these multimedia, interactive could replace student viewing activities directly. the view of these interactive multimedia can give students a good picture of an arthropod organism. it developed multimedia interactive software as a learning medium on arthropod material, and then applied it in-class learning to see how it affects the increasing results of students' creative learning and thinking. this study aims to develop biological learning media in interactive multimedia (based adobe director) arthropod matter to know improved research and creative thinking skills. method this research and development were adapted from lee & owens, (2004) involved several phases that were (1) assessment and analysis; (2) instructional design; (3) development and implementation; (4) and evaluation. the aspect studied in the study is multimedia development. the interactive results of the students' cognitive and creative thinking skills on the arthropod of this repression are performed from july to september 2019. the research units conducted on x ma pui kepuh, lemahsugih district, majalengka regency involved 65 students made up of two samples: experiment classes and control classes. in the need analysis phase, the observation sheet is used as an instrument to analyze the multimedia interactive and compatible syllabus in x ma pui kepuh, lemahsugih district, majalengka regency. at the multimedia phase of model planning is made based: (1) sets a success indicator; (2) define procedures and develop instruments of judgment; (3) select a learning strategy; (4) selecting learning materials on the topic arthropod. the multimedia development phase is the assembly of parts to be the first of the interactive multimedia products to be poured onto a hard disk or an extension file. exe. among the activities at this stage of product development are: (1) doing the gathering of materials, (2) the assembling or merging of materials; and (3) finish packing. researchers also consult tutors, media experts, and materials experts to obtain the final results before entering the evaluation step in developing these multimedia products. the product evaluation phase involves three types of evaluations: (1) ongoing evaluation is a continuous evaluation conducted researcher themselves from beginning to end, and informal; (2) formative assessment include alpha tests involving materials and media experts and then analysis and a first-stage revision; and the beta test involving educators, and 10 x class learners (high, moderate and low) is followed by analysis and a final revision; and (3) the summation program/ evaluation of the final perfect product test of the development process that at the same time assesses the results of cognitive learning with an instrument of a 30-grain multiple-choice test and student creative thinking skill with a specifying instrument with an indicator of execution is formulated according to the aspect of creative thinking. creative thinking aspects include (1) sessions: recognizing a few things that can be identified from a given situation; (2) parallels: building mutual relationships between different elements; (3) building analogies between two different things; (4) synthesizing diversity from different elements into an overall structure; (5) retention: changing perspective/assuming a different point of view. data analysis techniques were acquired from the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 257-264 259 darmawan et al (interactive multimedia: enhacing students’...) validation of materials experts, media experts, and tests. validation data to define multimedia interactive worthiness categories as learning media. quantitative data the assessment of the material expert and the media expert is analyzed using qualitative descriptive statistics. the average assessments score from each assessor (formula 1) is then converted into 5 qualitative data using conversion references from sukarjo, (2006) in table 1. average ideal score (xi)= 1/2 (score max + score min), ideal deviation standard (sdi)= 1/6 (score max + score min), x= empirical score. after using multimedia interactive to measure from n-gain scores on each such variable, increasing results of cognitive learning and creative thinking skills. these n-gain scores are calculated using equations formula 2 (spost= score posttest, spre= score pretest, smax= score max). the categories of n-gain: 1) g > 0,7 (high); 2) 0,3 < g ≤ 0,7 (medium); 3) 0,3 ≤ g (low). (1) (2) table 1. interactive multimedia worthiness criteria score category score formula amount 5 very good 4 good 3 average 2 poor 1 very poor results and discussion the development study consists of four significant steps: (1) assessment and analysis; (2) instructional design; (3) development and implementation; (4) and evaluation (lee & owens, 2004). interactive arthropod multimedia development began with research. this comprehensive analysis is a preliminary study by directly viewing conditions in the school environment and interviews with educators. the results of field analysis in (1) arthropoda learning is considered one of the lesson materials that are difficult for learners to under; (2) a student's lack of enthusiasm for following the teaching of the arthropoda material is because the material delivery is presented only by the teacher using the book medium and the; (3) educators rely solely on the conventional variations of teaching methods of speech, demonstration, and discuss; (4) educators are struggling with the transmission of arthropoda mat; (5) the biological laboratories at schools have not been an option; (6) teachers have difficulty obtaining materials based media because the existing media is conventional and teachers have a desire to develop interactive media-based adobe director but have limited ab; (7) teachers need media appropriate to present conditions, which can attract students' attention and which is integral; (8) teachers and students need one media of multimedia interactive that can sustain the book media's learning process. the analysis of the need for multimedia interactive based adobe director in ma pui kepuh is: (1) students think that they haven't had much more varied learning experiences; (2) the teacher more often uses the learning method in presenting the material by discussion only; (3) the use of a learning medium in the delivery of material of arthropoda was very poor; (4) sometimes teachers use media when delivering materials but have not made students' attention increase because the media used only in powerpoint forms has not been interactive; (5) students have difficulty absorbing the material presented by the teacher even though students should be thoroughly familiar with the material presented because after the material is finished, they will continue to practice. a teacher's need analysis that explains the arthropod learning process that takes place in the classroom. the opinion of the student who had trouble in the arthropod mentioned above learning process was also approved by the teacher who profited from biology subjects. teachers also say that he has difficulty creating interactive learning media. so, a teacher's practice can only describe and explain on the board or through pictures available in books only. it made up a lot of wasted time, and some of the students still did not understand the teacher's explanation, especially with the student sitting on the back. at the phase of planning design materials on interactive multimedia is arthropod. a flowchart is also designed because the flowchart is a flow diagram of the plot in interactive multimedia production. it is also designed a storyboard that will describe the shape of each view. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 257-264 260 darmawan et al (interactive multimedia: enhacing students’...) strategy the learning sequence to be used in interactive multimedia includes (1) the learning sequence, which is the introduction of the desired competence and competency instruction, the presentation of complete material descriptions accompanied by examples and concluding of interactive problem exercises to know the level of students' understanding based on the materials learned; (2) the methods of learning used tend to be in individual teaching methods because students are faced with each computer and the application of the completed learning theory; (3) the material used in this interactive multimedia product is arthropod; (4) the assessment form used in learning that uses multimedia interactive products is the learning result test. this test is used to measure the level of students' understanding of ability and insight in material mastery—the design of the multimedia interactive interface adobe director in figure 1. the sub-menu of each phylum arthropod consists of a mind map, instructions, core & basic competence, material summaries, learning & purpose indicators, interactive video menu, test menu, and audio (figure 2). a prepared video display (figure 3) has some benefits: full high definition video quality, interactive content, video can stop, when the cursor is pointed at one organ you will see. organ reference it can be regenerated. figure 1. interactive multimedia interface design based adobe director figure 2. the menu of each of phylum arthropod figure 3. full high definition video quality that has interactive media jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 257-264 261 darmawan et al (interactive multimedia: enhacing students’...) the overall development of interactive multimedia products discusses arthropod material. this media production is also based on prototype designs, flowchart, and storyboards prepared earlier and other products that support it. the multimedia user target of x ma student. these multimedia items are packed in two storage shapes: in the form of extension, exe files stored in a drive, or a drive. all the materials prepared at the previous stage are combined to create multimedia interactive learning using the adobe director program. the initial completed products are developed first by checking before the initial products are validated and tested by learners. in-house checking is initiated by starting with an overall course check. in an outline of this early stage of interactive learning products of development contains (1) use instruction serves to tell users how to use this multimedia interactive; (2) competence, which contains the standard formulas of competence, basic competence, indicators and purposes of learning; (3) arthropoda matter; (4) evaluation, containing the practice of learned arthropoda material. this exercise serves to check the level of students' understanding of the material they are studying; (5) games are interactive, which are some games related to materials that serve to see students' understanding as well as to existing materials; (6) the profile, which includes the profile of a developer, the media expert, and the profile of a material expert. there are two aspects assessed by experts in this alpha test as the aspect of learning and the material/content. both aspects are described in 33 indicators with details of 20 learning aspects and 13 material/content aspects. the assessment data recapitulation of the two-aspect materials expert is presented in table 2. the recapitulation shows the refraction of the expert assessments of the acquisition and materials at 4.48, which shows an excellent score. there are two aspects that media experts judge as programming and image aspects. both aspects are described in 19 indicators with details of seven programming aspects and 12 aspects of view. the data of the two-aspect media expert is presented in table 3. the results of the data show that the average media expert assessments on the programming aspect and the view are 4.45 that show excellent score. the trial of multimedia interactive learning products at each stage will be judged by students and revised according to the multimedia's flaws. the suggestions and criticizations of students given to each test will also be revised to perfect these interactive multimedia learning. based on data analysis, it is known that students have increased cognitive learning results after the treatment. the material presented in the multimedia used in experimental groups is designed based on the principles of multimedia learning development to help students study. at the same time, the increased results of cognitive study per domain cognitive process are shown in table 4. table 2. the results of experts’ validation scores on multimedia interactive. table 3. the results of the media expert's validation score against. table 4. the results of a student's cognitive learning test per domain cognitive process on beta test. no. domain cognitive process average category pre-test post-test ngain i remember cl 37,50 81,25 0,70 medium 2 understanding c2 33,08 83,08 0,75 high 3 application (c3) 16,00 76,00 0,71 high 4 analysis (c4) 46,67 76,67 0,56 medium based on research on the cognitive test of the per-domain student may be described as follows: (1) domains c1 (remember) shows n-gain 0.70 or occurs in medium (2) domains c2 (understanding) are in a high level with n-gain 0.75 (3) domain c3 (application) to n-gain 0.71 is in high level and (4) the c4 domain (analysis) shows value n-gain 0.56 or is in the medium scale. thus, the treatment of interactive multimediabased adobe directors can enhance students' cognition with moderate and high n-gain levels. the competence or cognitive assessment does measure the level of attainment or mastery of knowledge that includes memorization, understanding, application, analysis, synthesis, and evaluation (agius & angelides, 2000; dervic et al., 2019; vazquez et al., 2019). as to the effectiveness of multimedia interactive in improving creative thinking skills, data analysis on the validation of programs-interactive programs shows that overall, multimedia interactive improves student no. aspect score 1 teaching 4.35 2 content / material 4.61 average 4.48 no aspect of assessment score 1. programming 4,57 2. slideshow 4,33 average 4.45 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 257-264 262 darmawan et al (interactive multimedia: enhacing students’...) creative thinking skills more effectively than conventional media. as for the role of multimedia interactive in promoting creative thinking studied, multimedia is more effective at improving student creative thinking skills than conventional media (gu, dijksterhuis, & ritter, 2019; perry & karpova, 2017; schmid, 2008). in interactive media, opportunities for learners to respond or engage in activities that can also be reversed by multimedia programs, causing multimedia interactive can be designed by combining learning strategies to enhance students' creative thinking skills (hidayat, susilaningsih, & kurniawan, 2018; huang, chang, & chou, 2020; kuk, milentijevic, rancic, & spalevic, 2012). its superiority is significantly in certain aspects consistent claimed that knowledge needed to be built into a student's early knowledge because it enabled him to make students aware of the unknown (gould & anderson, 2002; vagg, balta, bolger, & lone, 2020). whereas on aspects of the matter and revalues, image-aided or animation information conveyances can make it easier for students to visualize and do a mental changeover to increase the retention aspect, no significant difference between the two groups of students even though the correct increase of both areas in the student group is learning to use higher multimedia (jantz, anderson, & gould, 2002; meltzer, 2002). the interactive multimedia construct is intended to enhance creative thinking skills as a function of the overall production of products. the increased creative thinking skills came under greater emphasis on how the product's presentation integrated torrence's learning activities. increased creative thinking skills, when reviewed in terms of creative thinking, are indicated in table 5. table 5. the results of the students' creative think skills test every aspect on the beta test. no aspect average category pre-test post-test n-gain 1 widening 46,50 76 0,55 medium 2 connecting 36,43 64,29 0,43 medium 3 reorganizing 38 83 0,73 high some previous studies states a positive correlation between creative thinking and the results of students' cognitive learning. skillful, creative thinking can induce students to form their conception of a phenomenon to become a correct concept and stored into their cognitive structure. in other words, creative thinking helps the student assimilate his or her knowledge (huang, 2005; low, low, & koo, 2003; oberholzer & hurni, 2000). this supports students' creative thinking skills. conclusion the interactive multimedia product has been successfully developed through five development (need analysis, multimedia model design, multimedia development, product implementation, and multimedia valuation). it can be concluded that the interactive multimedia based on adobe director developed is feasible and able to improve cognitive learning outcomes and students' creative thinking skills. multimedia interactive on the topic arthropod that is worthy of being used as the science-learning medium for students x class aliyah. that worthiness is proven by the assessment of material experts and media experts. as for the multimedia interactive on the arthropod topic, it has higher effectiveness than conventional learning in improving the results of student cognitive learning and creative thinking skills, and it is proven by student cognitive improvement and creative thinking skills. acknowledgement the gratitude and appreciation were given to the director of the kuningan university’s post-graduate school, who had granted permission and facilitated the study, the chairman of the undergraduate, the university of kuningan, and the research team that had directed the research well. references agius, h. w., & angelides, m. c. 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(ii) there were no significant differences between the study of learning styles, either visual (t(99) = 1.60, p = 0.11), auditory (t(99) = 1.33, p = 0.18), or kinesthetic (t(99) = 0.59, p = 0.55), of male and female biology students’ performance. thus, it is suggested that teachers choose the most proper learning methods which accommodate the students’ need based on their learning styles. copyright © 2020, abidoye & olorundare this is an open access article under the cc–by-sa license keywords biology senior secondary school learning style students’ performance how to cite: abidoye, f. o. & olorundare, a. s. (2020). the correlation between learning styles and biology learning performance of nigerian students. jpbi (jurnal pendidikan biologi indonesia), 6(1), 107-112. doi: https://doi.org/10.22219/jpbi.v6i 1.11206 introduction science is an organised body of knowledge in form of concepts, laws, theories and generalisations’. it is the study of nature and natural phenomena in order to discover their principles and laws (omorogbe & ewansiha, 2013). science is a multidisciplinary human activity which involves a planned systematic investigation and understanding of the world, nature and the universe. this activity culminates into testable falsifiable and verifiable body of knowledge. it is a dynamic enterprise that primarily is a quest for knowledge, though not the knowledge itself. science can be regarded as agent of development which plays an important role in bringing about these changes through technological advancement, national wealth enhancement, health improvement and industrialization. http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://dx.doi.org/10.22219/jpbi.v6i1.11206 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.11206 https://doi.org/10.22219/jpbi.v6i1.11206 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.11206&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 107-112 108 abidoye & olorundare (the correliation between learning styles …) biology is one of the important science subjects taught in senior secondary schools (michael, 2012), colleges and universities (steigerwald, 2019). biology provides basic knowledge and understanding of principles whose application contributes greatly to the quality of life as such, it stands in a central position among the science. biology is one of the basic science subjects that play a fundamental role in economic development of a country. biology is basically the study of life. it is the study of the living things in our world which are comprised of both plant and animal. biology is an integral part of the science curriculum both at the senior secondary as well as university. as one of important science subjects which enables learners to encompass more about the world, there is a need to provide effective learning activities for learners. this, in turn, will lead to the attainment of scientific and technological greatness (adesoji & olatunbosun, 2008). in addition with the effectiveness of learning activities, teacher is the key point which determines the achievement of learning goals. therefore, it is very important to recognize the personality of biology teachers who are trained to demonstrate, expand, and deliver biology contents to learners. learning style can be described as a set of factors, behaviours and attitudes that facilitate learning for an individual in a given situation. it is also called as meta-strategy (klement, 2014) of learners to perceive and process information (omar, mohamad, & paimin, 2015) in learning situations. learning style is the characteristic of cognitive, affective, social (alfonseca, carro, martín, ortigosa, & paredes, 2006) and physiological behaviours that are served as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. learning style can be defined, classified and identified in many different ways. several previous studies reported that there were learning styles determined students’ achievement. omar, mohamad, and paimin (2015) reported that there were no significant difference of electrical engineering students’ achievement based on their learning styles. likewise, salter, evans, and forney (2006) stated the same conclusion of administration affair program students’ performance. alfonseca, carro, martín, ortigosa, and paredes (2006) argued that learning styles affected the quality of computer science students’ work. however, the studies focused in the effect of learning styles of students’ performance in biology subjects, particularly in nigeria, are very limited. the essential information provided by this study will benefit scientific field in enriching evidences about variables responsible for students’ performance as considerable as providing idea for educators in planning their learning processes, particularly in biology subject. hence, the purpose of the study was to investigate the effect of students’ learning styles on their performance in biology of senior secondary school ifelodun lga kwara state, nigeria. furthermore, it also exhibited the correlation between the students’ learning styles and their performance in biology as well as to emphasize students’ learning style preference based on their gender as the moderating variable. method this descriptive survey research was carried out in senior secondary school in ifelodun kwara state, nigeria. the population included biology students in all secondary schools located in ifelodun kwara state, nigeria. the target population for this study was biology (ii) students. it involved four secondary schools in ifelodun kwara state which were selected from the 164 other schools. the total numbers of 100 biology students were employed in the study. the 100 male and female students were selected using simple random sampling technique and the students’ learning styles was determined. the variables tested in this study were: students’ learning styles, gender and their influences on biology students’ performance in senior secondary school. the procedure for data collection comprised of several steps: 1) the researchers visited each of the selected schools for sampling; 2) the researchers sought permission from the school principal or administrator with letter of introduction from the researcher’s head of department of science education university of ilorin to show the originality of the research; 3) the researches explained the study purpose to the respondents (students); 4) the researchers administered the questionnaire in each school and collect them back immediately after being completed. the instruments used for data collection in the sampled schools were grasha and reichmann’s students learning scale and vak/vark learning style. the data analysis technique involved was descriptive and inferential statistics. furthermore, the research questions were answered using percentages. meanwhile, the hypotheses were tested using parametric statistics of pearson correlation and independent samples t-test. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 107-112 109 abidoye & olorundare (the correliation between learning styles …) results and discussion the biology students in senior secondary school in ifelodun lga kwara state, nigeria performed several learning styles. the research results related to the learning styles chosen by students are served in table 1. based on the table, it can be clearly seen that the majority of the respondents were visual learners (64.0%), while remain respondents were auditory (22.0%) and kinaesthetic (16.0%). majority of the respondents are visual learners. table 1. the prevalent learning styles performed by biology secondary school students learning styles percentages (%) visual 64.0 auditory 22.0 kinesthetic 16.0 total 100 the majority of nigerian senior secondary students tended to choose visual as their learning style. this was also witnessed by economics education students in indonesia (syofyan & siwi, 2018), computer science students in spain (alfonseca et al., 2006), as well as medical school students in barbados, west indies (ojeh, sobers-grannum, gaur, udupa, & majumder, 2017). students with visual learning style attained their comprehension from the information they gained from visual resources such as pictures, graphs, diagrams, and so forth (hawk & shah, 2007). this fact can be possibly caused by the previous conditions which led the students to be accustomed with visual learning activities such as describing pictures, drawing structures, and so on. thus, it was not surprising observation result if visual was the most voted learning style chosen by students. in accordance with the learning styles found among nigerian secondary students (i.e. visual, auditory, and kinaesthetic), the further question which is interesting to discuss is the relationship between students’ learning style and their performance in biology. the data analysis results gained in this study to reveal the answer of that question are showed in table 2. based on table 2, it can be seen that there was a negative correlation between students’ visual learning styles and their academic performance (0.061), likewise with the kinaesthetic (0.50). contrarily, the positive correlation occurred between students’ academic performance and auditory learning style (0.108). yet, none of the correlations were significant. table 2. pearson correlation on the relationship between students’ learning styles and their performance in biology students performance visual auditory kinesthetic students performance cal-r sig. n 1 100 -0.061 0.44 100 0.108 0.172 100 -0.50 0.525 100 visual cal-r sig. n -0.061 0.441 100 1 100 -0.715 0.00 100 -0.489 0.00 100 auditory cal-r sig. n 0.108 0.172 100 -0.715 0.00 100 1 100 -0.260 0.01 100 kinesthetic cal-r sig. n -0.050 5.25 100 -0.489 0.00 100 -0.26 0.01 100 1 100 the findings of this research strengthen the evidences revealed by (omar et al., 2015) which proved that there were no significant difference of students achievement as the various learning styles they possessed. hence, rogowsky, calhoun, and tallal (2020) stated clearly that that providing instruction based on students’ learning styles does not improve their learning achievement. learning-styles based instructional also was criticized by papadatou-pastou, gritzali, and barrable (2018) as the unreliable-evidenced concept .in determining instructional processes. they argued that the identification of learning styles can be the hit and miss process as there is no agreement between the students’ and teachers’ assessments. moreover, ojeh et al (2017) proved that there was a significant difference between students’ interpretation about their learning style and their actual conditions. in the other words, there are many other variables which possibly interfere students’ performance besides learning styles. the fact that there were no significant difference of students’ performance based on their learning styles become more interesting to be discussed as there are many research findings which proved the opposite results. buch and bartley (2002) have claimed that learning style is a considerable component for educators to jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 107-112 110 abidoye & olorundare (the correliation between learning styles …) determine the method they plan to use to deliver the materials to their learners. by considering the essential effect emerged by learning styles, there were even some serious attempts to develop learning style instrument to enhance students’ achievement. there are at least six well known instruments among researchers to assess learning styles, namely, kolb, gregorc, felder–silverman, fleming, and dunn and dunn as well as the entwistle and tait revised approaches (hawk & shah, 2007). for further consequences, there are many researchers suggested to consider learning styles in determining the instructional processes they conduct (alfonseca et al., 2006; ojeh et al., 2017; syofyan & siwi, 2018). to dig more feature about learning styles, this study conducted the analysis on students’ learning styles based on their gender. the results of the analysis are served in table 3. the table obviously shows that there were no significant differences of learning styles chosen by male and female students, either visual (t(99) = 1.60, p = 0.11), auditory (t(99) = 1.33, p = 0.18), or kinaesthetic (t(99) = 0.59, p = 0.55) learning styles. table 3. the analysis results of independent samples t-test of the difference learning styles chosen by male and female biology students in ifelodun, lga kwara state learning style gender mean sd t-cal t-crit df sig. decision visual male female 6.851 6.28 2.05 2.32 1.60 0.733 99 0.112 ns auditory male female 4.44 4.86 1.97 1.96 1.33 0.405 99 0.185 ns kinesthetic male female 2.7 2.85 1.62 1.52 0.59 0.603 99 0.553 ns by considering the insignificant difference between the both genders, yet, to be more detail, visual learning style tended to be chosen by male students (m = 6.85, sd = 2.05) compared to the female (m = 6.28, sd = 2.32). in contrast, the other two learning styles were highly voted by female students (auditoty [m = 54.86, sd = 1.96], kinesthetic [m = 2.85, sd = 2.85]) than the male (auditory [m = 4.44, sd = 1.97], kinaesthetic [m = 2.70, sd = 1.62]). this findings are in agreement with klement (2014) and ojeh et al (2017) who said that the students’ preference are about similar between male and female students. albeit that it is well known that there are also proven differences between male and females in many aspects (meyers-levy & loken, 2015) even in education field (kumari & saraladevi, 2014; van der vleuten, jaspers, maas, & van der lippe, 2016), there are also many similarities proven exist between them including their choices in major study (reddy, 2017), work field (alon & diprete, 2015), attitude toward science (eren, bayrak, & benzer, 2015; yamtinah, masykuri, & syahidul shidiq, 2017), and skills (saido, siraj, nordin, & amedy, 2015; sweeney & costello, 2009; veloo, perumal, & vikneswary, 2013). the absent of significant differences in students’ preference in learning styles based on their gender difference is making sense. there are several factors identified responsible in determining gender inequity in their choices (i.e. sex, parental, peer influences, social and cultural stereotyping) (osagie & alutu, 2016). thus, the phenomenon of gender equity can be naturally occurred as the proper treatment given by their surroundings to the both genders as well as their needs are well accommodated (reddy, 2017). conclusion the present study reveals a negative correlation between students’ visual learning styles and their academic performance, likewise with the kinaesthetic. perversely, a positive correlation was found between students’ academic performance and auditory learning style. even though none were significant. it is also concluded that there were no considerable effect of learning styles; neither visual, auditory, nor kinaesthetic; toward students’ performances in biology. similarly, there were no essential difference of students’ learning style preferences based on gender view. references adesoji, f. a., & olatunbosun, s. 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(2017). gender differences in student’s attitudes toward science: an analysis of students' science process skill testlet instrument. in aip conference proceedings (vol. 4, pp. 030003–1–030003–6). new york: american institute of physics. doi: http://doi. org/10.1063/1.4995086 http://doi.org/10.2991/piceeba-18.2018.17 http://doi.org/10.1080/03055698.2016.1160821 http://doi.org/10.1080/03055698.2016.1160821 http://doi.org/10.1016/j.sbspro.2013.09.153 http://doi.org/10.1063/1.4995086 http://doi.org/10.1063/1.4995086 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 2 july 2020, pp. 243-256 10.22219/jpbi.11456 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 243 research article empowering students’ critical thinking skills, information literacy and cognitive learning outcome through rbl-tps model siti s. narahaubun a,1, johanis f. rehena b,2, dominggus rumahlatu b,3,* a study program of biology education, postgraduate, universitas pattimura, jl. dr. tamaela, ambon, maluku 97114, indonesia b study program of biology education, faculty of teacher training and education, universitas pattimura, jl. ir. m. putuhena, ambon, maluku 97233, indonesia 1 sitisanianarahaubun@gmail.com ; 2 rehena.jf@gmail.com; 3 dominggus_amq@yahoo.co.id* * corresponding author introduction education is one of parts that affected by the industrial revolution (azid, hasan, nazarudin, & md-ali, 2020; becker, hornung, & woessmann, 2019; ghozali, 2018). a similar idea is also stated by benešová and tupa (2017) that the industrial revolution has a high effect for the education of communities, where several professions will be altered by computer and industry players must collaborate with universities so that the university graduates are able to answer the challenges of the industrial revolution. departing from this idea, education is an area that should be given an extra concern in its current development. this is done so that the university graduates produced by higher education have the ability and competitiveness in the world of work. lasi, fettke, kemper, feld, and hoffmann (2014) also add that industrial revolution has wide effect, in which it not only influences the a r t i c l e i n f o a b s t r a c t article history received march 06, 2020 revised june 06, 2020 accepted june 17, 2020 published july 21, 2020 the use of proper learning model by teachers’ in a classroom is crucial to be done in addressing better learning quality. this study aimed at improving learning quality by choosing the most optimum learning model. this research was a quasi-experimental study using a non-equivalent pre-test-posttest control group design. this study was conducted in senior high school 9 and senior high school 5 of ambon in the academic year 2018/2019.the total sample used in this research was 127 students. the critical thinking skills (cts) and cognitive learning outcome (clo) tests as well as information literacy observation sheets were used as the instruments to gain the data. the data obtained in terms of students’ cts, clo ang information literacy were analyzed using inferential statistics (ancova and lsd tests). the results showed that there were significant differences among x graders’ cts, clo, and information literacy [ f (1,124) = 64.380, f (1,124) = 68.238 f(1,124) = 26.078 , p < 0.05] respectively, who were taught using rbl-tps learning model in biodiversity material. in the other words, the rbl-tps learning model is able to empower students’ cts, clo, and information literacy compared to the common learning model used by biology teachers. thus, the used of rbl-tps is recommended to be implemented in the other biology learning materials. copyright © 2020, narahaubun et al this is an open access article under the cc–by-sa license keywords critical thinking skills cognitive learning outcome information literacy rbl-tps how to cite: narahaubun, s. s., rehena, j. f., & rumahlatu, d. (2020). empowering students’ critical thinking skills, information literacy and cognitive learning outcome through rbl-tps model. jpbi (jurnal pendidikan biologi indonesia), 6(2), 243256. doi: https://doi.org/10.22219/jpbi.v6i2.11456 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.11456 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:sitisanianarahaubun@gmail.com mailto:rehena.jf@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11456 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11456&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 244 narahaubun et al (empowering students’ critical thinking skills …) industrial production but also labor market and education system. sharma (2019) asserts that education in the industrial revolution 4.0 aims to improve teacher skills and student learning outcomes. setiyawami, sugiyo, sugiyono, and rahardjo (2019) propose that the impacts of industrial revolution 4.0 in education are to improve the students’ skills in any aspects i.e. creativity, critical thinking, problem-solving skill, collaboration, and selfassessment. kayembe and nel (2019) also assume that the industrial revolution 4.0 brings many changes to the use of internet for various information literacy. the challenge confronted by biology teachers specifically in ambon city is in implementing innovative learning to improve the student learning outcomes while developing other skills such as critical thinking and student information literacy. therefore, biology teachers are still trying to improve the quality of learning so that the students are ready to encounter education 4.0. one way to improve the quality of learning is by deciding on and using the right learning model to empower the students' skills. one of the learning models that is compatible to be implemented in the era of education 4.0 is resource-based learning (rbl) model (noguez & neri, 2019). laverty (2000) emphasizes that the rbl learning model provides an opportunity for the students to look for information about concepts being studied, this can be an investigation of learning sources for the students since the process of seeking information is not only an individual task but it can be done during the learning process. indeed, according to vella (1997), the rbl is a learning model which a has wide learning sources and this model provides an opportunity for the students to be an independent learner. if the teachers use the rbl learning model, the teachers are able to direct the students in looking for information from various sources i.e. printed media and even no-printed media. hill and hannafin (2001) emphasize that learning sources can be in the form of primary and secondary learning sources. learning sources which come from people, places, and ideas are called as primary learning sources, whereas learning sources that come from media are called as secondary learning sources. resource-based learning (rbl) is a learning model that successfully develop information literacy skills so that the students are responsible for finding out and using the right material to be studied (melendres, 2015). additionally, the rbl learning model also has been combined with several learnings to improve student learning outcomes and learning quality. febriani, suratno, and fikri (2015) combine the rbl learning model with a snowball throwing model, where the experimental class has better cognitive learning outcomes rather than the control class. qoyyum, jazim, and linuhung (2017) report that the students who taught using rbl-scramble have higher learning outcomes than the students who taught using conventional learning used by the teachers. yaniwati, kariadinata, sari, pramiarsih, and mariani (2020) integrate the rbl along with online learning in order to improve the students’ creative skill and self-confidence in mathematics learning. saridewi, suryadi, and hikmah (2017) report that the student learning outcomes increase along with the use of discovery learning methods and learning experiences. in the interim, a study conducted by ahmed and khanam (2014) inform that the rbl learning model affects to the student learning outcomes. the student learning outcomes are started by an understanding of a concept. thru this understanding, the students train their basic thinking skills. the students who have good basic thinking can empower higher-order thinking, one of which is critical thinking. facione (2010) enlightens critical thinking skills as an interpretation, analysis, conclusion, self-reinforcement skill. based on shanti, sholihah, and abdullah (2018) and mclaughlin and mcgill (2017), critical thinking is a skill in making a rational decision against something that becomes a belief and it is done by the students. taghva, rezaei, ghaderi, and taghva (2014) emphasize that critical thinking skill also can give contribution on the students’ cognitive ability. the students’ critical skill can also develop since it is also influenced by the information gained by the students thru various sources i.e. through learning, reading digital or printed book, as well as newspaper and digital or printed magazines. looking for information by means of printed sources and even digital can be interpreted as information literacy. catts (2012) defines the information literacy as an ability to discover, evaluate, and utilize information to compile new knowledge catts and lau (2008) recommend that information literacy skill is developed in conjunction with information and communication technology skills; thus, techniques to access and utilize information and cognitive abilities are needed. in the last few years, several studies in the education field also use the think-pair-share (tps) learning model to discover the influences in improving the student learning outcomes (hetika, farida, & sari, 2017; hamdan, 2017; ogunyebi & henry, 2018; rahayu & suningsih, 2018). apriani (2016) clarifies that a learning using the tps learning model can provide the students with plenty of time and attention to formulate individual ideas or thoughts before sharing the concepts studied with other students. kaddoura (2013) enhances that active learning techniques in the tps learning model can be used for the development of critical thinking. other researchers have integrated the tps learning model along with the reading concept map (remap) learning model and guided discovery which has succeeded in improving the student learning outcomes (jatmiko, kartina, irwandani, fakhri, pricilia, & rahayu, 2018; bamiro, 2015). additionally, setiawati and corebima (2018) assert that the integration of pq4r-tps learning model can improve the students’ critical thinking skill. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 245 narahaubun et al (empowering students’ critical thinking skills …) the integration of the rbl and tps learning models on science learning in general and particularly in biology has never been done. consequently, based on several combination studies of learning model that have been conducted previously, this study combines the rbl and tps model in the material learning of biodiversity. biodiversity material learns about the concept of the level of biodiversity in genes, species, and ecosystems. in studying these concepts, the students require information literacy skill, after finding out the information, the students will pick out and use the information. thus, it is required a critical thinking from the students to divide good information and can answer the purpose of study from the teachers. if the information literacy skill and students’ critical thinking have been performed, it will give influence in improving the student learning outcomes. departing from the explanations above, the combination of rbl-tps learning models is designed to be able to empower the cognitive, critical thinking, and information literacy skills possessed by the students to learn the material of biodiversity. therefore, this study aims to discover the influence of rbl-tps learning model to the student learning outcomes of cognitive, critical thinking, and information literacy skills in studying the biodiversity material. in the future, the results of this study can be used as a basis for study that combines the rbl-tps learning model. method this study was a quasi-experimental study to discover the influence of rbl-tps model to the student learning outcomes of cognitive, critical thinking, and information literacy. design of study used was non-equivalent pretest-posttest control group design (table 1). table 1. design of study e y1 x1 y2 k y1 x2 y2 description: e: experimental group; p: control group; y1: pre-test; y2: posttest; x1: stad learning model; x2: rbl-tps learning model this study was carried out at sma 9 ambon and sma 5 ambon in the academic year of 2018/2019. the sma 5 ambon represented a school that was iso certified and accredited a, while the sma 9 ambon represented as school that was not iso certified and accredited b. population of this study were whole students of 10th grade at sma negeri 9 ambon and sma 5 ambon. the samples of this study were detailed as follow; the students of x1class consisting of 30 students and 29 students of x-2 class, whereas in the sma 5 ambon, there were 34 students from x-1 class and 34 students from the x-2 class; moreover, the total students that would be used as samples were 127 students. the sample determination of this study used purposive sampling technique based on the researchers’ consideration that the class used as sample had characteristics based on the purpose of study with the provision that (1) the students were heterogeneous in terms of ethnicity, social, and gender; (2) availability of laptops, cellphones, and tablets to support literacy-based learning. in each school, the students of x-1 class were taught using student teams achievement divisions (stad) learning model. the students of x-2 class were taught using the rbl-tps learning model with similar material, namely biodiversity. this was interpreted that data collection was carried out in four classes, and each class was conducted in 2 meetings. the instruments used were test instruments in the form of essay items to measure the cognitive and critical thinking learning outcomes. however, scoring rubric to assess the cognitive learning outcomes and critical thinking was different. scoring rubric for cognitive learning outcomes was developed by the researchers and referred to the answers and accompanied by complete, correct, and logical reasons. scoring rubric of critical thinking emphasized on the criteria that (1) all concepts were correct, clear, and specific; (2) the argumentation was correct, clear, and specific, reinforced by strong reasons; (3) the flow of good thinking and concepts were interrelated; (4) the answer contained good and correct grammar (zubaidah, corebima, & mistianah, 2015). another instrument used was not-test instrument in the form of observation sheets to assess the students’ information literacy before and after the learning took place. indicators of observation sheets of information literacy were enthusiasm, discovery, and selection of information, organization of information, use of information and communication (catts & lau, 2008). the items were compiled referring to the competency standard based on the provisions of the national education standardization agency (bsnp). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 246 narahaubun et al (empowering students’ critical thinking skills …) the instrument used was first tested for validity and reliability. the validity test was used to determine the validity of each item and the content validator was the supervisor, while the reliability test was used to determine the consistency of the object measured using the cronbach's alpha method (table 2). table 2. data reliability test results cronbach’s alpha items description 0.666 6 reliable the stages of study for the implementation of learning material for environmental change were carried out almost simultaneously in each class and using different learning tools. the class x-1/control class used the stad learning model, in which it was a learning in several small groups, doing assignments from the teacher then doing quizzes independently at the end of the lesson. meanwhile, the class x-2/experimental class used the rbl-tps learning model. however, the assessment of students' cognitive skil, critical thinking, and information literacy variables remained the same. the stages of data collection in this study used two learning models whose stages were combined to form a new learning model, namely the stages of the rbl-tps learning model (table 3). table 3. stages of rbl-tps learning model rbl learning model tps learning model rbl-tps learning model 1. identifying questions or problems 2. planning how to find out information 3. gathering information 4. synthesizing information 5. evaluating (febriani et al., 2015) 1. think: independent thinking to a question or problem given by the teachers 2. pair: pairing up with friends and sharing the results of independent thinking 3. share: presenting paired results to the class (ogunyebi & henry, 2018) 1. identifying questions or problems independently 2. planning how to find out information independently 3. gathering information independently 4. synthesizing information independently 5. synthesizing information in pairs 6. evaluating before the implementation of learning began, the pre-test and observation sheets were given to the experimental and control class students. the results of prettest and the results of preliminary information literacy observations were used as covariates to measure the students' cognitive learning outcomes, critical thinking, and information literacy. posttest and final observation assessment given to the experimental and control class students, carried out after the application of the learning model. the results of the posttest were used to measure the students' cognitive learning outcomes and critical thinking. the final observation sheet was used to assess the students' final literacy. the data were analyzed using descriptive and inferential statistics. descriptive statistics were used to determine the students' cognitive learning outcomes, critical thinking, and information literacy, where the data were grouped into class intervals and the frequency and percentage were calculated. inferential statistics used the ancova test to determine the influence of the rbl-tps learning model on the students' cognitive learning outcomes, critical thinking, and information literacy. the test criteria for the ancova test, namely if the probability or significance is <0.05 (p <0.05), it can be stated that there is an influence between the independent variables on the dependent variable partially, but if the significance is> 0.05 (p> 0.05), then it can be said that there is no significant influence between each independent variable on the dependent variable. before the ancova analysis was carried out, a prerequisite test was carried out, namely the normality and homogeneity test of the data. then, the data were analyzed using the spss 18.0 program. results and discussion students’ critical thinking the results of study at sma 9 ambon (table 4) showed that the distribution of critical thinking initial test scores in the control class was in the range of 43-60 (100%), while the students' final test scores were in the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 247 narahaubun et al (empowering students’ critical thinking skills …) range of 62-88 (86.7%). for the students' critical thinking scores in the experimental class, the distribution of scores on the initial test was in the range of 47-58 (100%), while the final test scores were in the range of 60-83 (100%). furthermore, the results of the study at sma 5 ambon (table 4) indicated that the distribution of students 'critical thinking initial test scores in the control class was in the range of 50-67 (100%) r, while the students' final test scores were in the range of 61-76 (49.6%). for the students' critical thinking scores in the experimental class, the distribution of scores on the initial test was in the range of 47-61 (100%), while the final test scores were in the range of 70-94 (100%). this meant that there is an increase in the score of students' critical thinking before and after the students are taught using conventional learning models and the rbl-tps learning model at sma 5 ambon. similar condition is shown by tamara (2018) that there is a difference on the students’ critical thinking before and after the learning using the implementation of learning model. according to rumahlatu, sangur, and liline (2020), the students who taught using citp learning model are able to develop their critical thinking skills so that it is different from the students who taught using conventional learning model. this is different from a study conducted by setiawati and corebima (2018) who postulate that the tps can be combined with pq4r, in which it can improve the critical thinking skill. likewise, a study conducted by mahardini, khaerunisa, wijayanti, and salimi (2018), it is revealed that the rbl model is able to improve critical thinking skills through authentic learning. the findings of this study indicated that the combination of the rbl-tps learning model is able to improve the students' critical thinking, since the two syntaxes of the learning model are complementary and provide characteristics that distinguish these two learning models from the combination of other learning models. table 4. student’s critical thinking results school/research class control class experimental class pretest posttest pretest posttest interval f fr (%) interval f fr (%) interval f fr (%) interval f fr (%) sma 9 ambon 43-45 3 10 57-61 4 13.3 47-48 1 3.45 60-63 2 6.9 46-48 3 10 62-66 12 40 49-50 9 31 64-67 3 10.3 49-51 9 30 67-71 9 30 51-52 0 0 68-71 7 24.1 52-54 8 26.67 72-76 2 6.67 53-54 14 48.3 72-75 7 24.1 55-57 4 13.33 77-81 2 6.67 55-56 0 0 76-79 7 24.1 58-60 3 10 82-86 1 3.33 57-58 5 17.2 80-83 3 10.3 total 30 100 30 100 29 100 29 100 sma 5 ambon 50-52 12 35.3 53-56 1 2.94 47-49 4 11.8 70-74 6 17.6 53-55 9 26.5 57-60 16 47.1 50-52 9 26.5 75-79 7 20.6 56-58 11 32.4 61-64 6 17.6 53-55 6 17.6 80-84 18 52.9 59-61 1 2.94 65-68 6 17.6 56-58 8 23.5 85-89 1 2.94 62-64 0 0 69-72 2 5.88 59-61 7 20.6 90-94 2 5.88 65-67 1 2.94 73-76 3 8.82 total 34 100 34 100 34 100 34 100 students’ information literacy skills the results of study at sma 9 ambon (table 5) showed that the distribution of the initial scores of students' information literacy skills in the control class was in the range of 33-44 (100%), while the final scores of students' information literacy skills were in the range of 83-100 (100%). for the information literacy scores of students in the experimental class, the distribution of the initial scores was in the range of 33-41 (100%), while the final scores were in the range of 83-100 (100%). additionally, the results of study at sma 5 ambon (table 5) indicated that the distribution of the initial scores of students 'information literacy skills in the control class was in the range of 33-44 (100%), while the final scores of students' information literacy skills were in the range of 83-100. (100%). for the information literacy scores of students in the experimental class, the distribution of the initial scores was in the range of 33-50 (100%), while the final scores were in the range of 83-100 (100%). this meant that there is an increase in the score of students’ information literacy before and after the students are taught using conventional models and the rbl-tps learning model at sma 9 ambon and sma 5 ambon. this occurs since the assessment to the information literacy skill affects the student learning outcomes (saptasari, sunarmi, sulasmi, wicaksono, & sudraja, 2019), as well as the students’ behavior to the information literacy that significantly affect on the students’ information literacy and their perception about information literacy (adekunle, olla, olajide, osuji, & adedoyin, 2019). this is different from a study conducted by rufiana and mulyadi (2017) that the tps learning model can be modified to be tpss (think, pair, share, and square) and it can improve the critical thinking, cooperation, listening, and writing. the advantage of the combination of the rbl-tps jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 248 narahaubun et al (empowering students’ critical thinking skills …) learning model is that it can train the students to do information literacy and think independently; then, make pairs and share information with peers. table 5. student’s information literacy skill results school/research class control class experimental class initial assessment final assessment initial assessment final assessment interval f fr (%) interval f fr (%) interval f fr (%) interval f fr (%) sma 9 ambon 33-35 28 93.3 83-85 9 30 33-35 23 79.3 83-85 2 6.9 36-38 0 0 86-88 0 0 36-38 0 0 86-88 0 0 39-41 1 3.33 89-91 7 23.3 39-41 6 20.7 89-91 9 31.03 42-44 1 3.33 92-94 9 30 92-94 13 44.82 95-97 0 0 95-97 0 0 98-100 5 16.7 98-100 5 17.25 total 30 100 30 100 29 100 29 100 sma 5 ambon 33-35 16 47.1 83-85 2 5.88 33-35 13 38.2 83-85 1 2.94 36-38 0 0 86-88 6 17.6 36-38 0 0 86-88 0 0 39-41 16 47.1 89-91 7 20.6 39-41 13 38.2 89-91 1 2.94 42-44 2 5.88 92-94 0 0 42-44 7 20.6 92-94 11 32.4 95-97 19 55.9 45-47 0 0 95-97 0 0 98-100 34 100 48-50 1 2.94 98-100 21 61.8 total 34 100 2 5.88 34 100 34 100 student cognitive learning outcomes the results of the study at sma 9 ambon (table 6) showed that the distribution of the students 'cognitive pretest scores in the control class was in the range of 40-60 (93.33%), while the students' cognitive posttest were in the range of 64-83 (76.7%). for the students' cognitive scores in the experimental class, the distribution of scores on the pre-test was in the range of 50-67 (100%), while the posttest scores were in the range of 66-95 (86.2%). in addition, the results of the study at sma 5 ambon (table 6) indicated that the distribution of students 'cognitive pre-test scores in the control class was in the range of 30-64 (100%), while the students' posttest scores were in the range of 45-80 (100%). for the students' initial cognitive test scores in the experimental class, the distribution of students' scores on the pre-test was in the range of 50-67 (100%), while the posttest scores were in the range of 70-99 (100%). this meant that there is an increase in student cognitive learning outcomes before and after the students are taught using the stad model and the rbl-tps learning model at sma 9 ambon and sma 5 ambon. however, the increase in learning outcomes before and after the application of the rbl-tps learning model was higher than the application of the stad learning model. table 6. student cognitive learning outcomes school/research class control class experimental class pretest posttest pretest posttest interval f fr (%) interval f fr (%) interval f fr (%) interval f fr (%) sma 9 ambon 40-44 2 6.67 60-63 7 23.3 50-52 2 6.89 60-65 4 13.8 41-45 3 10 64-67 8 26.7 53-55 3 10.34 66-71 3 10.3 46-50 10 33.33 68-71 9 30 56-58 0 0 72-77 13 44.8 51-55 5 16.67 72-75 2 6.67 59-61 10 34.48 78-83 8 27.6 56-60 8 26.67 76-79 0 0 62-64 0 0 84-89 0 0 61-65 2 6.67 80-83 4 13.3 65-67 14 48.28 90-95 1 3.45 total 30 100 30 100 29 100 29 100 sma 5 ambon 30-35 1 2.941 45-50 6 17.6 50-52 6 17.65 70-74 6 17.6 36-41 0 0 51-56 9 26.5 53-55 3 8.824 75-79 15 44.1 42-47 1 2.941 57-62 6 17.6 56-58 0 0 80-84 5 14.7 48-53 13 38.24 63-68 6 17.6 59-61 14 41.18 85-89 2 5.88 54-59 5 14.71 69-74 6 17.6 62-64 0 0 90-94 3 8.82 60-64 14 41.18 75-80 1 2.94 65-67 11 32.35 95-99 3 8.82 total 34 100 34 100 34 100 34 100 a study of siregar, susilo, and suwono (2017), also show that the tps learning which combined with ttw affects to the students’ cognitive learning outcomes. a study conducted by awaluddin (2019) also reveals that the rbl learning model can improve the student learning outcomes. thus, the rbl-tps learning model is more effective in improving the students’ cognitive learning outcomes, since it has special characteristics i.e. learning jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 249 narahaubun et al (empowering students’ critical thinking skills …) sources, then independent thinking, pairs and report the results of the paired discussion in class discussion. the rbl-tps learning model can also activate the students in the learning process. the constructivist learning model can make all students actively involved during the learning process (rofieq, latifa, susetyarini, & purwatiningsih, 2019). the influence of rbl-tps learning model to the critical thinking skills, information literacy, and cognitive learning outcomes prerequisite test after knowing the scores of students’ critical thinking, information literacy, and cognitive, then it was continued to the normality test of data using kolmogorov-smirnov test. the results indicated that the data were normally distributed, while the levene test indicated that the data came from a homogeneous population (table 7). table 7. homogeneity test results and data normality variables levene statistic kolmogorov-smirnova score sig. level of confidence description score sig. level of confidence description critical thinking .530 .468 α=0.05 homogen eous 1.257 .085 α=0.05 normal information literacy 1.342 .091 1.716 .090 cognitive learning outcomes 2.113 .149 1.475 .066 hypothesis test the results of ancova test to the students’ critical thinking after being given a learning using conventional learning model and the rb-tps learning model, it was shown in the table 8 and an advanced test of lsd was shown in the table 9, as the following: table 8. the results of critical thinking hypothesis test source type iii sum of squares df mean square f sig. corrected model 4662.994a 2 2331.497 68.464 .000 intercept 4199.201 1 4199.201 123.309 .000 kritis_awal 430.079 1 430.079 12.629 .001 model_pembelajaran 2323.817 1 2323.817 68.238 .000 error 4222.746 124 34.054 total 628388.889 127 corrected total 8885.739 126 table 9. advanced test results of critical thinking learning model mean lsd notation conventional 64.1146 a rbl-tps 75.6614 b the ancova test results (table 8) showed that the fvalue was 68,238 with a significant value of 0.00 <0.05. based on these results, then h0 was rejected and h1 was accepted. this meant that there is an influence of the learning model on students' critical thinking. in addition, the lsd advanced test results (table 9) showed that there is a notation difference between the conventional learning model used in the control class (notation a) and the rbl-tps learning model used in the experimental class (notation b). this proved that the students who were taught using the rbl-tps learning model had better critical thinking skills than the students who were taught using conventional learning models, both at sma 5 ambon and sma 9 ambon. these findings are reinforced by a statement of birgili (2015) a learning model using problem-solving activity can improve the students’ critical thinking skills. in the rbl-tps also emerge a problem-solving activity thru an information discovery and independent thinking and then information sharing to the peers, as well as continued to the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 250 narahaubun et al (empowering students’ critical thinking skills …) second meeting that is biodiversity observation. meanwhile, in the conventional learning, activities emerge up are discussion and presentation using stad learning model. based on sinprakob and songkram (2015), critical thinking must be continuously empowered so that it becomes a habit for students' daily lives. the stages in the rbl-tps learning model are a combination of learning stages that are able to empower critical thinking skills which include a good flow of thinking and able to link various concepts of biodiversity. rusmansyah, ibrahim, isnawati, and prahani (2019) argue that systematic learning stages help the students to remember the steps to empower critical thinking. the independent information search stage helps the students to practice as critical thinkers to find out and use that information to form a logical flow of thinking. furthermore, the students are also trained to convey arguments when thinking independently to their partners and when doing the stages of thinking with their partners. the critical thinking stage is also trained in the second meeting, which is when observing the components of biodiversity in the environment, the students will use correct concept of biodiversity and be able to link various types of biodiversity into an understanding. the same opinion is conveyed by susiani, salimi, and hidayah (2018) and boleng (2015) that critical thinking is a skill to analyze, evaluate, synthesize information from an accurate source, use information properly in the digital era as well. amin, corebima, and zubaidah (2017) assert that someone who think critically will able to ask question, link relevant information effectively and efficiently, organize information creatively and rationally, and establish consistent conclusions. the implementation of rbl assists the students to actively participate in learning and the students are given an opportunity to learn not only from the material delivered by the teachers, but also being active in the literature discovery, formulating hypotheses, collecting data, analyzing/testing the data, and drawing conclusions (susiani et al., 2018). thus, if the rbl-tps learning model is used in the learning, then the students have passed the information synthesis process to be a flow of thinking so as to form critical arguments independently, share arguments with partners, link various concepts of biodiversity through observation, then communicate paired results to other group friends. these various activities help the students to develop critical thinking skills so that the students can use critical thinking skills in answering the final test. confirmed by flores, matkin, burbach, quinn, and harding (2012) and kabataş memiş and çakan akkaş (2020) that the ability to think critically can be used by the students to express opinions and correct friends' opinions based on scientific justification. the results of the ancova test on student information literacy after being given a learning with conventional learning models and the rbl-tps learning model were shown in table 10 and the results of the lsd advanced test were shown in table 11, as follows. table 10. information literacy hypothesis test results source type iii sum of squares df mean square f sig. corrected model 808.148a 2 404.074 15.280 .000 intercept 9504.734 1 9504.734 359.429 .000 literasi_awal 25.693 1 25.693 .972 .326 model_pembelajaran 689.614 1 689.614 26.078 .000 error 3279.049 124 26.444 total 1102530.864 127 corrected total 4087.197 126 table 11. advanced test results of information literacy learning model mean lsd notation conventional 91.0590 a rbl-tps 95.5026 a the ancova test results (table 10) showed that the fvalue was 26,078 with a significant value of 0.00 <0.05. based on these results, then h0 was rejected and h1 was accepted. this meant that there is an effect of the learning model on students' information literacy skills. in addition, the results of the lsd advanced test (table 11) showed that there is no notation difference between the conventional learning model used in the control class and the rbl-tps learning model used in the experimental class. this proved that the students who were taught using the rbl-tps and conventional learning models were equally able to develop their information literacy skills, both at sma 5 ambon and sma 9 ambon. this happens because the students in this digital era jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 251 narahaubun et al (empowering students’ critical thinking skills …) have been able to use gadgets to search for information so that between the conventional learning model and the rbl-tps learning model there is no difference. according to tuamsuk (2013), information literacy is a skill to respond an information need, the needs of each individual are different tailored to their information needs. martin (2013) argues that in this digital era, the function of information literacy is to use and disseminate information ethically, but requires the ability to cope with changing information. moreover, the information literacy is predicted by internet experience, internet skills of information seeking, sharing, and verification, attitude towards information verification, and belief in the reliability of information that influenced the role of individuals as media gatekeepers who verify the internet information (khan & idris, 2019). according to kuhlthau (1987), educators need to train information literacy to the students so that they are proficient in interpreting information and using information wisely. this is done by educators so that the students do not take complete information from a source, without giving the name of the source and choosing the correct information to be used. the way that educators can do is to use the right learning model. melendres (2015) explains that the rbl is a learning model that can develop information literacy skills through responsible information discovery. therefore, if the rbl learning model is combined with the tps learning model, the students can search for information then think independently and in pairs; moreover, the students still include sources of information so that they train the students not to become plagiarism from an early age. singh, kaur, and brar (2017) emphasize that the students who understand technology will need the latest information, so the students must be prepared with the skills to identify and retrieve this information. the ancova test results on students' cognitive learning outcomes after being given learning with conventional learning models and the rbl-tps learning model were shown in table 12 and the lsd advanced test results were shown in table 13, as follows. table 12. cognitive learning outcomes hypothesis test results source type iii sum of squares df mean square f sig. corrected model 5525.828a 2 2762.914 44.818 .000 intercept 5872.820 1 5872.820 95.265 .000 pre_tes 32.938 1 32.938 .534 .466 model_pembelajaran 3968.839 1 3968.839 64.380 .000 error 7644.251 124 61.647 total 638975.000 127 corrected total 13170.079 126 table 13. advanced test results of cognitive learning outcomes learning model mean lsd notation conventional 63.6719 a rbl-tps 76.8254 b the ancova test results (table 12) showed that the fvalue was 64,380 with a significant value of 0.00 <0.05. based on these results, h0 was rejected and h1 was accepted. this meant that there is an effect of the learning model on student cognitive learning outcomes. in addition, the lsd advanced test results (table 13) showed that there is a notation difference between the conventional learning model used in the control class (notation a) and the rbl-tps learning model used in the experimental class (notation b). this proved that the students who were taught using the rbl-tps learning model had better mastery of concepts than the students taught using conventional learning models, both at sma 5 ambon and sma 9 ambon. this indicated that the rbltps learning model was more effective in increasing the students' mastery of concepts compared to the learning model commonly used by the teachers so far (control class). the stages in the rbl-tps learning model provided a freedom for students to use learning resources independently and these learning resources were not limited to teachers or printed books, but they could use various learning resources such as newspapers, magazines, interview sheets, environment, websites and the internet, videos and pictures. after that, the students synthesized the learning resources independently, the next step was to synthesize reading results in pairs with friends. at this time, there could be an exchange of information between peers. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 243-256 252 narahaubun et al (empowering students’ critical thinking skills …) nugraha (2018) assumes that the rbl learning model emphasizes the activities of students to look for unlimited learning resources via the internet and textbooks so that the teachers are not only a source of learning for students. furthermore, boleng (2015) explains that the tps learning model emphasizes an independence, cooperates with each other, strengthens, completes so that each student during the discussion has the initial capital to argue with each other, fill in, find solutions, and be able to make conclusions on a problem. therefore, the combination of these two learning models focuses on finding learning resources and processing information independently then sharing information with peers to solve problems. these findings are also similar with the findings provided by khaeriyah, warsiti, and kartika (2015) regarding the combination of resource-based learning models with the scientific approach, the results can improve academic achievement in mastering the material, attitudes and students' critical thinking, while bahtiar (2013) assumes that tps learning model combined with rqa can provide better results in increasing mastery of biology concepts. in addition, seeking information from various sources trains the students to learn independently so that the material being studied can be understood by the students, since the students themselves find this knowledge through searching from various sources of information. mariyam and nuraida (2017) postulate that conceptual formation can be done thru incubation stage and memory insertion, these two stages will strengthen or stabilze the students' concepts about the material presented so that maximum learning outcomes are obtained. conclusion departing from the results of study, it can be concluded that the rbl-tps learning model improve critical thinking skills, information literacy, and studuents’ cognitive learning outcomes. the score improvement of critical thinking, information literacy, and students’ cognitive are better in the experimental class compared to the control class. in the sma 9 ambon, the score of studuents’critical thinking is improved from 58 to, the score of students’ information literacy is improved from 58 to 83, and the score of students’ cognitive learning outcomes is improved from 67 to 95. in the sma 5 ambon, the score of studuents’ critical thinking is improved from 61 to 94, the score of students’ information literacy is improved from 50 to 100, and the score of students’ cognitive learning outcomes is improved from 67 to 99. additionally, the results of ancova test found that there is an influence on the rbl-tps learning model to the students’ critical thinking skills, information literacy, and cognitive learning outcomes at sma 9 ambon and sma 5 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(2020). the efficacy of instagram on biology undergraduate students in university of ilorin, nigeria. jpbi (jurnal pendidikan biologi indonesia), 6(2), 327-334. doi: https://doi.org/ 10.22219/jpbi.v6i2.12155 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/%2010.22219/jpbi.v6i2.12155 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.12155&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 335-340 336 ahmed (the efficacy of instagram …) into two main branches. each of these branches deals with different aspects of life, namely, zoology and botany (stencel & proszewska, 2018). zoology is the study of animals while botany deals with the study of plants (alexey, 2020). thus, biology study improves all aspects of life on earth and helps us to understand ourselves and our environment. biology is one of the most popular subjects in nigerian secondary schools besides chemistry and physics. being a gateway to professions such as medicine, pharmacy, dentistry, agriculture and a host of others, this subject occupies a central position in science world. therefore, biology has been seen as one of the most popular science subjects in nigerian schools. this subject is taught at secondary and tertiary levels of education. biology as a natural subject is made up of other disciplines such as anatomy, botany, biochemistry, physiology, ecology, and zoology. therefore, biology is very important in general education. the both biology teachers and students have difficulty learning several biological concepts such as genetics, respiration, ecology, photosynthesis and evolution. this fact is supported with the poor performances of west africa students in biology subject between 2007 and 2016 (the west african examinations council, 2016). their performances were the major concern for science educators in general and biology educators in particular. the trend of student enrolment increased from 2007, but these increments in students’ numbers did not reflect the percentages of students that passed the subject. between year 2007 and 2012, the percentage pass was less than 50% except for percentage pass in physics that were more than 50% between 2009 and 2016. however, the percentage passes improved from 2012 to 2016. but still, the total students’ enrolment between these years cannot be correlated with the percentage passes. the implication is that the rate of failure is still high. atotileto, abimbola, adefila, and bello (2015) also buttressed that the performance level for individual science subjects did not show any significant rise except occasionally for chemistry and physics which were a little above 50%. hence, it was proposed that more teaching strategies should be considered to see if there would be significant rise in student performance in science subjects. moreover, the rates of enrolment for these subjects were higher compared to the number of candidates that passed the subject. those were the undergirding reasons to conduct the study of the utilization innovative strategy of instagram in teaching biology in terms of cell structure and functions, photosynthesis, genetics and ecology. these beneficial to teach biology in more active way, giving deeper investigative instruction, and allowing students to pursue areas of personal interest. many studies projected the supremacy and effectiveness of instagram in learning. for example, the study of pujiati, zahra, and tamela (2019) examined the use of instagram to increase students’ motivation of learning english language. likewise, yadegarfar and simin (2016) investigated the efficacy of instagram on learning grammatical structures in iranian undergraduate and the study revealed that learning with instagram was positive. gonulal (2019) concluded that instagram is a potential media which helps students to improve their language skill. similarly, fatin et al. (2019) observed the effectiveness of instagram-based activities in improving writing skill among the secondary school students. the findings revealed that students’ responded strongly to instagrambased activities which motivates writing and learning. al-ali (2016) expressed that instagram is a powerful tool for handling holiday project, especially for writing activities among learners. in the same vein, lomicka, lord, and calico (2009) mentioned that instagram develops learners in both cultural awareness and descriptive language. however, albeit that the use of instagram is one of the most commonly used instructional strategies in recent years, it is scanty studies which investigate its usefulness in science education. aiming to fulfil the gap in the literature and to explore the effects of instagram, this study observed the efficacy of instagram on the teaching and learning of biology among the biology minor and major undergraduate students in university of ilorin, nigeria. the findings of this study contribute in providing basic information for teachers and instructors about the implementation of instagram in learning biology. thus, the learning activities will be more student-centered. furthermore, learning is, therefore, brought about range of goals which involve students to be active in process such as questioning, explaining and discussing which focused on self-instruction using instagram. moreover, those will be considerations for policy makers to issue relevant policies to improve educational facilities and serve the better-quality education services. method this quasi-experimental research involved 200 undergraduate students of university of ilorin, nigeria who were majoring in biology and biology education. the selection was done based on their academic performances. the students who were ranked in one to 100 level, achieved the cgpa of 3.00 above, had android and vast in the usage of their android phone were the targeted as the audiences. a memo was sent for the students. this jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 335-340 337 ahmed (the efficacy of instagram …) aimed to find out the students who were interested in this study as considerable as to achieve ethical consent. as the results, there were only 75 undergraduate biology students involved. the students were comprised of 35 males and 40 females. these students were divided into experimental and control groups. there were four instruments used in this study i.e. instagram learning content course-ware (ilcc), the validated instagram biology test (ibt), instagram biology marking guide (ibmg), and daily lesson plan on the instagram biology. the biology instructional materials (bim) was given for the control (conventional) group. meanwhile, the instagram learning content course-ware (ilcc) was made up from the prepared topics for four weeks in which the materials were cell structure and function, photosynthesis, genetics and ecology. it was developed with the help of the head of department, science education, university of ilorin. it was later presented to a biology professor, a lecturer in the department of educational technology as well as computer science professor to be validated in both face and content. the validated instagram biology test (ibt) consisted of 100 multiple choice objective items taken from the validated joint admission and matriculation board (jamb). the 100 items were extracted from the last five years questions based on the topics taugh in which each question was followed with five options (a-e) as the possible answers. the students were instructed to carefully pick the correct answers in shading any letters from “a” to “e” given. the instagram biology test (ibt) was first given to the 75 students as a pre-test which later after the thorough treatment was re-arranged and given for post-test. the experimental aims, objectives, procedures including the modality were written in the experimental manual exhibited for students. the instagram learning content comprised of six weeks topics. the first week was for familiarizing the learners with instagram and confirming the suitability of the android devices, for spacing, speeding and the work. the experimental group students were asked to link up with the teacher via internet using their android on weekly bases as the instructor posts on their time line. researcher posted biological pictures and texts which were followed with a request for students to do the test. after inviting the students to follow the test, the researcher clicked the “poll” to gather students’ responses and evaluated the students weekly. meanwhile, the control group students were taught by researcher’s assistant with the topics of cell structure and function, photosynthesis, genetics, and ecology using conventional strategy. after the completion of material delivering, the paper-based test was given as the post-test to the both groups. the test was well conducted under the supervision of the researchers’ assistant. the answered test was collected for marking. the 100-scale score was used to make students’ post-test scores. the marking results were analyzed using ibm spss statics, version 21 at 0.05 alpha level. results and discussion the implementation of instagram in biology learning activities was conducted in the both experimental and control groups. the analysis results of before and after the treatment given are served in table 1. it can be obviously seen that there was significant different of students’ ability before and after instagram implementation [t(74) = 17.852, p<.05]. to be more detail, the mean values between pre-test and post-test shows the decrease of students’ score. table 1. the results of paired samples t-test of students’ scores variables number mean std. deviation df t sig. (2tailed) pre test 75 75.07 13.04 74 17.852 .000 post test 75 46.80 5.31 this finding is contradict with several previous researches done. akhiar, mydin, and kasuma, (2017), as well as handayani, cahyono, and widiati (2018) revealed that instagram affected significantly students’ achievement in positive way. the others stated that instagram improves students’ learning motivation (soviyah & etikaningsih, 2018), writing skill (wahyudin & sari, 2018), and language skill (erarslan, 2019; wong et al., 2017). however, the significant decrease occurred in this study was predicted because of no separation between two groups as the data was analyzed. thus, the students’ scores of the both experimental and control groups were mixed. to gain more detail investigation, the ancova test was conducted to test if there is significant difference between experimental and control group. the results of the test are presented in table 2. it depicts that there was no significant different found between experimental and control group [f(10,25) = 2.129, p>.05]. interestingly, albeit that there was no significant different between the two groups treated, but the mean values of pre-test and post-test scores show the improvement of students’ achievement. moreover, the significance value show the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 335-340 338 ahmed (the efficacy of instagram …) close value to .05. this means that the difference between the both observed classes were close to significant as well. table 2. the results of ancova test of students’ scores between experimental and control groups source type iii sum of squares df mean square f sig. corrected model 2595.834a 11 235.985 2.269 .044 intercept 3046.446 1 3046.446 29.288 .000 pre test 14.681 1 14.681 .141 .710 post test 2214.173 10 221.417 2.129 .061 error 2600.436 25 104.017 total 220126.000 37 corrected total 5196.270 36 a. r squared = .500 (adjusted r squared = .279) following the ancova test to answer the significant difference between the experimental and control group, the ancova test was also done to ensure the significant difference of biology concept mastering between male and female students. the results of the test are served in table 3. it is clear that no significant different exists between male and female students in mastering biology concept by implementing instagram [f(10,23) = 1.541, p>.05] as the learning media. table 3. analysis of covariance of male and female students taught with instagram source type iii sum of squares df mean square f sig corrected model 698.530a 11 63.503 1.471 .209 intercept 1106.035 1 1106.035 25.616 .000 pre test 26.763 1 26.763 .620 .439 post test 665.417 10 66.542 1.541 .188 error 993.070 23 43.177 total 71938.000 35 corrected total 1691.600 34 a. r squared = .413 (adjusted r squared = .132) the insignificant difference occurred was assumed because of other unobserved variables existed surrounding the learning processes. it has been well known that many factors interfere students’ performance (mosha, 2014). duruji, azuh, and olarenwaju (2014) concluded that learning environment and external examination influence students’ performances. sunday and kola (2014) reported that the involvement of teachers is related to the outcome of students’ academic performance. the others proposed the other factors affect students’ performance such as nature, motivation, learning strategies (gbollie & keamu, 2017) in term of gender difference, bermudez, prasad, alsadoon, and hourany (2016) revealed that female students in both private and public schools considered using instagram as an integral part of their learning. contrarily, the findings of huang and su (2018) confirmed that the use of instagram of professional training in both male and female in excess causes addiction. based on the above discussion, the use of instagram in learning process must be considered based on study case of the object treated. essentially, the established regulation to manage this media is compulsory. hence, targeted learning goals will be successfully enacted. conclusion the result of this study concluded that instagram has positive effect on the teaching and learning of biology topics including cell structure and function, photosynthesis, genetics and ecology. yet, to get significant improvement of students’ achievement, the further treatment and regulation are needed. there was no significant different between male and female students’ score after treated using instagram in learning process. on the bases of findings and conclusion drawn, the study suggested the following (1) students need to be encouraged on the use of instagram to better their learning irrespective of whether they are biology major or biology education; 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volume 1 nomor 2 halaman 124-254 malang, juli 2015 issn: 2442-3750 diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata di desa hadiwarno kabupaten pacitan sebagai sumber belajar biologi martina kurniarum, wahyu prihanta, sri wahyuni pengaruh penambahan berbagai bahan tambahan (singkong, pepaya, nasi aking) dalam berbagai perbandingan terhadap kualitas tempe campuran sebagai media leaflet materi bioteknologi sma kelas xii fatih bisyria, siti zaenab, ainur rofieq analisis perbandingan bentuk jaringan pembuluh trakea pada preparat maserasi berbagai genus piper sebagai sumber belajar biologi feby kurniawati, siti zaenab,sri wahyuni inventarisasi keanekaragaman makrozoobentos di daerah aliran sungai brantas kecamatan ngoro mojokerto sebagai sumber belajar biologi sma kelas x iin ratih,wahyu prihanta, rr. eko susetyarini pemanfaatan pteridophyta kawasan hutan pacet taman hutan raya (tahura) raden soerjo kecamatan pacet kabupaten mojokerto sebagai sumber belajar biologi sma neni lusiana, wahyu prihanta, abdulkadir rahardjanto keanekaragaman makrofauna tanah daerah pertanian apel semi organik dan pertanian apel non organik kecamatan bumiaji kota batu sebagai bahan ajar biologi sma yusron aminullah, nurul mahmudati, siti zaenab studi keanekaragaman capung (odonata) sebagai bioindikator kualitas air sungai brantas batu-malang dan sumber belajar biologi candra virgiawan, iin hindun, sukarsono keanekaragaman makrofauna tanah di kawasan perkebunan coklat (theobroma cacao l. ) sebagai bioindikator kesuburan tanah dan sumber belajar biologi endrik nurrohman, abdulkadir rahardjanto, sri wahyuni studi trikoma daun pada famili solanaceae sebagai sumber belajar biologi veni puspita dewi, iin hindun, sri wahyuni penggunaan kitosan cangkang bekicot (achantina fulica) untuk bahan pengawet alami berbagai jenis sayuran sebagai sumber belajar dalam perencanaan pembelajaran bioteknologi nur aisyah, ainur rofieq, poncojari wahyono penerapan pembelajaran guided inquiry untuk meningkatkan motivasi dan hasil belajar ipa pada siswa kelas viiia smp muhammadiyah 2 batu dyah ayu ratnaningrum, lise chamisijatin, nur widodo peningkatan kemampuan berpikir kritis dengan pembelajaran berbasis scientific approach siswa kelas x sma panjura malang septy yustyan, nur widodo, yuni pantiwati jurnal pendidikan biologi indonesia (jpbi) issn: 2442-3750 volume 1, nomor 2, juli 2015 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting elly purwanti wakil ketua penyunting husamah penyunting pelaksana yuni pantiwati sukarsono ainur rofieq rr eko susetyarini tata usaha diani fatmawati kristina wijayanti indah s. alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: biologi. umm@gmail.com atau usya_bio@yahoo.com ju issn: 2442-3750 jurnal pendidikan biologi indonesia volume 1, nomor 2, 2015 daftar isi pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata di desa hadiwarno kabupaten pacitan sebagai sumber belajar biologi martina kurniarum, wahyu prihanta, sri wahyuni ........................................................................................... 124 pengaruh penambahan berbagai bahan tambahan (singkong, pepaya, nasi aking) dalam berbagai perbandingan terhadap kualitas tempe campuran sebagai media leaflet materi bioteknologi sma kelas xii fatin bisyria, siti zaenab, ainur rofieq ............................................................................................................... 138 analisis perbandingan bentuk jaringan pembuluh trakea pada preparat maserasi berbagai genus piper sebagai sumber belajar biologi feby kurniawati, siti zaenab,sri wahyuni .......................................................................................................... 148 inventarisasi keanekaragaman makrozoobentos di daerah aliran sungai brantas kecamatan ngoro mojokertosebagai sumber belajar biologi sma kelas x iin ratih,wahyu prihanta, rr. eko susetyarini ................................................................................................... 158 pemanfaatan pteridophyta kawasan hutan pacet taman hutan raya (tahura) raden soerjo kecamatan pacet kabupaten mojokerto sebagai sumber belajar biologi sma neni lusiana, wahyu prihanta, abdulkadir rahardjanto.................................................................................. 169 keanekaragaman makrofauna tanah daerah pertanian apel semi organik dan pertanian apel non organik kecamatan bumiaji kota batu sebagai bahan ajar biologi sma yusron aminullah, nurul mahmudati, siti zaenab ............................................................................................. 177 studi keanekaragaman capung (odonata) sebagai bioindikator kualitas air sungai brantas batu-malang dan sumber belajar biologi candra virgiawan, iin hindun, sukarsono .......................................................................................................... 187 keanekaragaman makrofauna tanah di kawasan perkebunan coklat (theobroma cacao l. ) sebagai bioindikator kesuburan tanah dan sumber belajar biologi endrik nurrohman, abdulkadir rahardjanto, sri wahyuni ............................................................................... 196 studi trikoma daun pada famili solanaceae sebagai sumber belajar biologi veni puspita dewi, iin hindun, sri wahyuni 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malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 3 november 2020, pp. 361-366 10.22219/jpbi.v6i3.13657 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 361 research article biology science practicum learning: an evaluation study in junior high school of ngemplak-indonesia try ramadhan a,1,*, slamet suyanto a,2 a yogkarta state university, jl. colombo no 1, karangmalang, depok sleman, yogyakarta, 55281, indonesia 1 try0288pasca.2018@student.uny.ac.id *; 2 slametsuyanto@uny.ac.id * corresponding author introduction practicum activities include important learning activities that support the success of studying biology. through practicum activities, students' cognitive, psychomotor, and affective learning outcomes can develop optimally. during practicum activities, their science process skills will be empowered (duda, susilo, & newcombe, 2019; wiwin & kustijono, 2018). this learning activity can also train students to carry out scientific methods and apply scientific attitudes (arlianty, febriana, & diniaty, 2017; wiwin & kustijono, 2018). therefore, practicum activities cannot be separated from biology learning. as part of the natural sciences subject, biology learning does not only focus on learning outcomes. besides learning outcomes, student success in studying biology must also be based on processes and attitudes because science is not only a product, but also a scientific process and attitude. in connection with this explanation, students should not only be encouraged to memorize concepts but also understand the process of a r t i c l e i n f o a b s t r a c t article history received september 14, 2020 revised september 25, 2020 accepted november 17, 2020 published november 30, 2020 practical activities are the main activities of learning biology whose implementation is rarely evaluated. this study aimed to determine the quality of biology practicum which includes planning and implementation of biology practicum and student learning outcomes thereafter. the population in this study was students, teachers and and laboratory assistant in junior high school (jhs) 2 ngemplak, indonesia. purposive sampling was used as sampling technique, in which the sample were 93 students of class viii a to viii c, 1 teacher and 1 laboratory assistant. the instruments used in this study were observation sheets. the evaluation criteria were adjusted based on the regulation of the minister of national education. data were analyzed descriptively and qualitatively. the results inform that the planning and implementation of biology practicum activities were in good categories. in addition, student learning outcomes have also exceeded the minimum completeness score. the results of this study indicate the importance of practicum activities and their contribution to biology learning outcomes. therefore, the implementation of practicum is highly recommended to be optimized in other schools. copyright © 2020, ramadhan and suyanto this is an open access article under the cc–by-sa license keywords biology learning biology practicum practicum learning how to cite: ramadhan, t. & suyanto, s. (2020). biology science practicum learning: an evaluation study in junior high school of ngemplak-indonesia. jpbi (jurnal pendidikan biologi indonesia), 6(3), 361-366. doi: https://doi.org/10.22219/jpbi.v6 i3.13657 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.13657 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i3.13657 https://doi.org/10.22219/jpbi.v6i3.13657 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 361-366 362 ramadhan and suyanto (biology science practicum learning …) obtaining these scientific concepts. the form of learning that is most appropriate to realize this target is inquirybased learning which involves experimental activities through practicum in the laboratory (jeffery, nomme, deane, pollock, & birol, 2016; leite & dourado, 2013). based on the seventh grade syllabus for junior high school science, some learning objectives must be achieved by students through observation and experiment activities which require laboratory facilities, both indoors and out of the field. biology contains many abstract concepts (çimer, 2012; hadiprayitno, muhlis, & kusmiyati, 2019). the presence of practicum activities can provide a direct description of the biological phenomena that cannot be obtained if students only study biology from textbook in the classroom (jeffery et al., 2016). therefore a practicum is needed to facilitate students learn and gain experience directly (mariyam, lestari, & afniyanti, 2015; mellish, ryan, pearson, & tuckey, 2019). however, based on an interview with a science teacher at eight grade jhs 2 ngemplak on march 21, 2017, the teachers preferred to do learning activities in the classroom and preferred to do demonstrations and lectures rather than doing practical work. moreover, practicum activities in this school are still rarely carried out due to various problems related to incomplete laboratory facilities and infrastructure as well as lack of available biology lab guides and practicum worksheets. the teacher also lack of knowledge about how to operate the tools and materials that utilize during practicum activities. then, the limitations of existing learning time make practicum learning ineffective and the lack of assessment results from the practicum learning process which is only limited to tasks. in fact, students’ psychomotor skills cannot develop optimally if their teacher just implement lecture methods during learning (hasruddin & rezeqi, 2012). the implementation of the practicum learning process itself is inseparable from good planning. the importance of the teacher's role in paying attention to practicum learning planning is expected to be able to provide opportunities for students to understand the process of learning activities inside the laboratory or outside the laboratory. therefore, in line with that, ramadhani and titisari (2019) explained that the practicum must be prepared properly and correctly so that the practicum learning activities that will be carried out can help students learn optimally. related to many obstacles faced by jhs 2 ngemplak, a study that explore biology learning activities implement in this school is need to be conducted. various studies examining biology learning have been conducted by previous researchers. the majority of these studies evaluate science learning implementation (momsen et al., 2013) or evaluate the learning resources (novitasari, ramli, & karyanto, 2019; yang, liu, & liu, 2019). however, research that focuses on evaluating the process of practicum activities is still rarely conducted. research that examines practicum activities is limited to surveys of teacher opinion (osuafor & amaefuna, 2016) or teacher competence (parmin, sajidan, ashadi, sutikno, & fibriana, 2017) related to practicum activities. therefore, the aimed of this study was to explore whether the practicum activities at jhs 2 ngemplak have been running well or not. apart from that, this research will also explore how the practicum learning process occurs in the laboratory, the readiness of the teacher in carrying out learning activities in the laboratory, the role of laboratory assistants in the laboratory and the readiness of students in carrying out practical learning and seeing the results of practicum learning. various important findings will be obtained from this study. these findings will be very valuable to improve the quality of the learning process, especially the quality of jhs biology learning in indonesia. method this research is evaluation research. this research was carried out at eight grade jhs 2 ngemplak. the population in this study were junior high school student grade viii class a until f, viii grade teachers and laboratory assistants. this research was conducted during the 2017/2018 academic year and involve 188 students as research subject. the sampling technique used in this study was purposive sampling. the sample selection criteria were classes that were taught by the same teacher. the result, obtained three classes (viii a, b, and c) as research samples. the research criteria were adjusted based on the minister of national education regulation. aspects observed in this study include planning, implementing, and evaluating activity during biology practicum learning. data collection techniques used were observation and documentation techniques. the instruments used in this research was observation sheets. the observation sheet consisting of 36 statement. the instrument consists of two aspects, namely (1) preparation and (2) implementation of practicum activities. aspect (1) consists of three indicators, i.e., teacher preparation (6 items), laboratory assistant preparation (3 items), and student preparation (2 items). aspect (2) consists of three indicators, i.e., opening activities (6 items), main activities (14 items), and closing activities (5 items). each item used a guttman scale with yes and no category data obtained from observation sheets were analyzed using the percentage formula according to sugiyono (2012) as seen in formula (1), where p is the percent number, ∑ is the total score obtained and n is the ideal jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 361-366 363 ramadhan and suyanto (biology science practicum learning …) number of scores for all items. when the percentage is more than 50% it will be in the "good" category, if 50% will be in the "sufficient" category, and if it is lower than 50% it will be in the "not good" category. p = x 100% (1) results and discussion practicum is an important activity that should be found in every biology class. before starting the activity, practicum preparation is a crucial stage so that the learning process becomes more optimal. at jhs 2 ngemplak, the practicum planning stage involved several activities. based on table 1, teacher planning was included in the good category with a percentage of 83.33%. one of the activity conducted by the teacher is to make a lesson plan. related to menteri pendidikan nasional republik indonesia (2013), lesson plans are translated from the syllabus to direct learners' learning activities in an effort to achieve basic competencies. the ability to make lesson plan is the first step that must be possessed by the teacher. preparing lesson plan is a very important stage in every learning process due to planning stage greatly affects the quality of learning outcomes. table 1. the results of observations of practical learning planning no. the observed aspect descriptors class (%) average (%) viii a viii b viii c 1. practicum learning planning teachers 83.33 83.33 83.33 83.33 laboratory assistant 100 100 100 100 students 40.32 66.66 43.54 50 average 74.55 83.33 75.62 77.77 2. practicum learning implementation opening activities 1. teachers 3 4 4 61.11 main activities 1. teachers 4 4 4 100 2. students 112 95 99 83.15 3. laboratory assistants 2 2 2 50 closing activities 1. teachers 1 2 2 83.33 2. students 56 41 59 56.52 average 76.39 65.54 72.96 72.35 the readiness of the teacher in planning learning is very important, because if the teacher does not prepare and plan well, the practicum learning process will not run well and the learning objectives will not be achieved. this is in line with the results of khamidah and aprilia (2014) that reported that readiness before practicum has a large influence on practicum process. teachers are human resources who become planner, actors as well as determining the achievement of educational goals, so that planning and teacher preparation are determinants of the learning process and determinants of evaluation (hasanah, prasetyo, & lukiati, 2017; ramdiah, abidinsyah, royani, & husamah, 2019). unfortunately, according to the observations, the teacher has not prepared a pretest. in fact, conducting a pretest will encourage students to prepare themselves more before doing practicum activities. by better preparing themselves, the process and practicum activities will be smoother because students will better understand what they are going to do. in addition, the existence of a pretest has been reported to be able to optimize the effectiveness of learning (simkins & allen, 2000). then, based on table 1, laboratory assistants were able to prepare for practicum activities well (the percentage reaches 100%). laboratory assistants have prepared tools and materials according to the practicum activities to be carried out. laboratory assistants also help teachers prepare worksheets. in preparing practicum activities, laboratory assistants must coordinate with teachers. this coordination is important because the harmony between the teacher and laboratory assistants will ensure that the practicum runs well (khamidah & aprilia, 2014). furthermore, preparations made by students were included in “enough” category with a percentage of 50%. preparations made by students before practicum learning are considered very important. according to decaprio (2013), students who take practical activities in a science laboratory must make sufficient preparation before entering laboratory room. however, students’ interest in reading theory books related to the material to be practiced need to be concerned. even though the teacher has given time to read, students still seem could not be more serious to prepare themself. student readiness greatly affects learning activities that will be carried out in the classroom and in the laboratory. this is in line with hasruddin and rezeqi (2012) who stated that jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 361-366 364 ramadhan and suyanto (biology science practicum learning …) students' self-readiness is very important to achieve success in learning activities. meanwhile, according to hasanah et al. (2017) preparing to attend lessons is something that needs to be considered by students. after the preparation, the next step is practicum implementation. based on table 1, each indicator has shown a good percentage. the average percentage of class viiia was 76.39% (good), class viiib was 65.48% (good), and class viiic was 72.96% (good). teacher were observed at the beginning of the activity, the main activity and the end of the activity. based on the observation results, the teacher has implemented four of the six aspects. teacher observations on initial activities include the teacher closely supervising the practicum, guiding students, answering student questions and giving instructions if students experience difficulties and providing motivation for students to do practical work seriously. at the end of the activity, teacher gave posttest to students. then, together with students, the teacher concludes the learning activities that has been conducted. providing motivation at the beginning of learning is an important activity that must be done by the teacher. through motivation, teacher could give special stimulus at the beginning of learning that aims to grab the attention of students. providing good motivation can stimulate students to focus and be interested in following the activity of learning. motivation is an important factor in learning and affect learning success (gbollie & keamu, 2017; redondo & martín, 2015). with the motivation of the students, their interest in learning will increase. together with motivation and learning efficacy, students’ interest to learning will optimize the learning process (artino, 2012; ayllón, alsina, & colomer, 2019; daskalovska, gudeva, & ivanovska, 2012; harackiewicz, smith, & priniski, 2016). apart from teachers, observations were also made on laboratory assistants. the observation results informed that the laboratory assistant recorded the presence of the teacher and students and served the teacher and students in during practicum activity. on the other hand, laboratory assistant was not recording the damage of laboratory equipment and did not provide first aid due to there were no accident during practicum. the presence of laboratory assistants is very important in supporting the implementation of laboratory activities. the laboratory assistant helps the preparation of equipment until clean and restore all equipment after practicum finished. besides that, according to decaprio (2013), the existence of a laboratory assistant is very important in determining the success of the research process, practice, and experimentation of a particular object. for this, a laboratory assistant should have adequate hard skills and soft skills. initiatives, perseverance, creativity, skills, skills and knowledge mastered by laboratory assistants often help the efficiency and effectiveness and productivity of the laboratory. furthermore, students have carried out all four aspects of the components of main activities. these observations include carrying practical work instructions, using tools and materials correctly, discussing observations with groups, taking notes on observations made. after practicum activities, students’ learning outcomes were collected. the data of students’ learning outcomes are presented in table 2. based on table 2, almost all students have exceeded the predetermined minimum score limit (the minimum score limit is 76). there was only one student who was below the minimum mark. based on the information from the teacher, this student has mental retardation. therefore, this student have difficulty accepting the lessons given by the teacher. the high percentage of students who passed the minimum score is related to learning experiences that lead students to understand the scientific process. this kind of learning can optimize student learning success (jeffery et al., 2016; leite & dourado, 2013). table 2. the results of practicum learning no class percentage of passing (%) category 1 viii a 96.77 good 2 viii b 100 good 3 viii c 100 good average 98.92 good the success of every aspect observed is very much needed in the learning process. along with the implementation of practical learning biology, teachers should be able to maximize their performance so they can achieve good results. teachers have a very big role in the teaching and learning process (ramdiah et al., 2019). the success of practicum learning is inseparable from good planning by the teacher, good preparation by laboratory assistants and students and with good cooperation when carrying out the learning process while carrying out practicum activities. in addition, the teacher also plays a role in conducting learning assessments. by conducting an assessment of the learning process, students will know their abilities clearly so that students can improve and improve the quality of learning. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 361-366 365 ramadhan and suyanto (biology science practicum learning …) conclusion this research has observed the class 8 biology practicum at jhs 2 ngemplak. the results of the study concluded that in general the practicum activities were going well, both at the practicum planning stage and at the implementation stage. teachers and laboratory assistants have performed their roles quite well. student learning outcomes also show satisfactory results because the majority of students have exceeded the minimum value limit. despite showing satisfactory results, several recommendations still need to be made. first, practicum activities should be more carefully planned and scheduled so that the preparation made by teachers, laboratory assistants and students become more optimal. second, the teacher must encourage students to be more enthusiastic about learning theoretical basics before the practicum starts. third, the preparation of laboratory equipment needs to be taken into consideration for the school and the education office because limited laboratory equipment is a major obstacle in organizing practicum in various schools. references arlianty, w. n., febriana, b. w., & diniaty, a. 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mulyana, rusdi, & vivanti, 2018). power point designed for this is from a variety of sources of printed books, but there is still a shortage because there are few things more specific in animal physiology college student cannot be expressed in the learning process. while the practical guide used as a complement to students 'understanding of lectures has also not been able to provide maximum results for students' understanding. practical guide used only consists of the introduction of material, work steps and questions. this has not been able to provide benefits as a good teaching material. one of the roles of teaching materials according to includes the role for teachers, students, in classical, individual, and group learning (sukariasih, saputra, ikhsan, sejati, & nisa, 2019). a r t i c l e i n f o a b s t r a c t article history received june 29, 2019 revised november 02, 2019 accepted november 23, 2019 published november 30, 2019 the effectiveness of animal physiology practical book based on guided inquiry model is the essential factor to achievement student understanding a about animal physiology concepts. the purpose of this study was to observe the effectiveness of animal physiology practical book based on guided inquiry model in padang state university. the variables measured were affective, cognitive, psychomotor, and students’ activities. the data of this pre-experimental research were analyzed using averaged, percentage and standardized with institutional assessment criteria. the results showed that the mean values were: 90.56 for affective competency (criteria a), 82 for knowledge (criteria a), and 89.66 for skills (criteria a). meanwhile, the percentage of student activities was 90.74% with very active category. it can be concluded that the effectiveness of practical book based on guided inquiry model was very effective to optimized student competences. copyright © 2019, widiana et al this is an open access article under the cc–by-sa license keywords animal physiology guided inquiry practical book how to cite: widiana, r., susanti, d., susanti, s., & sumarmin, r. (2019). the effectiveness of animal physiology practical book based on guided inquiry model. jpbi (jurnal pendidikan biologi indonesia), 5(3), 489-496. doi: https://doi.org/10.2 2219/jpbi.v5i3.9784 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.9784 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:rinaroesdi68@gmail.com mailto:ramadhan-sum@ mailto:dianasusantimpd@yahoo.co.id mailto:silvisusanti@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.9784 https://doi.org/10.22219/jpbi.v5i3.9784 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9784&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 489-496 490 widiana et al (the effectiveness of animal physiology practical …) as teaching material that is able to provide skills and enhance student understanding, the practical guiding component used so far is not feasible. the correct guiding component of the practicum is to have an introduction, practicum objectives, basic theory, tools and materials, work steps / procedures, data / results of observations, discussion, questions and conclusions (faradilla, hasan, & sulastri, 2018; hasibuan, saragih, & amry, 2018; widiana, sumarmin, susanti, & susanti, 2019). because of the lack of components in the practicum guide, students are unable to find out for themselves the knowledge that is being discussed. practical guide for animal physiology has been developed to the level of effectiveness in the university itself with the results of activities that are very effective and learning outcomes are at level b for three domains of assessment, namely affective, cognitive and psychomotor, besides the activity of developing the stage develop guide which is also done with very effective criteria (widiana, sumarmin, susanti, & susanti, 2018) experimentation is a complex problem-solving process. in biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance (großmann & wilde, 2019). practical guides that have been developed are guided inquiry based. guided inquiry enables students to identify problems, define hypotheses, formulate problems, collect data, verify results, and generalize conclusions (choirunnisak, ibrahim, & yuliani, 2018; matthew & kenneth, 2013). the advantages of guided inquiry include lecturers who do not just let go of student activities, so students are able to take part in the activities being carried out well without thinking about the level of ability of students. thus according to irwan, maridi, & dwiastuti, (2019) guided inquiry learning is estimated to be used as an alternative in learning. in order for a practical guide to be used more broadly, then continued the disseminate research at padang state university. research on the development of practical guidance based on guided inquiry approaches has been carried out. according to suprianto, kholida, & andi, (2017) the development of a basic physics practicum guide 1 was based on guided inquiry to improve students' hard skills and soft skills in good criteria. likewise with the research repdayanti, mawardi & oktavia, (2018) the guided inquiry-based student worksheet has been valid, practical, and effectively used in the chemistry learning process at the rate material of the reaction. meanwhile according to citrawathi & adnyana, (2018) learning using question-based inquiry module on human’s digestion system has a significant effect on increasing science process and student learning process. the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills (choirunnisak et al., 2018). various practical book development studies have been carried out, unfortunately there is still not much going through the dissemination stage. this research is the disseminate stage of the four d model and is a continuation of the develop stage (widiana et al., 2019; widiana et al., 2018).the purpose of this study was to see the results of disseminate at padang state university in terms of affective, cognitive, psychomotor, activity using guided inquiry-based animal physiology practicum. method this research is a development study using four-d models. the stage to be examined is the disseminate stage. this disseminate stage looks at student learning outcomes in the realm of attitudes, knowledge and skills as well as student activities while using physiology practicum guides based on guided inquiry. the research data consisted of the effectiveness values of practicum guides in the formation of attitudes, cognitive, psychomotor and student activities. data was taken at 3 practicum meetings. aspects of attitude include discipline, responsibility and coordination, cognitive includes pre-test and post-test scores, psychomotor includes preparation, implementation and reporting, and activities include practicum and writing practical result. this research was conducted at universitas negeri padang 2018/2019 academic year. the sample in this study was 30 students participating in animal physiology practicum in the even semester 2018/2019 in the biology education study program, faculty of mathematics and natural sciences (fakultas matematika dan ilmu pengetahuan alam/fmipa) universitas negeri padang. data colection of attitude, psychomotor and activity using questionnaires using a modified questionnaire from (susanti, sri, fitriani, riandi, & supriatno, 2018), and cognitive data using written tests in the form of assays. data analyses of attitude, psychomotor, and activity in the form of percentages as shown in formula 1 (riduwan, 2006). percentage value = x 100% (1) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 489-496 491 widiana et al (the effectiveness of animal physiology practical …) analysis of cognitive data in an average form and processing assessment of knowledge obtained by students using learning completeness formula (trianto, 2009), as shown in formula 2. kb = x 100 (2) where kb: learning completeness; t: number of scores obtained by students; and tt: total score. the level of success of student learning using the following standards of attitude, knowledge and psychomotor assessment, can be seen in table 1. table 1. the level of success of student learning value conversion 81-100 a 66-80 b 56-65 c 46-55 d ≤ 45 e source: (stkip pgri sumatera barat, 2017) the classification of learning activities using the modified (riduwan, 2006). classification is shown in table 2. table 2. criteria for student learning activities achievement level (%) conversion 81 – 100 very good / very effective 61 – 80 good / effective 41 60 sufficient / quite effective 21 40 poor / less effective 1 – 20 not good / ineffective results and discussion the results of evaluating the effectiveness of the use of animal physiology practicum based on guided inquiry approaches to the formation of attitudes, cognitive and student activities. guided inquiry-based practicum guides have been used for 3 meetings. the results of the analysis of the assessment of attitudes, knowledge, motivational skills and student learning activities can be seen in the following figure 1. figure 1. average effectiveness value in each aspect jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 489-496 492 widiana et al (the effectiveness of animal physiology practical …) based on figure 1, the effectiveness value of the use of practicum guides based on guided inquiry approaches in animal physiology courses in affective formation is 90.56%, psychomotor is 89.66%, activity is 90.74% with very effective criteria and the average value of knowledge is 82 with the predicate a. these results indicate that the guideline of animal physiology practicum based on guided inquiry approach is effectively used in the implementation of practicum in the biology education study program-unp. the ability of students in constructing answers and thinking intelligently in solving problems, developing skills in understanding concepts, building a sense of responsibility and communicating concepts found can be trained through guided inquiry (stender, schwichow, zimmerman, & härtig, 2018; sukariasih et al., 2019). the guided inquiry was a learning model that was able to hone students' ability worked scientifically through investigation with coherent stepped so as facilitated students in carrying out practicum (repdayanti et al., 2018; widyaningrum & wijayanti, 2018). the results of the assessment using guided inquiry-based practicum guides fall into the very good category. attitude assessment, the observed aspects are discipline, responsibility and cooperation. the average value of each meeting aspect of this attitude can be seen in table 3. table 3. average effectiveness value for each indicator of attitude assessment aspects meeting 1 2 3 discipline 86.21 90.74 91.67 responsibility and cooperation 88.79 92.59 93.3 average 87.5 91 665 92 485 based on table 3, average assessment contained each meeting, the assessment of progress even in category a. from each the meeting, it seems that students have been careful in observing and understanding all parts of the practical guide, following all the instructions contained in the practical guide with discipline, working in accordance with the stages of work steps and time allocated, carefully and skillfully using tools and materials and pay attention to work order and safety during practical activities. in addition, students also appear to collaborate in preparing and compiling practical tools and materials according to the stages of work before practicum begins, participating in collaboration in carrying out each step of the work step, collaborating in understanding problems and formulating hypotheses, collaborating in seeking theoretical foundations and collecting, analyze data and interpret data and collaborate in developing discussions and conclusions, preparing presentation materials and reflecting. the guided inquiry activities phase contained in practical guides can be carried out by students, with lecturers or assistants as facilitators. it makes student interaction in learning better. the scientific attitude of students learning with inquiry builds better social interaction (sitorus & edi, 2017). in addition, guided inquirybased animal physiology guides are able to guide students to thorough, responsibility and cooperation with the stages that already exist in the guide. students are able to do research repeatedly and ongoing guidance will be an advantage after learning inquiry (agustanti, 2012). the assessment of knowledge, each student performs pretest and posttest activities at each meeting. at the final meeting, students are given a test according to the material that has been done structured inquiry learning can not only lead to sustainable knowledge but also reveal long-term acquisition of knowledge as positively linked to students’ effort during the inquiry lesson (schmid & bogner, 2015). the details of the assessment of knowledge that has been passed by students are in the following table 4. table 4. average cognitive values for pretest and posttest and for each aspect of attitude analysis of knowledge assessment meeting final test 1 2 3 pretest posttest pretest posttest pretest posttest 43.01 (e) 69.73 (b) 59.64 (c) 78.72 (b) 64.67 (c) 85.33 (a) 82 (a) based on table 4. assessment looks improvement of student learning outcomes for each meeting. the first meeting with an average pretest score was still in category e when the posttest after using a guided inquiry-based guide increased to b. at the second meeting the value of pretest with category c had increased from the first meeting, while the posttest value with category b looked the same as the first meeting but the average increases from the first meeting. as for the third meeting of the pretest results are still at c category and the average assessment increase from the first meeting and the second, to posttest a category. it’s higher jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 489-496 493 widiana et al (the effectiveness of animal physiology practical …) than the first and second meetings. the final test results showed that students using guided inquiry-based practicum guides increased with value a. this shows that guided inquiry-based practicum guides can improve student learning outcomes and increase students' understanding lecture on animal physiology. focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors (abdi, 2014). guided inquiry learning and scientific performance influenced learning outcomes, because students are given the opportunity to solve their own problems and studied independently based on problems (mulyana et al., 2018; ningsih & said, 2018; sardin, 2015; sukariasih et al., 2019). the application of guided inquiry can improve students' scientific attitudes and analytical skills, because students experience direct experience with material objects. (niana, sarwanto, & ekawati, 2016; sukariasih et al., 2019). repetition of systematic and scientific thinking skills is an important ability for students to continue learning inquiry (boaventura & faria, 2015). build knowledge and understanding of how a scientist works is focused on student inquiry activities (fikri, ismah, & paidi, 2018; sitorus & edi, 2017). thus guided inquiry can help improve student learning outcomes. the results of the skills assessment analysis for each meeting can be seen in table 5. table 5. average effectiveness value for each indicator of psicomotor analysis of results of skills assessment aspect meeting 1 2 3 preparation 80.17 92.59 90 implementation 83.26 93.52 90.83 reporting 87.93 94.44 94.17 average 83.79 93.52 91.67 the skills assessment analysis that has been done there is an increase in skills possessed by students for each meeting (table 5). the skill assessment range is in category a but the average of each meeting has increased. if seen from the indicator of the assessment, it is seen that students make preparation, implementation and practical reporting. for the preparation stage (preparing tools, materials and understanding the work steps in the practicum guide), students have prepared complete practicum tools and materials according to practical needs, besides the tools and materials also look well organized and understand the work steps before the lab starts. at the implementation stage (carrying out and retrieving data) students have been skilled in using the tools and materials appropriately according to their functions, students have also carried out activities according to the instructions in the practical guide carefully, thoroughly and sequentially, completing all work according to time allocation and maintaining work security. at the reporting stage (processing and analyzing data and reporting the results of lab work), it appears that students have been able to display, process, analyze and interpret data, conclude the results and arrange into the form of lab reports. guided inquiry model with starter experiment approach in teaching science process skills of the students is effective, because it gives students a complex thinking space (wardani & djukri, 2019). so that by using a guided inquiry-based practicum guide, it can train students to find and solve several problems with the skills they have and guided inquiry stages that are in the guide when in their small group (walker & warfa, 2017). accordance with the opinion students work in small groups in the classroom or in the laboratory in an instructional module that presents information or data, followed by questions that lead are designed to guide students towards the formulation of conclusions (khasanah, susilaningsih, & nuswowati, 2017). because in guided inquiry, students design and organize their own experiments (fang et al., 2016). inquiry learning affected student performance on the written report for the practical activity. the effective way to enhance student understanding of physiological concepts and experimental processes, allowing for a more realistic experience of the scientific method and a more effective use of time in practical classes (quiroga & choate, 2019). student activities using a practical guide for each meeting can be seen in the following table 6. table 6. average effectiveness value for each indicator of activities student activity analysis aspects meeting 1 2 3 practicum 85.34 87.04 96.67 writing practical results 87.07 91.67 96.67 average 86.20 89.36 96.67 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 489-496 494 widiana et al (the effectiveness of animal physiology practical …) student learning activities increase for each meeting; activities observed during practicum include practicum and write the results of the laboratory (table 6). at the stage of conducting the practicum, it was seen that students were able to identify the scope of the problems contained in the practical guide, plan and predict results, investigate and interpret to collect data, develop conclusions and reflections. practicable inquiry learning also provide opportunities for students to control variables, design experiments, analyze results and interpret data that can train students to reason (sundari, pursitasari, & heliawati, 2017; ural, 2016). whereas to write the results of the practicum, students have sorted the presentation systematically, the results of the practicum have answered the practicum objectives formulated, the practicum results are in accordance with the content and students have used the correct wording. guided inquiry-based animal physiology guides have been able to increase student activities in finding their own knowledge and making learning effective (putra, sumarmin, & violita, 2018). accordance to hidayah & lailiy, (2018) that learning with guided inquiry is more effective in the process of learning science. inquiry is a learning model that is organized to help students and teachers develop an understanding of the processes of natural phenomena and social activities taking place more easily, guided inquiry gives students more open opportunities, but the teacher's ability also influences the implementation of the approach (bunterm et al., 2014; susanti et al., 2018), and increase of hard skills and soft skill of students (suprianto et al., 2017). conclusion the guideline of physiology practicum based on guided inquiry approach is effectively used to fulfill learning outcomes, including attitudes 90.56%, psychomotor 89.66% and activity 90.74% with very effective criteria, and cognitive 82 with predicate a. based on the results and discussion, it can be concluded that the effectiveness of practicum guides based on guided inquiry have very effective to approve the learning outcomes. acknowledgment on this occasion the author would like to thank drpm (direktorat riset dan pengabdian masyarakat or directorate of research and community engagement) of ministry of research and technology of the republic of indonesia year 2019 grand, biology education study program stkip pgri sumatera barat, and faculty of mathematics and natural sciences universitas negeri padang to support this research. references abdi, a. 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https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=alfabeta.+trianto%2c+2009.+mendesain+model+pembelajaran+inovatif-progresif&btng= https://doi.org/10.11114/jets.v4i4.1395 https://doi.org/10.1371/journal.pone.0186203 https://doi.org/10.22219/jpbi.v5i2.8429 https://doi.org/10.1088/1742-6596/1157/2/022077 http://ijpsat.ijsht-journals.org/index.php/ijpsat/article/view/539 https://doi.org/10.22219/jpbi.v4i3.6857 https://doi.org/10.22219/jpbi.v4i3.6857 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 255 pengaruh model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma ria mayasari1, rabiatul adawiyah1 1program studi pendidikan biologi, stkip pgri banjarmasin e-mail: riamayasari83@yahoo.com abstrak penelitian ini bertujuan mengimplementasikan model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma. tujuan khusus penelitian ini adalah 1) menguji signifikansi hasil belajar kognitif produk, 2) menguji signifikansi keterampilan berpikir tingkat tinggi. rancangan penelitian dalam penelitian ini adalah eksperimen semu. menurut populasi dari penelitian ini adalah seluruh siswa kelas x sma negeri di kota banjarbaru yang duduk di kelas x tahun pelajaran 2013/2014 dengan peminatan sains-matematika. sampel penelitian ditetapkan dua kelas dari masing-masing sekolah, yaitu satu kelas sma negeri 1 banjarbaru kelas perlakuan dan satu kelas sma negeri 2 banjarbaru kelas kontrol. teknik pengambilan sampel secara bertujuan (purpossive). variabel bebas berkaitan dengan rumusan tujuan nomor satu dan dua adalah pembelajaran menggunakan model pbm. variabel terikat adalah hasil belajar dan keterampilan berpikir tingkat tinggi. variabel control dalam penelitian ini adalah kurikulum yang digunakan, latar belakang pendidikan guru, jumlah jam pelajaran, dan soal-soal tes. teknik pengumpulan data dalam penelitian ini adalah 1) hasil belajar siswa diperoleh melalui pre test dan post test. 2) keterampilan berpikir tingkat tinggi diperoleh melalui pre test dan post tes. instrumen penelitian sebelum digunakan disesuaikan dengan ketentuan yang berlaku pada kurikulum 2013. hasil belajar kognitif produk dan kognitif proses diperoleh melalui pretest dan posttest dianalisis menggunakan.analisis kovarian (anacova) yang dioperasikan menggunakan program spss versi 17 for windows. hasil penelitian menunjukkan dengan menggunakan model pembelajaran berdasarkan masalah berpengaruh positif terhadap hasil belajar siswa, ini dapat dilihat dari rata hasil belajar kelas kontrol 73,475 dan pada kelas perlakuan sebesar 82,917 dan dilihat dari nilai f hitung = 4,157 sedangkan f tabel = 0,05 artinya f hitung > f tabel. sedangkan pada keterampilan berpikir tingkat tinggi siswa, ini dapat dilihat dari rata-rata nilai keterampilan berpikir tingkat tinggi kelas kontrol 65 dan kelas perlakuan 78,208 dan dilihat dari nilai f hitung = 4,739 sedangkan f tabel = 0,05 artinya f hitung > f tabel. kata kunci: berpikir tingkat tinggi, hasil belajar, masalah, pembelajaran pemberlakuan kurikulum 2013 di sekolah menuntut adanya penggunaan model-model pembelajaran konstruktivistik. salah satu model pembelajaran yang ditekankan penggunaannya dalam kegiatan pembelajaran adalah model pembelajaran berdasarkan proyek. model ini di dalam implementasinya merupakan bagian dari model pembelajaran berdasarkan masalah. pembelajaran berbasis masalah (problem-based learning) merupakan salah satu model pembelajaran inovatif yang memberi kondisi belajar aktif kepada siswa dalam kondisi dunia nyata (yamin, 2012). pembelajaran berbasis masalah selanjutnya disingkat model pbm adalah salah satu pembelajaran yang didukung oleh teori konstruktivisme. hal tersebut terkait dengan pembelajaran berbasis masalah yang mengarahkan siswa untuk memecahkan masalah disekitar lingkungan belajar siswa. penumpukan sampah merupakan salah satu masalah autentik yang masuk dalam pembelajaran di sekolah terkait konsep daur ulang sampah. konsep ini adalah salah satu materi pembelajaran yang diajarkan di sekolah, bilamana diajarkan dengan menggunakan model pbm maka jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 256 akan mengarahkan siswa-siswa untuk memecahkan masalah di sekitar lingkungan sekolah. hal ini sesuai permendikbud no 65 tahun 2013 yang menghendaki pembelajaran efektif dan efesien sesuai dengan lingkungan sekolah masing-masing. konsep daur ulang sampah yang diajarkan dengan model pbm dapat memicu siswa untuk lebih aktif dalam proses pembelajaran. mereka diharapkan dapat memukan cara-cara mendaur ulang sampah yang efektif dan efesien untuk kelestarian lingkungan. penelitian pengembangan mengenai konsep daur ulang sampah sudah pernah diteliti terkait hasil belajar, kinerja, dan keterampilan berpikir tingkat tinggi siswa sma pada pembelajaran konsep jenis dan daur ulang limbah melalui proses problem solving. penelitian mengenai konsep daur ulang sampah terkait dengan model pembelajaran pembalajaran berdasarkan masalah sudah pernah dilakukan (yulinda, 2011; ayatusa’adah, 2013). mereka telah menghasilkan perangkat pembelajaran dan dalam penelitian ini berupaya untuk mengimplementasikan dalam konteks yang lebih luas. hal ini menjadi alasan utama perlu dilaksanakannya penelitian tentang implementasi model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma. penelitian ini bertujuan untuk mengimplementasikan model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma. tujuan khusus penelitian ini adalah menguji signifikansi hasil belajar siswa dan menguji signifikansi keterampilan berpikir tingkat tinggi siswa. hasil penelitian ini diharapkan bermanfaat bagi perorangan maupun institusi, yaitu 1) bagi guru, penelitian ini dapat memberikan wawasan pengetahuan dalam menggunakan metode pembelajaran untuk pelaksanaan proses belajar mengajar terutama pembelajaran yang dilakukan menggunakan perangkat pembelajaran pada konsep daur ulang sampah terhadap hasil belajar dan keterampilan berpikir tingkat tinggi biologi di sma. 2) bagi siswa, penelitian ini diharapkan dapat meningkatkan kemampuan belajar selama proses pembelajaran dan melatih keterampilan berpikir tingkat tinggi. 3) bagi sekolah, penelitian ini dapat memperoleh kesempatan mengembangkan ragam penelitian dan dapat memberikan kontribusi terhadap perbaikan dan mutu proses pembelajaran khususnya dalam mengimplementasikan kurikulum 2013. 4) bagi stkip pgri, penelitian ini sebagai bahan referensi dalam meningkatkan akreditasi perguruan tinggi. asumsi dalam penelitian ini adalah 1) bahan ajar yang dikembangkan dapat diajarkan oleh guru maupun peneliti yang bersangkutan. 2) bahan ajar yang dikembangkan dapat dipahami oleh siswa. 3) waktu yang digunakan untuk pembelajaran ini sesuai dengan materi yang sedang dikembangkan. 4) konteks materi yang dikembangkan sesuai dengan lingkungan belajar siswa. batasan masalah berkaitan dengan penelitian ini adalah 1) perangkat yang digunakan pada kelas perlakuan adalah perangkat yang dikembangkan oleh peneliti sebelumnya (ayatusa’adah, 2013). perangkat ini disesuaikan dengan kurikulum 2013. 2) konsep biologi yang diajarkan dalam penelitian ini ialah konsep sistem daur ulang sampah pada siswa kelas xi sman dalam wilayah kota banjarbaru. berkenaan dengan rumusan tujuan, dikemukakan hipotesis sebagai berikut: ha = pembelajaran menggunakan model pbm berpengaruh positif terhadap hasil belajar siswa. ho = pembelajaran menggunakan model pbm tidak berpengaruh positif terhadap hasil belajar siswa. ha = pembelajaran menggunakan model pbm berpengaruh positif terhadap keterampilan tingkat tinggi siswa. ho = pembelajaran menggunakan model pbm tidak berpengaruh positif jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 257 terhadap keterampilan tingkat tinggi siswa. metode penelitian rancangan penelitian dalam penelitian ini adalah quasi eksperimen eksperimen semu. menurut arikunto (2010) mengatakan bahwa disebut demikian karena eksperimen jenis ini belum mampu memenuhi persyaratan seperti cara eksperimen yang dapat dikatakan ilmiah mengikuti peraturan-peraturan tertentu. desain penelitian yang digunakan adalah non equivalent control group design. o1 x o2 -------------------------- o1 o2 keterangan: o1 tes awal o2 tes akhir x pembelajaran menggunakan model pbm ---random assignment populasi dari penelitian ini adalah seluruh siswa kelas x sma negeri di kota banjarbaru yang duduk di kelas x tahun pelajaran 2013/2014 dengan peminatan sains-matematika. sampel penelitian ditetapkan dua kelas dari masing-masing sekolah, yaitu kelas perlakuan pada sman 1 banjarbaru dan kelas kontrol pada sman banjarbaru. teknik pengambilan sampel secara bertujuan (purpossive). variabel bebas berkaitan dengan rumusan tujuan nomor satu dan dua adalah pembelajaran menggunakan model pbm. variaberl terikat adalah hasil belajar siswa. variabel kontrol dalam penelitian ini adalah kurikulum yang digunakan, latar belakang pendidikan guru, jumlah jam pelajaran, dan soal-soal tes. teknik pengumpulan data dalam penelitian ini adalah 1) hasil belajar siswa diperoleh melalui pre test dan post test. 2) keterampilan berpikir tingkat tinggi diperoleh dari nilai pretest dan post tes. instrumen penelitian yang digunakan dalam penelitian ini adalah instrumen hasil uji coba produk dari penelitian dan pengembangan (ayatusa’adah, 2013). instrumen penelitian sebelum digunakan disesuaikan dengan ketentuan yang berlaku pada kurikulum 2013. hasil belajar siswa dan keterampilan tingkat tinggi diperoleh melalui pretest dan posttest dianalisis menggunakan analisis kovarian (anacova) yang dioperasikan menggunakan spss for windows. adapun penarikan kesimpulan signifikasi apabila nilai kemungkinan h0 ditolak lebih besar dari pr, maka h0 diterima. apabila kemungkinan h0 ditolak lebih kecil dari pr, maka h0 ditolak. keterampilan berpikir tingkat tinggi diperoleh nilai pretest dan posttes kemudian dianalisis deskriptif. hasil dan pembahasan hasil belajar siswa data hasil belajar siswa diperoleh dari pre test dan post test. skor pre test dan post test siswa kelas eksperimen dan kelas kontrol ditampilkan dalam tabel 1. tabel 1. deskripsi statistik hasil belajar kelas mean std. deviation n kontrol 734.783 1.016.174 23 perlakuan 829.167 845.919 24 total 782.979 1.038.794 47 pada tabel 1 ada peningkatan ratarata hasil belajar dari 73,475 pada kelas kontrol menjadi 82,917 pada kelas perlakuan. kenaikan skor ini selanjutnya dilakukan uji anakova menggunakan spss for windows. data uji anakova hasil belajar disajikan pada tabel 2. tabel 2. ringkasan hasil uji anakova pengaruh hasil belajar source type iii sum of squares df mean square f sig. corrected model 2446.808a 2 1.223.404 21.386 .000 intercept 883.850 1 883.850 15.451 .000 prehb 1.400.551 1 1.400.551 24.483 .000 kelas 237.791 1 237.791 4.157 .048 error 2.517.022 44 57.205 total 293.100.000 47 corrected total 4.963.830 46 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 258 berdasarkan tabel 2 tersebut diperoleh informasi bahwa nilai f hitung sebesar 4.157 dengan nilai 0.048 atau kurang dari 0.05, hal ini memberikan makna bahwa pembelajaran berdasarkan masalah (pbm) berpengaruh terhadap hasil belajar siswa. selanjutnya seperti yang dipaparkan pada tabel 1 rata-rata hasil belajar juga menunjukkan bahwa rata-rata kelas yang menerapkan pbm lebih tinggi dari kelas kontrol. dari hasil penelitian menunjukkan bahwa pembelajaran biologi dengan menggunakan model pembelajaran berdasarkan masalah (pbm) pada konsep jenis limbah dan daur ulang limbah yang diterapkan di kelas eksperimen dapat meningkatkan hasil belajar siswa siswa secara signifikan. ini dapat dilihat dari nilai pre test dan post test siswa setelah diberikan pembelajaran dengan model pembelajaran berdasarkan masalah (pbm). hal ini terbukti pada pengujian hipotesis dengan menggunakan program spss versi 17 for windows, dengan membandingkan nilai t hitung dengan t tabel, kemudian diperoleh nilai t hitung > t tabel. meningkatnya hasil belajar siswa menunjukkan bahwa pengetahuan dan ingatan siswa terhadap pembelajaran baik ini. hal ini sesuai dengan bloom dalam (suprijono, 2010) yang menyatakan bahwa dominan kognitif adalah knowledge (pengetahuan dan ingatan), comprehension (pemahaman, menjelaskan, meringkas, dan contoh), application (menerapkan), analysis (menguraikan dan menentukan hubungan), synthetis (mengorganisasi, merencanakan, dan membentuk bangunan baru), dan evaluation (menilai). hasil penelitian pembelajaran dengan menggunakan model pembelajaran berdasarkan masalah dapat meningkatkan hasil belajar produk dan peningkatan ini berpengaruh secara signifikan. temuan ini sejalan dengan penelitian yang telah dilaporkan sebelumnya bahwa pembelajaran problem solving dapat meningkatkan hasil belajar siswa (yulinda, 2011). keterampilan berpikir tingkat tinggi data keterampilan berpikir tingkat tinggi siswa diperoleh dari pre test dan post test. skor pre test dan post tes siswa kelas eksperimen dan kelas kontrol ditampilkan dalam tabel 3. tabel 3. deskripsi statistik keterampilan berpikir tingkat tinggi kelas mean std. deviation n kontrol 650.000 1.400.223 25 perlakuan 782.083 1.204.513 24 total 714.694 1.456.215 49 pada tabel 3 ada peningkatan ratarata keterampilan berpikir tingkat tinggi dari 65,000 pada kelas kontrol menjadi 78,208 pada kelas perlakuan. kenaikan skor ini selanjutnya dilakukan uji anakova menggunakan program spss for windows. data uji anakova hasil belajar disajikan pada tabel 4. tabel 4. ringkasan hasil uji anakova pengaruh berpikir tingkat tinggi source type iii sum of squares df mean square f sig. corrected model 3972.087a 2 1.986.044 14.719 .000 intercept 2.049.708 1 2.049.708 15.191 .000 prebk 1.835.842 1 1.835.842 13.606 .001 kelas 639.443 1 639.443 4.739 .035 error 6.206.617 46 134.926 total 260.464.500 49 corrected total 10.178.704 48 berdasarkan tabel 4 ringkasan hasil uji anakova pengaruh berpikir tingkat tinggi tersebut diperoleh informasi bahwa nilai f hitung sebesar 4,739 dengan nilai 0,035 atau kurang dari 0,05, hal ini memberikan makna bahwa pembelajaran pbm berpengaruh terhadap berpikir tingkat tinggi siswa. selanjutnya seperti yang dipaparkan pada tabel 3 rata-rata berpikir tingkat tinggi juga menunjukkan bahwa rata-rata kelas yang menerapkan pbm lebih tinggi dari kelas kontrol yaitu 78,208. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 259 dari hasil penelitian menunjukkan bahwa pembelajaran biologi dengan menggunakan model pembelajaran berdasarkan masalah (pbm) pada konsep jenis limbah dan daur ulang limbah yang diterapkan di kelas eksperimen dapat meningkatkan keterampilan berpikir tingkat tinggi siswa secara signifikan. ini dapat dilihat dari hasil tes keterampilan berpikir tingkat tinggi siswa setelah diberikan pembelajaran dengan model pembelajaran berdasarkan masalah (pbm). hal ini terbukti pada pengujian hipotesis dengan menggunakan program spss versi 17 for windows, dengan membandingkan nilai t hitung dengan t tabel, kemudian diperoleh nilai t hitung > t tabel. pada kelas eksperimen diterapkan model pembelajaran berdasarkan masalah (pbm) dan model pembelajaran ini juga ternyata mampu meningkatkan keefektifan pembelajaran sehingga dapat meningkatkan keterampilan berpikir tinggi siswa. hal ini sejalan dengan hasil penelitian yulinda (2011) yang menunjukkan bahwa model pembelajaran berdasarkan masalah (pbm) dapat meningkatkan keterampilan berpikir tingkat tinggi siswa pada pelajaran biologi. ini juga didukung oleh hasil penelitian hasting (2001); wang et al (1998); duch et al (2002) menemukan pembelajaran berdasarkan masalah (pbm) dapat mengembangkan keterampilan berpikir kritis dan analitis serta menghadapkan siswa pada latihan untuk memecahkan masalah dalam kehidupan nyata. morgan (1995) menemukan pembelajaran di sekolah adalah melatih keterampilan berpikir siswa sehingga membuat siswa menjadi cerdas. rindell (1999) menerapkan model pbl dalam pembelajaran, menemukan terjadinya pelibatan mental yang cukup tinggi dan terjadi interaksi yang baik antara siswa dan guru sehingga kemampuan berpikir kritis siswa meningkat. lawson (2000) menemukan pembelajaran pada pelajaran kimia, fisika, biologi, dan geologi dengan pendekatan hipotetico-deduktivereasoning dapat melatih keterampilan berpikir siswa. hurst (1996); dult (1997); marinick (2001) semuanya menemukan bahwa pembelajaran yang melibatkan kegiatan analisis masalah, penyusunan hipotesis, manipulasi variabel, mendesain dan melaksanakan penyelidikan, melakukan prediksi, dan menginterpretasi hasil penyelidikan dapat mengembangkan kemampuan berpikir analitis dan logis pada siswa. sebelum pembelajaran dilaksanakan dengan menggunakan model pembelajaran berdasarkan masalah (pbm), proses belajar mengajar di kelas didominasi oleh guru. sehingga siswa tidak aktif dalam kegiatan pembelajaran. akan tetapi setelah dilakukan kegiatan dengan menggunakan model pembelajaran berdasarkan masalah (pbm) siswa terlihat lebih aktif, selain itu guru juga tidak lagi mendominasi kelas, siswa dibiarkan belajar secara mandiri. indikator keterampilan berpikir tingkat tinggi yang digunakan dalam penelitian ini ada 6 indikator yaitu: merumusan masalah (mengajukan pertanyaan), merumuskan hipotesis, merancang percobaan atau pengamatan, mengumpulkan data, menganalisis data dan merumuskan kesimpulan. pada kelas eksperimen, setelah dilaksanakan pembelajaran dengan model pembelajaran berdasarkan masalah (pbm) diperoleh hasil rata-rata ketercapaian indikator berpikir tingkat tinggi daripada hasil rata-rata ketercapaian berpikir tingkat tinggi sebelum digunakan model pembelajaran berdasarkan masalah (pbm). hal ini menunjukkan bahwa adanya peningkatan ketercapaian indikator keterampilan berpikir tingkat tinggi yang diperoleh siswa. semua indikator keterampilan berpikir tingkat tinggi mengalami peningkatan. pendekatan problem solving memiliki kecenderungan inkuiri sebagai proses yang aktual untuk mendapatkan pengetahuan. ketika para guru menggunakan pendekatan problem solving di depan kelas, diharapkan agar siswa terlibat dalam berpikir analisis, sintesis, dan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 260 evaluasi. proses berpikir seperti ini tergolong kemampuan berpikir tinggi (blosser, 1988). beberapa ide di benak siswa yang diperoleh dari kegiatan pembelajaran semuanya didasarkan pada keyakinan bahwa belajar terdiri dari makna yang dibangun siswa (hein, 1996). selama proses pembelajaran berlangsung pada penelitian ini ada tujuh belas indikator yang dikembangkan berdasarkan lima tahapan model pembelajaran berdasarkan masalah yaitu, tahap pertama meliputi: siswa memahami tujuan pembelajaran, siswa menunjukkan minat dan motivasi terhadap masalah yang disajikan, siswa memahami masalah yang disajikan. tahap kedua meliputi: mulai menuliskan tugas-tugas belajar yang berhubungan dengan masalah-masalah yang disajiakan, merencanakan pemecahan masalah secara bersama-sama dalam kelompok. tahap ketiga meliputi: mengumpulkan informasi dari berbagai sumber persiapan pemecahan masalah, melakukan penyelidikan dalam upaya pemecahan masalah, saling bertukar informasi untuk memecahkan masalah dengan teman dalam kelompok, memberikan kontribusi ide pemecahan masalah, mendengarkan pendapat orang lain dalam diskusi kelompok, mengikuti instruksi yang diberkan di lembar kerja siswa dalam pemecahan masalahnya, mengumpulkan tugas (laporan penyelidikan) dengan baik dan tepat waktu. tahap keempat meliputi: menyajikan laporan tersebut dalam diskusi kelas, secara aktif melibatkan dirinya dalam diskusi kelas. tahap kelima meliputi: melakukan analisis dan evaluasi terhadap hasil kerja kelompoknya dalam pemecahan masalah, membandingkan hasil kerja pemecahan masalahnya dengan pemecahan masalah yang diinformasikan guru atau pemecahan masalah yang dilakukan kelompok lain, menyimpulkan hasil pembelajaran berdasarkan pada hasil penyelidikan yang dilakukan oleh semua kelompok. kesimpulan 1. pembelajaran menggunakan model pbm berpengaruh positif terhadap hasil belajar siswa, ini dapat dilihat dari rata-rata hasil belajar kelas kontrol 73,475 dan pada kelas perlakuan sebesar 82,917 dan dilihat dari nilai f hitung = 4,157 sedangkan f tabel = 0,05 artinya f hitung > f tabel. 2. pembelajaran menggunakan model pbm berpengaruh positif terhadap keterampilan berpikir tingkat tinggi siswa, ini dapat dilihat dari rata-rata nilai keterampilan berpikir tingkat tinggi kelas kontrol 65 dan kelas perlakuan 78,208 dan dilihat dari nilai f hitung = 4,739 sedangkan f tabel = 0,05 artinya f hitung > f tabel. daftar pustaka ayatusa’adah. 2013. pengembangan perangkat pembelajaran model addie pada konsep daur ulang sampah terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma. tesis tidak diterbitkan. banjarmasin: program pascasarjana universitas lambung mangkurat arends, r. i. 2008. learning to teaching. yogyakarta: pustaka pelajar. arikunto, s. 2010. prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta. blosser, p. e. 1988. teaching problem solving-secondary school science. eric/smeac science education digest no. 2, 1988. bnsp. 2006. petunjuk teknis pengembangan silabus dan contoh/model silabus sma/ma mata pelajaran biologi. jakarta: departmen pendididkan. brookhart, susan m. how to asses higherorder thinking skills in your classroom. alexandria: ascd. 2010. depdag ri. 2006. undang-undang dan peraturan pemerintah ri tentang pendidikan. jakarta: depag ri. duch, b. j., allen, d. e. &. white, h. b. 2002. problem-based learning: jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 261 preparing students to succeed in the 21st century. (online) http://www. pondnetwork.org. diakses 5 september 2014. hastings, d. 2001. case study: problembased learning and the active classroom. (online). http:/www. cstudies.ubc.ca/facdev/services/newsl etter/index/html. diakses 6 septeber 2014. hein, g. e. 1996. constructivist learning theory. the museum and the needs of people. jerusalem, israel; ceca (international committee of museum educators) conference 15-22 october 1996. herman, t. 2007. pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir matematis tingkat tinggi siswa sekolah menengah pertama. jurnal pendidikan, no.1. januari 2007. hurst, r. w. 1996. facilitating successful prediction problem solving in biology through application of skill theory. journal of research in science teaching. 33(5): 541-552. kemendikbud. 2013. pedoman pelatihan implementasi kurikulum 2013. jakarta: badan pengembangan sdm dikbud dan mutu pendidikan. koohang, a., riley, l. & smith, t. 2009. e-learning and constructivism: from theory to appl. interdisciplinary journa of e-learning and learning objects, 5: 2009. kwartolo, y. 2012. multiple intelligences & implemenasinya dalam taksonomi bloom. jurnal pendidikan penabur, 11(18). lewly, dkk. 2009. pengembangan soal untuk mengukur kemampuan berpikir tingkat tinggi pokok bahasan barisan dan deret bilangan di kelas ix akselerasi smp xaverius maria palembang. jurnal pendidikan matematika, 3(2). lawson, a. e. 2000. the generality of hypotetico deductive reasonin: making scientific thinking explicit. the american biology teacher, 62(7): 482-495. mendikbud. 2013. peraturan menteri pendidikan dan kebudayaan nasional no. 54 tahun 2013 tentang standar kompetensi lulusan untuk satuan pendidikan dasar dan menengah. jakarta: depdikbud. mendikbud. 2013. peraturan menteri pendidikan dan kebudayaan nasional no. 65 tahun 2013 tentang proses untuk satuan pendidikan dasar dan menengah. jakarta: depdikbud. morgan, w. r. 1995. “critical thinking”what does that mean? journal college science teacher (jcst). 24(5): 336-340. nur, m. & wikandari, p. r. 2000. pengajaran berpusat kepada siswa dan pendekatan konstruktivis dalam pengajaran. surabaya: pusat studi matematika dan ipa sekolah. universitas negeri surabaya. nur, m. 2011. model pembelajaran berdasarkan masalah. surabaya: universitas negeri surabaya. rindell, a. j. a. 1999. applying inquirybased and cooperative group learning strategies to promote critical thinking. journal of college science teaching (jcst) 28(3): 203207. rofiah, e., nonoh, s. a., & elvin, y. e. 2013. penyusunan instrumen tes kemampuan berpikir tingkat tinggi fisika pada siswa smp. jurnal pendidikan fisika, no.2. september 2013. suprijono, a. 2010. cooperative learning. yogyakarta: pustaka pelajar. tuncer. 2006. jonassen’s constructivist principles. (online). http://construc tivisteducation.blogspot.com/2006/04 /jonassens-constructivist-principles. html diakses 17 april 2014. wang, h. c. a; thomson; & shuler, c. f. 1998. essential components of problem-based learning for the k-12 inquiry science instruction. (online). http://construc/ jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 255-262) ria mayasari dkk, pengaruh model pembelajaran 262 http://searchyahoo.com/search?p=pro blem+based+learning. diakses 5 september 2014. yulinda, r. 2011. hasil belajar, kinerja, dan keterampilan berpikir tingkat tinggi siswa sma pada pembelajaran konsep jenis dan daur ulang limbah melalui proses-proses problem solving. tesis tidak dipublikasikan. banjarmasin: pascasarjana pendidikan biologi. yamin, m. & maisah. 2012. orientasi baru ilmu pendidikan. jakarta: referensi. zannah, f. 2012. hasil belajar, kinerja, dan keterampilan berpikir tingkat tinggi siswa sma pada pembelajaran konsep protista melalui pendekatan inkuiri terbimbing. tesis tidak dipublikasikan. banjarmasin: pascasarjana pendidikan biologi. http://search/ universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 2 july 2021, pp. 179-187 10.22219/jpbi.v7i2.12360 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 179 research article cladogram misreading of undergraduate students in understanding evolutionary sa’diatul fuadiyah a,1,*, topik hidayat b,2, didik priyandoko b,3 a department of biology education, universitas negeri padang, jl. prof. dr. hamka, padang city, west sumatra 25171, indonesia b department of biology education, school of post graduates, universitas pendidikan indonesia, jl. dr. setiabudi no.229, bandung, west java, 40154, indonesia 1 sadiyah@fmipa.unp.ac.id *; 2 topikhidayat@upi.edu, 3 didikpriyandoko@upi.edu * corresponding author introduction evolution is one of the core studies in biology majors at universities, biology science, and biology education (hiatt et al., 2013; novick & catley, 2018; saputra, 2017). the study of evolution is called the unifying science of biology and helps understand how the kinship of living things occurs (klucevsek & brungard, 2016; meisel, 2010). however, the results showed that most biology students had difficulty understanding the core concepts in evolution, including the phylogenetic studies (baum et al., 2005; dunk et al., 2019; meir et al., 2007; phillips et al., 2012). furthermore, hidayat and pancoro (2016) shows that the a r t i c l e i n f o a b s t r a c t article history received: 01 june 2020 revised: 07 june 2021 accepted: 17 july 2021 published: 31 july 2021 the student's ability to understand evolutionary studies is determined by representing a phylogenetic tree or cladogram. this study aims to determine the tree thinking ability, especially the students' reading ability in interpreting the cladogram. this descriptive study involved 29 students as subjects. students are selected by purposive random sampling, only students who have attended and studied evolution courses. the data collection instrument used tests and interview guidelines. the test questions consist of 20 multiple choice questions with five answer choices. the difficulty level of the questions used includes understanding, applying, analyzing, and evaluating. the phylogenetic tree interpretation refers to four indicators, including the most recent common ancestor (mrca), monophyletic group, branch proximity, contemporary descendant, and counting the branch or nodes position. the data obtained were analyzed using microsoft excel 2013 and anates-v4, then presented in percentage form. the results showed that many students misinterpreted the cladogram. furthermore, errors in cladogram interpretation occurred in monophyletic group indicators (38%), most common ancestor (59%), branch proximity (41%), contemporary ancestry (39%), and branch position calculations (53%). these results indicate that misreading of analysis in cladogram interpretation is moderate to high, so it is necessary to formulate the most appropriate way to teach phylogenetic studies in evolution. copyright © 2021, fuadiyah et al this is an open access article under the cc–by-sa license keywords cladogram evolutionary misreading undergraduate students how to cite: fuadiyah, s., hidayat, t., & priyandoko, d. (2021). cladogram misreading of undergraduate students in understanding evolutionary. jpbi (jurnal pendidikan biologi indonesia), 7 (2), 179-187. doi: https://doi.org/10.22219/ jpbi.v7i2.12360 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.12360 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:sadiyah@fmipa.unp.ac.id mailto:topikhidayat@upi.edu mailto:didikpriyandoko@upi.edu http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/%20jpbi.v7i2.12360 https://doi.org/10.22219/%20jpbi.v7i2.12360 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 179-187 180 fuadiyah et al (cladogram misreading of undergraduate …) attention of biology students to taxonomy and evolution courses is low. students assume that the two materials are theoretical and boring, so a solution is needed to overcome the lack of mastery of these concepts (gregory, 2008; mattsson & mutvei, 2015). one solution that can be used is strengthening phylogenetic concepts and tree thinking in learning (bokor et al., 2014; mccullough et al., 2020). this study links the concept of evolution with several approaches and concepts of biological sciences such as biodiversity, taxonomy, biosystematics, morphology, anatomy, and others (dees et al., 2014; halverson et al., 2011; whitfield, 2012). phylogenetic bases and tree thinking are often minimized or even excluded in learning, even though they can help students master the concept of evolution (bokor et al., 2014). the findings of some research reveal that students' low mastery of the concept of evolution is due to the availability of textbooks that have not been used to accommodate the learning needs of phylogenetic bases and tree thinking concepts (padian, 2008; saputra, 2017). tree thinking is needed to develop mastery of the concept of evolution and knowledge of biodiversity (baum et al., 2005; morrison, 2012). tree thinking skills identified can help students interpret the evolutionary history and phylogenetic trees (gregory, 2008). the concept of tree thinking is closely related to the ability to read, interpret (halverson, 2011), and understand information about evolutionary relationships (novick et al., 2012), patterns (gibson & cooper, 2017), and processes associated with phylogenetic trees (phillips et al., 2012; schramm et al., 2021). thus, students' ability to interpret and recognize patterns when manipulating or creating phylogenetic trees is essential. meisel revealed that tree-thinking skills are priorities in improving the biology curriculum (meisel, 2010). however, some researchers also stated that tree thinking is a skill that is difficult for students to use, and misconceptions often occur, making it difficult to interpret correctly (halverson et al., 2011; kummer et al., 2016a). furthermore, students have difficulty interpreting the meaning and understanding of the hypotheses shown from them. previous studies did not explicitly explain how students' thinking skills on the concept of evolution precisely. this study aims to determine the tree thinking ability of students in interpreting the cladogram of living things. this research can provide educators with an idea of using tree thinking as a solution when teaching phylogenetic trees to improve understanding of evolution. method this descriptive research was conducted in december 2017. the subjects in this study were students of the biology education study program at a private university in west java. the sampling technique used was purposive random as many as 29 students. only students who have enrolled and studied evolutionary courses are involved in this research. collecting data using an objective test in the form of 20 multiple choice questions with five choices modified from baum et al. (2005). misreading analysis is part of a thought tree that looks at their ability to read and interpret cladogram. this ability is captured by using multiple-choice questions according to levels c2-c5 (understanding, applying, analyzing, and evaluating) in bloom's revised taxonomy. each question has its indicators which will be grouped into indicators (dees et al., 2014), namely most recent common ancestor (mrca), monophyletic group, branch proximity, contemporary descent, and calculating branch or node positions. the student's answer scores are used as analysis material to describe reading skills and any errors that occur when students read and interpret the cladogram. the correct answers for each question will be analyzed using microsoft excel 2013 and anates-v4, and the percentage for each indicator can be seen in table 1. table 1. criteria of misreading’s score category range of score (%) very low misreading 81 100 low misreading 61 80 moderate misreading 41 – 60 high misreading 21 – 40 very high misreading 0 – 20 interviews were used as a secondary data collection method to analyze the factors causing the students' low ability to interpret cladogram and students' mastery of concepts in evolutionary learning. the interview jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 179-187 181 fuadiyah et al (cladogram misreading of undergraduate …) topics asked included references in teaching courses, learning strategies/methods, and difficulties in studying evolution. the interview topic which was asked to the students was related to the students' learning achievement and mastery of concepts in the evolutionary learning about phylogenetic trees. results and discussion the results showed that students had difficulty in interpreting the cladogram, resulting in misreading. misreading on two of the five indicators is high, namely monophyletic group and contemporary descent at 38% and 39%, respectively (figure 1). meanwhile, misreading on the branch proximity indicator is moderate (41%). however, the scores on the three indicators differ very slightly. meanwhile, misreading on the most recent common ancestor indicator and counting branch position was moderate with a score of >50%. 59 38 41 39 53 0 10 20 30 40 50 60 70 most recent common ancestor monophyletic group branch proximity contemporary descent counting the branch or nodes position m is re a d in g p e rc e n ta g e interpretation indicator figure 1. the percentage of undergraduate students’ interpretation phylogenetic tree interpretation is one of skill in tree thinking. interpretation is an explanation or answer those results from interpreting something. misinterpretation occurs due to errors in reading. by doing this research, errors in reading the cladogram which result in misinterpretation of the cladogram will be seen. based on figure 1, undergraduate students’ ability in interpreting cladogram is low because of misreading. misinterpretation caused by inaccurate reading. students have difficulties in monophyletic group with high misreading about 38% and moderate misreading on indicator most recent common ancestor about 59%. table 2 will show details of each indicator from each question that have been grouped into interpretation skill modified from dees et al (2014) to know where misreading happened. table 2.the percentage comprehension student’s ability to answer the questions that have suitable with interpretation indicator modified from dees et al (2014). interpretation indicator question indicator percentage (%) categorized a. most recent common ancestor (mrca) 1. concluding the synapomorphy character 69 low misreading 2. evaluating relatedness taxon with different mrca 41 moderate misreading 3. using evidence from mrca to concluding synapomorphy character 48.25 moderate misreading 4. determining position of mrca 83 very low misreading 5. determining taxon descendant from mrca 65.5 low misreading b. monophyletic group 1. determining sister group 72 low misreading 2. evaluating relatedness by showing the different form of cladogram 0 very high misreading jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 179-187 182 fuadiyah et al (cladogram misreading of undergraduate …) interpretation indicator question indicator percentage (%) categorized 3. determining name of taxon group 41 moderate misreading c. branch proximity 1. determining primitive taxon 48 moderate misreading 2. determining outgroup 90 very low misreading 3. determining last recent taxon 66 low misreading 4. determining taxon relatedness-based branch proximity 14.8 very high misreading d. contemporary descendant 1. determining combination character number 45 moderate misreading 2. concluding character taxon from character descendant in cladogram 59 moderate misreading 3. concluding a new species character from character descendant in cladogram 14 very high misreading e. counting the branch or nodes position 1. counting number of clades 38 high misreading 2. placing taxon in node correctly 69 low misreading table 2 shows the percentage of correct student answers, that there is a difference in the level of misreading that students get from each sub-indicator in multiple choice questions. in the research that has been done regarding the ability of students to read cladograms, it was obtained misreading data which was developed from the interpretation indicators (dees et al., 2014). interpretation is an explanation or answer to the result of interpreting something. misinterpretation occurs because of an error in reading. by carrying out this research, errors in reading the cladogram that result in misinterpretation of the cladogram will be seen. based on the average results of students' interpretation questions, it was obtained 46% with the moderate misreading category, meaning that the interpretation ability was also moderate. the following is an explanation of each indicator and sub-indicator of the instrument for interpretation. most recent common ancestor (mrca) most recent common ancestor is used to interpret taxa relatedness. using most recent common ancestor by biologists in terms can understood about taxa relatedness or similarity to family trees of humans (baum et al., 2005). the first interpretation indicator regarding common ancestry is divided into four sub-indicators of questions. very low misreading occurred in the sub-indicator of determining the position of ancestors, which showed that many students answered correctly on the sub-indicator of the question. the second subindicator, determining kinship based on ancestry, obtained a percentage of 41% with a moderate misreading category. this shows that some students answered the questions correctly and used their mastery of concepts well. based on table 2, most recent common ancestor (mrca) indicators are developed into the synapomorphy character, evaluating relatedness taxon with different mrca, using evidence from mrca to concluding synapomorphy character, determining position of mrca, and determining taxon descendant from mrca. using evidence from mrca to concluding synapomorphy character has high misreading percentage (34.5%). understanding about most recent common ancestor is key to interpret which characters have been passed on from common ancestors. without the ability to interpret, students can’t make inferences about the evolution of these characters and taxa, and makes them become uninformative (kummer et al., 2016b). another fact found in student interviews showed that only 2 students out of 8 student respondents could correctly define the meaning of common ancestor. this is one of the causes of the low ability of students to interpret common ancestry and questions based on indicators of common ancestry. the ability to determine the most recent ancestor is the key to interpreting which characters have been inherited from a common ancestor. students cannot make inferences about the character of taxa from the evolution that occurs, and make conclusions that are not informative, without good interpreting skills (kummer et al., 2016a). monophyletic group the second interpretation indicator, namely the monophyletic group, is divided into three indicators. the first sub-indicator is determining the sister group with the acquisition of 72% which indicates that the students' misreading ability is low and has good mastery of concepts in answering questions with these indicators. clades or monophyletic group includes all and only the descendants of a particular ancestor. monophyletic group questions have several indicator items they are to determine sister group, to evaluate relatedness by showing the different form of cladogram, and to determine name of taxon group. students need to understand about monophyletic group first and they can know where is in the same ancestor and not in same ancestor. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 179-187 183 fuadiyah et al (cladogram misreading of undergraduate …) the second sub-indicator on the ability to evaluate the relationship between taxa in different tree types, obtained a percentage of 0% which indicates that none of the students were able to answer the question. students get very high misreading in question number 8 (figure 2), there is no one can answer it correctly. figure 2. question number 8 the question number 8 (figure 2), student must choose figure 1 until 4 that has same meaning with figure in the box. but, no one student be able to choose the right one. they get misreading in position every taxon. picture in box shows that taxon l and taxon r is in monophyletic group, it has same form with picture number 2, because only change position between taxon l and taxon r but they are still in the same ancestor. understanding the concept of a clades is critical to proper interpretation of groups based on evolutionary history. monophyletic clades are groups that reflect the evolutionary history of the taxa that comprise them, while polyphyletic or paraphyletic groups do not reflect any meaningful history. being able to identify groups that do and do not reflect evolutionary history allows evolutionary trees to become an important tool for making meaningful classifications of biological diversity (kummer et al., 2016b). rotating cladogram branches around their nodes does not change the relationships among the affected taxa, even though the adjacency relations among the taxa do change (novick & catley, 2016). branch proximity knowing about relatedness between taxon with another taxon is by seeing branch proximity, if they have short branch proximity it means they have related and maybe same most common recent ancestor and have not long different time. the indicator about branch proximity in questions are consist of determine primitive taxon, determine outgroup, determine last recent taxon, and relatedness taxon based on branch proximity. the third interpretation indicator, namely the proximity of the branch ends, is divided into four sub-indicators. the second sub-indicator, namely identifying outgroups, obtained a percentage of 90% with a very low misreading category, this shows that students have understood the material about outgroups in the cladogram. very high misreading occurred in the sub-indicator determining taxon kinship based on the closest branch with a percentage gain of 14.8%. to interpret the question, students need to understand branch proximity to see relatedness each taxon. students have very low misreading outgroup in cladogram, they can interpret well. it means they understand about outgroup is taxon that has different branch and not in monophyletic group. students get very high misreading relatedness taxon based on branch proximity, they can not to choose taxon that really has closely related to each other. this is very important, all taxa is emanating from branches that form a polytomy are equally closely related to each other (novick et al., 2012). contemporary descendant question indicators contemporary descendant consists of determine character, character taxon, and character of new species that get from cladogram. questions are made from number 18-20 that arranged well. misreading is happening in the second sub-indicator, which is concluding the character of a taxon from the cladogram with a percentage gain of 59%, because only some students answered correctly. the third subindicator is concluding that the character possessed by the new species gets a percentage of 14% with a very high level of misreading, which shows that many students are wrong in answering questions. if they can read the cladogram well, they can interpret and answer three questions well. questions can be answer if they understand about mrca and synapomorphy character. tree thinking involves not only the technical aspect of reading phylogenies, but also using an overarching understanding of evolution as an emergent biological jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 179-187 184 fuadiyah et al (cladogram misreading of undergraduate …) phenomenon and how these diagrams graphically represent the nested hierarchy and descendant from a common ancestor that are the core of evolution research (gibson & hoefnagels, 2015). systematists recognize the roles of descendant from common ancestry and evolutionary adaptation in establishing patterns of similarity and difference among groups of organisms (halverson et al., 2011). counting the branch or nodes position in this indicator, student get high misreading on counting number of clades (38%) and low misreading on placing taxon in node correctly (69%). understanding about monophyletic group and mrca can be basic of ability to understand and read cladogram well. counting number of clades about calculating group which have same character and same mrca that known as clades. the high misreading rate is affected by the misinterpretation of the branch. this is also found in the research of halverson et al (2011), baum et al., (2005) and gregory (2008), many students who interpret the cladogram are influenced by the branch of the cladogram. students interpret based on the physical characteristics of the cladogram or phylogenetic tree displayed by looking at the distance between branches and reading the proximity of the ends of the branches. meanwhile, the low level of misreading in the sub-indicator places a taxon at the cladogram branching point correctly (69%). this shows that some students are able to place a taxon at the right node as the correct interpretation of evolutionary relationships between species in the questions asked. teaching students to process cladograms in a downward direction would presumably help overcome the incorrect strategy of reading across the tips of the cladogram (gregory, 2008). another common misinterpretation is that the way to determine evolutionary relatedness is to count the number of steps between the taxa in question. branches can be rotated about the nodes, however, such that taxa positions are arbitrary (dees et al., 2014). phylogenetic trees are important tools for organizing knowledge of biological diversity, and they communicate hypothesized evolutionary relationships among nested groups of taxa (monophyletic groups) that are supported by shared traits known as synapomorphy. as visualizations, phylogenetic trees are a type of schematic diagram that illustrates abstract concepts rather than appearances of objects (iconic diagrams) or quantitative relationships. because of this abstract nature, schematic diagrams are used to describe processes that are difficult to observe, such as evolution, and are governed by learned conventions for interpretation (novick & catley, 2014). sa’adah (2017) showed that students have difficulties in determining character evolution such as synapomorphy and autapomorphy from a phylogenetic tree provided because they do not understand the definition of each character evolution and often confuse one character with another character. the ability to properly read, understand and interpret trees is tree thinking. traditionally, mrca is used to interpret taxa relatedness. taxa that share a more recent common ancestor must be more closely related to each other than to another taxon with a less recent common ancestor (dees et al., 2014). table 2 shows that students’ misreading happens in taxa relatedness, they only read cladogram based on distance and position taxon on cladogram. this finding related with dees et al findings that misinterpreting taxa relatedness is however quite common. the most common misinterpretation related to taxa relatedness is using distance between taxa on phylogenetic trees to determine relatedness, that is, branch tip proximity, often referred to as “reading the tips”. misinterpreting phylogenetic trees is not restricted to errors related to taxa relatedness (dees et al., 2014). phylogenetic tree misinterpretations are diverse and pose significant barriers to understanding evolution (meir et al., 2007). therefore, we need to improve skill and understanding of students using tree thinking to read and interpret cladogram or phylogenetic tree. student errors in reading the cladogram can cause errors in interpretation which are indicated by choosing the wrong answer. in this study, many students misreading cladograms on branches, nodes or branching points, as well as distances between branches so that they misinterpret ancestors, the same descendants, synapomorphy characters in a species, monophyletic group and position species on the cladogram. this is also consistent with the findings of baum et al (2005) that the proximity of branches is one of the reasons most students interpret the relationship patterns illustrated by the cladogram. the ability of tree thinking greatly supports students' reading ability of cladogram. the ability of tree thinking in evolutionary learning uses a variety of approaches so that it can help students understand evolution as a phenomenon in biology and provide information about species relatedness, evolutionary timing, species diversity and geographic distribution (gregory, 2008). tree thinking also needs to be taught to high school students and biology students. tree thinking is the ability to interpret, provide reasons, apply information about evolutionary relationships using phylogenetic trees and also reproduce phylogenetic trees with existing biological data and facts (baum et al., 2005; gregory, 2008; halverson et al., 2011). in the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 179-187 185 fuadiyah et al (cladogram misreading of undergraduate …) process of introducing phylogenetic trees, various methods can be used, such as in the research of bokor et al., (2014) which uses a plant phylogenetic module so that it can increase students' attention and mastery of concepts about plants and also improve students' tree thinking skills using evolution in plants. gibson and cooper's research (2017) uses innovative classroom activities related to plant evolution using cards. in the activity, card sorting is carried out based on tree thinking that is tailored to the abilities and experiences of students. eddy et al (2013) has demonstrated that introducing phylogenies by having students build trees is more effective than having them analyze pre-existing phylogenies. therefore, the use of tree thinking can be used as an approach to learning evolution, thus honing students' ability to interpret evolutionary relationships through phylogenetic trees. the introduction of phylogenetic trees in evolution to students can be in the form of animal evolution or plant evolution. novick and catley (2018)a found in their study that novel laboratory activities gave students the opportunity to use their newly acquired skills to make sense of organismic diversity in terms of evolutionary and ecological relatedness being the products of evolutionary processes. conclusion the results of this study indicate that the misreading analysis of students in reading the cladogram obtained the high category. this shows that most students have a poor ability to interpret phylogenetic trees or have high misreading. the ability of student tree thinking is important to be applied as a link between evolution and other branches of biology. the use of tree thinking in learning activities requires educators (can be done by conducting classroom action research, quasi-experiment, and followed by r&d to produce certain products/techniques) to be able to apply a tree thinking approach in the process of teaching and learning activities with more emphasis on students to build phylogenetic trees so that they can support students' tree thinking abilities. using tree thinking in learning can support higher order thinking skills in students and support 21st century skills. maximizing tree thinking abilities in 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(2012). phylogenetic networks: concepts, algorithms and applications. in systematic biology (vol. 61, issue 1). https://doi.org/10.1093/sysbio/syr055 http://ejournal.unp.ac.id/index.php/bioeducation/article/view/7085 https://doi.org/10.3390/educsci11080367 https://doi.org/10.3390/educsci11080367 https://doi.org/10.1093/sysbio/syr055 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 537-548 10.22219/jpbi.v5i3.9647 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 537 research article problem solving process and creative thinking of students in ecosystem issue delinta herlina santi a,1,*, baskoro adi prayitno b,2, m. muzzazinah a,3 a department of biology education, postgraduate, universitas sebelas maret, jl. ir. sutami 36a kentingan, jebres, surakarta central java 57126, indonesia b department of biology education, faculty of teacher training and education, universitas sebelas maret, ir. sutami street 36a kentingan, jebres, surakarta, central java 57126, indonesia 1 delinta.dhs@gmail.com * ; 2 baskoro_ap@fkp.uns.ac.id ; 3 yayin_pbio@fkip.uns.ac.id * corresponding author introduction biology learning emphasizes students to be able to apply technology in digital era literacy, creative, and criticism in their thinking so that they have excellent interpersonal and social skills. challenges faced by the 21st century education is the quality of education and individual which underline an innovative thinking (kellner, 2000). students’ creative and innovative thinking should enable them to analyze the problems faced as well as determine a new ideas as the solution (cropley, kaufman, & cropley, 2011; reiter-palmon, 2011). students’ thinking ability can be deliberately known by assessing their capability in handling problems (heong a r t i c l e i n f o a b s t r a c t article history received august 23, 2019 revised november 02, 2019 accepted november 23, 2019 published november 30, 2019 nowadays environmental issues challenge the educational field to cultivate problem solving process and creative thinking skills in students. the objective of this research was to observe the problem solving process and creative thinking of students at state senior high school in klaten regency in solving the ecosystem problem based on the academic ability (high, medium, and low). this research was qualitative which used think-aloud technique in which the subjects (s) were nine students chosen by using stratified random sampling technique. the data analysis used was triangulation. the problem solving process skill was scored from the students’ thinking structure in tackling the problem served. furthermore, the students’ creative thinking ability was measured from the students’ final results in coping ecosystem problem which then was scored based on the creative thinking skill rubric. the results showed that there were errors found in problem solving process of s1, s2, s3, s4, s5, s6, s8 and s9 due to their lack of background knowledge. meanwhile, the errors resulted by s7 were caused of misconception. in addition, the students who had high, medium, and low academic abilities tended to have the creative qualifications as creative, medium, and less creative in sequence. copyright © 2019, santi et al this is an open access article under the cc–by-sa license keywords academic ability ecosystem issue problem solving process thinking structure how to cite: santi, d. h., prayitno, b. a., & muzzazinah, m. (2019). the problem solving process and creative thinking of students in solving the ecosystem problem. jpbi (jurnal pendidikan biologi indonesia), 5(3), 537-548. doi: https://doi.org/ 10.22219/jpbi.v5i3.9647 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.9647 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:delinta.dhs@gmail.com mailto:baskoro_ap@fkp.uns.ac.id mailto:yayin_pbio@fkip.uns.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.9647 https://doi.org/10.22219/jpbi.v5i3.9647 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9647&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 538 santi et al (problem solving process and creative …) et al., 2012). meanwhile, by possessing creative thinking, students are enabled to comprehend and master the concepts given in a good way. as the consequences, their abilities in reasoning, critical thinking, decision making, creative thinking will be established. santrock (2009) stated that there must be an effort to transform the information which is started from analyzing and creating a conclusion in thinking activity. creative thinking is an essential basic in empowering students’ thinking ability (songkram, 2015). every student has different creative thinking to generate several new ideas (petre, 2018) from any different perspectives as they have different quality of thinking and solving problems (nadeem, shamim-ur-rasool, & haq, 2012). solving problem implementation in learning activity is one of the effective methods to increase students’ creativity (silver, 1997). it also enables students to assess information and by conducting fully consideration as well as find the undergirding cause of the problems arose (aka, 2010). creative thinking skill increases students creativity in tackling problems (çetinkaya, 2014). this learning technique trains students’ creative thinking in accomplishing or solving problem based on the information collected and the students’ thinking pattern developed in elaborating the ideas proposed. the more real condition descripted the more serious student efforts to solve the problem. thus, a real environmental problem served to be solved by students is important to be done. the environmental problem case suit to be studied by students is the blooming of water hyacinths plants (eichhornia crassipes) in rawa jombor. rawa jombor is an artificial ecosystem located in jimbung, krakitan, bayat, klaten, central java, indonesia. this reservoir functions as irrigation canal, tourism (floating shop) destination, and karamba (fish net cage). however, an unbalance ecosystem has occurred as the abundance of eichhornia crassipes which covered up to 40% of the aquatic area. eichhornia crassipes has been known as the worst water weeds in the world as the eutrophication caused gives adverse effects to the environment (zhang, zhang, & barrett, 2010; ingwani, gumbo, & gondo, 2010). it has risen the death of red tilapia fish (oreochromis niloticus) as high as 25%. not only environmental problem, the weeds also causes social and economy issues as their growth are stimulated by the flow of rich-nutrients water and the other water treatment waste (villamagna & murphy, 2010). through creative thinking, the students are able to analyze the problem served so that they find out the process of problem solving and bring out the new idea in coping the problem. this creative thinking skill is measured using several indicators: 1) fluency, 2) flexibility, 3) elaboration, 4) originality (torrance, 1972). this research aimed at revealing the process of problem solving and creative thinking from the students of state senior high school at klaten regency, central java-indonesia in solving the ecosystem problem based on their academic ability (high, medium, and low). the research contribution is the description of the problem solving process and creative thinking of high school students at different levels of academic ability on ecosystem issues. the results of the study will challenge teachers to work on strategies for developing students' problem solving abilities and creative thinking skills based on their level of academic ability. method the sample of research were chosen from the 11th graders of state senior high school in klaten regency, central java, indonesia which consisted of 19 schools. the schools were chosen and graded based on the national examination (ne) score achieved by students in each school. after grading process, there were six schools chosen which comprised of two schools from upper, middle, and lower levels. furthermore, the consideration of choosing the six schools was the analysis of students’ national examination (un) scores to determine their academic ability. the selected students then were interviewed to get the information about their verbal skills. as many as nine students with good verbal skills were chosen as the research samples which comprised of high, medium, and low levels of academic abilities. the students were labelled as s1 (first subject), s2 (second subject), s3 (third subject), s4 (fourth subject), s5 (fifth subject), s6 (sixth subject), s7 (seventh subject), s8 (eight subject), s9 (ninth subject). instrument and procedures the instrument used in this research was test which was arranged based on creative thinking aspects in terms of fluency, flexibility, elaboration, and originality. furthermore, it was validated by learning and evaluation experts. the instrument made achieved 26 for material aspect, 76 for questions presentation, 28 for scoring rubric, and 28 for indicators suitability from learning validator. meanwhile, the evaluation expert gave scores: 26 for material aspect, 83 for question presentation, 29 for scoring rubric, and 28 for the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 539 santi et al (problem solving process and creative …) indicators suitability. the percentage calculation was then done to ensure the instrument eligibility. as the score gained was 84%, it was then converted to the criteria from sudjana (2009) as served in table 1. table 1. the interpretation criteria of validator expert score interval criteria convertion 86% ≤ n < 100% very good a 72% ≤ n < 85% good b 58% ≤ n < 71% enough c 44% ≤ n < 57% poor d n ≤ 44% very poor e the interpretation result of the score gained, it can be seen that the instrument made was categorized as “good” criteria. the instrument was also used to know the error of problem solving constructed by students as well as to determine students’ creative thinking based on their academic ability. the collecting data procedure was comprised of five steps: (1) asking questions to the students about the ecosystem case, (2) asking the students to answer the questions given, (3) discussing the problem, (4) asking students to revise their work results, and (5) asking students to speak loudly about what they were thinking about (think out louds) and recording it. data analysis the data analysis technique used was triangulation of the data gained. the data were collected from different sources, including writing results, using think aloud method. the triangulation results of creative thinking were then analyzed using developmental level qualifications of creative thinking. siswono (2011) divided four level qualifications of creative thinking (served in table 2). table 2. level qualifications of creative thinking no qualifications of creative thinking criteria 1 very creative able to analyze, develop, and expand a problem with one or more alternative answers flexibly so that a new idea can be produced. 2 creative able to analyze, develop, and expand a problem with one or more alternative answers but less flexibility so that having less capability to produce new idea. 3 quite creative able to analyze a problem but not fluent and inflexible so that having less capability to produce new idea. 4 less creative able to analyze a problem but not fluently and inflexibility so that have no capability to produce new idea. 5 not creative not able to make alternative answers and have no capability to solve the problem. furthermore, the problem solving process produced by students were then cross-checked with students’ thinking structure. the expected thinking structures of student to solve ecosystem problem are served in table 3. table 3. the descriptions of problem structure code code description ma the problem which causes the growth of water hyacinth plant (eichhornia crassipes) covers up to 40% of rawa jombor a1 the problem was caused by the using of chemical fertilizer a2 the problem was caused by the using of pesticide a3 the problem was caused by the detergent waste disposal to the river flow which was flowing to the swamp x the impact which was caused from the growth of water hyacinth plant (eichhornia crassipes) which could not be controlled through the balancing of ecosystem in di rawa jombor b1 from abiotic factor c1 causing swamp silting c2 make the water become cloudy c3 make the water volume decrease due to evaporation process b2 from biotic factor c4 make the fish lack of oxygen (o2) c5 the level of oxygen (o2) in the water decreases as it is used for transpiration process of water hyacinth plant (eichhornia crassipes) c6 causing swamp eutrophication b3 from culture or aesthetics factors c7 causing a slum area in the swamp and its surrounding jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 540 santi et al (problem solving process and creative …) code description y the appropriate solution in solving the uncontrolled growth of water hyacinth plant (eichhornia crassipes) through the ecosystem balancing of rawa jombor d1 take away the water hyacinth plant (eichhornia crassipes) from the swamp to get the benefits for making high economy value products such as bags, slippers, biogas, animal feed, etc. d2 decrease the using of chemical fertilizer and pesticide d3 do not throw away the detergent waste into the swamp d4 spread out grass carp (ctenopharyngodon idella val.) d5 use the water hyacinth plant (eichhornia crassipes) on the edge of the swamp as green belt and filter for the water which enters the swamp d6 s make a pool as water storage for each river inlet to swamp to reduce the concentration of nitrogen and phosphorus before entering the swamp finish results and discussion the samples tested to find out the process of problem solving and creative thinking were 9 students. the categorization of 9 samples based on their academic ability. the process of problem solving and creative thinking in rawa jombor case could be categoryzed as follows. the process of problem solving and creative thinking from high academic ability student the process of problem solving and creative thinking from the first subject (s1) in solving ecosystem problem are served in figure 1. descriptions: figure 1. problem structure (a) and thinking structure in solving the problem (b) of s1 figure 1 showed that thinking structure of s1 in solving ecosystem problem contained mistakes in in term of analyzing the reason, impacts, and solution. figure 1 showed that the s1 thought that the undergirding reason of the issue arose was the characteristic of water hyacinth plant (eichhornia crassipes) that lived in the swamp which grew more fertile as the fertilizer accumulated in the swamp flowed from farm land. the student also assumed that the problem arose disturbed the ecosystem in rawa jombor, meanwhile, thus, the solving problem offered was taking away the water hyacinth plant from the swamp and decreased the use of fertilizer in farm land as it is easily dissolved into swamp water. this, in turn, diminished the nutrition for the water hyacinth plant. the mistake done by s1 appeared in the solving problem offered. it can be seen that the student was lack of background knowledge. yet, kim and kim (2018) as well as niezgoda (2011) stated that the environmental knowledge determines person’s behavior towards the environment. meanwhile, the s1’s creative thinking skill was analyzed using triangulation in terms of fluency, flexibility, elaboration, and originality. the fluency aspect of s1 was showed that she/he has the ability in producing various ideas to analyze the problem faced, furthermore, the flexibility of s1 implied that she/he own the ability in applying approaches to analyze the problem faced. in addition, the elaboration aspect of s1 was good as she/he has the ability in developing idea as well as giving solution to deal with the problems come which was (a) (b) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 541 santi et al (problem solving process and creative …) called as originality. even though for some students, being a creative is difficult (heong et al., 2012), yet, it can be habituated by certain training. to go further, the results of triangulation process were analyzed based on the qualification levels of creative thinking (served in table 2). hence, the s1 was recognized as creative qualification. the process of problem solving and creative thinking produced by the second subject (s2) in dealing with ecosystem problem is served in figure 2. the process of problem solving done by s2 in solving the ecosystem problem was correctly structured. it can be seen from the thinking structure performed in analyzing the possible solution (figure 2). the solution offered by s2 was taking away the water hyacinth plant (eichhornia crassipes) from the swamp and decreasing the use of fertilizer from farm land which is easily dissolved into swamp water, therefore, it would not nourished the plant. the mistake done by s2 appeared in the solving problem proposed. the student had low ability in analyzing the undergirding reason and impact of the problem arose as she/he lacked of knowledge. figure 2. problem structure (a) and thinking structure of s2 in solving the problem (b) the results of s2 creative thinking were then analyzed using triangulation in terms of fluency, flexibility, elaboration, and its originality aspect. the triangulation results implied that the fluency aspect was achieved successfully by s2 which means that the ability in producing various ideas to analyze the problem faced was good. furthermore, the flexibility was also enacted by s2, in the other words, s2 has the ability in applying approaches to analyze the problem she/he faced. in addition, based on the elaboration aspect, the s2 was able to develop an idea. based on the originality aspect, s2 also possessed the ability in giving solution for the problems came. as the triangulation gained, the level of qualification and creative thinking possessed by s2 was determined based on the criteria (table 2). hence, the s2 was categorized as creative student. the process of problem solving and creative thinking of s3 in dealing with ecosystem issue is served in figure 3. figure 3. problem structure (a) and thinking structures of s3 in solving the problem (b) figure 3 showed that thinking structure possessed by s3 in solving ecosystem problem. it can be seen that s3 assumed that the problem was caused by the appropriate condition provided by the swamp in supporting the growth of water hyacinth plant (eichhornia crassipes) as the great amount of fertilizer, from farm land, (a) (b) (a) (b) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 542 santi et al (problem solving process and creative …) dissolved in swamp water. s3 also thought that the problem effected the ecosystem balance in rawa jombor. the solution proposed by s3 to solve the prolem was by taking away the water hyacinth plant (eichhornia crassipes) from the swamp and diminishing the use of fertilizer which easily dissolved into the swamp water. so that the plant would not be nourished. the mistake appeared in the solving problem offered by s3. she/he could not analyze the problem correctly as her/his low level of knowledge. meanwhile, the s3’s qualification level of creative thinking, which was determined based on table 2, was categorized as creative. the process of problem solving and creative thinking from medium academic ability students the process of problem solving and creative thinking produced by the fourth subject (s4) in solving ecosystem problem is served in figure 4. s4 concluded that the reason of the problem occurred was the water swamp conditions. the waste dissolved in it and the lower water level as the effect of dry season, as well as hot temperature have led to the ecosystem problem (figure 4). the impact followed the conditions was the disturbance of ecosystem balance and swamp silting. thus, s4 proposed to take away the water hyacinth plant (eichhornia crassipes) and the garbage thrown into the swamp. the mistake of s4 was found in the solving problem she/he proposed. this because s4 lack of knowledge as also appeared clearly when she/he did the think-loud process. s4 could not described clearly his/her own reason, moreover, she/he only repeated the previous answers to deal with the questions given. it can be seen that knowledge is essential to provide basic information before student decide what they must do to solve the problem faced in term of constructing the procedure they are going to make. griffin and care (2015) said that procedure and methodologies, thinking and strategies are the required components which must be clear to deal with the 21st-century challenges. figure 4. problem structure (a) and thinking structure of s4 in solving the problem (b) the triangulation results of s4 creative thinking were: 1) s4 has less ability in producing various ideas in analyzing the problem, which means that the fluency aspect was not well accommodated by s4; 2) s4 could only apply an approach in analyzing the problem, in other words, the flexibility aspect was not well implemented by s4; 3) based in the elaboration aspect, s4 could develop the idea in general way; 4) s4 has low ability in producing new ideas. this means that s4 needs more stimulations of senses and sensory (heong et al., 2012), so that he/she gets use to with new situations which stimulate his/her new ideas. therefore, the qualification level of creative thinking enacted by s4 was fair (enough). the process of problem solving and creative thinking generated by the fifth subject (s5) in solving ecosystem problem is served in figure 5. based on figure 5, it is known that s5 assumed that the ecosystem issue arose in rawa jombor swamp was caused by the characteristics of water hyacinth plant (eichhornia crassipes) morphology and the waste flowed to the area. these conditions have led to the disturbance of the ecosystem in in rawa jombor. by considering the cause of the problem, the solution proposed by s5 was by taking away the water hyacinth plant from the swamp. the mistake found in the solution proposed by s5 as she/he has no adequate knowledge to solve the problem. this fact was clearly appeared as s5 could not clearly answer the questions given in think-loud process. meanwhile, the results of triangulation showed that s5 has less ability in generating various ideas, she/he only applied an approach to solve the problem, moreover, he/she developed idea in general way as the solution, but was less able to produce new idea. thus, s5’s creativity was categorized as “enough” level. (a) (b) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 543 santi et al (problem solving process and creative …) figure 5. problem structure (a) and thinking structure of s5 in solving the problem (b) the process of problem solving and creative thinking resulted by the sixth subject (s6) in solving ecosystem problem is served in figure 6. figure 6. problem structure (a) and thinking structure of s6 in solving the problem (b) s6 assumed that the undergirding reason of the problem was the characteristic of water hyacinth plant (eichhornia crassipes) and its fast reproduction process (figure 6). the impact emerged from the conditions was the ecosystem disturbance in the swamp as bad as swamp silting. therefore, the solution proposed by s6 was clean the water hyacinth plant from the swamp. s6 has made the same mistake as the two previous students i.e. incorrect solving problem proposed as the less knowledge possessed. similarly, the fault was clearly seen in the think-aloud process, as s6 described that the cause of the problem was only the morphology and physiology of the water hyacinth plant (eichhornia crassipes). by conducting triangulation, the s6’s creative thinking was fair (enough) based on the four aspects analyzed. the fluency and flexibility aspects of s6 were not satisfactory as she/he has low ability in producing various ideas to enunciate the problem and only an approach in analyzing the problem. similarly, the elaboration and originality aspects were also fair as the student only develop the idea in general way and no new idea generated. the process of problem solving and creative thinking from low academic ability students the process of problem solving and creative thinking offered by the seventh subject (s7) in solving ecosystem problem is served in figure 7. based on figure 7, it can be obviously seen that the cause of the ecosystem issue was the fluctuation of the swamp water levels. the impact of the condition was the ecosystem unbalance of rawa jombor. in addition, the solution offered was clean the water hyacinth plant as well as the garbages from the swamp. the misconception was found as the student offered the solving problem. s7 thought that the water hyacinth plants in the swamp were cultured and maintained by local people to sell. she/he also assumed that the plants were treated using fertilizers such as several pesticides. the triangulation results showed that the fluency and flexibility of s7 were unsatisfactory. she/he was not able to produce various ideas and only applied an approach to analyze the problem. meanwhile, the elaboration and originality were fair as the student could develop the idea in general way, yet he/she has low (a) (b) (a) (b) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 544 santi et al (problem solving process and creative …) ability in producing new idea. thus, the level qualification of creative thinking possessed by s7 was “less creative”. figure 7. problem structure (a) and thinking structure of s7 in solving the problem (b) the process of problem solving and creative thinking generated by the eighth subject (s8) in solving ecosystem problem is served in figure 8. based on figure 8, it can be seen that s8 assumed that the problem arose was caused by the swamp water condition. the impact emerged was the disturbance of swamp ecosystem. thus, the solution offered by s8 was clean up the water hyacinth plant from the swamp. the mistake made by s8 was caused by the low level of knowledge possessed by s8. it can be proven from the think-aloud activity done. s8 explained that the problem could be solved by reducing the number of water hyacinth plant through spraying pesticides on plant leaves, the s8 even mentioned specific pesticides to kill the plant. the results of triangulation process of s8 creative thinking in solving the problem implied that the qualification level of s8 creative thinking was “les creative”. s8 could not produce various ideas to analyze the problem, he/she only apply an approach to analyze the problem and develop the idea in general way. similarly, s8 has low ability in producing new idea. figure 8. problem structure (a) and thinking structure of s8 in solving the problem (b) the process of problem solving and creative thinking generated by the ninth subject (s9) in solving ecosystem problem is served in figure 9. it can be clearly seen that s9 analyzed that the cause of the ecosystem problem was the water condition, so that the impact emerged was the unbalance ecosystem of rawa jombor. thus, the solving offered was cleaning the swamp from the water hyacinth plant. the mistake made by s9 was because she/he has inadequate of knowledge. this was also obvious when s9 could not answer correctly the questions given in think-aloud activity related to the problem. the triangulation process of s9 creative thinking results implied that the qualification level of s9 was “less creative”. s9 could not produce various ideas in analyzing the problem given, she/he also only apply an approach in analyzing the problem, develop an idea in general way, and could not produce new idea in solving the problem. this is an evidence that without clear method, students could not achieve their success (griffin & care, 2015). (a) (b) (a) (b) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 545 santi et al (problem solving process and creative …) figure 9. problem structure (a) and thinking structure of s9 in solving the problem (b) generally, the results of this research showed that the three groups of students with different academic levels (high, medium, and low) performed similar in term of creative thinking. this finding is in line with the previous report revealed by santi, prayitno, and muzzazinah (2018) which showed that creative thinking skills possess by students with high and low academic abilities were in the same low level due to the lack of knowledge. this finding is also supported with the evidences that the student thinking structure provided the same errors in solving the ecosystem issue given. the solving problem process made by students with the high academic ability (s1, s2, s3) had a mistake in arguing that the undergirding reason of the problem was the characteristic of water hyacinth plant which was more fertile as there were chemical fertilizer dissolved in water swamp. yet, the steps taken to cope with the problem were taking the water hyacinth plant from the swamp and diminishing the fertilizer which possibly flowed to the swamp water. in addition of the study results, students with high, medium, and low academic ability did an error in their structural thinking in solving the ecosystem problem. this can be seen as the students were not able to analyze the problem correctly. they could not notice that the water hyacinth plants would be uncontrolled in rawa jombor and being disturbance for the environment. this was caused by the lack of background knowledge and misconception. shea, mckenna and thomson (2019) stated that an error of students’ structural thinking is caused by the lack of reading interest owned by student which leads them to the condition of lack of knowledge. meanwhile, the mistake also found in the process generated by the medium academic ability students (s4, s5, s6). the low level of environmental knowledge was the reason of the mistake found. in one hand, s4 and s5 thought that the problem emerged was caused by the domestic waste which run into the swamp water, on the other hand s6 assumed that the problem arose was caused by the morphology of water hyacinth plant and no correlation with the water swamp condition. yet, the interesting thing was, albeit that the reason assumed were various, yet the solution proposed to solve the ecosystem problem was the same among the three students (i.e. clean the water hyacinth plant from the water swamp). the group student with low academic ability did the error in solving the ecosystem problem given. s7 did the mistake as the consequence of her/his misconception, meanwhile, s8 and s9 did their mistake as their low level of knowledge. misconception is an error knowledge of students which is not properly describe the concept (hamza & wickman, 2007; taylor & kowalski, 2004). misconception possessed by s7 was his/her assumption that the water hyacinth plant is not a problem as the plants are deliberately maintained by local people, through the treatment of fertilizer, which, in turn, will give them financial benefit after selling the harvested plants. in addition, the thinking structures of s8 and s9 led them to the assumption that the swamp conditions were suitable for the water hyacinth growth, even though, they coud not explain the description of the conditions required by the plant to grow. it was expected that the students could analyze properly the detail of undergirding reason of the uncontrollable growth of water hyacinth plant from various perspectives. moreover, the students were also expected to have the ability in analyzing properly about the impact which possible arose as they observe the abiotic and biotic factors surrounding the swamp area. thus, the solution offered would be related to the height growth of water hyacinth plant. this means that the students were demanded to give the relevant solutions to each problem existed as well as providing new ideas as the alternatives which possibly used to deal with the problem. pukdeewut, chantarasombat, and satapornwong (2013) said that students attained knowledge, skill, and attitude towards creative learning activity management. thus, there must be a great (a) (b) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 537-548 546 santi et al (problem solving process and creative …) design to habituate the students to get what they need to be creative person. one of the design is the use of proper learning model (husamah, fatmawati, & setyawan, 2018). however, there also interesting findings revealed in this study. it was found that the groups of students have different ability in producing new ideas. the higher the level of academic ability, the better the ability in initiating new ideas. this showed that creative thinking needs to be trained and practiced in students’ daily life. hence, solving certain problems can measure students’ creative thinking (çetinkaya, 2014; pizzingrilli, valenti, cerioli, & antonietti, 2015). the students with creative qualification can be observed from the way they coping the problem. they can develop and expand their ideas in several ways of thinking, yet they were unable to analyze some approaches which limited them to generate the more various new ideas. meanwhile, the students with medium academic ability was qualified as quite creative based in the way they solved the problem. even though they could describe the problem, but they could not apply some approches, thus, they could not produce new idea. in addition, the students with low academic ability was qualified as less creative as their performance in solving the problem. they could only answer the questions about ecosystem problem based on their shallow knowledge due to their unability in analyzing approaches which led them to have no new idea condition. conclusion the results of research showed that the ecosystem case in rawa jombor could reveal the students’ ability in problem solving process and creative thinking. students with high academic ability tend to perform their creative thinking ability with creative qualification. students with medium academic ability tend to have creative thinking ability with quite creative qualification. students with low academic ability tend to have creative thinking ability with less creative qualification. yet, the students with high, medium, and low academic abilities were unable to optimize their knowledge so that it is needed to be practiced with more serious effort to deal with problems faced, especially in the field of biology in ecosystem materials. lack of knowledge is the cause of the low creative thinking owned by students. acknowledgment the authors’ acknowledgments are conveyed for several parties who were involved in this research, namely, the all biology teachers in the 11th grade and all of the principals of state high schools in klaten regency, central java who had given permission to conduct this research. references aka, e. ġ. 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(2010). genetic uniformity characterizes the invasive spread of water hyacinth (eichhornia crassipes), a clonal aquatic plant. molecular biology, 19, 1774–1786. doi: https:// doi.org/10.1111/j.1365-294x.2010.04609.x. https://opac.perpusnas.go.id/detailopac.aspx?id=586982 https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1218&context=tpr https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1218&context=tpr https://doi.org/10.1002/j.2162-6057.1972.tb00923.x https://doi.org/10.1111/j.1365-2427.2009.02294.x https://doi.org/10.1111/j.1365-2427.2009.02294.x https://doi.org/10.1111/j.1365-294x.2010.04609.x https://doi.org/10.1111/j.1365-294x.2010.04609.x universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 451-458 10.22219/jpbi.v5i3.8768 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 451 research article information literacy skill: an alternative to support biology student’s learning outcomes murni saptasari a,1,*, s. sunarmi a,2, eko sri sulasmi a,3, rido sigit wicaksono a,4, ahmad kamal sudrajat a,5 a department of biology, faculty of mathematics and sciences, universitas negeri malang, jl. semarang 5 malang, east java 65145, indonesia 1 murni.sapta.fmipa@um.ac.id*; 2 sunarmi.fmipa@um.ac.id; 3 eko.sri.fmipa@um.ac.id; 4 rsigit23@gmail.com; 5 kamalsudrajat2@gmail.com * corresponding author introduction the fast and rapid development of information and technology in the 21st-century becomes a challenge for educators. the challenges are to educate students as curious individuals, to think critically, and communicate effectively (bell, 2010; binkley et al., 2014; erich & popescu, 2010; greenstein, 2012). saglam, cankaya, ucer, and cetin (2017) argues that the development of information technology has a significant impact on education, the most important problem to overcome in the 21st-century is instilling information literacy to students. the purpose of information literacy is fundamentally helping students to understand the knowledge-making process and strengthen their capacity in terms of using and creating a variety of information or knowledge products (feng & ha, 2016; fullard, 2017; ranaweera, 2017). the definition of information literacy is a set of integrated a r t i c l e i n f o a b s t r a c t article history received june 29, 2019 revised november 01, 2019 accepted november 19, 2019 published november 30, 2019 information literacy is a fundamental aspect to ease students in encompassing the knowledge-making process as well as empowering their capacity in using and creating various information and knowledge products. the purpose of this study was to determine the effect of integrating information literacy rubric with project-based learning on students’ learning outcomes in structure of plant development course. this quasi-experimental research used a non-randomized pretest-posttest control group design. the population in this study was the all biology department undergraduate students at the universitas negeri malang in 2018/2019 academic year. the sample consisted of 120 students which were divided into two groups (control and experiment). the data gained was analyzed using one-way ancova. the results showed that project-based learning which was integrated with information literacy rubric had a significant impact on biology students’ learning outcomes. based on the findings, it is suggested that educators should provide a proper strategy as an effort to support their students’ learning outcomes. copyright © 2019, saptasari et al this is an open access article under the cc–by-sa license keywords information literacy skill learning outcome project-based learning outcome how to cite: saptasari, m., sunarmi, s., sulasmi, e. s., wicaksono, r., & sudrajat, a. k. (2019). information literacy skill: an alternative to support biology student’s learning outcomes. jpbi (jurnal pendidikan biologi indonesia), 5(3), 451458. doi: https://doi.org/10.22219/jpbi.v5i3.8768 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.8768 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.8768 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.8768&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 451-458 452 saptasari et al (information literacy skill …) capabilities that include: 1) identification of the extent of information needed; 2) accessing information effectively and efficiently; 3) critically evaluate information and sources; 4) use information effectively to achieve individual goals; 5) access and use information ethically and legally (hulett et al., 2013; klucevsek & brungard, 2016). information literacy is generally needed to find, take, analyze, and use information (ranaweera, 2017). information literacy is an important skill to be empowered. with information literacy, students will become learning human beings (feng & ha, 2016). ranaweera (2017) adds through information literacy, students are provided with an ability to recognize when they need information, where to locate it, how to use it effectively and efficiently, also evaluate the information and sources critically. in spite of the importance of information literacy, it is reported that information literacy skills of indonesian high school and higher education students belong to a low category. pisa (2015) reported that indonesia student’s reading proficiency score is 397 which belongs to the 1b level. it means that indonesian students can make a simple connection between information in the text and common everyday knowledge, but still incapable to make a reflection and critically evaluate the quality of a worth-to-read text. the low reading proficiency contributes to the low level of information literacy skill in higher education. sinurat, zulharman, and amtarina (2017) showed that college students are commonly able to decide the extent of needed information, access information effectively but still unable to evaluate the information resources efficiently and critically. a low-skilled person will affect the learning outcome of that person since learning itself needs skill in managing information. these phenomena are caused by the implementation of inappropriate learning strategies. information literacy skills in traditional learning are often not honed because students are only passive recipients of information through the lecture method (detlor et al. 2012). some of the lecturer’s teaching is more likely to provide extensive scientific content without regarding the process of how students achieve learning goals (stefani, 2009). whereas biology students need to be trained to be skilled in information literacy in developing scientific methods. mcfarlane (2013) states that learning science is advancing factual, principle and procedural knowledge through scientific means. flierl, bonem, maybee, and fundator (2018) emphasize information literacy as an essential result of undergraduate education. porter et al. (2010) add that it is necessary to provide authentic learning opportunities for first-year biology students by exploring science as a process, so students may turn into information literates. information literacy can be developed using appropriate learning models/strategies/methods (dolničar, podgornik, & bartol, 2017; dunne, dunne, & sheridan, 2012; genlott & grönlund, 2013; hulett et al., 2013; karimi, ashrafi-rizi, papi, shahrzadi, & hassanzadeh, 2015). one learning model that can improve skills information literacy is project-based learning (pjbl) (chu, tse, & chow, 2011; eliana, senam, wilujeng, & jumadi, 2016; saliba, mussleman, fernandes, & bendriss, 2017). pjbl is considered a better effort than a lecture method since involving an in-depth exploration of issues, themes or problems without predefined answers (harada, kirio, & yamamoto, 2008). the previous study by saptasari, sunarmi, and sulasmi (2018) found that there was no effect of pjbl on biology student’s botanical literacy skills, another form of information literacy skill which is emphasizing on botany, in the structure and development of plants course. the study showed that students experience several obstacles in completing the project, such as 1) having difficulty in reading and taking the core of scientific reading material content; 2) inadequate research sources in compiling articles and analyzing data; 3) students often use reference sources that cannot be justified. in line with wijaya, sudjimat, and nyoto (2016) stated that there were commonly found errors during the information literacy learning process such as misunderstanding the instruction and error in selecting information. therefore pjbl itself should be combined by a learning tool which provides direct feedback to maximize its effect upon the information literacy skill. a learning tool which provides direct feedback toward the student’s process is a formative assessment. davies, earle, mcmahon, howe, and collier (2017) stated that a formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student’s achievement of an intended instructional outcome. through formative assessments, teachers monitor student progress, provide students feedback and adjust instructional approaches toward improved teaching and learning (andersson & palm, 2017; hansen & ringdal, 2018; hooker, 2017). in other words, a formative assessment may also help students identify their strengths and weakness and the target areas that need to be worked on (hansen & ringdal, 2018; xiao & yang, 2019; zainuddin, shujahat, haruna, & chu, 2020). additionally, it helps the teacher recognize where students are struggling and address problems immediately. there are still barely found any research trying to determine the effect of integrating formative assessment in a certain learning model in order to promote student’s learning outcomes through information literacy. thus, this research aims to determine the effect of integrating information literacy rubric, as a formative assessment, on project-based learning in student’s learning outcomes during the structure of plant development course. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 451-458 453 saptasari et al (information literacy skill …) method this quasi-experimental research was using a nonrandomized pretest-posttest control group design (leedy & ormrod, 2019) as shown in table 1. the study conducted in march november 2018. the population in the study was all biology department undergraduate students at the universitas negeri malang in the 2018/2019 academic year. the sample used was consisted of 120 students who took the structure of plant development course. the sample divided into two study groups (control and experimental group). each study group consisted of two classes. control groups used a project-based learning model while the experimental groups used a project-based learning model that integrated the information literacy rubric. both groups are equally given the same project which is making a scientific paper as an alternative problem solving through research approaches and related to the structure and development of plant generative topic, therefore the expected learning outcome is a writing skill. table 1. non-randomized pretest-posttest control group design group pretest treatments posttest k t1 x1 t2 e t3 x2 t4 note: k = control group; e = experiment group; x1 = pjbl; x2 = pjbl integrated information literacy rubric the measured learning achievement was students' writing skills using the rubric for a research project in education which is adapted from wolf and stevens (2007). the rubric itself contains eight aspects namely abstract, introduction, methods results, discussion/conclusion, limitation, references, and written report. every aspect consists of three indicators (beginning, proficient, and advanced) including a description for each indicator. the data were analyzed using descriptive and inferential analysis. the inferential analysis was used to test the students' research hypothesis. the inferential analysis used the ancova test with the prerequisite test namely homogeneity (levene’s test) and normality (shapiro-wilk) test. descriptive analysis was used to describe the students’ learning outcomes. also, questionnaires were given to understand students’ responses toward the information literacy rubric. the rubric consists of three opened-question which asked how do students feel by using the rubric in the pjbl, do they find the rubric gave wether advantages or disadvantages, and what do they use the rubric for. results and discussion the result of the homogeneity and normality test is presented in table 2 and table 3, respectively. the homogeneity result shows that sig. value 0.313 > 0.05, this means that the data is homogeneous. table 3 shows that the data distributed normally with the sig. value is 0.61 > 0.05. table 2. homogeneity test results f df1 df2 sig. 1.026 1 118 0.313 table 3. normality test result n 120 normal parameters a,b mean .0000 std. deviation 4.81630 most extreme differences absolute .079 positive .046 negative -.079 test statistic .079 asymp. sig. (2-tailed) .061c table 4 shows a summary of the ancova test results in the control and experiment group. the results of the ancova test is less than 0.05, this means that the null hypothesis rejected and the research hypothesis is accepted. in other words, the information literacy rubric used in the experimental group affects the students’ learning outcomes. furthermore, table 5 shows the corrected average students’ learning outcomes in the experimental group amounting to 75.911% while in the control group were 66.489%. these findings indicate that the empowerment of learning outcomes with information literacy rubric assessment in the experimental jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 451-458 454 saptasari et al (information literacy skill …) group is better than in the control group. these results also supported by the improvement of students’ learning outcomes percentage in the experimental group which is higher than the control group. table 4. summary of ancova test results in experimental and control group source type iii sum of squares df mean square f sig. corrected model 6308.783a 2 3154.391 133.699 0.000 intercept 3311.249 1 3311.249 140.347 0.000 xhbk 3601.283 1 3601.283 152.640 0.000 class 2663.597 1 2663.597 112.896 0.000 error 2760.417 117 23.593 total 617402.000 120 corrected total 9069.200 119 a. r squared = .696 (adjusted r squared = .690) table 5. comparison of corrected average learning outcomes in experimental and control group group pretest posttest difference corrected average experiment 54.75 75.950 21.200 75.911 control 54.63 66.450 11.817 66.489 based on these comparisons, it can be seen that the application of information literacy rubric assessment can improve learning outcomes compared to the control group. according to soleymani (2014) there was a link between information literacy and student academic success at isfahan university of medical sciences. other research was conducted by julien, detlor, serenko, willson, and lavallee (2009b, 2009a) showed that there is an influence between information literacy and student learning outcomes. flierl et al. (2018) argue that giving student assignment to synthesize information and communicate results throughout one semester are correlate positively with academic achievement. the results of the ancova test show that information literacy influences learning outcomes. besides that, it is found that the average corrected learning achievement of students in the experimental group is higher than control group. these findings indicate that the empowerment of learning outcomes with information literacy rubric assessment in the experimental group is better than students in the control group without it. the task given for students in one semester in the structure of plant development course was to compile scientific articles. however, based on the results of previous research shows that students are still not trained and therefore need effort through information literacy (saptasari et al., 2018). klucevsek and brungard (2016) declare that to be able to write in compiling scientific articles, students must develop skills in information literacy. information literacy treatment in the experimental group with a rubric to assist students in completing assignments. the research is following rapchak, brungard, and bergfelt (2016) opinion that rubric is used as a formative assessment to help students in the learning process. authentic assessments of the tasks applied will make students possess not only content mastery but also the ability to use content knowledge in problemsolving. other research shows that the use of formative assessment rubrics can improve critical thinking skills (visande, 2014). thus, the utilization information literacy as formative assessment may also help students identify their strengths and weakness and the target areas that need to be worked on (andersson & palm, 2017; hansen & ringdal, 2018; wilson, roscoe, & ahmed, 2017; xiao & yang, 2019; zainuddin et al., 2020). in addition, student’s will improve their learning outcome because of the teacher can recognize where students are struggling and address problems immediately. the results of the descriptive analysis revealed that students showed an active learning process in carrying out tasks from information literacy rubric assessment such as identifying the extent of information needed, accessing and evaluating information. detlor et al. (2012) stated that the application of information literacy is an active learning strategy because through information literacy rubric students analyze, synthesize, and evaluate information to support the achievement of student learning in the classroom. the result also indicated that students in the experimental group experienced some benefits from using the information literacy rubric assessment. generally, there are three benefits and its percentage which can be seen in figure 1. findings from student responses indicate that the use of rubric information literacy provides several benefits for students such as: (1) giving clear instruction guidance; (2) assessing individual achievement; and (3) motivating better performance. laurian and fitzgerald (2013) said that rubric directed at helping lecturers and students to assess their learning, thus a student can improve their learning formally. the use of rubrics is essential when working with complex learning processes. rapchak et al. (2016) emphasizes that the rubric used according to the project learning model allows students to assess their assignments directly and the purpose is to determine the learning outcomes. in line with the finding of bennett (2011) that identified the key of formative assessment strategies which were said to be effective in improving learners’ achievement including (1) clarifying and jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 451-458 455 saptasari et al (information literacy skill …) sharing learning intentions and criteria for success; (2) providing feedback that moves learners forward; (3) activating students as the owners of their learning (self-assessment); and (4) activating students as instructional resources for one another (peer assessment). 70% 20% 10% giving clear instruction guidance assessing individual achievement motivating better performance figure 1. percentage of student’s responses toward the benefits of using information literacy rubric assessment the implementation of the information literacy rubric assessment used consists of three criteria: 1) beginning; 2) proficient; and 3) advanced. the results obtained from students, in general, are still at the beginning of the indicator because it needs to integrate into several other subjects to help develop students' intellectual abilities. at the beginning of the sign has a concept to connect science with other disciplines, student can write scientific terms, but they still have misunderstandings (fakhriyah, masfuah, roysa, rusilowati, & rahayu, 2017). according to flierl et al. (2018) the relationship between information literacy and student achievement varies based on the rating scale. the range of studies of small-scale investigations offers in detail how students use information for specific tasks and large-scale studies related to library resources. the results of this research showed that pjbl which was integrated with information literacy rubric had a significant impact on biology students’ learning outcomes. however, it is suggested that educators should provide a proper strategy as an effort to support their students’ learning outcomes. conclusion the results showed that project-based learning which was integrated with the information literacy rubric had a significant impact on biology students’ learning outcomes. there are differences in the enhancement of student’s learning outcomes between the experiment group and the control group. the experiment group which used pjbl integrated with information literacy rubric assessment had better learning outcomes enhancement than the control group which just used pjbl. the results showed that the use of information literacy rubric assessment affected the student learning outcome with a corrected average is 75,911. based on the findings, it is suggested that educators should provide a proper strategy as an effort to support their students’ learning outcomes. acknowledgment this research was supported and funded by drpm (direktorat riset dan pengabdian masyarakat or directorate of research and community engagement) of ministry of research and technology of the republic jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 451-458 456 saptasari et al (information literacy skill …) of indonesia with pdupt (penelitian dasar unggulan perguruan tinggi or basic research of higher education) scheme. references andersson, c., & palm, t. 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(2020). the role of gamified e-quizzes on student learning and engagement: an interactive gamification solution for a formative assessment system. computers and education, 145. doi: https://doi.org/10.1016/j.compedu.2019.103729 https://jom.unri.ac.id/index.php/jomfdok/article/view/15488 https://jom.unri.ac.id/index.php/jomfdok/article/view/15488 https://doi.org/10.4103/2277-9531.139677 https://doi.org/10.4103/2277-9531.139677 https://doi.org/10.4324/9780203822524 https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-5-2014/developing-critical-thinking-skills-among-education-students-.pdf https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-5-2014/developing-critical-thinking-skills-among-education-students-.pdf http://repository.unikama.ac.id/840/32/263-278%20transformasi%20pendidikan%20abad%2021%20sebagai%20tuntutan%20pengembangan%20sumber%20daya%20manusia%20di%20era%20global.pdf 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education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and novembe r. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, asean citation index (aci) and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher i s from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same 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engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/28468') table of content students’ perceptions concerning the learning environment based on biology teachers’ tpack cut intan evtia nurina, r. riandi, ari widodo, hendra yulisman ......................................................................... 367 developing audio-visual learning media based on video documentary on tissue culture explant of dendrobium bigibbum m. mellisa, yola dwi yanda .................................................................................................................................... 379 the effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation s. suhirman, y. yusuf ............................................................................................................................................. 387 students’ curiosity profile in excretion system topic taught using authentic inquiry learning kasyfi rifqi mouromadhoni, sri atun, sabar nurohman ....................................................................................... 397 the implementation of local wisdom-based learning and hots-based assessment: teacher survey in banjarmasin a. abidinsyah, siti ramdiah, muhammad royani ................................................................................................. 407 developing gen-21cs on smartphone to cultivate the 21st-century skills on biology teacher candidates yuyun maryuningsih, topik hidayat, r. riandi, nuryani rustaman ..................................................................... 415 blended-problem-based learning: how its impact on students' critical thinking skills? marheny lukitasari, indah purnamasari, sri utami, akhmad sukri ....................................................................... 425 implementing of subject jigsaw learning model and its impact on students’ achievement in embryology course m. haviz, l. lufri ..................................................................................................................................................... 435 the mapping of science teacher candidate’s prior knowledge in cellular respiration topic safira permata dewi, djunaidah zen, maefa eka haryani ..................................................................................... 443 information literacy skill: an alternative to support biology student’s learning outcomes murni saptasari, s. sunarmi, eko sri sulasmi, rido sigit wicaksono, ahmad kamal sudrajat ........................... 451 interactive media of respiratory system material “resysmart” based on problem-based learning luthfi rahayu ningsih, mieke miarsyah, r. rusdi ................................................................................................. 459 building the framework of local adiwiyata schools in sintang district, west kalimantan province hendra setiawan, rachmi afriani, maria delfina dhae .......................................................................................... 471 augmented reality to facilitate students’ biology mastering concepts and digital literacy zakia nurhasanah, ari widodo, r. riandi ............................................................................................................. 481 the effectiveness of animal physiology practical book based on guided inquiry model rina widiana, diana susanti, silvi susanti, ramadhan sumarmin ....................................................................... 489 developing digital multimedia of human anatomy and physiology material based on stem education nuril hidayati, farizha irmawati ............................................................................................................................. 497 rqa integrated with adi: empowering biology students’ ability in posing higher-order thinking skills questions astuti muh amin, duran corebima aloysius, siti zubaidah, susriyati mahanal.................................................... 511 higher-order thinking skills based on marzano taxonomy in basic biology i course metri dian insani, novida pratiwi, m. muhardjito .................................................................................................... 521 the effect of intention to act and knowledge of environmental issues on environmental behavior fauzul iman, mieke miarsyah, diana vivanti sigit .................................................................................................. 529 problem solving process and creative thinking of students in ecosystem issue delinta herlia santi, baskoro adi prayitno, m. muzzazinah ................................................................................... 537 profiling students’ environmental care attitudes taught using sasak tribe local wisdom-integrated model h. hunaepi, ika nuraini dewi, s. sumarjan ............................................................................................................ 549 volume 5, issue 3, november 2019 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7819 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9993 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9817 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7689 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9910 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9714 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10048 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9864 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10037 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8768 http://ejournal.umm.ac.id/index.php/jpbi/article/view/7807 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8761 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9694 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9784 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8584 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8301 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10171 http://ejournal.umm.ac.id/index.php/jpbi/article/view/8842 http://ejournal.umm.ac.id/index.php/jpbi/article/view/9647 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10009 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 345-352 10.22219/jpbi.v5i2.8524 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 345 research article environmental awareness and participation of filipino pre-service teachers genalyn p. lualhati a,1,* a college of teacher education, batangas state university jplpc-malvar, batangas province, 4232, philippines 1 genpanganiban_0301@yahoo.com * corresponding author introduction the environment provides everything for humans such as food, shelter, air, and water. everything that surrounds people suffice not only their biological needs but also the material things that will give a triumphant return on their part. it is indeed a fact that the environment is beautiful and useful. however, it is worthy to note that the beauty of nature has limitations. it will not always prevail its positive side because it is very evident that it had been degraded by human activities (groot, 1992; hendryx, ahern, & zullig, 2013). the utilization of its usefulness has been abused by humans (uduorji, 2009; warner, hamza, oliver-smith, renaud, & julca, 2010). in this regard, schools, mainly educators' foremost duty is to offer quality environmental education to create awareness and participation among the citizens of a country (boca & saraçli, 2019; cartea, 2005). environmental education is aimed at changing people's behaviour to be more environmentally friendly to minimize the impact of human activities on the environment (nijhuis, 2011; tan & pedretti, 2010). a person needs to be aware of his environment, as this is the foundation and starting point of literacy (burchett, 2015; a r t i c l e i n f o a b s t r a c t article history received may 25, 2019 revised june 05, 2019 accepted june 20, 2019 published july 16, 2019 schools are accountable to cultivate environmental awareness and participation among future leaders. in an attempt to address this concern, this research determined the level of environmental awareness and involvement of teacher education seniors in one state university in the philippines. specifically, it focused on the respondents' level of environmental awareness in terms of issues and policies and level of environmental participation in terms of waste management, resource conservation, and environmental initiative. by employing the descriptive method of research with self-made questionnaire as its gathering tool. this paper found out that the respondents were unaware of environmental issues and policies, while they were moderately participative in activities relevant to environmental protection and conservation. with the findings of the study, enrichment activities offered by the researcher as well as considered by concerned authorities for its maximum actualization to enliven the once-perfect environment which human beings continuously destroy. copyright © 2019, lualhati this is an open access article under the cc–by-sa license keywords environment awareness filipino teacher education resource conservation waste management how to cite: lualhati, g. p. (2019). environmental awareness and participation of filipino pre-service teachers. jpbi (jurnal pendidikan biologi indonesia), 5(2), 345-352. doi: https://doi.org/10.22219/jpbi.v5i2.8524 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.8524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.8524&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 345-352 346 lualhati (environmental awareness and participation …) meilani, 2009; turiman, omar, daud, & osman, 2012). this can be understood by the quotation mentioned in the belgrade charter, which was issued in the environmental education workshop held at belgrade, yugoslavia in 1975 (sola, 2014). it emphasizes the primary aim of environmental education which is to develop a world population that is aware of and concern about the environment as considerable as its associated problems, so that the community will have the knowledge, skill, attitudes, motivation, and commitment to work individually and collectively towards the solutions of current issues and prevention of new ones" (tanner, 1980; unesco-unep, 1990). the philippines republic act no. 9512 section 3, also known as the national environmental awareness and education act of 2008, has been encouraging the other institutions to participate in taking care of the environment. it consists of the responsibilities of citizens to value how to conserve, protect and restore natural resources and to attain sustainable development (bedural, 2018; chandran, gunawardena, & castro, 2017; galang, 2010; magalang, 2014; valencia, 2018). furthermore, commission on higher education's (ched), an agency to foresee tertiary education, set out the ched memorandum order (cmo) no. 20, series of 2013. this document has revised the general education curriculum as well as the serious effort of the government consideration on the environment. the curriculum includes natural science (ns) courses specifically, earth and environmental science. these courses were mandated to be included in teacher education programs aiming to open the future generation’s mind about various issues and policies affecting the environment and several activities which possibly undertaken to address these matters. additionally, the course national service training program (nstp) i and ii were also included. it was designed to produce a civic-minded citizenry that can be an agent of change in the next generation (commission on higher education, 2013). to further promote a culture of environmental safeguarding among pre-service teachers, textbooks relevant to environmental issues were developed and validated (ardan, 2016; ilma & wijarini, 2017). moreover, according to moseley, reinke, and bookout (2002) and wilke (1985), classroom approaches and strategies to impart these topics like field trip, community immersion, outdoor exposure and volunteerism were also initiated by college educators to make the future teachers become more responsive and take an active part in guarding the earth‘s environment by making informed decisions and taking environmentally friendly actions. indeed, it is essential that pre-service teachers learned these courses and should be trained appropriately on environmental concepts and skills to impart the concepts as well as skills obtained to learners. they should be well-equipped with the knowledge and skills of methods or approaches in teaching environmental concepts and materials to inculcate the right understanding of an attitude towards the environment in the learners. thus, these teachers must be environmentally competent (lualhati, 2017; tapia-fonllem, fraijo-sing, corralverdugo, & valdez, 2017). singh and titi (2001) documented different results and findings brought by researches on the role of teacher education in promoting environmental education. by considering the vital role of teachers in promoting environmental conservation, since it is in their hands lies, the next pool of environmental minded citizenry is conceptualized in this study. as an educator handling science-related courses for teacher education programs, this study is essential as this can reinforce obligation and commitment among faculty members in preparing education students to be excellent deliverers of environmental education. there have been limited studies focusing on pre-service teachers' environmental awareness and participation, and the researchers found it deemed necessary to determine the level of awareness on environmental issues and policies as well as the level of participation in terms of waste management, resource conservation, and environmental initiative among teacher education seniors at batangas state university-jplpc campus, batangas, philippines during the academic year 2018-2019. this study has an end view of disseminating its results and the actualization of enrichment activities. thus, this is not just applicable to schools, but also it suits for the community. the researcher values the beauty of the environment, and this study will give birth for some constructive changes that will bring back to the onceperfect environment, which people knew it to be. method research design the researcher used the survey type of descriptive research and used 21 bachelor of elementary education and 106 bachelor of secondary education seniors of batangas state university who are officially enrolled during the academic year 2018-2019 as respondents. the researcher utilized the whole population or jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 345-352 347 lualhati (environmental awareness and participation …) 127 respondents. purposive sampling was used in which the researcher relies on her judgment when choosing members and numbers of the population to participate in the study (groves et al., 2009). the researcher decided to accept them as respondents with the belief that the role of these future teachers in instilling and reinforcing foundational environmental knowledge, awareness, and participation among students is vital. moreover, their success in finishing and passed the courses relevant to the environment, has made them more suitable to be respondents of this study. there were three phases that this study has executed, namely, planning, data gathering, and analysis. the researcher was able to formulate the research problem by examining several resources and existing studies on environmental education. her long years of experience handling environmental-related courses inspired and empowered her to conceptualize this study. instrumentation to elicit the needed information for this study, the researcher used a self-made questionnaire. the first part of the questionnaire was 10 item statements to reveal their awareness of environmental issues and the other 10 item statements for policies as the second part. part iii was composed of 15 items to show their level of participation in terms of waste management, resource conservation, and environmental initiatives. the interpretation of the computed mean for the level of environmental awareness and participation, the following mean ranges with their corresponding interpretations were used: 3.51-4.00: strongly agree-highly aware-highly participative; 2.51-3.50: agree-aware-participative; 1.51-2.50: slightly agree-moderately aware-moderately participative; 1.00-1.50: disagree-not aware-not participative. to ensure the instrument's validity and reliability, the researcher sought the assistance of the three experts in the field of environmental science and statistician. the obtained .839 alpha coefficient suggests that the instrument was reliable. data collection procedure the consent form is prepared and given to the respondent so that the research objectives are clearly understood and the respondent is willing to participate. they were oriented on the study's requirements and the confidentiality of the information to be collected among them as respondents of the study. communication letter was also prepared to seek the approval from higher authorities to distribute the instrument. upon approval, the researcher appropriately consulted the department's secretary for the schedule of the administration of the questionnaire. also, she spread and retrieved the questionnaire. the gathered data were checked, tallied, scored, and treated through weighted mean. results and discussion this part presents the data gathered together with the corresponding analysis and interpretation. the data are presented in tabular form organized sequentially, following the order of presentation of the specific problems posed in the study. environmental awareness of the respondents this part of the study reveals the level of environmental awareness of the respondents. the data is presented in table 1. the mean of 2.66 shows that majority of the respondents agreed that they are familiar with the effects of pollution. this signifies that the course instructors provided discussion for the better understanding and awareness of air pollution and possible approaches for environmental protection the students may undertake to solve this issue. in general, the table 1 shows that the respondents were not aware (2.49) with environmental issues. this implies that the school officials and faculty members might provide activities to develop further the respondents' awareness about the issues that were happening in their environment. one way of improving the respondents' awareness with regards to environmental issues is by making the subject multi-disciplinary. this means that highlighting environmental issues must intertwine with other disciplines. it was stated by school official that the integration of environmental education into teacher programs is necessary. it was also strengthened that some courses about the environment should take place in each subject area in teacher education; not only in biology but also in language and literature, mathematics, english language and literature, and computer teacher education. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 345-352 348 lualhati (environmental awareness and participation …) consequently, in line with tekin (2012) and wilke (1985), the teachers become more environmentally aware and can encourage the students to show environmental awareness. moreover, table 2 presents the level of awareness of the environmental policies of the respondents. it can be gleaned from the table that majority of the respondents were aware (2.49) of solid waste management (swm) act and garbage law. these laws are in response to the pressing problem of garbage in the country. the results of the respondents awareness indicates that the local government unit's effort of implementing these policies has been active. table 1. awareness of environmental issues item statements wm vi as a student, i know that … 1. global warming results in a tremendous amount of heat. 2.54 agree 2. natural habitats decrease in number because of extreme disasters. 2.51 agree 3. pollution severely affects the health of every organism, and it must be solved. 2.66 agree 4. priority project of the local government unit in disseminating environment-related issues must be continued. 2.35 disagree 5. pollution lessens productivity, and job opportunities. 2.23 disagree 6. many coral reefs have been damaged because of cyanide and dynamite fishing. 2.72 agree 7. mining poses calamities and severe health hazards. 2.44 disagree 8. greenhouse gases from human activities are the most common cause of climate change. 2.41 disagree 9. forest degradation affecting the soil and water quality in the immediate area can hurt biodiversity over a range of connected ecosystem. 2.48 disagree 10. paper, plastics, and other materials that are burned can contaminate the air. 2.59 agree composite mean 2.49 not aware legend: wmweighted mean; vi-verbal interpretation furthermore, 18 years after the enactment, these laws had been a system of garbage disposal up to present, resulting the increase of awareness and exposure among the citizens. according to sapuay (2014), the laws have emphasized the waste diversion schemes such as waste segregation, composting, reuse, and recycling primarily. acosta, paul, lao, aguinaldo, and valdez (2012) stated that it could also be said that if the laws are appropriately implemented, they are potential to address the current problems on swm in the philippines effectively. generally, table 2 shows that the respondents were not aware (2.39) of environmental policies enacted in the country. to raise awareness around environmental issues, it is vital to start the conversation early. this result could be an indicator that environmental awareness should be part of school curriculum starting from elementary. table 2. awareness of environmental policies item statements wm vi as a student, i know that … 1. philippine clean water act of 2004 applies to the water quality management in all water bodies. 2.38 disagree 2. toxic substances and hazardous and nuclear waste control act of 1990 restricts the importation, processing, sale, distribution, use, and disposal of chemical substances and mixture. 2.27 disagree 3. environmental protection act of 1990 empowers local authorities to deal with noise constituting a statutory nuisance. 2.27 disagree 4. philippine mining act of 1995 regulates the utilization of mineral resources in the country. 2.34 disagree 5. philippine code of sanitation requires food establishments in cities and municipalities to create a collection and disposal system. 2.36 disagree 6. the garbage law of 1995 prohibits littering in public places. 2.49 disagree 7. philippine ecological solid waste management act of 2000 encourages people to discipline themselves on proper waste disposal. 2.49 disagree 8. p.d. 705, known as the forestry reform code of the philippines, emphasizes the protection, development, and rehabilitation of forest lands. 2.39 disagree 9. philippine clean air act of 1999 promotes and protects the global environment to attain sustainable development 2.48 disagree 10. local government code of 1991 provides responsibilities to the local government of their waste management programs. 2.37 disagree composite mean 2.39 not aware legend: wmweighted mean; vi-verbal interpretation according to abdul-wahab and abdo (2010), the early period of childhood is a critical phase in term of laying the foundation for developing concern regarding the environment. to prepare children for such responsibilities, they need a sound environmental education as a foundation at the childhood stage. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 345-352 349 lualhati (environmental awareness and participation …) environmental participation of the respondents this part of the study shows the environmental participation of the respondents in terms of waste management, resource conservation, and environmental initiative. it displays the weighted mean for each statement, along with their equivalent verbal interpretation. table 3 presents the respondents' level of participation in waste management. table 3. environmental participation in term of waste management item statements wm vi as a future teacher, i... 1. segregate waste at source. 2.42 sometimes 2. dispose of waste products properly. 2.36 sometimes 3. regulate the use of plastics and styrofoam. 2.34 sometimes 4. treat and dispose of hazardous wastes properly. 2.47 sometimes 5. comply with standards for the surrounding wastewater. 2.38 sometimes composite mean 2.43 moderately participative legend: wmweighted mean; vi-verbal interpretation noticeably, the respondents sometimes participate in waste segregation and disposal. their moderate participation (2.43) on waste management may be addressed by teachers of all disciplines to enhance the likeliness to participate in recycling and composting schemes and to be able to make educated decisions regarding waste management options. everyone can contribute to a greener future by producing as little waste as possible and by helping to recycle and compost as much waste as possible. schools, in particular, can help to achieve this aim through the conducted trainings and seminars regularly about solid waste management and allow the students as participants to provide them enough information about it (best & mayerl, 2013; magante & domingo-almase, 2013). table 4 displays the level of environmental participation of the respondents on resource conservation. table 4. environmental participation in terms of resource conservation item statements wm vi as a future teacher, i... 1. turn-off air conditioning units after class hours. 2.58 often 2. turn-off lights during lunch breaks in our classrooms. 2.53 often 3. put on sleep mode computers or machines when not in use. 2.67 often 4. a switch-off faucet that is not in use. 2.76 often 5. reuse scratch papers. 2.63 often composite mean 2.64 participative legend: wmweighted mean; vi-verbal interpretation table 4 reflects that all items to reveal the pre-service teachers’ participation in resource conservation were interpreted as often. this is a manifestation that they were participative (2.64) in switching/turning off lights and appliances when not in use and recycling papers. this signifies that young citizens should be educated about resources and environment to be adult citizens who responsible for the conservation of these resources and environment. ferkany and whyte (2012) and klongyut, singseewo, and suksringarm (2015) stated that the contents should be learned effectively at primary education level by using an appropriate teaching method or holding a training session. moreover, table 5 reflects the level of participation of the respondents in term of environmental initiatives. the table reflects that the respondents often participated in plant and trees preservation and conservation and in keeping the surroundings clean. on the other hand, they were sometimes engaged in fun run activities, zero plastic system, and buying eco-friendly products. in general, they were moderately participative (2.48) in environmental initiatives of the school. this implies that the teachers need to encourage students to get further involve with environmental projects and or activities of the school. environmental programs are everyone's concern, and environmental education is vital to guarantee a sustainable lifestyle in the long run. according to punongbayan et al. (2014), the awareness accompanied by participation is the key for students to be involved in different activities and programs of the schools where the effective and sustainable implementation of the proper environmental conservation practices could be achieved. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 345-352 350 lualhati (environmental awareness and participation …) table 5. environmental participation in terms of initiatives item statements wm vi as a future teacher, i... 1. preserve and conserve plants and trees inside and outside the campus. 2.53 often 2. join environmental programs such as fun run and other related activities that promote love for the environment. 2.33 sometimes 3. patronize eco-friendly or green-labelled products. 2.48 sometimes 4. participate in the zero percent usage of plastic materials. 2.41 sometimes 5. keep the surroundings clean and teach others to care for the environment. 2.64 often composite mean 2.48 moderately participative legend: wmweighted mean; vi-verbal interpretation enrichment activities that may be done to strengthen students’ environmental awareness and participation with the striking findings presented, the researcher came up with various activities to enhance students' environmental awareness and participation. these are shown in table 6. table 6. enrichment activities to strengthen students’ environmental awareness and participation activity purpose description 1. excursions, trips, and educational tours to expose students to authentic situations to arouse their awareness about different environmental issues. students can be aware of issues if they will be involved in the real condition of their surroundings. this activity is a great help for the students to be aware and involves the issues and policies that are existing. through science instructions led by the instructors, this can be achieved. there must be protocols about the existence of environmental issues in every science instruction because that is the gateway in solving environmental conflicts. 2. multidiscipli nary teaching to promote pollution prevention by making the students aware of what the country is experiencing. this could be done through the partnership of nstp and other science instructions. the method of teaching in different subjects must be multidisciplinary. for example, in mathematics, the topics on it must involve the population level of in the philippines. literary selections in english must also deal with different environmental issues. through this, different disciplines will be abridged by the same aim of environmental concern. 3. project making that is environmen tally incline to encourage every student to be conscious of environmental policies for them to share it with younger generations. project making about environmental policies will be a great help for the students to be aware of it. it could be a project that will be used in and outside the school. this will create a huge impact not only to the students but also to others who will see the material. the instructor may also invite resource people from the department of environment and natural resources (denr) to further strengthen the students' awareness of environmental issues and policies. conclusion educational activities to involve students in the protection of the environment is vital to create a sense of consciousness and participation and to help them acquire a knowledge of ecological principles aimed at ensuring a balance between the health of the individual, society, and the environment. it is within this premise that this study had been conducted. this study revealed that the respondents were not aware of environmental issues and policies while moderately participative in waste management and environmental initiatives. in consonance with the above-cited results, strengthening students’ awareness on environmental issues and policies is encouraged to be done through different activities such as seminars, slogans, class reporting, term paper writing, poster-making, editorial writing, team-building, exhibitions, and campaigns. second, student organizations like go green club and yes-o club to promote stewardship of the environment is suggested to involve them in authentic experiences. furthermore, the involvement in the said organizations strengthens their environmental participation. the highest official may create a local designation and assign one faculty member to initiate environmental programs for the campus. through this office, all members of the campus will be enriched with knowledge about environmental concerns. the concerned authorities may consider the enrichment activities made by the researcher for its maximum actualization. lastly, a similar study using other variables may be conducted to further gather data on environmental awareness and environmental participation among students in other schools. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 345-352 351 lualhati (environmental awareness and participation …) references abdul-wahab, s. a., & abdo, j. 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2 nindhaayuberlianti@yahoo.com * corresponding author introduction during the 21st century, the world has experienced very rapid changes in every aspects of life. they are economical, transportation, technology, communication, information, and many others. according to zubaidah (2016) that the changes demand people to master various skills. the skills should be relevant to four pillars of life, including learning to know, learning to do, learning to be, and learning to live together. therefore, education is expected to prepare students to acquire various skills so that they can achieve success in life. according to bensley and spero, (2014), one of the skills needed to face the challenges of the 21st century is critical thinking. critical thinking is a complex mental activity that requires high-level thinking skills in overcoming problems, making decisions and drawing conclusions (boa, wattanatorn, & tagong, 2018; saavedra & saavedra, 2011; souf & see, 2019; tiruneh, gu, cock, & elen, 2018). furthermore, identify critical thinking as a way to establish a high level of thinking that is limited to one's thoughts, rather a strong desire to monitor, assess and rearrange one's dreams (azin & tabrizi, 2016; butler, pentoney, & bong, 2017; yue, zhang, zhang, & jin, 2017). critical thinking is reasonable, and reflective thinking focused on deciding what to believe or do (chen, 2017; gilboy, kane, & everson, 2004; wheeler & collins, 2003). according to cone, bond, and pierson, (2013) conveys the definition of critical thinking including the concept of information analysis, the application of strategies to decide things, the readiness to consider ideas, use logical questions, make inferences, assess evidence, test conclusions, make accurate decisions and analyze assumptions. according to fahim and ahmadian, (2012) stated that critical thinking was a higher-order thinking skill, and was known to play a role in the moral, social, mental, cognitive, and science development. according to a r t i c l e i n f o a b s t r a c t article history received january 29, 2020 revised february 10, 2020 accepted february 24, 2020 published march 31, 2020 one of the most important skills needed to face the 21st-century challenges is critical thinking. gender differences are considered to contribute to the critical thinking skills. the objective of this study was to determine students' critical thinking skills based on gender. this quantitative research involved 57 students of the natural sciences education study program, universitas hasyim asy’ari. the instrument employed was critical thinking skills test. the data was analyzed using independent samples t-test. the results showed that the average scores of critical thinking skills of male and female students were 2.60 and 2.99 respectively. in addition, there was significant difference of students’ critical thinking skills between male and female [t (55) = 2.065, p = 0.044]. in conclusion, female students tend to have the higher critical thinking skills than the male. copyright © 2020, hayati & berlianti this is an open access article under the cc—by-sa license keywords critical thinking skills gender 21st-century skills how to cite: hayati, n., & berlianti, n.a. (2020). critical thinking skills of natural science undergraduate students on biology subject: gender perspective. jpbi (jurnal pendidikan biologi indonesia), 6(1), 83-90. doi: https://doi.org/10.22219/jpbi.v6i1.11150 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://dx.doi.org/10.22219/jpbi.v6i1.11150 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.11150 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.11150&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 83-90 84 hayati & berlianti (critical thinking skills of natural…) gloudemans, schalk, & reynaert, (2013) explained that the concept of critical thinking involves cognitive skills and affective perspective. furthermore, critical thinking requires one's efforts to gather, interpret, analyze, and estimate information to obtain correct and valid conclusions. critical thinking can also involve logical reasoning and the ability to separate facts from opinions, examine information critically with evidence before accepting or rejecting ideas and questions related to the problem at hand. critical thinking is necessary for problem-solving, including problem identification activities, problem analysis, reasoning presentation, evidence evaluation, and decision making. in critical thinking, there are high-thinking activities for decision making with full consideration, which involve various resolution strategies accompanied by sources and logical reasons (abbasi & izadpanah, 2018; alfonso, 2015). when a person has good critical thinking, that person will always be curious, have good reasoning, open-minded, honestly acknowledge mistakes, and careful in making judgments which enable him/her to solve problems, form conclusions, calculate all possibilities, and make decisions. the student's critical thinking skill should be improved since it is essential for student’s development. according to zubaidah et al (2015) stated that critical thinking skills could be used by students to assess various opinions that arise so the student’s can decide which ideas are scientific. a similar statement was also explained by alfonso (2015) that by having critical thinking skills, students could improve their argument understanding, express their perspectives, and give essential consideration to the topic. according to the opinions of these experts, it can be deduced that undergraduate students who have excellent critical thinking skills will be able to assess the problem of the questions provided, accompanied by logical arguments and evidence. the critical thinking skills of each student’s is different, one of which can be influenced by academic abilities. according to heijltjes, gog, leppink, and paas (2014) based on their results of research on undergraduate students of international islamic university malaysia (iium), said that different academic abilities affect different critical thinking skills. through the results of his research, explained that reading skills influence critical thinking skills. furthermore, to improve critical thinking skills, student’s need to be often trained to read, write, and speak. communication skills influence critical thinking skills. moreover, analyzed that the undergraduate student’s who show critical thinking when having communication in the classroom tend to share their ideas, showing the interrelationship among their ideas, and producing a higher level of critical thinking. various studies on critical thinking skills in male and female have been carried out with nursing student’s in australia (hunter, pitt, croce, & roche, 2014), southeastern united states (jones & morris, 2007), malaysia (ludin, 2018), jordan (rababa & masha’al, 2020), as well as with the subject of doctor of pharmacy student’s in california (peeters & boddu, 2016). in indonesia also conducted research on critical thinking skills in male and female in mathematics with junior high school subjects in banda aceh (mawaddah, ahmad, & duskri, 2018), biology lessons with senior high school subjects in banjarmasin (ramdiah & corebima, 2014). on the other hand, research that focuses their studies on biology concepts for natural science students has never been done. studies like this will help educators find out how to effectively instill the ability of critical thinking skills for male and female students, especially in biology. this study also provides information on why critical thinking skills in men and women have differences so that students in indonesia can optimize their critical thinking skills according to their abilities. basic biology course is a prerequisite course during the even semester (second semester) at the natural sciences study program, faculty of education, hasyim asy'ari university tebuireng jombang (unhasy). science students in the early semester are expected to be able to master the basic concepts of biology as a reference to make it easier to understand the concept of biology as a whole. besides, students are expected to have critical thinking about biology concepts so that they can apply the concepts obtained to overcome various problems in daily life, especially those related to biology. according to ruder and martich (2015) critical thinking will encourage students to have an in-depth perception of the material theory, knowledge, skills, and critical disposition so that it will ultimately affect the improvement of their academic abilities. in the learning process on basic biology course, male and female students have different perspectives and thinking ability which can be seen during lecturing. this study was conducted to reveal the differences in the critical thinking skills of male and female students at the natural science study program of hasyim asy'ari university at tebuireng jombang (unhasy) in the biology subject. this research is different from the previous studies which viewed critical thinking based on gender. this research is necessary because research that illustrates student’s critical thinking skills of the unhasy science study program and the differences in critical thinking skills between male and female students has never been done before. method this study is a survey research with a quantitative approach. this research was conducted in b building unhasy, irian jaya street no. 55 tebuireng, jombang, east java, during the even semester 2018/2019. the subjects of this research were 57 student’s of the unhasy natural science education study program who had taken the basic biology course, consisting of 11 male and 46 female students. the instrument of this research is a test of critical thinking skills in the form of a description questions/essay test, which consists of 6 questions. biology topics in instruments include the respiratory system, environmental pollution, food additives, immune system, movement system, and sensory system. question number 1 is about the topic of the respiratory system (smoking habit), question number 2 is about environmental pollution (waste processing), question number 3 is about consuming food additives, question number 4 is about the immune system (vaccinations for infants), question number 5 is about movement system jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 83-90 85 hayati & berlianti (critical thinking skills of natural…) (the effect of sitting position on the bone shape), and question number 6 is about the sensory system (habits that affect eye health). the preparation of question instruments refers to pre-research questions of critical thinking skills of prof. dr. siti zubaidah, m.pd (lecturer of the biology department of the state university of malang), and also as a validator of this research instrument. the advice of the validator determines the number and topic of questions. the measurement of critical thinking skills refers to the assessment rubric that was adapted by zubaidah et al (2015) from illinois critical thinking essay test and guidelines for scoring illinois critical thinking essay test as shown in table 1. the score achievement indicator of the student's critical thinking skills ranged in 0-5, as shown in table 2. table 1. assessment rubric of critical thinking skills score/point descriptor 5  all concepts are correct, clear, and specific.  all explanations are correct, clear, and specific, supported with strong, correct, and clear arguments.  the flow of thought is good. all concepts are interrelated and integrated.  the grammar is good and correct.  all aspects are obvious, the evidence is good and balanced. 4  most of the concepts are correct and clear but less specific.  most of the explanations are correct and clear but less specific.  the flow of thought is good. most of the concepts are interrelated and integrated.  the grammar is good and correct or there are small mistakes.  all aspects are obvious but not balanced yet. 3  the concepts are unfocused or too many or uncertain.  the explanation is unsupportive.  the flow of thought is not quite good and the concepts are not interrelated  the grammar is good but the sentence is incomplete.  few aspects seem correct. 2  the concepts are unfocused or too many or uncertain  the explanation is unsupportive  the flow of thought is not quite good and the concepts are not interrelated  the grammar is good but the sentence is incomplete  few aspects seem correct 1  all concepts are incorrect or insufficient  the reasons are incorrect  the flow of thought is poor  the grammar is poor  all aspects are insufficient 0  there is no answer or the answer is wrong table 2. range of score achievement indicator of critical thinking skills indicator range the criterion of critical thinking skills 0-2 not yet increased or underdeveloped 3-5 well developed then, the prerequisite test is performed on the students' critical thinking skills score data through the kolmogorov-smirnov one-sample normality test and the levenes test for equality of variances homogeneity test to find out whether the critical thinking skill score data is normally distributed and homogeneous or not. after the prerequisite tests, the data from the test of critical thinking skills were analyzed by using quantitative descriptive analysis, which employed the independent sample t-test to explain the differences in the critical thinking skills of male and female students. results and discussion the result of the normality test of data scores students' critical thinking skills is shown in table 3. based on table 3 it shows the score of students is normally distributed with a significance value for male students of 0.654 and female students of 0.793. the average score of critical thinking skills of male students is 2.60, and the average score of critical thinking skills of female students is 2.99, both of which are included in the criteria of not yet increased or underdeveloped. homogeneity test results and t-test results of critical thinking skills score data are shown in table 4. based on table 4 it is known that the homogeneity test results show a significance value ≥ 0.05 that is equal to 0.545 so that the data is homogeneously distributed. t-test results show that the significance value ≤ 0.05 is equal to 0.044; it shows that there are differences in students' critical thinking skills based on gender. female students get a score of critical thinking skills higher than male. the results of data analysis showed that the average score of critical thinking skills of natural science study program unhasy student’s in the 2.92 indicator range with the criteria of not yet increased or underdeveloped. out of 57 student’s, 29 student’s (50.88%) have critical thinking skills with well-developed criteria, and 28 student’s (49.12%) have critical thinking skills with not yet increased or underdeveloped criteria. the percentage jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 83-90 86 hayati & berlianti (critical thinking skills of natural…) of the student’s critical thinking skills scores is shown in figure 1. table 3. result of normality test with one-sample kolmogorov-smirnov test of students critical thinking skills score female male n 46 11 normal parametersa,b mean 2.9937 2.6027 std. deviation .55622 .59803 most extreme differences absolute .096 .221 positive .079 .221 negative -.096 -.139 kolmogorov-smirnov z .650 .734 asymp. sig. (2-tailed) .793 .654 a. test distribution is normal. b. calculated from data. table 4. the t-test results of student’s critical thinking skills score data levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper critical thinking equal variances assumed .371 .545 -2.065 55 .044 -.39097 .18931 -.77036 -.01157 equal variances not assumed -1.974 14.428 .068 -.39097 .19809 -.81464 .03271 figure 1. chart of the percentage of students critical thinking skills score overall the average score of critical thinking skills of male students is 2.60, and the average score of critical thinking skills of female students is 2.99, both of which are included in the criteria of not yet increased or underdeveloped. next, the average score of students' critical thinking skills based on gender is summarized in the chart in figure 2. figure 2. the average score of students critical thinking skills based on gender the results of data analysis based on table 4 show that there are differences in the scores of critical thinking skills between male and female students. through the written test answers of students, it can find out the students' critical thinking skills. someone who thinks critically can show their thoughts well through the use of the right language when speaking or writing. these are the sample of student answers toward questions number one and two of the research instrument (table 5). related to the students' answers, they have almost the same result due to the discrepancies in critical thinking skills among students (boa et al., 2018; lloyd & bahr, 2010; mawaddah et al., 2018). furthermore, from the results of research conducted by butler et al., (2017), it presents that women's critical thinking skills are better jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 83-90 87 hayati & berlianti (critical thinking skills of natural…) than men's. according to fahim & bagheri, (2012) have proven that gender differences contribute to critical thinking scores. table 5. sample of student answers toward questions number one and two of the research instrument no question answer 1 smoking is a habit that many indonesian people do. although the dangers of smoking are known to both themselves and others around them, they still do so for a variety of reasons. they smoke in various places, even in public places. do you think they need to be given a special place to smoke? what do you think about that? explain your reasons and provide solutions to these problems! 1. these are the students' answers for question number 1 which belong to were not increased or underdeveloped critical thinking skills criteria: a. fds answer (female): i think we don't need to provide smoking areas since there are numerous smokers in indonesia. if we provide smoking areas, then how many areas should we build? however, if we must provide the smoking areas, i think we need to build them in certain places, especially public areas b. grs answer (male): it's necessary to provide the smoking area because not all smokers have awareness about the people around them. 2. these are the students' answers for question number 1 which belong to well-developed critical thinking skills criteria: a. nfs answer (female): we need to provide smoking areas because cigarette smoke can annoy other people who are nonsmokers. by providing smoking areas, at least there is no one complaining about cigarette smoke. the smoke can make people who are allergic to it cough. these smoking areas can indirectly minimize the effect of the smoke on passive smokers who can get sick or die. as we know, passive smokers get more harmful effects than active smokers. b. agbs answer (male): smoking areas are necessary because the smoke harms both the smokers and the nonsmokers. even according to researches, passive smokers have a higher risk than active smokers. because of this reason, smoking areas are needed, especially in public facilities, so that the nonsmokers won't be exposed by the negative effect of the smoke. 2 nowadays, we can find a lot of food, which is an added coloring and flavor enhancer, to attract consumers' attention. some people think that this food is consumable. what do you think about this kind of food? please explain your answer! 1. these are the students' answers for question number 1, which belong to not yet increased or underdeveloped critical thinking skills criteria. a. nppms answer (female): food which contains artificial food additive is inconsumable because it can cause health problem such as tumors, cancers, etc. b. asas answer (male): if the flavor enhancer and coloring contain harmful substances, it's better for us not to consume that kind of food. 2. these are the students' answers for question number 2 which belong to well-developed critical thinking skills criteria. a. afks answer (female): the food which contains food colorings and flavor enhancers is more appealing than the ones without them. nevertheless, artificial food additives contain high-risk chemical substances that endanger humans’ health. we may use food additives moderately or apply the correct dose. however, we can choose natural food additives that are safe for our health. b. sas answer (male): i think the food which is added with artificial coloring and flavor enhancer is not consumable because that food is harmful for our health. we must use natural food coloring and flavor enhancers instead. furthermore, female student’s show better performance in reading literacy, and meanwhile, male student’s show better performance in math and science subjects. related to that, through the results of his research gloudemans et al (2013) reported that female students have higher learning achievement in science compared to male student’s. according to heijltjes et al (2014) stated that relating to the brain's anatomy of males and females, men have more developed brains and have more complex abilities in planning, memorizing direction, abstraction, and visualization. a male has a brain with the area of cortex working on spatial functions more so that the ability of a man to produce and process words becomes less. meanwhile, the female has a corpus callosum, which is four times larger than man, so that a man cannot focus on more works at the same ti me. male and female have differences in problem-solving. the results of research conducted by istiyono et al (2019) show that female student’s can solve problems better than male student’s. in line with the findings of jones and morris, (2007) that female student’s complete complex tasks such as problem-solving better than male student’s. the same resource that female student’s tend to do better tasks that require knowledge and skills in problem-solving, such as mathematics. based on the explanations, that female students were more careful and through to re-examine what they had done and had better debating skills than males. female students tend to ask questions more precisely and credibly compared to male students, which means that female students have better critical thinking skills than male students. briefly, gender impacts students' critical thinking skills. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 83-90 88 hayati & berlianti (critical thinking skills of natural…) according to azin and tabrizi (2016) findings showed there is no significant difference between male and female in critical thinking, male and female students will have different ways to explore their critical thinking skills when they are faced with a particular problem. besides, according to peeters and boddu, (2016) the age difference between students can cause variations in critical thinking. according to ramdiah and corebima (2014) said that the age difference affects the growth and development of a person's level of thinking maturity, including thinking in solving tasks or problems. furthermore, they explained that differences in biological growth that occur in terms of gender cause significant differences between students' critical thinking skills. concerned with that, according to ruder and martich, (2015) evidence of gender differences in problem-solving tasks, where women lagged behind boys in developing logical thinking skills. the same resource also explained that the difference began to be seen around the age of 11 years. a moderate correlation has been found between a positive attitude towards science and higher achievement in science. moreover, according to souf & see, (2019) it seems that the issue of why boys perform better than girls in science or why women do not choose science as a career is complex and very controversial. critical thinking skills of students need to be developed to achieve well-developed criteria. it is essential to provide activities to encourage critical thinking in the classroom and introduce active reading, free discussion, analytic writing, dynamic assessment as techniques that contribute to empowering critical thinking (carter, creedy, & sidebotham, 2016; fahim & bagheri, 2012; kawashima & petrini, 2004). besides that, it is also suggested the application of problem-based learning, active learning, and constructivist approaches to facilitate critical thinking skills, meaningful and long-lasting learning (lauder & james, 2001; pieterse, lawrence, & nel, 2016; tiruneh et al., 2018; yue et al., 2017). in learning science especially biology, critical thinking skills can be applied in cooperative learning type cooperative script and think pair share (blattner & frazier, 2002; ruder & martich, 2015), problem based learning (boleng & maasawet, 2019), and guided inquiry (ardian, hariyati, & afifah, 2019). conclusion according to the results of the study, it can be deduced that there are discrepancies in critical thinking skills between male and female students with a significance value of 0.044. the results of data analysis showed that the average score of critical thinking skills of male students was 2.60, and female students were 2.99, both of them have criteria not yet increased or underdeveloped. 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(ikip mataram) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dr. yuni pantiwati, mm., m.pd. (universitas muhammadiyah malang) dr. drh. cicilia novi primiani, m.pd. (ikip pgri madiun) dr. abdulkadir rahardjanto, m.si. (universitas muhammadiyah malang) dr. widodo, m.pd. 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(…………………………………………………………………………………………..) akan/telah kami transfer ke rekening bni 46 cabang pembantu universitas muhammadiyah malang, nomor rekening: 0365672999, atas nama: eko susetyarini*). ……………………..,…………...20 pelanggan, (…………………………………….) *) scan bukti pembayaran/transfer harap diemailkan ke biologi.umm@gmail.com universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 2 july 2021, pp. 188-197 10.22219/jpbi.v7i2.13439 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 188 research article developing biology enrichment book of fish diversity of aquatic ecosystems in kampar district firman syah a,1 , y. yustina a,2,* a department of biology education, faculty of teacher and training education, universitas riau, jl. hr subantas km 12.5 pekanbaru, riau 28293, indonesia 1 sfirman472@gmail.com; 2 yustina@lecturer.unri.ac.id* * corresponding author introduction contextual learning is a concept that helps teachers relate the material they teach to real-world situations and encourages students to make connections between their knowledge and its application in their lives as community members (e. m. bergman et al., 2013; pan et al., 2020; sung et al., 2019). in practice, contextual learning is carried out authentically, prioritizes real experience, meaningful experience in life, close to real life (nilasari et al., 2016). contextual learning can link the material studied with the real life of everyday students, both in the environment, family, school, and community, regarding finding the meaning of the material for life. contextual learning occurs when students apply and experience their study regarding real-world problems related to their roles and responsibilities as the community (sitorus & masrayati, 2016). with contextual learning, students will have meaningful learning. contextual learning can succeed if using real-life learning resources. this learning resource can be in the form of problems or phenomena that exist around students (pan et al., 2020; sitorus & masrayati, 2016; sung et al., 2019). however, sometimes there are limitations for teachers and students to take advantage of this. so, a r t i c l e i n f o a b s t r a c t article history received: 27 august 2020 revised: 17 march 2021 accepted: 21 march 2021 published: 31 july 2021 fish diversity in kampar district is one of natural resources which is potentially developed as a contextual learning resource for student. this research and development (r&d) study aimed at developing biology enrichment book of fish diversity in kampar district as learning resource for x graders. the r&d model employed was addie which was limited to the third phase (i.e development). the validity and practicality tests on the product developed were conducted by material and media experts as well as 20 biology teachers. the instrument used was questionnaire with five likert scale. it comprised of 18 items in which the 10 items related to content eligibility and material presentation, meanwhile, the other eight items related to language and graphics. the results showed that the product developed was categorized as very valid with several minor revisions. the overall practicality test resulted the score value with high practicality category (83.8). in addition, the results of development stage depicted that the biology enrichment book of fish diversity in kampar district was categorized as strongly valid. thus, it can be continued to the next stage in term of implementation and evaluation in order to get the usable product for student as a contextual learning resource. copyright © 2021, syah and yustina. this is an open-access article under the cc–by-sa license keywords biology enrichment book contextual learning resources fish diversity kampar district how to cite: syah, f., & yustina, y. (2021). developing biology enrichment book of fish diversity of aquatic ecosystems in kampar district. jpbi (jurnal pendidikan biologi indonesia), 7(2), 188-197. doi: https://doi.org/10.22219/jpbi.v7i2.13439 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.13439 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.13439 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 188-197 189 syah and yustina (developing biology enrichment book … ) these problems and phenomena can be adapted to be used as a reference source for students, such as knowledge enrichment books. according to direktorat pembinaan guru pendidikan menengah (2017), knowledge enrichment books are aimed to develop students' knowledge. knowledge enrichment books serve to enrich students' insight, understanding, and reasoning. knowledge enrichment books for students will relate to the development of educational goals in general. enrichment books will position students to gain additional knowledge from the results of reading these books that they do not get from textbooks. the characteristics of knowledge enrichment books are (1) presenting material that is real, (2) developing reading material based on science, and (3) developing various knowledge such as factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. the knowledge enrichment book can be developed based on potential environmental conditions, such as in the freshwater environment of riau province. the freshwater environment in riau province is extensive freshwater ecosystems, consisting of rivers and lakes (siagian & simarmata, 2015). more specifically, the kampar river, which is one of the four major rivers in riau province, is the largest contributor to freshwater fish in riau province. this phenomenon shows the local potential in the kampar river. marlina (2013) explains that a local potential is an event, problem, or phenomenon that occurs in the student's environment. the diversity of freshwater fish, as a potential resource, must receive public attention, both from the government and the community. as is known, many types of fish in the kampar river are getting rare. therefore, there is a need for conservation efforts that begin with the introduction of the diversity of these freshwater fish to students. the first step is to document this diversity and use it in learning in the form of an enrichment book. it is hoped that students in the kampar district can find out the potential for fish diversity in their area and the future has the awareness to conserve natural resources in their area. the existence of a phenomena-based enrichment book in the kampar district is expected to improve the quality of learning. thus, it will have an impact on the social development of the community. as stated by marliana and hikmah (2013) that contextual learning is formed which is managed according to the needs of the community. preliminary research results in the kampar river indicate a decrease in fish species diversity (yustina et al., 2019). furthermore, by using a questionnaire on students' knowledge of fish diversity in freshwater, it was found that students did not know the fish diversity in their area. this fact will be detrimental to the preservation of local potential in the kampar district. there is a need for intervention in the education sector to improve this situation, such as using learning resources based on local potential. but in fact, some learning in schools only use textbooks as the first reference. fahmi et al. (2019) argue these textbooks generally have learning materials and activities that are not by the conditions of students, teachers, and the school environment. whereas contextual learning resources are more crucial to help students understand the material more easily (conci & müller, 2012; hwang et al., 2021; raub et al., 2015; stauter et al., 2017; susilo, 2014). nuha et al. (2016) added that there is still a lack of learning resources on biology related to utilize local potentials, such as in kampar district. until now, there is no an enrichment book that directly discusses fish diversity, especially in kampar district. therefore, the development of an enrichment book on fish diversity in the kampar district is valuable, as a way for students to learn contextually. students can get to know the fish diversity in the kampar district area, so there are efforts to develop sustainable conservation. the use of local potential in learning has been suggested by several studies because the utilization of this local potential can not only support the achievement of learning mastery programs (ibrohim, 2015) but can also increase environmental awareness (b. g. bergman, 2016; jena, 2012). the biology enrichment book of fish diversity was prepared by conveying information related to the presence of fish in the kampar district. in addition, there are also characteristics, habitat, other names (local names), distribution, and economic potential of the fish. there are also practice questions that can be used to evaluate the achievement of student knowledge. this enrichment book is compiled by having a knowledge window that contains website addresses related to existing materials so that students can access information anywhere online. as stated by sadikin et al. (2020) that learning resources that are integrated with the website can facilitate students to study anywhere and anytime, that supports the student learning process. the integration of local potential in the form of fish diversity in the kampar district is expected to increase student literacy regarding the diversity of fish that exist, as well as increase their awareness to preserve the diversity of fish. thus, this research and development aim to analyze the validity of the biology enrichment book of fish diversity in the kampar district. method this research and development (r&d) aim to formulate and produce the biology enrichment book of fish diversity. the r&d model used is addie which consists of the analysis, design, development, implementation, and evaluation stages (mcgriff, 2000), with modifications. this r&d is limited to the third phase (development), in detail the r&d phase carried out can be seen in figure 1. the study was conducted in february – october 2020 at the university of riau. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 188-197 190 syah and yustina (developing biology enrichment book … ) figure 1. r&d phase in detail phase 1: analysis the analysis carried out by the researcher includes curriculum analysis, analysis of student needs, analysis of learning concepts, and analysis of teaching materials. it is explained in detail as follows: (1) curriculum analysis, carried out to analyze the ongoing curriculum in schools and explore how it is implemented and the problems that occur. (2) analysis of student needs, carried out to analyze what students need in the learning process to achieve learning objectives. (3) analysis of teaching materials and learning media is carried out to identify the availability of teaching materials in schools that are relevant to ideal learning. phase 2: design the design stage is carried out to design the form of the biology enrichment book of fish diversity. based on the specifications of the learning objectives that have been formulated, at the design stage, the format of the enrichment book will be determined, compiling the framework of the enrichment book and designing the material in it. the systematic presentation of material in a coherent textbook starts from the introduction, the body/content page, and the closing section. this is following the requirements for the preparation of the latest textbooks which are good in the preparation of textbooks. the design of the biology enrichment book of fish diversity in kampar district consists of cover, preface, table of contents, table of tables, list of figures, introduction, contents (chapters 1-4), glossary, and bibliography. phase 3: development the development stage includes the product validation stage that has been made by material expert validators and media expert validators. in addition, a practicality test was also carried out with product trials to field practitioners, namely 20 biology teachers. validation and testing activities aim to control the content of teaching materials to suit the curriculum and student needs. validators and field practitioners use validation instruments. the instrument used was a questionnaire with five likert scales (1=very poor, 2=poor, 3= average, 4=good, 5=very good). it consists of 18 items in which the 10 items related to content eligibility and material presentation, henceforth, the other eight items related to language and graphics. the questionnaire analysis was performed using the split half method with the help of spss for windows version 11.5. the validation results were then analyzed using descriptive statistics and interpreted by the categories listed in table 1. furthermore, to find out the results of the assessment for each product indicator measured was to calculate the average value. the average value is obtained by calculating the total score obtained divided by the number of validation components. furthermore, the average value is converted into a percentage value. further revisions were made to improve the biology enrichment book of fish diversity from validity test revision 1 practicality test revision 2 phase 3: development developing a learning model teaching materials analysis curriculum analysis student needs analysis phase 1: analysis phase 2: design arranging the syllabus compiling enrichment book of fish diversity developing evaluation instruments developing the questionnaire existing of valid and practical product (enrichment book) jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 188-197 191 syah and yustina (developing biology enrichment book … ) various aspects, including content eligibility, material presentation, language, and graphics. revisions are made based on suggestions and input from the validator. table 1. categories of development product validity interval categories x > 3,4 very good 2,8 < x ≤ 3,4 good 2,2 < x ≤ 2,8 average 1,6 < x ≤ 2,2 poor x ≤ 1,6 very poor after revising the product from the validation results, it was followed by a product practicality test involving 20 biology teachers. several practical considerations are measured, namely aspects of ease of use, the attractiveness of the product for student interest, and ease of interpretation by other experts or teachers. the data from the practicality test were used to test inferential validity. in addition, the results of the practicality test are also categorized based on the criteria listed in table 2. then, data were analyzed using descriptive statistical analysis techniques. table 2. categories of development product practicality interval categories 81 < x ≤ 100 very practical 61< x ≤80 practical 41< x ≤ 60 quite practical 21 < x ≤ 40 less practical 0 < x ≤ 20 impractical results and discussion phase 1: analysis the results of curriculum analysis conducted by interviewing biology teachers at man 1 kampar show that schools use the 2013 curriculum which is currently in effect in indonesia. referring to the curriculum, the books developed are directed at the 2013 curriculum. in this curriculum, there are learning activities that are directed at a contextual approach, namely the daily lives of students (weldi, 2020). then, the material analysis result showed that the product development is pointing to biodiversity topics based on the local potential in the kampar district. furthermore, the results of the analysis of student needs are known that students crave learning that is interesting and not monotonous. in addition, learning is not only done at school but also at home independently. the results of the initial observation also showed that students' knowledge was found that 62% of 67 students did not know the diversity of fish in their area. this will of course be detrimental to the preservation of local potential in the kampar district. furthermore, from filling out student questionnaires, several problems were found, including (1) lack of motivation for students to learn with their environment; (2) low creativity and curiosity of students to their environment; (3) lack of learning resources that utilize the student's environment. from the results of this analysis, teachers can apply contextual learning, one of which is contextual learning resources, so that the learning delivered will be more meaningful (asbari et al., 2019). in addition to achieving learning objectives, a contextual approach will be building students' awareness of their environment. phase 2: design at this stage, product design is carried out using microsoft word by making a cover and then proceeding to draft the contents, including image layouts and others. the design of the biology enrichment book of fish diversity in kampar district consists of cover, preface, table of contents, table of tables, list of figures, introduction, contents (chapters 1-4), glossary, and bibliography. the cover design of the biology enrichment book of fish diversity are shown in figure 2. the biology enrichment book of fish diversity consists of four chapters. chapter one is related to the description of ecosystem diversity. chapter two describes fish morphology found in the kampar river. chapter three is about species diversity. then, chapter four explains gene diversity. each chapter is equipped with practice questions. there are additional practice questions at the end of each chapter to evaluate students' level of understanding. hansen and ringdal (2018) stated that evaluation is needed for reflection and giving feedback when students learn the material. this evaluation question can also be used by teachers to measure the achievement of student competencies. the enrichment book design process is also carried out by considering color contrast. the appearance of learning resources as students' learning media can affect their motivation and absorption of understanding (serrat et al., 2014; sharma & pooja, 2016; williams & williams, 2011). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 188-197 192 syah and yustina (developing biology enrichment book … ) figure 2. the cover design of the biology enrichment book of fish diversity phase 3: development the results of the enrichment book design are then validated by material expert and media expert. validation is done by giving validation questionnaires to validators. the results of the questionnaire reliability test showed the cronbach’s alpha value of 0.740. so it can be concluded that the questionnaire is reliable (cronbach's alpha > 0.60) to be used in product assessment. the results of the questionnaires filled out by validators are summarized in figure 3. these results indicate that the content eligibility indicator of the enrichment book has a very valid category with a percentage of 80% (from material expert) and reaches 95% (from field practitioners). it also occurred to the material presentation indicator showing very valid results with the percentages of 88% (material expert) and 83.3% (field practitioners). furthermore, the assessment result for the language indicator is also showed a valid category according to both linguists and field practitioners, with a percentage of 70% and 85%, respectively. furthermore, on the graphics indicator, media expert and field practitioners stated the same results, which reached a percentage of 90% (a very valid category). figure 3. the validation results of the biology enrichment book of fish diversity in kampar district (validator 1=material expert, validator 2=media expert, validator 3=field practitioner) jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 188-197 193 syah and yustina (developing biology enrichment book … ) the results of the validity test through the questionnaire show that the biology enrichment book of fish diversity in kampar district is valid for each measurement indicator. it can be concluded that this enrichment book can be used in the learning process. as state by m. e. setiawan et al. (2019) that the validation results have a significant effect in improving the learning resources developed. cahyaningrum et al. (2017) added that products that have very good validity can be used as learning resources. guswika et al. (2017) reinforces that validated content and media of books with very good validity is suitable for learning furthermore, the validator's response to the improvement of the enrichment book is presented in table 3. according to charlina and septyanti (2019), the validated product requires improvement until the product developed is said to be feasible for use at a later stage. the revised result from the input provided by the validator is presented in figure 4 and figure 5. as shown in table 3, media expert provided input for adding website links related to the material. the addition of information and website links is presented in figure 5. table 3. the results of the book validity and the revisions validator response revision material expert the addition of fish species found in the kampar district. it so that the students' understanding of fish diversity is varied. added variety of fish types (figure 3) media expert the addition of web links makes it easier for students to find sources of information and add insight to students independently. added student website-based learning media (figure 4) (a) (b) figure 4. example of revision, addition the types of fish in kampar river, belontia hasselti (a), trichogaster pectoralis (b) figure 5. example of revision, addition of website information related to the material the result showed that the content eligibility was valid. according to suwono et al. (2017), the appropriateness of the content in the textbook is included in contextual accuracy. content eligibility is supported by the material presentation indicator that is also valid. the material presentation has followed the accuracy of the illustrations and variations in the presentation. according to juita (2017), every material jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 188-197 194 syah and yustina (developing biology enrichment book … ) presented must have the same composition. this is because each material has a different level of difficulty, so the presentation must be based on its difficulty level. materials that have a high level of difficulty must be explained in more detail. the components of presenting the material are carried out coherently and systematically. thus students will find it easy to use these learning resources and feel motivated to learn to use them. several studies have shown that the content of a learning resource that is systematically arranged will help increase student motivation in learning (suwarni, 2015) and also improve student literacy (genlott & grönlund, 2013; handayani et al., 2018) scientific literacy skills can also be improved by paying attention to the characteristics, potential, and learning environment of students. the low level of scientific literacy on the quality of education in indonesia is predicted to be due to a lack of attention to the socio-cultural environment as a source of learning (b. setiawan et al., 2017). local cultural values and norms known as local wisdom can be a fortress of literacy (mazdalifah et al., 2019). local wisdom cannot be separated from the development of values in society because it contributes and plays a role in the development of education (dwianto et al., 2017). dewi et al. (2019) stated that understanding local wisdom is rooted in learning. local wisdom can be integrated into biology lessons through a learning approach (adinugraha & ratnapuri, 2020). one effort to pour this local potential is in the form of the biology enrichment book of fish diversity in kampar district. the assessment of the language and graphic indicators in the enrichment book is categorized as valid. this is supported by easy-to-understand diagrams, as stated by pratama et al. (2020). the language used in making learning resources is made simple, straightforward, easy to understand, and communicative. these factors will make it easier for students to use learning resources, such as the statement of (suwarni, 2015). in addition, the language used is following the rules of writing books (standard) and uses terms that are under the concept of the subject matter. illustrations and color selection are valid, so they are expected to attract students' attention to read them. it is known that the graphic design of a good product can reduce student boredom in learning (fahmi et al., 2019). after validation and adding some information to the enrichment book, it was continued to test the practicality of the book. a limited trial was conducted to see the practicality of the biology enrichment book of fish diversity in kampar district. the practicality test consists of three aspects, namely: (1) content eligibility; (2) material presentation; and (3) language and graphics. the overall practicality test results can be seen in table 4. the results show that the enrichment book has a very practical category (mean=83.8) for the three indicators measured. zainuddin et al. (2019) stated that practical learning resources can be seen from an attractive appearance, easy-to-understand explanations and sentences, and easy-to-translate images. in addition, the use of vocabulary and language that is easy to understand is a determinant of the success of the practical test (hendriyani et al., 2020). thus, the enrichment book has passed the practicality test and can be used for the next stage. table 4. practicality test results no indicators score category 1. content eligibility 83.3 very practical 2. presentation of material 83.3 very practical 3. language and graphic 84.7 very practical mean 83.8 very practical due to the conclusion that the enrichment book is practical, the learning activities use the product. according to fatmawati (2016) the validation of subject teachers to determine the practical value of enrichment books aims to find out the advantages or disadvantages of the book. of course, all indicators are assessed to be able to provide input for book improvement. the enrichment book developed is expected to be able to help students improve their learning outcomes in the learning process. enrichment books contain additional material that can support the use of student textbooks. students get better knowledge by using enrichment books as reading material (supriyatin & ichsan, 2018). in addition, the integration of local potential in the form of fish diversity in the kampar river is expected to build environmental awareness among students. this local potential must be preserved and integrated into education (kurniawati et al., 2017; yustina et al., 2018). furthermore, suarman et al. (2018) writes that the low quality of education in indonesia is caused by the lack of attention to the accommodation of local potential by science curriculum developers in schools. local potential can be a source of inspiration in learning and can also support contextual learning to teach science in schools. in the future, the use of local potential in this learning is expected to be one of the environmental conservation efforts. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 188-197 195 syah and yustina (developing biology enrichment book … ) conclusion the results showed that the product developed was categorized as very valid with several minor revisions. the practicality test resulted the score value with high practicality category (83.8). in addition, the results of development stage depicted that the biology enrichment book of fish diversity in kampar district was categorized as strongly valid for each indicator measured. thus, it can be continued to the next stage in term of implementation and evaluation in order to get the usable product for student as a contextual learning resource. it is hoped that in the future the use of this enrichment book can be one of the environmental conservation efforts. acknowledgement highly gratitude to the ministry of education, culture, research, and technology of the republic of indonesia for funding this research with no. 479/un.19.5.1.3/pt.01.03/2020. the author would like to thank the lppm (lembaga penelitian dan pengabdian masyarakat – institute for research and community service) of universitas riau and the kampar regency education office as partners, as well as the research team for their cooperation and participation. references adinugraha, f., & ratnapuri, a. 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(2021). developing bacterial set box media containing fiqh al biah for islamic senior high school. jpbi (jurnal pendidikan biologi indonesia), 7(1), 83-94. doi: https://doi.org/10.22219/jpbi. v7i1.12944 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 10.22219/jpbi.v7i1.12944 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:uswahdhichah@gmail.com mailto:nurhayati@walisongo.ac.id mailto:hidayatsaifullah@walisongo.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1. https://doi.org/10.22219/jpbi.v7i1. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 84 saniyyah et al (developing bacterial set box media ...) visualize the actual details of the bacteria content being studied and other problems that are difficult to avoid, which was about the time consuming to this material. in contrast, the bacteria materials are quite a lot. because of all the troubles, the student does not interest in learning about the bacteria material. the study illustrates that the low learning interest will impact the low student understanding and impact the little student learning outcomes on the material (turnip & hasruddin, 2018). this study results in as same as the research study that biology is a subject that faces so many obstacles to learn (çimer, 2012; weng et al., 2020). material about bacteria is abstract matter and interdisciplinary (çimer, 2012), only concrete in the textbook, and no substantial experience for the students to facilitate more effective learning become significant sources of misconception in biological concepts (chavan & patankar, 2018; nofitasari et al., 2021). biology is a subject required for admission into many professional courses. besides, biology helps the students understand the environment and expects students to develop awareness, scientific temper, positive temper, skills, and values (chavan & patankar, 2018). british biologists published a call to arms warning that the decline in field biology skills in the united kingdom has reached a crisis point (surahman et al., 2017). one reason why the quality of biology learning declined is the disconnection between the recognized importance of field experiences and the increasingly limited opportunities for gaining relevant field-based training (barrows et al., 2016). increasing the correlation of teaching aspects in the real-life becomes one solution to break down this gap (fleischner et al., 2017). another problem has been shown from the implementation of psychomotor aspects. the interview results illustrate that both of al azhar 16 islamic public high school semarang and ma nurussalam semarang faced some difficulties with carrying out the essential competencies on point 4.5, which presents characteristics and the role of bacteria data in daily life. because those are due to lack of support for school and infrastructure in the form of laboratories, tools, and materials needed. the media previously used by teachers at ma nurussalam semarang was in the form of pictures in the textbooks only. meanwhile, for al azhar 16 islamic public high school semarang, the teacher used images and video media displayed through a powerpoint (ppt). based on the students' needs as much 85% of students in both of the schools responded it was necessary to have instructional media that was able to visualize bacteria material in 3-dimensional form. this result is the same as the study result from (çimer, 2012) that concludes for enhancing the quality of biology teaching, using visualization techniques such as 3d materials, real-life objects, videos, or technology students understand abstract or invisible biological concepts material. besides, the fact that found based on the questionnaire results and interview showed the equal condition. argues that the more senses involved in learning something, the more concrete experiences students will get and the stronger their long-term memory of the material being studied (wardani & sumarmin, 2020). due to the lack of media that can provide an authentic experience for students, they will feel bored and do not care about the material's values. research that results from applying dale's cone of experience to increase learning and retention and apply strategies at the bottom of the pyramid by simulating reality and representing reality was the most effective way to learn (fleischner et al., 2017). in this research, researchers also asked how the correlation and implementation of material based on islamic value and the results contradicted with content that should teach especially about the connectivity between islam and science. even both schools are islamic schools, but the integration of islamic positively and science did not exist. the integration of islamic values in science will provide strength in the cognitive, psychomotor and affective domains and provide holistic learning outcomes without dichotomous. therefore, this integration is necessary to improve the quality of islamic education (hidayat et al., 2020). the integration between science and islamic value has aims to understand the complexity of life phenomena by approaching the integrative-interconnection and has a purpose for man to study nature to discover god and use the character to benefit humanity (mufid, 2014). besides, these benefit values are for preventive all activities that can cause harm to humanity and destroy, and humanity balance is forbidden (faruqi, 2007). the interview results gave the researchers a challenge to researchers challenge media that give the connectivity with islamic vibes stated that the integration of science. e-learning (biology, physics, and chemistry) in schools is very important to be implemented. science plays an essential role for humans in playing their lives in living their lives but has destructive impacts such as environmental crises. this environmental crisis is caused by spiritual emptiness, and humans keep themselves away from god moral guidelines (sunhaji, 2018). the researchers are trying to assess the negative impact of bacteria that can cause environmental problems and cause diseases in humans, such as bacteria that can cause diseases and others because river water has been contaminated by waste and garbage for daily needs. this knowledge is then linked to the discussion of fiqh al biah, or known as environmental fiqh as a preventive measure, to understand how important environmental damage is based on religious knowledge (sulistyo, 2018). states that environmental education becomes a preventive forum to educate students so that they can understand the phenomenon of the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 85 saniyyah et al (developing bacterial set box media ...) environmental crisis and foster environmental care based on the internationalization of religious values in the environmental-science discourse (hidayat, 2015) research states that fiqh al biah or environmental fiqh seeks to make people aware that environmental problems are a common problem that is dealing with them will be of worship is valuable because they are by the demands of shari'ah. the qur'an as a guideline for the islamic person has mentioned 485 times the word 'ardh (earth) in various contexts, and it has also been mentioned that humans are khalifah (qs. al baqarah [2]: 30) and as prosperous of the earth (qs. hud [11]: 6). therefore, education on the environment or environmental fiqh is important to be taught (jayawardana & trianggono, 2018). in this case, the articles and journal that explain the 3-dimensional media of bacteria which contain the integration of islamic and science side was so limited. researchers are mention five articles that explain this topic. first, an article from garcia‐bonete et al., (2018) textbooks and 3-dimensional media for learning are two different types of media to help the students learning. on this topic, we have some similarities within the case of material but differences in the content. the second one, an article from clark, (2008) tried to develop an integrated textbook within bacteria material by engaging students to mock research identification without using a laboratory. the following article is the anti-bacterial power test from manila sapodilla to e.coli and their implementation in learning bacteria from jeronen et al., (2017) the result of the power test study becomes a report to the student using 2-dimensional learning media for students. the last article is an article from lufri et al., (2020) with the title the development of colloid textbooks containing fiqh al biah for eleventh graders of islamic senior high school. the article topic was so different, but we have some similarity in integrating between science and islam by the form of fiqh al biah by exposing the value of learning. based on this, this research's novelty is that the integration of bacterial material packaged in 3-dimensional media has been carried out. still, the integration between the media box set of bacteria containing islamic values of fiqh al biah has never been done. the benefit of this research is that later we can find out the feasibility of the bacterial set box media in teaching bacterial material. the most important benefit is that in addition to studying bacterial material, we also get material on managing the environment or behaving well towards the environment (fiqh al biah). integrating science and islamic values becomes a subject point of this article. besides, the researchers reverse to an article that concerns developing 3-dimensional media but for genetic material. in their study, the genetic box's instructional media has the advantages of making the student more attractive to learn, explaining the abstract object, and is easy to use and assembled (mahfudhillah et al., 2007). this topic was so interesting, and the researchers tried to analyze this part. the researchers are trying to design a medium that can visualize bacteria in their shape, types of bacteria based on the number of the flagellum, oxygen request, and gram staining of bacteria. besides, the researchers refer to the negative role of bacteria with the aim that the media can reflect reality by showing cause-and-effect reactions to improve students' psychomotor abilities. these are poured out in learning media and provide learning experiences to students to enhance up student motivation and make it easier for students to understand the material bacteria and impart islamic values contained in the jurisprudence of the environment. this study aims to produce learning media innovations that are used to understand the material and combine it with fiqh al biah or environmental fiqh and measures the validity of the media. this media is called bsb (bacterial set box) containing fiqh al biah media. this study's results can be used as a source of the latest references in the use of media that can be integrated with islamic values. method this research and development are carried out by referring to the 4-d development model (thiagarajan et al., 1974), which consists of 4 stages: defining, designing, developing, and disseminating (irawan et al., 2018). however, this research and development are only carried out until the development stage. the research was conducted at al azhar 16 islamic public high school semarang and ma nurussalam semarang with x mipa class population. research in the field test stage was more broadly carried out using saturated sampling because the population in class x in each school was not more than 20 students. using this technique refers to the nonprobability sampling technique by taking all population members as a sample. this research has effectuated in the school before pandemic covid-19. so, all of the stages in this field have been done offline. the defined step is carried out by the front-end analysis, learner analysis, task analysis, concept analysis, and specifying instructional objects. analysis was performed with questionnaires validated before and concluded that the most complex material was bacteria. for the interview, the researchers asked about the learning resource, media used, the most challenging material and the reason, the student academic value, and what students need for the better quality of learning process. in the interview and questionnaire stage, it can be jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 86 saniyyah et al (developing bacterial set box media ...) seen that the schools of al azhar 16 islamic public high school semarang and ma nurussalam semarang have the same troubles in bacterial material with no correlation teaching between islamic value, science value and need a media that can visualize bacterial material. researchers also study the core concept of bacteria about aim, the cumulative achievements indicator, and the basic competence of bacterial material. these various things are used as a reference for designing products. the define stage was carried out by compiling the reference criteria test, media selection and format, and initial design. the initial prototype research of instructional media devices in bsb media designs containing fiqh al biah. the expert assessment stage carries out the development stage to ask for validation by material experts, media experts, integration experts, and biology teachers to see their responses and suggestions to the media. then revisions are made after they are appropriate then, a development test is carried out. the development test was carried out in a limited field consisting of 5 students with random sampling from both schools. the results of the feasibility test on the limited field test show that the media is very feasible. after that, the media tested into a wider field test scale to see product validation. data of this research is consists of quantitative and qualitative data. the qualitative data is about command, suggestion, and some opinion from material experts, media experts, integration experts, and field practitioners towards learning media. quantitative data were obtained from validity scores obtained from each expert through a validity questionnaire. the researcher validates the questionnaire to the supervisor who is an expert in their respective fields before validating the product. aspects of indicator in the questioner for material experts are content eligibility aspects, presentation feasibility aspects, and aspects of language eligibility used in media guidebooks. besides, aspects of indicator in the questioner for media expert are the display aspect of media, the relevance of media and materials, aspects of visual media communication, and benefit aspect of media. the integration expert's aspect indicator is the integration content of science and islam in the media, aspects of the spirituality of science in the media, and linguistic aspects (al quran, al-hadith, and fiqh) text and context in media. the validity questionnaire was used using a likert scale. guidelines for using the likert scale can be seen through the table 1. table 1. direction for valuation in likert scale statement score very good 5 good 4 enough 3 poorly 2 very less 1 (source: riduwan & sunarto, 2014) the data obtained is then analyzed using the following percentage validity formula 1. p = percentage of validity, x = score rating of respondents in one item, xi= ideal rating score in one item, 100% = a constant. x 100% (1) the data obtained is then interpreted and concluded based on the qualification assessment criteria according to table 2. table 2. assessment of media validity qualifications presentage of assesment interpretation 81%-100% very worthy 61%-80% worthy 41%-60% worthy enough 21%-40% unworthy 0%-20% very unworthy (source: riduwan & sunarto, 2014) results and discussion this media has specially designed by researchers to answer challenges for the problems by making 3dimensional media that can visualize bacteria and add islamic content in their correlation with jurisprudence al biah or fiqh of environment. the resulting 3-dimensional media is divided into three sets, visualization of bacteria (namely set 1), and classification of bacteria (namely set 2). this set consists of the classification of bacteria based on their shape, the number of the flagellum, the need for oxygen, and a mini practicum media to determine bacteria's classification based on gram staining. set 3 contains fiqh al biah media. this media is jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 87 saniyyah et al (developing bacterial set box media ...) in the form of a 3-dimensional diorama equipped with a story presentation. then, students are asked to carry out instructions according to the instructions and answer some of the analysis questions asked. before the media was tested on students, this media went through a revision stage based on media, material, and integration experts. revisions from media experts are fixing the typo in the media guide book, but there were no revision suggestions in the context of media. according to material experts, revision suggests to media set 1 an incorrect position between flagellum and pili organelles. integration experts have no suggestion for revision. after the researcher's purpose, all of the revision and the next media will be tested on the students. set of bacterial visualizations (set 1), the model of bacterial visualization produced was bacterial bacilli. bacilli are used as model bacteria because they are found in many reading sources and are the most accessible bacteria to be identified and visualized. media set 1 is designed so that it can be used to observe the morphology and anatomy of bacilli bacteria whose entire illustrative components refer to (aripin & suryaningsih, 2020). this set is also equipped with a mini box containing an organelle card affixed to several parts of the bacteria using adhesive (figure 1). figure 1. set 1: (1) visualization of bacterial morphology and (2) bacterial anatomy bacterial classification set (set 2), the bacterial classification set consists of bacterial categorization based on the flagellum location, shape, oxygen requirements, and gram staining. classification of bacteria based on the flagellum location, this form of bacterial visualization uses a bacterial model of bacilli. the right and left sides are adhesive to attach the flagellum modification (figure 2). this media id designed to be disassembled and modified by students into monotric, lophotric, amphitricand peritric bacteria (aryulina & riyanto, 2016). figure 2. set 2: (1) classification of bacteria based on the location of the flagellum, (2) modification results in the form of monotric bacteria, (3) lophotric bacteria, (4) aphitric bacteria, and (5) pediatric bacteria classification of bacteria based on their shape, visualization of the classification of bacteria based on their shape consists of coccus and bacilli. coccus form bacteria are made from “pom-pom” (wool decoration) modified by sticking to the right side. the left side and the bacillus form of the bacillus are made of modified fur fabric formed into bacterial bacilli. this media is designed to be converted into coccus, diplococci, 1 2 1 2 3 4 5 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 88 saniyyah et al (developing bacterial set box media ...) staphylococci, and streptococci. likewise, with the form of bacilli into monobacilli, diplobacillus, and streptobacillus (figure 3). figure 3. set 2: (1) modification of coccus become monococcus, (2) diplococcus, (3) streptococcus, (4) staphylococcus, (5) modification of bacilli become monobacilli, (6) diplobacilli, and (7) streptobacilli bacterial classification based on oxygen requirements, media visualization is made of flannel fabric patchwork, which is analogous to bacterial colonies and resins as a medium so that both are inserted into a test tube. the media is equipped with adhesive in the cell's mouth and a bacterial card in the mini box 2. this media is designed so that students can distinguish aerobic, anaerobic, facultative anaerobic, and aerotolerant bacteria (figure 4). figure 4. display of bacterial calculation media based on oxygen requirements bacterial classification media based on gram staining consists of two petri dishes, a box of bacterial colonies, two dropper pipettes, one tweezer, and two test liquid bottles. this media is used as a minilaboratory for gram staining lab (figure 5). figure 5. display of bacterial classification media based on gram staining 1 2 3 4 5 6 7 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 89 saniyyah et al (developing bacterial set box media ...) containing fiqh al biah sides (set 3), this media is a three-dimensional picture in the form of a miniature diorama, a picture of the river environment. the researchers use dioramas in this media because it has the relation of objects to each other. these described items are perfectly handled in dioramas as a depiction of reality (mahlail et al., 2018). the instruction of using media is designed to analyze the correlation picture of the state of the situation with the slogan of the hadith contained in the media to determine the attitude/action that they must take if they find such river conditions (figure 6). figure 6. display of fiqh al biah media bc (bacterial card) is a bacterial card containing a picture of bacteria, its classification, characteristics (shape, size, gram type, locomotion, oxygen need type), other information for students relating to several bacteria species, and the source of that information (figure 7). figure 7. display of bc (bacterial card) the guiding book for using bsb (bacterial set box) containing fiqh al biah media. this guiding book contains introductory material and instructions for using media. this guide book contains what bacteria is their classification, the content of what fiqh al biah is, and its implementation to our life (figure 8). besides, in this book, there were some correlations and descriptions between studying bacteria and the implementation of our daily life based on al quran, al-hadith, and fiqh al biah perspective. the following is the display of the front and back cover. for the whole of bsb guide book, it can download at this link; https://drive.google.com/file/d/1hxrpxykvmzyk_jjbdhe1_djeo0tydf-7/view?usp=sharing https://drive.google.com/file/d/1hxrpxykvmzyk_jjbdhe1_djeo0tydf-7/view?usp=sharing jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 90 saniyyah et al (developing bacterial set box media ...) figure 8. display the front cover back of the media guide book the validation results by matery expert (me), media expert (mee), integration expert (ie), biologists’ expert for al azhar 16 islamic public high school semarang and ma nurussalam semarang. the validation result's feasibility showed 94% from mastery expert who is concluding that the media is valid to use. the feasibility of validation result from media expert was 79%, from integration expert was 96%, from the biology expert for al azhar 16 islamic public high school semarang was 92% and from the biology expert for ma nurussalam semarang was 86%. based on this result of the feasibility test, we can conclude that this media is very suitable for learning media. the following chart was about the percentage of the feasibility of validation results from all of the experts (figure 9). 94% 79% 96% 92% 86% 0% 20% 40% 60% 80% 100% 120% me mee ie smai teacher ma teacher f e a si b il it y o f v a li d a ti o n re su lt s validator experts feedback figure 9. the graphic of feasibility validation result from the experts the limited field test is carried out to obtain responses from a portion of the population as a reference for conducting a broader field test. based on table 3, it can be seen that this media is eligible to be tested on a more extensive scale of field. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 91 saniyyah et al (developing bacterial set box media ...) table 3. limited field test results no students aspects recapitulations of categories media theory benefits 1. pd-1 94,67% 100% 100% very worthy 2. pd-2 93% 92,3% 100% very worthy 3. pd-3 98,67% 84,6% 100% very worthy 4. pd-4 100% 100% 100% very worthy 5. pd-5 85,3% 87,69% 90% very worthy the result of the wider field test showed by this graphic in figure 10. the average recapitulation of student responses from al azhar 16 public high school semarang and ma nurussalam semarang is 89.3%, with a very decent category. this percentage has shown that the bsb (bacteria set box) media containing fiqh al biah was valid and decent for helping students study bacteria and integrate bacteria material and fiqh al biah by a reverse to validity and decent test category from (riduwan & sunarto, 2014). the percentage also showed that the media approved to use. bsb (bacterial set box) media containing fiqh al biah is a media specifically designed for group use. one group consists of 5-6 students. in using this media, teachers can use discovery learning models. researchers present fiqh al biah in bacterial material as a novelty. in this media set 3, students are given media in the form of mini dioramas of the river environment, mini slogan boards containing the prohibition of disposing of trash, and hadith boards that say "at thahuuru syathrul iman". as well as for instructions for using the media. students are asked to carry out instructions according to the instructions in the form of a story like the one in the figure 11. based on the researchers' analysis, by using this media, the students have gained knowledge of environmental fiqh that what the main character in the story is doing is wrong and violates religious norms, and is against the qur'an and hadith. the feedback answer from students states that they do not know about fiqh al biah first after they studied with this media, they understand what environment fiqh is and how the implementation in their daily lives. thus, students will think the actions that can destroy the balance of the environment are haram to do. in this media context, students will learn by themselves that small actions such as throwing garbage in the river have many negative impacts on nature and humans themselves. therefore, it will indirectly form a moral responsibility based on scientific and religious knowledge that damaging the environment is bad. and this is where the role of environmental fiqh is applied. 91% 88% 90%90% 88% 90% 84% 85% 86% 87% 88% 89% 90% 91% 92% 93% media matery benefits t h e p re se n ta g e o f w id e r fi e ld t e st the categories of student feedback smai 16 al azhar ma nurus salam figure 10. the graphic of the wider field test results jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 83-94 92 saniyyah et al (developing bacterial set box media ...) figure 11. the sample of guidance book in fiqh al biah material this study research analysis has an equal characteristic study that 3-dimensional media can help the students study invisible objects and raise their understanding of the material. students can see what is learned and explained by the teacher clearly (arifin & lestari, 2020; yuniarti et al., 2017). developing bsb (bacterial set box) media based on fiqh al biah give positive impacts students. bsb media is a model that fuses a few speculations identified with instructional structure and learning forms. students hold more data by what they do rather than what seems to be heard, perused, or watched (davis & summers, 2015). using diorama to collaborate between science and islamic value has successfully increased students' interest. this result is the same as the research study from (efe, 2017) that students taught by diorama were better in science learning skills than those taught with the traditional learning method. fiqh al biah is a paradigm in islamic religion (mufid, 2014) that suggests protecting and curing the environment as an asset from god (hidayat, 2015). by adding fiqh al biah content, bsb (bacterial set box) media become a complex media that helps students study the correlation between islam and science. this integration is a novelty of this research. this media also becomes attractive media for students; it shows that when the media implement to the student, they are very interested because they learn something with the new media and make them understand. conclusion the characteristics of bsb (bacterial set box) media containing fiqh al biah are as follows bacterial visualization set (set 1), bacterial classification set (set 2), and fiqh al biah set (set 3). this media is also equipped with bc (bacterial card) and media usage manual. the results showed that the validation percentages were 94% (material expert), 79% (media expert), 96% (integration expert), 92% (biology teacher of al azhar islamic public school 16), and 86% (biology teacher of ma nurussalam). so, this media can cover all the problems and fix them by combining islamic and science vibes. the researchers also hope that this media can be useful media for all of the students in the large field who want to learn about bacteria and its implementation. all of the researchers on the science education side have to give more attention to this complexity of the integration between islamic and science vibes by creating another media that combines the other material issues. acknowledgement finally, we are deeply indebted to the headmaster of ma nurussalam and al azhar islamic public school 16 for permitting us to study with them. special thanks, we express for the head of department of biology education of walisongo islamic state university, drs. 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(2019). rqa integrated with adi: empowering biology students’ ability in posing higher-order thinking skills questions. jpbi (jurnal pendidikan biologi indonesia), 5(3), 511520. doi: https://doi.org/10.22219/jpbi.v5i3.8301 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.8301 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:sitizubaidahbioum@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.8301 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.8301&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 511-520 512 amin et al (rqa integrated with adi …) and trained (brown, lawless & boyer, 2013). therefore, a process of habituation and training is needed to develop students' thinking skills in the classroom learning process. this process can be done through the practice of asking questions and expressing opinions both during group interactive discussions and class discussions. good questions lead to good understanding (freahat & smadi, 2014). questions function as a means of organizing knowledge, or linking educational experiences (underhill, 1991). questions are an element related to assessment or testing to access the learning curve and the cognitive level of students (omar, haris, hassan, arshad, rahmad, zainal, & zulkifli, 2012). learning in universities is not only limited to the transfer of knowledge but it must be accompanied with the development and reproduction of new knowledge (tonissen, lee, woods, & osborne, 2014). questions can be used as a guide to understand concepts, to explore the previously acquired knowledge, to connect ideas between different students, to stimulate new ideas or opinions (bowker, 2010; hariyadi, corebima, zubaidah, & ibrahim, 2017). research results show that questioning skills is a reflection of students’ thinking level (chin, 2006; chin & chia, 2004). the stages of making questions will encourage students to absorb information in accordance with their level of understanding, so that they can stimulate students’ thinking skills (dootlittle, hick, triplett, nichols, & young, 2006). the use of various questions with varying cognitive levels is essential in improving students' cognitive abilities (ewing & whittington, 2007). asking questions and expressing arguments are indicators of interactive learning. questions and statements made by students in the learning process are a form of thinking processes (clough, 2007). high order thinking skills are needed by students to manage information obtained to be expressed in a statement (thomas, dougherty, & buttaccio, 2014). the learning objectives can be achieved through students’ high-order thinking skills which are facilitated through questions and statements in the active interaction of the learning process (blackwell, 2015). according to brookhart (2010), high-order thinking skills (hots) include logic and reasoning abilities, analysis, evaluation, and creation, problem solving, and decision making. learning strategies have a significant effect on students’ thinking skills, which indirectly influences the types of questions posed in classroom learning (hariyadi et al., 2017). teachers and lecturers can facilitate their students to be able to think using their higher-order thinking skills through learning models (lee, lee, gong, bae, & choi, 2016; lee & lai, 2017). the young generation must have good resources by having the high-order thinking skills (pantiwati & permana, 2017). high-order thinking requires someone to apply new information or knowledge that he has and to manage the information to find possible answers in new situations (heong, othman, md yunos, kiong, hassan, & mohamad, 2011). questions have important functions to help teachers and lecturers in building students’ understanding and encouraging students to think and act on structured concepts/materials (khan & inamullah, 2011). the research conducted by lateef, dahar, and latif (2016) concluded that higher-order thinking skills (hots) played an essential role in increasing students’ academic achievement. habituation is an important technique to develop a particular ability (barrie, 2007). habituation or stimulus cannot be carried out when the learning activities only use the conventional learning atmosphere, strategy, and models (husamah, fatmawati, & setyawan, 2017). educators must help their students to develop their critical thinking and problem solving skills (mccormick, clark, & raines, 2015). according to limbach and waugh (2010), to develop critical thinking skills, there are five points needed, namely: (1) determining learning goals, (2) teaching through inquiry, (3) practicing, (4) reviewing, improving understanding, and (5) training feedback and assessing the learning. meanwhile, according to krathworl (2002), the indicators for measuring high-order thinking skills are: analyzing, evaluating, and creating. the research conducted by kusdiningsih, abdurrahman, and jalmo (2016) revealed that the causes of the low percentage of the achievement in the indicator of beginning question were becasue the students were not able to make initial ideas or initial questions that supported the understanding of science concepts. husnawati, muhibbuddin, and abdullah (2014) stated that the questioning skills of the pre-service biology teacher in developing students' thinking skills in the learning process were still low, in which the average level of the questions was in c1, c2, and c3. the students whose hots level is still low are not able to identify the main ideas, analyze arguments, and show the usefulness of things known to give answers, so that their analytical skills are poor (kurniati, harimukti, & jamil, 2016). the results of a preliminary study conducted by amin, corebima, zubaidah, and mahanal (2017) showed that the quality of the questions made by the pre-service biology teachers in makassar indicated that 76.92% of the questions were classified as lower-order thinking skills (lots), and 23.08% were classified as higher-order thinking skills (hots). constructivist learning strategies which have the potential to empower higher-order thinking skills are reading, questioning, and answering (rqa) strategy and argument driven inquiry (adi) strategy. rqa is a learning strategy that can improve thinking skills (mulyadi, adlim, & djufri, 2014), critical thinking (priantari, 2014), high-order thinking skills (sumampouw, 2011). adi learning strategy can have an effect on critical thinking and learning activities (fitriyaningsih, roshayanti, & citraning, 2017). the implementation of argument driven-inquiry jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 511-520 513 amin et al (rqa integrated with adi …) learning strategy is thought to be able to increase the questioning activities in the learning process which eventually can develop students' creative reasoning (hidayat, 2017). however, it is necessary to further investigate the contribution of the rqa, rqa integrated with adi, adi, and conventional learning strategies in improving students’ ability in asking higher-order thinking (hot) questions to find out which strategy can provide the highest potential to improve students’ thinking skills. based on the above mentioned conditions, this research aimed at analyzing the students’ ability in posing higher-order thinking skills (hots) questions during learning process. this research focused on comparing the students’ ability in posing higher order thinking skills questions in the rqa, adi, rqa integrated with adi, and conventional learning strategies. this research is expected to provide information for teachers and lecturers about the learning strategies having the potential to improve the students’ ability in posing higher order thinking skills questions. the research results contribute to the biology lecturers, particularly in indonesia, as the strong recommendation to develop various learning strategies which address the improvement of students’ hots. to go further, this research can be an initial model for the next researchers to develop the similar topics. method this survey research used descriptive quantitative approach. the population of this research was the fourth semester students of biology education program in makassar and maros, south sulawesi, indonesia which consisted of five universities with the total of 201 students. the sample of this research was the biology education students at uin alauddin makassar and universitas muslim maros, south sulawesi which consisted of 92 students. this research was carried out for one semester, january to june 2018 in animal physiology course. the instrument used in this research was the observation sheet of questioning ability of the pre-service biology teachers. the data were questioning ability gained by using observation sheet. the data then were analyzed descriptively. the questioning ability analysis used was based on the both quantity and the quality of the questions. the question quality was catagorized based in the instrument determined. the higher the level and the dimension, the higher the quality of the questions (tanaya, suciati, & maridi, 2017). the question quality was analyzed based on the cognitive level of revised bloom taxonomy (anderson & krathwohl, 2001). the classification of cognitive domain levels were: remembering (c1), understanding (c2), applying (c3), analyzing (c4), evaluating (c5), and creating (c6). these six cognitive levels were then grouped into lots and hots. the questions posed by students were categorized into the lots as they comprised of c1 (remembering), c2 (understanding), and c3 (implementing). meanwhile, the questions generated from c4 (analyzing), c5 (evaluating), and c6 (creating) were grouped in hots. the data collected in this research consisted of students’ questioning abilities from each class through the implementation of rqa strategy, adi strategy, rqa integrated with adi strategy, and conventional learning strategy. the steps of the rqa learning strategy were: (1) stating the topics of learning; (2) arranging questions; (3) answering questions; (4) presenting group assignments. the steps of adi learning strategy were: (1) identifying tasks, (2) collecting data, (3) producing tentative arguments, (4) interactive session arguments, (5) compiling written investigation reports, (6) reviewing reports , (7) revising the report, and (8) reflective discussion. meanwhile, the rqa integrated with adi learning strategy was the combination of rqa and adi learning steps. these steps were: stating the learning topics, reading the learning material, arranging questions, identifying assignments, collecting data, producing tentative arguments, presenting group assignments, conducting interactive argumentation sessions, answering questions, compiling written investigation reports, revising reports, and conducting reflective discussions. conventional learning was the learning strategy which was commonly implemented by the lecturers during the animal physiology learning, which was dominated with direct instruction using lecturing method as well as question and answer session. the data were gathered using observation sheets. these data obtained then were recapitulated and categorized into the four categories (i.e. rqa, adi, rqa integrated with adi, and conventional). the data analysis was performed quantitatively through tabulation and interpretation of the quantitative data. the results of the analyses were recorded in tables containing frequencies and percentages. results and discussion the students’ questioning abilities in the learning process were identified through the observation sheet. the recapitulation of the results of the students' ability to pose lots and hots questions at the implementation of rqa, adi, rqa integrated with adi, and conventional learning strategies can be seen in table 1. table 1 shows jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 511-520 514 amin et al (rqa integrated with adi …) 39.47 60.53 44.29 55.71 35.09 64.91 80.65 19.35 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 lots hots p e rc e n ta g e ( % ) the quality of questions rqa adi rqa integrated with adi conventional learning that the students in the rqa learning dominantly posed questions on the cognitive level c4 and c6 with the percentage of 21.05% for level c4 and 21.05% for level c6. whereas in the adi learning, about 20% of questions were at the cognitive level c6 and 18.57% of the questions were at the cognitive level c4. in the rqa integrated with adi learning, 24.56% of the questions were at the cognitive level c4, and 21.05% of the questions were at the cognitive level c6. meanwhile, in the conventional learning, most of the questions posed by the students were at the cognitive level c3 (29.03%) and at the level c2 and c1 with the percentage of 25.81% of each level. table 1. students' ability to pose lots and hots questions at the implementation of rqa, adi, rqa integrated with adi, and conventional learning strategies learning strategies cognitive questions level (%) lots (%) hots (%) c1 c2 c3 c4 c5 c6 ▪ rqa 10.53 13.16 15.79 21.05 18.42 21.05 39.47 60.53 ▪ adi 12.86 14.29 17.14 18.57 17.14 20.00 44.29 55.71 ▪ rqa integrated with adi 8.77 8.77 17.54 24.56 19.30 21.05 35.09 64.91 ▪ conventional learning 25.81 25.81 29.03 9.68 6.45 3.23 80.65 19.35 the graph of the comparison of the students' ability to pose lots and hots questions at the implementation of rqa, adi, rqa integrated with adi, and conventional learning strategies can be seen in figure 1. figure 1. comparison of students' ability to pose lots and hots questions at the implementation of rqa, adi, rqa integrated with adi, and conventional learning strategies based on figure 1, it can be seen that the rqa, adi, and rqa integrated with adi learning strategies were dominated with the hots questions, while the conventional learning strategy was dominated with the lots questions. figure 1 shows that the rqa integrated with adi learning strategy provided the highest contribution to the improvement of the students’ hots. phases in the rqa integrated with adi have the potential to stimulate students’ reasoning and thinking skills. the “producing tentative arguments” and “interactive argumentation” phases in the rqa integrated with adi provide opportunities for the students to leave their “comfort zone” and enrich their learning experiences through actively asking higher-order thinking questions and giving opinions. the statements involving thinking processes support the activities to confirm the conclusions formulation that have been formulated with tentative answers. the questions and statements of the students which are dominated with cognitive process c1 and c2 on the dimensions of facts and concepts showed that their thinking abilities were in a low category (marin & halpern, 2011; sim, 2013). unidentified questions and statements of metacognition indicate that students are not able to ask questions or make statements related to self-awareness (pintrich, 2002). question c6 indicates that students have been able to create a new concept obtained from combining old concepts with the new one (anderson & krathwohl, et al., 2001). educators consider that highorder thinking skills are as high as the order of thought that occurs when students gain new knowledge and store it in memory, then this knowledge will be correlated, organized, or evaluated to achieve more specific goals (abosalem, 2016). questions with a low cognitive level can increase the acquisition of factual knowledge and the foundation for achieving high cognitive skills. contrarily, higher cognitive level questions are effective jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 511-520 515 amin et al (rqa integrated with adi …) tools to stimulate thinking and to develop other cognitive skills such as problem solving and decision making (freahat & smadi, 2014). the research conducted by hariyadi et al (2017) concluded that the class with rqa strategy provides conditions that trigger students’ higher-order thinking skills. according to amin and corebima (2016), the rqa learning strategy has a continuous learning syntax which supports one another. the phases in this strategy begin with reading phase, questioning phase, and finally the answering phase. this syntax becomes an integrated process in improving students' thinking abilities and skills (amin & corebima, 2016). the answering phase in the rqa learning has the potential to encourage students to develop their metacognitive skills by adapting various learning strategies to meet the demands of the task (sumampouw, 2011). rqa learning enables students to understand the content of a reading passage and to find the substantial ideas of the reading, so that the students already have the concept about the learning material when the classroom learning takes place (corebima, 2009; bahtiar, 2011; sumampouw, 2013). reading questioning and answering (rqa) can be one of the learning strategies that can be used to improve students’ character, cognitive learning results and retention (amin & rosmiaty, 2017). the advantage of this rqa learning strategy is that it has been proven to increase the quality of the students’ questions in higher cognitive levels. one way to improve students’ critical thinking skills is by improving their analysis skills. adi learning is analytical and has an effect on students' critical thinking skills improvement (fitriyaningsih et al., 2017). the adi learning strategy provides the students with the opportunities to build their own explanations and to share ideas in small groups during class discussions. thus, this strategy can create a culture of "process" in science teaching and learning (amin & corebima, 2016). according to sampson and gleim (2009), one of the strengths of adi learning strategy is that it encourages individuals to learn how to articulate arguments and to justify explanations for research questions as part of the investigation process. argumentation discourse is as a context where scientific understanding aims at coordinating statements, and as an evidence where statements are from a framework of various alternatives (garcia-mila, gilabert, & erduran, 2013). the adi learning strartegy has the potential to increase hots. the results of this research indicate that the conventional learning was dominated with the lots questions. the learning process dominated with lecturing method, in fact, does not stimulate students to pose higher-order thinking skills questions. in the conventional learning, the questions during the learning process were spontaneous, with types of questions ranging from remembering, understanding and applying (hariyadi et al., 2017). the recapitulation of the results of the students' ability to ask the factual, conceptual, procedural and metacognitive types questions at the implementation of rqa, adi, rqa integrated with adi, and conventional learning strategies can be seen in table 2. table 2. students’ ability to pose factual, conceptual, procedural and metacognitive questions at the implementation of rqa, adi, rqa integrated with adi, and conventional learning strategies learning strategies types of questions factual (%) conceptual (%) procedural (%) metacognitive (%) ▪ rqa 13.16 21.05 28.95 36.84 ▪ adi 15.71 22.86 37.14 24.29 ▪ rqa integrated with adi 10.53 21.05 29.82 38.60 ▪ conventional learning 48.39 38.71 9.68 3.23 table 2 shows that the questions raised by the students in the rqa learning were dominated by metacognitive questions (36.84%) and procedural questions (28.95%). whereas in the adi learning, the questions were dominated with procedural questions (37.14%) and metacognitive questions (24.29%). the questions posed in rqa integrated with adi learning strategy class comprised of metacognitive questions (38.60%) and procedural questions (29.82%). meanwhile, in the conventional learning, the questions posed by students were generally factual questions (48.39%) and conceptual questions (38.71%). based on table 2, it is obviously seen that rqa had the potential to develop the ability of the students to organize metacognitive questions. rqa strategy has been proven effective in activating (sumampouw, 2011; corebima & bahri, 2011; bahri & corebima, 2017) as well as inducing the development of students’ metacognition (khairil, 2009). the results of this study indicate that rqa can significantly stimulated students’ higher order thinking skills. table 2 shows that adi had the potential to develop the students’ ability to organize procedural questions. this finding is corroborated by roshayanti and rustaman (2013) and hasnuidah (2015) who suggested that adi can improve students’ critical thinking, metacognitive skills, and knowledge acquisition. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 511-520 516 amin et al (rqa integrated with adi …) according to munzenmaier and rubin (2013), q1, q2, q3 contain factual, conceptual, and procedural questions, respectively, while questions q4, q5 and q6 consist of metacognitive questions. the students’ scores of asking open-ended and close-ended questions in rqa, adi, rqa integrated with adi, and conventional were summarized in table 3. table 3. students’ ability to pose open-ended question and close-ended question in the rqa, adi, rqa integrated with adi, and conventional learning strategies learning strategies types of questions open-ended question (%) close-ended question (%) ▪ rqa 63.16 36.84 ▪ adi 57.14 42.86 ▪ rqa integrated with adi 68.42 31.58 ▪ conventional learning 25.81 74.19 table 3 shows that the questions asked by the students in the rqa learning were dominated with openended question (63.16%). in the adi learning, the open-ended questions were about 57.14%, and the remaining 42.86% were closed-ended questions. the open-ended questions were also dominant in the rqa integrated with adi learning (68.42%). meanwhile, in the conventional learning, the open-ended questions were about 25.81%, and the remaining 74.19% were closed-ended questions. by getting these results, it can be concluded that at the implementation of rqa, adi, adi integrated with rqa learning strategies, the open-ended questions were dominant, while in the conventional learning, the close-ended questions were dominant. the open-ended question type is believed to be a stepping stone for students to enrich their understanding and to create an atmosphere where students are comfortable to share their ideas with peers or teachers/lecturers in the class compared to the close-ended question type (de rivera, girolametto, greenberg, & weitzman, 2005; peterson, jesso, & mccabe, 1999; whitehurst, arnold, epstein, angell, smith, & fischel, 1994). open questions can investigate abstract concepts of an argument, lead to unexpected context or other possible arguments for the validity of the arguments (walton & godden, 2005). overall, high-quality (open) questions are defined as questions that arise from students' reasoning that requires them to analyze, predict, evaluate and produce ideas when they learn new concepts. open questions guide the students to what they know and what they do not know because open questions require different answers. the rqa, adi, and rqa integrated with adi learning strategies were dominated with open-ended questions. this is because the phases in these strategies have the potential to train students' reasoining ability. the openended question type helps students realize the appropriate learning methods in accordance with their own knowledge because it gives students the opportunity to make arguments. the support of concept mastery in the reading phase can become a basic capital for students to explore the knowledge they gained to make high quality arguments. conversely, closed questions do not guide students to move to the next cognitive level because it emphasizes the memorizing or repeating knowledge without utilizing the reasoning process. the open-ended question type requires higher thinking (baird & northfield, 1992). therefore, it can be concluded that rqa, adi, and rqa integrated with adi can stimulate students’ higher order thinking skills to ask openended questions. in traditional classes, the teacher/lecturer asks many closed questions that require students to respond with specific answers. in this approach, the students have less opportunities to express their opinions and to use their reasoning. some previous researches show that the longer the teacher talking time is, the shorter the student talking time will be. the inadequacy of high-quality (open) questions cannot support the creation of a creative environment which largely stimulates students’ cognitive and linguistic abilities. the results of this study in general suggest that the rqa integrated with adi strategy possesses the highest potential to stimulate students to ask open-ended questions which represent their higher order thinking skills. conclusion based on the results of the study, it was known that rqa, adi, and rqa integrated with adi were dominated by hots questions. the percentages of hots questions asked on rqa, adi, integrated rqa-adi, and conventional were 60.53%, 55.71%, 64.91%, and 19.35%, respectively. therefore, it can be concluded that the rqa integrated with adi strategy was the most effective strategy to improve the students’ ability to ask hots questions. it is expected that teachers and lecturers implement rqa, adi, and rqa integrated with adi learning strategies to improve the students’ ability in posing hots questions. in addition, the results of this research are expected to be used by other researchers to conduct further research on hots. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 511-520 517 amin et al (rqa integrated with adi …) acknowledgment the authors appreciate to the research and community service in higher education, ministry of research, technology and higher education, the republic of indonesia, as the funding supporter for tis research through the doctoral dissertation grant for budget year 2018 based on letter number 0045/ e3/ll /2018. the researchers also thanks for the support given through research output quality improvement workshop on doctoral dissertation research scheme in the budget year 2018, the research-capacity improvement program in malang with letter number: 2084/e3.4/und/2018. references abosalem, y. 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(2017). analysis of test items by the undergraduate biology education students of universitas muhammadiyah malang (umm) based on pisa and revised bloom taxonomy. prosiding seminar nasional kedua pendidikan berkemajuan dan menggembirakan, 3 august 2017, page 707-716. retrieved from https://publikasiilmiah.ums.ac.id/handle/11617/9550. peterson, c, jesso, b, mccabe, a (1999). encouraging narratives in preschoolers: an intervention study. journal of child language, 26, 49-67. doi: https://doi.org/10.1017/s0305000998003651. pintrich, p. r. (2002). the role of metacognitive knowledge in learning, teaching, and assessing. college of education, the ohio state university, 41(4). doi: https/doi.org/10.1207/s15430421tip4104_3. priantari, i. 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(2005). the nature and status of critical questions in argumentation schemes. ossa conference archive, 56: 476-484. retrieved from https://scholar.uwindsor.ca/cgi/viewcontent.cgi ?article=1012&context=crrarpub whitehurst, gj, arnold, ds, epstein, jn, angell, al, smith, m, fischel, je (1994). a picture book reading intervention in day care and home for children from low-income families. developmental psychology, 30, 679-689. doi: http://dx.doi.org/10.1037/0012-1649.30.5.679. https://publikasiilmiah.ums.ac.id/handle/11617/9550 https://doi.org/10.1017/s0305000998003651 https://doi.org/10.1207/s15430421tip4104_3 https://jurnal.uns.ac.id/prosbi/article/view/7900 http://journal.upgris.ac.id/index.php/bioma/article/downloadsuppfile/404/17 https://doi.org/10.1662/005.071.0805 https://doi.org/10.1662/005.071.0805 https://www.semanticscholar.org/paper/an-inquiry-of-teachers'-perception-on-the-between-sim/49255dda97b233f40d5b653ca2d61bd5c7b577d5 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https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1012&context=crrarpub https://psycnet.apa.org/doi/10.1037/0012-1649.30.5.679 issn: 2442-3750 (print) issn: 2527-6204 (online) volume 4, issue 3, november 2018 jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print), issn 2527-6204 (online), is published by department of biology education, faculty of teacher training and education, university of muhammadiyah malang collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. jpbi (jurnal pendidikan biologi indonesia) publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. editors welcome scholars, researchers, and practitioners of education around the world to submit scholarly articles to be published through this journal. all articles will be reviewed by experts before accepted for publication. each author is solely responsible for the content of published articles. editors accept the article has not been published in other media with the writing format as listed on page manuscript writing guidelines. the journal has been indexed in doaj, google scholar, doi crossref, sinta, and others. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. jpbi (jurnal pendidikan biologi indonesia) in english is indonesian journal of biology education. editor-in-chief dr. atok miftachul hudha, department of biology education, university of muhammadiyah malang, east java, indonesia managing editors 1. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia section editors 1. assoc. prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana 2. dr. arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia 3. dr. elly purwanti, department of biology education, university of muhammadiyah malang, east java, indonesia 4. alisa kazarina, scopus id: 56580516500; latvian biomedical research and study centre & university of latvia, latvia 5. rio christy handziko, scopus id: 57195469269; department of biology education, state university of yogyakarta (uny), yogyakarta, indonesia 6. dwi setyawan, scopus id: 55140509000, department of biology education, university of muhammadiyah malang, east java, indonesia 7. ahmad fauzi, department of biology education, university of muhammadiyah malang, east java, indonesia 8. fendy hardian permana, department of biology education, university of muhammadiyah malang, east java, indonesia 9. fuad jaya miharja, department of biology education, university of muhammadiyah malang, east java, indonesia 10. tutut indria permana, department of biology education, university of muhammadiyah malang, east java, indonesia http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 proofreaders 1. prof. ruhul haque kuddus, scopus id: 6603847273; department of biology, utah valley university, united states 2. prof. dr. maria del carmen nolasco salcedo, departmento de ciencias básicas, centro universitario de la ciénega, universidad de guadalajara, ocotlán, jalisco, mexico 3. dr. shahin gavanji, scopus id: 54883969200; chairman of world academic of medical sciences (wams); department of biotechnology, faculty of advance sciences and technologies, university of isfahan, isfahan, iran, islamic republic of 4. roimil latifa, scopus id: 57188978530; department of biology education, university of muhammadiyah malang, east java, indonesia reviewers 1. assoc. prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia 2. assoc. prof. dr. maria salih, scopus id: 56574813200; fakulti pendidikan & pembangunan manusia, sultan idris university of education, perak darul ridzuan, malaysia 3. assoc. prof. christina albert rayed, scopus id: 36701785600; computer and information system department; sadat academy for management science, cairo, egypt 4. prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia 5. prof. dr. agr. mohamad amin, scopus id: 57188826265; department of biology education, state university of malang (um), east java, indonesia 6. dr. ainur rofieq, scopus id: 57188989237; department of biology education, university of muhammadiyah malang, east java, indonesia 7. dr andreas priyono budi prasetyo, scopus id: 57194028412; biology education department, semarang state university (unnes), central java, indonesia 8. dr. anggi tias pratama, scopus id: 57191420208; department of biology education, islamic state university of north sumatera (uin-su), north sumatera, indonesia 9. dr. ahmad muhlisin, scopus id: 57191473660; natural science education program, tidar university, magelang central java, indonesia 10. dr baiq fatmawati, scopus id: 57200103296; department of biology education, university of hamzanwadi, west nusa tenggara, indonesia 11. dr. cicilia novi primiani, scopus id: 57202377460; department of biology education, university of pgri madiun, east java, indonesia 12. dr. didimus tanah boleng, scopus id: 57194721482; department of biology education, university of mulawarman, east kalimantan, indonesia 13. dr. lina listiana, scopus id: 57190276357; department of biology education, university of muhammadiyah surabaya, east java, indonesia 14. dr marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia 15. dr. mia nurkanti, scopus id: 57200340681; department of biology education, pasundan university, bandung, west java, indonesia 16. dr. murni ramli, scopus id: 57193454536; department of biology teacher education, sebelas maret university (uns), central java, indonesia 17. dr. nurul mahmudati, scopus id: 57188981985; department of biologi education, university of muhammadiyah malang, east java, indonesia 18. dr. poncojari wahyono, scopus id: 57188978455; department of biology education, university of muhammadiyah malang, east java, indonesia 19. dr. siti sriyati, scopus id: 57193863534; science education department, indonesia university of education (upi), west java, indonesia 20. dr. sri wardhani, scopus id: 57199258173; department of biology education, university of muhammadiyah palembang, south sumatera, indonesia 21. dr. sumar hendayana, scopus id: 15753460100; department of science education, indonesia university of education (upi), and head of asosiasi lesson study indonesia/alsi (indonesian association of lesson study), west java, indonesia 22. dr. yuni pantiwati, scopus id: 57190660805; department of biology education, university of muhammadiyah malang, east java, indonesia 23. dr. abdulkadir rahardjanto, department of biology education, university of muhammadiyah malang, east java, indonesia javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3205') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3239') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/4121') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2650') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2618') 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2140') 24. dr. agus sutanto, department of biology education, university of muhammadiyah metro, lampung, indonesia 25. dr akhmad sukri, department of biology education, institute of teacher training and education (ikip) mataram, west nusa tenggara, indonesia 26. dr. bonita hirza, department of mathematics education, university of muhammadiyah palembang, south sumatera, indonesia 27. dr. eko susetyarini, department of biology education, university of muhammadiyah malang, east java, indonesia 28. dr. handoko santoso, department of biology education, university of muhammadiyah metro, lampung, indonesia 29. dr. iin hindun, department of biology education, university of muhammadiyah malang, east java, indonesia 30. dr. lud waluyo, department of biology education, university of muhammadiyah malang, east java, indonesia 31. dr marhamah, department of biology education, hamzanwadi university, west nusa tenggara, indonesia 32. dr. moch. agus krisno budiyanto, department of biology education, university of muhammadiyah malang, east java, indonesia 33. dr. muhfahroyin, department of biology education, university of muhammadiyah metro, lampung, indonesia 34. dr. rusdy a. siroj, department of mathematics education, university of muhammadiyah palembang, south sumatera, indonesia 35. dr. saleh hidayat, department of biology education, university of muhammadiyah palembang, south sumatera, indonesia 36. dr. siti ramdiah, biology education study program, school of teacher training and education (stkip) of pgri banjarmasin, south kalimantan, indonesia 37. dr sri murni soenarno, department of biology education, indraprasta pgri university, jakarta, indonesia 38. dr. suhirman, department of biology education (tadris), islamic state university (uin) of mataram , west nusa tenggara, indonesia 39. dr. sukarsono, department of biology education, university of muhammadiyah malang, east java, indonesia 40. dr. trikinasih handayani, department of biology education, university of ahmad dahlan, yogyakarta, indonesia 41. dr. yetty hastiana, department of biology education, university of muhammadiyah palembang, south sumatera, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang; 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia; postal code: 65144; phone: +62341464318 ext.120 fax: 0341460782; e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com; website: http://ejournal.umm.ac.id/index.php/jpbi javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2230') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2136') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2236') 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widyaningrum, titik wijayanti ............................................................................................... 209 the implementation of school-literacy-movement: integrating scientific literacy, characters, and hots in science learning evi suryawati, fitra suzanti, suwondo suwondo, yustina yustina ....................................................... 215 developing mobile learning as ecology practical tool using three-layer observation framework rizki agung sambodo, baskoro adi prayitno, puguh karyanto, eka sulistyowati .............................. 225 developing flash media of quranic-based human reproduction system material arif didik kurniawan, nuri dewi muldayanti, banita eka putri .............................................................. 235 scientific process skills: preliminary study towards senior high school student in palembang tri eka andini, saleh hidayat, etty nurmala fadillah, tutut indria permana ....................................... 243 scene setting activities: one of students’ learning motivation factor ansar ansar, ahmad afiif, eka damayanti ............................................................................................. 251 sets-based guided experiment book: empowering science process skills of elementary school students pinkan amita tri prasasti, ivayuni listiani ............................................................................................. 257 cultivating students’ environmental awareness by creating bottle garden in school: a qualitative study risya pramana situmorang, sari dewi tarigan ...................................................................................... 263 improving students learning motivation through mobile learning alfiana monika sari, heru nurcahyo ....................................................................................................... 271 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6166 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6166 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6878 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6857 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6876 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6876 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6810 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6822 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6784 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6424 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6684 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6785 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6859 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 1 march 2021, pp. 53-62 10.22219/jpbi.v7i1.13680 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 53 research article teachers’ opinion about learning continuum in evolution based on the material complexity level hani’ faridah a,1*, bambang subali b,2 a magister of biology education department, faculty of mathematics and sciences, state university of yogyakarta, jl. colombo no.1 sleman, daerah istimewa yogyakarta 55281, indonesia b biology education department, faculty of mathematics and sciences, yogyakarta state university, jl. colombo no.1 sleman, daerah istimewa yogyakarta 55281, indonesia 1 hani.faridah331@gmail.com *; 2 bambangsubali@uny.ac.id * corresponding author introduction the implementation of learning in schools has been guided by the curriculum, which is an essential factor in achieving learning objectives (darling-hammond & john bransford, 2005; mcneill et al., 2012). according to (andriani & subali, 2017) the curriculum structure is prepared based on national education standards to determine the aspects studied and the competencies to be achieved in an educational program. however, several studies indicate that curriculum development has not considered the continuum of learning, thus making learning materials between levels of education ineffective (juniati & subali, 2017; kusumadewi et al., 2019; lemos & veríssimo, 2014; pramesti & subali, 2017). in fact, (subali et al., 2018) stated that curriculum development carried out by paying attention to learning content at each level of education will make learning more effective. in other words, curriculum development requires standards that pay attention to the essence of the learning continuum so that the curriculum can meet students' needs at every level of education (suyanto, 2018). a r t i c l e i n f o a b s t r a c t article history received: 15 september 2020 revised: 16 march 2021 accepted: 21 march 2021 published: 31 march 2021 evolution is one of biology topics which covers a wide range of material taught across education levels. unfortunately, the material has not been arranged according to its complexity level and students’ development. this study aimed to collect teachers' opinions about the learning continuum of evolution material based on its complexity level. this descriptive research was conducted in bantul and yogyakarta cities by distributing questionnaires. as many as 68 junior high school (jhs) teachers and 43 senior high schools (shs) teachers were selected through convenience sampling. the data gained was analyzed using descriptive statistics to determine the mode of practitioner opinion. the results showed that the jhs teachers thought that evolutionary material had a complexity level of 3 (quite complex) to level 5 (very complicated) that could be taught in class vii & ix as well as at higher level (xii shs). furthermore, the shs teachers argued that the evolution material from level 3 (quite complex) to level 4 (complex) could be taught in xii class. further research needs to be carried out using more complete instruments with more detailed indicators copyright © 2021, faridah and subali this is an open-access article under the cc–by-sa license keywords evolution learning continuum material complexity level teachers’ opinion how to cite: faridah, h. & subali, b. (2021). teachers’ opinion about learning continuum in evolution based on the material complexity level. jpbi (jurnal pendidikan biologi indonesia), 7(1), 53-62. doi: https://doi.org/10.22219/jpbi.v7i1.13680 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 file:///d:/jurnal%20editor/vol%207%20no%201/10.22219/jpbi.v7i1.13680 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:hani.faridah331@gmail.com%20* http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1.13680 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v7i1.13680&domai jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 53-62 54 faridah et al (teachers’ opinion about learning continuum…) continuum learning is one way of teaching material, including science, which has a wide variety of materials, making it easier for students to master the concept. the learning continuum is a logical and systematic sequence that shows the vertical connection of material from an aspect of science in learning (prihatni et al., 2016). competencies regulated in the curriculum also need to pay attention to the levels that students must achieve gradually, so that curriculum developers must consider the suitability of the teaching materials used with student development at each level of education (juniati & subali, 2017). besides, the learning continuum arranged from simple to more complex can represent an overview of student development's developmental stages at each level of education (situmorang, 2016). students at each level of education have different ages and levels of cognitive development. therefore the teaching materials provided must be adapted to their development. awwad (2013); kose and arslan (2017) stated that cognitive development is one of the natural developments of the individual, which determines the thinking skills of students in the learning process. furthermore, this can help students build an understanding concept from the superficial to the complex level and make problem hypotheses (agustina & ahmad, 2020; bujuri, 2018; ibda, 2015; nurhadi, 2020). in other words, each stage in cognitive development provides a basis for achievement at the next stage (simatwa, 2010). as part of the sciences, biology has been taught from elementary school, junior high school, to high school. studies such as diversity of living things, the morphology of living things, anatomy of living things, biological resources, genetics, evolution, ecology are the fields of biological studies taught at the three levels of education (andriani & subali, 2017; pramesti & subali, 2017). (priyayi et al., 2018) one of the problems in learning biology is that some material is considered difficult for students to learn. it is consistent with related with (suryanda et al., 2020), which stated that 72.5% shs teachers argued that biology material is challenging to learn because it has many fields of study, so it needs to be taught gradually through the learning continuum starting from the elementary school level. one of the biological studies that have a broad material scope is evolution. evolution refers to changes in organisms' structure that occur gradually to achieve functional conformity with their environment. this study is an essential material that can answer various phenomena in nature (helmi et al., 2019; taufik, 2019). furthermore, the material for the study of evolution is unique, quite complex, and continues to develop along with advances in science and technology so that a deeper and more complete understanding is needed (sidiq, 2016). according to (situmorang, 2016), a properly developed learning continuum can make it easier for teachers to be efficiently involved in learning activities. it is possible because, with detailed teaching material indicators, the teacher will present the material to students in a comprehensive and orderly manner. therefore, the aspect of evolution is considered essential to be carefully organized into a proper learning continuum. previous research related to the learning continuum has dissected various studies such as physiology (hadi & subali, 2017), ecology (mendala et al., 2019), reproduction (trilipi & subali, 2020), to biological resources (kusumawati et al., 2019). furthermore, this study involved experts and teachers as respondents based on implementing the curriculum they had carried out had not yet seen how their perspective was on the learning continuum in specific fields of study (kusumawati et al., 2019; mendala et al., 2019). this study aims to develop a learning continuum on evolutionary material based on the level of complexity of the material perceived by the teacher. this study's results are expected to be one of the considerations in curriculum development, especially on evolutionary material. method this survey research was conducted by distributing questionnaires to respondents. the instrument was developed from previous research instruments through focus group discussion (fgd), which involved biology education experts. the evolutionary material assessed in the instrument corresponds to the evolution submaterial taught in schools, and among these materials, there are several other related sub-materials. the number of evolution material matter indicators entered into the instrument consisted of 68 items, consisting of material related to the theory of evolution and all things related to evolution. respondents were asked to fill in their opinion about the complexity of these indicators (between levels 1-5) and which class the material should be taught. this research was conducted from may until august 2020. the questionnaire was then distributed to respondents via a google form. the study population was determined by following the population hypothesis rules, and the sample members were selected by convenience sampling (edgar & manz, 2017). the members of this sample represent a hypothetical population that has the appropriate characteristics. this study's population was all science and biology teachers in yogyakarta and bantul cities, while the research sample was 68 junior high school science teachers and 43 shs biology teachers, so the number of respondents was 111 teachers. respondents’ demographics are presented in table 1. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 53-62 55 faridah et al (teachers’ opinion about learning continuum…) table 1. demographic data of the participating teachers group of respondents based on the region total yogyakarta n (%) bantul regency n (%) jhs teachers 29 (43) 39 (57) 68 shs teachers 34 (78) 9 (22) 43 after the research data was collected, a recapitulation and data analysis was carried out. the research data analysis was conducted using descriptive statistics. data processing is carried out to find the largest frequency distribution (mode) of all data that has been collected from teacher respondents. from the resulting mode, the evolution aspect of the learning continuum is then arranged as teaching material based on the level of complexity of primary and secondary education according to the teacher's opinion. the higher the mode score, the higher the level of understanding between practitioners. the limitations of this study are that the research is limited to only assessing the level of complexity of the material, the biological aspects that are assessed are only related to aspects of evolution, and the research respondents are limited to only involving jhs science teachers and shs biology teachers. data analysis used descriptive analysis techniques that have no significant value so that generalized conclusions cannot be made. results and discussion the evolutionary material analyzed in the study consisted of evolutionary sub-material taught at the jhs and shs levels. in this case, the evolutionary sub-material (especially at the jhs level) does not stand as a separate material but is related to other fields of biological studies. the evolutionary sub-material in this research includes environmental adaptation, natural selection, theory of evolution, kinds of evolution, evolutionary mechanisms, speciation, evolutionary clues, evolution in living things, and the theory of evolutionary tendencies. table 2 explicitly describes the teacher's opinion on the environmental adaptation sub-material. table 2. modes of teacher’s opinions in complexity level of environmental adaptation no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof a. human adaptation 1) human physiological adaptations ix / 3 i 44 xii / 4 j 24 2) human behavior adaption ix / 3 i 42 xii / 4 j 24 b. animal adaptation xii / 4 j 1) animal morphology adaptations ix / 3 i 36 xii / 4 j 23 2) animal physiological adaptations ix / 3 i 30 xii / 4 j 25 3) animal behavior adaptations ix / 3 i 39 xii / 4 j 23 c. plant adaptation ix / 3 i xii / 4 j 1) plant morphology adaptations ix / 3 i 39 xii / 3 i 23 2) plant physiological adaptations ix / 3 i 42 xii / 4 j 24 3) plant behavior adaptations ix / 3 i 42 xii / 3 i 23 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. table 2 shows that there were differences of opinion between jhs and shs teachers. the shs teacher argues that adaptation sub-material can be taught at the jhs level because grade ix students are also taught about adaptation. however, it is not specific about evolution but is part of the ecology material in basic competency (kompetensi dasar/kd 2.1) related to identifying the survival of living things through adaptation, natural selection, and breeding. thus, the teacher argues that the adaptation sub-material can be taught at the jhs level and then developed and deepened when learning at the shs level with a higher complexity level. the level of understanding between groups of practitioners is quite high based on the resulting mode values, which leads to the quite complex level in jhs and level 4 and some at level 3 (plant morphology adaptations and plant behavior adaptations) in shs. jhs and shs teachers' opinions on the natural selection sub-material showed similar results (table 3). the shs teacher believes that natural selection can begin to be taught at the jhs level. factors that influence natural selection such as symbiosis, competition, natural disasters, and population density can be taught in grade vii, while for other factors such as predation, sexual selection, food availability, human behavior, and habitat availability and the impact of natural selection is taught in grade ix. all respondents believe that the factors and impacts of natural selection are classified as quite complex and following the level of cognitive development of jhs students. natural selection sub-material in jhs is taught in basic competencies (kd 3.7 and 4.7) regarding the analysis and presentation of the analysis results of the interaction of living things with the environment and jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 53-62 56 faridah et al (teachers’ opinion about learning continuum…) population dynamics. on the other hand, according to the shs teacher, natural selection materials that are more specific to evolution can be taught in class xii shs. perceptions between groups of practitioners are also relatively high based on the obtained mode scores. table 3. modes of teacher’s opinions in complexity level of natural selection no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof a. factors influencing natural selection 1) predation ix / 3 i 43 xii / 4 j 21 2) symbiosis parasitism vii / 3 i 43 xii / 3 i 21 3) competition vii / 3 i 43 xii / 3 i 22 4) sexual selection ix / 3 i 43 xii / 4 j 26 5) natural disasters vii / 3 i 40 xii / 4 j 21 6) availability of food ix / 3 i 42 xii / 4 j 21 7) population density vii / 3 i 43 xii / 4 j 25 8) human behavior ix / 3 i 40 xii / 4 j 23 9) habitat availability ix / 3 i 42 xii / 4 j 23 b. impact of natural selection 1) the formation of new species ix / 3 i 43 xii / 4 j 25 2) extinction of organisms ix / 3 i 40 xii / 4 j 25 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. table 4. mode of teacher’s opinion in complexity level of theory of evolution no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof a. the theory of the formation of the earth vii / 3 i 40 xii / 4 j 24 b. theory regarding the origin of life 1) abiogenesis theory xii / 4 j 43 xii / 4 j 25 2) biogenesis theory xii / 4 j 40 xii / 4 j 24 3) modern biological theory xii / 4 j 40 xii / 4 j 26 c. theory of the origin of another life 1) typical creation theory xii / 4 j 40 xii / 4 j 28 2) cataclism theory xii / 4 j 37 xii / 4 j 27 3) cosmozoan theory xii / 4 j 36 xii / 4 j 27 4) biochemical evolutionary theory xii / 4 j 38 xii / 4 j 24 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. different results are shown in table 4. jhs and shs teachers' opinion regarding the theory of evolution states that, except the theory of earth formation, can be taught at the shs level (class xii). the theory of evolution, classified as complex (level 4) and more suitable for students with more robust cognitive maturity levels. the teacher opinion mode shows that the level of perception among practitioners is relatively high. it shows that the level of perception among practitioners is relatively the same. furthermore, the jhs and shs teachers also agree that some experts classify the theory of evolution and kinds of evolution as complex (level 4), so it is more appropriate to teach it in class xii. table 5 shows that teachers' had a same perceptions. sometimes, the pros and cons of the material taught in evolution provide a pretty complicated discourse for students (afidah, 2017; helmi et al., 2019). mattsson and mutvei (2015) confirm that the theory of evolution is rarely well understood by students. the religious beliefs and mechanistic views that science must use to present accurate predictions make the theory of evolution sometimes challenging to accept. however, evolution is still an essential part of biological science for students to learn in school despite the pros and cons. saputra (2017) states that most biology teacher candidates consider evolutionary material to be taught because it reveals essential phenomena such as the formation of the earth and the evolution of living things from the past to the present. one of the efforts that can be made to understand evolutionary material correctly and adequately is to develop a learning continuum with evolutionary aspects appropriate for each level of education. table 6 shows the difference of opinion between the jhs and shs teacher groups on the evolution mechanism sub-material. however, the mode scores indicate that teachers agree that studies related to migration, gene recombination, mutations, gene flow, non-random mating, and genetics drift are more appropriate when taught in grade xii. the mode score in table 7 shows that the teachers' perceptions are relatively the same in this regard. on the other hand, the matter's complexity in this sub-material is classified as varied from quite complex (level 3), such as natural selection and migration, to very complicated (level 5), such as gene recombination. therefore, both jhs and shs teachers agree that this sub-material tends to be more jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 53-62 57 faridah et al (teachers’ opinion about learning continuum…) appropriately taught in shs xii, except natural selection material, which can be relatively taught starting at the junior high school level. table 5. mode of teacher’s opinion in complexity level of theory of evolution and kinds of evolution no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof theory of evolution 1) according to aristoteles xii / 4 j 42 xii / 4 j 24 2) according to anaximander xii / 4 j 40 xii / 4 j 23 3) according to empedoclas xii / 4 j 42 xii / 4 j 23 4) according to erasmus darwin xii / 4 j 43 xii / 4 j 22 5) according to count de buffon xii / 4 j 43 xii / 4 j 22 6) according to sir charles lyell xii / 4 j 42 xii / 4 j 25 7) according to lamarck xii / 4 j 40 xii / 4 j 22 8) according to charles robert darwin xii / 4 j 42 xii / 4 j 23 kinds of evolution based on the direction a) progressive evolution xii / 4 j 41 xii / 4 j 26 b) regressive evolution xii / 4 j 39 xii / 4 j 27 based on the scale of change a) microevolution xii / 4 j 39 xii / 4 j 29 b) macroevolution xii / 4 j 44 xii / 4 j 27 based on the final results a) divergent evolution xii / 4 j 44 xii / 4 j 26 b) convergent evolution xii / 4 j 40 xii / 4 j 29 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. table 6. mode of teacher’s opinion in complexity level of evolutionary mechanism no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof 1. natural selection ix / 3 i & 4 j 29 xii / 4 j 28 2. migration xii / 3 i 38 xii / 4 j 23 3. gene recombination xii / 5 k 39 xii / 4 j 24 4. mutation xii / 4 j 38 xii / 4 j 28 5. gene flow xii / 4 j 41 xii / 4 j 26 6. marriage is not random xii / 4 j 37 xii / 4 j 28 7. genetic drift xii / 5 k 38 xii / 4 j 27 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. similar results are shown in the sub-material speciation (table 7) and evolutionary clues (table 8). the jhs and shs teachers agreed that the two sub-materials were more appropriate when taught to xii grade students. these results explain that the speciation sub-material consisting of domestication studies, polyploidy, and isolation mechanisms has a level 4 material complexity—likewise, the evolutionary clues sub-material. the five studies of evolutionary clues such as anatomical comparisons (analogy and homology), embryological comparisons, physiological comparisons, evolutionary evidence, and paleontological clues are also classified as complex (level 4). table 7. mode of teacher’s opinion in complexity level of speciation no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof 1. domestication xii / 4 j 39 xii / 4 j 28 2. polyploid xii / 4 j 39 xii / 4 j 28 3. isolation mechanism xii / 4 j 38 xii / 4 j 29 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. one of the essential studies in other evolutionary material is the evolution of living things that study human evolution, such as studies of ancient humans (pithecanthropus erectus) and modern humans (homo erectus). the jhs and shs teachers agreed that the study was classified as complex (level 4) and very appropriate if it was taught to students with a more mature cognitive level, such as class xii (table 9). similar opinions are expressed in the study of animal evolution and plant evolution. interestingly, respondents judge that fungal evolution has a higher material complexity (level 5) than animal evolution and human evolution. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 53-62 58 faridah et al (teachers’ opinion about learning continuum…) table 8. mode of teacher’s opinion in complexity level of evolutionary clues no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof 1. comparative anatomy a) analogy xii / 4 j 40 xii / 4 j 27 b) homology xii / 4 j 38 xii / 4 j 23 2. comparative embryology xii / 4 j 39 xii / 4 j 27 3. comparative physiology xii / 4 j 40 xii / 4 j 29 4. instructions of the remaining tools xii / 4 j 37 xii / 4 j 22 5. paleontology clues xii / 4 j 40 xii / 4 j 25 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. table 9. mode of teacher’s opinion in complexity level of evolution in living things no evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mof 1) human evolution early humans-modern humans xii / 4 j 38 xii / 4 j 28 2) animal (animalia) evolution a. short-necked giraffes to long necks (lamarck's theory) xii / 4 j 37 xii / 4 j 24 b. variation of finches due to differences in adaptation and natural selection (darwin's theory) xii / 4 j 38 xii / 4 j 27 c. the formation of insect mutants due to changes in genes xii / 4 j 38 xii / 4 j 29 3) plant evolution the existence of watermelon plants without seeds is due to changes in genes in the form of polyploidy formation xii / 4 j 39 xii / 4 j 28 4) fungal-viruses evolution the formation of mutant species that are resistant to something, for example, environmental conditions due to gene changes xii / 5 k 39 xii / 4 j 28 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. table 10. mode of teacher’s opinion in complexity level of the theory of evolutionary tendencies no. evolution sub-material mode of teacher’s opinion jhsa teachers (nc=68) shsb teachers (nc=43) clsd/ cle mof clsd/ cle mo f 1) synthesis evolution theory xii / 4 j & 5 k 30 xii / 4 j 26 2) theory is in crisis xii / 5 k 37 xii / 4 j 27 3) harun yahya theory xii / 4 j 38 xii / 4 j 25 4) implications in society xii / 5 k 36 xii / 4 j 23 note= jhsa: junior high school; shsb: junior high school; nc: total number; clsd: class; cle: complexity level, mof: mode; 1g: very simple; 2h: simple; 3i: quite complex; 4j: complex; 5k: very complicated. table 10 shows the opinions of jhs and shs teachers on evolutionary tendencies. both jhs and shs teachers agreed that this sub-material should be taught in class xii shs. however, jhs teachers assess that this sub-material has a level of complexity to very complicated. the level of perception among practitioners is relatively high based on the mode of the data collected. it is indicated that the development of information technology which is increasingly advanced, can lead to better understanding. moreover, students can access more valuable and relevant sources of information related to evolutionary studies. furthermore, jhs and shs teachers argued that this material was suitable for learning in class xii. one of the things that are taken into account is that shs students have more developed cognitive abilities because, in general, they have entered the formal operational stage, so they are expected to be able to understand the material that is considered complex. the learning continuum grid on evolutionary material (table 11) illustrates that this material can be taught at the jhs level and deepened at the shs level with a higher complexity level. these results indicate that the evolutionary aspect can be taught starting at the jhs level and continuing at the shs level. if the sub-material taught at a lower level is taught again at a higher level, the material must be taught with a higher level of complexity. on the other hand, based on age maturity, jhs and shs students are classified as formal operational stages, but shs students are more developed so they can think more complexly (barrouillet, 2015; ibda, 2015). other characteristics, shs students are more able to think abstractly, have more intellectual abilities, are more developed, and integrate the problems they face with the theories and concepts they already have (asih, 2018). in other words, shs students are considered to be better able to understand more complex material. previously taught, more straightforward material can become initial knowledge so that it is easier to understand for later, jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 53-62 59 faridah et al (teachers’ opinion about learning continuum…) more complex material. for example, in adaptation material, more straightforward material can be used to understand adaptation and simple examples that can be found nearby. it will be more complex when distinguishing various types of adaptations and examples, then further explaining how adaptation can be a contributing factor—the occurrence of evolution. table 11. learning continuum of evolution aspects for elementary to secondary education grades no evolution sub-material education grades esa jhsb shsc cld clse cld clse cld clse 1. adaptation (environmental adaptation) a. human physiological adaptations & human behavior adaptations 3 h ix 4 i xii b. animal morphology adaptations, animal physiological apt adaptations ations, & animal behavior adaptions 3 h ix 4 i xii c. plant morphology adaptations, plant physiological adaptations, & plant behavior adaptions 3 h ix 4 i xii 2 natural selection a. factors influencing natural selection 3 h vii & ix 4 i xii b. impact of natural selection 3 h ix 4 i xii 3 theory of evolution a. the theory of the formation of the earth 3 h vii 4 i xii b. theory regarding the origin of life 4 i xii c. theory of the origin of another life 4 i xii d. the theory of evolution according to several figures 4 i xii 4 kinds of evolution a. based on the direction 4 i xii b. based on the scale of change 4 i xii c. based on the final results 4 i xii 5. evolutionary mechanism 3 h 4 i ix 4 i 5 j xii 6. speciation 4 i xii 7. evolutionary clues 4 i xii 8. evolution in living things a. human evolution 4 i xii b. animal evolution (animalia) 4 i xii c. plant evolution 4 i xii d. fungal-viruses evolution 4 i xii 9. the theory of evolutionary tendencies 4 i 5 j xii note= esa: elementary school; jhsb: junior high school; shsc: junior high school; cld: complexity level; clse: class; 1f: very simple; 2g: simple; 3h: quite complex; 4i: complex; 5j: very complicated. in curriculum development, the arrangement of the material must be able to show the relationship between the material being studied and the material needed for learning at a higher level of education, and it is better if the primary material has been taught at the previous level so that students can more easily understand the concept of the material being studied. the material taught at a lower level of education does not have to be retaught at the next level of education so that there is no overlapping of the material being studied (suyanto, 2018). therefore, at every level of education, the aspects that need to be taught must be adjusted to the needs that still pay attention to the suitability of the level of complexity of the material with students' development and ability to accept and understand. jhs teachers in this context argue that some evolutionary sub-material can be taught at the jhs level as initial knowledge so that it is easier to learn more complex evolutionary materials taught at the shs level. a material that is taught repeatedly shows that the arrangement of the material follows the spiral curriculum rules. more specifically, this material will be repeated, expanded, and deepened at a higher level. in the spiral curriculum, the same sub-aspects can be taught at various levels of education from primary to tertiary education but still pay attention to students' cognitive development (nurhadi, 2020). the spiral curriculum preparation considers the most straightforward material arrangement to the more complex material (nurjan, 2016) involving structured information so that complex ideas from a superficial level first (liu, 2016). in the context of evolutionary material, the results of the learning continuum study show that evolutionary material has been introduced to students starting from jhs and continued at the shs level, so it can be said to follow the spiral curriculum rules because there is a material that is repeated and deepened at a higher level. in comparison, at a higher level, higher can be said to follow the spiral curriculum rules. the current implementation in schools is based on the 2013 curriculum, and evolution material is taught in class xii shs semester ii, namely kd 3.9 and kd 4.9. (hanurani, 2019) shows that the genetics and evolution scores tend to decline even though in 2019, there has been a slight increase. however, the scores still tend to be lower when jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 53-62 60 faridah et al (teachers’ opinion about learning continuum…) compared to other biology sub-material. the most significant decline in the evolutionary aspect's value occurred in 2016-2017, reaching -10.53. the research analysis results stated that one of the reasons for the not too high value of the evolutionary aspect was the sub-material, which was quite tricky for students to understand. the preparation of teaching materials must be done with due observance of the teacher's opinion. it is related to the learning trajectory. the learning trajectory hypothesis serves as a kind of roadmap to make it easier for teachers to identify learning objectives, interpret student thoughts and provide appropriate instructions (sztajn et al., 2012), one of which is related to determining suitable material to be taught to students. teachers are considered capable of understanding students' learning abilities and needs. mapping teacher opinions shows that evolutionary sub-material cannot be taught to students at the elementary school (es) level because the characteristics of the material are considered quite complex for children's es, which is still in the concrete operational stage (hikmawati, 2018; juwantara, 2019; mauliya, 2019). candramila et al (2016); çimer (2012) stated that one of the leading causes of student difficulties in studying biology (including evolution) is that the topic involves many abstract concepts and contains many latin terms, so it is pretty challenging to learn. thus, evolutionary learning's success needs to be well and thoroughly designed (jirana & amin, 2016). according to the teachers, most aspects of evolution must be taught at the shs level because students have entered a formal operational stage that tends to understand abstract concepts and has approached maximum intellectual efficiency (carey et al., 2015; simatwa, 2010). therefore, shs students are considered capable of learning complex materials. the preparation of the scope, breadth, and depth of evolutionary material is also considered appropriate according to student development so that the scientific concepts taught are in line with the knowledge obtained by students at every level of education (hadi & subali, 2017; situmorang, 2016). however, the success of such evolutionary learning would not be possible if curriculum development did not involve teachers. teachers have an important role because they are directly involved in the learning process, observe how students develop and abilities, and experience problems that often make learning less effective. in conclusion, the teacher's opinion about the learning continuum can be crucial in curriculum development. curriculum development, preparation of the learning continuum, and preparation of appropriate teaching materials are intended to make learning effective to achieve all the learning objectives that have been set so that education in indonesia can be optimally improved. conclusion the results of the study concluded that the evolutionary sub-material has a level of complexity from level 3 (quite complex) to level 5 (very complicated) and is more appropriate when taught at the shs level. however, some sub-material can be taught at the jhs level with material coverage that is following student development. this research is preliminary, so further research is needed to produce a learning continuum that is appropriate and can be used as material for curriculum development. furthermore, this study recommends using a broader and more complex instrument with more detailed indicators for a deeper analysis. references afidah, m. 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(2020). developing guided inquiry module in animal reproductive system material. jpbi (jurnal pendidikan biologi indonesia), 6(2), 305-316. doi: https://doi.org/10.22219/jpbi.v6i2.12207 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.12207 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.12207 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.12207&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 306 qadariah et al (developing guided inquiry module...) learning process has not integrated science process skills, the general learning is conducted using presentation and discussion. this type of lecture causes low student cognitive learning outcomes. the cognitive learning outcome associates with student understanding, reasoning, and intellectual level on content studied (bloom, engelhart, furst, hill, & krathwohl, 1956). the low student cognitive learning outcome is evidenced by a formative test value of 49.25, which is very low. observation is also conducted on content in animal physiology course. the result of observation on lecturer and students indicates that the difficult topic is the reproduction system. the difficulty is related to the content that is abstract and complex (25% students), a concept taught is a comprehension (20.8% students), it is hard to apply in real life (12.5% students), and less availability of teaching materials that are relevant and applicable in real life (37.5% students). the main cause of difficulty in learning is less availability of teaching materials in reproduction system content. reproduction system content requires students to understand the reproduction system's anatomy structure, connect the reproduction organ structure and function, and explain various mechanisms that occurred in the reproduction system (seeley, tate, & stephens, 2008). an active and creative contextual learning is thus required that involves students to find knowledge, collect data, test hypotheses, find new understanding, conduct skill practice, and obtain knowledge based on learning experiences (buck, latta, & pelecky, 2007). the appropriate learning model is a guided inquiry equipped with research results. one of the basic efforts to apply the research results in the learning process is through laboratory practice methods (llewellyn, 2013). animal physiology learning in ikip budi utomo malang has not implemented a laboratory practice method. the most reasonable laboratory practice in reproduction system content to be conducted in ikip budi utomo malang is sperm observation. the phenomenon that occurred in daily life in a community is the discovery of many hyperlipidemia conditions. hyperlipidemia has an impact on the decrease in sperm quality. single clove garlic (allium sativum) is one of the natural ingredients that could reduce hyperlipidemia; thus, it could improve sperm quality. mice are used as a model animal in the hyperlipidemia research (qadariah, lestari, & rohman, 2020). the learning approach based on research results is expected to help students comprehend between theoretical studies available in teaching materials and the reality of the research results (newton & tonelli, 2020; pambudiono, suarsini, & amin, 2016). learning using a guided inquiry model that contains research results requires teaching sources. the observation results indicate that lecturer and 97% of students choose the module. the lecturer choose the module since it is one of the learning sources to facilitate teaching, whereas students choose it because it could be an interesting and good learning guide, it uses a learning model, it improves understanding and interest to study, and it could be used independently as well as with lecturer guidance. the module could load a guided inquiry model syntax; thus, it could be used as a learning source. the guided inquiry learning model can improve science process skills (ekici & erdem, 2020; graaf, segers, & jong, 2020) and cognitive learning outcomes (cho, kim, & choi, 2017; donohoe, 2019). the guided inquiry module based on the research results could teach students to find knowledge independently through experiments, observations, and deepening concepts. a module that contains a research result could provide new information for students (parmin & peniati, 2012). the guided inquiry module based on a research result is selected because it is one type of teaching material suitable for understanding and age levels and improves knowledge of theoretical review and daily life realities. recent studies related to this study include inquiry module in the finland (mamun, lawrie, & wright, 2020; thuneberg, salmi, & bogner, 2018), and in the united states (zhang, 2019). research related to inquiry and science process in turkey (ekici & erdem, 2020). research related to inquiry and cognitive learning outcomes in south korea (cho et al., 2017), and in united kingdom (kovanovic, gasevic, joksimovic, hatala, & adesope, 2015). research related to guided inquiry module in animal reproduction system content to improve student science process skills and cognitive learning outcome has yet to be done. thus, the study's improved outlook is that no one has yet developed guided inquiry module in animal reproduction system content to improve student science process skills and cognitive learning outcome. this research contributes to the field of education. these contributions include being able to become a reference module for educators in teaching reproductive system material. another gift is that this module is also a reference for educators to develop scientific process skills and student learning outcomes when studying reproductive system material. according to the background, a guided inquiry module in animal reproduction system content will be developed. the developed module is based on researching the potential of single clove garlic (allium sativum) extract on sperm quality of hyperlipidemia model of male mice to improve student science process skills and cognitive learning outcome. development research aims to produce, test the validity, practicality, and jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 307 qadariah et al (developing guided inquiry module...) effectiveness of guided inquiry modules on animal reproductive systems to improve student science process skills and cognitive learning outcomes. method the research was development research using the addie model that consisted of 5 (five) stages: analysis, design, development, implementation, and evaluation (branch, 2009). the analysis phase serves to find out various problems and needs during the learning process. the analysis phase is carried out by observing learning activities, interviews, and the provision of needs analysis questionnaire. in the analysis, the stage also set development objectives to produce and test the guided inquiry module's validity and practicality based on research results. the module development target is the student offering a biology department, ikip budi utomo malang, which will be held from may 2018 to december 2018. the design phase functions to design a guided inquiry module based on research results. at the design stage, a list of tasks to be designed in the guided inquiry module based on the research result, the display of the module objects, the validation questionnaire, and the practicality questionnaire (qadariah, lestari, & rohman, 2019). the development phase serves to develop the module design result made at the design stage (branch, 2009). stage of development includes the design of content in the module, including research results, the potential of single clove garlic (allium sativum) extract on sperm quality of hyperlipidemia model of male mice. at the development stage, also used supporting media in doing module and making instructions for using the module. the module that has been developed is tested for validity b material experts, the media, and field practitioners. the material expert validator is prof. dr. abdul gofur, m.si., and the media expert validator is dr. munzil, s.pd., m.si., validator od field practitioners namely dwi candra setiawan, s.si., s.pd., m.pd., and nila kartika sari, s.si, m.si. educational background and areas of expertise are the basis for selecting a guided inquiry module validator. after being declared valid by the module validator, it was tested on 15 offering a students majoring in biology ikip budi utomo malang who were taking animal physiology courses to test the practicality of the module. the implementation phase is carried out using guided inquiry modules in animal reproductive system material based on research results to improve science process skills and students' cognitive learning outcomes. implementation of guided inquiry modules based on research results using a quasi-experimental design. the quasi-experimental research design chosen was the nonrandomized control group pretestposttest system (leedy & ormrod, 2016). the research designs are approved in table 1. information (1) o1= pretest control class; (2) o2= posttest control class; (3) o3= pretest experiment class; (4) o4= postest experiment class; (5) x1= learning without using modules; (6) x2= learning by using modules. table 1. research design nonrandomized control group pretest-posttest design subject pretest treatment postest control (-) o1 x1 o2 experiment o3 x2 o4 the research population is students who are taking ikip budi utomo malang animal physiology course. the sampling technique used is simple random sampling because the cognitive abilities of students are considered homogeneous. the study was conducted in class a as an experimental class (using the guided inquiry module based on the survey) as many as 40 students and class b as a control class (conventional methods without modules) as many as 40 students. the evaluation stage functions to find out the deficiencies in the module as a basis for module improvement. the evaluation phase is carried out at each stage of the previous addie development (branch, 2009). the research instruments for collecting data included a material expert validation sheet by one material expert validator, a media expert by one media expert, a field practitioner expert by two field practitioners expert validator, a practicality questionnaire module for 15 students, a pretest-posttest question sheet validated science process skills and cognitive learning outcomes. the data analysis technique of guided inquiry module development research is quantitative and qualitative descriptions. qualitative analysis is done by grouping information in the form of opinions, suggestions, and remedial comments from validators and students as practicality testing subjects. quantitative data analysis for the validation questionnaire and practicality test uses the following formula 1. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 308 qadariah et al (developing guided inquiry module...) (1) percentage assessment data obtained were converted into descriptive quantitative data using the validity criteria shown in table 2. this is intended to give meaning and make decisions about the quality of the product modules that are developed. percentage assessment data obtained were converted into descriptive quantitative data using practical criteria shown in table 3. this is intended to give meaning and make decisions about the quality of the product modules that are developed. table 2. research criteria data percentage of product validity no. validity criteria (%) level of validity 1. 85.01 100.00 very valid, or can be used 2. 70.01 85.00 valid enough, or can be used but needs a little revision 3. 50.01%70.00 invalid, it is recommended not to use it because it needs a lot of revisions 4. 01.00 – 50.00 invalid, or may not be used table 3. evaluation criteria for percentage of product practicality no. practical criteria (%) practicality 1. 81.00 100.00 very practical, or can already be used 2. 61.00 80.00 practical, or can be used but needs to be revised slightly 3. 41.00 60.00 less practical, it is recommended not to use because it needs a lot of revisions 4. 21.00 40.00 impractical or may not be used 5. 00.00 20.00 very impractical, may not be used data analysis of science process skills and cognitive learning outcomes using non-parametric analysis techniques, namely quad’s rank analysis of covariance. data analysis serves to test whether there are differences in the mean of bound variables between two groups by controlling other variables that affect the dependent variable. results and discussion the development's end product was a guided inquiry module in animal reproduction system topics based on a research result. the module was a teaching material containing content unit made according to the learning achievement. the module guided planned learning that could be studied independently by students with or without teacher assistance. the module production's important components included content, student worksheet, question sheets, and critical answers (mulyasa, 2006). the module compiled had been through analysis, design, development, implementation, and evaluation stages (branch, 2009). questionnaire analysis of the needs of the reproductive system material for lecturers’ shows learning is done through the method of presentation and discussion, learning resources in the form of scientific articles, and effectively improving students' understanding of concepts. the results of the needs analysis questionnaire for lecturers also showed that the learning process had never used a guided inquiry module based on the study results. in addition to giving questionnaires, an interview was conducted at the lecturer. interviews show that learning resources in the form of modules and scientific articles as learning resources are not yet available in all materials, such as in the reproductive system. therefore we need learning resources on the fabric of the reproductive system. subject lecturers strongly agree if a guided inquiry module is developed based on research results. this is very good as an innovation in education to facilitate educators during the learning process. research results can also be an essential part of understanding the reproductive system and are useful for providing the latest information for students (parmin & peniati, 2012). learning is done by presentation and discussion (87.9% of students) is the result of a questionnaire analysis of students' needs. but the use of specific learning models to increase interest and motivation to learn is the advice given by students. as many as 60.6% of students have difficulty in understanding the reproductive system because the material is abstract and complicated (25% students), concepts are understanding (20.8% students), difficult to apply in real life (12.5% students), and lack of availability of relevant teaching materials (37.5% students). the method used to overcome difficulties in the reproductive system material is finding other learning resources, asking the lecturer, and discussing with friends in one jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 309 qadariah et al (developing guided inquiry module...) class. in general, animal physiology learning has used various learning resources, but only limited to certain materials. during the learning process, 69.7% of students had never used a guided inquiry-based module, and 97% of students agreed to develop a guided inquiry module. the research objective is to produce a guided inquiry module based on research results on the reproductive system material for animal physiology courses that are valid, practical, and effective. the module will be implemented in offering a biology department student ikip budi utomo malang during animal physiology learning. the use of modules in the form of mold size b5. how to guide students in learning the reproductive system in modules through guided inquiry models. the result of the analysis stage can generally be inferred that a guided inquiry module in the reproduction system topic based on research results was needed to be developed to improve student science process skills and cognitive learning outcomes. the design stage was conducted by planning all components to be loaded in the module. once the design was completed, the module was developed. at the design stage, prototype guided inquiry module design including arranging objects in the module. the module developed was expected to become an alternative learning source that helped students understand the reproduction system content. the core part of the module contained learning activities. the guided inquiry module based on research results consisted of three learning activities: learning activity one on reproduction organs, learning activity two on reproduction physiology, and learning activity three on fertilization, pregnancy, and labor. each learning activity is complemented by the syntax of the inquiry model, namely the exploration of phenomena, focusing questions, planning investigations, conducting investigations, analyzing the results of studies, constructing new knowledge, and communicating knowledge (llewellyn, 2013) designed in the form of student worksheets located at the beginning of each activity learn. the phenomenon loaded in each learning activity was the result of research conducted. the research results could provide a real learning experience for students (parmin & peniati, 2012; tasir & pin, 2012), improve students' understanding, and provide information about development and invention in content discussed. besides, the research results were practice to be used in learning (faot, zubaidah, & kuswantoro, 2016), improved learning quality and had adaptability to science and technology (mahfudhillah, al-muhdhar, & sueb, 2017). the research results were loaded in the module where the potential of single clove garlic (allium sativum) extract on male mice sperm quality. the phenomenon of exploring phenomena serves to train the observing aspects of the science process skills (llewellyn, 2013). students are asked to write questions based on the phenomenon that has been explored. this activity aims to improve thinking skills and curiosity in the syntax of focusing problems. the focus phase of the question trains aspects of asking questions of science process skills (conn, bohan, pieperc, & musumeci, 2020; gultepe, 2016). next, students are asked to plan an investigation. the investigation was carried out following the items that were formulated (llewellyn, 2013). investigating the syntax was loaded in a laboratory practice method in sperm calculation, motility observation, and sperm morphological normality. students are asked to determine the data to be collected to answer questions. the planning phase of the investigation trains aspects of formulating hypotheses and planning the investigation of science process skills. the next activity analyzes the investigation results in the form of interpreting and interpreting data, looking for patterns and relationships between variables, modifying, and drawing initial conclusions. the purpose of analyzing the results of research is so that students can find answers to questions made. the stage of analyzing the results of an inquiry trains aspects of analyzing data from science process skills. the 6th syntax of student guided inquiry is asked to form new knowledge. developing new knowledge is defined as new knowledge gained from the investigation results to answer the questions given. this activity aims to build a new understanding of students. the stages of forming unique knowledge train aspects of applying the concepts of science process skills. the syntax further communicates new knowledge. new knowledge is disseminated through explanations with oral reports, ppt, or other media needed. the purpose of this activity is for students to convey new knowledge gained. the stage of communicating unique knowledge trains aspects of communication in science process skills (curtis, brownlee, & spooner-lane, 2020; martin, sigur, & schmidt, 2005). each learning activity was ended with a formative test. the productive test was equipped with a critical answer so that students could measure their understanding independently following the module characteristics. the formative test was an essay question. the essay question was used since it has a better information function value (susongko, 2010). students were provided with the freedom to express understanding. it was useful to measure the achievement level of cognitive learning outcomes. the module's end part consisted of a summative test and the critical answer, glossary, and reference. the summative test jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 310 qadariah et al (developing guided inquiry module...) served to measure the overall student understanding of all content in the module. the dictionary helped students learn the definition of terms in the module and understand the concept being studied (elfeky, masadeh, & elbyaly, 2020; faot et al., 2016; post, guo, saab, & admiraal, 2019; ucar & trundle, 2011). the development phase includes designing content, developing supporting media, developing user manuals for students and lecturers, making formative revisions, and conducting preliminary trials (branch, 2009). at the development stage, module validation is performed. the content expert, media expert, and field practitioner expert validated the developed inquiry module based on a research result. the validation was intended to determine the module's weaknesses and be used as a material for improvement and produce a module suitable to student needs. the material expert validator is dr. abdul gofur, m.si. the validator is a physiology lecturer at the department of biology fmipa um, who has a research background in reproductive systems. the material expert validator's validation results stated that the modules from aspects of content worthiness, presentation of content worthiness, and language worthiness were very valid and could be used in learning. the module's strength is that it can help understand the reproductive system and as additional teaching material in the teaching and learning process. therefore the module can be used in learning with revisions (akbar, 2013). the content expert's validation value category was 94.84, with an excellent variety for all validation aspects. the module expert validation questionnaire consisted of three major components: the element of content eligibility, which included 12 points of evaluation, the feasibility of presenting content with 10 points of assessment, and language eligibility, which had 9 points of evaluation. a summary of the results of the material expert validation results can be seen in table 4. table 4. value of material expert validity no. rated aspect number of aspects maximum score earnings score validity value (%) validity category 1. content eligibility 12 60 57 95 very valid 2. feasibility of content presentation 10 50 49 98 very valid 3. language feasibility 9 45 41 91.11 very valid earnings score 31 155 147 94.84 very valid a product suitable for learning must be valid regarding its content feasibility, content presentation, and language feasibility aspects. content loaded in the module must be correct, right, and thorough. the validation criteria of the content expert indicated the correctness of the content substance in the module. the media expert validator is dr. munzil, s.pd., m.si. the validator is a lecturer in education in the department of natural sciences fmipa um. the validation results by the validator of the media experts stated that the modules from the aspects of graphics, presentation, linguistics, and modules have been very valid and can be used in learning. the module is suitable to be used as a learning resource. the advice given by the validator is to pay attention to the distance between paragraphs. therefore the module can be used in learning with small revisions. a summary of the results of the validation of media experts can be seen in table 5. table 5. value of media expert validity no. rated sspect number of sspects maximum score earnings score validity value (%) validity category 1. grapefruit 10 50 44 88 very valid 2. presentation 7 35 33 94.29 very valid 3. linguistic 6 30 28 93.33 very valid 4. module 14 70 66 94.29 very valid earnings score 37 185 171 92.43 very valid a good module had an attractive appearance with a combination of color, figure shape, and clear title. the module's language aspect must use an easy to understand language and the correct spelling (akbar, 2013). validator expert field practitioners, namely dwi candra setiawan, s.si., s.pd., m.pd. (validator 1) and nila kartika sari, s.si., m.si. (validator 2). the validator is a lecturer in animal physiology courses at ikip budi utomo malang. the expert field validator's validation results stated that the modules from aspects of language feasibility, content eligibility, presentation feasibility, and guided inquiry were very valid. field practitioner expert validator 1 gave some comments, the language used is good. still, some writing needs to be improved. the content worthiness is excellent, but it needs to add the initial narrative to each sub-chapter to facilitate student understanding. the feasibility of presentation and guided inquiry is very good. field practitioner expert jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 311 qadariah et al (developing guided inquiry module...) validator 2 commented that the use of the language used was following eyd and the level of understanding of students' thinking. the material presented was feasible and pursued learning outcomes, but it would be better to add fertility period calculation material to the menstrual cycle. therefore the module can be used in learning. a summary of the results of the field practitioner expert validation results can be seen in table 6. table 6. validity value of field practitioner expert no. rated aspect number of aspects maximum score earnings score validity value (%) validity category 1. language feasibility 7 35 32 91.53 very valid 2. content eligibility 5 25 24 96 very valid 3. feasibility of presentation 10 50 48.5 97 very valid 4. guided inquiry 8 40 39 97.5 very valid earnings score 30 150 143.5 95.67 very valid the development phase is carried out as a preliminary trial to determine the practicality of the module. the preliminary trial was conducted on 15 students who were taking ikip budi utomo malang animal physiology course. the preliminary trial category is divided into four aspects of assessment, including student interest, use, activeness, and evaluation. a summary of the results of practicality data analysis can be seen in table 7. table 7. student response data on guided inquiry module no. rated aspect score practicality category 1 attractive module display 90.67 very practical 2 modules motivate to learn 90.67 very practical 3 attractive module color choices 89.33 very practical 4 the material in the module is easy to understand 86.67 very practical 5 modules can guide finding concepts 88.00 very practical 6 the material in the module relates to everyday life 89.33 very practical 7 modules motivate to discuss 97.33 very practical 8 modules help improve scientific thinking 88.00 very practical 9 modules help independent learning 97.33 very practical 10 modules make learning more effective 88.00 very practical 11 modules increase learning activities 92.00 very practical 12 practical modules are used in learning 89.33 very practical 13 modules make learning not boring 86.67 very practical 14 module languages are easy to understand 92.00 very practical 15 the letters used are easy to read 96.00 very practical 16 the picture presented clarifies the concept 96.00 very practical 17 evaluations in modules can be a benchmark in understanding the material od the animal reproductive system 94.67 very practical amount 1164 very practical validity value 9.29 a valid and practical module would be used in the learning process. the results of modules that have been valid and practical can be seen in figure 1 dan figure 2. the implementation phase is carried out using guided inquiry modules on reproductive system material based on research to improve students' science process skills and cognitive learning outcomes in learning. the result of data analysis suggested that there was a significant difference between students who learned using the module and those who did not use the module. the guided inquiry module in animal reproduction system topics based on a research result was developed to improve student science process skills and cognitive learning outcomes. the result of hypothesis testing using quade’s rank analysis of covariance suggested a difference in science process skills between students in the experimental class and control class. hypothesis test results can be seen in table 8. the learning outcome in the experimental class was significantly higher than the control class. it implied that the guided inquiry-based module in the reproduction system content based on a research result could improve students’ science process skills. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 312 qadariah et al (developing guided inquiry module...) figure 1. front and back cover of the module figure 2. guided inquiry learning syntax in modules table 8. summary of final results of the quade’s rank analysis of covariance science process skills sum of squares df mean square f sig. between groups 9098.994 1 9098.994 42.509 .000 within groups 16695.944 78 214.051 total 25794.938 79 students in the experimental class used an inquiry-based module based on a research result in the learning while learning in the control class was conventional using presentation and lecture methods. efforts to improve science process skills in the module were trained through student worksheets that contained a guided inquiry model learning syntax. student activities in the student worksheet were based on an inquiry syntax, namely: exploring the phenomenon, focusing questions, planning an investigation, conducting research, analyzing the investigation result, constructing new knowledge, and communicating the experience. each of the inquiry learning model stages trained a specific aspect of science process skills. the first syntax in the guided inquiry, exploring the phenomenon, trained the observing aspect. the second syntax, focusing on the phenomenon, trained the asking question aspect. the third syntax, planning an investigation, trained two aspects of the science process skills: planning an investigation and formulating a hypothesis. the fourth syntax, conducting research, trained two aspects of the science process skills: using tools and materials, and conducting an experiment. the fifth syntax, analyzing the investigation result, trained the data analysis aspect. the sixth syntax, constructing new knowledge, trained the implementing concept aspect. last jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 313 qadariah et al (developing guided inquiry module...) but not least, the seventh syntax, communicating the knowledge, trained the communicating aspect of the science process skill. stages in the inquiry learning model syntax have proven effective in improving science process skill aspects. there were differences in the value of each science process skill aspect measured. the average value of (1) observing aspect was 75; (2) asking question aspect was 79.4; (3) formulating hypothesis aspect was 90; (4) planning an investigation aspect was 60; (5) using tools and materials aspect was 87; (6) conducting an experiment aspect was 75.6; (7) analyzing data aspect was 71.2; (8) applying a concept aspect was 75, and (9) communicating aspect was 97.5. based on the values of the science process skill aspects, each syntax of the guided inquiry model was generally capable of improving students’ science process skills. the syntaxes that had the most significant influence in improving students’ science process skill included: (1) focusing questions syntax that trained to ask question aspect of the science process skill; (2) conducting investigating syntax that trains using tools and materials aspect, and (3) communicating syntax that trained to communicate an aspect of the science process skills. the result of hypothesis testing using quade’s rank analysis of covariance indicated an influence on students' cognitive learning outcomes in the experimental and control classes. hypothesis test results can be seen in table 9. table 9. summary of final results of the quade’s rank analysis of covariance cognitive learning outcomes model sum of squares df mean square f sig. 1 regression 3726.481 1 3726.481 7.480 .008b residual 38858.519 78 498.186 total 42585.000 79 the learning outcome in the experimental class was significantly higher than in the control class. it suggested that the guided inquiry module based on a research result could improve student cognitive learning outcomes. learning in the experimental class used an inquiry module based on a research result, whereas learning in the control class used a conventional way using presentation and lecture methods. they were learning using an inquiry module based on a research result guided students to have more experience than traditional learning. an inquiry model involves students to learn actively (acar, 2014; llewellyn, 2013; warin, kolski, & sagar, 2011). efforts to improve the module's cognitive learning outcome were conducted through lkm, content description, and formative tests in each learning activity. the inquiry learning model syntax loaded in the student worksheet was designed to facilitate the improvement of student cognitive learning outcomes. the exploring phenomenon and focusing question syntax facilitated cognitive level 2 (c2) or understanding. in both syntaxes, students were trained to construct an understanding related to reproduction system content. the syntaxes had proven to be able to improve students’ cognitive level 2 (c2) value. the planning of an investigation syntax facilitated the improvement of cognitive level 4 (c4) or analysis. conducting an investigation, constructing new knowledge, and communicating the knowledge syntax facilitated cognitive level 3 (c3) or applied. the analysis investigation result syntax facilitated the improvement of cognitive level 5 (c5) or evaluation. stages in the inquiry learning model syntax have proven effective in improving students' cognitive learning outcomes. there was a difference in value in each cognitive level measured. the average value of cognitive level 2 (c2) or understand was 75.4, the cognitive level 3 (c3), or applied was 73, the cognitive level 4 (c4) or analysis was 71.2, and the cognitive level 5 (c5) or evaluated was 70. the average value of each cognitive level suggested that the higher the cognitive level measured, the lower the students' average value. the difference in each cognitive level value, however, was not significant. it can be inferred, thus, that learning using a guided inquiry-based module could improve the cognitive level of understanding (c2), apply (c3), analyze (c4) and evaluate (c5). the guided inquiry emphasized the investigation so that students could find new knowledge independently, and it could be an effort to improve student cognitive learning outcomes (yuni pantiwati, permana, kusniarti, & miharja, 2020; uiterwijk-luijk, kruger, zijlstra, & volman, 2019). the improvement of students' cognitive learning outcomes is also related to improving students' science process skills. students who learned using a guided inquiry-based module in the reproduction system content indicated improved science process skills and cognitive learning outcomes due to the developed module that was constructive (kefi & uslu, 2015; ozgelen, 2012; pantiwati, permana, & kusniarti, 2020). it provided many learning experiences to conduct an investigation and guided students to solve the phenomenon given. students who had learning experience using a guided inquiry-based module in the reproduction system based on a research result improved their science process skills and cognitive learning outcome. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 305-316 314 qadariah et al (developing guided inquiry module...) conclusion a guided inquiry module based on a research result was very valid and practical. the content expert's validation result was 94.84%, the media expert was 92.43%, and the field practitioner expert was 95.7% with a very valid category. the result of module practicality was 91.3%, with a category of very practical. there was a significant difference in the science process skills between students who learned using a guided inquiry module in the animal reproduction system based on a research result and those who did not use it. the module could improve students’ science process skill with fcalculate of 42,509 and p-value = 0.000< α (α = 0.05). there was a significant difference in the cognitive learning outcome between students who learned using a guided inquiry module in the animal reproduction system topic based on a research result and those who did not use the module. the module could improve students’ cognitive learning outcome with fcalculate of 7.480 and p-value = 0.008 < α (α = 0.05). suggestions that can be given for research related to this are observation sheet is a necessity to further assess the student science process skills, research is needed related to woman reproduction system so that it could become additional research results to be loaded in the module, an implementation is required to find out the influence of the module on related variables other than students’ science process skill and cognitive learning outcome. acknowledgment the research was a part of a research project by dr. sri rahayu lestari with decree 188/sp2h/lt/drpm, the contract number 19.3.81/un32.14.1/lt/2019. the researchers would like to send their gratitude to all research group members. references acar, o. 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(2022). developing madura local content and augmented reality-based digital textbook to improve scientific reasoning ability. jpbi (jurnal pendidikan biologi indonesia), 8(1), 22-31. doi: https://doi.org/10.22219/jpbi.v8i1.16917 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.16917 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:n.qomaria@trunojoyo.ac.id mailto:binar.prahani@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.16917 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 22-31 23 yasir et al (developing madura local content …) the impact of covid-19 has disrupted school activities around the world and threatened children's educational rights in the future. social and physical distancing policies to break the chain of distribution by prohibiting crowds of people certainly implement learning, not face-to-face as in general. the current developing solution is the implementation of distance learning using online-based technology (kristanto, 2020; khasanah and widuroyekti, 2020; tauhidah et al., 2021). providing online distance education is a big opportunity and challenge oriented to 3 things, namely: a) strengthening thinking skills, b) how knowledge works; and c) digital lifestyle. strengthening thinking skills requires scientific reasoning to build and provide evidence of interpretation of phenomena, and show the link between evidence and argumentation (chang, liu, & tsai, 2016; topcu, sadler, tuzun, 2010). how knowledge works is the ability to regulate thought processes that require self-awareness (moradpour et al., 2013; biwott, limo, & maru, 2019). the digital lifestyle is a strong character for a person to adapt to life in the digital era (zubaedi, 2012; pannen, 2018). it has been reported that there has been an increase in the use of information technology, especially the internet in various fields during the covid-19 pandemic (nicola, et al., 2020; djalante, et al., 2020). this affects the government's policy strategy in various sectors, particularly education. the implementation of work and study from home aims to enable people to work and study at home. the government closed schools and replaced teaching and learning activities with an online system. with the online system, there are various problems faced by students and educators, such as the subject matter has not been delivered, many tasks, slow signals, are not accustomed to self-awareness and reasoning well (yi et al., 2020; viner, 2020). online learning problems also arise from the content of science material. science material is not associated with nature as it should be. students must understand how nature works and its utilization to produce methods and tools, form certain laws/theories (arisandi, 2019; feibleman, 2010; sulasih et al., 2017). understanding of science content has not been developed through the stages of observing, asking, trying, reasoning, making conclusions, and communicating (villagonzalo, 2014; ardiansyah, harlita, & ramli, 2021). one way that can be taken is using local content as a learning resource, such as madura. madura local content such as waterfalls in the sea to provide feedback on the increase in fishing yields of fishermen as a belief is not necessarily true (indigenous knowledge). knowledge of belief can be studied as a science if it can be proven scientifically through experiments and literature studies (scientific knowledge). students are encouraged to seek knowledge from various sources through the involvement of cognitive processes. the involvement of cognitive processes is carried out by scientific reasoning which stimulates selfawareness intellectual development. the illustration of the example above shows the relationship between madura local content and science in the form of science (ecosystem), scientific method, and the nature of science (yunin, et.al, 2019). this linkage has led to self-awareness that local madura content is very important for science and technology. with online learning, it is necessary to include science content in online learning. one way to do this is to create digital-based textbooks. digital textbooks are a combination of illustration and animation in the form of audio, text, graphics, images, and videos (hayati & fitriyah, 2021; tms & sirait, 2016). the goal is to make it easier for students to learn independently and guidance (daar, 2020; seamolec, 2013; de cock, 2021). the concept of madura local content can be conveyed in detail through illustrations of text and images, as well as proving scientific knowledge of indigenous knowledge and then conveyed to the concept of science material through animated tutorials in the form of audio, text, graphics, images, videos. this indicates the characteristics of digital textbooks based on local madura communication. communicative digital textbooks can be sharpened with the addition of 3d illustrations and animations. how to combine virtual objects/objects into the user's real environment and then project in real-time using augmented reality (ar). ar principles are interactive and real-time. the difference between ar and virtual reality (vr) is that vr combines real objects into a virtual environment (villagomez, 2010). ar is easier and cheaper to develop so it is widely used in various fields (chen, 2014; martinez, 2013). the contribution of this research is to help students develop science process skills in biological materials encountered in everyday life through good reasoning and representation, to integrate local wisdom with learning materials through media/digital learning resources, making it easier for students to understand concepts and preserve local wisdom in learning, and contribute to strengthening the literature on the effectiveness of using ar in learning. based on the background, analysis of the problems, and solutions offered, the development of digital textbooks is carried out using madura-based local content as a context-based on student experiences and augmented reality that describes the original form of local madurese content. the purpose of this research was to develop digital textbooks based on madura local content and augmented reality to improve students' scientific reasoning abilities. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 22-31 24 yasir et al (developing madura local content …) method this research is using research and development (r & d) method by adapting the instructive design assure. the teaching material development model used is assure with six steps namely analyze learner; state objectives; select instructional methods, media, and materials; utilize media and materials; require learner participation; evaluate and revise (smaldino, 2014). in this research, all stages were carried out starting from the analyze learner stage to evaluate and revise stage. the analyze learner stage is carried out by identifying and analyzing student characteristics that are adjusted to learning outcomes. things that are important in analyzing the characteristics of class viii junior high school students include the general characteristics of students, the basic competencies that students must have (knowledge, abilities, and attitudes), and student learning styles. the next step is to state the standards and specific learning objectives possible, in this case, to improve students' scientific reasoning abilities at the state objectives stage. at the select instructional methods, media, and materials stage, namely choosing the methods, media, and teaching materials to be used. in this study, a new madura-based digital textbook with local content and augmented reality was created. the next step, utilizing media and materials, is digital textbooks based on madura local content and augmented reality that is tested on viii grade junior high school students to ensure that the textbooks that have been developed function effectively in improving students' scientific reasoning abilities. students are invited to actively participate in learning that has been designed at the required learner participation stage. in the last stage, evaluate and revise, an assessment of the effectiveness of digital textbooks based on madura local content and augmented reality that has been developed in learning is carried out to determine the quality of the textbook. the meeting of these stages was carried out from july to august 2020. the assure development model scheme is presented in figure 1. figure 1. schematic of the development assure model the development of the digital textbook based on madura local content and augmented reality is reviewed based on theoretical and empirical feasibility. the target of this research is digital textbook-based madura local content and augmented reality. the development stage was conducted in major of s-1 natural science education in education faculty (fip) and limited trial at smp al hikam burneh, bangkalan with 15 students of class viii. the limited trial design is using one group pretest-posttest design. the data obtained in this research is the result of the validation of madura local content and augmented reality-based digital textbooks and the result of students’ scientific reasoning skills. the result of madura local content and augmented reality-based digital textbook validation was analyzed by quantitative descriptive. the analysis method used in the study is using formula 1. (1) by the description of ‘p’ is the percentage of eligibility digital textbook, n is the maximum number of scores and f is the number of scores obtained. the madura local content and augmented reality-based digital textbook is considered to be deserved as a good category if the validation rating achieves ≥69% (akbar, 2013). meanwhile, a scientific reasoning test of the student is used to measure students’ scientific reasoning skills. to calculate the scientific reasoning test scores of students using the formula 2. (2) then, the scores obtained are interpreted into scientific reasoning level scores according to pisa (chang, 2016; lawson, 2004). the improvement of students’ scientific reasoning skills was analyzed by normalized ngain, using formula 3. (3) with the criteria of the gain score, g ≥ 0.7 is a high category, 0.3 ≤ g <0.7 is a medium category, and g <0.3 is a low category. analyze learner state objectives select instructional methods, media, and materials utilize media and materials jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 22-31 25 yasir et al (developing madura local content …) results and discussion this research is a type of r & d (research and development) research using the assure model. at the analyze learner stage, it was carried out at the initial stage of conducting research by conducting observations, unstructured interviews with subject teachers, and distributing questionnaires to students. from the results of interviews with subject teachers, it can be concluded that science learning rarely performs diverse and conventional learning methods, namely using textbooks and student worksheets, the skills of teachers using learning media aids in the form of computers/laptops are still limited, the use of computer-based learning media is still rarely used by the teacher because the teacher is less creative in innovating to develop science learning which has an impact on less effective learning so that students tend to be less interested in science learning even though they already have a learning resource center room, a multimedia room, and a computer laboratory. the information obtained from distributing questionnaires to students can conclude that: 1) the general characteristics of students in class viii smp al hikam burneh are 13 and 14 years old, with an average distribution of female and male students; 2) students' basic competencies, specifically their initial (cognitive) knowledge of using computers, operating several programs/software such as microsoft word, microsoft excel, powerpoint or the internet which then store and display them again; 3) the learning styles of grade viii students when learning like learning styles that are not monotonous, such as learning while listening to music, walking and watching or learning through computers. students are very enthusiastic when learning is done using computers because students experience the process directly in the learning and also it caused by the involvement of students. at the state standards and objectives stage, the researcher conducted research on science curriculum class viii smp, especially on basic competencies in the concept of business and simple aircraft namely kd 3.3.; kd 4.3 presenting the results of investigations or problem-solving about the benefits of using a simple aircraft in everyday life. simple business and aircraft concept applications are found at 4 types of madura local content, namely shredded baby tuna, karapan sapi, batu ampar, and forged keris. in the select strategies, technologies, media, and materials stage, the researcher chooses the strategy used in science learning, which is studentcentered by involving students in science learning as a user of the media used in the form of a digital textbook with basic competencies to analyze the trend of using simple aircraft in life. every day in science learning using computer or laptop technology. furthermore, the researcher conducted a product design process that was developed using the flipbook or sigil material software which supported the development of products in the form of musical instruments; animation; pictures related to learning obtained from various sources on the internet; audio in the form of a researcher's voice recording for the voice actor for the product being developed; videos from various sources on the internet that are still related to science learning, and texts that are also obtained from various sources on the internet to support science learning materials. the equipment used is a computer/laptop, laser disk player, dvd. the development of a digital science learning textbook in the form of a book in an electronic form consisting of pages. in digital view, textbooks are like books that can be opened with the help of the mouse cursor via a computer/laptop. this flowchart consists of a front page from a digital textbook accompanied by instructions for use, an introduction which is an introduction, and a table of contents. then, on the next page, there are learning activities consisting of learning materials that describe each type of madura local content. the four types of madura local content are reviewed in terms of the form/appearance of the local content and the constituent materials, the tools/machines used in making the local content, the procedure for making local content complete with the size/dose/concentration of each material used and mixed in the local content manufacturing procedure, and the peculiarities of the local content differentiate it from other local content. at the design stage, the digital textbook was made on the effort and simple plane concept in the b5 size format. the display of digital textbooks that have been made is presented in table 1. at the utilizing technology, media, and materials stage, involves students using digital textbooks in actual classes, the researchers conduct validity and practicality tests which aim to see the validity, practicality, effectiveness of the product being developed, both material and media, namely digital textbooks that are suitable or not at the time involve students in actual classes. the developed digital textbook is validated by experts (2 validators). experts assess the feasibility of digital textbooks on material aspects and media aspects. the experts also gave some criticisms and suggestions for the perfect digital textbook developed. some criticisms and suggestions from experts, among others, related to writing still found several typos, the use of spaces that are too tight, and the need to add some terms in the glossary. the results of the recapitulation of expert evaluations of the feasibility of digital textbooks in the material aspects are presented in table 2. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 22-31 26 yasir et al (developing madura local content …) table 1. display of digital textbook note display note display cover cover digital textbooks based on madura local content and augmented reality that has been made form/ appearance madura local content material animated in augmented reality (ar), cross-bordering indigenous knowledge each madura local content to scientific knowledge based on ethnoscience tools/machin es used the tools/machines used in making the local content manufacturin g procedure the procedure for making local content complete with the size/dose/concentration of each material used and mixed in the local content manufacturing procedure peculiarity peculiarities of the local content differentiate it from other local content table 2. assessment of digital textbook aspects indicator validity (%) reliability (%) content feasibility 87.50 88,78 media feasibility 91.10 90,71 teknik feasibility 87.41 86,10 average 88.67 88.53 criteria very valid reliable jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 22-31 27 yasir et al (developing madura local content …) based on table 2 it is known that in the digital textbook aspect, the validator gives an average validity rating of 88.67% with valid criteria and reliability of 88.53% with reliable criteria. this shows that the digital textbook developed is seen from the aspect of the digital textbook included in the valid category for use. indicators on the digital textbook aspects include the quality of the content feasibility, the media feasibility, and the technical feasibility. in the content feasibility indicator, the material presented in the digital textbook is considered to have led to scientific attitudes and cooperation. this can be seen in the activities of thinking, discussing, and experimenting contained in digital textbooks. the material in the digital textbook has also been linked to the application of the concept of work and simple plane, classification of living things, anatomy and physiology of living things found in the madura local content and everyday life. this is suitable with the principle of the digital textbook that digital textbooks can contain problems in daily life, contain experimental activities, and present data (sari, sumantri, & bachtiar, 2018; hermawan, et al., 2022). the material presented in the digital textbook is also suitable with the basic competencies and learning objectives to be achieved. that is because digital textbooks are used to help teachers deliver material and achieve learning (dewi, 2016; sari, sumantri, & bachtiar, 2018; wartono et al., 2018). in the presentation feasibility indicator, the concept in teaching material has been presented logically and coherently, has included examples of questions that are packaged systematically with meas step, and the presentation of material has been student-centered. the teaching material developed is in accordance with the principles of developing a digital textbook. the principle of developing a digital textbook namely a digital textbook must be simple and easy to understand and reflect situations in everyday life (aydin & aytekin, 2018). teaching material is made systematically so that students more easily understand its contents (kurniawati, anitah, & suharno, 2017). in the indicator of language feasibility, the language used in the digital textbook is in accordance with the development of student thinking and if there are foreign terms an explanation of the terms has been given in the glossary. students need their thinking skills to understand the contents of the digital textbook (onosanya & omosewo, 2011). therefore the use of language and terms must be adjusted to students' thinking abilities. the use of communicative and simple language makes it easy for students to understand the contents of the digital textbook (sari, sumantri, & bachtiar, 2018). the results of the recapitulation of expert judgment on the feasibility of digital textbooks in the media aspect are presented in table 3. table 3. assessment of media aspects indicator validity (%) reliability (%) size of digital textbook 93 90,71 design cover of digital textbook 89 87,84 design content of digital textbook 91 89,90 average 91.10 89,48 criteria very valid reliable based on table 3 it is known that in the media aspect, the validator gives an average validity rating of 91.10% with very valid criteria and reliability of 89.48% with reliable criteria. this shows that the developed digital textbook viewed from the aspect of the media included in the category is suitable for use. indicators on the media aspects include the size of a digital textbook, the design of the cover of the digital textbook, and the design of the content of the digital textbook. the size of digital textbook using size b5. the cover design illustrates the contents of the material and uses a combination of colors and letters accordingly. the use of color combinations must be attractive, clear, and easily seen (shabiralyani, hasan, hamad & iqbal, 2015). the design of the content of the digital textbook has used letters, colors, and images that support the illustration of the material. the proper use of images helps visualize and clarify the material. the pictures make learning fun and motivate students to learn (bozdogan, 2011; pertamawati, retnowati, 2019). when visual images are accompanied by verbal explanations will make it easier for students to understand the material and remember the material longer (çímer, 2007). augmented reality makes digital textbooks more communicative and makes their use more effective. this is also in line with martinez's (2013) statement that the advantages of ar include: 1) wide range of implementation in various media, 2) simplicity of object models, 3) inexpensive to manufacture, 4) easy to operate and communicative. the shortcomings of ar are: 1) sensitive to changes in perspective, 2) few makers, 3) requires large memory (martinez, 2013; fadilah et al., 2017). this digital textbook, this textbook combines virtual objects/objects into the user's real environment then projects in real-time so that it is interactive and real-time (chen, 2014). jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 22-31 28 yasir et al (developing madura local content …) the developed has been appropriate to be used based on expert judgment and can be used as a learning resource for students. learning resources are all things that teachers use in learning that support teacher explanation and can make students focus and understand what is learned (akram & malik, 2012; syah & yustina, 2021). digital textbooks developed can be used as a source of visual media in learning. the use of visual media as a learning resource affects student understanding and makes it easy to remember new concepts (jager, 2012). the use of digital textbooks facilitates interaction between teachers and students (onosanya & omosewo, 2011). a good digital textbook can improve student learning outcomes. teaching material that has been developed is then tested on students to find out the students' scientific reasoning ability after using digital textbooks. the results of students' scientific reasoning ability from the test are presented in table 4. table 4. the results of students' scientific reasoning ability representation score argumentation of conservational of matter and volume 0.49 existing knowledge of proportional reasoning 0.45 methodology of the control variable 0.38 analysis of proportional and correlational reasoning 0.43 drawing conclusions to hypothetical-deductive reasoning 0.40 average 0.43 from table 4 it is known that the average value of students' scientific reasoning ability is 0.43 included in the good category. argumentation of students gets the highest score than methodology. based on table 5, the highest scientific reasoning ability of junior high students is the argumentation that is only owned by 0.49 of all students, it states that this capability only has 15 samples, and the most scientific reasoning ability of low is the methodology of the control variable that is owned only 0.38 of all students. the ability of reasoning can bring about important educational implications. very high reasoning skills are needed not only in making decisions and solving problems (lawson, 2004). previous research has shown that there is a positive correlation between students on scientific reasoning ability and action of learning outcomes in science content (lawson, 2000; kohl, 2005; dewi, et al., 2021). the increased scientific reasoning ability significantly positively impacts the practice of learning. instructions are not just enough to lead students to develop/improve abilities (lawson, 2004 ; meltzer, 2005; lestiana et al., 2018). instruction should be able to influence students to grow to the highest level. therefore, teachers should be able to teach science as a critical inquiry process. the advantages of digital textbook development are first, overall digital textbooks developed are included in both categories based on indicators of the quality of content feasibility, presentation feasibility, language feasibility, book size, book cover design, and book content design. second, the digital textbook contains examples of questions based on the madura local content and augmented reality step which can train students' scientific reasoning abilities in solving problems. third, introduce madura local content to students so that students are more familiar with the surrounding environment. fourth, digital textbooks contain examples of the application of the concept of work and simple plane, classification of living things, anatomy and physiology of living things in the madura local content or everyday life so that it makes it easier for students to understand the material of work and simple plane, classification of living things, anatomy and physiology of living things. fifth, the digital textbook also contains simple experimental activities that when done in learning can help students find and understand the concept of the material. conclusion from these results, it can be concluded that the digital textbook based on madura local content and augmented reality developed is effective to improve students’ scientific reasoning skills. suggestions for followup from this research are the need to use digital textbooks using various local wisdom that can be studied through ethnoscience/ethnobiology learning and also become the basis for developing learning models and local content curricula. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 22-31 29 yasir et al (developing madura local content …) acknowledgement the authors would like to express appreciation for the support of the sponsors of lppm university of trunojoyo madura on the beginner research scheme and the contract number of this grant is 095 /un46.4.1/pt.01.03/2020. references akram, s., & malik, s. k. 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2 surantoak@staff.ac.id; 3 mmasykuri@staff.ac.id * corresponding author introduction motivation and learning are two things that influence each other (afzal, ali, khan, & hamid, 2010; lai, 2011; saeed & zyngier, 2012; uno, 2014; vibulphol, 2016). motivation plays an important role in strengthening learning when the student has faced problems. according to tohidi and jabbari (2012), the definition of motivation is "turn on people to achieve high levels of performance and overcome obstacles to change". motivation is guidance, control, and perseverance in human behavior. things that strengthen a person's behavior, guide behavior or behavior in a certain direction, improve or maintain his behavior (ferreira, cardoso, & luís abrantes, 2011; lai, 2011). regarding the importance of motivation, research shows that student with high work motivation shows a greater commitment to their work (buijs & admiraal, 2013; taurina, 2015), such as in science learning. however, the observation result in some junior high schools in indonesia, there are some difficulties experienced by students in science learning. based on the observation, the teacher did not use active, creative, a r t i c l e i n f o a b s t r a c t article history received may 15, 2019 revised june 25, 2019 accepted june 28, 2019 published july 10, 2019 besides learning outcomes, motivation and problem solving skill are the essential indicators for successful learning. hence, the existence of learning media which considerably follow the advance of technology has been assumed to be able to support the achievement of the indicators mentioned. thus, the current research aimed at implementing the augmented reality (ar) technology to improve students’ problem solving skill, motivation, and learning outcomes. the sample was 56 of eighth graders which covered the both control and experimental classes. this quasi experimental research employed test and observation sheet as the instruments. the data was analyzed using one-way analysis of covariance (ancova). the ancova test results showed that were significance differences of the three indicators (problem solving skills, motivation, and learning outcomes) achieved, in which the experimental class was higher than control class. in conclusion, the ar can influence students’ problem solving skills, motivation, and learning outcomes. copyright © 2019, astuti et al this is an open access article under the cc–by-sa license keywords augmented reality learning motivation learning outcomes problem solving skill how to cite: astuti, f. n., suranto, s., & masykuri, m. (2019). augmented reality for teaching science: students’ problem solving skill, motivation, and learning outcomes. jpbi (jurnal pendidikan biologi indonesia), 5 (2), 305-312. doi: https://doi.org /10.22219/jpbi.v5i2.8455 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.8455 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.8455 https://doi.org/10.22219/jpbi.v5i2.8455 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.8455&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 305-312 306 astuti et.al (augmented reality for teaching science …) innovative, effective, and fun learning methods and models that make students become interested and not bored in learning. therefore, lack of student motivation in the learning process will emerge. if there is no motivation, the activities carried out will not achieve maximum results and cannot even reach the learning objectives. besides that, the students were not developing their problem-solving skills. the learning model and media were not accommodating problem-solving skill in students’ learning. according to chiang and lee (2016), the students require problem-solving skill, and it can only be gained by their experience about solving the problems. this condition can be the learning reinforcement for students if they are having the motivation to learn something. on the other hand, the questionnaire result completed online by students showed that they were very interested in the possibility of interacting with program content. the use of the prototype was showing greater motivation in student to complete the tasks. during the use of the prototype, the students showed high levels of concentration for their achievements. furthermore, the problem of learning motivation and problem-solving skill are surely a concern in indonesia. based on the results of the pisa study in 2012 (oecd, 2013), indonesia was ranked 64 of 65 participating countries. in other words, indonesia was becoming the second-lowest ranking of all pisa participating countries surveyed, with an average score of indonesian students' science skills is 382, the score is in below the international average score (494). the results of the pisa study in 2015 (pisa, 2015), indonesia was ranked 66 of 72 countries with the score was 403, which was still below the international average score. the important factor is the lack of problem-solving skills in the learning process. the questions tested in pisa measure were related to reasoning skills, problem-solving skill, and argumentation. while students in indonesia are only familiar with the low level of problem (cognitive level 1 and 2). therefore, it can be concluded that the problem-solving skill of indonesian students in science is low. problem-solving skill is one very important abilities in science learning (chiang & lee, 2016; okubo et al., 2016; sagala, rahmatsyah, & simanjuntak, 2017). otherwise, lacking this skill can cause students having the habit of carrying out various activities without knowing the purpose and reason for doing so (chiang & lee, 2016). problem-solving skill are one of the main quality parameters of someone living in a modern society, which is very technical, scientific, and complex (binkley et al., 2014). simamora, simamora, and sinaga (2017) explained that the importance of problem-solving for the student. the discussion revealed that problem-solving activities help students to build new scientific knowledge. thus, the problem-solving skill was important to be developed in science learning, as well as the students’ motivation. to deal with the problems, this study will provide solutions with the use of media in the learning process. the chosen media is the media with the latest technology which has to cover four main characteristics, namely clarity of message delivery, stand-alone, user-friendly and content representative. the media employed augmented reality (ar) technology. as stated by oranç and küntay (2019) the development of ar learning can support the students’ learning. ar technology affects the confidence of students in their problem-solving skill (deshpande & kim, 2018; karagozlu, 2018). the higher improvement of confidence and students’ achievement was observed in the experimental group which used ar application (karagozlu, 2018). ferrer-torregrosa, torralba, jimenez, garcia, and barcia (2015) also convey that the use of ar is suitable for anatomical purposes. concretely, the results show how this technology helps to motivate students. this study presents a new tool experience based on augmented reality (ar) that focuses on anatomy. another study conducted by markamah, subiyanto, and murnomo (2018) also shows that students’ performance in learning improved significantly by using ar book app media. this study indicated that the experimental group learning outcome is better than the control group (markamah et al., 2018). learning by combining media technology will have a significant influence on learning achievement (herbert, ens, weerasinghe, billinghurst, & wigley, 2018; sakat et al., 2012). besides, technology can be used as an innovative learning media that is believed can keep up with the developed era (sakat et al., 2012). the implementation of learning media ict-based will increase the student learning motivation, as well as student learning outcomes (harandi, 2015). as claim by chen, liu, cheng, and huang (2017) ar studies in education conducted from 2011 until 2016 has increased, significantly since 2013. the application of ar was showing good potential in giving students a more active, effective and meaningful learning process (alkhattabi, 2017). nevertheless, from some previous research, it doesn’t show that ar has an impact at the same time for students’ problem-solving skill, motivation, as well as learning outcomes. hence, this study will examine whether ar has an impact on those three aspects. therefore the study aimed to implement media with ar technology to increase learning motivation, problem-solving skills, and learning outcomes. method this quasi-experimental research was using eighth-graders in smpn (sekolah menengah pertama negeri – state junior high school) 1 bungkal in ponorogo regency, east java, indonesia. there are 56 students 2017/2018 academic year which covered both control and experimental classes as research sample. the ar jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 305-312 307 astuti et.al (augmented reality for teaching science …) media was used in experimental group, while the control group was using powerpoint. previously, preexperiments have also been conducted to test the feasibility of ar media and get 85% eligibility results in the good category (astuti, suranto, & masykuri, 2019). this research employed a test and observation sheet as the instruments. test instrument used to measure students’ problem-solving skill and learning outcome. while the observation sheet used to observe their learning motivation. the instrument was validated by experts. the student’s problem-solving skill and learning motivation indicators are shown in table 1. table 1. the measured indicators of students’ problem-solving skill and motivation no aspects indicators 1 problem-solving skill 1. identifying problems 2. formulating (analyzing) problems 3. finding a solution 4. the quality of problem-solving results (evaluation) 2 motivation 1. enthusiastic 2. curiosity 3. passion 4. perseverance 5. confidence 6. persistence 7. independence 8. concentration this quasi-experimental research was conducted in five meetings on the structure and function of plant tissue material. at the first meeting, pre-test conducted to measure students’ problem-solving skill and learning outcome before using ar media (experimental group) and powerpoint (control group). then, the teacher and observers were observing the students’ motivation when using ar media in class for four meetings. at the end of meeting post-test was conducted to measure the problem-solving skill and learning outcome after giving the treatment. the data was analyzed using gain score and one-way analysis of covariance (ancova). before conducting the ancova test, homogeneity and normality test was conducted as a prerequisite test. results and discussion the result of the gain score analysis of students’ motivation and problem-solving skill are stated in table 2. based on table 2, it can be seen that the gain score of students’ motivation in control reached 0.48 which is included in the medium category. besides, the gain score of students’ problem-solving skill is 0.24 which categorize as low level. on the other hand, the experimental group gets higher score both in students’ motivation and problem-solving skill. the motivation has significant improvement seen from the gain score which reached 0.74 which is categorized as a high category. the difference result between the control and experimental group shows that ar media is very effective in increasing learning motivation and working optimally for student learning motivation. while the gain score of students’ problem-solving skill in the experimental group is only 0.51 with the medium category. however, this value is still higher than the control group. table 2. gain score result of students’ motivatian and problem-solving skill no. group number of students aspects average difference gain score category pre-test post-test 1 control 28 motivation 53.46 74.78 21.31 0.48 medium problem-solving skill 41.34 55.22 13.80 0.24 low 2 experimental 28 motivation 52.23 87.39 35.16 0.74 high problem-solving skill l 42.14 71.52 29.38 0.51 medium furthermore, the results of the normality test presented in table 3 which show that in the experimental group or even the control group, the significance result more than α value (0.05). thus it can be concluded that the samples in both classes are normally distributed. while table 4 shows the result of the homogeneity test of students’ problem-solving skill data. the significance result for pre-test is 0.156 (> 0.05) and post-test is 0.171 (> 0.05) which can be concluded that the samples from both classes have homogeneous variants between groups. table 3. the result of normality test of students’ problem-solving skill data aspects test significance degree result control group experimental group problem-solving skill pre-test 0.160 0.171 normal post-test 0.255 0.231 normal jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 305-312 308 astuti et.al (augmented reality for teaching science …) table 4. the result of homogeneity test of students’ problem-solving skill data aspects test significance degree result problem-solving skill ll pre-test 0.156 homogeneous post-test 0.171 homogeneous moreover, the ancova result (table 5) showed that p-value < α (0.05), thus it can be concluded that there is a significant influence of ar media towards students’ problem-solving skill. besides, the students’ learning outcomes also examined in this research which is presented in table 6. based on table 6, the students’ learning outcomes in the experimental group are higher than the control group. from the 3 aspects of all learning outcomes showed that the experimental group was more superior than the control group. a very significant comparison is on the knowledge aspect. the average value aspect of the control group knowledge is only 70.65 while in the experimental group it reaches 80.06. whereas in the other two aspects, attitudes and skills have not too much difference. table 5. the result of ancova of students’ problem-solving skill aspects significance degree result problem-solving skill 0.000 there are significant differences table 6. the result of learning outcomes in experimental and control group no group number of students learning outcomes attitude knowledge skill 1 experimental 28 78.14 80.06 80.25 2 control 28 74.25 70.65 74.17 based on table 5, showed that the ar media give an impact on students’ problem-solving skill. the student can explore the material by themselves using the ar media. this media also makes student practice to solve the problem. as stated by crofton, botinestean, fenelon, and gallagher (2019) ar is very useful for interactive and real learning media for students. by utilizing ar media can increase the interest of students in learning because of the ar that combines cyberspace that can increase the imagination of students with the real world directly (berryman, 2012; bower, howe, mccredie, robinson, & grover, 2014; oranç & küntay, 2019; turan, meral, & sahin, 2018). ar is interactive which allows students to see the situation in a real and direct way and can imagine the results of the learning process provided by teachers to students. the use of educational media using ar can stimulate the mindset of students in thinking critically about problem and events that occur on daily life because learning media is helping students in the learning process with the presence or absence of teachers in the education process (sonntag, albuquerque, magnor, & bodensiek, 2019). so that media use education with augmented reality can directly provide learning wherever and whenever students want to carry out the learning process (carrera & asensio, 2017; sonntag et al., 2019; turan et al., 2018). previous research states that using ar applications positively influences self-confidence in students’ problem-solving skills (karagozlu, 2018). based on table 2, the gain score of the experimental group is higher than the control group. it’s mean ar that used as a media in the experimental group is effective to increase the problem-solving skill. effectiveness of learning media are used to improve students' skills to solve problems, it is necessary to develop learning media that reflect problem-solving steps (widodo, darhim, & ikhwanudin, 2018). so that students indirectly feel guided in solving the problems faced by them. further, the impact of ar media for motivation is shown in table 2. the gain score of experimental group is higher than the control group, it is shown that ar media is very effective in increasing learning motivation and working optimally for student learning motivation. according to khan, johnston, and ophoff (2019) ar media can involve students and motivate them to explore in the context of immersion between teaching materials from the real world with virtual objects created by ar technology. the results of previous studies also showed that immersion and interactivity factors were two predictors for student motivation (huang & liaw, 2014; iftene & trandabăț, 2018; khan et al., 2019; lee, 2012; sonntag et al., 2019). the results of the study show that learning motivation is a predictor for students' intentions to use the ar learning system (lee, 2012). ar system can provide motivation, entertainment, and an attractive environment that is conducive to learning (iftene & trandabăț, 2018; sampaio & almeida, 2018). other research also mentions if series of studies provide evidence of increased academic performance, increased involvement, motivation, and student satisfaction through an educational environment enriched with ar applications (saltan & arslan, 2017). ar technology can offer opportunities to create a user-friendly and immersion learning environment that can be a useful environment for learning (huang & liaw, 2014). the mobile augmented reality application increases student learning motivation jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 305-312 309 astuti et.al (augmented reality for teaching science …) (khan et al., 2019). attention, satisfaction, and motivational confidence factors increase, and these results are found to be significant (huang & liaw, 2014; khan et al., 2019; mahadzir & phung, 2013; sonntag et al., 2019). as well as problem-solving skill and motivation, the students’ learning outcome also influence by ar media (table 6). the three aspects of learning outcomes (attitude, knowledge, and skill) in the experimental group are higher than the control group. whereas in the two domain (attitude and skill) have not too much difference. according to lindner, rienow, and jürgens (2019) ar media can easily visualize what's happening and easily understand the complex concepts so that they can facilitate and improve the learning process and learning outcomes. this technology is effective to help the student understand the concept (fakhrudin, sri, & riyadi, 2019; ibáñez & delgado-kloos, 2018; markamah et al., 2018; petersen & stricker, 2015; purnamasari, suciati, & dwiastuti, 2016; yuliono, sarwanto, & rintayati, 2018). ar is the technology that can help explain in some subjects that require 3d visualization, especially on material that requires a lot of 3d visualization (carrera & asensio, 2017; chien, chen, & jeng, 2010; vate-u-lan, 2012). ar media can visualize abstract concepts for understanding and structure of an object model (carrera & asensio, 2017; chien et al., 2010; kurniawan, suharjito, diana, & witjaksono, 2018; lindner et al., 2019; mustaqim, 2016). besides, pemberton and winter (2009) examined the use of ar technology in the school environment on various subjects. the result showed that ar technology suitable for certain subjects that require visualization to model an object. another advantage of using augmented reality technology-based learning media is that students can study independently outside the classroom without the need for additional costs for the procurement of tools (crofton et al., 2019; sonntag et al., 2019; vate-u-lan, 2012). with a little guidance, students can operate ar technology well (iftene & trandabăț, 2018). ar technology makes it easy for students to think in real terms without bringing in their practical tools directly by displaying 3d animation of electronic components that resemble their original form. conclusion the result of this study showed that the use of augmented reality (ar) media is effective for increasing students’ learning motivation, problem-solving skill and learning outcomes. from ancova test showed that the p-value < α (0.05), thus there is significant influence of ar towards students’ problem-solving skill. it is recommended to use ar media on an ongoing basis for other science materials, because it has a positive impact on students problem-solving skill, motivation, and learning outcomes. in addition, other research can be done to determine the effectiveness of media augmented reality on the other students’ skills or competencies. references afzal, h., ali, i., khan, m. a., & hamid, k. 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penyusunan booklet penyuluhan masyarakat dwi setyawan1, fatchur rohman1, hedi sutomo1 1prodi pendidikan biologi-pascasarjana universitas negeri malang e-mail: dwis091187@gmail.com. abstrak penelitian bertujuan menganalisis pengaruh langsung dan tidak langsung antara latar belakang pendidikan, pengetahuan etnozoologi, status ekonomi keluarga, dan sikap terhadap pemanfaatan penyu oleh masyarakat desa hadiwarno kabupaten pacitan. analisis data dibedakan menjadi deskriptif dan korelasional kausal dengan menggunakan statistik analisis jalur (path-analysis). hasil penelitian korelasional kausal menunjukkan, yaitu 1) ada pengaruh tidak langsung pengetahuan etnozoologi melalui sikap, 2) ada pengaruh langsung pengetahuan etnozoologi terhadap pemanfaatan penyu, 3) ada pengaruh langsung sikap terhadap pemanfaatan penyu, 4) ada pengaruh langsung status ekonomi keluarga terhadap pemanfaatan penyu. kata kunci: booklet, etnozoologi, konservasi, pacitan, penyu penyu merupakan hewan langka dunia, sehingga kepunahan penyu di indonesia akan sangat merugikan indonesia baik akibat kehilangan keanekaragaman hewan maupun posisi indonesia di percaturan internasional. menurut arshad (2003) green peace mengancam memboikot wisata ke indonesia akibat pembantaian penyu di bali tahun 1989, di tingkat asean tahun 1997 telah ada perjanjian bersama untuk perlindungan penyu. populasi penyu yang semakin menurun dilindungi dan masuk dalam kategori hewan yang terancam kepunahannya dan tertera dalam red data book oleh iucn (internatinal union for conservation of nature and natural resources) dan saat ini tercatat dalam appendix i cites (convention on international trade in endangered wild flora fauna species). konvensi tersebut melarang semua perdagangan internasional atas semua produk atau hasil dari penyu, baik itu telur, daging, maupun cangkangnya. indonesia merupakan negara kepulauan terbesar di dunia yang terdiri dari 17.508 pulau dengan garis pantai sepanjang 81.000 km dari luas laut sekitar 3,1 juta km2 (0,3 juta km2 perairan territorial dari 2,8 juta km2 perairan nusantara) atau 62% dari luas teritorial. wilayah pesisir dan lautan indonesia terkenal dengan kekayaan keanekaragaman dan sumberdaya alamnya, baik sumberdaya yang tidak dapat pulih maupun yang dapat pulih. kondisi ini merupakan habitat yang sesuai bagi penyu untuk singgah dan bereproduksi, sehingga menjadi daya tarik tersendiri bagi pantai kepulauan indonesia, sekaligus penyu menjadi salah satu keanekaragaman yang dimiliki indonesia. hal tersebut menunjukkan bahwa di sekitar kelautan mempunyai potensi yang sangat besar dalam bangunan di masa depan (dahuri, 2001). banyaknya spesies hewan yang terindentifikasi, menjadikan indonesia sebagai tujuan para peneliti untuk melakukan penelitian, karena itu melestarikan sumberdaya alam menjadi kewajiban seluruh lapisan masyarakat. troeng (1997) mengungkapkan bagi lingkungan, penyu merupakan salah satu komponen penting dari biodiversitas (keanekaragaman biologi), yang mana kepunahannya, akan menyebabkan ikut jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 284 hilangnya komponen lain dan akan mengganggu fungsi biodiversitas yang ada. di indonesia terdapat 6 dari 7 jenis penyu yang ada di dunia. dari 6 jenis penyu tersebut, 5 jenis diantaranya; yaitu penyu belimbing (dermochelys coriacea), penyu hijau (chelonia mydas), penyu sisik (eremochelys imbricate), dan penyu lekang (lepidochelys olivacea) telah diketahui berbiak di indonesia, sementara jenis yang lain, penyu tempayan (caretta caretta) diduga juga berbiak di indonesia, jenis ke 6, penyu pipih (natator epresus) diketahui hanya berbiak di australia, tetapi telah teramati mencari makan di perairan indonesia, namun sangat disayangkan indonesia menjadi negara pembantai penyu terbesar di dunia (kitchener 1996, dalam prihanta, 2007). usaha perlindungan penyu di indonesia terus dilakukan oleh pemerintah maupun kelompok pemerhati lingkungan. salah satunya adalah meningkatkan pengawasan terhadap habitat yang sesuai untuk lokasi peneluran dan pengawasan pada penangkapan penyu. secara formal, pemerintah indonesia telah berusaha melindungi penyu dari kepunahan dengan peraturan pemerintah no 7 tahun 1999 tentang pengawetan jenis tumbuhan dan satwa. peraturan pemerintah tersebut menetetapkan bahwa semua jenis penyu dilindungi. beberapa tempat juga telah ditetapkan sebagai kawasan perlindungan penyu di indonesia, di antaranya taman nasional meru betiri, taman nasional alas purwo, suaka margasatwa jamursba medi irian jaya, dan lain-lain. usaha perlindungan dilakukan dengan menyelamatkan telur penyu di pantai, membesarkan, dan melepas ke laut. namun, permasalahan yang muncul akibat kurang pengetahuan pelaksana dan pendanaan ternyata banyak telur penyu yang tidak menetas dan anak penyu yang mati selama perawatan (pramoto, 2004). berdasarkan identifikasi di kabupaten trenggalek dan pacitan ditemukan, 4 jenis penyu yaitu: dermochelys coriacea l, chelonia mydas l, eretmochelys imbricata l, dan lepidochelys olivaceae. jumlah penyu yang ditemukan mengalami penurunan 28% dibandingkan tahun lalu. masyarakat mendapatkan penyu dengan sengaja maupun tidak sengaja sebagai contoh terkena jaring ikan. penyu maupun telur yang didapatkan sebagian di konsumsi dan sebagian lain dijual terutama eretmochelys imbricata (prihanta, 2007). pengawasan penyu di luar kawasan konservasi tentunya tidak mudah, sebab perangkat hukum yang sering dilanggar ditambah dengan lemahnya penegakan hukum konservasi sangat sering terjadi. diperlukan strategi penyelamatan penyu di luar kawasan konservasi yang mendapat dukungan luas dari masyarakat dan tetapa terjaga kelestariannya. kurniawati (2006) menyatakan masyarakat pesisir kecamatan ngadirojo kabupaten pacitan tidak secara detail mengetahui bahwa penyu merupakan hewan yang dilindungi. masyarakat memanfaatkan penyu untuk kebutuhan sehari-hari, souvenir, maupun dikonsumsi. masyarakat mendapatkan penyu dengan tidak sengaja maupun sengaja. penangkapan dengan sengaja menggunakan kail dan tombak, adapula yang mendapatkan saat penyu betina bertelur. penyu yang didapatkan didistribusikan di daerah setempat maupun ke daerah lainnya, namun sebenarnya secara adat penyu dianggap hewan keramat yang tidak sembarang orang dapat menyembelihnya, penyembelihan harus dilakukan oleh dukun dengan tatacara tertentu. berdasarkan hasil observasi peneliti pada bulan juli 2013 di masyarakat desa hadiwarno kabupaten pacitan dikenal adanya mitos yang mengeramatkan penyu, penangkapan untuk konsumsi, perdagangan untuk kebutuhan ekonomi. kurangnya pendidikan dan pengetahuan masyarakat tentang pentingnya penyu dalam ekosistem laut, sehingga sikap terhadap habitat dan fungsi penyu lebih cenderung ke arah eksploitasi. pemanfaatan penyu secara berlebihan (over exploitation) akan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 285 mempercepat terjadi kepunahan, tidak hanya di indonesia tapi hampir di seluruh belahan dunia, informasi penting yang belum tersedia untuk melindungi penyu secara utuh di daerah pacitan adalah belum adanya informasi etnozoologi penyu di masyarakat. informasi tersebut perlu diketahui sebagai dasar mengkampanyekan pelestarian penyu di pacitan. ada beberapa faktor yang dapat dijadikan alasan, mengapa aktivitas masyarakat pacitan dalam memanfaatkan penyu jauh dari kegiatan konservasi diantaranya adalah latar belakang pendidikan. menurut uu ri no. 20 tahun 2003 pasal 1, pada dasarnya jenjang pendidikan adalah tahapan pendidikan yang ditetapkan berdasarkan tingkat perkembangan peserta didik, tujuan yang akan dicapai, dan kemampuan yang dikembangkan. pendidikan adalah aktivitas dan usaha untuk meningkatkan kepribadian dengan jalan membina potensi-potensi pribadinya yaitu rohami (pikir, cipta rasa dan hari nurani) serta jasmani (panca indera dan keterampilan). tingkat pengetahuan seseorang dipengaruhi oleh tingkat pendidikan, keaktifan mengikuti informasi dari media massa, keaktifan berorganisasi dan faktor ekonomi yang baik merupakan dasar bagi terbentuk sikap yang positif. menurut sutomo (2009) pengetahuan merupakan produk olah pikir manusia yang paling sederhana, yaitu sesuatu yang diketahuai oleh manusia, tanpa menghiraukan apakah benar atau salah dan juga tidak memasalahkan siapa, kapan dan dari mana sumbernya. hasil “tahu” ini terjadi setelah orang melakukan penginderaan atau mempelajari terhadap suatu obyek tertentu yang dipengaruhi berbagai faktor dari dalam seperti motivasi dan faktor luar berupa sarana informasi yang tersedia serta keadaan sosial budaya. pernyataan ini memberikan arti bahwa pengetahuan etnozoologi dalam konservasi dapat dijadikan sarana untuk mendapatkan pengetahuan dengan meningkatan pengetahuan diharapakan masyarakat di desa hadiwarno kabupaten pacitan mengalami perubahan sikap dalam memanfaatkan penyu. status ekonomi masyarakat pacitan berperan penting dalam unculnya sikap dan pemanfaatan penyu. menurut hamdanah (2010) status ekonomi merupakan kedudukan atau posisi seseorang dalam masyarakat berkaitan dengan tingkat pendidikan, tingkat pendapatan, kepemilikan kekayaan atau fasilitas serta jenis tempat tinggal. kondisi sosial ekonomi masyarakat juga menentukan tingkat pendapatan dan keberhasilan seseorang dalam masyarakat, tingkat pendidikan masyarakat akan berpengaruh terhadap keberhasilan masyarakat. semakin tinggi tingkat pendidikan masyarakat, maka semakin terampil dan berhasil dalam pekerjaan, sehingga berpengaruh terhadap tingkat pendapatan. sikap adalah sebagai salah satu fungsi instrumental atau fungsi manfaat akan positif bila ada manfaatnya. sikap hanya akan ada artinya apabila diwujudkan dalam bentuk tingkah laku, sedangkan tingkah laku ini selalu didasarkan pada persepsi terhadap suatu obyek. sebaliknya, persepsi seseorang terhadap suatu objek atau lingkungannya ditentukan oleh kebutuhannya, sedangkan perilaku merupakan fungsi dari faktor internal dalam diri seseorang dan lingkungan yang mempengaruhinya (azwar, 2007). tingkat pengetahuan, sikap sangat mempengaruhi perilaku, dan peran serta masyarakat terhadap sumberdaya alam; contoh respon masyarakat terhadap pengelolaan sumberdaya alam. dari berbagai kemungkinan tersebut, muncul fenomena pemanfaatan penyu oleh masyarakat pacitan. pemanfaatan memiliki kata dasar manfaaat yang berarti faedah atau guna. ada 4 macam pemanfaatan, yaitu: (1) manfaat langsung, yaitu manfaat yang langsung dapat dinikmati, dipakai atau digunakan sebab adanya investasi, baik berupa kenaikan fisik hasil produksi, perbaikan kualitas fisik hasil produksi, perbaikan kualitas produksi atau pun jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 286 penurunan biaya, (2) manfaat peralihan, yaitu manfaaat latihan yang dapat meningkatkan kemampuan dan kesediaan untuk bekerja, (3) manfaat terpakai, yaitu manfaat dari bagian aktiva tetap yang telah hilang, (4) manfaaat tidak langsung, yaitu manfaat lain yang timbul olehkarena adanya suatu investasi tau sebab-sebab lain yang ada diluar perhitungan. perlu adanya tindakan untuk merubah pemanfaatan penyu oleh masyarakat desa hadiwarno dari eksploitasi menjadi kegiatan konservasi. putra (1997) mengungkapkan penyuluhan sebagai kegiatan pemberdayaan masyarakat yang telah mulai lazim digunakan oleh banyak pihak sejak awal dasawarsa 1990-an. penyuluhan sebagai proses pemberdayaan masyarakat, memiliki tujuan utama yang tidak terbatas pada terciptanya “ better living”, tetapi untuk memfasilitasi masyarakat (sasaran) untuk mengadopsi strategi agar mempercepat terjadinya perubahan-perubahan kondisi sosial dan ekonomi, sehingga mereka dapat (dalam jangka panjang) meningkatkan taraf hidup pribadi dan masyarakatnya. penyuluhan tidak sekadar upaya untuk menyampaikan pesan-pesan, tetapi yang lebih penting dari itu adalah untuk menumbuh kembangkan partisipasi masyarakat dalam konservasi penyu. pendidikan merupakan salah satu pilar terpenting dalam meningkatkan kualitas hidup manusia. pendidikan nonformal adalah cara pembelajaran yang tepat dalam masyarakat, memiliki kelebihan yaitu fleksibilitas waktu sehingga tidak menyita kesibukan masyarakat desa. booklet merupakan sarana atau alat penunjang yang tepat untuk pendidikan nonformal. booklet merupakan buku berukuran kecil (setengah kuarto) dan tipis, tidak lebih dari 30 halaman bolak-balik, yang berisi tulisan atau penjelasan singkat dan gambar-gambar yang bertujuan memudahkan pembaca dalam memahami isi bacaan. ada yang mengatakan bahwa istilah booklet berasal dari buku dan leaflet, artinya media booklet merupakan perpaduan antara leaflet dengan buku atau sebuah buku dengan format kecil seperti leaflet. struktur isinya seperti buku (ada pendahulu, isi, dan penutup) hanya saja cara penyajian isinya jauh lebih singkat daripada sebuah buku (hariri, 1999). fenomena yang muncul dari pemanfaatan penyu oleh masyarakat desa hadiwarno kabupaten pacitan diketahui bertolak belakang dengan kondisi idealnya bahwa penyu merupakan hewan yang dilindungi, karena bagi sebagian masyarakat, penyu telah memberikan pekerjaan dan sumber pendapatan, sehingga kebutuhan penyu yang tinggi dalam masyarakat sangat memprihatinkan. namun saat ini peneliti sangat minim menemukan hasil penelitian mengenai penyu yang berhubungan dengan masyarakat pacitan tersebut, untuk itu perlu adanya suatu penelitian yang mengungkap dan menjawab pertanyaan bagaimana hubungan timbal balik antara manusia dan hewan penyu (etnozoologi) dalam lingkungan masyarakat pacitan. adapun hal-hal yang dikaji dalam penelitian ini adalah mengenai latar belakang pendidikan, pengetahuan etnozoologi, status ekonomi, sikap, dan pemanfaatan penyu oleh masyarakat di desa hadiwarno kabupaten pacitan. berdasarkan kenyataan tersebut usaha penyelamatan penyu laut di pacitan adalah dengan meningkatkan kesadaran masyarakat pada perlindungan penyu. hal itu dilakukan dengan memperhatikan etnozoologi masyarakat setempat, maka perlu mengetahui pengetahuan dan pemanfaatan yang menjadi dasar timbulnya kecendrungan untuk memanfaatkan hewan yang dilindungi terebut. oleh karena itu, peneliti menganggap sangat penting untuk dilakukan penelitian “kajian etnozoologi masyarakat desa hadiwarno kabupaten pacitan dalam konservasi penyu sebagai bahan penyusunan booklet untuk penyuluhan masyarakat”. penelitian ini memiliki tujuan yaitu; 1) menganalisis pengaruh langsung dan tidak langsung antara latar belakang pendidikan terhadap pemanfaatan penyu di jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 287 desa hadiwarno kabupaten pacitan, 2) menganalisis pengaruh langsung dan tidak langsung antara pengetahuan etnozoologi terhadap pemanfaatan penyu di desa hadiwarno kabupaten pacitan, 3) menganalisis pengaruh langsung dan tidak langsung antara setatus ekonomi keluarga terhadap pemanfaatan penyu di desa hadiwarno kabupaten pacitan, 4) menganalisis pengaruh langsung dan tidak langsung antara sikap terhadap pemanfaatan penyu di desa hadiwarno kabupaten pacitan, 5) mengembangkan hasil penelitian sebagai bahan penyusunan booklet untuk penyuluhan masyarakat di desa hadiwarno kabupaten pacitan. metode jenis penelitian korelasional kausal dengan menggunakan statistik analisis jalur (path-analysis). suatu variabel tidak hanya dijelaskan keterkaitannya terhadap variabel lain, tetapi juga perlu dideskripsikan. variabel-variabel penelitian mencakup latar belakang pendidikan, pengetahuan etnozoologi, status ekonomi keluarga, sikap, dan pemanfaatan penyu di desa hadiwarno kabupaten pacitan. populasi sampling dalam penelitian ini adalah kepala keluarga (kk) masyarakat di dusun taman desa hadiwarno, yang berprofesi sebagai nelayan dan pengelola konservasi penyu. karena, profesi tersebut hanya ada di dusun taman desa hadiwwarno. populasi sasaaran dalam penelitian ini adalah seluruh kepala keluarga (kk) di dusun taman desa hadiwarno, yang jumlah kepala keluarganya melebihi ketentuan jumlah sampel, yaitu lebih dari 50-100 orang. besar populasi sampling sejumlah 150 orang. sampel penelitian ini adalah kepala keluarga (kk) dari masyarakat dusun taman desa hadiwarno kabupaten pacitan. penentuan sampel (teknik sampling) menggunakan teknik (probability sampling atau random sampling) sampel acak sederhana, yaitu dengan cara diundi dari jumlah populasi sebesar 150 kk nelayan dan pengelola konservasi penyu. penentuan jumlah sampel (besar sampel) dalam penelitian ini menggunakan metode standard error untuk proporsi (presentase), batas probabilitas 95%, standard error ± 10%, akan menyebabkan 1,96 σ standard deviatiaon untuk proporsi 50%:50%. instrumen untuk mengukur latar belakang pendidikan masyarakat desa hadiwarno kabupaten pacitan ialah keusioner yang menanyakan lama waktu dalam menempuh pendidikan formal (zaini, 2005). instrumen untuk mengukur pengetahuan entozoologi adalah tes pengetahuan dengan indikator empiris mengetahui (c1), memahami (c2), dan menerapkan (c3). instrumen yang digunakan untuk mengukur status ekonomi keluarga adalah kuesioner yang menanyakan indeks kelas ekonomi berdasarkan kepemilikan barang berharga. instrumen yang digunakan untuk mengukur sikap adalah tes sikap dengan parameter kognisi, afeksi, dan konasi. instrumen untuk mengukur pemanfaatan penyu adalah pengamatan langsung dan wawancara terstruktur mengenai pemanfaatan penyu secara positif maupun secara negatif. kegiatan pengembangan instrumen penelitian harus terlebih dahulu merumuskan, menyusun validitas logis, dan menetapkan skor setiap variabel penelitian. pengumpulan data dilakukan melalui 2 tahap kegiatan. rangkaian pengumpulan data yang tersusun secara sistematis dimulai dari persiapan dan teknik pengumpulan data, pelaksanaan pengumpulan data dan kualifikasi jumlah petugas. pada tahap persiapan peneliti melakukan observasi (studi pendahuluan) pada lokasi penelitian, alasan menggunakan observasi agar mengetahui secara langsung tentang sumber data yang akan diteliti dan dapat memperoleh data yang kongkrit, dengan cara berkunjung dan berdomisili selama 3 bulan atau lebih yang bertujuan untuk mengetahui kondisi lingkungan, budaya, dan sosial masyarakat tempat penelitian. selanjutnya, penentuan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 288 responden untuk pengambilan data dengan simple random sampling yaitu dengan cara diundi, untuk mendapatkan jumlah responden sejumlah 96 orang dari 150 orang yang berprofesi sebagai nelayan dan pengelola konserfasi penyu di desa hadiwarno kabupaten pacitan. (2) teknik pengumpulan data, dari masing-masing instrumen dilakukan dengan cara memberikan tes dalam bentuk quesioner, wawancara, dan pengamatan langsung, a) data pengetahuan etnozoologi masyarakat dikumpulkan melalui tes tentang pengetahuan etnozoologi, b) data sikap masyarakat dikumpulkan melalui tes sikap masyarakat tentang pemanfaatan penyu, c) data latar belakang pendidikan dikumpulkan melalui wawancara mengenai pendidikan yang sudah ditempuh masyarakat, d) data status ekonomi keluarga masyarakat dikumpulkan melalui wawancara mengenai kepemilikan barang berharga, e) data perilaku masyarakat terkait pemanfaatan penyu (secara positif dan negatif) dikumpulkan melalui pengamatan langsung. proses yang berkaitan dengan pelaksanaan penelitian sebagai berikut. a) melakukan perijinan dengan pihak terkait, b) terjun ke lokasi penelitian untuk memperoleh data, c) melakukan pendekatan dengan metode diskusi (focus group discussion) bersama responden adapun tujuan kegiatan fgd adalah untuk memperoleh keterangan nyata dari responden, mengklarifikasi informasi yang salah atau kurang pada kegiatan wawancara, mencari kebenaran tentang pengetahuan etnozoologi, sikap, dan pemanfaatan penyu di masyarakat desa hadiwarno kabupaten pacitan. (2) pengambilan data dilakukan oleh peneliti sendiri, dibantu oleh 1 orang dari anggota masyarakat yang kualifikasinya tertentu, dengan dilatih terlebih dahulu. informan kunci berperan penting dalam penelitian, yang bertugas sebagai penunjukkan tempat rumah masing-masing responden dan sebagai supervisor dalam membantu memeriksa kelengkapan instrumen. analisis data bertujuan untuk menjawab tujuan penelitian yang telah dirumuskan, dibedakan atas 2 cara, yaitu; 1) deskripsi data bertujuan mengungkap data latar belakang pendidikan, pengetahuan etnozoologi, status ekonomi keluarga, sikap, dan pemanfaatan penyu diolah dengan teknik statistik deskriptif, tabel frekuensi dan grafik. 2) pengujian hipotesis menggunakan statistik korelasional kausal dengan menggunakan analisis jalur (path analysis) metode trimming dengan terlebih dahulu menentukan diagram jalur sesuai teori, maka dapat disusun model hubungan dalam penelitian ini sebanyak 2 blok, spesifikasi model analisis jalurnya dapat dilihat pada gambar 1. gambar 1. variabel-variabel penelitian dan pola hubungan antarvariabel tahapan dalam analisis data perlu dilakukan uji persyaratan (asumsi). pengujian tersebut dilakukan dengan bantuan paket program spss for windows versi 21. hasil pengujian hipotesis pergeseran hubungan kausal antarvariabel terjadi pergeseran hubungan kausal antarvariabel latar belakang pendidikan, pengetahuan etnozoologi, status ekonomi keluarga, dan sikap terhadap pemanfaatan penyu dapat dilihat pada gambar 2. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 289 gambar 2. hubungan kausal antarvariabel x2, x3, x4, terhadap y hubungan antara variabel eksogen hubungan antara variabel eksogen pengetahuan etnozoologi (x2) dan status ekonomi keluarga (x3) data dapat dilihat pada tabel 1. tabel 1. matrik korelsi x2 dan x3. pengeta-huan etnozoologi (x2) status ekonomi keluarga (x3) pengetahuan etnozoologi (x2) pearson correlation 1 -0,046 sig. (2tailed) 0,654 n 96 96 status ekonomi keluarga (x3) pearson correlation -0,046 1 sig. (2tailed) 0,654 n 96 96 hasil pengujian hipotesis, diperoleh tidak ada hubungan antara pengetahuan etnozoologi dari hasil pengujian mengenai hubungan antara variabel eksogenus, maka diperoleh gambar 3. gambar 3. hubungan struktural x2, x3, x4, terhadap y analisis blok 1 pengujian hipotesis pengaruh pengetahuan etnozoologi (x2) dan status ekonomi keluarga (x3) terhadap sikap (x4) diperoleh seperti tabel 2. tabel 2. anova blok 1 model 1 model sum of squares df mean square f sig. 1 regressio n 68,217 2 34,108 2,159 0,121 b residual 1469,273 93 15,799 total 1537,490 95 a. dependent variabel: sikap (x4) b. predictors: (constant), status ekonomi keluarga (x3), pengetahuan etnozoologi (x2) tabel 2 anova, diperoleh nilai f sebesar 2,159 dengan nilai signifikansi (probabilitas) = 0,121 > 0,05. hipotesis yang menyatakan bahwa ho yang menyatakan ada pengaruh pengetahuan etnozoologi dan status ekonomi keluarga terhadap sikap diterima. sehingga dilanjutkan dengan pengujian individu. pengujian individu diperoleh hasil yaitu; a) pengaruh pengetahuan etnozoologi terhadap sikap adalah ρx4x2 = beta = 0,210 [t= 2,072 dan probabilitas signifikan = 0,041], b) pengaruh status ekonomi keluarga terhadap sikap adalah ρx4x3 = beta = -0,006 [t= -0,062 dan probabilitas signifikan = 0,951]. dari perhitungan di atas dapat menjelaskan, bahwa hasil analisis blok 1 model 1 mengungkapkan bahwa ada koefisien jalur yang tidak signifikan yaitu variabel status ekonomi keluarga (x3), maka blok 1 model 1 perlu diperbaiki melalui metode trimming, yaitu menguji ulang variabel pengetahuan etnozoologi (x2) dan tidak mengikutkan variabel status ekonomi keluarga (x3). pengujian ulang “pengaruh pengetahuan etnozoologi terhadap sikap”. diperoleh hasil seperti tabel 3. tabel 3. anova blok 1 model 2 model sum of squares df mean square f sig. 2 regression 68,156 1 68,156 4,360 0,039b residual 1469,334 94 15,631 total 1537,490 95 a. dependent variabel: sikap (x4) b. predictors: (constant), pengetahuan etnozoologi (x2) jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 290 tabel 3 anova, diperoleh nilai f sebesar 4,360 dengan nilai signifikansi (probabilitas) = 0,039 < 0,05, maka dapat disimpulkan bahwa: ha yang menyatakan ada pengaruh pengetahuan etnozoologi (x2) terhadap sikap (x4) diterima. tabel 4. coefficients blok 1 model 2 model unstandardized coefficients standardize d coefficient s t sig. b std. error beta 2 (cons tant) 132,843 2,704 49,12 0 0,000 (x2) 0,306 0,147 0,211 2,088 0,039 a. dependent variabel: sikap (x4) berdasarkan tabel 4 di atas, diperoleh nilai koefisien jalur x2 terhadap x4 sebesar ρx4 x2 = 0,211. tabel 5. summary blok 1 model 2 r r squar e adjuste d r square std. error of the estimat e change statistics r square change f cha nge df 1 df 2 sig. f cha nge 0,211 a 0,044 0,034 3,954 0,044 4,360 1 9 4 0,039 a. predictors: (constant), pengetahuan etnozoologi (x2) b. dependent variabel: sikap (x4) berdasarkan tabel 5 di atas, diperoleh niai koefisien determinasi berkontribusi (rsquare = r 2x4x2) = 0,044 dan besar koefisien residu = 0,956. dengan demikian diagram jalur blok 1 mengalami perubahan, dapat dilihat pada gambar 4. gambar 4. pengaruh empiris blok 1 variabel x2 terhadap x4 analisis blok 2 pengaruh pengetahuan etnozoologi (x2), status ekonomi keluarga (x3), dan sikap (x4) terhadap pemanfaatan penyu (y) diperoleh seperti tabel 6. tabel 6. anova blok 2 model 1 model sum of squares df mean square f sig. 1 regression 418,030 3 139,343 5,911 0,001b residual 2168,595 92 23,572 total 2586,625 95 a. dependent variabel: pemanfaatan penyu (y) b. predictors: (constant), sikap (x4), status ekonomi keluarga (x3), pengetahuan etnozoologi (x2) tabel 6 anova, diperoleh nilai f sebesar 5,911 dengan nilai (probabilitas) = 0,001 < 0,05, maka dapat disimpulkan bahwa: ha yang menyatakan bahwa ada pengaruh pengetahuan etnozoologi, status ekonomi keluarga, dan sikap terhadap pemanfaatan penyu diterima. besarnya nilai signifikansi yang diperoleh (0,001 < 0,05), maka pengujian secara individual masing-masing variabel eksogenus, dapat dilakukan atau dilanjutkan. hasil pengujian individu tentang coefisien blok 2 model 1 dapat dilihat pada tabel 7. tabel 7. coefficients blok 2 model 1 model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 20,326 17,225 1,180 0,241 (x2) 0,465 0,184 0,247 2,524 0,013 (x3) 0,003 0,002 0,198 2,072 0,041 (x4) 0,276 0,127 0,213 2,179 0,032 a. dependent variabel: pemanfaatan penyu (y) adapun besarnya pengaruh bersama variabel pengetahuan etnozoologi, status ekonomi keluarga, dan sikap terhadap pemanfaatan penyu dapat dilihat pada tabel 8. tabel 8. summary blok 2 model 1 r r square adjusted r square std. error of the esti mate change statistics r square change f cha nge d f 1 df 2 sig. f cha nge 0,412a 0,162 0,134 4.855 0,162 5.911 3 92 0,001 a. predictors: (constant), sikap (x4), status ekonomi keluarga (x3), pengetahuan etnozoologi (x2) b. dependent variabel: pemanfaaan penyu(y) tabel 8 diperoleh nilai korelasi bersama kuadrat (r2) variabel pengetahuan etnozoologi (x2), status ekonomi keluarga (x3), dan sikap (x4) terhadap variabel pemanfaatan penyu (y) sebesar 0,162 dan jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 291 nilai residu sebesar . disimpulkan pengetahuan etnozoologi, status ekonomi keluarga, dan sikap berpengaruh terhadap pemanfaatan penyu sebesar 16,2%, variabel lain juga berpengaruh terhadap sikap sebesar 83,8% dan tidak dapat dijelaskan dalam penelitian. pengujian blok 2 model 2 “pengaruh status ekonomi keluarga (x3) dan sikap (x4) terhadap pemanfaatan penyu (y)”. hasil pengujian dapat dilihat pada tabel 9. tabel 9. anova blok 2 model 2 model sum of squares df mean square f sig. 2 regressio n 267,821 2 133,910 5,371 0,006 b residual 2318,804 93 24,933 total 2586,625 95 a. dependent variabel: pemanfaatan penyu (y) b. predictors: (constant), sikap (x4), status ekonomi keluarga (x3) berdasarkan tabel 9 anova, diperoleh nilai f sebesar 5,371 dengan nilai signifikansi (probabilitas) = 0,006 < 0,05, maka dapat disimpulkan bahwa: ha yang menyatakan ada pengaruh status ekonomi keluarga (x3) dan sikap (x4) terhadap pemanfaatan penyu (y) diterima pada taraf signifikan p = 0,006 < 0,05. tabel 10. coefficients blok 2 model 2 model unstandardized coefficients standar dized coeffic ients t sig. b std. error beta 2 (cons tant) 19,666 17,714 1,110 0,270 (x2) 0,003 0,002 0,187 1,908 0,059 (x3) 0,343 0,127 0,265 2,695 0,008 a. dependent variabel: pemanfaatan penyu (y) adapun besar koefisien residu dapat dilihat pada tabel 11. tabel 11. summary blok 2 model 2 r r squar e adjuste d r square std. error of the estimat e change statistics r squar e chan ge f cha nge df 1 df 2 sig. f cha nge 0,322 a 0,104 0,084 4,993 0,104 5,371 2 9 3 0,006 berdasarkan tabel 11 di atas, diperoleh besar nilai koefisien residu untuk . dengan demikian diagram jalur blok 2 mengalami perubahan, dapat dilihat pada gambar 5. gambar 5. pengaruh blok 2 model 2 variabel x2, x3, dan x4 terhadap y berdasarkan hasil dari koefisien jalur blok 1 model 2 dan jalur blok 2 model 2, maka dapat digambarkan secara keseluruhan hubungan kausal empiris antara variabel x2, x3, dan x4 terhadap y seperti gambar 6. gambar 6. hubungan kausal variabel x2, x3, dan x4 terhadapy tabel 12. ringkasan hasil perhitungan pengaruh kausal terhadap pemanfaatan penyu variabel koefisien jalur pengaruh pengaruh bersama langsung tidak langsung melalui x4 total x2 0,247 0,247 0,211 0,06 x3 0,187 0,187 0,187 x4 0,265 0,265 0,256 ԑ1 0,956 0,9562 = 0,91 ԑ2 0,896 0,8962 = 80,28 x3 dan x4 1,08 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 292 pembahasan pembahasan tahap 1: hasil penelitian korelasional kausal jalur blok 1 hasil uji korelasional kausal dengan menggunakan analisis jalur (path-analysis) “terdapat pengaruh pengetahuan etnozoologi (x2) melalui sikap (x4) terhadap pemanfaatan penyu (y)”. dari hasil perhitungan diperoleh besar pengaruh pengetahuan etnozoologi 4,45%. artinya variabel lain juga berpengaruh terhadap pemanfaatan penyu sebesar 91,39%, pengaruh variabel lain dalam hal ini dapat ditelusuri oleh peneliti adalah kurangnya penyuluhan pentingnya melestarikan dan melindungi penyu oleh pemerintah pacitan dan kurangnya pemahaman masyarakat hadiwarno tentang larangan mengeksploitasi penyu. pengaruh lainnya sebesar 4,16% adalah sikap. pengaruh tersebut dalam hal ini yang dapat ditelusuri oleh peneliti adalah adanya contoh langsung yang diperlihatkan oleh kelompok masyarakat konservasi dalam keberhasilan mengajak sebagian besar masyarakat untuk menjadi anggota konservasi penyu untuk desa hadiwarno. manfaat yang paling penting adalah berkurangnya penangkapan dan mengkonsumsi penyu yang menjadi kebiasaan masyarakat terdahulu. sesuai dengan pernyataan mar’at (1995) dalam samsuri (2012), yang menyatakan bahwa sikap sebagai suatu yang dipelajari, oleh karena itu sifat sikap dapat dirubah. terdapat kesesuaian obyek sikap dengan lingkungan, artinya perilaku (pemanfaatan penyu) muncul karena adanya sikap. alasan lainnya, sikap sudah tumbuh dan berkembang sejak dini dalam diri individu. azwar (2007, dalam samsuri, 2012), menyatakan bahwa sikap dipengaruhi oleh beberapa faktor yang meliputi 1) pengalaman pribadi. 2) orang lain yang dianggap penting. 3) kebudayaan. 4) media massa. 5) lembaga pendidikan dan agama. 6) emosional. sikap merupakan salah satu fungsi instrumental atau fungsi manfaat, sehingga seseorang akan mempunyai sikap positif apabila terasa ada manfaat (azwar, 2007). masyarakat (kepala keluarga) nelayan desa hadiwarno memiliki sikap positif karena sudah memiliki kesadaran untuk menjaga keseimbangan lingkungan dan merasakan manfaat yang diperoleh dari pemanfaatan penyu melalui jalan konservasi. mar’at (1982), menyampaikan bahwa sikap akan ada apabila diwujudkan dalam bentuk tingkah laku yang selalu didasarkan pada persepsi terhadap suatu objek dan persepsi seseorang terhadap suatu objek atau lingkunganya ditentukan oleh kebutuhannya. dari hasil wawancara, fgd (forum group discussion), dan interaksi dengan masyarakat desa hadiwarno didapatkan bahwa sikap disebabkan oleh seringnya mendapatkan penyuluhan konservasi penyu dan berinteraksi dengan masyarakat konservasi, sehingga memunculkan kesadaran dan mengikat sikap peduli mereka terhadap pemanfaatan penyu. dapat disimpulkan, pengetahuan etnozoologi dalam hal ini adalah interaksi timbal balik secara positif masyarakat desa hadiwarno dengan hewan penyu yang rendah dapat mempengaruhi perilaku melalui sikap yang sudah terbentuk dalam individu masyarakat. terbentuknya sikap mengeni pemanfaatan penyu oleh masyarakat desa hadiwarno lebih besar dipengaruhi kesadaran dan keadaan lingkungan. pengetahuan etnozoologi mempengaruhi sikap sebesar 4,45%, sedangkan berdasarkan statistik deskriptif menunjukkan tingkat pengetahuan etnozoologi tergolong sedang sebesar 61,46%, yang berarti bahwa jika semakin meningkat atau tinggi pengetahuan etnozoologi masyarakat desa hadiwarno maka akan semakin berpengaruh terhadap sikap. temuan dalam penelitian ini, sejalan dengan hasil penelitian kurniawati (2006), menemukan bahwa semakin tinggi pengetahuan etnozoologi seseorang semakin berpengaruh terhadap sikap. dari penelitian ini juga dihasilkan saran terkait dengan implementasi booklet jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 293 sebagai media sosialisasi dan penyuluhan mengenai sikap dan pemanfaatan penyu oleh masyarakat desa hadiwarno. jika sosialisasi dan penyuluhan dimulai atau dilakukan pada masyarakat yang memiliki tingkat kesadaran rendah mengenai pentingnya melindungi dan melestarikan penyu, maka untuk lebih mudah diterima sebaiknya yang dibentuk atau terbentuk terlebih dahulu adalah sikap masyarakat mengenai pemanfaatan penyu yaitu terkait dengan manfaat atau keuntungan yang diperoleh. seperti yang sudah dijelaskan sebelumnya, bahwa masyarakat desa hadiwarno kabupaten pacitan sadar akan pentingnya keseimbangan lingkungan yang ditunjukkan dengan kesungguhannya melakukan kegiatan konservasi penyu yang memberikan manfaat nyata bagi keseluruhan masyarakat di sektor ekowisata. pembahasan tahap 1: hasil penelitian korelasional kausal jalur blok 2 hasil uji korelasional kausal dengan menggunakan analisis jalur (path-analysis) “terdapat pengaruh langsung pengetahuan etnozoologi (x2), terhadap pemanfaatan penyu (y)”. berdasarkan hasil analisis hipotesis dalam penelitian ini, terungkap pengetahuan etnozoologi memberikan pengaruh langsung terhadap pemanfaatan penyu. dari hasil perhitungan diperoleh besar pengaruh pengetahuan etnozoologi terhadap pemanfaatan penyu 6,10%, artinya variabel lain juga berpengaruh terhadap pemanfaatan penyu. temuan dalam penelitian ini, sejalan dengan hasil penelitian hidayatillah (2004), menyatakan semakin tinggi pengetahuan etnozoologi masyarakat semakin tinggi pula pemanfaatan penyu. pengetahuan etnozoologi masyarakat desa hadiwarno mengenai nilai-nilai tradisional dan kebudayaan dalam pemanfaatan penyu seperti; dukun sembelih penyu sebagai perantara menghilangkan kesialan atau petaka bagi masyarakat yang akan mengkonsumsi penyu, penanda musim bertelur dan cara mencari sarang dengan melihat jejak penyu yang diwariskan dari generasi ke generasi, dan paradigma yang salah bahwa penyu boleh dimakan karena sama seperti hasil laut lainnya. sehingga, pengetahuan etnozoologi memberikan pengalaman langsung dalam pemanfaatan penyu. dari penelitian ini juga dihasilkan saran terkait dengan implementasi booklet sebagai media sosialisasi dan penyuluhan mengenai pemanfaatan penyu di daerah yang karakteristiknya sama atau mirip dengan masyarakat desa hadiwarno. jika memberikan sosialisasi dan penyuluhan tentang konservasi penyu dimulai atau dilakukan pada masyarakat yang memiliki pengetahuan etnozoologi tinggi, maka akan lebih mudah diterima jika lebih memperhatikan etik, emik, dan sosial budaya dalam masyarakat tersebut. “terdapat pengaruh langsung status ekonomi keluarga (x3), terhadap pemanfaatan penyu (y)”. berdasarkan hasil analisis hipotesis dalam penelitian ini, terungkap status ekonomi keluarga memberikan pengaruh langsung terhadap pemanfaatan penyu. dari hasil perhitungan diperoleh besar pengaruh status ekonomi keluarga terhadap pemanfaatan penyu 3,49%, artinya variabel lain juga berpengaruh terhadap pemanfaatan penyu. temuan dalam penelitian ini, sejalan dengan hasil penelitian al mudhar (1999) dan samsuri (2012), menyatakan bahwa status ekonomi berpengaruh terhadap kegiatan pemanfaatan. dalam penelitian ini terungkap bahwa pemanfaatan penyu dapat memberikan alternatif peningkatan ekonomi keluarga di desa hadiwarno, melalui kegiatan program konservasi penyu berbasis wisata, diperoleh bantuan dari pemerintah daerah, instansi pendidikan, dan menteri kelautan. program tersebut dilakukan sebagai pengambilan solusi terhadap rendahnya status ekonomi masyarakat, sehingga dengan adanya dana atau biaya program konservasi penyu berbasis wisata dapat dilaksanakan. hal ini seperti disampaikan oleh responden yang menyatakan bahwa ada berbagai fasilitas jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 294 seperti kolam penangkaran penyu, gedung pertemuan, fasilitas mck, akses jalan menuju lokasi konservasi penyu, meningkatnya wisatawan domestik maupun internasional, dan banyaknya aktifitas akademik untuk meneliti atau belajar langsung bahwa penyu harus dillindungi agar terjaga kelestariannya. manfaat langsung yang dirasakan oleh masyarakat desa hadiwarno dari kegiatan konservasi penyu berbasis wisata dapat meningkatkan status ekonomi dengan cara yang benar seperti menyediakan jasa penginapan, pemandu wisata (tour guide), penjual makanan di lokasi wisata dan masih banyak lagi. semakin baik status ekonomi keluarga, maka semakin sedikit pemanfaatan penyu dengan alasan meningkatkan status ekonomi yang bersifat eksploitasi. dari penelitian ini juga dihasilkan saran terkait dengan implementasi booklet sebagai media sosialisasi dan penyuluhan mengenai pemanfaatan penyu di daerah yang karakteristiknya sama atau mirip dengan masyarakat desa hadiwarno. jika sosialisasi dan penyuluhan tentang konoservasi penyu dimulai atau dilakukan pada masyarakat yang status ekonominya baik, maka akan lebih mudah diterima dan dapat langsung dilaksanakan. “terdapat pengaruh langsung sikap (x4), terhadap pemanfaatan penyu (y)”. berdasarkan hasil analisis hipotesis dalam penelitian ini, terungkap sikap memberikan pengaruh langsung terhadap pemanfaatan penyu. dari hasil perhitungan diperoleh besar pengaruh sikap terhadap pemanfaatan penyu 7,02%, artinya variabel lain juga berpengaruh terhadap pemanfaatan penyu. temuan dalam penelitian ini, sejalan dengan hasil penelitian hidayatillah (2004) dan kurniawati (2006), menyatakan semakin tinggi sikap positif seseorang sangat berpengaruh terhadap pemanfaatan penyu. hasil penelitian lain hampir sejenis yang dilakukan oleh notani (1998) dalam athiyaman (2002), bahwa sikap terhadap perilaku berpengaruh terhadap minat. hal ini juga didukung oleh penelitian yang dilakukan athiyaman (2002), bahwa sikap terhadap perilaku mempunyai pengaruh yang paling besar terhadap minat. nugroho (2003), menjelaskan bahwa sikap merupakan suatu evaluasi, perasaan emosional dan kecenderungan tindakan yang menguntungkan atau tidak menguntungkan dan bertahan lama dari seseorang terhadap beberapa objek atau gagasan. pada dasarnya sikap mengarahkan orang-orang berperilaku secara konsisten terhadap objek yang serupa. sikap seseorang membentuk suatu pola yang konsisten dan untuk mengubah suatu sikap mengharuskan penyesuaian dalam sikapsikap lain. sikap terhadap perilaku terbentuk dari keyakinan dan evaluasi atas akibat atau konsekuensi yang muncul dari perilaku yang diyakininya. dari penelitian ini juga dihasilkan saran terkait dengan implementasi booklet sebagai media sosialisasi dan penyuluhan mengenai pemanfaatan penyu di daerah yang karakteristiknya sama atau mirip dengan masyarakat desa hadiwarno. jika sosialisasi dan penyuluhan tentang konservasi penyu dimulai atau dilakukan pada masyarakat yang memiliki sikap positif dalam pemanfaatan penyu, maka akan lebih mudah diterima dan dapat langsung dilaksanakan. analisis data hasil validasi booklet dan penentuan keputusan revisi booklet analisis kebermanfaatan media pembelajaran booklet “panduan teknis konservasi penyu”. karena booklet merupakan hasil penelitian, sehingga aplikasinya memeliki berbagai keuntungan; (1) ditinjau dari isi booklet dapat memberikan informasi tentang etnozoologi masyarakat dan pengetahuan tentang teknis pengelolahan konservasi penyu berbasis wisata yang benar, (2) ditinjau dari kegunaan dan tujuan pembelajaran, untuk meningkatkan perilaku masyarakat terkait dengan pemanfaatan penyu yang benar terlebih dahulu harus merubah sikap melalui pengetahuan yang diperolah dari pembelajaran. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 295 berdasarkan hasil penelitian menunjukkan ada pengaruh tidak langsung pengetahuan etnozoologi melalui sikap sebesar 0,211, sedangkan pengaruh langsung pengetahuan etnozoologi terhadapa prilaku sebesar 0,247, status ekonomi keluarga terhadapa sikap sebesar 0,187, dan pengaruh sikap terhadap prilaku pemanfaatan penyu sebesar 0,265 yang merupakan pengaruh terbesar. sehingga, booklet dapat gunakan sebagai media pembelajaran untuk meningkatkan pengetahuan, sikap, prilaku, dan rujukan peningkatan status ekonomi masyarakat. kesimpulan dan saran kesimpulan berdasarkan tujuan dalam penelitian ini maka dapat disimpulkan sebagai berikut. 1. tingkat pendidikan masyarakat desa hadiwarno kabupaten pacitan menunjukkan bahwa reponden yang tamat smp dan sma merupakan persentase paling besar yaitu 53,1%, hal ini menunjukkan bahwa latarbelakang pendidikan mengalami masa transisi. hal ini dibuktikan dengan nilai kolmogorov-smirnov kurang dari nilai signifikansi 0,05 (p < 0,05) maka dinyatakan data tidak normal dan tidak bisa diuji dengan analisis jalur. 2. tingkat pengetahuan etnozoologi masyarakat mengenai pemanfaatan penyu tergolong sedang dengan persentase sebesar 61,46%. 3. tingkat status ekonomi keluarga desa hadiwarno tergolong tingkat status ekonomi sangat rendah karena termasuk kelompok ekonomi < 2000 dengan presentase sebesar 99,0%. 4. sikap masyarakat terhadap pemanfaatan penyu di desa hadiwarno menunjukkan bahwa, tingkat sikap masyarakat tergolong sedang dengan persentase sebesar 51,04%. 5. tingkat perilaku masyarakat terkait pemanfaatan penyu di desa hadiwarno tergolong sedang dengan nilai sebesar 42,72%. 6. hubungan antara pengetahuan etnozoologi dengan status ekonomi keluarga dengan nilai korelasi sebesar 0,046 artinya antara pengetahuan etnozoologi dengan status ekonomi keluarga tidak diperolah hubungan. 7. analisis blok 1, tidak ada pengaruh secara bersama-sama antara pengetahuan etnozoologi dan status ekonomi keluarga terhadap sikap pada taraf signifikan p = 0,121 > 0,05. analisis blok 1 model 2 melalui metode trimming, ada pengaruh secara individu pengetahuan etnozoologi terhadap sikap dengan nilai signifikan 0,039 < 0,05. 8. analisis blok 2, terdapat pengaruh secara bersama-sama dan sangat signifikan pengetahuan etnozoologi, status ekonomi keluarga, dan sikap terhadap pemanfaatan penyu, pada taraf signifikan p = 0,001 < 0,05 dengan sumbangan efektif sebesar 16,2%. terdapat pengaruh secara individu pengetahuan etnozoologi terhadap pemanfaatan penyu sangat signifikan p = 0,013 < 0,05 dengan sumbangan efektif sebesar 6,10%. terdapat pengaruh secara individu status ekonomi keluarga dengan nilai signifikan 0,041 < 0,05 dengan sumbangan efektif sebesar 3,49%. terdapat pengaruh secara individu sikap terhadap pemanfaatan penyu dengan nilai signifikan 0,032 < 0,05 dengan sumbangan efektif sebesar 7,02%. 9. terdapat pengaruh tidak langsung pengetahuan etnozoologi melalui sikap terhadap pemanfaatan penyu dengan sumbangan sebesar 0,06%. tidak terdapat pengaruh tidak langsung status ekonomi keluarga melalui sikap terhadap pemanfaatan penyu. saran berdasarkan kegunaan dalam penelitian ini, maka dapat disarankan halhal sebagai berikut. jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 296 1. pelaksanaan kegiatan sosialisasi dan penyuluhan, mengenai pemanfaatan penyu pada daerah yang karakteristik masyarakatnya sama atau mirip dengan desa hadiwarno kabupaten pacitan sebaiknya dilihat berdasarkan pengetahuan etnozoologi, status ekonomi dan sikap. sedangkan, penggunaan media booklet untuk sosialisasi dan penyuluhan, hendaknya berdasarkan hasil penelitian. 2. sosialisasi dan penyuluhan mengenai pengambangan potensi bahari khususnya pemanfaatan penyu, hendaknya melihat variabel sosial misalnya, latar belakang pendidikan, pengetahuan etnozoologi, status ekonomi keluarga, dan sikap, sehingga masyarakat tidak hanya memanfaatakan potensi daerah, tetapi masyarakat juga memahami dengan benar apa yang dilakukan. 3. temuan penelitian ini dapat menjadi rekomendasi kepada pemerintah dan masyarakat agar dapat memahami dan mengembangkan potensi kelautan, yang dapat dimanfaatkan, menggalakkan konservasi penyu dengan memperhatikan berbagai faktor, yaitu tingkat latar belakang pendidikan, pengetahuan etnozoologi, status ekonomi dan sikap dari masyarakat. 4. lembaga pendidikan formal yang ada sekarang ini, sudah selayaknya memikirkan komponen kurikulum yang benar-benar dapat memberi efek positif terhadap lingkungan dengan memperhatikan potensi daerah tempat peserta didik bertempat tinggal. sedangkan untuk masyarakat putus sekolah, sebaiknya dari tokoh masyarakat atau masyarakat intelek membentuk pendidikan luar sekolah dan memprogram kebijakan untuk membantu memberi bekal ajar kepada masyarakat dalam bentuk penyuluhan serta dengan bimbingan yang berkesinambungan. selain itu, membentuk kader-kader pemerhati lingkungan tentang pemeliharaan lingkungan dan konservasi penyu. 5. kepada peneliti selanjutnya yang hendak melakukan penelitian sejenis di tempat berbeda atau sama, dapat menjadikan hasil penelitian ini sebagai referensi dan sebaiknya menambah variabel dengan melihat hal-hal lain dari yang sudah dipaparkan dalam penelitian ini serta mengimplementasikan dalam bentuk produk yaitu bahan pembelajaran masyarakat yang mendukung. daftar rujukan al mudhar. 1999. keterkaitan antara faktor sosial, faktor ekonomi, faktor budaya, pengetahuan, dan sikap dengan manifestasi perilaku ibu-ibu rumah tangga dalam pengelolaan sampah rumah tangga di kotamadya surabaya. disertasi tidak diterbitkan. malang: program pascasarjana ikip malang. arshad, 2003. usaha menyelamatkan penyu perlu kerjasama asean, http://www.jphpk.gov.my/ogos0352 023.htm. diakses 10 juni 2013. arsyad, azhar. 2009. media pembelajaran .jakarta: raja grafindo persada. azwar, s. 2007. sikap manusia teori dan pengukurannya. yogyakarta: pustaka pelajar. dahuri, 2001. kebijaksanaan dan program sektor kelautan dan perikanan dalam rangka pemulihan ekonomi menuju bangsa indonesia yang maju makmur dan berkeadilan. jakarta: departemen kelautan dan perikanan ri. hamdanah, 2010. pengaruh kondisi sosial ekonomi keluarga terhadap prestasi belajar siswa di desa plukaran kecamatan gembong kabupaten pati (studi kasus di desa plukaran). skripsi tidak diterbitkan. kudus: jurusan syari’ah, sekolah tinggi agama islam negeri kudus. hariri, ahmad. 1999. periklanan masa kini. pt. adi cipta. surabaya. http://www.jphpk.gov.my/ogos0352023.htm.%20diakses%2010%20juni%202013 http://www.jphpk.gov.my/ogos0352023.htm.%20diakses%2010%20juni%202013 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 283-297) dwi setyawan dkk, kajian etnozoologi masyarakat 297 hidayatillah, martinova fi. 2004. studi etnozoologi pada masyarakat bali khususnya desa pekraman kelurahan sarangan wilayah denpasar propinsi bali. skripsi tidak diterbitkan. malang: prodi pendidikan biologi, fkip umm. indonesian nature conservation database. 2003. status penyu laut (chelonidae) berdasarkan iucn. http://www.nature conservation.id/chelonidae.html. diakses 10 januari 2014. kurniawati, dwi farida ari. 2006. studi etnozoologi penyu pada masyarakat pesisir di kecamatan ngadirojo kabupaten pacitan. skripsi tidak diterbitkan. malang: prodi pendidikan biologi, fkip umm. mar’at, 1981. sikap manusia, perubahan serta pengukuran. galia. jakarta: fakultas psikologi. universitas pajajaran bandung. peraturan pemerintah republik indonesia no 7 tahun 1999 tentang pengawetan tumbuhan dan satwa langka. pramoto, 2004. evaluasi kebijakan perlindungan penyu hijau di indonesia. pusat penyelamatan satwa cikananga. sukabumi: ksda jawa barat. prihanta, 2007. problematika kegiatan konservasi penyu di taman nasional meru betiri. laporan penelitian pengembangan iptek tidak diterbitkan. malang: fkip universitas muhammadiyah malang. putra, s, ketut. 1997. program penyuluhan dan pendidikan mengenai konservasi penyu di bali (penyertaan tema konservasi kedalam budaya masyarakat bali). makalah; workshoppenelitian dan pengelolaan penyu di indonesia. bogor: direktorat jenderal perlindungan hutan dan pelestarian alam. samsuri, 2012. hubungan antara latar belakang pendidikan formal, pengetahuan, status ekonomi dan sikap dengan upaya masyarakat mengenai budidaya grynops verstegii (giig) domke serta implikasinya bagi pembelajaran masyarakat petani gaharu di pulau lombok. tesis tidak diterbitkan. malang. pps um. setiadi, nugroho j, 2003. perilaku konsumen: konsep dan implikasi untuk strategi dan penelitian pemasaran, jakarta: prenada media. sutomo, 2009. filsafat ilmu kealaman dan etika lingkungan. malang: universitas negeri malang press. troeng, sebastian. 1997. “pemanfaatan penyu laut“. makalah; workshop penelitian dan pengelolaan penyu indonesia. bogor: direktorat jenderal perlindungan hutan dan pelestarian alam. http://www.nature/ universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 2 july 2020, pp. 209-216 10.22219/jpbi.v6i2.11919 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 209 research article examining students’ self-assessment of digital argumentation (sada) in e-biology class: a rasch analysis marheny lukitasari a,1, jeffry handhika b,2, wasilatul murtafiah c,3, agita risma nurhikmawati d,4,* a department of biology education, universitas pgri madiun, address, jl. setia budi no. 85, madiun, east java, 63118, indonesia b department of physic education, universitas pgri madiun, address, jl. setia budi no. 85, madiun, east java, 63118, indonesia c department of mathematic education, universitas pgri madiun, address, jl. setia budi no. 85, madiun, east java, 63118, indonesia d department of english education, universitas pgri madiun, address, jl. setia budi no. 85, madiun, east java, 63118, indonesia 1 marheny@unipma.ac.id*; 2 jeffry.handhika@yahoo.com; 3 wasila.mathedu@unipma.ac.id, 4 agitarnurhikmawati@unipma.ac.id* * corresponding author introduction person who have good ability in argumentation will express thoughts in understanding problems, showing logical reasons, explaining, and defending opinions in their daily lives (palau & moens, 2009). this ability will increase when the teachers arrange the class to encourage students in doing so. the appearing challenges during that process were able to help students understand teachers’ material (gyenes, 2017; stiegelmayr & mieskes, 2018). furthermore, argumentation is significantly needed since it is one method to train critical thinking which becomes the purpose of higher education (goodnight, 2009). delivering these arguments can be done orally through a direct discussion and submitted through written text. a r t i c l e i n f o a b s t r a c t article history received april 20, 2020 revised june 10, 2020 accepted june 16, 2020 published july 21, 2020 self-assessment of digital argumentation (sada) is considerable instrument to assess students’ digital argumentation (da) in e-learning model. the research objectives were: (1) to investigate how sada can be used as an instrument for assessing students’ da; and (2) to access students’ da through sada in e-biology class. the study population was 132 students of biology education department of unipma in which the 64 students as the samples were taken purposively. the instrument used was the sada questionnaire. the data were analyzed using rasch model. the statistical summary showed that the interaction between respondents and items was very good (cronbach alpha was 0.95 > 0.8). meanwhile, the person reliability (0.92) and item reliability (0.75) were categorized as were categorized as "good". this study also revealed that there were 26.69% of students classified as having high da, 40.63% have a moderate da, and 29.69% have a low da. this research proves that sada can be used to measure students' self-assessment in doing their da during e-learning. sada also helps students evaluate their own learning process. copyright © 2020, lukitasari et al this is an open access article under the cc–by-sa license keywords e-learning rasch model sada how to cite: lukitasari, m., handhik, j., murtafiah, w., & nurhikmawati, a. r. (2020). examining students’ self-assessment of digital argumentation (sada) in e-biology class: a rasch analysis. jpbi (jurnal pendidikan biologi indonesia), 6(2), 209-216. doi: https://doi.org/10.22219/jpbi.v6i2.11919 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.11919 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.vxiy.xxyy https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11919&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 209-216 210 lukitasari et al (examining students’ self-assessment …) along with the development of technology-based media, information, and communication (ict), the argument can be in the form of a digital format, which then called as digital argumentation (da). this development affects the conditions and ways of student learning (haelermans, 2017). da in the form of argument or opinion written through ict-based media such as blogs, papers, narratives or papers on a particular theme that is communicated to public. in its development, da is not only in the form of writing or narration, but also be accompanied by photos, pictures, or videos (pfister, 2010) as reinforcing evidence in discussing particular topic. the concept of da is a paradigm in the development of education with the integration of technology as a format of digital revolution (ravenscroft & mcalister, 2008). a good argument needs to elaborate two opposing sides, namely the submission of an opinion (claim) and a rebuttal (counter claim) to build a conclusion (lam, hew, & chiu, 2017). claims and counter claims will be clearer and more structured if it is written like da, compared to if it is expressed orally. writing an argument sharpens the thinking process and manages students’ emotions. in addition, during the process of argument writing, students need to understand the material, thus they are able to arrange sentences that are appropriate for discussion. challenges will increase when the submitted da receives a rebuttal supported by evidences. da becomes important along with the increasing implementation of e-learning, especially in higher education. some of the benefits of e-learning include: flexible in use, flexible in time, unlimited access (perbawaningsih, 2013), more effective and efficient, to be able to assist students in technology transfer so that they become more competitive (górska, 2016). e-learning is also recommended in implementing blended learning by integrating it with traditional learning in the classroom because it offers a variety of advantages (owston, 2018). the more e-learning is applied, the higher number of the research evidences that confirmed the benefits of the process and the results felt by institutions, teachers, and students. recent research trends tend to review the use of e-learning (ghavifekr & rosdy, 2015; holmström & pitkänen, 2012), the implementation management, or the combination of e-learning models to improve student abilities. research on evaluating the level of satisfaction and what is felt by students when studying online still need to be investigated (castle & mcguire, 2010). therefore, research on e-learning evaluation tools is urgently required especially those related to self-assessment of students’ da. the results of that research are able to be used as a basis for developing the teaching process and improving the education policies in the future. the application of da was running for two semesters at universitas pgri madiun (unipma) since the institution developed its own e-learning platform, e-learning unipma (elma). however, the conventional argumentation task, both writing and oral, has been applied previously by the lecturers. based on observation result held in the previous semester, the conventional one showed there were 68% students in the faculty of teaching and education who performed poorly on it. this condition occurs mostly due to the absence of an adjusted model or method which helps students to increase their performance in writing arguments. moreover, indonesia along with several asian nations practices high context culture where most argumentation is expected to come implicitly and as polite as possible; in other words, the use of non-aggressive content even omitting the truth sometimes are allowed (samovar, porter, & mcdaniel, 2012). after the use of elma, the students' attitude towards expressing argument has changed. they are more comfortable in their writing supported by experts' theories and evidence because they sense an environment of anonymity (kelly, 2016), which is less pressure and judgment from peer's gestures. given the importance of argumentation skills, various studies that examine students' argumentation skills have been conducted. there is research that examines the effect of argumentation models on students' argumentation skills in science (okumus & unal, 2012). there are also several studies that examine students' argumentation skills in online learning (tsai & tsai, 2014; yeh & she, 2010). however, these studies do not clearly inform the characteristics and strengths of the da measurement instrument. the use of questionnaires in survey research is an important part of getting a picture of the condition of the population or research sample. however, the weakness of questionnaire uses as stated by kalita et al. (2015) is in the process of analysis. the reliability and validity of the questionnaire as a research instrument are often be a problem, especially related to the measure of particular aspects. related to the higher number of e-learning application, thus the reliable and valid evaluation is needed (hubackova, 2015; misut & pribilova, 2015). this evaluation provides feedbacks to strengthen the application in the future (popovici & mironov, 2015). in addition, da instruments that suit the conditions of indonesian students, especially at unipma, have not been found. therefore, in this study, the self-assessment of digital argumentation (sada) was developed. sada is a questionnaire designed to map the condition of students while implementing da in e-learning. what students feel when writing da cannot be ignored because it can be a clue in knowing the potential difficulties faced by them as well as the da qualifications they reveal. furthermore, the aim of this study were to (1) investigate how sada can be used as an instrument for assessing students’ da, and (2) examine the qualifications and classifications of students’ da through sada in e-biology class. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 209-216 211 lukitasari et al (examining students’ self-assessment …) method this study used a quantitative approach to reveal sada profile as a self-assessment tool for students’ da in e-biology class. data collection was carried out by conducting a survey using sada questionnaire filled out by students after completing learning for one semester. the study population was 132 students of biology education department-unipma. the research sample was 64 students from different semesters and subjects. a total of 28 students were taken from the third semester of the academic year 2019/2020 in cell biology, and 36 students from the second semester of 2020/2021 who were in cryptogam course. in addition, both courses have material complexity which then should be conducted in the form of e-learning. sampling was done by purposive method since both classes have been consistently using elma since the beginning of the semester. the instrument used was sada questionnaire consisting of 18 questions. sada was compiled and developed from smith, kiili, and kauppinen (2016) and viyanti, cari, sunarno, and prasetyo (2016) based on indicators, namely: 1) claim/ argument delivered, 2) evidence for the argument delivered, 3) linkages of evidence and argument, 4) quality of argument, 5) refutation and 6) logical thinking. based on these indicators, then codes were given for each statement in the questionnaire which arranged in table 1. each indicator was expanded in detail into three statements which then filled out by students using likert scale indicating their conditions: 1) unsure; 2) less sure; 3) pretty sure; 4) sure and 5) highly sure. only one response was allowed for each statement inside sada. table 1. code of da indicators indicator code of indicator code of statement claim/ argument delivered c c1, c2, c3 evidence for the argument delivered b b4, b5, b6 linkages of evidence and argument n n7, n8, n9 quality of argument k k10, k11, k12 refutation s s13, s14, s15 logical thinking l l16, l17, l18 the data then were analyzed using rasch model, in specific by running winsteps software version 4.3.2 in which the data were mathematically converted into logit (odd logarithmic units) through logarithmic functions (sumintono & widhiarso, 2014). logarithmic function is used to convert raw ordinal data, for example: likert data, into the same interval scale by changing the raw score obtained from filling out the questionnaire into linear data. thus, it matches the value that tends to reveal the real condition of the respondents. in this study, rasch is used to examine the relationship between the difficulty of questions, the ability of students, and the probability of response given to each given indicator. each statement submitted in sada was constructed to provide an effective measurement of all indicators. the result in figures was interpreted by examining the main components of rasch's analysis through the wright map that visually depict the relationship between respondents and question items in sada (sumintono & widhiarso, 2014). the vertical line is a log interval scale, a unit of measurement that represents people (respondents) with questionnaire items. the very top describes questions which get answer ‘unsure’, while the very bottom expresses the easiest question which most likely earn answer ‘highly sure). those logits person (measure) were then classified into high, medium and low based on the normal curve formula. the results of the analysis were also strengthened by summary statistics to obtain more information related to the quality of respondents and question items from sada. results and discussion sada as a student’s da self-assessment tool traditional analysis of data using non-parametric statistics often produces incorrect conclusions. thus, corrections to the analysis can be minimized by the rasch model. rasch model is not only able to detect the difficulty level of the items/ statements, but also to measure and classify the ability of respondents. thus, by using this model, sada provides more accurate and valid result. based on rasch model, the statements in sada show that the instrument was able to distinguish the conditions felt by students while delivering da in e-learning. assessment tools designed online can reduce jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 209-216 212 lukitasari et al (examining students’ self-assessment …) tension and encourage students to be more confident in completing their assignments (lukitasari, handhika, & murtafiah, 2018). it can be seen from figure 1 that the items c1, c2, c3, n7, n8, k10, l18 (38.89%) were located in the bottom; thus, they were answered by students with ‘sure’ and ‘highly sure’ options. all c questions (claim) are in this layer which mean that students had been responsible for mastering the material so that students were comfortable in expressing their arguments. furthermore, there were 2 statements of n (linkage of evidence and argument) here; therefore, it can be said that most aspects of reasonable argumentation using evidence have been successfully carried out by students. k10 is classified as the easiest question because it is placed on the lowest; and both k10 and l18 represent students' achievements in being relevant to the topic and logic in their arguments. there were no items b (submission of evidence) and s (submission of the rebuttal) which answered ‘sure’ and ‘highly sure’ by the students. s13: delivering a refutation towards an argument by attaching supporting evidences s15: refutation is delivered approximately more than once until reaching conclusions that are agreed upon and based on evidences b6: connecting arguments presented with supporting evidences l16: ensuring the objectivity of arguments based on evidences s14: refutation is delivered to strengthen opinions and thoughts related to the topic/ material being discussed b4: delivering evidences in each argument presented b5: the evidences come from a trusted source k12: the structure of the argument is adjusted to evidences, data and related topics c1: delivering argument in a discussion forum for each topic discussed n8: using reasoning in delivering arguments and evidence in discussion forums c2: considering the truth of the arguments presented in the discussion forum c3: understanding the material before delivering an argument n7: thinking about the relevance of the argument with the evidence presented in the discussion forum l18: arguments delivered are logical and can be justified based on evidence k10: every argument delivered is always related to the topic/ material being discussed k11: paying attention to the composition of sentences arranged in the arguments presented at the discussion forum l17: the argument delivered is to gain comprehensive (not partial) understanding n9: thinking about the rationality of each argument supported by evidence to be presented in the discussion forum. figure 1. wright map of sada. the left side shows the distribution of respondents' abilities; the top represents high understanding, while the bottom tells the low one. the right side shows the distribution of statements; the top represents ‘unsure’ and ‘les s sure’, while the bottom tells ‘sure’ and ‘highly sure’. in line 0, there were items n9, k11, l17 (16.67%) which were answered ‘pretty sure’ by students. there were no items c (claim / da), b (evidence for the argument delivered), and s (refutation) in this area. on items b4, b5, b6, k12, s13, s14, s15, l16 (44.44%), the students answered ‘unsure’ and ‘less sure’. all questions with code b (evidence for the argument delivered) and s (refutation) are above; this condition shows that in the e-learning process, even though the lecturer has directed that the da and refutation must be accompanied by supporting evidence to reinforce and sharpen the theme discussed, this has not been done jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 209-216 213 lukitasari et al (examining students’ self-assessment …) by students optimally. item s13 is the most difficult statement to answer and this item can provide a description of the condition of students who were not comfortable providing a refutation and supporting evidence for an argument. items code k (argument quality) and l (logical thinking) are 2 indicators scattered on the top, middle, and below which mean that these two get the most varied answers compared to other codes. the students' effort to present quality and logical arguments become considerations that were continually felt and thought out so that the logits spread throughout the map. table 2. sada’s difficulty item level indicator difficulty level high medium low claim/ argument delivered c1, c2, c3, evidence for the argument delivered b4, b5, b6, linkages of evidence and argument n9, n7, n8, quality of argument k12, k11, k10, refutation s13, s14, s15, logical thinking l16 l17 l18 da 1: the mosses found in buildings are anthoceros laevis lin., marchantia polymorpha l., barbula indica (hook) spreng, and didymodon vinealis (brid.) zand. da 2: bryophyta does not have xylem and phloem vessels so that it can absorb water quickly. it will be different from plants that have vessels. da 3: the growing moss on the wall surface allows the wall to degrade. the humid surface which caused by the absorption proce ss and the high ph around it due to the excretion of residual moss metabolism are able to create corroded wall surface. figure 2. da presented by the students during an online discussion no item c (claim / da) and n (linkages of evidence and argument) were found with the answers ‘less sure’ and ‘unsure’. that is because the submission of da became a mandatory task given by lecturers in each discussion session. this condition provides reasons for students to feel the urgency in showing their existence by submitting da even though sometimes they were not sure regarding the quality of their arguments. da is proven to affect the conditions and ways of student learning (haelermans, 2017). giving assignments to deliver da was also a motivation and goal for students to be active when e-learning was carried out. the existence of such motivation becomes an important element that needs to be considered in stimulating students’ confidence (mubeen, 2014). it can be summarized (see table 2) that students had difficulties in providing evidences and delivering refutation. to solve these, students have to practice more; outlining, using simple sentence structure, and practicing speaking skill are encouraged. it is also important to prepare the class before the d-day including to read the material, even complete the task so that students gain a holistic understanding of those. it would help students to write their da (lehti & kallio, 2017). some examples of da presented by the students during an online discussion are shown in figure 2. it discussed the role of mosses in the weathering process which occurs on walls. the rising stimulus questions encouraged students to write da based on their understanding. they directly mentioned the type of grass within the da that can grow on a surface that lacks of water. however, they had not yet explained the weathering process related to the presence of the moss. da 1 and da 2 did not show any refutation and evidence. while da 3, a student has begun to link concepts of the benefits of mosses and the process of weathering. it can be seen that every submitted da will encourage other students to think of possible answers that are relevant by attaching the required evidence. it means that one da is able to influence other students’ jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 209-216 214 lukitasari et al (examining students’ self-assessment …) perception even though it has not accompanied by evidences. and the presence of internet should open wider information; thus, it helps the students in making a better da (pfister, 2010). da classification of students through sada in e-biology class the classification of students' ability can be divided into 3 categories namely high, medium, and low. respondents with high classification answered sada with ‘sure’ and ‘highly sure’ were 19 (29.69%). respondents who answered ‘pretty sure’ are 26 (40.63%), and were classified as medium. whereas students who answered ‘less sure’ and ‘unsure’ were 19 (29.69%) put into low (table 3). table 3. percentage of students’ classification responding da through e-learning rasch output curve normal formula number of respondents classification percentage (%) mean 1,86 data ≥ mean + 0,5 sd 19 high 29.69 sd 2,06 mean 0,5 sd < data < mean + 0,5 sd 26 medium 40.63 data ≤ mean 0,5 sd 19 low 29.69 table 3 shows that some students needed to improve their da capabilities, especially in delivering the evidence-based argumentation. they were aware that should master the material in cell biology and cryptogamae courses so that they could produce a strong da. table 4. summary statistic of person and item separation index statistics person item separation 3.46 1.74 reliability 0.92 0.75 cronbach’s alpha 0.95 the logits which show the overall quality of sada is depicted by table 4. the person (0.92) and item (0.75) reliability index described the consistency of the students in working their sada; and it is categorized as “very good” (sumintono & widhiarso, 2014). the alpha cronbach value (09.5) confirmed that sada has high consistency as a measurement tool. this condition also indicates that most students have high certainty/ confidence in delivering da when studying online. basically, students need their confidence to present da in their learning activities (firmansyah, komala, & rusdi, 2018; kalita et al., 2015). furthermore, the person and item separation index were 3.46 and 1.74; the wider the range of the index, the better quality of the instruments have. in addition, the mean of logit person was 1.86 with the sd 2.06 (see table 5). since that logit is higher than 0.00, this means all students tended to agree with all sada statements. in other words, students understand that those statement are truly needed to build a strong da. moreover, the mean of item was 0.00 with sd 0.45. this shows that all items’ difficulty was equally scattered within the instrument. table 5. summary (logit) value of person and item statistics person item n 64 18 measure (logit) mean 1,86 0,00 sd, standard deviation 2,06 0,45 outfit mean square mean 1,00 1,00 sd, standard deviation 0,74 0,22 it can be summarized that the result of this study proved that sada is able to be used to measure students’ self-assessment in working their da during e-learning. sada also helps students to evaluate themselves so that they can strengthen their works. this encourages them to know their ability due to increasing their perception in e-learning process (popovici & mironov, 2015). this kind of research still needs to be encouraged in indonesia. the measurement of da and the application of e-learning are two urgent conditions to be implemented continuously. mapping student da will be the basis for lecturers to find out how good their student da is. a good da level indicates that the argumentation skills of students are empowered. the empowerment of da will make it easier for them to understand the problems and defending their opinions in their daily lives (palau & moens, 2009). in addition, having a high da will also improve their critical thinking skills (goodnight, 2009). increasing the number of jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 209-216 215 lukitasari et al (examining students’ self-assessment …) studies related to da will also encourage the rate of digitalization of education. the digitization of education itself is expected to be achieved in the 21st century. conclusion the sada instrument can be used for self-assessment of students’ da in e-biology class. the results of the analysis using rasch model reveals that items b (evidence for the argument delivered) and s (refutation) are the most difficult aspects for the students. on the other hand, the easiest ones consist of items c (claim) and n (linkages between evidence and argument). whereas items k (quality of argument) and l (logical thinking) are scattered which means that some students already master it, while others do not. in addition, statistical summary shows that the cronbach alpha value is 0.95> 0.8 indicating that the interaction between the respondent and the item is very good. person reliability value is 0.92 and item reliability is 0.75, which means both are in the good category. these conditions represent that on average all students have high certainty/ confidence in delivering da during e-learning. this study also depicts that there are 26.69% students classified as high, 40.63% as medium, and 29.69% as low in working their da. furthermore, it is necessary to convey and acknowledge the limitations of this research that can be used as the improvement for future studies. this research is still limited to a sample of only two classes and two courses. more extensive research using more participants and courses needs to be carried out. sada which used as an instrument to measure da can be developed with more detailed and specific statement items so that it will measure the condition of students better. acknowledgement this research was funded by penelitian terapan unggulan perguruan tinggi (ptupt), a grant under ministry of research, technology, and higher education of indonesia (kemenristekdikti). we acknowledge kemenristekdikti and universitas pgri madiun (unipma) for supporting this research. references castle, s. r., & mcguire, c. 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(2021). utilization of e-learning platforms by lecturers during the covid-19 pandemic in indonesia. jpbi (jurnal pendidikan biologi indonesia), 7(3), 198-207 doi: https://doi.org/10.22219/jpbi.v7i3.16816 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i1.16816 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:niapamungkas2@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i3.16816 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 198-207 199 tauhidah et al (utilization of e-learning platforms …) social media as well as online materials, resources and assessments (rasmitadila et al., 2020; sturm & quaynor, 2020). another online learning facility uses a learning management system (lms) on moodle (rasmitadila et al., 2020), a software that manages web-based learning. previous studies reported the advantages and disadvantages of online learning. the benefit of online education, as reported by lahti et al (2014) and sezer (2016), are time management and communication skills improvement and the easier knowledge application. meanwhile, the shortcoming of online education are interaction limitation and technical difficulties (fadlelola et al., 2019; knipfer et al., 2019). despite its shortcoming, online education has become a well-accepted strategy for higher education to face the rigid challenges of covid-19 pandemic. physical distancing that led to the closure of university found another raising problem (murphy, 2020; scull et al., 2020), which are the need of continuous teaching and learning (wang et al., 2021). the current covid-19 pandemic condition forces learning that usually takes place in class to be switched online (cutri et al., 2020; hill et al., 2020; moorhouse, 2020). this kind of condition called as emergency elearning (murphy, 2020) or emergency remote teaching (bozkurt & sharma, 2020; kalloo et al., 2020) comprises wide range use of online learning platforms (lederman, 2020; verma et al., 2020). reimers et al. (2020) released oecd’s annotated set of resources consisted of online educational resources such as curriculum resources, professional development resources ant tools (zoom, kahoot, google classroom, seesaw, moodle, microsoft team and many more) in supporting the continuation of teaching and learning amidst covid-19 era. those planning or enhancing an education continuity plan may do it either by integrating any of these tools directly into their plan or by using them as a model for creating their own online educational materials. in the indonesian context, ichsan et al (2020) and khaleyla et al (2021) have previously conducted the latest research about online learning during covid-19 pandemic. however, the context of this study is in secondary school and have yet to focus on online learning in higher education especially in biology education program. furthermore, a study carried by suryaman et al (2020) about the profile of online learning in building engineering education study program during the covid-19 pandemic only briefly discussed the platform used by lecturers in conducting online learning. following the aforementioned rationales, the purposes of this study were to: (1) find out the type of e-learning platform used by biology and biology education lecturers in indonesia during the covid-19 pandemic; and (2) find out how to determine and use an appropriate e-learning platform for home education amidst the covid-19 crisis as well as challenge and constraints encountered. this study is needed to bring some insights into what should be considered by college teacher to better improve their teaching quality during covid-19 pandemic. the findings of this study also can be used as consideration for universities and government regarding the selection of e-learning types and to determine online learning policy. method this research was designed as a quantitative survey study, which was conducted on august 3rd until october 12th, 2020. survey was carried out to find out the online learning platform preference of biology and biology education department lecturers in indonesian universities during the covid-19 pandemic. the population target of this study comprised of 150 faculty members of biology and biology education department in indonesian higher education. the survey population consisted of individuals who willingly agreed to take part in this study. data related to participant involved were obtained through exploring the website of study program, which included e-mail details and telephone numbers. for a convenient case strategy, the universities were selected based on purposeful sampling. anchored in creswell (2012), this sampling technique was used to easily access the existing data. in addition, participants were also recruited from whatsapp group of himpunan pendidik dan peneliti biologi indonesia (hppbi) (in english: association of indonesian biology educators and researchers) consists of indonesian biology educators and researchers for north sumatera and central java region (n=146), biology education postgraduate group of several universities in indonesia (n=15) as well as from a personal approach through researchers’ college. participants are chosen based on their experience of online teaching in universities during the pandemic, particularly biology and biology education lecturers. collecting data from participants was carried out with due observance of research ethics by asking their willingness to be involved as participant in a survey conducted through a negotiation via e-mails and whatsapp messages. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 198-207 200 tauhidah et al (utilization of e-learning platforms …) 15.5 0.78 0.0 8.53 18.6 2.33 0.0 4.65 5.43 34.11 0.0 1.55 8.53 0,00% 5,00% 10,00% 15,00% 20,00% 25,00% 30,00% 35,00% 40,00% t h e n u m b er o f u se rs t ype of e-learning (%) google c lassroom edmodo miro google meet zoom youtube trello quizziz moodle wa seesaw schoology others in this study, data collection was carried out by distributing a questionnaire containing several short openended and multiple-choice questions to participants via google form. these questions consist of: (1) identity (gender and institution); (2) platforms frequently used for online learning; (3) reasons for using the platform; (4) unfamiliar platform types; (5) obstacle on using platforms for learning during pandemic; and (6) suggestions for improvements to online learning in the future. notification for filling out the questionnaire was distributed via email and whatsapp containing information on the identity of researcher, the purpose of the survey, a link to open the online questionnaire as well as a request for statement of the participants’ willingness to fill out the questionnaire. prior to the actual official start of this project, a pilot study was performed to assess the suitability of the design and methods of the survey, the chosen method of data collection, and the overall questionnaire structure. the pilot study consisted of six lecturers from the college who met the target population requirements and decided to fill out the questionnaire voluntarily. the findings of the pilot study, in the form of supplementary questions, resulted in a revised questionnaire. an additional issue is related to the reasons for selecting the platform used during the covid-19 pandemic for online learning. the data collected from the pilot study participants was included in the overall study data. the data obtained related to the frequently used online learning platform and constrains felt by lecturers in using those platforms were analyzed with descriptive statistics. the researchers repeatedly read the answers obtained from questions on the questionnaire to make them more familiar with the quality of the answers given. in order to identify trends and themes that arose from the responses of the participants, thematic content analysis was carried out (gay et al., 2012). in graphical form, the five themes with the highest percentage for each question category are displayed. results and discussion as of 100 of the initial 150 questionnaires were given by participants, this study achieved a response rate of 67%. participant consists of 27 males (26.32%) and 73 females (73.68%) from 63 national universities and 37 private universities. to obtain data on the most used online learning platform during the covid-19 pandemic, participants were asked to choose the list consisted of twelve online platforms. survey data on the most used of platform during the pandemic was presented in figure 1. figure 1 shows that there are three most used online platforms during the covid-19 pandemic which were whatsapp (34.11%), zoom (18.6%), and google classroom (15.5%). meanwhile, the most rarely used e-learning platform are miro, trello and seesaw. there are 8.53% participants who answered other than e-learning platform that was given in the questionnaire. figure 1. platforms of e-learning during the covid-19 pandemic this study provides insights into the online learning platform preference of indonesian higher education faculty members during home education in the covid-19 era. the findings showed that whatsapp was the most widely used platform in the online learning process in universities during the pandemic period. this finding aligns with that of coleman and o’connor (2019) that whatsapp has become a popular platform used jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 198-207 201 tauhidah et al (utilization of e-learning platforms …) to support learning in the last decade. previous studies have found similar findings, with whatsapp and google classroom being the most used platforms for online learning throughout the pandemic (faizah et al., 2021; khaleyla et al., 2021). whatsapp is more popular because students are more familiar with the features (mpungose, 2020). almost all people from various backgrounds and ages have whatsapp accounts. young adults (18-34 years), including university students, always actively use whatsapp to communicate with friends and family (matassi et al., 2019). whatsapp in the learning process is also known to help achieve learning goals (zulkanain et al., 2020) and enhancing the learning experience (madge et al., 2019). following whatsapp, zoom is the second most preferred platform, with google classroom coming in third. this findings is in line with ratnawati and nurhasanah's (2021) study, which found that students responded positively to zoom and google classroom in synchronous learning. zoom is one of the most popular learning platforms today because it is simple to use and has a wide range of functions (kohnke & moorhouse, 2020). lecturers even consider zoom as an effective platform to support online learning (mpungose & khoza, 2021). meanwhile, as one of google’s product, google classroom can be used as an alternative to face-to-face learning during the pandemic (basilaia, 2020). unlike whatsapp, miro and seesaw are the most rarely used or never used in online learning during the pandemic period in this study. miro is a platform that takes the form of an unlimited whiteboard with various tools that multiple individuals can utilize at the same time to accommodate classroom discussions. seesaw is a digital portfolio platform that allows students to organize, assess, and reflect on their work in one place. educators’ knowledge of various learning platforms can influence their usage. advances in technology have been followed by advances in education (bernacki et al., 2020). to collect data on what is the reason of participants’ e-learning platform preference, participants were requested to responds the question “what is the reason you chose the e-learning platform used during the pandemic? content analysis of the answer given by participants gave eight core themes. figure 2 shows five themes with the highest percentage coverage for each group. figure 2. the five topmost reasons for choosing an online learning platform table 1. participants’ responses on reason of e-learning platform preference themes excerpts from participants responses acessibility easier and less distracted easy to use and free effectivity & efficiency the explanation is clearer because students can see our expressions effective and efficient comprehensive online learning features features support learning process quiz facilities are easy to navigate, grades can be viewed and recorded in excel form, assignments are connected to e-mail, able to attach all assignments from all learning sources affordable more quota friendly and commonly used cheaper cost adjusting students' condition in accordance with the ability of students' access to where they live (mostly in remote areas) to anticipate students whose house do not always have a good internet network enabling collaboration & interactivity facilitate interaction makes 2-way communication easy enables collaboration, easy to use and free controlling aspect to know students’ attendance and readiness to find out which students are present at the online lecture personal & institutional preference as recommended by university leaders the platforms are very popular among students and educators jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 198-207 202 tauhidah et al (utilization of e-learning platforms …) as illustrated in figure 2, accessibility and affordability are the most common reason for the choice of an online learning platform. another three reasons chosen by participant are enabling collaboration and interactivity; adjusting students’ condition; and effectivity & efficiency. the results of the questionnaire also indicate that whatsapp group is an online learning platform considered to have the easiest access. some excerpts from participants’ responses regarding the reasons for choosing the platform are presented in table 1. the participants put forward several reasons regarding the selecting online learning platforms: ease of access, effectiveness and efficiency, affordability, suitability for students’ conditions and the platform already offered by faculty. an easily accessible and affordable platform is considered to solve internet quota problems and poor internet signals in online learning, especially in universities with minimal facilities and budgets. whatsapp has become a popular platform for online learning, which is considered an accessible and affordable platform. whatsapp can preserve files for later use, accommodate collaborative learning and can be accessed anytime (aduba & mayowa-adebara, 2021). the advantages of the platform for online learning related to effectiveness, efficiency, and facilities provided are the solution to controlling and delivering material constraints. google classroom is considered an effective platform (gupta & pathania, 2021) and has many features that make it easier to use (kumar et al., 2020). meanwhile, zoom meeting, which provides virtual face-to-face facilities, makes it easier for educators to control learning. zoom has several features that can help in communicative learning, including polls, breakout rooms, and video as well as screen sharing (kohnke & moorhouse, 2020). zoom also features a recording option that might help students to repeat content that they haven’t fully grasped (minhas et al., 2021). table 2. participant’s responses on obstacle encountered in using e-learning platforms themes excerpts from participants responses limited network limited network in students’ home network constraint in students’ place lack of internet quota students’ limited internet quota expensive internet provider quota unstable network complaints of unstable signal poor connection power outages internet network lost due to power outages controlling aspects unable to control the students schedulling aspects set the schedule to do online lectures while taking care of children difficult to set the suitable time to ft students’ schedule assessment the process of correction and evaluation becomes more difficult difficult to assess affective, psychomotor and hands-on activities plagiarism students relatively relied on googling as well as copy and paste their friends’ answer difficulties in deliver materials difficult to explain about specific material due to not in face-to-face learning process difficult to conduct practicum-based course module preparation is more time consuming and intensive than the preparation and implementation of offline classes technical problem there are still many students who don’t understand how to use certain platform data corrupt (case on edmodo) server down due to the user is overload adaptation issue students’ adjustments to the use of e-learning platform are still not optimal lack of students' comprehension students’ comprehension is lacking nature condition unfriendly nature condition and heavy rain never happened never happened figure 3. the five topmost challenges in using e-learning platform during pandemic jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 198-207 203 tauhidah et al (utilization of e-learning platforms …) analysis of participants’ responses on the obstacle encountered during the use of e-learning platform during the covid-19 pandemic yielded 14 themes (table 2) and the five topmost obstacles can be seen on figure 3. most of the obstacle reported by the participants centered on internet network as a means of using the platforms during online learning. it can be seen in figure 3 that unstable network is the biggest obstacle to the use of platforms in online learning (31.48%), which is followed by lack of internet quota, unstable network, controlling aspects, and difficulties in deliver materials. according to the study’s findings, the most significant challenge faced by biology and biology education lecturers during online learning is an internet network problem related to the network’s level of stability and restrictions. this findings reflected previous studies by xie et al. (2020), aduba and mayowa-adebara, (2020) and adnan and anwar (2020). they reported that internet network is a critical component and must be prioritized for online learning success. in addition to computers and mobile phones, an internet network necessary for online learning (xie et al., 2020). a good internet network is essential in online learning since a faulty internet network can prevent access and impede learning (adedoyin & soykan, 2020). dhawan (2020) added that if the internet network is not functioning correctly, it will most likely result in additional issues such as difficulties in downloading materials, installing learning software, logging into online learning platforms, audio and video instability, etc. having a good internet network is need to be considered so that education gaps do not occur, as reported by verma et al (2020) in australia, where the educational gap is widening due to students' homes in remote areas. the next obstacle encountered during online learning is the internet quota. this obstacle is a common obstacle in developing countries, as not everyone has a significant income; hence, internet quotas are not always available. according to muthuprasad et al. (2021), as a developing country, india faces the most significant challenge in the form of limited quotas in the implementation of online learning. participants of aduba and mayowa-adebara's (2020) study also believe that the most significant barrier to online learning was the high cost of purchasing internet data, which impacted internet quotas to complete all required lectures. several crucial aspects of lectures are affected by the limited quota constraint, such as updating content, posting assignments, downloading materials, collaborating in sharing document, and so on (octaberlina & muslimin, 2020). another challenge in online learning was the difficulty in transferring learning materials. the difficulties in transferring learning materials were classified as follows: (1) difficulties in explaining certain materials because they were not face-to-face with students; (2) difficulty doing practical activities; and (3) preparation takes more time and effort than offline classes. those challenges is in accordance to humphrey and wiles (2021) who reported that almost all students prefer face-to-face learning over online learning because it is easier to engage and learn material content. it is easier to conduct discussions and ask questions directly and quickly, especially for biology students who are accustomed to laboratory activities but lack hands-on activities experience. the last issue is the lecturer's inability to control students in online learning. this condition leads to several consequences, one of which is a decrease in students' motivation to apply what they have learned. adnan and anwar (2020) argued that students’ learning motivation decreases in online lectures since they are unable to actively participate and engage directly with lecturers. participants were asked to give suggestion on how to improve the using of e-learning platforms and online learning in the future. participants’ suggestion was grouped into 10 major themes as presented in table 3. the five topmost suggestions from participants can be seen in figure 4. as can be seen in figure 4, providing internet quota assistance was ranked highest with 27.27% frequency. participants also commented on the need to improve infrastructure and network as ways to make online learning better. moreover, participants also made mention of the need for planning a comprehensive and careful learning design to facilitate all kinds of condition occurred during online learning. besides that, e-learning platform introduction and habituation and the development of new platform is needed to better improve the online learning in the future. suggestions given by educators as implementers of online learning during the pandemic to solve problems that arise include providing a free quota for educators and students and improving infrastructure related to stable internet network procurement. students’ various economic circumstances must be considered in online learning because it is linked to their ability to provide digital devices and internet data (dhawan, 2020). government can form cooperation with related parties. some of the efforts made by the government include providing free quota to lecturers and students, as well as providing internet for houses. other suggestions are related to technological and internet infrastructure advancement. the prior disaster demonstrated the institution’s ability to conduct online learning due to the availability of qualified technology. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 198-207 204 tauhidah et al (utilization of e-learning platforms …) therefore, one of the requirements for supporting online learning during a disaster is adequate technology infrastructure (ayebi-arthur, 2017). figure 4. the five topmost participants on how to improve online learning in the future table 3. participant’s responses on obstacle encountered in using e-learning platforms themes excerpts from participants responses free internet quota providing free internet quota for lecturers and students free access e-learning free access google classroom infrastructure and network refinement improve internet access to make it stable expand the internet network to the remote areas (rural areas) comprehensive learning design design the more accessible, cost effective and interactive learning task variation synchronous and asynchronous portion settings equally privacy enhancement improve security features as well as other features such as uploading tasks at zoom introduction and habituation it’s a need to familiarize with e-learning facility to make learning process more easy get training for other platforms that have not been used students' awareness the level of student discipline must be improved and preparation for finding places with good signals during online lectures new platform development it is necessary to develop a platform for practicum-based courses so that students can do practicum virtually develop real-time attendance platform continuous evaluation the campus needs to evaluate the effectiveness of online lectures, especially regarding the limited quota determining standard platform making google classroom as the most basic and standard mandatory online media for all levels of education face-to-face learning preference online learning is only a complement and a means of helping (blended) learning and still prioritizes face-to-face lectures pandemic conditions forces universities to change learning methods from face-to-face to online in the middle of academic year. this transition was quite surprising for both educators and students, so there was not enough preparation for the implementation of online learning. educators who are not ready for this change can only give assignments without paying attention to the essence of education. more careful and comprehensive learning design was another suggestion given by participants. online learning requires at least six months of planning before being implemented. before engaging in online learning, teachers can establish several strategies as a backup (dhawan, 2020). nowadays, there are many online learning platforms available for free, but this has not been followed by the ability of educator to use them. the introduction and habituation of using online learning platforms are one of the suggestions given by educators regarding this problem. educators also provide suggestions in developing a new platform that is able to accommodate all the expected features. adjustment of learning to students’ needs is needed in the current pandemic conditions (schneider & meirovich, 2020). we need to focus on employing low-cost technology that may efficiently aid learning (dhawan, 2020). several challenges also require institutional attention to design online learning policies that include resources and training (adnan & anwar, 2020; mpungose, 2021). albeit the valuable insights gained from this study, it is only in lecturers’ point of view regarding the utilization of e-learning platform during covid-19 pandemic. further research needs to be done to explore the students’ side so that the lecturers can conduct online learning fitted to the students’ condition. furthermore, since the study was performed only in one context (biology education) which cover some regions in indonesia with limited participants, further research needs to be done in national wide scale which jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 198-207 205 tauhidah et al (utilization of e-learning platforms …) explore overall implementation of online learning to analyze the success and inadequacy in the practice of online education in indonesian universities. conclusion this study conducted when most indonesian universities were locked down and all teaching took place in online mode. there are various kinds of online learning platforms that are used for home education during the covid-19 pandemic. whatsapp, google classroom and zoom are the most used e-learning platforms by biology education faculty members because of its accessibility and affordability as well as the convenience of controlling aspects. the transition from a face-to-face setting to an entirely online has not been easy mostly due to the limited network, unstable network, internet quota limitation and controlling aspects. online learning during and post-pandemic need to be further improved with the help of universities and government as well as the lecturer themselves. universities, government and private sector (i.e. provider platform) are expected to provide free internet quota for students and lecturer as well as make an improvement of infrastructure and network so it can be accessed throughout indonesia even in rural area. for lecturer, they are expected to conduct range of innovative practices, which balance both synchronous and asynchronous learning. a limitation of this research, albeit the valuable insights gained from 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(2020). an adapted pedagogical framework in utilizing whatsapp for learning purpose. education and information technologies, 25(4), 2811–2822. https: //doi.org/10.1007/s10639-019-10096-0 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 124-137) 124 martina kurniarum dkk, pengetahuan dan sikap masyarakat pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata di desa hadiwarno kabupaten pacitan sebagai sumber belajar biologi martina kurniarum1, wahyu prihanta1, dra. sri wahyuni1 1program studi pendidikan biologi fkip universtias muhammadiyah malang, e-mail: swahyuni48@gmail.com abstrak pengetahuan adalah segala informasi yang diserap oleh manusia dari berbagai sumber baik secara langsung maupun tak langsung. sikap adalah kerangka tindakan yang akan dilakukan oleh manusia setelah mendapatkan respon dari lingkungannya. pengetahuan dan sikap masyarakat dalam upaya konservasi dan ekowisata yang telah dilakukan di desa hadiwarno kabupaten pacitan perlu digali sebagai evaluasi dan pertimbangan untuk perkembangan ke depannya, sehingga dengan adanya penelitian ini diharapkan dapat bermanfaat bagi masyarakat serta pihak-pihak terkait untuk meninjau kedaan nyata yang tergambar dalam hasil penelitian. penelitian ini bertujuan untuk menggambarkan pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata, perbedaan pengetahuan dan sikap antar kelompok masyarakat, hubungan antara pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata serta menghasilkan sumber belajar biologi. jenis penelitian yang digunakan adalah penelitian dekriptif. tempat dan waktu penelitian dilaksanakan di desa hadiwarno kabupaten pacitan yang berlangsung pada tanggal 28 april – 4 mei 2014. metode pengumpulan data yang digunakan adalah angket. analisa data penelitian menggunakan analisis varians satu jalan dan uji lanjut post hoc test serta analisis hubungan product moment. sebagian besar tingkat pengetahuan masyarakat pada ketiga kelompok masyarakat tergolong pada taraf cukup baik, baik, dan sangat baik terhadap konservasi penyu dan ekowisata. perbedaan pengetahuan antara kmkpw (kelompok masyarakat konservasi penyu untuk wisata), kelompok pelajar dan kelompok masyarakat umum memiliki perbedaan yang signifikan (p<0,05). sebagian besar tingkat sikap masyarakat pada ketiga kelompok masyarakat tergolong pada taraf baik dan sangat baik terhadap konservasi penyu dan ekowisata. perbedaan sikap kmkpw (kelompok masyarakat konservasi penyu untuk wisata), kelompok pelajar dan kelompok masyarakat umum memiliki perbedaan yang tidak signifikan (p>0,05). hasil penelitian menunjukkan ada hubungan antara pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata. kata kunci: pengetahuan, sikap, konservasi penyu, ekowisata penyu merupakan reptil yang hidup di laut serta mampu bermigrasi dalam jarak sepanjang kawasan samudra hindia, samudra pasifik, dan asia tenggara. penyu memiliki peran penting dalam memelihara keseimbangan ekosistem laut mulai dari memelihara ekosistem terumbu karang produktif hingga mentransfer nutrient-nutrien penting yang berasal dari lautan menuju pesisir pantai (wilson, et. al., 2014). perubahan besar telah terjadi di lautan karena penyu, tampak secara virtual, menghilang dari beberapa area globe sebagai akibat dari berbagai perilaku masyarakat terhadap lingkungan diantaranya pemancingan komersial, hilangnya sarang habitat penyu, serta perubahan iklim. beberapa faktor tersebut merupakan dampak dari perilaku manusia yang mendorong punahnya penyu dan pada gilirannya akan mengganggu keseimbangan ekosistem laut (wilson, 2014). semua jenis penyu di indonesia diberi status dilindungi oleh negara sebagaimana tertuang dalam pp nomor 7 tahun 1999 tentang pengawetan jenis tumbuhan dan satwa. menurut dermawan, dkk (2009) pemberian status perlindungan saja tidak cukup untuk memulihkan atau setidaknya 125 mempertahankan populasi penyu di indonesia, dibutuhkan sikap dan tindakan nyata dalam melakukan pengelolaan konservasi penyu yang komprehensif, sistematis dan teratur. berdasarkan identifikasi penyu, di kabupaten trenggalek dan pacitan ditemukan 4 jenis penyu yaitu, dermochelys coriacea l., chelonia mydas l., eretmochelys imbricate dan lepidochelys olivaceae l. jumlah penyu yang ditemukan mengalami penurunan 28% dibandingkan tahun 2002. penyu yang tertangkap masyarakat sebagian dijual dan sebagian lagi dikonsumsi. salah satu bentuk usaha menyelamatkan penyu laut di indoneisa khususnya adalah meningkatkan kesadaran masyarakat pada perlindungan penyu (prihanta, 2006). upaya pelestarian dan penyelamatan penyu yang sejalan dengan pembangunan perekonomian masyarakat dapat dilakukan melalui pengembangan ekowista berbasis penyu dan masyarakat. ekowisata adalah perjalanan yang dilakukan seseorang atau sekelompok orang dari suatu tempat ke tempat yang lain dengan tujuan menikmati lingkungan alam beserta isinya dengan berbagai fasilitas yang tersedia. ekowisata merupakan salah satu bentuk atau jenis pariwisata berbasis alam dalam marketplace (wood, 2002) yang dinikmati oleh wisatawan (atmaja, 2002). ekowisata juga diformulasikan dan dikaji, oleh para ahli, ngo, dan akademisi, sebagai sebuah sarana pengembangan yang berkelanjutan sejak tahun 1990 (wood, 2002). berdasarkan alasan itu pula saat ini berbagai negara berkembang menjadikan konsep ekowisata sebagai strategi pengembangan bidang ekonomi sekaligus konservasi (kiper, 2013). berbagai keuntungan yang ditawarkan konsep ekowisata adalah bahwa para wisatawan tidak hanya berwisata di alam, tetapi mereka juga akan belajar sesuatu dari alam maupun melakukan berbagai aktifitas wisata yang sangat ramah lingkungan, selain keutungan dari sisi ekonomi dan pengembangan masyarakat lokal (kiper, 2013). konservasi penyu dapat dilakukan sejalan dengan wisata yang berwawasan lingkungan. ekowisata adalah jenis pariwisata yang berasaskan pada kelestarian lingkungan dan memuat pendidikan lingkungan yang dapat menunjang kegiatan konservasi. program konservasi penyu sudah berhasil menetaskan ratusan telur menjadi tukik untuk selanjutnya dilepas ke laut. desa hadiwarno perlu juga mengembangkan ekowisata karena memiliki potensi-potensi keindahan alam yang masih belum dimaksimalkan. jalur lintas selatan (jls) yang baru saja diresmikan merupakan akses menuju tiga kecamatan paling timur pacitan yang terdiri dari kecamatan kebonagung, ngadirijo, dan sudimoro sehingga menjadi bebas hambatan. tiga kecamatan yang dilalui oleh jls memiliki pemandangan yang indah di sepanjang jalan dan juga memiliki pantai-pantai yang indah (anonymous, 2013). program konservasi penyu di desa hadiwarno secara bertahap menyita perhatian penggiat lingkungan maupun wisatawan lokal dan regional namun tidak banyak masyarakat desa hadiwarno yang tahu mengenai status konservasi penyu pada awal dilakukannya program konservasi. masyarakat desa hadiwarno dan sekitarnya juga belum menyadari potensi wisata yang ada di daerahnya. komunikasi dilakukan oleh pihak-pihak terkait yang ikut berpartisipasi dalam program konservasi penyu bersama masyarakat sekitar kawasan konservasi penyu melalui sosialisasi dan diskusi. informasi yang didapatkan masyarakat dari pihak-pihak yang mengapresiasi serta berpartisipasi langsung terhadap konservasi penyu dan pengembangannya ke arah ekowisata dapat menambah wawasan serta pengalaman yang bermanfaat. pengetahuan masyarakat 126 akan menstimulasi sikap masyarakat terhadap konservasi penyu dan ekowisata sebagaimana menurut sugandi (2013) pengetahuan berpengaruh terhadap sikap yang menggambarkan bahwa pengetahuan konservasi akan diterapkan pada penelitiannya mengenai pengaruh pendapatan, pengetahuan, dan kepemilikan tanah lahan terhadap sikap dan implementasinya pada partisipasi penduduk dalam konservasi lingkungan segara anakan. sikap adalah gambaran tindakan afektif yang bersifat positif, negatif atau netral untuk respon senang atau tidak senang, menerima atau menolak, setuju atau tidak setuju, perhatian atau apatis terhadap objek, kejadian, kategori, kelompok, perilaku dan konsep tertentu (hafizianor, 2009). menurut notoatmodjo (2003), pengetahuan merupakan hasil dari tahu dan pengetahuan terjadi setelah seseorang melakukan penginderaan terhadap suatu objek tertentu. penginderaan ini terjadi melalui panca indera manusia yaitu, indera penglihatan, pendengaran, penciuman, rasa, dan raba. pengetahuan konservasi yang cukup tinggi menunjukkan bahwa semakin tinggi pengetahuan seseorang, maka sikapnya semakin peduli terhadap lingkungan. pengetahuan berpengaruh terhadap tingkat partisipasi masyarakat dalam konservasi. pengetahuan yang semakin tinggi akan menimbulkan pastisipasi yang tinggi pula karena metode dan bentuk konservasi yang perlu dilakukan. sikap berpengaruh terhadap tingkat partisipasi dalam konservasi. sikap peduli terhadap lingkungan akan menentukan tingkat partisipasi. sikap merupakan keyakinan untuk melakukan suatu tindakan sehingga untuk berpartisipasi perlu dibentuk sikap peduli terhadap lingkungan (sugandi, 2013). pengetahuan dan sikap masyarakat desa hadiwarno terhadap upaya-upaya konservasi yang telah ataupun yang akan dilaksanakan di desa hadiwarno perlu dijadikan acuan sekaligus juga evaluasi untuk pengembangan program konservasi penyu kedepannya serta dapat pula digunakan sebagai sumber belajar biologi bagi sekolah-sekolah. hubungan pengetahuan dan sikap perlu diteliti dengan harapan keduanya saling berpengaruh sehingga apabila sikap masyarakat kurang maka pihak-pihak yang terkait perlu melakukan upaya untuk menambah pengetahuan masyarakat. pengetahuan yang baik diharapkan mampu menciptakan sikap yang baik pula. perbedaan tingkat pengetahuan dan sikap diteliti pada kelompok masyarakat konservasi penyu untuk wisata (kmkpw), kelompok pelajar, dan kelompok masyarakat umum. kelompok masyarakat konservasi penyu untuk wisata (kmkpw) adalah kelompok masyarakat yang berkaitan langsung dengan kegiatan konservasi penyu dan ekowisata sehingga memiliki pengalaman dan pengetahuan yang lebih banyak daripada kelompok pelajar dan masyarakat umum. kelompok pelajar adalah calon kader-kader muda sebagai generasi yang dididik untuk mencintai lingkungan khususnya konservasi penyu dan pengembangan terhadap ekowisata. masyarakat umum adalah kelompok awam yang perannya sangat penting karena konservasi penyu dan ekowisata perlu kerjasama dan juga berbasis kearifan lokal masyarakat. analisis perbedaan terhadap tiga kelompok masyarakat tersebut dilakukan dengan harapan ada perbedaan antara ketiganya sehingga kelompok yang dominan memiliki nilai baik dapat menjadi agen atau kader penyampai informasi bagi kelompok lainnya. hasil penelitian mengenai pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata di desa hadiwarno kabupaten pacitan ini akan diimplemtasikan sebagai sumber belajar yang berupa rancangan pelaksanaan pembelajaran (rpp) bagi peserta didik sekolah menegah atas 127 (sma) kelas x pada materi pokok upaya pelestarian keanekaragaman hayati indonesia dan pemanfaatannya. hasil penelitian diimplementasikan sebagai rpp karena konservasi penyu merupakan salah satu upaya pelestarian keanekaragaman hayati indonesia dan ekowisata sebagai pemanfaatan dari upaya konservasi tersebut. metode penelitian penelitian dikerjakan di desa hadiwarno kabupaten pacitan dengan estimasi waktu 7 hari atau 1 minggu. jenis penelitian yang digunakan adalah penelitian desktiptif yang bertujuan untuk menjelaskan situasi atau peristiwa pada suatu kondisi sosial tertentu (morrisan, 2012). penelitian deskriptif dapat berupa data kuantitatif (angka), kualitatif (angka), dan kombinasi keduanya. penelitian deskriptif kuantitaif berupa angka yang digambarkan dalam bentuk statistik deskriptif seperti skala pengukuran, hubungan, grafik, variabilitas dan sentral tendensi. penelitian yang digunakan adalah penelitian deskriptif korelasi yang bertujuan untuk mengetahui hubungan antara dua variabel atau lebih untuk mengetahui besar kontribusi variabel terikat terhadap variabel bebas (usman, 2011). populasi dalam penelitian ini adalah seluruh masyarakat yang bertempat tinggal di desa hadiwarno kecamatan ngadirojo kabupaten pacitan. sampel pada penelitian ini adalah 98 warga yang bertempat tinggal di 9 dusun yang terletak di desa hadiwarno kecamatan ngadirojo kabupaten pacitan. teknik pengambilan sampel yang digunakan dalam penelitian adalah purposive random sampling. purposive random sampling merupakan perpaduan teknik pengambilan sampel secara purposive dan random. metode yang digunakan untuk pengambilan data dalam penelitian ini menggunakan metode angket. data primer dikumpulkan dengan menggunakan teknik pengambilan atau pengumpulan data berupa angket. data sekunder diperoleh dari kantor desa hadiwarno dan pihakpihak yang terkait langsung dengan kegiatan konservasi penyu dan ekowisata di desa hadiwarno serta dokumentasi pribadi. penelitian dilakukan melalui beberapa tahapan yaitu: 1) persiapan penelitian. persiapan penelitian dilakukan dengaan menyiapkan angket penelitian. angket penelitian yang digunakan memiliki 20 butir pertanyaan untuk mengetahui pengetahuan dan 20 butir pernyataan untuk mengetahui sikap. pertanyaan dan jawaban pada angket telah disusun sedemikian rupa sehingga dapat membuat nyaman dan memudahkan responden untuk mengisi angket yang terbagi ke dalam dua kriteria, yaitu pengetahuan dan sikap. 2) pelaksanaan penelitian: a) pengumpulan data. pengumpulan data didahului dengan menyerahkan angket ke sekolah, 9 dusun di desa hadiwarno, dan kmkpw yang berada di kawasan konservasi penyu dan ekowisata desa hadiwarno. langkah selanjutnya yang dilakukan yaitu proses pengumpulan angket yang telah diisi oleh semua responden. proses pengummpulan angket disertai dengan pembagian souvenirr sebagai tanda terima kasih peneliti kepada responden. b) pengelompokan data. klasifikasi jawaban responden dilakukan dengan menggolongkan masing-masing jawaban ke dalam kriteria yang telah ditentukan oleh peneliti. proses klasifikasi jawaban responden juga dimaksudkan untuk mempermudah dalam mendeskripsikan data yang diperoleh. proses klasifikasi jawaban responden dimaksudkan untuk memudahkan proses pemberian skor pada jawaban. masing-masing jawaban akan digolongkan ke dalam kriteria-kriteria: 1) parameter pengetahuan. kriteria kebenaran jawaban dalam pengetahuan disesuaikan dengan bobot jawaban yang berkisar 1-5. soal berjumlah 20 dan skor maksimal 128 bernilai 100. semakin tinggi tingkat analasis jawaban reponden maka semakin tinggi nilai yang diperolehnya. jawaban yang paling mendekati atau sama dengan kunci jawaban yang disediakan peneliti adalah jawaban yang baik dengan skor yang baik pula. 2) parameter sikap. sikap ditetapkan menurut skala likert beserta kriteria jawaban .dapat dilihat pada tabel 1. tabel 1. kriteria jawaban skala likert favorabel unvavorabel sangat setuju (ss) 5 2 setuju (s) 4 3 tidak setuju (ts) 3 4 sangat tidak setuju (sts) 2 5 tidak menjawab 1 1 (sumber: mueller, 1992) skor yang diperoleh oleh responden pada pertanyaan dan pernyataan pada tiap soal yang dijawab akan dijumlahkan sehingga dapat diketahui skor akhir. skor maksimal untuk pameter pengetahuan dan sikap adalah 100. skor kemudian diinterpretasikan ke dalam nilai-nilai pada tabel 2. tabel 2. interpretasi nilai responden interval skor nilai 80 ke atas sangat baik 60 – 79 baik 40 –59 cukup baik 20 – 39 kurang baik 20 ke bawah tidak baik (sumber: penilaian acuan patokan) 3) analisis data. teknik analisis data yang digunakan dalam penelitian ini meliputi: uji normalitas, uji homogenitas, uji anava 1-arah (one way anova) dan uji post hoc analisis productpoduct moment. hasil dan pembahasan responden terdiri dari masyarakat desa hadiwarno yang tersebar di dusundusun. sebagian besar pengetahuan dipengaruhi oleh tingkat pendidikan seseorang. karakteristik responden berdasarkan tingkat pendidikan formalnya. jenjang tingkat pendidikan dapat dilihat pada tabel 3. responden terdiri dari berbagai tingkat pendidikan terakhir, yaitu dari jenjang sd sampai perguruan tinggi. tabel 3. distribusi responden berdasarkan tingkat pendidikan terakhir no. pendidikan terakhir ∑ % 1. sd 11 11,22 2. smp 57 58,16 3. sma 21 21,42 4. perguruan tinggi 9 9,20 jumlah 98 100 tabel 3 menggambarkan sebaran tingkat pendidikan responden. sebanyak 98 responden tersebar dalam 4 tingkat pendidikan yaitu sekolah dasar (sd), sekolah menengah pertama (smp), sekolah menengah atas (sma) dan perguruan tinggi (pt). sebagian besar tingkat pendidikan responden adalah sekolah memengah pertama sebanyak 57 responden (58,16%). responden yang memiliki tingkat pendidikan sekolah menengah atas sebanyak 21 responden (21,42%) dan responden yang memiliki tingkat pendidikan sekolah dasar sebanyak 11 responden (11,22%). responden yang memiliki tingkat pendidikan perguruan tinggi berjumlah paling sedikit yaitu 9 responden (9,20%). karakteristik responden berdasarkan pekerjaan atau profesi responden terdiri dari lapisanlapisan masyarakat yang memiliki beragam pekerjaan atau profesi. karakteristik responden berdasarkan pekerjaan atau profesi dapat dilihat pada tabel 4.2. pekerjaan atau profesi tertentu membuat masyarakat bergulat dengan kecenderungan pengetahuan seputar pekerjaannya ataupun hal-hal yang berkaitan dengan pekerjaan tersebut. tabel 4 distribusi responden berdasarkan pekerjaan no. pekerjaan ∑ % 1. pegawai negeri 4 4,08 129 2. swasta 30 30,61 3. belum bekerja 46 46,95 4. petani 4 4,08 5. buruh 1 1,02 6. pedagang 4 4,08 7. nelayan 3 3,06 8. pemandu wisata 1 1,02 9. guru 1 1,02 10. sopir 2 2,04 11. tukang 2 2,04 jumlah 98 100 tabel 4 menggambarkan sebaran responden berdasarkan pekerjaan atau profesi. sebagian besar responden memiliki status pelajar dimana sebagian besarnya adalah belum bekerja sebanyak 46 responden (46,95%). responden yang memiliki pekerjaan swasta sebanyak 30 responden (30,61%), responden bekerja sebagai pegawai negeri sebanyak 4 responden (4,08)%, responden yang bekerja sebagai petani sebanyak 4 responden (4,08%), responden yang bekerja sebagai nelayan sebanyak 3 responden (3,06%), responden yang bekerja sebagai sopir sebanyak 2 responden (2,04%), dan responden yanng bekerja sebagai tukang sebanyak 2 responden (2,04%). responden yang bekerja sebagai guru, buruh, dan pemandu wisata masing-masing sebanyak 1 responden (1,02%). karakteristik responden berdasarkan golongan kelompok masyarakat terhadap konservasi penyu untuk wisata (kmkpw), pelajar dan masyarakat umum pengalaman berkegiatan dan frekuensi pemerolehan pengatahuan dapat mempengaruhi pengetahuan dan sikap seseorang. penelitian ini membagi distribusi responden ke dalam tiga kelompok dapat dilihat pada tabel 4.3, yaitu kelompok masyarakat terhadap konservasi penyu untuk wisata (kmkpw), kelompok pelajar, dan kelompok masyarakat umum. pembagian kelompok responden dimaksudkan untuk meneliti adakah perbedaan diantara ketiganya dalam memperoleh informasi mengenai konservasi penyu dan ekowisata. perbedaan-perbedaan yang ada akan dijadikan bahan evaluasi bagi pihak-pihak yang terkait dalam konservasi penyu dan ekowisata. perbedaan yang ada ataupun tidak ada dapat digunakan sebagai bahan evaluasi program yang telah dilaksanakan maupun pertimbangan perencanaan program ke depannya. tabel 5 distribusi responden berdasarkan kelompok-kelompok no. pekerjaan ∑ % 1. kelompok masyarakat terhadap konservasi penyu untuk wisata (kmkpw) 17 17,35 2. pelajar 46 46,93 3. masyarakat umum 35 35,72 jumlah 98 100 tabel 5 menggambarkan sebaran responden berdasarkan kelompokkelompok masyarakat. responden yang tergolong kelompok pelajar merupakan responden terbanyak dengan jumlah 46 responden (46,93%). responden yang tergolong ke dalam kelompok masyarakat umum sebanyak 35 responden (35,72%). responden yang tergolong dalam kelompok masyarakat terhadap konservasi penyu untuk wisata (kmkpw) sebanyak 17 responden (17,35%). pengelolaan konservasi penyu dan pengembangan ekowisata pengelolaan kawasan konservasi penyu dan pengembangan ekowisata di desa hadiwarno tidak lepas dari sarana dan prasarana yang menunjang. kawasan konservasi penyu memiliki kriteria-kriteria tertentu yang harus dipenuhi agar kegiatan konservasi dapat berjalan sesuai yang diharapkan. pengembangan ekowisata membutuhkan banyak fasilitas untuk wisatawan. kebutuhan tenaga dan juga biaya menjadi suatu hal yang saling 130 berkaitan. tenaga yang berpartisipasi di konservasi penyu dan ekowisata di desa hadiwarno terdiri dari masyarakat lokal yang tergabung dalam kelompok masyarakat terhadap konservasi penyu untuk wisata (kmkpw) dan karang taruna beserta pihak-pihak terkait. pemenuhan sarana dan prasarana dilakukan secara bertahap dan berkelanjutan. sarana dan prasarana kawasan konservasi penyu kawasan konservasi penyu biasa dikunjungi oleh wisatawan lokal maupun luar negeri yang sekedar ingin tahu maupun memiliki minat khusus terhadap konservasi penyu dan ekowisata. berbagai sarana dan prasarana yang tersedia di kawasan konservasi penyu desa hadiwarno dapat dilihat pada tabel 6. tabel 6 sarana dan prasarana kawasan konservasi penyu di desa hadiwarno sarana jumlah keterangan kedai 1 menyediakan minuman dan makanan ringan serta souvenir tempat duduk 2 1 tempat duduk terletak di bawah naungan pandan pantai dan 1 tempat duduk terletak di depan baleho rancangan pengembangan kawasan tempat penetasan tukik 1 tempat penetasan semi alami untuk menghindarkan telur tukik dari ancaman predator kolam karantina penyu 1 kolam yang difungsikan untuk memulihkan kondisi penyu yang tidak sengaja masuk ke dalam jaring nelayan baleho rancangan pengemba ngan kawasan 1 informasi yang disampaikan kepada wisatawan mengenai rencana pengembangan kawasan kolam tukik 2 kolam tempat tukik yang baru menetas hingga siap untuk dilepaskan ke laut sarana dan prasarana ekowisata penyu sarana dan prasarana yang menunjang ekowisata penyu di desa hadiwarno dapat dilihat pada tabel 7. pengembangan ekowisata bertujuan untuk menyelaraskan pergerakan di sektor lingkungan dan juga sektor ekonomi masyarakat lokal agar keduanya berjalan dinamis. desa hadiwarno memiliki potensi wisata pesisir yang cukup menjajikan karena pantai-pantainya yang indah dan bersih. tabel 7 sarana dan prasarana ekowisata penyu di desa hadiwarno sarana jumlah keterangan flying fox 1 flying fox terpanjang di indonesia sepanjang 415 meter kolam renang air tawar 1 kolam dibagi menjadi dua yaitu, yang dangkal untuk anakanak dan yang dalam untuk dewasa. pembuatan kolam renang bertujuan untuk mengurangi jumlah korban yang terbawa ombak laut. ukuran kolam adalah 20x12 meter. toilet 4 mushola 1 tabel 7 menunjukkan sarana dan prasarana yang disediakan dan digunakan untuk pengembangan ekowisata di dusun taman desa hadiwarno. ekowisata penyu menyediakan sarana flying fox terpanjang di indonesia dengan panjang 415 meter dan kolam renang air tawa dengan ukuran 20x12 meter yang dapat dinikmati untuk menekan jumlah korban tertelan ombak laut saat berenang. sarana dan prasarana untuk menghibur wisatawan juga dilengkapi dengan toilet dan mushola. distribusi pengetahuan dan sikap responden berdasarkan hasil tabulasi data pengetahuan responden terhadap konservasi penyu dan ekowisata di desa hadiwarno kabupaten pacitan diperoleh 131 hasil yang peneliti sajikan pada tabel 4.6. tingkat pengetahuan responden perlu digali untuk mengetahui sejauh mana responden telah menyerap informasi yang berhubungan dengan konservasi penyu dan ekowisata di desa hadiwarno. tabel 8 distribusi pengetahuan responden terhadap konservasi penyu dan ekowisata tingkat sikap ∑ % kelompok masyarakat konservasi penyu untuk wisata (kmkpw) pelajar masyarakat umum kelompok masyarakat konservasi penyu untuk wisata (kmkpw) pelajar sekolah masyarak at umum tidak baik 0 0 0 0 0 0 kurang baik 0 0 0 0 0 0 cukup baik 0 0 0 0 0 0 baik 0 10 32 0 21,73 91,42 sangat baik 17 36 3 100 78,26 8,57 jumlah 17 46 35 100 100 100 data tabulasi yang disajikan dalam tabel menunjukkan bahwa tidak ada masyarakat yang berpengetahuan tidak baik (0%) maupun memiliki tingkat pengetahuan yang kurang baik (0%) dari ketiga kelompok masyarakat terhadap konsevasi penyu dan ekowisata. sebagian besar responden dari kmkpw memiliki pengetahuan yang sangat baik, yaitu sebanyak 11 responden (64,70%). responden dari kmkpw yang memiliki tingkat pengetahuan baik sebanyak 5 responden (29,41%) dan responden yang memiliki pengetahuan cukup baik sebanyak 1 responden (5,89%). sebagian besar responden dari kelompok pelajar memiliki tingkat pengetahuan yang baik, yaitu sebanyak 26 responden (56,52%). responden dari pelajar yang memiliki tingkat pengetahuan cukup baik sebanyak 11 responden (23,91%) dan responden yang memiliki pengetahuan yang sangat baik sebanyak 9 responden (19,57%). sebagian besar responden dari kelompok masyarakat umum memiliki tingkat pengetahuan yang sangat baik, yaitu 18 responden (51,42%) terhadap konservasi penyu dan ekowisata. responden dari kelompok masyarakat umum yang memiliki tingkat pengetahuan baik, yaitu sebanyak 10 responden (28,58%) dan responden yang memiliki tingkat pengetahuan cukup baik, yaitu sebanyak 7 responden (20%). tabel 9 distribusi sikap responden terhadap konservasi penyu dan ekowisata tingkat sikap ∑ % kelompok masyarakat konservasi penyu untuk wisata (kmkpw) pelajar masyarakat umum kelompok masyarakat konservasi penyu untuk wisata (kmkpw) pelajar sekolah masyarak at umum tidak baik 0 0 0 0 0 0 kurang baik 0 0 0 0 0 0 cukup baik 0 0 0 0 0 0 baik 0 10 32 0 21,73 91,42 sangat baik 17 36 3 100 78,26 8,57 jumlah 17 46 35 100 100 100 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 124-137) 132 martina kurniarum dkk, pengetahuan dan sikap masyarakat data tabulasi yang disajikan dalam tabel menunjukkan bahwa tidak ada masyarakat yang memiliki sikap tidak baik (0%), kurang baik (0%) maupun cukup baik (0%) dari ketiga kelompok masyarakat terhadap konsevasi penyu dan ekowisata. keseluruhan responden dari kmkpw memiliki sikap yang sangat baik, yaitu sebanyak 17 responden (100%). sebagian besar responden dari kelompok pelajar memiliki tingkat sikap yang sangat baik, yaitu sebanyak 36 responden (72,26%). responden dari pelajar yang memiliki tingkat sikap yang baik, yaitu sebanyak 10 responden (21,73%). sebagian besar responden dari kelompok masyarakat umum memiliki tingkat sikap yang baik, yaitu 32 responden (91,42%) terhadap konservasi penyu dan ekowisata. responden dari kelompok masyarakat umum yang memiliki tingkat sikap yang sangat baik, yaitu sebanyak 3 responden (8,57%). uji normalitas berdasarkan uji normalitas menggunakan prosedur distribusi deskriptif dengan spss 21 pada nilai z score ± 1,96 diketahui bahwa data yang digunakan dalam analisis perbedaan varians sikap memiliki hasil z score yang terletak antara ± 1,96 dapat dilihat pada lampiran 3. hasil uji kenormalan data menunjukkan bahwa hampir semua data berdistribusi normal. uji homogenitas uji homogenitas yang pertama dilakukan pada data varians tingkat pengetahuan. berdasarkan probabilitas pada hasil output levene test dapat dilihat pada tabel 10 didapat nilai sebesar 0,118. nilai probabilitas pada output lebih besar dari 0,05 maka h0 diterima atau ketiga varaians populasi (kmkpw, kelompok pelajar dan masyarakat umum) adalah sama, sehingga variabilitas data homogen dan salah satu asumsi analisis varians terpenuhi. tabel 10 hasil output uji homogenitas untuk tingkat pengetahuan levene statistic df1 df2 sig. 2,190 2 95 0,118 uji homogenitas yang kedua dilakukan pada data varians tingkat sikap. berdasarkan probabilitas pada hasil output levene test dapat dilihat pada tabel 11 didapat nilai sebesar 0,162. nilai probabilitas pada output lebih besar dari 0,05 maka h0 diterima atau ketiga varaians populasi (kmkpw, kelompok pelajar dan masyarakat umum) adalah sama, sehingga variabilitas data homogen dan salah satu asumsi analisis varians terpenuhi. tabel 11 hasil output uji homogenitas untuk tingkat sikap levene statistic df1 df2 sig. 2,190 2 95 0,162 hasil analisis one way anova dan uji lanjut post hoc test semua variasi data yang telah homogen kemudian dianalisis menggunakan analisis varian 1 jalan atau one way anova yang bertujuan untuk mengetahui perbedaan antar variabel. hasil uji statistik output dapat dilihat pada tabel 4.9 perhitungan spss 21 didapat nilai probabilitas (lihat sig.) = 0,01 < 0,05 dan nilai fhitung = 8,163 > ftabel = 3,09 maka h0 ditolak dengan kesimpulan bahwa rata-rata ketiga populasi (kmkpw, kelompok pelajar dan kelompok masyarakat umum) tidak identik atau rata-rata skor pengetahuan dari ketiga varians kelompok masyarakat berbeda. tabel 12 hasil output analisis varians 1 jalan untuk tingkat pengetahuan sum of squares df mean square f sig. betwee n 2428,280 2 1214,14 0 8,16 3 0,00 1 133 groups within groups 14129,63 8 9 5 148,733 total 16557,91 8 9 7 perbedaan antara kmkpw, kelompok pelajar dan kelompok masyarakat umum desa hadiwarno kabupaten pacitan terhadap konservasi penyu dan ekowisata dapat dilihat pada grafik 4.1. trihendradi (2010) menjelaskan uji lanjut anova kemudian dilakukan untuk membandingkan perbedaan nilai rata-rata ketiga kelompok dengan analisis post hoc test. gambar 1 grafik perbedaan pengetahuan antara kmkpw, kelompok pelajar dan masyarakat umum hasil uji statstik post hoc test menunjukkan bahwa perbedaan rata-rata skor angket tingkat pengetahuan yang signifikan ada pada kmkpw dan kelompok pelajar; kelompok pelajar dan kelompok masyarakat umum (perhatikan tanda asterik). nilai sig. (0,00) dan sig. (0,01) < 0,05 sehingga ho ditolak dengan kesimpulan bahwa keempat kelompok (kmkpw dan kelompok pelajar; kelompok pelajar dan kelompok masyarakat umum) memiliki rata-rata skor pengetahuan yang berbeda. hasil uji post hoc test menunjukkan bahwa pada perbedaan rata-rata nilai untuk kmkpw dan kelompok masyarakat umum tidak signifikan dengan nilai sig. ± 0,103. tabel 13 hasil output post hoc test untuk tingkat pengetahuan (i) kelom pok masya rakat (j)kelo mpo k masy arak at mean differe nce (ij) std . err or sig. 95 % confodence interval low er bou nd upp er bou nd kmkpw pelajar masyaraka t umum 13,101 * 5,928 3,4 62 3,6 05 0,0 00 0,1 03 6,23 1,23 19,9 7 13,0 9 pelajar kmkpw masuyarak at umum 13,101 * 7,173*, 3,4 62 2,7 35 0,0 00 0,0 10 19,9 7 12,6 0 6,23 1,74 masyarakat umum kmkpw pelajar 5,928* 7,173* 3,6 05 2,7 35 0,1 03 0,0 10 13,0 9 1,74 1,23 12,6 0 nilai lower bound (perbedaan ratarata bagian bawah) pada kmkpw dan kelompok pelajar sebesar 6,23 dan upper bound (perbedaan rata-rata bagian atas) sebesar 19,97 yang berarti bahwa konsentrasi perbedaan kedua kelompok tersebut berkisar antara 6,23 sampai 19,97 dengan gaya tarik perbedaan rata-rata adalah 13,74. nilai lower bound (perbedaan rata-rata bagian bawah) pada kelompok pelajar dan kelompok masyarakat umum sebesar -12,60 dan upper bound (perbedaan rata-rata bagian atas) sebesar -1,74 yang berarti bahwa konsentrasi perbedaan kedua kelompok tersebut berkisar antara -12,60 sampai 1,74 dengan gaya tarik perbedaan rata-rata adalah 10,86. tabel 14 hasil output analisis varians 1 jalan untuk tingkat sikap sum of squares df mean square f sig. between groups 196,246 2 98,123 1,786 0,173 within groups 5218,254 95 54,929 total 5414,500 97 analisis varians 1 jalan yang kedua bertujuan untuk mengetahui perbedaan 0 10 20 30 40 50 60 70 80 90 100 1 6 11 16 21 26 31 36 41 46 s k o r a n g k e t responden kmkpw pelajar sekolah masyarak at umum 134 0 20 40 60 80 100 1 6 11 16 21 26 31 36 41 46 s k o r a n g k e t responden kmkpw pelajar sekolah masyarak at umum varians tingkat sikap antar kelompok masyarakat. hasil uji statistik output pada perhitungan spss 21 dapat dilihat pada tabel 4.12 didapat nilai probabilitas (lihat sig.) = 0,173 > 0,05 dan fhitung = 1,786 < ftabel = 3,09 maka ho diterima dengan kesimpulan bahwa rata-rata ketiga populasi (kmkpw, kelompok pelajar, dan kelompok masyarakat umum) identik atau rata-rata skor sikap dari ketiga varians kelompok masyarakat sama. analisis varians kemudian dilanjutkan dengan uji lanjut post hoc test untuk mengetahui perbedaan yang terdapat antar kelompok masyarakat. tabel 15 hasil output post hoc test untuk tingkat sikap (i)kelompok masyarakat (j)kelompok masyarakat mean difference (i-j) std. error sig. 95 % confodence interval lower bound upper bound kmkpw pelajar masyarakat umum 3,852 2,079 2,104 2,191 0,070 0,345 -0,32 -2,27 8,03 6,43 pelajar kmkpw masuyarakat umum -3,852 -1,773 2,104 1,662 0,070 0,289 -8,03 -5,07 0,32 1,53 masyarakat umum kmkpw pelajar -2,079 1,773 2,191 1,662 0,345 0,289 -6,43 -1,53 2,27 5,07 perbedaan sikap antara kmkpw, kelompok pelajar, dan kelompok masyarakat umum desa hadiwarno kabupaten pacitan terhadap konservasi penyu dan ekowisata dapat dilihat pada gambar 2. uji lanjut anova kemudian dilakukan untuk membandingkan perbedaan nilai rata-rata ketiga kelompok dengan analisis post hoc test. gambar 2 grafik perbedaan sikap antara kmkpw, kelompok pelajar sekolah dan kelompok masyarakat umum hasil uji statistik post hoc test dapat dilihat pada tabel 4.13 menunjukkan bahwa perbedaan rata-rata skor angket yang signifikan tidak ada (perhatikan tidak tanda asterik). nilai sig. (0,07), sig (0,34) dan sig. (0,28) > 0,05 sehingga ho diterima dengan kesimpulan bahwa semua kelompok memiliki rata-rata skor yang sama. tidak terdapat perbedaan yang signifikan terhadap sikap antar kelompok masyarakat. berdasarkan tabulasi sikap masyarakat hal ini berkaitan dikarenakan sebagian besar masyarakat bersikap sangat baik. hasil analisis korelasi product moment hasil uji statistik pada output terlihat angka korelasi antara nilai pengetahuan dengan sikap adalah 0,010 < 0,05 yang artinya antara pengetahuan dan sikap memiliki hubungan kuat. keputusan lebih cepat bisa diambil dengan langsung melihat nilai koefisien korelasinya, yaitu jika pada nilai koefisien korelasi bertanda (**) maka menyatakan ada hubungan pada tingkat signifikan 1%. hubungan pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowisata dapat dilihat pada grafik 3. 135 grafik 3 hubungan antara pengetahuan dan sikap masyarakat terhadap konservasi penyu dan ekowi kesimpulan berdasarkan hasil pengumpulan, pengamatan, tabulasi dan analisis data maka diperoleh kesimpulan sebagai berikut: 1. sebagian besar tingkat pengetahuan masyarakat pada ketiga kelompok masyarakat tergolong pada taraf cukup baik, baik, dan sangat baik terhadap konservasi penyu dan ekowisata. responden yang memiliki tingkat pengetahuan cukup baik yaitu kelompok masyarakat konservasi penyu untuk wisata (kmkpw) (5,89%), kelompok pelajar (23,91%), dan kelompok masyarakat umum (20%). responden yang memiliki tingkat pengetahuan baik yaitu kelompok masyarakat konservasi penyu untuk wisata (kmkpw) (29,41%), kelompok pelajar (56,52%), dan kelompok masyarakat umum (28,58%). responden yang memiliki tingkat pengetahuan sangat baik yaitu kelompok masyarakat konservasi penyu untuk wisata (kmkpw) (64,70%), kelompok pelajar (19,57%), dan kelompok masyarakat umum (51,42%). 2. ada perbedaan yang signifikan antara tingkat pengetahuan yang dimiliki oleh kmkpw, kelompok pelajar, dan kelompok masyarakat umum. 3. sebagian besar tingkat sikap masyarakat pada ketiga kelompok masyarakat tergolong pada taraf baik dan sangat baik terhadap konservasi penyu dan ekowisata. responden yang memiliki tingkat sikap baik yaitu kelompok pelajar (21,73%) dan kelompok masyarakat umum (91,42%). responden yang memiliki tingkat sikap sangat baik yaitu kelompok masyarakat konservasi penyu untuk wisata (kmkpw) (100%), kelompok pelajar (78,26%), dan kelompok masyarakat umum (8,57%). 4. tidak ada perbedaan yang signifikan antara tingkat sikap yang dimiliki oleh kmkpw, kelompok pelajar dan kelompok masyarakat umum. 5. ada hubungan positif antara pengetahuan dan sikap masyarakat desa hadiwarno terhadap konservasi penyu dan ekowisata. hubungan yang ada antara pengetahuan dan sikap sifatnya erat dan signifikan. responden yang memiliki pengetahuan tinggi cenderung juga memiliki sikap yang positif terhadap konservasi penyu dan ekowisata, begitupula sebaliknya. 6. hasil penelitian digunakan sebagai sumber belajar berupa rpp bagi peserta didik sma kelas x pada materi pokok upaya pelestarian keanekaragaman hayati indonesia dan pemanfaataannya. daftar pustaka anonymous. 2013. kenalkan wisata pacitan timur, gelar upacara haornas ke30 di pantai taman. 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2 alfinmifta4@gmail.com; 3 mymifta97@gmail.com; 4 d.khoiroh1304@gmail.com * corresponding author introduction indonesian students have often been reported as having poor academic competence. several previous researches showed that they slightly have twenty-first-century skills (amin et al., 2017; jua et al., 2018). the twenty-first-century skill, especially hots, will be hardly acquired by students if they are difficult to understand the topics being taught during the learning process. understanding is a basic level of cognition (adams, 2015). thus, if the students are not well equipped with the basic level of cognition, they will have difficulty to reach higher cognitive levels (kamarulzaman et al., 2017). moreover, the level of students' understanding is reported to have a significant correlation with their thinking skills (andayani et al., 2018). therefore, identifying difficult topics and the factors causing the difficulty is crucial as an effort to improve the quality of twenty-firstcentury learning. a r t i c l e i n f o a b s t r a c t article history received: 12 may 2021 revised: 16 june 2021 accepted: 30 june 2021 published: 31 july 2021 biology is a subject that contains of many difficult concepts to study. this study aimed to identify biology topics taught in senior high school (shs) which were considered as difficult materials by undergraduate students. the data were gathered by means of a web-based survey from 198 biology students of 25 universities and 51 biology education students of nine universities in indonesia. the biology students graduated from shss in 97 regions/municipality, while the biology education students were graduated from 34 regions/municipality. the data were analyzed using two formulas: 1) biology difficulty index (bdi) to determine the difficulty index of biology subject, and 2) topic difficulty index (tdi) to examine the difficulty index of each biology topics. the results showed that the highest value of tdi was genetics. there was no significant difference of bdi between biology students and biology education students. the lower of the students’ bdi, the higher the level of their interest in biology subject. the primary cause of difficulty encountered by the students in studying various topics of biology was the complicated characteristics of the materials. the findings of this study can be followed up by designing diagnostic tests and instructional designs in biology topics which consider students’ difficulty. copyright © 2021, fauzi et.al. this is an open-access article under the cc–by-sa license keywords biology difficulty index difficult concept learning difficulty how to cite: fauzi, a., rosyida, a. m., rohma, m., & khoiroh, d. (2021). the difficulty index of biology topics in indonesian senior high school: biology undergraduate students’ perspectives. jpbi (jurnal pendidikan biologi indonesia), 7(2), 149158. doi: https://doi.org/10.22219/jpbi.v7i2.16538 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.16538 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:mymifta97@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.16538 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 149-158 150 fauzi et.al. (the difficulty index of biology … ) in some countries, the identification of subjects and difficult topics have been conducted. a study conducted by şahin, meltem, oya, and erdal (2014) informed that several subjects are more difficult for students than others. while most of the studies focused on identifying the difficult topics of a particular subject (buah & akuffo, 2017; çimer, 2012; etobro & fabinu, 2017; tekkaya et al., 2001), some researchers limited their studies to identify sub-topics of the difficult topics (awang-kanak et al., 2016; morris, 2018). these subjects and difficult topics, further, lead to other effects, such as students' subject choices and motivation to involve in the learning process (shirazi, 2017). therefore, it is not surprising that most of the students tend to not to be interested in science subjects, such as biology. understanding the topics of biology subject is not an easy task. a misconception often occurs when the students try to deal with those topics (lukša, radanović, garašić, & perić, 2016; svandova, 2014). it is supported by the fact that the students have a poor academic achievement (hasibuan & djulia, 2017) and are slightly well-performed in international science competition (sari, 2012). the difficulty of learning biology is not only experienced by indonesian students, but also by students of other countries. the result of a study conducted by çimer (2012) showed that turkish students were difficult to learn material cycle, endocrine system, aerobic respiration, cell division, gene and chromosome. the other result of the study that was also conducted in turkey revealed that physiology, genetics and cytology were categorized as difficult biology topics (gungor & ozkan, 2017). in a similar direction, the study carried out by etobro & fabinu (2017) also informed that nigerian students experienced difficulty in learning some topics of biology subject. researches on classifying the difficult biology topics is highly necessary as an attempt to facilitate students in learning biology. alfiraida (2018) conducted research on difficult biology topics in an indonesian education context. the result showed that coordination system and immune system were respectively the most difficult for the students. similarly, fauzi & mitalistiani (2018) reported that genetics, metabolism, and immune system were the most three difficult biology topics for the students. however, the previous studies did not involve wide scopes of the research context and had a minimal number of educational institutions. fauzi & mitalistiani's (2018) study, for instance, only selected the participants from a university in malang, while alfiraida's (2018) study involved several students and teachers of 9 senior high schools in salatiga municipality. considering that the identification of difficult topics in biology subject is crucial, research involving a greater number of respondents with a heterogeneous setting should be conducted. research classifying difficult biology topics by employing a great number of respondents from various regions in indonesia is still scant until today. therefore, the purpose of this study was to fill the gap by identifying biology topics of senior high school that are considered as difficult by undergraduate students of biology from various regions in indonesia. besides involving a greater number of respondents, the present study has some characteristics which make it different from other previous studies. first, this study analyzes the difference of difficulty index of every biology topic in senior high school. second, this study also examines the difference of difficulty index of every biology topic between students of biology and students of biology education. third, this study evaluates the relationship between the difficulty index of every topic and the level of students’ interests toward biology subject in senior high school. the findings of this study are highly expected to give valuable benefits and insights for future researches. the result of topics classification can be used by future researchers as a reference to conduct a study focusing on the improvement of students' understanding of the concepts of these topics. the existence of the difficult topics should be discussed in detail analysis, thus, the difficult concepts associating with these topics are wellcategorized. furthermore, by examining the relationship between the difficulty index and the students' interests in biology subject, future researches analyzing the importance of minimizing the number of difficult topics to improve students' awareness to learn biology is conducted. last but not least, the result of this study can be used to confirm the association between the difficulty index experienced by students and their decision in choosing a study program at university. method this survey study was designed to examine difficult biology topics as seen from the perspective of senior high school graduates. also, this study aims to analyze the influence of the difficult topics and study program on the difficulty index as well as to evaluate the correlation between the difficulty index of every topic and the students’ interests in biology subject. hence, the procedures of data collection and data analysis employ a quantitative approach. the data collection process was carried out during 2019. the participants of this study were limited to indonesian senior high school graduates who were studying in undergraduate program majoring in biology and biology education. the participants of this study were those who were willing to fill out the questionnaire jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 149-158 151 fauzi, et.al. (the difficulty index of biology … ) which was used as an instrument for collecting the research data. questionnaires are in the online forms and are distributed through social media and e-mail. furthermore, the undergraduate students who completely filled out the biodata in the questionnaire were positioned as participants as long as they met several criteria. these criteria are biology/biology education students who were indonesian citizens, become students in one of the tertiary institutions in indonesia, and graduate from senior high school in indonesia. the online questionnaire was designed using google forms and consists of two parts. the first part dealt with the participants' personal identity and the second part was addressed to examine the students' perspectives about biology topics of senior high school. the personal identity included name, gender, age, semester, study program, university, name of senior high school, and level of the students' interests in biology (ranging from dislike until favorite). in the second part, the participants were asked to determine the difficulty level of the topics. listed in the questionnaire, there were 19 topics of biology based on the senior high school curriculum that was being implemented in indonesia. the participants were required to respond to every topic by choosing one of four available options: a) easy (i understand the topics without any difficulty); b) neutral (i have difficulty but i still understand the topics); c) difficult (i cannot understand the topics); and d) i never study the topics. furthermore, the participants were asked to choose the reason(s) representing their opinion on why the topics are difficult. the questionnaire was then distributed through some online platforms available in indonesia, such as whatsapp, email, etc. after several months, 198 biology students and 51 biology education students filled out the questionnaire. the biology students were from 25 universities in indonesia, and the biology education students came from 9 universities. based on the respondents’ identity, the biology students were graduated from senior high schools in 97 regions/municipality in indonesia, while the biology education students were from 34 different regions/municipality. the distribution of regions/municipality biology students’ senior high schools was presented in figure 1, while figure 2 depicted the distribution of regions/municipality where biology education students came from. figure 1. senior high school location of biology students as the participants in this study figure 2. senior high school location of biology education students as the participants in this study after the data were collected, the level of students' interests in biology subject of senior high school was converted into ordinal data: 0 = dislike, 1 = neutral, 2 = like, 3 = favorite. the students' responses toward every topic were also converted into ordinal data: 0 = never, 1 = easy, 2 = neutral, and 3 = difficult. the students’ difficulty level of biology subject was calculated by using biology difficulty index (bdi) as showed in formula 1, jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 149-158 152 fauzi et.al. (the difficulty index of biology … ) while the difficulty of every topic was counted by using topic difficulty index (tdi) (formula 2) (buah & akuffo, 2017). bdi = the number of difficult topics x 100 the stated topics – the number of topics that have not been studied (1) tdi = the number of students who argue difficult x 100 the number of participants – the number of students who state that they have not studied the topics (2) moreover, statistics analysis was administered to reveal some other findings. kruskal-wallis test followed by the post hoc test (multiple comparisons using mann-whitney with bonferroni correction) was utilized toward the difficulty ordinal response of every student in each topic. the purpose of this analysis is to categorize which difficult biology topics that are significantly different from the other topics. in addition, the mann-whitney u test was employed to identify the existence of tdi which significantly differs in each analyzed topic. this analysis aimed to examine the significant difference of the bdi between the biology students and the biology education students. spearman’s rho correlation test was also conducted toward the bdi data with the ordinal data of students’ interest level in biology subject to find out their correlation. furthermore, pearson’s chi-square test was administered toward the ordinal data of students’ interest level and the ordinal data of students’ difficulty level of each topic. through this analysis, the association between the interest level and the difficulty level of each topic was evaluated. last but not least, the percentage was used to classify the causes of difficulty learning experienced by the students in various topics of biology. results and discussion biology is one of the science subjects taught in indonesian senior high school. in order to identify which topics considered as difficult by the students, the ranking of students’ difficulty responses was calculated. the kruskal-wallis analysis on the data ranking informed that there was a significant influence of the biology topics on the difficulty responses faced by the students. furthermore, the post hoc was conducted and the result was presented in table 1. table 1 summary of pos hoc test on the students’ different responses toward biology topics of senior high school topics difficulty response notation laboratory safety 1.0843 a environmental pollution 1.2771 a b scope and object of biology 1.2851 b c biodiversity 1.3775 b c d ecosystem 1.4355 b c d growth and development 1.5060 c d e reproduction system 1.5663 d e f animalia 1.6613 e f g plantae 1.6667 e f g cell division 1.6747 e f g fungi 1.6988 f g h evolution 1.7510 f g h protista 1.7912 g h i bacteria 1.8233 g h i virus 1.8835 g h i immune system 1.9157 h i j metabolism 1.9679 i j coordination system 2.0080 i j genetics 2.1807 j based on table 1, genetics is the most difficult topic as seen from the students’ perspective. moreover, table 2 indicated that the tdi of genetics was relatively higher than the other topics, both in biology students and biology education students. this finding emphasized genetics as the most difficult topic in biology as reported by previous finding (fauzi & mitalistiani, 2018). in addition, it was also considered as the most difficult course at the university level (fauzi & fariantika, 2018). other studies conducted in various countries also informed that genetics was one of the most difficult topics in senior high school (çimer, 2012; tekkaya et al., 2001; topçu & şahin-pekmez, 2009). the result of agboghoroma & oyovwi's (2015) in nigeria reported that genetics was not only perceived as a difficult topic but also considered as very difficult by the students. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 149-158 153 fauzi, et.al. (the difficulty index of biology … ) one of the reason is most of the students were able to memorize the concepts of genetics, but they did not understand the materials being studied (topçu & şahin-pekmez, 2009). table 2 summary of mann-whitney u test of tdi between biology students and biology education students topics tdi mann-whitney u asymp. sig. (2-tailed) biology student biology education student growth and development 4.040 0.000 4209.000 0.037 metabolism 11.675 14.000 4928.000 0.733 genetics 37.949 43.137 4437.000 0.151 cell division 6.633 8.000 4288.000 0.061 evolution 11.735 8.000 4975.000 0.857 coordination system 20.812 25.490 4711.500 0.407 reproduction system 3.030 1.961 5011.000 0.925 immune system 19.895 25.000 4960.500 0.831 laboratory safety 1.081 0.000 4943.500 0.749 scope and objects of biology 0.543 0.000 4935.500 0.775 virus 17.436 20.000 5044.500 0.991 bacteria 8.673 12.245 5010.000 0.919 protista 9.744 11.765 5024.500 0.951 fungi 5.128 1.961 4735.500 0.422 biodiversity 3.093 0.000 4903.000 0.709 plantae 7.732 11.765 4267.500 0.058 animalia 6.599 3.922 4961.000 0.876 ecosystem 3.046 0.000 4817.000 0.600 environmental pollution 1.036 0.000 4819.000 0.537 coordination and immune system was the second highest topics thad perceived difficult by undergraduate students. when the students studied organ system, both coordination and immune system, the discussion was not only about one component in the human body, but also about other the other related components. in addition, the students must also learn all process occurred in the organ system. these complicated materials become the primary reason why this material was difficult to be studied by the students (lieu et al., 2018). this finding is consistent with what has found by alfiraida (2018) in her study which concluded that the difficulty of coordination and immune system was caused by the complicated characteristics of the topic. besides, most students encountered difficulty in using the definition of an organ to identify and differentiate one organ and other organs in the human body (cherif et al., 2010). the huge number of materials in biology subject made the students to only do memorization, instead of understanding the concepts of the topic (s. a. miller et al., 2002). the topic of coordination system generally consists of three parts, namely neuron, endocrine, and sensory system. in relation to the finding of this study, research conducted by (lieu et al., 2018) reported that more than 61% of students had difficulty in learning neuron system. the other finding of a study conducted in turkey revealed that endocrine system was one of the five difficult topics encountered by the students (çimer, 2012). then, beside those topics, metabolism was also the most difficult topic. this finding confirms the result of the study conducted by muspikawijaya, iswari, & marianti (2017) that the students are still lack of the acquisition of metabolism process because this topic consists of chemical reactions and scientific terms. thus, the topic of metabolism is often seen as a challenging topic of biochemistry, both for students and teachers (cicuto et al., 2019). as a result, metabolism has developed and attracted the attention of many researchers, academicians, and practitioners in teaching this topic to the students (tibell & rundgren, 2010). after examining the difficulty index of each topic, the difficulty index of biology as a subject was determined through bdi. the result reported that the bdi of biology students was 9.715, while the bdi of biology education students was 9.833. however, from table 3 we can see that the bdi of the two groups was not significantly different (u = 5014, p = 0.938). this finding indicates that the level of difficulty of students when studying biology in high school is less able to be a factor influencing their decision to choose a biology or education major when they enter college. this finding is in line with the previous finding conducted by cuff (2017) which informed that students’ perceptions toward the difficult subject closely related to their choices of the study program, but were not the main consideration in making a decision. on the other hand, the promising career and economic background are two factors that greatly influence the students' choices (abubakar, 2017). also, the social background is a factor determining the students' decision of their academic field (keshishian et al., 2010). however, in contrast to the decision to choose a college major, the results of the study indicate that the level of difficulty of students in studying biology is correlated with the level of students' interests on this subject. the result of spearman’s rho analysis was presented in table 4. as shown in the table, the difficulty level of the students in learning biology negatively correlated with their level of interest in this subject (ρ = jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 149-158 154 fauzi et.al. (the difficulty index of biology … ) 0.181, p = 0.004). this result informs that the more the students experience difficulty in learning biology topics, the more they are not interested in this subject. as a result, it can be implied that students’ difficulty perceptions toward biology is the main factor that inhibits students’ interest in this subject. level of students’ interest is a primary factor influencing the success of learning. if a student experiences difficulty in learning a certain subject, their motivation and efficacy will decrease. this statement is based on a report from england that students' interest and motivation in learning science depend upon teachers' practice and students' perception toward the subject (shirazi, 2017). another finding from myanmar also informed that the level of difficulty significantly correlated with students' interest and motivation in learning biology (soe, 2018). moreover, a study conducted in brazil and portugal revealed that the students’ interest and motivation significantly decreased since they experienced difficulty in understanding the concept of biology (da silva et al., 2016). in fact, motivation is the main factor for students' successful learning (albrecht & karabenick, 2018; kappe & flier, 2012). therefore, perhaps, one of the causes of the low biology learning outcomes of high school students in indonesia is due to their low interest in this subject. table 3 summary of mann-whitney test of bdi between the students of biology and biology education bdi mann-whitney u asymp. sig. (2-tailed) biology biology education 9.715 9.833 5014,000 0.938 table 4 summary of spearman’s rho correlation test between the bdi with the level of students’ interests in biology sources value correlation coefficient -0.181 sig. (2-tailed) 0.004 n 249 last but not least, the cause of students’ difficulty in understanding each topic of biology was identified. the summary of these factors is presented in table 5. based on the table, the complexity of the materials was the main cause of students’ difficulty in learning biology. every biology topic consists of a lot of information in it and it makes the topic complicated for the students, even complexity is the nature of biology. it is due to the complex system is exists in all parts of life, from a molecule until the biosphere (mazzocchi, 2008). however, learning a complicated concept makes teachers and students lack interest and motivation (carty, 2012). therefore, biology teachers should be creative in designing learning activities to make students easy in understanding the concepts and materials of biology. interestingly, the students’ learning habit is the second cause of their difficulty in learning biology topics. their lazy habit of learning is closely related to their lack of metacognitive awareness. indonesian students have often been reported as having poor metacognition (nurajizah et al., 2018). in fact, it is undeniable that students having good metacognition will be aware of the importance of learning, the process of their learning, and the evaluation of their learning (t. m. miller, 2017; patterson, 2011). in addition to the two factors, the abstract of the biology concepts also becomes a factor contributing to the students’ difficulty in learning biology (tabel 5). the concept is said to be abstract if the students do not have clear references presented in their thought (bolognesi & vernillo, 2019). in relation to this, the abstract concept and the fact that various biology activities are hard to define is also reported as a natural characteristic of biology material and becomes the primary factor of difficulty in learning biology (çimer, 2012). although the result of this study indicates that biology consists of difficult concepts, it is undeniable that this science subject should be acquired by students. biology is a branch of science which development is rapidly growing and is very beneficial for other human fields. the advanced development of biology can be seen from its scope that not only focuses on cell but also concerns on molecules (leemans, braakhuis, & brakenhoff, 2011; paugh et al., 2010; hardin, 2011; rooney, shukla, wu, getz, & hacohen, 2015). the rapid development of technology results in some valuable invention including in biology, such as biosensor (sigolaeva et al., 2014), biology computation (mirams et al., 2013), bioinformatics (verk et al., 2011), biomarker (martyniuk et al., 2012), and nanotechnology (wong et al., 2013). the complexity of biology and its benefits for other fields indicate that education today is challenging, in which its process should contribute to developing qualified human resources. the integration of biology in other fields proves that biology is very important to be studied. for instance, the contribution in the medical field is highly needed to identify a disease, to classify patients, and to explain the therapeutic effect based on its classification (gonzalez-angulo et al., 2010). moreover, biology is beneficial to improve the quality of life through its involvement in farming (guillemaud et al., 2012), animal husbandry (bateson & feenders, 2010), and food industry (rymbai et al., 2011). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 149-158 155 fauzi, et.al. (the difficulty index of biology … ) table 5 summary of difficulty causes percentage of each biology topic in senior high school topics factors (%) abstract complex misconception availability of learning sources teacher factors not supported by practicum bad selfstudy habits genetics 17.4 35.6 9.8 5.8 9.5 7.4 14.5 coordination system 13.8 35.3 6.9 6.9 8.7 9.3 19.2 immune system 19.8 34.3 5.9 6.9 10.6 3.7 18.8 virus 18.2 31.1 8.3 10.6 8.3 4.6 18.9 metabolism 15.4 35 7.3 4.2 12 9 17.1 evolution 21.7 16.2 15.1 9.9 12.5 3.6 21 bacteria 17.8 30.2 8 8 8.7 8.4 18.9 protista 17.3 28.5 8.7 9 7.2 7.9 21.4 plantae 9 31.9 7.8 7.3 11.8 9.8 22.4 cell division 16.9 23.1 10.4 8.1 11.5 10.8 19.2 animalia 6.3 39.6 4.6 0 10 12.1 27.4 fungi 15.1 22.4 9.7 8.9 8.1 12.7 23.1 reproduction system 11 29.7 11 4.2 10.6 9.3 24.2 growth and development 11.4 15.5 11.8 7.1 15.6 16.6 0.2 biodiversity 7.4 19.7 11.8 10.8 8.9 10.3 31.1 ecosystem 9.4 20.6 9.4 9.4 9.8 12.1 29.3 environmental pollution 8 15.5 9.6 11.8 9.1 16 30 scope and objects of biology 14.4 10.6 12.2 12.8 11.7 6.1 32.2 laboratory safety 8.5 4.9 12 10 11.3 25.6 27.7 mean 13.62 25.25 9.49 7.98 10.31 10.28 21.93 to equip the students with the understanding of some difficult biology topics, teachers must be able to design innovative and effective learning. if indonesian biology teachers still perform conventional and teachercentered learning, the students will not be well-equipped with the acquisition of biology materials. in terms of this, the biology teachers can use several learning models that have been suggested by the previous researchers, such as the implementation of organism model in learning, cooperative learning, problem-based learning, and other models of learning. in this case, teachers are highly required to create an interesting learning activity that encourages students’ involvement in learning biology. in addition, they must also be able to improve students’ metacognitive so that their learning habit changes. furthermore, in terms of the abstract concept of biology, teachers should be able to contextualize the learning materials so that the students will be easy to understand these materials. conclusion the present study has identified the difficult biology topics of senior high school. the result concluded that the difficulty index in learning biology was not significantly different between the students of biology and the students of biology education. among 19 stated biology topics, there was only the growth and development topic in which the difficulty index differed significantly between the two groups of the students. the other finding showed that genetics was considered as the most difficult topic by the students, although it was not significantly different from regulation system, immune system, and metabolism. this study also reported that the difficulty index of biology subject negatively correlated with the level of students’ interests in this subject. last but not least, the finding of this study informed that the primary challenge of the students in learning biology topics was the complicated characteristics of the materials. based on the aforementioned findings, some recommendations are addressed to further researches. first, a study on genetics as the most difficult topic among the stated 19 topics should be conducted. the study can identify the difficulty level of subtopics in genetics. it is highly needed to investigate the difficulty encountered by students in a more detailed understanding. second, in terms of the complicated materials of biology, therefore, further researches are highly suggested to integrate learning innovation that will assist students in understanding the biology materials. acknowledgement the author would like to thank the department of biology education, universias muhammadiyah malang (umm) for providing facilities during the research. in addition, the researchers also thanked lembaga pengembangan publikasi ilmiah umm for supporting the publication process. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 149-158 156 fauzi et.al. 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(20xx). the title. jpbi (jurnal pendidikan biologi indonesia), vol(no), xx yy. doi: https://doi.org/10.22219/jpbi.vxiy.xxyy introduction (heading 1) (bold, 12pt) this section could also provide the expected results. the introduction must be written in single line spacing. the introduction comprises of: (1) research problem; (2) insight and problem solve planning; (3) summary of theoretical studies and the results of the present study (state of the art), related to the observed problems (gap), and (4) research aims. according to armagan (2014), the introduction section comprises the first portion of the manuscript, and it should be written using the simple present tense. additionally, abbreviations and explanations are included in this section. the main goal of the introduction is to convey basic information to the readers without obligating them to investigate previous publications and to provide clues as to the results of the present study (references should be selected from updated publication with a higher impact factor, traceable, and prestigious source books). to do this, the subject of the article should be thoroughly reviewed, and the aim of the study should be clearly stated immediately after discussing the basic references. this template format was made in ms word (.doc) which then been saved in rich text format (.rtf) and can be downloaded in http://ejournal.umm.ac.id/index.php/jpbi. it enables the authors to prepare their manuscripts which meet the jpbi conditions properly. the body articles must be written in arial narrow, font size 11, 0 pt before spacing, and 0 pt after spacing. 10.22219/jpbi.vxiy http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 1 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. x no. y month 20xy, pp. xx-yy http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.vxiy.xxyy http://ejournal.umm.ac.id/index.php/jpbi http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 jpbi (jurnal pendidikan biologi indonesia) vol. x, no. y, month 20xy, pp. xx-xx first author et.al (title of paper shortly, 3-5 first-words) method basically, this section describes the way the research was done. the main materials must be written here: (1) research design; 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2 komarudin@radenintan.ac.id; 3 mayaastriani50@gmail.com * corresponding author introduction education has a role in human development . education can bring change for a better life. education, as a long-term investment, be a strategic value for life sustainability (lento et al., 2014). therefore, renewal in education should continue to improve the quality of education. it must be able to support the student to promote their problem-solving skill that is needed to cope with the everyday challenges (binkley et al., 2014; dunlosky, rawson, marsh, nathan, & willingham, 2013; glaze, 2018). problem-solving skill is concerned with individual efforts to find combinations of various information that can be applied to deal with new situations (binkley et al., a r t i c l e i n f o a b s t r a c t article history received february 09, 2020 revised june 06, 2020 accepted june 17, 2020 published july 21, 2020 islamic values have been recognized as the positive values need to be integrated in enhancing learning competencies including problem-solving skills. this study aimed to determine the influence of learning inquiry model based on islamic values toward problem-solving skills of tenth-grade students in bandar lampung. this quasiexperimental research used posttest only control group design. the treatment for the experimental group used guided inquiry learning model based on islamic values, whereas the direct instruction learning model was applied in control group. the students’ problem-solving skills data were collected using a test. the data was analyzed using independent samples t-test. the results showed that there was a significant influence of guided inquiry learning model based on islamic values toward students’ problem-solving skills, t(58) = 2.807, p < .05. the integration of islamic values in the biology learning process can promote students’ problem-solving skills. therefore, guided inquiry learning model based on islamic values can be an alternative model in empowering students’ problem-solving skills. copyright © 2020, puspita et al this is an open access article under the cc–by-sa license keywords inquiry learning islamic values problem-solving skills how to cite: puspita, l., komarudin, k., & astriani, m. (2020). analysis of problem-solving skills: impact of guided inquiry learning model based on islamic values. jpbi (jurnal pendidikan biologi indonesia), 6(2), 347-354. doi: https://doi.org/10.22 219/jpbi.v6i2.11240 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.11240 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11240 https://doi.org/10.22219/jpbi.v6i2.11240 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 347-354 348 puspita et.al (analysis of problem-solving skills… ) 2014). in other words, problem-solving is not just using data or abilities, but the process of acquiring a set of concepts at a higher level. thus, problem-solving skills must be possessed by students. it is by getting students used to thinking in the process of determining the solution to a problem. according to tornee, bunterm, lee, and muchimapura (2019) the problem-solving process provides opportunities for students to take an active role in learning, searching for, and finding their information to be processed into concepts, principles, theories, and conclusions. however, the facts of education in indonesia currently show that students' problem-solving skills are still lacking (septina, farida, & komarudin, 2018). in fact, many researchers state that problem-solving skills are seen as a process to find combinations of a number of concepts that can be applied in an effort to solve problems (bidokht & assareh, 2011; kim & pegg, 2019; ulger, 2018). therefore, problem-solving skills must be promoting in the learning process. in the learning process, students can hone problem-solving skills by providing answers to several questions. these questions are in the form of problems that must be solved by students. then, they will have opportunities to play an active role in studying, searching for, and finding their own information/data to be processed into concepts, principles, theories, and conclusions. this process can be carried out if the teacher chooses the right learning model. thus, we need a learning model that encourages students to be able to hone problem-solving skills, one of which is by using a guided inquiry learning model. the guided inquiry learning model is a learning activity that involves all the abilities of students to find and investigate something (object, person, or event) systematically, critically, logically, and analytically so that they can formulate their own findings confidently (fang et al., 2016; hyland, van kampen, & nolan, 2019; ratnaningrum, chamisijatin, & widodo, 2016). the guided inquiry learning model can improve student learning outcomes by providing a long-term memory effect (campbell, zhang, & neilson, 2011; fang et al., 2016). the knowledge that is built up by the mind itself based on facts and experiences obtained will be more easily accepted and relatively last longer in the mind. students will learn best when faced with problems. on guided inquiry, students conduct investigations and find what they are looking for. in addition, in one group students help each other in solving problems so that students can learn better. learning with the guided inquiry approach also provides stimulation to students' interest and desire to solve problems with their abilities because they are directly involved in the investigation (şimşek & kabapinar, 2010; spronken-smith & walker, 2010; veloo, perumal, & vikneswary, 2013). several previous studies have examined inquiry learning models that have an impact on science process skills (budiyono & hartini, 2016; fitriyani, haryani, & susatyo, 2017; metaputri, margunayasa, garminah, & hum, 2016; novitasari, ilyas, & amanah, 2017; susilawati & sridana, 2015; suwandari, taufik, & rahayu, 2018; tornee et al., 2019), critical thinking skills (amijaya, ramdani, & merta, 2018; nuriali, busnawir, samparadja, & ili, 2019; nurmayani & doyan, 2018; yeritia, wahyudi, & rahayu, 2017), creative thinking skills (aftriani, muntari, haris, & anwar, 2019; ulandari, putri, ningsih, & putra, 2019), scientific attitude (tornee et al., 2019; widani, sudana, & agustiana, 2019) and also problem-solving skills (gillies, nichols, & burgh, 2011; ratnaningrum et al., 2016; sayyadi, hidayat, & muhardjito, 2016; tornee et al., 2019). however, there are still few studies in indonesia that examine the link between the guided inquiry learning model and problem-solving skills. in addition, there is still no integration of islamic values in this learning model that intends to accommodate students' problem-solving skills. the integration of islamic values in learning is considered important, especially for muslims. moreover, science learning, because it directs students to be able to increase their sense of admiration and faith in the power of god almighty (elhoshi, embong, bioumy, abdullah, & nawi, 2017; piliang, daulay, & siddik, 2017). elhoshi et al. (2017) state that in the learning process it is also necessary to instill religious values in schools, by getting used to praying before starting learning and linking religious values with learning materials. the hope is that students will discover and realize islamic values after students learn the concepts of science (including biology) and relate them to the greatness of god almighty based on the al-quran and as-sunnah. for muslims, studying and developing islamic education to produce superior humans by sticking to the alquran and as-sunnah is an absolute thing. the meaning of the al-quran and as-sunnah are normative values that must be used like views, attitudes, and life goals (elhoshi et al., 2017; tan, 2014; titrek, yalçınkaya, & bayrakcı, 2014). in addition, these two sources are a guideline for human life as well as are believed to be ethical-normative values against all forms of injustice (elhoshi et al., 2017), such as economic exploitation, political oppression, cultural domination, gender domination, and other practices. therefore, it is imperative to integrate islamic values in the learning process (elhoshi et al., 2017; nuriman & fauzan, 2017; piliang et al., 2017; tan, 2014; titrek et al., 2014), so that students, who are muslims, can determine their patterns of thought and behavior by referring to the al-quran and as-sunnah. thus, education becomes a place for students to change themselves and their way of thinking for the better. this study aims to see the impact of the integration of islamic values in the guided inquiry learning model on the problem-solving skills of tenth graders in bandar lampung. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 347-354 349 puspita et.al (analysis of problem-solving skills … ) method the research method used was a quasi-experimental research with a non-equivalent control group design. it involves an experimental group and a control group. table 1 shows the research design used in this study. this study was conducted in the odd semester of the 2017/2018 academic year. the research population was tenth graders in bandar lampung, as many as 439 students. the sampling technique used was random cluster sampling. the samples used are consist of two groups, the experimental group (30 students) and the control group (30 students). the guided inquiry learning model based on islamic values was implemented in the experimental group, while the control group was using direct instruction. the learning material used is related to the biodiversity topic. table 1. research design dgroup treatment observation e1 x1 y e2 x2 y description: e1 : experiment group e2 : control group x1 : the guided inquiry learning model based on islamic values x2 : direct instruction learning model y : posttest the students' problem-solving skill was measured using an essay test. the students’ problem-solving skills indicators measured included: 1) understanding the problem; 2) creating a problem-solving plan, 3) implementing a problem-solving plan; and 4) making a conclusion. the learning process in both the control and the experimental group was carried out 3 times each. at the end of the meeting, students were given a posttest in the form of essay questions related to biodiversity to measure students' problem-solving skills. the essay questions were adjusted to the indicators of students' problem-solving skills. the instrument also has been tested for validity, reliability, difficulty level, and differentiation. the instruments used in this study had previously been validated by material experts. the data obtained was then classification according to the criteria of problem-solving skills (see table 2). the data were analyzed using an independent samples t-test. previously, some prerequisite tests, i.e. normality and homogeneity, were done. table 2. qualification of students' problem-solving skill score (%) criteria 85,00 – 100 excellent 70,00 – 84,99 good 55,00 – 69,99 enough 40,00 – 54,99 less 0 – 39,99 very less results and discussion the results showed that students' problem-solving skills in the experimental and the control group were different (see table 3). table 3 explains that the mean score obtained from the experimental group was reach 78.53, while the control class only 71.86. based on this average comparison, the experimental group was superior to the control one. then, students' problem-solving skills in each indicator are presented in table 4. table 3. value problem-solving capabilities score experiment group control group highest 98 90 lowest 66 58 average 78,53 71,86 table 4 explains that the experimental group was superior to the control group on all students' problemsolving skills indicators, except for the first one. for understanding the problem indicator, the two groups are stated at the same stage, namely excellent criteria, although the experimental group score is higher than the jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 347-354 350 puspita et.al (analysis of problem-solving skills… ) control. furthermore, the normality test using the liliefors test is displayed in table 5. the test result showed that in both groups, experimental and control, have a value of l count ≤ l table. it can be concluded that the data is normally distributed. the homogeneity test for the data using a two-variance or fisher homogeneity test showed that acquired f count ≤ f table. so it can be said that the data is homogeneous (see table 6). table 4. the students' problem solving skills in each indicator indicator experiment group control group percentage criteria percentage criteria understanding the problem 93,3% excellent 88,2% excellent creating a problem-solving plan 89,9% excellent 83,2% good implementing a problem-solving plan 88,8% excellent 75,4% enough making a conclusion 81,5% good 73,2% enough table 5. the liliefors test result of the data group n l count l table (0.05) conclusion experimental 30 0.14149 0.161 normal distribution control 30 0.14110 0.161 normal distribution table 6. the homogenity test result of the data data f count f table (0.05) results conclusion posttest 1.24 1.85 f count ≤ f table homogen furthermore, data analysis was carried out using the independent samples t-test to observe whether there were significant differences in the experimental and control groups. the independent samples t-test results (see table 7) show that the t count is 2.887 greater than the t table (2.00). it can be concluded that there is a significant difference between students' problem-solving skills in the experimental group and the control. as explained in table 3, the mean in the experimental group was higher than the control group. in other words, there is an effect of using the guided inquiry learning model based on islamic values on students' problemsolving skills in bandar lampung. the guided inquiry learning model that has been carried out causes students to give active responses during practicum, discussions, and presentations. the initial stage of this learning model begins by giving appreciation to students by asking some questions to explore the students' initial knowledge. in addition, the teacher provides motivation related to the islamic values stated in the holy verses of the al-quran. this stage is carried out to attract student interest and motivation to participate in the learning process. according to lin et al. (2020) this motivation is important and closely related to the students' problemsolving skills. that way students will be more enthusiastic and ready to solve the problems that will be presented in the learning process (cain, 2019; gillies et al., 2011). table 7. the independent samples t-test results of the data t count t table results conclusion the guided inquiry learning model based on islamic values 2.887 2.00 t count > t table ho rejected in the next stage, the teacher conveyed the learning objectives, namely students could mention the benefits of biodiversity, explain the level of biodiversity, and distinguish various levels of biodiversity (genes, types, and ecosystems). in this second stage, the teacher also divides students into heterogeneous groups. the formation of this group also has a role in the accommodation process of students' problem-solving skills. students will respond to each other to find the right solution to the problem. tornee et al. (2019) argue that the existence of this group provides a productive collaborative effect in problem-solving. one way to improve problem-solving skills is by utilizing collaboration among students (elder, 2015; karantzas et al., 2013; kirschner, paas, kirschner, & janssen, 2011) then the teacher distributes student worksheets related to biodiversity in which there are recommendations that are in accordance with islamic values, such as honest behavior, discipline, serious work to gain useful knowledge. the students' worksheet presented problems related to biodiversity. the teacher guides students in jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 347-354 351 puspita et.al (analysis of problem-solving skills … ) observing and identifying problems in students' worksheets. students collaborate with friends in a group to understand problems. koksal and berberoglu (2014) state that this activity trains students to improve their ability to understand problems. next, students in groups formulate hypotheses in accordance with the problems they already understand. to prove this hypothesis, students conducted small research. one of the topics is about the diversity level of genes. students prepare tools and materials that will be used in an orderly and honest manner. in this activity, student can train their skill to create problem-solving plan. students do careful planning to prove the hypothesis that has been formulated. thus problem solving skills, especially in indicators of creating problem-solving plans can be maximally empowered. as some research results show that problemsolving skills can be accommodated when students make their own scientific inquiry (karantzas et al., 2013; piercey & cullen, 2017; tornee et al., 2019; yuliani, adnan, pierce colfer, & indriatmoko, 2015) moreover, students observe and collect data regarding differences in skin color, height, blood type, hair shape, nose, dimples, eye color, and student weight in one class. at this stage, they implement their problemsolving plan. students make direct observations according to the plan that has been set with the group. they analyze whether their problem-solving plan is correct or not. they make improvements if there are parts that are not suitable. according to karantzas et al. (2013) this activity will train students to be critical and thorough in dealing with a problem. the results of the data obtained by the students were then reported by providing an integrated explanation of the holy verses of the al-quran that were in accordance with their findings. then the students presented the results of their small research by giving responses to other groups. at the end of learning, students and educators conclude learning activities and linking the existing biodiversity material with the holy verses of the al-quran, e.g. the surah fatir verse 28. students read quranic verses related to the concept of biodiversity. elhoshi et al. (2017) assert that this activity is worth to instill islamic values in students and also strengthen their faith in god almighty. students' skills in concluding problem solving results are trained at this stage. the learning process in the experimental group showed that the students' responses, from the early stages to the end of learning, were more active, excited, and enthusiastic. thus, the use of the guided inquiry learning model based on islamic values can empower students' problem-solving skills, thereby encouraging the achievement of learning objectives. in addition, students can get a better understanding with this learning. it can be concluded that the integration of islamic values in the biology learning process can promote students’ problem-solving skills. therefore, guided inquiry learning model based on islamic values can be an alternative model in empowering students’ problem-solving skills. conclusion the implementation of the guided inquiry learning model based on islamic values has a significant effect on students' problem-solving skills in bandar lampung. the integration of islamic values in the biology learning process can promote students’ problem-solving skills. therefore, guided inquiry learning model based on islamic values can be an alternative model in empowering students’ problem-solving skills. references aftriani, d. n., muntari, m., haris, m., & anwar, y. a. s. 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(2015). problem-solving versus appreciative inquiry approaches in community-based conservation. forests trees and livelihoods, 24(2), 97–111. doi: https://doi.org/10.1080/14728028.2014.954638 https://doi.org/https:/doi.org/10.29303/jpft.v3i2.398 https://doi.org/https:/doi.org/10.29303/jpft.v3i2.398 https://doi.org/10.1080/14728028.2014.954638 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 2 july 2020, pp. 181-188 10.22219/jpbi.v6i2.11496 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 181 research article the effect of cippa instructional model and inquiry method on nursing students' achievement and scientific attitude suwanida anjirawaroj a,1,* a faculty of liberal art and education, pathumthani university, 140 moo 4, tiwanon road, baan klang, muang district, pathum thani 12000 thailand 1 suwanidaptu@gmail.com * corresponding author introduction science has a very important role in today's and future world society. science deals with everyone in everyday life and in various works and technologies (combi, 2016; dufva & dufva, 2019; severinghaus, 2014). tools and appliances that humans use to facilitate life and work are all closely related to science (garcia, 2000; ingthorsson, 2013; ramirez & cayón-peña, 2017; tal & dierking, 2014). science helps humans to develop their way of thinking, namely thinking logically, thinking creatively, analyzing, and thinking critically (almeida & franco, 2011; sellars et al., 2018; spector & ma, 2019; uluçınar & arı, 2019). science helps people to practice their skills to solve problems systematically and make decisions using a variety of appropriate and accurate information. a r t i c l e i n f o a b s t r a c t article history received march 11, 2020 revised june 06, 2020 accepted june 30, 2020 published july 21, 2020 a good comprehension in the both theoretical and practical principles aspects is crucial for nursing students to achieve scientific achievement and attitude. the purpose of this research was observing the effect of cippa instructional model on nursing students’ scientific achievement and attitude. the population of this study was 110 nursing students who were in first semester of the academic year 2018/2019. the samples were selected and divided equally into two groups by using cluster random sampling technique. the first group was taught by using inquiry method instructional model while the other was taught using cippa instructional model. the research instruments were three plans of inquiry method and cippa instructional model, biology for health science achievement and students’ scientific attitude tests. the data analysis techniques used mean, standard deviation, and t-test. the study results showed that there was no significant difference between the two groups observed in both scientific achievement [t(53) = 0.42, p = .81] and attitude [t(53) = 1.12, p = .313]. interestingly, albeit that students’ perseverance and responsibility reached the highest score yet their rationality placed in the lowest level. hence, more intensive and detail attention need to be given in all aspects of students’ scientific attitude. copyright © 2020, anjirawaroj this is an open access article under the cc–by-sa license keywords cippa nursing students scientific achievement scientific attitude how to cite: anjirawaroj, s. (2020). the effect of cippa instructional model and inquiry method on nursing students' achievement and scientific attitude. jpbi (jurnal pendidikan biologi indonesia), 6(2), 181-188. doi: https://doi.org/10.22219/jpbi.v6i2. 11496 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.11496 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ejournal.umm.ac.id/index.php/jpbi/article/view/11496 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11496 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11496 mailto:suwanidaptu@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11496 https://doi.org/10.22219/jpbi.v6i2.11496 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.7819&domai https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11496&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 181-188 182 anjirawaroj (the effect of cippa instructional model …) science is a culture of the modern world which is a knowledge-based society (afgan & carvalho, 2010; carrillo, 2015; phillips, yu, hameed, & el akhdary, 2017; vali, 2013; wang, 2018). people need to learn science in order to have knowledge and understand of natural rain and man-made technology as well as be able to apply knowledge with reason, creatively and morality (the ministry of education of thailand, 2008). consistent with the vision of science learning in accordance with the standard curriculum of the basic education that learning science is a lifelong learning since scientific knowledge is a story about the ever-changing world’s nature. everyone must learn to apply learning results in their lives, careers, and the preservation of natural resources and the environment sustainably (the ministry of education thailand, 2001). related to the topics, the report from the achievement that appears in the course report of biology for health sciences of the first year nursing students at pathumthani university-thailand found that some students have a low average academic achievement. this problem should get a proper solution. it is necessary to have student-centered teaching and learning, which encourages students to learn theory as well as action. one instructional model that has the potential to overcome this problem is the cippa instructional model. the teaching and training for thinking skill by using various instructional models and processes focusing on thinking such as cippa instructional model by tissana kammanee (ariratana, 2010). cippa was focus on the learner as a center in learning activities (hengchaiyo, 2017) or a student-centered learning (klinbumrung, tansriwong, & akatimagool, 2015). cippa was the one perfect model to be used because it is a learner-centered model which open the opportunities for students to participate in every steps of learning process and students are motivated to think and explore the knowledge by themselves (swekwi & songkampol, 2019). cippa provide the children freedom of learning, in which they had a chance to study themselves, as well as the collaboration that they learned together as a group or team (thita & ariya, 2020). therefore, it helps the learners to learn skills in terms of content, principles, theory, and practice. thus, finally, they are able to create knowledge by themselves. this is regarded as sustainable learning (institute for the promotion of teaching science and technology, 2003). several studies have been conducted by researchers in thailand related to the cippa instructional model, for example research with the subject of students in prathom suksa 4, semester 1, the academic year 2018, suan sunandha rajabhat university demonstration school (camhongsa & youpensuk, 2020), research on the feasibility and suitability of e-learning learning designs using learning strategies (in-saard, 2013), learning achievement in the course politics, economy and society (boonklum, 2015), dan learning result of innovation and information technology in education third year students in the bachelor of education program (hanrin, 2014). other researchers developed a child-centered instruction module based on the cippa instructional model (swekwi & songkampol, 2019), develop and investigate the efficiency of the mathematics instructional packages using cippa instructional model (plerin, 2011), effectiveness in reducing students’ anxiety in english writing classes (thepwan, 2015), thai literature learning achievement and attitude of students (chandai, 2017), and student’s achievement of learning process of hand washing to prevent the communicable diseases (balsong & balsong, 2014), and learning achievement in science learning area of students (bundasak, 2015). based on a review of various previous researches, there has been no research related to the cippa instructional model in biology for health sciences learning, especially with the subject of nursing students. several applications of the cippa instructional model in science learning are carried out at the secondary school level. meanwhile, there are no studies that compare or link the cippa instructional model with inquiry-based learning. from the problems mentioned above, including the advantages of inquiry-based learning and the cippa instructional model, researcher as a biology course instructor for health sciences appreciated the importance of comparing academic achievement and scientific attitudes of first year nursing students. the purpose of this research was observing the effect of cippa instructional model on nursing students’ scientific achievement and attitude. the research results will be used as guidelines for determining the most appropriate and effective teaching methods for further development of teaching and learning for nursing students. method type of research this research was a quasi-experimental research in the classroom. the content of this research is in ns1102 biology for health sciences. the topics was the structure and function of cells, cell division, and chemical reactions in cells. researcher studied the 2 experimental groups by testing before and after the experiment. (pretest-posttest design with nonequivalent group according to the research methodology of cook and campbell (1979). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 181-188 183 anjirawaroj (the effect of cippa instructional model …) population and samples the population in this research was 110 students who are in the first year of nursing students at pathumthani university for the first semester of academic year 2019. the samples were clustered (cluster random sampling) including first year nursing students group 1 and 2, then easily randomized to select the room for the experiment. there were 55 of first year nursing students in group 1, learning through inquiry method and other 55 students in group 2, and learning through management by cippa instructional model. instrument and procedures the research tools include 3 inquiry method learning plans (2-3 hours per plan, total 12 hours) and 3 cippa learning plans (2-3 hours per plan, total 12 hours). the collected data included the achievement test in biology for health science with 4 multiple-choice totaling 80 questions with ioc of 0.65-1.00. the reliability of the achievement test was done using kr-20 (kuder richardson 20). the result showed that the classification power (r) was 0.20-0.64 and the difficulty (p) was 0.450.80. science attitude test of students were used to measure 8 scientific attitudes, consisting of curiosity, reasoning, not being quick to draw conclusions, open-mindedness, and use of critical thinking, orderliness and prudence, honesty, responsibility and perseverance. the scientific attitude test, a measure of likert’s method value, was in the form of positive messages and negative messages in 32 items with ioc values between 0.67-1.00. data analysis the data analysis technique used the t-test analysis (independent sample t-test) to analyze the comparison of academic achievement of students learning through the inquiry method and the group that received cippa. analysis of scientific attitude of students characteristic was a rating scale of 5 levels by analyzing the mean value and standard deviation. results and discussion the result of scientific achievement data analysis of the students’ learning through inquiry method and students’ learning through cippa was presented in table 1. table 1. summary of scientific achievement data analysis comparison of the students’ learning through inquiry method (control class) and students’ learning through cippa (experiment class) scientific achievement n mean s.d.  t sig. description control class 55 50.08 1.45 0.05 -0.42 0.81 there is no (inquiry method) significant experimental class 55 50.11 1.49 difference (cippa) based on the result of data analysis presented in table 1, it showed no difference in students’ scientific achievement between two studied groups. this may be due to the process of organizing inquiry-based learning activities considered as another activity that is student-centered which helps to encourage students to study and understand the lesson by themselves. meanwhile, the cippa teaching and learning is a principle that can be used as a guideline in biology teaching. to find out the difference in means of the test result between experimental class and control class, t-test was conducted. based on the data presented in table 2, the significant value 0.313 was greater than the  value (0.05), it can be concluded that there was a difference in the test result between the students’ learning through inquiry method (control class) and students’ learning through cippa (experimental class). in conclusion, it can be said that the cippa instructional method affected students’ scientific attitude of the experimental class. table 2. summary of data analysis comparison of scientific attitude of students’ learning through inquiry method (control class) and students’ learning through cippa (experimental class) scientific attitude n mean s.d. t  sig. description control class 55 89.07 4.63 1.12 0.05 0.313 there is a (inquiry method) significant experimental class 55 82.04 4.65 difference (cippa) jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 181-188 184 anjirawaroj (the effect of cippa instructional model …) a b c d e f based on the result of data analysis presented in table 3 and figure 1, it can be seen that the experimental class (cippa) have higher percentage level than the control class (inquiry method) in all. the highest scientific attitude when considering each item was perseverance and responsibility but the lowest was rationality table 3. summary of data analysis comparison of scientific attitude of students’ learning through inquiry method (control class) and students’ learning through cippa (experimental class) class percentage of scientific attitude (%) a b c d e f perseverance and responsibly curiously honesty participating in opinions and accepting opinions rationality open mindedness control class (inquiry method) 69.8 good 62.7 good 47.5 enough 53.1 enough 29.2 poor 49.6 enough experimental class (cippa) 89.3 very good 72.4 very good 80.8 very good 77.1 very good 57.4 good 63.3 good figure 1. graph of students' feelings or practices regarding scientific attitude the data analysis presented in table 1, the result showed no difference in students’ scientific achievement between two studied groups. this may be due to the process of organizing inquiry-based learning activities considered as another activity that is student-centered which helps to encourage students to study and understand the lesson by themselves while the cippa teaching and learning is a principle that can be used as a guideline in biology teaching. the results of this study are in line with several previous studies that have shown the positive impact of the cippa instructional model on students' scientific achievement. the application of the cippa instructional model to the 3rd year students of the bachelor of education program shows that this model can improve learning achievement and satisfaction (hanrin, 2014). in addition, the application of the cippa instructional model to the ninth graders students shows that the learning achievement of students were higher than those of the students taught with the conventional method (hengchaiyo, 2017). the same results were also obtained in the subject of students in prathom 4, suan sunandha rajabhat university demonstration school (camhongsa & youpensuk, 2020). in addition, at the elementary school students level in the aspect of "how to wash hands to prevent disease", the application of the cippa instructional model provides high learning achievement results (balsong & balsong, 2014). thus, it can be said that the cippa instructional model is equivalent to a model commonly used in the world, namely the inquiry method. the inquiry method itself has been recognized as supporting students' scientific achievement, in this case, for example, as reported by several experts. acar (2014) reported that there were scientific reasoning, situational knowledge, and achievement differences between the two groups at the beginning of instruction. wen et al (2020) reports that results indicate that a guided inquiry learning environment can support students with different levels of school science achievement to highly engage in science inquiry. yuliati, parno, yogismawati, and nisa (2018) also reported that the inquiry method influences the scientific literacy and concept achievement of physics. the result was consistent with the research of pawong (2005) who had studied and compared the learning achievement in science and interaction of secondary school students who had been taught by cippa and the search for knowledge and there was no difference shown. buaprai (2009) studied cippa instructional model by comparing learning achievement before and after learning found that after the students had received cippa, they had higher academic achievement. chinda and thepwan (2015) studied the effectiveness of the cippa instructional model in reducing students’ anxiety in english writing classes. the results of the study reveal that jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 181-188 185 anjirawaroj (the effect of cippa instructional model …) after the cippa based learning activities, the students’ anxiety in english writing class reduced significantly at a statistical level of.05. it was also found that the anxiety in relation to the students themselves reduced the most, followed by the anxiety regarding the teacher and the anxiety in respect to the students’ classmates respectively. in addition, collectively, the students’ satisfaction with the cippa instructional model were at a high level. more to the point, to put the students’ satisfaction in order from highest to lowest, they were pleased with learning contents, assessment and evaluation, learning materials and resources, and teaching and learning activities respectively. other research on the course politics, economy and society was conducted by boonklum (2015) has shown that the learning achievement results of the sample group instructed based on the cippa instructional model in semester 2/2014 were significantly higher than those of the students instructed in a control classroom. the scientific attitude test result between experimental class and control class, t-test was conducted. based on the data presented in table 2, it can be concluded that there was a difference in the test result between the students’ learning through inquiry method (control class) and students’ learning through cippa (experimental class). cippa have higher percentage level than inquiry method. in conclusion, it can be said that the cippa instructional method affected students’ scientific attitude of the experimental class. thus, it can be said that the cippa instructional model is equivalent to a model commonly used in the world, namely the inquiry method. the inquiry method itself has been recognized as supporting students' scientific achievement, in this case, for example, as reported by several experts. the above result was consistent with the research of suphon (2013) conducted research on how cippa instructional model affected the academic achievement and scientific attitude. there was no significant difference between the database system course at the statistically significant level of 0.05. on the contrary, it found that scientific attitudes in the form of perseverance, responsibility as for the opinions and acceptance and the reasoning of students in the population group had changed for the better. as also reported by hengchaiyo (2017) that the scientific attitudes in ninth graders students who got the application of the cippa instructional model were higher than those of the students taught with the conventional method. however, although in this study cippa is better than the inquiry method (which has become "globalized") in increasing the scientific attitude, it must be understood that much research is still needed in the future. we still understand that the inquiry method is still one of the most widely used and proven methods for increasing the scientific attitude as we have found many reports in various publications (cho & woo, 2017; dewi, saputri, nurkhalisa, & akhlis, 2020; hastuti, nurohman, & setianingsih, 2018; mayangsari, yusrizal, & mustafa, 2020; rohaeti, prodjosantoso, & irwanto, 2020; smit et al., 2017; vácha & rokos, 2017; wildan, hakim, siahaan, & anwar, 2019). at a minimum, we can understand that the cippa instructional model has the same potential success as the inquiry method. conclusion based on the data analysis result and discussion, it showed that cippa instructional model affected scientific achievement and scientific attitude of nursing students in the experimental class. this teaching method can be applied to teach biology. the suggestion for next research is that additional data 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(2019). a stepwise inquiry approach to improving communication skills and scientific attitudes on a biochemistry course. international journal of instruction, 12(4), 407–422. doi: https://doi.org/10.29333/iji.2019.12427a yuliati, l., parno, p., yogismawati, f., & nisa, i. k. (2018). building scientific literacy and physics problem solving skills through inquiry-based learning for stem education. journal of physics: conference series, 1097, 012022. doi: https://doi.org/10.1088/1742-6596/1097/1/012022 http://cmuir.cmu.ac.th/handle/6653943832/39735 https://rsucon.rsu.ac.th/files/proceedings/inter2020/in20-002.pdf https://doi.org/10.13189/ujer.2019.070609 https://doi.org/10.15804/tner.2017.47.1.19 https://doi.org/10.1016/j.sbspro.2013.04.133 https://doi.org/10.1177/209660831800100102 https://doi.org/10.1016/j.compedu.2020.103830 https://doi.org/10.29333/iji.2019.12427a https://doi.org/10.1088/1742-6596/1097/1/012022 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 1 march 2022, pp. 51-57 10.22219/jpbi.v8i1.18636 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 51 research article the understanding of male and female students on the basic concepts of evolution lud waluyo a,1,*, abdulkadir rahardjanto a,2 a department of biology, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas no. 246, malang, east java 65144, indonesia 1 lud@umm.ac.id*; 2 rahardjanto@gmail.com * corresponding author introduction evolution is a branch of science in biology that often provides benefits, various benefits, such as providing recommendations on how to protect natural resources (parker et al., 2018) to be useful in the medical field (grunspan et al., 2018). according to the concepts studied in evolution, today's biodiversity is the result of evolution (geeta et al., 2014). all existing species are related to each other and undergo slight changes in trait over time. the trait of living things is governed by their genetic material and genetic material is a structure that naturally can be easily changed (snustad & simmons, 2012). therefore, changes in the nature of living things are a common occurrence. in general, changes in genetic material are caused by two main events, i.e. mutation and recombination (m and r). in the event of a mutation, the genetic material in the natural or artificial changes in which the changes are not regulated by the cell (ripley, 2013). in contrast to mutation, recombination is a process of changing genetic material that involves various enzymes that are regulated by cells (d. carroll, 2013). a r t i c l e i n f o a b s t r a c t article history received: 11 november 2021 revised: 28 march 2022 accepted: 29 march 2022 published: 29 march 2022 students' understanding of the concepts that underlie evolution are often less than optimal and make it difficult for them to accept the theory of evolution. the aimed of this study were to: 1) map students' knowledge of mutation and recombination (m and r); and 2) analyze the effect of gender on their chairperson. this survey research involving 42 biology education students at the university of muhammadiyah malang was conducted in april 2021. an online questionnaire containing 34 items related to six aspects of m and r was used as an instrument for data announcements. the results, only 30.95% in the category of good knowledge. the aspect of knowledge related to the causes of m and r has the highest average accuracy of answers, while the aspect of the difference between m and r is the lowest. only three aspects were significantly correlated with each other. furthermore, gender has no significant effect on all aspects of student knowledge. the low knowledge of students reported in this study needs to be followed up by improving the quality of genetics lectures to strengthen students' basic understanding of evolution. copyright © 2022, waluyo and rahardjanto this is an open access article under the cc–by-sa license keywords evolutionary biology lesson evolution theory understanding gender influence how to cite: waluyo, l. & rahardjanto, a. (2022). the understanding of male and female students on the basic concepts of evolution. jpbi (jurnal pendidikan biologi indonesia), 8(1), 51-57. https://doi.org/10.22219/jpbi.v8i1.18636 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.18636 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23afiliasi file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23email1 file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23corresponding file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23afiliasi file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23email2 file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23khaleyla file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23penulis1 file:///g:/1%20universitas%20muhammadiyah%20malang/3%20jpbi/vol%208%20no%201/2%20lud%20waluyo/lud%20waluyo%20-%20revised%201.doc%23penulis2 http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.18636 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 51-57 52 waluyo and rahardjanto (the understanding of male …) although both have different causes and mechanisms, both cause changes in the structure of the genetic material. changes in genetic material are conditions that underlie changes in traits. therefore, mutations and recombination are considered the basic ingredients of evolution (arenas et al., 2018). in biology, evolution is the most debated topic (paz-y-miño-c & espinosa, 2015). many people do not accept the theory of evolution. among students, not a few of them also do not accept the theory of evolution (betti et al., 2020; teixeira, 2019). these conditions may be caused by their low knowledge because attitudes are significantly correlated with knowledge (carter et al., 2015; carter & wiles, 2014; weisberg et al., 2018). in line with the information presented in the previous paragraph, evolution is a topic that is considered difficult by high school students to college students (fauzi et al., 2021). many students have low understanding of evolution (coleman et al., 2015). furthermore, the topic of evolution is often a source of misconceptions (karataş, 2020; yasri, 2014; yates & marek, 2014). because of low and inaccurate knowledge, not a few students difficult to accept the theory of evolution. in relation to learning outcomes, gender factors sometimes affect students' academic achievement. gender is considered to be able to affect students' academic achievement where male students often perform better than female in science learning (lin, 2015). on the other hand, female students' scientific literacy was reported to be better than male students (kristyasari et al., 2018). however, other research findings inform that gender does not have a significant effect on student competence (glock & krolakschwerdt, 2013; piraksa et al., 2014). therefore, gender studies are one of the interesting studies in the field of education because general conclusions regarding the influence of gender on learning are still difficult to formulate. in order to ascertain the effect of gender, several researchers have conducted studies analyzing the effect of gender on science achievement (jia et al., 2020), science literacy (kristyasari et al., 2018), science performance (lin, 2015), and scientific reasoning ability (piraksa et al., 2014). however, studies that specifically look at the effect of gender on students' knowledge of evolution have never been carried out. in relation to research on the topic of evolution, some research is limited to studying students' understanding levels (coleman et al., 2015) and misconceptions (karataş, 2020; yasri, 2014; yates & marek, 2014). most studies only focus on the concepts and theories of evolution but there are no studies that have analyzed students' prior knowledge of the basics of the concept of evolution. mutation and recombination are two concepts that should be mastered by students before studying the concept of evolution. therefore, the purpose of this study was to analyze the level of students' knowledge of the concepts of mutation and evolution and its relation to their gender differences. this research is necessary because it can evaluate the quality of the biology education curriculum. in addition, the findings of this study can also be used as a basis and input in reformulating evolutionary biology learning in universities. method this survey research was conducted at the department of biology education, universitas muhammadiyah malang. a total of 42 students who take the evolution course were involved as research respondents. student gender was positioned as the independent variable, while the level of knowledge about the basics of evolution was positioned as the dependent variable. data collection was carried out during april 2021. knowledge data was collected using a questionnaire about the concept of m and r. the questionnaire consisted of 34 statements which were divided into five aspects, i.e. causes of m and r (three items), frequency of m and r (six items), difference between m and r (eight items), impact of m and r (13 items), as well as m and r's relationship with evolution (four items). each respondent was asked to analyze the accuracy of each statement by selecting the “correct”, “incorrect”, and “do not know” options. the questionnaire was entered into the google form and the link was distributed to the students who were involved as research respondents. after all respondents filled out the questionnaire, the research data was downloaded in csv format. then, student answers were labeled with a score of 1 (if the answer was correct) and 0 (if the answer was incorrect). the accuracy score of each student's answer was then determined by calculating the average score of each individual which was then multiplied by 100. students will be categorized as having good knowledge if their score reaches 70, while students who do not reach 70 were categorized as having not good knowledge. the average accuracy of answers in each aspect was also calculated and compared to identify which aspects were the least mastered by students. next, a correlation test using pearson product moment was run to see the jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 51-57 53 waluyo and rahardjanto (the understanding of male …) relationship between each aspect that was measured. finally, to analyze the effect of gender on student knowledge, the independent samples t-test was conducted. results and discussion students' knowledge of the basic concepts of evolution will determine their attitude and level of acceptance of evolution. this research has succeeded in collecting data on the level of knowledge about m and r from students who take the evolution course. after the data was processed, only 30.95% of students whose knowledge was in the good category. although the highest score obtained by students reached 94.12, the average overall score of students was still unsatisfactory. in more detail, the distribution of student knowledge categories is presented in figure 1. figure 1. distribution of student knowledge categories about the concept of m and r m and r are two topics that make up genetics which the respondents of this research have studied in the previous semester. the low knowledge of most students about m and r is in line with previous study that analyze students’ knowledge about the concepts of genetics (kılıç et al., 2016). the low knowledge of genetic concepts is in line with the findings of other studies which report the low knowledge of students about evolution (coleman et al., 2015). in line with all these findings, along with genetics, evolution is a subject (and biology topic) that is reportedly difficult for high school students and college students to study (fauzi et al., 2021). furthermore, to see the level of student knowledge in each aspect of m and r, the visualization of the student's average score is presented in bar chart in figure 2. based on figure 2, the cause of m and r is the aspect with the highest average score. on the other hand, the lowest occurs in the aspect of difference of m and r. this finding indicates that many students are still unable to distinguish between mutation and recombination phenomena. these two phenomena cause changes in genetic material so that not a few think that these two phenomena are different phenomena. in fact, mutation is an event that is beyond the control of the cell, recombination is an event designed by the cell. figure 2. comparison of students' knowledge levels between aspects of m and r jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 51-57 54 waluyo and rahardjanto (the understanding of male …) furthermore, to determine the correlation between aspects of the evolutionary material accessed in this study, the pearson product moment test was carried out. the summary of the results of the correlation test is presented in table 1. based on table 1, the difference between m and r, the impact of m and r, and m and r's relationship with evolution aspects were significantly correlated with each other. then, table 2 presents a summary of the results of the t-test to analyze the difference in scores for each aspect between male and female students. based on table 2, the significant difference was only occurred in the impact of m and r aspect [t(40) = 2.084, p = 0.044]. on the other hand, the mean scores in the other four aspects did not show a significant difference (p > 005). when examined in more detail, although there are significant differences, the significance value in the impact of m and r aspects is also close to 0.05. these results indicate that gender in general has not had a significant effect on the overall level of students' knowledge, especially on the topic of m and r. table 1. summary of correlation test results between aspects of m and r aspects causes of m and r* frequency of m and r difference between m and r impact of m and r frequency of m and r -0.119 difference between m and r 0.009 0.067 impact of m and r 0.076 0.240 0.475* m and r's relationship with evolution -0.024 0.128 0.329* 0.371* *. correlation is significant at the 0.05 level (2-tailed). table 2. comparison of knowledge levels between male and female students aspects mean score mean difference df t p male female causes of m and r* 0.79 0.89 -0.10 33.6 1.205 0.237 frequency of m and r 0.61 0.62 -0.01 40 0.137 0.892 difference between m and r 0.58 0.56 0.02 40 0.421 0.676 impact of m and r 0.68 0.57 0.11 40 2.084 0.044 m and r's relationship with evolution 0.76 0.62 0.14 40 1.895 0.065 *equal variances not assumed the absence of the effect of gender differences on the average knowledge score of the majority of aspects measured in this study is in line with several previous studies that also analyzed gender. research in indonesia reports that student gender has no effect on decision making skills in biology problems (hermawan et al., 2018). research in other locations also reported that gender had no effect on students' thinking skills and biology learning outcomes (sulistiyawati & andriani, 2017). the findings of this study also strengthen research reports from other countries that inform similar findings (glock & krolak-schwerdt, 2013; piraksa et al., 2014). regarding the topics asked in this research instrument, mastery of the m and r concepts is an important asset for students to study evolution. although they have different mechanisms and are triggered by different causes (d. carroll, 2013; ripley, 2013), both mutations and recombination can produce changes in the structure of genetic material that can be passed on to the next generation (arenas et al., 2018). the change in genetic material is a prerequisite for changes in the trait of living things (andersson et al., 2015; snustad & simmons, 2012). this condition is an absolute prerequisite for the emergence of subspecies to new species so as to give rise to the biodiversity that exists today. without understanding the causes, mechanisms, and effects of m and r, students will difficult to understand the basics of evolution. as a result, students will difficult to accept evolution. the problem is, the basic concepts of evolution which are closely related to genetic concepts are often obstacles for students in studying biology. not surprisingly, not a few students blame the theory of evolution and easily believe information that is not in line with the theory of evolution. strengthening the understanding of evolutionary concepts is a joint task of educators and researchers in the field of biology education. although evolution is often a concept that widely denied by the community, the application of the concept of evolution provides many benefits for humans. some of these benefits include in the medical field (grunspan et al., 2018), providing recommendations on how to protect natural resources (parker et al., 2018) and to contribute the other global challenges (s. p. carroll et al., 2014). by not trusting and mastering the concepts in evolution, it will close the possibility for them to utilize or develop applications of those evolutionary concepts. therefore, the implementation of learning that is able to improve learning outcomes or students' understanding of evolution needs to be done. several learning models that are jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 51-57 55 waluyo and rahardjanto (the understanding of male …) reported to be able to make a positive contribution, such as project-based learning (cook et al., 2012) and dual situated learning model (helmi et al., 2019). responding to the findings and discussion of this research, further research needs to be done to improve students' understanding of the basics of evolution. research that optimizes and tests innovative learning models for genetics and evolution courses needs to be done. in addition, further research aimed at evaluating students' understanding of other concepts of evolution needs to be planned. wider involvement of respondents as well as broader topics of evolution also need to be done. to support these studies, valid and reliable instruments to measure student competence related to genetics and evaluation need to be developed. conclusion this study has analyzed the level of knowledge of students on the topic of m and r which is the basic concept of evaluation. as many as 69.05% of students have knowledge that the category was still not good. the causes the m and r phenomenon aspect has the highest average accuracy, while the difference between m and r aspect was the lowest. the results of the pearson product moment analysis inform the difference between m and r, the impact of m and r, as well as m and r's relationship with evolution aspect were significantly correlated with each other. furthermore, the results of the independent samples t-test concluded that the knowledge of male and female students was not significantly different in every aspect that was asked. following up on the findings of this study, students' knowledge of m and r should be optimized before they study evolution. genetics courses need to be reformulated so that the empowerment of knowledge related to the concepts that underlie evolution is more optimal. if these concepts are less than optimal, then students are more likely not to be able to master and accept the theory of evolution. furthermore, with regard to the gender variables studied in this study, studies involving larger samples need to be conducted to confirm the findings. it is also necessary to expand the concepts involved in the data collection instrument. however, if based on research findings, lecturers do not need to distinguish the form and assignment of lectures between male and female students. acknowledgement the author would like to thank the ministry of research and technology national research and innovation agency, deputy for research and development strengthening, which has funded this research through a decree. no: b/112/e3/ra.00/2021. references andersson, d. i., jerlström-hultqvist, j., & näsvall, j. 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(2014). teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. evolution: education and outreach, 7, 7. https://doi.org/10.1186/s12052-014-0007-2 https://doi.org/10.1080/09500693.2019.1569283 https://doi.org/10.1093/biosci/biy115 https://doi.org/10.1093/biosci/biy115 https://doi.org/10.20876/ijobed.06781 https://doi.org/10.1186/s12052-014-0007-2 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 3 november 2020, pp. 389-396 10.22219/jpbi.v6i3.13660 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 389 research article the learning continuum of living reproduction: generating a curriculum grid based on students' cognitive levels desi trilipi a,1,*, bambang subali b,2 a biology education department, postgraduate program, universitas negeri yogyakarta, jl. colombo no.1 sleman, special region of yogyakarta 55281, indonesia b biology education department, universitas negeri yogyakarta, jl. colombo no.1 sleman, special region of yogyakarta 55281, indonesia 1 desitrilipi.2018@student.uny.ac.id *; 2 bambangsubali@uny.ac.id * corresponding author introduction the quality of education is greatly influenced by the curriculum (kranthi & college, 2010; steiner, magee, & jensen, 2019). a set of planned objectives, content, materials, and learning strategies are documented in a r t i c l e i n f o a b s t r a c t article history received september 15, 2020 revised november 16, 2020 accepted november 21, 2020 published november 30, 2020 one of the overlapping curriculum designs indicates the mismatch of teaching materials with the cognitive level process and student development, impacting the unstructured qualification of mastery of the material. on the other hand, the breadth and depth of teaching materials in the curriculum must be following students' mental development and level of cognitive processes. this study aims to collect the opinions of science teachers in junior high schools and biology teachers in high schools about the learning continuum design on reproducing living things. the method used is a survey. the study population is a hypothetical population with a convenience sample. the sample involved in this study were 111 teachers in bantul regency and yogyakarta city. the data collection method used a questionnaire distributed through four subject teachers' conference (mgmp). the data obtained were analyzed using descriptive analysis. the results showed several subaspects of reproduction of living things that cannot be taught in elementary schools. the material for propagating fungi, protists, bacteria, and viruses starts in grade vii with a cognitive level of c1 (remembering), after previously students received material about types of animals and plants in grade vi (elementary school). furthermore, the material on reproductive anatomy and physiology can only be given to class ix with cognitive level c2 (understanding) and continued in class x and xi with cognitive level c4 (analyzing). especially for reproductive anatomy and physiology, fungi were introduced to class vii with c1 level cognitive processes (remembering). this teacher opinion generates a learning continuum grid that can help policymakers improve educational curriculum. copyright © 2020, trilipi and subali this is an open access article under the cc–by-sa license keywords learning continuum living things reproduction curriculum education level of cognitive processes biology subjects how to cite: trilipi, d., and subali, b. (2020). the learning continuum of living reproduction: generating a curriculum grid based on students' cognitive levels. jpbi (jurnal pendidikan biologi indonesia), 6(3), 389-396. doi: https://doi.org/10.22219/ jpbi.v6i3.13660 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.13660 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:desitrilipi.2018@student.uny.ac.id mailto:* mailto:2%20bambangsubali@uny.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/%20jpbi.v6i3.13660 https://doi.org/10.22219/%20jpbi.v6i3.13660 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 389-396 390 trilipi and subali (the learning continuum …) curriculum documents as guidelines for implementing learning (ministry of national education, 2016; steiner et al., 2019). the presentation of the curriculum's scope of teaching materials is based on the level of cognitive processes and mental development of students. the learning continuum makes classroom learning more meaningful and useful (kusumadewi, subali, & paidi, 2019). besides, the learning continuum can help teachers identify student weaknesses in learning. nevertheless, teaching material has not been presented based on students' level of cognitive processing and mental development. it is evidenced by the many essential competencies found in overlapping teaching materials (situmorang, 2016). based on the analysis of permendiknas number 37 of 2018, the competence and scope of biology teaching materials in elementary school and junior high school have not been arranged sequentially from each level (ministry of national education, 2018). in the 2013 curriculum, the competency levels are also found that have not been regulated in stages (ministry of national education, 2016). even though the characteristics, breadth, and depth of the material must be following the students' needs and development at the educational level. the incompatibility of teaching materials with the cognitive level processes and student development causes the qualification of material mastery in indonesia to be unstructured. besides, the scientific concepts that students accept are not sustainable at every level of education (situmorang, 2016). biology teaching materials that jump up and down make students burden heavier to receiving learning material. on the other hand, students' understanding of the teaching material is a measure of learning success (dowd, thompson, schiff, & reynolds, 2018; kiliç & saǧlam, 2014; olympiou & zacharia, 2012). at the beginning of the learning process, the students' treatment must be based on their cognitive development (kuhn, 2011; suryawati & osman, 2018; sutarto, 2017). the different characteristics of cognitive development at each stage are the main reasons learning is more likely to succeed (dowd et al., 2018). as we age, a person's nervous system becomes more complicated. it causes a person's learning process to follow specific patterns and development stages according to their age. furthermore, the nervous system of students develops more complicated with age. it causes the student learning process to follow specific patterns and stages of development according to their age. in other words, students cannot learn something that is beyond their cognitive abilities (köseoğlu, 2015; suryawati & osman, 2018). cognitive processes consist of six levels: remembering, understanding, applying, analyzing, evaluating, and creating (anderson et al., 2001). the most crucial thing in this taxonomy is a hierarchy starting from the lowest learning objectives to the highest level. the highest level cannot be reached without reaching the previous cognitive level (barrouillet, 2015; carey, zaitchik, & bascandziev, 2015; siegler, 2016). the cognitive abilities of first-grade students of primary school age are still at the memory stage (c1), and the initial level of understanding (c2) is still limited, even though the students have entered the concrete operational stage (astuti & subali, 2017; liu, he, & li, 2015). this second-grade student of sd has entered the level of complete understanding (c2) and the application level (c3), which is getting better. the cognitive processes of application (c3) and analysis (c4) are already owned by ten-year-old or fourth-grade elementary school students. students can analyze and dare to make mistakes for scientific reasons at this age, even though they are still simple (bujuri, 2018). students under the age of eleven can think logically and systematically based on empirical (real) objects captured by the senses in contrast to students aged eleven to twelve years and over, students can think of hypotheses that might occur and something abstract. this phase is known as the formal operational phase, which is the last phase in cognitive development, according to piaget (bujuri, 2018). students have used hypothesis-deductive thinking at this stage, namely developing hypotheses and systematically developing strategic steps in solving a problem (im, hokanson, & johnson, 2015; thompson, 2011). grades v and vi begin to enter the realm of evaluation (c5) and creation (c6), even though the ability to assess and create is still effortless compared to the abilities of students currently in high school. if the process of curriculum refinement is continuous without paying attention to the level of cognitive processes and mental development of students, then the success of students in learning will be very doubtful (alhassora, abu, & abdullah, 2017; stupple et al., 2017). several studies have shown that applying the integrated science curriculum at the secondary level is not as expected, and its application in tertiary institutions has not succeeded in achieving learning objectives (nampota, 2008; sun, wang, xie, & boon, 2014). failure to implement this is due to teachers' competence, but many possibilities are caused by the existing curriculum structure not structured according to a learning continuum. for this reason, it is necessary to refer to a functional learning continuum as a learning guide (subali, kumaidi, & aminah, 2018). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 389-396 391 trilipi and subali (the learning continuum …) the formulation of the teaching material assessment grid needs to be asked about the teacher's opinion. it is because teachers have empirical experience directly with students in the class. curriculum development by paying attention to material content at every level of education can make the learning process more effective (subali et al., 2018). in several recent studies, teachers were asked for their personal opinion on the continuum of learning specific pedagogical materials for biology targeted at each level of education (andriani & subali, 2017; astuti & subali, 2017; juniati & subali, 2017; kusumadewi et al., 2019). however, there has been no research on the continuum of learning pedagogic material in living things' reproductive aspects. therefore, the teaching material grid's arrangement for the aspects of reproduction of living things based on the level of cognitive processing is significant for the development of a better curriculum. the purpose of this study was to ask for the science teachers opinion in junior high schools and biology teachers in high schools regarding the division of biology teaching materials based on cognitive process levels. method this survey research included all junior high school (jhs) science and senior high school (shs) biology teachers in the yogyakarta special region province. furthermore, the research samples were science teachers of jhs and shs in bantul regency and city of yogyakarta. this study involved 111 teachers consisting of 68 jhs teachers and 43 shs teachers as respondents. in more detail, the number of respondents will be presented in figure 1. 26.47 30.23 73.53 69.77 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 jhs teachers shs teachers p e rc e n ta g e ( % ) male female figure 1. the percentage of respondents based on gender the instrument used was a questionnaire with a confirmatory assessment model based on the level of cognitive processes concerning the characteristics of the content's biological aspects, especially in the reproduction of living things. there were five sub-aspects of living things reproduction, namely: 1) types of reproduction of living things, 2) human reproduction, 3) animal reproduction, 4) plant reproduction, and 5) fungal reproduction. the level of cognitive processes used consists of six levels, namely, remember (c1), understand (c2), apply (c3), analyze (c4), evaluate (c5), and create (c6) (anderson et al., 2001). the instrument consists of five material sub-aspects with 18 statement items that biology education experts have validated, both construct and content. data collection was carried out by distributing questionnaires through the subject teacher conference (musyawarah guru mata pelajaran/mgmp) in bantul regency and yogyakarta city. in each area, researchers used two mgmp (consisting of jhs and shs). the number of mgmps used in this study were four mgmps the data analysis technique used is the descriptive analysis technique by describing the data that has been collected with actual results without any manipulation. the aim is to gather practitioners' opinions about ranking teaching materials based on the level of cognitive processes according to biological aspects' characteristics targeted at students in primary to secondary education levels. there is no jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 389-396 392 trilipi and subali (the learning continuum …) assessment of the opinion given by the teachers. all opinions will be recapitulated, and opinion models are searched and then compiled as a teaching material grid. results and discussion in this study, the five sub-aspects of living things reproduction are divided into several study topics for more detail. the percentage of opinions of junior high school science teachers and high school biology teachers on the aspects of reproduction of living things is presented in table 1. table 1. respondents' opinions regarding aspects of reproduction of living things taught in schools aspects of living things reproduction opinions of jhs science teachers and shs biology teachers (na = 111) esb jhsc shsd % class/lcpe % class/lcpe % class/lcpe sub-aspect 1: types of reproduction a. types of animal reproduction 15% vi/c1f 69% ix/c2g 45% x/c4h b. types of plant reproduction 15% vi/c1 60% ix/c2 59% x/c4 c. types of fungi reproduction 54% vii/c1 68% x/c2 d. types of protists reproduction 49% vii/c1 71% x/c2 e. types of reproduction bakteria 39% vii/c1 72% x/c2 f. types of virus reproduction 45% vii/c1 70% x/c2 sub-aspect 2: human reproduction a. morphology of human reproduction 10% vi/c1 62% ix/c2 72% xi/c4 b. anatomy of human reproduction 64% ix/c2 69% xi/c4 c. physiology of human reproduction 58% ix/c2 68% xi/c4 sub-aspect 3: animal reproduction a. morphology of animal reproduction 7% vi/c1 60% ix/c2 70% x/c4 b. anatomy of animal reproduction 51% ix/c2 69% x/c4 c. physiology of animal reproduction 55% ix/c2 68% x/c4 sub-aspect 4: plant reproduction a. morphology of plant reproduction 15% vi/c1 59% ix/c2 72% x/c4 b. anatomy of plant reproduction 60% ix/c2 65% x/c4 c. physiology of plant reproduction 53% ix/c2 67% x/c4 sub-aspect 5: fungi reproduction a. morphology of fungi reproduction 46% vii/c1 75% x/c4 b. anatomy of fungi reproduction 41% vii/c1 77% x/c4 c. physiology of plant reproduction 41% vii/c1 79% x/c4 descriptions: (a) total respondents, (b) elementary school, (c) junior high school, (d) senior high school, (e) level of cognitive processes, (f) remembering (c1), (g) understanding (c2), (h) analyzing (c4) table 1 explains four types of reproduction that are not taught at the elementary school level, namely the types of reproduction of fungi, protists, bacteria, and viruses. furthermore, the types of animals and plants taught in grade vi with cognitive memory processing levels (c1) were 15%. at the jhs level, a different portion of the reproductive type is taught. material on the types of fungi, protists, bacteria, and viruses was introduced to class vii with a cognitive process at the memory level (c1) while discussing types of reproduction of plants and animals it was taught in grade ix at the cognitive process level. comprehension (c2), having previously been taught in elementary schools. at the high school level, the sub-types of reproduction aspects of living things are taught again in class x with cognitive processing level (c2) and analyzing (c4). the sub-aspects of human reproduction, animal reproduction, and plant reproduction are only part of the morphology taught in elementary school grade vi with cognitive processes at the memory level (c1). the percentage is also not very high. the new anatomy and physiology section will be taught in grade ix at the cognitive process understanding level (c2). furthermore, at the high school level, human reproductive anatomy and physiology will be provided in class xi with cognitive process-level analysis (c4), and the anatomy and physiology section for animals and plants will be taught in class x with cognitive material at the analysis process level (c4). meanwhile, the sub-aspects of mushroom reproduction are not taught at all in elementary schools. they will only be taught in class vii with a cognitive process of understanding level (c1), then further studied in class x with the level of cognitive processing that increases to understanding (c2). several factors cause teaching materials that are not taught in elementary schools. the difficulty, complexity, and abstractness are the main reasons this discussion cannot be given to students. even though students who are eleven or twelve years of age and over can already think of something that is somewhat abstract, the level of difficulty and complexity is quite complicated, making it difficult for students to accept discussions. for jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 389-396 393 trilipi and subali (the learning continuum …) example, mushroom reproduction's sub-aspects cannot be taught at the elementary school level because the subject matter is quite tricky, and learning material cannot be captured by the senses (holyoak & morrison, 2012). based on table 2, the percentage value at each level of education shows the number of material coverage students deserves. besides, there is also an increase in the level of cognitive processing at each level of education. it shows differences in the depth of the material in each subject at each level of education. such teacher opinion makes teaching materials arranged in such a way as to form a learning continuum. each competency or concept in teaching materials is arranged from easy to complicated and straightforward to complex according to students' development (prihatin, kumaidi, & mundilarto, 2016; subali, 2009). the presentation of the learning continuum data for the reproductive aspects of living things based on science teachers' opinions in jhs and biology teachers in shs is described in table 2. table 2. learning continuum framework of living things reproduction aspects aspects of living things reproduction opinions of jhs science teachers and shs biology teachers (na = 111) esb esb class lcpe class lcpe class lcpe sub-aspect 1: types of reproduction a. types of animal reproduction vi c1f ix c2g x c4h b. types of plant reproduction vi c1 ix c2 x c4 c. types of fungi reproduction vii c1 x c2 d. types of protists reproduction vii c1 x c2 e. types of reproduction bakteria vii c1 x c2 f. types of virus reproduction vii c1 x c2 sub-aspect 2: human reproduction a. morphology of human reproduction vi c1 ix c2 xi c4 b. anatomy of human reproduction ix c2 xi c4 c. physiology of human reproduction ix c2 xi c4 sub-aspect 3: animal reproduction a. morphology of animal reproduction vi c1 ix c2 x c4 b. anatomy of animal reproduction ix c2 x c4 c. physiology of animal reproduction ix c2 x c4 sub-aspect 4: plant reproduction a. morphology of plant reproduction vi c1 ix c2 x c4 b. anatomy of plant reproduction c2 x c4 c. physiology of plant reproduction ix c2 x c4 sub-aspect 5: fungi reproduction a. morphology of fungi reproduction vii c1 x c4 b. anatomy of fungi reproduction vii c1 x c4 c. physiology of plant reproduction vii c1 x c4 descriptions: (a) total respondents, (b) elementary school, (c) junior high school, (d) senior high school, (e) level of cognitive processes, (f) remembering (c1), (g) understanding (c2), (h) analyzing (c4) table 2 shows a learning continuum framework from the aspect of reproduction of living things according to junior high school science teachers and high school biology teachers. the sequence of concepts arranged from simple to complex will help students build their knowledge quickly. those concepts would make students learning run more logically and easier to understand. thus, the students have sufficient basic knowledge before they learn the more difficult concepts as in the sub-aspects of human reproductive morphology, when elementary school students are only taught to remember (c1) in grade vi (es) when in junior high school, students will relearn material but with a higher cognitive level (c2) in grade ix. furthermore, students will deepen the topic in class xi with the level of analysis (c4). learning like this makes students remember the material obtained and increase their knowledge more broadly and gradually. andriani and subali (2017) state that most science teachers in smp and biology in sma argue that the conceptual arrangement and level of competence in the curriculum are not arranged from simple to complex. therefore, it is hoped that the teacher can pay attention to student development stages to find out all their needs. the learning continuum can help teachers identify students' abilities in understanding material appropriate to their mental development and age. the existence of a teaching material grid following the learning continuum can contribute to the point of view of policymakers that curriculum development must be tailored to students' needs, abilities, and competencies (akar, 2014). after all, the curriculum is the heart of a school (agustin & puro, 2016). it acts as a powerful tool to increase student knowledge (harrell, 2010). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 389-396 394 trilipi and subali (the learning continuum …) conclusion the study results concluded that the sub-aspects of reproduction of living things were taught in stages according to the students' ability to receive the material. the existence of stages 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(2020). alas kandung-based science learning tools to optimize students’ critical thinking skills. jpbi (jurnal pendidikan biologi indonesia), 6(2), 233-242. doi: https://doi.org/10.22219/jpbi. v6i2.12090 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 file:///g:/jpbi%206-2%202020/.v6i2.12090 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:nrsari19@student.uns.ac.id mailto:nrsari19@student.uns.ac.id mailto:sarwanto@fkip.uns.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/ https://doi.org/10.22219/ https://doi.org/10.22219/jpbi.v6i2.12090 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.12090&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 233-242 234 ratnasari et al (alas kandung-based science …) (vl) and 25% of students were placed in “less” category (l) in critical thinking skills pattern. in each indicator of critical thinking skills, analysis of students’ answers showed that indicators of interpretation, analysis, evaluation, and self-reinforcement had “very poor” category (vp), as well as conclusion and explanation indicators that have had “less” category (l). observation of the implementation of learning at the classroom showed that most students were not interested and tended to be passive during the learning process. in addition, there is an alas kandung near the mts psm tanen rejotangan (indonesia) as the result of environmental observations with a distance around 2.3 kilometers from the school (ratnasari, sarwanto, & prayitno, 2020). alas kandung located in tanen village, rejotangan subdistrict, tulungagung regency, east java province with an area of ± 7.4 ha, and is at an altitude of ± 221 mdpl. alas kandung location is close to resident settlements and easy to reach. alas kandung have many species of flora consist of tectona grandis, acacia mangium, alstonia scholaris, albizia chinensis, swietenia macrophylla, syzygium aqueum, salacca zalacca, zea mays, pennisetum purpurium, etc. moreover, the species of fauna can find in alas kandung such as pyramidellidae, apis indica, rasbora argyrotaenia, oreochromis niloticus, bronchocela jubata, lonchura leucogastroides, pycnonotus aurigaster, coturnix sp, lanius schach. critical thinking is the process of evaluating from various points of view with the aim of determining the steps or decisions to be made to create the solution (facione, 2020). students’ thinking skills can be fostered with critical thoughts (vong & kaewurai, 2017). critical thinking means thinking deeply, right on target, and involving facts (ennis, 2011). furthermore, facione (2020) says that ideal critical thinkers are able to solve problems wisely. critical thinking has become one of the goals of education learning outcome in indonesia (kemdikbud, 2018). al-mubaid et al (2016) proposes that critical thinking must be developed as early as possible so students are able to overcome the global challenges that exist in their environment. in addition, indicators of the quality of human resources (hr) are certain to have critical abilities in thinking in this century (gultepe, 2016; husamah et al., 2018). individuals with critical thinking have superior competitiveness in the working environment. meaningful learning can elevate students to think critically (sumarni & kadarwati, 2020). the experience can be found by evaluating the accurate information, analyzing problems, conducting experiments, discussing problem solving, working together, and making responsible decisions (birren & kieboom, 2017; changwong et al., 2018). in conducting experiments, students will learn properly if they use objects and phenomena that occur around them (wen et al., 2020). natural objects that exist around students have the potential as a source of learning that plays a role in elevating critical thinking skills. involving nature in the learning process means maximizing the potential of the environment as a source of knowledge, as well as building broad and sharp insights into thinking (dwianto et al., 2017; susiloningtyas et al., 2017). nature as a learning reference enables students to more easily associate knowledge (dewi, poedjiastoeti, & prahani, 2017). learning is not boring and more meaningful because it is located in an open environment so the students activate all the senses to carry out activities with various objects around them (susiloningtyas et al., 2016). one meaningful learning model that can be applied to junior high school students (smp / mts) is inquiry learning model. inquiry can be taught through formal education in schools, one of the type of inquiry model learning is in science learning. science learning is currently focused on exploration activities to activate students. in conducting exploration, students can utilize alas kandung as a learning resource. otherwise, the advantages are located near the school (mts psm tanen rejotangan) and ecosystem in alas kandung also support the basic competencies about the interaction between living things and the environment (ratnasari, 2020). the process of analyzing and evaluating that is doing in alas kandung, able to improve the meaningfulness of learning so that training the critical thinking skills of students. students as learners learn to organize and build opinions, formulate problems, develop hypotheses, and find evidence. the process spurs and facilitates students’ problem solving abilities that facilitate the learning process of science concepts (ruvalcaba-romero, fernández-berrocal, salazar-estrada, & gallegos-guajardo, 2017). inquiry learning emphasizes students to construct their knowledge together in experimental groups as well as researchers (hairida, 2016). chu et al. (2017) said that inquiry learning that is appropriate to be applied to high school students is guided inquiry. guided inquiry is deductive inquiry in which problems in the learning process are given by the teacher. then, students take the decision to solve the problem that has been given (llewellyn, 2013). the studies related to the using of alas kandung as a source of learning are still lack and need more observation, so this research is important to conduct as the basic research to develop the alas kandung as a learning source. this research focuses on the use of alas kandung as a source of learning to stimulate critical thinking through guided inquiry learning. in the future, this research could be as a reference for further study to make source of learning related to the environment topic. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 233-242 235 ratnasari et al (alas kandung-based science … ) method the purpose of this study was to examine the effectiveness of alas kandung-based science learning tools to optimize students’ critical thinking skills. effectiveness test of developed product was conducted using pretest and post-test nonequivalent control group design with control and experiment classes (mckenney & reeves, 2014). population in this study was all of students in vii class of mts psm tanen rejotangan tulungagung, indonesia in second semester of academic year 2019/2020. the research samples were selected by purposive random sampling. random sampling technique was chosen because the population was homogeneous and each member of the population had the same opportunity to be selected as objects of this study. simple random sampling could be done by lottery method. one selected class was used as a control class and one other class was positioned as experimental class. the control class consisted of 24 students while the experimental class consisted of 26 students. the control class was treated by teaching and learning process using conventional method (lecture method) and textbooks as usual. whereas the experimental class was treated by implementing a guided inquiry learning tools with alas kandung as learning resources to improve critical thinking skills that had previously been developed and each class has 5 meetings. the research instrument consisted of 7 essay questions adapted from each aspect of facione theory about critical thinking skills, namely: (1) interpretation, (2) analysis, (3) evaluation, (4) explanation, (5) conclusion, and (6) self-reinforcement (facione, 2020). the score categories of students’ critical thinking skills showed in table 1. the instruments used in this study were tested for validity and reliability by 31 students. table 1. score category of students’ critical thinking skills score range category 81.25 – 100.00 very high 62.50 – 81.25 high 43.75 – 62.50 medium 25.00 – 43.75 low < 25.00 very low the data analysis used ancova with the pretest score as the covariate. this analysis using a significance level 0.05 and preceded a prerequisite test, i.e. shapiro-wilk normality test and levene’s homogeneity test. the statistical analysis program used spss 22 for windows. n-gain was used to determine the effectiveness of the product developed to improve the ability to think critically after the guided inquiry learning process with learning resources applied. the n-gain category is shown in table 2. table 2. score category of n-gain normalized n-gain <g> category <g> < 0.25 low 0.25 ≤ <g> < 0.45 medium-low 0.45 ≤ <g> < 0.65 medium-high <g> ≥ 0.65 high results and discussion first stage: define the results of the analysis showed that the level of students’ critical thinking skills had varied in 2 categories mostly, which were: low (l) and very low (vl) as shown in figure 1. based on figure 1, it is known that 75% of students have held very low (vl) category of critical thinking skills and 25% of students have held low category (l) of critical thinking skills. consequently, in more detail, four out of the six indicators of critical thinking that were also very low (vl) category (<25.00). there are four indicators included: (1) interpretation, (2) analysis, (3) evaluation, and (4) self-reinforcement. meanwhile, others indicators were categorized in low (l) category under the score 25.00 43.75, namely: (1) conclusion and (2) explanation. these results indicated that the learning process carried out so far had not been able to improve students’ critical thinking skills. thus, significant efforts are needed to be able to help improve critical thinking skills. students’ critical thinking skills needs to be improved because it is very fundamental in managing learning skills and empowering students to contribute actively and creatively in life. students who have good and elevated critical thinking skills are easier to solve problems in their lives. the critical thinking skills is able to explain the causal relationships of events that occur around them (metcalf et al., 2018). at this stage, an analysis concept of interaction between living things and the environment is carried out on the science basic competencies of junior high school toward alas kandung ecosystem. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 233-242 236 ratnasari et al (alas kandung-based science …) figure 1. score achievement analysis of critical thinking skills test second stage: design the results of the analysis at the preliminary study stage (define) were used as a reference in designing learning tools. the reference created the learning tools to develop and have characteristics. there were 6 main characteristics, namely: (1) improving critical thinking skills, (2) concrete problem-based, (3) containing environmental content as a learning resource, (4) student-centered, (5) guided inquiry learning, and (6) using assessment authentic. besides, adjusting to the results of the preliminary study was done and the six characteristics were also adjusted to the 2013 curriculum so the products (learning tools) could be more easily implemented at the level of junior high schools (smp / mts) in indonesia. students were conditioned to be able to interact with learning materials actively and carry out various learning activities and get feedback about what they are learning (makar, ali, & fry, 2018). design phase produced the first draft of product. third stage: develop the results of content validity this stage was used to determine the feasibility of products that have been developed. the learning tools prototype testing phase was carried out by involving several expert as validator (language, media, material, and learning expert validator, and educational practitioners). the results of the validation of the learning kit indicated that the guided inquiry-based product with the alas kandung as the learning resources was suitable for use in learning with several revisions shown in table 3. this stage produces the second draft of product. table 3. validation results of learning tools prototype validator percentage (%) category language media material learning 92.85 very valid 96.66 very valid 96.87 very valid 78.00 valid educational practitioners 98.86 very valid mean of all aspects 92.64 very valid the results on limited testing trial science teachers as practitioners and respective users of learning tools developed in this study had responded to products through questionnaires that had been given after usage. table 4 shows the response of the science teacher to the learning tools that had been designed in the previous stage. table 4. results analysis of teachers questionnaires aspect percentage (%) category interface 91.66 very valid content 91.66 very valid language 91.66 very valid media 100.00 very valid learning resource 100.00 very valid mean of all aspects 95.00 very valid 0 5 10 15 20 < 25 25,00 43,75 f re q u e n c y score frekuensi nilai kebutuhan awal jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 233-242 237 ratnasari et al (alas kandung-based science … ) student responses could be seen from the implementation of learning using learning tools that have been developed. the results of the students’ learning outcomes are shown in table 5. this stage produces the third draft of product that will later be considered to revision after using. table 5. the implementation of limited testing trial implementation percentage (%) first meeting 81.28 first meeting (recurrence) 93.78 second meeting 89.37 third meeting 91.33 the results on operational testing the response of students at this stage could also be seen from the implementation of learning using learning tools that have been developed. the results of the students’ learning outcomes are shown in table 6. table 6. the implementation of operational testing implementation percentage (%) first meeting 93.70 second meeting 99.50 third meeting 99.50 this stage had led to the results of fourth draft of product or a guided inquiry learning tools with a learning resource that was properly suitable for implementation in classroom learning and its effectiveness was measured. fourth stage: disseminate the effectiveness of science learning tools based on guided inquiry learning with the alas kandung as learning resources was determined in disseminate stage. it was analyzed and stride under the effectiveness analysis indicators. moreover, the results of the preliminary test using the normality and homogeneity tests in the experimental class and the control class indicate that the data are spread normally and homogeneously. based on table 7, it can be concluded that the normality test using the shapiro-wilk test showed that the pretest and posttest were normally distribute (α > 0.05), while the levene’s homogeneity test in all classes showed homogeneous pretest and posttest because of the significance level (α > 0.05). table 7. recapitulation of the results of the normality and homogeneity test class test type of test result exp. norm. shapiro-wilk test sig. pretest 0.288; sig. posttest 0. 141 ctrl. norm. shapiro-wilk test sig. pretest 0.442; sig. posttest 0.696 all class homogeneity levene’s test sig. pretest 0.962; sig. posttest 0.886 the next test conducted is the ancova to determine the difference in post-test values in the experimental class and the control class. based on table 8, there is a significant difference between the post-test value between the experimental class and the control class (α < 0.05). other research done by nisa et al., (2018) revealed that static fluid learning with guided inquiry model is effective in improving critical thinking skills. irwan et al., (2019) also found that learning with guided inquiry syntax on ecosystem material is properly linked to critical thinking indicators and it is suitable for use in the learning process. findings from nopiya and fitri (2020) research showed that guided inquiry is able to improve students’ interpersonal intelligence. the learning that was carried out did indeed include the component of the scientific method that was able to support the ability to think but had not utilized the natural phenomena that was often encountered by the students in his/her neighborhood. the learning process that utilizes nature around students will present concrete problems and real experiences for students to build sharp thinking and applicable scientific insights. (muharom albantani & madkur, 2018). science learning integrated with the local potential of wood carving and pottery was able to influence the critical thinking skills of junior high school students in viii class (dewi et al., 2017). the research and development carried out is aimed at improving students’ critical thinking skills through meaningful learning by utilizing the natural environment around students as learning resources. alas kandung was chosen because of its location that has accessible contact and close to students, easy to reach, and not yet used by other researchers as a source of formal knowledge. moreover, improving critical thinking skills in the learning process helps students improve their learning outcomes in the classroom (pratono, sumarti, & wijayati, 2018). integrating place-based education in biology learning through inquiry can improve the students’ cognitive ability in so many different level (ashari, pujiank, ibrohim, suwono, & lukiati, 2018). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 233-242 238 ratnasari et al (alas kandung-based science …) table 8. ancova test result source sum of squares df mean square f sig. corrected model 3620.934a 2 1810.467 5.892 .005 intercept 13126.089 1 13126.089 42.720 .000 pretest .410 1 .410 .001 .971 group 3586.206 1 3586.206 11.672 .001 error 14441.002 47 307.255 total 182968.735 50 corrected total 18061.936 49 a. r squared = ,200 (adjusted r squared = ,166) table 8 shows that there were significant differences in the critical thinking skills pattern or gap of students whose learning used science learning tools utilizing alas kandung as learning resources through guided inquiry (experimental groups) with the comparison of different treatment in students taught using conventional learning resources (control groups). the effectiveness of increasing critical thinking skills in students was shown in table 9. table 9. n-gain students’ critical thinking skills score of pretest and post-test groups n-gain category exp. 0.47 medium-high ctrl. 0.19 low the effectiveness of students’ improvement of the critical thinking skills score of the experimental group was confirmed not to be lower than the control group. it happened because students became more accustomed to working critically and without difficulty to probing and solving the problems given with stages: formulating problems; expressing an opinion; compiling new knowledge; and deciding on an action based on the problems given. the perspectives in detail from each indicator of critical thinking according to facione (2020) due to the n-gain scores of the two groups are shown in table 10. table 10. n-gain score on each indicator to students’ critical thinking skills indicator n-gain experimental category control category interpretation 0.49 medium-high 0.10 low analysis 0.53 medium-high 0.25 medium-low evaluation 0.52 medium-high 0.29 medium-low conclusion 0.52 medium-high 0.23 low explanation 0.44 medium-low 0.19 low self-regulation 0.43 medium-low 0.22 low the experimental group had the upper medium dominant n-gain score, while the control group was dominated by the low n-gain score. from table 8 to table 10, we could interpret that the level of students’ improvement of mean value before and after treatment in two groups of students was different. thus it can be said that learning interaction of living beings and the environment utilizing the alas kandung as learning resources through guided inquiry has a medium increasing effect on critical thinking skills of students of the experimental group. the obtained improvement of the students’ critical thinking skills score utilizing alas kandung as learning resources through guided inquiry with an increased level of medium categories above was supported with the findings of pratono et al. (2018) and wenning (2011). the findings showed that students were able to grow their skills and build their own knowledge so that their critical thinking skills had also developed. guided inquiry learning model was able to train active learners independently and collaborate in solving and probing problems provided by the facilitator through investigations (tindangen, 2018; uswatun & widiyanto, 2018; zhang, 2019) it was not only increasing the ability of students to understand the material, but it can also improve the process skills and scientific work (hunaepi et al., 2019; khasanah & widoretno, 2017; mutakinati et al., 2018; putra et al., 2016). stages in the investigation of learning models from stage to stage to formulate the problem until the conclusion were proven to guide students in making the concept of accommodation and assimilation as piaget theory (slavin, 1994). learning by inquiry methods can utilize alternative learning resources such as the environment around students. nature as a provider of needs from all aspects of life is an effective media to stimulate thinking skills and develop one’s knowledge because by utilizing nature, students will be motivated to discover new things, which will then become an assimilation of knowledge (arti & ikhsan, 2020; muharom albantani & madkur, 2018; rogers, 1995). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 233-242 239 ratnasari et al (alas kandung-based science … ) according to ardan (2016) social interaction obtained in groups and between groups during the learning process with guided inquiry model can increase the potential of students to collaborate (ardan, 2016). collaboration is also one of the skills that must be possessed in this era. students who were actively involved independently or collaborate in inquiry-based learning were easier to have information in long-term memory, so mastery of the concepts increased well and elevated properly (irwan et al., 2019; slavin, 1994). learning outcomes through inquiry models can improve understanding of science, increase learning objectives and trigger the use of critical thinking skills (prasetyowati & suyatno, 2016; sulistijo et al., 2017), improve predictive skills, and elevate mastery of concepts. nevertheless, there was a significant correlation between critical thinking skills and students’ mastery concepts (prasetyowati & suyatno, 2016). pursitasari et al. (2020) and ramdiah et al. (2019) also agreed that guided inquiry-based learning by utilizing the environment around students effectively made students critical thinkers, which this ability is a provision for real life in the future and near globalization. the implications of this research and development can be used as a theoretical basis and fundamental in subsequent studies related to learning science. also, these finding can lead to the implemented teaching and learning process by science teachers in learning the material interaction of living things and the environment within natural learning resources. this learning tools can also be used as an example for science teachers to develop learning tools based on guided inquiry based on other material. conclusion the treatment given to students was science learning process with the combination of developed science learning tools and alas kandung as learning resources. students in the two groups were given the same test (pretest and post-test). the results of this study indicated that there is a significant difference between the posttest scores of students’ critical thinking skills in each group with significance value = 0.001. furthermore, the average n-gain critical thinking of the experimental group students was higher. the conclusion of this research was developed science learning tools with alas kandung as learning resources through guided inquiry was effectively enhancing and improving students’ thinking pattern as critical thinking learners. acknowledgement the researcher would like to thank the universitas sebelas maret for constructive criticism and useful suggestions during the study. references al-mubaid, h., abukmail, a., & bettayeb, s. 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(2019). “hands-on” plus “inquiry”? effects of withholding answers coupled with physical manipulations on students’ learning of energy-related science concepts. learning and instruction, 60, 199–205. doi: https://doi.org/10.1016/j.learninstruc.2018.01.001 https://doi.org/10.1088/1742-6596/755/1/011001 https://doi.org/10.1088/1742-6596/755/1/011001 https://doi.org/10.5539/ass.v14n7p39 https://doi.org/10.31331/jipva.v2i2.680 https://doi.org/10.1016/j.kjss.2016.05.002 https://doi.org/10.1016/j.kjss.2016.05.002 https://doi.org/10.4018/978-1-5225-7823-9.ch022 https://doi.org/10.1016/j.compedu.2020.103830 http://pantaneto.co.uk/experimental-inquiry-in-introductory-physics-course-carl-j-wenning/ http://pantaneto.co.uk/experimental-inquiry-in-introductory-physics-course-carl-j-wenning/ https://doi.org/10.1016/j.learninstruc.2018.01.001 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 3 november 2020, pp. 355-360 10.22219/jpbi.v6i3.12726 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 355 research article the relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject nanda mulyadi mustopa a,1,*, romy faisal mustofa a,2, dea diella a,3 a department of biology education, faculty of teacher training and education, siliwangi universtity; jl. siliwangi no.24, kahuripan, kec. tawang, tasikmalaya, west java 46115, indonesia 1 nandamulyadi7@gmail.com *; 2 syahla.aini@gmail.com; 3 deadiella@unsil.ac.id * corresponding author introduction education in the 21st century requires students to master a variety of skills, especially in the learning process so that their final learning objectives can be achieved and are expected to improve the quality of education. according to mustofa, corebima, et al. (2019), one way to improve the quality of education is to train students’ skills such as thinking skills or other skills. however, at the moment, teaching and learning activities still tend to be oriented towards the ability to test students’ memories on particular subject which resulting in inability of students to think pluralistically (mustofa & hidayah, 2020). in the current era, teachers are not only required to provide learning materials, but also to empower various competencies in the 21st century (yasir et al., 2020). a r t i c l e i n f o a b s t r a c t article history received june 26, 2020 revised july 23, 2020 accepted november 24, 2020 published november 30, 2020 the latest learning in the 21st century requires learners to master various competencies to support their learning process and achieve the expected learning goals. this study aims to determine the relationship between self-regulated learning and learning motivation with metacognitive skills. the research was conducted in may 2020 at sman 1 tasikmalaya. the research used a quantitative approach to explore the correlation among variables observed involving a population of 177 students of class xi mipa 1xi mipa 5 in academic year 2019/2020. the samples were 43 students selected using simple random sampling technique. metacognitive awareness inventory (mai) questionnaire adapted from schraw & dennison and motivated strategies for learning questionnaire (mslq) adapted from pintrich & de groot were used to collect the data. mai is used to measure metacognitive skills, while mslq is used to measure self-regulated learning and learning motivation. mlsq is a validated instrument, while mai is tested for validity first and the results are valid. the analysis technique used was multiple linear regression tests. the results show that the correlation coefficient (r) was 0.747 and the coefficient of determination (r2) was 0.558. the contribution of selfregulated learning and learning motivation to metacognitive skills amounted to 55.8%. copyright © 2020, mustopa et al this is an open access article under the cc–by-sa license keywords self-regulated learning learning motivation metacognitive skills how to cite: mustopa, n. m., mustofa, r. f., & diella, d. (2020). the relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject. jpbi (jurnal pendidikan biologi indonesia), 6(3), 355-360. doi: https://doi.org/10.22219/jpbi.v6i3.12726 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.12726 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i3.12726 https://doi.org/10.22219/jpbi.v6i3.12726 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i3.12726&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 355-360 356 mustopa et al (the relationship between self-regulated …) metacognitive skills and self-regulated learning are two important competencies that must be empowered to supqport the learning process. similarly, koc and kanduvac (2016) believe that the metacognitive study conducted in the education sector is a result of the needs and expectations that have become very essential. teaching metacognitive skills is one of the main priorities since the 21st century that aims to develop the ability of knowledge content (ozturk, 2017). in line with this, bahri and corebima (2015) explain that metacognitive skills play an important role in various cognitive activities. the aspect of metacognitive influences an individual’s ability to choose, understand, and reflect the consequences of his or her behavior (utaminingsih, 2017). metacognitive skills lead to higher-order thinking skills that involve active control of certain cognitive processes in the learning process (bahri & corebima, 2015). gagne (as cited in mustofa, corebima, et al., 2019) states that metacognitive skills are the ability to associate important messages in prior knowledge, draw conclusions, and to monitor or assess personal performance. metacognitive skills enable learners to implement the process in addition to organizing the gradual learning, as well as to monitor and evaluate learning activities (cera et al., 2013). furthermore, it is said that metacognitive basically means thinking about thought that refers to the awareness and control of students, not only about their cognitive processes, but also their emotions and motivations as well (papleontiou-louca, 2003). the achievement of metacognitive skills will be realized when self-regulated learning has been developed and empowered by students. self-regulated learning will benefit students in their efforts to plan, monitor and evaluate each learning process. self-regulated learning is an important aspect of students’ learning (el-adl & alkharusi, 2020) that can identify learning goals, monitor progress, choose strategies and learning environments (mcmillan & moore, 2020; schraw et al., 2006) and self-regulation in the learning process (mustofa, nabiila, et al., 2019). zimmerman (1990) states that the main key to self-regulated learning is the systematic use of metacognitive, motivation and behavior. self-regulated learning will make the learners aware of the mental processes they rely on when doing cognitive tasks and manage learning activities (cera et al., 2013). the role of self-regulated learning will make students become active learners in the learning process therefore can optimally empower metacognitive skills. however, apart from that, students also need motivation as a first step to start all forms of learning activities. motivation is an important process for students to start and maintain learning activities (oguz & ataseven, 2016), instigate and maintain activities directed at the goals (schunk & dibenedetto, 2019). motivation refers to the reasons underlying behavior that is characterized by will and determination (lai, 2011b). according to mubeen and reid (2015), motivation is seen as a condition from within or a power that energizes directs and maintains behavior towards achieving a goal. thus, motivation will provide encouragement to carry out systematic learning activities together with self-regulated learning and as a result it can develop metacognitive skills. metacognitive skills and self-regulated learning supported by learning motivation are needed in the learning process that requires specific strategies so that learning goals can be achieved. biology is one of the subjects in which many various definitions or terms are in latin and students are required to understand and even memorize them. hindun et al. (2020) explain that by empowering metacognitive skills will make students actively participate in learning biology. metacognitive skills can be expressed from learning process in abstract concepts including biology (diella & ardiansyah, 2017). thus, metacognitive skills, self-regulated learning and learning motivation will be able to help students in understanding biological materials so that learning objectives can be achieved. research on the relationship between self-regulated learning and learning motivation with metacognitive skills which was analyzed simultaneously has not been much studied further, especially in biology learning. the analysis of the relationships of the three variables is still fixated on the interrelationship between the two variables which are done separately. for examples research on the relationship of self-regulated learning with learning motivation or learning motivation with metacognitive skills. therefore, it is possible to investigate the relationship between self-regulated learning and learning motivation with metacognitive skills simultaneously. this was conveyed in the study of oguz and ataseven (2016) that for subsequent studies, students’ metacognitive skills and motivation can be investigated with different variables such as self-regulation, self-efficacy, problem solving skills, and reflective thinking. based on this background, the authors suspect there is a positive relationship between self-regulated learning and learning motivation with metacognitive skills and there is a contribution from self-regulated learning and learning motivation to metacognitive skills. method the descriptive method was used as the method of study thru a quantitative approach using correlational technique. the study was conducted in may 2020. this study consisted of three variables that would be investigated, namely self-regulated learning, learning motivation, and metacognitive skill. the dependent variable jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 355-360 357 mustopa et al (the relationship between self-regulated …) is metacognitive skill; meanwhile self-regulated learning and learning motivation are independent variables. the population in this study was a total of 177 students of class xi mipa 1 – xi mipa 5 sman 1 tasikmalaya in the academic year of 2019/2020. most of the students from the population in this study had almost the same learning abilities and characterize. based on these characteristics, the samples were selected using simple random sampling technique. forty-three (43) students were then selected as the samples. the instrument used in this study is the metacognitive awareness inventory (mai) adapted from schraw and dennison (1994) and the motivated strategies for learning questionnaire (mslq) adapted from pintrich and de groot (1990). in the mai questionnaire, the number of statements used in this study was 41 statements after testing its validity and reliability. each statement is filled out using a likert scale of 1 to 4 with details of strongly agree, agree, disagree, and strongly disagree. as for the mslq questionnaire which is a validated instrument consisting of 44 statements with each statement filled using a likert scale of 1 to 5 with details of strongly agree, agree, disagree, disagree, and strongly disagree. the questionnaire was divided into two parts, namely concerning motivational beliefs to assess learning motivation with 22 statements; and regarding strategic selfregulated learning to assess self-regulated learning as many as 22 statements. this study used data analysis techniques involved of prerequisite test of data analysis and hypothesis test. the hypothesis test used is multiple linear regression tests. before testing the hypothesis, the data obtained has been previously tested with normality and linearity test as a prerequisite for analysis. results and discussion based on the results of study, it was known that the three variables (self-regulated learning, learning motivation, and metacognitive skill) had a mean score for each of them, namely 84,51, 85,65, and 131,44. the highest score of self-regulated learning was 101, for learning motivation was 106 and metacognitive skill was 156. the lowest of self-regulated learning was 59, for learning motivation was 65 and metacognitive skill was 104. the score of self-regulated learning had a score difference of 42, learning motivation had a difference of 41, and the score of metacognitive skill had a score difference of 52 (table 1). table 1. research descriptive statistics self-regulated learning learning motivation metacognitive skill samples 43 43 43 maximum score 101 106 156 minimum score 59 65 104 standard deviation 9,272 8,286 11,792 mean 84,51 85,65 131,44 according to the data of study, the students who had a score of self-regulated learning above the average were 23 respondents (53,5%) and 20 respondents (46,5%) got a score below the average. this result was obtained after conducting an assessment on indicators of self-regulated learning i.e. the students’ skills in cognitive strategy use and self-regulation. the students who had the learning motivation score above the average were 23 respondents (53,5%) and 20 respondents (46,5%) were still below the average score. this result was gained after conducting an assessment to the students including i.e. self-efficacy, intrinsic value, and test anxiety. the metacognitive skill results indicated that the students who had a score above the average were 23 respondents (53,5%) and there were 20 respondents (46,5%) who still got a score below the average score. this result was obtained after conducting an assessment on several indicators of metacognitive i.e. knowledge about cognition such as declarative knowledge, procedural knowledge, and conditional knowledge; and regulation of cognition such as planning, information management strategies, comprehension monitoring, debugging strategies, and evaluation. the results of the normality test used kolmogorov-smirnov test indicated that the three groups of selfregulated learning, learning motivation, and metacognitive skill data were normally distributed. the linearity test results indicated that the data was linear. in the hypothesis test of the relationship between self-regulated learning and learning motivation with metacognitive skill, the regression model test used was a multiple linear regression tests using software spss 25 for windows shown in table 2. based on the multiple linear regression test (table 2), the score of p < α (0.05). it could be inferred that the relationship between self-regulated learning and learning motivation with metacognitive skills. in addition, it is known that the correlation coefficient (r) is 0.747. this means that there is a strong relationship between selfregulated learning and learning motivation with metacognitive skills. meanwhile, the coefficient of determination (r2) is found to be 0.558 or 55.8%. this shows that self-regulated learning and learning motivation contribute jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 355-360 358 mustopa et al (the relationship between self-regulated …) 55.8% to metacognitive skills. while the remaining 44.2% is the influence of other variables not examined in this study. table 2. summary of multiple linear regression results model r r square adjusted r square std. error of the estimate statistics r square f df1 df2 sig. 1 0,747 0,558 0,536 8,033 0,558 25,255 2 40 0,000 the next analysis is the anova test to determine the relationship of independent variables, namely selfregulated learning and learning motivation with the dependent variable, namely metacognitive skills simultaneously. a summary of the anova test is presented in table 3. table 3. summary of anova test model sum of squares df mean square f sig. regression 3259,403 2 1629,701 25,255 0,000 residual 2581,202 40 64,530 total 5840,605 42 the anova test result in table 3 shows that self-regulated learning and learning motivation simultaneously have a relationship with metacognitive skills. this is indicated by the significance value (sig.) of 0.000 which is smaller than the value of α 0.05 (significance < 0.05). further explanation about the regression equation is presented in table 4. table 4 shows the regression equation that is y = a + bx1 + bx2. the value is 42.733, b value for x1 is 0.351, and b value for x2 is 0.694 so that the regression equation obtained is y = 42.733 + 0.351x1 + 0.694x2. table 4 also shows that partially it is only self-regulated learning that has a significant relationship with metacognitive skills. table 4. summary of t-test model unstandardized coefficients standardized coefficients t sig. b std. error beta (constans) 42,733 13,147 3,250 0,02 learning motivation 0,351 0,223 0,247 1,575 0,123 self-regulated learning 0,694 0,199 0,546 3,482 0,01 according to the results of the analysis that has been done, it can be concluded that there is a relationship between self-regulated learning and learning motivation and metacognitive skills. according to the results of the analysis that has been done, it can be concluded that there is a relationship between self-regulated learning and learning motivation and metacognitive skills. the results of the analysis are in line with the previous studies which stated that there is a significant positive relationship between metacognitive with self-regulated learning (cera et al., 2013; çetin, 2017; pitriani et al., 2016; sadati & simin, 2017) and motivation (bahri & corebima, 2015; lai, 2011a, 2011b; landine & stewart, 1998; schraw et al., 2006; yunanti, 2016). self-regulated learning ad motivation help students approach their learning tasks with the skills and attitudes that drive academic success (landine & stewart, 1998). it is because the higher self-regulated students have, the higher his or her metacognitive skills (pitriani et al., 2016). as well as motivation, students who have high motivation will tend to use high metacognitive strategies to complete the tasks (lai, 2011b; pintrich & de groot, 1990). self-regulated learning in relation to metacognitive skills is determined by its component parts. both are included to measure the extent to which individuals are metacognitive, motivated, and actively participating in their learning process (çetin, 2017). regarding the metacognitive process, self-regulated learning uses various strategies such as planning, organizing, monitoring and self-evaluation during the learning process (pintrich & de groot, 1990; sadati & simin, 2017; schraw et al., 2006). metacognitive skills can be interpreted as a regulatory activity relating to problem solving that includes metacognitive planning, monitoring, and evaluation (mustofa, corebima, et al., 2019). zimmerman (as cited in williamson, 2015) labeled metacognitive in relation to selfregulated learning as the ability of learners to think consciously of their cognitive and have control over their cognitive processes. based on this, a well-developed self-regulated learning will provide the learners the ability to direct their learning experience to be more active in a variety of ways (sadati & simin, 2017). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 355-360 359 mustopa et al (the relationship between self-regulated …) in the following discussion, learning motivation in relation to metacognitive skills refers to efforts to implement strategies in certain learning (bahri & corebima, 2015). it can be shown that students who have high learning motivation tend to have metacognitive strategies and will maintain their strategy in completing the given task compared to those who have low learning motivation (bahri & corebima, 2015; pintrich & de groot, 1990). if students’ learning motivation is low, they cannot make efforts to determine their learning goals, choose and use methods, techniques, and strategies, or evaluate learning (oguz & ataseven, 2016). students who have high learning motivation will pay close attention to the lesson, read the material so they can understand the content, and use a variety of supportive learning strategies. in addition, these students will also be involved in learning activities, have curiosity, find relevant resources to understand certain topics, and complete the assignments given (bahri & corebima, 2015). referring to this, motivation in a metacognitive context is defined as beliefs and attitudes that influence the use and the development of cognitive and metacognitive skills (lai, 2011a, 2011b; schraw et al., 2006). in another sense, motivation explains the reasons why people do certain things, makes them continue to do it, and helps them to complete tasks (bahri & corebima, 2015). motivation can arise from intrinsic factors and extrinsic factors (bahri & corebima, 2015; lai, 2011b; mubeen & reid, 2015; oguz & ataseven, 2016; pintrich & de groot, 1990; williamson, 2015). intrinsic factors are the individual’s interest in the subject being studied and orientation to take classes, while extrinsic factors are related to the instructor, the severity of the course, learning methods, and other conditions and facilities (bahri & corebima, 2015). the results of tas et al. (as cited in bahri & corebima, 2015) show that intrinsic factors have a significant relationship with metacognitive. traditionally, educators consider intrinsic motivation to be more desirable and produce better learning than extrinsic motivation (lai, 2011b). in other words, the motivation of students to learn is one way to develop metacognitive skills and one of the factors for success in learning (oguz & ataseven, 2016). conclusion based on the results of this research, it can be concluded that there is a strong relationship between selfregulated learning and learning motivation with metacognitive skills. self-regulated learning and learning motivation have a sizeable contribution to metacognitive skills. however, a deeper study and investigation should be conducted on the analysis of the relationship of these three variables by using instruments from other studies completed by the use of a larger number of samples. references bahri, a., & corebima, a. d. 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(2020). hots-aepcovid-19 and ilmizi learning model: the 21st-century environmental learning in senior high school. jpbi (jurnal pendidikan biologi indonesia), 6(2), 265-272. doi: https://doi.org/10.22219/jpbi.v6i2.12161 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.12161 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.12161 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.12161&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 265-272 266 ichsan et al (hots-aep-covid-19 and ilmizi learning …) conventional learning in general of face-to-face learning in class changes to using an e-learning can change the teacher and students learning activities (mbipom et al., 2018; mhouti et al., 2017, 2018; mirabolghasemi et al., 2019; nugraini et al., 2013; radovan & perdih, 2016). environmental learning using e-learning will be slightly different from conventional learning in the classroom. besides that, student also discuss various concepts of covid-19 to prevent a wider spread of the covid-19 pandemic in the environment. covid-19 was one of environmental problem that must be solved. that resulted in the ability of students in the 21st century is needed, one of which is the ability of higher order thinking skills (hots) to solve a problem. this ability was a important ability that students must have in solving problems (fitzpatrick & schulz, 2015; saido et al., 2015; vijayaratnam, 2012; wang & wang, 2011; yeung, 2015). when this covid-19 pandemic occurs it is best to measure students' hots from the covid-19 aspect. hots was one ability that suitable to solve covid-19 problem in the environmental context. previous research has carried out the hots measurement of students using higher order thinking skills assessment based on environmental problems (hots-aep) at various levels of education (ichsan et al., 2019). the instrument developed to measure the ability of hots students and university students with a focus on environmental issues. in this study, the instrument can be modified into higher order thinking skills based on the environmental problem of corona virus disease (hots-aep-covid-19). the use of this instrument was an urgent thing to do and a novelty in this research. that is because previous studies have not been done in measuring hots students in covid-19 situations. the use of hots-aep-covid-19 was an urgent thing to do. the urgency is due to the unavailability of hots data profiles for students on the covid-19 topic at the senior high school level. besides that, other components in learning must be done, start from use of appropriate learning models to improve the ability. in general, several 21st-century abilities are very commonly known today, such as critical thinking, creative thinking, communication, and collaboration (barricelli et al., 2016; grant & smith, 2018; heong et al., 2012; lee, 2016; nissim et al., 2016; oncu, 2016; quieng et al., 2015; reyna et al., 2019; zohar & agmon, 2018). this ability must still be trained when the covid-19 pandemic. the use of learning models becomes one of the important components, one of the innovations of learning models that can be used is ilmizi learning model that has a syntax start from identify problems, limitation problems, make mind map, interpret results, analyze results, interaction and evaluate (ichsan, 2019). this model has previously been implemented on a small scale but has not been implemented further (ichsan, sigit, et al., 2020). the ilmizi model is a potential model to be implemented in e-learning during covid-19. other research that has been done related to covid-19 has been carried out mainly about finding various drugs that can potentially cure covid-19 patients (ahorsu et al., 2020; bashyam & feldman, 2020; georgiev, 2020; ni et al., 2020). also, other research showed that learning science during the covid-19 pandemic has also experienced changes in various countries, strategies and learning media was change to e-learning version (bakker & wagner, 2020; erduran, 2020; sintema, 2020). that point makes this research follows the world's research trends and becomes a novelty. based on this, the purpose of this study was to measure students hots using hots-aep-covid-19 and describe ilmizi syntax for implementation of e-learning during the covid-19 pandemic. method this research was conducted in march 2020 when the world health organization raised the state of contamination to the covid-19 pandemic, a disease caused by the new coronavirus (sars-cov-2). the method used descriptive analysis with data collection techniques using a survey via google form (online media). the sample used in this study were 172 senior high school students randomly selected from bekasi city in several school. the sample consisted of 66 male students and 106 female students. the instrument used was higher order thinking skills assessment based on the environmental problem of corona virus diseases (hots-aep-covid-19). this instrument was a modification of hots-aep that was previously developed (ichsan et al., 2019). hots-aep-covid previously have been implemented for junior high school students (ichsan, rahmayanti, et al., 2020). the number of items from this instrument is six items. indicators of this instrument can be more details seen in table 1. the instrument developed was tested for validity and reliability. the validity test used is pearson productmoment and reliability using split-half (spearman-brown). the analysis of the data used in this study descriptively is displayed in table 1. the categorization of student hots scores consists of very high, high, moderate, low, and very low. these categories can be seen further in table 2. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 265-272 267 ichsan et al (hots-aep-covid-19 and ilmizi learning …) table 1. indicator hots-aep-covid-19 aspect indicator item analyze (c4) analyzing environmental problems causing the spread of covid-19 1,2 evaluate (c5) evaluate community behavior for protecting the environment from covid-19 3,4 create (c6) creating problem solutions of environmental problems to prevent covid-19 5,6 table 2. categories of hots scores measured using hots-aep-covid-19 category interval score very high x > 81,28 high 70,64 < x ≤ 81,28 moderate 49,36 < x ≤ 70,64 low 38,72 < x ≤ 49,36 very low x ≤ 38,72 source: category adapted from ichsan et al. (2019) for scale 0-100 in addition to analyzing students' hots descriptively, this study also carried out a description of ilmizi syntax in the form of teacher and student activity during e-learning. this needed to facilitate teachers in implementing ilmizi learning models in 21st-century environmental learning. the description of the ilmizi model also with a duration of usage time for each syntax. in this research, ilmizi model not yet implemented for senior high school students. in this research just conduct an analysis for learning stages (syntax) of ilmizi. results and discussion the instrument validity test results showed that the six items hots-aep-covid-19 had a valid category. this showed that instrument can be used in hots measurements. more clearly from the results of the validity test can be seen in table 3. while the reliability measurement results showed a value of 0.73 which can be used in this study. table 3. hots-aep-covid-19 instrument validity test results item r value r table category item 1 0.54 0.24 valid item 2 0.63 0.24 valid item 3 0.65 0.24 valid item 4 0,70 0.24 valid item 5 0.72 0.24 valid item 6 0.72 0.24 valid the results showed that hots scores of senior high school students measured using hots-aep-covid19 showed that the average score were in the very low category. this showed that students' knowledge about covid-19 in the hots still very low and needs to be improved, especially in the second item related to analyzing environmental problems that contribute to the spread of covid-19. the low score is on all student respondents both male and female students. more details about score can be seen in table 4. table 4. average hots student scores for each item measured by hots-aep-covid-19 no item all male female 1 based on the news about covid-19, analyze what environmental factors are causing more epidemics of covid-19? 2.13 2.11 2.15 2 in your opinion, what environmental issues contributed the most to the spread of covid-19? explain the results of your analysis 1.95 1.88 2.00 3 give your opinion and critique about community behavior that not protect the environment from covid-19 2.49 2.30 2.60 4 what behavior should the community do to minimize the environment from covid-19? give your critique and suggestions 2.13 1.95 2.25 5 create an idea about efforts to reduce the impact of the spread of covid19 in the environment around your home 2.17 2.03 2.26 6 make a short paragraph (consisting of at least 3 sentences) about the relationship between the importance of protecting the environment and the distribution of covid-19 2.83 2.52 3.03 raw score 13.70 12.79 14.29 average score ( scale 0-100) 22.83 21.32 23.82 category very low very low very low jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 265-272 268 ichsan et al (hots-aep-covid-19 and ilmizi learning …) the students hots score based on each indicator showed that student scores are still in the very low category. this can be seen in table 5, mainly related to the ability to analyze environmental problems in the context of covid-19 prevention. this showed that environmental learning at senior high school is not entirely based on hots. many students answered the question in very short paragraph and not based on their analysis result. then, many students answered based on textbook and didn’t give their own argumentation. table 5. average hots student scores for each indicator of hots-aep-covid-19 aspect indicator all male female c4 analyzing environmental problems causing the spread of covid-19 2.04 1.99 2.08 c5 evaluate community behavior for protecting the environment from covid-19 2.31 2.13 2.42 c6 creating problem solutions of environmental problems to prevent covid-19 2.50 2.27 2.65 meanwhile, to support environmental learning in the 21st-century, we need a learning model that is compatible with 21st-century learning. one of them is the ilmizi model that can be applied to e-learning during covid-19. this model can be adapted for conventional learning and e-learning by modifying teacher activity and also student activity. the duration of the use of the ilmizi model can also be adjusted for each stage of learning. the following is the syntax or stages of learning from the ilmizi model along with the activities of the teacher, students, and the duration (total 100 minutes) of learning for each step in table 6. table 6. ilmizi learning model activity in e-learning during covid-19 for senior high school students no syntax teacher activity students activity duration 1 identify problem the teacher provides a theme of environment and covid-19 to be discussed by senior high school students in e-learning media such as whatsapp group senior high school students identify environmental problems, especially those related to covid-19 problems in whatsapp group 10 min 2 limitation problem the teacher asks senior high school students to limit the problem to be solved, especially about covid-19, then write in whatsapp group senior high school students limit the problem from various problems that have been identified, especially about covid-19, then write the problem in whatsapp group 10 min 3 make mind map the teacher asks senior high school students to create mind maps with a variety of creative colors senior high school students create a mind map about their problems and the solution for this problem, mind map made individually 30 min 4 interpret result senior high school students are asked by the teacher to interpret the mind map results that have been made senior high school students interpret the mind map results that have been made in their notes 10 min 5 analyze result the teacher asks senior high school students to analyze the results written before senior high school students write the results of the analysis in each note 10 min 6 interaction and evaluate the teacher asks senior high school students to upload the mind map in e-learning media that has been created and asks other students to give comments in whatsapp group senior high school students upload mind maps on e-learning learning media and then comments about their classmates mind map in whatsapp group 30 min note: duration of this ilmizi learning for 100 minutes, duration can be modified according to the learning topic the ilmizi model is one of the models developed to increase hots capabilities. also, this model has compatibility with various competencies needed by students in the 21st century. competencies in the 21stcentury are critical thinking, creative thinking, communication, and collaboration. this ability can be improved by using the ilmizi model which can be seen in figure 1. based on figure 1 it can be seen that each step of learning from ilmizi trains abilities in the 21st-century. starting from the first learning stage which is identifying problems, this stage will train the ability of collaboration and communication between students in whatsapp group. communication in this context means students must give comments for their classmates works. that was because students must discuss between in group, so that the problems identified are not the same between groups. then the second syntax was to limited the problem, this ability will practice the ability of critical thinking. that was because the limited problem must be specific, this critical thinking ability was needed to limit the problem. the next step was to made mind map and also interpret the results, the two stages of learning will train students' creative thinking skills. the ability to think creatively is very important in 21st-century learning (camacho & legare, 2015; miller, 2018; seechaliao, 2017; şener et al., 2015). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 265-272 269 ichsan et al (hots-aep-covid-19 and ilmizi learning …) figure 1. ilmizi learning model and 21st-century skills process . after making a mind map individually and interpreting the results, the next step was to analyze the results of the mind map and the interpretation of the previous stages. analysis on mind map focused on their limitation problem in step 2. this analysis stage will train students' critical thinking skills. that was because students will be able to think critically by analyzing a variety of data and events that occur around their environment. the final stage was interaction and evaluated, it will train the students' collaboration and communication skills. the ability of these students is needed in 21st-century learning. based on the results of this study it was found that the ilmizi learning model has the potential to be implemented using e-learning. in this research, ilmizi not yet implemented on senior high school students. ilmizi syntax in this context have an advantages and potentially to improve hots in future research. the use of ilmizi has become a learning innovation when the covid-19 pandemic. changes in learning strategies when covid-19 must be adapted to the use of suitable learning models. the learning model used to increase students' hots. that is because the students hots score in covid-19 was still low. this also makes learning innovation in terms of teaching materials or learning media must be further developed to improve hots (barber et al., 2015; chin & chen, 2013; parkin et al., 2012; seechaliao, 2017). innovations that can be further developed to improve students hots about concept of covid-19 is to develop a worksheet, based on information about covid-19. this will facilitate students in understanding various things about covid-19 and prevention efforts in their respective environment. hots-aep-covid-19 can also be developed further in the form of a learning media integrated with hots questions. that will make the developed learning media have the potential to increase students' hots and also the 21st-century's ability of students (deschryver, 2017; istiyono et al., 2019; saido et al., 2015; saputri et al., 2018). environmental learning, in this case, was a key role in reducing the impact of the spread of covid-19 on students. that was because environmental learning discusses highly contextual topics related to covid-19 prevention in their respective environments. in addition to changing the learning system, the existence of covid-19 also changes the need for higher knowledge. that is because the ability of hots will greatly assist students in efforts to solve environmental problems (fischer, 2018; rahman, 2019; turnip et al., 2016; winarno et al., 2017). specifically to prevent the spread of covid-19 in their environment. the knowledge of students will be able to prevent students from covid-19 pandemic. therefore in the short term, it is necessary to develop various environmental learning innovations for various levels about covid-19, especially in senior high school levels. conclusion based on the results of the study showed that students' hots scores measured using hots-aep-covid19 were in the very low category. it showed that students' knowledge of covid-19 in the environment still needs to be improved. the ilmizi model was the models that can be used in e-learning. that was because the ilmizi previous develop, this model based on hots and each syntax can improve the ability of 21st-century skills. hots score of students relative in very low, the suggestion from this research was to develop various interaction and evaluate communication collaboration critical thinking creative thinking identify problem limitation problem analyze result make mind map interpret result jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 265-272 270 ichsan et al (hots-aep-covid-19 and ilmizi learning …) hots-based learning media, teaching materials, students worksheet to support hots in environmental learning during covid-19. acknowledgement thank you to all the teachers in several school in bekasi city, who have participated to help in the implementation of this research. thank you 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(2021). least mastered competencies in biology: basis for instructional intervention. jpbi (jurnal pendidikan biologi indonesia), 7(2), 208-221. https://doi.org/10.22219/jpbi.v7i3. 17106 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.17106 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i3.17106 https://doi.org/10.22219/jpbi.v7i3.17106 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 209 santos et al (least mastered competencies in biology …) mathematics and science, the philippines ranked 34th out of 38 countries and 43rd out of 46 countries, respectively. one common problem faced by science students is their low mastery in content knowledge in science, most specifically in biology. this is supported by the study of großschedl et al. (2014) which stated that the most challenging part for educators is to assist learners to development their knowledge in subject matter such as in biology. they cited that these difficulties are affected by different factors such as students' background knowledge, intelligence, and motivation. according to buckley (2018) the main view of studying biology is to know about humans and nature. that is why biology is taught in every school to learn the essence of life and, in addition, to connect the common learnings and new learnings and suggest methods to incorporate it in the formal learning system of formal education (ardan et al., 2015). study indicates that out of all science topics, learners enjoy and have a high interest in biology (awan et al., 2011; baram & yarden, 2005; osborne & collins, 2000; prokop et al., 2007). however, despite the popularity of biology among students, conceptual understanding and performance are still low (çimer, 2004). in the study of etobro and fabinu (2017), they reported that students usually have difficulties in nature nutrient cycle, environmental management, conservation of natural resources, and pests and diseases of crops in the reproduction of plants. çimer (2004) argued that many biology concepts can be seen as challenging to pick up by high school students. tekkaya et al (2001) found hard ideas considering the secondary students' mendelian genetics, nervous system, hormones, chromosomes, mitosis, genes, and meiosis. this is parallel with the findings of bahar et al (1999) that the transportation of water in plants and genetics were the two science aspects that proved to be most troublesome. moreover, during the current pandemic, learning activities face the biggest challenge with an online learning system. furthermore özcan (2003) which stressed that suffering difficulties in different topics in biology will result to negative effects on learners’ achievement and motivation. according to sei-dost (2011) reported that learners from the philippines have poor communication skills and analytical abilities, low reasoning, poor retention of concepts, and cannot explain and express ideas in their own words. similarly, a local study by lawsin and garcia (2017) revealed that mendelian and non-mendelian genetics, mitosis and meiosis, and endocrine system are the top three topics where the students have low conceptual understanding and least mastered competencies as indicated by biology in-service teachers of national capital region. since biology is one of the components of science subject in the k to 12 curriculums, understanding the difficulties of the learners in this area will provide insights and directions to teachers to better design pedagogical plans. the current curriculum, which uses spiral progression approach, provided a range of competencies to the learners in a knowledge-based society (antipolo & danilo, 2021). so far, there are only a few studies that discuss the mapping of low mastery competencies in the field of biology, especially in junior high schools. hence, the present study identified the students with least mastered competencies in biology embedded across the junior high school in different levels along with the topics in animals and plants parts and functions of; genetics, biodiversity and evolution; and ecosystems, inheritance and variation. the study likewise investigated the different reasons which affect the learners from achieving the standard competencies and classified the different areas in biology where the students mostly experience difficulties. in the future, this research can be used as a reference source for similar research on least mastery competencies in the field of biology. method the study used descriptive-survey research employing both quantitative and qualitative approaches. the survey questionnaire was used as the main instrument in gathering the required data. these methods were used in order to describe the least mastered competencies of the students in biology. quantitative research explains phenomena by collecting numerical data analyzed using mathematically based methods, particularly statistics (aliaga & gunderson, 2000). the respondents of this study were the 122 grade 10 students of three state-owned secondary schools in zambales from school a with 17 respondents, school b with 66 and school c with 39 respondents. all the schools are regulated by the philippine department of education. the respondents were chosen since they have enrolled all the biology subjects in the junior high school curriculum. the respondents were chosen through cluster sampling. the clusters considered by the researchers are the national secondary schools found in southern zambales. the biology competencies survey questionnaire (bcsq) served as the main instrument in collecting the data. it is made up of two parts. the first part consists of the demographic profile of the respondents. the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 210 delos santos et al. (least mastered competencies in biology…) profile of the respondents includes the school, age and sex. the second part assessed the students’ least mastered competencies in biology in grade 7 (13 items), grade 8 (12 items), grade 9 (6 items), and grade 10 (11 items). these competencies included parts and function of animals and plants; heredity: inheritance and variation; biodiversity; evolution; and ecosystem. the survey tool is a researcher-made questionnaire. the learning competencies were lifted from the k to 12 science curriculum guide (department of education phillipines, 2016). the tool was subjected to construct and content validity. three experts were tapped to check the consistency of the items in each variable. a total number of 30 learners who were not part of the research were asked to answer the survey questionnaire for pilot testing. the responses were processed and subjected to reliability test. the computation of the reliability test using cronbach alpha was made through spss version 25.0. it was found out that the instrument has an excellent internal consistency having obtained a cronbach’s alpha coefficient of 0.965. table 1 shows the reliability coefficient of the instrument using cronbach’s alpha. table 1. reliability coefficient of the instrument using cronbach’s alpha variable no. of items cronbach’s alpha interpretation grade 7 13 0.876 good grade 8 12 0.866 good grade 9 6 0.850 good grade 10 11 0.952 excellent overall 42 0.965 excellent the research was conducted before the pandemic and was completed in june 2020. the first phase was the development of the research questionnaire. this was done by the researchers and validated by research experts in one state university in the philippines. after validation, the researchers revised some questions in the research questionnaire checked by the research experts before seeking permission to the principal of a public secondary school to conduct pilot testing. a total of 30 non-respondents were selected for the pilot testing of the research tool. after the pilot testing, the researchers gauged the questionnaire's reliability using cronbach’s alpha. after the content validity and reliability testing, the researchers administered the survey questionnaires. the computer software spss version 25 and ms excel 2016 were used for the processing of data. statistical tools used were fequency count, percent, weighted mean, analysis of variance (anova) and pearson-r correlation. to maintain ethics in conducting this research, the researchers strictly observed the following: the respondents’ names were not mentioned in any portion of this research. the students were not physically and emotionally forced or harmed just to be a respondent of the study. the researchers protected and respected any other concerns and decision of the respondents and were not be put in any part of this study. a communication letter was presented to the school principals to ask permission to gather the needed data regarding students’ least mastered competencies in biology. the responses of the students were treated with utmost confidentiality. an informed consent form was explained and signed by the respondents. results and discussion the profile of the students was determined to provide a comprehensive background of their age, sex and school (table 2). table 2. profile of the grade 10 students profile frequency percentage (%) school school a 17 13.90 school b 66 54.10 school c 39 32.00 total 122 100.0 age 18above 7 5.7 16-17 77 63.10 15-below 38 31.10 total 122 100.0 sex male 56 45.90 female 66 54.10 total 122 100.0 as shown in the table 2 more than half of the respondents came from school b (66, 54.10%), followed by school c (39, 32.00%) and school a (17, 13.90%). out of 122 student-respondents most of them are in the aged of 16-17 (77 or 63.10%), and few aged of 18-above 7 or 5.7%. females (66 or 54.10%) are high in jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 211 santos et al (least mastered competencies in biology …) number of respondents than males (56 or 45.90%). the result shows that there are more female students in the distribution. chi et al (2017) mentioned that the analysis of rose (relevance of science education) data indicates a difference in science-related affective variables based on gender. boys’ and girls’ interests are different in context dependency and also in level of development, girls are more concerns than boys when it comes to environment but boys are more aggressive than girls to become scientists and get a job in sjøberg & schreiner (2010). as shown in table 3, the respondents obtained "low mastery" in grade 7 biology competencies with an overall mean of 2.44 (sd=0.49). table 3. students’ least mastered competencies in grade 7 biology indicators m sd description 1. identify parts of the microscope and their functions. 2.40 0.79 lm 2. focus specimens using the compound microscope. 2.08 0.84 lm 3. describe the different levels of biological organization from cell to biosphere. 2.39 0.77 lm 4. differentiate plant and animal cells according to presence or absence of certain organelles. 2.75 0.77 mtm 5. explain why the cell is considered the basic structural and functional unit of all organisms. 2.08 0.81 lm 6. identify beneficial and harmful microorganisms. 2.43 0.91 lm 7. differentiate asexual from sexual reproduction in terms of number of individuals involved. 2.73 0.90 mtm 8. differentiate asexual from sexual reproduction in terms of similarities of offspring to parents. 2.66 0.87 mtm 9. describe the process of fertilization. 2.79 0.90 mtm 10. differentiate biotic from abiotic components of an ecosystem. 2.25 0.85 lm 11. describe the different ecological relationships found in an ecosystem. 2.40 0.95 lm 12. predict the effect of changes in one population on other populations in the ecosystem. 2.40 0.82 lm 13. predict the effect of changes in abiotic factors on the ecosystem. 2.17 0.88 lm overall 2.44 0.49 lm legend: mmastered (3.50-4.00), mtmmoving towards mastery (2.50-3.49), lmlow mastery (1.50-2.49), nmno mastery (1.001.49) the highest means were acquired in the following indicators: describe the process of fertilization (m=2.79, sd=0.90), differentiate plant and animal cells according to presence or absence of certain organelles (m=2.75, sd=0.77), differentiate asexual from sexual reproduction in terms of number of individuals involved (m=2.73, sd=0.90). the lowest means were obtained in the following indicators: focus specimens using the compound microscope (m= 2.08, sd= 0.84), explain why the cell is considered the basic structural and functional unit of all organisms (m= 2.08, sd=0.81), predict the effect of changes in abiotic factors on the ecosystem (m= 2.17, sd= 0.88), differentiate biotic from abiotic components of an ecosystem (m=2.25, sd=0.85), describe the different levels of biological organization from cell to biosphere. (m= 2.39, sd= 0.77). based on the open-ended question, the low mastery of the students among the grade 7 biology competencies are on identifying the parts of microscope (f=17) and focusing specimen using the compound microscope (f=9). the reasons of the students’ low mastery include the prohibition of the use of microscope by the teacher, lack of interest, poor retention ability, poor conceptual understanding, and lack of knowledge on handling laboratory apparatuses. according to the study of čipková et al. (2018) students’ interest and their benefit for everyday life are also necessary to consider in the selected curriculum. teachers' teaching style, nature of the topic, attitude towards the topic, students' learning and studying habits, and lack of resources are the main causes of learning difficulties. if learners were not happy with the methods of how biology is taught, they may show negative attitudes and disinterest towards biology (çimer, 2012). table 4 shows the students’ least mastered competencies in grade 8 biology. the respondents had “moving towards mastery” in grade 8 biology competencies with the overall mean of 2.67 (sd=0.60). the highest means were acquired in the following indicators: identify healthful practices that affect the digestive system (m= 2.63, sd= 0.84), explain how diseases of the digestive system are prevented, detected, and treated (m=2.63, sd= 0.85), explain the advantage of high biodiversity in maintaining the stability of an ecosystem (m=2.43, sd= 0.79), analyze the roles of organisms in the cycling of materials (m=2.39, sd= 0.85). the lowest means were obtained in the following indicators: classify organisms using the hierarchical taxonomic system (m= 1.99, sd= 0.85), explain the significance of meiosis in maintaining the chromosome number (m=2.10, sd=0.81), explain ingestion, absorption, assimilation, and excretion (m=2.11, sd=0.82), predict phenotypic expressions of traits following simple patterns of inheritance (m= 2.23, sd= 0.84). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 212 delos santos et al. (least mastered competencies in biology…) as indicated in the students' responses in the open-ended question in the grade 8 biology competencies, it is shown that the lowest mastery they have encountered are comparing mitosis and meiosis, and their role in the cell division cycle (f=11), describing the transfer of energy through the trophic levels (f=11) and classifying organisms using the hierarchical taxonomic system (f=10). the reasons for the students' low mastery include the lack of interest, not discussed thoroughly, poor conceptual understanding, poor retention, having poor prior knowledge about the topic, and dislike science lessons. table 4. students’ least mastered competencies in grade 8 biology indicators m sd description 1. explain ingestion, absorption, assimilation, and excretion. 2.11 0.82 lm 2. explain how diseases of the digestive system are prevented, detected, and treated. 2.63 0.85 mtm 3. identify healthful practices that affect the digestive system. 2.63 0.84 mtm 4. compare mitosis and meiosis, and their role in the cell-division cycle. 2.29 0.88 lm 5. explain the significance of meiosis in maintaining the chromosome number. 2.10 0.81 lm 6. predict phenotypic expressions of traits following simple patterns of inheritance. 2.23 0.84 lm 7. explain the concept of a species. 2.32 0.92 lm 8. classify organisms using the hierarchical taxonomic system. 1.99 0.85 lm 9. explain the advantage of high biodiversity in maintaining the stability of an ecosystem. 2.43 0.79 lm 10. describe the transfer of energy through the trophic levels. 2.26 0.80 lm 11. analyze the roles of organisms in the cycling of materials. 2.39 0.85 lm 12. explain how materials cycle in an ecosystem. 2.36 0.89 lm overall 2.67 0.60 mtm legend: mmastered (3.50-4.00), mtmmoving towards mastery (2.50-3.49), lmlow mastery (1.50-2.49), nmno mastery (1.001.49) as cited in the study of çimer (2012) and tekkaya et al (2001), that secondary students’ found that mitosis and meiosis, hormones, genes, and chromosomes, mendelian genetics, nervous system are also found and were considered difficult concept to study. making biology teaching and lezarning effective may facilitate the implementation of the new curriculum and help policy-makers and teachers to update in the line with the learners, knowing their views of the affecting their learning needs. moreover, teachers can see the learners strong and weak areas regarding in learning biology (çimer, 2012). as shown in the table 5, the grade 10 students obtained “low mastery” in grade 9 competencies with an overall mean of 2.31 (sd=0.54). table 5. students’ least mastered competencies in grade 9 biology indicators m sd description 1. explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body. 3.05 0.81 mtm 2. infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. 2.84 0.83 mtm 3. describe the location of genes in chromosomes. 2.65 0.89 mtm 4. explain the different patterns of non-mendelian inheritance. 2.20 0.88 lm 5. relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment. 2.60 0.81 mtm 6. differentiate basic features and importance of photosynthesis and respiration. 2.64 0.87 mtm overall 2.31 0.54 lm legend: mmastered (3.50-4.00), mtmmoving towards mastery (2.50-3.49), lmlow mastery (1.50-2.49), nmno mastery (1.001.49) the highest means were acquired in the following indicators: explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body (m= 3.05, sd= 0.81), infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems (m=2.84, sd= 0.83), describe the location of genes in chromosomes (m=2.65, sd= 0.89). the lowest means obtained in the following indicators: explain the different patterns of non-mendelian inheritance (m=2.20, sd=0.88), relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment (m= 2.60, sd= 0.81), differentiate basic features and importance of photosynthesis and respiration (m= 2.64, sd= 0.87). as revealed by the student responses, in the open-ended question, the lowest mastery they have in grade 9 biology is explaining the different patterns of non-mendelian inheritance (f=18) and describing the location of genes in chromosomes (f=10). the students' reasons for low mastery include the lack of interest in the topics, poor retention, poor conceptual understanding, and poor prior knowledge about the topic and not thoroughly discussed by the teacher. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 213 santos et al (least mastered competencies in biology …) according to bahar et al., (1999), the chief biology examiners of scottish examination board in their annual report (1992-1995) supported the opinion of the students that the general area of genetics is still posing problems. protein synthesis, respiration, and photosynthesis, water transport in plants, physiological processes, energy, oxygen transport, gaseous exchange, mendelian genetics, organs, hormonal regulation, mitosis and meiosis, central nervous system, cells, and genetic engineering are multiple concepts in biology that high school learners can be perceived as difficult topics to learn (çimer, 2012). table 6 shows the students’ least mastered competencies in grade 10 biology. as shown, respondents had “moving towards mastery” in grade 10 competencies with the overall means of 2.96 (sd= 0.66). table 6. students’ least mastered competencies in grade 10 biology indicators m sd description 1. describe the parts of the reproductive system and their functions. 3.43 0.71 mtm 2. explain the role of hormones involved in the female and male reproductive systems. 3.33 0.75 mtm 3. describe the feedback mechanisms involved in regulating processes in the female reproductive system (e.g., menstrual cycle). 3.16 0.86 mtm 4. describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis. 2.93 0.83 mtm 5. explain how protein is made using information from dna. 2.98 0.89 mtm 6. explain how mutations may cause changes in the structure and function of a protein. 2.83 0.90 mtm 7. explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution. 2.82 0.85 mtm 8. explain the occurrence of evolution. 2.73 0.93 mtm 9. explain how species diversity increases the probability of adaptation and survival of organisms in changing environments. 2.75 0.90 mtm 10. explain the relationship between population growth and carrying capacity. 2.81 0.88 mtm 11. suggest ways to minimize human impact on the environment. 2.83 0.92 mtm overall 2.96 0.66 mtm legend: mmastered (3.50-4.00), mtmmoving towards mastery (2.50-3.49), lmlow mastery (1.50-2.49), nmno mastery (1.001.49) higher means were obtained in the following indicators: describe the parts of the reproductive system and their functions (m= 3.43, sd= 0.71), explain the role of hormones involved in the female and male reproductive systems (m= 3.33, sd=0.75), describe the feedback mechanisms involved in regulating processes in the female reproductive system (e.g., menstrual cycle) (m= 3.16, sd= 0.86), explain how protein is made using information from dna (m= 2.98, sd= 0.89), describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis (m= 2.93, sd= 0.83). it can be deduced that the students are moving towards mastery in the concepts of the reproductive system and their functions, role of hormones, feedback mechanisms, protein synthesis, and homeostasis. although moving toward there were also lower means obtained in the following indicators: explain the occurrence of evolution (m=2.73, sd=0.93), explain how species diversity increases the probability of adaptation and survival of organisms in changing environments (2.75, sd= 0.90), explain the relationship between population growth and carrying capacity (m= 2.81, sd= 0.88). this implies that the respondents may further in hands their conceptual understanding in the occurrence of evolution, species diversity, and population growth and carrying capacity. based on the open-ended question, the lowest mastery that the students have among the grade 10 biology competencies are in explaining how species diversity increases the probability of adaptation and survival of organisms in changing environments (f=7) and the explanation on the occurrence of evolution (f=5). the reasons of the lowest mastery of the students include the poor prior knowledge about the topic, lack of interest, depression, poor computational skills, poor conceptual understanding, and poor retention, not thoroughly discussed by the teacher and short period of time. students often lack requisite background knowledge, even if the educators provides the conducive environment to learn and support critical scientific thinking and reaasoning to do effectively (anderman et al., 2012). in the study of kempa (2006), lack of interest, and inadequacy of effort and attention are other reasons responsible in prevailing students to fail on learning. according to lazarowitz and penso (1992), the learners encountered difficulty in determing the mutual relationship between several facts or collection of data but succeeded in explaining the impact of one isolated fact. table 7 shows the summary of least mastered competencies in biology of grade 10 students in each grade level competencies. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 214 delos santos et al. (least mastered competencies in biology…) table 7. summary of least mastered competencies in biology of grade 10 students biology competencies overall mean sd description rank grade 7 2.44 0.49 lm 2 grade 8 2.67 0.60 mtm 3 grade 9 2.31 0.54 lm 1 grade 10 2.96 0.66 mtm 4 legend: mmastered (3.50-4.00), mtmmoving towards mastery (2.50-3.49), lmlow mastery (1.50-2.49), nmno mastery (1.001.49) the result showed grade 9 biology competencies ranked first in the table and obtained the lowest mastery with an overall mean of 2.31 and a standard deviation of 0.54. grade 9 biology competencies obtained a lowest mastery with an overall mean of 2.31 and a standard deviation of 0.54. the topics that are included are respiratory system, circulatory system, genetics, photosynthesis and respiration. it implies that they are not interested in the topics that is why it can affect the students' learning process. grade 7 biology competencies obtained a lowest mastery with an overall mean of 2.44 and a standard deviation of 0.49. grade 8 biology competencies obtained a moving towards mastery with an overall mean of 2.67 and a standard deviation of 0.60. grade 10 biology competencies also obtained a moving towards mastery with an overall mean of 2.96 and a standard deviation of 0.66. the topics that are included the reproductive system, nervous system, heredity& evolution and biodiversity. learning and schooling is not only worth listening perhaps the most important foundation is thinking about ways of improving schools, teaching and learning based on what the students say about education. the difficulty level depends on the understanding of a learners. in grade 9 biology is a time where in you start learning about the concepts in life that you need in your entire life (etobro & fabinu, 2017). a one-way analysis of variance between groups was done to explore the impact of the profile variables on the competency mean scores in grade 7 biology (table 8). table 8. one-way analysis of variance of the respondents’ least mastered competencies in grade 7 biology by profile variables * significant at p<0.050 *equal variances assumed as shown in table 8, there was a significant difference in the students’ least mastered competencies in grade 7 biology according to school at the 0.05 level [f (2,119) = 4.090, p<0.05]. post-hoc comparison using tukey lsd test indicated that significant differences were found between school a (m= 2.75) and school b (m= 2.38); and between school a (m= 2.75) and school c (m= 2.41). this means that students in school a have higher mastery in grade 7 biology competencies compared with school b and school c. there is also have significant difference in the students’ least mastered competencies in grade 7 biology according to sex at the 0.05 level [f (2,119) = 4.954, p<0.05]. female respondents (m= 2.53) have a higher mastery compared to male respondents (m=2.33) of grade 7 biology competencies. the computed p-value for age (0.980) is higher than (>) 0.05 level of significance, thus the null hypothesis is accepted. hence, there were no statistically significant differences at the 0.05 level of significance in the rating mean scores of the respondents. there is no adequate evidence to show statistically significant differences in the respondents’ rating in the least mastered competencies in grade 7 biology relevance by profile variables which possibly due to the small sample size taken or might be due to the large error of measurement. based from the mean analysis, as to age, students in 15below (m= 2.45) indicated higher mastery on grade 7 biology competencies while those students age 18above (m= 2.41) indicated lower mastery on grade 7 biology competencies. according to reddy (2017), in grade 7 biology 15below have much higher mastery because of attitude toward learning in science and they are more focused in scientific subject. table 9 shows the difference in the respondents’ least mastered competencies in grade 8 biology when grouped according to profile variables. source ss df ms f p-value school between groups 1.896 2 .948 4.090 0.019* within groups 27.587 119 .232 total 29.483 121 age between groups .010 2 .005 .020 0.980 within groups 29.473 119 .248 total 29.483 121 sex between groups 1.172 1 1.172 4.954 0.028* within groups 28.147 119 .237 total 29.318 120 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 215 santos et al (least mastered competencies in biology …) table 9. one-way analysis of variance of the respondents’ least mastered competencies in grade 8 biology by profile variables * significant at p<0.050 *equal variances assumed as shown in the table 9, there was a significant difference in the students’ least mastered competencies in grade 8 biology according to school at the 0.05 level [f (2,119) = 3.586, p<0.05]. post-hoc comparison using tukey lsd test indicated that significant differences were found between school a (m= 2.59) and school b (m= 2.22). this means that students in school a have higher mastery in grade 8 biology competencies compared with school b. the computed p-value for age (0.718) and sex (0.344) are higher than (>) 0.05 level of significance, thus the null hypothesis is accepted. hence, there were no statistically significant differences at the 0.05 level of significance in the rating mean scores of the respondents. there is no adequate evidence to show statistically significant differences in the respondents’ rating in the least mastered competencies in grade 8 biology relevance by profile variables which possibly due to the small sample size taken or might be due to the large error of measurement. based from the mean analysis, as to age students in 18above (m= 2.38) indicated higher mastery on grade 8 biology competencies while those aged 16-17 (m= 2.28) indicted lower mastery on grade 8 biology competencies. according to pem (2019), age 18 and above are much attentive in learning process in biology they can easily adopt the topic of biology than age 15below. as to sex, female (m= 2.76) indicated higher mastery on grade 8 biology competencies than to male (m=2.55). a one-way analysis of variance between groups was done to explore the impact of the profile variables on the rating mean scores in grade 9 biology competencies (table 10). table 10. one-way analysis of variance of the respondents’ least mastered competencies in grade 9 biology by profile variables * significant at p<0.050 *equal variances assumed as shown in the table 10, there was a significant difference in the students’ least mastered competencies in grade 9 biology according to school at the 0.05 level [f (2,119) = 3.063, p<0.05]. post-hoc comparison using tukey lsd test indicated that significant differences were found between school a (m= 2.75) and school b (m= 2.38); and between school a (m= 2.75) and school c (m= 2.41). this means that students in school a have higher mastery in grade 9 biology competencies compared with school b and school c. the computed p-value for age (0.232) and sex (0.057) are higher than (>) 0.05 level of significance, thus the null hypothesis is accepted. hence, there were no statistically significant differences at the 0.05 level of significance in the rating mean scores of the respondents. there is no adequate evidence to show statistically significant differences in the respondents’ rating in the least mastered competencies in grade 9 biology relevance by profile variables which possibly due to the small sample size taken or might be due to the large error of measurement. based from the mean analysis, as to age students in 18above (m=2.81) indicated higher mastery on grade 9 biology competencies while those aged 15-below (m= 2.78) indicated lower mastery on grade 9 source ss df ms f p-value school between groups 2.002 2 1.001 3.586 0.031* within groups 33.218 119 .279 total 35.220 121 age between groups .196 2 .098 .333 0.718 within groups 35.024 119 .294 total 35.220 121 sex between groups .263 1 .263 .902 0.344 within groups 34.684 119 .291 total 34.947 120 source ss df ms f p-value school between groups 2.137 2 1.069 3.063 0.050* within groups 41.518 119 .349 total 43.655 121 age between groups 1.059 2 .530 1.480 0.232 within groups 42.596 119 .358 total 43.655 121 sex between groups 1.314 1 1.314 3.702 0.057 within groups 42.228 119 .355 total 43.542 120 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 216 delos santos et al. (least mastered competencies in biology…) biology competencies. as to sex, female (m= 2.76) indicated higher mastery on grade 9 biology competencies than to male (m=2.55). the higher preference for biology is female while boys are more inclined in physics and chemistry, which is why females had higher mastery of grade 8 biology (reddy, 2017). table 11 shows the difference in the respondents’ least mastered competencies in grade 10 biology when grouped according to profile variables. table 11. one-way analysis of variance of the respondents’ least mastered competencies in grade 10 biology by profile variables * significant at p<0.050 *equal variances assumed as shown, there was a significant difference in the students’ least mastered competencies in grade 10 biology according to sex at the 0.05 level [f (2,119) = 4.872, p<0.05]. female (m= 2.81) have a higher mastery compared to male respondents (m=2.33) of grade 10 biology competencies. the computed p-value for age (0.452) and school (0.333) are higher than (>) 0.05 level of significance, thus the null hypothesis is accepted. hence, there were no statistically significant differences at the 0.05 level of significance in the rating mean scores of the respondents. there is no adequate evidence to show statistically significant differences in the respondents’ rating in the least mastered competencies in grade 10 biology relevance by profile variables which possibly due to the small sample size taken or might be due to the large error of measurement. research revealed that promoting conceptual change and engaging in deep reflective thinking plays a pivotal role as students motivation in science learning in grade 10 and are instrumental in enhancing students science attainment (ali, 2012). table 12 shows the relationship among the biology competencies per grade level. table 12. correlation between the relationships among biology competencies variables ** correlation is significant at the 0.01 level (2-tailed) *correlation is significant at the 0.05 level (2-tailed) as shown from the table above, inter-correlations among all the competencies in biology of grade 10 students are positive moderately and low. in particular, there is a significant positive moderate correlation between grade 8 least mastered competencies and grade 7 least mastered competencies (r=0.667; p<0.01) which implies that when students have moderately least mastered competencies in grade 8 biology they will likely have least mastered competencies in grade 7 biology. there is also positive significant moderate correlation between grade 9 least mastered competencies and grade 8 least mastered competencies (r=0.602; p<0.01) implying that when students have least mastered competencies in grade 9, they will have least mastered competencies in grade 8. moreover, there is a moderate correlation between grade 10 least mastered competencies and grade 9 least mastered competencies of students (r=0.595; p<0.0) it indicates that when students have least mastered competencies in grade 10 biology, they will also have least mastered competencies in grade 9 biology. it can also be noted that there is a significant positive moderate correlation between grade 9 least mastered competencies and grade 7 least mastered competencies (r=0.587; p<0.01), implying that when the students have least mastered competencies in grade 9 biology, they will also have least mastered competencies in grade 7 biology. although statistically significant, there is also low correlation between grade 10 least mastered competencies and grade 7 least mastered competencies (r=0.374; p<0.01) implying that when the students have least mastered competencies in grade 10 biology, they will also have least mastered competencies in source ss df ms f p-value school between groups .976 2 .488 1.111 0.333 within groups 52.268 119 .439 total 53.243 121 age between groups .707 2 .353 0.800 0.452 within groups 52.537 119 .441 total 53.243 121 sex between groups 2.088 1 2.088 4.872 0.029* within groups 50.991 119 .428 total 53.079 120 variables grade 7 grade 8 grade 9 grade 10 grade 7 grade 8 0.667** grade 9 0.587** 0.602** grade 10 0.374** 0.377** 0.595** jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 217 santos et al (least mastered competencies in biology …) grade 7 biology. it can also be noted that there is low correlation between grade 10 least mastered competencies and grade 8 least mastered competencies (r= 0.377; p< 0.01) it implies that when the students have least mastered competencies in grade 10 biology, they will also have least mastered competencies in grade 8 biology. according to miller (1963), high school biology is imparted to grade 9th grade students, some evidence for moving the biology class own from the 10th grade suggests that 9th grade students of biology show little difference in achievement when compared to 10th grade students of biology. it said also that if 8th grade can be easily understood; chances are quite good in 7th grade. a proposed instructional intervention program was crafted based on the least mastered competencies in biology. the intervention is composed of the least mastered competencies, proposed pedagogical strategies, suggested learning tasks and assessment tasks. table 13 shows the proposed instructional intervention in the least mastered competencies (lmcs) in grade 7 biology. table 13. proposed instructional intervention in the least mastered competencies in grade 7 biology least mastered competencies/ code pedagogical strategies learning task assessment task • focus specimens using the compound microscope (s7ltiia-1). flipped classroom strategy the students will conduct simple research at home on how to use the microscope properly and perform it in the class after. performance-based tasks. • explain why the cell is considered the basic structural and functional unit of all organisms (s7lt-iie-5). cell parts 3d visual simulation cell parts virtual dissection worksheet • predict the effect of changes in abiotic factors on the ecosystem (s7lt-iih-9). brain storming strategy the students will share their knowledge about environmental events or dilemmas which showcase connection on biotic and abiotic factors in the environment. presentation of outputs. there are three suggested pedagogical strategies to address the students’ lmcs. flipped classroom strategy will be utilized to address the competency on focusing specimens using the compound microscope. the idea of flipped classroom strategy is that what is done at home as conventional learning is done in the classroom, and what is done in the classroom as conventional learning is done at home (bergmann & sams, 2012).the cell parts 3d visual simulation will be used to explain why the cell is considered the basic structural and functional unit of all organisms. computer-based simulations for scientific learning can be utilized to develop procedural knowledge for doing lab operations as well as conceptual knowledge for comprehending and explaining the demonstration, but further study on their educational efficacy is needed (honey & hilton, 2011). brain storming strategy is proposed as an intervention to be used to predict the effect of changes in abiotic factors on the ecosystem. brainstorming is one of the most distinctive ways to develop creative thinking, so the nature of the brainstorming is characterized as working on the flow of ideas without criticism and try to speed thinking, break the deadlock, and challenge the mind (malkawi & smadi, 2018). table 14. proposed instructional intervention in the least mastered competencies in grade 8 biology least mastered competencies/code pedagogical strategies learning task assessment task • classify organisms using the hierarchical taxonomic system (s8lt-ivh20). gallery walk going around inside the classroom while looking on the pictures that are pasted on the wall which showcase scientific classification of different organisms. moving exam • explain the significance of meiosis in maintaining the chromosome number (s8ltive17). visual simulation the students will use a technology or computer for them to see the realistic graphical representation of meiosis. computer mediated quiz • explain ingestion, absorption, assimilation, and excretion (s8lt-iva13). mini anchor charts the teacher will show the students process of the ingestion, absorption, assimilation and excretion. short quiz as presented in the table 14, there are three suggested pedagogical strategies to address the students’ lmcs. gallery walk strategy will be utilized to address the least mastered competency on classifying organisms using the hierarchical taxonomic system. posters or pictures are displayed around the room for a gallery walk so all groups can see other groups’ work (patterson & gray, 2019). while reviewing the posters or pictures, jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 218 delos santos et al. (least mastered competencies in biology…) each group can check new learnings from the materials posted. the visual simulation strategy could be used to explain the significance of meiosis in maintaining the chromosome number. visual simulation may connect realworld actions with comparable learning settings and procedures in future academic and professional employment (kelly et al., 2014). the mini anchor charts is proposed as an intervention to be used to explain ingestion, absorption, assimilation, and excretion. an anchor chart “primarily serves teachers and students in a large written form a space where factual information is visually represented to increase comprehension of, for example, a process, living cycle and/or for vocabulary building” (garza & cavazos, 2020). table 15 shows the proposed instructional intervention in the least mastered competencies (lmcs) in grade 7 biology. table 15. proposed instructional intervention in the least mastered competencies in grade 9 biology least mastered competencies/code pedagogical strategies learning task assessment task • explain the different patterns of nonmendelian inheritance (s9lt-id-29). guided discovery problems debugging the different parts of the process. problem solving. • relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment (s9lt-ie-f30). argument-based science inquiry the students will watch video documentaries that will showcase the different species extinction which is related on the failure of population. reflection paper • differentiate basic features and importance of photosynthesis and respiration (s9lt-lg-j3). field work the students will go outside the classroom and will observe how photosynthesis and respiration happen. laboratory report the suggested pedagogical strategies to address the students’ lmcs in grade 9 biology are guided discovery problems, argument-based science inquiry, and fieldwork. guided discovery problems can be used to explain the different patterns of non-mendelian inheritance. guided discovery problems encourage learners’ natural curiosity and inquisitiveness (ignisha et al, 2021) specifically in science. argument-based science inquiry is proposed to address the competency on relating species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment. it is an approach designed to engage students in inquiry science, argumentation, and experimentation as science learning process and improving critical and creative thinking skills (taylor et al., 2018). field work is suggested as an intervention to be used to differentiate the basic features and importance of photosynthesis and respiration. field work is the “process of observing and collecting data about people, cultures, and natural environments” which is mostly used in scientific disciplines. table 16 shows the proposed instructional intervention for grade 10 biology. table 16. proposed instructional intervention in the least mastered competencies in grade 10 biology least mastered competencies/code pedagogical strategies learning task assessment task • explain the occurrence of evolution (s10ltiiig-40). multiflow maps the students will show the cause and effect of an event through a map. use of rubrics as assessment tool. • explain how species diversity increases the probability of adaptation and survival of organisms in changing environments (s10ltiiih-41). role playing the students will get a role of an organism in the environment that will showcase their way of adapting and surviving on the changing environments. performance based which is guided by a scoring rubric. • explain the relationship between population growth and carrying capacity (s10ltiiii-42). fishbone students need to know the cause and effect of the population growth and carrying capacity. the head of the fish will stand for the change the body will serve as the reason and the fish tail for the supportive evidence. presentation of the outputs. there are suggested pedagogical strategies to address the students’ lmcs. multi flow maps could be used to address the competency on explaining the occurrence of evolution. the multi-flow map is a conceptual map that is used to highlight the interconnections between events as well as the reasons of an occurrence, which are displayed on the left side. role playing is proposed as an intervention to be used to explain how species diversity increases the probability of adaptation and survival of organisms in changing environments. roleplaying promotes the students’ contextual understanding of the scientific and social concepts and processes jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 208-221 219 santos et al (least mastered competencies in biology …) (sagmeister et al., 2021). fishbone strategy is proposed to address the relationship between population growth and carrying capacity. a fishbone diagram is a visual way to look at cause and effect. the proposed pedagogical strategies embedded in the instructional intervention is deemed necessary to enhance the least mastered competencies of students in biology. this intervention plan can be migrated online as schools have shifted to flexible learning and distance learning due to the covid-19 pandemic. the effectiveness of the pedagogical strategies may address the current situation of biology education in the current global health crisis. conclusion the study determined the least mastered competencies of grade 10 students in the biology competencies based on the different grade levels from grade 7 to grade 10. the grade 7 and grade 9 biology competencies in the k12 science curriculum gained the lowest mastery among the grade 10 students. there was significant difference in the students least mastered competencies according to school and sex. there was a significant relationship among the variables of least mastered competencies in biology. science teachers may consider employing inquiry-based, and hands-on learning activities to further enhance students' proficiency in science and decrease their difficulty of subject matter. teachers can design varied motivational activities to engage the students in the science learning process fully dents may be given drills and brain exercises regarding scientific concepts and principles for better retention. teachers may design activity to explore prior understanding of students and solicit their alternative conceptions and misconceptions. the proposed instructional intervention may be implemented by science teachers to minimize students' difficulties in learning science. administrators may send the science teachers to seminars and workshops to update their content knowledge and pedagogy in science. teachers may also consider students' affective dimension in designing learning tasks and selecting assessment tools. since the study was conducted before the covid-19 pandemic period, further study may also look into the least mastered competencies of the students in biology during the covid-19 educational disruption. the most essential learning competencies (melcs) identified by the department of education (deped) may also be used as a framework to identify the least mastered competencies in biology. acknowledgement the authors would like to acknowledge the school heads of the three secondary schools for their approval to conduct the study, to the grade 10 students for the engagement, to the college of teacher education of the president ramon magsaysay state university – san marcelino campus for the support to this research endeavor, to the editors and anonymous peer reviewers for the critical feedback and valuable insights which enhanced this research article. references ali, t. 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(2010). the relationship between grade 11 palestinian attitudes toward biology and their perceptions of the biology learning environment. international journal of science and mathematics education, 8(5), 783–800. https://doi.org/10.1007/s10763-009-9185-8 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 1 march 2021, pp. 11-24 10.22219/jpbi.v7i1.15510 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 11 research article laro (learners active response to operant) lessons in improving the basic science process skills of elementary pupils aureen kate a. barantes a,1, joseline r. tamoria a,2,* a college of teacher education, president ramon magsaysay state university, zambales 2207, philippines 1 akalba2408@gmail.com; 2 ceas_sm@prmsu.edu.ph* * corresponding author introduction education and fun can go hand in hand and can be seen in educational games. games are synonymous with play, and play is our brain's favorite way of learning. regardless of age, gender, nor interests, it is a known fact that pupils learn best through play. al-tarawneh (2016) cited that science teachers, and researchers believed that all students could be proficient in learning science, specifically biology, in a more learner-centered curriculum than teachercentered or using the traditional teaching method. science curriculum revolves around scientific concepts that a r t i c l e i n f o a b s t r a c t article history received: 7 february 2021 revised: 11 march 2021 accepted: 17 march 2021 published: 31 march 2021 science is regularly taught in ways that make the data unessential, theoretical, and disengaged from students' experiences. although most students do anticipate to learn science, they regularly see it as being presented in uninteresting ways. this study aimed to determine the effectiveness of using laro (learners active response to operant) lessons in teaching biology and their roles in promoting students' basic science process skills (bsps). this action research employed a descriptive research design. thirty grade iv pupils in a special education-gifted talented (sped-gt) elementary school in zambales, philippines, were selected using convenience sampling. a parallel test was used to determine the level of bsps before and after the application of laro lessons. results revealed that before the utilization of laro lessons, it was found out that some of the pupils had advance knowledge and they were under the average level of basic science process skills. throughout the use of educational games, there is an improvement in pupils' performance on their oral participation as recorded in their daily recitation logs. it only shows that the pupils are eagerly motivated. after the use of laro, pupils improved from average to outstanding level of performance of their bsps in the post-test. it was revealed by the result of the ttest that laro lessons were effective in enhancing the basic science process skills of pupils. the researchers recommend the use of laro lessons as a technique to improve the pupil's bsps. copyright © 2021, barantes & tamoria this is an open access article under the cc–by-sa license keywords action research basic science process skills elementary teaching laro lessons science education how to cite: barantes, a.k.a., & tamoria, j.r. (2021). laro (learners active response to operant) lessons in improving the basic science process skills of elementary pupils. jpbi (jurnal pendidikan biologi indonesia), 7(1), 11-24. doi: https:// doi.org/10.22219/jpbi.v7i1.15510 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i1.15510 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1.15510 https://doi.org/10.22219/jpbi.v7i1.15510 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 12 barantes and tamoria (laro [learners active response to operant] …) are considered as the foundation of scientific knowledge. those concepts permit us to draw suitable conclusions about the individuals that we encounter in our everyday lives. despite the importance of scientific concepts, students confront challenges in obtaining these concepts, specifically in elementary years. students lack scientific background that leads them to confusion between scientific terms and their meaning. these complications are characterized by implementing traditional science learning. traditional science learning has been assessed for not capturing learner's interests and cultivating a more profound understanding. this is supported by several studies (bajak, 2014; yen et al., 2013). meanwhile, educators believe the difficulties stated can be tamed by utilizing eagerness and fun-based teaching and learning strategies. the learner gains real-life experience from his/ her active participation in the learning process, and motivational games are considered one method to attain fun-based teaching. psychologists have long recognized the significance of play in cognitive development and learning. for instance, piaget considered play as being “integral to, and evolving with, children’s stages of cognitive development” (plass et al. 2015). the usefulness of science links to technology and industry. this has a big help in the national perspective which are a high priority for development. science improves students' scientific inquiry skills, critical thinking, values, and attitudes, such as objectivity, curiosity, and honesty. these skills are beneficial to every individual, especially students, for his improvement, future career, and life, in general. these are useful to the community where an individual belongs and are further useful to the nation that he lives (sei-dost & up nismed, 2011). through the advent of technology, science has become a potent tool in analyzing, exploring, and discovering new concepts and ideas relevant in today's generation (macanas & rogayan, 2020). science is commonly taught in ways that make the data unessential, theoretical, and disengaged from learners' experiences. even though most students expect to learn science, they commonly see it being presented in an uninteresting and monotonous way. this frequently leads to students not appreciating and valuing science activities, seeing science as not personally necessary to their lives (national research council, 1997). science subject is one of the shortcomings of the flipino students. many educators nationwide had to adapt to the changes brought by the new curriculum in the hope of producing holistically-developed and globally competitive learners, especially in science (tolentino et al., 2018). the most common causes gathered are a negative attitude towards the subject, poor study habits, dislike towards the teacher, teaching strategy, and lack of drive-in learning science. the study of sei-dost and up nismed (2011) revealed that filipino students have low retention of concepts, limited reasoning and logical skills, and poor communication skills as they cannot express ideas or explanations in their own words. from philippine daily inquirer (2017) in the trends in international mathematics and science study (timms), the year 1999 and 2003 was the last time the philippines participated in this assessment, with the following scores 378 and ranked 34th of 38 countries in math and 43rd of 46th in science. the country stopped participating in the survey in 2008, perhaps after getting such low scores. learning how to think critically is one essential skill teachers want the learners to manifest. the six basic science process skills (bsps) are essential for the foundation of critical thinking. primary grades can acquire and exercise the most basic skills, namely: observing, classifying, inferring, measuring, predicting, and communicating – using various fun and engaging activities. teachers must continue to innovate strategies and approaches to make science teaching more engaging, fun, and collaborative (rogayan & macanas, 2020). for the teaching and learning process to be effective, it is better to create a conducive atmosphere and involve students actively in learning. laro (learners active response to operant) lessons are used to different classroom activities in science. laro includes games and exciting activities in science lessons to sustain pupils' interest from the beginning until the end of the lesson. these are not only motivational games but also games in the lesson. games and other forms of play make every student excited and active participant in the class. for every activity introduced, it always followed by varied activities to increase class participation. the games used in this study are described in the paper and are utilized to increase students’ bsps. therefore, teachers must be a collaborator, a guide that will organize the educational process and an educator who will teach innovatively and help the learners effectively develop the necessary skills (fiksl et al., 2017). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 13 barantes and tamoria (laro [learners active response to operant] …) sustaining young learners' interest is challenging because they have less attention span at an early age. in recent years, numerous researchers have conveyed the positive influence of motivational games on developing students' learning. al-tarawneh (2016) quoted games have great potential in nurturing children's ability to interact and converse with others through gameplay. as cited in al-mutawah and fateel (2018), gardner verified that the primary and crucial purpose of science learning is to stir every child's sense of enjoyment, interest, and intellectual power in science. therefore, students are academically motivated to maintain a high ability and competence in their work by playing games. the games used in the study are games which address different styles of learners such as visual, auditory, kinesthetic and linguistic learners. the games were designed to suit the grade level of the learners. according to graafland et al (2012), there are few researches about educational games' effectiveness in different subject matters like history, sociology, anthropology and literature, and more. however, educational games are more prevalent in the science subject because it represents the ideal playground to engage students in complex virtual decision-making processes. the filipino researchers, libradilla et al (2015) stressed that students need motivation that energizes, directs, and sustains positive behavior. it gets them moving, helps achieve a particular direction, keeps them going because a motivated learner performs well. the games were modified and contextualized from the existing games recommended by the education department and games that pupils encounter online. this study aimed to determine the effectiveness of using laro lessons in teaching science and their role in promoting students' level of science process skills. method the study used an action research design. the study used the pre-test and post-test to obtain data and information needed to determine the effects of laro lessons. this study focused on how pupils' basic science process skills were improved using laro lessons in teaching science. the data were collected and analyzed quantitatively. the thirty grade-iv pupils in a special education-gifted talented (sped-gt) elementary school in zambales, philippines, were the participants of this research. the grade-iv class was composed of sixteen (16) male and fourteen (14) female pupils. the subjects' ages ranged from 10-11 years old. a convenient sampling technique was used in selecting the participants. the subjects were selected because they were the assigned class in practice teaching. the researchers used convenience sampling not just because it is easy to use but because it also has another research advantage. in pilot studies, convenience sampling is usually used because it allows the researcher to obtain necessary data and trends regarding the research without the complications of using that particular quality of a substance or phenomenon that occurs within a given sample. such studies are also beneficial for detecting relationships among different phenomena (explorable, 2017). the researchers used the teaching plan, and pre-test and post-test as instruments of the study. the teaching plan was composed of the teaching units and objectives which were acquired from the lessons prescribed by the department of education (deped) under the k-12 enhanced basic education curriculum guide in science grade iv. this study's teaching unit was focused on plants and animals that all fall under the second quarter. a 30-item parallel test or equivalent test aligned to the second quarter period has been made to determine the level of bsps among grade iv pupils. the bsps in the test were measured using the six skills, namely; observing (8 items), measuring (4 items), inferring (7 items), communicating (3 items), classifying (5 items) and predicting (3 items), carefully planned using table of specification (tos). the test underwent pilot testing and item analysis to test the vocabulary load and clarity of expressions. sixteen (16) or 53.33% items were retained, twelve (12) or 40% were revised and two (2) or 6.67% were rejected. the retained items were modified while the rejected items were changed. item analysis is a process which examines learner responses to individual test items or questions to evaluate the quality of these items and of the test as a whole (university of washington, n.d.). for data gathering, the researchers requested approval from the principal for the conduct of the study. a diagnostic test (pre-test) and summative testparallel test were made to measure the students' level of basic science process before applying laro lessons. the test was validated by a college instructor and an elementary school teacher. it is composed of thirty (30) multiple-choice items exemplifying the science skills and has been tried out to 30 pupils of the other grade iv section. administration of pilot testing and item analysis was made. the test was piloted to grade iv pupils under the regular curriculum of a public jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 14 barantes and tamoria (laro [learners active response to operant] …) elementary school. the pre-test was then administered to the students. laro lessons were applied to the lessons for the whole duration of the 2nd grading period. the games used and its descriptions are discussed in the results. the researchers also used recitation logs, group performance logs, laboratory experiments, and reflective journals to record the improvements of the students' performances. after six weeks of teaching, a parallel test (post-test) has been administered. the data gathered were analyzed and interpreted using different statistical tools. the item analysis was used to determine the vocabulary clarity of expression, and examine the students’ response per item after the pilot testing. the frequency and percent distribution were used to present data in a tabular format which contains the frequency of students grouped according to level of academic performance. the mean was used to determine the level of the grade iv pupils during pre-test and post-test. the score interpretation is as follows: 25-30 (outstanding), 19-24 (above average), 13-18 (average), 7-12 (below average), and 1-6 poor). the total items of the test are 30. the mean percent score indicates the ratio between the number of correctly answered items and the total number of test questions or the percentage of correctly answered items in a test. standard deviation was used to determine the spread of scores which clusters towards the mean. it is to measure how the class is distributed. the dependent t-test was used in determining if there is a significant difference between the pre-test and post-test. results and discussion earlier before the intervention, class observations took place. grade iv pupils' bsps were not noticeable during recitations, group performances, discussions, and activities as analyzed. it was witnessed that the teaching strategies and methods were typical, predictable, and traditionally done. by that, it was found out that pupils were hesitant in giving comments and reactions, where they have difficulty trying to find particular ways to solve problems and lack of opportunity to observe, handle and explore things. science is taught by doing and helping in the mastery of the different science process skills. a pre-test was administered to identify the pupils' strengths and weaknesses on the topics of science iv. the pre-test is composed of thirty (30) items that were carefully planned in consultation with the cooperating teacher guided by deped learning competencies to assess pupils' bsps in science. table 1 shows the level of science process skills of grade iv pupils in the pre-test. out of the thirty (30) students, five (5) pupils or 16.67% got a score under outstanding, while one (1) got a score below average. the mean of the scores 16.06, described an average level of performance. the standard deviation of 3.54 shows that the class is homogeneous. during the administration of the test, the pupils seemed to be relaxed and focused on answering. since the grade iv pupils are categorized as sped-gt, it was expected that some of them had an advanced knowledge described as an average performance about the topics in the exam. table 1. frequency and percent distribution of the respondents' score in the pre-test class interval frequency percentage (%) descriptive rating 25-30 5 16.67 outstanding 19-24 17 56.67 above average 13-18 7 23.33 average 7-12 1 3.33 below average total 30 100.0 mean: 16.06 (average); sd=3.54; mean percent score=53.53 students have pre-existing knowledge of the lessons; this may influence how they deal, analyze, and organize the information. assessment of prior knowledge and skill brings about a range of potential responses and uniformity of results (acero, 2015). in the pre-test, a frequency and percent of correct answers were attained to define their achievement in every learning competency in the science curriculum. there were eight learning competencies considered in the pre-test. table 2 indicates the number of pupils who got the items correctly. it was evident that in items number 16-19 got the highest percent of 82.22% associated with the competency "identify the specialized structures of terrestrial and aquatic plants." the questions included on those items were all about plants' structures that protect them from their prey. it was assessed to fall under observing and inferring skills. the k to 12 science curriculum provides learners a collection of competencies crucial in a knowledgebased society. organizing the curriculum around situations and problems that challenge and arouse students' curiosity motivates them to learn and appreciate science as relevant and useful (department of jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 15 barantes and tamoria (laro [learners active response to operant] …) education, 2012). competencies are combined attitudes, skills and knowledge, students have to develop and apply for successful learning. these will further help students discover and construct knowledge, strategized thinking and find out better solutions. students use and develop competencies when encountering unexperienced and challenging circumstances by learning the subject contents and experiences (alberta education, 2012). table 2. frequency of correct answers per learning competency in the pre-test learning competency item no. mean frequency of correct answers percentage (%) 1. infer that body structures help animal adapt and survive in their particular habitat. (4 items) 1-4 24.75 83.00 2. compare body movements of animals in their habitat. (4 items) 5-8 20.25 68.00 3. make a survey of animals found in the community and their specific habitat. (4 items) 9-12 21.50 72.00 4. choose which animals to raise in a particular habitat. (3 items) 13-15 21.25 72.00 5. identify the specialized structures of terrestrial and aquatic plants. 16-19 24.67 82.22 6. investigate the specialized structures of plants given varying environmental conditions: light, water, temperature and soil type. 20-23 24.00 80.00 7. survey plants found in the community and their specific habitats. 24-26 16.25 72.00 8. choose which plants to grow in a particular habitat. 27-30 18.00 60.00 it revealed that the respondents had advanced knowledge on the questions number 16-19 because it was an observation question based on their environment. the result is supported by seameo innotech (2016) to enhance creativity and use the environment as a topic. exposing pupils to the environment increase their awareness of what is happening around them. the social aspect includes learning environment which seems to affirm the consistency of relationship between learning environment and students’ cognitive as well as effective outcomes (ashby et al., 2011). the overall result was quite good. poorly, the lowest percent of items that students' answered was itemnumber 27-30. as observed, the competency was relatively easy to attain, but on the other way, the students reacted upon the new questions which they found difficult to answer because some terms aren't yet introduced to them. examples of these terms include names of plants like daisy, bangar, sampaguita and bougainvillea, and talahib. tizon (2009) states that sometimes, unfamiliar to a specific word or language can badly limit communication. second language learners sometimes have an insufficient vocabulary that will lead to poor comprehension. the questions on the items were categorized under classifying and inferring skills. the activities presented in the study is anchored in the principle of sequence states that successful instructions depend on the practical ordering of a series of learning tasks (acero, 2015). after the pre-test, the teacher-implementer was challenged to teach science in a more collaborative manner and came into thinking to use educational games to uphold the pupils' level of bsps. since games are one major collaborative activity, it became a part of every 50-minute lessons in the science subject. under the theory of practice, also known as piaget's theory of constructivism, people learn by doing, we gain and learn meanings based upon our experiences and everyday exploration of things. therefore, actively engaging and exposing learners in experience-based learning is critical to the construction of new meaning. zulueta (2007) strongly emphasized that the more senses are actively used in the learning process, the better could be the contribution to learning. some students are indeed enthusiastic about learning, need-or expect-their instructors to inspire, challenge, and stimulate them. laro lessons are one possible thing that may fit those described explanations. games make pupils awake, actively participate and accept that it is a factor to sustain interest in any task. sustaining interest in the subject is a challenging task, but once games are introduced, pupils enjoy and learning is positive. the most essential benefit of games is to “engage players in effortless learning by creating the right level of engagement, just between boredom and frustration” (plass et al., 2015). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 16 barantes and tamoria (laro [learners active response to operant] …) table 3 shows the motivational games and its description used in focused topics in science for grade iv under the 2nd grading period. the games have catchy engaging titles used to latch pupils' attention and curiosity. these games are considered as an excellent instructional aid for learning science. to make the class active and enthusiastic, kamra (2010) emphasized that games are an efficient way to teach english. every teacher wants the best learning outcome that is meaningful and permanent. table 3. laro for basic science process skills and their descriptions topic motivational games description target bsps 1.1 body parts of animals that live in water and in land "4 pics 1 word" "act, like and tell" -they will guess four photographs that have something in common using the blank spaces below it, indicating how many letters are in the answer. -played by partners. given 5 animals, one member will act the given animal's traits and behaviour, and the other pupil will tell what it is. observing, classifying measuring, inferring, predicting communicating 1.2 body parts of animals for food getting/ eating "pictoword" creating and combining words based on the picture. for example, picture of sand and witch, combined to solve for sandwich. observing, classifying measuring, predicting communicating 1.3 body parts of animals for protection "you are what you eat" hide pictures or toy animal creatures inside the room. the creature or those animals will be the prey or the animals have eaten, and the pupils will be the seeker of an animal who eats other animals. the fastest pupil who will find the creature will be the winner. observing, classifying measuring, and communicating 1.4animal movements in particular habitat "mimic match" the students will crawl around mimicking the sounds of the animal they drew from a bowl of names. they are not allowed to talk but can make animal sounds as they try to find the other animals just like them and determine which habitat that particular animal lives. observing, classifying inferring, and communicating 1.5animals found in the community "meet me through my sound" blindfold each member in a group and play an animal sound for them to guess. the group who got the most correct answers wins. observing, classifying and communicating 1.6 life cycle of selected animals; complete and incomplete metamorphosis "puzzle geeks" let them solve the wooden puzzle and explain their observations about the puzzle using venn diagram. classifying measuring, inferring, predicting and communicating 1.7 life cycle of egg laying animals "body twisters" each group has to think of an animal that lays eggs and have to use their bodies to spell the letters for the other groups to guess. classifying measuring, inferring, and communicating 1.8 plants that live on land and water "write if you can" write as many as plants found in their community. eliminate or mark x all plants in common with the other groups. no common plant wins a point. observing, classifying measuring, inferring, and communicating 1.9 specialized structures of terrestrial and aquatic plants "pin wheel" divide the class into 5 groups. the leader will roll the wheel. whatever category they are, they will think of the things related to that category/topic. the group who has given the most related answers win. observing, classifying measuring, inferring, predicting communicating 1.10 choosing plants grow in particular habitat "show me your entrepreneuria l skills" given the following products, identify where it came from. 1. pickle 2. kalamay 3. peanut butter; 4. buko pie 5. garlic chips; 6. nata de coco 7. dried mango 8. ketchup observing, classifying and inferring, 1.11 seed and its parts "let's be detectives!" two apparently equal pictures given to a student and the counterpicture to his/her partner. make the students sit far from his/her partner in order to describe the picture without looking at the counter picture. the game's point is to detect the differences without using body language or looking at the partner's counter-picture. observing, classifying measuring, inferring, predicting communicating 1.12 germination and growth "graph me" use a human bar graph to compare the heights of different groups of plants. observing, measuring, inferring, predicting communicating legend: (bsps) basic science process skills jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 17 barantes and tamoria (laro [learners active response to operant] …) singh and padilla (2009) cited that recitation is done when pupils freely talk about matters that interest them, their thinking based on many skills, insights and experiences. recitation log is a motivational technique encouraging every student to participate actively in the discussion. oral questioning was used to evaluate learning during instruction to confirm that students have attained that particular lesson's objectives. as the student recites and performs the tasks in the class, a point is credited to them and recorded in an index card by their seatmate. this is part of the post-game activity. table 4 shows the increasing number of questions in the class with relevance to the science process skills. there is increasing progress from august (47.13%) to october (67.88%) in grade iv pupils' performance based on their recitations. it only shows that the pupils are motivated to participate in the class discussion actively. the positive response of the students in the questions-built self-confidence and showed excitement in the class. table 4. means of recitation logs of the grade iv pupils month no. of questions asked mean percentage (%) august 15 7.07 47.13 september 20 12.33 61.65 october 25 16.97 67.88 the results conform to jones et al (2010) as they stated that students participate actively during recitation as they accomplished the games presented. also, if mistakes were caught, students will clarify their thoughts to the class. with the increasing mean number above, it is evident that the intervention helped the students forget the pressure towards the lesson, boosts their moods and increased their overall motivation. visual and verbal learners benefitted from this part of the recitation the most. martinson and chu (2009) also support this result as games are an effective tool for learning because they offer students a hypothetical environment that they can explore without the risk of failure. group activities make students work together to encourage collaborative learning and less threatening (corpuz & salandanan, 2015). being a part of a group increases self-confidence, sense of responsibility and feeling of belongingness. group performance log is a motivational technique promoting collaboration and cooperation in group activities and also encourage individual accountability. every group activity, the students were given a designated role in a group. there were six group roles: recorder who acts as a secretary of the group, reporter who presents the group's ideas to the rest of the class: encourager who inspires the group members to continue to think through their approaches and ideas, time keeper who monitors the time and planning; and helper who acts as a material manager who picks up, distributes, collects, turns in the materials of his group. those roles were assigned by the group leaders who manage the group and ensure that they will stay on tasks. as the students perform the tasks, their group leaders' roles were recorded at the back of their notebooks by their group leaders. assigning group roles motivates involvement, interdependence, and a fair division of labor. all group members should feel a sense of personal responsibility for their teammates' success and realize that their individual success depends on the group's success. it was implemented that each of the members will participate and contribute voluntarily depending on their abilities. all the group works or activities were collaboratively planned using motivational games. the work is distributed among the pupils to experience all the group roles in every group works. it emphasizes that learning is effective because of a clear sense that group work serves the stated learning goals, disciplinary thinking goals and peer evaluation of the bsps being acquired. the activities presented are supported by acero's (2015) principle of socialization. he stated that learning offers socio-cultural phenomena, a social process that surrounds the way of thinking, interacting and problem-solving. constructivist theorists believed that social interaction is critical to learning. viray (2016) stated that games are good for promoting worthy learning because it encourages cooperation among players or learners and thus provides a peer-to-peer teaching situation and development of learning groups. singh and padilla (2009) believed that children must learn how to follow a leader, to be a good committee member in every group task. science experiments promote discovery and learning. many researchers revealed positive effects of hands-on experiments in the learners' progress because it is a continuously modified by experiences and it processes concepts derived. studies have shown that students are very much curious in learning science. with this method curiosity among students will increase as they develop their interest in learning science jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 18 barantes and tamoria (laro [learners active response to operant] …) (andersen & vandehey, 2011; kolb, 1984; narst, 2015). also, they should practice exercises to avoid monotony. this would enable skills development acquisition, so students would be happy and show progress. table 5 shows the set of experiments performed by the grade iv pupils aligned to the bsps. there were six (6) experiments that correspond to six (6) bsps done during laro lessons intervention. each experiment used the rubric consisting of twenty (20) points. table 5. laboratory experiments performed and mean scores by the grade iv pupils topics activities effects of the activities mean score target bsps introducing plants and animals taking pictures of plants and animals. continue taking pictures in their own home gardens and neighbor's farm animals. 15.8 observing, classifying, measuring, inferring, predicting communicating animals listing and classifying of domestic animals explore the internet on unfamiliar animals. 17.2 observing classifying, communicating animal body parts and behavior describing the behavior on how they used the body parts download pictures or videos of animals. 16.5 observing, classifying, inferring, predicting communicating seeds viability germinating seeds through wrapping in a wet tissue paper submerged the seeds in water and sow monggo seeds on the soil. 14.2 observing, measuring inferring, predicting communicating seed germination measuring the plant from seed to baby plant became familiar to sprouted monggo seeds. 15.3 observing, measuring and communicating flowers observing photoperiodic plants collect 4'oclock flower, sunflower and calathea plant family. 16.0 observing, inferring, predicting communicating the topic on animals got the highest mean score of 17.2 and 16.5. this explains that exposing pupils to technology-based activities increases their performance in the different science process skills. it also shows how it affects the pupils' further interest from the knowledge they acquired on the days after the experiment. the first topic matches communicating skill, classifying skill, inferring skill, predicting skill, measuring skill, and observing skills. the experiments are supported by zulueta (2007) that learners integrate the subject matter by collecting data, observing, measuring, classifying and examining causal relationships. it is shown that science experiments encourage learners to discover and develop new and fresh concepts or ideas, boost their mind to be critical and creative. also, real-life applied activities and problem-solving activities establish a contextual setting for many lessons providing motivation and encouraging curiosity (corpuz & salandanan, 2015). according to corpuz and salandanan (2015), reflection is an authentic activity that make students realize on their choices and on their learning. deeper learning happens when pupils are able to think about their experiences and process this. table 6, table 7, and table 8 illustrates the student's reflections to science topics, namely; different trees, flowers, and animals found in their community. the researchers gathered the data every after discussions to know the impacts to them in reality. on the table, the pupils were asked, "if you are a plant, what plant you want to be and why?", twenty of them answered that they wanted to be a tree because it filters the air with their wide branches and leaves and can be made as furniture and firewood. their answers display meaningful thinking on how important trees are to living things. on the contrary, the least answered plant was a vine plant, two (2) pupils answered that it filters the air with their long vines. obviously, the answers were focused on the benefits given by the plants. table 6. pupils' reflections on the topic plants kinds of plants reason frequency tree can be made as furniture, firewood and filters the air with its wide branches and leaves. 20 shrub prevents soil erosion 4 bush gives shed 4 vine filters the air with its long vines and stems. 2 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 19 barantes and tamoria (laro [learners active response to operant] …) table 7. pupils' reflections on the topic flowers kinds of flowers reason frequency sunflower it can be eaten and has medicinal properties. 15 sampaguita can be made as perfume. 8 ilang-ilang can be made as perfume. 3 rose has thorns for protection 2 bougainvillea has thorns for protection 2 another question asked was, "if you are a flower, what flower do you want to be and why?". half of the class or fifteen (15) pupils answered that they wanted to be a sunflower because its seeds can be eaten and have numerous health benefits. answers fall positively under inferring skill where they give reasonable explanations to their observations. the least answered kind of flowers was rose (2) and bougainvillea (2) with the same reasons that both have thorns to protect themselves from predators. table 8. pupils' reflection on the topic animals domestic animals reason frequency dog guards the house for 24/7 16 cat kills rats and snakes 8 cow produce liters of milk and kilograms of meat. 2 chicken produce dozens of eggs and kilograms of meat. 2 goat produce liters of milk and kilograms of meat. 2 lastly, the question, "if you are an animal, what animal do you want to be and why?" the researchers gathered five (5) kinds of answers. almost half of the class or sixteen (16) pupils answered they wanted to be a dog because it guards and protects the house 24/7, it emphasizes the strong relationship between dog and human. those reflections were deep because it affects them internally through emotions. however, six (6) more pupils equally wanted to be a cow (2), a chicken (2) and a goat (2) because they give kilograms of meat, dozens of eggs and liters of milk to humans. they were affected in reality. concrete experience provides information that serves as a basis for reflection. all reasons were identified under the following skills: observing skill, which they used their five senses namely; sight, smell, hearing, touch, and taste; measuring skills which they use the unstandardized and standardized unit in measuring; classifying as they identified the similar properties, communicating skills and predicting skills which they shared their ideas through written reports, diagrams and graphs and charts about the topics, and inferring skills which they made different assumptions from the topic. the results of the pupils' reflection and reflecting skills has something to do with kolb, dewey and piaget's experiential learning theory, which educators purposefully engage with students in direct experience and focused reflection to increase knowledge, develop skills and clarify values (association for experiential education, 2011). furthermore, bunga et al (2016) stated that writing allows learners to reflect on what they are learning and foster their active classroom involvement. in other words, all the bsps are revealed in reflective writing. to assess the pupil's achievement after the application of laro lessons, a 30-item parallel post-test was administered. the outcome of the post-test was also recorded. a comparison of the pupils' scores in the pretest and post-test is presented in the table below to confirm the improvement of the pupils' bsps. table 9 shows an increase of 11.87 from 16.06 mean score of the pre-test to 27.93 mean score of the post-test. after using the intervention, the pupils belonging to average level in the pre-test improved to outstanding in the post-test. it was found out that there is an improvement in the bsps of the pupils in science. table 10 shows how all the learning competencies in both plants and animals increased, as shown in their post-test performance. table 9. comparative result of pre-test and post-test scores pre-test post-test rating f % f % 25-30 5 16.67 30 100 outstanding 19-24 17 56.67 0 0 above average 13-18 7 23.33 0 0 average 7-12 1 3.33 0 0 below average total 30 100 30 100 mean 16. 06 (sd=3.54) 27.93 (sd=1.23) mps 53.53 90 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 20 barantes and tamoria (laro [learners active response to operant] …) table 10. comparison of the pupils' pre-test and post-test result by learning competency learning competency item no. pre-test mean percentage (%) post-test mean percentage (%) 1. infer that body structures help animal adapt and survive in their particular habitat. 1-4 24.75 83.00 30.00 100 2. compare body movements of animals in their habitat. 5-8 20.25 68.00 28.25 94.00 3. 3. make a survey of animals found in the community and their specific habitat. 9-12 21.50 72.00 26.50 88.00 4. choose which animals to raise in a particular habitat. 13-15 24.67 82.22 26.67 89.00 5. identify the specialized structures of terrestrial and aquatic plants. 16-19 19.25 64.00 26.50 88.00 6. investigate the specialized structures of plants given varying environmental conditions: light, water, temperature, and soil type. 20-23 24.00 80.00 29.00 97.00 7. survey plants found in the community and their specific habitats. 24-26 22.00 72.00 28.00 93.00 8. choose which plants to grow in a particular habitat. 27-30 18.00 60.00 28.67 97.00 learning competency number 1 under animals got the perfect or outstanding performance in the post-test meaning that the pupils recognize that body structures help animal adapt and survive in their particular habitat. learning competency number 4 under plants got the highest percent gain of 37.00%, from 60.00% to 97% this means that they can select which plants to grow in a particular habitat. the items under those competencies are observing, classifying and inferring skills. the students evidently mastered those skills because those were mostly used on the topics. these learning competencies are crucial for providing students with the knowledge, skills and attitudes that they will need to effectively explore their personal journeys. to recognize the improvement of the pupil's level of bsps before and after the use of laro lessons, a disparity of frequency distribution of scores each level of bsps in the pre/post-test is conducted. it emphasized the effect of the technique in each process of bsps. the introduction and exposure to laro lessons' varied learning activities improved different science process skills as what observed, increases the pupil's proficiency in work, formulated logical conclusion, and showed in their actions. the level of bsps of the pupils improved at all levels. pupils improved much is the predicting skills from 23 to 30 mean in the pre-test and post-test respectively. they were able to foresee what may happen in their activities performed under the group works. one of the goals of science teaching is to develop the skill with the use of the science processes and allow students to show what they have learned rather than catching them out or showing what they have not learned (corpuz & salandanan, 2015). monitoring pupil's progress is crucial to know how they improved in all areas of performance. a collaborative, authentic, and goal-oriented learning environment concerning the new industrial era's demand must also be strengthened (rafanan et al., 2020; rogayan, 2019). an observation report was done to measure and identify what level of performance the grade iv class are. the observation report was based on a rubric carefully made to distinguish the class improvement in every skill. table 11 reveals the pupils' performance level in the six basic science process skills. predicting skill has a level performance of five or outstanding which means that they can predict five or more possible outcomes of an event. this is true because they are exposed to different media. while the rest of the basic science process skills fall on level four performance described as above average as they used of their four senses to make observations, had classified four categories, had measure using four unstandardized and standardized units, had given four reasonable explanations on observations, and had recorded four information in any forms of communication. according to santos and david (2017), basic processes are the fundamental activities required in scientific inquiry and they are the key skills that underlie all scientific investigations. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 21 barantes and tamoria (laro [learners active response to operant] …) table 11. summary of observation report on the basic science process skills' level of performance based on the post-test basic science process skills level of performance rating observing 4 above average classifying 4 above average measuring 4 above average inferring 4 above average communicating 4 above average predicting 5 outstanding to further confirm the effectiveness of laro lessons, a comparative test on the pre-test and post-test has been presented. table 12 shows that each basic science process skills increased by 11.86 mean gain. this implies that the use of laro lessons really improved the pupil's performance in different science skills. table 12. t-test of the pre-test and post-test per basic science process skills of grade iv pupils basic science process skills t-value tabular value df decision observing (8 items) 4.31 1.70 29 reject ho measuring (4 items) 5.13 1.70 29 reject ho classifying (7 items) 9 1.70 29 reject ho communicating (3 items) 2.54 1.70 29 reject ho inferring (5 items) 4.04 1.70 29 reject ho predicting (3 items) 5.52 1.70 29 reject ho overall 19.05 1.70 29 reject ho based on the result of the paired t-test and the computed the t value is 19.05 which is greater than the critical value of .05 level of significance with 29 degrees of freedom, therefore, the null hypothesis is rejected. hence, there is a significant difference between the pre-test and post-test scores. the application of motivational games shows improvement in the basic science process skills of grade iv pupils. this implies the effectiveness of the technique to the pupils. the implementation of the basic science process skills of grade iv pupils is strongly validated by their significant participation and performance in their recitation, experiment and reflective writing. students' recitation logs with a mean of 26.06 increased from august to october. it only showed that the pupils were eagerly motivated, built self-confidence, and showed excitement in the class discussions. there was an improvement in grade iv pupils' performance on their oral participation as recorded in their daily recitation logs. the mean of 81.67 on the set of experiments performed by the pupils using laboratory group experiments corresponds to six (6) bsps done during laro intervention. the results explain that the more technology-based activities presented to pupils, the more chances they performed so the mastery of skills increases. digital literacy facilitates better learning for the students (baterna et al., 2020). furthermore, reflective journals express the pupil's insights to reality, significant appreciation of the topics' importance, and deep awareness through emotions and positive traits. conclusion the level of bsps of grade iv pupils before the intervention is average. in terms of recitation, only a low percent of recitation log was recorded before the intervention. exposure to varied activities with the introduction of educational games developed the pupils’ bsps. after using the laro lessons, with integrated games, the grade iv pupils showed improvement from average to outstanding level on the skills. this is also supported with higher percentage of recitation log of the pupils. after the application of laro lessons, the bsps of the students are outstanding in predicting and above average in observing, classifying, measuring, inferring, and communicating. the use of laro lessons effectively improves the bsps of the grade iv pupils as supported by the t-test for paired samples results. the teacher may consider using laro lessons as a technique to further develop the pupils' basic science process skills. laro lesson is an effective strategy to improve pupils' skills in science; thus, science teachers may imply their strategy to make students more active, enthusiastic, and creative from the start until the end of instruction. encourage to try out other strategies in teaching the same topic on the basic science process skills. further and similar studies may be conducted to validate the results of this study. thus, problems on students' discipline, materials needed, time allotment, design of the room and familiarity with tools and equipment during instruction using laro lessons may also be addressed. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 11-24 22 barantes and tamoria (laro [learners active response to operant] …) acknowledgement the authors are grateful to the pupils and their parents, their teacher, and the school principal for allowing them to conduct the action research project. the authors are also thankful to the college of teacher education of the president ramon magsaysay state university – san marcelino campus for the assistance in this research study. to the people who enhanced this paper, the authors appreciate you all. references acero, v. c., javier, e. j, and castro, h. c. 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(2013). augmented reality in the higher education: students’ science concept learning and academic achievement in astronomy. procedia-social and behavioral sciences, 103, 165-173. https://doi.org/10.1016/j.sbspro.2013.10.322 zulueta, f. (2007). principles and methods of teaching. national bookstore. https://cfmslibrary.librarika.com/ search/detail/626912 https://doi.org/10.1016/j.sbspro.2013.10.322 https://cfmslibrary.librarika.com/search/detail/626912 https://cfmslibrary.librarika.com/search/detail/626912 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 2 july 2020, pp. 293-304 10.22219/jpbi. v6i2.11402 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 293 research article students’ scientific attitude during the implementation of innovative green garden-based education desy fajar priyayi a,1,*, gamaliel septian airlandab,2, dina rotua v. banjarnahor c,3 a department of biology education, faculty of biology, universitas kristen satya wacana, jl diponegoro no. 52-60, salatiga, central java, 50711, indonesia b department of primary school teacher education, faculty of teacher training and education, universitas kristen satya wacana, jl diponegoro no. 52-60, salatiga, central java 50711, indonesia c department of agrotechnology, faculty of agriculture and business, universitas kristen satya wacana, jl diponegoro no. 52-60, salatiga, central java 50711, indonesia 1 desy.priyayi@uksw.edu*; 2 gamaliel.septian@uksw.edu; 3 dina.banjarnahor@uksw.edu * corresponding author introduction science education develops science knowledge; hence science processes skills and scientific attitudes among the students. the development of the students’ scientific attitude is one of the most important learning outcomes of science education. also, the 2013 indonesia curriculum emphasizes the importance of developing students’ scientific attitudes including curiosity, honesty, logic, critical thinking, discipline, and responsibility. many attempts over the last five decades to measure students’ attitudes towards school science, scientific attitudes should be a major concern of science teachers. the entire personality of student is influenced by the nature of the attitudes (balaji, 2017; kennedy, quinn, taylor, quinn, & taylor, 2016) scientific attitude is characteristic of a scientist. scientific attitude is explained as the mental state, representing a tendency to react favorably or unfavorable toward designated class of stimuli according to the a r t i c l e i n f o a b s t r a c t article history received february 27, 2020 revised june 02, 2020 accepted june 18, 2020 published july 21, 2020 scientific attitudes are considereble aspect to observe in science learning. this study aimed to analyze students' scientific attitudes. in accordance with this aim, the students’ and teachers’ perceptions were recorded. this study was conducted in junior high school 8 salatiga. the sample of this research was 33 students and four science teachers. furthermore, the quantitative data of scientific attitudes were collected using a questionnaire which than were analyzed using mean score. meanwhile, the qualitative data of students' scientific attitudes and perceptions were collected by interviewing students and teachers. the results of the study showed that the scientific attitudes were catagorized in the range of mean score from 3.2 to 4.7. in addition, the students and teachers showed positive perceptions. to sum up, the green garden-based education could be an alternative model in science learning. copyright © 2020, priyayi et al this is an open access article under the cc–by-sa license keywords green garden-based education scientific attitudes science learning model how to cite: priyayi, d. f., airlanda, g. s., & banjarnaroh, d. r. v., (2020). students’ scientific attitude during the implementation of innovative green garden-based education. jpbi (jurnal pendidikan biologi indonesia), 6(2), 293-304. doi: https:// doi.org/10.22219/jpbi.v6i2.11402 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.11402 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11402 https://doi.org/10.22219/jpbi.v6i2.11402 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11402&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 293-304 294 priyayi et al (students’ scientific attitude toward the implementation …) ethics of science (pitafi, pur, & farooq, 2012). revati & meera (2017) define scientific attitude as solving a problem objectively, without bias using logical thinking. korur (2016) measured the scientific attitudes in relation with curiosity, critical thinking, proof dependent, persistency, co-operation, objectivism, and acceptance of uncertainty. ural & gençoğlan (2020) emphasized three basic components of scientific attitudes including belief, feeling, and action. the belief and feeling towards science leads someone to act. to conclude, scientific attitude can be explained as complex values and norms which is internalized by the man of science. some of the elements of scientific attitude are open-mindedness, rationality, curiosity, critical thinking, cooperation, honesty, and persistency (lacap, 2015; pitafi et al., 2012). the importance of attitude may be inferred from the fact that attitudes determine behavior (pitafi, et al., 2012). scientific attitude can help the students solve problems objectively (kaur, 2013). lacap (2015) concludes that there is a significant relationship between academic performance and scientific attitudes. scientific attitudes have an important role in developing scientific literacy (korur, 2016). on the contrary, based on the pisa (program for international student assessment) result, indonesia was faired poorly in science compared to all the other countries in the world. indonesia was ranked 63rd from the 65 countries reviewed in 2012 and 62nd from 70 countries in 2015. the results of surveys, interviews, and observations toward science teachers and students in the junior high school 8 salatiga as one of the public school in indonesia that promote “adiwiyata” or green school program showed that the scientific attitude students had not developed optimally. the curiosity and critical attitude of students towards natural phenomena around them is still low. this is proven by the attitude of students who rarely ask question from the teacher during science learning. students tend to be passive and wait for the teacher's command to do something. students do not have the initiative to find out information through books. according to the teacher’s explanation the students' scientific attitudes are still low because of: 1) the lack of learning media that support the development of scientific attitudes; 2) the limited opportunities for teachers to develop the learning media; 3) the lack of assistance to teachers regarding the development of learning media; and, 4) the lack of assistance to students in science learning. actually, some teachers already have applied various science learning models in the class, such as direct instruction and some of cooperative learning models. however, the teachers stated that these models have not been able to increase students' awareness to be disciplined, critical, responsible, and curious because of the limitation of learning media. consequently, it is necessary to provide a learning media that can enhance the students’ scientific attitude. as one of the alternatives, teachers can implement the innovative green garden-based education during the science learning process (macquarrie, 2016; wolsey & lapp, 2014). the innovative green garden-based education can become an instructional strategy that utilizes a garden as an instructional resource, a teaching tool. it has components that are close to the lives of students. if students are familiar with the components that they learn, it is expected that students will more easily and actively manage the gardens in the school. much attention has recently been paid to children’s learning outside the classroom (harris, 2015; harris & bilton, 2018; prince, 2018). outdoor learning is not a new perspective; there have been many scholars who have endorsed thebenefits of children having experiences of this natural learning environment (davies & hamilton, 2016). based on alderson, hempel, & olson (2015) school garden has common focus on growing plants in a few pots or in schoolyard. gardening programs are flexible in all shapes and sizes fit with the needs and resources of every school. in this research, the innovative green garden-based education adopted by the school garden initiated by food and agriculture organization of the united nations (fao, 2009). the innovative green garden uses soil and non-soil planting media (rock wool, perlite, or coco peat). the use of different planting media will lead to variations in natural processes because the planting media material has different chemical structures, characters and types of microorganisms (best, et al., 2014; grunert, et al., 2016). the plants chosen are those that are easy to grow, have a good taste (if for consumption), have attractive colors and shapes, and are suitable for the weather and geographical conditions in salatiga. plants for consumption must support students' nutrition, for example vegetables and fruit. student involvement in school garden activities can increase students' willingness to taste vegetables, increase students' appreciation of vegetable flavor (morgan et al., 2017; triador, farmer, maximova, willows, & kootenay, 2015), increase the variety of vegetables consumed by students (leuven, rutenfrans, dolfing, & leuven, 2018), and increase the amount of vegetables consumed (kim & park, 2020; soga, gaston, & yamaura, 2016) the green garden-based education model emphasizes the active participation of students in planning, manufacturing, and maintaining gardens. the garden contains various components of living things (plants and animals) and nonliving-things (soil, organic matter, and water). all of these components interact to form natural processes such as the food chain, and the growth, development, and decomposition of living things. this phenomenon can be observed directly by students. through observing these natural phenomena, students can learn science concepts in a real way. the green garden-based education criteria as contextual science learning jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 293-304 295 priyayi et al (students’ scientific attitude toward the implementation …) media are described as follows: it has biotic components (plants and animals) and abiotic (water, soil planting media, non-soil planting media). learning in the school garden can improve students' understanding of plant identification (passy, 2012; somerset & markwell, 2017). learning throughout green garden-based education component, students can recognize various kinds of living things, environmental components, and interactions and natural processes that occur. hands-on learning that is conducted in garden-based learning process has been shown to be an important component in involving student in experiential learning is also found to help promote higher-level learning (bento & dias, 2017). also, the participation of the students when they are learning science through innovative green garden is expected to develop students' scientific attitude. the school garden can be an effective teaching tool that promotes handson activities. it provides dynamic environments that help the students to observe, discover, investigate, and learn. the students become an active participants learning science in the real-life experiences. they gain the knowledge of plant and animal life cycles, an appreciation for ecosystems, food origins and nutrition (alderson et al., 2015). many studies on scientific attitude have been done but study about the scientific attitude of students during the implementation of innovative green gardenbased education in indonesia has not been explained much. in general, the science learning process is conducted in the classroom. however, many benefits can be reached when the student can experience their knowledge directly in the environment, for example, if they study science through innovative green garden. the research aimed to address the students’ scientific attitude toward the implementation of innovative green garden-based education at junior high school 8 salatiga also the teachers’ and students’ perceptions about the implementation of innovative green garden-based education at junior high school 8 salatiga. method this is a case study that determined the student’s scientific attitudes toward the implementation of innovative green garden-based education and the perception of teachers and students toward the implementation of innovative green garden-based education. the study was conducted from june 2018 december 2018. the sample of this study was targeted and convenient. the respondents consisted of the 33 students that join innovative green garden-based education course as extracurricular activity in the junior high school 8 salatiga and four teachers who teach science. the school is one of ‘adiwiyata’ school that promote the importance of green school program. the head school and the teachers gave clearance to conduct this research. the respondents were not subjected to protect their identity. the mixed methods design was used in this study. quantitative data was gathered through scientific attitude questionnaire that was adopted from korur, (2016) and pitafi et al., (2012). the questionnaire consists of the scientific attitude elements which are: curiosity, dependent on proofs (rationality, open mindedness, critical thinking), cooperation, honesty, and persistency. the reliability of the questionnaire (cronbach alpha) was 0.87, which is considered as higher for studies in education and social sciences (table 1). final version of scale consisted of 20 positives and 8 negative items out of 28 total using likert scale with 1-5 category with 5 as strongly agree, and 1 as strongly disagree for positive items. the negative statements are scored inversely. the mean score of each questionnaire item was calculated. each element of scientific attitude was categorized based on pitafi et al. (2012) presentation. the element with mean score below 3.0 means negative attitude, 3.0 as neutral attitude, 3.1 to 3.5 as slightly positive attitude, 3.6 to 4.5 as moderately positive and 4.6 to 5.0 as highly positive attitude. the questionnaire was distributed after the innovative green garden-based education course had been finished. table 1. the scientific attitude elements and the reliability of scientific attitude questionnaire elements item (s) retains n of items reliability (cronbach’s alpha) internal consistency positive negative curiosity 8, 10, 27 20 28 0.87 good dependent of proofs rationality open mindedness critical thinking 5, 7, 15, 17, 26 4, 13, 21, 25 2, 6, 16 28 11 cooperation 14 23,18 honesty 9, 19 24 persistency 1, 3 12, 22 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 293-304 296 priyayi et al (students’ scientific attitude toward the implementation …) the qualitative data of students’ scientific attitudes and the perceptions was collected by interviewing the students and the teachers during and after the implementation of innovative green garden-based education. the respondents of the interview were seven students that were selected randomly and four science teachers. the interview was conducted with each person using semi-structured interview models. the researcher asked about 5 main questions (table 2) toward the implementation of innovative green garden-based education. the questions were developed based on the information that the researcher needed. table 2. the main interview questions no. the main questions 1. what do you feel during the implementation of green garden-based education? 2. what are the strengths of the implementation of green garden-based education? 3. what are the weaknesses of the implementation of green garden-based education? 4. please explain your experiences what you have learned during the implementation of green garden-based education? 5. what do you want to learn during the implementation of green garden-based education? 6. what are your suggestions for the next program related with the implementation of green garden-based education? results and discussion the school garden movement has grown as tools for helping teacher teach hands-on experience and improve healthy eating behaviors. it share philosophies of learning with experiential learning, environmental awareness, ecological literacy, and agricultural literacy (wells et al., 2015). it provides dynamic environments that help the students to observe, discover, investigate, and learn. these practically activities can lead to the development of students scientific attitude (balaji, 2017; erdogan, 2017) . many studies on scientific attitude have been done but study about the scientific attitude of student during the implementation of innovative green gardenbased education in indonesia has not been explained much. this study focused on the students’ scientific attitude and the perceptions of student and teacher toward the implementation on green garden based-education that implement in the junior high school 8 salatiga. the data was gathered through questionnaire and interview methods. the students’ scientific attitude toward the implementation of green garden based-education innovative green garden-based education \\\ figure 1. the mean score of each student’s scientific attitude elements in general, figure 1 shows that there is positive student’s scientific attitude toward the implementation of innovative green garden-based education. it can be concluded from the mean score of all elements is more than 3.1. the highly positive attitude can be shown in curiosity and cooperation elements, and moderately positive in open-mindedness, rationality, critical thinking, honesty and persistency. the highest mean score is jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 293-304 297 priyayi et al (students’ scientific attitude toward the implementation …) curiosity and the lowest mean score is persistency attitude. the former research by greer, rainville, knausenberger, & sandolo (2019) also concluded that garden based-learning can promote positive attitudes toward learning. based on the analysis of each item statement related to students’ scientific elements in table 3, it can be noted that all items included positive attitude starting from slightly positive to highly positive attitude with 3.2 as the lowest mean score and 4.7 as the highest mean score. both of quantitative and qualitative data presented consistently that the respondents agree that the implementation of innovative green garden-based education has many advantages for learning science. the activities can lead to positive students’ scientific attitude. table 3 described the highly positive attitude elements are curiosity and cooperation elements. curiosity developed when students have to observe the environment directly. they wanted to know what the cause of a phenomenon is. various questions arose and they tried to find the answers through asking the teacher or looking in books or other resources. curiosity is considered to stimulate exploratory behavior. it leads to develop sensory data input. a curious person asks questions, read information, and carries out investigation (pitafi et al., 2012). cooperation develops when students have to work in groups. the students realized that they have responsibility to reach their goal together. school gardening builds the social well-being impacts. the personal well-being impact such as enjoyment and feeling of achievement, satisfaction, and pride from nurturing the plants, observing them grow and harvested the crops. these initiate the sense of connection to nature, empathy, and care in terms of how they interact with people. gardening can eliminate some of the social boundaries (mcclintic & petty, 2015; ohly et al., 2016). the student participation in garden program helps students refine teamwork skills, and self-understanding. it develops the ability to make decisions and communicate. school garden also provides possibilities for building up social competences, improve the relationships and communication among the students and also with the teachers (dawson, richards, collins, reeder, & gray, 2013; slabe, 2017) the scientific attitude elements that include in moderately positive attitude are open-mindedness, rationality, critical thinking, honesty and persistency. all of these attitudes can be formed through the activities that were conducted based on science methods. the students with open-mindedness attitude willing to change his mind based on reliable evidence and the respects another’s point of view. the students built trust from the results of the researches that follow scientific processes. they also considered the different idea if they get the evidence. learning through innovative green garden-based education can develop rationality and critical thinking. these attitude guides the scientists’ behavior throughout the investigation about where is the source of his knowledge come. the student habit of looking for natural causes and for natural events is developed. the honesty attitude is concerned with the conscious act of truthfully reporting observations. then, they were enabled to discover the concept and solve the problems and obstacles that they faced during the innovative green garden-based education course. students participated to reflect the knowledge and experiences in a daily journal. they gained knowledge and empowered to try a new behavior (greer et al., 2019; pitafi & farooq, 2012). the implementation of innovative green garden-based education is a great tool to enhance understanding of sustainable development. growing the plants enables the development of a deeper knowledge about food production and the importance of sustainable management (cutter-mackenzie & edwards, 2013; lochner, rieckmann, & robischon, 2019; slabe, 2017). the mean score of the students scientific attitude based on each statement can be seen in table 3. in this research, the innovative green garden-based education characteristics adopted by school garden initiated by fao (2009). the activity started with the introduction of characters from plants specifically for morphological characteristics. the morphological characteristic can be recognized by observing plant growth type, plant size, stem pubescence density and length, leaf type, corolla color, the color of immature and mature fruit, seed shape and color. it is a basic concept that important to know if we want to learn about plant (chime, aiwansoba, osawaru, & ogwu, 2017; wolsey & lapp, 2014). students learned to distinguish the types of plants and about the plants classification. then, students learned about how to cultivate the plants. students practiced hands-on experience after mastering the concept. students were given seeds based on the selected plants that they are interested, including: tomatoes, chilies, spinach, watermelons, mustard greens, melons, ginger. they planted many kinds of plants in groups. the students used the various planting media, including wall gardens, raised bed, pots, and verticulture that contain soil, husks, organic fertilizer. each group was responsible for each plant that they planted. during the course, each group had different experiences depending on the type of plants and soil media used. students were asked to observe the plants’ growth whether plants are grown well or not. students also learned to provide organic compost using the vermicompos that has been provided. the students observed the plants and pests that appear along the plants growth. they also observed the morphological characteristic of each pest. if the students got problems or obstacles in the process of planting they might work together with their friends or ask the teacher for help as a facilitator. all of the observation results were recorded in a module. observations were jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 293-304 298 priyayi et al (students’ scientific attitude toward the implementation …) carried out until the time the plants were ready to be harvested. at the end of the program students could harvest garden products and process them for sale or for consumption. table 3. the mean score of the students scientific attitude based on each statement the scientific attitude elements number of item the statements mean score curiosity 20. the researches we do in the innovative green garden-based education course are boring for me 4.7 10. i am willing to do research on natural events 4.7 27. i have many questions in relation to the activities during the innovative green garden-based education course 4.4 8 i want to know about the characteristic of plants and how to growth the plants well 4.7 rationality 15. i do not believe about a fact before i have the evidence 3.6 5. i always form my result reports based on observations and experiments 4.2 17. using scientific methods help me think correctly. 3.9 7. i can logically interpret my experiment results. 3.2 26. i use scientific processes to decide correctly. 3.5 open mindedness 28. i think scientific and technologic inventions are hazardous rather than beneficial. 3.9 25. i trust the results of the researches following scientific processes. 4.1 4. i can use appropriate resources for the solution of the problems i face during innovative green garden-based education course. 3.9 13. the innovative green garden-based education courses help me consider other’s thoughts during decision making 4.1 21. i accept the results written in books if they are different from my experiment results. 3.6 critical thinking 2. i can easily compose questions related to my research topic. 3.2 6. i can look at my experiment results with a critical eye. 3.2 16. what i learn in innovative green garden-based education course helps me explain my opinions easily to the other people. 4.1 11. i do not care about my research result 3.9 cooperation 23. i do not care about my friends’ opinions in discussions during the innovative green garden-based education course 4.4 18. i prefer working alone rather than working with my friends on topics that i need to do research. 4.7 14. i always ask my friends to help me if i have a problem 4.7 honesty 9. i always write exactly what i observe about the experiments that i do. 4.4 19. i never cheat to my friend when i collect the data 3.4 24. sometimes, i do not say the truth to my teacher or my friend during the innovative green garden-based education course 3.8 persistency 12. i can give up my work if it is too long and requirement much effort 3.6 22. i think i cannot manage to do the tasks i am assigned to during the innovative green garden-based education course. 3.6 3. i can easily handle the problems i face during my researches. 3.5 1. i always follow the methods during the course which are similar to scientist’s works. 3.6 source: adopted from yasar and anagun (2009) and pitafi et.al (2012). in general, school garden has common focus on growing plants in a few pots or in schoolyard. gardening programs are flexible in all shapes and sizes fit with the needs and resources of every school (alderson et al., 2015). the international institute for rural reconstruction describe that it is needed some features to promote school garden resilience: school garden must use organic fertilizer, must have at least 200‐m2 garden bed and deep dug at least 1 ft, good water source, proper drainage system, and use mulch to protect soil (angelesagdeppa, monville-oro, gonsalves, & capanzana, 2019; de vlieger, riley, miller, collins, & bucher, 2018). running a school garden requires some knowledge, people skills, and common sense that related with how to jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 293-304 299 priyayi et al (students’ scientific attitude toward the implementation …) plan and manage, find resources, collaborate and motivate with those involved, and organize garden work and lessons (fao, 2009; sherman, 2010). the perception of teachers and students toward the implementation of green garden based-education innovative green garden-based education learning science through innovative green garden-based education helps the student to work as scientist. they can collect the data through scientific methods including observing, measuring, experimenting, analyzing, and concluding. it gives experience for students to be able to apply concepts obtained in the classroom to the real world. the activities in gardens can increase the scientific attitude of the student because gardens can be used as living laboratories where students observe what they are learning and implement the knowledge (erdogan, 2017; greer et al., 2019; passy, 2012) consistently, the perceptions of teachers and students figured that there are many positive effects of the innovative green garden-based education implementation. the activities lead to hands-on experience and engage high order thinking skill. the teacher emphasizes that the innovative green garden-based education can provide a hands-on learning. they can apply their knowledge to real world situations (humberstone & stan, 2011). outdoor experiences engage high order thinking skill and the understanding about the concept. the activities also help students improve their scientific attitude in relation to rationality, curiosity, critical thinking, and persistency. according to revati & meera (2017) science teachers have to know the importance of making connection between science and student’s life. the learning of science should emphasize on activities that enhance student’s experiences in order to relate it to their daily life. the teacher should organize learning environment which has positively effect for scientific attitudes (balaji, 2017; erdogan, 2017; prince, 2019). by doing this, students can realize that their knowledge are important and valued. they can improve their selfconcept in science. teachers find the garden is a moderately to very effective tool for teaching science. 3 aspects of school gardens as opportunities to address timeand staff-related issues: strengthening of garden committees, professional development, and community outreach (burt, luesse, rakoff, ventura, & burgermaster, 2018). but there are some limitations based on teacher perception of the innovative green garden-based education implementation such as time consuming and requiring wide and large spaces. selected responses regarding the implementation of innovative green garden-based education by the teachers and students can be seen in table 4 and table 5. table 4. selected responses regarding the implementation of innovative green garden-based education by the teachers theme: the strength and the weakness of the implementation of innovative green garden-based education and the students scientific attitude toward the implementation of innovative green garden-based education learning science in innovative green garden-based education can motivate the students to and give the real experience related to the science concept (rationality). some activities are time consuming. the teacher must well prepared to manage activities based on innovative green garden-based education module so that the activities is conducted effectively there are many questions is asked by the student during the innovative green garden-based education activities (curiosity, critical thinking) the activities help students have responsibility for their tasks, promote their critical thinking and problem solving (persistency, critical thinking) it will be a benefit for school that has wide and large area, but it will difficult for school with the limited area. table 5. selected responses regarding the implementation of innovative green garden-based education by the students theme: the strength and the weakness of the implementation of innovative green garden-based education and the students scientific attitude toward the implementation of innovative green garden-based education i feel that gardening is one of the way to learn about science in real way, we are not only sit and listen the explanation from our teacher, but also we do many interesting activities i like to cooperate with the other friend when i did my task in during innovative green garden-based education (cooperation) learning science through innovative green garden-based education is very interesting (curiosity) sometimes, i still feel shy to express my opinion in front of the others in class but this activity encourage me to ask and express my opinion (curiosity and critical thinking) i think worms is harmful for us, actually i just know that the worm has many benefit for environment (open mindedness) i want to know why the plants has different growth in size although located in the same media (curiosity) i listen carefully to our gardening teacher (persistency) the students state that the activities during the innovative green garden-based education course develop their scientific attitude including cooperation, curiosity, critical thinking, open mindedness, and persistency. they feel more interested in outclass activities than classroom activities. they are encouraged to work in teams jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 293-304 300 priyayi et al (students’ scientific attitude toward the implementation …) and explore the phenomenon that is happening. the students prefer learning with outdoor activity than just only staying in the classroom (maynard, waters, & clement, 2013b). garden-based education can capture students’ interest and energize their learning. the learning outcome of students who joined in a hands-on school gardening program was higher than the students who did not participate in gardening activities (greer et al., 2019; maynard, waters, & clement, 2013a). many aspects to consider when comparing outdoor educational settings; the comparison of purposes, aims, pedagogy, outcomes, (almers, askerlund, & kjellström, 2017). skinner (2015) states that the engagement in the garden is positively and significantly correlated with student selfperceptions, competence, autonomy, intrinsic motivation, and school achievement. similarly with the study conducted by hammarsten,et.al (2019) about the student’s perspectives on a forest garden, they have positive feelings on a forest garden including the activities caring for the organism living there. it can develop the ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding. the implementation of garden programs also significantly influences students’ environmental attitudes (malberg & wistoft, 2018; wolsey & lapp, 2014; verde & valdés, 2013). the former research on school gardens indicates a positive reaction toward nutrition habits when implemented into the curriculum (hamulka, wadolowska, hoffmann, kowalkowska, & gutkowska, 2018). the students have the ability to change their attitudes through garden programs (mccarty, 2013; murakami, su-russell, & manfra, 2017; wolsey & lapp, 2014). however, there are some limitations of the implementation of innovative green garden-based education such as time consuming and in some case, it need a wide green area. the school that applies green gardenbased education must be well-prepared so that the course is conducted effectively. kupolati, macintyre, gericke, & becker (2019) said that there is no universal model of green garden based-education that can be implemented to every community. each culture or community has to design a plan that addresses the needs of its learners and educators (greer et al., 2019). by applying the hands-on curriculum enhance students’ interest in science with no loss of science content (sheldrake, mujtaba, & reiss, 2017).the sustainability of the implementation of green garden based-education should be a responsibility of multiple stakeholders across the school (duram & williams, 2015). the conceptual model of potential effect of school garden program that explain about short-term, long-term effect, and the interconnections between individual, family, school and community-level effects can be considered (clague, 2018; davis, spaniol, & somerset, 2015; ohly et al., 2016). conclusion the students have positive attitude toward the implementation of innovative green garden-based education with highly positive attitude in curiosity and cooperation elements, and moderately positive in openmindedness, rationality, critical thinking, honesty and persistency. the teacher and students emphasize many advantages during the implementation of innovative green garden-based education for learning science especially in forming positive scientific attitude and giving hands-on experiential learning. based on the findings of this study, the science teacher should facilitate students for learning science not only in the classroom but in the real environment. the green garden based-education curricula can be one alternative as an innovative educational tool for learning science. references alderson, t., hempel, j., & olson, p. 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(2009). reliability and validity studies of the science and technology course scientific attitude scale. journal of turkish science education, 6(2), 43–54. retrieved from https://www.researchgate.net/publication/26645392_reliability_and_validity_studies_of_the_science_a nd_technology_course_scientific_attitude_scale https://doi.org/10.1177/002205741419400306 https://www.researchgate.net/publication/26645392_reliability_and_validity_studies_of_the_science_and_technology_course_scientific_attitude_scale https://www.researchgate.net/publication/26645392_reliability_and_validity_studies_of_the_science_and_technology_course_scientific_attitude_scale universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 1 march 2021, pp. 71-82 10.22219/jpbi.v7i1.13926 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 71 research article learning bryophyta: improving students’ scientific literacy through problem-based learning vitri anugrah nainggolan a,1, risya pramana situmorang a,2,* , susanti pudji hastuti a,3 a biology education study program, faculty of biology, universitas kristen satya wacana, jl. diponegoro 52-60 salatiga 50711 indonesia 1 vitri.anugrah.nainggolan@gmail.com; 2 risya.situmorang@uksw.edu*; 3 susanti.hastuti@uksw.edu * corresponding author introduction science represents the knowledge that leads to the process of collecting data through experimental methods, observations, and deductive ways of thinking. validation of valid natural phenomena is valid. biology is one branch of science that is closely related to life processes and the interaction of collecting life with its environment (ariana et al., 2020). the learning process in a field requires a concept that can question the concept of science and associate the concept with other concepts (kurniati, 2015). indeed, how to apply the concepts of science in everyday life becomes an important part of learning science (allchin, 2014). the development of science and technology in the era of globalization has greatly influenced human life. this causes many problems that appeared in daily life to require scientific handling. the reason states scientific literacy is very important for everyone to be able to support life's challenges (lederman et al., 2013; rusilowati et al., 2016). the 21st-century shows the development of information moving very fast. all people must be able to understand the aspects of science and its problems in the modern era. everyone must be able to understand the scientific aspects and problems in this modern era. scientific literacy can be applied by recognizing the meaning and urgency to put all of the scientific literacy aspects as an application needed to develop student potential. a r t i c l e i n f o a b s t r a c t article history received: 15 january 2021 revised: 17 march 2021 accepted: 29 march 2021 published: 31 march 2021 regarding 21st-century learning, scientific literacy is an important competency which must be owned by students. nevertheless, scientific literacy of indonesian students has been recognized in low level. this study aimed to describe students’ scientific literacy in bryophyta topic using problem-based learning. this classroom action research (car) used the kemis & mc.taggart research design. this study involved 30 students of x graders in kristen satya wacana senior high school. students' scientific literacy was measured using a test which comprised of 15 mcqs and 5 essay questions. the data obtained was analyzed using n-gain score. the results indicated that students' scientific literacy was improved from cycle 1 (45.20) to cycle 2 (65.59) as they learnt about bryophyta. the use of pbl in learning bryophyta accommodates students' activities to promote their scientific literacy. scientific activities in pbl strongly support the development of students' scientific literacy. copyright © 2021, nainggolan et.al. this is an open-access article under the cc–by-sa license keywords bryophyta problem-based learning scientific literacy how to cite: nainggolan, v. a., situmorang, r. p., and hastuti, s. p. (2021). learning bryophyta: improving students’ scientific literacy through problem-based learning. jpbi (jurnal pendidikan biologi indonesia), 7(1), 71-80. doi: https://doi.org/ 10.22219/jpbi.v7i1.15220 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 file:///c:/users/owner/downloads/10.22219/jpbi.v7i1.13926 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i1.15220 https://doi.org/10.22219/jpbi.v7i1.15220 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 72 nainggolan et al (learning bryophyta: improving students’ … ) science literacy is defined as the ability to use scientific knowledge to identify questions, obtain new knowledge, explain scientific phenomena, and infer based on scientific evidence (oecd, 2013). the gain process of scientific literacy has a prominent position because it could give some contribution to improve making decision skills at the community level even personal competence (lederman et al., 2013). students need meaningful activities to develop their full potential (mccrae, 2011). holbrook's research results state that learning science is still not in great demand by many students. this is due to the practice of learning more to place the material as a subject but not relate to problems in daily life (holbrook & rannikmae, 2016). because contextual learning can build student awareness of the importance of science, especially in the field of science (lederman et al., 2013). learning on achieving scientific literacy is following the hardship of learning science and learning is not only oriented to knowledge but also the process and formation of attitudes. therefore, the assessment of scientific literacy is not only oriented to the mastery of science material but can lead to the mastery of life skills, thinking abilities, and abilities in the science process. scientific literacy can be implemented by using students' science knowledge to integrated values and competence in other to use the scientific method to solve a problem (kaya et al., 2012; oliver & adkins, 2020). priyambodo and situmorang (2017) said the development of a process skills approach was one of the important efforts to obtain optimal learning success. program for international student assessment (pisa) has researched students' scientific literacy in many developing countries because it was considered a key success in learning science. the result of pisa in 2018 had indicated that the achievement of indonesian students' scientific literacy was still not satisfactory because it just reached a lower level was around 500, not far from the score before in the year 2015 (oecd, 2019). compared with the oecd average, indonesian students still lower. this condition should reflect our quality in science education still needs improvement in all aspects, especially the science learning process. science teachers should change their habits not only to transfer knowledge but also to empower scientific literacy. the strategy for developing scientific literacy is a challenge for teachers, especially in senior high schools. the survey results at kristen satya wacana senior high school students in class xth grade in the odd semester of the 2019-2020 school year showed that students' scientific literacy skills needed improvement in the learning process in class. preliminary research conducted on 30 students from three different classes showed that 7% of students could identify issues scientifically, and 10% were tired of explaining a phenomenon. furthermore, students also stated that biology material was oriented to remember. for example, 26% of students commented that biological material was memorized and sometimes confusing. these were indicated that an educator had some difficulties gained a learning process based on the scientific process. the scientific process is planning (information acquisition), implementation (data collection), data analysis and interpretation, and decision making. based on the explanation from the biology teacher that the students' literacy skills are classified as low due to several conditions, namely: 1) the lack of learning activities that lead to a scientific process to support the development of scientific literacy skills; 2) limited opportunities for teachers to construct evaluation tools that lead to scientific literacy; 3) teachers are still minimal in assisting students to train students' scientific literacy skills; and, 4) the lack of student assistance in science learning. the application of the scientific model by the teacher has been carried out in biology learning, both in the classroom and in the laboratory. it's just that the scientific learning model used by the teacher only facilitates students to identify problems given by the teacher in the form of answering basic questions but has not led to scientific explanations and uses various facts or data for problem-solving. therefore, the application of problem-oriented models to improve students' scientific literacy. one alternative that can be applied is to use it which can improve students' scientific attitudes. some studies find that the teacher should apply the problem-based learning (pbl) model continuously in biology learning as a solution (günter, 2020; moutinho et al., 2015; prastika et al., 2019; suwono et al., 2017). innovative learning models are needed that can move students' understanding of creativity in problemsolving improving scientific literacy requires a comprehensive understanding to be able to teach biology by using appropriate models and by learning objectives (glaze, 2018). pbl is a learning model that develops students' ability to solve problems based on scientific phenomena in everyday life (parno et al., 2020). bryophyta is one of the biological materials related to the realm. students can find bryophyta groups in their circumstances. the implementation of pbl can help students to improve science process skills to gain meaningful learning through students' scientific literacy skills (kaya et al., 2012). research from ardianto and rubini (2016) explained that pbl could improve students' scientific literacy skills in the aspect of explaining scientific issues, explaining the events of everyday scientific phenomena, and utilizing data based on scientific phenomena. students who are given a comprehensive understanding of the scientific learning model of each class meeting will interpret biology as a related science in daily life. in line with the finding from some studies that the problems arranged in pbl can be in the form of authentic problems related to everyday life (bledsoe & flick, 2012; elder, 2015; ismiani et al., 2017; lokitaswara et al., 2019; mustofa et al., 2016; ünal & özdemir, 2013; wang et al., 2012). scientific activities through pbl are expected to help students strengthen science knowledge and gain interaction with their environment (foyle et al., 2018). if students have interacted with their environment, jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 73 nainggolan et al (learning bryophyta: improving students’ … ) students will get an opportunity to learn contextually. learning activities with scientific methods will train and familiarize students with investigations based on valid information (sivamoorthy et al., 2013). furthermore, support from the teacher is also an important element to engage students as learners. one of the biology contents that can be created to be the process of investigation is bryophyta. based on an interview with 60 students, 66% of students have difficulties identifying and classifying this topic. the pbl model facilitated students to implement in contextual learning (baran & sozbilir, 2018; bate, et al., 2014). the construction of knowledge through pbl is a reason to engage student's ability. students will be involved in observing the types of bryophyta and their classification based on students' findings in the environment. it is important to develop scientific literacy skills for students to provide critical solutions from the information obtained. this research is important because it is suspected that the students 'problem-solving skills gradually have a positive impact on students' scientific literacy skills. according to gurses et al. (2015) problem-solving which is related to everyday life can empower students' critical thinking skills to gain meaningful learning. some previous studies exhibited that the pbl model can increase the ability of scientific literacy, nevertheless, the research has not focused on empowering students about using scientific evidence and phenomena scientifically (husna et al., 2017; prastika et al., 2019). when students' thinking abilities are empowered, it will provide a strong stimulus for increasing scientific literacy. this means that when the student's ability to increase the problem will also increase the student's scientific literacy ability (parno et al., 2020; rosa et al., 2018). however, previous research on scientific literacy on bryophyta topic was still limited. this research is very important to be studied more deeply for the empirical investigation that pbl can improve students' scientific literacy skills in bryophyta learning. method this classroom action research (car) study was conducted at kristen satya wacana senior high school, salatiga city in february-march 2020. the car design used was the research design model of kemis & mc. taggart consists of steps, namely 1) planning: consisting of activities to design learning devices, 2) actions: implementation of learning on bryophyta topic based on the pbl model, 3) observation (observing) is an observation activity towards the action process in research, 4) reflection is an activity to evaluate the implementation and achievement of students' scientific literacy (described in figure 1). figure 1. diagram of the implementation of learning from pre-cycle, cycle i, and cycle ii the subjects of this study were 30 students of x graders at kristen satya wacana senior high school of the academic year 2019/2020. the sample was purposive sampling and consist of 1 group which is learning through pbl the scientific literacy assessment instrument consisted of 3 indicator items with 15 multiple choice questions and 5 essay items. the instrument is an adaptation from gormally et al. (2012) as presented in table 1. table 1. scientific literacy indicator indicator of scientific literacy question number identifying scientific problems 1, 4, 5, 6, 16 (essay), 17 (essay) explain phenomena scientifically 2, 3, 7, 8, 10, 11, 18 (essay), 19 (essay) using scientific evidence 9, 12, 13, 14, 15, 20 (essay) data were collected using a written test and analyzed based on the n-gain score from cycle one to cycle two. the test is carried out using a pretest and posttest regarding bryophyta topic. based on its construct, the test instrument was declared valid by content experts (biology lecturer). empirical validation was done towards jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 74 nainggolan et al (learning bryophyta: improving students’ … ) the scientific literacy ability test instrument. the test validation is the test with three indicators which consisted of 15 multiple choices and 5 essays. implementation of test items involved 25 students of xi graders at same school who had learned the topic of a bryophyta in the previous semester. the result of the validation was that 20 test items were declared as valid with cronbach’s alpha reliability of 0.84. the distribution of test items according to scientific literacy indicators is presented in table 1. the stages of pbl that implement in this study are shown in table 2. pbl implementation was conducted for two cycles and each cycle has consisted of two meetings. in the first up to the second meeting, it was the first cycle and the third to fourth where the second cycle. the research was carried out through stages of 2 cycles is the first cycle students were taught using conventional methods, while the second cycle uses pbl. table 2. syntax of pbl syntax of pbl student activity 1. orientation problems students tried to understand the description of the problem given by the teacher regarding bryophyta in the student activity sheet. problem starts from collecting activities to bryophyta's sample and students carrying them into a laboratory to identifying the structure of a sample. problem starts from collecting activities to bryophyta's sample and students carrying them into a laboratory to identifying the structure of a sample. by determination instruction, students determined the sample and grouping them into the classification concept. the problem is, how students could identify all of the samples accurately and made them into the right group. the teacher's role was to ensure all of the students' group members gave a scientific argument above the identification result. so, they tried to solve it through the discussion in the group. 2. organizing students into research students in groups formulate problems related to the bryophyta concept in the problem description, to find ways of solving through observation and experimental activities to provide solutions to the problems given. 3. independent investigation in a group students collect data (sample from a group of bryophyta) for finding the concept of grouping characteristics. these purposes were stimulated students to solve a problem about classification, ecological characteristics, and cycle reproduction. 4. preparation of summary concept of bryophyta for development (discussion) related to observation data students, guided by the teacher, identify forming a group of bryophyta. students could be connecting a key determination of bryophyta and put them into an appropriate group. based on the ecological characteristics, students should define how bryophyta could sustain in that area. they must be related to the reproduction cycle of bryophyta. the summary results of bryophyta according to the data collected, all of the group members listening and discussing to the summary results. if there are errors in the results, they can give some suggestions to correct the answer. 5. presentation pairs of students from all of the group in class, present their results for the whole class, and students from other couples respond to the presentation of the result. 6. conclusion pairs of students who do presentations conclude for all of students' suggestion in the classroom, assisted by another member of the group, they can maximize their report about solving problems. the test instrument was used to measure scientific literacy skills. the tests were given before as a pretest and after the learning process as a posttest (the treatments). item of the test was the same even though it spread randomly. improvement of students' scientific literacy skills through the implementation of pbl models is analyzed through the calculation of average scores using n-gain. the n-gain formula is used according to hake (2014), presented in formula (1). the criteria for calculating the n-gain score data are needed as a reference for changing the score using formula (2). furthermore, interpretation of students’ scientific literacy (by using n-gain score) is described in table 3. g = (1) information: sf = posttest score average si = pretest score average (2) information: p = value expressed as a percentage f = the frequency that is being sought for the percentage n = number of frequencies implementation of the pbl model contains scores of four scale marks for each phase indicator. finally, the data were analyzed by descriptive analysis through the calculation of the percentage of the results of the implementation pbl model. the instruments used were the forms of observation sheet. the observation sheet was used to obtain information about the implementation of the pbl model. the criteria for the results of the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 75 nainggolan et al (learning bryophyta: improving students’ … ) research instrument data are carried out then the initial data in the form of scores are converted into qualitative data (interval data) with a scale of four presented in table 4 (nuryadi et al., 2017). indicators of success in this study are based on (1) an increase in the scientific literacy of students who scored above minimal completeness criteria by 65, (2) the implementation of the pbl model by 90% in learning following the lesson plan that has been prepared and implemented. table 3. interpretation of scientific literacy (gain score) score interval interpretation > 0.7 high 0.7 ≥ x ≥ 0.3 medium <0.3 low table 4. convert scores of four scale score interval category 3.33 < score ≤ 4.00 very good 2.33 < score ≤ 3.33 good 1.33 < score ≤ 2,33 enough ≤1.33 deficient results and discussion pre-cycle the implementation of the pre-cycle was done by the teacher through scientific-based learning. the teacher used the pbl model, learning activities were designed as authentic problems which were structured and simple characteristics. the pbl phases in the pre-cycle were problem identification, collaborative problem solution, presentation, and evaluation. based on the observations, teachers have not implemented the pbl model optimally. even though several points around the school environment could be used as learning resources related to environmental knowledge but the achievement of students' cognitive learning outcomes becomes less optimal in several aspects. this is shown from the results of tests with the attainment of students completing 13% with a minimum score of 75. the result of the pre-cycle is obtained as in table 5. table 5. descriptive statistics results in pre-cycle observation criteria result of pre-cycle number of students 20 average 46.01 standard deviation 12.22 max. score 70 min. score 20 percentage of completeness 13% percentage of incompleteness 87% cycle i the implementation of the first cycle started from the planning stage which consists: 1) designed a learning implementation plan that uses pbl as well as each of the other supporting devices such as student worksheets and evaluation tools; 2) prepared test instruments to measure the increase in students' scientific literacy and observation sheet of the implementation of learning. the acquisition of students' scientific literacy in the first cycle is described in table 6. table 6. achievement of students’ scientific literacy in cycle i indicator of scientific literacy value description n-gain category pre-test post-test identifying scientific problems 40.5 65.5 42.01 medium explain phenomena scientifically 34.6 61.3 40.81 medium using scientific evidence 41.37 72.3 52.80 medium average 49.02 67.2 45.20 not complete based on table 6, the result showed that the indicator of identifying scientific problems is 65.5 (moderate category), explaining the phenomenon scientifically 61.3 (moderate category), and using scientific evidence 72.3 (high category). the n-gain score of students' scientific literacy abilities shows that the indicators of identifying scientific problems and explaining scientific phenomena have almost the same average value, but the indicators using scientific evidence show a gap value. the achievement of indicators identifying scientific problems and explain phenomena scientifically was still less able to answer questions about the types of jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 76 nainggolan et al (learning bryophyta: improving students’ … ) problems given and still limited to memorizing and remembering questions. bybee, r., and mccrae (2011) explain that if students could identify problems related to fact issues factors and everyday lives, they can improve scientific literacy skills comprehensively. the results of the students' scientific literacy abilities show that the indicators of identifying scientific problems and explaining scientific phenomena have almost the same average value. it showed a gap in the ngain score on the indicators using scientific evidence. hestiana and rosana (2020) explain that factors that can improve scientific literacy skills are fact-oriented issues and place problems as a starting point for learning. reflection activities with biology teachers got students to be guided in discussions delivered in the form of text. students' understanding of problems is still limited to thinking processes systematically. therefore, the teacher's role in facilitating students to think about problems should be to formulate problems then linked them to the specific solution. questioning facts and explain scientific phenomena prove scientific truth through accurate verification. students need to verify data so that the analysis process became more precise. description of the implementation of pbl could be known based on observations of teacher's activity. observations were made based on the steps of the pbl model which had five core activities with the following phases: observing, asking questions, collecting data, associating, and communicating. observations were made by two observers using the observation sheet. the analysis of the percentage of the pbl model learning implementation is presented in table 7. table 7. implementation of pbl in cycle i class meeting score category first 2.66 good second 3 good average 2.83 good the implementation of pbl in learning biology on bryophyta as a whole result is 2.83 (good category). this means that every phase of pbl on bryophyta learning has been carried out almost entirely. if we would see from each observation result, each meeting stated that almost all activities were carried out in the pbl model with a score of 2.66 each at the first meeting and 3 at the second. the implementation of the pbl model in the first cycle showed that student participation is still not optimal. this is due to students have some trouble identifying unstructured problems. students still had not adapted to each phase of the pbl model. for example, when given problems, students still need to be repeated explanations to provide understanding. frequent problems that teachers often face in implementing the pbl model related to characteristics of the pbl model. bledsoe and flick (2012) argue that implementation of pbl takes time so that students get used to problem solving activities. the pbl model requires students to have adequate information in identifying the problems given, especially in unstructured problems (redhana, 2013; supiandi, m. & julung, 2016). cycle ii the implementation of the second cycle was carried out two times meeting through teaching activities. based on reflection in cycle i, learning is done by presenting materials that are not fully mastered by students. the implementation of learning in cycle ii teachers and collaborators (researchers) have applied the pbl model. the teacher gives apperception in the form of questions related to the classification of bryophyta. next, the teacher explains the steps of the pbl model that will be used in the learning. students are also given motivation and explained the benefits in daily life when learning about the classification of bryophyta. learning activities starting with collecting bryophyta's sample and identifying the samples in the laboratory. students determined the sample using the key of determination and grouping them into the classification concept. the teacher gave a step identification as a problem to the students, and they tried to solve it through the discussion in the group. the teacher also accompanies students in formulating problems and determining hypotheses. the teacher facilitated all the groups by monitoring the students' discussion process in groups. for testing hypotheses, teachers also guide all of the groups to determine the point of the hypotheses. the purposes are they could have the ability to predictions and found the appropriate solutions. after that, each group presented the results of their discussion to the class. furthermore, provide a rationale for students' decisions including prioritization of problems about structure identification of bryophyta. for example, a general characteristic of bryophyta has not a specific vascular system to bring water and mineral. indeed, group members in the independent investigation phase should be addressed the proper characteristic according to the problems or issues. besides, they identify what information is missing and needed to make good care decisions about bryophyta. in this phase, students engage in using scientific evidence (figure 2). to strengthen their answer, every student could be identified what resources will help them gather the missing identification. in the presentation phase, small group collaboration and team showed their effort according to the result of scientific activity. in this phase, all of the group done feedback and validation. other small group gave their feedback and explain phenomena scientifically. this activity engages the students to find information from the discussion. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 77 nainggolan et al (learning bryophyta: improving students’ … ) figure 2. students’ activities to get bryophyta sample as scientific evidence student learning activities (figure 2) showed that students are invited to link contextual learning to bryophyta's subject. this activity affected increasing scientific literacy. increased scientific literacy indicates that students have a curiosity about science issues and practice science directly. when students pay attention to their learning behavior, it can be empowering their experiences and form scientific expertise from various sources using scientific methods. dragoş and mih (2015) explained students could achieve their learn best if they could employ a variety of data collection methods. moreover, setting up an outdoor class as a learning activity will allow students to observe the phenomena by themselves and empower their scientific abilities to be more optimal (feille, 2017; fettahlıoğlu & aydoğdu, 2020). the results of the scientific literacy score can be analyzed in every aspect to analyze their skills. based on the recapitulation of scientific literacy (table 8), the data obtained with the highest average using scientific evidence, while the lowest value is in explaining the problem of phenomena scientifically. based on observations on the learning process, students have sufficient theoretical or scientific concept skills, can identify or determine a problem but still have difficulty explaining the phenomenon or problem properly. this can be seen in the implementation of the learning process when students are given a problem, they can identify the basics of theoretical, but they still have difficulty in the analysis of complex cases by linking various concepts or viewed from other conceptual perspectives. this is because they are not used to solving problems, such as the statement from mccrumz (2017) that the habit of thinking to find problem-solving needs to be practiced continuously. table 8. achievement of students’ scientific literacy in cycle ii indicator of scientific literacy value description n-gain category pre-test post-test identifying scientific problems 48.33 80.66 62.58 medium explain phenomena scientifically 38 76.83 62.63 medium using scientific evidence 43.12 83.62 71.58 high average 49.02 44.81 75.44 complete learning in the second cycle showed an increase in student enthusiasm for learning. the educator promoted literacy practices by finding information using textbooks and stimulated students to be connected to the dynamic scientific inquiry. this is in line with sørvik et al. (2015) explanation that investigating the variation of texts and present in these science lessons the context from texts were being used. presenting graphics and pictures in-depth will indicate that students have emphasized their concepts. it also exercised students' involvement to understand literacy as further emphasis. students communicate and provide their respective analyses of the information based on the reference. furthermore, the teacher verifies the student's opinion. increasing students' literacy skills is carried out by utilizing the school environment as a form of problem finding and increasing students' ability to solve these problems (heard, 2016; wirdianti et al., 2019). other efforts were also made through strengthening the content of bryophyta in teaching materials. some of the bryophyta sample search activities are activities that lead students to be able to map the types of bryophyta and provide a classification of the sample findings. problems found in the context of classification, bryophyta body structure, and reproductive methods can train student activities to identify, analyze problems, explain phenomena based on observations, and use facts empirically. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 78 nainggolan et al (learning bryophyta: improving students’ … ) table 9 showed the result of the implementation of pbl models in learning bryophyta as a whole is 3.49. the stage of experimental activities is guiding students to collect data as a sample of bryophyta from the surrounding area. many activities carried out by students in this stage, begin the learning process by observing objects following the bryophyta characteristic. then students brought the sample to identify in the laboratory. they were also guided by a key determination to identify a group of bryophyta. besides, they have been answered questions from a worksheet, they have to answer them scientifically. for example, when students are faced with several specimens of bryophyta, character observations are made about the state of the vaginula, seta, apophysis, archegonium, speculum, and peristome. this means that every phase of pbl on bryophyta topic had been carried out almost entirely. in connection with this activity, students learn how to answer questions scientifically, analyze them by connecting to the concept. exploration activity was carried out in the context of collecting data based on experimental results. some research showed that these activities help students to improve their science literacy skills (j. kang, 2020; murphy et al., 2019). table 9. implementation of pbl in cycle ii class meeting score category first 3.33 good second 3.66 very good average 3.49 very good based on each observation result, each meeting stated that almost all activities were carried out in the pbl model with a score of 80% each at the first meeting and 76.47% at the second. results of students’ activity showed that the dominant activity during the learning process with the pbl model was the experiment activities and teacher’s explanation. when investigation phase, students were using the key determination, this was identified as a functional level of scientific literacy because most of the student was able connected characteristic member group of bryophyta. besides, even though they struggled to interpret information from key determination, the teacher also facilitates each group by giving an example data analysis. when the teacher displayed the procedure, it stimulated their power of conceptual. they provided multiple ideas and linked some concepts about the morphology of bryophyta. as stated by putri et al. (2018) that authentic problems as a starting point gain multiple students' ideas by relating problems that closely into everyday life. by giving questions on the worksheet, students gathering the data and produce an explanation combining their general knowledge. it was predicted that students who were able to provide a multidimensional level of using data to solve a problem (cheng et al., 2018). they were also able to link several ideas together to form a comprehensive response. this means that the identified object conducted by found the characteristics by students contributed positively to students’ understanding (moutinho et al., 2015). indeed, students were allowed to discover the concept of reproduction of bryophyta. after the experimental activity was completed, the teacher also gave reinforcement in the concept of the reproduction cycle in bryophyta through the video. strengthening students in experimental activities is one way to exercise students' scientific reasoning in the context of science (wulandari, 2017). moreover, the data comparison of students' scientific literacy in cycles i and ii can be seen in table 10. it shows the results of students' scientific literacy in cycle ii have completed because appropriate with the expected target (more than 60 points). increased completeness of scientific literacy through the implementation of pbl models on bryophyta topic shows that there has been a change in students' scientific literacy in the aspects of problem identification, the ability to explain scientifically, and use scientific evidence. achieving higher levels of scientific literacy and the ability to apply scientific knowledge in life situations depend on how the student could be applied that knowledge in their life situations (garthwaite et al., 2014; zhu, 2019). implementation of the pbl can stimulate students to be actively solving problems in learning and construct their knowledge. the activity of students will give a positive chance to change their mindset find out and provide solutions. students who are trained to be sensitive to problems will influence how they can think positively and solve problems appropriately (rahayuni, 2016; ristanto et al, 2017). table 10. completeness of students’ scientific literacy in cycle i and cycle ii cycle i criteria cycle ii criteria achievement (>65) achievement (>65) 45.20 incomplete 75.44 complete the high level of scientific literacy skills of students after implementing the pbl model is in line with several previous research that has also implemented this learning model. some of these studies examine the increase of students' scientific literacy by implementing a pbl (n.-h. kang et al., 2012; mun et al., 2015). several researchers from indonesia also reported similar cases (hestiana & rosana, 2020; parno et al., 2020; prastika et al., 2019). improvements in scientific literacy could have occurred if biological learning was designed with integrated scientific literacy and scientific activity. this proven support from some activities consisted of jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 1, march 2021, pp. 71-82 79 nainggolan et al (learning bryophyta: improving students’ … ) stimulated students in biological activity, for example, the classification of bryophyta and connecting their knowledge. the engagement of students can prove some ability in scientific literacy, for example, student explore their knowledge in experimental activity, they can be involved in getting data and connect to theory. this is in line with sharon and baram-tsabari (2020), who explains that science literacy must be taught in the science classroom for students to identify misinformation. this implies that the ability of content knowledge provides a chance to gain scientific literacy through pbl. however, there are some limitations of the implementation of the pbl model for instance need time extended to facilitate student for doing the experimental activity. it needs supporting equipment to analyze in detail according to identify the life cycle of bryophyta in real-time. the teacher should have an alternative way to illustrate some parts of bryophyta to explain the concept comprehensively. some research shows that unreachable activity in the laboratory can be designed with a virtual laboratory, it's effective to use a blended approach to present the abstract concept (darrah et al., 2014; kapici et al., 2019; pyatt & sims, 2012). conclusion based on the results of the research that has been carried out, it can be concluded that the implementation of the problem-based learning model can increase students' scientific literacy in the x graders of kristen satya wacana senior high school in academic year 2019/2020. it was found that the pbl model was able to support students to learn bryophyta so that it affected improving their scientific literacy. the achievement of students’ scientific literacy in the first cycle reached 45.20 and increased in the second cycle to 75.44. meanwhile, the learning implementation aspect was completed in the first cycle with an achievement of 2.83 (good category) and in the second cycle reach 3.49 (very good category). the results of this study have implications in the learning process which can be used as a reference for developing students’ scientific literacy through problem-based learning in scientific activities. scientific activities strongly support the development of scientific literacy at the high school level and can be used in the learning process by teachers to support increased scientific literacy with relevant material. references allchin, d. 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(2019). how chinese students’ scientific competencies are influenced by their attitudes? international journal of science education, 41(15), 2094–2112. https://doi.org/10.1080/09500693.2019.1660926 https://doi.org/10.1088/1742-6596/1097/1/012019 https://eric.ed.gov/?id=ej1115684 https://doi.org/10.1002/sce.21581 https://doi.org/29.7722/0283011015 https://doi.org/29.7722/0283011015 https://doi.org/10.1002/sce.21143 https://doi.org/10.17977/jps.v4i2.8183 https://doi.org/10.15294/jpii.v6i2.9622 http://www.acarindex.com/dosyalar/makale/acarindex-1423880574.pdf https://doi.org/10.1128/jmbe.v13i1.389 https://doi.org/10.1128/jmbe.v13i1.389 https://doi.org/10.22219/jpbi.v5i2.7193 https://doi.org/10.21070/sej.v1i1.839 https://doi.org/10.1080/09500693.2019.1660926 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 285-296 10.22219/jpbi.v5i2.7956 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 285 article review biology in the 21st-century: transformation in biology science and education in supporting the sustainable development goals yudha gusti wibowo a,1,*, ali sadikin b,2 a environmental science, postgraduate program, universitas jambi, a manap street, jambi 36122, indonesia b department of biology education, faculty of teaching and education, universitas jambi, ma. bulian street km.15, jambi 36361, indobesia 1 yudhagustiwibowo26@gmail.com*; 2 alisadikin@unja.ac.id * corresponding author introduction nowadays, several challenges, such as educational inequality, climate changes, and social challenges faced by human being have been increasing. those challenges should be overcome through transforming education which consider the sustainable development goals (hudson, 2001). every crisis in the world must have a problem solving (coombs & laufer, 2018). problems occur in every sector of life such as health (wibowo, 2019; wibowo & indrayana, 2019), clean water resources (meena & luhar, 2018; wibowo, maryani, et al., 2019), air pollution (zhang, chen, & zhang, 2018), land problems (haowei et al., 2019), poverty in developing and underdeveloped countries (mitra, posarac, & vick, 2013), clean energy (hongtao & wenjia, 2018), economic growth (liang & yang, 2019), industrial innovation (liu, gao, chen, yu, & zhang, 2018), infrastructure (morshedlou, gonzález, & barker, 2018), hunger (garcía, 2018), health problems (lavie et al., 2018), education quality (wen, xiao, hui, & zhang, 2018), and many other problems. a r t i c l e i n f o a b s t r a c t article history received march 26, 2019 revised june 15, 2019 accepted june 26, 2019 published june 30, 2019 the transformation in education must be directed in accordance with sustainable development goals (sdgs) program. this article aimed to discuss the potential support of new biology in achieving the formulated sdgs. this literature review covered 31 articles which were published since 2010 to 2019. the keywords used to collect the data were new biology, future biology, biology education, biological science, and biology. the review results informed that new biology can potentially enact five goals of sdgs, i.e. goal 2 (zero hunger), goal 3 (good health and well-being), goal 4 (quality education), goal 6 (clean water and sanitation), and goal 7 (affordable and clean energy). by considering the findings, it is suggested to promote new biology approach in indonesian educational system. copyright © 2019, wibowo & sadikin this is an open access article under the cc–by-sa license keywords new biology approach sustainable development goals transformation education how to cite: wibowo, y. g., & saidikin, a. (2019). biology in the 21st-century: transformation in biology science and education in supporting the sustainable development goals. jpbi (jurnal pendidikan biologi indonesia), 5(2), 285-296. doi: https://doi.org/10.22219/jpbi.v5i2.7956 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7956 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7956&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 286 wibowo & sadikin (biology in 21st-century …) every problem has been introduced in as the sustainable development goals (sdgs) in 2014 initiated by the usa. indonesia as a developing country supports the sdgs to solve the problems (stalker, 2008). in the last 40 years sdgs process, the countries with the lowest 25% ranking have increased the human development index (hdi) to 82% (united nations development programme, 2005). sdgs have focused on solving 17 international problems, especially in developing countries. every problem in sdgs can be reduced by making quality standards and education levels in the right way. education is a very important thing that continues to change (siew-eng et al., 2015). every single problem in the world can be overcome with quality education. several studies have informed various problems, especially in developing countries (muralidharan & niehaus, 2017), can be resolved through quality education. biology science and education provide the concept about how to manage natural resources in an appropriate up to date ways, think about how to attract attention to the excitement of biology, and retain undergraduates. the new biology of the 21st-century is necessarily interdisciplinary, system-oriented, quantitative skills, initiative problem solve, and integrative (labov, reid, & yamamoto, 2010). both the sdgs and the new biology science and education assume great challenges as their focus (ozdemir, 2016). instead of being limited to a particular topic or discipline, the focus was tackling social problems and so-called "perverse problems", such as extreme poverty and climate change, severe effects on the populations of developing countries because many of these depend heavily on agriculture for income, have large impoverished rural populations, which are difficult to solve as individuals; they demand collective action (seaman, sawdon, acidri, & petty, 2014). by virtue of its mission and ambition to address the challenges, the new biology education and the sdgs will remain on the global scientific agenda for at least the next two decades. some of the emergingomics fields (el-magd, hermas, & bastawesy, 2010), such as metagenomics (alves et al., 2018) and pharmacomyrobiomy, directly report the relevance of the end points for the new biology education, ecosystem health and the sdgs (wood et al., 2018), provide insights into the both its potentialities and current challenges. this article reviews the source of biology science and biology education from reputable journal, the purpose of this paper was to analyze the possible part of the new biology science and education in supporting the objectives of sdgs. method in order to obtain profound and detail comprehension of the new biology science and education as detail as their potentials and challenges, the systematic review was done on as many as 31 articles. the articles chosen were those which were published between 2010 and 2019. furthermore, there were five keywords used to collect the data in term of finding the articles i.e. new biology, future biology, biology education, biological science, and biology. results and discussion fundamental interaction of biology science and education with sdgs higher education and research department are the most significant indicators of a national progress (schwab, 2014) which gives an impact for economic growth (peet et al, 2015). therefore, higher education is able support sdgs by producing high quality and highly competitive human resources. universities are part of higher education that also support sdgs. this due to the people who achieved good education, especially in universities, have clear knowledge about environmental and sdgs (beynaghi et al., 2016). biology science and education in universities is a combination treatment utilized for supporting sdgs; bioprocesses such as soil remediation, nitrogen fertilization, and some biological treatments have been successfully supporting sdgs (yu et al., 2019). moreover, biology process in term of bioremediation has successfully maintained the availability of clean water (life, 2018), biology science supports education for sustainable development (azlina, amran, & radiah, 2013), biology science could make clean energy from cogasification of coal and biomass (kamble et al, 2018). as we can see, biology science and education support sdgs especially on clean water and energy, soil remediation, and education quality (figure 2). for instance, the biology treatment has been successfully utilizing the biology community for nitrogen fertilization, as it can overcome various problems of soil changes by using protist communities (zhao et al., 2019). in addition a “biological drinking water treatment” is a biology process which has been used to maintain the availability of clean water (brown et al., 2015). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 287 wibowo & sadikin (biology in 21st-century …) biology science and education phenomena biology science has been developed every single year. for example, about systems biology of auxin in developing embryos. biology systems are oriented to signal pathways in their biology context in which the aim is to need a model that ignores foreign factors and focus on the most important path of the process given. developing embryo is an important process in plants’ development. hence, understanding their interaction will be the key in designing plants which can maximize yield in more quantities. the information about the role of biological development are generally highlight the latest advances in our understanding of biological science and education as well as discussing their implications to the understanding of the development system (mironova et al, 2017), such as biotechnology. trends on biotechnology has described about developing of biology systems on single-cell aging (song et al, 2018). several studies that informed about biology science and education in the world are sciences in the living world (konopka, 2002). biology science and education are the part of knowledge that can solve future problems, so it is important to teach students or college student to make connections between biology science and education in the classroom and their life. it is a compulsory for researchers who concern in biology, as they recognize the negative implications of doing science, to be silent. they must communicate this matter to local, national, and international legislators and find the solutions to deal with the environmental problems, particularly those which have been covered in sdgs. moreover, biology instructors should teach biology devoid of social context and convince the students that they can make the connections between biology science and education and their roles in solving the issues emerged. thus, biology science and education must be comprehensive and including everything in the world and powerful to solve the problems emerged to support sdgs (chamany et al, 2008). based on biology science education standard, students’ first real experience of science learning is key role in the development of their skills, dispositions, practices and knowledge in helping students to learn about science (reiss, 2018). hence, the lecturers must teach and discuss about biology in students’ daily life, as well as bring the students the social issues, particularly those which have been mentioned in sustainable development goals. there are several learning models can be used to teach the students in an interesting way. for instance, rotating trio exchange which demands the student to discuss about environmental problems in three members (sadikin, 2017). introductory biology has been pre-requisite course for all undergraduates of massachusetts institute of technology (mit), boston, united state of america. introductory biology has been taken each year. there are three educationally equivalent versions of introductory biology offered. the all three versions of the course including genetics biochemistry, molecular biology, recombinant dna technology, gene regulation and immunology. one of the versions covers additional material concerning the nervous system, cancer, and genomics; while the others comprised of cancer and development, genetics of microorganisms, additional biochemistry, and ecology (chamany et al., 2008). there are two major educational goals of the introductory biology courses are preparing biology the students who took this major to perform well and to create understanding of key ideas by providing the tools to approach questions related to biology which possibly faced by the society. this will additionally serve the students with a framework for their future studies in biology. by understanding these ideas, the students will be aided to determine their personal or public decisions (peet et al., 2015). biology has been developing in every aspect in our life. biology discuss about epigenetic which link genetic to the environmental and disease issues. it informs that epigenetic mechanisms that maintain cell identities during an individual’s development and throughout its life, as shown in figure 1, including environmental epigenetics and regulation in animals, metabolism and epigenetics, transgenerational epigenetic, relation of epigenetic, health and disease, the epigenetic of ageing, transgenerational inheritance, developmental epigenetic and disease and cancer epigenetic (cavalli & heard, 2019). biological science has an interaction with chemistry and physic (nostro & ninham, 2012). biological phenomena in applied biology have developed in plasma biotechnology and plasma medicine (machala & pavlovich, 2018). molecular biology is a fundamental reduction mechanism in understanding biology. it will not see the forest role for the trees, but molecular biology is only taken as the approach to open it: it clear-cut the forest. molecular biology is a different way to see biological phenomena (woese, 2004). all of phenomena in the world are covered in biology such as human body. biology can design the biomaterial for medical device, as shown in figure 2. furthermore, it can also develop the challenges and directions in biomaterial research. biomaterial research in biological science including synthetic replacements for biological tissues, designing materials for specific medical applications, and materials for new applications such as diagnostics and array technologies (langer & tirrell, 2004). in biology science, materials can be developed into biomaterial and utilized as medical devices to help patients. materials which are inserted into human body are referred as biomaterials such as ceramic, polymers, metals and composites. biomaterials can jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 288 wibowo & sadikin (biology in 21st-century …) be utilized as dental implant by considering its biocompatibility. biomaterials in biological phenomena are created from metals, stainless steel, co-cr alloys, ti and its alloys and other metallic biomaterials, polymer, ceramics and composites (mahyudin & hermawan, 2016). recent advances in the area of biomaterials which have revolutionized the field of tissue engineering and regenerative medicine to replace the conventional methods in repairing and restoring tissue functions are successfully done. (bhat & kumar, 2012; webb et al., 2018). the complex structures of biomaterials are constructed from biological active components derived from nature. thus, the integration of biological science as well as chemical and physical science has informed that biology is always happened in our life. figure 1. epigenetic mechanisms that maintain cell identities during development and throughout life (source: cavalli & heard, 2019) figure 2. biomaterial on medical device (source: siswomihardjo, 2016) biology science and education have been developed in every country with different level, education levels will give an impact on earnings on latin america and caribbean country, as shown in table 1. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 289 wibowo & sadikin (biology in 21st-century …) table 1. mean earnings of the labor force by level of education –latin america and caribbean countries (index) country no. education primary secondary university argentina 35 62 100 171 bolivia 74 77 100 219 brazilia 60 81 100 201 chile 55 59 100 311 colombia 42 64 100 253 costa rica 50 63 100 202 dominican rep. 56 76 100 251 el savador 42 63 100 208 guatemala 30 55 100 247 honduras 38 52 100 265 jamaica 5 65 100 113 mexico 19 54 100 173 panama 50 54 100 224 paraguay 51 63 100 212 peru 73 82 100 253 uruguay 40 77 100 154 venezuela 47 75 100 172 average 44 66 100 213 (source: psacharopoulos & ng, 1994) the long historical and contemporary impact of western academic models, practices and orientations on asian universities in such countries as india, malaysia, indonesia and singapore shaped the nature of higher education systems in these countries. the japanese colonial impact in korea and taiwan is also significant. several asian countries, including thailand, japan and china were not formally colonized, but the mixture of influence on the academic institutions that has developed in these countries reflects considerable western influence. contemporary factors such as the international knowledge system, the numbers of students studying in western nations and patterns of scientific interaction also have a major impact on the growth of universities in asia (beynaghi et al., 2016). education has been developing in asia such as hongkong, japan, malaysia, singapore, taiwan, indonesia and else (lee, grossman, kennedy, & fairbrother, 2004). the indonesian education system is immense and diverse. indonesian education system, with over 60 million students and almost 4 million teachers in 340,000 educational institutions, is the third largest education system in the asia region and the fourth largest in the world (after republic of china, india, and the united states). the two ministries which have the responsibility in managing the education system are ministry of education and culture (moec) (which handling 84% of schools) and ministry of religious affairs (mora) which handling the remaining 16%. private schools are also play an important role in indonesia. there are 7% of primary schools are private, the share increase to 56% of junior secondary schools and 67% of senior secondary schools. the education levels in indonesia are classified by age as shown in table 2. table 2. the distribution of population, students, educational institutions and teachers, by age and level of education in indonesia, 2013 age population (million) education level students (million) number of institutions teachers/ professors 3-6 18.52 early childhood 10.60 162 753 517 858 7-12 26.04 primary 26.77 148 272 1 682 263 13-15 12.04 junior secondary 9.65 35 527 587 610 16-18 12.57 senior secondary 8.46 22 780 452 041 19-23 21.19 tertiary 5.82 3 189 209 830 total 01.09 61.30 372 521 3 449 602 (source: oecd/asian development bank, 2015) new biology science and education in the 1800s, those who studied living world were called “naturalists” and they were highly interdisciplinary, combining observations from biology, geology, and physics to describe the natural world. in this 200th anniversary year of darwin’s birth, after decades of highly productive specialization, the study of life is again becoming more interdisciplinary, by necessity combining previously disparate fields to create a “new biology.” the essence of the new biology is re-integration of the subdisciplines of biology, along with greater integration with the physical and computational sciences, mathematics, and engineering in order to devise new approaches that tackle traditional and systems level questions in new, interdisciplinary, and especially, quantitative ways, as shown in figure 3. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 290 wibowo & sadikin (biology in 21st-century …) figure 3. new biology for the 21st-century (source: national research council, 2009) new biology relies on integrating knowledge from many disciplines to derive deeper understanding of biological systems. that deeper understanding allows both the development of biology-based solutions for societal problems and also feeds back to enrich the individual scientific disciplines that contributed to the new insights. it is critically important to recognize that the new biology does not replace the research that is going on now. the research is the foundation on which the new biology rests and on which it will continue to rely. if we compare our understanding of the living world to the assembly of a massive jigsaw puzzle, each of the subdisciplines of biology has been assembling sections of the puzzle. the individual sections are far from complete; thus, continuing work to fill those gaps is critical. indeed, biological systems are so complex, so that, the major new discoveries are still to be expected. new discoveries are frequently come from individual scientists who make the intellectual leap from the particular system they study to an insight that illuminates many biological processes. additional contribution of the new biology is to focus on the connections between the partially assembled puzzle sections and dramatically speed up overall assembly (labov et al., 2010; national research council, 2009). new biology education must facilitate human development, in particular, the development towards greater student autonomy, which can be done in ways that have been tried and allowed for high quality of biology teaching and learning (reiss, 2018). new biology can solve the problem about hunger by utilizing biotech (keats, 2012), synthetic biological material (see figure 4) to find new advance materials (le feuvre & scrutton, 2018), and the potential of biodiversity conservation (redford, adams, & mace, 2013). new biology is able to drive inter-sectoral, interdisciplinary and international connectivity. meanwhile, the leveraging of existing investments in synthetic biology, materials science, allied sciences and technology areas, is the major challenge in delivering the materials from biology vision. this is alongside a need to establish early stage partnerships with industry to define unmet needs in advanced materials and to maintain continued engagement from early-stage discovery and development, through to manufacturing delivery and commercialization. unification of these fields will create major opportunities for new materials discovery, their sustainable and affordable manufacture and application to unmet needs for industry (le feuvre & scrutton, 2018). the indonesian education system (see figure 5) has to attend the needs of a large, growing, diverse and widely dispersed population with great disparity in enrolment rates between regions (susanti, 2011). table 2, shows the current distribution of population, students, institutions and teachers at the various educational levels in which every single education level has biology science and education system that supporting sdgs. biology science and education in supporting sdgs besides the european union, an increasing number of countries are developing and implementing bioeconomy strategies. more than 40 nations have attended global economic summit to make bioeconomy work for sdgs (global economic summit, 2015). bioeconomy is a worldwide used strategy to cope with ecological, social, and economic sustainability challenges. however, impact indicators to quantify the environmental burden induced by national activities in foreign countries are especially lacking. the environmental burdens which possibly occur are 1) the risk of disappointment because promises of the strategies are difficult to achieve, 2) bioeconomy is not the only way to low carbon economy, 3) persistent conflicts of biomass uses for food, material and energy production could lead to unstable policy supported with jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 291 wibowo & sadikin (biology in 21st-century …) short-term shifts, 4) new societal conflicts over bioeconomy if efficiency gains, cascading use, residue use and sustainability certification are not sufficient to ensure a sustainable supply of biomass, 5) the acceptance of bioeconomy could be compromised if bioeconomy policies continue to ignore the on-going societal debates on agriculture and food (egenolf & bringezu, 2019). figure 4. synthetic biological materials (source: le feuvre & scrutton, 2018) figure 5. indonesian education system (source: oecd/asian development bank, 2015) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 292 wibowo & sadikin (biology in 21st-century …) sustainability has to be the key concept behind the bioeconomy which predominantly requires the base resource, processes and products, circular processes of material fluxes (gawel, pannicke, & hagemann, 2019). bioeconomy has based an economic on biology and bioscience to develop around us$ 2 trillion of product in agriculture, food, bioenergy, biotechnology and green chemistry which were exported worldwide in 2014 (el-chichakli et al, 2016). bioeconomy has led people to use biotechnology as an important tool in green chemistry, demonstrate new applications for biopolymers, biofuels and as alternatives to make chemical processes more sustainable and better protect our planet (fasciotti, 2017). however, comprehensive approaches to measure and monitor bioeconomy progress are frequently lacking; hence, bioeconomy monitoring must be strengthened and leveraged to measure progress towards sustainable goals (bracco, calicioglu, juan, & flammini, 2018). an evaluation of sdgs must consider the key objectives and relevant criteria for the environmental, economic, and social issues (egenolf & bringezu, 2019). the proposed solutions relied greatly on innovation and technological development. bioeconomy expertise should be shared in close cooperation between developed and developing economies to reach un sustainable development goals (sdgs). a supportive political framework would be the ultimate goal towards furthering the progress of a future bioeconomy all over the world (issa, delbrück, & hamm, 2019). as particularly important key objectives and the indicators, these sectors are central to at least half of the un sdgs, from food security to ensuring energy access and health. but conflicting national priorities make it hard to align bioeconomic policies to meet the sdgs on a global scale. innovation on the bioeconomy that scoring sdgs can be seen in table 3. table 3. innovation biotechnology to support sdgs how biotechnology could solve end hunger food security is the priority on international issues (sahn, 2015). more-efficient animal production and meat substitutes are needed. chicken is more sustainable than beef in term of owing to lower greenhouse-gas emissions and water needs. genomic technologies will need to be applied for more foods, as they have been done in dairy cattle, chicken, salmon, tilapia, rice and banana. farmed seafood production must be boosted and will require new vaccines and molecular diagnostics to reduce antibiotic use, as well as sources of protein-rich feed. ensure healthy lives sustainability on medicine has been developing (mckee, 2018). world health organization has developed a framework for health system that comprised of six building blocks (world health organization, 2010). neural stem cell (nsc) improved cellular, tissue, and functional outcomes in middle-aged rodents (webb et al., 2018). sustainable medicine can be learned from the past (world health organization, 2010) and the future medicine such as microrna polymorphisms (mishra & bertino, 2009), production of semi-synthetic artemisinin from microbially sourced artemisinin acid is an early success story for combining metabolic engineering and synthetic biology in commercial production of drugs against malaria. water and sanitation for all biotreatment has the potential for helping utilities in achieving compliance of several future drinking water regulations. biological processes can efficiently treat a wide range of drinking water contaminants and may provide several advantages over “conventional” treatment processes (brown et al., 2015). in developing countries, 90% of sewage and 70% of industrial wastes are discharged without treatment. advances in biological wastewater treatment, including phosphorus removal and nitrification hold potential if they are implemented in wider scale. small modular systems should spread to remote communities, and large intensive plants can cater for city-sized populations. biotechnology can solve wastewater problem by using biomaterial such as biochar and bentonite (naswir et al., 2019; wibowo & naswir, 2019; wibowo et al., 2019). clean energy most of developing countries have unreliable energy systems. just as the recycling of nutrients from waste material, nutrient recycling from all forms of waste will be increasingly important in the future for sustaining agricultural productivity on earth (kilbane, 2016). burning wood or manure leads to health problems, premature deaths and deforestation. decentralized, the modern solutions that combine bioenergy with other renewables are needed. for example, an indian social enterprise has implemented dairy and biogas production and local mini-grids electrified by biogas from waste or by eco-briquettes. soil remediation using am fungal communities and the sustainability of soil remediation in daliuta coal mining subsidence area (bi et al, 2018). protists are the most susceptible microbiome component to the application of nitrogen fertilizers. as protist communities also exhibit the strongest seasonal dynamics, they are served as the most sensitive bioindicators of soil changes (zhao et al., 2019), electro-kinetic remediation for the removal of organic contaminants in soils (cameselle & gouveia, 2018), and other biotechnology remediation treatment for soil (kremer, 2017). education quality bioethical has been developing in teaching biology to make education quality well (iancu, 2014) such as lessons learned for student of craniofacial biology: what this might mean for orthodontic professional education and clinical practice in the 21st-century (slavkin, 2017). several research would to know the key of cell biology and science education (miller, 2010) and else. conclusion biology education and science could support sustainable development goals (sdgs). to end the hunger, biology education and science can assure the food security. thus, a more-efficient animal production and meat jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 285-296 293 wibowo & sadikin (biology in 21st-century …) substitutes are needed. as its potential in owing to lower greenhouse-gas emissions and water needs, chicken is more sustainable than beef. biology education and science ensure healthy lives by utilizing the development of biological medic to distribute water and sanitation for all, keep clean energy, soil remediation and developing education 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(2019). the effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation. jpbi (jurnal pendidikan biologi indonesia), 5(3), 387-396. doi: https:// doi.org/10.22219/jpbi.v5i3.9817 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.9817 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.9817 https://doi.org/10.22219/jpbi.v5i3.9817 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9817&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 387-396 388 suhirman &yusuf (the effect of problem-based …) xu, kong, deng, & lin, 2018). in this regard, education have a significant impact on one's environmental knowledge level (ergen & ergen, 2011; erhabor & don, 2016). therefore, schools as institutions that are able to improve students’ environmental behavior (tanu & parker, 2018) and environmental knowledge (schmitz & rocha, 2018) must optimize its role. unfortunately, in indonesia, students are still difficult to understand the phenomena occur in their surroundings (kamaludin, surtikanti, & surakusumah, 2018). based on observations made at man 1 praya, 50% of students have a low level of understanding of environmental conservation (uec). the observation result showed that the students' uec is still at the minimum level. as a result, their attitude and behavior toward environmental conservation would also be at the lowest level. therefore, teaching and learning which enable the students to build their knowledge, attitude, and skills in improving environmental conservation needs to be promoted. one of the teaching and learning strategies that have potency to develop the students’ uec is problembased learning (pbl). pbl includes cooperative learning with a student-centered paradigm (ali, 2019; karimi, 2011; qutoshi & poudel, 2014) which is based on constructivism theory (gewurtz, coman, dhillon, jung, & solomon, 2016). in pbl, students are presented with a learning problem which they need to solve (servantmiklos, 2019). it requires the students to order their knowledge individually or in group to find solution to a problem (prasetyant, sari, & sajidan, 2016). this instructional model is good to be applied to develop higherorder thinking skills (ersoy & baser, 2014; gholami et al., 2016; koray & koray, 2013; oliveira et al., 2016; ulger, 2018). it can also strengthen cognitive aspects (aswan, lufri, & sumarmin, 2018; rotgans & schmidt, 2011) and attitude toward environment (kuvac & koc, 2018; yasinta & karyanto, 2016). therefore, pbl become the preferred pedagogical strategy in higher education (amoako-sakyi & amonoo-kuofi, 2015). beside external factors such as learning form, there are also internal factors that affect students’ environmental conservation understanding. one of factors that may affect the understanding is naturalist intelligence (ni). the statement based on (ningrum, soesilo, & herdiansyah, 2018) which informs that someone with a good ni will also have good environmental awareness (ea). however, there are no studies examining the effect of ni on students' uec. some of the studies that have been mentioned only examine the existence of a relationship between ni and ea (ningrum et al., 2018). several other studies examining ni also limit their research to environmental attitude (hartika, diana, & wulan, 2019). on the other hand, the potential of pbl in increasing uec is also rarely studied. pbl is often assessed in its potential in various previous studies. however, various studies more often examine the effect of pbl on students' thinking skills (anugraheni, 2018; asyari, muhdhar, susilo, & ibrahim, 2016; el-shaer & gaber, 2014; ramdiah, abidinsyah, & mayasari, 2018), metacognition (gholami et al., 2016; kuvac & koc, 2019), literacy (febriasari & supriatna, 2017; shultz & li, 2016; suwono, pratiwi, susanto, & susilo, 2017), learning outcomes (nursa’ban, masykuri, & yamtinah, 2019; yew & goh, 2016), learning motivation (argaw, haile, ayalew, & kuma, 2017; koçakoǧlu, türkmen, & solak, 2010; thakur & dutt, 2017), or attitudes (demirel, 2016; kuvac & koc, 2018; veli, 2014) . in fact, uec is also a competency that needs to be optimally empowered, especially the increasingly critical environmental conditions at this time. therefore, the purpose of this study is to examine the effect of pbl and ni on students' uec. method this experimental study was conducted at madrasah aliyah negeri (man) 1 praya, central lombok using factorial design. the first main factor is learning form that consist of pbl and expository learning. the research subjects consisted of two randomly selected classes from six classes of grade x-mipa at man 1 praya. one class is taught using pbl, one class uses expository learning. the topic taught during the study was ecosystem. the second main factor is ni level that consist of high ni and low ni student. the grouping of the students into high and low ni level was based on the rank of their ni test scores in each sample group. measurement of students' ni was carried out before the learning treatments through multiple choice test (reliability = 0.81). indicators of naturalist intelligence refer to armstrong t. (2009) and razmjoo (2008). these indicators include the ability to: (1) understand of natural phenomena, (2) understand of natural management, (3) understand of environmental problems and issues, (4) understand of fauna, (5) classify fauna based on similarities and dissimilarities, (6) understand about flora¸ and (7) classify flora based on similarities and dissimilarities. high ni level covered 35% of the students achieving high ni test score and low ni level included 30% of the students achieving low ni test score. both consist of 11 students. after the treatments, the measurement of the students’ uec was conducted. the measurement was using test. the instrument of test used has passed the process of expert validation and field validation and have a jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 387-396 389 suhirman and yusuf (the effect of problem-based …) high reliability (0.95). then, the data on the students' uec were analyzed using descriptive and inferential statistics. descriptive statistics was used to get a descriptive information about students’ uec level. to determine the uec level, the students’ test result was matched with categories listed in table 1. on the other hand, inferential statistics chosen in this study was two-way analysis of variance (anova) at 0.05 significance level. table 1. category of the students' understanding of environmental conservation score interval category 86 – 100 very high 71 – 85 high 56 – 70 moderate 40 – 55 low 0 – 39 very low source: at-taubany (2017) results and discussion currently, environmental damage occurs everywhere and the frequency of occurrence is increasing. in response, uec empowerment is seen as needing to be optimized during learning. in this study, the measurement of the students' uec was carried out after the teaching and learning treatment in the two groups. the data are presented in table 2. table 2. comparison of uec test achievement between student taught by pbl and expository learning descriptor groups pbl expository learning high ni low ni high ni low ni number of subjects 11 11 11 11 ideal maximum score 100 100 100 100 highest score 89 88 84 84 lowest score 84 85 80 79 average 86.91 87.00 81.45 81.73 standard deviation 1.7 0.8 1.2 1.7 table 2 shows the students' uec score was differences on several statistical parameters. students who taught by pbl obtained higher uec than expository learning, both at high and low ni level. the average of uec score of high and low ni students taught by pbl were 86.91 and 87.00, consecutively. that mean that students uec were at very high category. on the other hand, high and low ni students taught by expository learning have average score as high as 81.45 and 81.73, respectively. both scores are categorized as high category. therefore, the result indicated that the students taught with pbl have a better uec than those taught with expository learning. figure 1. the frequency distribution of students based on the uec category in both learning form jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 387-396 390 suhirman &yusuf (the effect of problem-based …) then, the frequency distribution graph for each uec category, both from the group taught by pbl and expository learning is presented in figure 1. figure 1 reveals that the students in the pbl group had a greater frequency for ‘very high’ and ‘high’ category than those in the expository groups. this signifies that the teaching and learning using pbl has better effect on the students' uec than using expository learning. interestingly, after being taught using these two forms of learning, there are no students who are categorized as medium, low, or very low. after the data was analyzed using descriptive statistics, then the research hypothesis test was performed. before the hypothesis test was carried out, the prerequisite test was carried out. data normality test results are presented in table 3 and homogeneity test results are presented in table 4. based on table 3, the four treatment have significance (sig.). value greater than 0.05. therefore, data for all treatment were declared normally distributed. table 4 shows that the levene's test of equality of variances have sig. value greater than 0,05. therefore, the data from four groups were declared to have a homogenous variance. table 3. normality test results treatment statistic significance high ni in pbl class 0.163 0.200 low ni in pbl class 0.318 0.073 high ni in expository class 0.183 0.200 low ni in expository class 0.223 0.134 table 4. homogeneity test results f significance 2,909 0.066 after the data was declared normal and homogeneous, hypothesis testing was carried out. the results summary of anova test is presented in table 5. based on table 5, it showed that (1) learning form significantly affected the students' uec (f = 151.020, p < 0.05), (2) ni did not significantly affect the students' uec (f = 0.174, p = 0.679), and (3) the interaction between pbl and ni did not significantly affect the students' uec (f = 0.043, p = 0.836). table 5. the summary result of anova test source type iii sum of squares df mean square f significance learning form 316.455 1 316.455 151.020 < 0.05 ni level 0.364 1 0.364 0.174 0.679 interaction 0.091 1 0.091 0.043 0.836 error 83.818 40 2.095 total 312884.000 44 corrected total 400.727 43 the anova results showed that there were significantly differences in the average scores of students' uec that taught by different learning form. the average final test score of the students' uec in the pbl group was higher than in the expository group. this means that the students in pbl group has the significantly higher uec score than expository learning group. the results of the analysis that show the superiority of pbl in improving students’ biology concept understanding are in line with some previous studies (kan’an & osman, 2016; rubiah, 2016). such findings are not only reported in biology subjects, but in other science subjects (aidoo, ofori, boateng, & kissi, 2016; aydin, 2014; shishigu, hailu, & anibo, 2018; tosun & taskesenligil, 2013). pbl implementation has the positive impact due to it provides students with the opportunity to solve authentic problems through discussion (yew & goh, 2016). from discussion activity, they would find the answers of the questions or solve the environmental problems given and seek supporting information or knowledge from variety of resources like internet which enable the students to become more literate. after obtaining the information needed, the students will get a better uec. content of the problems to be presented in the teaching and learning also gave effect on students' uec in the pbl group. in pbl, the quality of problems had the role of stimulating the students to learning (boelens, de wever, rosseel, verstraete, & derese, 2015). in this learning, students were asked to analyze the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 387-396 391 suhirman and yusuf (the effect of problem-based …) problems presented in news or pictures (for example the problem of how abiotic components affected biotic). these activities pushed the students to continue thinking, analyzing, searching for information, selecting necessary and unnecessary information, ordering related facts, making analogy, building logic thinking, thinking about the procedure and materials prepared for an experiment, and designing an experiment to prove the truth of the hypothesis. such mental activities were carried out by the students every time during the ten meetings of the lesson. as a result, the students get used to thinking hard, and thus the pbl is quite effective for fostering thinking skills of the students in learning biology. different condition occurred in expository learning in which learning was carried out in accordance with what the teachers of man 1 praya had planned before. the teachers organized teaching and learning through lecture, group discussions, assignments, and project methods. lecture was used by the teacher to explain the important materials before the students performing group discussion, doing assignments and working on projects. the method was interspersed with questions and answers which was also conducted by the teacher in two meetings of the lesson. in group discussion, the students were given a number of further questions in which they had to find the answers in groups on the student's course book. after the discussion, the group was given the opportunity to deliver the results of the discussion in front of the class. project was used by the teachers to give lessons about environmental change. one of the learning objectives to be was the students were able to make a recycling product from rubbish and waste. here, the students were asked to complete a project, namely making a product by utilizing rubbish and waste. expository learning also seems to require students' thinking processes. two main activities that can improve students' thought processes while participating in expository learning were discussion and project activities. discussion activities included in effective learning that are reported to have a positive impact in learning biology (linton, pangle, wyatt, powell, & sherwood, 2014). on the other hand, project activities provide significant learning experience opportunities for students to excite them and can help them learn challenging content (zwick, 2018). however, the emphasis and the portion were still very small when compared with pbl. consequently, the result of test on euc in classes taught with expository learning were smaller than that in the pbl group. the results is in line with the study conducted by çakıroğlu & öztürk (2017) who found that the students had difficulty in explaining the essence of the problems given if they are not confronted directly with authentic problems. then, the results of this study also showed that ni had no effect on the students' uec. furthermore, the interaction between pbl and ni had no effect on the students' uec. however, the finding is different from the results of the study by wirdianti, komala, & miarsyah (2019) according to them, there is a relationship between ni and students' pro-environmental behavior (peb). although the variables studied are related to the psychomotor domain, but peb and uec have links to environmental knowledge (duan & sheng, 2018; zheng et al., 2018). when ni is related to peb, it is certain that ni is also related to environmental knowledge, because knowledge can be a predictor of behavior (ajzen, joyce, sheikh, & cote, 2011). in line with husin's (2017) findings there is the effect of the interaction between learning methods with ni on the students' knowledge about ecosystems concept. moreover, students with high ni who are taught with problem solving methods have higher knowledge of ecosystem concepts compared to the students’ who are taught with learning experience method. related to the results of this study, it is indicated that pbl did not only supports the students with high ni for better uec, but also those with low ni. this condition was affected by the demand of pbl which required all members in groups to actively collaborate each other to analyze and solve the problem (galvao, silva, neiva, ribeiro, & pereira, 2014; yaqinuddin, 2013). therefore, students with high and low ni can respond well to the teaching and learning activities carried out during pbl. based on the discussions that have been expressed, it can be emphasized that pbl is an effective learning model in improving uec. learning syntax that directs students to solve environmental problems in an authentic way will increase their knowledge of conservation. expository learning does not mean unable to empower uec, but empowerment is less than optimal. therefore, pbl is highly recommended to be applied in environmental based learning. uec empowerment must also be encouraged because this competency is reportedly related to students' attitudes and behavior towards their environment (cornelisse & sagasta, 2018). environmental attitudes often determine the behavior of students who are able to improve or decrease the quality of the environment (gifford & sussman, 2012). in the end, if uec can be empowered properly, peb will be embedded in every student where peb will guide their steps to protect the surrounding environment jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 387-396 392 suhirman &yusuf (the effect of problem-based …) conclusion this study informs that pbl has a significant effect on increasing uec students. on the other hand, ni does not significantly influence the level of competence. furthermore, the interaction of learning models and ni levels also did not have a significant impact on uec. related to the results, pbl should be applied continually in biology learning to develop the 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(2019). the effect of intention to act and knowledge of environmental issues on environmental behavior. jpbi (jurnal pendidikan biologi indonesia), 5(3), 529-536. doi: https://doi.org/10.22219/jpbi. v5i3.8842 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.8842 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:mmiarsyah@unj.ac.id mailto:dianav@unj.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.8842 https://doi.org/10.22219/jpbi.v5i3.8842 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.8842&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 529-536 530 iman et al (the effect of intention …) changes in ecosystem function (cheng & homer, 2015; kollmuss & agyeman, 2002), almost all countries experience this problem. various factors are indicated as triggers of environmental issues. it appears, such as changes in natural resources, technological changes and development, pollution, and the most important factor is human activity. human activity is said to be an essential factor because of their role as agents of environmental conservation (cheng, wu, & huang, 2013; vaske & kobrin, 2001). human activities or actions, however small they may be, are oriented towards environmental activities. education is identified as one of the effective ways to appear in the social-cognitive community. in this case, the teacher should be the essential agent as a pioneer in environmentally sound behavior campaigns. the environmentally sound behavior that is shown continuously, which refers to or is stimulated by the values or norms or criteria contained in the concept of environmental insight (guerranti, martellini, perra, scopetani, & cincinelli., 2019; marisa & brulle, 2003; schill, winkel, diallo, & barbarossa, 2019). teachers who have the opportunity to carry out environmental behavior campaigns are biology teachers because they introduce students to the environmental problems. this is directly the biology teacher is considered master of the environment and environmental issues in this case knowledge of environmental issues (li, zhao, ma, shao, & zhang, 2019; shi & song, 2019; wang, zhang, cao, duan, & hu, 2019). in the end, the teacher knows how to act rationally in behaving environmentally. the 21st century is also faced with environmental problems that need to be resolved. environmental changes that occur are caused by humans, not paying attention to environmental damage. humans in the 21st century need to pay attention to changes in the environment. according to gkargkavouzi, halkos, & matsiori, (2019), environmental problems in the 21st-century are faced with environmental damage that is not given enough attention by humans. humans only focus on technological developments and do not see adverse effects. understanding knowledge of environmental issues is the assessment or opinion of someone in responding to environmental issues (jannati & nazarpour, 2019; malvestio, fischer, & montaño, 2018). more knowledge about environmental issues that are owned by individuals, the better behavior will be towards to the environment. according to nakamura, takahashi, & vertinskyc, (2001) which states that behavior models are largely determined by the basic needs of knowledge. basically, humans will act to protect their needs. it is reinforced by the theory of planning behavior (tpb) intention to act is the feeling of wanting to be influenced by environmental and functional needs of life. according to brönmark & hansson, (2002) that environmental responsibility behavior is determined by various situational factors such as knowledge of environmental issues and intention to act. however, information that illustrates the pattern of relations between knowledge of environmental issues and the intention to act on environmentally sound behavior has not been widely discussed, but both are considered more partially (shafii et al., 2019; yilmaz, boone, & andersen, 2004). this study aimed at determining the correlations between intention to act, environmental issues knowledge, and environmental behavior on biology teachers in state high schools of pandeglang regency. the importance of this research is the results of this study will obtain information related to the relationship between intention to act, environmental issues knowledge, and environmental behavior. the results of this study will be the basis for providing information to humans that intention to act and environmental issues knowledge is essential in the development of human-environmental behavior. in the 21st century, humans need to realize how important intention to act, and environmental issues knowledge are in solving environmental problems. method this study used quantitative descriptive research, namely the type of research that emphasizes testing theories through measuring research variables with numbers and requiring data analysis with statistical procedures. the measuring instrument of this study was in the form of tests and non-tests (questionnaires). this study used path analysis models because, among independent with dependent variables, there are mediating influences. this study consisted of three variables. namely, the independent variable (knowledge) about environmental issues, intention to act (mediation) while the dependent (dependent) behavior of biology teachers is environmentally sound. this research was conducted in-state high schools in banten province academic year of 2018/2019. the target population in this study were all biology teachers in banten province. in contrast, affordable populations in this study only used a sample of biology educators in pandeglang district high school as many as 51 educators. the path analysis design is explained in figure 1. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 529-536 531 iman et al (the effect of intention …) data collection techniques in this study were carried out in the form of scores on biology teacher behavior variables with environmental insight, knowledge of environmental issues, and intention to act. the tool used was divided into two types, namely test and non-test, a multiple-choice test measuring instruments to measure knowledge of environmental issues. in contrast, non-test measuring instruments were in the form of questionnaires to measure the intention to act and environmentally friendly biology teacher behavior. figure 1. path analysis knowledge instruments on environmental issues are used aspects of knowledge, namely: (1) factual knowledge, (2) conceptual knowledge, (3) procedural knowledge; (4) metacognitive knowledge about climate change, environmental pollution, environmental destruction, biodiversity (bian, inyang, daniels, otto, & struthers, 2010; pimentel et al., 2004). the instrument of intention to act using the dimension of the desire to protect the environment, the desire to preserve the environment, the desire to utilize natural resources, whereas environmentally sound behavioral instruments used the renewable, substitution, interdependency, adaptation dimensions. the knowledge instrument was validated with biserial point formula and reliability. while the intention-to-act instrument and environmentally friendly biology teacher behavior were validated with the pearson product moment formula and reliability with the cronbach alpha formula. prerequisite tests used the kolmogorovsmirnov normality test (α = 0.05) using the spss 22.0 program, and the homogeneity test used one-way anova analysis test technique. test of significance and linearity regression used the f-test, calculation of the correlation coefficient using the moment of pearson products. the results of the significance test of the correlation coefficient with the t-test were continued using path analysis. results and discussion the results of kolmogorov-smirnov normality on the environmental issue knowledge variable (x1) are 0.200. in contrast, the significance value of the intention to act (x2) variable and the environmentally friendly biology teacher behavior were 0.200 and 0.154, respectively. thus, the significance of the three variables (> 0.05) can be concluded that the data came from populations that are normally distributed. based on the results of data calculations to compile a model of the regression equation between knowledge of environmental issues and intention to act in the sequence 126,089 and 0,527. the regression equation between the personality variable and the intention to act is x2 = 126,089 + 0,527 x1. regression calculation between knowledge of environmental issues and intention to act can be seen in table 1. table 1. the results of the regression equation between knowledge of environmental issues and intention to act based on table 2, the regression equation between knowledge of environmental issues and environmentally sound behavior (reb) is x3 = 72.381 + 0.664 x1. the coefficient shows that the equation can be trusted because it has a significance value (> 0.05). at the same time, the regression between the intentions to act towards environmentally sound behavior (reb) (table 3) is written with the equation x3 = 15.421 + 0.493 x2 with a significance value (> 0.05). these results indicate that attention to act affects environmentally sound behavior (reb). model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 126.089 2.596 48.566 .000 knowledge of environmental issues .527 .193 .364 2.734 .009 intention to act (x2) knowledge of environmental issues (x1) environmental behavior (x3) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 529-536 532 iman et al (the effect of intention …) based on the results of the significance test, the regression line equation between knowledge of environmental issues and intention to act shows the calculated value of 2.734 with a significance value of 0.009. thus, equality is a significant variable or shows the influence of knowledge of environmental issues on the intention to act. similar results are also shown for the regression equation of the environmental problems knowledge on environmentally sound behavior (reb) (x1 against x3) and intention to act on reb's environmentally sound behavior (x2 against x3). table 2. the results of the regression equation between knowledge of environmental issues and environmentally sound behavior model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 72.381 2.385 30.352 .000 knowledge of environmental issues .664 .177 .472 3.748 .000 table 3. the results of the regression equation between intention to act and environmentally sound behavior model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 15.421 15.883 .971 .336 intention to act .493 .119 .508 4.130 .000 testing the significance of knowledge equality in environmental issues on environmentally sound behavior (reb) shows a value of 3.748 with a consequence of 0,000, while the value calculated for the equality of intention to act against reb is 4.130 with a significance of 0,000. these results indicate that there is a significant relationship between knowledge of environmental issues with environmentally sound behavior (reb), as well as the relationship between intention to act and environmentally sound behavior (reb). the results of the calculation of the correlation test between variables in this study obtained data as in table 4. table 4. simple correlation coefficient between variables matrix coefficient of correlation (α=0,00) x1 x2 x3 x1 1 0,364 x2 1 0,508 x3 1 the correlation coefficient matrix between variables found a correlation between knowledge of environmental issues and intention to act was r1,2 = 0.364, while the correlation between intention to act and reb was r2.3 = 0.508. after each correlation coefficient is obtained, the next step is to calculate the path coefficient. direct and indirect effects explained to table 5. table 5. the results of the calculation of direct and indirect effects direct or indirect n path coefficient t-count t-table 0.05 0.01 x1 on x3 51 0,472 3,748** 2,0085 2,6777 x2 on x3 51 0,508 4,130** 2,0085 2,6777 x1 on x2 51 0,364 2,734** 2,0085 2,6777 x1 on x3 through x2 51 0,185 3,116** 2,0085 2,6777 based on the results of the correlation test in table 5, knowledge variables on environmental issues and intention to act 0.364 with a significance value (<0.05), so that the correlation between knowledge of environmental issues and the intention to act is significant. meanwhile, the path analysis coefficient shows that t-count values (2.734)> t table (2.6777) so that the intention to act variable is directly influenced positively by knowledge of environmental issues. these results indicate that knowledge of positive environmental issues shows the tendency of biology teachers to act positively on the environment better. the results of a metaanalysis of studies on aspects of environmental behavior found that environmental behavior is positively correlated with the level of understanding of individuals for environmental problems (anderson & bateman, 2017; marsh & bugusu, 2007). people with adequate conservation knowledge tend to do more tasks such as recycling waste and are willing to devote themselves to the task of environmental protection (ajzen, 2011; schultz, 2002). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 529-536 533 iman et al (the effect of intention …) the results of the correlation coefficient of intention to act on environmentally sound behavior (reb) show the same results as the correlation between knowledge of environmental issues and the intention to act. based on the results of the coefficient calculation (table 5) shows that t-count values (4,130) > t-table (2.6777). these results indicate that the behavior of biology teachers with environmental insight is positively influenced by the intention to act. the desire to act someone becomes a determinant in behaving towards the environment (farrow et al., 2017; lakoff, 2010). environmental knowledge influences behavioral intentions positively and influences environmental sensitivity and environmental responsibility (kollmuss & agyeman, 2002; marisa & brulle, 2003; vaske & kobrin, 2001). however, the path coefficient of the indirect influence of the knowledge variable on environmentally sound behavior (reb) is 0.185. these results indicate that knowledge of environmental issues does not directly affect the behavior of biology teachers with environmental insight but through the intention to act. contextually, it can be said that if the teacher has positive knowledge of environmental issues, indirectly, the teacher has environmentally sound behavior because they have the intention to act well. according to guerranti et al., (2019), showing that environmental knowledge correlates with environmental actions. the theory of reasoned action (tra) explains that intention to act is a representation of knowledge (malvestio et al., 2018; shafii et al., 2019). the formation of environmentally sound behavior was supported by three components that were very difficult to separate, namely: knowledge, feelings, and desires to act (pimentel et al., 2004; yilmaz et al., 2004). therefore, the results of this study can be used as reinforcement concepts that have been trusted. however, it is necessary to develop knowledge factors for more specific environmental issues that have the most significant influence on the behavior of environmentally friendly biology teachers. environmental knowledge is a set of ecological knowledge possessed by individuals about the environment. environmental knowledge is a basic knowledge owned by a person about things that can be done to assist in environmental protection activities (profitiliotis & loizidou, 2019; stafford & jones, 2019). knowledge about the environment can affect a person's attitude. the higher the level of environmental knowledge and attention possessed by a person, the higher the ecological attitude possessed by a person compared to someone who does not have knowledge and attention to the environment, which in turn influences their ecological behavior (lamnatou & chemisana, 2017; saud, gelcich, & barraza, 2018). the better environmental knowledge possessed by someone, the more someone will know about the quality of environmentally friendly so that it will increase their motivation to develop environmentally-friendly (gay & sánchez, 2019; jia, soucie, alisat, curtin, & pratt, 2017). there are four environmentally friendly behaviors, namely how often to bring food from home, how often to bring water bottles (not bottles) from home, how often to put trash in its place, and how often to separate organic and inorganic waste (bancheva, 2019; julinová, vaňharová, & jurča, 2018). of the four behaviors, putting rubbish in place gets the highest value, followed by bringing his own drinking water bottle from home, bringing his own food from home, and the low one is sorting out organic and inorganic waste (o’neill, 2017; seredkin, zabolotsky, & jeffress, 2016). three factors are indicators of environmental attitudes: (1) environmental protection, namely the practice of protecting the natural environment at the individual, organizational or government level, for the benefit of the environment and humans; (2) the role of the government, namely the government which has the authority to regulate and develop policies in the framework of managing or controlling matters relating to environmental management; and (3) personal norms, namely acts of concern for the environment, which are based on own principles adopted by consumers (sancha, wong, & thomsen, 2016). these different principles result in different points of view on green products, government regulations, and environmental problems. environmental problems related to understanding, attitude, and behavior are subjective because each student has a different level of environmental knowledge. students' perceptions of the existing environmental conditions will also differ according to their understanding and awareness (missimer & maliva, 2018). at this time, the world needs people who are aware of the environment, that is, people who have understood and applied attitudes and behaviors that care about the environment and apply the principles of ecology and environmental ethics (dai, bergot, liang, xiang, & huang, 2015). environmental attitudes are based more on personal principles adopted by someone, and the extent to which an individual feels himself to be an integrated part of the environment. environmentally friendly consumer behavior is characterized by attitudes and actions to protect the environment, which are based on green products. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 529-536 534 iman et al (the effect of intention …) conclusion the results of the study have shown that there is a direct influence between knowledge of environmental issues and the intention to act on the behavior of biology teachers with environmental insight. meanwhile, knowledge of environmental issues influences the behavior of biology teachers with environmental insight indirectly through the intention to act. based on the results of the study, systematic efforts are needed to improve teacher behavior towards the environment through environmentally sound school organizations. it means that the teacher can appear knowledge and intention to act on the environment. acknowledgment our highest appreciation is addressed to all parties involved in this study. this research hopefully contributes to the development of knowledge, especially related to environmental topics. references ajzen, i. 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(print) issn: 2527-6204 (online) volume 6, issue 2, july 2020 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and novembe r. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, asean citation index (aci) and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have i mplications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; chairman of world academy of medical sciences (wams); department of biotechnology, faculty of advanced sciences and technologies, university of isfahan, isfahan, iran, islamic republic of editorial advisory regional southeast asia prof. dr. henita rahmayanti, scopus id: 57193697371, department of population and environmental education, universitas negeri jakarta, the special capital of jakarta, indonesia editorial board  prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia  prof. dr. nobuyasu katayama, scopus id: 7102706409; tokyo institute for biology education; and department of biology, faculty of education, tokyo gakugei university, koganei, japan, japan  prof. dr. dongryeul kim, scopus id: 57037347100, biology education major, department of science education, college of education, daegu national university of education, daegu, korea, republic of  prof. dr. animesh ku. mohapatra, scopus id: 35729036800; department of life science, regional institute of education (ncert), bhubaneswar, odisha, india http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d http://garuda.ristekdikti.go.id/journal/view/7984 http://garuda.ristekdikti.go.id/journal/view/7984 http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://sinta2.ristekdikti.go.id/journals/detail?id=2250  prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia  prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia  prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh  assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia  assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states  assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia  assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand  assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia  assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia  assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia  assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia  assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia  mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader  assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia  fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia  dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia  dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content integrated stem-based module: relationship between students’ creative thinking and science achievement ahmad adnan mohd shukri, che nidzam che ahmad, norhayati daud ..................................... 173 the effect of cippa instructional model and inquiry method on nursing student’s achievement and scientific attitude suwanida anjirawaroj ................................................................................................................................................. 181 developing local-based invertebrates e-encyclopedia to improve scientific reasoning skills maisuna kundariati, fatchur rohman .............................................................................................. 189 empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics didimus tanah boleng, elsje theodora maasawet, krishna purnawan candra ..................... 199 examining students’ self-assessment of digital argumentation (sada) in e-biology class: a rasch analysis marheny lukitasari, jeffry handhika, wasilatul murtafiah, agita risma nurhikmawati ..........209 implementing blended-problem based learning through google classroom in biology learning vitta yaumul hikmawati, yeni suryaningsih ................................................................................... 217 implementing project-based learning to enhance creative thinking skills on water pollution topic y. yamin, anna permanasari, sri redjeki, wahyu sopandi ......................................................... 225 alas kandung-based science learning tools to optimize students’ critical thinking skills novita ratnasari, s. sarwanto, baskoro adi prayitno...............................................................................233 empowering students’ critical thinking skills, information literacy and cognitive learning outcome through rbl-tps model siti s. narahaubun, johanis f. rehena, dominggus rumahlatu ........................................................243 interactive multimedia: enhacing students’ cognitive learning and creative thinking skill in arthropod material ubung darmawan, sri redjeki, w. widhorini .................................................................................. 257 hots-aep-covid-19 and ilmizi learning model: the 21st -century environmental learning in senior high school ilmi zajuli ichsan, henita rahmayanti, agung purwanto, diana vivanti sigit, mieke miarsyah, paulo weslem portal gomes ................................................................................................................ 265 science literacy, critical thinking skill, and motivation: a correlational study rosita primasari, mieke miarsyah, r. rusdi ...................................................................................................273 developing of fish anatomy learning module based on local wisdom in ngebel lake, ponorogo, east java cicilia novi primiani, trio ageng prayitno, egista dinka ........................................................................283 students’ scientific attitude during the implementation of innovative green garden-based education desy fajar priyayi, gamaliel septian airlanda, dina rotua v. banjarnahor .................................293 developing guided inquiry module in animal reproductive system material nosi qadariah, sri rahayu lestari, fatchur rohman......................................................................... 305 exploring knowledge of prospective biology teacher about education for sustainable development ivo novidsa, widi purwianingsih, r. riandi ........................................................................................ 317 developing an integrated biology module for students' environmental attitude instruments rita retnowati, muhammad taufik awaludin, esa rahma heryawati ..............................................327 the efficacy of instagram on biology undergraduate students in university of ilorin, nigeria mulkah adebisi ahmed ........................................................................................................................ 335 inquiry-learning-based module: improving students’ critical thinking skills in anatomy structure and bacteria physiology materials y. yuhana, m. maridi, sri dwiastuti .....................................................................................................................341 analysis of problem-solving skills: impact of guided inquiry learning model based on islamic values laila puspita, k. komarudin, maya astriani ...................................................................................................247 volume 6, issue 2, july 2020 http://ejournal.umm.ac.id/index.php/jpbi/article/view/11096 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10081 http://ejournal.umm.ac.id/index.php/jpbi/article/view/10981 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 481-488 10.22219/jpbi.v5i3.9694 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 481 research article augmented reality to facilitate students’ biology mastering concepts and digital literacy zakia nurhasanah a,1,*, ari widodo b,2, riandi b,3 a departement of biology education, faculty of mathematics and natural science education, universitas pendidikan indonesia, jl. dr. setiabudhi no. 229, kota bandung, west java 40154, indonesia b departement of biology education, faculty of mathematics and natural science education, universitas pendidikan indonesia, jl. dr. setiabudhi no. 229, kota bandung, west java 40154, indonesia 1 zakia2597@gmail.com *; 2 widodo@upi.edu; 3 rian@upi.edu * corresponding author introduction biology is one of the branches of science that must be studied at the elementary or secondary school level in indonesia because the principles, concepts, and laws of biology play an essential role in solving real and environmental problems (oranc & kuntay, 2019; rau, zheng, guo, & li, 2018). biology is included in the natural sciences course because biology is very carefully related to living things and nature. science lessons should be a vehicle for students to find out and learn the natural surroundings directly. science lessons also support students' skills in facing the 21st century (kyriakou & hermon, 2019; rauschnabel, felix, & hinsch, 2019). science lessons are still delivered as well as other teachings that do not emphasize on how to find out about nature systematically but with the transformation of knowledge directly from teacher to student. this makes students partially understand what has been explained. from the results of observations and interviews with teachers and students of science, lessons are still things that are feared by students because it includes difficult lessons. students better understand natural sciences if done with practical activities compared to other businesses. a r t i c l e i n f o a b s t r a c t article history received june 29, 2019 revised november 01, 2019 accepted november 19, 2019 published november 30, 2019 as one of abstract concepts, nervous system requires proper media which can represent the real condition. the purpose of this study was to observe the effect of augmented reality (ar) on students’ mastering concept and digital literacy in biology. this quasi-experimental research was designed using non-equivalent control group design in which the instruments were test and questionnaire. the data were analyzed using independent samples t-test. the results indicated that ar gave significant positive effect on students’ mastering concept. however, as it has no the same effect to students’ digital literacy, the further observation to be done to ensure the undergirding reason behind the phenomena. copyright © 2019, nurhasanah et al this is an open access article under the cc–by-sa license keywords augmented reality biology mastering concept digital literacy how to cite: nurhasanah, z., widodo, a. & riandi, r. (2019). augmented reality to facilitate students’ biology mastering concepts and digital literacy. jpbi (jurnal pendidikan biologi indonesia), 5(3), 481-488. doi: https://doi.org/10.22219/jpbi.v5i3. 9694 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.9694 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.9694 https://doi.org/10.22219/jpbi.v5i3.9694 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9694&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 481-488 482 nurhasanah et al (augmented reality to facilitate students’...) learning biology presents a lot of material that is difficult to see the process directly, one example of this material is the coordination system. the coordination system is one of the stuff taught in biology in the xi grade of high school. the coordination system includes the nervous system. especially in the matter of the nervous system. at school, they still often use blackboard media and lecture methods. this makes it quite difficult for students to understand biological material that is difficult to imagine, such as the mechanism of action of nerve cells. the way the nervous system works is truly unique and complex, so students find it difficult to imagine how stimuli can occur. the 21st century is marked by the rapid development of technology, where technology has an impact on education. lots of multimedia and computer aids that provide a more interactive and innovative learning system (limbu, jarodzka, klemke, & specht, 2018; mikhail, mithani, & ibrahim, 2019). one of the technologies that are currently famous in the education sector is augmented reality (ar). augmented reality has recently attracted a lot of public attention as an interactive technology that allows us to interact directly with virtual objects in the real world. augmented reality-based learning applications have been widely used as a bridge for interactive digital learning and concepts in several curricula (bosc, fitoussi, hersant, dao, & meningaud, 2019; siew, ong, & nee, 2019). the use of augmented reality primarily serves as a supporting tool. it helps visualize things that cannot be seen directly in its form so that it can improve learning that is directly difficult to imagine, such as in the material coordination system. the development of increasingly advanced technology, of course, affect various sectors of human life (ceruti, marzocca, liverani, & bil, 2019; kwiatek, sharif, li, haas, & walbridge, 2019). this development also plays a role in the event of learning media. learning media are becoming increasingly exciting and more concise, although they do not reduce the essence of the material (lee & wong, 2019; lopez, navarro, & crispin, 2019). one of the developments of learning media, which is currently still new, is learning media by using augmented reality. technology that has advanced at this time and the many availabilities of information sources will undoubtedly make it difficult for humans to find and identify which information is valid, reliable, and accurate. not a few people are wrong in taking information sources as reference material; the result is not only misleading but also nullifies the work produced by humans because it is illegal in tracing and utilizing information sources (dube & ince, 2019; gao, lin, chai, & xie, 2019; serravalle, ferraris, vrontis, thrassou, & christofi, 2019). so that digital literacy skills are also essential to have, this is because part of life has depended on digital technology. digital literacy is the ability to understand and use information from various digital sources. by having digital literacy, the ability to use digital technology will also not only develop, but will have the ability to create their technology. the low digital literacy skills in indonesia is one of the reasons for learning technology in education, especially in learning. augmented reality application that is used will have an impact on the digital literacy of students because students are invited to play an active role in using the application (crofton, botinestean, fenelon, & gallagher, 2019; garzon & acevedo, 2019; qiu, zhou, liu, gao, & tan, 2019). also, with the application of augmented reality can be one of the efforts to facilitate the learning of coordination systems, especially for the nervous system material. augmented reality-based learning media is one of the means created to be a teacher aid in delivering content (cao & cerfolio, 2019; li, wang, jiao, wang, & li, 2019; mclean & wilson, 2019). media using video that is only displayed through a projector is considered normal so that the augmented reality application can create a different learning atmosphere and can be used on smartphones that most students already have. learning to use augmented reality learning media will undoubtedly attract more students' interest in school. the purpose of this study was to observe the effect of augmented reality on students mastering the concept and digital literacy in biology. the role and urgency of this research is to find out how augmented reality can facilitate digital literacy capabilities. digital literacy capability is an essential competency for humans in the development of the 21st-century. the results of this study will show how the role of augmented reality in facilitating digital literacy capabilities. augmented reality in this study, if it is proven to promote digital literacy capabilities, then augmented reality is highly recommended to be implemented in learning. method the research design in this study is nonequivalent control group design, which is one type of design from the quasi-experimental method. the design of this study consisted of two groups. the first class was the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 481-488 483 nurhasanah et.al (augmented reality to facilitate students’...) experimental class where the group was given treatment, namely the learning of the nervous system using instructional media, the augmented reality application, and the second group, the control class where education used powerpoint and whiteboard learning media. participants involved in this study were 68 students from one of the high schools in the city of bandung. students consisted of 34 people in the experimental class (learning using augmented reality media) and 34 people in the control class (learning using powerpoint media). instruments for mastering this concept include cognitive domains on cognitive aspects of c1-c4. this concept mastery test is used at the pretest and posttest. the concept mastery test is given in the form of a compound choice written test regarding the material of the nervous system. before being used, the test instruments were tested, and their feasibility analyzed through reliability testing, validity tests, distinguishing features, level of difficulty, and quality of deception using the anates4 application. student pre-test results are obtained in the form of grades ranging from 0 to 100. then the average of the pre-test scores in each class, both the control class and the experimental class, are calculated. in addition, the pre-test scores in the control class and the experimental class were compared and tested by means of the average difference test to determine the difference. the comparison of pre-test scores aims to determine the initial conditions of the two classes that will be used in the study. processing the post-test value is the same as processing or analyzing the pre-test results. post-test scores in the control class and the experimental class were calculated, then tested using the average difference test. from the post-test scores, it is known that the mastery of student concepts after learning is given. from this post-test value, it can be known the difference in the mastery of concepts between the control class and the experimental class. the data collected will mostly be analyzed quantitatively, to compare the results of the mastery of the concept of both pre-test and post-test experimental and control lessons using the t-test. results and discussion the results of the study of the concept mastery of the experimental class and control class students who have been analyzed statistically by means of the average difference test. data from the pre-test results showed that the experimental class and the control class did not differ significantly. it revealed that when before learning was carried out both students in the experimental class and the control class were in the same initial conditions so that the post-test scores were then worthy of comparison. then the post-test results data show the results that the experimental class and the control class post-test were significantly different. the augmented reality media in accordance with the classroom conditions experienced and can prove that using augmented reality media is more effective in increasing mastery of concepts both in the mechanism of nerve cell work and other material. according to wu, hwang, yang, and chen (2018) this can be caused because augmented reality has the advantage of being able to attract students' attention to see and understand the material contained. according to wu et al (2013) which states that the learning approach by using augmented reality technology makes students more understanding and more comfortable to understand how it works and is not dull. similarly, the explanation santos et al (2016) that the role of augmented reality in learning has a positive impact, one of which is students can increase understanding of a concept because of better visualization through this technology. learning using augmented reality applications can also help developmental patterns in students' knowledge of the coordination system material, which is quite challenging to imagine. according to akinola (2015), the augmented reality application can clarify and improve our internal images of the world, and see how they shape our actions and decisions. the results of mastery of concepts in the control class and the experimental class are analyzed based on the concepts learned while learning. figure 1 shows the comparison of the results of the experimental class pre-test and the control class on each concept of the nervous system being taught. based on figure 1, it is shown that each concept looks slightly different, especially in the concept of the function of the nerve cell structure parts. in the concept of disturbances and abnormalities in nerve cells, the experimental class has a higher value than the control class. namely, the control class gets a value of 63, and the experimental class receives an amount of 71. in each concept not too much difference. this can be caused because in accordance with the data that has been analyzed, that each class on the pre-test value has no difference. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 481-488 484 nurhasanah et al (augmented reality to facilitate students’...) 83 41 60 63 84 36 61 71 0 20 40 60 80 100 nerve cell structure function s of ne rve cell structur e pa rts the me chan ism of actio n o f nerve cells nerve cell disorder s a v e ra g e p e r co n ce p t the concept used control experiment figure 1. pretest diagrams by topic figure 2 shows the comparison of the results of the experimental class post-test and the control class on each concept of the nervous system being taught. based on figure 2, it is shown that the value of each concept looks different. in the concept of nerve cell structure has the highest value than other concepts, the control class gets a value of 96, and the experimental class receives an amount of 93. in this conc ept, the control class has a higher value than the experimental class, even though the comparison value is not so far away. every concept in the post-test, control class, and experimental class already has a vast difference. this can be caused because, in learning, the experimental class uses different learning media, namely augmented reality, and the control class uses powerpoint and whiteboard learning media. based on that data, the experimental class has an average value that is higher than the control class. this is also in line with chen, chou, and huang (2016) that the many benefits of augmented reality informal education, the integration of the learning environment with effective learning tools, can have promising results. however, in the concept of neural cell structure, the control class has a higher value than the experimental class. according to hsu, lin, and yang (2016) this can be caused by the shortcomings of the augmented reality application, namely the incomplete discussion of the material contained in the application. 96 55 69 73 93 86 76 77 0 20 40 60 80 100 nerve cell structure functions of nerve cell structure parts the mechanism of action of nerve cells nerve cell disorders a v e ra g e p e r co n ce p t the concept used control experiment figure 2. posttest diagram by topic analysis of mastery of concepts is then performed based on cognitive levels that are facilitated in this study. the results of mastery of concepts in the control class and the experimental class are analyzed based on the concepts learned while learning. figure 3 shows the comparison of the experimental class pre-test results and the control class at each cognitive level. based on figure 3 shows that for each value at each level, it looks almost the same. c1 cognitive level has the highest value than the other levels, namely for the control class to get a value of 73 and for the experimental class get a value of 76. at each cognitive level at the pre-test, the control class and the experimental class do not have much difference. this can be caused because in accordance with the data that has been analyzed, that each class on the pre-test value has no difference. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 481-488 485 nurhasanah et.al (augmented reality to facilitate students’...) 73 68 52 64 76 65 54 64 0 20 40 60 80 100 c1 c2 c3 c4 a v e ra g e p e r le v e l level cognitive figure 3. pretest diagram based on cognitive levels based on figure 4, each cognitive level in the posttest, the control class, and the experimental class already has quite a difference with the control class. this can be caused because, in learning, the experimental class uses different learning media, namely augmented reality, and the control class uses powerpoint and whiteboard learning media. so the experimental class has an average value that is higher than the control class. according to harley, poitras, jarrell, duffy, and lajoie (2016) augmented reality can make students better understand the material, because the material presented in augmented reality is described in accordance with actual conditions. 87 68 65 71 90 80 78 70 0 50 100 c1 c2 c3 c4a v e ra g e p e r co n ce p t level cognitive control experiment figure 4. posttest diagram based on cognitive levels the perception questionnaire on digital literacy is processed and analyzed using statistical calculations through the average difference test so that the analysis data presented can be more reliable. the results obtained indicate higher than the significance level of 0.05 (α = 5%), which means that the questionnaire values of the experimental class and the control class are normally distributed. this average difference test uses the parametric statistical method. following the data analysis, it was found that the experimental class and the control class questionnaire were not significantly different. it states that students' perceptions of digital literacy, both classes using augmented reality media and classes using powerpoint media, are not much different. the average questionnaire value indicated by the experimental class and the control class also looked slightly different. thus, both classes that use augmented reality and powerpoint media have almost the same perception of digital literacy. 83 80 72 66 8080 76 69 62 72 0 20 40 60 80 100 information and data literacy communication and collaboration digital content creation safety problem solving experiment control figure 5. comparison diagram of the average digital literacy value of the control class and experimental class jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 481-488 486 nurhasanah et al (augmented reality to facilitate students’...) based on figure 5, the highest aspect is achieved by the experimental class and the control class that is in the aspects of information and data literacy with an average value of the experimental class is greater than the control class. overall the percentage of the average value of students' perceptions of digital literacy in the experimental class was 76, and the control class was 72. the control class and the experimental class had quite different perceptions of digital literacy. this can also be caused by students in the experimental class in their learning using media that utilizes augmented reality technology so that it also impacts on students' perceptions of digital literacy. according to hidayat and dwiningrum (2016) augmented reality can play a role in digital literacy capabilities because augmented reality makes students more often interact with technology. comparison of the average percentage of students' digital literacy perception values by type in the experimental class and the control class (figure 6). figure 6. analysis of student perceptions of digital literacy based on gender based on figure 6, in the experimental class male students have an average percentage of students' perception values of digital literacy that is not much different and higher than women, namely for men getting 90 and for women getting 89. this is in harmony with an article submitted by ferrer-torregrosa et al (2016) that younger children, female sexes, and of lower social status have lower digital skills because they do less online activities than men. according to harley et al (2016) in addition, this can occur due to environmental differences and also treatment in learning activities. research result rauschnabel et al (2019) explained that there are differences between male and female students in computer use. male students have more skills than female students in using computers, especially at ms. office, corel draw, windows media player, and games. however, female students have a higher frequency of using computers for chatting and email messages. further analysis revealed that more male students than female students used computers, and male students had more digital skills knowledge than female students. conclusion 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jpbi volume 3 number 2 pages 95-193 malang july 2017 issn: 2442-3750 (print) issn: 2527-6204 (online) published by: university of muhammadiyah malang, indonesia jurnal pendidikan biologi indonesia (jpbi) p-issn: 2442-3750 e-issn: 2527-6204 volume 3, nomor 2, juli 2017 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting atok miftachul hudha wakil ketua penyunting husamah sekretaris diani fatmawati penyunting pelaksana fuad jaya miharja fendy hardian permana dwi setyawan tata usaha jenik rahayu alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com atau usya_bio@yahoo.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:usya_bio@yahoo.com ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia volume 3, nomor 2, 2017 daftar isi biodegradasi limbah cair organik menggunakan konsorsium bakteri sebagai bahan penyusunan buku ajar matakuliah pencemaran lingkugan biodegradation of organic liquid waste by using consortium bacteria as material preparation of environmental pollution course textbook dora dayu rahma turista ...................................................................................................................................................................... 95 miskonsepsi materi sistem pencernaan dan peranan kompetensi pesagogik guru pada siswa kelas viii mts di kota malang student’s misconception of digestive system materials in mts eight grade of malang city and the role of teacher’s pedagogic competency in mts yuswa istikomayanti, zuni mitasari ................................................................................................................................................... 103 analisis isi, penyajian materi dan keterbacaan dalam buku teks ipa kurikulum 2013 smp kelas vii semester i the content analysis, material presentation, and readability of curriculum 2013 science textbook for 1st semester of junior high school 7th grade endik deni nugroho, vlorensius, laila rasidah h., nur anisa ........................................................................................................ 114 pengaruh limbah cair tahu terhadap mortalitas dan histopatologi ginjal ikan mas (cyprinus carpio) sebagai alternatif materi biologi sma kelas x the effect of tofu liquid waste on mortality and histopatology of goldfish (cyprinus carpio) kidney as a biology alternative material concept for senior high school x grade ria mayasari .......................................................................................................................................................................................... 123 pengaruh pendekatan ctl berbasis nht terhadap motivasi, hasil belajar ipa, dan retensi siswa the effect of ctl approach based on nht learning model oward students’ motivation, science achievement, and retention muhammad mifta fausan, indah panca pujiastuti ............................................................................................................................ 133 pengembangan buku imunologi pada matakuliah fisiologi hewan dan manusia developing the immunology book for animal and human physiology subject zuni mitasari, abdul gofur ................................................................................................................................................................... 141 analisis keterampilan mengajar mahasiswa jurusan pendidikan biologi universitas borneo tarakan sebagai calon guru melalui kegiatan ppl the analysis of teachercandidates’ teaching skill in department of biology education, university of borneo tarakan, through pre-service teaching activities fitri wijarini, silfia ilma ........................................................................................................................................................................ 149 pengembangan bahan ajar biokimia berbasis hasil penelitian identifikasi kandungan asam amino pada rumput laut (dictyota patens) di pantai segara sanur developing biochemical teaching material based on research results of amino acid compound identification of seaweed (dictyota patens) in the segara beach sanur eti meirina brahmana, i a raka astitiasih.......................................................................................................................................... 160 respon mahasiswa ikip budi utomo terhadap buku ajar matakuliah biologi sel berbantuan multimedia interaktif the respon of ikip budi utomo students toward the instructional book od cell biology subject aided by interactive multimedia tri asih wahyu hartati, dini safitri ..................................................................................................................................................... 166 pengembangan tes berbasis revisi taksonomi bloom pada materi struktur dan fungsi sel untuk siswa kelas xi di sma kota tarakan developing cognitive test based on the revised bloom’s taxonomy on the structure and cell function material for xi grade students in senior high school of tarakan city zulfadli ................................................................................................................................................................................................... 174 pengaruh think-pair-share-write berbasis hybrid learning terhadap keterampilan metakognitif, berpikir kreatif dan hasil belajar kognitif siswa sma negeri 3 malang the effect of think-pair-share-write based on hybrid learning on metacognitive skills, creative thinking and cognitive learning at sma negeri 3 malang ika yulianti siregar, herawati susilo, hadi suwono .......................................................................................................................... 183 jpbi volume 7 number 1 pages 1-95 malang march 2021 issn : 2442-3750 (print) issn : 2527-6204 (online) issn: 2442-3750 (print) issn: 2537-6204 (online) volume 7, issue 1, march 2021 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with aso siasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, asean citation index (aci) and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have implica tions and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; chairman of world academy of medical sciences (wams); department of biotechnology, faculty of advanced sciences and technologies, university of isfahan, isfahan, iran, islamic republic of editorial advisory regional southeast asia prof. dr. henita rahmayanti, scopus id: 57193697371, department of population and environmental education, universitas negeri jakarta, the special capital of jakarta, indonesia editorial board • prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia • prof. dr. nobuyasu katayama, scopus id: 7102706409; tokyo institute for biology education; and department of biology, faculty of education, tokyo gakugei university, koganei, japan, japan • prof. dr. dongryeul kim, scopus id: 57037347100, biology education major, department of science education, college of education, daegu national university of education, daegu, korea, republic of • prof. dr. animesh ku. mohapatra, scopus id: 35729036800; department of life science, regional institute of education (ncert), bhubaneswar, odisha, india http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs%2burl%3ajpbi&refid=dclink http://garuda.ristekdikti.go.id/journal/view/7984 https://scholar.google.co.id/citations?user=gdhwbquaaaaj&hl=en http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://asean-cites.org/index.php?r=contents%2findex&id=33 • prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia • prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia • prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh • assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content filipino prospective teachers’ experiences in teaching in k12 science curriculum: a cross-sectional research ace mark r. antipolo, danilo v. jr rogayan ................................................................................. 1 laro (learners active response to operant) lessons in improving the basic science process skills of elementary pupils aureen kate a. barantes, joseline r. tamoria .......................................................................... 11 smart apps creator 3 to improve student learning outcomes during the pandemic of covid -19 rori khoirudin, a. ashadi, mohammad masykuri ....................................................................... 25 software preference for online learning of science and biology teachers under covid -19 pandemic firas khaleyla, wisanti wisanti, reni ambarwati, dwi anggorowati rahayu, eva kristinawati putri .......................................................................................................................................................... 35 environmental education to build school members’ character hana naqiyya nada, rhina uchyani fajarningsih , okid parama astirin ................................. 43 teachers’ opinion about learning continuum in evolution based on the material complexity level hani' faridah, bambang subali ..................................................................................................... 53 critical and analytical thinking skill in ecology learning: a correlational study m. mayarni, eva nopiyanti.............................................................................................................. 63 learning bryophyta: improving students’ scientific literacy through problem-based learning vitri anugrah nainggolan, risya pramana situmorang, susanti pudji hastuti ....................... 71 developing bacterial set box media containing fiqh al biah for islamic senior high school uswatul wadhichatis saniyyah, nur hayati, saifullah hidayat .................................................. 83 developing human movement system booklet as a biology teaching material suplement for xi grade students s. syamsurizal, eka aghnia syarif, rahmawati rahmawati, siska alicia farma..................... 95 volume 7, issue 1, march 2021 indeks penulis abdulkadir rahardjanto 109 andri rudi yanto 258 ayu maharani siswandari 222 elly purwanti 231 endang suarsini 300 endik deni nugroho 277 iin hindun 222 kadek dewi wahyuni andari 277 rizki mei listawati 292 lika dwi apriani 248 mochammad agus krisno budiyanto 265 mohammad amin 292 nindha ayu berlianti 206 nur hayati 206 nur widodo 265 nurul mahmudati 258 rahma safirah 265 restu asri restiani 300 retno ningrum 231 rio febrianto arifendi 214 rr. eko susetyorini 248, 258 rudy setiawan 214 sri endah indriwati 300 sri wahyuni 248 sukarsono 222, 231 umie lestari 292 vlorensius 277 reviewer jpbi volume 2 nomor 3 naskah/artikel dalam penerbitan volume 2 nomor 3 ini telah direview oleh mitra bestari, sebagai berikut: dr. didimus tanah boleng, m.kes (universitas mulawarman) dr. akhmad sukri, m.pd. (ikip mataram) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dr. yuni pantiwati, mm., m.pd. (universitas muhammadiyah malang) dr. drh. cicilia novi primiani, m.pd. (ikip pgri madiun) dr. abdulkadir rahardjanto, m.si. (universitas muhammadiyah malang) dr. widodo, m.pd. (uin sunan kalijaga yogyakarta) redaksi menyampaikan terima kasih dan penghargaan yang sebesar-besarnya atas kesedian dan keikhlasan para reviewer untuk mereview naskah-naskah pada volume 2 nomor 3 ini. kepada yth. redaksi jurnal pendidikan biologi indonesia (jpbi) kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi formulir berlangganan nama (instansi/perorangan) : ………………………………………………………… ………………………………………………………… ………………………………………………………… alamat (kantor/rumah) : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… kode pos: …………………………………………….. telp/hp : …………………………………………….. harap dicatat sebagai pelanggan jpbi mulai nomor ……………………………………. sampai nomor ……………………………………………………………………………. harga langganan untuk 1 eksemplar terbitan adalah rp. 70.000 atau rp. 210.000 untuk satu volume (3 kali terbit). uang langganan sebesar rp. ……………………………….. (…………………………………………………………………………………………..) akan/telah kami transfer ke rekening bni 46 cabang pembantu universitas muhammadiyah malang, nomor rekening: 0428151603, atas nama: diani fatmawati*). ……………………..,…………...20 pelanggan, (…………………………………….) *) scan bukti pembayaran/transfer harap diemailkan ke journal.educationalbiology @gmail.com mailto:biology@gmail.com petunjuk bagi calon penulis jurnal pendidikan biologi indonesia (jpbi) issn: 2442-3750 1. naskah diangkat dari hasil penelitian dalam bidang pendidikan biologi dan pemanfaatn hasil penelitian biologi dalam pembelajaran. 2. naskah diketik dengan huruf times new roman, ukuran 12 pts, dengan spasi dua, dicetak pada kertas a4 sepanjang maksimum 20 halaman, dan diserahkan dalam bentuk print-out sebanyak 1 eksemplar beserta soft copy dalam microsoft word. naskah dilengkapi dengan abstrak dua bahasa (indonesia dan inggris) maksimum 200 kata, dilengkapi dengan kata kunci/keyworda, serta biodata penulis. pengiriman file juga dapat dilakukan sebagai attachment e-mail ke alamat: biologi.umm@gmail.com dan usya_bio@yahoo.com. 3. nama penulis dicantumkan tanpa gelar akademik dan ditempatkan bawah judul artikel. nama penulis hendaknya dilengkapi dengan alamat korespondensi serta nama dan alamat lembaga tempat penelitian dilakukan. dalam hal naskah ditulis oleh tim, penyunting hanya berhubungan dengan penulis utama atau penulis yang namanya tercantum pada urutan pertama. penulis hendaknya mencantumkan alamat e-mail dan nomor hp untuk memudahkan komunikasi. 4. naskah dapat ditulis dalam bahasa indonesia atau inggris dengan format esai, disertai judul pada masing-masing bagian artikel, kecuali bagian pendahuluan yang disajikan tanpa judul bagian. judul artikel dicetak dengan huruf besar ditengah-tengah, dengan huruf ukuran 14, peringkat judul bagian dinyatakan dengan jenis huruf yang berbeda (semua judul bagian dan sub-bagian dicetak tebal atau tebal dan miring), dan tidak menggunakan angka/nomor pada judul bagian. 5. sistematika artikel adalah: judul; nama penulis (tanpa gelar akademik); abstrak dua bahasa (indonesia dan inggris) maksimum 200 kata yang berisi tujuan, metode dan hasil penelitian; kata kunci/keywords; pendahuluan (tanpa judul) yang berisi latar belakang, tinjauan pustaka, dan tujuan penelitian; metode; hasil dan pembahasan; kesimpulan dan saran; daftar rujukan (hanya memuat sumber-sumber yang dirujuk). 6. sumber rujukan sedapat mungkin merupakan pustaka-pustaka terbitan 10 tahun terakhir. rujukan yang diutamakan adalah sumber-sumber primer berupa laporan penelitian (termasuk skripsi, thesis, disertasi) atau artikel-artikel penelitian dalam jurnal dan/atau majalah ilmiah. 7. perujukan dan pengutipan menggunakan teknik rujukan berkurung (nama, tahun). pencantuman sumber pada kutipan langsung hendaknya disertai keterangan tentang nomor halaman tempat asal kutipan. contoh: (brown, 2003: 23). 8. daftar rujukan disusun dengan tata cara seperti contoh berikut ini dan diurutkan secara alfabetis dan kronologis. mailto:jurnalfkip_umm@yahoo.com buku: marzano, r. 1992. a different kind of classroom: teaching with dimensions of learning. pittsburgh: ascd. buku kumpulan artikel: bonk, c. j. & graham, c. r. (eds.). 2005. handbook of blended learning: global perspectives, local designs. san francisco: pfeiffer. artikel dalam buku kumpulan artikel: graham, c.r. 2005. blended learning system: definition, current trends and future direction. in: bonk, c.j., graham, c.r. (eds.) handbook of blended learning: global perspectives, local designs, pp.3-21. san francisco: pfeiffer. artikel dalam jurnal: husamah & pantiwati, y. 2014. cooperative learning stad-pjbl: motivation, thinking skills, and learning outcomes in biology students. international journal of education learning & development (ijeld), 2(1): 77-94. artikel dalam koran: koesoema, a. d. 2010. pendidikan karakter integratf. harian kompas, edisi 11 februari, hal. 4. tulisan/berita dalam koran (tanpa nama pengarang): surya. 19 november, 2014. siswa smp tawarkan energi murah, hlm. 5. dokumen resmi: pusat kurikulum. 2002. kurikulum berbasis kompetensi. jakarta. skripsi, tesis, disertasi, laporan penelitian: pantiwati, y. 2010. pengaruh jenis asesmen biologi dalam pembelajaran kooperatif tps (think pair share) terhadap kemampuan kognitif, berpikir kritis, berpikir kreatif, dan kesadaran metakognitif siswa sma di kota malang. disertasi tidak dipublikasikan. malang: program pascasarjana um. makalah seminar, lokakarya, penataran: latifa, r. 2013. peningkatan prestasi dan motivasi belajar biologi siswa kelas viii di smp muhammadiyah 08 kab. malang dengan penggunaan media pembelajaran audiovisual. makalah dipresentasikan pada seminar nasional pendidikan pps universitas negeri surabaya, surabaya jawa timur, 19 januari 2013. internet (karya individual): livingston, j. a. 1997. metacognition: an overview. (online). (http://www.gse.bufallo. edu/fas/shuell/cep564/metacog.htm), diakses tanggal 1 september 2014). internet (artikel dalam jurnal online): kumaidi. 1998. pengukuran bekal awal belajar dan pengembangan tesnya. jurnal ilmu pendidikan. (online), jilid 5, no. 4, (http://www.malang.ac.id, diakses 20 januari 2000). 9. semua naskah akan ditelaah secara anonim oleh mitra bestari (reviewers) sesuai dengan bidang keahliannya. kepastian dimuat atau tidaknya naskah akan diberitahukan kepada penulis secara tertulis. http://www.malang.ac.id/ universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 2 july 2021, pp. 104-110 10.22219/jpbi.v7i2.17093 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 104 research article misconceptions of biology education students in biochemistry course during the covid-19 pandemic poncojari wahyono a,1,*, eko susetyarini a,2 a department of biology, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas no. 246, malang, east java 65144, indonesia 1 poncojari@umm.ac.id*; 2 susetyorini@umm.ac.id * corresponding author introduction biochemistry is a branch of biology that contain many difficult concepts (fauzi & fariantika, 2018; halmo et al., 2018). biochemistry studies biological processes at the cellular and molecular levels (mohammad, 2017). as a basic science, biochemistry has many sub-branches such as bioorganic chemistry, clinical biochemistry, and immunochemistry. so, biochemistry has become the basis for understanding all disciplines related to biology, such as biotechnology, environmental engineering, pharmacy, to medicine (usman, 2018). therefore, biochemical literacy is important for students in the fields of science, including biology. as the breadth and depth of biochemistry increases, a lot of new information is learned in biochemistry. biochemistry textbooks are becoming thicker and more biochemical concepts and practices have to be learned. students also often have to memorize facts and figures when studying biochemistry. therefore, the issue of how to make biochemical knowledge and principles more interesting to study, easier to understand, and more useful has become a major concern for teachers. the reason is, this condition causes the a r t i c l e i n f o a b s t r a c t article history received: 27 june 2021 revised: 20 july 2021 accepted: 21 july 2021 published: 27 july 2021 misconceptions are a major problem in learning biology and their emergence may potentially increase during online lectures. the purpose of this study was to identify student misconceptions in department of biology education, universitas muhammadiyah malang during online biochemistry lectures. this quantitative study involved 39 respondents. two-tier questions were used as data collection instruments and descriptive statistics were chosen as data analysis techniques. as a result, the average percentage of students who mastered the concepts delivered correctly was 40.4%. meanwhile, the average percentage of students who experienced misconceptions was 53.0%. the high level of misconceptions found in this study needs to be followed up by improving the quality of online lectures during the pandemic. copyright © 2021, wahyono & susetyarini this is an open access article under the cc–by-sa license keywords distance learning learning management system misconception online learning how to cite: wahyono, p. & susetyarini, e. (2021). misconceptions of biology education students in biochemistry course during the covid-19 pandemic. jpbi (jurnal pendidikan biologi indonesia), 7(2), 104-110. doi: https://doi.org/10.22219/jpbi. v7i2.17093 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.17093 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.17093 https://doi.org/10.22219/jpbi.v7i2.17093 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 104-110 105 wahyono and susetyarini (misconceptions of biology education students …) emergence of negative traits of students towards biochemistry, such as feeling bored, finding it difficult to study, or feeling unimportant to study biochemistry. due to the breadth and amount of information that must be learned in biochemistry, the increase of misconceptions among students is inevitable. misconceptions often go undetected and persist during learning (queloz et al., 2017). misconceptions can be caused by learning errors at previous academic levels. misconceptions may also be generated through the use of analogies that oversimplify the scientific concept being studied. in addition, misconceptions can also be caused by misinformation that has been read by students from several sources that are less credible (duda et al., 2020). apart from the importance of biochemical literacy as well as low attitudes and high misconceptions about biochemistry, the education field faces other problems that cannot be underestimated. the problem is a drastic change in learning conditions, from face-to-face learning to online learning (rajhans et al., 2020). this condition is caused by the covid-19 outbreak that has attacked the world since the end of 2019 (singhal, 2020). various studies examining biology learning during the covid-19 pandemic were carried out. there is research trying to identify teacher readiness to implement online learning (barbour et al., 2013; yusuf, 2020). several other studies have attempted to examine the impact of online learning on the level of student satisfaction (mok et al., 2021) or competence (martha et al., 2021). research in biochemistry lectures has also been carried out, but the research problem is more focused on student learning difficulties in online biochemistry practicum (qonita et al., 2021). on the other hand, several studies have also examined misconceptions in biology learning. the research not only focuses on mapping and diagnosing misconceptions in students (dikmenli, 2010; raharjo et al., 2019; susanti, 2018), but there are also studies that develop and evaluate diagnostic instruments that can accurately identify misconceptions in students (queloz et al., 2017; suwono et al., 2021). however, there is no research that specifically wants to analyze the existence of misconceptions in biochemistry lectures in indonesia, especially during pandemic era. based on the background that has been described, it is necessary to explore students' misconceptions in biochemistry lectures during the pandemic. this kind of research will be an important evaluation and policy basis for optimizing the lecture process during the pandemic. therefore, in this study, the accuracy of student concepts during online learning of biochemistry lectures at the universitas muhammadiyah malang (umm) was carried out. method this research was a quantitative study that carried out at umm, indonesia. the study was conducted from august to december 2020. this study involved 39 students from the department of biology education who were taking biochemistry lectures during the covid-19 pandemic. the biochemistry course utilizes the learning management system (lms) provided by umm. the lms used uses the canvas platform. the platform is packaged into a special address, namely https://elmu.umm.ac.id/. the data collected in this study was quantitative data obtained from the test instrument. the test instrument was in the form of a two-tier instrument which initially consisted of 20 question items. after being tested for validity using pearson correlation, item numbers 1, 4, 15, and 20 were eliminated because they were invalid. the remaining sixteen items were then analyzed to determine the reliability of the instrument used. the results of the reliability test using cronbach alpha inform that the instrument is reliable. data collection was carried out after the biochemistry lecture was carried out for ten meetings. the ten meetings were started by unit 1, namely the unit “preliminary understanding of biochemistry and macromolecules” and ended by unit 4, namely the unit “metabolism”. one unit consists of several learning activities. in each learning activity, students are directed to have a discussion after they have listened to the video that has been embedded into the science page. after data collection was carried out, students' answers were grouped into four categories, namely 1) correct and sure; 2) correct and not sure; 3) not precise and sure; and 4) imprecise and unsure. students are said to have the right understanding if their responses fall into the first category, while they are said to have misconceptions if their responses fall into the third category. if the responses belong to the second category, then the accuracy of their answers is considered to come from luck or other factors. if the response fall into fourth category, the students do not have a conceptual understanding of the concept being asked. the data obtained were analyzed by calculating the percentage to see the distribution of the responses to each item asked. https://elmu.umm.ac.id/ jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 104-110 106 wahyono and susetyarini (misconceptions of biology education students …) results and discussion misconceptions have become a serious problem and challenge in learning biology. the misconception data in this study is based on student responses when answering questions from a two-tier instrument. the percentage of student answers is presented in figure 1. based on figure 1, the average percentage of students who have a proper understanding of the concept of biochemistry was 40.4%. this response category indicates that respondents have a conceptual understanding of the concept being asked and they believe that the concept they have is correct. the average percentage that does not reach 50% of all students indicates that the mastery of biochemistry concepts of students who take biochemistry courses online is still not optimal. on the other hand, the average percentage of students who are unsure of the answer even though the answer choice is correct was only 2.4%. this answer category indicates that the accuracy of the answer could be due to luck when choosing the answer. in addition, their disbelief indicates their doubts about the concepts they have learned. figure 1. percentage of students' answers on the misconception diagnostic test table 1. distribution of student answers in each item items correct and sure correct and not sure not correct and sure not correct and not sure 1 51.3 7.7 38.5 2.6 2 10.3 0.0 89.7 0.0 3 17.9 0.0 76.9 5.1 4 30.8 7.7 59.0 2.6 5 71.8 5.1 23.1 0.0 6 12.8 0.0 82.1 5.1 7 71.8 5.1 23.1 0.0 8 17.9 0.0 76.9 5.1 9 59.0 0.0 35.9 5.1 10 51.3 5.1 33.3 10.3 11 64.1 2.6 33.3 0.0 12 74.4 2.6 23.1 0.0 13 20.5 0.0 76.9 2.6 14 28.2 2.6 61.5 7.7 15 59.0 0.0 33.3 7.7 16 5.1 0.0 82.1 12.8 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 104-110 107 wahyono and susetyarini (misconceptions of biology education students …) the average percentage of students who are sure of their answers even though their answers are wrong was 53.0% (figure 1). the response category of this answer represents the level of students' misconceptions. in these conditions, they feel confident that their understanding of the concept is correct. in fact, the understanding they have is not the right understanding. the average percentage indicates a very high level of misconception because the average percentage has exceeded 50%. on the other hand, the average percentage of students whose answers were incorrect and unsure of the answers they chose was only 4.2%. these answers represent a condition where students feel they do not have a conceptual understanding of the concept being asked. furthermore, the distribution of student answers in each item is presented in table 1. based on table 1, almost all items have a high percentage of not correct and sure answers. the percentages ranged from 23.1% (item number 5, 7, and 12) to 89.7% (item number 2). items number 5, 7, and 12 respectively ask about protein structure, protein denaturation, and the role of lipids in life. on the other hand, item number 2 asks about the role of water as an important component in life. the high category of "not correct and sure" answers in almost all items shows that almost all the biochemical concepts have a high level of misconception. the level of accuracy and concept error is related to the level of difficulty of a concept being studied and understood (erman, 2017). this condition may increase when the interaction between students and lecturers becomes less than optimal. there are some concepts, especially abstract concepts that must be conveyed with care because they are often a source of misconceptions (üce & ceyhan, 2019). abstract concepts will be difficult to learn by students whose cognitive level is still less developed (halim et al., 2014). in addition, when interaction cannot occur directly, there are often several environmental and learning distractions that can increase the frequency of misconceptions. incomplete information is also the cause of the emergence of misconceptions.(erman, 2017). incomplete information also has the potential to increase when students cannot attend directly in class. in the pandemic era, face-to-face learning opportunities are very limited. in the pandemic era, face-to-face learning opportunities are very limited. the reason is that the presence of covid-19, which is highly contagious (wu et al., 2020) has caused policy makers to implement physical distancing in almost all sectors of life (chu et al., 2020), including the education sector (azhari & fajri, 2021; gunawan et al., 2020). this policy led to the transformation of face-to-face learning into online learning (al-kumaim et al., 2021; atmojo & nugroho, 2020). through this kind of learning, the potential for decreasing the quality of learning and the emergence of misconceptions during lectures is increasing. misconception is a major problem in the biology education field. the difficulty of students mastering the biology concept is rooted in at least 3 things. first, misunderstandings and barriers to the acquisition of scientific concepts during instruction and persist even after instruction (dikmenli, 2010; elisa et al., 2007). second, the scope and complexity of biology and the nature of microscopic structures that are invisible to the human eye often result in students having difficulty conceptualizing concepts (sesli & kara, 2012). third, the complex and growing area of biological science becomes a challenge for teachers in teaching (mermelstein & costa, 2017) so that teachers can become propagator of misconceptions in students (yates & marek, 2014). regarding the findings, the online lecture design needs to be optimized so that misconceptions can be minimized. lecture design needs to adopt several learning models that have previously been reported to be able to reduce the level of misconceptions, such as dual situated learning (kurniawan et al., 2020) and discovery-inquiry learning (tompo et al., 2016). however, because some of these learnings are still based on face-to-face meetings, the development of innovative online-based learning designs needs to be formulated in further studies. on the other hand, related to practical activities, case-based learning is recommended to be implemented in the current pandemic era (thibaut & schroeder, 2020). apart from the findings that have been obtained, this study also has limitations. the first limitation is related to the number of samples that are still not too large. this study only involved 39 students. when referring to the population defined in this study, the number of samples is already representative. however, further research involving a larger population scale and sample size also needs to be done. this kind of research will provide a broader picture of the phenomenon of misconceptions in biology learning, especially on biochemical concepts. in addition, the limitations of this study also come from the diagnostic instruments used. although two-tier instruments are commonly used in diagnosing students' misconceptions, the use of other instruments such as tree-tier or four-tier is also recommended to be applied in further research. in addition, the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 104-110 108 wahyono and susetyarini (misconceptions of biology education students …) development and validation of instruments also need to be refined in further research. with a better development and validation process, the research findings will also be more accurate. conclusion after attending online biochemistry lectures, the average student who experienced misconceptions was 53.0%, while students who mastered the right concept were only 40.4%. a quasi-experimental research to examine the effect of applying some innovative online-based learning needs to be carried out in further research. the focus of research in future research can also touch other aspects of thinking skills and 21st century competencies. the habit of online lectures and optimizing the use of lms needs to be continued because it is in line with the form of 21st 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(2020). are we prepared enough? a case study of challenges in online learning in a private higher learning institution during the covid-19 outbreaks. advances in social sciences research journal, 7(5), 205–212. https://doi.org/10.14738/assrj.75.8211 https://doi.org/10.1186/s12052-014-0007-2 https://doi.org/10.14738/assrj.75.8211 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 3 november 2020, pp. 375-382 10.22219/jpbi.v6i3.13629 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 375 research article student’s environmental literacy based on adiwiyata and non-adiwiyata at senior high school in sleman, yogyakarta dwi astuti a,1,*, tien aminatun a,2 a biology education, graduate school, universitas negeri yogyakarta, jl. colombo no.1 yogyakarta, special region of yogyakarta province, 55281, indonesia 1 dwiastuti.2018@student.uny.ac.id *; 2 tien_aminatun@uny.ac.id * corresponding author introduction the decline in environmental quality is currently a problem caused by an increase in population (bellard, bertelsmeier, leadley, thuiller, & courchamp, 2012). the world's population in 2019 is estimated to reach 7.7 billion and is projected to continue to grow from 9.8 billion to 11.2 billion in 2050. in indonesia, the bps census results report that indonesia's total population in 2020 is 270.20 million, or an increase of 32.56 million from the 2010 census (badan pusat statistika, 2020). furthermore, the data shows that 70.72% of the a r t i c l e i n f o a b s t r a c t article history received september 12, 2020 revised november 9, 2020 accepted november 30, 2020 published november 30, 2020 environmental problems in indonesia increase the government's efforts in shaping students' environmental care character through the adiwiyata program. this study was conducted to determine differences in environmental literacy between adiwiyata and non-adiwiyata schools in senior high school (shs) in sleman regency, yogyakarta. this survey research using a conventional sampling technique. the sample involved in this study was 1,568 students from nine schools in sleman regency. the data collection instrument refers to the instrument developed by the north american association for environmental literacy (naaee) and is supported by interviews and observations. measurement of environmental literacy in this study was carried out in two domains: competence and disposition. comparative data analysis used the mann whitney test assisted by spss 25 for windows. the results showed that students' environmental literacy in the sleman regency was included in the good category in the competency and disposition domain. environmental literacy abilities in adiwiyata and non-adiwiyata schools differ, both in the competency domain which includes competence (sig <0.05) and environmental literacy (sig 0.002), and in the disposition domain with sig <0.05. these results concluded that there were differences in students' environmental literacy skills between adiwiyata and non-adiwiyata schools. this research recommends that schools initiate programs to strengthen environmental literacy through strengthening the character of caring for the environment. copyright © 2020, astuti and aminatun this is an open access article under the cc–by-sa license keywords adiwiyata environmental care environmental literacy how to cite: astuti, d. & aminatun, t. (2020). student’s environmental literacy based on adiwiyata and non-adiwiyata at senior high school in sleman, yogyakarta. jpbi (jurnal pendidikan biologi indonesia), 6(3), 375-382. doi: https://doi.org /10.22219/jpbi.v6i3.13629 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i3.13629 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:dwiastuti.2018@student.uny.ac.id mailto:tien_aminatun@uny.ac.id http://creativecommons.org/licenses/by-sa/4.0/ jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 375-382 376 astuti and aminatun (student’s environmental literacy …) population is in the productive age period with needs and high mobility. some researchers say that an increase in population implies an increased need for a good environment and shelter (hanjra & qureshi, 2010; martin, maris, & simberloff, 2016). on the other hand, the increase in population is paradoxical with the increasingly limited availability of natural resources (martin et al., 2016). the increased activity of the population has the potential to impact environmental problems (karatekin, 2012; rose, 2013). furthermore, researchers believe that people with low environmental awareness increase the potential for environmental problems (hollweg et al., 2012). environmental problems that occur in the local and global environment with the rate of damage that continue to increase qualitatively and quantitatively encourage environmental management improvements, one of which can be done through education (stoller-patterson, 2012). education is an essential step in changing people's behaviour towards the environment (conde & samuel sánchez, 2010; nastoulas, marini, & skanavis, 2017). the main objective of developing environmental education is to develop environmental literacy (mcbeth et al., 2011; mcbeth & volk, 2009; saribas, 2015). a person is said to have a good mastery of environmental literacy if he has understanding, knowledge, character, values, ethics, and skills in preventing environmental problems and has the drive to protect and improve the quality of the environment for present and future generations (alkaher & goldman, 2018; shamuganathan & karpudewan, 2015). environmental literacy consists of four aspects i.e. knowledge, competence, disposition, and environmentally responsible behavior (hollweg et al., 2012; mcbeth & volk, 2009). many researchers believe that environmental education is an effective way to change behavior (frisk & larson, 2011; hudson, 2001; sawitri, 2016; yu & yu, 2017). a literate person is expected to develop understanding, skills, and awareness in treating the environment (ichsan, sigit, miarsyah, azrai, & heryanti, 2019). in indonesia, environmental education is one of the eighteen character values integrated with the 2013 revision of 2017 (nurwidodo, amin, ibrohim, & sueb, 2020). besides, environmental literacy is also facilitated through the adiwiyata program, which demands environmental education in every subject (desfandi, maryani, & disman, 2017; pradini, sudjanto, & nurjannah, 2019). the adiwiyata program aims to encourage and form environmentally caring and cultured schools capable of implementing and implementing environmental conservation and sustainable development to create present and future. according to adiwiyata regulation no.5 of 2013, the program objectives to be achieved include four main components, namely environmentally friendly school policies, environmentally-based curriculum, participatory activities, and management of environmentally friendly school facilities and infrastructure. according to several previous studies, adiwiyata school affects environmental literacy (nurwaqidah, suciati, & ramli, 2019; nurwidodo et al., 2020). (deswari & supardan, 2016; pradini et al., 2019) added that the integration of environmental education in the adiwiyata program is reported to foster student eco-literacy in the realms of knowledge, disposition, and habits. in turkey, (erdoǧan, kostova, & marcinkowski, 2009; gultepe, 2016; ozsoy, ertepinar, & saglam, 2012) also shows the same thing. according to it, students in the school environment can be involved in environmental activities so that environmentally-based schools effectively increase environmental literacy students (karatekin, 2012). however, schools' programs can be said only to have an effect of 30% in fostering environmental literacy in students (susilastri & rustaman, 2015). furthermore, there are no studies that reveal how environmental literacy is in non-adiwiyata schools. this research needs to be carried out to map how students' environmental literacy compares to the two types of schools. this study aims to measure how the students' environmental literacy is based on the adiwiyata type. method this descriptive study uses a quantitative approach with a survey method. this study's population is a hypothetical population, namely the existing population, the present, and the future, while the sample in this study is a conventional sample. this study sample was 1568 grade x and xi students in nine schools consisting of five adiwiyata schools and four non-adiwiyata schools in sleman regency, yogyakarta special region province. this research was conducted from january to march 2020. the instruments in this study were adapted from the north american association for environmental literacy (naaee) (mcbeth et al., 2011; mcbeth et al., 2014). this study's data were obtained using a competency domain test instrument and a non-test instrument disposition domain questionnaire. as jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 375-382 377 astuti and aminatun (student’s environmental literacy …) supporting data, observations and interviews were conducted regarding the implementation of the adiwiyata program in schools. this research instrument has been validated by expert judgment, material experts, and teaching experts. the instrument was tested on 60 students and empirically validated with the quest program. the instruments used in this study were in table 1. table 1. research instrument no. aspects instrument type of data 1. competencies essay questions primary data 2. disposition likert scale questionnaire primary data 3. adiwiyata implementation interviews and observations secondary data the data obtained in the study were tabulated using descriptive sentences, then statistically processed using the spss 25 for windows program. the kolmogorov-smirnov test results showed sig <0.05, which means that the data were not spread normally, while levene's test showed sig 0.464 (>0.05), which means that the variance of the two groups is the same or homogeneous. the mann-whitney test followed up the prerequisite test results because the assumption of normality could not be fulfilled. results and discussion the results showed that students' average environmental literacy in adiwiyata and non-adiwiyata schools were not much different. the average environmental literacy skills in adiwiyata schools show a value of 67.01, while the environmental literacy skills in non-adiwiyata schools are 63.70. figure 1 shows students' environmental literacy skills in adiwiyata and non-adiwiyata schools with a score range of 0-100 in the two measured competency domains and the disposition domain. figure 1. the result of environmental literacy the competency aspect at adiwiyata school shows an average score of 64, while non-adiwiyata schools show an average score of 60. furthermore, the student disposition domain in adiwiyata school also shows higher scores than students in non-adiwiyata schools. overall, environmental literacy among students in sleman regency is better for students in adiwiyata school than students in non-adiwiyata schools. descriptively based on the average value, there is only a slight difference in high school students' environmental literacy skills in sleman regency, but to see whether statistically, this data shows a difference can be seen from the results of the mann-whitney test (table 2). table 2. the mann-whitney test results on environmental literacy mastery of students test statistics sig. mann-whitney u 278,502.000 wilcoxon w 541,677.000 z -3.031 asymp. sig. (2-tailed) .002 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 375-382 378 astuti and aminatun (student’s environmental literacy …) table 2 shows that students' environmental literacy is 0.002 (sig <0.05), which means that there is a significant difference in environmental literacy skills between schools with adiwiyata and non-adiwiyata status. however, descriptively the difference in grades between adiwiyata and non-adiwiyata schools was not large. research conducted by (mcbeth & volk, 2009; nunez & clores, 2017; wardani, karyanto, & ramli, 2019) also shows that the level of environmental literacy in students is at a sufficient level. coyle (2005) states that environmental literacy has three levels, namely the first (low) level of environmental literacy, which involves environmental awareness. the second level (sufficient) of environmental knowledge combines awareness and action based on knowledge. the third level (high) is the deepening of information and actual skills. in this study, it can be seen that students are at level two, where students have been able to integrate their awareness of environmental problems and act to respond according to their knowledge. in this study, environmental literacy refers to hollweg et al (2012) and mcbeth and volk (2009), which consists of four aspects, namely knowledge, competence, disposition, and environmentally responsible behaviour. this research was only conducted at the senior high school education level, while environmentally responsible behaviour is the highest expression of environmental literacy (hollweg et al., 2012). habits are awakened by repeated actions so that it is impossible to be observed one by one by everyone, so this is considered a limitation in learning. however, students' habits towards the environment are a continuum of knowledge, competencies, and dispositions. someone who has useful competence about the environment will positively characterize the environment (nunez & clores, 2017). in line with that, increased environmental disposition and sensitivity significantly affect environmental behaviour (zheng, xu, kong, deng, & lin, 2018) so that the measurement results in the domain of competence and disposition can be a picture of the domain of habitual student behaviour. table 3 shows that the seven indicators tested based on the adiwiyata school variable in the competency domain show a higher percentage. competence is related to students' skills in analyzing, synthesizing, and evaluating information about a problem using primary, secondary, and personal values about environmental problems (maulidya, mudzakir, & sanjaya, 2014; szczytko, stevenson, peterson, nietfeld, & strnad, 2019). increased environmental knowledge and competence will encourage a positive environmental disposition (ozsoy et al., 2012). table 3. average of environmental literacy competencies indicator of competensies environmental literacy competencies (%) adiwiyata non-adiwiyata identify environmental issues 61.87 56.41 ask relevant questions about environmental issues 65.66 59.86 analyze environmental issues 66.94 65.70 investigate environmental issues 64.99 62.00 evaluate and make personal judgments 63.50 60.25 use evidence and knowledge 62.63 54.55 create and evaluate plans at various scales 67.21 60.40 statistically, through the mann-whitney test, it is known that the adiwiyata school has significant differences affecting students' environmental literacy competencies. the results of the mann-whitney test on the competency domain can be seen in table 4. table 4. the mann-whitney test results of environmental literacy competencies test statistics sig. mann-whitney u 241,465.500 wilcoxon w 504,640.500 z -7.185 asymp. sig. (2-tailed) .000 disposition is a complex psychological process that includes perceptual, emotional, and behavioural tendencies equipped with enduring and consistent characteristics (zheng et al., 2018). this study's domain of environmental literacy disposition was measured through 16 questionnaire statements spread over three jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 375-382 379 astuti and aminatun (student’s environmental literacy …) indicators: responsibility, locus of control, and intention. to find out how the differences in environmental disposition abilities at adiwiyata school and grade levels can be seen in table 5. table 5. average of environmental literacy disposition disposition aspects indicators environmental literacy disposition (%) adiwiyata non-adiwiyata responsibility 72.52 70.30 locus of control 70.89 69.13 intentions 73.95 71.96 based on table 5, it can be seen that the average disposition domain indicator shows a higher score in adiwiyata schools compared to non-adiwiyata schools. the mann-whitney test (table 6) shows that the adiwiyata school shows a significance (<0.05), which means that the adiwiyata school has a significant effect on students' environmental literacy disposition. disposition is a person's response to an object as a result of thoughts and assessments based on the knowledge possessed by students. based on the previous explanation, it can be concluded that students in adiwiyata school have a better environmental disposition than students in non-adiwiyata schools in sleman regency. table 6. the mann-whitney test results of environmental disposition test statistics sig. mann-whitney u 261,386.500 wilcoxon w 524,561.500 z -4.955 asymp. sig. (2-tailed) .000 environmental disposition is an important predictor because it often determines behaviour that increases or decreases environmental quality. disposition to the environment has a significant relationship with environmental behaviour (abun & racoma, 2017). all scales in environmental literacy are important, but disposition is the most important in this study for truly responsible environmental behaviour (gifford, steg, & reser, 2012; keshavarz & karami, 2016). djuwita and benyamin (2019) determined that the pro disposition in environment-based schools, it was found that students who attend environment-based schools have a more positive disposition. furthermore, this is presumably because students are accustomed to intensively carrying out pro-environmental behaviour such as reducing waste, sorting waste, and recycling waste. schools need to involve students to participate in activities related to the environment (pratiwi, rusdi, & komala, 2019). in the end, the adiwiyata program must be implemented in its entirety and cannot be implemented partially to maximize students' environmental literacy skills (desfandi et al., 2017). conclusion the results showed that the environmental literacy of high school students in sleman districts was categorized as sufficient in the domain of competence and attitudes. and there are significant differences between students in adiwiyata and non-adiwiyata schools. based on the results of this study, there is a need for efforts to maintain environmental literacy of students in adiwiyata schools, the adiwiyata program is proven to have a role in the formation of environmental literacy of students in the school environment. acknowledgment my highest appreciation is addressed to all parties involved in this study, including the department of biology education, graduate school of yogyakarta state university, principal and teachers of senior high school in sleman regency yogyakarta, as well as all the students whom participated in this research. references abun, d., & racoma, a. p. 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(2018). correlation between the environmental knowledge, environmental attitude, and behavioral intention of tourists for ecotourism in china. applied ecology and environmental research, 16(1), 51–62. doi: https://doi.org/10.15666/aeer/1601_051062 https://doi.org/10.1080/13504622.2018.1487035 https://doi.org/10.1088/1742-6596/1022/1/012057 https://doi.org/10.1088/1742-6596/1022/1/012057 https://doi.org/10.3390/ijerph14121472 https://doi.org/10.15666/aeer/1601_051062 author index agus haryono 159 hanida listiani 126 ahmad fauzi 149 isnaini nur habibah 171 alfin miftachulia rosyida 149 miftachur rohma 149 ba subali 126 murni ramli 136 berti yolida 117 poncojari wahyono 104 chaidir adam 159 rahmawati darussyamsu 171 diana khoiroh 149 rini rita t. marpaung 117 didi jaya santri 111 roni ardiansyah 136 didik priyandoko 179 sa’diatul fuadiyah 179 e. ermayanti 111 topik hidayat 179 eko susetyorini 104 y. yustina 188 faradilla riana putri 117 yenny anwar 111 firman syah 188 yosi laila rahmi 171 h. harlita 136 z zulyusri 171 volume 7, issue 2, july 2021 research article/article review type the paper title, capitalize first letter (19 pt, the title describes the conducted research, arial narrow, font size 19, single line spacing, 0 pt after spacing) first author a,1,*, second author b,2, third author b,3 (at least 2 authors; arial narrow, font size 11) a first affiliation, address, city and postcode, country (8pt) b second affiliation, address, city and postcode, country (8pt) 1 email first author*; 2 email second author; 3 email third author (8pt) * corresponding author a r t i c l e i n f o a b s t r a c t ( 10 p t ) article history …………………………………. type your abstract here (9pt). abstract, which comprised of approximately 200 words, provides a brief description of research problems, aims, method used, and results. it emphasizes research results in which written in single line spacing with left and right margin are 0.5 cm narrower than main text. 3 to 5 keywords must be written to describe the research scope observed as well as the main terms undergirding the research. these keywords can be single and/or combined words. copyright © 20xy, first author et al this is an open access article under the cc–by-sa license received revised accepted published keywords keyword_1 keyword_2 keyword_3 keyword_4 keyword_5 how to cite: first author, second author., & third author. (20xx). the title. jpbi (jurnal pendidikan biologi indonesia), vol(no), xx yy. doi: https://doi.org/10.22219/jpbi.vxiy.xxyy introduction (heading 1) (bold, 12pt) this section could also provide the expected results. the introduction must be written in single line spacing. the introduction comprises of: (1) research problem; (2) insight and problem solve planning; (3) summary of theoretical studies and the results of the present study (state of the art), related to the observed problems (gap), and (4) research aims. according to armagan (2014), the introduction section comprises the first portion of the manuscript, and it should be written using the simple present tense. additionally, abbreviations and explanations are included in this section. the main goal of the introduction is to convey basic information to the readers without obligating them to investigate previous publications and to provide clues as to the results of the present study (references should be selected from updated publication with a higher impact factor, traceable, and prestigious source books). to do this, the subject of the article should be thoroughly reviewed, and the aim of the study should be clearly stated immediately after discussing the basic references. this template format was made in ms word (.doc) which then been saved in rich text format (.rtf) and can be downloaded in http://ejournal.umm.ac.id/index.php/jpbi. it enables the authors to prepare their manuscripts which meet the jpbi conditions properly. the body articles must be written in arial narrow, font size 11, 0 pt before spacing, and 0 pt after spacing. 10.22219/jpbi.vxiy http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 1 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. x no. y month 20xy, pp. xx-yy http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.vxiy.xxyy http://ejournal.umm.ac.id/index.php/jpbi http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 jpbi (jurnal pendidikan biologi indonesia) vol. x, no. y, month 20xy, pp. xx-xx first author et.al (title of paper shortly, 3-5 first-words) method basically, this section describes the way the research was done. the main materials must be written here: (1) research design; (2) population and samples; (3) sample collection techniques and instrumental development; and (4) data analysis techniques. the specification and type of tools and materials must be written in case the researches have been conducted by using them. the qualitative research, such as classroom action research, case studies, and so forth, need to mention the researcher attendance, research subject, and participated informants, as well as the methods used to explore the data, research location, research duration, and the description of research results validation. it is suggested that the authors avoid organizing the article content into the smaller parts than second subheading in this section. however, in case of unavoidable factors, the writing style must follow the “results and discussion” section. results and discussion this section is the main part of the research result article in which the “fix” results are served. the data analysis processes, such as statistical computing and hypothesis testing, are not necessary to be served. the materials reported are the analysis results and hypothesis testing results. in addition, tables and graphics are also can be showed to enunciate the verbal narration. tables and images must be given a comment or discussion. the details of qualitative research written in some sub-topics which directly related to the focused category. the discussion of article aims to: (1) answer the problems and research questions; 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editorial office: department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2442-3750 (print) issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://u.lipi.go.id/1422867894 ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia jpbi volume 2 nomor 2 halaman 102-205 malang, juli 2016 p-issn: 2442-3750 e-issn: 2527-6402 diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang pengembangan booklet dari penelitian pengaruh tahu berformalin terhadap histopatologi hati mencit jantan galur balb/c untuk masyarakat kota kediri developing booklet based on the research result of the effect of formalin-added-tofu to hepar histopatology of male mice balb/c strain egi qory imamah, umie lestari, abdul gofur telaah model-model pembelajaran dan sintaksnya sebagai upaya pengembangan model pembelajaran ‘oidde’ study of instructional models and syntax as an effort for developing ‘oidde’ instructional model atok miftachul hudha, mohamad amin, sutiman bambang s., sa’dun akbar pengembangan modul matakuliah mikrobiologi melalui biodegradasi memanfaatkan potensi bakteri indigen developing modul of microbiology subject through biodegradation by using the potencial of indigen bacteria hasminar rachman fidiastuti, kardiana metha rozhana keragaman plasma nutfah kacang tanah berdasar karakter morfologi, hasil dan kadar minyak germ plasm diversity of groundnut based on the character of morphology, result, and oil content try zulchi, hakim kurniawan, higa afza, husni p., agus m., ana nurul analisis penerapan kebijakan pendidikan berbasis karakter untuk siswa smk negeri 5 malang implementation analysis of character-based-education policy on smk n 5 malang students rudy setiawan, ismi nurul qomariyah penerapan strategi numbered head together dalam setting model pembelajaran stad implementation of numbered head together strategy in setting stad model learning muhammad mifta fausan keanekaragaman gastropoda hutan mangrove desa baban kecamatan gapura kabupaten sumenep sebagai sumber belajar biologi the biodiversity of gastropods identified in the mangrove forest of baban village, gapura districts sumenep regency as the resource of learning biology ahmad mundzir romdhani, sukarsono, dan rr. eko susetyarini pengaruh pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) sebagai sumber belajar biologi the effect of providing baglog waste feed of white oyster-mushrooms (pleurotus ostreatus) and chicken’s feces upon cocoon’s growth and earthworms (lumbricus rubellus) production as the biology learning resource dika satya pangestika, nurwidodo, lise chamisijatin pengaruh ekstrak buah ciplukan (physalis angulata l.) terhadap kadar sgpt dan sgot mencit putih jantan (mus musculus) hiperglikemia yang diinduksi aloksan sebagai sumber belajar biologi the effect of ciplukan (physalis angulata l.) fruit extract on sgpt and sgot levels against white male mice (mus musculus) hyperglycemia induced by alloxan as biology learning resources nur lailatul fitri, roro eko susetyarini, lud waluyo keanekaragaman serangga permukaan tanah di arboretum sumber brantas batu-malang sebagai dasar pembuatan sumber belajar flipchart ground insect diversity in arboretrum of sumber brantas batu-malang as base of learning resource making: flipchart ovy dwi rachmasari, wahyu prihanta, roro eko susetyarini pemeriksaan kandungan bakteri salmonella sp. dan escherichia coli pada petis ikan di pasar klampis bangkalan madura sebagai sumber belajar biologi the examination of salmonella sp. and escherichia coli content on fish-paste in klampis market of bangkalan madura as biology learning resource l. wahdiniati, yuni pantiwati, roimil latifa jurnal pendidikan biologi indonesia (jpbi) p-issn: 2442-3750 e-issn: 2527-6204 volume 2, nomor 2, juli 2016 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting elly purwanti wakil ketua penyunting husamah sekretaris diani fatmawati penyunting pelaksana yuni pantiwati sukarsono ainur rofieq rr eko susetyarini tata usaha fuad jaya miharja jenik rahayu alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com atau usya_bio@yahoo.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:usya_bio@yahoo.com ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia volume 2, nomor 2, 2016 daftar isi pengembangan booklet dari penelitian pengaruh tahu berformalin terhadap histopatologi hati mencit jantan galur balb/c untuk masyarakat kota kediri developing booklet based on the research result of the effect of formalin-added-tofu to hepar histopatology of male mice balb/c strain egi qory imamah, umie lestari, abdul gofur ............................................................................................................................... 102 telaah model-model pembelajaran dan sintaksnya sebagai upaya pengembangan model pembelajaran ‘oidde’ study of instructional models and syntax as an effort for developing ‘oidde’ instructional model atok miftachul hudha, mohamad amin, sutiman bambang s., sa’dun akbar ......................................................................... 109 pengembangan modul matakuliah mikrobiologi melalui biodegradasi memanfaatkan potensi bakteri indigen developing modul of microbiology subject through biodegradation by using the potencial of indigen bacteria hasminar rachman fidiastuti, kardiana metha rozhana ........................................................................................................... 125 keragaman plasma nutfah kacang tanah berdasar karakter morfologi, hasil dan kadar minyak germ plasm diversity of groundnut based on the character of morphology, result, and oil content try zulchi, hakim kurniawan, higa afza, husni p., agus m., ana nurul ................................................................................... 133 analisis penerapan kebijakan pendidikan berbasis karakter untuk siswa smk negeri 5 malang implementation analysis of character-based-education policy on smk n 5 malang students rudy setiawan, ismi nurul qomariyah .......................................................................................................................................... 147 penerapan strategi numbered head together dalam setting model pembelajaran stad implementation of numbered head together strategy in setting stad model learning muhammad mifta fausan ................................................................................................................................................................. 154 keanekaragaman gastropoda hutan mangrove desa baban kecamatan gapura kabupaten sumenep sebagai sumber belajar biologi the biodiversity of gastropods identified in the mangrove forest of baban village, gapura districts sumenep regency as the resource of learning biology ahmad mundzir romdhani, sukarsono, dan rr. eko susetyarini .............................................................................................. 161 pengaruh pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) sebagai sumber belajar biologi the effect of providing baglog waste feed of white oyster-mushrooms (pleurotus ostreatus) and chicken’s feces upon cocoon’s growth and earthworms (lumbricus rubellus) production as the biology learning resource dika satya pangestika, nurwidodo, lise chamisijatin ................................................................................................................ 168 pengaruh ekstrak buah ciplukan (physalis angulata l.) terhadap kadar sgpt dan sgot mencit putih jantan (mus musculus) hiperglikemia yang diinduksi aloksan sebagai sumber belajar biologi the effect of ciplukan (physalis angulata l.) fruit extract on sgpt and sgot levels against white male mice (mus musculus) hyperglycemia induced by alloxan as biology learning resources nur lailatul fitri, roro eko susetyarini, lud waluyo .................................................................................................................. 180 keanekaragaman serangga permukaan tanah di arboretum sumber brantas batu-malang sebagai dasar pembuatan sumber belajar flipchart ground insect diversity in arboretrum of sumber brantas batu-malang as base of learning resource making: flipchart ovy dwi rachmasari, wahyu prihanta, roro eko susetyarini ................................................................................................... 188 pemeriksaan kandungan bakteri salmonella sp. dan escherichia coli pada petis ikan di pasar klampis bangkalan madura sebagai sumber belajar biologi the examination of salmonella sp. and escherichia coli content on fish-paste in klampis market of bangkalan madura as biology learning resource l. wahdiniati, yuni pantiwati, roimil latifa ................................................................................................................................... 198 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 2 july 2021, pp. 159-170 10.22219/jpbi.v7i2.15838 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 159 research article the implementation of mini-research project to train undergraduate students’ scientific writing and communication skills agus haryono a,1, chaidir adam a,2,* a department of biology education, faculty of teacher training and education, university of palangka raya, jl. damang salilah i palangka raya, central kalimantan 73111, indonesia 1agus.haryono@fkip.upr.ac.id; 2chaidir.adam03@gmail.com* * corresponding author introduction scientific writing is key to the success of students in any discipline of science, especially for biology students (javed et al., 2013; moore, 1994; simmons et al., 2014; tonissen et al., 2014). students are required to have competence in scientific writing to complete their studies by producing research reports in the form of a thesis with good scientific writing standards. good scientific writing is a skill that is acquired personally through years of practice and the crucial challenge as an instructor is teaching our students how to write critically, logically, and concisely, while recognizing the value of compliance with well-established scientific standards (simmons et al., 2014). educating students in scientific writing in a field of science is the same as teaching them how to think critically in solving problems in that field (barroga & mitoma, 2019; nilson, 2003; stephenson & sadler-mcknight, 2016; tahira & haider, 2019). writing also helps students improve their understanding of the material they are studying (bangert-drowns et al., 2004; graham et al., 2011). as an effort to improve a r t i c l e i n f o a b s t r a c t article history received: 28 february 2021 revised: 31 may 2021 accepted: 3 june 2021 published: 31 july 2021 scientific writing and communication skills of undergraduate students in the biology education program of university of palangka raya need to be improved. the purpose of this research was to implement mini-research in animal ecology field practice to train undergraduate students’ scientific writing and communication skills. this descriptive quantitative research used action-research method with two cycles in which each cycle consisted of four stages i.e (1) plan; (2) take action; (3) collect and analyze evidences, and (4) reflect. the data gained were analyzed descriptively and quantitatively. the results showed that the gain score of students’ scientific writing skills based on miniresearch assessment was 0.6 (moderate category). moreover, students' communication skills showed an improvement from cycle 1 to cycle 2 which was assessed during the presentation session. all the findings in this study indicate that the implementation of the mini-research project in the field practice of the animal ecology course helps students to develop scientific writing and communication skills. copyright © 2021, haryono & adam this is an open access article under the cc–by-sa license keywords mini-research project animal ecology field practice scientific writing skills communication skills how to cite: haryono, a., & adam, c. (2021). the implementation of mini-research project to train undergraduate students’ scientific writing and communication skills. jpbi (jurnal pendidikan biologi indonesia), 7(2), 159-170. doi: https:// doi.org/10.22219/jpbi.v7i2.15838 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.15838 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.15838 https://doi.org/10.22219/jpbi.v7i2.15838 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 160 haryono and adam (the implementation of mini-research project ...) scientific writing skills, a student needs to improve their thinking skills. it is important for students to improve their thinking skills to a higher level to have an ability to write using logical arguments that are proven by evidence and the related literature to support their arguments. the scientific writing skills of undergraduate students in the biology education program, university of palangka raya still need improvement. the students’ knowledge about how to report the results of field practice does not comply with scientific writing standards in most scientific journals for publication. based on the preliminary observation known that the scientific writing skills of undergraduate students in the biology education program, university of palangka raya, that still need to improve are data presentation, research methods, citation and reference, and plagiarism. it describes that the students have poor scientific writing skills, and may not understand the concepts being studied. good scientific writing skills are obtained through exercises facilitated by the teacher in a student-centered learning model, such as pjbl (project based learning). pjbl has a significant effect on students' scientific writing skills, and through a collaborative environment in pjbl learning students can be helped to train and develop not only scientific writing skills, but also communication skills (aghayani & hajmohammadi, 2019; awang & daud, 2015; hasani et al., 2017; kovalyova et al., 2016; mandow et al., 2014; permana et al., 2021; permana & setyawan, 2020; rachmawati & asmara, 2018; sagala et al., 2019). this research uses a modified form of learning from pjbl called mini-research project. the mini-research project is designed to be a form of simple research project-based learning in which students contribute dominantly, starting from research design, research implementation, and reporting research results in a scientific presentation. mini-research is a research-based field practice that can be implemented to improve scientific writing skills. mini-research is not limited to practicing writing skills but also trains students to communicate their writing in a scientific presentation. according to pechenik (2013) communicating appropriately is an essential part of all sciences because it provides a way to examine, evaluate, and share thinking with the scientific community. this research is aimed to implement mini-research in animal ecology field practice to train undergraduate students’ scientific writing and communication skills. method this research is descriptive quantitative research using the action-research method with 2 cycles (figure 1). each cycle consists of 4 stages (1) plan; (2) take action; (3) collect and analyze evidence; and (4) reflect (somekh, 2006; tripp, 2005). figure 1. research design in the plan phase, all materials needed for the implementation of mini-research is well prepared, including (1) mini-research technical guide, this technical guide contains the technical implementation procedures for mini-research in the animal ecology field practice; (2) animal ecology field practice guide were created for two mini-research topics related to animal ecology studies. these guides contain detailed procedures for students to conduct a mini-research independently. the topics are earthworm diversity, and insect diversity; (3) paper template as a predetermined template for students’ mini-research reports. the template is created like a jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 161 haryono and adam (the implementation of mini-research project ...) template for scientific articles for publication as the format for mini-research reports. this aims to provide experience to students in how to report a research result in a scientific paper (figure 2). figure 2. mini-research report template in the take action phase, the implementation phase of mini-research in animal ecology field practice. the details of the implementation procedure presented in figure 3. mini-research implementation in animal ecology field practice which was carried out for six weeks. students are allowed to work on a mini-research project for one week before presenting the results at the meeting in the second week. after the second presentation of topic 2 results, students are given the opportunity to complete a mini-research report for two weeks until the report meets the minimum criteria for the accepted report (figure 4). the minimum criteria for an accepted report are (1) mini research reports suitable to predetermined templates; and (2) the similarity index of miniresearch reports is ≤ 30%. figure 3. mini-research implementation in animal ecology field practice title indonesian abstract english abstract introduction methods results table format figure format discussion conclusion references ieee style font: arial narrow, bold, 18pt without vertical lines jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 162 haryono and adam (the implementation of mini-research project ...) figure 4. the flowchart of mini-research reports submission in the collect & analyze evidence phase, the data were collected during the implementation process of miniresearch including scientific writing skills and communication skills. scientific writing skills were assessed through the assessment of mini-research reports made by students. communication skills were assessed during the mini-research results presentation session. the scoring rubric for mini-research report assessment was designed to assess the mini-research report as objectively as possible and to evaluate each part of the report independently. the scoring rubric used in this study to assess mini-research report is presented in the table 1. table 1. scoring rubric for mini-research report assessment no. rubric possible score a b c d e plagiarism (10pts) 1 the similarity index of mini-research reports is ≤ 30% ≤ 30% (2.5), ≤ 20% (5.0), ≤ 15% (7.5), ≤ 10% (10) 10 7.5 5.0 2.5 0 report session (80pts) 2 title (10pts) title is descriptive 4 3 2 1 0 english title 4 3 2 1 0 names of group members 2 1.5 1.0 0.5 0 3 abstract (10pts) informative (brief summary of the report) 10 7.5 5.0 2.5 0 4 introduction (10pts) background information (with relevant outside source) 8 6 4 2 0 include research aims 2 1.5 1.0 0.5 0 5 methods (10pts) brief description of the research methodology 4 3 2 1 0 study sites (include map) and sampling technique 2 1.5 1.0 0.5 0 research procedure (sampling procedure) 2 1.5 1.0 0.5 0 data analysis 2 1.5 1.0 0.5 0 6 results (10pts) description of the results 4 3 2 1 0 figure pointed out in the text 4 3 2 1 0 correct format of figure and table 2 1.5 1.0 0.5 0 7 discussion (10pts) interpretation of the results 4 3 2 1 0 comparison of the data with previously published information 6 4.5 3.0 1.5 0 8 conclusion (10pts) contains a brief summary of research results 10 7.5 5.0 2.5 0 9 references (10pts) correct format of citation and bibliography (ieee style) 4 3 2 1 0 relevant citations 4 3 2 1 0 meets the minimum quantity of citation number 2 1.5 1.0 0.5 0 total score 90 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 163 haryono and adam (the implementation of mini-research project ...) based on the scoring rubric in table 1, the maximum score of the mini-research report is 90.the final score is stated on a scale of 0-100, then the calculation is to divide the student's score by the maximum score then multiply by 100. the scoring rubric was also designed to assess students’ communication skills during the results presentation session as presented in the following table 2. in the reflect phase, the entire implementation process of mini-research is evaluated. table 2. scoring rubric for verbal communication skills assessment no. communication skill(s) possible score 1 presentation media 0-100 2 oral presentation 0-100 the samples of this research are 52 undergraduate students of the biology education program, university of palangka raya. all students sampled are fourth-year students taking animal ecology courses. samples were divided into six research groups with the aim of facilitating the implementation of mini-research by the students. the data of this research were analyzed descriptively and quantitatively (descriptive-quantitative). the data on the improvement of scientific writing skills were analyzed quantitatively using the normalized gain formula (hake, 1998). results and discussion the implementation of mini-research is carried out based on the existing implementation procedure in the mini-research technical guide from the middle to the end of the semester for five weeks. during the field practice activities, students work on the mini-research project independently with predetermined topics consisting of two topics related to animal ecology. the implementation of the two topics of the mini-research project was divided into 2 cycles, in the first cycle for topic 1 (earthworm diversity) and the second cycle for topic 2 (insect diversity). at the first meeting of each cycle, a technical procedure for implementing mini-research was delivered. all details regarding the implementation of mini-research are presented at this stage including a description of the procedure and an explanation of the tools and materials needed by students in carrying out the research. after that students are given the freedom to choose a sampling location for their mini-research project which is first consulted with the field practice supervisor. students are given 1 week for the implementation of the miniresearch project and preparation for the presentation of the results at the next meeting. the preparation of the final mini-research report by students was carried out after the presentation of the results of topic 2 in the second cycle. the detailed report submission procedure can be seen in figure 4. this procedure is made like a procedure for publishing scientific papers in a journal. student mini-research reports are not just accepted but must pass the review stage by the field practice supervisor. after the report being reviewed is deemed in accordance with the provisions, the report is accepted. the provisions referred to in general are according to the template and have a similarity index of less than or equal to 30%. students gain real experience in doing research and report the results in the form of scientific papers through this mini-research project. students get lessons from the experiences they have had during field practice, this has a positive impact on students. learning from real experiences or commonly known as experiential learning has a significant effect in gaining knowledge and developing social skills and students' attitudes (kolb & kolb, 2005; piščalkienė & ingemann, 2019; tanaka et al., 2016; voukelatou, 2019). students’ scientific writing skills were assessed by the way they wrote the mini-research report and students' communication skills were assessed by the way they delivered the results during the presentation session using an assessment rubric that had been designed for each of the skills assessed. the results of the assessment of students’ scientific writing and communication skills are described in detail as follows. the results of the assessment of students' scientific writing skills in cycle 1 showed quite good achievement (table 3), but at some points, it still needs to be improved, especially in plagiarism (38%) and abstract writing (67%). based on the survey results, students admitted that they knew little about plagiarism and had never even known before. students obtained a fairly good score on other points with several times corrections to the report. at this stage, students realized that scientific writing requires extra effort and good skills. according to simmons et al. (2014) good scientific writing is a skill that is acquired personally through years of practice and the crucial challenge as an instructor is teaching our students how to write critically, logically, and concisely, while recognizing the value of compliance with well-established scientific standards. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 164 haryono and adam (the implementation of mini-research project ...) in the learning through practice, engagement in authentic environments and activities shapes and facilitates occupational learning. according to billett (2013) it provides access to an understanding of the situational performance criteria, including the situated practice culture on which occupational performance is centered. table 3. scientific writing skills based on mini-research report assessment results (cycle 1) no. group score total final score plagiarism report session % p o in t t it le a b s tr a c t in tr o d u c ti o n m e th o d s r e s u lt s d is c u s s io n c o n c lu s io n r e fe re n c e s 1 group 1 23 2.5 9 7.5 10 9 8 8.5 10 9 73.5 81.7 2 group 2 17 5.0 9 10 10 9 9 8.5 10 9 79.5 88.3 3 group 3 18 5.0 10 7.5 10 10 8.5 7 10 9.5 77.5 86.1 4 group 4 24 2.5 9 5 8 6.5 8 8.5 7.5 10 65.0 72.2 5 group 5 16 5.0 10 5 9 6.5 9 7 5 9.5 66.0 73.3 6 group 6 27 2.5 8 5 7.5 6.5 6 5 5 6.5 52.0 57.8 total 22.5 55 40 54.5 47.5 48.5 44.5 47.5 53.5 percentage 38% 92% 67% 91% 79% 81% 74% 79% 89% in the results of the mini-research report corrections submitted back to the students, notes are included that can help students improve the report. the results of the second cycle assessment on the students’ scientific writing skills showed a significant increase in all points of assessment (table 4). students succeeded in lowering the similarity index in their reports. the percentage of achievement for plagiarism point increased from 38% to 67%. this shows that students are starting to learn how to cite from related references to support their arguments, not just copying all sentences into their reports. these results also indicate that students get an increase in the percentage of achievement in abstract writing from 67% to 88%. students show that they begin to understand writing an abstract from a research report that contains a brief description of the background, methods, objectives and results. table 4. scientific writing skills based on mini-research report assessment results (cycle 2) no. group score total final score plagiarism report session % p o in t t it le a b s tr a c t in tr o d u c ti o n m e th o d s r e s u lt s d is c u s s io n c o n c lu s io n r e fe re n c e s 1 group 1 11 7.5 10 10 10 10 10 9 10 10 86.5 96.1 2 group 2 9 10 10 10 10 10 10 10 10 10 90.0 100 3 group 3 15 7.5 10 10 10 10 9.5 9 10 10 86.0 95.6 4 group 4 19 5.0 10 10 10 8 9 8.5 7.5 9.5 77.5 86.1 5 group 5 14 7.5 9 7.5 8 7 9 9 7.5 9.5 74.0 82.2 6 group 6 27 2.5 8 5 8 7.5 7 6 5 8.5 57.5 63.9 total 40 57 52.5 56 52.5 54.5 51.5 50 57.5 percentage 67% 95% 88% 93% 88% 91% 86% 83% 96% students get an increase in the percentage of achievement at all assessment points (figure 5). this means that students can develop their scientific writing skills through this mini-research project including the skills on title formulation, abstract writing, introduction, methods, results, discussion, conclusion, and reference. the results of the normalized gain analysis showed that the overall score for the gain of students' scientific writing skills based on mini-research report assessment was 0.6 in the moderate category (table 5). correction notes that are included on reports that are returned to students can be a means of selfevaluation for students to improve their reports. these corrective notes can also be good evidence for the teacher regarding student learning progress, and therefore what remains to be learned. for the students, these corrections notes are undeniable to the learning process because making errors is considered as a method they use in order to learn (amara, 2018; corder, 1967; metcalfe, 2017; overbye et al., 2020). this makes students produce better writing along with the learning process (see figure 6 for an example of miniresearch report), therefore most groups of students in preparing their reports only received one correction in this second cycle (table 6). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 165 haryono and adam (the implementation of mini-research project ...) figure 5. students’ scientific writing skills based on mini-research report assessment: comparison of cycle 1 and cycle 2 table 5. students’ scientific writing skills improvement category based on the results of normalized gain analysis no. group mini-research report score gain score (g) gain category cycle 1 cycle 2 1 group 1 81.7 96.1 0.8 high 2 group 2 88.3 100 1.0 high 3 group 3 86.1 95.6 0.7 high 4 group 4 72.2 86.1 0.5 moderate 5 group 5 73.3 82.2 0.3 moderate 6 group 6 57.8 63.9 0.1 low mean 0.6 moderate table 6. number of revision of each group mini-research report no. group number of revision cycle 1 cycle 2 1 group 1 4 1 2 group 2 2 1 3 group 3 3 1 4 group 4 3 1 5 group 5 4 2 6 group 6 6 2 in this study, students' verbal communication skills in delivering research results were also assessed. the results of the assessment show an increase in the skills of communicating research results in a presentation, both in terms of presentation media and oral presentation. table 7 shows the details of verbal communication skills assessment results. table 7. students’ verbal communication skills no. group(s) cycle 1 total cycle 2 total presentation media oral presentation presentation media oral presentation 1 group 1 72 70 71.0 80 75 77.5 2 group 2 80 78 79.0 85 78 81.5 3 group 3 75 75 75.0 80 78 79.0 4 group 4 70 70 70.0 80 75 77.5 5 group 5 70 70 70.0 78 75 76.5 6 group 6 68 70 69.0 75 75 75.0 total 435 433 478 456 percentage 73% 72% 80% 76% all the findings in this study indicate that the implementation of the mini-research project in the field practice of the animal ecology course helps students develop scientific writing and communication skills. in this study, students are conditioned to conduct research and report the results of their research in the form of scientific papers as their mini-research project report. in the report submission process, it is simulated like a standard procedure for publication in a scientific journal with minimum criteria and predetermined templates. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 166 haryono and adam (the implementation of mini-research project ...) therefore, students' scientific writing skills improve through a learning process that provides real experiences for students in writing scientific papers. mini-research project implementation in the animal ecology field practice represents project-based learning (pjbl) in general. project-based learning had a significant effect on the students writing skills and help the student to improve their writing skills in a collaborative environment (aghayani & hajmohammadi, 2019; hasani et al., 2017; mandow et al., 2014; rachmawati & asmara, 2018). in addition, project-based learning can also be used as a means to train and improve student communication skills (awang & daud, 2015; kovalyova et al., 2016; mandow et al., 2014; sagala et al., 2019), because in this study students are required to deliver each result of their mini-research project verbally in a scientific presentation. students’ responses to the implementation of mini-research in animal ecology field practice were collected online using google forms. the survey results showed that the implementation of mini-research received good feedback from students and they suggested that it be implemented in other courses as well. table 8 shows the students’ responses in detail. table 8. students’ responses to the mini-research implementation no. question(s) response(s) 1 are you satisfied with the mini-research implementation in animal ecology field practice? 60% (very satisfied) 29% (satisfied) 10% (neutral) 2% (unsatisfied) figure 7 2 did you acquire new knowledge and skills in scientific writing through this mini-research activity? 98% (yes) 2% (no) 3 regarding question number 2, how significant is it? 58% (very significant) 38% (significant) 4% (neutral) 4 knowledge/skills did you acquire? plagiarism 63.6% abstract 77.3% introduction 65.9% methods 63.6% results (data presentation) 61.4% discussion 61.4% citation and reference 75% 5 describe the benefits you get from mini-research? a. gain new practical field experience that is different from previous practices. b. acquire knowledge about how to write good scientific papers. c. know the importance of avoiding plagiarism in scientific writing. d. develop scientific writing skills and interpret research results well. e. obtain an overview of how to plan and conduct research, and how to process data and report it in the form of scientific papers. f. helps make it easier to understand the concepts in animal ecology courses. 6 describe the obstacles when you did animal ecology field practice activities with mini-research? outdoor practical field activities are limited due to the covid-19 pandemic. 7 does this mini-research need to be implemented in other courses? 98% (yes) 2% (no) table 7 and figure 7 show that 89% of students are satisfied (60% very satisfied; 29% satisfied) with the implementation of the animal ecology field practice with the mini-research concept. they significantly gained knowledge and skills in scientific writing. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 167 haryono and adam (the implementation of mini-research project ...) figure 6. mini-research report title abstract methods introduction research map data presented in a table documentation(s) documentation(s) data presented in a table discussion conclusion reference ieee style jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 159-170 168 haryono and adam (the implementation of mini-research project ...) figure 7. students’ satisfaction of mini-research implementation information regarding the benefits and obstacles of implementing mini-research in the field practice of animal ecology from the student's point of view was also obtained from this study. students gain practical field experience that makes them feel like they are doing research. through this mini-research they are trained to plan and conduct research and communicate the results independently. students gained precious knowledge about the importance of avoiding plagiarism in scientific writing and developed skills in scientific writing and research results interpretation. the only obstacle that students experienced was the limited outdoor practical field activities due to the covid-19 pandemic. this obstacle makes the implementation of mini-research less than optimal based on the student’s point of view. but overall, they all are satisfied with this kind of learning experience. conclusion this study concludes that the mini-research project is feasible and can be implemented in lectures, especially in a field practice activity, to train students in developing scientific writing and communication skills. the results show that overall score for the gain of students' scientific writing skills based on mini-research report assessment was 0.6 in the moderate category with details as mush as 98% of the students are gained the knowledge and skill in scientific writing. students' communication skills also showed better improvement from cycle 1 to cycle 2 which was assessed during the presentation session. the articles of each group of the students are compiled in a mini-research reports of animal ecology field practice as a sign of accomplishment in this learning activity. references aghayani, b., & hajmohammadi, e. 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(2019). the contribution of experiential learning to the development of cognitive and social skills in secondary education: a case study. education sciences, 9(2). https://doi.org/10.3390/ educsci9020127 https://doi.org/10.1039/c5rp00102a https://eric.ed.gov/?id=ej1243509 https://doi.org/10.1016/j.procs.2016.09.107 https://core.ac.uk/download/pdf/143897868.pdf https://core.ac.uk/download/pdf/143897868.pdf https://doi.org/10.1590/s1517-97022005000300009 https://doi.org/10.3390/educsci9020127 https://doi.org/10.3390/educsci9020127 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 1 march 2020, pp. 31-38 10.22219/jpbi.v6i1.11097 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 31 research article metacognitive awareness components of highacademic ability students in biology hybrid learning: profile and correlation iin hindun a,1,*, n. nurwidodo a,2, azizul ghofar candra wicaksono b,3 a department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas 246, malang, east java 65144, indonesia b school of educational sciences, faculty of art, university of szeged, aradi vertanuk tere, szeged 6720, hungary 1 iinhindun@umm.ac.id *; 2 nurwidodo88@yahoo.com, 3 azizul.wicaksono89@gmail.com * corresponding author introduction variety of academic abilities is seen as a natural condition that is owned by students (cimatti, 2016; farrington et al., 2012). a group of students with above-average academic ability is often classified as highlevel academic ability students (bakken, brown, & downing, 2017; visser, korthagen, & schoonenboom, 2018). before the zoning system was implemented in indonesia, students with high academic abilities often gathered in top schools (khair, 2019; satria, 2019; viptri, 2019). in addition to teacher factors and school facilities, student tenacity can maintain their motivation and enthusiasm for learning (jabeen & ahmad, 2013). the positive competitive attitude in themselves will also increasingly encourage students to improve their a r t i c l e i n f o a b s t r a c t article history received january 23, 2020 revised february 20, 2020 accepted february 29, 2020 published march 31, 2020 metacognitive awareness has been considered as one of the factors within students that determines learning success. it can be developed through a hybrid learning approach. the purpose of this quantitative research was to examine the metacognitive awareness profile of students with high-academic ability in hybrid learning implementation. the subjects of this study were the students of xi-science class of state senior high school of malang. the metacognitive awareness inventory was used as the data collection instrument, while descriptive statistics and pearson productmoment were chosen as the data analysis techniques. the results of the study informed that the students’ metacognitive awareness was divided into four categories, i.e. very good (9%), good (43%), enough (46%), and very low (2%). the three components of metacognitive awareness were classified as "enough", while the five components of students were categorized as "good". the eight metacognition components showed significant correlations each other (r > 0.41, n = 55, p < 0.01). it can be concluded that the majority of students’ metacognitive awareness was satisfactory even though there were a small proportion of students whose metacognitive awareness was not good. copyright © 2020, hindun et al this is an open access article under the cc–by-sa license keywords high-academic ability hybrid learning metacognitive awareness how to cite: hindun, i., nurwidodo, n., & wicaksono, a. g. c. (2020). metacognitive awareness components of high-academic ability students in biology hybrid learning: profile and correlation. jpbi (jurnal pendidikan biologi indonesia), 6(1), 3138. doi: https://doi.org/10.22219/jpbi.v6i1.11097 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.11097 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id https://u-szeged.hu/doctoral/education-phd?folderid=20702&objectparentfolderid=20702 http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.11097 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.11097&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 31-38 32 hindun et al (metacognitive awareness components…) learning (darling-hammond, flook, cook-harvey, barron, & osher, 2019). these conditions seem difficult to occur among students with the low academic ability (biswas, 2015). identifying the mindset of students of high academic ability is possible could to provide information that can improve the overall quality of learning (beran, brandl, perner, & proust, 2012; kraft, 2017; rissanen, kuusisto, tuominen, & tirri, 2019; taylor & parsons, 2011). such studies will provide an overview of the thinking conditions of academic ability students. through the information, teachers with heterogeneous or low academic ability students can design learning that can direct students accustomed to thinking like students with high academic abilities. one interesting parameter of thinking to study is metacognitive awareness. metacognitive awareness has been considered as an essential variable in the learning process (millis, 2016; syarifah, indriwati, & corebima, 2016; yanqun, 2019). the variable is closely related to the awareness and ability of a student to monitor the way they think (patterson, 2011). by having metacognitive awareness, students will be more mindful about what they are doing and know why they are doing (hussain, 2015; jankowski & holas, 2014). they are also accustomed to planning and evaluating the learning experiences and thinking strategies they have chosen (patterson, 2011; thomas, 2014). students with good metacognitive awareness will be able to realize what strengths they have (husamah, 2015; pantiwati & husamah, 2017). they will realize which skills they have mastered and when they need to be used (chauhan & singh, 2014). with this kind of awareness, students will be able to maximize their learning process (chauhan & singh, 2014; smith, black, & hooper, 2017). also, they will be able to complete the task well and obtain optimal academic achievement (abdellah, 2015). therefore, metacognitive awareness is indicated relating to one's academic ability. one subject that has the potential to empower students' metacognition is biology. various studies have also supported the statement. by choosing the right learning model, students' metacognition will be empowered optimally when participating in biology learning. some of these learning models, including simas eric (darmawan, brasilita, zubaidah, & saptasari, 2018) and guided inquiry (adnan & bahri, 2018). in addition, the application of several innovative learning methods and techniques can also improve students' metacognition, such as the application of learning journals (nurajizah, windyariani, & setiono, 2018) as well as self and peer assessments (pantiwati & husamah, 2017). in addition, learning that designed in hybrid learning approach is also possible to have an influence on students' metacognitive awareness (adnan & bahri, 2018; husamah, 2015). hybrid learning has advantages because in addition to using a face to face approach, this approach also uses ict, both mobile and non-mobile technologies. this innovation can enhance teaching and learning effectivity (chafiq et al., 2014; kiviniemi, 2014; ramakrisnan, yahya, hasrol, & aziz, 2012). in connection with the importance of metacognitive awareness, various studies on metacognitive awareness have been conducted in indonesia. the most common study is the study of the effect of learning on the level of metacognitive awareness of students (haryani, masfufah, wijayati, & kurniawan, 2018; husamah, 2015; nunaki, damopolii, kandowangko, & nusantari, 2019). other study has focused their studies on the metacognitive profile of students in terms of their skills (fauzi & sa’diyah, 2019). on the other hand, studies that focus their studies on the metacognitive awareness profile of students with high academic abilities that following hybrid-learning have never been done. this kind of study will be able to reveal a variety of valuable information which can be used as a basis for designing learning. the information can also be an evaluation of how optimal the empowerment of metacognitive awareness of students with high academic ability in indonesia. the impact of implementing hybrid learning in facilitating students to become cognitive-aware learners can also be evaluated. therefore, the purpose of this study was to examine the profile of students with high academic ability in hybrid learning approach at the malang city-east java province. the correlation of each metacognitive awareness was also investigated in this study. method this research is a quantitative descriptive study conducted in 2019. the research was conducted at state senior high school (sshs) 3 of malang, which is the first top high school in malang city-east java province, indonesia. the subjects of this study were 55 students from two classes of xi-science, they take the learning carried out with hybrid learning approach (using face to face, mobile learning, offline learning, and online learning). data collected in the form of metacognitive awareness data for all students from the two classes. metacognitive awareness inventory (mai) developed by schraw and dennison (1994) used as a data collection instrument. this instrument is composed of 52 question items in eight metacognitive components, namely: 1) declarative knowledge; 2) procedural knowledge; 3) conditional knowledge; 4) planning; 5) information management strategies; 6) comprehension monitoring; 7) debugging strategies, and 8) evaluation. all items jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 31-38 33 hindun et al (metacognitive awareness components…) consist of a likert scale with a scale of 1-5. instrument distribution was distributed directly to research subjects. students were allowed to complete the questionnaire for 2 x 45 minutes. after the data was collected, data analysis was carried out. data analysis includes calculation of percentage, average, and standard deviation. various descriptive statistical analyzes were intended to reveal the distribution of students' metacognitive awareness levels, identify student profiles in each component of metacognition, and identify the most optimal and minimum metacognitive awareness indicators achieved by students. the mean obtained was then matched to the metacognition level category presented in table 1. also, the correlation test using pearson product moment was used to analyze the existence of the relationship between each component of metacognition. table 1. the categories of metacognition level scores categories 86-100 very good 76-85 good 60-75 enough 55-59 low 0-54 very low results and discussion based on the results of this study, only a small proportion of students have a low category of metacognitive awareness (2%). the majority of students have metacognitive awareness with the categories "enough" (46%) and "good" (43%), while the rest are categorized as "very good" (9%). in more detail, the distribution of students' metacognitive awareness levels is presented in figure 1. figure 1. the profile of students’ metacognitive awareness (min = minimum score, max = maximum score, sd = standard deviation) furthermore, this study also informs that there are variations in the level of metacognition between one component of metacognition and other components. in general, out of the eight metacognition components studied, three metacognition components are classified as "enough" while the other five components are categorized as "good". of the eight components, debugging strategies are the highest achieving components of metacognition. in more detail, variations in the level of metacognitive components obtained in this study are presented in figure 2. students with high academic ability are indicated to have the good level of metacognitive awareness (abdellah, 2015; dang, chiang, brown, & mcdonald, 2018; nurajizah et al., 2018; öz, 2016). the good level of metacognitive awareness of students in this study is in line with several previous studies that also examined the level of metacognition of students in indonesia. some of these studies, including studies involving high school students in other cities (amin & sukestiyarno, 2015) and college students (erlin & fitriani, 2019). in addition, the application of hybrid-learning is also able to further optimize the empowerment of metacognitive awareness of students with high academic abilities. this statement is based on a number of previous studies which have examined hybrid learning. some of these studies include studies that examine jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 31-38 34 hindun et al (metacognitive awareness components…) the effects of hybrid project-based learning (husamah, 2015) and the use of google classroom in hybrid learning (susilo, kartono, & mastur, 2019). figure 2. the profile of students’ metacognitive awareness in each component furthermore, to access more in-depth metacognitive awareness profiles of students with high academic ability, the highest and lowest metacognitive awareness indicators achieved by students were identified in this study. the five highest indicators are presented in table 2, while the five lowest indicators are presented in table 3. there is interesting information from the identification results. by figure 1, debugging strategies are the metacognition component with the highest average; however, based on table 2, the indicators with the highest mean are not derived from debugging strategies. there are only two indicators of debugging strategies that appear in the list in table 2. furthermore, based on table 3, the lowest indicator comes from the information management system component. this component is related to a person's skill to process information more efficiently. table 2. the five highest metacognitive awareness indicators achieved by students indicators mean i can learn better when i understand what i am going to learn 90.182 i learn more if i am interested 89.818 i reduce the speed of reading if i find important information 86.909 i stop and re-read if i'm still confused 85.818 before answering, i considered various possible answers 83.273 table 3. the five lowest metacognitive awareness indicators achieved by students indicators mean i made a summary after i studied certain material 65.818 i understand the structure of the textbook first, so it is easy to learn 64.727 i know what the teacher hopes for me 64.364 i regularly stop to check my understanding 64.000 i make drawings or diagrams to facilitate understanding 62.909 debugging strategies are one component in the domain of regulation of cognition (feiz, 2016; sevimli, 2018; sungur & senler, 2009). debugging strategies are done when a student improves their comprehension and performance during learning. students with good debugging strategies will realize what they will do when they do not understand the concepts they are learning. on the other hand, evaluation is also a component in the domain of regulation of cognition. evaluation refers to the ability of students to analyze the effectiveness of their strategies and ways of learning after they learn a particular topic (schraw & dennison, 1994). evaluation is also an implementation of the reflection activities carried out by students. however, although each component of metacognition has varying levels, the pearson product moment test results inform that one component of metacognition with other components has a significant relationship (r> 0.41, n = 55, p <0.01). summary of the correlation test results is presented in table 4. the existence of a jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 31-38 35 hindun et al (metacognitive awareness components…) significant correlation between one component with another component indicates that an increase in one component of metacognition will be able to affect other components of metacognition. the existence of a significant correlation in each component can be used as a basis that the components in the regulation of cognition have a strong relationship with the domain of knowledge about cognition. as is well known, planning, information management strategies, comprehension monitoring, debugging strategies, and evaluations are components in the dominance of regulation of cognition. on the other hand, declarative, procedural, and conditional knowledge are the three components of knowledge about cognition. related to the low level of some metacognition indicators, teacher actually could empower those indicators using effective learning model that reported could to improve students’ metacognition. due to each metacognition components correlated each other, if teacher can empower one of metacognition component, the other component will also increase. table 4. the summary of pearson product moment test dk pk ck pk ims cm ds e dk 1 .588** .669** .592** .573** .593** .369** .467** pk .588** 1 .732** .647** .654** .618** .578** .599** ck .669** .732** 1 .639** .579** .625** .540** .510** pk .592** .647** .639** 1 .538** .622** .626** .522** ims .573** .654** .579** .538** 1 .462** .542** .498** cm .593** .618** .625** .622** .462** 1 .413** .593** ds .369** .578** .540** .626** .542** .413** 1 .586** e .467** .599** .510** .522** .498** .593** .586** 1 **. correlation is significant at the 0.01 level (2-tailed) (dk = declarative knowledge, pk = procedural knowledge, ck = conditional knowledge, p = planning, ims = information management strategies, cm = comprehension monitoring, ds = debugging strategies, e = evaluation) empowerment of metacognitive awareness is an effort to improve the quality of learning (beran et al., 2012; miller, 2017). the results of this study indicate that the majority of metacognitive awareness of students with high academic ability is not included in the low category. according to abdellah (2015) this fact can strengthen the urgency of metacognition-based learning teachers are encouraged to apply various learning models that can improve students' metacognition, including biology teacher. based on the present study, some students still have very low metacognition awareness although they categorized as high-academic ability students and following hybrid learning. therefore, beside applying hybrid learning, implementing learning form that reported could empower metacognition optimally are highly recommended. based on several previous studies, various learning models and strategies are reported to be able to empower metacognition optimally. some of these learning models and strategies, including problem-based learning (haryani et al., 2018; kevin, 2011; kuvac & koc, 2018; siagian, saragih, & sinaga, 2019), projectbased learning (husamah, 2015; sart, 2014; tumewu, wulan, & sanjaya, 2017), learning with learning-journal implementing (nurajizah et al., 2018), using critical analysis (lukitasari, hasan, & murtafiah, 2019), classroombased learning communities and self-assessment (siegesmund, 2016), learning with self and peer assessment (pantiwati & husamah, 2017), and inquiry-based learning (nunaki et al., 2019). in addition to the application of these various learning models, teachers must also implement an assessment process that supports the improvement of students' metacognition. to achieve these targets, teachers must have a proper understanding of what, why, and how metacognition-based learning is applied. conclusion metacognitive awareness is indicated to have a relationship with one's academic achievement. the results of this study inform that the majority of students with high academic ability in metacognitive awareness is satisfactory. of the eight metacognitive components examined, debugging strategies and evaluations are the components with the highest and lowest average performance, respectively. despite having different mean achievements, all metacognition components are concluded to have significant relationships with each other. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 1, march 2020, pp. 31-38 36 hindun et al (metacognitive awareness components…) in connection with the results of the research obtained, the empowerment of metacognitive awareness during learning in students of low or moderate academic ability is highly recommended. the empowerment of these competencies is expected to encourage the development of their academic achievements. references abdellah, r. 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(2022). student’s environmental literacy: an educational program reflection for a sustainable environment. jpbi (jurnal pendidikan biologi indonesia), 8(1), 1-9. https://doi.org/10.22219/jpbi.v8i1.16889 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.16889 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.16889 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 1-9 2 hermawan et al (student’s environmental literacy …) deforestation and land-use change also increase the opportunity for transmission of pathogenic viruses from animals to humans because these activities increase contact between humans and animals and damage the habitat of the original host of a virus (arora & mishra, 2020). furthermore, environmental pollution also increases the chance of comorbidities and malnutrition which have an impact on the decline of the human immune system so that they become more easily infected with a disease (madhav et al., 2017). the balance between meeting the needs of human life and environmental sustainability should be a common goal to ensure the sustainability of life in the future as per the sustainable development goals (sdgs) agenda. environmental literacy is related to environmental knowledge, attitudes towards the environment, cognitive skills to solve environmental problems, and behaviors that support the environment (hollweg et al., 2011). environmental literacy is also one aspect that must be developed in education in the 21st century (stehle & peters-burton, 2019). this development aims to enable students to respond to environmental changes globally so that they can contribute to the sustainability of human life and the environment. in this case, educational institutions have a responsibility to empower environmental literacy as a whole with unity between aspects of knowledge, attitudes, and behavior (spinola, 2015) through environmental education (goldman et al., 2013; mcbride et al., 2013) to ensure the sustainability of life in the future. therefore, the empowerment of environmental literacy in students must cover aspects of educational policy (aminrad et al., 2013; velempini, 2017). in indonesia, environmental education programs have been included in education policies. one of them is through the "adiwiyata program". adiwiyata program aims to produce a generation that has environmentally friendly behavior where this goal is part of the environmental literacy criteria. the adiwiyata school is a good and ideal school to gain knowledge, norms, and ethics to achieve a prosperous life and the ideals of sustainable development. the relevance of this program to empower environmental literacy has also been proven empirically. astuti & aminatun (2020) revealed that students who study at adiwiyata schools have higher environmental literacy than students who do not study at adiwiyata schools. this shows that the adiwiyata program has a significant effect on increasing students' environmental literacy. however, in 2019, there were only 434 schools that won the award (kementerian lingkungan hidup dan kehutanan republik indonesia, 2019). this number is still relatively small because indonesia has at least 500.000 schools (kementerian pendidikan dan kebudayaan republik indonesia, 2021). the data presented shows that indonesia still has big challenges to promote environmental education programs to empower environmental literacy. in addition, continuous evaluation of the implementation of environmental education policies also needs to be carried out so that in the future the number of adiwiyata schools can increase significantly. these challenges also appear factually through various environmental problems that occur in various regions in indonesia. for example, environmental problems due to the development of the tourism industry in bali. bali, as it is known as one of the world's tourism destinations, gets economic benefits from the tourism sector. on the other hand, the existence of the tourism sector also harms the environment (butarbutar & soemarno, 2013; egbali et al., 2011; macleod, 2013; sutawa, 2012) such as the conversion of agricultural land used to build tourism facilities (sutawa, 2012), the clean water crisis in tourism center areas (roth & sedana, 2015), and environmental pollution (wijaya, 2015). the description of environmental problems shows an imbalance in social and natural aspects of life in which economic progress is not balanced with natural stability. the environmental problems that occur in bali due to the progress of the tourism industry show that there is an imbalance of social and natural aspects in people's lives. people seem to tend to prioritize social aspects, which in this case is an economic improvement compared to natural aspects in the form of environmental sustainability. various factors do influence the occurrence of this, one of which is education. this is because today's society is the outcome of the former and ongoing education system. therefore, it is necessary to know the effectiveness of implementing an environmental education curriculum in schools. one of the efforts that can be implemented to determine the effectiveness of the implementation of the environmental education curriculum in schools is to measure the level of students’ environmental literacy. in recent years, many researchers from various countries have published their research findings on environmental literacy and environmental education. some of them were conducted in botswana (velempini, 2017), israel (goldman et al., 2013; levy et al., 2018), malaysia (aminrad et al., 2013; fah & sirisena, 2014), turkey (genc & akilli, 2016; saribas et al., 2014), portugal (spinola, 2015), thailand (longsiri et al., 2017), and indonesia (maknun et al., 2017; maulidya et al., 2014). those studies generally reveal varying results about the level of environmental literacy, the relationship between domains, and environmental education policies. however, although various research results have described the results of students' environmental jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 1-9 3 hermawan et al. (student’s environmental literacy …) literacy and the relationship between its domains, it cannot be used as a fully valid basis in the context of bali in particular. the reason, those previous studies have shown varying results. moreover, students’ literacy could be influenced by various social factors such as belief, culture, economy, and politics. therefore, this study aimed to measure the environmental literacy of students in bali and identify the relationship between the domains as an effort to reflect on environmental sustainability-based educational programs. the results of this study can then be used as a basis for evaluating the effectiveness of environmental education that has been taking place in educational institutions. furthermore, the results of this study can also be the basis for formulating future environmental education policies that are local so that they are more relevant and follow the culture that develops in the community. method this research was a cross-sectional survey study conducted from january until february 2021. the population of this research was all high school students in denpasar city. sampling was done by using a random sampling technique on the high school in denpasar city. the use of random sampling was aimed so that the results can be a representation of the population. the number of samples in this study was 154 people taken from 4 schools in denpasar city. the research phase began with the randomization of schools and research samples. after obtaining the sample, data collection was carried out using the direct administration to a group technique. the research sample in each school used students in one class who were then given instruments directly to work on. students’ environmental literacy data were collected with the environmental literacy instrument adopted from the environmental literacy assessment of indonesian students (elais) developed by rahmawati et al. (2017). the instrument consisted of 4 domains of environmental literacy including the domains of knowledge, attitudes, cognitive skills, and behavior. the instrument items consisted of 30 multiple choice questions for the knowledge domain (reliability: 0.650), 18 questionnaires for the attitude domain (reliability: 0.750), 20 multiple choice questions for the cognitive skills domain (reliability: 0.570), and 16 questionnaires for the behavioral domain (reliability: 0.780). the attitude domain questionnaire used a 4-scale likert scale with perceptions of strongly agree, agree, disagree, and strongly disagree. meanwhile, the behavioral domain questionnaire used a 4-scale likert with frequency choices of always, often, rarely, and never. all instruments have a validity of 88% based on validity tests by experts and practitioners the data that had been collected was then analyzed. data analysis was performed using descriptive statistical techniques, pearson product-moment correlation test, and multiple regression test. a descriptive statistical test, mean and standard deviation, was used to determine the environmental literacy level of high school students in denpasar city. categorization was done by converting the scores obtained by referring to the environmental literacy category by maulidya et al. (2014). category details are presented in table 1. pearson product-moment correlation test was used to determine the relationship between environmental literacy domains covering the domains of knowledge, attitudes, cognitive skills, and behavior. the test was then followed by a multiple regression test to determine the influence and contribution of each domain to environmental literacy. data analysis used a significance level of 0.05. table 1. category of environmental literacy domains high moderate low knowledge & cognitive skills 41-60 21-40 0-20 attitude & behavior 45-60 28-44 12-27 overall environmental literacy 169-240 97-168 24-96 source: maulidya et al. (2014) results and discussion in general, the descriptive data analysis of environmental literacy scores is presented in table 2. the overall environmental literacy score shows an average of 166.39 with a standard deviation of 16.97. the score is in the moderate category. meanwhile, in each domain, the highest mean score was found in the attitude domain while the lowest mean score was found in the behavior domain. the domain of knowledge and cognitive skills is in the high category while the domain of attitudes and behavior shows the moderate category. to determine the distribution of students' environmental literacy levels in each domain, a descriptive analysis was carried out to show the percentage. figure 1 shows the distribution of students' environmental jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 1-9 4 hermawan et al (student’s environmental literacy …) 47,4 37,01 53,9 16,23 51,95 60,39 41,65 83,77 0,65 2,6 4,55 0 0 10 20 30 40 50 60 70 80 90 kno wledg e attitud e c ognitive skills beh avio r p e rc e n ta g e env ironmental literacy domains h igh mo derate lo w literacy levels in each domain. in all domains, except for the cognitive skills domain, the majority of students are in the moderate category. it was also found that students who had low categories in the domains of knowledge, attitudes, and cognitive skills even though they were very few. table 2. descriptive statistic of environmental literacy figure 1. distribution of environmental literacy categories in each domain the next data analysis was carried out by using a correlation test to reveal the relationship between environmental literacy domains. correlation analysis (table 3) reveals that the knowledge domain has a significant relationship with the cognitive skills domain (r=0.37). this result indicates that cognitive skills are constructed by the knowledge received by a person so that they can apply their knowledge in real-life contexts. furthermore, the attitude domain has a significant correlation with the behavior domain (r=0.51). this result is in line with previous research revealed by fah & sirisena (2014), maulidya et al. (2014), and genc & akilli (2016). table 3. correlation between environmental literacy domains k a cs b knowledge attitude 0.05 cognitive skills 0.37** 0.01 behavior 0.17* 0.51** 0.06 environmental literacy 0.66** 0.49** 0.74** 0.54** note: *(p<0.05); **(p<0.01); k=knowledge; a=attitude; cs=cognitive skills; b=behavior on the other hand, the results of data analysis show that there is no significant relationship between knowledge and attitudes towards the environment. although behavior has a relationship with knowledge, the relationship is categorized as very weak compared to the relationship between behavior and attitudes which domains n max. score m sd category knowledge 154 60 40.40 6.60 high attitude 154 60 44.31 5.57 moderate cognitive skills 154 60 42.05 9.78 high behavior 154 60 39.62 4.55 moderate overall environmental literacy 154 240 166.39 16.97 moderate jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 1-9 5 hermawan et al. (student’s environmental literacy …) shows a moderate relationship. these results are consistent with the findings of previous studies which revealed that there was no significant relationship between knowledge and attitudes towards the environment (aminrad et al., 2013; fah & sirisena, 2014; saribas et al., 2014). these findings further show that the knowledge gained by students at school does not contribute significantly to changes in environmental care attitudes. this attitude will then be reflected in environmental care behavior because they have a significant relationship. meanwhile, each domain has a significant relationship with overall environmental literacy. it was shown in the knowledge domain (r=0.66; strong); 2) attitude domain (r=0.49; moderate); 3) the domain of cognitive skills (r = 0.74; strong), and 4) behavior (r = 0.54; moderate). a positive r value indicates that each domain of environmental literacy has a positive relationship with overall environmental literacy. this reveals that the increase in each domain of environmental literacy will affect the increase in overall environmental literacy. to determine the contribution of each environmental literacy domain to overall environmental literacy, the data analysis was continued by using multiple regression tests (table 4). based on table 4, the value of p<0.05 indicates that each domain of environmental literacy can be used to simultaneously predict the level of overall environmental literacy. the details of the contribution given by each environmental literacy domain to overall environmental literacy were: 1) knowledge domain (12.0%); 2) attitude domain (7.9%); 3) cognitive skill domain (55.7%); and 4) behavioral domain (24.4%). table 4. contribution domains to overall environmental literacy domain environmental literacy r2 % p knowledge 0.120 12.0 <0.001 attitude 0.079 7.9 cognitive skills 0.557 55.7 behavior 0.244 24.4 total 1 100 the research findings show that the majority of students' environmental literacy levels are in the moderate category. the moderate category can be considered quite good but educational institutions have challenges to increase their role in empowering environmental literacy considering that there are gaps between environmental literacy domains. the high category in the domain of knowledge and cognitive skills was not matched by the same category in the other two domains. this can be a sign that the development of cognitive aspects is not in line with the affective and psychomotor aspects of students so that their knowledge has not been able to be seen optimally in daily attitudes and behavior. the research findings show that the majority of students' environmental literacy levels are in the moderate category. the moderate category can be considered quite good but educational institutions have challenges to increase their role in empowering environmental literacy considering that there are gaps between environmental literacy domains. the high category in the domain of knowledge and cognitive skills was not matched by the same category in the other two domains. this can be a sign that the development of cognitive aspects is not in line with the affective and psychomotor aspects of students so that their knowledge has not been able to be seen optimally in daily attitudes and behavior. although the gap between these domains is not at an extreme distance, for example, high and low, it is not a guarantee of the school's success in empowering environmental literacy. that's because the four domains of environmental literacy must be empowered in an integrated manner between one domain and another (spinola, 2015). after all, each domain has a positive contribution to improving overall environmental literacy. the challenge for the education sector is also seen from the results of the analysis of the relationship between the knowledge domain and the attitude domain which does not show a significant correlation. the insignificant relationship between the knowledge and the attitude domain can also be caused by the social and cultural factors of students (fah & sirisena, 2014). in this case, it can be seen that the social and cultural systems that exist in the community have not been fully able to develop students' positive attitudes towards the environment. this phenomenon occurs because of the shift in social and cultural values of the community towards the environment due to the influence of tourism, globalization, and industrialization. similar arguments were also presented by several research reports which stated that the social and cultural values of a society can change due to tourism developments (zhuang et al., 2019) and globalization (ugbam et al., jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 1-9 6 hermawan et al (student’s environmental literacy …) 2014). the shift in social and cultural values is also a challenge for educational institutions because one of the functions of educational institutions is as a place of cultural transmission. the findings of this study are not in line with empowering environmental literacy which expects students to reach the operational category. the operational category means that environmental literacy is not just knowledge or cognitive skills, but must also be seen in operational attitudes and behavior. therefore, it is necessary to increase environmental literacy through various means including educational policies to ensure the sustainability of life in the future. for students to reach the operational category of environmental literacy, education authorities should evaluate the implementation of the educational curriculum. evaluation can be done by reviewing the details of program implementation in the field and making improvements to the aspects that are needed, especially. one evaluation that can be done is to ensure that the program is not based on instant results, but on an operational and continuous learning process. this can be done by integrating the content of environmental education, or in this case environmental literacy, which is contained in the adiwiyata program into relevant learning content. this integration aims so that the environmental education is not impressed as a separate content but becomes a single unit in the learning process so that its empowerment can take place more massively. for example, integration can be done in biology subjects in several materials such as biodiversity and ecology. furthermore, the authorities can provide flexibility to schools and teachers to implement environmental education policies in a more technical and local. the teacher can adjust the learning process including the learning approach, models, methods, and others that need to be adapted to the circumstances of the local community. students' environmental literacy is influenced by various complex factors and is largely determined by the state of society. some of the factors include economic status (levy et al., 2018), family factors (aminrad et al., 2013), social norms (fah & sirisena, 2014), culture factors (ilhami, 2019), and gender (levy et al., 2018) which cannot be generalized from one place to another. for example, a local approach in the balinese context can be done by formulating learning content that is relevant to environmental literacy based on the tri hita karana culture. tri hita karana is the three causes of human happiness consisting of parhyangan, pawongan, and palemahan (sukarma, 2016) where this value has been universally known by all balinese people. parhyangan means a harmonious relationship with god, pawongan means a harmonious social relationship between humans, and palemahan means a harmonious relationship with nature (sukarma, 2016). the three components of tri hita karana are closely related to environmental literacy because they contain social (pawongan) and natural (palemahan) aspects as the principles of environmental literacy. in addition, the social and natural aspects of the life of the balinese and indonesian people, in general, cannot be separated from the religious aspect (parhyangan). a local approach will lead to contextual learning that is believed to increase knowledge (ardan, 2016) and students' skills to solve environmental problems (dewi et al., 2017) which are in line with the principles of environmental literacy. this pattern is seen as making environmental literacy a part of the culture of everyday life so that it becomes an integral part of students' lives. in other regions of indonesia, it is believed that there are cultural values that are similar and relevant to the context of environmental literacy. therefore, it takes a strong commitment from policymakers and education practitioners to formulate and internalize local cultural values that are relevant to the concept of environmental literacy. the formulation and internalization are then packaged in educational operations in terms of approaches, models, methods, or other learning instruments. therefore, further studies are needed on the exploration of local culture that can be integrated into the learning process, including technical implementation, as the basis for making environmental education policies in the future. conclusion the environmental literacy of students in denpasar city is generally categorized as moderate. in detail, the domain of knowledge and cognitive skills was found to be in the high category while the behavior domain was in the moderate category. in the correlation analysis between domains, the domain of knowledge and cognitive skills showed a significant relationship, as well as the domains of attitudes and behavior. on the other hand, there is an anomaly where there is no significant relationship between the knowledge and attitude domains. the findings of this study reveal that local educational policy innovations are needed to harmonize the improvement of environmental literacy in each domain. because it is not enough to empower environmental jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 1-9 7 hermawan et al. (student’s environmental literacy …) literacy only on the cognitive aspect, but also on the affective and psychomotor aspects. thus, students can apply their knowledge to attitudes and behaviors to ensure environmental sustainability in the future. local policies are needed because the level of environmental literacy is influenced by different social and cultural factors between regions. one that can be used is to integrate culture or local wisdom that exists in the community into the operational learning process. cultural values and local wisdom that are relevant to environmental literacy can be contained in approaches, models, or learning methods so that the learning process is following the local environment. therefore, further studies are needed regarding the exploration of local culture that can be integrated into the learning process, including technical implementation, as the basis for making environmental education policies to empower environmental literacy more massively. references acter, t., uddin, n., das, j., akhter, a., choudhury, t. r., & kim, s. 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(2019). sociocultural impacts of tourism on residents of world cultural heritage sites in china. sustainability, 11(3), 840. https://doi.org/10.3390/su11030840 http://jrem.iseisby.or.id/index.php/id/article/downloadsuppfile/12/9 http://jrem.iseisby.or.id/index.php/id/article/downloadsuppfile/12/9 https://doi.org/10.1016/j.envint.2015.09.007 https://doi.org/10.1016/j.envint.2015.09.007 https://doi.org/10.1038/d41586-018-07586-5 https://doi.org/10.3390/su11030840 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 1 march 2022, pp. 32-39 10.22219/jpbi.v8i1.17622 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 32 research article promote collaboration skills during the covid-19 pandemic through predict-observe-explain-based project (poep) learning silfia ilma a,b,1, mimien henie irawati al-muhdhar a,2,*, fatchur rohman a,3, murni saptasari a,4 a departement of biology, faculty of mathematics and natural science, universitas negeri malang, jl. cakrawala no. 5 malang, east java, indonesia, 65145 b department of biology education, faculty of teacher training and education, universitas borneo tarakan, jl. amal lama no 1, tarakan, north kalimantan, indonesia, 77123 1 silfiailma@borneo.ac.id; 2 mimien.henie.fmipa@um.ac.id *; 3 fatchur.rohman.fmipa@um.ac.id ; 4 murni.sapta.fmipa@um.ac.id * corresponding author introduction generally, education aims to prepare students for a better life and provide qualified work skills for them (pllana, 2019). the 21st-century educational reform is a concrete action to develop a skilled and reliable generation to face modern challenges (chu et al., 2016). also, the globalization era promotes students to a r t i c l e i n f o a b s t r a c t article history received: 02 august 2021 revised: 23 february 2022 accepted: 26 march 2022 published: 26 march 2022 it was previously found that students have low in learning collaboration, which is the learning process has not facilitated them to develop their skills. therefore, this study aims to investigate the effects of project-based learning (pjbl), predict-observe-explain (poe), and predict-observe-explain based project (poep) on student collaboration skills in biology education. the pretest-posttest non-equivalent control design was used and it involved 144 tenth grade students from tarakan, indonesia. this research was conducted from august to december 2020, while observation sheets was used to assess the student collaborations skills. the instrument used is the student collaboration skill observation sheet refers to greenstein, 2012. the collaboration skills observation sheet has a score of 1-4 from each aspect. the aspects used are working productively, showing respect, compromise, and responsibility. data collection in this study was carried out using whatsapp, and google classroom as learning platform. the results of the analysis of covariance (ancova) showed that pjbl, poe, and poep affected their collaboration skills (p < 0.005). the lsd test result showed that pjbl, poep, poe, and conventional learning models were significantly different in improving the skills. the poep class had the highest posttest score, hence it can be used to improve student collaboration skills. this research contributes to providing a learning experience that empowers students' online collaboration skills. copyright © 2022, ilma et al this is an open access article under the cc–by-sa license keywords 21st-century skills collaboration skills project-based learning innovative learning model predict-observe-explain how to cite: ilma, s., al-muhdar, m. h. i., rohman, f., & saptasari, m. (2022). promote collaboration skills during the covid-19 pandemic through predict-observe-explain-based project (poep) learning. jpbi (jurnal pendidikan biologi indonesia), 8(1), 32-39. https://doi.org/10.22219/jpbi.v8i1.17622 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.17622 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:2%20mimien.henie.fmipa@um.ac.id mailto:fatchur.rohman.fmipa@um.ac.id mailto:murni.sapta.fmipa@um.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.17622 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022 pp. 32-39 33 ilma et al (promote collaboration skills …) apply knowledge through problem-solving and appropriate collaboration (koh et al., 2010; maas et al., 2018; sturner et al., 2017). 21st-century learning needs to center on thinking and collaboration skills (shukri et al., 2020). collaboration skills are an interpersonal arrangement that is more than just cooperation (davidsen et al., 2020; neubert et al., 2015). these consist of working productively, showing respect, compromise, and responsibility (greenstein, 2012). furthermore, productive work means using time efficiently to focus on a specific goal by involving all the group members. showing respect means the group members tend to listen and discuss the ideas shared. compromise is the active involvement of the members in achieving a goal, while responsibility deals with doing the best job and following the assigned task. collaboration skills are measured through students’ observation sheets during the learning process. collaboration skills help students to generate new ideas (gaggioli et al., 2011; zanden et al., 2020). collaboration skills are needed in facing global challenges (boholano, 2017). these help someone solve general problems davidsen et al. (2020) by performing various roles, positive interactions, and interdependence (sahin et al., 2014). collaboration also teaches students to interact with peers, develop cognition and knowledge acquisition (hidayati, 2019; rannikmäe, 2016), improve their thinking and problemsolving skills (boholano, 2017), as well as performance (cheruvelil et al., 2020; evans, 2020). furthermore, it mobilizes and provides positive energy to others (o’leary et al., 2013), facilitate their work, and identifies the abilities of team members (keast & mandell, 2014). another study added that collaboration skills could train students to work together in planning, group decision making, goal setting, accepting roles, timing, creating a positive environment, and increasing learning effectiveness (kuhn, 2015)\. however, collaboration skills are being neglected in learning. most teachers only emphasize the concept mastery aspect. the observations on high school students in biology education in january 2020 indicated that their collaboration skills need improvement. the results showed 55.71% productive work and 54.29% mutual respect in the basic category and 55.91% compromise and 51.43% responsibility in the beginner category, respectively. this preliminary study follows the research results, which state that students' collaboration skills still need to be improved to meet the needs of interdisciplinary scientific development (sturner et al., 2017). unfortunately, during the covid-19 pandemic, learning in schools no longer empowers collaboration skills. the observation results are that during online learning, students only do the tasks that are in the student worksheets. learning that takes place does not take a meaningful learning process for students. it causes students to feel bored and not know each other with classmates. communication is only carried out in one direction, between teachers and students. student collaboration skills during learning have not become the focus of learning. they were learning at home causes parents to need help to help students learn (hira & anderson, 2021). learning can provide a meaningful experience for students (haryono & adam, 2021). especially during the current covid-19 pandemic. ideally, students are given space to collaborate even though learning is done online. previous studies showed that student collaboration is potentially empowered through a group (havunuutinen et al., 2019) and constructive learning (pande & bharathi, 2020; pluta et al., 2013) as pjbl and poe models. pjbl is 21st-century learning involving students' creativity (maas et al., 2018), which enriches their independence and collaboration (zain, 2018). it has also been reported to improve students' creativity (shriki, 2013), problem-solving (siew & ambo, 2020), and collaboration skills (li et al., 2020; sturner et al., 2017). however, according to previous studies, most students become observers in project-based learning (siew & ambo, 2020). as a result, they lack the knowledge of the materials required to complete each assigned project. furthermore, pjbl has a long learning time (viro et al., 2020). in addition, the application of online project learning is not optimal in training students' collaboration skills (guo et al., 2021). students also find it difficult to collaborate in designing and completing projects during online learning (lin, 2018). therefore, the pjbl learning model will be integrated into the predict observe explain model into poep. the poe model has the advantage of supporting student collaboration skills (jasdilla et al., 2019). the poe learning model also makes it easier for students to make predictions that will assist students in designing a project (ilma et al., 2022). poe is a learning strategy that provides opportunities for students to gain knowledge, observe phenomena, and communicate findings (hilario, 2015). students actively participate in poe learning (jasdilla et al., 2019) and release acquired information, which builds on and combines prior knowledge with newly acquired ones (adebayo & olufunke, 2015). however, online poe learning does not train students' collaboration skills (hilario, 2015; sarıoğlan & özkaya, 2021). especially during a pandemic, which requires all learning to take place online. poep learning will integrate all project learning steps into predict, observe, and explain stages. poep learning consists of a predict-design project, observe-monitoring project, and explain-evaluate project. integrating project-based learning models into poe is expected to jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022 pp. 32-39 34 ilma et al (promote collaboration skills …) empower collaboration skills during online learning. online project-based learning improves students' collaboration skills (alibraheim & el-sayed, 2021). however, online project-based learning does not emphasize mastery of concepts (koh et al., 2010). hence, it promotes practical expression of prior knowledge, sharing their interpretations, and enhancing students' collaboration skills (lāma & lāma, 2020). the effect of project-based learning and predict-observe-explain on students' collaboration skills in science education has never been studied. poe learning is expected to overcome the limitations of pjbl and vice versa. furthermore, pjbl provides a problem and a project but without predictions. therefore, the predictive activities accommodated in the poe help increase the learning steps in pjbl. prediction allows students to explore their curiosity about a problem (zulkarnaen et al., 2017) and generate ideas based on experience (adebayo & olufunke, 2015). comparing observations with predictions is a way to construct an object's understanding, accuracy, and rationality (banawi et al., 2019; sengul & katranci, 2012). based on the described empirical facts, it is necessary to combine poe and pjbl to become a predict-observe-explainbased project (poep), potentially improving students' collaboration skills. this study aims to determine the effect of the combination of poe and pjbl models on students' collaborative skills. method the research was conducted as a quasi-experimental study with a pretest-posttest non-equivalent control group design (cohen et al., 2020) which can be seen in table 1. the independent variables were the poep, pjbl, poe, and conventional learning models implemented in four treatment classes. conventional classes use a scientific approach. the participants were randomly selected and consisted of 144 senior high school students at tenth grade senior high school 3 of tarakan, north borneo, indonesia. table 1. research design pretest treatment group class number of students posttest o1 pjbl x science 2 36 o2 o3 poe x science 3 36 o4 o5 poep x science 4 36 o6 o7 conventional x science 1 36 o8 one syllabus, lesson plans, student worksheets, collaborative observation sheets, and creativity essay tests were developed for data collection. according to greenstein (2012), the collaborative sheets consisted of productive work, showing respect, compromise, and responsibility, which were observed based on scores 1-4 with categories 4 (excellent), 3 (good), 2 (sufficient), and 1 (poor). the instrument's validity and reliability were assessed using pearson product moment (creswell, 2014), degree of trust 95%. the reliability alone was tested with cronbach's alpha. the collaborative observation sheet was valid (0.736) and reliable (0.768). this study was conducted from august to june 2020 on the material scope of biology, biodiversity, living things classification, bacteria, viruses, and protists. the learning activities were conducted online via whatsapp and google classroom during the covid-19 pandemic. whatsapp and google classroom were applied in the research as it is considered more practical and easier to access (khaleyla et al., 2021). learning was implemented in each class as follows, where the pjbl steps were (1) determining the basic questions, (2) planning a project, (3) preparing a schedule, (4) monitoring students and project’s progress, (5) assessing results, and (6) evaluating experiences. conversely, the poe steps included (1) preparing predictions, (2) making observations, and (3) explaining the results. meanwhile, the steps of poep, meaning integration of pjbl with poe, were (1) predict-design project, (2) observe-monitor project, and (3) explainevaluate project. the learning process using a scientific approach consists of observing, asking questions, gathering information, associating, and communicating. the data were analyzed using ancova and lsd with spss, which were both carried out to determine the effect of the poep model on students' collaboration skills and creativity. the normality and homogeneity of the data were checked first, followed by assessing these properties using the one-sample kolmogorovsmirnov and levene's tests, respectively, with a degree of trust of 95%. the lsd test was calculated to determine the significance level of the learning model. results and discussion the prerequisite for the hypothesis testing was to perform the normality and homogeneity test. the hypothesis requires that all data be normally distributed and homogeneous, while the results are presented in jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022 pp. 32-39 35 ilma et al (promote collaboration skills …) table 2. while, the effects of pjbl, poe, poep, and conventional learning on students’ collaboration skills and creativity were determined through the ancova results with pretest scores as covariates, as shown in table 3. table 2. the normality and homogeneity test results of students’ collaboration skills and creativity treatment group normality homogeneity n sig score levene’s test sig collaboration skill pretest 144 0.060 1.210 0.050 collaboration skill post-test 144 0.100 1.020 0.386 according to table 2, the students’ collaboration scores were normally distributed and homogeneous (level of significance> 0.05), therefore the ancova hypothesis testing was conducted to determine the learning models’ effect. table 3. ancova results (collaboration skills) source type iii sum of squares df mean square f sig. corrected model 1772.857a 4 443.214 190.518 0.000 intercept 508.654 1 508.654 218.647 0.000 xcollaboration 1.357 1 1.357 0.583 0.446 class 1772.730 3 590.910 254.006 0.000 error 323.365 139 2.326 total 19170.000 144 corrected total 2096.222 143 r squared = 0.846 (adjusted r squared = 0.841) table 3 shows the differences in learning models with significance (sig < 0.05). therefore, the hypothesis that the learning model affects students' collaboration skills is accepted. then the lsd test was carried out, and the results can be seen in table 4. while table 4 shows significant differences in the learning models, and these can be seen from the highest posttest mean scores in the poep (15.40), pjbl (13.08), poe (8.33), and conventional (6.72) classes. based on the results, the poep class had the highest mean score, and all the mean scores are presented in figure 1. table 4. lsd test results (collaboration skills) class mean lsd notation conventional 6.72 7.31 a poe 8.33 8.92 b pjbl 13.08 13.67 c poep 15.40 16.00 d figure 1. the mean score of conventional, pjbl, poe, and poep learning models jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022 pp. 32-39 36 ilma et al (promote collaboration skills …) figure 1 shows the students' collaboration skills score with a maximum of 4. the work productively aspect had mean scores of 2, 3, 2, and 4, where the highest with the excellent category was in the poep class, and the lowest was in the conventional and poe with the good category. the demonstrated respect had 2, 3, 1, and 4, while the highest was in the poep class with an excellent category. the compromise had 1, 2, 3, and 4, where the highest was in the poep class with an excellent category. finally, the shared responsibility had 2, 4, 3, and 4, where the highest was in the pjbl and poep classes with excellent categories, and the lowest was in the conventional with good categories. the results showed that the learning models affected students' collaborations. however, poep provided the highest contribution to the skills compared to pjbl and poe. furthermore, poep involved students in productive work, mutual respect, compromise, and responsibility in completing group assignments. the observation results showed it during poep learning. in basic competence 3.4 analyzing the structure, replication, and role of viruses in life. students determine the project title on the covid-19 virus material and during active interaction with teachers and group members to identify problems relevant to their project activities. the product in this material is a poster to prevent covid-19. students empower their collaboration skills to design, collect facts and compose posters for covid-19 prevention. all students are active in discussion activities. it indicates that students already have adequate knowledge to provide ideas and exchange ideas (hilario, 2015; sturner et al., 2017). collaboration skills in productive work aspects appeared during project design activities (davidsen et al., 2020; siew & ambo, 2018) which were carried out when students had succeeded in determining the title and formulating predictions (chenault, 2017; tosun & taskesenligil, 2013). productive work is recorded when students design simple experimental activities on germination. it was observed that each group had one leader that helped the teacher to divide tasks into different groups. furthermore, project design activities were carried out by compiling work procedures, preparing tools and materials, and making activity schedules (davidsen et al., 2020; kennedy & odell, 2014). cheruvelil et al. (2020) stated that productive work is achieved by dividing tasks into groups. hence it trains students to be responsible. greenstein (2012) stated that responsibility is about timeliness in collecting assignments and more about achieving the best work. in the mutual respect aspect, collaboration skills were observed when students discussed with fellow members and presentations from other groups by listening to their ideas. greenstein (2012) states that mutual respect is potentially carried out through group learning activities. furthermore, o’leary et al. (2013) reported that mutual respect provides positive energy to others. the same thing is recorded when students report their group's progress, where they convey the obstacles faced, and then others provide possible solutions. significant differences were found among poep, pjbl, and poe in improving students' collaboration skills. poep made a significant contribution to developing the skills through project design prediction, observation-monitoring, and explanation-evaluation. it is following the previous study, which stated that students' collaboration is improved through making predictions (guo et al., 2021). including compiling project work (zain, 2017), observing and discussing (li et al., 2020), analyzing as well as explaining (lāma & lāma, 2020). in online learning, to improve students' collaboration skills, poep learning is highly recommended. students' collaboration skills are challenging to develop in learning that only emphasizes memory, understanding, and analysis (hasan & pardjono, 2019). conclusion the results showed that poep was useful for promoting student collaboration skills. the poep model can empower students to work productively, compromise, respect each other, and be responsible for completing the assigned tasks. therefore, this poep model is recommended for online learning. acknowledgement our highest appreciation goes to the directorate of research and community service, ministry of research, technology and higher education of the republic of indonesia, which has funded this research through decree number 040/sp2h/lt/drpm/2021. references adebayo, f., & olufunke, b. t. 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(2020). a review study about creativity in adolescence: where is the social context? thinking skills and creativity, 38(may), 100702. https:// doi.org/10.1016/j.tsc.2020.100702 zulkarnaen, z., supardi, z. . i., & jatmiko, b. (2017). feasibility of creative exploration, creative elaboration, creative modeling, practice scientific creativity, discussion, reflection (c3pdr) teaching model to improve students’ scientific creativity of junior high school. journal of baltic science education, 16(6), 1020–1034. https://doi.org/10.33225/jbse/17.16.1020 https://doi.org/10.22219/jpbi.v6i2.12236 https://doi.org/10.33225/jbse/18.17.1017 https://doi.org/10.33225/pec/20.78.627 https://doi.org/10.1080/10511970.2016.1188432 https://doi.org/10.1039/c2rp20060k https://doi.org/10.30935/scimath/9544 https://doi.org/10.13189/ujer.2017.051216 https://doi.org/10.13189/ujer.2017.051216 https://doi.org/10.1016/j.tsc.2020.100702 https://doi.org/10.1016/j.tsc.2020.100702 https://doi.org/10.33225/jbse/17.16.1020 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 6 no. 2 july 2020, pp. 327-334 10.22219/jpbi.v6i2.11163 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 327 research article developing an integrated biology module for students' environmental attitude instruments rita retnowatia,1, muhammad taufik awaludinb,2, esa rahma heryawatib,3 a postgraduate program, pakuan university, bogor, west java, indonesia, 16143 b department of biology education, faculty of teacher training and education, pakuan university, bogor, west java, indonesia, 16143 1 ritaretnowati@yahoo.com*; 2taufika.muhammad@yahoo.com; 3essavidies38@gmail.com * corresponding author introduction the rate of ecosystem changes caused by human activities has tended to increase in the last ten years (bellard, bertelsmeier, leadley, thuiller, & courchamp, 2012; hanjra & qureshi, 2010; pramova et al., 2019; seebacher & franklin, 2012). this phenomenon is not only in indonesia but also globally in almost all countries (karataş, 2016; sadhu, garg, & kumar, 2018; thakur, 2016). some of the massive changes that have occurred include land-use change, climate change (gu et al., 2017; yang et al., 2014), overexploitation of resources (irfan & alatawi, 2019; mialhe et al., 2016), and the pollution index (orlins & guan, 2016; united nations environment programme, 2017; wiessner et al., 2014). these various environmental problems harm the a r t i c l e i n f o a b s t r a c t article history received january 30, 2020 revised february 20, 2020 accepted june 17, 2020 published july 21, 2020 the development of modules based on environmental attitudes has been initiated but has not yet been integrated with instruments. this research aims to develop learning biology material and test the instruments' reliability in improving students' environmental attitudes. this development research uses the 4d model by thiagarajan (1974). field testing was conducted involving 150 students of senior high school 1 of caringin – west java, indonesia. the data collection instruments using an expert validation sheet and students’ environmental attitudes sheet. experts validation involved material, instructional design, and character education expert. indicators for measuring environmental attitudes use the environmental attitude scale (eas), which consists of four subscales that refer to ugulu (2013). according to eas, the students' environmental attitudes are shown on the eigen values of the four factors measured. the data analysis was performed using descriptive statistics. the results showed that the suitability aspects of material design and character education followed the average values of 90, 78, and 88 respectively. meanwhile, eigen values for environmental awareness factors (5,718); attitudes towards recovery (4,683); attitudes towards recycling (3,512); environmental consciousness and behavior (2,285). while cronbach alpha coefficients 0.81. thus, the instruments integrated into module development carried out in this study are very capable of measuring student environmental attitudes. this study recommends the use of modules in developing students' environmental attitudes. copyright © 2020, retnowati et al this is an open access article under the cc–by-sa license keywords environmental attitude scale integrated biology module students’ environmental attitude how to cite: retnowati, r., awaludin, m. t., & heryawati, e. r. (2020). developing an integrated biology module for students' environmental attitude instruments. jpbi (jurnal pendidikan biologi indonesia), 6(2), 327-334. doi: https://doi.org/ 10.22219/jpbi.v6i2.11163 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:ritaretnowati@yahoo.com mailto:2taufika.muhammad@yahoo.com mailto:3essavidies38@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/%2010.22219/jpbi.v6i2.11163 https://doi.org/%2010.22219/jpbi.v6i2.11163 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11163&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 327-334 328 retnowati et.al (developing an integrated biology …) balance of the ecosystem and have the potential to threaten biodiversity (rajalakshmi, 2016). many researchers believe that these problems originate at the same point (gifford, steg, & reser, 2012; nelson & ryan, 2015; ntanos, kyriakopoulos, arabatzis, palios, & chalikias, 2018; seebacher & franklin, 2012). human behavior that tends to be destructive and exploitative is strongly indicated as a source of environmental problems (bellard et al., 2012; kurz, gardner, verplanken, & abraham, 2015; thomas & watters, 2015), so researchers believe that building morality and constructive attitudes is a one of the best solution (karataş & karataş, 2016). environmental morality is closely related to philosophical and biological considerations about the relationship between humans and their habitat and other organisms around them (hossain & ali, 2014; nelson & ryan, 2015). (gifford et al., 2012; nori, signore, & bonifacci, 2018) states that human thought patterns and behavior cannot be separated from the philosophical considerations that characterize his life. in a civilized society, moral considerations direct humans to re-analyze various right or wrong thoughts about their behavior towards the environment (tuncay, yilmaz-tuzun, & tuncer-teksoz, 2011). it must be realized that the quality of individual and social life is very dependent on how their ethics is towards the environment (keles, 2012). the expansion of ethics that includes the relationship between humans and the environment must be an integral part of human philosophy (nelson & ryan, 2015; zalta, nodelman, allen, & anderson, 2015). the results show that there is a significant positive relationship between understanding ecocentric morality and environmental ethics, although statistically, there is no significant relationship between understanding moral and environmental ethics which is not anthropocentric (nelson & ryan, 2015; palmer, mcshane, & sandler, 2014; washington, taylor, kopnina, cryer, & piccolo, 2017). this study's findings support the argument that environmental ethics, which extends moral considerations beyond humans, is needed to address many environmental problems (tuncay et al., 2011). based on the various definitions above, it needs to be realized that environmental management carried out by humans currently is not following environmental attitudes (rajalakshmi, 2016). an excellent environmental attitude is essential in balancing nature. someone with a right attitude is indicated to protect the environment around him (hudha, husamah, & rahardjanto, 2019; septian, ruhimat, & somantri, 2016). one effort that can be applied to improve students' environmental attitudes is developing student character integrated into all activities at school. for example, the teacher can make some rules that must be obeyed by students and will punish those who break the rules. other examples include being a good role model for students; providing the right motivation related to how to protect the environment; and provide enlightenment to students with the meaning of morals and all matters relating to morals are activities that can be applied to build character (fatimah, 2014; maunah, 2016). however, the efforts made by many researchers are still partially explored. some of what has been done include exploring students' environmental care, integrating environmental values, and several other things related to the curriculum, such as applying a learning model based on environment and conservation. meanwhile, the development of media integrated with the measurement of environmental awareness has not been done much. this study aims to develop a character-based biology module and measure its effectiveness in improving students' environmental attitudes. this development module can be a breakthrough in implementing environmental education that is more dynamic and contextual with everyday life realities. method this development research was conducted at state senior high school 1 of caringin, bogor west java, indonesia, with 150 students as subjects. the research was conducted from may to august 2019. this study's development model was 4d by thiagarajan, semmel, and semmel (1974). product development includes an expert assessment stage and development testing. the material developed in the module is biodiversity, which is integrated with character-based assessment instruments. the character-based assessment referred to refers to students' attitudes towards the environment. the module validity test includes the assessment of material experts, learning design experts, and character education experts. the percentage conversion of the assessment refers to arikunto (2010) (table 1). table 1. validation criteria toward biology material development based character education range score criteria 76 – 100 very high 51 – 75 high 25 – 50 moderate 0 – 25 low jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 327-334 329 retnowati et.al (developing an integrated biology …) the analysis stage is carried out by working on the data collected using the instrument. the product's effectiveness is seen based on the students' environmental attitudes after using the module in the learning process. the environmental attitude measurement instrument refers to the environmental attitude scale (eas) (ugulu, sahin, & baslar, 2013). the attitude rating scale includes four subscales: (1) environmental awareness; (2) attitude towards recovery; (3) attitudes towards recycling; (4) environmental awareness and behavior. results and discussion the defined stage reveals the fact that character integration has not been patterned in the learning process. moreover, students' character and attitudes towards the environment are still not planned and measured in an integrated module. miharja, kusumawardana, and setiawan (2020) and suryawati, suzanti, suwondo, and yustina (2018) state that strengthening the character and attitude of caring for the environment needs to be initiated and designed with the right pattern. adjustment of content and criteria in competency standards and basic competencies also needs to be done in formulating the integration of character and environmental care attitudes (moreira et al., 2020; utami, amalia, prayitno, prihandini, & pradana, 2019). the results of these preliminary observations recommend a competency analysis (core and basic competence) to performance indicators. in this case, the analysis was carried out on the material of biodiversity. the results of need analysis at the define stage are used as the basis for developing and designing integrated module products. the module design is tailored to meet and answer predetermined needs. the design stage is carried out by determining the topic, sharpening teaching indicators and objectives, designing student learning activities, and developing independent learning evaluation instruments. learning materials are made and designed according to the characteristics to be developed. according to binkley et al (2012); de bie, wilhelm, and van der meij (2015), and dwyer, hogan, and stewart (2014), creativity is used to determine the right idea in determining the appropriate concept for the product to be made. module development is carried out through a series of expert validation tests. the validity test is intended to determine the module's reliability and feasibility if used in the learning process. several components that focus on the material expert validator's assessment include the material suitability, clarity of objectives and indicators, coverage and depth of material, the accuracy of concepts, examples, and references (table 2). table 2. recapitulation of material suitability by expert lecturers aspect validator 1 validator 2 average score criteria average score criteria the suitability between material and basic competency 83 very high 100 very high the clarity of objectives and indicators of the learning material 100 very high 83 very high depth and width of the material (the scope of material) 83 very high 100 very high the accuracy of concepts, definitions, and facts 100 very high 83 very high the accuracy of examples, cases, and facts 83 very high 83 very high the accuracy of referrence 100 very high 83 very high the results of the material suitability analysis, as in table 2, show that the suitability of the material with an average value of 90 (very good). the validation results note that the content presented and the learning materials developed are in-depth and in line with curriculum needs. on the other hand, the module's material is presented communicatively and straightforwardly to help students understand the concept. some researchers stated that the material presented communicatively could help students to avoid misconceptions. moreover, students' motivation was also reported to have increased significantly. design suitability and module feasibility were reviewed based on color selection, layout determination, and attractiveness (table 3). the analysis results show that the suitability aspect of the experts' design components is at an average score of 78 (good). these results reveal that the choice of images, illustrations, fonts, layouts, and consistency is correct and appropriate. moreover, the module display is also considered very attractive. quality and attractive designs can attract students to study the material (ardan, 2016). some suggestions for improvement or improvement of learning material before being tested have been made based on experts' validation. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 327-334 330 retnowati et.al (developing an integrated biology …) table 3. recapitulation of suitability design taken from expert lecturers aspect average criteria colour composition 83 very high layout 67 high attractiveness 83 very high strengthening character values is an advantage that is integrated into the development of this module. the five elements of character included in the module include religious, honesty, responsibility, communicative, and environmental concerns. the analysis of the suitability of the character education aspects, as described in table 4, shows an average score of 88 (very good). these results are indicated to strengthen the character of students. according to some experts, character education that is integrated into teaching materials will positively impact building student behavior so that the teaching and learning process becomes more effective (lee, 2009; smith, 2013). table 4. recapitulation suitability scores on character education given by experts aspect average criteria religious 87 very good honest 80 very good responsible 100 very good communicative 87 very good environmental concerns 87 very good the module's dissemination is limited to students of state senior high school 1 of caringin, bogor, west java. the module's effectiveness in strengthening the character of environmental care is measured using the eas instrument, which consists of four factors (ugulu et al., 2013). the results of the measurement of the four factors are presented in table 5. table 5. results about factor structures and loadings of the eas items f1 f2 f3 f4 factor i (environmental awareness) the primary purpose of tree planting is to beautify the environment in terms of aesthetics since the environment can clean itself, human waste does not cause a problem. instead of spending money on historical places, it is more advantageous for us to build luxurious roads. some species are unnecessary for the environment. the government should give permission for building, on touristic purpose, in nationalparks and forests. the media news about polluted seas, rivers and lakes are exaggerated. the extinction of the insects such as flies is useful for environment. nature renews itself with substance cycle. therefore, recycling helps economy only interms of time. the best way to build houses is to dry up the wetlands and build there. i do not think that recycling works as much as it is said. it is meaningless to buy paper bags instead of nylon bags given for free in the markets. people have the right to make changes in nature for meeting their needs. a land does not have desertification problem if it is surrounded on three sides by sea. money can be saved by buying drinks in plastic bottles since drinks in glass bottlesare expensive. i am curious about how the natural events occur. factor ii (attitudes towards recovery) using rechargeable batteries instead of disposable batteries supports recycling. giving old clothes to the people in need supports recycling. we should throw the used batteries and bottles into the appropriate trash bins. using old newspapers for packing supports recycling. shopping only as much as needed is an important step in recycling. i believe that we should be economical for environment. we should use both sides of white papers to support recycling. for saving energy, i turn off the lights in my house when they are not used. factor iii (attitudes towards recycling) 0.665 0.661 0.587 0.565 0.563 0.557 0.541 0.537 0.535 0.530 0.527 0.521 0.517 0.495 0.475 0.685 0.653 0.631 0.615 0.588 0.575 0.543 0.540 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 327-334 331 retnowati et.al (developing an integrated biology …) items f1 f2 f3 f4 i can go from door to door to teach people recycling. i separate waste materials in my house for recycling. i feel sad when i a see people throwing away objects that can be recycled. when i buy a product i pay attention whether its case is recyclable. it makes me happy when people recycle used bottles, cans and paper. factor iv (environmental consciousness and behavior) for a livable environment, i can work voluntarily for a long time if needed. i do not waste water while i am brushing my teeth. i prefer environmentally harmless products even if they are more expensive. i participate in environmental projects. my friends know me as a sensible person towards environment. i talk with people around me on environmental matters. i can reutilize the back sides of used papers if possible. 0.658 0.641 0.618 0.576 0.531 0.641 0.626 0.610 0.586 0.543 0.502 0.487 table 6. factor names, eigen values and variance of factors factor names eigen values variance of factors environmental awareness attitudes towards recovery attitudes towards recycling environmental consciousness and behavior 5.718 4.683 3.512 2.285 14.521 12.275 8.588 7.972 more specifically, the four environmental care factors (table 6) have eigenvalues of 5.718 (environmental awareness) and 4.683, 3.512, and 2.285, respectively, for attitude towards recovery, attitude towards recycling, and environmental consciousness and behavior. the first factor consists of fifteen indicators that refer to students' environmental awareness, such as tree planting, environmental cleanliness, the importance of species present in an environment, protection of forests and national parks, and cultural and economic aspects of an environment. meanwhile, the second factor tends to lead to students' efforts in supporting the restoration of the surrounding environment, such as the use of rechargeable batteries, the use of used clothes and newspapers, to the use of two sides of the paper as an effort to reduce paper waste and efficiency. the third factor consists of indicators that measure students' attitudes towards the issue of recycling used goods. indicators that fall into this third factor include active participation in recycling, such as sorting out waste that can be recycled and not. moreover, the fourth factor is specified as behavior towards the environment, characterized by several essential indicators such as voluntary work and active participation in environmental campaigns. in this study, for determining whether the eas items are consistent with each other or not, frequently used cronbach's alpha internal consistency coefficient was calculated. for this purpose, a series of reliability analyses were performed for each factor. table 8 summarizes factor, number of items, and reliability value of each factor (ugulu et al., 2013). cronbach’s alpha coefficient of the eas was found as 0.81. following related literature, the eas can be regarded as a reliable and valid instrument to measure students’ environmental attitudes. table 7. factor names, eigen values and variance of factors factor names cronbach’s alpha environmental awareness attitudes towards recovery attitudes towards recycling environmental consciousness and behavior the whole instrument 0.80 0.75 0.72 0.70 0.81 according to some views, students-as individualsalways try their best in every activity and have a strong commitment and willingness to protect their environment (nurtian & aminatun, 2019). aliman, budijanto, sumarmi, and astina (2019) and jack (2013) states that attitude is an important aspect that can affect various aspects of life. these impact the formation of an accepting attitude that allows individuals to understand the consequences of their behavior. in the long term, students can build confidence, increase self-confidence, trust in others, and have the courage to make independent decisions (dada, eames, & calder, 2017). on the other hand, some researchers also consider that attitudes have the same position as morality. attitude is said to be a series of actions rooted in thinking to produce a specific action. based on this definition, it can be seen that in the context of morality, there is a habitual desire. as a result, he can take actions with ease, without much deliberation or forethought. so important is the role of morality in student life so that students' actions or behavior towards the environment can be based on environmental attitudes (nurtian & jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 327-334 332 retnowati et.al (developing an integrated biology …) aminatun, 2019). goodman (2018) stated that moral logic could influence a person's perspective, in this case, on how he treats the environment around him. those statements are in line with (tuncay et al., 2011), which states that moral thinking on the environment determines a process that determines good or bad actions in protecting the environment. conclusion the results showed that the integrated biology module was effective in improving students' environmental attitudes. thus, this teaching material can be categorized as feasible, practical, and useful for the biology learning process in senior high schools. this study recommends the use of an integrated module of character values in developing students' environmental attitudes. this study also recommends that teachers innovate in developing learning modules that are more attractive, effective, and 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(2020). integrated stem-based module: relationship between students’ creative thinking and science achievement. jpbi (jurnal pendidikan biologi indonesia), 6(2), 173-180. doi: https://doi. org/10.22219/jpbi.v6i2.12236 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.12236&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 173-180 174 shukri et al (integrated stem-based module …) assessment (moe, 2013; sulaiman et al., 2015). the sssc provides learners with a comprehensive set of 21st century skills and competencies (scott, 2015). in terms of pedagogy, the curriculum transformation emphasizes in-depth learning through various approaches involving higher-order thinking skills (mcfarlane, 2013) as well as focusing on inquiry-based learning (prayogi & yuanita, 2018), problem-solving (binkley et al., 2012), contextual learning (asrizal et al., 2017), collaborative learning (mckechan & ellis, 2014), project-based learning (mustafa et al., 2016; mustaffa & ismail, 2015), and stem approach (cdd, 2016). in addition to pedagogy, providing teaching and learning resources is essential for teachers to find and use materials from various sources as references (cdd, 2014) and one of them is the use of teaching and learning modules besides using textbooks and digital materials supplied by moe (moe, 2013). stem-related studies in malaysia and even in other countries are still lacking. the majority of studies aim to strengthen curriculum development and view the learning outcomes achieved by students who are still in their embryonic stages (english, 2016). while the number of students participating in stem and their motivation has declined in most western countries (asghar et al., 2012; sturyf et al., 2019), some studies have shown that teenager’s interest in stem in developing countries like india and malaysia are increasing (thomas & watters, 2015). however, more efforts need to be made to strengthen stem. malaysian teachers are still less exposed to stem, as the approach is relatively new to the country’s educators (bahrum et al., 2017; rauf et al., 2017). they lack stem content knowledge and less attention to effective teaching strategies in implementing stem (mustafa et al., 2016; osman & saat, 2014). besides, there are still many teachers who do not consider thinking ability as the focus of teaching. according to (kadir et al., 2017), science teachers are mainly less focused on executing activities that apply thinking skills. thus, integrated stem needs to be implemented as this approach that applies the problem-solving process can foster creative thinking and critical thinking, which are essential skills in ensuring student success. hence, to strengthen stem education in malaysia, professional training needs to be improved and monitored to create competent teachers in terms of knowledge, skills, and attitudes in stem integration (bahrum et al., 2017). besides, science and mathematics subjects should also be interesting (fidan & ay, 2016; thomas & watters, 2015), easy to understand (serrat et al., 2014), emphasizing more hands-on and exploration activities (hock, 2016; piergiovanni, 2014). little research has been carried out involving stem integration subjects like science, biology, chemistry, physics, and mathematics. past research on stem are more prone to focus on higher education (jayarajah et al., 2014) and less emphasis at school level (bunyamin, 2015; jayarajah et al., 2014). the execution of stem at the school level, especially in secondary school, is still vague to be conducted by the teachers, whereas it is a strategy for increasing students’ readiness for post-secondary stem programs. therefore, researchers introduced the engineering design process as a teaching strategy in integrating stem for science teaching and learning among secondary students through a developed teaching module, named celik stem module. the developed module consists of four content standard-based learning activities on the topic of reproduction: sexual and asexual reproduction, the human reproductive system, and factors that influence fetal development, as stated in the sdca. this module is used in learning these topics so that it is expected to provide an overview of the relationship between scientific achievement and creative thinking. the purpose of this study was to answer (1) whether there are significant differences between indicators of originality, fluency, flexibility, elaboration based on the level of scientific achievement, and (2) a significant relationship between creative thinking and scientific achievement between treatment and control groups. more specifically, these research questions test the following hypotheses: (ho1) there is no statistically significant difference between creative thinking indicator of originality, fluency, flexibility and elaboration based on science achievement level of the treatment group; (ho2) there is no statistically significant difference between creative thinking indicator of originality, fluency, flexibility and elaboration based on science achievement level of the control group; (ho3) there is no statistically significant relationship between creative thinking and science achievement of the treatment group; (ho4) there is no statistically significant relationship between creative thinking and science achievement of the control group; (ho5) there is no statistically significant relationship between creative thinking indicator of originality, fluency, flexibility and elaboration and science achievement of the treatment group; (ho6) there is no statistically significant relationship between creative thinking indicator of originality, fluency, flexibility and elaboration and science achievement of the control group. method in this study, researchers did not randomly assign participants to groups. in other words, researchers did not control the assignment to groups. consequently, the groups may be different before the study; thus, a jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 173-180 175 shukri et al (integrated stem-based module …) pretest is essential to be administered so that the sample groups are initially equivalent in terms of the aspects studied (e.g., creative thinking and science achievement). about what has been mentioned, this study involved a quasi-experimental with the type of pretest-posttest non-equivalent group design. concerning this research design, a treatment group was given a pretest, received a treatment in which the sample engaged in teaching and learning using celik stem module, and was then given a post-test. at the same time, there was a nonequivalent control group that was given a pretest, had been educated using the traditional teaching method instead of using celik stem module, and then was given a post-test. both groups had been taught by the same teacher with different teaching methods. in terms of the difference in pretest-posttest execution time, the pretest was conducted in the first week for both groups before the treatment where reproduction test questions (rtq) was administered on the first day while creative thinking test questions (cttq) was carried out on the next day. after implementing the treatment for eight weeks, the post-test was given to both groups in a tenth week. pretest and post-tests were administered with the same instruments that consisted of the same questions for rtq and cttq. researchers conducted the study at one of the boarding schools in baling, kedah, malaysia. a random cluster sampling was used where whole groups (six classes of eighth-graders) were randomly selected instead of individuals (idris, 2013). in this way, researchers selected two groups: a treatment group and a control group; consisting of 30 respondents, respectively. the number of respondents representing each group is sufficient to carry out this study (hogg et al., 2018) as referring to (gay et al., 2012), the minimum requirement to carry out experimental research is 15 respondents per group. this study employed two types of instruments; rtq to measure science achievement and cttq, on the other hand, measures students’ creative thinking. rtq is composed of six main questions for short answer and essay that covered content standards of sexual and asexual reproduction, human reproductive system, and factors that affect the development of fetus and infant under reproduction topic in sdca for science subject. it was developed with an excellent for both a validity index of 0.96 and a reliability index of 0.87. the cttq, a divergent thinking test, consisting of 15 questions, was developed regarding torrance test of creative thinking (anwar et al., 2012). the questions involved drawing picture construction activities, picture completion, and repeated figures of lines and circles. besides, respondents should respond to the stimulus of pictures given in writing. cttq had been evaluated based on scoring components of originality, fluency, flexibility, and elaboration indicators. cttq had an outstanding validity index of 1.00 and a reliability index of 0.90. data normality and homogeneity of variance were tested and reported to meet the assumptions before doing inferential analyses of pearson correlation and one-way anova tests in verifying the hypotheses. results and discussion before beginning inferential analysis, the distribution of data is essential to be checked. the skewness and kurtosis values of the pretest and posttest of the rtq and cttq for the treatment and control groups are between -2 to +2. this numerical method showed that the data are normally distributed (hussin et al., 2014). by using the normality test, researchers chose the shapiro-wilk test as it produces a better power than the kolmogorov-smirnov test (ghasemi & zahediasl, 2012). the findings implied that the pretest and posttest data of the rtq and cttq for both groups were normally distributed (ρ > 0.05). therefore, a parametric test was used in this study. besides, an equality or homogeneity of variance test should be done through levene’s test, known as ftest which explains the need to either meet the assumption of that both groups have the same variance in dependent variable (pretest scores). the test was carried out via a procedure of independent sample t-test. findings showed that there is no significant difference between pretest scores of rtq for the treatment group (m = 37.13, sd = 4.032) and control group (m = 35.43, sd = 4.066); [t (58) = -1.626, ρ = .109]. in fact, there is no significant difference between pretest scores of cttq for the treatment group (m = 41.40, sd = 4.523) and control group (m = 42.27, sd = 4.417); [t (58) = .751, ρ = .456]. table 1. one-way anova of fluency on science achievement level of the treatment group indicator sum of squares df mean square f sig. fluency between groups 21.994 2 10.997 5.314 .011 within groups 55.872 27 2.069 total 77.867 29 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 173-180 176 shukri et al (integrated stem-based module …) one-way anova in table 1 shows a statistically significant difference between the creative thinking indicator of fluency based on the science achievement level of the treatment group [f (2.27) = 5.314, ρ = 0.011]. it is explained in table 2 in which students of excellent achievement with grade a (m = 19.50, sd = 1.000) differed from students of good achievement with grade c (m = 16.57, sd = 1.512) based on the indicator of fluency. hence, the null hypothesis, ho1 is rejected. table 2. tukey hsd test of fluency on science achievement level of the treatment group indicator science achievement level (i) science achievement level (j) mean difference (i-j) std. error sig. fluency excellent (grade a) honors good 1.711 2.929* .791 .902 .096 .008 honors (grade b) excellent good -1.711 1.218 .791 .636 .096 .154 good (grade c) excellent honors -2.929* -1.218 .902 .636 .008 .154 * the mean difference is significant at the .05 level conversely, table 3 shows a statistically significant difference between the creative thinking indicator of elaboration based on the science achievement level of the control group [f (2.27) = 3.658, ρ = 0.039]. it is explained in table 4 that students of honors achievement with grade b (m = 8.22, sd = 2.906) differed from students of satisfactory achievement with grade d (m = 4.33, sd = 3.445) based on the indicator of elaboration. thus, the null hypothesis, ho2 is rejected. table 3. one-way anova of elaboration on science achievement level of the control group indicator sum of squares df mean square f sig. elaboration between groups 59.244 2 29.622 3.658 .039 within groups 218.622 27 8.097 total 277.867 29 table 4. tukey hsd test of elaboration on science achievement level of the control group indicator science achievement level (i) science achievement level (j) mean difference (i-j) std. error sig. elaboration honors (grade b) good satisfactory .756 3.889* 1.200 1.500 .805 .039 good (grade c) honors satisfactory -.756 3.133 1.200 1.375 .805 .076 satisfactory (grade d) honors good -3.889* -3.133 1.500 1.375 .039 .076 * the mean difference is significant at the .05 level table 5 reflects the relationship between creative thinking and scientific achievement of the treatment and control groups. the results showed that there was no statistically significant relationship between creative thinking and science learning achievement for the treatment group (r = .220, ρ = 0.243) and the control group (r = .308, ρ = 0.098). the null hypothesis, ho3, and ho4 are accepted. it shows that students with high creative thinking skills do not necessarily excel in scientific achievement. there were students in the treatment group with a creative and very creative level who also obtained an honor achievement (grade b) and good (grade c) in addition to an excellent level (grade a). besides, in the control group, students with the same level of creative thinking as the treatment group obtained satisfactory (grade b), good (grade c), and satisfying (grade d) achievement levels after the implementation of the intervention. it is in line with (nori et al., 2018), that cognitive ability (measured by academic achievement) does not necessarily become necessary in shaping one's creativity. also, the overall results of creative thinking that do not correlate with science learning achievement are evidence that between these variables shows consistency in whatever learning strategies are applied. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 173-180 177 shukri et al (integrated stem-based module …) table 5. correlation between creative thinking and science achievement amongst treatment and control group treatment control pearson correlation sig. (two-tailed) pearson correlation sig. (two-tailed) creative thinking .220 .243 .308 .098 originality .050 .794 .327 .078 fluency .463 .010** -.012 .951 flexibility .060 .753 -.020 .917 elaboration .121 .524 .280 .133 nevertheless, these findings imply that there is a moderate and statistically significant relationship (cohen, 1988) and a positive relationship between indicators of creative thinking fluency and scientific achievement (r = .463, ρ = 0.010) of the treatment group (ho5 rejected). these results are following the anova data in table 1 which proves that learning based on the celik stem module through the engineering design process can improve the fluency of creativity, especially students can develop so many ideas that are relevant and meaningful (indicators of high fluency) to solve problems according to the activities shown in the module. as has been eloquently stated by (siew & ambo, 2018), the engineering design process can foster students' confidence in generating and exchanging ideas and trying to help each other produce excellent and final quality products. it contributes to the development of positive student creativity (siew et al., 2016). there was no statistically significant relationship between indicators of creative thinking originality, fluency, flexibility, elaboration, and scientific achievement for the control group. therefore, the null hypothesis, ho6 is accepted. it contrasts with the anova data obtained in table 3, which shows a significant difference in elaboration indicators based on the level of scientific achievement. although students who follow traditional teaching can also develop better in elaborate creative thinking, which can explain specific ideas in detail, the weakness can be seen that the details sometimes fail to explain the main idea (bermejo et al., 2013). overall, the findings for both groups support the research conducted by (jauk et al., 2013) that cognitive abilities have different influences on specific creativity domains (originality, fluency, flexibility, and elaboration). it is because creativity is not in the same construct but exists based on certain domains or criteria (nori et al., 2018). strengthening stem as one of the critical initiatives in malaysian education blueprint 2013-2025 can produce a holistic future generation in all aspects not only excellent in academic, but it can even highlight their talents in certain areas too which the country needs more creative thinkers as the engine for educational development (moe, 2013; rauf et al., 2017). while there have been efforts, like introducing 21st century classrooms, i-think projects, and stem programs, more needs to be done to capture and embed creativity into the national curriculum. in this study, the findings suggest that the aspect of creative thinking should be given more attention in stem teaching and learning because it is one of the higher-order thinking skills components that is important to be highlighted in the curriculum transformation in terms of pedagogy. the six strands of sssc, i.e., science and technology; communication; spirituality; attitude and values; humanities; personal competence; and physical development and aesthetics that form the fundamentals of curriculum development in malaysia are evident in the sdca where the six of them support to each other with creative thinking, critical thinking, and innovativeness (cdd, 2014, 2016). in addition to pedagogy, the enculturation of creative thinking amongst students starting from school is quite an essential goal (peterson & deal, 2016) because the creative thinking of malaysian students is still at a low level (bajuri et al., 2019). the importance of this aspect is acknowledged by mahmud (2011) that making creativity a priority in the national agenda gives the country a more significant competitive foothold in an increasingly complex global economy. one of the biggest concerns is how one can be more creative or come up with better ideas when it comes to creativity. thus, creative thinking is seen as one of the components that can contribute to better academic achievement (bajuri et al., 2019) especially in science teaching and learning. specific studies related to the four indicators in creative thinking and their relationships with students’ academic achievement are still poorly implemented in malaysia (bajuri et al., 2019) especially to view the impact of implementing stem teaching-learning in science subject. nonetheless, this study is slightly similar to those done by bajuri et al (2019); and that showed a statistically significant and weak and positive relationship between creative thinking and physics achievement. the interpretation of ‘weak’ according to cohen (1988) is said to be too little, or there may be a correlation based on interpretation (idris, 2013). a study by bahaudin (2011); and candrasekaran (2013) reported similar findings with the researchers. unlike the study conducted by nami et al (2014), it showed that there is a statistically significant and strong and positive relationship between indicators of flexibility and academic achievement. the study by anwar et al (2012) showed a statistically significant and positive relationship between creative thinking of all indicators and science achievement. the findings in this study, as well as the previous studies, explain that there may be some limitations by several factors as according to (candrasekaran, 2013), the number of subjects in his study is about 118, compared to the study conducted by the researchers is only 60; and it is quite challenging to explain jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 173-180 178 shukri et al (integrated stem-based module …) the relationship between creative thinking and academic achievement. this view is supported by anwar et al (2012), it is crucial to consider the sample size, environmental setup, and some other variables playing some role for such findings. the relationship might be altered when examining a different level of scientific achievement and employing a different creative thinking measurement (anwar et al., 2012; candrasekaran, 2013). besides, the maturity factor (age) is proven to influence in this regard (nori et al., 2018). as implication for teachers, creative thinking skills that lead to creativity may be facilitated by using more authentic tasks in school, such as utilizing an integrated stem approach that connects four disciplines, allowing students to enrich their learning experiences. as a result of this, students apply science and mathematics concepts to think logically, critically, and creatively in solving real-world problems based on steps in the engineering design process. besides, teachers need to admit that there is a wide range of creative thinking found within their students as well as realize that creative thinking as necessary and finds ways to enhance and promote the development of their students. conclusion this study provides empirical support for the relationship between creative thinking, creative thinking indicators, and science achievement. based on the results and data gathered from the 60 students who participated in this study, it is clearly shown that the use of an integrated stem-based module (celik stem module) has significant results towards students’ creative thinking of fluency indicator and science achievement compared to the traditional teaching. the findings support the significance of teaching in a creative environment through integrated stem that encourages creative thinking skills in solving real-world problems to improve the chance of academic success for all students. acknowledgement the highest appreciation goes to all the experts involved in the validation of the celik stem module, smka baling, kedah, malaysia, and all students involved in this research. references anwar, m. n., aness, m., khizar, a., naseer, m., & muhammad, g. 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(2015) opined that creative thinking skills are needed by the individual to solve problems in daily life. one of the curriculum 2013 materials for biology is animalia. animalia contained in basic competence 3.9, namely classifying animals into phyla based on body layers, body cavities, body symmetry, and reproduction. furthermore, basic competence 4.9 also presents a comparative report on the complexity of animal body layers (diploblastic and triploblastic), body cavity, body symmetry, and reproduction. this subject a r t i c l e i n f o a b s t r a c t article history received august 11 , 2020 revised september 15, 2020 accepted november 17, 2020 published november 30, 2020 creative thinking ability can be trained to students during learning process using suitable learning materials. the purpose of this study was to produce a valid and practical student worksheet based on imindmap in animalia topic to train students’ creative thinking ability. this r & d referred to 4d model (define, design, develop, and disseminate) without disseminate phase. the validity of student worksheets was determined based on experts (material, education and media) assessment. meanwhile, the practicality was evaluated based on teachers’ and students’ responses; and the readability of the worksheet decided based on fry graph. the data gained were analyzed descriptive-quantitatively. the research results revealed that the worksheet developed was declared as very valid (mode value: 4) and very practical based on practitioners' responses (mode value: 4) and students’ responses (the positive responses reached 90.45%). in addition, the readability test result was at level 10, which means that the worksheet was suitable for grade 10. hence, it can be concluded that the student worksheet based on imindmap in animalia topic can be used to train students’ creative thinking ability. copyright © 2020, firdaus et al this is an open-access article under the cc–by-sa license keywords creative thinking imindmap creative thinking ability student worksheet how to cite: ikalindhari, a., ambarwati, r., & rahayu, d. a. (2020). developing student worksheet based on imindmap in animalia topic to train creative thinking ability. jpbi (jurnal pendidikan biologi indonesia), 6(3), 423-435. doi: https://doi.org/10. 22219/jpbi.v6i3.13235 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 file:///c:/users/husamah/downloads/10.22219/jpbi.v6i3.13235 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:wsubchan@gmail.com* http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i3.13235 https://doi.org/10.22219/jpbi.v6i3.13235 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 424 ikalindhari et al (developing student worksheet …) has a high level of complexity that makes students have difficulty in comprehending the materials independently without any effective learning activities (adityarini, 2013). nisa et al. (2016) reported that animalia, which was delivered using lecturing method as well as discussion aided with powerpoint slides and assignments have led the students to be less active. as the consequences, it impacted on less optimal learning outcomes. animalia topic is very complex, as many characteristics need to be distinguished. hence, teachers need certain strategies to help students to understand the contents of the topic well. an alternative strategy, which is potentially developed is creating mind map. this can simultaneously involve students' brain. constructing mind map enables students to map their minds and stimulates their thoughts in all directions as well as brings brilliant and creative ideas (buzan, 2013). yeong (2013) stated that mind map is an effective learning strategy. it is a good strategy to use in teaching and learning process (liu et al., 2014) besides increasing student knowledge (long & carlson, 2011). nevertheless, an appropriate material preparation (e.g. mind-map-based teaching materials) is necessary to support the use of mind mapping strategy. there are several advantages will be achieved by utilizing mind-map based learning material. it is easy to learn, simple, practical, interesting, varied, motivates students to learn, and summarizes principles in comprehensive way (arifa & chamidah, 2011). the research by long and carlson (2011) revealed that the use of mind map method eases students to construct the previous information contained in the materials studied. furthermore, mind mapping improves creative thinking skills as considerable as stimulates students to produce ideas (buran & filyukov, 2015; malycha & maier, 2017; leeds et al., 2018). in the past, a mind map was made conventionally using colored pens/pencils in which the root must have at least three branches containing short keywords. however, recently, various softwares have been developed to facilitate the creation of mind maps, one of which is imindmap (septiaji, 2015). mind map-based learning can be done using software called imindmap (rachmani, 2011). imindmap is able to develop creative and effective ideas which, in turn, helps students to receive new information in a fun way (septiaji, 2015). according to firman (2015) and septiaji (2015), imindmap is an application developed from mind map learning method. in other words, it is mind maps, which are packaged into program or software. thus, imindmap helps students in learning, compiling, and storing as much information as desired. amalia et al. (2013) has conducted a research aimed at developing worksheet using imindmap application for biological subject called structure of animal tissues and produced worksheet with decent categories. however, to date, there is no student worksheet made based on imindmap especially in animalia topic. based on the description of the problem above, it is necessary to conduct a research addresses the development of student worksheets based on imindmap in animalia material for 10th graders. the purpose of this study was to produce a valid and practical student worksheet based on imindmap to train creative thinking skill. method this research was conducted from october 2019 to june 2020. the 4d model (define, design, develop, and disseminate) without disseminate phase was used to develop student worksheet. this research was carried out in the biology department of fmipa unesa. in addition, the limited trial of the worksheet involved 20 students of x graders using google classroom. the student worksheet based on imindmap developed was validated by three experts i.e. media, education, and material experts. the instrument used by validators covered five aspects (content, presentation, language, student worksheet conformity with mind maps, and worksheet objectives conformity with students’ creative thinking ability. the worksheet is valid if it meets its mode value ≥ 3. furthermore, the media practicality was measured based on responses obtained from practitioners (n= five teachers) from several schools and students. the worksheet readability was determined based on fry graph. meanwhile, the instrument used to analyze the practicality of imindmap-based worksheet developed was questionnaires for both teachers and students which were fulfilled by five teachers and 20 x graders. the responses were collected using google form. student worksheet based on imindmap was categorized as practical if the teacher responses reach the mode value ≥3 and student responses positively reach ≥ 61%. the worksheet readability was determined using fry graph. the fry graph was constructed based on paragraphs analysis results done in three repetitions (beginning, middle, and end). the analysis was done by selecting 100 words regardless of the length of the paragraph. fry graph readability test results were obtained from the meeting point between the number of sentences and the number of syllables multiplied by 0.6. thus the points placed in between 9-12 of fry graph axis. based on the results, it can be concluded that the worksheet is readable for x graders. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 425 ikalindhari et al (developing student worksheet …) results and discussion defining stage (define) this research has succeeded in developing a valid and practical student worksheet based on imindmap for animalia topic. the worksheet consisted of two parts for both students and teachers (as guidance for teachers) (figure 1). the student worksheet consisted of three topics: worksheet 1 (basic of animalia classification), worksheet 2 (invertebrates), and worksheet 3 (vertebrates). figure 1. profile student worksheet based on imindmap animalia material: (a) the main cover for student worksheet; (b) the main cover of worksheet for teacher; (c) information about mind map; (d) cover of student worksheet 1; (e) part of worksheet 1 for teacher; (f) cover of student worksheet 2; (g) cover of worksheet 2 for teacher; (h) cover of student worksheet 3 and (i) cover of worksheet 3 for teacher jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 426 ikalindhari et al (developing student worksheet …) . figure 2. the features in student worksheet which trains creative thinking ability: (a) fluency; (b) flexibility; (c) originality; and (d) elaboration in addition, the student worksheet is equipped with seven other features namely sekilas info, mari perhatikan, mari kerjakan, mari berpikir, mari baca, pra-mind mapping, and mind mapping that have been adapted to four creative thinking ability indicators (table 1). table 1. the features in student worksheet based on imindmap in animalia topic no features previews descriptions 1 giving information about imindmap to increase student insights 2 containing a guidance to make a mind map using imindmap jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 427 ikalindhari et al (developing student worksheet …) no features previews descriptions 3 facilitating students to start working on mind maps as well as practicing the fluency, flexibility, originality and elaboration 4 containing descriptions of earth real conditions aimed at preparing students to focus on a series of activities described in worksheet to train their creative thinking ability 5 facilitating students to read the material 6 helping students to find the keywords used in making mind maps jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 428 ikalindhari et al (developing student worksheet …) no features previews descriptions 7 helping students to create a mind map based on the keywords obtained the results of validity assessment of student worksheet by three validators showed that the student worksheet developed achieved 4 in term of mode value. in the other words, it is categorized as very valid (table 2). table 2. recapitulation of student worksheet validation results no aspect score of validation mode value v1 v2 v3 presentation feasibility 1 display quality 4 4 3 4 2 layout quality 4 4 4 3 text accuracy 3 4 4 4 image quality 3 4 4 5 time allocation 4 4 4 6 learning objectives 4 4 4 7 instructions for use of student worksheets 4 4 4 category mode very valid content feasibility 8 quality of material concepts 4 4 4 4 9 suitability of student worksheet to the students 4 4 4 10 material content 4 4 4 category mode very valid linguistic feasibility 11 language 4 4 4 4 12 sentence 4 4 4 category mode very valid suitability of student worksheets for imindmap use 13 use of applications 4 4 4 4 14 making a mind map 4 4 4 15 examples of mind map appropriate character mind map 3 4 4 16 examples of mind maps appropriate indicators of creative thinking 4 4 4 category mode very valid achievement of purpose in practicing creative thinking abilities 17 practicing fluency in thinking (fluency) 4 4 4 4 18 practicing flexibility in thinking (flexibility) 4 4 4 19 practicing authenticity in thinking (originality) 4 4 4 20 practicing detail in thinking (elaboration) 4 4 4 category mode very valid overall mode very valid note: v1: material expert; v2: media expert; and v3: education expert jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 429 ikalindhari et al (developing student worksheet …) the assessment results done by teachers as practitioners, it was clear that the student worksheet developed was practical as the 4 score gained. this score is recognized to be very practical category (table 3). to be more detail, the teachers also gave their feedbacks about the worksheet as follow. "at a glance, the information is too long and it is better to be shorten or change the feature let's read”; “imindmap is in accordance with the characteristics of classification learning material, but it takes time, it is recommended to give an option for students to create a mind map which covers only five phyla”; “the time allocated is less appropriate, it needs to be reconsidered”; “the worksheet is good and cool. yet, somehow, it needs to add different color backgrounds to the note features of creative thinking ability”; “the material consistency needs to be considered, especially on the origin of the phylum name. furthermore, the worksheet 3 should be revised. it must be two superclass i.e. pisces and tetrapoda " table 3. recapitulation of teachers' assessment on the student worksheet no aspect score mode value t1 t2 t3 t4 t5 presentation feasibility 1 display quality 4 4 4 4 4 4 2 layout quality 4 4 4 4 4 3 text accuracy 3 4 4 4 4 4 image quality 3 4 4 3 4 5 time allocation 4 4 4 3 3 6 learning objectives 4 4 4 4 4 7 instructions for use of student worksheets 4 4 4 4 4 category mode very valid content feasibility 8 quality of material concepts 4 4 4 4 4 4 9 worksheet suitability for students 4 4 4 4 4 10 material content 4 4 4 4 4 category mode very valid linguistic feasibility 11 language 4 4 4 4 4 4 12 sentence 4 4 4 4 4 category mode very valid suitability of student worksheet to imindmap 13 use of applications 4 4 4 4 4 4 14 making a mind map 4 4 4 4 4 15 examples of mind map appropriate character mind map 3 4 4 4 4 16 examples of mind maps appropriate indicators of creative thinking 4 4 4 4 4 category mode very valid activity achievement of creative thinking ability objectives 17 practicing fluency in thinking (fluency) 4 4 4 4 4 4 18 practicing flexibility in thinking (flexibility) 4 4 4 4 3 19 practicing authenticity in thinking (originality) 4 4 4 4 4 20 practicing detail in thinking (elaboration) 4 4 4 4 3 category mode very valid overall mode very valid note: t1: teacher 1; t2: teacher 2; t3: teacher 3; t4: teacher 4; and t5: teacher 5 based on the results of the student responses gained through questionnaire, in general, students gave a positive response to the student worksheet. it was shown by the average of positive response percentage which reached as high as 90.45%. this means that the worksheet developed is very practical (table 4). the students also delivered comments and suggestions for the worksheet. some of which stated "imindmap-based worksheet of animalia material is very interesting and easy to understand”; “the worksheet is good and cool”; “the worksheet is easy to read”; “the worksheet can support students to train their ability to think creatively through sentences that are easily understood”; “the worksheet helps students to produce original work, able to think fast, and suitable for learning activities". jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 430 ikalindhari et al (developing student worksheet …) table 4. recapitulation of student responses to the student worksheets no aspect percentage of positive responses (%) category a. criteria for presentation of content 1 animalia material is related to daily life 100 very practical 2 imindmap-based worksheet supports the implementation of student-centered learning 95 very practical 3 the worksheet helps students work in groups 75 practical 4 the worksheet helps to develop students' thinking processes 100 very practical 5 the worksheet helps students understanding the concept of the material taught 80 very practical 6 the worksheet attracts students' interest to learn 90 very practical average 90 very practical b. criteria for physical presentation 7 the appearance of the worksheet is interesting 100 very practical 8 the presentation of the worksheet attracts students' interest and attention to read 90 very practical 9 the features in the worksheet are interesting 100 very practical 10 the pictures on the worksheet support students’ understanding of animalia material 90 very practical 11 the letters used in the worksheet are legible so it is comfortable to read 75 practical average 91 very practical c. language criteria 12 the language used is easy to understand 90 very practical 13 the sentences used are easy to understand 95 very practical 14 the terms used are easy to understand 90 very practical average 91.6 very practical d. criteria of student worksheet based on imindmap 15 the activity of making mind maps using the imindmap application in the worksheet is interesting 95 very practical 16 mind maps in the worksheet guides students to understand the concept of animalia material 90 very practical 17 making a mind map using the imindmap application in the worksheet is easy to do 85 very practical 18 making a mind map using the imindmap application in the worksheet makes students more active in organizing a concept 85 very practical average 88.75 very practical e. student worksheets for practicing creative thinking ability criteria 19 making mind maps in the worksheet helps students to practice their flexible thinking skills 90 very practical 20 making mind maps in the worksheet helps students to practice their ability to think smoothly 85 very practical 21 making mind maps in the worksheet helps students to practice their ability to build linkages between concepts 100 very practical 22 activities in this worksheet help students produce original work 90 very practical average 91.25 very practical overal percentage 90.45 very practical the readability of imindmap-based worksheet was measured using the fry graph. the results of the analysis are presented in table 5. table 5. the results of student worksheet readability test using fry graph sample page number of sentences number of syllables x 0.6 early 2 7 287x 0.6= 172.2 middle 38 9 265 x 0.6= 159 end 72 6 250 x 0.6= 150 average 7.3 160.4 jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 431 ikalindhari et al (developing student worksheet …) table 5 presents the analysis results of student worksheet. it can be obviously seen the number of sentences and syllables of the three parts of the worksheet. these data are used to determine the position of cutting point on fry graph (see figure 3). this point, in the same time, represents the readability level of the student worksheet. figure 3 depicts that the readibility level of the student worksheet developed is 10. figure 3. the readability test results of student worksheet using fry graph based on the validation results described on table 2, the student worksheet developed was considered as very valid as the mode value gained was 4. this indicated that the student worksheet which was developed according to the requirements of the student worksheet and worthy to be used in learning. it was supported by the practitioner response which stated that student worksheet based on imindmap was great and has a good design. the student worksheet was recognized as very valid. this makes sense as the developing process was conducted properly which covered five phases i.e. curriculum analysis, concept analysis, student analysis, assignment analysis, and followed by revision and improvement. this is supported by the statement of fatmawati (2016) that a gradual and continuous development process in terms of train and revision are required to produce high quality product. the validity of the student worksheet assessment developed consists of five aspects. the presentation feasibility aspect obtained a rating of mode 4 in a very valid category. this indicates that the student worksheet developed is attractive to use. the attractiveness exists as the worksheet covers several components in terms of quality of view and layout, precision of text, picture quality, location of time, the purpose of learning, and appropriate usage guidelines that qualify for the composition of student worksheet (figure 1). a good student worksheet should meet several criteria, namely, a good writing, suitable picture, and interesting color to hook students’ interest to study (mazidah et al., 2019). the material gained mode value of 4, which was categorized as very valid. in the other words, the student worksheet is able to facilitate students to improve their academic ability with suitable material content. thus, the learners can easily understand the animalia material. this is in line with previous researches, which reported that the use of student worksheet in learning process helps students understand their own material (susantini et al., 2016). furthermore, acknowledging the high complexity of animal materials, adityarini et al. (2013) and nisa et al. (2016) argued that students need to be facilitated with effective learning. notwithstanding that the worksheet achieved very valid category, there were also teacher comments which suggested that the material content must be suited with the latest version of biology textbook. to more specific, the classification of vertebrates contained in worksheet 3. it supposed to be composed of two superclass i.e. pisces and tetrapoda. the validation results showed that the student worksheet based on imindmap obtained validation score 4. there were two linguistic components used: the use of language and sentence structure. the results jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 432 ikalindhari et al (developing student worksheet …) indicated that the language used has been consistent with perfected spelling based on eyd (ejaan yang disempurnakan). this means that the terms used have reached learners' thinking level and do not give bias meaning. moreover, the sentence structure used is clear and simple. it does not create a double meaning. this gives positive sign as prastowo (2015) said that student worksheet with easily-understood language eases students to understand material as considerable as motivates them to learn. in addition to language, proper selections of font type and size need to be made to help students to read and concentrate easily (ramadhani & mahardika, 2015) the suitability aspect for the using of imindmap obtained mode value of 4 with the very valid category. this maximal score gained because the worksheet has been presented with detail information on the use of imindmap application; the procedure of mind map creation and contains pre-mind mapping questions to help the learners to find key words. this in line with validator comment which stated that the student worksheet was great and contained of pre-mind mapping. answering pre-mind mapping question after students have carefully read the material summaries makes students easier to construct mind mapping. besides the good comments, some constructive suggestions were also given by validator. one of which suggested that the mind map needs to be fixed as one of its parts was absent of images. yet, the other parts were in properly arranged. the central idea was in the middle, the keywords have been linked to branches with keywords. furthermore, the student worksheet contained of mind map, which meets all four indicators of creative thinking. the fluency was supported by correct keywords, which matched to the correct theory. the flexibility was also strengthened by topics positioning and subtopics proportionate. the originality was also supported by the use of various colors or images. the elaboration was done by linking the mind map with the fusion and consistent theories. imindmap was developed based on mind map learning method (firman, 2015) which is the easiest way to create a mind map by placing information into the brain and retrieving that information (septiaji, 2015). the fifth aspect of the validation was activity achievement of creative thinking ability objective. this aspect achieved 4 mode value (very valid category) as served in table 2. there were four creative thinking indicators measured, namely, fluency, flexibility, originality, and elaboration (figure 2). the previous research done by kulsum (2017) reported that the application of the mind mapping learning model has increased student creativity and improved student achievement. in accordance with this research, taadi et al. (2019) proved that the use of imindmap application to construct mind map has enhanced students' creative thinking ability and concept boosting. besides obtaining very valid value, the validation procedure also covered feedbacks from validators in order to generate a highly qualified student worksheet. one of the validator's suggestions and input was as follow. "to ease students’ understanding, the term used must be consistent whether it is mind map, concept map, or mind map. genus spelling must be consistent. picture legends suggested to be written in bahasa indonesia. learning purposes must be improved. additional features for student activity information in each creative thinking indicator are needed. some symbols, photos, and pictures need to be added to the mind map in student worksheet for teacher." based on the suggestions given by validators, the student worksheet was revised. thus, the worksheet functions optimally. acknowledging that the mode value achieved from both teachers and practitioners was 4, the student worksheet was stated could be practically used in learning (table 3). this in line with the validation results given by experts in which the mode value was 4 (table 2). the practicality of the student worksheet was measured based on student responses. the data resulted from questionnaire which was fulfilled by 20 students and analyzed showed the average value of positive response as high as 90.45% (see table 4). this proved that the student worksheet content has met criteria determined. in the other words, the animalia material has related to daily life aspect, the worksheet has facilitated student-centered learning, helped students working in their group, as considerable as helped student thinking development. the physical presentation of the student worksheet was interesting, attracted students’ interest and attention to read. it has interesting features and the pictures have promoted students’ understanding about animalia material. combination of proper pictures and colors contained in the worksheet enables students to easily comprehend the materials learnt. this also helps students to concentrate in conducting learning processes in fun way (buzan, 2013). meanwhile, the language criteria was fulfilled as it is easily understood in terms of language, sentences, and technical terms. widjajanti (2008) opined that to produce a good language which easy understood by readers, it must be matched with learners’ thinking level, the sentences supposed to be brief, clear, simple, and have no bias meaning. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 433 ikalindhari et al (developing student worksheet …) positive responses were also given by learners to the student worksheet imindmap. point d contained in table 4 showed that the student worksheet facilitated learners to create mind map using imindmap application in an interesting and easy ways. even though animalia has been considered as complex material as it requires an organization of individual animal differences and similarities (adityarini et al., 2013), yet the worksheet developed has been proven is able to stimulate learners to be more active in learning processes. supriadi (2016) stated that mind mapping is a learning method that can improve student understanding. long and carlson (2011) said that the use of mind mapping method has helped student to determine the connection of the materials learnt. moreover, wheeldon (2011) proved that the respondents who used mind mapping method were able to remember, handle, and conduct reflection of their previous experiences. the last point assessed from the student worksheet developed was the potential of the worksheet to train students’ creative thinking skill (point e of table 4). the results show that the student worksheet has met the indicator of creative thinking training activity. this is crucial to be achieved by the worksheet as creative thinking is one of the main skills must be conquered in the 21st century (zubaidah et al., 2017). the students opined that the worksheet is able to train their creative thinking skill as the all creative thinking aspects are fulfilled through mind mapping activities such as determining various central idea form using pictures, finding new keywords, find ideas to set the positions of topic and subtopic proportionally based on pre-mind mapping. answering premind mapping after reading material carefully eases students in generating mind map. not only does the worksheet train students’ creative thinking skill, but it also trains their ability in connecting concepts by determining branches among topic and subtopic. these braches function to connect keywords, thus, to look back the previous information obtained is easier (liu et al., 2014) and students’ understanding will be fostered. furthermore, students’ original thinking was also trained by using the student worksheet. this was proven through the activity of expressing the idea in making variation of branch color, and add suitable picture to keywords. devi et al. (2015) and buzan (2013) said that the use of various colors makes mind map is more interesting, amusing, and stimulates students’ creativity. the mind map produced by students, somehow, represents their creativity. thus, each product possesses different characteristic. the lowest percentage of students’ positive response about the developed student worksheet was on its potential in aiding students to work in a group (75%). this means that there was a number of students who felt that the worksheet was not good enough to guide them to work together with their friends. the same response value given by students was worksheet readability (75%) which were followed by its potential in facilitating student to achieve their understanding (80%). yet, this results were still in practical and very practical categories. taadi et al. (2019) stated that mind mapping is an effective learning method to increase students’ understanding. meanwhile, the low percentage of worksheet readability was assumed because of font size of letters used in the worksheet. this led the students felt hard to read. this has been confirmed by the findings of many small font size (11) used in picture descriptions. moreover, the keywords used in mind map examples were suited to their characteristics (e.g. its position from central idea). thus, the farther the position from central idea, the smaller the font size will be. on the other hand, the result of readability test reached level 10 (figure 3). this test is crucial to be done to ensure the level of difficulty of the text to be read. widyaningsih & zuchdi (2015) stated that readability is the level of the hardest and the easiest of certain text to be understood by readers. hence, readability is also suitable to readers’ ability. the suitabilty of readability to users is the important aspect. this aspect determines student understanding about the content of their reading material (khaldum, 2016). this means that the readability level results of the worksheet developed is suitable to the targeted users in term of x graders of senior high school. eventually, several advantages gained by generating imindmap-based student worksheet are introducing interesting software in term of imindmap and easy to help students in doing and training their creative thinking through constructing mind map. taadi et al. (2019) reported that the use of mind map method using imindmap gives positive effect to student creativity and their concept understanding. this also in line with the opinion given by one of the teacher as a practitioner, “this student worksheet is very good and it can support student learning process as well as introduce imindmap to students as the new application which facilitates their creativity.” hence, learning process becomes more amusing and the concept learnt will be strongly embedded. moreover, the content and the material served in the worksheet are written in high quality as considerable as the language and the clue used are easily understood. one of students has responded, “this student worksheet is very helpful for me to think more creative. because students are demanded to make original creation, think quickly. i think, this worksheet is also suitable to animalia material.” the use of mind mapping method gives a good effect on students’ affective such as creativity (taadi et al., 2019). this method was also proven to be able to increase creative thinking skill in term of producing the newest idea (buran & filyujov, 2015; malycha & maier, 2017; leeds e al., 2018). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 3, november 2020, pp. 423-435 434 ikalindhari et al (developing student worksheet …) conclusion student worksheet based on imindmap in animalia material is very valid based on the presentation of appropriateness criteria, language content, the compatibility to imindmap, and the compatibility to creative thinking ability indicators. in addition, the student worksheet is very practical based on the responses of teachers as practitioners as considerable as students’ and the readability test results. imindmap software is interesting for students to construct mind map which stimulates them to think creatively. acknowledgement we are very grateful to guntur trimulyono, s.si., m.sc., nur qomariyah, s.pd., m.sc., and prof. dr. endang susantini, m.pd. as the reviewers for the worksheet. we also thank to all biology teachers from surabaya, sidoarjo, and tuban who have provided valuable responses as practitioners; as well as students of x graders of islamic senior high school tarbiyatul banin banat tuban for the responses. references adityarini y, waluyo j, & aprilya s. 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2 muh.wajdi@unismuh.ac.id ; 3 nurul.magfirah@unismuh.ac.id ; 4 nurul.fadhilah@unismuh.ac.id * corresponding author introduction covid-19 pandemic cases have a considerable impact on the world. every day, the number of patients suffering from covid-19 continues to increase. this case has a significant impact not only on health but also has a substantial effect on education. most governments worldwide are temporarily discontinuing the learning process conducted in schools and campuses to prevent the spread of the covid-19 pandemic. several countries did local closures that affected millions of students. this policy impacts about 70% of the world's student population. the united nations educational, scientific, and cultural organization or unesco states that's about 300 million students in the world are disrupted by their school activities and threatened their education rights in the future (unesco, 2020). a r t i c l e i n f o a b s t r a c t article history received: 23 april 2021 revised: 16 june 2021 accepted: 9 september 2021 published: 11 november 2021 every day, the number of patients suffering from covid-19 continues to increase in the world. learning at home is a decisive step in breaking the chain of coronavirus spread, and changing traditional learning to entirely online can affect the quality of learning and students' achievement. it requires great effort in designing learning by lecturers. therefore, a study is needed to investigate the students' perception of online learning to find out how the learning process went through by students during the covid-19 pandemic. this research uses a mixed-method approach. the first phase collects quantitative data using questioner with four dimensions: 1) the ability to learn independently through online learning, 2) student interaction with teaching materials, 3) interaction between students, and 4) interaction with lecturers. based on data analyzed, students perceive that learning independently through online learning is not high, and scores obtained about 3.3 (average). the other three dimensions get a score that is in the low category. the second phase is collecting qualitative data using open-ended questions. based on the analysis, the majority problem online learning is bad networking, and the positive impact students got in online learning is flexibility and time management in learning. copyright © 2021, nurdiyanti et al this is an open access article under the cc–by-sa license keywords biology education online learning student perception university students’ how to cite: nurdiyanti, n., wajdi, m., magfirah, n., & fadhilah, n. (2021). university students’ perception towards online learning in biology. jpbi (jurnal pendidikan biologi indonesia), 7(3), 240-247. https://doi.org/10.22219/jpbi.v7i3.16369 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.16369 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:nurdiyanti@unismuh.ac.id mailto:muh.wajdi@unismuh.ac.id mailto:nurul.magfirah@unismuh.ac.id mailto:nurul.fadhilah@unismuh.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i3.16369 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 240-247 241 nurdiyanti et al (university students’ perception towards online learning ...) in indonesia, patients were increasingly infected with covid-19 every day. the education ministry of indonesia revealed the policy of learning from home in an emergency of the covid-19 pandemic. learning at home is a decisive step in breaking the chain of covid-19 spreads. online media is an alternative used in the learning process to deal with this problem. in the past, some educational institutions have implemented online learning around the world. there has been a lot of research saying that online learning is also effective in the learning process. online learning also provides opportunities to learn where and whenever they want without limited time or a specific schedule (ali et al., 2018). some of the great benefits offered by online learning are that because connectivity between one student and another is connected, they can share knowledge and achieve the goal of learning together, thus reducing the number of dropouts students (yuan et al., 2014). the change in learning patterns due to covid-19 is that face-to-face learning that is replaced by online learning can undoubtedly affect the quality of learning and students' success in achieving learning goals. the change of traditional knowledge into online education requires significant effort in designing learning by teachers. the effectiveness of online learning depends on the content of the learning materials developed, motivated interactions between instructors and learners, good preparation, and supportive instructors (sun & chen, 2016). some new approaches to online learning, such as massive online open courses (moocs), virtual reality (vr), and gamification, have been designed for students in different countries that support their respective cultures (panyajamorn et al., 2018). furthermore, a study is needed regarding students' perception of how the online learning process went through by students during the covid-19 pandemic. students' perception of the online learning process affects their interest in attending and completing courses or taking other additional online courses (matsunaga, 2016). therefore, obtaining information about students' perceptions of the online learning process will determine whether online learning is effective or not (otter et al., 2013). furthermore, it is important to know students' perceptions to provide information to administrators and educators in designing learning (platt & yu, 2014). the learning environment can have an impact on students' enthusiasm and learning effectiveness. the relationship between the learning environment and student achievement has been the result of studies by researchers, and based on some literature has revealed that there is a relationship between the educational environment and student learning outcomes, satisfaction, and student success (ali et al., 2018; lizzio et al., 2010). having the motivation to participate in the online learning experience, students are expected to succeed (baturay & yukselturk, 2015). because the learning and education environment dramatically affects students' achievement and success, it is essential to get feedback from students regarding their learning experiences (bakhshialiabad et al., 2015). fully online learning, especially at muhammadiyah university makassar, is new for students, and it causes various obstacles faced by students. based on the results of interviews with biology education lecturers at the muhammadiyah university of makassar. during the online learning process running for one semester, some students sometimes did not participate in the course, joining the teleconference class without using their camera, and some students' academic achievement has decreased. many factors cause this, such as limited information technology (it) capabilities and inadequate facilities to support online learning. one of the barriers for students to follow and participate in online learning is the lack of student knowledge related to technology. some students with good technology backgrounds can allow them to easily use various devices in e-learning and improve their e-learning experience without many obstacles (mamattah, 2016). the purpose of this study is to identify students' perception toward online learning of biology education students at the university of muhammadiyah makassar. a previous study wei & chou (2020) said that the student's perception of online learning can work on their readiness to learn. according to alqurashi (2019) instructors/lecturers need to assess how students’ perception on their learning to increase the quality of online learning. then, an investigation by rockinson-szapkiw et al (2016) proves that students' attitudes to online learning can be a predictor of student learning outcomes. method this research uses a mixed-method approach with the sequential design of the explanatory. the first phase is collecting and analyzing quantitative data and then the second phase is followed by collecting and analyzing qualitative data (creswell et al., 2018). the reason for using mixed methods is because quantitative data is not enough to obtain detailed information, for example, the constraints that students experience during online learning. the answers to these questions will vary so much that they are difficult to obtain quantitatively. quantitative data will provide an overview of student perception in general and qualitative data will provide detailed information that is not covered by quantitative data. the study used two types of instruments, namely student perception questionnaires and open-ended questions that are delivered by using goggle form. questioner is used to collect quantitative data of students’ jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 240-247 242 nurdiyanti et al (university students’ perception towards online learning ...) perception toward online learning and open-ended question is used to collect qualitative data for getting information deeply about students’ online learning experiences during covid-19. participants in this study were all biology education students of the class of 2017 who were active in courses. the number of participants in this study was 58 students. in the phase 1 (quantitative phase), qquestionnaires that’s used are adaptations of faleh (2011) with four dimensions to be measured namely 1) self-learning ability through online learning, 2) interaction between students and learning content, 3) interaction with lecturers in online learning, and 4) interaction between students in online learning. the scale on the questionnaire was based on a likert scale with 5 points scale i.e., 1 = strongly disagree, 2= disagree, 3= neutral, 4=agree, and 5=strongly agree. this stage used descriptive data analysis. the purpose of this analysis to interpret students' perceptions of online learning during covid-19. descriptive data analysis has an important role in reading and observing phenomena. the criteria for interpretation of scores based on the interval in the table 1. table 1. students perception score category no value category 1 1 < < 2 very low 2 2 < < 3 low 3 3 < <4 average 4 4 < < 5 high 5 = 5 very high based on the results of quantitative data analysis, researchers continued to collect qualitative data through open-ended questions to find what challenges students faced during the online learning process (in the phase 2, collecting and analyzing qualitative data). there are four items that are asked: 1) obstacles during the online learning process, 2) the positive impact they have got in online learning during covid-19, 3) applications that are students interested in online learning, and 4) advice given to lecturers to make online learning run more effective. the thematic qualitative analyst was used to analyze the qualitative data. thematic qualitative analysis is an analysis that can be used widely in qualitative research (nowell et al., 2017). results and discussion the data at this stage is quantitative data obtained using a questionnaire of students' perception of online learning during the covid-19 pandemic. the student perception questionnaire consists of four dimensions, namely: 1) the ability to learn independently through online learning, 2) student interaction with teaching materials, 3) interaction between students, and 4) interaction with lecturers. independent learning skills is important for student in learning success. if the student has a lack of independent learning skills, it could affect the effectiveness and efficiency of their learning (field et al., 2015). that’s why, it’s very important to asses students’ perception about their independent learning ability, especially in online learning during covid-19 pandemic. the results of data analysis on this dimension were presented in table 2. table 2. analysis of student perception data on the ability to learn independently through online learning no items score average 1 2 3 4 5 1 in online learning, i can learn anywhere and anytime 1 11 14 12 16 3.203 2 in online learning, i can learn at my pace 2 14 22 10 6 3.074 3 online learning allows me to review my learning at any time 2 4 23 17 8 3.462 4 in online learning, my learning is personal. 0 1 23 21 9 3.666 5 online learning enables immediate feedback. 3 7 27 13 4 3.148 6 online learning makes it possible to fit my own learning style. 2 8 25 16 3 3.462 7 online learning allowed me to do an evaluation. 2 5 30 12 5 3.240 8 online learning provides appropriate technical support 2 18 21 8 5 2.907 based on the result of data analysis results that shows in table 2, the most approved item by students was their learning in online learning is personal with an average score of 3,7. based on categorization, the value is in the moderate category. the least approved item by students was online learning presenting appropriate technical support with an average score of 2, 9 whish’s in the low category. in general, students' perception of the ability to learn independently through online learning is average. the lack of students’ response toward ability in learning independently means that students’ ability in learning independently is low, thus it might jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 240-247 243 nurdiyanti et al (university students’ perception towards online learning ...) because student’s academic achievement decreased through online learning during covid-19 pandemic. learning independently is process of students in doing task, taking a decisions and overcoming the problem by them self without expecting a help from others (novantri et al., 2020). that’s why designing online learning to make students being able to learn independently is very important especially during covid-19 without lecturer and other student existing with them in learning process. data analysis results interaction between students and content, is showed in table 3. table 3. analysis of interaction data between students and content in online learning no item score average 1 2 3 4 5 1 online learning facilitates the learning process 6 10 21 10 7 3.037 2 online learning encourages me to learn more 4 17 23 7 3 2.777 3 online learning increases my capacity 4 14 30 4 2 2.740 4 online learning increased my motivation to learn 4 11 30 7 2 2.851 5 online learning increased my motivation to learn 5 12 27 7 3 2.833 6 online learning helped me in time management and selfdiscipline 4 7 15 17 11 3.444 7 online learning encourages me to increase my learning time 4 9 24 11 6 3.111 8 i prefer to do tasks and tests online 6 11 23 7 7 2.962 9 i prefer to get my score (study results) online 7 6 23 14 4 3.037 10 my results in online learning are better than those i receive in traditional learning 8 16 21 8 1 2.592 11 my results in online learning are better than those i receive in traditional learning 5 19 23 6 1 2.611 12 online learning meets my expectations 4 15 29 6 0 2.685 13 i enjoy online learning 6 10 26 7 5 2.907 14 i feel freely to learn through online learning 3 12 21 12 6 2.740 15 online learning boosts my confidence 7 7 28 10 2 2.870 based on table 3, most of the respondents chose neutral across items. an item with the highest approval rating is online learning can help them with time management and discipline. structured materials and tasks in the application of online learning, make the more discipline then before. the lowest approval response item was learning outcome in online learning was better than learning outcome that i got from traditional learning with a score of about 2,6 in the low category. it means that online learning didn’t help a student in learning achievement. this case is contradicting with a study by murray et al., (2012) said that online learning can help students access the latest resources and can lead them to high grades. based on the research, it can be said that there are several conditions that allow online learning cannot to run properly so that it has an impact on the performance and achievement of academic achievement. results of data analysis of students' perceptions on dimensions students’ interaction with lecturers in online learning presented in table 4. table 4. students perceived on students interaction with lectures no item score average 1 2 3 4 5 1 i prefer to communicate with instructors through online learning rather than face-to-face 11 15 19 5 4 2.552 2 online learning improves communication with lecturers 10 8 24 8 4 2.777 3 i build a productive relationship with lecturers 7 7 29 8 3 2.870 4 online learning facilitates discussion with lecturers 7 14 22 8 3 2.740 5 online learning encouraged me to discuss with lecturers 3 16 25 8 2 2.814 6 i like to contact lecturers through online learning 4 12 25 10 3 2.925 7 i like to contact lecturers through online learning 5 14 28 6 1 3.259 based on the result of data analysis in table 4. in this dimension, the item that gets the best response from students is in online learning, i received more attention from lecturers with an average score is 3,259 which is in the moderate category. meanwhile, the item with the lowest approval score is that i prefer to communicate with the lecturer through online learning, with a score of 2, 5 which is in the low category. however, of the overall items, the majority of students choose neutral for each item. results of data analysis of student perception in this on this dimension are showed in table 5. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 240-247 244 nurdiyanti et al (university students’ perception towards online learning ...) table 5. data analysis of student perception on student’s interaction with other students in online learning no item score average 1 2 3 4 5 1 i choose to communicate with other learners online as opposed to face-to-face 7 21 19 5 2 2.518 2 online learning improves my communication with other students 3 14 18 16 3 3.037 3 i build productive relationships with other students 6 11 19 17 1 2.925 4 online learning facilitates discussion with other students 4 14 23 12 1 2.851 5 online learning encouraged me to participate in discussions with other students . 3 15 24 10 2 2.870 6 i like to make contact with other students online 2 19 18 11 4 2.925 7 online learning enhances cooperation with other students 9 10 19 10 6 2.888 based on data in the table 5, items that obtain the highest approval value that is online learning improves my communication with other students with score about 3,037 with a category of medium. the data obtained, showing that students did not agree if online learning could increase cooperation between other students. study by moore et al (2016) said that most students choose not to work in groups in online classes. to see the average student's perception of online learning for all items in each dimension, look at table 6. table 6. average grades of student perception of each dimension no dimensions/items average description 1 the ability to learn independently through online learning 3.3 average 2 interaction between students and content 2.9 low 3 interaction between students and lecturers 2.8 low 4 interaction between students and lecturers 2.8 low based on the data analysis results in table 6, showing that students' perceived the ability to learn independently through online learning are not so high, the score of this dimension obtained about 3.3 (average). it means that students do not agree that online learning is independent learning. this case certainly affects the student's academic performance. studying independently can help students to improve their academic performance (cukurova, 2014). the other three dimensions get a score that is in the low category. quantitative data that was obtained for provides information of students' perception toward online learning during covid-19 is a poor response. therefore, researchers continue to collect qualitative data through openended questions. the data is analyzed using a thematic qualitative analysis approach. here's an analysis of qualitative data in table 7. table 7. thematic qualitative analyst results no dimension category total (%) 1 challenges in online learning bad network 53 cellular data plan 18 learning materials 3 amenities (pc, laptop, smartphone) 3 interaction 5 2 positive impact communication with lecturers 5 family 11 flexibilities 20 time management 10 technology information capabilities 4 practical 3 efficient 2 reducing the spread of covid 19 1 3 the most interested application google classroom 24 whatsapp 12 zoom 6 google meet 7 moodle 15 telegram 9 skype 1 4 advice for lecturer learning strategy 10 tolerance 12 timeliness 13 video 5 innovation 1 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 240-247 245 nurdiyanti et al (university students’ perception towards online learning ...) as shown in the thematic qualitative analysis in table 6, in the category of constraints in online learning, there are various problems faced by all students, but the most problems experienced by 98% of students are related to the network. respondent's statement regarding the constraints in online learning as follows: 1) lack of understanding of the material provided by lecturers, 2) lack of internet network and limited cost to buy internet package, 3) the problem is that the network is difficult in the village so i have to find a place to find a good network, 4) student interaction is becoming less, 5) the problem is the network so that online lectures can be hampered, 6) my constraints are internet package and network, and 7) the facilities used are less supportive. most students feel limited in material access if internet facilities are inadequate and not efficient (apuke & iyendo, 2018). as seen in the results of qualitative data analysis, the major challenges that students face are weak internet networks around their environment. this problem restricts students to access online learning. difficulty in accessing the internet is one of the big problems in indonesia. a study by febrianto et al (2020) also said that some students in some areas have difficulty in accessing the internet. another obstacle that students found was the interaction between students and instructors. asynchronous online learning with inadequate internet networks makes communication not smooth. this is in line with research by kearns (2012) that communication between students in online courses by using asynchronous technology through email, discussion boards, blogs, or wiki causes a slow response from both students and instructors. the second dimension, related to the positive impact that students feel from online learning during covid19, the most mentioned category by students is related to flexibility. they feel online learning is more flexible. furthermore, time management and improving digital literacy capabilities can also be gained through online learning. statement of students response on questions related to the positive impact felt by students in online learning during covid 19: 1) we can do the course anywhere, 2) more independent in doing tasks, 3) i spend more time staying at home and with my family, 4) i can review learning material anytime and anywhere, 5) the positive impact is that it is not necessary to go to campus to follow the course, 6) helping students to improve their technology and information skill by using various learning applications, and 7) i can manage my time more. based on qualitative analysis results, the most positive impact expressed by students is flexibility. online learning makes them able to learn anywhere without being limited by space and time. that students look more flexible both in terms of time and space in completing tasks that suit their learning style (gilbert, 2015). online learning can provide world-class education, to anyone, anywhere, and anytime as long as internet access is available (nguyen, 2015). students reveal that the main advantage of online learning is that it is possible to do and learn anywhere (luaran et al., 2014). furthermore, based on data, they can improve their technology and information skill through the implementation of online learning. the other positive impact through online learning is that they are trained to make a good time management, and also, they are happy to have more time together with their family. the next category is related to the learning application that students like the most during the online learning process. google classroom is the most popular application by students which is 41.37% of students revealed it. students feel that google classroom is a tool that can help in improving the performance of their presentation across multiple courses and other topics (iftakhar, 2016). google classroom is a learning app that is very helpful to students in indonesia. the google classroom has the opportunity to save more time both for students and teachers because the setup process in google classroom is fast and too easy to use (sudarsana et al., 2019). the second most preferred application is moodle with a score of 26%, as well as the use of whatsapp group as an additional communication tool in online learning 21%. all three apps are asynchronous. asynchronous online learning supports communion between students and instructors even if it's not online at the same time. this is the key of flexible learning (hrastinski, 2008). based on student responses, using synchronous applications in online learning requires a strong network and a large data plan, which causes most students prefer to asynchronous applications. zoom, google meet, and skype are synchronous apps, and only a few students are interested in them. the most dominant category mentioned by students is to tolerate students regarding the extension of task collection time, the learning strategies used are further improved. besides, students also provide advice to create learning videos related to material explanations rather than using synchronous applications. instead of just text and image learning resources, videos in learning are very helpful to students. using other sourceintegrated videos on new knowledge can prepare students to learn well and have an impact on good learning outcomes (scagnoli et al., 2019). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 240-247 246 nurdiyanti et al (university students’ perception towards online learning ...) conclusion the student response based on quantitative data, most of the students choose neutral in each item of questioner perception and it means giving not very good and also not very bad response toward online learning that runs during the covid 19 pandemic. the weakness that’s experienced by students in online learning is comparable to the positive impact they got. this is the reason why most students do not respond very well and also do not respond very poorly to online learning, in other words, most students choose neutral in every dimension. researchers assume that if the challenges they face can be overcome properly, then they will likely give an excellent approval response to online learning. 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(2020). developing local-based invertebrates e-encyclopedia to improve scientific reasoning skills. jpbi (jurnal pendidikan biologi indonesia), 6(2), 189-198. doi: https://doi.org/10.22219/jpbi.v6i2. 11953 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.%2011953 https://doi.org/10.22219/jpbi.v6i2.%2011953 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11953&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 189-198 190 kundariati and rohman (developing local-based invertebrates …) potential of coastal areas in south malang. however, those research's development as a learning resource has not been optimally carried out into a paradox. kondang merak beach, one of the areas on the south coast, has quite a high diversity of invertebrates. the beach characteristic is quite calm and surrounded by peaks and coral rocks to protect the coastal ecosystem (nugraha et al., 2016). these characteristics are very distinctive because most beaches in the southern region are steep, rocky, and have cliffs. this uniqueness makes the coral reef population at kondang merak beach avoid the swift waves and currents from the open waters (nugraha et al., 2016). various groups of coelenterates and mollusca are reported to have been found along the southern coastline (luthfi et al., 2017; luthfi et al., 2018). the high level of biodiversity is an essential asset in conserving natural resources, one of which is through the development of learning resources based on local potential (kundariati et al., 2020; kurniawati et al., 2017; nea, 2010). the utilization of resources as local potential is a strategic step that provides many benefits. (ardan, 2016; parmin et al., 2015) reported that the utilization of local potential as a learning resource had a significant impact on students' knowledge. moreover, it is easier for teachers to link learning skills or competencies with the student learning environment (donnelly et al., 2017; hussin, 2018). the utilization of local potential can also be directed as an effort to support 21st century learning (binkley et al., 2012; hussin, 2018; jumriani & prasetyo, 2017). some researchers state that the integration of local potential as a learning resource can facilitate students in scientific reasoning (glaze, 2018; kambeyo, 2017; ogunkola, 2013). these efforts help students build cognitive understanding in a more profound way (daryanti et al., 2015). however, erlina et al (2018) show that students' scientific reasoning skills are still low. even though scientific reasoning skills are one of the skills that students must have, referring to the profile of 21st century students (kambeyo, 2017; khoirina et al., 2018; kuhn, 2010). scientific reasoning skills in question refer to students' ability to analyze, express opinions, and draw conclusions based on their understanding (rhodes, 2010). furthermore, these three components will lead to making the right decisions based on relevant evidence (abosalem, 2016; freidenreich et al., 2011; mcneill et al., 2012). this research aims to develop an e-encyclopedia of invertebrates as a learning resource based on the local potential of kondang merak beach. the e-encyclopedia draft that has been developed is then tested to measure the students' ease and usefulness. the effectiveness test is used to determine whether the product developed supports learning in improving students' scientific reasoning. the results of this study are expected to contribute to the development of instructional media that improve thinking skills based on local potential. method this research consists of exploratory research and media development while it was conducted from july to december 2019. the exploratory research was conducted at kondang merak beach, malang regency. sampling was carried out using free-roaming techniques to ensure that no specimen was left behind. product development refers to lee and owens (2004) model, which is correctly used to develop multimedia-based products. the stages of development carried out consist of: assessment/analysis; design; development; implementation; and evaluation. the subjects in this study were lecturers and students of biology education department the year 2018 state university of malang. the types of data contained in this study consists of qualitative and quantitative data. the qualitative data were obtained from experts and practitioners, while the quantitative data were obtained from assessments by validators and students as users. the assessment is carried out using a rating scale and students' scientific reasoning scores. the data collection instruments consisted of instruments of validity, practicality, and effectiveness. the results of the product evaluation questionnaire were analyzed using descriptive analysis in the form of a percentage. the criteria for product validity and practicality (table 1) refer to gay et al (2012). table 1. product validity assessment qualification criteria practicality percentage (%) validity very practical or can be used 85.01 100 very valid or can be used pretty practical or can be used but needs a little revision 70.01 – 85.00 quite valid or can be used but needs a little revision less practical, it is recommended not to use it because it needs a lot of revisions 50.01 – 70.00 invalid, it is recommended not to use it because it needs a lot of revisions impractical or may not be used 01.00 – 50.00 invalid or may not be used jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 189-198 191 kundariati and rohman (developing local-based invertebrates …) the effectiveness of the e-encyclopedia in improving students' scientific reasoning was measured using the gain score formula. the effectiveness criteria used refer to erlina et al (2018), are the products presented in table 2. table 2. product effectiveness criteria level of achievement in value level of effectiveness n-gain ≥ 0.7 very effective 0.3 < n-gain < 0.7 effective n-gain ≤ 0.3 not effective results and discussion the local potential has the unique characteristics of each region (parmin et al., 2015). malang regency has the potential for biodiversity that can be optimized as a learning resource (kundariati et al., 2020). local potential-based learning can provide a more valuable experience for students because it is closer to everyday life and the environment. in line with research conducted by hernawati et al (2018); koban et al (2020); and kurniawati et al (2017) concluded that learning assisted by learning sources with local potential could improve students' academic abilities. local potential-based teaching materials also help students classify activities and improve attitudes in preserving sustainability (lestari et al., 2018). the exploration results showed that eight species of coelenterates were found at kondang merak beach (table 3). five of them are of the genus montipora (three species) and pocillopora (two species). meanwhile, there are 17 species of mollusca consisting of 15 genera. more specifically, conus and engina are two species each. table 3. the results of exploratory research on the kondang merak beach phylum species coelenterates 1. pocillopora damicornis (linnaeus, 1758) 2. pocillopora verrucosa (ellis & solander, 1786) 3. montipora digitata (dana, 1846) 4. montipora carinata (nemenzo, 1967) 5. montipora capricornis (veron, 1985) 6. galaxea fascicularis (linnaeus, 1767) 7. hydnophora exesa (pallas, 1766) 8. porites lutea (milne edwards & haime, 1851) mollusca 1. conus planorbis (born, 1778) 2. conus achanitus (gmelin, 1791) 3. engina mendicaria (linnaeus, 1758) 4. engina bidentata (menke, 1843) 5. atria pectinata (linnaeus, 1767) 6. geloina expansa (mousson, 1849) 7. monetaria annulus (linnaeus, 1758) 8. naria erosa (linnaeus, 1758) 9. turbo bruneus (roding, 1798) 10. euplica varians (g.b. soweby, 1832) 11. eunaticina papilla (gmelin, 1791) 12. tonna canaliculata (linnaeus, 1758) 13. tanea undulata (roding, 1798) 14. rochia nilotica (linnaeus, 1767) 15. conomurex lahuanus (linnaeus, 1758) 16. pictocolumbella ocellata (link, 1807) 17. onchidoris billamelata (linnaeus, 1767) the coelenterates and mollusca species found were used as learning resources in the development of the e-encyclopedia. the results of the validation of material experts and practitioners show that product feasibility and readability are classified as very valid, respectively 84.72% and 87.41%, as described in table 4. the validation of media and technical experts showed similar results. an assessment of four media validity aspects shows that the e-encyclopedia is very valid (98.10%). more specifically, the linguistic and graphic aspect is very valid, with a percentage of 100% (table 5). jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 189-198 192 kundariati and rohman (developing local-based invertebrates …) table 4. validation test results by material experts and practitioners expert aspect number of aspect maximum score acquisition score validity (%) average (%) category material content eligibility 16 80 71 88.75 84.72 quite valid legibility 11 55 48 87.27 practitioners content eligibility 16 80 69 86.25 87.41 very valid legibility 11 55 49 89.09 table 5. validation test results by media experts no aspect number of aspect maximum score acquisition score validity (%) category 1 format 5 25 24 96.00 very valid 2 language and readability 6 35 35 100.00 very valid 3 presentation 3 25 24 93.33 very valid 4 graphic 3 30 30 100.00 very valid average score 98.10 very valid in line with the expert's validation results, the product practicality test showed that the e-encyclopedia was feasible to be used as a learning media. aspects of legibility, and benefits are classified as very practical with the percentages, respectively 87.65 and 85.66 (table 6). table 6. practical test results no aspect number of aspect maximum score acquisition score validity (%) category 1 language 5 575 484 84.17 pretty practical 2 legibility 5 575 504 87.65 very practical 3 presentation 8 920 749 81.41 pretty practical 4 display 6 690 556 83.48 pretty practical 5 benefits 6 690 591 85.66 very practical data on scientific reasoning skills are obtained through pretest and posttest, which are integrated with scientific reasoning indicators. the measurement of the effectiveness of the product developed is to measure the increase in students' scientific reasoning skills using an n-gain formula. the results of improvement in each indicator of scientific reasoning skills are presented in figure 1. figure 1. the n-gain score for scientific reasoning indicator the integration of scientific reasoning skills in the development of the e-encyclopedia aims to streamline the measurement of students' thinking skills (kambeyo, 2017). the integration of thinking skills is indicated to train students to develop their logical abilities. this prediction can be seen in the achievement of the students’ n-gain scores after using the e-encyclopedia. learning activities designed to guide the optimization of the concept of a scientific phenomenon that is owned, in this case, related to coelenterates and molluscs, jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 189-198 193 kundariati and rohman (developing local-based invertebrates …) facilitate students in developing scientific thinking skills. this association is a very fundamental step to provide a more in-depth learning and thinking experience (larsson, 2017; tal & tsaushu, 2017). many researchers said that the scientific approach requires coherence between observing skills, asking, gathering information, analyzing information, associating, and communicating again (glaze, 2018; nurafifah et al., 2017; salter & atkins, 2014; vieira et al., 2017). figure 1 shows that the e-encyclopedia effectively increases students' scientific reasoning—the students' ability to convey arguments increases through learning using the e-encyclopedia. the developing product facilitates students in identifying fundamental topics that have not been explored previously (rhodes, 2010). material characteristics related to diversity and classification principles encourage students to think logically. one of the students' arguments was morphological and anatomical features of animals belonging to coelenterates and mollusca. students from observations obtained morphological and anatomical characteristics during the learning process. observing in a scientific approach is an activity of sensing using various media such as images, videos, and wet and dry specimens (retno & yuhanna, 2016; sukarno et al., 2013). increasing students' ability to argue is supported by the knowledge they have (baker et al., 2010; cullen et al., 2018; darling-hammond et al., 2020; noviyanti et al., 2019). knowledge is one of the critical elements in synthesizing information in depth (darowski et al., 2016; kastner et al., 2012; kiili & leu, 2019; lundstrom et al., 2015; palmatier et al., 2018), supported by various relevant and credible sources (rhodes, 2010). thus, students can see a phenomenon more comprehensively (ennis, 2011; goldman et al., 2014). it has an impact on the ability to do analysis and draw conclusions. however, the study results shows that the improvement in analysis indicators is lower than the ability to argue, know, and draw conclusions. information synthesis skills are essential in revealing patterns, differences, or similarities in the concepts studied, in this case, coelenterates and mollusca. an improved analysis is lower because it requires deep understanding and thought related to investigations, practicum, and theory. animal classification material requires students to find or criticize the basic concepts of grouping animals. the basis for classifying each phylum or class is unique, so students need to analyze it through hands-on activity activities (cinici, 2013; kuhn, 2011). most of them mention morphological or anatomical features that are not related to these animals' primary classification. furthermore, methodologies are an indicator with an n-gain score that best develops the theoretical framework skillfully (leow & neo, 2014; yusof et al., 2012). this step needs to be formulated by students in describing and classifying animals. in this case, the description and grouping of animals are based on similarities or differences in animals' morphological and anatomical features. the coelenterates and mollusca e-encyclopedia design consists of: a) scientific names, b) morphological descriptions, c) distribution, and d) conservation status accompanied by either original pictures or photos. it aims to help students obtain information as material for analysis in learning activities. in line with the statement of hernawati et al (2018) that encyclopedia can provide visualizations to represent explanations. apart from that, the e-encyclopedia also features synthesis and analysis. in other words, the description of species in the e-encyclopedia supports analyzing activities through student worksheets. according to cinici (2013) analysis activities carried out by students are related to animal classification, where morphological characteristics can be used as the basis for animal classification. as a mobile learning media, the e-encyclopedia has the advantage that it can be used flexibly by merely opening a smartphone. mobile-based learning has been used for about 20 years in several countries (akopian et al., 2013; alhassan, 2016; klimova, 2019; sung et al., 2016; west, 2015) and provides benefits because of that flexibility (behera, 2013; cheung, 2015; klimova, 2019; miangah & nezarat, 2012; mileva, 2011). currently, the use of smartphones has become commonplace, including their use in the learning process (akopian et al., 2013; klimova, 2019). smartphone applications are useful for improving higher education learning performance by implementing mobile learning-based learning (demir & akpınar, 2018; elkhateeb et al., 2019; garcía-martínez et al., 2019; klimova, 2019; ocran et al., 2020; romero-rodríguez et al., 2020; sukardia et al., 2020; sung et al., 2016). learning using mobile learning can provide students with experiences and how they use mobile learning as a learning medium. it is in line with cheung (2015) statement, which states that mobile learning can provide learning experiences and attract more students. students who use applications on smartphones are also stimulated in formal and informal learning situations (miangah & nezarat, 2012; teodorescu, 2015). in other words, students will be able to learn inside and outside the classroom. student activities outside the classroom can be a means of contextual learning for students. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 189-198 194 kundariati and rohman (developing local-based invertebrates …) conclusion the development of the e-encyclopedia coelenterates and mollusca results from exploratory research at kondang merak beach, is valid, practical, and effective to improve students' scientific reasoning skills. the results of the n-gain calculation show that all indicators of scientific reasoning skills are classified as effective. further development can be done by integrating a more comprehensive thinking skills assessment. acknowledgment gratitude and appreciation to lp2m state university of malang for providing funding through the 2019 pnpb research fund with number 20: 3.66/un32.14.1/lt/2019 and also dr. hj. sri endah indriwati, m.pd. as the leader of this research team. references abosalem, y. 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(2022). the quality of student critical thinking: a survey of high schools in bengkulu, indonesia. jpbi (jurnal pendidikan biologi indonesia), 8(2), 142-149. https://doi.org/10.22219/jpbi.v8i2. 18129 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.18129 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.18129 https://doi.org/10.22219/jpbi.v8i2.18129 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 142-149 143 fitriani et al (the quality of student critical thinking …) critical thinking consists of the process of analyzing, synthesizing, concluding, and evaluating information (phan, 2010) as well as deductive and inductive reasoning (duron et al., 2006). learners who can think critically will be able to provide logical reasoning, analyze an argument, interpret information consistently and logically, formulate a conclusion, and make a decision based on evidence using appropriate concepts, methods, and contexts (fitriani et al., 2018; guo, 2017). critical thinker could to discover the truth, think systematically and independently. critical thinkers will be able to analyze, evaluate, and interpret the information received (ali, 2016). they can understand the situation around them and are used to solving various problems that arise in their environment (strauss, 2016; živkoviŀ, 2016). due to its useful function in all aspects of life, critical thinking becomes an intellectual asset for every individual. one's success in solving problems highly depends on his/her thinking skills (kabeel & eisa, 2016). critical thinking skills help students express their ideas smoothly (bustami & corebima, 2017), grow their confidence, make wise decisions and flexible and transparent problem formulation, and develop openmindedness, persistence, and focus on investigations (mahmoud, 2012). critical thinking skills also play a crucial role in the development of student cognitive, scientific, social, mental, and moral growth. critical thinkers will perform better academically compared to non-critical thinkers. critical thinking skills have a significant correlation with student academic performance and can significantly affect student academic achievement (mohamed & mohammed, 2016). research has shown that indonesian students’ critical thinking has not been fully developed (mahanal et al., 2017; zubaidah et al., 2018). this happens because the students faced difficulties in dealing with everyday problems (zubaidah et al., 2018). another possible cause is that because daily tests provided for the students consist of multiple-choice and low-level cognitive questions. interviews conducted to five biology teachers from five state senior high schools (sshs) in bengkulu revealed that the critical thinking skills of indonesian students were not entirely empowered. the majority of the students were mostly portrayed as passive receivers of information delivered by the teacher. besides, questions raised by the teacher in the classroom were not intentionally designed to sharpen every aspect of the students' critical thinking. information obtained from the interviews is indeed crucial; however, considering the insufficiency of the data, a more profound and systematic analysis of the students' critical thinking skills needs to be conducted. the importance of critical thinking skills in determining the success of high-school students in learning have been underlined in the previous paragraphs. also, based on the explanations provided, it is evident that the students' critical thinking skills need to be empowered. in line with this statement, several studies have analyzed the cts level of students in indonesia. a lot of research has been done at the university level (amin et al., 2017; as’ari et al., 2017; fitriani et al., 2018). the other study was conducted in senior high schools (fauzi, 2019) and others were carried out in high schools (elisanti et al., 2018; santika et al., 2018; suyamto et al., 2018; utami et al., 2018). however, most of these studies involve students studying on the island of java. therefore, the aimed of this current study was to identify the quality of high-school students' critical thinking skills in bengkulu, indonesia. method the present study was designed as a descriptive survey that was conducted on july 2017. the research sample was selected through a school determination process which was carried out based on the value of the national examination. schools are categorized into schools that have graduated with high, medium and low national exam scores. the purpose of the sampling technique is used to select the subject. as a result, sshs 2 and sshs 5 were chosen to represent schools that scored in the high category of national exams. meanwhile, sshs 1 and sshs 4 were selected to represent schools that received average national exam scores. sshs 6 was selected as a school that obtained a low category national exam score. it involved 175 students from five sshs, namely sshs 1, sshs 2, sshs 4, sshs 5, and sshs 6. an essay test was designed as the primary research instrument. the test contained 10 questions on ecosystem and environmental pollution. ten questions were considered valid, with a significance value of 0.000 < 0.05 and reliable with a coefficient of 0.949.the students' critical thinking skills were assessed from six aspects: 1) providing simple explanations, 2) establishing bases for decision making, 3) drawing a conclusion, 4) presenting advanced delineation, 5) making assumptions and integration, and 6) managing strategies and tactics (ennis, 2011). jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 142-149 144 fitriani et al (the quality of student critical thinking …) statistical analysis was run to analyze the data. each of the students' answers was scored 0-4. the students' average scores were then categorized into poor (<60), medium (60-69), good (70-79), and very good (80-100) (sudjana, 2017). the descriptive qualitative formula used to calculate the students' scores is presented as follows: score per indicator = (score obtained/maximum score) x 100 results and discussion the critical thinking skills of the students from sshs 1, sshs 2, sshs 4, sshs 5, and sshs 6 bengkulu, indonesia are described in table 1. in addition, recapitulation of the students’ critical thinking scores is presented in figure 1. table 1. critical thinking scores of the students no critical thinking indicators categories ( x ) sshs 1 sshs 2 sshs 4 sshs 5 sshs 6 1 provide simple explanations poor poor poor poor poor poor 2 determine the bases for decision making good good medium good medium medium 3 draw a conclusion good medium poor poor poor medium 4 present advanced delineation good poor poor poor poor poor 5 make assumptions and integration poor poor poor poor poor poor 6 manage strategies and tactics good good good good good good figure 1. students’ critical thinking scores according to the results of the statistical analysis, the students’ critical thinking skills were categorized into poor category for providing simple explanations, presenting advanced delineation, and making assumptions and integration (48.15, 49.46, and 50.25 respectively), medium for determining bases for decision making and drawing a conclusion (68.04 and 65.24, respectively), and good for managing strategies and tactics (70.00). jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 142-149 145 fitriani et al (the quality of student critical thinking …) all of the participants performed poorly in providing simple explanations. this is indicated by their inability to formulate problems or provide appropriate reasons to support their answers. an example of a weak answer given by student gn is presented below: “illegal fishing is frequently performed by fishermen communities. what is illegal fishing?” the same pattern of the answer is also provided by student ab, such as follows: “marine ecosystem is damaged by illegal fishing. what kind of activity is categorized as illegal fishing?”. a right formulation of problems usually contains question words, such as how and why and is supported by logical reasons (ennis, 2011). students, as critical thinkers, should be able to provide consistent and comprehensible arguments (fitriani et al., 2020; wang, 2012). they, therefore, have to collect sufficient information to help them solve more complex problems. in addressing the issues, they also need to grow confidence in delivering their arguments and evaluating the evidence (firdaus et al., 2015). the majority of the students who came from sshs 1, sshs 2, and sshs 5 obtained good scores on determining bases for decision making. on the other hand, the sshs 4 and sshs 6 students’ scores on determining bases for decision making were categorized into medium category. in conclusion, all of the participants are quite proficient in selecting appropriate information to support their answers. an example of a good answer provided by student mn is presented below: “the threats to marine ecosystems in the indonesian seas over time have become increasingly apparent and difficult to contain. these threats include microplastics in seawater. the number of microplastics in indonesian seawater is between 30 and 960 particles/liter. microplastic effects can threaten the existence of marine life, environment, and human health”. student np also prepared a similar formulation of the answer, such as follows: “microplastics have become one of the important issues in indonesia. indonesian waters contain a large number of microplastics that threaten the existence of the country’s marine ecosystems. one of the best solutions to reduce the effect is through water conservation projects”. critical thinking includes the ability to listen to and read the information carefully, investigate and discover an assumption, and predict a statement (phan, 2010). students equipped with adequate skills to think critically will possess an organized mental process that plays a significant role in decision making and problem-solving by analyzing and interpreting investigation data (lin, 2014). the sshs 1 and sshs 2 students’ average scores on drawing a conclusion were categorized into good and medium categories, respectively. the following excerpt shows an excellent response provided by student ap: “plastic is a type of waste that is difficult to decompose and can take up to 450 years to decay. the more plastic is produced, the higher the amount of plastic waste is accumulated in the soil, thereby reducing soil fertility. plastic can block the circulation of air in the ground and limit the underground creatures' moving space”. similarly, student fk provided the following answer: “the constant use of plastic products will bring a negative impact on soil fertility. besides, it is unwise to burn plastic waste because this can result in gases that can pollute the air. air pollution is hazardous to the respiratory system organs". the sshs 4, sshs 5, and sshs 6 students’ skills to draw a conclusion were categorized into poor category. this is shown by the inability of the students to interpret terms and provide logical reasoning. a poor answer provided by student ma is shown as follows: “plastic is a versatile material commonly used to package human daily needs products. besides being lightweight, plastic is also easily shaped into various items”. the findings of this study are in line with those by amin et al. (2017) that underline students’ struggle with analyzing and interpreting investigation results as well as connecting these results to the theories. interpretation skills consist of the abilities to define experiences, phenomena, data, and decisions (arends, 2012). the sshs 1 students’ average score on presenting advanced delineation was categorized into good category. it means that the students were able to explain their answers using relevant concepts. the following shows an exemplary answer provided by student ak: “germplasms, or genetic resources, are substantial part of living things serving as a source of inheritance that can be assembled to create new superior species”. on the other hand, the sshs 2, sshs 4, sshs 5, sshs 6 students’ scores on presenting advanced delineation were poor. this is indicated by the students’ explanations that are irrelevant to the theories or jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 142-149 146 fitriani et al (the quality of student critical thinking …) facts. some of the students faced difficulties in understanding the test questions and were unable to analyze or evaluate the information, while the others were merely receiving information from the teacher. another poor explanation is shown in student sp’s answer, such as follows: “germplasm is biodiversity or a collection of various plant species”. thompson (2011) points out that students’ critical thinking skills can be enhanced through connecting concepts or acquiring new information. furthermore, research by michalsky and kramarski (2015) has proven that students who merely receive information from the teacher will have difficulties thinking by themselves. this study has shown that it is hard for the students to make an assumption or integrate theories or facts into their answers. as a result, the students performed poorly in making assumption and integration. an example of a poor answer provided by student kn is presented below: "i manage the waste by throwing them into the trash or burning them". national research council (2011) states that many students are not accustomed to integrating theories or facts into their arguments because the teacher provides very few opportunities for the students to express their ideas or opinions. according to rodzalana and saat (2015), learning processes that are dominated by the teacher, where the students are required to take a note, may bring a negative impact to the students’ critical thinking skills. in addition, all of the participants had sufficient skills to manage strategies and tactics. the students’ answers indicate that they can provide various alternative solutions to the problems and support their answers correctly. the following excerpt contains an appropriate answer from student lp: “plastic waste can be handled by the "reuse, recycle, & recovery" strategy. reuse is an effort to reuse plastic waste without performing any treatment, for example, to make embellishments. reuse is cost-friendly. recycle is an effort to recycle plastic waste by processing them using physical, chemical, and biological treatments into new or secondary materials for other plastic products. recycled products are highly valuable. recovery is an effort to select useful materials from waste without processing them using physical, chemical or biological treatments”. the unsatisfactory level of students' critical thinking skills reported in this study could be caused by several conditions. first, they are not used to solving thinking skills-based questions. this reasoning is consistent with several studies that report that students in indonesia are not used to answering questions based on higher order thinking skills (fauzi & sa’diyah, 2019; hadi et al., 2018). the second reason is that students still do not master the basic concepts of biology. biology is often reported to have many difficult concepts (çimer, 2012; mavrikaki et al., 2012). critical thinking is part of higher order thinking skills. understanding the concept is the foundation of higher order thinking skills (kamarulzaman et al., 2017). third, learning in schools still does not facilitate students to improve students' critical thinking skills. most learning in schools still have not implemented a proven learning model that can empower critical thinking skills. problem-based learning is a learning model that is often reported to be able to improve students' critical thinking skills (birgili, 2015; boleng & maasawet, 2019; masek & yamin, 2012; sada et al., 2016; sulaiman & elnetthra, 2014). project-based learning is another cooperative learning that is also reported to have a positive impact on the development of students' thinking skills (eldiva & azizah, 2019; issa & khataibeh, 2021; sasson et al., 2018). unfortunately, these two learning models are still rarely implemented in various biology lessons in schools in indonesia. learning needs to involve students in doing activities that empower their critical thinking skills. students with critical thinking skills will have a thriving future. they will be able to implement their knowledge of problem-solving and become a contributing member of society. because of that, it is necessary to design and create a conducive learning atmosphere. furthermore, students with sufficient skills to think critically are able to make a decision based on careful considerations and thus solve problems effectively. in other words, one of the ways to evaluate one’s critical thinking skills is by assessing his/her competency in drawing a wise conclusion. despite the interesting and important findings of this study, this study only focuses on the critical thinking skills of high school students on a particular topic in biology that is ecosystem and environmental pollution. there were only 172 students 175 tenth graders who were registered in the academic year of 2017/2018, and they were all coming from senior high schools. further investigation can be carried out on other variables and different levels of education. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 142-149 147 fitriani et al (the quality of student critical thinking …) conclusion based on the findings of the current study, the critical thinking skills of the high-school students from bengkulu are categorized into poor category for providing simple explanations, presenting advanced delineation, and making an assumption and integration. on the other hand, the majority of the students obtained medium scores on determining bases for decision making and drawing a conclusion and good scores on managing strategies and tactics. based on these findings, it can be concluded that the students’ critical thinking skills in biology need to be continuously developed. critical thinking skills are dominant skills that should be explicitly taught in 21st-century classrooms because they constitute one of the ultimate goals of education and demand of the century. the results of this study may provide insight for the researchers themselves and future researchers to improve students' critical thinking skills through, for example, implementing active and constructive learning models, strategies, or methods. acknowledgement our gratitude goes to the ministry of research, technology, and higher education of republic of indonesia and indonesia endowment fund for education (lpdp) who have funded the research (number= fr2712018124910). references alghamdi, a., & hassan, n. 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(2018). revealing the relationship between reading interest and critical thinking skills through remap gi and remap jigsaw. international journal of instruction, 11(2), 41–56. https://doi.org/10.12973/iji.2018.1124a jpbi volume 3 number 1 pages 1-94 malang march 2017 issn: 2442-3750 (print) issn: 2527-6204 (online) published by: university of muhammadiyah malang, indonesia jurnal pendidikan biologi indonesia (jpbi) p-issn: 2442-3750 e-issn: 2527-6204 volume 3, nomor 1, maret 2017 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting elly purwanti wakil ketua penyunting husamah sekretaris diani fatmawati penyunting pelaksana yuni pantiwati sukarsono ainur rofieq rr eko susetyarini tata usaha fuad jaya miharja jenik rahayu alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com atau usya_bio@yahoo.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:usya_bio@yahoo.com ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia volume 3, nomor 1, 2017 daftar isi efektivitas pembelajaran inkuiri dipadu sains teknologi masyarakat (stm) untuk meningkatkan kemampuan berpikir kritis pada mata pelajaran ipa the effect of inquiry combined science-technology-society (sts) learning to enhance critical thinking skills on science ita ainun jariyah ....................................................................................................................................................................................... 1 kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching program studi pendidikan biologi universitas pasir pengaraian basic teaching skill quality of teacher candidates in microteaching study subject of department of biology education, pasir pengaraian university nurul afifah ............................................................................................................................................................................................. 10 pengembangan buku ajar berbasis lingkungan hidup pada matakuliah biologi di universitas tribhuwana tunggadewi the development of environment based textbook in biology course at tribhuwana tunggadewi university nugoho aji prasetyo, petiwi perwiraningtyas .................................................................................................................................... 19 pendekatan bioinformatika berbasis penelitian analisis profil protein carbonic anhydrase ii yang berpotensi sebagai kandidat penyebab autis untuk variasi pembelajaran matakuliah bioteknologi bioinformatics approach based research of profile protein carbonic anhydrase ii analysis as a potential candidate cause autism for the variation of learning subjects biotechnology dian eka a.f. ningrum, mohamad amin, betty lukiati ...................................................................................................................... 28 studi kasus pada psikologi pendidikan: bagaimana mahasiswa memiliki kemampuan problem solving? a case study in psychology education: how student have a problem solving skills? uus toharudin, iwan setia kurniawan ................................................................................................................................................. 36 view of nature of science (vnos) form b: sebuah instrumen untuk mengetahui pemahaman konsep hakikat sains calon guru di universitas borneo tarakan view of nature of science (vnos) form b: an instrument for assessing preservice teachers view of nature of science at borneo university tarakan listiani, arief ertha kusuma .................................................................................................................................................................. 45 kajian folk taxonomy tumbuhan bumbu dan rempah di daerah guluk-guluk sumenep madura seba gai booklet bagi masyarakat study of folk taxonomy herb and spice plant in guluk-guluk sumenep madura as booklet for society fadhlan muchlas abrori ......................................................................................................................................................................... 55 fungi endofit pada berbagai tanaman berkhasiat obat di kawasan hutan evergreen taman nasional baluran dan potensi pengembangan sebagai petunjuk parktikum mata kuliah mikologi endophytic fungi of various medicinal plants collected from evergreen forest baluran national park and its potential as laboratory manual for mycology course siti murdiyah .......................................................................................................................................................................................... 64 pengaruh model project based learning pada mata kuliah seminar terhadap keterampilan berpikir kreatif mahasiswa the effect of project based learning model in seminar course to student’s creative thinking skills rindi novitri antika, sulton nawawi ..................................................................................................................................................... 72 pengembangan modul ekologi hewan komunitas makrozoobentos di perguruan tinggi development of animals ecology module for macrozoobentos community at higher institution setyoko, fatchur rohman, hadi suwono ........................................................................................................................................... 80 diagnosis kesulitan belajar mahasiswa pada mata kuliah perkembangan peserta didik diagnosis of student learning difficulties on learner development studies destri ratna ma’rifah .............................................................................................................................................................................. 88 ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia jpbi volume 2 nomor 1 halaman 1-101 malang, maret 2016 p-issn: 2442-3750 e-issn: 2527-6402 diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang pembelajaran konsep dasar ipa dengan scientific inquiry untuk meningkatkan kemampuan berpikir, bekerja dan bersikap ilmiah pada mahasiswa the learning of science basic concept by using scientifiq inquiry to improve student’s thinking, working, and scientific attitude abilities raras setyo retno, wachidatul linda yuhanna perbedaan keterampilan metakognitif dan motivasi siswa putra dan putri kelas x sman di kota malang melalui strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) metacognitive skills and motivation differences between male and female grade student of public senior high school in malang through reading questioning and answering (rqa) combined with think pair share (tps) learning strategy hindun syarifah, sri endah indriwati, aloysius duran corebima pengembangan bahan ajar matakuliah bioteknologi berdasarkan kebutuhan dan karakter mahasiswa universitas nusantara pgri kediri developing the learning materials of biotechnology subject based on students’ need and character of nusantara pgri university of kediri farida nurlaila zunaidah, mohamad amin kartu indentifikasi filum sebagai media pembelajaran yang inovatif untuk mempelajari materi klasifikasi hewan card of identification phylum as an inovative media to study animal classifications lukita octavia lukman putri pengembangan perangkat pembelajaran topik ekologi terhadap keterampilan berpikir kritis siswa madrasah aliyah developing ecology learning object materials for improving students critical thinking skills of madrasah aliyah h. muhammad zaini, retno jumirah pengaruh berbagai konsentrasi ekstrak bunga mawar merah (rosa damascena mill) terhadap stabilitas warna antosianin agar-agar sebagai sumber belajar biologi the influence of various concentration of red roses (rosa damascena mill) flower extract to anthocyanin color stability jelly as biology learning source ratna wulandari, moch. agus krisno b., lud waluyo pembelajaran eksperiensial group investigation (gi) sebagai upaya mengembangkan kemampuan literasi lingkungan siswa kelas iv mi experential learning group investigation as effort to developt environmental literacy ability at 5th grade students of madrasah ibtidaiyah yuswa istikomayanti, hadi suwono, mimien henie irawati uji kadar betasianin pada buah bit (beta vulgaris l.) dengan pelarut etanol dan pengembangannya sebagai sumber belajar biologi assays betacyaninin of fruit beet (beta vulgaris l.) with solvent ethanol as a biology learning object material nelvita mei indah sari, atok miftachul hudha, wahyu prihanta analisis karakteristik ekstrak betasianin kulit buah naga hylocereus polyrhizus dan hylocereus undatus serta uji stabilitas organoleptik jelly sebagai media pembelajaran atlas characteristics analysis of dragon fruit extract skin betacyanin of hylocereus polyrhizus and hylocereus undatus with test of stability organoleptic jelly as atlas media tutut puji lestari analisis kandungan klorin pada beras yang beredar di pasar besar kota malang sebagai sumber belajar biologi the analysis on the chlorine contents in rice circulation in pasar besar of malang as the biological learning resource dewi rosita, siti zaenab, moch. agus krisno budiyanto pengembangan bahan ajar berbasis video contextual untuk meningkatkan keterampilan berpikir tingkat tinggi mahasiswa pada mata kuliah fisiologi hewan development of teaching materials based on contextual video to improve the student higher order thingking skills of animal physiology course ari indriana hapsari jurnal pendidikan biologi indonesia (jpbi) p-issn: 2442-3750 e-issn: 2527-6204 volume 2, nomor 1, maret 2016 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting elly purwanti wakil ketua penyunting husamah sekretaris diani fatmawati penyunting pelaksana yuni pantiwati sukarsono ainur rofieq rr eko susetyarini tata usaha fuad jaya miharja jenik rahayu alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com atau usya_bio@yahoo.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:usya_bio@yahoo.com ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia volume 2, nomor 1, 2016 daftar isi pembelajaran konsep dasar ipa dengan scientific inquiry untuk meningkatkan kemampuan berpikir, bekerja dan bersikap ilmiah pada mahasiswa the learning of science basic concept by using scientifiq inquiry to improve student’s thinking, working, and scientific attitude abilities raras setyo retno, wachidatul linda yuhanna ................................................................................................................................1 perbedaan keterampilan metakognitif dan motivasi siswa putra dan putri kelas x sman di kota malang melalui strategi pembelajaran reading questioning and answering (rqa) dipadu think pair share (tps) metacognitive skills and motivation differences between male and female grade student of public senior high school in malang through reading questioning and answering (rqa) combined with think pair share (tps) learning strategy hindun syarifah, sri endah indriwati, aloysius duran corebima .................................................................................................10 pengembangan bahan ajar matakuliah bioteknologi berdasarkan kebutuhan dan karakter mahasiswa universitas nusantara pgri kediri developing the learning materials of biotechnology subject based on students’ need and character of nusantara pgri university of kediri farida nurlaila zunaidah, mohamad amin .......................................................................................................................................19 kartu indentifikasi filum sebagai media pembelajaran yang inovatif untuk mempelajari materi klasifikasi hewan card of identification phylum as an inovative media to study animal classifications lukita octavia lukman putri ..............................................................................................................................................................31 pengembangan perangkat pembelajaran topik ekologi terhadap keterampilan berpikir kritis siswa madrasah aliyah developing ecology learning object materials for improving students critical thinking skills of madrasah aliyah h. muhammad zaini, retno jumirah .................................................................................................................................................39 pengaruh berbagai konsentrasi ekstrak bunga mawar merah (rosa damascena mill) terhadap stabilitas warna antosianin agar-agar sebagai sumber belajar biologi the influence of various concentration of red roses (rosa damascena mill) flower extract to anthocyanin color stability jelly as biology learning source ratna wulandari, moch. agus krisno b., lud waluyo....................................................................................................................48 pembelajaran eksperiensial group investigation (gi) sebagai upaya mengembangkan kemampuan literasi lingkungan siswa kelas iv mi experential learning group investigation as effort to developt environmental literacy ability at 5th grade students of madrasah ibtidaiyah yuswa istikomayanti, hadi suwono, mimien henie irawati ............................................................................................................57 uji kadar betasianin pada buah bit (beta vulgaris l.) dengan pelarut etanol dan pengembangannya sebagai sumber belajar biologi assays betacyaninin of fruit beet (beta vulgaris l.) with solvent ethanol as a biology learning object material nelvita mei indah sari, atok miftachul hudha, wahyu prihanta ....................................................................................................72 analisis karakteristik ekstrak betasianin kulit buah naga hylocereus polyrhizus dan hylocereus undatus serta uji stabilitas organoleptik jelly sebagai media pembelajaran atlas characteristics analysis of dragon fruit extract skin betacyanin of hylocereus polyrhizus and hylocereus undatus with test of stability organoleptic jelly as atlas media tutut puji lestari ..................................................................................................................................................................................78 analisis kandungan klorin pada beras yang beredar di pasar besar kota malang sebagai sumber belajar biologi the analysis on the chlorine contents in circulated in pasar besar of malang as the biological learning resource dewi rosita, siti zaenab, moch. agus krisno budiyanto ...............................................................................................................88 pengembangan bahan ajar berbasis video contextual untuk meningkatkan keterampilan berpikir tingkat tinggi mahasiswa pada mata kuliah fisiologi hewan development of teaching materials based on contextual video to improve the student higher order thingking skills of animal physiology course ari indriana hapsari .............................................................................................................................................................................94 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 1 march 2022, pp. 65-76 10.22219/jpbi.v8i1.19035 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 65 research article application of genetic problem base online discussion to improve genetic literacy of prospective teachers yuyun maryuningsih a,1,* topik hidayat b,2, r. riandi b, 3, nuryani y. rustaman b, 4 a biology education, faculty of education and teacher training, institut agama islam negeri syekh nurjati cirebon, jl. perjuangan majasem cirebon, west java 45132, indonesia b biology education, faculty of mathematic and natural sciences, universitas pendidikan indonesia, jl. setiabudi bandung, west java 40154, indonesia 1 yuyunmaryuningsih2014@gmail.com *, 2 topik@upi.edu, 3 rian@upi.edu, 4 nuryani@upi.edu * corresponding author introduction genetics is a compulsory subject for biology education students. based on a preliminary study that has been conducted using student questionnaires, it was found that genetic content is content that is difficult to learn because of its abstract nature. some students have difficulty understanding the concept of genetics, including inheritance, replication, protein synthesis, genetic modification in organisms and other genetic concepts. genetics is the basis of modern biology, so prospective biology teachers must master the concept of genetics. this is necessary for them to prepare for their future when they become educators, where they have to teach genetics to students (seager, 2014; andrews et al., 2012). genetics is difficult to teach and learn because the process is cellular and molecular (karagöz & cakir, 2011). this is also the reason why many high school graduates do not have a basic understanding of the concept of genetics (castro-faix, duncan, & choi, a r t i c l e i n f o a b s t r a c t article history received: 22 february 2022 revised: 2 march 2022 accepted: 4 march 2022 published: 31 march 2022 genetics is a subject that is quite difficult according to students. various strategies and methods are used to understand genetics in learning to have genetic literacy. one way of increasing genetic literacy in students is to apply genetic problems based on an online discussion in genetics lectures. the research was conducted to determine the effect of genetic problem-based online discussion on increasing students' genetic literacy. the research design used a pre-posttest control group design. it was carried out experimentally on three treatment groups: the genetic problem base of students, the genetic problem base of educators students, and the genetic problem base of educators. according to the genetic literacy domain, genetic literacy is measured through multiple-choice tests, including genetic models, meiotic models, and molecular models. manova analyzed the value of gene literacy, and a post-doc further test was performed to differentiate genetic literacy in the three treatment groups. the results showed that genetic literacy increased in all treatment groups, with the highest increase in the group that applied a genetic problem base focused on student problems. copyright © 2022, maryuningsih et al this is an open access article under the cc–by-sa license keywords genetic literacy genetic problem online discussion how to cite: maryuningsih, y., hidayat, t., riandi, r., & rustaman, n. y. (2022). application of genetic problem base online discussion to improve genetic literacy of prospective teachers. jpbi (jurnal pendidikan biologi indonesia), 8(1), 6576. https://doi.org/10.22219/jpbi.v8i1.19035 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.19035 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:yuyunmaryuningsih2014@gmail.com mailto:topik@upi.edu mailto:rian@upi.edu mailto:nuryani@upi.edu http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.19035 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 66 maryuningsih et al (application of genetic problem base online ...) 2021). various educational literatures report that genetic learning to improve mastery of genetic concepts is pursued by various strategies, such as by analogy to improve scientific reasoning, project base instruction to improve mastery of concepts (alozie, eklund, rogat, & krajcik, 2010), and other strategies that have been carried out by many educational practitioners, such as with online discussion activities (trezise, 2020; morreale, valenzano, & bauer, 2017; nold, 2017). several educational articles from 2019 to 2021, as many as one hundred thousand articles recommend the application of online discussion in learning and as many as fifteen thousand recommend in learning biology. online discussion activities increase student activity in the learning process through the responses given (maryuningsih, hidayat, riandi, & rustaman, 2020b, 2020a). the online discussion learning environment allows educators and learners to interact, collaborate, exchange ideas, and engage in dialogue (andrade, 2015; nold, 2017), students are challenged to present problems and try to solve them using more strategies and methods (knippels, waarlo, & boersma, 2005; poehnl, bogner, & bogner, 2013). the application of problem base learning with online discussion is a learning approach that is characterized by flexibility and diversity in the implementation of learning in various disciplines in various contexts (allison & pan, 2017; edens, 2000), so that it is interesting to apply in genetics learning. learning with problem-based learning is widely recommended in various educational articles, but very few articles that report problem-based learning are applied in online discussion activities. the application of problem-based learning is reported to improve problem-solving skills (edens, 2000; hammes & duryea, 1986; karantzas et al., 2013; rausch, schley, & warwas, 2015; terblanché, 2015); critical thinking skills (karantzas et al., 2013; maryuningsih, hidayat, riandi, & rustaman, 2019; maryuningsih, hidayat, riandi, & rustaman, 2020; novick & catley, 2018), and other skills needed in the 21st century. problem-based learning in online discussion activities is interesting to apply in learning, especially in genetics learning. the application of online discussions with the themes of various genetic problems needs to be applied, so that prospective teachers explore the thought process to understand themselves about mastering the concept of genetics. in line with that, machová & ehler, (2021) stated that the criteria in determining the design of genetic learning is to consider learning difficulties in genetics and teaching genetics which includes: the separation of inheritance, reproduction and meiosis in the curriculum is an abstract trait of genetics, and the level of biological organization contributes to it increasing the mastery of genetic concepts in prospective students teacher. mastery of the concept of genetics needs to be possessed by prospective teachers as a provision for later becoming a teacher. according to the teacher's mastery of biological concepts (duncan, castro-faix, & choi, 2015), several misconceptions of biological concepts were found, and one of them was genetics. for this reason, it is necessary to conduct a genetic study through online discussion activities to understand the concept of genetics and reduce misconceptions. there are several articles on the application of online discussions to improve student learning activities, but none have measured the mastery of genetic concepts. the mastery of the genetic concept was first introduced with the term genetic literacy (freidenreich, duncan, & shea, 2011; thomas, kovas, meaburn, & tolmie, 2015). the application of online discussions with a problembased learning approach to genetics learning is expected to increase the mastery of genetic concepts, especially genetic literacy for prospective teacher students. freidenreich et al., (2011) suggested that understanding the concept of genetics is characterized by genetic literacy, namely mastering three models of genetic concepts. the three models of genetic literacy cover basic knowledge and are interrelated with other aspects of genetic literacy. the first model is the genetic model (mendelian genetics) explaining the inheritance patterns observed in sexually reproducing species, the phenotype (traits) resulting from a genotype (genetic combination), and the probability of obtaining offspring with a particular phenotype. the second model, the meiotic model, describes the cellular processes that underlie the segregation and independence of various genes into sex cells, which are the basis for the transfer of genetic information from one generation to the next. the third model is the molecular model, explaining the molecular and cellular mechanisms carried by genes regarding their physical effects in individuals (mechanisms that link genotype to phenotype). genetics as a cornerstone of modern biology and understanding genetics is a critical aspect of scientific literacy, this domain is difficult to teach and study because of the many cellular components and molecular process entities involved. various studies have shown that many students do not have the fundamental understanding in genetics needed to make informed decisions about problems in the genetics domain (castrofaix et al., 2021; thomas et al., 2015; andrews et al., 2012; mcelhinny, dougherty, bowling, & libarkin, 2012; karagöz & cakir, 2011; alozie et al., 2010; smith, wood, & knight, 2008; knippels et al., 2005) noted that genetic literacy not only involves understanding separate models, but also integrating the three models and producing a coherent and comprehensive explanation of genetic phenomena. students have difficulty connecting genetic and meiotic models (reinagel & speth, 2016; seager, 2014; chu & reid, 2012; freidenreich et al., 2011). students tend to study algorithms for predicting the outcome of genetic crosses jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 67 maryuningsih et al (application of genetic problem base online ...) (smith & gericke, 2013), and tend to understand the interaction between dominant and recessive alleles as a form of gene competition, as the dominant gene suppresses the recessive gene (burian, 2013; smith & gericke, 2013), cellular, genetic engineering and molecular models are challenging for students to understand (coan & covey, 2021; reinagel & speth, 2016; seager, 2014; burian, 2013; erickson & franciszkowicz, 2010). genetic literacy is an understanding of genetics as a direct impact of developing phenomena on daily life in the life of the post-genomic era, where dna sequencing technology is available. advances in post-genomic technology have a direct impact on consumers, where the technology is commercially available and promises to improve health prospects for all of humanity. research on socio scientific issues (ssi) in the field of contemporary genetics further enhances genetics' understanding of health, their perceived behavior towards contemporary genetic products, and the various genetic identities of organisms have been identified. the main goal of science education is to educate students for genetic literacy, have adequate knowledge about the genome and its properties (reinagel & speth, 2016; seager, 2014; burian, 2013; freidenreich et al., 2011), so that teaching genetics is aimed at genetic literacy students. genetic learning discusses genetic content and practice and uses genetic literacy as a basis for making decisions related to ssi explicitly showing the interconnection between content knowledge, practice and decision making in the field of genetics, needs to be trained in genetics learning. the study of genetics builds the foundation of genetic literacy so that students are able to develop appropriate argumentation and decision-making skills. complete mastery of genetic concepts and have genetic literacy skills with three literacy models, it is hoped that genetic misconceptions can be avoided and students are able to solve various problems related to genetics. given the importance of mastering genetic concepts for prospective teachers, it is necessary to analyze the mastery of genetic concepts in students through the application of problem-based online discussion activities. so far, there have been reports of increasing students' critical thinking skills through problem-based online discussion activities, but there is very little data on students' mastery of genetic concepts, in this case genetic literacy. for this reason, it is necessary to study and examine the mastery of the concept of genetics, namely genetic literacy in students through the application of online discussions based on genetic problems that are applied in genetics lectures. method this research was conducted quasi experimental with a pre post control group design. the sample of this research is the entire population taking genetics courses in the academic year 2021/2022. the implementation of learning is carried out in three different classes. class division is related to the different approaches applied in the implementation of problem-based synchronous online discussions. the first class is a class that implements problem-based learning with problems from students as experiment 1 (e1), the second class with problems from students and educators as experiment 2 (e2), and the third class with problems from educators as control (c). the research design is described in figure 1. e/c is class (treatment group; consists of three classes, e1, e2 and c), o is genetic literacy pretest (consisting of 1 genetic model, 2 meotic models and 3 molecular models), o1 is posttest genetic literacy (consisting of 1 genetic model, 2 meotic models and 3 molecular models), x is the treatment of the online discussion approach consisted of x1 (e1), x2 (e2) and x3 (c). figure 1. research design genetic learning is carried out on a mobile basis through an online discussion forum with a problem approach using the gen 21cs learning application (maryuningsih, hidayat, riandi, & rustaman, 2019). the implementation of learning is applied to fifth semester students who teach genetics courses in biology education at one of the universities in west java. the stages of problem-based online discussion are shown in table 1. the online discussion based on genetic problems is carried out with the discussion stages in table 1. online discussion activities based on problem solving are carried out with the aim of providing genetic literacy. genetic literacy is provided by applying online discussions based on genetic problems using themes that are in accordance with genetic literacy and carried out in a sequential manner, starting with the genetic model, then the meotic model and the molecular model. the online discussion study based on genetic problems was jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 68 maryuningsih et al (application of genetic problem base online ...) carried out for fifteen weeks, with the discussion themes and techniques for collecting data on student genetic literacy data for each genetic literacy model as shown in table 2. table 1. steps to problem-based in online learning no syntax activities of online discussion participants 1 clarify and agree working definitions unclear terms and concepts communication and collaboration between discussion participants, committed to solving unsolved problems and concepts 2 define the problem and agree which phenomena require explanation discussion participants describe the problem, define the problem and choose the focus of the problem that requires solving 3 analyse the problems analyze problems from various sources 4 arrange explanations into a tentative solution organize problem solving as a tentative solution in terms of various alternative problem solving 5 generate and prioritize learning objectives generate problem solutions and prioritize learning objectives 6 research the objectives through private study evaluate problem solving through reference studies and independent investigation 7 report back, synthesize explanations and apply new information to the original problems report back problem solutions, synthesize various problem solutions and apply new information to original and new problems table 2. problem-based online discussion themes genetic literacy concept discussion theme week genetic model mendel and ideas about gen a) examine some examples of genetic crosses in plants, animals and humans. 1-2 meotic model chromosomal basis of inheritance b) studying sex chromosome-linked and sex chromosome-delimited genes and solving the problem of crossing cases 3-5 molecular basis of inheritance c) name and examine some examples of genetic disorders due to changes in the number and structure of chromosomes then look for solutions to problems and respond if the case is found in the closest person 6-7 gene expression: from gene to protein d) troubleshooting genetic testing and counseling cases 8 molecular model gene expression regulation e) describe the mechanism of bacterial response in responding to environmental changes by regulating the transcription process f) studying several examples of differential gene expression programs leading to different cell types in multicellular organisms and then analyzing and analyzing their implications for these organisms g) studying the process of proto-oncogenes triggering cancer h) assess and describe some examples of cancer; the causes and mechanisms of the formation of cancer cells 9-12 genetic engineering technology i) describe some examples of biologists' research using dna technology to study gene expression and function j) presenting some examples of cloned organisms and stem cells useful for basic research and other applications k) provide some examples of practical applications of dna-based biotechnology affecting our lives in many ways 13-15 genetic literacy data retrieval was carried out by multiple choice tests conducted before and before the implementation of learning in each unit of genetic domain literacy activity consisting of three genetic literacy domain tests, namely genetic model test, meotic model test, and molecular model test. the number of each genetic literacy test is twenty. the genetic literacy test instrument is a test instrument whose construction has been tested on twenty students who have graduated from genetics course. the test results stated that the genetic literacy test instrument was valid and reliable. the genetic literacy value of students between classes in each model was tested for differences in genetic literacy with the manova test. the manova test was conducted to determine the effect of online discussion based on genetic problems on genetic literacy in the three treatment groups. the value of genetic literacy in students was then carried out with a post hoc test to determine differences in genetic literacy between classes. results and discussion an online discussion based on genetic problems was applied using the gen 21cs application. gen 21cs is an android-based online learning application. in the gen 21cs application, there are various features that jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 69 maryuningsih et al (application of genetic problem base online ...) facilitate class division, group division and features that facilitate learning tools, both teaching materials and learning evaluations. an overview of the gen 21cs application is depicted in figure 2. figure 2. overview of the features in the gen 21cs learning application gen 21 cs is a learning application that has been developed by the author (maryuningsih, et al., 2019). this application contains various features as needed in achieving learning objectives. gen 21cs is a learning media that functions as a tool in the learning process. online discussion activities using the gen 21cs application are very effective in learning genetics in the era of the covid 19 pandemic. gen 21cs as a learning medium facilitates learning by applying certain models, strategies, and methods chosen by educators according to the learning objectives in each material content. genetic learning in this study is an online discussion application based on genetic problems to improve mastery of genetic concepts, namely genetic literacy. mastery of genetic concepts measured in this study is genetic literacy. genetic literacy includes genetic models, meotic models and molecular models, with the average value of each genetic literacy domain in each treatment group shown in figure 3. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 70 maryuningsih et al (application of genetic problem base online ...) figure 3. the average value of genetic literacy in each class figure 3 shows an increase in genetic literacy in both genetic, meotic and molecular models. this can be seen from the increase in the value of genetic literacy on the posttest from the genetic literacy pretest. an increase in genetic literacy was found in all treatment groups or classes, both classes e1, e2 and c. the value of genetic literacy was then tested for normality and homogeneity, and it was found that genetic literacy in the three classes was normal and homogeneous. to find out the differences in the increase in genetic literacy between classes as a result of the different approaches in online discussion activities applied to each class, a different test for the average pre-test and post-test was carried out with the manova test. the results of the genetic literacy test using the manova test are shown in table 3. table 3. the results of the manova test for the value of genetic literacy test genetic models meotic models molecular models f sig f sig f sig pre test 1,997 0.141 0.707 0.496 1,535 0.221 post test 51,825 0.000 13,640 0.000 81,917 0.000 table 3 shows the significance value of the pretest which were all above 0.05 (> 0.005). this proves that the genetic literacy pre-test scores in the three classes are not different. table 3 also shows the significance value of the post-test, all of which are below 0.05 (0.000), so this proves that the post-test value of genetic literacy in the three classes is different. the pre-test values for genetic literacy were not significantly different, indicating that the initial mastery of genetic literacy in the three classes did not differ, both in genetic, meotic and molecular model literacy. the post test scores for genetic literacy were significantly different, indicating that the final mastery of genetic literacy in the three classes was different. this proves that the different approaches to problems in problem-based online discussion activities affect the mastery of genetic literacy in students. furthermore, to find out the difference in the increase in genetic literacy in the three classes, a further test of genetic literacy scores was carried out with the manova post hoc test. post hoc follow-up tests were carried out on pre-test and post-test scores of genetic literacy in each genetic literacy domain, namely genetic model, meotic model and molecular model. the results of the post hoc genetic literacy test are shown in table 4 for the pretest and table 5 for the post test. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 71 maryuningsih et al (application of genetic problem base online ...) table 4. the results of the different genetic literacy pretest scores class genetic models meotic models molecular models sig, information sig, information sig, information e1 e2 0.512 no different 0.561 no different 0.739 no different c 0.119 no different 0.553 no different 0.195 no different e2 e1 0.512 no different 0.561 no different 0.739 no different c 0.654 no different 1.000 no different 0.580 no different c e1 0.119 no different 0.553 no different 0.195 no different e2 0.654 no different 1.000 no different 0.580 no different table 4 shows that there are no differences in the genetic literacy pretest scores of students in the three classes and in the three genetic literacy domains. this proves that the initial mastery of genetic literacy in the domain of genetic model, meotic model and molecular model is not different in the three classes, meaning that the initial ability of genetic literacy in the three treatment groups is not different in ability. genetic literacy of genetic, meotic and molecular models after the implementation of the online discussion based on genetic problems in e1, e2 and c is shown in table 5. table 5. the results of the different genetic literacy post test scores class genetic models meotic models molecular models sig, information sig, information sig, information e1 e2 0.000 different 0.003 different 0.000 different c 0.000 different 0.000 different 0.000 different e2 e1 0.000 different 0.003 different 0.000 different c 0.000 different 0.003 different 0.009 different c e1 0.000 different 0.000 different 0.000 different e2 0.000 different 0.003 different 0.009 different table 5 shows that in each genetic literacy model, both genetic model, meotic model and molecular model, there are significant differences between classes, both e1, e2 and c. this proves that there is an influence of the online discussion problem approach based on genetic problems on the mastery of genetic literacy models genetic, meotic and molecular models. tables 4 and 5 show that there is an increase in the mastery of genetic literacy in the three classes, and the increase in genetic literacy is different in the three classes. descriptively, the highest increase in genetic literacy was in class e1, which is a class that implements online discussions based on genetic problems with a focus on student problems. this proves that genetic problem-based online discussions with a problem-focused focus on students can improve genetic literacy in students better than problem-focused educators. the findings of this study are the application of genetic problem-based online discussions can improve genetic literacy in students. genetic literacy in e1 with problem focus from students was found to be higher than in e2 with problem focus from educators and students. the majority of students in grade e1, can explain genetic problems and they work together to solve these problems, so that their genetic literacy scores are better than students in e2. determining the themes of the study of the concept of genetics into the theme of the problem is an effective approach in providing genetic learning experiences to students. this is in line with several studies reported that the theme of genetic counseling (cantor, hippman, hercher, & austin, 2019), genetic information and its implications in social life (castro-faix et al., 2021; duncan et al., 2015), and genetic problem solving in the post-genomic era (stern & kampourakis, 2017) is an appropriate theme to be applied in online discussion activities. students explore thinking processes and understand themselves about the three conceptual models in genetics (freidenreich et al., 2011) through online discussion activities to solve various genetic problems. improving teacher candidates' conceptions of genetic phenomena has an effect on increasing their ability to understand the fundamental mechanisms of genetics (castro-faix et al., 2021; stern & kampourakis, 2017; reinagel & speth, 2016; duncan et al., 2015; andrews et al., 2012; chu & reid, 2012; karagöz & cakir, 2011; duncan & tseng, 2010). genetic literacy in prospective teachers is explored through habituation of online discussion activities by solving various genetic problems. student activity in implementing genetic problem base discussion is to provide feedback, rebuttal and debate in the online discussion forum. student responses in the discussion are a reflection of students' knowledge, attitudes, and perceptions in solving various genetic problems. that online jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 72 maryuningsih et al (application of genetic problem base online ...) discussions make the transfer of knowledge insights, attitudes, and can increase students' perceptions of various problems, so that students try to solve problems (cruz, 2020; ari & sadi, 2019; duncan et al., 2015; thomas et al., 2015; andrews, et al., 2012). various issues through the discussion. learning that applies discussions of genetic engineering topics is a learning progress to better understand the mastery of genetic concepts, especially molecular genetics (castro-faix et al., 2021; choden & kijkuakul, 2020; stern & kampourakis, 2017; bailey et al., 2010). students share information in discussion activities. that online discussion is a recommended model to be applied in the learning process (ebrahimi, et al, 2017; andrade, 2015; batardière, 2015; mohamad & shaharuddin, 2014). in addition, online discussions also authenticate the transfer of knowledge to students (mohamad & shaharuddin, 2014; nedungadi & raman, 2012) because of the activities of students who understand each other's cognitive presence in the online community (crosswaite & asbury, 2019; beckmann & weber, 2016; kisa & stein, 2015; poehnl et al., 2013) so that the learning environment is constructive with the presence of learning interactions between students in online learning communities (shan & wang, 2021; mallett, 2019; ofstedal & dahlberg, 2009). controversial themes such as cloning, stem cells and other themes are much debated in the world of biology, especially about the ethics of using them (stern & kampourakis, 2017; white, 2005; best & kellner, 2002). genetic conceptions in students are also increasing on issues involving stem cells, gene cloning and its application in the health sector online discussions about stem cells and gene cloning can improve students' conceptions of stem cells and gene cloning (alanazi, 2021; halverson, et al., 2010). that knowledge is needed in building thinking patterns in responding to various social problems that arise related to the knowledge of genetics, genetic determination and some of its applications in everyday life that are related ethically (alanazi, 2021; crosswaite & asbury, 2019; halverson et al., 2010; noordegraaf-eelens, kloeg, & noordzij, 2019; reinagel & speth, 2016; ylostalo, 2020). this can be facilitated through online discussion activities, so that students not only provide responses as a thought process, but also as a result of their mastery of genetic concepts. genetic literacy is the cognitive ability of students to understand genetics as part of everyday life as a result of the rapid development of post-genomic technology. genetic literacy is the goal of genetic learning where students have adequate knowledge about the genome and its properties (alozie, grueber, & dereski, 2015; duncan & tseng, 2010; freidenreich 2011; seager, 2014; stern & kampourakis, 2017), serves as a genetic consultant (cantor et al., 2019), and solves various genetic problems in the post-genomic era (ari & sadi, 2019; barthet, 2021; buma & nyamupangedengu, 2020; stern & kampourakis, 2017; study, 2016; white, 2005) and its implications in social life. genetic literacy of students with three conceptual models (freidenreich, 2011) which includes genetic models, meotic models and molecular models as cognitive abilities can be observed through student responses in genetic problem base discussion activities where students present argumentation and decision making in response to the genetic problems discussed. that discussion activities facilitate the sharing of information, knowledge and collaboration to solve problems (beckmann & weber, 2016; ebrahimi et al., 2017; enochsson, 2018; kilinc & anadolu, 2021; maryuningsih, hidayat, riandi, & rustaman, 2019b). three models of genetic literacy were applied as the theme of the online discussion aimed at teaching genetics so that students are genetically literate. students discuss genetic content and practice and use it as a basis for making decisions related to socio-scientific issues in the field of genetics. genetic learning through online discussion activities is able to build the foundation of genetic literacy so that students are able to develop argumentation skills and appropriate decision-making related to genetic problems. the application of genetic problem base discussion in genetics lectures is a pedagogic approach where students exchange ideas, information and increase attention to other students' responses. that online discussions allow the exchange of ideas and increase sensitivity to other students' comments (beckmann & weber, 2016; ebrahimi et al., 2017; mohamad & shaharuddin, 2014). in addition, students process information and response formats better through online discussions than face-to-face discussions (beckmann & weber, 2016; chung, sum, & foon, 2011; ebrahimi et al., 2017; kilinc & anadolu, 2021; maryuningsih, hidayat, riandi, & rustaman, 2019b; mohamad & shaharuddin, 2014). online discussion activities that provide sustainable genetic literacy from genetic models to later on the meotic model and then the molecular model, can improve the mastery of genetic concepts. conclusion the application of genetic problem-based online discussions in genetics lectures increases genetics learning activities. student responses in online discussion activities are their process in learning genetics. online discussion activities based on genetic problems improve genetic literacy in students, namely genetic models, meotic models, and molecular modules. the highest increase in genetic literacy was found in students who implemented online discussion activities based on genetic problems with a focus on student problems. the jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 65-76 73 maryuningsih et al (application of genetic problem base online ...) advantages and 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(2021). influence of teachers’ self-efficacy on secondary school students’ self-efficacy in biology in ogbomoso, nigeria. jpbi (jurnal pendidikan biologi indonesia), 8(1), 58-64. https:// doi.org/10.22219/jpbi.v8i1.17231 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.17231 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.17231 https://doi.org/10.22219/jpbi.v8i1.17231 http://creativecommons.org/licenses/by-sa/4.0/ jpbi (jurnal pendidikan biologi indonesia) vol. 8. no. 1, march 2022, pp. 58-64 59 ahmed et al (influence of teachers’ self-efficacy …) as lifelong trainers, teach learners the skills and resources needed to attain success academically and socially. thus, there are studies focused on comprehending the factors and process undergirding their work engagement and satisfaction (granziera & perera, 2019). the feat of any teaching strategies and practices depends on teachers’ self-perception, attitude, and confidence in their professional capacity to face up to the changes involved in teaching-learning process. this self-perception, called self-efficacy belief, plays a key role in the way teachers select homework and activities for students. it also determines their efforts and persistence in addressing certain challenges, as significant as affecting their emotional reaction in facing tough situations. in addition, it has been proven that person’s selfefficacy is strongly related to their motivation (ates & saylan, 2015; diseth, 2011). thus, it can be said that teacher self-efficacy is the set of beliefs teachers hold regarding their abilities and competencies to teach and influence their students regardless of outside influence or obstacle. theoretical and empirical works have demonstrated the complex ways in which teacher self-efficacy may affect outcomes at different levels of the classroom environment. past empirical evidence suggested that as educators have resilient sense of self-efficacy, they are more likely to successfully deal with challenging study behavior and to persist longer than teachers who lack such beliefs. teacher’s sense of self-efficacy is also an important factor in recent studies that has been revealed to influence students’ behavior towards learning. in education, students’ self-efficacy is also a key contributing factor for learners’ success or achievement. this because self-efficacy influences the learners’ decisions make and the courses of action they pursue (aguilera-hermida, 2020; ingole & pandya, 2016). furthermore, self-efficacy is believed to be situational rather than being viewed as a stable trait. research showed that students’ academic self-efficacy influences their academic performance. academic achievement or performance is, in many cases, designated by test and examination scores or marks assigned by the subject teachers. it could also be said to be an expression used to represent students’ scholastic standing. academic performance or achievement is a major issue for teachers, students, parents, and guardians as well as other stakeholders in the education industry. self-efficacy is, eventually, considers as a cognitive paradigm which intercedes between knowledge and action. the previous research suggested that in science and other fields, greater attention should be paid to the relationship between student achievement and non-cognitive factors. moreover, the other several studies have established self-efficacy as a predictor of academic achievement, social life (i̇lhan, 2014), attitude toward environment (huang, 2016), and even health (martos-méndez, 2015; sari et al., 2018). there is also research which considers academic self-efficacy as an outcome variable (liu et al., 2012; tonissen et al., 2014) which explores ways in which teachers contribute to the development of student self-efficacy. students’ achievement begins from their classroom where teachers introduce, supervise, and monitor their daily activities associated with learning. however, in nigeria, very few teachers who consider properly the way and manner they teach, handle, behave, and interact with students in classroom. in the same way, not many of teachers who considerate that their teaching ways give a significant impact on students’ expectations and motivations for success in science subjects, particularly in biology. moreover, students’ self-efficacy, expectations and motivations for academic success have been shown to directly affect their performance. aina and ayodele (2018) opined that the nigerian students’ performance in the senior school certificate examinations (ssce) conducted by both west african examinations council (waec) and national examinations council (neco) have remained under the average, mainly in biology as one of the highest enrolments and the poorest results over the years. notwithstanding those students are the main subjects who did the examination and achieved the poor scores, but, the other determining factors responsible for this low achievement must be considered. this study, therefore, addressed the role teachers’ self-efficacy towards students’ self-efficacy in biology learning. this study aimed to examine whether there is significant correlation between teachers’ self-efficacy and their students’ self-efficacy in biology in ogbomoso, oyo state, nigeria. method this study was a descriptive survey research which used questionnaires to obtain respondents information. the population of this study is all biology teachers and students in all senior secondary schools in ogbomoso, oyo state, nigeria. the population consisted of all biology teachers and students offering biology in sss i and ii classes in all secondary schools in the five local government areas of ogbomoso (i.e. ogbomoso north, ogbomoso south, surulere, orire, and ogo-oluwa). jpbi (jurnal pendidikan biologi indonesia) vol. 8. no. 1, march 2022, pp. 58-64 60 ahmed et al (influence of teachers’ self-efficacy …) the study adopted proportionate and stratified sampling techniques to select 98 secondary schools across the five local government areas in ogbomoso. the proportionate and purposive sampling techniques were further used to select 207 biology teachers. for the purpose of selecting sample of students, purposive and simple random sampling techniques were adopted to select 392 sss i and ii students based on gender. the instruments used in this study were: (1) a researcher modified instrument entitled teachers’ selfefficacy questionnaire (tsq) and (2) science self-efficacy and motivated learning questionnaire (ssmlq). the tsq was divided into three sections and administered to teachers as respondents. the first section required teacher participants’ demographic information which included the biology teachers’ gender. the tsq comprised of science teaching efficacy belief subscale. this section contained of items which measured teachers’ selfefficacy in biology teaching. it comprised of 12 items of likert scale with responses ranging from not at all, only slightly, to some extent, and to a high extent. items in this section were adapted from teachers’ sense of efficacy scale (short form) developed by tschannen-moran and hoy (2001). the second instrument, ssmlq, has two parts in which each of them comprised of eight items and was administered to students as respondents. the first part was to measure students’ confidence in doing tasks as well as skills to perform tasks associated with biology. meanwhile, the second part contained items to measure students’ perception about their teacher’s attribute contributing to their confidence in doing tasks associated with biology. this questionnaire contained items adapted from the self-efficacy subscale of the motivated students’ learning questionnaire scale developed by pintrich, smith, gracia, and mckeachie, (1991). the items of the two instruments, tsq and ssmlq, were standardized and validated. the validation of the instruments for this study was ensured using two instruments which were subjected to face and content validation by three lecturers in the department of science education, and two lecturers in the department of guidance and counselling, university of ilorin, ilorin, nigeria. the validators verified the items and effect appropriate corrections. the reliability of the instrument was established with a field test that was conducted by employing 25 biology teachers and 25 sss ii students in secondary schools in oyo state outside ogbomoso where the study was conducted. the instruments were administered twice at an interval of two weeks using the test-retest method to determine reliability coefficient of the instruments. pearson product moment correlation was utilized to find out the correlation between respondents’ opinions and responses. a calculated reliability coefficient of 0.83 for the tsq and 0.76 for ssmlq were obtained and considered for the study. an informed consent forms detailed all the necessary information about the research and ethical issues such as voluntary participation, confidentiality, willingness to withdraw, and possible risks were made available to the biology teachers and students. the researchers revisited each of the schools the same week to retrieve the informed consent forms and ascertain the participation status of each school, biology teachers, and students. ethical issues were properly addressed by ensuring participants on the confidentiality of the information provided. the information and data collected were used for research purpose only. this study has its limitations as it was focused primarily on teacher-level variables as predictors of student academic self-efficacy; though, a number of other available variables were not chosen for examination, such as many of those related to student experiences outside of the classroom environment. the results of this study are hindered by the exclusion of a number of student background, student level, and parent level variables that may be additional determinants of students’ academic self-efficacy. these limitations, nevertheless, this study produced a number of significant findings regarding teacher factors that contribute to the development of students’ academic self-efficacy in biology. results and discussion the influence of teachers’ self-efficacy on students’ self-efficacy in learning biology is determined by gathering the respondents’ data (served in table 1). the mean value of 2.5 was used as the benchmark. this means that the mean values greater than 2.5 indicate higher and above average level of respondents’ selfefficacy belief. contrarily, the mean values less than 2.5 indicate lower level of self-efficacy belief of respondents. based on the data served in table 1, it can be seen that the study results are considered as moderate to relatively high self-efficacy belief of teachers as the 12 items gained the mean values above 3.0, even though there was no mean value above or at 3.5. the highest mean value gained was 3.50 which represents teacher self-efficacy in keeping class in calm condition and avoiding noise in the class (question 7). contrarily, the lowest mean value obtained in question 2 (3.30) which represent teachers’ competence in motivating low jpbi (jurnal pendidikan biologi indonesia) vol. 8. no. 1, march 2022, pp. 58-64 61 ahmed et al (influence of teachers’ self-efficacy …) motivated students. this study was set out to explore the ways in which teachers’ self-efficacy influence the development of students’ expectations for success in biology in senior secondary schools. a great deal of previous research examines self-efficacy as an antecedent to academic success. table 1. mean value of influence of teachers’ self-efficacy on students’ self-efficacy in biology s/n item description nt os tse the mean sd 1. how much can you do to control disruptive behavior in the classroom? 2 12 88 105 3.42 0.54 2. how much can you do to motivate students who show low interest in biology class? 9 14 89 95 3.30 0.26 3. how much can you do to get students to believe they can do well in biology class? 8 11 87 101 3.35 0.65 4. how much can you do to help your students’ value learning? 6 9 87 105 3.40 0.44 5. to what extent can you craft good questions for your students? 25 83 99 3.35 0.56 6. how much can you do to get students to follow classroom rules? 21 89 97 3.36 0.47 7. how much can you do to calm a student who is disruptive or noisy? 7 88 112 3.50 0.51 8. how well can you establish a classroom management system with each group of students? 18 88 101 3.40 0.65 9. how much can you use a variety of assessment strategies? 24 88 95 3.34 0.72 10. to what extent can you provide an alternative explanation for example when students are confused? 17 85 105 3.42 0.68 11. how much can you assist families in helping their children do well in school? 18 102 87 3.33 0.59 12. how well can you implement alternative strategies in your classroom? 28 86 93 3.31 0.69 where: nt is not at all; os is only slightly; tse is to some extent; and the is to a high extent to go further, table 2 shows that teachers’ self-efficacy was relatively high for the sub-scales with efficacy in student engagement gained the highest mean value (3.46). this finding proves that, generally, biology teachers in nigeria have a good potential in terms of self-efficacy. moreover, it is in line with the previous studies which reported the god secondary teachers efficacy (ates & saylan, 2015). in addition, it is important to be highlighted as the basic information to determine further steps to improve the other determining factors of education which are strongly correlated with self-efficacy such as teacher motivation (granziera & perera, 2019), learning media (huang, 2016), instructional strategies (ingole & pandya, 2016), learning orientation (diseth, 2011), and so forth. table 2. mean value of teachers’ sense of efficacy sub-scales teachers’ sense of efficacy sub-scales n mean efficacy in student engagement (items 2, 3, 4, 11) 828 3.46 efficacy in instructional strategy (items 5, 9, 10, 12) 828 3.36 efficacy in classroom management (items 1, 6, 7,8) 828 3.42 the level of students’ academic self-efficacy in biology was proven by gaining the student data as presented in table 2. a benchmark of mean value of 3.0 was used to determine the level of students’ self-efficacy. this means that the mean values higher than 3.0 proved that students are confident in the points addressed by the items questioned. moreover, the mean values equal to 3.0 indicate that students are fairly confident, and the mean values less than 3 indicate that students show lower confidence in their academic self-efficacy. based on table 2, it can be seen that the research results depicted that the respondents were moderately confident of their academic self-efficacy in biology since the eight items asked obtained mean value above 3.0. in more detail, the highest score gained in question 8 (3.55) which express students’ belief that if they do proper endeavour, they will enact their goals. yet, the lowest mean was gained in question 2 (3.37) which shows students opinion about themselves in conquering the most difficult concepts in biology. notwithstanding this lowest score was found, but the value was still above 3.0 which means that students’ self-efficacy in nigeria is still in a good level. the findings of the study revealed that teachers’ self-efficacy belief has a significant influence on students’ academic self-efficacy in biology. the high-quality teachers, somehow, determine the variation of instructional strategies as well as dynamic motivation for students in the class. this, in turn, stimulates students creativity jpbi (jurnal pendidikan biologi indonesia) vol. 8. no. 1, march 2022, pp. 58-64 62 ahmed et al (influence of teachers’ self-efficacy …) and their self-efficacy (liu et al., 2012). this finding is also in accordance with the findings of tonissen et al. (2014) which reported that the students’ self-efficacy is related to various tasks given. table 3. mean value of students’ academic self-efficacy in biology s/n items tc vc fc olc nac mean s. d 1. i believe i will receive an excellent grade in biology 116 110 90 71 15 3.66 0.87 2. i’m confident i can understand the most difficult concepts taught in biology class 90 109 98 69 26 3.37 0.88 3. i expect to do well in biology subject 110 109 88 45 35 3.50 0.78 4. i’m confident i can understand the basic concepts taught in biology 102 107 97 73 13 3.54 0.78 5. i’m confident i can do an excellent job on the assignments and tests in biology 105 102 92 74 19 3.51 0.86 6. i know i can master the skills being taught in biology subject 102 105 94 60 31 3.42 0.73 7. i’m confident of understanding the most complex material presented by the teacher in biology 92 99 88 83 30 3.35 0.45 8. i can solve most problems if i put the necessary effort. 106 108 92 68 18 3.55 0.56 where: t is totally confident; vc is very confident; fc is fair confident, olc is only a little confident; nac is not at all confident; sd is deviation standard the correlation between teachers’ self-efficacy and students’ self-efficacy in biology was proven by performing regression test in which the results are served in table 4 and table 5. it shows that there was a positive and significant relationship between teachers’ self-efficacy and students’ self-efficacy in biology with the coefficient value was 2.041 and the significance value was 0.000. in other words, there is a significant relationship between teachers’ self-efficacy and students’ self-efficacy. table 4. beta estimates of predictors of students’ self-efficacy in biology/regression coefficient showing the predictive influence of teachers’ variables on the students’ self-efficacy in biology variables b std. error standardize coefficients beta t sig. teachers’ self-efficacy 2.041 0.512 2.120 3.934 .000 students’ perception of teachers’ attributes in fostering students’ science self-efficacy 1.337 0.521 0.431 2.990 .045 constant 3.38 1.033 2.551 6.93 .000 table 5. summary of regression analysis of the predictor variables on the sgb source sum of squares df mean squares f sig. regression 4663.665 5 932.733 45.362 0.000 residuals 4153.524 202 20.562 total 8817.189 207 based on table 5, it can be inferred that the significant regression equation was obtained [f(5,202)=45.362, p<0.001] in which the equation is y = 3.38 + 2.041x1 + 1.337x2. this means that the increase of teachers’ selfefficacy along with the students’ perception will elevate the students’ efficacy as high as 3.38 point. in addition to the previous findings, the level of academic self-efficacy of male and female students was also measured in this research by performing chi-square test. the results of this test are shown in table 6. the table depicts that there was a significant association of self-efficacy between male and female students [x2(4)=13.928, p < 0.05]. this phenomenon may emerge as various different factors surround male and female students. the similar facts were also found by many previous studies which revealed the differences occurred among male and female students (alon & diprete, 2015; dilek eren et al., 2015; meyers-levy & loken, 2015). table 6. chi-square results of the difference in the level of self-efficacy of male and female students. gender tc vc fc olc nac total χ2cal χ2tab df male 669 473 210 137 26 1515 13.928 9.488 4 female 790 482 177 131 44 1624 where: tc is totally confident; vc is very confident; fc is fair confident, olc is only a little confident; nac is not at all confident; sd is deviation standard jpbi (jurnal pendidikan biologi indonesia) vol. 8. no. 1, march 2022, pp. 58-64 63 ahmed et al (influence of teachers’ self-efficacy …) the findings of the study also revealed that there was a significant difference in the level of self-efficacy of male and female students. the result showed that female students have higher academic self-efficacy than their male colleagues in biology. this finding is in agreement with yamtinah et al.'s (2017) study which indicated that students’ gender differences affected their academic performance. moreover, the study also elaborated those female students performing better than male students in both self-efficacy and academic achievement. this must be worth information to consider the difference learning strategies used in educating male and female students. moreover, special policies in education may also be needed to optimize learning process among male and female students not only by considering the results of this study, but also analyzing the other study findings which strongly related to this study such as teaching ethics (chowdhury, 2016), teacher perceptions (chiappetta & koballa, 2010; kang et al., 2013), teacher assessment (fomichova & misonou, 2015), and so forth. conclusion in brief, the major findings of this study are: 1) there is a positive correlation between teachers’ self-efficacy and students’ self-efficacy in biology. hence, teachers’ self-efficacy positively influences students’ self-efficacy; 2) the level of teachers’ self-efficacy was moderately high; 3) the students’ academic self-efficacy was moderately high; 4) female students reportedly have higher self-efficacy than their male colleagues in biology. based on the findings of the study, it can be suggested that: 1) the policymakers should ensure to organize training programs and provide a conducive and supportive atmosphere for teachers’ motivation so that their self-efficacy can be improved; 2) the school management should organise motivational talks and events with students, as this will go a long way to increase their self-confidence in their academic endeavor; 3) there is a need for biology teachers to create a conducive atmosphere for healthy interaction with students to reinforce students’ confidence in teaching and learning of biology; 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(2018). scene setting activities: one of students’ learning motivation factor. jpbi (jurnal pendidikan biologi indonesia), 4(3), 251256. doi: https://doi.org/10.22219/jpbi.v4i3.6424 vol. 4 no. 3, 2018; pp. 251-256 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 16/08/2018 revised: 11/11/2018 accepted: 16/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education scene setting activities: one of students’ learning motivation factor ansar, ahmad afiif, and eka damayanti* department of biology education, faculty of teacher training and education, universitas islam negeri alauddin makassar, south sulawesi, indonesia *corresponding e-mail: eka.damayanti@uin-alauddin.ac.id abstract apperception in the beginning of teaching and learning proccess is common activity done by teacher, which determine the effectiveness of the process. this study aimed to determine the relation between scene setting in the beginning of learning process and student’s learning motivation. the population was seventh grade students at mts. madani alauddin pao pao in this correlational research. the number of samples were sixty students, taken from 50% of the population by using simple random sampling. the instruments used were scene setting activity observation sheet and motivational questionnaire sheet, the both used likert scale. the data obtained were analyzed using simple linear regression analysis. the results indicated that there was a significant correlation between the scene setting and students' learning motivation in integrated science subject in class vii of mts. madani alauddin pao pao (p < 0.05). the relation between scene setting and learning motivation was in a strong category (r = 0.600). thus, the better the scene setting activities, the more optimum the students’ motivation. keywords: apperception, learning motivation, scene setting © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction education is an important factor in creating human resources (bangay, 2016). improvement of learning activities in an essential step due to the quality of education will affect the quality of nation. through good and high quality education, the community is expected to be able to become noble, dignified, and knowledgeable person, as well as responsible for themselves, the family, community, and nation. teacher is one of the main components in education, especially in formal education. during designing the learning, teacher should be familiar with various learning models and strategies so that the learning subject can be easily understood by students (khalil & elkhider, 2016). the importance of these models is certainly an urgent matter for education personnel (apriyanto, 2013). through the right learning model, the learning objectives will be achieved optimally. besides learning model, various intrinsic factors may influence the level of students’ learning outcomes. one of the most important intrinsic factors is student’s learning motivation. learning motivation plays an important role in the learning process because through learning motivation, students are encouraged to make behavioral changes in cognitive, affective and psychomotor aspects. learning motivation is also able to encourage students to learn actively, creatively, effectively, innovatively and pleasantly (suhana, 2016). learning motivation is a very important aspect to guarantee teaching success. without motivation, it is impossible for students to have the willingness to learn. with high motivation, students will not be easily despair when they fail in the learning process, despite facing various difficulties (probowening, sopyan, & handayani, 2014). therefore, arousing motivation to learn is one of the roles and tasks of educators in each learning process. several factors were informed influencing the learning motivation. those several factors are: (1) aspirations, (2) the ability of students, (3) the condition of students, (4) environmental conditions of students, (5) dynamic elements in learning, and (6) the efforts of teachers in teaching students (dimyati, 2013). in addition, https://doi.org/10.22219/jpbi.v4i3.6424 ansar et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 251-256 252 scene setting activities: one …. muliani, sumardi, and munir (2015) describes various aspects which may influence learning motivation, namely: (1) health, (2) attention, (3) interest (4) talent (5) ideals, (6) learning abilities, (7) physical condition and spirituality, (8) the condition of the classroom environment, (9) the dynamic elements of learning and (10) the teacher's performance. furthermore, the low of students' motivation is one of the causes of many learning activities failed to achieve their learning goals. if students are not motivated to learn, students will not fully prepare to receive lessons. as a result, students will not be able to receive information optimally during learning. this condition will cause students to fail in achieving academic success. however, learning cannot be separated from activity designed by the teacher. regarding student motivation, teachers are also expected to be able to design learning activities that can increase the learning motivation of their students. therefore, teachers must think critically and creatively in designing the learning they will organize. the teacher can choose tricks, tactics, techniques, methods, models, media, until certain learning activities were reported to be able to increase student motivation (ambrosi-randi & ruži, 2010; chiang & lee, 2016; espinar redondo & ortega martín, 2015; lin, chen, & nien, 2014; movahedzadeh, patwell, rieker, & gonzalez, 2012; widiansyah, indriwati, munzil, & fauzi, 2018). one activity that may increase student motivation is scene setting. scene setting is a learning activity carried out by the teacher before starting the main activity. the aim of this activity is to build the initial concept as well as improving the learning motivation of students (chatib, 2016). this activity helps students to instill their intrinsic encouragement or motivation to complete learning goals (candra, 2015). several resources suggest that scene setting activity is one of apperception activities in learning. apperception is a collection of students' past learning experiences that are associated with new experiences in learning that students will take (suhana, 2016). with scene setting, the teacher will not start the learning material directly. teachers or students begin learning by discussing initial experiences or explaining the benefits of learning topics in the real life. apperception can be presented through questions to find out whether students still remember or forget the previous learning experience they have received and whatever they have understood about the topic to be studied (rohani, 2010). there are various scene setting activities that can be applied by the teacher, e.g.: (1) storytelling, (2) visualization, (3) simulation, (4) pantomime, and (5) bringing in figures (chatib, 2016). to start apperception or scene setting, four ways can be conducted. first, the teacher can do ice breaking which aims to generate enthusiasm and consolidate learning concepts. second, the teacher can tell fun stories, especially related to the subject matter to be delivered with the aim of attracting more attention and students' interest in learning. third, the teacher can play music that aims to restore brain waves back to the alpha zone or create pleasant, motivating and inspiring conditions. fourth, the teacher can do brain exercises with a series of exercises with simple body movements to stimulate the performance of the left and right hemispheres. scene settings play an important role in optimizing the learning process. however, until now, research that examines how the relationship of scene setting to various parameters in the learning process is still difficult to find. furthermore, research that examines student learning motivation often only relates it to the implementation of certain learning forms (harandi, 2015), learning model (argaw, haile, ayalew, & kuma, 2017; chiang & lee, 2016), or learning media (widiansyah et al., 2018). based on the result of the preliminary observation at mts. (madrasah tsanawiyah or islamic junior high school) madani alauddin pao pao, teachers often conduct scene settings at the beginning of learning. storytelling and simulation were the most frequently observed scene settings activities in the class. therefore, research that examines the activity of scene settings in this school needs to be conducted. in this study, the correlation between scene setting activities and student motivation in this school was assessed. method this study was a correlational research aimed to find the relation between scene setting and students’ learning motivation on the integrated science subject. the population in ansar et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 251-256 scene setting activities: one …. 253 this study was all students in class vii of mts. madani alauddin pao pao. the sample in this study was 50% (sixty students) from the population of class vii at this school. research samples taken by using simple random sampling. the instrument used were motivational questionnaire sheet and scene setting activity observation sheet. both of instruments used a likert scale. the scale of learning motivation was measured based on aspects of (a) persistence in learning, (b) independence in learning (c) willingness and desire to succeed, and (d) the interest and sharpness of attention in learning. while the scene setting was measured through the learning activities conducted by the teacher in the learning process before delivering the core material. the data obtained were then analyzed using simple linear regression analysis. spss was chosen as program for analyzed the data. the significance level used in this analysis was 5%. results and discussion motivation is an important factor in determining student learning success. in this study, the interconnected between motivation and scene setting activity was assessed. after the data met the normality and linearity assumption, the data were analyzed using regression analysis. the results can be seen in the table 1. table 1. the results of regression analysis r r square f sig .600 .360 32.638 < .05 based on table 1, f value was 32.638 with p <0.05. this result indicated that the regression model obtained from this study was statistically significantly predict the students’ learning motivation. furthermore, the r-value obtained from data analysis was 0.600. this value illustrated that the correlation/relationship between scene setting and learning motivation was in the strong category. whereas, the r2 value was 0.360, which implied that students’ learning motivation could be explained as much as 36% by scene setting activity conducted by teacher. on the other hand, the other 64% result were influenced by other variables that was not observed in this study. then, the coefficents of linear regression line obtained can be seen in table 2. table 2. linear regression line equation model unstandardized coefficients t sig. b std. error 1 (constant) 20.215 14.517 1.392 .169 x .909 .159 5.713 <.05 based on table 2, the linear regression equation can be written as y = 20.215 + 0.909x. this means that without the scene setting, student’s learning motivation was 20.215. the equation shows the "+" sign that describes a positive relationship. this means that the scene setting increases learning motivation. therefore, each addition of one scene setting unit will be followed by an increase of 0.909 in the value of student’s learning motivation. the results obtained from the present study is in line with the results from palupi, anitah, and budiyono (2014). palupi has reported that there is a relationship between student learning motivation and teacher performance in learning activities. safitri, maulana, and damayanti (2018) also found that the activities designed by teachers in learning was very important on learning achievement, for example by applying quick on the draw learning strategies. the implementation of the strategy can increase learning motivation. in addition, the information from the study is also in line with candra (2015) who pinpoints that scene setting is significant for students in order to have an urge from themselves or intrinsic motivation to learn. comparing with the research by the sekolastika elyana, khosmas, and okianna (2015), the study found that teacher teaching variations through teacher interaction with students and eye contacts have contributed 10.9% in increasing student’s motivation. this study, however, records a higher percentage of student’s learning motivation. however, on the other study, apriyanto (2013) have reported that the scene setting have not a significant effect on students’ motivation. however, the average of achievement on class that got scene setting is higher than the other class. the results from this present study are consistent with the interview results. from the interview, it was suggested that the integrated science teacher often did scene setting activities, including telling their experiences while relating to the science materials. the teacher also conducted simulations when energy subject matter was delivered. before the ansar et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 251-256 254 scene setting activities: one …. learning starts, the teacher asked the students to bring lunchbox from their homes. after they ate, the teacher asked "what do you feel after eating?" then the student answered "we are full, ma’am". after that the teacher explained that what they had done was related to the subject matter to be studied. students were encouraged to think more. the use of scene setting activity before the core material will certainly make students build the initial concept of learning and increase learning motivation. scene setting can be conducted by various methods, such as; storytelling, pantomime, simulation, and inviting ideal figures directly to class. in mts. madani alauddin pao poan, the scene settings storytelling and simulation were the most often activites during scene setting. in addition, according to the statement from dra. besse aisyah, one of the science teachers in grade vii mts, the implementation of the scene setting was very good. this activity instills children’s motivation to learn science, because the science learning is often associated with everyday life and everyday usage. from the results, it can be concluded that the use of scene setting is deemed important to be carried out before the learning process takes place. this is in line with the functions of the scene setting presented by chatib (2016). chatib explained scene setting could build the concept of learning, providing learning experiences before starting the core material, reducing instruction, and arousing students' curiosity. furthermore, the functions of the scene setting are (1) to build the concept at the beginning of learning, (2) to provide a learning experience before learning the core material, (3) to reduce instruction, and (4) to raise students’ curiosity (chatib, 2016). whereas according to suhana (2016), there are several functions of apperception or scene setting; (1) new experiences are easily accepted when associated with the previous experiences to achieve effective learning. (2) previously received experience may color the new experience as an integral part of modifying new behavior. (3) apperception can develop interest and attention in learning, so that openness to receive new experiences in learning is more prepared and enjoyable. the function of the scene setting is to motivate students to learn. learning motivation according to sardiman (2016) is an effort that encourages someone to learn. motivation play an important role in learning process. students who have strong motivation will possess a lot of energy to do learning activities. therefore, motivation usually can overcome the problem related to the presence of difficult concepts in some subject matter. biology is one branch of science that studies several difficult concepts (çimer, 2012; fauzi & fariantika, 2018; fauzi & mitalistiani, 2018; ozcan, ozgur, kat, & elgun, 2014). the existence of these difficult concepts will hinder the maximum achievement of student learning outcomes. however, by utilizing the information obtained from this study, educators have the opportunity to optimize the achievement of student learning outcomes. this information is scene setting is an essential component of biology learning. higher motivation to learning, higher the academic achievement of the student. thus, by designing good scene setting, student could achieve learning outcome optimally due to they are motivated to learn. conclusion the implementation of scene setting in the learning process is proven has correlation on student’s learning motivation. scene setting activity has also could predict the learning motivation of the students (p <0.05). each addition of one scene setting unit would be followed by an increase of 0.909 in the value of students' learning motivation in integrated science subject, class vii, mts. madani alauddin pao pao. thus, the practice of scene setting is potential to be developed in further learning process. from the information obtained, scene setting is an essential activity during apperception. the implementation of this activity have a good impact on the motivation of students to learn. therefore, it is recommended to the teacher to could design the scene setting activities before they start the learning. . references ambrosi-randi, p. n., & ruži, h. 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(2018). i-invertebrata as an android-based learning media for molluscs, arthropods, and echinoderms identification and its influence on students’ motivation. jpbi (jurnal pendidikan biologi indonesia), 4(1), 43– 52.https://doi.org/10.22219/jpbi.v4i1.5476 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 497-510 10.22219/jpbi.v5i3.8584 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 497 research article developing digital multimedia of human anatomy and physiology material based on stem education nuril hidayati a,1,*, farizha irmawati b,2 a department of biology education, faculty of exact and sport science education, ikip budi utomo, jl. citandui 46, malang, east java, 65122, indonesia b department of physical health education and recreation, faculty of exact and sport science education, ikip budi utomo, jl. citandui 46, malang, east java, 65122, indonesia 1 hidayatinuril20@gmail.com *; 2 farizha99@gmail.com * corresponding author introduction nowadays, the 21st-century learning issue is a interesting topic that has been researched and developed (bellanca et al., 2010; chu, reynolds, tavares, notari, & lee, 2016; dwyer, hogan, & stewart, 2014). topics such as critical thinking skills (miharja et al., 2019; scott, 2015), problem solving (binkley et al., 2012; nithyanantham, paulmony, & hasan, 2019), and collaborative learning (tsuneyoshi, 2016; vieira, melo, avraamidou, & lobato, 2017), examined from various perspectives are major issues that are believed to be key factors for 21st-century learning success (suwono, 2016; talat & chaudhry, 2014). however, other study topics that integrate the process of problem identification, hypothesis design, determination solutions, to application in a r t i c l e i n f o a b s t r a c t article history received june 04, 2019 revised october 30, 2019 accepted november 19, 2019 published november 30, 2019 the development of multimedia based on science, technology, engineering, and mathematics (stem) to empower students critical thinking skills has not been optimally carried out. the purpose of this research was to develop multimedia of human anatomy and physiology material based on stem which improve students’ critical thinking skills. this research and development (r&d) used 4d thiagarajan development model which consisted of define, design, develop, and disseminate. the instruments used were interview guidelines, observation sheets, questionnaires, and test. the data obtained consisted of quantitative and qualitative data. the quantitative data was obtained from the test results and the assessments of respondents using a likert scale, while the qualitative data in the form of experts recommendations. the results showed that the media developed were classified as valid with the scores were 96.89% (media aspects), 97.53% (usefulness), and 85.22% (readability). furthermore, the prerequisite test results showed that the data are spread normally (p>0.05) and homogeneously (p>0.05) so that the anacova test is continued. the anacova test results showed that students' critical thinking skills taught with multimedia were significantly difference (sig <0.05).this study recommends the use of multimedia in learning human anatomy and physiology. copyright © 2019, hidayati et al this is an open access article under the cc–by-sa license keywords critical thinking multimedia stem education how to cite: hidayati, n. & irmawati, f. (2019). developing digital multimedia of human anatomy and physiology material based on stem education. jpbi (jurnal pendidikan biologi indonesia), 5(3), 497-510. doi: https://doi.org/10.22219/jpbi.v5i3.8584 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.8584 https://doi.org/10.22219/jpbi.v5i3.8584 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:farizha99@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.8584 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.8584&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 498 hidayati and irmawati (developing digital multimedia …) a multidisciplinary manner indicated to be able to encourage students' thinking skills more comprehensively (guleker, 2015; huff, 2014; thompson, 2011). the study of the integration of science, technology, engineering, and mathematics (stem) has been carried out at almost all levels of education ranging from basic education (baharin, kamarudin, & manaf, 2018), secondary education (torlakson, 2014; yusuf, amin, & nugrahaningsih, 2017), to higher education (groshans et al., 2019). these studies focus on various aspects such as relevant learning strategies (iriti, bickel, schunn, & stein, 2016), specifics subject to be taught (baram-tsabari & lewenstein, 2013), and the developing learning media (akopian, melkonyan, golgani, yuen, & saygin, 2013). on the other hand, the use of media in the learning process is believed to be an effort to provide a meaningful learning experience for students (aflalo & gabay, 2013; isaacs, 2012; ismail, harun, zakaria, & salleh, 2017). technological developments, including in the education fields and learning, have an impact on how efforts need to be made to develop media based on science and refer to the latest developments (leow & neo, 2014; mehdipour & zerehkafi, 2013; west, 2015). one of technology-based development is the integration of text, image, video, and sound in one integrated media (ary, jacobs, sorensen, & razavieh, 2010; crozat, hu, & trigano, 1999). implementing of multimedia is believed to be able to facilitate the occurrence of meaningful learning processes and experiences for students (maria, rusilowati, & hardyanto, 2019; umachandran et al., 2019). meaningful learning is indicated to be able to facilitate students in optimizing thinking skills (iversen, pedersen, krogh, & jensen, 2015; korres & tsami, 2013) which in turn will determine how he understands the concepts being studied (kiliç & saǧlam, 2014), especially if the concepts are very complex such as human anatomy and physiology (himschoot, 2012; oakes, hegedus, ollerenshaw, drury, & ritchie, 2019). concepts learned in the course of human anatomy include the study of the complex anatomy and physiology of the human body (mader & windelspecht, 2010). these complex characteristics require the use of multimedia that visualizes the material and empowers students' critical thinking skills (dick, carey, & carey, 2015; leow & neo, 2014; nusir, alsmadi, al-kabi, & sharadgah, 2013). the observations results that have been made in the anatomy of human physiology courses show that learning is not optimal in developing thinking skills and tends to give students space to memorize concepts. in addition, the media used in the learning process are partial media that have not been integrated with developing learning models and technologies. this research aims to develop multimedia anatomy of human physiology based on stem education. the stem learning approach will be included in the multimedia design that will be developed. the eight stages of stem education will be integrated into the student activity sheet section in addition to the material developed. the developed multimedia will go through several stages until finally it is feasible to be used as teaching material. multimedia anatomy of human physiology based on stem education that has been developed will have a real contribution in enriching the variety of media that can be used by teachers in the classroom, especially in indonesia, so as to improve the quality of learning. this research can also be a reference for researchers in the stem field and efforts to develop meaningful learning experiences for students. method this development research uses a four step model developed by (thiagarajan, semmel, & semmel, 1974) covering define, design, and disseminate. the define phase begins with a front-end analysis to identify learning problems. this stage involved 38 students who had taken anatomy in human physiology. identifications made at this stage include the characteristics of students as media users. in addition, an analysis of the breadth and depth of the material was carried out to determine learning outcomes and indicators. at this stage also carried out identification of the weaknesses of teaching materials used. the results of this stage of analysis are used as a basis for developing product prototypes at the design stage. the prototype design consists of preparing a reference test as an instrument to measure changes in student behavior, selection of media content, and determination of multimedia formats using adobe flash software in the form of swf.exe. the developed multimedia prototype is composed of several sections including overwiew, material content, worksheets, identification of personal abilities, e-books, and evaluation. multimedia prototypes that have been produced are then developed with validation of the truth of the concept, its feasibility and usefulness. validation is done by involving material experts, media experts, and practitioners. readability test was also carried out on a product prototype involving 38 students. product dissemination is done by testing the effectiveness of multimedia on students' critical thinking skills. the product effectiveness testing was conducted on students of biology education study program ikip budi utomo malang. the test was carried out using a quasi-experimental design. a total of 76 students involved as jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 499 hidayati and irmawati (developing digital multimedia …) research subjects were divided into two classes. one class learns to use stem-based multimedia products while another class with general multimedia (not stem-based). data collection techniques were using interviews, observation, and questionnaires. the instrument used were interview transcript, observation transcript, needs analysis questionnaire, expert and practitioner validation questionnaire, and trial questionnaire which has been adapted from (hidayati, 2016). the data were analyze qualitatively to gather information from validation and trial activities. the research data was calculated by the formula 1. furthermore, the calculation results will be categorized according to the validity criteria of the results of validation and trials in table 1. data obtained from disseminating activities to determine the effectiveness of multimedia in improving critical thinking skills will be adapted to the higher-order thinking categories (table 2) adopted from (ichsan et al., 2019). p= ∑ x ∑ x1 x 100% (1) table 1. criteria of validation and trial result range (%) validation criteria description ≥81 very valid no revision 61-80 valid no revision 41-60 quite valid revision 21-40 invalid revision 0-20 very invalid revision table 2. categories of thinking ability of students category interval score very high x > 81,28 high 70,64 < x ≤ 81,28 moderate 49,36 < x ≤ 70,64 low 38,72 < x ≤ 49,36 very low x ≤ 38,72 results and discussion the results of front-end analysis showed that the anatomical material of human physiology taught using multimedia only reached 38.10%, while 92.86% of students considered multimedia to greatly assist them in understanding a concept. on the other hand, learning based on e-learning has been done by 77.38% of students. these results indicate that the use of e-learning is not yet fully supported by good media utilization. furthermore, the results of interviews with lecturers show that students tend not to communicate and collaborate during the learning process. this limitation causes students to not be able to build the concepts learned (pang, lau, seah, cheong, & low, 2018; rufii, 2015). the results of front-end analysis are related to the results of the analysis of student characteristics. the results of the analysis show that learning responsibilities are low so they tend to be passive. this situation makes learning not conducive because students tend not to follow the ongoing process (jack, 2013). this is also compounded by the limited references students have. the available references in the form of electronic books (e-books) do not necessarily increase student enthusiasm for learning, on the contrary students have difficulty understanding the concepts in them (song & bonk, 2016). students actually look enthusiastic when learning to use powerpoint and torso media. however, students also feel guilty about using these two media. task and concept analysis shows that the material identified many misconceptions in students includes the nervous system, sensory system, and muscular system. the three materials were developed using eight stages of stem-based learning, including defining problems, connecting with real life, planning investigations, analyzing and interpreting data, drawing simple conclusions, designing alternative solutions, discussing the solutions obtained, and evaluating and communicating results (torlakson, 2014). the results of objective analysis lead to the development of student skills. teaching human anatomy and physiology must use learning models that provide opportunities to empower critical thinking skills. it can be seen from the critical thinking indicators (table 3) in course learning outcome (clo) and subject learning outcome (slo) that need to be developed are interpretation, analysis, evaluation, inference, explanation, and independent regulation. based on the information found above it can be seen that the learning process that is not supported by the use of jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 500 hidayati and irmawati (developing digital multimedia …) media and appropriate learning models will be able to make learning outcomes that are not good so that this becomes a serious problem. the integration of questions that stimulates critical thinking skills is embedded in the product prototype design stage. reference-criteria tests are carried out to analyze aspects of the skills that will be developed in the product. the questions are arranged on each material contained in the three product sections including worksheets, compiling independent questions, and evaluating. the test settings referenced by the criteria have been validated by experts so that the form and type of questions are in accordance with the indicators of critical thinking skills and the material developed. in addition, the characteristics of the developed multimedia product are the integration of the stem learning model in the student activity sheet section, mastery of concepts and the development of students' critical thinking skills. an overview of stem-based multimedia products as in figure 1. table 3. clo and slo which will be developed in multimedia of human physiology anatomy based on stem clo of human anatomy physiology slo of human anatomy physiology distinguish the structure of the constituents of muscle tissue which make up muscular system, cells, and connection among skeleton and muscles in movement. 1. distinguish structure and function of skeletal muscle cells, smooth muscle cells, and myocardium cells. 2. describe the physiological mechanism of skeletal muscle cells contraction through the theory of filament displace, smooth muscle cells with single and plural unit concept, and myocardium cells following all or none principle. 3. classify the constituent muscles of human body and its action mechanism. 4. identify disorder and abnormalities toward muscular system describe nerve cells, mechanism of nerve action, central nervous system (brain) and the edges (spinal cord) and the connection of nerves activities with the other systems 1. describe nerve cells and their physiological parts and functions 2. describes impulse propagation mechanism (physiological nerves, polarization, depolarization, and repolarization) 3. categorize central nerves system and peripheral nerves system 4. compare mechanism of reflex motion and normal motion 5. explain disorder and abnormality in nerves system sensory organ, mechanism of sensory activity mechanism connected to nerves system. 1. describe the role of receptors 2. identify receptors on the skin 3. describe vision mechanism of eyes 4. describe hearing mechanism of ears 5. analyze smell mechanism in nasal 6. explain tasting mechanism on tongue 7. explain action mechanism of sense of balance 8. describe abnormality and diseases in sensory system figure 1. display of stem-based student worksheet on multimedia human anatomy and physiology jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 501 hidayati and irmawati (developing digital multimedia …) development of multimedia products at the design stage based on practicality, effectiveness, efficiency and independence. access to the use of multimedia using the indonesian language. it aims to make it easier for students to understand the concepts being studied. according to some researchers, the practicality and efficiency of use must be considered in the development of media so as not to complicate user access (muchlis & putra, 2017; nurrohmah, putra, & farida, 2018). likewise with the effectiveness and independence of media use. the effectiveness of the media is measured based on its performance affecting certain variables to be achieved using these media, also be seen from how the media is accessed by users (irwan, maridi, & dwiastuti, 2019; nusir et al., 2013). the format used in the development of this media allows students to access multimedia anytime and anywhere, both individually and in groups. figure 2. the display of stem-based multimedia start menu multimedia developed consists of two parts to facilitate use. at the beginning (figure 2) there is identity, course outline, the three chapters of the material to be studied, and instructions for use. the second part is a more specific part in multimedia which is composed of overview, materials, e-books, worksheets, self-abilities, and the evaluations (figure 3). the overview contains a description of clo and slo (table 3), concept maps, and it is equipped with navigation buttons leading to the material sections. the material is composed of concept descriptions related to the anatomy and physiology of the body system that is being studied and is equipped with relevant pictures and videos (çimer, 2012; himschoot, 2012). students can also access the main references by downloading the e-book available in this section. student learning activities in multimedia are controlled using stem-based student worksheets (korres & tsami, 2013; valerio, 2012). the self-ability rubric available in this multimedia is used to practice students' critical thinking skills. evaluation is the final part in this multimedia. students can access this rubric after learned and accesed all available features. the evaluation rubric is arranged so that during use students cannot access other features until they complete the evaluation and the evaluation score appears. the results of experts validation in the development stage show that multimedia products are valid. the validation of media expert (table 4) shows that the assessment elements which included visualization, design, typography, illustration, language readability, and completeness of the presentation were classified as very valid (score ≥81%). this shows that the multimedia developed is very interesting. some researchers argue that the attractiveness (crozat et al., 1999) of media such as image and sound selection (raaijmakers et al., 2018), display resolution (wang, wu, & wang, 2009), layouting (bahar, aydin, & karakirik, 2009; fitriani, adisyahputra, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 502 hidayati and irmawati (developing digital multimedia …) & komala, 2018), and display balance (siagian, mursid, & wau, 2014) need to be considered in order to focus the user's learning attention. figure 3. the display of nervous system chapter table 4. the results of media experts validation no question score (%) criteria 1 multimedia visualization (multimedia compatibility with standard and material size) 87.50 very valid 2 multimedia design (appearance, design, composition and size of menu layout, and colour) 100 very valid 3 multimedia typography (identity and colour used) 100 very valid 4 multimedia illustration (describing content menu) 100 very valid 5 writing design (writing in paragraphs, spaces, subtitles used, illustrations and captions, videos visualization, and navigation buttons menu) 92.86 very valid 6 typography content (type, background, and colour) 100 very valid 7 image illustration (meaning of images, images clarity, and images update) 91.67 very valid 8 language feasibility (comprehension, language accuracy, standardization of terms, integrity of meaning) 100 very valid 9 presentation completeness (main menu, menu for each chapter, and torso) 100 very valid mean score 96.89 very valid material expert validation as described in table 5 shows that the five elements of assessment include the completeness of the material, the order of the material, and the concept described as very valid valid (≥81%) while the element of conceptual accuracy and contextual application is classified as valid (75%). furthermore, the truth of the concepts in the three materials includes the muscular system, the nervous system, and the sensory system with a percentage score of 83.33, 90, and 96.88, respectively. concept accuracy is a fundamental factor in media development. mistakes in describing concepts, according to some researchers, have a fatal impact on students' understanding of concepts. bahri, syamsuri, and mahanal (2016) stated that the material presented in product development must have a high level of truth and there are no misunderstandings. misunderstanding of the concept will have an impact on not achieving learning outcomes. azizah, kusumaningtyas, anugraheni, and sari (2018) stated that the material content of the product development must be accurate based on the concepts and theories applied. thus, misunderstanding in multimedia developed can be avoided. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 503 hidayati and irmawati (developing digital multimedia …) practitioner assessment results (table 6) also show the use of multimedia products in the learning process is very valid (97.53%). the menu variations contained in the product make it easy for students to access available information. the combination of materials is arranged neatly and schematically so that it helps students to master the correct concepts about the anatomy of human physiology. types of student activities (worksheets) in multimedia are designed based on the steps of the stem educational learning model and worksheets on multimedia are able to direct students to hone critical thinking skills. the form of questions or statements in multimedia can measure students' critical thinking skills. the statement is in accordance with (ashaver & igyuve, 2013; bahar et al., 2009) statement that the developed multimedia must have clear and easy learning content to be applied by users. akopian et al (2013) added that product development must be developed in accordance with the expected learning objectives so that it is appropriate to be used to support the learning process. table 5. the results of material experts validation no question score (%) criteria 1 material completeness (compatibility with learning objectives and no material repetition) 100 very valid 2 material accuracy (correct concept and contextual applications to material) 75 valid 3 material presentation (material arrangement and sequence, and material relevance) 83.33 very valid 4 muscular system concept (the structure of muscle cells, and mechanism of contraction of muscle cells, the mechanism of action of muscles, and abnormalities and diseases) 90.63 very valid 5 nerves system concept (structure and function of nerves cells, classification of nerve cells, impulse propagation mechanism, nerves system classification and function, reflexes mechanism, abnormalities and diseases) 90 very valid 6 sensory system concept (type of receptor, sensory sense of touch, sense of smell, sense of taste, sense of sight, sense of hearing and balance, and abnormalities and disease) 96.88 very valid mean score 89.31 very valid table 6. the results of practitioners validation no question score (%) criteria 1 multimedia design (multimedia ease of use) 100 very valid 2 material completeness (suitability of the material with course outline, learning objectives, ease of implementation, and general description) 100 very valid 3 material (constructing students’ knowledge, material order accuracy, meaningfulness, and systematics) 93.75 very valid 4 students’ activities types (accuracy of activities types and material, stimulating motivation, conformity with stem learning model, sharpening critical thinking skill, ease of understanding concepts) 96.43 very valid 5 questions/ statements forms (accuracy of question types with clo and indicators of critical thinking, questions feasibility and contextual relevance) 95 very valid 6 conformity of students’ development level (compatibility with level of thinking) 100 very valid mean score 97.53 very valid the development of content in a product allows changes in its components. these changes are based on expert advice and the results of feasibility tests are conducted. the revisions and improvements are presented in table 7. some of the changes made include the addition of material navigation buttons, worksheets, and selfability. this improvement makes it easy for students to access other menus when using multimedia. however, on the evaluation page, the material access button is removed to avoid the possibility of students accessing the material while working on the evaluation questions. the results of small group trials (table 8) show that multimedia developed is easy to use for students. however, there are some notes that need to be improved for product improvement such as aspects of increasing motivation and learning independence. the motivation and independence of learning aspect does not necessarily increase when using stem-based multimedia. according to some experts, the growth of motivation depends on many aspects besides the availability of media (rosli et al., 2015; song & bonk, 2016). the availability of learning resources that are easy to understand (cronje, 2016), communication with peers (binkley et al., 2012), and the ability of teachers (ertmer & newby, 2013) to develop learning strategies are aspects that need attention. thus, the use of multimedia needs to be strengthened by the selection of strategies and other relevant learning resources in order to increase student motivation and learning independence. the effectiveness of multimedia in improving students' critical thinking skills is presented in table 9 and table 10. the results of normality and homogenity tests (table 9) with sig 0.05 indicate that the multimedia jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 504 hidayati and irmawati (developing digital multimedia …) effectiveness test data are normally scattered (0.821) and homogeneous (0.610). anacova results (table 10) show that there are differences in critical thinking skills (sig <0.05) between students who learn by using stembased multimedia and those who are not. one indication of the difference is the ability of students to give an argument to a concept. students who learn by using stem-based multimedia, gradually, are able to build concepts based on the order and relevance of the material arranged in the media. furthermore, the questions contained in the evaluation rubric accustom students in analyzing and solving problems related to the concept being studied. both of these do not appear in student learning using powerpoint media, so students are not accustomed to using critical thinking skills in solving existing problems. groshans et al (2019) and mccrum (2017) argues that stem-based multimedia is able to overcome the limitations of the senses in understanding the concept so that the presence of multimedia is able to assist students in analyzing, criticizing, and reaching conclusions that are indicators of critical thinking skills. in addition, the use of multimedia provides visualization of concepts better way so that it can provide real concept learning experiences to students (crozat et al., 1999). table 7. the comparison of multimedia revision before revision after revision in the overview menu containing descriptions of clo, slo, and concept maps, there were not any navigation button to the materials’ menu, so users still have to go to the main menu. there was navigation to the materials’ menu, making users were easier and faster access to switch to the materials’ menu. there was not any navigation key to the worksheet and self-ability so it was less efficient if the users should go first to the main menu. additional of navigation buttons to the worksheets and selfabilities, in order to speed up access to other menus. there was not any navigation button to the material and e-books, so that the students were difficult to access the material. additional of navigation button to material and e-book jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 505 hidayati and irmawati (developing digital multimedia …) before revision after revision there was a navigation button to the main menu so students can access material allowing cheating by looking at the material. the navigation button to the main menu was removed and only appeared again when the students have completed the question and saw the score obtained. the use of background images that interfere the attractiveness and content were because they contained information and score menu still appeared, in which it should be integrated in the evaluation replacement of mages illustration and deletion of score menu table 8. multimedia trial results no question score (%) criteria 1 identity of multimedia is clear 84.87 very valid 2 images in the multimedia can help to understand concepts. 88.16 very valid 3 the language used in the multimedia is clear 86.84 very valid 4 menu in the multimedia can help you to use it 75.00 valid 5 instruction of evaluation worksheet in multimedia is easy to be understood. 85.53 very valid 6 the language used in the matter of evaluation in multimedia is easy to be understood. 85.53 very valid 7 this multimedia can trigger your motivation. 91.45 very valid 8 this multimedia can lead you to the independence learning. 80.92 valid 9 the multimedia can improve your critical thinking skill. 92.11 very valid 10 material in the multimedia is relevant to support you learning human physiology anatomy 87.50 very valid 11 material in the multimedia is structured systematically and easily understood. 84.87 very valid 12 learning with the multimedia can increase learning motivation. 75.00 valid 13 learning with the multimedia make you easier to learn human physiology anatomy material. 86.84 very valid 14 questions’ type in the multimedia can foster your critical thinking 82.89 very valid 15 students’ activities contained in the worksheet and self-ability is appropriate with the flow of stem education learning model 88.16 very valid 16 the evaluation menu can measure your understanding level of concepts being studied. 87.50 very valid 17 the multimedia which is supported by images, text, and videos, helps you to understand the concept 85.53 very valid mean score 85.22 very valid table 9. prerequisite test results type of testing result one-sample kolmogorov-smirnov 0.821 levene’s test 0.610 jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 497-510 506 hidayati and irmawati (developing digital multimedia …) table 10. anacova test results source type iii sum of squares df mean square f sig. corrected model 8774.657a 2 4387.328 16.234 .000 intercept 29477.712 1 29477.712 109.074 .000 pretest 1958.867 1 1958.867 7.248 .009 class 4697.837 1 4697.837 17.383 .000 error 19728.530 73 270.254 total 299857.812 76 corrected total 28503.187 75 a. r squared = ,308 (adjusted r squared = ,289) on other hand, baharin et al (2018) stated that stem education can improve students' high-level thinking skills, especially critical thinking skills because the stem model can direct students to solve problems, think critically, think creatively, and think scientifically. stem-based multimedia produced in this study can be used as a basis for further innovative development. some research that has been done related to stem-based teaching materials is still limited to print media (baram-tsabari & lewenstein, 2013; lestari, astuti, & darsono, 2018). in addition, the results of this study can also be used as further study material in presenting other biological material with more complex characteristics. conclusion multimedia anatomy of human physiology based on stem 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(2020). developing of fish anatomy learning module based on local wisdom in ngebel lake, ponorogo, east java. jpbi (jurnal pendidikan biologi indonesia), 6(2), 283-292. doi: https://doi.org/10.22219/jpbi.v6i2.11813 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i2.11813 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i2.11813 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i2.11813&domai jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 283-292 284 primiani et al (developing of fish anatomy …) thinking. consequently, utilizing the environment as learning resources can improve the student's concept understanding (istiani & retnoningsih, 2015; raub, shukor, arshad, & rosli, 2015; triyani, putra, & alimah, 2019). besides, learning resources that are following the teaching materials can make it easier for students to construct their knowledge so that the concepts learned can produce long-term memory (rufii, 2015; schumm & bogner, 2016). the use of contextual learning resources from the surrounding environment will be more easily recognized by students (e. m. bergman et al., 2013; pedrosa-de-jesus, moreira, lopes, & watts, 2014). students can face a real-life problem that exercises their senses to see and do so that learning is considered more interesting (obergriesser & stoeger, 2020). thus, the use of the surrounding environment as learning resources can make it easier for students to remember concepts (raub et al., 2015) and improve their emotional quotient and learning achievement (t.-c. huang, chen, & chou, 2016) so that the learning becomes more meaningful. on the other hand, the animal anatomy course, one of the basic science which studies the structure of animal organs, is considered difficult for students. it is because they have to understand anatomical terms and structure of the animal comprehensively. many students argue that anatomy is a static and difficult science (azer & azer, 2016; e. m. bergman et al., 2013; ivanusic, cowie, & barrington, 2010; kurniawan, suharjito, diana, & witjaksono, 2018). a comprehensive understanding of anatomy concepts has not been fully experienced by students. some research showed that students' motivation and learning achievement is low in this course. the difficulty in studying this course encourages the need for innovative learning strategies with a student-centered learning approach (conradty & bogner, 2019; jacobs & renandya, 2019; simons, beaumont, & holland, 2018; thuneberg, salmi, & bogner, 2018). this innovative learning is supported by the existence of adequate learning resources, one of which is a lecture module. based on the observations, it was found that the modules that have been used by students in universitas pgri madiun, indonesia, have several weaknesses, namely: (1) not yet able to create a comprehensive concept understanding; (2) the pictures presented have not been able to connect the concept to the students' prior knowledge; (3) there has been no discussion the overall concept; (4) some examples of animals displayed in the module are not in the student's environment; and (5) the evaluation cannot provide a clear description of the students' conceptual understanding. depends on these facts, it is necessary to improve and optimize animal anatomy course learning activities by using better and more effective modules. the effective modules as learning resources can be developed based on real objects that come from the students' environment (bruckermann, ochsen, & mahler, 2018; martiningsih, lisdiana, & susilowati, 2019; nilasari, djatmika, & santoso, 2016). the learning process in the animal anatomy course using modules can support more independent learning. the interaction between animal anatomy and the environment can be developed in the module so that learning becomes more meaningful for students. this contextual-based module can accommodate students’ affective related to environmental awareness and preserve local traditions. the material in the module can be developed based on environmental observations, such as in the animal habitat in ngebel lake, ponorogo, east java. ngebel lake is a natural lake on the slopes of mt. wilis with a diversity of freshwater fish. communities around ngebel lake develop it as a tourist area and local fish farming. the local tradition of the ngebel community is larung sesaji, a religious act with animism and dynamism in which myth and magic remain attached to the javanese in ngebel village. it is always held regularly every first suro night (javanese calendar) and this tradition as a local cultural heritage that is still maintained until today. the ngongok fish (hampala macrolepidota), an endemic fish in this lake, is one type of preparation used in the larung sesaji tradition. also, this fish is a daily consumption for the local community. however, the diversity of freshwater fish and the features of hampala fish as endemic fish in ngebel lake are not well known. the potential of biodiversity in ngebel lake, especially the diversity of freshwater fish, can be used as a learning resource. the use of environmental conditions as a learning resource develops students' analytical skills to link their prior knowledge with new knowledge to be learned (schumm & bogner, 2016; sechi, borri, de lucia, & celmins, 2018). students' thinking ability will be well constructed (cutter-mackenzie & edwards, 2013; steele et al., 2016; whiley, witt, colvin, sapiains arrue, & kotir, 2017). several researchers have developed contextualbased modules in learning. the results showed that contextual-based modules can improve learning outcomes (martiningsih et al., 2019), empower students' process skills, build discovery attitudes in students, increase involvement in experimental activities, and increase student interest in learning (thuneberg et al., 2018). contextual-based modules can stimulate students' cognitive to associate their knowledge with everyday life situations (e. m. bergman et al., 2013). students will design to more active in looking for information because the material in the module is familiar to them. therefore, research and development of contextual-based modules based on local wisdom of freshwater fish biodiversity in ngebel lake are necessary. the results are projected in the form of an animal anatomy module related to freshwater fish diversity. the module compiled has contextual specifications by displaying pictures and explanations of local fish diversity obtained from jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 283-292 285 primiani et al (developing of fish anatomy …) ngebel lake and an explanation of larung sesaji tradition. the integrated presentation of the diversity of local fish anatomy and the tradition is the uniqueness and excellence of this module. by developing a module based on local wisdom, it is expected that the module can be used as an alternative recommendation for learning sources to optimize the learning achievement and increase the respect of indonesian culture. method the research and development (r&d) was designed based on the thiagarajan model which consisted of defining, designing, developing, and disseminating stages (thiagarajan, semmel, & semmel, 1974). each stage is described in more detail as follows. defining stage 1. problem identification was using observation in the animal anatomy course (include the learning module used) in three areas in east java, i.e. madiun, ponorogo, and ngawi. 2. identification of the needs of students and lecturers module by using questionnaires. 3. analysis of the curriculum to obtain information related to learning outcomes, learning objectives, and evaluation. 4. interview with the community ngebel lake related to the tradition of larung sesaji and the endemic freshwater fish species in the ngebel lake, as well as the benefits of endemic fish in the larung sesaji tradition. 5. identification of various types of endemic fish in ngebel lake that are used in the larung sesaji tradition. 6. documentation of the research results on the diversity of freshwater fish in ngebel lake. designing stage 1. arranging the module design, including designing the cover, preparing the content (description of endemic fish and the local wisdom in ngebel lake), managing the endemic fish anatomy pictures, and checking the grammar. 2. developing the applied learning strategy, namely experimental learning. 3. preparing the learning tools (material, media, and evaluation tools). 4. compiling questionnaire of the students' responses to the module. developing stage 1. validating the module by the experts, namely: media, material, and language expert, using validation sheets. the media validity criteria are described in table 1. 2. generating revisions based on comments from the experts to develop valid contextual-based modules. 3. conducting initial developmental testing of the module (small scale), then testing it on a large scale. 4. implementing the modules to students to see the effectiveness and feasibility of the module. table 1. criteria for the validity of teaching materials no percentage category 1 85,1% 100% very valid, or can be used without revision 2 70,1% 85% valid, or can be used but requires minor revisions 3 50,1% 70% invalid, it is recommended not to use, as it needs major revisions 4 0,1% 50% invalid, or may not be used disseminating stage in the disseminating stage, the module is published through seminar forums. then the module also disseminates for other institutions, especially for a biology study program or natural science study program. results and discussion defining stage the observation results in the previously taught module showed that the material presented had no contextual pictures and no explanation of the various types of freshwater fish. the questionnaire results jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 283-292 286 primiani et al (developing of fish anatomy …) showed that students had difficulty understanding the fish anatomical concepts. they also did not recognize the diversity of local freshwater fish. this fact was also supported by the low percentage of student who has understood the fish anatomical concept (60%). this is due to the anatomic language used in the previous module that was difficult to understand and it was not accompanied by a clear fish anatomical picture. students could not compare the anatomy of one fish organ with another. students did not know the types of freshwater fish found in the surrounding environment. based on these analyses, it could be concluded that the module used in the animal anatomy course has not utilized the surrounding natural environment. even though, the natural environment is the authentic learning resource, such as ngebel lake. endemic fish found in ngebel lake are fish used in the larung sesaji tradition. the diversity of freshwater fish that live in ngebel lake and the character values in the larung sesaji tradition were not yet utilized in learning activities. students were not familiar with the existence of fish found in the surrounding natural environment and did not understand the local traditions of the area. this is an important condition to be improved in learning in higher education to develop their environmental awareness. according to b. g. bergman (2016), environmental awareness is related to environmental attitude. moreover, environmental attitudes interact with students’ cognitive knowledge. based on the results of community interviews around the ngebel lake, the endemic fish species used in the larung sesaji tradition was hampala fish. at the defining stage, identification and documentation of the types of fish found in the ngebel lake were carried out. these results were used to develop a contextual-based module. contextual modules make college students able to study independently, learning is more meaningful (hartini, misbah, helda, & dewantara, 2017; y.-m. huang & chiu, 2015; koh, 2017; martiningsih et al., 2019; nilasari et al., 2016; schumm & bogner, 2016). designing stage at this stage, a fish anatomy learning module based on local wisdom was arranged. the uniqueness of the module design lies in the linkage between the material and local wisdom traditions. the explanation of the fish anatomy is strengthened by the use of pictures of fish existing in the ngebel lake. the cover design and module content are shown in figure 1. (a) (b) figure 1. the cover (a) and the first chapter (b) of fish anatomy learning module based on local wisdom. in the each chapter consists of students’ learning outcome, learning objectives, and indicators. one of the indicators of student achievement is to describe the anatomy of the endemic fish used in the larung sesaji tradition. the integration of local wisdom causes the module to be more contextual than the fish anatomy module in general. it can be a form of environmental education that have an impact on students' environmental attitudes (oerke & bogner, 2013), environmental awareness (ningrum, nandi, & sungkawa, 2018), and environmental behavior (b. g. bergman, 2016; gould, ardoin, thomsen, & wyman roth, 2019; morse, carman, & zint, 2019). the module explains the anatomy of the fish accompanied by pictures obtained from ngebel lake (see figure 2). one of the materials related to fish anatomy discusses the diversity of fish structures found in ngebel lake. several types of freshwater fish found in ngebel lake are jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 283-292 287 primiani et al (developing of fish anatomy …) osphronemus goramy, oreochromis niloticus, cyprinus carpio, clarias batrachus, puntius javanicus, pangasius pangasius, colossoma macropomum, hypostomus sp., and hampala macrolepidota. discussion on fish diversity includes morphological diversity based on the characteristics of scales, fins, mouth shape, gills, digestive tract, reproductive tract, blood circulation, and lateral line which is equipped with pictures (see figure 2). the anatomical material in the module is present with comparative discussions. the discussions include the fish skeletal system, fish muscle system, fish nervous system, fish circulatory system, fish lymphatic system, fish respiratory system, fish digestive system, fish urogenital system, fish endocrine system, and fish sensory nervous system. in each system is completed with relevance pictures. the end of each discussion is completed with questions as an evaluation that can develop higher-order thinking skills. (a) (b) (c) figure 2. the content of the module shows pictures of fish morphological characteristics obtained from ngebel lake, including the mouth shape (a), teeth (a), and caudal fins (c). development stage the module design results are then validated by experts at the development stage. expert appraisals are consist of media expert, material expert, and linguist. the validation results are presented in table 2. the validation results from the media expert showed that the module was in a very valid category (86.5%) with several notes for module improvement. module improvements include: (1) a more attractive packaged module design to clearly depict fish anatomy based on local wisdom; (2) fish pictures must use fish obtained from ngebel lake; (3) there is an explanation regarding the potential of ngebel lake and larung sesaji tradition; and (4) adding an explanation of the anatomy of the hampala fish as endemic fish in ngebel lake. table 2. the validation results from experts no criteria media expert (%) material expert (%) language expert (%) 1 the module design is interesting because it illustrates the content and suitable presentation of modules for learning design. 82 86 84 2 the content/material is accompanied by an explanation, pictures of the structure of freshwater fish are presented contextually. 87 91 86 3 the contents/material can stimulate students to find out more about a topic. 86 87 86 4 the language is easy to understand. 85 86 84 5 presentation of learning evaluation that can develop thinking ability and skills. 84 85 85 6 the presentation of the freshwater fish anatomy module at ngebel lake can develop local wisdom values. 95 94 87 mean score 86.5 88.2 85.3 similar to media experts, the same category was obtained from material experts (88.2%) and linguists (85.3%). in general, the expert appraisal results show that the module is very valid to use and has an jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 283-292 288 primiani et al (developing of fish anatomy …) explanation of the potential and uniqueness of larung sesaji tradition. the module is presented contextually using the endemic fish of lake ngebel. based on the results of community interviews, hampala fish is used in the larung sesaji ceremony at ngebel lake which is carried out every first suro night (javanese calendar). this is a traditional ceremony as a form of public gratitude for god’s salvation. the offerings at the larung sesaji traditional ceremony are in the form of buceng or tumpeng (cone-shaped rice) which consists of various fruits, vegetables, and other agricultural products (yuliamalia, 2019). the procession is accompanied by javanese gamelan (traditional javanese musical instrument) and reog (traditional javanese dance). one of the crops offered is the hampala fish that believes as legendary fish in ngebel lake and only found in this lake. based on the legendary story of the origin of ngebel lake, there are moral values that have been developed, namely help each other, not being greedy, not insulting others, and always being grateful for god's grace. the module is equipped with pictures of fish objects with contextual explanations. the presentation of material and evaluation can develop students' curiosity and thinking skills. besides, it is also equipped with local wisdom values that motivate students to preserve cultural traditions in their environment. a similar statement from aliman, budijanto, sumarmi, and astina (2019); ningrum et al. (2018); ramdiah, abidinsyah, royani, husamah, and fauzi (2020); and sujinah, mu’ammar, affandy, and supriyanto, (2019) that local wisdom-based learning can influence students’ understanding and environmental awareness. this is also supported by the results of the students' response questionnaire which is presented in table 3. it revealed that the module is feasible to use (in a very valid category). students feel enjoy learning the anatomy of freshwater fish because the module is equipped with pictures of fish that the students already know it. the module also complete with anatomical terms that easy to understand. the module that is provided with local wisdom material on larung sesaji in ngebel lake, makes students motivated to learn freshwater fish anatomy. the evaluation in the module is easy to understand and 85.1% of students state that the module can present the local wisdom values of telaga ngebel. table 3. student responses to the modules in the limited test no criteria ∑ % 1 in my opinion, the module design is very interesting because it precisely describes the contents of the module. 84 89.4 2 i can easily study the contents of the module because the presentation of the material is arranged in a structured manner. 82 87.2 3 i can understand the contents of the material easily, because the module is equipped with explanations, and the pictures are presented contextually so that they are easy to understand. 81 86.2 4 the language used in the module is easy to understand, communicative, and accompanied by images to describe difficult anatomical terms. 86 91.5 5 the evaluation is presented clearly, it is easier for me to study the contents/material of freshwater fish structures and the endemic fish of ngebel lake. 83 88.3 6 the module contains the values of local wisdom around ngebel lake. 80 85.1 mean score 82.6 87.9 furthermore, the results of the module trial in small groups showed that the average value of students' conceptual understanding was 82.3 (above the minimum standard). this shows that the anatomy learning module based on local wisdom has a positive impact on students' understanding. as ningrum et al. (2018) explained, local wisdom-based learning affects students' understanding. learning using modules encourages students to learn independently because they can construct their knowledge at any time (serrat et al., 2014; setiyadi, ismail, & gani, 2017; thang & koh, 2017). students can understand the concept of fish structure because the module is equipped with pictures with appropriate explanations. students become more active and motivated to understand the material. the same result occurred in large-scale trials, the average value of students' understanding of concepts was above the minimum standard (85.6). the success of learning anatomy structures requires a balance between memorization, understanding, and visualization (e. m. bergman et al., 2013; serrat et al., 2014). from this module, students easily learn the morphological and anatomical structure of freshwater fish. the anatomical structure of freshwater fish is easy to understand by the students because the fish object in the module is the result of observations in the ngebel lake area. fish anatomy learning becomes more meaningful because of the integration of the local wisdom-based module. according to ganguly (2010) learning using modules that are designed contextually based on living objects can improve students' understanding of concepts. the module content is developed based on local wisdom found in students' environments. hartini et al. (2017) assert that local wisdom is an important and effective material used in learning to attain the intended moral values. jpbi (jurnal pendidikan biologi indonesia) vol. 6, no. 2, july 2020, pp. 283-292 289 primiani et al (developing of fish anatomy …) students can get to know the character values of the local wisdom of larung sesaji in ngebel lake and can understand the concepts of freshwater fish. learning using animal anatomy modules designed with real examples in explaining abstract concepts will help students understand concepts. the contextual learning resource can promote students’ comprehension (martiningsih et al., 2019; ningrum et al., 2018; raub et al., 2015; triyani et al., 2019). contextual modules based on local wisdom can also introduce the values of the community’s local wisdom. learning by integrating fish anatomy concepts with local wisdom can improve understanding of learning material because students are already familiar with fish objects found in their environment. conclusion the fish anatomy learning module based on local wisdom in ngebel lake, ponorogo, east java has been developed and is suitable for use as a learning resource. the results of the validation of the media, material, and language experts indicated that the module was very valid with the respective percentages of 86.5%, 88.2%, and 85.3%. besides, student responses reached 87.9% (very good). learning using modules that are constructed contextually based on environmental phenomena can be a possible option to improve students' understanding of concepts and their environmental awareness. references aliman, m., budijanto, b., sumarmi, s., & astina, i. k. 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(2017). enhancing critical thinking skills in first year environmental management students: a tale of curriculum design, application and reflection. journal of geography in higher education, 41(2), 166–181. doi: https://doi.org/10.1080/03098265. 2017.1290590 yuliamalia, l. (2019). tradisi larung saji sebagai upaya menjaga ekosistem di wisata telaga ngebel ponorogo (studi literatur). agastya, 9(2), 135–145. doi: https://doi.org/10.25273/ajsp.v9i2.3878 https://doi.org/10.1080/03098265.2017.1290590 https://doi.org/10.1080/03098265.2017.1290590 https://doi.org/10.25273/ajsp.v9i2.3878 indeks penulis abdul gofur 102 agus m. 133 ahmad mundzir romdhani 161 ana nurul 133 atok miftachul hudha 109 dika satya pangestika 168 egi qory imamah 102 hakim kurniawan 133 hasminar rachman fidiastuti 125 higa afza, husni p. 133 ismi nurul qomariyah 147 kardiana metha rozhana 125 l. wahdiniati 198 lise chamisijatin 168 lud waluyo 180 mohamad amin 109 muhammad mifta fausan 154 nur lailatul fitri 180 nurwidodo 168 ovy dwi rachmasari 188 roimil latifa 198 roro eko susetyarini 161, 180, 188 rudy setiawan 147 sa’dun akbar 109 sukarsono 161 sutiman bambang s. 109 try zulchi 133 umie lestari 102 wahyu prihanta 188 yuni pantiwati 198 reviewer jpbi volume 2 nomor 2 naskah/artikel dalam penerbitan volume 2 nomor 2 ini telah direview oleh mitra bestari, sebagai berikut: dr. didimus tanah boleng, m.kes (universitas mulawarman) dr. akhmad sukri, m.pd. (ikip mataram) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dr. yuni pantiwati, mm., m.pd. (universitas muhammadiyah malang) dr. drh. cicilia novi primiani, m.pd. (ikip pgri madiun) dr. abdulkadir rahardjanto, m.si. (universitas muhammadiyah malang) dr. widodo, m.pd. (uin sunan kalijaga yogyakarta) redaksi menyampaikan terima kasih dan penghargaan yang sebesar-besarnya atas kesedian dan keikhlasan para reviewer untuk mereview naskah-naskah pada volume 2 nomor 2 ini. kepada yth. redaksi jurnal pendidikan biologi indonesia (jpbi) kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi formulir berlangganan nama (instansi/perorangan) : ………………………………………………………… ………………………………………………………… ………………………………………………………… alamat (kantor/rumah) : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… kode pos: …………………………………………….. telp/hp : …………………………………………….. harap dicatat sebagai pelanggan jpbi mulai nomor ……………………………………. sampai nomor ……………………………………………………………………………. harga langganan untuk 1 eksemplar terbitan adalah rp. 70.000 atau rp. 210.000 untuk satu volume (3 kali terbit). uang langganan sebesar rp. ……………………………….. (…………………………………………………………………………………………..) akan/telah kami transfer ke rekening bni 46 cabang pembantu universitas muhammadiyah malang, nomor rekening: 0428151603, atas nama: diani fatmawati*). ……………………..,…………...20 pelanggan, (…………………………………….) *) scan bukti pembayaran/transfer harap diemailkan ke journal.educationalbiology @gmail.com mailto:biology@gmail.com petunjuk bagi calon penulis jurnal pendidikan biologi indonesia (jpbi) issn: 2442-3750 1. naskah diangkat dari hasil penelitian dalam bidang pendidikan biologi dan pemanfaatn hasil penelitian biologi dalam pembelajaran. 2. naskah diketik dengan huruf times new roman, ukuran 12 pts, dengan spasi dua, dicetak pada kertas a4 sepanjang maksimum 20 halaman, dan diserahkan dalam bentuk print-out sebanyak 1 eksemplar beserta soft copy dalam microsoft word. naskah dilengkapi dengan abstrak dua bahasa (indonesia dan inggris) maksimum 200 kata, dilengkapi dengan kata kunci/keyworda, serta biodata penulis. pengiriman file juga dapat dilakukan sebagai attachment e-mail ke alamat: biologi.umm@gmail.com dan usya_bio@yahoo.com. 3. nama penulis dicantumkan tanpa gelar akademik dan ditempatkan bawah judul artikel. nama penulis hendaknya dilengkapi dengan alamat korespondensi serta nama dan alamat lembaga tempat penelitian dilakukan. dalam hal naskah ditulis oleh tim, penyunting hanya berhubungan dengan penulis utama atau penulis yang namanya tercantum pada urutan pertama. penulis hendaknya mencantumkan alamat e-mail dan nomor hp untuk memudahkan komunikasi. 4. naskah dapat ditulis dalam bahasa indonesia atau inggris dengan format esai, disertai judul pada masing-masing bagian artikel, kecuali bagian pendahuluan yang disajikan tanpa judul bagian. judul artikel dicetak dengan huruf besar ditengah-tengah, dengan huruf ukuran 14, peringkat judul bagian dinyatakan dengan jenis huruf yang berbeda (semua judul bagian dan sub-bagian dicetak tebal atau tebal dan miring), dan tidak menggunakan angka/nomor pada judul bagian. 5. sistematika artikel adalah: judul; nama penulis (tanpa gelar akademik); abstrak dua bahasa (indonesia dan inggris) maksimum 200 kata yang berisi tujuan, metode dan hasil penelitian; kata kunci/keywords; pendahuluan (tanpa judul) yang berisi latar belakang, tinjauan pustaka, dan tujuan penelitian; metode; hasil dan pembahasan; kesimpulan dan saran; daftar rujukan (hanya memuat sumber-sumber yang dirujuk). 6. sumber rujukan sedapat mungkin merupakan pustaka-pustaka terbitan 10 tahun terakhir. rujukan yang diutamakan adalah sumber-sumber primer berupa laporan penelitian (termasuk skripsi, thesis, disertasi) atau artikel-artikel penelitian dalam jurnal dan/atau majalah ilmiah. 7. perujukan dan pengutipan menggunakan teknik rujukan berkurung (nama, tahun). pencantuman sumber pada kutipan langsung hendaknya disertai keterangan tentang nomor halaman tempat asal kutipan. contoh: (brown, 2003: 23). 8. daftar rujukan disusun dengan tata cara seperti contoh berikut ini dan diurutkan secara alfabetis dan kronologis. mailto:jurnalfkip_umm@yahoo.com buku: marzano, r. 1992. a different kind of classroom: teaching with dimensions of learning. pittsburgh: ascd. buku kumpulan artikel: bonk, c. j. & graham, c. r. (eds.). 2005. handbook of blended learning: global perspectives, local designs. san francisco: pfeiffer. artikel dalam buku kumpulan artikel: graham, c.r. 2005. blended learning system: definition, current trends and future direction. in: bonk, c.j., graham, c.r. (eds.) handbook of blended learning: global perspectives, local designs, pp.3-21. san francisco: pfeiffer. artikel dalam jurnal: husamah & pantiwati, y. 2014. cooperative learning stad-pjbl: motivation, thinking skills, and learning outcomes in biology students. international journal of education learning & development (ijeld), 2(1): 77-94. artikel dalam koran: koesoema, a. d. 2010. pendidikan karakter integratf. harian kompas, edisi 11 februari, hal. 4. tulisan/berita dalam koran (tanpa nama pengarang): surya. 19 november, 2014. siswa smp tawarkan energi murah, hlm. 5. dokumen resmi: pusat kurikulum. 2002. kurikulum berbasis kompetensi. jakarta. skripsi, tesis, disertasi, laporan penelitian: pantiwati, y. 2010. pengaruh jenis asesmen biologi dalam pembelajaran kooperatif tps (think pair share) terhadap kemampuan kognitif, berpikir kritis, berpikir kreatif, dan kesadaran metakognitif siswa sma di kota malang. disertasi tidak dipublikasikan. malang: program pascasarjana um. makalah seminar, lokakarya, penataran: latifa, r. 2013. peningkatan prestasi dan motivasi belajar biologi siswa kelas viii di smp muhammadiyah 08 kab. malang dengan penggunaan media pembelajaran audiovisual. makalah dipresentasikan pada seminar nasional pendidikan pps universitas negeri surabaya, surabaya jawa timur, 19 januari 2013. internet (karya individual): livingston, j. a. 1997. metacognition: an overview. (online). (http://www.gse.bufallo. edu/fas/shuell/cep564/metacog.htm), diakses tanggal 1 september 2014). internet (artikel dalam jurnal online): kumaidi. 1998. pengukuran bekal awal belajar dan pengembangan tesnya. jurnal ilmu pendidikan. (online), jilid 5, no. 4, (http://www.malang.ac.id, diakses 20 januari 2000). 9. semua naskah akan ditelaah secara anonim oleh mitra bestari (reviewers) sesuai dengan bidang keahliannya. kepastian dimuat atau tidaknya naskah akan diberitahukan kepada penulis secara tertulis. http://www.malang.ac.id/ jpbi volume 4 number 1 pages 1-94 malang march 2018 issn: 2442-3750 (print) issn: 2527-6204 (online) published by: university of muhammadiyah malang, indonesia collaborate with: asosiasi lesson study indonesia (alsi) issn: 2442-3750 (print) issn: 2527-6204 (online) volume 4, issue 1, march 2018 jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print), issn 2527-6204 (online), is published by department of biology education, faculty of teacher training and education, university of muhammadiyah malang collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. jpbi (jurnal pendidikan biologi indonesia) publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. editors welcome scholars, researchers, and practitioners of education around the world to submit scholarly articles to be published through this journal. all articles will be reviewed by experts before accepted for publication. each author is solely responsible for the content of published articles. editors accept the article has not been published in other media with the writing format as listed on page manuscript writing guidelines. the journal has been indexed in doaj, google scholar, doi crossref, sinta, and others. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. jpbi (jurnal pendidikan biologi indonesia) in english is indonesian journal of biology education. editor-in-chief atok miftachul hudha, department of biology education, university of muhammadiyah malang, east java, indonesia managing editors 1. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia section editors 1. assoc. prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana 2. dr. arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia 3. dr. elly purwanti, department of biology education, university of muhammadiyah malang, east java, indonesia 4. alisa kazarina, scopus id: 56580516500; latvian biomedical research and study centre & university of latvia, latvia 5. rio christy handziko, scopus id: 57195469269; department of biology education, state university of yogyakarta (uny), yogyakarta, indonesia 6. ahmad fauzi, department of biology education, university of muhammadiyah malang, east java, indonesia 7. dwi setyawan, department of biology education, university of muhammadiyah malang, east java, indonesia 8. fendy hardian permana, department of biology education, university of muhammadiyah malang, east java, indonesia 9. fuad jaya miharja, department of biology education, university of muhammadiyah malang, east java, indonesia 10. tutut indria permana, department of biology education, university of muhammadiyah malang, east java, indonesia http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2350') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2121') 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3247') proofreaders 1. prof. ruhul haque kuddus, scopus id: 6603847273; department of biology, utah valley university, united states 2. prof. dr. maria del carmen nolasco salcedo, departmento de ciencias básicas, centro universitario de la ciénega, universidad de guadalajara, ocotlán, jalisco, mexico 3. roimil latifa, scopus id: 57188978530; department of biology education, university of muhammadiyah malang, east java, indonesia reviewers 1. assoc. prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia 2. assoc. prof. dr. maria salih, scopus id: 56574813200; fakulti pendidikan & pembangunan manusia, sultan idris university of education, perak darul ridzuan, malaysia 3. assoc. prof. christina albert rayed, scopus id: 36701785600; computer and information system department; sadat academy for management science, cairo, egypt 4. prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia 5. prof. dr. agr. mohamad amin, scopus id: 57188826265; department of biology education, state university of malang (um), east java, indonesia 6. dr. ainur rofieq, scopus id: 57188989237; department of biology education, university of muhammadiyah malang, east java, indonesia 7. dr andreas priyono budi prasetyo, scopus id: 57194028412; biology education department, semarang state university (unnes), central java, indonesia 8. dr. anggi tias pratama, scopus id: 57191420208; department of biology education, islamic state university of north sumatera (uin-su), north sumatera, indonesia 9. dr. ahmad muhlisin, scopus id: 57191473660; natural science education program, tidar university, magelang central java, indonesia 10. dr baiq fatmawati, scopus id: 57200103296; department of biology education, university of hamzanwadi, west nusa tenggara, indonesia 11. dr. cicilia novi primiani, scopus id: 57202377460; department of biology education, university of pgri madiun, east java, indonesia 12. dr. didimus tanah boleng, scopus id: 57194721482; department of biology education, university of mulawarman, east kalimantan, indonesia 13. dr. lina listiana, scopus id: 57190276357; department of biology education, university of muhammadiyah surabaya, east java, indonesia 14. dr marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia 15. dr. mia nurkanti, scopus id: 57200340681; department of biology education, pasundan university, bandung, west java, indonesia 16. dr. murni ramli, scopus id: 57193454536; department of biology teacher education, sebelas maret university (uns), central java, indonesia 17. dr. nurul mahmudati, scopus id: 57188981985; department of biologi education, university of muhammadiyah malang, east java, indonesia 18. dr. poncojari wahyono, scopus id: 57188978455; department of biology education, university of muhammadiyah malang, east java, indonesia 19. dr. siti sriyati, scopus id: 57193863534; science education department, indonesia university of education (upi), west java, indonesia 20. dr. sri wardhani, scopus id: 57199258173; department of biology education, university of muhammadiyah palembang, south sumatera, indonesia 21. dr. sumar hendayana, scopus id: 15753460100; department of science education, indonesia university of education (upi), and head of asosiasi lesson study indonesia/alsi (indonesian association of lesson study), west java, indonesia 22. dr. yuni pantiwati, scopus id: 57190660805; department of biology education, university of muhammadiyah malang, east java, indonesia 23. dr. abdulkadir rahardjanto, department of biology education, university of muhammadiyah malang, east java, indonesia 24. dr. agus sutanto, department of biology education, university of muhammadiyah metro, lampung, indonesia 25. dr akhmad sukri, department of biology education, institute of teacher training and education (ikip) mataram, west nusa tenggara, indonesia javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3205') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3239') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/4121') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2650') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2618') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3202') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2619') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2133') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2141') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2649') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2461') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2460') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2233') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2138') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2134') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2568') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2137') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2415') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2416') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2424') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2146') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2422') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2234') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3246') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2135') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2140') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2230') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2136') 26. dr. bonita hirza, department of mathematics education, university of muhammadiyah palembang, south sumatera, indonesia 27. dr. eko susetyarini, department of biology education, university of muhammadiyah malang, east java, indonesia 28. dr. handoko santoso, department of biology education, university of muhammadiyah metro, lampung, indonesia 29. dr. iin hindun, department of biology education, university of muhammadiyah malang, east java, indonesia 30. dr. lud waluyo, department of biology education, university of muhammadiyah malang, east java, indonesia 31. dr marhamah, department of biology education, hamzanwadi university, west nusa tenggara, indonesia 32. dr. muhfahroyin, department of biology education, university of muhammadiyah metro, lampung, indonesia 33. dr. rusdy a. siroj, department of mathematics education, university of muhammadiyah palembang, south sumatera, indonesia 34. dr. saleh hidayat, department of biology education, university of muhammadiyah palembang, south sumatera, indonesia 35. dr. siti ramdiah, biology education study program, school of teacher training and education (stkip) of pgri banjarmasin, south kalimantan, indonesia 36. dr sri murni soenarno, department of biology education, indraprasta pgri university, jakarta, indonesia 37. dr. suhirman, department of biology education (tadris), islamic state university (uin) of mataram , west nusa tenggara, indonesia 38. dr. sukarsono, department of biology education, university of muhammadiyah malang, east java, indonesia 39. dr. trikinasih handayani, department of biology education, university of ahmad dahlan, yogyakarta, indonesia 40. dr. yetty hastiana, department of biology education, university of muhammadiyah palembang, south sumatera, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang; 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia; postal code: 65144; phone: +62341464318 ext.120 fax: 0341460782; e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com; website: http://ejournal.umm.ac.id/index.php/jpbi javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2236') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2142') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2232') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2143') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2145') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2417') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2231') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2237') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2240') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2442') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2414') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2239') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2144') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2567') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2235') ju issn: 2442-3750 (print) issn: 2527-6204 (online) volume 4, issue 1, 2018 table of contents lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills astuti muh. amin, romi adiansyah ................................................................................................................ 1 strategies for establishing networking with partner schools for implementing lesson study in indonesia nurwidodo, sumar hendayana, iin hindun, eri sarimanah ........................................................................ 11 improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education bayu sandika, herlina fitrihidajati ................................................................................................................ 23 problem-based learning: generates higher-order thinking skills of tenth graders in ecosystem concept siti ramdiah, h. abidinsyah, ria mayasari .................................................................................................. 29 analysis of students’ science motivation and nature of science comprehension in middle school azizul ghofar candra wicaksono, ipah budi minarti, fenny roshayanti.................................................. 35 i-invertebrata as an android-based learning media for molluscs, arthropods, and echinoderms identification and its influence on students’ motivation arindra trisna widiansyah, sri endah indriwati, munzil munzil, ahmad fauzi ......................................... 43 developing the fun and educative module in plant morphology and anatomy learning for tent graders alfi suciati, tabita adian ................................................................................................................................ 53 booklet development based on reseach identification of fiddler crab (uca spp.) diversity in mangrove ecosystem ajizatunnisa ajizatunnisa, sri wahyuni, lud waluyo, fuad jaya miharja ................................................. 61 developing poster based on diversity of nepenthes in padat karya forest krayan, north kalimantan silfia ilma, zulfadli zulfadli, superli superli, darius rupa .......................................................................... 67 two sides of the same coin: student justification for or against evolutionary theory pratchayapong yasri, thanakorn maleesut ................................................................................................. 75 general informatics teaching with b-learning teaching model nguyen the dung, diani fatmawati .............................................................................................................. 85 volume 4, issue 1, 2018 author index a. ashadi 25 nur hayati 83 ace mark r. antipolo 1 okid parama astirin 43 aureen kate a. barantes 11 rahmawati rahmawati 95 bambang subali 53 reni ambarwati 35 danilo v. jr rogayan 1 rhina uchyani fajarningsih 43 dwi anggorowati rahayu 35 risya pramana situmorang 71 eka aghnia syarif 95 rori khoirudin 25 eva kristinawati putri 35 s. syamsurizal 95 eva nopiyanti 63 saifullah hidayat 83 firas khaleyla 35 siska alicia farma 95 hana naqiyya nada 43 susanti pudji hastuti 71 hani’ faridah 53 uswatul wadhichatis saniyyah 83 joseline r. tamoria 11 vitri 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2 suat.turkoguz@gmail.com; 3 isa.gokler@gmail.com * corresponding author introduction the 21st century, which is called the digital age we are in, has brought rapid, continuous, and renewed changes in technology. with each passing day, a new technology comes to the fore. it is rapidly integrated into our lives and the use of technology becomes indispensable for people. as a matter of fact, these rapid developments in technology have been reflected in education systems, as in all fields that are intertwined with technology, and have required a continuous renewal in learning and teaching activities (oecd, 2016). therefore, the focus of educational process designs is directed to the use of information and communication technologies. this has led to the emergence of learning models that enable the integration of traditional education practices with learning activities supported by digital technologies. today, it is seen that applications based on the flipped classroom model (fcm), which allows the teaching-learning environments a r t i c l e i n f o a b s t r a c t article history received: 12 may 2021 revised: 14 september 2021 accepted: 11 november 2021 published: 30 november2021 the global acceleration of studies on the flipped classroom model (fcm) has revealed the necessity of literature review analyzes that shed light on research activities by examining the research data as a whole. therefore, in this study, it is aimed to examine academic publications on the fcm studies applied in biology teaching in terms of bibliographic variables. for this aim, the bibliometric analysis method was preferred in the study, which was carried out with a case study approach for an in-depth examination. within the scope of the study, 53 publications obtained from the scopus database for the entire time period were examined. in order to analyze these publications as a whole, the scopus database and the vosviewer program was used. according to the results, it is determined that the most preferred keywords are flipped classroom, active learning, online learning, flipped learning and biology, the most commonly used terms in the title and abstract section are students, courses, classroom, study and flipped classroom, the most common types of publications are article and papers, the most active country in terms of the number of studies is the usa, and the publication language is generally english. this study will help researchers and educators identify trends and issues that can guide future work involving the fcm. copyright © 2021, bozdağ et al this is an open-access article under the cc–by-sa license keywords bibliometric analysis biology teaching flipped classroom model online learning how to cite: bozdağ, h. c., türkoğuz, s., & gökler, i̇. (2021). bibliometric analysis of studies on the flipped classroom model in biology teaching. jpbi (jurnal pendidikan biologi indonesia), 7(3), 275-287. https://doi.org/10.22219/jpbi.v7i3.16540 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.16540 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id https://doi.org/10.22219/jpbi.v7i3.16540 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 276 bozdağ et al (bibliometric analysis of studies …) to be enriched with digital educational materials and redesigned in accordance with the conditions of the age, are frequently preferred. the fcm is a very popular model included in the blended learning approach where online education materials and face-to-face instruction are combined. in its simplest form, the fcm, which is defined as “lesson at home, homework at school”, is the reversal of the lessons in the classroom with the learning activities outside the classroom (awidi & paynter, 2019; flipped learning network [fln], 2014). in the fcm, the teaching component of traditional face-to-face education has been moved from the classroom learning area to the individual learning area outside the classroom (abeysekera & dawson, 2015). during the learning phase, the educational course materials are provided for students online before the lesson time. this enables more effective use of classroom time. therefore, the classroom group learning space turns into a dynamic and interactive learning environment for both teacher and student (abeysekera & dawson, 2015; awidi & paynter, 2019; bergmann & sams, 2012; fln, 2014). in this way, classroom session becomes a process that includes group-based problem-solving activities based on peer instruction and active learning as well as develops highlevel thinking skills (abeysekera & dawson, 2015; bates, almekdash, & gilchrest-dunnam, 2017; swearingen, 2016). moreover, online learning material offered outside of classroom time also offers learners the chance to choose when and where to learn, and to progress at their own pace (hayırsever & orhan, 2018; fln, 2014). the fcm has attracted great attention in the literature due to its contribution to the provision of permanent learning by considering the needs and abilities of the learners (akçayır & akçayır, 2018). in the studies in the literature, it is observed that the fcm’s effects on student participation (clark, 2015; stone, 2012; subramaniam & muniandy, 2019), motivation (abeysekera & dawson, 2015; awidi & paynter, 2019; glynn, 2013; schmidt, 2014), attitude towards learning (bell, 2015; glynn, 2013; malto, dalida & lagunzad, 2018), critical thinking (deruisseau, 2016; kong, 2015; saunders, 2014), problem-solving skills (chiang, 2017; hwang & chen, 2019), self-regulated learning skills (el-senousy & alquda, 2017) and, learning outcomes (ibrahim & callaway, 2014; jdaitawi, 2019). on the other hand, the speedup of the studies for the fcm in recent years has accelerated the studies. this occurred based on literature review which shed light on research activities in the field by examining global research data as a whole. as a matter of fact, periodic examination of scientific studies in any field of science is important to determine the development level of science as considerable as the subjects which are mainly emphasized. in this context, the bibliometric analysis method has become quite popular in recent years. bibliometric analysis is known as a numerical analysis of the publications produced by people or institutions in a certain period in specific region and the relations between these publications (ulakbim, 2021). in this way, bibliometric analyzes present a visual map of studies in a particular field in the literature as well as a projection among complex information to the readers. research findings contained in certain studies can be found using bibliometric analysis in term of fcm (alshabibi & al-ayasra, 2019; bhagat & spector, 2018; çakir, sayin & bektas, 2021; demirer & aydın, 2017; julia et al., 2020; kushairi & ahmi, 2021; tsai & wu, 2020; yang, sun & liu, 2017; zainuddin et al., 2019). this enables the global scientific outputs of the fcm to be evaluated and followed (bhagat & spector, 2018; kushairi & ahmi, 2021). moreover, it is also important to share specific data as the fcm studies are carried out in different subjects. thus, the data obtained will be clear in relevant field. the fcm outputs allow active learning in accordance with learners’ abilities and needs, particularly in biology course which is intertwined with life. general perspective on flipped classroom research is needed by researchers to catch up the trends and developments. however, bibliometric analysis study in teaching biology is still hard to find. therefore, this study aimed at conducting bibliometric analysis of the fcm applications in biology teaching for the variables of publication year, publication source, publication type, country, relevance, institution, research area, and author. method this study is a case study with qualitative approach. it examined academic publications related to the fcm studies applied in biology teaching in terms of bibliographic variables and revealed the current situation. the scopus database was chosen to collect the data in this study. the database was accessed from the dokuz eylül university subscriber databases page on march 30, 2021, an online search was made, as well as the publication information was obtained. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 277 bozdağ et al (bibliometric analysis of studies …) figure 1. data collection process the selection of the publications gathered for this study has been constructed based on the data collection process (figure 1). although the terms of "flipped classroom" and "inverted classroom" were frequently used to find fcm-related literature, it was also possible to come across different terms. for this reason, a search was made on the scopus database using different keyword combinations. accordingly, the title, abstract, and keywords were preferred as the search field. in addition, "and"/"or" operators were used as logical data operators to combine different search queries and find words/word groups which are close each other. considering the limited study data in the field of biology teaching, a specific time frame was not determined as the scope or research time frame. scanning was carried out for the entire time period. as many as 53 publications including the fcm applications in biology teaching were reached. in order to analyze these publications as a whole, the "analyze results" menu provided by the scopus database was used. for the analysis of the data, among the bibliographic indicators presented under the analysis results menu, publications by years, publication sources by years (such as journals, conferences, etc.), publications by country, publications according to their fields and types of publication were chosen. bibliometric maps were used to visualize bibliometric data using numerical methods. vosviewer package program was used to make the bibliometric mapping. within the study scope, the data obtained from the scopus database was downloaded as a comma-separated values file (.csv) and transferred to the voswiever program, and visual network maps were created and analyzed. results and discussion in this study, 53 studies of the fcm applications in biology teaching which were published and accessed in the "scopus" database were analyzed descriptively. these analyzes were carried out using the vosviewer program. in the review, "publications by years", "publication sources", "publication types", "the most publications and cited sources", "the most publications and cited institutions", "publications by research fields", "the most cited publications", "network map of terms or concepts that are frequently repeated in titles and abstracts", "network map of keywords", "bibliometric coupling network map for authors", "bibliometric coupling jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 278 bozdağ et al (bibliometric analysis of studies …) network map for publications", "bibliometric coupling network map for countries" and "co-citation network map for authors" were preferred by scientists. studies on the fcm in biology teaching were first started in 2013 and there has been a significant increase in the number of publications since 2015, and the increase has continued until 2020. although there are no bibliometric analysis findings regarding the fcm applications in biology teaching in the literature, a sharp increase in the number of publications has been observed in the bibliographic analyzes of the fcm studies in general since 2015 (demirer & aydın, 2017; julia et al., 2020; kushairi & ahmi, 2021; tsai & wu, 2020; yang, sun and liu, 2017). therefore, the findings obtained overlap with the study data in the field sources. the analysis results of the both fcm-related publications in biology teaching with the voswiever package program and the scopus database are presented together. the distribution of the publications accessed from the scopus database by years is given in figure 2. figure 2. data on publications by years it can be seen from figure 2 that the fcm studies applied in biology teaching were started in 2013 for the first time. it is also clear that there has been significant increase in the number of publications from 2015 to 2020. a sharp decrease of the number was observed in 2021. this is assumed that the undergirding reason of the decrease was covid-19 pandemic which effected all areas around the world since 2020. generally, publication types are classified into several categories such as scientific article, conference paper, book chapter, review, and so forth. the publications accessed from the database gained were examined according to the source and type. the majority of the publications were published in scientific journals (39 [73%]), followed by conference article (9 [17%]), book series (3 [6%]), and books (2 [4%]). in accordance to the type, the publications were mostly published as journal article (35 [66%]), followed by conference papers (10 [19%]), and book chapters (3 [6%]), as well as review (3 [6%]). these findings are in line with the kushairi and ahmi (2021) who reported that the publications were published intensively in scientific journals and conference categories. similarly, çakir, sayin and bektas (2021), kushairi and ahmi (2021), as well as yang, sun and liu (2017) who carried out bibliometric analysis of the studies for the fcm by using different databases and research resources, reached the conclusion that articles and conference papers mostly stand out in the category of publication type. the publications accessed from the scopus database have been evaluated from the aspect of the most cited. the results of the evaluation are served in table 1 (the most cited publications) and table 2 (the most cited institutions). table 1. the most cited publications publication sources total publication total citation cbe—life sciences education 4 340 proceedings of the 44th acm technical symposium on computer science education 2 120 computers and education 1 75 journal of science education and technology 3 71 british journal of educational technology 1 17 advances in physiology education 3 9 biochemistry and molecular biology education 3 4 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 279 bozdağ et al (bibliometric analysis of studies …) based on table 1, it is obvious that the top five publication sources were cbe life sciences education (340), proceedings of the 44th acm technical symposium on computer science education (120), computers and education (75), journal of science education and technology (71), and british journal of educational technology (17). furthermore, the evaluation of the publications within the scope of the study on the basis of the most cited institutions is presented in table 2. as seen in table 2, it is obvious that bringham young university and universidade potiguar were the leading institutions which were cited by readers. the total citations of bringham young university and universidade potiguar were 344 and 316 respectively. table 2. most cited institutions institutions total publication total citation bringham young university 2 344 universidade potiguar 1 316 university of california 2 84 skidmore college 1 78 the university of western australia 1 75 the data obtained from fcm studies in biology teaching are limited so that they are considered as the data which do not meet the many field sources. meanwhile, global data obtained from bibliometric analysis studies for the fcm were served without specific field limitation. the publications were mostly carried out in social sciences (kushairi and ahmi, 2021), health, medical research (bhagat and spector, 2018), education research, chemistry, and medical (yang, sun and liu, 2017). yet, as the findings are evaluated together, this can be interpreted that the researches were under different popular titles over the years. furthermore, the increase in studies on education has led to the predominance of social science research (kushairi and ahmi, 2021) and studies on the fcm have concentrated in the field of social sciences in recent years. the classification of the publications within the scope of the study according to research fields are presented in figure 3. based on the figure, it is clear that the highest number of publications were conducted on social sciences which then followed by the researches done on biochemistry, genetics, and molecular biology fields. however, as a publication can be included in more than one research field category, the total number of publications examined can be more than the total number mentioned before. figure 3. publication classification based on research fields bibliometric analysis also enables the determination of the most productive researchers in a particular subject area. the most cited authors and publications among the 23 publications examined within the scope of the study are presented in table 3. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 280 bozdağ et al (bibliometric analysis of studies …) table 3. the most cited authors and publications author publication title publication source total citation jensen,kummer ve godoy (2015). improvements from a flipped classroom may simply be the fruits of active learning cbe—life sciences education 316 porter, bailey lee ve simon (2013) halving fail rates using peer instruction: a study of four computer science courses proceeding of the 44th acm technical symposium on computer science education 78 awidi ve paynter (2019) the impact of a flipped classroom approach on student learning experience computers & education 75 lockwood ve esselstein (2013) the inverted classroom and the cs curriculum proceeding of the 44th acm technical symposium on computer science education 42 sletten (2017) investigating flipped learning: student selfregulated learning, perceptions, and achievement in an introductory biology course journal of science education and technology 40 based on table 3, it is seen that the most cited publication about the fcm applications in biology teaching is "improvements from a flipped classroom may simply be the fruits of active learning" written by jensen, kummer and godoy (2015). this is followed by studies conducted by porter, bailey lee and simon (2013) who wrote the publication entitled “halving fail rates using peer instruction: a study of four computer science courses”. the article entitled “the impact of a flipped classroom approach on student learning experience” written by awidi and paynter (2019) was in the third place. the citation of the three publications reached 316, 78, and 75 in sequence the title and abstract sections of the publications are the most important parts that can clearly express the publication content and purpose. in this context, among the publications obtained from scopus database, an evaluation was made in terms of the titles and abstracts of the publications. in this study, the minimum frequent of the word used was 3. according to this setting, it was determined that 201 of 1579 terms or concepts passed the threshold value. the visual network map related to the terms or concepts frequently used in the publication title and abstract sections created with the voswiever package program is presented in figure 4. figure 4. network map of frequently repeated terms or concepts in the title and abstract sections jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 281 bozdağ et al (bibliometric analysis of studies …) in the visual network map, nodes represent terms or concepts, and the distance between them refers to the relationship for each term (sedighi, 2016). thus, based on figure 4, it can be determined that there are nine clusters which represent nine themes. there are five terms or concepts mostly found in the title and abstract sections of the publications i.e. student, course, class, classroom, flipped classroom. it can be inferred that keywords determined in publications is crucial criterion to stand out search trend as crucial as increasing the visibility. in the other words, the analysis of frequent keywords used in certain scope is also important. keywords are important to stand out the research trends, thus, as they reflect the essence of the study (julia et al., 2020; kushairi & ahmi, 2021). the most frequently repeated keywords in the bibliometric analysis of the fcm are concentrated on the flipped classroom, active learning, and blended learning (bhagat & spector, 2018; çakir, sayin & bektas, 2021; julia et al., 2020; kushairi & ahmi, 2021; tsai & wu, 2020; yang, sun & liu, 2017; zainuddin et al., 2019). in addition to keywords, the title and abstract sections are important in scientific publication as they have great impact on search trends (zainuddin et al., 2019). therefore, in this study, the combination of frequently preferred terms in both the title and abstract sections of the publications were analyzed. as the comparation, kushairi and ahmi (2021) identified five clusters in the similar field, namely, student participation, teaching model, classroom management, evaluation group, and completion group. to this section, a threshold value has not been determined in order to evaluate all keywords in publications together. in the vosviewer package program, 168 keywords were reached by performing the "co-occurrence" analysis. however, since the program warned that some of the determined keywords were not related to each other and that the largest associated data set consists of 130 words, so that the ongoing analyzes were carried out over the 130 words set. the visual network map created with the voswiever package program based on the keywords frequently used in publications is presented in figure 5. figure 5. network map of the most frequently keywords used figure 5 shows that the first five keywords which are most preferred in publications related to the fcm applications in biology teaching are: flipped classroom, active learning, online learning, flipped learning and biology respectively. in the context of bibliographic analysis, the analysis results obtained from vosviewer program (see figure 6) showed that the minimum citations number within the scope were "5". according to this setting, it was determined that 45 of 158 authors passed the threshold value. the visual network map of the authors with bibliographic connections and the relationship between them is presented in figure 6. citation analysis based on bibliographic coupling is mostly preferred. this can be described as citing the same publication by two different scientific publications. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 282 bozdağ et al (bibliometric analysis of studies …) figure 6. bibliometric coupling network map for authors figure 6 showed that there is an intense and strong relationship among authors. among the 45 authors included in the analysis, the most cited authors were jensen j.l. (2 publications, 344 citations), godoy p.d.d.m (1 publication, 316 citations), kummer t.a. (1 publication, 316 citations), bailey-lee c. (1 publication, 78 citations), porter l. (1 publication, 78 citations), simon b. (1 publication, 78 citations), and awidi i.t. (1 publication, 75 citations), respectively. within the scope of bibliographic coupling analysis, the minimum number of citations to create a visual network map of publications was 5. the threshold value has passed 17 out of 53 publications and the analysis results are presented in figure 7. figure 7. bibliometric coupling network for publications figure 7 summarizes the relationship between the publications based on coloring method. the connection established between two publications that have cited to the same scientific study is defined as a bibliometric coupling. generally, there are four colors shown in the figure i.e. green, blue, red and yellow. furthermore, the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 283 bozdağ et al (bibliometric analysis of studies …) same colors interact more intensely within themselves. these publications are heavily centered on the studies conducted by jensen, kummer, and godoy (2015), porter, bailey lee and simon (2013), and awidi and paynter (2019). as a matter of fact, the data obtained overlap with the data in table 3, which includes the first five publications with the most citations. since the obtained findings contain bibliometric analysis data for the fcm applications in the field of biology teaching, it is considered that they will contribute to the literature focused on this aspect. the analysis done on the 53 publications included the countries where the publications were published. accordingly, the minimum number of publications and number of citations was 1 within the scope of bibliographic matching analysis for countries. according to this setting, 14 out of 53 countries have passed the threshold value and the analysis result is presented in figure 8. figure 8. bibliometric coupling network based on countries figure 8 depicts that the highest number of studies focused on the fcm in biology teaching were carried out in the united states of america (usa). all countries seem to be affected by the usa according to the connection status between the countries. accordingly, the first five countries according to the number of publications and citations are listed as united states (29 publications, 590 citations), brazil (1 publication, 316 citations), australia (2 publications, 80 citations), south korea (1 publication, 17 citations), serbia (1 publication, 6 citations), respectively. in term of language used, of the 53 publications evaluated, 51 articles were published in english and the two remain were published in spanish. these findings are accordance with the other publications which reported that fcm applications in biology teaching were published in the united states with a very high density (al-shabibi and al-ayasra, 2019; bhagat and spector, 2018; çakir, sayin and bektas, 2021; julia et al., 2020; kushairi and ahmi, 2021; tsai & wu, 2020; yang, sun, & liu, 2017) and the most widely used publication language was english. this is assumed because of the fact that the research efficiency is literally occurred in the center of certain countries which are related to the technological development (bhagat and spector, 2018), thus, in turn, provide adequate resources for academic studies and high motivation of the academicians (julia et al., 2020). another citation analysis used to determine to what extend a scientific publication affects other publications in the field is co-citation analysis (van eck, 2011). considering that 53 publications included in the scope of the study refer heavily to the studies on the fcm and biology teaching, the co-citation analysis method was done using voswiever program. the minimum co-citation number of authors was determined as "5". thus, there were 97 co-citation authors which passed the threshold from a total of 3068 authors. however, due to the program warning that some of these authors are not related to each other and that the largest data set were composed of 95 authors, the ongoing analyzes were carried out on 95 co-citation authors. in this context, the visual network map of co-citation authors frequently used in publications is presented in figure 9. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 284 bozdağ et al (bibliometric analysis of studies …) figure 9. co-citation network for authors based on figure 9, it is seen that the interaction and connection between the authors who are commonly cited in related publications are quite intense and strong. it is clear that the most cited authors were freeman s. (26 citations), wenderoth m.p. (24 citations), eddy s.i. (23 citations), smith m.k. (23 citations), bergmann j. (22 citations) and sams a. (22 citations). co-citation, in terms of citing two different publications in a scientific study, enables authors to reach publications which have strong effect on related publications. therefore, the analysis of co-citation in the field related to the certain publication within the scope of the study is crucial. however, in this study, there is no cocitation data about the authors among the study findings which include bibliometric analysis of the fcm studies. this has been the undergirding reason that review could not be made. as the findings obtained were evaluated on the basis of both biology teaching and the fcm, it was found that the authors named freeman s., wenderoth m.p., eddy s.i. and smith m.k. were cited for active learning practices in biology teaching. meanwhile, the authors named bergmann j. and sams a. were cited for the fcm applications. as a matter of fact, the co-citation of researchers named bergmann and sams (2012), who mediated the introduction of the fcm concept to the education world, were seen as an expected result in this study. eventually, today's learning generation, who mostly are digital native, is more prone to the use of digital technologies in educational environments. therefore, the fcm applications which use potential online resources and technology have gained momentum in the field of education in recent years. the fcm has become a preferred model in biology teaching as it is in every education field. the learners progress at their own pace. this allows them to practice what they have learned in their classroom environment which revealed the positive effects of dynamic and interactive fcm applications in biology teaching on academic achievement, attitude, motivation, and participation (awidi & paynter, 2019; malto, dalida & lagunzad, 2018). despite this, the fcm applications for biology teaching have remained limited in the literature. therefore, it is necessary to examine the bibliometric analysis results which allow the sharing of universal research data. by conducting this study, a broad perspective on the fcm applications in biology teaching was presented to the researchers conclusion based on the study conducted, it can be concluded that: 1) the publication in fcm implementation in biology teaching has been started since 2013 and has been increasing until 2020; 2) the top five publication sources found were cbe life sciences education, 44th acm technical symposium on computer science education, the computers and education, journal of science education and technology, and british journal jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 275-287 285 bozdağ et al (bibliometric analysis of studies …) of educational technology; 3) the most publication types chosen by authors were scientific journal and proceeding; 4) the highest number of publications were published in usa; 5) the most cited publication was "improvements from a flipped classroom may simply be the fruits of active learning" written by jensen, kummer and godoy (2015); 6) the most cited institution was cbe—life sciences education; 7) the most used keywords were flipped classroom, active learning, online learning, flipped learning and biology respectively. the fcm can be a solution for the teaching-learning process in biology teaching where students are at the center of the learning process and take a more active role in the classroom. for this reason, studies for the fcm in the field of biology teaching can be increased by enriching the researches in the field of application. in this way, it is possible to support a very limited number of study data in the literature. furthermore, bibliometric analysis of the fcm applications in biology education initiated with this study can be expanded by using other databases. references abeysekera, l., & dawson, p. 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(2021). vosviewer: visiualizing scientific landscape. https://www.vosviewer.com/features/ highlights yang, l., sun, t., & liu, y. (2017). a bibliometric investigation of flipped classroom research during 20002015. international journal of emerging technologies in learning (ijet), 12(06), 178-186. https://online-journals.org/index.php/i-jet/article/view/7095 zainuddin, z., zhang, y., li, x., chu, s. k. w., idris, s., & keumala, c. m. (2019). research trends in flipped classroom empirical evidence from 2017 to 2018: a content analysis. interactive technology and smart education, 16(3), 255-277. http://dx.doi.org/10.1108/itse-10-2018-0082 https://www.vosviewer.com/features/highlights https://www.vosviewer.com/features/highlights https://online-journals.org/index.php/i-jet/article/view/7095 https://doi.org/%20http:/dx.doi.org/10.1108/itse-10-2018-0082 author index angkin ikalindhari 423 nurul hidayati 367 arif didik kurniawan 283 paidi 397 ari sunandar 283 rahmawati darussyamsu 397 bambang subali 389 reni ambarwati 423 dea diella 355 romy faisal mustofa 355 desi trilipi 389 sekar wiji utami 383 didimus tanah boleng 367 siti nurwaqidah 405 dwi anggorowati rahayu 423 slamet suyanto 361 dwi astuti 375 s. suciati 405 erlia narulita 413 syamsurizal 397 faizah firdaus 413 tien aminatun 375 krishna purnawan candra 367 try ramadhan 361 murni ramli 405 vina septiani 397 nanda mulyadi mustopa 355 wachju subchan 413 volume 6, issue 3, november 2020 research article/article review type the paper title, capitalize first letter (19 pt, the title describes the conducted research, arial narrow, font size 19, single line spacing, 0 pt after spacing) first author a,1,*, second author b,2, third author b,3 (at least 2 authors; arial narrow, font size 11) a first affiliation, address, city and postcode, country (8pt) b second affiliation, address, city and postcode, country (8pt) 1 email first author*; 2 email second author; 3 email third author (8pt) * corresponding author a r t i c l e i n f o a b s t r a c t ( 1 0 p t ) article history …………………………………. type your abstract here (9pt). abstract, which comprised of approximately 200 words, provides a brief description of research problems, aims, method used, and results. it emphasizes research results in which written in single line spacing with left and right margin are 0.5 cm narrower than main text. 3 to 5 keywords must be written to describe the research scope observed as well as the main terms undergirding the research. these keywords can be single and/or combined words. copyright © 20xy, first author et al this is an open access article under the cc–by-sa license received revised accepted published keywords keyword_1 keyword_2 keyword_3 keyword_4 keyword_5 how to cite: first author, second author., & third author. 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2 hadi.suwono.fmipa@um.ac.id, 3 herawati.susilo.fmipa@um.ac.id * corresponding author introduction the covid-19 pandemic is very close to life and is a real threat to society. information about covid-19 is needed by the community so that they can know the procedures for dealing with it (ayaz-alkaya & mscn, 2021; fauzi et al., 2020). although the public has the right to receive valid information during the covid-19 pandemic, there are barriers to accessing it. these barriers can be in the form of language aspects, the availability of news, and limited access to information. this obstacle is common in countries with low literacy levels. unreliable information about covid-19 has left people confused, panicked, frightened, and behaved irrationally (fauzi et al., 2020). fake news is easily spread through social media such as whatsapp, facebook, twitter, instagram, and youtube. this will build a paradigm of wrong thinking and perception a r t i c l e i n f o a b s t r a c t article history received: 29 november 2021 revised: 20 december 2021 accepted: 29 july 2022 published: 30 july 2022 during the covid-19 pandemic, various misinformation circulating among the public has the potential to be a source of misconceptions. this study aimed to validate the online three-tier diagnostic instrument test for virus and covid-19 as well as analyze the level of misconceptions experienced by students. the treagust model is used as a reference for the instrument development process. three public high schools providing 187 second grade students who had previously studied virus content were involved as research respondents, the data analysis techniques used were descriptive statistics. construct and content validity obtained from expert validation reached 89.88% and 97.12%, respectively. the results of data analysis also inform that each item was valid and the instrument was reliable. the average percentage of students who experience misconceptions was 39.96%. the average percentage of students who understand the topic correctly was 32.10%. the percentage of lucky guess reached 14.83% and students with low level of knowledge reached 13.10%. the diagnostic test as overall, was successful in detecting students’ misconceptions. to overcome misconceptions and improve the quality of learning during a pandemic, biology learning must apply creative learning models, methodologies, and teaching materials. copyright © 2022, fikri et al this is an open access article under the cc–by-sa license keywords covid-19 pandemic diagnostic test students’ misconception how to cite: fikri, r. a., suwono, h., & susilo, h. (2022). online three-tier diagnostic test to identify misconception about virus and covid-19. jpbi (jurnal pendidikan biologi indonesia), 8(2), 129-141. https://doi.org/10.22219/jpbi.v8i2.18895 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.18895 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.18895 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 130 fikri et al (online three-tier diagnostic test …) about covid-19 (saefi et al., 2020a). not only happens to the general public, but high school students also experience the misconception of covid-19. if students want to understand about covid-19, students must have a good basic concept of viruses in general. the concept of viruses has been studied in biology for the first year of high school (zulfia et al., 2019). normally, students who have concepts about viruses should already have good knowledge about covid-19. however, false information about massive covid-19 spread on social media is very easily accessible to students. there is no guarantee whether students are exposed to hoax information about covid-19 and allow conceptual changes to occur that give rise to alternative concepts or misconceptions. the increase in misconceptions about virus and covid-19 can also increase if online learning is not carried out optimally. another consequence is the low level of understanding of covid-19 which can affect the increase in the number of cases of covid-19 infection (fauzi et al., 2020). this condition is very dangerous for students' health if misconceptions about virus and covid-19 really occur (fauzi et al., 2020; saefi et al., 2020b). the misconceptions experienced by students must be known immediately, because they have the potential to interfere with the concepts and knowledge they already have (simard, 2021). an instrument is needed to detect whether students have been affected by misconceptions. diagnostic instruments are becoming popular assessments for researchers to diagnose misconceptions in the field of biology (andariana et al., 2020; arslan et al., 2012; suwono et al., 2021). diagnostic tests function as a data collection tool that can be used to find out students' lack of mastery of concepts (karpudewan et al., 2015). various types of diagnostic tests have been used in research, such as interviews, open-ended questions, multiple choice tests, and multiple-choice tests, but there are many drawbacks to using these instruments. (raharjo et al., 2019; suwono et al., 2021). interview tests are less effective for large numbers of participants, limited by time, and difficult data analysis (jankvist & niss, 2018). the open-ended test has shortcomings in translating and evaluating the answers of test takers (gurel et al., 2015). although multiple-choice tests can be used easily and quickly, respondents can answer questions by guessing and result in not being able to trace the level of mastery of the concept (cheung & yang, 2020). based on the shortcomings of the previous diagnostic tests, a two-tier multiple-choice test was developed to improve and improve the quality of the test (treagust, 1988; yang & sianturi, 2021). two-tier test provides flexibility for participants to answer and give reasons for the answers they have chosen (pan & chou, 2015). the results of the study found a number of limitations of the two-tier diagnostic test (romine et al., 2015). one of the limitations is that it provides opportunities for students to predict answers without having sufficient information. the shortcomings of the two-tier test were corrected by adding a level of questions that served to determine the level of confidence of the respondents in answering the previous questions. the level of confidence is given a term, namely the certainty response index (cri). cri is placed on the third level question as compensation for the weakness of the previous diagnostic test (andariana et al., 2020; salame & casino, 2021). cri or confidence level in the form of "sure" or "not sure" answer choices (milenković et al., 2016). cri can evaluate between students who have concepts, misconceptions, guesses, and lack of concepts (andariana et al., 2020; suwono et al., 2021; taslidere, 2016). completion of the diagnostic test into three levels of questions is called the three-tier diagnostic test (karpudewan et al., 2015; raharjo et al., 2019; yunanda et al., 2019). the three-tier diagnostic test has several advantages for diagnosing misconceptions, namely: it can be used on a wide sample range, the data is relatively easy to analyze, and allows for a wider generalization of the findings (arslan et al., 2012). the three-tier diagnostic test is a multiple choice test that has three levels of questions: the first level is a regular multiple choice question; the second level provides an opportunity for students to choose the reasons why they choose the answers to the first level questions; and the third level asks students whether they are sure or not sure about their answers to the first and second level questions (kirbulut & geban, 2014; suwono et al., 2021; wahyono & susetyorini, 2021). three-tier diagnostic test also has the power to determine between concepts that have been mastered or general misconceptions. most studies that use three-tier diagnostic tests still use paper-based tests (kirbulut & geban, 2014; suwono et al., 2021; trotskovsky & sabag, 2015). if this is carried out during the covid-19 pandemic, it will increase the risk of transmission of sars-cov-2. therefore, misconception researchers need to innovate in providing diagnostic tests to respondents without risking covid-19. the use of an online survey application can be an alternative choice so that tests can be carried out, cover large samples, efficient execution time, and get data quickly. the diagnostic test based on the online survey application is the online three-tier jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 131 fikri et al (online three-tier diagnostic test …) diagnostic test (ot2dt). this online diagnostic test is a three-tier test assisted by google forms which is a free online survey application. research on misconceptions in the field of biology has been widely reported in scientific publications. some of the misconception topics that have been studied include: cell biology (suwono et al., 2021), human circulatory system (zhao et al., 2021), human anatomy and physiology (andariana et al., 2020), virusbacteria (zulfia et al., 2019), protists (yunanda et al., 2019), photosynthesis (haslam & treagust, 1987), evolution (yates & marek, 2014), biochemistry (wahyono & susetyorini, 2021) and environmental science (karpudewan et al., 2015). the latest research on the profile of covid-19 in the field of education is health literacy and genetic literacy (fauzi et al., 2021; saefi et al., 2020b). however, in the current context, there is no misconception research on the topic of viruses and covid-19 with high school students’ respondents using a three-tier diagnostic test based on an online survey application (online-three-tier diagnostic test). the three-tier diagnostic test needs to be developed as a tool to identify students' misconceptions for the topic of virus and covid-19. the results of the implementation of the ot2dt can be used as information about students' misconceptions on the topic of virus and covid-19. the findings of this misconception research can be used as material for policy evaluation and improving the quality of the learning process during the pandemic to reduce the symptoms of misconceptions. the application of learning models, media and teaching materials can be used as alternatives to increase the level of students' conceptual understanding of the virus and covid-19 topics. method this research was a quantitative descriptive study that is useful for identifying misconceptions about virus and covid-19. the research targets were students of class xi mipa at 16 public high schools in padang city, west sumatra province who had attended biology lessons on the topic of viruses in the previous class. as many as 80 students of class xi mipa from one of the public high schools in the city of padang were selected to be the sample for the diagnostic test trial. this is done to determine whether the test is feasible and reliable to be used as a diagnostic measure of misconceptions. furthermore, 187 students of state senior high school (sshs) class xi mipa were selected as respondents to the implementation of the ot2dt from three public high schools in padang city. the determination of schools as samples for the implementation of the diagnostic test is through the stratified random sampling technique with the criteria for determining schools in the high, medium, and low categories based on the average value of the 2020 utbk. purposive sampling technique is a method for sampling respondents to determine the level of misconceptions using ot2dt. the research was carried out from april to august 2021 which included the development of test instruments, test questions, and implementation of diagnostic tests. this research consists of several stages, namely 1) constructing an instrument to detect misconceptions on the topic of virus and covid-19 which was adopted from the design of the development of the diagnostic test from treagust (1988), 2) validating the diagnostic test instrument by assessment experts and experts on microbiology materials, 3) testing diagnostic tests, 4) analyzing test items, 5) implementing diagnostic tests to collect data from research respondents, 6) analyzing diagnostic test data to determine the level of misconceptions in each sample. the diagnostic test instrument created was applied online via google form. the selection of this online survey application makes it easier to collect data in a short time for many research respondents. ot2td as a test instrument consists of 20 items, each of which has three levels. after testing the questions, the items were analyzed with spss to determine the quality of the instrument from the aspects of validity, reliability, difficulty index and discriminating power. the data from the identification of misconceptions is processed by providing an answer score at each level (tier) of questions. the correct answer is given a score of 1, while the wrong answer is worth 0. the conversion results are translated to determine the category of students' level of understanding in answering questions. the category used is the category of the level of understanding of the diagnostic test answers adopted from arslan et al. (2012), namely: 1) strong knowledge; 2) lucky guess; 3) truly misconception; 4) false positive misconceptions; 5) false negative misconceptions; 6) lack of knowledge. the whole process of interpreting diagnostic test data is processed with microsoft excel. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 132 fikri et al (online three-tier diagnostic test …) results and discussion when an assessment instrument is developed, the instrument must be evaluated (amo-salas et al., 2014). the aim is to find out whether the instrument has a good ability to collect and interpret data. before the distribution of the ot2dt instrument trial was carried out, construct validation was first carried out by two expert lecturers, namely a microbiologist who validated the virus and covid-19 material content and an assessment expert who analyzed the validity of the diagnostic test instrument whose results can be seen in table 1. diagnostic tests must go through item analysis using four types of tests, namely: validity, reliability, discriminating power, and level of difficulty. (cetin-dindar & geban, 2011). the data from the measurement of the validity and reliability of the ot2dt are listed in table 2 and table 3. table 1. the results of construct validity from the experts on ot2dt experts percentage (%) assessment expert 89.88 content expert 97.12 table 2. validity test results on ot2dt question items r value r table category q1 0.459 0.219 valid q2 0.277 0.219 valid q3 0.446 0.219 valid q4 0.460 0.219 valid q5 0.436 0.219 valid q6 0.433 0.219 valid q7 0.489 0.219 valid q8 0.289 0.219 valid q9 0.240 0.219 valid q10 0.400 0.219 valid q11 0.500 0.219 valid q12 0.223 0.219 valid q13 0.375 0.219 valid q14 0.347 0.219 valid q15 0.446 0.219 valid q16 0.473 0.219 valid q17 0.455 0.219 valid q18 0.477 0.219 valid q19 0.369 0.219 valid q20 0.456 0.219 valid table 3. reliability test results on ot2dt cronbach's alpha category n of items 0.728 reliable 20 construct validity testing of diagnostic tests by experts is important as an initial evaluation of test development. diagnostic tests are analyzed by experts based on construction criteria and test content. the validity test uses a likert scale 1-4 validation instrument. based on table 1, the assessment expert gave a score of 89.88% and the material expert stated that 97.12% of the test content was in accordance with the virus and covid-19 topic material. then, the results of the validity of the test in table 2 show that all items are categorized as valid. furthermore, based on table 2, the diagnostic test instrument is reliable. based on the results of empirical validity, the items with valid and reliable values were obtained after two revisions. the average difficulty level for all ot2dt items is 0.656 (medium) and the difference power index is 0.460 (good). based on these results, this diagnostic test item is able to distinguish between high-ability students and low-ability students. if the question can be answered by high and low level students, then the question is in the bad category because it is easy to guess or difficult to answer (raharjo et al., 2019). the results of the different power index are shown in figure 1. the discriminant index of the instrument shown in figure 1 shows that more than half of the item items have good discriminating power. the highest percentage of the discriminatory power index was found in questions number 3 and 17 (60%), while the sufficient category (< 40%) was in questions number 2, 5, 8, 9, 12, 13, and 19. based on these results, ot2dt was able to distinguish students with high academic level and students with low academic level (ramdani, 2012). thus, the diagnostic test instrument used to be able to identify students' misconceptions at different academic levels. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 133 fikri et al (online three-tier diagnostic test …) figure 1. discriminant power index on ot2dt instrument table 4. the level of difficulty of the questions on the ot2dt question items difficulty level (p) category q1 0.738 high q2 0.736 high q3 0.538 medium q4 0.225 easy q5 0.675 medium q6 0.788 high q7 0.588 medium q8 0.750 high q9 0.600 medium q10 0.263 easy q11 0.550 medium q12 0.663 medium q13 0.600 medium q14 0.650 medium q15 0.625 medium q16 0.788 high q17 0.588 medium q18 0.600 medium q19 0.738 high q20 0.713 high in addition to discriminant power, the level of difficulty of the questions is an important factor that determines an instrument capable of measuring students' abilities. the classification of the measurement of the difficulty level of the item consists of three categories: easy level (p < 0.30), medium level (0.30 < p < 0.70), and difficult level (p> 0.70) (isaacs, t., zara, c., & herbert, 2013). the results of the analysis of the difficulty level of the ot2dt questions can be seen in table 4. the test results for the level of difficulty of the questions shown in table 4.35% of the total ot2dt questions are in the difficult category, 55% are in the medium category, and 15% are in the easy category. the positive effect appears when the misconception detection instrument has a difficult, medium, and easy level, so that it can provide a complex thinking structure. this provides a more realistic chance of detecting misconceptions (kaltakci-gurel et al., 2017), students' ability to solve problems (naimnule & corebima, 2018), a strong understanding of concepts, and an overview of the quality of learning achieved by students (raharjo et al., 2019). based on the results of the ot2dt item analysis, 20 question items can be continued at the stage of identifying students' misconceptions on the topic of viruses and covid-19. the structure of ot2dt consists of 3 levels of questions (treagust, 1988). tier 1, known as content tier, aims to test students' content knowledge by using five answer choices. tier 2 or reasoning tier aims to find out the reasons for choosing answers to the first level questions. the reasons are presented with five alternative answers consisting of one correct answer, three distractors, and one answer to an open-ended answer. tier 3 aims to clarify the level of confidence in answering the questions of the previous level using the confidence level of "sure" or "not sure". the implementation of ot2dt was carried out to 187 students of class xi mipa at three public high schools in the city of padang. all answers that have been collected are examined and scored to find out the results quantitatively. the results of the scoring will determine the number of students who experience misconceptions and other variables. interpretation of possible answers to diagnostic tests adapted from 47% 35% 60% 56% 39% 47% 56% 30% 30% 51% 56% 25% 38% 43% 56% 48% 56% 60% 34% 52% 0% 10% 20% 30% 40% 50% 60% 70% q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 p er ce n ta g e question items jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 134 fikri et al (online three-tier diagnostic test …) arslan et al. (2012). based on these indicators, the conversion of answer scores will make it easier to determine the category of students' conceptual knowledge. table 5. category interpretation of possible answers to diagnostic tests no. responses category tier 1 tier 2 tier 3 1. correct correct correct strong knowledge 2. correct incorrect correct misconception false positive 3. incorrect correct correct misconception false negative 4. incorrect incorrect correct truly misconception 5. correct correct incorrect lucky guess 6. correct incorrect incorrect lack of knowledge 7. incorrect correct incorrect lack of knowledge 8. incorrect incorrect incorrect lack of knowledge diagnostic tests can be used as formative tests that are useful for determining the measuring instrument for the achievement of material concepts that have been absorbed during the learning process. the identification results obtained by diagnostic tests are grouped into 4 categories. for each category, the total score, average, percentage, and standard deviation are sought. the overall percentage results can be seen in table 5. table 6. percentage of student responses on the topic of virus and covid-19 sub topic question items strong knowledge misconception lucky guess lack of knowledge virus definition q1 44.92 29.95 17.11 8.02 virus characteristics q2 36.36 32.62 21.93 9.09 q3 31.02 40.64 16.58 11.76 q4 36.90 34.22 14.44 14.44 q5 28.88 40.11 15.51 15.51 q6 30.48 36.90 16.58 16.04 virus classification q7 31.55 42.25 11.23 14.97 virus components q8 27.81 42.25 16.58 13.37 virus replication q9 29.41 42.25 16.58 11.76 q10 33.16 48.13 9.09 9.63 q11 23.53 44.92 15.51 16.04 the role of viruses q12 25.13 55.61 11.76 7.49 q13 28.88 45.45 17.11 8.56 covid-19 q14 27.62 44.20 11.05 17.13 q15 38.50 44.39 9.09 8.02 q16 29.95 42.78 10.70 16.58 q17 32.62 41.18 13.90 12.30 covid-19 vaccine q18 33.69 35.83 15.51 14.97 q19 41.71 28.34 10.70 19.25 q20 29.95 27.27 25.67 17.11 mean 32.10 39.96 14.83 13.10 based on table 5, the level of student misconceptions about virus and covid-19 is high. this is evidenced by the 20 ot2dt questions that have a high percentage of misconceptions compared to other categories. this is evidenced by the acquisition of 39.96% for the "misconception" category, 14.83% is the acquisition for the "lucky guess" category, 13.10% is the percentage result for the "lack of knowledge" category, and 32.10% is the percentage "strong knowledge" category. the highest percentage in the "strong knowledge" category was found in the "virus definition" submaterial (44.92%), while the lowest was in the "virus replication" sub-material (25.53%). the "lucky guess" category, in the "covid-19 vaccine" sub-material, the highest percentage (25.67%), while in the "virus replication" and "covid-19" sub-material the lowest percentage (9.09%). the highest percentage for the "lack of knowledge" category is in the "covid-19 vaccine" sub-material of 19.25%, while the lowest percentage is in the "role of virus" sub-material of 7.49%. especially for the "all of misconceptions" category, the highest percentage gain was in the "role of virus" sub-material of 55.61%, while the sub-material with the lowest percentage acquisition was "covid-19 vaccine" (27.27%). figure 2 shows a diagram of the percentage of students who answered the ot2dt questions correctly at each tier. ft (first tier) is a question at the first level that tests the level of understanding of the concept of virus and covid-19. the percentage of students who answered correctly on the first level questions was 12%. so it can be seen that the level of students' understanding (content knowledge) of the virus and covid-19 material is relatively low because the first level questions are dominated by wrong answer choices. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 135 fikri et al (online three-tier diagnostic test …) st (second tier) is a second level question that plays a role in determining the reason for the answer chosen on the first level question. based on the percentage shown in the diagram, 26% of students chose the correct answer as a reason to strengthen the choice of answers to the first level questions. tt (third tier) is a third level question which is a reaffirmation of answers at the first and second levels. the affirmation is by choosing between sure or not sure. the percentage level of confidence in the answers at the third level is 18%. so, if the whole is combined into all levels of questions (all of tier) then the percentage of students answering the answer choice options is 44%. students who became ot2dt respondents managed to choose the correct answer 44%, while the rest chose the wrong answer. figure 2. percentage diagram of students' correct answers according to the identification category of diagnostic test results from arslan et al., (2012). the category of misconceptions is divided into three types, namely: true misconception, false positive misconception, and false negative misconception. the percentage of each category of misconceptions can be seen in figure 3. figure 3. misconception category diagram figure 3 shows the highest percentage among the three categories of misconceptions is truly misconception at 16.15%. then followed by misconception false positive with a percentage of 15.59%. the final percentage for the misconception false negative category was 8.23%. it can be seen that students experience true misconceptions about virus and covid-19 material based on the ot2dt instrument, because students choose wrong, wrong, and right answers so that the final conclusion based on the indicator is truly misconception. the misconception categories "false positive" and "false negative" aim to clarify the status of misconceptions, because previous studies reported that some students in the misconception category answered the questions correctly. this gives rise to a false interpretation of the status of the misconception. 12% 26% 18% 44% first tier (ft) second tier (st) third tier (tt) all of tier (at) [category name]; 16.15% [category name]: 15.59% [category name]: 8.23% jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 136 fikri et al (online three-tier diagnostic test …) the percentage of false positive is higher than false negative, so it is known that students who answered the questions correctly at the first level were more likely to answer the questions correctly at the second level. false positives and false negatives provide a clearer interpretation of misconception research. determination of question items that are able to display higher misconception results compared to other items can be seen in figure 4. figure 4. percentage of correlation between levels of misconception the percentage of correlation between items with misconceptions is shown in figure 4. analysis of the ot2dt questions was carried out to specifically identify sub-materials where there was a misunderstanding of the concept of virus and covid-19. the prevalence of misconceptions related to the percentage of misconceptions throughout the level (m-at) below 15% is assumed to be the margin of error of this diagnostic test. figure 4 assumes that 40% of the item items do not reflect misconceptions, while 60% of the item items show misconceptions. items that show symptoms of misconceptions are q5 (16%), q7 (16%), q8 (17%), q9 (16%), q10 (17%), q11 (17%), q12 (17%), q13 (17%), q14 (16%), q15 (15%), q16 (15%), and q17 (15%). each item that is able to identify misconceptions must have a high level of confidence in the respondent's answer choices. figure 5 shows the percentage level of confidence (level of confidence). figure 5. percentage level of confidence in answering questions the level of confidence in the ot2dt is very important to measure and know, because it determines how confident the respondents are in choosing the answers to the first and second level questions. the level of confidence in ot2dt lies in the third level question (tier 3). this category is very crucial because it is an important part in interpreting the conceptual categories of students' knowledge. based on figure 5 shown in the diagram, 79% of students answered the questions with full confidence, while 21% were unsure of the answers to the previous level questions. the level of confidence (level of confidence) with a high percentage will minimize the chances of the emergence of answers that are guessed by students (lucky guess) and 13% 14% 14% 14% 16% 14% 16% 17% 16% 17% 17% 17% 17% 16% 15% 15% 15% 14% 11% 13% 0% 5% 10% 15% 20% q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 p e rc e n ta g e question items 79% 21% sure not sure jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 137 fikri et al (online three-tier diagnostic test …) students who answer incorrectly for all levels of questions (lack of knowledge). so that the analysis of conceptual mastery is more specific to indicators of strong knowledge and misconceptions. a high level of trust has an influence on a person's response to new information. trusting information excessively will inhibit the repetition of concepts when the material is re-taught at an advanced level (andariana et al., 2020). disproportionate self-confidence makes students believe that their version of the concept understanding is the most correct, but in fact this is not the case. therefore, students need to raise awareness of the inaccuracy of their assessment of a concept. the results of the study, based on the data that have been described previously, show that class xi sshs students have misconceptions about virus and covid-19 with a fairly high category achievement. the data were obtained from valid, reliable, good discriminating instruments, and moderate difficulty levels. this statement is in accordance with previous studies which stated that the quality of the assessment instrument must be valid and reliable so as to produce quality data and in accordance with the objectives to be studied. (taherdoost, 2018). misconceptions can be detected if the test instrument is valid and can be trusted (ghazali, 2016). this finding is based on a valid and reliable ot2dt capable of diagnosing high school students' misconceptions. this is in line with previous studies which provide a strong recommendation that the three-tier test is an instrument that has accuracy in tracing misconceptions that occur in students (arslan et al., 2012; kaltakci-gurel et al., 2017). misconceptions need to be detected quickly. therefore, a method is needed to identify the symptoms of misconceptions in students. there are several ways commonly used by researchers to explore misconceptions. however, an effective way to use is a diagnostic test. diagnostic tests are formative assessments to determine the level of mastery of concepts and measuring tools for competency achievement, the results of which are used as reflection material for further learning (anggoro et al., 2019). multiple-choice diagnostic tests are mostly used by researchers to diagnose misconceptions, but this instrument is not able to distinguish whether students have or do not experience misconceptions. diagnostic tests continued to undergo transformation, in the end a three-tier diagnostic test instrument was found, namely the three-tier diagnostic test. this test can not only find out whether the student answered the wrong questions due to misunderstandings, but also be able to distinguish between misunderstandings caused by lack of knowledge (machová & ehler, 2021). misconceptions in biology have the potential to occur in all biology concepts not only to the concepts of genetics, respiration, cell biology, the circulatory system, human anatomy, physiology and biochemistry. (septiyani & nanto, 2021; tekkaya, 2002; yates & marek, 2014). the topic of virus and covid-19 becomes an urgency in the current condition, because it is directly related to the environment and daily life that is on standby with the pandemic situation. based on the results of the identification of misconceptions, the percentage of misconceptions category is still the highest gain compared to other indicators. this is because students have corrected the wrong concept from the start, so students fail to choose the correct statement to answer the reason for choosing the answer to the previous question. partial understanding shows the condition when students are only able to answer the first level questions correctly but cannot choose the correct reasons for the second level questions (trotskovsky & sabag, 2015). the findings of other researchers also explained that students who tend to only memorize the results of information without reviewing the truth, will have difficulty understanding and synthesizing important concepts (yang & sianturi, 2021). therefore, students' knowledge and understanding of concepts need to be improved through early detection of misconceptions, not only as an achievement of minimal competence in learning, but knowledge that can be implemented for themselves and the environment in order to prevent themselves from being infected with sars-cov-2. overall, these findings open up options for action for biology teachers and education policy makers to better design learning about virus and covid-19 topics. the ot2dt provides an alternative formative assessment as a reflection of learning. this diagnostic test is recommended to highlight and evaluate misconceptions in students (suwono et al., 2021). using ot2dt as a diagnostic test, teachers can find out illustrations of students' knowledge levels, as well as misconceptions about the concepts they have taught during learning activities (treagust, 2006). if this test is carried out as a final evaluation test of learning, it will increase students' attention to focus on completing their assignments seriously (cheung & yang, 2020). the results look more accurate to determine whether students have misconceptions or have enough concepts. in order for the results to be more real and specific, diagnostic tests can be carried out at the beginning (pretest) and at the end (post-test), then it can also be tested with a difference in the duration of the test which is likely to be new findings on the results of misconception from the aspect of different review (karpudewan et jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 129-141 138 fikri et al (online three-tier diagnostic test …) al., 2015). after the results of the misconceptions are known, the important step is to determine the important concepts that are of concern for improvement. biology teachers can evaluate the learning process for one semester to design new learning activities to prevent wrong concepts from repeating themselves to students. teachers can try to apply a learning model that matches the characteristics of the virus and covid-19 material to anticipate misconceptions. however, because learning activities are still unstable between online learning, face-to-face learning or blended learning. the development of innovative online-based learning models combined with methods, media, and teaching materials needs to be formulated for further studies. the implementation of problem-based learning models assisted by electronic modules can be an alternative for further research to overcome misconceptions about virus and covid-19. regarding ot2dt, it is necessary to evaluate to improve the quality of diagnostic test instruments so that the results are more accurate. option to add an open-ended question answer column on the diagnostic test instrument to find out the reasons why students choose answers. after that, adding questions to four levels (four-tier) or five levels (five-tier) in order to increase the quality level of the measurement tool for detecting misconceptions. in addition, researchers can conduct interviews with respondents to get alternative ideas from their explanations. in the end, the most important thing is that the quality of the diagnostic test instrument must be improved, so that the results can be more accurate in diagnosing students' misconceptions. conclusion the ot2dt is a valid and reliable diagnostic test instrument to be used to identify high school students' misconceptions about virus and covid-19. the results of this study indicate that 32.10% of students are included in the category of strong knowledge, 39.96% have misconceptions, 14.83% choose to guess the answer (lucky guess), and 13.10% have little knowledge about the topic being tested (lack of knowledge). so, it is known that high school students have misconceptions about the topic of virus and covid-19. the ot2dt is highly recommended to be used as a diagnostic tool for high school students' misconceptions. the results of misconception research can be used as evaluation material in designing better learning. the application of interactive learning models, media, and teaching materials can be used as a solution to correct students' misconceptions. as a continuation of the research, diagnostic tests can be evaluated by adding several levels of questions, adding answers to open-ended questions, and interviewing respondents so that this test can better and accurately diagnose misconceptions. acknowledgement this research is supported by lp2m universitas negeri malang (um) through a master's thesis research scheme, the source of funds from pnbp um 2021 based on the decree of the rector of um number 4.3.13/un32/kp/2021. this research was facilitated by the education office of west sumatra province which has granted research permission with letter number 420.02/8684/psma 2021. biology teachers at sshs 1 padang, sshs 2 padang, sshs 3 padang, and sshs 14 padang and 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(2019). virus-bacteria diagnostic test (vbd-test) in identifying biology teacher’s misconception. biosfer, 12(2), 144–156. https://doi.org/10.21009/biosferjpb.v12n2.144-156 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 2 july 2022, pp. 105-120 10.22219/jpbi.v8i2.21041 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 105 review article environmental education research in indonesian scopus indexed journal: a systematic literature review h. husamah a,b,1,* hadi suwono a,2, hadi nur a,c,3, agus dharmawan a, 4 a doctoral program of biology education, department of biology, faculty of mathematics and natural sciences, universitas negeri malang, jl. semarang no. 5, east java 65145, indonesia. b department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas 246, malang, east java 65144, indonesia. c department of chemistry, faculty of science, universiti teknologi malaysia, jalan hikmah, 81310 skudai, johor, malaysia 1 usya_bio@umm.ac.id; 2 hadi.suwono.fmipa@um.ac.id; 3 hadinur@utm.my; 4 agus.dharmawan.fmipa@um.ac.id * corresponding author introduction environmental problems are currently one of the main problems that many researchers and experts respond to in the world (bradshaw et al., 2021; mcmichael et al., 2008; scherer et al., 2020; voulvoulis & burgman, 2019; wiedmann et al., 2020). this is very reasonable considering that various forms of environmental problems have emerged and affect human life (abdallah, 2017; chu & karr, 2017; jianping et al., 2014; manisalidis et al., 2020; pereira, 2015). we can see various forms of problems that we feel as a result of environmental change, for example climate change and global warming (anand, 2013; fielding & a r t i c l e i n f o a b s t r a c t article history received: 8 may 2022 revised: 13 july 2022 accepted: 15 july 2022 published: 26 july 2022 studies in the field of environmental education need to be continuously promoted in line with the increasing number of environmental problems. the purpose of this systematic literature review (slr) was to review and compare investigations of researches on articles published by one indonesian scopus indexed journal i.e., jurnal pendidikan ipa indoneia (jpii) so that they are expected to have significant contributions to the topic of environmental education. this systematic literature review adopts five-step guidelines. the study standards that meet the requirements were as follows: (1). the data used were from the 2012-2021 publication year; (2) articles published in english; (3) full paper can be accessed; (4) related to the theme of environmental education. it can be concluded that jpii is a pro-environment education journal. jpii publishes 26 articles related to the theme of environment education. the most frequently used keywords were environmental education and students. jpii's important contribution in the theme of environmental education is to provide a real example of the implementation of sets and to emphasize that the success of implementing environmental education depends on the models, methods, techniques, and tools that are continuously developed by experts. copyright © 2022, husamah et al this is an open access article under the cc–by-sa license keywords environmental education important contribution jppi sets how to cite: husamah, h., suwono, h., nur, h., & dharmawan, a. (2022). environmental education research in indonesian scopus indexed journal: a systematic literature review. jpbi (jurnal pendidikan biologi indonesia), 8(2), 104-120. https://doi.org/10.22219/jpbi.v8i2.21041 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.21041 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:hadi.suwono.fmipa@um.ac.id mailto:hadinur@utm.my http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.21041 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 106 husamah et al (environmental education research in indonesian ...) hornsey, 2016; ipcc, 2018; keivani, 2010; rao & patil, 2017; stevenson & peterson, 2016; wef, 2017; woodruff, 2010), pollution (adebayo, 2013; chin et al., 2019; collins & grineski, 2019; giesler, 2018; islam et al., 2016; karataş & karataş, 2016; lestari & trihadiningrum, 2019; nriagu et al., 2016; rhodes, 2018; syamsussabri et al., 2019; teksoz, 2011; united nations environment programme, 2017; zhang & batterman, 2013), emergence of various diseases (castro et al., 2019; el-sayed & kamel, 2020; mishra et al., 2021; nava et al., 2017; weiss & mcmichael, 2004; wu et al., 2016), loss of biodiversity (vijeta et al., 2021; williams et al., 2020; zari & mainguy, 2014), even the threat of starvation (janssens et al., 2020; ritchie & roser, 2020; scherer et al., 2020; vågsholm et al., 2020), and deforestation (hudha et al., 2019; husamah & rahardjanto, 2019). responding to environmental problems and their various impacts on life, one of the many solutions offered is environmental education (hudson, 2001; ikhsan et al., 2019; nurwidodo et al., 2020). environmental education is an approach, tool, and program that develops and supports attitudes, values, awareness, knowledge, and skills related to the environment (ardoin et al., 2020; dalida et al., 2018; mansoor & kounsar, 2020; mardiani et al., 2021). environmental education prepares people to take action based on environmental information (boyes & stanisstreet, 2012; chepesiuk, 2003; nielsen et al., 2012; parra et al., 2020). environmental education is a conservation strategy that provides synergistic opportunities, for example, facilitating scientists, decision makers, community members, and other stakeholders to meet in one vision and mission (toomey et al., 2017). environmental education is an indispensable requirement to promote sustainable development (benítez et al., 2019; camilleri & camilleri, 2020; dost, 2021; holfelder, 2019; ibáñez et al., 2020). there are still very limited journals that focus on issues of environmental education, and of course with international reputation (indexed by scopus). several journals on this theme, such as the journal of environmental education, australian journal of environmental education, international journal in geographical and environmental education, journal of outdoor and environmental education, environmental education research, and applied environmental education and communication. the journals are managed by giant publishers such as taylor & francis and springer nature. however, there are journals in the field of education that also focus their articles on the theme of environmental education. one of the journals that need to be considered is jurnal pendidikan ipa indonesia (p-issn 2339-1286 and e-issn 2089-4392) or often abbreviated as jpii. this journal collaborates with perkumpulan pendidik ipa indonesia (ppii) or indonesian society for science educators. jpii is one of the leading journals in indonesia. this journal has been indexed by scopus since 2017 and has qualified as a reputable q2 journal with a 2020 sjr of 0.49. referring to jpii's focus and scope, it is written that “this journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. moreover, this journal also covers the issues concerned with environmental education and environmental science”. the question is whether this journal is really pro-environmental education? this systematic literature review will address this question. systematic literature review has been done a lot. however, specifically for the theme of environmental education, there are only a few systematic literature reviews. based on a google scholar search, only seven articles were found on the systematic literature review on the theme of environmental education. these articles, which are about learners and learning in environmental education (rickinson, 2001), environmental education in higher education (niño & romero, 2014), environmental education in pre-service teacher training (álvarez-garcía et al., 2015), early childhood environmental education (ardoin & bowers, 2020), environmental education outcomes for conservation (ardoin et al., 2020), environmental education and education for sustainable development in higher education (acosta castellanos & queiruga-dios, 2021), environmental education for sustainable development goals (dost, 2021) and sustainable development research in ejmste (husamah et al., 2022). however, the systematic literature review focused on leading journals such as jpii has yet to be found. in fact, it is important to do this as a basis for researchers to use jpii as the main reference in their research or articles, given its international reputation. therefore, the purpose of this systematic literature review is to review and compare investigations of researches on articles published by jpii so that they are expected to have significant contributions to the topic of environmental education. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 107 husamah et.al (environmental education research in indonesian...) method this research is a systematic literature review (slr). slr is the process of identifying, evaluating and analyzing all available information to answer predetermined research questions (snyder, 2019; xiao & watson, 2019). this systematic literature review adopts five-step guidelines from denyer and tranfield (2009) (figure 1). this method has also been applied by some slr studies. the organization of the slr and analysis follows the important features, reported in han et al (2020). figure 1. five steps of an slr, adapted from denyer and tranfield (2009) by (han et al., 2020) step 1: question formulation this first step is to define the scope to develop a clear focus for the study. this study proposes and attempts to address the following questions (from 2012 to 2021). this research question was made based on the needs of the chosen topic, namely: rq1: what is the trend of jpii's publications for the past 1 decade? rq2: what are the trends in the types of research published at jpii related to the theme of environmental education? rq3: where do the authors who publish related to the environmental education theme come from? rq4: what are the trends of authors and what keywords are often used related to the theme of environmental education? rq5: what important contributions and information can be obtained for the development of environmental education? step 2: locating studies this second step of systematic literature review is to locate, select, assess and list the core contributions related to the review questions. the target of this research is environmental education. these keywords are used to track related/appropriate articles published by jpii from 2012 to 2021. the search process uses the search menu at the jpii journal website address (https://journal.unnes.ac.id/nju/index. php/jpii/search) and the scopus indexer (https://www.scopus.com/sourceid/21100823999) with the keyword used is "environment". the data obtained is stored in the form of *csv and *ris which are then stored in the mendeley reference manager. the data was visualized using vos-viewer software. these databases were selected based on their availability in academic institutions and having been considered in other similar studies. literatures from the articles resulted from keyword search are reviewed for the backward search. forward search was conducted through reviewing additional sources resulted from cited references of selected studies. no further studies were located during the process. step 3: study selection and evaluation this stage is carried out to ensure that the data or information obtained is suitable for use in research (systematic literature review) or not. the study standards that meet the requirements are as follows: (1). the https://journal.unnes.ac.id/nju/index.php/jpii/search https://journal.unnes.ac.id/nju/index.php/jpii/search https://www.scopus.com/sourceid/21100823999 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 108 husamah et al (environmental education research in indonesian ...) data used are from the 2012-2021 publication year; (2) articles published in english; (3) full paper can be accessed; (4) related to the theme of environmental education. explicit selection criteria were applied for the inclusion and exclusion of relevant studies to maintain the transparency of the process (figure 2). in the first phase, titles and abstracts of 446 articles were read in the first screening. all of these articles were published by jpii from 2012-2021. in the second phase, we only used manuscripts indexed in scopus until january 2021. all documents that did not meet the selection criteria were excluded; 428 articles remained for the next process of selection (18 articles excluded). in the third phase, we only selected articles published in english, so that the remaining 360 articles (68 articles were excluded). in the fourth phase, we selected articles containing the keyword “environment”, resulting in a drastic decrease in the number of articles, namely 56 (304 articles excluded). in the fifth phase, we checked the remaining articles to make sure the articles were really in line with the environment keyword, the remaining 49 articles (7 articles were excluded). in the sixth phase, which was the last, we only selected articles related to the topic of environmental education, leaving 26 articles. this means there are 23 articles that are excluded. figure 2. review process for study selection results and discussion jpii publication trend for 1 decade until 2021, jpii has published 10 volumes. jpii has published 446 articles from 2012 to 2021 (see figure 3). since volume 4 issue 1, jpii has been published in english as an internationalization effort. previously, jpii was published in indonesian only. before being indexed by scopus, there were inconsistencies in the number of articles published. the number of articles published in one-year (2 issues) ranges from 25 to 51 articles. after this journal was indexed by scopus in 2017, journal management has become more professional. in 2018-2021, jpii published 4 issues, with a total of 60 articles per year. the characteristics of good journal management are consistent in the number of articles, in addition to ensuring consistency with focus and scope. this is increasingly demanded for journals with international reputation (e.g., indexed by scopus). indeed, one of the most difficult things a busy journal editor has to do— usually apart from being an editor, they are also lecturers at a leading university—is to consistently take the time to re-evaluate the workflow of their journal or publisher. most editors find it quite difficult to devote time jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 109 husamah et.al (environmental education research in indonesian...) to all the manuscripts they have to put in the flow through peer review. however, whatever the reason, this is the consequence of a good journal management mechanism. routines are moreover to analyze their team's daily routine. but we all know that routines and habits are “just one hop, skip, and a jump away”. editors need to periodically take time to look at the bigger picture of the journal and consider ways to optimize the journal's operations (altman et al., 2021). the large number of articles does not indicate low quality, but on the contrary shows professionalism in management and is very strategic in scientific development. in this case we can follow the example of a big publisher like mdpi, one of the quality and aggressive publishers (crosetto, 2021). in this regard, it is better for editors to also read about the best management journals. one interesting reference to read is the article clark et al (2017) which discusses in detail about the mysteries of the review process, getting the right methodology, interdisciplinary publishing, open access journaling, publishing ethics, utilizing peer review, targeting specific issues, maintaining a publication career. , and understand journal ratings. then, one of the things that must be considered by the editor is related to "understanding authorship in scholarly publication". as according to editage insights (2018), scientific publications can be a rather confusing concept, especially for novice authors. in the context of collaborative research and publication, it is important to understand the ethical aspects of writing to avoid conflicts and fraud related to writing. in line with that, journal management must adhere to the principle of "trust". editors trust peer reviewers to provide fair and in-depth (quality) reviews. authors trust editors to select capable peer reviewers. readers also put their trust in the peer-review process so that they can read articles that are useful for their interests. good decisions and a strong editorial process designed to manage these interests will promote a sustainable and efficient publishing system, which will benefit all parties involved. so, it must be realized that good publicity practice is not formed by chance or by chance. all need process, patience, and consistency, and will become established only if actively promoted (graf et al., 2007). figure 3. trends in the number of article publications in jpii for a decade types of research related to the theme of environmental education the results of the search process as well as inclusion and exclusion criteria were only taken 26 papers that have complied with the criteria for journal articles published in the 2015-2021 (in english) and has discussions related to the theme of environmental education. the trend of types of research related to the theme of environmental education, as presented in table 1. based on table 1, it can be seen that the 3 dominant types of research related to the theme of environmental education are r&d (6 articles), quasi-experiment (5 articles), and mixed methods (3 articles). meanwhile, other types of research each have 1 article. the data is in line with the efforts to implement environmental education. r&d is the door or path to educational innovation. a reference says that education jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 110 husamah et al (environmental education research in indonesian ...) and innovation (through the form of r&d) are two activities that must always go hand in hand to ensure the progress of society/students. education invests in knowledge and r&d seeks to turn this knowledge into greater well-being (improved quality of life and service to education consumers) for society with the power of better products/outcomes and services at lower costs (bryk, 2007; gustiani, 2019; svensson, 2008; tullao & cabuay, 2015). in line with that, the encouraging thing is that in general the trend of r&d research in indonesia continues to increase (ridho, 2018). another thing that needs to be observed is the use of quasi-experiments in publications related to the theme of environmental education. quasi experiment is widely used in educational research (schneider & rohmann, 2021). this type of research in education is critical to adapting these innovative interdisciplinary techniques to advance educational understanding, policy and practice (gopalan et al., 2020). higher quality quasi-experimental information can produce more convincing evidence for a causal relationship (harris et al., 2006). table 1. types of research on environmental education themes at jpii no type of research number references 1 research and development (r&d) method 6 (amini, 2015; martini et al., 2018; rosana et al., 2019; sharif et al., 2021; taufiq et al., 2016; usmeldi et al., 2017) 2 quasi-experiment 5 (husamah, 2015; sueb & damayanti, 2021; syarah et al., 2019; widiyanti et al., 2015; wilujeng et al., 2019) 3 mixed methods design 3 (nursetiawati et al., 2020; sholahuddin et al., 2021; sulaeman et al., 2020) 4 experimental research 2 (atmojo et al., 2018; fisenko et al., 2021) 5 qualitative approach with descriptive statistical analysis 1 (rusydiyah et al., 2021) 6 descriptive research 1 (putra et al., 2021) 7 conceptual framework that developed the nature of the science 1 (gathong & chamrat, 2019) 8 survey method 1 (suryawati et al., 2020) 9 classroom action research 1 (savitri et al., 2017) 10 ethnoecological study 1 (rahayu et al., 2021) 11 quantitative paradigm by the rasch model 1 (purnami et al., 2021) 12 path analysis continued to the structural equation modelling (sem) 1 (susongko & afrizal, 2018) 13 cross-sectional research design 1 (noh & khairani, 2020) the author's country of origin is in jpii the author's tendency to write about the theme of environmental education is as presented in table 2. the data in table 2 is in line with the visualization of the vos-viewer software, as presented in figure 4. based on figure 4, it can be seen that the dominant author comes from institutions in indonesia. this is in line with table 2 that there are 14 articles written by authors, all of whom come from institutions in indonesia, and 1 article each by an author from malaysia, thailand, and russia. figure 4 shows the line of relationship between indonesia, with malaysia and japan. this means that there are several authors from indonesia who write articles in collaboration with or collaborate with authors from malaysia and japan. this finding is in line with table 2 which shows that there are 4 articles which are collaborations of authors from indonesian and malaysian institutions, and 2 articles which are collaborations of authors from institutions in indonesia and japan. we can say that although jpii is published by institutions in indonesia (unnes), jpii has begun to be noticed by authors from abroad, both countries in asia, europe, and america. although we cannot deny that authors from institutions in indonesia are still very dominant. the existence of a good trend in the form of publication collaboration between institutions and between countries needs to be encouraged, to support the internationalization of jpii and improve the quality of the manuscript. also, jpii needs to continue to promote to attract authors from various countries, if necessary, from five continents. this is because good journals are journals that are in demand by authors from various parts of the world, including asia, australia, europe, america, and even africa. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 111 husamah et.al (environmental education research in indonesian...) jpii needs consistency in the internationalization of journals, which has the main objective of global dissemination of journals in indonesia so that they are recognized throughout the world. therefore, jpii editors need to continue to maintain the quality of the substance of the articles published, the management and management of journals that continue to be internationally oriented, the composition of the editorial board and reviewers that are consistently international in scale, and the management of an open journal system that has international standards. in addition, optimizing the number of citations for scientific journals and strategic information also plays an important role in ensuring that jpii remains a journal indexed by reputable international indexers (thamrin, 2013). table 2. the countries of origin of the authors who wrote on the theme of environmental education. no country of origin references amount one country collaboration between countries 1 indonesia (amini, 2015; husamah, 2015; nursetiawati et al., 2020; putra et al., 2021; rahayu et al., 2021; rosana et al., 2019; rusydiyah et al., 2021; sholahuddin et al., 2021; sueb & damayanti, 2021; suryawati et al., 2020; taufiq et al., 2016; usmeldi et al., 2017; widiyanti et al., 2015) 14 2 malaysia (noh & khairani, 2020) 1 3 thailand (gathong & chamrat, 2019) 1 4 rusia (fisenko et al., 2021) 1 5 indonesia dan malaysia (purnami et al., 2021; sharif et al., 2021; susongko & afrizal, 2018; wilujeng et al., 2019) 4 6 indonesia dan japan (savitri et al., 2017; sulaeman et al., 2020) 2 7 indonesia dan taiwan (martini et al., 2018) 1 8 indonesia dan poland (atmojo et al., 2018) 1 9 indonesia dan slovakia (syarah et al., 2019) 1 figure 4. vos-viewer display for type of analysis “co-authorship→ country” based on scopus source trending authors and frequently used keywords the visualization of the vos-viewer software as presented in figure 5 shows the dominant author "named". meanwhile, figure 6 shows the dominant keywords used. there are 5 interrelated authors, namely s. anggoro, a. s. e. khair, t. r. soeprobowati; a. irsadi, and m. helmi. these five authors cite each other or jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 112 husamah et al (environmental education research in indonesian ...) collaborate with each other. this can be seen from the existence of a line between each author and other authors. figure 5. vos-viewer output display for type of analysis “co-authorship→ authors” based on scopus source figure 6. vos-viewer display for type of analysis “co-occurrence → keywords” based on figure 6, there are 2 most prominent keywords, namely environmental education and students. based on figure 6, there is a relationship between the two keywords. the keyword “students” is related to ecological literacy, environmental sustainability, and biology. meanwhile, environmental education is related to 3 important keywords, namely habituation, class cleanliness, caring attitude, and school arena. this is in line with the views of experts that ecological literacy, environmental sustainability, and students or education are related (häggström & schmidt, 2020; ulfah et al., 2020; wardani et al., 2018). the term can for example jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 113 husamah et.al (environmental education research in indonesian...) be presented and used to compare and contrast frameworks across different dimensions of influence, knowledge, skills and behavior (mcbride et al., 2013). contributions and important information for the development of environmental education we reviewed 26 selected articles. the important information from these articles is presented in table 3. table 3. contributions and important information in chronological order (in order of year) no important information references 1 the application of the scientific literacy-based natural science teaching set was effective toward the students’ learning activities and outcomes (widiyanti et al., 2015) 2 outdoor learning-based environmental education is effective in improving student learning outcomes, especially the attitude of caring toward the environment. (amini, 2015) 3 blended project based learning is effective to develop thinking skills about environmental sustainability of new students of biology education (husamah, 2015) 4 mobile learning science applications of eclipse phenomenon in conception of conservation is developed and feasible to be used to study the concept of eclipse and support the efforts to reduce the use of paper (paperless) (taufiq et al., 2016) 5 the implementation of research-based physics learning with science, environment, technology, and society (sets) approach was effective in improving critical thinking skills and learning outcomes of the students. (usmeldi et al., 2017) 6 green learning method (gelem) can improve student cognitive result and science process skill in science learning. students are also able to find the concept that comes from the environment (nature), students can also love and care for the environment as a vehicle for learning. (savitri et al., 2017) 7 the implementation of thematic learning of science, environment, technology, and society (sets) integrated with local wisdom was able to reconstruct and increase the disaster management knowledge. (atmojo et al., 2018) 8 the course of science, environment, technology, and society (sets) could strengthen the students’ characters and ecopreneurship (martini et al., 2018) 9 the environmental awareness of 15-old indonesian students directly influenced positively (susongko & afrizal, 2018) 10 the application of sets (science, technology, environment, and society) approach through the biophysics course has been proven as an effective solution to develop new literacy among students (rosana et al., 2019) 11 the pre-service teachers had a better understanding of the nature of science after studying with the statistical significance and were satisfied with the implementation of the teaching method (gathong & chamrat, 2019) 12 study showed a significant result in marine conservation knowledge of elementary school students in the experimental classes. the introduction to marine conservation could then be done using the latest technology that attracts children’s learning interest. (syarah et al., 2019) 13 education for environmental sustainable development (eesd)-based student worksheets are useful to improve students’ environmental literacy. (wilujeng et al., 2019) 14 different types of tests show a different index of difficulty when measuring student achievement in scientific method aspects, including basic skills and process skills. (subali et al., 2019) 15 there is an urgency of enhancing science education with air quality discussion. authors suggest a possible enhancement in substance and its transformation section and the science-environment-technology-society section in science for junior and senior high school (sulaeman et al., 2020) 16 student attitudes toward science, technology, engineering, and mathematics (s-stem) as a three-factor multidimensional construct, namely attitude towards science, attitude towards technology/engineering, and attitude towards mathematics. (noh & khairani, 2020) 17 the implementation of learning resources in the form of local environment-problem based learning (le-pbl) student worksheets strengthens students’ environmental literacy in identifying, analyzing, evaluating, and planning actions and sensitivity to local and global environmental issues. (suryawati et al., 2020) 18 there is a difference between students who use the problem based learning module, which improves students’ environmental attitudes than science textbooks (sueb & damayanti, 2021) 19 the cycle of natural scientific disciplines has a great influence on the natural scientific thinking of foreigners studying at faculties of pre-university training of russian universities (fisenko et al., 2021) 20 despite the stress of a constantly changing environment and various restrictions and limitations, the ethnoecological knowledge in local wisdom is still maintained well. (rahayu et al., 2021) 21 the school area and the level of the “adiwiyata” program were not the primary determining variable of environmental caring attitude education effectiveness. (sholahuddin et al., 2021) 22 the school community that has good environmental literacy will give a good influence on students’ environmental literacy and knowledge (putra et al., 2021) jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 105-120 114 husamah et al (environmental education research in indonesian ...) no important information references 23 an instrument of ecocritical thinking skills is a good fit instrument. (purnami et al., 2021) 24 there is a significant increase in the perception and implementation skill of the stem learning environment in science education students after teaching internship (rusydiyah et al., 2021) 25 lectrofun 2.0 (a simple green electrochemistry experimental kit) has a significant impact on enhancing learner comprehension of electrochemistry topic, enjoyment in learning, and learning to care for the environment. (sharif et al., 2021) 26 the family’s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods (nursetiawati et al., 2020) based on table 3, it can be seen that there is a dominant method in relation to environmental education, namely sets (science, technology, environment, and society). there are 4 articles that discuss this. “sets (science, environment, technology, and society) utilize science in forming technology to meet the needs of the society through the implications in the physical and mental environment” (rosana et al., 2019). the sets learning educated the students to linkage the science concepts with other elements (atmojo et al., 2018). the sets focus on problems from real and actual life (kusumaningrum et al., 2021), so that students are able to minimize negative impacts of technology and science on the environment and society (maknun et al., 2018). the sets learning tools had six stages, namely: criticizing; planning; studying; creating; performing, and writing (martini et al., 2018). another dominant thing based on table 3 is the development and use of models, methods, techniques, and tools by the authors, for example education for environmental sustainable development (eesd)-based student worksheets, instrument of ecocritical thinking skills, stem, local environmentproblem based learning (le-pbl), green learning method (gelem), mobile learning, and lectrofun 2.0. this is in line with the views of experts that the successful implementation of environmental education requires models, methods, techniques, and tools (buchan, 2004; maryono, 2015; thomson et al., 2010). experts need to compete and work hard to make their contribution in this regard. conclusion for a decade, jpii has demonstrated its position as a pro-environment education journal. there are 26 articles that have been published related to the theme of environment education. the most prominent or frequently used keywords, namely environmental education and students, indicate that the solution to environmental problems is identical to student empowerment efforts. the articles published by jpii have an important contribution to the environmental education theme, for example by providing real examples of sets implementation. it has also been emphasized that the success of environmental education depends on the success of experts in generating and implementing models, methods, techniques, and tools. this systematic literature review has limitations, namely, this research is generally based on limited keywords, in one journal (jpii only), and only the scopus index (web of science is not included in the sources used). for further research, it is recommended to use a larger sample of reputable journals with expand the keywords used and other databases that can be accessed, both doaj, sinta, eric, scopus, and web of science. this, can also be used as a comparison of the results of different analyzes of the systematic literature review related to environmental and environmental education themes which is able to provide a description in more detail, so as to inspire researchers in this field. references abdallah, t. 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(2018). developing of guided inquiry-based biochemistry practicum guidebook. jpbi (jurnal pendidikan biologi indonesia), 4(3), 209-214. doi: https://doi.org/10.22219/jpbi.v4i3.6857 vol. 4 no. 3, 2018; pp. 209-214 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 17/10/2018 revised: 01/11/2018 accepted: 14/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing of guided inquiry-based biochemistry practicum guidebook diyah ayu widyaningrum* and titik wijayanti department of biology education, faculty of exact sciences and sports, ikip budi utomo malang, east java, indonesia *corresponding e-mail: diyahayuwidyaningrum8905@gmail.com abstract there were no practicum guidebook in biochemistry hands-on activity at ikip budi utomo, malang city, east java-indonesia. the purpose of this study was to develop a guided inquiry-based biochemistry practicum guidebook for students of ikip budi utomo. the development of guidebook followed the 4dthiagajaran model which has 4 stages, namely define, design, develop, and disseminate. the types of the data in this study were qualitative and quantitative. the qualitative data was obtained from the validator suggestions. the quantitative data was obtained through validator assessment scores and legibility tests. the instruments used to collect data included validation sheets and questionnaires. the results showed that the practicum guidebook validation percentages were 93.48% (material experts), 100% (learning media expert), and 81.5% (teacher) which were categorized as very feasible. it can be concluded that the biochemistry practicum guidebook is highly suitable to be implemented. keywords: biochemistry, guided inquiry, practicum guidebook © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction educators are expected to be able to develop competence in their profession. there are four kinds of competencies that educators must possess, including personal competence, social competence, pedagogic competence and professional competence. one of the pedagogic competencies was that educators are expected to be able to create and develop teaching materials in supporting the learning process. teaching materials are materials or subject matter that were arranged systematically and used by teachers and students in the learning process (munir & sholehah, 2018). teaching materials are unique and specific. unique, because teaching materials could only be used for certain audiences in a particular learning process. specific, because the contents of the instructional material are designed in such a way as achieved certain objectives of certain audience (sadjati, 2012). teaching materials were grouped into 7 types including printed teaching materials, display teaching materials, silent display teaching materials, audio teaching materials, audio teaching materials that were connected with silent visual materials, video teaching materials and computer teaching materials (sadjati, 2012). practicum was an activity learning aims so that students got the opportunity to test and apply theory using laboratory facilities and outside the laboratory (suryaningsih, 2017). practical instructions are guidelines written with the aim that students can learn independently or without the help of a teacher (wahyuni, 2015). practical instructions were instructions that must be followed by all practicum participants who will carry out practical activities. the practical guide aims to help the practitioner in practice. the practicum instructions made must be in accordance with the material taught so that the practicum can run as expected (munir & sholehah, 2018). biochemistry was one of the subjects that contained theory and practice. biochemistry was a subject that studies chemical reactions in the body of living things. the researcher carried out preliminary research, namely the analysis of the needed of teaching materials. needed analysis was conducted on 2014 biology education study program students who had taken biochemistry courses. needed analysis was done by giving a questionnaire once.the resulted of the needed https://doi.org/10.22219/jpbi.v4i3.6857 210 developing of guided-inqury... widyaningrum & wijayanti / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 209-214 analysis of the biochemistry practicum guidebook on the lecturer showed that the available teaching material was only a textbook containing the theory and there was no practical manual. the practicum guidebook that was needed was the language and instruction that were easily understood and ably made students find concept independently with guidanced from educators. the resulted of the needed analysis of the practicum guidebook on student indicated that the practicum guidebook has not been available during the learning process. the book needed is an easily understood step and stimulated students to work scientifically. based on the resulted of the analysis of the needed of the biochemistry course practical guidebook for student showed that as many as 92.9% of student expected practical instruction book whose language was easily understood and able made student worked scientifically. research on teaching material in the form of practical manual was conducted by (zulaiha & ibrahim, 2014) regarding the development of a hydrocarbon chemistry practical guidebook based on science processed skill in high school showing very valid resulted from the three validators. a similar study conducted by munika, mujamil, and desi (2014) regarding the development of inquiry-based acid base solution practicum instructions in the basic chemistry practicum ii at the fkip of sriwijaya university showed valid results of 4 on pedagogical and highly valid aspects of 4.21 on design aspects. the purpose of this study was to develop guided inquiry-based biochemical practice manuals. the guided inquiry learning model was used because it was capable reflection in developing self-regulating learning skill and continuous support from teacher and teacher librarian (garrison & fitzgerald, 2016). the guided inquiry was a learning model that is able to accommodate the scientific work skills of students (almuntasheri, gillies, & wright t, 2016; ibe, 2013; sandika & fitrihidajati, 2018). the guided inquiry has problem identification syntax, hypothesis formulation, data collection, data interpretation, conclusion development and review (joyce & weil, 2000). method the development of learning tools carried out follows the 4d development model (thiagarajaan, semmel, & semmel, 1974). the 4d model has 4 stages, namely define, design, develop, and disseminate, while the research that would be carried out was limited to the developing stages. the development procedure consisted of a defined stage which consists of front-end analysis, student analysis, task analysis, concept analysis, and analysis of learning objectives. the next stage was designed which is done to produce a prototype of the development results. the prototype of the development resulted in this study was an inquiry-based biochemical practicum guidebook. the next step was developing. learning material at the develop stage through several repairs before it was ready to be used by the user. the process of improving learning materials was based on the formative evaluation, one of which is through expert judgment. formative evaluation activities for biochemimistry practicum guidebook were carried out by material experts, media experts, and biochemistry lecturers. the validator were showed in table 1. table 1. the validator/expert and areas of expertise expert name (initials) areas of expertise role ni biotechnology and biochemistry material validator inq learning media and microbiology media validator wab biochemistry and basic chemistry field practitioner the final step in the developed stage was the product readability test. readability test was carried out on classes that have taken biochemistry courses, namely the 2014 class. the type of data in this study was qualitative and quantitative data. qualitative data was obtained from the suggestions submitted by the validator. quantitative data was obtained through validator assessment score and small scale test (legibility test). the instrument used for data collection include validation sheets and questionnaires (thiagarajaan et al., 1974). the percentage technique was used to present data which was the response frequency of the subject of the trial to the biochemisgtry practicum guidebook product. the formula 1 (sugiyono, 2011) used to calculate the percentages of assessment results validator. p= 𝑋𝑖 𝑛 × 100% (1) developing of guided-inqury... 211 widyaningrum & wijayanti / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 209-214 results and discussion the biochemistry practicum guidebook was developed follows the steps of the guided inquiry learning model. the contents of the guidebook include cover, preface, table of contents, description of courses, work safety standards, laboratory techniques, the practicum activities presented in each chapter, and bibliography and explanation of laboratory reports. the guidebook's cover can be seen in figure 1. the results of the studied were in the form of assessments from validator material experts, media expert validators, field practitioners, and readability tests on products. the full assessment resulted are presented in table 2, table 3, and table 4. based on table 2 could be seen that the average score for aspects of content eligibility is 3.82 with the appropriate category, the aspect of presentation eligibility is 3.79 with the appropriate category, the aspect of language feasibility is 3.63 with the appropriate category. answers to supporting questions include: (a) practicum guidebook could help students to understand the material of biochemistry and the concept of biochemistry through practicum activities. (b) the advantages of the practicum guidebook are equipped with work safety, the introduction of laboratory equipment, there were graduate learning outcome (or capain pembelajaran lulusan/cpl) and achievement of course learning (capain pembelajaran mata kuliah or cpmk) and there was identification of problems that encourage student curiosity. (c) weaknesses from the practicum guidebook should be complemented by the introduction of laboratory materials and their uses, added theoretical basis, and bibliography in each chapter. (d) suggestions for the products developed are in the table of contents written in detail the title of each chapter and the official report format added to the bibliography and interim reports. figure 1. the cover of biochemistry practicum guidebook based on table 3 it could be seen that the average score for the indicator size practicum instructions are 4 in the very appropriate category, the cover design indicator is 4 in the very appropriate category, the content design indicator is 4 in the very appropriate category, and the learning activity indicator is 4 in the category very appropriate. product development advice was a practicum guidebook developed to facilitate students in practicing activities. the conclusion of product development was that practicum guidebook can be used with revisions. the conclusion was practicum guidebook could be used with revisions. table 2. results of expert validator assessment material aspect indicator score category feasibility of content suitability of the material with cpmk 3,67 appropriate material accuracy 3,6 appropriate material updates 4 very appropriate encourage curiosity 4 very appropriate feasibility of presentation presentation technique 4 very appropriate presentation support 3,67 appropriate presentation of learning 4 very appropriate coherence and wrinkling of thought lines 3,5 appropriate language eligibility straightforward 3,67 appropriate communicative 3 appropriate dialogical and interactive 4 very appropriate conformity with the development of students 4 very appropriate compliance with language rules 3,5 appropriate 212 developing of guided-inqury... widyaningrum & wijayanti / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 209-214 table 3. results of expert validator assessment media indicator point of assessment score category size of practicum instructions compliance with iso 4 appropriate conformity with material 4 very appropriate cover design layout 4 very appropriate colour 4 very appropriate letter 4 very appropriate letter combination 4 very appropriate cover illustration 4 very appropriate content design layout consistency 4 very appropriate layout harmonization 4 very appropriate complete layout 4 very appropriate the layout accelerates the page 4 very appropriate simple content typography 4 very appropriate typography content makes it easy to understand 4 very appropriate content illustration 4 very appropriate learning activities conformity with guided inquiry syntax 4 very appropriate able to encourage students to do scientific work 4 very appropriate table 4. results of practitioner assessment field aspect indicator score category feasibility of content components of practicum instructions 3 appropriate curriculum 3 appropriate meaningfulness 3,67 appropriate title determination 3,67 appropriate writing 4 very appropriate grammar use the indonesian language well and correctly 3 appropriate communicative and straightforward language 3 appropriate display interesting 3 appropriate the flow of thinking is clear and systematic 3 appropriate based on table 4, it could be seen that the average score for the aspect of feasibility of content is 3.45 in the appropriate category, the grammar aspect is 3 in the appropriate category, and the aspect of appearance is 3 in the appropriate category. suggestions for product development are products should use more coherent sentences. the conclusion of product development was that products could be used with revisions. table 5 obtained the results of the assessment of the validator material experts with a percentage of 93.48% with a very feasible category. the things that need to be revised based on the validator material expert was the practicum guidebook should be equipped with the introduction of laboratory materials and their usefulness, added a bibliography in each chapter, in the table of contents written in detail the title of each chapter and official report format added bibliography and interim reports. assessment results from media expert validators with a percentage of 100% with a very feasible category. assessment results from field practitioners with a percentage of 81.5% with very feasible categories. the thing that needs to be revised based on the field practitioner was that the practical guide should use more coherent sentences. the results of the product readability test assessment (table 6) got a percentage of 61.67% answering strongly agree and 31.67% answered agree. based on the summary of assessment results validator (table 7) it was found that the biochemistry practicum guide received a very feasible category readability category. practicum is a series of activities that enable a person (student) to apply skills or practice something (zulaiha & ibrahim, 2014). the objectives of the practicum include motivating students, teaching basic scientific skills, increasing understanding of concepts, understanding and using scientific methods, and developing scientific attitudes (nengsi, 2016). practicum activities can run smoothly if there are teaching materials in the form of a practical guide or practicum instructions. practicum instructions are one of the supporting activities for practicum (putri, hasnunidah, & yolida, 2018). the appointment of the practicum was developing of guided-inqury... 213 widyaningrum & wijayanti / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 209-214 compiled and written by a group of teaching staff who handled the practicum and followed scientific writing rules. practicum activities was one of the scientific work manifestation in learning. practicum activities are experiments displayed by teachers in the form of demonstrations, demonstrations cooperatively by a group of students, as well as experiments and observations by students. these activities can take place in the laboratory or elsewhere (salirawati, 2010). table 5. percentage of test result product readability aspect assessment strongly agree agree disagree strongly disagree display 58 27 0 0 material 57 46 0 0 benefits 70 22 0 0 average (%) 61.67 31.67 0 0 table 6. summary of assessment results validator assessment percentage (%) category expert material validator 93.48 very decent media expert validator 100 very decent field practitioner 81.5 very decent table 7. summary of product revision based on advice from validators assessment before revision after revision expert material validator the practicum guidebook has not been equipped with the introduction of laboratory materials and their uses the practicum guidebook has been equipped with the introduction of laboratory materials and their uses there is no bibliography in each chapter there is a bibliography in each chapter the table of contents has not been written with the detailed title of each chapter the table of contents has been written with the detailed title of each chapter the official report format has no bibliography and temporary reports official report format plus bibliography and interim reports field practitioner don't use more coherent sentences already using more coherent sentences the practicum guidebook developed has features compared to others, namely guided inquiry-based. inquiry that is guided by an instructional team to enable students to gain a depth of understanding and a personal perspective through a wide range of sources of information is called guided inquiry. guided inquiry equips students with abilities and competencies to address the challenges of an uncertain, changing world. teachers cannot do this task or activity alone. guided inquiry is a way of learning that accomplishes the objectives of 21st-century schools. it is the way to meet the many requirements of the curriculum through engaging, motivating and challenging learning. teachers and librarians work together to guide students thinking and learning through inquiry (kuhlthau, maniotes, & caspari, 2007). the guided inquiry design process are open (an issue or contextual thing), immerse, explore, identify, gather, create and share, evaluate (maniotes & kuhlthau, 2014). guided inquiry is an effective learning model that helped teachers in motivating students to ask questions that were an important part of inquirybased learning. in addition, the guided inquiry model could increase students' self-confidence and student learning achievement. biochemistry course was a subject that was difficult to understand by students, especially practicum activities. the guided inquiry was a learning model that was able to hone students' ability worked scientifically through investigation with coherent stepped so as facilitated students in carrying out practicum. conclusion it could be concluded that the guided inquirybased biochemistry practicum guidebook is highly suitable to be implemented in learning process. however, the practicum guidebook still needed to be further investigated regarding the dissemination. 214 developing of guided-inqury... widyaningrum & wijayanti / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 209-214 acknowledgment thank you to the ministry of research, technology, and higher education of indonesia and the rector of ikip budi utomo malang for giving the opportunity to participate in the beginner lecturer research program with the contract number 85/ikip-bu/iii/2018 in 2018. references almuntasheri, s., gillies, r. m., & wright t. (2016). the effectiveness of a guided inquiry-based, teachers’ professional development programme on saudi students’ understanding of density. science education international, 27(1), 16–39. garrison, k., & fitzgerald, l. (2016). “it’s like stickers in your brain” using the guided inquiry process to support lifelong learning skills in an australian school library. in international association of school librarianship annual conference 2016 (pp. 1–18). brantford: international association of school librarianship. ibe, h. (2013). effects of guided-inquiry and expository teaching methods on senior secondary school students’ performances in biology in imo state. journal of education research and behavioral sciences, 2(4), 51–57. joyce, b., & weil, m. (2000). models of teaching (5th ed.). prentice-hall of india. kuhlthau, c. c., maniotes, l. k., & caspari, a. k. (2007). guided inquiry learning in the 21st century. usa: libraries unlimited. maniotes, l. k., & kuhlthau, c. c. (2014). making the shift: from traditional research assignments to guiding inquiry learning. knowledge quest, 43(2), 8–17. munika, m., mujamil, j., & desi, d. (2014). pengembangan petunjuk praktikum larutan asam basa berbasis inquiry pada mata kuliah praktikum kimia dasar ii di fkip universitas sriwijaya. palembang. retrieved from http://ejournal.unsri.ac.id/ index.php/jurpenkim/article/view/1896 munir, m., & sholehah, h. (2018). pengembangan petunjuk praktikum matlab dan uji efektivitasnya pada mahasiswa semester iv jurusan pendidikan matematika iain mataram. jurnal ai-muta’aliyah stai darul kamal nw kembang kerang, i(3), 56–69. nengsi, s. (2016). pengembangan penuntun praktikum biologi umum berbasis inkuiri terbimbing mahasiswa biologi stkip payakumbuh. jurnal ipteks terapan, 10(1), 47–55. https://doi.org/10.22216/jit. 2016.v10i1.343 putri, z. m., hasnunidah, n., & yolida, b. (2018). pengembangan buku penuntun praktikum struktur dan fungsi tumbuhan dengan model argument-driven inquiry (adi). bioterdidik, 1(1). retrieved from http://jurnal.fkip.unila.ac.id/index.php/jb t/article/view/15195 sadjati, i. m. (2012). pengembangan bahan ajar. in hakikat bahan ajar. jakarta: ut. salirawati, d. (2010). optimalisasi pendidikan nilai/karakter dalam pendidikan kimia masa depan. in seminar nasional kimia: profesionalisme peneliti dan pendidik dalam riset dan pembelajaran kimia yang berkualitas dan berkarakter. yogyakarta: pendidikan kimia uny. sandika, b., & fitrihidajati, h. (2018). improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education. jpbi (jurnal pendidikan biologi indonesia), 4(1), 23–28. https://doi.org/10.22219/jpbi. v4i1.5326 sugiyono, s. (2011). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. suryaningsih, y. (2017). pembelajaran berbasis praktikum sebagai sarana siswa untuk berlatih menerapkan keterampilan proses sains dalam materi biologi. bio educatio, 2(2), 49–57. thiagarajaan, s., semmel, d. g., & semmel, m. i. (1974). instructional development for training teachers of exceptional children: a sourcebook. indiana: center for innovation in teaching the handicapped. wahyuni, s. (2015). pengembangan petunjuk praktikum ipa untuk meningkatkan kemampuan berpikir kritis siswa smp. jurnal pengajaran mipa, 20(2), 196– 203.https://doi.org/10.18269/jpmipa.v20i 2.585 zulaiha, h., & ibrahim, a. r. (2014). keterampilan proses sains di sma. palembang. retrieved from ejournal.unsri. ac.id/index.php/jurpenkim/article/view/22 28 indeks penulis abdul gofur 141 dini safitri 166 dora dayu rahma turista 95 endik deni nugroho 114 eti meirina brahmana 160 fitri wijarini 149 hadi suwono 183 i a raka astitiasih 160 ika yulianti siregar 183 herawati susilo 183 indah panca pujiastuti 133 laila rasidah h. 114 muhammad mifta fausan 133 nur anisa 114 ria mayasari 123 silfia ilma 149 tri asih wahyu hartati 166 vlorensius 114 yuswa istikomayanti 103 zulfadli 174 zuni mitasari 103 zuni mitasari 141 indeks kata penting b bahan organik, 96 bakteri indigen, 98 berpikir lancar, 184 berpikir luwes, 184 berpikir orisinil, 184 biochemical oxygen demand, 96 biodegradasi, 95 biodegradasi, 97 buku ajar, 167, 168, 169, 170, 171, 172, 166, 95, 97, 98, 100, 101 buku teks, 114, 115, 116, 117, 118, 119, 120, 121, 122, 166, 167, buku teks biologi, 124, 171 c chemical oxygen demand, 96 concrete experience, 104 contextual teaching and learning, 134 d dictyota patens, 160, 161, 162, 163, 164, 165, dissolve oxygen, 96 distractor, 181 drawing test, 105, 106, 107 e eksoenzim, 96 g grafik fry, 116,119, 121 h hasil fotosintesis, 99 hemoragi, 130 histopatologi, 123, 124, 125, 127, 128, 129, 130, 131 hybrid learning, 189, 190, 191, 192 i indigen, 95, 100 instrument tes, 175 isolat, 95 k kebiasaan berpikir, 184, 189 kemampuan sains, 183 keterampilan berpikir kreatif, 184, 185, 186, 187, 189, 192 keterampilan metakognitif, 184, 192, 183, 186, 187, 188, 189, 190 kompetensi pedagogic, 103, 104, 105, 107, 110, 111 konsorsium, 95 konsorsium bakteri, 97 kurikulum 2013, 115, 133, 134, 184, 186, 190 l limbah cair tahu, 123, 124, 125, 126, 127, 130 limbah domestik, 95 limbah industri, 95, 127, 129 limbah pertanian, 95 long term store, 139 long time memori, 111 m meaningful, 138 memerinci, 184 memory span, 121 miskonsepsi, 103, 104, 105, 107, 108, 109, 110, 111, 112 model 4-d, 180 mortalitas, 123, 124, 125, 126, 131 motivasi belajar 139, 167, 133, 134, 136, 137, 138 multimedia interaktif, 166, 167, 168, 169, 170, 171, 172 multiple choice, 178 n nitrifikasi, 100 number head together, 134 p pembelajaran analogi, 108 pembelajaran berinkuiri, 111 pembelajaran remedial, 110 pencemaran lingkungan, 95, 124, 130, 131 pendekatan saintifik, 103 r reciprocal teaching, 189 register sensory, 139 revisi taxonomi bloom, 176, 174 reward, 138 s short term store, 139 suspended solid, 96 t thallophyta, 161 think-pair-share-write, 185, 192, 183, 185, 187 think-talk-write, 190 total dissolved solid, 96 u uji toksisitas akut, 123, 124, 126 reviewer jpbi volume 3 nomor 2 naskah/artikel dalam penerbitan volume 3 nomor 2 ini telah direview oleh mitra bestari, sebagai berikut: dr. agus sutanto, m.si (universitas muhammdiyah metro) dr. ahmad muhlisin, s.pd., m.pd. (universitas tidar magelang) dr. akhmad sukri, m.pd. (ikip mataram) dr. anggi tias pratama, s.pd., m.pd. (universitas islam negeri sumatera utara) dr. baiq fatmawati, m.pd (universitas hamzanwadi) dr. didimus tanah boleng, m.kes (universitas mulawarman) dr. drh. cicilia novi primiani, m.pd. (universitas pgri madiun) dr. iin hindun, m.kes (universitas muhammadiyah malang) dr. lud waluyo, m.kes (universitas muhammadiyah malang) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dr. mia nurkanti, m.kes (universitas pasundan) dr. rr. eko susetyarini, m.si (universitas muhammadiyah malang) dr. saleh hidayat, m.si (universitas muhammadiyah palembang) dr. siti ramdiah, m.pd. (stkip pgri banjarmasin) dr. siti sriyati, m.si. (universitas pendidikan indonesia) dr. sri murni soenarno, m.si. (universitas indraprasta pgri jakarta) dr. suhirman, m.si (iain mataram) dr. widodo, m.pd. (uin sunan kalijaga yogyakarta) dr. yetty hastiania hasyim, m.si. (universitas muhammadiyah palembang) dr. yuni pantiwati, m.m., m.pd. (universitas muhammadiyah malang) murni ramli, s.p., m.si., ed.d. (universitas sebelas maret) redaksi menyampaikan terima kasih dan penghargaan yang sebesar-besarnya atas kesedian dan keikhlasan para reviewer untuk mereview naskah-naskah pada volume 3 nomor 2 ini. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 1 available at http://ejournal.umm.ac.id/index.php/jpbi judul artikel ditulis dalam bahasa indonesia; rata tengah; huruf kapital; cetak tebal; times new roman; 12 pt judul artikel ditulis dalam bahasa inggris; center; capitalize each word; bold and italic; times new roman; 11 pt penulis pertama1, penulis kedua2, penulis ketiga3, penulis keempat4 1afiliasi/institusi, alamat, kota, telp 2afiliasi/institusi, alamat, kota, telp 3afiliasi/institusi, alamat, kota, telp 4afiliasi/institusi, alamat, kota, telp e-mail korespondensi: alamatemail@fghi.com (jika afiliasi penulis sama, maka cukup ditulis satu saja) abstrak bagian ini akan menjelaskan panduan penulisan naskah artikel yang akan diterbitkan atau dipublikasikan di jurnal pendidikan biologi indonesia (jpbi). berbagai ketentuan atau rekomendasi terkait penulisan yang dapat diterima secara internasional disajikan dalam paparan ini. para penulis atau peneliti diharapkan menjadikan pedoman atau template ini dalam menulis format teks, tabel, referensi, dan metode. artikel yang dipublikasi pada jpbi ini akan ditampilkan dalam bentuk daring/online di laman http://ejournal.umm.ac.id/index.php/jpbi dan dalam bentuk cetak/hardcopy. naskah artikel ditulis dalam ms word file dan harus ditulis dengan mengikuti instruksi dalam template/panduan ini. semua naskah yang diterbitkan akan berformat portable document format (pdf). judul ditulis dalam dalam times new roman, dicetak tebal, dan 12 pt. judul ditulis pula dalam bahasa inggris, dicetak tebal dan italic/miring, dan 12 pt. nama dan afiliasi ditulis dalam times new roman. nama dicetak tebal, berukuran 12 pt, dan afiliasi diketik dengan huruf yang sama berukuran 12 pt. judul, nama penulis, dan instansi harus diketik di tengah. kata kunci: kata kunci, harus, berjumlah, maksimal, lima kata abstract abstrak ditulis dalam bahasa indonesia dan bahasa inggris, tidak boleh lebih dari 200 kata, dalam satu paragraf, dan tidak ada referensi. abstrak harus muncul pada bagian awal halaman pertama, setelah judul dan nama identitas penulis. abstrak harus ditulis dalam times new roman, dan berukuran 10 pt, dicetak italic atau miring. kata kunci dan keywords harus ditulis maksimal dalam lima kata dan berurutan berdasarkan alfabet. abstrak/abstact menyajikan secara singkat bagian latar belakang, tujuan, metode, dan hasil dari penelitian yang dipaparkan dalam bagian isi. penggunaan kalimat harus sesuai dengan ejaan yang disempurnakan. abstrak harus bersifat singkat, padat, dan jelas, namun menggambarkan apa yang disajikan dalam isi naskah. penggunaan bahasa inggris harus benar dan tepat, ditulis dengan penelaahan yang baik, telah diperiksa oleh ahli bahasa inggris, dan bukan semata menggunakan software penerjemah. abstrak dalam bahasa inggris sangat diperlukan sebagai upaya komunikasi internasional. oleh karena itu, penulis dimohon untuk cermat dalam menuliskannya. keywords: keyword, keyword, keyword, keyword, keyword pendahuluan jurnal pendidikan biologi indonesia (jpbi) menerima dan memuat naskah dalam bentuk hasil penelitian (artikel ilmiah) dalam bidang pendidikan biologi dan pemanfaatan hasil penelitian biologi dalam pembelajaran. secara lebih rinci, focus dan scope jpbi, yaitu 1) penelitian tentang pembelajaran biologi/ipa/sains (materi biologi di semua jenjang pendidikan), 2) penelitian murni biologi yang dikembangkan atau dikaji menjadi sumber, bahan, dan atau media pembelajaran biologi/sains/ipa (materi biologi di semua jenjang pendidikan dan aplikasi di masyarakat, 3) kurikulum pendidikan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 2 available at http://ejournal.umm.ac.id/index.php/jpbi biologi di semua jenjang pendidikan, 4) penelitian tindakan kelas/ptk dan lesson study, 5) penelitian kualitatif pendidikan biologi, 6) manajemen sekolah dan manajemen laboratorium biologi/ipa, 7) evaluasi pembelajaran biologi/ipa, 8) profesi guru dan isu/tren pendidikan biologi, dan 9) kajian lain selama dalam lingkup pendidikan biologi. penulis sangat diharapkan untuk mensubmit naskah secara hati-hati melalui sistem online journal system (ojs) jpbi dengan mengikuti petunjuk dalam pedoman penulisan naskah ini. bahasa yang digunakan dalam naskah adalah bahasa indonesia dan bahasa inggris. naskah hasil penelitian dibuat sebanyak 8-10 halaman (suntingan akhir) termasuk ilustrasi naskah (gambar dan tabel). penulis diharapkan mengecek kesalahan pengejaan dan penulisan (typo), dimohon mengikuti eyd untuk kalimat berbahasa indonesia, dan mengikuti tata bahasa inggris yang benar untuk penulisan dalam bahasa inggris. naskah harus secara jelas menguraikan tentang latar belakang, riset sebelumnya yang sudah dilakukan penulis, termasuk metode, hasil dan pembahasan, serta kesimpulan dan saran dan rujukan atau pustaka terkait. istilah teknis harus dijelaskan kecuali istilah yang sudah dipahami bersama oleh komunitas ilmiah. format naskah pengetikan naskah disusun dalam format yang seragam. penulis wajib menggunakan pedoman ini sebagai template penulisan naskah. template ini menggunakan kertas a4 dengan format pias/margin 2,5 cm kiri, kanan, atas, dan bawah. semua teks dalam paragraf harus berspasi 1.15, dengan jarak awal alinea menjorok pada jarak 7 mm. posisi dan style penulisan headings dan subheadings harus mengikuti template ini. satu baris kosong (10 pt) harus disediakan antara dua pergantian sub bab yang berurutan. dua baris kosong harus ditambahkan sebelum dan setelah abstrak. semua headings dan subheadings harus dicetak tebal dan dengan font times new roman. heading utama harus 12 pt dan subheadings harus 12 pt. antara heading dengan teks dipisahkan dengan satu baris kosong. isi naskah naskah ditulis lengkap dan disusun dengan urutan: judul, nama lengkap penulis (tanpa gelar), afiliasi dan alamat lengkap penulis, abstrak, abstract pendahuluan, metode, hasil dan pembahasan, penutup (berisi kesimpulan serta saran [bila diperlukan], ucapan terima kasih (bila diperlukan), dan daftar rujukan. judul judul menggambarkan isi pokok tulisan secara ringkas dan jelas (maksimum 20 kata untuk judul berbahasa indonesia dan berbahasa inggris), ditulis dalam bahasa indonesia dan bahasa inggris untuk naskah dalam bahasa indonesia, dan ditulis dalam bahasa inggris untuk naskah dalam bahasa inggris. nama dan alamat penulis nama penulis ditulis lengkap (tidak disingkat) dan tanpa gelar. nama insitusi/afiliasi penulis juga ditulis secara lengkap, termasuk alamat surat instansi dengan kode post serta dilengkapi nomor telepon/handphone serta alamat e-mail untuk korespondensi. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 3 available at http://ejournal.umm.ac.id/index.php/jpbi substansi naskah (1) pendahuluan bagian ini berisi tentang teori, hasil penelitian dan/atau berita-berita terkini yang menjadi latar belakang pentingnya penelitian dilakukan, merumuskan permasalahan yang dikaji, dan diakhiri dengan tujuan penelitian. bagian pendahuluan ini tidak perlu diberi identitas pendahuluan. (2) metode bagian ini mendeskripsikan secara singkat dan padat tentang metode penelitian yang digunakan termasuk spesifikasi bahan dan alat, pengambilan contoh (kualifikasi dan cacah), cara pengukuran, desain penelitian, tahapan cara kerja, parameter, dan analisis data. metode disajikan dalam bentuk paragraph dan dapat dilengkapi dengan tabel, gambar, atau bagan alur. (3) hasil dan pembahasan bagian ini menyajikan hasil yang diperoleh secara singkat dan dapat (sangat dianjurkan) didukung oleh ilustrasi berupa tabel, gambar, atau deskripsi kualitatif. pembahasan dibuat dengan menitikberatkan pada hubungan sebab-akibat, keterkaitan antara teori dan hasil, penelitian terdahulu yang mirip dan sejenis. penulis diharapkan berani untuk menilai kelebihan dan kekurangan hasil penelitian yang diperoleh dengan cara membandingkan hasil penelitian dengan hipotesis, teori, standar mutu yang telah ada, dan/atau hasil penelitian terdahulu yang sejenis atau mirip melalui pencantuman dan penggunaan pustaka acuan/rujukan primer dalam pembahasan. dampak dari penelitian yang dilakukan perlu juga diuraikan pada akhir pembahasan. penggunaan pustaka acuan/rujukan dalam pembahasan (begitu pula pada bagian pendahuluan dan metode) sedapat mungkin merupakan pustaka-pustaka maksimal terbitan 10 tahun terakhir. rujukan yang diutamakan adalah sumbersumber primer berupa laporan penelitian (termasuk skripsi, tesis, disertasi) atau artikel-artikel penelitian dalam jurnal dan/atau majalah ilmiah. perujukan dan pengutipan menggunakan teknik rujukan berkurung (nama, tahun). bagian hasil dan pembahasan sangat dianjurkan menggunakan ilustrasi yang berguna untuk memberikan informasi yang lebih efektif dalam menjelaskan hubungan antarpeubah. ilustrasi dapat berupa gambar (grafik, diagram alir, bagan, foto atau peta) dan tabel yang merupakan bagian dari naskah serta dapat berdiri sendiri sehingga harus diberi keterangan yang jelas. setiap ilustrasi yang dibuat harus merujuk dalam naskah utamanya. gambar harus mencantumkan garis pinggir atau bingkai. ilustrasi harus disertakan dalam teks naskah; tidak terpisah dari naskah; dan tidak berada di akhir naskah. gambar harus jelas dan boleh berwarna. letakkan gambar dan tabel dalam teks sedekat mungkin dengan paragraph penjelasannya. ukuran gambar harus memperhatikan unsur keterbacaan, kewajaran, dan estetika (proporsional). gambar dilengkapi dengan keterangan judul atau caption, font 9 pt, dan menyebutkan sumber gambar. gambar 1. contoh judul ilustrasi berupa gambar jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 4 available at http://ejournal.umm.ac.id/index.php/jpbi (sumber: contohku, 201x) gambar harus tampak di dalam naskah pada margin yang sudah ditentukan, dan dapat juga melebar pada dua kolom. gambar yang melebar pada dua kolom harus diletakkan pada awal atau akhir halaman. disarankan untuk meletakkan gambar dalam text box. gambar harus dinomori dengan urut, diletakkan di tengah (centered), dan harus ada penjelasan gambar. gambar dengan penjelasan satu baris diposisikan di tengah (centered), sementara penjelasan lebih dari satu baris harus diletakkan justified. font yang dipergunakan berukuran 9 pt. sementara itu, tabel juga harus memperhatikan unsur keterbacaan, kewajaran, dan estetika. tabel dibuat dengan font 9 pt spasi tunggal. tabel dilengkapi dengan kerengan judul atau caption, font 9 pt, dan menyebutkan sumber tabel pada bagian bawah dan diletakkan dalam kurung. tabel harus tampak pada margin yang sudah ditentukan, atau dapat pula melintangi dua kolom dengan panjang maksimum 17 cm. tabel yang dibuat dalam dua kolom, diletakkan pada bagian awal atau akhir dengan margin yang sudah ditentukan. tabel harus dinomori dengan tepat, judul tabel dan tabelnya diposisikan di tengah, dan harus ada penamaan tabel di sampingnya. silakan merujuk pada the apa manual. ukuran huruf adalah 9-point. tidak dicetak tebal atau ditulis miring. tabel 1. contoh judul atau caption tabel skor keterangan a sangat baik b baik c cukup d kurang (sumber: contohnya, 2016) untuk memudahkan pembacaan tabel maka garis horizontal dapat ditambahkan sebagai pemisah konten. penjelasan/judul tabel yang terdiri dari satu baris, harus diposisikan di tengah, dan jika lebih dari satu baris, harus dibuat justified. semua persamaan/rumus harus ditampilkan dalam baris yang terpisah dari teks, dan diberi jarak spasi kosong pada bagian atas dan bawah yang memisahkannya dari teks. rumus harus jelas dan diuraikan pada bagian teks. rumus harus diberi nomor pada bagian kanan dari setiap persamaan. (1) (1) (2) (2) (3) (4) penutup bagian ini berisi kesimpulan serta saran (bila diperlukan). kesimpulan menggambarkan atau memberi jawaban atas permasalahan atau tujuan penelitian, dan bukan sebagai rangkuman hasil penelitian. kesimpulan dibuat singkat, jelas, bersifat kualitatif dan umum, dan ditulis dalam paragraf. sementara itu saran berisi rekomendasi kepada peneliti lain atau berbagai pihak terkait hasil penelitiannya, tentang hal-hal yang perlu dikerjakan pada penelitian selanjutnya, kelemahan atau kekurangan penelitian yang telah dikerjakan dan yang perlu dilengkapi atau disempurnakan pada tahap penelitian selanjutnya. (5) ucapan terimaksih bila diperlukan, penulis dapat memberikan ucapan terima kasih yang disampaikan dalam bentuk singkat, ditujukan kepada sponsor riset, lembaga tertentu, atau pihak-pihak yang benar-benar berperan penting dalam penelitian, yang jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 5 available at http://ejournal.umm.ac.id/index.php/jpbi tidak bisa disebutkan dalam bagian isi oleh penulis. (6) daftar rujukan rujukan atau referensi dan sitasi harus mengikuti the apa publication manual (6th edition). rujukan ditulis dalam huruf times new roman berukuran 12-point, justified, dengan spasi tunggal dan jarak menjorok indent 0,5 cm. rujukan dari sumber online, juga harus mengacu pada the apa publication manual (6th edition). penulis harus menggunakan sumber online yang valid, bukan blog, dan hanya jurnal dan situs lembaga resmi/pemerintahan. semua referensi yang dijadikan sitasi atau perujukan di dalam naskah, harus tulis secara memadai di daftar rujukan. utamakan penggunaan rujukan dari jurnal/majalah ilmiah (60%), dan sisanya (40%) rujukan lain terutama sumbersumber primer berupa laporan penelitian (termasuk skripsi, tesis, disertasi) dan buku. penulis diwajibkan melakukan sitasi atau perujukan terhadap artikel yang telah dipublikasikan di jpbi, yang digunakan dalam artikelnya dan disesuaikan dengan tema, minimal 2 sitasi. contoh penulisan referensi adalah sebagai berikut. (1) buku dengan 1 penulis krebs, c. j. (2009). ecology the experimental analysis of distribution and abundance. usa: benjamin cummings, pearson. cara perujukan/sitasi: .............. (krebs, 2009). ; krebs (2009) .............. (2) buku dengan dua penulis arsyad, s., & rustiadi, e. (2008). penyelamatan tanah, air dan lingkungan. bogor, indonesia: crestpent press dan yayasan obor indonesia. cara perujukan/sitasi: .............. (arsyad & rustiadi, 2008). ; arsyad & rustiadi (2008) .............. (3) buku dengan tiga penulis atau lebih husamah, pantiwati, y., restian, a., & sumarsono, p. (2016). belajar dan pembelajaran. malang, indonesia: umm press. cara perujukan/sitasi: .............. (husamah et al., 2016). ; husamah et al., (2016) .............. (4) buku dengan editor mcrae, m. w. (ed.). (1993). the literature of science: perspectives on popular science writing. athens, greece: university of georgia press. bonk, c. j., & graham, c. r. (eds.). 2005. handbook of blended learning: global perspectives, local designs. san francisco, usa: pfeiffer. (5) artikel dalam buku kumpulan artikel: graham, c. r. (2005). blended learning system: definition, current trends and future direction. in: bonk, c.j., graham, c.r. (eds.) handbook of blended learning: global perspectives, local designs, pp.3-21. san francisco: pfeiffer. (6) jurnal dengan satu penulis husamah. (2015). blended project based learning: metacognitive awareness of biology education new students. journal of education and learning, 9(4), 274-281. (7) jurnal dengan dua penulis jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 6 available at http://ejournal.umm.ac.id/index.php/jpbi husamah, & pantiwati, y. (2014). cooperative learning stad-pjbl: motivation, thinking skills, and learning outcomes in biology students. international journal of education learning & development (ijeld), 2(1), 77-94. (8) jurnal dengan penulis lebih dari dua hudha, a. m., amin, m., sutiman, b. s., & akbar, s. (2016). telaah model-model pembelajaran dan sintaksnya sebagai upaya pengembangan model pembelajaran ‘oidde’. jurnal pendidikan biologi indonesia, 2(2), 18. (9) jurnal online setyawan, d. (2015). kajian etnozoologi masyarakat desa hadiwaarno kabupaten pacitan dalam konservasi penyu sebagai bahan penyusunan booklet penyuluhan masyarakat. jurnal pendidikan biologi indonesia, 1(3), 283-297. retrieved from http://ejournal.umm.ac.id/index.php/ jpbi/. (10) abstract jurnal husamah. (2015). thinking skills for environmental sustainability perspective of new students of biology education department through blended project based learning model [abstract]. jurnal pendidikan ipa indonesia, 4(2), 110-119. (11) rujukan dari lembaga dan badan resmi badan standar nasional pendidikan. (2010). paradigma pendidikan nasional abad xxi. jakarta: badan standar nasional pendidikan. (12) skripsi, tesis, dan disertasi pantiwati, y. (2010). pengaruh jenis asesmen biologi dalam pembelajaran kooperatif tps (think pair share) terhadap kemampuan kognitif, berpikir kritis, berpikir kreatif, dan kesadaran metakognitif siswa sma di kota malang (disertasi tidak dipublikasikan). program pascasarjana um, malang. (13) prosiding dan naskah seminar latifa, r. (2013, januari). peningkatan prestasi dan motivasi belajar biologi siswa kelas viii di smp muhammadiyah 08 kab. malang dengan penggunaan media pembelajaran audiovisual. makalah dipresentasikan pada seminar nasional pendidikan pps universitas negeri surabaya, surabaya jawa timur. (14) referensi dari majalah nizam. (2010, juni). menjadi universitas unggulan: perguruan tinggi sebagai mata air bagi lingkungannya. majalah kampus, 5(1), 22-24. (15) referensi dari koran (newspaper) hudha, a. m. (2015, 24 april). budaya, jantungnya sekolah berkualitas. harian bhirawa, pp. 3. kepada yth. redaksi jurnal pendidikan biologi indonesia (jpbi) kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com formulir berlangganan nama (instansi/perorangan) : ………………………………………………………… ………………………………………………………… ………………………………………………………… alamat (kantor/rumah) : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… kode pos: …………………………………………….. telp/hp : …………………………………………….. harap dicatat sebagai pelanggan jpbi mulai nomor ……………………………………. sampai nomor ……………………………………………………………………………. harga langganan untuk 1 eksemplar terbitan adalah rp. 100.000 atau rp. 300.000 untuk satu volume (3 kali terbit). uang langganan sebesar rp. ………………………… (…………………………………………………………………………………………..) akan/telah kami transfer ke rekening bni 46 cabang pembantu universitas muhammadiyah malang, nomor rekening: 0428151603, atas nama: diani fatmawati*). ……………………..,…………...20 pelanggan, (…………………………………….) *) scan bukti pembayaran/transfer harap diemailkan ke journal.biologyeducation@gmail.com jurnal pendidikan biologi indonesia (jpbi) telah terindeks dan terdaftar pada: 1. doaj (directory of open acces journals) 2. ipi (indonesian publication index) 3. crossref 4. google scholar 5. sinta (science and technology index) 6. moraref 7. general impact factor 8. base 9. academic research index 10. academic keys 11. scientific index 12. indonesia onesearch http://generalimpactfactor.com/jdetails.php?jname=jurnal%20pendidikan%20biologi%20indonesia http://generalimpactfactor.com/jdetails.php?jname=jurnal%20pendidikan%20biologi%20indonesia https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs+url%3ajpbi&refid=dclink https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs+url%3ajpbi&refid=dclink https://doaj.org/toc/2527-6204?source={"query":{"filtered":{"filter":{"bool":{"must":[{"term":{"index.issn.exact":"2527-6204"}},{"term":{"_type":"article"}}]}},"query":{"match_all":{}}}},"from":0,"size":100} http://id.portalgaruda.org/?ref=browse&mod=viewjournal&journal=7984 http://search.crossref.org/?q=jurnal+pendidikan+biologi+indonesia&page=2 https://scholar.google.co.id/citations?user=gdhwbquaaaaj&hl=en http://sinta1.ristekdikti.go.id/?ref=journal&mod=profile&journal=7984 http://moraref.or.id/browse/index/805 http://generalimpactfactor.com/jdetails.php?jname=jurnal pendidikan biologi indonesia https://www.base-search.net/search/results?lookfor=dccoll:ftunivmmalangojs+url:jpbi&refid=dclink http://journalseeker.researchbib.com/view/issn/2527-6204 https://socialsciences.academickeys.com/jour_main.php http://www.sindexs.org/journallist.aspx?id=3510 http://onesearch.id/search/results?lookfor=jurnal+pendidikan+biologi+indonesia+jpbi&type=allfields&page=3 editorial office: department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3 rd campus, 1 st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2527-6204 (online) issn: 2442-3750 (print) http://u.lipi.go.id/1422867894 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no.2 july 2022, pp. 187-193 10.22219/jpbi.v8i2.18093 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 187 research article instructıonal resources for teachıng bıology ın secondary schools ın moro, kwara state-nigeria florence omosholape abidoye a,1,*, maroof zanab aliyu a,2, aduke rihanat ahmed a,3, ogunlowo simeon oluwole a,4, a department of science education, faculty of education, university of ilorin, ilorin, kwara state, nigeria 1 abidoye.fo@unilorin.edu.ng*; 3 maroofzainab33@gmail.com; 3ahemed.ar@unilorin.edu.ng; 4uillibrary@unilorin.edu.ng * corresponding author introduction biology has been known as the study of life which is learnt specifically from secondary school (michael, 2012; mnguni, 2015; sanders & jenkins, 2018) and even higher level education (berger, 2005). by studying biology, students learn more about themselves and the world they live in (national research council, 2009; steigerwald, 2019). there are several branches of science that prove valuable to the society of man, biology set itself apart as it focuses on life and all that relates to it. often regarded as the study of living things, including plants and animals, it is a fascinating study that ranges from microscopic-cellular molecules to the biosphere (kalluri et al., 2014; ma’ayan, 2011; stencel & proszewska, 2018), encompassing the earth’s surface and its living organisms (punnonen et al., 1995). the great prestige accorded to biology is manifest in the fact that it is introduced to students at senior secondary school level as a preparatory ground for human development, where career abilities are groomed a r t i c l e i n f o a b s t r a c t article history received: 16 september 2021 revised: 22 february 2022 accepted: 30 july 2022 published: 31 july 2022 instructional resources play an important role in conducting high quality education. this research assessed the availability and utilization of instructional resources in moro local government area (lga) of kwara state, nigeria. descriptive survey research was adopted for the study. a total of sixty (60) biology teachers were randomly sampled from eighteen (18) schools in moro local government area kwara state. three research questions and two hypotheses guided this study. questionnaire was used as an instrument for data collection and the data was analysed using simple percentage, anova and t-test. the results of the study revealed that instructional resources for teaching biology were not available in most senior secondary schools in moro lga of kwara state. as high as 51% biology teachers’ ultilized available instructional resources. teachers’ academic qualification significantly influences their use of instructional resources for teaching biology and there was no significant influence of school type in the use of instructional resources in teaching biology. recommendations made were that the government should provide more equipment for the schools for effective teaching and learning biology, teachers should be encouraged to use biology laboratory equipment, and in-service teachers training should be encouraged to improve their qualification. copyright © 2022, abidoye et al this is an open access article under the cc–by-sa license keywords biology instructional resources biology teaching nigeria secondary school how to cite: abidoye, f. o., aliyu, m. z., ahmed, a. r., & oluwole, o. s. (2022). instructıonal resources for teachıng bıology ın secondary schools ın moro, kwara state-nigeria. jpbi (jurnal pendidikan biologi indonesia), 8(2), 187-193. https://doi.org/10.22219/jpbi.v8i2.18093 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.18093 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.18093 http://creativecommons.org/licenses/by-sa/4.0/ jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 187-193 188 abidoye et al (instructıonal resources for teachıng biology …) (hinneh, 2017), potentials and talents discovered and energized. the objectives of biology learning in nigeria are: the inculcation of the right type of values and attitudes for the survival of the individual society, the training of the mind in building valuable concepts generalization and the world around us, the acquisition of appropriate skills, abilities and competency both mental and physical, equipping the individual to live in the society, the acquisition of a relevant and balanced knowledge of facts about local and world phenomenon. to achieve these objectives, an effective teaching of biology is compulsory. the teaching and learning of all science subjects, particularly in biology, require a lot of instructional resources. instructional resources are channels of communication through which messages, information, ideas and knowledge are conveyed or disseminated to learners (estai & bunt, 2016; prachagool & nuangchalerm, 2019). biology deals with certain concepts which may seem abstract to students (etobro & fabinu, 2017; tekkaya et al., 2001). the use of instructional resources to teach biology has been found to be a reliable result for concreteness in the subject matter. instructional materials include all the tools that biology teachers can use to make the students’ learning experience more interesting and memorable. according to (farinella, 2018; tribull, 2017), availability and adequacy of instructional resources contribute in improving pupils’ participation as it exposes learners to the real world of learning as well as building understanding and retention because when things are seen, they are more remembered than when they are simply heard. rani et al. (2020) opined that the use of instructional resources that are related to the basic content of a lesson helps learners to understand a particular lesson. the use of various instructional resources makes the learning process more effective because it builds greater understanding, reinforcement and retention of the subject matter (aisyah et al., 2017; dwianto et al., 2017). instructional resource is a very important concept in education and has gained a lot of attention in teacher education. instructional resource is powerful media to enhance learning and make it more interesting, interactive, and exciting to all categories of learners with the aim of achieving instructional objectives or outcomes. furthermore, instructional resource assist teachers to transmit knowledge in an impressive way making learning more effective as they help learners in greater acquisition of knowledge. it encourages participation, especially if students are allowed to manipulate materials used. hands-on instructional materials show, rather than tell, which increase information retention (kos et al., 2021). schools should base instructional resource on fundamental scientific concepts and principles, which help to align students understanding with current knowledge and teach them to monitor and control their own thoughts, to facilitate learning. the pupils taught with various instructional resources have excellent achievement as compared with those taught without various instructional materials. hence, it is clear that any effort to enhance effective teaching and learning of biology will encompass the availability and use of instructional materials. notwithstanding that the availability of instructional resources is urgent (olayinka, 2016), however, several previous research findings revealed that reported that most instructional resource for teaching science were neither available nor utilized for teaching-learning process in nigeria (aina & ayodele, 2018). the implication of these conflicting reports calls for more research efforts in this direction. it is in the light of the above that the researcher seeks to find out the level of the availability and utilization of instructional resource for teaching biology in senior secondary schools in moro lga, kwara state. the purpose of this study is to explore the level of availability and utilization of instructional resources for teaching biology in senior secondary schools in moro lga., kwara state. to be more detail, this research provides the information about three points: 1) the availability of instructional resources available for teaching biology in the senior secondary schools; 2) the influence of teachers’ academic qualification on handling the instructional resources in teaching biology; 3) the influence of school type on the use of instructional resource in teaching biology. method this study has been carried out in senior secondary school in moro lga, kwara state, nigeria. the population comprised of biology teachers in all secondary schools located in moro lga, kwara state, nigeria. the studies were carried out in 18 secondary schools in moro, kwara state. as many as 60 biology teachers were involved in the study. this research type adopted descriptive survey method to gather relevant information. the variables tested in the study were: instructional resources, academic qualification, school type of biology teachers. the instruments used for data collection was the availability and utilization of instructional resources (auir). jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 187-193 189 abidoye et al (instructıonal resources for teachıng biology …) the procedure for data collection was school visit. the researchers visited each of the selected schools that were involved in the study. the researchers sought permission from the school principal or administrator with letter of introduction from the researchers’ head of department of science education university of ilorin. the researchers explained to the respondents (teachers) which then the researchers administered the questionnaire to the teachers and collected them back immediately after being completed. the data analysis technique involved was descriptive in term of percentage and inferential statistics which were anova and t-test. results and discussion table 1 shows the percentage of instructional resources available for teaching biology in senior secondary schools. it can be obviously seen that the percentage of unavailable equipment is higher (53.8%) than the available equipment (46.2%). moreover, a clear interesting data is the availability of biology laboratory in which the gap is quite significant. more than 70% teacher stated that biology laboratory was unavailable in their schools. yet, this facility is the most crucial one in biology learning. yet, mukhwana (2016) found that biology laboratory is a crucial physical resource which should be available. to be more detail, it should meet the requirements of functional, have adequate space, well-maintained by laboratory technicians and comprised of equitable resources which are distributed. thus, it will be an effective teaching-learning resource. the availability of biology equipment will not only enhance the teaching of biology, but will help the students to acquire the much talked about process skill in biology. this study reveals that biology teachers indicated unavailability of stated biology laboratory equipment in senior secondary schools in moro local government of kwara state. this may be due to the fact that the selected biology laboratory equipment are not available in many senior secondary schools in moro, kwara state. it is noted that, in fact, science teaching in nigeria lays more emphasis on content and the use of ‘chalk and talk’ method neglecting practical activities and not embracing technological advancements. table 1. the percentages of teachers’ response about the availability of biology equipment s/n instructional materials available (%) not availabe (%) 1 biology laboratory 28.6 71.4 2 charts 57.1 42.9 3 beakers 85.7 14.3 4 burners 28.6 71.4 5 gas cylinders 42.9 57.1 6 biology textbook 37.6 62.4 7 microscopes 14.3 85.7 8 dissecting boards 42.9 57.1 9 hand lens 36.2 63.8 10 human skeleton 37.4 62.9 11 mammalian bones 28.6 71.4 12 jars 51.9 48.2 13 volumetric flasks 53.3 46.6 14 conical flasks 67.1 32.9 15 stop watch 55.7 44.3 16 micrometer 71.4 28.6 17 test tubes 62.9 37.1 18 litmus paper 85.7 14.3 19 watch glass 35.3 64.7 20 mortar and pestle 52.8 47.2 21 paraffin wax 76.1 23.9 22 pipettes 64.6 35.4 23 fishes 28.6 71.4 24 toads 71.4 28.6 26 lizards 81.5 18.5 27 rabbits 44.5 55.5 28 snakes 86.7 13.3 29 grasshopper 46.7 53.3 30 crustaceans 88.9 11.1 31 millipedes 7.4 97.6 32 earthworms 59.3 40.7 33 centipedes 6.7 93.33 34 cockroaches 37.0 63.0 35 sulphuric acid 88.9 11.1 36 hydrochloric acid 46.7 53.3 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 187-193 190 abidoye et al (instructıonal resources for teachıng biology …) s/n instructional materials available (%) not availabe (%) 37 other acids` 81.5 18.5 38 other bases 47.4 52.6 39 formaldehyde 51.9 48.1 40 calcium carbonate 29.6 70.4 41 sodium chloride 48.2 51.8 42 ammonium solution 44.5 55.6 43 ferric chloride 51.9 48.1 44 ferrous sulphate 70.34 29.6 45 dyes 48.1 51.9 46 vinegars 44.4 55.6 47 citrates 29.7 70.3 48 phenolphthalein 37.0 63.0 49 fehling solution 45.9 54.7 50 benedict solution 45.9 54.1 51 iodine solution 2 8.1 91.9 52 methylated water 37.7 78.3 53 nose mask 45.2 54.8 54 disposable hand gloves 37.0 63.0 55 insect nets 11.9 88.1 average % 46.2 53.8 table 2 shows biology teachers’ academic qualification. out of 60 teachers, 12(20%) of respondents were nce holders, 8(13.33%), were b.sc. holder, 22 (36.67%) holds b.sc. (ed), 3(5.0) of respondents were ond holders, 2(3.33%) of respondents were hnd holders, 3(5.0) of respondents were m. sc. holders, 2(.33%) of respondents were b.sc. (pgde) holders, 2(3.33%) of respondents were m. sc. (pgde) holders, 3(5.00%) of respondents were m. ed. holders, and 3(5.00%) of respondents had other qualifications. the result implies that majority of respondents used for this study hold b.sc. (ed.) specialized in biology education. this fact can be explained that the better the teachers’ academic qualification the wider the knowledge they got about instructional resources. this can be assumed that the teachers with higher competencies will also possess better skill in handling resources to improve their teaching method in their class. along with those good knowledge and skill, the more various resources they employ in their teaching sessions. as have been revealed by many previous researchers that there are various teaching strategies (çimer, 2012; erinosho, 2013), methods (jeronen et al., 2016), models (husamah, 2015; triani et al., 2018), and resources (jennings, 2011) can improve students’ skills (haave, 2017). table 2. distribution of respondents by academic qualifications qualification frequency percentage (%) nce 12 20 b.sc. 8 13.33 b.sc. (ed.) 22 36.67 ond 3 5 hnd 2 3.33 m. sc. 3 5 b. sc. (pgde) 2 3.33 m. sc. (pgde) 2 3.33 m.ed. 3 5 others 3 5 total 60 100 table 3 shows the respondent distribution based on school type in terms of private and public school. it is clear that the teachers who were teaching in private schools (53.3%) were higher compared to those who were employed in public schools (43.3%). table 3. the respondents’ distribution based on school types school type frequency percentage % public 26 43.3 private 34 53.3 total 60 100 teachers’ academic qualification is very important in determining learning output. table 4 depicts the analysis results of anova. based on the table, it can be inferred that teachers’ academic qualification jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 187-193 191 abidoye et al (instructıonal resources for teachıng biology …) significantly influence their use of instructional resources in teaching biology [f(2,17) = 7.61, p<0.05)]. çimer (2012) reported that one of the factors makes biology presumed to be difficult, based on students’ point of view, is teachers’ teaching style. it seems that the more competent the teachers, the more interesting the teaching style they use. as the consequences, it will minimize the boredom which possibly emerge in the class. table 4. the summary of anova test results of the influence of teachers’ academic qualification on the use of instructional resources in teaching biology source of variable df ss mean square cal f-value cri f-value decision between 2 467 233 7.61 3.00 rejected within 17 6.483 381 *significant p< .05 table 5 shows the result if t-test to prove the influence of school type on the use of instructional resource in teaching biology. it is clear that the is no significant influence of school type on the use of biology instructional resources (t(28) = 0.65, p>0.05)]. even though no significant effect of school type, but, based on table 5, it can also be seen that the mean value of private school is slightly higher (45.95) compared to public schools. this can be assumed that it is widely known that private schools tend to conduct their school management independently, including financial and resources matters. moreover, private school needs to emphasize their advantages to compete with public schools. consequently, they will probably provide better facilities to attract students. this, somehow, appears to be a solution to improve learning quality particularly in biology subject (mukhwana, 2016). table 5. the t-test analysis results of teachers’ ability in using instructional resources based on school type school type n mean s.d df cal. value table value public 26 44.27 6.44 28 0.65 2.05 private 34 45.95 7.46 conclusion based on the previous discussions, it can be concluded three points of this research i.e., 1) instructional resources for teaching biology are not available in most of the senior secondary school in moro local government as more that 50% (i.e., 53%) of biology teachers indicated the unavailability of selected biology laboratory facilities in senior secondary schools in ilorin, kwara state; 2) teachers’ academic qualifications have influence on the use of instructional resources for teaching biology; 3) there is no significant influence of school type in the use of instructional resources in teaching biology. therefore, the recommendations generated from this study are: 1) the moro local government should provide more equipment for the schools for effective teaching and learning of biology; 2) unqualified biology teachers should be encouraged to attend seminars to improve themselves academically; 3) both public and private school teachers biology teachers should be sensitized on the importance of the use of instructional resources in teaching biology. references aina, j. k., & ayodele, m. o. 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(2017). sequential science: a guide to communication through comics. annals of the entomological of america, 110(5), 457–466. https://doi.org/10.1093/aesa/sax046 https://doi.org/10.4324/9781315110158-11 https://doi.org/10.2307/j.ctvk8w1cn.11 https://doi.org/10.1007/s10699-017-9543-x https://doi.org/10.1007/s10699-017-9543-x http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1048-published.pdf http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1048-published.pdf https://doi.org/10.21831/jipi.v4i2.21826 https://doi.org/10.1093/aesa/sax046 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 1. march 2022, pp. 40-50 10.22219/jpbi.v8i1.18989 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 40 research article scientific literacy refinement at islamic junior high schools using socio-science spirituality learning model resty rahmatika a,b,1,, muhamad amin a,2, mimien henie irawati al-muhdhar a,3,*, hadi suwono a,4 a department of biology, faculty of mathematics and sciences, universitas negeri malang, jl. semarang 5 malang, east java 65145, indonesia b department of madrasah ibtidaiyah teacher education, faculty of tarbiyah and teacher training, institut agama islam al-khoziny, jl. kh hamdani sidoarjo, east java 61252, indonesia 1 restyrahmatika66@gmail.com; 2 mohamad.amin.fmipa@um.ac.id; 3 mimien_henie@yahoo.co.id*, 4 hadi.suwono.fmipa@um.ac.id * corresponding author introduction scientific literacy is one of the most important skills for students to understand and possess. this has implications in several countries where scientific literacy is the primary educational (dragoş & mih, 2015; gen, 2015). scientific literacy is key to academic success in a 15-year-old child. fives, et al., (2014) defines scientific literacy as the ability to fully involve oneself in a process associated with everyday life. scientific literacy aims to develop skills and creativity based on relevant scientific knowledge and scientific evidence for decision making and problem-solving (oecd, 2018). it consists of three scientific domains, namely scientific knowledge, scientific competencies, and scientific context (oecd, 2018). scientific domains in scientific literacy that must be mastered by students at the junior a r t i c l e i n f o a b s t r a c t article history received: 27 august 2021 revised: 04 march 2022 accepted: 15 march 2022 published: 26 march 2022 learners need to possess scientific literacy in order to be able to analyze and explain scientific concepts and solve daily life problems. the current study aimed to analyze the potential of the socio-science spirituality learning model to improve the scientific literacy of students at the junior high school level. the sample of this research contained eight-grade students from an islamic based school in surabaya. a quasiexperimental design was used in this study involving the socio-science spirituality class as the experimental group and the conventional class as the control group. data were collected using multiple choice tests where the questions were developed based on 37 scientific literacy indicators. the data were analyzed using ancova. the results showed that the application of the learning model influenced students’ scientific literacy, where the socio-science spirituality group increased their scientific literacy 28.37% higher than the conventional group. in short, the socio-science spirituality learning model has a higher potential to increase students’ scientific literacy, so that it can be used as a new reference to empower students’ scientific literacy. copyright © 2022, rahmatika et al this is an open access article under the cc–by-sa license keywords socio-science spirituality scientific literacy socio-scientific issues spiritual values how to cite: rahmatika, r., amin, m., al-muhdhar, m. h. i., & suwono, h. (2021). scientific literacy refinement at islamic junior high schools using socio-science spirituality learning model. jpbi (jurnal pendidikan biologi indonesia), 8(1), 40-50. https://doi.org/10.22219/jpbi.v8i1.18989 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.18989 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:mimien_henie@yahoo.co.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.18989 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 40-50 41 rahmatika et al (scientific literacy refinement …) high school level through science learning. since the entire science material has the potential to stimulate aspects of scientific literacy (situmorang, 2016), it is hoped that learners can better understand and refine scientific literacy skills through science learning (fitzgerald & smith, 2016). armed with scientific literacy skills, learners will eventually develop the ability to understand science and use the skills to solve life problems and make decisions (jgunkola & ogunkola, 2013; tang, 2015). in addition, scientific literacy also helps students face various global challenges in the future (meldawati, 2017). students in junior high school must understand and master scientific literacy skills through science learning. it is well established that students are anticipated to get a better understanding of scientific literacy and develop the skills as a result of science learning, as the entire science curriculum has the potential to bring up components of scientific literacy. scientific literacy is critical in twenty-first-century education, because students need to apply the skills in everyday life. scientific literacy is the determinant of the success of student learning (jufrida et al., 2019; pratiwi et al., 2019). in indonesia, scientific literacy is manifested through the implementation of the 2013 curriculum that promotes aspects of scientific inquiry in the learning process (lederman et al., 2014; utami et al., 2016). therefore, scientific literacy is integrated into educational curricula to prepare a globally competitive workforce. in 2015, pisa ranked indonesia 62 out of 70 countries for scientific literacy with an average score below the pisa standard (oecd, 2016). then, in 2018, indonesia was in the 73rd position out of 79 participating countries (score 396) in the field of science (oecd, 2019). this shows that learners in indonesia have very poor scientific literacy. ni'mah (2019) underlines the need for research on the application of science literacy learning in junior high schools to provide an overview of the development of students’ scientific literacy in indonesia. preliminary studies conducted at two junior high schools in surabaya in 2019 suggest that only less than fifty percent (31.97%) of the students were able to perform scientific literacy skills. other merta et al., (2020); zhasda et al., (2018) also report that students at the junior high school level have underdeveloped scientific literacy. junior high school teachers admit that poor learning patterns may result in students’ poor scientific literacy skills because students are rarely given the opportunity to practice solving science problems in real life contexts. past studies also suggest that instructional strategies contribute to students’ lack of scientific literacy. conventional learning that is frequently applied in the classroom cannot actively involve students in the learning process (lin et al., 2012; putra et al., 2016). in fact, learners are not accustomed to responding to scientific literacy questions (hasana et al., 2017; rohayati et al., 2016; siagian et al., 2017). this illustrates that students’ scientific literacy has not been enhanced properly to identify, analyze and solve problems as well as to make decisions (dewi et al., 2020; fatimahsyam et al., 2018; jufrida et al., 2019). therefore, it is necessary to conduct learning that can empower learners to obtain adequate scientific literacy (aiman et al., 2020; aprido et al., 2020; prasasti & listiani, 2019; siagian et al., 2017). in line with the needs of scientific literacy development, it is imperative to apply effective learning strategies in the classroom (chelvan et al., 2019). instructional strategies have an effect on students’ scientific literacy (aiman et al., 2020). problem-based learning (risa, 2016) and inquiry-based learning (aiman et al., 2020) using scientific issues can promote scientific literacy. inquiry-oriented learning is constructivist-based learning that engage students in investigative activities. each basic competence in the science curriculum contains aspects of scientific literacy which can only be achieved through the application of constructivist-based learning models and student active involvement in demonstrations and experiments (situmorang, 2016). based on the preliminary findings, a new learning model, the socio-science spirituality (3s) learning model, was developed. it is based on the principles of science education’s primary objectives, which include acquiring knowledge, conducting scientific investigations in a systematic manner, and comprehending the application of science and technology in life. socio-science spirituality is a constructivist-based learning model that is designed to enhance students’ scientific literacy. constructivist-based learning models are known to develop students’ ability to analyze scientific phenomena by utilizing environment as a learning resource (jufrida et al., 2019). socio-science spirituality learning is distinct from other forms of education in that it involves scientific discussions about a variety of socio-science issues or scientific subjects and culminates in the presentation of a fatwa study by the indonesian ulema council (mui) that contains the spiritual value of science that assists in the resolution of current socio-scientific issues. thus, in addition to enhancing students’ scientific literacy, socio-science spirituality learning fosters the growth of students’ critical thinking skills, which are necessary for resolving a variety of meaningful, relevant, and contextual problems. in line with the growing issues, the mui fatwa is present as decisions given by ulama about the muslims’ problems based on al-qur'an, hadith, ijma', qiyas, and other reputable propositions (imaduddin & khafidin, 2018). therefore, scientific literacy allows for the development of thinking ability to solve meaningful, relevant and contextual problems. the socio-science spirituality (3s) syntax comprises: (1) familiarizing oneself with social issues evolving in society (issues orienting); (2) conducting investigations to explore social issues or contextual phenomena jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 40-50 42 rahmatika et al (scientific literacy refinement …) (investigating); (3) presenting the results of group discussions, generalization, information justification and conclusions (sharing); (4) drawing conclusions by making associations between the material being studied with spiritual values (evaluating) and (5) practicing self-reflection on the overall process of learning (reflecting). the learning stages in socio-science spirituality reflect the concepts of constructivism by involving learners in constructing knowledge from natural phenomena that exist around them. the detailed explanation of each socio-science spirituality (3s) syntax is presented in the following sections. first, issues orienting enables students to familiarize themselves with scientific issues. klosterman & sadler (2015) state that instructions that involves socio-scientific issues can bring a positive impact on scientific understanding. second, investigating requires learners to explore data in the form of literature review, observations on phenomena evolving in society, or scientific data mining through a practicum. explorationbased learning that is applied through question and answer (q and a) sessions to extract students’ ideas can increase scientific literacy (hastuti et al., 2019; ødegaard, 2018). third, sharing has the potential to enhance scientific literacy because learners communicate and discuss ideas with each other to solve problems and make decisions together (zeidler et al., 2011). next, evaluating allows the teacher to wrap up and conclude the lesson and evaluate students’ investigative activity. at this stage, students’ scientific literacy is measured using the instrument that has been designed (arends, 2012; ratnaningsih, 2017). the assessment is done to examine the progress of students’ scientific literacy. it is also conducted to evaluate students’ concept mastery, thinking skills and attitudes; therefore, the evaluation instrument needs to be designed properly (rubini et al., 2018). fifth, reflecting on the scientific understanding obtained from the learning process lets students recognize their competency achievement (wardani & djukri, 2019). the self-reflection activity is performed based on the results of observational learning. if the learning objective has not been achieved, improvement planning is prepared (juhji, 2016; rafiah et al., 2018). hastuti et al., (2019) explains that if the reflection stage is carried out appropriately and directed, students will be able to perform reflective thinking because they are accustomed to learning to analyze, evaluate, and acquire meaning. despite so, the effectiveness of the socio-science spirituality learning model on students’ scientific literacy has never been tested statistically. based on the background of the study, this study aimed to analyze the effect of socio-science spirituality on junior high school students’ scientific literacy. method the current study was designed as a quasi-experimental study using the pretest-post-test non equivalent control design, because it involved group comparison (sugiyono, 2013). the treatment units (2x2 factorial) consisted of socio-science spirituality learning model and a conventional learning model is presented in table 1. table 1. research design group pre-test treatment post-test a o1 x1 o2 b o1 o2 source: (sugiyono, 2013) notes: o1: pretest score; o2: post-test score; a: socio-science spirituality learning model; and b: conventional learning model (control group). this study aimed to investigate students’ scientific literacy refinement through the implementation of socioscience spirituality learning. it was carried out from august to december 2019. the research population contained the eighth graders from smp al-falah surabaya and mts ittaqu surabaya. the sample of the study was selected using cluster random sampling technique, a sampling technique which randomly picks the participants without considering the strata. the participants selected were 64 students from two junior high schools (jhs), namely smp al-falah surabaya and mts ittaqu surabaya. they were assigned into two treatment groups, the experimental group and the control group. the instruments used to collect the data consisted of syllabus, lesson plans, student worksheets, scientific literacy tests and teaching implementation sheets. the scientific literacy test comprised multiple choice items that were developed on the following indicators of scientific literacy according to pisa 2018 (oecd, 2018): (1) explaining scientific phenomena; (2) evaluating and designing scientific investigations and (3) interpreting data and evidence scientifically. the test items had undergone expert validation and empirical validation processes before use. the expert validation process involved two professors from a university and a teacher. one of the professors is an expert in biology education and holds a doctoral degree in similar field, while the other is an expert educational development and holds a master degree in the respective field. the teacher involved in the validation process has years of teaching experience and holds a master degree in education. each of the scientific literacy test items was validated empirically and by the experts to determine its reliability. the jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 40-50 43 rahmatika et al (scientific literacy refinement …) empirical validity of each test item was measured using the bi-serial point correlation formula, whereas the reliability of the item was measured using kr-20, item discrimination test, and level of difficulty test. the criteria for assessing the quality of each test item were valid, reliable as well as had varied item discrimination levels and varied difficulty levels. the expert validation showed a mean score of 3.91, which suggests that the test was valid. the empirical validation conducted on 142 learners of different groups indicated a significance level of 0.000 < 0.05. therefore, the total number of test items that could be used for the pretest and the post-test was 37. it was divided into 10 questions on digestive system, 12 questions on additives and addictive substances and 15 questions on circulatory system. the reliability of each group of the scientific literacy questions is presented in table 2. table 2. item reliability materials score category digestive system 0.734 high additives and addictive substances 0.683 high circulatory system 0.486 medium analysis of covariance (ancova) at a significance level of 5% was run for data analysis. when a significant value was shown in the hypothesis testing, the least significance difference (lsd) test was performed. the participants’ scientific literacy skills were measured using multiple-choice tests. the data contained the pretest, post-test and n-gain scores achieved by the experimental and control groups. before conducting the data analysis, statistical test assumptions were ensured. the data normality was examined using one sample kolmogorov-smirnov test and the data homogeneity was measured using levene’s test of equality of error variances. the normality test showed p > 0.05 at a significance level of 0.976 > 0.05 for pretest scores and a significance level of 0.247 > 0.05 for post-test scores. these values suggest that the data were distributed normally. the homogeneity test showed a significance level of 0.016 < 0.05; hence, it can be said that the data were distributed inhomogeneously. the statistical analysis could be done because the data had been declared normal and inhomogeneous. results and discussion the mean scores achieved by the participants in pretest, post-test and n-gain before treatment are presented in table 3. table 3. mean scores and percentage of increase in students’ scientific literacy pretest-post-test no. treatment groups mean score increase (%) notes pretest post-test 1. experimental 39.38 78.00 98.07 increase 2. control 34.50 60.88 76.46 increase table 3 shows that both of the experimental and control students experienced an increase in scientific literacy skills. however, the increase reported by students who were taught using the socie-science spirituality learning model was higher than that obtained by students from the control group. the results of ancova on the effect of socio-science spirituality and conventional learning models on students’ scientific literacy skills are summarized in table 4. table 4. summary of ancova on learning model effect on scientific literacy source type iii sum of squares df mean square f sig. partial eta squared corrected model 4775.976a 4 1193.994 31.390 .000 .680 intercept 6928.231 1 6928.231 182.141 .000 .755 pre_science-literacy 46.230 1 46.230 1.215 .275 .020 class 3758.653 1 3758.653 98.814 .000 .626 school 63.477 1 63.477 1.669 .201 .028 class * school 45.808 1 45.808 1.204 .277 .020 error 2244.230 59 38.038 total 320428.782 64 corrected total 7020.206 63 a. r squared = .680 (adjusted r squared = .659) jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 40-50 44 rahmatika et al (scientific literacy refinement …) based on table 4, f-calculated of 98.814 with p-value (0.000) < (0.05) indicated that the research hypothesis “there is a difference in scientific literacy between students taught with the socio-science spirituality learning model and students learned with conventional learning” was accepted. it further suggests that the learning models had an effect on students’ scientific literacy. however, to investigate the significance of the effect, lsd test was performed. the lsd test result can be seen in table 5. table 5. the lsd test result no. group pre-test post-test mean score lsd notation 1. experimental 38.76 79.67 77.684 a 2. control 34.16 60.89 61.206 b the lsd test result revealed that the post-test mean score achieved by the experimental students (78.88) was higher than that obtained by the control students (61.45). besides, the percentage of increase observed among students taught with the socio-science spirituality learning model was 26,92% higher than that found among students in the conventional group. the lsd notation suggests that the socio-science spirituality learning model had a more significant effect on students’ scientific literacy compared to the conventional learning model. the description of the socio-science spirituality and conventional learning syntax can be seen in table 6. table 6. presents the description of the socio-science spirituality and conventional learning syntax the results of anacova indicate that the socio-science spirituality (3s) learning model has a substantial effect on students’ scientific literacy. this study is consistent with the findings of (afriana et al., 2016; saefullah et al., 2017) who discovered that applying a learning model in the classroom has the potential to improve students’ scientific literacy. according to iskandar et al., (2019), scientific literacy can be considerably increased by using learning models that allow students to participate directly in science activities. in comparison to conventional learning models, the socio-science spirituality learning approach is more effective at increasing students’ scientific literacy. this is demonstrated by the syntax used to construct the socio-science spirituality learning model, which has the potential to significantly improve students’ scientific literacy. the first stage of the socio-science spirituality learning model is orienting issues. during orienting issues, students are aided in identifying actual socio-scientific problems. at the orienting issues stage, students work collaboratively with their group members to discover and discuss scientific discourses relevant to socioscientific challenges. for instance, students can identify discourses about the stunting phenomenon in indonesia by underlining the points they believe are significant to complete the following task: "read and comprehend the article carefully, identify socio-scientific issues by marking/underlining things or sentences that socio-science spirituality learning syntax conventional learning syntax orienting issues • orienting students to the learning objectives and learning activities • organizing students into learning groups • orienting students to socio-scientific issues and phenomena and finding the link between the issues and spiritual values teacher delivers the material orally investigating • providing directions for investigations • investigating an issue through experiments or librarybased research • processing and analyzing data • contemplating on the investigation activities and relating to spiritual values to find solutions to problems and draw conclusions the teacher asks questions to student individuals sharing • sharing the results of group discussions • providing questions, feedback, or input to the presenter group • making decisions based on the results of discussions between groups the teacher assigns groupwork to the students evaluating • drawing conclusions on the material • providing reinforcement through quizzes students discuss the tasks together reflecting • evaluating the strengths and weaknesses of the learning process • reflecting on the learning process by linking the learned material with spiritual values students and the teacher draw a conclusion on the material and conduct an evaluation jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 40-50 45 rahmatika et al (scientific literacy refinement …) you believe are significant, and then write a report about your identification results!" once identified, state your predictions for the discourse! similarly (marks et al., 2014; rostikawati & permanasari, 2016) observed that identifying problems associated with socio-scientific issues has the potential to be used as science learning resources, hence boosting students’ scientific literacy (rubini et al., 2019). scientific literacy can be developed through activities that engage students in discussion on scientific issues (ødegaard, 2018). the orienting issues stage begins with students actively compiling questions about a problem which will be explored to find a solution. this stage is crucial in scientific literacy refinement because learners are trained to enhance important aspects of scientific literacy through identifying problems, formulating questions and evaluating and making decisions (oecd, 2018). at this stage, students become accustomed to formulating problems can enhance students’ scientific literacy skills (dewi et al., 2017). this is revealed by research reporting (justi et al., 2019; kind & osborne, 2017) that the problem formulations result from problem identification, where the solution is sought through scientific investigations, the questions designed before scientific investigations aim to increase student active involvement in learning, boost student self-confidence in demonstrating their abilities and help students solve problems and make decisions. the questions are also designed to develop thinking and writing skills as well as the ability to provide answers based on relevant evidence and to do self-evaluation regarding the understanding of concepts that have been mastered (chelvan et al., 2019). the most important syntax in the socio-science spirituality learning model is the investigating stage. it is obvious that during the investigating stage, students collaborate with group members to process data, assess issues, develop conclusions about the phenomena of adequately given socio-scientific topics, and comprehend discourse about those issues from a variety of sources. this finding is consistent with rubini et al., (2018) research, which demonstrates that the socio-science spirituality learning model is effective at increasing student scientific literacy because the socio-science spirituality learning model requires students to have independence and develop an understanding of scientific investigation. learning activities at the investigating stage also familiarize students with extracting data from discourse or written information sources in the form of printed media, interpreting data and scientific evidence so that students will be able to analyze data and evaluate scientific information obtained from various sources (arifin & sunarti, 2017). furthermore, increasing students’ scientific literacy through evaluating and designing scientific research is also covered by the investigating stage. this stage requires students to explore data in the form of literature review or observations of phenomena that develop in society and to do scientific data mining through practicum. research explains that scientific literacy can be improved through the application of explorationbased learning, literature review (finneran, 2017), data mining, exploration of students’ ideas through question and answer sessions about related issues (hastuti et al., 2019; vieira & tenreiro-vieira, 2016), and practicum (nisa et al., 2019; rubini et al., 2017). piaget’s cognitive development suggests that students at the junior high school level already have the ability to carry out scientific investigations and make decisions. the knowledge obtained by direct data mining will automatically support students to practice scientific literacy skills (gen, 2015). therefore, in the investigating stage, students are encouraged to use their scientific knowledge in making decisions for everyday life (justi et al., 2019). scientific literacy can be enhanced through sharing stage. the role of the sharing stage in improving scientific literacy is evident from the active involvement of students in communicating the results of group discussions, while other students provide responses or arguments. this finding is in line with the research of (vieira & tenreiro-vieira, 2016), who recommend incorporating sharing activities in science classrooms. students are taught to debate with other groups with the goal of resolving socio-scientific issues and developing the ability to make sound judgments (gutierez, 2015). students’ activities during the sharing stage have been successful but not optimal, since there were still a significant number of students who were less enthusiastic in providing feedback, input, or review of the findings of the presenter group’s talks. as a result, future research utilizing the socio-science spirituality learning model should focus on optimizing sharing activities to increase students’ scientific literacy. explaining scientific phenomena is one of scientific literacy components. students must actively participate in developing and evaluating alternative explanations for scientific phenomena, rather than simply recalling, or comprehending existing ideas and facts (arifin & sunarti, 2017). this is an endeavor to increase students’ scientific literacy, to engage them in various forms of social conversation (erduran & jimenez-aleixandre, 2012) and to enable them to respond to a variety of science and technology-related concerns that are contested in the public sphere (sousa et al., 2013). scientific literacy can also be enhanced through evaluating activities. this is confirmed by the research findings that, at this stage, students assisted by the teacher were able to draw conclusions on the learning material and work on scientific literacy evaluation questions. evaluation is critical in determining students’ progress toward scientific literacy through data gathering and analysis, as well as offering feedback on students’ decisions (arends, 2012; ratnaningsih, 2017). the data obtained by the students can provide jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 40-50 46 rahmatika et al (scientific literacy refinement …) information in decision making to improve their performance in the learning process and to enhance their scientific literacy skills. yambi (2020) argues that evaluation is carried out to determine student progress. evaluation can be carried out by the teacher through testing on certain learning materials. reflecting in the socio-science spirituality learning model plays an essential role in developing competence and attitudes of students related to learning material in a global context. the reflecting stage includes reflection on mastery of the learning content to increase students’ knowledge and reflection on the cultivation of moral and spiritual values contained in teaching materials to shape the attitudes and personalities of students. the importance of reflection in the learning process is to increase knowledge, develop attitudes, personalities, and skills of both teachers and students. through reflecting, students can develop the ability to connect subject matter to knowledge and skills to spiritual values (jumini & wahyudi, 2015). integrating spiritual values into the material content of science is a sort of self-reflection that helps students improve their spiritual attitude and personality (asmarawati et al., 2016). self-reflection on the spiritual principles inherent in science material is a spiritual practice that aids in the formation of (pranjia et al., 2020) and personality, which includes selfawareness (kemper, 2010), morals, discipline, and self-regulation (sweeney & fry, 2012). a person with a strong spiritual foundation will exhibit strong attitude management or self-discipline (fadillah et al., 2021). therefore, the reflecting stage in the 3s learning syntax is critical for increasing pupils’ scientific literacy. the socio-science spirituality (3s) learning model differed significantly from the conventional model in increasing students’ scientific literacy. compared to the 3s group (experimental group), students in the conventional group reported lower scores on the scientific literacy aspects. research by (ristanto et al., 2017; winarni et al., 2020) also found that students in the conventional class had poor performance in scientific literacy. in comparison to conventional instructional models, socio-science spirituality learning is more effective at increasing student literacy because conventional models do not assist students in orienting themselves to problems, such as identifying problems or issues, formulating preliminary inquiries about cases or problems offered, and performing investigations. according to ristanto et al., (2017), conventional learning has no effect on students’ scientific literacy since the learning process let only the teacher to convey the learning material, while the students operate as observers who are not permitted to ask questions during class discussion. in conventional classes, students are not empowered to practice identifying issues. conventional classes do not encourage scientific inquiry and are unable to engage students meaningfully in scientific discussion. indeed, the teacher has employed discussion techniques in conventional learning, but the discussion does not include topics that can help students develop their analytical abilities, boost their involvement, or improve their ability to resolve a problem. in similar fashion, pratama (2018) reported that traditional education has not resulted in an increase in students’ scientific literacy. conventional learning patterns have not prepared students to learn by identifying issues and developing problem-solving techniques, resulting in a lack of scientific literacy (parno et al., 2020). the findings of twiningsih et al., (2019) research suggest that teachers integrate conventional learning with problem-based or problem-solving modules. conclusion based on the research findings, it can be inferred that the socio-science spirituality learning model is more effective than the conventional learning model in improving students’ scientific literacy, indicated by the mean scores reported by the students. since the socio-science spirituality learning model has a greater potential in improving students’ scientific literacy, it can be used as a new reference model to improve students’ scientific literacy. acknowledgement authors would like to thank the directorate of research and community service (drpm)-indonesian ministry of research, technology, and higher education as the sponsors of this study with contract no.18.3.53/un32.14.1/lt/2021. thank the experts and the practitioner who have dedicated their time and effort in the evaluation and validation process of the learning model and learning tools used in this study. i am particularly indebted to the principals, homeroom teachers, science teachers and students from the junior high schools participating in this study. references afriana, j., permanasari, a., & fitriani, a. 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(2018). cultivating students’ environmental awareness by creating bottle garden in school: a qualitative study. jpbi (jurnal pendidikan biologi indonesia), 4(3), 263-270. doi: https://doi.org/10.22219/jpbi.v4i3.6785 vol. 4 no. 3, 2018; pp. 263-270 issn: 2442-3750 (print); issn: 2527-6204(online) http://ejournal.umm.ac.id/index.php/jpbi received: 02/10/2018 revised: 05/11/2018 accepted: 21/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education cultivating students’ environmental awareness by creating bottle garden in school, a qualitative study risya pramana situmorang1* and sari dewi tarigan2 1department of biology education, faculty of biology, satya wacana christian university, salatiga, central java, indonesia 2christian junior high school 2 of salatiga, central java, indonesia *corresponding e-mail: pramana.risya@staff.uksw.edu abstract environmental awareness has becoming a critical value to be integrated among youth. this research aimed to analyze the implementation of students’ environmental awareness of christian junior high school 2 in salatiga by creating bottle garden in school. this research was descriptive qualitative which was conducted in the second semester of academic year 2017/2018 and involved 47 students. the data collection techniques used were questionnaire and observation. the implementation of environmental awareness was measured based on the new ecological paradigm theory with five main indicators, namely: 1) anti-exemptionalism, 2) anti-anthropocentrism, 3) limits to growth, 4) balance of nature, and 5) eco-crisis. the results showed that by learning through bottle garden activities, students have reached a good understanding of eco-crisis, anti-exemptialism, balance of nature, anti-anthropocentrism, and limit of growth in which the value were 3.35; 3.11; 3.2; 3.19; and 3.14 respectively (3.21 ≤ score <3.73). this means that the students have possessed a ‘good’ level of environmental awareness. keywords: bottle garden, environmental awareness, gardening, students' environmental awareness © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction human activities in the environment give impacts to the environment itself. their awareness plays an important role in keeping nature balanced and sustainable (nazarenko & kolesnik, 2018). conversely, as the environment is getting lower quality, caused by large-scale exploitation occurred, it will influence the environmental ecological structure as well. thus, the usage of natural products certainly needs to be thought out wisely so there will be no more severe environmental damage. it has been common opinion among people that the considerations of excessive use of the environment is a natural thing as the demand for their needs. yet, an intentional action in damaging the natural environment or its individual component led to destruction or irreversible damage to natural features or ecosystems of two and more entities (grebennikov, sangadzhiev, & elena, 2016). this condition is an illustration of the low public awareness in preserving the environment. another problem which often found is the human habit of throwing garbage carelessly. the waste disposal habit can be traced to values, culture and indigenous knowledge inculcated (daniel & ibok, 2013). furthermore, these various issues, in turn, will make our environmental damage are becoming worse. environmental education in schools plays a crucial role in developing the character of caring in community. as a formal education forum, school function is broadening students' knowledge as well as culturing the environmental awareness, as a worth assets, among young people. teaching and learning in school is regarded to be able to facilitate students to develop their thinking ability and to improve their attitude for protecting the environment (farida, hadiansah, mahmud, & munandar, 2017). these functions, consequently, enable the students to understand the importance of protecting the environment (ramsey & rickson, 1976). on the other hands, the school is also responsible for helping students to study human interactions and their behavior on the earth. http://ejournal.umm.ac.id/index.php/jpbi/article/view/6785 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6785 https://doi.org/10.22219/jpbi.v4i3.6785 situmorang & tarigan /jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 263-270 264 cultivating students’ environmental awareness …. the environmental education is expected to be able to accommodate and nurture students’ environmental awareness. the students who are possessed this awareness will stimulate themselves as well as their friends to maintain their surrounding . as the results, the school environment will be healthier and more comfortable to study which elevates students' motivation, achievement, and creativity. however, in fact, the implementations of this environmental education concepts have not meet satisfactory results. this is presumed as the impact of psycho-emotional and culture experiences which become factors which reflect personal attitudes in solving various problems and cause negative reaction to environment (nazarenko & kolesnik, 2018). many environmental problems have occurred so far. serious efforts are needed to conserve the environment including empowering the environmental awareness for students through learning activities. the importance of inculcating character through education in schools is one potential endeavor that can be conducted (uno & nurdin, 2011) as considerable as the integration these concepts into school curricula, particularly, in science subjects. environmental restructuring effort has been mentioned in the undang-undang ri no. 32 which focuses on embedding the school environmental awareness in the form of activities to maintain cleanliness and preservation of living things in school environment. yusuf (2012) asserted that people development cannot be separated from the experience gained since their childhood. therefore, people who have good experiences with environmental sustainability will invest positive impact on environmental developments. regarding character building, not only do the characters are oriented through classroom materials delivering activities in term of reading and writing the concepts, but a good learning model must be implemented. thus, students can learn and reflect, or witness the experiences in doing certain actions which trigger their inner urge. producing environmentally-conciousstudents who actively participate to protect their environment is also, basically, means educates them to have good moral values (setyowati, 2015). for example, students who have been nurtured to throw their garbage in the trash and like to plant crops are usually those who have discipline, caring, and responsible. school environment can be utilized as learning media about nature. by conducting the learning process outside the classroom, the boringness witnessed by students can be avoided. this also led the learners to gain the both knowledge and practical experiences to protect the environment in the real conditions contextually. therefore, a good design of learning activities outside the classroom by teachers is compulsory. however, the problem faced in christian junior high school 2 is that the land and plants owned by school in which the students can utilize them as their learning media to learn about ecosystem are limited. this constraint has contributed the low level of students’ environmental knowledge. the results of interview with ten students of class vii showed that the students tended to lack understanding of the role of humans in environmental preservation. instilling environmental awareness can be done by habituating the students with hands-on environmental activities. one of the activities is to create a garden in the school by utilizing used goods as a planting container. this activity is named as bottle garden activities. through these activities, not only do the students learn about environmental maintenance and sustainability, but also they achieve more information about the benefits possibly gained from certain plants such as medicinal plants. bottle garden learning is a gardening activity using plastic bottles as a planting medium so that it can be used as a ecosystem miniature of plants. learning through bottle garden activities is potential to instill environmental awareness. the activities involved in the bottle garden learning will stimulate students to think and proceed the information obtained based on the knowledge they find themselves. meanwhile, teacher facilitates each student as well as evaluates teaching and learning processes implemented. practically, teacher can ask students to explain about the proper way they did to plant medicinal plant. besides that, students can also be assessed by exploring their knowledge about some species they planted whether it is related to the right way in taking care the plants or even the advantages possibly gained from them. in addition, bottle garden activities will cultivate responsible and discipline characters in students by caring the plants. character education which instills within students about right and wrong concepts enables the learners to experience good values situmorang & tarigan /jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 263-270 cultivating students’ environmental awareness …. 265 as worth as implement the values they reached in their daily life (aqib, 2011; daryanto & darmiatun, 2013). bottle garden activities conducted at christian junior high school 2 in salatiga have been expected to instill the environmental awareness among students with activities related to planting and taking care for medicinal plants. rahmat (2009) explained that students' concern for environmental sustainability can be increased through environmental education organized by the school. embedding the environmental awareness for junior high school students is one of the factors that support the bottle garden creation program at christian junior high school 2 in salatiga. the active role of students in preserving the environment is expected to encourage students to maintain the school environment through the insight of their environment in which the evaluation processes are crucial to be conducted. therefore, this research aimed to analyze the implementation of students’ environmental awareness of christian junior high school 2 in salatiga by creating bottle garden in school. method this research was conducted at christian junior high school 2 in salatiga. the implementation time was in the second semester of 2017/2018 academic year. this research was qualitative descriptive which addressed the implementation of environmental awareness through bottle garden activities which included planning and implementation activities in learning processes. the main instrument of this study was researchers who taken direct measurements of students’ environmental awareness. students and teachers acted as informants so that they could strengthen information obtained by researchers during the learning process. the research subjects were 47 students from christian junior high school 2 in salatiga. data collection techniques used were through non-test with questionnaire and observation instruments. measuring the character of students' environmental awareness was done as the bottle garden activity taken place and after the activation process was completed. the implementation of environmental awareness was based on the new ecological paradigm theory with five main indicators, namely: 1) anti-exceptionalism, 2) antianthropocentrism, 3) limit to growth, 4) balance of nature, 5) eco-crisis (atav, altunoğlu, & sönmez, 2015). the operational method of the environmental activity consist of three main activities, include: 1) apparent personal attitudes towards participation in environmental activity desire to give environmental awareness based on activity and improve level of environmental knowledge (cognitive component), 2) scientific and practical conferences on environment (students were asked to bring used bottles from their homes; during the activity, students were asked to design several used bottles as a planting medium, students fill compost soil into used bottles that have been designed, and planted medicinal plants), and 3) the teacher reminded them to recognize the types and the uses of these plants, all students together put plants in the place provided. they also were also reminded to treat plants to watering and fertilizing the plants. the teacher introduced the environment through many theoretical explanatory activities in two meetings. teacher also gave pictures as examples of activities as well as demonstration, so that students understand to recycle materials for planting media. table 1. the range of interval value of student enviromental awareness category range very good score > 3.73 good 3.21 > score ≥ 3.73 moderate 2.67 > score ≥ 3.21 low score < 2.67 this research used two instruments i.e. observation sheet to observe students' activities. questionnaire (19 items) to asess students' response during learning in term of measuring students' environmetal awareness. the data obtained from the questionnaire response then be analyzed statistically by using one way anov awhich aided by utilizing spss software version 20.0 for windows. meanwhile, the data obtained through observation was analyzed descriptively. results and discussion the implementation of learning through bottle garden activities is a learning program for science subjects in environmental materials. the activity of bottle garden is contextual situmorang & tarigan /jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 263-270 266 cultivating students’ environmental awareness …. learning by integrating environmental awareness in students. daryanto and darmiatun (2013) explained that contextual learning is highly suitable to be used to instill character in children. bottle garden activity is done by linking the knowledge possessed by students and applying it in their daily life. thus the teacher can teach students the science materials in real situations. the implementation of environmental awareness through bottle garden activities in science learning showed variety preference results. the student activities included: design several used bottles as a planting medium, students filled compost soil into used bottles that had been designed, students filled in medicinal plants, and the teacher reminded them to recognize the types and uses of these plants; meanwhile, the all students put their plants in the place provided together. moreover, the teacher reminded students to treat the plants they cultivated by watering them as well as giving a proper amount of fertilizer. the most memorable activity was to form a bottle designed and filled the plants that were liked by students. by referring to figure 1, it can be seen that the highest achievement of the all indicators of contextual learning was eco-crisis in which the score was 3.43. this data suggests that the students’ awarness should be improved and encouraged by eco-crisis. providing both awarness and responsibility is necessary. this means that the eco-crisis is one of the most crucial factors that influence students’ character in junior high school vii grade. while the lowest score was on the natural balance indicator with a score of 3.02 (moderate category). homogenity test results of observation sheet data showed homogeneous, it was seen that the value of f=0.289 is significant (p<0.05). based on hypothesis test results, it can be concluded that there was significant difference of questionnaire (f=4.633; p<0.05). thus, creating bottle garden activity based on environmental activity able to improve the environmental activity in the experimental class. moreover, there was also significant influence of the use of creating bottle garden based on activities and experiences in implementating of environmental awareness. the bottle garden activity can train students' responsibility better to aware and care the environment. such attitude in biological science can be interpreted as environmental awareness, because bottle garden activity educate the students’ attitude as well as ease them to understand the environmental concepts and apply them properly. furthermore, the implementation of learning through bottle garden activities carried out in natural science subjects in salatiga city has been classified as good (value interval: 3.21≤score<3.73). the achievement of environmental awareness is served in figure 2. the highest number of students were classified as good (25 students), meanwhile 16 students were categorized as moderate in term of their environmental awareness achievement. in contrast, there were the same number of students who were classified into very good and low as many as 3 students for each category. the enthusiasm of students to participate in learning about the environment influences the character integration processes. thus, science teacher must conduct an intensive monitoring to the vii graders through their activities in bottle garden activities. this aimed to ensure that the activities are sustainably done as well as character integration within students. aspects of eco-crisis in bottle garden activity by using new ecological paradigm of students are in good level (figure 1). this indicates that students already have an interest in following science learning. students were active and involved in science learning. the students’ interest in environmental learning being an important capital to increase their attitude in environment. student realize that changes occurred in their environment whether it is in species or population level can destabilize them to survive. the lowest score of environmental awareness is in the balance of nature aspects (figure 1). many students have difficulty in identifying the relationship between re-establish and biological equilibrium. most of students assumed that equilibrium just protect a species as part of its intention. based on the results of the questionnaire, anti-anthropocentrism aspects is adequate with a score of 3.19 (table 1). students support the opinion which stated that human have responsibility to develop the resources wisely. the students' arguments that the nature preservation must be considerated is termed as anthropocentric. the integration of students’ environmental awareness character at christian junior high situmorang & tarigan /jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 263-270 cultivating students’ environmental awareness …. 267 school 2 in salatiga can be seen through the activities of bottle garden which then be embedded in students. the observation results showed that students seemed enthusiastic and active to participate in the classroom and outside activities. they were enthusiastic as involved in determining the design of used bottles to be re-used as a planting medium. furthermore, several groups of students also stated that the role of humans in the environment can be done by conservation. the concept of student thinking to protect the environment is increasingly strengthened through activities and learning experiences. figure 1. implementation of environmental awareness figure 2. achievement of environmental awareness consequently, ttudents were active in asking questions about the role of humans in the environment. students' understanding was also realized through the habit of maintaining plants that have been embedded by themselves through bottle garden activities. the students’ awareness of caring their environment has begun to develop by caring for the plants every day. not only do the students watering and fertilizing but they even routinely clean the situmorang & tarigan /jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 263-270 268 cultivating students’ environmental awareness …. fallen leaves around the area of the bottle garden. this good attitude was fallowed by the other positive behaviours such as throwing trash in the right place, this has been the real evidence that students have possessed responsibility to the environment by maintaining environmental sustainability in schools. in the other word, changing the educational experiences of student by moving beyond the classroom walls can diversify the array of learning opportunities, responsibility and connect school lessons with daily life and real problems about environment (sata, wongpho, & chankong, 2015). student interview data showed that students realize that nature conservation depends on human attitudes and actions. this shows that students have begun to understand the anti-anthropocentrism aspect. although based on the results of the questionnaire the anti-anthropocentric aspect is in the sufficient category (figure 1). this is also the same case with students' responses about limit to growth indicators (figure 1). in general, students already have a positive response in seeing that it is necessary to limit human activities to minimize the exploitation of nature. in general, students see that the understanding to protect the environment comes from family education. however, students' understanding of antiexceptionalism indicator and natural balance is still moderate (figure 1). this result implies that humans should be in the laws of nature. while the perception built by students regarding the balance of nature is still limited to the role of nature that is so strong against the activity. students have not thought about human activities will be able to change nature and cause great harm to humans, for example, natural disasters. in line with study, thomas (2018) stated that environmental based activities can be used to teach environmental values carried out by schools and learning processes for professional and instructional leadership; inform pedagogical strategies; response in the context of communication among student individuals and emphasize the human relations to protect the environment. the formation of students' caring character requires a process. this means that characters can be truly embedded in students through long process and time. therefore, a habituating effort is a must to be presented in learning so that the actions expressed by students become a character value will arise as the results of the learning process. the endeavour of this habituation must begin from the classroom learning design. furthermore, the learning process that occurs must be integrated to develop environmental responsible behavior, to build an understanding about the process of natural balance and the role of humans in nature. the all behaviors that are developed certainly require learning that involves students directly. this is aimed to give students the opportunity to learn and train themselves in examining issues related to the environment. bottle garden activities are one of the strategies in instilling the character of caring for students' environmental awareness through activities that are built together in improving environmental quality. students can find out how to conserve plants in a simple and hygiene conscious movement. these efforts are the basis for improving environmental quality. the steps taken in bottle garden activities aimed to help improve the school environment to remain green, the re-utilization of used plastic bottles can reduce trash and waste this also will promote to implement a healthy lifestyle through the use of medicinal plants in the activity of bottle garden, and encourage students to be more active in maintaining the nature. therefore, not only do the learning through bottle be oriented to the theory or science concepts but also it benefits in learning science process as well as contribute in resulting useful products. the implementation of bottle garden learning has also aroused the spirit of student learning. participatory-based learning provides opportunities for students to express their respective attitudes to school and society. for students, this environmental-based activities can enrich their knowledge as considerable as strengthen their skills to create and manage learning experiences with others (sata et al., 2015). the challenge of embedding the environmental awareness in christian junior high school 2 in salatiga is the lack of integration of environmental awareness in all subjects, especially science subjects. learning resources and learning media that are environmentally. the efforts in improving the environmental awareness in schools need to be supported in term of improvement and provision of learning resources as well as learning media that are in accordance with the learning patterns and character building. situmorang & tarigan /jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 263-270 cultivating students’ environmental awareness …. 269 (rahmat, 2009) asserted that the embedded of environmental characteristics and ethics are very important to be done by the school as one of the educational facilities. therefore, the development of students' character oriented to the environment can be carried out from simple activities through active learning process (asmani, 2012; ridlo & irsadi, 2012). from the findings of this study, the implementation of the environmental awareness of christian junior high school 2 in salatiga and the low comprehension of balance of nature in the students become a concern for educators. these can be applied while the students learn about diversity, ecology, and conservation. it is not merely introducing biology concepts but it is more about training the students to be more aware about their environment. students can be directed to have the responsibility, as they are the human involved in nature conservation. therefore, an optimal environmental learning can be provided to support their comprehension and attitude. thus, students can achieve biology' concept optimally (ham, mrčela, & horvat, 2016). conclusion the highest achievement of all indicators of environmental awareness was the eco-crisis with a score of 3.43 (good). the lowest score was the natural balance indicator with the score 3.02 (moderate). students' understanding of anti-exceptionalism and limit to growth indicators were in adequate level. students assumed that humans should be in natural law. the bottle garden activity was carried out by linking students' knowledge and applying it in daily life. the attitude of students began to show their concern to the environment and nature preservation when participating in bottle garden making activities through the use of plastic bottles as a planting medium. students have the opinion that every human activity can affect their surrounding. creating students who are environmentally aware and participate in protecting their environment is basically forming them to have good moral values. this including the efforts to support the students who like to grow plants and take care them which in turn will educate them to have the discipline, caring, and responsible characters. references aqib, z. 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(2012). psikologi perkembangan anak dan remaja. bandung: remaja rosda karya. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 149 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 analisis keterampilan mengajar mahasiswa jurusan pendidikan biologi universitas borneo tarakan sebagai calon guru melalui kegiatan ppl the analysis of teacher candidates’ teaching skill in department of biology education, university of borneo tarakan, through pre-service teaching activities fitri wijarini1, silfia ilma2 1,2 jurusan pendidikan biologi, universitas borneo tarakan jl. amal lama no. 1, tarakan, kalimantan utara e-mail korespondensi: fiitriwijarini@gmail.com abstrak tujuan dari penelitian ini adalah untuk mengetahui keterampilan mengajar calon guru pendidikan biologi melalui kegiatan ppl pada semester ganjil tahun 2016/2017. jenis penelitian ini merupakan penelitian deskriptif. subjek penelitian ini terdiri dari 27 mahasiswa angkatan 2013 jurusan pendidikan biologi. instrumen penelitian yang digunakan adalah rubrik penilaian keterampilan mengajar calon guru. rubrik penilaian ini diisi oleh guru pembimbing ppl mahasiswa berdasarkan hasil pengamatan guru yang dilakukan selama tiga bulan. teknik analisis data berupa penyajian data dan penarikan kesimpulan hasil penelitian. komponen keterampilan mengajar yang diamati terdiri atas 10 komponen. hasil peneitian dari 10 komponen tersebut meliputi keterampilan menyususn skenario pembelajaran diperoleh rata-rata sebesar sebesar 86,79, keterampilan membuka dan menutup pembelajaran diperoleh rata-rata sebesar 86,41, keterampilan menjelaskan sebesar 85,67, keterampilan bertanya sebesar 86,6, keterampilan memberikan penguatan 87,11, keterampilan menggunakan media pembelajaran sebesar 87,03, keterampilan mengadakan variasi 84,9, keterampilan membimbing diskusi 85, keterampilan melakukan penilaian 86,1, dan keterampilan mengelola kelas sebesar 87,4. secara keseluruhan rata-rata keterampilan mengajar mahasiswa pendidikan biologi sebesar 83 dengan kategori sangat baik. kata kunci: calon guru biologi, keterampilan mengajar, praktik mengajar abstract this studi aimed to know pre-service student teaching skill on biology education by ppl activities semsester 2016/ 2017. this was descriptive research in which the subject were 27 students year 2013 in biology education program. the research assessment instrument used was the rubric fulfilled by preservice teachers based on observational activity during three months. the data analysis technique were data presentation and conclusion of the study. the teaching skill components observed consist of 10 components. the results of 10 components including the skill in arranging learning scenario with the value of 86.79 (average), opening and closing learning skill of 86.41 (average), explaining skill of 85.67, question skill 86.6, providing reinforcement skill 87.11, using instructional media skill 87.03, held a variety skill of 84.9, discussion guiding skill of 85, assessment skill of 86.1, and classroom management skill 87.4. the overall average biology education student teaching skills are 83 which is categorized into good category. keywords: biology teacher candidate, teaching practice, teaching skills, teacher candidates tugas seorang guru menurut undangundang nomor 14 tahun 2005 tentang guru dan dosen adalah mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik baik pada jenjang pendidikan anak usia dini, pendidikan dasar, dan pendidikan menengah pada jalur pendidikan formal. sebagai seoarang pendidik dan pengajar yang profesional maka seorang guru harus memiliki kompetensi dasar yang harus di miliki oleh seorang guru. kompetensi yang harus dimiliki tersebut meliputi kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional. kompetensi merupakan seperangkat pengetahuan, keterampilan,sikap yang https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 150 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 harus dimiliki oleh seorang guru dalam melaksanakan tugas sebagai seorang pendidik dan pengajar. kompetensi pedagogik merupakan kompetensi yang berkaitan dengan pemahaman tentang peserta didik, perencanaan dan pelaksanaan pembelajaran, peningkatan proses pembelajaran, serta evaluasi dan hasil belajar. kompetensi profesional merupakan kompetensi yang meliputi pendalaman penguasaan bidang studi yang telah dimiliki untuk mendukung terlaksananya proses pembelajaran bidang studi. kompetensi sosial merupakan kompetensi yang berkaitan dengan kemampuan peserta didik untuk berkomunikasi dan bergaul dengan peserta didik, sesama pendidik, orangtua/ wali serta masyarakat sekitar. kompetensi kepribadian merupakan kompetensi yang berkaitan dengan kepribadian sebagai seorang guru. maka dari itu kompetensi guru merupakan salah satu faktor yang berpengaruh terhadap meningkatnya prestasi belajar siswa. nasution (2008) mengungkapkan bahwa seorang guru harus menguasai keterampilan dalam berbagai gaya mengajar dan harus sanggup menjalankan berbagai peranannya. menurut sumiah (2013) dan alita et al (2014) hasil penelitiannya menyimpulkan keterampilan mengajar seorang guru dalam membuka pelajaran, keterampilan bertanya, keterampilan memberikan penguatan, keterampilan mengadakan variasi mengajar, keterampilan menjelaskan, keterampilan mengelola kelas dan keterampilan menutup pelajaran dapat mempengaruhi hasil belajar. meningkatnya prestasi belajar siswa berkaitan dengan proses kegiatan belajar mengajar di kelas. ketercapaian tujuan pembelajaran bergantung pada proses belajar mengajar apakah berlangsungbaik atau tidak. menurut siswanto (2010) proses belajar mengajar akan berlangsung baik apabila guru mampu menguasai dan mengimplementasikan keterampilan dasar mengajar di kelas. penguasaan dan pengimplementasian keterampilan dasar mengajar berperan penting dalam menciptakan situasi dan kondisi lingkungan belajar yang kondusif yang mendukung proses belajar mengajar. situasi belajar yang kondusif mampu mendorong siswa untuk belajar lebih optimal mampu menumbuhkan dan mendorong siswa untuk melaksanakan proses belajar secara optimal. guru sebagai seorang pengajar dan pendidik memegang peranan penting dalam dunia pendidikan. dalam dunia pendidikan prestasi belajar yang diperoleh menjadi tolak ukur suatu keberhasilan dalam proses pembelajaran. keterampilan mengajar merupakan kemampuan atau keterampilan yang bersifat khusus dimiliki oleh seorang pendidik baik ia sebagai guru ataupun sebagai seorang dosen dalam kegiatan belajar mengajar agar berjalan secara efektif dan efisien. menurut ismail, keterampilan dasar mengajar merupakan kemampuan yang bersifat khusus dan keterampilan mengajar yang mutlak yang harus dimiliki oleh guru agar dapat melaksanakan tugas mengajar secara efektif, efisien, dan profesional. siswato (2010) dalam penelitiannya menyimpulkan bahwa keterampilan mengajar mahasiswa program studi akutansi angkatan 2007 fise universitas negeri yogyakarta dari segi keterampilan membuka pelajaran, penguasaan dan penyampaian materi, interaksi dan skenario pembelajaran, penguasaan bahasa, penampilan dan alokasi https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 151 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 waktu, evaluasi serta menutup pelajaran adalah terampil. pada umumnya keterampilan dasar mengajar terdiri atas 8 keterampilan, namun dalam penelitian ini keterampilan dasar mengajar terdiri atas 10 keterampilan dasar mengajar. suwarno et al (2013) menyebutkan 10 keterampilan mengajar yang harus dikuasai oleh pendidik profesional meliputi keterampilan; a) menyusun skenario, b) membuka dan menutup pembelajaran, c) menjelaskan materi, d) bertanya, e) memberikan penguatan, f) menggunakan media, g) mengadakan variasi, h) membimbing diskusi, i) melakukan penilaian, dan j) mengelola kelas. keterampilan dasar mengajar mahasiswa dapat dilatih pada saat mahasiswa melakukan kegiatan praktik pengalaman lapangan (ppl). ppl atau praktik pengalaman lapangan merupakan kegiatan yang menerapkan/ mengaplikasikan seluruh pengalaman belajar yang telah diperoleh selama perkuliahan kedalam pelatihan yang berkaitan dengan kegiatan belajar mengajar maupaun tugas tugas keguruan yang lainnya. kegiatan ppl merupkan salah satu mata kuliah wajib yang harus ditempuh oleh mahasiswa pendidikan biologi, fakultas keguruan dan ilmu pendidikan, universitas borneo tarakan. ppl dirancang untuk menyiapkan mahasiswa calon guru agar memiliki dan menguasai kemampuan keguruan yang terpadu secara utuh sehingga kelak dapat mengemban tugas dan tanggungjawab secara profesional. secara umum tujuan pelaksanaan ppl untu melatih dan menyiapkan mahasiswa keguruan untuk menjadi calon guru yang profesional. secara khusus kegiatan ppl bertujuan untuk mengenal secara cermat lingkungan fisik, administrasi, akademik, dan psikologi sekolah, menguasai berbagai keterampilam dasar mengajar, menerapkan berbagai kemampuan profesional keguruan secara utuh dan terpadu dalam situasi nyata, mengembangkan aspek pribadi dan sosial lingkungan sosial sekolah. sehingga pelaksanaan ppl yang dilakukan selama 3 bulan, mahasiswa diharapkan mampu membuat dan menerapkan perangkat pembelajaran, melakukan evaluasi proses dan hasil pembelajaan, mendalami karakteistik peserta didik dan memahami permasalahan yang menghambat proses pembelajaran dikelas serta mampu mengkomunikasikan proses dan hasil pembelajaran secara lisan dan tertulis. tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang bagaimana penguasaan mahasiswa pendidikan biologi terhadap keterampilan mengajar mahasiswa melalui kegiatan ppl serta untuk mengetahui kesiapan mahasiswa mahasiswa pendidikan biologi sebagai caon guru melalui kegiatan ppl. metode metode penelitian yang digunakan dalam penelitian adalah penelitian deskriptif. populasi dalam penelitian merupakan mahasiswa jurusan pendidikan biologi angkatan 2013 dengan jumlah sebanyak 27 mahasiswa. penelitian dilakukan pada saat mahasiswa sedang melakukan kegiatan pratktik pengalaman lapangan (ppl) yang dilakukan selama 3 bulan. angket keterampilan mengajar mahasiswa diisi oleh masing-masing guru pamong berdasarkan hasil pengamatan https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 152 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 selama mahasiswa mengajar. data dianalisis dengan menghitung skor di setiap masing-masing komponen, yang kemudian diubah dalam bentuk presentase. pengubahan skor menjadi presentase dilakukan dengan menggunakan rumus: keterangan: np : nilai presentase r : skor yang diperoleh sm : skor maksimum (purwanto, 2013) kriteria nilai presentase yang diperoleh ditafsirkan sebagia berikut: 76% 100 % : sangat baik 55% 75% : baik ≤ 54 % : kurang sedangkan nilai rerata secara keseluruhan dihitung dengan menggunakan rumus: hasil dan pembahasan keterampilan mengajar yang diukur dalam penelitian ini meliputi: keterampilan menyususn skenario pembelajaran, keterampilan membuka dan menutup pembelajaran, keterampilan menjelaskan, katerampilan bertanya, keterampilan memberikan penguatan, keterampilan menggunakan media pembelajaran, keterampilan mengadakan variasi, keterampilan membimbing dis;kusi, keterampilan melakukan penilaian, dan keterampilan mengelola kelas. data keterampilan mengajar mahasiswa diperoleh dengan menggunakan angket keterampilan mengajar yang diisi oleh guru pamong pada saat mahasiswa melaksanakan kegiatan ppl. hasil penilaian tentang keterampilan mengajar mahasiswa pendidikan biologi disajikan dalam tabel 1. tabel 1. kualitas keterampilan mengajar mahasisiwa pendidikan biologi masing-masing komponen. no. komponen keterampilan presentse (100%) kategori 1 menyusun skenario pembelajaran 86.3 sangat baik 2 membuka dan menutup pelajaran 85.9 sangat baik 3 menjelaskan 86.1 sangat baik 4 bertanya 86.7 sangat baik 5 memberikan penguatan 87.1 sangat baik 6 penggunaan media 87.6 sangat baik 7 mengadakan variasi 85.6 sangat baik 8 membimbing diskusi 81.2 sangat baik 9 melakukan penilaian 83 sangat baik 10 mengelola kelas 86.6 sangat baik rata-rata 83 sangat baik berdasarkan data diata kualitas keterampilan mengajar mahasisiwa pendidikan biologi masing-masing komponen dapat dikategorikan sangat baik (dapat diilustrasikan seperti gambar 1). gambar 1. grafik analisis keterampilan mengajar mahasiswa pendidikan biologi tahun 2016/2017 berdasarkan data di atas diperoleh rata-rata presntase sebesar 83 % dengan kategori sangat baik. komponen yang paling rendah dikuasai oleh siswa adalah (1) (2) https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 153 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 komponen membimbing diskusi sebesar 81.2 % , sedanngkan komponen yang paling dikuasai oleh siswa adalah komponen dalam penggunaan media pembelajaran sebesar 87,6%. keterampilan mengajar mahasiswa pendidikan biologi merupakan indikator untuk mengaetahui bagaimana kualitas mengajar mahasiswa sebagai calon guru. keterampilan mengajar yang harus dikuasai oleh mahasiswa pendidikan biologi meliputi keterampilan menyususn skenario pembelajaran, membuka dan menutup pembelajaran, menjelaskan, bertanya, memberikan penguatan, penggunaan media, mengadakan variasi, membimbing diskusi, melakukan penilaian, dan keterampilan mengelola kelas. perolehan skor pada masing-masing komponen keterampilan mengajar disajikan pada tabel. keterampilan menyususn skenario pembelajaran keterampilan menyusun skenario pembelajaran merupakan keterampilan yang dimaksudkan untuk menyusun tahap/ langkah-langkah kegiatan pembelajaran. komponen keterampilan menyususn skenario pembelajaran meliputi; mampu menyususn rpp, menentapkan langkahlangkah pembelajaran yag tercermin dalam rpp, melaksanakan kegiatan pembelajaran yang sesuai dengan rpp, menggunakan model, metode, dan strategi, mengorganisasi kelas secara klasikal, kelompok, indivvidu, kesesuaian estimasi waktu dengan penggunaan waktu yang sesungguhnya. keterampilan menyusun skenario pembelajaran mahasiswa pendidikan biologi disajikan pada tabel 2. tabel 2. hasil keterampilan menyususn skenario pembelajaran mahasiswa pendidikan biologi hasil penelitian tentang keterampilan menyususn skenario pembelajaran mahasiswa pendiidkan biologi menunujukan bahwa penguasaan keterampilan menyususn skenario pembelajaran diperoleh rata-rata sebesar 86,79 dengan kategori sangat baik. penyusunan skenario pembelajaran merupakan kompetensi yang harus dikuasai oleh peserta didik. berdasarkan penelitian. ambarwati (2016) salah satu penelitiannya adalah calon guru pendidikan matematika membuat rencana pelaksanaan pembelajaran (rpp) dengan sangat baik, tetapi belum tercapai secara optimal pada indikator metode pembelajaran dan langkah-langakah pembelajaran. keterampilan membuka dan menutup pembelajaran tujuan kegiatan membuka pembelajaran selain untuk mengkondisikan siswa agar termotivasi pada saat melakukan aktivitas pembelajaran juga untuk memberikan acuan terhadap kompetensi, tujuan, dan materi pembelajaran yang akan dicapai. sedangkan kegiatan menutup pembelajaran merupakan aktvitas untuk komponen skor membuat rpp 88.8 menetapkan langkah-langkah urutan kegiatan pembelajaran yang tecermin dalam rpp 91.85 melaksanakan kegiatan pembelajaran sesuai dengan rpp yang telah dibuat 87.4 menggunakan model, metode, dan strategi yang tepat sesuai dengan materi. 86.6 mampu mengorganisasi kelas secara klasikal, kelompok, dan individu 82.9 kesesuakian anatar estimasi penggunaan waktu dengan penggunaan waku yang sesungguhnya pada setiap kegiatan pembelajaran 82.9 rata-rata 86,79 https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 154 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 menakhiri kegiatan pembelajaran. hal yang lebih penting selain sebagai aktivitas untuk mengakhiri pembelajaran, adalah untuk mengetahui capaian kompetensi terhadap pembelajaran yang telah dilaksanakan. hasil keterampilan membuka dan menutup pembelajaran mahasiswa pendidikan biologi disajikan dalam tabel 3. tabel 3. hasil keterampilan membuka dan menutup pembelajaran mahasiswa pendidikan biologi komponen skor menarik pehatian peserta didik misalnya dengan variasi gaya mengajar, menggunakan alat bantu mengajar, atau pola interaksi yang bervariasi 88.1 membangkitkan motivasi peserta didik, misalnya dengan cara menunjukkan kehangatan dan antusiasme, menimbulkan rasa ingin tahu siswa, atau mengemukakan ide-ide yang menantang. 88.1 memberikan acuan dengancara memberikan gambaran kepada peserta didik mengenai materi yang akan dipelajari. misalnya dengan mengemukakan sk, kd, dan indikator. 82.2 melakukan apersepsi(mengaitkan antara kompetensi terdahulu dengan kompetensi yang akan dipelajari) 80 melakukan peninjauan kembali terhadap materi yang telah dipelajari peserta didik 85.9 memberikan kesempatan kepada siswa untuk mengekspresikan pendapat peserta didik 89.6 memberikan soal latihan kepada peserta didik 89.6 memberi dorongan psikologis atau sosial, misalnya dengan memuji hasil yang dicapai mengingatkan pentingnya materi yang dipelajari, meningkatkan percaya diri peserta didik atas potensi yang dimiliki. 88.8 memberikan tugas yang relevan untuk meningkatkan penguasaaan / pemahaman konsep yang dipelajari. 85.1 rata-rata 86,41 berdasarkan hasil penelitian, diperoleh skor rata-rata sebesar 86,41 dengan kategori sangat baik. namun berdasarkan perolehan per komponen, komponen melakukan apersepsi mendapatkan skor paling rendah yakni 80, dibanding perolehan skor komponen yang lain. hal ini disebabkan karena masih banyak mahsiswa yang merasa kesulitan dalam memberikan apersepsi yang menarik, yang mampu mengajak siswa untuk berfikir ke arah tujuan pembelajaran pada kegiatan membuka dan menutup pembelajaran. keterampilan menjelaskan pelajaran menjelaskan pelajaran merupakan keterampilan utama yang harus dimiliki seorang guru atau calon guru. makna menjelaskan menurut ismail, merupakan suatu usaha untuk menyajikan pelajaan dalam urutan fungsional, dan terencana secara materi dengan cara mengorganisasikan materi sistematis. ismail juga menambahkan bahwa selain untuk menyajikan materi secara informatif kepada siswa juga untuk mengkondisikan siswa belajar dan mengembangkan kemampuan berfikinya untuk memecahkan suatu masalah. maka dari iu ada beberapa hal yang perlu diperhatikan dalam mejelaskan suatu pelajaran, diantaranya; menggunakan bahasa yang jelas, mudah dipahami, tidak perlu diulang-ulang, sesuai dengan kemampuan peserta diidk, mudah diterma, tidak menggunakan istilah yang meragukan seperi kira-kira, mungkin, dan kalu tidak salah. hasil keterampilan menjelaskan mahasiswa pendidikan biologi disajikan pada tabel 4. hasil penelitian keterampilan mengajar mahasiswa pendidikan biologi diperoleh rata-rata sebesar 86,62 dengan kategori baik. komponen membuat variasi dalam mengajar misalnya variasi suara dan mimik/ raut muka memperoleh skor terendah dibandingkan dengan komponen yang lain. variasi mimik muka dan variasi suara yang dilakukan guru mampu meghindari kemonotonan sehingga https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 155 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 menyebabkan siswa bosan, motivasi belajar tidak ada, sehingga berakibat pada prestasi belajar siswa menurun. tabel 4. hasil keterampilan menjelaskan pembelajaran mahasiswa pendidikan biologi komponen skor menjelaskan materi dengan jelas, bahasa tidak berbelit-belit, dan mudah di pahami. 85.1 membuat variasi dalam mengajar, misalnya variasi dalam suara (keras, lembut, cepat, atau lambat), mimik/ raut muka 83.7 sistematik atau terstruktur dalam penyampaian materi 87.4 penjelasan mudah diterima, jelas, dan tidak salah konsep. 86.6 penjelasn relevan dengan kompetensi yang harus dikuasi oleh peserta didik 83.9 saat menjelaskan mampu memotivasi dan memusatkan perhatian peserta didik, misalnya menggunakan media yang sesuai 87.4 rata-rata 86,62 berdasarkan penelitian ummah (2013) salah satu hasil penelitiannya adalah yang berada pada kategori sangat baik terutama pada sub aspek menguasai karakteristik siswa sesuai dengan kompetensi wajib yang harus dikuasai oleh guru yakni guru mampu mencatat dan menggunakan informasi tentang karakteristik siswa untuk membantu proses pembelajaran. keterampilan bertanya bertanya berarti memberikan suatu pertanyaan kepada siswa pada saat kegiatan pembelajaran. pemberian pertanyaan kepada siswa pada situasi yang tepat mampu mempengaruhi perubahan tingkah laku siswa untuk menjadi lebih aktif, dan mampu menimbulkan interaksi positif antara guru dengan siswa. selain itu juga dapat mengurangi peran guru yang sebelumnya selalu aktif dalam hal menjelaskan. menurut hasil penelitian luzyawati (2015) bentuk pemberian tuntunan diantaranya pengungkapan pertanyaan dengan cara lain, mengajukan pertanyaan lain yang lebih sederhana, atau menyederhanakan pertanyaan yang diajukan. tabel 5. hasil keterampilan bertanya mahasiswa pendidikan biologi komponen skor memberikan pertanyaan secara jelas, dan mudah dipahami 89.6 pertanyaan dapat memancing pendapat atau keaktifan peserta didik 83.7 memberikan waktu berfikir untuk peserta didik 86.6 menunujuk peserta didik untuk menjawab pertanyaan 86.6 rata-rata 85,67 hasil penelitian berkaitan tentang keterampilan bertanya, diperoleh rata-rata sebesar 85,67 dengan kategori sangat baik. komponen pertanyaan dapat memancing pendapat atau keaktifan peserta diidk mendapatkan skor paling renda diantara komponen yang lain, yakni sebesar 83,7. rendahnya komponen ini disebabkkan karena terdapat beberapa mahasiswa yang belum bisa memberikan pertanyaan yang bersifat memancing siswa untuk menjadikan mereka lebih aktif didalam kelas. beberapa langkah yang perlu di perhatikan dalam mengajukan pertanyaan meliputi; mengajukan pertanyaan, memberikan waktu jeda bagi siswa untuk berfikir, menunjuk peserta didik untuk menjawab, dan memeberikan kesempatan kepada siswa lain untuk menjawab pertanyaan. keterampilan memberikan penguatan penguatan bisa dikatan sebagai suatu respon atau tanggapan guru terhadap perilaku peserta didik sehingga dapat https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 156 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 memotivasi atau membesarkan hati peserta didk agar lebih bersemangat pada saat pembelajaran. hasil keterampilan mengajar siswa dalam memeberikan penguatan diperoleh skor rata-rata sebesar 87,11 dengan kategori sangat baik. memberikan penguatan ke siswa dapat dilakukan melalui pengauatan secara verba.l dan non-verbal. penguatan secara verbal dilakukan dengan memberikan pujian berupa ungkapan, sedangkan penguatan secara non-verbal dapat dilakukan dengan cara menunjukan mimik muka atau gerak badan, misalnya memberi hadiah, dan mendekati. hasil penelitian keterampilan memberikan penguatan mahasiswa pendidikan biologi disajikan dalam tabel 6. tabel 6. hasil keterampilan memberikan penguatan mahasiswa pendidikan biologi komponen skor memberikan pujian atau penghargaan kepada siswa yang berprestasi atau mampu mengerjakan soal 85.9 memberikan motivasi kepada peserta didik terhadap kompetensi yang dicapai 88.8 mengendalikan berkembangnya perilaku negatif dan mendorong tumbuhnya perilaku positif 86.6 menumbuhkan rasa percaya diri kepada peserta didik 85.9 mendorong peserta didik untuk meningkatkan presrasi belajarnya 88.1 rata-rata 87,11 keterampilan menggunakan media pembelajaran media pembelajaran merupakan alat yang digunakan untuk memudahkan menyampaikan materi pelajaran agar mudah diterima oleh siswa, mengurangi sifat abstrak suatu materii pembelajaran. bisa dikatakan media merupakan suatu penyalur pesan atau informasi agar mudah diterima oleh siswa. hasil penelitian menunnjukkan keterampilan menggunakan media pembelajaran diperoleh skor rata-rata sebesar 87,03 dengan kategori sangat baik. tujuan penggunaan media dalam pembelajaran berperan besar dalam meningkatkan motivasi belajar siswa, sehingga dapat memperbesar perhatian siswa terhadap proses pembelajaran, yang pada akhirnya dapat meningkatkan kan prestasi hasil belajar siswa. hasil keterampilan menggunakan media pembelajaran mahasiswa pendidikan biologi disajikan dalam tabel 7. tabel 7. hasil keterampilan menggunakan media pembelajaran mahasiswa pendidikan biologi komponen skor menggunakan media pembelajaran yang sesuai dengan kompetensi dan karakteristik media pembelajaran 85.9 menggunakan media pembelajaran yang mamu memotivasi pesesrta didik untuk lebih giat belajar 85.1 guru mampu mengoperasikan media pembelajaran yang digunakan 85.9 penggunaan media pembelajaran di sesuaikan dengan kondisi kelas atau sarpras yang tersedia 91.1 rata-rata 87,03 keterampilan mengadakan variasi keterampilan mengadakan variasi dalam pembelajaran penting untuk membatasi kebosanan peserta didik dalam proses pembelajaran. variaksi dalam pembelajaran dapat dilakukan dengan mengadakan variasi dalam hal suara, kontak mata, gerak badan atau pergantian posisi. variasi dalam hal ini merupakan perubahan-perubahan yang dilakukan oleh pengajar dalam konteks pembelajaran, yang meliputi pola interaksi dengan peserta didik, penggunaan media, dan variasi dalam gaya pengajar. hasil penelitian menunujukkan bahwa keterampilan mengadakan variasi dalam pembelajaran diperoleh skor sebesar 84,93 dengan kategori sangat baik. perolehan skor hasil penelitian keterampilan mengadakan variasi https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 157 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 oleh mahasiswa pendidikan biologi dapat dilihat pada tabel 8. tabel 8. hasil keterampilan mengadakan variasi mahasiswa pendidikan biologi komponen skor guru menggunakan variasi dalam gaya mengajar yang meliput; variasi suara, variasi kontak pandang, variasi gerak badan atau anggota badan, mimik, dan pergantian posisi. 84.4 guru menggunakan variasi dalam menggunakan media pembelajaran. misalnya media yang bisa dilihat (visual), didengar(audio), dan audiovisual atau kombinasinya. 85.9 meningkatkan interaksi antara pengejar dengan peserta didik, peserta didik dengan peserta didik, pengejar dengan media, dan peserta didik dengan media. 84.4 rata-rata 84,93 keterampilan membimbing diskusi hasil perolehan keterampilan membimbing diskusi mahasiswa pendidikan biologi disajikan pada tabel 9. tabel 9. hasil keterampilan membimbing diskusi mahasiswa pendidikan biologi komponen skor guru mampu meusatkan perhatian siswa dalam berdisskusi 87.4 memperjelas masalah sebagai bahan diskusi 83.7 guru dapat menganalisis pandangan peserta didik, misalnya memperhatikan alasan peserta didik yang setuju dan tidak setuju terhadap diskusi. 81.4 menngkatkan partisipasi peserta didik untuuk berpendapat misalnya dengan meninmbulkan pertanyaan tentang hah-hal yang sedang hangat dibicarakan, ataupun dengan menggunakan contoh 81.4 memberikan kesempatan kepada siswa untuk berpartisipasi dalam diskusi 87.4 mampu membimbing diskusi untuk mencegah pembicaraan yang berlebian dan menghindari dominasi siswa tertentu 86.6 menuup diskusi dengan merangkum, menilai, dan membuat simplan hasil diskusi 87.4 rata-rata 85,07 diskusi merupakan suatu proses interaksi yang melibatkan sekelompok orang dengan tujuan untuk berbagi pengalaman atau informasi, mengambil keputisan atau untuk memecahkan masalah. rata-rata skor perolehan keterampilan membimbing diskusi sebesar 85,05 dengan kateori sangat baik. keterampilan melakukan penilaian penilaian dilakukan untuk mengetahui kualifikasi terhadap perencanaan dan pelaksanaan pembelajaran, serta capaian hasil belajar pada saat proses pembelajaran. penilaian dapat dilakukan pada saat pembelajara, sebelum, dan sesudah pembelajaran. penilaian yang dilakukan sebelum pembelajaran atau yang disebut dengan pretest diperlukan untuk mengukur kemampuan awal siswa sebelum melakukan pembelajaran, sedangkan penilaian postest yangatau penilaian yang dilakukan setelah kegiatan pembelajaran bertujuan untuk mengetahui atau mengukur keberhasilan kegiatan pembelajaran. hasil keterampilan melakukan penialaian oleh mahasiswa pendidikan biologi diperoleh rata-rata skor sebesar 86,17 dengan kategori sangat baik. berdasarkan penelitian ambarwati (2016) salah satu hasil penelitiannya calon guru pendidikan matematika memiliki keterampilan menutup pelajaran dengan sangat baik, tetapi belum tercapai secara optimal pada indikator mengevaluasi. dalam penilaian dan evaluasi guru harus mampu menyelenggarakan penilaian proses dan hasil belajar secara berkesinambungan. guru melakukan evaluasi atas efektifitas proses da hasil belajar dan menggunakan hasil penilaian dan evaluasi untuk merancang program remedial dan pengayaan. data hasil keterampilan melakukan penilaian mahasiswa pendidikan biologi disajikan pada tabel 10. https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 158 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 tabel 10. hasil keterampilan melakukan penilaian mahasiswa pendidikan biologi komponen skor memberikan berbagai bentuk pertanyaan seperti lisan, kuis, tugas rumah, ulangan, tugas individu, kelompok, portofolioatau keterampilan 89.6 dapat melakukan pengukuran afektif yang mencakup minat, sikap, dan motivasi belajar 81.4 dapat membuat instrumen soal misalnhya pilihan ganda, urian menjodohkan, dll. 87.4 rata-rata 86,17 keterampilan mengelola kelas hasil penelitian keterampilan mengelola kelas diperoleh skor rata-rata sebanyak 87,40 dengan kategori sangat baik. data hasil penelitian tentang keterampilan mengelola kelas disajikan dalam tabel 11. tabel 11. hasil keterampilan mengelola kelas mahasiswa pendidikan biologi komponen skor memberikan petunjuk yang jelas pada setiap kegiatan pembelajaran 87.4 dapat mengelola kelompok baik dalam kelompok kecil sedang ataupun besar 88.1 dapat menunutut tanggung jawab peserta didk secara individu ataupun kelompok 87.4 membagi perhatian secara merata ke seluruh kelas 88.8 menunjukan sikap tanggap terhadap permasalahan peserta didik 88.8 menemukan dan memecahkan perilaku siswa yang menimbulkan masalah 83.7 rata-rata 87,40 keterampilan mengelola kelas merupakan suatu upaya yang dilakukan oleh guru untuk mengkondisikan suasana kelas agar tercipta iklim belajar yang opotimal terkait dengan proses pembelajaran. hal yang harus dikuasai oleh seorang guru agar mampu mengelola kelas adalah; memahami karakteristik peserta didik, menguasai materi dan strategi, memahami cara membagi perhatian kepada peserta didik, mampu mengelola aktivitas belajar dalam kelompok, dan mampu menemukan dan memecahkan tingkah laku siswa yang dpat menimbulkan masalah. penutup berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa secara keseluruhan keterampilan mengajar mahasiswa pendidikan biologi universitas borneo tarakan berkategori sangat baik, dengan skor rata-rata sebesar 83. daftar rujukan ambarwati, m. (2016). analisis keterampilan mengajar calon guru pendidikan matematika pada mata kuliah microteaching. jurnal pedagogia, 5(1), 81-90. alita, d., enawaty, e., & melati, h. a. (2014). analisis keterampilan mengajar guru kimia sma di pontianak berdasarkan kurikulum 2013. jurnal pendidikan dan pembelajaran, 3(12), 1-13. luzyawati, l. (2015). profil tingkat penguasaan keterampilan dasar mengajar mahasiswa calon guru biologi. jurnal pengajaran mipa, 20(1), 88-93. siswanto. (2010). tingkat penguasaaan keterampilan dasar mengajar mahasiswa prodi pendidikan akuntasi fakultas ilmu sosial dan ekonomi universitas negeri yogayakarta. jurnal pendidikan akuntansi indonesia, 8(2), 41-51. sumiah, n. (2013). analisis keterampilan mengajar guru dalam meningkatkan hasil belajar pada mata pelajaran ekonomi di sma. artikel peneliatan. program studi pendidikan ekonomi https://doi.org/10.22219/jpbi.v3i2.4311 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 149-159) disubmit: 18 april 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 wijarini & ilma, analisis keterampilan mengajar 159 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4311 fkip universias tanjung pura; pontianak. suwarno, gufron, a., sofyan, h., munadi, s., budiningsih, c. a., haryanto, soenaro, s., sugito, sujarwo, mukminan, & sukirman. (2013). modul pelatiahan pengembangan keterampilan dasar teknik instruksional (pekerti). yogyakarta: pusat pengembangan kurikulum instruksional dan sumber belajar. lembaga pengemangan dan penjaminan mutu pendidikan universitas negeri yogyakarta. nasution. (2008). belajar dan pembelajaran. jakarta: grasindo. undang – undang ri no. 14 tahun 2005 tentang guru dan dosen. ummah, k. 2013. analisis kompetensi guru matematika berdasarkan presepsi siswa. jurnal pendidikan, 1(1), 5060. https://doi.org/10.22219/jpbi.v3i2.4311 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 2 july 2021, pp. 136-148 10.22219/jpbi.v7i2.16431 http://ejournal.umm.ac.id/index.php/jpbi jpbi @umm.ac.id 136 research article learning progression: how should we teach about disease to determine students’ level of understanding? roni ardiansyah a,1, h. harlita b, 2, murni ramli b, 3* a department of biology teacher education, postgraduate program, universitas sebelas maret, jl. ir. sutami 36a, kentingan, jebres, surakarta, central java 57126, indonesia. b department of biology teacher education, faculty of teacher training and education, universitas sebelas maret, jl. ir. sutami 36a, kentingan, jebres, surakarta, central java 57126, indonesia. 1 ardiansyahroni457@student.uns.ac.id, 2 harlita@staff.uns.ac.id, 3mramlim@staff.uns.ac.id*. * corresponding author introduction learning progression (lp) is a sequence of students’ conceptual understanding by looking at their concept constructions developed from core ideas into several big ideas (duschl, 2019). lp is a complex way of thinking in understanding a topic or concept (national research council, 2007). lp is a hypothesis on howstudents understand a topic that shows their achievement according to their grade (todd et al.,, 2016). lp is also a complex way of thinking over time in understanding ideas or concepts in sequence (herrmann-abell & deboer, 2018). basically, the sequence and scope of concepts that should be taught at school will be the aspect that teachers need to concern to develpop the learning design and learning activities of certain subject. it is also a basis for curriculum developer to think about the flow of core concepts that should be set up to learn the simple concepts to the complex one from the lowest level of school to the highest. a r t i c l e i n f o a b s t r a c t article history received: 29 april 2021 revised: 16 juny 2021 accepted: 26 juny 2021 published: 31 july 2021 strengthening learning progression (lp) for students' reasoning abilities is important, especially learning about diseases in indonesia. this study aimed to map the learning progression of disease in indonesia, compare and analyze its similarities and differences with the lp designed by national reseaarch council (nrc). this qualitative research to map lp, using the analysis documen method by comparing the content analysis of basic competencies of curriculum 13 with benchmark analysis from the nrc 2007 on science and biology textbooks published in 2016, 2017, and 2018 at the elementary, junior high, and high school levels published by the ministry of education and culture of the republic of indonesia. the findings are the lp on disease in the curriculum and life science textbooks in indonesia has not met the benchmarks, especially in three categories, namely; pathogens, the immune system, and infection spanning learning from k-2 (elementary) to k-12 (high school). therefore, it is necessary to categorize lp topics in diseases based on conceptual abilities from the simplest to the most complex. copyright © 2021, ardiansyah et al. this is an open access article under the cc—by-sa license keywords disease learning progression design learning progression how to cite: ardiansyah, r., harlita, h. & ramli, m. (2021). learning progression: how should we teach about disease to determine students’ level of understanding? jpbi (jurnal pendidikan biologi indonesia), 7(2), 136-148. doi: https:// doi.org/10.22219/jpbi.v7i2.16431 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.16431 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:mramlim@staff.uns.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.16431 https://doi.org/10.22219/jpbi.v7i2.16431 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 136-148 137 ardiansyah et al (learning progression: how should we …) previous works had revealead the important utilization of lp. lp has a role in developing biology learning from kindergartens (elmesky, 2013), elementary and middle schools (duncan et al., 2014), high schools (stevens et al., 2013; todd et al., 2016), and higher education (todd et al., 2017). it is also very useful to map students’ understanding from the basic concepts to more complex (herrmann-abell & deboer, 2018). lp is also identified as the approach used by teachers to explore concepts from simple to more complex ones (wulandari & ramli, 2019). since the difficult and complex science topic urge the students to be more creative in seeing problems from all points of view, it is important to help students understanding the complex concepts from it simple format. lp can probe students’ understanding of complex concepts from their point of view (van et al., 2016). lp also can integrate and expand strategies to develop core ideas in science learning. lp is not only a tool to revise a curriculum, but also to make the more effective and optimal curriculum implementation (gallacher & johnson, 2019). lp on disease was initially promoted by nrc 2007. the concepts of disease by the nrc are divided into three sub concepts, i.e., the genetic factors influence the disease of organism, the human defense or immune system, and the infecton of pathogen. based on the nrc's lp scheme, there were many researchers developed lp on the biology topics. for example, the lp genetics, which was reviewed by (todd & kenyon, 2015). it received good responses from researchers who focused on the concepts of modern genetics. lp in genetics and biodiversity are two of issues that have been studied widely (duschl, 2019; elmesky, 2013). the concept of disease has been introduced to kindergarten students in many ways in several countries, including indonesia. for example, students have been trained on how to brush teeth properly. this is an important step to maintain the child’s immune system. at this age, they have a great curiosity about the surrounding environment, so they are very susceptible to contracting diseases. primary school children have been educated about the immune system. however, this was introduced only as a way of how to wash hands properly, and not to buy food from unhygienic places to avoid disease (juriah et al., 2018; megawati et al., 2018; utami & waladani, 2018). the topic of disease, especially infectious disease becomes more urgent and crucial to be studied in indonesia and other countries, particularly in this current pandemic of covid-19. although, the topic of disease has already set up in the science curriculum of many countries, strengthening the topic of the human infectious diseases such as dengue fever, influenza, sars, mers, and other corona virus infectious disease, becomes more important recently. however, the topics related to disease in the indonesia science curriculum seems have not yet have a well-defined sequence and scope as well. a clean and healthy lifestyle can be trained by studying vector organisms that carry or spread diseases, as has been done by norista & norfai (2019). the introducing of the concept of infectious diseases is very important due to indonesia, as a tropical country, has many types of infectious diseases and their vectors (swara, 2020). not all diseases can be transmitted, but maintaining health and cleanliness can reduce the risk of contracting infectious diseases in the future (su & yang, 2015). moreover, understanding about viruses and the environment will increasing the awareness of humans about its infection and less prone to panic when a pandemic occurs (benjamin et al., 2020; drucker & then, 2015; pascapurnama et al., 2018; randolph & barreiro, 2020; sarkar et al., 2021). the concept learned in high school students is more difficult and complex compared to elementary or middle schools. it may result in frequent misconceptions (coley & tanner, 2015). misconceptions occurred at the high school levels showed that students’ understanding of basic concepts was unsystematic. the concepts learned by students should be systematized from the simplest to the most complex ones and should be firm. if not, it can lead to misconceptions (potvin et al., 2020). conceptual understanding is expected to develop by connecting one concept with another (wyner & doherty, 2017). so far, learning about disease has focused on diseases caused by the environment and social activities (afridah & fajariani, 2017; juriah et al., 2018; yang et al., 2016). various studies found inconsistent and sporadic learning about the disease across all levels of education. lp about the disease is expected to systematize the learning sequence and scope of disease from elementary to high school. national research council (nrc), conducted four topics related to lp: (1) defining lp; (2) development of lp; (3) modeling and interpreting lp; and (4) use of lp. point 4 refers to the application of lp in reviewing science education, including the design of standards, curriculum, and teacher education (duschl et al., 2011; kobrin et al., 2015). the conference also spurs the popularity of lp. research on lp has been developed in various disciplines, and in evaluating the lp itself in terms of content, use, and validation (kobrin et al., 2015). lp has the potential to set standards, assess, and provide direction to promote scientific literacy. big ideas can be explored in a period of continuous learning. lp is used by practitioners as an improvement in the highjpbi (jurnal pendidikan biologi indonesia) vol. 7, no.2, july 2021, pp. 136-148 138 ardiansyah et al (learning progression: how should we …) quality curriculum in korea (lee & yeo, 2015). lp promises a better approach to science education by aligning various aspects of the education system that focus on scientific social information and students’ learning styles (scott et al., 2019). meanwhile, a clear and concise lp about disease will help teachers in designing lesson plans according to the class level and students’ ability to understand the certain concepts. therefore, it is urgent to design the proper learning progression of disease which will be a basis for teachers in indonesia or other countries to construct learning design or lesson plan. for that reason, the first step must be run is to analyse the concepts of disease taught at school through curriculum and textbooks analysis. to analyse the curriculum and textbook, the benchmark from nrc was used. nrc has formulated the construct-modeling approach to develop a learning progression according to the level and component analysis connected at each level (duschl et al., 2011). three categories were used as the basis to develop lp about the disease in indonesia. they were pathogens, body immune system, and infection. this research aims to provide information regarding the sequence and scope of disease concepts in indonesian curriculum and textbooks. based on this analysis, the suitable lp of diseases was constructed. the lp is expected to ease the teachers to develop more effective lesson plans. the research questions focused on how does the sequence and scope of concept of disease is composed in the indonesia's science curriculum, and the textbook? do the sequences have met the ones promoted by the nrc? what kind of lp design which can be recommended based on the analysis? method the qualitative research design was applied with the following stages: 1) analyzing the basic competencies in the 2013 curriculum about the concept of disease; 2) analyzing elementary school thematic books, junior high school science textbooks, high school biology textbooks; 3) comparing the results of the analysis with the benchmark from national research council (nrc) 2007; and (4) compiling the lp about disease according to the 2013 curriculum based on textbooks used by indonesian students. the books analyzed are science and biology textbooks published in 2016, 2017, and 2018 by the indonesian ministry of education and culture. document analysis was used to map the material related to disease in the 2013 curriculum and the textbooks. at primary school, they are thematic books that explain all subjects in one theme. meanwhile, middle school textbooks are science textbooks that contain physics, chemistry, and biology in one book but are separated in each chapter. the textbooks for high school students were the biology textbooks, and the content analysis focused on the topics directly related to pathogens, the body’s immune system, and infection. the 2013 curriculum analysis was used to map the concept of disease. it then, was used as a reference to design lp about the disease. results and discussion nrc has divided the concept of disease into levels for various sub-topics. those levels were level 1 for k2, level ii 3–5, level iii for 6–8, and level 4 for 9–12. the concepts were divided into three sub-topics: 1) genetic problems, 2) the body’s defenses, and 3) infection. the subtopics were coded as follows: 1) lpa for genetic diseases, 2) tbsa for the immune system, and 3) lpc for infection. each concept also to be coded as follows: lpa 1, lpb 1, lpb 2, lpb 3, lpb 4, lpb 5, lpb 6, lpb 7, lpb8, lpb9, lpb10, and lpc1, lpc2, lpc3, lpc4, lpc5, lpc6, lpc7, lpc8, lpc9, lpc10, lpc11. for lp found specifically in indonesian textbooks, the codes were: 1) lia for pathogens, 2) lib for the body’s defenses, and 3) lic for infection. the codes were detailed in table 1. the mapping of concepts related to disease in the 2013 curriculum is presented in table 2. there are 19 basic competencies (bc) about the disease, and all of them are taught in elementary, middle, and high schools. five bc are taught in elementary school grades 4, 5, and 6. they are related to maintaining personal health and the environment, and the importance of maintaining cleanliness. in middle school, seven bc are taught in grades 8 and 9. they are related to the human immune system. in high school, seven bcs are taught in grades 10, 11, and 12. for tenth graders, they learn about viruses, bacteria, fungi, and protists, while eleventh graders study diseases related to human organ systems and twelfth graders are immunity and genetics, can be seen in table 2. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 136-148 139 ardiansyah et al (learning progression: how should we …) table 1. the nrc’s learning progression of disease grade genetic problems (lpa) the body’s defenses (lpb) infection (lpc) k2 nr some things people take into their bodies from the environment can hurtthem. lpb-1 diseases caused by germs may be spread by people who have them. washing one’s hands with soap and water reduces the number of germs that can get into the body or that can be passed on to other people. lpb-2 some diseases are caused by germs, some are not. lpc-1 most microorganisms do not cause disease, and many are beneficial. lpc-2 if germs are able to get inside one’s body, they may keep it from working properly. lpc-3 there are many diseases that can be prevented by vaccination, so that people don’t catch them even once. lpc-4 there are some diseases that human beings can catch only once. lpc-5 specific kinds of germs caused specific diseases. lpc-6 viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions.a person can catch a cold many times because there are many varieties of cold viruses that cause similar symptoms. lpc-7 pasteur found that infection by disease organisms (germs) caused the body to build up an immunity against subsequent infection by the same organisms. he then produced vaccines that would induce the body to build immunity to a disease without. lpc-8 the length and quality of human life are influenced by genes and environmental factors, including sanitation, diet, medical care, and personal health behaviors. lpc-9 3–5 nr skin keeps the body from drying out and protects it from harmful substances and germs. for defense against germs, the human body has tears, saliva, skin, some blood cells, and stomach secretions. lpb-3 a healthy body can fight most germs that do get inside. however, there are some germs that interfere with the body’s defenses. lpb-4 6–8 in organisms that have two sexes, typically half of the genes come from each parent. lpa-1 white blood cells engulfinvaders or produce antibodies that attack them or mark them for killing by other white cells. the antibodies produced will remain and can fight off subsequent invaders of the same kind. lpb-5 white blood cells engulf invaders or produce antibodies that attack them or mark them for killing by other white cells. the antibodies produced will remain and can fight off subsequent invaders of the same kind. lpb-6 gene mutation in a cellcan result inuncontrolleddivisioncalled cancer. exposureof cells to certainchemicals and radiationincreases mutations andthus the chance of cancer. lpb-7 psychological distress may affect an individual’s vulnerability to biological disease. lpb-8 some allergic reactions are caused by the body’simmune responses to harmlessenvironmental substances. sometimes the immune system may attack some of the body’s own cells. lpb-9 faulty genes can cause body parts or systems to work poorly. some genetic diseases appear only when an individual has inherited a certain faulty gene from both parents. lpb-10 9–12 nr the immune system protectsthebody from microscopic organisms and foreign substances and against some cancer cells that arise within. lpc-10 some viral diseases, such as aids, destroy critical cells of the immune system, leaving the body unable to deal with multiple infection agents and cancerous cells. lpc-11 the topics related to disease were presented in table 3. in elementary schools, the topics are related to maintaining personal health and a healthy environment. several elementary thematic books have presented the concepts of disease which state that the cause of the disease is germs. middle school students study disorders in the digestive, respiratory, excretory, and circulatory systems. the high school students deal with more complex topics such as viruses, bacteria, fungi, and human organ systems. those topics are not all directly related to the concepts of the lp from nrc. it showed that for third, fourth, sixth grades did have topics about diseases. for middle school, no concepts about the immune system that concur with the lp from nrc. the concept about disease contained in the textbooks was shown in table 3. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no.2, july 2021, pp. 136-148 140 ardiansyah et al (learning progression: how should we …) table 2. analysis of concepts related to disease in the 2013 curriculum. grade basic competencies nrc 4 4.3.7. explain the importance of preserving natural resources and the environment nr 5 5.3.2. describe the respiratory organs and their functions in animals and humans, and how to maintain their health. nr 5 5.3.3. describe the digestive organs in animals and humans, their functions, and how to maintain their health. lpb1, lpb2 ,lpb3, 5 5.3.4. describe the circulatory organs in animals and humans, their functions, and how to maintain their health. nr 6 6.3.2. link puberty in boys and girls to reproductive organs’ health. lpb6,lpb7 8 8.3.1. analyze human locomotory systems, and efforts to maintain its’ health nr 8 8.3.5. analyze the digestive organs in humans, their functions, and how to maintain their health. lpa1,lpc6,lpc7,lpc8 8 8.3.6. describe various additives in food and beverages, addictive substances, and their impact on health. nr 8 8.3.7. explain and understand the circulatory system, diseases and disorders related to the circulatory system, and efforts to maintain the health of the circulatory system. nr 8 8.3.9. analyze and understand the respiratory system, disorders and diseases of the respiratory system, and maintain the health of the respiratory system. lpb6,lpb7 8 8.3.10. analyzing the excretory system in humans, understanding disorders of the excretory system, and efforts to maintain the health of the excretory system nr 9 9.3.1. connecting the human’s reproductive system and its disorders with the healthy lifestyle that supports the reproductive system. lpb8, 10 10.3.4. analyzing the structure, replication, and role of viruses in life. lpb9 10 10.3.5. identify the structure, way of life, reproduction and role of bacteria in life. lpb10 10 10.3.6. classify protists based on their general characteristics and their role in life. lpb11 10 10.3.7. classifying fungi based on characteristics, modes of reproduction, and their role in life. lpb2 11 11.3.14. analyzing the role of the immune systems and immunization on physiological processes in the body. lpc9 12 12.3.8. analyze mutation in living organisms. lpb12, 10 10.4.4. conducting a campaign about the dangers of viruses, especially hiv/aids. lpc10 description: ordinance of ministry of education no. 27/2018, nr = not related. table 3. textbooks chapters related to disease topics. grade topics books or chapters nrc 1 diseases caused by not maintaining a healthy lifestyle. book: 1: myself; 6: clean, healthy, and beautiful environment; and 7: things, animals, and plants around us. lpb-1 2 unclean environment can cause disease. books: 2: playing in my environment; 3: daily tasks; and 4: clean and healthy living. lpb-2 3 nr books: 1: growth and development of living things and 2: caring plants and animals. nr 4 nr book 3: caring living beings. nr 5 awareness of heart health and clean air for health. books: 1: locomotoric organs in animals and human; 2: clean air for health; 3: healthy food; 4: importance of health; 5: ecosystems; 8: our healthy environment. lpb-3 lpb-4 lpb-5 lpc-2 lpc-3 lpc-4 6 nr books: 1: save the living beings; 8: our earth. nr 7 lack of protein is not good for the body. metabolic disorders in the form of acetone compounds can cause respiratory problems. organ damage caused by agricultural waste pollution. organ damage caused by water pollution. chapter 6 energy and living systems. semester ii chapter 3 environmental pollution. lpa-1 8 bone abnormalities in humans. diseases of the digestive system. diseases caused by additives. diseases caused by addictive substances. diseases caused by circulatory system disorders. respiratory system diseases. diabetes mellitus and kidney damage. chapter 1. locomotion system of organisms in the surrounding environment. chapter 6. human circulatory system. chapter 8. human respiratory system. chapter 9. human excretory system. lpb6lpb-7 lpc-6 lpc-7 lpc-8 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 136-148 141 ardiansyah et al (learning progression: how should we …) grade topics books or chapters nrc 9 diseases caused by bacteria, fungi, or viruses. color blindness, hemophilia, and cancer. chapter 1. the human reproductive system. lpb-2 lpb-8 10 diseases caused by viruses, bacteria, or fungi. chapter 3: viruses, chapter 5: protists, and chapter: 6 fungi. lpb9lpb-10 lpc-6 lpc-7 lpc-8 11 disorders and diseases in human organ systems due to hormone deficiencies. chapter 4: the locomotoric system, chapter 7: the respiratory system, chapter 8: the excretory system, chapter 9: the regulatory system, chapter 10: the reproductive system, and chapter 11: the immune system lpb-11, lpc-7 lpc-9 12 problems and diseases due to protein deficiency. chapter 2: enzymes and cell metabolism, chapter 3: genetic substances, and chapter 4: cell division. lpc-1o description: ordinance of ministry of education no. 27/2018, nr = not related. the disease lp was developed based on the benchmark from nrc (2007). the concepts to be compiled were based on the analysis of indonesian students’ textbooks. the concepts were divided into several subtopics with some difference from the nrc subtopics. the genetic diseases were compiled under the subtopic pathogens because elementary students have not yet studied the genetics. the concepts in lp were sequenced according to the level of understanding from the nrc (2007). the concepts were divided into level i for 2 grades, level ii for 3–5, level iii for 6–8, and level iv for 9–12. in this research, the concepts were divided into level i for 2 grades, level ii for 3–6, level iii for 7–9, and level iv for 10–12. these concepts can be seen in table 4. table 4. compatibility between the concepts in nrc’s lp about disease and topics covered by the 2013 curriculum. topics covered by 2013 curriculum nrc, 2007 the proposed lp contains 32 concepts: nine concepts about pathogens, 14 concepts about immune system, and nine concepts about infection. nrc’s lp about disease consisted of 22 concepts which were divided into genetic disorders, immune system, and infection. the proposed lp consisted of four levels: level i for grades 1–2, level ii for grades 3–6, level iii for grades 7–9, and level iv for grades 10–12. nrc’s lp was divided into four levels: level i for k-2, level ii for 3–5, level iii for 6–8, and level iv for 9–12. the existing lp helps researchers to understand the importance of basic concepts to develop students’ conceptual understanding, such as learning genetics (todd et al., 2017). based on the curriculum and the textbooks analysis, this study develops the disease lp by following the 2013 curriculum structure of bc, and the disease lp by nrc. the suggested lp is distributed into subtopics of 1) genetic disorders, 2) immune system, and 3) infection. the lp differed from the nrc's structure of 1) pathogens, 2) immune system, and 3) infection. the compiled concepts about genetic disorders and pathogens also differed. the nrc’s lp has 22 concepts while the suggested lp has 32 concepts. details of those concepts are figured out in table 5. table 5. proposed constructions of lp about disease for indonesian students. levels subtopics pathogens the body’s defenses infection i (grade 2) 2 5 3 ii (grades 3–6) 1 5 1 iii (grades 7–9) 3 1 2 iv (grades 10–12) 3 3 3 in our proposed lp, the subtopic of pathogens replaced the subtopic about genetic diseases. it was based on the textbook analysis that showed in elementary school, students were familiarized with concepts about pathogens rather than genetics. the concepts about pathogens can be found in many elementary schools’ textbooks such as book 1: me; book 6: clean, healthy, and beautiful environment; and book 7: objects, animals, and plants around us. those themes showed that the concept of disease has been learned at the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no.2, july 2021, pp. 136-148 142 ardiansyah et al (learning progression: how should we …) elementary school level by introducing students to a clean and healthy lifestyle from an early age. in middle school, students were taught about addictive substances and viruses, and so they’ve learned diseases can be caused by substances or organisms. it showed that concepts about the disease have been mastered but have not yet become the main topic in learning. the subtopic about pathogens showed that elementary students’ basic understanding of disease existed, but not yet coherent. middle school students’ understanding of pathogens is more advanced than elementary school students. it can be seen in the middle school textbooks which contain topics explaining several diseases caused by pathogens. it can be seen in the topics about organ systems and their disruption by pathogens such as bacteria and viruses. high school students’ understanding of pathogens was more complex. but their textbook repeated what they’ve learned in middle schools. they differed on how the pathogen infects the human body. the analysis resulted in the following conceptual arrangement: nine concepts about pathogens were to be divided into two concepts for second grade, one concept for 3–6, three concepts for 7–9, and three concepts for 10–12. the arrangement is presented in figure 1. the sequence of the concepts about immune system the subtopic about the immune system was studied in elementary, middle, and high schools. thus, it was to be included in the proposed lp. this concept was to be taught from elementary. it began with students learned about protecting themselves against infectious diseases, such as covering their mouth when sneezing or coughing. they also taught that human’s tear protects eyes from foreign substances. at middle schools, students began to recognize that human body parts are the means of defense, for example, skin. at high schools, they learned about the immune system in more detail. the analysis resulted in the following arrangement: five concepts about the immune system were to be learned in second grade, five concepts for 3–6, one concept for 7–9, and three concepts for 10–12. the arrangement was presented in figure 2. some viruses mutate quickly. several pathogens can cause disease and are more rapidly transmitted under suitable climatic conditions. mutated pathogenic organisms can cause new diseases that are dangerous for humans. specific pathogens cause specific diseases. pollution in water, air, and soil can carry disease-causing pathogens for humans. pathogens from a certain area have different abilitibility from other germs. germs on animal bodies can be a source of infectious diseases in humans. germs are small living things that can cause disease if they enter the humans or animal bodies. some diseases that are caused by germs, some are not. level 3 (7-9) level 1 (1-2) level 4 (10-12) level 2 (3-6) figure 1. the sequence of the concept about pathogens. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 136-148 143 ardiansyah et al (learning progression: how should we …) the sequence of the concepts about infection the concepts about infection have also been studied during elementary, middle, and high schools. it has been studied systematically and coherently. it resulted in students can understand how diseases spread and how pathogens such as bacteria or viruses enter the human body through various vectors. these initial concepts showed that their understanding was still low. grades 3–6 students understand that disruptions in the function of organs indicate a viral or bacterial infection. middle and high school students have learned the mechanism of viruses or bacterial infection and how they damaged the cells and tissues, causing disease. the analysis resulted in the following arrangement: three concepts for second grades, one concept for 3–6, two concepts for grades 7–9, and three concepts for grades 10–12. the arrangement was presented in figure 3. covering your mouth when you sneeze can prevent other people from getting sick. the sharing of personal items can cause disease transmission. some diseases only affecting human once during their lifetime. a healthy body can prevent germs from attacking the human body. the human body has a self-defense mechanism against pathogens in the form of tears, saliva, skin, blood cells, and digestive secretions. the skin protects the body from sunlight, harmful substances, and germs from the outside the human body. using a mask when sick or hanging out in large crowds can prevent us and other people from getting sick. washing hands with soap in running water before and after eating and after defecating can avoid germs that cause disease. germs can enter our body through food or sneeze, and can cause illness. level 3 (7-9) level 1 (1-2) level 4 (10-12) level 2 (3-6) a healthy body starts with a clean environment and a healthy lifestyle. psychological stress may lead to weak immunity against disease. some pathogenic organisms can cause diseases that attack the human immune system, such as hiv/aids. the immune system can be formed when pathogenic organisms attack and cause disease. when viruses or bacteria enter the human body, the white blood cells will fight against those pathogenic infections. figure 2.the sequence of the concepts about infection. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no.2, july 2021, pp. 136-148 144 ardiansyah et al (learning progression: how should we …) learning progression on disease developed by the nrc (2007) was focused on three categories: 1) genetics: the diseases caused by genetic disorders in humans. 2) body defense: how the immune system fights against viruses and prevents them from entering the human body. and 3) infection: show the disease infects humans and how the pathogens or infectors infect the cells. they were further divided into 4 levels: level 1/k2 (kindergartens-2nd grades), level 2 (3rd-5th grades), level 3 (6th-9th grades), and level 4 (10th12th grades). thirty-two basic concepts for understanding the disease were found from the textbook analysis. those concepts were distributed and adjusted according to the grades or levels. the analysis also found the discontinuity among the concepts taught in the current system. the analysis showed that the concepts about the disease have been taught to students according to the 2013 curriculum. thirty-two basic concepts have been developed and adapted from the nrc’s formulation (22 basic concepts). some concepts about diseases were known by students from their prior knowledge and experience. the analysis also showed a mismatch between one concept with the following concepts. understanding basic concepts are very important because it can influence subsequent understanding (duschl, 2019; elmesky, 2013). simple and basic concepts help students understanding more complex concepts learned during middle and high school. lp design also important and can help teachers as a standard for curriculum preparation (duschl et al., 2011). lp has been widely studied on science topics (national research council, 2007). biological concepts can also relate to other concepts in science (kohn et al., 2018). the interconnected concepts should be mastered by students, especially in high school. the proposed lp design was different from that of the nrc 2007. it was to accommodate the differences in culture and understanding. for example, the us and chinese students differed in their understanding of the carbon transformation process (jin et al., 2013). the conceptual understanding should be based on the relevant indonesian local wisdom. the concepts compiled from the textbook analysis resulted in two points of view. elementary school students’ understanding of the disease was very different from the middle schoolers. knowledge about health from an early age can help students avoid disease and can affect students’ academic intelligence (mcisaac et al.,2015; peralta et al., 2016). vaccines are antigenic substances taken from the blood plasma of people who are immune to certain viral infections to produce immunity in others through vaccination. different viral infections can occur due to different incubation periods, hosts, transmission rates, and symptoms. animals and plants can be vectors or carriers of pathogenic microorganisms. the attenuated viruses used as vaccines help prevent pathogens from reinfecting. viruses, bacteria, fungi, and parasites that enter the human body will distrupt normal body functions. if germs get into a person's body, they can distrupt various body functions. germs that stick to objects and the human body can enter the body and can cause illness. germs can be transmited from a sick person to a healthy person germs can enter our body through food or sneeze, and can cause illness. level 3 (7-9) level 1 (1-2) level 4 (10-12) level 2 (3-6) figure 3. the sequence of the concepts about infection. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 136-148 145 ardiansyah et al (learning progression: how should we …) knowledge about diseases differed according to age and grades. the upper graders should understand more complex concepts about diseases such as aids, influenza, and cancer (sigelman & glaser, 2019). middle and high school students have understood various scientific terms related to the pathogens, but elementary school students did not. some students might have misconceptions about several concepts. they might know about fungi, but they might categorize them as the plant, not as a separated taxon with different types, species, sizes, and other characteristics. the concept of disease has been conveyed to elementary school students in themes about how to avoid disease. this concept was introduced and intended so that students can socialize even if the environment has various disease vectors (cauchemez et al., 2011). the basic concepts to be mastered were not to contract the disease vectors while doing activities outside the home. the concepts studied by middle school students were more complex and require a deeper understanding. the learning topics were very diverseand interrelated to chemistry and physics during practical laboratory tasks (darminto & side, 2012; subamia et al., 2019) learn about photosynthesis (ariandini et al., 2014; rohman & kurniati, 2015) and the digestive enzymes (minarti et al., 2012). introducing infectious diseases in the reproductive system was very important for junior high school as part of sexual education (yang et al., 2016). the concepts learned by high school students were complex and related to other disciplines such as chemistry, physics, mathematics, and others. for example, during learning, there were processes of observing objects using a microscope with light projections, magnification, and chemical reagents (cisterna & williams, 2013; freidenreich et al., 2011; goetz et al., 2016; kohn et al., 2018; williams et al., 2011). proper learning frameworks help students understand interrelated science topics. for example, us students can generate ideas about the structure of matter, conservation, interaction, and energy when learning about transformation (stevens et al., 2013). conclusion the results showed that the concepts related to disease studied from elementary to high school have not been welldefined and integrated in the curriculum 2013. the textbooks analysis showed that the concepts of disease taught in grades 1 and 2 did not continue in grades 3 and 4 but taught again in grade 6. the learning cycles were repeated at each grade. the concepts taught to junior high school students contain clear concepts about disease, but at the high school, the topics were repeated without any concept progression from the previous level. this research produces a sequence of disease concepts that can probe the students' conceptual understanding from elementary to high schools. the lp design has three main concepts: the pathogens, immune system, and infection. those three main concepts have nine sub-concepts of pathogens for elementary school level (two sub-concepts for k2 and one sub-concept for grades 3-6), and three subconcepts for grades 7-9 and 10-12. the immune system has 14 sub-concepts which are divided into five subconcepts for k2 and grades 3-6, one sub-concept for grades 7-9 and three sub-concepts for grades 10-12. the infection has nine sub-concepts with three concepts for k2 and 10-12, one concept for grades 3-6 and one concept for grades 7-9. the lp design can act a consideration for education practitioners to improve the curriculum, especially those related to the concept of disease. the results were expected to be informing educational practitioners to develop more effective learning plans. the researcher did not unilaterally claim that the current curriculum is not good, but only provides suggestions for further improvements. this study can be a reference in reviewing lp in other disciplines. in this study, the lp has not been tested for its' validity and effectiveness. the students’ understanding of the disease should be strengthened from the most basic, so they can understand the next concepts easily. the sequence of concepts must be clarified to bring up the interconnectivity among the concepts. categorizing the concepts was necessary to ease the students in understanding the topics. the lp about the disease was expected to help the students build their conceptual understanding from the very 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(2019). the feasibility of biology module based on stim-hots models. jpbi (jurnal pendidikan biologi indonesia), 5(1), 101-108. doi: https://doi.org/10.22219/jpbi. v5i1.7385 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7385 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7385 https://doi.org/10.22219/jpbi.v5i1.7385 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7385&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 101-108 102 pramesti et.al (the feasibility of biology module …) anderson & krathwohl (2015). cognitive processes equipped with knowledge dimensions will shape the thinking skills or cognitive skills needed in the critical thinking, problem solving and creative thinking processes. in accordance with the explanation of (leward & hirata, 2011), the learning outcomes expected in the 21stcentury include: (a) life and career skills), including the ability to synthesize information, work as a team to manage broadly and complexly and be responsible to the community and the environment; (b) information, media and technology skills and (c) critical learning and innovation skills. the rapid progress in various fields requires human resources (hr) with supporting skills not only to compete but also to collaborate, one of which is high-order cognitive skills (hasan, naomee, & bilkis, 2013; stanny, 2016; stayanchi, 2017). high-order cognitive skills in learning can be trained through the selection of methods, models and teaching materials accordance with the indicators of these skills. based on the results of observation conducted in school on the teaching material, there are 2 biology textbooks used as the supporting books for the biology learning process. based on the results of the analysis of book a, the indicators of high-order cognitive skills that have not been fulfilled are the score for learning objectives of 2.27%, material of 56.81%, student activities of 6.81% and evaluation questions of 43.18%. book b is not much different from book a. the acquisition of scores on the learning objectives is 4.45%, on the material is 52.27%, on the student activities is 11.33% and, on the evaluation, questions is 43.18%. the results of the teaching material analysis are supported by the results of the interviews conducted with the teachers and students showing that both of them need teaching materials that can complement school textbooks that stimulate high-order cognitive skills of the students and facilitate them in the process of understanding the process. the teaching material that can be developed, among others, is a module. a module one of the teaching materials that has advantages over other materials because it is arranged systematically, intact and planned that help students achieve certain learning goals (daryanto, 2013). a module has several functions including the independent teaching material, evaluation tool and student literacy source (dhamija & kanchan, 2014; prastowo, 2011; rufii, 2015; serrat et al., 2014). a module as an independent teaching material plays an important role in the learning process, namely by placing students as the subjects of learning so that the learning environment created is active learning without depending on the availability of teachers. the module as an evaluation tool can function as a medium for student reflection about the topic that has been studied. the next role of the module is as a source of literacy, which is related to the contents of the module which consist of materials with a collection of concepts that can be used by the students as learning resources. through modules arranged in a specific design, teachers can also improve the academic performance of their students (istiningrum & wiyantoko, 2017; usmeldi, 2018). the module developed can be based on an appropriate learning model to empower the high-order cognitive skills of the students. the module developed is the stimulating higher order thinking skills (stim-hots) model. the stim-hots model is a model designed based on the study of theories of learning about how to teach students’ thinking skills and encourage students' freedom of thought wrapped in collaboration, communication and ict skills (pramesti, sajidan, & dwiastuti, 2018; sajidan & afandi, 2017; saputri, sajidan, rinanto, afandi, & prasetyanti, 2019). the main principle of the stim-hots model is student-centered learning. the stim-hots model consists of 6 syntaxes, including: (1) orientation, at this stage the teacher provides the basic concepts of the topic to be studied; (2) asking, at this stage the teacher directs the students to make a number of questions related to the topic to be studied. the process of making questions made by the students can stimulate their thinking processes in response to cases or problems that occur around them; (3) information exploration, the activity of the students at this stage is collecting information from various relevant sources by using ict media, related to the problems they will solve; (4) discussion, at this stage the students discuss with their group friends, share the results of digging information they have done before, which can train them to communicate the results of information exploration in their groups; (5) explanation, is a class discussion activity that each group presents the results of the group discussion to other groups; (6) reflection, the final stage in the stim-hots model, at this stage the students reflect on the weaknesses and strengths they encounter during the learning process (sajidan & afandi, 2017). the biology module based on the stim-hots model developed was indicated empower the high-order cognitive skills of the students. high-order cognitive skills refer to the bloom taxonomy revised by (anderson & krathwohl, 2001). anderson and karthwohl divided cognitive skills into low-order cognitive skills consisting of cognitive processes of c1 (remembering), c2 (understanding), c3 (applying) and high-order cognitive skill consisting of cognitive processes of c4 (analysing), c5 (evaluating) and c6 (creating). the cognitive process is equipped with a dimension of knowledge consisting of factual, conceptual, procedural and metacognitive knowledge. the stim-hots-based module was developed on cell metabolism topic based on the results of the analysis of the national examination absorptive capacity of public senior high school in surakarta in that topic experienced a decline from the 2014/2015 to 2016/2017 academic year. the results of this analysis are also supported by the results of the interviews with teachers and students regarding the topic stating that the topic is jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 101-108 103 pramesti et.al (the feasibility of biology module …) the topic with a broad scope of discussion and there are difficult stages for the students to understand. the students' daily test scores in the topic are also still under the minimum mastery criteria. cell metabolism topic consists of three sub chapters namely enzymes, catabolism, and anabolism. the concept of cell metabolism topic is the process of energy build up and breakdown. this material consists of many stages of chemical reactions that are often difficult for students to understand so that the existence of a biological module based on the stim-hots model is expected to facilitate students in understanding concepts and empowering high-level cognitive skills to be optimal. based on the above description, the development of the biology module based on stim-hots model is needed to enhance high-order thinking skills in surakarta public senior high school. method this research applied research and development (r & d) design that refers to the addie model (branch, 2009). the addie model consists of 5 stages. analyse this stage includes the data analysis from the results of preliminary research to determine the need for module development. the data from preliminary research results include the analysis of 8 national education standards, the analysis of teacher and student needs, the analysis of learning observation results, the analysis of the absorptive capacity of national examination and the analysis of teaching materials. design this stage was the preparation stage for the initial drafting of the module based on the stim-hots model and the preparation of the feasibility test procedures. the activities carried out at this stage included the identification of cell metabolism topic from various relevant literatures as the material in the module. after the material had been ready, the module matrix was made consisting of model syntaxes, module activities, the activities expected to appear in students, activity reactions and potential activities towards the high-order cognitive skills of the students. the next step was to make a module design and collect the materials to compile the contents of the module. development the activities carried out at the development stage were making an initial draft module and conducting the module feasibility test by six expert validators consisting of the material expert validator, module development expert validator, linguist validator, learning instrument expert validators and school practitioners. the qualifications for the validators were the expert lecturers in their fields with the latest level of education of s2 (master’s degree) or s3 (doctoral degree) while the practitioners were two biology teachers in surakarta public senior high school. implementation the implementation stage was the stage carried out after the module was tested for its feasibility by the validators and corrected according to their suggestions. the module was then tested on a small scale, namely on 12 students in surakarta public senior high school to find out the students' responses to the developed module. the students were selected randomly in the same school. evaluation evaluation was the step taken to find out the results of the module feasibility test after passing the validation test and small-scale field trial. the module was revised based on the results of the implementation process, and then it was implemented in the field test. the evaluation was conducted with the questionnaire and the results were calculated with the formula adapted from (arikunto, 2012). the module developed consists of the teacher module and student module. the instrument used was a questionnaire with a likert scale in the range of 1 to 4. the results of the evaluation by the validators, practitioners and students were analysed further using the percentage descriptive technique. the calculation of the validator, practitioner, and student assessment results used the formula adapted from arikunto (2012) as can be seen in formula 1. p = k/nk x 100% (1) notes: p: percentage of aspect feasibility; k: result score of data collection, and nk: maximum score. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 101-108 104 pramesti et.al (the feasibility of biology module …) the criteria for making module feasibility decisions can be seen in table 1. table 1. module feasibility decision making achievement rate % qualification notes 90-100 very good no need for revisions 75-89 good no need for revisions 65-74 enough revised 55-64 not good revised 0-54 not enough revised (source: suwastono, 2011) results and discussion analysis the analysis of eight national education standards this analysis was carried out through interviews with the school principal, head of administrative and biology teachers. the analysis results of eight national education standards can be seen in table 2. table 2. analysis results of eight national education standards (nes) eight standards total of indicators ideal scores contribution (%) nes implementation gap (%) scores (%) standard 1: content 8 24 11.11 22 10.18 0.93 standard 2: process 10 30 13.89 25 11.57 2.32 standard 3: graduate competency 12 36 16.67 35 16.2 0.47 standard 4: educational & educational staff 11 33 15.28 30 13.89 1.39 standard 5: facilities and infrastructure 11 33 15.28 33 15.28 0 standard 6: management 4 12 5.56 11 5.09 0.47 standard 7: financing 3 9 4.17 9 4.17 0 standard 8: evaluation 13 39 18.06 34 15.74 2.32 total 72 216 100.02 199 92.12 7.9 based on table 2, the achievement of eight national education standards is 92.12% with a gap of 7.9% between the ideal score and school achievements. the biggest gap is found in the process standard and assessment standard which is equal to 2.31%. the process standard is related to the learning process, including teaching materials, teaching media and learning instruments used. the evaluation standard includes the assessment instrument, type of test used, suitability between the assessment instrument and the measured cognitive level. the existence of a gap in the 2 standards indicates that the learning process has not run optimally. the needs analysis of students and teachers this activity used questionnaire and interview sheets. the results of this activity are that the teachers need new innovations in the learning process. the instruments made by the teacher are still in the low-order cognitive skill. the analysis of national examination absorptive capacity the analysis of national examination data shows a decrease in the absorptive capacity of the national examination in the metabolism topic from the 2014/2015 up to 2016/2017 academic years table 3. table 3. data of national examination absorptive capacity academic years school absorptive capacity (%) regency absorptive capacity (%) national absorptive capacity (%) 2014/2015 76,75 67,75 64.35 2015/2016 42,33 49,64 47.10 2016/2017 41,46 42,29 36.83 the decrease in the scores of cell metabolism topic is due to the broad scope of the topic with many stages of chemical reactions so that the students have difficulty understanding the concept. the findings related to the cell metabolism topic underlie the researcher to make this topic as a study of a topic on the research and development product. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 101-108 105 pramesti et.al (the feasibility of biology module …) the analysis of teaching materials the results of the textbook analysis show that the aspects of the two textbooks do not lead to the indicators related to high-order cognitive skills. the scores obtained for each of the high-order cognitive indicators can be seen in table 4. table 4. results of teaching material analysis aspects assessed textbooks qualification a (%) b (%) learning objectives 2.27 4.45 less materials 56.81 52.27 less student activities 6.81 11.33 less evaluation 43.18 43.18 less design at the design stage, there are several things to consider; they are: the curriculum used is the 2013 curriculum; the core competencies and basic competencies used are in accordance with the 2013 curriculum; the module developed consists of the teacher module and student module with cell metabolism topic and based on the stim-hots model. development the recapitulation of the results of evaluations by expert validators on the draft module based on the stimhots model on cell metabolism topic was in the form of quantitative data in the form of percentages and qualitative data in the form of suggestions from expert validators. the results of validation by each expert can be seen in table 5 and table 6. table 5. percentage of teacher module evaluations by expert validators validator percentages (%) qualification notes: material expert 89,28 very good no need for revisions module development expert 94,64 very good no need for revisions linguist 87,50 very good no need for revisions learning instrument expert 87,50 very good no need for revisions table 6. percentage of student module evaluations by expert validators validator percentages (%) qualification notes: material expert 89,28 very good no need for revisions module development expert 94,64 very good no need for revisions linguist 87,50 very good no need for revisions learning instrument expert 87,50 very good no need for revisions based on table 5 and table 6, it can be seen that the teacher module and student module have a percentage between 87-94% which means that they have very good qualifications. material validity, module characteristics, learning instruments, design and readability of both modules are sufficient to meet the expected target, but there are some notes from the validators as the revision material. the suggestions or notes from the validators were used as the revision material including the improvement to writing sentences to fit the enhanced indonesian spelling system, cover layout setting, cover image setting and the images on the learning activities. a more complete description can be seen in table 7. table 7. suggestions and results after revision of teacher and student modules expert validation suggestion initial product revision material expert ▪ the setting of the distance between images at the orientation stage should be corrected so that the meaning is not ambiguous ▪ the distance between images at the orientation stage has been fixed ▪ the image on the module map should be enlarged to make it clear ▪ the image on the module map has been enlarged ▪ the spelling errors should be corrected in some parts of the module ▪ the spelling errors in some parts of the module have been corrected ▪ the sentences or instructions should be made into points to make them not too long ▪ the sentences of instructions or instructions have been made into points ▪ in the enzyme topic, a brief discussion of isozymes should be added ▪ the topic about isozymes has been added jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 101-108 106 pramesti et.al (the feasibility of biology module …) expert validation suggestion initial product revision module development expert ▪ the image source in the cover and title page layout should be included ▪ the image source used in the cover and title page layout has been included ▪ the purpose of the lab work should be added in practical activities ▪ the purpose of the lab work in practical activities has been added learning instrument expert ▪ the forewords for the teacher module and student module should be distinguished ▪ the forewords for the teacher module and student module have been distinguished ▪ the instructions for using the module should be preceded by a command word and should not be ended with a fullstop (.) ▪ the instructions for using the module have been improved linguist ▪ fix syllabus tables to 1 page ▪ the syllabus table has been improved ▪ fix sentence order according to enhanced indonesian spelling system ▪ the sentence arrangement has been adjusted to enhanced indonesian spelling system implementation test results of education practitioners and student groups the recapitulation of the results of assessments by education practitioners and groups of students on the draft modules based on the stim-hots model on cell metabolism topic can be seen in table 8. table 8. percentage of assessment of education practitioners and students validator percentages (%) qualification practitioner i 98,36 very good practitioner ii 98,21 very good students (12) 83,44 very good based on table 8, it can be seen that the module based on the stim-hots model developed on cell metabolism topic shows the percentage in the range of 83-98% which means that it has very good qualifications. however, there are some suggestions from practitioners and students related to the systematic writing of questions and image size of the module. the description and results of the revision can be seen in table 9. table 9. suggestions and results after revision of teacher and student modules giver of advice suggestion second product revision practitioner the systematics of the question writing need to be corrected according to the rules of writing the systematics of the question writing has been fixed student the size of the image should enlarged to make it clearer the image has been enlarged based on the recapitulation of the results of the module evaluations by validators, practitioners and groups of students, as a whole the module based on the stim-hots model developed on cell metabolism material is feasible to be used in the learning process as an effort to empower high-order cognitive skills of students in surakarta public senior high school. the modules based on the stim-hots model developed are divided into 2 namely teacher module and student module. the teacher module is composed of instructions for implementing learning including lesson plans and syllabus, procedures for using modules in detail, details of the syntax of the stimulating higher order thinking skill (stim-hots) model and answer signs. the student module is composed of student activity sheets, material summaries and exercises that refer to empowering high-order cognitive skills of students. the module content is very influential on the quality of the module and the expected process of achieving competencies. the interesting module content with attractive colour composition can motivate the students to learn. besides, the material presented along with appropriate images helps them understand the concepts learned (suciyati & adian, 2018). the student activities in the module in each stim-hots syntax focus on the process of stimulating high-order cognitive skills and are supported by evaluation questions to measure the achievement of the measured competencies (sajidan & afandi, 2017). the empowerment of high-order cognitive skills is stated in the law of the republic of indonesia no. 20 (2003) that students have the potential to become critical, creative and independent human beings along the times. the effort to develop a biology module based on stim-hots model to empower high-order cognitive skills is expected to be a solution that can be done by educators or teachers in the learning process. conclusion the development of modules based on the stim-hots model on cell metabolism topic in surakarta public senior high school was based on the results of the analysis of teaching materials used in schools which showed that the teaching material had not facilitated the students to achieve the competency of high-order jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 101-108 107 pramesti et.al (the feasibility of biology module …) cognitive skills optimally. the results of the analysis show that the teaching materials have not facilitated the students in achieving competencies in the form of high-order cognitive skills optimally. the stimulating higher order thinking skills (stim-hots) model is a model designed to stimulate thinking skills, one of which is highorder cognitive skills. the module was developed through the validation stage of the expert first to see the feasibility of the module before implemented in the school. based on the results of the validation, the module based on the stim-hots model on metabolism topic shows the percentage of 83-98% meaning that it has very good or appropriate qualification to be used to empower students' high-order cognitive skills. acknowledgment the researcher would like to thank the institute for research & community service of universitas sebelas maret which provided funding support for pnbp research under contract no.543/un27.21/pp/2018. references ahn, r., & class, m. 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(0762) 7392272 e-mail korespondensi: nurulafifah.upp@gmail.com abstrak penelitian ini bertujuan untuk mengetahui kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching program studi pendidikan biologi universitas pasir pengaraian tahun pembelajaran 2015/2016. penelitian ini merupakan penelitian kualitatif. penelitian ini telah dilaksanakan di pada bulan februari-juni 2015. subjek penelitian adalah seluruh mahasiswa semester vi yang mengambil mata kuliah microteaching. instrumen dalam penelitian ini meliputi silabus, rpp dan angket. teknik pengumpulan data pada penelitian adalah dari informan penelitian, antara lain 1) dosen program studi pendidikan biologi, 2) dosen lintas program studi (program studi pendidikan bahasa inggris, pendidikan matematika, pendidikan fisika, dan pendidikan olahraga), 3) dosen lintas fakultas selingkungan universitas pasir pengaraian. teknik yang digunakan adalah teknik analisis data menurut miles & huberman antara lain reduksi data, penyajian data, dan penarikan kesimpulan. hasil penelitian menyatakan bahwa kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching di program studi pendidikan biologi universitas pasir pengaraian yaitu dengan penilaian 3,13 atau termasuk kriteria baik. kata kunci: biologi, calon guru, keterampilan dasar mengajar, kualitas, microteaching abstract this research purposed on knowing basic teaching skill quality of teacher candidates in study subject microteaching of department of biology education, pasir pengaraian university, academic year 2016/2016. this research is qualitative research. this research has been done in february to june 2015. the subject of this research is all of the 6 th semester students who are taking the microteaching study subject. the instruments of this research including syllabus, teaching plans, and questionnaire. the technique of collecting data in this research is from the research’s informant, that is 1) the lecturer of department of biology education, 2) the faculty lecturer (from department of english education, mathematics education, physics education, and sport education), and 3) the university lecturer (from other faculty in pasir pengaraian university). the technique which is use is data analysis technique according to miles & huberman that is data reduction, data presentation, and taking conclusion. the research results explain that the basic teaching skill quality of teacher candidates in microteaching of department of biology education, pasir pengaraian university with ratings of 3.13 or includes good criteria. keywords: basic teaching skill, biology, microteaching, quality, teacher candidates fakultas keguruan dan ilmu pendidikan (fkip) adalah salah satu fakultas di universitas pasir pengaraian yang akan menciptakan calon guru profesional sesuai dengan bidang keahliannya. rusman (2010) menyatakan guru profesional adalah seorang guru yang memiliki kemampuan dan keahlian khusus dalam bidang keguruan, sehingga mampu melaksanakan tugas dan fungsinya sebagai guru dengan kemampuan yang maksimal. berdasarkan pra penelitian yang telah dilakukan, mahasiswa program studi pendidikan biologi masih mengalami javascript:void(0) mailto:nurulafifah.upp@gmail.com jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) disubmit: november 2016 direvisi: februari 2017 disetujui: maret 2017 afifah, kualitas keterampilan dasar 11 available at http://ejournal.umm.ac.id/index.php/jpbi kendala untuk menyampaikan informasi atau mentransferkan ilmu di depan teman sejawatnya. hal ini menjadi kekhawatiran karena output fakultas keguruan dan ilmu pendidikan adalah menjadikan guru yang terampil untuk berkomunikasi di depan khalayak ramai. microteaching merupakan suatu pembelajaran yang melatih calon guru agar memiliki keterampilan dasar dan khusus dalam pembelajaran dengan lingkup kecil atau terbatas. asril (2011) menyatakan bahwa keterampilan dasar dan khusus guru dalam pembelajaran antara lain, yaitu keterampilan membuka dan menutup pembelajaran, bertanya, menjelaskan dan mengelola kelas, penggunaan bahasa, memberi penguatan, mengadakan variasi, memimpin diskusi, dan melakukan evaluasi. microteaching dijadikan salah satu mata kuliah wajib berbobot 2 sks yang harus diikuti oleh seluruh mahasiswa dari semua program studi di fakultas keguruan dan ilmu pendidikan. mata kuliah microteaching ini sangat membantu calon guru untuk menunjukkan keaktifan dan kemampuannya sebagai guru, baik kepada para teman sejawat dan dosen pembimbing. wadjdi (2014) menyatakan bahwa latihan praktik didepan teman sejawat merupakan salah satu sarana mempersiapkan calon guru yang profesional melalui mata kuliah microteaching. menurut utomo (2012) terdapat pengaruh yang signifikan antara nilai prestasi belajar mata kuliah microteaching terhadap keberhasilan dalam mengikuti program pengalaman lapangan (ppl). oleh sebab itu, microteaching merupakan periode awal yang akan menentukan sukses atau gagalnya menjadi guru yang profesional dilapangan/praktek langsung di sekolah-sekolah. penelitian ini akan mengungkap kualitas keterampilan dasar mengajar calon guru pada mata kuliah micro teaching, khususnya program studi pendidikan biologi universitas pasir pengaraian. sehubungan dengan itu, maka tujuan penelitian ini adalah untuk mengetahui kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching pada program studi pendidikan biologi universitas pasir pengaraian. penelitian ini diharapkan dapat memiliki manfaat, yaitu 1) sebagai masukan untuk dosen pengampu mata kuliah microteaching, karena mata kuliah ini merupakan periode awal yang akan menentukan sukses atau gagalnya menjadi guru yang terampil dan profesional dilapangan/praktek di sekolah-sekolah; dan 2) mengetahui kendala-kendala yang dihadapi mahasiswa sebagai calon guru sebelum melaksanakan praktek selanjutnya berupa program pengalaman lapangan (ppl) di sekolah-sekolah mitra. metode jenis penelitian ini adalah penelitian kualitatif. penelitian ini telah dilaksanakan di universitas pasir pengaraian fakultas keguruan dan ilmu pendidikan program studi pendidikan biologi mulai bulan februari sampai juni 2015. subjek penelitian ini adalah seluruh mahasiswa semester vi tahun pembelajaran 2015/2016 yang memprogram atau mengambil mata kuliah microteaching), dengan jumlah 35 mahasiswa (kelas a dan b). instrumen dalam penelitian ini meliputi silabus, rpp, dan angket. informan atau sumber data dari penelitian ini adalah dosen pengampu mata kuliah yang diminta waktunya oleh mahasiswa untuk praktek atau melakukan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) disubmit: november 2016 direvisi: februari 2017 disetujui: maret 2017 afifah, kualitas keterampilan dasar 12 available at http://ejournal.umm.ac.id/index.php/jpbi microteaching, yakni 1) dosen program studi pendidikan biologi, 2) dosen lintas program studi (program studi pendidikan bahasa inggris, pendidikan matematika, pendidikan fisika, dan pendidikan olahraga), 3) dosen lintas fakultas selingkungan universitas pasir pengaraian. teknik yang digunakan adalah teknik analisis data menurut miles dan huberman dalam sugiyono (2010) yang menjelaskan bahwa aktivitas dalam analisis data kualitatif dilakukan secara terus menerus sampai tuntas sehingga datanya jenuh (reduksi data, penyajian data, dan penarikan kesimpulan). untuk penilaian akhir digunakan analisis ipkg-2 (instrument penilaian kinerja guru-bagian pelaksanaan pembelajaran), diambil rata-rata dari item penilaian dengan kriteria acuan buku pedoman praktek pengalaman lapangan ppl universitas pasir pengaraian (2016) yaitu a: sangat baik (3,1 – 4,0), b: baik (2,1 – 3,0), c: sedang (3,1 – 4,0), dan d: kurang baik (< 1,0). hasil dan pembahasan hasil penelitian ini diharapkan dapat menjawab bagaimana kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching, khususnya mahasiswa program studi pendidikan biologi universitas pasir pengaraian. untuk lebih jelasnya, dapat dilihat pada uraian berikut. mahasiswa biologi semester vi a berjumlah 21 mahasiswa. untuk mengetahui kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching, seperti pada tabel 1. tabel 1. kualitas keterampilan dasar mengajar calon guru mahasiswa pendidikan biologi semester vi a no nama mahasiswa penilaian ratarata kriteria antar prodi lintas prodi lintas fakultas 1 011ns 2,70 2,72 2,61 2,67 baik 2 011pf 3,81 3,10 3,50 3,47 baik 3 011ndp 2,63 3,10 3,00 2,91 baik 4 011ar 3,76 3,81 3,50 3,69 sangat baik 5 011ed 3,47 2,61 3,01 3,03 baik 6 011pw 2,70 2,53 2,60 2,61 baik 7 011ya 3,10 3,03 2,72 2,95 baik 8 011ah 2,60 2,50 2,53 2,54 baik 9 011ma 2,53 2,70 2,61 2,61 baik 10 011aw 3,37 3,10 2,70 3,05 baik 11 011vpw 2,61 2,72 3,01 2,78 baik 12 011sm 2,60 2,50 2,53 2,54 baik 13 011km 3,55 3,03 3,10 3,22 baik 14 011rd 2,72 3,03 3,34 3,03 baik 15 011eps 3,94 3,81 3,34 3,69 sangat baik 16 011sal 3,71 3,10 3,03 3,28 baik 17 011ji 3,34 2,81 3,10 3,08 baik 18 011ra 3,03 3,10 2,53 2,74 baik 19 011mt 2,80 2,61 2,60 2,67 baik 20 011rak 3,10 2,81 2,80 2,90 baik 21 011ah 2,70 2,50 2,60 2,60 baik total 64,71 61,22 60,76 62,06 rata-rata 3,08 2,92 2,89 2,96 baik jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) disubmit: november 2016 direvisi: februari 2017 disetujui: maret 2017 afifah, kualitas keterampilan dasar 13 available at http://ejournal.umm.ac.id/index.php/jpbi berdasarkan tabel 1 di atas diketahui bahwa rata-rata kuliatas keterampilan dasar mengajar calon guru pada mata kuliah microteaching, khusus kelas a yaitu dengan kriteria baik (2,96). penilaian di atas mempunyai tiga tingkatan nilai yang menjadi poin penting, antara lain 1) penilaian tingkat antar prodi, yaitu mahasiswa melakukan praktek dasar mengajar microteaching khusus program studi pendidikan biologi semester 2 dan semester 4, dengan kriteria penilaian baik (3,08); 2) penilaian tingkat lintas program studi, yaitu mahasiswa melakukan praktek mengajar dasar mengajar microteaching pada program studi matematika, fisika dan bahasa inggris semester 2 dan 4, dengan kriteria penilaian baik (2,92); dan 3) penilaian tingkat fakultas, yaitu mahasiswa melakukaan praktek dasar mengajar microteaching pada program studi pertanian semester 4 dan program studi kebidanan semester 2, dengan kriteria penilaian baik (2,89). jika pemahaman mahasiswa untuk mata kuliah microteaching sudah baik, menunjukkan bahwa mahasiswa sudah siap untuk melaksanakan ppl (program pengalaman lapangan) dan mampu menjadi calon guru yang akan mendidik anak bangsa, (mukondar & arif, 2014). namun penilaian di atas hanya secara garis besar saja berdasarkan keterampilan dasar mengajar yang menjadi indikator penilaian. penilaian pembanding juga didapatkan dari data sekunder, yaitu saran dari dosen pengampu mata kuliah yang diminta waktu mengajarnya (± 15 menit) oleh mahasiswa. saran dari dosen pengampu sekaligus sebagai data sekunder, menjadi pendukung untuk mengetahui lebih detailnya pelaksanaan praktek dasar mengajar microteaching mahasiswa. pada mahasiswa 011vpw (tabel 1), sarannya antara lain perbaiki media pembelajaran pada power point, singkronkan warna tulisan dengan background power point, jangan terlalu cepat dalam menjelaskan materi, tekankan penjelasan pada materi yang akan menjadi pertanyaan (evaluasi) yang akan diberikan di akhir pembelajaran. seharusnya yang dilakukan mahasiswa yaitu membuat tampilan pada power point menarik, karena ini merupakan salah satu media pembelajaran yang sangat membantu untuk memahami materi pembelajaran, meningkatkan semangat dan memotivasi selama pembelajaran (ali, 2009). saran berikutnya yaitu terkait dengan keterampilan menjelaskan, seharusnya tidak terlalu cepat dalam menjelaskan. berdasarkan data wawancara denggan responden, menyatakan bahwa demikian terjadi karena adanya rasa kurang percaya diri dan cemas saat menjelaskan pembelajaran dan dilihat oleh banyak orang (siswa). faktor kecemasan itu sebenarnya wajar, karena jika faktor kecemasan ada dalam ambang tertentu akan mendorong untuk memiliki kekuatan dalam menyelesaikan permasalahan yang dihadapi, namun apabila kecemasan ini berlebihan, maka akan berdampak negatif terhadap kesiapan menghadapi suatu kegiatan (kurniawati & mufdillah, 2009). untuk mengantisipasi kecemasan ini, salah satu cara yang bisa dilakukan yaitu dengan mengontrol emosional diri sendiri. mengendalikan emosi diri sendiri merupakan kemampuan individu dalam menangani perasaan agar tercapai keseimbangan dalam diri sendiri. selain itu juga harus bisa mengendalikan emosi orang lain, kemampuan mengendalikan emosi pada orang lain dapat mmenciptakan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) disubmit: november 2016 direvisi: februari 2017 disetujui: maret 2017 afifah, kualitas keterampilan dasar 14 available at http://ejournal.umm.ac.id/index.php/jpbi pengembangan tersendiri dalam kecerdasan emosi diri sendiri. hastuti (2014) menyimpulkan bahwa proses pemahaman dan pengelolaan emosi dapat membantu mengurangi tekanan emosional yang muncul akibat perbedaan karakteristik dari individu itu dengan pihak eksternal, ataupun mengubah tekanan yang ada menjadi bentukan pola adaptasi dan konsep strategis emosional dalam menghadapi tekanan yang muncul. mahasiswa 011ma (tabel 1) juga mendapatkan saran dari dosen pengampu saat melaksanakan praktek dasar mengajar microteaching hendaknya meningkatkan interaksi dengan siswa saat pembelajaran dan jangan merasa terbebani saat menjelaskan materi pembelajaran. hendaknya jika menjadi seorang guru, harus menguasai bagaimana beinteraksi dengan siswa dan enjoy dengan profesi yang dijalani sehingga menciptakan keprofesionalan terhadap profesi. sukaesih & siti (2012) menginformasikan bahwa dengan praktek pembelajaran pada mata kuliah microteaching menjadi salah satu inovasi bagi peningkatan kemampuan profesional guru dalam pembelajaran. guru profesional menjadi tuntutan yang harus segera dipenuhi pada era sekarang, upaya yang dilakukan untuk mencapainya antara lain melalui pendidikan dan latihan profesi guru, workshop dan pelatihan pengajaran lainnya. mahasiswa biologi semester vib berjumlah 14 mahasiswa. untuk mengetahui kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching, dapat kita lihat pada tabel 2. tabel 2. kualitas keterampilan dasar mengajar calon guru mahasiswa pendidikan biologi semester vi b no nama mahasiswa penilaian ratarata kriteria antar prodi lintas prodi lintas fakultas 1 011asn 3,02 3,37 3,79 3,39 baik 2 011am 3,48 3,07 2,26 2,93 baik 3 011al 2,85 3,12 3,55 3,17 baik 4 011tm 3,00 3,00 3,71 3,23 baik 5 011af 3,66 3,30 3,66 3,54 sangat baik 6 011sw 3,30 3,70 3,54 3,51 sangat baik 7 011rh 3,50 3,57 3,50 3,52 sangat baik 8 011bs 2,84 2,85 3,71 3,13 baik 9 011lt 3,10 3,11 3,00 3,07 baik 10 011yn 2,92 3,73 3,00 3,21 baik 11 011ty 3,50 3,57 3,88 3,65 sangat baik 12 011jl 3,67 2,80 3,66 3,37 baik 13 011es 3,70 3,56 3,54 3,60 sangat baik 14 011na 3,17 3,00 3,00 3,05 baik total 45,71 45,75 47,80 46,37 rata-rata 3,26 3,27 3,41 3,31 baik berdasarkan tabel 2 kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching yaitu dengan rerata penilaian 3,31 (kriteria baik). umumnya semua keterampilan mengajar sudah dikuasai oleh mahasiswa biologi semester vib. namun setelah didapatkan data sekunder dari dosen sebagai penilai saat mahasiswa melakukan praktek didapatkan beberapa masukan yang sangat jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) disubmit: november 2016 direvisi: februari 2017 disetujui: maret 2017 afifah, kualitas keterampilan dasar 15 available at http://ejournal.umm.ac.id/index.php/jpbi membangun jika mahasiswa akan melaksanakan aplikasinya di sekolah. masukan kepada 011am (tabel 2), antara lain mahasiswa calon guru diminta untuk meningkatkan interaksi dengan siswa dan merespon/menjawab pertanyaan siswa saat pembelajaran. kegiatan yang menjadi masukan dari dosen (penilai) ini merupakan cakupan dari keterampilan bertanya dan keterampilan menjelaskan. idealnya calon guru harus menguasai keterampilan ini, karena keterampilan ini sangat berpengaruh terhadap hasil pembelajaran siswa, dan keterampilan ini juga akan berpengaruh terhadap praktek langsung di sekolah. menurut novitasari et al (2013) bahwa keterampilan ini berpengaruh terhadap kesiapan mahasiswa untuk menjadi calon guru (tenaga pendidik). menurut slameto (2013) keterampilan ini akan meningkat jika adanya niat dan kesiapan siswa untuk menjadi calon guru. semakin banyak pengalaman mengajar maka semakin banyak pula ilmu yang dikuasai dari pengalaman tersebut, dan seorang mahasiswa akan cenderung semakin siap untuk terjun menjadi calon guru (tenaga pendidik). faktor lain yang bisa mendukung idealnya calon guru yaitu dengan adanya bimbingan secara intensif dari dosen pembimbing dan guru pamong, sehingga mahasiswa bisa melakukan praktek mengajar dengan optimal. namun yang perlu diketahui bahwa faktor yang sangat urgensi yaitu dari mahasiswa yang akan menjadi calon guru tersebut. mahasiswa calon guru harus meningkatkan keterampilannya dalam kemampuan mengajarnya serta menumbuhkan minat dan kemauan yang kuat untuk menjadi guru yang profesional, sehingga didapatkan kesiapan mental pada dirinya sendiri dalam menjalankan profesinya (fadly, 2015). mahasiswa 011na (tabel 2) juga mendapatkan saran dari evaluator, yaitu pada keterampilan membuka dan mengelola pembelajaran. pada saat menjelaskan pembelajaran, mahasiswa yang menjadi calon guru terlalu tegang dan gugup untuk memulai pembelajaran. hal ini menyebabkan tingkat stres yang tinggi dan berdampak pada kesiapan mental untuk menyampaikan materi pembelajaran. begitu juga dengan siswanya, dengan keadaan dan suasana seperti ini menyebabkan kegiatan pembelajaran kurang menyenangkan dan siswa kurang mempedulikan calon guru saat menjelaskan pembelajaran. salah satu faktor yang menjadi kendala adalah kesiapan calon guru, hendaknya calon guru sudah siap mental saat pembelajaran, mampu menjadi motivator di awal pembelajaran, sehinggga pembelajaran akan menyenangkan dan secara tidak langsung akan mudah untuk menguasai kelas. dari uraian di atas, dapat disimpulkan bahwa kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching program studi pendidikan biologi universitas pasir pengaraian yang terdiri dari 2 kelas (kelas a dan b) yaitu rerata penilaian 3,13 dengan kriteria baik. dengan kata lain menginformasikan bahwa praktek dasar mengajar microteaching mampu melatih dan memberikan pengalaman langsung kepada mahasiswa calon guru sebagai bekal pengembangan kompetensi yang diperlukan dan mampu menerapkan berbagai keterampilan tersebut secara nyata serta sikap secara profesional. hal ini dimaksudkan agar nantinya sudah terjun ke dunia pendidikan langsung ikut berperan aktif dalam meningkatkan mutu di dunia pendidikan. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) disubmit: november 2016 direvisi: februari 2017 disetujui: maret 2017 afifah, kualitas keterampilan dasar 16 available at http://ejournal.umm.ac.id/index.php/jpbi padangan tersebut sejalan dengan retno & yuhana (2016) bahwa guru yang memiliki kompetensi profesional mengajar dan kompetensi pedagogik akan mampu merencanakan, melaksanakan dan mengevaluasi pembelajaran secara sinergis, kemampuan ini diperlukan supaya pembelajaran yang dilakukan terarah dan tujuan pembelajaran dapat dicapai. tugas guru selanjutnya adalah menyediakan sumber belajar bagi siswa dalam rangka memecahkan masalah. kompetensi tersebut harus dilatihkan kepada para calon guru. bagaimanapun, calon guru sebagai generasi guru masa depan harus memiliki kemampuan kompleks, terlebih bila merunut pada tuntutan zaman. selain kemampuan mendesain dan melaksanakan pembelajaran (husamah & setyaningrum, 2013), calon guru pun harus peka/adaptif terhadap perkembangan teknologi di bidang pendidikan dan pembelajaran (husamah, 2013; 2014, 2015a, 2015b), memiliki kemampuan berpikir tingkat tinggi dan motivasi besar (husamah & pantiwati, 2014), daya tahan dan cinta akan profesi yang ditekuninya (nurwidodo et al., 2017), dan mampu berpikir reflektif sehingga dapat terus memperbaiki kualitas diri (husamah, 2016). selain itu, kegiatan microteaching ini akan mendorong peningkatan kualitas calon guru sekaligus meningkatkan kualitas proses belajar mengajar di kampus atau perguruan tinggi, khususnya yang berstatus lptk. menurut hapsari (2016) berbagai permasalahan umum yang berkaitan dengan metode pembelajaran, kurang terlibatnya mahasiswa dalam perkuliahan, penggunaan media yang kurang optimal, dan belum tercapainya target hasil belajar patut menjadi perhatian. pembelajaran modern harus menggunakan paradigma berorientasi pada mahasiswa (student-centered instruction) dan bukan lagi perkuliahan ada pada pihak dosen (teacher-centered intruction). penutup kesimpulan berdasarkan analisis data yang telah dilakukan dapat disimpulkan bahwa kualitas keterampilan dasar mengajar calon guru pada mata kuliah microteaching program studi pendidikan biologi universitas pasir pengaraian yaitu dengan penilaian 3,13 (kriteria baik). mata kuliah microteaching mampu melatih dan memberikan pengalaman langsung kepada mahasiswa calon guru sebagai bekal pengembangan kompetensi yang diperlukan dan mampu menerapkan berbagai keterampilan tersebut secara nyata serta sikap secara profesional. adapun beberapa kendala-kendala yang dihadapi mahasiswa sebagai calon guru sebelum melaksanakan program pengalaman lapangan (ppl) di sekolah-sekolah, antara lain: a) masih kurangnya kesiapan mental untuk menghadapi siswa saat pembelajaran; b) kurangnya kesiapan pada media pembelajaran; c) kurang menguasai keterampilan membuka pembelajaran, keterampilan menjelaskan dan keterampilan mengelola kelas dan c) kurangnya kesiapan emosional untuk menghadapi perbedaan karakter siswa saat pembelajaran. saran saran yang didapatkan dari hasil penelitian ini antara lain 1) diharapkan ada komunikasi antara mahasiswa sebagai calon guru, dosen pengampu mata kuliah microteaching dan guru pamong di sekolah, sehingga bisa mencetuskan calon jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 10-18) disubmit: november 2016 direvisi: februari 2017 disetujui: maret 2017 afifah, kualitas keterampilan dasar 17 available at http://ejournal.umm.ac.id/index.php/jpbi guru yang profesional. 2) untuk peneliti berikut, hendaknya mampu untuk mengungkap bagaimana idealnya kesiapan mental atau emosional calon guru dalam menghadapi karakter siswa yang berbeda saat pembelajaran, karena pada penelitian ini belum mengungkap hal demikian. daftar rujukan asril, z. 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(2014, november). desain pendidikan profesional guru pendidikan vokasional (pengembangan laboratorium microteaching). prosiding konvensi nasional asiasi pendidikan teknologi dan kejuruan (aptekindo) ke-7 fptk universitas pendidikan indonesia, bandung, 13 sd 14 november 2014. yuhanna, w. l. & retno, r. s. (2016). pembelajaran konsep dasar ipa dengan scientific inquiry untuk meningkatkan kemampuan berpikir, bekerja dan bersikap ilmiah pada mahasiswa. jurnal pendidikan biologi indonesia, 2 (1), 1-9. http://dx.doi.org/%2010.11591/edulearn.v11i1.4669 http://dx.doi.org/%2010.11591/edulearn.v11i1.4669 http://dx.doi.org/%2010.11591/edulearn.v11i1.4669 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 77-84 10.22219/jpbi.v5i1.7328 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 77 research article the activeness, critical, and creative thinking skills of students in the lesson study-based inquiry and cooperative learning rusdi hasan a,1,*, marheny lukitasari b,2, sri utami a,3, anizar c,4 a department of biology education, universitas muhammadiyah bengkulu, jl. bali, teluk segara, bengkulu, 38119, indonesia b department of biology education, universitas pgri madiun, address, jl. setia budi no. 85, madiun, east java, 63118, indonesia c madrasah aliyah negeri 2 of bengkulu (islamic senior high school), jl. bandara fatmawati 13/05, bengkulu, 38213, indonesia 1 rusdihasan@umb.ac.id*; 2 marheny@unipma.ac.id; 3 utamisri101@gmail.com; 4 anizarbengkulu@gmail.com; * corresponding author introduction the education quality in indonesia is still quite far behind other countries in the world including asean countries (rahabav, 2016). based on the results of the organization for economic cooperation and development (oecd) survey through the ranking of world education related to the program for international student assessment (pisa), indonesia ranked 62nd out of 70 countries in terms of science literacy with the score 402, far below the average score oecd of 493 (schleicher, 2018; schleicher & echazarra, 2016). the low quality of education is one of the four main problems of education field in indonesia apart from its equity, efficiency, and relevancy (kurniawan, 2016). quality educators, curriculum, the availability of educational facilities and infrastructures synergize in supporting the implementation of quality learning processes to a r t i c l e i n f o a b s t r a c t article history received january 04, 2019 revised january 31, 2019 accepted february 23, 2019 published march 05, 2019 the implementation of innovative learning and lesson study (ls) are potential to improve student thinking skills and activeness differently and mostly implemented separately. this study aimed to explore and compare the student critical and creative thinking skills as well as student activeness in the inquiry and cooperative models combined with ls-based learning practice. this was a descriptive quantitative study that was conducted at islamic senior high school 1 of bengkulu. the sample was two classes consisted of 33 and 32 students each that conducted ls-inquiry and lscooperative learning. the essay test delivered to measure critical and creative thinking skills and observation sheet to measure student activeness. the data were analyzed by t-test to compare critical and creative thinking skills as well as the student activeness between the ls-inquiry and ls-cooperative classes. the result showed that ls-inquiry learning improved the student critical and creative thinking skills that significantly higher than ls-cooperative learning. the student activeness improved gradually as ls cycles during learning processes in either inquiry or cooperative learning, but no significant difference between these two learning models. it showed that inquiry learning plays a dominant influence in critical and creative thinking skills improvement, whereas ls in student activeness improvement otherwise. copyright © 2019, hasan et al this is an open access article under the cc–by-sa license keywords critical thinking creative thinking inquiry lesson study how to cite: hasan, r., lukitasari, m., utami, s., & anizar, a. (2019). the activeness, critical, and creative thinking skills of students in the lesson study-based inquiry and cooperative learning. jpbi (jurnal pendidikan biologi indonesia), 5 (1), 77-84. doi: https://doi.org/10.22219/jpbi.v5i1.7328 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7328 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7328 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7328&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 77-84 78 hasan et al (the activeness, critical, and creative …) produce a good quality outcome. the low quality of the learning process often associated with the low competency and creativity of educators carry out a learning process that involves student actively in learning and implements a student-centered learning process to develop higher-order thinking skills. leow and neo (2014) stated that the tendency of teacher-centered learning processes that emphasize the ability to memorize subject matter results in the inability of students to apply the concepts of learning with daily life was a problem of learning practices should address. the information and communication technology rapidly develop in the 21st-century provides the broadest opportunity to innovate in various fields of life, including the educational. the era that leads to open and increasingly fierce competition globally to acquire and improve life skills following the needs of modern society. bellanca et al (2010); dwyer, hogan, and stewart (2014) developed the 21st-century learning framework that includes three skills as the outcome of the learning process which consist of (1) life and career skills, (2) learning and innovation skills, and (3) information media and technology skills. for the learning and innovation skills, the learning practice in schools today must be able to provide students with four abilities: creativity, critical thinking, collaboration and communication that simply called 4c. in bloom's taxonomy, these 4c abilities are in the realm of higher-order thinking skill (hots). johnson (2002) has divided hots into critical and creative thinking skills. ennis (1985) defined critical thinking from a philosophical tradition approach as the reflective and reasonable thinking that focused on deciding what to believe or do. on the cognitive psychological approach, willingham (2008) stated that critical thinking as seeing both sides of an issue, being open to new evidence that disconfirms your ideas, reasoning dispassionately, demanding that claims be backed by evidence, deducing, and inferring conclusions from available facts, and solving problems. while, thinking ability that is able to produce imagination, new ideas, alternative hypotheses, and evaluation abilities are categorized as creative thinking (kampylis & berki, 2014). the critical and creative thinking skills of students are essential abilities in the global competition era of the 21st-century because the level of complexity of problems in all aspects of modern life are very high. the critical and creative thinking belongs to the high level of a cognitive domain as a continuation of essential competencies in the learning process (chang, li, chen, & chiu, 2014; huff, 2014; lai, 2011; liu, he, & li, 2015; piergiovanni, 2014). nowadays, it strongly emphasized that learners can acquire those skills after learning process through innovative learning models that enable to foster it. however, practically at schools as also happened at islamic senior high school/madrasah aliyah negeri (man) 1 of bengkulu, many teachers have not applied yet the innovative learning models characterized by student-centered learning to develop high-order thinking skills of the students. the preliminary observation found that the average student-learning outcome and activeness during the learning process of academic year 2106/2017 in biology subject were lower than minimum completeness criteria. this fact might relate to the lack of teachers’ creativity to implement innovative strategies, models and learning approach in order to maximize the learning outcome. the student can obtain the expected outcome as the teacher precisely chooses a learning model that conforms to the material and conditions of the learning environment. one alternative learning model aligns with the student activeness for gaining a high order thinking skill is an inquiry (madhuri, kantamreddi, & prakashgoteti, 2012). it have been reported elsewhere that the implementation of inquiry learning improved the student achievement (jiang & mccomas, 2015), scientific performance (kruit, oostdam, berg, & schuitema, 2018), activeness (jocz, zhai, & tan, 2014), critical thinking (falahudin, wigati, & pujiastuti, 2016; miri, david, & uri, 2007; tzelepi & papanikolaou, 2018), and creative thinking (cremin, glauert, craft, compton, & styliandou, 2015; liu et al., 2015; thompson, 2017). on the other hand, for delivering the student to achieve an expected learning outcome, the teachers often face trouble in compiling and applying critical and creative thinking skills as well as designing a suitable strategy and so in observing student’s activity optimally during the learning process by him or herself individually. these conditions require efforts to improve the quality of learning through a series of activities involving some teachers. one of the efforts to overcome this problem is by applying ls in the learning practices. ls initially practiced in japan schools as an approach in the process of teacher’s professional development that can improve students’ learning experience and quality that teachers facilitated cerbin and kopp (2006); lewis and perry (2006) which is proven enable to improve the ability of teachers to manage classes and learning (rock & wilson, 2005). ls is carried out to encourage changes toward better learning practices and outcome as well as fostering teacher competency and collegiality that have been applied in many areas in indonesia and other countries. therefore, we conducted a study of the implementation of inquiry as well as simple cooperative learning models coupled with ls-based learning practice with the aim to improve student critical and creative thinking skills as well as activeness that was the crucial issue at biology learning in man 1 of bengkulu. in this study, the influence of each ls, inquiry and cooperative learning models implementation on the issue of the student’s activeness, critical and creative thinking skills that existed in biology learning at this school was elaborated. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 77-84 79 hasan et al (the activeness, critical, and creative …) method this study was descriptive-quantitative research. the sample was two classes that chosen randomly from seven classes of tenth-grade students of man 1 of bengkulu. the ls-based inquiry learning model was conducted in one of two classes. meanwhile, ls-based conventional-learning (simple cooperative) was conducted to another class. the learning topic in this study was the plant world or plantae that was carried out in four cycles of ls in the even semester of 2016/2017 academic year in man 1 of bengkulu. each cycle of ls consisted of three steps, plan-do-see activities, involved collaboration among six teachers who acted as a model teacher and five observers. an essay test and observation sheet were instruments to gather the research data. the test regarding both critical and creative thinking was conducted as the research started and ended, while the observation sheet was used to asses student activeness throughout the learning process of this research take place. the student critical thinking skills were assessed based on six indicators such as to formulate the problem, to give an argument, to do induction, to evaluate, and to take decisions and actions (ennis, 2011). the student creative thinking skill was assessed with the criteria of fluency, flexibility, originality, elaboration, and evaluation (scibinetti, tocci, & pesce, 2011). on the other hand, the observation sheet consisted of the visual, verbal, listening, drawing, motoric, mental and emotional components of student activity in the learning process. the research procedure comprised of three phases, i.e., preparation, implementation, and data analysis. at the first phase, the learning instruments such as syllabus, learning plan, teaching materials, student worksheets, evaluation questionnaire, chapter design, and lesson design were prepared. the second phase started with delivering pre-test of critical and creative thinking, continued with the learning process. during the learning process, the observers adhered to students’ activities using the observation sheet. after that, teachers gathered to reflect and discuss the findings in the learning process and designed the better next learning. this stage ended by delivering post-test of critical and creative thinking after the fourth cycle of ls was completed. the final stage of research was to analyze the data of dependent variables by using the ibm spss 20 software. prerequisite test of data normality used one sample kolmogorov-smirnov test, and data homogeneity used levine test. then, for comparing critical thinking skill as well as and creative thinking skill between inquiry and cooperative classes accomplished by using independent t-test. the student activeness between the two classes analyzed descriptively. results and discussion the data of students' critical thinking skills between cooperative and inquiry classes obtained during pre-test were normal and homogeneous. based on the t-test shows the p-value 0.41 was higher than 0.05, it means there was no significant difference in the ability of students’ critical thinking at the pre-test between cooperative and inquiry classes. therefore, further statistical analysis to compare critical thinking skills between the inquiry and the cooperative class directly using the post-test scores, instead of using the difference between the posttest and pre-test scores. the following was the ability of student critical thinking in the cooperative and inquiry classes for both pre-test and post-test scores (table 1). table 1. the critical thinking skill of students of man 1 of bengkulu sources pre-test post-test ls-inquiry ls-coop. ls-inquiry ls-coop. number of students 33 32 33 32 highest score 50 40 100 80 lowest score 0 0 40 20 total scores 450 520 2520 1600 mean 13.64 16.25 76.36 50.00 std. deviation 6.71 6.18 8.82 12.44 std. error 1.16 1.09 1.53 2.19 pre-test and post-test gain 62.72 33.75 p-value of independent t-test 0.41 0.00 confidence degree 95% based on normality and homogeneity test, students' critical thinking skill at post-test shows that data were normally distributed and homogeneous. the result of the t-test showed the p-value was. 0.00 was smaller than 0.05, which means there was a significant difference in students' critical thinking skill between ls-based inquiry and cooperative-learning classes. the students in the ls-based inquiry class possesses critical thinking skill better than the ls-based cooperative class. ls-based inquiry learning improves the score of student critical jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 77-84 80 hasan et al (the activeness, critical, and creative …) thinking skill by 62.72 (from 13.64 to 76.36), almost twice the score improvement in ls-based cooperative learning by 33.75 (from 16.25 to 50.00). student creative thinking skill between cooperative and inquiry classes obtained during pre-test and posttest are presented in table 2. student creative thinking skill was normally distributed and homogeneous. based on the t-test indicated that the p-value was 0.97, higher than 0.05, meaning there was no significant difference in the ability of students critically thinking of the pre-test between cooperative and inquiry classes. table 2. the creative thinking skill of students of man 1 of bengkulu sources pre-test post-test ls-inquiry ls-coop. ls-inquiry ls-coop. number of students 33 32 33 32 highest score 60 60 100 40 lowest score 0 10 50 20 total scores 1140 1110 2460 1780 mean 35.63 34.69 74.55 55.63 std. deviation 8.66 7.72 7,29 8,70 std. error 1.50 1.36 1,27 1,53 pre-test and post-test gain 38.92 20.94 p-value of independent t-test 0.95 0.00 confidence degree 95% table 2 shows that the results of the test of students' creative thinking skill after the research were completed at the inquiry class higher than the cooperative class. based on the t-test, the p-value 0.00, was smaller than 0.05. thus, there was a significant difference in students' creative thinking skill between ls-based inquiry and cooperative classes. students in the inquiry class with the ls-based inquiry model had better creative thinking skill compared to the cooperative class. ls-based inquiry learning improves the score of student creative thinking skill by 38.92 (from 35.63 to 74.55), almost twice of the score improvement in lsbased cooperative learning by 20.94 (from 34.69 to 55.63). figure 1. the number of students who showed the level of activeness in each cycles of ls-based inquiry and cooperative learnings. the student activeness that was separated into two categories called good and poor, during learning processes of ls-based inquiry and simple cooperative were recorded in every ls cycle as shown in figure 1. there was improvement gradually in both inquiry and cooperative classes from cycle to cycle with the highest number for the students who performed most active reach at the fourth cycle. nevertheless, the number of students represented by the percentage value as shown in figure 1 shows that the activity of students between the two classes was relatively similar to the same category in every cycle of ls. data analysis using t-test shows no difference significantly among pairs in the same categories of student activeness between inquiry and cooperative classes. therefore, the improvement of the student activeness in the ls-based learning practices as can be seen from the first until the fourth cycle of ls was not influenced by the difference of learning model between inquiry and simple cooperative learning models. table 3 shows the detail component of the student activeness at the final cycle of ls in this research on plantae topic. it reinforces the data in figure 1 that the student activeness between the inquiry and cooperative classes was comparable cumulatively. the students' activeness distributes evenly in every component jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 77-84 81 hasan et al (the activeness, critical, and creative …) recorded in the same category for each class. the number of students who showed good activeness in the inquiry class range from 16 to 22 while in the cooperative class range from 15 to 22. whereas, the quantities of the students who categorized poor, range from 11 to 17 and 10 to 17 for inquiry and cooperative classes, respectively. however, there was slightly difference descriptively in some pairs of the component of learning activities between the inquiry and cooperative classes, such as visual, oral and drawing activities in the good category between the two classes. table 3. student activeness in inquiry and cooperative learning of cycle fourth ls no learning activities ls-inquiry ls-cooperative good poor good poor 1 visual activity 22.0 11.0 17.0 15.0 2 oral activity 16.0 17.0 22.0 10.0 3 listening activity 17.0 15.0 17.0 15.0 4 drawing activity 16.0 17.0 20.0 12.0 5 motor activity 19.0 14.0 21.0 11.0 6 mental activity 17.0 15.0 15.0 17.0 7 emotional activity 18.0 15.0 17.0 15.0 8 visual activity 54.1 45.9 57.6 42.4 9 oral activity 22.0 11.0 17.0 15.0 percentage of students’ number 54.1 45.9 57.6 42.4 overall, the results of this study indicate that the application of learning plans with ls-based inquiry model was able to improve the critical and creative thinking skills of students. this increase was not only indicated by the improvement of post-test from pre-test scores of dependent variables between inquiry and cooperative classes (table 1 and table 2) that support the result of the study reported by miri, david, and uri (2007), but also the post-test score of inquiry class was significantly higher than those of the cooperative (gengarelly & abrams, 2009). during the ls application carried out in combining with either inquiry or cooperative model, teachers performed the good willingness to collaborate and prepare the lesson plan, observe and review lesson implementation, which eventually had an impact on improving the quality of learning. the team of teachers (including teacher model and observer teachers) drew up a learning plan focused on the inquiry strategy with the arguments that the method was suitable for learning in biology especially in plantae material. ls-based learning practice application was one of the ways in improving teacher professionalism due to the group of teachers consciously perceives and benefits from its application smith (2013) especially for the younger teacher with less experience (cajkler, wood, norton, & pedder, 2013; guleker, 2015; wood, 2018). the implementation of the inquiry learning strategy showed a significant impact on student learning activeness that leads to the improvement of the ability to think critically and creatively (retno & yuhanna, 2016; rospitasari, harahap, & derlina, 2017). in this case, the ability was a form of thinking ability that involves brain activity and high-level cognitive process canzoneri, di pellegrino, herbelin, blanke, and serino (2016); shivhare and kumar (2016) as a very important skill in the 21st-century for the student to possess. the process of thinking and acquiring of comprehension of biological learning material in the cognitive structure of students is not an easy thing to do (bensley & spero, 2014). it requires certain techniques and ways that are arranged in the learning plan. in this case, it seems that the stimulus prepared by the teacher succeeded in improving student activeness both in the inquiry class (inquiry learning) and in the cooperative class (simple cooperative learning) strategies. of the four ls cycles applied, the students' activeness increased gradually in the two-learning model but comparing it between ls-based inquiry and ls-based cooperative models statistically, showed no significant difference. the increase of student’s activeness in lsbased practice coupled with the inquiry learning directly improve their critical and creative thinking skills (susetyarini & miharja, 2017). otherwise, the increase of student’s activeness in ls-based practice coupled with cooperative learning did not improve their critical and creative thinking. this condition becomes an interesting discussion to be conveyed which. the group of teachers in a professional manner had been able to develop good learning plan so that the difference variable that dominated the influence toward the critical and creative thinking skills and the activeness of students can be identified (chong & kong, 2012; maryani, martaningsih, & bhakti, 2017). this result indicated that ls-based activity capable of improving student activeness, as it did not happen at the cooperative learning without ls that backgrounded to do this research. ls-based inquiry learning increases students' critical thinking skill score by 62.72, almost double compared to the score for the same indicators in learning with ls-based simple cooperative (33.75). in the learning processes were carried out, the students likely able to demonstrate ability in formulate problems, to jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 77-84 82 hasan et al (the activeness, critical, and creative …) give arguments, to do induction, to evaluate, and to take decisions and actions. similarly, for the indicators of creative thinking skill. it showed that ls-based inquiry learning could increase students' critical and creative thinking abilities. in contrast, ls-based cooperative learning could not improve those skills. in this study, it shows the inquiry learning has the potential to develop students' abilities that directed toward the improvement of their critical and creative thinking skills. the result of this study strengthens the previous finding of the inquiry learning that implemented with different strategy increased the critical and creative thinking skills. the critical thinking was increased by accommodating of knowledge and motivation (prayogi, yuanita, & wasis, 2017), community-based approach (quitadamo, faiola, johnson, & kurtz, 2008). the implementation of inquiry provides many opportunities for students to develop and improve their better creative thinking by accommodating the aspects of knowledge, motivation, and thinking skill (prayogi et al., 2017), providing scientific attitude (sandika & fitrihidajati, 2018), and mastering science process skill (rospitasari et al., 2017; thompson, 2017). the syntax of the inquiry model was suitable for developing students’ creative thinking skills. the steps of creative thinking which include the preparation stage was developed in the syntax of inquiry models called formulating problems while the steps of students’ creative thinking in the verification phase develop the syntax of the testing hypothesis. the critical thinking is difficult to do and to teach due to it is not a set-out ability that can be utilized or spread whenever toward whatever context proses of thinking is closely associated to the student being thought about (willingham, 2008). in our study, the application of inquiry makes students stronger in understanding the flow of scientific thinking in inquiry syntax to encourage them to think more systematically in facing a problem. the ls that coupling inquiry in this study guided and make teachers engage and implement either inquiry strategy or cooperative learning in a proper way and successfully bring about the change in their practices that conform to their students need so that increased the learning quality as well as the student activeness at a time. conclusion ls-based inquiry learning can improve the ability of students’ critically and creative thinking skills as well as student’ activeness in the learning process. combining these strategies seem that the ls directs inquiry steps appropriately so that the teacher can reflect and revise learning strategy just after every ls cycle implemented for the improvement of the learning according to the needs of the students. therefore, increasing student activeness in ls-based inquiry learning leads 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(2021). a biodiverse entrepreneurship-based textbook: a media of students’ entrepreneurship enthusiasm development. jpbi (jurnal pendidikan biologi indonesia), 7(3), 248-257. https://doi.org/10.22219/jpbi.v7i3. 17096 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.17096 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i3.17096 https://doi.org/10.22219/jpbi.v7i3.17096 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v7i3.17096&domai jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 248-257 249 hayati and fitriyah (a biodiverse entrepreneurship-based textbook ...) based on those facts, it is indicated that indonesian education has not been able to produce professional and skillful graduates yet. the other proof is that the number of unemployed is still high. the entrepreneurship ethic has not been fully embedded among students. the students tend to be reluctant to start a new business. nonetheless, they hope to get a high-paying job after graduation (zubaedi, 2015). generally, most fresh graduates would look for jobs instead of creating job opportunities based on their field in college. their attitudes would lead up to the increasing number of unemployment. the fresh graduates should have not only hard skills but also soft skills, including entrepreneurship (afriadi & yuni, 2018). they also should create job opportunities and not only look for a job (salam, 2018). the attempt to create fresh graduates who have entrepreneurship enthusiasm is not easy. instilling the spirit of entrepreneurship can be done through learning (isrososiawan, 2013; okorie et al., 2014; suyahman, 2017). the government has been continuously striving to increase the number of entrepreneurs in indonesia by integrating entrepreneurship education into the curriculum. higher education should equip their students with entrepreneurship education to create job opportunities (budiati et al., 2012). universities are responsible for preparing their graduates to choose entrepreneurship professionally (okorie et al., 2014) and become young entrepreneurs (budiati et al., 2012). one of the innovations in learning to support entrepreneurship education is by developing a biodiverse entrepreneurship-based textbook. biodiverse entrepreneurship stands for biotechnology, biodiversity, and entrepreneurship. the biodiverse entrepreneurship-based textbook is a book that contains conventional biotechnology topics by utilizing the potential of local biodiversity for entrepreneurship. the development of a textbook should consider three aspects, and they are (1) material aspect, (2) presentation aspect, and (3) linguistic aspect. in addition, the composition of a textbook also should consider the users’ aspect (prasetiyo & perwiraningtyas, 2017). furthermore abidin (2018) stated, a textbook that stated is developed should have relevance, consistency, and sufficiency principles. these aspects play an important role in achieving the learning objectives. the development of the biodiverse entrepreneurship-based textbook aims to gain the students' knowledge and skills to produce biotechnology products. it is also intended that the students would recognize the local potency of an area. several kinds of conventional biotechnology practicums can be introduced to the students. they are tempe makings, tape (fermented glutinous rice or cassava) making, yogurt, and making from local fruits. the result of the practicums can be processed again into commercial products. jombang is an area that has a rich biodiversity. according to the ministry of environment and forestry, it has biodiversity conservation in sumber rejo village, wonosalam district, jombang, indonesia. besides, wonosalam district also produces fresh milk, which yogurt. other districts like megaluh and tembelang grow watermelons and cantaloupes, which can be processed into jelly. several studies related to the integration of entrepreneurship education into the curriculum have been conducted. according to hayati & fitriyah (2021), biotechnopreneurship-based learning can encourage students' entrepreneurship enthusiasm. in addition, based on the study conducted by anwar et al. (2012), there was the progress of the students' entrepreneurship enthusiasm through the advancement of biology learning devices with a bio entrepreneurship approach. furthermore, fitri et al. (2014) proved that bio entrepreneurship worksheets could cultivate students' creativity in entrepreneurship. then the result of the study by fitriah (2013) showed an improvement of the students' life skills and entrepreneurship enthusiasm through bio entrepreneurship learning devices. furthermore, the biotechnology learning resource can attract senior high school students' entrepreneurship enthusiasm through tempeh-making practicum. the last is subekti & hidayati (2013) research that describes the biotechnopreneurship learning prototype that can support science students' competency and the entrepreneurship mindset. the novelty of this study compared to previous research one since this study contains the development of a biodiverse entrepreneurship-based textbook that will be used on campus in the area of islamic boarding schools. the result of this biodiverse entrepreneurship-based textbook is undoubtedly necessary to support universitas hasyim asy'ari jombang (unhasy) as an islamic boarding school and entrepreneurship-based campus. moreover, the natural science education study program of unhasy still does not have specific reference books for biotechnology practicums. finally, this biodiverse entrepreneurship-based textbook is expected to be used as a teaching textbook during conventional biotechnology practicums. method this study is a developmental study. it aims to explain the process of the development of biodiverpreneurshipbased textbook and to recognize its appropriateness based on validity and effectivity. the developmental model employed is based on addie which stands for analysis, design, development, implementation and evaluation jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 248-257 250 hayati and fitriyah (a biodiverse entrepreneurship-based textbook...) (molenda, 2015). the reason for choosing the addie model because it is a simple and easy-to-learn, with five easy steps to understand. the stages of addie development model is summarized in figure 1. figure 1. the addie model development stages the analysis stage in this research includes identifying the level of students’ needs to the related course textbook. it is expected that the teaching textbook can cover core competence, basic competence and the indicator which is intended to be achieved in the learning process. in this phase, there are several steps. they are curriculum analysis, learning source analysis, and students’ analysis. the curriculum analysis aims to analyze the biotechnology syllabus so that it can be used as one of references in biotechnology learning in natural science education program study of unhasy jombang. then, the learning source analysis aims to determine the need of learning source which is used in biotechnology course and the deficiencies in the teaching materials which have been used. students’ analysis is employed to figure out the students’ problems in understanding the concepts and practicums of biotechnology course. from the curriculum analysis, learning source analysis, and the students’ analysis, it is expected that a teaching textbook which covers previous analyzed aspects can be produced. the design stage includes planning and designing the biodiverse entrepreneurship-based textbook. this design consists of learning objectives plan and learning materials plan. the learning objectives plan aims to cover all of the students’ competencies who take biotechnology course. then, the material plan consists of the plan of learning materials scope. the textbook design consists of: 1) cover, 2) foreword, 3) table of contents, table lists, list of pictures, 4) chapter 1. entrepreneurship education, 5) chapter 2. biotechnology basic concepts, 6) chapter 3. biodiversity, 7) chapter 4. biodiverse entrepreneurship learning methods, 8) chapter 5. biodiverse entrepreneurship tempe making, 9) chapter 6. biodiverse entrepreneurship tape making, 10) chapter 7. biodiverse entrepreneurship nata making, 11) chapter 8. biodiverse entrepreneurship yogurt making, 12) chapter 9. entrepreneurship enthusiasm, 13) bibliography, 14) glossary, 15) index. the design of this textbook follows the guidelines for proposing an incentive program for writing university textbooks by ministry of research, technology and higher education that the components of the textbook consist of, (1) foreword, (2) table of contents, (3) body containing chapters, (4) bibliography, (5) glossary, and (6) index. the textbook physical sizes are commonly a4 (210 x 297 mm), a5 (148 x 210 mm), and b5 (176 x 250 mm). the size of this developmental textbook is b5 (15,5 x 23,5 cm) in order to adjust to the book template. the development stage is the description of the design stage. this stage involves the activity of making, developing, modifying, and validating the textbook. the textbook validation was conducted by the material experts, the media experts, and the students who had taken biotechnology course. then, the revision is done according to the result of the validation to improve the textbook from various aspects. the implementation stage is the textbook implementation during learning process. the result of the textbook development was implemented in biotechnology course. in order to meet the learning objectives, this textbook should be well implemented by using the proper model during learning process. during evaluation stage, there would be continuous revisions in every stage of textbook development aimed to improve the previous stage. the evaluation in every cycle was formative evaluation which aimed to revise, so that this evaluation process makes it easier to improve each stage that is passed. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 248-257 251 hayati and fitriyah (a biodiverse entrepreneurship-based textbook ...) the samples of this developmental study are 15 science students of natural science study program of unhasy, class of 2018. the product qualification, that is the biodiverse entrepreneurship-based textbook, was measured by validity and effectivity. the validation data was measured by material expert, media experts, and 10 science students of unhasy who had taken biotechnology course. according to kohar et al. (2017) the validity which is measured by the expert lecturers includes several aspects. they are the content, literacy, and the presentation that refer to the modified validation sheets. the validation test by the students employed modified validation instrument from habibi et al. (2016), it includes 11 aspects. furthermore, the criteria for determining the validation aspect scores refer to table 1. table 1. the criteria of validation aspect scores score criteria 1 not good/clear/interesting/decent/easy/appropriate/precise 2 good enough/clear/interesting/decent/easy/appropriate/precise 3 good/clear/interesting/decent/easy/appropriate/precise 4 very good/clear/interesting/decent/easy/appropriate/precise (source: modified from habibi et al., 2016) the data which was compiled in the validation sheets and questionnaire is basically qualitative data since every statement point is divided into several categories. they are not good, good enough, good, and very good. at first, the data is converted into quantitative data according to the scores. the conversion was done by using the formula 1, p is percentage assessment and n is the total of all statements. (1) the validity was analyzed by calculating the score of the validity result by the validators. then, it was converted into percentage according to likert scale (riduwan, 2018). the criteria of the validators’ response percentage refer to table 2. table 2. percentage criteria of validator response scores criteria test result 0%-20% very invalid inappropriate and needs major revisions 21%-40% invalid less appropriate and needs major revisions 41%-60% valid enough appropriate enough and needs major revisions 61%-80% valid appropriate but needs minor revisions 81%-100% highly valid completely appropriate and doesn’t need revisions if it reaches 100% (source: modified from riduwan, 2018) the textbook effectivity data is measured by: 1) the completeness scores of the students’ learning result in biotechnology course especially conventional biotechnology topic and 2) the students’ entrepreneurship enthusiasm after the implementation of biodiverse entrepreneurship-based textbook in learning process. the completeness of the learning result is measured by using assessment result instrument which consists of 20 multiple choices and 5 descriptive questions. the assessment sheets instrument has been reviewed by the biology lecturer of natural science education study program of unhasy. the data of the learning result is analyzed descriptively by calculating the scores average of learning result scores and the comprehension percentage of the learning result. the result of the study belongs to complete criteria if the score is ≥75. the criteria of the completeness of the learning result are shown in table 3. table 3. comprehension scores criteria comprehension scores (%) criteria 0 < nk ≤ 20 not good 20 < nk ≤ 40 rather good 40 < nk ≤ 60 good enough 60 < nk ≤ 80 good 80 < nk ≤ 100 very good (source: ja’far et al., 2014) the effectivity based on the entrepreneurship enthusiasm questionnaire aims to recognize the students’ enthusiasm. the students’ questionnaire consists of 16 statements. the entrepreneurship enthusiasm indicator refers to kusumajanto (2015) which contains: 1) entrepreneurship willingness, 2) the interest of starting a jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 248-257 252 hayati and fitriyah (a biodiverse entrepreneurship-based textbook...) business, 3) enjoying entrepreneurship activities, 4) paying attention to entrepreneurship activities, 5) willingness to work hard 6) the willingness to develop the business 7) willingness to take entrepreneurship risk. the questionnaire has been reviewed by the entrepreneurship lecturers of unhasy. the calculation of entrepreneurship enthusiasm questionnaire according to likert’s scale (riduwan, 2018) is based on the answers choices: completely agree = score 4, agree = score 3, rather disagree = 2, and disagree = score 1. the percentage criteria of entrepreneurship enthusiasm are determined based on table 4. table 4. the percentage criteria of entrepeneurship enthusiasm interval (%) criteria 20-36 very low 37-53 low 54-70 neutral 71-87 high 88-100 very high (source: riduwan, 2018) results and discussion this developmental study with the developmental model addie generated a biodiverpreneurship-based textbook. this textbook is written based on the stages of textbook writing, they are: (1) curriculum analysis, (2) determining the title of the book based on competency standard, (3) inventing a textbook which is complete and cover all of the aspects which is suitable to the competence, (4) compiling references as writing materials, (5) writing a book which the presentation is suitable to the age and readers’ experience, (6) editing the writing result by rereading, (7) inserting proportional illustrations, tables and diagrams. the development of this textbook was based on the previous study in 2018 about the implementation of biotechnopreneurship in biotechnology course. it is expected that this textbook will be able to give new knowledge for the students, especially the innovation of the production of conventional biotechnology products. the products utilize the local materials from the agricultural and livestock products. according to habibi et al. (2016) stated that the development of the textbook based on the latest study can support the learning process and students’ references. the materials from the local biodiversity of jombang’s agricultural and livestock products which were employed in the study consists of: 1) mung beans, peanuts, red beans (gudo district) for tempe making, 2) cassava (diwek district) and glutinous rice (kabuh district) for tape making, 3) tomatoes (kabuh district), watermelons and cantaloupes (tembelang district) for nata making, 4) soymilk (diwek district) and cows’ raw milk (wonosalam district) for yogurt making. the biodiverse entrepreneurship-based textbook which was developed had been tested based on validity and effectivity. the data of the appropriateness tests is as follows. the validation is conducted by the material experts, the media experts, and the students who had taken biotechnology course. the validation and test aim to control the content of teaching materials so that they can meet the students’ needs and characteristics (prasetiyo & perwiraningtyas, 2017). the summary of the validation result data by the material experts is described in table 5. table 5. the result of data validation by the material experts no. validation aspects indicator validation scores maximal scores validation % criteria 1 the conformity between material description and basic competence the completeness of the materials 3 4 75 valid the breadth of the materials 3 4 75 valid the depth of the materials 3 4 75 valid 2 the accuracy and the integrity of the materials facts accuracy 3 4 75 valid concept accuracy 3 4 75 valid procedure accuracy 4 4 100 highly valid 3 modernity the conformity of the science and technology development 3 4 75 valid modernity, feature, example, and reference 3 4 75 valid relationship between concepts 3 4 75 valid 4 containing productivity insights growing entrepreneurship spirit 3 4 75 valid generating new idea/innovation in entrepreneurship 3 4 75 valid stimulating creativity and independence 3 4 75 valid average % validation scores 77.08 valid jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 248-257 253 hayati and fitriyah (a biodiverse entrepreneurship-based textbook ...) based on table 5, it can be concluded that the validation result by material experts showed the average 77.08% which belongs to “valid” criteria. it means that the developed textbook is appropriate to be learning materials although it needs minor revisions. then, the validation result will be employed as the reference in writing the teaching textbook. the revisions were based on the suggestions and inputs from the material experts and the media experts, which are mentioned in the data presentation, and also oral discussion. the revisions suggested by the material experts were mainly related to employing more up-to-date references. therefore, the revisions were made by adding the up-to-date references related to the conventional biotechnology topic. next, the summary of validation data result by the media experts is described in table 6. based on table 6, it can be concluded that the validation result by the media experts showed the average 73.6% which belongs to valid criteria. it means that the developed textbook is appropriate to be learning materials although it needs minor revisions. the revisions that needed to be made especially in composition, size, and conformity aspects of the cover layout and the book content. other revisions also should be made in the coherence between chapters which belongs to valid enough criteria. this means that the textbook is appropriate enough and needs major revisions. the revisions suggested by the media experts were: 1) the cover design should be more interesting and suitable to the materials and 2) the incoherence of the sentences between paragraphs. thus, the aspects that should be revised are cover design, cover layout, and the book content. moreover, the incoherence sentences also should be revised. table 6. the result of data validation by the media experts no. validation aspects indicator validation scores maximal scores % validation criteria 1 presentation presentation system 3 4 75 valid presentation coherence 3 4 75 valid the relevance between picture/table illustration and the materials 4 4 100 highly valid 2 graphic suitability book size standard 3 4 75 valid cover design a. layout 3 4 75 valid b. the composition and the size of layout elements 2 4 50 valid enough c. letters 3 4 75 valid book content design a. book content representation 3 4 75 valid b. layout conformity 2 4 50 valid enough c. layout completeness 3 4 75 valid d. content typography 3 4 75 valid 3 the conformity to the developmental level of the students a. the conformity to the level of intellectual development 3 4 75 valid b. the conformity to the level of emotional social development 3 4 75 valid 4 communicative a. the accuracy of the grammar and spellings 4 4 100 highly valid b. message legibility 3 4 75 valid 5 perspective coherence a. the coherence between sentences in one paragraph 3 4 75 valid b. the coherence between paragraphs 3 4 75 valid c. the coherence between chapters 2 4 50 valid enough average % validation scores 73.6 valid then, the result of the textbook validation by the students is described in table 7. based on table 7, it is concluded that the aspects number 2, 4, 6, and 7 show the validity percentage which belongs to valid criteria. it means that the textbook is appropriate to be used as reference although needs minor revisions. the aspects 1, 3, 5, 8, 9, 10, 11 show the validity percentage which belongs to highly valid criteria. the table 7 also shows that the validity percentage by students’ validation is 83.4% which belongs to highly valid criteria. it means that the textbook is totally appropriate to be the reference of learning process. the validators’ revisions include: 1) the textbook needs more illustrations and 2) there are several typos. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 248-257 254 hayati and fitriyah (a biodiverse entrepreneurship-based textbook...) writing a textbook should meet several assessment standards. they are materials, presentation, and diction. the standard of the textbook materials includes materials completeness, materials accuracy, and the activity supporting materials, materials update, and the effort to improve the students’ competence. the presentation standard includes the general presentation and every chapter organization. it also should consider the meaning and the advantage of the textbook (habibi et al., 2016; permana et al., 2021). the language standard includes the employment of good and correct indonesian in accordance with eyd (improved spelling) or enhanced spelling, the language clarity, language appropriateness, and legibility. therefore, to meet the standard, the textbook needs revisions. table 7. the result of the textbook validation by the students no. validation aspects validity percentage (%) criteria 1. textbook identity clarity 82.5 highly valid 2. attractive illustration cover and its suitability to the theme. 77.5 valid 3. clear and understandable textbook diction 85 highly valid 4. coherent textbook presentation and comprehensible materials 80 valid 5. the relevance between the textbook materials and learning topic. 87.5 highly valid 6. comprehensible and complete textbook materials 77.5 valid 7. the illustrations help the student to understand the materials concept. 80 valid 8. the textbook helps the students to understand the conventional biotechnology concept. 90 highly valid 9. the textbook proposes new ideas for creating commercial products. 87.5 highly valid 10. the textbook encourages the students to start business. 85 highly valid 11. the practicum activities in the textbook encourages the students to be independent in learning. 85 highly valid average 83.4 highly valid according to the users’ validation, the textbook should be revised by correcting the typos and the spellings. in addition, the writer should add more illustrations of the examples of the processed products from the conventional biotechnology practicums which can be developed as commercial products (isrososiawan, 2013; permana & setyawan, 2020). the use of illustrations in textbook are essential to deliver the information or learning materials and to describe the information chronologically. the result of the revised textbook based on the validators comments and suggestions aims to improve it so that the use of the textbook can be efficient, effective, and communicative and also achieved the objectives of the textbook writing (baumgartner & zabin, 2008; fidiastuti & rozhana, 2016; pirard, 2012; wallington et al., 2005). the data of the effectivity test was obtained from the completeness scores of the students learning result in biotechnology course, especially conventional biotechnology topic, and from the result of entrepreneurship enthusiasm questionnaire. the data is described in table 8. table 8. the completeness data of the students learning result no. students’ code scores description 1. asa 69 incomplete 2. sl 73 incomplete 3. af 74 incomplete 4. dsh 73 incomplete 5. eni 81 complete 6. da 85 complete 7. ifm 76 complete 8. su 78 complete 9. sa 75 complete 10. sz 78 complete 11. rn 83 complete 12. qu 75 complete 13. qa 78 complete 14. mnf 87 complete 15. san 79 complete average 77.6 % completeness 73.3 completeness category good description: the criteria of minimum completeness = ≥75 based on table 8, it can be concluded that the average of the learning result is 77.6 and the completeness score is 73.3%, which 11 out of the students achieved the completeness. according to table 3, the classical completeness scores belong to good criteria. it means that the textbook is effective to be used in learning process. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 248-257 255 hayati and fitriyah (a biodiverse entrepreneurship-based textbook ...) next, the data of effectivity based on the percentage of the students’ entrepreneurship enthusiasm is described in table 9. table 9. the percentage of the students’ entrepreneurship enthusiasm no. students’ code entrepreneurship enthusiasm (%) criteria 1 asa 86 high 2 sl 89 very high 3 af 84 high 4 dsh 80 high 5 eni 80 high 6 da 84 high 7 ifm 94 very high 8 su 81 high 9 sa 88 very high 10 sz 78 high 11 rn 83 high 12 qu 86 high 13 qa 75 high 14 mnf 89 very high 15 san 83 high average 83.95 high based on table 9, it can be inferred that the percentage average of the students’ entrepreneurship enthusiasm after the implementation of biodiverse entrepreneurship-based textbook is 83.95%. based on table 4, the students’ entrepreneurship enthusiasm belongs to high criteria. therefore, the biodiverse entrepreneurship-based textbook is effective for teaching and encouraging the students’ entrepreneurship enthusiasm (kusumajanto, 2015; permana & setyawan, 2019). this biodiverse entrepreneurship-base textbook facilitates the students to start business since it contains the directions of conventional biotechnology practicums. this textbook also contains the examples of the innovation of the commercial products developed from the practicums. conclusion the development process of this biodiverse entrepreneurship-based textbook employed the developmental model addie which stands for analysis, design, development, implementation, and evaluation. the appropriateness of the textbook is observed from the validity and effectivity appropriateness test. the result of the textbook validity by the material experts reached the percentage average 77.08% which belongs to valid criteria. then, the result of the validity test by the media experts showed the average percentage 73.6% which belongs to valid criteria. next, the result of the validity test by the users showed the average percentage 83.4% which belongs to highly valid criteria. furthermore, the effectivity test result showed that the classical completeness score is 73.3% which belongs to good criteria. lastly, the percentage average of the students’ entrepreneurship enthusiasm is 83.95% which belongs to high criteria. in conclusion, this biodiverse entrepreneurship-based textbook is appropriate and effective to be used as the media of developing students’ entrepreneurship enthusiasm. acknowledgement the writer would like to express the sincerest gratitude to directorate research and community service (drpm), deputy for strengthening research and development, ministry of education, culture, research and technology/national research and innovation agency (kemdikbudristek-brin) for providing the fund for the beginner lecturers research fiscal year 2021 and universitas hasyim asy’ari tebuireng jombang which has facilitated this study. references abidin, y. 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(ikip mataram) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dr. yuni pantiwati, mm., m.pd. (universitas muhammadiyah malang) dr. drh. cicilia novi primiani, m.pd. (ikip pgri madiun) dr. abdulkadir rahardjanto, m.si. (universitas muhammadiyah malang) dr. widodo, m.pd. (uin sunan kalijaga yogyakarta) redaksi menyampaikan terima kasih dan penghargaan yang sebesar-besarnya atas kesedian dan keikhlasan para reviewer untuk mereview naskah-naskah pada volume 2 nomor 1 ini. kepada yth. redaksi jurnal pendidikan biologi indonesia (jpbi) kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi formulir berlangganan nama (instansi/perorangan) : ………………………………………………………… ………………………………………………………… ………………………………………………………… alamat (kantor/rumah) : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… kode pos: …………………………………………….. telp/hp : …………………………………………….. harap dicatat sebagai pelanggan jpbi mulai nomor ……………………………………. sampai nomor ……………………………………………………………………………. harga langganan untuk 1 eksemplar terbitan adalah rp. 70.000 atau rp. 210.000 untuk satu volume (3 kali terbit). uang langganan sebesar rp. ……………………………….. (…………………………………………………………………………………………..) akan/telah kami transfer ke rekening bni 46 cabang pembantu universitas muhammadiyah malang, nomor rekening: 0428151603, atas nama: diani fatmawati*). ……………………..,…………...20 pelanggan, (…………………………………….) *) scan bukti pembayaran/transfer harap diemailkan ke journal.educationalbiology @gmail.com mailto:biology@gmail.com petunjuk bagi calon penulis jurnal pendidikan biologi indonesia (jpbi) issn: 2442-3750 1. naskah diangkat dari hasil penelitian dalam bidang pendidikan biologi dan pemanfaatn hasil penelitian biologi dalam pembelajaran. 2. naskah diketik dengan huruf times new roman, ukuran 12 pts, dengan spasi dua, dicetak pada kertas a4 sepanjang maksimum 20 halaman, dan diserahkan dalam bentuk print-out sebanyak 1 eksemplar beserta soft copy dalam microsoft word. naskah dilengkapi dengan abstrak dua bahasa (indonesia dan inggris) maksimum 200 kata, dilengkapi dengan kata kunci/keyworda, serta biodata penulis. pengiriman file juga dapat dilakukan sebagai attachment e-mail ke alamat: biologi.umm@gmail.com dan usya_bio@yahoo.com. 3. nama penulis dicantumkan tanpa gelar akademik dan ditempatkan bawah judul artikel. nama penulis hendaknya dilengkapi dengan alamat korespondensi serta nama dan alamat lembaga tempat penelitian dilakukan. dalam hal naskah ditulis oleh tim, penyunting hanya berhubungan dengan penulis utama atau penulis yang namanya tercantum pada urutan pertama. penulis hendaknya mencantumkan alamat e-mail dan nomor hp untuk memudahkan komunikasi. 4. naskah dapat ditulis dalam bahasa indonesia atau inggris dengan format esai, disertai judul pada masing-masing bagian artikel, kecuali bagian pendahuluan yang disajikan tanpa judul bagian. judul artikel dicetak dengan huruf besar ditengah-tengah, dengan huruf ukuran 14, peringkat judul bagian dinyatakan dengan jenis huruf yang berbeda (semua judul bagian dan sub-bagian dicetak tebal atau tebal dan miring), dan tidak menggunakan angka/nomor pada judul bagian. 5. sistematika artikel adalah: judul; nama penulis (tanpa gelar akademik); abstrak dua bahasa (indonesia dan inggris) maksimum 200 kata yang berisi tujuan, metode dan hasil penelitian; kata kunci/keywords; pendahuluan (tanpa judul) yang berisi latar belakang, tinjauan pustaka, dan tujuan penelitian; metode; hasil dan pembahasan; kesimpulan dan saran; daftar rujukan (hanya memuat sumber-sumber yang dirujuk). 6. sumber rujukan sedapat mungkin merupakan pustaka-pustaka terbitan 10 tahun terakhir. rujukan yang diutamakan adalah sumber-sumber primer berupa laporan penelitian (termasuk skripsi, thesis, disertasi) atau artikel-artikel penelitian dalam jurnal dan/atau majalah ilmiah. 7. perujukan dan pengutipan menggunakan teknik rujukan berkurung (nama, tahun). pencantuman sumber pada kutipan langsung hendaknya disertai keterangan tentang nomor halaman tempat asal kutipan. contoh: (brown, 2003: 23). 8. daftar rujukan disusun dengan tata cara seperti contoh berikut ini dan diurutkan secara alfabetis dan kronologis. mailto:jurnalfkip_umm@yahoo.com buku: marzano, r. 1992. a different kind of classroom: teaching with dimensions of learning. pittsburgh: ascd. buku kumpulan artikel: bonk, c. j. & graham, c. r. (eds.). 2005. handbook of blended learning: global perspectives, local designs. san francisco: pfeiffer. artikel dalam buku kumpulan artikel: graham, c.r. 2005. blended learning system: definition, current trends and future direction. in: bonk, c.j., graham, c.r. 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(online), jilid 5, no. 4, (http://www.malang.ac.id, diakses 20 januari 2000). 9. semua naskah akan ditelaah secara anonim oleh mitra bestari (reviewers) sesuai dengan bidang keahliannya. kepastian dimuat atau tidaknya naskah akan diberitahukan kepada penulis secara tertulis. http://www.malang.ac.id/ universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 2 july 2021, pp. 171-178 10.22219/jpbi.v7i2.15513 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 171 research article hots assessment in circulatory system learning: validity, reliability, and item quality yosi laila rahmia,1*, isnaini nur habibaha,2, z. zulyusria,3, rahmawati darussyamsua,4 a biology department, faculty of mathematics and natural science, universitas negeri padang, jl. prof. dr. hamka, air tawar, padang, west sumatera 25131, indonesia 1 yosibio@fmipa.unp.ac.id*; 2isnaininurhabibah5@gmail.com; 3 zulyusri0808@gmail.com, 4rahmabio@fmipa.unp.ac.id * corresponding author introduction the curriculum plays an important role in improving the success of education. therefore, it is a necessary curriculum that can make learners have high thinking and analysis power to be more active and creative during learning. the application of the 2013 curriculum in the current education system aims to encourage students to observe, ask questions, reason, and communicate what they get in school (fanani, 2018). the level of understanding of learners is necessary to assess student ability. assessment is collecting and processing information to measure the achievement of learners' learning outcomes and aims to monitor and evaluate the process, the progress of learning, and improvement of learners' learning outcomes on an ongoing basis (hairun, 2020; permana et al., 2021). a r t i c l e i n f o a b s t r a c t article history received: 8 february 2021 revised: 15 march 2021 accepted: 17 march 2021 published: 31 july 2021 biology learning, based on the curriculum-2013, requires students to be skilled at analyzing, evaluating, and creating to achieve higher-order thinking skills (hots). thus, hots assessment instrument is crucial to be made. this study aimed to produce hots assessment instrument focused on circulatory system materials for xi graders. this research was conducted by using research and development (r&d) method with 4-d model. the subjects of this study were: two biology lecturers from faculty of mathematics and science of universitas negeri padang, two biology teachers, and 33 xi graders of public senior high school 1 nan sabaris. the data were collected using questionnaires which were validated by experts and analyzed using anates 4.09. the validity results reached as high as 87.54% (very valid) in which the empirical validity value was 88%. meanwhile, the instrument was stated as very reliable (0.78), has a moderate difficulty, good differentiating power, and excellent option quality. thus, as the recommendation, this instrument can be used to foster students’ hots. copyright © 2021, rahmi et al this is an open access article under the cc–by-sa license keywords biology learning circulatory system hots assessment how to cite: rahmi, y. l., habibah, i. n., zulyusri, z., & darussyamsu, r. (2021). hots assessment in circulatory system learning: validity, reliability and item quality. jpbi (jurnal pendidikan biologi indonesia), 7(2), 171-178. doi: https://doi.org/10.22219/jpbi.v7i2.15513 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.15513 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:isnaininurhabibah5@gmail.com mailto:zulyusri0808@gmail.com, http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.15513 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 171-178 172 rahmi et al (hots assessment in circulatory system learning ...) to carry out the assessment and reach the stage of analyzing and interpreting the information obtained, learners must have a high level of thinking skills during the learning process (paidi et al., 2020; permana & setyawan, 2020). higher-order thinking skills (hots) is an ability to provide more information, foster critical thoughts, evaluate, have the ability to think metacognition, and solve problems. bloom's taxonomy revised by bloom's high-level thinking assessment has three indicators: analyzing, evaluating, and creating. the high level of thinking ability of learners in indonesia is still relatively low, as seen from the results of several international studies that measure the high level of thinking ability of learners, namely trends in mathematics and science study (timss) and program for international student assessment (pisa). this study was conducted in the scope of countries incorporated in the organization for economic cooperation and development (oecd). based on timss 2015, indonesia is ranked below the science field score, which is still below the international average of 397 out of 500. this puts indonesia in 45th place out of 50 countries. in the pisa test results in 2018 released on december 3, 2019, indonesia experienced a decrease in rank compared to 2015; indonesia was ranked 74th out of 79 countries that took the survey. indonesia's science performance capability scored 396 out of a top score of 590. from the results obtained, it can be seen that the high level of thinking ability of indonesian learners is still very low (thomson et al., 2019). the low value of timss and pisa shows a lack of analytical power, understanding and reasoning in learners. this is due to a lack of thoroughness in understanding the problem (1) transformation errors due to miss-determining formulas, (2) process skill errors, and (3) errors in determining the final answer, due to writing down conclusions but not precisely (fazzlah et al., 2020). based on observations made by researchers at public senior high school 1 nan sabaris padang pariaman, the west sumatera province, on september 12, 2019, researchers conducted a trial on high-order thinking skills. from the results of the trial question, it is known that the high order thinking skills of learners are still relatively low. they are evidenced by the average value of learners only 38.45 according to prasetyani et al (2016) that the value in the range of 21-40 is included in the criteria less. several things influence the low ability of learners in answering questions, there are: (1) teachers have not fully designed problems in high cognitive levels and difficulty turning problems with low cognitive levels (c1-c3) into problems with higher cognitive levels (c4-c6) so that students are not used to working on problems with high levels of difficulty. the usual problem is still in the cognitive realm of c1-c3. this can be seen from the analysis of daily replay questions compiled by biology subject teachers at public senior high school 1 nan sabaris, where problems with cognitive levels of c2 as much as 50%, c3 40%, and c4 10%. (2) learners are not used to doing problems with the help of tables, graphs, and images, so that students have difficulty analyzing the data contained in tables and images. in line with harisman (2020) to develop high-level thinking skills, learners are influenced by the precepts and professionalism of teachers in developing instruments of high-level thinking ability. one of the efforts to develop high-level thinking skills is to use appropriate assessments where assessment is an integral part of learning (rahmi & alberida, 2017). so for that, it is necessary to develop high-order thinking skills, assessment instruments that are valid, reliable, and have good quality items to train learners to have high-level thinking skills according to the demands of the 2013 curriculum (otty & milton, 2019). previous research on hots assessment shows that educator skills are needed in developing hots assessments (widana, 2019). research on hots assessment in physics subjects shows that hots assessment instruments effectively train student hots skills (kusuma et al., 2017; serevina et al., 2018). in addition, research on instrument hots in the subjects of the circulatory system shows that instruments can be used to access student hots abilities (madang et al., 2017). based on these previous studies, it shows that no one has conducted research related to hots assessment, especially for subjects of the circulatory system. so that the novelty of this hots assessment research is the subjects used, namely the subject matter of the circulatory system. this research activity will provide many benefits, including this hots assessment can be used by educators to access student hots skills. in this article, researchers develop a high-level assessment instrument of thinking ability about circulatory system material. circulatory system material is material with a 3.6 for odd semester xi class with analyzing verb (c4). the purpose of this research is to produce high order thinking skills instruments about circulatory system materials for students of grade xi public senior high school that are valid, reliable, and have good quality items. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 171-178 173 rahmi et al (hots assessment in circulatory system learning ...) method this type of research is research and development. this research aims to produce products in the form of high-level thinking ability assessment instruments on circulatory system materials for grade xi public senior high school students that are valid, practical, reliable, and have good item quality by using a 4-d development model. at the definition stage, problem analysis, students, curriculum, and learning objectives are performed. then in the design stage is done creating grids, problem design, cover, and instructions of question work in general and specifically. at the stage of development, a question experiment has been done, and then an analysis of the quality of the item is carried out to obtain a valid instrument. however, due to time constraints and costs, the researchers did not perform the disseminate stage. the study subjects consisted of experts. two lecturers majoring in biology at universitas negeri padang and two of biology subject teachers at public senior high school 1 nan sabaris and the test subjects were two teachers of biology subjects at public senior high school 1 nan sabaris and 33 students of grade xi mathematics and science 1 at public senior high school 1 nan sabaris. the object of this research is a research instrument of high order thinking skills about circulatory system material for students of grade xi public senior high school in the form of 50 questions. this research was conducted at universitas negeri padang and public senior high school 1 nan sabaris padang pariaman. the resulting product is a highorder thinking skills research instrument about circulatory system material for public senior high school grade xi learners from november 26, 2020, to january 22, 2021. results and discussion the logical validity of high-level thinking ability research instruments aims to prove the validity and representative of all possible grains made in the developed instrument. two biology lecturers carried out this logical validity from the mathematics and natural sciences faculty, universitas negeri padang, and two biology subjects at public senior high school 1 nan sabaris padang pariaman using validation questionnaires. during the validation process, suggestions were given by the experts to improve the quality of the instrument improvements can be seen in table 1. table 1. suggestions were given by the experts no suggestion picture 1 improved structure of option 2 increasing cognitive level in the problem jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 171-178 174 rahmi et al (hots assessment in circulatory system learning ...) no suggestion picture 3 turn the question sentence into the form of stuffing after the revision, the validation questionnaire of high-level thinking ability instruments of the experts is analyzed which can be seen in the table 2. table 2. results of analysis of the validity of logical instruments assessment of high-level thinking ability no assessment component expert total validity value (%) criteria 1 2 3 1 material 30 29 25 84 87.5 valid 2 construction 35 35 35 105 87.5 valid 3 language 14 14 14 42 87.5 valid 4 high-order thinking 15 17 18 50 81.67 valid total amount of validity value 350.17 valid average value of validity 87.54 based on the results of data analysis in table 1 obtained results, the instrument of high-level thinking ability meets the criteria and is valid. this is seen from the average validation value of the assessment instrument of 87.54 is included in the valid criteria (ngalim, 2009). therefore, the assessment of high-order thinking skills developed by the author is valid, both in terms of material, construction, language, and hots. analysis of question items was carried out after conducting instrument trials on 33 students of class xi mathematics and natural science 1 at public senior high school 1 nan sabaris padang pariaman. the analysis of the problem grains was carried out using anates 4.09. the analysis results obtained 44 valid questions with 88% and six invalid questions with a percentage of 12%. thus, the number of problems with cognitive levels of c4 is as many as 34 questions, c5 as many as nine questions, and c6 1 problem. the percentage of cognitive levels can be seen in figure 1. figure 1. cognitive rate percentage reliability of high order thinking skills instruments known from problem grain analysis when using anates version 4.09 with the formula kuder-richardson 21 (k-r-21). based on the results of the study of the question, grain produced 44 items of reliable questions with a very reliable value of 0.78. the difficulty of high-order thinking skills instruments is known from the results of problem analysis using anates version 4.09. based on the results of the analysis of the problem items that have a moderate jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 171-178 175 rahmi et al (hots assessment in circulatory system learning ...) difficulty level of 41 questions and increase the difficulty of difficult categories by nine questions. data analysis of difficulty level can be seen in table 3. table 3. data analysis of the difficulty level of the instruments of higher order thinking skills assessment difficulty level (%) ordinary multiple choice cause and effect multiple choice association multiple choice moderate difficult moderate difficult moderate difficult 21 questions (33,33-54,55) 9 questions (21,21-27,27) 10 questions (36,36-54,55) 10 questions (36,36-51,52) the differentiating power of high-order thinking skills instruments is known from the analysis of the question using anates version 4.09. based on the results of grain analysis of the instrument having good differentiating power as much as 52%, the differentiating power is sufficient as much as 46%, and the bad differentiating as much as 2%. data analysis can be seen in table 4. table 4. data analysis of differentiating power of the instruments of high order thinking skills assessment differentiating power (%) ordinary multiple choice excellent good 14 question (0.44-0.67) sufficient 16 question (0.22-0.33) bad cause and effect multiple choice excellent good 8 question (0.44) sufficient 2 question (0.33) bad association multiple choice excellent good 4 question (0.44-0.67) sufficient 5 question (0.22-0.33) bad 1 question (0.00) quality option of high order thinking skills instruments about the circulatory system material from the analysis of the problem using anates version 4.09 obtained excellent criteria 50%, both 35.5%, less good 12% and bad 2.5%. the results of the data analysis can be seen in figure 2. figure 2. quality option logical validity is obtained from the results of validation questionnaires filled by three experts. the criteria assessed in logical validity are four aspects, namely material, construction, language, and high level of thinking ability. according to arikunto (2013) the results of data analysis showed that high order thinking skills instruments were included in valid criteria with an average value of 87.54%. valid criteria on material aspects with a value of 87.5% indicate that the material used can improve the high-level thinking ability of learners, which is in line with fanani (2018) stating that the material developed must be in accordance with the demands of core and basic competencies. judging from the construction aspect of the assessment instrument is in a valid category with a value of 87.5%. this indicates that the instrument has a clear problem formulation, homogeneous and logical answer options and is highly structured in accordance with the opinion of wahyudi et al (2019) that validity construction is a validity that refers to the extent to which a measuring test instrument to be measured based on theoretical construction that can be used as the basis in the preparation of the instrument. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 171-178 176 rahmi et al (hots assessment in circulatory system learning ...) in terms of language, assessment instruments get a percentage of 87.5%. this indicates that this high order thinking skills instruments already uses language that is in accordance with the rules, easy to understand and does not give rise to double interpretation (indra et al., 2018). this is in accordance with the opinion of afrita & darussyamsu (2020) that each item of the question must use clear language, easy to understand and in accordance with the enhanced spelling judging from the high level of thinking aspects, there is an average score of 81.67 that achieves valid criteria. this indicates that the problem is already at c4-c6 level, discourse, tables, graphs and images work well in accordance with the context of the material, the question of using interesting stimulus (sayan & mertoğlu, 2020) so as to measure students' ability in analyzing, evaluating and creating. according to arif et al (2020) high order thinking skills is a process of thinking in higher levels of knowledge develop from various cognitive concepts and methods and learning taxonomies, such as using bloom taxonomies. judging from the above four aspects obtained an average yield of 87.54% from three experts. based on these categories, this high order thinking skills instruments meets logical validity and can be used by learners. overall the high order thinking skills instruments developed meets all four aspects in the validation test so that this instrument can be used for biological assessment, especially circulatory system material. before use, empirical tests and practicality tests must be carried out so that the instruments used are valid and can be used to develop the high level of thinking ability of learners. empirical validity aims at the level of reliability of the instruments developed (tapsir et al., 2018). the results of empirical validity were obtained from the analysis of questions using anates 4.09 with the question analyzed as many as 50 questions tested to 33 students of class xi mathematics and natural science 1, public senior high school 1 nan sabaris padang panjang. based on the results of the analysis, this high order thinking skills instruments is valid with the results obtained, namely 44 valid questions with a percentage of 88% and 6 invalid questions with a percentage of 12%. percentages for each cognitive level of the problem are c4= 77.27%, c5=20.45%, and c6=2.27%. an instrument is said to be valid when the instrument elements of the assessment are relevant and represent the construction of a measuring instrument that is targeted for a specific purpose (ihsan, 2016). reliability is a state that indicates a fixed (consistent) state of the instrument (utama et al., 2020). reliable instruments will get the same results if tested in the same group at different times. this high order thinking skills instruments is highly reliable with a reliability value of 0.78. reliability is the consistency of measurement results shown at different times on the same subject (ndiung & jediut, 2020). the test is said to be reliable if the gain score has a high correlation with the total score. the validity and reliability of an instrument is influenced by the subject being shaved, the user of the instrument, and the instrument itself (purwanti et al., 2020). so validity and reliability must always be tested before the instrument is used. a good difficulty level for an instrument is the difficulty level ranging in the range of 0.00 1.00 (arifin, 2017). the greater the difficulty of the count, the easier it will be for it to be revised. a question has p = 0.00 meaning that no student answers correctly and if it has p = 1.00 it means that all students answer correctly. the result of data analysis high order thinking skills instruments in get a problem that has a moderate difficulty level of 41 questions and increase difficulty category as much as 9 problems. the differentiating power in high order thinking skills instruments has the aim to know and distinguish highly capable learners with low or moderate ability learners (masitoh & aedi, 2020). based on the results of grain analysis of the instrument has a good differentiating power as much as 52%, the differentiating power is quite as much as 46% and the power of the bad differentiating as much as 2%. in line with irmaya et al (2020) that good differentiating power can distinguish students who have mastered competencies with students who have not / lack of competence based on certain criteria. the quality of options in an instrument is seen from how the learner chooses the answer to the given question. this aims to see if the phishing function is working properly or not. the quality of instrument options assessment ability to think highly about the circulatory system material from the results of analysis of the problem using anates version 4.09 obtained excellent criteria 50%, both 35.5%, less good 12% and bad 2.5%. from this research, an instrument with appropriate indicators was obtained to assess the high level of thinking ability in the material of the circulatory system. the impact of the existence of this instrument for teachers is that it can be used as a means of training learners to familiarize themselves with thinking at a high level and become a collection of quality questions (utama et al., 2020), for learners can be used to know and train high-level thinking skills (kholis et al., 2020) and for schools this instrument can be useful to familiarize jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 171-178 177 rahmi et al (hots assessment in circulatory system learning ...) learners using high-level thinking skills so as to improve the quality of learners (arifin, 2018; wilson & narasuman, 2020). conclusion the resulting hots instruments have an average logical validity value of 87.54% with very valid criteria. practical validity value is 88% with each percentage of c4 = 77.27%, c5 = 20.45%, and c6 = 2.27%, has very reliable reliability with a value of 0.78, has a moderate difficulty, good differentiating power, and excellent option quality. to sum up, that has been produced the instruments of hots about circulatory system materials for students of grade xi public senior high school are logically valid, empirical, and reliable. this conclusion is instruments that were designed can be used to measure learners’ ability of high-level thinking. therefore, as a recommendation, this instrument can be used to promote students’ hots. acknowledgement this research can be carried out thanks to the guidance of the experts, teachers, and students of public 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https://ojs.unm.ac.id/semnasfisika/article/view/8704 https://doi.org/10.24036/bioedu.v1i1.21 https://doi.org/10.5296/jei.v6i1.17042 https://doi.org/10.1088/1742-6596/1185/1/012034 http://mojes.um.edu.my/index.php/mojes/article/view/12444/8051 https://research.acer.edu.au/ozpisa/35/ https://research.acer.edu.au/ozpisa/35/ https://doi.org/10.29333/iji.2020.13451a https://ejournal.unib.ac.id/index.php/jpmr/article/view/10641 https://doi.org/10.1088/1742-6596/1503/1/012045 https://doi.org/10.24191/ajue.v16i1.8991 ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia jpbi volume 2 nomor 3 halaman 206-308 malang, november 2016 p-issn: 2442-3750 e-issn: 2527-6402 diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang peningkatan aktivitas dan hasil belajar mahasiswa universitas hasyim asy’ari melalui pembelajaran discovery terbimbing improvement students’ activities and cognitive learning outcomes of hasyim asy’ari university through guided discovery learning nur hayati, nindha ayu berlianti penggunaan chabi (charming dustbin) dan keranjang takakura sebagai upaya meningkatkan kepedulian lingkungan terhadap anak usia sekolah dasar the aplication of chabi (charming dustbin) and takakura basket as effort to increase environment indefferent for elementary school children rudy setiawan, rio febrianto arifendi fitoremediasi phospat limbah cair laundry menggunakan tanaman melati air (echinodorus paleafolius) dan bambu air (equisetum hyemale) sebagai sumber belajar biologi phytoremediation of phosphate content in liquid laundry waste by using echinodorus paleafolius and equisetum hyemale used as biology learning resource ayu maharani siswandari, iin hindun, sukarsono identifikasi senyawa alkaloid dari batang karamunting (rhodomyrtus tomentosa) sebagai bahan ajar biologi untuk sma kelas x alkaloid compound identification of rhodomyrtus tomentosa stem as biology instructional material for senior high school x grade retno ningrum, elly purwanti, sukarsono penggunaan chitosan cangkang keong mas (pomacea canaliculata) untuk bahan pengawet alami dalammempertahankan mutu buah selama proses penyimpanan sebagai media audio visual pembelajaran bioteknologi the use of chitosan of pomacea canaliculata shell as natural preservation to maintain fruit quality during storage process: used as audio visual media of biotechnology learning yurike fransischa trisnaningrum, sri wahyuni, ainur rofieq ultrastruktur pollen anggrek genus dendrobium sebagai sumber belajar biologi pollen ultrastructure of genus dendrobium orchids as a learning resource lika dwi apriani, eko susetyarini, sri wahyuni seduhan jahe (zingiber officinale rosce.) dalam menurunkan kadar glukosa darah tikus model diabetes tipe-2 (niddm) sebagai sumber belajar biologi steeping of ginger (zingiber officinale rosce) lowers blood glucose in rat model type-2 diabetes (niddm) as a learning resource biology andri rudi yanto, nurul mahmudati, rr. eko susetyorini uji efektifitas insektisida nabati buah crescentia cujete dan bunga syzygium aromaticum terhadap mortalitas spodoptera litura secara in vitro sebagai sumber belajar biologi effectiveness botanical insecticides crescentia cujete fruit and flowers syzygium aromaticum mortality against spodoptera litura in vitro as a learning resource biology rahma safirah, nur widodo, mochammad agus krisno budiyanto persepsi dan preferensi guru-guru di kabupaten tana tidung terhadap penerapan lesson study berdasarkan motivasi dan sikap untuk pengembangan profesionalisme guru wilayah perbatasan perception and preferences teachers in tana tidung district based on lesson study applications by the motivation and attitude for professionalism development of boundary region teacher vlorensius , endik deni nugroho, kadek dewi wahyuni andari analisis profil protein autis berbasis bioinformatika sebagai bahan sosialisasi bagi masyarakat di kota malang tentang potensi penyebab autis profile protein autism analysis based bioinformatics as public dissemination materials in malang about the potensial causes autism rizki mei listawati, umie lestari, mohammad amin uji angka kapang simplisia kulit batang salam untuk obat tradisional sebagai bahan sosialisasi masyarakat ekonomi rendah di kabupaten malang test of fungi number of syzygium polyanthum bark simplisia for traditional medicine as disseminate material to the low economic communities in malang restu asri restiani, endang suarsini, sri endah indriwati jurnal pendidikan biologi indonesia (jpbi) p-issn: 2442-3750 e-issn: 2527-6204 volume 2, nomor 3, november 2016 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting elly purwanti wakil ketua penyunting husamah sekretaris diani fatmawati penyunting pelaksana yuni pantiwati sukarsono ainur rofieq rr eko susetyarini tata usaha fuad jaya miharja jenik rahayu alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com atau usya_bio@yahoo.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:usya_bio@yahoo.com ju p-issn: 2442-3750 e-issn: 2527-6204 jurnal pendidikan biologi indonesia volume 2, nomor 3, 2016 daftar isi peningkatan aktivitas dan hasil belajar mahasiswa universitas hasyim asy’ari melalui pembelajaran discovery terbimbing improvement students’ activities and cognitive learning outcomes of hasyim asy’ari university through guided discovery learning nur hayati, nindha ayu berlianti ........................................................................................................................................................ 206 penggunaan chabi (charming dustbin) dan keranjang takakura sebagai upaya meningkatkan kepedulian lingkungan terhadap anak usia sekolah dasar the aplication of chabi (charming dustbin) and takakura basket as effort to increase environment indefferent for elementary school children rudy setiawan, rio febrianto arifendi ............................................................................................................................................. 214 fitoremediasi phospat limbah cair laundry menggunakan tanaman melati air (echinodorus paleafolius) dan bambu air (equisetum hyemale) sebagai sumber belajar biologi phytoremediation of phosphate content in liquid laundry waste by using echinodorus paleafolius and equisetum hyemale used as biology learning resource ayu maharani siswandari, iin hindun, sukarsono ........................................................................................................................... 222 identifikasi senyawa alkaloid dari batang karamunting (rhodomyrtus tomentosa) sebagai bahan ajar biologi untuk sma kelas x alkaloid compound identification of rhodomyrtus tomentosa stem as biology instructional material for senior high school x grade retno ningrum, elly purwanti, sukarsono ........................................................................................................................................ 231 penggunaan chitosan cangkang keong mas (pomacea canaliculata) untuk bahan pengawet alami dalammempertahankan mutu buah selama proses penyimpanan sebagai media audio visual pembelajaran bioteknologi the use of chitosan of pomacea canaliculata shell as natural preservation to maintain fruit quality during storage process: used as audio visual media of biotechnology learning yurike fransischa trisnaningrum, sri wahyuni, ainur rofieq ....................................................................................................... 237 ultrastruktur pollen anggrek genus dendrobium sebagai sumber belajar biologi pollen ultrastructure of genus dendrobium orchids as a learning resource lika dwi apriani, eko susetyarini, sri wahyuni ............................................................................................................................... 248 seduhan jahe (zingiber officinale rosce.) dalam menurunkan kadar glukosa darah tikus model diabetes tipe-2 (niddm) sebagai sumber belajar biologi steeping of ginger (zingiber officinale rosce) lowers blood glucose in rat model type-2 diabetes (niddm) as a learning resource biology andri rudi yanto, nurul mahmudati, rr. eko susetyorini ............................................................................................................... 258 uji efektifitas insektisida nabati buah crescentia cujete dan bunga syzygium aromaticum terhadap mortalitas spodoptera litura secara in vitro sebagai sumber belajar biologi effectiveness botanical insecticides crescentia cujete fruit and flowers syzygium aromaticum mortality against spodoptera litura in vitro as a learning resource biology rahma safirah, nur widodo, mochammad agus krisno budiyanto .............................................................................................. 265 persepsi dan preferensi guru-guru di kabupaten tana tidung terhadap penerapan lesson study berdasarkan motivasi dan sikap untuk pengembangan profesionalisme guru wilayah perbatasan perception and preferences teachers in tana tidung district based on lesson study applications by the motivation and attitude for professionalism development of boundary region teachers vlorensius , endik deni nugroho, kadek dewi wahyuni andari .................................................................................................... 277 analisis profil protein autis berbasis bioinformatika sebagai bahan sosialisasi bagi masyarakat di kota malang tentang potensi penyebab autis profile protein autism analysis based bioinformatics as public dissemination materials in malang about the potensial causes autism rizki mei listawati, umie lestari, mohammad amin ........................................................................................................................ 292 uji angka kapang simplisia kulit batang salam untuk obat tradisional sebagai bahan sosialisasi masyarakat ekonomi rendah di kabupaten malang test of fungi number of syzygium polyanthum bark simplisia for traditional medicine as disseminate material to the low economic communities in malang restu asri restiani, endang suarsini, sri endah indriwati ............................................................................................................. 300 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 3 november 2021, pp. 267-274 10.22219/jpbi.v7i3.16392 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 267 research article vocational students’ hots and hotsep overview in developing ita learning model ana amalia islami a,1,*, henita rahmayanti a,b,2, tuti iriani a,3, ilmi zajuli ichsan c,4, isil koc d,5, rahmawati darussyamsu e,6 a department of technology and vocational education, universitas negeri jakarta, rawamangun muka st., jakarta 13220, indonesia b department of environmental education, universitas negeri jakarta, rawamangun muka st., jakarta 13220, indonesia c elementary teacher education, faculty of teacher training and educational science, universitas mohammad husni thamrin, east jakarta 13550, indonesia d department of science education, istanbul university, beyazıt, 34452 fatih, i̇stanbul, turkey e department of biology education, universitas negeri padang, jl. prof. dr. hamka, padang, sumatera barat 25171, indonesia 1 anaamaliaislami3@gmail.com*; 2 henita.rahmayanti@unj.ac.id; 3 t_iriani@yahoo.com; 4 ilmizajuli95@outlook.com; 5 isilkoc@istanbul.edu.tr; 6 rahmabio@fmipa.unp.ac.id * corresponding author introduction all objects and phenomena that enable the learning process for students are defined as learning resources (abidinsyah et al., 2019; ho & yao, 2018; lewinsohn et al., 2014; mon et al., 2016). the environment is one of them. this environment can affect all aspects of learning, especially students. when students take advantage of the environment as a learning resource, they will understand the material better. they can also experience meaningful learning because they directly experience real situations or events. utilization of the environment in the learning process becomes interesting because it is contextual (madhuri et a r t i c l e i n f o a b s t r a c t article history received, 25 april 2021 revised, 16 june 2021 accepted, 30 june 2021 published, 29 november 2021 practical learning activities carried out in remote situations during the covid-19 pandemic triggered vocational students to take advantage of the surrounding environment as a learning resource. the process also determines how their hots and hotsep are. a learning model that can accommodate the skills is needed, such as ita (identify problems–think and write–analysis and argumentation) model. this learning model utilizes environmental issues intending to guide students to understand the environment through an online platform. this study aimed to analyze the hots and hotsep of vocational students, as the basis for developing a new learning model. the research sample consisted of 61 students with 29 male students and 32 female students. the sample was selected by simple random sampling. data were analyzed using descriptive analysis. the results showed that the total scores of students' hots (17.14) and hotsep (18.74) were suggested as very low categories. thus, the students' skills need to improve actively with innovative learning models, such as the application of the ita model. copyright © 2021, islami et al this is an open-access article under the cc–by-sa license keywords hots hotsep ita learning model vocational students how to cite: islami, a.a., rahmayanti, h., iriani, t., ichsan, i.z., koc, i., & darussyamsu, r. (2021). vocational students’ hots and hotsep overview using ita learning model. jpbi (jurnal pendidikan biologi indonesia), 7(3), 267-274. https://doi.org/10.22219/jpbi.v7i3.16392 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.16392 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:t_iriani@yahoo.com https://doi.org/10.22219/jpbi.v7i3.16392 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 267-274 268 islami et al (vocational students’ hots and hotsep … ) al., 2012; taurina, 2015). especially during the coronavirus disease 2019 (covid-19) pandemic, appropriate learning innovations are urgently needed (cutri et al., 2020; kidd & murray, 2020; o’brien et al., 2020). the covid-19 pandemic had a major impact on the ongoing learning process that occurred for students in indonesia, including vocational students. before the covid-19 pandemic, they were able to do practical work directly. however, after the pandemic, all learning activities must be done online. this is explained in the regulation of the minister of education and culture number 33 of 2019 concerning the implementation of the disaster safe education unit program. learning activities are carried out by providing protection and safety for students, educators, and education staff from disaster risk and ensuring the continuity of education services in disaster-affected educational units. therefore, practical activities must also be carried out online. to facilitate these activities, the use of the environment around students is the best choice to do. utilization of students' surrounding environment as a learning resource provides benefits but also challenges. teachers must be able to choose appropriate phenomena for learning, such as environmental problems. the most common environmental issue is the accumulation of waste. the habit of using single-use products affects the accumulation of waste, both biodegradable and non-biodegradable. lack of waste management has an impact on environmental pollution. on the other hand, human behavior is one of the main components that play a role in environmental conservation (chouhan et al., 2017; istiana & awaludin, 2018; lai & cheng, 2016; meyer, 2016; runhaar et al., 2019). students become one of the agents who must participate in environmental conservation (börner et al., 2015; ferreira, 2012; huang et al., 2019; sivamoorthy et al., 2013). therefore, learning by utilizing the environmental issues will make it easier for students to gain knowledge and awareness to conserve the environment. in addition, online learning requires students to continue to hone their hots. higher order thinking skills (hots) are students' skills in analyzing, evaluating, and making solutions to a problem (anderson et al., 2001). hots plays a role in training students' thinking to be able to solve problems with various innovative solutions, this is what makes hots important to be improved (belecina & ocampo, 2018; ichsan & rahmayanti, 2020a; pedrosa-de-jesus et al., 2014; zhang et al., 2020). in addition, during the covid-19 pandemic, students are required to be creative and think critically in managing online learning. utilization of the environmental issues as a learning resource will require more specific thinking, namely high order thinking skills of environmental problem (hotsep). hotsep includes criticizing problems, providing solutions, and developing innovations related to environmental issues (ichsan & rahmayanti, 2020a). hotsep is a more contextual level of thinking because it focuses on measuring innovation development to the highest level (c6). the lower level includes students providing problem-solving (c5) and the lowest level is related to criticizing problems (c4) about the environment (ichsan & rahmayanti, 2020a). these three aspects of thinking are suitable for 21st-century learning. some researchers say that appropriate learning models are needed to train students' abilities in the 21st century (chalkiadaki, 2018; demiral, 2018; garcia, 2015; kinslow et al., 2018). hotsep and hots require improvement efforts, especially in the learning environment for vocational students. to accommodate students' hots and hotsep, a contextual learning model that can take advantage of the environment is needed, namely the ita model. the ita learning model which consists of identify problems–think and write– analysis and argumentation is expected to be suitable for learning activities, especially during the covid-19 pandemic. it is known that a great learning model contains learning innovations that can solve various problems using students' critical thinking (ichsan & rahmayanti, 2020b). the ita learning model can be in the form of teaching model that contain content or topics related to the environment for vocational students. this research is the initial research of the development of the ita model. the purpose of this study was to analyze the hots and hotsep of vocational students as the basis for developing integrated teaching model using the ita model for environmental learning. method the research was carried out at one of the vocational schools in jakarta in april 2021. the sample comprised 61 students in tenth grade consisting of 29 male students and 32 female students selected using simple random sampling. the research questionnaire used google forms. the instrument was distributed to respondents using various social media ranging from whatsapp, email, and various other applications. data were then collected and analyzed. the research variables measured were students' hots and hotsep. the hots instrument indicators used in this study were referring to (anderson et al., 2001). there are six questions developed from the hots indicator as presented in table 1. the interval score for the instrument used is 0-10. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 267-274 269 islami et al (vocational students’ hots and hotsep … ) table 1. table of hots aspect and indicators aspect indicator question number c4 (analysis) analyze the impact of waste produced from practicum activities 1 and 2 c5 (evaluation) evaluate the 4r principle, namely reduce, reuse, recycle, and replace 3 and 4 c6 (create) create a garbage bin and flower pot from recycled materials and put it at school or home 5 and 6 furthermore, the hotsep instrument used in this study was developed from the indicators proposed by ichsan and rahmayanti (2020a). six questions were developed to measure the three hotsep indicators, as described in table 2. the instrument used has a score interval of 0-10. the hotsep descriptive analysis using microsoft excel aimed at measuring student knowledge in the environmental learning context. the data were analyzed descriptively using the hotsep categorization (very high, high, medium, low, and very low) with reference to ichsan and rahmayanti (2020a), as shown in table 3. table 2. table of hotsep aspect and indicators aspect indicator question number c4 (criticize) criticize air and water pollution problems 7 and 8 c5 (provide solution) provide solutions to flood disaster around their house 9 and 10 c6 (develop innovation) develop ideas to cope with garbage accumulation 11 and 12 table 3. hotsep categories in environmental learning in addition, this study was also observed the learning media use that was measured using a questionnaire. the questionnaire consists of five questions that developed based on four indicators (table 3). table 3. learning media indicators indicator question number environmental learning media used are suitable to learning objectives 1 environmental content taught uses digital-based learning media 2 environmental learning media are routinely used 3 utilization of technology-based learning media as long as it is suitable to current development 4 and 5 results and discussion the results of collecting student hots data are listed in two tables. the first (table 4) describes the students' scores on each question, while the other table (table 5) shows the scores for the measured hots aspects. the results showed that the hots scores of vocational students were in the very low category. this is shown in all questions that score less than 3.5. the lowest score on items regarding waste analysis from practicum activities for making building components. table 4. average hots score for each item (question) no. items total male student female student 1. analyze waste from practicum activity in the making of building components 2.34 2.10 2.56 2. analyze waste from wood practicum activity 3.05 2.93 3.16 3. evaluate 4r in daily activities at home 2.70 2.41 2.97 4. evaluate 4r in practicum activities at school 3.34 2.93 3.72 5. concept of making a garbage bin and flower pot from recycled materials at school 3.02 3.14 2.91 6. concept of making a garbage bin and flower pot from recycled materials at home 2.69 2.69 2.69 average 2.86 2.70 3.01 score 28.6 27.0 30.1 category very low very low very low category interval of students’ hotsep score very high x> 81.28 high 70.64 <x ≤ 81.28 moderate 49.36 <x ≤ 70.64 low 38.72 <x ≤ 49.36 very low x ≤ 38.72 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 267-274 270 islami et al (vocational students’ hots and hotsep … ) table 5. average hots score for each aspect no. hots aspect total male student female student 1. c4 (analysis) 2.69 2.51 2.86 2. c5 (evaluation) 3.02 2.67 3.34 3. c6 (create) 2.85 2.91 2.80 similar to the acquisition of hots scores, the hotsep scores of vocational students are also included in the very low category. table 6 shows the scores on each hotsep question, while table 7 shows a summary of each aspect. the score obtained for all hotsep questions is below 3.8 which indicates a very low category. question number two that got the lowest score was about the response of people using detergents and disposing of their waste carelessly. table 6. average hotsep score for each item (question) no. items total male student female student 1. criticize people behavior who use polluted vehicle for close distance 3.28 3.24 3.31 2. respond to people who use detergent and throw its waste carelessly 2.28 2.07 2.47 3. provide solutions to overcome blocked drainage that causes puddles around the residence 3.26 3.28 3.25 4. provide solutions so that people are willing and able to make bio pore in their yard 3.61 3.41 3.78 5. develop innovative ideas to cope with waste, such as mask during the covid-19 pandemic, to prevent waste accumulation 3,28 3,62 2,97 6. develop creative ideas to invite the communities for not using plastic bags 3.03 2.69 3.34 average 3.12 3.05 3.18 score 31.2 30.5 31.8 category very low very low very low table 7. average hotsep score for each aspect no. aspect total male student female student 1. c4 (criticize) 2.78 2.65 2.89 2. c5 (provide solution) 3.43 3.34 3.51 3. c6 (develop innovation) 3.,15 3.15 3.15 the results of the hots and hotsep measurements showed the same category, which was very low. the hots measurement obtained a score of 28.6, while the hotsep measurement was 31.2. based on table 4 and table 6, female students' hots and hotsep scored higher than male students. however, both female and male students were still in the very low category. of the three aspects of hots measured, aspect c4 (analysis) obtained the lowest score (table 5). the c4 (critical) aspect of students' hotsep also occupied the lowest score (table 7). the facts obtained show that the empowerment of hots and hotsep on vocational students is still very limited. whereas vocational students are expected ready to work when they graduate. so, they need to be prepared with appropriate ability. moreover, nowadays the competition in finding a job is very fierce. therefore, it is very important to provide them with 21st-century skills, such as hots and hotsep. these hots and hotsep skills are necessary and relevant to the 21st-century educational demand. the expectation is that in the 21st-century students could obtain information from the internet and then create various ideas and implement them to solve problems (chen & chou, 2015; dwyer et al., 2014; fujii, 2016; reyna et al., 2018; yusnaeni et al., 2017). aspects of hots that students must possess include analyzing, evaluating, and creating. in the aspect of analysis, students' hots can be improved by using learning models or media that stimulate students' analytical skills (hugerat & kortam, 2014; husamah et al., 2018; nugraini et al., 2013; saputri et al., 2019). the learning model must be able to direct students to define and explore environmental problems in more detail. when they analyze problems, they can provide arguments and critiques of environmental issues. it is considered as an evaluation aspect. then, students implement their solutions by creating ideas to tackle environmental problems. the low level of vocational students' hots and hotsep can also be caused by the inappropriateness of the model and learning media applied. the results of the survey related to the learning media used by vocational students are described in table 8. table 8 shows the results of student responses to the learning media that have been used so far. there are 59.01% of students revealed that some teachers have jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 267-274 271 islami et al (vocational students’ hots and hotsep … ) implemented environmental learning media following its objectives. then, 65.57% of students stated that some teachers had implemented learning media that supported their analytical skills (question number 2). regarding question number 3, 73.77% of students guess that all teachers apply technology-based learning media in the learning environment. in question number 4, 60.65% of students stated that all teachers had implemented digital media in environmental learning. finally, in question number 5, 63.93% of students believe that some teachers have implemented modern learning media. the questionnaire result showed that utilization of technology-based learning media that supports hots empowerment is still not optimal. table 8. the questionnaire results related to used learning media indicator question number students’ response (%) not yet already in a part already environmental learning media used are suitable to learning objectives 1. percentage of learning media utilization according to its objectives 0 59.01 40.99 environmental content taught uses digital-based learning media 2. learning media to support analytical skills 0 65.57 34.43 environmental learning media are routinely used 3. the utilization of technology-based learning media 0 26.23 73.77 utilization of technology-based learning media as long as it is suitable to current development. 4. the utilization of digital media for environmental learning 0 39.35 60.65 5. easiness to understand content using modern learning media 1.64 63.93 34.43 vocational teachers could design learning that leads students to perform a variety of creative activities containing high order thinking skills so that they could possess the main aspects. the learning can be developed by integrating ita model (identify problems–think and write–analysis and argumentation). the ita model is suitable for vocational students as most of them receive productive content. the practical activities require students to think critically in creating skills according to their department. students must solve problems of how to process waste produced from the practical activities. the ita model-integrated learning media make learning easier to implement to improve students’ hots and hotsep (ichsan & rahmayanti, 2020a). the ita model is a means to improve hots and hotsep abilities because it has a variety of more operational learning steps. this is important because more operational learning steps will make it easier for teachers to carry out learning and improve students' various abilities. the development of ita modelintegrated learning media will be an innovation for vocational teachers in providing environmental education to the students. teachers, as a spearhead of change, must update their skills to keep up with current development. teachers should be more creative and innovative in presenting subject content. the productive, creative, and innovative student can be promoted by implementing applicative learning in various scopes by using critical and creative thinking skills, especially in environmental topics. during the pandemic covid-19, teachers must be creative in teaching and learning activities to achieve the learning objectives (carrillo & flores, 2020; cutri et al., 2020; flores & swennen, 2020; girik allo, 2020). therefore, the integration ita model is an innovation in environmental learning that can be utilized in vocational education. the to-be-developed teaching kits will have a digital base to facilitate access to online learning implementation. this is due to the online learning that will make it vocational students easier to understand the environment during the pandemic. the learning model developed must be accompanied by other complementary media to support learning. one of them is a working sheet containing guidelines for learning (fajarianingtyas et al., 2019; khoiriyah & husamah, 2018; lee, 2014; utami et al., 2016). the diverse learning media is necessary for learning (hidayati et al., 2021). mainly media developed based on the hots indicator to simplify hots, also included hotsep. conclusion this study concludes that the hots and hotsep scores of vocational students in environmental learning are very low. therefore, efforts to improve the students’ skills are necessary by developing ita learning model-integrated teaching kits for environmental learning. vocational teachers will have 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(2021). profile composition of knowledge dimension in learning activities during the covid-19 pandemic in structure and function of plant tissue. jpbi (jurnal pendidikan biologi indonesia), 7(3), 222-230. https://doi.org/10.22219/jpbi.v7i3.16208 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.16208 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:eriskanovita.2018@student.uny.ac.id mailto:* mailto:bambangsubali@uny.ac.id http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v7i3.16208&domai jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 222-230 223 sari and subali (profile composition of knowledge dimension....) strategies (paidi et al., 2020).the curriculum is designed to provide a learning experience for students to develop attitudes, skills, and knowledge to produce a learning experience in the form of learning outcomes that describe humans with the qualities listed in the graduate competency standards (gcs) or standar kompetensi lulusan (skl) (palupi & history, 2018). permendikbud no 20/2016 concerning competency standards for secondary education graduates states that students are required to have cognitive abilities, attitudes, and skills by the educational objectives formulated in bloom's taxonomy model. bloom's taxonomy in education is a conceptual formulation by looking at learning objectives from two dimensions, namely the dimensions of cognitive processes and the dimensions of knowledge. bloom's taxonomy which is divided into two dimensions is the result of revision and refinement by anderson and krathwohl, namely the cognitive process dimension and the knowledge dimension (arliantya et al., 2018). anderson and krathwohl's taxonomy of cognitive domains is one of the basic frameworks for educational goals, test preparation, and curriculum around the world to make it easier for teachers to understand, organize, and implement educational goals in learning (gunawan & palupi, 2012). bloom's taxonomy changes from one dimension to two dimensions with the separation of the knowledge dimension and the cognitive process dimension making it easier to understand how the learning process takes place in students. students acquire knowledge and store it in memory, and then the knowledge that is in the memory will be used to carry out cognitive processes from understanding to creating. the learning process that takes place will include two dimensions, namely acquiring knowledge and using that knowledge to develop cognitive abilities. knowledge is like fuel and cognitive processes are the engine. the deeper a person's knowledge in a field, the higher his ability to analyze a phenomenon in the field he is involved in. the less knowledge he has, the more difficult it is to analyze something, this is an unavoidable difficulty but an important part of the learning process (lodge et al., 2018). the dimensions of knowledge from the results of solving cognitive processes are further categorized into four knowledge, namely conceptual, factual, procedural, and metacognitive (fauzi, 2017). biology learning allows these four dimensions to be developed because of the diversity of content in the biological sciences. biology is the science that studies living things with all their problems. as part of science or natural sciences, biology was born and developed through observation and experimentation which are steps in scientific work. the science learning process is based on scientific work steps, emphasizing providing direct experience to develop competencies to explore and understand the natural surroundings scientifically (chan et al., 2017). one illustration that can provide explanatory information to students is a demonstration (fatimah, 2017). so that learning biology is not just memorizing theories that have been contained in books or other learning resources but also needs to interpret biological phenomena that occur around students and contain three important aspects that need to be applied, namely scientific products, scientific processes, and attitudes. the scientific process is meant, for example, through observation, experimentation, and rational analysis. the current understanding of learning focuses on the active, cognitive, and constructive processes involved in meaningful learning. likewise in science learning, students must be active in acquiring knowledge when the learning process takes place. then they can choose the information that is built by their understanding of the selected information. this is a change from a passive view of cognitive learning and a constructive perspective that emphasizes how students acquire knowledge (the knowledge dimension) and how they think (cognitive processes) about what they know during meaningful learning. so before knowing how the cognitive process or way of thinking will be developed, it is necessary to analyze the dimensions of knowledge in the learning process to find out how knowledge arrives at students. the low ability of students in solving questions that only cover the dimensions of factual and conceptual knowledge, as well as evaluation questions that do not cover all dimensions of knowledge are important issues to be analyzed. the weakness of students in solving knowledge-dimensional questions can be caused because teachers rarely apply learning or questions that are by the educational goals formulated in bloom's revised taxonomy (assidiq et al., 2017). based on the results of observations made at junior high school (sekolah menengah pertama/smp) al ma'ruf kudus, information was obtained that in ordinary learning conditions that were carried out directly, the process of delivering learning materials was given by adjusting the time or hours of lessons and the availability of material tools in the laboratory if practicum was needed. this shows that the teacher has tried to pay attention to how to convey effective knowledge to his students. however, if you return to the graduate competency standard (standar kompetensi lulusan/skl) set by the ministry of education, some competencies are mastered by students, one of which is cognitive abilities, both cognitive processes, and dimensions of jpbi (jurnal pendidikan biologi indonesia) vol. 7, no.3, november 2021, pp. 222-230 224 sari and subali (profile composition of knowledge dimension ...) knowledge. however, since march 2020 there has been a change in the learning process from direct learning to learning that is carried out remotely or online. the covid-19 pandemic that has occurred in indonesia since the beginning of 2020 has had an impact on the learning process in schools. as a result of this ongoing pandemic, the implementation of learning in schools is carried out remotely or online which is rarely done simultaneously in all elements of education, namely students, teachers to parents (kurniati et al., 2020). the distance learning process relies on technology as the main medium in carrying out the learning process. however, technology cannot completely replace the role of teachers, lecturers, and learning interactions between students and teachers because learning is not only about acquiring knowledge but also about values, cooperation, and competence. the government has attempted to update the existing curriculum by issuing an emergency curriculum to education units under special conditions such as the current state of the covid-19 pandemic. the ministry of education and culture, issued the decree of the minister of education and culture of the republic of indonesia number 719/p/2020 concerning guidelines for curriculum implementation in education units in special conditions (kemnedikbud, 2020). the emergency curriculum designed by the ministry of education and culture is a simplification of the national curriculum. in the curriculum, basic competencies are reduced for each subject so that teachers and students can focus on essential competencies and prerequisite competencies for continuing learning at the next level. online learning is not entirely new for some teachers and students in indonesia. before the pandemic, several teachers had used several media that made students active independently in acquiring their knowledge. one of them is by using modules. the importance of modules in the learning process because modules can facilitate students in learning independently and face-to-face (nugroho et al., 2019). according to suarsana and mahayukti, (2013), the module is interactive, enabling easy transition of learning content because it can accommodate audiovisual and animation media, and is equipped with tests. based on krismayanti and elok sudibyo, (2021) research conducted at moslem junior high school 2 kediri city regarding the effectiveness of the science module in distance learning, the results showed that the module developed by the junior high school directorate was effective in terms of the classical completeness percentage of 83.87% and response students related modules developed very well. teacher creativity, supporting media, and student abilities are needed in the success of the distance learning process. the research proves that distance learning is not an obstacle if teacher creativity and student collaboration are carried out so that the learning process can achieve the learning objectives set. the characteristics of the effectiveness of learning programs are successful in delivering students to achieve predetermined instructional goals, providing interesting learning experiences, actively involving students to support the achievement of instructional goals, and having facilities that support the teaching and learning process (rohmawati, 2015). based on this, the authors are interested in researching the description of the dimensions of knowledge in the biology learning process with all its limitations during the covid-19 pandemic at al ma'ruf kudus junior high school, as a school that is considered to be a school located in the city and with poor conditions. sstudents with similar backgrounds. so the author formulates the research question as follows: how is the description of the dimensions of knowledge during the covid-19 pandemic in the material on the structure and function of plant tissue at al ma'ruf junior high school? method this study uses a qualitative research method with a descriptive approach, which fully describes the observed phenomena (moeleong, 2002). the population of this study was teachers and students of smp al ma'ruf kudus. the samples of this study were teachers of science in biology subjects and students of class viii with purposive sampling technique. the study was conducted in september 2020 for the 2020/2021 school year. the research procedure includes the preparation stage, namely preparing the research design and the research instrument grid. the implementation; stage namely the stage of collecting data in the field by observation, interviews, and documentation. previously, researchers conducted pre-research observations by collecting data from teachers regarding the form of providing knowledge information to students in learning before and after the pandemic. field observations were carried out by analyzing the teacher's learning tools in terms of the operational design of learning implementation compiled by the supporting teacher whether they had fulfilled the jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 222-230 225 sari and subali (profile composition of knowledge dimension....) competencies in the form of 4 dimensions of knowledge according to anderson and krathwohl based on the core learning activities in each sub-material. the lesson plans analyzed were lesson plans with learning materials on the structure and function of plant tissues in kd 3.2 and 4.2 biology/science class viii. learning is done online by utilizing the whatsapp application as a means of communication in online learning with the help of modules accompanied by video demonstrations of material that students need to do in practice. the module provided by the teacher contains learning materials that are equipped with several explanatory video links, video demonstrations of practical activities that students need to do, and student worksheets or worksheets as a form of evaluation of learning outcomes. interviews were conducted to find out if there were obstacles experienced by the teacher in fulfilling the knowledge dimension in the online learning process and also to confirm the suitability of the lesson plans that had been prepared with the ongoing learning process. documentation is done by looking at learning outcomes and the form of evaluation given by the teacher. data analysis using descriptive analysis interactive model consists of four, namely data collection, data reduction, data presentation, and conclusion drawing stage. the data analysis stage uses an interactive analysis model, which describes it as a coherent, systematic discussion and a research report is formed. results and discussion research results in reproductive system biology learning materials is divided into 5 sub-materials consisting of the structure and function of plant tissues and their benefits for technology, transportation systems in plants, respiration processes in plants, photosynthesis processes, and various kinds. motion in plants. the results of the observations showed that the learning carried out in class viii smp about the structure and function of plant tissue had a different number of activities in each sub-material so that the composition of the types of knowledge also varied based on the learning objectives that had been formulated. composition the types of knowledge dimensions in science learning in biology material in the chapter structure and function of plant tissue in class viii, the overall dimensions of knowledge are visible but have different compositions in each sub-material in learning which is presented in table 1 and percentage of types of knowledge dimensions in learning materials can be seen in table 2. table 1. composition of the number of activities per types of knowledge in each sub-material no sub material number of activity factual (f) conceptua l (c) procedural (p) metacognit ive (m) 1 the structure and function of plant tissues and their benefits for technology 3 2 0 0 2 transportation systems in plants. 2 1 0 0 3 respiration process in plants. 2 1 1 0 4 photosynthesis process. 1 1 1 1 5 types of motion in plants. 1 2 0 0 table 2. percentage of types of knowledge dimensions in learning materials no knowladge dimension percentage (%) 1 factual 47 2 conceptual 38 3 procedural 10 4 metacognitive 5 the difference in the composition of the dimensions of knowledge can be this is because the dimension of knowledge is based on the content of learning materials or the content of learning activities (darlinghammond et al., 2020). table 1 and table 2 shows that learning activities during the learning of the reproductive system material have a different number in each dimension of knowledge, there are 9 activities for factual knowledge which is 47% of all learning activities. then 7 activities for conceptual knowledge which is 38% of all learning activities, 2 activities for procedural knowledge which is 10% of all learning activities, and at least 1 activity for metacognitive knowledge which is 5% of all over activities. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no.3, november 2021, pp. 222-230 226 sari and subali (profile composition of knowledge dimension ...) the results of the observations show that factual knowledge has a greater frequency of accommodation than the total number of learning activities, followed by conceptual, procedural, and finally metacognitive knowledge. a large number of dimensions of factual knowledge is caused by several factors, including the first, namely factual knowledge, which is the knowledge that is concrete or tangible when compared to other knowledge. this is by the opinion of athanassiou and mcnett (2015) which states that factual knowledge to metacognitive knowledge has a knowledge structure that has a higher level of abstractness. awi and sukarna, (2013) explain factual knowledge has the lowest level of abstraction. second, factual knowledge only contains facts and terms, besides that it also learns the definitions of a term. acording to arliantya et al (2018) explain that factual knowledge contains pieces of some knowledge without adjusting the information obtained from a broader or systematic perspective. in contrast to the low knowledge structure and relatively simple material content, isti’farin et al ( 2016) revealed that high factual knowledge shows that the teacher tries to provide a knowledge base to build higher student knowledge. subsequent learning activities that developed conceptual knowledge were recorded as many as 7 learning activities. the results obtained were the amount of conceptual knowledge was lower than factual knowledge. the factor that is suspected to be the cause is that the level of conceptual knowledge is more abstract than factual knowledge. hurrell (2021) stated that conceptual knowledge is knowledge that is more complex and organized. types of conceptual knowledge contain knowledge of classifications and categories including specific categories, classes, divisions, and arrangements that are used on different subjects, which are more general and often more abstract than knowledge of certain terminology and facts. principle and generalization knowledge include knowledge of certain abstractions that summarize the observed phenomena. principles and generalizations tend to dominate more in an academic discipline and are used to study phenomena or solve problems in scientific disciplines (mulyani, 2020). principle knowledge or generalizations tend to be basic ideas that can be difficult to understand because they are not introduced to the whole of the phenomenon under discussion. furthermore, conceptual knowledge according to hurrell (2021) is knowledge of explicit and implicit schemas, models, or theories in different cognitive psychological models. isti’farin et al (2016) also stated associate that schemes, models, and theories show the knowledge that a person has about how certain subjects are arranged and arranged, how different parts or pieces of information are related and related to each other. a systematic way, how these parts function together. conceptual knowledge is more than just explaining the terminology or the meaning of terms in biology learning, so it also needs to be supported by appropriate learning methods to develop the dimensions of conceptual knowledge. the learning process on the structure and function of plant tissue materials carried out online has 2 activities in developing procedural knowledge. the low number of procedural knowledge is thought to be caused by; (1) the learning method applied by the teacher is limited by the media because learning is carried out online. the results of the observation showed that the method used was in the form of student practice activities carried out by utilizing the semi-self-instruction module made by the teacher and then the results of the students' practical work were discussed with the teacher and classmates online through the whatsapp application. the online method makes students less motivated to study the material independently because if they experience problems, students tend to be silent and there is no improvement besides that students have many tasks from other lessons. in line with observations, jamaluddin et al (2020) revealed the many obstacles experienced during online learning, namely the limited internet network quota, as many unstable internet networks, and accumulating tasks; (2) the results of the observation show that the teacher does not use a learning model that can accommodate procedural knowledge because it is limited to learning media. procedural knowledge can be trained through learning activities that focus more on students to be more active, one of which is by implementing learning using scientific processes (yusrizal et al., 2017). the lowest development of knowledge dimensions is found in metacognitive knowledge, namely in the learning activities of the photosynthesis process sub-material. the results of the observations show that some of these factors are, firstly, the learning method is inadequate. based on the lesson plan on the structure and function of plants designed by the teaching teacher, learning activities during the pandemic are less varied. learning activities tend to be teacher-centered and less interactive between students during the learning jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 222-230 227 sari and subali (profile composition of knowledge dimension....) process. according to siegesmund (2017) metacognitive is about self-reflection, responsibility, and selfinitiative as well as setting targets and time management. the development of metacognitive knowledge not only requires learning methods and assessment forms provided by the teacher but also from students. this is consistent with the statement of kubat (2018) that metacognitive knowledge is knowledge about understanding the relationship between aspects of individual characteristics, task characteristics, and the use of strategies in learning situations. the results of developing the metacognitive dimension are the attitudes of students. successful learners are students who can consciously monitor and control their learning. central to knowledge and self-control are commitment, attitude, and attention, while elements of knowledge and process control are essential knowledge in metacognition and control of behavior. this can be an assumption of an optimal predictor of learning. in the world of educational research, this hypothesis is typical of a positive correlation between the regulatory process of learners' learning and its learner goals and has a direct impact on the task given. this is in line with the findings of other studies which state that the relationship between metacognitive use is positively correlated with the level of the truthfulness of students' academic tasks (nett et al., 2012). in addition, the same statement was expressed by jaleel & premachandran, (2016) the role of metacognitive can prove whether learning in school can be applied in everyday life. second, the results of observations show that metacognitive knowledge is the knowledge that is difficult to apply because it is too abstract (athanassiou & mcnett, 2015). metacognitive knowledge can be improved by applying learning models and methods that accommodate the activities of students to be able to think at higher levels and problem-based learning. research by isti’farin et al (2016) shows that blended learning in the form of real object learning and web-based, can grow and improve 4 dimensions of knowledge. activities in blended learning make it seem as if students are carrying out scientific activities, namely observation, and investigation (permana & chamisijatin, 2019). acorrding to sukowati et al (2016) states that metacognitive abilities are achieved from meaningful experiences through scientific activities. alabdulaziz and alhammadi, (2021) states that metacognitive knowledge allows students to plan, follow developments, and monitor the learning process. metacognitive skills are needed in developing student learning independence, because they must have initiative and awareness in thinking. malahayati et al (2015) state that metacognitive leads to high-order thinking skills (hots) which include active control of cognitive processes in learning. in line with this, the development of learning-oriented towards higher order thinking skills or higher order thinking skills (hots) is a program developed as an effort of the ministry of education and culture through the directorate general of teachers and education personnel to improve the quality of learning and improve quality graduates (palupi & history, 2018). the composition of the four types of knowledge has differences in each sub-material, structure, and function of plant tissue, as seen in table 1. the difference in composition is thought to be based on the characteristics of the sub-material and learning objectives formulated by the teacher. the concept of the material structure and function of plant tissue can be categorized into two, based on their properties, namely concrete and abstract. concrete concepts are concepts that are easy to learn because they are concepts that are often observed and can be described, for example, as various kinds of motion in plants. an abstract concept is a concept that is difficult to understand because the process cannot be seen and described, for example, as to how the network works during the photosynthesis process (takdung, 2015). the content characteristics of the material can determine the type of knowledge. according to gunawan and palupi (2012) reveals that the dimension of knowledge has experienced a shift in the structure of knowledge from the concrete to the most abstract, for example in this topic at sub-chapter of the structure and function of plant tissue and its benefits in technology having the highest amount of factual knowledge in table 1, because the content of the material contains concrete concepts, such as name, location, and technology that makes use of plant tissue structures. the second factor is the learning objectives or the learning goals. learning objectives are also a reference for teachers to determine activities in learning. the knowledge dimension can be integrated into the learning objectives so that the teacher can determine the type of knowledge to be achieved after the learning process. learning objectives are also a reference for teachers to jpbi (jurnal pendidikan biologi indonesia) vol. 7, no.3, november 2021, pp. 222-230 228 sari and subali (profile composition of knowledge dimension ...) determine activities in learning, for example, teacher learning objectives are formulated so that students gain factual knowledge, teachers will choose learning activities using pictures, charts, animations, and others (faisal, 2015). the learning method used has a role in fulfilling the development of the dimensions of student’s knowledge. learning methods need to be supported by learning infrastructure, the learning media used, and the cooperative attitude of students. the learning process carried out online becomes an obstacle in optimally applying learning methods in developing 4 dimensions of knowledge. this is in accordance with (jariyah & tyastirin, 2020) opinion which states that online learning is less supportive in terms of improving skills, online may be able to increase knowledge very well but the effect is very small in increasing skills, besides that, not all disciplines can use online effectively in education. further research can be conducted to find out how to fulfill the knowledge dimension in biology learning materials carried out during the pandemic. conclusion the results showed that learning activities included all four types of knowledge, namely factual, conceptual, procedural, and metacognitive knowledge, but with some different frequencies, namely 9 learning activities for factual knowledge, 6 learning activities for conceptual knowledge, 2 learning activities. for procedural knowledge, and 1 learning activity for metacognitive knowledge. the factors that influence the dimensional differences in the sub-material tips are the characteristics of the content of the material being discussed and the learning methods used. the 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(2017). the effect of inquiry based learning in the procedural knowledge dimension about electric and magnet concept. jurnal pendidikan fisika indonesia, 13(2), 88–93. https://doi.org/doi: 10.15294/jpfi.v13i2.10152 https://doi.org/10.22219/jinop.v5i1.8923 https://doi.org/10.29333/iji.2020.13334a https://doi.org/10.15294/ijcets.v6i2.26954 https://doi.org/10.21009/biosferjpb.v12n1.58-69 https://doi.org/10.21009/biosferjpb.v12n1.58-69 http://journal.unj.ac.id/unj/index.php/jpud/article/view/3491 http://journal.unj.ac.id/unj/index.php/jpud/article/view/3491 https://doi.org/10.1093/femsle/fnx096 https://doi.org/10.23887/janapati.v2i3.9800 https://doi.org/10.15294/physcomm.v1i1.8961 https://doi.org/10.26858/jnp.v3i2.1997 https://doi.org/10.26858/jnp.v3i2.1997 https://doi.org/doi:%2010.15294/jpfi.v13i2.10152 jpbi volume 7 number 2 pages 104-188 malang july 2021 issn : 2442-3750 (print) issn : 2527-6204 (online) issn: 2442-3750 (print) issn: 2537-6204 (online) volume 7, issue 2, july 2021 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with aso siasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, asean citation index (aci) and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have implica tions and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; chairman of world academy of medical sciences (wams); department of biotechnology, faculty of advanced sciences and technologies, university of isfahan, isfahan, iran, islamic republic of editorial advisory regional southeast asia prof. dr. henita rahmayanti, scopus id: 57193697371, department of population and environmental education, universitas negeri jakarta, the special capital of jakarta, indonesia editorial board • prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia • prof. dr. nobuyasu katayama, scopus id: 7102706409; tokyo institute for biology education; and department of biology, faculty of education, tokyo gakugei university, koganei, japan, japan • prof. dr. dongryeul kim, scopus id: 57037347100, biology education major, department of science education, college of education, daegu national university of education, daegu, korea, republic of • prof. dr. animesh ku. mohapatra, scopus id: 35729036800; department of life science, regional institute of education (ncert), bhubaneswar, odisha, india http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs%2burl%3ajpbi&refid=dclink http://garuda.ristekdikti.go.id/journal/view/7984 https://scholar.google.co.id/citations?user=gdhwbquaaaaj&hl=en http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://asean-cites.org/index.php?r=contents%2findex&id=33 • prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia • prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia • prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh • assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content misconceptions of biology education students in biochemistry course during the covid-19 pandemic poncojari wahyono, eko susetyorini ......................................................................................... 104 analysis of students’ creative thinking on plant microtechnical laboratory practicesanalysis of students’ creative thinking skills on plant microtechnique laboratory practices e. ermayanti, yenny anwar, didi jaya santri ............................................................................ 111 student’s scientific literacy on environmental pollution material based on sets learning approach combined with vee diagram rini rita t. marpaung, berti yolida, faradilla riana putri ........................................................ 117 the learning continuum of anatomical and physiological aspects based on the difficulty levels hanida listiani, ba subali ............................................................................................................ 126 learning progression: how should we teach about disease to determine students’ level of understanding? roni ardiansyah, h. harlita, murni ramli ................................................................................... 136 the difficulty index of biology topics in indonesian senior high school: biology undergraduate students’ perspectives ahmad fauzi, alfin miftachulia rosyida, miftachur rohma, diana khoiroh .......................... 149 the implementation of mini-research project to train undergraduate students’ scientific writing and communication skills agus haryono, chaidir adam ...................................................................................................... 159 hots assessment in circulatory system learning: validity, reliability, and item quality yosi laila rahmi, isnaini nur habibah, z. zulyusri, rahmawati darussyamsu ..................... 171 cladogram misreading of undergraduate students in understanding evolutionary sa'diatul fuadiyah, topik hidayat, didik priyandoko ............................................................... 179 developing biology enrichment book of fish diversity of aquatic ecosystems in kampar district firman syah, y. yustina ............................................................................................................... 188 volume 7, issue 2, july 2021 jpbi volume 6 number 3 pages 355-423 malang november 2020 issn : 2442-3750 (print) issn : 2527-6204 (online) issn: 2442-3750 (print) issn: 2527-6204 (online) volume 6, issue 3, november 2020 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and novembe r. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, asean citation index (aci) and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected to have i mplications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; chairman of world academy of medical sciences (wams); department of biotechnology, faculty of advanced sciences and technologies, university of isfahan, isfahan, iran, islamic republic of editorial advisory regional southeast asia prof. dr. henita rahmayanti, scopus id: 57193697371, department of population and environmental education, universitas negeri jakarta, the special capital of jakarta, indonesia editorial board  prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia  prof. dr. nobuyasu katayama, scopus id: 7102706409; tokyo institute for biology education; and department of biology, faculty of education, tokyo gakugei university, koganei, japan, japan  prof. dr. dongryeul kim, scopus id: 57037347100, biology education major, department of science education, college of education, daegu national university of education, daegu, korea, republic of  prof. dr. animesh ku. mohapatra, scopus id: 35729036800; department of life science, regional institute of education (ncert), bhubaneswar, odisha, india http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d http://garuda.ristekdikti.go.id/journal/view/7984 http://garuda.ristekdikti.go.id/journal/view/7984 http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://sinta2.ristekdikti.go.id/journals/detail?id=2250  prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia  prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia  prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh  assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia  assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states  assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia  assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand  assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia  assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia  assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia  assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia  assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia  mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader  assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia  fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia  dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia  dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content the relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject nanda mulyadi mustopa, romy faisal mustofa, dea diella .............................................................. 355 biology science practicum learning: an evaluation study in junior high school of ngemplak-indonesia try ramadhan, slamet suyanto............................................................................................................................ 361 students' learning motivation and cognitive competencies in the pp and pbl models nurul hidayati, didimus tanah boleng, krishna purnawan candra .......................................... 367 student’s environmental literacy based on adiwiyata and non-adiwiyata at senior high school in sleman, yogyakarta dwi astuti, tien aminatun .................................................................................................................. 375 application of two problem solving cycles to students' higher-order thinking skills on reproductive system material sekar wiji utami, ari sunandar, arif didik kurniawan ..............................................................................383 the learning continuum of living reproduction: generating a curriculum grid based on students' cognitive levels desi trilipi, bambang subali .............................................................................................................. 389 jigsaw as a community learning strategy: improving students' social attitudes vina septiani, paidi, syamsurizal, rahmawati darussyamsu ..................................................... 397 environmental literacy-based on adiwiyata predicate at junior high school in ponorogo siti nurwaqidah, s. suciati, murni ramli ..........................................................................................................405 developing stem-based tgt learning model to improve students' process skills faizah firdaus, wachju subchan, erlia narulita ..........................................................................................413 developing student worksheet based on imindmap in animalia topic to train creative thinking ability angkin ikalindhari, reni ambarwati, dwi anggorowati rahayu ................................................. 423 volume 6, issue 3, november 2020 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-94) diterima: februari 2017 disetujui: maret 2017 dipublikasikan: maret 2017 ma’rifah, diagnosis kesulitan belajar 88 available at http://ejournal.umm.ac.id/index.php/jpbi diagnosis kesulitan belajar mahasiswa pada mata kuliah perkembangan peserta didik diagnosis of student learning difficulties on learner development studies destri ratna ma’rifah pendidikan biologi, fakultas keguruan dan ilmu pendidikan, universitas ahmad dahlan jl. dr. soepomo, s.h., warungboto, umbulharjo, yogyakarta, no. hp. 085225881694 e-mail korespondensi: destrirm@pbio.uad.ac.id. abstrak kesulitan belajar dapat disebabkan oleh faktor dari dalam maupun luar diri manusia. kesulitan belajar dapat mempengaruhi keberhasilan belajar mahasiswa. kesulitan belajar seharusnya diketahui sedari awal sehingga dapat diantisipasi oleh pendidik maupun peserta didik melalui upaya diagnosis. tujuan dari penelitian ini adalah mengetahui materi perkuliahan yang sulit dipahami oleh mahasiswa, faktor yang menyebabkan kesulitan belajar pada mahasiswa, persentase kesulitan belajar mahasiswa dari faktor eksternal pada perkuliahan perkembangan peserta didik (ppd). penelitian ini merupakan penelitian deksriptif kualitatif. data yang diperoleh berupa data kualitatif untuk dideskripsikan sehingga memberikan gambaran keadaan riil. data kuantitatif berupa hasil tes saat tengah semester pertama dan kedua digunakan untuk membantu reduksi data. analisis yang digunakan mengadaptasi dari penelitian kualitatif, yaitu reduksi data, penyajian data, dan penggambaran simpulan. hasil penelitian ini menunjukkan bahwa materi yang dianggap paling sulit oleh mahasiswa adalah implikasi pertumbuhan dan perkembangan peserta didik. kesulitan belajar saat perkuliahan ppd disebabkan oleh faktor internal berupa kondisi fisik, motivasi belajar, cara belajar, dan hubungan social. faktor eksternal penyulit mahasiswa pada tiga peringkat teratas antara lain metode pembelajaran, sumber dan bahan pembelajaran, jam perkuliahan. kata kunci: diagnosis, kesulitan belajar, mahasiswa abstract learning difficulties could be caused by inside and outside factors of human beings. learning difficulties could affect student learning success. learning difficulties should have known from the beginning so that it can be anticipated by educators and learners through the efforts of diagnosis. the aim of this study is to determine the lecture material that is difficult to understand by the students, factors that cause learning disabilities in students, the percentage of students learning difficulties of external factors on learner development studies. this research is a qualitative descriptive. qualitative data that obtained to be described to give the real condition. quantitative data of test results during the middle of the first and the second half used to assist data reduction. the analysis used to adapt from qualitative research, those are data reduction, data presentation, and drawing a conclusion. these results indicate that the material considered the most difficult by the students are the implications of the growth and development of learners. learning difficulties during learner development studies caused by internal factors such as the physical condition, motivation to learn, how to learn, and social relationships. there are three difficulties external factors affect students learning such as teaching methods, resources and learning materials, lecture hours. keywords: diagnosis, learning difficulties, student keberhasilan belajar dapat dicapai apabila faktor yang mempengaruhi belajar dapat diupayakan sebaik mungkin. faktor-faktor tersebut antara lain faktor internal dan eksternal dari peserta didik. faktor internal dapat berupa motivasi, bakat, inteligensi pada diri seorang pelajar. faktor eksternal beberapa di antara yaitu metode pembelajaran, model pembelajaran, saranaprasarana pembelajaran dan lingkungan tempat belajar. terdapat berbagai faktor yang dapat mempengaruhi prestasi belajar mahsiswa. secara global faktor-faktor yang mailto:destrirm@pbio.uad.ac.id jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-94) diterima: februari 2017 disetujui: maret 2017 dipublikasikan: maret 2017 ma’rifah, diagnosis kesulitan belajar 89 available at http://ejournal.umm.ac.id/index.php/jpbi mempengaruhi prestasi belajar siswa dapat dibedakan menjadi tiga macam, yaitu faktor internal, faktor eksternal dan faktor pendekatan belajar (syah, 2014). faktor internal, meliputi aspek fisiologis dan psikologis (seperti tingkat intelegensi, sikap, bakat, minat dan motivasi siswa). faktor eksternal, yaitu lingkungan sosial dan non sosial. menurut anggraini (2016) terdapat berbagai faktor yang mempengaruhi ketidaktercapaian tujuan belajar yang terukur pada keberhasilan pembelajaran antara lain: kapasitas mahasiswa, kualitas dosen, lingkungan pembelajaran, dan proses pembelajaran. pendekatan, strategi, dan metode yang digunakan mahasiswa untuk melakukan kegiatan pembelajaran juga dapat mempengaruhi prestasi belajar mahasiswa. kesulitan belajar tidak berhubungan langsung dengan tingkat inteligensi dari individu yang mengalami kesulitan, tetapi individu tersebut mengalami kesulitan dalam menguasai keterampilan belajar dan melaksanakan tugas-tugas spesifik yang dibutuhkan dalam belajar (jamaris, 2015). kegagalan belajar dapat didefinisikan sebagaimana dalam batas waktu tertentu mahasiswa tidak dapat mencapai prestasi yang diharapkan (saputra et al., 2012). keterampilan dalam mengelola diri melalui aktivitas pembelajaran dapat mempengaruhi prestasi belajarnya sehingga prestasi belajar salah satunya dari segi kognitif dapat menjadi indikator apakah mahasiswa mengalami kesulitan belajar atau tidak. kesulitan belajar berbeda dengan ketidakmampuan belajar. meskipun demikian, kesulitan belajar seringkali disalahartikan dengan ketidakmampuan belajar. berdasarkan pengertian yang terdapat pada laman http://mindroom.org (anonymous, 2016), kesulitan belajar adalah segala masalah pembelajaran atau emosional yang mempengaruhi atau mempengaruhi secara substansial kemampuan belajar seseorang, bergaul dengan orang lain dan mengikuti konvensi (any learning or emotional problem that affects, or substantially affects, a person’s ability to learn, get along with others and follow convention). kesulitan belajar mahasiswa dapat dilihat dari prestasi akademik yang dipengaruhi oleh aktivitas mahasiswa kesulitan belajar dapat ditandai dengan hasil belajar yang rendah atau tidak sesuai dengan standar hasil yang telah ditetapkan (sugihartono, et al, 2007). prestasi belajar seseorang yang mengalami kesulitan belajar akan lebih rendah daripada teman lain atau lebih rendah dari hasil belajar sebelumnya. kesulitan belajar merupakan gejala yang nampak pada mahasiswa. berbagai perilaku yang ditunjukkan oleh mahasiswa dapat menjadi indikator adanya kesulitan belajar. perilaku tersebut dapat berupa ketidakmerataan respon atau tanggapan mahasiswa terhadap pembelajaran. terkadang mahasiswa merasa tidak mengalami kesulitan dalam belajar di dalam kelas. tetapi sayangnya, saat dilakukan tes, nilai yang diperoleh kebanyakan mahasiswa justru belum memuaskan. hal ini mengindikasikan adanya kesulitan belajar. meskipun demikian, kesulitan ini belum dapat dilokalisasi berasal dari faktor internal ataukah eksternal dari diri mahasiswa. oleh karena itu, diagnosis kesulitan belajar ini perlu dilakukan guna antisipasi bagi mahasiswa tentang kesulitan belajarnya dan dapat juga dimanfaatkan untuk perbaikan kegiatan perkuliahan, salah satunya perkembangan peserta didik (ppd) di masa yang akan datang. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-94) diterima: februari 2017 disetujui: maret 2017 dipublikasikan: maret 2017 ma’rifah, diagnosis kesulitan belajar 90 available at http://ejournal.umm.ac.id/index.php/jpbi mata kuliah ppd merupakan salah satu dari sekian banyak mata kuliah kependidikan yang diberikan pada semester ii dalam kurikulum. mata kuliah ini bertujuan untuk membekali mahasiswa tentang karakteritik peserta didik dan perkembangannya sehingga dapat menjadi bekal bagi mahasiswa saat berkarya di sekolah. mata kuliah ini penting untuk dapat diupayakan keberhasilannya, karena mahasiswa kelak saat menjadi pendidik perlu memperhatikan perkembangan peserta didik yang diampu sehingga pembelajaran di kelas dapat efektif dan efisien. oleh karena itu, mata kuliah ini perlu diupayakan keberhasilannya bagi para mahasiswa. pendidik yang “berhasil” adalah mereka yang peka bahwa peserta didiknya mengalami hambatan dan segera memandangnya sebagai suatu masalah yang harus dipecahkan. terkait dengan itu, pendidik harus mampu mendiagnosis kesulitan belajar yang dialami peserta didik (husamah et al., 2016). diagnosis kesulitan belajar dimaksudkan untuk mengetahui tingkat kesulitan belajar peserta didik (jamaris, 2014). adapun tingkat kesulitan belajar yang dapat dialami oleh peserta didik, antara lain ringan (peserta didik kurang memperhatikan saat pembelajaran berlangsung), sedang (peserta didik mengalami gangguan dari luar diri), dan berat (peserta didik yang mengalami ketunaan). tujuan dari penelitian ini adalah untuk mengetahui materi perkuliahan yang sulit dipahami oleh mahasiswa, mengetahui faktor yang menyebabkan kesulitan belajar pada mahasiswa dan mengetahui persentase kesulitan belajar mahasiswa dari faktor eksternal pada perkuliahan ppd. penelitian ini diharapkan mampu memberikan kontribusi bagi para pengembang ilmu untuk mempelajari lebih dalam mengenai kesulitan belajar yang dialami oleh mahasiswa di awal masa perkuliahan dan mampu memberikan kontribusi dalam pendidikan dan pengajaran di perguruan tinggi. metode penelitian ini merupakan penelitian deskriptif kualitatif. data yang diperoleh berupa data kualitatif yang akan dideskripsikan sehingga membentuk pemahaman sebagai hasil dari penelitian. penelitian deskriptif berfungsi memberikan uraian mengenai fenomena atau gejala sosial yang diteliti dengan mendeskripsikan nilai variabel mandiri berdasarkan indikator-indikator dari variabel yang diteliti tanpa membuat perbandingan atau menghubungkan antara variabel (iskandar, 2012). responden dalam penelitian ini merupakan mahasiswa program studi pendidikan biologi tahun akademik 2015/2016 di fkip universitas ahmad dahlan. jumlah responden sekitar 130 mahasiswa semester ii yang telah menempuh perkuliahan ppd. mahasiswa yang ditetapkan sebagai sampel dalam penelitian diperoleh dari data hasil belajar responden setelah setengah semester dan di akhir semester. berdasarkan dua hal ini, mahasiswa yang memiliki kesulitan belajar dikelompokkan ke dalam satu kelompok mahasiswa yang mengalami kesulitan belajar di mata kuliah ppd. pengumpulan data dilakukan antara lain dengan cara: (1) pencermatan dokumen hasil belajar saat tengah semester dan akhir semester pada mata kuliah ppd; (2) pencatatan jawaban mahasiswa tentang kesulitan belajarnya, jawaban mahasiswa jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-94) diterima: februari 2017 disetujui: maret 2017 dipublikasikan: maret 2017 ma’rifah, diagnosis kesulitan belajar 91 available at http://ejournal.umm.ac.id/index.php/jpbi tentang kesulitan belajarnya dipandu oleh pertanyaan dalam kuesioner terbuka yang berisi pertanyaan maupun pernyataan terkait apa yang dirasakan oleh mahasiswa selama menempuh perkuliahan ppd, dan (3) wawancara tidak terstruktur, pedoman wawancara yang digunakan memuat garis besar permasalahan yang akan ditanyakan kepada mahasiswa. data yang diperoleh berupa data kualitatif dan kuantitatif. data kuantitatif berupa hasil belajar mahasiswa pada saat ujian tengah semester dan akhir semester. data kualitatif diperoleh dari jawaban kuesioner mahasiswa dan hasil wawancara kepada mahasiswa yang mengalami kesulitan belajar. menurut miles dan hubberman analisis data pada penelitian kualitatif dilakukan dengan cara reduksi data, penyajian data, dan penggambaran kesimpulan (sugiyono, 2012). hasil dan pembahasan guna memperoleh data mengenai materi yang dianggap sulit oleh mahasiswa, disebarkan kuesioner kesulitan belajar. dari sekitar 130 kuesioner yang disebarkan, hanya 77 lembar kuesioner yang kembali. tidak semua mahasiswa menuliskan materi yang dirasa sulit, meskipun demikian ada juga mahasiswa yang justru menuliskan lebih dari satu materi yang dianggap sulit. persentasenya dapat dilihat pada tabel 1. materi yang paling dianggap sulit oleh mahasiswa adalah pada bagian implikasi perkembangan peserta didik dalam pembelajaran. materi ini merupakan bagian dari topik yang disampaikan dalam perkuliahan dan terdapat dalam pembahasan di hampir semua materi yang membahas mengenai perkembangan peserta didik. berdasarkan jawaban yang diberikan mahasiswa di dalam kuesioner, terdapat beberapa faktor penyulit belajar pada mahasiswa yang berasal dari dalam diri mahasiswa sendiri (faktor internal). tabel 1. persentase materi pokok yang dianggap sulit oleh mahasiswa no materi yang dianggap sulit frekuensi persen -tase 1 pertumbuhan dan perkembangan menurut islam 11 15% 2 problematika pendidikan 11 15% 3 teori perkembangan moral kohlberg 11 15% 4 perkembangan fisik 1 1% 5 implikasi perkembangan peserta didik dalam pembelajaran 25 34% 6 perkembangan kognitif 3 4% 7 perkembangan emosi 5 7% 8 penyesuaian diri 2 3% 9 perkembangan peserta didik di tk, sd, smp 2 3% 10 teori dari ahli-ahli pertumbuhan dan perkembangan 2 3% jumlah 73 100% berdasarkan data faktor internal yang diperoleh, dapat dikelompokkan menjadi beberapa kategori berikut. kategori i berkaitan dengan kondisi fisik mahasiswa, misalnya capai karena kegiatan, gangguan pada penglihatan, dan seringnya tidak mengikuti perkuliahan sesuai dengan jadwal. kategori ii terkait dengan motivasi belajar mahasiswa, antara lain: terkadang melamun, belum termotivasi di dunia pendidikan, malas membaca, tidak mengulang materi yang telah disampaikan di kelas, belajar hanya saat akan ada ujian, kurang mempersiapkan diri sebelum perkuliahan, dan tidak memperhatikan dosen saat menjelaskan. kategori iii terkait dengan cara belajar mahasiswa, yaitu: sulit berkonsentrasi/fokus dalam pembelajaran, lupa dengan materi meski sudah belajar, terlalu banyak menghafal, masih sulit untuk berdiskusi, dan kesulitan dalam memahami soal yang diberikan pada saat tes hasil belajar. kategori iv terkait dengan hubungan sosial yaitu adanya teman yang jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-94) diterima: februari 2017 disetujui: maret 2017 dipublikasikan: maret 2017 ma’rifah, diagnosis kesulitan belajar 92 available at http://ejournal.umm.ac.id/index.php/jpbi memiliki materi tetapi tidak berkenan untuk membagikan materi kepada teman-teman yang lain. berikut diagram yang dapat digambarkan dari hasil perolehan faktor penyulit internal berdasarkan tanggapan responden. gambar1. persentase faktor internal penyebab kesulitan belajar mahasiswa. pada kuesioner kesulitan belajar faktor penyulit yang berasal dari luar peserta didik ditetapkan pada enam hal berikut: strategi perkuliahan, sumber dan bahan perkuliahan, metode perkuliahan, jam perkuliahan, fasilitas perkuliahan, dan lingkungan perkuliahan. hasil yang diperoleh dari kuesioner dapat dilihat pada tabel 2. tabel 2. persentase faktor eksternal kesulitan belajar mahasiswa mata kuliah ppd no faktor penyebab frekuensi (kali) persentase (%) peringkat kesulitan 1 metode perkuliahan 44 60,3 i 2 sumber dan bahan perkuliahan 27 37 ii 3 jam perkuliahan 24 32,9 iii 4 fasilitas perkuliahan 22 30,1 iv 5 strategi perkuliahan 19 26 v 6 lingkungan perkuliahan 16 21,9 vi 7 lainnya, cara penyampaian 3 4,11 vii total 155 100 berdasarkan penelitian munawaroh et al (2015) penggunaan jurnal belajar setelah pembelajaran materi fotosintesis bagi kelas viii smp muhammadiyah di kabupaten malang mampu meningkatkan kemampuan brepikir kritis pada siswa. hal ini mengindikasikan bahwa penggunaan jurnal belajar mampu menjadi salah satu solusi dalam mengatasi kesulitan belajar terutama yang berasal dari faktor internal pada kategori iii. hasil yang juga diperoleh dari pengisian kuesioner oleh mahasiswa ungkapan adanya faktor penyulit internal dalam kesulitan belajar mahasiswa di mata kuliah ppd. adapun beberapa faktor tersebut dapat dikelompokkan ke dalam empat kategori yaitu kondisi fisik, motivasi belajar, cara belajar mahasiswa, dan hubungan sosial. hal ini senada dengan yang disampaikan baharuddin (2014) bahwa kesulitan belajar didasarkan pada suatu kondisi belajar yang terganggu oleh faktor fisik, sosial, maupun psikologi dalam upaya pencapaian hasil belajar. kategori fisik memiliki domain tersendiri sedangkan kategori motivasi belajar dan cara belajar mahasiswa dapat dimasukkan ke dalam faktor psikologis mahasiswa. hubungan dengan teman juga merupakan perwujudan dari faktor internal mahasiswa. berdasarkan hasil wawancara dapat dicatat beberapa hal sebagai tambahan informasi bagi penelitian ini. catatan tersebut antara lain: mahasiswa ada yang menyukai metode diskusi kelompok tetapi ada yang tidak suka, mahasiswa merasa lebih mudah jika perkuliahan langsung dijelaskan oleh dosen melalui ceramah, diskusi bersama dengan teman dalam kelompok dapat menjadi membingungkan, mahasiswa saat perkuliahan merasa bisa dan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-94) diterima: februari 2017 disetujui: maret 2017 dipublikasikan: maret 2017 ma’rifah, diagnosis kesulitan belajar 93 available at http://ejournal.umm.ac.id/index.php/jpbi tidak mengalami kesulitan, tetapi ternyata saat tes baru mengalami kesulitan. selain itu, secara keseluruhan materi ppd dapat dipahami hanya pada materi tertentu yang terasa sulit. motivasi belajar mahasiswa sangat terkait dengan cara belajar yang dilakukan selama perkuliahan. beberapa mahasiswa ada yang menyukai metode diskusi kelompok tetapi ada pula yang merasa tidak nyaman dengan diskusi kelompok sehingga merasa malas saat perkuliahan berlangsung. hal ini dapat mempengaruhi motivasi mahasiswa untuk belajar. kesulitan belajar yang dialami oleh sebagian besar mahasiswa terkait faktor eksternal adalah metode perkuliahan, sumber dan bahan perkuliahan, serta jam perkuliahan. sebagaimana disampaikan oleh sugihartono et al (2007) bahwa faktor eksternal meliputi faktor yang berkaitan dengan kualitas pembelajaran baik berupa komponen yang terlibat secara langsung dalam kegiatan pembelajaran ataupun linkungan sekitar saat pembelajaran berlangsung. strategi dan metode perkuliahan merupakan bagian dalam kegiatan pembelajaran yang direncanakan oleh pendidik. terdapat berbagai macam metode perkuliahan yang dapat dipilih untuk memaksimalkan pelayanan terhadap mahasiswa. meskipun demikian, tidak semua mahasiswa memiliki gaya belajar yng sama sehingga pada suatu waktu ada mahasiswa yang terbantu dengan penggunaan metode untuk materi tertentu dan di saat yang bersamaan pula ada yang justru merasa tersulitkan dengan penggunaan metode tersebut. kesulitan belajar mahasiswa dapat dilihat dari prestasi akademik yang dipengaruhi oleh aktivitas mahasiswa. berdasarkan hasil penelitian hidayah et al (2016) bahwa aktivitas-aktivitas dalam pembelajaran discovery terbimbing yang diterapkan guna meningkatkan hasil belajar kognitif mahasiswa di program studi pendidikan ipa menjadikan pembelajaran lebih bermakna karena mahasiswa mengonstruk sendiri pengetahuannya, sehingga dapat meningkatkan pemahaman siswa yang pada akhirnya meningkatkan hasil belajar kognitif mahasiswa. hal ini dapat menjadi salah satu solusi yang dapat diterapkan guna mengatasi kesulitan belajar mahasiswa. penutup kesimpulan berdasarkan hasil dan pembahasan yang telah dilakukan, dapat diambil beberapa simpulan sebagai berikut; a) materi yang dianggap paling sulit oleh mahasiswa adalah implikasi pertumbuhan dan perkembangan peserta didik, b) kesulitan belajar yang dialami mahasiswa saat perkuliahan ppd disebabkan oleh faktor internal berupa kondisi fisik, motivasi belajar, cara belajar, dan hubungan sosial, dan c) faktor eksternal yang menjadikan mahasiswa mengalami kesulitan belajar dalam perkuliahan ppd pada peringkat tiga teratas antara lain metode perkuliahan, sumber dan bahan perkuliahan, serta jam perkuliahan. saran saran yang dapat diberikan untuk kegiatan lebih lanjut adalah diagnosis kesulitan belajar mahasiswa pada setiap mata kuliah perlu dilakukan agar dapat membantu mahasiswa dalam mengatasi kesulitan belajar. kesulitan belajar dari faktor eksternal dapat diminimalkan apabila jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-94) diterima: februari 2017 disetujui: maret 2017 dipublikasikan: maret 2017 ma’rifah, diagnosis kesulitan belajar 94 available at http://ejournal.umm.ac.id/index.php/jpbi terdapat perencanaan sehingga perlu adanya penelitian lebih lanjut mengenai strategi pencapaian kompetensi yang paling sesuai untuk setiap mata kuliah. daftar rujukan anggraini, p. d. (2016). analisis kesulitan mahasiswa dalam perkuliahan dan praktikum kimia dasar di jurusan pendidikan biologi fkip unisba. konstruktivisme, 8(1), 61-71. anonymous. (2016). learning difficulty or learning disability? retrieved from http://www.mindroom.org/index.php /learning_difficulties/what_are_learn ing_difficulties/learning_difficulty_o r_learning_disability/ hayati, n. & berlianti, n. a. (2016). peningkatan aktivitas dan hasil belajar mahasiswa universitas hasyim asy’ari melalui pembelajaran discovery terbimbing. jurnal pendidikan biologi indonesia, 2 (3), 206-214. husamah, pantiwati, y., restian, a. & sumarsono, p. (2016). belajar dan pembelajaran. malang: umm press. iskandar. (2012). psikologi pendidikan: sebuah orientasi baru. jakarta: referensi. jamaris, m. (2014). kesulitan belajar: perspektif, asesmen, dan penanggulangannya bagi anak usia dini dan anak usia sekolah. bogor: penerbit ghalia indonesia. munawaroh, l., pantiwati, y. & rofieq, a. (2015). penggunaan jurnal belajar dalam pembelajaran class wide peer tutoring terhadap kemampuan berpikir kritis siswa. jurnal pendidikan biologi indonesia, 1 (3), 263-273. saputra, a. e., subagsono, & rohman, n (2012). faktor-faktor penyebab kesulitan belajar mahasiswa program studi pendidikan teknik mesin fkip uns pada mata kuliah praktik semester genap tahun akademik 2011/2012. nosel, 1 (1), 30-40. sugihartono, kartika, n. f., farida, h., farida, a. s. & siti, r. n. (2007). psikologi pendidikan. yogyakarta: uny press. sugiyono. (2012). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. syah, m. (2014). psikologi pendidikan dengan pendekatan baru. bandung: pt. remaja rosdakarya. http://www.mindroom.org/index.php/learning_difficulties/what_are_learning_difficulties/learning_difficulty_or_learning_disability/ http://www.mindroom.org/index.php/learning_difficulties/what_are_learning_difficulties/learning_difficulty_or_learning_disability/ http://www.mindroom.org/index.php/learning_difficulties/what_are_learning_difficulties/learning_difficulty_or_learning_disability/ http://www.mindroom.org/index.php/learning_difficulties/what_are_learning_difficulties/learning_difficulty_or_learning_disability/ universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no.2 july 2022, pp. 178-188 10.22219/jpbi.vxiy http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 178 research article analysis of ethnoscience integrated environmental literacy for junior high school s. solheri a,1,*, minda azhar b,2, y. yohandri c,3 a department of natural science educaiton, faculty of education and teaching training, universitas islam negeri sultan syarif kasim, indonesia, jl. hr. soebrantas panam km. 15, tuah karya, tampan, pekanbaru, riau 28293 indonesia b depertement of chemistry, faculty of science education, universitas negeri padang, jl. prof. dr. hamka, air tawar, padang, west sumatera 25131, indonesia c depertement of physics, faculty of science education, universitas negeri padang, jl. prof. dr. hamka, air tawar, padang, west sumatera 25131, indonesia 1 solheri30@gmail.com*, 2 minda@fmipa.unp.ac.id, 3 yohandri@fmipa.unp.ac.id * corresponding author introduction one of the global issues that is currently the main focus is on environmental issues, especially the issue of climate change (puspasari et al., 2019). an understanding of the importance of environmental management needs to be instilled in order to maintain environmental sustainability in a sustainable manner through changes in human perspective and behavior towards nature. badan pusat statistik, (2017), conducted a survey of the environmentally uncaring behavior index (eubi) or indeks kualitas lingkungan hidup (iklh) in indonesia which was seen through 4 dimensions, namely saving water, energy management, and private transportation. and waste management where each dimension scored 0.44, 0, 16, 0.71 and 0.72. from the energy management data, the smallest iklh index shows that energy management in indonesia is classified as good. while waste management has the largest iklh index which shows that the level of ignorance of a r t i c l e i n f o a b s t r a c t article history received: 5 august 2021 revised: 27 july 2022 accepted: 28 july 2022 published: 31 july 2022 an analysis of environmental literacy that integrates ethnoscience in sustainable science learning between scientific knowledge and problems in life, as well as the value of local wisdom. this study was aimed to determine the profile of ethnoscience integrated environmental literacy. this research uses a survey method with a sampling technique of cluster random sampling and conducting a question test and a middle school environmental literacy survey (msels) to students. the parameters of this study consist of knowledge of ecology, cognitive skills, attitudes and behavior. descriptive data analysis used average score. research findings indicate that the ethnoscience integrated environmental literacy of junior high school students obtained an average score of 61 (with a range of 100). the achievement of environmental literacy parameters for ecological knowledge, cognitive skills, attitudes and behavior are 48, 29, 73 and 71, respectively, while the results of the ethnoscience integrated environmental literacy analysis illustrate that the average junior high school has implemented ethnoscience integration in environmental literacy well. so empowering knowledge and attitudes contribute to environmental literacy students. copyright © 2022, solheri et al this is an open access article under the cc–by-sa license keywords environmental education environmental literacy ethnoscience how to cite: solheri, s., minda, a., & yohandri, y. (2022). analysis of ethnoscience integrated environmental literacy for junior high school students. jpbi (jurnal pendidikan biologi indonesia), 8(2), 178-188. https://doi.org/10.22219/jpbi.v8i2.17657 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.17657 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp.178-188 179 solheri et al (analysis of ethnoscince ...) waste management in indonesia is high. riau province has the highest iklh on the dimensions of personal transportation and waste management of 0.81 and 0.72, respectively, this shows that environmental indifference behavior in riau is dominated by these two dimensions. the indonesian government has made various efforts to increase environmental awareness, one of which is through handling environmental problems such as waste problems, forest and land fires, pollution and climate change in several ways, one of which is through education, namely establishing adiwiyata (green program) schools, because schools play a role in the formation of schools. the values of life including the values of caring and environmental culture with the aim of realizing school citizens who are insightful and responsible in efforts to maintain and manage the environment to support sustainable development through good school governance (alim et al., 2020; puspasari et al., 2019). realizing the importance of protecting the environment, this must be done through education which aims to build a society that is forward-looking and has an awareness of the importance of the environment in supporting its life (syofyan & sumantri, 2019). currently, the government is promoting a movement to strengthen character education which is integrated through the 2013 revised 2017 curriculum which contains 18 characters values that will be developed, including the value of caring for the environment. so that each level of the education unit has the responsibility to cultivate this character for students which is realized through integrated environmental learning in every subject carried out by adiwiyata and non-adiwiyata schools so that the environmental literacy of students in indonesia is increasing. a person is said to be environmentally literate if he knows what will be done for the environment (nasution, 2021). students who have environmental literacy will behave in an environmental responsible knowledge, skills, and awareness of environmental problems, so that environmental literacy plays a role in shaping one's character to care about the environment (rokhmah & fauziah, 2021). environmental literacy in students is currently still in the stage of growing awareness and concern while responsibility has not become a real behavior / participation and has not been based on strong knowledge. environmental literacy is a person's level of awareness of the environment which includes 7 components (mihanpour et al., 2018; nasution, 2021). however, for the junior high school level, the appropriate components in assessing students' environmental literacy are 4 components, namely ecological knowledge, cognitive skills, attitudes and behavior. from the results of the study, it was obtained that the mastery of knowledge and attitudes were 35% and 54%, respectively, which means that the mastery of knowledge is still low while attitudes are in the medium category (susilastri & rustaman, 2015). environmental literacy in students is still categorized in the low stage, santoso et al., (2021) concludes that the index of student behavior towards the environment nationally is still not entirely good. the average index nationally is 0.57. this number indicates that students have not behaved in environmental care in their daily life. the formation and cultivation of the nature of environmental concern can be done with a branch of science that is closely related to human life and the environment, namely science. monotonous and theoretical science learning without going directly into the field will be very boring for students, this can be circumvented by bringing students directly into the environment to see what phenomena are happening in the environment around their lives. science learning will look irrelevant in the eyes of students and will be very disliked by students if the learning is not related to their daily lives (hekmah et al., 2019). meanwhile, the results of the study rokhmah and fauziah, (2021) show that students' abilities in several aspects of environmental literacy are still relatively low, only 29.3% of students meet the environmental literacy assessment standards and the remaining 70.7% are still below the standard. because basically the ability of junior high school students to identify, analyze problems, and make planning actions to the practice of solving environmental problems is still low, so efforts need to be made to improve students' environmental literacy. all students, as future consumers, need to know about environmental issues and how to help create a healthier and more humane world. students who have environmental literacy will be able to be responsible for the environment through knowledge, skills, and awareness of environmental problems (pulungan, 2017). however, so far, the cumulative level of environmental literacy of students in indonesia still needs to be improved. students' knowledge and cognitive skills towards the environment are in the high category, while students' attitudes and behavior are in the medium category. environmental education is an effort to change behavior and attitudes to increase one's knowledge, skills and awareness about environmental values and issues which in turn can move the community to play an active role in environmental conservation and safety. there is a policy from the government that changes the 2013 curriculum to the education unit level curriculum (eulc) or kurikulum tingkat satuan pendidikan (ktsp). according to (adam, 2014; subianto & jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 178-188 180 solheri et al (analysis of ethnoscience ...) ramadan, 2021), in line with the objectives of the ktsp to improve local excellence education, provide opportunities as an educational unit to prepare and develop competency standards and basic competencies in accordance with characteristics of students. currently, science learning has been linked to activities of daily life, but no one has linked it with local wisdom (susilastri & rustaman, 2015). generally, teachers use the potential of the environment as an apperception, not yet discussing the material on more in-depth local wisdom. future science learning is sought so that there is continuity between scientific knowledge itself and the cultivation of scientific attitudes, as well as the values of local wisdom that exist and develop in the community. students can better appreciate nature, the culture that develops in society and utilize science according to the technology they master so that it will increase the ability to use scientific knowledge in solving various everyday problems. therefore, the socio-cultural environment of students needs serious attention in developing science education in schools because in it is buried genuine science that can be useful for their lives. the current 2013 curriculum development in science education pays attention to local cultural wisdom (ethnoscience), national identity, character and local cultural customs (hadi et al., 2019). ethnoscience is an activity of transforming between original science and scientific science. genuine scientific knowledge consists of all knowledge pertaining to the facts of society. this knowledge comes from beliefs that are passed down from generation to generation. the scope of original scientific knowledge covers the fields of science, agriculture, ecology, medicine and about the benefits of flora and fauna (muna et al., 2016). by using learning with an ethnoscience approach, students can appreciate nature more and take advantage of science in everyday life. the ethnoscience approach as an ethnoscience approach is a process of reconstructing the original science that developed in the community to be transformed into scientific science (khoiri & sunarno, 2018). ethnoscience can be integrated into science learning in schools with various learning themes. sardjiyo in (pertiwi et al., 2018; widiyawati et al., 2021) explains that the ethnoscience approach is a strategy for creating a learning environment and designing learning experiences that integrate culture as part of the learning process. science learning should lead students to be literate about science and technology. thus, knowledge is the result of the construction of the knowledge of the students themselves. in addition, the learning process does not always occur in the classroom, but learning can take place outside the classroom (aji, 2017; aji et al., 2017). currently, science learning has been associated with activities of daily life, but no one has linked it with local wisdom (ethnoscience). generally, teachers use the potential of the environment as an apperception, not yet discussing the material on more in-depth local wisdom. future science learning is sought so that there is continuity between scientific knowledge itself and the cultivation of scientific attitudes, as well as the values of local wisdom that exist and develop in the community. students can better appreciate nature, the culture that develops in society and utilize science according to the technology they master so that it will increase the ability to use scientific knowledge in solving various everyday problems. therefore, the sociocultural environment of students needs to get serious attention in developing science education in schools because it contains genuine science that can be useful for their lives (susongko et al., 2020). based on the facts above, it is necessary to make efforts as early as possible in realizing the character values of caring for the environment so that the environmental problems experienced can be resolved. this can be started from the world of education through environmental education learning with the aim of making students aware of the environment aware of the environment from an early age (ananda & wandini, 2022). environmental education is currently implemented in an integrated manner in every subject, one of which is the study of natural sciences or ilmu pengetahuan alam (ipa). science learning must be contextual which must involve students directly to observe their surroundings and train students to think about the results of their observations, because the 21st century skills that students must have been analyzing and practicing them in concrete life. in general, science learning in schools is still centralized in book material. it is still rare for science learning to truly reveal the cultural reality around students. the content of the material being taught has not been widely integrated with culture. reflecting on this condition, it is necessary to develop learning methods, one of which is the approach used. the application of science learning with an ethnoscience approach requires the ability of teachers to combine original knowledge with scientific knowledge (dinissjah et al., 2019). to see the effectiveness of learning related to the environment, it is necessary to measure the literacy level of students based on ethnoscience so that it becomes an evaluation material in improving learning. this environmental literacy study can also be used as initial data to develop a model for strengthening jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp.178-188 181 solheri et al (analysis of ethnoscince ...) environmental care character values (apriana et al., 2020; indrawan & mahendra, 2021). as for the specific purpose of this research is to see if the use of environmental literacy is effective in improving student learning, the next generation needs to be provided with supplies and insight into the environment so as to form an environmentally literate generation. junior high school children are the basis for developing future generations who care about the environment. on the other hand, learning science that effectively makes a significant contribution to environmental literacy in children is still very low less. method this research is a survey research using a quantitative approach with a descriptive method of data sources and the main information is obtained from respondents as research samples using questionnaires or questionnaires as data collection instruments (susanti & purmintasari, 2015). the study was conducted on junior high school students in may 2020. the sampling technique was cluster random sampling, which is a type of sampling technique where a researcher divides the population into several separate groups called clusters, from these clusters several samples are taken. selected randomly or randomly (wang & hamilton, 2003). the research analysis of the cluster random sampling technique was taken from the sample data of these clusters. (haubold et al., 2020). with a sample of 372 students. parameters in this study are knowledge of ecology, attitudes, cognitive skills, and behavior. the research instrument used msels test questions and a questionnaire adapted from (hollweg et al., 2011), which consists of 60 questions consisting of ecological knowledge, attitudes, cognitive and behavioral skills that have been validated using anates and spss. the research data was then analyzed descriptively by using the average achievement score of each parameter to describe the environmental literacy profile of junior high school students. guidelines for assessing environmental literacy parameters are presented in table 1, environmental literacy range conversion criteria presented in table 2, and components of summary of interview results related to ethnoscience presented in table 3. table 1. guidelines for assessing environmental literacy environmental literacy parameters competence question number number of item score ranges factor multiply knowledge ecological knowledge 1-20 20 0-60 3 attitude sensitivity verbal commitment feelings 21-32 33-44 45-57 12 12 13 37-185 5 cognitive skills issue identification analysis 58-59 2 0-60 30 behavior action plan 60 2 (8) 12-60 6 table 2. environmental literacy range conversion criteria criteria knowledge (0-100) attitude (0-100) cognitive skills (0-100) behavior (0-100) literacy environment (0-100) low 0-33 0-33 0-33 0-33 0-33 currently 34-67 34-67 34-67 34-67 34-67 high 68-100 68-100 68-100 68-100 68-100 table 3. components of summary of interview results related to ethnoscience component question jhs 1 pekanbaru jhs 5 pekanbaru jhs 32 pekanbaru jhs 9 pekanbaru jhs 10 pekanbaru applied curriculum 2013 2013 2013 2013 2013 ethnoscience terms not yet recognize not yet recognize not yet recognize not yet recognize not yet recognize implementing ethnoscience without realizing it apply apply apply not yet apply apply material in application of ethnoscience ecosystem ecosystem ecology ecology ecosystem wisdom example locale applied to theory environmental adiwiyata adiwiyata independent adiwiyata school environmental adiwiyata environmental adiwiyata jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 178-188 182 solheri et al (analysis of ethnoscience ...) component question jhs 1 pekanbaru jhs 5 pekanbaru jhs 32 pekanbaru jhs 9 pekanbaru jhs 10 pekanbaru student reaction with implementation enthusiasm enthusiasm enthusiasm enthusiasm enthusiasm obstacle application of ethnoscience covid condition covid condition covid condition covid condition covid condition model, method applied during ethnoscience integration (unnoticed talk/introduction adiwiyata through video virtual talk/introduction adiwiyata through video virtual talk/ introduction adiwiyata through video virtual talk/introduction adiwiyata through video virtual talk/introduction adiwiyata through video virtual learning resources used videos, books handle, internet videos, books handle, internet videos, books handle, internet videos, books handle, internet videos, books handle, internet results and discussion the results of the environmental literacy analysis of junior high school students were obtained from the msels test and the questionnaire questions are presented in figure 1. figure 1. literacy and environmental description of each component based on figure 1, the environmental literacy of junior high school students is categorized as moderate with a score of 61. the results of the analysis for each component, namely knowledge, cognitive skills, attitudes and behavior, are 48, 29, 73 and 71 respectively. the bar chart above also shows shows that ecological knowledge and cognitive skills are still not at their maximum stage, after the authors conducted the analysis this happened because of various factors including the use of environmental literacy which took a long time to prepare. however, this view can be overcome by the way we do learning in the environment for only a few minutes and then the discussion will be carried out in class, then students will tend to do their own activities outside of learning activities. this is because students will be more enthusiastic about learning in the environment. the way to overcome this weakness is that the teacher must be good at managing students so that they remain orderly when learning in the environment takes place (nurwidodo et al., 2021). cognitive skills in several studies conducted by experts, it turns out that knowing the value of local wisdom can improve student learning outcomes, including research conducted (pamungkas et al., 2017) designing science learning based on local wisdom. which shows an increase in 11 positive students' characters, with the most significant positive characters being disciplined, honest, thorough, careful, diligent, responsible, and caring for the environment. creativity or imagination is one of the dimensions of science education. in addition, a study jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp.178-188 183 solheri et al (analysis of ethnoscince ...) entitled development of local wisdom-based learning cds for the theme of vibration and waves for class viii junior high school students which showed that there was an increase in learning outcomes from the research (muna et al., 2016). the integration of local wisdom values in science learning will provide an understanding of the love of their own culture, in integrating local wisdom values in learning in schools, of course, teachers must adjust to the level of child development, adapted to the material/subjects delivered, learning methods used. used. through the integration of the values of local wisdom, it is hoped that the value of students' nationalism towards local culture can develop, in this integration, of course, it must be adjusted to the material to be delivered, the development of students, and also the methods used. the knowledge of junior high school students related to the environment is in the medium category with a value of 48. for knowledge, there are 20 questions that are tested with the results of the achievement of each item on knowledge, parameters can be seen in figure 2. figure 2. percentage of correct answers for each item the distribution of knowledge answers from the 20 questions is grouped into 3 indicators, namely the concept of ecology, energy production and transfer as well as the relationship between environmental and social problems with percentages that can be seen in figure 3. figure 3. percentage of each knowledge indicator jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 178-188 184 solheri et al (analysis of ethnoscience ...) based on the picture above, it means that 38% of students understand the concept of ecology, 38% of students understand the production and transfer of energy and 24% of students understand the relationship between environmental and social problems. based on the percentage above, the indicator of the relationship between environmental and social problems has low results compared to the other 2 indicators, namely 24%, which means students are still lacking in relate concepts to facts related to everyday life. this is related to the cognitive skills of students who are in the low category, which is 29, following the results of the percentage of students' cognitive skills in figure 4. figure 4. distribution of the percentage of students' cognitive skills answers cognitive skills are related to students' ability to identify environmental problems and analyze environmental problems based on the picture above. only 107 students were able to correctly identify the problem or about 29% while in terms of analyzing 111 people or 30%. cognitive skills are closely related to knowledge where cognitive skills are related to students' skills in analyzing, synthesizing, and evaluating information about a problem using primary and secondary sources and personal values. while behavior includes complex perceptions related to values and commitments made verbally and actually (cruz & manata, 2020; erdoǧan et al., 2009). environmental knowledge is a collection of ecological knowledge possessed by individuals about the environment. environmental knowledge is very important to understand concepts, principles and theories related to ecology about how a system works and how the system interacts with the social environment (akintunde, 2017). good environmental knowledge will also affect good human behavior. environmental knowledge relates to general knowledge about facts, concepts and relationships about the natural environment and the surrounding ecosystem. this condition involves what people know about the environment, including the products produced, environmental impacts, and collective responsibility for sustainable development and better environmental literacy. however, currently students' environmental literacy is still in the stage of growing awareness and concern while responsibility has not become a real behavior/participation and has not been based on strong knowledge because students are limited in knowledge but are still low in synthesizing. problems (susilastri & rustaman, 2015). environmental literacy of junior high school students related to attitudes and behavior is in the high category with scores of 73 and 71, respectively. attitudes towards the environment are divided into 5 indicators which are described in figure 5. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp.178-188 185 solheri et al (analysis of ethnoscince ...) figure 5. percentage of attitudes based on each component the diagram figure 5, it can be seen that the highest attitude is related to environmental and social issues and the lowest attitude is related to energy issues. in the school environment, environmental issues related to waste have been widely disseminated through the installation of posters, the presence of trash bins in every classroom, and the implementation of waste recycling programs. however, the problem of energy is still lacking where there are still many students who do not turn off the fan after finishing studying, leaving the laptop/cellphone charger plugged in even though it is not used and there are still few posters / banners calling for energy savings. the attitude of caring for the environment that these students have also grows with habituation. this is related to liang et al., (2018) and negev et al., (2008) the attitude involves knowledge about something. this means that knowledge about something is a beginning that affects attitudes that can lead to an act that is repeated. the development of environmental literacy can support a more comprehensive understanding and a more balanced and sustainable approach in dealing with complex, broadly applicable issues such as linking social problems (unemployment, poverty) to environmental problems (access to water, food or energy sources) (hollweg et al., 2011). this is also related to the way teachers teach that teachers still have difficulty in teaching environmental education in the classroom. therefore, teachers are required to develop appropriate models or strategies to improve students' environmental literacy, as research conducted by puspasari et al., (2019), suggested that gi experimental learning tools developed can improve students' environmental literacy skills which include aspects of knowledge, attitude and habituation to environmentally friendly agricultural sub-materials environmental education (plh). as for the planning of ethnoscience-based science learning activities through environmental analysis at jhs 1 pekanbaru, jhs 5 pekanbaru, jhs 32 pekanbaru, jhs 9 pekanbaru and jhs 10 pekanbaru, it is known that all science teachers are the samples. integrating ethnoscience into ecosystem and ecology material, this is different from the results of interviews at jhs 9 pekanbaru, which have not applied ethnoscience at all to ecosystem and ecology materials. the implementation of ethnosciencebased science learning can be done by integrating the learning materials with the environment. based on the results of interviews and analysis, it can be said that the average junior high school has implemented ethnoscience integration in environmental literacy, both consciously and unconsciously. conclusion based on the research that has been done, it can be concluded that environmental literacy in junior high school students is included in the medium category. based on the four parameters of environmental literacy achievement for the parameters of knowledge, attitudes and behavior are in the medium category while jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 178-188 186 solheri et al (analysis of ethnoscience ...) cognitive skills are in the low category. of the four parameters of environmental literacy, the parameters of knowledge and attitudes have a contribution to environmental literacy. based on the results of interviews and analysis, it can be said that the average junior high school has implemented the integration of ethnoscience on environmental literacy both consciously and unconsciously. the author's suggestion by increasing environmental literacy in learning is able to improve educational aspects, while the literacy level in indonesia is still lacking. efforts to increase scientific literacy in indonesia can be done with ethnoscience-based learning. where the ethnoscience approach is a strategy for creating a learning environment and designing learning experiences that integrate culture as part of the learning process acknowledgement this research was made possible thanks to the guidance of experts, teachers, and students of jhs in pekanbaru-riau province and the department of science education, state university of padang. references adam, a. f. b. 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(2021). the 21 st century science learning: hots and digital literacy among junior high school students in semarang, indonesia. journal of physics: conference series, 1842(1), 1–13. https://doi.org/10.1088/1742-6596/1842/1/012 081 issn: 2442-3750 (print) issn: 2527-6204 (online) volume 7, issue 3, november 2021 nationally accredited based on the decree of the minister of research, technology and higher education of indonesia, number 30/e/kpt/2018 as a sinta 2 journal. jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in doaj, base, garuda, google scholar, sinta, and others. jpbi (jurnal pendidikan biologi indonesia), in english is the "indonesian journal of biology education". the word "indonesia" does not mean that the article is only written by an author from indonesia, but it is more meaningful: (1) the journal publisher is from indonesia and (2) the article needs to be related to conditions in indonesia or countries that have the same conditions so that the article is expected t o have implications and contributions to overcome biology education problems in indonesia or possibilities to be applied in indonesia. editorial team editor-in-chief assoc. prof. dr. atok miftachul hudha, scopus id: 57209580278; department of biology education, university of muhammadiyah malang, east java, indonesia section/handling editor 1. mr h. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. mrs diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr ahmad fauzi, scopus id: 57190423577; department of biology education, university of muhammadiyah malang, east java, indonesia editorial advisory regional africa prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana editorial advisory regional america and europe assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states editorial advisory regional south asia dr. shahin gavanji, scopus id: 54883969200; chairman of world academy of medical sciences (wams); department of biotechnology, faculty of advanced sciences and technologies, university of isfahan, isfahan, iran, islamic republic of editorial advisory regional southeast asia prof. dr. henita rahmayanti, scopus id: 57193697371, department of population and environmental education, universitas negeri jakarta, the special capital of jakarta, indonesia editorial board • prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia • prof. dr. nobuyasu katayama, scopus id: 7102706409; tokyo institute for biology education; and department of biology, faculty of education, tokyo gakugei university, koganei, japan, japan • prof. dr. dongryeul kim, scopus id: 57037347100, biology education major, department of science education, college of education, daegu national university of education, daegu, korea, republic of • prof. dr. animesh ku. mohapatra, scopus id: 35729036800; department of life science, regional institute of education (ncert), bhubaneswar, odisha, india http://lldikti12.ristekdikti.go.id/wp-content/uploads/2018/11/salinan-sk-hasil-akresitasi-jurnal-ilmiah-periode-ii-tahun-2018.pdf http://sinta2.ristekdikti.go.id/journals/detail?id=2250 http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doaj.org/toc/2527-6204?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222442-3750%22%7d%7d%2c%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222527-6204%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs%2burl%3ajpbi&refid=dclink http://garuda.ristekdikti.go.id/journal/view/7984 https://scholar.google.co.id/citations?user=gdhwbquaaaaj&hl=en http://sinta2.ristekdikti.go.id/journals/detail?id=2250 • prof. dr. aloysius duran corebima, scopus id: 56857563800; department of biology, universitas kanjuruhan malang, malang, east java; prof. emiritius at universitas negeri malang, indonesia • prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia • prof. dr. imran parvez, scopus id: hajee mohammad danesh science and technology university, dinajpur, bangladesh • assoc. prof. ziyn engdasew, scopus id: 56006357200; school of educational sciences, adama science and technology university, ethiopia • assoc. prof. dr siti n. hidayati, scopus id: 6602160347; department of biology, middle tennessee state university, murfreesboro, united states • assist. prof. dr hidayah binti mohd fadzil, scopus id: 56256057000; department of mathematics and science education, faculty of education, university of malaya, kuala lumpur, malaysia • assit. prof. pratchayapong yasri, scopus id: 36543463100; institute for innovative learning, mahidol university, nakhon pathom, thailand • assoc. prof. dr. ruqiah ganda putri panjaitan, scopus id: 55656556500, biology education program, mathematics and natural science education department, teaching and education faculty, universitas tanjungpura, indonesia • assoc. prof. dr puguh karyanto, scopus id: 57202219619, department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java; head of indonesian consortioum for biology education, indonesia • assoc. prof. dr. agus sutanto, scopus id: 57210971026; department of biology education, university of muhammadiyah metro, lampung, indonesia • assoc. prof. dr. yuni pantiwati, scopus id: 57190660805, biology education, postgraduate, universitas muhammadiyah malang, indonesia • assoc. prof. dr. marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia • mr ilmi zajuli ichsan, scopus id: 57209737062; department of biology education, faculty of mathematics and sciences, universitas negeri jakarta, special region of jakarta, indonesia copy editor and proofreader • assist. prof. tien tien lee, ph.d; scopus id: 55220444400; department of chemistry; faculty of science & mathematics; sultan idris education university, malaysia • fuad jaya miharja, scopus id: 57208113299, department of biology education, university of muhammadiyah malang, east java, indonesia • dwi setyawan, scopus id: 57201433886, department of biology education, university of muhammadiyah malang, east java, indonesia • dr arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia administration 1. tutut indria permana, scopus id: 56598093500; department of biology education, university of muhammadiyah malang, east java, indonesia 2. fendy hardian permana, scopus id; department of biology education, university of muhammadiyah malang, east java, indonesia 3. mr. moh mirza nuryady, scopus id; 56809465100, department of biology education, universitas muhammadiyah malang, id, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content utilization of e-learning platforms by lecturers during the covid-19 pandemic in indonesia dian tauhidah, ummi nur afinni dwi jayanti, amining rahmasiwi, rahmania pamungkas, ahmad saifulloh ....................................................................................................................................... 198 least mastered competencies in biology: basis for instructional intervention jack torno delos santos, roselyn lim, danilo v. jr rogayan.............................................................. 208 profile composition of knowledge dimension in learning activities during the covid-19 pandemic in structure and function of plant eriska novita sari, bambang subali................................................................................................ 222 integration of local wisdom through enculturation-assimilation-acculturation (eaa): a solution to enhance problem-solving skills ika nurani dewi, baiq muli harisanti, s. sumarjan ....................................................................... 231 university students’ perception towards online learning in biology n. nurdiyanti, muhammad wajdi, nurul magfirah, nurul fadhilah ...................................................... 240 a biodiverse entrepreneurship-based textbook: a media of students’ entrepreneurship enthusiasm development nur hayati, lina arifah fitriyah ......................................................................................................... 248 colleges of education science student engagement in emergency remote teaching amidst covid -19 in nigeria bello ganiyu ........................................................................................................................................ 258 vocational students’ hots and hotsep overview in developing ita learning model ana amalia islami, henita rahmayanti, tuti iriani, ilmi zajuli ichsan, isil koc, rahmawati darussyamsu .................................................................................................................................................................... 267 bibliometric analysis of studies on the flipped classroom model in biology teaching hüseyin cihan bozdağ, suat türkoğuz, i̇sa gökler ..................................................................................... 275 scientific attitudes of young children through literature-based and project-based learning organization veena prachagool, chanlada arsaiboon ........................................................................................ 288 volume 7, issue 3, november 2021 jpbi volume 4 number 2 pages 95-194 malang july 2018 issn: 2442-3750 (print) issn: 2527-6204 (online) published by: university of muhammadiyah malang, indonesia collaborate with: asosiasi lesson study indonesia (alsi) issn: 2442-3750 (print) issn: 2527-6204 (online) volume 4, issue 2, july 2018 jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print), issn 2527-6204 (online), is published by department of biology education, faculty of teacher training and education, university of muhammadiyah malang collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. jpbi (jurnal pendidikan biologi indonesia) publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. editors welcome scholars, researchers, and practitioners of education around the world to submit scholarly articles to be published through this journal. all articles will be reviewed by experts before accepted for publication. each author is solely responsible for the content of published articles. editors accept the article has not been published in other media with the writing format as listed on page manuscript writing guidelines. the journal has been indexed in doaj, google scholar, doi crossref, sinta, and others. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. jpbi (jurnal pendidikan biologi indonesia) in english is indonesian journal of biology education. editor-in-chief dr. atok miftachul hudha, department of biology education, university of muhammadiyah malang, east java, indonesia managing editors 1. husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia 2. diani fatmawati, scopus id: 57188975423; department of biology education, university of muhammadiyah malang, east java, indonesia section editors 1. assoc. prof. dr. anthony kudjo donkor, scopus id: 55794169000; university for development studies, tamale, ghana 2. dr. arsad bahri, scopus id: 56857333400; department of biology, state university of makassar (unm), south sulawesi, indonesia 3. dr. elly purwanti, department of biology education, university of muhammadiyah malang, east java, indonesia 4. alisa kazarina, scopus id: 56580516500; latvian biomedical research and study centre & university of latvia, latvia 5. rio christy handziko, scopus id: 57195469269; department of biology education, state university of yogyakarta (uny), yogyakarta, indonesia 6. dwi setyawan, scopus id: 55140509000, department of biology education, university of muhammadiyah malang, east java, indonesia 7. ahmad fauzi, department of biology education, university of muhammadiyah malang, east java, indonesia 8. fendy hardian permana, department of biology education, university of muhammadiyah malang, east java, indonesia 9. fuad jaya miharja, department of biology education, university of muhammadiyah malang, east java, indonesia 10. tutut indria permana, department of biology education, university of muhammadiyah malang, east java, indonesia http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2350') 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2166') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3247') proofreaders 1. prof. ruhul haque kuddus, scopus id: 6603847273; department of biology, utah valley university, united states 2. prof. dr. maria del carmen nolasco salcedo, departmento de ciencias básicas, centro universitario de la ciénega, universidad de guadalajara, ocotlán, jalisco, mexico 3. dr. shahin gavanji, scopus id: 54883969200; chairman of world academic of medical sciences (wams); department of biotechnology, faculty of advance sciences and technologies, university of isfahan, isfahan, iran, islamic republic of 4. roimil latifa, scopus id: 57188978530; department of biology education, university of muhammadiyah malang, east java, indonesia reviewers 1. assoc. prof. dr. muhammad faizal a. ghani, scopus id: 49861280500; department of educational management, planning, and policy faculty of education, university of malaya, kuala lumpur, malaysia 2. assoc. prof. dr. maria salih, scopus id: 56574813200; fakulti pendidikan & pembangunan manusia, sultan idris university of education, perak darul ridzuan, malaysia 3. assoc. prof. christina albert rayed, scopus id: 36701785600; computer and information system department; sadat academy for management science, cairo, egypt 4. prof. dr. nuryani y rustaman, scopus id: 55872695700; science education departement, indonesia university of education (upi), west java, indonesia 5. prof. dr. agr. mohamad amin, scopus id: 57188826265; department of biology education, state university of malang (um), east java, indonesia 6. dr. ainur rofieq, scopus id: 57188989237; department of biology education, university of muhammadiyah malang, east java, indonesia 7. dr andreas priyono budi prasetyo, scopus id: 57194028412; biology education department, semarang state university (unnes), central java, indonesia 8. dr. anggi tias pratama, scopus id: 57191420208; department of biology education, islamic state university of north sumatera (uin-su), north sumatera, indonesia 9. dr. ahmad muhlisin, scopus id: 57191473660; natural science education program, tidar university, magelang central java, indonesia 10. dr baiq fatmawati, scopus id: 57200103296; department of biology education, university of hamzanwadi, west nusa tenggara, indonesia 11. dr. cicilia novi primiani, scopus id: 57202377460; department of biology education, university of pgri madiun, east java, indonesia 12. dr. didimus tanah boleng, scopus id: 57194721482; department of biology education, university of mulawarman, east kalimantan, indonesia 13. dr. lina listiana, scopus id: 57190276357; department of biology education, university of muhammadiyah surabaya, east java, indonesia 14. dr marheny lukitasari, scopus id: 57201676274; department of biology education, university of pgri madiun, east java, indonesia 15. dr. mia nurkanti, scopus id: 57200340681; department of biology education, pasundan university, bandung, west java, indonesia 16. dr. murni ramli, scopus id: 57193454536; department of biology teacher education, sebelas maret university (uns), central java, indonesia 17. dr. nurul mahmudati, scopus id: 57188981985; department of biologi education, university of muhammadiyah malang, east java, indonesia 18. dr. poncojari wahyono, scopus id: 57188978455; department of biology education, university of muhammadiyah malang, east java, indonesia 19. dr. siti sriyati, scopus id: 57193863534; science education department, indonesia university of education (upi), west java, indonesia 20. dr. sri wardhani, scopus id: 57199258173; department of biology education, university of muhammadiyah palembang, south sumatera, indonesia 21. dr. sumar hendayana, scopus id: 15753460100; department of science education, indonesia university of education (upi), and head of asosiasi lesson study indonesia/alsi (indonesian association of lesson study), west java, indonesia 22. dr. yuni pantiwati, scopus id: 57190660805; department of biology education, university of muhammadiyah malang, east java, indonesia 23. dr. abdulkadir rahardjanto, department of biology education, university of muhammadiyah malang, east java, indonesia javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3205') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3239') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/4121') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2650') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2618') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3202') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2619') 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2415') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2416') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2424') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2146') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2422') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2234') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/3246') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2135') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2140') 24. dr. agus sutanto, department of biology education, university of muhammadiyah metro, lampung, indonesia 25. dr akhmad sukri, department of biology education, institute of teacher training and education (ikip) mataram, west nusa tenggara, indonesia 26. dr. bonita hirza, department of mathematics education, university of muhammadiyah palembang, south sumatera, indonesia 27. dr. eko susetyarini, department of biology education, university of muhammadiyah malang, east java, indonesia 28. dr. handoko santoso, department of biology education, university of muhammadiyah metro, lampung, indonesia 29. dr. iin hindun, department of biology education, university of muhammadiyah malang, east java, indonesia 30. dr. lud waluyo, department of biology education, university of muhammadiyah malang, east java, indonesia 31. dr marhamah, department of biology education, hamzanwadi university, west nusa tenggara, indonesia 32. dr. moch. agus krisno budiyanto, department of biology education, university of muhammadiyah malang, east java, indonesia 33. dr. muhfahroyin, department of biology education, university of muhammadiyah metro, lampung, indonesia 34. dr. rusdy a. siroj, department of mathematics education, university of muhammadiyah palembang, south sumatera, indonesia 35. dr. saleh hidayat, department of biology education, university of muhammadiyah palembang, south sumatera, indonesia 36. dr. siti ramdiah, biology education study program, school of teacher training and education (stkip) of pgri banjarmasin, south kalimantan, indonesia 37. dr sri murni soenarno, department of biology education, indraprasta pgri university, jakarta, indonesia 38. dr. suhirman, department of biology education (tadris), islamic state university (uin) of mataram , west nusa tenggara, indonesia 39. dr. sukarsono, department of biology education, university of muhammadiyah malang, east java, indonesia 40. dr. trikinasih handayani, department of biology education, university of ahmad dahlan, yogyakarta, indonesia 41. dr. yetty hastiana, department of biology education, university of muhammadiyah palembang, south sumatera, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang; 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia; postal code: 65144; phone: +62341464318 ext.120 fax: 0341460782; e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com; website: http://ejournal.umm.ac.id/index.php/jpbi javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2230') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2136') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2236') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2142') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2232') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2143') 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javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2235') ju issn: 2442-3750 (print) issn: 2527-6204 (online) volume 4, issue 1, 2018 table of contents developing antimicrobial medicinal plants pocketbook based on local wisdom of muko-muko and serawai ethnics alif yanuar zukmadini, dewi jumiarni, kasrina........................................................................................... 95 improving students’ metacognitive awareness through implementing learning journal ulfa nurajizah, sistiana windyariani, setiono ............................................................................................ 105 parents’ perceptions on previous and current science education system in japan kseniya fomichova, taku misonou ............................................................................................................ 113 research methods and data analysis techniques in education articles published by indonesian biology educational journals ahmad fauzi, ika wahyu pradipta .............................................................................................................. 123 think-pair-square learning: improving student’s collaborative skills and cognitive learning outcome on animal diversity course mustafa ainul yaqin, sri endah indriwati, herawati susilo ...................................................................... 135 chemistry education student response toward general biology course: a descriptive study diyyan marneli, lailatul husni ..................................................................................................................... 143 problem-based learning: creative thinking skills, problem-solving skills, and learning outcome of seventh grade students anna jarrotul khoiriyah, husamah ............................................................................................................. 151 developing issue-based teaching materials to improve student learning outcomes in freshwater biology course syaris kamaludin, hertien koosbandiah surtikanti, wahyu surakusumah ............................................ 161 learning interest of pre-service biology teachers on contextual-based plant morphology course ratna yulinda, silfia ilma ............................................................................................................................. 171 developing the archaebacteria and eubacteria web-based learning media for high school students maulida ulfa hidayah, sonja v. t. lumowa, didimus tanah boleng ....................................................... 179 improving students’ motoric skills through demonstration method in recycling plastic waste ilmi zajuli ichsan, surandini wahyu widi mulyani ..................................................................................... 189 volume 4, issue 2, 2018 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5436 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5788 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5702 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5523 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5549 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5881 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5750 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5890 indeks penulis arief ertha kusuma 45 betty lukiati 28 destri ratna ma’rifah 88 dian eka a.f. ningrum 28 fadhlan muchlas abrori 55 fatchur rohman 30 hadi suwono 80 ita ainun jariyah 1 iwan setia kurniawan 36 listiani 45 mohamad amin 28 nugoho aji prasetyo 19 nurul afifah 10 petiwi perwiraningtyas 19 rindi novitri antika 72 setyoko 30 siti murdiyah 64 sulton nawawi 72 uus toharudin 36 reviewer jpbi volume 3 nomor 1 naskah/artikel dalam penerbitan volume 3 nomor 1 ini telah direview oleh mitra bestari, sebagai berikut: prof. dr. agr. mohamad amin (universitas negeri malang) dr. didimus tanah boleng, m.kes (universitas mulawarman) dr. akhmad sukri, m.pd. (ikip mataram) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dr. widodo, m.pd. (uin sunan kalijaga yogyakarta) dr. iin hindun, m.kes (universitas muhammadiyah malang) dr. rr. eko susetyarini, m.si (universitas muhammadiyah malang) dr. ainur rofieq, m.kes (universitas muhammadiyah malang) dr. sukarsono, m.si (universitas muhammadiyah malang) dr. abdulkadir rahardjanto, m.si (universitas muhammadiyah malang) dr. lud waluyo, m.kes (universitas muhammadiyah malang) dr. yuni pantiwati, mm., m.pd. (universitas muhammadiyah malang) dr. suhirman, m.si (iain mataram) dr. baiq fatmawati, m.pd (universitas hamzanwadi) dr. rusdy as, m.pd (universitas muhammadiyah palembang) dr. saleh hidayat, m.si (universitas muhammadiyah palembang) dr. agus sutanto, m.si (universitas muhammdiyah metro) redaksi menyampaikan terima kasih dan penghargaan yang sebesar-besarnya atas kesedian dan keikhlasan para reviewer untuk mereview naskah-naskah pada volume 3 nomor 1 ini. kepada yth. redaksi jurnal pendidikan biologi indonesia (jpbi) kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi formulir berlangganan nama (instansi/perorangan) : ………………………………………………………… ………………………………………………………… ………………………………………………………… alamat (kantor/rumah) : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… kode pos: …………………………………………….. telp/hp : …………………………………………….. harap dicatat sebagai pelanggan jpbi mulai nomor ……………………………………. sampai nomor ……………………………………………………………………………. harga langganan untuk 1 eksemplar terbitan adalah rp. 70.000 atau rp. 210.000 untuk satu volume (3 kali terbit). uang langganan sebesar rp. ……………………………….. (…………………………………………………………………………………………..) akan/telah kami transfer ke rekening bni 46 cabang pembantu universitas muhammadiyah malang, nomor rekening: 0428151603, atas nama: diani fatmawati*). ……………………..,…………...20 pelanggan, (…………………………………….) *) scan bukti pembayaran/transfer harap diemailkan ke journal.educationalbiology @gmail.com mailto:biology@gmail.com jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 1 available at http://ejournal.umm.ac.id/index.php/jpbi judul artikel ditulis dalam bahasa indonesia; rata tengah; huruf kapital; cetak tebal; times new roman; 12 pt judul artikel ditulis dalam bahasa inggris; center; capitalize each word; bold and italic; times new roman; 11 pt penulis pertama1, penulis kedua2, penulis ketiga3, penulis keempat4 1afiliasi/institusi, alamat, kota, telp 2afiliasi/institusi, alamat, kota, telp 3afiliasi/institusi, alamat, kota, telp 4afiliasi/institusi, alamat, kota, telp e-mail korespondensi: alamatemail@fghi.com (jika afiliasi penulis sama, maka cukup ditulis satu saja) abstrak bagian ini akan menjelaskan panduan penulisan naskah artikel yang akan diterbitkan atau dipublikasikan di jurnal pendidikan biologi indonesia (jpbi). berbagai ketentuan atau rekomendasi terkait penulisan yang dapat diterima secara internasional disajikan dalam paparan ini. para penulis atau peneliti diharapkan menjadikan pedoman atau template ini dalam menulis format teks, tabel, referensi, dan metode. artikel yang dipublikasi pada jpbi ini akan ditampilkan dalam bentuk daring/online di laman http://ejournal.umm.ac.id/index.php/jpbi dan dalam bentuk cetak/hardcopy. naskah artikel ditulis dalam ms word file dan harus ditulis dengan mengikuti instruksi dalam template/panduan ini. semua naskah yang diterbitkan akan berformat portable document format (pdf). judul ditulis dalam dalam times new roman, dicetak tebal, dan 12 pt. judul ditulis pula dalam bahasa inggris, dicetak tebal dan italic/miring, dan 12 pt. nama dan afiliasi ditulis dalam times new roman. nama dicetak tebal, berukuran 12 pt, dan afiliasi diketik dengan huruf yang sama berukuran 12 pt. judul, nama penulis, dan instansi harus diketik di tengah. kata kunci: kata kunci, harus, berjumlah, maksimal, lima kata abstract abstrak ditulis dalam bahasa indonesia dan bahasa inggris, tidak boleh lebih dari 200 kata, dalam satu paragraf, dan tidak ada referensi. abstrak harus muncul pada bagian awal halaman pertama, setelah judul dan nama identitas penulis. abstrak harus ditulis dalam times new roman, dan berukuran 10 pt, dicetak italic atau miring. kata kunci dan keywords harus ditulis maksimal dalam lima kata dan berurutan berdasarkan alfabet. abstrak/abstact menyajikan secara singkat bagian latar belakang, tujuan, metode, dan hasil dari penelitian yang dipaparkan dalam bagian isi. penggunaan kalimat harus sesuai dengan ejaan yang disempurnakan. abstrak harus bersifat singkat, padat, dan jelas, namun menggambarkan apa yang disajikan dalam isi naskah. penggunaan bahasa inggris harus benar dan tepat, ditulis dengan penelaahan yang baik, telah diperiksa oleh ahli bahasa inggris, dan bukan semata menggunakan software penerjemah. abstrak dalam bahasa inggris sangat diperlukan sebagai upaya komunikasi internasional. oleh karena itu, penulis dimohon untuk cermat dalam menuliskannya. keywords: keyword, keyword, keyword, keyword, keyword pendahuluan jurnal pendidikan biologi indonesia (jpbi) menerima dan memuat naskah dalam bentuk hasil penelitian (artikel ilmiah) dalam bidang pendidikan biologi dan pemanfaatan hasil penelitian biologi dalam pembelajaran. secara lebih rinci, focus dan scope jpbi, yaitu 1) penelitian tentang pembelajaran biologi/ipa/sains (materi biologi di semua jenjang pendidikan), 2) penelitian murni biologi yang dikembangkan atau dikaji menjadi sumber, bahan, dan atau media pembelajaran biologi/sains/ipa (materi biologi di semua jenjang pendidikan dan aplikasi di masyarakat, 3) kurikulum pendidikan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 2 available at http://ejournal.umm.ac.id/index.php/jpbi biologi di semua jenjang pendidikan, 4) penelitian tindakan kelas/ptk dan lesson study, 5) penelitian kualitatif pendidikan biologi, 6) manajemen sekolah dan manajemen laboratorium biologi/ipa, 7) evaluasi pembelajaran biologi/ipa, 8) profesi guru dan isu/tren pendidikan biologi, dan 9) kajian lain selama dalam lingkup pendidikan biologi. penulis sangat diharapkan untuk mensubmit naskah secara hati-hati melalui sistem online journal system (ojs) jpbi dengan mengikuti petunjuk dalam pedoman penulisan naskah ini. bahasa yang digunakan dalam naskah adalah bahasa indonesia dan bahasa inggris. naskah hasil penelitian dibuat sebanyak 8-10 halaman (suntingan akhir) termasuk ilustrasi naskah (gambar dan tabel). penulis diharapkan mengecek kesalahan pengejaan dan penulisan (typo), dimohon mengikuti eyd untuk kalimat berbahasa indonesia, dan mengikuti tata bahasa inggris yang benar untuk penulisan dalam bahasa inggris. naskah harus secara jelas menguraikan tentang latar belakang, riset sebelumnya yang sudah dilakukan penulis, termasuk metode, hasil dan pembahasan, serta kesimpulan dan saran dan rujukan atau pustaka terkait. istilah teknis harus dijelaskan kecuali istilah yang sudah dipahami bersama oleh komunitas ilmiah. format naskah pengetikan naskah disusun dalam format yang seragam. penulis wajib menggunakan pedoman ini sebagai template penulisan naskah. template ini menggunakan kertas a4 dengan format pias/margin 2,5 cm kiri, kanan, atas, dan bawah. semua teks dalam paragraf harus berspasi 1.15, dengan jarak awal alinea menjorok pada jarak 7 mm. posisi dan style penulisan headings dan subheadings harus mengikuti template ini. satu baris kosong (10 pt) harus disediakan antara dua pergantian sub bab yang berurutan. dua baris kosong harus ditambahkan sebelum dan setelah abstrak. semua headings dan subheadings harus dicetak tebal dan dengan font times new roman. heading utama harus 12 pt dan subheadings harus 12 pt. antara heading dengan teks dipisahkan dengan satu baris kosong. isi naskah naskah ditulis lengkap dan disusun dengan urutan: judul, nama lengkap penulis (tanpa gelar), afiliasi dan alamat lengkap penulis, abstrak, abstract pendahuluan, metode, hasil dan pembahasan, penutup (berisi kesimpulan serta saran [bila diperlukan], ucapan terima kasih (bila diperlukan), dan daftar rujukan. judul judul menggambarkan isi pokok tulisan secara ringkas dan jelas (maksimum 20 kata untuk judul berbahasa indonesia dan berbahasa inggris), ditulis dalam bahasa indonesia dan bahasa inggris untuk naskah dalam bahasa indonesia, dan ditulis dalam bahasa inggris untuk naskah dalam bahasa inggris. nama dan alamat penulis nama penulis ditulis lengkap (tidak disingkat) dan tanpa gelar. nama insitusi/afiliasi penulis juga ditulis secara lengkap, termasuk alamat surat instansi dengan kode post serta dilengkapi nomor telepon/handphone serta alamat e-mail untuk korespondensi. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 3 available at http://ejournal.umm.ac.id/index.php/jpbi substansi naskah (1) pendahuluan bagian ini berisi tentang teori, hasil penelitian dan/atau berita-berita terkini yang menjadi latar belakang pentingnya penelitian dilakukan, merumuskan permasalahan yang dikaji, dan diakhiri dengan tujuan penelitian. bagian pendahuluan ini tidak perlu diberi identitas pendahuluan. (2) metode bagian ini mendeskripsikan secara singkat dan padat tentang metode penelitian yang digunakan termasuk spesifikasi bahan dan alat, pengambilan contoh (kualifikasi dan cacah), cara pengukuran, desain penelitian, tahapan cara kerja, parameter, dan analisis data. metode disajikan dalam bentuk paragraph dan dapat dilengkapi dengan tabel, gambar, atau bagan alur. (3) hasil dan pembahasan bagian ini menyajikan hasil yang diperoleh secara singkat dan dapat (sangat dianjurkan) didukung oleh ilustrasi berupa tabel, gambar, atau deskripsi kualitatif. pembahasan dibuat dengan menitikberatkan pada hubungan sebab-akibat, keterkaitan antara teori dan hasil, penelitian terdahulu yang mirip dan sejenis. penulis diharapkan berani untuk menilai kelebihan dan kekurangan hasil penelitian yang diperoleh dengan cara membandingkan hasil penelitian dengan hipotesis, teori, standar mutu yang telah ada, dan/atau hasil penelitian terdahulu yang sejenis atau mirip melalui pencantuman dan penggunaan pustaka acuan/rujukan primer dalam pembahasan. dampak dari penelitian yang dilakukan perlu juga diuraikan pada akhir pembahasan. penggunaan pustaka acuan/rujukan dalam pembahasan (begitu pula pada bagian pendahuluan dan metode) sedapat mungkin merupakan pustaka-pustaka maksimal terbitan 10 tahun terakhir. rujukan yang diutamakan adalah sumbersumber primer berupa laporan penelitian (termasuk skripsi, tesis, disertasi) atau artikel-artikel penelitian dalam jurnal dan/atau majalah ilmiah. perujukan dan pengutipan menggunakan teknik rujukan berkurung (nama, tahun). bagian hasil dan pembahasan sangat dianjurkan menggunakan ilustrasi yang berguna untuk memberikan informasi yang lebih efektif dalam menjelaskan hubungan antarpeubah. ilustrasi dapat berupa gambar (grafik, diagram alir, bagan, foto atau peta) dan tabel yang merupakan bagian dari naskah serta dapat berdiri sendiri sehingga harus diberi keterangan yang jelas. setiap ilustrasi yang dibuat harus merujuk dalam naskah utamanya. gambar harus mencantumkan garis pinggir atau bingkai. ilustrasi harus disertakan dalam teks naskah; tidak terpisah dari naskah; dan tidak berada di akhir naskah. gambar harus jelas dan boleh berwarna. letakkan gambar dan tabel dalam teks sedekat mungkin dengan paragraph penjelasannya. ukuran gambar harus memperhatikan unsur keterbacaan, kewajaran, dan estetika (proporsional). gambar dilengkapi dengan keterangan judul atau caption, font 9 pt, dan menyebutkan sumber gambar. gambar 1. contoh judul ilustrasi berupa gambar jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 4 available at http://ejournal.umm.ac.id/index.php/jpbi (sumber: contohku, 201x) gambar harus tampak di dalam naskah pada margin yang sudah ditentukan, dan dapat juga melebar pada dua kolom. gambar yang melebar pada dua kolom harus diletakkan pada awal atau akhir halaman. disarankan untuk meletakkan gambar dalam text box. gambar harus dinomori dengan urut, diletakkan di tengah (centered), dan harus ada penjelasan gambar. gambar dengan penjelasan satu baris diposisikan di tengah (centered), sementara penjelasan lebih dari satu baris harus diletakkan justified. font yang dipergunakan berukuran 9 pt. sementara itu, tabel juga harus memperhatikan unsur keterbacaan, kewajaran, dan estetika. tabel dibuat dengan font 9 pt spasi tunggal. tabel dilengkapi dengan kerengan judul atau caption, font 9 pt, dan menyebutkan sumber tabel pada bagian bawah dan diletakkan dalam kurung. tabel harus tampak pada margin yang sudah ditentukan, atau dapat pula melintangi dua kolom dengan panjang maksimum 17 cm. tabel yang dibuat dalam dua kolom, diletakkan pada bagian awal atau akhir dengan margin yang sudah ditentukan. tabel harus dinomori dengan tepat, judul tabel dan tabelnya diposisikan di tengah, dan harus ada penamaan tabel di sampingnya. silakan merujuk pada the apa manual. ukuran huruf adalah 9-point. tidak dicetak tebal atau ditulis miring. tabel 1. contoh judul atau caption tabel skor keterangan a sangat baik b baik c cukup d kurang (sumber: contohnya, 2016) untuk memudahkan pembacaan tabel maka garis horizontal dapat ditambahkan sebagai pemisah konten. penjelasan/judul tabel yang terdiri dari satu baris, harus diposisikan di tengah, dan jika lebih dari satu baris, harus dibuat justified. semua persamaan/rumus harus ditampilkan dalam baris yang terpisah dari teks, dan diberi jarak spasi kosong pada bagian atas dan bawah yang memisahkannya dari teks. rumus harus jelas dan diuraikan pada bagian teks. rumus harus diberi nomor pada bagian kanan dari setiap persamaan. (1) (1) (2) (2) (3) (4) penutup bagian ini berisi kesimpulan serta saran (bila diperlukan). kesimpulan menggambarkan atau memberi jawaban atas permasalahan atau tujuan penelitian, dan bukan sebagai rangkuman hasil penelitian. kesimpulan dibuat singkat, jelas, bersifat kualitatif dan umum, dan ditulis dalam paragraf. sementara itu saran berisi rekomendasi kepada peneliti lain atau berbagai pihak terkait hasil penelitiannya, tentang hal-hal yang perlu dikerjakan pada penelitian selanjutnya, kelemahan atau kekurangan penelitian yang telah dikerjakan dan yang perlu dilengkapi atau disempurnakan pada tahap penelitian selanjutnya. (5) ucapan terimaksih bila diperlukan, penulis dapat memberikan ucapan terima kasih yang disampaikan dalam bentuk singkat, ditujukan kepada sponsor riset, lembaga tertentu, atau pihak-pihak yang benar-benar berperan penting dalam penelitian, yang jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 5 available at http://ejournal.umm.ac.id/index.php/jpbi tidak bisa disebutkan dalam bagian isi oleh penulis. (6) daftar rujukan rujukan atau referensi dan sitasi harus mengikuti the apa publication manual (6th edition). rujukan ditulis dalam huruf times new roman berukuran 12-point, justified, dengan spasi tunggal dan jarak menjorok indent 0,5 cm. rujukan dari sumber online, juga harus mengacu pada the apa publication manual (6th edition). penulis harus menggunakan sumber online yang valid, bukan blog, dan hanya jurnal dan situs lembaga resmi/pemerintahan. semua referensi yang dijadikan sitasi atau perujukan di dalam naskah, harus tulis secara memadai di daftar rujukan. utamakan penggunaan rujukan dari jurnal/majalah ilmiah (60%), dan sisanya (40%) rujukan lain terutama sumbersumber primer berupa laporan penelitian (termasuk skripsi, tesis, disertasi) dan buku. penulis diwajibkan melakukan sitasi atau perujukan terhadap artikel yang telah dipublikasikan di jpbi, yang digunakan dalam artikelnya dan disesuaikan dengan tema, minimal 2 sitasi. contoh penulisan referensi adalah sebagai berikut. (1) buku dengan 1 penulis krebs, c. j. (2009). ecology the experimental analysis of distribution and abundance. usa: benjamin cummings, pearson. cara perujukan/sitasi: .............. (krebs, 2009). ; krebs (2009) .............. (2) buku dengan dua penulis arsyad, s., & rustiadi, e. (2008). penyelamatan tanah, air dan lingkungan. bogor, indonesia: crestpent press dan yayasan obor indonesia. cara perujukan/sitasi: .............. (arsyad & rustiadi, 2008). ; arsyad & rustiadi (2008) .............. (3) buku dengan tiga penulis atau lebih husamah, pantiwati, y., restian, a., & sumarsono, p. (2016). belajar dan pembelajaran. malang, indonesia: umm press. cara perujukan/sitasi: .............. (husamah et al., 2016). ; husamah et al., (2016) .............. (4) buku dengan editor mcrae, m. w. (ed.). (1993). the literature of science: perspectives on popular science writing. athens, greece: university of georgia press. bonk, c. j., & graham, c. r. (eds.). 2005. handbook of blended learning: global perspectives, local designs. san francisco, usa: pfeiffer. (5) artikel dalam buku kumpulan artikel: graham, c. r. (2005). blended learning system: definition, current trends and future direction. in: bonk, c.j., graham, c.r. (eds.) handbook of blended learning: global perspectives, local designs, pp.3-21. san francisco: pfeiffer. (6) jurnal dengan satu penulis husamah. (2015). blended project based learning: metacognitive awareness of biology education new students. journal of education and learning, 9(4), 274-281. (7) jurnal dengan dua penulis jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-10) diterima: bulan 201x disetujui: bulan 201y dipublikasikan: bulan 201z penulis pertama et al., tiga kata pertama judul artikel 6 available at http://ejournal.umm.ac.id/index.php/jpbi husamah, & pantiwati, y. (2014). cooperative learning stad-pjbl: motivation, thinking skills, and learning outcomes in biology students. international journal of education learning & development (ijeld), 2(1), 77-94. (8) jurnal dengan penulis lebih dari dua hudha, a. m., amin, m., sutiman, b. s., & akbar, s. (2016). telaah model-model pembelajaran dan sintaksnya sebagai upaya pengembangan model pembelajaran ‘oidde’. jurnal pendidikan biologi indonesia, 2(2), 18. (9) jurnal online setyawan, d. (2015). kajian etnozoologi masyarakat desa hadiwaarno kabupaten pacitan dalam konservasi penyu sebagai bahan penyusunan booklet penyuluhan masyarakat. jurnal pendidikan biologi indonesia, 1(3), 283-297. retrieved from http://ejournal.umm.ac.id/index.php/ jpbi/. (10) abstract jurnal husamah. (2015). thinking skills for environmental sustainability perspective of new students of biology education department through blended project based learning model [abstract]. jurnal pendidikan ipa indonesia, 4(2), 110-119. (11) rujukan dari lembaga dan badan resmi badan standar nasional pendidikan. (2010). paradigma pendidikan nasional abad xxi. jakarta: badan standar nasional pendidikan. (12) skripsi, tesis, dan disertasi pantiwati, y. (2010). pengaruh jenis asesmen biologi dalam pembelajaran kooperatif tps (think pair share) terhadap kemampuan kognitif, berpikir kritis, berpikir kreatif, dan kesadaran metakognitif siswa sma di kota malang (disertasi tidak dipublikasikan). program pascasarjana um, malang. (13) prosiding dan naskah seminar latifa, r. (2013, januari). peningkatan prestasi dan motivasi belajar biologi siswa kelas viii di smp muhammadiyah 08 kab. malang dengan penggunaan media pembelajaran audiovisual. makalah dipresentasikan pada seminar nasional pendidikan pps universitas negeri surabaya, surabaya jawa timur. (14) referensi dari majalah nizam. (2010, juni). menjadi universitas unggulan: perguruan tinggi sebagai mata air bagi lingkungannya. majalah kampus, 5(1), 22-24. (15) referensi dari koran (newspaper) hudha, a. m. (2015, 24 april). budaya, jantungnya sekolah berkualitas. harian bhirawa, pp. 3. editorial office: department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3 rd campus, 1 st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2527-6204 (online) issn: 2442-3750 (print) http://u.lipi.go.id/1422867894 jpbi volume 3 number 3 pages 194-271 malang november 2017 issn: 2442-3750 (print) issn: 2527-6204 (online) published by: university of muhammadiyah malang, indonesia collaborate with: asosiasi lesson study indonesia (alsi) jpbi (jurnal pendidikan biologi indonesia) issn: 2442-3750 (print) issn: 2527-6204 (online) volume 3, issue 3, november 2017 jpbi (jurnal pendidikan biologi indonesia), issn 2442-3750 (print), issn 2527-6204 (online), is published by department of biology education, faculty of teacher training and education, university of muhammadiyah malang collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. jpbi (jurnal pendidikan biologi indonesia) publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. editors welcome scholars, researchers, and practitioners of education around the world to submit scholarly articles to be published through this journal. all articles will be reviewed by experts before accepted for publication. each author is solely responsible for the content of published articles. editors accept the article has not been published in other media with the writing format as listed on page manuscript writing guidelines. the journal has been indexed in doaj, google scholar, doi crossref, sinta, and others. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. jpbi (jurnal pendidikan biologi indonesia) in english is indonesian journal of biology education. editor-in-chief atok miftachul hudha, department of biology education, university of muhammadiyah malang, east java, indonesia managing editors husamah, scopus id: 57195803428; department of biology education, university of muhammadiyah malang, east java, indonesia diani fatmawati, scopus id: 57188975423; department of bioloy education, university of muhammadiyah malang, east java, indonesia section editors dr. elly purwanti, department of biology education, university of muhammadiyah malang, east java, indonesia ahmad fauzi, department of biology education, university of muhammadiyah malang, east java, indonesia dwi setyawan, department of biology education, university of muhammadiyah malang, east java, indonesia fendy hardian permana, department of biology education, university of muhammadiyah malang, east java, indonesia fuad jaya miharja, department of biology education, university of muhammadiyah malang, east java, indonesia tutut indria permana, department of biology education, university of muhammadiyah malang, east java, indonesia proofreaders roimil latifa, scopus id: 57188978530; department of biology education, university of muhammadiyah malang, east java, indonesia editorial office department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 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jurnal pendidikan biologi indonesia volume 3, issue 3, 2017 table of content developing of environmental education textbook based on local potencies silfia ilma, fitri wijarini ................................................................................................................................ 194 the use of silica sand, zeolite and active charcoal to reduce bod, cod and tss of laundry waste water as a biology learning resources moch assiddieq, satya darmayani, wirapati kudonowarso .................................................................... 202 the ability of quantitative literacy of pre-service biology students ryan ardiansyah, dea diella ....................................................................................................................... 208 the impact of sex education on teenage pregnancy in basic schools of bawku municipal district in ghana anthony kudjo donkor, azure love lariba................................................................................................ 214 developing an atlas based on frond venation patterns analysis of polypodiales in tarakan fadhlan muchlas abrori, aidil adhani ........................................................................................................ 222 red dragon fruit (hylocereus costaricensis britt. et r.) peel extract as a natural dye alternative in microscopic observation of plant tissues: the practical guide in senior high school heni wagiyanti, rasuane noor .................................................................................................................... 232 learning the genetics concepts through project activities using drosophila melanogaster: a qualitative descriptive study ahmad fauzi, shefa dwijayanti ramadani ................................................................................................. 238 the effect of problem solving learning model based just in time teaching (jitt) on science rocess skills (sps) on structure and function of plant tissue concept resha maulida, nengsih juanengsih, yuke mardiati ................................................................................ 248 developing of instructional media-based animation video on enzyme and metabolism material in senior high school muhammad mustofa yusuf, mohamad amin, and nugrahaningsih ......................................................... 254 comparison the number of bacteria between washing hands using soap and hand sanitizer as an acteriology learning resource for students satya darmayani, askrening, apita ariyani ............................................................................................... 258 improving of scientific literacy ability using discovery learning model at the seventh grade students of state jhs 3 ngronggot, nganjuk-indonesia sri ratna dewi, mumun nurmilawati, dwi ari budiretnani ....................................................................... 266 / 222 vol. 3 no. 3, 2017; pp. 222-231 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 25/09/2017 revised: 26/11/2017 accepted: 30/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: abrori, f. m., & adhani, a. (2017). developing an atlas based on frond venation patterns analysis of polypodiales in tarakan. jurnal pendidikan biologi indonesia, 3(3), 222-231. https://doi.org/10.22219/jpbi.v3i3.4816 developing an atlas based on frond venation patterns analysis of polypodiales in tarakan fadhlan muchlas abrori* and aidil adhani department of biology education, university of borneo tarakan, indonesia *corresponding e-mail: fadhlan1991@gmail.com abstract this study aims to identify and analysis of frond venation pattern of polypodiales in tarakan, which then developing an atlas based on the results obtained. the results of identify and analysis the frond venation pattern of polypodiales showed that there were 14 species of polypodiales. the venation pattern found in polypodiales were reticulate and open forked. while in the development of an atlas, the assessment result of the content feasibility aspect by the content expert obtained 90.77% (valid), and assessment result of the presentation feasibility aspect obtained 100% (valid). the assessment result of the book size aspect by the media expert obtained 90% (valid), while assessment result of the book cover design aspect obtained 93.33% (valid), and assessment result of the content book design obtained 91.42% (valid). the assessment result of the language usage by language expert obtain 92% (valid), and assessment result of the language accuracy obtained 96% (valid). the field assessment result by lecturer for the easiness aspect obtained 92.31% (valid), the attractiveness aspect obtained 100% (valid), and the understandable aspect obtained 90% (valid). meanwhile, the field assessment result by student for the easiness aspect obtained 97.43% (valid), the attractiveness aspect obtained 93.33% (valid), and the understandable aspect obtained 100% (valid). keywords: atlas, ferns venation pattern, polypodiales © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction fern (pterydophyta) is one of the plant divisions that is spreaded in the world, especially in the tropics (oloyede, 2012). ferns are important component for the ecosystem, especially in tropical rain forest areas (zhang et al., 2014). ferns are also an important terrestrial plant first thought to have emerged 400 million years ago (haou et al., 2011). ferns (pterydophyta) are group of plants which have the greatest diversity (vasco et al., 2013). this been estimated that there are approximately 20.000 species, with 225 genera (genus) of ferns around the world (prosea. 2003 within aminasih et al., 2013; prastyo et al., 2015), in which the 4,000 species of them exist in indonesia, philippines, papua new guinea, and northern australia (whitten and whitten. 1995 within aminasih et al. 2013). in addition, the 3,000 species of those 4,000 ferns are distributed in indonesia (loveless, 1995 within jannah et al. 2015). fern is a plant that has a lot of diversity in indonesia (arini and kinho, 2012). one of the ordo which has high diversity is polypodiales. smith et al. (2006) stated that the polypodiales ordo on fern has 15 families, including: polypodiaceae, davalliaceae, oleandraceae, tectariaceae, lamariopsidaceae, dryopteridaceae, onocleaceae, blechnaceae, thelypteridaceae, woodsiaceae, aspleniaceae, dennstaedtiaceae, saccolomataceae, and lindsaeaceae. sujalu (2007) found that there were 88.89% of epiphytic ferns in malinau research forest which were belong to polypodiales group. similarly, supu and munir (2009) also revealed that as much as 81.82% of ephypitic plant in the forest around lake lawulamoni in kabawo region were polypodiales. another research conducted by dewa et al. (2012) about inventory and characterization of ferns in bukit sebubus tourism area in west kalimantan noted that there were 50% of ferns were polypodiales, which is in line with arini and kinho (2012) who found that approximately https://doi.org/10.22219/jpbi.v3i1.3905 abrori & adhani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 222-231 223 the analysis of frond venation ..... 81.82% of ferns in gunung ambang conservation area were polypodiales. polypodiales are characterized by various venations which differentiate each other. venation patterns are one of the biometric feature of plants (satyanuraga, 2015; wahyumianto et al., 2012). the venation pattern similarity indicates genetic relationship among ferns species (satyanuraga, 2015). in addition, the frond venation patterns in fern also show its evolutionary characteristic (vasco et al., 2013). the research results of venation pattern can be developed to be learning media to provide additional knowledge to students, especially in fern identification. the initial observation on students who have taken plant morphology and plant taxonomy class expeienced problem in their texbooks which are less contextual and pictures on the textbooks only consist of illustrations rather than real pictures. observation and interview on those students showed that there were about 89.8% of students required more contextual teaching media that also contained many real pictures. based on observation and student interview, one of the media that can be developed is atlas. atlas contains pictures of the elements of information which is selected and described deeper and more detailed for a specific purpose (nurdin, 2015). the selection of atlas learning in the development of research results is because the atlas is one of the learning materials that emphasizes on the graphic aspect, easy to used as a reference in identification. graphics aspects in atlas also can increase the student motivation in learning. tutut (2016) state that the purpose of using atlas is to improve conceptual understanding of the user based on the material and description aspect in detail. research related to the developing of atlas has been done by solikhah (2015), it showed that the development of the atlas as a learning media obtained chi-square values for peer reviewers and practitioners of 44.6 and 36.5 with good criteria. therefore, it is important to produce an atlas that can help students studyplant morphology and plant taxonomy easily. this atlas is expected to be supporting learning media that can provide contextual data so that students are able to do field identification. method this is research and development study. the development model in this research and development used modified development fourd model based on thiagarajan et al. (1974). this model consisted of four stages of development, that consist of: define, design develop, and disseminate. in this research and development, the development model was only until the stage of development (develop). this research consisted of two stages. the first stage was the research stage, consist of: inventory and identification of ferns of polypodiales ordo and conducting venation pattern analysis. the second stage was the stage of developing the research results into atlas learning. research stage the research stage in this research consisted of two parts, namely: 1) inventory and identification; 2) venation pattern analysis. inventory and identification inventory of ferns was done by exploration refering to hartini within nasari (2012). exploration means investigating the whole location, that represent the ecosystem and vegetation types of research area. there are 4 locations for this research that consist of conservation forest in tarakan (amal forest, gunung belah forest, research forest of borneo tarakan university and juata conservation forest). the sample was selected based on purposive sampling (lubis, 2009). the samples were collected based on the existence of ferns which considered the represent area. when one species found more than one, it wouldn’t be collected because it has represented the ferns that has been found. the next step was making herbariums. the herbarium making was aimed to preserve the fern, so it would be easier to observe the characteristics of the ferns. the herbarium making referred to the procedure by storrie (2009), victor et al (2004) and greening australia (2012). the identification of the species of ferns referred to sporne (1962), piggot (1998), kinho (2009), tjitrosoepomo (2008) and stenis (2008). abrori & adhani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 222-231 the analysis of frond venation ..... 224 venation pattern analysis venation pattern analysis on ferns referred to ash et al, (1999), hoshizaki and moran (2001) and simpson (2010). the observation of the venation pattern could be done by using stereo microscope to get detail picture of venation pattern of each frond in ferns. development stage the development stage in this research consisted of defining stage, designing stage; and developing stage. defining stage defining stage is the stage for establishing and defining the requirements of the learning. the defining stage included five main steps, namely: front-end analysis, learner analysis, task analysis, concept analysis and specifying instructional objectives. the details of each step in the define stage are presented in table 1. table 1. details of the steps on the defining stage stage description a. front end analysis identifying students problem, especially on the academic aspects related to the material about the venation patterns and the classification of ferns b. learner analysis measuring the students basic knowledge with tests, interviews and questionnaires c. concept analysis the standard competences to be achieved in learning are: understanding the principles of analyzing the vanation patterns ferns basic competencies to be achieved are describing the types of venation patterns of ferns distinguishing venation patterns on different types of fern d. task analysis tasks include structured tasks on the identification of venation patterns in plants and genetic relationship analysis based on venation patterns e. specifying instructional objectives the instructional objectives are students are able to explain the types of venation patterns of ferns through proper discussion and literature study students are able to distinguish the venation pattern of at least 10 leaf types through field observation sheet designing stage the designing stage aimed to design learning materials. this stage consists of 4 steps, namely: 1) criterion-test construction; 2) media selection; 3) format selection, which examines the formats of the existing learning materials and determining the formats of learning materials to be developed; 4) making the initial design according to the formats determined. the details of each step in the designing stage are shown in table 2. developing stage the developing stage is the stage to develop product, consists of 2 steps, namely: a) expert appraisal followed by the revision; b) developmental testing. the detail of each step in the development stage are shown in table 3. there are two data types in this research, namely: research data and product assessment data. the research data is qualitative data about the venation patterns of polypodiales. the data were then developed into atlas. the product assessment data include quantitative and qualitative data. the quantitative data include the assessment from the validators and students, while the qualitative data are responses and suggestions from the validators and students. the data of plant species and frond venation have been collected through taking notes of fern patterns and documenting the fern patterns (morphological characteristics on frond venation). furthermore, the validation of the media has been done by expert validator on several aspects using a questionnaire that consist of aspects presented in table 4. the developmental testing (field test) has been done by practitioners and students on several aspect using questionnaire that consists of aspect presented in table 5. abrori & adhani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 222-231 225 the analysis of frond venation ..... table 2. details of the steps in the designing stage stage description a. criterion test construction the task in the atlas are placed at the end of each chapter b. media selection atlas is the product of this research c. format selection the atlas content consist of: the introduction part, the main part and the closing part. d. initial design the initial design is the design of all learning materials that must be done before expert appraisal and developmental testing table 3. details of the steps in the developing stage stage description a. expert appraisal the expert appraisal on the learning materials includes: materials, media and language b. developmental testing the field developmental testing is carried out to obtain direct feedback in the form of responses, reactions, comments of the students, and practitioners of the learning materials that have been developed. the sample in this stage was 40 students that has taken plant morphology and plant anatomy. those sample were selected using purposive sampling that is based on student’s grades (low, medium, and high). table 4. expert appraisal aspect validators aspect content expert feasibility of content feasibility of presentation media expert book size cover design content book design language expert language usage language accuracy table 5. developmental testing aspect evaluators aspect practitioners easiness attractiveness understandable students easiness attractiveness understandable in the validation questionnaire, the questionnaire used likert scale with alternative options 1-5. the validation questionnaire was used to analyze the quantitative data by calculating the answer percentage. thus, the percentages were computed by employing equation (1). (1) description: p = percentage = the number of respondents in 1 item = ideal score in the item 100% = constan (arikunto, 2002) the criteria of validity of the validator assessment was determined based on percentage criteria in table 4. table 6. criteria percentage of assessment questionnaire percentage description 85,94-100% 67,18-85,93% 48,44-67,17% 25-48,43% valid (revision not required/minor revision) enough (minor revision) deficient (major revision) invalid (major revision) source: suryabrata (2002) within ismail (2007) results and discussion venation pattern analysis the results of the research related to the inventory, identification and venation pattern analysis of ferns found are presented based on table 7. the ferns that has been found then grouped based on polypodiales and the others. the result shows that there are 14 species of polypodiales. the ferns found are grouped based on families that is included in polypodiales ordo and outside polypodiales ordo. based on the results of the ferns collected, there are 14 species of ferns belonging to the families of polypodiales. the data shows that families aspleniaceae, blechnaceae, davalliaceae and lomariopsidaceae have no variation on their venation pattern. conversely, on families polypodiaceae and abrori & adhani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 222-231 the analysis of frond venation ..... 226 pteridaceae have various venation pattern (table 6). tabel 7. venation pattern of fern in tarakan area no family species venation pattern 1 aspleniaceae asplenium nidus l. open-forked 2 blechnaceae blechnum orientale l. open-forked stenochlaena palustris (burm.f.) bedd. open-forked 3 davalliaceae davallia denticulata (brum) mett open-forked 4 lomariopsidaceae nephrolepis sp. open-forked 5 polypodiaceae drymoglossum piloselloides (l.) presl. reticulate drynaria quercifolia (l.) j.sm. reticulate dryopteris filix-mas (l.) schott. open-forked pyrrosia piloselloides (l.) m.g. price. can’t be determined 6 pteridaceae acrostichum aureum l. reticulate adiantum trapeziforme l. open-forked adiantum venustum d.don. open-forked pityrogramma calomelanos l. open-forked pteris vitata l. open-forked the venation variations on these families (polypodiaceae and pteridaceae), show the useful characteristic for identification (figure 1 and 2). for example, the venation pattern of polypodiaceae on drymoglossum, and drynaria is reticulate, while the venation of dryopteris is open-forked. in pyrrosia, the venation can not be determined. probably, it is caused by the pattern that is too thin. for example, the venation patterm of pteridaceae on acrosticum is reticulate, while the venation of pteris, adiantum and pityrogramma is open-forked. the classification of ferns family has been done based on smith et al. (2006). some research on fern classification also been done by christenhusz et al., (2010). he found that the genus of dryopteris on ordo polypodiaceae considered as separated family, which is dryopteridaceae. the genus nephrolepis is also considered as the family of nephrolepidaceae. this research is using smith et al classification because this classification is widely used by researchers on fern study. according to christenhusz et al., (2010) classification however, variation of frond venation only found in pteridaceae, while in polypodiaceae there are no variation. generally, frond venation on fern can be used in classification and identification process. most of ferns have pinnate venation form, with central vein then becomes veinlets on each sides. there are few of ferns that have palmate venation. palmate venation is a venation that has many central veins that come up from the frond base. however, the most important thing on the venation form of ferns is the vein patterns (the smallest vein) or vein segment. there are two kinds of venations ased on the general pattern, which are opened venation and closed venation. the opened venation pattern is the pattern that the veinlets from the central vein are not connected each other. this type of venation consists of two types, which are simple and open-forked. furthermore, the reticulate (closed venation) is the pattern that its veinlets from central vein connect and become nett-like (simpson, 2010). developing of atlas the defining stage on front end analysis has been found that students experienced difficulties in understanding plant species, especially ferns. this is because of the lack contextual of textbooks that they use. on the stage on learner analysis, interviewed on some students found that about 89.8% of 40 sudents needed contextual learning media that consists of many real pictures. furthermore, the result of front end analysis then can be arranged to be competence standard and basic competencies. the standard competences that should be achieved in learning are: understanding the principles of analyzing the vanation patterns ferns. basic competencies to be achieved are: 1. describing the types of venation patterns of ferns abrori & adhani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 222-231 227 the analysis of frond venation ..... 2. distinguishing venation patterns on different types of fern furthermore, the result of concept anaysis then becomes tasks on the learning media that will be developed on the task analysis. tasks on this media are designed as independent tasks such as field study related to the introduction of ferns. the next step is specifying instructional objectives that have been arranged based on concept analysis dan task analysis. on this step, the learning instructional has been made as follow: 1. students are able to explain the types of venation patterns of ferns through proper discussion and literature study 2. students are able to distinguish the venation pattern of at least 10 leaf types through field observation sheet on the designing stage, each task are designed to be placed at the end of the chapter and has been arranged based on standard competencies and basic competencies, indicators, and learning objectives. according to some considerations on defining stage, then visual media on the form of atlas has been selected as a learning media that is aimed to provide detail visualization on plant morphology through fern pictures on tarakan for students. the atlas that has been made consists of introduction (basic materials), main materials that consist of fern pictures of tarakan, and the closing part. developing the atlas requires validation and field test to make sure the quality of product. validation includes: validation by material expert, media expert, and language expert. field tests include practitioner (lecture) and students. briefly, the quality of atlas learning is presented in table 8. the assessment result of the feasibility content, by material expert, was 90.77% (valid); figure 1. venation variation on polypodiaceae. a) drymoglossum with nett-like venation (reticulate), closed type venation; b) drynaria with open-forked venation figure 2. venation variation on pteridaceae. a) acrosticum with nett-like venation (reticulate), closed type venation; and b) adiantum with open-forked venation abrori & adhani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 222-231 the analysis of frond venation ..... 228 while the presentation feasibility aspect achieved 100% (valid). the content expert stated that the atlas is very good and has no mistake on the material. it consists of basic material that is related to venation patterns, while the core material consists of the research results of the ferns venation (figure 3 and 4). table 8. quality of atlas learning no aspect percentage information content expert 1 feasibility of content 90.77 valid 2 feasibility of presentatio 100 valid media expert 1 book size 90 valid 2 cover design 93.33 valid 3 content book design 91.42 valid language expert 1 language usage 92 valid 2 language accuracy 96 valid lecturer 1 easiness 92.31 valid 2 attractiveness 100 valid 3 understandable 90 valid student 1 easiness 97.43 valid 2 attractiveness 93.33 valid 3 understandable 100 valid assessment from language expert on language usage aspect obtained 92% (valid) and the language accuracy obtained 96% (valid). therefore, the language for this atlas is very accurate. assessment result of book size aspect by media expert obtained 90% (valid), assessment result of book cover design obtained 93.33% (valid), and assessment result of book content design obtained 91.42% (valid). the composition of the atlas cover consist of fern image from the research (figure 3). the composition of the atlas content consist of fern images with details explanation fern parts. (figure 4). the expert validation stage has very important role in developing learning atlas because it consists of the whole quality of learning media content. learning atlas as one of learning media shoud be validated thoroughly. according to depdiknas (2006), learning media is a set of materials/ content that has been arranged systematically, either written or not, in order to achieve condusive learning environmental for learners. this can be related to stages on learning media selection, which are: a) learning materials should support in achieving standard competencies and basic competencies, b) aspects identification on standart competencies and basic competencies, c) identification of learning materials, d) selecting relevant materials to the standard competencies and basic competencies, and e) selecting learning sources. figure 3. basic material figure 4. core matterial abrori & adhani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 222-231 229 the analysis of frond venation ..... figure 5. atlas cover figure 6. atlas content layout field assessment result from practitioner on easiness aspect obtained 97.43% (valid), attractiveness aspect obtained 100% (valid) and understanding aspect obtained 90% (valid). on the other hand, field assessment result from students on easiness aspect obtained 97.43% (valid), attractiveness aspect obtained 93.33% (valid) and understanding aspect obtained 100% (valid). based on inputs and suggestions, it is found that students prefer atlas because it emphasizes on the visual elements, so that students can more easily understand the material. finally, the field test has been done to obtain direct responses, reaction, student comments, and practitioners on the learning media that has been developed. thiagarajan, et al., (1974) says that field test, revision, and refield test should be done to achieve consistent and effective learning media to use. conclusion based on the result and discussion, it can be concluded that: (1) there were 14 species of ferns belonging to the families of polypodiales ordo. the venation pattern of ferns found is reticulate and open forked. (2) the venation pattern found in polypodiales were reticulate and open forked. the assessment result of the content feasibility aspect by the content expert obtained 90.77% (valid), and assessment result of the presentation feasibility aspect obtained 100% (valid). the assessment result of the book size aspect by the media expert obtained 90% (valid), while assessment result of the book cover design aspect obtained 93.33% (valid), and assessment result of the content book design obtained 91.42% (valid). the assessment result of the language usage by language expert obtain 92% (valid), and assessment result of the language accuracy obtained 96% (valid). the field assessment result by lecturer for the easiness aspect obtained 92.31% (valid), the attractiveness aspect obtained 100% (valid), and the understandable aspect obtained 90% (valid). meanwhile, the field assessment result by student for the easiness aspect obtained 97.43% (valid), the attractiveness aspect obtained 93.33% (valid), and the understandable aspect obtained 100% (valid). the developing learning media in every research is very important to be implemented. the learning media will have a contribution to teaching and learning in classroom. the abundance of local potential in every region in indonesia can be developed into a learning material in all levels of education. further research that can be done is finding out the effectivity of the learning atlas on the improvement of student learning achievement in the teaching and learning process. references aminasih, n., marisa, h. & harmida. 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(2014). leaf photosynthetic rate of tropical ferns is evolutionarily linked to water transport capacity. plos one, 9(1), 110. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 64 available at http://ejournal.umm.ac.id/index.php/jpbi fungi endofit pada berbagai tanaman berkhasiat obat di kawasan hutan evergreen taman nasional baluran dan potensi pengembangan sebagai petunjuk parktikum mata kuliah mikologi endophytic fungi of various medicinal plants collected from evergreen forest baluran national park and its potential as laboratory manual for mycology course siti murdiyah program studi pendidikan biologi fkip universitas jember, jl. kalimantan 37 sumbersari, jember, (0331) 337738 e-mail korespondensi: murdiyah_st.fkip@unej.ac.id abstrak fungi endofit yang ditemukan pada tanaman berkhasiat obat memiliki manfaat khusus. metabolit antimikroba yang dihasilkan oleh fungi endofit memberikan alternatif pilihan untuk mengatasi resistensi obat yang terus meningkat dan sebagai upaya untuk memberantas penyakit-penyakit infeksi yang menjadi salah satu penyebab utama mortalitas pada manusia. penelitian ini bertujuan untuk mengisolasi fungi endofit dari sampel daun 5 jenis tanaman berkhasiat obat yang diperoleh dari hutan evergreen taman nasional baluran dan pemanfaatannya sebagai petunjuk praktikum mikologi. hasil penelitian menunjukkan terdapat 3 isolat fungi endofit yang ditemukan dari 2 tanaman berkhasiat obat kesambi (schleicera oleosa) dan ketapang (terminalia catappa). ketiga isolat membentuk struktur reproduksi aseksual berupa sporangiospora sedangkan struktur reproduksi seksual tetap tidak ditemukan hingga akhir penelitian sehingga klasifikasi isolat fungi endofit belum dapat ditentukan. hasil uji validitas menujukkan bahwa petunjuk praktikum layak digunakan dengan persentase capaian 85.37% dan 88.56%. kata kunci: fungi endofit, petunjuk praktikum, tanaman berkhasiat obat abstract endophytic fungi found on a variety of medicinal plants may express particular benefit. these fungi provide an alternative to overcome the progressive microbial resistance and as an effort to combat infectious diseases that became one of the leading causes of mortality. the main objective of this study was to isolate endophytic fungi from leaf samples of five medicinal plants species collected from evergreen forests baluran national park and its use as laboratory manual for micology. research findings showed there were 3 isolates of endophytic fungi isolated from 2 medicinal plants namely kesambi (schleicera oleosa) and ketapang (terminalia catappa). all three isolates formed sporangiophores as asexual reproductive structures, while the structure of sexual still undiscovered therefore its classification has not been determined. the validity tests also showed that the lab manual is feasible for use with the percentage achievement 85.37% and 88.56%. keywords: endophytic fungi, laboratory manual, medicinal plants taman nasional baluran sebagai salah satu kawasan konservasi yang didalamnya memiliki berbagai macam flora, fauna dan ekosistem serta beragam manfaat baik pemanfaatan skala terbatas maupun manfaat skala luas berupa produk jasa lingkungan. hutan evergreen pada taman nasional baluran memiliki keanekargaman tumbuhan yang berfungsi secara ekologis dan fisiologis. beberapa jenis tumbuhan telah diidentifikasi sebagai jenis tumbuhan yang dapat dimanfaatkan sebagai tumbuhan obat. tanaman tersebut adalah asam (tamarindus indica), mimba (azadirachta indica), kesambi (schleicera oleosa), ketapang (terminalia catappa), saga (adenantera microsperma). jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 65 available at http://ejournal.umm.ac.id/index.php/jpbi metabolit berkhasiat secara farmakologis ini ternyata tidak hanya dihasilkan tanaman tetapi juga oleh mikroorganisme yang tumbuh dalam jaringan tanaman. penelitian terdahulu telah berhasil membuktikan secara ilmiah melalui isolasi spesies mikroorganisme penghasil antibiotik berspektrum kerja luas dari berbagai bagian organ tumbuhan seperti daun, akar, dan kulit batang (yunus, 2007; tejesvi & pirttila, 2011; simlai, et al. 2014; restiani, et al., 2016). potensi farmakologis yang dimiliki oleh satu jenis tumbuhan sangat mungkin disebabkan karena asosiasi mutualistik dengan mikroorganisme endofit, salah satunya adalah fungi. fungi endofit adalah fungi yang hidup dalam jaringan tanaman pada periode tertentu dan mampu membentuk koloni dalam jaringan tanpa membahayakan inang itu sendiri. setiap tanaman dapat mengandung satu atau lebih mikroorganisme endofit yang terdiri dari fungi atau bakteri (anandha & sridhar, 2002; radji, 2005; rante et al., 2013). fungi endofit hidup intraseluler di dalam jaringan tanaman sehat yang menginduksi inang untuk menghasilkan senyawa metabolit sekunder. induksi ini dapat disebabkan karena rekombinasi genetik atau koevolusi (sugijanto et al., 2004; sia, et al., 2013). huang dalam white et al (2014 menyebutkan bahwa terdapat korelasi antara keberadaan fungi endofit dengan kemampuan tanaman inang dalam memproduksi metabolit sekunder. kemampuan fungi endofit untuk mensintesis senyawa metabolit sekunder adalah peluang untuk produksi skala besar dalam waktu singkat tanpa menimbulkan kerusakan ekologis. agensia-agensia terapi farmakologi baru sangat diperlukan mengingat perkembangan penyakit yang pesat dewasa ini. kebutuhan ini menjadi masalah yang problematis mengingat alam sebagai sumber utama tanaman obat bersifat sangat terbatas. ekstraksi dan pemurnian zat metabolit aktif dari tanaman obat membutuhkan biomassa yang besar serta melalui pengambilan sampel yang destruktif. isolasi spesies endofit pada tanaman berkhasiat obat secara ekologis menjadi solusi yang ramah lingkungan. metabolit antimikroba yang dihasilkan oleh fungi endofit memberikan alternatif pilihan untuk mengatasi resistensi obat yang terus meningkat dan sebagai upaya untuk memberantas penyakitpenyakit infeksi yang menjadi salah satu penyebab utama mortalitas. penelitian ini bertujuan untuk mengisolasi jenis-jenis fungi endofit dari sampel daun 5 jenis tanaman obat hutan evergreen taman nasional baluran dan pemanfaatannya sebagai suplemen petunjuk praktikum mata kuliah mikologi. penelitian ini akan menjadi langkah awal untuk uji antagonisme terhadap patogen-patogen penyebab penyakit dan uji kemampuan produksi metabolit sekunder fungi endofit yang terbukti memiliki potensi sebagai agen farmakologi. hasil penelitian harus dapat dimanfaatkan secara praktis maupun teoritis, tidak hanya oleh komunitas akademis tetapi juga masyarakat secara luas. hal ini memerlukan strategi mengkomunikasikan hasil penelitian kepada masyarakat (imamah et al., 2016). bentuk komunikasi penyebaran (diseminasi) dapat dilakukan secara lisan melalui seminar, simposium atau workshop dan dapat dilakukan secara tertulis seperti artikel, buku, kolom maupun perangkat pembelajaran. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 66 available at http://ejournal.umm.ac.id/index.php/jpbi perangkat pembelajaran yang dipilih adalah petunjuk praktikum untuk mata kuliah mikologi. jenis perangkat tersebut paling sesuai dengan load penelitian yang sarat dengan teknis-teknis laboratoris. metode tiga rumusan masalah penelitian dijawab melalui 6 tahap penelitian yang meliputi pengkajian literatur, pengambilan sampel, pengumpulan data, penyusunan petunjuk praktikum, validasi dan revisi produk serta penyusunan laporan akhir. sampel daun didapatkan dari kawasan hutan evergreen taman nasional baluran. aktivitas isolasi dan karakterisasi fungi dilaksanakan di laboratorium mikrobiologi. daun yang dipilih sebagai sampel adalah daun yang utuh, sehat tanpa bercak penyakit, daun dimasukkan dalam polybag steril dan disimpan dalam lemari es (± 5˚c) hingga siap digunakan untuk isolasi (el-nagerabi, et al., 2013). prosedur sterilisasi permukaan menggunakan teknik yang dikembangkan rante (2013) sedangkan prosedur isolasi serta pemurnian fungi endofit mengadopsi metode oleh kasi et al (2015). sampel daun dibersihkan dahulu dengan aquadest steril yang mengalir untuk menghilangkan kotoran yang melekat, setelah ditiriskan sampel dipotong-potong menjadi potongan kecil berukuran 3x3 cm. potongan sampel ini kemudian direndam dalam etanol 70% selama 2 menit, dilanjutkan dengan perendaman dalam natrium hipoklorit 5,3% selama 5 menit dan perendaman etanol 70% kembali selama 1 menit. isolasi fungi endofit dilakukan dengan metode tanam langsung. setelah sterilisasi permukaan selesai dilakukan, potongan sampel dikeringkan dengan kertas saring steril selama beberapa menit. kemudian masing-masing potongan sampel diletakkan pada media pda yang ditambah dengan kloramfenikol 1% dengan posisi permukaan belahan menempel pada media agar. penambahan kloramfenikol 1% untuk mencegah pertumbuhan bakteri. petridisk kemudian diinkubasi selama 2-14 hari pada suhu 27˚-29˚c (suhu ruang). koloni yang tumbuh dalam medium diamati setiap hari selama 14 hari. pengamatan dilakukan secara makroskopis, meliputi kecepatan pertumbuhan koloni, warna permukaan koloni bagian atas, warna permukaan koloni bagian bawah, bentuk dan tekstur permukaan, serta tepian koloni. koloni yang menunjukkan perbedaan dianggap sebagai isolat yang berbeda, yang kemudian dipisahkan dan dikultur kembali dalam media sa. pemurnian ini dilakukan berulang-ulang hingga didapatkan kultur yang seragam dalam satu petridisk. karakterisasi dilakukan dengan melakukan pengamatan ciri-ciri tertentu dan mencocokkan ciri-ciri tersebut dengan literatur (sudantha, 2009). karakterisasi ini hanya terbatas pada pengamatan mikroskopis yang meliputi morfologi dan warna hifa, bentuk dan ukuran konidia, ada tidaknya chlamydospora atau struktur reproduksi yang lain. slide kultur tiap-tiap isolat murni dipersiapkan terlebih dahulu untuk menjaga bentuk aerial hifa agar tidak rusak saat pengamatan mikroskopis. pembuatan slide kultur dilakukan dengan menginokulasi kaca benda steril yang telah diberi 1 tetes medium sa dengan fragment hifa. kaca benda diletakkan dalam petridisk yang telah dialasi tissue steril dan ditutup dengan kaca penutup. tisu dan kaca benda dibatasi oleh 2 buah tusuk gigi steril untuk mencegah uap air menempel pada kaca benda yang dapat jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 67 available at http://ejournal.umm.ac.id/index.php/jpbi mengganggu pengamatan dan menjadi jalan masuk mikroorganisme kontaminan. tisu kemudian ditetesi dengan aquadest steril dan diinkubasi. slide kultur siap diamati dengan mikroskop setelah 2-7 hari. hasil pengamatan karakterisasi akan dikonsultasikan dengan buku kunci identifikasi alexopoulos, mims dan blackwell (1996), ellis et al (2007), hibbet (2007) serta hawksworth et al (2014). langkah penelitian berikutnya setelah proses isolasi dan karakterisasi adalah penyusunan draft petunjuk praktikum. pengembangan paket pembelajaran mata kuliah mikologi ini menggunakan model dick and carey. model ini terdiri atas 10 langkah, yaitu: (1) mengidentifikasi tujuan umum pembelajaran, (2) analisis pembelajaran, (3) mengidentifikasi tingkah laku masukan dan karakteristik pembelajaran, (4) merumuskan tujuan khusus pembelajaran, (5) mengembangkan butir-butir tes acuan patokan, (6) mengembangkan strategi pembelajaran, (7) mengembangkan dan memilih materi pembelajaran, (8) merancang dan melakukan penilaian formatif, (9) merevisi materi pembelajaran, (10) merancang dan melakukan penilaian sumatif. penyusunan draft petunjuk praktikum hanya menggunakan 9 dari ke 10 langkah tersebut. peneliti tidak melaksanakan tahap perancangan penilaian dan evaluasi karena keterbatasan waktu penelitian. hasil dan pembahasan hasil penelitian menunjukkan bahwa dari 5 jenis tanaman berkhasiat obat yang menjadi sampel, isolat fungi endofit hanya ditemukan pada daun ketapang (terminalia catappa) dan kesambi (schleichera oleosa). total yang ditemukan adalah 3 isolat; 2 isolat dari kesambi (schleicera oleosa) dan 1 isolat dari ketapang (terminalia catappa). isolat selanjutnya disebut dengan ks1, ks2 dan kt1. koloni mikroba endofit dapat diisolasi juga dari sampel daun mimba (azadirachta indica) dan saga (adenantera microsperma), koloni endofit yang tumbuh dari 2 sumber ini adalah koloni bakteri sehingga tidak diperhitungkan karena tidak sesuai dengan tujuan penelitian. perolehan isolat fungi endofit hasil isolasi selanjutnya dilakukan pengamatan secara makroskopis dan mikroskopis. hasil pengamatan morfologi ditunjukkan pada gambar 1. gambar 1. koloni fungi endofit yang diisolasi dari daun kesambi (schleicera oleosa) dan daun ketapang (terminalia catappa). dari atas ke bawah; ks1, ks2, kt1. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 68 available at http://ejournal.umm.ac.id/index.php/jpbi hasil pengamatan sifat makroskopis menunjukkan strain ks1 dan ks2 memiliki laju pertumbuhan yang relatif lebih cepat. fungi secara teoritis memiliki masa inkubasi 5-7 hari. isolat ks1 dan ks2 sudah menunjukkan pertumbuhan koloni yang pesat setelah diinkubasi kurang dari 5 hari. salah satu karakter morfologi khas yang membedakan antara isolat ks1, ks2 dan kt1 adalah terbentuknya tetesan air atau droplet di permukaan koloni dan warna spora. droplet terbentuk pada koloni isolat kt1. warna spora mulai dari putih pada isolat ks2 hingga hitam pada isolat kt1. ciri morfologi yang ditemukan di ketiga isolat fungi endofit adalah tekstur dan bentuk permukaan koloni. karakter makroskopis masingmasing isolat tersaji dalam tabel 1 berikut. tabel 1. karakter isolat fungi endofit indikator pengamatan kesambi 1 (ks1) kesambi 2 (ks2) ketapang (kt1) kecepatan pertumbuhan cepat (2 hari) cepat (4 hari) lambat (7 hari) warna permukaan atas koloni putih keabuabuan putih hitam warna permukaan bawah koloni putih bagian pinggir kekuningan putih hitam bentuk permukaan koloni tersebar tersebar tersebar tekstur permukaan koloni seperti kapas seperti kapas seperti kapas ciri khusus membentuk droplet karakter mikroskopis isolat fungi endofit tersaji dalam gambar 2. sementara itu, hasil pengamatan mikroskopis tersaji dalam tabel 2. gambar 2. struktur reproduksi aseksual. dari atas ke bawah: ks1, ks2, kt1. tabel 2. hasil pengamatan mikroskopis isolat fungi endofit indikator pengamatan kesambi 1 (ks1) kesambi 2 (ks2) ketapang (kt1) ukuran hifa paling besar besar paling kecil ada tidaknya sekat ada ada ada ciri khusus pada hifa membentuk rhizoid membent uk rhizoid tidak ada rhizoid struktur reproduksi seksual tidak ditemukan tidak ditemukan tidak ditemukan struktur reproduksi aseksual sporangiosp ora sporangio spora sporangiosp ora ciri lain ukuran sporangium kecil ukuran sporangiu m besar ukuran sporangium kecil jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 69 available at http://ejournal.umm.ac.id/index.php/jpbi hasil penelitian isolasi fungsi endosfit ini selanjutnya digunakan sebagai dasar penyusunan suplemen perkuliahan mata kuliah mikologi dengan bentuk produk petunjuk praktikum. hasil penilaian ahli menunjukkan capaian persentase sebesar 85,37% dan 88,56% atau termasuk dalam kualifikasi sangat baik, tidak memerlukan perbaikan dan dapat digunakan dalam aktifitas perkuliahan. fungi endofit merupakan mikroorganisme penting dan sumber senyawa bioaktif baru karena memiliki kemampuan khusus menghasilkan senyawa bioaktif yang sama dengan tanaman inangnya atau senyawa lainnya. penelitian yang menyelidiki tentang keragaman, peran ekologi, metabolit sekunder dan bioaktivitas fungi endofit dari berbagai tanaman berkhasiat obat sedang marak dilakukan (liang et al., 2012; barathidasan & panneerselvam, 2011). keberadaan fungi endofit secara tidak langsung mempengaruhi kemampuan tanaman dengan khasiat obat dalam memproduksi metabolit sekundernya (arnold et al., 2003; wang et al, 2014). fungi endofit yang dihasilkan dari tanaman inang dapat menghasilkan jenis isolat yang berbeda-beda dan jumlah bervariasi (azevedo et al, 2000). noverita et al (2009) menyatakan bahwa isolasi jamur endofit dari bagian tanaman yang berbeda dari satu tumbuhan inang, ternyata mengandung jenis isolat yang berbeda pula. kandungan jenis endofit yang berbeda ini merupakan mekanisme adaptasi dari endofit terhadap mikroekologi dan kondisi fisiologis yang spesifik dari masing-masing tumbuhan inang. satu jaringan hidup suatu tumbuhan dapat menjadi inang tempat tumbuh lebih dari satu jenis jamur endofit. wang et al (2014) juga menyebutkan bahwa kehadiran jenis endofit dihubungkan dengan kondisi mikrohabitat tanaman inang dan kecocokan genotip antara tanaman inang dan endofit, sehingga akan berpengaruh terhadap perbedaan dalam komposisi koloni endofit dan tingkat infeksi tanaman inang yang di tempati oleh jamur endofit pada lokasi yang sama. hasil akhir dari penelitian ini adalah pengetahuan baru dalam bentuk artikel dan suplemen perangkat perkuliahan untuk melengkapi petunjuk praktikum pada mata kuliah mikologi. petunjuk telah divalidasi dengan kualifikasi sangat baik tanpa memerlukan revisi sehingga siap untuk dimanfaatkan dalam perkuliahan. kendala yang dihadapi adalah proses identifikasi dan karakterisasi isolat yang hanya menggunakan teknik konvensional melalui pembandingan dengan referensi. peneliti memerlukan beberapa kali pengamatan untuk lebih meyakinkan hasil pembandingan. proses pengamatan yang berulang tentu saja tidak efisien karena memerlukan alokasi waktu yang tidak sedikit. penutup setiap jenis tumbuhan hidup dalam co-existence dengan mikroorganisme. keberadaan bersama dalam satu bentuk interaksi ini lebih kuat pada tanaman yang mempunyai fungsi secara farmakologi. hutan evergreen kawasan taman nasional baluran memiliki 5 jenis tanaman berkhasiat obat yang, dari kelima jenis tanaman berkhasiat obat tersebut hanya 2 jenis tanaman yang berafiliasi dengan fungi endofit. dua tanaman tersebut adalah kesambi (schleicera oleosa) dan ketapang (terminalia catappa). ditemukan 3 isolat fungi endofit dari daun tanaman obat jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 70 available at http://ejournal.umm.ac.id/index.php/jpbi tersebut, 2 isolat dari daun kesambi (schleicera oleosa) dan 1 isolat dari daun ketapang (terminalia catappa). hasil penelitian juga dimanfaatkan untuk penyusunan perangkat pembelajaran dalam bentuk suplemen petunjuk praktikum untuk mata kuliah mikologi. hasil uji kelayakan draft perangkat pembelajaran menunjukkan bahwa draft berkualifikasi baik dan dapat digunakan dalam kegiatan perkuliahan. ucapan terima kasih penulis mengucapkan banyak terima kasih kepada universitas jember khususnya lembaga penelitian universitas jember yang mendanai penelitian tentang fungi endofit ini. daftar rujukan alexopoulos, c. j. & mims, c. w. (1996). introductory mycology. new york: john wiley & sons. anandha, k. & sridhar, k. r. (2002). diversity of endophytic fungi in the roots of mangrove species on the west coast of india. can. j. microbiol. 48: 871–878. arnold, m., kyllo, r. & robbins. (2003). fungal endophytes limit pathogen damage in a tropical tree. pnas, 100 (26), 15649–15654. azevedo, j. l., macheroni, w., pereira, j. o. & araujo, w. l. (2000). endophytic microorganisms: a review on insect control and recent advances on tropical plants. electronic journal of biotechnology, 3 (1), issue of april 15. bharathidasan & panneerselvam, a. (2011). isolation and identification of endophytic fungi from avicennia marina in ramanathapuram district, karankadu, tamilnadu, india. in european journal of experimental biology, 1 (3), 31-36. ellis, d., davis, s., alexiou, h., handke, r., & bartley, r. (2007). description of medical fungi. australia: mycology units’ women and children hospital. el-nagerabi, s., el-shafie, a. e., & alkhanjari, s.s. (2013). endophytic fungi associated with ziziphus species and new records from mountainous area of oman. biodiversitas, 14 (1), 10-16. hawksworth, d. l., & crous, p.w. (2014). ima fungus. the global mycologycal journal, 5 (1), june 2014. hibbet, d., binder, m., bischoff, j., blackwell, m., cannon, p.f., eriksson, o.e., huhndorf, s., timothy, j., kirk, p.m., & lucking, r., (2007). a higher-level phylogenetic classification of the fungi. mycological research, 1 (11), 509 – 547. huang, w.y. cai, y.z. xing, j. corke, j.h. and sun, m. (2007). a potential antioxidant resource: endophytic fungi from medicinal plants. econ bot, 61:14–30. imamah, e. q., lestari, u. & gofur, a. (2016). developing booklet based on the research result of the effect of formalin-added-tofu to hepar histopatology of male mice balb/c strain. jurnal pendidikan biologi indonesia, 2(2), 102-108. kasi, y. a., posangi, j., wowor, p. m. & bara, r. (2015). uji efek antibakteri jamur endofit daun mangrove avicennia marina terhadap bakteri uji staphylococcus aureus dan shigella dysenteriae. jurnal ebiomedik (ebm), 3 (1), januari-april 2015. liang, h., yongmei, x., juan, c., dawei, z., shunxing, g., & chunlang, w. (2012). antimicrobial activities of endophytic fungi isolated from jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 64-71) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 siti murdiyah, fungi endofit pada berbagai tanaman 71 available at http://ejournal.umm.ac.id/index.php/jpbi ophiopogon japonicus (liliaceae). in bmc complementary and alternative medicine 2012, 12:238. noverita, fitria, d., & sinaga, e. (2009). isolasi dan uji aktifitas antibakteri jamur endofit dari daun dan rimpang zingiber ottensii val. retrieved from https://www.researchgate.net/public ation/235981709. radji, m. (2005). peranan bioteknologi dan mikroba endofit dalam pengembangan obat herbal. laboratorium mikrobiologi dan bioteknologi. departemen farmasi, fmipa-ui. majalah ilmu kefarmasian, 2 (3), 113-126. rante, h. taebe, b. & intan, s. (2013). isolasi fungi endofit penghasil senyawa antimikroba dari daun cabai katokkon (capsicum annuum l var. chinensis) dan profil klt bioautografi. majalah farmasi dan farmakologi, 17 (2), 39 – 46. restiani, r. a., suarsini, e. & indriwati, se. (2016). test of fungi number of syzygium polyanthum bark simplisia for traditional medicine as disseminate material to the low economic communities in malang. jurnal pendidikan biologi indonesia, 2 (3), 300-308. sia, e. d,. marcon, j., luvizotto, d. m., quecine, m. c., tsui, s., pereira, j. o., & azevedo, j. l. (2013). endophytic fungi from the amazonian plant paullinia cupana and from olea europaea isolated using cassava as an alternative starch media source. springerplus, 2:579. simlai, a., rai, a., mishra, s., mukherjee, k., & roy, a. (2014). antimicrobial and antioxidative activities in the bark exstract of sonneratia caseolaris, a mangrove species. journal of experimental and clinical science. 13 (augt), 9971010. sudantha, i. m. 2009. karakterisasi jamur saprofit dan potensinya untuk pengendalian jamur fusarium oxysporum f. sp. vanillae pada tanaman vanili. agroteksos, 19 (3), 89-100. sugijanto, n. e., indrayanto, g. zaini, n. c. (2004). isolasi dan determinasi berbagai jamur endofit dari tanaman aglaia elliptica, aglaia eusideroxylon, aglaia odorata dan aglaia odoratissima. jurnal penelitian medika eksakta, 5 (2). tejesvi & pirttila. (2011). potential of tree endophytes as sources for new drug compounds. in pirttila dan frank, a.c. (eds.). endophytes of forest trees biology and applications. new york: springer-dordrecht. wang, k. shiwei, w. bin, w. & jiguang, w. (2014). bioactive natural compounds from the mangrove endophytic fungi. medicinal chemistry, 14: 370-391. yunus, a. (2012). isolasi fungi endofit dari tanaman artemisia annua l dan mengetahui kemampuannya dalam menghasilkan artemisinin. retireved from http://eprints.uns.ac.id/id/eprint. https://www.researchgate.net/publication/235981709 https://www.researchgate.net/publication/235981709 194 vol. 3 no. 3, 2017; pp. 194-201 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 07/08/2017 revised: 22/11/2017 accepted: 29/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: ilma, s. & wijarini, f. (2017). developing of environmental education textbook based on local potencies. jurnal pendidikan biologi indonesia, 3(3), 194-201. https://doi.org/10.22219/jpbi.v3i3.4540 developing of environmental education textbook based on local potencies silfia ilma* and fitri wijarini department of biology education, university of borneo tarakan, indonesia *corresponding e-mail: ilmasilfia88@gmail.com abstract environmental education subject aims to form students who have the character to maintain the environment. one effort to achieve the objectives of the environmental education subject is the local environmental education textbook based on local potencies. this research was aimed to produce textbook of environment-based education subject environmental education based on local potencies. this research and development using borg & gall model (1983). this study uses only five stages of the borg & gall model, namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision, due to time constraints and cost. the results of the research and development that has been done is a textbook of environmental education based on local potencies that is suitable for use in semester 5 collage level. keywords: environmental education, local potencies, textbook © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction learning in the broadest sense can be interpreted as an activity psychophysical to full personal development. then inside narrow sense, learning is intended as a business mastery of science knowledge that is part of the activity towards the formation the whole personality (sardiman, 2011). in the learning process, textbook is a very important learning material, to help students in understanding a concept (husamah et al., 2015). textbook is a handbook for a course written and composed by related field experts and meet the rules of textbooks and published officially and disseminated (ministerial decree of national education of indonesia number 36/d/o/2001). the teaching materials are designed to meet the needs of students to fit the characteristics of the students and based on the student activity plan. currently environmental education courses at the university of borneo tarakan do not have adequate textbooks. the content of the course material still refers to the lecture material from other universities. this causes the teaching material to be less contextual with the conditions of the environment, the media, and evaluation. around, although the content of existing material has been referring to the principle of environmental education. in addition, the existing material description also has not explained about the local potential of tarakan city. environmental education is one of the compulsory subjects that must be taken by students of biology education, university of borneo tarakan. environmental education is one of the clusters of biological science that belong to applied science. one of the objectives of this course is as an effort to optimize the role of society in overcoming environmental problems. basically, environmental education is aimed at changing people's behaviour to be more environmentally friendly so as to minimize the impact of human activities on the environment (meilani, 2009). the rise of illegal logging that makes conversion of forests into agricultural land and housing is due to a lack of public knowledge of the importance of forests. environmental education subjects taught at the college level aims to form students who have the character to maintain the environment. one of the efforts to achieve the objectives of the course of environmental education one is the local environment-based education textbook, which is able to provide information about environmental https://doi.org/10.22219/jpbi.v3i3.4540 mailto:ilmasilfia88@gmail.com 195 developing of environmental education textbook ..... ilma & wijarini / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 194-201 problems and can raise the local potencies tarakan city. based on observations, most respondents (students) do not know the local potencies in the tarakan city. based on interview result about 85% of students do not know the local potential in tarakan city. though environmental education closely related to wealth or local potencies. environmental education subject plays a very vital role in building the character of a prospective educator in maintaining the environment, therefore as a prospective teacher, biology education students should be able to master the concept of environmental education and apply in daily activity. based on analysis, it is necessary to develop a textbook environmental education that is able to raise the local potencies and display environmental problems in tarakan city to improve students understanding about the management and conservation of natural resources in tarakan city. therefore, this study aims to produce a textbooks on environmental education subject based on local potencies. method the type of research using research and development. this research and development is conducted from january to september, 2017 at the university of borneo tarakan. research procedures this research produces the product of textbooks on environmental education based on local potential. local-based environmental education textbooks are reference books of the environmental education course containing the definition of environmental education, the scope and objectives of environmental education, resource management, biodiversity, environmental issues, environmental ethics, conservation, eco-friendly energy, bioremediation, environmental impact assessment concepts, and an environmental audit that is integrated with local potential in tarakan city. the product development carried out in this study is based on a model developed by borg & gall (1983). the borg & gall development model consists of ten stages: (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) revisions of products, (8) operational field testing, (9) final product revisions, and (10) dissemination and implementation. this study uses only five stages of the borg & gall model, namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision, due to time constraints and cost. procedure of development of textbook of course of environment-based education of local environment to improve student comprehension toward natural resource potency in tarakan city which done is as follows: need analysis need analysis is an early stage in the development procedure. need analysis is focused on (a) the curricula used, the number of credits required, (b) the existence of the course, (c) the availability of the textbook, (d) literature study on local potencies of tarakan city that can be related to the subject of environmental education, (e) analyzing environmental problems occurring in tarakan city that can be attributed to lectures of environmental education. the information obtained as follows, a) the curricula used is a curricula compiled by the university of borneo tarakan refers to a competency-based curriculum. the number of credits of environmental education is 3 credits. b) the course of environmental education is a compulsory subject. the subjects of environmental education is a subjects in semester 5. c) regarding the textbook, based on the results of the observations of courses environmental education not have adequate textbook. the textbook to be developed in this research and development is a local potencies education based educational textbook to increase understanding of the local potencies of tarakan city. d) the local potencies of tarakan city that can be developed and associated with the learning of environmental education is very diverse and supports the development of the course of environmental education. e) finding a list of environmental problems that exist in the tarakan city that can be used as the subject matter and discussion materials of students. http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 developing of environmental education textbook ..... 196 ilma & wijarini / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 194-201 planning at the planning stage is done by making the design of textbook environmental education based on local potencies to improve understanding of the students of the natural resources of tarakan city. planning of textbooks is based on the problems that have been analyzed in the research and information collecting stage. planning of textbook of environmental education is designed by adjusting instructional objectives in syllabus of environmental education course, while local potencies is presented by displaying images and information about natural resources in tarakan city and raising environmental problems. the format of the developed textbook consists of several parts, namely: a) preliminary, which consists of title page, introduction, and table of contents. b) introduction, which contains the background of environmental education textbook writing, the textbook relation with the course material, and the scope of the textbook material of environmental education. c) the content, is about the presentation of the material consisting of several chapters where the material description is relevant to the lesson plan environmental education, there is a column of your knowledge (which is about the local potencies in tarakan city), and case studies on environmental issues occurring in tarakan city d) summary, and e) exercise. develop preliminary form of product develop preliminary form of product stage consists of two stages, consisting of the preparation of the textbook fomat and the validation of the validation of the textbook of the environmental education. the compilation of validation sheets is used to determine the feasibility of textbooks that have been developed. in the validation phase, it is done by involving experts to assess the feasibility of the product according to each relevant expert. the validator is required to provide suggestions and assessments of the products that have been developed by filling out the product assessment questionnaires prepared by the researcher. the validation process includes expert validation (material experts, and practitioners). preliminary field testing preliminary field testing were conducted by distributing environmental education book products to students and a student assessment questionnaire. at this stage students are not only asked to provide an assessment only, but also provide advice on product development. main products revision revisions are made if there are improvements to the product being developed. the development flow done in this research is presented in the diagram shown in figure 1. figure 1. local-based environmental education textbook development model. product trial 1. trial design. product trials as part of the preliminary field test development phase. data obtained from preliminary field test is data validation results and student responses to textbooks produced. 2. test subject. the subjects of this study are students who have taken the course of environmental education. 3. data type. the data obtained from this research is data related to validation and responses from material experts and practitioners as well as the students' responses to the developed local-based environmental education textbook. data collection instruments the data collection in this study used the instrument i.e. the validation sheet of the local environment-based education teaching book and student response questionnaire. stage 1: need analysis stage 2: planning: determining objectives, determining work procedures, and product feasibility tests stage 3: develop preliminary form of product stage 4: preliminary field testing: initially performed expert validation. then the preliminary field test with objects of 6-12 students stage 5: main product revision: product revisions based on suggestions and analysis results from field tests http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 197 developing of environmental education textbook ..... ilma & wijarini / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 194-201 data analysis technique there are two data analysis techniques used to process data from the results of expert review, namely using qualitative descriptive analysis and quantitative descriptive analysis. in detail described as follows. qualitative descriptive analysis qualitative descriptive data analysis is used to process data from the validation results of material experts, in the form of comments and suggestions of improvements contained in the validation instrument. data analysis is used as a reference to improve or revise the product. quantitative descriptive analysis quantitative descriptive analysis is used to analyze the data obtained in the form of percentage analysis. the percentage analysis technique is used to present data which is the frequency of the response of the test subjects to the product is analyzed by using the percentage formula to know the criteria of the prevalence of the developed textbook. the data that has been collected in the validation questionnaire is basically a qualitative data, because each statement item is divided into categories not very good, not good, good and very good. the data is first converted into quantitative data according to the arikunto’s (2002) formulation: 𝐏 = ∑ 𝒙 ∑ 𝒙𝒊 x 100% (1) description: p = percentage ∑ 𝑥 = the number of respondents in 1 item ∑ 𝑥 𝑖 = ideal score in the item 100% = constants the result data of assessment on instructional device developed analysed descriptive, determining the feasibility criteria and product revision in table 1. table 1. eligibility criteria and product revision level of achievement (%) qualification explanation 81-100 61-80 41-60 21-40 0-20 very good good enough less very less not revised/valid not revised/valid revised/invalid revised/invalid revised/invalid (source: suwastono, 2011) result and discussion the product of research and development resulted the textbook of environmental education based on local potencies. initial drafts are first generated by validation by material experts and practitioners, after which improvements are made in accordance with the suggestions provided by the validator. then a preliminary field trial was conducted. preliminary field trials were conducted by students who have taken the course of environmental education. the validation results from the material experts can be seen in table 2. table 2. result of expert material validation no. aspect percentages of ratings (%) 1 material 82.69 2 language 100 3 presentation 91.67 4 full view 100 mean 93.59 categories very good (source: primary data, 2017) based on the validation results from the material experts (table 2) obtained 93.59% percentage of the assessment entered in the category very well. then the validation results from practitioners of environmental education course can be seen in table 3. table 3. results of practitioner validation no. aspect percentages of ratings (%) 1 material 89.42 2 effects of the textbook on learning 90.63 3 language 90.62 4 presentation 88 5 full view 82.81 mean 88.29 categories very good (source: primary data, 2017) based on the validation result from the practitioner (table 3) obtained the percentage of assessment of 88.29 categories is very good. after validation by the material experts and practitioners, the next draft of the textbook is revised in accordance with the advice given. then the textbook that has been through the revision phase 1, tested on the student try. this field trial stage was conducted with the subject of 6 students who have taken the course of environmental education. the student's response http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 developing of environmental education textbook ..... 198 ilma & wijarini / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 194-201 to the local potential-based environmental education textbook can be seen in table 4. table 4. results of preliminary field test no. aspect percentages of ratings (%) 1 simplicity 89.74 2 attractiveness 93.75 3 understanding 94.27 mean 92.58 categories very good (source: primary data, 2017) based on the results of student responses in table 4 can be concluded that textbook into the category is very good. that is because the textbook contain local potential, make it so interest for student. marlina et al. (2015) states that the potential local module can increase the attitude of environmental care student. sarah & maryono (2014a) states that teaching sets based local potential can increase the responsibility. noviar et al., (2013) states that the student give the high score for encyclopedia base local potency. that is because the material teaching contain of case study around them. expert material validation results percentage of textbooks education environmental based on local potencies on the material aspect obtained a percentage of 82.69%. this indicates that the description of the material contained in the textbook is accordance with the important concepts that exist in environmental education. situmorang (2016) states that nature give a large potential as contextual learning resource. prabowo et al. (2016) states that module based local potential make it easy student for learning. then in terms of language obtained a percentage of 100%, the use of written language in textbooks that have been prepared using the appropriate rules of the indonesian language. from the presentation aspect get the percentage of 91.67% and the overall appearance of 100%. overall the textbooks compiled to obtain the value of material experts amounted to 93.59% of this indicates that the material contained in textbooks that have been prepared can be tested. then the validation result from the practitioner is 88.29%, it indicates that the localbased environmental education textbook that has been arranged is feasible to be used. there are several suggestions given by practitioners, before the trial is done that displays the image with the source and foreign terms to be italicized. aspects assessed by practitioners include material, textbook effects on learning, language, presentation, and the overall look. the advice given by practitioners related to the material is on the environmental impact assessment concepts concept chapter to be added to the technical implementation of the environmental impact assessment concepts. with examples that exist in the tarakan city. then the advice given by the practitioner to the effect on learning is on the evaluation section to make the matter in the form of the case. because solving the problem in the form of cases can train students to think critically. this is in line with the statement put forward by karim (2011), that thinking process is a process done by someone who done when he faced a problem. the thinking process begins with an understanding of the problems faced. student response to environmental education textbook based on local potencies is 92.58% included in very good category. some of the respondents commented that education environmental textbooks based on local potentials are very interesting and communicative in the delivery of materials. that is make the student like to read the textbook. budiarso (2016), happy to read can increase motivation student. in terms of ease of obtaining a percentage of 89.74%, based on the percentage can be interpreted that textbooks are prepared to provide convenience for students to understand the concepts of environmental education, and local potencies in the tarakan city. in terms of attractiveness, the percentage is 93.75%, based on the percentage, it can be interpreted that the compiled textbook has an appeal that lies in the presentation of materials that are integrated with local potencies and interesting images related to local potential in the tarakan city. in terms of percentage understanding of 94.27%, based on the percentage can be interpreted that environmental education book based on local potential generated contains content that can be easily understood by students. yulicahyani (2017) get positive response about the module ipa base local potencies. according to lase (2016) and haerullah (2017) worksheet based local potential (utilization mangrove gastropod) valid and feasible for learning. based on the student respond, that module give experience for student. the textbook very important for learning. irmawati (2016) says that the textbook have the most function for learning. if the http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 199 developing of environmental education textbook ..... ilma & wijarini / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 194-201 learning out came to become student have multitalented, so the planning must suitable. environmental education textbook based on local potencies include resource management, biodiversity, conservation, environmental issues, and additional information on the concept of environmental impact analysis and environmental audit concepts. in resource management materials, the local resource management activities contained in the tarakan mangrove conservation area (figure 2). resources potencies in the tarakan city, among others, nepenthes sp as an ornamental plant that has a high economic value, fishery products (such as fishes, fish and seaweed), mangrove tuna that has an important role in the balance of aquatic ecosystems, and the proboscis monkey (nasalis larvatus, an endemic mammals at tarakan city). local potencies in tarakan city should be exposed in the learning, so that learners can know details. resource management materials that are integrated with local potentials are considered very attractive by respondents. because it presents images and the translation of material relevant to the local potential that existed in the tarakan city. figure 2. management of existing resources in the tarakan city. (source: textbook of environmental education based local potential) in the textbook of environmental education based local potencies it is also described that maximal resource management will bring high economic benefits to society and improve welfare. then the local potential that is contained in the biodiversity material is about the diversity of nepenthes sp. which is in the tarakan city (figure 3). figure 3. the diversity of existing nepenthes sp. in the tarakan city. (source: textbook of environmental education based local potencies). then the local potencies is contained in the material environmental issues such as waste and flood problems that exist in the tarakan city. students are given a project to identify the cause of environmental problems that occurred in the tarakan city then find a solution to solving the problem. conservation activities in the tarakan city include conservation areas mangrove of proboscis monkey (nasalis larvatus), orchid conservation, nursery and breeding areas of local crocodiles. later on the local potency-based environmental education textbooks were composed with additional materials in the form of environmental impact analysis concepts and environmental audit concepts. because in the tarakan city there are several industrial companies. so the student must know about environmental impact analysis concept and environmental audit of a company. the environmental educational textbook based local potencies contains interesting images of the local potencies of tarakan city (figure 4), such as picture of nepenthes sp. on biodiversity topic, mangrove conservation areas in resource management topic, petroleum pumps and use solar energy on environmentally friendly energy topic, and contains environmental problems that occur in the tarakan city. this makes readers more interested in reading textbooks on environmental education. based on research results suwarni (2015) states that the textbooks based on local potential can facilitate the learning process so as to help achieve the completeness of the competence of http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 developing of environmental education textbook ..... 200 ilma & wijarini / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 194-201 learners. this is in accordance with the results of research and development of textbooks environmental education based on local potencies that has been done. the existence of textbooks environmental education based on local potential is very helpful for students in understanding the concepts of environmental education materials as well as students can also recognize the local potencies of tarakan city. students can also directly see the direct application of the concept of environmental education in tarakan city environment. figure 4. textbook of environmental education based local potencies the local potential contributes enormously to the learners in the learning process. the existence of local potencies that is integrated with teaching materials can help learners in understanding the concepts to be taught. mumpuni et al (2013) states that the form of integration of learning materials in accordance with the surrounding environmental issues, can make it easy for the learners in solving environmental problems. sarah & maryono (2014b) and ardan (2016) states the effect of textbook based local potencies to learning out came. the existence of local potencies in a learning process gives effect to the closeness between the object to be taught with the learner. conclusion based on the results of the validation that has been done, it can be concluded that the environmental education textbook based on local potencies that is suitable for use in semester 5 collage level. suggestion suggestions that can be put forward for improving the quality of research, namely: 1. in the future, it is expected that this textbook can be implemented directly in the lecture of environmental education in order to know the effectiveness of this textbook to the students’ knowledge. 2. print textbook quality should be a special attention so as not to affect the ease of the delivery of information available in the textbook. 3. further exploration is needed to the border area of north kalimantan to know the local potencies. acknowledegment thank you to all those who have assisted with the implementation of this research and development. especially on ministry of research, technology and higher education of indonesia who has become the main sponsor in ths reseacrh, beginner lecturer research in 2017 (decree number: 025/e3/2017). thanks to colleagues who have become a validator in the writing of this textbook. references ardan, a. s. 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(2017). pengembangan modul pembelajaran ipa fisika materi suhu dan pemuaian berbasis potensi lokal “kerajinan logam sayangan” untuk siswa smp di kalibaru banyuwangi. jurnal pembelajaran fisika, 6(2), 116-123. http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 109-116 10.22219/jpbi.v5i1.6447 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 109 research article students’ pro-environmental behavior and environmental learning outcomes based on green consumerism ilmi zajuli ichsan a,1, diana vivanti sigit a,2,*, mieke miarsyah a,3, eka putri azrai a,4, erna heryanti a,5 a department of biology education, faculty of mathematics and natural science, universitas negeri jakarta, jl.rawamangun muka, the special capital territory of jakarta (dki, jakarta) 13220, indonesia 1 ilmizajuli95@gmail.com; 2 dianav@unj.ac.id *; 3 mmiarsyah@unj.ac.id; 4 ekaputri@unj.ac.id; 5 erna.heryanti@gmail.com; * corresponding author introduction waste in the environment is one of the environmental problems that are of concern to the community. the school environment is one of the environments of concern because many school canteens are not yet environmentally friendly. students are important subjects in research about the school environment because it has a role in protecting the environment, students who have good achievements are usually associated with their perception in protecting the environment (cheng, wong, wearing, & mcdonald, 2017; choudri et al., 2017; sandilos, rimm-kaufman, & cohen, 2017). in addition to the garbage scattered in the environment, the management is still very minimal. a lot of households don't care about garbage from their household. their a r t i c l e i n f o a b s t r a c t article history received august 19, 2018 revised february 13, 2019 accepted february 23, 2019 published february 28, 2019 green consumerism has been considered as one of promising movement in maintaining the environmental quality. this research aimed to describe the students’ pro-environmental behavior (peb) as considerable as there learning outcome based on green consumerism. this survey research was conducted in state junior high school 1 of south tambun, bekasi, west java on july-august 2018. the sampling technique used was simple random sampling with 256 students. the subject was divided into two groups: 128 students from seventh grade who had not received environmental learning materials and 128 students from eighth grade who had received environmental learning materials. the data analysis used in this study was an independent t-test. the results of the t-test showed that there was no significant difference of peb achievement between the two groups. in addition, not with standing that the average of the students’ environmental learning outcomes was 72.76, but there was as high as 78.60% of students’ achievement was classified below the standard value. thus, teachers should evaluate the environmental materials used. it is expected that biology subjects on environmental material can accommodate green consumerism concepts. copyright © 2019, ichsan et al this is an open access article under the cc–by-sa license keywords pro-environmental behavior green consumerism learning outcomes how to cite: ichsan, i. z., sigit, d.v., miarsyah, m., azrai, e.p., & heryanti, e. (2019). students’ pro-environmental behavior and environmental learning outcomes based on green consumerism. jpbi (jurnal pendidikan biologi indonesia), 5(1), 109-116. doi: https://doi.org/10.22219/jpbi.v5i1.6447 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.6447 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:mmiarsyah@unj.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.6447 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.6447&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 109-116 110 ichsan et.al (students’ pro-environmental behavior and environmental …) vegetables and food ingredients are usually left to rot and are not cleaned in the right way (mccarthy & liu, 2017). in addition to waste problems, there are other problems in the environmental field. one of them is environmental damage that adversely affects living things (burrascano et al., 2016; margono, potapov, turubanova, stolle, & hansen, 2014). this is of concern given that forests are the center of natural resources. the destruction of this forest cannot be avoided. one simple effort that might be made so that the forest does not continue to be cut down by saving paper, for example, does not use products made of wood and starts to switch to recycled wood and so on. all of the various efforts made by each person can be outlined in various policies implemented by the government and wood processing companies to find alternatives to make paper production cleaner and more environmentally friendly (akenji, 2014; silva, pavan, oliveira, & ometto, 2015). environmental problems in indonesia can be overcome one of them through learning in school. it is proven that students can make a craft to reduce plastic waste (ichsan & mulyani, 2018; mccarthy & liu, 2017). various forms of activities can be carried out so that students understand the importance of the environment for survival in the future. these problems can, in general, be overcome if students understand the concept of green consumerism. green consumerism encompasses all activities that are essentially a person's commitment to consuming environmentally friendly products (haws, winterich, & naylor, 2014; lekakos, vlachos, & koritos, 2014; moisander, 2007). some activities related to green consumerism such as turning off lights during sleep, using public transportation that is environmentally friendly, minimizing plastics and many others. this pro-environmental behavior (peb) is very closely related to green consumerism. pro-environmental behavior is a behavior that is formed from habits carried out by someone towards the environment. this behavior depends on many very complex aspects, such as making policies on environmentally friendly products, income, and time efficiency (ertz, karakas, & sarigöllü, 2016). this study does not discuss proenvironmental behavior from a broader aspect, we focus on the discussion of peb and green consumerism in terms of learning in schools. learning about green consumerism can be conveyed in biology learning about environmental material in the 7th semester of even semester. the role of learning in this material is very important because it is a time that is considered appropriate to convey green consumerism concepts. material about green consumerism can be conveyed with various learning media such as books, learning videos, websites and so on. now, learning the environment at any time does not have to come to class (gündüz, alemdağ, yaşar, & erdem, 2016; nissim, weissblueth, scott-webber, & amar, 2016; snake-beings, 2017). method the method used in this study is a descriptive method with a survey. the sample used in this study were 256 students who had done simple random sampling, which consisted of 128 grade 7 students and 128 grade 8 students. when the research was in july-august 2018 located at state junior high school 1 of south tambun, bekasi, west java. data analysis used in this study is normality test using the kolmogorov smirnov test and homogeneity test using the f test. then hypothesis used independent t-test with a 95% confidence level. the instrument grid used in this study is quoted from kaiser & wilson (2004) a little modification, because the sentence on the instrument is adjusted to the characteristics of the sample used. the number of items used in the instrument is 15 items that are valid and reliable. little modification is done in the context of the use of words on the instrument to match the sample used. this is done to better suit the level of understanding of junior high school students. more details can be seen in table 1. table 1. an aspect of pro-environmental behavior instruments. no aspect item 1 energy conservation 1,2 2 transportation 3,4* 3 waste avoidance 5,6 4 consumerism 7,8,9*,10* 5 recycling 11,12 6 vicarious, social behavior 13,14,15 *: negative item jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 109-116 111 ichsan et.al (students’ pro-environmental behavior and environmental…) this study contains the research hypothesis as follows: h0: there is no difference in scores on students' pro-environmental behavior between grade 7 and grade 8; and h1: there is the difference in scores on students' pro-environmental behavior between grade 7 and grade 8. result and discussion the results of calculating the average peb score between class 7 and class 8 show results that are not much different. the average peb score of the 7th-grade students is at 63.35 and 8th grade at 64.17. the following is a graph of the average peb score of 7th and 8th-grade junior high school students at 64.17 with a score range of 0-100. more clear results can be seen in the figure 1. figure 1. the average score of pro-environmental behavior for junior high school students is 7th and 8th grade the average score between grade class 7 and class 8 was carried out by the comparison test. the comparative test is done to see how significant the difference in scores between class 7 and class 8. the results of the t-test can be seen in table 2. table 2. the results of t-test scores of pro-environmental behavior students between grades 7 and grade 8 t df sig. mean difference -.621 254 .535 -.82266 meanwhile, to strengthen the argument, a descriptive data comparison was carried out by the students' daily test scores in biology learning on environmental material is taken from 131 students from 4 classes at grade 8. the average results of the learning outcomes were 72.76. the details of the results of learning the environmental material can be seen in figure 2. figure 2. percentage of students’ environment learning outcomes the results of the normality test show that the data are normally distributed, and the homogeneity test shows that the data is homogeneous. based on the t-test it is known that the value of sig> 0.05, this results in the acceptance of ho. scientifically, it can be interpreted that there is no difference in peb scores in 7th and 8th-grade students. this shows that environment learning that has been obtained by 8th-grade students does not significantly influence the improvement of students' peb. this is reinforced by data that shows that student learning outcomes in environmental material still tend to be many below the standard score (standard score for environment learning outcomes is 81). the percentage of students whose learning outcomes are still below standard score is 78.6%. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 109-116 112 ichsan et.al (students’ pro-environmental behavior and environmental …) biology learning on ecosystem/ environment material should be designed in such a way that there is an increasing effect in terms of students' peb. the results of the study showed that there was no significant difference between grade 7 and grade 8 scores, plus learning outcomes of environmental material that was still much below the standard indicating that biology learning on environmental material had many shortcomings so evaluation must be carried out. this is because learning in the classroom does not have much impact on grade 8 students. evaluation should involve various parties, including in this case evaluation in the form of feedback from students (ho, macglashan, littman, & cushman, 2017; kinay & bagceci, 2016). evaluation of learning can be seen in terms of learning plans, teaching materials, media used, teaching methods, or from the models used in the lesson. the teacher as the communicator must also continue to evaluate his understanding of various concepts (owusu-agyeman, larbi-siaw, brenya, & anyidoho, 2017; papadouris & constantinou, 2017; siriwongs, 2015). ecosystem/environment learning in the classroom tends to only memorize environmental terms. in practice, students do not really understand and carry out environmental concepts, especially the concept of green consumerism. teachers who explain the material also tend to ignore this aspect (fitriani, adisyahputra, & komala, 2018; istiana & awaludin, 2018; koutsoukos, fragoulis, & valkanos, 2015; suryanda, azrai, & wari, 2016). in fact, if the environmental material that contains the concept of green consumerism is taught in depth in the material of the environment, it will likely increase the peb of students. there are many fun ways that can be done in order to improve peb students, one of them is by making an interesting media or game (boholano, 2017; morganti et al., 2017; nugraini, choo, hin, & hoon, 2013). in addition, learning outcomes can be improved also by the application of learning models (khoiriyah & husamah, 2018; lince, 2016; turnip, wahyuni, & tanjung, 2016). the media plays a role in delivering learning material. likewise, in this case, the teacher can actually develop a learning media that contains green consumerism material (mao, 2014; nugraini et al., 2013; panno et al., 2017). the goal is certainly so that students' knowledge of the concept of green consumerism is increasing. this is because the learning media is very helpful in delivering learning material (ichsan, dewi, hermawati, & iriani, 2018; jiang et al., 2017; yusop & sumari, 2013). student knowledge can increase if these green consumerism concepts are included in this environment learning. increased knowledge of these concepts is very important in improving learning outcomes (derevenskaia, 2014). pro-environmental behavior can be improved in many ways. this is because peb is a thing that can be done by giving intervention in the form of treatment (aguilar-salinas, ojeda-benitez, cruz-sotelo, & castrorodríguez, 2017; buzov, 2014; ertz et al., 2016; truelove & gillis, 2018). learning is the most appropriate way to change peb students (ichsan, sigit, & miarsyah, 2018; tang, geng, schultz, zhou, & xiang, 2017). one of them is through learning tools in this case specific learning media are discussed. learning media in addition to improving learning outcomes can also improve peb. this can happen because the media makes it easier for students to access information about green consumerism. when they want to see more green consumerism material, this can be done wherever they want. in addition to the media, many activities can be included in order to improve students' peb such as ecotourism (cheng et al., 2017; hamden & low, 2015; olaniyi, akindele, & ogunjemite, 2018; ting & cheng, 2017). environmental education is an effort in changing human behavior with the aim of developing understanding, skills, and public awareness regarding the environment so that people can care about the environment. environmental caring behavior is very important to be owned by humans, because with caring behavior the environment will make environmental conditions to be maintained so that they can be passed on to the next generation. the environment is very suitable to be used as a learning tool because the natural environment provides a variety of materials that are in our daily activities. the environment can be a source of learning because learning not only uses books, but we can use the environment because the environment can provide various benefits for students, namely a) providing experience, b) providing knowledge, c) providing awareness about what people do to the environment, and d) knowing the importance of the environment as our life. environmental learning will make people grow their behavior in a number of ways, namely: a) respecting and nurturing life, b) improving the quality of human life, c) conserving the life force and diversity of the earth, d) avoiding waste of non-renewable resources, e) not exceeding capacity limits carrying capacity of the earth, f) change the attitude of life that is consumptive and excessive. the implementation of environmental learning activities must be well designed and integrated so as not to overlap in the implementation of environmental learning. environmental learning is also not only done in the school environment but can also be done. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 109-116 113 ichsan et.al (students’ pro-environmental behavior and environmental…) in addition to media, enhancing biology learning outcomes can also be obtained by developing teaching materials. development of teaching materials in biology materials that are considered necessary can be done to improve learning outcomes (azrai, ernawati, & sulistianingrum, 2017; garcia, 2015; kamaludin, surtikanti, & surakusumah, 2018; quieng, lim, & lucas, 2015; sigit, ernawati, & qibtiah, 2017). this also applies to environmental material, because this material is classified as a difficult material. in addition, teaching materials are also potential to improve students' peb because they have functions similar to learning media. electronic learning materials can also be accessed anywhere (best & macgregor, 2017; golitsyna, 2017; reyna, hanham, & meier, 2018). conclusion green consumerism learning in schools has not affected the students' pro-environmental behaviour (peb). this is evidenced by the peb score between 7th and 8th-grade students who are no different. environmental learning outcomes are still relatively low, as many as 78.6% of students are still below the minimum standard of biology subjects on environmental material. this is because there is little environmental learning in the class that discusses green consumerism. this resulted in an impact on the low peb score and learning outcomes. references aguilar-salinas, w., ojeda-benitez, s., cruz-sotelo, s., & castro-rodríguez, j. 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(2018). perception of pro-environmental behavior. global environmental change, 49(february), 175–185. doi: https://doi.org/10.1016/j.gloenvcha.2018.02.009 turnip, b., wahyuni, i., & tanjung, y. i. (2016). the effect of inquiry training learning model based on just in time teaching for problem solving skill. journal of education and practice, 7(15), 177–181. retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&an=ej1103095&site=ehost-live yusop, f. d., & sumari, m. (2013). the use of social media technologies among malaysian youth. procedia social and behavioral sciences, 103, 1204–1209. doi: https://doi.org/10.1016/j.sbspro.2013.10.448 https://doi.org/10.1016/j.gloenvcha.2018.02.009 http://search.ebscohost.com/login.aspx?direct=true&db=eric&an=ej1103095&site=ehost-live https://doi.org/10.1016/j.sbspro.2013.10.448 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 19 available at http://ejournal.umm.ac.id/index.php/jpbi pengembangan buku ajar berbasis lingkungan hidup pada matakuliah biologi di universitas tribhuwana tunggadewi the development of environment based textbook in biology course at tribhuwana tunggadewi university nugroho aji prasetiyo 1 , pertiwi perwiraningtyas 2 1,2 universitas tribhuwana tunggadewi, jalan telaga warna blok c tlogomas kota malang, jawa timur, telp. 0341-565500 e-mail korespondensi: nugrohoajip21@gmail.com abstrak permasalahan lingkungan hidup yang berakar dari perilaku manusia masih sering ditemukan dalam kehidupan sehari-hari. salah satu faktor penyebabnya adalah belum maksimalnya capaian pembelajaran lingkungan hidup pada dunia pendidikan. tujuan penelitian ini adalah mengembangkan buku ajar matakuliah biologi berbasis lingkungan hidup yang disesuaikan dengan kebutuhan dan karakter mahasiswa. model pengembangan yang digunakan dalam penelitian pengembangan ini adalah model pengembangan thiagarajan yang telah dimodifikasi, terdiri dari 3 tahap, yakni define, design, dan develop. teknik pengumpulan data menggunakan angket validasi untuk para ahli dan uji coba skala kecil. hasil pengembangan buku ajar menunjukkan rata-rata hasil validasi dan uji coba berada pada kategori layak digunakan dengan predikat baik sesuai dengan tabel kriteria tingkat kelayakan dan revisi produk. kata kunci: buku ajar, mahasiswa, pendidikan lingkungan hidup abstract environmental issues are rooted in human behavior is often found in everyday life, one contributing factor was not maximal the environment learning outcomes in the education. the purpose of this study is to develop environment based textbook in biology course suited to the needs and character of college students. the development model used in this research and development are modified thiagarajan et al model consists of three stages: define, design, and develop. the technique of collecting data using questionnaires validation for experts, and small-scale trials. the result of the development of textbooks showing the average results of the validation and testing is in the category with a good fit for use in accordance with the table eligibility criteria and product revision level. keywords: college student, environmental education, text book perguruan tinggi merupakan komponen sistem pendidikan nasional yang memiliki peran penting dalam mencerdaskan bangsa serta memajukan ilmu pengetahuan dan teknologi. perguruan tinggi memiliki kewajiban melaksanakan tridharma perguruan tinggi, yaitu menyelenggarakan pendidikan, penelitian, dan pengabdian masyarakat. universitas tribhuwana tunggadewi (unitri) sebagai salah satu perguruan tinggi swasta, dalam dharma penelitian memiliki kebijakan peningkatan jumlah dan mutu penelitian melalui program peningkatan produktivitas ilmiah dan kemampuan sivitas akademika dalam kegiatan penelitian. penelitian merupakan kegiatan yang dilakukan secara sistematis berdasarkan metode ilmiah untuk mendapatkan informasi, data, dan keterangan yang berkaitan dengan pemahaman dan pengujian (uu ri no. 12, tahun 2012). penelitian pendidikan dapat dilakukan melalui pengembangan bahan ajar sebagai salah satu upaya peningkatan kualitas proses belajar mengajar peserta didik. penelitian pendidikan juga berperan penting dalam menyelesaikan berbagai isu jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 20 available at http://ejournal.umm.ac.id/index.php/jpbi permasalahan-permasalahan global, salah satunya adalah permasalahan tentang lingkungan hidup. permasalahan lingkungan hidup berakar dari perilaku manusia masih sering ditemukan dalam kehidupan sehari-hari, salah satu faktor penyebabnya adalah belum maksimalnya capaian pembelajaran lingkungan hidup pada dunia pendidikan (sudaryanti & kusrahmadi, 2011). kementrian lingkungan hidup dan kehutanan menyatakan bahwa materi dan metode pelaksanaan pendidikan lingkungan hidup tidak aplikatif, kurang mendukung penyelesaian permasalahan lingkungan hidup yang dihadapi di daerah masingmasing. hal ini secara tidak langsung merupakan indikasi bahwa secara umum konsepsi pendidikan lingkungan hidup lebih banyak pada tatanan ide dan instrumental lingkungan hidup. oleh karena itu kajian terhadap pelaksanaan pembelajaran pendidikan lingkungan hidup selama ini sangat perlu dilakukan, sehingga perlu pengembangan bahan ajar yang mampu memuat pendidikan lingkungan hidup berdasarkan lingkungan peserta didik secara langsung (sudaryanti & kusrahmadi, 2011). mengacu pada kebutuhan pentingnya pembelajaran berbasis lingkungan hidup tersebut, dosen sebagai pendidik diharapkan mampu mengembangkan bahan ajar berbasis lingkungan hidup sebagai sumber belajar mahasiswa. sumber belajar ini penting bagi mahasiswa karena dapat digunakan sebagai rujukan keilmuan. salah satu tujuan adanya sumber belajar yaitu untuk memudahkan mahasiswa untuk mempelajari kompetensi tertentu (prastowo, 2011). buku ajar merupakan salah satu bentuk bahan cetak yang dapat dikembangkan sebagai sumber belajar. buku ajar dapat digunakan sebagai salah satu sumber acuan bagi pendidik dalam melaksanakan proses pembelajaran (priyanto, 2012). proses pengembangan buku ajar harus mempertimbangkan berbagai hal, antara lain ketersediaan sumber acuan yang digunakan dalam penyusunan buku ajar, karakteristik pengguna buku ajar, dan tuntutan kurikulum (depdiknas, 2008). berdasarkan hasil observasi pada bulan februari 2016 terhadap mahasiswa arsitektur lanskap unitri yang menempuh matakuliah biologi, para mahasiswa mendapatkan kesulitan dalam memahami materi pengetahuan dan permasalahan lingkungan yang dibuktikan dengan rendahnya perolehan skor saat dilakukan asesmen. selain itu kesadaran dan kepedulian mahasiswa pada lingkungan sekitar masih kurang. mahasiswa kurang menghargai dan mengerti konsep kata ekosistem, pendidikan lingkungan hidup dilihat dari sudut kognitif berarti pengembangan pengertian tentang biosfer, tentang bumi dan isinya yang didiami oleh makluk hidup. kekurangan pengetahuan akan konsep ekologi dalam pendidikan lingkungan hidup akan berdampak pada kesalahan perilaku manusia terhadap lingkungan. berdasarkan hasil analisis kebutuhan buku ajar dengan objek mahasiswa strata satu program studi arsitektur lanskap unitri, mahasiswa yang telah menempuh matakuliah biologi mengatakan bahwa materi pengetahuan dan permasalahan lingkungan merupakan materi yang tergolong sukar dipahami. materi pengetahuan dan permasalahan lingkungan terlalu teoritis dan kurang kontekstual sehingga sukar dipahami. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 21 available at http://ejournal.umm.ac.id/index.php/jpbi selain itu, materi tersebut belum didukung kegiatan praktikum dan penelitian yang membantu mahasiswa memahami konsep, prinsip, dan prosedur terkait materi pengetahuan dan permasalahan lingkungan. penelitian yang dilakukan lepiyanto (2015) menunjukkan pengembangan bahan ajar berbasis kontekstual pada matakuliah biologi dapat meningkatkan pehamaman mahasiswa terhadap materi/pokok bahasan perkuliahan biologi. berdasarkan hasil observasi dan wawancara serta kajian penelitian sebelumnya tersebut, maka perlu dikembangkan bahan/buku ajar berbasis lingkungan hidup untuk peningkatan ketercapaian kompetensi mahasiswa yang menempuh matakuliah biologi. metode penelitian lokasi dan subjek penelitian penelitian ini dilaksanakan di program studi arsitektur lanskap fakultas pertanian universitas tribhuwana tunggadewi. subjek penelitian adalah mahasiswa program studi arsitektur lanskap semester genap tahun akademik 2015/2016 yang telah menempuh mata kuliah biologi. jumlah subjek coba penelitian sebanyak 25 mahasiswa. metode dan prosedur penelitian jenis penelitian ini merupakan penelitian research and development (r & d) dengan merujuk pada model pengembangan thiagarajan et al. (2011) yang telah dimodifikasi terdiri atas tiga tahap define, design, dan develop. tahap define (pendefinisian) adalah melakukan observasi untuk melihat kebutuhan materi yang diperlukan oleh mahasiswa serta mengamati karakter mahasiswa dalam kelas tersebut tahap design (perancangan) adalah merancang prototipe atau kerangka bahan ajar yang akan dibuat dan disesuaikan dengan analisis kebutuhan serta analisis karakter mahasiswa. tahap develop (pengembangan) mencakup tahap validasi bahan ajar yang telah dibuat kepada para validator yang terdiri dari validator ahli materi, validator ahli bahasa, dan validator ahli media serta dilakukan uji coba perorangan dan skala kecil. validasi dan uji coba bertujuan untuk mengontrol isi bahan ajar agar tetap sesuai dengan kebutuhan dan karakteristik mahasiswa. selanjutnya dilakukan proses revisi-revisi untuk menyempurnakan buku ajar dari berbagai aspek. revisi didasarkan pada saran dan masukan dari validator ahli materi yang telah disebutkan di bagian penyajian data, maupun saran secara lisan pada saat diskusi dengan ahli materi (zunaidah, 2016). jenis data yang digunakan dalam penelitian ini adalah kualitatif dan kuantitatif. data kualitatif diperoleh dari kritik dan saran dari para validator dan koresponden uji coba. data kuantitatif diperoleh dari data hasil validasi dari para validator dan dari data uji coba skala kecil pada mahasiswa. adapun instrumen dalam penelitian dan pengembangan ini berupa lembar validasi ahli dan koresponden uji coba produk. kisi-kisi instrumen penelitian pengembangan terdapat pada tabel 1-3. data kuantitatif berupa nilai hasil validasi ahli dan uji coba lapangan pada mahasiswa berupa nilai angket. data pengisian angket mengacu pada metode pengisian skala likert dengan 4 pilihan dari setiap komponen yang dipaparkan. data ini berupa angka-angka yaitu 4, 3, 2, 1. angkaangka tersebut kemudian dikualitatifkan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 22 available at http://ejournal.umm.ac.id/index.php/jpbi sehingga dapat disimpulkan tingkat kevalidan buku ajar berbasis lingkungan hidup yang dikembangkan. jawaban angket menggunakan skala likert yang meliputi empat pilihan disajikan pada tabel 4. tabel 1. kisi-kisi instrumen lembar validasi ahli materi matakuliah bioteknologi komponen yang divalidasi indikator kesesuaian uraian materi dengan kompetensi dasar 1. kelengkapan materi 2. keluasan materi 3. kedalaman materi keakuratan dan kebenaran materi 1. keanekaragaman hayati 2. konsep lingkungan hidup 3. permasalahan lingkungan 4. pendidikan lingkungan hidup 5. kaderisasi konservasi 6. arsitektur hijau materi pendukung pembelajaran 1. kesesuaian dengan perkembangan iptek 2. kekinian, fitur, contoh dan rujukan 3. keterkaitan antar konsep 4. pengayaan tabel 2. kisi-kisi instrumen lembar validasi ahli media dan desain pembelajaran komponen yang divalidasi indikator teknik penyajian 1. sistematika penyajian 2. keruntutan penyajian kelayakan penyajian 1. bagian pendahuluan 2. bagian isi 3. bagian penutup kelayakan kegrafikan 1. ukuran buku: a) kesesuaian ukuran buku dengan standar iso 2. desain cover: a) tata letak b) komposisi dan ukuran unsur tata letak c) huruf 3. desain isi buku a) pencerminan isi buku b) keharmonisan tata letak c) kelengkapan tata letak d) tipografi isi tabel 3. kisi-kisi instrumen lembar validasi uji coba perorangan dan skala kecil komponen yang divalidasi indikator uji coba perorangan 1. kesalahan ketik 2. kesalahan penggunaan tanda baca 3. kata yang seharusnya menggunakan huruf capital 4. kata yang seharusnya komponen yang divalidasi indikator menggunakan huruf kecil 5. hal-hal lain yang perlu diperbaiki uji coba skala kecil 1. tampilan cover membuat ketertarikan mempelajari materi bahan ajar 2. topik bahasan/judul bab sudah menarik perhatian untuk mempelajari materi lebih dalam 3. tujuan pembelajaran mempermudah mengetahui kemampuan apa yang harus dimiliki setelah mengikuti kegiatan pembelajaran 4. materi yang disajikan sudah sesuai dengan tujun pembelajaran 5. materi yang disajikan sudah sesuai dengan tujuan pembelajaran 6. rangkuman diakhir bab/bahasan sudah dapat meningkatkan pemahaman anda tentang materi yang sudah dipelajari 7. adanya evaluasi/refleksi sudah dapat membantu anda mengukur sejauh mana anda memahami materi yang sudah dipelajari 8. bahasa yang dipergunakan pada sajian materi mudah dipahami mahasiswa 9. sistematika sajian materi memudahkan anda memahami keseluruhan materi secara bertahap. tabel 4. kriteria jawaban angket dengan skala likert angka kriteria 4 baik/menarik/layak/mudah/sesuai/tepat. 3 cukup baik/cukup menarik/cukup layak/ cukup mudah/cukup sesuai/cukup tepat. 2 kurang baik/kurang menarik/kurang layak/ kurang mudah/kurang sesuai/kurang tepat. 1 tidak baik/tidak menarik/tidak layak/tidak mudah/tidak sesuai/tidak tepat. (sumber: arikunto, 2007) teknik pengumpulan data yang digunakan adalah analisis data deskriptif kuantitatif, digunakan untuk mengolah data dari hasil validasi ahli materi, desain, dan media pembelajaran berupa masukan saran jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 23 available at http://ejournal.umm.ac.id/index.php/jpbi serta kritik perbaikan yang terdapat pada angket instrumen validasi dan analisis statistik deskriptif kualitatif yang digunakan untuk menganalisis data yang diperoleh dalam bentuk analisis presentase. data yang telah dikumpulkan pada lembar validasi angket uji coba terlebih dahulu diubah kedalam data kuantitatif sesuai dengan bobot skor. pengubahan dilakukan dengan rumus sebagai berikut (arikunto, 2007). keterangan: p = persentase σx = jumlah jawaban responden dalam 1 item σxi = jumlah nilai ideal dalam item 100% = konstanta adapun kriteria kevalidan data angket penilaian validator dapat ditinjau dari hasil persentase kriteria dalam tabel 5. tabel 5. kriteria kevalidan data angket penilaian validator (sumber: akbar, 2013) hasil dan pembahasan penelitian pengembangan buku ajar biologi berbasis lingkungan hidup menghasilkan draft buku ajar yang telah divalidasi dan diuji coba keterbacaan skala kecil. berdasarkan hasil validasi oleh ahli biologi khususnya materi lingkungan hidup didapatkan rerata persentase hasil penilaian sebesar 91,65% dengan kriteria penilaian sangat valid. ringkasan data hasil validasi ahli materi pada tabel 6. rata-rata persentase hasil penilaian terhadap desain buku oleh ahli media dan desain pembelajaran, yaitu sebesar 87,5% dengan kriteria valid. ringkasan data hasil validasi ahli ahli media dan desain pembelajaran pada tabel 7. tabel 6. ringkasan hasil validasi buku ajar biologi oleh ahli materi aspek yang dinilai persentase (%) kriteria 1. keanekaragaman hayati 2. konsep lingkungan hidup 3. permasalahan lingkungan 4. pendidikan lingkungan hidup 5. kaderisasi konservasi 6. arsitektur hijau 83,3 100 83,3 100 83,3 100 valid sangat valid valid sangat valid valid sangat valid rerata 91,65 sangat valid tabel 7 ringkasan hasil validasi buku ajar biologi oleh ahli media dan desain pembelajaran aspek yang dinilai persentase (%) kriteria 1. ukuran buku 2. tata letak cover buku 3. tipografi cover buku 4. ilustrasi cover buku 5. tata letak isi buku 6. tipografi isi buku 100 87,5 87,5 87,5 87,5 75 sangat valid sangat valid sangat valid sangat valid sangat valid valid rerata 87,5 valid komentar dan saran validator digunakan sebagai dasar perbaikan dan revisi buku ajar biologi yang dikembangkan. berikut ini adalah sajian data komentar dan saran oleh validator ahli materi serta ahli media dan desain pembelajaran. komentar dan saran oleh validator ahli materi serta validator ahli media dan desain pembelajaran secara berurutan disajikan pada tabel 8 dan tabel 9. skala nilai (%) tingkat validitas 85,01 – 100,00 sangat valid, dapat digunakan tetapi perlu revisi kecil 70,01 –85,00 valid, dapat digunakan tetapi perlu revisi kecil 50,01 – 70,00 kurang valid, dapat digunakan tetapi perlu revisi besar 01,00 – 50,00 tidak valid, tidak boleh dipergunakan ........................... (1) jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 24 available at http://ejournal.umm.ac.id/index.php/jpbi tabel 8. komentar dan saran ahli materi aspek yang dinilai saran 1. ilustrasi gambar 2. kedalaman materi 3. struktur dan sistematika penulisan a. keterangan gambar sebaiknya diganti dari bahasa inggris menjadi bahasa indonesia b. ukuran gambar sebaiknya diperbesar c. perlu perbaikan ilustrasi gambar (konsep dan keterangan yang tidak sesuai dengan ilustrasi gambar sebaiknya dihilangkan) kaji lebih banyak jurnal penelitian terkait pendidik an lingkungan hidup a. perbaiki kesalahan penulisan b. perlu ditambah dengan glosarium untuk memudahkan memahami istilah-istilah yang sulit tabel 9. komentar dan saran ahli media dan desain pembelajaran aspek yang dinilai saran ilustrasi gambar a. beberapa gambar ukurannya perlu diperbesar, agar lebih jelas dan mudah dibaca b. ada beberapa gambar yang belum menyertakan sumber rujukan uji coba lapangan dimaksudkan untuk mengetahui tingkat keterbacaan dan kevalidan buku ajar biologi yang dikembangkan. uji coba lapangan ada dua tahap, yaitu uji coba perorangan pada tiga mahasiswa dan uji coba kelompok pada sepuluh mahasiswa. mahasiswa uji coba perorangan menilai kesalahan penulisan buku ajar berupa kata yang salah ketik, tanda baca yang salah ketik, kesalahan penggunaan huruf kapital dan huruf kecil, serta hal-hal lain terkait kesalahan penulisan. setelah uji coba perorangan, maka selanjutnya dilakukan uji coba kelompok. mahasiswa uji coba kelompok menilai kemenarikan struktur dan bentuk fisik produk yang dikembangkan, kemudahan sistematika penyajian materi, kemudahan produk untuk digunakan, serta manfaat produk untuk membantu pemahaman mahasiswa. rata-rata persentase hasil penilaian terhadap buku ajar oleh mahasiswa pada uji coba kelompok, yaitu sebesar 85,78% dengan kriteria sangat valid. ringkasan data hasil penilaian oleh mahasiswa pada uji coba kelompok disajikan pada tabel 10. tabel 10. ringkasan hasil validasi buku ajar biologi oleh mahasiswa aspek yang dinilai persentase (%) kriteria 1. tampilan cover membuat ketertarikan mempelajari materi bahan ajar 2. topik bahasan/judul bab sudah menarik perhatian untuk mempelajari materi lebih dalam 3. tujuan pembelajaran mempermudah mengetahui kemampuan apa yang harus dimiliki setelah mengikuti kegiatan pembelajaran 4. materi yang disajikan sudah sesuai dengan tujuan pembelajaran 5. rangkuman diakhir bab/bahasan sudah dapat meningkatkan pemahaman anda tentang materi yang sudah dipelajari 6. adanya evaluasi/refleksi sudah dapat membantu anda mengukur sejauh mana anda memahami materi yang sudah dipelajari 7. bahasa yang dipergunakan pada sajian materi mudah dipahami mahasiswa 8. sistematika sajian materi memudahkan anda memahami keseluruhan materi secara bertahap 86,6 93,3 86,6 80 86,6 86,6 80 86,6 sangat valid sangat valid sangat valid valid sangat valid sangat valid valid sangat valid rerata 85,78 sangat valid jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 25 available at http://ejournal.umm.ac.id/index.php/jpbi buku ajar biologi ini dikembangkan untuk mengakomodasi ketersedian sumber belajar materi ekologi bagi mahasiswa arsitektur lanskap yang menempuh matakuliah biologi. penyusunan buku ajar harus memperhatikan ukuran fisik buku. ukuran buku ajar biologi sesuai dengan standar iso (mitasari, 2015), yaitu ukuran b5 (17,6 x 25 cm). ukuran tulisan yang dipilih adalah 11 pt (kecuali tabel, ukuran huruf 9 pt) dengan font times new rowman paragraf rata kanan kiri. penggunaan paragraf rata kanan kiri sangat membantu pembaca dalam membaca teks panjang, bentuk paragraf tersebut juga memudahkan pembaca dalam alur membaca dan menjaga konsentrasi selama membaca (abidin, 2014). proses pengembangan buku ajar oleh dosen menyesuaikan dengan tujuan instruksional matakuliah, selanjutnya dosen harus mengumpulkan berbagai informasi dari berbagai sumber pustaka, seperti buku teks, artikel ilmiah, jurnal, dan media massa. informasi kemudian dikemas sesuai dengan kebutuhan mahasiswa, selanjutnya ditata, dikemas, dan ditulis sebagai bahan ajar menggunakan kerangka sistematis (husamah, 2015). konten buku ajar biologi disusun berdasarkan kurikulum yang ada di program studi arsitektur lanskap unitri. materi buku ajar mengacu indikator kompetensi di dalam rps matakuliah biologi untuk mahasiswa arsitektur lanskap. selain itu penyusunan buku ajar juga mempertimbangkan aspek pengguna, yaitu mahasiswa arsitektur lanskap. buku ajar yang dikembangkan harus memiliki prinsip relevansi, konsistensi, dan kecukupan (abidin, 2014). prinsip relevansi (keterkaitan), materi yang dikembangkan hendaknya berkaitan dengan ketercapaian kompetensi yang harus dikuasai mahasiswa. prinsip konsistensi (keajegan), jumlah isi pokok buku ajar harus dan perlu disesuaikan dengan jumlah kompetensi yang harus dicapai. prinsip kecukupan, materi yang ada dalam buku membantu mahasiswa dalam menguasai berbagai kompetensi. sistematika penyajian materi menjadi aspek yang penting dalam penyusunan buku ajar, karena susunan materi yang runtut memudahkan mahasiswa memahami materi secara keseluruhan. penyajian tujuan pembelajaran di awal bab bertujuan untuk mempermudah mahasiswa mengetahui kemampuan apa yang harus dimiliki mahasiswa setelah mempelajari buku ajar tersebut. materi tidak boleh terlalu sedikit dan tidak boleh terlalu banyak. jika terlalu sedikit maka kurang membantu mencapai kompetensi dan jika terlalu banyak maka tidak efektif (abidin, 2014). penyusunan buku ajar hendaknya memperhatikan aspek hubungan gambar dan teks bacaan. gambar harus mampu menjelaskan dan mempermudah memahami teks bacaan. oleh karena itu pemilihan gambar harus mendukung isi teks bacaan. pemilihan gambar memiliki beberapa syarat, yaitu harus memiliki kaitan dengan informasi utama pada teks bacaan, mengakomodasi secara keseluruhan materi pembahasan, dan gambar yang dipilih hendaklah mendekati gambar aslinya (sulton, 2003). berdasarkan hasil validasi terhadap ahli materi, rata-rata persentase hasil penilaian terhadap materi buku ajar, yaitu sebesar 96,15% dengan kriteria sangat valid. buku ajar biologi yang dikembangkan sesuai dengan keperluan matakuliah biologi, kedalaman materi sesuai dengan tujuan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 26 available at http://ejournal.umm.ac.id/index.php/jpbi sehingga layak digunakan setelah dilakukan revisi (akbar, 2013). rata-rata persentase hasil penilaian terhadap desain buku oleh ahli media dan desain pembelajaran, yaitu sebesar 87,5% dengan kriteria valid. ratarata persentase hasil penilaian terhadap buku ajar oleh mahasiswa pada uji coba kelompok, yaitu sebesar 85,78% dengan kriteria sangat valid. secara keseluruhan buku ajar biologi yang dikembangkan sudah bagus dan layak digunakan setelah dilakukan revisi sesuai dengan kriteria akbar (2013). hasil produk pengembangan berupa buku ajar yang telah direvisi berdasarkan komentar dan saran validator bertujuan untuk perbaikan buku ajar, sehingga pemakaian buku ajar menjadi lebih efisien, efektif dan komunikatif kepada pembaca, dengan tetap memperhatikan tujuan penyusunan buku ajar (fidiastuti, 2016). kelebihan produk yang dikembangkan adalah isi materi buku ajar biologi ini telah sesuai dengan kompetensi yang harus dicapai oleh para mahasiswa. indikator kompetensi menjadi acuan dalam pengembangan materi buku. selain itu, buku ajar ini dikembangkan berbasis lingkungan hidup, sehingga diharapkan mahasiswa lebih memahami permasalahan lingkungan dan mengkaitkan konsep dengan kehidupan sehari-hari. kekurangan terkait produk yang dikembangkan adalah buku ajar biologi hanya dikembangkan sampai pada tahap uji coba lapangan dan masih belum diuji keefektifannya pada kelas sesungguhnya. buku ajar ini spesifik membahas terkait materi lingkungan belum mencakup keseluruhan materi dalam perkuliahan biologi untuk arsitektur lanskap. penutup kesimpulan penelitian dan pengembangan ini menghasilkan buku ajar biologi berbasis lingkungan hidup yang telah tervalidasi oleh ahli materi, ahli media dan pembelajaran, serta telah melalui proses uji coba terbatas yakni uji perorangan dan uji coba skala kelompok kecil, sehingga sesuai dengan kebutuhan materi dan karakteristik mahasiswa. saran buku ajar yang telah dikembangkan dapat menjadi buku pelengkap dalam perkuliahan biologi serta dapat dimanfaatkan mahasiswa untuk belajar mandiri di luar perkuliahan. buku ajar ini dapat dikembangkan lebih lanjut agar lebih lengkap dan lebih sempurna, untuk pengembangan selanjutnya buku ajar ini dapat disebarkan pada kalangan yang lebih luas. perlu ada penelitian quasi eksperimen untuk menguji efektivitas buku ajar yang telah dikembangkan. daftar rujukan abidin, y. (2014). desain sistem pembelajaran dalam konteks kurikulum 2013. bandung, indonesia: refika aditama. akbar, s. (2013). instrumen perangkat pembelajaran. bandung, indonesia: pt. remaja. arikunto, s. (2007). prosedur penelitian suatu pendekatan praktik. jakarta, indonesia: rineka cipta. depdiknas. (2008). panduan pengembangan bahan ajar. jakarta, indonesia: direktorat pembinaan sekolah menengah atas. fidiastuti, h. r. & rozana, k. m. (2016). jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-27) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 prasetiyo & perwiraningtyas, pengembangan buku ajar 27 available at http://ejournal.umm.ac.id/index.php/jpbi developing modul of microbiology subject through biodegradation by using the potencial of indigen bacteria. jurnal pendidikan biologi indonesia, 2(2), 125-132. husamah, rochman, f. & utomo, h. 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(2016) pengembangan bahan ajar matakuliah bioteknologi berdasarkan kebutuhan dan karakter mahasiswa universitas nusantara pgri kediri. jurnal pendidikan biologi indonesia, 2(1), 19-30. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 2 july 2022, pp. 121-128 10.22219/jpbi.v8i2.18540 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 121 research article the effect of learning cycle 5e+powtoon on students’ motivation: the concept of animal metamorphosis koraima resmol a,1, marleny leasa a,2,* a deparment of primary education, faculty of teacher training and education, universitas pattimura, jl. ir m. putuhena kampus poka, ambon, maluku 97233, indonesia 1 nauluambon@gmail.com; 2 marlenyleasa3@gmail.com* * corresponding author introduction primary education is believed to be the initial reference point in formal education that can change student behavior towards nature. in a sense, elementary school students need proper learning facilitation. according to some experts, one of the subjects that can provide behavioral provisions to elementary school students in science learning (mack et al., 2021). this learning is more related to how to find out about nature systematically, not only mastering a collection of knowledge in the form of facts, concepts, or principles, but also a process of discovery (darling-hammond et al., 2019; hsieh, 2014). therefore, learning science requires various perspectives to learn about nature to facilitate students' learning (gokalp & kirbulut, 2013; kho & chen, 2017). through science learning, students gain direct experience and solve problems according to their learning concepts (lin et al., 2021). however, some research results prove that elementary school students are afraid of being wrong in practicing concepts, so they tend to be afraid to try again (wu et al., 2021). therefore, the role of the teacher must be a skilled facilitator to facilitate the learning needs of students. a r t i c l e i n f o a b s t r a c t article history received: 1 november 2021 revised: 18 may 2022 accepted: 4 june 2022 published: 30 july 2021 during the covid-19 pandemic period, elementary school students experienced many learning difficulties, which resulted in decreased learning motivation. this study aimed to determine the effect of the 5e+powtoon learning cycle learning model on learning motivation in science. this quasi-experimental research was conducted at public elementary school (es) teladan ambon, maluku. there were two groups, one as the experimental class and another as a control class with 60 students. the research design used was a pretest-posttest non-equivalent control group. the instrument used is a learning motivation questionnaire, with a value of validity = 0.769 and reliability = 0.897. the analysis results with ancova showed the value of sig = 0.000 > alpha (0.05), so applying the 5e+powtoon model effect students' learning motivation. thus, the 5e+powtoon learning cycle can be recommended to increase elementary school students learning motivation. further research is suggested to compare student motivation in maluku with other developed countries by using the 5e model with other online learning applications. copyright © 2022, resmol and leasa this is an open-access article under the cc–by-sa license keywords digital-based media learning cycle model multimedia interactive powtoon students motivation how to cite: resmol, k, and leasa, m. (2022). the effect of learning cycle 5e+powtoon on students’ motivation: the concept of animal metamorphosis. jpbi (jurnal pendidikan biologi indonesia), 8(2), 121-128. doi: https://doi.org/10.22219/jpbi. v8i2.18540 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.18540 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:nauluambon@gmail.com mailto:marlenyleasa3@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.%20v8i2.18540 https://doi.org/10.22219/jpbi.%20v8i2.18540 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 121-128 122 resmol and leasa (the effect of learning cycle…) during the covid-19 pandemic, teachers have a role in more complex learning, especially online science learning. as is known, during online learning, the student's study room moves from class to home. this condition makes the teacher must try as much as possible to carry out learning effectively. on the other hand, it was reported that many students experienced learning loss during this pandemic during the online learning period. one of the reasons for the loss of learning is the reduced motivation of students to learn (dağgöl, 2013; zaitun et al., 2021), especially students who study individually from home without any direct interaction with their friends. in addition, learning conditions often change rapidly, and the safety factor is sometimes uncertain. hira and anderson (2021) and raiman et al (2021) reports that this situation makes students lose their motivation to learn, especially those under psychological pressure and stress caused by various factors. moreover, those who lack psychological resilience are also prone to losing motivation. another fact shows that indonesia is still trying to improve its position in pisa and timss so as not to lag behind other countries in asia (agasisti et al., 2021). according to fenanlampir et al (2019), the efforts made to improve the results of pisa and timss are to improve the quality of learning by encouraging student learning motivation. wenno (2015) underlines that motivation is one factor that influences low science learning outcomes. several efforts are intended to increase learning motivation, such as the implementation of independent learning programs (freedom of learning) and independent campuses (yusuf & arfiansyah, 2021) as well as digital-based learning transformation (borleffs et al., 2018; dukut, 2019), which focuses on interest in learning. student learning motivation is indicated to be strong and directly proportional to learning outcomes. if learning motivation is high, learning outcomes are also expected to be high, and vice versa. the results of a survey of science learning in 10 regions and cities in maluku province show that elementary science learning outcomes still need to be empowered by applying learning models that help students gain a lot of learning experiences (leasa et al., 2021). recent studies report that learning models can potentially increase students' learning motivation (kho & chen, 2017; wang et al., 2021). furthermore, in online learning, the use of media is necessary to encourage an increase in students' learning motivation (sung et al., 2015). this condition requires the innovation of student-centered practical and contextual learning models. these innovations are developed integrally with media integration to build students' creativity and innovation. one of the recommended learning models is learning cycle 5e, which involves students learning something new, or trying to understand something more deeply (grau et al., 2021; ylostalo, 2020). in addition, 5e can stimulate students' cognitive thinking processes allowing them to explore their knowledge through various exploratory experiences (niederberger, 2009), increasing motivation (goldston et al., 2010), and learning outcomes (schallert et al., 2021). learning cycle 5e can be implemented in two features, involving students in scientific inquiry and constructivism, which is rooted in how all children learn science and resembles how scientists conduct investigations and discoveries (goldston et al., 2013). model 5e is indicated to positively influence cognitive learning stages such as interpretation, analysis, evaluation, supporting the investigation process, learning new concepts, or trying to understand known concepts in all aspects (ulaş et al., 2012). learning cycle 5e can increase the creativity of elementary school students from three aspects of science learning: fluency, flexibility, and uniqueness. the final test results showed a significant number of 10 to 60%, 30 to 90%, and 20 to 130% compared to students in the control group (zhou, 2021). however, the 5e learning cycle requires more time and energy than compiling and implementing the learning. it requires the seriousness and creativity of teachers in designing and implementing the learning process (abdusselam et al., 2018). therefore, in cycle 5e learning, it is necessary to implement solutions that can facilitate the required period but are not hindered by the limited formal lesson schedule (schallert et al., 2020). one solution that can be taken is to apply 5e cycle learning with powtoon media. powtoon media can help teachers create and present more interesting learning materials so students can focus more on learning motivation (susanti et al., 2020). in addition, powtoon has been recommended as a digital-based learning program suitable for use in education (muliyati et al., 2021; susanti et al., 2020). powtoon is a digital-based media with various features and effects that influence creativity, dynamic thinking, and student motivation (kafah et al., 2020; zamora et al., 2021). powtoon media is a relatively new learning media, so teachers still rarely use it in learning to stimulate students' motivation, especially concept mastery (amelia & manurung, 2022; suprianti, 2020). another finding states that students who are taught using virtual laboratory-based learning understand better when compared to actual experiments (olympiou & zacharia, 2012; simbolon & sahyar, 2015), especially elementary students in science learning. therefore, an exploration was carried out in measuring the use of the 5e learning cycle learning model assisted by powtoon media on students' learning motivation. therefore, the purpose of this study was to determine the effect of the 5e learning cycle model with the help of powtoon media on students' learning motivation in science learning. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 121-128 123 resmol and leasa (the effect of learning cycle…) method this study uses a quasi-experimental approach with a non-equivalent control group design. this research was conducted at the teladan state elementary school (es), ambon indonesia. the population in this study were all students of class iv es teladan. a total of 42 students were selected using a random sampling technique and divided into class a (experimental) and class b (control). the way to track these two homogeneous classes is to do an equivalence test. the data was collected using a student learning motivation questionnaire distributed to both classes, namely class a as the experimental group and class b as the control group. the questionnaire instrument contains 20 statements, namely ten positive statements and ten negative statements when students study science (table 1). before this research, a trial was conducted on several elementary schools in ambon city with 100 students. the validity score is 0.769, and the reliability is 0.897, which indicates that validity and reliability are included in the high category (taherdoost, 2018). the following is a blueprint for a student learning motivation questionnaire learning motivation theory, shown in table 1. table 1. learning motivation questionnaire variable indicators statement number of questions positive negative learning motivation tenacious in the face of adversity 1,4,19 2,9,20 6 show interest 8,10,6 7,5,16 6 enjoy working independently 17,15 18, 3 not quickly to leave a conviction 3 11 2 can defend his opinion 13 12,14 3 the research process is carried out in the following stages: 1) before conducting the research process, the researcher takes a sample using a random sampling technique to determine the experimental and control groups, 2) after taking samples, an equivalence test was carried out to ensure that the two sample groups came from populations that had the same variance, 3) tested the validity of the research instrument to class v students to see its validity before being given to the experimental group, 4) distributed pretest questions to the experimental group to know the students' initial abilities, 5) giving treatment or teaching to the experimental group using the 5e learning cycle model with the help of powtoon media, 6) next for the last stage the researcher divides the posttest which is then followed by testing prerequisites and hypotheses to find out the results of the research data. the teaching and learning process is carried out online. the duration of learning hours is 2x35 minutes for one meeting with two to three learning objectives for each meeting. the results of this study used the prerequisite test for data analysis, normality using the kolmogorov-smirnov test, and homogeneity using the f test. hypothesis testing was carried out using the ancova test at a 95% confidence level. the data has passed the prerequisite stage, namely customarily distributed and homogeneous. results and discussion the pretest, posttest, and students' learning motivation in experimental and control classes are presented in table 2. again, it can be seen that there is a significant increase when taught with 5e+powtoon. the comparative value of increasing learning motivation between the experimental and control groups is 16.61% in the experimental group and 11.25% in the control group. meanwhile, the students' pretest and post-test scores showed that the experimental group obtained 64.52 and 75.24 while the control group was 55.00 and 61.19. table 2. the improvement of pretest and posttest on students' learning motivation in the experimental and control classes pretest posttest control class experiment class control class experiment class 55 64.52 61.19 75.24 the results of the ancova statistical test in table 3 show an influence on students' learning motivation after implementing the 5e learning cycle model with the help of powtoon media in the learning process. this explanation is supported by a significance value (<0.05) so that ho is rejected and ha is accepted. it shows differences in students' learning motivation using the 5e+powtoon learning cycle and the conventional model. the conventional model teaches without any learning model (anonymous learning), but the teacher gives lectures, questions and answers, and assignments. the analysis results show the effect of applying the jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 121-128 124 resmol and leasa (the effect of learning cycle…) 5e+powtoon learning cycle model to students' learning motivation. the application of the learning cycle 5e model was student-centered activity in seeking and finding information based on their learning experience. learning cycle 5e is a learning model with a series of stages arranged systematically to learn biological science concepts and play an active role in learning (ross & cartier, 2015; sickel et al., 2013). table 3. ancova test results on students' learning motivation source type iii sum of squares df mean square f sig. corrected model 2173.292a 2 1086.646 10.548 .000 intercept 4352.154 1 4352.154 42.246 .000 pretest 101.268 1 101.268 .983 .328 model 1931.091 1 1931.091 18.745 .000 error 4017.779 39 103.020 total 201625.000 42 corrected total 6191.071 41 in the learning cycle 5e model, the teacher only becomes a facilitator who directs students' understanding, so student involvement during the learning process is extraordinary. the learning situation with 5e is more innovative when compared to ordinary learning, where the teacher is more dominant in explaining than the students find themselves. the results of this study are supported by several previous studies that show a positive influence on the application of the 5e learning cycle model, such as increasing science learning outcomes (desouza, 2017) and student learning motivation (cetin-dindar & geban, 2017). other research results show that reverse class 5e+ can improve student learning outcomes during the covid-19 pandemic for students at the university of hong kong (hew et al., 2020). learning in the experimental class motivates students more than in the control class. in the control class, the teacher does not use any learning model (anonymous learning), but the teacher still teaches with a scientific approach as in the experimental class. the media used is powerpoint according to the order of the material. powtoon media can be paired along stage 5e (table 4). for example, the teacher displays a learning video with powtoon at the engagement stage to encourage students to relate previous learning and explain the problems to be studied. in the exploration stage, the teacher prepares students to conduct direct investigations so that learning experiences are formed. finally, at the explaining stage, the teacher explains the learning material using a scientific approach to make students' concepts more profound. however, teachers can also set up powtoon throughout stage 5e (bybee et al., 2006). for example, at the elaboration stage, an explanation of the discussions carried out by students is presented. likewise, students can easily accept and find the key concepts learned at the evaluation stage. table 4. stage of learning cycle 5e stages activities engage the teacher provides opportunities for students to reference prior knowledge, face challenging situations, and use questions to investigate a problem. explore the teacher facilitates a series of learning experiences for students to carry out investigations. students explore their ideas and formulate concepts from the learning experience. explain the teacher introduces a scientific approach to match student explanations, makes connections between student explanations and exploratory experiences, and facilitates conversations in which concepts or processes become clear and understandable. elaborate the teacher facilitates activities that combine application, collaboration, and group discussion. students participate in activities that allow the elaboration of concepts or applying concepts to different situations. evaluate teachers evaluate students informally throughout the learning process and formally at the end to assess learning outcomes. students evaluate their understanding of science concepts. powtoon is a learning medium utilizing variations in the form of integrated multimedia. it allows students to see or hear animations displayed during the learning process. powtoon is developed with a web-based application that offers a selection of graphics, cartoons, and animated images to create logical and attractive animated presentations. powtoon uses slides that contain text and images that can be added (figure 1). it also allows animation and a combination of sound or music to attract students' interest in learning (semaan & ismail, 2018). powtoon is also developed according to student needs by selecting relevant images or videos. the result is a product that combines the view or views of powerpoint presentations and can be browsed on youtube. thus students can read and synthesize information and then be able to present it. in addition, it jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 121-128 125 resmol and leasa (the effect of learning cycle…) strongly encourages the development of indicators of being happy to work independently and not quickly leaving beliefs (hira & anderson, 2021; tanner, 2012). figure 1. the powtoon content display in indonesian: (a) the opening display of the learning video, (2) the display of questions to students about the meaning of metamorphosis, (3) the chicks’ growth and development, (4) the metamorphosis process in crickets multimedia is one of the tools used as interesting digital material in the learning process. learning media is a crucial component of online learning activities that convey information from teachers to students and assist the learning process (alqahtani & rajkhan, 2020). media use in learning can stimulate feelings and thoughts, stimulate students' attention, and make learning fun and exciting (rangarajan et al., 2019). in addition, it can increase students' interest, motivation, and participation in the learning process (muliyati et al., 2021). in the end, powtoon can arouse students' learning motivation because it has the advantage of animated images and sounds in explaining the study material (basri et al., 2021). powtoon animation is one of the online interactive media in which various kinds of templates are used to create material that will be presented to students through attractive visualizations (awalia et al., 2019). conclusion the conclusions that can be drawn from this study include a strong relationship between learning cycle 5e+powtoon learning media and students' motivation to learn about animal metamorphosis. that is the main attraction for students to remain active in self-study and solve problems according to the concepts studied. furthermore, teachers are strongly advised to apply multimedia and be integrated it into the learning model that is carried out to answer the needs of elementary school students. further research can develop other dependent variables or learning strategies that are more creative and innovative in the 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(2021). the effectiveness of 5e model to improve the scientific creativity of teachers in rural areas. thinking skills and creativity, 41(may), 100900. https://doi.org/10.1016/j.tsc.2021.100900 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 2 july 2022, pp. 194-204 10.22219/jpbi.v8i1.20157 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 194 research article performance assessment to measure creativity through stream approach tri wahyu agustina a,1,*, maratus sholikha a,2, asrianty mas’ud a,3, nisa sholehah pangsuma a,4 a department of biology education, faculty of tarbiyah and teacher training, universitas islam negeri sunan gunung djati, jl. cimencrang soekarno hatta gede bage, bandung, west java 40295, indonesia 1 triwahyuagustina@uinsgd.ac.id*; 2 maratussholikhah@uinsgd.ac.id; 3 antymasud@uinsgd.ac.id; 4 nisapangsuma@gmail.com * corresponding author introduction the 21st century skills include higher-order thinking skills (binkley et al., 2014; haviz et al., 2018; patresia et al., 2020; zubaidah, 2019). students expect to have higher-order thinking skills through learning. the student needs to master technology to cope with the rapid development of this century (rachmawati et al., 2018; zubaidah, 2019). the learning approach that supports this competence is stem (science-technologyengineering-mathematics) which is in its development to become steam (science-technology-engineeringarts-mathematics). learning using the steam approach helps students solve a problem, imagine and think innovatively, prioritize artistic aspects, be creative in understanding science content, and create technology or products (anindya & wusqo, 2020; conradty & bogner, 2019; henriksen, 2014; oner et al., 2016; sasson et al., 2018; zubaidah, 2019). the art aspect of stem provides opportunities for students to be creative. creativity is a part of 21st-century skills (basham & marino, 2013; bybee, 2010; care, 2018; rustaman et al., a r t i c l e i n f o a b s t r a c t article history received: 8 february 2022 revised: 4 july 2022 accepted: 31 july 2022 published: 31 july 2022 learning online during pandemic covid-19 must still accommodate creativity. this study aimed to identify the level of student creativity using the stream (sciencetechnology-religion-engineering-arts-mathematics) approach. it was conducted on an online practicum in the plant anatomy course. the purpose of this study was to identify the level of student creativity in various indicators of creativity through a performance assessment of the product of the practicum report. the static-group comparison design was used as the research design. the target population is the fourth-semester student in the department of biology education. the samples were chosen using purposive sampling, determining class iv-a (39 students) as a regular class and class iv-c (38 students) as intervention one. the research was equipped with creativity performance tasks, rubrics with a scoring of practicum reports' performance assessments, and field notes. each student designs and makes one of the anatomical structural models of roots, stems, or leaves. the practicum report was used to identify their level of creativity. the data were analyzed by calculating the creativity level percentage in a qualitative descriptive manner. the results showed that the creativity level of the intervention class is excelling (57.89%), while the regular class the emerging (58.79%). the stream approach provides a better level of creativity. copyright © 2022, agustina et al this is an open-access article under the cc–by-sa license keywords creativity performance assessment stream how to cite: agustina, t. w., sholikha, m., mas’ud, a., & pangsuma, n. s. (2022). performance assessment to measure creativity through stream approach. jpbi (jurnal pendidikan biologi indonesia), 8(2), 194-204. https://doi.org/10.22219/jpbi. v8i2.20157 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.20157 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.20157 https://doi.org/10.22219/jpbi.v8i2.20157 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 195 agustina et al (performance assessment to measure …) 2018). it is stated in indonesian national qualifications framework (kerangka kualifikasi nasional indonesia – kkni) in the field of research that students must be able to innovate. the ability to innovate is a sign of the existence of creative thinking (dong et al., 2021). higher education aimed to produce creative intellectuals to increase the nation's competitiveness in facing globalization. it is stated in indonesia's law no. 12 of 2012 concerning higher education (agustina et al., 2019). creativity can be measured using fluency, flexibility, originality, and elaboration indicator. fluency is the ability to express various ideas fluently. an indicator of flexibility is the ability to think of different ways to solve problems. the originality can be demonstrated by problem-solving skills using their ideas. the elaboration is the ability to develop and enrich other ideas (agustina et al., 2019; rustaman et al., 2018; torrance, 1977). creativity can be promoted through science learning (cheng, 2011; daud et al., 2012; gomes & mccauley, 2021; yuhanna & retno, 2016), such as steam (allina, 2018; anindya & wusqo, 2020; conradty & bogner, 2019; thuneberg et al., 2018; wandari et al., 2018). creativity can provide benefits for humanity and help students in their life. creativity must follow islamic principles and sharia based on the tawheed aspect (agustina et al., 2019; al-karasneh & saleh, 2010; daud et al., 2012). thus, the developed learning approaches that can provide creativity must be related to aspects of religion. the religion (r) aspect is added to the steam approach to become stream (agustina et al., 2020). the addition of religious aspects can form piety and aqhlakul kareemah in students. in addition, the characteristics of 21st-century learning can apply values to shape students' personalities (zubaidah, 2019). biology education at sunan gunung djati state islamic university is located in an islamic religious higher education institution and has the paradigm of "revelation guiding science" (wahyu memandu ilmu/wmi). there are two indicators of the aspect of religion, including core competency one (ki-1) and wmi paradigm. the ki-1 indicators are: respecting, appreciating, and practicing the teachings adopted by religion (agustina et al., 2020). the wmi paradigm states that science will not conflict with religion (darmalaksana, 2021). the religion, in this case, is islam. the result of previous studies regarding the stream approach can provide students' creativity in the content of applied biology and traditional biotechnology material. this study conducts offline learning conditions before the covid-19 pandemic. unfortunately, due to the covid-19 pandemic, online learning activities such as plant anatomy courses must be enforced. plant anatomy is one of the courses equipped with practicum activities. some studies show that practicum activities can improve cognitive abilities. it combines hands-on activities with students' thinking processes. thus, it provides psychomotor skills, systematic thinking, objective, creative, quantitative literacy, science process skills, and the ability to use a microscope (agustina et al., 2022; muhibbuddin et al., 2018; muspiroh, 2012; nuraeni et al., 2015; sugianto et al., 2020). plant tissue is the subject of plant anatomy. thus, the other study strives to produce a three-dimensional media of wood cross-section to help students learn (pahlelawati et al., 2020). another research uses a digital microscope in blended learning to measure multiple intelligence profiles. however, the result shows that the students' multiple intelligence is still low (sugianto et al., 2020). research related to creativity measurements in plant anatomy courses was done before the covid-19 pandemic. however, the change in online learning in universitas islam negeri (state islamic university uin) sunan gunung djati, bandung, has resulted in student practicum activities. higher education must follow the directions from the ministry of religion and the covid-19 task force in bandung, west java. meanwhile, the online practicum activities resulted that student did not understand the practical steps because they did not use a microscope and did not slice the sample. students, instead, are directed to independently read and observe plant anatomy pictures from textbooks and various internet sites. this condition requires a learning strategy, in this case, practicum, which can foster students' independence and thinking skills (putri et al., 2020). a learning approach that accommodates practicum activities to empower students' creativity during the pandemic is still needed. the application of the stream approach can be one of the best options. authentic assessment can be used in the stream approach, as is used in the stem and steam approaches (agustina et al., 2019; anwari et al., 2015; capraro et al., 2013; hunter-doniger & sydow, 2016; rustaman et al., 2018; septiani & rustaman, 2017; yakob et al., 2021). authentic assessment includes performance assessment of the product. performance assessment can improve habits of mind which are very important in science learning (yakob et al., 2021). habits of mind include creativity (agustina et al., 2020; rustaman et al., 2018). performance assessment can be used to measure creativity (rustaman et al., 2018). performance assessment can be completed with a performance task along with a scoring rubric (agustina et al., 2019). the result of a previous study regarding the stream approach in traditional biotechnology courses showed the highest skill is on the elaboration indicator (emerging level). the emerging level means that student creativity has begun to emerge, but the quality is still limited. the lowest skill with a "not yet evident" level is on the originality indicator. the "not yet evident" level indicates that students' products are still not original or not jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 196 agustina et al (performance assessment to measure …) creative (agustina et al., 2019). creativity that is still limited and not evident becomes a challenge for educators to provide creativity to students in other practicums. ahmad et al. (2021) stated that educators should creative and build student creativity, in this case, students to learn independently. in addition, research on performance assessment of plant anatomy structure model products such as root, stem, and leaf anatomical structures has not been widely carried out at the university level. therefore, to continue to provide students with the 21st-century thinking skills, mastery of technology, build creativity, and preparation for global challenges despite the covid-19 pandemic, a study was conducted on performance assessment for students in the plant anatomy practicum. the practicum is conducted online using the stream approach to identify the level of creativity. performance assessment is measured on the students' practicum report. students make a product of the plant anatomy structure model which is then reported in a practicum report. the purpose of this study was to identify the level of student creativity in various indicators of creativity through a performance assessment of the product of the practicum report. method the static-group comparison design (fraenkel et al., 2011) was used as a research design (figure 1). the research samples consist of two classes, the intervention, and the regular class. the intervention class used the stream (x), while the regular class used conventional learning. each group was observed (o) through a performance assessment of the practicum report on plant anatomy structure models. each student works on a practicum report. figure 1. the static-group comparison design the target population is the fourth-semester university students of the 2020/2021 academic year. the target population consists of three classes (iv-a, iv-b, and iv-c) with 116 students. the sample was chosen by the purposive sampling technique. class iv-a is a regular class (re) with 39 students. class iv-c is an intervention class (in) with 38 students (table 1). table 1. class distribution semester-class treatment student iv-a regular (re) 39 iv-c intervention (in) 38 students have to make one of the eight models of the anatomical structure of plants. the models include monocot roots, dicot roots, monocot stems, dicot stems, bifacial leaves, unifacial leaves, isobilateral leaves, and pinophyte leaves structure model. the random sample technique was carried out by drawing lots without returning the result to determine the plant anatomy structure model made by the student. each student will make one of the plant anatomy models based on the lottery result. performance tasks are given to students to guide the process of making a plant anatomy structure model. the performance task consisted of stream aspects combined with creativity indicators, namely aptitude characteristics in creative thinking skills. table 2 shows an example of a performance task framework. each student makes a practicum report to identify the level of creativity based on the performance task in drawing a plant anatomy structure model. the percentage of each creativity indicator is shown in figure 2. the extensive composition of performance tasks is the fluency indicator. performance assessment of the practicum report product using an analytical rubric instrument and a score between zero to four (0-4). data analysis techniques on each indicator of creativity (fluency, flexibility, elaboration, and originality) are made in the form of achievement in percentage (%). furthermore, the level of creativity is determined. the categorization of creativity level is presented in table 3 (agustina et al., 2019; rustaman et al., 2018). the study uses a field note format to support the descriptive discussion. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 197 agustina et al (performance assessment to measure …) figure 2. diagram of the composition of creativity indicators on student performance tasks (%) table 2. example of a student performance task that combines the stream approach and creativity indicators aspect description creativity indicator description science problem identification fluency expressing many ideas in solving problems in modelling the structure of plant anatomy originality expressing ideas in solving problems that have never been thought of by others technology using tools available in their environment flexibility listing five tools and their uses religion two indicators: 1. core competency 1 (spiritual) 2. wmi paradigm fluency explaining fluently two indicators of religion aspect: core competency one (to be grateful for, care for, and use natural resources) & the wmi paradigm (for example, the creation of plants listed in the qur'an) engineering plant anatomy workflow design and structural model originality creating a workflow design and a plant anatomy structure model design that is different from other people elaboration making a minimum of eight or more steps of modelling the anatomical structure of plants in an orderly and detailed manner arts innovation flexibility creating plant anatomy model product with a beautiful appearance mathematics number of tools needed and number of materials elaboration determining (calculating) the number of tools and materials required in a detailed, realistic, and economical way table 3. creativity level and its description achievement creativity level description ≤ 59% not yet evident creativity cannot be observed and is not original in the student data (not creative) 60%-75% emerging creativity has started to emerge with little evidence on the student data, the quality is still limited and inconsistent 76%-85% expressing creativity regularly appears, is expressed spontaneously, is of high quality, and can be observed in the student data 86%-100% excelling creativity emerges consistently with outstanding talent, depth, quality, and originality in the student data the stages of implementing the stream approach research are presented in figure 3 and figure 4. the flow of the plant anatomy practicum during the covid-19 pandemic includes three stages: the preparation stage, the debriefing stage, and the stream approach stage (research stage). the preparation stage is compiling the performance tasks and rubrics, scoring product performance assessments, practicum reports, and field note formats. the debriefing stage is the first part of the practicum activity using the whatsapp group application, google meet, and collecting tasks via google drive. students identify, differentiate, and compare various components of plant tissue structures that compose roots, stems, leaves, and flowers. they may jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 198 agustina et al (performance assessment to measure …) browse the resource from books or the internet. students are assigned to draw the plant tissue structures, give colors, describe them briefly, and name the parts correctly. figure 3. detailed schematic of plant anatomy practicum part 2 (research) the research stage is the practicum using the stream approach. the steps and framework of the stream approach in more detail are attached in the supplementary. the stream framework in the plant anatomy practicum is based on the next generation science standards (ngss) and includes three dimensions: (1) scientific and engineering skills; (2) cross-cutting concepts in studying science and engineering; and (3) understanding of the core material in studying science (anwari et al., 2015; bybee, 2010). figure 4. flowchart of plant anatomy online practicum the core material used is plant anatomy. students exchange ideas to solve problems with a team of research lecturers and one senior student as a practicum assistant. students compile a practicum report identify the level of creativity in the stream approach class distribution creativity task performance assessment of the practicum report product regular class (re) intervention class (in) (stream) jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 199 agustina et al (performance assessment to measure …) related to the plant anatomy structure model. the students' tasks (practicum reports) are collected using google drive. each student makes a practicum report. results and discussion the overall achievement of creativity in figure 5 shows the highest achievement in the intervention (in) class, namely the excelling level. the excelling level means creativity emerges consistently with talent, depth of quality, and originality in student products. meanwhile, the highest achievement in the regular class (re) was at the emerging level. the emerging level shows that creativity has just started or has begun, as marked by the evidence in student products that are still few with limited and inconsistent quality. in a regular class, there is a 12.82% nye (not yet evident) level. according to rustaman et al. (2018) it means students are not creative or student creativity cannot be observed and is not original in student products. the student creativity level that learns using the stream approach shows better results than the regular class. the stream approach can accommodate the creativity indicators, as presented in table 2. aspects of science related to the problem identification stage can empower fluency indicators. this stage facilitates students to empower their ability to express many ideas in solving problems regarding the structure model. this stage can also enhance the originality indicator. students can express ideas by solving problems that have novelty. the technology aspect is related to the design of tools, materials, and work steps. this aspect can be relevant with a flexibility indicator in which students can categorize tools and materials appropriately. the categorization of tools and materials is at least five tools and four materials. the engineering aspect can prove the originality indicator that students can create workflow designs of plant anatomy structure models on their ideas. additionally, the engineering aspect can also empower the elaboration indicator. it is because they can make a minimum of eight or more work steps in a sequence and in a detailed manner. the flexibility indicator means that students can elaborate on tools and materials. figure 5. overall creativity achievement furthermore, the math aspect is relevant with the elaboration indicator which students can determine the number of tools needed and the number of materials in detail, realistically, and precisely. the art aspect (innovation) parallels the flexibility indicator in which students can produce plant anatomy structure models with a beautiful appearance by utilizing found tools and materials in the environment. the religion aspect that is added to the steam to become stream is in line with piety and ahlaqul kharimah which also affect the creativity aspect. several research results show that creativity must still be based on islamic aqidah and sharia (agustina et al., 2019; al-karasneh & saleh, 2010; daud et al., 2012). religion is also related to creativity, especially in fluency indicators, as shown in the rubric and scoring of practicum reports (agustina et jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 200 agustina et al (performance assessment to measure …) al., 2019) in table 4. students fluently provide explanations about indicators of religious aspects in their practicum reports. table 4. religion is combined with creativity indicators in the rubric and scoring of the practicum report religion aspect indicators scoring criteria creativity 0 1 2 3 4 two indicators: a. core competency 1 (spiritual) from the 2013 curriculum b. revelation guiding science (wahyu memandu ilmu – wmi) paradigm fluency: fluently explaining the two indicators: core competency 1 one (to be grateful for, care for, and use natural resources) & the wmi paradigm (for example, the creation of plants listed in the qur'an) does not explain the two indicators explained only one of the two indicators, but the explanation is still incorrect explained the two indicators, but the explanations are still incorrect explained one indicator correctly, but get the other explanation incorrectly explaine d the two indicators correctly the result related to the previous research on traditional biotechnology courses shows that the highest achievement of creativity level is at the emerging level in offline learning conditions before the covid-19 pandemic (agustina et al., 2019). therefore, the stream approach to the plant anatomy practicum, even under an online practicum session, gives better results. it is because most students (57.89%) are at the excelling level in the online plant anatomy practicum. learning in online conditions has advantages like flexibility and accessibility (chandrasiri & weerakoon, 2021; cutri et al., 2020). it provides an opportunity for students to search for various information easily through internet sources related to the plant anatomy practicum. putri et al. (2020) also prove that students can solve practical problems at home. students can criticize, select information, and decide to solve problems based on the information they get. in addition, the student's independence can be enhanced (ahmad et al., 2021). in the stream approach, students are more challenged and interested in making the best possible plant anatomy structure model. students can criticize sources of information and decide what information is needed to solve problems. students can analyze problems, then determine tools and materials to design and create a plant anatomy structure. students can follow stream steps in aspects of science, technology, engineering, and mathematics combined with aspects of arts and religion so that they can empower creativity. table 5 shows the distribution of creativity levels for each indicator in the regular (re) class, from the nye (not yet evident) to the excelling level. in the intervention (in) class, the creativity levels range from emerging to excelling on fluency and flexibility indicators. meanwhile, the originality and elaboration indicators show 0% at the not yet evident level. the highest level of creativity in the regular class is elaboration, while the intervention class is a flexibility indicator. the elaboration indicator means that students can develop or enrich other people's ideas (agustina et al., 2019; rustaman et al., 2018). based on the scoring rubric of the performance assessment, the elaboration indicators are as follows: (1) students can specify the number of tools and materials needed that show the mathematics (m) aspect; (2) students can detail the eight steps in making a model sequentially and correctly that show the engineering (e) aspect; and (3) students can specify the budget requirements for making the structure model that show the mathematics (m) aspect. table 5. creativity level on each indicator creativity indicator level (%) fluency flexibility originality elaboration re in re in re in re in not yet evident (nye) 41.00% 5.26% 28.20% 2.63% 79.48% 0.00% 7.69% 0.00% emerging 56.00% 42.10% 35.89% 18.42% 17.94% 26.31% 38.46% 39.47% expressing 4.50% 36.84% 12.82% 26.31% 2.56% 21.05% 25.64% 57.89% excelling 0.00% 15.78% 23.07% 52.63% 0.00% 52.63% 28.20% 2.63% in the intervention class, the highest level is on the flexibility indicator which students can think flexibly in problem identification by thinking about different ways to solve problems (agustina et al., 2019; rustaman et al., 2018). flexibility indicators in the rubric and scoring performance, are as follows: (1) students can classify or categorize four to five tools and materials correctly that show the technology (t) aspect; (2) students can jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 201 agustina et al (performance assessment to measure …) explain aspects of religion based on core competency 1 (ki 1) and the wmi paradigm, and show the religion (r) aspect; and (3) students can make an exquisite plant anatomy structure model by utilizing the tools and materials available in their environment that show the art (a) aspect. based on the field notes, students in online practicum conditions show flexibility in obtaining information about making practicum reports from various literary sources. the example in figure 6 shows the model design aspect of monocot root anatomy on the engineering aspect (left, a) and the structure model on the art aspect (right, b) listed on the student practicum report. (a) (b) figure 6. example of anatomical structure of monocot root that design by student showing the engineering and art aspects based on the scoring rubric of the performance assessment, the engineering (e) aspect is relevant to originality. students design the anatomical structure of monocot roots by their ideas based on literature study. students also show the mathematics (m) aspect by determining the root diameter in the design of the root structure model. students design the model using tools according to their thinking that can be different from the thoughts of others. the tools used in one of the sample student reports shown are one cutter, six small brushes, one glue gun, and one watercolor palette. examples of materials include one piece of styrofoam adjusted to the diameter of the monocot root structure model, three packs of plasticine, one pack of cotton, two wax glue, three acrylic paints, two double tips, and one tissue pack. the art aspect of the product model of the anatomical structure of monocot roots is related to indicator flexibility. students provide the names of the tissues that make up the anatomical structure model of monocot roots using tools and materials available in the environment. the stem, steam, and stream approaches can provide the students with creativity at the junior high school, high school, and university levels (agustina et al., 2019; annisa et al., 2018; fatmah, 2021; rohman et al., 2021; rustaman et al., 2018). the approaches can even provide problem-solving skills (anindya & wusqo, 2020; jacques et al., 2019; perignat & katz-buonincontro, 2019). a recommendation related to a preliminary study by azizah et al. (2019) is that the stream approach is a solution to improve the critical thinking skills of elementary school students. creativity, problem-solving, and critical thinking skills include higher-order thinking skills (binkley et al., 2014; care & kim, 2018; liao et al., 2016; zubaidah, 2019). therefore, the stream approach can support higher-order thinking skills (21st-century skills). it is in line with the goals of higher education in particular. in addition, the 21st-century skills assessment of teacher candidate students is valuable for islamic higher education institutions (haviz et al., 2020). as well to the stem and steam approaches, the stream approach can use authentic assessments, including performance assessments of student creativity. the authentic assessment is one of the standards in science learning. conclusion the implementation of an online practicum in plant anatomy course during the covid-19 pandemic consists of three stages: (1) the preparation stage, (2) the debriefing stage, and (3) the stream approach stage (research stage). the preparation stage includes the preparation of learning tools and research instruments. the second stage is the debriefing stage. the third stage with the stream approach is making a practicum report of designing a plant anatomical structure model. the third stage identifies the level of student creativity. the student's creativity in the intervention class gave better results than in the regular class. the results showed that the creativity level of the intervention class is excelling (57.89%), while the regular class the emerging (58.79%). most of the students reached the excelling level in the intervention class. the jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 194-204 202 agustina et al (performance assessment to measure …) flexibility indicator is found to be the strongest indicator. the stream approach provides a better level of creativity. acknowledgement the researcher would like to express gratitude to the department of biology education, faculty of tarbiyah and teacher training, universitas islam negeri sunan gunung djati, bandung-west java for funding this research. references agustina, t. w., rustaman, n. y., & purwianingsih, w. 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(2019). steam (science, technology, engineering, arts, and mathematics): pembelajaran untuk memberdayakan keterampilan abad ke-21. seminar nasional matematika dan sains, september, 1–18. https://www.researchgate.net/publication/336065211_steam_science_technology_engineering _arts_and_mathematics_pembelajaran_untuk_memberdayakan_keterampilan_abad_ke-21 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 151-158 10.22219/jpbi.v5i1.7262 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 151 research article using critical analysis to develop metacognitive ability and critical thinking skills in biology marheny lukitasari a,1, rusdi hasan b,2,*, wasilatul murtafiah c,3 a department of biology education, universitas pgri madiun, jl. setia budi no. 85 madiun, east java 63118, indonesia b department of biology education, universitas muhammadiyah bengkulu, kampus i jl. bali, teluk segara, bengkulu 38119, indonesia c department of mathematics education, universitas pgri madiun, jl. setia budi no. 85 madiun, east java 63118, indonesia 1 marh33ny@gmail.com; 2 rusdihasan@umb.ac.id*; 3 wasila.mathedu@unipma.ac.id * corresponding author introduction attention needs to be given to the output profile of graduates who recognize their condition to support their abilities in the higher education learning process. recognizing the ability to learn, remember, motivate themselves and conditioning a learning activity support this potential. schraw et al. (1995) defined this ability as a metacognitive ability, which includes knowledge related to strategy, tasks, and cognitive understanding. planning, monitoring, and evaluation are important activities that need to be performed during the learning process to review metacognitive abilities that reflect mental processes (hanten et al., 2004; karsli, 2015). spada and roarty (2015) showed the relationship between metacognitive abilities and cognitive selfconfidence, the ability to predict and improve self-focus. on the other hand, the concept of critical thinking is also another critical issue during the learning process that needs to be developed. a r t i c l e i n f o a b s t r a c t article history received december 25, 2018 revised february 16, 2019 accepted february 23, 2019 published march 09, 2019 possessing and developing metacognitive abilities are an essential part of the learning process. this study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. the sample of this study is 76 students from 217 students taking cell biology and nonvascular plants subject during the fall semester. it is a descriptive quantitative study with critical analysis assignments. critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. the data of metacognitive ability and critical thinking were analyzed using regression test. the result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. the results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. the higher the student’ metacognitive skills, the higher their critical thinking skill will be. copyright © 2019, lukitasari et al this is an open access article under the cc–by-sa license keywords critical analysis critical thinking skill metacognitive ability how to cite: lukitasari, m., hasan, r., & murtafiah, w. (2019). using critical analysis to develop metacognitive ability and critical thinking skills in biology. jpbi (jurnal pendidikan biologi indonesia), 5(1), 151-158. doi: https://doi.org/10.22219/jpbi. v5i1.7262 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7262 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.%20v5i1.7262 https://doi.org/10.22219/jpbi.%20v5i1.7262 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7262&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 151-158 152 lukitasari et.al (using critical analysis to develop …) possessing and developing metacognitive abilities are an essential part of the learning process since these abilities are in connection to the confidence and independence of the student to arrange planning, conduct an evaluation and make a decision (weil et al., 2013). critical thinking as stated by cojocariu and butnaru (2014) is an essential component in modern education. it has an advantage in understanding and developing the dimension of thinking. following the basis of bloom's cognitive taxonomy, critical thinking is the highest domain that refers to the analysis, synthesis, and evaluation abilities. the student can practice their critical thinking skills in many ways to produce active learning atmosphere in the class. forming small groups and practising structured assignments are two important parts to develop metacognitive abilities (wilson, 2017). laisema and wannapiroon (2014) and (rahimi & masoud, 2015) showed that many components or instruments could be used to develop critical and creative thinking skills, and one of them is a critical analysis. lukitasari et al. (2014) outlined that critical analysis in electronic form can help students to manage and understand the essential point from their reading easily. busmin (2010) showed that using critical analysis affects the ability to interpret and conduct analysis to find the meaning of the text and the contents of the reading. furthermore, karami et al. (2012), kirmizi et al. (2015) and thaiposri and wannapiroon, 2015) in the results of their research stated that critical thinking skills could be influenced by learning methods and applied curriculum. thus, the use of critical analysis as a tool to support learning is very useful and can be applied in higher education. since the metacognitive skills to master in activities of planning and to evaluate the learning outcomes independently has not optimally trained yet in the learning process, students are unaware of the importance of these abilities as a reflection to their learning outcome. it shows that metacognitive abilities have not been structurally developed to give a positive impact on learning outcomes. whereas, as stated by bernard et al. (2008), learning how to think is the primary goal of formal education. the development of metacognitive abilities closely related to the development of other essential abilities as critical thinking skills. developing metacognitive abilities as well as critical thinking skills is crucial in learning. the critical analysis (critical discourse analysis) can benefit as an option to practice and to develop metacognitive abilities as well as critical thinking skills. the results of the study by magno (2010) showed that metacognitive abilities gave significant results to students' critical thinking abilities. the instrument was to use the preparation of critical analysis by reviewing and looking at the readings to retrieve the contents of relevant reading. arifin (2012) added that the supporting components in critical thinking instruments compiled and applied in learning would optimize students' personality development, reasoning and acting abilities. based on that condition, the metacognitive abilities and critical thinking skills have not yet been practised optimally and students have not been accustomed to the practice. the increase of these abilities is an integral part that necessary to be developed continuously to build students confidence and competency. therefore, this study subjected: 1) to identify the effect of using critical analysis on students 'metacognitive abilities, 2) to discover the effect of using critical analysis on students' critical thinking skills, and 3) to discover the relationship between metacognitive abilities and critical thinking skills. method research design this study was quantitative research with data analyzed by using spss version 16. the independent variable in this study was the provision of critical analysis assignments for students. the dependent variables in this study were metacognitive abilities (y1) and critical thinking skills (y2). figure 1 shows the research design in this study. figure 1. research design (gunawan, 2013) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 151-158 153 lukitasari et.al (using critical analysis to develop …) the study was conducted in the even semester of the 2014-2015 academic year from june to august 2015 in the subjects of non-vascular plant and cell biology. the research was performed in the department of biology education of pgri university of madiun, indonesia. the sample of this study were 76 students from 217 population of second-semester students. the data instruments used in this study were rubric of critical analysis (table 1) and ten items of essay tests. the tests delivered twice with two different instruments to measure the student metacognitive abilities and critical thinking skills. the essay test instrument initially consisted of thirteen questions. based on the validity and reliability test from the pretest and posttest as well as the revision process, only ten were used as valid and reliable items for further analysis. research procedures the student performed a critical analysis on the reading of a particular topic in this research individually or by groups. critical analysis was conducted in eight meetings for each class. the students’ reading analysis comes from two sources, the handbook and the international journal related to the material discussed during lectures. the form of critical analysis and the scoring guideline consisted of the following components can be seen in table 1. table 1. criteria of critical analysis and score criteria score providing identity a. group’s member names b. class/id number c. source d. reading theme 1 1 1 2 sub-score 5 the objective of critical analysis delivery a. the objectives are relevant to what the writer meant b. correct and clear grammar 5 5 sub score 10 the unique fact presented a. the crucial concepts from the reading b. pictures or grafts that supported the reading c. present the correlation between concept and reading material 10 10 20 subscore 40 statement that can be addressed a. present more than 2 questions b. present a question for c3-c5 class 5 10 subscore 15 reflection a. write down what has been understood from the reading b. write down what has not been understood from the reading c. write down the future plan d. correct and clear grammar 5 5 5 5 subscore 20 total score 100 the scoring indicator of essay test in determining students' critical thinking skills followed averkieva et al. (2015) and arifin (2012), as follow: 1) grammar, 2) completeness, 3) consistency of information delivered, 4) creativity 5) defining, 6) developing information and 7) conveying arguments. table 2 presents the indicator and description of critical thinking skill of student possess. table 2. indicator and the description of critical thinking skill indicator description grammar clear sentence structure and well structured. completeness completed all the assignments of critical analysis the consistency of information presented correlation between supporting information based on the analysis. creativity the development of material logically and based on the fact defining explanation of terms and understanding developing information develop material based on the relevant sources jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 151-158 154 lukitasari et.al (using critical analysis to develop …) the results of the critical analysis are based on the answers of the essay test which then measured using rubrics on a 1-4 scale (arifin, 2012; averkieva et al., 2015). the scores and the criteria were as follows: 1 point for unclear, 2 points for less clear, 3 points for clear, and 4 points for very clear. the main data source was the essay test, which consisted of what the lecturer created and given at the end of the discourse. students completed two different instruments of essay test to obtain data of metacognitive and critical thinking skills. data analysis metacognitive ability measurement followed the score and rubric from corebima (2009) using formula 1. (1) y1 is a combination score that comes from an essay test and metacognitive skills. the resulting score was then adjusted to a particular rubric. x is a metacognitive ability score. y2 is the score of the essay test results. data of metacognitive abilities and critical thinking skills were then analyzed by using spss version 16. results and discussion the analysis of metacognitive abilities and critical thinking skills started with a preliminary test which included the normality test, heteroscedasticity test, autocorrelation test (durbin-watson), and multicollinearity test. after all precondition tests have been fulfilled, then the correlation tests and simple linear regression test can be seen in table 3. table 3. preliminary test result test significant/output metacognitive ability information critical thinking information normality 0.165 > 0.05 normal 0.176 > 0.05 normal heteroscedasticity 0.925 > 0.05 no heteroscedasticity problem 0.237 > 0.05 no heteroscedasticity problem autocorrelation (durbin-watson) 2.005 > 1.654 (table durbin-watson) no autocorrelation problem 1.937 > 1.654 no autocorrelation problem multicollinearity tolerance > 0.1 and variance inflation factor (vif) < 10. no multicollinearity problem tolerance > 0.1 and variance inflation factor (vif) < 10. no multicollinearity problem the results of the preliminary test in table 3 shows that all preliminary test assumptions were fulfilled. hence, the further test was performed as shown in table 4. table 4. further test result output metacognitive ability critical thinking significant score information significant score information correlation coefficient in summary model y 0.525 there is correlation 0.982 there is correlation anova 0.00 < 0.05 significant 0.00 < 0.05 significant coefficient 0.00 < 0.05 there is effect 0.00 < 0.05 there is effect the results of the further test in table 4 show the correlation coefficient of 0.525 means that there was a relationship between critical analysis and metacognitive abilities. there was a significant relationship between the use of critical analysis and metacognitive abilities. while critical thinking skills showed a mean correlation coefficient value of 0.982, there was a relationship between critical analysis and critical thinking skills. the result of the coefficient shows 0.00 <0.05, which means that there was a significant relationship between critical analysis and critical thinking skills. furthermore, table 5 shows the relationship between metacognitive abilities and critical thinking skills. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 151-158 155 lukitasari et.al (using critical analysis to develop …) table 5. the correlation between metacognitive ability and critical thinking skill correlations metacognitive ability critical thinking skill metacognitive ability pearson correlation 1 .904** sig. (2-tailed) .000 n 76 76 critical thinking skill pearson correlation .904** 1 sig. (2-tailed) .000 n 76 76 **. correlation is significant at the 0.01 level (2-tailed). the simple correlation analysis between metacognitive abilities and critical thinking skills showed the value (r) of 0.904 with a positive direction, meaning that there was a strong relationship between the two. this proves sugiyono's (2007) suggestion that the higher the metacognitive ability, the higher critical thinking skills were. correlation test from the use of critical analysis of metacognitive abilities and critical thinking skills showed a significant result. thus, the use of critical analysis had a significant effect on metacognitive abilities and critical thinking skills. for metacognitive abilities that focus on planning, implementing and evaluating, the use of critical analysis helped students to improve their experience significantly (veenman, wilhelm, & beishuizen, 2004; yaliz, 2014). the components of the question in critical analysis encourage the development of complexity of thinking so that students can plan and complete the task given while evaluating errors that might occur (hattie & donoghue, 2016; helyer, 2015; scottish qualifications authority, 2017; tofade, elsner, & haines, 2013; zeichner, 2008). learning experiences related to metacognition were a series of accelerated cognitive abilities that can be continuously developed (ellis, denton, & bond, 2014; gurubatham, 2013; spada & roarty, 2015). the continuity of critical analysis application during lectures in biology cell and the non-vascular plant taxonomy made students accustomed to planning, performing analysis while evaluating the mistake. students appeared to be more sensitive when there were errors that included content and grammar, conveyed the results in the presentation and conducted evaluation. cox (2005) and hrbakova et al. (2012) show the argumentation of the results on their research that habituation was a crucial thing to practice metacognition because it made students accustomed to identifying the problems, presentations, arranging plans and solving problems. currently, developing metacognitive abilities continuously are an essential component in the education system to support the learning process (whitebread et al., 2009). the use of supporting instruments in the form of tasks such as critical analysis is useful to encourage students in achieving the learning goals (bhagat, vyas, & singh, 2015; le, janssen, & wubbels, 2018; sung, chang, & liu, 2016). on the other hand, the increased ability in planning, implementing and evaluating critical analysis of completed tasks made students' confidence to improve. an increase in student confidence is the result of self-support and motivation as they have completed their work on critical analysis well (alper et al., 2015; gurbin, 2015; lukitasari et al., 2014). the use of critical analysis helped students to find essential parts of the material in the reading structure. there was a uniqueness found in this study that students tend to be more careful to fill in every vital component in the critical analysis writing. it appears from the results of the worksheet they submitted. the students become more detail in revealing which part of the concept that they have understood and which they have not. students implement the process of critical thinking using cognitive abilities directly was not opposing to those delivered by alper et al. (2015) and thaiposri and wannapiroon (2015). on the other hand, the existence of question sentences in the structure of critical analysis makes students able to focus on the details of the material better. students also appear to be able to develop critical thinking skills regarding the questions they raise. when they were re-confirmed, students can provide relevant arguments related to the question. this condition is as stated in the results of the research by cojocariu & butnaru (2014) and wannapiron (2014) that the condition of high critical thinking skills usually begins with the emergence of questions which makes it easier to find answers and then develops solutions finding, arguing, interpreting and evaluating. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 151-158 156 lukitasari et.al (using critical analysis to develop …) conclusion the results showed that metacognitive abilities firmly related to critical thinking skills. it proves that habitual use of critical analysis made students able to develop these two abilities simultaneously. thus, the development of metacognitive abilities is an important point to facilitate the improvement of other capabilities, which in this case includes critical thinking skills. references alper, a., karakaya, f. a., & yilmaz, k. 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(2008). a critical analysis of reflection as a goal for teacher education. educação & sociedade, 29, 535–554. doi: https://doi.org/10.1590/s0101-73302008000200012 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1011&context=jete https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1011&context=jete https://doi.org/10.14198/jhse.2014.9.proc1.25 https://doi.org/10.14198/jhse.2014.9.proc1.25 https://doi.org/10.1590/s0101-73302008000200012 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 1 march 2022, pp. 86-94 10.22219/jpbi.v8i1.18565 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 86 research article mind mapping with problem-posing: can it affect student’s problem-solving skills in schoology-based learning? miswandi tendrita a,1,*, muhammad fath azzajjad b,2, dewi satria ahmar c,3 a department of biology education, faculty of teacher training and education, universitas sembilanbelas november kolaka, jl. pemuda, tahoa, kabupaten kolaka, southeast sulawesi 93561, indonesia b department of chemistry education, faculty of teacher training and education, universitas sembilanbelas november kolaka, jl. pemuda, tahoa, kabupaten kolaka, southeast sulawesi 93561, indonesia c department of chemistry education, faculty of teacher training and education, universitas tadulako, jl. soekarno hatta, mantikulore, kota palu, central sulawesi 94148, indonesia 1 miswandi_tendrita@usn.ac.id*; 2 muhammad.fath86@gmail.com; 3 dewisatriaahmar@gmail.com * corresponding author introduction in learning, students need problem-solving skills to be able to compete globally, helping them make correct, logical, systematic decisions, and consider the problems from various angles (amanso & bassey, 2017; priemer et al., 2020; temel, 2015). lambert (2019) explained that problem-solving skill is the ability to find solutions and express ideas through the process of obtaining and organizing information. according to gagné (2010), problem-solving is the synthesis of rules and other concepts into high-level rules that can be applied to a limited situation. the learning process that involves students understanding real-world problems can improve the students’ performance in everyday life. using problem-solving skills, they can construct their a r t i c l e i n f o a b s t r a c t article history received: 3 november 2021 revised: 1 march 2022 accepted: 31 march 2022 published: 31 march 2022 problem-solving skills are essential to help students in expressing their ideas. however, problem posing is a method that can empower problem-solving skills. this study aims to determine the effectiveness of mind mapping assisted with a problem-posing method in online schoology-based learning. this experimental research used the posttest-only control group. the subject of this study were students of the department of biology education, 2020/2021 academic year, universitas sembilanbelas november kolaka. the sample was divided into an experimental class and a control class. the research instrument was post-test questions that were made based on the indicators of problem-solving skills. the result showed that the experimental class has the highest score on each indicator of problem-solving skills. in addition, the hypothesis testing result with a significance p-value was 0.025 (<0.05). it can be concluded that there is a significant difference between the experimental class and the control class. the average value of problem-solving skills in the experimental class is also higher than in the control class. these results indicated that the mind mapping assisted with a problem-posing method in online schoology-based learning is effective in improving students' problem-solving skills. copyright © 2022, tendrita et.al. this is an open-access article under the cc–by-sa license keywords mind mapping problem-posing problem-solving skills schoology-based learning how to cite: tendrita, m., azzajjad, m. f., & ahmar, d. s. (2022). mind mapping with problem-posing: can it affect student’s problem-solving skills in schoology-based learning? jpbi (jurnal pendidikan biologi indonesia), 8(1), 86-94. https:// doi.org/10.22219/jpbi.v8i1.18565 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i1.18565 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id https://doi.org/10.22219/jpbi.v8i1.18565 https://doi.org/10.22219/jpbi.v8i1.18565 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 86-94 87 tendrita, et.al. (mind mapping with problem-posing … ) knowledge (deiglmayr & spada, 2011; ruhalahti et al., 2017; wang et al., 2013). so, problem-solving skills are one of the most needed skills in 21st-century education. problem-solving skill is one of the higher order thinking skills (hots) that is very important for students to face the challenges of the 21st century (hugerat & kortam, 2014; osborne, 2013). hots learning-oriented is needed to measure and determine the readiness and ability of the students in higher thinking activities (hugerat & kortam, 2014). hots in learning can lead the students to get used to analyzing, reasoning, and being creative in solving problems found in everyday life (kusuma et al., 2017). problem-solving skill, as one of hots, is needed by students. when solving problems, students need the conceptual understanding skill to connect each concept (r. j. sung et al., 2020). besides, experience is also needed in solving problems. a problem is said to be the problem if its solution requires some understanding, creativity, and everyone's thinking or imagination when facing the problem. using problem-solving in learning can optimally improve student activities, such as exploration, observation, experimentation, and investigation. utilizing problem-solving activities can facilitate students' understanding of the subject matter. as well as supporting media, methods or techniques to make them more active and independent (bernard et al., 2018). there are problem-solving indicators as a reference in assessing the level. the problem-solving indicators used in this study are (1) understanding the problems; (2) planning; (3) implementing the plan; and (4) looking back at the problem-solving result. problem-solving skill according to (lestari et al., 2019) does not only require students to solve a problem in the way the teacher conveys, rather elaborate on their abilities to find the combination of rules that they have learned in advance and become a new way for them to consider the process of solving problems. it means that problem-solving skills, one of high-level thinking ability, are required for students to combine all their knowledge to solve problems. problem-solving skills can be empowered using a combination of learning methods, including problemposing. this learning method aims to develop students' problem-solving skills because the questions and solutions of the problem-posing are designed by students themselves (akben, 2020; ngaeni et al., 2017; white & sullivan, 2018). problem-posing also develops students' cognitive activities, namely acceptance, and challenge. acceptance occurs when the students read the information provided by the teacher. meanwhile, the challenge occurs when the students pose the problems based on the information provided (kopparla et al., 2019). the activity of asking questions in a group can also provide step-by-step instructions during the learning process (h. y. sung et al., 2013). the research results by septian and aulia (2021) show that the problem-posing method is better than direct learning in developing students' problem-solving abilities. previously research on problem-solving skills had been carried out through the problem-posing method. for example, the effect of the problem-posing method on the problem-solving skills of elementary school students. the result of this study indicated that students who are taught using the problem-posing method perform better than students without intervention (kopparla et al., 2019). another study showed that problem-posing can empower students' problem-solving skills (akben, 2020; septian & aulia, 2021). learning activity with the problem-posing method can take place effectively with a learning technique, namely mind mapping. mind mapping is an activity that requires students to be involved in learning. students can connect their previous knowledge with new information (salomon & perkins, 1998). they also summarize the material to be studied and project the problem encountered into the form of a map or graphic technique so that it is easier to understand (wu & wu, 2020). these activities also can be completed individually outside class time or in groups in the class (israel et al., 2021). by using mind mapping, students are taught to be creative. they also make an effective note to provide a comprehensive view of the subject matter (hariyadi et al., 2018). however, learning today is affected by the covid-19 pandemic (kidd & murray, 2020). the existence of covid-19 has an impact on the learning process in schools and universities must be carried out online (dwivedi et al., 2020). every educational institution must adapt to these changes and choose the right technology and approach to educate and engage students in learning. during online learning, the role of educators is important, because they must utilize the technology to provide education (carrillo & flores, 2020; dwivedi et al., 2020). the use of technology in online learning greatly supports the students' thinking skills in 21st-century learning. one of the technology-based online learning platforms is schoology. schoology-based online learning is a learning management system (lms) platform that combines the concept and social networking features (budhiman et al., 2021). the features of schoology are generally divided into three parts. first, a course is a facility to create the subject class. the second one is a group, which is the facility to create study groups. then the last one is a resource which is a place to upload learning resources. on the course menu, the teacher can make questions in various forms, such as multiple-choice, short entry, matching, true-false, and description. it is also equipped with equation typing facilities, mathematical symbols, and pictures (rinenggo & murdiono, 2020). setiawan and aden (2020) found that jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 86-94 88 tendrita, et.al. (mind mapping with problem-posing … ) using schoology can improve students' academic abilities. then, schoology was chosen to be one of the lms used during learning in the covid-19 pandemic. research on problem-solving skills through the problem-posing method has been done online. however, the research does not use mind mapping as a learning technique (suarsana et al., 2019). in its development, the researcher adopted the importance of the problem-posing method assisted by mind mapping as one of the steps to empower problem-solving skills. during the pandemic, learning is carried out using the schoology platform. compared to previous research, this study combines mind mapping with problem-posing in schoology-based learning. the problem-posing method strengthens this research on the importance of a learning method, especially in empowering students' thinking skills. by the problem-posing method, students can improve their problem-solving skills. mind mapping is a technique to empower students' thinking skills. it is an alternative to help students solve the problems related to the phenomena that occur in everyday life. then, the schoology platform is used to facilitate the distribution of learning materials online. method this research was conducted from march-june 2021 at the universitas sembilanbelas in november, kolaka. the subject of this study was students of the department of biology education. the experimental design used in this study was a simple experimental design with a posttest-only control group design. the design model is described in table 1. table 1. the posttest-only control group design group treatment (x) post-test r1 x o1 r2 o2 descriptions: r1 = experimental group r2 = control group x = treatment (learning using the problem posing method assisted by mind mapping) o1 = experimental group post-test o2 = control group post-test the influence of the independent variable on the dependent variable is measured by analyzing the posttest score of the experimental group (o1) and the control group (o2). if there is a difference in the score between the two groups, where the score in the experimental group (o1) is higher than the score in the control group (o2), it concludes that the treatment given has an effect or is effective on the changes that occur in the dependent variable. the test was given to the experimental class and the control class as a posttest to determine the students' achievement. the instrument used in the posttest was in the form of essay questions. the test preparation began with making a grid of questions, then continued with the description of questions, answer key, and scoring rule for each question. the students' problem-solving skills level is determined using problem-solving indicators which are adapted from fuadi et al. (2017). the problem-solving skills indicator was assessed using a 0-5 scale converted to a 0-100 scale. thus, the rubric can be seen in table 2. the collected data is analyzed using unpaired t-test analysis assisted by spss 22 for windows. table 2. the rubric and indicator of problem-solving skills indicators scoring indicators score understanding the problems write down the things that are known and explain correct and complete 5 write down the things that are known and explain correct and incomplete. 3 write down the things that are known and explain incorrect. 1 do not write down the things that are known and explain at all 0 planning for problem-solving write down the problem-solving strategies correct and complete. 5 write down the problem-solving strategies correct and incomplete. 3 write down the problem-solving strategies incorrect. 1 do not write down the problem-solving strategies at all. 0 implementing the problemsolving plan write down the problem-solving process correct and complete. 5 write down the problem-solving process correct and incomplete. 3 write down the problem-solving process correct and incomplete. 1 do not write down the problem-solving process at all. 0 looking back on the problemsolving result write down the checking problem-solving result correctly and completely. 5 write down the checking problem-solving result correctly and incompletely 3 write down the checking problem-solving result incorrectly 1 do not write down the checking problem-solving result at all 0 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 86-94 89 tendrita, et.al. (mind mapping with problem-posing … ) results and discussion the result showed that the students' problem-solving skills in experimental groups are higher than in the control group. the average results of each indicator on the problem-solving skills can be seen in figure 1. based on figure 1, it is shown that there are differences in students' achievement in each indicator of problem-solving skills in the experimental and control group. the highest average score is in the indicator of understanding the problems. the experimental group reaches 53, while the control group is 46. in the indicator of planning for problem-solving, the average value of the experimental group is 51, while the control group reaches only 35. in the indicator of implementing the problem-solving plan, the average value of the experimental group (45) is also higher than the control group (29). the lowest average value was on the fourth indicator (looking back on the problem-solving result). the average score of the experimental group is 31, while the control group is only 22. 53 51 45 31 46 35 29 22 0 10 20 30 40 50 60 indicator 1 indicator 2 indicator 3 indicator 4 exper imental group control group figure 1. the average score for each indicator of problem-solving skills in experimental and control group furthermore, table 3 shows the result of the normality test. it indicated that the level of significance value of problem-solving skills in the experimental class obtained a value of 0.06 and the control class obtained a value of 0.15. these results showed that significance value > 0.05, which means that the data is normally distributed. table 3. the result of normality test kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experimental group .167 26 .060 .956 26 .318 control group .150 26 .136 .941 26 .141 then, the unpaired sample t-test is conducted to determine the effectiveness of the mind mapping using the problem-posing method on students' problem-solving skills. the results of the t-test can be seen in table 4. based on table 4, it can be seen that the value of significance is 0,025 (p-value < 0.05). it indicated that h0 is rejected and h1 is accepted. it can be concluded that there is an effect of the mind mapping assisted problem-posing method on students' problem-solving skills in schoology-based learning. table 4. the result of unpaired sample t-test t-test for equality of means df sig. (2tailed) mean difference std. error difference lower upper problemsolving equal variances assumed 50 .025 10.76923 4.67399 1.38125 20.15721 equal variances not assumed 49.992 .025 10.76923 4.67399 1.38122 20.15725 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 86-94 90 tendrita, et.al. (mind mapping with problem-posing … ) the problem-solving skills in the experimental group have significant differences from the control group. it can be explained theoretically and empirically. judging from the theoretical basis, each stage of the problemposing method can help students to develop their thinking skills. thus, students' skill to solve a problem is better. while in the conventional learning method, learning is centered on the lecturer so that students are not actively involved in the learning process. judging from the empirical basis, students who learn by using the problem-posing method equipped with a problem-posing worksheet can formulate questions to be solved in a group. by asking questions, students become trained in thinking so that it is easier to solve the problems. afgani et al. (2016) stated that the questions prepared at the problem-posing stage helped to construct the knowledge possessed. according to suarsana et al. (2019), designing problems from the information presented can encourage the students to develop thinking skills. the result of research conducted by rasmianti et al. (2013), showed that the problem-posing method is very effective in developing student problem-solving skills. when formulating questions, students think analytically. it can make students master the concepts more stable. the student performance in solving problems also affects their problem-solving skills. when solving the problem, they first must understand the problem. they try to solve the problem after understanding the problem in the learning process. according to akben (2020), to propose and solve a problem, it is necessary to have a high level of abstraction and reflection so that they can build new knowledge. people who pose a problem are showing their ideas, while creative ideas are put forward during the problem-solving process. the result of mahendra et al. (2017) study showed that the problem-solving process in the problem-posing method has a positive impact on students. at this stage, students solve the real problems. so, it is easier for them to understand the concept and solve it. the learning technique used during the learning process with the problem-posing method is mind mapping. the examples of students’ mind mapping results uploaded to the schoology platform can be seen in figure 2. figure 2. the example of students’ mind mapping result based on the mind mapping result created by the students, it can be seen that the preparation of mind mapping is based on the main idea or main topic. in figure 2, as an example, there are many branches related to the main topic. according to purwaningsih (2017), the branching made in mind mapping can help students see the relationship between one idea and another. this can make it easier for the brain to understand and absorb the information. mind mapping can develop students' problem-solving skills. when doing the mind mapping, they gain a comprehensive understanding to increase their initiative to learn. israel et al. (2021) argue that mind mapping is a learning strategy that helps to organize, remember, analyze, and integrate information, all of which contribute to developing effective critical thinking skills. inline with wu and jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 86-94 91 tendrita, et.al. (mind mapping with problem-posing … ) wu (2020) study, the combination of concepts made in mind mapping can increase learning efficiency, train memory, and process analytical skills. research conducted by iswara and sundayana (2021) showed that the problem-posing method has a positive impact on students' thinking skills. some students are very enthusiastic about solving problems based on problem-solving. the results of research conducted by dong et al. (2021) indicated that mind mapping can empower sustainable creativity among students. students who get problem posing learning assisted by mind mapping have better problem-solving and reasoning abilities (dong et al., 2021; hariyadi et al., 2018; ristiasari et al., 2012). problem-posing combined with mind mapping can improve students' problem-solving and reasoning abilities. the learning process is carried out using the schoology platform. students log in to the schoology account using the username and password that have been created. the draft display of online learning materials using e-learning schoology can be seen in figure 3. figure 3. meeting preview in schoology platform in figure 3, it can be seen that the lecturer creates a folder at each meeting so that students can know the materials to be studied. it is easier for students to download the materials and upload the problem-posing and their mind mapping sheets. according to rinenggo and murdiono (2020), using schoology can make the learning process more innovative. schoology enables educators to produce, manage, and share the materials (budhiman et al., 2021; rinenggo & murdiono, 2020). by using schoology, students can learn and access the materials online (anggraeni et al., 2020). several previous research results had shown that online learning based on schoology can increase the students’ motivation and students thinking skills (anggraeni et al., 2020; budhiman et al., 2021; rinenggo & murdiono, 2020; setiawan & aden, 2020; wahyudi, 2017). in the problem-posing method, students ask questions to find knowledge to find relationships in the information learned. the discovery of questions and answers generated in the problem-posing method can lead to changes and dependence on external reinforcement on satisfaction due to the success of finding their own, either in the form of questions or problems or answers to the problems posed (akben, 2020). the activity of asking questions can empower problem-solving abilities. according to ngaeni et al. (2017), this learning method helps develop students' problem-solving skills because they design the problem and its solutions. questions on the problem-posing sheet are uploaded to schoology in the task folder section. wahyudi (2017) state that the attractiveness of e-learning learning programs with schoology makes students enthusiastic about involving themselves in learning activities. this condition causes the knowledge they get from the learning experience stored in long-term memory. each student makes a mind map. making mind maps helps them get ideas. students become more creative in expressing knowledge or their opinion. the mind mapping created is then uploaded to the assignment folder in schoology to be checked by the lecturer. mind mapping provides opportunities for students to develop ideas further creative in developing the working potential of the brain and its mindset. so, students' understanding of concepts and communication skills in solving the problem will be better. conclusion the research result finds that the problem-posing method assisted by mind mapping affects students' problem-solving skills in schoology-based learning. the result showed that there is a significant difference between the experimental and control group in problem-solving skills scores (with a p-value < 0.05). although jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 86-94 92 tendrita, et.al. 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(2020). impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. journal of international medical research, 48(3), 1–8. https://doi.org/ 10.1177/0300060519893225 https://eric.ed.gov/?id=ej1201188 https://doi.org/10.1080/10494820.2013.867889 https://doi.org/10.1080/00219266.2020.1785925 https://doi.org/10.1080/00219266.2020.1785925 https://doi.org/10.5897/err2014.2059 https://doi.org/10.24042/jipfalbiruni.v6i2.1850 https://doi.org/10.1016/j.compedu.2013.05.004 https://doi.org/10.1080/10511970.2017.1286532 https://doi.org/10.1177/0300060519893225 https://doi.org/10.1177/0300060519893225 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 160-165) disubmit: 05 maret 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 brahmana & astitiasih, pengembangan bahan ajar 160 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4036 pengembangan bahan ajar biokimia berbasis hasil penelitian identifikasi kandungan asam amino pada rumput laut (dictyota patens) di pantai segara sanur developing biochemical teaching material based on research results of amino acid compound identification of seaweed (dictyota patens) in the segara beach sanur eti meirina brahmana1, i a raka astitiasih2 1pendidikan biologi fkip universitas pasir pengaraian jl. tuanku tambuasai, kumu rambah hilir pasir pengaraian, riau, telp: 0762 91300 2 ilmu kimia fmipa universitas udayana, kampus bukit jimbaran, kuta badung bali telp. 0361 703137 e-mail korespondensi: ety.meirina@yahoo.com abstrak penelitian ini bertujuan untuk mengidentifikasi kandungan asam amino pada rumput laut (dictyota patens) di pantai segara sanur dan setelah itu dilakukan pengembangan bahan ajar berbasis hasil penelitian. metode dalam pengujian asam amino dengan menggunakan hplc dan pengembangan bahan ajar menggunakan teknik pengumpulan data melalui angket, uji bahan ajar hasil penelitian, dan tes hasil belajar. untuk uji analisis digunakan uji normalitas, uji homogenitas dan uji t paired sample test. berdasarkan hasil penelitian tentang pengembangan bahan ajar melalui beberapa tahapan yaitu analisis kebutuhan, desain bahan ajar, pengembangan bahan ajar, validasi bahan ajar oleh para ahli, dan uji coba bahan ajar . pada pengujian kandungan asam amino menggunakan hplc. asam amino yang terkandung (% b/b) dalam rumput laut tersebut adalah asam aspartat (0,36), asam glutamate (0,57), serin (0,20), histidin (0,06), glisin (0,25), treonin (0,17), arginin (0,59), alanin (0,08), tirosin (0,02), metionin (0,12), valin (0,22), fenilalanin (0,14), isoleusin (0,16), leusin (0,33) dan lisin (0,93). sedangkan dalam pengembangan bahan ajar terjadi peningkatan hasil belajar peserta didik sebesar 0,28 dengan kriteria cukup baik dan terdapat perbedaan peningkatan hasil belajar peserta didik yang signifikan antara kelas eksperimen dan kontrol. respon dari siswa sebesar 82.07% yang berarti sangat kuat terhadap penggunaan bahan ajar. kata kunci: biokimia, hasil penelitian, bahan ajar abstract this study aims to identify the content of amino acids in seaweed (dictyota patens) in segara sanur beach which then developing teaching materials based on the results obtained. the method used to test the amino acids was hplc, meanwhile the data collection has been done by employing questionnaires. the normality test was measured by using normality test, besides the homogeneity test and paired sample test were also used to analyze the homogeneity and significant difference of the data gained. the development of teaching materials has been conducted through several stages namely: needs analysis, design of teaching materials, development of teaching materials, validation of teaching materials by experts, and experiments of teaching materials. the amino acid contents were done by using hplc. the amino acids contained (% w/w) in the seaweed are aspartic acid (0.36), glutamate acid (0.57), serine (0.20), histidine (0.06), glycine (0.25), threonine (0.17), arginine (0.59), alanine (0.08), tyrosine (0.02), methionine (0.12), valine (0.22), phenylalanine (0.14), isoleucine (0.16), leucine (0.33) and lysine (0.93). while in the development of teaching materials there is an increase in student learning outcomes by 0.28 with good criteria and there is a significant difference in students learning outcomes between the experimental class and control. student response is 82.07% which means very strong toward the use of teaching materials. keywords: biochemical, research results, teaching materials permasalahan yang sering dihadapi dalam kegiatan pembelajaran adalah memilih atau menentukan materi pembelajaran atau bahan ajar yang tepat dalam mencapai kompetensi. hal ini disebabkan oleh kenyataan bahwa dalam kurikulum atau silabus, materi bahan ajar hanya dituliskan secara garis besar dalam https://doi.org/10.22219/jpbi.v3i2.4036 mailto:ety.meirina@yahoo.com jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 160-165) disubmit: 05 maret 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 brahmana & astitiasih, pengembangan bahan ajar 161 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4036 bentuk “materi pokok”. menjadi tugas pendidik untuk menjabarkan materi pokok tersebut sehingga menjadi bahan ajar yang lengkap. selain itu, bagaimana cara memanfaatkan bahan. pemanfaatan dimaksud adalah bagaimana cara mengajarkannya ditinjau dari pihak pendidik, dan cara mempelajarinya ditinjau dari pihak peserta didik. prestasi mahasiswa dalam mata kuliah dapat ditingkatkan dengan cara meningkatkan pemahaman mahasiswa pada materi kuliah tersebut. persoalannya sekarang adalah bagaimana cara meningkatkan pemahaman mahasiswa pada materi kuliah biokimia dengan sumber belajar alternatif. hamdani (2011) menjelaskan bahwa sumber belajar adalah bahan-bahan yang dimanfaatkan dan diperlukan dalam proses pembelajaran, berupa buku teks, media cetak, media elektronik, narasumber, lingkungan sekitar, dan sebagainya. sumber belajar berfungsi untuk membantu optimalisasi hasil belajar. dalam hal ini sumber belajar yang digunakan adalah bahan ajar yang diharapkan akan dapat meningkatkan pemahaman mahasiswa pada materi mata kuliah biokimia. mata kuliah biokimia adalah mata kuliah yang mempelajari hubungan dengan berbagai molekul di dalam sel atau organisme hidup sekaligus dengan reaksi kimianya. mata kuliah ini seharusnya menjadi mata kuliah yang bersifat aplikatif bukan hanya teoritis saja. hanya saja, untuk menjadikan mata kuliah ini sebagai bidang yang aplikatif tampaknya masih merupakan kendala yang perlu dipecahkan. sebagai upaya meningkatkan pemahaman mahasiwa, maka perlu dikembangkan bahan ajar yang disusun berdasarkan hasil penelitian. mulyasa (2013) menerangkan bahwa bahan ajar adalah segala bentuk bahan atau materi yang disusun secara sistematis yang digunakan untuk membantu pendidik atau instruktur dalam melaksanakan kegiatan belajar mengajar sehingga tercipta lingkungan atau suasan yang memungkinkan peserta didik untuk belajar. salah satu materi dalam mata kuliah biokimia adalah asam amino. asam amino merupakan salah satu kandungan dari rumput laut. rumput laut tergolong tanaman tingkat rendah (thallophyta), umumnya tumbuh melekat pada substrat tertentu, tidak memiliki akar, batang maupun daun sejati, tetapi hanya menyerupai batang yang disebut thallus. pertumbuhan dan penyebaran rumput laut sangat dipengaruhi oleh toleransi fisiologis dari biota tersebut untuk beradaptasi terhadap faktor-faktor lingkungan seperti substrat, salinitas, temperatur, intensitas cahaya, tekanan dan nutrisi. rumput laut tumbuh dialam dengan melekatkan diri pada karang, lumpur, pasir, batu dan benda keras lainnya (jana, 2006). penelitian ini bertujuan untuk mengetahui kandungan asam amino pada rumput laut dictyota patens di pantai segara sanur yang merupakan salah satu perairan yang mampu memproduksi rumput laut dan memanfaatkan hasil penelitian sebagai bahan ajar biokimia di prodi biologi semester 3 fakultas keguruan dan ilmu pendidikan universitas pasir pengaraian pada materi asam amino. metode penelitian ini dilakukan dengan dua prosedur kerja yaitu penelitian secara kuantitatif kandungan asam amino dengan menggunakan high performance liquid https://doi.org/10.22219/jpbi.v3i2.4036 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 160-165) disubmit: 05 maret 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 brahmana & astitiasih, pengembangan bahan ajar 162 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4036 chromatography (hplc) dan setelah itu dilakukan prosedur pengembahan bahan ajar. uji kandungan asam amino 1. tempat dan waktu penelitian penelitian ini dilakukan di upt laboratorium analitik universitas udayana, laboratorium organik dan laboratorium biologi universitas udayana, bukit jimbaran bali. penelitian ini telah dilakukan pada bulan januariapril 2010. 2. alat dan bahan alat-alat yang digunakan adalah oven, ayakan 250 μm, blender, oven, vacum evaporator neraca analitik, labu ukur, erlenmeyer, tabung reaksi, pipet tetes, pipet volum, glass beker, botol semprot, spatula, gelas ukur, bola isap, stopwatch, tutup gelas, rak tabung reaksi, corong plastik, pipet mikro, saringan crucible, seperangkat alat hplc. bahan-bahan yang digunakan adalah yaitu rumput laut dictyota patens yang diambil dari pantai segara, sanur pada tanggal 22 januari 2010, aluminium foil. kertas saring, dan bahan kimia yang berderajad pro analisis seperti larutan standar 15 jenis asam amino yaitu larutan asam aspartat, asam glutamate, serin, histidin, glisin, treonin, arginin, alanin, tirosin, metionin, valin fenilalanin, isoleusin, leusin dan lisin, asam klorida, gas n2, buffer kalium borat ph 10,4, pereaksi opa , dan air h.p (high pure). 3. prosedur kerja a. persiapan sampel rumput laut rumput laut jenis dictyota patens dicuci dengan air tawar untuk menghilangkan kotoran yang menempel. selanjutnya dikeringkan menggunakan oven dengan suhu 400c sampai berat konstan. sampel yang telah kering dihaluskan menggunaka blender dan diayak dengan ayakan 250 μm sehingga diperoleh serbuk sampel dengan ukuran < 250 μm. b. analisis asam amino pada sampel dengan hplc sebanyak 0,5014 g sampel dimasukkan ke dalam tabung reaksi, lalu ditambahkan 1,0 ml larutan hcl 6 n dan dialiri dengan gas n2 untuk menghilangkan udara dalam sampel. sampel tersebut dipanaskan dalam oven selama 24 jam dengan suhu 1100c, kemudian disaring dengan saringan crucible dan dibilas beberapa kali dengan 4,0 ml hcl 0,01 n. filtrat yang diperoleh dikeringkan dengan vakum evaporator pada suhu ± 600c. setelah dievaporator diperoleh cairan kental sebanyak 1,0 ml, kemudian ditambahkan hcl 0,01 n hingga volume 6,0 ml. sebanyak 25 μl sampel diambil dan ditambahkan 25 μl buffer kalium borat ph 10,4 (perbandingan 1 : 1), kemudian 5 μl sampel tersebut dimasukkan kedalam vial kosong dan ditambahkan 25 μl pereaksi opa. sampel dibiarkan selama 1 menit agar proses derivatisasi sempurna. setelah itu, 5 μl sampel diinjeksikan ke dalam kolom hplc dan tunggu hingga pemisahan semua asam amino selesai. waktu yang diperlukan sekitar 25 menit. larutan standar asam amino yang digunakan dalam hplc adalah 15 jenis asam amino standar yaitu larutan asam aspartat, asam glutamate, serin, histidin, glisin, treonin, arginin, alanin, tirosin, metionin, valin fenilalanin, isoleusin, leusin dan lisin dengan konsentrasi masing-masing adalah 0,5 μ mol/ml. https://doi.org/10.22219/jpbi.v3i2.4036 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 160-165) disubmit: 05 maret 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 brahmana & astitiasih, pengembangan bahan ajar 163 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4036 pengembangan bahan ajar penelitian ini dilakukan di universitas pasir pengaraian pada semester genap tahun pembelajaran 2016/2017. penelitian ini menggunakan teknik cluster random sampling yaitu kelas a semester 3 (tiga) sebagai kelas eksperimen dan kelas b semester 3 (tiga) sebagai kelas kontrol dengan jumlah masing-masing kelas a dan b adalah 23 dan 20 mahasiswa. jumlah keseluruhan sampel sebanyak 43 siswa. teknik pengumpulan data menggunakan tes untuk mengetahui peningkatan hasil belajar, angket untuk mengetahui persepsi siswa. analisis data dilakukan melalui uji kualitas soal yang meliputi validitas, tingkat kesukaran, daya pembeda, reliabilitas, dilanjutkan analisis n-gain, normalitas, homogenitas dan akhirnya dilakukan uji hipotesis indenpendent sample t test. untuk mengetahui respon sikao siswa terhadap penggunaan digunakan tingkat persentase. hasil dan pembahasan uji kandungan asam amino dictyota patens yang diidentifikasi pada penelitian ini tergolong alga coklat yang memiliki klasifikasi sebagai berikut: divis : phaeophyta kelas : phaeophyceae ordo : dictyotales famili : dictyoteae genus : dictyota spesies: dictyota patens hasil asam amino berupa spektra dari larutan standar asam amino dan larutan sampel dari rumput laut jenis dictyota patens disajikan pada gambar 1. (a) (b) gambar 1. (a) spektra asam amino dictyota patens dan (b) dictyota patens asam amino diperlukan sebagai sumber n untuk tubuh dalam pembentukan zat-zat yang mengandung n dan sebagai sumber asam amino esensial yang tidak dapat dibentuk dalam tubuh atau hanya dalam jumlah kecil untuk memenuhi kebutuhan sehari-hari (dahuri, 1998). sejumlah asam amino dalam tubuh digunakan untuk pembentukan protein dan berada dalam bentuk polipeptida, penyusun enzim, kerangka dasar sejumlah senyawa penting dalam metabolism (terutama vitamin, hormone dan asam nukleat), pengikat ion logam penting yang diperlukan https://doi.org/10.22219/jpbi.v3i2.4036 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 160-165) disubmit: 05 maret 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 brahmana & astitiasih, pengembangan bahan ajar 164 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4036 dalam reaksi enzimatik (kofaktor) (alexander & griffiths, 1993). nilai tr dapat dilihat pada tabel 1. dari hasil analisis diketahui komposisi asam amino yang terkandung dalam rumput laut jenis dictyota patens pada pantai segara sanur pada tanggal 22 januari 2010 disajikan pada tabel 1. tabel 1. hasil analisis asam amino dari rumput laut no tr (waktu retensi) asam amino (% b/b) 1 5,105 asam aspartat 0,36 2 6,905 asam glutamat 0,57 3 12,020 serin 0,20 4 13,885 histidin 0,06 5 15,425 glisin 0,25 6 16,290 treonin 0,17 7 18,343 arginin 0,59 8 18,873 alanin 0,08 9 19,835 tirosin 0,02 10 23,802 metionin 0,12 11 24,180 valin 0,22 12 24,905 fenilalanin 0,41 13 25,747 isoleusin 0,16 14 26,045 leusin 0,33 15 27,438 lisin 0,93 asam amino merupakan penyusun dari protein, sehingga kebutuhan protein pada tubuh sesuai dengan kebutuhan asam amino. asam amino dibagi dua yaitu asam amino essensial (tidak disintesis di dalam tubuh) dan non essensial (disintesis dalam tubuh) (rosebrough, farr & randall, 1951). tubuh manusia memerlukan 9 asam amino essensial, artinya asam amino tersebut tidak dapat disintesis sendiri oleh tubuh sedangkan sebagian asam amino dapat disintesisa sendiri oleh tubuh atau non essensial. keseluruhan asam amino yang dibutuhkan oleh tubuh berjumlah 21 asam amino (strayer, 1998) . berdasarkan tabel 1 di atas menunjukkan ada 9 jenis asam amino esensial yaitu arginin, histidin, isoleusin, leusin, lisin, metionin, fenilalanin, treonin dan valin. sedangkan, yang termasuk asam amino non esensial ada 6 asam amino yaitu asam aspartat, asam glutamate, serin, glisin, alanin dan tirosin. pengembangan bahan ajar pengembangan bahan ajar penting dilakukan oleh pendidik, karena dengan mengembangkan bahan ajar dapat membantu peserta didik. peserta didik tidak hanya memiliki satu buku paket yang digunakan sebagai bahan ajar melainkan bisa lebih dari satu dan hal tersebut dapat membantu peserta didik untuk mengembangkan wawasannya serta mempermudah mereka memperoleh informasi. selain itu yang menjadi kelebihan bahan ajar ini adalah bahan ajar merupakan hasil penelitian yang digunakan sebagai pengayaan, sehingga lebih menarik karena dapat mendukung juga pada praktikum mata kuliah biokimia. sesuai dengan pernyataan prastowo (2012), bahan ajar digunakan untuk membantu pendidik atau instruktur dalam melaksanakan proses pembelajaran. berdasarkan hasil statistik kelas eksperimen menunjukkan nilai pre test dan post test tertinggi 0,51 dan terendah 0,04 dengan rataan kelas 0,28 dengan kategori cukup baik. ini menunjukkan adanya peningkatan pembelajaran dengan menggunakan bahan ajar berbasis hasil penelitian dengan tes sebelumnya berkategori tidak baik menjadi kategori cukup baik. berdasarkan hasil analisis normalitas antara pre test dan post test keseluruhan peserta didik pada kelas eksperimen dan kontrol adalah 0,28 dan 0,19 yang termasuk mengalami peningkatan sedang. berdasarkan hasil uji t dua sampel independent (t-test) diperoleh nilai f yang mengasumsikan kedua varian sama adalah 0,05 dengan nilai t = https://doi.org/10.22219/jpbi.v3i2.4036 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 160-165) disubmit: 05 maret 2017 direvisi: 23 juni 2017 disetujui: 24 juni 2017 brahmana & astitiasih, pengembangan bahan ajar 165 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4036 2,264 dengan derajat kebebasan (df) = 43 taraf signifikan α = 0,029 diperoleh sig. menunjukan nilai signifikan sebesar 0,29. diperoleh sig. 0,029 karena sig. 0,029 < 0,29 dengan demikian ho ditolak atau dengan kata lain ha diterima artinya terdapat perbedaan hasil belajar yang signifikan antara siswa yang menggunakan bahan ajar berbasis hasil penelitian dengan yang tidak menggunakan bahan ajar berbasis hasil penelitian. pengembangan bahan ajar berbasis hasil penelitian merupakan salah satu metode pengembangan bahan ajar yang dapat menumbuhkan minat dan motivasi peserta didik dalam proses pembelajaran, sehingga dapat mengurangi rasa jenuh atau bosan pada peserta didik. penggunaan bahan ajar yang tepat pada materi yang sesuai dapat meningkatkan proses pembelajaran sehingga proses pembelajaran dapat efektif dan efisien serta peserta didik dapat menerima dan menyerap materi dengan mudah dan dapat memperoleh hasil belajar yang optimal. penutup kesimpulan berdasarkan hasil penelitian dapat disimpulkan, yaitu (a) asam amino yang terkandung (%b/b) dalam rumput laut dictyota patens adalah asam aspartat (0,36), asam glutamate (0,57), serin (0,20), histidin (0,06), glisin (0,25), treonin (0,17), arginin (0,59), alanin (0,08), tirosin (0,02), metionin (0,12), valin (0,22), fenilalanin (0,14), isoleusin (0,16), leusin (0,33) dan lisin (0,93). 9b) penggunaan bahan ajar berbasis hasil penelitian mampu meningkatkan hasil belajar peserta didik sebesar 0,28 dengan kriteria cukup baik dan respon peserta didik sebesar 82,07% dikategorikan sangat kuat. saran berdasarkan penelitian di atas maka saran yang diberikan penulis adalah perlu dilakukan pengembangan bahan sajar berbasis hasil penelitian pada materi yang lain atau pada mata kuliah yang lain. daftar rujukan alexander, r. r & griffiths, j. m. (1993). basic biochemical method. 2nd ed. new york, us: a jhon wiley and sons, inc. dahuri, r. (1998). coastal zone management in indonesia: issues and approaches. journal of coastal development, 1(2), 97-112. hamdani. (2011). strategi belajar mengajar. bandung: cv pustaka setia. jana. (2006). seri agribisnis rumput laut. jakarta: penebar swadaya. mulyasa, e. (2013). pengembangan dan implementasi kurikulum 2013. bandung: pt remaja rosdakarya. prastowo, a. (2012). panduan kreatif membuat bahan ajar inovatif. yogyakarta: diva press. rosebrough, n. j., farr, l. a. & randall, r. j. (1951). protein measurement. the journal of biological chemitry, 193: 265-275. strayer, l. (1998). biochemistry. 6th ed. new york, us: w. h. freeman and company https://doi.org/10.22219/jpbi.v3i2.4036 225 citation: sambodo, r. a., prayitno, b. a., karyanto, p. & sulistyowati, e. (2018). developing mobile learning as ecology practical tool using three-layer observation framework. jpbi (jurnal pendidikan biologi indonesia), 4(3), 225-234. doi: https://doi.org/10.22219/jpbi.v4i3.6810 vol. 4 no. 3, 2018; pp. 225-234 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 11/10/2018 revised: 05/11/2018 accepted: 15/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing mobile learning as ecology practical tool using three-layer observation framework rizki agung sambodo1*, baskoro adi prayitno1, puguh karyanto1, and eka sulistyowati2 1department of biology education, universitas sebelas maret, solo, central java, indonesia 2department of biology education, universitas islam negeri sunan kalijaga, yogyakarta, indonesia *corresponding e-mail: gebangtengah@gmail.com abstract developing practical tool in ecology that addresses the challenge of transferring ecological concept systematically has becoming essential factor in achieving better understanding of the teaching process. three-layer observation framework (tlof) is one of the best methods that can be adopted in designing practical work in ecology since its power in providing a step-by-step concept reconstruction. this research aimed to develop a sample of practical work in ecological teaching and learning based on the tlof. this research followed the addie method in developing the product with some modifications. the research focus was set to gain product’s appropriateness from validators and users. the developed product was tested in biology education department at the state islamic university of sunan kalijaga, yogyakarta in order to collect responses for further product improvement. the results of the appropriateness test from three validators showed that the developed product is “very good” with an average score of 81.8. during the performed preliminary test by users, as high as 82.5 was achieved. it means that the developed product gained a good perception from the respondents. according to the results, tlof-based mobile learning practical tool is potential to become an alternative media in improving practical work in term of encompassing ecological concepts. keywords: ecological concepts, mobile learning, three-layer observation framework © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the rapid changes in sciences, environment, technology, and society has caused significant changes in methods and strategies in learning science. today, learning science is not only related to the mastering of declarativeknowledge but also related to procedural knowledge. in learning science, when students learn to memorize, there is a possibility that they will fail to compete in the global era (bybee, 2010). therefore, an ideal science learning is not only aimed at answering questions of "what" but also “why” and “how”. besides, to be able to answer the questions of “why” and “how”, the student needs to be involved in the designed teaching and learning processes. as a science, biology must deal with procedural rather than declarative knowledge (osuafor & amaefuna, 2016). the practical exercise is an appropriate method in biological teaching and learning (wulandari, kurnia, & sunarya, 2013). practical exercises enable students to be involved in activities that lead to the improvement of their concepts in practical and theoretical knowledge as well. practical exercise helps students to be trained in term of their scientific skills including formulating research questions, making an observation, dealing with data uncertainties, analyzing and interpreting data, and composing data-based argumentations (hung, hwang, lin, wu, & su, 2013). it also plays importantly in building scientific skill process and broadening their scientific perspectives (y. m. huang, lin, & cheng, 2010; wulandari et al., 2013). moreover, researches deal with the lower level of education (for example high in school) show that practical exercises bring positive correlation towards student scientific perspective (hayat, anggraeni, & redjeki, 2011). hence, it is arguable that practical exercises could be given along with theory to enhance both, practical skill and theoretical concepts as well. contextual teaching and learning are essential in studying ecology. indeed, ecology is https://doi.org/10.22219/jpbi.v4i3.6810 mailto:gebangtengah@gmail.com 226 developing mobile learning as ecology …. sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) pp. 225-234 about to study the interaction between the organism and the environment. the objects of ecology cover all level of stratification including species, community, population, interaction pattern, material and energy flow, and climate change (ajizatunnisa, wahyuni, waluyo, & miharja, 2018; lewinsohn et al., 2014). in general, ecology deals with macroscopic objects and, considered as multidisciplinary. effective ecological teaching must to involve real nature object and employ an active data gathering in the field. therefore student participation and collaboration with others is critical during the teaching and learning process to build a more cooperative process (schaal, matt, & grübmeyer, 2012). conducting contextual teaching and learning in ecology may bring great consequences for both the teacher and student in helping the student to focus on the given tasks and instruction. the unpredictability of unnecessary information may exacerbate all instructions, primarily related to how student's brain is used in storing and processing information and instruction. the human brain works similarly to the computer's memory. complex information may lead to overworked working memory (hung et al., 2013). working memory will be equal with cognitive system consumed by human's brain, in which the information is stored and process (shipstead, lindsey, marshall, & engle, 2014). in these disturbances, the student will lose their ability to focus on the teacher’s instruction as storing capacity and duration of working memory are limited (kirschner, sweller, & clark, 2006; tulbure & siberescu, 2013). an overload working memory will interfere with a process of how information is processed in the brain due to competition between important information with another un-useful data. this may cause a failure in accomplishing the instruction during practical exercises. working memory will be more effective when information is directly connected with the given instruction (hung et al, 2013). cognitive load theory (clt) states that instructional guides ease the task of working memory (kirschner et al., 2006). the instructional guide serves as a tool for ensuring effective data processing. in this case, instructions help to guide and structure the available information which in turn will comprehensively improving learning interdependence and facilitating knowledge transfer (hung et al., 2013; husamah, 2015). common practical exercise in ecology as in uin sunan kalijaga is performed in a conventional method using a functional module. the module is applied with insufficient instruction, making this tool is unable to ensure a systematic knowledge reconstruction. the conducted observation reflects the failures of the applied module in facilitating ecological concept transfer. a survey upon 54 student participant’s show that half of the students fail to understand the stated concept in the module. at 67% of the student, participants found difficulties in solving some mathematical formula. at 71% of students are unable to use the instruction without lecturer’s explanation the result as mentioned above of observation tells the importance of developing practical exercise by incorporating digital technology in the blended learning concept (husamah, 2015). the smartphone is an appropriate technology that is potential to be engaged in facilitating selflearning processes as its high portability, flexibility, and connectivity. these power may support indoor and outdoor teaching and learning process in ecology (chen, kao, & sheu, 2003; y. huang, liao, huang, & chen, 2014; sung, chang, & liu, 2015). common mobile teaching and learning tools considered ineffective since it only displays learning materials and feedbacks in the form of multiple choice questions. this cause students to fail in reconstructing their inquiry skill since the available media is dominated by text. a solution to overcome this problem is by integrating mobile learning using a three-layer observation framework (tlof) (hung et al., 2013). tlof provide important stages namely: 1) guided observation, 2) independent observation, and 3) extended inquiry (hung, lin, & hwang, 2010). the three-layer observation framework provides not only feedback in the form of multiple-choice questions but also worksheets. students’ working memory is gradually guided, which in turn making students to focus on completing the instruction (hung et al., 2013). the abovementioned challenge must be addressed by the teacher to ensure the effectivity of practical exercise in ecology. this research aims to develop mobile learning tools for teaching and learning in ecology based on the tlof. developing mobile learning as ecology …. 227 sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) pp. 225-234 𝑃 = ∑𝑥 ∑ 𝑥𝑖 x 100% method this study employs the r&d design in developing mobile learning functional exercise module based on a three-layer observation framework. addie steps (branch, 2009) was followed with few modifications. evaluation stage in the addie was modified by conducting this step at every stage of this research. the implementation step in the addie was changed by put this critical step in the large-scale pilot and effectivity test. small-scale implementation was used altering the effectivity test in order to collect the feedback for product improvement. the small-scale test was carried out towards university student of uin sunan kalijaga yogyakarta. the quality of the product was checked using questionnaires adapted from crozat, hu, & trigano (1999) and noviar (2016). the chosen aspects are curriculum, content, implementation, evaluation, language, technical quality, usability, visual media elements, and compatibility. the student was asked to express their interest in the media and their feasibility of using the product. the information gathered during the conducted data collection was analyzed descriptively by referring formula 1 (arikunto, 2013). the result of the analysis is presented in table 1. (1) p : percentage ∑x : total number of score per item ∑xi : total number of ideal score per item table 1. validation criteria and decision making percentage (%) validation level explanation 81-100 very good no need revision 61-80 good partial revision 41-60 fair partial revision 21-40 bad total revision <20 very bad total revision results and discussion product’s description and specification the sample of tlof-based mobile learning product that was developed in this research entitled the “gastropoda air tawar" or freshwater gastropoda. the application is saved into a master installer file with the extension *.apk (application package). the installer application master is used to install the application on the student's android-based mobile phone. the application consists of several submenus namely course contents (materials), research, evaluation, discussion, and information. each sub-menu has a specific function to facilitate student during a practical exercise. the sub-menu of ‘material’ contains the explanation of freshwater gastropods and the roles of gastropod in the environment. the submenu of ‘research’ contains the steps of ecological fieldwork as well as the procedure of data collection methods. sub-menu of ‘discussion’ provides an online communication tool for students via the internetbased network. students can send messages and comments using the tool. the sub-menu of ‘evaluation’ helps the student to evaluate their understanding of theoretical content together with their practical skill and competencies. in the sub-menu of ‘info’, a brief explanation of the application and contact information of the admin that create an application is provided. the sample of the tlof-based product is highly portable and flexible and, can be run online and offline using smartphones. this application is also downloadable from app-store. the front cover of the product can be displayed in figure 1 and figure 2. steps of developing the tlof-based mobile learning media for practical exercise in ecology need analysis the results of this preliminary research show the ability of the developed android-based threelayer observation framework module for practical exercise in ecology in facilitating concept mastering. this is because of some comparative value bear by this product. the ability of the product in supporting fast cognitive recalling is one of the points. the three-layer ensures systematic information arrangement in the brain, making the stored information and data are accessible to recalled (hung et al., 2013). narrow observation towards the willingness to bring references reveals facts that 89 % of the students did not bring any reference, 74% students did not bring identification books, while 11% students did not bring practical worksheets during fieldwork activities. a percentage of 84% of students preferred to bring soft materials or files rather than the hard one. the developed tlof-based mobile learning media can address 228 developing mobile learning as ecology …. sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) pp. 225-234 the challenges of this preference. ecological references can be stored in the sub-menu unlimitedly, providing as a source of reference in discussing the data resulted during a practical exercise. despite the facts mentioned above, almost all student have good access using their smartphone during the field work. this fact implies that student is familiar with smartphone representing the data reported by unesco telling many mobile devices users in indonesia that reaches 91.7% of its total population (isaacs, 2012). regarding the use of operating systems, the students reported to used android, ios, blackberry, and java. the android operating system shows the highest percentage of users (88%). blackberry and iphone os (ios) users were the second ranks, with the percentage of users at 5% each. only 2% of the user used a java operating system. the detail data are presented in figure 3. the above data of students' mobile device operating system is relevant with the data retrieved from http://gs.statcounter.com that tells that the android is the most occupied operating system in indonesia with a percentage of 76.3%. this may be due to its lower price and accessibility and its capacity to support internet connectivity (singh & jain, 2014). observation also found that 48% of students possess difficulties in understanding the provided worksheet. student fails to follow the incomplete direction and can not sense the figure presented in the worksheet. this case had lead student into misperception towards the field practical procedure. for example, during the titration procedure 4 of 7 groups fail to follow the correct procedure of measuring the dissolved oxygen. it can be concluded that assists still needed to complement the worksheet. this is in line with hung's opinion that the challenge of the worksheet of practical exercise is in its lack of expert guides and appropriate field tools and reference (hung et al., 2010). therefore an efficient, practical exercise guide is needed to help students in conducting their fieldwork. in ecology, this case is also important to be solved as teaching and learning in ecology stated specific learning outcomes. it is not purely cognitive but also builds the environmental, behavioral intention as well (lewinsohn et al., 2014). figure 1. layout of welcome screen figure 1. layout of cover/welcome screen figure 2. layout of main menu developing mobile learning as ecology …. 229 sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) pp. 225-234 figure 3. percentage of the os users design the next step in the addie is about how to design the product. in this step, the researchers developed a prototype of mobile learning application and design. interfaces, material frameworks, and application of the frameworks. the interface application refers to the seven principles of mobile learning design namely customizing the display into a small screen, arranging ecological content, making the system is more accessible to operate with one hand, simplifying the color elements, making content relevant to the need and ensuring the system to be easily updated on a regular basis (noviar, 2016). the tlof accommodates this seven principle. this research employs the tlof as the basic method in developing the product. the tlof procedures are illustrated in figure 4. figure 4. three-layer observation learning the framework used in the practicum menus refers to three-layer observation framework hung et al., (2013) hat consists of 1) guiding students with multiple choices, 2) guiding students with short questions, and 3) giving back answers directly in the application. complete steps of three-layer observation learning are illustrated in the above figure 4. the result of the design stage was an application prototype that was continued at the developing stage in the addie. the first step of guided observation with multiple choice questions (figure 5a) is implemented by giving the students multiple choice questions in order to check students' factual knowledge. the questions consist of 10 questions taken randomly from the database. the database provides 20 variations to ensure that each student will get the questions in different order and form. the answer key will directly accompany each question that answered by the students. the key is displayed immediately to help the student to remember the answers spontaneously. at the end of the multiple choice session, students are scored and reviewed in term of their work in answering the answer (figure 5b). the score is used as a reference for the next step in the second phase. only students who pass the passing grade (above 60) are allowed to continue the step. students scored 60 or less should repeat answering the multiple choice questions. in the second stage, the students are encouraged to perform self-observation by filling out a short spreadsheet on the application. the worksheet consists of location, do water, ph of water, temperature, current velocity and sampling of species (figure 6a). the students can choose the worksheet that will be answered first. the view of the temperature worksheet is shown in figure 6b. 230 developing mobile learning as ecology …. sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) pp. 225-234 develop figure 5. (a) exercise screenshoot, (b) discussion screenshoot figure 6. (a) the layout of practicum menu before getting a revision, (b) layout of temperature worksheet developing mobile learning as ecology …. 231 sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) pp. 225-234 students explore the observation data more deeply at the third stage. the data collected in each worksheet is collected in a screen so that students can see in advance the data that have not yet been collected (figure 7). if the data are incomplete or do not reflect the normal trend of measurement, the students can repeat inputting data to the worksheets. the purpose of editing this data is to allow the students to reflect their work. figure 7. layout of display data the develop stage aims for assessing the quality of the product based on the expert’s judgment. the experts will examine the content and the developed media. the assessment results of all reviewers and peer reviewers are presented in the below table 2. examiner was employed to assess aspects such as curriculum, material, implementation, evaluation, language, technical quality, usability, visual media elements, and compatibility. the tlof-based product gained a total score of 98.20 with an ideal percentage of 81.8%. the x score (98.20) that falls in the range of x > 72 which is categorized as very good (vg). similarly, the ideal percentage (81.8%) which is categorized as very good (vg). table 2. product quality no aspect percentage (%) quality 1 curriculum 84.0 vg 2 material presentations 80.8 vg 3 accomplishment 82.0 vg 4 evaluation 78.0 g 5 linguistic 80.0 g 6 technical quality 85.0 vg 7 usability 72.0 g 8 elemen visual 88.0 vg 9 compatibility 82.0 vg average 81.8 vg explanation: vg-very good, g-good the visual aspect gets the highest score, 88%. the visual element aspect measures the use of visual elements such as text, text alignment with the background, and illustrations (pictures and videos). the ideal score shows that the product displays visual elements that are categorized according to text size, font selection, proportional text color, text and suitable background, and resolution. meanwhile, the usability aspect of the product scored 72%, lower than other aspects. this result shows that it is quite complicated to use compared to the print worksheet. the reviewer directed that the application must be developed to collect data from several research locations at once. this development is essential because, at the field, the students not only collect data from one location but also collect in several locations. indeed, each student usually takes data from more than 3 locations at once. based on these suggestions, added the "new data entry" button into the application to accommodate users. all data is stored in the database for easy data access. a new practical exercise menu is shown in figure 8. the revised product has been applied towards 25 biology students of uin sunan kalijaga to gain students' feedback to improve the developed aplication. table 3 shows that based on students feedback, the product gained a total score of 61.88. based on the ideal scoring category, the x score (61.88) lies in the range of x > 60 or very good (vg). the ideal percentage is 82.5% which is catagorized as very good (vg). 232 developing mobile learning as ecology …. sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) pp. 225-234 figure 8. the layout of the practicum menu after getting a revision table 3. product quality no aspects percentage (%) quality 1 media interest 84,4 vg 2 material mastery 76,8 g 3 display 86,4 vg 4 accomplishment 82,4 vg total ideal percentage 82,5 vg explanation: vg-very good, g-good the tlof-based mobile learning is able to force the students’ to focus on the instruction, making a more effective and efficient practical exercise activity. this tlof-based application bears several points in 1) can be ran through smartphone making it more flexible and portable to be operated for field activities. 2) the material can be presented in a more attractive drawings, icons, and panels. 3) the application is complemented by gastropod identification key in order to make the students easier to identify gastropods during the field work. 4) the application can run in offline mode making this application is still running without internet connection. conclusion tlof-based mobile learning practical exercise is potential to become an alternative of methods in improving practical exercise in teaching ecological concept this three-layer observation framework-based mobile learning application achieves the quality of "very good" with the percentage value of 81.8 according to the experts’ validation and the quality of "very good" with the percentage of 82.5 in the feed back. acknowledgment thanks to the head of the department of biology education at uin sunan kalijaga for the opportunity during the small pilot test. thanks also to postgraduate studies of science education of universitas sebelas maret, surakarta, at the 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(2013). pembelajaran praktikum berbasis inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis siswa sma pada materi laju reaksi. jurnal riset dan praktik pendidikan kimia, 1(1), 18–26. https://doi.org/10.1007/s00299-007-03258 tyo jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 80 available at http://ejournal.umm.ac.id/index.php/jpbi pengembangan modul ekologi hewan komunitas makrozoobentos di perguruan tinggi development of animals ecology module for macrozoobentos community at higher institution setyoko 1 , fatchur rohman 2 , hadi suwono 2 1 pendidikan biologi universitas samudra, meurandeh langsa, aceh, telp. (0641) 426535 2 pascasarjana universitas negeri malang, jalan semarang 5, malang, telp. (0341) 551334 e-mail korespondensi: setyoko@unsam.ac.id abstrak pengembangan modul ekologi hewan materi komunitas makrozoobentos di perguruan tinggi bertujuan untuk mengembangkan bahan ajar berdasarkan pada kebutuhan mahasiswa program studi pendidikan biologi di perguruan tinggi. penelitian dilakukan pada januari-maret 2014. jenis penelitian ini merupakan penelitian pengembangan bahan ajar modul. pengembangan modul berdasarkan dari hasil penelitian tahap struktur komunitas makrozoobentos di area mangrove pantai bukit batu kabupaten bengkalis. penelitian dan pengembangan modul ekologi hewan dengan mengikuti langkah-langkah model 4(define, design, development, dan disseminate). hasil pengembangan modul materi komunitas makrozoobentos dijadikan bahan ajar ekologi hewan di program studi pendidikan biologi fkipuniveristas islam riau. hasil pengembangan modul ekologi hewan diperoleh berdasarkan validasi ahli materi ekologi hewan sebesar 92,59% dengan kualifikasi sangat baik dan tidak perlu direvisi. hasil validasi ahli pengembang bahan ajar modul ekologi hewan sebesar 94,86% dengan kualifiaikasi sangat baik dan tidak perlu direvisi. hasil validasi praktisi lapangan sebesar 92,4%, dengan kualifikasi sangat baik dan tidak perlu direvisi. hasil uji kelompok kecil, yang dilakukan sebanyak 30 responden yakni mahasiswa program studi pendidikan biologi fkip-universitas islam riau sebesar 78,4% dengan kualifikasi baik dan tidak perlu direvisi. modul ekologi hewan dapat dipergunakan sebagai bahan ajar yang layak di gunakan mahasiswa program studi pendidikan biologi di perguruan tinggi. kata kunci: komunitas, makrozoobentos, modul ekologi hewan abstract development of animal ecology module with a material of macrozoobenthos community in higher education aimed to develop teaching materials based on the needs of students of biology education. the study was conducted from january to march 2014. this research is a development research of module material. module development is based on study results at the stage of structure of macrozoobenthos community in the mangrove area of bukit batu beach of bengkalis regency. research and development of animal ecology module are conducted by following 4d model steps. the results of module material development of macrozoobenthos community are used as teaching materials of animal ecology at biology education dept., ftteislamic university of riau. results of animal ecology module development obtained was based on expert validation of animal ecology material expert, teaching material, and field practitioners which amounted to 92.59%, 94.86%, and 92.4%, respectively with qualification of excellent and unnecessary to be revised. a test result of small group which was conducted by 30 respondents of students of biology education, ftteislamic university of riau amounted to 78.4% with qualification of good and unnecessary to be revised. module of animal ecology can be used as proper teaching materials by biology education student. keywords: community, macrozoobenthos, module of animal ecology makrozoobentos merupakan fauna akuatik, yang sebagian atau seluruh hidupnya menetap di permukaan atau di dalam substrat dasar perairan. makrozoobentos digolongkan dalam kelompok epifauna dan infauna yang jenisnya beranekaragam. makrozobentos ada yang menempel atau merayap bergerak bebas di batang-batang pohon mangrove dan menggali lubang didalam lapisan substrat (hutabarat & evans, 2008). peran ekologis makrozoobentos dalam suatu perairan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 81 available at http://ejournal.umm.ac.id/index.php/jpbi seperti proses dekomposisi dan mineralisasi material organik yang memasuki perairan, serta menduduki beberapa tingkatan trofik dalam rantai makanan. makrozoobentos membantu mempercepat proses dekomposisi materi organik, terutama yang bersifat herbivora dan detrivora. organisme ini dapat menghancurkan makrofit akuatik dan serasah dedaunan serta ranting yang masuk ke dalam perairan, menjadi potongan yang lebih kecil, sehingga mempermudah mikroba untuk menguraikan menjadi nutrien terutama bagi produsen perairan (nybakken, 1998). komunitas makrozoobentos yang ada di alam, dapat dijadikan petunjuk indikator kondisi habitat dan tingkat pencemaran perairan, dengan melakukan analisis indikator struktur komunitas hewan. kajian komunitas hewan, bagian dari materi yang dipelajari mahasiswa dalam menempuh matakuliah ekologi hewan. matakuliah ekologi hewan merupakan matakuliah wajib bagi setiap mahasiswa program studi pendidikan biologi fkip universitas islam riau yang di programkan dalam kurikulum pada semester vi. mahasiswa harus menguasai kompetensi secara menyeluruh, sehingga dapat menghubungkan konsep teori dengan melakukan analisis komunitas hewan di alam dan menghubungkan dengan tingkat pencemaran habitat perairan. fakta di lapangan, masih ada ditemukan beberapa keterbatasan sumber belajar yaitu kurang terperinci dan bervariasi bahan ajar yang dipergunakan mahasiswa dalam mempelajari materi kajian komunitas hewan. hasil analisis kebutuhan yang dilakukan peneliti bulan desember 2013, di program studi pendidikan biologi fkipuniversitas islam riau. mahasiswa yang sudah menempuh matakuliah ekologi hewan, sebanyak 20 orang mahasiswa menyatakan; (a) cakupan materi yang banyak dan luas, sumber belajar dalam mempelajari matakuliah ekologi hewan menggunakan buku teks ekologi dasar, dan modul pengantar ekologi hewan (b) modul dan panduan praktikum ekologi hewan yang digunakan meliputi; adaptasi dan respon hewan, populasi hewan, dan komunitas plankton. modul dan panduan praktikum ekologi hewan yang digunakan belum terperinci dalam mempelajari komunitas hewan lainnya. diperlukan pengembangan bahan ajar modul ekologi hewan yang lebih spesifik membahas komunitas hewan yang belum ada disajikan di bahan ajar dan panduan praktikum yang digunakan mahasiswa. pengembangan bahan ajar modul ekologi hewan mengenai komunitas makrozoobentos, diharapkan dapat menunjang dan melengkapi bahan ajar yang sudah ada dan dipergunakan mahasiswa dalam mempelajari komunitas hewan yang berbeda dari sebelumnya. modul yang dikembangkan dapat memperkaya mahasiswa dalam mempelajari matakuliah ekologi hewan, khususnya pada materi komunitas secara lebih terperinci. pembelajaran dengan modul merupakan pendekatan pembelajaran mandiri berfokuskan penguasaan kompetensi dari bahan kajian yang dipelajari mahasiswa dengan waktu tertentu sesuai dengan potensi dan kondisinya (dharma, 2008). modul disusun sebagai bahan ajar yang digunakan dalam kegiatan belajar mengajar (kbm) selalu diarahkan untuk mencapai tujuan khusus pembelajaran yang sudah ditetapkan. penyusunan modul jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 82 available at http://ejournal.umm.ac.id/index.php/jpbi didasarkan pada kebutuhan nyata di lapangan. kebutuhan nyata di lapangan menuntut peningkatan kualitas pembelajaran. pembelajaran dengan modul akan mendorong penguasaan mahasiswa terhadap kompetensi materi dalam modul yang sudah ditetapkan (setyosari & effendi, 1991). modul dapat dikembangkan berdasarkan kurikulum yang ditetapkan oleh masing-masing perguruan tinggi. pengembangan bahan ajar modul dapat disesuaikan dengan kebutuhan mahasiswa dan modul dapat mempertahankan keunggulan dan kearifan lokal (soetikno, 2013). metode penelitian dilakukan pada bulan januari sampai dengan maret 2014. jenis penelitian ini merupakan penelitian pengembangan bahan ajar modul. pengembangan modul berdasarkan dari hasil penelitian tahap struktur komunitas makrozoobentos di area mangrove pantai bukit batu kabupaten bengkalis. penelitian dan pengembangan modul ekologi hewan dengan mengikuti langkah-langkah model 4-d thiagarajan et al (1974). hasil pengembangan modul materi komunitas makrozoobentos dijadikan bahan ajar ekologi hewan di program studi pendidikan biologi fkip-univeristas islam riau. rancangan penelitian penelitian dan pengembangan modul dengan model 4 d dikembangkan oleh thiagarajan et al (1974) meliputi; define, design, dan development dan disseminate yang disesuaikan dalam penelitian ini sehingga model pengembangan yang mengacu pada model tersebut dan tetap bertujuan menghasilkan bahan ajar modul ekologi hewan. 1. tahap pendefinisian (define) tahap define untuk menetapkan dan mendefenisikan syarat pembelajaran. tahap define ini mencakup lima langkah pokok, yaitu analisis ujung depan (front end analysis), analisis siswa (learner analysis), analisis tugas (task analysis), analisis konsep (concept analysis) dan perumusan tujuan pembelajaran (specifying intructional objectives). 2. tahap perancangan (design) tahap perancangan bertujuan untuk merancang perangkat pembelajar 4 langkah yang harus dilakukan pada tahap ini, yaitu: (1) penyusunan tes acuan patokan (constucting criterion referenced test), (2) pemilihan media (media selection), yang sesuai dengan karakteristik materi dan tujuan pembelajaran, (3) pemilihan format (format selection), yakni mengkaji formatformat bahan ajar yang ada dan menetapkan format bahan ajar yang dikembangkan, (4) membuat rancangan awal (initial design). penjabaran desain awal struktur pengembangan modul disajikan dalam tabel. 1. tabel 1. desain awal struktur pengembangan modul desain awal pengembangan modul ekologi hewan bagian awal halaman sampul kata pengantar daftar isi pendahuluan petunjuk modul petunjuk untuk dosen petunjuk untuk mahasiswa bagian inti kegiatan belajar 1 uraian materi kegiatan belajar 2 problem based learning rangkuman jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 83 available at http://ejournal.umm.ac.id/index.php/jpbi desain awal pengembangan modul ekologi hewan tes formatif umpan balik dan tindak lanjut daftar pustaka kunci jawaban tes formatif glosarium bagian akhir panduan praktikum (sumber: adaptasi setyosari & effendi, 1991) 3. tahap pengembangan (development) tahap pengembangan menghasilkan produk melalui dua langkah yakni: (1) penilai ahli (expert appraisal) yang diikuti dengan revisi, (2) uji coba pengembangan (developmental testing). tujuan tahap pengembangan ini adalah untuk menghasilkan modul. 4. tahap penyebaran (disseminate) penggunaan modul hanya pada skala terbatas. sosialisasi modul dilakukan untuk memperoleh masukan dan saran yang dijadikan bahan pertimbangan dalam merevisi modul yang dikembangkan berdasarkan angket respon mahasiswa. instrumen pengumpulan data instrumen pengumpulan data yang digunakan dalam pengembangan modul, menggunakan lembar validasi. lembar validasi yang digunakan untuk mengumpulkan data dari hasil uji coba produk modul dari validator ahli materi, ahli pengembangan bahan ajar modul dan ahli praktisi lapangan serta uji coba kelompok kecil. lembar validasi diberikan kepada validator dengan memberikan penilaian pada setiap aspek yang dinilai. jawaban pada lembar validasi modul menggunakan skala likert disajikan di tabel 2. tabel 2. kategori penilaian skala likert skor nilai kategori penilaian modul 4 baik/menarik/layak/sesuai 3 cukup baik/cukup layak/cukup sesuai 2 kurang baik/kurang layak/kurang sesuai 1 tidak baik/tidak layak/tidak sesuai (sumber: julianita & sarjono, 2013) analisis data analisis data pengembangan modul dilakukan berdasarkan hasil perolehan skor dari lembar validasi angket, dalam bentuk persentase dengan rumus: x100% x xi p    (1) keterangan: p : persentase penilaian ∑xi : jumlah jawaban dari validator/responden ∑x : jumlah jawaban tertinggi analisis untuk menghitung data hasil uji coba keefektifan pengembangan modul pada uji kelompok kecil oleh mahasiswa biologi terhadap kefektifan modul dengan menggunakan rumus: x100% responden x btn x perolehanskor p    (2) keterangan: p : persentase penilaian responden n : jumlah item indikator penilaian bt : bobot tertinggi indikator item penilaian ∑r : jumlah keseluruhan responden hasil interpretasi pengambilan keputusan modul tersaji pada tabel 3. tabel 3. pengambilan keputusan modul tingkat pencapaian kualifikasi keterangan > 80 % sangat baik tidak perlu direvisi 70% 80% baik tidak perlu direvisi 60% 69% cukup direvisi 50% 59% kurang direvisi <50% sangat kurang direvisi (sumber: diadaptasi dari setyosari & effendi, 1991) jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 84 available at http://ejournal.umm.ac.id/index.php/jpbi hasil dan pembahasan modul ekologi hewan yang dikembangkan diperuntukan untuk mahasiswa jenjang s-1 pendidikan biologi fkip-universitas islam riau yang sedang menempuh matakuliah ekologi hewan di semester vi. model pengembangan menggunakan 4-d thiagarajan s., d. semmel dan semmel (1974) tahapan pengembangan define, design, develop dan deseminasi, meliputi; tahap define berdasarkan analisis kebutuhan mahasiswa di program studi pendidikan biologi fkip-universitas islam riau. pengembangan modul berdasarkan hasil penelitian disesuaikan dengan konsep materi komunitas dengan mengacu pada kompetensi inti dan kompetensi dasar yang akan dicapai yang telah digariskan pada kontrak perkuliahan, sap dan silabus 2013 matakuliah ekologi hewan di program studi pendidikan biologi fkipuniversitas islam riau. pengembangan modul pada materi komunitas, menjadi sangat penting bagi mahasiswa terutama konsep ini dapat membantu mahasiswa memperediksi kondisi habitat dan tingkat pencemaran suatu perairan berdasarkan kajian struktur komunitas hewan yang hidup di suatu habitat. tahap design pengembangan modul ekologi hewan terdiri dari penetapan dari kompetensi inti sesuai dengan kontrak perkuliahan, sap dan silabus 2013: memahami dan menganalisis komunitas hewan. kompetensi inti, disusun 2 kegiatan belajar dan paduan praktikum lapangan pada modul. tahap develop yakni dilakukan validasi ahli dan uji kelompok kecil. validasi ahli, dilakukan untuk mengetahui kelayakan isi dan kelayakan standar pengembangan bahan ajar modul ekologi hewan. uji kelompok kecil, dilakukan untuk mengetahui respon efektifitas pengembangan modul. validasi ahli ekologi hewan yaitu dr. fatchur rohman, m.si., validasi ahli pengembang bahan ajar modul oleh dr. istamar syamsuri m.pd., dan validasi dosen pengampu matakuliah ekologi hewan di program studi pendidikan biologi fkipuniversitas islam riau oleh dr. roza elvyra, m.si. uji kelompok kecil dilakukan pada 30 mahasiswa program studi pendidikan biologi fkip-universitas islam riau yang sedang menempuh matakuliah ekologi hewan. sistematika isi modul ekologi hewan yang dikembangkan sebagai berikut: (1) bagian awal, meliputi: (a) halaman sampul (b) kata pengantar; yang berisi tentang tujuan penulisan modul, ucapan terimakasih dan penjelasan manfaat modul, (c) daftar isi, (d) pendahuluan; yang berisi mengenai deskripsi singkat isi modul, relevansi isi modul, manfaat yang dapat diperoleh mahasiswa setelah mempelajari modul terkait dengan keilmuan ekologi, serta tujuan instruksional dalam modul (2) bagian inti, meliputi: (a) kegiatan belajar 1, dengan topik materi komunitas, (b) kegiatan belajar 2 dengan topik materi komunitas makrozoobentos. struktur isi dalam kegiatan belajar 1 dan kegiatan belajar 2 terdiri dari: kompetensi inti, kompetensi dasar, tujuan pembelajaran, alokasi waktu, uraian materi, tugas dengan model problem based learning, rangkuman, tes formatif, kunci jawaban tes formatif, daftar pustaka dan glosarium (3) bagian akhir, meliputi: panduan praktikum lapangan komunitas makrozoobentos di area mangrove perairan pantai. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 85 available at http://ejournal.umm.ac.id/index.php/jpbi spesifikasi produk modul yang dikembangkan secara substantif yaitu (1) self instructional, modul dikembangkan sesuai dengan kebutuhan mahasiswa dengan topik materi komunitas dan komunitas makrozoobentos, (2) self contained, modul mencakup kompetensi inti: memahami dan menganalisis komunitas hewan dan kompetensi dasar: 1. memahami konsep komunitas, klasifikasi dan pola komunitas, macam komunitas dan indikator struktur komunitas, dan 2. menganalisis dan mengevaluasi struktur komunitas makrozoobentos, (3) adaptive, modul sajikan berdasarkan kajian teoritis dan hasil penelitian struktur komunitas makrozoobentos di area mangrove pantai bukit batu, (4) user friendly, modul disajikan dengan bahasa operasional dan menuntun. spesifikasi produk modul yang dikembangkan secara teknis yaitu: (1) modul ini terdiri atas 3 kegiatan pembelajaran, yaitu (a) komunitas dan (b) komunitas makrozoobentos dan (c) panduan praktikum lapangan, (2) modul terdapat sajian tugas mahasiswa meliputi; uji konsep pengetahuan awal, menyimpulkan uraiam penjelasn materi, pemahaman lanjutan dan tugas kelompok mahasiswa dengan model problem based learning dan layout modul tediri dari sajian gambar, kolom informasi dan hasil penelitian, (3) modul menggunakan kertas a4 80 gsm (21 x 29,7cm) dicetak timbal balik, jenis huruf segoe ui symbol, size font 12 pt dan spasi antar baris 1,5. hasil validasi modul ekologi hewan yang dikembangkan, diperoleh hasil validasi ahli materi ekologi hewan sebesar 92,59% dengan kualifikasi sangat baik dan tidak perlu direvisi. hasil validasi ahli pengembang bahan ajar modul ekologi hewan sebesar 94,86% dengan kualifikasi sangat baik dan tidak perlu direvisi. hasil validasi praktisi lapangan sebesar 92,4%, dengan kualifikasi sangat baik dan tidak perlu direvisi. hasil uji kelompok kecil, yang dilakukan sebanyak 30 responden yakni mahasiswa program studi pendidikan biologi fkip-universitas islam riau sebesar 78,4% dengan kualifikasi baik dan tidak perlu direvisi. pengembangan hasil penelitian sebagai modul ekologi hewan di perguruan tinggi. dasar landasan dari pengembangan bahan ajar modul ekologi hewan dari hasil penelitian yang dilakukan mengenai struktur komunitas makrozoobentos di area mangrove pantai bukit batu kabupaten bengkalis, dan melakukan analisis kebutuhan mahasiswa di program studi pendidikan biologi, fkip-universitas islam riau. modul ekologi hewan yang dianggap penting bagi kebutuhan mahasiswa dalam mempelajari materi komunitas hewan. pembuatan modul ekologi hewan ini, dikembangkan menggunakan model 4-d thiagarajan. menurut lestari, (2013) bahan ajar yang telah dibuat dengan kaidah yang tepat, akan mengarahkan semua aktivitas dalam proses pembelajaran, di dalamnya akan ada beberapa kompetensi yang harus diajarkan. selain itu, bahan ajar berguna untuk mahasiswa mengetahui program pembelajaran sedang berlangsung. pengembangan modul khususnya pada materi komunitas dengan kajian ekologi komunitas makrozoobentos, akan memperkaya mahasiswa dalam mengkaji konsep komunitas. mahasiswa dapat menghubungkan konsep teoritis yang dipelajari dengan mengaplikasikan pembelajaran dalam bentuk panduan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 86 available at http://ejournal.umm.ac.id/index.php/jpbi praktikum untuk memprediksi kondisi habitat dan indikator pencemaran perairan. komunitas makrozoobentos digunakan sebagai sumber belajar di tingkat sma dengan materi invertebrata (ratih, dkk., 2015). tujuan disusunnya modul adalah agar mahasiswa dapat menguasai kompetensi yang diajarkan dalam kegiatan pembelajaran (purwanto, 2007). pembuatan bahan ajar adalah hal penting dan merupakan suatu tuntutan, mengingat bahan ajar memiliki kontribusi besar bagi keberhasilan pembelajaran (prastowo, 2011). penyusunan modul bertujuan untuk menyediakan bahan ajar yang dapat memfasilitasi mahasiswa dalam pencapaian standar kompetensi, berupa hard skill dan soft skill (fidiastuti & rozhana, 2016) hasil validasi modul oleh validator ahli materi, validator ahli pengembangan bahan ajar dan validator ahli praktisi lapangan, serta modul ini telah di uji coba terhadap kelompok kecil mahasiswa dan telah dilakukan perbaikan sesuai dengan saran dan masukan setiap indikator penilaian pada modul. modul ekologi hewan yang dikembangkan layak untuk digunakan sebagai bahan ajar mata kuliah ekologi hewan pada materi komunitas. modul ini, secara secara umum diperuntukan mahasiswa perguruan tinggi yang mempelajari mata kuliah ekologi hewan, secara khusus di program studi pendidikan bilogi fkip universitas islam riau. penutup hasil pengembangan modul ekologi hewan untuk mahasiswa program studi pendidikan biologi fkip-universitas islam riau. model pengembangan 4-d diperoleh berdasarkan validasi ahli materi ekologi hewan sebesar 92,59% dengan kualifikasi sangat baik dan tidak perlu direvisi. hasil validasi ahli pengembang bahan ajar modul ekologi hewan sebesar 94,86% dengan kualifiaikasi sangat baik dan tidak perlu direvisi. hasil validasi praktisi lapangan sebesar 92,4%, dengan kualifikasi sangat baik dan tidak perlu direvisi. hasil uji kelompok kecil, yang dilakukan sebanyak 30 responden yakni mahasiswa program studi pendidikan biologi fkip-universitas islam riau sebesar 78,4% dengan kualifikasi baik dan tidak perlu direvisi. modul ekologi hewan dapat dipergunakan sebagai bahan ajar yang layak di gunakan mahasiswa program studi pendidikan biologi di perguruan tinggi. daftar rujukan dharma, s. (2008). penulisan modul. jakarta: direktorat tenaga kependidikan direktorat jenderal peningkatan mutu pendidik dan tenaga kependidikan departemen pendidikan nasional. fidiastuti, h. r. & rozhana, k. m. (2016). developing modul of microbiology subject through biodegradation by using the potencial of indigen bacteria. jurnal pendidikan biologi indonesia, 2 (2), 125 -132. hutabarat, s. & evan, m. s. (2008). pengantar oseanografi. jakarta: ui press. julianita, w. & sarjon, h. (2013). spss vs lisrel: sebuah pengantar aplikasi untuk riset. jakarta: salemba empat lestari, i. (2013). pengembangan bahan ajar berbasis kompetensi. sesuai dengan kurikulum satuan pendidikan. padang: akademia permata. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 80-87) disubmit: september 2016 direvisi: maret 2017 disetujui: maret 2017 setyoko et al., pengembangan modul ekologi 87 available at http://ejournal.umm.ac.id/index.php/jpbi nybakken, j. w. (1998). biologi laut: suatu pendekatan ekologis (terjemahan oleh: m. eidman, koessoebino. d. g. bengen, m .hutomo dan sukristijono). jakarta: pt. gramedia. prastowo, a. (2011). panduan kratif membuat bahan ajar inovatif. yogyakarta: diva press. purwanto., aristo, r. & suharto, l. (2007). pengembangan modul: seri teknologi pembelajaran. jakarta: departemen pendidikan nasional pusat teknologi informasi dan komunikasi pendidikan. ratih, i., prihanta, w., & susetyarini, rr. e. (2015). inventarisasi keanekaragaman makrozoobentos di daerah aliran sungai brantas kecamatan ngoro mojokerto sebagai sumber belajar biologi sma kelas x. jurnal pendidikan biologi indonesia, 1 (2), 158-169. setyosari, p. & effendi, m. (1991). pengajaran modul: buku penunjang perkuliahan. malang: departemen pendidikan dan kebudayaan ikip malang. soetikno w. r. 2013. disain kurikulum digital.jakarta: smart writing. thiagarajan, s., semmel, d. & semmel, m. i. (1974). instructional development for training teacher of exceptional children a sourcebook. bloomington: indiana university jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 95 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 biodegradasi limbah cair organik menggunakan konsorsium bakteri sebagai bahan penyusunan buku ajar matakuliah pencemaran lingkungan biodegradation of organic liquid waste by using consortium bacteria as material preparation of environmental pollution course textbook dora dayu rahma turista stikes hutama abdi husada tulungagung jl. dr. wahidin sudiro husodo no. 1 tulungagung-jawa timur, telp. (0355) 322738 e-mail korespondensi: doraturistaofficial@gmail.com abstrak limbah organik merupakan salah satu jenis limbah yang seringkali mencemari daerah perairan. biodegradasi dapat digunakan sebagai solusi perbaikan lingkungan yang tercemar bahan organik. penelitian ini bertujuan untuk mengetahui kemampuan konsorsium bakteri dalam mendegradasi limbah cair organik, dan menghasilkan buku ajar matakuliah pencemaran lingkungan berdasarkan hasil penelitian biodegradasi limbah organik menggunakan konsorsium bakteri. penelitian ini dilakukan melalui dua tahap. tahap pertama merupakan penelitian eksperimen yang menggunakan rancangan acak lengkap (ral) dengan perlakuan jenis bakteri dan 3 kali ulangan, sedangkan penelitian tahap kedua merupakan penelitian pengembangan dari hasil penelitian tahap pertama. hasil penelitian tahap pertama menunjukkan bahwa kombinasi dari 3 isolat bakteri (enterobacter gergoviae, vibrio parahaemolyticus, dan pseudomonas stutzeri) merupakan komposisi konsorsium yang tertinggi potensinya dalam menurunkan kadar bod (71.75%), cod (74.40%), tss (58.44%), dan menaikkan do (84.15%). penelitian tahap dua mengacu pada model pengembangan bahan ajar educational research and development borg & gall, dengan tahapan research and information collecting, planning, develop preliminary form of product, preliminary field testing, dan main product revision yang menghasilkan buku ajar untuk matakuliah pencemaran lingkungan berjudul biodegradasi limbah organik menggunakan konsorsium bakteri. kata kunci: biodegradasi, buku ajar, indigen, isolat, konsorsium abstract organic waste is one waste type which oftenly pollutes the waters. biodegradation can be used as an environmental remedy solution that is contaminated by organik matter. this research aimed to determine the ability of bacteria consortium in degrading of organic liquid waste, and construct the textbook for environmental pollution subject based on research of biodegradation organic waste by using bacteria consortium. this research was done through two stages. the first stage was an experimental research by using randomized complete designe with bacterial type treatment and 3 repetitions, while the second phase of research was a developmental research from the first stage. the results of the first phase showed that the combination of 3 indigenous isolats bacteria (enterobacter gergoviae, vibrio parahaemolyticus, and pseudomonas stutzeri) was the highest potential bacteria in decreasing bod (71.75%), cod (74.40%), tss (58.44%), and increasing do (84.15%). the second phase was educational research and development of teaching materials which refers to the development model of borg & gall. the stages of research were: research and information collecting, planning, develop preliminary form of product, preliminary field testing and main product revision which was produced as textbook for the environmental pollution course entitled biodegradation organic waste by using bacteria consortium. keywords: biodegradation, bacteria consortium,indigenous, isolat, textbook, pencemaran lingkungan adalah masalah publik yang dihadapi saat ini. pencemaran timbul akibat terlalu banyaknya masukan beban pencemar ke lingkungan, sehingga kemampuan lingkungan untuk mengolah pencemar secara alami tidak sebanding dengan jumlah yang harus diolah. sumber pencemar seringkali berasal dari limbah industri, limbah pertanian, dan limbah rumah tangga atau limbah domestik yang https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 96 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 pengolahannya belum sempurna atau secara langsung di buang ke lingkungan. tidak sedikit industri dan rumahtangga yang secara langsung mengalirkan limbahnya ke badan air, yang mengakibatkan terjadinya pencemaran air. pencemaran air adalah masuknya atau dimasukkannya makhluk hidup, zat, energi dan atau komponen lain ke dalam air oleh kegiatan manusia, sehingga kualitas air turun sampai ke tingkat tertentu yang menyebabkan air tidak dapat berfungsi sesuai peruntukannya (ppri, 2001). pencemaran air juga dialami oleh sungai badeg yang terletak di kelurahan ciptomulyo, kecamatan sukun, kota malang. sungai badeg mendapat supply limbah dari rumah warga, sekolah, dan industri penyamakan kulit, yaitu pt usaha loka dan pt kasin yang berada di sekitar aliran sungai tersebut. sungai ini mempunyai ciri fisik yang berbau busuk, keruh, berwarna keabu-abuan, putih, dan terkadang berwarna keunguan. hal ini mengindikasikan bahwa sungai badeg tercemar bahan organik. karakteristik utama limbah organik biasanya berbau busuk karena mengalami pembusukan oleh mikroorganisme. berdasarkan sifat yang dimiliki, karakteristik limbah organik dibagi menjadi tiga, yaitu karakter fisika (meliputi padatan total, kekeruhan, bau, suhu, dan warna), kimia (mengandung karbohidrat, protein, dan lemak), dan biologi (mengandung mikroorganisme) (doraja et al., 2012). pengaruh utama limbah organik yang masuk ke dalam air adalah menurunkan kandungan oksigen terlarut/ desolve oxygen (do), dan meningkatkan biochemical oxygen demand (bod), chemical oxygen demand (cod), total suspended solid (tss), dan total disolved solid (tds) yang merupakan parameter utama pencemaran air (paramita et al., 2012). berdasarkan uji pendahuluan peneliti dengan mengambil sampel di tiga titik air sungai badeg diketahui bahwa sungai badeg mengandung bod 331.935 mg/l, cod 544.000 mg/l, do 3.577 mg/l, dan tss 400.000 mg/l. nilai tersebut tidak dapat memuhi dan bahkan sangat jauh dari standar baku mutu air kelas ii peraturan pemerintah republik indonesia nomor 82 tahun 2001. cara paling mendasar untuk menanggulangi dampak negatif pencemaran lingkungan adalah menjaga kualitas lingkungan tetap sesuai dengan baku mutu yang telah ditetapkan. biodegradasi menawarkan solusi pencemaran lingkungan secara efektif, ekonomis, dan efisien. biodegradasi merupakan solusi penanganan limbah secara biologi dengan memanfaatkan peran mikroorganisme. mikroorganisme yang digunakan sebagai agen biodegradasi adalah mikroorganisme yang mampu menguraikan limbah organik menjadi senyawa organik yang lebih sederhana. penguraian ini terjadi karena mikroorganisme mampu memanfaatkan limbah organik untuk mendukung pertumbuhannya. bakteri adalah mikroorganisme yang berperan penting sebagai pengurai dalam ekosistem. bakteri mampu beradaptasi terhadap lingkungan karena mampu mensintesa enzim untuk pertumbuhannya. eksoenzim yang disekresi bakteri dapat mengurai molekul kompleks menjadi lebih sederhana (madigan, 1991 dalam sutanto, 2010). gabungan dari beberapa jenis mikroba yang bekerjasama atau disebut dengan konsorsium biasanya lebih efektif dalam menurunkan beban kadar pencemar bila dibandingkan dengan https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 97 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 satu jenis mikroba. umumnya proses degradasi di lingkungan dilakukan oleh konsorsium mikroba bukan satu jenis mikroba saja (thompson et al., 2005). usaha atau langkah perbaikan lingkungan tercemar sebaiknya dilakukan oleh semua kalangan. hal ini dapat dimulai dari pengenalan teknik perbaikan lingkungan di kalangan mahasiswa, salah satunya dengan menyusun buku ajar terkait dengan biodegradasi. buku adalah sumber belajar sepanjang masa. buku ajar disusun menggunakan model penelitian dan pengembangan borg & gall (1983) karena memiliki langkah yang lengkap dan terdapat beberapa kali uji coba serta revisi, sehingga produk buku ajar dapat menjadi sumber belajar yang berkualitas bagi mahasiswa. buku ajar juga disusun berdasarkan hasil penelitian biodegradasi limbah organik menggunakan konsorsium bakteri yang dapat membantu mahasiswa dalam memahami konsep, teknik, dan aplikasi biodegradasi sebagai solusi pencemaran lingkungan. metode penelitian ini dilakukan melalui dua tahap. tahap pertama merupakan penelitian eksperimen, sedangkan penelitian tahap kedua merupakan penelitian pengembangan dari hasil penelitian tahap pertama. alat yang digunakan pada penelitian tahap 1 diantaranya adalah: 1) alat untuk pengambilan sampel, yaitu bottle sample steril, botol steril, termos es; 2) alat untuk sterilisasi, yaitu otoklaf, oven kering; 3) alat untuk pengukuran dan pengenceran media: timbangan analitik digital sartorius, gelas ukur pyrex (10 ml, 100 ml, 500 ml), labu erlenmeyer pyrex (500 ml, 1000 ml), gelas piala pyrex (2000 ml), tabung kultur pyrex (20 ml), thermolyne homogenizer, magnetic stirrer, pipet berskala; 4) alat untuk aklimasi, yaitu shaker, kaca pengaduk, magnetic stirer; 5) alat untuk mengisolasi, yaitu mikropipet 0,01; 1; 10 µl, jarum inokulasi berkolong, jarum inokulasi ujung lurus, tabung reaksi, cawan petri, lemari es, inkubator, rak tabung; 6) alat untuk inokulasi dan inkubasi, yaitu cawan petri (diameter 15 cm, tinggi 6,3 cm, tebal 3 mm), jarum inokulasi lurus, jarum inokulasi berkolong, lampu spiritus, laminar air flow, inkubator digital, kaca pengaduk, pengocok; 7) alat untuk mengamati karakteristik bakteri, yaitu mikroskop, mikrometer okuler, mikrometer objek; 8) alat untuk pengujian biodegradasi in vitro: 4 buah fermentor bervolume 1 liter dilengkapi thermometer, ph meter, aerator dan pengaduk; ditambah 1 fermentor bervolume 2,5 liter. bahan yang digunakan dalam penelitian tahap 1 adalah sampel air sungai badeg, medium luria bertani (terdiri dari pepton 10 g, yeast ekstrak 5 g, nacl 10 g, aquades 1000 ml), agar, air pepton 0,1%, alkohol 70% dan 96%, aluminium foil, kertas label, kertas cokelat, lisol, isolat bakteri yang diperoleh dari laboratorium mikrobiologi universitas negeri malang, yaitu enterobacter gergoviae, isolat vibrio parahaemolyticus, isolat pseudomonas stutzeri, dan starter konsorsium bakteri yang diinkubasi 1x24 jam. penelitian eksperimen bertujuan untuk mengetahui kemampuan isolat bakteri e. gergoviae, v. parahaemolyticus, p. stutzeri dan komposisi konsorsiumnya dalam mendegradasi limbah organik. penelitian ini menggunakan rancangan acak lengkap (ral) dengan perlakuan jenis bakteri yang dilakukan dengan 3 ulangan. penelitian ini memiliki beberapa https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 98 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 variabel, diantaranya adalah (a) variabel bebas, yaitu macam isolat bakteri indigen; komposisi konsorsium bakteri dan waktu biodegradasi in vitro, yaitu hari ke-0 hingga hari ke-7; (b) variabel terikat, yaitu penurunan kadar bod, cod, tss, dan kenaikan kadar do; dan (c) variabel kontrol, yaitu suhu inkubasi yang digunakan (37o c), kecepatan shaker (100 rpm), dan umur biakan murni bakteri (1x24 jam). pengujian kadar bod, cod, do, dan tss dilakukan pada hari ke 0 dan hari ke 7. data hasil pengamatan selanjutnya dihitung efisiensinya. menurut suarsini (2007) rumus yang digunakan adalah sebagai berikut: keterangan: n1 = kadar awal n2 = kadar akhir penelitian tahap 2 adalah menyusun hasil-hasil dari penelitian tahap 1 menjadi buku ajar yang berjudul ”teknik dan aplikasi biodegradasi limbah organik menggunakan konsorsium bakteri”. model yang digunakan dalam penyusunan buku ajar adalah model penelitian dan pengembangan versi borg & gall (1983) yang dilakukan sampai langkah ke lima karena keterbatasan waktu. adapun langkah yang dilakukan adalah research and information collecting (meliputi observasi lapangan dan kajian literatur), planning (pada langkah ini dilakukan perumusan kecakapan dan keahlian yang berkaitan dengan permasalahan, menentukan tujuan spesifik yang akan dicapai produk, dan lama waktu yang dibutuhkan), develop preliminary form of product (pada langkah ini sudah mulai mengembangkan bentuk awal dari produk yang akan dihasilkan), preliminary field testing (pada langkah ini dilakukan uji coba lapangan awal dalam skala terbatas dengan melibatkan ahli (ahli materi dan ahli media pembelajaran), pengguna (dosen pengampu), dan mahasiswa dalam skala terbatas yaitu sebanyak 10 orang), dan main product revision (pada langkah ini dilakukan perbaikan terhadap produk awal yang dihasilkan berdasarkan hasil uji coba awal). data kuantitatif berupa skor lembar validasi yang diperoleh diubah ke dalam bentuk persentase dengan menghitung persentase jawaban. menurut arikunto (2002) rumus yang digunakan adalah sebagai berikut: keterangan: p = persentase ∑x = jumlah jawaban responden dalam 1 item ∑xi = jumlah skor ideal dalam item 100% = konstanta hasil dan pembahasan berdasarkan hasil pengamatan biodegradasi secara invitro, diketahui bahwa komposisi konsorsium bakteri yang teridiri dari tiga kombinasi bakteri, yaitu e. gergoviae, v. parahaemolyticus, dan p. stutzeri merupakan komposisi konsorsium yang paling efisien dalam menurunkan kadar bod, cod dan tss serta menaikkan do bila dibandingkan dengan isolat tunggal ataupun konsorsium yang terdiri dari 2 isolat (ditunjukkan pada gambar 1, gambar 2, gambar 3, dan gambar 4). hal ini dikarenakan 3 isolat bakteri yang (1) (2) (3) https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 99 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 berkonsorsium tersebut bekerjasama secara sinergisme dalam meremediasi limbah, sehingga proses reduksi berjalan lebih efektif bila dibandingkan dengan isolat tunggal ataupun konsorsium ganda (turista, 2015). gambar 1. persentase efisiensi penurunan kadar bod gambar 2. persentase efisiensi penurunan kadar cod gambar 3. persentase efisiensi penurunan kadar tss gambar 4. persentase efisiensi kenaikan kadar do bod atau kebutuhan oksigen biologis adalah jumlah oksigen yang dibutuhkan oleh mikroorganisme untuk mendegradasi bahan organik dalam limbah cair. cod atau kebutuhan oksigen kimia adalah jumlah oksigen yang dibutuhkan untuk mengoksidasi zat-zat organik dalam limbah cair dengan memanfaatkan oksidator kalium dikromat sebagai sumber oksigen. do atau oksigen terlarut adalah jumlah oksigen terlarut dalam air yang berasal dari hasil fotosintesis ataupun adsorbsi dari udara. tss atau zat padat tersuspensi adalah semua zat padat atau partikel yang tersuspensi dalam air dan dapat berupa komponen biotik dan abiotik serta organik dan anorganik. merujuk pada baku mutu limbah cair serta definisi dari bod dan cod menunjukkan bahwa tingginya nilai bod dan cod pada limbah menandakan adanya beban pencemaran bahan organik yang tinggi pada limbah. menurut happy et al (2012) nilai bod mengindikasikan keberadaan bahan organik di perairan, yaitu jumlah oksigen yang dibutuhkan mikroba aerob untuk mengoksidasi bahan organik menjadi karbondioksida dan air, namun hanya menggambarkan bahan organik yang dapat didekomposisi secara biokimiawi. https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 100 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 penurunan nilai bod dan cod menandakan adanya degradasi bahan organik dalam limbah. penurunan yang signifikan pada nilai bod dapat dikaitkan dengan konsumsi materi organik oleh mikroba sebagai sumber makanan (porwal et al., 2015). biodegradasi berjalan efisien karena mikroorganisme mendekomposisi bahan yang terdispersi halus, koloid, dan zat terlarut melalui metabolisme (dhall et al., 2012). senyawa organik digunakan sebagai sumber nutrisi bagi bakteri heterotrof sehingga menjadi senyawa yang lebih sederhana. senyawa organik terurai menjadi senyawa sederhana yang dapat digunakan sebagai sumber nutrisi bagi bakteri nitrifikasi dalam industri air limbah.. menurut priadie et al (2014) bakteri nitrifikasi adalah bakteri yang ditemukan dalam air limbah yang mengandung senyawa organik, sehingga bakteri nitrifikasi yang mendapat nutrisi tambahan dapat bekerja lebih efektif dalam dekomposisi amonia di industri air limbah. molekul kecil berdifusi ke dalam bakteri (ingesti) melalui dinding sel dan di saat yang sama, beberapa molekul kompleks yang lebih besar yang telah disintesis bakteri ke luar melewati dinding sel (sekresi). enzim ekstraseluler merupakan salah satu produk ekskresi bakteri. enzim memecah molekul organik besar menjadi monomer kecil yang cukup kecil untuk dicerna. bakteri menggunakan molekul yang teringesti untuk mensintesis molekul baru dalam pertumbuhannya (davies, 2005). pemberian konsorsium bakteri indigen memaksimalkan proses penguraian senyawa organik sehingga mengakibatkan penurunan kadar bahan organik. penurunan kadar bahan organik diikuti oleh penurunan jumlah oksigen yang dibutuhkan untuk menguraikan bahan organik, sehingga kadar bod dan cod menurun. menurunnya kadar bod dan cod mengakibatkan kadar oksigen terlarut dalam air bertambah melimpah sehingga kadar do meningkat. ononiwu & ekwenye (2017) melaporkan bahwa kombinasi 3 organisme yang membentuk konsorsium menunjukkan aktivitas maksimal dengan nilai bod, cod, dan lipid yang sangat rendah dibandingkan perlakuan satu bakteri. kadar tss yang tinggi menjadi indikasi tingginya beban pencemaran yang berupa bahan organik yang melayang pada perairan. terjadi penurunan kadar tss sebanyak 58,44% setelah diberi konsorsium bakteri dikarenakan konsorsium bakteri telah menguraikan senyawa organik yang ada di sampel air. gaikwad et al (2014) juga melaporkan bahwa konsorsium mikroba dapat menurunkan tss sebanyak 79,76% dalam 72 jam di dalam reaktor. buku ajar yang disusun berdasarkan biodegradasi limbah organik menggunakan konsorsium bakteri selanjutnya dilakukan validasi terhadap para ahli dan juga dilakukan uji keterbacaan terhadap 10 mahasiswa. data hasil validasi dan uji keterbacaan selanjutnya diubah dalam bentuk persen, dengan hasil yang disajikan pada tabel 1. tabel 1. data hasil validasi dan uji keterbacaan bidang keahlian hasil validasi keterangan materi (pencemaran lingkungan) 82.86% cukup valid (tidak revisi) bahan ajar (pengembangan bahan ajar) 88.72% valid (tidak revisi) praktisi pendidikan (dosen matakuliah pencemaran lingkungan) 97.14% valid (tidak revisi) pengguna (mahasiswa) 80.28% cukup valid (tidak revisi) https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 101 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 berdasarkan uji validasi serta keterbacaan yang dilakukan, didapatkan hasil bahwa buku ajar telah valid dan tidak perlu revisi, namun demikian penulis melakukan revisi berdasarkan saran yang telah diberikan oleh validator dan mahasiswa. penutup berdasarkan analisis data dan pembahasan yang dilakukan dapat disimpulkan bahwa kombinasi 3 isolat bakteri, yaitu enterobacter gergovia, vibrio parahaemolyticus, dan pseudomonas stutzeri merupakan komposisi konsorsium yang tertinggi potensinya dalam menurunkan kadar bod (sebesar 71.75%), cod (sebesar 74.40%), tss (sebesar 58.44%), dan menaikkan kadar do (sebesar 84.15%) pada biodegradasi secara in vitro. hasil penelitian biodegradasi limbah organik menggunakan konsorsium bakteri digunakan sebagai dasar penyusunan buku ajar yang telah valid tanpa revisi berdasarkan validasi ahli materi, validasi ahli media, dan validasi keterbacaan oleh 10 oranng mahasiswa, namun masih dilakukan revisi berdasarkan saran yang diberikan. saran pada penelitian ini diantaranya adalah perlu dilakukan penelitian lanjutan pada penelitian tahap 1 yaitu, uji hayati, uji skala pilot plan, dan bioremediasi, dan perlu dilakukan pengembangan lebih lanjut dengan cara melengkapi langkah-langah dalam tahapan model penelitian & pengembangan borg & gall, diantaranya adalah main field testing, operational product revision, operational field testing, final product revision, serta dissemination and implementation. ucapan terima kasih peneliti mengucapkan terima kasih kepada dr. endang suarsini, m.s dan prof. dr. mimien henie irawati, m.s atas bimbingan dan arahannya dalam penelitian ini. terimakasih disampaikan kepada prof. dr. punadji setyosari, m.pd, m.ed, dr. fatchur rochman, m.si, dan dr. istamar syamsuri, m.si selaku tim validator buku. terimakasih juga penulis sampaikan kepada para mahasiswa yang telah membantu dalam melakukan uji keterbacaan, serta para pihak lain yang memberi dukungan. daftar rujukan arikunto, s. (2002). prosedur penelitian suatu pendekatan praktek. jakarta, indonesia: rineka cipta. borg, w. r. & gall, m. d. (1983). educational research and developmen: r. m. w. travers. chieagor: rar mcnally. davies, p. s. (2005). the biological basis of wastewater treatment. glasgow, uk: strathkelvin instruments ltd. dhall, p., kumar, r. & kumar, a. (2012). biodegradation of sewage wastewater using autochthonous bacteria. scientific world journal v.2012 pmc3260589. doraja, p. h., shovitri, m., & kuswytasari, n. d. (2012). biodegradasi limbah domestik dengan menggunakan inokulum alami dari tangki septik. jurnal sains dan seni its, 1(1), 4447. gaikwad, g. l., wate, s. r., ramteke, d. s., & roychoudhury, k. (2014). development of microbial consortia for the effective treatment of complex wastewater. j. bioremediation & biodegradation 5:227. doi: 10.4172/2155-6199.1000227. happy, a. r., masyamsir, & dhahiyat, y. (2012). distribusi kandungan logam https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 95-102) disubmit: 03 mei 2017 direvisi: 12 juni 2017 disetujui: 14 juni 2017 turista, biodegradasi limbah organik 102 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4322 berat pb dan cd pada kolom air dan sedimen daerah aliran sungai citarum hulu. jurnal perikanan dan kelautan, 3(3), 175-183. ononiwu, p. & ekwenye, u. (2017). biotreatment of lipid-rich wastewater by lipolytic bacteria from abattoir along its receiving river (aba river), nigeria. international journal of advanced research and review, 2(4), 01-09. paramita, p., shovitri, m., & kuswytasari, n. d. (2012). biodegradasi limbah organik pasar dengan menggunakan mirkoorganisme alami tangki septik. jurnal sains dan seni its, 1(sept, 2012), 23-26. porwal, h. j., mane, a. v., & velhal, s. g. (2015). biodegradation of dairy effluent by using microbial isolats obtained from activated sludge. water resources and industry (2015), 1-15. peraturan pemerintah republik indonesia nomor 82. (2001). pengelolaan kualitas air dan pengendalian pencemaram air. jakarta: presiden republik indonesia. priadie, b., rinjani, r. r., arifin, z. m., safitri, r., & imanda, n. (2014). bioremediation of cimuka river stream by the consortium of bacillus coagulans, bacillus pumilus, bacillus subtilis, paenibacillus amyloliticus, and nitromonas sp. scientific papers. iii: series e. land reclamation, earth observation & surveying, environmental engineering. suarsini, e. (2007). bioremediasi limbah rumah tangga menggunakan konsorsia bakteri indigen dalam menunjang pembelajaran masyarakat. (disertasi tidak dipublikasikan). program pascasarjana um, malang. sutanto, a. (2010). bioremediasi limbah cair nanas dengan konsorsia bakteri indigen dan pemanfaatannya untuk penyusunan buku bioremediasi. (tesis tidak dipublikasikan). program pascasarjana um, malang. thompson, i. p., gast, c. j. v. d., ciric, l, & singer, a. c. (2005). bioaugmentation for bioremediation the challenge of strain selection. envi. microbiology, doi:10.1111/j.14622920.2005.00804.x. turista, d. d. r. (2015). bioreduksi logam berat cr6+ menggunakan konsorsium bakteri indigen sungai badeg kota malang sebagai bahan penyusunan buku ajar matakuliah pencemaran lingkungan (tesis tidak dipublikasikan). program pascasarjana um, malang. https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 72 available at http://ejournal.umm.ac.id/index.php/jpbi pengaruh model project based learning pada mata kuliah seminar terhadap keterampilan berpikir kreatif mahasiswa the effect of project based learning model in seminar course to student’s creative thinking skills rindi novitri antika 1 , sulton nawawi 2 1 pendidikan biologi fkip universitas muhammadiyah palembang, jl. jend. ahmad yani 13 ulu palembang, sumatera selatan, indonesia, hp. 085766732270 email korespondensi: phipy26@gmail.com abstrak tujuan penelitian ini adalah mengetahui pengaruh model project based learning terhadap keterampilan berpikir kreatif mahasiswa. metode penelitian menggunakan kuasi eksperimen. subjek pada penelitian ini adalah mahasiswa semester 7 kelas c sebagai kelas eksperimen dan semester 7 kelas a sebagai kelas kontrol. hasil penelitian ini menunjukan bahwa peningkatan keterampilan berpikir kreatif kelas ekperimen dan kelas kontrol berbeda signifikan yang ditunjukan oleh hasil uji t n-gain (0,004<0,05) dengan rata-rata lebih tinggi dibandingkan kelas kontrol. analisis per-indikator menunjukan peningkatan (n-gain) kelas eksperimen pada indikator fluence berkategori tinggi, pada indikator flexibility dan originality berkriteria sedang, dan pada indikator elaboration berkriteria rendah. hasil tersebut didukung dengan aktifitas belajar mahasiswa kelas eksperimen lebih tinggi dibanding kelas kontrol, selain itu angket tanggapan siswa menunjukan hasil yang positif terhadap penerapan model project based learning. kata kunci: keterampilan berpikir kreatif, project based learning abstract the purpose of this study was to determine the effect of project based learning model to the student’s creative thinking skills. the method used in this research was quasi-experimental design. subjects in this study were the seventh semester students of class c the experimental class and class a as the control. the results indicated that there was a significant increase of student’s creative thinking skills in experimental class compared to the control class which was indicated by n-gain test result (0.004 <0.05) in which the average of experimental calss was higher than the control class. the analysis per-indicator showed an increase of experimental class which the fluence indicator was included in high category, the flexibility and originality indicators were fair, and the elaboration indicator was low. these results were supported by the higher learning activity of student’s experimental class compared to those of control class. in addition, the student rerspons questionnaire showed a positive results to the application of the project based learning model. keywords: creative thinking skills, project based learning tantangan di era globalisasi yang semakin dinamis, berkembang, dan semakin maju memerlukan sumber daya manusia yang memiliki keterampilan intelektual tinggi. keterampilan intelektual tinggi ditandai dengan kemampuan penalaran logis, sistematis, kritis, cermat, dan kreatif serta memiliki kompetisi sikap yang baik dalam mengkomunikasikan gagasan dan memecahkan masalah. fadel (2009) mengungkapkan bahwa untuk memasuki dunia kerja pada abad 21 diperlukan tujuh keterampilan sebagai berikut: 1) berpikir kritis dan pemecahan masalah; 2) kreatifitas dan inovasi; 3) kolaborasi, kerjasama tim; 4) pemahaman lintas budaya; 5) komunikasi, literatur media; 6) komputer dan ict; dan 7) karir dan kemandirian. keterampilan berpikir kreatif merupakan salah satu keterampilan esensial jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 73 available at http://ejournal.umm.ac.id/index.php/jpbi yang harus dimiliki seseorang agar dapat bersaing di dunia kerja pada era globalisasi ini. parkin (1995) mengemukakan berpikir kreatif adalah aktivitas berpikir untuk menghasilkan sesuatu yang kreatif dan orisinil. baer (1993) mengemukakan bahwa berpikir kreatif merupakan sinonim dari berpikir divergen. ada 4 indikator berpikir divergen, yaitu fluence (kemampuan menghasilkan banyak ide), flexibility (kemampuan menghasilkan ide-ide yang bervariasi), originality (kemapuan menghasilkan ide baru atau ide yang sebelumnya tidak ada), dan elaboration (kemampuan mengembangkan atau menambahkan ide-ide sehingga dihasilkan ide yang rinci atau detail). baer mengemukakan bahwa kreatifitas seseorang ditunjukkan dalam berbagai hal, seperti kebiasaan berpikir, sikap, pembawaan atau kepribadian, atau kecakapan dalam memecahkan masalah. sekolah sebagai suatu institusi penyelenggara pendidikan memiliki tanggung jawab untuk membantu siswanya mengembangkan keterampilan berpikir kreatif. bono (2007) menggambarkan bahwa keterampilan berpikir kreatif berguna untuk memperbaiki kehidupan, melakukan inovasi, menciptakan perubahan dan memperbaiki sistem. liliasari (2005) memperkuat dengan menambahkan bahwa keterampilan berpikir kreatif menentukan dalam membangun kepribadian dan pola tindakan, karena itu pembelajaran perlu diberdayakan untuk mencapai maksud tersebut. bertolak dari pernyataan tersebut dapat dikatakan bahwa keterampilan berpikir kreatif merupakan salah satu aspek kognitif yang harus diperhatikan dalam proses pembelajaran. kenyataan yang terjadi di lapangan rendahnya kemampuan berpikir kreatif terjadi di indonesia, seperti kasus plagiasi yang dilakukan oleh anggito abimanyu seorang dosen fakultas ekonomi dan bisnis di ugm yang mengundurkan diri setelah kasus plagiasinya terbongkar (hakim, 2014). fakta lain, pada maret tahun 2000 ugm mencabut gelar doktor ipong s. azhar karena disertasinya yang diterbitkan menjadi buku ternyata menjiplak karya peneliti lipi. pada april 2010 seorang alumni itb, dr. m. zuliansyah terbukti menjiplak makalah yang diterbitkan di jurnal ieee, serta pada agustus 2011, kemendikbud menyatakan guru besar universitas riau, prof. dr. isjoni ishaq karena terbukti melakukan plagiarisme buku karya joko pramono, serta pada maret 2012, senat akademik upi bandung menjatuhkan sanksi penurunan jabatan dan golongan bagi tiga calon guru besar yang terbukti melakukan plagiarisme (lestarini, 2014). kasus-kasus yang terungkap tersebut terjadi di lingkungan lembaga pendidikan. upaya perbaikan yang telah dilakukan oleh pemerintah dan berbagai pihak belum optimal berpengaruh terhadap peningkatan kualitas bangsa indonesia bahkan lulusan sekolah-skolah tinggi. model pembelajaran inovatif merupakan salah satu strategi pembelajaran yang berpotensi memberdayakan berpikir kreatif mahasiswa. model pembelajaran yang inovatif tidak terlepas dari paham konstruktivisme dalam pembelajaran. paham konstruktivisme ini membiasakan mahasiswa untuk menemukan sesuatunya sendiri dan bergelut dengan ide-ide. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 74 available at http://ejournal.umm.ac.id/index.php/jpbi model pembelajaran yang sesuai dengan hal tersebut salah satunya adalah model pembelajaran berbasis proyek atau project based learning (pjbl). model pjbl merupakan model pembelajaran yang mengacu pada filosofis konstruktivisme, yang menyatakan bahwa pengetahuan merupakan hasil konstruksi kognitif melalui suatu aktivitas mahasiswa, sehingga dapat mengkonstruksi pengetahuannya sendiri dan bermakna melalui pengalaman yang nyata (liu, 2007). pengalaman nyata dan refleksi terhadap pengalaman langsung dari diri sendiri merupakan kunci untuk belajar bermakna. project based learning merupakan suatu model pembelajaran yang menyangkut pemusatan pertanyaan dan masalah yang bermakna, pemecahan masalah, pengambilan keputusan, proses pencarian berbagai sumber, pemberian kesempatan kepada anggota untuk bekerja secara kolaborasi, dan menutup dengan presentasi produk nyata (thomas, 2000). keunggulan model project based learning dalam peningkatan kemampuan berpikir diungkapkan oleh purworini (2006) dalam penelitiannya bahwa model pembelajaran berbasis proyek dapat meningkatkan kemampuan mahasiswa dalam pembiasaan berpikir, dalam hal ini pembiasaan berpikir. metode penelitian ini dilaksanakan di program studi pendidikan biologi fkip universitas muhammaddiyah palembang pada semester 7. peneltian ini merupakan penelitian eksperimental semu. kelas eksperimen (kelas 7a) berjumlah 35 mahasiswa diberi perlakuan dengan model project based learning, sementara kelas kontrol (kelas 7d) juga berjumlah 35 mahasiswa diberi perlakuan pembelajaran menggunakan metode diskusi tim. waktu pelaksanan ini pada bulan oktober-november 2016. data yang digunakan adalah data kuantitatif dan data kualitatif. data kuantitatif dari kedua kelas ada pretest-postest untuk membandingkan perbedaan kemampuan berpikir kreatif mahasiswa pada kedua kelas. sedangkan data kualitatif dalam penelitian ini adalah deskripsi keterampilan berpikir kreatif mahasiswa sebelum dan sesudah pembelajaran. hasil dan pembahasan hasil dari penelitian ini berupa data keterampilan berpikir kreatif, aktivitas belajar, dan tanggapan mahasiswa terhadap penerapan model project based learning. ardana dalam putri et al (2014) mengemukakan bahwa paradikma belajar yang diinginkan abad pengetahuan adalah belajar berorientasi pada proyek, masalah, penyelidikan (inquiry), penemuan, dan penciptaan. hasil belajar mahasiswa yang dianalisis meliputi hasil belajar pengetahuan yaitu kemampuan berpikir kreatif mahasiswa. data pengetahuan siswa digunakan untuk mengetahui keefektifan penerapan model pembelajaran project based learning dalam meningkatkan keterampilan berpikir kreatif mahasiswa pada pembelajaran di kelas. tabel 1. data nilai aspek keterampilan berpikir kreatif mahasiswa pada kelas eksperimen dan kelas kontrol hasil belajar kelas nilai max nilai min rata rata sd pre-test eks 75 20 50,76 11,9 kontrol 75 25 52,67 12,7 post-test eks 90 60 75,70 7,17 kontrol 85 50 71,30 8,54 n-gain eks 0,78 0,20 0,49 0,15 kontrol 0,73 0,10 0,37 0,18 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 75 available at http://ejournal.umm.ac.id/index.php/jpbi berdasarkan tabel 1 dapat dilihat adanya peningkatan rata-rata kemampuan berpikir kreatif mahasiswa setelah pembelajaran pada kelas eksperimen lebih tinggi dari kelas kontrol dan adanya perbedaan standar deviasi pada kedua kelas. nilai standar deviasi yang cukup besar (dari mean/rata-rata) menunjukkan adanya variasi yang besar, begitu pula sebaliknya (santoso, 2012). hal itu berarti bahwa rata-rata posttest yang tinggi pada kelas eksperimen dan standar deviasi rendah mengindikasikan sebaran nilai siswa mendekati nilai ratarata, penurunan standar deviasi dengan disertai peningkatan rata-rata nilai siswa dari nilai pre-test dan post-test mengindikasikan bahwa schaffolding yang diharapkan sudah terlaksana, sehingga ratarata siswa mampu memperoleh nilai yang sama-sama tinggi. nilai pre-test dan post-test tersebut dihitung tingkat kenaikan hasil belajarnya untuk mengetahui efektifitas pembelajaran dengan model project based learning. rumus yang digunakan adalah rumus gain ternormalisasi. hasilnya diperoleh rata-rata kenaikan hasil belajar kelas eksperimen adalah 0,49 dan kelas kontrol adalah 0,37. menurut kriteria hake (1999) nilai tersebut menunjukkan bahwa kenaikan hasil belajar siswa keduanya dalam kategori sedang. tabel 2. ringkasan hasil uji nilai pre-test, post test, dan n-gain keterampilan berpikir kreatif mahasiswa berdasarkan analisis diperoleh bahwa hasil pretest menggambarkan bahwa tidak ada perbedaan yang signifikan keterampilan berpikir kreatif mahasiswa kelas eksperimen dan kelas kontrol sebelum dilakukan penelitian. pada postest diperoleh bahwa terdapat perbedaan yang signifikan antara kelas ekperimen dan kelas kontrol. data gain juga diukur peningkatannya dan diperoleh sig (0,004 < 0,05) artinya kedua data berbeda signifikan, data n-gain kelas eksperimen lebih tinggi sehingga dapat disimpulkan model project based learning efektif meningkatkan keterampilan berpikir kreatif mahasiswa. analisis peningkatan per-indikator keterampilan berpikir kreatif (kbk) juga dilakukan untuk mengetahui keefektifan model pembelajaran project based learning dalam meningkatkan setiap aspek kbk. analisis dilakukan berdasarkan perhitungan per-butir soal pada pretest dan posttest siswa yang berbasis keterampilan berpikir kreatif. tabel 3. hasil analisis peningkatan per-aspek kbk pada nilai mahasiswa kelas eksperimen berdasarkan tabel 3 keefektifan model pembelajaran project based learning dalam meningkatkan keterampilan berpikir kreatif mahasiswa. peningkatan terjadi pada setiap aspek. ratarata peningkatan dengan kriteria tinggi indikator kbk nilai siswa spre spost smax ngain kriteria fluence 10 13,64 15 0,73 tinggi flexibility 15,1 5 27,58 35 0,63 sedang originality 7,42 13,42 20 0,48 sedang elaboration 18,1 8 21,06 30 0,24 rendah hasil belajar kelas uji normali tas (sig) uji homogeni tas (sig) uji t pre-test eksperim en 0,092 > 0,05 0,599 > 0,05 0,599 > 0,05 kontrol 0,200 > 0,05 post-test eksperim en 0,120 > 0,05 0,253 > 0,05 0,027 < 0,05 kontrol 0,051 > 0,05 n-gain eksperim en 0,200 > 0,05 0,109 > 0,05 0,004 < 0,05 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 76 available at http://ejournal.umm.ac.id/index.php/jpbi terjadi pada aspek fluence, peningkatan dengan kriteria sedang terjadi pada aspek flexibility dan originality, dan peningkatan dengan kriteria rendah terjadi pada aspek elaboration. data tanggapan mahasiswa terhadap penggunaan model project based learning diperoleh melalui penyebaran angket. pada gambar 1 di bawah ini dipaparkan tentang tanggapan siswa terhadap penggunaan model project based learning. 5,88 0 79,41 11,76 94,12 1,3 94,12 100 20,59 88,24 5,88 98,7 0 50 100 150 a b c d e f tidak setuju setuju gambar 1. tanggapan siswa terhadap penerapan model pembelajaran project based learning keterangan: a: senang mempelajari mata kuliah seminar b: bingung dalam menyelesaikan masalah c: merasa bosan dalam proses belajar d: mempermudah dalam bekerjasama e: merasa sulit berinteraksi dengan teman f: dapat mengarahkan sendiri cara belajar berdasarkan gambar 1 diketahui bahwa pada kelas eksperimen hampir seluruh mahasiswa (94,12%) dapat mengarahkan sendiri cara belajarnya, sebagian besar mahasiswa (88,24) tidak merasa sulit berinteraksi dengan teman dalam proses belajar, 79,41% mudah bekerjasama, 100% tidak merasa bosan dalam proses belajar, 94,12 tidak merasa bingung dalam menyelesaikan masalah, dan 98,70% senang mempelajari mata kuliah seminar biologi. penelitian ini diawali dengan mengukur keterampilan berpikir kreatif awal mahasiswa kelas eksperimen dan kontrol melalui pretest. hasil analisis terhadap nilai rata-rata pretest diketahui bahwa tidak ada perbedaan yang signifikan, artinya kedua kelompok memiliki kemampuan yang sama. setelah dilakukan perlakuan yang berbeda pada kedua kelas, kelas eksperimen menerapkan model project based learning dan kelas kontrol menerapkan diskusi kelompok dalam pembelajaran, kemudian dilakukan pengukuran hasil belajar mahasiswa melalui postest. hasil postest menunjukkan bahwa keterampilan berpikir kreatif mahasiswa terdapat perbedaan signifikan hasil tes kelas eksperimen dan kelas kontrol. rata-rata nilai postest mahasiswa kelas eksperimen dan kontrol berbeda signifikan, rata-rata kelas eksperimen lebih tinggi daripada kelas kontrol. berdasarkan hasil analisis uji t tersebut diketahui bahwa terdapat perbedaan yang signifikan antara rata-rata n-gain hasil belajar siswa pada kelas eksperimen dan kontrol. sehingga dapat dinyatakan bahwa rata-rata hasil belajar siswa menggunakan model project based learning lebih tinggi dibanding dengan menggunakan diskusi kelompok. peningkatan keterampilan berpikir kreatif didukung oleh proses belajar yang dilakukan dengan langkah-langkah project based learning. pada langkah pertama yaitu penentuan proyek. pada langkah ini mahasiswa secara berkelompok dituntut untuk menyusun instrumen observasi dan lembar wawancara untuk mencari data tentang permasalahan yang terjadi di sekolah tertentu dengan acuan 8 standar nasional pendidikan. hal tersebut jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 77 available at http://ejournal.umm.ac.id/index.php/jpbi mendukung kemampuan berpikir kreatifnya dalam mengembangkan atau menambahkan ide-ide sehingga menghasilkan ide yang lebih detail (elaboration). menurut the george lucas educational foundation: 2005, penyusunan lembar wawancara menjadikan pembelajaran dimulai dengan pertanyaan esensial, yaitu pertanyaan yang dapat memberi penugasan peserta didik dalam melakukan suatu aktivitas. mengambil topik yang sesuai dengan realitas dunia nyata dan dimulai dengan sebuah investigasi mendalam. berdasarkan hasil penelitian grand (2005), project based learning ini dapat mengembangkan multiple intelligences, meningkatkan sistem pengetahuan, domain pengetahuan, dan metakognisi pengetahuan meliputi proses memilih, bertanya, membagi informasi, menyusun hipotesis, dan proses pembuatan keputusan. pada langkah kedua model project based learning adalah perancangan langkah-langkah penyelesaian proyek dan penyusunan pelaksanaan proyek, hal yang dilakukan adalah menyusun jadwal wawancara ke sekolah hingga melakukan wawancara dan menghimpun berbagai sumber yang akan digunakan untuk mendukung proposal yang akan diseminarkan. menurut tawil dan liliasari (2013: 60), dalam pengembangan kemampuan berpikir kreatif diperlukan adanya kesulitan, masalah kesenjangan informasi, adanya unsur yang hilang dan ketidakharmonisan, mendefinisikan masalah secara jelas, membuat dugaandugaan dan kemungkinan perbaikannya, pengujian kembali atau mendefinisikan masalah dan menomunikasikannya. edward de bono (2007) memperkuat hal tersebut bahwa kemampuan berpikir kreatif melibatkan kemampuan merancang, melakukan perubahan dan perbaikan, dan memperoleh gagasan baru. marinick (2001) dalam mayasari dan adawiyah (2015) menemukan bahwa pembelajaran yang melibatkan kegiatan analisis masalah, penyusunan hipotesis, manipulasi variabel, mendesain dan melaksanakan penyelidikan, melakukan prediksi, dan menginterpretasi hasil penyelidikan dapat mengembangkan kemampuan berpikir siswa. pada langkah ketiga adalah penyelesaian proyek dengan fasilitas dan monitoring guru. pada langkah ini mahasiswa secara pribadi mulai membuat judul penelitian dan rancangan proposal berdasarkan permasalahan yang ditemui di sekolah, kegiatan ini mendukung kemampuan berpikir kreatifnya pada aspek flunce yaitu kemampuan menghasilkan banyak ide, sebab dari berbagai permasalahan yang terjadi di sekolah mahasiswa dilatih untuk mencari berbagai solusi penyelesaiannya. selain itu, kegiatan membuat proposal akan melatihkan kemampuan mahasiswa menghasilkan ideide yang bervariasi (flexibility) bahkan ideide baru yang belum pernah dilakukan oleh peneliti sebelumnyaa (originality). langkah selanjutnya pada project based learning adalah presentasi/ publikasi hasil proyek. hal ini melatihkan kemampuan mengomunikasikan dan memungkinkan adanya saran atau kritik dari mahasiswa lainnya, kemudian memberi kesempatan untuk mengembangkan ide yang sudah ada (elaboration). langkah terakhir adalah evaluasi proses dan hasil proyek. mahasiswa pada akhir pembelajaran melakukan refleksi terhadap aktivitas dan hasil tugas proyek. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 78 available at http://ejournal.umm.ac.id/index.php/jpbi proses refleksi pada tugas proyek dapat dilakukan secara individu maupun kelompok. pada tahap evaluasi, mahasiswa diberi kesempatan mengemukakan pengalamannya selama menyelesaikan tugas proyek yang berkembang dengan diskusi untuk memperbaiki kinerja selama menyelesakan proyek. pada tahap ini juga dilakukan umpan balik terhadap proses dan produk yang telah dihasilkan. keefektifan penggunaan model pembelajaran project based learning didukung oleh aktivitas belajar mahasiswa yang tinggi. berdasarkan data diketahui bahwa rata-rata aktivitas kelas eksperimen lebih tinggi dibandingkan kelas kontrol, kelas eksperimen memiliki rata-rata 81,33 sedangkan kelas kontrol 77,87. rincian aktivitas mengemukakan gagasan pada kedua kelas berkriteria sedang, sedangkan aktivitas memberikan argumen dan mengajukan pertanyaan keduanya berkriteria tinggi. di samping itu, data angket menunjukkan bahwa mahasiswa memberikan respon positif terhadap pembelajaran menggunakan model project based learning. penerapan project based learning telah menunjukan bahwa model pembelajaran tersebut membuat peserta didik mengalami proses pembelajaran yang bermakna, yaitu pembelajaran yang dikembangkan berdasarkan faham konstruktivisme. peserta didik diberi kesempatan untuk menggali sendiri informasi melalui berbagai sumber secara langsung, mengkomunikasikan hasil aktivitasnya kepada orang lain, bekerja dalam kelompok, memberikan gagasan untuk orang lain dan berbagai aktivitas lainnya. semuanya menggambarkan tentang bagaimana semestinya seseorang belajar agar lebih bermakna. penutup penggunaan model project based learning berpengaruh signifikan dalam meningkatkan keterampilan berpikir kreatif mahasiswa dan model project based learning paling tinggi terlihat pada indikator fluence (mengemukakan banyak ide). daftar rujukan baer, j. (1993). creativity and divergen thinking: a task spescific approach. hillsdale, nj: lawrence erlbarum associates. bono, e. (2007). revolusi berpikir. bandung: kaifa. fadel. (2009). 21 st century skills. united states: jossey-bass a wiley imprint. hake, r. r. (1999). analizing change/gain score. retrieved from http://lists.asu.edu/cgibin/wa?a2=in d9903&l=aera-d&p=r6855. hakim, l. (2014). anggito abimanyu mundur dari ugm setelah dituduh plagiat. retrieved from http://www.antaranews.com/berita/4 19472/anggito-abimanyu-mundurdari-ugm-setelah-dituduh-plagiat on august 30, 2016 at 7.00 p.m. lestarini. (2014). sederet kasus plagiarisme di kampus. retrieved from http://news.okezone.com/read/2014/ 02/25/373/946214/sederet-kasusplagiarisme-di-kampus on august 30, 2016 at 8.00 p.m. liliasari. (2005). membangun keterampilan berpikir manusia indonesia melalui pendidikan sains. bandung: upi liu, m. (2007). chine’s students’ motivation to learn english at the http://lists.asu.edu/cgi-bin/wa?a2=ind9903&l=aera-d&p=r6855 http://lists.asu.edu/cgi-bin/wa?a2=ind9903&l=aera-d&p=r6855 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-79) disubmit: februari 2017 direvisi: maret 2017 disetujui: maret 2017 antika & nawawi., pengaruh model project 79 available at http://ejournal.umm.ac.id/index.php/jpbi teritary level. retrieved from http://www.asian-efljournal.com/march_07_ml.php. mayasari, r. & adawiyah, r. (2015). pengaruh model pembelajaran berdasarkan masalah pada pembelajaran biologi terhadap hasil belajar dan keterampilan berpikir tingkat tinggi di sma. jurnal pendidikan biologi indonesia. 1 (3), 255-262. purworini, s. e. 2006. pembelajaran berbasis proyek sebagai upaya mengembangkan habit of mind: study kaus di smp nasional kps balikpapan. jurnal jpi, 1 (2). parkins, d. n. (1995). what creative thinking is. costa, a. l. (ed). developing minds a resource book for teaching thinking. (hlm. 58-61) alexandra, virginia: assosiation for supervisions and curriculum development (ascd). putri, n. a., nurwidodo, & pantiwati, y. (2014). perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar dan berfikir tingkat tinggi pada mata pelajaran biologi kelas 11 man tempursari – ngawi. jurnal pendidikan biologi indonesia, 1 (1), 27-34. santoso, s. (2012). panduan lengkap spss versi 20. jakarta: pt elex media komputindo. thomas, j. w. & mergendoller, j.r. (2000). a review of reseacrch on project based learning. california: the aoutodesk foundation 111 mclnnis parkway san rafael. http://www.asian-efl-journal.com/march_07_ml.php http://www.asian-efl-journal.com/march_07_ml.php author index agita risma nurhikmawati 209 mieke miarsyah 265, 273 agung purwanto 265 muhammad taufik awaludin 327 ahmad adnan mohd shukri 173 mulkah adebisi ahmed 335 anna permanasari 225 m. maridi 341 baskoro adi prayitno 233 norhayati daud 173 che nidzam che ahmad 173 nosi qadariah 305 cicilia novi primiani 283 novita ratnasari 233 desy fajar priyayi 293 paulo weslem portal gomes 265 diana vivanti sigit 265 rita retnowati 327 didimus tanah boleng 199 rosita primasari 273 dina rotua v. banjarnahor 293 r. riandi 317 dominggus rumahlatu 243 r. rusdi 273 egista dinka 283 sri redjeki 225, 257 elsje theodora maasawet 199 wahyu sopandi 225 esa rahma heryawati 327 trio ageng prayitno 283 fatchur rohman 189, 305 ubung darmawan 257 gamaliel septian airlanda 293 vitta yaumul hikmawati 217 henita rahmayanti 265 wasilatul murtafiah 209 ilmi zajuli ichsan 265 widi purwianingsih 317 ivo novidsa 317 trio ageng prayitno 283 jeffry handhika 209 ubung darmawan 257 johanis f. rehena 243 vitta yaumul hikmawati 217 k. komarudin 247 wasilatul murtafiah 209 krishna purnawan candra 199 widi purwianingsih 317 laila puspita 247 w. widhorini 257 maisuna kundariati 189 yeni suryaningsih 217 marheny lukitasari 209 y. yamin 225 maya astriani 247 y. yuhana 341 volume 6, issue 2, july 2020 research article/article review type the paper title, capitalize first letter (19 pt, the title describes the conducted research, arial narrow, font size 19, single line spacing, 0 pt after spacing) first author a,1,*, second author b,2, third author b,3 (at least 2 authors; arial narrow, font size 11) a first affiliation, address, city and postcode, country (8pt) b second affiliation, address, city and postcode, country (8pt) 1 email first author*; 2 email second author; 3 email third author (8pt) * corresponding author a r t i c l e i n f o a b s t r a c t ( 1 0 p t ) article history …………………………………. type your abstract here (9pt). abstract, which comprised of approximately 200 words, provides a brief description of research problems, aims, method used, and results. it emphasizes research results in which written in single line spacing with left and right margin are 0.5 cm narrower than main text. 3 to 5 keywords must be written to describe the research scope observed as well as the main terms undergirding the research. these keywords can be single and/or combined words. copyright © 20xy, first author et al this is an open access article under the cc–by-sa license received revised accepted published keywords keyword_1 keyword_2 keyword_3 keyword_4 keyword_5 how to cite: first author, second author., & third author. 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e-issn: 2527-6204) (halaman 231-236) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 retno ningrum et al., identifikasi senyawa alkaloid 231 identifikasi senyawa alkaloid dari batang karamunting (rhodomyrtus tomentosa) sebagai bahan ajar biologi untuk sma kelas x alkaloid compound identification of rhodomyrtus tomentosa stem as biology instructional material for senior high school x grade retno ningrum 1) , elly purwanti 2) , sukarsono 3) 1,2,3 pendidikan biologi fkip universitas muhammdiyah malang, jl. raya tlogomas no.246 malang, 65114, telp. 0341-464318 e-mail korespondensi: rningrum66@gmail.com abstrak tumbuhan karamunting (rhodomyrtus tomentosa) merupakan tumbuhan dari family myrtaceae, tumbuhan ini memiliki beberapa golongan senyawa salah satuya alkaloid. beberapa senyawa alkaloid berkhasiat sebagai anti diare, anti diabetes, anti mikroba dan anti malaria, akan tetapi beberapa senyawa golongan alkaloid bersifat racun sehingga diperlukan adanya identifikasi senyawa golongan alkaloid yang diketahui manfaatnya. penelitian ini bertujuan untuk mengetahui jenis-jenis senyawa alkaloid pada batang karamunting (rhodomyrtus tomentosa) dan mengetahui pemanfaatannya sebagai bahan ajar biologi berupa lks. jenis penelitian yang digunakan adalah penelitian deskriptif eksploratif dengan tujuan untuk mendeskripsikan jenis-jenis senyawa alkaloid pada batang karamunting (rhodomyrtus tomentosa).analisis penelitian ini menggunakan alat uji lc-ms (liquid chromatograpgy-mas spectroscopy). hasil penelitian menunjukkan bahwa jenis-jenis senyawa alkaloid yang terdapat pada batang karamunting (rhodomyrtus tomentosa) adalah maritidine (bm 288 m/z), berberine (bm 336 m/z), ismine (bm 258 m/z), tazettine (bm 332 m/z), lycorine (bm 288 m/z), deoxytazettine (bm 216 m/z), dan homolycorine (bm 316 m/z). hasil penelitian dapat dimanfaatkan sebagai bahan ajar biologi di sma kelas x semester 1 pada materi pokok keanekaragaman hayati indonesia. kata kunci: alkaloid, batang karamunting (rhodomyrtus tomentosa), lks dan uji lc-ms abstract rhodomyrtus tomentosais one of herbs which belongs to myrtaceaefamily. this plant possessesalkaloid which is efficacious as anti diarrhea, anti diabetes, anti microbial, and anti malaria, however some alkaloid compoundsare poisonous. thus,it is necessity to identify the alkaloid compounds contained in the stem of rhodomyrtus tomentosa which are known the use. thisresearch aimed to identify the types of alkaloid compoundsin the rhodomyrtus tomentosa stem and find out its usesas the biology teaching materials in form of lks (student work sheet). the research was descriptive explorative which was purposed to describe the types of alkaloid compoundsin the rhodomyrtus tomentosa stem. lc-ms (liquid chromatograpgy-mas spectroscopy) was employed in this research to analyze the compounds. the research results showed that there were seven types of alkaloid compounds within the rhodomyrtus tomentosa, namely: maritidine (bm 288 m/z), berberine (bm 336 m/z), ismine (bm 258 m/z), tazettine (bm 332 m/z), lycorine (bm 288 m/z), deoxytazettine (bm 216 m/z), and homolycorine (bm 316 m/z). the results of the research has been used as biology teaching materials in senior high school x grade,the biodiversity of indonesia. keywords: alkaloid, rhodomyrtus tomentosa, lks and lc-ms test jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 231-236) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 retno ningrum et al., identifikasi senyawa alkaloid 231 indonesia merupakan negara dengan kekayaan alam yang melimpah. hampir segala jenis tumbuhan dapat tumbuh di negara ini. wilayah hutan tropika indonesia memiliki keanekaragaman hayati tertinggi kedua di dunia setelah brazil. indonesia dikenal memiliki lebih dari 20.000 jenis tumbuhan obat, namun baru 1.000 jenis saja yang sudah didata, sedangkan baru sekitar 300 jenis yang sudah dimanfaatkan untuk pengobatan tradisional (aksara, et al., 2013). secara turun temurun masyarakat indonesia telah menggunakan obat tradisional sebagai salah satu upaya dalam penanggulangan masalah kesehatan jauh sebelum layanan kesehatan formal dengan obat-obatan modernnya menyentuh masyarakat (anjelisa et al., 2007). tumbuhan memiliki khasiat yang berbedabeda, sehingga pentingnya penggalian sumber obat-obatan tradisional dari bahan alam salah satunya tumbuhan-tumbuhan (aksara et al., 2013). salah satu tumbuhan yang digunakan sebagai obat tradisional oleh masyarakat kalimantan adalah karamunting (rhodomyrtus tomentosa). rhodomyrtus tomentosa merupakan salah satu tumbuhan obat yang sering digunakan oleh masyarakat kalimantan. tumbuhan ini termasuk kedalam famili myrtaceae dan mempunyai nama internasional rosemyrle (burkill, 1966). buahnya digunakan sebagai antibisa dan obat diare. sari akarnya digunakan untuk mengobati sakit jantung, mengurangi rasa sakit setelah melahirkan, obat diare, infeksi kulit dan untuk perawatan bekas luka pada kornea mata (burkill, 1966; bailey, 1930). putri (2015) menyatakan bahwa aktivitas ekstrak metanol daun karamunting memberikan efek yang signifikan pada penurunan kadar gula darah hewan uji pada dosis 200 mg/kg bb. uji yang lebih mendalam harus dilakukan untuk mendapatkan data farmakologi yang lengkap dan usaha ke arah paten. aktivitas lain yang telah dilaporkan dari tumbuhan karamunting adalah menstimulasi diferensiasi sel-sel osteoblast mc3t3-e1 (tung et al., 2009). senyawa yang berperan adalah glikosida antrakuinon. putri (2015) juga melaporkan adanya senyawa limonena, β-pinena, dan rodomirton. kandungan batang tumbuhan ini adalah flavanoid, alkaloid, saponin, tanin, terpenoid, dan fenolik. salah satunya adalah senywa alkaloid yang berkhasiat sebagai anti diare, anti diabetes, anti mikroba dan anti malaria, akan tetapi beberapa senyawa golongan alkaloid bersifat racun sehingga diperlukan adanya identifikasi senyawa golongan alkaloid yang dapat diketahui manfaatnya. alkaloid adalah senyawa metabolit sekunder terbanyak yang memiliki atom nitrogen, yang ditemukan dalam jaringan tumbuhan dan hewan. sebagian besar senyawa alkaloid bersumber dari tumbuh-tumbuhan, terutama angiosperm. lebih dari 20% spesies angiosperm mengandung alkaloid (wink, 2008). alkaloid dapat ditemukan pada berbagai bagian tanaman, seperti bunga, biji, daun, ranting, akar dan kulit batang. alkaloida umunya ditemukan dalam kadar yang kecil dan harus dipisahkan dari campuran senyawa yang rumit yang berasal dari jaringan tumbuhan. pada kehidupan sehari-hari alkaloid selamabertahun-tahun telah menarik perhatian terutama karena pengaruh fisiologisnya terhadap bidang farmasi, jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 231-236) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 retno ningrum et al., identifikasi senyawa alkaloid 232 tetapi fungsinya dalam tumbuhan hampirsama. hal ini disebabkan karena alkaloid bersifat basa, sehingga dapat mengganti basa mineral dalam mempertahankan kesetimbangan ion dalam tumbuhan. sebagian besar senyawa alkaloid bersumber pada tumbuhtumbuhan. alkaloid dapat ditemui pada berbagai bagian tanaman seperti akar, batang, daun, dan biji. alkaloid pada tanaman berfungsi sebagai racun yang dapat melindunginya dari serangga dan herbivora, faktor pengatur pertumbuhan, dan senyawa simpanan yang mampu menyuplai nitrogen dan unsur-unsur lain yang diperlukan tanaman (wink, 2008). penelitian ini bertujuan untuk mengetahui jenis-jenis senyawa alkaloid yang terdapat pada batang karamunting dan mengetahui memanfaatkan hasil penelitian sebagai bahan ajar biologi di sma kelas x materi keanekaragaman hayati indonesia. metode penelitian alat yang digunakan adalah satu sel alat maserasi, timbangan analitik, beaker glass, pipit ukur, oven, kertas saring, rotary evaporator, dan spektrofotometer lc-ms. bahan tumbuhan yang digunakan adalah batang karamunting (rhodomyrtus tomentosa), etil asetat, etnol 96%, aquades, eter heksana, dan asam asetat 0,3%. pengambilan sampel sampel yang diteliti adalah batang karamunting (rhodomyrtus tomentosa), yang berwarna coklat tua, diambil dari kawasan danau biru, kec.sekip baru, kota singkawang, kalimantan barat. pengambilan dilakulan secara purposif tanpa membandingkan dengan tempat tumbuh di daerah lain. pembuatan ekstrak batang karamunting dikeringkan didalam oven selama 2 x 24 jam dengan suhu 50 0 c. sebanyak 950 g simplisia batang karamunting dimaserasi dengan pelarut etanol 96% selama 24 jam, kemudian dipisahkan. maserasi yang diperoleh diuapkan dengan alat rotary evaporator pada temperatur tidak lebih dari 40 0 c hingga diperoleh ekstrak kental. identifikasi alkaloid dengan metode spektrofotometer lc-ms hasil ekstraksi sampel dilanjutkan dengan fraksinasi etil asetat yang dipisahkan dengan cara pemanasan di oven pada suhu 100 0 c. cairan pekat larutan fraksi etil asetat diinjeksikan pada alat lcms. spektrofotometer lc-ms untuk mengetahui jenis-jenis senyawa alkaloid apa yang terdapat pada batang karamunting (rhodomyrtus tomentosa). hasil dan pembahasan hasil penelitian di laboratorium mengenai identifikasi senyawa alkaloid dari batang karamunting menggunakan uji lc-ms menunjukkan bahwa terdapat tujuh jenis alkaloid yang berbeda pada tanaman tersebut, yaitu maritidin, berberin, ismine, tazettine, lycorine, deoxytazettine, dan homolycorinedengan variasi secara kualitatif sebagaimana tersaji pada tabel 1. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 231-236) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 retno ningrum et al., identifikasi senyawa alkaloid 233 tabel 1. data hasil pengamatan senyawa alkaloid secara kualitatif pada batang karamunting (rhodomyrtus tomentosa) dengan uji lc-ms puncak waktu retensi (min) area (mau*s) berat molekul (m/z) nama senyawa ms data 1 0,60 12528 288 maritidine 215(100) 2 0,84 285 336 berberin 292(100) 3 2,38 43,78 258 ismine 238(100) 4 2,41 619 332 tazettine 247(100) 5 2,46 371 288 lycorine 226(100) 6 2,69 366 316 deoxytazettine 231(100) 7 3,24 24421 316 homolycorine 302(100) berdasarkan pada tabel 1. hasil penelitian diatas, maka dapat diketahui bahwa padapuncak ke 1, menit 0,60, area 12528 (mau*s) dengan berat molekul 288 m/z yang diidentifikasi sebagai senyawa maritidine. pada puncak ke 2, menit 0,84, area 285 (mau*s) dengan berat molekul 336 m/z yang diidentifikasi sebagai senyawa berberine. pada puncak ke 3, menit 2,38, area 43,78 (mau*s) dengan berat molekul 258 m/z yang diidentifikasi sebagai senyawa ismine. pada puncak ke 4, menit 2,41, area 619 (mau*s) dengan berat molekul 332 m/z diidentifikasi sebagai senyawa tazettine. pada puncak ke 5, menit 2,46, area 371 (mau*s) dengan berat molekul 288 m/z diidentifikasi sebagai senyawa lycorine. pada puncak ke 6, menit 2,69, area 366 (mau*s) dengan berat molekul 316 m/z diidentifikasi sebagai senyawa deoxytazettine. pada puncak ke 7, menit 3,24, area 24421 (mau*s) dengan berat molekul 316 m/z diidentifikasi sebagai senyawa homolycorine. hasil uji lc-ms batang karamunting disajikan berupa gambar 1 sampai gambar 7. gambar 1. spektrogram lc-ms dari ismine gambar 2. spektrogram lc-ms dari lycorine gambar 3. spektrogram lc-ms dari maritidine jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 231-236) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 retno ningrum et al., identifikasi senyawa alkaloid 234 gambar 4. spektrogram lc-ms dari homolycorine gambar 5. spektrogram lc-ms dari deoxytazettine gambar 6. spektrogram lc-ms dari tazettine gambar 7. spektrogram lc-ms dari berberine gambar 1 menunjukan bahwa ismine merupakan alkaloid terkecil yang terisolasi dengan memiliki struktur molekul c15h15no3. ismine dapat dikatakan sebagai bentuk cyclized setelah benzil oksidasi alkohol dan asam carboxilic aldehida. oksidasi tersebut digunakan sebagai proses metabolisme yang terjadi pada tumbuhan (suauet al., 1990). hal lainnya ditunjukan juga pada gambar 2bahwa lycorine merupakan komponen aktif dari salah satu alkaloid. lycorine mempunyai struktur kimia yang menarik yang berbeda dan berbagai fungsi biologis, serta efek farmakologi pada berbagai penyakit. bukti menunjukkan bahwa lycorine tidak hanya memiliki efek farmakologi pada banyak penyakit yang kuat, termasuk anti-leukemia, anti-tumor, anti-virus, anti-bakteria, dan anti-malaria, tetapi juga memberikan banyak lagi fungsi biologis, seperti penekanan dari biosintesis asam askorbat (bastida et al., 2006). pada gambar 3,maritide merupakan salah satu alkaloid yang terdapat dalam tumbuhan yang memiliki struktur molekul denganrumuskimia c13h22no4.pada gambar 4 homolycorine adalah salah satu dari beberapa alkaloid beracun yang ditemukan di beberapa spesies seperti pada bunga bakung sebagai salah anggota dari famili amaryllidaceae.homolycorine bersifat cytotoxic terhadap non-tumoral sel fibroblastic, juga aktif dalam penghambat secara in vivo dan in vitro pertumbuhan varietas sel tumor. homolycorine memiliki aktivitas antiretroviral yang tinggi, serta indeks terapi yang rendah. pada gambar 5 deoxytazettine merupakan alkaloid yang yang terdapat dalam tumbuhan yang memiliki rumus kimia c18h21no4. pada gambar 6,tazettine adalah salah satu alkaloid yang paling banyak didalam family amaryllidaceae. tazettine aktif terhadap garis sel kanker tertentu dengan sedikit cytotoxicity fibroblastic ketika diuji jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 231-236) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 retno ningrum et al., identifikasi senyawa alkaloid 235 pada garis sel yang berinteraksi dengan hypotensive antimalaria pada dna. keberadaan tazettine pada jenis alkaloid n-methyl dapat dibedakan dari jenisnya karena menunjukkan spektrum sinyal methylenedioxy yang sesuai dengan kemampuanya untuk menghambat sintesis protein selama replikasi virus. pada gambar 7 berberine adalah suatu sufaktan garam amonium protoberberine dari kelompok isoquinoline alkaloid. berberine biasanya ditemukan pada akar, rimpang, batang, dan kulit. penelitian di shanghai institute menunjukkan bahwa senyawa berberinedapatdigunakansebagai antibiotik,dan meningkatkan aktivitas jaringan adiposa. berdasarkan tabel 1 dapat dilihat dari area yang ada bahwa homolycorine dan maritidine merupakan jenis senyawa alkaloid yang terbanyak terdapat pada batang karamunting dengan area 24421 (mau*s) pada homolycorine dan area 12528 (mau*s) pada maritide. sedangkan pada berberine, ismine, tazettine, deoxytazettine, dan lycorine dilihat dari areanya, juga mendeteksi senyawa tersebut dalam jumlah yang sangat kecil (hanya sebagai limit of detection (lod)) dikarenakan saat menginjeksi masingmasing standar terlalu rendah. hasil penelitian ini kemudian dikembangkan dan digunakan sebagai bahan ajar biologi untuk sma kelas x pada materi keanekaragaman hayati berdasarkan kurikulum 2013. penggunaan penelitian ini sebagai bahan ajar biologi ini sesuai dengan kompotensi dasar 3.2 yaitu menganalisis data hasil obervasi tentang berbagai tingkat keanekaragaman hayati (gen, jenis dan ekosistem) di indonesia. bahan ajar biologi dari hasil penelitian ini ditinjau dari segi proses dan produknya. bentuk penyajian bahan ajar harus dipilih yang paling sesuai agar materi pelajaran mudah dipahami. sebelum memanfaatkan bahan ajar, ada beberapa syarat komponen yang perlu dipenuhi diantaranya: kelayakan isi, kelayakan kebahasaan, penyajian, dan kegrafikan. hasil penelitian dalam studi ini disajikan dalam bentuk lks. penutup kesimpulan berdasarkandari hasil data pada pembahasan, maka dapat disimpulkan sebagai berikut: 1) ditemukan adanya jenis-jenis senyawa alkaloid pada batang karamunting (rhodomyrtus tomentosa), yaitu maritidine, homolycorine, barberine, ismine, tazettine, lycorine, dan deoxytazettine. 2) hasil identifikasi dapat digunakan sebagai bahan ajar biologi berupa lks pada materi keanekaragaman hayati indonesia di sma kelas x. saran berdasarkan penelitian di atas maka saran yang diberikan penulis adalahsebagai berikut: 1) mengingat penelitian yang telah dilakuakan hanya menggunakan bagian dari batang tumbuhan karamunting (rhodomyrtus tomentosa), maka diharapkan perlu adanya penelitian lebih lanjut dengan menggunakan bagian-bagian dari organ lain yang belum pernah diteliti. 2) perlu adanya hasil produk dari penelitian, seperti pemanfaatan senyawa yang dikemas untuk memudahkan pemanfaatannya dalam pengobatan herbal alami. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 231-236) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 retno ningrum et al., identifikasi senyawa alkaloid 236 daftar rujukan aksara, r., weny, j.a., musa, dan la alio. (2013).identifikasi senyawa alkaloid dari ekstrak metanol kulit batang mangga (mangifera indica l), jurnal entropi,3(1). anjelisa, z.p., hasibuan & nainggolan a. (2007), penentuan sifat kimia fisika senyawa alkaloids hasil isolasi dari daun bandotan (ageratum conyzoides linn), jurnal penelitian mipa, 1(1),20-22. bailey, l. h. (1930). the standart cyclopedia of horticulturae, vol. iii. new york: the macmillan company. bastida, jaume, lavilla,rodolfo, & viladomat, r. (2006).chemical and biological aspects of narcissus alkaloids, the alkaloids, 63: 2006. burkill, i. h. (1966). a dictionary of economic product of the malay peninsulavol. ii. kuala lumpur, malaysia: government of malaysia and singapore by the ministry of agriculture and cooperatives. saising, j., voravuthikunchai, a., hiranrat, p. w., mahabusarakam, m., & ongsakul s. (2008). rhodomyrtone from rhodomyrtus tomentosa (aiton) hassk. as a natural antibiotic for staphylococcal cutaneous inceftion. sains dan terapan kimia, 4(1), 38 50. suau, rafael, gomez a.i, & rico rodrigo. (1990), ismine and related alkaloids froms lapiedra martinezii. phytochemistry, 29(55), 1710-1712. putri, d. s. d.(2015). karamunting (rhodomyrtus tomentosa) pengendali insulin. makalah. banjarbaru: prodi s-1 farmasi, fmipa unlam. tung, n. h., ding, y., choi, e.m., van kiem p., van minh, c., & kim, y. h. (2009).new anthracene glycosides from rhodomyrtus tomentosa stimulate osteoblastic differentiation of mc3t3-e1 cells. u.s.: national library of medicineand the national institutes of health. retrieved from www.springerlink.com/index/601280 06q4t33u79.pdf . wink, m. (2008). ecological roles of alkaloids. wink, m. (eds.)modern alkaloids, structure, isolation synthesis and biology,wiley, jerman: wiley-vch verlag gmbh & co. kgaa. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 161 keanekaragaman gastropoda hutan mangrove desa baban kecamatan gapura kabupaten sumenep sebagai sumber belajar biologi the biodiversity of gastropods identified in the mangrove forest of baban village, gapura districts sumenep regency as the resource of learning biology ahmad mundzir romdhani1), sukarsono1), dan rr. eko susetyarini1) 1)program studi pendidikan biologi jurusan pmipa fkip universitas muhammadiyah malang e-mail: ahmadmundzirromdhani@gmail.com abstrak gastropoda merupakan hewan yang bergerak dengan menggunkan perutnya (gaster= perut dan podos=kaki) yang saat ini mulai terancam keberadaannya karena rusaknya ekosistem hutan mangrove karena konversi lahan, dampak ekologis yang ditimbulkan adalah mengganggu keseimbangan ekosistem hutan mangrove. masalah lain adalah kurangnya informasi tentang keanekaragaman gastropoda khususnya di daerah terpencil, salah satu daerah terpencil yang belum diteliti adalah desa baban kecamatan gapura kabupaten sumenep. penelitian ini berujuan untuk mengetahui keanekaragaman gastropoda hutan mangrove. jenis penelitian yang digunakan adalah penelitian deskriptif. penelitian ini dilakukan pada tanggal 17-24 april 2016 pada saat air surut dengan metode random sampling dengan menggunakan transek kuadrat. data dikumpulkan dengan melakukan observasi atau pengamatan langsung terhadap populasi yang diamati. hasil penelitian menunjukkan bahwa gastropoda yang ditemukam terdiri dari 11 jenis yaitu nerita fulgurans, cassidula aurisfelis, telescopium telescopium, cerithidea quadrata, ceritiopsis sp, littroraria scabra, raphitoma purpurea, alvania sp, littoraria melanostoma, terebralia sulcata, dan littorina sp. struktur komunitas gastropoda berdasarkan beberapa hal: 1) indeks kepadatan tertinggi terdapat pada spesies terebralia sulcata (2.17 individu per meter persegi) sementara indeks kepadatan terendah adalah nerit fulgurans (0,25 individu per meter persegi); 2) indeks nilai penting tertinggi adalah spesies terebralia sulcata (33%) dan yang terendah adalah pada spesies spesies nerita fulgurans (0.05%); 3) indeks keragaman termasuk dalam kategori standar yaitu antara 1,84 sampai 2,16; 4) indeks nilai kemerataan menunjukkan kemerataan pada setiap stasiun, mulai 0.77 sampai 0.90; 5) indeks dominansi menunjukkan tidak adanya dominansi. hasil penelitian ini diharapkan dapat digunakan sebagai sumber belajar biologi dalam bentuk booklet. kata kunci: keanekaragaman gastropoda, mangrove, booklet abstract gastropods are the animals that utilize their gastro as their only medium for making a movement – it is derived from the words gastro (thing like a tummy, stomach, and you name it) and pods (thing like feet to walk or to make a movement). the existence of that class, nowadays, is being threatened due to the damage that happens to the ecosystem of mangrove forest and is caused by land conversion. as the consequence, it causes an ecological damage as well, which is allowed to obstruct the evenness of the ecosystem of mangrove forest. in addition to the aforeposed problems, the lack of information regarding the diversity of gastropods, particularly at the most isolated area, such as baban village, sumenep regency, is also considered as another problem that might negatively affect the existence of gastropods. therefore, this research aimed to investigate the diversity and the community structure of gastropods within the area of mangrove forest of baban village, gapura districts, sumenep regency. moreover, the emphasis of this research was on the gastropods that are living within the area of mangrove forest. the researcher, furthermore, employed descriptive research. the research itself was conducted on april 17th to april 24th once the tide went low by occupying randomized sampling method through square transect. the data, afterwards, were collected right after the direct observation on the predetermined population was completed. the research revealed that gastropods that had been already found out comprised 11 species, namely nerita fulgurans, cassidula aurisfelis, telescopium telescopium, cerithidea quadrata, ceritiopsis sp, littroraria scabra, raphitoma purpurea, alvania sp, littoraria melanostoma, terebralia sulcata, dan littorina sp. meanwhile, the community structure of gastropods was based on the following things: (1) the highest density index of gastropods mailto:ahmadmundzirromdhani@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 162 went to the species terebralia sulcata (converted to 2.17 individual per square meter), whereas the lowest one was the species nerita fulgurans (accumulated to 0.25 individual per square meter). (2) the highest importance value index were achieved by the species terebralia sulcata, which constituted 0.33%, while, the lowest one was attributed to the species nerita fulgurans, which signified 0.05%. (3) the diversity index was categorized as standard, which was converted from 1.84 to 2.16. (4) the index of evenness illustrated that gastropods were nearly evened in every single station, started from 0.77 to 0.90. at last, (5) the dominance index communicated that, in gastropods class, there were not any dominant species. expectedly, the result of this research can be utilized as the resource of learning biology, in the form of booklet. keywords: gastropods, random sampling, community structure, booklet indonesia merupakan negara megabiodiversity dengan tingkat keanekaragaman hayati yang sangat tinggi, ditandai dengan ekosistem, jenis dalam ekosistem, dan plasma nutfah (genetik) yang berada di dalam tiap jenisnya. namun, indonesia juga merupakan negara dengan tingkat keterancaman lingkungan yang tinggi, terutama terjadinya kepunahan jenis dan kerusakan ekosistem, yang dapat menyebabkan menurunnya keanekaragaman hayati. indonesia merupakan salah satu wilayah prioritas konservasi keanekaragaman hayati dunia (suhartini, 2009). hutan mangrove khususnya di jawa timur, dari tahun ke tahun luasnya semakin berkurang, dari luasan kurang lebih 7.750 ha menjadi sekitar 500 ha. kawasan ekosistem mangrove yang tersisa diperkirakan kurang dari 1%, dengan adanya penurunan luasan kawasan mangrove tersebut di daerah jawa timur diperlukan adanya konservasi melalui cara inventarisasi dan mengetahui kondisi keanekaragaman flora, fauna dan jasad renik serta ekosistemnya, agar kerusakan yang terjadi pada ekosistem mangrove tidak bertambah luas (suhardjono, 2007). dahuri (2008) menyatakan bahwa kelimpahan dan distribusi gastropoda ataupun bivalvia dapat dipengaruhi oleh beberapa faktor, yaitu kondisi lingkungan, ketersediaan sumber makanan, predasi dan kompetisi. tekanan dan perubahan lingkungan bisa mempengaruhi jumlah jenis dan struktur gastropoda ataupun bivalvia. masalah utama dari kerusakan ekosistem mangrove berasal dari ulah manusia yang tidak bertanggung jawab merubah hutan mangrove menjadi lahan lain seperti perumahan, perindustrian, pertambakan dan pertanian, dan juga semakin meningkatnya permintaan pasar terhadap produksi kayu yang menyebabkan eksploitasi berlebihan terhadap hutan mangrove. dampak ekologis akibat berkurang dan rusaknya ekosistem hutan mangrove adalah hilangnya berbagai spesies fauna yang berasosiasi dengan hutan mangrove, khususnya adalah gastropoda yang dalam jangka panjang akan mengganggu keseimbangan ekosistem mangrove (romimohtarto, 1998). selain itu gastropoda memiliki peranan sebagai bioindikator perairan. gastropoda merupakan salah satu hewan aquatik yang dapat dijadikan bioindikator apabila terjadi pencemaran disuatu perairan, hal ini tidak lepas dari gastropoda yang memiliki sifat mobilitas yang lambat, habitat di dasar perairan dan pola makan detritus (budhiati, et al., 2008). sampai saat ini belum ada penelitian tentang gastropoda kawasan hutan mangrove desa baban kecamatan gapura kabupaten sumenep sehingga perlu dilakukan penelitian tentang keanekaragaman gastropoda di kawasan mangrove tersebut, karena hasil penelitian ini cocok dijadikan sumber belajar berupa booklet tentang keanekaragaman hayati gastropoda di kawasan hutan mangrove desa baban kecamatan gapura kabupaten sumenep pada sma kelas x pada bab berbagai tingkat keanekaragaman hayati di jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 162 indonesia khususnya materi keanekaragaman jenis. metode penelitian penelitian dilakukan pada tanggal 17-24 april 2016 di hutan mangrove yang berada di desa baban, kecamatan gapura, kabupaten sumenep, terletak di 7.0513357.016345ºlu 7.018470-7.021281ºls dan 113.922351-113.922024ºbb 113.927395113.927240ºbt. alat dan bahan yang digunakan dalam penelitian antara lain alkohol 70%, ph meter, refraktometer, termometer digital, gps, aquades dan roll meter. identifikasi menggunakan buku compendium of seashells (r. tucker abbot dan s. peter dance, 1986) dan the living marine resources of western central pacific volume 1 (poutiers, 1998). metode yang digunakan dalam penelitian yaitu metode random sampling yaitu merupakan teknik pengambilan sampel secara acak tanpa memperhatikan strata yang ada di dalam populasi, teknik ini dilakukan karena populasinya bersifat homogen (sugiyono, 2010), dimana lokasi penelitian terdiri atas 6 stasiun, stasiun penelitian ditentukan secara purposive sampling sebanyak 6 stasiun dengan mempertimbangkan kondisi hutan mangrove. pada setiap stasiun diambil 3 plot pengampilan sampel. pengamatan dilakukan terhapad gastropoda yang ditemukan, dan parameter lingkungan meliputi suhu, ph, salinitas dan tipe substrat. analisis data yang dilakukan antara lain indeks kepadatan, indeks nilai penting, indeks keanekaragaman, indeks kemerataan dan indeks dominansi. hasil dan pembahasan berdasarkan hasil penelitian yang telah dilakukan pada kawasan hutan mangrove desa baban kecamatan gapura kabupaten sumenep, jenis gastropoda yang ditemukan dan teridentifikasi berjumlah 11 spesies, yaitu nerita fulgurans, cassidula aurisfelis, telescopium telescopium, cerithidea quadrata, ceritiopsis sp, littroraria scabra, raphitoma purpurea, alvania sp, littoraria melanostoma, terebralia sulcata, dan littorina sp. jenis gastropoda tersebut terdiri dari tujuh famili yaitu potamididae, littorinidae, ellobidae, cerithiopsidae, turridae, rissoidae, dan neritidae. berdasarkan hasil pengukuran faktor lingkungan pada lokasi penelitian, derajat keasaman (ph) menyatakan intensitas keasaman atau kebebasan di suatu perairan. ph merupakan faktor penting untuk mengontrol kelangsungan hidup dan distribusi organisme yang hidup di suatu perairan. ph di hutan mangrove desa baban kabupaten sumenep berkisar antara 7-8, febrita (2015) menyatakan ph tergolong baik karena ph <5,00 dan ph >9,00. menurut asikin (1982), ph yang optimum untuk kehidupan organisme laut adalah antara 6 – 8. hasil pengukuran suhu pada lokasi penelitian berkisar antara 27-28˚c. kisaran suhu 25-32˚c bagi organisme yang hidup di perairan masih dapat ditoleransi febrita (2015). sehingga dapat dikatakan bahwa suhu di hutan mangrove desa baban kabupaten sumenep tersebut masih tergolong normal. suhu paling tinggi pada stasiun penelitian yaitu pada stasiun 1, stasiun 2, dan stasiun 3, tingginya suhu pada ketiga stasiun tersebut tidak terlepas dari rusaknya hutan mangrove akibat dari penebangan yang dilakukan oleh warga sekitar. salinitas pada lokasi penelitian yaitu 20˚/00. menurut nontji (2007) di suatu perairan pantai salinitas bisa sangat rendah karena terjadi pengenceran oleh air tawar, misalnya oleh air sungai yang mengalir ke laut. salinitas akan terus berubah sesuai dengan pasang surut. pada saat pasang massa air yang berasal dari laut akan terbawa ke daratan daerah mangrove jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 163 sehingga menyebabkan kadar salinitas tinggi, dan saat surut air tawar akan terbawa ke laut sehingga kadar salinitas menjadi rendah. menurut febrita (2015) tinggi atau rendahnya kadar salinitas tidak akan mempengaruhi kehadiran spesies gastropoda, karena gastropoda mempunyai kemampuan adaptasi atau toleransi terhadap salinitas. tipe substrat juga mempengaruhi penyebaran dan keberadaan gastropoda karena berkaitan dengan ketersediaan nutrient atau bahan organik bagi kelangsungan hidup gastropoda. tipe substrat pada lokasi penelitian adalah lumpur, dimana substrat lumpur ini sangat kaya akan bahan organik. selain itu menurut febrita (2015) substrat lumpur sangat disukai oleh gastropoda karena teksturnya halus dan memiliki kadar nutrient yang lebih tinggi daripada substrat yang bertekstur kasar. hal ini dikarenakan bahan organik lebih muda mengendap di partikel yang halus dan ini sangat baik bagi kelangsungan hidup gastropoda. berdasarkan hasil perhitungan kepadatan gastropoda didapatkan hasil bahwa, kepadatan spesies gastropoda tertinggi yaitu terebralia sulcata dan yang paling rendah yaitu nerita fulgurans. terebralia sulcata memiliki kepadatan tertinggi. karena spesies dari famili potamididae ini merupakan penghuni asli hutan mangrove dan memiliki toleransi tinggi terhadap perubahan lingkungan. hanya organisme tertentu yang memiliki toleransi tinggi terhadap perubahan lingkungan akibat dari faktor-faktor fisik diluar mangrove, sehingga organisme tersebut dapat bertahan hidup dan berkembang di hutan mangrove (rangan, 2010). sedangkan spesies dengan kepadatan terendah yaitu nerita fulgurans, hal ini disebabkan karena spesies ini merupakan spesies ini merupakan gastropoda pengunjung, artinya gastropoda ini secara tidak sengaja berada di dalam ekosistem mangrove. namun selain dari faktor tersebut, faktor lingkungan yang meliputi ph, suhu, salinitas dan tipe substrat dasaran juga sangat berpengaruh terhadap kelangsungan hidup gastropoda di ekositem mangrove. indeks nilai penting gastropoda di kawasan hutan mangrove desa baban kabupaten sumenep, terebralia sulcata memiliki nilai yang paling tinggi, yaitu 0,33% dan terendah adalah 0,05% yaitu nerita fulgurans, indeks nilai penting (importance value index) adalah parameter kuantitatif yang dapat digunakan dalam menyatakan tingkat penguasaan spesiesspesies dalam suatu komunitas tertentu (indriyanto, 2006). indeks keanekaragaman setiap stasiun memiliki nilai indeks yang berbeda, pada stasiun 1 adalah 1,84, stasiun 2 adalah 1,87, stasiun 3 adalah 1,90, stasiun 4 adalah 2,09, stasiun 5 adalah 2,15 dan stasiun 6 adalah 2,16. berdasarkan kriteria nilai indeks keanekaragaman shannon-wienner kisaran indeks keanekaragaman pada semua stasiun tergolong sedang. nilai indeks keanekaragaman tersebut, menandakan bahwa kondisi lingkungan di hutan mangrove desa baban kabupaten sumenep masih cukup baik bagi habitat gastropoda. arbi (2012) menyatakan bahwa tinggi atau rendahnya nilai indeks keanekaragaman dapat dipengaruhi oleh berbagai macam faktor, antara lain jumlah spesies yang didapat dan beberapa spesies yang ditemukan dalam jumlah yang lebih banyak daripada jenis yang lainnya. indeks kemerataan terlihat bahwa pada setiap stasiun memiliki nilai indeks kemerataan yang berbeda, nilai indeks kemerataan pada stasiun 1 adalah 0,77, stasiun 2 adalah 0,78, stasiun 3 adalah 0,79, stasiun 4 adalah 0,87, stasiun 5 adalah 0,89 dan stasiun 6 adalah 0,90. nilai indeks kemerataan berkisar antara 0,77-0,90, jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 164 berdasarkan kriteria nilai indeks kemerataan bisa dikatakan bahwa semua spesies yang ditemukan pada setiap stasiun hampir merata. pada setiap stasiun penelitian spesies yang ditemukan hampir sama, hal inilah yang menyebabkan kemerataan gastropoda merata. menurut santosa (2008) indeks kemerataan dapat digunakan untuk mengetahui kemerataan setiap jenis dalam suatu komunitas, indeks kemerataan juga dapat digunakan sebagai indikator adanya gejala dominansi jenis dalam suatu komunitas. nilai indeks kemerataan spesies dapat menggambarkan kestabilan suatu komunitas dalam suatu ekosistem (ariza, et.al, 2014). indeks dominansi gastropoda di kawasan hutan mangrove desa baban kabupaten sumenep diperoleh hasil, stasiun 1 memiliki indeks dominasi 0,17, stasiun 2 indeks dominasi 0,16, stasiun 3 indeks dominasi 0,15, stasiun 4 indeks dominasi 0,13, stasiun 5 indeks dominasi 0,12, stasiun 6 indeks dominasi 0,11. berdasarkan pada kriteria indeks dominansi, jika nilai indeks dominansi 0-0,5 maka tidak ada spesies yang mendominasi, dan jika nilai indeks dominansi 0,5-1 maka terdapat spesies tertentu yang mendominasi, jadi dapat disimpulkan bahwa tidak ada spesies yang mendominasi pada stasiun penelitian di kawasan hutan mangrove desa baban kabupaten sumenep. indeks dominansi merupakan gambaran pola dominansi suatu spesies terhadap spesies lainnya dalam komunitas suatu ekosistem (heriyanto dan garsetiasih dalam mawazin, 2013). semakin tinggi nilai indeks dominansi suatu spesies menggambarkan pola penguasaan terpusat pada spesies-spesies tertentu saja atau komunitas tersebut lebih dikuasai oleh spesies tertentu, sebaliknya jika nilai indeks dominansi semakin rendah maka akan menggambarkan pola penguasaan spesies dalam komunitas tersebut relatif menyebar pada masing-masing spesies. dari 11 spesies yang ditemukan, famili potamididae yaitu spesies telescopium telescopium, cerithidea quadrata, dan terebralia sulcata ditemukan di seluruh stasiun penelitian. hal ini disebabkan karena spesies dari famili potamididae merupakan kelompok gastropoda asli mangrove. yaitu semua jenis gastropoda yang seluruh atau sebagian besar hidupnya dihabiskan di ekosistem mangrove jadi jenis-jenis gastropoda tersebut sangat jarang ditemukan diluar ekosistem mangrove. contohnya cerithidea cingulate, telescopium telescopium, terebralia sulcata dan terebralia palustris terebralia sulcata dan memiliki toleransi tinggi terhadap perubahan lingkungan. hanya organisme tertentu yang memiliki toleransi tinggi terhadap perubahan lingkungan akibat dari faktor-faktor fisik diluar mangrove, sehingga organisme tersebut dapat bertahan hidup dan berkembang di hutan mangrove (rangan, 2010). famili littorinidae merupakan terbanyak kedua spesies yang ditemukan, yaitu littoraria scabra, littoraria melanostoma, dan littorina sp. famili ini memiliki kepadatan yang cukup tinggi, budiman dan dwiono (1986) menjelaskan famili littorinidae merupakan kelompok gastropoda fakultatif, yaitu semua jenis gastropoda yang menggunakan ekosistem mangrove sebagai salah satu tempat hidupnya, dan kelompok gastropoda ini memiliki frekuensi dan kepadatan tinggi apabila kondisi memungkinkan untuk habitat hidupnya. keanekaragaman gastropoda di ekosistem hutan mangrove merupakan bagian yang sangat penting, odum (1993) menyatakan pentingnya gastropoda dalam proses dekomposisi awal dalam hutan mangrove, dan gastropoda merupakan organisme yang sangat peka terhadap perubahan lingkungan perairan. gastropoda jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 165 memiliki peranan sebagai bioindikator perairan. gastropoda merupakan salah satu hewan aquatik yang dapat dijadikan bioindikator apabila terjadi pencemaran disuatu perairan, hal ini tidak lepas dari gastropoda yang memiliki sifat mobilitas yang lambat, habitat di dasar perairan dan pola makan detritus (budhiati, et al., 2008). oleh karena itu peneliti memanfaatkan hasil penelitian menjadi sumber belajar. mulyasa (2004) mendefinisikan bahwa sumber belajar dapat dirumuskan sebagai segala sesuatu yang dapat memberikan kemudahan kepada siswa dalam memperoleh dalam memperoleh sejumlah informasi, pengetahuan, pengalaman dan keterampilan dalam proses belajar mengajar. hasil penelitian ini apabila diterpakan dalam proses pembelajaran dalam bentuk media berupa booklet. booklet adalah buku berukuran kecil yang memiliki sedikitnya lima halaman tetapi tidak lebih dari empat puluh delapan halaman diluar hitungan sampul (hariri dalam setywan, d, et.al, 2016). karakteristik booklet yaitu adanya informasi penting, isinya harus jelas, tegas, mudah dimengerti dan bisa dilengkapi dengan gambar. bentuknya yang kecil menjadikan booklet mudah dibawa kemana saja sehingga memudahkan peserta didik menggunakan dalam proses pembelajaran. booklet bersifat informatif, desainnya yang menarik dapat menimbulkan rasa ingin tahu, sehingga peserta didik bisa memahami dengan mudah apa yang disampaikan dalam proses pembelajaran. peserta didik akan mendapatkan pengalaman, informasi, dan pengetahuan serta bisa menganalisis keadaan lingkungan hutan mangrove berdasarkan keanekaragaman gastropoda. hasil penelitian ini dimanfaatkan sebagai sumber belajar berupa booklet gastropoda hutan mangrove desa baban kecamatan gapura kabupaten sumenep, sumber belajar ini diharapkan mampu mengembangkan aspek kognitif, afektif, dan psikomotorik peserta didik di jenjang sma. hasil yang diharapkan setelah melakukan proses pembelajaran dengan menggunakan booklet hasil penelitian, peserta didik mampu mengembangkan keterampilan melalui ide gagasan atau menyampaikan pendapat, sikap teliti, disiplin, kreatif, motivasi belajar, serta menganalisis kenakeragaman hayati dengan kondisi lingkungan sekitar. kesimpulan 1. gastropoda yang ditemukan di kawasan hutan mangrove desa baban kabupaten sumenep adalah 11 jenis gastropoda yaitu nerita fulgurans, cassidula aurisfelis, telescopium telescopium, cerithidea quadrata, ceritiopsis sp, littroraria scabra, raphitoma purpurea, alvania sp, littoraria melanostoma, terebralia sulcata, dan littorina sp. yang terdiri dari tujuh famili yaitu potamididae, littorinidae, ellobidae, cerithiopsidae, turridae, rissoidae, dan neritidae. 2. indeks kepadatan jenis gastropoda tertinggi adalah spesies terebralia sulcata (2,17 individu/m2) dan yang terendah adalah spesies nerita fulgurans (0,25 individu/m2). indeks nilai penting spesies gastropoda tetinggi adalah terebralia sulcata yaitu 0,33% dan spesies dengan indeks nilai penting terendah adalah nerita fulgurans yaitu 0,05%. indeks keanekaragaman termasuk dalam kategori sedang. indeks kemerataan menunjukkan gastropoda hampir merata pada setiap statiun penelitian. indeks dominansi menunjukkan gastropoda tidak ada spesies yang mendominansi. 3. sumber belajar yang dikembangkan dari hasil penelitian ini berupa booklet pada bab tingkat keanekaragaman hayati di jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 166 indonesia, khususnya submateri keanekaragaman jenis. saran peneliti selanjutnya dengan objek penelitian yang hampir sama diharapkan mengukur parameter lingkungan yang lebih rinci, agar keanekargaman gastropoda bisa dikorelasikan dengan kualitas perairan pada lokasi penelitian. daftar pustaka abbot, r.t dan dance, s.p. 1986. compendium of seashells (a full color guide to more than 4.200 of the world marine shells). china: odyssey publishing. arbi, u, y. 2012. komunitas moluska di padang lamun pantai wori, sulawesi utara. jurnal bumi lestari 12(1):5565. ariza, y, s., dewi, b, s., dan darmawan, a. 2014. keanekaragaman jenis amfibi (ordo anura) pada beberapa tipe habitat di youth camp desa hurun kecamatan padang cermin kabupaten pesawaran. jurnal sylva lestari 2(1): 21-30. asikin. 1982. kerang hijau. jakarta: penebar swadaya. budiman, a. dan s.a.p. dwiono. 1986. ekologi moluska hutan mangrove di jailolo, halmahera: suatu studi perbandingan. dalam: surianegara, i (ed). prosiding seminar iii ekosistem mangrove. maab-lipi, jakarta: 121128. dahuri, r. dkk. 2008. pengelolaan sumber daya wilayah pesisir dan lautan 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laut ilmu tentang pengetahuan tentang biota laut. djambatan. jakarta. setyawan, d., rohman, f dan sutomo, h, kajian etnozoologi masyarakat desa hadiwaarno kabupaten pacitan dalam konservasi penyu sebagai bahan penyusunan booklet penyuluhan masyarakat. jurnal pendidikan biologi indonesia 1(5): 283-297. suhardjono, rugayah. 2007. keanekaragaman tumbuhan mangrove di pulau sepanjang, jawa timur. jurnal biodiversitas8(2): 130134. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 161-167) ahmad mundzir romdhani dkk, keanekaragaman gastropoda hutan 167 sugiyono. 2013. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta. bandung. suhartini.2009. peran konservasi keanekaragaman hayati dalam menunjang pembangunan yang berkelanjutan. prosiding seminar nasional.fakultas mipa, universitas negeri yogyakarta. mjfas template 275 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 research article improving critical thinking and problemsolving skills through pogil combined with digital mind map mafazatud diniyyaha,1, herawati susiloa,2,*, b. balqisa,3, ahmad kamal sudrajatb,4 adepartment of biology, faculty of mathematics and natural sciences, universitas negeri malang, jl. semarang no. 5 malang, east java 65145, indonesia bdepartment of biology education, faculty of mathematics and natural sciences, universitas negeri yogyakarta, jl. colombo yogyakarta no.1, karang malang, caturtunggal, sleman, yogyakarta 55281, indonesia 1mafazatuddiniyyah01@gmail.com; 2herawati.susilo.fmipa@um.ac.id; 3balqis.fmipa@um.ac.id; 4kamalsudrajat2@gmail.com abstract: critical thinking and problem-solving skills are necessary skills in the 21st century learning. however, the initial tests of students' critical thinking and problem-solving skills showed low scores. therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the pogil (process oriented guided inquiry learning) model combined with a digital mind map based on online learning. this study uses the classroom action research (car) method following the design of kemmis & mctaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. the stages of the pogil model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. the research subjects were students of class xi mipa 4 of sman 2 malang, totalling 28 students which consisted of twenty girls and eight boys. the percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. the results showed that the pogil model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills. keywords: digital mind map; online learning; pogil; the 21st century skills introduction critical thinking skills are fundamental skills in the 21st century learning (binkley et al., 2012; reeve, 2016). critical thinking skills also include other skills such as communication skills as well as the ability to examine, analyze, interpret, and evaluate evidence (abrami et al., 2014). students need critical thinking skills because they can help students make decisions from various points of view carefully, thoroughly, and logically (strauss, 2016). if critical thinking skills are embedded in students, human resources who are intelligent in thinking and critical in solving problems will be produced. critical thinking skills are needed because a person can think logically, answer various issues well, and make rational decisions by having critical thinking skills (dwyer et al., 2014). in addition to having critical thinking skills, students also need problem-solving skills. the ultimate goal of learning is to produce students who have knowledge and skills in solving problems that will be faced in the community. problem-solving skills also include other skills such as identifying, evaluating, organizing, considering alternatives, and interpreting information (dostál, 2015; van merriënboer, 2013). therefore, problem-solving skills and critical thinking skills are essential skills that are interrelated in the problem-solving process (peter, 2012; van laar et al., 2017). *for correspondence: herawati.susilo.fmipa@um.ac.id article history: received: 5 december 2021 revised: 31 october 2022 accepted: 3 november 2022 published: 26 november 2022 10.22219/jpbi.v8i3.18992 © copyright diniyyah et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v8i3.18992 https://doi.org/10.22219/jpbi.v8i3.18992 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 276 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 a preliminary study at sman (state senior high school) 2 malang on october 15, 2020, through interviews with biology teachers, showed that students’ critical thinking and problem-solving skills were quite good when authentic assessments were carried out. however, the results were still unsatisfactory when a non-authentic assessment (given homework) was carried out. this is because students do not understand the meaning of the questions given. the results of the initial test of critical thinking skills on the motion system material show an average of 56.1, which is included in the good category. the average of each indicator is as follows: (1) formulating a problem is 63.9, (2) giving an argument is 64.8, (3) doing induction is 51.9, (4) deduction is 58.3, and (5) making conclusion is 41.7. meanwhile, the results of the initial test of problem-solving skills showed an average of 59.5, which was included in the good category. the average of each indicator is as follows: (1) identifying problems is 59.3, (2) applying the stages of problem-solving is 64.8, (3) identifying solutions is 62, and (4) maintaining the solution is 51.9. based on the observations and initial test results, students’ critical thinking and problem-solving skills are sufficient and still need improvement. in addition, the results of the interview explained that students had difficulties in understanding the respiration system material related to (1) respiration bioprocess chemical reaction of oxygen with blood, (2) disassembling sugar into h2o and co2 in the form of respiratory, metabolic waste, (3) and understanding external and internal respiration. meanwhile, on the material of the excretory system, students had difficulties in understanding (1) the bioprocess of excretion of the chemical reactions of the metabolism of urea, ornithine, citrulline, arginine, (2) the blood filters substances that are physiologically needed and excreted, (3) and the relationship between the excretory system of the skin, lungs, kidneys, and liver, where if one of them is abnormal, then the organs in the system are affected. the covid-19 pandemic that has hit the world, especially indonesia, since march 2020, has brought about quite a big change in teaching and learning activities that previously had to be done face-to-face, after the pandemic strikes, such activities had to be done online. online learning brings changes to new habits, namely students’ readiness to learn from home, support for students’ learning facilities from parents, the creation of rubrics suitable for online learning by teachers, and the selection of suitable learning models to be applied. during the implementation of online learning, the biology teacher at sman 2 malang applies the pbmp (thinking empowerment through questions) learning pattern by asking questions according to the number of students in the class, which are answered based on attendance numbers. however, when applying the pbmp pattern, the teacher does not provide pbmp sheets to students. therefore, a learning model is needed to improve students’ critical thinking and problemsolving skills, which should be suitable for online learning. one of the student-centered learning models that can improve students’ thinking skills is pogil (process oriented guided inquiry learning) (artuz & roble, 2021; hein, 2012; soltis et al., 2015). pogil is a learning model that combines guided inquiry with cooperative learning (rodriguez et al., 2020). the pogil model is a learning model that emphasizes the constructivism process (simonson, 2019), where students get facilities to practice process skills, build cognitive abilities independently, and foster positive attitudes. furthermore, the pogil model is implemented with a cooperative approach designed with small groups consisting of 3 to 4 students with different roles. learning activities with pogil are oriented towards a more constructive and interactive concept discovery process, and each student has their own role and contribution to capture concepts (kussmaul, 2018). the advantage of the pogil model is that it can help students discover their knowledge and it is easy to apply at all levels. as supporters of learning, students need tools to understand and remember learning material more easily. aids in the learning process can provide knowledge in a more systematic and conducive manner. mind maps can be used as a medium that can stimulate the brain to solve problems and facilitate students in learning (novita et al., 2018). the use of mind map also allows students to develop thinking competence to come up with new ideas to solve problems (ismail et al., 2010). coggletm is one of the software that can facilitate the creation of a digital mind map. this software supports the pogil learning model with a small group design consisting of 3 to 4 students in one group. besides its attractive appearance, coggletm is also equipped with interactive capabilities that facilitate students to collaborate and discuss mind mapping (sutton et al., 2017). when making digital mind maps through coggletm, images or links can be added to each keyword to make it clearer (kamrozzaman et al., 2019). moreover, coggletm can be integrated with various interesting images and links on the mind map branches. not only that, combining the pogil model with a digital mind map can support the role of the pogil model in improving learning constructivism. the implementation of the pogil learning model combined with a digital mind map in biology learning is the first time it has been carried out in indonesia, and it is rarely implemented at the international level (as far as international publications are concerned). the pogil model has been proven to improve critical thinking (artuz & roble, 2021) and problem-solving skills (irwanto et al., 2018; muhammad & purwanto, 2020). however, so far, other researchers have only investigated the effectiveness of the pogil learning model (mata, 2022; samosir, 2022; vincent-ruz et al., 2020) and the influence of the pogil model assisted by realia media (aiman et al., 2020). therefore, this study aims to improve students’ critical thinking and problem-solving skills by implementing the pogil learning model 277 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 combined with a digital mind map based on online learning at sma negeri 2 malang. method the type of this study is classroom action research (car), carried out in two cycles. each cycle is implemented according to kemmis and mctaggart’s designs that consist of planning, implementation and observation, as well as reflection.this study was conducted in class xi mipa (mathematics and natural sciences) 4 of sma negeri 2 malang, jalan laksamana martadinata no. 84, sukoharjo, klojen district, malang city, east java. this study takes place from november 2020 to june 2021. the material discussed is the respiratory system and excretion system. the research subjects were 28 students of sma negeri 2 malang consisting of 20 female students and 8 male students. in the planning stage, teachers design learning device such as syllabus, lesson plans (rpp), independent learning activity unit (ukbm), think about the pretest and posttest, sheet enforceability of the lessons learned from the activities of teachers and students, the assessment rubric, and observation sheet of critical thinking and problem-solving skills. in addition, they also evaluate digital mind map, instrument validation of material experts, tools, and field practitioners. learning devices are validated by 3 validators who are experts in their fields. overall, the results of the validation of the learning devices show that the learning devices that have been assembled have obtained an evaluation that is widely regarded as valid. based on the results of the validation, the researchers applied the learning devices in this study. the learning implementation observation sheet instrument is used to ensure that the learning carried out is in accordance with the syntax. teachers implement instructional models by combining pogil digital mind map-based online learning with the appropriate syntax of pogil, namely orientation, exploration, concept formation, application, and closure (table 1) by utilizing online platforms such as google classroom, coggletm, and google meet. table 1. the syntax of pogil phases activities orientation a problem is presented and students are asked to make a problem formulation. exploration students make hypotheses from the problem formulations that have been made. concept formation students discuss in small groups (4-5 students). then, they are asked to present the concepts found in the form of a mind map through coggletm. application students are asked to analyze the problems presented at ukbm. closure students conclude learning and evaluate and reflect on learning achievements, what has been achieved and has not been achieved, then improve their performance at the next meeting. the observation stage is conducted by the observer by simultaneously observing learning by teachers and students using sheet enforceability, critical thinking skills using the rubric of critical thinking by istikhomah (2015) and students' problem-solving skills using the rubric of problem-solving by greenstein (2012). the reflection stage is carried out after the implementation of learning. the teacher and observers evaluate the learning to improve the next cycle of learning. the data obtained in this study are qualitative and quantitative data. qualitative data was obtained from the description of the teacher and student activity observation sheets. quantitative data was obtained from the average value of students’ critical thinking and problem-solving skills. the data analyzed consisted of (1) the implementation of learning syntax with the pogil model combined with a digital mind map based on online learning which was said to be implemented if the percentage of learning implementation was 61% (istiqfaroh & nasrudin, 2018), (2) critical thinking skills from ukbm are said to be good if they achieve a minimum percentage of 66% (arikunto, 2012), (3) problem-solving skills from ukbm are said to be good if they reach a minimum percentage of 66% (arikunto, 2012). results and discussion the implementation of learning using the pogil model combined with a digital mind map based on online learning cycle i and cycle ii was carried out for 3 meetings in each cycle. cycle i was held on february 8 – 22, 2021, while cycle ii was held on march 1 – 15, 2021. learning was carried out every monday with an allocated time of 3x30 minutes starting at 07.00 – 08.30 wib. the material studied in the first cycle was the respiratory system, specifically (1) the structure and function of the organs of the respiratory system in humans, (2) bioprocesses and factors affecting the respiratory system in humans, (3) disorders and technology of the respiratory system in humans. in the second cycle, the material studied was the excretory system, particularly (1) organ structure and function and 278 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 bioprocesses in the kidneys and lungs, (2) organ structure and function and bioprocesses in liver and skin, (3) disorders and technology in the human excretory system. the pogil learning model combined with a digital mind map based on online learning has five stages, namely orientation, exploration, concept formation, application, and closure, integrated into ukbm. the teacher opens the learning process through google classroom at the orientation stage and then directs students to open the available ukbm and ppt. next, the teacher gives an apperception in articles or videos links contained in ukbm. finally, the teacher directs students to read the phenomenon in the article/watch the video, identify the problems in the article/video, and then make a problem formulation related to the material studied. at the exploration stage, students are directed to make hypotheses based on the problem formulation that has been made at the orientation stage from various literatures. however, online learning does not allow practicum. as an alternative, the teacher provides an example of a practicum video of the respiratory system mechanism in google classroom that students must observe. students are directed to design practical procedures from the video and collect and analyze data in groups. at the concept formation stage, students answer guided questions at ukbm in groups which are then presented in a digital mind map by utilizing the coggletm platform. students can discuss in the chat rooms available in google classroom or coggletm. students are very creative in making digital mind maps by adding images to each keyword so they look more attractive and clearer. an example of the results of a digital mind map about respiratory system disorders made by group 2 can be seen in figure 1. figure 1. results of the digital mind map of group 2 for the material of disorders of the respiratory system 279 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 in making the digital mind map above, students must explain several things such as disorders of the respiratory system, namely asthma which is indicated by purple branches, tuberculosis which is indicated by green branches, pneumonia which is indicated by yellow branches, and bronchitis which is indicated by orange branches. the causes, symptoms, treatment, and prevention of each disease are explained. the digital mind map made by group 2 has the advantage that the material presented is complete and is following the assessment criteria mind map according to buzan (2008). figure 2. discussion activities through google meet students discuss in groups through google classroom chat rooms at the application stage to answer the hots questions contained in ukbm by applying concepts found previously to train their critical thinking and problem-solving skills. the teacher allows students to ask questions if they encounter any difficulties when working on the questions. after they finished working on the questions, students were directed to switch to google meet to conduct class discussions and present the results of the ukbm work. students communicate the results of ukbm work starting from problem formulation, hypotheses, digital mind maps, and answers to hots questions. the teacher appreciates students who have submitted the results of their group discussions and provides reinforcement for the replies submitted by students. discussion activities through google meet can be seen in figure 2. at the closing stage, students convey conclusions and reflect on the learning activities that have taken place. first, the teacher reinforces the studied material and appreciates students who have conveyed findings and reflections on learning. then the teacher motivates students to keep the spirit of learning from home and maintain health. the teacher also reminds students to upload the results of the ukbm work on google classroom and close the lesson by praying and saying goodbye. based on observations, the implementation of the pogil learning model combined with a digital mind map based on online learning can improve students’ critical thinking skills. this can be seen in students who are active in the implementation of learning and the results of ukbm work which show a 29.61% increase in all indicators of critical thinking skills from 66.87% in the first cycle to 86.67% in the second cycle. data on increasing students’ critical thinking skills on each indicator can be seen in figure 3. based on figure 3, all indicators of critical thinking skills have increased from cycle i to cycle ii. the highest increase was found in the conclusion indicator, in which there was a 71.15% increase from 52% in the first cycle to 89% in the second cycle. this shows that after participating in learning with the pogil model combined with a digital mind map based on online learning, students become trained to conclude the studied material. it is proven that in cycle ii almost all students can make conclusions from the material that has been studied well. another indicator that experienced a fairly high increase was doing induction, which increased by 56.60% from 53% in the first cycle to 83% in the second cycle. this is due to the application stage containing hots questions at ukbm with the pogil syntax, which can properly support this indicator's implementation. 280 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 figure 3. data on increasing students' critical thinking skills on each indicator the lowest increase can be observed in the indicator of formulating problems, which increased by 10.49% from 77% in the first cycle 77% to 85% in the second cycle. this is because the students’ ability to formulate problems that is related to the material to be discussed is quite good, although there are some students whose problem formulations are still not related to the material to be discussed. in cycle ii, students are better at writing problem formulations that are related to the material to be discussed. the implementation of the pogil model combined with a digital mind map based on online learning can also improve students’ problem-solving skills. data on problem-solving skills were obtained from assessment sheets based on students’ ukbm answers, which showed a 22.16% increase in all problemsolving skills indicators from 70.27% in the first cycle to 85.84% in the second cycle. data on improving students’ problem-solving skills on each indicator can be seen in figure 4. based on figure 4, there was an increase in all problem-solving skills indicators from cycle i to cycle ii. the highest increase is found in identifying problem-solving solutions, which increased by 33.33% from 72% in the first cycle to 96% in the second cycle. this is due to the application stage, which contains hots questions at ukbm with the pogil syntax, which can properly support this indicator's implementation. it is proven by the results of the identification, in which it was discovered that the students’ problem-solving solutions found in ukbm were getting better at each meeting. the indicator of identifying problems experienced the second highest increase, undergoing a 21.92% increase from 73% in the first cycle, to 89% in the second cycle. this is evidenced by the results of students' identification of problems, which has increased at each meeting. the indicator of implementing the problem-solving stages experienced the lowest increase at 12.33%, from 73% in the first cycle to 82% in the second cycle. this is due to the ability of the students to be good in applying the stages of problem-solving to answer questions in ukbm well. students solve problems by compiling problem-solving measures for problems presented by the teacher at the application stage. 77% 84% 53% 68% 52% 85% 98% 83% 78% 89% 0% 20% 40% 60% 80% 100% 120% a b c d e in c r e a se p e r c e n ta g e critical thinking indicator series1 series2 information: a= formulating the problem b= giving arguments c = doing induction d= doing deduction e= drawing conclusion 281 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 figure 4. data on improving students' problem-solving skills on each indicator the pogil learning model is a construction of 3 components: learning teams, guided inquiry activities, and metacognition. the three components are embedded in a learning cycle consisting of 3 stages: exploration, concept formation, and application. in its implementation, pogil is related to the guided inquiry which aims to facilitate the teachers and students in carrying out observations inside and outside of the classroom (rodriguez et al., 2020; simonson, 2019). hanson (2006) explained that metacognition or metacognitive abilities in pogil learning serve to facilitate students in growing an attitude of responsibility for their learning by monitoring management, self-regulation, self-assessment, and reflecting to what they have learned. stated that students who study using pogil model are more coordinated and collaborate more in building and understanding concepts (simonson & shadle, 2013). the advantage of the pogil model is that it can help students find their knowledge and is easy to apply at all levels. the pogil learning model combined with a digital mind map based on online learning can improve the critical thinking skills of students of class xi mipa 4 of sman 2 malang. it is proven by the increasing percentage of students’ critical thinking skills from 66.87% in the first cycle to 86.67% in the second cycle, signifying an increase of 29.61%. the stages in the pogil learning model can improve critical thinking skills. this is in line with andani's opinion (2019) that exploration and application stage in the pogil learning model support the implementation of critical thinking skills indicators because at that stage, students are given training in the form of problem studies that can guide students to connect new knowledge with the previous one to solve a problem. more real problems according to the facts. based on the five indicators of critical thinking skills, the indicators for concluding have the highest increase, in which increased by 71.15% from 52% in the first cycle of 52% to 89% in the second cycle. this is because, in every meeting, students are trained to make conclusions based on the material that has been studied. it is proven that in cycle ii, almost all students can make conclusions based on the material that has been studied well. this is owing to the fact that students are trained to make conclusions from the experimental data in each meeting. learning activities with the pogil model always involve students rebuilding information and knowledge and developing their understanding of solving a problem (hanson, 2006). the sample of student answers that showed an increase in the indicators of making conclusions can be seen in figure 5. indicators of doing induction experienced the second-highest increase from 53% in the first cycle to 83% in the second cycle, marking a 56.60% increase. this is due to the application stage that contains hots questions on the pogil learning model that can properly support this indicator's implementation. (andani, 2019) stated that at the application stage, students were given exercises in the form of problem studies or research case studies to strengthen understanding and provide opportunities for students to develop their confidence by giving simple exercises. the indicator argues that it experienced the third-highest increase, particularly a 16.77% increase from 84% in the first cycle to 98% in the second cycle. this is due to the concept discovery stage in the pogil model that can properly support this indicator. the concept discovery stage leads students to predict or 73% 73% 72% 63% 89% 82% 96% 75% 0% 20% 40% 60% 80% 100% 120% a b c d in c r e a se p e r c e n ta g e problem-solving indicator 1st cycle 2nd cycle information: a= identifying problems b= implementing problem solving stages c= identifying solutions d= maintaining solution 282 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 conclude based on their understanding (hanson, 2006). this is supported by andani (2019) who stated that the concept discovery stage in the pogil model can support the application of indicators to provide arguments. figure 5. sample of student's answers showing improvement in making conclusions indicator the indicator for deduction experienced the fourth highest increase from 68% in the first cycle, increasing 14.71% to 78% in the second cycle. this is due to the concept discovery stage in the pogil model that can properly support this indicator. the concept discovery stage leads students to predict or conclude based on their understanding and can help students develop their understanding of the concepts they have learned (hanson, 2006). on the other hand, the indicator for formulating the problem experienced the lowest increase, namely 10.49% from 77% in the first cycle to 85% in the second cycle. this is because the students’ ability to formulate problems is quite good and relates to the material discussed. however, there are still some students whose problem formulations are not related to the material discussed. in cycle ii, students are better at writing problem formulations and relate to the material. this shows that the orientation stage in the pogil model can prepare students to learn and to be more motivated, make them concentrate more, and make the topics to be discussed important to be studied so that students have an understanding of what will be learned and can build their knowledge (hanson, 2006). the results also show that implementing pogil learning model combined with a digital mind map based on online learning can improve students' problem-solving skills in class xi mipa 4 of sman 2 malang. it is proven by the 22.16% increase in the percentage of problem-solving skills from 70.27% in the first cycle to 85.41% in the second cycle. this shows that the stages in the pogil learning model can help improve students’ problem-solving skills because during learning, by using the pogil model, students are designed in small groups that interact with each other in groups with the teacher as a facilitator. the pogil learning model can maximize student involvement and interaction in groups and effectively measure understanding in process-oriented learning. not only that, the pogil model can also grow students’ ability to solve problems. in this study, students’ problem-solving skills were trained at the application stage. then, students are given guided questions to apply concept formation to more 283 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 complex problems with problem-solving indicators. then, students discuss in groups and apply the concepts obtained in the previous stage to answer guided questions in ukbm. based on the four problem-solving skills indicators, the indicator of identifying problem-solving solutions experienced the highest increase, namely 33.33% from 72% in the first cycle to 96% in the second cycle. in identifying problem-solving solutions, students are asked to solve the problems presented at the application stage. pogil could train students’ problem-solving skills as seen from the students’ efforts to propose their best strategy to solve a problem. as a result, students accustomed to solving problems have a deeper understanding and become more responsive to new problems given. the second-highest increase was found in identifying problems which increased by 21.92% from 73% in the first cycle to 89% in the second cycle. this is evidenced by the results of problem identification made by students becoming more better at each meeting. guided questions at each stage of the pogil model serve as problems for students while the solution to the problem is the output of student’s understanding from which the indicators to identify problems can be trained properly. the indicator of maintaining problem-solving solutions experienced the third highest increase, from 63% in the first cycle to 75% in the second cycle, indicating a 19.05% increase. although, in the first cycle, some groups did not write down the reasons for choosing the solution, a change was spotted where at each meeting, the students were more thorough in answering and writing down the reasons. the indicator of implementing the problem-solving stages experienced the lowest increase of 12.33%, from 73% in the first cycle to 82% in the second cycle. this is due to the ability of students to be good in applying the stages of problem-solving to answer questions in ukbm well. students solve problems by compiling the problem-solving of those presented by the teacher at the application stage. learning with the pogil model combined with a digital mind map also utilizes the coggletm platform. the researcher uses the coggletm platform for making digital mind maps since the platform can be used collaboratively by group members online following the conditions of this pandemic, and because this platform is very easy to use. coggletm, in addition to its attractive appearance, is also equipped with interactive capabilities that facilitate students to collaborate and discuss in the mind map making (sutton et al., 2017). not only that, creating a digital mind map through coggletm can also add images or links to each keyword to make it clearer. furthermore, coggletm can be integrated with various interesting images and links on branch mind maps (kamrozzaman et al., 2019). this makes coggletm attracts more students’ attention and helps them remember the material more easily. learning by utilizing mind maps can help students explore ideas, help them remember information more easily, take notes and plan assignments, and make it easier for them to organize ideas and concepts. the use of digital mind maps also supports students’ critical thinking and problem-solving skills. by using mind maps, students find it easier to understand the material and obtaian higher learning achievement (jaafarpour et al., 2016) and thinking skills (canas et al., 2017). this finding is also supported by the other research results which shows that the inquiry model combined with a mind map can improve student academic achievement because it is effective for teaching difficult concepts (jack, 2013). learning through mind mapping can develop students’ creativity, activity, memory, and knowledge. besides that, mind mapping is one way of taking creative and effective notes, and can actually map one’s mind in the process so as to be able to cultivate students’ problem-solving skills. mind maps in learning can help students find the right solution because it contains problem elements in one visual display with colors and images to stimulate the brain and explores more of the students’ ability to solve problems. furthermore, by combining the inquiry process with mind maps in learning, students can be facilitated to understand information effectively and systematically (zubaidah et al., 2017). conclusion based on the results of the research and discussion, it can be concluded that the implementation of the pogil (process oriented guided inquiry learning) model combined with a digital mind map based on online learning can improve critical thinking skills and problem solving for students of class xi mipa 4 of sman 2 malang. it is proven by the 29.61% increase in the percentage of students’ critical thinking skills from 66.8% in the first cycle to 86.6% in the second cycle. meanwhile, the percentage of students’ problem-solving skills was 70.27% in the first cycle and increased by 22.16% to 85.41% in the second cycle. based on the findings in this study, there are some suggestions that can be considered as great inputs for improvement in further research, such as: (1) other researchers should pay more attention to time allocation because the pogil model takes a long time in its implementation; (2) other researchers are recommended to implement the pogil model combined with a digital mind map based on online learning to develop other 21st century skills; (3) pre-test, post-test, and n-gain scores are highly advised to show an increase in critical thinking skills and more accurate problem-solving; and (4) the coggle platform can also be used to develop collaboration skills and students’ creativity by making digital mind maps in groups. 284 diniyyah et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 275-286 acknowledgment the researcher would like to thank drs. hariyanto, m. pd., as the head of sman 2 malang, dra. ruchimah achmad, m. pd., as the biology teacher, students of xi mipa of sman 2 malang, the research observers who have helped the implementation of the research, and all parties who have helped to complete this research. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions m. d., h. s., and a. k. s.: methodology, writing original draft preparation, review, and 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(2017). improving creative thinking skills of students through differentiated science inquiry integrated with mind map. journal of turkish science education, 14(4), 77–91. https://doi.org/10.12973/tused.10214a https://doi.org/10.1016/j.compedu.2012.11.025 https://doi.org/10.1021/acs.jchemed.9b01052 https://doi.org/10.12973/tused.10214a universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 7 no. 2 july 2021, pp. 117-125 10.22219/jpbi.v7i2.15718 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 117 research article student’s scientific literacy on environmental pollution material based on sets learning approach combined with vee diagram rini rita t. marpaung a,1,*, berti yolida a,2 , faradilla riana putri a,3 a biology education department, faculty of teacher training and education, university of lampung, jl. prof. dr. soemantri brojonegoro, no. 1, bandar lampung, lampung 35141, indonesia 1 ritamarpaung207@gmail.com*; 2 berti.yolida@fkip.unila.ac.id, 3 faradillariana@gmail.com * corresponding author introduction science learning requires a learning approach that can find facts, concepts, and solve problems and issues that occur in the surrounding environment. this situation requires teacher’s innovation to change the way of passive learning into active learning, responsive, and meaningful for students and the surrounding community (burden & kearney, 2016; indriati, 2012; setiawati & corebima, 2018; suwono et al., 2017). teachers are also required to carry out the development in the learning process (chebii et al., 2012; gultepe, 2016; saptasari et al., 2019). the learning approach by using sets (science, environment, technology, and society) is one of the developments in the learning process that has been researched recently (sya`ban & wilujeng, 2016; trihastuti, 2017). a r t i c l e i n f o a b s t r a c t article history received: 23 february 2021 revised: 21 march 2021 accepted: 27 july 2021 published: 28 july 2021 the student’s scientific literacy is vital in improving students’ awareness of several issues. this study was intended to describe the effect of the sets learning approach combined with vee diagram on students’ scientific literacy especially on environmental pollution material. this study used a nonequivalent pretest-posttest control group design. the survey involved 60 students who were selected using cluster random sampling technique. the quantitative data, in terms of pretest, posttest, and n-gain scores were analyzed using independent-sample t-test at the 5% significance level. the results showed that, based in the n-gain scores, the experiment class was classified in moderate category and the control class belonged to low category. this means that the sets learning approach combined with vee diagram influence student’s scientific literacy on environmental pollution material. therefore, this combination is recommended to be implemented in class to enhance students' scientific literacy skills. copyright © 2021, marpaung, et al this is an open access article under the cc–by-sa license keywords scientific literacy sets learning approach vee diagram how to cite: marpaung, r. r. t., yolida, b., & putri, f. r. (2021). student’s scientific literacy on environmental pollution material based on sets learning approach combined with vee diagram. jpbi (jurnal pendidikan biologi indonesia), 7(2), 117-125. doi: https://doi.org/10.22219/jpbi.v7i2.15718 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i2.15718 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i2.15718 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v7i2.15718&domai jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 117-125 118 marpaung et al (student’s scientific literacy on environmental …) in the industrial revolution 4.0 era, science and technology are developing rapidly, students require to understand technological developments and their impact on the environment. to answer this challenge, one of the skills that must have by the student is scientific literacy (holbrook & rannikmae, 2009; purwani et al., 2018; rahayuni, 2016; suwono et al., 2017). scientific literacy means respect for science by increasing the components of self-learning to contribute to the environment (nofiana & julianto, 2018). scientific literacy according to pisa is the ability to use scientific knowledge, identify questions and conclude based on evidence to understand nature changes due to human activities (bybee et al., 2009). scientific literacy will greatly help everyone to respond to problems critically as a phenomenon that often occurs, especially those related to science and technology (novitasari, 2018). the definition of scientific literacy shows that literacy skills not only require students to understand the knowledge of science, but students must also be able to understand various aspects of the scientific process and the ability to apply science knowledge in real life (hadi et al., 2020). based on the interview with one of the science teachers in smpn 26 bandar lampung, showed that the learning outcomes of students were classified as a low category (below the criteria). in addition, students' knowledge of scientific literacy is still relatively low. teachers have not been able to define scientific literacy skills, indicators of scientific literacy skills, and strategies how to developed scientific literacy skills. in addition, learning science in this school is still focused on memorizing concepts and theories only, the teacher also has not tried to let students make the observations or having a practicum directly (sya`ban & wilujeng, 2016). sets learning approach can be an alternative to improve students' scientific literacy skills. through this learning approach, students are also expected to understand the linkages between science, environment, technology, and society on environmental pollution material by applying concepts possessed from various related sciences (ghofur & raharjo, 2018). the application of the sets approach in learning was not significant in increasing the students’ scientific literacy. consequently, the sets approach needs to be integrated with the vee diagram to enhance the students’ scientific literacy. the vee diagram is one of the effective constructive learning strategies (sofianto et al., 2016). the usage of the vee diagram is intended to help the learning process using the graph to build knowledge, communication through certain stages, and help students to find something new. students can understand their role in the learning process and how to continue the progress (suprapto, 2017). sets learning approach can be strengthened if combined with vee diagrams that can improve students' scientific literacy skills (yuliyati, 2017; amalia, 2019). according to bybee et al., (2009) scientific literacy has three competency aspects that can be achieved by students through the sets learning approach and the vee diagram, such as: (1) identify scientific issues, (2) explaining scientific phenomena, (3) using scientific evidence (bybee et al., 2009). based on the facts and problems that have been described above, there is still a lack of information related to the using of vee diagrams in the sets learning approach that can improve students’ scientific literacy skills on environmental pollution material. so, this study aims to prove the effect of the sets learning approach combined with vee diagrams that is considered capable of improving students’ scientific literacy skills on environmental pollution material. due to the importance of scientific literacy for student’s awareness of the environment, health, economy, society, and technology (pratiwi et al., 2019). therefore, measuring scientific literacy is important to determine the level of student’s scientific literacy to increase the indonesia education quality in the future. method this research was conducted in february 2020, which took place at smpn 26 bandar lampung. the survey involved 60 students were selected by using cluster random sampling techniques. this study used a quasi-experiment research design with a pretest-posttest nonequivalent control group design technique. this study used two research classes. the first class was the control class that only used the discussion method, while the second class was the experiment class that used the sets learning approach combined with the vee diagram. the instruments used in this study were in table 1. table 1. research instrument no. aspects instrument type of data 1. scientific literacy multiple choice test primary data 2. vee diagram essay test primary data 3. responses to the use of sets learning approach with vee diagram likert scale questionnaire secondary data jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 117-125 119 marpaung et al (student’s scientific literacy on environmental …) data processing in this study was carried out using statistical analysis software spss 17.0. data analysis techniques in this study were instrument test that requires validity, reliability, difficulty level, and difference power tests. the aspects of students' scientific literacy were analyzed using a normalized gain score, normality test, homogeneity test, and the independent sample t-test at the 5% significance level. results and discussion the data results were pretest, posttest, n-gain, and inferential statistics of the control class and experiment class (can be seen in table 2). based on the results of the normality test obtained kolmogorov-smirnov value sig. > 0,05, which means that the data is distributed normally, and for the homogeneity test the data is homogenous (levene-test sig. > 0.05). the average pretest of the experiment and control class obtained the value of 53,6 and 38,4 sequentially. after treatment was given, it’s obtained the average posttest value of the experiment and control class by 72,5 and 65,7 sequentially. thus, the average value of the experiment class is higher than the control class. table 2. the results of data processing of control and experiment class pretest and posttest. value class average ± up to normality test homogeneity test independent sample t-test pre-test e 53,6 ± 7,99 0,200 0,251 sig. (2 tailed) 0,000 < 0,05 c 38,4 ± 11,59 0,126 post-test e 72,5 ± 11,51 0,200 0,251 c 65,7 ± 14,12 0,200 n-gain (%) e 53,3 ± 0,12 (medium) 0,222 0,424 c 31,4 ± 0,13 (low) 0,832 note: e= experiment; c= control the independent sample t-test result showed that sig. (2 tailed) 0,00 < 0,05, which means the average ngain of the cognitive aspect of learning results between control and experiment class is significantly different. the average n-gain value of the experiment class (53,3) is higher than the control class which is only 31,4. figure 1. n-gain pretest-posttest graph the difference in n-gain between the experiment and control class is shown in figure 1. the average result of the experiment class is higher if compared to the control class because sets approach learning combined with the vee diagram requires students to think critically about the problems given and be able to do scientific literacy to find problem solutions during the learning activity. following the opinion about sets, the learning approach provides students with an understanding of the role of the environment in science, technology, and society so that students can take advantage of the knowledge (eliyanti et al., 2019). this is also following the research conducted by dwipayana (2017) which obtained an n-gain score for stm learning models (science, technology, community) higher than the di (direct instruction) learning model. pretest-posttest questions are questions that have been adjusted with the scientific literacy achievements aspects. scientific literacy aspects examined in this research are (1) defining scientific questions; 0.53 0.31 0 0.1 0.2 0.3 0.4 0.5 0.6 experiment control n -g a in class jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 117-125 120 marpaung et al (student’s scientific literacy on environmental …) (2) explaining scientific phenomena; and (3) using scientific evidence. thus, the average value of pretest-posttest based on scientific literacy aspect on experiment and control class can be seen in figure 2 and figure 3. figure 2. the average value of pretest and post-test based on scientific literacy aspects. according to bybee et al., (2009), scientific literacy has three competency aspects that can be achieved by students through the sets learning approach and the vee diagram. first, identify scientific issues, which means that students can identify problems for scientific investigation and identify keywords to find scientific information. second, explaining scientific phenomena, which means that students can apply science in certain situations, describe or interpret scientific phenomena and predict changes, identify appropriate descriptions, provide scientific explanations and predictions. third, using scientific evidence, which means students can interpret scientific evidence, make conclusions, communicate, identify assumptions, evidence, and reasons behind conclusions, and understand the social implications of science and technology. based on the average pretest and posttest value based on scientific literacy aspects (figure 2), both of the classes showed the increase of student’s scientific literacy average on the three aspects, but the increasing number of scientific literacy aspects in the control class is not significant than the experiment class. results conducted by amalia (2019) showed a significant difference in the student’s scientific literacy aspects between the learning process using sets approach are better than the learning process using discussion method. the results of the achievement level tests on aspects of scientific literacy competencies indicate that there is a significant influence on the student’s scientific literacy abilities in all three aspects by sets learning approach with vee diagram. it can be caused by the experiment class using the learning approach at each meeting where the learning phase is always carried out. the students are asked to identify some of the problems presented, then develop science-based investigations to investigate issues related to the source of information obtained previously. the implementation of problem-based learning can improve students' scientific literacy because it can support the learning process that is relevant to the material (anugrah et al., 2021). scientific literacy is the ability to understand science, communicate science, and apply science's ability to solve problems. students shared roles to find solutions to these problems. different from classes that use the method of discussion, students are only asked to discuss and analyze problems scientifically without being required to do a learning organization to do the stages of getting detailed problem-solving (yuliati, 2017). based on the average value of pretest and posttest in each aspect of scientific literacy in the experiment and control class (figure 3). the n-gain scores of the experiment class in all three aspects of scientific literacy were included in the high category, while the control was included in the low category. students in the experiment class are required to be able to present and develop scientific attitudes to solve problems that are presented scientifically as well. students are also required to be able to modify, discover, and even make technology to solve problems in their environment. therefore, students must carry out investigations through various reliable reference sources, so the knowledge gained is also comprehensive. the main elements of scientific literacy are the development of scientific literacy students include knowledge of science, scientific processes, development of scientific attitudes, and students' understanding of science so that students not only 21 19 8.1 17.3 13.9 7.1 31 28 14 27.3 24.9 13.5 0 5 10 15 20 25 30 35 40 defining scientific questions explaining scientific phenomena using scientific evidence a ve ra g e scientific literacy aspects pretest-experiment pretest-control postest-experiment postest-control jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 117-125 121 marpaung et al (student’s scientific literacy on environmental …) know the concept of science but can also apply scientific skills in solving various problems, and can make decisions based on scientific studies (harlen, 2014). figure 3. n-gain pretest-posttest graph based on scientific literacy aspects unlike the experiment class, the learning process in the control class requires students to investigate the problem and present the process to solve it, but students are not required to modify or create a technology to solve problems in their environment. students are also not required to present the relationship between science, technology, and society. hence, that students do not explore knowledge widely and only rely on a few references, for example, schoolbooks without further investigation. this results in a higher average pretestposttest score in the experiment class when compared to the control class which can be interpreted that the scientific literacy ability of the experiment class students tends to be higher than the control class. the explanation above is in line with research that applies the sets learning approach to see its effects on students' scientific literacy abilities on environmental pollution material. from all the data obtained in the study, it was clear that the sets learning approach had a significant effect. sets learning can help students in understanding science, the development of science and technology, and their impact on the environment and society. therefore, it can be concluded that the sets learning model can improve the scientific literacy of students (trihastuti, 2017). the sets learning approach provides an opportunity for students in mastering each material. this is based on the characteristics of the sets learning approach which has systematic stages to require students to construct the knowledge they get. the first step of the sets learning approach is delivering opinions related to science and technology issues (brainstorming an issue or topic), in this step, students are required to think creatively to clarify the scientific issues and to analyze the relationship with the material being taught (agustini & suardana, 2013). the sts model (science, technology, society) could increase science and technology literacy students because it emphasizes the process of gaining knowledge, higher-order thinking skills, problem-solving (adipura, 2012). in addition, the vee diagrams can also improve students' scientific literacy because it can help students construct their knowledge by using the worksheet (yolida et al., 2021). the score result of vee diagrams made by students can be seen in figure 4. each component of the vee diagram created by students’ scores is indicated very high. based on the graph, there are four components of the vee diagrams were assessed, there are object, theory/principle/concept, transformation, and knowledge claim. the result shows that the students get very high grades in the four components. it means students are not only able to answer the questions related to the practicum activities, but also links between concepts (thinking) and methods (activity). vee diagrams can also increase students' motivation in learning, hence it has a good impact on higher-order thinking skills compared to lecture and demonstration learning methods (wicaksono, 2018). hindriana (2016) showed that using vee diagrams as a learning tool is easier in designing learning strategies and practicum in the classroom. vee diagram has an important role in improving students' scientific literacy skills in the experiment class. the vee diagram is also consisting of (1) focus question component, (2) conceptually it is divided into conceptual structures (thinking), (3) concepts and objects (events), and (4) methodology (doing) is divided into notes, data transformation/interpretation, knowledge claims and 0.48 0.41 0.32 0.26 0.24 0.17 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5 0.55 defining scientific questions explaining scientific phenomena using scientific evidence n -g a in scientific literacy aspects experiment control jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 117-125 122 marpaung et al (student’s scientific literacy on environmental …) claims of values (m. chaidir et al., 2018). these are good at making students in logical thinking and improve learning outcomes. in addition, vee diagrams provide students to build connections between theoretical knowledge and work lab activities (handayani & widiantie, 2020). from these results the students are skilled in making focus questions, data/events, recording and transformation of data as well as claim value, however, the concepts and claim knowledge are still lacking. hence, skills improvement is still needed to continue for the maximum results (suprapto, 2017). figure 4. student’s score of vee diagram furthermore, it was also obtained the percentage of student responses data about the implementation of the sets learning combined with vee diagrams (figure 5). it is to find out students' opinions about the learning model for the actual implementation of the study through qualitative data. the results of students' responses to sets learning with vee diagrams consist of interests, benefits, and participation. students showed a higher interest than other aspects of benefits and participation because the vee diagram in sets learning is a new thing for students. they usually learned using worksheets with questions such as exams, but this method is more interesting to students than conventional learning. figure 5. percentage of student responses to sets learning with vee diagrams the results of the questionnaire are presented in figure 5 which shows a positive response which is the response of 'very good' and 'good' of the learning approach to the concept of environmental pollution. this is similar to the result of oktavia (2015) that regarding student participation in class which is a tangible form of 90.3 92.8 91.3 92.7 0.0 20.0 40.0 60.0 80.0 100.0 120.0 object theory/ principle/ concept transformation claim s co re components of vee diagram 73.71 90.38 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 good very good p e rc e n ta g e ( % ) students' responses jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 2, july 2021, pp. 117-125 123 marpaung et al (student’s scientific literacy on environmental …) student behavior in learning activities. mental and emotional involvement encourage them to contribute and be responsible for achieving satisfactory learning (ruvalcaba-romero et al., 2017). this participation can be shown by actively participating in lessons, how students understand the teacher's lessons, asking questions, how students do and collect assignments. therefore, students can also give a good impression of learning that is applied (khizar, rasheed, iqbal, akhtar, & khalid, 2020). conclusion based on the results and discussion, it can be concluded that the sets (science, environment, technology, and society) learning approach combined with the vee diagram has a significant effect on increasing the scientific literacy ability of students on environmental pollution material, but it still needed an effort to maintain the scientific literacy of all students. the sets approach with the vee diagram can be used as a reference for schools to implement science learning due to the result of significantly improve students' scientific literacy skills. acknowledgement my highest appreciation is addressed to all parties involved in this study, including the department of biology education, lampung university, principal and teachers of smpn 26 bandar lampung, as well as all the students who participated in this research. references adipura, b. 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(2017). literasi sains dalam pembelajaran ipa. jurnal cakrawala pendas, 3(2), 21–28. https:// doi.org/10.31949/jcp.v3i2.592 https://doi.org/10.29138/educatio.v2i2.180 https://doi.org/10.18502/kss.v1i3.747 https://doi.org/10.21831/jipi.v2i1.8369 https://doi.org/10.21831/jipi.v2i1.8369 http://journal.student.uny.ac.id/ojs/index.php/ipa/article/view/7431 https://doi.org/10.17977/jps.v6i1.11533 https://doi.org/10.17977/jps.v6i1.11533 https://doi.org/10.31932/jpbio.v6i1.834 https://doi.org/10.31949/jcp.v3i2.592 https://doi.org/10.31949/jcp.v3i2.592 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 206 peningkatan aktivitas dan hasil belajar mahasiswa universitas hasyim asy’ari melalui pembelajaran discovery terbimbing improvement students’ activities and cognitive learning outcomes of hasyim asy’ari university through guided discovery learning nur hayati 1 , nindha ayu berlianti 2 1, 2 program studi pendidikan ipa, fakultas ilmu pendidikan, universitas hasyim asy’ari, jombang, telp. 0321-861719 e-mail korespondensi: nurhay.ht@gmail.com abstrak pembelajaran ipa bukan hanya berkaitan dengan penguasaan pengetahuan tetapi juga merupakan suatu proses penemuan. berdasarkan hasil observasi pada saat pembelajaran, diketahui bahwa aktivitas dan hasil belajar kognitif mahasiswa program studi ipa, fakultas ilmu pendidikan, universitas hasyim asy’ari jombang masih rendah. alternatif pembelajaran yang dapat dilakukan untuk meningkatkan aktivitas dan hasil belajar kognitif mahasiswa adalah pembelajaran discovery terbimbing. jenis penelitian ini adalah penelitian tindakan kelas (ptk) dengan dua siklus yang dilaksanakan pada semester genap tahun pelajaran 2015/2016. instrumen penelitian berupa lembar penilaian aktivitas mahasiswa, lembar penilaian hasil belajar kognitif, lembar observasi pembelajaran, dan angket respon mahasiswa terhadap proses pembelajaran. data kualitatif dianalisis secara deskriptif sedangkan data kuantitatif dianalisis dengan membandingkan persentase aktivitas dan rata-rata hasil belajar kognitif mahasiswa pada siklus i dan siklus ii. berdasarkan hasil penelitian diketahui bahwa persentase aktivitas mahasiswa meningkat dari 61,30% menjadi 71,68%. rata-rata hasil belajar kognitif mengalami peningkatan dari 73,68 menjadi 80,04 dan persentase ketuntasan hasil belajar kognitif meningkat dari 68,18% menjadi 81,81%. kesimpulan hasil penelitian ini adalah pembelajaran discovery terbimbing dapat meningkatkan aktivitas dan hasil belajar kognitif mahasiswa. kata kunci: aktivitas mahasiswa, hasil belajar kognitif, pembelajaran discovery terbimbing abstract learning science is not only related to the acquisition of knowledge but also a process of discovery. based on learning observations, it was known that the activities and cognitive learning outcomes of science education department students, faculty of education, hasyim asy’ari university jombang still low. alternative learning that can be done to improve the activities and cognitive learning outcomes of students was guided discovery learning. this research was classroom action research (ptk) with two cycles were carried out in the second semester of the 2015/2016 academic year. the research instruments were students’ activities assessment sheet, cognitive learning outcomes assessment sheet, learning observation sheet, and questionnaire responses of students to the learning process. qualitative data were analyzed descriptively and quantitative data were analyzed by comparing the percentage students’ activities and cognitive learning outcomes in the cycle i and the cycle ii. the result of this research were the percentage of students’ activities increased from 61,30% to 71,68%. average of cognitive learning outcomes has increased from 73.68 to 80.04 and the percentage of cognitive achievement increased from 68.18% to 81.81%. the conclusion of this research was the guided discovery learning can improve the students’ activities and cognitive learning outcomes. keywords: cognitive learning outcomes, guided discovery learning, students’ activities mailto:nurhay.ht@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 207 pembelajaran ipa menekankan pada pemberian pengalaman langsung untuk mengembangkan kompetensi peserta didik agar memperoleh pemahaman yang lebih mendalam tentang alam sekitar. ipa bukan hanya penguasaan kumpulan pengetahuan yang berupa fakta, konsep, atau prinsip saja tetapi juga merupakan suatu proses penemuan. pembelajaran harus mampu mengikat siswa atau mahasiswa untuk aktif dalam kegiatan pembelajaran, membuat pembelajaran lebih relevan, menyenangkan, serta menyajikan pengalaman belajar yang membangkitkan motivasi untuk belajar. observasi yang dilakukan pada bulan februari 2016 menunjukkan bahwa mahasiswa program studi pendidikan ipa universitas hasyim asy’ari (unhasy) jombang semester ii memiliki aktivitas dan hasil belajar kognitif yang rendah. fakta rendahnya aktivitas belajar mahasiswa ditunjukkan dengan data sebagai berikut. 1) mahasiswa tampak kurang antusias selama mengikuti perkuliahan. 2) mahasiswa kurang memperhatikan penjelasan dosen. 3) mahasiswa kurang aktif dalam memberikan umpan balik atas materi yang dijelaskan dosen. 4) mahasiswa kurang aktif bertanya dan berpendapat selama diskusi. rendahnya hasil belajar kognitif para mahasiswa ditunjukkan oleh rendahnya skor tugastugas yang dikerjakan dan rata-rata nilai pra tindakan sebesar 52,31. salah satu upaya perbaikan terhadap pembelajaran dapat dilakukan dengan menerapkan pembelajaran discovery. pembelajaran discovery menjadikan proses pembelajaran lebih bermakna karena siswa terlibat aktif dalam pembelajaran, yaitu meliputi kegiatan merumuskan masalah, mengumpulkan berbagai informasi melalui observasi, mengklarifikasi hasil penemuan dan membuat kesimpulan. penelitian ini menggunakan model pembelajaran discovery, jenis discovery terbimbing (guided discovery learning). menurut hamalik (2003) model discovery terbimbing mengacu pada konstruktivisme, di mana siswa berperan aktif dalam pemahaman konsep belajar. lebih lanjut dijelaskan alfieri et al. (2011) bahwa proses penemuan dengan bimbingan guru akan lebih menguntungkan dalam meningkatkan penemuan konsep siswa daripada penemuan murni. veermans (2013) menjelaskan bahwa discovery terbimbing terdiri atas fase orientation, hypothesis generation, hypothesis testing, conclution, dan regulation. pada fase orientation, guru memberikan pengantar untuk membangun konsep siswa melalui membaca sumber literatur, observasi, sehingga memunculkan pertanyaan yang kemudian dijadikan rumusan masalah. fase hypothesis generation memungkinkan siswa untuk menyusun hipotesis atas rumusan masalah yang telah dibuat. fase hypothesis testing adalah fase pengujian hipotesis melalui eksperimen, pengamatan, dan pengumpulan data. pada fase conclusion, siswa mengolah data, menganalisis, dan menyimpulkan hasil eksperimen. pada fase regulation, siswa mengolah hasil melalui penemuan dan mengevaluasi kesimpulan. berbagai aktivitas pada pembelajaran discovery terbimbing yang telah dipaparkan mengarah pada peningkatan aktivitas dan hasil belajar siswa. lebih lanjut dijelaskan sudjana (2005) bahwa hasil belajar merupakan kemampuan-kemampuan yang dimiliki siswa setelah menerima pengalaman belajarnya. belajar yang berhasil harus melalui berbagai macam aktivitas, baik aktivitas fisik maupun psikis agar dapat jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 208 memunculkan perubahan tingkah laku yang mengarah pada hasil belajar. hasil belajar kognitif dalam penelitian ini mencakup ranah kognitif c1-c4 versi revisi anderson & krathwohl (2002) yang meliputi mengingat (remembering), memahami (understanding), menerapkan (applying), menganalisis (analysing), mengevaluasi (evaluating), serta mencipta (creating). berbagai hasil penelitian terdahulu menunjukkan bahwa dengan pembelajaran discovery dapat meningkatkan aktivitas dan hasil belajar siswa. berdasarkan hasil penelitian nugroho (2013) diketahui bahwa metode pembelajaran discovery terbimbing dapat meningkatkan hasil belajar ipa, persentase ketuntasan hasil belajar siswa meningkat dari siklus i sebesar 71,43% menjadi 89,29% pada siklus ii. hasil penelitian yang dilakukan suprihatin et al. (2014) menunjukkan bahwa penerapan strategi pembelajaran discovery learning disertai media kartu berpasangan berpengaruh terhadap aktivitas dan hasil belajar siswa, di mana ≥91,67% siswa termasuk dalam kategori aktif dan sangat aktif, serta ≥98,33% siswa mengalami peningkatan hasil belajar sedang sampai tinggi. adapun hasil penelitian oleh ulumi et al. (2015) menjelaskan bahwa model pembelajaran guided discovery learning berpengaruh signifikan terhadap hasil belajar biologi siswa yang mencakup ranah pengetahuan, keterampilan, dan sikap. rata-rata dan persentase ketuntasan hasil belajar siswa kelas eksperimen lebih tinggi daripada kelas kontrol. berbagai pemaparan tersebut menjadi dasar penelitian penerapan pembelajaran discovery terbimbing untuk meningkatkan aktivitas dan hasil belajar kognitif mahasiswa. metode penelitian jenis penelitian ini adalah penelitian tindakan kelas yang dirancang dalam dua siklus, di mana tiap siklus terdiri atas empat tahap, yaitu tahap planning, tahap implementing, tahap observing, dan tahap reflecting. penelitian ini dilakukan pada semester genap tahun pelajaran 2015/2016. subyek penelitian ini adalah mahasiswa semester ii program studi pendidikan ipa, fakultas ilmu pendidikan, universitas hasyim asy’ari jombang jawa timur yang berjumlah 22 orang. adapun penelitian ini diterapkan pada matakuliah biologi dasar. instrumen penelitian ini meliputi lembar penilaian aktivitas mahasiswa, lembar penilaian hasil belajar kognitif, lembar observasi pembelajaran, dan angket respon mahasiswa terhadap proses pembelajaran. adapun data kualitatif yang dikumpulkan dengan bantuan observer dianalisis secara deskriptif, dan analisis data kuantitatif dilakukan dengan membandingkan persentase aktivitas dan rata-rata hasil belajar kognitif mahasiswa pada siklus i dan siklus ii. kriteria ketuntasan minimum hasil belajar kognitif pada penelitian ini adalah 75, sedangkan kriteria kemampuan dosen dalam mengelola pembelajaran berdasarkan lembar observasi pembelajaran ditunjukkan pada tabel 1. tabel 1. kriteria kemampuan dosen dalam mengelola pembelajaran tingkat kemampuan dosen (tkd) angka pembulatan kriteria 1,00≤ tkd < 1,50 1 tidak baik 1,50≤ tkd < 2,50 2 kurang baik 2,50≤ tkd < 3,50 3 cukup baik 3,50≤ tkd < 4,50 4 baik 4,50≤ tkd ≤ 5,00 5 sangat baik jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 209 penilaian aktivitas dan hasil belajar kognitif dihitung dengan rumus sebagai berikut. %100x maksimalskortotal diperolehyangskorjumlah p  (1) hasil dan pembahasan data hasil penelitian dipaparkan sebagai berikut. siklus i selama penerapan pembelajaran discovery terbimbing, dosen sekaligus berperan sebagai peneliti. planning pada tahap planning, dosen menyusun rencana pembelajaran semester (rps) serta instrumen penelitian yang meliputi lembar penilaian aktivitas mahasiswa, lembar penilaian hasil belajar kognitif, lembar observasi pembelajaran, dan angket respon mahasiswa terhadap proses pembelajaran. implementing kegiatan yang dilakukan pada tahap ini adalah melaksanakan pembelajaran discovery. dosen memberikan materi dengan topik “metode ilmiah” dan membimbing mahasiswa menyusun percobaan berdasarkan langkah-langkah metode ilmiah. observing tahap observing merupakan pengamatan terhadap aktivitas mahasiswa oleh dosen dan pengamatan aktivitas dosen oleh observer berdasarkan lembar observasi pembelajaran, yang bertujuan untuk mengetahui ketepatan langkah pembelajaran yang dilakukan dosen. data aktivitas mahasiswa pada siklus i dipaparkan pada tabel 1. tabel 1. persentase aktivitas mahasiswa selama pembelajaran discovery terbimbing pada siklus i no. indikator siklus i (%) 1 memperhatikan penjelasan materi oleh dosen 71 2 merespon penjelasan materi oleh dosen 60 3 berperan aktif dalam kegiatan merumuskan masalah, membuat hipotesis, melakukan eksperimen, dan menganalisis data 59,09 4 bekerjasama dengan baik dalam kelompok 57,27 5 menyampaikan pendapat ketika berdiskusi 56,36 6 menanggapi/menjawab pertanyaan dengan baik saat berdiskusi 61,81 7 memberikan kesimpulan materi 63,63 rata-rata 61,30 berdasarkan tabel 1, diketahui bahwa persentase aktivitas mahasiswa pada siklus i sebesar 61,30%. berdasarkan data tersebut maka aktivitas mahasiswa masih perlu ditingkatkan. adapun data ketepatan langkah pembelajaran oleh dosen pada siklus i seperti dipaparkan pada tabel 2. tabel 2. data ketepatan langkah pembelajaran oleh dosen berdasarkan lembar observasi pembelajaran discovery terbimbing pada siklus i no. indikator siklus i 1 dosen menyampaikan tujuan pembelajaran dan menjelaskan langkah-langkah pembelajaran 4,5 2 dosen menyampaikan materi awal untuk membangun konsep mahasiswa 3,5 3 dosen membimbing mahasiswa merumuskan masalah 3,5 4 dosen membimbing mahasiswa menyusun hipotesis 4 5 dosen membimbing mahasiswa melakukan eksperimen dan mengumpulkan data 4 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 210 no. indikator siklus i 6 dosen membimbing mahasiswa menganalisis data 4 7 dosen membimbing mahasiswa menyimpulkan hasil eksperimen 3,5 8 dosen membimbing mahasiswa mengevaluasi kesimpulan 3,5 rata-rata 3,81 kriteria baik tabel 2 menunjukkan bahwa ratarata ketepatan langkah pembelajaran oleh dosen pada siklus i sebesar 3,81 dengan kriteria baik. reflecting dosen melakukan evaluasi terhadap pembelajaran yang telah dilakukan pada siklus i. data hasil observasi selama pembelajaran menunjukkan bahwa dosen sudah melaksanakan pembelajaran dengan baik, selain itu juga sudah terjadi peningkatan aktivitas dan hasil belajar kognitif mahasiswa dibandingkan sebelum penerapan pembelajaran discovery terbimbing. hasil belajar kognitif belum seluruhnya mencapai ketuntasan, sehingga perlu diterapkan siklus ii untuk memperbaiki pembelajaran. adapun permasalahan yang muncul selama siklus i sebagai berikut. a. sebagian mahasiwa masih bingung dan belum bisa beradaptasi selama pembelajaran karena pembelajaran discovery terbimbing belum pernah diterapkan dan merupakan pengalaman baru bagi mahasiswa. b. belum seluruhnya mahasiswa berperan aktif dalam pembelajaran sehingga kegiatan pembelajaran didominasi oleh beberapa mahasiswa. c. mahasiswa masih kesulitan dalam merumuskan masalah, membuat hipotesis, merancang eksperimen, hingga menganalisis data. d. seringkali pembelajaran diakhiri tidak tepat waktu, karena sebagian mahasiswa membutuhkan waktu lama untuk dapat melaksanakan setiap langkah pembelajaran discovery terbimbing. upaya perbaikan pembelajaran pada siklus ii sebagai berikut. a. dosen menjelaskan kembali setiap langkah pembelajaran discovery terbimbing kepada mahasiswa hingga setiap mahasiswa benar-benar paham dan dapat melaksanakannya. b. dosen melakukan pendekatan pada mahasiswa yang kurang aktif agar lebih terlibat dalam pembelajaran. c. dosen membantu dan memberikan contoh yang lebih mudah pada mahasiswa masih kesulitan dalam merumuskan masalah, membuat hipotesis, merancang eksperimen, hingga menganalisis data. e. dosen mengatur alokasi waktu pembelajaran agar setiap langkah pembelajaran discovery terbimbing dapat terlaksana dengan baik. siklus ii hasil refleksi pembelajaran siklus i digunakan sebagai acuan pembelajaran pada siklus ii. planning tahap perencanaan pada siklus ii pada dasarnya sama dengan pada siklus i, yaitu menyusun rencana pembelajaran semester (rps) serta instrumen penelitian. implementing dosen memberikan materi tentang proses fotosintesis dan membimbing mahasiswa untuk menyusun percobaan fotosintesis. dosen menjelaskan kembali jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 211 langkah-langkah pembelajaran discovery terbimbing. mahasiswa merumuskan masalah, menyusun hipotesis, melakukan percobaan, menganalisis data, menyimpulkan hasil praktikum dan melakukan presentasi. observing berdasarkan tahap observing, diperoleh data aktivitas mahasiswa dan ketepatan langkah pembelajaran oleh dosen pada siklus ii sebagaimana dipaparkan pada tabel 3 dan 4. tabel 3. persentase aktivitas mahasiswa selama pembelajaran discovery terbimbing pada siklus ii no. indikator siklus ii (%) 1 memperhatikan penjelasan materi oleh dosen 80 2 merespon penjelasan materi oleh dosen 69,09 3 berperan aktif dalam kegiatan merumuskan masalah, membuat hipotesis, melakukan eksperimen, dan menganalisis data 76,36 4 bekerjasama dengan baik dalam kelompok 65,45 5 menyampaikan pendapat ketika berdiskusi 67,27 6 menanggapi/menjawab pertanyaan dengan baik saat berdiskusi 72,72 7 memberikan kesimpulan materi 70,90 rata-rata 71,68 tabel 3 menunjukkan adanya peningkatan aktivitas mahasiswa pada siklus ii sebesar 71,68%. peningkatan yang terjadi sebagai hasil refleksi terhadap pembelajaran pada siklus i. adapun data ketepatan langkah pembelajaran oleh dosen pada siklus ii seperti dipaparkan pada tabel 4. tabel 4. data ketepatan langkah pembelajaran oleh dosen berdasarkan lembar observasi pembelajaran discovery terbimbing pada siklus ii no. indikator siklus ii 1 dosen menyampaikan tujuan pembelajaran dan menjelaskan langkahlangkah pembelajaran 5 2 dosen menyampaikan materi awal untuk membangun konsep mahasiswa 5 3 dosen membimbing mahasiswa merumuskan masalah 4,5 4 dosen membimbing mahasiswa menyusun hipotesis 4,5 5 dosen membimbing mahasiswa melakukan eksperimen dan mengumpulkan data 4,5 6 dosen membimbing mahasiswa menganalisis data 4,5 7 dosen membimbing mahasiswa menyimpulkan hasil eksperimen 4,5 8 dosen membimbing mahasiswa mengevaluasi kesimpulan 4 rata-rata 4,56 kriteria sangat baik tabel 4 menunjukkan bahwa ratarata ketepatan langkah pembelajaran oleh dosen pada siklus ii sebesar 4,56 dengan kriteria sangat baik, meningkat dibanding siklus i. reflecting hasil observasi pembelajaran pada siklus ii menunjukkan adanya peningkatan aktivitas dan hasil belajar kognitif mahasiswa dibandingkan siklus i. berdasarkan refleksi pembelajaran pada siklus ii maka diperoleh data sebagai berikut: a. mahasiswa telah dapat mengikuti pembelajaran discovery terbimbing jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 212 dengan baik sehingga lebih banyak mahasiswa yang aktif terlibat dalam pembelajaran. b. pembelajaran discovery terbimbing telah terlaksana dengan baik sehingga tidak memperpanjang alokasi waktu pembelajaran. c. dosen lebih mudah mengarahkan aktivitas mahasiswa sehingga ketepatan langkah pembelajaran lebih tercapai. aktivitas mahasiswa berdasarkan hasil observasi pembelajaran, diketahui bahwa terjadi persentase peningkatan aktivitas mahasiswa dari siklus i ke siklus ii seperti dipaparkan pada gambar 1. gambar 1. grafik persentase peningkatan aktivitas mahasiswa gambar 1 menunjukkan adanya persentase peningkatan aktivitas mahasiswa dari siklus i sebesar 61,30% menjadi 71,68% pada siklus ii. peningkatan aktivitas mahasiswa terjadi karena dalam pembelajaran discovery terbimbing, siswa terlibat langsung dalam kegiatan merumuskan masalah, menyusun hipotesis, merancang dan melakukan eksperimen, mengumpulkan data, menganalisis data dan membuat kesimpulan atas hasil eksperimen yang telah dilakukan. kertamuda (2008) menyatakan bahwa pembelajaran yang melibatkan siswa dapat menjadikan siswa aktif, kreatif, dan kritis terhadap masalah yang dirumuskan. hasil belajar kognitif hasil penelitian ini menunjukkan bahwa terjadi peningkatan hasil belajar kognitif mahasiswa dari siklus i ke siklus ii seperti dipaparkan pada gambar 2. gambar 2. grafik peningkatan hasil belajar kognitif gambar 2 menunjukkan bahwa hasil belajar kognitif mahasiswa pada siklus i sebesar 73.68 meningkat pada siklus ii menjadi 80.04. peningkatan juga terjadi pada ketuntasan hasil belajar kognitif dari siklus i ke siklus ii, yaitu 68.18% menjadi 81.81%. adanya peningkatan hasil belajar kognitif mahasiswa karena pembelajaran discovery terbimbing memberikan kesempatan pada siswa untuk aktif selama proses pembelajaran. aktivitas-aktivitas yang terdapat dalam pembelajaran discovery terbimbing menjadikan pembelajaran lebih bermakna karena siswa mengonstruk sendiri pengetahuannya, sehingga dapat meningkatkan pemahaman siswa yang pada akhirnya meningkatkan hasil belajar kognitif siswa. sebagaimana dinyatakan sardiman (2007) bahwa tanpa adanya aktivitas, proses belajar tidak mungkin dapat terjadi dengan baik. proses belajar yang baik turut mempengaruhi hasil akhir pembelajaran. lebih lanjut dinyatakan kertamuda (2008) bahwa suasana pembelajaran yang menyenangkan jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 213 membuat siswa merasa tidak jenuh dan dapat menikmati pembelajaran, sehingga dapat meningkatkan hasil belajar. respon mahasiswa terhadap pembelajaran discovery terbimbing respon mahasiswa terhadap proses pembelajaran dipaparkan pada tabel 5. tabel 5. respon mahasiswa terhadap proses pembelajaran discovery terbimbing no. pernyataan persentase jawaban ya (%) 1 pembelajaran ini meningkatkan motivasi belajar saya 87,61 2 pembelajaran ini membuat materi pelajaran lebih mudah dipahami 90,00 3 pembelajaran ini menyenangkan dan tidak membosankan 95,00 4 kegiatan pembelajaran ini menjadikan saya lebih aktif 93,23 5 kegiatan pembelajaran ini menjadikan saya lebih menghargai pendapat teman 91,67 6 melalui kegiatan pembelajaran ini, saya lebih berani dalam mengemukakan pendapat 85,00 7 pembelajaran ini melatih kemampuan berpikir saya 86,78 8 pembelajaran ini meningkatkan kemampuan bersosialisasi saya 92,31 tabel 5 menunjukkan bahwa mahasiswa merasa senang mengikuti pembelajaran discovery terbimbing karena pembelajaran tersebut dapat meningkatkan motivasi belajar mahasiswa, tidak membosankan, menjadikan mahasiswa lebih aktif, serta dapat melatih kemampuan berkomunikasi mahasiswa. kesimpulan dan saran kesimpulan kesimpulan hasil penelitian ini adalah pembelajaran discovery terbimbing dapat meningkatkan aktivitas dan hasil belajar mahasiswa program studi ipa, fakultas ilmu pendidikan, universitas hasyim asy’ari jombang. saran pembelajaran discovery terbimbing perlu diterapkan karena berpotensi meningkatkan aktivitas dan hasil belajar mahasiswa. jangka waktu penelitian sebaiknya dilakukan lebih lama agar dapat memberikan peningkatan aktivitas dan hasil belajar yang lebih baik. daftar rujukan alfieri, p., & naomi. (2011). does discovery-based instruction enhance learning. journal of education psychological, 103(1), 1-18. hamalik, o. (2003). perencanaan pembelajaran berdasarkan pendekatan sistem. bandung: bumi aksara. kertamuda, f. (2008). pengaruh motivasi terhadap prestasi belajar. jurnal psikologi, 21(1), 25-38. krathwohl, d. r. (2002). a revision of bloom's taxonomy: an overview. college of education, 41(4), retrieved from http://www.unco.edu/ cetl/sir/stating_outcome/documents/k rathwohl.pdf. nugroho, a. b. (2013). meningkatkan hasil belajar ipa melalui metode pembelajaran discovery terbimbing pada siswa kelas v sdn condongcatur yogyakarta (skripsi tidak dipublikasikan). yogyakarta: universitas negeri yogyakarta. sardiman. (2007). interaksi dan motivasi belajar mengajar. jakarta: raja grafindo persada. http://www.unco.edu/%20cetl/sir/stating_outcome/documents/krathwohl.pdf http://www.unco.edu/%20cetl/sir/stating_outcome/documents/krathwohl.pdf http://www.unco.edu/%20cetl/sir/stating_outcome/documents/krathwohl.pdf http://www.unco.edu/%20cetl/sir/stating_outcome/documents/krathwohl.pdf jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 206-214) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 nur hayati et. al., peningkatan aktivitas dan hasil 214 sudjana, n. 2005. penilaian hasil proses belajar mengajar. badung: remaja rosdakarya. suprihatin, isnaeni, w., & christijanti, w. (2014). aktivitas dan hasil belajar siswa pada materi sistem pencernaan dengan penerapan strategi pembelajaran discovery learning. unnes journal of biology education, 3(3), 275-282. ulumi, d.f., maridi, & rinanto, y. (2015). pengaruh model pembelajaran guided discovery learning terhadap hasil belajar biologi di sma negeri 2 sukoharjo tahun pelajaran 2013/2014. jurnal pendidikan biologi, 7(2), 6879. veermans, k. 2002. intelligent support for discovery learning. (ph.d thesis), twente: twente university press. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 2 july 2022, pp. 95-104 10. 22219/jpbi.v8i2.21748 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 95 research article problem-solving ability: implementation of ricosre learning models on environmental change topic eka putri azrai a,1,*, erna heryanti a,2, ammar zain a,3, pratiwi ningsih b,4 a department of biology education, faculty of mathematics and natural sciences, jakarta state university, campus a, hasjim asj’ari building; jl. rawamangun muka, east jakarta, dki jakarta 13220, indonesia b senior high school 3 of tangerang, jl. kh. hasyim ashari no. 6, karang tengah, tangerang, banten 15157, indonesia 1 ekaputri@unj.ac.id*; 2 erna_heryanti@unj.ac.id; 3 ammarzn26@gmail.com, 4 pratiwi.0301@gmail.com * corresponding author introduction the development of technology and science is progressing very rapidly (brown et al., 2018; berawi, 2019; asry, 2020). this progress is one of the characteristics of the 21st.century to produce quality human resources (singh, 2019; gonzález & ramírez, 2022; puspitarini, 2022). the century that has been running for two decades is also called the age of knowledge (thomas et al., 2019; angga et al., 2022). this is reinforced by the opinion of mintasih (2022) that the role of science has become very dominant in the 21st.century. this century is a challenge for all areas of life including education (kennicutt, 2019; schoppe & fagan, 2022). education is a tool to create generations who are skilled in their fields (sujana, 2019; miftahurrohmah et al., 2021). the 21st.century education is a process to empower and develop all the potential that students have in order to form a better character (rahayu et al., 2022). education in this century requires a variety of abilities that must be mastered by students in order to become a successful person in life. one such ability is problemsolving (siagan, 2019; hulaikah, 2020). a r t i c l e i n f o a b s t r a c t article history received: 12 july 2022 revised: 19 july 2022 accepted: 21 july 2022 published: 22 july 2022 the development of technology and science has progressed very rapidly. students are required to master various kinds of abilities, one of which is problem-solving ability. problem-solving ability need to be developed in the learning process. the learning model that can facilitate students in practicing problem-solving ability is the reading, identifying, constructing, solving, reviewing and extending (ricosre) learning model. the purpose of this study was to determine the effect of using the ricosre learning model to the problem-solving abilities of senior high school students on environmental change topic. this research was conducted at senior high school 3 of tangerang in january-june 2022. this type of research is quantitative with a quasiexperimental research method. the research sample amounted to 62 students with each class totaling 31 students who were selected by random sampling. based on the ttest calculation at α = 0.05, a significance of 0.028 was obtained, which means that there is an effect of the ricosre learning model on the problem-solving abilities of students on environmental change topic. copyright © 2022, azrai et al this is an open-access article under the cc–by-sa license keywords environmental change topic problem learning model ricosre the 21st.century ability how to cite: azrai, e. p., heryanti, e., zain, a., & ningsih, p. (2022). problem-solving ability: implementation of ricosre learning models on environmental change topic. jpbi (jurnal pendidikan biologi indonesia), 8(2), 95-104. https://doi.org/10. 22219/jpbi.v8i2.21748 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.21748 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id https://doi.org/10.22219/jpbi.v8i2.21748 https://doi.org/10.22219/jpbi.v8i2.21748 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 95-104 96 azrai et al (problem-solving ability … ) wagner categorizes problem-solving ability as one of the seven abilities that learners must have to face life and the world of work. problem solving ability are included in the way of thinking among the other three categories of the 21st century ability: ways of working, tools for working and ability for living in the world (care, 2015; lópez, 2021). problem-solving ability is a series of actions to solve problems by using steps in order to produce an expected solution (lin, 2019; huang et al., 2020). problem-solving ability must be owned by students in finding problems and finding solutions to a problem (retnawati, 2018; hutajulu, 2019; sigit et al., 2019; triani et al., 2019; yayuk & husamah, 2019). problem-solving can be used as a cornerstone of science learning models in the classroom (kirtikar, 2013; maskur et al., 2020). the problem-solving-based learning model begins with the exposure of real-world problems that encourage students to solve problems by connecting their knowledge with application in everyday life (tivani & paidi, 2016; ulger, 2018). one of the learning models that can facilitate students in training problem-solving ability is the reading, identifying, constructing, solving, reviewing and extending (ricosre) (mahanal & zubaidah, 2017). ricosre learning model has six syntax / stages, namely reading, identifying a problem, constructing the solution, solving the problem, reviewing the solution, and extending the solution (mahanal et al., 2019). models that have a problem-solving syntax can be applied in schools, especially in biology subjects (fatmawati et al., 2021; setiawan et al., 2021). biology is one of the cross-interest subjects for social science students. most of the students in this subject tend to memorize the concept rather than be able to apply it if they find problems in real life related to related concepts (utomo, 2020). biology is one of the subjects of science education in senior high school (azrai et al., 2016). biology learning is not only about concepts or theories, but students also learn to observe various natural symptoms in life so that they can formulate problems, provide solutions, and solve these problems (saxe & summerfield, 2021; simatupang & ionita, 2020). biology material that is suitable to be applied problem-solving based learning model is the topic of environmental change (tivani & paidi, 2016). students who learn about environmental change topic can obtain information and problems contained in the surrounding environment (markowitz et al., 2018; suryanda et al., 2018). the environment is an important part for human life (supriyatin et al., 2016; berdimuratova & mukhammadiyarova, 2020). research conducted by azrai et al. (2017) explained that biology, especially on environmental change topic, develop less imagination in the process of solving problems. students should have the ability to solve problems and understand the values that must be done to the environment by finding solutions to various problems related to environmental change (ojala & bengtsson, 2019). this study was aimed to determine the effect of using the ricosre learning model to the problem-solving ability of senior high school students on environmental change topic. the benefits of this research to be input and consideration for learning biology in schools by applying the right learning model on environmental change material. then, it is expected to be a source of information and additional references for teachers regarding the latest learning models based on problem solving. method this study uses a quasi-experimental method with the independent variable is ricosre learning model and the dependent variable is the problem-solving ability of students on environmental change topic. this research design uses pretest-posttest control group design (table 1). the study was conducted at senior high school 3 of tangerang which was carried out in january-june 2022. table 1. the pretest-posttest control group design group (r) pretest treatment posttest r1 o1 x o2 r2 o3 c o4 the description of the table is r1 = experimental group, r2 = control group, x = treatment (using ricosre model), c = control (using di model), o1 = experimental group pretest, o2 = experimental group posttest, o3 = control group pretest, and o4 = control group posttest. the target population in this study are students of x social studies class at senior high school 3 of tangerang. senior high school 3 of tangerang was selected by purposive sampling. the affordable population is students of x ips 3 for the application of reading, identifying, constructing, solving, reviewing and extending (ricosre) model and students of x ips 1 for the application of direct instruction (di) model. sample selection was done by simple random sampling technique. research instruments developed based on the stages of problem-solving based on bransford and stein (1993), namely identify the problem, define the problem, explore the problem, act on the strategy, look back and evaluate the effect. the instrument of problem-solving ability used is a written test in the form of essay on jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 95-104 97 azrai et al (problem-solving ability … ) environmental change topic as many as 11 valid questions with a score of 1-4. hypothesis testing using independent t-test with the help of statistical product and service solution (spss) version 26. rubrics and indicators of problem-solving ability (bransford & stein, 1993) can be seen in table 2. table 2. the rubric and indicator of problem-solving ability indicators scoring indicators score identify the problem write down three or more issues relevant to the article. 4 write down two issues relevant to the article. 3 write down an issue relevant to the article. 2 write down issues that are not relevant to the article. 1 no answer. 0 define the problem write three or more problem formulations in the form of standard question sentences and relevant to the article. 4 write two problem formulations in the form of standard question sentences and relevant to the article. 3 write a problem formulation in the form of standard question sentences and relevant to the article. 2 write down the formulation of the problem that is not relevant to the article. 1 no answer. 0 explore the problem write down three or more alternative solutions or ways of solving the problem to be solved. 4 write down two alternative solutions or ways of solving the problem to be solved. 3 write down an alternative solution or ways of solving the problem to be solved. 2 write down alternative solutions or ways of solving problems that are not relevant to the problem to be solved 1 no answer. 0 act on the strategy choose or determine the best alternative solution with rational reasons to the problem in the article. 4 choose or determine the best alternative solution for reasons that are less rational with the problems in the article. 3 choosing or determining the best alternative solution for reasons that are not rational with the problems in the article. 2 select or determine alternative solutions that do not fit in the article. 1 no answer. 0 look back and evaluate the effect respond with realistic ideas, concrete steps, write conclusions in accordance with the problem. 4 answer with realistic ideas, concrete steps, write conclusions that are less accordance with the problem. 3 answer with realistic ideas, concrete steps, write conclusions that are not in accordance with the problem. 2 answering unrealistic, not concrete steps, writing conclusions does not fit the problem. 1 no answer. 0 results and discussion based on the value of problem-solving ability, experimental class students obtain an average value of pretest 56.45 and posttest 84.46, then the gain score in the experimental class of 28.01. meanwhile, control class students obtained an average value of pretest 57.70 and posttest 79.90, then the gain score in the experimental class of 22.20 (figure 1). the average pretest of the experimental and control class learners had almost the same score. however, after being given a model treatment in the experimental class using the ricosre model and the control class using the di model, obtained posttest averages of 84.56 and 79.90. one of the factors that influence the difference is the syntax of the model to the measured variables. syntax is an important aspect because it contains stages or standards that must be followed when wanting to implement a learning model (saputri et al., 2019; maknun & kamila, 2022). the syntax of the ricosre model is divided into 6 stages, namely reading, identifying a problem, constructing the solution, solving the problem, reviewing the solution, and extending the solution (mahanal et al., 2019). the initial syntax of ricosre is reading where students are directed to read reading materials such as power points and modules on environmental change topic that have been given before the learning process takes place. power point can help learners in understanding information (singh et al., 2018). this is because power point combines various types of media into an attractive package (munasti & suyadi, 2021). the modules provided also have attractive pictures or illustrations (kumar et al., 2020). this is jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 95-104 98 azrai et al (problem-solving ability … ) reinforced by khojanah et al. (2022) which states that students ' enthusiastic interest in reading will be higher if accompanied by pictures. figure 1. the average pretest, posttest and gain score reading should be able to understand the intent of the content, not just finish reading for completion (suryanda et al., 2018; falloon, 2020). not only reading texts, watching videos about environmental change is also included in the reading stage, because learning can be developed by adjusting and developing (sigit et al., 2019). questions contained in the worksheet students (lembar kerja peserta didik/lkpd) identified in advance by students at the stage of identifying. learners are directed to understand the intent of the questions in detail. this is reinforced by the opinion of the organization for economic co-operation and development (oecd) (2013) which states that identifying questions is included in literacy which aims to understand the intention and make a decision. the role of the teacher is influential at the identifying stage in asking whether there are questions that are difficult to understand for students about lkpd. if students have understood the question on lkpd, then it can proceed to the next stage, which is constructing. building a thought before answering a question or constructing is the third stage of ricosre. learners at this stage can exchange information with peers or teachers regarding previous identified questions. for example, understanding the meaning of a diagram or histogram regarding the amount of waste from year to year in a place. through building activities or exploration of ideas, it is expected that students can determine strategies to stimulate solutions (mahanal & zubaidah, 2017). constructing is a bridge between identifying and solving stages. the stage of solving or solving a problem is the key so that students can and get used to use problem-solving ability. when searching for an answer, learners will develop analytical thinking ability to solve problems (sartono et al., 2018; khoiriyah & husamah, 2018). the problem-solving ability of the experimental class students increased in the second meeting because the answers were arranged in a solution and systematically. this is reinforced by walid (2019) that problem-solving can educate students to think systematically and be able to find a way out of the situation at hand. the next stage is reviewing or reviewing the results of the answers. students share or present the results of the discussion to be able to add information. presentations and discussions can act as strengthening students understanding on the topic discussed. reinforcement in classroom teaching is also important because it can improve academic achievement and the ability of students (park et al., 2019; dewantara et al., 2020). in the extending stage, students and teachers analyze each other whether the proposed solution is appropriate and can be used in the long term in people's lives. this is because learning about the environment aims to change human behavior in order to develop understanding, ability and awareness of the environment (ramadhan et al., 2019; ichsan et al., 2019). learning conducted in control classes using the direct instruction (di) model according to arends has 5 stages, namely establishing sets, explanations and/or demonstrations, guided exercises, feedback, and advanced exercises. learners are most enthusiastic in the feedback phase because the teacher always provides understandable answers for learners who ask. explanation phase according to eggen and kauchak is jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 95-104 99 azrai et al (problem-solving ability … ) an important phase for teachers because they have to provide an explanation so that students can understand the information provided. the direct instruction (di) model is often used by teachers of senior high school 3 of tangerang on environmental change topic. in the study by sigit et al., (2019) some teachers argue that for environmental learning, it is enough to remember and memorize the topic in a package book or textbook. this is one of the reasons why teachers are reluctant to carry out further development. the score of each indicator of problem-solving ability of students in experimental and control classes varies (table 3). the highest pretest average of experimental class students is define the problem of 74.60 and the highest posttest value is identify the problem of 87.10. meanwhile, the lowest average score on pretest and posttest experimental class students are look back and evaluate which obtained a score of 33.87 and 78.63. students in the control class obtained the highest average pretest and posttest indicators define the problem with a score of 70.16 and 84.27. meanwhile, the lowest average score on pretest and posttest control class is look back and evaluate with a score of 40.32 and 74.60. table 3. the average of each indicator tests the problem-solving ability indicators experimental group control group pretest posttest pretest posttest identify the problem 56.18 87.10 56.99 70.03 define the problem 74.60 86.69 70.16 84.27 explore the problem 60.08 85.08 61.69 82.66 act on strategy 57.66 83.47 59.68 79.84 look back and evaluate 33.87 78.63 40.32 74.60 the define the problem indicator obtained the highest average pretest score in the experimental and control classes. the same applies to the average posttest of the control class. this proves that students are more mastered the ability to ask questions or formulate problems. hasibuan and moedjiono (2012) stated that asking questions based on curiosity will facilitate learners in the learning process. the indicator with the highest posttest average score in the experimental class is identify the problem which means that the students have been able to identify a problem. the indicator with the lowest average pretest and posttest score in both classes is look back and evaluate. this shows that students still have difficulty in analyzing the effectiveness of the solutions that have been proposed. wahyuningsih et al. (2018) stated that students still have to sharpen the activities of analyzing, evaluating, and creating knowledge. according to riduwan (2010), in the experimental class there is a significant increase. a total of 13 students in the experimental class were categorized as good at pretest and 26 students were categorized as very good at posttest. in the control class, 10 students categorized well at pretest and 13 students categorized very well at posttest. none of the students were categorized very well for pretest grades in the experimental and control classes. this could be due to the fact that there has been no effect on the application of the model yet and even some students have not been able to set the time during the pretest so that many questions are not answered. grouping students by category problem-solving ability can be seen in table 4. table 4. grouping learners by category problem-solving ability categories score total of learners experimental group control group pretest posttest pretest posttest very good 81.00 – 100.00 0 26 0 13 good 61.00 – 80.00 13 5 10 18 medium 41.00 – 60.00 15 0 20 0 low 21.00 – 40.00 3 0 1 0 very low 0 – 20.00 0 0 0 0 the lack of ability of students in implementing time management strategies indicates that they have not been fully able to make decisions about what to do and act on these decisions which are caused because they have not been able to fully escape from the dependence of others (syartissaputri et al., 2014; ahmad uzir et al,, 2020). the posttest results addressed as many as 26 excellent students in the experimental class and 13 control class students. changes can occur due to practice and experience. this is reinforced by the statement of rijal and bachtiar (2015) that learning outcomes are affected by learners’ experiences. the learning outcomes of students in both classes also vary. this diversity can be caused because each student has their own unique learning style (azrai et al., 2017; hassan et al., 2021). the application of ricosre model has a significant effect on the problem-solving ability of experimental class students. this is evidenced by the hypothesis test that the significance value of the problem-solving ability of less than 0.05 is 0.028 which means that h0 is rejected at α = 0.05 (table 5). table 5. the result of unpaired sample t-test jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 95-104 100 azrai et al (problem-solving ability … ) t-test for equality of means t df sig. (2-tailed) mean difference std. error difference gain score of problemsolving ability equal variances assumed 2.257 60 .028 5.8000 2.5703 equal variances not assumed 2.256 59.090 .028 5.8000 2.5703 the use of learning resources also has an impact on students problem-solving ability. the learning resources for control class students are less, which are using only textbooks provided at school. meanwhile, the ricosre model in learning emphasizes using many sources because this model has a reading stage for reading or listening. reading more will help to increase the knowledge of students (hu et al., 2018; pamungkas, 2019). this is also reinforced by ichsan et al., (2019) and van laar et al. (2020) that learners in the technological age can easily search for a variety of information, but must filter and use good information. before the solving stage, students in the experimental class are required to undergo detailed and systematic stages of identifying and constructing first. this is because in the ricosre model, students are actively invited to be able to identify a problem, be able to solve the problem and be able to find a solution to the problem (martela, 2019; rahmawati et al., 2021). meanwhile, in the control class, only the phase of guided and advanced exercises that can be used by learners to think about solving problems (gayatri, 2009; bradford, 2019; risdianto et al., 2020). conclusion based on the results of the study it can be concluded that there is an effect of learning models reading, identifying, constructing, solving, reviewing, and extending (ricosre) to the problem-solving ability of students on environment change topic. the implementation of this learning models can be used as an alternative model on the problem-solving ability because the syntax of ricosre learning model is more emphasis on thinking solutions and systematic. students are required to slowly solve a case or problem. acknowledgement appreciation as much as possible to the senior high school 3 of tangerang, banten province, which has allowed researchers to conduct research and all students involved. references ahmad uzir, n. a., gašević, d., matcha, w., jovanović, j., & pardo, a. 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media game; student facilitator and explaining model introduction the development of science and technology affected various fields of human life, including education. education requires a more innovative and creative way of delivering materials in the in-class learning process (corkin et al., 2017; mora et al., 2020; sanchez-muñoz et al., 2020; smyrnaiou et al., 2020). technological developments push teachers to become creators and facilitators in the learning process (afandi et al., 2019; bond, 2020; casanoves et al., 2017; criollo-c & luján-mora, 2019; iftene & trandabăț, 2018; samsudin et al., 2019). the learning process must create a situation in that students can improve their abilities. teachers must understand the student's characteristics and conditions related to their readiness. students' success in mastering the subject in class depends on the student's ability to understand, as in biology subject. in biology, students learn with hands-on and minds-on activities, in which students must carry out activities that hone their practical and thinking skills (husna et al., 2017; sirajudin et al., 2021; watkins & elby, 2013; wyner & blatt, 2019). with these two activities, students can be active in thinking activities, allowing them to find new concepts from learning activities. in some cases, in state junior high schools in west java, indonesia, biology learning only aims to improve the cognitive or knowledge domain. as a result, the affective or attitude aspects of the students, especially psychomotor aspects or skills, are still poor. the observation results show that student needs to improve clarity in their explanation. students are poor at using examples and illustrations in their demonstration. the previous study also discovered an average score of 2.20 concerning the skill to explain during the learning process. based on the preliminary survey conducted at smpn 2 lebakwangi (sekolah menengah pertama negeri – state junior high school) on the subject of biology, seventh graders students' understanding of concepts was still poor. students have difficulty restating a concept that has been taught. they have *for correspondence: khafifahphandayani@gmail.com article history: received: 13 july 2021 revised: 02 march 2022 accepted: 09 september 2022 published: 30 november 2022 10.22219/jpbi.v8i3.17360 © copyright handayani et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v8i3.17360 https://doi.org/10.22219/jpbi.v8i3.17360 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 297 handayani et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 296-301 difficulty in explaining while making presentations, as well as difficulty in classifying objects and giving examples related to the concepts. one way to overcome the problems above is to use the “student facilitator and explaining” model assisted by games as media. in line with masjudin and arini (2014), the cooperative learning model, like the student facilitator and explaining model based on interactive multimedia can improve student learning outcomes. it also enhances the students' critical thinking skills (hajar & sukma, 2020; isnaini & sari, 2022). rahayu (2020) explain that the student facilitator and explaining model can increase student involvement in class. students become active in explaining the subject matter, discussing and gaining knowledge, and generating self-confidence (hajar & sukma, 2020; ikram et al., 2022; masjudin & arini, 2014; mawarsih et al., 2016; rahayu, 2020). students can act as assistants to help other students in a group. the learning model can increase students' cooperation and communication. students can develop the ability to ask questions and express opinions related to the subject matter (hajar & sukma, 2020; isnaini & sari, 2022; masjudin & arini, 2014; rahayu, 2020). games in the learning process generate students' motivation to explain the concept. the use of games can keep students motivated and make learning more fun (criollo-c & luján-mora, 2019; liao et al., 2019; nanang et al., 2017; vitianingsih, 2016). one of the advantages of learning games over conventional media is the depiction of an existing problem. the results of a study conducted by nanang et al. (2017) showed that using games in teaching and learning activities can improve student learning outcomes. media games in learning are also closely related to the context of the material (arifah et al., 2021; firdausi et al., 2017; liao et al., 2019; vitianingsih, 2016). materials related to problems around students will be more attractive, such as environmental pollution. media games related to environmental pollution make abstract concepts become concrete. in addition, the presentation of information can be more attractive to students so that their enthusiasm for learning is high, and the quality of receiving information becomes more effective and allows individual learning processes to occur. as a result, students try to observe the polluted environment in games. they can classify the types of pollution based on the games seen. they can make estimate pollution that occurs in the surrounding environment and applicate the concepts obtained to prevent it. method this study was carried out at smpn 2 lebakwangi, kuningan regency, west java, indonesia in december 2020. the sample of this study was class seventh graders. the simple random sampling technique has resulted in two groups (control and experiment) samples, consisting of 30 students for each group. this study used a quasi-experimental design with a pre-test and post-test control group design. the research design is presented in table 1. in this study, data collection was carried out using several data collection techniques, namely observation techniques, tasks and rubrics, essay tests, and questionnaires. the treatment in the control group used the tgt (team games tournament) model, while the experimental group used a student facilitator and explaining model assisted by the media games. table 1. the quasi-experimental design group pre-test and post-test control group design pre-test treatment post-test a (control) o1 x1 o2 b (experimental) o1 x2 o2 where: a = control group with tgt model; b = experimental group with student facilitator and explaining model assisted by the media games; o1 = pre-test given to the experimental and control groups; o2 = post-test given to the experimental and control groups; x1 = treatment of tgt model; and x2 = the treatment of student facilitator and explaining model assisted by the media games. the learning syntax consists of six steps (hajar & sukma, 2020; isnaini & sari, 2022; masjudin & arini, 2014; rahayu, 2020). in the first (1) stage, the teacher conveys the achieved competencies to students. in the second (2) stage, the teacher demonstrates or presents outlines of learning material. next, in the third (3) stage, the teacher allows students to explain to others by using charts or concept maps. in the fourth (4) stage, the teacher concludes with students' ideas or opinions. in the fifth (5) stage, the teacher explains all the material presented at that time. the last (6) stage is closing. in the third syntax, there is game integration by students. the research variable measured in both groups was students' explaining skills. the observed explaining skills include showing clarity, stating emphasis, and using examples. the data were analyzed using the paired sample t-test. 298 handayani et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 296-301 results and discussion the results shows that there were differences in explaining skills between the control class and the experimental class, which can be seen in figure 1. the average score showing clarity in the experimental group is 2.90, which was better than the control class (2.20). it proves that students in the experimental group were more actively involved in learning and understanding the topic they read. according to hajar and sukma (2020) student tend to be more focused on studying the material assigned by the teacher to improve their understanding of the subject matter. furthermore, the average score for using examples in the experimental group (2.63) was also higher than the control group (1.76). the students in the experimental group can express their opinions and discuss to get the most appropriate argument to improve their ability to provide examples and illustrations. the average score of the last indicator, stating emphasis, also shows the same result. the experimental group can reach 2.75, while the control group only has a 1.83 score (figure 1). it reveals that students in the experimental group were actively involved in their group to discuss and present their best understanding to increase their ability to emphasize the topics discussed. likewise, the students who took turns explaining to others will increase their concept understanding related to ecosystem material. figure 1. recapitulation of each indicator of explaining skills in both groups in line with the results of a study by chen et al. (2019), which shows that the learning process of biology concepts is more effective when using the visual cartoon-based media than the conventional model. the media is important in the learning process for student development. media can improve the interaction between teachers and students, thus increasing student participation (arifah et al., 2021; firdausi et al., 2017; liao et al., 2019). the study of chen et al. (2019) also demonstrates similar results, in which one of the challenges for instructors is getting students to connect with the subject in a way that encourages them to learn. the visual design of developmental biology cartoons will encourage deeper connections between students and the material (chen et al., 2019; resmol & leasa, 2022). this approach will create a community of scientific practice. students can focus on investigating material and are informed by popular and scientific media, students' questions, and their instructors. the goal is to engage students in a meaningful way with the materials, to develop students' science process skills, and to enhance students' understanding of the broad principles of developmental biology. although significant challenges arise when implemented, this approach successfully impacts the student's learning achievement. afterward, the pre-test score in the control group (58.80) is lower than the experimental group (61.55). the distribution data of pre-test scores are presented in table 2. it proves that the understanding concepts in both the control group and the experimental group are not significantly different. however, based on the analysis and processing of the post-test average value of the control group with the application of the team games tournament model, it obtained an average score of 67.68 (table 3). meanwhile, the experimental group, using the application of the student facilitator and explaining model assisted by media games reached an average score of 83.15 (table 3). it reveals that the understanding of concepts between the control group and the experimental group is different. the student facilitator and explaining model assisted by media games can improve students' understanding of concepts in environmental pollution learning. 2,2 1,76 1,82 2,9 2,63 2,75 0 0,5 1 1,5 2 2,5 3 3,5 showing clarity using examples stating emphasis control group experimental group 299 handayani et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 296-301 table 2. the pre-test result in control group and experimental group group n mean std. deviation minimum maximum a (control) 32 61,55 7,299 50 73 b (experimental) 32 58,80 8,653 47 70 table 3. the post-test result in control group and experimental group group n mean std. deviation minimum maximum a (control) 32 67.68 7.119 60 83 b (experimental) 32 83.15 7.471 70 93 some studies show that the more complex animations are the most effective in fostering students' understanding of the events depicted (islam et al., 2014; lawson et al., 2018; soika et al., 2010). the preliminary research suggests that increasing complex representations may be more desirable to convey (lindner et al., 2019). the students gained an understanding of concepts after the teacher used the student facilitator and explaining model in classroom learning. the students' explaining skills in the experimental group, which showed a high post-test score, is also supported by the student response questionnaires result (table 4). based on the student response questionnaire analysis, the lowest score was 54, while the highest was 86. the average score was 77.08 with a standard deviation of 7.509. it conveys that the experimental group has a positive response to the implementation of the student facilitator and explaining model assisted by the media game. the positive response from the experimental results proves that the media game has various advantages for the learning environment. games can provide self-motivation to students (arifah et al., 2021; chen et al., 2019; criollo-c & lujánmora, 2019; iftene & trandabăț, 2018). in some cases, encourage students to learn and make learning more enjoyable. table 4. the students’ response to the student facilitator and explaining model assisted by media game n range minimum maximum sum mean std. deviation student response 32 32 54 86 3083 77.08 7.509 valid n (listwise) 32 the student facilitator and explaining model assisted by the media games in learning environmental pollution can facilitate explaining skills. the ability to explain in the experimental group is higher than in the control group. the results of hypothesis testing show the p-value 0.001 < 0.05. it means that the student facilitator and explaining model assisted by the media of games can significantly improve the skills to explain the concept of environmental pollution. the explaining skills of the student in the experimental class are better than the control group. the learning model can improve students’ explaining skills. there is an opportunity for students to give explanations in their groups to practice their explaining skills (hajar & sukma, 2020; isnaini & sari, 2022; masjudin & arini, 2014; rahayu, 2020). students become trained to be able to explain concepts clearly. in addition, students will also be accustomed to giving examples to facilitate explanations to other students. the discussion in the group makes students know the concepts that need emphasis. emphasizing the information is also influenced by the teacher as a facilitator in the classroom. students accustomed to expressing their opinions will be more fluent in explaining information. using the media of learning games is more fun than conventional learning (arifah et al., 2021; iftene & trandabăț, 2018). the student facilitator and explaining model assisted by the media games in learning environmental pollution also can facilitate understanding of the concept. the concept understanding in the experimental class is also higher than in the control class. the results of this study indicate a significant effect of the student facilitator and explaining model on students' understanding of concepts. the existence of games integrated into learning motivates students to be active (arifah et al., 2021; casanoves et al., 2017). they will be actively involved in group discussions. activities in this group also play a role in improving their skills in explaining information. conclusion the conclusion of this study reveals that there is significant differences in students’ explaining skill between experimental group and control group (p-value 0.001 < 0.05). the student facilitator and explaining model assisted by the media games in learning environmental pollution can facilitate explaining skills. the learning model can significantly improve the skills to explain the concept of 300 handayani et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 296-301 environmental pollution. the learning model also can improve students' understanding of concepts in environmental pollution. acknowledgment the author would like to thank the department of biology education, postgraduate, universitas kuningan for providing extensive personal and professional guidance on the research. conflicts of interest the authors declare that there is no conflict of interest regarding the publication of this paper. author contributions p. k. h.: methodology; 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(2021). colleges of education science student engagement in emergency remote teaching amidst covid19 in nigeria. jpbi (jurnal pendidikan biologi indonesia), 7(3), 258-266. https://doi.org/10.22219/jpbi.v7i3.16249 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.16249 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v7i3.16249 http://creativecommons.org/licenses/by-sa/4.0/ https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v7i3.16249&domai jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 258-266 259 ganiyu (colleges of education science student engagement …) embark teaching and research (adeyemo, 2010; rokhman et al., 2017). it is thus, important for policy makers to place premium value on teacher education (shen et al., 2009). education quality is believed as a crucial issue worldwide. however, in recent time, the quality of education in nigeria has come under public scrutiny due to unsatisfactory performance of students in public examinations. moreover, the high rate of declination enrolment in science subject (aina & ayodele, 2018) has been the undergirding reason for this public distrust. stakeholders believe that the education quality has fallen below its standard. it has undergone progressive drop in the last two decades which resulted on student migration to other nations for better quality education. indeed, nigerian education was ranked the 124th position in the world and the 25th in africa. moreover, the literature accessed by nigerian student in science subjects are unsatisfactory (abimbola, 2013). the trend of secondary school students’ enrolment and performance in science subjects in the last decade showed that biology was the most popular science subjects among nigerian students compare to chemistry and physics (the west african examination council, 2019). enhancing student engagement in large classes often present enormous challenges (barghaus et al., 2017). however, enrolment in biology is on downward trend in contrast to the upward enrolment trend in chemistry and physics. also, the performances of students fluctuate with biology lagging behind chemistry and physics yearly. the trend of students’ enrolment in science subjects at secondary school level has been observed to be the same with enrolment pattern in science teacher education especially at college level (aina & ayodele, 2018). according to the aforementioned researchers, the student number enrolled for biology in colleges was higher than chemistry and physics. hence, it behoove teacher educators to continuously focus their researches on how to improve student achievement (sunday & kola, 2014) and particularly on the quality of science teacher education programme. in view of the robust linkage between learning outcome and student engagement, it is imperative to improve both in-service and pre-service science teachers’ level of engagement in the programme to ensure the production of high quality science teachers. in this direction, several studies have been conducted on student engagement as part of efforts to enhance learning outcome and quality education (barghaus et al., 2017). student engagement has been indicated by student interest, and attention in learning activities in terms of curiosity, optimism, and passion. students with high level of engagement often have high level of self-esteem and socially appropriate behaviours. this engagement arise from the realization of the sturdy impacts of cognitive, psychological, physical, social and behavoural factors on student learning and social development processes. singh and srivastava (2014) argued that students’ engagement is characterize by their strong connections with the institution, learning, and development experiences. not only are they motivated by getting engaged, but they are also, passionate, curious, and ready for academic and institutional activities. hence, they regularly partake in collaborative learning activities by reading, discussion, working on projects, in addition to preparing for tests and examinations. engaged students often display a high sense of belonging to the institution and feels proud to be active participants in institutional activities. in contrast, disengaged students often bring disruptions into the class and are even more problematic than the low achieving students (spruit & joosten, 2019). however, one of the huge teachers’ challenges often encountered in the class is student engagement. acknowledging the crucial point of student engagement, reserachers focused their study on this matter. some of them observed the differences of the engagement based on gender (havik & westergård, 2020; teoh et al., 2013; tison et al., 2011) and age. meanwhile, some of them chose behaviour (mohiuddin et al., 2018), affective, and cognitive (ayub et al., 2017) as the objects observed. in addition to the obstacles of student engagement cultivation challenges, student academic engagement in regular face-to-face class setting was abruptly interrupted by the sudden outbreak of covid-19 pandemic in the last quarter of 2019. globally, all education systems were shut down due to the minimization of social interaction to prevent the spread of the pandemic. therefore, distance education started in the form of online emergence remote teaching (ert). however, problems were encountered in student participation in online distance education such as students inconvenience in attending online classes (aguilera-hermida, 2020; knudson, 2020), the negative impact on student engagement (perets et al., 2020), the additional responsibility on parents and siblings in terms of learning management, ert accessibility, and students motivation (garbe et al., 2020), as well as increasing and changing teachers’ workload. in view of the fact that under the prevailing covid-19 pandemic, ert became the predominant mode of instructional delivery globally. having utilizing this mode, educators are still assessing its merits and failures (perets et al., 2020). in addition, the former researchers also investigated various points related to ert such as technological issues in delivering laboratory content (gares et al., 2020), students’ perception (shin & hickey, 2021; tang et al., 2020). although, gradually a clear pattern of students’ perceptions, attitudes, experiences, and challenges in online ert mode of instructional delivery is emerging from literature, a lucid pattern of student engagement level in online ert amidst covid-19 pandemic is yet to emerge. jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 258-266 260 ganiyu (colleges of education science student engagement …) therefore, this study aimed at observing the level of student engagement among pre-service science teachers of education colleges in terms of affective, behaviour, and cognitive domains as well as in general way. the findings of this research will contribute to fulfill the paucity of studies which focused on student engagement under ert mode of instructional delivery in the mist of covid-19 pandemic. thus, this can be the basic information as considerations for policy makers in education field. methods the descriptive-survey research design was adopted in conducting this study to describe general or specific behaviors and attributes of population. in this study, large data were collected and analysed to identify, measure, and describe student engagement level among pre-service science teachers in education colleges. therefore, the researcher considered the descriptive survey design to be appropriate for this study. pre-service teachers in colleges of education in kwara state were the population of this study. purposive sampling method was used to select all the six colleges of education in kwara state that switched over to the online ert lectures during the covid-19 pandemic school lockdown and students were mandated to stay-athome. snowball sampling technique was used to select 241 pre-service science teachers who completed the online questionnaire in the six selected colleges of education in kwara state within a period of six weeks. the research instrument used for data collection in this study was a questionnaire entitled colleges of education student engagement questionnaire (coeseq) which was adapted from maroco et al. (2016). there were only four sections in the questionnaire .section a sought for the biodata of the students, while sections b, c, and d sought for the level of the students’ affective, behavioural, and cognitive engagement respectively. there were five items in each sections of b, c, and d. the reliability coefficient of the instrument was calculated with cronbach alpha in which the value was 0.81. the instrument (coeseq) was administered online using google form. the uniform resource locator (url) for the online questionnaire was made available for science students through the research assistant in each of the six purposively selected colleges of education that switched over to online ert during covid-19 pandemic. the science students were encouraged by the research assistants to share the url with other science students (snowball sampling) who were taking lectures through the online ert in their college and colleagues in other colleges of education in kwara state that adopted online ert. the data extracted from the completed online coeseq on google form were subjected for descriptive and inferential statistical analyses. specifically, response to each item in sections b, c, and d was scored on 4-point likert scale viz: always (4), sometimes (3), rarely (2), and never (1). the mean score of less than 2.00 was considered to be low engagement level, while those which between 2.00 and 3.00 indicated moderate engagement level, and the mean score above 3.00 was considered to be high engagement level. results and discussion the data gathered in this study were subjected to both descriptive and inferential statistical analyses aided using spss version 21 software. the results of the analyses were presented in tables. the student affective engagement level through online ert class during covid-19 pandemic is determined based on their responses to the items in section b of the coeseq. the analysis results of the responses are served in table 1. table 1. tha analysis results of student affective engagement level item n sum mean std. deviation my emergency remote teaching class is an interesting place to be 241 826 3.43 .727 i am interested in the emergency remote teaching class works 241 824 3.42 .782 i feel excited about the emergency remote teaching class works 241 799 3.32 .885 i like being at emergency remote teaching class 241 792 3.29 .815 i don’t feel very accomplished at emergency remote teaching class lessons 241 720 2.99 .864 aggregate mean score 3.29 based in table 1, it can be clearly seen that the mean scores were in the range of 2.99 to 3.43 while the aggregate mean score was 3.29. notwithstanding that the lowest mean value was 2.99, yet the aggregate mean score was within the range of high level of engagement. hence, it can be stated that the student affective engagement level was considered to be high in the online ert class during the covid-19 pandemic. these results suggested that the students were emotionally excited to resume academic activities through online ert class when educational institutions were lockdown for several months to prevent further spread of covid-19 pandemic. such favourable emotional disposition might have enhanced students’ interest in online jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 258-266 261 ganiyu (colleges of education science student engagement …) ert lectures, thereby led to the observed high level of affective engagement. the results were a tell-tale sign that the students most likely found the online ert class as an interesting place to learn. they became enthusiastic to complete class works, developed feeling of connectedness with online ert as well as feeling of learning accomplishment. in addition, the absence of school environment stressors in online ert mode of instruction might equally be a contributor to the students’ high level of affective engagement. the result was consistent with several previous findings. ayub et al. (2017) reported that student affective engagement during online classes tended to be at moderate level. furthermore, in term of gender difference, the level of student affective engagement in online ert class during covid-19 pandemic was tested using independent samples t-test. the results of the test are served in table 2. table 2. independent samples t-test resuts for student affective engagement level levine’s test for equality of variances t-test for equality of means affective engagement f sig. t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed .798 .372 .239 .239 .811 .094 .393 -.679 .867 equal variances not assumed .252 166.350 .801 .094 .373 -.642 .830 table 2 shows that the results of the levene’s test for equality of variances revealed that the mean variances between male and female were not significantly different (p = 0.37). meanwhile, the t-test result showed that there was no significant difference in the level of student affective engagement in online ert class during covid-19 pandemic based on gender [t(0.239)=0.239, p > 0.05]. students’ behavioral engagement in online ert class during covid-19 pandemic was also observed in this study. this indicator was determined by analyzing students’ responses on section c of the coeseq. the analysis results of the indicator are served in table 3. table 3. the analysis results of student behavioural engagement level item n sum mean std. deviation i followed the rules in the emergency remote teaching class 241 866 3.59 .659 i paid attention during emergency remote teaching class lessons 241 839 3.48 .731 i usually participated actively in group assignments during emergency remote teaching class lessons 241 829 3.44 .820 i usually do homework given during emergency remote teaching class lessons 241 812 3.37 .890 when i have doubted, i asked questions and participated in debates/discussions in emergency remote teaching class lessons 241 778 3.23 .895 aggregate mean score 3.42 table 3 depicts that the mean scores ranged from 3.23 to 3.59, while the aggregate mean score was 3.42. as the aggregate mean score was greater than 3.00, this means that student behavioural engagement level was considered to be high. in other words, the students actively participated in learning activities such as assignment completions, class discussions, question and answer sessions, and in addition adhered to class rules and regulations, among another student academic behaviour. the result was consistent with the findings of al mamun et al. (2016) which reported the high level of student behavioural engagement in self-paced online learning among students. this also partially compatible with the study of ayub et al. (2017) who found that student behavioural engagement was tended to be at moderate level during online classes. in contrast with the student affective engagement, the difference student behavioral engagement between male and female was significant [t(0.239) = 2.875, p = 0.004]. the analysis results of the t-test performed are served in table 4. the t-test was carried out after ensuring that the variance was homogene (p = 0.08) jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 258-266 262 ganiyu (colleges of education science student engagement …) table 4. the analysis results of independent sample t-test for student behavioural engagement level levene’s test for equality of variances t-test for equality of means behavioural engagement f sig. t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed 3.098 .080 2.875 .239 .004 1.182 .411 .372 1.991 equal variances not assumed 3.075 172.934 .002 1.182 .384 .423 1.940 the level of student cognitive engagement in online ert class during covid-19 pandemic was determined descriptively based on students’ responses on section d of coeseq. the detail analysis results are served in table 5. table 5. the analysis results of student cognitive engagement level item n sum mean std. deviation when i read/listen during emergency remote teaching class, i questioned myself to make sure i understand the topic i’m learning about 241 840 3.49 .725 if i do not understand the meaning of a word taught during emergency remote teaching class lesson, i tried to solve the problem, for example by consulting a dictionary or asking someone else 241 836 3.47 .769 i tried to integrate topics /concepts from different subjects taught during emergency remote teaching into my general knowledge 241 833 3.46 .724 i tried to integrate the acquired knowledge during emergency remote teaching lesson in solving new problems 241 819 3.40 .741 i talked to other people on topics/matters that i learned in emergency remote teaching class 241 790 3.28 .847 aggregate mean score 3.42 table 5 serves the information that the mean scores ranged from 3.28 to 3.49 with the aggregate mean score was 3.42. these results implied that the level of student cognitive engagement was high as the aggregate mean score was greater than 3.00. this implies that the students consciously made intellectual efforts to correctly comprehend the topics taught in the online ert classes. this might be the outcome of intellectually challenging content and instructional strategies employed in the online ert classes. in addition, based on this finding, it is suggested that the students need to be engaged in collaborative learning through dialogue with their peers to clarify what they found in term of difficulties to understand. they also need to be engaged in selflearning by integrating new topics to what they already learnt to transfer their knowledge across disciplines to solve novel problems found. the results were in accordance with the findings of ayub et al. (2017) who reported that student cognitive engagement tended to be at moderate level during online class. meanwhile, the difference of student cognitive engagement in online ert class during covid-19 pandemic between male and female was insignificant [t(239)= 1.248, p=0.213]. the t-test was done after ensuring that the variance of the two groups was homogene (p = 0.713) based on levene’s test. these all-test results are depicted in table 6. table 6. independent samples t-test for student cognitive engagement level levene’s test for equality of variances t-test for equality of means cognitive engagement f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed .136 .713 1.248 239 .213 .449 .360 -.260 1.159 equal variances not assumed 1.252 159.311 .198 .449 .348 -.237 1.136 jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 258-266 263 ganiyu (colleges of education science student engagement …) the level of student general engagement in online ert class during covid-19 pandemic was investigated descriptively by analyzing student responses to all items in sections b, c, and d of the instrument (coeseq) used for data gathering in present study. table 7 serves the summary of the data analyzed. table 7. the descriptive analysis results of student general engagement level item n sum mean sd i followed the rules in the emergency remote teaching class 241 866 3.59 .659 when i read/ listen during emergency remote teaching class, i question myself to make sure i understand the topic i’m learning about 241 840 3.49 .725 i paid attention in during emergency remote teaching class lessons 241 839 3.48 .731 if i do not understand the meaning of a word, taught during emergency remote teaching class lesson, i try to solve the problem, for example by consulting a dictionary or asking someone else 241 836 3.47 .769 i tried to integrate topics /concepts from different subjects taught during emergency remote teaching into my general knowledge 241 833 3.46 .724 i usually participate actively in group assignments during emergency remote teaching class lessons 241 829 3.44 .820 my emergency remote teaching class is an interesting place to be 241 826 3.43 .727 i am interested in the emergency remote teaching class works 241 824 3.42 .782 i tried to integrate the acquired knowledge during emergency remote teaching lesson in solving new problems 241 819 3.40 .741 i usually do homework given during emergency remote teaching class lessons 241 812 3.37 .890 i felt excited about the emergency remote teaching class works 241 799 3.32 .885 i like being at emergency remote teaching class 241 792 3.29 .815 i talked to other people on topics/matters that i learned in emergency remote teaching class 241 790 3.28 .847 when i have doubted, i ask questions and participate in debates/discussions in emergency remote teaching class lessons 241 778 3.23 .895 i don’t feel very accomplished at emergency remote teaching class lessons 241 720 2.99 .864 aggregate mean score 3.38 according to the table 7, it can be seen that the mean scores ranged from 2.99 to 3.59 while the aggregate mean score was 3.38. as the aggregate mean score was in between the range of 3.01 and 4.00, it implied that, generally, the level of student engagement was considered to be high. most likely the online ert classes employed active learning strategies which enhanced the students’ engagement. furthermore, the students might have even been motivated to embrace ert as the rewarding alternative platform to escape idleness and boredom associated with school lockdown during the covid-19 pandemic. besides, most tertiary educational institution students are digital natives and enthusiasts, so that they are often engaged in online activities. this might have contributed to the observed high level of engagement in online ert class during the covid-19 pandemic school lockdown. the novelty of online ert mode of instruction could equally have stimulated and enhanced student engagement. this finding was consistent with the results of similar studies (gares et al., 2020; teoh et al., 2013). yet, the results were, however, in contrast to perets et al. (2020) who reported the low level of student engagement under ert mode of instruction. these findings showed that in spite of challenges associated with online ert mode of instruction (aguilera-hermida, 2020; garbe et al., 2020; gares et al., 2020; knudson, 2020; tang et al., 2020), student engagement level was not impacted negatively. the assessment of student engagement in online ert class during covid-19 pandemic in gerenal was also done based on gender approach (table 8). table 8 shows two main points of the test. first, the variance of the two groups tested were homogene (p = 0.317). second, there was no significant different of student engagement between male and female students in online ert class during covid-19 pandemic in general [t(239) = 1.738), p = 0.083]. the observed high level of affective, behavioural, cognitive and general engagement in this study was indicative that the students were most likely at authentic level of academic engagement classification. the highest level of student engagement is characterized by meaningful learning, recognition of value of academic work, eagerness to learn, self-direction and transfer of knowledge, all of which are integral components of the three subclasses of student engagement. the participation of student in online ert mode of instructional delivery was likewise indicative of their strong connections with their institutions, as well as readiness for academic work and institutional activities, all of which are attributes of highly engaged students as stated by singh and srivastava (2014). jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 258-266 264 ganiyu (colleges of education science student engagement …) table 8. independent samples t-test for students’ general engagement level levene’s test for equality of variances t-test for equality of means general engagement f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed 1.004 .317 1.738 239 .083 1.725 .992 -.230 3.679 equal variances not assumed 1.880 177.763 .062 1.725 .918 -.086 3.536 gender difference in student engagement has been well researched. the findings of this issue in current study showed that gender difference does not exist in student affective engagement level. this finding implied that male and female students had similar emotional experiences and disposition during the covid-19 pandemic school lockdown. however, the findings in this study also clearly revealed that there was significant difference in the level of student behavioural and cognitive engagements between male and female students. it is assumed that the stress from domestic choirs might have impacted negatively on female students who culturally engaged in more domestic works than male students. hence, somehow, it can be the undergirding reason of the difference occur between male and female students in their behavior during their participation in online ert learning activities. these findings are in accordance with the studies of teoh et al. (2013) and ayub et al. (2017) which recorded gender difference in online learning engagement. in other study, tison et al. (2011) also reported the gender difference in student engagement based on the engagement types. in the other words, there might be several factors which played as intervening variables and influenced student affective, behavioural, and cognitive engagement levels differently. for instance, motivation (osagie & alutu, 2016), learning style (ojeh et al., 2017), learning activity (sata et al., 2015), perception (reddy, 2017), and so forth. the general student engagement level was, however, not influenced by gender as revealed in this study. these results suggested that the online ert mode of instruction most likely provided gender neutral learning environment. similarly, the absence of gender disparities and distractors in social and physical school climate in online ert class could also, partially, accounted for the absence of gender difference in student general engagement level. as the results were inconsistent with many previous studies mentioned, the more detail investigation needs to be done to elaborate the possible factors associated with the different results. thus, the more proper policies can be determined. the inconsistency in the results of this study with previous studies may be due to the fact that student engagement levels were not assessed under the online ert instructional mode in most previous studies as done in this study. several intervening variables such large (face-to-face) class has been documented to be hindrance to student engagement (barghaus et al., 2017). moreover, the large classes existed in colleges of education, especially in biology education programme (aina & ayodele, 2018) can be also the reason for different results. yet, the results of this study indicated a high level of student engagement contrary to the fact in large face-toface classes. these results tended to suggest that online ert mode of instruction delivery annulled the problem of promoting student engagement in large (face-to-face) classes. conclusion summarily, there are findings of this study i.e. during online ert class covid-19 pandemic, the student engagement is high in terms of affective, behavior, cognitive as well as in general learning. morever, based on gender approach, only in behavior aspect the difference exists significantly between male and female students, while in the affective and cognitive, as well as in general, the differences were insignificant. therefore, based on these findings, several recommendations were made: 1) lecturers in colleges of education should employ dynamic learning activities to sustain the high level of student engagement in learning process post covid-19 pandemic; 2) colleges of education science students should extend their high level of engagement in online ert class during covid-19 pandemic to the face-to-face class after the covid-19 pandemic; 3) lecturers in colleges of education should employ gender-neutral active learning instructional strategies to eliminate gender difference in student behavoural engagement; 4) colleges of education lecturers should periodically assess students’ level jpbi (jurnal pendidikan biologi indonesia) vol. 7, no. 3, november 2021, pp. 258-266 265 ganiyu (colleges of education science student engagement …) of engagement in their courses and take appropriate steps to improve upon it; 5) there is a need for further studies on the underlying factors responsible for gender difference in student behavioural engagement. references abimbola, i. o. 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(2022). virtual laboratory based online learning: improving environmental literacy in high school students. jpbi (jurnal pendidikan biologi indonesia), 8(1), 10-21 https://doi.org/10.22219 /jpbi.v8i1.18120 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 file:///c:/users/jpbi/appdata/roaming/microsoft/word/10.22219/jpbi.v8i1.18120 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i1.18120 https://doi.org/10.22219/jpbi.v8i1.18120 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 11 angreani et al (virtual laboratory based online learning …) chu & karr, 2017; ferronato & torretta, 2019). including attitudes and behavior towards the environment, so that there is no dynamic relationship between humans and the environment (utama, 2018). environmental problems can be solved effectively by guiding individuals to know the environment and changing behavior through knowledge (zheng et al., 2018). so that people realize that problems can build intelligent human awareness and new understanding of the environment and foster environmental behavior and skills (steg et al., 2015). in this case, environmental problems can be resolved by the presence of humans who care about the environment or have environmental literacy skills. there are various ways to overcome environmental problems, including through an attitude of caring for the environment, which can be obtained through the development of environmental literacy (mcbride et al., 2013; meilinda et al., 2017). people who have environmental literacy are defined as people who have affective environmental insight, and can act consistently in adjusting the balance between quality of life and quality of the environment (kaya & elster, 2019; white et al., 2019). based on the opinions that have been put forward, we can see that environmental literacy possessed by a person is very important. environmental literacy can support efforts to overcome environmental problems. for example, if the community understands the concept of environment and ecology, cares about the environment and has the skills to analyze complex environmental problems (burchett, 2015). so that in overcoming environmental problems it can be done, one of which is by creating a community that can understand ecology, care for the environment and have the skills to analyze complex environmental problems, meaning that the community must have environmental literacy skills. environmental literacy is currently still in the stage of raising awareness and concern, while responsibility has not become real behavior / participation and has not been based on strong knowledge (safitri et al., 2020). according to the results of the study, it shows that the average affective aspect gets the highest score and the behavior gets the lowest score of the three aspects of environmental literacy. affective includes individual attitudes and perceptions of the environment while behavior is defined as behavior towards the environment. referring to research results by levy et al therefore individuals today must be based on strong environmental knowledge. it was further stated that a person should be given a basic knowledge of the environment in order to be literate on environmental issues (levy et al., 2018). individuals who are aware of environmental issues can support efforts to achieve the sustainable development goals (sdgs) initiated by the united nations through unesco (bergman et al., 2018; ferrer-estévez & chalmeta, 2021; shulla et al., 2021). in the sdgs, environmentally friendly behavior and awareness of the importance of development does not only build intelligent people, but also builds people who have social behavior in protecting the environment or can be said to be environmentally literate (alisjahbana & murniningtyas, 2018). environmental literacy can be developed through environmental education (kidman & casinader, 2019; ulfah et al., 2020). environmental education or other education that integrates environmental literacy should be instilled from an early age, especially in the formal education environment (mardiani et al., 2021; nada et al., 2021; nurwidodo et al., 2020). this integration will be related to the curriculum applied in the formal education environment or school. environmental literacy can be integrated into environmental education. according to goldman et al (2017), environmental education is able to effectively build environmental literacy. meanwhile, according to williams (2017) environmental education aims to improve students' environmental literacy by increasing their knowledge, cognitive skills, attitudes and behavior. meanwhile, environmental education is defined as awareness and sensitivity, knowledge and understanding, attitudes, skills, and participation. environmental education includes sensitivity and individual awareness of the environment; knowledge, understanding and challenges about the environment; environmental care attitude and motivation in improving or maintaining environmental quality; skilled in identifying and helping to solve environmental challenges; participate in activities related to solving environmental challenges (epa, 2018). based on the explanation above, environmental education can be defined as a forum to facilitate individuals in gaining knowledge, understanding, skills and attitudes towards the environment. meanwhile, literacy itself is one of the achievements in realizing the transformation of education management in indonesia. current environmental education can be developed through learning materials. as for one of the materials in biology subjects that can help in bringing up environmental literacy skills includes basic competency 3.11 (analyzing data on environmental changes, their causes and impacts on life) and 4.11 which supports practicum activities. the use of basic competency 3.11 as a support for environmental literacy skills because in these basic competencies there is learning that analyzes environmental changes, so that students learn to understand current environmental conditions and how to solve them. in addition, in different basic competencies, namely basic competence 4.11 learning material for environmental change is also supported by practicum activities. practical activities are at the core of a good scientific program and provide students with jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 12 hermawan et al (student’s environmental literacy …) experiences that are in line with the goals of teaching science (alneyadi, 2019). practical activities can be a way to develop environmental literacy. however, given the covid-19 pandemic, it is one of the obstacles in carrying out practicum. so, it must have another strategy so that practicum activities can still be carried out. one of the learning media that can be used as a means of learning today, especially practicum, is a virtual laboratory. the advantages of using virtual laboratories in learning are students can carry out dangerous experiments or experiments without worrying about endangering themselves and others; students can create more varied experimental works because the time and cost required are more effective and efficient; provide independent or collaborative work that does not have to be only related to school time, school laboratories or available chemicals and laboratory facilities; allows students to get an overview at the macroscopic, submicroscopic and symbolic levels; as a powerful motivational tool (herga et al., 2014). meanwhile, learning using virtual laboratories has advantages such as being able to increase students' understanding of concepts; improve scientific problem solving and creative thinking skills (hermansyah et al., 2015; nurwidodo et al., 2021; subali et al., 2017). broadly speaking, the advantages of virtual laboratories are that they can be done anywhere and anytime so that learning time can be streamlined. with these advantages, students are expected to be able to conduct experiments well. while the weaknesses in the use of virtual laboratories (somantri, 2021) are: (1) in running a practicum simulation through a virtual laboratory, students must always be online or connected to the internet network; limited knowledge of the procedures for conducting online practicums, if the language of instruction applied in the virtual laboratory uses a foreign language; (2) real experience in a real laboratory is still lacking, so there are difficulties in operating it; and (3) virtual laboratories do not provide hands-on or real experiences. although there are weaknesses, virtual laboratories have benefits that can be used in this research, because they are one way to facilitate practical learning, especially during the pandemic (dhawan, 2020; lamo et al., 2022; mishra et al., 2020; muthuprasad et al., 2021; radhamani et al., 2021; zalat et al., 2021). in general, the goal of virtual laboratories is to develop and carry out synchronous and interactive experiments (almaatouq et al., 2021). virtual laboratory is one of the tools that is presented online. virtual laboratories can improve the learning experience of students in the laboratory, as well as support the exploratory involvement of students in virtual experiments (heradio et al., 2016). in an effort attempt to improve students 'environmental literacy, the implementation of virtual laboratorybased online learning is expected to help improve students' environmental literacy. this study was aimed to improve students' environmental literacy through virtual laboratory-based online learning that has been developed. based on the explanation above, the use of virtual laboratories in online learning is the focus of research. the virtual laboratory developed by researchers can be used by students via computers/laptops. the developed virtual laboratory is designed or designed to improve the environmental literacy of high school students on environmental change material. method this research is quasi-experiment with pre-test and post-test research design control group design. this design included an experimental group (a) and a control group (b) which were selected without a random placement procedure (table 1). in both groups, pre-test and post-test were carried out, but only the experimental group was given treatment (creswell, 2010). table 1. research design class pre-test treatment post-test experiment o1 x o2 control o1 o2 where x: classes with the implementation of online learning, virtual laboratories, -: class with the implementation of problem-based learning, o1: pre-test to measure students' environmental literacy skills, and o2: post-test to measure students' environmental literacy skills. the population was carried out on all environmental literacy abilities of students at one of the x grade high school levels in cianjur-west java, who were studying environmental pollution material. meanwhile, the sample in of this study was the environmental literacy skills of class x high school students in cianjur through the implementation of online virtual laboratory learning in the experimental class and problem-based learning jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 13 angreani et al (virtual laboratory based online learning …) in the control class. the time used in the use of the virtual laboratory is about 30x45 minutes. the number of students in each class is 35 people, a total of 70 people. the sample selection technique used is cluster sampling technique. the instruments used were test questions referring to the north american association for environmental education (naaee) and environmental literacy questionnaires. the instrument for environmental literacy consists of 20 multiple choice items to measure aspects of knowledge and cognitive skills, and 20 items in a questionnaire statement to measure aspects of environmentally responsible attitudes and behavior. results and discussion environmental literacy skills are measured using multiple choice questions and an attitude scale that refers to four aspects of environmental literacy, namely knowledge, cognitive skills, attitudes and responsible behavior. the pre-test and post-test data that have been tested are then analyzed using simple calculations using microsoft excel 2007, then discussed based on each of the aspects contained in environmental literacy. the virtual laboratory that is implemented in learning can be accessed on the page https://vlab.agsdigital.id/index.php?page=kdid. achievement of students' environmental literacy ability in this sub-chapter, the findings and general discussion on environmental literacy skills are presented, followed by exposure to each component of environmental literacy skills. figure 1 will present an initial profile of environmental literacy abilities in the experimental class and control class. figure 1. average pretest score of students' environmental literacy ability in experiment class and control class based on figure 1, there is a difference in the average pretest score or initial ability in the control class and the experimental class. after the learning was carried out, there was an increase from the average pretest score. the following will present the final profile or post-test of environmental literacy abilities in the experimental class and control class in figure 2. https://vlab.agsdigital.id/index.php?page=kdid jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 14 hermawan et al (student’s environmental literacy …) figure 2. average post-test score of students' environmental literacy ability in experiment class and control class based on the initial profile and final profile of environmental literacy data, it can be seen that the increase is based on the gain calculation. table 1 and table 2 each present a recapitulation of the data from the pretest and posttest results and a recapitulation of the increase in environmental literacy skills. table 1. data recapitulation of pretest and posttest results of environmental literacy component experiment control pretest posttest pretest posttest the number of students 35 35 average score 55 81 58 73 maximum value 100 100 minimum value 0 0 standard deviation 9.72 8.09 12 12 table 2. recapitulation of increase in environmental literacy ability in general figure 1 shows the initial profile of each component of students' environmental literacy skills. the experimental class has an average value of knowledge and cognitive skills of 54.29 and 57.55. while in the control class the average score on knowledge and cognitive skills was 60.21 and 53.46. after the learning is carried out, then a reassessment is carried out. based on the final profile of each component of environmental literacy ability, it can be seen in figure 2. figure 2 shows the scores on each aspect of the students' environmental literacy skills. in the experimental class the aspects of knowledge and cognitive skills of students scored 83.30 and 77.96, while the aspects of attitude and behavior were 66.62 and 63.43. so that it can be seen, the average value of the environmental literacy ability of students is 72.83 which is classified as good. it can be said that the achievement of environmental literacy is facilitated by the virtual laboratory. this is presumably because in vl there are materials that can increase knowledge, as well as learning videos and virtual practicums that can improve component class experiment control gain max 40 30 gain min 10 5 average gain 26 15 distribution of ngain categories high 28.57% (10 person) 8.57% (3 person) middle 60.00% (21 person) 48.57% (17 person) low 11.42 (4 person) 42.85% (15 person) jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 15 angreani et al (virtual laboratory based online learning …) cognitive skills, attitudes and behavior. meanwhile, in the control class, the students' knowledge and cognitive skills were scored 77.36 and 64.49, and the attitude and behavior aspects were 68.00 and 67.00. so it can be seen that the average value of the environmental literacy ability of students is 69.00 which is classified as good. the average post-test score for students' environmental literacy skills based on figure 2 is found in the knowledge aspect of 83.30 for the experimental class and 77.36 for the control class. meanwhile, the lowest value of environmental literacy skills in the aspect of cognitive skills is 57.55 for the experimental class and 64.49 for the control class. based on these data, we can see that the literacy value of problem-based learning environment in the control class does not contribute to improving cognitive skills, due to several obstacles such as the lack of identifying environmental problems. the increase in environmental literacy skills in the experimental class and control class can be seen in table 4.8 with an average gain of 26 and 15, respectively. the increase between the experimental class and the control class is quite different. the distribution that has the level of environmental literacy ability in the experimental class with the high category is 10 people, 21 people are medium, and 4 people are low. in the control class, the level of environmental literacy ability in the high category is 3 people, 17 people are medium and 15 people are low. biology learning is not only understanding theories, concepts and facts, but carrying out a process of discovery. activities in finding concepts can generally be done through practical activities (setiyaningsih et al., 2021). practical activities are one way to change biology learning in the form of minds on learning into handson learning (erwinsyah et al., 2016). in biology learning, it is also required to learn with direct and contextual experience so that students are able to express the phenomena that are around them (aisya et al., 2016). in addition, practicum activities in this study aim to support improving environmental literacy and problem solving abilities of students. the achievement of the environmental literacy level of students in the experimental class and control class has different results. this is because, the treatment in each class is different. learning in the experimental class is carried out through online learning in the form of a virtual laboratory, while in the control class using problem based learning. unesco-unep, environmental literacy is a functional education that provides basic knowledge, skills and motives to address environmental needs and contribute to sustainable development. environmental literacy is an individual who has environmental knowledge and how to act in protecting the environment based on the knowledge he has. meanwhile, environmental education aims to improve students' environmental literacy through increasing knowledge, cognitive skills, attitudes and behavior. when linked to the context of environmental education, naee states that environmental education is a comprehensive process to help people understand their environment and related issues (siddiq et al., 2020). meanwhile, environmental education is able to build environmental literacy effectively (williams, 2017). so in this case the education system can be used as a forum to develop aspects of knowledge related to the environment. knowledge can guide individuals to get to know the environment and change individual behavior (zheng et al., 2018). environmental knowledge affects attitudes which in turn will increase behavioral intentions (fang et al., 2018). achievement of students' environmental literacy ability in knowledge aspects the average pretest and posttest scores in the experimental class were 54.29 and 83.30, respectively. in the control class, the average pretest and posttest scores were 60.21 and 77.36, respectively. the two classes have different starting and ending abilities. the experimental class has a lower average pretest score than the control class, but the experimental class has a higher average score. in the experimental class, which is included in the high category by 42%, the medium and low categories are 45.71% and 11.42%, respectively. while in the control class, which included in the high category were 8.57% of students, the medium and low categories were 65.71% and 25.71%, respectively. the highest score on the knowledge component is if students are able to answer 13 questions, while the lowest score is if students are unable to answer any of the questions. based on the results of the study, the knowledge aspect in the experimental class and control class was dominated by the medium category with 16 and 23 students, respectively. it can be interpreted that learning through virtual laboratories (experimental class) and problem based learning (control class) both have the potential to improve aspects of knowledge. even so, the experimental class facilitated by the virtual laboratory is superior to the control class because the number of students who are classified as high is more, namely there are 15 students (experimental) and 3 (control). the low category was dominated by the control class with 9 students while the experimental class consisted of 4 students. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 16 hermawan et al (student’s environmental literacy …) in the knowledge component, the questions presented are related to environmental change material. there are indicators used in this component, namely explaining the notion of environment and environmental change, describing the impact of environmental pollution, identifying environmental changes, describing efforts to preserve the environment. in this component, students who are able to answer correctly are all contained in the indicators explaining the meaning of the environment and environmental change. if it is associated with learning through virtual laboratories, students can find out the meaning of the environment/environmental changes, namely from the learning materials that have been displayed. meanwhile, the majority of students' answers that were not quite right on the indicators described efforts to preserve the environment. this is because the material presented in the virtual laboratory is less focused on environmental preservation. the knowledge about environmental literacy obtained is expected to provide understanding and awareness to better understand the environment, as well as to save the environment properly (maulaa et al., 2020). in a sense, knowledge must be able to influence cognitive skills, attitudes and behavior. the richer the environmental knowledge, the higher the environmental attitude (zheng et al., 2018). this is because increasing environmental awareness will naturally pay more attention to environmental changes to refer to concerns about a deteriorating environment. achievement of students' environmental literacy abilities in the aspect of cognitive skills mean pretest and posttest scores on different components of cognitive skills. the experimental class had a higher average pretest and posttest score than the control class, with an average score of 57.55 and 77.96, respectively. while the control class has an average pretest value of 53.46 and a posttest value of 64.49. the difference in the average value in each class, when viewed based on the average pretest to the average posttest has an increase. in the experimental class, which is included in the high category by 25.71% with 9 students, the medium and low categories are 51.42% (18 people) and 22.85% (8 people). while in the control class, which is included in the high category by 17.14% (6 students), the medium and low categories are 22.85% (8 people) and 60% (21 people). the questions on the cognitive skills component consist of seven questions with several indicators, namely identification of environmental problems, analyzing environmental problems, and planning an investigation of environmental problems. the indicator that most students answered correctly was the indicator of planning an investigation of environmental problems. in this question, a literature review is presented on “forests in papua are threatened by expansion of oil palm plantations” (source: https://www.ussfeed.com/hutan-di-papuaterancam-hasil-percepatan-kebun-kelapa-sawit-how -fate-local-citizen/) are then provided with options about various actions and students are instructed to choose the most appropriate action regarding the above literacy. cognitive skills are the ability to choose, make appropriate action strategies, evaluate, and implement action plans. these cognitive skills aim to carry out scientific investigations and basic risk analysis, think within a systems framework, and make plans. in contrast to the knowledge aspect, which is an understanding of various problems and issues, it does not reach the stage of making an action strategy. szczytko et al (2018) defines cognitive skills as how well students can understand and analyze environmental problems. based on the results of the study, the experimental class was dominated by students who were in the medium category (18 students), while the control class was dominated by students who were in the low category (21 students). it can be said that the implementation of virtual laboratories has a contribution in improving students' cognitive skills compared to problem based learning. the increase in the ability of students' skills is due to the fact that in the virtual laboratory there are learning videos about soil/water pollution and its impact on living things, and there is an interactive practicum that supports understanding of cognitive skills. virtual laboratories can implement biology-related experiments that may not be available and can improve students' skills and develop their cognitive abilities by participating in the experiment step by step and repeating it several times according to their needs (almuqbil, 2020). achievement of students' environmental literacy ability in attitude aspects the achievement of environmental literacy skills in the attitude component can be seen based on the average percentage of students who respond to positive or negative statements. the table 3 is a recapitulation of the attitude components of students who respond to positive or negative statements. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 17 angreani et al (virtual laboratory based online learning …) table 3. recapitulation of attitude components based on positive responses and negative responses in the experimental class and control class percentage of number of students (%) experiment control sa a d sd sa a d sd positive statement response 17.92 67.14 12.65 0.82 26.53 61.22 14.64 0.00 average positive response (sa and a) 42.53 43.88 average negative response (d and sd) 19.64 7.32 negative statement response 15.00 25.19 41.43 19.29 16.43 19.64 33.57 21.79 average negative response (sa dan a) 6.73 18.04 average positive response (d dan sd) 30.36 27.68 notes: sa = strongly agree; a= agree, d= disagreed, sd= strongly disagreed the questionnaire in this study has positive and negative statements. positive statements have the highest score when students answer "strongly agree or agree". while negative statements have the highest score when students answer "disagree or strongly disagree". based on table 3 for the overall positive statement in the experimental class, those who responded strongly agreed at 17.92%, agreed 67.14%, disagreed 12.65% and strongly disagreed 0.82%. the control class has a response of strongly agree with 26.53%, agree 61.22%, disagree 14.64% and strongly disagree 0.00%. the average positive response in the experimental class and control class were 42.53% and 43.88%, respectively. while the average negative response was 19.64% in the experimental class and 7.32% in the control class. overall negative statements in the experimental class were those who responded strongly agree by 15.00%, agree 25.19%, disagree 41.43% and strongly disagree 19.29%. the control class has a response of strongly agree by 16.43%, agree 19.64%, disagree 33.57% and strongly disagree 21.79%. the average negative response in the experimental class and control class were 6.73% and 18.04%, respectively. while the average negative response was 30.36% in the experimental class and 27.68% in the control class. in detail, the percentage of students' attitude components on each indicator can be seen in table 4. table 4. percentage of responses to the number of students in the experiment class and control class indicator percentage of number of students (%) experiment control sa a d sd sa a d sd environmental thought 23.37 50.86 7.20 4.57 25.14 44.00 14.68 4.57 environmental precautions 14.85 43.43 10.80 10.86 20.00 36.47 34.29 9.14 having a solution for the environment 10.9 40.00 11.40 16.57 18.29 36.57 21.71 21.14 notes: sa = strongly agree; a= agree, d= disagreed, sd= strongly disagreed based on table 4, it can be seen the percentage of attitude questionnaire scores on each indicator. the experimental class has an average percentage score of attitudes on the environmental thinking indicator of 23.37% with a strongly agree response, 50.86% agree response, 7.20% disagree response and 4.57% strongly disagree response. the percentage of environmental awareness who responded strongly agreed was 14.85%, agreed 43.43% and disagreed and strongly disagreed, respectively 10.80% and 10.86%. the last indicator that is the solution to the environment has a response of strongly agree 10.9%, agree 40.00%, disagree 11.40% and strongly disagree 16.57%. in the control class, the indicators for thinking on the environment were 25.14% with a response strongly agreeing, 44,00% agreeing, 14.68% disagreeing and 4.57% strongly disagreeing. the percentage of environmental awareness who responded strongly agreed was 20.00%, agreed 36.47% and disagreed and strongly disagreed respectively 34.29% and 9.14%. the last indicator that is the solution to the environment has a response of strongly agree 18.29%, agree 36.57%, disagree 21.71% and strongly disagree 21.14%. based on the results of the study, the attitude indicators that showed the most positive responses were indicators of thinking about the environment for the experimental class and the control class. one of these indicators contains the availability to sort waste between organic and inorganic. while the indicator that has the jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 18 hermawan et al (student’s environmental literacy …) lowest percentage is the indicator that has a solution to the environment for the experimental class and control class. in these two classes, the highest percentage is owned by the experimental class who uses virtual laboratories in online learning even though the results are not much different from the control class. this is presumably because the formation of attitudes takes a relatively long time (siddiq et al., 2020). in addition, attitudes also have a relationship with knowledge possessed. the experimental class has a high average value of knowledge so that it will grow attitudes towards the environment. individuals who have high knowledge will have an optimistic attitude towards the environment (zheng et al., 2018). other studies argue that there is a significant impact on environmental education in schools on students' knowledge but not on students' environmental attitudes and awareness (haryono et al., 2014). however, a more positive environmental attitu de will relatively increase environmental behavior so that environmental awareness will be increased (zheng et al., 2018). attitudes derived from life experience and education can significantly affect human behavior. there is a relationship with the knowledge possessed by students and there is a relationship between the level of interest in learning about environmental topics and the attitudes possessed by students (nasution, 2017). achievement of students' environmental literacy ability in behavioral aspects behavioral aspects in this study were netted through a questionnaire combined with attitude aspects, but with different indicators. data collection was carried out through a questionnaire on the behavioral aspect, due to the covid-19 pandemic, which did not allow direct observation. the data recapitulation of behavioral analysis results in the experimental class and control class can be seen in table 5. table 5. recapitulation of responsible behavior components based on positive responses and negative responses in the experiment class and control class percentage of number of students (%) experiment control sa a d sd sa a d sd response 8.00 53.71 22.29 16.00 18.86 46.29 17.14 17.71 positive statement average positive response (sa and a) 34.3 37.62 average negative response (d and sd) 15.71 24.76 negative statement average negative response (sa and a) 25.7 25.00 average positive response (d dan sd) 24.29 25.00 notes: sa = strongly agree; a= agree, d= disagreed, sd= strongly disagreed table 5 shows a recapitulation of all components of student behavior. the experimental class had a response percentage of 8.00% strongly agree, agree 53.71%, disagree 22.29% and strongly disagree 16.00%. the control class has a response percentage of strongly agree at 18.86%, agree 46.29%, disagree 17.14% and strongly disagree 17.71%. meanwhile, the percentage based on positive statements of the experimental class had a positive response of 34.3% and a negative response of 15.71%. the control class has a positive response percentage of 37.62% and a negative response of 24.76%. in the negative statement, the percentage of negative responses that the experimental class has is 25.7% and 25% is the control class. meanwhile, the percentage of positive responses in the experimental and control classes was 24.29% and 25.00%, respectively. the behavior of students has something to do with the knowledge they have. as according to research by fang et al (2018) shows that knowledge about the environment influences behavior. meanwhile, according to zheng et al (2018) individuals who have more knowledge show more positive environmental behavior and vice versa, if individuals have less knowledge they can show less positive environmental behavior. meanwhile, according to meilinda et al (2017) environmentally friendly behavior is influenced by attitudes, norms, behavior and control of a moral obligation that will affect interest in behavior and shape behavior. zheng et al (2018) also stated that people with higher environmental cognition will display positive environmental behavior. this is because people with higher knowledge cognition will pay attention to the importance of environmental protection and immediately participate in environmental protection with concrete actions. according to meilinda jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 1, march 2022, pp. 10-21 19 angreani et al (virtual laboratory based online learning …) et al (2017) the solution to overcome environmental problems is to develop community environmental literacy, in ways that are more environmentally responsible. references abdel-shafy, h. i., & mansour, m. s. m. 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(2017). computer-based experiment of free fall movement to improve the graphical literacy. jurnal pendidikan ipa indonesia, 6(1), 41–48. https://doi.org/10.15294/jpii.v6i1.8750 szczytko, r., stevenson, k., peterson, m. n., nietfeld, j., & strnad, r. l. (2018). development and validation of the environmental literacy instrument for adolescents. environmental education research, 25(2), 193–210. https://doi.org/10.1080/13504622.2018.1487035 ulfah, m., suyanto, s., & aminatun, t. (2020). the completeness of environmental literacy aspects studied in the articles published in several countries. jpbi (jurnal pendidikan biologi indonesia), 6(1), 75–82. https://doi.org/10.22219/jpbi.v6i1.10813 utama, r. b. (2018). tingkat literasi lingkungan siswa smk dalam penggunaan energi listrik dan pengelolaan sampah [universitas pendidikan indonesia]. http://repository.upi.edu/40624/ white, k., habib, r., & hardisty, d. j. 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(2018). effects of environmental cognition and environmental attitude on environmental behavior of ecotourism. ekoloji, 27(106), 1743–1749. http://ekolojidergisi.com /download/effects-of-environmental-cognition-and-environmental-attitude-on-environmental-behaviorof-5548.pdf https://doi.org/10.31258/jes.4.1.p.116-123 https://doi.org/10.31258/jes.4.1.p.116-123 https://doi.org/10.1016/j.respol.2018.08.011 https://doi.org/10.1016/j.respol.2018.08.011 http://conference.um.ac.id/index.php/psi/article/view/1239 http://conference.um.ac.id/index.php/psi/article/view/1239 https://doi.org/10.1007/s43621-021-00026-x https://doi.org/10.1007/s43621-021-00026-x https://doi.org/10.17509/aijbe.v3i1.23369 https://doi.org/10.25134/equi.v18i2.4154 https://doi.org/10.1007/s12652-021-03177-x https://doi.org/10.3389/fpsyg.2015.00805 https://doi.org/10.15294/jpii.v6i1.8750 https://doi.org/10.1080/13504622.2018.1487035 https://doi.org/10.22219/jpbi.v6i1.10813 http://repository.upi.edu/40624/ https://doi.org/10.1177/0022242919825649 https://doi.org/10.1177/0022242919825649 http://nrs.harvard.edu/urn-3:hul.instrepos:33826276 http://nrs.harvard.edu/urn-3:hul.instrepos:33826276 https://doi.org/10.1371/journal.pone.0248758 http://ekolojidergisi.com/download/effects-of-environmental-cognition-and-environmental-attitude-on-environmental-behavior-of-5548.pdf http://ekolojidergisi.com/download/effects-of-environmental-cognition-and-environmental-attitude-on-environmental-behavior-of-5548.pdf http://ekolojidergisi.com/download/effects-of-environmental-cognition-and-environmental-attitude-on-environmental-behavior-of-5548.pdf jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 188 keanekaragaman serangga permukaan tanah di arboretum sumber brantas batu-malang sebagai dasar pembuatan sumber belajar flipchart ground insect diversity in arboretrum of sumber brantas batumalang as base of learning resource making: flipchart ovy dwi rachmasari1, wahyu prihanta1, roro eko susetyarini1 1program studi pendidikan biologi jurusan pmipa fkip universitas muhammadiyah malang abstrak hutan merupakan sumber daya alam yang sangat potensial dalam mendukung keanaekaragaman flora dan fauna. salah satu sumber daya yang ada di hutan adalah serangga permukaan tanah. kehadiran serangga permukaan tanah dibutuhkan untuk membantu proses dekomposisi. tujuan penelitian ini adalah untuk mengetahui jenis serangga apa saja yang ada di arboretum sumber brantas yang secara morfologi dapat diketahui klasifikasi ilmiahnya berdasarkan identifikasi sampai tingkat spesies serta mengetahui nilai keanekaragaman, kelimpahan dan juga indeks nilai penting serangga permukaan tanah pada tiga stasiun. jenis penelitian ini merupakan deskriptif kuantitatif dengan menggunakan teknik pengambilan data observasi lapang. pengambilan serangga permukaan tanah dilakukan dengan menggunakan jebakan pitfall trap yang dilaksanakan di arboretum sumber brantas batu-malang. hasil penelitian menunjukkan serangga permukaan tanah yang ditemukan di lokasi penelitian terdapat 8 spesies 4 ordo, indeks keanekaragaman pada arboretum sumber brantas batu-malang tergolong sedang dengan nilai keragaman 1,6597, nilai kelimpahan tertinggi pada stasiun i yaitu sebesar 10.00 pada jenis spesies diplocheila polita dan indeks nilai penting tertinggi pada stasiun iii yaitu dari periplaneta americana dengan nilai 0,89 %. hasil identifikasi dirangkai sebagai sumber belajar biologi berupa flipchart. kata kunci: flipchart, pitfalltrap, serangga permukaan tanah abstract forests are natural resources in which have high potencial support of biodiversity. one of the existing resources in the forest are ground insects. the presence ground insects are needed to aid in decomposition processes. the purpose of this study was to determine what kind of insects are there in the arboretum sumber brantas which its scientific classification can be determined based on their classification until species level. moreover, to know the diversity value, the abundance, and the sum dominance ratio in three stations. this type of research is descriptive quantitative which employing observation technique in collecting data. pitfall trap was used to trap ground insects. the results showed that the ground insects found in the study site were: 8 species of 4 orders, diversity index at the arboretum sumber brantas batu-malang was moderate of 1.6597, the highest abundance values was at station i of 10.00 for diplocheila polita, while the greatest percentage of sum dominace value was at station iii for periplaneta americana of 0.89%. the resuls of the study were used to make flipchart as biology learning resources. keywords: insect ground, flipchart, pitfalltrap jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 189 kelompok hewan tanah sangat banyak dan beranekaragam dan salah satu diantara hewan tanah tersebut adalah kelompok arthropoda dari kelas insekta atau serangga. pada umumnya hewan tanah dikenal sebagai perombak bahan organik yang memegang peranan penting dalam daur hara. peran utama tersebut tidak dapat dirasakan langsung oleh manusia, tapi dapat dimanfaatkan setelah melalui jasa biota. tanpa fauna tanah, perombakan tumpukan bahan organik di sekeliling kita akan berjalan lambat. serangga tanah merupakan salah satu kelompok yang sering dilupakan, padahal kehidupan kelompok ini memiliki hubungan yang sangat erat dengan keadaan lingkungan tempat hidup. serangga tanah mempunyai potensi yang tidak ternilai terutama dalam membantu perombakan bahan organik tanah, juga menjadi salah satu makhluk penyeimbang lingkungan. beberapa diantara serangga tanah dapat digunakan sebagai indikator tingkat kesuburan tanah atau keadaan tanah. penelitian serangga tanah ini masih jarang dilakukan terutama di indonesia, akibatnya informasi yang terhimpun dari kelompok ini belum banyak. oleh karena pada itu serangga tanah mempunyai peranan yang cukup penting sehingga perlu diungkapkan dengan salah satu cara, yaitu melakukan inventarisasi (patang, 2010). dunia binatang terbagi menjadi 14 phyla. dasar yang dipakai adalah tingkat kekompleksan dan mungkin dari tingkat evolusi sehingga phyla binatang disusun dari phylum yang rendah sampai phylum tinggi. serangga atau insekta termasuk ke dalam phylum arthropoda. arthropoda terbagi menjadi 3 sub-phylum yaitu trilobita, mandibulata dan chelicerata. sub-phylum mandibulata terbagi menjadi beberapa kelas salah satunya adalah kelas insekta (subyanto, 1991). insekta atau serangga disebut juga hexapoda merupakan kelas yang terbesar di dalam arthropoda, beranggotakan kurang lebih 675.000 spesies yang tersebar di semua penjuru dunia, invertebrata ini hidup di tempat yang kering dan dapat terbang. kemampuan hidup di tempat yang kering, tubuh terbungkus oleh kitin, menyebabkan insekta dapat menyesuaikan diri, memiliki daya adaptasi yang besar terhadap lingkungan. pembungkus tubuh insect mengadakan perluasan sehingga membentuk sayap. adanya sistem trakhea insekta dapat bernafas di udara. kemampuan terbang menolong insekta dalam mencari makan, bertemu dengan jenis kelamin lain, menghindarkan diri dari tangkapan musuh. siklus hidup yang pendek menyebabkan berkembangbiaknya cepat sekali diakarenakan serangga memiliki keanekaragaman dan kelimpahan yang tinggi dalam kemampuan reproduksinya. pada umumnya serangga bereproduksi dalam jumlah yang sangat besar dan pada beberapa spesies bahkan mampu menghasilkan beberapa generasi dalam satu tahun. habitat insekta di semua tempat, kecuali di laut. sebagian hidup di dalam air tawar, tanah lumpur, parasit pada macam-macam tumbuhan atau hewan. makanan insekta bermacam-macam, misalnya bagian tanaman yang berupa akar, batang, daun, buah-buahan, biji, butir tepungsari dari tanaman. ada juga yang makan jaringan atau hasil ekskresi hewan (jasin, 1987). selain itu serangga merupakan bagian dari keanekaragaman hayati dengan potensi manfaat yang besar yang harus dijaga kelestarian dari kepunahan maupun penurunan keanekaragaman jenisnya. serangga memiliki nilai penting antara lain nilai ekologi, endemisme, konservasi, pendidikan, budaya, estetika, dan ekonomi. penyebaran serangga dibatasi oleh faktorfaktor geologi dan ekologi yang cocok, sehingga terjadi perbedaan keragaman jenis serangga. perbedaan ini disebabkan ada perbedaan iklim, musim, ketinggian tempat, serta jenis makanan (borror, 1998). arboretum sumber brantas terletak di kabupaten malang, yang dikelola perum jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 190 jasa tirta (pjt) sebagai usaha perlindungan mata air kali brantas. arboretum mempuyai luas 129.630 m2 yang terletak diantara taman hutan raya r (baskara, 1998). arboretum kawasan hutan ini merupakan kawasan yang memiliki beberapa jumlah pohon yang telah ditanam yang sampai dengan saat ini telah mencapai lebih kurang 3.200 pohon, dengan jenis-jenis tanaman diantaranya: kayu manis (cinnanonum burmani), kayu putih (eucalyptus sp), gagar (fraxinus griffiti), cemara duri (araucaria sp), cemara gunung (casuarina junghuhniana), cemara pine trees, kina (chinchona sp), cempaka/locari (michelia champaka), senaon (albizzia falcata), pinus (pinus merkusii), dll (kompas, 2013). aboretum sumber brantas (asb) selain terdapat banyak jenis tanaman dapat pula dijumpai secara umum fauna. fauna yang dapat dijumpai di arboretum ini diantaranya kutilang, tekukur, jalak gunung, elang jawa, ayam hutan dan burung hantu. jenis burung lebih sering terlihat di tapak dan sekitar dibanding jenis mamalia yang diam di habitat asli yang jauh dari tapak. pemanfaatan kegiatan rekreasi bird watching dapat digunakan di beberapa tempat bila memungkinkan (baskara dkk, 1998). keanekaragaman di arboretum sumber brantas tersebut selain menjadi objek penangkaran, juga mempunyai faktor mendukung bagi kemajuan suatu bangsa yaitu dalam bidang pendidikan, sehingga pendidikan sangat penting dan dapat diukur dari bangsa itu sendiri maju atau mundur. pendidikan merupakan proses pencetak generasi penerus bangsa, yang apabila output dari proses pendidikan ini gagal maka sulit dibayangkan bagaimana dapat mencapai kemajuan. bagi suatu bangsa yang ingin maju, pendidikan harus dipandang sebagai sebuah kebutuhan sama halnya dengan kebutuhan-kebutuhan primer lain seperti sandang, pangan dan papan. jika hal ini tidak mendapat pehatian yang serius dari berbagai pihak, maka berbagai masalahpun timbul, mulai dari sarana yang kurang dan/atau tidak memadai, membengkaknya anak putus sekolah, kurikulum yang sering berganti, profesionalisme para pendidik yang rendah, sampai kepribadian peserta didik yang jauh dari harapan. usaha untuk mencapai tujuan proses belajar mengajar dipengaruhi beberapa faktor. faktor yang pertama adalah peserta didik itu sendiri, pengajar (guru), fasilitas, lingkungan, dan media pendidikan serta metode pembelajaran yang digunakan. peserta didik dalam proses belajar dibantu oleh seorang guru, tugas guru ialah membantu, membimbing, dan memfasilitasi peserta didik untuk mencapai tujuan. adapun untuk kelancaran proses belajar mengajar guru dapat menggunakan media atau alat bantu, yang dapat berupa handout, model, buku teks, film transparasi, video, media berbasis komputer dan lainnya. di dalam proses belajar mengajar diperlukan suatu sumber belajar yang efektif. flipchart adalah lembaran-lembaran kertas menyerupai kalender berukuran 50x75 cm, atau ukuran yang lebih kecil 21x28 cm sebagai flipbook yang disusun dalam urutan yang diikat pada bagian atasnya. flipchart dapat digunakan sebagai media penyampai pesan pembelajaran dan secara umum terbagi dalam dua sajian, pertama flipchart yang hanya berisi lembaran-lembaran kertas kosong yang siap diisi pesan pembelajaran. kedua, flipchart yang berisi pesan-pesan pembelajaran yang telah disiapkan sebelumnya yang isinya bisa berupa gambar, teks, grafik, bagan dan lain-lain. (nurseto, 2011). berdasarkan materi dalam pelajaran biologi smp terdapat pelajaran keanekaragaman hayati, maka konsep keanekaragamaan serangga tanah ini diperoleh dari hasil penelitian ini yang nantinya dapat digunakan sebagai tambahan sumber belajar biologi karena keanekaragaman serangga tanah ini merupakan bagian dari ilmu keanekaragaman hayati. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 191 metode penelitian penelitian dilaksanakan di arboretum sumber brantas batu malang dan laboratorium entomologi hama pertanian tumbuhan jurusan pertanian universitas brawijaya malang. penelitian ini merupakan penelitian deskriptif kuantitatif dengan mengadakan kegiatan pengumpulan data, menganalisis data dan menginterprestasikan data yang bertujuan membuat deskripsi mengenai kejadian yang terjadi. teknik pengambilan data dilakukan dengan observasi secara langsung di lapangan. populasi dalam penelitian ini adalah semua jenis serangga permukaan tanah yang ditemukan di 3 stasiun yang terdapat di arboretum sumber brantas. sampel dalam penelitian ini adalah serangga permukaan tanah yang ditemukan di 3 stasiun penelitian pada 27 plot di arboretum sumber brantas batu-malang. perhitungan jumlah sampel menggunakan rumus besar sampel eksperimental dari freeder dimana (t-1) (r-1) ≥ 15, t adalah jumlah kelompok perlakuan dan r adalah jumlah setiap kelompok perlakuan. penelitian ini menggunakan 3 stasiun sehingga t=3, (t-3) (r-1) ≥ 15 r ≥ 9. (montogomery, 2001 dalam trisviana, 2012). teknik sampling dalam penelitian ini adalah random sampling, yaitu teknik pengambilan sampel populasi yang dilakukan secara acak. pengambilan sampel dilakukan pada area dengan luas ±12 hektar (12.000 m2). luas area yang digunakan untuk penelitian adalah 10% dari luas 12.000 m2 (1,2 ha) keseluruhan arboretum sumber brantas. dari 10% luas area yang diteliti dibagi menjadi tiga stasiun yaitu: (a) stasiun 1 merupakan wilayah arboretum bagian utara dengan kondisi yang rimbun dengan pepohonan, (b) stasiun ii merupakan bagian tengah dari area arboretum dengan kondisi pepohonan yang tidak terlalu rimbun dan tanaman hias, (c) stasiun iii merupakan bagian selatan arboretum yang merupakan tanah lapang. lokasi penelitian dibagi dalam 3 wilayah, yaitu stasiun i, stasiun ii dan stasiun iii. untuk menentukan stasiun i,ii dan iii pada area arboretum perlu ukuran yang sesuai dengan perhitungan awal. selanjutnya membuat petak pada masingmasing stasiun dengan ukuran luas 20x200 m yang membentuk menjadi persegi panjang dan dibagi menjadi 40 plot setiap stasiunnya yang memiliki jarak 10 meter antar plotnya. selanjutnya 40 plot tersebut diajak secara random untuk menentukan 9 plot yang terpilih untuk dijadikan sampel. setelah diambil secara acak akan menjadi sampling setiap stasiunnya. alat-alat yang digunakan dalam penelitian ini adalah: air sabun, termometer tanah, soil tester, cetok, pisau, pinset, kamera, mikroskop binokuler, saringan, cawan petri, gelas aqua, kantung plastik, kertas label, alat-alat tulis, peralatan identifikasi serangga tanah (kunci identifikasi borror dkk; 1992, bugguide.net, 2007; suin, 1997; subyanto, 1991). bahan-bahan yang digunakan adalah: air, alkohol 70%, formalin 5%. objek penelitian ini adalah semua jenis serangga tanah yang terjebak dalam alat perangkap jebak atau pitfall trap yang diambil pada stasiun wilayah hutan area di arboretum sumber brantas batu-malang. identifikasi serangga permukaan tanah menggunakan kunci determinasi serangga (borror dkk, 1996). selanjutnya indeks keanekaragaman dihitung dengan menggunakan rumus (sahnnon-weaner dalam leksono, 2000). parameter lain yang diukur adalah kepadatan (k), kepadatan relative (kr), freakwensi (f), frekwensi relative (fr), indeks nilai penting (inp), dan kelimpahan relative (di) (soegianto, 1994). hasil dan pembahasan keanekaragaman serangga permukaan tanah hasil pengamatan yang didapat menunjukkan bahwa selama pengamatan, jumlah serangga permukaan tanah yang jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 192 tertangkap dengan menggunakan jenis perangkap jebak pitfall trap pada area hutan arboretum sumber brantas adalah sebanyak 4 ordo, yang terdiri dari 8 famili, 8 spesies dengan jumlah populasi serangga permukaan tanah sebanyak 61. delapan spesies tersebut antara lain diplocheila polita, periplaneta americana, gryllotalpa orientalis, lisarda pallidispina, paederus fuscipes, picromerus bidens, blatta orientalis, dan berosus (tabel 1). semua spesies tersebut masuk dalam filum arthropoda, kelas insekta. jumlah serangga permukaan tanah yang paling banyak adalah ordo coleoptera dengan 3 jenis spesies, ordo hemiptera dengan 2 jenis spesies, ordo orthoptera dengan 2 jenis spesies, dan ordo blattodea dengan 1 jenis spesies. tabel 1. jumlah spesies stasiun i, ii dan iii nama spesies jumlah spesies stasi un i stasi un ii stasi un iii diplocheila polita periplaneta americana blatta orientalis paederus fuscipes gryllotalpa orientalis lisarda pallidispina berosus picromerus bidens 10 6 2 4 3 8 2 1 5 5 2 7 3 1 2 jumlah 26 29 6 61 perbedaan jumlah serangga yang ditemukan di masing-masing stasiun dipengaruhi oleh kondisi lingkungannya yakni suhu maupun ph tanah. pada tabel 1 tampak bahwa jumlah serangga yang ditemukan tidak berbeda secara signifikan pada stasiun i dan ii, tetapi perbedaan yang cukup mencolok pada stasiun iii. hal ini cukup rasional dengan memperhatikan kondisi lingkungan pada ketiga stasiun tersebut. berdasarkan pengukuran menggunakan termometer tanah diperoleh suhu pada stasiun i, ii, dan iii adalah 19 ºc, 20 ºc, dan 28 ºc secara berturut-turut (tabel 2). statisun i dan ii memiliki suhu yang relative sama karena kondisi area yang juga mirip yaitu sangat rimbun dengan pohon-pohon dan tanaman bungabunga maupun rumput di sekelilingnya. sedangkan pada stasiun iii memiliki suhu yang cukup signifikan berbeda dengan dua stasiun yang lain dengan perbedaan delapan sampai sembilan derajad. hal ini disebabkan kondisi lingkungan yang juga berbeda. pada stasiun iii letak pohon berjajar di pinggir area dengan jarak yang relatif jauh dan rerumputan yang tidak terlalu tinggi. suhu lingkungan memiliki pengaruh yang besar terhadap metabolisme maupun pernafasan pada serangga yang pada gilirannya juga akan berpengaruh pada pertumbuhan dan perkembangnnya. suhu optimum bagi metabolisme dan pernafasan pada serangga adalah ±20 ºc (neven, 2000; nicholson (1934) dalam abdullah, 1961). hal ini sejalan dengan hasil penelitian dixon dkk (2009) yang membuktikan bahwa pada kisaran suhu 12 – 30 ºc, frekwensi terbanyak serangga ada pada suhu 20 ºc. sama halnya dengan suhu, ph tanah juga memiliki pengaruh signifikan terhadap hidup serangga. hasil pengukuran ph pada ketiga stasiun menunjukkan bahwa tidak terdapat perbedaan ph yang cukup signifikan antara ketiganya yakni berkisar pada ph 6 (tabel 2). hal ini menunjukkan bahwa area pengamatan termasuk dalam kategori sedikit asam karena ph di bawah 7. kondisi asam ini dipengaruhi oleh kadar air tanah, bahan organik, kandungan k dan ca lebih tinggi (rahmawaty, 2000). akan tetapi, ph ini cukup bagus dalam menunjang kehidupan serangga. jenis serangga yang ditemukan di lokasi penelitian pada semua stasiun merupakan kelompok serangga yang tergolong asidofil, yaitu serangga yang tahan akan keadaan asam sehinngga semakin jelas keterdukungan hidup serangga di area tersebut. tabel 2. data hasil pengukuran parameter lingkungan no. stasiun suhu tanah ºc ph tanah 1 i 19 6,3 2 ii 20 6,2 3 ii 28 6 jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 193 berdasarkan kondisi lingkungan yang ada, keanekaragaman serangga yang hidup di sana pun juga berbeda. keanekaragaman serangga permukaan tanah pada setiap stasiun disajikan pada tabel 3. tabel 3. keanekaragaman serangga permukaan tanah no. lokasi nama spesies pi ln pi keanekaragaman 1. stasiun i diplocheila polita periplaneta sp blatta orientalis paederus fuscipes gryllotalpa orientalis lisarda pallidispina berosus picromerus bidens -0.2936 -0.2222 -0.7272 -0.4167 0 0 0 0 1.6597* 2. stasiun ii . diplocheila polita periplaneta sp blatta orientalis paederus fuscipes gryllotalpa orientalis lisarda pallidispina berosus picromerus bidens -0.375 -0.4444 -0.1818 -0.4167 0 0 0 0 1.4179 3. stasiun iii diplocheila polita periplaneta sp blatta orientalis paederus fuscipes gryllotalpa orientalis lisarda pallidispina berosus picromerus bidens 0 -0.3333 -0.0909 -0.1667 0 0 0 0 0.5906 keterangan : (*) : nilai keanekaragaman tertinggi berdasarkan tabel 3 diketahui bahwa nilai keanekaragaman tertinggi terdapat pada stasiun i yaitu 1.6597, diikuti oleh stasiun ii dengan nilai 1.4179 dan stasiun iii dengan nilai 0.5906. melihat nilai ph yang tidak terlalu berbeda secara signifikan, kemungkinan pengaruh yang cukup besar adalah perbedaan suhu sebagaimana telah dijelaskan sebelumnya. suhu tanah merupakan salah satu faktor fisika tanah yang sangat menentukan kehadiran dan kepadatan organisme tanah, karena suhu tanah akan menentukan tingkat dekomposisi material organik tanah yang menjadi sumber nutrisi bagi serangga. selain itu, berbagai jenis tumbuh-tumbuhan yang ada di area stasiun juga menjadi penentu keanekaragaman serangga. sebagaimana khadijah dkk (2013) menyebutkan dalam laporannya bahwa keanekaragaman vegetasi dalam suatu area secara langsung berpengaruh terhadap keanekaragaman spesies dan keberlimpahan serangga pada daerah tersebut. perbedaan kondisi lingkungan juga akan secara otomatis mempengaruhi beberapa indikator karakteristik populasi yang lain mencakup kepadatan absolut dan relatif, frekwensi absolut dan relatif, kelimpahan, serta indeks nilai pentingnya (tabel 4). jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 194 tabel 8. nilai kepadatan absolut (ka), kepadatan relatif (kr), frekuesi absolut (fa), dan freuesi relati (fr), kelimpahan, dan indeks nilai penting (inp) serangga permukaan tanah no. lokasi nama spesies ka kr fa fr kelim pahan (inp) (%) 1. stasiun i diplocheila polita periplaneta americana blatta orientalis paederus fuscipes gryllotalpa orientalis lisarda pallidispina berosus picromerus bidens 8.33 1.67 6.67 4.17 0.00 0.00 0.83 0.00 0.38 0.08 0.31 0.19 0.00 0.00 0.04 0.00 0.19 0.04 0.15 0.15 0.00 0.00 0.04 0.00 0.33 0.07 0.26 0.26 0.00 0.00 0.07 0.00 10.00* 2.00 8.00 5.00 0.00 0.00 1.00 0.00 0.71** 0.15 0.57 0.45 0.00 0.00 0.11 0.00 2. stasiun ii . diplocheila polita periplaneta americana blatta orientalis paederus fuscipes gryllotalpa orientalis lisarda pallidispina berosus picromerus bidens 5.00 3.33 1.67 4.17 6.67 0.00 2.50 0.00 0.21 0.14 0.07 0.18 0.28 0.00 0.12 0.00 0.11 0.07 0.07 0.11 0.19 0.00 0.07 0.00 0.18 0.11 0.11 0.18 0.31 0.00 0.11 0.00 6.00 4.00 2.00 5.00 7.00* 3.00 0.00 2.00 0.39 0.25 0.18 0.36 0.59** 0.00 0.23 0.00 3. stasiun iii diplocheila polita periplaneta americana blatta orientalis paederus fuscipes gryllotalpa orientalis lisarda pallidispina berosus picromerus bidens 0.00 2.50 0.83 1.67 0.00 0.00 0.00 0.00 0.00 0.50 0.17 0.33 0.00 0.00 0.00 0.00 0.00 0.07 0.04 0.07 0.00 0.00 0.00 0.00 0.00 0.39 0.22 0.39 0.00 0.00 0.00 0.00 0.00 3.00* 1.00 2.00 0.00 0.00 0.00 0.00 0.00 0,89** 0.39 0,72 0.00 0.00 0.00 0.00 keterangan: (*) kelimpahan serangga permukaan tanah tertinggi (**) indeks nilai penting (inp) serangga permukaan tanah tertinggi indeks nilai penting (inp) adalah indeks kepentingan yang menggambarkan pentingnya peranan suatu jenis vegetasi dalam ekosistem. apabila inp suatu jenis bernilai tinggi, maka jenis itu sangat mempengaruhi kestabilan ekosistem tersebut. inp ini berfungsi untuk menentukan dominansi jenis populasi dengan jenis populasi lainnya, karena dalam suatu komunitas yang bersifat heterogen data parameter vegetasi sendirisendiri dari nilai frekuensi, kerapatan dan dominasinya tidak dapat menggambarkan secara menyeluruh, maka untuk menentukan nilai pentingnya, yang mempunyai kaitan dengan struktur komunitasnya dapat diketahui dari indeks nilai pentingnya (fachrul, 2012). berdasarkan tabel 4 dapat diketahui bahwa indeks nilai penting tertinggi pada stasiun i penelitian adalah dari jenis diplocheila polita yaitu 0,71 %, kemudian serangga permukaan tanah yang mempunyai indeks nilai penting tertinggi pada stasiun ii yaitu dari jenis gryllotalpa orientalis dengan nilai 0,59 %, sedangkan serangga permukaan tanah yang mempunyai indeks nilai penting tertinggi pada stasiun iii yaitu dari periplaneta americana dengan nilai 0,89 %. yang artinya bahwa ke-3 spesies yang memiliki nilai tertinggi setiap stasiun tersebut mendominasi di lokasi penelitian. indeks nilai penting dikatakan tinggi apabila berkisar antara 0-3 (atau 300%), dari hasil penelitian diperoleh indeks nilai penting tertinggi yaitu 0,71 % artinya dominansi yang terjadi pada lokasi penelitian tentang serangga permukaan tanah di arboretum sumber brantas batumalang yaitu dalam kategori rendah (soegianto, 1994). suatu jenis hewan serangga permukaan tanah dikatakan melimpah apabila dibandingkan dengan jenis lainnya jika mengkonsumsi makanan lebih banyak, menempati lebih banyak file:///h:/candra%20virgiawan/isi.doc%23_enref_17 file:///h:/candra%20virgiawan/isi.doc%23_enref_57 jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 195 tempat untuk reproduksi dan lebih memerlukan banyak ruang, sehingga pengaruhnya lebih besar, hal ini diperjelas menurut suwondo (2007) bahwa ketersediaan makanan dapat menentukan kepadatan sehingga berpengaruh indeks nilai penting. indeks nilai penting dikatakan tinggi (mendominansi) berarti secara ekologi hewan tersebut berhasil dan mampu menjaga kondisi yang diperlukan untuk pertumbuhan hidupnya. suatu jenis yang lebih melimpah dibandingkan jenis lainnya akan mengkonsumsi makanan lebih banyak, menempati lebih banyak tempat untuk reproduksi dan lebih memerlukan banyak ruang, sehingga pengaruhnya lebih besar. sebaliknya jika indeks nilai penting dikatakan rendah berarti memiliki jenis tunggal atau suatu kelompok jenis yang mendominasi lingkungan. pemanfaatan hasil penelitian sebagai dasar pembuatan flipchart pada penelitian ini ditemukan 8 jenis yang tergolong pada 4 ordo yang ada. penggunaan hasil penelitian sebagai dasar pembuatan sumber belajar flipchart untuk sma kelas x yang menurut djohar dalam nurcahyono (2004), bahwa pemanfaatan obyek atau hasil penelitian yang digunakan sebagai sumber belajar perlu memperhatikan syarat-syarat sebagai berikut : 1. kejelasan potensi hasil penelitian yang digunakan sebagai sumber belajar harus jelas dan sesuai dengan kompetensi inti (ki) dan kopetensi dasar (kd). sehingga diperlukan analisis ki dan kd untuk mengkaitkan hasil penelitian dengan materi pembelajaran biologi. dari penelitian serangga permukaan tanah di arboretum sumber brantas batu-malang didapatkan berbagai macam jenis serangga permukaan tanah dengan berbagai ordo, sehingga dapat dikaitkan dengan kd sma kelas x , kd 4.2 yang berisi tentang “menyajikan hasil identifikasi usulan upaya pelestarian keanekaragaman hayati indonesia berdasarkan hasil analisis data ancaman kelestarian berbagai keanekaragaman hewan dan tumbuhan khas indonesia yang dikomunikasikan dalam berbagai bentuk media informasi”. 2. kejelasan sasaran hasil penelitian yang digunakan sebagai sumber belajar harus memiliki yang tepat untuk siapa dan untuk apa sumber belajar itu digunakan. dan sumber belajar yang akan dibuat ini nantinya digunakan untuk siswa sma kelas x. 3. kesesuaian tujuan hasil penelitian yang digunakan sebagai sumber belajar harus sesuai dengan tujuan dalam pembelajaran. tujuan pembelajaran untuk kd ini diharapkan siswa dapat mendiskripsikan ciri-ciri serangga beserta mengidentifikasi. penelitian ini menghasilkan informasi tentang berbagai jenis serangga permukaan tanah khususnya baik dari segi ciri-ciri dan klasifikasinya, sehingga dengan hasil ini siswa mampu mendiskripsikan ciri-ciri serangga permukaan tanah dan mengidentifikasi serangga permukaan tanah yang diamati di lokasi penelitian. flip chart dijadikan sebagai media penyampai pesan pembelajaran secara langsung dan menjadikan percepatan ketercapaian tujuan dengan menghemat waktu bagi guru untuk menulis atau menggambar di papan tulis. 4. kejelasan informasi yang dapat diungkap hasil penelitian yang digunakan sebagai sumber belajar harus memiliki informasi / materi yang jelas dan kemudian diungkap dan disampaikan melalui sumber belajar. informasi harus sesuai dengan ki dan kd yang telah dijelaskan sebelumnya. informasi yang akan disampaikan dari hasil penelitian ini adalah berbagai jenis serangga permukaan tanah yang ada di arboretum sumber brantas batu-malang dan menganalisis keanekaragamannya. 5. kejelasan pedoman eksplorasi dari hasil penelitian yang digunakan sebagai sumber belajar harus dapat digunakan baik maupun siswa file:///e:/ngantor/jpbi/jpbi%20volume%202%20nomor%202/skripsi%20anak2/2/isi/bab%20iv.docx%23_enref_75 jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 196 sebagai bahan untuk mengembangkan pengetahuannya. adanya serangga di lingkungan sekitar dapat menambah pengetahuan siswa tentang berbagai jenis serangga permukaan tanah. dengan adanya sumber belajar dapat membantu siswa dalam melakukan pengamatan, sehingga siswa dapat mengidentifikasi dan menyebutkan ciri-ciri dari jenis insekta serangga permukaan tanah yang mereka amati. kejelasan dari eksplorasi ini nantinya dapat ditunjukkan oleh siswa melalui pengamatan dengan bantuan sumber belajar flipchart, melakukan pembahasan ciri-ciri untuk di klasifikasi. 6. kejelasan hasil yang diharapkan adanya sumber belajar dengan mengangkat materi dari hasil penelitian, maka diharapkan sumber belajar tersebut membantu siswa dalam memahami materi. selain itu, penyajiannya yang menarik akan membuat siswa menjadi lebih antusias, bisa juga digunakan di dalam maupun di luar kelas, dan juga meningkatkan aktivitas belajar siswa jika dikelola dengan benar. siswa akan lebih mudah dalam mempelajari suatu konsep ipa/biologi baik yang berupa proses maupun penalaran. hasil penelitian ini meliputi ciri-ciri serta identifikasi jenisjenis serangga permukaan tanah yang sangat berhubungan langsung pada lingkungan, sehingga siswa menjadi lebih tertarik dan termotivasi untuk mempelajari materi tersebut, sehingga harapannya dapat meningkatkan prestasi belajar siswa. dari penjelasan syarat pemanfaatan hasil penelitian sebagai sumber belajar diatas, maka dari hasil penelitian serangga di arboretum sumber brantas dapat dimanfaatkan sebagai sumber belajar, yang dapat dijadikan sumber bagi siswa dalam belajar. sumber belajar ini dibuat dalam bentuk flipchart yang memiliki bentuk kecil yaitu sekitar 21 cm x 28 cm dan dalam ukuran besar 50 x 75 cm. dari penjelasan syarat diatas hasil penelitian dapat dimanfaatkan sebagai sumber belajar untuk sma kelas x dengan kompetensi dasar sebagai berikut: kd 4.2 menyajikan hasil identifikasi usulan upaya pelestarian keanekaragaman hayati indonesia berdasarkan hasil analisis data ancaman kelestarian berbagai keanekaragaman hewan dan tumbuhan khas indonesia yang dikomunikasikan dengan berbagai bentuk media informasi. sumber belajar adalah semua sumber baik berupa data, orang dan wujud tertentu yang dapat digunakan oleh peserta didik dalam belajar, baik secara terpisah maupun secara terkombinasi sehingga mempermudah peserta didik dalam mencapai tujuan belajar atau mencapai kompetensi tertentu (ririn, 2013). menurut mulyasa (2002), sumber belajar dapat dirumuskan sebagai segala sesuatu yang dapat memberikan kemudahan dalam memperoleh sejumlah informasi, pengetahuan, pengalaman dan keterampilan dalam proses belajar mengajar. berdasarkan beberapa pengertian di atas, dapat disimpulkan bahwa sumber belajar bias meliputi segala sesuatu yang digunakan untuk memfasilitasi belajar, serta dapat digunakan oleh peserta didik untuk mempermudah dalam proses pembelajaran. serta menunjukkan bahwa pada hakikatnya sumber belajar begitu luas dan juga kompleks, lebih dari sekedar media pembelajaran. segala hal yang sekiranya diprediksikan akan mendukung dan dapat dimanfaatkan untuk keberhasilan pembelajaran dapat dipertimbangkan menjadi sumber belajar. flipchart adalah lembaran-lembaran kertas menyerupai kalender berukuran 50x75cm, atau ukuran lebih kecil 21x28cm sebagai flipbook yang disusun dalam urutan yang diikat pada bagian atasnya. flipchart dapat digunakan sebagai media penyampai pesan pembelajaran. flipchart secara umum dibagi menjadi dua sajian, pertama flipchart yang hanya berisi lembaranlembaran kertas kosong yang siap diisi dengan pesan pembelajaran. kedua, flipchart yang berisi pesan-pesan pembelajaran yang telah disiapkan sebelumnya yang isinya bisa berupa jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 188-197) ovy dwi rachmasari dkk, keanekaragaman serangga permukaan 197 gambar, teks, grafik, bagan, dan lain-lain. membuat flipchart diperlukan tahap-tahap seperti: membuat alat penyangga dari kayu, kemudian mengumpulkan gambargambar yang relevan dengan tujuan, menuliskan pesan pada kertas atau kalau perlu objek gambar yang sudah ada misalnya dari koran atau majalah yang dapat ditempelkan, diatur komposisinya. materi yang disajikan pada media flipchart tidak dalam bentuk uraian panjang, melainkan dengan menggunakan kalimat majemuk seperti halnya pada buku teks namun materi disarikan dan diambil pokok-pokoknya (nurseto, 2011). gambar 1. media sumber belajar flipchart sumber belajar flipchart ini dapat digunakan oleh guru/pendidik yang nantinya agar mempermudah proses pembelajaran pada materi keanekaragaman hayati indonesia. isi dari sumber belajar ini memiliki topik yaitu serangga permukaan tanah yang meliputi karakteristik antaralain pengenalan serangga, klasifikasi ilmiah dan taksonomi, pengawetan hewan, peranan serangga dan masih banyak lagi didalamnya. selain hal tersebut di atas di dalam flipchart ini juga tersusun gambargambar serangga permukan tanah beserta klasifikasi ilmiahnya yang menarik, sehingga siswa/siswi tidak jenuh atau bosen melihat dan mempelajari materi tersebut. daftar rujukan abdullah, m., 1961. behavioural effects of temperature on insects. ohio journal of science (ohio academy of science) (61): 4. borror, donold j.1992.pengenalan pelajaran serangga.yogyakarta.gadjah mada university press. dixon, a.f.g., alois h., petr k., mohammed a. a. k., arnost l. s., vojtech j. 2009. relationship between minimum and maximum temperature thresolds for development in insects. functional ecology (23): 257-264. neven, l. g. 2000. psycological responses of insect to heat. postharvest biology and technology 21 (2000): 103-11 patang, fatmawati. 2010. keanekaragaman takson serangga dalam tanah pada areal hutan bekas tambang batubara pt. mahakam sumber jaya desa separi kutai kartanegara – kalimantan timur. issn 1829-7226 bioprospek volume 7 nomor i.skripsi.samarinda. soegianto, agus. 1994. ekologi kuantitatif. usaha nasional. surabaya author index ahmad fauzi 238 aidil adhani 222 anthony kudjo donkor 214 apita ariyani 258 askrening 258 azure love lariba 214 dea diella 208 dwi ari budiretnani 266 fadhlan muchlas abrori 222 fitri wijarini 194 heni wagiyanti 232 moch assiddieq 202 mohamad amin 254 muhammad mustofa yusuf 254 mumun nurmilawati 266 nengsih juanengsih 248 nugrahaningsih 254 rasuane noor 232 resha maulida 248 ryan ardiansyah 208 satya darmayani 202, 258 shefa dwijayanti ramadani 238 silfia ilma 194 sri ratna dewi 266 wirapati kudonowarso 202 yuke mardiati 248 subject index a activated charcoal 202, 203, 205, 206 animation video 254, 255, atlas 222, 223, 224, 225, 226, 227, 228, 229 authentic-based research 238, 244 b bacteriology 258, 263, basic school 214, 215, 216, 220 bioremediation 195 bod 202, 203, 204, 205, 206 c cod 202, 203, 204, 205, 206 competency-based curriculum 195 d discovery learning 266, 267, 270 drosophila 238, 239 e eco-friendly energy 195 environmental education 194 f fern venation pattern 222 g genetic project 239, 240, genetics course 238, 239, 240, 243, 244, 245 genetics learning 238, 239, ghana 214, 215, 216, 217, 218, 219, 220 h hand sanitizer 259, 260, 261, 262, 263 instructional media 254, 255, 256 j junior high school 266, 267, just in time teaching 248, 249 l learning material 254, 255, 256 liquid soap 258, 259, 260, 261, 262, 263 local potency 198, 199, m microscopic observation 232, n natural dye 232, 233, 235, p plant anatomy 208, 209, 211 polypodiales 222, 223, 224, 225, 229 practical guide 232, 233, pre-service biology student 208, 209, 210, 211 p problem solving learning 248, 249, 250, 251, 252 q quantitative indicator 208, 211, quantitative literacy 208, 209, 210, 211 r red dragon fruit 232, 233, 235 s science process skills 246, 249, 250, 252, scientific literacy 266, 267, 268, 270 scientific skills 266 sex education 214, 215, 216, 217, 218, 219, 220 silica sand 202, 203, 204, 205, 206 staining prepared slide 232 t teenage pregnancy 214, 215, 216, 217, 218, 219, 220 teenager 214, 215, 217, 219, 220 textbook 195, 194, 223, 226, total number of bacteria 258, 259, 260, 262, 263 tss 202, 203, 204, 205, 206 w waste treatment 203, z zeolit 202, 203, 204, 205, 206 jpbi reviewer volume 3 issue 3 the all manuscripts issued in volume 3 issue 3 have undergone peer review by the following reviewers. dr. lina listiana, m.kes (university of muhammadiyah surabaya), indonesia assoc. prof. dr. muhammad faizal a. ghani (university of malaya), malaysia dr. moch. agus krisno b., m.kes (university of muhammadiyah malang), indonesia dr. sukarsono, m. si. (university of muhammadiyah malang ), indonesia dr. iin hindun, m.kes. (university of muhammadiyah malang), indonesia dr. baiq fatmawati, m.pd. (university of hamzanwadi ), indonesia dr. marheny lukitasari, m.pd. (university of pgri madiun ), indonesia dr. poncojari wahyono, m.kes. (university of muhammadiyah malang ), indonesia dr. anggi tias pratama, m.pd (islamic state university of north sumatra), indonesia dr. yuni pantiwati, m.m., m.pd. (university of muhammadiyah malang), indonesia dr. abdulkadir rahardjanto, m.si. (university of muhammadiyah malang), indonesia dr. didimus tanah boleng, m.kes. (university of mulawarman), indonesia dr. agus susanto, m.si. (university of muhammadiyah metro), indonesia dr. sri murni soenarno, m.si ( indraprasta pgri university), indonesia dr. akhmad sukri, m.pd (ikip mataram), indonesia dr. suhirman, m.pd. (islamic state university of mataram), indonesia dr. eko susetyarini, m.si. (university of muhammadiyah malang), indonesia dr. andreas priyono budi prasetyo, m.ed. (semarang state university), indonesia dr. ainur rofieq, m.kes. (university of muhammadiyah malang), indonesia we appreciate the reviewers’ contribution to the quality of the work we published in jpbi volume 3 issue 3 javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2650') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/jpbi/about/editorialteambio/2649') jurnal pendidikan biologi indonesia (jpbi) has been indexed by: 1. doaj (directory of open acces journals) 2. ipi (indonesian publication index) 3. crossref 4. google scholar 5. sinta (science and technology index) 6. moraref 7. general impact factor 8. base 9. academic research index 10. academic keys 11. scientific index 12. indonesia onesearch 13. eric institute of education science 14. ebsco 15. index copernicus 16. sherpa/romeo 17. neliti https://doaj.org/toc/2527-6204?source={"query":{"filtered":{"filter":{"bool":{"must":[{"term":{"index.issn.exact":"2527-6204"}},{"term":{"_type":"article"}}]}},"query":{"match_all":{}}}},"from":0,"size":100} http://id.portalgaruda.org/?ref=browse&mod=viewjournal&journal=7984 http://search.crossref.org/?q=jurnal+pendidikan+biologi+indonesia&page=2 https://scholar.google.co.id/citations?user=gdhwbquaaaaj&hl=en http://sinta1.ristekdikti.go.id/?ref=journal&mod=profile&journal=7984 http://moraref.or.id/browse/index/805 http://generalimpactfactor.com/jdetails.php?jname=jurnal pendidikan biologi indonesia https://www.base-search.net/search/results?lookfor=dccoll:ftunivmmalangojs+url:jpbi&refid=dclink http://journalseeker.researchbib.com/view/issn/2527-6204 https://socialsciences.academickeys.com/jour_main.php http://www.sindexs.org/journallist.aspx?id=3510 http://onesearch.id/search/results?lookfor=jurnal+pendidikan+biologi+indonesia+jpbi&type=allfields&page=3 18. oclc worldcat 19. journaltocs 20. scilit 21. civilica 22. drji (directory of research journal indexing) http://generalimpactfactor.com/jdetails.php?jname=jurnal%20pendidikan%20biologi%20indonesia http://generalimpactfactor.com/jdetails.php?jname=jurnal%20pendidikan%20biologi%20indonesia https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs+url%3ajpbi&refid=dclink https://www.base-search.net/search/results?lookfor=dccoll%3aftunivmmalangojs+url%3ajpbi&refid=dclink 1 vol. x no. y, 20xy; pp. xx-yy p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: dd/mm/yyyy revised: dd/mm/yyyy accepted: dd/mm/yyyy jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: antika, r. n. & nawawi, s. (2017). the effect of project based learning model in seminar course to student’s creative thinking skills. jurnal pendidikan biologi indonesia, 3(2), 72-79. https://doi.org/10.22219/jpbi.vxiy.xxxx jpbi manuscript guidelines (the title describes the conducted research, times new roman, font size 12, single line spacing, 0 pt after spacing) first author name*, second author name, and so on (at least 2 authors; times new roman, font size 11, bold, single line spacing) affiliated institution (department, faculty, university) *corresponding e-mail: (corresponding author doesn’t mean only the main author, times new roman, font size 11, single line spacing, 0 pt after spacing) abstract (times new roman, font size 10, bold, single line spacing, 0 pt before and after spacing) abstract, which comprised of approximately 200 words, provides a brief description of research problems, aims, method used, and results. it emphasizes research results in which writen in single line spacing with left and right margin are 0.5 cm narrower than main text. 3 to 5 keywords must be written to describe the research scope observed as well as the main terms undergirding the research. these keywords can be single and/or combined words. keywords: content, format, manuscript © 20xy department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the introduction comprise of: (1) research problem; (2) insight and problem solve planning; (3) research aims; (4) summary of theoretical studies related to the observed problems. this section could also provides the expected results. the introduction must be written in single line spacing. this template format was made in ms word (.doc) which then been saved in rich text format (.rtf) and can be downloaded in http://ejournal.umm.ac.id/index.php/jpbi. it enables the authors to prepare their manuscripts which meet the jpbi conditions properly. the body articles must be written in times new romant, font size 11, 0 pt before spacing, and 0 pt after spacing. method basicly, this section describes the way the research was done. the main materials must be written here: (1) research design; (2) population and samples; (3) sample collection techniques and instrumental development; (4) data analysis techniques. the specification and type of tools and materials must be written in case the researches have been conducted by using them. the qualitative research, such as classroom action research, case studies, and so forth, need to mention the researcher attendance, research subject, and participated informants, as well as the methods used to explore the data, research location, research duration, and the description of research results validation. it is suggested that the authors avoid to organize the article content into the smaller parts than second subheading in this section. however, in case of unavoidable factors, the writing style must follow the “results and discussion” section. results and discussion this section is the main part of the research result article in which the “fix” results are served. the data analysis processes, such as statistical computing and hypothesis testing, are not necessary to be served. the materials reported are the analysis results and hypothesis testing results. in addition, tables and graphics are also can be showed to enunciate the verbal narration. tables and images must be given a comment or http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 https://doi.org/10.22219/jpbi.v3i1.3905 author & author or author et al. / jurnal pendidikan biologi indonesia / vol (no) (year) pp. xx-yy 2 fourth to five first words of the title …. instead of inserting images or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. discussion. the details of qualitative research written in some sub-topics which directly related to the focused category. the discussion of article aims to: (1) answer the problems and research questions; (2) show the ways the findings obtained; (3) interpret the findings; (4) relate the finding results to the settledknowledge structure; (5) bring up new theories or modify the exist theories. research results must be clearly concluded in answering the research questions. interpretting the findings should be done by using logics and present theories. the findings in form of facts found in the research fields are integrated to previous researches or present theories. this must be supported by reliable references. in case the researchers bring a new theories, the old theories can be confirmed or rejected, or modify the old theories. in some cases, it is unavoidable to organize an article by making sub-headings. thus, this is the format to write jpbi manuscripts with sub-headings. in this section, there are specific rules which cannot be separated in an articles. abbreviations and acronyms the extensions of common abbreviation, such as ieee, si, mks, cgs, sc, dc, and rms are not necessity to be described. however, it is curcial to give the extension for uncommon abbreviations or acronyms which made by authors. for instance: oidde (orientation, identify, discussion, decision, and engage in behaviour) learning model can be used to train mastering solving problem skills. it is suggested to not using abbreviation or acronyms in the manuscript title, unless unavoidable. units units in articles must be written by considering the below conditions. 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e-issn: 2527-6204) (halaman 258-264) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 andri rudi yanto et al, seduhan jahe sebagai antidiabetes 258 seduhan jahe (zingiber officinale rosce.) dalam menurunkan kadar glukosa darah tikus model diabetes tipe-2 (niddm) sebagai sumber belajar biologi steeping of ginger (zingiber officinale rosce) lowers blood glucose in rat model type-2 diabetes (niddm) as a learning resource biology andri rudi yanto 1 , nurul mahmudati 2 , rr. eko susetyorini 3 1,2,3 program studi pendidikan biologi, fkip umm malang jalan raya tlogomas no. 246, 65114, telp. 034-646318 e-mail korespondensi: andrirudiyanto@gmail.com, abstrak hiperglikemik merupakan salah satu gejala dm yang ditandai dengan meningkatnya konsentrasi gula darah dan pengeluaran glukosa yang disertai dengan gangguan metabolisme karbohidrat, penyakit ini masih banyak di indonesia. obat antidiabetes kebanyakan dapat memberikan efek samping yang tidak diinginkan, maka banyak para ahli yang meramu pengobatan tradisional untuk dm yang memberikan efek aman. penelitian ini bertujuan untuk mengungkap potensi keanekaragaman hayati rimpang jahe sebagai obat antidiabetes yang dalam bentuk seduhan pada tikus yang diinduksi stz. jenis penelitian adalah true experiment design. tikus dibagi menjadi 4 kelompok, yaitu kelompok normal, kelompok positif (stz), kelompok stz + seduhan jahe 1g/kgbb, dan kelompok stz + seduhan jahe 3g/kgbb. hasil penelitian menunjukkan ada pengaruh seduhan jahe sebagai obat antidiabetes pada tikus induksi stz. rerata kadar glukosa darah tertinggi pada kelompok positif (stz) dan kadar glukosa darah terendah pada kelompok stz + seduhan jahe 1g/kgbb. penelitian ini dimanfaatkan sebagai sumber belajar berupa poster ilmiah sebagai bahan acuan untuk guru dalam pembelajaran biologi materi upaya keanekaragaman hayati dan pemanfaatannya. kata kunci: dm, jahe, zingiber, streptozotocin, seduhan abstract hyperglycemic is one of the symptoms of diabetes characterized by increased concentrations of blood sugar and glucose expenditure accompanied by impaired metabolism of carbohydrates, this disease is still massive in indonesia. most antidiabetic drugs can provide undesirable side effects, many experts are concocting traditional treatment for diabetes are on safe securities. this study aims to reveal the potential of biodiversity ginger as an antidiabetic drug that form steeping in rats induced by stz. this type of research is true experiment design. rats were divided into 4 groups, normal group, positive group (stz) stz + steeping ginger group of 1 g/kgbw, and a group of stz + steeping ginger 3g /kgbw. results showed no effect of steeping ginger as an antidiabetic drug in mice induction of stz. the mean blood glucose levels highest in the positive group (stz) and lowest blood glucose levels in stz + steeping ginger group of 1 g/kgbw. reaseach that it was used as a source of a learning of scientific poster as a reference teacher in learning biology matte efforts biodiversity and its use. keywords: dm, ginger, zingiber, streptozotocin, steeping prevalensi penyakit diabetes di dunia lebih kurang diperkirakan mencapai 382 juta. sekitar 316 juta diperkirakan dengan gangguan glukosa toleransi yang tinggi. dikhawatirkan peningkatan jumlah jiwa akibat penyakit diabetes mencapai 471 juta jiwa pada tahun 2035 (idf, 2013). peningkatan jumlah penderita diabetes tersebut diakibatkan karena kegemukan (overweight) atau obesitas. menurut (kemkes, 2009) jumlah pengidap penyakit diabetes mellitus di indonesia sekarang mencapai 14,7% pada tahun 2007 dan 21,3 juta jiwa pada tahun 2030. indonesia berada diurutan keempat dengan jumlah penyandang penyakit diabetes mellitus di dunia (sumangkut et al., 2013). diabetes mellitus merupakan gangguan metabolik yang ditandai dengan meningkatnya konsentrasi gula darah dan mailto:andrirudiyanto@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 258-264) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 andri rudi yanto et al, seduhan jahe sebagai antidiabetes 259 pengeluaran glukosa dalam urin (adeyi, 2012). dm ini dipengaruhi oleh dua faktor yaitu faktor genetik dan faktor lingkungan. salah satunya kegemukan yang menyebabkan kondisi hiperglikemik. kondisi hiperglikemia akan menyebabkan stres oksidatif yang dapat memperburuk dan memperparah pembentukan ros (reactive oxygen species). aktifitas fisik yang kurang disertai dengan mengkonsumsi makanan yang tidak sehat seperti tinggi lemak/karbohidrat, kurangnya makanan yang mengandung serat dapat memicu kegemukan dan obesitas. interaksi kedua faktor tersebut dapat mempercepat terjadinya diabetes tipe-2 (kohei, 2010). diabetes mellitus tipe 2 dapat diartikan sebagai gangguan metabolik yang ditandai dengan naiknya gula darah akibat penurunan sekresi insulin pada pankreas (fatimah, 2015). penderita diabetes tipe 2 ini terjadi akibat produksi insulin pada sel beta pankreas berkurang atau tidak mampu mensekresi, akibatnya glukosa tidak bisa masuk ke jaringan (ndraha, 2014), oleh karena itu terjadinya resistensi insulin mengakibatkan penurunan insulin yang dapat menyebabkan glukosa tidak tersekresi dengan baik. akibatnya pankreas akan mengurangi rangsangan untuk mensekresikan insulin. penggunaan obat herbal dalam mempertahankan kesehatan sudah lama diketahui. indonesia juga merupakan salah satu negara dengan keanekaragaman hayati yang tinggi, lebih kurang 1000 spesies tanaman diperkirakan dapat dimanfaatkan sebagai bahan baku obat-obatan tradisional. banyak jenis tanaman yang dipercaya dapat mengobati antidiabetes. beberapa riset mengenai tanaman antidiabetes sudah sering dilakukan, wulandari (2010) menyatakan ekstrak bawang merah dapat menurunkan kadar glukosa darah pada tikus hiperglikemia secara bermakna. pemberian ekstrak etanol umbi ketela rambat pada dosis 67,5 mg/kgbb dapat menurunkan kadar glukosa darah pada mencit (akrom, 2014). sugiyanta (2010) dalam tesisnya mengatakan ekstrak air kulit semangka dapat menurunkan kadar glukosa serum dan trigliserid tikus. penggunaan minuman jahe sebagai bahan pangan sebenarnya sudah lama dilakukan diberbagai negara berkembang. indonesia merupakan salah satu negara yang memanfaatkan jahe sebagai bahan pangan bumbu dan minuman sudah menjadi kebiasaan turun temurun. beberapa riset mengatakan bahwa jahe merupakan sumber antioksidan yang baik dan meningkatkan aktivitas antioksidan (adel et al., 2010). menurut djama’an, et al (2012) pemberian jahe dalam bentuk perasan dapat menurunkan kadar glukosa darah. kandungan senyawa dari jahe yang utama adalah minyak atsiri dan non atsiri. senyawa yang diduga sebagai antidiabetik pada rimpang jahe adalah gingerol, shogaol, paradol, fenol, dan zingeron yang merupakan derivat dari flavonoid. kandungan fenol total beberapa bahan alami dengan metode ekstraksi menggunakan metanol antara lain jahe 84,23 mggae/100g, mengkudu 43,04 mggae/100g, bawang merah 37,88 mggae/100g, bawang putih 31,26 mg gae/100g, pisang 27,12 mggae/100g, tomat 24,86 mggae/100g (kusumaningati, 2009). berbagai kadar kandungan fenol tersebut kandungan fenol total jahe yang paling tinggi. data pengujian fenol mahmudati (2015) menunjukkan kandungan fenol seduhan jahe iris 26,18 mggae/25g dan geprek 12,11 mggae/25g. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 258-264) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 andri rudi yanto et al, seduhan jahe sebagai antidiabetes 260 permasalahan ini berkaitan dengan konsep yang diajarkan pada siswa sekolah menengah atas (sma) kelas x semester 1, materi “upaya keanekaragaman hayati indonesia dan pemanfaatannya” pada kd 4.2 yaitu “menyajikan hasil identifikasi usulan upaya pelestarian keanekaragaman hayati indonesia berdasarkan hasil analisis data ancaman kelestarian berbagai keanekaragaman hewan dan tumbuhan khas indonesia yang dikomunikasikan dalam berbagai bentuk media informasi”. pencapaian materi tersebut dapat dikembangkan dengan berbagai cara, salah satunya dengan melakukan inovasi pembelajaran berupa sumber belajar dengan menggunakan poster sebagai acuan dan referensi tambahan guru/ peneliti dalam proses pembelajaran dan penelitian. menurut adisukma (2012), poster ilmiah merupakan bentuk karangan/ ringkasan yang berisi analisis suatu fenomena alam yang sering digunakan dikalangan akademisi untuk mempromosikan kegiatan ilmiah yang hendak dilakukan/ hasil penelitian yang sudah ada. suatu artikel terkadang menawarkan suatu alternatif bagi pemecahan suatu masalah. pemilihan poster sebagai sumber belajar sangat membantu siswa maupun guru bahkan peneliti dalam memahami masalah keilmuan dan dapat menemukan solusi bagi masalah. metode penelitian penelitian eksperimental murni true experiment dengan posttest only control group. analisis menggunakan anava satu arah dan uji bjnd dengan spss. menggunakan tikus putih jantan sebagai objek. penelitian ini dilakukan di laboratorium kimia bagian hewan coba universitas muhammadiyah malang dengan rentan waktu 2 bulan. alat dan bahan kandang, tempat minum, tempat makan, sekam/ kayu, kawat kasa, imbangan analitik (ohaus ), kain saring (165 t/ mesh), pipet ukur (25 ml), beaker glass ( 50 ml dan 250 ml), pisau, spatula (panjang 15cm), ketel, kompor gas, spuit (terumo 6 ml), handscoon (remedi), masker (sensil), sonde tikus (stainless), glukometer (gluko dr), pakan standart 94, air mineral cleo, jahe gajah (zingiber officinale rosce), air panas, streptozotocin (stz bioworld), buffer sitrat, d10 (cairan glukosa). pengkondisian hiperglikemik tikus jantan wistar (150-200) diadaptasikan, diberi makan dan minum selayaknya. stz diinduksikan pada tikus setelah puasa ±8 jam secara i.p dengan single dose 40mg/kgbb. gula darah dicek 3 hari pasca injeksi menggunakan glukometer. jika didapati kadar glukosa darah>200 berarti tikus sudah hiperglikemik. pembuatan seduhan jahe (zingiber officinale rosce) jahe dosis 1g/kgbb dan 3g/kgbb diseduh dalam air panas tunggu ±9 menit, kemudian diberikan ke tikus secara oral melalui mulut. perlakuan tahap pemberian seduhan jahe ketikus dengan cara sonde dengan menggunakan alat sonde tikus dengan dosisi 1g/kgbb dan 3g/kgbb. pengujian jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 258-264) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 andri rudi yanto et al, seduhan jahe sebagai antidiabetes 261 tahap pengujian melalui darah yang diambil dari ekor kemudian di tes dan diuji menggunakan glucometer. pembuatan poster ilmiah poster dibuat setelah hasil/ data penelitian diperoleh hasil dan pembahasan kadar glukosa darah disajikan pada tabel 1. hasil uji normalitas pada kelompok i, ii, iii, dan iv diperoleh nilai skewness dan kurtosis berada diantara ±2 yang berarti data tersebut berdistribusi normal. hasil uji homogenitas diperoleh nilai p = 0,052 yang berarti memiliki nilai p>0,05, maka varian data tersebut homogen. hasil uji parametrik one way anova menunjukkan bahwa terdapat perbedaan yang signifikan pada kadar glukosa darah antar kelompok (p<0,05). tabel 1. ringkasan data kadar glukosa darah pasca pemberian seduhan jahe (zingiber officinale rosce) perlakuan kadar glukosa darah (mg/dl) rerata dan sd a = kontrol negatif (normal) 131,50 ± 15,346 b = kontrol positif (stz) 363,83 ± 118,571 c = seduhan jahe 1 g/kgbb 180,50 ± 111,531 d = seduhan jahe 3 g/kgbb 204,00 ± 142,110 berdasarkan tabel 1. dapat dilihat bahwa pemberian seduhan jahe berpengaruh terhadap penurunan kadar glukosa darah tikus. kadar glukosa darah yang paling tinggi didapati pada kelompok b dengan perlakuan stz yang menunjukkan nilai rerata 363,83 mg/dl, kelompok dengan kadar glukosa darah terendah didapati pada kelompok kontrol negatif atau normal dengan nilai rerata 131,50 mg/dl. kelompok terendah dengan perlakuan seduhan jahe didapati pada kelompok c dan d dengan perlakuan seduhan jahe dosis 1 g/kgbb dan 3 g/kgbb dengan nilai rerata masing-masing 180,50 mg/dl dan 204,00 mg/dl. rerata hasil berbagai perlakuan pemberian seduhan jahe pada tikus dapat disajikan dalam bentuk diagram batang pada gambar 1. 0 100 200 300 400 a b c d a = kontrol (-) b = kontrol (+) c = jahe 1 gr/kgbb d = jahe 3 gr/kgbb gambar 1. diagram batang rerata kadar glukosa darah pasca pemberian seduhan jahe (zingiber officinale rosce) berdasarkan tabel 1. dan gambar 1. menunjukkan bahwa pada tiap-tiap perlakuan dosis seduhan jahe yaitu (kontrol negatif/ normal, kontrol positif/ diabetes, jahe 1 g/kgbb, dan jahe 3 g/kgbb didapatkan perbedaan jumlah kadar glukosa darah. perlakuan kontrol negatif atau normal diperoleh rerata kadar glukosa darah terendah, dengan nilai kadar glukosa darah normal yaitu 131,50 mg/dl. sebaliknya rerata kadar glukosa darah tertinggi adalah kontrol positif dengan perlakuan induksi stz (streptozotocin) dengan nilai kadar glukosa darah di atas normal yaitu 363,83 mg/dl. beberapa perlakuan seduhan jahe 1 g/kgbb dan 3 g/kgbb, nilai kadar glukosa darah mendekati normal setelah perlakuan seduhan jahe selama 30 hari. hasil penelitian ini kemudian dimanfaatkan sebagai poster ilmiah. penggunaan jahe (zingiber officinale rosce) sebagai antidiabetes alami pada tikus dalam menurunkan kadar glukosa jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 258-264) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 andri rudi yanto et al, seduhan jahe sebagai antidiabetes 262 darah pada penelitian ini dapat dijadikan sebagai poster ilmiah untuk melakukan percobaan yang terkait dengan materi keanekaragaman hayati indonesia. gambar 2. pemanfaatan hasil penelitian berupa poster ilmiah pembahasan berdasarkan hasil pengamatan perlakuan kontrol negatif (normal) menunjukkan nilai kadar glukosa darah normal, yaitu 131,50 mg/dl, diberikannya perlakuan kontrol normal ini ditujukan sebagai pembanding dari perlakuan yang lain. perlakuan dengan pemberian streptozotocin (stz) didapati nilai kadar glukosa darah paling tinggi, yaitu 363,83 mg/dl dikarenakan stz tersebut adalah agen diabetogenik. hal tersebut sesuai dengan teori qiu et al. (2007) bahwa stz dapat merusak sel β pankreas, menghambat sintesis dan pelepasan insulin serta dapat menyebabkan diabetes melitus. perlakuan selanjutnya seduhan jahe 1 g/kgbb dan 3 g/kgbb yang masing-masing nilai kadar glukosa darah setelah pemberian stz dan perlakuan seduhan jahe didapati nilai 180,50 mg/dl dan 204,00 md/dl. hal ini menunjukkan bahwa ada pengaruh penurunan kadar glukosa darah pda tikus model niddm. berarti seduhan jahe (zingiber officinale rosce) ini mampu menurunkan kadar glukosa darah tikus model niddm. diabetes mellitus juga dapat terjadi penyakit komplikasi seperti jantung koroner, katarak, dan polisuria mengalami penurunan berat badan. penelitian ini didapati tikus yang terjadi komplikasi penyakit sehingga tidak dapat bertahan hidup (mati) pada pertengahan perlakuan karena daya tahan tubuhnya lemah. hal ini disebabkan oleh beberapa faktor salah satunya tikus sudah terjadi komplikasi penyakit, karena setelah diinduksi stz tikus mengalami penurunan berat badan dan komplikasi pada mata yang tidak bisa melihat serta sangat dehidrasi sampai akhirnya mati. sesuai dengan teori yang diungkapkan oleh purwanto, et al. (2014) bahwa stz digunakan sebagai permodelan hewan coba diabetes. hasil penelitian menunjukkan bahwa dosis rendah yaitu 1 g/kgbb sudah dapat menurunkan kadar glukosa darah tikus, sedangkan pada dosis seduhan jahe 3 g/kgbb juga dapat menurunkan kadar glukosa darah tikus tetapi masih lebih tinggi dibanding dosis seduhan jahe 1 g/kgbb. beberapa sampel yang menunjukkan data yang tidak sesuai teori mungkin disebabkan oleh tingkat dosis optimal yang tidak sesuai pada tiap tikus yang berbedabeda dan metabolisme tubuh tiap tikus berbeda, sehingga terdapat perbedaan respon tiap tubuh. sebenarnya semakin jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 258-264) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 andri rudi yanto et al, seduhan jahe sebagai antidiabetes 263 tinggi dosis, maka penurunan kadar glukosa darah semakin menurun, namun hal tersebut malah sebaliknya. sebuah penelitian bahwa ekstrak air jahe dengan pemberian secara i.p dosis 2 g/kgbb sudah memberikan efek hipoglikemik pada tikus induksi stz (kalejaiye et al., 2002). penderita dm biasanya mengalami peningkatan ros (reactive oxygen species) atau stres oksidatif yaitu suatu keadaan dimana tubuh mengalami peningkatan radikal bebas. pemberian zat antioksidan akan menghambat terjadinya proses oksidasi dalam tubuh dan mencegah stres oksidatif, sehingga dapat menurunkan ros (reactive oxygen species) dan meningkatkan antioksidan. hasil penelitian di turki kebanyakan dari tiga puluh penderita diabetes mellitus terjadi karena ketidakseimbangan oksidan dan antioksidan dalam plasma (widowati, 2008). jahe mengandung beberapa bahan aktif yang berfungsi menurunkan kadar glukosa darah. beberapa senyawa tersebut gingerol, shogaol, yang merupakan derivat dari senyawa fenol dan flavonoid yang berperan sebagai antidiabetes. mekanisme senyawa jahe sebagai antidiabetes ini yaitu keutamaannya sebagai zat antioksidan. senyawa shogaol dan gingerol ini yang merangsang pengeluaran insulin dan efek lainnya, serta memperbaiki metabolisme karbohidrat dan lemak dalam tubuh (djama’an, et al., 2012). hasil penelitian yang telah dilakukan selanjutnya akan dimanfaatkan sebagai sumber belajar biologi materi upaya keanekaragaman hayati indonesia dan pemanfaatannya dengan melihat/ merujuk pada hasil penelitian, yaitu potensi tanaman jahe sebagai upaya pemanfaatan bahan hayati indonesia dalam hal kesejahteraan masyarakat indonesia dalam era ekonomi kreatif yang mampu memberikan manfaat sebagai obat tradisional antidiabetes. salah satu sumber belajar yaitu artikel ilmiah. menurut adisukma (2012), poster ilmiah merupakan bentuk karangan/ ringkasan yang berisi analisis suatu fenomena alam yang sering digunakan dikalangan akademisi untuk mempromosikan kegiatan ilmiah yang hendak dilakukan/ hasil penelitian yang sudah ada. suatu artikel terkadang menawarkan suatu alternatif bagi pemecahan suatu masalah. pemilihan poster sebagai sumber belajar sangat membantu siswa maupun guru bahkan peneliti dalam memahami masalah keilmuan dan dapat menemukan solusi bagi masalah penutup kesimpulan hasil penelitian menunjukkan bahwa jahe dalam bentuk seduhan dapat mempengaruhi penurunan kadar glukosa darah tikus induksi stz. hasil penelitian dapat dimanfaatkan sebagai sumber belajar berupa artikel ilmiah. saran penggunaan dosis jahe yang disarankan untuk produsen dan masyarakat untuk dikonsumsi yaitu menggunakan dosis jahe 1 g/kgbb sudah cukup efektif dan aman untuk dikonsumsi, karena tidak menimbulkan toksik. daftar rujukan adel, p, r, s., & prakash, j. (2010). chemical composition and antioxidant properties of ginger root (zingiber officinale rosce). journal of medicinal plants research, 4 (24), 2674-2679. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 258-264) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 andri rudi yanto et al, seduhan jahe sebagai antidiabetes 264 adeyi, a, o., idowu, b, a., mafiana, c, f., oluwalana, s, a., ajayi, o, l., & akinloye, o, a. (2012). rat model of food-induced non-obese-type 2 diabetes mellitus: comparative pathophysiology andhistopathology. international journal physiol phatophysiol pharmacol, 4(1), 5158. adisukma, w. (2012). estetka poster ilmiah. karya tulis ilmiah fakultas ilmu komputer udinus, semarang. akrom., harjanti, p. d., & armansyah, t. (2014). efek hipoglikemik ekstrak etanol umbi ketela rambat (ipomoea batatas p) (eeukr) pada mencit swiss yang diinduksi alloxan. pharmaciana, 4(1), 65-76. djama’an, q., goenarwo, e., & mashoedi, i. (2012). pengaruh air perasan jahe terhadap kadar glukosa darah dan gambaran histopatologi sel beta pankreas studi eksperimental pada tikus jantan. jurnal sains medika, 4(2), 165-173. fatimah, r., n. (2015). diabetes melitus tipe 2. jurnal majority, 4(5), 93101. kalejaiye, o, f., iwalewa, e, o., omobuwajo, o., r., & oyedapo, o., o. (2002). hypogliycaemic effects of nigerian zingiber officinale rosce rhizome on experimental diabetic rat. nigerian journal natural product and medicine, 6, 33-35. kusumaningati, r, w. (2009). analisis kandungan total fenol jahe (zingiber officinale rosce) secara in vitro (skripsi tidak dipublikasikan). jakarta: prodi pendidikan dokter, fk-ui. kohei, k. (2010). pathophysiology of type 2 diabetes and its treatment policy. journal of the japan medical association, 53(1), 41-46. mahmudati, n. (2015). analisis antioksidan jahe (zingiber officinale) (percobaan). malang: laboratorium kimia-umm. purwanto, b. & liben, p. (2014). model hewan coba untuk penelitian diabetes. surabaya: pt revka petra media. qiu, z., kwon, a-hon., & kamiyama, y. (2007). effect of plasma fibronectin on the healing of full-thickness skin wounds in streptozotocin-induced diabetic rat. journal of surgical reaserch, 138(1), 64-70. sugiyanta. (2010). pengaruh pemberian ekstrak air kulit semangka (citrullus vulgaris schard) terhadap kadar glukosa dan trigliserida serum tikus putih (rattus norvegicus) yang diinduksi streptozotocin (tesis tidak dipublikasikan). surabaya: universitas airlangga. sumangkut, s., supit, w. & onibala, f. (2013). hubungan pola makan dengan kejadian penyakit diabetes melitus tipe-2 di poli interna blu.rsup. prof. dr. r. kandou manado. ejournal keperawatan. 1(1), 1-6. widowati, w. (2008). potensi antioksidan sebagai antidiabetes. jkm, 7(2), 111. wulandari, c., e. (2010). pengaruh pemberian ekstrak bawang merah (allium ascalonicum) terhadap penurunan kadar glukosa darah pada tikus wistar dengan hiperglikemia. pertanian, 11(1), 214-221. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 183 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 pengaruh think-pair-share-write berbasis hybrid learning terhadap keterampilan metakognitif, berpikir kreatif dan hasil belajar kognitif siswa sma negeri 3 malang the effect of think-pair-share-write based on hybrid learning on metakognitive skills, creative thinking and cognitive learning at sma negeri 3 malang ika yulianti siregar 1, herawati susilo2, hadi suwono2 1ganesha operation, jl. pangeran antasari samarinda 2universitas negeri malang, jl. semarang no.5 kota malang e-mail korespondensi: alamatemail@fghi.com abstrak hasil observasi pembelajaran biologi menunjukkan banyak kendala keterbatasan waktu tatap muka dan konsultasi antara guru dan siswa. pembelajaran think-pair-share-write berbasis hybrid learning dilakukan untuk menganalisis pengaruh terhadap keterampilan metakognitif, berpikir kreatif dan hasil belajar. rancangan penelitian berupa quasi eksperimen dengan pretest-postest non-equivalent control group design. variabel bebas adalah model pembelajaran think-pair-share-write berbasis hybrid learning. variabel terikat adalah keterampilan metakognitif, berpikir kreatif, dan hasil belajar kognitif. keterampilan metakognitif diukur menggunakan rubrik metakognitif. keterampilan berpikir kreatif dan hasil belajar kognitif diukur dengan menggunakan tes uraian. data diambil pada saat pretest dan postest. uji hipotesis menggunakan anakova dengan taraf signifikansi 0,05 (p<0,05), jika hasil uji signifikan maka dilakukan uji lanjut lsd. sebelum uji anakova, dilakukan uji normalitas dan uji homogenitas data. hasil penelitian menunjukkan jika pembelajaran think-pair-share-write berbasis hybrid learning berpengaruh terhadap: 1) keterampilan metakognitif dengan f hitung sebesar 183,472 dan sig. 0,000; 2) terhadap keterampilan berpikir kreatif dengan f hitung sebesar 325,111 dan sig. 0,000; 3) terhadap hasil belajar kognitif dengan f hitung sebesar 175,068 dan sig. 0,000. hasil tersebut menunjukkan adanya pengaruh yang signifikan. kata kunci: berpikir kreatif, hasil belajar kognitif, hybrid learning, metakognitif, think-pair-share-write abstract the results of biology learning observation show that there are many constraints during the learning proces in the class and consultation meeting between teacher and students. the think-pair-share-write based on hybrid learning was conducted to analyze the effect on metacognitive skills, creative thinking and learning outcomes. the research design was quasi experiment with pretest-postest non-equivalent control group design. the independent variable is think-pair-share-write based on hybrid learning model, while the dependent variables are metacognitive skills, creative thinking, and cognitive learning outcomes. metacognitive skills are measured by using metacognitive rubrics. creative thinking skills and cognitive learning outcomes are measured by using a description test. the data were taken by conducting pretest and postest. the hypothesis test used was anakova with level of significance 0,05 (p <0,05), as the test result was significant then the test was continued to lsd. before the anakova test, normality and homogeneity test were performed. the results showed that think-pair-share-write dased on hybrid learning significantly affecting: 1) the metacognitive skills with f arithmetic of 183,472 and sig. 0,000; 2) the creative thinking skill with f value of 325,111 and sig. 0,000; 3) the cognitive learning outcomes with f arithmetic of 175.068 and sig. 0,000. keywords: creative thinking, cognitive learning outcomes, hybrid learning, metacognitive, think-pairshare-write kualitas pendidikan di indonesia tergolong rendah laju perkembangannya dibandingkan dengan negara-negara lain. hasil survei yang telah dilakukan oleh programme of international student assessment (pisa) tahun 2012 terhadap kemampuan sains, menempatkan indonesia pada peringkat 64 dari 65 negara di dunia, atau hanya satu tingkat di atas peru. pendidikan ilmu pengetahuan alam (ipa) https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 184 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 memegang peranan penting dalam mengembangkan pengetahuan siswa, melalui pendidikan ipa siswa dapat mengenal, menyikapi dan mengapresiasi ilmu pengetahuan dan teknologi, serta menanamkan kebiasaan berpikir dan berperilaku ilmiah yang kritis, kreatif dan mandiri (badan standarisasi nasional pendidikan, 2006). keterampilan berpikir tingkat tinggi termasuk di dalamnya adalah keterampilan metakognitif dan keterampilan berpikir kreatif. menurut siswati (2012) keterampilan metakognitif sangat diperlukan untuk kesuksesan belajar. keterampilan metakognitif memungkinkan siswa berkembang menjadi pebelajar mandiri karena mendorong mereka untuk menjadi manajer atas dirinya sendiri serta menjadi penilai atas pemikiran dan pembelajarannya sendiri (peters dalam corebima, 2006). lebih lanjut dinyatakan bahwa siswa yang menggunakan metakognitif memiliki prestasi yang lebih baik jika dibanding dengan yang tidak menggunakannya, karena keterampilan metakognitif memungkinkan siswa untuk melakukan perencanaan, mengikuti perkembangan, dan memantau proses belajarnya. keterampilan metakognitif juga berkorelasi dengan keterampilan berpikir kreatif dan hasil belajar siswa. keterampilan berpikir kreatif adalah proses (bukan hasil) untuk menghasilkan ide baru dan ide itu merupakan gabungan dari ide-ide yang sebelumnya belum disatukan. menurut william (1977) dalam munandar (1999) indikator dalam mengukur keterampilan berpikir kreatif yaitu; berpikir lancar (fluency), berpikir luwes (flexibility), berpikir orisinil (originality), memerinci (elaboration) dan menilai (evaluation). siswa bukan hanya harus melibatkan keterampilan metakognitif saja tetapi siswa juga sangat diharapkan mampu melatih keterampilan berpikir kreatifnya, karena pembelajaran yang menitikberatkan pada melatih keterampilan berpikir metakognitif dan berpikir kreatif yang baik akan berdampak pada hasil belajar yang seperti diharapkan terutama hasil belajar kognitifnya. model pembelajaran think pair share write merupakan penggabungan think pair share dengan think talk write. tpsw yang telah dimodifikasi sesuai kurikulum 2013 memiliki sintaks yaitu: tahap think (mengamati, menanya dan mengumpulkan data), siswa dimotivasi untuk bertanya dan memikirkan sendiri jawaban dari pertanyaan. tahap pair (mengasosiasikan), siswa mendiskusikan jawaban yang diperolehnya pada tahap think dengan pasangannya sehingga diperoleh jawaban yang terbaik. tahap share (mengkomunikasikan), masingmasing kelompok mempresentasikan hasil terbaik dari tahap pair di depan kelas. tahap write siswa menuliskan hasil pembelajaran hari itu kedalam jurnal belajar yang dibuat oleh setiap siswa, dengan menggunakan bahasannya sendiri sebagai bentuk pemahaman terhadap konsep yang dipelajari hari itu. pembelajaran ini dapat meningkatkan keterlibatan semua siswa dalam kegiatan belajar dan juga aktivitas berpikir siswa. hasil observasi pembelajaran biologi pada bulan november 2013 terhadap siswa kelas x jurusan matematika dan ilmu alam (mia) di sma negeri 3 malang, kendala di sekolah antara lain adanya alokasi waktu yang singkat, sedangkan siswa dituntut harus memiliki kriteria ketuntasan minimal (kkm) 80 untuk pelajaran biologi. alokasi waktu https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 185 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 yang singkat ini menimbulkan kendala yang dihadapi siswa, di antaranya adalah: (1) sedikitnya kesempatan siswa untuk tatap muka dengan guru, (2) terbatasnya kesempatan untuk berkonsultasi dengan guru mengenai permasalahan-permasalahan yang muncul pada pembelajaran biologi, (3) terbatasnya kesempatan untuk mengkonsultasikan tugas-tugas yang diberikan oleh guru. hal tersebut mengakibatkan siswa tidak dapat mengembangkan kemampuan belajar kognitif, keterampilan berpikir kreatif serta lemah dalam metakognisi. salah satu upaya untuk memperbaiki keadaan tersebut, apabila menginginkan keberhasilan dalam proses pembelajaran adalah dengan penerapan pembelajaran think-pair-share-write (tpsw) berbasis hybrid learning untuk menanggulangi keterbatasan waktu tatap muka. strategi pembelajaran kooperatif merupakan bertujuan menumbuhkan kesadaran berpikir siswa, menyelesaikan masalah secara bersama dengan mengintegrasikan serta mengaplikasikan kemampuan dan pengetahuan mereka (slavin, 2008). pembelajaran kooperatif juga mampu membuat siswa belajar satu sama lainnya untuk memastikan bahwa tiap orang dalam kelompok telah menguasai konsep-konsep yang telah dipikirkan. metode desain penelitian yang digunakan adalah pretestt-postestt non-equivalent control group design (beaumount, 2009). rancangan penelitian dapat dilihat pada tabel 1. populasi dalam penelitian ini adalah seluruh siswa kelas x mia sma negeri 3 malang tahun pembelajaran 2013/2014 yang berjumlah 351 siswa. penentuan sampel dalam penelitian dilakukan dengan teknik random sampling yaitu pengambilan sampel dengan cara tidak memilih-milih individu yang akan dijadikan sampel. tabel 1. rancangan eksperimen pretest postest nonequivalent control group design kelompok pretest perlakuan postest think-pair-sharewrite berbasis hybrid learning o1 x1 o2 think-pair-sharewrite o3 x2 o4 kontrol o5 o6 (sumber: beaumount, 2009) keterangan: x1: perlakuan eksperimen i (pembelajaran think pair share, write berbasis hybrid learning) x2: perlakuan eksperimen ii (pembelajaran think pair share, write) o1:pelaksanaan pretest pada kelas eksperimen (x1) o2: pelaksanaan postest pada kelas eksperimen (x1) o3: pelaksanaan pretest pada kelas eksperimen (x2) o4: pelaksanaan postest pada kelas eksperimen (x2) o5: pelaksanaan pretest pada kelas kontrol (x3) o6: pelaksanaan postest pada kelas kontrol (x3) hubungan antara variabel bebas dan variabel terikat, secara skematis ditunjukkan dalam gambar 1. gambar 1. hubungan antara variabel bebas dengan variabel terikat instrumen yang digunakan dalam penelitian ini terdiri dari dua macam, yaitu instrumen untuk variabel bebas (perangkat pembelajaran) dan instrumen untuk mengukur variabel terikat. perangkat pembelajaran terdiri atas silabus, rencana pembelajaran think pair share write berbasis hybrid learning keterampilan metakognitif kontrol hasil belajar kognitif keterampilan berpikir kreatif pembelajaran think pair share write https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 186 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 pelaksanaan pembelajaran (rpp) yang disusun berdasarkan kurikulum 2013, dan lembar kerja siswa (lks) dalam bentuk tpsw. sedangkan instrumen yang digunakan mengukur variabel terikat, meliputi tes awal (pretest) dan tes akhir (postest) serta rubrik pengukuran keterampilan metakognitif dan berpikir kreatif siswa. rubrik yang digunakan adalah rubrik keterampilan metakognitif yang terintegrasi dengan soal uraian yang diberikan kepada siswa sebelum dan sesudah perlakuan (corebima, 2006). rubrik ini terdiri atas 8 skala (0-7) yang terdiri dari komponen-komponen sebagai berikut. 1) jawaban dengan kalimat sendiri, 2) urutan paparan jawaban runut, sistematis, dan logis dengan gramatika (bahasa) benar, 3) dilengkapi dengan alasan (analisis/evaluasi/kreasi), dan 4) jawaban (benar/kurang benar/tidak benar). nilai keterampilan metakognitif diperoleh dengan menghitung berdasarkan rumus. y2 (1) keterangan: y1: penilaian non rubrik (kemampuan kognitif) x1: keterampilan metakognitif y2: penilaian dengan rubrik (sumber: corebima dalam siswati, 2012) data hasil penelitian ini berupa data keterampilan metakognitif, berpikir kreatif dan hasil belajar kognitif siswa dianalisis secara statistik. sebelum dilakukan analisis data kovarian (anacova) dilakukan uji normalitas dan uji homogenitas. uji ini dilakukan untuk melihat distribusi dari data yakni terdistribusi secara normal dan homogen atau tidak. uji normalitas digunakan untuk memenuhi persyaratan data yang dianalisis terdistribusi normal atau tidak. hasil dan pembahasan rekapitulasi hasil validasi ahli pembelajaran dan materi terdapat pada tabel 2. tabel 2. hasil validasi ahli pembelajaran dan materi no aspek penilaian rerata skor a b c 1 pengorganisasian isi pelajaran 3,75 3,78 3,92 2 penyajian isi materi pembelajaran 3,62 4 3,87 3 kelayakan isi 3,62 3,88 3,87 nilai rerata seluruh aspek kategori 3,66 baik 3,89 baik 3,89 baik keterangan: a : nilai dari validator ahli pembelajaran dan perangkat pembelajaran plantae b : nilai dari validator ahli pembelajaran dan perangkat pembelajaran animalia c : nilai dari validator praktisi lapangan penilaian pada tahap validasi diperoleh dari validator ahli pembelajaran dan materi plantae menunjukkan rerata skor 3,66 atau dikategorikan baik. penilaian dari ahli pembelajaran dan materi animalia menunjukkan rerata 3,89 (baik). hasil penilaian validasi praktisi lapangan menunjukkan rerata skor 3,89 (baik). rekapitulasi hasil penilaian validator terhadap perangkat pembelajaran terdapat pada tabel 3. tabel 3. hasil validasi perangkat pembelajaran no aspek rerata skor a b c 1 silabus 3,67 3,71 3,82 2 rpp 3,57 3,63 3,93 3 lks 3,58 3,44 3,72 4 soal tes kognitif biologi 3,75 3,50 3,75 5 soal tes keterampilan berpikir kreatif 3,75 3,75 3,75 rerata seluruh aspek 3,66 3,61 3,79 kategori baik baik baik keterangan: a : nilai dari validator ahli pembelajaran dan perangkat pembelajaran plantae b : nilai dari validator ahli pembelajaran dan perangkat pembelajaran animalia c : nilai dari validator praktisi lapangan https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 187 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 aspek penilaian validator meliputi perangkat pembelajaran berupa silabus, rpp, lks, soal tes kognitif dan soal tes keterampilan berpikir kreatif. data hasil penilaian dari validator dianalisis dengan teknik rerata pada setiap kriteria. penilaian perangkat pembelajaran plantae menunjukkan rerata perolehan skor sebesar 3,66 dengan kriteria baik, perangkat pembelajaran animalia menunjukkan perolehan rerata skor sebesar 3,61 dengan kriteria baik, sedangkan penilaian perangkat pembelajaran oleh validator praktisi lapangan menunjukkan rerata skor 3,79 dengan kategori baik. keterampilan metakognitif rerata nilai pretest keterampilan metakognitif pada pembelajaran tpsw berbasis hybrid learning sebesar 34,79 sedangkan nilai postest 75,68. rerata nilai pretest keterampilan metakognitif pada pembelajaran tpsw sebesar 36,59 sedangkan nilai postest 65,22. rerata nilai pretest keterampilan metakognitif pada kelompok kontrol sebesar 32,61 sedangkan nilai postest sebesar 51,21. rerata pretest dan postest keterampilan metakognitif siswa gambar 2. gambar 2. rerata pretest dan postest keterampilan metakognitif siswa rerata nilai pretest dan postest keterampilan metakognitif pada kelas eksperimen pembelajaran tpsw berbasis hybrid learning mengalami peningkatan sebesar 40,89, untuk kelas eksperimen pembelajaran tpsw mengalami peningkatan sebesar 28,63, sedangkan untuk kelas kontrol dengan pembelajaran multistrategi juga mengalami peningkatan 18,60. hasil ini menunjukkan bahwa pembelajaran tpsw berbasis hybrid learning lebih dapat memberdayakan keterampilan metakognitif siswa jika dibandingkan dengan kelas yang menggunakan pembelajaran multistrategi. temuan penelitian ini sejalan dengan hasil penelitian haerullah (2012) bahwa penerapan strategi pembelajaran thinkpair-share (tps) dipadu pemberdayaan berpikir melalui pertanyaan (pbmp) lebih berpotensi mengembangkan keterampilan metakognitif siswa, hal yang sama diutarakan oleh jamaluddin (2009) yang mengungkapkan bahwa siswa yang belajar dengan strategi tps dipadu pbmp rerata skor keterampilan metakognitifnya lebih tinggi dibandingkan dengan siswa yang belajar dengan strategi lainnya. penelitian pengaruh tpsw berbasis hybrid learning terhadap keterampilan metakognitif belum pernah dilakukan sebelumnya. pembelajaran tpsw berbasis hybrid learning merupakan suatu model pembelajaran kooperatif yang mampu melibatkan siswa secara aktif dalam mencari informasi serta membangun pengetahuannya sendiri. proses pembelajaran yang melibatkan pebelajar aktif mencari informasi dan membangun pengetahuan mereka dapat menumbuhkan dan mengembangkan proses mengetahui dan proses berpikir mereka atau yang lebih dikenal dengan istilah metakognisi (arends, 2012). metode pembelajaran yang berbeda dapat memberikan pengaruh yang berbeda https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 188 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 terhadap pengetahuan metakognitif siswa. tingginya keterampilan metakognitif siswa yang menggunakan tpsw berbasis hybrid learning, disebabkan oleh karakter dari sintaks tpsw berbasis hybrid learning itu sendiri. lee & baylor (2006) mengatakan bahwa metakognisi harus dilatih untuk menjadi keterampilan yang akan menuntun siswa untuk belajar dan menemukan pengetahuan sendiri. siswa yang memiliki tingkatan metakognisi tinggi akan menunjukkan aspek keterampilan yang baik seperti merencanakan (planning) proses belajar, memonitor (monitoring) proses belajar, dan mengevaluasi (evaluation) kognisi yang dimilikinya. keterampilan metakognitif tersebut tercermin dalam tahapan sintaks dari pembelajaran tpsw berbasis hybrid learning. pada pembelajaran tpsw berbasis hybrid learning, kegiatan pembelajaran berlangsung secara terstruktur dan terencana, siswa akan belajar secara offline dengan mengunduh materi yang telah diunggah oleh guru, diharapkan siswa membekali pengetahuan awalnya sebagai persiapan untuk pembelajaran tatap muka di kelas, hal ini mencerminkan aspek keterampilan metakognitif perencanaan (planning) yang dapat mempermudah pengorganisasian dan pemahaman materi yang akan dikaji. tahap selanjutnya siswa secara individu diberi lks dan melakukan kegiatan think yang terdiri dari siswa mengamati, menanya, mengumpulkan data, tahapan ini merupakan perwujudan dari aspek metakognitif berupa pemantauan (monitoring), yaitu siswa mampu menyadari kewajibannya untuk mengerjakan soal dengan penuh tanggung jawab dan mandiri sehingga siswa menjadi sadar terhadap kemampuan kognitifnya sendiri. menurut eggen & kauchak (1996) metakognitif berarti kesadaran dan kontrol terhadap proses kognitif. pada tahap selanjutnya pair siswa secara berpasangan mengerjakan soal mendiskusikan jawaban yang tepat dalam lks, dan dipresentasikan di depan kelas (share). tahapan ini mencerminkan aspek ketiga dari keterampilan metakognitif yaitu mengevaluasi (evaluating), siswa mampu mengoreksi seberapa mampu mereka menjelaskan hasil jawaban yang mereka kerjakan kepada teman sekelasnya melalui prsentasi. tahap write atau menulis jurnal belajar termasuk dalam kegiatan mengevaluasi. selama proses menulis, siswa akan berupaya untuk membuat suatu ringkasan dengan cara mengumpulkan berbagai informasi penting berkaitan dengan konsep yang telah dipelajarinya untuk dijadikan bahan menulis jurnal belajar. pada tahap meringkas siswa akan mampu memantau dan mengevaluasi sejauh mana kemampuannya dalam memahami konsep melalui ringkasan dalam jurnal belajar yang telah dibuatnya. hal ini sejalan dengan pendapat pierce (2004) yang menyebutkan bahwa menulis ringkasan bukan hanya meningkatkan pemahaman siswa, tetapi juga membantu siswa untuk memonitor pemahamannya. pembelajaran online turut melengkapi proses evaluasi siswa, siswa dapat bertanya kepada guru maupun sesama teman sehingga ilmu pengetahuan diperoleh melalui diskusi online. menurut isna (2010), keterampilan metakognitif melalui pembelajaran merupakan hal yang penting karena siswa memiliki keterampilan metakognitif yang baik akan mampu mengelola pembelajarannya dengan baik serta berimplikasi pada kehidupannya. https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 189 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 pemberdayaan keterampilan metakognitif siswa secara sengaja dalam pembelajaran juga akan berimplikasi terhadap perolehan hasil belajar (livingstone, 1997). dapat disimpulkan bahwa siswa yang memiliki keterampilan metakognitif yang baik maka akan berpengaruh terhadap hasil belajar yang akan diperoleh. pembelajaran yang baik tidak semata-mata menekankan pada perkembangan kognitif siswa tetapi aspek lainnya yaitu mengembangkan aspek metakognitif yang seharusnya dapat diberdayakan selama proses pembelajaran. keterampilan berpikir kreatif rerata nilai pretest keterampilan berpikir kreatif pada pembelajaran tpsw berbasis hybrid learning sebesar 27,80 sedangkan nilai postest sebesar 76,32. rerata nilai pretest keterampilan berpikir kreatif pada pembelajaran tpsw sebesar 29,32 sedangkan nilai postest sebesar 66,56. rerata nilai pretest keterampilan berpikir kreatif pada pembelajaran kontrol sebesar 28,44 dengan rerata nilai postest 44,61. rerata nilai keterampilan berpikir kreatif dijelaskan pada gambar 3. gambar 3. diagram rerata pretest dan postest keterampilan berpikir kreatif pada kelas kontrol pembelajaran multistrategi rerata nilai keterampilan berpikir kreatif awal siswa adalah sebesar 28,44, sedangkan nilai keterampilan berpikir kreatif akhir adalah 44,61. dengan demikian dapat dilihat bahwa kenaikan rerata nilai keterampilan berpikir kreatif siswa pada kelas kontrol yaitu sebesar 16,17. keterampilan berpikir kreatif pada pembelajaran kelas perlakuan menunjukkan nilai lebih tinggi dari pada kelas kontrol. hasil ini menunjukkan bahwa pembelajaran tpsw berbasis hybrid learning lebih dapat memberdayakan keterampilan berpikir kreatif siswa jika dibandingkan dengan kelas yang menggunakan pembelajaran multistrategi. temuan penelitian ini sejalan dengan tujuan pendidikan nasional, yaitu melalui pendidikan ipa siswa dapat mengenal, menyikapi dan mengapresiasi ilmu pengetahuan dan teknologi, serta menanamkan kebiasaan berpikir dan berperilaku ilmiah yang kritis, kreatif dan mandiri (bsnp, 2006). penelitian lebih lanjut sarwinda (2011) dalam penelitiannya mengungkapkan bahwa strategi pembelajaran tps yang dipadu dengan reciprocal teaching (rt) berpengaruh terhadap kemampuan berpikir kreatif siswa. keterampilan berpikir kreatif mempunyai peranan yang sangat penting bagi siswa dalam proses pembelajaran. keterampilan berpikir kreatif perlu dikembangkan melalui pembelajaran supaya siswa memiliki kemampuan dalam mengakses data atau informasi yang tersedia, serta mampu menemukan banyak kemungkinan jawaban terhadap suatu permasalahan. mengembangkan keterampilan berpikir kreatif siswa, guru harus mampu menciptakan suasana kelas yang menantang, menyenangkan, dan kebebasan siswa dalam beraktivitas dan https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 190 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 berinteraksi dengan guru maupun dengan temannya (hernowo, 2006). hasil belajar kognitif rerata nilai pretest hasil belajar kognitif pada kelas tpsw berbasis hybrid learning sebesar 44,51 dengan rerata postest 75,77. rerata nilai pretest hasil belajar kognitif pada kelas tpsw sebesar 46,77 dengan postest sebesar 65,36. rerata nilai hasil belajar kognitif mengalami peningkatan dari sedang menjadi baik. pada kelas kontrol, rerata nilai pretest hasil belajar kognitif sebesar 45,36 sedangkan rerata nilai postest sebesar 57,14. rerata nilai hasil belajar kognitif dijelaskan pada gambar 4. gambar 4. rerata pretest dan postest hasil belajar kognitif hasil penelitian ini menunjukkan bahwa tpsw berbasis hybrid learning mampu meningkatkan hasil belajar kognitif lebih baik daripada kontrol. temuan ini juga didukung oleh penelitian sebelumnya yang telah dilakukan oleh wahyu (2010) bahwa pembelajaran biologi dengan menerapkan strategi pembelajaran tps dipadu pola pbmp lebih mampu meningkatkan keterampilan metakognitif, dan hasil belajar kognitif, sedangkan pembelajaran think-talk-write (ttw) mampu meningkatkan hasil belajar siswa (susmono, 2013). pembelajaran yang memberdayakan keterampilan metakognitif dapat memicu siswa untuk memonitor dan mengevaluasi perkembangan belajarnya, sehingga siswa mampu menilai kelemahan dan kekurangannya dalam belajar. kondisi ini sangat penting bagi siswa dalam menciptakan kondisi belajar yang dapat meningkatkan pemahaman dan kemampuan kognitifnya. siswa yang memiliki keterampiilan metakognitif tinggi akan mampu mengatur proses kognisinya dengan baik, sehingga memudahkannya untuk mempelajari sesuatu dan mengembangkan kemampuan kognitifnya. howard (2004) menyatakan bahwa keterampilan metakognitif diyakini memegang peranan penting dalam berbagai tipe aktivitas kognitif meliputi pemahaman, komunikasi, perhatian, ingatan, dan pemecahan masalah. ditambahkan pula oleh (livingston, 1997), bahwa metakognisi memegang peranan yang penting dalam keberhasilan belajar. hasil belajar kognitif siswa juga disebabkan oleh karakteristik dari sintaks tpsw berbasis hybrid learning itu sendiri. pada pembelajaran tpsw berbasis hybrid learning, tahap pembelajaran offline siswa mengunduh materi yang diunggah oleh guru melalui moodle sebagai bekal pengetahuan awal siswa. pada pembelajaran tatap muka di kelas tahap awal adalah think yang telah dimodifikasi sesuai kurikulum 2013 terdiri dari; siswa akan melakukan pengamatan baik langsung maupun melalui media gambar (mengamati), siswa diarahkan untuk membuat pertanyaan (menanya), kegiatan membuat pertanyaan memungkinkan siswa untuk menganalisis https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 191 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 lebih lanjut informasi yang telah diperolehnya. melalui pertanyaan, siswa menunjukkan usaha untuk mengatasi ketidakpahaman atas konsep dan menggambarkan keinginan untuk menggali informasi lebih dalam dan mencapai pemahaman yang sepenuhnya. informasiinformasi penting dan berbagai ide digunakan untuk membentuk suatu pertanyaan utuh, mengolah pemahaman lama dan memicu munculnya pemahaman baru yang semakin kompleks dan berkembang. keterampilan dalam menyusun pertanyaan, merefleksikan kemampuan kognitif siswa. pertanyaan yang disusun oleh siswa, memiliki rentangan yang dapat mengukur sejauh mana pemahaman dan tingkat kognitifnya. tahap think selanjutnya adalah kegiatan mengumpulkan data, saat membaca diharapkan siswa akan memasukkan dan mengakumulasi seluruh konsep yang terdapat dalam bacaan. tahap ini memicu siswa untuk menghubungkan berbagai konsep yang telah diketahui dengan tujuan untuk menyusun suatu jawaban sementara dari pertanyaan yang ada. pada pembelajaran tpsw berbasis hybrid learning, tahap pair (mengasosiasikan) yaitu siswa dibagi berpasangan dan menyelesaikan pertanyaan dan mendiskusikan jawaban yang tepat seputar materi. temuan lain dalam penelitian ini seputar kegiatan pair, siswa lebih individualisme dalam menjawab pertanyaan yang seharusnya dilakukan secara berpasangan, siswa lebih senang berkompetisi mendahului teman yang lainnya dalam menyelesaikan pertanyaan. di awal penelitian ketika guru membagi siswa dalam kelompok kecil (berpasangan secara acak), siswa cenderung tidak nyaman dengan teman pasangannya sehingga lebih banyak mengerjakan tugas pair secara mandiri. hal ini dapat terjadi karena interaksi siswa hanya terjadi di dalam kelas, pembelajaran tpsw berbasis hybrid learning dapat menjadi solusi minimnya interaksi sosial antara siswa dengan siswa, maupun antara siswa dengan guru. tahap share yang termasuk dalam sintaks pembelajaran tpsw berbasis hybrid learning ialah mengkomunikasikan hasil diskusi berpasangan. siswa dapat mengklarifikasi, menunjukkan adanya pembenaran terhadap hasil pair maupun yang kurang atau tidak sesuai. tahap ini menambah pemahaman dan informasi baru bagi siswa. keragaman jawaban, perbedaan informasi yang diajukan oleh masingmasing siswa akan terakumulasi dan tergeneralisasi membentuk suatu konsep yang utuh, sehingga pemahaman dan perolehan belajar siswa akan meningkat. tahap write, siswa menulis jurnal belajar yang salah satu pokoknya menuliskan konsep penting yang telah dipahami. kegiatan meringkas merupakan proses identifikasi informasi dan konsep penting dari suatu bacaan. pada saat membaca, siswa akan memasukkan dan mengakumulasi seluruh konsep yang terdapat yang terdapat dalam bacaan. ketika siswa membuat suatu ringkasan berdasarkan konsep dari bacaan, ringkasan yang tertulis tentunya hanya berisi konsepkonsep yang dipahami oleh siswa tersebut. tahap ini dapat melatih siswa untuk membangun pemahamannya sendiri. implikasinya ialah siswa akan semakin memahami konsep dan pengetahuan yang ada sesuai dengan tingkat kognitifnya. membuat ringkasan secara simultan dan berkelanjutan, akan membimbing siswa untuk lebih baik dalam mengkonstruk pemahamannya terhadap suatu informasi https://doi.org/10.22219/jpbi.v3i2.4217 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 192 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 dan pengetahuan baru, sehingga hasil belajar yang dicapai oleh siswa akan semakin maksimal. pendapat ini diperkuat oleh degeng (1989) yang menyebutkan bahwa berbagai penelitian yang telah ada menunjukkan, membuat ringkasan dari bahan yang telah dibaca memperlihatkan perolehan hasil belajar. hasil ringkasan yang ditulis siswa akan membantu memudahkan proses berpikirnya dan dapat mengelola informasi yang diterimanya dengan baik sehingga mereka akan lebih dapat memahami konsep yang ada dalam bacaannya (gardner, 2006). lebih lanjut, (livingstone, 1997) menjelaskan bahwa membuat ringkasan akan meningkatkan pemahaman siswa dan peningkatan perolehan hasil belajar. penutup kesimpulan kesimpulan yang didapatkan adalah ada pengaruh pembelajaran think-pairshare-write (tpsw) berbasis hybrid learning terhadap keterampilan metakognitif, keterampilan berpikir kreatif, dan hasil belajar kognitif siswa. saran perlu adanya perencanaan yang baik oleh guru agar proses belajar mengajar dengan model pembelajaran tpsw berbasis hybrid learning dapat terlaksana dengan baik, sesuai sintaks. daftar rujukan arends, r. i. (2008). learning to teach. terjemahan: helly prajitno soetjipto. yogyakarta: pustaka pelajar. arends, r. i. (2012). learning to teach, ninth edition. new york: macgrawhill companies, inc. badan standar nasional. (2006). peraturan menteri pendidikan nasional republik indonesia jakarta: departemen pendidikan nasional. beaumont, r. (2009). research method and experimental design. retrieved from http://www.robinbeaumont.co.uk/virt ualclassroom/contents.htm corebima, a. d. (2006). pengertian metakognisi. makalah disampaikan pada pelatihan strategi metakognitif pada pembelajaran biologi untuk guru-guru biologi sma di kota palangkaraya. degeng, n. s. (1989). ilmu pengajaran: taksonomi variable. jakarta: dirjen pendidikan tinggi, pplptk. eggen, p. d. & kauhack, d. p. (1996). strategies for teachers: teaching content and thingking skills. boston: allyn and bacon. gardner, a. (2006). beyond the lab report: why we must encourage more writing in biology. biology teacher, 68(6), 325-329. haerullah, a. h. (2012). pengembangan perangkat pembelajaran pemberdayaan berpikir melalui pertanyaan (pbmp) dan think pair share (tps) serta pengaruh penerapannya terhadap metakognisi, berpikir kritis, dan sikap sosial siswa sd multietnis di kota ternate. disertasi tidak diterbitkan. malang: universitas negeri malang. howard, j. b. (2004). metacognitif inquiry. school of education elon university. retrieved from http://www.ncsall.net/ fileadmin/resources/ann_rev/rall_v5_c h7_supp.pdf. isna, f. (2010). penerapan model pembelajaran cooperative script untuk meningkatkan keterampilan metakognitif dan berpikir siswa kelas xi ipa 4 sma negeri 1 malang. skripsi tidak diterbitkan. malang: universitas negeri malang jamaluddin. (2009). pengaruh pembelajaran berpikir melalui https://doi.org/10.22219/jpbi.v3i2.4217 http://www.robinbeaumont.co.uk/virtualclassroom/contents.htm http://www.robinbeaumont.co.uk/virtualclassroom/contents.htm jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 183-193) disubmit: 23 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 siregar et al., pengaruh pembelajaran think 193 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4217 pertanyaan dipadukan strategi kooperatif dan kemampuan akademik terhadap keterampilan metakognitif, berpikir kreatif, pemahaman konsep ipa biologi, dan retensi siswa sd di mataram. disertasi tidak diterbitkan. malang: universitas negeri malang. lee, m. & baylor, a. l. (2006). designing metacognitive maps for web-based learning. educational technology & society. 9(1), 344 – 348. livingston, j. a. (1997). metacognition: an overview. retrieved from http://www. gse.bufallo.edu/fas/shuell/cep564 /metacog.htm. munandar, s. c. u. (1999). pengembangan kreativitas anak berbakat. jakarta: rineka cipta. pierce, w. (2004). metacognition: study strategies, monitoring, and motivation. makalah disampaikan pada workshop “a greatly expanded text version” di prince george’s community college. retrieved from http://nsdl.org/resource/2200/2011031 2195943843t. siswati, b. h. (2012). pengaruh model pembelajaran kooperatif numbered heads together terhadap keterampilan metakognitif dan hasil belajar kognitif siswa kelas xi sma negeri 1 ngoro mojokerto. skripsi tidak diterbitkan. malang: universitas negeri malang slavin, r. e. (2008). cooperative learning: teori, riset dan praktik. terjemahan: nurulita. bandung: nusa media. susmono. (2013). eksperimentasi model pembelajaran think-talk-write (ttw) dan think-pair-share (tps) pada pokok bahasan dimensi tiga ditinjau dari kesulitan belajar siswa kelas x sma negeri di kabupaten magetan tahun pelajaran 2012/2013. tesis tidak diterbitkan. solo: universitas sebelas maret. https://doi.org/10.22219/jpbi.v3i2.4217 universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 41-50 10.22219/jpbi.v5i1.7456 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 41 research article project-based learning: improving students’ activity and comprehension through lesson study in senior high school ainur rofieq a,1,*, roimil latifa a,2, eko susetyarini a,3, purwatiningsih b,4 a department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, jl. raya tlogomas 246 malang, east java, 65144, indonesia b state senior high school of sumberpucung, mentaraman-jatiguwi, sumber pucung malang, east java, 65165, indonesia 1 ainurrofieq@yahoo.com*; 2 roimillatifa20@gmail.com, 3 niniek08@gmail.com; 4 npurwati70@gmail.com * corresponding author introduction on february 2017, an observation of pre-lesson study (pre-ls) was conducted, which showed that there were as many as 20% of the twelfth graders of sman (sekolah menengah atas negeri or state senior high school) sumberpucung in malang regency at the east java province of indonesia actively involved in biology instructional activities; while the rest 80% were shown to be less. instead, the 80% tended to keep talking to their chairmates, joking, and susceptible to any distractions. in accordance with the result of focus group discussion (fgd) with the teachers and observers, it was assumed that it happened due to improper implementation of classroom discussion method and the absence of instructional media. making use of learning resources for instruction constitutes one of teachers’ efforts to improve the level of students’ comprehension on learning materials (cohen, raudenbush, & ball, 2003; hightower et al., 2011; a r t i c l e i n f o a b s t r a c t article history received january 16, 2019 revised february 14, 2019 accepted february 24, 2019 published february 27 2019 fostering teacher’s creativity can be facilitated by conducting lesson study (ls) which implementing project-based learning (pjbl) using designing learning resources. this descriptive qualitative research was using a model teacher who did three open classes on ‘human reproduction system’ material and targeting the twelfth grade of senior high school students in sumberpucung malang as the research subject. the observers comprised three teachers and three lecturers. as for reflection in every open class, four students involved as the informants. the implementation of the model was considered very effective to improve the students’ learning activities, due to several reasons, namely: (a) almost all of the students were actively get involved in the learning process; (b) there was an improvement in the number of active students; (c) the instruction was positive to uplift the quality of classroom management; (d) the students were stimulated in formulating questions and giving opinions; (e) joyful learning was created; (f) most of the students had gained prior knowledge and comprehension of the given problems and concepts before they were presenting it. copyright © 2019, rofieq et al this is an open access article under the cc–by-sa license keywords comprehension on concepts learning resources lesson study project-based learning how to cite: rofieq, a., latifa, r., susetyarini, e., & purwatiningsih, p. (2019). project-based learning: improving students’ activity and comprehension through lesson study in senior high school. jpbi (jurnal pendidikan biologi indonesia), 5(1), 4150. doi: https://doi.org/10.22219/jpbi.v5i1.7456 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7456 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7456 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7456&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 41-50 42 rofieq et.al (project-based learning: improving students’ …) rosenshine, 2012; walberg, 2010). learning resources, in essence, refer to any objects or situations that are existent around learning environment (blazar & kraft, 2017; bouzeghoub, do, & lecocq, 2007; coe, aloisi, higgins, & major, 2014; guardino & fullerton, 2010; koper, 2003) and can functionally accommodate and optimize learning outcomes (khalil & elkhider, 2016; lento et al., 2014; masino & niño-zarazúa, 2016). many learning resources can stimulate students’ brain to draw out a concept more concretely so as to trigger easier comprehension and better knowledge mastery. the selection of learning resources is to be planned by teacher ‘by design’ based on particular needs (fullan & langworthy, 2014; kamina & iyer, 2009; karamustafaoglu, 2009; niemi, 2009). accordingly, need assessment is to be administered to syllabus, basic competences, learning objectives, and students’ needs (bryson, 2013; cartwright, weiner, & streamer-veneruso, 2010; hunt, 2015). for that reason, hodge and anderson (2007) proposes the term ‘instructional media’ as learning resources. in general, learning resources must be prepared by teachers or have been existent in schools (carr, 2007; carroll, 2012; coe et al., 2014; kohl et al., 2013). most of teachers have prepared and determined some sorts of learning resources they are going to make use of for instruction by referring to lesson plans. alluding to 2013 curriculum, teachers are required to make use of learning resources for scientific quality improvement. with respect to the observation result (on february 2017), it was reported that all biology teachers had performed any attempts to procure and make use of learning resources in every instructional session. the learning resources could be the media that had been existent in the school or designed by the teachers; or it could be any situations around learning environment. however, in fact, not all available learning resources covered the intended materials. hence, the teachers were demanded to be far more creative in planning learning resources to use. one of possible solutions offered was to assign the students to independently design their own learning resources in a group through elaborative study on learning objectives, literature review, and learning needs. the implementation of assigning the students to design their own learning resources required proper method or model of scientific learning (anderman, sinatra, & gray, 2012; bušljeta, 2013; coil, wenderoth, cunningham, & dirks, 2010; dunlosky, rawson, marsh, nathan, & willingham, 2013; movahedzadeh, patwell, rieker, & gonzalez, 2012). the main consideration to take into account was that the model was equipped with syntax, consisting of group working, time allotment for designing learning resources, consultation with the teacher, and presentation. all in all, one of scientific approaches with that sort of syntax is project-based learning or pjbl (arce, miguez, granada, miguez, & cacabelos, 2013; bell, 2010; fadly & wasis, 2017; greenstein, 2012; shinde, 2014; sumarti, cahyono, & munafiah, 2015). the pjbl model was implemented by assigning the students, in groups, to independently design and elaborate learning resources from some assorted literatures. according to dickinson and jackson (2008) and also sani (2014) students automatically comprehend and learn prior materials before an instructional activity starts. based on the issue that arose on the observation and fgd (on february 2017), ls was piloted as a practice of teacher’s professional training for biology subject on the twelfth graders of senior high school level. further, the focus of the ls was ‘to implement pjbl model through a project of independently designing learning resources in groups outside the classroom meeting hours to improve the students’ activities and comprehension on biology concepts. method this descriptive qualitative research was implemented ls on the twelfth graders of the senior high school attending natural science (or ilmu pengetahuan alam/ipa), specifically on class xii ipa-1 (31 students) and xii ipa-2 (30 students) during even semester on academic year 2017/2018 under ‘human reproduction system’ material. the one appointed as a model teacher was a biology teacher for the twelfth graders of the senior high school. meanwhile, three lecturers from department of biology education, the faculty of teacher training and education-university of muhammadiyah malang and three teachers from the same school as that of the model teacher were set as observers. thereunto, ls was run in three instructional activities, march to may 2017. the instruction was initiated by pre-ls on february 2017 by administering observation and fgd about instructional activities commonly performed by biology teachers. next is ls implementation in which it was administered in three instructional activities: open class-1 in class xii ipa-1 by means of pictures in the students’ book as learning resources; open class-2 in class xii ipa-1 by means of powerpoint created by the students; open class-3 in class xii ipa-2 by means of media independently designed by students. in open class-1, the instructional model used was problem based learning (pbl), and in the next open class, pjbl was chosen. the syntax of pjbl used in the ls was referred to a guideline from the ministry of education and culture comprising six phases, to name: (1) problem delivery; (2) planning a project; (3) setting a schedule; (4) monitoring; (5) testing on results; and (6) evaluation on experience. withal, a scheme of ls implementation is shown in table 1. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 41-50 43 rofieq et.al (project-based learning: improving students’ …) table 1. a series of activities and schedule of the instructional no scheme open class-1 open class-2 open class-3 1. month(s) march 2017 march 2017 april 2017 2. material(s) plant reproduction system human reproduction system human reproduction system 3. model(s) problem based learning (pbl) project-based learning (pjbl) project-based learning (pjbl) 4. class(es) xii ipa-1 xii ipa-1 xii ipa-2 5. learning resources (media) pictures in the students’ book powerpoint created by the students media designed by the students 6. method(s) of data collection observation, fgd, and interview observation, fgd, and interview observation, fgd, and interview results and discussion there were three open classes of instructional activities. open class-1 constituted preliminary phase of ls (pre-ls). meanwhile, open class-2 and open class-3 were conducted by means of ls. open class-1 open class-1 constituted pre-ls, which was administered in class xii ipa-1. pre-ls was a phase in which the teacher accommodated a regular instruction without any ls implementation on ‘human reproduction system’ material by implementing pbl model. the essential aim of the program was to identify instructional characteristics, such as overall situation, common habit and behavior shown by the biology teacher in terms of classroom management, the students’ activities during class, and classroom overall condition. during the instruction, the teacher started the class by distributing worksheet with four pictures of how plant underwent its reproduction process along with several problems and questions written next to them. after all the students received the worksheet, the teacher explained the pictures with several examples of reproduction process that happened around the students’ environment. the teacher, then, divided the students into six groups. each of the groups was to discuss the problems and questions based on the pictures before jotting down their answers. the next phase was that the students were involved in classroom discussion in order to analyze and synthesize problems and the most correct answers. at last, the teacher, together with some of the students, performed a critical analysis to clarify the answers. alluding to the observation result in terms of classroom conduciveness, it was shown that there were 15 of the students actively focused on the instruction; while the rest 16 were shown to be less attentive. some following details were tapped: the classroom condition was crowded; many students kept talking to their chairmates; many moved from their own chairs to other chairs (from row to row); some did not really get involved in the discussion; and some seemed to open and read some other books. moreover, in classroom discussion session, as many as a quarter of the students showed their critical thinking process in formulating questions or sharing their thoughts, through analysis and synthesis on the concepts served in the material. in fgd session with the model teacher, observers, and six representatives of the students, it was identified that some of the students did not fully comprehend the problems. as the consequence, neither were they interested in group nor classroom discussion. all the students claimed that the learning situation and condition were still the same as usual. one detectable drawback of conventional instruction is that students are shown to be less contributive to the instruction. one of determinant factors that causes students’ learning outcomes to be less optimal is abstractly conducting instructional activities (dickinson & jackson, 2008). for that reason, teachers are demanded to be more innovative and selective to take into account, choose, and implement scientific models of instruction (cajkler, wood, norton, pedder, & xu, 2015; isabekov & sadyrova, 2018). further, scientific model of instruction is believed to give students a chance to perform life-based learning through life experiences. implementing scientific model of instruction completely requires teachers’ skill and experiences in managing the instruction. indeed, they are demanded to be well-experienced in collaborating with other teachers or lecturers to optimize learning outcomes. consequently, the ls team agreed to set open class-2 by design with ls as a model of professional training program. according to saito and atencio (2015), ls constitutes a model of teachers’ professional training through collaborative instructional review. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 41-50 44 rofieq et.al (project-based learning: improving students’ …) open class-2 in open class-2, ls was implemented in the same class, xii ipa-1. it focused on ‘human reproduction system’ material. the open class-2 was designed by referring to the reflection on the previous instructional activity. the main facets to concern on for betterment were instructional model and learning resources. the ls team agreed to make use of pjbl as the instructional model; while learning resources were to be treated as the students’ group project. planning this stage was initiated by ‘planning’. the ls team, comprising three lecturers from umm, a model teacher, and four teacher observers, had conducted a workshop to set a lesson plan on ‘human reproduction system’ material and to design the syntax of pjbl. the design was made collaboratively in the forms of chapter design and lesson design by considering basic competence, material indicators, substances of lesson plan, as well as the students’ and teacher’s needs for instruction. the results of chapter design and the lesson design are displayed in figure 1. the ls team decided that the chosen material, ‘human reproduction system’, was divided into three subcategories, namely: ‘male and female reproduction organs’, ‘physiological process of reproduction’, and ‘reproduction health’. for the project, the students were assigned to create instructional media for presentation by means of microsoft powerpoint program. the instructional activity was run by means of pjbl syntax based on the guideline from the ministry of education and culture. figure 1. the results of lesson design for open class-2 implementation in the implementation, the teacher implemented pjbl model to accommodate the instruction as agreed by the ls team. the first, second, and third syntaxes were implemented in the first meeting (during the classroom meeting hours) for about 30 minutes. the fourth syntax was administered outside the classroom meeting hours for six days. next, the fifth and sixth were administered during the classroom meeting hours for 2 x 45 minutes. in detailed, the followings are the descriptions of each stage performed in class: (1) syntax-1: problem delivery which constituted the first phase where the teacher shared some common problems in respect to ‘human reproduction system’; (2) syntax-2: planning the project in which the teacher divided the students into six groups – with two groups working on learning resources about physical characteristics of puberty, two groups on reproduction physiology, and two groups on reproduction health. the teacher explained to the students that the project was to be completed outside the classroom meeting hours in six days; (3) syntax-3: setting the schedule where the teacher and students, altogether, made an agreement about consultation for project development; syntax-4: monitoring, which allowed the teacher to intensively observe the students’ progress in finishing the project outside the classroom meeting hours based on the stipulated schedule; and syntax-5: testing on the results in which each of groups was to present the result of the project (figure 2). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 41-50 45 rofieq et.al (project-based learning: improving students’ …) figure 2. a group of students of xii ipa-1 presenting their learning resources for ‘human reproduction system’ material the teacher invited the students to discuss some problems that had been shared and explained in syntax1 by means of media they had designed. during the meeting, the teacher gave a chance to the students to analyze and evaluate three materials delivered about reproduction system. the teacher also set time allotment to criticize and give feedbacks on the substances of the material included in the media designed by other groups. in syntax-6, the teacher gave a chance to all the students to evaluate their experiences in designing the project. however, the last syntax could not be implemented for the time had almost been running out, remaining 15 minutes. consequently, the teacher switched to instructional reflection and followup. the ls team observed all stages implementing pjbl, excluding syntax-4, monitoring. the session of monitoring was executed by the model teacher outside the classroom meeting hours. besides, the ls team conducted an interview with the model teacher and six students (representing each of the groups). the observation took place during the instructional activities; while the interview was conducted after the instructional activities were completed. reflection the ls team made a reflection after the instructional activities. the method for reflection was based on two techniques, namely: evaluating the instruction and comparing to open class-1. the ls team revealed that, based on the observation on classroom conduciveness, the number of active and attentive students (23) higher than the previous session did (17). it explicated that as many as 8 students were shown to be less active as the learning atmosphere was somehow unconducive as that in open class-1. it was illustrated by the followings: some of the students preferred talking to their chair-mates; some of them kept moving from one to another chair (row to row); some seemed ‘not really’ involved in group and classroom discussions; some opened some other books other than biology book; and there were two groups busy to revise and improvise their powerpoint slides in their laptops. in classroom discussion, students were more stimulated in formulating questions and sharing their thoughts, from 10 to 16 students. the students were confident to analyze, synthesize, and evaluate the concepts, which had been a serious problem in learning, all this time. the result of fgd with the model teacher, observers, and student representatives resulted in a fact that there were some of the students with the lack of comprehension on the problems under discussion. they felt uninterested in analyzing and discussing the project, either in a group or classroom context. in addition, the reasons why they were less participative on the project was that they could not operate powerpoint program, they did not have any laptop, and only few students operated the powerpoint slides during presentation. all the students admitted that the learning situation or condition was better than that in open class-1, with the joyful learning increase. the model teacher also assumed that there was a syntax in pjbl model seeming unfeasible. the burden the teacher might have to face was when she was to visit her students’ houses one by one to observe the progress of media creation. as there were six different groups, the teacher was to monitor, at least, six times in total. in addition, the ls team concluded that syntax-6, evaluation on experiences in designing the project, was not effective to foster the students’ mastery on the learning material. according to saito and atencio (2015), in implementing ls, it is necessary that teachers choose the most effective activity. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 41-50 46 rofieq et.al (project-based learning: improving students’ …) based on the result of reflection, it was recommended that the fore-coming pjbl instructional activities be more effective in terms of learning process, quality of learning resources, and the students’ participation in developing learning resources. pjbl model would give a broader chance to students to partake and be responsible for instruction (arce et al., 2013; fadly & wasis, 2017; greenstein, 2012; kokotsaki, menzies, & wiggins, 2016; savery, 2006). according to holubova (2008) and kokotsaki et al. (2016), pjbl could raise a constructive investigation and reflection on the real life. for that reason, designing instructional activity should focus more on students. open class-3 open class-3 was designed to highlight and accommodate what was recommended by open class-2. the targeted foci of instructional training to be maintained were the syntax of pjbl and technique of learning resource development. planning the ls team held a workshop to design a scheme of new instruction based on what was gained in open class-2. the syntax of pjbl was compressed from six to four. the four agreed syntaxes comprised planning, creating, presenting, and evaluating. the consideration to cut the syntax was based on savery (2006) and also saito and atencio (2015) who underpin that instructional activities have to be designed as effective as possible. in the syntax of newly designed pjbl, two syntaxes were removed, namely monitoring and evaluation on experiences during the project. further, the technique for material development by groups of students was replaced by learning resources, in the form of visual media, independently created by the students. the learning material was set the same as that in open class-2, ‘human reproduction system’, but the class was made different, which was on class xii ipa-2. for chapter design and plot of lesson design, the material was still adopted from the design used in open class-2 (see figure 1). notwithstanding, the draft of lesson plan was changed as shown in figure 3. figure 3. the illustration of lesson plan summary during the lesson design in open class-3 implementation in its implementation, the teacher applied the syntax of newly designed pjbl comprising four syntaxes. syntax-1 was implemented by the teacher and students in the classroom on the first meeting for 30 minutes. syntax-3 and syntax-4 were conducted by the teacher and students altogether in 2 x 45 minutes. meanwhile, syntax-2 was piloted outside the classroom meeting hours for six days by the students in groups. syntax-1 was planning, in which the model teacher delivered problems related to human reproduction system and invited the students to get involved in interactive discussion. next, the teacher gave the students project to jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 41-50 47 rofieq et.al (project-based learning: improving students’ …) design media and divided them into six different groups–with two groups concerning on physical characteristic of puberty, two groups on reproduction physiology, and two others on reproduction health. the teacher informed that the project had to be completed outside the classroom meeting hours within six days. the teacher and students, therefore, agreed to set a schedule of classroom consultation for the progress. syntax-2 was creating, where the students, together with their own group, started to design and develop learning resources labelled as the students’ creation media. the must-exist guideline for elaboration was human reproduction system material accommodated in the students’ book with additional materials from other sources, such as internet and textbooks. as for the elaboration, the students were given a chance to consult with the model teacher during break-time at the school. syntax-3 was presenting, in which each of the groups was to present the media created. the teacher also invited the students to get involved in solving the problems that arose in syntax-1 by means of media they created (figure 4). in this meeting, the teacher gave the students a chance to analyze and evaluate three materials about reproduction system. in addition, the teacher set time allotment to criticize and give feedbacks to some substantial aspects of the learning resources created by other groups. syntax-4 was evaluating, in which the teacher invited the students to make a conclusion and reflection concerning on the instruction. at last, the session was ended by delivering some advices and follow-up from the teacher on the reproduction health material in a real life. figure 4. two examples of learning resources created by the students related to reproductive organ physiology (a) and puberty physical character (b) reflection the ls team did a reflection to evaluate the instructional activities and make a comparison to open class2. the ls team revealed that, based on the observation, in term of classroom conduciveness, almost of all students were active, reach 27 from 30 students. in other words, only 3 students were categorized as passive, showing that during classroom discussion there were still some of whom who kept talking to their chair mates. however, unconducive situations as those in open class-1 and open class-2, such as moving from one to another chair (row to row), ‘not really’ getting involved in group and classroom discussions, opening some other books other than biology book, and being busy to revise and improvise their powerpoint slides in their laptops, were no longer found. in classroom discussion, it was shown that there was improvement on the number of students with critical thinking in formulating questions and sharing thoughts, which finally reached 24 students. as shown in open class-2, the students were confident to analyze, synthesize, and evaluate the concepts which might be their learning problems, all this time. the excellence of open class-3 was that some of the students from different groups were able to explain and evaluate some issues regarding reproduction health based on their real life by departing from relevant concepts, theories, and learning resources. based on the result of fgd during the reflection session, it was probed from the observers and students that most of the students found the answers and comprehended the problems delivered in syntax-1. it was since almost all of the members of the groups actively involved in elaborative activity of designing learning a b jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 41-50 48 rofieq et.al (project-based learning: improving students’ …) resources. all the students admitted that the situation and condition of the instruction were far better than that of open class-2 with the joyful learning was created. evaluating the students’ media (see figure 4), the ls team revealed that the students succeeded in elaborating and developing learning resources despite the dummy version of their creation. the instructional media, withal, had been used by the students to comprehend and memorize biological concepts concretely. from pedagogical perspective, it could be said that the students actively involved in the instructional activities to lower down the teacher’s dominance in explaining the materials. according to bell (2010), darling-hammond (2006), and also greenstein (2012), the most remarkable characteristic of instruction in 21st-century is that teachers have to reduce their being domineering in class. the notion related to the reduction of teachers’ dominant role upon teaching has provided a scientific foundation to alleviate the syntax of pjbl from six to four (darling-hammond, 2006; fadly & wasis, 2017; kokotsaki et al., 2016). the four syntaxes of pjbl in this current research comprised planning, creating, presenting, and evaluating. by doing so, it has activated the teacher to be the learning facilitator. the results of observation, in addition, contribute a scientific support that the students and their groups are play their dominant roles during the instruction in all stages of learning. many researchers and expert has confirmed that the implementation of pjbl model could be positive to all students, especially to improve their motivation and focus on instructional activities (chiang & lee, 2016; crippen et al., 2016; husamah & pantiwati, 2014; movahedzadeh et al., 2012) . conclusion this current lesson study has recommended the reduction of the syntax of pjbl model as guided in a book of ministry of education and culture, year 2014, from six to four, comprising planning, creating, presenting, and evaluating. in pjbl model, the students were able to design their own media in groups by elaborating the materials from the textbooks and other supporting sources. the implementation of pjbl through the project of media creation was considered effective to improve the students’ learning quality. there were quantitative indicators to prove, as follows: (a) almost all of the students were shown to actively get involved in the learning process; (b) there was an improvement in the number of active students than those in the previous instruction; (c) the instruction was positive to uplift the quality of classroom management; (d) the students were stimulated in formulating questions and giving opinions; (e) joyful learning was created; (f) most of the students had gained prior knowledge and comprehension of the given problems and concepts before they were presenting it. 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(2017). improving of scientific literacy ability using discovery learning model at the seventh grade students of state jhs 3 ngronggot, nganjuk-indonesia. jurnal pendidikan biologi indonesia, 3(3), 266-271. https://doi.org/10.22219/jpbi.v3i3.4540 improving of scientific literacy ability using discovery learning model at the seventh grade students of state jhs 3 ngronggot, nganjuk-indonesia sri ratna dewi*, mumun nurmilawati, dwi ari budiretnani biology education department, university of nusantara pgri kediri, indonesia *corresponding e-mail: prosperous.srd@gmail.com abstract country with good education condition can be seen through its citizen scientific literacy. this research aims to improving the students’ scientific literacy ability by using discovery learning model at 7th grade students of state junior high school 3 ngronggot, nganjuk-indonesia. the instrument in this kemmis and taggart model of classroom action research was an essay test composed based on indicators developed by gormaly. the results of the research showed that there were improvements on the students’ scientific literacy ability from cycle i to cycle ii on six of seven indicators. those improvements are as follows: indentifying scientific opinion increased from 0% into 64.52%, reviewing literature effectively increased from 0% into 29.03%, understanding research design and the way how its effect to the finding/discussion increased from 14.29% into 19.35%, making graphic from the data correctly increased from 0% to 58.07%, solving problems using quantitative skill including operating basic statistics increased from 7.14% to 58.07%. however, in making inference, prediction and drawing conclusion based on quantitative data, the improvement was only on the students’ answer that got 1 score, it increased from 7.14% to 77.42%. in addition, for the indicator of understanding and interpreting basic statistic, it decreased from 21.43% to 12.90%. keywords: discovery learning, junior high school, scientific literacy, skill, student © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction indonesian human resources which have high quality and readiness to face global challenge can be realized through the improvement of education quality (rusilowati et al., 2015). in addition, high quality education not only does it prepares the students to have one profession, but also education which enable the students to solve their daily problems. the education quality in a country can be representated by its citizen scientific literacy ability. scientific literacy is important to be developed in several reasons such as; (1) the scientific understanding which gained by natural encompassing and learning provides personal satisfaction and pleasure, (2) every person needs information and scientific thinking to draw decisions in their daily life, (3) every person needs ability to participate in public discourse and debate about important issues that involve science and technology, (4) scientific literacy is important in the work place, because there are many jobs require high skills which make people to learn science, think, possess creative thinking, draw conclusion, and solve problems (national research council, 1996). the scientific literate person has ability in applying scientific concepts, principles, laws, and theories to their environment. moreover, they also able to implement scientific processes to solve problems, draw decisions, and understand the nature (laugksch, 2000). scientific literacy is the ability to use scientific knowledge, identify questions and draw fact-based conclusions to understand the universe and make decisions of changes that occur due to human activities (pisa, 2006). the important scientific skills to be provided to students are the science literacy (turiman et al., 2012). the research results conducted by astuti, 2016, science literacy are a skill that needs to be developed in the globalization. the importance of science literacy and information literacy is in personal decision making, participation, and economic productivity. literacy of science https://doi.org/10.22219/jpbi.v3i3.4540 dewi et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 266-271 267 improving of scientific literacy ability…. consists of several types of literacy such as written reading, numerical literacy and digital literacy (information technology). in terms of learning science literacy can be applied through learning strategies that can hone students to think high otherwise multimedia-based or computer-based strategies can increase digital literacy. thus the science literacy can be included in the curriculum for science learning, especially ipa can increase knowledge, especially scientific and technological concepts. the research results conducted by programme for international student assessment (pisa) organized by organisation for economic co-operation and development (oecd) showed that the indonesian students’ scientific literacy rank, with the subject age of 15, was the 64th of 65 countries. this means that indonesia, with its score of 382, was categorized as the the below-oecd-standard country score (500). various other studies support to obtain a more meaningful learning model for students, such as iswari (2010) which uses laboratory-based problem-solving activities to increase students' science literacy. in addition, wenning (2011) study concluded that inquiry learning is an excellent way for students to understand the content of science. then research gormally et al. (2009) applying lab inquiry learning proves that students have improved scientific investigation skills and better science literacy than conventional learning. lessons that are relevant to the development of students' literacy skills are lifeoriented learning, building student attitudes and awareness of the environment (rakhmawan, et al., 2015). various researches are conducted to find the effective and efficient learning process of science to get the learning outcomes with the best quality and quality. holbrook (2005) argues that learning will achieve good results, if the learning is meaningful for students. in the oher words, indonesian students’ scientific literacy was low compared to the other countries. based on the observation conducted in the seventh grade students of junior high school (jhs) 3 ngronggot nganjuk (east java, indonesia), it can be inferred that the material about population density was the most difficult material for the students. in the teaching process, teacher only explained the materials, thus, the teaching learning process was teachercentered. furthermore, it was less frequent for teachers in both employing instructional media and implementing the scientific literacy ability directly. this causes students can not understand the material. finally, the scientific literacy indicators have not been reached optimally. in order to solve those problems, discovery learning was applied to improve students’ scientific literacy ability. discovery learning model means understanding concept, meaning and correlation through intuitive student’s process to draw conclusion. discovery happends when each person involves in the use of their mental process to find several concepts and principals (budiningsih, 2005). in discovery learning, the students identify problems, solutions, find relevant information, develop solution strategy, and implement the chosen strategy. in collaborative discovery learning, the students are in practical activities to solve problems together (borthick dan jones, 2000). method this research is classroom action research (car) based on kemmis and taggart model. classroom action research is a scientific activity in the classroom context which is implemented to solve the learning problems faced by teachers, to improve the quality and learning achievement (widayati, 2008). this car was implemented in two cycles with four phases in each cycle: planning, action, observation and reflection. however, in the implementation, the action and observation phases could not be separated. the subject of the research is the seventh grade students of state jhs 3 ngronggot nganjuk. the research instruments consist of interview guide, questionnaire, observation sheet, and essay test composed based on indicators developed by gormally, et al., (2012) thet are; 1) identifying scientific valid opinion, 2) reviewing literature effectively, 3) understanding the elements of research design and its effect to the finding/conclusion, 4) making graphic from the data correctly, 5) solving problems by using quantitative skill including basic statistics, 6) understanding and interpreting basic statistics, 7) making inference prediction and drawing conclusion based on the data. the collected data were then presented in percentage in order to show the improvements in each cycle clearly. dewi et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 266-271 improving of scientific literacy ability…. 268 results and discussion percentage of the students’ achievements of scientific literacy ability in each indicator are as follows (figure 1 to figure 7): identifying valid scientific opinions 0% 20% 40% 60% 80% 100% cycle i cycle ii 0% 64.52% 7.14% 6,45% 92.86% 29.03% score 2 score 1 score 0 figure 1.the percentage of students’ ability in identifying valid scientific opinions on the given test, the students were asked to identify and look for which scientific opinions that can be used as the problems cause. in cycle i to cycle ii the percentage of students' answers that got 2 score increased from 0% into 64.52% (figure 1). reviewing literature effectively 0% 50% 100% cycle i cycle ii 0% 29,03% 3,58% 22,58% 96,42% 48,39% score 2 score 1 score 0 figure 2. the percentage of students’ ability to review literature effectively on the given test, students were asked to search the trusted information that contains research results. on the first cycle to the second cycle, the precentage of the students’ answer that got 2 score increased from 0% into 29.03% (figure 2). understanding research design elements and its effect to the findings/conclusion 0% 20% 40% 60% 80% 100% cycle i cycle ii 14.29% 19.35% 3.58% 16.13% 82.14% 64.52% score 2 score 1 score 0 figure 3. the percentage of students’ ability in understanding research design and how its effect to the finding/conclusion on the given test, the students were asked to find sentences in the form of theory and hipothesis. in cycle i to cycle ii, the percentage of students' answers, who got 2 score, was from 14.29% into 19.35% (figure 3). making graphic from the data correctly 0% 20% 40% 60% 80% cycle i cycle ii 0% 58.07% 25% 6.45% 75% 35.48% score 2 score 1 score 0 figure 4. the students’ ability in making graphic from the data correctly on the given test, the students were asked to make a graphic based on the data in the test. in cycle i to cycle ii, the percentage of students' answers, who got 2 score, was from 0% into 58.07% (figure 4). dewi et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 266-271 269 improving of scientific literacy ability…. solving problems using quantitative skill including basic statistics 0% 20% 40% 60% 80% 100% cycle i cycle ii 7.14% 58.07% 7.14% 22.58% 85.71% 19.35% score 2 score 1 score 0 figure 5. students’ ability in solving problem using quantitative skill including using basic statistics on the given test, the students were asked to read and analyze the provided data. in cycle i to cycle ii the percentage of students' answers that got 2 score increased from 7.14% into 58.07% (figure 5). understanding and interpreting basic statistics 0% 20% 40% 60% 80% 100% cycle i cycle ii 21,43% 12,90% 10,71% 3,23% 67,86% 83,87% score 2 score 1 score 0 figure 6. students’ ability to understand and interpret the basic statistics on the given test, the students were asked to explain the reason of using statistical data. in cycle i the percentage of students' answers that got 2 score was 21.43%. however in cycle ii the percentage of the students’ answer that got 2 score, decreased into 12.90% (figure 6). making inference, prediction, and drawing conclusion based on quantitative data 0% 20% 40% 60% 80% 100% cycle i cycle ii 0% 0% 7,14% 77,42% 92,86% 22,58% score 2 score 1 score 0 figure 7. students’ ability to make inference, prediction and to draw conclusion from quantitative data in this indicator, there was no increasing on the percentage of the students’ answer that got 2 score. it is because the percentage of the students’ answer that got 2 scores in cycle i and ii was the same at 0%. however, the increasing was on the percentage on the students’ answer that got score 1, it increased from 7.14% into 77.42% (figure 7). application of discovery learning can explain the advantages and disadvantages at the beginning of each cycle; this deficiency arises because students are not familiar with the changing way of learning being applied. after getting used to the same learning patterns the students are able to improve those skills. based on the percentage in cycle i, half of the indicators which have percentage of the students’ answer with 2 score was 0%. it shows that the students had not understood the problems and the questions so they got difficulties on answering the questions correctly. in cycle ii, there was significant improvement on each indicator. it proved that the students had been able to comprehend the problems and questions so they could answer the question correctly. actual action is the most dominant activity in developing students' literacy skills (istikomayanti, et al., 2016). according cobble (2012) students who have high literacy skills are people who are active and dewi et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 266-271 improving of scientific literacy ability…. 270 progressive and able to survive and face the problems around him. the improvement of the students’ scientific literacy ability is caused by the implementation of the discovery learning. according to cahyo (2013), in discovery learning, the students are facilitated to be able to find the concepts and principles by using their own mental process. in finding the concept, the students observe, classify, maka hypothesis, explain, and draw conclusion, etc in order to find several concepts and principles. furthermore, the obvious learning principal in discovery learning is the instructional materials that are presented are not in the final form, but they are in the active process. the students are facilitated to identify what they have known, continue finding the information by themselves, after that they organize what they have known and comprehended as the final form. the students actively construct their own experience by relating the new knowledge with the internal capacity or the cognitive structure that they have got (cahyo, 2013). from the explanation above, it can be seen that discovery learning model is the suitable model to improve the students’ scientific literacy ability, because the steps of the discovery learning have the same direction as the indicators of the scientific literacy, that the writer used in this research (gormally et al., 2012). conclusion based on the explanation above, it can be concluded that the use of discovery learning in science subject in the topic of population density to the environment can increase the students’ scientific literacy ability on the vii-1 students of state jhs 3 ngronggot. the improvements were on the six out of seven indicators, especially on the percentage of the students with 2 score that can be explained as follows: identify the valid scientific opinion increased 64.52%, reviewing literature effectively increased 29.03%, understanding research design and its effect to the research finding/ conclusion increased 5.06%, making graphic from the data correctly increased 58.07%, solving the problem using quantitative skill inclusing using basic statistics increased 50.93%. however, on the indicator understanding and interpreting the basic statistics decreased 8.53%. finally for the last indicator such as making reference, prodiction, and drawing comclusion based on quatitative data increased on the students’ answer that got 1 score 70.28%. it is important for the future researcher to add the car cycle when implementing discovery learning, so all of the indicators in the scientific literacy measurement can be achieved. scientific literacy is a curriculum mandate; 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(2008). penelitian tindakan kelas. jurnal pendidikan akuntansi indonesia, 6(1), 87-93. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 159-168 10.22219/jpbi.v5i1.7372 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 159 research article science literacy skills through the experience of project activities with assisted local potential based learning materials diana hernawati a,1,*, mohamad amin b,2, mimien henie irawati al muhdhar b,3, sri endah indriwati b,4 a department of biology education, faculty of teacher training and education, universitas siliwangi tasikmalaya, siliwangi street no.24, khuripan, tawang, tasikmalaya, west java, 46115, indonesia b department of biology, faculty of mathematics and natural science, universitas negeri malang, semarang street no.5, sumbersari, lowokwaru, malang, east java, 65145, indonesia 1 hernawatibiologi@unsil.ac.id*; 2 mohamad.amin.fmipa@um.ac.id; 3 mimien.henie.fmipa@um.ac.id; 4 sri.endah.fmipa@um.ac.id * corresponding author introduction a number of 21st-century skills were introduced with various labels and packaged in a number of clusters, i.e. ways of thinking, ways of working, working and life skill in the world (binkley et al., 2014; tan, choo, kang, & liem, 2017). the skills needed in 21st-century competence known as 4cs, namely communication, collaboration, critical thinking, and creativity (chu, reynolds, tavares, notari, & lee, 2017; heinrichs, 2016; osman, hamid, & hassan, 2009; skills, 2009; talat & chaudhry, 2014; wilborn, 2013). in general, mastery of 21st-century skills can be focused on creating high-quality human resources with higher order thinking skills (bell, 2010; talat & chaudhry, 2014; tindangen, 2018). today the implementation of science education a r t i c l e i n f o a b s t r a c t article history received january 09, 2019 revised february 14, 2019 accepted february 23, 2019 published march 12, 2019 scientific skills literacy is one of the skills that students need to have to support the learning process. this study aims to explain the literacy skills of the students through project experience with the help of local potential-based teaching materials. this research is a quantitative study and it used quasi-experimental design, pre-and posttest design. ancova analysis was used as the data analysis technique at a significant level of 5% (p < 0.5). analysis prerequisite tests included the kolmogorov-smirnov test for normality test and homogeneity of variance with levene's-test. all data testing was done using the spss version 23.0 for windows. the results of the study show that the experience of project activities has a significant effect on the scientific literacy skills in three competencies. these competencies are to explain scientific phenomena, evaluate and design scientific investigations and interpret scientific evidence and data. competence in evaluating and designing scientific investigations has the greatest significance compared to the other two competencies. copyright © 2019, hernawati et al this is an open access article under the cc–by-sa license keywords literacy skills local potential project activities how to cite: hernawati, d., amin, m., al muhdhar, m. h. i., & indriwati, s. e. (2019). science literacy skills through the experience of project activities with assisted local potential based learning materials. jpbi (jurnal pendidikan biologi indonesia), 5(1), 159-168. doi: https://doi.org/10.22219/jpbi.v5i1.7372 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 10.22219/jpbi.v5i1.7372 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7372 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7372&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 159-168 160 hernawati et.al (science literacy skills through …) systems has recommended ways to understand students from complex systems (chu et al., 2017; ghaffarzadegan, larson, & hawley, 2017; spraragen et al., 2014; uswatun & widiyanto, 2018; young, 2013). an example in the structure-function framework that has been used to support and examine student systems thinking (dauer & dauer, 2016; speth et al., 2014; vattam et al., 2011). known system thinking includes general systems thinking (systems thinking that shows the relationship between structure and function) and dynamic systems thinking (arnold & wade, 2015; carey et al., 2015; grohs, krik, soledad, & knight, 2018; monat & gannon, 2018, 2015). scientific literacy skills have been seen as the competencies needed to improve the ability to think dynamically about science in relation to personal, social, political, economic, and other issues. holbrook and rannikmae (2009) suggested that scientific literacy skills can be developed through science education. science education related to the ability to use scientific knowledge and skills creatively based on sufficient evidence with daily life in solving real problems based on reasoning that can be understood based on scientific phenomena (campbell, zhang, & neilson, 2011; dragoş & mih, 2015; gormally, brickman, & lutz, 2012; gultepe, 2016; holbrook & rannikmae, 2009; karamustafaoğlu, 2011; trna, trnova, & sibor, 2012; turiman, omar, daud, & osman, 2012). science is not just an accumulation of visible evidence, but observations that require interpretation and inference, so the lack of association of findings is explicit with science content (campbell et al., 2011). however, the program international student assessment (pisa) reported that the average score of achievement of science literacy in indonesia was still low. indonesia ranked, in 2012, is 64th from 65 participating countries (oecd, 2013). the similar finding also found in students’ literacy related to health issue (permana, suwono, & listyorini, 2016). students’ science literacy can be promoted in their learning process (dragoş & mih, 2015; gormally, brickman, hallar, & armstrong, 2009; turiman et al., 2012). learning process in the view of constructivism is creating an activity that allows students to build their own knowledge (schunk, 2012). referring to the philosophy of constructivism, the learning outcome can be achieved through a learning process that prioritizes the development of creativity, activities, and needs of students (tantrarungroj & suwannatthachote, 2012). the achievement of learning outcomes can be designed by providing learning experiences that involve mental and physical processes through various interactions. provision of project assignments as one of the activities that can link academic content with real contexts arouses student enthusiasm for problem-solving and decision making (baş, 2011; bell, 2010; johnson, 2009; see, rashid, & bakar, 2015; sookpatdhe & soranastaporn, 2016). the success of the project in learning depends on the number of student activities and a good learning environment (habók & nagy, 2016). by utilizing students’ real-life condition, they can promote their ability related to science literacy. the students can accommodate their ability to identify questions, gain new knowledge, explain scientific phenomena, and draw conclusions based on facts (dragoş & mih, 2015; holubova, 2008; schwartz, tessman, & mcdonald, 2013; sookpatdhe & soranastaporn, 2016). furthermore, baxter (2007) suggest that effective learning is not just a good teaching outcome, but the use of local resources that have a direct contribution as learning resources in order to develop the potential of students. the diversity of animals and plants that are characteristic of the tasikmalaya region is a challenge to be used as a learning resource. it remains a major challenge to utilize biology learning resources by maximizing local potential as a solution to reduce the effects of boredom and develop local resources (prabowo, nurmiyati, & maridi, 2016). in this case, the students will carry out learning experiences by utilizing local potential based learning. for this reason, this study aims to explain the students’ science literacy skills through project experience with the help of local potential-based teaching materials. method this research was aimed to explain students’ science literacy skills through project experience with the help of local potential-based teaching materials. the local potential used was animals and plants which became characteristic of the tasikmalaya region. the activity carried out by students was to explore animals and plants related to their taxonomy and genetic relationship. the research design used was quasi-experimental, pre-and posttest control group design (creswell & guetterman, 2019). the research subjects were students of biology education at the undergraduate level. the population used was 180 people spread in 5 classes. sampling was done by using purposive sampling technique. the equivalence of the study sample was carried out by placement test. the sample used was one class for the class given treatment with a total of 35 students, while the control class was used as a comparison only. the study was conducted for one semester with a research period of 6 months. the instruments of scientific literacy skills used are in the form of test techniques that are given before and after the treatment. the items of the questions are arranged based on competence to explain scientific phenomena (variable 1), evaluate and design scientific investigations (variable 2), interpret scientific evidence jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 159-168 161 hernawati et.al (science literacy skills through …) and data (variable 3) adapted from pisa (2015) and graber (holbrook & rannikmae, 2009). the question items used have been validated by experts and have been tested (instrument trial). the analysis used in calculating the validity of each question is anates software version 4.0.9 for windows. the technique used to analyze the data was inferential statistical analysis with ancova analysis at a significant level of 5% (mertler & reinhart, 2016). firstly, the prerequisites of the analysis of the data obtained were tested including normality test (kolmogorov-smirnov) and variance homogeneity (levene's-test) (o’neill & mathews, 2000). the prerequisite test results for each competency are 0.128; 0.30; 0.444. all data testing was done by using the spss version 23.0 for windows. results and discussion the results of the scientific literacy skills analysis for each competency are explained in table 1; table 2; and table 3. the results of the covariate analysis in table 1 can be explained that there is an influence on the experience of project activities on the scientific literacy of competency skills explaining scientific phenomena by removing the pre-test as a covariate at a significance of 0.006 with a value far from 0.05. simultaneously there is a significant influence on the experience of project activities to explain scientific phenomena (variable 1) at a significance of 0.005 with an f value of 5.839. while the significance of competency variables explaining scientific phenomena is 0.001 with sig. <0.05 and f values of 11.198. table 1. summary of test results for ancova competencies explaining scientific phenomena source type iii sum of squares df mean square f sig. corrected model 42.071a 2 21.036 5.839 .005 intercept 282.250 1 282.250 78.347 .000 group 4.349 1 4.349 1.207 .006 pretest_variabe1 40.343 1 40.343 11.198 .001 error 241.372 67 3.603 total 4043.000 70 corrected total 283.443 69 table 2 explains the significance values of the corrected model with the conclusion that there is a significant influence on the experience of project activities on the competence of scientific literacy skills to evaluate and design scientific investigations at a significance of 0.000 with an f value of 13.839. while the significance for the competence variable evaluating and designing scientific investigations is 0.026 with sig. <0.05 and f values of 5.183. the experience of project activities has a significant effect on the competency of scientific literacy skills evaluating and designing scientific investigations (variable 2) with pre-test as a covariate at a 0.05 significance level. table 2. summary of test results ancova evaluates and designs scientific investigations source type iii sum of squares df mean square f sig. corrected model 69.765a 2 34.883 13.839 .000 intercept 456.786 1 456.786 181.224 .000 group 55.312 1 55.312 21.944 .000 pretest_ variabe2 13.065 1 13.065 5.183 .026 error 168.878 67 2.521 total 1939.000 70 corrected total 238.643 69 table 3 significance values in the corrected model can be concluded that there is a significant influence on the experience of project activities on the scientific literacy skills competencies interpreting the evidence and scientific data at a significance of 0.003 with an f value of 6.518. while the significance for the competency variable interprets the evidence and scientific data is 0.001 with sig. <0.05 and f values of 12.4476. experience of project activities on the scientific literacy skills of competence interpreting scientific evidence and data (variable 3) with a pre-test as a covariate at a significance level of 0.05. the significance value obtained is 0.045. the results of the statistical analysis are inferentially concluded that the experience of project activities has a significant effect on the scientific literacy skills in three competencies. competence in evaluating and designing scientific investigations has the greatest significance compared to the other two competencies at the significance of 0.000 with an f value of 13.839 as explained in figure 1. these results reinforce that project jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 159-168 162 hernawati et.al (science literacy skills through …) activity assisted by local potential based teaching materials have a profound effect on scientific literacy skills of the students. project activity activities carried out during the learning process using the stages or syntax of hung, keppell, and jong (2004) are factually preceded by the student orientation stage on the problem. this stage is the initial activity of the learning process starting with information on the achievement of course learning, information on real phenomena as a source of problems and providing motivation in connection with making projects (lewinsohn et al., 2014; macklin, 2001). table 3. summary of ancova test results interprets scientific evidence and data source type iii sum of squares df mean square f sig. corrected model 40.211a 2 20.105 6.518 .003 intercept 205.759 1 205.759 66.708 .000 group 12.927 1 12.927 4.191 .045 pretest_ variabe3 38.482 1 38.482 12.476 .001 error 206.661 67 3.084 total 2027.000 70 corrected total 246.871 69 figure 1. results of a comparison of the three competencies of scientific literacy skills the second stage of project activities is organizing students to study. this stage of the activity is how students can prepare through group formation, stabilizing problems and tracing sources. according to cook and walsh (2012), these activities help students to foster reinforcement in scientific literacy skills. strengthening concept was done through critical analytical assignments, which directly train the ability of prospective teacher students in 1) identifying assumptions, evidence, and reasoning in related texts; 2) evaluating scientific arguments and evidence from different sources (e.g. newspapers, internet, and research article). this activity is carried out to obtain valid facts and information with the help of all forms of learning resources optimally. through this activity, students can directly present important information that will be utilized. in addition, students can raise important questions raised in the entire article analyzed (cook & walsh, 2012; holbrook & rannikmae, 2009; macklin, 2001; speros, 2005). the third stage of project activities is guiding students to carry out project activities. many activities carried out by students in this stage, begin the learning process by observing objects in accordance with the animal and plant characteristic. students identifying questions and distinguishing it, then they answered it scientifically. examples of when students are faced with a number of fish specimens, character observations are made about the state of the head (head shape, head size, mouth, jaw, eyes, nostril, operculum), body condition (body shape, body symmetry, scales, lateral lines), the state of the tail (shape / type, tail) and other characters that can be used for identification. based on the results above, several problem formulations have been collected which require answers. the examples of results of answers to prospective teacher students when writing the problem statement: 1) are there differences in the body shape between freshwater fish and seawater fish? 2) how to do fish body measurements? jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 159-168 163 hernawati et.al (science literacy skills through …) 3) are there differences in fin fingers in fish? 4) are there different scales between freshwater fish and seawater fish? in connection with this activity, students learn how to explore questions scientifically and evaluate them. exploration carried out in the context of collecting data based on experimental results. some research showed that these activities help students to improve their science literacy skills (anelli, 2011; dragoş & mih, 2015; holbrook & rannikmae, 2009). other circumstances when students are faced with a number of specimens from the frog group, character observations are carried out about 1) the dorsal part of the head (caput), oral cavity and snout; 2) fingers and toes; 3) other characters (supra tympanum folds, dorsolateral folds, coarse or fine-grain skin, body color). students organize data to make hypotheses, analyze data according to investigative studies and conduct analysis/discussion analysis. the ability to obtain information/data is obtained quantitatively and qualitatively as a basis for testing hypotheses. the examples of results of student answers when making hypotheses: 1) there is a difference in the swimming membrane on the fingers of a frog 2) there is a difference in the swimming membrane on the toes of frog 3) there are body color differences in frogs 4) there are differences in the skin on frogs in this connection, students learn how to analyze and interpret data and present it in the form of hypotheses. these activities are activities that train the scientific literacy skills of students. the fourth stage of project activities is the development and presentation of project results. the stages of the activities carried out are collaborating in the preparation and presentation of reports as a result of the investigation. the form of presentation is in the form of a lab report as study material for discussion presentations. examples of student results when generalizing and conclusions: “the shape of the body of the fish is almost like that of a carp, but it is slimmer with a thin snout and in the corner of its mouth there is one pair of touching grunts. the movements are more agile than carp. the body color is silvery white, the back is dark, the front edge of the dorsal fin and the outer edge of the caudal fin is black. the dorsal fin is supported by 3 hard fingers and 8 soft fingers. the anal fin is supported by 3 hard fingers and 5 soft fingers. the pelvic fin is supported by 2 hard fingers and 8 soft fingers. the pectoral fin is supported by 1 hard radius and 15-16 soft fingers. the number of lateral lines is 28-29 pieces.” the conclusions obtained are reinforced by relevant reference libraries so that products as a result of project work can be made in the form of posters. in connection with the above, students learn a lot at this stage, including how to make and justify proper predictions, transform data from one representation to another, distinguish between arguments based on scientific evidence and theories based on other considerations, evaluate scientific arguments and evidence from different sources, and draw the right conclusions. the fifth stage of project activities is analyzing and evaluating the process of project activities. the final stage of this activity is that students reflect on the processes taken during the project activities. reflection is a way of thinking about what has been learned or already done. reflection is a response to new events, activities or knowledge received. students learn how to explain and evaluate various ways to ensure data reliability, data objectivity, and general explanatory abilities and explain the potential implications of scientific knowledge for the wider community. this reflection can be in the form of student notes, impressions and suggestions, direct questions, discussions, and works. the key to all this is how that knowledge settles in the minds of students. one of the examples of the problem of scientific literacy skills that refers to the competence of evaluating and designing scientific investigations are: natural disturbances or threats that can interfere with the life of a turtle at any time, including: ▪ predation of hatchlings, both for hatchlings that have just come out of the nest (including by wild boar, wild dogs, monitor lizards, and eagles) as well as on hatchlings in the sea (including by cucut fish). ▪ disease, which is caused by bacteria, viruses, or because of pollution of the aquatic environment. ▪ climate change causes sea levels to rise and a lot of beach laying erosion occurs so that it affects the change in hatchability and balance of hatchling sex ratio question: based on this, what efforts can be made to maintain hatchlings in cultivation? jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 159-168 164 hernawati et.al (science literacy skills through …) the philosophical aspects of higher education as a place to prepare students to be able to live in the community, the learning experience involving student project activities is enabling and very important learning to be developed. viewed from the context of improving the quality of education, this learning process is one of the lessons that can be used to improve the learning system that involves changes in pedagogy. one of the principles of science learning is an active process. this is the main point in scientific literacy skills. this principle implies that science learning must involve activities carried out by students, not by lecturers. students must be given physical or sensory motoric experience as a basis for developing abstract ideas. students have control over what they want to learn. this is in line with some research revealed that learning can be enjoyed when they are given more responsibility (cook-sather, 2010; swain, 2012; yap, neo, & neo, 2016). this opportunity makes it easy for lecturers to use various opportunities for learning by doing. the active process has mental and physical implications. hands-on activities are not enough; students must have minds-on practices. the implementation of project-based learning was giving meaningful experience to the student (schwartz et al., 2013) because they will force their creativity to solve problems (chiang & lee, 2016; isabekov & sadyrova, 2018) learning is basically a meaningful process to achieve competence or life skills. the meaning of life occurs in context. therefore learning will be meaningful if the learning material is associated with the real life of students (holubova, 2008; schwartz et al., 2013). the principle is in line with the results of the study of see et al. (2015) and skills (2009) which show that if the lecturer creates meaningful learning activities on resources, the strategy and context are in accordance with student life, then the level of cooperation, communication, critical skills, and academic abilities will increase. this is confirmed by a statement from (zubaidah, 2016) that knowledge grows and expands exponentially so that indicators of success are based on complex abilities. findings from cognitive psychology provide a basic theory for improving learning in general. the basic premise in cognitive psychology is that learning is a process of constructing new knowledge based on existing knowledge. the concept from david ausubel of emphasizing meaningful learning processes hints at the importance of repetition before learning begins (ausubel, 1968). this kind of mental activity helps students reformulate new information or restructure their knowledge into a broader/more complete cognitive structure so that it reaches a deep understanding. scientific phenomena that can be accessed directly and observed are mental processes that can be done to obtain facts through various abilities (speros, 2005). one example, after obtaining observational data in a laboratory, students can carry out inference activities through explanations and conclusions. scientific literacy skills can be produced not only through competency to explain phenomena scientifically, but also require scientific evidence (gormally et al., 2009, 2012). therefore, any scientific statement must be in harmony with empirical evidence and new evidence can revise pre-existing scientific knowledge. but it cannot be denied that it is very difficult to make observations and interpretations that are truly objective (lederman, 2007). the findings of this study have implications that the achievement of scientific literacy skills refers to the science process, namely the mental processes involved when answering a question or solving a problem (gormally et al., 2012). the inclusiveness of scientific literacy as a major competency for learning science tends to develop on scientific questions. the hope is as amin (2017) said that the achievement of scientific literacy products is to be human beings who are able to keep up with the times, this can have the provision in facing increasingly complex life problems. in line with the view of hudha, a. m., amin, m., and bambang (2016) who argued that the century of knowledge needed high-quality human resources. the implication of the result is a teacher be able to construct students’ scientific literacy skills through experience in project activities. it is very possible for local potential based teaching materials to be used at the learning process by the teacher at the secondary school level to supporting the improvement of the learning achievement with relevant material. conclusion the result showed that the variable of explaining scientific phenomena at a significance of 0.005 with an f value of 5.839; evaluating and designing scientific investigations at a significance of 0.000 with an f value of 13.839 and interpreting scientific evidence and data at a significance of 0.003 with an f value of 6.518. the experience of project activities has a significant effect on the scientific literacy skills in three competencies. this result is as an implication in the learning process to be able to construct scientific literacy skills through experience in project activities. it is very possible for local potential based teaching materials to be used at the learning process by the teacher at the secondary school level to supporting the improvement of the learning achievement with relevant material. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 159-168 165 hernawati et.al (science literacy skills through …) references amin, m. 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(2018). problem-based learning: generates higher-order thinking skills of tenth graders in ecosystem concept. jpbi (jurnal pendidikan biologi indonesia), 4(1), 29-34. https://doi.org/10.22219/jpbi.v4i1.5490 vol. 4 no. 1, 2018; pp. 29-34 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 05/03/2018 revised: 24/03/2018 accepted: 27/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education problem-based learning: generates higher-order thinking skills of tenth graders in ecosystem concept siti ramdiah*, h. abidinsyah, and ria mayasari biology education study program, pgri banjarmasin school of teacher training and education (stkip pgri banjarmasin), south kalimantan, indonesia *corresponding e-mail: sitiramdiah@gmail.com abstract this study aimed to determine the effect of problem-based learning (pbl) model on tenth grader higherorder thinking skills (hots) in ecosystem concept. the design of this study was quasi-experimental research with "nonequivalent pretest-posttest control group design". the population of this study was tenth grader in senior high school (shs) kandangan, south kalimantan. the sample was chosen through random sampling technique. the sample will be tested for equivalence based on the data of from the report card from the first semester. the instrument of data collection is students' hots rubric that developed by hart (1994) with a range of scores for each question ranging from 0 to 4. one way analysis of variance (anova) was used as hypothesis test in this study. the result showed that pbl model had a positive effect on hots. it can be seen from the average of hots level of control class was 28.40 and treatment class was 36,23 and seen from f value = 20.97 whereas f table = 0.05 means f arithmetic > f table. keywords: ecosystem concept, hots, pbl, skills © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction today, education is the key success of a nation (simon, banks, & bromirski, 2003). education builds a knowledgeable, cultured, devoted man, who have life skills to compete with the others. furthermore, the development of science education in a country will affect the country's survival rate to compete with other countries (cobern, 1998). the reason, the development of science education will affect the development of science and technology to society and the country. the more advanced the development of science and technology of a country, the more ready the country to competes in this era of globalization (şener & saridoǧan, 2011). it means, education becomes one of the important things to be noticed. therefore, science education in a country should be designed to prepare resources that master the concept and application of science. on the one hand, learning science is a process that is not difficult. everyone can learn science, even children can perform various activities of science in everyday life. on the other hand, learning science is like learning a new language (roth & hwang, 2011). in this regard, in some circumstances, learning science is a difficult process. moreover, various concepts must be mastered by the students and sometimes the concept is abstract and complex (johnson, 2009). as a result, students' learning outcomes cannot be achieved optimally. various alternatives are proposed by various educational experts and researchers to overcome the difficulty of students in understanding the concept of science, including in biology learning. basically, to overcome the low learning outcomes, those experts and researcher tried to facilitate students to gain experience in the scientific process as done by real scientists or by utilizing various learning models that are able to facilitate students to learn more actively (armbruster, patel, johnson, & weiss, 2009; fauzi, corebima, & zubaidah, 2016; fauzi & ramadani, 2017). in those alternatives, learning designs often try to concretize the concepts that previously abstract. a good learning and a good education will produce qualified graduates who are expected to be able to face all these changes. education can be proven through a process of learning. successful learning has a positive impact on students' level of understanding and https://doi.org/10.22219/jpbi.v4i1.5490 ramdiah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 29-34 30 problem-based learning: generates …. achievement of expected learning objectives. furthermore, changes in learning outcomes and student behavior should be noted improving students' higher-order thinking skills or hots (zohar & dori, 2003). this is important to be observed given the hots provide information related to the quality of learning by teachers. these aspects of hots are an important part of a learning design. well-planned plans will have an impact on student learning outcomes as described before. in line with a good education, indonesia is currently experiencing various changes in the field of education both in terms of curriculum and application of learning models. the purpose of the change is for the implementation of learning in school to be better than before. but, these changes lead to the need for adaptation by teachers and students in the learning process (ismail & fata, 2016). the learning process that used to refer to the teacher center has now led to a student center. this learning approach can improve students’ learning performance (armbruster et al., 2009). therefore, the teacher should be more innovative in the planning and implementation of the learning process. however, not a few teachers who still hold learning with the conventional approach. lecture method often used because it is considered more effective in learning (cahyadi, 2004). while students' learning outcomes go hand in hand with remedial activities. moreover, conventional learning such as using lecture method is less able to empower students' thinking skills. it is of particular concern that teachers need to change planning, learning processes and teaching styles to improve students’ learning outcome, so that remedial processes can be minimized. as already mentioned, education now plays an important role in the sustainability of a nation. in this regard, biology learning should empower students to be ready to compete in the global era. one of the competencies to be empowered is hots. thus, the learning design should integrate a potential learning models that could empowering both students’ learning outcomes and students' thinking skills (buku, mite, fauzi, widiansyah, & anugerah, 2015; fauzi, 2013; haryati, manurung, & gultom, 2017; husamah & pantiwati, 2014; khasanah & astuti, 2018; setiawati & corebima, 2017). furthermore, the selected learning model can certainly guide students to understand the material provided. one of the learning models that has been believed to improve hots is problem-based learning or pbl (bell, 2010). this learning model has steps that guide students to scientific thinking, determine the problem. according to suprijono (2009), students during the application of pbl will have investigation skills, the skill to overcome the problem. students can also become independent and independent learners. it is explained further that the result of learning through pbl is a hots. pbl is one of the innovative models that creates active learning conditions and engages students to solve a problem through a scientific method. thus the students can learn the knowledge related to the problems encountered and have the skills to solve the problem. based on this opinion then the teacher can design the learning process and present an effective and quality learning so that knowledge and skills obtained by students more meaningful (sumantri, 2015). based on this background, this study aims to determine the effect of pbl model on hots of tenth graders in ecosystem concept. method the method used in this research was quasiexperimental with nonequivalent pretestposttest control group design. treatment in the study was a pbl model and conventional learning as a control. the population was tenth graders of senior high school (shs) kandangan, south kalimantan, indonesia. sample determination using random sampling. the sample will be tested for equivalence based on the data of tenth grader report card one semester in biology subject. in this study, students' hots is accessed using hots rubric developed by hart (1994) with a range of scores for each question ranging from 0 to 4. the procedure of collecting research data through the following activities: 1) administering pretest in the treatment class and control class, to know the students' hots before applying pbl model and conventional learning. the implementation of the test conducted by researchers together with classroom teachers; 2) understanding the implementation of learning scenario related to the model of learning that is experimented with model teachers and observers. furthermore, ramdiah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 29-34 problem-based learning: generates …. 31 observations using learning observation sheets that have been adapted to pbl model. on the observation sheet, the observer selects alternatives "good, enough, less, and not good". the observation was done by the teacher. the implementer of learning done by a model teacher of research place that has been trained before in applying the model of learning according to the strategy which is an experiment. activity observation of the implementation of learning stages by the observer is carried out during the implementation of pbl model. observers make observations by sitting in the classroom during the learning activities; 3) data collection related stage 4 pbl learning model that is developing and presenting the work to students in making the work; and 4) conduct posttest in the treatment class and control class, to know student hots after implementation of pbl model. implementation of the test conducted by researchers together with teachers. one way analysis of variance (anova) was used as hypothesis test in this study. the level of significance used in hypothesis testing is 0.05 (p ≤ 0.05). before hypothesis testing was conducted, the data were tested to determine whether the data meet the assumptions of normality and homogeneity. hypothesis testing and assumption tests were analyzed using spss 17 for windows. results and discussion in this study, student hots who received conventional learning and students who received pbl model were measured. measurements were made at the beginning of the study (pretest) and the end of the study (posttest). the summary of hots data is presented in table 1. table 1. summary of hots for tenth graders based on table 1, the value of student hots in the treatment class was always higher than the control class, either on pretest or posttest. from the data, it appears that students who receive pbl have hots that was 21.61% higher than students who receive conventional learning. the data that have been collected then was analyzed used hypothesis test that has been determined by research method. based on the assumption test results, the data met the assumptions of normality and homogeneity. thus, the data can be continued to be analyzed using one-way anova. anova test results are presented in table 2. table 2. summary of one-way anova test on hots of tenth graders diversity ss df ms f sig. between groups 827.59 1 827.59 20.97 0.000 within groups 2052.43 52 39.470 total 2880.02 53 in this study, hots measured consist of three indicators: apply, analyze, and evaluate. on each indicator, students receiving pbl learning always have higher scores than students who receive conventional learning. the data of hots achievement from each indicator is presented in figure 1. based on table 2, the significance value (sig) that obtained was 0.000 <0.05. on the other hand, based on table 1., the posttest data of the students in the treatment class is higher than the control class. thus, based on both table, students who receiving pbl learning have significantly hots than students who follow conventional learning. so, it can be said that the pbl model tends to have more potential in improving the thinking skill of class x student on ecosystem concept. the findings of the study indicate the pbl model can improve students' hots on indicators of applying, analyzing and evaluating. the data indicate that these indicators can be improved better through the pbl learning model, although in conventional learning it shows an increase in the average value of hots. this provides information that the application of pbl model is potentially better than conventional learning in order to improve hots especially on aspects of applying, analyzing, and evaluating the concept. this result is also in line with several previous studies (fitri & ramdiah, 2017; haryati et al., 2017; magsino, 2014; sastrawati, rusdi, & syamsurizal, 2011; surya & syahputra, 2017). class n mean pretest mean posttest treatment 27 11.67 36.23 control 27 10.46 28.40 total 54 11.07 32.32 ramdiah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 29-34 32 problem-based learning: generates …. figure 1. the improvement of student hots the average increase and hypothesis test results indicate the pbl learning model can empower the students' hots. pbl model is believed to be able to direct students' thinking, especially on the aspects of synthesizing, evaluate, and apply concepts learned in the learning process (ganiron jr, 2014). through it, the students are able to solve the problem through scientific investigation. according to moutinho, torres, fernandes, and vasconcelos (2015), pbl helps students to develop new knowledge and contribute to the scientific investigation of the problems posed. furthermore, suriansyah and aslamiah (2014) explain that pbl is one of the learning that provides opportunities for students to conduct the investigation with real and authentic, so as to form and become a habit of students in empowering hots. it further explained that besides that pbl also develops students' ability to be more innovative and creative in the task. in this study, several indicators used as a benchmark of student hots are: apply, analyze, and evaluate. student hots who follow pbl are higher than students who follow conventional learning because pbl is able to facilitate students to improve these three skills. in pbl, students are trained to seek and evaluate the information they obtain and apply the information they know to solve the problems at hand (ganiron jr, 2014; haryati et al., 2017; magsino, 2014). in dealing with these problems, students must also be required to carry out analytical activities (haryati et al., 2017). students should also use evaluation skills to determine the strength or weakness of an argument (magsino, 2014). in addition, they must also evaluate the quality of the results of analysis, interpretation, explanations, choices, opinions, to ideas (magsino, 2014; seel, 2012). from these explanations, it is answered why three indicators of hots in this study can be more empowered to students who follow the pbl. based on the findings of this study can be informed that the results of the research have supported the previous findings. pbl provides more advantages to the learning process in tenth graders in the ecosystem concept. the problems posed at the beginning of the learning to the students can be completed step by step in the pbl model. pbl model guides and directs students to be active and cooperate in solving problems critically (magsino, 2014). this is done in the sequence where students find problems, define and organize tasks. next, students jointly find information and conduct investigations. the final stage students are required to empower hots, innovative, and creative that is in developing and presenting the work on the problems and solutions. in addition, through the application of this model students are guided to be able to cooperate, be responsible, and have creativity in the work (ersoy & baser, 2014). ramdiah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 29-34 problem-based learning: generates …. 33 conclusion the result showed that pbl model had a positive effect on hots. it can be seen from the average of hots level of control class was 28.40 and treatment class was 36,23 and seen from f value = 20.97 whereas f table = 0.05 means f arithmetic > f table. based on the results of the study of the application of pbl model of hots in the ecosystem concept, it can be concluded that there is the influence of pbl model to hots of tenth graders in ecosystem concept. references armbruster, p., patel, m., johnson, e., & weiss, m. 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(2003). higher order thinking skills and low-achieving students : are they mutually exclusive ? journal of the learning sciences, 12(2), 145–181. https://doi.org/10.1207/s153278 09jls1202 editorial board of jpbi (jurnal pendidikan biologi indonesia) department of biology education, faculty of teacher training and education university of muhammadiyah malang, indonesia kampus iii (3rd campus) universitas muhammadiyah malang gkb 1 (1st building), lantai 5 (5th floor), bioedu room jalan raya tlogomas 246, malang, east java, indonesia, postal code: 65144 telp: 0341464318 ext.120 fax: 0341460782 e-mail: journal.educationalbiology@gmail.com subscription form name : ………………………………………………………… ………………………………………………………… address : ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… postal code : ……………………………………….. telp. : ……………………………………….. please mention that you subscribe for jpbi start from volume…….. issue…… to volume……. issue…….. the price of printed jpbi is idr 200,000 for 1 exemplar or idr 500,000 for one volume (3 exemplar). the total of subscription fee idr ……………………………… (…………………………………………………………………………………………..) has been transfered to the bank account number 0428151603 (bni 46 cabang pembantu universitas muhammadiyah malang) by the name of diani fatmawati*). please fill and return to the above address. ……………………..,…………...20 customer, (…………………………………….) *) please send the scanned of payment proof to journal.biologyeducation@gmail.com mailto:journal.educationalbiology@gmail.com mailto:journal.biologyeducation@gmail.com editorial office: department of biology education, faculty of teacher training and education, university of muhammadiyah malang 3rd campus, 1st floor, bioedu room tlogomas street no. 246 malang, east java, indonesia postal code: 65144 +6281333191718 +62341464318 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id issn: 2442-3750 (print) issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://u.lipi.go.id/1422867894 243 vol. 4 no. 3, 2018; pp. 243-250 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 01/10/2018 revised: 01/11/2018 accepted: 15/11/2018 citation: andini, t. e., hidayat, s., fadillah, e. n., perrmana, t. i. (2018). scientific process skills: preliminary study towards senior high school student in palembang. jpbi (jurnal pendidikan biologi indonesia), 4(3), 243-250. doi: https://doi.org/10.22219/jpbi.v4i3.6784 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education scientific process skills: preliminary study towards senior high school student in palembang tri eka andini1*, saleh hidayat1, etty nurmala fadillah1, and tutut indria permana2 1department of biology education, faculty of teacher training and education, universitas muhammadiyah palembang, south sumatra, indonesia 2department of biology education, faculty of teacher training and education, universitas muhammadiyah malang, east java, indonesia *corresponding e-mail: andinitrieka10@gmail.com abstract the 21st-century challenges require the next generations to have various skills to deal with, including scientific process skills. this study aimed to describe the scientific process skills of senior high school student in palembang in term of ecology subject. this descriptive quantitative research observed 231 respondents of tenth grade student from two different sub-districts in palembang, gandus and west ilir. the student’s scientific process skills were measured using test instrument and interview. the results showed that there were various outcomes for each indicator in gandus i.e. 68.87% (observing), 75.00% (grouping), 54.81% (interpreting), 73.08% (predicting), 52.56% (formulating a hypothesis), 49.04% (planning an experiment), and 43.59% (communicating). meanwhile in west ilir the outcomes for students’ scientific process skills were 69.48% (observing), 66.34% (grouping), 56.65% (interpreting), 64.04% (predicting), 59.64% (formulating a hypothesis), 47.85% (planning an experiment), and 41.39% (communicating). it can be concluded that the students’ scientific process skills in palembang were categorized as medium. hence, strategies to promote students’ scientific process skills in biology class still need to be improved especially in ecology learning. keywords: 21st-century skills, ecology subject, scientific process skills © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction science and technology development in twenty-first century as considerable as industrial revolution 4.0 era have been bringing changes in daily life (benešová & tupaa, 2017; hartmann & bovenschulte, 2013; osman, hamid, & hassan, 2009). experience, knowledge, skills, and education are critical for human capital in society today (agolla, 2018). the society is challenged to provide high quality human resources, which are able to deal with the globalization issues. formal education plays the main role in preparing generations to be ready to compete in this global era through integrating adequate skills needed (turiman, omar, daud, & osman, 2012), including scientific process skills (gropello, 2010). scientific process skills are directed to the both cognitive and psychomotor abilities to carry out scientific investigations, find concepts, principles, as well as theories to develop pre-existing concepts (akani, 2015; germann, 1989; heong et al., 2011; safaah, muslim, & liliawati, 2017). as the foundation of scientific method, these skills are divided into two groups i.e. basic scientific process skill and integrated process skills (aydoğdu, 2015; turiman et al., 2012). basic scientific process skills including observing, classifying, inferring, measuring, communicating, and predicting, while integrated process skills including identifying variables, constructing hypotheses, tabulating and graphing data, defining variables, designing investigations, and experimenting (germann, 1989; ongowo & indoshi, 2013; rezba, sprague, & fiel, 2003; subali, paidi, & mariyam, 2016) scientific process skills are thinking skills which are used to build knowledge and applied to solve problems as well as formulate results (germann, 1989; özgelen, 2014; turiman et al., 2012). these skills are integrated together when individuals design and conduct experiments in the lab or even in fair trial; they do in their daily life. students in the earliest grades will spend http://ejournal.umm.ac.id/index.php/jpbi/article/view/6784 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6784 https://doi.org/10.22219/jpbi.v4i3.6784 andini et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 243-250 244 scientific process skills: preliminary study … more time using skills such as observation and communication. in contrast, when students are getting older, they start to devote their time more in training their inference and prediction skills. meanwhile, classification and measurement tend to be used at the higher grade due to the various ways in classifying in which the complexity is also increase as well. moreover, the both measurement method and system must also be introduced to student gradually over time (akani, 2015; irwanto, rohaeti, widjajanti, & suyanta, 2017; lederman, lederman, & antink, 2013; özgelen, 2014). it is compulsory to provide education, which accommodates and supports students’ scientific process skills. however, nowadays education in indonesia has not develop these skills comprehensively yet (irwanto et al., 2017; safaah et al., 2017; siahaan, suryani, kaniawati, suhendi, & samsudin, 2017; sukarno, permanasari, & hamidah, 2013; sunyono, 2018; susanti, anwar, & ermayanti, 2018). international mathematics and science study (timss) reported that the trend of science achievement of 4th grade of indonesian students' was low. indonesia was ranked as the 44th of 47 participating countries (mullis, martin, foy, & hooper, 2016). this has been presumed as the effect of education quality in indonesia, which does not cover students’ scientific process skills yet. students' scientific process skills can be accomplished during learning process in the classroom, particularly in biology class. biology characterized as a study, which encompass natural phenomena, human body system, animal and plant anatomy, ecology, and the other branches, which require scientific process skills. by mastering scientific process skills, not only do the biology materials can be assimilated properly, but they also can promote a scientific habit toward the student (abdullah, parris, lie, guzdar, & tour, 2015; hardianti & kuswanto, 2017; hodosyová, útla, vnuková, & lapitková, 2015; irwanto et al., 2017; pratono, sumarti, & wijayati, 2018; subali et al., 2016). moreover, the learners who are trained in scientific process skills will have high learning outcomes (nirwana, putu n, & maharta, 2014; syafriyansyah, eko suyanto, & i dewa putu nyeneng, 2013). based on the interview addressed to the teacher in sub-district gandus and west ilir, palembang, the results showed that: 1) student interest and motivation were low, thus, they decide to be passive in class discussion; 2) the facilities and infrastructure were inadequate in term of the both reference book and laboratory equipment; 3) the learning source used was worksheet, in addition, it is rarely to give students the experience in the laboratory. regarding to that situations, neither does teacher accommodate the all aspects of scientific process skills in learning process nor provide an assessment which measure student’s scientific process skills. therefore, this study aimed to describe the scientific process skills of senior high school student in palembang, especially in biology classes on ecology subject. ecology deals with environmental issues regarding survival on the. students, as the gold generation, need to understand the basic principles of ecology and the need to regulate their lives accordingly (pisa, 2013). this, in turn, enables them to accommodate their scientific process skills. method this descriptive quantitative involved 231 students of tenth grade as respondents. student came from four different schools in two different sub-districts in palembang, gandus and west ilir. the students’ scientific process skills were measured by using questionnaire, interview, and observation. the instrument used in this research was modified from fadillah (2017) which is consist of 17 questions. it was developed based on scientific process skill indicators, i.e. observing, grouping, interpreting, predicting, formulating hypothesis, planning experiment, and communicating (fadillah, 2017; irwanto et al., 2017; özgelen, 2014; rustaman, 2005). the data were analysed using the calculation of the percentage score in each indicator of scientific process skills using formula 1 (purwanto, 2009). % (1) description: np = percentage score in each indicator of scientific process skills r = score in each indicator of scientific process skills sm = maximum score in each indicator of scientific process skills referred to azwar (2003), the achievement of students’ scientific process skills was andini et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 243-250 scientific process skills: preliminary study … 245 grouped into three categories, namely high, medium, and low (table 1). table 1. the categories of student’s scientific process skills achievement no. category percentage score (%) 1 high 66.67 ≤ x 2 medium 33.33 ≤ x < 66.67 3 low x < 33.33 results and discussion the study was conducted in two different sub-districts in palembang i.e. gandus and west ilir. thus, the discussion was also divided into two parts based on the place the research conducted. students’ scientific process skills in gandus the data analysis results of student’s scientific process skills in gandus is presented in table 2. table 2. the achievement student’s scientific process skills in gandus no. indicator percentage score category 1 observing 69.87 high 2 grouping 75.00 high 3 interpreting 54.81 medium 4 predicting 73.08 high 5 formulating hypothesis 52.56 medium 6 planning experiment 49.04 medium 7 communicating 43.59 medium based on the research done in gandus, there were various achievements gained by students for each indicator. the highest percentage score achieved was for ‘grouping’ indicator; while the lowest was for ‘communicating’ indicator. this has been strengthen by the observation results during learning process. teacher guided the students to identify the characteristics possessed by each component in ecosystem as well as trained them to classify the component based on the characteristics they found. moreover, teacher gave the real examples of ecosystem surround them. this eased the students to fulfil ‘grouping’ indicator which is one of scientific process skills (guevara, 2015). learning activities which directly related to daily phenomena enable the students to classify a certain object (subali et al., 2016; turiman et al., 2012). refer to the assessment results of students’ answer about grouping indicator, they have been able to differ the components compose ecosystem, the component interaction, and succession process based on the data gained. this skill appears in students’ learning activities. they proceeded the observation results noted by identifying them based on the object similarities found. in order to sharpen this skill, the students’ knowledge was enriched with the materials given in classroom which related to scientific classification (dewi & hayat, 2016; fadillah, 2017; hardianti & kuswanto, 2017; irwanto et al., 2017; rahman, wahyuni, & rifqiawati, 2017). on contrary, even though it was classified as ‘medium’, the ‘communicating’ indicator was the lowest percentage score gained. this can be understood as the lack of learning activities, which guided them to communicate effectively. the teacher did not conducted the instructional activities by using group discussion model or the other learning models, which educate the students to deliver the message textually, or in verbal. thus, no proper context created intentionally by teacher to habituate the students to communicate in well manner. as the consequences, class members were passive and only focused on listening the teacher’s explanation without giving any response. the method used in the classroom was limited on lecture so that teacher did not habituate the students to explain the materials through graph or table. the low communication level of students in gandus district was the effect of the less frequent of students to deliver their scientific activities results neither in writing nor in speaking. this in line with the interview results, which showed there almost no scientific event for students held in this district. the low communication level, refer to siska, kurnia, & sunarya (2013); tuada, gunawan, & susilawati (2017) can be caused by the students’ habit to collect the data and serve it in proper form. yet, this skill is a crucial aspect in scientific process skill to cope the all challenges faced (benešová & tupaa, 2017; gropello, 2010; levin, 2001; turiman et al., 2012). therefore, school as well as teachers must train students to develop their communication skill. students’ scientific process skills in west ilir the data analysis results of student’s scientific process skills in west ilir is presented in table 3. from table 3, it can be seen that the research results showed that of the seven indicators measured, the highest percentage was andini et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 243-250 246 scientific process skills: preliminary study … possessed by ‘observing’, while the lowest was ‘communicating’. the high achievement of student’s observing skill in west ilir district appeared from the results of student’s answers on their worksheets. the students were able to observe each object given by using their senses. they collected the relevant data from the questions written on their worksheets. in this worksheet, teacher has served certain phenomena, object/biological picture to observe. after guiding students to focus on certain object, teacher asked them to observe some aspects of the object served. the observation activities to collect data and find facts related to learning materials will give the students meaningful experiences (abdullah et al., 2015; lepiyanto, 2014; listiani, syamswisna, & yokhebed, 2016; molefe, stears, & hobden, 2016; pratono et al., 2018). table 3. the achievement student’s scientific process skills in west ilir no. indicator percentage score category 1 observing 69.48 high 2 grouping 66.34 medium 3 interpreting 56.65 medium 4 predicting 64.04 medium 5 formulating a hypothesis 59.64 medium 6 planning an experiment 47.85 medium 7 communicating 41.39 medium similar to gandus district, the communicating skill goal in west ilir district was the lowest percentage compare to the others. this also appeared during the learning process in the classroom in which teacher dominated the discussion sessions. this issue can be assumed as the effect of the low literacy among students. thus, the limited vocabularies, which are the main tools to deliver message, cannot be avoided. this assumption was strengthened by the fact of the limited source used by teacher in the class (only worksheet). this, somehow, led the students to have low self-esteem to express their opinion in front of the class, as they do not have adequate evidence to support their arguments. on the other hand, they were also required to explain the data they gained in their writing or orally. as they did not have any example from wider sources but their worksheet, they were confuse the way to serve it. as the consequences, the negative perception will arise within them or even they face anxiety to make a mistake if they serve the data as they wish. the above assumptions are in line with some previous studies which reported that the low communication skill can be caused by the both external and internal factors: 1) the low learning motivation of students (filak & sheldon, 2008; kitsantas & zimmerman, 1998; nurwidodo, hendayana, hindun, & sarimanah, 2018; wicaksono, minarti, & roshayanti, 2018), 2) the students’ passive habit in learning, 3) the low ability in mastering language components, 4) the low quality of students’ mentality, 5) the bad interactions between teacher and students (hodge & anderson, 2007), 6) the low interaction quality among students, and 7) the improper learning media utilized by teacher (firdausi, prabawa, & sutarno, 2017; putra, abdurrahman, & suana, 2015; spiliotopoulos, antonakaki, ioannidis, & fragopoulou, 2016) students’ communication skill can be optimized through various ways. cholvistaria, (2012); siska et al. (2013); and tuada et al. (2017) stated that to enact this skill, students could be motivated to implement science process in their daily communication particularly during discussion and presentation sessions. in addition, project-based learning model can be applied in instructional process (cook & walsh, 2012; nawawi, amilda, & sari, 2017), problem-based learning (elder, 2015; permana, suwono, & listyorini, 2016; talat & chaudhry, 2014), inquiry learning (listiani et al., 2016; ramdan & hamidah, 2015; rofi’ah, suwono, & listyorini, 2016; siska et al., 2013; syafriyansyah et al., 2013), disscovery learning (hayati & berlianti, 2016; nurmala & priantari, 2017). by conducting continuous efforts and trainings, students’ communicating skills will be well cultivated among students, including in ecology learning. conclusion the results showed that students’ scientific process skills achievement in gandus were various for each indicator, i.e. 68.87% (observing), 75.00% (grouping), 54.81% (interpreting), 73.08% (predicting), 52.56% (formulating hypothesis), 49.04% (planning experiment), and 43.59% (communicating). meanwhile, in west ilir, the outcomes for students’ scientific process skills were 69.48% (observing), 66.34% (grouping), 56.65% (interpreting), 64.04% (predicting), 59.64% (formulating hypothesis), 47.85% (planning andini et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 243-250 scientific process skills: preliminary study … 247 experiment), and 41.39% (communicating). in the other word, student’s scientific process skills in gandus was categorized as high for grouping, predicting, and observing skills, and the others were medium. while in west ilir, the only skill classified as high was observing skill while the other remain skills were medium. regarding to that results, some strategies to promote students’ scientific process skills in biology class are crucial to be improved, especially in ecology learning. teachers can implement various strategies in their classroom, such as project-based learning, problem-based learning, inquiry, and discovery learning. references abdullah, c., parris, j., lie, r., guzdar, a., & tour, e. 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(2018). sets-based guided experiment book: empowering science process skills of elementary school students. jpbi (jurnal pendidikan biologi indonesia), 4(3), 257-262. doi: https://doi.org/10.22219/jpbi.v4i3.6684 vol. 4 no. 3, 2018; pp. 257-262 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 18/09/2018 revised: 12/11/2018 accepted: 21/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education sets-based guided experiment book: empowering science process skills of elementary school students pinkan amita tri prasasti* and ivayuni listiani primary school teacher education study program, faculty of treacher training and education, universitas pgri madiun, madiun, east java, indonesia *corresponding email: pinkan.amita@unipma.ac.id abstract in this 21st–century, students are expected to have current competencies in which one of them is science process skills. the aim of this research was to empower science process skills through the sets-based guided experiment book. this posttest only control group design study involved 50 students of fifth grade which divided into two groups i.e. 25 students as the experimental group and 25 students as the control group. the activities were carried out for three months outside of school. the empowerment of science process skills was measured from the increasing scores before and after the implementation of the sets guided experiment book. the results showed that there was a significant different between experimental group and control group as the significancy value was 0.000 (sig. < 0.05). this means that the sets-based guided experiment book can empower science process skill of elementary school students. keywords: guided experiment book, sets, science process skill © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the proliferation of scientific knowledge has been enabling learners to improve their competences in understanding the problems faced by modern society which highly dependent on technology (kalolo, 2014). along with the domination of globalization in almost all aspects; economics, politics, social life, culture values transfer, as well as education; this era been bringing challenges for nowadays generations to deal with it (goryakin, lobstein, james, & suhrcke, 2015; jonnalagedda, 2011). thus, in turn, bears a certain context for school curriculums in general as significant as science learning (blankenburg, höffler, & parchmann, 2016; durib, 2014; martín, pozo, mateos, martín, & del puy pérez echeverria, 2014). consequently, schools and the all attributes are ‘forced’ to be ready to provide the most proper education circumstances which enable the learners to optimize their higher order thinking skills to face complex issues surround them (husamah, fatmawati, & setyawan, 2018). in 2015, pisa (programme for international student assessment) reported that indonesian science literacy did not meet satisfactory results. indonesian students has been considered to have low understanding of basic concept. it was found that more than 50% of the students (61.6%) had very limited scientific knowledge (below level 1). while the remaining percentage was divided into level 2 (able to do simple research), level 3 (able to identify scientific problems), level 4 (are able to utilize science for life), and level 5 i.e. 27.5%, 9.5%, and 1.4% respectively. the worst condition was there was no student mastering in the fift and sixth levels. scientific literacy empowerment can be done through the process of learning skills (holbrook & rannikmae, 2009). the process of learning skills is directed to set formation of the science process skills (sps) i.e. performance skill. sps contains of two aspects namely cognitive skill as the basic knowledge in mastering sps and skills of sensorimotor. sps is the key point of the scientific literacy development through an applied process (prasasti, 2017). scientific literacy means being able to apply the concepts, obtained in school, to the natural phenomena occur in everyday life (chiappetta & koballa, 2010; hobson, 2012). the nature of learning science is not enough to merely remember and understand the concepts discovered by scientists. however, the http://ejournal.umm.ac.id/index.php/jpbi/article/view/6684 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6684 https://doi.org/10.22219/jpbi.v4i3.6684 mailto:pinkan.amita@unipma.ac.id prasasti & listiani / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 257-262 258 sets-based guided experiment book …. most important point is the habituation of the scientists behavior in finding the concepts that are carried out through experiments/practicum and scientific researches. ergul et al. (2011) stated that the process of concepts discovery involves fundamental skills through scientific experiments can be carried out and improved through practical activities in the laboratory. the main purpose of the practicum is to train students to work according to scientific procedures in order to obtain scientific knowledge, skills and values. practicum activities or experiments become mandatory in teaching science (dimopoulos, paraskevopoulos, & pantis, 2009), with this activity, students are expected to be: 1) able to learn science through direct observation of symptoms and scientific processes 2) able to practice scientific thinking skills, 3) able to instill and develop scientific attitudes, 4) able to find and solve new problems through scientific methods and so forth. the results of the survey and need analysis in the field conducted in 12 primary schools in madiun city showed that the average of learning outcomes was of 7.26; meanwhile, the learning process carried out by teachers was 78% led to minds-on learning and only 22% led to hands-on data routines. the experimental activities in science learning were carried out one to three times in each semester. ideally, the experimental activities carried out on each basic competence (or kompetensi dasar/kd) which are adjusted to the characteristics of the learning material. the other survey results related to student interest in practical activities were inversely proportional to 210 elementary school students, almost 95% liked practicum activities and were very enthusiastic about the activity. this shows the gap which needs to be examined if the student interest in practical activities is very good. one of the vital practical facility is a practicum guide (bigbee, curtiss, litwin, & harkin, 2010). the practical guide aims to help and guide students’ activities so that they can work in a directed manner and as a reference for the stages of practical work for students as well as for the teachers. besides that, guided experiment helps students to understand the practicum materials. one of the alternative approach aimed to cultivate students’ understanding is sets (science, environment, technology, and society). this approach integrates science and technology by considering human and environmental system in teaching and learning process. thus, the students’ learning outcome resulted by this spproach is expected to be able to develop themselves as an individual and as a part of society. the results of the feasibility of sets-based guided experiments book products were carried out through the initial field testing phase, which included a series of expert and practitioner validation tests consisting of expert presentation of learning books, validation of science experts, and expert validation in term of its readability. sets-based guided experiment book approach is expected to have a positive impact. according to yörük, morgil, and seçken (2010), the experimental guide book is addressed for some goals: (1) students are accustomed to having a comprehensive mindset in viewing science that is integrated with the environment, technology, and society; (2) sets will inform students that technology affects the science growth rate, as well as its impact on the environment and society; (3) students are expected to be able to unite the concepts of science that are found through the activities of science process skills, namely practicum activities, and apply the concept based on the environment and technology so that it can be widely used by the community. method this research was conducted at sekolah dasar negeri (sdn) or state elementary school (ses) 01 of manisrejo, madiun, at the east java province, academic year 2018-2019. the research design used was posttest only control group design. it was comprised of two groups: the experimental group, which was treated with the use of sets-based guided experiment book, and the control group, which was treated with the lecture and discussion methods. the population in the study were all elementary school students in grade v ses at the madiun, academic year 2018-2019 with 106 students. the sampling technique was cluster random sampling. as many as 25 students of class va were the control group (cg) and 25 students of class vb as the experiment group (eg). data collection techniques used were test, documentation, observation, interview and questionnaire. the data were obtained from the results of scientific literacy and students’ cognitive learning outcome. meanwhile, the prasasti & listiani / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 257-262 sets-based guided experiment book …. 259 documentation was obtained from preliminary studies, needs analysis and at the time of the research activities, the observation was used for needs analysis and field-testing addition, the interview and questionnaire were used at the time of needs analysis. the data obtained was analyszed using independent sample t-test, which was aided using spss 21 with the significance level of 5%. results and discussion the results of the sets-based guided experiment book approach in empowering sps can be seen in table 1. based on the results (table 1), it can be seen that the cg has a lower mean value on the posttest result (73.72) compared to eg (81.72). this, generally, proves that the use of the book developed has given positive trand in students’ understanding in which marked by the score they achieved. even though it still need to be tested by using t test to determine whether the improvement is significant or not. table 1. sps description data statistic results cg eg pretest posttest pretest posttest mean 60.56 73.72 61.26 81.72 sd 10.266 8.860 11.231 6.64 variance 105.39 103.50 101.21 82.50 minimum 52.00 56.00 56.00 74.00 maximum 80.00 80.00 82.00 98.00 median 60.00 72.00 62.00 85.00 n 25 25 25 25 the results (table 2) show that there was a significant difference between class a and class b. the test used was t-test for two independent groups, namely class a and class b. the results showed that the significance value was 0.000. in the other words, there was a significance different of sps between students who were taught by using sets-based guided experiment book they who were taught without the book mentioned (cg). table 2. sps test analysis results t-test for equality of means 95% confidence interval of the difference t df sig. (2tailed) mean difference std. error difference lower upper prestasi equal variances assumed -3.121 82 .000 -8.405 2.614 -6.605 3.795 equal variances not assumed -3.121 81.963 .000 -8.405 2.614 -6.605 3.795 the highest achievement obtained from the application of sets-based guided experiment book was that it has provided training for students to experiencing scientific process. the book helped the students in emphasizing the application of science so that the students’ interests in science were explored. moreover, the concept application encompassed by students helps them to work in scientific method frame, which means that their scientific literacy were also improved in the same time. septiani and rustaman (2017) stated that the aspects covered by sps are observing, interpreting, classifying, predicting, formulating problems, making hypothesis, asking questions, planning experiments, using tools and materials, communicating the results of the experiment and applying the concept. some of these aspects become the indicators, which were used as references in constructing questions in sps tests. the main sps test contains a number of information, which can be in form of table or the students must process graphs. this type of question guides the students to think sistematicly and held their endeavour to analyse as serious as to interpret the data served and making conclusion in the right manner. in the other words, sps is developed through practicum activities. practicum is one of the best means for developing sps, because in practicum students are trained to develop all of their senses. ergul et al. (2011) found that inquiry-based teaching plays its role as an enhancer for students’ science process skills. learning science requires experimental activities, which led students to have the better understanding about the concepts they are learning. this activity enables the students to share their ideas with the class members during discussion process as possible as to fulfil the gaps may arise. thus, they will also learn to build a productive networking with their friends as well as creat a good competition circumtances, which plays as enhancer to optimize the all potentials they have. prasasti & listiani / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 257-262 260 sets-based guided experiment book …. the investigation process as part of sets stages which related to sps is considered an open process which let students have their own questions and seek the answers themselves (durmaz & mutlu, 2017; özgelen, 2012). gradually, student groups communicate more effectively and enhance their ability to reason and solve task-based problems together (ismaili, 2000; j. brame & biel, 2015; o’daniel & rosenstein, 2008). learning directs students to deal with problems that need to be tested through experimental activities. trained students think like scientists benefits them to sharpen their skills in determining concepts through systematic activities such as formulating problems, hypothesizing, designing experiments, implementing the design they made in lab, and trying to be able to communicate their research results as the solution for the problems found. the learning activities will naturally lead students to be more accustomed and skilled in science processing so that sps has optimized students’ score in experimental class compare to the control class. thus, elarning process will be more effective (artayasa, susilo, lestari, & indriwati, 2017). by aided with the use of sets-based guided experiments book, students were invited to be more active in developing hands on activities as considerable as optimize their thinking skills in utilizing tools and materials. by considering many aspects must be integrated in sets, the teachers are also required to have a good comprehension of the approach. they must possess broaden and deep knowledge so that they will be able to decide the way to bridging many concepts in term of science, environment, technology, and society. the better the understanding possessed by teachers, the more creative and innovative teaching method served in the classroom (fiksl, flogie, & aberšek, 2017) as well as in conducting the assessment used such as performance assessment (septiani & rustaman, 2017) to measure the students’ achievement. as the students are educated to be care to their environment, to have a high ability in sensing the environmental phenomena is a must for teachers. thus, teachers and students have the same beliefs that science and technology contribute in the environment changes (hoferichter, raufelder, & eid, 2015; oscarsson, jidesjö, strömdahl, & karlsson, 2012). in addition, the proliferation of technology advancement must also be mastered by teachers (brooks-young, 2007) to serve the students’ well as well as managing the learning activities (pukdeewut, chantarasombat, & satapornwong, 2013). therefore, teachers must be active in gaining the most up-to-date knowledge not only in their core science field, but also in technology utilization. moreover, to implement sets approach in teaching and learning, the school must also facilitate the program. the school system must be set as compatible as possible to support learning process as the approach obligs adequate facilities and time. the necessity of technology can be presented in form of computerization, internet access, and so forth. in addition, a good environment can be formed in gardening, a small green house, and so on. it can be more interesting as the school environment is designed to meet sets application such as the digitalization of the all database of sources related to the all species planted in school garden. thus, not only the do the teachers can access the materials, but the students as well as school’s gardeners are able to access it. this will make the learning environment more interesting which, in turn, motivates the students to be engaged in learning through enunciating the stimulating surrounding around them. conclusion the results of this study showed that there was a significant difference between sps in cg and eg. the average yield obtained by ig shows an increase. in contrast, there was no significant changes between pretest and posttest scores of cg. this proves that the use of setsbased experimental guide book is effective in empowering sps. it is suggested that before using the setsbased guided experiment book, the teacher must have a good understanding of the book and look for references about the implementation of the sets model so that learning can be effectively conducted. acknowledgment our thanks are conveyed to pgri madiun university as an affiliation and protector of the research team. our high gratitudes are also addressed to the principals, teachers, and prasasti & listiani / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 257-262 sets-based guided experiment book …. 261 students of the research partners for their helpful participations and cooperation, so that this research can be carried out well. references artayasa, i. p., susilo, h., lestari, u., & indriwati, s. e. 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(2010). the effects of science, technology, society, environment (stse) interactions on teaching chemistry. natural science, 02(12), 1417–1424. https://doi.org/10.42 36/ns.2010.212173 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 174 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 pengembangan tes berbasis revisi taksonomi bloom pada materi struktur dan fungsi sel untuk siswa kelas xi di sma kota tarakan developing cognitive test based on the revised bloom’s taxonomy on the structure and cell function material for xi grade students in senior high school of tarakan city zulfadli program studi pendidikan biologi, fakultas keguruan dan ilmu pendidikan universitas borneo tarakan jl. amal lama no 1 kota tarakan, telp. 08115940188 e-mail korespondensi: fadli82.irwan@gmail.com abstrak pengembangan tes kognitif berdasarkan aspek revisi taxonomi bloom perlu dilakukan. penelitian ini bertujuan mengetahui kualitas tes berdasarkan penilain ahli, mengukur tingkat validitas, reliabilitas, dan mengetahui tingkat kesukaran soal, daya pembeda, dan pengecoh. penelitian ini menggunakan metode research and development (r&d). pengembangan tes menerapkan prosedur pengembangan model 4d yang dimodifikasi menjadi 3 tahap define, design, dan develop. subjek penelitian adalah siswa kelas xi ipa sma negeri 2 tarakan dan siswa kelas xi ipa sma muhammadiyah tarakan. hasil penelitian (1) analisis hasil validasi tes oleh tim ahli menunjukkan tes kognitif berkategori valid dengan nilai 4,28, (2) uji coba kualitas tes kognitif diperoleh. (a) validitas butir soal, kategori valid (90%) dan tidak valid (10%). (b) reliabilitas tes berkategori reliabel dengan nilai 0,79 (c) tingkat kesukaran, kategori mudah (27%), sedang (53%), dan sukar (20%). (d) indeks daya pembeda lemah (10%), cukup (33%), baik (53%), dan baik sekali (3%). (e) efektivitas pengecoh, kategori efektif (85%), dan tidak efektif (15%). hasil penilaian validator ahli dan uji empirik menunjukkan perangkat tes kognitif layak digunakan. keseragaman tingkatan kesukaran membuat kualitas soal baik digunakan. daya pembeda pada perangkat tes memiliki nilai baik yang menunjukkan bahwa soal memiliki keberagaman variatif yang mampu mengukur kemampuan siswa. pengecoh pada perangkat soal berkategori efektif, sehingga akan mendorong siswa berpikir lebih kritis dalam mengerjakan soal. kata kunci: kualitas tes, revisi taxonomi bloom, tes kognitif, abstract this research was to develop a cognitive test tool based on revised bloom’s taxonomy. this study aimed to determine the quality of the test based on experts assessment, to measure the level of validity, reliability, and to determine the difficulty levels of the questions, discrimination power, and distractors. this research employed research and development (r&d) method. the development test model used was the 4d procedure which was modified into three steps: define, design, and develop. the subjects were the science students of xi grade at sman 2 tarakan and sma muhammadiyah tarakan. the results of the study were: (1) the experts validation analysis showed that the cognitive test has been categorized as valid which the value was 4.28 (2) the quality of cognitive test were: (a) the 90% items were valid, while 10% were invalid. (b) the reliability value was 0.79 (highly reliable) (c) the levels of difficulty were: easy (27%), moderate (53%), difficult (20%). (d)the test discrimination index were: weak (10%), sufficient (33%), good (53%), and either once (3%). (e) distractors effectiveness: effective category (85%), ineffective (15%). assessment results from expert validators and empirical tests indicate that this cognitive test device is feasible to use and apply. the uniformity of this level of difficulty makes the quality of items were good to use. the discrimination power of these test tool, which has good value, indicate that the high diversity of items is able to measure students' abilities. keywords: cognitive test, revised bloom’s taxonomy, test quality pendidikan merupakan salah satu aspek yang sangat berperan dalam meningkatkan kualitas sumber daya manusia. proses pembelajaran di dalam kelas diarahkan kepada kemampuan anak untuk menghafal informasi otak anak dipaksa untuk https://doi.org/10.22219/jpbi.v3i2.3973 mailto:fadli82.irwan@gmail.com jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 175 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 mengingat dan menimbun berbagai informasi tanpa dituntut untuk memahami informasi yang diingatnya itu untuk menghubungkannya dengan kehidupan sehari-hari (sanjaya, 2006). salah satu aspek yang menentukan keberhasilan proses dan hasil pembelajaran di kelas antara lain yaitu guru dan siswa (solikhatun et al., 2015). seorang guru, perlu mengetahui proses evaluasi hasil belajar didalam pembelajaran sebab kegiatan evaluasi merupakan bagian integral yang tidak terpisahkan dari kegiatan pembelajaran atau pendidikan (dimyati, 2009). evaluasi di dalam proses pembelajaran memiliki peran penting dan merupakan bagian dari proses dan tahapan kegiatan pembelajaran (aunurrahman 2014). proses evaluasi bagi guru dalam pembelajaran memberikan peran yang penting dalam mengukur keberhasilan siswa. menurut sukiman (2012), evaluasi belajar bagi pendidik secara didaktik memiliki empat fungsi yaitu diagnosis, yaitu pendeteksian peserta didik untuk memberikan bimbingan lebih lanjut penempatan yaitu pengelompokkan peserta didik, selektif yaitu pemberian keputusan kepada peserta didik, dan instruksional yaitu memperbaiki program dan proses pembelajaran. peraturan menteri pendidikan nasional (permendiknas) nomor 41 tahun 2007 tentang standar proses menyebutkan bahwa penilaian/evaluasi dilakukan oleh pendidik terhadap hasil pembelajaran untuk mengukur tingkat pencapaian kompetensi peserta didik, serta digunakan sebagai bahan penyusunan laporan kemajuan hasil belajar, dan memperbaiki proses pembelajaran. keberhasilan proses belajar dapat di lihat dari hasil belajar yang dicapai. keberhasilan ini selalu dikaitkan dengan tujuan pembelajaran atau kompetensi yang ingin dicapai (wijayanti & mundilarto. 2015). undang-undang nomor 14 tahun 2005 tentang guru dan dosen dan peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan memaparkan bahwa seorang guru yang profesional harus memiliki empat kompetensi, yaitu: kompetensi pedagogis, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional. penilaian proses dan hasil belajar merupakan bagain dari kompetensi pedagogik yang wajib dikuasai guru (wahidmurni et al., 2010). salah satu tujuan evaluasi adalah untuk memberikan umpan balik (feedback) dan mengetahui hasil belajar siswa (purwanto, 2012). hasil belajar siswa dapat diukur dengan menggunakan tes yang berfungsi untuk menguji keberhasilan siswa dalam setiap kompetensi, seperti di dalam proses pembelajaran, ulangan harian, dan ujian semester. pengukuran keberhasilan seringkali menggunakan evaluasi berupa tes. tes hasil belajar adalah untuk mengukur sejauh mana perubahan prilaku yang diinginkan dalam tujuan pembelajaran telah dapat di capai siswa (purwanto, 2010). instrument tes yang dikembangkan difokuskan kepada dimensi proses kognitif yaitu mengingat merupakan mengambil pengetahuan dari memori jangka panjang, memahami merupakan mengkonstruksikan makna dari materi pembelajaran, mengaplikasikan merupakan menggunakan prosedur dalam keadaaan tertentu, menganalisis merupakan memecahkan https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 176 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 materi menjadi bagian yang lebih kecil dan menentukan bagimana hubungan antar bagian dan antar setiap bagian dan struktur secara keseluruhannya, mengevaluasi merupakan membuat keputusan berdasarkan kriteria dan standar, dan mencipta merupakan proses pemyusunan eleman-elemen sebuah keseluruhan yang koheran atau fungsional (anderson & krathwohl, 2010). berdasarkan hasil observasi yang dilakukan tes yang digunakan selama ini syarat validitas dan reliabilitas tidak terpenuhi, sebab soal-soal yang digunakan tidak diuji cobakan sebelum soal di berikan ke siswa, terutama pada soal-soal terkait dengan struktur dan fungsi sel. sedangkan pada materi-materi pembelajaran yang diberikan kepada siswa dituntut untuk memiliki kompetensi kognitif sampai c6, terutama materi sistem struktur dan fungsi sel, hal inilah yang sulit dilakukan oleh pendidik untuk membuat soal tes hingga tingkatan kognitif c6 (memperhatikan taxonomi bloom). materi struktur dan fungsi sel yang jarang dibuat perangkat tes dengan memperhatikan tingkatan kognitif c6 serta sulit dikembangkan tersebut, maka dari itu peneliti tertarik mengembangkan perangkat tes materi struktur dan fungsi sel yang berbasis revisi taxonomi bloom, yaitu memperhatikan tingkatan c1-c6 yang terdiri dari: 1) c1 mengingat, 2) c2 memahami, 3) c3 mengaplikasikan, 4) c4 menganalisis, 5) c5 evaluasi, 6) c6 membuat. metode penelitian penelitian ini adalah penelitian pengembangan (research and development) yaitu pengembangan tes berbasis revisi taksonomi bloom pada materti struktur dan fungsi sel dengan model pengembangan 4-d (define, design, develop, desseminate) dari thiagarajan, semmel and semmel yang di modifikasi dan diadaptasi menjadi 3-p (pendefenisian, perancangan, pengembangan, penyebaran). pendefinisian. penelitian dimulai dengan melakukan identifikasi masalah yang ada di sekolah. tahap define bertujuan untuk menetapkan dan mendefinisikan syarat-syarat pembelajaran yaitu mengkaji standar kompetensi, kompetensi dasar, indikator, tujuan pembelajaran yang harus dicapai dalam pembelajaran di kelas. perancangan. kegiatan yang dilakukan pada tahap ini adalah penyusunan tes hasil belajar, pada tahap ini merupakan bagian mendesain/ merancang bentuk soal untuk materi struktur sel berdasarkan indikator dan tujuan pembelajaran. tipe soal tes yang dikembangkan/ dirancang berbentuk pilihan ganda berdasarkan kisikisi yang terdapat pada indikator. beberapa bentuk soal tes ini dimodifikasi dari berbagai sumber dan disesuaikan pada aspek revisi taksonomi bloom, yaitu memperhatikan tingkatan c1-c6 yang terdiri dari: 1) c1 mengingat, 2) c2 memahami, 3) c3 mengaplikasikan, 4) c4 menganalisis, 5) c5 evaluasi, 6) c6 membuat. pengembangan. tahap development bertujuan untuk menghasilkan perangkat tes yang valid berdasarkan penilaian ahli yaitu ahli evaluasi, dan materi dengan menggunakan instrumen berupa lembar validasi. hasil revisi soal yang dikembangkan kemudian diujicobakan untuk mengetahui tingkat validitas, dan https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 177 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 reliabilitas, tingkat kesukaran, daya pembeda dan distractor. subjek penelitian penelitian ini dilaksanakan di kelas xi semester ii di dua sekolah yaitu sma negeri 2 tarakan dan sma muhammadiyah tarakan dengan jumlah sampel 108 orang. analisis data kevalidan produk penelitian ini menggunakan dua metode analisis data, yaitu 1) analisis deskriptif kualitatif, 2) analisis deskriptif kuantitatif. analisis deskriptif kualitatif digunakan untuk mengolah data hasil uji coba dari ahli evaluasi, dan materi sedangkan analisis deskriptif kuantitatif digunakan untuk mengolah data yang diperoleh dari angket dalam bentuk deskriptip persentase. data yang dikumpulkan dari data kualitatif berupa saran, dan kritik dari validator. revisi dilakukan berdasarkan masukkan yang diberikan oleh validator. jawaban angket dengan mencari rerata nilai dari ahli materi dan ahli evaluasi dengan rentang skor 1-5 dengan kriteria sangat valid, valid, cukup valid, kurang valid, dan tidak valid (nurdin, 2007). berdasarkan kriteria sebagai berikut. 4,5 ≤ m ≤ 5,0 sangat valid 3,5 ≤ m ≤ 4,5 valid 2,5 ≤ m < 3,5 cukup valid 1,5 ≤ m < 2,5 kurang valid m < 1,5 tidak valid data kuantitatif berupa nilai dari kualitas soal yang diujicobakan kepada siswa dianalisis berdasarkan tingkat kevalidan soal, reliable, tingkat kesukaran, daya pembeda dan distractor. teknik analisis uji coba perangkat tes instrumen soal yang akan diujicobakan sebanyak 30 butir soal pilihan ganda yang telah divalidasi terdiri dari 5 pilihan (option). validitas validitas adalah suatu ukuran yang menunjukkan tingkat kevalidan atau kesahihan suatu instrumen. dalam hal ini peneliti menggunakan uji korelasi product momen dengan bantuan software anates ver 4.0.1.            2222 )()()()( ))(()( yynxxn yxxyn r xy dimana: rxy=koefisien korelasi suatu butir/item n = jumlah subyek x = skor suatu butir/item y = skor total. (sumber: arikunto, 2012) reliabilitas rumus yang digunakan untuk menghitung reliabilitas adalah rumus kr20 sebagai berikut (sukiman, 2012): r11 =( 𝑛 𝑛−1 ) ( 𝑆𝑡 2 − ∑ 𝑝𝑖𝑞𝑖 𝑆𝑡 2 ) (2) dimana: r11 : koefisien reliabilitas tes n : banyaknya butir soal 1 : bilangan konstanta 𝑆𝑡 2 : varian total pi : proporsi siswa yang menjawab betul butir soal yang bersangkutan qi : proporsi siswa yang menjawab salah butir soal yang bersangkutan ∑piqi : jumlah dari hasil perkalian antara pi dengan qi (1) https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 178 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 analisis tingkat kesukaran rumus yang digunakan untuk menghitung indeks tingkat kesukaran (itk) adalah sebagai berikut (sukiman, 2012): itk = 𝐵 𝑁 (3) dimana: itk= indeks tingkat kesukaran butir soal b= banyaknya siswa yang menjawab benar butir soal n = banyaknya siswa yang mengikuti tes analisis daya pembeda soal rumus yang digunakan untuk menghitung indeks daya pembeda (idp) adalah sebagai berikut (sukiman, 2012): idp = 𝐵𝐴−𝐵𝐵 1/2𝑁 (4) dimana: idp = indeks daya pembeda soal ba = jumlah jawaban benar pada kelompok atas bb = jumlah jawaban benar pada kelompok bawah n = banyaknya siswa yang mengikuti tes analisis distractor pengecoh dikatakan berfungsi efektif apabila paling tidak ada siswa yang memilih 5% atau lebih banyak yang memilih kelompok bawah (sukiman, 2012): hasil dan pembahasan hasil penelitian pengembangan yang diperoleh berupa tes kognitif berbasis revisi taksoonomi bloom berdasarkan alur model pengembangan four-d yang di modifikasi menjadi 3 tahapan dengan tujuan penelitian yaitu untuk mengetahui kevalidan berdasarkan penilaian tim ahli, mengetahui kualitas uji coba tes kognitif ditinjau dari segi validitas, reliabilitas, mengetahui kualitas tes kognitif dari segi tingkat kesukaran, daya pembeda, dan kualitas pengecoh (distractor) pada materi struktur dan fungsi sel untuk siswa sma kelas xi berdasarkan rumusan masalah dan alur penelitian itu, maka peneliti telah mendapatkan hasil dari penelitian yang telah dilakukan yaitu produk draf awal melakukan penyusunan perangkat tes berdasarkan standar kompetensi dan kompetensi dasar serta indikator pembelajaran yang selanjutnya dikembangkan ke dalam bentuk perangkat soal kognitif pilihan ganda (multiple choice) berdasarkan aspek revisi taksonomi blomm. peneliti yang akan di ujicobakan ke siswa kelas xi sma di kota tarakan hasil analisis validasi ahli analisis validitas soal dilakukan berdasarkan hasil penilaian validator ahli evaluasi pendidikan dan ahli materi. hasil penilaian kedua validator ahli tersebut dapat dilihat pada tabel di bawah ini. tabel 1. hasil validasi soal no. aspek penilaian �̅� ket 1 2 3 materi konstruksi bahasa 4,40 4,50 4,43 valid sangat valid valid rata-rata total 4,28 valid (sumber: data peneliti) berdasarkan ketentuan yang ditetapkan hasil penilaian validator. kategori validitas yang dikutip (nurdin, 2007) sebagai berikut: 4,5 ≤ m ≤ 5,0 sangat valid https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 179 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 3,5 ≤ m ≤ 4,5 valid 2,5 ≤ m < 3,5 cukup valid 1,5 ≤ m < 2,5 kurang valid m < 1,5 tidak valid tabel 1 menunjukkan bahwa tes kognitif yang dikembangkan berada kategori valid dengan nilai 4,28. hasil analisis validitas tes kognitif uji coba dalam penelitian ini dilakukan di dua sekolah yaitu sma negeri 2 tarakan dengan jumlah sampel 63 siswa, dan sma muhammadiyah tarakan dengan jumlah sampel sebanyak 45 siswa yang terbagi ke dalam dua kelas xi ipa dengan total keseluruahan sampel adalah 108 orang. analisis validitas butir soal dilakukan dengan bantuan software anates 4.01 adapun hasil perhitungan validitas soal dapat dilihat pada tabel di bawah ini tabel 2. rekap hasil analisis validitas butir soal kategori valid tidak valid no. soal 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30 1, 3, 18 (sumber: data peneliti) hasil analisis realibilitas tes kognitif rumus yang digunakan untuk menghitung reliabilitas adalah rumus k-r 20 dari kuder-richardson (kr). adapun hasil perhitungan reliabilitas soal dapat dilihat pada tabel 3. tabel 3. rekap hasil analisis reliabilitas soal no nilai kategori 0,79 reliabel (sumber: data peneliti) hasil analisis reliabilitas pada tabel 3 menunjukkan tipe soal berada pada kategori reliabel dengan nilai 0,79. tingkat kesukaran rumus yang digunakan untuk menghitung tingkat kesukaran adalah banyaknya siswa yang menjawab benar butir soal dibagi dengan banyaknya siswa yang mengikuti tes. adapun hasil perhitungan tingkat kesukaran soal dapat dilihat pada tabel 4. tabel 4. rekap hasil analisis tingkat kesukaran soal kategori nomor soal jumlah mudah 1,3,4, 9, 18, 24, 26, 28 8 soal (27%) sedang 2, 5, 6, 7, 8, 10, 11, 12, 13, 14, 16, 17, 19, 21,23, 25 16 soal (53%) sukar 15, 20, 22, 27, 29, 30 6 soal (20%) (sumber: data peneliti) analisis daya pembeda analisis daya beda soal berdasarkan nilai siswa yang diperoleh pada saat pelaksanaan uji coba diinput dihitung berdasarkan rumus yang telah ditetapkan. rumus yang digunakan untuk menghitung daya beda adalah jumlah jawaban benar siswa kelompok atas dikurangi jumlah jawaban benar siswa kelompok bawah dibagi dengan setengah jumlah siswa yang mengikuti tes. selanjutnya untuk pengkategorian dihitung dengan mengkategorikan nilai indeks daya pembeda soal. hasil perhitungan daya pembeda soal dapat dilihat pada tabel di bawah ini tabel 5. rekap hasil analisis daya beda kategori nomor soal jumlah tidak ada daya beda daya beda lemah 1, 3, 9 3 (10%) daya beda cukup 6, 8, 18, 21, 22, 24, 26, 27, 28, 30 10 (33%) daya beda baik 2, 4, 5, 7, 10, 11,12, 13, 14, 15, 16, 17, 19, 20, 23, 25 16 (53%) daya beda baik sekali 29 1 (3%) (sumber: data peneliti) https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 180 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 hasil analisis distrctor tes kognitif analisis fungsi distractor dilakukan khusus dengan cara menghitung jumlah siswa yang memilih option jawaban pada setiap soal. hasil perhitungan pengecoh dapat dilihat pada tabel dibawah ini tabel 6. rekap hasil analisis pengecoh / distractor kategori nomor soal jumlah efektif 2, 4, 5, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 19, 20, 21, 22, 23, 25, 26, 27, 29, 30, 23 (85,%) tidak efektif 6, 21, 24, 28 4 (15%) (sumber: data peneliti) berdasarkan tabel 6 terdapat 4 soal yang tidak efektif yang tidak memiliki pengecoh yang baik. perhitungan tersebut telah dilakukan dengan mengacu pada kriteria bahwa pengecoh dikatakan berfungsi efektif apabila paling tidak ada siswa yang terkecoh memilih. penelitian pengembangan tes dalam penelitian ini merujuk pada langkah pengembangan model 4-d (define, design, develop, dessiminate) dari thiagarajan, semmel and semmel yang di modifikasi diadaptasi menjadi 3 tahap (pendefenisian, perancangan, pengembangan). penulisan soal yang dikembangkan merupakan penjabarkan indikator menjadi pernyataan-pernyataan yang memiliki karakteristik sesuai dengan kisi-kisi soal yang telah dibuat materi yang diukur dengan menggunakan taksonomi anderson, yaitu tingkat kognitif mengingat (c1) memahami (c2), mengaplikasikan (c3) menganalisis (c4), mengevaluasi (c5), dan mencipta (c6). bentuk tes yang di gunakan, adalah bentuk tes objektif pilihan ganda yaitu 30 soal dengan masing-masing lima option. pengujian tes bersifat tes formatif yang digunakaan untuk mengukur satu kompetensi dasar yang telah di pelajari. validasi soal ditelaah oleh dua orang validator ahli, yaitu ahli pendidikan evaluasi dan ahli materi. hasil validasi ahli menunjukkan bahwa tes kognitif yang dikembangkan berada pada kategori valid dengan nilai 4,28. melakukan uji coba tes, yaitu tes kognitif di uji cobakan secara terbatas di dua sekolah yakni sma negeri 2 tarakan dan sma muhammadiyah tarakan dengan jumlah sampel 108 siswa. analisis ini dilakukan dengan cara menelaah kesesuaian dengan kemampuan dasar dan indikator yang hendak diukur serta apakah butir-butir soal tersebut telah memenuhi persyaratan dari aspek materi, konstruksi dan bahasa. analisis secara kuantitatif dapat dilakukan dengan menghitung validitas, reliabilitas, tingkat kesukaran soal, daya pembeda, dan pengecoh (distractor). analisis validitas butir soal menunjukkan tipe soal memiliki jumlah soal yang sama untuk setiap kategori. pengkategorian tersebut sesuai dengan ketentuan yang ditetapkan yaitu dengan cara melihat harga r hitung dan kemudian dikonsultasikan dengan harga r tabel product moment (pada penelitian ini harga r tabel yang digunakan adalah 0,176) dengan kriteria apabila harga r hitung sama dengan atau lebih besar dengan harga r tabel berarti soal dinyatakan valid (sukiman, 2012). data analisis reliabilitas menunjukkan bahwa tipe soal berada pada kategori reliabel dengan nilai 0,79. pengkategorian tersebut sesuai dengan ketentuan yang ditetapkan yaitu apabila r (nilai reliabilitas) sama dengan atau lebih https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 181 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 besar daripada 0,70 berarti soal tersebut reliabel (sukiman, 2012). data analisis tingkat kesukaran, menunjukkan bahwa tipe soal berada pada kategori mudah (27%) sedang (53%), sukar (10%). tujuan dari analisis daya pembeda suatu soal tes untuk mengkaji kemampuan soal terhadap siswa, antara siswa prestasi tinggi dan dan prestasi rendah. soal yang yang baik akan dapat diselesaikan dengan baik pada kelompok atasatau siswa yang pintar, sebaliknya jika soal diberikan kepada kelompok siswa yang kurang maka hasilnya jelek, dan soal yang tidak memiliki daya pembed baik, jika soal tersebut diberikan kepada siswa yang pintar dan anak yang kurang maka akan memberikan hasil yang sama. berdasarkan data analisis daya pembeda, menunjukkan bahwa karakteristik soal berada pada kategori lemah (10%), cukup (33%), baik (53%), baik sekali (3%). dengan demikian soal yang dikembangkan tergolong homogen. efektifitas pengecoh dilakukan untuk menghitung peserta tes yang memilih alternative jawaban pada masing-masing item. pengecoh yang baik adalah apabilah pengecoh tersebut dipilih paling sedikit 5% dari peserta tes (unu dan koni 2013). berdasarkan sampel yang mengikuti tes, maka dipilih 5% dari 108 siswa atau minimal yang ditetapkan terdapat 5 siswa. data untuk analisis pengecoh (distractor), menunjukkan tipe soal berada pada kategori efektif (85%), tidak efektif (15%). soal yang memiliki option tidak efektif berarti tidak ada satu pun siswa yang memilih sehingga option tersebut hanya direvisi, tidak dibuang. pendapat tersebut sesuai dengan pendapat (arikunto, 2012). penutup kesimpulan 1. tes kognitif yang telah dikembangkan termasuk dalam kategori valid dengan nilai 4,28 berdasarkan penilaian validator ahli. hasil penilaian dari validator ahli tersebut menunjukkan bahwa perangkat tes kognitif ini layak untuk digunakan dan diterapkan. 2. tes kognitif validitas uji emperik berdasarkan validitas butir soal berada pada kategori valid (90%) tidak valid (10%) serta termasuk dalam kategori reliabel dengan nilai 0,79. hasil validitas uji emperik tersebut menunjukkan bahwa perangkat tes kognitif layak untuk digunakan dan diterapkan. 3. tes kognitif uji emperik yang telah dikembangkan memiliki kualitas: a. tingkat kesukaran: kategori mudah (27%), sedang (53% untuk tipe), sukar (20%). keseragaman tingkatan kesukaran ini membuat kualitas soal menjadi baik untuk digunakan. b. daya pembeda: kategori lemah (10%), cukup (33%), baik (53%) baik sekali (3%). daya pembeda pada perangkat tes ini memiliki nilai baik yang tinggi menunjukkan bahwa soal memiliki keberagaman yang variatif yang mampu mengukur kemampuan siswa. c. pengecoh (distractor): kategori efektif (85%), tidak efektif (15%). pengecoh pada perangkat soal ini menunjukkan kategori yang efektif, sehingga akan mendorong siswa berpikir lebih kritis dalam mengerjakan soal. https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 174-182) disubmit: 20 februari 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 zulfadli, pengembangan tes kognitif 182 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3973 saran berdasarkan hasil penelitian diharapkan diharapkan para guru dalam evaluasi siswa dalam bentuk tes di harapkan dapat menguji keefektifan soal dengan mengukur tingkat kevalidan, reliabilitas, kesukaran soal, daya pembeda dan pengecoh sehingga pengukuran kompetensi siswa dapat diukur dengan baik. daftar rujukan anderson, l. & krathwohl, d. (2010). kerangka landasan untuk pembelajaran, pengajaran, dan asesmen. yogyakarta: pustaka pelajar. arikunto, s. (2012). dasar-dasar evalusi pendidikan. jakarta: bumi aksara. aunurrahman. (2014) belajar dan pembelajaran. bandung: alfabeta. nurdin. (2007). model pembelajaran matematika yang menumbuhkan kemampuan metakognitif untuk menguasai bahan ajar. disertasi tidak diterbitkan. surabaya: pps unesa. purwanto, (2010). evaluasi hasil belajar. yogyakarta: pustaka pelajar. purwanto, m.n. (2012). prinsip-prinsip dan teknik evaluasi pengajaran bandung: remaja roskarya. sanjaya. (2006). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media group. solikhatun, i., santoso, s., & maridi. (2015). pengaruh penerapan reality based learnin terhadap hasil belajar biologi siswa kelas x sma negeri 5 surakarta tahun pelajaran 2012/2013. jurnal pendidikan biologi indonesia, 7(3), 49-60. sukiman. (2012). pengembangan sistem evaluasi. yogyakarta: insan madani. wahidmurni, mustikawan, a., & ridho, a. (2010). evaluasi pembelajaran kompetesi dan praktik. penerbit: nuha litera. wijayanti, e., & mundilarto. (2015). pengembangan instrumen asesmen diri dan teman sejawat kompetensi bidang studi pada mahasiswa. jurnal penelitian dan evaluasi pendidikan, 19(2), 129-144. https://doi.org/10.22219/jpbi.v3i2.3973 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 1 available at http://ejournal.umm.ac.id/index.php/jpbi efektivitas pembelajaran inkuiri dipadu sains teknologi masyarakat (stm) untuk meningkatkan kemampuan berpikir kritis pada mata pelajaran ipa the effect of inquiry combined science-technology-society (sts) learning to enhance critical thinking skills on science ita ainun jariyah stikes bina sehat ppni mojokerto jl. raya jabon km. 6, mojoanyar-mojokerto, telp. 0321 390203 e-mail korespondensi: itaainunjariyah@gmail.com abstrak salah satu kemampuan yang penting untuk dikuasai di era globalisasi adalah kemampaun berpikir kritis. penelitian ini bertujuan untuk mengetahui rerata peningkatan kemampuan berpikir kritis peserta didik sebelum dan sesudah melakukan pembelajaran inkuiri dipadu stm, serta mengetahui tanggapan peserta didik terhadap pembelajaran inkuiri dipadu stm. penelitian ini adalah “pre eksperimental design” dengan desain “the group pretestt posttest design”. sampel penelitian diambil dari peserta didik kelas vii smpn 3 peterongan. pengumpulan data dilakukan dengan tes yaitu pretest dan postest serta angket respon peserta didik. data pretest dan postest dianalisis menggunakan statistik uji-t berpasangan. data angket respon peserta didik dianalisis dengan rumus persentase. hasil uji-t berpasangan adalah 0,00 yaitu lebih kecil dari 0,05. kesimpulan yang dapat diambil berdasarkan hasil tersebut adalah bahwa terdapat perbedaan hasil kemampuan berpikir kritis sebelum dan sesudah penerapan bahan ajar berbasis inkuiri dipadu stm. berdasarkan hasil angket respon peserta didik diperoleh bahwa peserta didik memberikan respon yang positif terhadap proses pembelajaran inkuiri dipadu stm. kata kunci: inkuiri, kemampuan berpikir kritis, stm abstract one of the important skills to be mastered in the era of globalization is the critical thinking skills. this research is to determine the average increase of critical thinking skills of learners before and after implementing inquiry learning combined sts, and to know learner response about inquiry learning combined sts. this research was a “pre-experimental design” by design “the group pretest posttest design”. samples were taken from the students of class vii smpn 3 peterongan. data collection was done by testing: pretest, posttest and questionnaire response of learners. pretest and posttest data were analyzed by using paired t-test statistic. questionnaire response of learners data were analyzed by using a percentage formula. the results of paired t test were 0.00 which was less than 0.05. the conclusion was there are differences in the results of critical thinking skills before and after implementation of inquirybased teaching materials combined sts. based on the results of the questionnaire response of learners found that learners gave positive response to the inquiry learning process combined sts. keywords: critical thinking skills, inquiry, sts laju perkembangan iptek dan proses globalisasi secara tidak langsung telah menuntut prasyarat kemampuan manusia untuk memperoleh peluang partisipasi di dalamnya. masyarakat masa depan yang terus mengejar kualitas dan keunggulan menuntut manusia bercirikan kreatif kritis, fleksibel, terbuka, inovatif, tangkas, peka terhadap masalah, menguasai informasi, mampu bekerja dalam “team work” lintas bidang, dan mampu beradaptasi terhadap perubahan. hal tersebut juga berpengaruh terhadap proses dalam pembelajaran. pembelajaran ipa juga harus disesuaikan dengan tuntutan perkembangan zaman agar dapat tercipta pembelajaran abad ke-21 yang dapat mencetak generasi yang mampu bersaing di era globalisasi. mailto:itaainunjariyah@gmail.com jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 2 available at http://ejournal.umm.ac.id/index.php/jpbi pembelajaran yang diperlukan dalam konteks abad ke-21 adalah yang memungkinkan berkembangnya kecakapan berpikir ilmiah, berkembangnya “science of inquiry” dan kemampuan berpikir kreatif peserta didik. pola pembelajaran yang dibutuhkan adalah yang mampu menghasilkan kemampuan untuk belajar, bukan saja diperolehnya sejumlah pengetahuan, keterampilan, dan sikap, tetapi yang lebih penting adalah bagaimana pengetahuan, keterampilan dan sikap itu diperoleh peserta didik (haryono, 2006). inkuiri adalah aktivitas yang beraneka ragam yang meliputi melakukan observasi; mengajukan pertanyaan, menguji buku dan sumber informasi lain untuk memeriksa yang diketahui; merencanakan penelitian; meninjau ulang keterangan yang telah diketahui berdasarkan bukti-bukti eksperimen; menggunakan alat untuk mendapatkan hasil, melakukan analisis, dan interpretasi data; mengusulkan pertanyaan, penjelasan, dan prediksi-prediksi; serta mengkomunikasikan hasil. proses inkuiri membutuhkan identifikasi dari asumsi, menggunakan keterampilan berpikir kritis dan logis, dan pertimbangan dari alternatif penjelasan (national science educational standards, national research council, 2002) pembelajaran ipa menggunakan pendekatan inkuiri diawali membuat dan menguji hipotesis (atau masalah). peserta didik didorong untuk aktif dalam seluruh proses termasuk menemukan informasi oleh dirinya sendiri. proses inkuiri mendorong peserta didik menemukan fakta dan membangun kemampuan berpikir dari sebuah topik atau ide. inkuiri penting untuk memastikan bahwa peserta didik tidak hanya mengingat informasi atau fakta tetapi juga bisa menerapkan fakta untuk membangun pertanyaan bermakna dan pemahamannya sendiri. pertanyaan dapat digunakan dalam pendekatan inkuiri agar peserta didik bisa berkembang dari pemahaman sederha menuju penemuan informasi atau fakta selanjutnya menerapkan pengetahuannya dalam berbagai cara (coffman, 2009). aktivitas-aktivitas mengajarkan dan mengembangkan kemampuan berpikir kritis dipandang sebagai sesuatu yang sangat penting untuk dikembangkan di sekolah agar peserta didik mampu dan terbiasa menghadapi berbagai permasalahan di sekitarnya. oleh karena itu, untuk meningkatkan kemampuan berpikir kritis bisa dilakukan dengan menerapkan pembelajaran inkuiri dipadu pembelajaran sains teknologi masyarakat (stm). tujuan pembelajaran stm menurut bakar et al. (2006) adalah mengajak peserta didik untuk melakukan aktivitas problem solving terhadap sesuatu yang mereka identifikasi. pembelajaran stm tersebut dimulai dengan isu nyata atau keprihatinan yang sedang terjadi di dunia. di samping itu peserta didik juga diajak untuk fokus terhadap permasalahan atau pertanyaan yang berhubungan dengan kehidupan pribadi mereka. pendekatan stm mempunyai hubungan keterkaitan dengan pendekatan inkuiri. menurut poedjiadi (2010) salah satu ciri pendekatan stm adalah memahami sebagian besar konsep-konsep sains, hipotesis, teori sains, dan mampu menggunakannya serta mengetahui bahwa pengetahuan ilmiah tergantung pada prosesproses inkuiri dan teori-teori. dengan demikian melalui pembelajaran inkuiri dipadu stm diharapkan kemampauan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 3 available at http://ejournal.umm.ac.id/index.php/jpbi berpikir kritis peserta didik dapat meningkat, tidak hanya dalam menghadapi permasalahan di sekolah tetapi juga dalam menghadapi permasalahan atau isu-isu yang sedang berkembang di masyarakat. berpikir kritis adalah proses intelektual secara aktif dan terampil dalam menyusun konsep-konsep, menerapkan, analisis, mensintesis, dan mengevaluasi informasi yang didapat atau diperoleh dari observasi, pengalaman, refleksi, penalaran, atau komunikasi sebagai pedoman untuk bertindak (mulnix, 2012). berpikir kritis adalah bagian dari skill atau kecakapan seperti kemampuan untuk menilai pendapat dengan baik, menimbang suatu bukti atau fakta tertentu, serta mengidentifikasi pernyataan atau pendapat yang keliru (mason, 2008). berpikir kritis juga bisa diartikan sebagai sebuah kemampuan untuk mempertimbangkan informasi dari berbagai sumber yang berbeda untuk memproses informasi tersebut ke dalam pemikiran yang kreatif dan logis, menantang, penganalisaan dan sampai pada kesimpulan yang dapat dipertahankan dan dapat dibenarkan. berpikir kritis bisa digunakan untuk memahami suatu masalah dan bagaimana mengevaluasi permasalahan tersebut dalam berbagai situasi (moon, 2008). berpikir kritis, bersama komponen kemampuan yang lain dalam high order thinking skills (hots) yaitu berpikir kreatif dan regulasi diri serta metakognitif merupakan modal bagi seseorang untuk hidup di zaman modern, zaman masyarakat yang berliterasi teknologi atau dikenal sebagai abad ke-21 (husamah & pantiwati, 20914; husamah, 2015a; husamah, 2015b). metode penelitian ini adalah “preexperimental design” dengan desain “the group pretest posttest design”. populasi dalam penelitian ini yaitu seluruh peserta didik smp negeri 3 peterongan. sampel penelitian ini adalah peserta didik kelas vii tahun ajaran 2013-2014, yaitu kelas vii d sebanyak 33 orang dan kelas vii j sebanyak 27 orang. untuk memperoleh data dalam penelitian ini digunakan instrument tes yang terdiri dari seperangkat soal untuk mengukur kemampuan berpikir kritis pada mata pelajaran ipa dan lembar angket respon peserta didik. teknik analisis untuk data pretest dan posttest kemampuan berpikir kritis terdiri dari deskripsi statistik hasil kemampuan berpikir kritis, uji homogenitas, uji normalitas dan uji beda. uji beda bertujuan untuk mengetahui ada tidaknya perbedaan rata-rata peningkatan nilai antara pretest dan postest kemampuan berpikir kritis. sedangkan data angket respon peserta didik dianalisis menggunakan rumus persentase. hasil dan pembahasan data kemampuan berpikir kritis berupa pretest dan postest dianalisis tingkat keefektifannya dengan menggunakan uji-t dua sampel berpasangan (paired t-test). sebelum melakukan analisis data dengan uji-t dua sampel berpasangan, terlebih dahulu dilakukan uji homogenitas dan normalitas data. uji homogenitas pada penelitian ini menggunakan uji statistik levene (levene test) pada program spss 21 for windows. hasil uji homogenitas data pretest dan postest kemampuan berpikir jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 4 available at http://ejournal.umm.ac.id/index.php/jpbi kritis peserta didik disajikan pada tabel 1 dan tabel 2. tabel 1. uji homogenitas data kemampuan berpikir kritis kelas vii d jenis tes n mean std. dev min max sig pretest 33 54,73 9,93 33 78 0,38 posttest 33 73,94 11,79 40 95 0,38 tabel 2. uji homogenitas data kemampuan berpikir kritis kelas vii j jenis tes n mean std. dev min max sig pretest 27 50,96 12,72 21 70 0,49 posttest 27 73,96 10,57 50 90 0,49 berdasarkan tabel 1 signifikansi uji homogenitas untuk kemampuan berpikir kritis data pretest dan postest kelas vii d adalah 0,38 lebih besar dari 0,05 (tingkat kepercayaan 95%). signifikansi uji homogenitas untuk kemampuan berpikir kritis data pretest dan posttest kelas vii j adalah 0,49 lebih besar dari 0,05 (tingkat kepercayaan 95%), maka dapat disimpulkan bahwa data pretest maupun postest mempunyai varian sama (homogen). selanjutnya dilakukan uji normalitas data dengan menggunakan uji statistik kolmogorov-smirnov pada program spss 21 for windows. hasil uji normalitas data pretest dan postest kemampuan berpikir kritis disajikan pada tabel 3 dan tabel 4. tabel 3. uji normalitas data kemampuan berpikir kritis kelas vii d jenis tes n mean std. dev min max sig pretest 33 54,73 9,93 33 78 0,20 postest 33 73,94 11,79 40 95 0,15 berdasarkan tabel 3 untuk kelas vii d signifikansi uji normalitas kemampuan berpikir kritis data pretest adalah 0,2 dan data postest adalah 0,15 yaitu lebih besar dari 0,05. tabel 4. uji normalitas data kemampuan berpikir kritis kelas vii j jenis tes n mean std. dev min max sig pretest 27 50,96 12,72 21 70 0,2 posttest 27 73,96 10,57 50 90 0,2 tabel 4 kelas vii j menunjukkan bahwa signifikansi uji normalitas kemampuan berpikir kritis data pretest dan data posttest adalah 0,2 yaitu lebih besar dari 0,05 sehingga data berdistribusi normal, dengan demikian uji-t berpasangan dapat diterapkan. hasil analisis data menggunakan uji-t berpasangan (paired ttest) disajikan pada tabel 5 dan tabel 6. tabel 5. uji-t berpasangan data kemampuan berpikir kritis kelas vii d pair sample n corr sig mean stad dev stad error p value p tabel pretest dan posttest 33 0,69 0,00 19,21 8,69 1,51 0,00 0,05 tabel 6. uji-t berpasangan data kemampuan berpikir kritis kelas vii j pair sample n corr sig mean stad dev stad error p value p tabel pretest dan posttest 27 0,91 0,00 23,00 5,50 1,06 0,00 0,05 berdasarkan tabel 5 dan tabel 6 menunjukkan bahwa p-value dari uji-t berpasangan di atas adalah 0,00 yaitu lebih kecil dari 0,05. kesimpulan yang dapat diambil berdasarkan hasil tersebut adalah bahwa terdapat perbedaan hasil kemampuan berpikir kritis sebelum dan sesudah penerapan bahan ajar berbasis inkuiri dipadu stm. data tersebut menunjukkan bahwa sesudah menggunakan bahan ajar berbasis inkuiri dipadu stm kemampuan berpikir kritis peserta didik lebih tinggi daripada sebelum menggunakan bahan ajar tersebut. hasil tersebut juga berarti bahwa pembelajaran berbasis inkuiri dipadu stm jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 5 available at http://ejournal.umm.ac.id/index.php/jpbi terbukti efektif dalam meningkatkan kemampuan berpikir kritis peserta didik. hasil tersebut didukung penelitian retno et al. (2016) yang menyatakan bahwa penerapan pembelajaran scientific inquiry mampu meningkatkan kemampuan berpikir dan bekerja secara ilmiah sebanyak 52,27%. pendekatan inkuiri yang dipadu dengan stm dapat mendukung berkembangnya kemampuan berpikir kritis peserta didik. hal ini sesuai dengan pendapat sanjaya (2011) bahwa inkuiri adalah rangkaian kegiatan pembelajaran yang menekankan pada proses berpikir secara kritis dan analitis untuk mencari dan menemukan sendiri jawaban dari suatu masalah yang dipertanyakan. sementara ratcliffe (2001) mengungkapkan bahwa pembelajaran stm berusaha untuk menempatkan perhatian sebanyak mungkin terhadap teknologi dan masyarakat dalam pembelajaran ipa secara logis untuk melihat hubungan dari ketiga hal tersebut. mengaitkan ketiga hal tersebut secara tidak langsung menuntut peserta didik untuk menggunakan kemampuan berpikirnya secara logis dan kritis. membuat rumusan masalah dan merumuskan hipotesis dalam proses inkuiri dapat mengembangkan pengetahuan deklaratif dan pengetahuan prosedural. kualitas pertanyaan yang diajukan peserta didik menunjukkan sebera jauh keterampilan berpikir serta pemahaman mereka terhadap konten pembelajaran (kang et al., 2012). semakin sering peserta didik di ajak untuk melakukan proses inkuiri maka keterampilan berpikir mereka akan semakin berkembang. pembelajaran inkuiri memberikan kesempatan kepada peserta didik untuk mempelajari cara menemukan fakta, konsep dan prinsip melalui pengalamannya secara langsung. peserta didik bukan hanya belajar dengan membaca kemudian menghafal materi pelajarannya, tetapi juga mendapatkan kesempatan untuk berlatih mengembangkan keterampilan berpikir dan bersikap ilmiah sehingga memungkinkan terjadinya proses konstruksi pengetahuan dengan baik sehingga peserta didik akan dapat meningkatkan pemahamannya pada materi yang dipelajari (ibrahim, 2010; mulyani et al., 2015). setelah pembelajaran inkuiri dipadu stm selesai dilaksanakan peserta didik mengisi angket respon peserta didik dengan hasil disajikan pada tabel 7 dan tabel 8. rerata tanggapan peserta didik kelas vii d terhadap penerapan bahan ajar berbasis inkuiri dipadu stm diperoleh hasil bahwa peserta didik memberikan respon positif sangat setuju sebesar 36%, setuju 61%, kurang setuju 3% dan tidak setuju 0%. berdasarkan hasil tersebut dapat diketahui bahwa penerapan pembelajaran berbasis inkuiri dipadu stm ditinjau dari respon peserta didik mendapatkan respon yang positif dalam hal pembelajaran dianggap lebih menarik, memotivasi dan menyenangkan, mampu meningkatkan kemampuan berpikir kritis, dan mampu melatih peserta didik untuk menjadi pembelajar yang mandiri. hal ini sejalan dengan tujuan inkuiri menurut kuhlthau et al. (2007) yaitu membantu peserta didik mengembangkan kemampuan penyelidikan ilmiah dan pengetahuannya, membangun motivasi sebaik mungkin, membaca pemahaman, mengembangkan kemampuan bahasa, kemampuan menulis, belajar kooperatif, dan kecakapan sosial. seluruh aspek tersebut diidentifikasi sebagai jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 6 available at http://ejournal.umm.ac.id/index.php/jpbi komponen penting dalam kesuksesan belajar sepanjang hayat. tabel 7. ringkasan hasil angket respon peserta didik kelas vii d no pernyataan persentase respon peserta didik (%) sangat setuju setuju tidak setuju sangat tidak setuju 1 belajar menjadi lebih menarik 46 50 3 0 2 pembelajaran lebih memotivasi dan menyenagkan 41 59 0 0 3 materi menjadi lebih mudah dipahami 16 84 0 0 4 pembelajaran dapat meningkatkan kemampuan berpikir kritis 33 63 4 0 5 pembelajaran melatih kemandirian peserta didik dalam belajar 40 54 6 0 6 pembelajaran mampu memotivasi untuk lebih banyak membaca 34 63 0 0 7 strategi belajar yang diterapkan perlu dikembangkan 38 63 0 0 total rata-rata persentase respon peserta didik 36 61 3 0 hal tersebut didukung hasil penelitian ratnaningrum et al. (2015) dimana pembelajaran inkuiri terbimbing mampu meningkatkan motivasi diantaranya attention (perhatian) sebesar 10,78%, relevance (keterkaitan) sebesar 13,09%, confidence (kepercayaan diri) sebesar 7,13%, dan satisfaction (kepuasan) sebesar 12,41%. tabel 8. ringkasan hasil angket respon peserta didik kelas vii j no. pernyataan persentase respon peserta didik (%) sangat setuju setuju tidak setuju sangat tidak setuju 1 belajar menjadi lebih menarik 48 52 0 0 2 pembelajaran lebih memotivasi dan menyenagkan 52 44 4 0 3 materi menjadi lebih mudah dipahami 24 76 0 0 4 pembelajaran dapat meningkatkan kemampuan berpikir kritis 47 49 4 0 5 pembelajaran melatih kemandirian peserta didik dalam belajar 39 57 4 0 6 pembelajaran mampu memotivasi untuk lebih banyak membaca 28 68 4 0 7 strategi belajar yang diterapkan perlu dikembangkan 48 48 4 0 total rata-rata persentase respon peserta didik (%) 41 55 4 0 rerata tanggapan peserta didik kelas vii j terhadap penerapan bahan ajar berbasis inkuiri dipadu stm diperoleh hasil bahwa peserta didik memberikan respon positif sangat setuju sebesar 41%, setuju 55%, kurang setuju 4% dan tidak setuju 0%. berdasarkan hasil tersebut dapat jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 7 available at http://ejournal.umm.ac.id/index.php/jpbi diketahui bahwa penerapan pembelajaran berbasis inkuiri dipadu stm ditinjau dari respon peserta didik mendapatkan respon yang positif dalam hal pembelajaran dianggap lebih menarik, memotivasi dan menyenangkan, mampu meningkatkan kemampuan berpikir kritis, dan mampu melatih peserta didik untuk menjadi pembelajar yang mandiri. belajar menggunakan pendekatan inkuiri dipadu stm dapat mendorong peserta didik menjadi pembelajar yang mandiri dikarenakan salah satu prinsip inkuiri adalah berorientasi pada pengembangan intelektual. pembelajaran ini selain berorientasi kepada hasil belajar juga berorientasi pada proses belajar, oleh karena itu kriteria keberhasilan dari proses pembelajaran inkuiri bukan ditentukan oleh sejauh mana peserta didik dapat menguasai materi pelajaran, akan tetapi sejauhmana peserta didik beraktivitas mencari dan menemukan sesuatu (sanjaya, 2011). pembelajaran stm juga mendukung terwujudnya pembelajar yang mandiri dikarenakan mengajak peserta didik untuk melakukan aktivitas problem solving terhadap sesuatu yang mereka identifikasi (bakar et al., 2006). penerapan pembelajaran yang mendukung pembiasaan kemampuan berpikir kritis peserta didik adalah hal uang harus terus dilakukan oleh pendidik. menurut ekawati et al (2015) pembiasaan berpikir kritis akan mempengaruhi secara positif hasil belajar, keterampilan mengevaluasi, menyimpulkan, dan keterampilan peserta didik dalam mengedentifikasi masalah dan menganalisis materi dalam pembelajaran. pembiasaan berpikir kritis menjadi penentu kemampuan dalam menjawab permasalahan pada saat mengikuti kegiatan pembelajaran. penutup kesimpulan berdasarkan hasil penelitian efektifitas pembelajaran inkuiri dipadu stm untuk meningkatkan kemampuan berpikir kritis didapatkan kesimpulan bahwa 1) hasil dari uji-t berpasangan adalah 0,00 yaitu lebih kecil dari 0,05. kesimpulan yang dapat diambil berdasarkan hasil tersebut adalah bahwa terdapat perbedaan hasil kemampuan berpikir kritis sebelum dan sesudah penerapan bahan ajar berbasis inkuiri dipadu stm. hal ini berarti pembelajaran inkuiri dipadu stm dapat meningkatkan kemampuan berpikirir kritis peserta didik khususnya dalam pembelajaran ipa. 2) berdasarkan hasil angket respons peserta didik diperoleh bahwa peserta didik memberikan respons yang positif terhadap proses pembelajaran inkuiri dipadu stm dalam hal pembelajaran dianggap lebih menarik, memotivasi dan menyenangkan, mampu meningkatkan kemampuan berpikir kritis, dan mampu melatih peserta didik untuk menjadi pembelajar yang mandiri saran pembelajaran inkuiri dipadu stm dapat dijadikan sebagai alternatif guru dalam mengajar ipa di kelas khususnya untuk meningkatkan kemampuan berpikir kritis. meski demikian perlu dilakukan penelitian lanjutan mengenai pembelajaran inkuiri dipadu stm ditinjau dari keefektifannya untuk meningkatkan kemampaun berpikir kritis dibandingkan dengan pendekatan pembelajaran yang lain atau ditinjau dari keefektifaannya untuk meningkatkan variabel bebas yang lain selain kemampaun berpikir kritis. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 8 available at http://ejournal.umm.ac.id/index.php/jpbi daftar rujukan bakar e., bal, s., & ackay, h. 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(2015). penerapan pembelajaran guided inquiry untuk meningkatkan motivasi dan hasil jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) disubmit: januari 2017 direvisi: januari 2017 disetujui: februari 2017 jariyah, efektivitas pembelajaran inkuiri 9 available at http://ejournal.umm.ac.id/index.php/jpbi belajar ipa pada siswa kelas viii a smp muhammadiyah 2 batu. jurnal pendidikan biologi indonesia, 2(1), 230-239. yuhanna, w. l. & retno, r. s. (2016). pembelajaran konsep dasar ipa dengan scientific inquiry untuk meningkatkan kemampuan berpikir, bekerja dan bersikap ilmiah pada mahasiswa. jurnal pendidikan biologi indonesia, 2(1), 1-9. sanjaya, w. (2011). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 166 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 respon mahasiswa ikip budi utomo terhadap buku ajar matakuliah biologi sel berbantuan multimedia interaktif the respon of ikip budi utomo students toward the instructional book of cell biology subject aided by interactive multimedia tri asih wahyu hartati1, dini safitri2 1,2jurusan pendidikan jasmani, kesehatan, dan rekreasi ikip budi utomo jalan simpang arjuno 14b, kota malang, hp. 085736015284 e-mail korespondensi: triasihbioum2012@gmail.com abstrak perkembangan ilmu pengetahuan dan teknologi (iptek) berlangsung sangat pesat. perkembangan iptek akan berimbas pada perubahan kompetensi lulusan yang diinginkan oleh industri. perubahan ini tentunya akan diikuti oleh pemutakhiran kurikulum, sumber belajar dan bahan ajar yang digunakan, salah satunya bahan ajar pada matakuliah biologi sel. pada perkuliahan biologi sel, mahasiswa hanya memakan buku teks tanpa dukungan multimedia interaktif. bahan ajar yang baik adalah bahan ajar yang disusun secara sistematis, sesuai kebutuhan dan karakter mahasiswa, serta tervalidasi oleh pengguna bahan ajar. tujuan penelitian ini adalah mengetahui respon mahasiswa pendidikan biologi ikip budi utomo terhadap buku ajar matakuliah biologi sel berbantuan multimedia interaktif. metode pengembangan yang digunakan adalah model 4d yang terdiri atas tahap define, design, develop, dan disseminate. penelitian ini dibatasi hingga tahap develop. hasil uji keterbacaan menunjukkan bahwa mahasiswa merespon bahan ajar dengan baik dan memberikan penilaian yang layak terhadap bahan ajar. kata kunci: bahan ajar, buku ajar, biologi sel, multmedia abstract the development of science and technology (science and technology) takes place very rapidly. the development of science and technology will impact on graduate competency changes desired by the industry. this change of course will be followed by updating the curriculum, learning resources and teaching materials are used, one of them teaching materials on the subjects of cell biology. in the course of cell biology, the students only take textbooks without the support of interactive multimedia. good teaching materials is the teaching materials arranged in a systematic, according to the needs and character of students, as well as validated by the teaching materials. the purpose of this study was to determine response students biology education ikip budi utomo against cell biology course textbook aided interactive multimedia. the development method used is the 4d model consisting of stages define, design, develop, and disseminate. this study is limited to the stages develop. legibility test results showed that students responded well teaching materials and provide proper assessment of the teaching materials. keywords: cell biology, instructional material, multimedia, text book perkembangan ilmu pengetahuan dan teknologi (iptek) berlangsung sangat pesat. perkembangan iptek akan berimbas pada perubahan kompetensi lulusan yang diinginkan oleh industri. perubahan ini tentunya akan diikuti oleh pemutakhiran kurikulum pada tiap jenjang pendidikan, termasuk pendidikan tinggi. pemutakhiran kurikulum mencakup perubahan komponen isi, susunan, dan bobot tiap matakuliah pada suatu jurusan. pada akhirnya, seluruh perubahan tersebut menuntut adanya perubahan sumber belajar dan bahan ajar yang digunakan. bahan ajar merupakan salah satu pendukung tercapainya kompetensi mahasiswa dalam suatu matakuliah. berkaitan dengan fungsi bahan ajar tersebut, mbulu et al. (2004) menyatakan bahwa penyusunan bahan ajar memerlukan persyaratan khusus. syarat-syarat khusus tersebut antara lain: (1) memberikan https://doi.org/10.22219/jpbi.v3i2.4037 mailto:triasihbioum2012@gmail.com jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 167 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 orientasi terhadap teori, penalaran teori, dan cara-cara penerapan teori dalam praktik, (2) terdapat latihan terhadap pemakaian teori dan aplikasinya, (3) bahan ajar memberikan umpan balik mengenai latihan tersebut, (4) menyesuaikan informasi dan tugas dengan tingkat perkembangan mahasiswa, (5) membangkitkan minat mahasiswa, (6) menjelaskan sasaran belajar kepada mahasiswa, (7) meningkatkan motivasi mahasiswa, serta (8) menunjukkan sumber informasi yang lain. jenis bahan ajar yang sering digunakan dalam perkuliahan adalah buku ajar dan multimedia interaktif. buku sebagai bahan ajar merupakan buku yang disusun untuk proses pembelajaran, dan berisi bahan atau materi yang akan dipelajari. lebih lanjut menurut direktorat jenderal pendidikan tinggi (2009), buku ajar merupakan buku pegangan untuk suatu matakuliah yang ditulis dan disusun oleh pakar bidang terkait dan memenuhi kaidah buku teks. multimedia interaktif merupakan alat atau sarana pembelajaran yang berisi materi, metode, batasan, dan cara evaluasi yang dirancang secara sistematis dan menarik untuk mencapai kompetensi matakuliah yang diharapkan. tujuan penyusunan multimedia interaktif sebagai bahan ajar yaitu memperjelas dan mempermudah penyajian pesan agar tidak terlalu bersifat verbal ; mengatasi keterbatasan waktu, ruang, dan daya indera ; meningkatkan motivasi belajar mahasiswa ; serta mengembangkan kemampuan mahasiswa dalam berinteraksi langsung dengan lingkungan dan sumber belajar lain, terutama bahan ajar yang berbasis ti. penggunaan buku dan multimedia dapat diimplementasikan pada semua jenis matakuliah, khususnya matakuliah pada bidang pendidikan biologi. salah satu matakuliah wajib di jurusan pendidikan biologi adalah biologi sel. berdasarkan analisis kebutuhan melalui teknik wawancara kepada mahasiswa program studi pendidikan biologi ikip budi utomo, didapatkan bahwa selama perkuliahan biologi sel, mahasiswa menggunakan berbagai sumber untuk bahan ajar, mayoritas berupa bahan ajar cetak. mahasiswa mengenal bahan ajar multimedia interaktif, akan tetapi belum pernah menggunakannya dalam perkuliahan. penggunaan buku ajar yang dilengkapi dengan multimedia diharapkan dapat memberikan respon yang baik dari mahasiswa, artinya mahasiswa mampu menggunakan dan memahami isi bahan ajar dengan baik, sehingga diharapkan tujuan pembelajaran dapat tercapai. berdasarkan uraian pada paragraf pertama, dapat dikatakan bahwa buku ajar yang mampu memenuhi tujuan pembelajaran harus disusun secara seksama sehingga sesuai dengan kebutuhan perkuliahan, khususnya mahasiswa peserta kuliah. depdiknas (2008) menuliskan beberapa langkah umum untuk menyusun bahan ajar (termasuk buku ajar dan multimedia interaktif), antara lain: 1) analisis kebutuhan yang terdiri atas analisis sk-kd, analisis sumber belajar, dan pemilihan bahan ajar, 2) penyusunan peta bahan ajar, dan 3) penyusunan bahan ajar berdasarkan analisis kebutuhan dan peta bahan ajar. selain langkah di atas, diperlukan suatu model pengembangan agar penyusunan buku ajar menghasilkan produk yang valid. model pengembangan yang https://doi.org/10.22219/jpbi.v3i2.4037 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 168 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 digunakan ada berbagai macam, namun yang cocok digunakan untuk menyusun buku ajar adalah model pengembangan 4d yang dikemukakan oleh thiagarajan, dkk. penelitian terdahulu yang menggunakan model pengembangan 4d yaitu penelitian pengembangan buku ajar matakuliah pengantar pendidikan untuk mahasiswa s1 pendidikan biologi um oleh purwanto (2013). depdiknas (2008) menyatakan bahwa langkah untuk validasi bahan ajar dan penerapan bahan ajar juga perlu dilakukan. validasi bahan ajar dilaksanakan oleh ahli dan uji coba dilaksanakan oleh pengguna bahan ajar. pengguna bahan ajar yang dimaksud adalah mahasiswa peserta perkuliahan biologi sel. ujicoba oleh pengguna bertujuan untuk memperbaiki bahan ajar. thiagarajan (1974) menyatakan bahwa langkah mengujicobakan bahan ajar ke peserta didik untuk mengetahui letak bagian yang harus direvisi. bahan ajar dimodifikasi berdasarkan respon, reaksi, dan komentar dari peserta uji coba. siklus uji coba, revisi, dan uji coba ulang akan terus dilakukan hingga bahan ajar konsisten dan efektif dalam penggunaannya. penelitian ini bertujuan untuk mengetahui respon mahasiswa pendidikan biologi ikip budi utomo terhadap buku ajar matakuliah biologi sel berbantuan multimedia interaktif. metode penelitian ini merupakan penelitian pengembangan. model pengembangan yang digunakan adalah model 4d oleh thiagarajan (1974). model ini terdiri atas tahap define, design, develop, dan disseminate. pada penelitian ini, dilaksanakan hingga tahap develop. penelitian dan pengembangan dilaksanakan di kampus a dan c ikip budi utomo malang. waktu penelitian dimulai pada bulan januari, dan berakhir pada bulan oktober 2016. mahasiswa program studi pendidikan biologi yang dipilih secara acak tanpa pertimbangan sebagai responden. tahap dalam penelitian dan pengembangan merujuk ke langkah model pengembangan 4d, antara lain. 1) tahap define, terdiri atas tahap menganalisis kompetensi dasar (kd) pada matakuliah biologi sel; mengidentifikasi sarana prasarana dan permasalahan dalam pembelajaran; mengidentifikasi kelemahan dan kekurangan buku ajar cetak biologi sel yang telah dikembangkan; serta melaksanakan penyebaran angket analisis kebutuhan ke mahasiswa program studi pendidikan biologi yang telah menempuh matakuliah biologi sel. 2) tahap design, terdiri atas tahap penyusuan tes acuan patokan digunakan untuk menilai substansi dan struktur bahan ajar yang akan dikembangkan. hasilnya berupa lembar validasi dan lembar uji keterbacaan. tahap selanjutnya adalah penyusunan format awal bahan ajar (buku ajar dan multimedia interaktif). 3) tahap develop, merupakan penilaian ahli atau pakar. selanjutnya adalah uji keterbacaan dengan subyek mahasiswa program studi pendidikan biologi yang telah menempuh matakuliah biologi sel. uji coba ini bertujuan untuk mengetahui respon dan tanggapan mahasiswa terhadap bahan ajar yang meliputi tanggapan untuk perbaikan https://doi.org/10.22219/jpbi.v3i2.4037 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 169 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 draft bahan ajar. hasil uji kelompok kecil secara formatif digunakan untuk acuan revisi hingga bahan ajar layak digunakan dalam pembelajaran. pengumpulan data respon mahasiswa menggunakan instrumen angket respon mahasiswa terhadap buku ajar cetak dan multimedia interaktif. mahasiswa peserta uji keterbacaan merupakan mahasiswa program studi pendidikan biologi angkatan 2013 yang dipilih secara acak sebanyak 44 orang. mahasiswa dikondisikan dalam satu ruangan, diberikan contoh bahan ajar (buku ajar dan multimedia interaktif) kemudian diminta menilai bahan ajar tersebut, dan merekamnya dalam angket. data yang diperoleh dari uji keterbacaan adalah respon mahasiswa yang berupa penilaian secara kuantitatif dan kualitatif (saran dan masukan). data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis secara deskriptif. hasil dan pembahasan data yang diperoleh dari uji keterbacaan adalah data penilaian bahan ajar berupa angka, serta data saran atau masukan secara deskriptif. data penilaian buku ajar dirangkum dalam sebuah tabel, kemudian dijumlahkan per aspek penilaian dan dicari persentasenya. persentase penilaian dikonsultasikan ke kriteria kelayakan buku ajar dan multimedia interaktif. data persentase penilaian buku ajar tersaji dalam tabel 1. tabel 1. hasil penilaian mahasiswa terhadap buku ajar aspek penilaian kelayakan tampilan cover (sampul buku) membuat saudara tertarik menggunakan bahan ajar 86,36% layak dengan predikat sangat bagus topik bahasan/judul bab menarik perhatian saudara untuk mempelajari lebih lanjut 81,82% layak dengan predikat bagus sistematika penyajian materi dalam bahan ajar memudahkan saudara untuk memahami materi keseluruhan 85,80 layak dengan predikat sangat bagus tujuan pembelajaran yang ada mempermudah saudara untuk mengetahui kemampuan apa yang harus dimiliki setelah mempelajari bahan ajar 76,70% layak dengan predikat bagus materi yang disajikan sudah sesuai dengan standar kompetensi dan tujuan pembelajaran 88,64% layak dengan predikat sangat bagus materi yang disajikan memuat aplikasi dalam kehidupan sehari-hari 83,52% layak dengan predikat bagus rangkuman di akhir bab mampu meningkatkan pemahaman saudara terhadap materi yang dipaparkan 84,09% layak dengan predikat bagus adanya evaluasi/refleksi membantu saudara dalam mengukur pemahaman mengenai materi yang dipelajari 88,07% layak dengan predikat sangat bagus bahasa yang dipergunakan dalam buku ajar mudah dipahami dan komunikatif secara keseluruhan 82,95% layak dengan predikat bagus bahasa yang dipergunakan sesuai dengan tingkat usia dan memenuhi kriteria ejaan yang disempurnakan (eyd) 85,23% layak dengan predikat sangat bagus istilah dalam buku ajar mudah untuk dipahami 80,68% layak dengan predikat bagus buku ajar mampu membantu proses belajar saudara, baik secara mandiri maupun dalam perkuliahan 90,34% layak dengan predikat sangat bagus rerata 84,52% layak dengan predikat bagus https://doi.org/10.22219/jpbi.v3i2.4037 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 170 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 berdasarkan hasil pemaparan data di atas, rerata persentase hasil penilaian oleh mahasiswa sebesar 84,52% dan berada dalam kategori layak dengan predikat bagus. dapat dikatakan bahwa mahasiswa sebagai pengguna bahan ajar memberikan respon yang baik terhadap buku ajar. pada angket respon mahasiswa, mahasiswa diminta memberikan penilaian terhadap sampul, judul bab, tujuan pembelajaran, sistematika penyajian materi, isi materi, rangkuman, evaluasi-refleksi, bahasa, istilah yang digunakan, serta sejauh mana buku ajar mampu membantu proses belajar mahasiswa. seluruh aspek yang telah disebutkan direspon dengan baik oleh mahasiswa. respon tersebut ditunjukkan oleh nilai yang masuk kedalam kategori layak, sehingga revisi yang dilakukan berdasarkan masukan dan kritik mahasiswa yang dituliskan secara deskriptif. paparan data hasil penilaian uji keterbacaan untuk multimedia interaktif disajikan pada tabel 2. paparan data hasil penilaian multimedia interaktif oleh mahasiswa menggambarkan bahwa multimedia interaktif memiliki kategori layak dengan predikat bagus (83,8%). mahasiswa merespon bahan ajar multimedia dengan baik dan mampu menggunakannya bersama-sama dengan buku ajar. ketika, mencoba menggunakan multimedia interaktif di laptop, mahasiswa cukup lancar mengoperasikan multimedia dengan adanya petunjuk penggunaan dan menu navigasi yang jelas. selain data kuantitatif dalam bentuk penilaian, mahasiswa juga merespon bahan ajar (buku ajar dan multimedia interaktif) dalam bentuk saran tertulis. seperti yang telah disebutkan di atas bahwa saran tertulis akan dianalisis secara deskriptif untuk menentukan letak bagian bahan ajar yang perlu direvisi dan diperbaiki sesuai penilaian dari mahasiswa sebagai pengguna bahan ajar. tabel 2. hasil penilaian mahasiswa terhadap multimedia interaktif aspek penilaian kelayakan tampilan kemasan luar produk memotivasi saudara untuk menggunakan multimedia interaktif 83% layak dengan predikat sangat bagus judul multimedia interaktif menarik perhatian saudara untuk mempelajarinya lebih lanjut 86,9% layak dengan predikat sangat bagus ilustrasi pada halaman muka (home) sesuai dengan bab yang dibahas dalam multimedia interaktif 85,8% layak dengan predikat sangat bagus petunjuk penggunaan memudahkan saudara untuk menggunakan multimedia interaktif 85,2% layak dengan predikat sangat bagus menu navigasi disamping layar memudahkan saudara untuk mengakses bagianbagian dari multimedia interaktif 82,4% layak dengan predikat bagus visualisasi yang disajikan dalam bentuk video animasi sesuai dengan tujuan pembelajaran dan kompetensi perkuliahan biologi sel 83,5% layak dengan predikat bagus visualisasi yang disajikan dalam bentuk video animasi mudah untuk saudara pahami 80,7% layak dengan predikat bagus evaluasi membantu saudara untuk mengukur pemahaman mengenai materi 85,2% layak dengan predikat sangat bagus bahasa yang digunakan dalam multimedia mudah untuk dipahami dan sesuai dengan kaidah bahasa indonesia yang baik dan benar 80,7% layak dengan predikat bagus multimedia interaktif mampu membantu saudara memahami buku ajar dan materi biologi sel secara keseluruhan 80,7% layak dengan predikat bagus rerata 83,8% layak dengan predikat bagus https://doi.org/10.22219/jpbi.v3i2.4037 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 171 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 seluruh saran dari mahasiswa telah dikelompokkan dalam poin-poin. poin-poin saran dan masukan mahasiswa antara lain: 1) cetakan gambar dalam buku kurang jelas untuk dibaca, 2) multimedia ditambahkan penjelasan dan suara untuk videonya, 3) warna cover sudah bagus, 4) bahasa mudah dipahami, 5) keterangan gambar lebih diperjelas, 6) warna tulisan dan gambar harus disesuaikan, 7) buku mudah dipahami karena dilengkapi dengan gambar dan media, 8) buku ajar dan multimedia interaktif membuat mahasiswa bersemangat untuk mempelajari materi yang lebih dalam. berdasarkan saran yang dikemukakan oleh mahasiswa pengguna bahan ajar, maka revisi yang dilakukan pada buku ajar meliputi perbaikan kualitas cetakan dan gambar (termasuk keterangan gambar), sedangkan revisi yang dilakukan pada multimedia interaktif adalah menambahkan pengontrol suara pada halaman visualisasi, sehingga pada saat video animasi diputar, suara latar belakang dapat dinonaktifkan. sebelum penilaian oleh pengguna bahan ajar, bahan ajar telah melalui penilaian pakar materi, media, dan bahasa. tahap penilaian, baik oleh pakar maupun pengguna bahan ajar ada pada tahap develop. thiagarajan et al (1974) menyatakan bahwa tahap develop terdiri atas penilaian ahli dan uji pengembangan. thiagarajan et al (1974) menyatakan bahwa tujuan dari tahap ini adalah memodifikasi prototipe bahan ajar. hasil pengembangan yang berupa desain awal harus dimodifikasi sebelum dinyatakan menjadi desain final yang efektif. pada tahap pengembangan, umpan balik didapatkan melalui evaluasi formatif dan bahan ajar harus direvisi. lebih lanjut dikatakan bahwa uji pengembangan berupa uji keterbacaan oleh pengguna bahan ajar dan uji pada pembelajaran. langkah ini mencakup mengujicobakan bahan ajar ke peserta didik untuk mengetahui letak bagian yang harus direvisi. bahan ajar dimodifikasi berdasarkan respon, reaksi, dan komentar dari peserta uji coba. respon mahasiswa sebagai pengguna bahan ajar penting untuk diungkap karena mahasiswa adalah pengguna bahan ajar. bahan ajar yang akan digunakan dalam pembelajaran harus diujicobakan dan sesuai dengan kebutuhan dan karakter pengguna bahan ajar. sesuai dengan pernyataan muslich (2010) menyatakan bahwa penulisan buku ajar harus memperhatikan silabus, menentukan metode pembelajaran, dan menentukan cara penyajian bahan yang sesuai dengan tingkat perkembangan anak, sehingga buku menjadi sarana yang efektif untuk mencapai kompetensi dalam pembelajaran. bahan ajar yang mendapatkan respon baik dan direvisi sesuai saran dan masukan mahasiswa akan meningkatkan efektifitas selama implementasi dalam pembelajaran yang sebenarnya. hal ini karena mahasiswa memahami dan terampil menggunakan tiap fitur bahan ajar yang telah disusun dan diperbaiki. thiagarajan et al (1974) menyatakan bahwa untuk mencapai keefektifan, terkadang uji bahan ajar ke pengguna membutuhkan beberapa kali siklus pengulangan hingga hasil ujicoba benar-benar konsisten. penelitian sebelumnya oleh muriati (2011) tentang pengembangan buku teks biologi sel yang telah diuji kepada responden pengguna bahan ajar menghasilkan buku ajar dengan berbagai https://doi.org/10.22219/jpbi.v3i2.4037 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 172 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 kelebihan, yaitu: 1) bahan ajar disusun secara sistematis sehingga dosen dan mahasiswa mudah untuk menggunakan, 2) bahan ajar mencantumkan tujuan pembelajaran, sehingga dapat memandu mahasiswa dalam melakukan aktivitas belajar, 3) bahan ajar memiliki rangkuman, sehingga mempermudah proses belajar mahasiswa, 4) bahan ajar dilengkapi dengan panduan dosen dan mahasiswa yang didesain secara sistematis, sehingga dapat digunakan sebagai pedoman dalam perkuliahan biologi sel dan membantu mahasiswa dalam mempelajari setiap kompetensi yang harus dikuasai. penelitian ini mengungkapkan data penilaian dan respon mahasiswa pengguna buku ajar, namun penilaian keefektifan bahan ajar dalam pembelajaran belum diungkap. data masih bersifat formatif, artinya untuk perbaikan kualitas bahan ajar. data efektifitas pembelajaran dapat diungkapkan melalui penerapan bahan ajar ke dalam kelas yang sedang melaksanakan pembelajaran. bahan ajar yang layak dan efektif harus diuji secara tuntas sesuai dengan tahapan model pengembangan 4d (thiagarajan et al., 1974). penelitian dan pengembangan bahan ajar ini diharapkan mampu menumbuhkan minat pendidik, baik guru dan dosen untuk belajar mengembangkan bahan ajar yang sesuai dengan karakter peserta didik yang dibina, sehingga tujuan pembelajaran dapat tercapai, dan seluruh kompetensi minimal dapat dikuasai peserta didik. penutup simpulan berdasarkan hasil penelitian yang telah didapatkan, dapat ditarik kesimpulan bahwa respon mahasiswa terhadap bahan ajar (buku ajar dan multimedia interaktif), baik respon berupa penilaian maupun saran tergolong baik. rerata penilaian mahasiswa terhadap bahan ajar menunjukkan bahan ajar layak digunakan dalam pembelajaran yang sebenarnya. saran saran yang dapat dikemukakan untuk perbaikan kualitas penelitian, yaitu: 1) pada kesempatan yang akan datang, bahan ajar perlu diimplementasikan ke dalam kelas matakuliah biologi sel agar dapat diketahui efektifitasnya terhadap motivasi, hasil belajar, dan aspek lainnya. 2) multimedia interaktif perlu didesain semenarik mungkin dan dikemas dalam ukuran file yang lebih kecil agar mampu didistribusikan dengan mudah. 3) kualitas cetak buku ajar menjadi hal yang harus diperhatikan karena berkaitan dengan ketersampaian pesan dan isi materi dalam buku ajar. 4) pada masa mendatang, buku ajar cetak dapat disusun ulang menjadi ebook agar mahasiswa dapat membaca melalui smartphone, sehingga dapat dipelajari dimanapun. ucapan terima kasih ucapan terimakasih penulis sampaikan kepada pihak-pihak yang turut membantu penelitian ini khususnya kemenristek dikti selaku sponsor utama penelitian melalui hibah penelitian dosen pemula tahun anggaran 2016 dan segenap pimpinan ikip budi utomo yang memberikan kesempatan penelitian untuk dosen pemula. https://doi.org/10.22219/jpbi.v3i2.4037 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 166-173) disubmit: 06 maret 2017 direvisi: 28 juni 2017 disetujui: 15 juli 2017 hartati & safitri et al., respon mahasiswa ikip 173 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4037 daftar rujukan depdiknas. (2008). panduan pengembangan bahan ajar. jakarta: direktorat pembinaan sekolah menengah atas. direktorat jenderal pendidikan tinggi. (2009). pedoman operasional penilaian angka kredit kenaikan jabatan fungsional dosen ke lektor kepala dan guru besar. jakarta: kemendiknas. mbulu, j. & suhartono. (2004). pengembangan bahan ajar. malang: penerbit elang mas. muriati, s.t. 2011. pengembangan bahan ajar biologi sel dengan model addie pada program studi pendidikan biologi uin alauddin makassar. tesis tidak diterbitkan. program studi pendidikan biologi pascasarjana universitas negeri malang. muslich, m. (2010). text book writing: dasar-dasar pemahaman, penulisan, dan pemakaian buku teks. jogjakarta: ar-ruzz media. purwanto, n. (2013). pengembangan buku ajar matakuliah pengantar pendidikan untuk mahasiswa s1 pendidikan biologi universitas negeri malang. tesis tidak diterbitkan: pps um. thiagarajan, s., semmel, d. s., & semmel, m. i. (1974). instructional development for training teachers of exceptional children. washington: national center for improvement of educational. https://doi.org/10.22219/jpbi.v3i2.4037 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 356-361) destaria sudirman nurhaty dkk, hubungan antara aspek 356 hubungan antara aspek dalam motivasi belajar dengan hasil belajar kognitif biologi siswa kelas xi sma negeri 8 batam destaria sudirman nurhaty1, purnama sari1, notowinarto1 1program studi pendidikan biologi, fakultas keguruan dan ilmu pendidikan universitas riau kepulauan e-mail: destariasudirman@yahoo.com abstrak penelitian ini menggunakan pendekatan korelasial antar subjek dengan menggunakan teknik purposive sampling yaitu 109 siswa kelas xi sebagai responden. hasil penelitian menunjukkan, bahwa: (1) tidak ada hubungan antara motivasi belajar intrinstik dengan hasil belajar kognitif biologi; hubungan tidak normal (nilai lhitung 0.0358 < ltabel 0.0850); hubungan tidak signifikan (fhitung 0.755 < ftabel 1.5); nilai persamaan y= 79.60 + 0.035 x1; nilai koefisien korelasi (r1y) = 0,076 (7,6%); nilai koefisien determinasi (kd/r1 2y) = 0,0057 (0.57%) dan thit (0,78) < ttabel (1,98) tak berbeda; (2) tidak ada hubungan antara motivasi belajar ekstrinstik dengan hasil belajar kognitif biologi; hubungan tidak normal (nilai lhitung 0.0562 < ltabel 0.0850; hubungan tidak signifikan (fhitung 0.0036 < ftabel 3.08; nilai persamaan y= 83,52 + 0.0078 x2; nilai koefisien korelasi (r1y) = 0,025 (2,5%); nilai koefisien determinasi (kd/r1 2y) = 0,000625 (0.063%) dan thit (-0,25) < ttabel (1,98) tak berbeda; dan (3) tidak ada hubungan antara motivasi belajar intristik maupun ekstrinstik dengan hasil belajar kognitif biologi; nilai persamaan y= 80,23 + 0.034 x1 + 0.0068 x2 ; nilai koefisien korelasi (r12y) = 0,078 (7,8%); nilai koefisien determinasi (kd/r12 2y) = 0,0061 (0.61%) dan thit (0,809) < ttabel (1,98) tak berbeda; hipotesis h0 diterima menolak hi kata kunci: belajar, ekstrinsik, intriksik, motivasi, kognitif setiap individu memiliki kondisi internal, dimana kondisi internal tersebut turut berperan dalam aktivitas dirinya sehari–hari. salah satu dari kondisi tersebut adalah “motivasi”. pada siswa akan berhasil dalam belajar jika pada dirinya sendiri ada keinginan untuk belajar. keinginan atau dorongan untuk belajar inilah yang disebut dengan motivasi. motivasi dalam hal ini meliputi dua hal: (1) mengetahui apa yang akan dipelajari dan (2) memahami mengapa hal tersebut patut dipelajari. motivasi juga dapat dikatakan sebagai perbedaan antara dapat melaksanakan dan mau melaksanakan. motivasi lebih dekat pada mau melaksanakan tugas untuk mencapai tujuan dengan sesuatu baik dari dalam (motivasi intrinstik) maupun dari luar (motivasi ekstrinstik) yang mendorong seseorang untuk mencapai tujuan tertentu yang telah ditetapkan sebelumnya. unsur motivasi inilah sebagai dasar permulaan yang baik untuk belajar. sebab tanpa motivasi (tidak mengerti apa yang akan dipelajari dan tidak memahami mengapa hal itu perlu dipelajari) kegiatan belajar sulit untuk berhasil (sadirman, 2012). menurut djamarah (2011) merumuskan pengertian tentang belajar adalah suatu proses usaha yang dilakukan individu untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan, sebagai hasil pengalaman individu itu sendiri dalam interaksi dengan lingkungannya. lebih lanjut jenis-jenis belajar yang menyangkut masalah belajar (djamarah, 2011) sebagai berikut adalah: 1) belajar arti kata-kata, artinya adalah siswa mulai menangkap arti yang terkandung dalam kata-kata yang digunakan; 2) belajar kognitif, mailto:destariasudirman@yahoo.com jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 356-361) destaria sudirman nurhaty dkk, hubungan antara aspek 357 bersentuhan dengan masalah mental, yakni objek-objek dihadirkan dalam diri siswa melalui tanggapan, gagasan atau lambang yang merupakan sesuatu bersifat mental; 3) belajar menghafal; suatu aktivitas menanamkan suatu materi verbal di dalam ingatan, sehingga nantinya dapat diproduksikan kembali, sesuai dengan materi yang asli atau menyimpan kesankesan, yang nantinya suatu waktu bila diperlukan dapat diingat kembali kealam sadar; 4) belajar teoritis, bertujuan untuk menempatkan semua data dan fakta (pengetahuan) dalam suatu kerangka organisasi mental, sehingga dapat dipahami dan digunakan untuk memecahkan masalah, serta menciptakan konsep-konsep dan strukturstruktur hubungan; 5) belajar konsep dengan pengertian adalah satuan arti yang mewakili sejumlah objek yang mempunyai ciri-ciri yang sama. siswa yang memiliki konsep mampu mengadakan abstraksi terhadap objek-objek yang dihadapi, sehingga objek ditempatkan dalam golongan tertentu; 6) belajar kaidah termasuk dari jenis belajar kemahiran intelektual, yakni bila dua konsep atau lebih dihubungkan satu sama lain, terbentuk suatu ketentuan yang merepresentasikan suatu keteraturan; 7) belajar berfikir, sangat diperlukan selama belajar di sekolah. yakni erpikir itu sendiri adalah kemampuan jiwa untuk meletakkan hubungan antara bagian-bagian pengetahuan. yang proses tekanannya terletak pada penyusunan kembali kecakapan kognitif; 8) belajar keterampilan motorik, siswa yang memiliki suatu keterampilan motorik, mampu melakukan suatu rangkaian gerakgerik jasmani dalam urutan tertentu, terkoordinasi secara terpadu; dan 9) belajar estetis, bertujuan membentuk kemampuan menciptakan dan menghayati keindahan dalam berbagai bidang kesenian. motivasi adalah dorongan dasar yang menggerakkan seseorang bertingkah laku. dorongan ini berada pada diri seseorang yang menggerakkan untuk melakukan sesuai dengan dorongan dalam dirinya. oleh karena itu, perbuatan seseorang yang didasarkan atas motivasi tertentu mengandung tema sesuai dengan motivasi yang mendasarinya atau dapat juga diartikan sebagai proses untuk mencoba mempengaruhi siswa atau orang– orang yang dipimpinnya agar melakukan pekerjaan yang diinginkan, sesuai dengan tujuan tertentu yang ditetapkan lebih dahulu.perlu ditegaskan, bukan berarti bahwa motivasi ekstrinsik dan intrinsik dalam kegiatan belajar tetap penting, sebab kemungkinan besar keadaan siswa itu dinamis, berubah-ubah dan juga mungkin komponen-komponen lain dalam proses belajar ada yang kurang menarik bagi siswa, sehingga diperlukan perubahan motivasi secara lebih implisit (sardiman, 2012). berdasarkan observasi tim peneliti ke sma negeri 8 batam pada tahun pelajaran 2013-2014, menunjukkan bahwa nilai hasil belajar biologi siswa terindikasi banyak yang mengalami penurunan. hal ini diduga kurangnya dorongan atau motivasi dalam belajar yakni keterikatan hubungan aspek-aspek motivasi dengan hasil belajar kognitif, karena itu tujuan penelitian adalah mengetahui sejauh mana hubungan motivasi belajar intrinstik dan motivasi belajar ekstrinstik dengan hasil belajar kognitif biologi serta peranannya dalam upaya peningkatan prestasi hasil belajar. metode penelitian penelitian ini bersifat kuantitatif dengan menggunakan pendekatan korelasi atau hubungan yakni menghubungkan antara dua variabel atau lebih yang saling memberikan pengaruh (misbahhuddin, 2013). yakni motivasi intrinstik (x1) dan motivasi ekstrinstik (x2) dan satu variabel terikat yakni hasil belajar kognitif biologi (y). desain penelitian ini menggambarkan (1) hubungan antara motivasi belajar instrinstik dengan hasil belajar kognitif biologi, (2) hubungan antara motivasi jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 356-361) destaria sudirman nurhaty dkk, hubungan antara aspek 358 belajar ekstrinstik dengan hasil belajar kognitif biologi, (3) hubungan antara motivasi belajar instrinstik dan motivasi belajar ekstrinstik dengan hasil belajar kognitif biologi. populasi penelitian ini adalah siswa kelas xi ipa 1 sampai xi ipa 6 sma negeri 8 batam tahun pelajaran 2013/2014 sebanyak 223 yang terdiri dari 101 siswa laki-laki dan 122 siswa perempuan. sampling menggunakan pendekatan teknik purposive sampling, yakni yang menjadi sampel adalah siswa kelas xi ipa 2, xi ipa 4 dan xi ipa 5 sma negeri 8 batam dengan jumlah sampel yang terkumpul sebanyak 109 siswa. teknik pengumpulan data melalui 2 (dua) metode : 1) metode kuesioner, yaitu peneliti langsung memberikan kuesioner kepada siswa tanpa perantaraan orang lain; dan 2) metode dokumentasi, yaitu peneliti menggunakan nilai hasil ujian semester ii tahun pelajaran 2013/2014 yang didokumentasikan oleh guru bidang studi. kelayakan pengujian instrumen sebagai pengumpul data, meliputi; instrumen motivasi belajar intrinstik dan ekstrinstik sebelum digunakan perlu diuji kelayakannya. terdapat dua hal pokok yang berkaitan dengan pengujian instrumen yakni: uji validitas untuk mengukur validitas butir kuesioner dengan menggunakan rumus korelasi product moment pearson dan menguji reliabilitas instrumen digunakan rumus alpha cronbach. teknik perhitungan dan analisis data dilakukan sebelum menguji hipotesis i dan hipotesis ii yaitu menggunakan korelasi dan regresi ganda. yakni pengujian prasyarat analisis meliputi: uji normalitas dilakukan dengan menggunakan rumus liliefors; uji linieritas untuk mengetahui apakah antara variabel bebas (x) sebagai prediktor dan variabel terikat (y) mempunyai hubungan yang linier atau tidak dengan menggunakan uji f pada taraf signifikasi 5% serta uji hipotesis dengan pendekatan analisis bivariat yakni analisis korelasi linier atau ganda dan koefisien determinasi (r2) yang menunjukkan tingkat ketepatan garis regresi untuk menjelaskan proporsi dari ragam prestasi belajar biologi (y) yang diterangkan oleh variabel independen (x). hasil dan pembahasan hasil uji instrument; 1) untuk validitas kuesioner motivasi belajar intrinstik (x1) adalah pada butir soal uji coba dari 40 butir soal yang diujikan ternyata 10 soal drop/ tidak valid serta validitas kuesioner motivasi belajar ekstrinstik (x2) adalah pada butir soal uji coba dari 40 butir soal yang diujikan ternyata 7 soal drop/ tidak valid; 2) untuk perhitungan reliabilitas kuesioner motivasi belajar intrinstik dan motivasi belajar ekstrinstik dalam penelitian ini menggunakan rumus alpha cronbach: yakni hasil reliabilitas untuk motivasi belajar intrinstik (x1) didapatkan ii r = 0.872. sedangkan r tabel dengan n = 37 dan  = 5% sebesar 0.325. karena ii r > r tabel, maka perangkat tes uji coba instrument penelitian reliable; reliabilitas untuk motivasi belajar ekstrinstik (x2): didapatkan ii r = 0.920. sedangkan r tabel dengan n = 37 dan  = 5% sebesar 0.325. karena ii r > r tabel, maka perangkat tes uji coba instrumen penelitian reliabel. deskripsi data penelitian baik data variabel bebas yaitu motivasi belajar intrinstik (x1) dan motivasi belajar ekstrinstik (x2), sedangkan data variabel terikat yaitu hasil belajar kognitif biologi (y) (tabel 1). variabel motivasi belajar intrinstik (x1) siswa secara umum dapat disimpulkan bahwa 55 siswa atau 50.45% siswa memiliki skor motivasi belajar intrinstik diatas rata-rata dan 54 siswa atau 49.54% siswa berada dibawah rata-rata skor motivasi belajar intrinstik. skor ratarata dalam motivasi belajar intrinstik itu adalah 94.94. variabel motivasi belajar ekstrinstik (x2) siswa dapat disimpulkan bahwa 55 siswa atau 50.45% siswa jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 356-361) destaria sudirman nurhaty dkk, hubungan antara aspek 359 memiliki skor motivasi belajar ekstrinstik diatas rata-rata dan 54 siswa atau 49.54% siswa berada dibawah rata-rata skor motivasi belajar ekstrinstik. skor rata-rata dalam motivasi belajar ekstrinstik itu adalah 75.23. serta variabel hasil belajar kognitif biologi (y) siswa secara umum dapat disimpulkan bahwa 67 siswa atau 61.46% siswa memiliki skor hasil belajar kognitif biologi diatas rata-rata dan 42 siswa atau 38.53% siswa berada dibawah rata-rata skor hasil belajar kognitif biologi. skor rata-rata dalam hasil belajar kognitif biologi itu adalah 82.94. tabel 1. ringkasan deskripsi data setiap variabel statistik dasar x1 x2 y n 109 109 109 mean 94.94 75.23 82.94 median 96 75 82 modus 95 87 85 varians 66.95 145.03 14.24 sim. baku 8.18 12.04 3.77 minimum 73 52 65 maxsimum 113 116 95 keterangan: x1 : motivasi belajar intrinstik x2 : motivasi belajar ekstrinstik y : hasil belajar tingkat kecenderungan variabel motivasi belajar intrinstik (x1) terungkap hasil bahwa data motivasi belajar intrinstik siswa sebagian besar berada pada tingkat sedang yakni 76 siswa (69.72%), hanya 19 siswa (17.43%) yang memiliki motivasi belajar intrinstik yang tinggi dan sisanya yaitu 14 siswa (12.84%) memiliki motivasi belajar yang rendah. pada tingkat kecenderungan variabel motivasi belajar ekstrinstik (x2) teridentifikasi bahwa data motivasi belajar ekstrinstik siswa sebagian besar berada pada tingkat sedang yakni 72 siswa (66.05%), hanya 20 siswa (18.34%) yang memiliki motivasi belajar ekstrinstik yang tinggi dan sisanya yaitu 17 siswa (15.5%) memiliki motivasi belajar yang rendah. serta tingkat kecenderungan variabel hasil belajar kognitif biologi (y) bahwa data hasil belajar kognitif biologi siswa sebagian besar berada pada tingkat sedang yakni 92 siswa (86.23%), hanya 12 siswa (1.00%) yang memiliki hasil belajar kognitif biologi yang tinggi dan sisahnya yaitu 3 siswa (2.75%) memiliki hasil belajar kognitif biologi yang rendah. pengujian normalitas menggunakan liliefors diperoleh nilai normalitas motivasi belajar intrinstik (x1) dengan metode ini sebesar 0.0358, kesimpulannya l hitung = 0.0358 < l tabel = 0.0850 dengan kriteria hipotesisnya apabila liliefors hitung < liliefors tabel maka data tersebut berdistribusi normal, dan normalitas motivasi belajar ekstristik (x2) dengan metode ini diperoleh nilai sebesar 0.0562, kesimpulannya l hitung = 0.0562 < l tabel = 0.0850 dengan kriteria hipotesisnya apabila liliefors hitung < liliefors tabel maka data tersebut berdistribusi normal, maka untuk uji normalitas motivasi belajar intrinstik (x1) dan motivasi belajar ekstrinstik (x2) kedua data berdistribusi normal atau dalam populasi yang sama dan homogen. pengujian regresi sederhana, yakni: variabel motivasi belajar intrinstik (x1) dan hasil belajar kognitif biologi (y) dengan model persamaan regresi x1 dengan y adalah dengan persamaan: y = 79.60 + 0.035 x1. sedangkan hasil uji signifikansi dan linieritas y → x1 dengan pendekatan anova menunjukkan kesimpulan pada taraf signifikasi 5% maka f hitung < f tabel yakni 0.755 < 1.54 , maka hipotesisnya tidak ada hubungan. untuk variabel motivasi belajar ekstrinstik (x2) dan hasil belajar kognitif biologi (y) dengan model persamaan regresi x2 dengan y adalah dengan persamaan: y = 83.52 – 0.0078 x2, uji signifikansi dan linieritas y → x2 dengan pendekatan anova menunjukkan bahwa pada taraf signifikasi 5% yang mana f hitung < f tabel yakni -0.0036 < 3.08 , maka hipotesisnya tidak ada hubungan. rangkuman hasil uji linieritas regresi sebagai berikut; untuk variabel x1 jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 356-361) destaria sudirman nurhaty dkk, hubungan antara aspek 360 terhadap y diperoleh f hitung = 0.22 < f tabel = 1.54 dengan kesimpulan bahwa model regresi variabel x1 terhadap y adalah tidak linier. untuk variabel x2 terhadap y diperoleh f hitung = 48.61 < f tabel = 1.56, disimpulkan bahwa model regresi variabel x2 terhadap y adalah tidak linier. uji regresi linier ganda untuk mengetahui hubungan antara semua variabel bebas (x1 dan x2) dengan variabel terikat (y) diperoleh persamaan adalah y = 80.23 + 0.034 x1 – 0.0068 x2 dengan nilai koefisien korelasi dan regresi tidak nyata atau sangat kecil. nilai koefisien determinasi (kd/r2); untuk korelasi antara y dengan x1 atau x2 maka persentase koefisien determinasi adalah sangat kecil (< 0%) sangat rendah. pengujian hipotesis pertama, kedua maupun ketiga secara umum menolak hipotesis alternative (hi) dan menerima hipotesis nol (h0). hal ini berarti bahwa “tidak ada hubungan antara motivasi belajar intrinstik maupun belajar ekstrinsik dengan hasil belajar kognitif biologi siswa kelas xi sma negeri 8 batam tahun pelajaran 2013/2014”. pada hipotesis ketiga hasil yang diperoleh di atas menyatakan bahwa antara motivasi intrinstik dan motivasi ekstrinstik dengan hasil belajar kognitif biologi tidak terdapat hubungan, sehingga dapat dikatakan bahwa motivasi intrinstik dan motivasi ekstrinstik belum meningkatkan hasil belajar kognitif biologi. sehingga dapat diringkas bahwa motivasi belajar intrinstik dan motivasi belajar ekstrinstik tidak memberikan pengaruh sangat nyata atau tidak dapat memberikan motivasi belajar biologi dalam arti tidak memberikan dorongan kepada siswa dari dalam diri maupun dari luar diri siswa untuk melakukan kegiatan belajar khususnya belajar biologi. dalam proses belajar motivasi sangat diperlukan, sebab siswa yang tidak mempunyai motivasi dalam belajar, tak akan mungkin melakukan aktivitas belajar. hal ini merupakan pertanda bahwa sesuatu yang akan dikerjakan itu tidak menyentuh kebutuhannya. segala sesuatu yang menarik motivasi orang lain belum tentu menarik motivasi orang tertentu selama sesuatu itu tidak bersentuhan dengan kebutuhannya. maslow (1943) dalam djamarah (2011), mengatakan bahwa tingkah laku manusia dibangkitkan dan diarahkan oleh ragam kebutuhan tertentu, seperti kebutuhan psikologi, rasa aman, rasa cinta, penghargaan aktualisasi diri, mengetahui, mengerti dan kebutuhan estetik. kebutuhan penting yang diperlukan adalah mampu memotivasi tingkah laku individu. oleh karena itu, apa yang siswa lihat sudah tentu akan membangkitkan motivasinya sejauh apa yang siswa lihat itu mempunyai hubungan dengan kepentingannya sendiri. kesimpulan dan saran kesimpulan berdasarkan rumusan masalah dan analisis data penelitian maka dapat disimpulkan bahwa: hubungan linier sederhana antara motivasi intrinstik atau ekstrinsik dengan hasil belajar kognitif biologi tidak ada hubungan yang nyata. sedangkan hasil analisis persamaan regresi berganda diperoleh menunjukkan bahwa antara motivasi intrinstik dan motivasi ekstrinstik dengan hasil belajar kognitif biologi tidak terdapat hubungan yang nyata. sehingga dapat dikatakan bahwa motivasi intrinstik dan motivasi ekstrinstik tidak dapat meningkatkan hasil belajar kognitif biologi atau tidak memberikan semangat dalam mencapai peningkatan prestasi hasil belajar kognitif biologi yang memuaskan. artinya baik bersifat regresi linier dan ataupun berganda menerima hipotesa nol (h0) dan menolak hipotesa alternatif (hi). saran berdasarkan hasil penelitian dan pembahasan, saran yang perlu disampaikan melalui penelitian ini adalah dalam proses belajar mengajar guru hendaknya dapat membangkitkan motivasi intrinstik jurnal pendidikan biologi indonesia volume 1 nomor 3 2015 (issn: 2442-3750) (halaman 356-361) destaria sudirman nurhaty dkk, hubungan antara aspek 361 maupun motivasi ekstrinstik dengan berbagai upaya yang relevan dan diupayakan memberi rangsangan atau semangat belajar terlebih dahulu. sehingga meteri pembelajaran biologi akan mudah diterima dan dimengerti siswa. guru harus mempunyai strategi mengajar yang tepat, sesuai dengan tujuan dan dapat menyenangkan siswa saat belajar di sekolah. daftar rujukan aunurrahman. 2010. belajar dan pembelajaran. bandung: alfabeta. djalii, h. 2013. psikologi pendidikan. jakarta. bumi aksara. djamarah, syaiful bahri. 2011. psikologi belajar. jakarta: rineka cipta. sardiman, 2012. interaksi dan motivasi belajar mengajar. jakarta: rajawali pers. sudijono, anas. 2011. pengantar evaluasi pendidikan. jakarta: rajawali pers. sugiono, 2011. statistika untuk penelitian.bandung: alfabeta. uno, hamzah b. 2013. teori motivasi dan pengukurannya analisis di bidang pendidikan. jakarta: bumi aksara. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 141 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi pengembangan buku imunologi pada matakuliah fisiologi hewan dan manusia developing the immunology book for animal and human physiology subject zuni mitasari1, abdul gofur2 1pendidikan biologi, universitas tribhuwana tunggadewi, jl. telaga warna blok c, malang 2pendidikan biologi, universitas negeri malang, jl. semarang no. 5, malang e-mail korespondensi: zmitasari@gmail.com abstrak tujuan penelitian ini adalah mengembangkan buku imunologi pada matakuliah fisiologi hewan dan manusia. buku tersebut dikembangkan mengikuti model pengembangan thiagarajan, yaitu define, design, develop, dan disseminate (4d) dengan modifikasi. instrumen data validasi berupa angket dengan skala likert, lembar komentar dan saran. data penelitian berupa hasil validasi oleh validator ahli materi serta ahli media dan desain pembelajaran serta uji coba lapangan dilakukan untuk menilai keterbacaan. hasil validasi oleh validator ahli materi menyatakan sangat valid (97,14%), ahli media dan desain pembelajaran menyatakan valid (84,88%), dan uji coba pada mahasiswa menghasilkan penilaian valid (88,17%) untuk digunakan sebagai buku ajar pada matakuliah fisiologi hewan dan manusia. kata kunci: buku imunologi, fisiologi, hewan, manusia abstract the objective of the study was to develop an immunology book for animal and human physiology subject. this book was developed based on the thiagarajan development model which was modified of: define, design, develop, dan disseminate (4d). the data expert validation instrument was questionnaire using likert scales, comments, and recommendation sheets. expert appraisal was done by material expert and media and design learning expert. the developmental testing was conducted using questionnaire to test the readibility. the expert validation was conducted by material expert as well as design and media learning expert validator; meanwhile, the field test was done to measure the readability. the validity test results were: the material expert state that the material is valid (97.14%), as well as the design and learning media expert (84.88%) and field test by students (88.17%). keywords: animal, human, immunology book, physiology universitas negeri malang (um) sebagai salah satu perguruan tinggi negeri di indonesia memiliki misi yaitu menyelenggarakan penelitian dalam ilmu kependidikan, ilmu pengetahuan teknologi, ilmu sosial budaya seni dan/atau olahraga yang temuannya bermanfaat bagi pengembangan ilmu pengetahuan dan kesejahteraan masyarakat. sejalan dengan misi tersebut, program studi pendidikan biologi fakultas mipa um memiliki kebijakan berupa peningkatan jumlah dan mutu penelitian melalui program peningkatan produktivitas ilmiah dan kemampuan civitas akademika dalam kegiatan penelitian (program studi pendidikan biologi um, 2008). bahan ajar yang dikembangkan dari hasil penelitian dan menggunakan temuantemuan terbaru dapat digunakan untuk pembelajaran dengan strategi berbasis penelitian. pembelajaran berbasis penelitian bertujuan menciptakan proses kegiatan pembelajaran yang terfokus pada kegiatan analisis, sintesis, evaluasi, serta mampu meningkatkan kemampuan mahasiswa dan dosen dalam asimilasi dan aplikasi pengetahuan (widayati et al., 2010). topik atau materi imunologi dapat dikembangkan dari materi hasil penelitian untuk mendukung penulisan buku ajar berbasis penelitian. materi sistem imun bersifat abstrak sehingga sulit dipahami. analisis kegiatan perkuliahan matakuliah https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 142 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi fisiologi hewan dan manusia, jurusan biologi um pada pembelajaran materi sistem imun belum ada kegiatan praktikum atau penelitian yang membantu mahasiswa memahami konsep, prinsip, dan prosedur mengenai sistem imun. buku ajar yang digunakan belum ada yang berbasis penelitian. kompetensi dasar materi sistem imun, matakuliah fisiologi hewan dan manusia jurusan biologi um semester ganjil tahun ajaran 2014/2015 adalah mendeskripsikan sistem imun pada manusia. adapun indikator kompetensi, yaitu (1) menjelaskan macam-macam kekebalan (aktif dan pasif), (2) menjelaskan mekanisme pembentukan kekebalan, (3) menjelaskan perbedaan sel t dan sel b dan kerjasama cara kerjanya, dan (4) menjelaskan autoimunitas pada mengacu pada kompetensi matakuliah tersebut, penelitian respon imun akibat infeksi bakteri dapat dilakukan untuk mengakomodasi hal tersebut. penelitian ini bertujuan untuk mengembangkan buku imunologi pada matakuliah fisiologi hewan dan manusia. metode penelitian ini dilaksanakan pada bulan maret sampai april 2015. hasil penelitian pengembangan ini diperuntukkan untuk mahasiswa di perguruan tinggi yang disusun berdasarkan kajian pustaka dan hasil penelitian tentang respon imun akibat infeksi bakteri. langkah-langkah penelitian pengembangan merujuk pada model pengembangan (thiagarajan et al., 1974) yang terdiri atas empat tahap, yaitu define, design, develop, dan disseminate (4d), akan tetapi penelitian ini hanya mengadopsi sampai dengan tahap develop. langkahlangkah kegiatan pengembangan disajikan pada tabel 1. data yang diperoleh dari pengembangan buku ajar imunologi berupa data kuantitatif dan kualitatif, yaitu 1). data kuantitatif berupa nilai hasil validasi ahli dan uji coba lapangan pada mahasiswa berupa nilai angket, dan 2). data kualitatif berupa masukan, kritik, dan saran dari validator ahli materi serta ahli media dan ahli desain pembelajaran. instrumen pengumpulan data yang digunakan dalam pengembangan buku ajar imunologi adalah angket validasi buku ajar imunologi, seperti pada tabel 2. data pengisian angket mengacu pada metode pengisian skala likert dengan 4 pilihan, yaitu 4, 3, 2, dan 1. angka-angka tersebut kemudian dikualitatifkan sehingga dapat disimpulkan tingkat kevalidan buku ajar imunologi yang dikembangkan. data skor yang diperoleh diubah dalam bentuk persentase dengan rumus berikut. (1) keterangan: p = persentase σx = jumlah jawaban responden dalam 1 item σxi = jumlah nilai ideal dalam item 100% = konstanta kriteria kevalidan data angket penilaian validator dibagi dalam 4 kategori dan dapat ditinjau dari hasil persentase kriteria pada tabel 3. validator merupakan dosen ahli materi sistem imun serta dosen ahli media dan desain pembelajaran yang memiliki spesifikasi pendidikan minimal s3 dan telah berpengalaman sesuai bidangnya selama 5 tahun. validator materi adalah dr. sri rahayu lestari, m.si dan validator media dan desain pembelajaran adalah prof. dr. h. punaji setyosari, m.pd., m.ed dari universitas negeri malang. % 100     xi x p https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 143 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi tabel 1. kegiatan pada tiga tahap model pengembangan 4d dengan modifikasi no tahap pengembangan kegiatan 1. define tahap pendefinisian atau analisis kebutuhan ini terdiri atas lima langkah, yaitu (a) analisis ujung depan, (b) analisis karakteristik mahasiswa, (c) analisis tugas, (d) analisis konsep, dan (e) analisis spesifikasi tujuan pembelajaran. 2. design tahap perancangan ini terdiri atas tiga langkah, yaitu (a) pemilihan media, (b) pemilihan format, dan (c) perancangan awal: kajian pustaka dan penelitian tentang respon imun akibat infeksi bakteri. 3. develop tahap pengembangan ini terdiri atas dua langkah, yaitu (a) validasi ahli: ahli materi serta ahli media dan desain pembelajaran dan (b) uji coba lapangan: uji coba perorangan dan uji coba kelompok pada mahasiswa. (sumber: thiagarajan et al., 1974) tabel 2. instrumen pengumpulan data variabel indikator instrumen pengembangan buku ajar imunologi kesesuaian isi buku ajar imunologi dengan kebenaran konsep, kemudahan dalam keterbacaan, dan desain yang menarik a. angket validasi buku ajar imunologi oleh ahli materi b. angket validasi buku ajar imunologi oleh ahli media dan desain pembelajaran c. angket tanggapan mahasiswa pada uji coba perorangan d. angket tanggapan mahasiswa pada uji coba kelompok tabel 3. kriteria kevalidan data angket penilaian validator skala nilai (%) tingkat validitas 85,01 – 100,00 70,01 – 85,00 50,01 – 70,00 01,00 – 50,00 sangat valid, dapat digunakan tetapi perlu revisi kecil valid, dapat digunakan tetapi perlu revisi kecil kurang valid, dapat digunakan tetapi perlu revisi besar tidak valid, tidak boleh dipergunakan (diadaptasi dari akbar [2013] dengan modifikasi) validasi materi dilakukan dengan tujuan untuk mendapatkan masukan, kritik, saran, dan penilaian kelayakan produk terkait kebenaran konsep dan kelengkapan isi materi yang ada di buku ajar imunologi. validasi media dan desain pembelajaran dilakukan dengan tujuan untuk mendapatkan masukan, kritik, saran, dan penilaian kelayakan produk terkait dengan format buku ajar, tampilan fisik buku ajar yang meliputi desain cover, layout, pemilihan gambar, cetakan, ukuran huruf, komposisi warna dan ilustrasi, serta pemilihan bahasa. uji coba lapangan bertujuan untuk mendapatkan masukan, kritik, dan saran mengenai keterbacaan dan kemudahan memahami materi pada buku ajar. uji coba lapangan dilakukan di jurusan biologi universitas negeri malang pada mahasiswa strata-1 yang telah menempuh matakuliah fisiologi hewan dan manusia. uji coba lapangan terdiri atas dua tahap, yaitu pertama uji coba perorangan, berdasarkan masukan, kritik, dan saran kemudian direvisi. setelah itu uji coba tahap kedua yaitu uji coba kelompok berdasarkan masukan, kritik, dan saran kemudian direvisi kembali. subjek uji coba perorangan yaitu terdiri atas tiga orang mahasiswa sedangkan uji coba kelompok sebanyak lima belas orang mahasiswa. subjek uji coba tersebut adalah mahasiswa strata-1 jurusan biologi universitas negeri malang yang telah menempuh matakuliah fisiologi hewan dan manusia. gambar 1 merupakan desain uji coba hasil pengembangan buku ajar imunologi. hasil dan pembahasan buku ajar merupakan salah satu bentuk bahan cetak yang dapat dikembangkan sebagai sumber belajar. buku ajar dapat digunakan sebagai salah https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 144 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi satu acuan pendidik dalam melaksanakan proses pembelajaran (priyanto, 2012). pengembangan buku ajar harus memperhatikan tiga aspek utama, yaitu (1) aspek materi, (2) aspek penyajian, dan (3) aspek kebahasaan (abidin, 2014). gambar 1. desain uji coba pengembangan buku ajar imunologi materi buku ajar dapat diperoleh melalui berbagai cara, misalnya berdasarkan hasil penelitian, pengamatan, dan aktualisasi pengalaman (prastowo, 2011). materi buku ajar imunologi yang dikembangkan disusun berdasarkan hasil kajian pustaka (buku dan artikel penelitian ilmiah) dan hasil penelitian eksperimen mengenai respon imun mencit akibat infeksi bakteri. hasil data dan pembahasan dari penelitian eksperimen tersebut dijadikan rujukan dan bahan pengembangan materi buku ajar imunologi. bentuk fisik buku ajar imunologi yang dikembangkan, yaitu (1) cover buku ajar dicetak pada kertas art paper 180 gsm dengan laminasi glossy, (2) buku ajar dicetak pada kertas hvs 80 gram dengan ukuran international organization for standarization (iso) b5 (18,2 x 25,7 cm), dan (3) tulisan pada buku ajar diketik menggunakan jenis huruf times new rowman dengan ukuran huruf 11 pt (kecuali tabel, ukuran huruf 9 pt). buku ajar yang dikembangkan dilengkapi dengan gambar-gambar hasil penelitian. penggunaan gambar pada buku ajar bertujuan untuk membantu memperjelas teks. syarat-syarat penggunaan gambar, antara lain (1) berkaitan dengan informasi pokok, (2) mewakili keseluruhan materi pembahasan, dan (3) penggunaannya harus lebih mendekati aslinya (sulton, 2003). buku ajar imunologi yang dikembangkan terdiri atas empat bab (tabel 4). buku imunologi yang dikembangkan diuji tingkat validitas dan kelayakannya oleh ahli materi serta ahli media dan desain pembelajaran. selain itu, buku ajar imunologi yang dikembangkan juga diuji tingkat keterbaca-an dan validitasnya pada https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 145 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi mahasiswa sebagai pengguna melalui uji coba lapangan. uji coba dilakukan melalui dua tahap, yaitu uji coba perorangan dan uji coba kelompok. mahasiswa uji coba perorangan menilai kesalahan penulisan buku sedangkan mahasiswa uji coba kelompok menilai kemenarikan struktur dan bentuk fisik produk yang dikembangkan, kemudahan sistematika penyajian materi, kemudahan produk untuk digunakan, serta manfaat produk untuk membantu pemahaman mahasiswa. validasi dimaksudkan untuk mengetahui tingkat validitas dan kelayakan buku ajar imunologi yang dikembangkan. rerata persentase hasil penilaian terhadap materi buku oleh ahli materi, yaitu 97,14% dengan kriteria sangat valid (tabel 5). rerata persentase hasil penilaian terhadap desain buku oleh ahli media dan desain pembelajaran, yaitu 84,88% dengan kriteria valid (tabel 6). rerata persentase hasil penilaian terhadap buku oleh mahasiswa pada uji coba kelompok, yaitu 88,17% dengan kriteria sangat valid (tabel 7). komentar dan saran validator digunakan sebagai dasar perbaikan dan revisi buku ajar imunologi yang dikembangkan. berikut ini adalah sajian data komentar dan saran oleh validator ahli materi serta ahli media dan desain pembelajaran (tabel 8 dan 9). mahasiswa pada uji coba perorangan juga memberikan komentar dan saran untuk perbaikan buku ajar yang dikembangkan (tabel 10). penilaian dan tanggapan oleh mahasiswa sebagai pengguna produk pada uji coba lapangan dijadikan pertimbangan dan perbaikan dalam revisi buku ajar imunologi yang dikembangkan. selain itu, mahasiswa pada uji coba kelompok juga memberikan komentar dan saran (tabel 11). tabel 4. format buku ajar imunologi bagian buku ajar imunologi keterangan cover depan judul: imunologi (berbasis penelitian respon imun akibat infeksi bakteri e. coli) kata pengantar tujuan penyusunan buku, sasaran atau pengguna buku, gambaran umum isi buku, dan ucapan terima kasih daftar isi daftar gambar daftar tabel berisi bab dan sub bab isi buku beserta nomor halaman berisi keterangan gambar pada buku beserta nomor halaman berisi keterangan tabel pada buku beserta nomor halaman bab i bab ii bab iii bab iv pengantar sistem imun, (a) anatomi sistem imun dan (b) leukosit respon imun, (a) imunitas bawaan, (b) imunitas adaptif, (c) imunitas yang dimediasi sel, dan (d) imunitas yang dimediasi antibodi penelitian respon imun, (a) penelitian respon imun dan (b) respon imun mencit akibat infeksi bakteri e. coli penyakit/kelainan pada respon imun, (a) penyakit imunodefisiensi dan (b) penyakit ketidaksesuaian respon imun glosarium berisi daftar istilah daftar rujukan cover belakang berisi sumber rujukan sinopsis atau resensi isi buku dan profil penulis tabel 5. ringkasan data hasil validasi buku ajar imunologi oleh ahli materi aspek yang dinilai persentase (%) kriteria 1. halaman judul 2. bab i: pengantar sistem imun 3. bab ii: respon imun 4. bab iii: penelitian respon imun 5. bab iv: penyakit dan kelainan pada respon imun 100 96,43 96,43 92,86 100 sangat valid sangat valid sangat valid sangat valid sangat valid jumlah 485,72 rerata 97,14 sangat valid https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 146 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi tabel 6. ringkasan data hasil validasi buku ajar imunologi oleh ahli media dan desain pembelajaran tabel 7. ringkasan data hasil penilaian mahasiswa pada uji coba kelompok tabel 8. komentar dan saran ahli materi no. aspek yang dinilai komentar dan saran 1. ilustrasi gambar a. keterangan gambar sebaiknya diganti dari bahasa inggris menjadi bahasa indonesia b. ukuran gambar sebaiknya diperbesar c. perlu perbaikan ilustrasi gambar (konsep dan keterangan yang tidak sesuai dengan ilustrasi gambar sebaiknya dihilangkan) 2. kebenaran konsep perbaiki pembahasan (hasil penelitian bab iii) mengenai penyebab penurunan jumlah limfosit pada infeksi e. coli 3. 4. kedalaman materi struktur dan sistematika penulisan kajilah berbagai artikel dari jurnal penelitian terkait respon imunitas untuk mendukung pembahasan pada hasil penelitian a. perbaiki kesalahan penulisan b. perlu ditambah dengan glosarium untuk memudahkan memahami istilah-istilah yang sulit tabel 9. komentar dan saran ahli media dan desain pembelajaran aspek yang dinilai komentar dan saran ilustrasi gambar a. beberapa gambar ukurannya perlu diperbesar, agar lebih jelas dan mudah dibaca b. ada beberapa gambar yang belum menyertakan sumber rujukan tabel 10. komentar dan saran mahasiswa pada uji coba perorangan no. komentar dan saran 1. 2. 1. 2. komentar secara umum tampilan sederhana, rapi, bersih, dan tidak berlebihan sehingga nyaman untuk digunakan secara keseluruhan buku yang dikembangkan mudah dipahami dan jelas dengan sumber rujukan yang terpercaya saran sebaiknya setelah cover depan tidak langsung kata pengantar sebaiknya dilakukan perbaikan terhadap kesalahan penulisan tanda baca dan istilah-istilah yang masih belum jelas agar mudah dipahami pembaca aspek yang dinilai persentase (%) kriteria 1. ukuran buku 87,50 sangat valid 2. tata letak cover buku 3. tipografi cover buku 4. ilustrasi cover buku 5. tata letak isi buku 6. tipografi isi buku 85,00 83,33 83,33 85,71 84,38 valid valid valid sangat valid valid jumlah 509,25 rerata 84,88 valid aspek yang dinilai rerata (%) kriteria 1. kemenarikan tampilan cover 2. kemenarikan topik bahasan atau judul 3. kemudahan sistematika penyajian materi 4. tujuan pembelajaran memudahkan untuk mengetahui kemampuan yang harus dimiliki 5. materi yang disajikan sesuai dengan tujuan pembelajaran 6. materi yang disajikan berkaitan dengan aplikasi respon imun dalam kehidupan sehari-hari 7. bahasa yang digunakan dalam buku ajar imunologi mudah dipahami dan komunikatif 8. bahasa yang digunakan dalam buku ajar imunologi sesuai dengan eyd 9. istilah yang digunakan dalam buku ajar mudah dipahami 10. buku ajar imunologi yang dikembangkan dapat digunakan untuk membantu memahami materi sistem imun dalam perkuliahan 91,67 90,00 88,33 88,33 90,00 83,33 83,33 90,00 85,00 91,67 sangat valid sangat valid sangat valid sangat valid sangat valid valid valid sangat valid valid sangat valid jumlah 881,66 rerata 88,17 sangat valid https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 147 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi tabel 11. komentar dan saran mahasiswa pada uji coba kelompok no. aspek yang dinilai komentar dan saran 1. 2. 3. 4. 5. ilustrasi gambar cover penulisan soal evaluasi tujuan (bab i) a. ada beberapa gambar yang bersumber dari internet yang belum dimasukkan ke daftar rujukan b. ada beberapa gambar yang belum menyertakan sumber (sumber internet dan dokumentasi pribadi) c. pada gambar 3.10. gambar limpa belum disertai dengan ukuran panjangnya, sebaiknya diberi ukuran. a. sebaiknya dicantumkan identitas pada punggung buku b. bagian cover belakang ditambah dengan resensi atau sinopsis buku. a. perlu memperhatikan huruf kapital dan huruf kecil pada keterangan gambar b. masih ada beberapa kata yang salah ketik c. masih ada kalimat pada teks yang tidak rata kanan kiri (halaman 45) sebaiknya ditambahkan pertanyaan di akhir bab untuk mengecek pemahaman mahasiswa tujuan sebaiknya lebih detail dan terperinci materi buku imunologi disusun berdasarkan kurikulum di jurusan biologi universitas negeri malang. materi buku ajar mengacu indikator kompetensi di dalam rps matakuliah fisiologi hewan dan manusia. selain itu penyusunan buku ajar juga mempertimbangkan aspek pengguna, yaitu mahasiswa biologi. buku ajar yang dikembangkan harus memiliki prinsip relevansi, konsistensi, dan kecukupan (abidin, 2014). prinsip relevansi (keterkaitan), materi yang dikembangkan hendaknya berkaitan dengan ketercapaian kompetensi yang harus dikuasai peserta didik. prinsip konsistensi (keajegan), jumlah isi pokok buku ajar harus disesuaikan dengan jumlah kompetensi yang harus dicapai. prinsip kecukupan, materi yang ada di dalam buku ajar mampu membantu peserta didik dalam menguasai kompetensi. sistematika penyajian materi menjadi aspek yang penting dalam penyusunan buku ajar, karena susunan materi yang runtut memudahkan mahasiswa memahami materi secara keseluruhan. penyajian tujuan pembelajaran di awal bab bertujuan untuk mempermudah mahasiswa mengetahui kemampuan apa yang harus dimiliki mahasiswa setelah mempelajari buku ajar tersebut. materi tidak boleh terlalu sedikit dan tidak boleh terlalu banyak. jika terlalu sedikit maka kurang membantu mencapai kompetensi dan jika terlalu banyak maka tidak efektif (abidin, 2014). buku ajar imunologi yang dikembangkan memiliki kelebihan dan kekurangan. kelebihan produk yang dikembangkan adalah isi materi buku ajar imunologi ini telah sesuai dengan kompetensi yang harus dicapai oleh mahasiswa. indikator kompetensi menjadi acuan dalam pengembangan materi buku. selain itu, buku ajar ini dikembangkan berbasis penelitian. materi aplikasi respon imun disajikan dalam bab penelitian respon imun. adanya penelitian tersebut diharapkan mahasiswa lebih memahami dampak infeksi pada tubuh dan mengkaitkan konsep dengan kehidupan sehari-hari. kekurangan buku ajar imunologi ini adalah pengembangan buku ajar imunologi hanya sampai pada tahap uji coba lapangan dan belum diuji keefektifannya pada kelas sesungguhnya. buku ajar ini spesifik membahas respon imun yang disebabkan oleh infeksi bakteri e. coli dengan parameter berupa berat limpa dan jumlah limfosit pada limpa. selain itu, buku ajar yang dikembangkan hanya mengkaji materi sistem imun dan https://doi.org/10.22219/jpbi.v3i2.4322 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 141-148) disubmit: 08 mei 2017 direvisi: 16 juni 2017 disetujui: 16 juni 2017 mitasari & gofur, pengembangan buku imunologi 148 doi: 10.22219/jpbi.v3i2.4325 available at http://ejournal.umm.ac.id/index.php/jpbi belum mengakomodasi keseluruhan materi yang diajarkan pada matakuliah fisiologi hewan dan manusia. penutup berdasarkan pembahasan tersebut, maka kesimpulan pada penelitian pengembangan ini, adalah secara keseluruhan buku ajar imunologi yang dikembangkan sudah layak digunakan setelah dilakukan revisi. validator materi menyatakan sangat valid (97,14%), validator media dan desain pembelajaran menyatakan valid (84,88%), dan uji coba pada mahasiswa menghasilkan penilaian valid (88,17%) untuk digunakan sebagai buku ajar. berdasarkan kesimpulan tersebut, maka saran pemanfaatan, diseminasi, dan pengembangan produk lebih lanjut yang diajukan, adalah (1) buku ajar imunologi yang dikembangkan ini dapat digunakan dalam perkuliahan matakuliah fisiologi hewan dan manusia sebagai buku penunjang pembahasan materi sistem imun, (2) sebelum digunakan dalam skala luas, buku ajar imunologi ini sebaiknya diuji cobakan pada mahasiswa yang menempuh matakuliah fisiologi hewan dan manusia melalui penelitian eksperimen untuk mengetahui keefektifan buku ajar yang dikembangkan, (3) peneliti lain dapat mengembangkan buku ajar berbasis penelitian pada matakuliah anantomi dan fisiologi manusia, seperti pokok bahasan sistem peredaran darah, pencernaan, ekskresi, pernafasan, dan sistem reproduksi. daftar rujukan abidin, y. (2014). desain sistem pembelajaran dalam konteks kurikulum 2013. bandung: refika aditama. akbar, s. (2013). instrumen perangkat pembelajaran. bandung: pt. remaja rosdakarya. prastowo, a. (2011). panduan kreatif membuat bahan ajar inovatif. jogjakarta: diva press. program studi pendidikan biologi um. (2008). rencana strategis program studi pendidikan biologi jurusan biologi fmipa universitas negeri malang (um) 2008-2012. retrieved from http://biologi.um.ac.id/wpcontent/uploads/2011/08/renstra-prodipend-bio.pdf. sulton. (2003). desain pesan buku teks ips sd di wilayah kota malang: suatu kajian terhadap buku teks ips kelas iii, iv, dan v sd. (disertasi tidak dipublikasikan). pps universitas negeri malang, malang. priyanto, s. h. (2012, mei-juni). kriteria buku ajar. makalah dipresentasikan pada workshop penulisan buku ajar dosen kopertis vi. thiagarajan, s., semmel, d. s. & semmel, m. i. (1974). instructional development for training teachers of exceptional children: a sourcebook. minnesota: the education resource information center (eric). widayati, d. t, luknanto, d., rahayuningsih, e., sutapa, g., harsono, sancayaningsih, r. p. & sajarwa. (2010). pedoman umum pembelajaran berbasis riset (pupbr). yogyakarta: ugm press https://doi.org/10.22219/jpbi.v3i2.4322 http://biologi.um.ac.id/wp-content/uploads/2011/%2008/renstra-prodi-pend-bio.pdf http://biologi.um.ac.id/wp-content/uploads/2011/%2008/renstra-prodi-pend-bio.pdf http://biologi.um.ac.id/wp-content/uploads/2011/%2008/renstra-prodi-pend-bio.pdf jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) rudy setiawan dkk, analisis kebijakan pendidikan 147 analisis penerapan kebijakan pendidikan berbasis karakter untuk siswa smk negeri 5 malang implementation analysis of character-based-education policy on smk n 5 malang students rudy setiawan1, ismi nurul qomariyah2 1dosen universitas tribhuwana tunggadewi malang 2dosen ikip budi utomo malang e-mail: rudiehabibi@gmail.com abstrak penelitian ini bertujuan untuk mendeskripsikan analisis penerapan kebijakan pendidikan berbasis karakter di smk n 5 malang yang meliputi 1) memahami dan menjelaskan pelaksanaan kebijakan pendidikan smk n 5 malang, 2) memahami kendala pelaksanaan karakter pendidikan di smk n 5 malang, 3) mengetahui strategi sekolah untuk mengatasi kendala dalam pelaksanaan pendidikan berbasis karakter di smk n 5 malang. penelitian ini dilakukan selama empat bulan dengan menerapkan pendekatan kualitatif. pengumpulan data dilakukan melalui wawancara, observasi, dan dokumen ulasan berkaitan dengan penelitian ini. teknik analisis data dilakukan dengan penyajian data, reduksi data, dan penarikan kesimpulan. analisis data memuat temuan selama penelitian yang dibahas berdasarkan dukungan studi yang teoritis. kesimpulan dari penelitian ini adalah penerapan kebijakan pendidikan berbasis karakter di smk n 5 malang berjalan dengan baik meskipun ada beberapa kendala. kendala tersebut adalah kurangnya profesionalisme serta motivasi guru, dampak negatif globalisasi terhadap siswa, dan kurangnya peran orang tua dan masyarakat dalam implementasi kebijakan pendidikan karakter. guna mengatasi kendala tersebut, strategi yang diterapkan oleh antara lain, 1) meningkatkan profesionalisme dan motivasi antar guru, 2) menerapkan metode pendidikan berbasis karakter dengan "mengerti, merasa, melakukan”. kata kunci: implementasi, karakter, pendidikan abstract the observation aimed to describe the implementation analysis character-based-education policy in smk n 5 malang, includes 1) understanding and describing the implementation of character education policy in smk n 5 malang, 2) understanding the constraints of the implementation of character education in smk n 5 malang, 3) finding out the school’s strategies to overcome the obstacles in the implementation of education character in smk n 5 malang. the study was conducted over four months using qualitative approach. data were collected through interviews, observations, and review of document related to this research. the data obtained were analyzed by presenting and reducing the data and drawing conclusions as well. the data analysis covered the findings during the study which then been discussed supported by theoretical studies. the conclusion of this study is that the implementation policy of character-basededucation in smk n 5 malang run well. however, there were some obstacles: lack of professionalism and spirit among teachers, negative effects of globalization to the students, and lack of parent’s and society’s role in the implementation of policy. to overcome these obstacles, the strategies can be implemented are: 1) increasing the professionalism and spirit among the teachers, 2) implementing the methods of character-based-education of "mengerti, merasa, melakukan”. keywords: character, education, implementation mailto:rudiehabibi@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) rudy setiawan dkk, analisis kebijakan pendidikan 148 kurikulum 2013 memperkenalkan pembelajaran yang memuat lima pengalaman belajar pokok yang harus dimiliki atau dialami, yaitu mengamati, menanya, mengumpulkan informasi, mengasosiasi, dan mengkomunikasikan. hal ini biasanya dilakukan dengan penerapan pembelajaran inkuiri yang menekankan pada identifikasi pertanyaan dan menjawab pertanyaan atau memecahkan masalah melalui analisis data dan berpikir kritis. adapun kurikulum tersebut termuat dalam aktivitas pendidikan. pendidikan dimulai dari lingkungan yang lebih kecil, kemudian berkembang ke lingkungan yang lebih besar, yaitu dari lingkungan keluarga sampai lingkungan berbangsa dan bernegara. pendidikan di indonesia diatur dengan jelas dalam undang-undang. adapun tujuan pendidikan nasional yaitu menjadi manusia yang beriman dan bertaqwa kepada tuhan yang maha esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, demokratis serta bertanggung jawab. hal tersebut tertuang dalam undang-undang no.20 tahun 2003. tujuan undang-undang tersebut juga didukung oleh undang-undang nomor 17 tahun 2007 maka pemerintah membuat kebijakan pendidikan berbasis karakter yang menjadi tujuan jangka panjang. kebijakan tahun 2010 tersebut dijadikan dasar oleh smk n 5 malang untuk melaksanakan pendidikan berbasis karakter, meskipun smk n 5 malang telah memiliki pendidikan budi pekerti yang telah diajarkan oleh tim guru serta jajaran wali kelas. oleh karena itu, penulis melakukan penelitian yang bertujuan mendiskripsikan analisis penerapan kebijakan pendidikan berbasis karakter di smk n 5 malang, yang meliputi (1) memahami dan mendeskripsikan penerapan kebijakan pendidikan berbasis karakter di smk n 5 malang, (2) memahami kendala penerapan pendidikan berbasis karakter di smk n 5 malang, (3) mendapatkan strategi sekolah dalam mengatasi kendala pelaksanaan pendidikan berbasis karakter di smk n 5 malang. pendekatan penelitian yang dilakukan adalah pendekatan penelitian kualitatif. kerangka konsep penelitian yang dijadikan dasar teori penelitian, yaitu teori analisis dan penerapan kebijakan, pendidikan karakter, dan dikuatkan oleh penelitian-penelitian terdahulu yang memiliki keterkaitan permasalahan. hal ini sesuai yang dilakukan oleh anthonius (2009). metode penelitian masalah penelitian yaitu penerapan serta mengatasi hambatan dengan strategi penerapan kebijakan pendidikan berbasis karakter bangsa. hal tersebut dilakukan peneliti untuk mendeskripkan secara jelas, rinci, dan mampu mendapatkan data akurat, maka penelitian ini menggunakan pendekatan deskriptif kualitatif. alasannya lebih mudah menghadapi kenyataan ganda, metode ini menyajikan secara langsung hakikat hubungan peneliti dan informan, metode ini lebih peka dan dapat menyesuaikan diri dengan banyak penajaman pengaruh bersama terhadap nilai-nilai yang dihadapi (arikunto, 2007). subjek penelitian secara pribadi dan lebih dekat dengan peneliti melalui pendekatan kualitatif ini. hal ini dikarenakan peneliti terlibat langsung dalam menggali informasi yang berkaitan dengan situasi, kondisi, dan peristiwa mengenai kendala serta strategi yang dilakukan kepala sekolah dan guru dalam menerapkan kebijakan pendidikan berbasis karakter di lingkungan smk negeri 5 malang. data dikumpulkan dengan metode wawancara, observasi, dan telaah dokumen yang berkaitan dengan penelitian ini. setelah data terkumpul, dilakukan uji keabsahan data dengan cara triangulasi jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) rudy setiawan dkk, analisis kebijakan pendidikan 149 sumber dan triangulasi teknik, juga dilakukan member check. teknik analisis data dilakukan dengan cara penyajian data, reduksi data, dan penarikan kesimpulan. hasil dan pembahasan hasil penelitian diperoleh berdasarkan hasil wawancara langsung, observasi dan telaah dokumentasi serta catatan lapangan. berikut ini hasil penelitian dan pembahasannya sesuai dengan fokus masalah penelitian. data hasil telaah dokumen menunjukkan bahwa kepala sekolah smk n 5 malang telah menerapkan kebijakan pendidikan berbasis karakter. hal tersebut terungkap dalam dokumen visi dan misi sekolah serta dalam kegiatan belajar mengajar di kelas serta dalam kegiatan ekstra kurikuler sekolah. beberapa hasil wawancara dengan para informan maka diperoleh informasi mengenai smk n 5 malang melaksanakan penerapan kebijakan pendidikan berbasis karakter yang tertuang dalam kebijakan sekolah. hasil observasi yang menunjukkan lingkungan sekolah yang bersih dan tertib serta banyaknya slogan bermuatan karakter di lingkungan sekolah juga telah mendukung. beberapa hasil wawancara dengan informan tersebut dapat disimpulkan sementara bahwa proses pendidikan berbasis karakter dalam kegiatan belajar mengajar di smk negeri 5 malang berpijak pada sistem yang dianut oleh ki hajar dewantara melalui taman siswa. peran pamong sangat besar dalam proses pendidikan karakter. rasa kekeluargaan dan kedekatan antara pamong dengan siswa menentukan keberhasilan proses penanaman karakter di sekolah tersebut. penerapan kebijakan pendidikan berbasis karakter di smk negeri 5 malang, berdasarkan hasil observasi menunjukkan bahwa beberapa guru/pamong selalu membuat gambaran rencana pembelajaran sebelum mengajar di kelas. tujuannya untuk dilaksanakan sebelum guru melaksanakan aktivitas pembelajaran di kelas. desain rancangan pembelajaran terdiri atas empat komponen yang memiliki hubungan fungsional antara materi pembelajaran, kompetensi pembelajaran, strategi pembelajaran, dan evaluasi pembelajaran. selain membuat desain pembelajaran, guru smk negeri 5 malang menyusun perencanaan pembelajaran. nilai-nilai pendidikan berbasis karakter diintegrasikan dalam mata pelajaran perlu dilakukan dengan cara mencantumkan nilai-nilai karakter ke dalam silabus. meskipun secara implisit dan eksplisit substansi nilai-nilai karakter sudah ada dalam standar isi, guru/pamong smk negeri 5 malang selalu berusaha memastikan pembelajaran dalam kelas telah memberikan dampak instruksional dan/atau pengiring pembentukan karakter siswa baik dalam belajar maupun non belajar. hasil observasi lainnya dalam kbm yang mencerminkan proses penanaman karakter juga menguatkan hasil observasi sebelumnya. pada proses pembelajaran sehari-hari, didapatkan hasil pengamatan bahwa pamong menggunakan lagu-lagu nasional dan daerah untuk menanamkan rasa cinta tanah air ketika awal jam pelajaran pertama dan sebelum akhir kegiatan pembelajaran. penanaman karakter ini bertujuan agar siswa memiliki rasa peduli terhadap tanah air. hasil observasi lainnya juga diketahui bahwa setiap awal dan akhir pelajaran para siswa selalu berdoa untuk menanamkan sikap religius. selain itu, guru agama mewajibkan anak-anak sholat dhuha waktu istirahat dan masuk dalam nilai agama. pada kegiatan belajar mengajar di kelas 11 pamong memberi tugas siswa untuk menanam benih dan merawatnya sebagai cara menanamkan cinta lingkungan dan makhluk yaitu pada jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) rudy setiawan dkk, analisis kebijakan pendidikan 150 kegiatan bakti kampus. hal ini juga bisa dilihat dari tumbuhan dan bunga di pot-pot yang tersusun rapi di depan ruang kelas smk negeri 5 malang. selain itu hasil pengamatan juga memberikan data bahwa para siswa selalu cium tangan pamong sebelum pulang sekolah. hal ini dilakukan oleh semua siswa mulai dari kelas 10 sampai dengan siswa kelas 12. semua hasil observasi tersebut menguatkan hasil wawancara dalam proses pelaksanaan pendidikan berbasis karakter di smk n 5 malang. hal ini juga dikuatkan dengan telaah dokumen. pada kegiatan ekstrakurikuler, dapat diketahui beberapa proses pendidikan berbasis karakter dalam ekstra pramuka terlihat siswa berlatih disiplin dan tanggung jawab. hal tersebut tampak ketika para siswa belajar pelatihan kepemimpinan. para siswa belajar untuk bersikap tegas, disiplin, dan tertib. saat latihan bongkar pasang tenda, ada pembentukan karakter kerjasama dan tanggung jawab serta kesetiakawanan. para siswa saling membantu dan kerjasama dalam satu grup. pada kegiatan ekstra kurikuler seni tari, para siswa dilatih sabar, tertib, dan mencintai keindahan. para siswa perempuan terlihat penuh kesabaran berlatih tarian jawa yang gerakannya cukup sulit dipelajari. ekstra kurikuler band, para siswa dilatih disiplin, tanggung jawab dan kerjasama. kekompakan para siswa memainkan alat band menunjukkan sikap disiplin, kerjasama dan tanggung jawab yang tinggi. begitu pula yang ditunjukkan di ekstrakurikuler olahraga yang meliputi basket, voli, futsal, dan bela diri. hasil wawancara, observasi dan telaah dokumen menunjukkan bahwa proses pendidikan berbasis karakter dalam kegiatan budaya sekolah di smk n 5 malang lebih berorientasi pada budaya sekolah yang juga dilaksanakan keseharian di rumah, yaitu budaya disiplin, tertib, cinta lingkungan, bersih, serta santun. hasil pengamatan lainnya yaitu didapati bahwa siswa setiap datang ke sekolah selalu menuju ruang guru dahulu untuk memberi salam penghormatan kemudian setelah itu baru menuju kelas masing-masing. sebelum pelajaran dimulai, para siswa juga berbaris di depan kelas dan sebelum masuk memberi salam hormat dengan mencium tangan pamong. hal ini juga dilakukan oleh alumni smk n 5 malang, ketika peneliti datang ke sekolah terlihat banyak alumni siswa yang datang ke sekolah untuk berkunjung menemui para mantan pamong mereka ataupun buat legalisir. dokumen kurikulum smk n 5 malang menunjukkan bahwa kegiatan budaya sekolah dicantumkan pada kegiatan pembiasaan. kegiatan pembiasaan tersebut dimaksudkan untuk pembentukan akhlaq yang meliputi: pondok ramadhan, peringatan hari-hari besar islam, sholat dhuhur berjama’ah, peringatan natal (untuk yang beragama nasrani), kegiatan pembiasaan budaya positif (piket kelas, kerja bakti, penanaman pohon, infaq tiap jum’at, kunjungan ke panti asuhan, bakti sosial). selain itu ditunjukan pula kebijakan sekolah dalam menjunjung tinggi karakter kebangsaan. hambatan kebijakan pendidikan berbasis karakter di smk n 5 malang hambatan yang timbul dalam implementasi kebijakan pendidikan berbasis karakter di smk n 5 malang yaitu lemahnya profesionalisme guru/pamong terutama para pamong baru. selain itu, belum tertanamnya jiwa ‘among’ pada diri para guru/pamong baru. smk n 5 malang merekrut guru baru dikarenakan banyak guru pindah yang pns maupun guru gtt yang keluar. oleh karena itu pembina dan kepala sekolah kesulitan menerapkan kebijakan pendidikan berbasis karakter dengan maksimal. hasil wawancara menunjukkan adanya kesulitan guru/pamong senior jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) rudy setiawan dkk, analisis kebijakan pendidikan 151 dalam penguasaan metode pendidikan karakter. pelatihan pendidikan berbasis karakter hanya diterima para guru/pamong sebatas tahap sosialisasi, namun dalam prakteknya belum diberi latihan secara intensif dari diknas kota malang. hal ini sudah berlangsung bertahun-tahun. hasil observasi juga menguatkan hasil wawancara tersebut, bahwa para guru/pamong baru mengalami kesulitan dalam menerapkan kebijakan pendidikan karakter. para guru/pamong baru ketika mengajar belum melakukan pakem seperti yang tertuang dalam misi smk n 5 malang. jadi dapat disimpulkan bahwa salah satu kendala implementasi kebijakan pendidikan berbasis karakter di smk n 5 malang adalah lemahnya kualitas guru/pamong khususnya para pamong baru. selain pamong baru juga belum adanya pelatihan intensif tentang metode pendidikan karakter. padahal guru merupakan komponen penting dalam upaya peningkatan mutu pendidikan. semua guru harus berkualitas, profesional dan berpengetahuan, mampu mendidik, membimbing, mengarahkan, melatih, menilai dan mengevaluasi peserta didik. para guru atau pamong smk negeri 5 malang banyak yang belum menjadi guru profesional. hal ini terlihat pada pamong-pamong baru yang belum memiliki pengalaman mengajar dan mendidik yang cukup. hanya beberapa pamong senior yang sudah tersertifikasi memenuhi syarat guru profesional. terlebih lagi jika melihat jabaran kompetensi-kompetensi guru profesional. hal ini didukung oleh data yang dipegang pihak kurikulum smk n 5 malang, hanya 37,8% saja yang sudah tersertifikasi. selain profesionalisme guru/pamong yang masih kurang, kesibukan orang tua juga menjadi kendala proses pelaksanaan pendidikan karakter. pendidikan berbasis karakter hanya akan dapat dilaksanakan maksimal apabila sekolah, para orang tua siswa, dan masyarakat bersinergi melaksanakannya. hambatan yang lain yaitu dampak globalisasi dan informasi juga menjadi hambatan pada pelaksanaan penerapan kebijakan pendidikan berbasis karakter. banyak siswa yang malas belajar dikarenakan kecanduan game atau internet. pernyataan dari informan juga menunjukkan kendala lain yang cukup serius adalah dampak budaya asing mengenai pergaulan bebas. hasil dari uji keabsahan data juga menunjukkan gejala tidak baik dari dampak globalisasi dan arus informasi. hasil diskusi dengan semua informan menunjukkan bahwa warnet, warung playstation serta kepemilikan hp berdampak kurang baik bagi anak-anak. kepedulian masyarakat di lingkungan sekolah juga masih kurang. beroperasinya warung playstation pada jam-jam sekolah di lingkungan smk n 5 malang membuktikan kurangnya kepedulian masyarakat sekitar sekolah. strategi mengatasi berbagai kendala implementasi kebijakan pendidikan berbasis karakter di smk n 5 malang strategi untuk mengatasi berbagai kendala pelaksanaan kebijakan pendidikan berbasis karakter di smk negeri 5 malang dilakukan oleh pembina, kepala sekolah, guru, dan orang tua siswa. strategi tersebut dilakukan dengan cara meningkatkan kualitas profesionalisme para guru/pamong taman siswa, meningkatkan pelaksanaan metode pendidikan budi pekerti taman siswa, dan meningkatkan sinergitas upaya antara sekolah, keluarga, dan masyarakat. peningkatan profesionalisme guru/pamong dilakukan dengan cara mengikutkan guru/pamong pelatihan profesionalisme guru baik tingkat lokal ataupun nasional. selain itu dengan mengadakan pertemuan pamong rutin setiap bulan sekali yang khusus membahas dan menanamkan nilai-nilai jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) rudy setiawan dkk, analisis kebijakan pendidikan 152 ketamansiswaan dan sistem ‘among’ taman siswa. sedangkan peningkatan pelaksanaan metode budi pekerti taman siswa adalah dengan melaksanakan metode "mengerti, merasa, melakukan” serta dalam kbm, kegiatan ekstra kurikuler, dan budaya sekolah. peningkatan sinergitas sistem tripusat pendidikan dilakukan dengan meningkatkan peran komite sekolah dan meningkatkan intensitas hubungan wali murid dengan wali kelas. peran komite sekolah ditingkatkan dengan mengadakan pertemuan rutin sebulan sekali untuk membahas dan mengevaluasi pelaksanaan kegiatan sekolah sekaligus pelaksanaan pendidikan karakter. selain itu juga diadakan pelatihan parenting untuk membantu para wali murid meningkatkan parenting skill mereka. kesimpulan dan saran kesimpulan penelitian ini adalah pelaksanaan kebijakan pendidikan berbasis karakter di smk n 5 malang berjalan dengan baik meskipun ada beberapa kendala. kendala tersebut antara lain kurangnya profesionalisme dan jiwa “among” guru, adanya pengaruh negatif globalisasi kepada para siswa, dan kurangnya peran orang tua dan masyarakat pada implementasi kebijakan pendidikan karakter. dan untuk mengatasi kendalakendala tersebut, dilakukan strategi yang dilaksanakan dengan cara (1) meningkatkan profesionalisme dan jiwa “among” guru, (2) melaksanakan metode pendidikan budi pekerti dengan metode "mengerti, merasa, melakukan”. saran peneliti adalah smk n 5 malang harus meningkatkan pelaksanaan kebijakan pendidikan berbasis karakter dengan jalan intensif mengadakan training penanaman karakter seperti training esq. hal tersebut juga bisa dengan melakukan kerjasama dengan pondok pesantren dengan jalan mengadakan pesantren kilat pada bulan ramadhan. hal tersebut juga sebagai wujud sinergitas sekolah dengan masyarakat terhadap pelaksanaan pendidikan karakter. para pengambil kebijakan baik di tingkat pusat maupun daerah diharapkan agar ada pelatihan penanaman karakter pada para guru. saat ini kebijakan pendidikan berbasis karakter hanya ditindaklanjuti oleh diknas pusat maupun daerah dengan mengadakan sosialisasi semata. daftar rujukan anthonius (2009). penerapan pendidikan berbasis karakter sebagai upaya pengembangan tingkah laku siswa sekolah menengah. tesis s-2 program magister kebijakan dan pengembangan pendidikan, universitas muhammadiyah malang chan, sam. 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(1952). taman siswa 30 tahun. jogjakarta: majelis luhur perguruan taman siswa dewantara (1962). bagian i pendidikan. jogjakarta: majelis luhur perguruan taman siswa dunn, william (1998). pengantar analisis kebijakan publik. yogyakarta: gajah mada university press dwinanto, muchlis (2011). analisis nilainilai pendidikan berbasis karakter dalam pembelajaran pendidikan jasmani dan kesehatan di sekolah menengah pertama kabupaten magetan. tesis s-2 program magister kebijakan dan pengembangan pendidikan, universitas muhammadiyah malang fauzil, mohammad (2010). saat berharga untuk anak kita. jogjakarta: pro-u media fudyartanta (2010). membangun kepribadian dan watak bangsa jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) rudy setiawan dkk, analisis kebijakan pendidikan 153 indonesia yang harmonis dan integral. jogjakarta: pustaka pelajar ginanjar, ary (2001). esq: emotional spiritual quetiont. jakarta: arga publishing ikemoto,t. (1996). thesis research: moral education in japan; implications for american schools.(online)(http://www.hiho.ne.jp/taku77/papers/thes595.htm, diakses 20 desember 2015 johnson, louanne (2008). pengajaran yang kreatif dan menarik: cara membangkitkan minat siswa melalui pemikiran. jakarta: pt. indeks lickona (2004). character matters. new york: a touchstone book lukitaningsih, dwi (2011). pendidikan etika, moral, kepribadian dan pembentukan karakter.yogyakarta: jogjamedia utama press mulyasa, e. (2011). manajemen pendidikan karakter. jakarta: pt. bumi aksara nickell, p. dan field, s.l. (2001). elementary character education: local perspective, echoed voices. international journal of social education, (online), vol.16.no.1.pp1-17 pusat bahasa departemen pendidikan nasional (2005). kamus besar bahasa indonesia. jakarta: balai pustaka rifai, muhammad. (2011). sejarah pendidikan nasional: dari masa klasik hingga modern. yogyakarta: ar-ruzz media rochman, dkk. (2011). pengembangan kompetensi kepribadian guru: menjadi guru yang dicintai dan diteladani oleh siswa. bandung: penerbit nuansa cendekia salim (2001). kamus bahasa indonesia kontenporer.jakarta: balai pustaka setyodarmodjo, dkk. (2004) bunga rampai: muncul dari panggilan moral wujud kepedulian. surabaya: penerbit forum abdi purna bhakti jawa timur sugiyono (2008). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: penerbit alfabeta tauchid, mohammad (1963) perjuangan dan ajaran hidup ki hadjar dewantara. jogjakarta: majelis luhur perguruan taman siswa yuliarti, kristin (2007). desain pembelajaran untuk proses pendidikan berbasis karakter anak. tesis s-2 program studi teknologi pembelajaran, universitas negeri malang http://www.hi-ho.ne.jp/taku77/papers/thes595.htm http://www.hi-ho.ne.jp/taku77/papers/thes595.htm jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 103 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 miskonsepsi materi sistem pencernaan dan peranan kompetensi pedagogik guru pada siswa kelas viii mts di kota malang student’s misconception of digestive system materials in mts eight grade of malang city and the role of teacher’s pedadogic competency in mts yuswa istikomayanti, zuni mitasari pendidikan biologi, fakultas ilmu pendidikan, universitas tribhuwana tunggadewi, jl.telaga warna blok. c, tlogomas, malang, 65144, telp.(0341)565500 e-mail korespondensi: yuswa2710@gmail.com abstrak penelitian miskonsepsi memiliki nilai penting dalam pengembangan proses berfikir siswa khususnya bidang sains. melalui identifikasi konsep-konsep penting yang harus dikuasai siswa maka guru dengan mudah mampu memberikan penekanan pada konsep penting atau utama. penelitian ini bertujuan mengidentifikasi miskonsepsi materi sistem pencernaan pada siswa mts kelas 8 serta peranan kompetensi pedagogik guru. penelitian survey ini dilakukan di kelas 8a (16 siswa) dan 8b (17 siswa) mts muhammadiyah 1 dan kelas 8e (19 siswa) surya buana kota malang. tahapan penelitian survey yaitu tahap penyusunan tujuan penelitian (formulasi), penentuan sampel, penyusunan dan validasi instrumen, pengumpulan data, dan analisis data. instrumen yang digunakan adalah tes miskonsepsi, angket respon siswa, panduan observasi pembelajaran, serta form isian kompetensi pedagogik guru. temuan hasil pembelajaran didiskusikan bersama kelompok observer, selanjutnya dinilai dengan rubrik penilaian dan mengelompokkan kategori miskonsepsi siswa. hasil penelitian menunjukkan bahwa ketiga guru baik yang tersertifikasi dan belum tersertifikasi terbukti masih terbatas dalam mengatasi miskonsepsi pada proses pembelajaran serta hasil tes miskonsepsi siswa sebagian besar hanya mencapai level 3 (sedang). dengan demikian penelitian miskonsepsi materi sistem pencernaan atau materi sistem faal lainnya perlu mendapatkan perhatian dari pihak guru serta praktisi pendidikan. kata kunci: kompetensi pedagogik, miskonsepsi, sistem pencernaan abstract misconception research has important value in the development of students' thinking processes especially in science field. as the identification of important concepts that must be mastered by the students can be done, the teacher will easily able to emphasis the important or main concepts. this study aims to identify the students’ misconception in digestive system materials in eight grade of mts and teacher pedagogic competence role. the survey was conducted in 8a (16 students) and 8b (17 students) mts muhammadiyah 1 and 8e (19 students) surya buana malang. the stages of research survey were: preparation of research goals (formulation), sample determination, preparation and instruments validation, data collection, and data analysis. the instruments used were: misconception test, student response questionnaire, learning observation guide, and teacher pedagogic competency form. the findings of the learning outcomes were discussed with the observer team, which then were assessed by using the assessment rubric and classified into the categories of student misconceptions. the results showed that the three teachers, neither certified nor uncertified were proved to be limited in overcoming misconceptions in the learning process; meanwhile, the results of students’ misconception test were mostly reach only level 3 (medium). thus, the study of misconceptions of the digestive system material or other physiological material matter needs to get the attention of the teachers and educational practitioners. keywords: digestive system, misconception, pedagogic competence pembelajaran kurikulum 2013 (k-13) memiliki kekhasan dalam proses belajar siswa yaitu melalui pendekatan saintifik (scientific approach). sesuai sk menteri pendidikan kurikulum 2013 telah diaplikasikan pada seluruh jenjang yaitu mulai tingkat dasar sd/mi hingga menengah smp/mts, dan sma/smk/ma. tahun 2017 yaitu empat tahun telah terlaksananya proses pembelajaran dengan https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 104 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 k-13. kompetensi pedagogik guru berperan dalam pengembangan kemampuan siswa selain dukungan sarana dan prasarana. kompetensi tersebut diatur dalam peraturan menteri pendidikan nasional no.16 tahun 2007 meliputi aspek penguasaan karakteristik siswa secara fisik, moral, spiritual, sosial, kultural, emosional, dan intelektual; penguasaan teori dan prinsip pembelajaran; pengembangan kurikulum mapel; memanfaatkan teknologi informasi komunikasi; memfasilitasi pengembangan potensi siswa; berkomunikasi secara efektif, empatif, dan santun dengan siswa; menyelenggarakan penilaian dan evaluasi proses dan hasil belajar; melakukan tindakan reflektif untuk dan meningkatkan kualitas pembelajaran. proses atau kegiatan pembelajaran yang mengutamakan aktivitas siswa telah dilaporkan oleh beberapa penelitian berhasil meningkatkan kemampuan siswa baik akademik maupun non-akademik. menurut penelitian istikomayanti (2016) melalui empat tahapan pembelajaran eksperiensial yaitu concrete experience (pengalaman nyata) siswa diajak untuk mengetahui tujuan belajarnya, mampu mengidentifikasi topik pembelajaran, serta mendapatkan pengalaman motorik (hands-on activity) sehingga siswa mendapat pembelajaran bermakna dan pemahaman konsep yang membekas. namun demikian tidak dapat dipungkiri miskonsepsi suatu materi tetap bisa terjadi dalam sebuah pembelajaran. dengan demikian kepekaan guru terhadap miskonsepsi yang terjadi pada siswa sangat perlu untuk dikembangkan. penelitian ozgur (2013) tentang adanya persistensi miskonsepsi pada materi sistem peredaran darah menyebutkan miskonsepsi lebih banyak terjadi pada siswa sd hingga smp kelas 7 dan berangsur menurun pada tingkat mahasiswa. penelitian ini menunjukkan adanya miskonsepsi yang terbawa hingga jenjang universitas dikarenakan sistem tes yang digunakan kebanyakan universitas turki hanya berupa pilihan ganda. penelitian serupa oleh kose (2008) pada materi proses respirasi dan fotosintesis terdapat miskonsepsi yang disebabkan oleh miskonsepsi guru. selanjutnya menurut sadler and gerhard (2016) miskonsepsi dapat terjadi pada saat proses pembelajaran karena pengetahuan yang diperoleh siswa berasal dari pengetahuan yang dimiliki guru. penelitian thompson (2016) menunjukkan analisis miskonsepsi penting untuk dilakukan dibandingkan hanya penguatan dan pemahaman materi oleh mahasiswa calon pendidik. melalui kegiatan simulasi model atau strategi pembelajaran tertentu diharapkan dapat melakukan proses identifikasi miskonsepsi, sehingga guru mengetahui titik kritis poin-poin konsep materi yang dikaji. menurut beberapa penelitian di atas dengan demikian upaya untuk mengidentifikasi miskonsepsi materi sains khususnya sistem pencernaan yang terjadi pada siswa sangat penting untuk dilakukan baik yang dipengaruhi oleh kompetensi pedagogik guru. penelitian ini bertujuan mengidentifikasi miskonsepsi materi sistem pencernaan pada siswa mts kelas 8 serta peranan kompetensi pedagogik guru. metode desain penelitian adalah penelitian survey atau cross sectional survey (dawson, 2002). tahapan penelitian survey terdiri dari tahap penyusunan tujuan penelitian (formulasi), tahap penentuan sampel, tahap penyusunan dan validasi https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 105 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 instrumen, tahap pengumpulan data, dan tahap analisis data. tahap formulasi dilakukan melalui observasi awal kondisi kelas apakah sesuai dengan tujuan penelitian serta melakukan wawancara dengan guru ipa. penentuan sampel dengan purposive sampling yaitu peneliti menentukan subjek penelitian untuk tujuan tertentu. subjek dalam penelitian ini adalah siswa mts muhammadiyah 1 malang pada kelas 8a (16 siswa) dan 8b (17 siswa) serta kelas 8e (19 siswa) dari mts surya buana malang. sampel tersebut dipilih karena ketiga kelas tersebut memiliki kriteria yang tidak berbeda yaitu input siswa meliputi kemampuan akademik yang heterogen serta sarana prasarana pendukung yang hampir sama. kegiatan penelitian dilakukan selama 3 bulan yaitu bulan mei hingga juli tahun 2016. tahap penyusunan instrumen yaitu merancang tes miskonsepsi sesuai dengan standar kompetensi, angket respon siswa, panduan observasi pembelajaran di kelas, serta form isian data kompetensi pedagogik guru. validasi instrumen tes miskonsepsi pada materi sistem pencernaan divalidasi oleh 3 orang guru kelas ipa. tiga orang guru yang mengajar masing-masing kelas 8a mts muhammadiyah 1 malang yaitu guru belum bersertifikasi pendidik, kelas 8b muhammadiyah 1 malang sudah bersertifikasi dan kelas 8e surya buana belum bersertifikasi. hasil dari validasi guru yaitu saran perbaikan digunakan untuk uji keterbacaan. selanjutnya instrumen tes dan angket diuji keterbacaan pada 18 siswa kelas 8c mts surya buana. hasil uji keterbacaan menghasilkan pilihan soal yang valid. berikut uraian kisi-kisi soal tes hasil validasi pada tabel 1. tabel 1. daftar kompetensi serta jenis tes kompetensi jenis tes dan level kognitif 1. menguraikan sistem pencernaan dalam gambar sistem pencernaan dengan benar dan lengkap tes gambar / drawing test (c2) (1 soal) 2. mengidentifikasi proses pencernaan mekanik dan kimiawi melalui contoh peristiwa tes uraian, level c2 (1 soal), level c3 (1 soal) 3. menganalisis peristiwa faal dalam mencerna makanan secara kimiawi tes uraian, level c2 (1 soal), level c3 (1 soal), level c4 (1 soal) 4. menganalisis peristiwa faal dalam mencerna makanan secara mekanik/fisik tes uraian, level c4 (1 soal) 5. menganalisis peristiwa terjadinya sakit gangguan pencernaan sehari-hari tes uraian, level c4 (3 soal) (sumber: dok. peneliti) kegiatan pengumpulan data observasi proses pembelajaran dilakukan sebanyak 3 kali pertemuan pada masingmasing kelas yaitu materi sistem pencernaan. observasi dilakukan oleh tiga orang observer yang mendokumentasikan proses pembelajaran menggunakan lembar panduan observasi kelas. aspek yang diobservasi meliputi aktivitas guru pada kegiatan awal, inti dan akhir pembelajaran serta aktivitas siswa berupa respon siswa. siswa diberikan tes pada pertemuan keempat yaitu setelah materi sistem pencernaan selesai. kompetensi pedagogik guru diperoleh dari hasil observasi proses pembelajaran dan isian kompetensi guru. teknik pengumpulan data miskonsepsi siswa dengan tes gambar (drawing test) menurut kose (2008) dan tes uraian (ozsevgec, 2012). tes ini merupakan asesmen autentik terdiri dari satu (1) soal menggambar organ sistem pencernaan atau drawing test, dua (2) soal uraian level kognitif ingatan (c2), dua (2) soal uraian level kognitif pemahaman (c3), dan lima (5) soal uraian level analisis (c4). https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 106 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 keterbatasan instrumen tes menjadi keterbatasan dalam penelitian ini. analisis data observasi kegiatan pembelajaran dilakukan melalui diskusi observer terhadap temuan hasil kegiatan pembelajaran. tes gambar atau drawing test diberi penilaian sesuai rubrik tes. drawing test disesuaikan berdasarkan penelitian kose (2008). tes uraian diberi skor sesuai dengan rubrik penilaian yang disepakati bersama tim guru dan diperingkat sesuai penelitian (ozsevgec, 2012). hasil jawaban tes selanjutnya dianalisis untuk mengetahui apakah terdapat kesalahan dan mengetahui jenis kesalahan siswa. data yang dianalisis adalah jawaban siswa yang masih salah. miskonsepsi siswa dianalisis dengan mengelompokkan jawaban hasil tes yang muncul dari siswa. kategori keberhasilan pembelajaran konsep yaitu 0-40% (sangat rendah), 41-60% (rendah), 60-75% (sedang), 76-90% (tinggi), 91-100% (sangat tinggi) (hobri, 2009). hasil dan pembahasan kondisi sarana dan prasarana yaitu mts muhammadiyah 1 malang sudah memiliki fasilitas lcd dalam kegiatan pembelajaran tetapi sumber belajar berupa buku teks ipa belum dimiliki setiap siswa kelas 8 karena terkendala teknis. guru kelas 8b memberikan siswa rangkuman materi dan buku ipa hanya dapat dibaca di perpustakaan sekolah. kondisi fasilitas di mts surya buana kelas 8e lcd mati karena masalah teknis tetapi sarana buku teks ipa sudah dimiliki setiap siswa. observasi proses pembelajaran dilakukan sebanyak 3 kali pertemuan di ketiga kelas yaitu selama 2 x 40 menit (2 jp)/pertemuan. miskonsepsi sistem pencernaan oleh siswa mts kelas vii hasil dari tes gambar (drawing test) sistem pencernaan disajikan pada tabel 2. menggunakan rubrik penilaian level 1, 2, 3, 4 dan 5. level 1 siswa tidak memberikan jawaban apapun. level 2 siswa menggambar organ pencernaan tetapi belum lengkap dan tidak diberi keterangan seperti pada gambar 1. level 3 siswa menggambar organ pencernaan lebih lengkap tetapi belum cukup representatif seperti pada gambar 2. level 4 siswa menggambar organ pencernaan sudah lengkap cukup representatif tetapi masih ada sedikit kesalahan seperti gambar 3. level 5 siswa menggambar organ sudah lengkap dan representatif dan tidak ada kesalahan seperti pada gambar 4. gambar 1. kriteria level 2 (sumber: data peneliti) gambar 2. kriteria level 3 (sumber: data peneliti) gambar 3. kriteria level 4 (sumber: data peneliti) https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 107 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 gambar 4. kriteria level 5 (sumber: data peneliti) tes gambar sistem pencernaan bertujuan untuk mengukur pemahaman siswa mengenai konsep urutan saluran pencernaan, letak organ-organ pencernaan, serta hubungan antara organ pencernaan. hasil tes gambar siswa sebagian kecil berada pada level 1 yaitu tidak memberikan jawaban sama sekali pada kisaran persentase 0-6% (sangat rendah). selanjutnya kisaran level 2 yaitu siswa sudah menggambar tetapi belum jelas pada kisaran 11-25% (sangat rendah). kelas 8a sebagian besar yaitu 50% (rendah) berada pada level 3, pada kelas 8b sebesar 52,9% (rendah) pada level 4 demikan pula pada kelas 8e sebesar 36,8% (sangat rendah) level 4. siswa yang menggambar dengan sempurna yaitu dengan kisaran 6-23,5% (sangat rendah). kelas 8b paling tinggi memperoleh nilai sempurna pada drawing test yaitu sebesar 23,5% (sangat rendah). sebagian besar siswa belum dapat menggambar sistem pencernaan dengan benar dan lengkap (level 5). miskonsepsi pada level 2 siswa menggambar organ belum representatif, hanya sebagian organ saja seperti pada gambar 1 dan tidak ada keterangan. miskonsepsi pada level 3 siswa menggambar organ pencernaan mulai mulut kerongkongan lambungusus halus usus besar – anus. namun gambar saluran tidak berhubungan terlihat terputus seperti pada gambar 2. gambar tersebut menunjukkan adanya miskonsepsi bahwa organ pencernaan tidak berhubungan. siswa juga sudah menggambar bagian lainnya seperti usus buntu, hati dan pankreas sebagai organ pelengkap namun masih salah letak seperti pada gambar 2. miskonsepsi selanjutnya pada level 4 sudah terlihat adanya hubungan pada organ-organ saluran pencernaan tetapi masih kurang representatif seperti pada gambar 3. temuan lainnya siswa salah meletakkan posisi hati dan pankreas pada posisi yan benar. pada level 5 siswa sudah menggambar dengan benar, lengkap dan representatif seperti gambar 4. peranan kompetensi pedagogik guru kelas 8b dari mts muhammadiyah 1 adalah kelas yang paling banyak menggambar sistem pencernaan dengan lengkap dan benar. berdasarkan hasil observasi proses pembelajaran guru kelas 8b melibatkan siswa pada proses pembelajaran yaitu siswa mengidentifikasi sistem pencernaan, mempresentasikan hasil identifikasi serta melakuan praktik uji kandungan bahan makanan. sedangkan siswa kelas 8e hanya sebesar 10,5% (sangat rendah) yang mampu menggambar dengan sempurna (level 5) begitu pula dengan siswa kelas 8a hanya mencapai 6,3% (sangat rendah) yang mampu menggambar sempurna. berdasarkan hasil observasi siswa di kedua kelas tersebut belum banyak terlibat secara aktif dalam kegiatan pembelajaran. guru kelas 8a sudah mengajak siswa mengadakan praktik uji makanan sederhana di ruang kelas tetapi hanya sebagian kecil siswa yang fokus mengikuti seluruh proses pembelajaran. kondisi kelas 8a cenderung tidak fokus dikarenakan inisiatif siswa rendah dan rendahnya pengelolaan kelas. https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 108 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 kondisi proses pembelajaran di kelas 8e mts surya buana cukup kondusif, guru menjelaskan bagian pencernaan menggunakan torso. insiatif siswa cukup tinggi terlihat dari antusias siswa memperhatikan penjelasan guru. namun hanya 2-3 orang siswa yang berkesempatan maju untuk mengaati torso sistem pencernaan. selain itu, kelas 8e tidak melakukan kegiatan praktik uji makanan dan identifikasi sistem pencernaan. proses pembelajaran di kelas tersebut lebih banyak memperhatikan penjelasan guru sehingga pelibatan siswa dalam proses berinkuiri masih kurang. proses pembelajaran selayaknya dapat sesuai dengan stanar proses belajar mengajar seperti peraturan menteri dikbud n0. 65 tahun 2013 yang lebih banyak melibatkan peran aktif siswa. hasil tes gambar sistem pencernaan pada siswa kelas 8 sebagian kecil belum dapat mencapai level sempurna yaitu berkisar 6,3-23% (sangat rendah). hasil penelitan ini serupa dengan penelitian cardak (2015) yaitu hanya sebagian kecil responden yang menguasai materi sistem pencernaan jika melalui pembelajaran konvensional atau teacher centered. sebaliknya penelitian ozsevgec (2012) menghasilkan peningkatan nilai postes hingga 85% pada tes materi sistem pencernaan melalui metode pembelajaran analogi. ketiga guru model pada penelitian ini belum menggunakan media berupa model peraga analog seperti penelitian ozsevgec (2012) untuk memahami peristiwa menggiling dan pengadukan di dalam lambung, absorbsi di usus halus, transmisi dari lambung atau esofagus, serta proses eliminasi di usus besar dan anus memerlukan media belajar representatif tidak hanya berupa gambar dua dimensi atau torso tiga dimensi. hasil tes uraian siswa kelas 8a dan 8b mts muhammadiyah 1 dan kelas 8e mts surya buana tersaji pada tabel 3 yaitu hasil tes kompetensi materi pencernaan mekanik dan kimiawi sedangkan pada tabel 4 hasil tes kompetensi materi gangguan dan penyakit sistem pencernaan. hasil tes sebagian besar siswa dari tiga kelas paling banyak mencapai level 3. hanya sebagian kecil siswa mencapai level 4 dan level 5. hasil tes pada kompetensi materi gangguan dan penyakit sistem pencernaan juga sama. sebagian besar siswa hanya mencapai level 3 dan sebagian kecil pada level 4 dan 5. hasil penelitian survey ini menunjukkan bahwa siswa dari tiga kelas tersebut belum mampu menyajikan jawaban yang benar dan komprehensif. beberapa miskonsepsi dari hasil tes tersaji pada tabel 5. siswa kelas 8 belum mampu menjelaskan pencernaan kimiawi yang melibatkan enzim-enzim pencernaan secara jelas. selain itu, siswa juga belum mampu memahami fungsi vili usus, proses eliminasi bakteri pada makanan dan peranan serat secara fisiologis. hasil penelitian ini juga telah dialami oleh (ozsevgec, 2012) yaitu pada siswa kelas 7 di turki mengalami kesulitan dalam memahami proses fisiologis pada pencernaan mekanik dan kimiawi. namun dengan adanya media belajar berupa media analog 3 dimensi, sebagian besar siswa berhasil memahami proses tersebut. kesulitan untuk memahami proses fisiologis juga dilaporkan oleh ozgur (2013) pada sistem peredaran darah oleh siswa dari tingkat dasar hingga tingkat universitas. pembelajaran sebuah materi hendaknya disesuaikan dengan standar https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 109 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 kompetensi dan tuntutan muatan materi selain itu gurel et al., (2015) guru perlu menentukan jenis evaluasi yang akan digunakan agar hasil evaluasi mampu mengukur ketercapaian tujuan utama pembelajaran. siswa smp kelas 8 kesulitan memahami proses faal pencernaan mekanik dan kimiawi jika belum disajikan bentuk konkretnya. melalui model alat peraga yang tepat seperti penelitan ozsevgec (2012) diharapkan guru mampu berinovasi dalam proses pembelajaran. pembelajaran di ketiga kelas yaitu 8a, 8b, dan 8e sebagian besar menggunakan buku teks serta ringkasan guru. penggunaan satu jenis sumber belajar saja dapat memunculkan miskonsepsi. buku pelajaran k-13 dianalisa oleh nugroho (2016) pada materi sistem pencernaan mengandung unsur miskonsepsi. tabel 2. hasil tes gambar sistem pencernaan jumlah siswa yang melakukan kesalahan / miskonsepsi persentase siswa yang melakukan kesalahan / miskonsepsi persentase level kelas 8a (16 siswa) kelas 8b (17 siswa) kelas 8e (19 siswa) kelas 8a (16 siswa) kelas 8b (17 siswa) kelas 8e (19 siswa) level 1 1 0 1 6,3% 0% 5,3% level 2 4 2 3 25% 11,8% 15,8% level 3 8 2 6 50% 11,8% 31,6% level 4 2 9 7 12,5% 52,9% 36,8% level 5 1 4 2 6,3% 23,5% 10,5% (sumber: data peneliti) tabel 3. hasil tes kompetensi 2, 3 dan 4 materi pencernaan mekanik dan kimiawi soal no. 2 soal no. 3 soal no. 4 soal no.5 siswa kelas 8a 8b 8e 8a 8b 8e 8a 8b 8e 8a 8b 8e persentase jawaban persentase jawaban persentase jawaban persentase jawaban level 1 0 23,5 0,0 0 11,8 10,0 0 11,8 0,0 0 14,1 5,3 level 2 12,5 5,9 5,3 43,75 5,9 0,0 68,8 64,7 15,8 0 41,0 10,5 level 3 50 70,6 57,9 56,25 29,4 72,0 31,3 23,5 42,1 75 44,9 84,2 level 4 33,5 0,0 36,8 0 46,9 14,0 0,0 0,0 36,1 21,5 0,0 0,0 level 5 4 0,0 3 0 6,0 4,0 0,0 0,0 6,0 3,5 0,0 0,0 (sumber: data peneliti) tabel 4. hasil tes kompetensi 5 materi gangguan dan penyakit sistem pencernaan soal no. 6 soal no. 7 soal no. 8 soal no. 9 siswa kelas 8a 8b 8e 8a 8b 8e 8a 8b 8e 8a 8b 8e persentase jawaban persentase jawaban persentase jawaban persentase jawaban level 1 0 35,3 0,0 6,25 17,6 10,5 0 11,8 5,0 0 29,4 0,0 level 2 18,8 11,8 10,5 0 17,6 5,3 12,5 11,8 0,0 75 11,8 5,3 level 3 81,3 41,2 42,1 93,8 47,1 78,9 87,5 64,7 84,0 25 41,2 57,9 level 4 0 4,76 43,4 0 12,7 4,3 0 7,76 5,0 0 14,7 16,8 level 5 0 7,0 4,0 0 5,0 1,0 0 4,0 6,0 0 3,0 20,0 (sumber: data peneliti) hasil penelitian ini dapat disimpulkan bahwa peranan guru untuk menggunakan srategi pembelajaran yang sesuai dengan materi sangat penting untuk dilakukan. materi sistem pencernaan yang juga telah diteliti oleh ozgur et. al., (2008) menunjukkan bahwa materi pencernaan terdiri dari 49 konsep yaitu 4 konsep bahan makanan, 18 konsep anatomi, 10 konsep pencernaan mekanik dan kimiawi, dan 5 konsep kategori lainnya. materi ini terbukti sulit untuk dipahami siswa jika tidak ada perhatian khusus dari guru. miskonsepsi pada siswa tidak murni berasal dari pemahaman awal siswa. miskonsepsi yang terjadi dalam proses pembelajaran akan https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 110 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 mempengaruhi pengetahuan asimilasi siswa. ozgur et. al., (2008) melaporkan adanya perbedaan miskonsepsi pada siswa dapat terjadi karena siswa memperoleh instruksi yang berbeda. peranan kompetensi pedagogik guru dalam mengatasi miskonsepsi siswa hasil observasi pembelajaran guru ipa yaitu guru mts muhammadiyah kelas 8a dan guru kelas 8b serta guru ipa mts surya buana kelas 8e, ketiganya menggunakan strategi pembelajaran yang berbeda. tabel 5. miskonsepsi sistem pencernaan dari hasil tes uraian materi miskonsepsi siswa kelas 8a, 8b, dan 8e miskonsep si materi pencernaan mekanik dan kimiawi (soal no 1, 2, 3, 4, 5) 1. makanan terasa manis karena terkena air liur yang manis 2. makanan berkarbohidrat mengandung gula sehingga terasa manis 3. vili sebagai tempat menempelnya nutrisi 4. vili dapat menghaluskan makanan 5. bakteri pada makanan dimatikan oleh usus besar 6. bakteri pada makanan dimatikan oleh hati 7. bakteri pada makanan akan dikumpulkan di rektum dan dikeluarkan melalui anus 8. bakteri pada makanan dimatikan oleh organ pankreas 9. manfaat makanan berserat untuk mencegah diare 10. pencernaan kimiawi dan mekanik bisa terjadi secara bersamaan jika jumlah makanan melimpah di usus miskonse psi materi gangguan dan penyakit sistem pencernaa n (6, 7,8,9) 1. manfaat bakteri escherichia coli di usus untuk mencegah masuknya kotoran 2. manfaat bakteri escherichia coli di usus untuk mencegah terjadinya susah bab 3. susah bab karena tidak ada dorongan dari dalam perut 4. susah bab karena terjadi dehidrasi 5. susah bab karena banyak bakteri dalam tubuh 6. sakit diare terjad karena makanan pedas 7. sakit diare karena tidak cuci tangan 8. sakit maag atau gastritis terjadi karena lambung terluka (sumber: data peneliti) tabel 6. respon siswa terhadap proses pembelajaran aspek penilaian diri dan evaluasi pembelajaran respon siswa 8a 8b 8e minat belajar siswa kurang baik baik persiapan belajar siswa baik baik kurang strategi pembelajaran guru kurang kurang kurang media pembelajaran yang digunakan baik baik baik kemampuan mengelola kelas baik baik baik sarana dan prasarana sekolah kurang kurang kurang (sumber: data peneliti) berasarkan hasil observasi proses pembelajaran ketiga guru belum secara maksimal menyelenggarakan proses pembelajaran yang berpusat pada siswa. ciri proses pembelajaran berpusat pada siswa yaitu siswa melakukan lebih banyak aktivitas dari awal pembelajaran hingga akhir sampai tujuan pembelajaran tercapai dibandingkan hanya mendengarkan penjelasan guru. pembelajaran berpusat pada siswa sudah banyak dibahas pada beberapa literatur namun dalam prakteknya di kelas masih banyak guru yang belum menerapkannya. hasil penelitian istikomayanti (2016) pada penerapan pembelajaran eksperiensial telah mampu melibatkan aktivitas siswa pada tahap identifikasi topik pembelajaran, melakukan aktivitas praktik (hands-on activity) hingga refleksi diri. hasil penelitian menunjukkan bahwa perhatian guru untuk mengatasi miskonsepsi sains tampaknya belum banyak aktivitas yang terlihat. menurut kambouri (2010) dan standar proses pendidikan ohio (2011), guru sebaiknya familiar dengan miskonsepsi yang umumnya akan dialami siswa serta memahami efek suatu model pembelajaran, menentukan jenis tes sebagai alat evaluasi serta mampu melakukan pembelajaran https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 111 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 remedial atau melakukan pengayaan. selain itu guru sebaiknya mampu mengajak siswa mengidentifikasi tujuan belajarnya, mengeksplorasi ide-ide dalam pikiran siswa, dan mampu membawa siswa pada pembelajaran yang paling efektif untuk suatu materi tertentu. sehingga calon pendidik sebaiknya juga perlu dibekali pemahaman tentang miskonsepsi pada siswa dan membangun konsepsi yang sama diantara kalangan akademisi. upaya untuk memandu proses pembelajaran berinkuiri juga dapat menggunakan modul sehingga siswa lebih banyak belajar aktif seperti penelitan suciati et al (2015). berdasarkan hasil penelitian guru kelas 8b yaitu guru bersertifikasi terbukti adalah guru yang paling banyak melibatkan aktivitas siswa di kelas. meskipun kondisi sarana dan prasarana kurang seperti pada tabel 6, namun guru mampu melibatkan banyak aktivitas siswa. pada pembahasan sebelumnya guru tersebut melibatkan siswa dalam proses identifikasi organ sistem pencernaan, presentasi hasil identifikasi dan melakukan praktik uji kandungan makanan. kekurangan dalam pembelajaran tersebut yaitu belum banyak melibatkan aktivitas siswa dalam berkomunikasi, berkolaborasi, serta berfikir kritis. guru ini memiliki pengalaman mengajar selama lebih dari lima tahun. namun pengalaman tersebut hanya mengatasi miskonsepsi siswa pada tingkat yang rendah hingga sedang seperti terlihat pada tabel 3 dan tabel 4 hanya sebagian kecil siswa yang mampu menjawab dengan benar, lengkap dan komprehensif. menurut kambouri (2010) keterampilan guru dalam mengatasi miskonsepsi pada siswa sejak usia dini sangat penting untuk dikembangkan. selain kemampuan mengajar miskonsepsi pada siswa juga dapat berkurang melalui inovasi dan pengembangan kurikulum, asesmen dan teknik instruksi pembelajaran. pada tabel 4 pada soal no 9 kelas 8e paling banyak menjawab dengan benar dan komprehensif. berdasarkan hasil observasi pada materi tersebut guru memang memberikan penjelasan yang cukup mengenai peristiwa gastritis karena ada seorang siswa yang bertanya. dari hasil ini dapat disimpulkan bahwa pembelajaran yang berasal dari rasa ingin tahu siswa akan memberikan pembelejaran yang bermakna untuk siswa serta memberikan pemahaman jangka panjang (long time memory). menurut sadler, et al., (2016) guru yang memiliki penguasaan materi dengan baik akan mempengaruhi hasil belajar siswa. namun jika hanya memiliki penguasaan materi dengan baik tanpa pengetahuan miskonsepsi yang umu terjadi pada siswa belum memberikan hasil yang terbaik di kelas. penutup hasil penelitian ini melaporkan masih ditemukannya banyak miskonsepsi materi sistem pencernaan pada siswa kelas viii mts di kota malang serta kompetensi pedagogik guru masih perlu ditingkatkan lagi sehingga semua guru mampu memiliki sertifikasi pendidik. kualitas kompetensi pedagogik juga tidak berhubungan dengan lama pengalaman mengajar sehingga hal ini perlu menjadi pertimbangan pihak yang berwenang. peranan guru dalam mengatasi miskonsepsi pada siswa sangat penting. guru dapat mengembangkan pengetahuan dan keterampilan untuk mengurangi miskonsepsi yang akan terjadi pada siswa disamping mengembangkan kemampuan lainnya pada siswa. https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 112 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 penelitan selanjutnya perlu melakukan pengukuran pada proses pembelajaran dengan standar penilaian kuantitatif serta mengukur miskonsepsi dengan beberapa instrumen yang lebih komprehensif. keterbatasan pada penelitian ini yaitu belum mampu menjelaskan secara signfikan pengaruh dari peranan pedagogik guru terhadap hasil belajar siswa khususnya untuk mengrangi miskonsepsi pada siswa. penelitan selanjutnya yaitu perlu melakukan pengukuran pada proses pembelajaran dengan standar penilaian kuantitatif serta mengukur miskonsepsi dengan beberapa instrumen yang lebih komprehensif. daftar rujukan dawson, c. (2002). pratical research methode: a user-friendly guide to mastering researsch. oxford, uk: cronwell press. gurel, d., k. & ali e. (2015). a review and comparison of diagnostic instrumen to identify students’misconception in science. eurasia journal of mathematics, science & technology education, 11(15), 989-1008. hobri. (2009). metodologi penelitian pengembangan (developmental research) aplikasi pada penelitian pendidikan matematika. jember: tanpa penerbit. istikomayanti, y. (2016). pembelajaran eksperiensial group investigation (gi) sebagai upaya mengembangkan kemampuan literasi lingkungan siswa kelas iv mi. jurnal pendidikan biologi indonesia, 2(1), 57-71. kambouri, m. (2010, september). teachers an children’s misconceptions in science. paper presented at the british educational research association annual conference, university of warmick. kose, s. (2008). diagnosing student misconceptions: using drawing as a research methode. world applied sciences journal, 3(2), 283-293. nugroho, f. a. (2016). identifikasi miskonsepsi sistem pencernaan manusia pada buku teks biologi sma kurikulum 2013 di kota yogyakarta. jurnal pendidikan biologi, 5(5), 1321. ohio department of education. (2011). ohio’s new learning standards: science standards. ohio, us: ohio department of education. ozgur, s. (2013). the persistence of misconception about the human blood circulatory system among students in different grade levels. international journal of environmental & science education, 8(2), 255-268. ozgur, s. & fatma, c. p. (2008). the investigationof 6th grade student misconceptions orginated from didactic about “digestive system” subject. educational science theory & practice, 8(1), 149-159. ozsevgec, l., huseyin a. & melike, u. (2012, december). the effect of swedish knife model on students’ understanding of digestive system. presented in asia-pasific forum on science learning and teaching. permendikbud no. 65 tahun 2013 tentang standar proses pembelajaran. prokop, p., jana f., & sue d. t. (2009). the effect of type instruction on exprssion of children’s knowledge: how do children see the endocrine and urinary system? international journal of environmental and science education, 4(1), 75-93. sadler, m. & gerhard, s. (2016). understanding misconceptions: teaching and learning in middle school physial science. usa: american educator. suciati & resty, h. (2015, november). the effect of module-based bounded inquiry laboratory on the digestive https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 103-113) disubmit: 08 mei 2017 direvisi: 14 juni 2017 disetujui: 14 juni 2017 istikomayanti & mitasari, miskonsepsi materi sistem 113 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4326 system material of xi grade toward process dimension of students’ science literacy. makalah dipresentasikan pada seminar ictte fkip, universitas negeri sebelas maret, surakarta, jawa tengah. thompson, s. l., christine, l, xumei, f., & laurie, t. (2016). enhanching elementary pre-service teachers’ plant process conceptions. the association for science teacher education, 27:439-463. yasri, p. (2014). a systematic classification of student misconceptions in biological evolution. international journal of biology education, 3(2), 31-41. https://doi.org/10.22219/jpbi.v3i2.4326 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 36 available at http://ejournal.umm.ac.id/index.php/jpbi studi kasus pada psikologi pendidikan: bagaimana mahasiswa memiliki kemampuan problem solving? a case study in psychology education: how student have a problem solving skills? uus toharudin 1 , iwan setia kurniawan 2 1,2 program studi pendidikan biologi, universitas pasundan bandung, jl. tamansari 6-8, bandung, telp. (022) 4205317 e-mail korespondensi: iwansetiakurniawan@yahoo.com abstrak penelitian ini bertujuan untuk mengetahui kemampuan problem solving mahasiswa calon guru biologi di universitas pasundan pada mata kuliah psikologi pendidikan dan persepsi mahasiswa mengenai perkuliahan psikologi pendidikan.. metode penelitian menggunakan deskriptif kuantitatif. sampel dalam penelitian ini sebanyak 30 mahasiswa untuk kelompok eksperimen-1 dan 30 mahasiswa untuk kelompok eksperimen-2 kelompok. teknik pengumpulan data dilakukan tes, data dipeloreh dari hasil tes mahasiswa yang diberikan skor. analisis data dilakukan dengan deskriptif stastistik. hasil penelitian menunjukan bahwa kemampuan problem solving mahasiswa calon guru biologi pada mata kuliah psikologi pendidikan termasuk kategori baik untuk kelompok eksperimen-1 dan kategori cukup untuk kelompok eksperimen-2. hal tersebut berbanding terbalik dengan perolehan skor rata-rata hasil tes yaitu skor ratarata kelompok eksperimen-1 sebesar 2,92, dan skor rata-rata kelompok eksperimen-2 sebesar 3,11. hasil analisis kuesioner mahasiswa mengenai persepsi perkuliahan psikologi pendidikan diperoleh skor tertinggi sebesar 3,30 atau sebesar 82,5% yang menyatakan kemampuan dosen dalam menyajikan materi secara menarik. sedangkan skor terendah sebesar 2,50 atau sebesar 62,5% yang menyatakan bahwa dosen memulai dan mengakhiri perkuliahan tepat waktu serta ketersediaan dosen dalam memberikan bimbingan di luar perkuliahan. berdasarkan hasil penelitian maka dapat disimpulkan bahwa kemampuan problem solving kelompok eksperimen-1 lebih baik daripada kelompok eksperimen-2. kata kunci: model pembelajaran, problem solving, psikologi pendidikan abstract this study aims to determine the ability of problem solving student of biology and perceptions in the subject of educational psychology, using descriptive quantitative research method. the samples in this study were 30 students for the experimental group-1 and 30 students for the experimental group-2 group. data was analyzed using descriptive statistical. the results showed that problem solving ability biology student teachers in educational psychology courses including both categories for the experimental group and category-1 enough for the experimental group-2. it is inversely related to the acquisition of the average score of the test result is the average score of the experimental group-1 amounted to 2.92, and the average score of the experimental group-2 at 3.11. the results of the questionnaire analysis of student perceptions obtained the highest score of 3.30, or by 82.5% said the ability of the faculty in presenting the material in an interesting way. while the lowest score of 2.50 or a 62.5% state that faculty lectures begin and end on time, and the availability of lecturers in providing guidance outside the lecture. based on the results of the study it can be concluded that the experimental group problem solving ability-one better than the experimental group-2. keywords: educational psychology, instructional model, problem solving metode pembelajaran merupakan sebuah alat untuk mencapai tujuan tertetu dalam pendidikan. metode pembelajaran yang tepat tentu saja akan menghasilkan pencapaian yang maksimal. salah satu metode pembelajaran yang dinilai cukup efektif adalah problem solving (pemecahan masalah). menurut wena (2009) metode problem solving diarahkan untuk melakukan operasi prosedural urutan tindakan, tahap demi tahap secara sistematis. pemecahan masalah sistematis merupakan petunjuk untuk melakukan suatu tindakan yang berfungsi untuk jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 37 available at http://ejournal.umm.ac.id/index.php/jpbi membantu seseorang dalam menyelesaikan suatu permasalahan. model pembelajaran problem solving adalah cara penyajian bahan pelajaran dengan menjadikan masalah sebagai titik tolak pembahasan untuk dianalisis dalam usaha mencari pemecahan/jawaban oleh siswa (mbulu, 2001). greeno (1978) mencatat bahwa kaum psikolog aliran gestalt misalnya mendefinisikan masalah sebagai situasi dimana terdapat kesenjangan atau ketidaksejalanan antar representasi-representasi kognitif. kaum behavioris menyatakan bahwa masalah terjadi apabila respon yang diperlukan untuk mencapai beberapa tujuan tertentu kurang kuat dibanding responrespon lain atau jika sejumlah respon sebenarnya diperlukan namun cenderung tidak dapat ditampilkan keseluruhannya. penganut teori pemrosesan informasi melihat masalah sebagai suatu keadaan ketika pengetahuan yang tersimpan dalam memori belum siap pakai untuk digunakan dalam memecahkan masalah. metode problem solving diharapkan dapat memecahkan masalah atau kasuskasus dalam pembelajaran. kemampuan ini sangat penting dimiliki oleh mahasiswa dalam mengembangkan kemampuan berpikirnya, sehingga dapat memberikan solusi terbaik pada permasalahan yang dihadapinya. menurut bruner (tan, 2003) orang yang berpengetahuan adalah mereka sebagai pemecah masalah, orang yang berinteraksi dengan lingkungan dalam berhipotesis, mengembangkan generalisasi pengetahuan dan terlibat dalam menciptakan solusi. menurut fitari et al (2015) metode problem solving memudahkan dalam menyelesaikan masalah dalam kehidupan sehari-hari, karena untuk mencapai suatu pemahaman yang mendalam peserta didik melakukan aktifitas berpikir, dengan penanaman konsep mengambil masalah. dengan demikian bahawa metode problem solving dapat meningkatkan kemampuan berpikir kritis mahasiswa terkait studi kasus yang dihadapinya. menurut white & whitaker (2009) menggunakan studi kasus dalam pembelajaran akan meningkatkan keterlibatan siswa, meningkatkan kemampuan berpikir kritis dan membantu siswa dalam mengembangkan pemahaman konsep secara mendalam. psikologi pendidikan merupakan cabang ilmu yang menkhususkan diri pada cara memahami pengajaran dan pembelajaran dalam lingkungan pendidikan (santrock, 2004). psikologi pendidikan merupakan ilmu yang mengkaji perilaku dan proses mental suatu organisme hubungannya dengan dunia pendidikan (asrori, 2009). psikologi pendidikan mengkaji hal-hal yang kompleks menyangkut perilaku manusia melalui tahapan proses mental dalam hal ini dikhususkan dalam proses pembelajaran. dalam mengkaji kompleksitas psikologi pendidikan dibutuhkan pemikiran yang tinggi sebab dari kompleksitas tersebut akan muncul berbagai masalah yang harus dipecahkan. memecahkan masalah psikologi pendidikan mahasiswa dituntut untuk memiliki kemampuan berpikir kritis. menurut yustyan et al (2015) bahwa aktivitas berpikir kritis merupakan proses ilmiah didasari dengan cara berpikir logis berdasarkan fakta-fakta yang mendukung. menurut fisher (2001) mengemukakan bahwa berpikir kritis merupakan kemampuan interpretasi dan evaluasi dari jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 38 available at http://ejournal.umm.ac.id/index.php/jpbi observasi dan komunikasi, informasi dan argumentasi. beberapa kemampuan yang dikemukakan oleh fisher sangat penting dimiliki oleh mahasiswa calon guru dalam memecahkan masalah terkait psikologi pendidikan. selaras dengan itu varela et al (2005) mengemukakan bahwa berpikir kritis adalah suatu proses sadar diri yang menggunakan pertimbangan berdasarkan bukti, metode dan kriteria tertentu untuk menafsir, menganalisis, dan mengevaluasi pengetahuan. penelitian ini bertujuan untuk mengukur kemampuan problem solving mahasiswa calon guru dengan studi kasus yang disajikan terkait dengan psikologi pendidikan kemampuan problem solving yang dimiliki mahasiswa diharapkan dapat memecahkan masalah yang kompleks terkait dengan dunia pendidikan. selain itu penelitian ini juga bertujuan untuk meningkatkan mutu perkuliahan pada mata kuliah psikologi pendidikan. penelitian ini melibatkan mahasiswa calon guru pendidikan biologi dilingkungan fkip unpas. menurut nasution (2008) memecahkan masalah (problem solving) dapat dipandang sebagai proses dimana pelajar menemukan kombinasi aturanaturan yang telah dipelajarinya lebih dahulu yang digunakannya untuk memecahkan masalah dan mampu menghasilkan pelajaran baru atau mempelajari sesuatu yang baru. greeno (1978) misalnya menyebut adanya tiga jenis masalah yang meliputi (1) masalah-masalah yang berkenaan dengan membangun struktur (problems of inducing structure) (2) masalah transformasi (problems of transformation) dan (3) masalah penataan/pengaturan (problems of arrangement). menurut qin et al. (1995) masalah yang harus dipecahkan dapat dipilah menjadi empat macam yaitu (a) masalah yang bersifat kebahasaan (linguistic problems) (b) masalah yang bersifat bukan kebahasaan (non linguistic problems), (c) masalah yang dibatasi dengan baik (well-defined problems), (d) masalah yang tidak dibatasi dengan baik (ill-defined problems). sehubungan dengan itu frederiksen (1984) berpendapat bahwa pembedaan masalah ke dalam masalah yang well defined dan ill defined itu terlalu sederhana. oleh karena itu ia mengajukan tiga kategori masalah yang menurutnya „mungkin lebih mencerminkan variasi persoalan secara lebih baik‟ yaitu (a) masalah yang distrukturkan dengan baik (well structured problems), (b) masalah yang distrukturkan dan memerlukan berpikir produktif (structured problems requiring productive thinking), dan (c) masalah yang tidak distrukturkan dengan baik (ill structured problems). menurut marzano (1988) problem solving adalah salah satu bagian dari proses berpikir yang berupa kemampuan untuk memecahkan persoalan. terminologi problem solving digunakan secara ekstensif dalam psikologi kognitif. menurut palumbo (1990) problem solving adalah fungsi dari cara bagaimana stimulus tertentu menjadi in-put melalui sistem sensori ingatan, diproses dan dikoding melalui memori kerja (working memory/short term memory) dan disimpan bersama asosiasi-asosiasi dan peristiwa-peristiwa (histories) yang sekeluarga dalam memori jangka panjang (long term memory). girl et al. (2002) menyatakan bahwa pemecahan masalah adalah proses yang melibatkan penerapan pengetahuan dan ketrampilan-ketrampilan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 39 available at http://ejournal.umm.ac.id/index.php/jpbi untuk mencapai tujuan. sedangkan menurut gagne & briggs (1979) unjuk kerja pemecahan masalah itu berupa penciptaan dan penggunaan aturan yang kompleks dan lebih tinggi tingkatannya, untuk mencapai solusi masalah. ihwal pemecahan masalah sebagai salah satu bentuk transfer juga dikemukakan oleh fuchs (2003) yang menyatakan bahwa pemecahan masalah matematika yang meminta pebelajar menerapkan pengetahuan, ketrampilanketrampilan serta strategi strategi pada masalah-masalah baru adalah satu bentuk transfer belajar. menurut white & whitaker (2009) menggunakan studi kasus dalam pembelajaran akan meningkatkan keterlibatan siswa, meningkatkan kemampuan berpikir kritis dan membantu siswa dalam mengembangkan pemahaman konsep secara mendalam. dalam upaya memecahkan masalah tentu saja harus ada masalah yang harus dipecahkan dalam hal ini sebuah kasus khususnya dalam dunia pendidikan. menurut bogdan & bikien (creswell, 1998) studi kasus merupakan pengujian secara rinci terhadap satu latar atau satu orang subjek atau satu tempat penyimpanan dokumen atau satu peristiwa tertentu. surachrnad (creswell, 1998) membatasi pendekatan studi kasus sebagai suatu pendekatan dengan memusatkan perhatian pada suatu kasus secaraintensif dan rinci. sementara yin (1989) memberikan batasan yang lebih bersifat teknis dengan penekanan pada ciri-cirinya. ary (2010) menjelasan bahwa dalam studi kasus hendaknya peneliti berusaha menguji unit atau individu secara mendalarn. para peneliti berusaha menemukan semuavariabel yang penting. berdasarkan batasan tersebut dapat dipahami bahwa batasan studi kasus meliputi: (1) sasaran penelitiannya dapat berupa manusia, peristiwa, latar, dan dokumen; (2) sasaran-sasaran tersebut ditelaah secara mendalam sebagai suatu totalitas sesuai dengan latar atau konteksnya masing-masing dengan maksud untuk mernahami berbagai kaitan yang ada di antara variabel-variabelnya. given (2008) dalam bukunya “the sage encyclopedia of qualitative research methods“ mengungkapkan bahwa “a case study is a research approach in which one or a few instances of a phenomenon are studied in depth.”. penelitian kasus atau studi kasus adalah suatu penelitian yang dilakukan secara intensif terinci dan mendalam terhadap suatu organisasi, lembaga atau gejala tertentu. metode metode yang digunakan dalam penelitian ini adalah metode deskriftif kuantitatif. populasi pada penelitian ini adalah 104 mahasiswa yang terbagi dalam 2 kelas. sampel pada penelitian ini sebanyak 60 mahasiswa. sebanyak 30 mahasiswa untuk kelompok eksperimen-1 dan sebanyak 30 mahasiswa untuk kelompok eksperimen-2. teknik pengambilan sampel secara acak (random sampling) berdasarkan rumus yang dikembangkan oleh isaac dan michael (sugiyono, 2011) sebagai berikut: sampel = λ 2 .n.p.q …….. (1) d 2 (n-1) + λ 2 .p.q λ 2 = dengan dk=1. p=q= 0,5. d= 0,005. n= jumlah populasi jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 40 available at http://ejournal.umm.ac.id/index.php/jpbi penelitian dilaksanakan pada bulan juni 2016, di universitas pasundan bandung. pengumpulan data dilakukan dengan teknik tes. teknik tes untuk mengumpulkan data dilakukan dengan memberikan instrument pada mahasiswa berupa soal essay berupa studi kasus. data kemampuan berpikir kritis mahasiswa dianalisis dengan uji statistik dengan menggunakan program microsoft excel. langkah-langkah dalam analisis data tes akhir kemampuan berpikir kritis siswa dan penguasaan konsep siswa adalah sebagai berikut, (1) menentukan skor dan nilai tes akhir; (2) menentukan nilai ratarata dan persentase masing-masing kategori; (3) menentukan rata-rata daya serap soal (dalam %) untuk setiap indikator; dan (4) menentukan kategori kemampuan berpikir kritis mahasiswa. dari data yang terkumpul pada penelitian selanjutnya dilakukan analisis dengan teknik analisis evaluasi secara deskriptif kuantitatif yaitu mendeskripsikan dan memaknai tiap-tiap komponen dibandingkan dengan acuan kriteria berdasarkan skor rerata ideal (mi) dan skor simpangan baku ideal (sbi) yang dicapai oleh lembar instrumen. penelitian ini menggunakan angket skala 5 (lima) dengan konversi nilai dan skor, menentukan (mi) dan (sbi) pada penelitian ini menggunakan rumus yang dikembangkan oleh jumadi (2012). penentuan (mi) dan (sbi) disajikan pada tabel 1. tabel 1. konversi skor dalam skala 5 nilai skor kriteria 1 x> (mi + 1,8 sbi) sangat baik 2 (mi + 0,6 sbi) < x < (mi + 1,8 sbi) baik 3 (mi 0,6 sbi) < x ≤ (mi + 0,6 sbi) cukup 4 (mi – 1,8 sbi) < x ≤ (mi – 0,6 sbi) kurang 5 x ≤ (mi 1,8 sbi) sangat kurang penentuan 1,8 sbi untuk kategori dimaksudkan agar jarak kategori tidak terlalu kecil yang menjadi kategori lebih banyak dan tidak terlalu besar yang menjadikan kategori terlalu sedikit. hasil dan pembahasan berdasarkan hasil analisis nilai ujian akhir semester pada kedua kelompok eksperimen. hasil analisis nilai uas berdasarkan nilai rata-rata disajikan pada gambar 1. gambar 1. rata-rata nilai uas eksperimen-1 dan eksperimen-2 penelitian ini juga dilakukan analisis mengenai kemampuan problem solving mahasiswa pada perkuliahan psikologi pendidikan berdasarkan kategorinya. hasil analisis kemampuan problem solving mahasiswa pada kelompok eksperimen-1 dapat dilihat pada tabel 2. tabel 2. kategori kemampuan problem solving mahasiswa kelompok eksperimen-1. skor kriteria x > 3,04 sangat baik 2,68 < x < 3,04 baik 2,32 < x ≤ 2,68 cukup 1,96 < x ≤ 2,32 kurang x ≤ 1,96 sangat kurang berdasarkan tabel 2 diperoleh informasi bahwa kemampuan problem solving mahasiswa pada kelompok jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 41 available at http://ejournal.umm.ac.id/index.php/jpbi eksperimen-1 dengan nilai rata-rata uas sebesar 2,92 termasuk dalam kategori baik. untuk membandingkan kategori kemampuan problem solving mahasiswa pada kelompok eksperimen-2 dapat dilihat pada tabel 3. tabel 3. kategori kemampuan problem solving mahasiswa kelompok eksperimen-2. skor kriteria x > 3,58 sangat baik 3,31 < x < 3,58 baik 3,04< x ≤ 3,31 cukup 2,77 < x ≤ 3,04 kurang x ≤ 2,77 sangat kurang berdasarkan tabel 3 diperoleh informasi bahwa kemampuan problem solving mahasiswa kelompok eksperimen-2 dengan nilai rata-rata uas sebesar 3,11 termasuk dalam kategori cukup. selain analisis dilakukan pada hasil uas juga dilakukan analisis mengenai persepsi mahasiswa terkait dengan perkuliahan psikologi pendidikan. pengambilan kuesioner dilakukan pada akhir perkuliahan yang melibatkan 30 mahasiswa sebagai sampel. hasil analisis data kuesioner mahasiswa dapat dilihat pada tabel 4. tabel 4. analisis kuesioner persepsi mahasiswa no pernyataan skor rata-rata persentase (%) 1 3,20 80 2 2,87 71,6 3 2,23 81,8 4 3,30 82,5 5 3,03 75,8 6 3,00 75 7 3,00 75 8 3,20 80 9 2,97 74,2 10 2,97 74,2 11 3,07 76,6 12 3,07 76,6 13 3,20 80 14 2,97 74,2 15 3,03 75,8 16 2,50 62,5 17 3,03 75,8 18 3,03 75,8 19 3,13 78,3 20 2,50 62,5 rata-rata 3,02 75,37 berdasarkan tabel 4 skor rata-rata untuk semua pernyataan sebesar 3,02 atau sebanyak 75,37%. berdasarkan data tersebut juga dapat diperoleh informasi bahwa rata-rata tertinggi untuk persepsi mahasiswa terkait perkuliahan psikologi pendidikan yaitu pada pernyataan nomor 4 yaitu kemampuan dosen dalam menyajikan materi secara menarik dengan skor rata-rata 3,30. sedangkan rata-rata terendah yaitu pada pernyataan nomor 16 dan 20 sebesar 2,50. pernyataan nomor 16 menyatakan bahwa dosen memulai dan mengakhiri pembelajaran tepat waktu, sedangkan pernyataan nomor 20 menyatakan mengenai ketersediaan dosen memberikan bimbingan di luar perkuliahan. kemampuan problem solving dewasa ini sangat diperlukan, terutama bagi mahasiswa calon guru harus memiliki keterampilan dalam memecahkan masalah khususnya mengenai dunia pendidikan. menurut wena (2009) bahwa metode problem solving diarahkan untuk melakukan operasi prosedural urutan tindakan, tahap demi tahap secara sistematis. pemecahan masalah sistematis merupakan petunjuk untuk melakukan suatu tindakan yang berfungsi untuk membantu seseorang dalam menyelesaikan suatu permasalahan. sejalan dengan hal tersebut mbulu (2001) menyatakan bahwa model pembelajaran problem solving adalah cara penyajian bahan pelajaran dengan menjadikan masalah sebagai titik tolak pembahasan untuk dianalisis dalam usaha mencari pemecahan/jawaban oleh siswa. menurut nasution (2008) memecahkan masalah (problem solving) dapat dipandang sebagai proses dimana pelajar menemukan kombinasi aturanaturan yang telah dipelajarinya lebih dahulu jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 42 available at http://ejournal.umm.ac.id/index.php/jpbi yang digunakannya untuk memecahkan masalah dan mampu menghasilkan pelajaran baru atau mempelajari sesuatu yang baru. dengan menerapkan metode ini diharapkan dapat memperbaiki pembelajaran serta dapat meningkatkan aktivitas belajar siswa dan hasil belajar yang diperoleh. berdasarkan hasil penelitian diperoleh informasi bahwa kemampuan problem solving mahasiswa pada kelompok eksperimen-1 lebih baik daripada kelompok eksperimen-2 berdasarkan kategorinya (dapat dilihat pada tabel 2 dan tabel 3). hal ini berbanding terbalik dengan rata-rata nilai uas, pada kelompok eksperimen-1 sebesar 2,92 justru lebih rendah daripada kelompok eksperimen-2 sebesar 3,11. (dapat dilihat pada gambar 1). hal ini menjadi sebah fenomena bahwa rata-rata nilai uas tidak menjamin pada kemampuan pemecahan masalah dengan baik. sebagai bahan evaluasi bagi dosen, maka pada penelitian ini dianalisis kuesioner persepsi mahasiswa terkait dengan perkuliahan psikologi pendidikan. hasil analisis data disajikan pada tabel 4. berdasarkan tabel tersebut diperoleh informasi bahwa penilaian rata-rata tertinggi yaitu pada pernyataan nomor 4 yang menyatakan kemampuan dosen menyajikan materi secara menarik dengan skor rata-rata 3,30 atau sekitar 82,5%. hal ini perlu dipertahankan bahkan ditingkatkan pada perkuliahan selanjutnya. sedangakan skor rata-rata terendah yaitu pada pernyataan nomor 16 sebesar 2,50 atau sebanyak 62,5% yang menyatakan dosen memulai dan mengakhiri perkuliahan dengan tepat waktu, hal ini tentu saja akan dijadikan bahan evaluasi agar supaya lebih ditingkatkan lagi pada perkuliahan selanjutnya. skor terendah juga terdapat pada pernyataan 20 sebesar 2,50 atau sebanyak 62,5% yang menyatakan ketersediaan dosen dalam memberikan bimbingan di luar perkuliahan. ini memang salah satu kelemahan dosen mungkin karena kesibukannya, tetapi dari hasil analisis tersebut dapat dijadikan bahan evaluasi diri khususnya bagi dosen untuk lebih meluangkan waktu lagi di luar jam perkuliahan. dengan demikian hasil penelitian ini akan dijadikan sebagai bahan evaluasi dengan mempertahankan bahkan meningkatkan kelebihan dan memperbaiki kekurangan dalam rangka meningkatkan kualitas pendidikan khususnya di lingkungan universitas pasundan. penutup berdasarkan hasil analisis data, temuan dan pembahasan dalam penelitian ini maka dapat ditarik kesimpulan bahwa kemampuan problem solving mahasiswa calon guru biologi pada mata kuliah psikologi pendidikan termasuk kategori baik untuk kelompok eksperimen-1 dan kategori cukup untuk kelompok eksperimen-2. hal tersebut berbanding terbalik dengan perolehan skor rata-rata hasil tes yaitu skor rata-rata kelompok eksperimen-1 sebesar 2,92, dan skor ratarata kelompok eksperimen-2 sebesar 3,11. hasil analisis kuesioner mahasiswa mengenai persepsi perkuliahan psikologi pendidikan diperoleh skor tertinggi sebesar 3,30 atau sebesar 82,5% yang menyatakan kemampuan dosen dalam menyajikan materi secara menarik. sedangkan skor terendah sebesar 2,50 atau sebesar 62,5% yang menyatakan bahwa dosen memulai jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 36-44) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 toharudin & kurniawan, studi kasus pada psikologi 43 available at http://ejournal.umm.ac.id/index.php/jpbi dan mengakhiri perkuliahan tepat waktu serta ketersediaan dosen dalam memberikan bimbingan di luar perkuliahan. berdasarkan hasil penelitian maka dapat disimpulkan bahwa kemampuan problem solving kelompok eksperimen-1 lebih baik daripada kelompok eksperimen-2. selain itu hasil penelitian ini juga akan dijadikan evaluasi dan referensi bagi dosen untuk lebih meningkatkan lagi kualitas perkuliahan di masa yang akan datang. daftar rujukan ary, d. 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(2018). developing flash media of quranic-based human reproduction system material. jpbi (jurnal pendidikan biologi indonesia), 4(3), 235-242. doi: https://doi.org/10.22219/jpbi.v4i3.6822 vol. 4 no. 3, 2018; pp. 235-242 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 12/10/2018 revised: 07/11/2018 accepted: 15/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing flash media of quranic-based human reproduction system material arif didik kurniawan*, nuri dewi muldayanti, and banita eka putri department of biology education, faculty of teacher training and education, universitas muhammadiyah pontianak, pontianak, west kalimantan, indonesia *corresponding e-mail: arifdidikk@gmail.com abstract the problem of implementing islamic values in the learning process is one of the concerns in islamicbased schools, in particular, rahmatan lil’alamin islamic senior high school in pontianak. this study aimed to develop learning media based on the quran verses in the human reproduction system using macromedia flash software. this research and development used three phases of the 4d model developed by thiagarajan, namely define, design, and development. the development results were validated by expert appraisal consisted of instructional review (appropriateness, effectiveness, feasibility) and technical review (media and language). instruments used in this study were interview guide sheet (define phase), validation sheets, student response questionnaires, and post-test for product trial (development phase). product trials were carried out by testing large groups consisted of 64 students majoring in social science at rahmatan lil’alamin islamic senior high school. the expert appraisal results showed that media reached “very valid” criteria with the validation scores 83.33 (instructional review), 80.42 (media), and 85.00 (language). therefore, the flash media of quranic-based human reproduction system material is potential to be used as media in teaching islamic values integrated within the learning process. keywords: human reproduction system, learning media, macromedia flash, quranic verses © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction media can be applied in almost any discipline to improve learning, both in class and for out-of-class assignments. learning media appearance can be used to stimulate thoughts, feelings, and abilities or skills of learners (ahmadi, fakhruddin, trimurtini, & khasanah, 2017; anwariningsih & ernawati, 2013; chen & chen, 2011; firdausi, prabawa, & sutarno, 2017; salomon, 1979). according to wahyuningsih, jamaluddin, & karnan, (2015), the role of learning media in the learning process can enhance students’ motivation in studying. this is in accordance with the opinion of arsyad (2009) that learning media can clarify the presentation of information so that it can facilitate the learning process. for this reason, learning media become one of the important factors in the achievement of students’ competencies. in line with the development of science and technology, teachers must be able to utilize it and the potential of the surrounding environment, both natural and social processes as learning media. the teachers can define and design effective and powerful teaching and learning systems based on learning media that will be responsive to student needs (onyenemezu & olumati, 2014; oyedele, rwambiwa, & mamvuto, 2013; pandey, 2012). besides that, the teacher is expected to be able to determine the learning media in accordance with the characteristics of the material delivered, such as in biology material. specific learning media is needed in some learning activities to make the student understand more easily and clearly. biology, as a science related to life and nature, becomes one subject that is less attractive to students. indonesian students have the “memorizing" mindset in biology learning. it is because the learning system is less able to use the media to help students learn. therefore, it is necessary to develop an interactive-based learning media to promote student’s interest in biology learning (anwariningsih & ernawati, 2013; chen & chen, 2011; hamidi, https://doi.org/10.22219/jpbi.v4i3.6822 sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 235-242 236 developing flash media of quranic…. kharamideh, & ghorbandordinejad, 2011; karno, 2015; putra, ardi, & leilani, 2017; rizky r, noranita, & wirawan, 2013) which is in line with the curriculum in indonesia. one of the learning media that can be used in the learning process is macromedia flash. macromedia flash is software that is used to create an animation in the form of images or writing in order to improve students’ understanding on the lesson (darmawan, 2011; karno, 2015; safitri, hartono, & somakim, 2013; wahyuningsih et al., 2015). it is suitable to be used in biology learning because many biological materials are abstract and difficult to understand. one of the abstract materials in biology subject is the material of the human reproduction system. with the help of macromedia flash as a learning media, it is expected that students can comprehend reproduction system material more easily. according to research conducted by (karno, 2015), student learning outcomes using macromedia flash are better than those who do not apply the mentioned media. characteristics of macromedia flash besides being able to display the contents of the subject matter can also be inserted with other messages, such as religious value. the learning of religious values is closely related to islamicbased schools, in particular, rahmatan lil’alamin islamic senior high school in pontianak. in fact they have difficulty to implement islamic values in the learning process. therefore the development of islamic value-based media using macromedia flash can be the answer to this problem. according to fitri (2012) character building (e.g islamic value) can be integrated into every learning process, every subject needs to be developed and associated with daily life. technology can be used to educate islamic value to the students (al-mosa, 2015; lubis et al., 2011; masum, ullah, & azad, 2011). islamic value can be integrated with materials in biology subject because it’s discussing the intricacies of living things, the environment and the interaction between the two. many verses of the quran have links with biology materials, i.e. embryology, zoology, botany, ecology, reproduction, genetics, medicine, agriculture, and so on. teachers have a big role to accommodate the islamic value in students’ learning (elhoshi, embong, bioumy, abdullah, & nawi, 2017; tan, 2014). this study aimed to develop learning media based on the quran verses in the human reproduction system using macromedia flash software. method this research and development used three phases of the 4d model developed by thiagarajan, semmel, & semmel (1974), namely define, design, and development phase. the dissemination phase was not regulated since the research objectives have been obtained at the phase of development, which is to develop a valid media. instruments used in define phase was interview guide sheet, while in the development phase were validation sheets, student response questionnaire, and post-test. the interview was conducted with student and biology teacher as interviewees. media was designed and developed using adobe flash cs 5. it was developed based on the quranic verses related to human reproduction system material for the second grade of senior high school student. the development results were validated by expert appraisal consisted of instructional review (appropriateness, effectiveness, feasibility) and technical review (media and language). validation sheet was used to measure appropriateness, media, and language. students’ respond questionnaire was used to measure the feasibility of media. while post-test was used to measure the effectiveness of media by product trial. product trials were carried out by testing large groups consisted of 64 students majoring in social science at rahmatan lil’alamin islamic senior high school in mepawah district, pontianak, west kalimantan, indonesia. the result of the validation sheet (appropriateness, media, and language) was analyzed using criteria as displayed in table 1. table 1. validity and practicality criteria of macromedia flash scores qualifications 81.25 ≤ x ≤ 100 62.5 ≤ x < 81.25 43.75 ≤ x < 62.5 25 ≤ x < 43.75 very valid valid fair poor source: agatha, prihatin, & narulita (2017) the score of students’ post-test was analyzed based on minimum criteria of mastery (kkm-kriteria ketuntasan minimal), as high as 75. the students’ classical sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 235-242 developing flash media of quranic…. 237 completeness was analyzed using criteria in table 2. table 2. students’ classical completeness classical completeness (%) description x > 80 60 < x ≤ 80 40 < x ≤ 60 20 < x ≤ 40 x ≤ 20 very good good fair poor failed source: widoyoko (2013) results and discussion define phase the define phase was conducted to analyze the problem in islamic-based schools, rahmatan lil’alamin islamic senior high school. there were front-end analysis, learner analysis, concepts analysis, and specifying instructional objectives. the result of front-end analysis showed that during the learning process, the teacher used textbooks and student worksheets as learning media. in addition, based on learner analysis, there were 71.9% of the total students who had not reached the minimum criteria of mastery. it’s showed that students find difficulties to understand the reproduction system material. furthermore, the syllabi analysis stated that one of the competencies that must be achieved by students is a spiritual attitude. students are expected to be able to live and practice the teachings of their belief (religion). it’s confirmed that spiritual attitude (i.e. islamic value) need to be integrated into the learning process. however, the teacher rarely linked the material taught with this value, as well as in the learning media. the textbook and student worksheet used in learning could not support islamic value teaching for student. the student analysis also measured by interviewing students in social science class. it is described the learning difficulties faced by students during the learning process. the results obtained from students’ interview explained that the teacher seldom uses learning media which integrated with islamic value during the learning process. so far, most teachers had only focused on delivering the material using textbooks and worksheets. therefore, the need for learning media innovations is urgent, especially animation media to stimulate attention, interests, thoughts, and feelings of students in achieving learning objective (sari & ulya, 2017; sharma & pooja, 2016; tileston, 2003; wahyuningsih et al., 2015). the results of concept analysis showed that the student competency in human reproduction system is: “students are able to analyze the relationship between the structure of composed tissue in reproductive organs and their functions in the process of human reproduction through literature studies, observations, experiments, and simulations”. in line with the analysis of the learning objectives, students were able to: 1) specify the reproduction organs of the reproduction system; 2) explain the functions of the reproduction system organ; 3) explain the function of the hormone; 4) explain the process of gametogenesis; and 5) explain the process of fertilization, gestation, and labor. some of the primary concepts in reproduction system include gametogenesis, fertilization, and gestation (pregnancy). these concepts also explained in the quran. for example in quran surah (q.s.) al-mursalaat: 20-22 which explain embryo grows in the uterus: “did we not create you from contemptible water? then we placed it in a secure restingplace, till an appointed term.” based on the explanation above, learning media which can relate the material to the islamic value (i.e. quran verses) is needed. the developing of flash media of quranic-based human reproduction system material must be appropriate with the objectives. design phase the initial designs of flash media of quranic-based human reproduction system material were: a) introduction template consists of title and objective (figure 1). figure 1. introduction template. the ‘next’ button’s function is to go the main menu sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 235-242 238 developing flash media of quranic…. b) the main template consists of learning material (figure 2-3), video included into macromedia flash software frame (figure 4), and evaluation tests (figure 5). the quran verses used are q.s. al-waqi’ah: 58, q.s. al-‘alaq: 2, q.s. an-najm: 45-46, q.s. al-qiyaamah: 37-39, q.s. al-mursalat: 20-21, q.s. at-tariq: 6-7, q.s. as-sajdah: 7-9, q.s. al-‘infitaar: 7-8, and q.s. almu’minuun: 67. figure 2. the main menu consists of learning competencies, indicators and materials. figure 3. the materials template. each topics has detailed explanation. figure 4. animation video explains the process of spermatogenesis, oogenesis, and fertilization. the quran verses related to each concept are inserted in the template. figure 5. evaluation template consists of multiple choice questions. c) the closing template contains of references (figure 6). references list can be used to help students to find and access other learning source. figure 6. the template of references list. development phase there are expert appraisals consisted of instructional review and technical review in the development phase. a) instructional review the purpose of this stage is to conduct the appropriateness review, feasibility review, and effectiveness review of developed media. based on the validation result by material expert, developed media was appropriate to use with the score is 83.33 (very valid criteria). it could be informed that the material displayed in the media has already in accordance with the curriculum and learning objectives. it was explained that teaching materials must be relevant to the applicable curriculum (anwariningsih & ernawati, 2013; astatin & nurcahyo, 2016; purwono, yutmini, & anitah, 2014). sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 235-242 developing flash media of quranic…. 239 feasibility review measured by using students’ respond questionnaire. the questionnaire result showed that the flash media of quranic-based human reproduction system indicated good criteria (table 3). students are more motivated using the developed media. the animation video in the developed media makes student interested to learn (ainsworth, 2008; hamidi et al., 2011; karno, 2015; pruneski & donovan, 2007; putra et al., 2017). it can be explained that the advantage of using multimedia in the learning process is the material becomes interactive and clearer because of the presence of sounds and pictures (anwariningsih & ernawati, 2013; chen & chen, 2011; sharma & pooja, 2016). the multimedia gives variation learning forms such as listening to audios, watching videos, paying attention to pictures in the frame so that the students will not easily getting bored in studying the material. table 3. the students’ questionnaire result no questions score (%) criteria 1 i am interested in learning activity of reproduction system using flash learning media (+) 79.43 good 2 animation/simulation in flash learning media is clearly displayed and interesting; it makes me easier to understand reproduction system material (+) 80.00 good 3 i have difficulty to understand the teacher explanation with the use of flash media (─) 18.29 good 4 flash media displays are very interesting; it increases my interest to learn more about reproduction system material using flash media (+) 76.00 good 5 i can understand the text language and the voices used in flash media easily (+) 80.00 good 6 exercise questions presented in the media do not support my understanding towards the learnt material (─) 22.29 good 7 narration/voice/music in the flash media are clearly heard and able to improve my learning interest (+) 79.43 good 8 i feel more unmotivated to learn the reproduction system material because of the poor narration/music played in flash media (─) 17.71 good 9 i am bored when the teacher explains the reproduction system material with flash media (─) 24.57 good 10 i can easily understand the material of reproduction system using flash media (+) 86.29 good 11 i do not like the language and voices used in the flash media (─) 16.00 good 12 flash learning media uses boring and dull display and color (─) 17.71 good 13 i do not like animation/simulation of reproduction system material in the flash media because the material is hard to understand (─) 22.29 good 14 i can answer the exercises in the flash learning media easily and it can improve my understanding of reproduction system material (+) 83.43 good the effectiveness review of the media was measured using students’ post-test score. this stage was seen as useful to grasp the extent to which the produced media can assist the achievement of learning objectives. the result showed that students’ classical completeness was 93.75% which categorized as very good criteria. it can be concluded that the development of this media was classified as effective because it can improve student learning outcomes. the completeness of learning outcomes obtained after applying flash media was due to the improvement of students' learning motivation. students’ motivation increases because the macromedia flash has an appearance with animation. macromedia flash has an attractive appearance partnered with animations appropriated to the subject matter being studied (ainsworth, 2008; astatin & nurcahyo, 2016; hwang, tam, lam, & lam, 2012; pruneski & donovan, 2007; wahyuningsih et al., 2015). the students become more active and pleased because the media provides pictures and information that can be understood better by the students and also it packed in a form of joyful learning. the impact of increasing student motivation in learning influences the achievement of students’ learning outcomes. the flash media can help students understand abstract material easily (kusuma, chamisijatin, & nurwidodo, 2015; wahyuningsih et al., 2015). besides the understanding of the material, students also can relate the material to the quranic verses. the learning process by linking biological material with quranic verses was rarely done by the sambodo et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 235-242 240 developing flash media of quranic…. teacher. this phenomenon made students more interested and motivated to participate in learning activities giving a positive impact on improving learning outcomes, as well as their islamic value. regarding that situation, flash media of quranic-based human reproduction system supports the achievement of spiritual attitude as stated in syllabi. b) technical review the purpose of this stage is to conduct the media review and language review of developed media. based on the validation result by media expert, developed media was categorized as valid criteria (score = 80.42). however, there are some suggestions from the media expert to improve the media, namely: 1) enlarging the display resolution for each frame to be 1024x768; 2) adding a hint icon in the mainframe to display instructions for using the flash media; 3) adding “a stop all sound” script for each frame to regulate the sound not to disturb other frames. the media was revised according to the validator suggestions. the revision process was conducted so that the media have better quality. after that, the result of language review by expert reached very valid criteria (score = 85.00). according to putra et al. (2017), language is a very significant aspect to convey information or material to the reader. in the learning process, language becomes an important thing because it’s emphasized in how to move human or students to do the learning activity in accordance to achieve the determined competency (wicaksono, 2016). for this reason, the role of language is crucial when the teacher delivers the material to students so that students are better prepared and understand the material being studied. according to hamalik (2004), the readiness of students in learning affects the process of delivering learning information in the classroom. based on the expert appraisal results showed that flash media of quranic-based human reproduction system material is potential to be used as media in teaching islamic values integrated within the learning process. conclusion the developed media in this research is flash media of quranic-based human reproduction system using macromedia flash software. this media covers subject matter that is in accordance with the indicator of learning planned by the teacher. this media also includes video and quranic verses to motivate students in studied biology with islamic values. based on the instructional review, media developed is appropriate (score = 83.33), feasible and effective to use. as well as the technical review showed that media and language aspect is valid with the score about 80.42 and 85.00 respectively. therefore, the flash media of quranic-based human reproduction system material is potential to be used as media in teaching islamic values integrated within the learning process. acknowledgment this paper is supported by directorate of research and community empowerment of the universitas muhammadiyah pontianak, west kalimantan province, indonesia. the author wishes to recognize mia audina s.pd and dirga mahardika for their contribution to this study. references agatha, n. d., prihatin, j., & narulita, e. 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(2013). evaluasi program pembelajaran: panduan praktis bagi pendidik dan calon pendidik. yogyakarta: pustaka pelajar. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 2 july 2022, pp. 150-158 10.22219/jpbi.v8i2.20732 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 150 research article metacognitive skill profile of biology education students at institute of teachers’ education in south sulawesi, indonesia romi adiansyah a,1,*, astuti muh. amin b,2, a. ardiantoc,3, ahmad yanid,4, a biology education department, faculty of tarbiyah and teacher training, universitas muhammadiyah bone, jl.abu dg. passolong, bone, south sulawesi 92716, indonesia b biology education department, faculty of tarbiyah and teaching science, iain ternate, jl. lumba-lumba, ternate, north maluku 97727, indonesia. c biology education department, faculty of teacher training and education, universitas muhammadiyah bulukumba, jl. ir. soekarno no. 9, bulukumba, south sulawesi 92513, indonesia d biology education department, faculty of teacher training and education, universitas puangrimaggalatung, jl. puangrimaggalatung, no. 27, wajo, south sulawesi 90915, indonesia 1romiadiansyah04@gmail.com*; 2astutimuhamin@iain-ternate.ac.id; 3ardianto@gmail.com; 4ahyanstkip30@gmail.com * corresponding author introduction one of the factors determining the quality of a nation is education. education can produce active, creative and innovative human resources. however, these cannot develop without the skills and the self-awareness in the education process. these skills are essential in order that school graduates can compete successfully in the global community (amin et al., 2020; redhana, 2019). metacognitive skills become the basis for independent learning to prepare for 21st century education (adiansyah, 2022; scott, 2015; shovkova & a r t i c l e i n f o a b s t r a c t article history received: 28 march 2022 revised: 15 july 2022 accepted: 23 july 2022 published: 31 july 2022 metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. however, these skills still need to review whether these skills have been empowered by educators, particularly in universities. this research was aimed at determining the metacognitive skill profile of biology education students at the institute of teachers’ education in south sulawesi, indonesia. this research used a descriptive quantitative method. the population of this research was all the students of the biology education study program at the non-state institute of teachers’ education in south sulawesi. the samples of this research were 356 biology education students in the second semester who programmed the environmental science course in the 2020/2021 academic year. the instrument used in this research was an essay test to measure students’ metacognitive skills in the environmental science course. the results of the data analysis indicate that the students’ metacognitive skills are in the category of undeveloped as much as 89.27%. therefore, some efforts to improve students’ metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective biology teacher students. copyright © 2022, adiansyah et al this is an open access article under the cc–by-sa license keywords biology education students' metacognitive skills teachers’ education how to cite: adiansyah, r., amin, a. m., ardianto, a., & yani, a. (2022). metacognitive skill profile of biology education students at institute of teachers’ education in south sulawesi, indonesia. jpbi (jurnal pendidikan biologi indonesia), 8(2), 150158. https://doi.org/10.22219/jpbi.v8i2.20732 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.20732 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.20732 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 150-158 151 ardiansyah et al (metacognitive skill profile of biology education …) pasichnyk, 2019). the development of metacognitive skills can help students to develop their independent learning and to select the best learning strategies which are appropriate to the types of assignment, as well as to have the ability to control their cognitive processes (amin et al., 2017; eggen & kauchak, 1996; chalmers, 2011; peters, 2000; schraw & dennison, 1994). metacognition is important in the learning process, and it determines the student's academic success. metacognition enables students to be smart in learning, for example by learning new information rather than learning the previously known information (coutinho, 2007; slavin, 2000). metacognition is a higher mental process involved in learning, such as making learning plans, using appropriate skills and strategies to solve problems, predict the learning outcomes, and adjusting the scope of learning (amin & adiansyah, 2020; arnett & suner, 2019; coutinho, 2007). research results find that the metacognitive skill profile of prospective biology teacher students is at a very risky level with an average value of 10.67 (amnah, 2014; tsai & huang, 2002; nurman et al., 2018). another research result also finds that the metacognitive skills of students at several universities are still not fully developed (bahri, 2015; muhlisin et al., 2016). related to the results of observation carried out by fitiani (2016) on the environmental science course, it was found that the classroom problems were the lack of the student's ability to manage their learning strategies which resulted in low cognitive learning outcomes. this indicates that the level of metacognitive skills and learning results produced by the institute of teachers’ education (ite) is still inadequate because the quality of academic performance can be achieved if students can continually control their cognitive processes (chalmers, 2011; ramdiah & corebima, 2014). ite is an institution that produces qualified teacher candidates and professional teacher candidates (ahmad s, 2017) the quality of teachers needs to be considered by examining the education process, starting from the service by the administrative staff, lecturers, curriculum, places of learning to students' insights on education, and the supporting facilities for the teaching and learning process in ite (azhar, 2009). prospective teachers should be professionally prepared in a particular setting. the educational environment must be designed and prepared in such a way to able to develop the expected character (azhar, 2009). based on the facts explained above, this research aims at revealing the profile of metacognitive skills of biology education students at the non-state institution of teachers’ education (ite) in south sulawesi, indonesia. furthermore, the result of this study could be used as a reference to another metacognitive study in indonesia. method this research is descriptive quantitative research. the population of this research was all the students of the biology education study program at ite in south sulawesi, indonesia. the samples of this research were 356 biology education students in the second semester who programmed the environmental science course in the 2020/2021 academic year. the research samples were spread in stkip muhammadiyah bone, stkip prima sengkang, universitas muslim maros, universitas muhammadiyah makassar, stkip pembangunan makassar, and universitas muhammadiyah pare-pare. this research was conducted from march until may 2021. the research samples were selected by using the purposive sampling technique because this technique was suitable for the criteria of the samples in this research. those criteria were (1) a non-state ite that has biology education study program in south sulawesi; (2) a non-state ite which has the curriculum for the environmental science course in the even semester. the distribution of the research samples can be seen in table 1. table 1. research sample no. name of ite number of students 1 stkip muhammadiyah bone class a: 33 students class b: 35 students 2 stkip prima sengkang class a: 28 students 3 universitas muslim maros class a: 35 students 4 universitas muhammadiyah makassar class a: 35 students class b: 28 students 5 stkip pi pembangunan makassar class a: 33 students class b: 33 students class c: 34 students 6 universitas muhammadiyah pare-pare class a: 35 students class b: 31 students total mean 365 students jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 150-158 152 ardiansyah et al (metacognitive skill profile of biology education …) the data collected in this research consisted of metacognitive skill data. an essay test of environmental science consisting of 14 question items was used as a research instrument to measure students’ metacognitive skills. the instrument had been validated by two experts (material experts and learning instrument development experts), and it had been empirically validated before it was used. the empirical validation was carried out on biology education students of stkip pi pembangunan with a total of 99 students. the results of the construct validity of the essay test by some experts obtained an average value of 3.80 (very valid category). the validity test of the instrument was done by performing confirmatory factor analysis, and it was obtained that the factor weighting value was > 0.3 and a t-value of ± 1.96 (all items of the metacognitive skill instrument were declared valid). the coefficient of cronbach's alpha of the metacognitive skill instrument showed a value of 0.959 (consistent and reliable). the score of the students’ metacognitive skills was obtained by using a metacognitive skill scoring rubric consisting of a 7 scale (0-7) of corebima (2009) as presented in table 2. table 2. metacognitive skills assessment rubric score description 7 the answer is written in their own sentences. the order of answer is harmonious as well as systematic. the answer is logic in correct grammar, supported by explaining reason (analytic, evaluative, or creative explanation), and the answer is correct. 6 the answer is written in their own sentences. the order of answer is harmonious as well systematic. the answer is logic in less correct grammar, supported by explaining reason (analytic, evaluative, or creative explanation), and the answer is correct. 5 the answer is written in their own sentences. the order of the answer is less/unharmonious as well as less/unsystematic. the answer is less/ not logic in less correct grammar, supported by explaining reason (analytic, evaluative, or creative explanation), and the answer is correct. 4 the answer is not written in their own sentences. the order of answer sentences is harmonious as well as systematic. the answer is logic in correct grammar, supported by explaining reason (analytic, evaluative, or creative explanation), and the answer is correct. 3 the answer is not written in their own sentences. the order of answer sentences is less/unharmonious as well as less/unsystematic. the answer is less/not logic, in less correct grammar, supported by explaining reason (analytic, evaluative, or creative explanation), and the answer is correct. 2 the answer is not written in their own sentences. the order of answer sentences is less/unharmonious as well as less/unsystematic. the answer is less/not logic, in less correct grammar, not supported by explaining reason (analytic, evaluative, or creative explanation), and the answer is less correct. 1 the answer is not written in their own sentences. the order of answer sentences is less/unharmonious as well as less/unsystematic. the answer is less/not logic, in less correct grammar, not supported by explaining reason (analytic, evaluative, or creative explanation), and the answer is not correct. 0 there is no answer at al. the scores obtained from the rubrics were calculated using the following metacognitive skill formula (1) (corebima, 2009): (1) where y1= concept gaining score; y2= combined score between concept gaining and metacognitive skills,; and x = metacognitive skill score. the metacognitive skill category was determined by using a scale by green (2007). the score interpretations are as follows: 81 ≤ x ≤ 100 develop very well, 61 ≤ x ≤ 80 develop well, 41 ≤ x ≤ 60 starts to develop, 21 ≤ x ≤ 40 not yet develop, x ≤ 20 still very risky. the data were analyzed descriptively by determining the mean and percentage obtained by each respondent. results and discussion the recapitulation of the metacognitive skill score percentage of the biology students can be seen in table 3. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 150-158 153 ardiansyah et al (metacognitive skill profile of biology education …) table 3. the score percentage of biology students’ metacognitive skills based on metacognitive skill category where a = develop very well, 81 ≤ x ≤ 100; b = develop well, 61 ≤ x ≤ 80; c = start to develop, 41 ≤ x ≤ 60; d = not yet develop, 21 ≤ x ≤ 40; e = still very risky, x ≤ 20; and x = metacognitive skills score table 3 shows the score percentage of metacognitive skills of the biology students in the non-state ite in south sulawesi. it indicates that around 89.27% are in the not yet develop category, around 6.64% are in the start to develop category, and around 4.09% are in the still very risky category. the profile of the students’ metacognitive skills the profile of the metacognitive skills of biology students in the non-state ite in south sulawesi (table 2) falls into three categories, namely start to develop, not developed yet, and still very risky. the data of this research show that the metacognitive skills of biology students at non-state ite in south sulawesi have not been properly empowered. the lecturers have not optimally implemented the empowerment of metacognitive strategies in the learning activities. this condition made the students have low responsibility and confidence to be actively involved in the learning process and the problem-solving activities. the findings of this research are in line with the research results conducted by amnah (2014) reporting that 60.55% of the students had not been trained to use metacognitive strategies when they were in high school, which resulted in a low level of metacognitive skills in the learning process. nurman et al. (2018) also argued that one of the causes of students’ low metacognitive skills was due to problems related to the learning material in the previous educational level which had not been completed. biology learning nowadays has not been able to optimally empower metacognitive skills in problem-solving (amin et al., 2022; pratama, 2018). the results of the research conducted by yustina and vebrianto (2009) reveal that the biology learning process in indonesian is still dominated by one-way teacher activities. the teacher often explains and gives information about phenomena and biological concepts verbally, less contextual, and the teacher often poses low-level questions. biology learning is still oriented toward mastery of concepts, and it lacks students’ active involvement in the learning activities (amin, 2017; suryawati et al., 2010; yustina et al., 2011). the results of those research indicate that the empowerment of students’ metacognitive skills has not been optimally carried out. metacognitive skills have an important role in the success of learning activities. therefore, it should be considered in the teaching and learning activities and the development of lifelong learning theories (amin et al., 2016b; corebima, 2006b; mesaros et al., 2012). metacognitive skills should be empowered so that students become independent learners (corebima, 2009; louca, 2003). students who learn with the support of metacognitive skills can develop their thinking processes, and they can apply specific learning strategies to think independently through challenging and complex tasks (amin & corebima, 2016; slavin, 2000). referring to this fact, a learning strategy that can significantly empower the metacognitive skills of prospective biology teacher students is required, so that the students can manage their learning. biology lecturers should train metacognitive strategies to their students to improve their metacognitive skills, in order that they become more active and independent learners. if teachers/lecturers continue to design tasks that can stimulate and enhance students' metacognitive impressions, their academic performance can increase (aurah, 2013). the empowerment of students’ metacognitive skills is expected to improve students’ cognitive learning results. no names of ite metacognitive skill score (x) at each category a (%) b (%) c (%) d (%) e (%) 1 stkip muhammadiyah bone 0 0 7.51 83.18 9.31 2 stkip prima sengkang 0 0 3.57 92.86 3.57 3 universitas muslim maros 0 0 2.86 94.28 2.86 4 universitas muhammadiyah makassar 0 0 10.00 88.21 1.79 5 stkip pi pembangunan makassar 0 0 5.02 88.00 6.98 6 universitas muhammadiyah pare-pare 0 0 10.90 89.10 0 total mean 0 0 6.64 89.27 4.09 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 150-158 154 ardiansyah et al (metacognitive skill profile of biology education …) the empowerment of metacognitive skills in ite there has not been much research investigating metacognitive skills at university levels, especially at ite in south sulawesi, indonesia. thus, specific references related to the empowerment of metacognitive skills in classroom learning at universities, especially in the environmental science course, are rarely found. reid (2006) stated that the empowerment of metacognitive skills could be a powerful strategy for increasing students’ thinking and learning abilities. metacognitive skills are an important factor in controlling students’ cognitive abilities through training that covers planning, controlling, understanding, communicating, paying attention, keeping retention, solving learning problems, and evaluating strengths and weaknesses (bahri & corebima, 2015; corebima, 2006a; eggen & kauchak, 1996; howard, 2004). it is essential that metacognitive skills be empowered in the learning process because these skills enable the students to manage information and their behavior in solving problems so that learning activities become easier (coutinho, 2007; downing, 2009). the lack of development and empowerment of metacognitive skills in universities is still one of the indicators of the low quality of the learning process in indonesia (setiawan & susilo, 2015). the results of the research by herlanti et al. (2012) found that in general lecturers gave one-way information. this is in line with the research results by bahri (2016) which found that the learning pattern in the biology department of fmipa in universitas negeri makassar was still dominated by conventional learning processes. the learning strategies which empower the students’ potential, such as the empowerment of thinking and metacognition, have not been optimally applied so the learning process becomes less optimal. students tend to be passive in the classroom learning activities, tend to be silent, only listen, take notes, memorize, and even the students might feel bored in the classroom and are not enthusiastic and not serious to follow the learning process. this boredom has a serious impact on students’ motivation, behavior, strategies, and academic performance (amin et al., 2016a; tze et al., 2015). the difference in conceptions between students and lecturers about the teaching and learning process is a substantial problem that must be immediately solved (amin, 2022; virtanen & lindblom-ylänne, 2009). lecturers need to improve students' metacognitive skills through practice and by creating a metacognition-supporting environment. metacognitive skills include the process of evaluating and managing cognitive processes, and it tends to be unstable (stolp & zabrucky, 2009). designing students' metacognitive skills can involve basic approaches to support metacognition, such as (1) training metacognitive strategies; (2) creating a social environment that supports metacognition (lin, 2001). experiences that encourage metacognition will provide a potential environment for the development of students’ metacognitive strategies by promoting problem-solving skills in learning (aurah, 2013). students who have good metacognitive skills in the learning process will have a positive effect on their cognitive learning results. learning difficulties and learning problems might occur due to the mismatch between the student's learning styles and the learning programs taken (amin & adiansyah, 2018; kinshuk et al., 2009). the results of the interviews with several biology lecturers at the non-state ite in south sulawesi show that the students have low motivation for learning. their willingness or capability to do an assignment independently and to finish it on time is relatively low. students in general have not been able to manage and to organize their learning strategies and study time well, especially, when they are at home or outside of the class hours. hardianto (2014) argued that most students were not accustomed to re-studying what have been studied. they generally only study when they are having examinations, assignment deadline, or a quiz. these learning difficulties and learning problems are what the lecturers at non state ite should address so that the prospective teachers to become globally competent and competitive. ite as an institution of teachers’ education should be able to produce competent graduates and pay attention to the aspects of the learning goals. ite needs to equip its graduates with insight, attitudes, skills, mastery of teaching materials, understanding of students, teaching skills, and the ability to carry out tasks professionally (soetjipto & kosasi, 1994). relevant research by rahayu (2012) found that the teachers’ pedagogic competence in learning management was good, but the implementation of the learning management that met the scientific standards was not optimal yet. in the learning process, teachers only explain the concepts of the learning material to the students without proving the validity of the concepts. similarly, the research by arfandy (2014) found that the professional competence of certified teachers in elementary schools, junior high schools, and senior high schools was not maximum. in addition, it may also be caused by the limited number of research reports and scientific articles which can be used as a teaching reference. biology education has three inseparable aspects which become the objectives of science learning, namely process, product, and attitude (naimnule & corebima, 2018). therefore, the role of ite is to produce prospective teachers who can accommodate these aspects which become the objectives of science learning. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 150-158 155 ardiansyah et al (metacognitive skill profile of biology education …) the efforts to improve these metacognitive skills can be done through metacognitive skill training and the implementation of creative and innovative learning strategies and models. this research is limited to the analysis of survey results to measure students' metacognitive skills in the environmental science course at six non-state ites in south sulawesi, indonesia. the indicators of metacognitive skills used in this research are (1) being aware of the thinking processes and able to describe them, (2) developing thinking strategies, (3) reflecting on a procedure evaluatively, (4) transferring knowledge or experiences into other contexts, and (5) connecting conceptual knowledge with procedural experience. based on the results of this research, it is recommended that educators implement creative and innovative learning strategies or learning models so that students’ metacognitive skills can be optimally empowered in the learning process. the findings of this research are expected to give important information to education observers, educators (teachers and lecturers), education offices, and the ministry of education to improve the quality of prospective teachers as well as to produce highly competent human resources that are globally competitive. conclusion based on the results of the data analysis in this research, it can be concluded that the profile of metacognitive skills of biology students in non-state ites in south sulawesi, indonesia is at the level of not yet developed, starting to develop, and still very risky. thus, this research becomes a reference material to find alternative solutions to improve students' metacognitive skills including the use of strategies, models, or media in the implementation of learning. references adiansyah, r. 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(2018). developing issue-based teaching materials to improve student learning outcomes in freshwater biology course. jpbi (jurnal pendidikan biologi indonesia), 4(2), 161-170. https://doi.org/10.22219/jpbi.v4i2.5549 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing issue-based teaching materials to improve student learning outcomes in freshwater biology course syaris kamaludin*, hertien koosbandiah surtikanti, and wahyu surakusumah biology education study program, faculty of mathematics and education natural sciences, indonesia university of education, bandung, west java, indonesia *corresponding e-mail: kamal_sariz@yahoo.com abstract one of freshwater biology course problems is that the students were unable to understand the environmental phenomena around them. the aim of this study was to develop issue-based teaching materials in freshwater biology course to improve the students’ understanding about the environmental phenomena through their learning outcomes. this research and development used three phases of the 4d model developed by thiagarajan, namely define, design, and development. the development results were validated by content and media experts. the design used for a pilot test, which was conducted among 20 students, was one group pretest-posttest design; meanwhile, the data analysis technique used was the independent t-test. it can be concluded that the teaching materials developed was valid with the average validation score as high as 79.83%. in addition, there was a significant improvement (sig. 0.000) of student learning outcomes after attending the course which implementing the issue-based teaching materials developed. thus, the implementation of issue-based teaching materials is recommended in freshwater biology course due to its potential in improving students’ learning outcomes. keywords: biology, issue-based materials, learning outcomes © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction biology is one science subject which often considers have various abstract concepts for students (çimer, 2012; etobro & fabinu, 2017; ogunkola & samuel, 2011; topçu & şahinpekmez, 2009). the assumption will more perceive by students if the learning process relies solely on textbooks. in fact, the object of biological studies is various environmental phenomena and organisms that exist around the student. students will engage to learn if the source of learning is a phenomenon or issue in their environment (brickell, hedberg, ferry, & harper, 2001; elder, 2015; hill, 1998; permana, suwono, & listyorini, 2016), which is familiar with them. by developing teaching material based on phenomenon or issue in students' environment, will encourage them to explore biological concepts. the utilization of relevant learning resources will be achieving systematic learning to design effective learning. according to the ministry of national education, teaching materials play an important role in the learning process (bahri, syamsuri, & mahanal, 2016) and can optimize the learning outcome (susilana & riyana, 2009). regarding to that situation, the quality of learning will increase when the learning component can be optimally empowered, by making improvements and updates on the learning materials. improvement of learning material can be arranged using a phenomenon or issue (nuangchalerm, 2009; nuangchalerm & kwuanthong, 2017). in this type of learning that combines the symptoms that occur in the environment with learning content, students' science literacy can increase (nuangchalerm, 2009; presley et al., 2013). problems in student environmental have a prominent linking to the biological concept, such as ecology, conservation, and extinction issue (presley et al., 2013). therefore, the development of learning material based on issues is a good alternative in biology learning. freshwater biology course is one of the specialization courses in biology education of indonesia university of education. the scope of freshwater biology includes freshwater https://doi.org/10.22219/jpbi.v4i2.5549 kamaludin et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 161-170 162 developing issue-based teaching materials … zonation, freshwater quality and its relationship (physical, chemical and biological factors), and freshwater biota (autotroph and heterotroph) in static water (called lentic) and flowing water (called lotic). based on the preliminary research, there was an absence of specific teaching materials to discuss the bio-indicators plankton in some freshwater ecosystem (e.g. lake, pond), especially in west java area. student only did a critical analysis of articles, rather than explore the issues around their environment. this condition tends students to less aware of the potential problem or issue of their area. various research and development have been conducted by previous researchers to improve the process of biology lectures (fauzi, 2017; miharja, syamsuri, & saptasari, 2015; widiansyah, indriwati, munzil, & fauzi, 2018). however, the research and development that conducted on fresh water biology course is still hard to find. in addition, until now, the development of issue-based teaching materials is still rare to find in indonesia. therefore the development of issue-based teaching materials in freshwater biology course needs to be established. moreover, according to hunaepi, kurnia, and firdaus (2014), the common difficulties confronted in ecological learning are the lack of students' ability to examine and understand phenomena and issue in nature using ecological science. therefore, the researchers chose the right location as the enrichment of teaching materials on freshwater biology course that is situ bagendit lake in garut, west java province, indonesia. method this study actually was divided into two steps; first step was a preliminary study to determine the quality of freshwater in situ bagendit lake; the second was development of issue-based teaching materials to improve students’ learning outcome in freshwater biology course. however, this paper is more focus on reporting the second step. the first step was conducted in situ bagendit lake, whereas the second step was conducted in the faculty of mathematics and education natural sciences, indonesia university of education. the study begins with a preliminary study (step 1) about the quality of freshwaters in situ bagendit lake based on bio-indicator using plankton. then, the result of the preliminary study was used as a material for planning the preparation of developing teaching materials. the development research (step 2) only consists of 3 phases of 4d thiagarajan’s model. the stages in this study, namely (1) define phase, including the analysis of lecture unit, materials, indicators, as well as the formulation of learning objectives; (2) the design phase, including the selection of the format, and the preparation of the initial design (product draft); (3) development phase, including the validation of product draft by the experts, then revised the draft, and conduct a pilot test. in a pilot test, the design used in this stage was one group pretest post-test design. the measured parameter was learning outcomes, i.e. students’ concept understanding and problem solving skills. problem-solving skills consist of five aspects including formulating problems, stating hypotheses, testing hypotheses, describing conclusions and applying conclusions. the students would get a pretest to measure their learning outcome before the implementation of teaching materials. after the implementation of teaching materials, students get a post-test to determine the improvement of student learning outcomes. then, the data were analyzed using the normalized gain (n-gain) and the independent t-test. the study was conducted in july until september 2017 with the subjects were students who toke freshwater biology courses. the sampling technique used was purposive sampling. results and discussion definition phase observation results in situ bagendit lake observation of water quality in situ bagendit lake conducted first before developed into teaching materials. three areas of situ bagendit lake were measured as the observation station; inlet, middle, and outlet. the measurements of physical and chemical factors, includes temperature, turbidity, ph, depth, dissolved oxygen (do), free carbon dioxide, and biochemical oxygen demand (bod). the observation result presented in table 1 (physical-chemical factors of freshwater in situ bagendit lake) and table 2 (freshwater quality based on plankton as bioindicators in situ bagendit lake). kamaludin et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 161-170 developing issue-based teaching materials … 163 table 1. the measurement result of physical-chemical freshwater condition in situ bagendit lake no. parameters quality standart station inlet middle outlet 1 temperature (°c) 28-30 26.51 25.44 25.18 2 turbidity (cm) 18.71 27.76 29.31 3 depth (cm) 142 155 174 4 ph 6-9 3.26 3.79 6.5 5 do (mg/l) > 4 3.81 4.23 6.76 6 co2 (mg/l) 8.18 10.2 4.84 7 bod(mg/l) 3 3.11 3.03 2.02 (source: government regulation of the republic of indonesia number 82 year 2001 on water quality management and water pollution control, 2001). table 2. water quality in situ bagendit lake based on plankton as bio-indicators stasiun situ bagendit pollution rate water quality type composition index of diversity the level of pollution inlet low low medium poor middle medium medium medium poor outlet medium medium low moderately good the turbidity value of situ bagendit lake ranged from 18.71-23.31 cm. the lowest brightness was in the inlet area (18.71 cm), whereas the brightest area was an outlet area (29.31 cm). the turbidity of water bodies is influenced by the water clarity. the more turbid waters showed the higher concentration of total suspended solids. turbidity can be caused by the presence of abiotic materials such as sediment and pollution waste, or the high concentrations of biota such as phytoplankton (feng, hu, chen, tian, & chen, 2012; johan, 2011; monica z. bruckner, 2018). based on the data, the water in situ bagendit lake was clear and penetration of light entering is high. this is supported also by the value of depth range from 142-174 cm. value the potential of hydrogen (ph) at each area in situ bagendit lake ranged from 3.26 to 6.5. based on the data obtained, the ph value in situ bagendit lake waters is at the lowest allowable range. this is supported by the opinions of johan (2011) who states the degree of acidity (ph) of water is one of the chemical properties of water affecting the growth of plants and aquatic animals and could use as a guide to examine the quality of water environment as a living environment. dissolved oxygen in situ bagendit lake waters ranged from 4.23 to 6.76 mg/l. the high oxygen dissolved in the outlet compared to other stations related to the low temperature of these waters. this statement is accordance with johan (2011) who informed dissolved oxygen in waters can come from the air and from the movement of water, the largest source of dissolved oxygen in the waters comes from the process of photosynthesis of water plants. the water-soluble oxygen levels that can still be tolerated by aquatic organisms especially phytoplankton are not less than 5 mg/l. the free carbon dioxide value in situ bagendit lake waters ranged from 4.84-10.12 ppm. the highest free co2 was found in the inlet, the middle ranged from 8.18 to 0.12 ppm, and the lowest was in the outlet (4.48 ppm). the high content of co2 in the waters can lead to disruption of marine life. table 2 describes the quality of situ bagendit lake waters was poor to moderately good. the inlet and the middle part were the stations with medium pollution level, besides the outlet was moderate. medium levels of contamination in the inlet and middle portions show poor water quality. analysis of material developed for issue-based teaching materials the material developed for issue-based teaching material was the use of plankton as bio-indicator which refer to the achievement of study program (asp) that is: students are able to utilize the expertise in the field of biology with the aim of solving problems in the community adaptively (lo 3), mastering the concept, principles, theories, and laws of biological science to solve scientifically (lo 6), and capable of developing biological science through research so as to contribute to problem solving in society (lo 7). while the learning achievement was the student is able to utilize plankton as bio-indicator to solve the freshwater ecological problem or issue. kamaludin et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 161-170 164 developing issue-based teaching materials … the learning achievement related to general skill is to make decisions appropriately to solve the problem related to freshwater ecosystem based on the analysis of information and data. in more detail, the analysis results are presented in table 3. based on table 3, the teaching materials consist of 4 sub-materials that are, 1) aquatic physics factors and measurement methods; 2) plankton diversity; 3) the role of plankton as bioindicator; 4) the linkage between water quality and plankton community. table 3. identification of the findings in the field as material for the utilization of plankton as bio-indicator no. field facts los objectives 1 temperature (25,1826,51 0c) brightness (18,71-23,31 cm) depth (142 cm-174 cm) ph (3,26-6,5) do (4,23-6,76 mg/l) co2 (4,84-10,12 ppm) bod (2,02-3,11ppm) 3,6 a) students can explain the various physical chemical factors that affect the life of the plankton community in situ bagendit lake b) students are able to perform methods of measuring and analyzing data 2 phytoplankton species were found from five classes (bacillariophyceae, cyanophyceae, chlorophyceae, euglenophyceae, and xanthophyceae) for a total of 173 individuals. zooplankton found as many as 5 classes (rotifera, protozoa, cladocera, copepoda and rotatoria) with a total of 199 individuals. 3,6 students can explain the diversity of plankton in situ bagendit lake 3 plankton diversity index ranges from 1.22 to 2.49. the value of plankton dominance index in situ bagendit ranged from 0.1 to 0.23. in situ bagendit water, there was a total abundance of phytoplankton in the range of 15.471-25,554 cells/l, while total zoopalankton abundance was 20.864-33,273sel / l. 3,6 students can explain the diversity of plankton in situ bagendit lake 4 based on the parameters of species composition and the diversity of inlet type and the middle part was found oscillatoria sp. and anabaena sp which is kind of phytoplankton. in the inlet and middle area were found branchionus sp. 3,6,7 students can explain the role of plankton as a bioindicator of water quality 5 inlet area was in medium pollution level and poor water quality. the middle area was medium pollution levels and poor water quality. the outlet area was in level of mild contamination with water quality is quite good. 3,6,7 students are able to analyze the linkages between the quality of freshwater waters and the plankton community planning phase this teaching material consists of three parts, namely introduction, content, and cover. the introduction contains the title page, the preface, the table of contents, the instruction manual, the concept map and the learning objectives. the content consists of four subsubjects, namely the plankton community in freshwater, physical and chemical factors that affect the life of the plankton in the water, plankton as a bioindicator of water quality, and relationship with the plankton community as well as equipped with problem columns. the cover section contains a summary of questions, evaluations, answer keys, and bibliography. the results of the design of the issue-based teaching materials include the cover, instructions on the use of teaching materials, table of contents, concept maps, materials, summaries, tests, answer keys, feedback, and bibliography (prabowo, nurmiyati, & maridi, 2016). the design of teaching materials has been adapted to the curriculum and material concepts that have been established at the definition stage. development phase results of feasibility the teaching materials the teaching materials were validated by the validator include aspects of feasibility, kamaludin et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 161-170 developing issue-based teaching materials … 165 appearance, and language. this is similar to the research undertaken by miharja et al., (2015) who developed the teaching materials judged on the content feasibility aspect, appearance and language. assessment of feasibility of issue-based teaching materials on plankton as bio-indicator materials using a modified textbook assessment instrument. recapitulation of validation issuebased teaching materials by validators is presented in table 4. based on table 4., it can be seen that the score obtained from a material expert was 35 with an average score as high as 4.37 and the percentage was 87%. this value is included in the “valid/without revision” category. the teaching materials were validated by the validator include aspects of feasibility, appearance, and language. the score from the second validator as high as 63 with an average of 4.5 and the percentage was 84%. table 4. results materials assessment by validator no. validator component acquisition scores average score*** % criteria 1 content expert content 35* 4.37 87.5 valid/without revision 2 learning media expert 1 (feasibility, appearance, and language) 63** 4.50 84.0 valid/without revision 3 learning media expert 2 (feasibility, appearance, and language) 51** 3.64 68.0 valid/without revision average overall 4.17 79.83 valid/without revision note: *maximum score = 40; **maximum score = 75;*** score range ≥ 1.00 5.00 the score obtained from the third validator was 51 with an average of 3.64 and percentage score was 68%. the second and third validator values are included in the “valid/without revision” category. the overall average score from three validators as high as 4.17 with the category valid/without revision (79,83%). thus, it can be conclude that the teaching materials appropriate with the asp, so each indicator is precise and measurable. results of student responses to teaching materials the student responses are consisting of four aspects covering the content, appearance, language, and utility. the responses are presented in table 5. table 5. summary of student’s responses on issue based teaching materials no. aspects average score (%) category 1 content 74.13 good 2 appearance 81.08 very good 3 language 82.60 very good 4 utility 84.60 very good average 80.64 very good based on table 5., the average score responses from 20 students in content was 74.13%, the appearance was 81.08%, language was 82.6%, and the utility was 84.6%, with an average score as high as 80,64%. this score is included in “good” category, so the teaching material that has been developed is no need to be revised. influence of issue-based teaching material on student learning outcomes the pilot test to examine the effect of issuebased teaching material on students’ learning outcomes conducted with as many as 20 students of the indonesia university of education, majoring in biology education. the process of testing conducted through direct learning activities as listed in the events unit class (euc) that has been designed. the pilot test results indicate an increase in learning outcomes after the implementation of issuebased teaching materials in learning, presented in table 6. table 6. the average of pretest, posttest, and n-gain of students pretest posttest n-gain 60.00 86.00 0.64 kamaludin et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 161-170 166 developing issue-based teaching materials … based on table 6, the average students’ learning outcomes score before the implementation of issue-based teaching material was 60.00 and after the implementation was 86.00, whereas n-gain that was obtained as high as 0.64. from the result, students’ learning outcomes have improved and based on n-gain, the improvement was in the medium category. the data were analyzed using the independent t-test. the result of the test is presented in table 7. after that, based on the result of the independent t-test that can be seen in table 7, t value that was obtained as high as 18.606 with p-value = 0.000. therefore the null hypothesis was rejected and it can be concluded the student's learning outcomes after issuebased teaching material implementation was higher than the students’ learning outcomes before teaching material implementation. this is in accordance with opinion from erwanto & santos (2016) who said through problem-based learning (issue-based learning is one of problem-based learning variant), student is conditioned to be actively involved in understanding the problems presented, exploring facts and planning for completion, discussing group work, independent learning by doing guesswork, testing answers and summarizing the work, presenting the work, and reviewing the work. table 7. the result of independent t-test on the data of students’ learning outcomes paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval lower upper pretest posttest -26.00 6.249 1.397 -28.925 -23.075 -18.606 19 0.000 the result of this study is in accordance with aji, hudha, and rismawati (2017) who informed that teaching materials can bridge, even combine experiences and learners' knowledge, simple teaching materials can be formulated as anything that can facilitate the participants educated in an effort to obtain some information, knowledge, experience, and skills in teaching and learning process. this research is also supported by miharja (2015) that informed the students were easy to understand the material by using problem-based teaching materials because of increasing students' interest through the "problem column" which is inserted, so the students feel not bored with the material presented. the problem-solving skills data that were obtained in this study can be seen in table 8. all aspects of problem solving skills have been improving due to the implementation of teaching material that has been developed in this study. during pretest, the categories of student’s problem-solving skills in each skill were categorized as good. after the learning process, those aspects have increased to be “good” and “very good” category. this is supported by diani (2015) that informed the issue-based instruction model is a constructivist-based learning model that accommodates learners' involvement in authentic learning and problem-solving. this result is similar to the results of the study of anista, ibrohim, and suwono (2016) that reported there was an increase in students' critical thinking ability and problem-solving. table 8. percentage of problem-solving skills no. aspect pss pretest category postest category 1 formulating problems 50.80 enough 81.40 good 2 creating hypotheses 51.90 enough 81.10 very good 3 testing hypotheses 54.00 enough 80.00 good 4 formulating conclusions 58.09 enough 82.45 very good 5 implementing conclusions 45.00 enough 79.10 very good average 52.12 80.81 in the 21st-century, one of the roles of biology learning is to empower students’ thinking skills (magsino, 2014; mcfarlane, 2013), communication skills (buku, mite, fauzi, widiansyah, & anugerah, 2015; huang et al., 2010; talat & chaudhry, 2014), and kamaludin et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 161-170 developing issue-based teaching materials … 167 metacognitive skills (fauzi, 2013; ramadani, fauzi, sukmawati, & corebima, 2015; tanner, 2012). however, these goals will not be achieved if students have difficulty understanding the concepts they are learning. not only understand the concepts, the students but also hopefully store their concepts in longterm memory, so they have a good retention on those concepts (sukmawati, ramadani, fauzi, & corebima, 2015). thus, the improving learning outcomes are one goal that should not be forgotten by educators until today (fauzi, 2013; husamah & pantiwati, 2014; ramadani et al., 2015). therefore, one way to optimize the learning process is by improving students’ learning outcomes. based on the result from this study, the implementation of issue-based teaching materials has been proven could improve students’ learning outcomes. this teaching material is the product of the research and development process. research and development is one kind of research that often conducted by biology educators as the solution to solve some problem in the learning process. various information can be the basis of the development process, such as various research results in the biology field, based on local wisdom, as well as from environmental conditions and community activity (setyawan, rohman, & sutomo, 2015). due to this research have many advantages for improving educational quality, this kind of study is still recommended to be conducted by the researcher in indonesia. however, besides studying chemical and biological factors in aquatic environment and utilization of plankton as bio-indicator, the study object of fresh water course is various water biotas which size bigger than plankton. in this study, the teaching materials were developed based on observational data of biological and chemical condition in situ bagendit lake and the diversity of plankton in that location. various biotas, such as macroinvertebrates (nuha et al., 2015; sukoco et al., 2015; wijayanti et al., 2015), various algaes and plants (maznah, omar, pinang, biologi, & biologi, 2010), to fish (naigaga et al., 2011) are actually also the water biota that is often found and also become the bioindicator of aquatic environment. therefore, the development of teaching materials that discusses other biota conditions is also recommended for further research. conclusion issue-based teaching materials have been developed. based on validation result by content expert and media expert, the teaching material was valid and can implement without revision. the validation results are in line with the student’s response. after that, the implementation of the teaching material on student could improve students’ learning outcome, both in the aspect of mastery the concepts and problem-solving skills. however, the use of issue-based teaching materials takes a long time. therefore, it is necessary to study the time planning at the beginning of the semester before the learning begins so that the implementation process can running well. references aji, s. d., hudha, m. n., & rismawati, a. y. 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(2015). the inventory of aquatic macroinvertebrates in various waterfall in east region of malang , east java. in e. l. arumingtyas (ed.), proceeding of 6th icgrc (pp. 150–153). malang: department of biology, faculty of sciences brawijaya university. template jurnal ijccs jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 133 doi: 10.22219/jpbi.v3i2.4278 available at http://ejournal.umm.ac.id/index.php/jpbi pengaruh pendekatan ctl berbasis nht terhadap motivasi, hasil belajar ipa, dan retensi siswa the effect of ctl approach based on nht learning model toward students’ motivation, science achievement, and retention muhammad mifta fausan 1 , indah panca pujiastuti 2 1,2 program studi pendidikan biologi fmipa universitas sulawesi barat, jl. prof. dr. baharuddin lopa, sh, kabupaten majene, sulawesi barat, telp. (0422) 22559 e-mail korespondensi: fausan@unsulbar.ac.id abstrak pembelajaran merupakan proses interaksi antara siswa dengan lingkungannya, sehingga terjadi perubahan perilaku ke arah lebih baik. hasil observasi yang telah dilakukan di kelas v sdn no. 4 tanjung batu majene pada mata pelajaran ipa, diketahui bahwa motivasi dan hasil belajar ipa masih tergolong rendah. hal ini dikarenakan dalam proses pembelajarannya masih berorientasi pada produk (pembelajaran berbasis isi materi), yang menyebabkan pembelajaran terbatas pada kegiatan menghafal konsep. salah satu pendekatan yang dapat digunakan untuk mengatasi masalah tersebut adalah contextual teaching and learning (ctl) berbasis numbered head together (nht). penelitian ini bertujuan untuk mengetahui pengaruh pendekatan ctl berbasis nht terhadap motivasi, hasil belajar ipa dan retensi siswa. subjek dalam penelitian ini adalah siswa kelas v sdn no. 4 tanjung batu majene. penelitian ini merupakan penelitian eksperimen semu dengan menggunakan rancangan penelitian post-test only control design. data yang diperoleh dalam penelitian ini dianalisis dengan menggunakan analisis statistik deskriptif dan analisis statistik inferensial. instrumen penelitian yang digunakan adalah lembar observasi dan tes tertulis. hasil penelitian menunjukkan bahwa ada pengaruh pendekatan ctl berbasis nht terhadap motivasi belajar, hasil belajar ipa, dan retensi siswa. hal tersebut dapat dilihat dari angka signifikansi pada tabel hasil uji independent sample t-test yang menunjukkan nilai signifikansi kurang dari 0,05. kata kunci: ctl, hasil belajar ipa, motivasi, nht, retensi abstract the learning is an interaction process between students and their environment in order to improve good behavior. the results of observation which has been done in grade v sdn no. 4 tanjung batu showed that the students’ motivation and science achievement were low. this was becaused by the learning process which was still product oriented (based on material content), consequently, this lead to limit the learning is merely on memorizing concept activities. one of the learning approach that can be used to solve this problem is the contextual teaching and learning (ctl) based on numbered head together (nht). this research aims to determine the effect of ctl based on nht toward student’s motivation, science achievement, and retention. subjects in this research were the students of grade v sdn no. 4 tanjung batu. this research is a quasi-experimental using post-test only control design. the data obtained were analyzed by using descriptive and inferential statistical analysis. the research instruments were observation sheets and written test. the results showed that there was significant effect of ctl based on nht toward students’ motivation, science achievement, and retention. it can be seen from the independent sample t-test results which showed significant value less than 0.05. keywords: ctl, motivation, nht, science achievement, retention undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional, bab i pasal 1 ayat 1 menyatakan bahwa pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar siswa secara aktif mengembangkan potensi dirinya. hal tersebut sejalan dengan orientasi pengembangan kurikulum 2013, yaitu tercapainya kompetensi yang berimbang antara sikap (attitude), keterampilan (skill), dan pengetahuan (knowledge), selain cara pembelajarannya yang holistik dan menyenangkan pada jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 134 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4278 semua mata pelajaran termasuk mata pelajaran ipa di sekolah dasar (sd). sekolah dasar memegang peranan yang sangat penting dalam pendidikan. keberhasilan belajar siswa di sd sangat berpengaruh terhadap keberhasilannya di sekolah lanjutan. menurut informasi guru kelas v sdn no. 4 tanjung batu, kabupaten majene, bahwa motivasi dan hasil belajar ipa kelas v masih tergolong rendah. proses pembelajarannya yang dilakukan menunjukkan guru masih berorientasi pada produk, yaitu pembelajaran berbasis isi materi yang menyebabkan pembelajaran terbatas pada kegiatan menghafal konsep. artinya, guru mengukur keberhasilan pembelajaran dari banyaknya konsep yang berhasil dihafalkan oleh siswa. pembelajaran berbasis isi akan menempatkan guru sebagai sumber informasi utama dalam pembelajaran, akibatnya pembelajaran didominasi oleh guru. siswa jarang untuk berlatih mengembangkan keterampilan proses sebagaimana tuntutan hakikat ipa (jariyah, 2016; prayitno, 2011). pendekatan pembelajaran yang dipandang cocok dengan implementasi kurikulum 2013 adalah pendekatan contextual teaching and learning (ctl). pembelajaran ctl menuntut guru menghadirkan dunia nyata ke dalam kelas dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sehari-hari. berdasarkan masalah di atas, juga diperlukan suatu model pembelajaran yang sistematik dan dikembangkan berdasarkan prinsip konstruktivistik. salah satunya adalah model pembelajaran number head together (nht). model pembelajaran nht merupakan suatu jenis pembelajaran yang dirancang untuk mempengaruhi pola interaksi siswa agar lebih aktif. berdasarkan hal-hal yang telah diuraikan di atas, maka rumusan masalah penelitian ini adalah apakah ada pengaruh pendekatan ctl berbasis nht terhadap motivasi, hasil belajar ipa dan retensi siswa kelas v sd? metode penelitian ini merupakan penelitian eksperimen semu yang menggunakan rancangan post-test only control design. penelitian ini dilaksanakan di sd negeri no. 4 tanjung batu, kabupaten majene. populasi dari penelitian ini adalah siswa kelas v.a dan kelas v.b, masing-masing berjumlah 33 orang. kelas v.a (kelas eksperimen) dan kelas v.b (kelas kontrol). penelitian ini menggunakan instrumen dan teknik pengumpulan data sebagai berikut. a. data motivasi belajar siswa diperoleh dari lembar observasi motivasi belajar siswa. pengamatan terhadap motivasi belajar siswa terdiri atas empat aspek, yaitu aspek minat, perhatian, konsentrasi, dan ketekunan. adapun deskriptor yang diamati sebanyak 8 deskriptor, yaitu (1) mengikuti pelajaran dengan semangat; (2) menunjukkan sikap ingin tahu dengan mengajukan pertanyaan pada guru atau teman; (3) mengikuti instruksi yang diberikan oleh guru; (4) tidak bergurau di luar materi pelajaran selama mengerjakan tugas; (5) memusatkan segela perhatian dalam mengerjakan tugas; (6) memusatkan perhatian dalam mendengarkan jawaban dan penjelasan guru atau teman; (7) aktif bekerja sama atau berdiskusi dengan jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 135 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4278 teman kelompok; (8) menyelesaikan tugas dengan tepat waktu. setiap deskriptor kemudian diberi skor. kreteria skor yang diberikan diadaptasi dari pujiastuti (2016), seperti disajikan pada tabel 1. tabel 1. kriteria penyekoran setiap deskriptor skor klasikal keterangan 1 2 3 4 5 1-7 siswa menunjukkan aktivitas seperti pada deskriptor 8-13 siswa menunjukkan aktivitas seperti pada deskriptor 14-19 siswa menunjukkan aktivitas seperti pada deskriptor 20-25 siswa menunjukkan aktivitas seperti pada deskriptor 26-33 siswa menunjukkan aktivitas seperti pada deskriptor b. data hasil belajar kognitif siswa diperoleh dari pemberian post-test setelah perlakuan. bentuk soal berupa pilihan ganda dan essay. c. data retensi belajar siswa diperoleh dari tes tertulis yang dilakukan dua pekan setelah pelaksanaan post-test. soal sebanyak 25 item yang digunakan dalam penelitian ini, dianalisis terlebih dahulu melalui uji validitas dan uji reliabilitas butir soal. uji validitas menggunakan rumus product moment, sedangkan uji reliabilitas menggunakan rumus alpha cronbach. reliabilitas tes yang telah dihitung, selanjutnya dilakukan konversi nilai hitung dengan kriteria tingkat reliabilitas tes menurut arikunto (2013) seperti disajikan dalam tabel 2. tabel 2. kriteria reliabilitas tes nilai hitung kriteria 0,80-1,00 sangat tinggi 0,60-0,79 tinggi 0,40-0,59 cukup tinggi 0,20-0,39 rendah 0,00-0,19 sangat rendah data yang diperoleh dalam penelitian ini dianalisis dengan menggunakan analisis statistik deskriptif dan analisis statistik inferensial. statistik inferensial uji independent sample t-test digunakan untuk menguji hipotesis. data yang didapat dianalisis dengan menggunakan program spss 16.0 for windows. sebelum data dianalisis dengan uji independent sample t-test terlebih dahulu dilakukan uji prasyarat yaitu uji normalitas dan uji homogenitas. uji normalitas menggunakan uji kolmogorov-smirnov dan shapiro-wilk sedangkan uji homogenitas menggunakan levene’s test of equality of error variances. pedoman untuk pengambilan keputusan dalam uji prasyarat adalah jika nilai signifikan lebih besar dari level kepercayaan (ά = 0,05) maka data tersebut normal dan berasal dari populasi yang mempunyai varian sama. pengambilan keputusan dalam uji hipotesis yaitu jika nilai sig. < 0,05, maka hipotesis h0 ditolak dan h1 diterima. jika nilai sig. > 0,05, maka hipotesis h0 diterima dan h1 ditolak. hasil dan pembahasan analisis butir soal instrumen penilaian hasil belajar kognitif dalam penelitian ini meliputi uji validitas dan uji reliabilitas. ringkasan hasil analisis butir soal intrumen penilaian kognitif yang valid disajikan dalam tabel 3. nomor soal yang tidak dicantumkan dalam tabel 3 artinya soal tersebut tidak valid dan tidak dipakai dalam penelitian ini. dari tabel 3, dapat diketahui bahwa jumlah soal yang tidak valid sebanyak 6 soal. soal tersebut tidak valid karena r hitung < r tabel (0,361). adapun reliabilitas untuk soal pilihan ganda dan essay adalah sama-sama reliabel. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 136 doi: 10.22219/jpbi.v3i2.4278 available at http://ejournal.umm.ac.id/index.php/jpbi tabel 3. ringkasan hasil analisis butir soal instrumen penilaian kognitif no. soal validitas no. soal validitas reliabilitas r hitung ket. r hitung ket. koefisien keputusan uji pg essay pg essay 2 0,449 valid 16 0,554 valid 0,823 0,815 reliabel reliabel 3 0,584 valid 17 0,663 valid 5 0,563 valid 18 0,608 valid 6 0,494 valid 19 0,561 valid 7 0,462 valid 1 (essay) 0,834 valid 8 0,431 valid 2 (essay) 0,650 valid 9 0,519 valid 3 (essay) 0,602 valid 11 0,478 valid 4 (essay) 0,799 valid 14 0,601 valid 5 (essay) 0,834 valid 15 0,471 valid keterangan: pg : soal pilihan ganda tabel 4. ringkasan motivasi belajar siswa no deskriptor skor klasikal rerata kelas eksperimen kelas kontrol p1 p2 p3 p4 p1 p2 p3 p4 k.e k.k 1 mengikuti pelajaran dengan semangat 5 5 5 5 4 2 4 3 5.0 3.3 2 menunjukkan sikap ingin tahu dengan mengajukan pertanyaan pada guru atau teman 3 3 4 4 1 2 2 3 3.5 2.0 3 mengikuti instruksi yang diberikan oleh guru 5 5 5 5 4 5 5 5 5.0 4.8 4 tidak bergurau/mengobrol di luar materi pelajaran selama mengerjakan tugas 2 2 2 3 1 1 2 2 2.3 1.5 5 memusatkan perhatian dalam mengerjakan tugas 3 5 4 4 4 2 4 3 4.0 3.3 6 memusatkan perhatian dalam mendengarkan jawaban dan penjelasan guru atau teman 2 4 5 5 2 2 1 1 4.0 1.5 7 aktif bekerja sama atau berdiskusi dengan teman kelompok 5 5 5 5 4 4 4 4 5.0 4.0 8 menyelesaikan tugas dengan tepat waktu 3 3 5 5 2 4 4 2 4.0 3.0 keterangan: p: pertemuan; k.e: kelas eksperimen; k.k: kelas kontrol berdasarkan tabel 4 dapat dipahami bahwa rerata setiap deskriptor motivasi belajar siswa di kelas eksperimen lebih tinggi dibanding di kelas kontrol. hasil rerata secara klasikal terhadap motivasi belajar antara kelas eksperimen dengan kelas kontrol sudah menunjukkan perbedaan yang cukup signifikan. kelas eksperimen yang menggunakan pendekatan ctl berbasis nht, rerata klasikal motivasi belajarnya sebesar 4,1 yang berarti secara keseluruhan terdapat sekitar 20 sampai 26 siswa yang menunjukkan aktivitas seperti pada deskriptor motivasi. adapun rerata klasikal motivasi belajar kelas kontrol yang menggunakan metode konvensional dan tanya-jawab sebesar 2,9, hal ini berarti secara keseluruhan hanya terdapat sekitar 14 sampai 18 siswa yang menunjukkan aktivitas seperti pada deskriptor motivasi. hasil belajar kognitif pada kelas eksperimen diperoleh dari hasil post-tes setelah diberikan perlakuan pendekatan ctl berbasis nht. hasil distribusi frekuensi post-tes kelas eksperimen dan kelas kontrol disajikan dalam tabel 5. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 137 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4278 tabel 5. distribusi frekuensi hasil belajar kognitif siswa kelas eksperimen kelas kontrol no kelas interval frekuensi kelas interval frekuensi 1 70-72 1 66-69 6 2 73-75 3 70-73 11 3 76-78 6 74-77 8 4 79-81 7 78-81 4 5 82-84 8 82-85 3 6 85-87 8 86-89 1 nilai rerata post-test siswa pada kelas eksperimen sebesar 80,7, sedangkan kelas kontrol sebesar 74,3. hal tersebut menunjukkan perbedaan yang cukup signifikan. retensi belajar siswa diperoleh dari tes tertulis. tes retensi ini bertujuan mengetahui seberapa banyak materi pyang dapat disimpan dalam memori jangka panjang dan dapat diungkapkan kembali oleh siswa setelah dua pekan pelaksanaan post-tes (anderson, 2001). ringkasan deskripsi retensi belajar siswa disajikan dalam tabel 6. tabel 6. deskripsi retensi belajar siswa statistik kelas eksperimen kelas kontrol rata-rata 75,4 68,2 standar deviasi 5,91 7,35 skor tertinggi 85 82 skor terendah 65 55 nilai rerata retensi belajar siswa pada kelas eksperimen sebesar 75,4, sedangkan nilai rerata retensi belajar siswa pada kelas kontrol sebesar 68,2. hal tersebut menunjukkan perbedaan yang cukup signifikan. tabel 7. hasil uji normalitas motivasi belajar, hasil belajar kognitif dan retensi belajar kelas motivasi belajar hasil belajar kognitif retensi belajar eksperimen 0,121 0,200 0,087 kontrol 0,525 0,149 0,059 uji normalitas bertujuan untuk mengetahui apakah variabel-variabel dalam penelitian mempunyai sebaran distribusi normal atau tidak. hasil uji normalitas untuk motivasi belajar, hasil belajar kognitif dan retensi belajar menunjukkan sebaran distribusi normal, selengkapnya disajikan dalam tabel 7. selanjutnya uji homogenitas bertujuan untuk mengetahui apakah sampel yang diambil memiliki varian yang sama atau tidak menunjukkan perbedaan yang signifikan satu sama lain. tabel 8. hasil uji homogenitas motivasi belajar, hasil belajar kognitif, dan retensi belajar data sig. motivasi belajar 0,391 hasil belajar kognitif 0,162 retensi belajar 0,303 hasil uji homogenitas untuk motivasi belajar, hasil belajar kognitif dan retensi belajar menunjukkan populasi yang diambil memiliki varian yang sama atau tidak menunjukkan perbedaan yang signifikan satu sama lain, selengkapnya disajikan dalam tabel 8. tabel 9. ringkasan uji independent sample t-test t-test for equality of means motivasi belajar hasil belajar kognitif retensi belajar equal variances assumed 0,045 0,000 0,000 ringkasan hasil uji independent sample t-test terhadap motivasi belajar, hasil belajar kognitif dan retensi belajar siswa pada kelas eksperimen dan kelas kontrol disajikan dalam tabel 9. berdasarkan hasil uji independent sample t-test terhadap motivasi belajar siswa, menunjukkan ada pengaruh jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 138 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4278 pendekatan ctl berbasis nht terhadap motivasi belajar siswa. hal tersebut dapat diketahui setelah melihat angka signifikansi pada tabel hasil uji independent sample ttest yang menunjukkan nilai signifikansi kurang dari 0,05. adanya perbedaan motivasi antara kelas eksperimen dan kelas kontrol disebabkan adanya penerapan pendekatan kontekstual pada kelas eksperimen. pendekatan kontekstual merupakan suatu pendekatan holistik yang bertujuan untuk membelajarkan peserta didik dalam memahami bahan ajar secara bermakna (meaningfull) yang dikaitkan dengan konteks kehidupan nyata (hanafiah, 2009). oleh sebab itu dalam ctl, pengetahuan yang dimiliki siswa selalu berkembang sesuai dengan pengalaman yang dialaminya (sanjaya, 2009). temuan dalam penelitian ini sejalan dengan hasil penelitian sunandar (2009) yang menunjukkan bahwa siswa yang diajar dengan pendekatan ctl lebih aktif dibandingkan dengan siswa yang diajar dengan pendekatan konvensional. keaktifan siswa dalam pembelajaran juga ditunjang dari penggunaan model pembelajaran nht, model pembelajaran ini dirancang untuk memengaruhi pola interaksi siswa dalam suatu kelompok. siswa bekerja sama dengan teman kelompoknya untuk menemukan jawaban yang terbaik sekaligus harus memahami jawaban tersebut, karena salah satu diantara mereka mendapatkan kesempatan secara acak untuk menjawab. kelompok terbaik mendapatkan penghargaan (reward) di akhir pembelajaran,oleh sebab itu semua kelompok berusaha menjadi yang terbaik. berdasarkan hasil uji independent sample t-test terhadap hasil belajar kognitif ipa siswa, menunjukkan ada pengaruh pendekatan ctl berbasis nht terhadap hasil belajar kognitif siswa. hal tersebut dapat diketahui setelah melihat angka signifikansi pada tabel hasil uji independent sample t-test yang menunjukkan nilai signifikansi kurang dari 0,05. pengambilan keputusan dalam uji hipotesis adalah jika nilai signifikansi lebih kecil dari 0,05, maka hipotesis alternatif (h1) diterima dan hipotesis nol (h0) ditolak. temuan dalam penelitian ini sejalan dengan hasil penelitian irwandi (2013) yang menunjukkan pendekatan kontekstual berpengaruh terhadap hasil belajar kognitif siswa. selanjutnya hasil penelitian munawaroh (2015) menunjukkan bahwa siswa yang diajar dengan model pembelajaran nht memiliki rerata prestasi belajar 91,73. fausan (2016) melaporkan hasil belajar siswa yang diajar dengan model pembelajaran nht jauh lebih tinggi dibandingkan dengan siswa yang diajar dengan pembelajaran konvensional. hasil penelitian juga sejalan dengan hasil penelitian pradnyani (2013) dan supena (2010) yang menunjukkan bahwa model pembelajaran nht dalam pembelajaran berpengaruh terhadap hasil belajar siswa. pendekatan ctl berbasis nht akan mendukung hasil pembelajaran yang lebih bermakna bagi siswa, karena apa yang mereka pelajari berguna bagi kehidupannya nanti. mereka sadar, apa yang dipelajarinya bermanfaat bagi dirinya dan berusaha untuk belajar lebih baik. proses pembelajaran lebih “hidup” dan lebih bermakna, karena pembelajaranya lebih alamiah dan siswa mengalaminya sendiri. adanya pengaruh pendekatan ctl berbasis nht terhadap hasil belajar kognitif siswa, juga tidak lepas dari prinsip kesaling-bergantungan dalam kelompok. hal tersebut sejalan dengan johnson (2002), yang menyatakan bahwa prinsip jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 139 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4278 kesaling-bergantungan dalam kelompok belajar memungkinkan para siswa untuk membuat hubungan yang bermakna. pemikiran yang kritis dan kreatif menjadi muncul dalam proses pembelajaran. kedua proses itu terlibat dalam mengidentifikasi hubungan yang menghasilkan pemahamanpemahaman baru. dengan berkembangnya pembelajaran pendekatan kontekstual, diharapkan dapat meningkatkan hasil belajar kognitif siswa. berdasarkan hasil uji independent sample t-test terhadap retensi belajar siswa, menunjukkan ada pengaruh pendekatan ctl berbasis nht terhadap retensi belajar siswa. hal tersebut dapat diketahui setelah melihat angka signifikansi pada tabel hasil uji independent sample t-test yang menunjukkan nilai signifikansi kurang dari 0,05. menurut crosling (2009) beberapa faktor penting untuk meningkatkan retensi siswa salah satunya adalah student centered active learning. pernyataan tersebut sejalan dengan pendekatan yang digunakan dalam penelitian ini yaitu pendekatan ctl berbasis nht. pendekatan ctl memfasilitasi siswa untuk melakukan dan mengalaminya sendiri, sehingga memori siswa begitu kuat untuk mengingat kembali. menurut hill (2011) memori terdiri atas tiga tempat atau wadah penyimpanan (stores), yakni lokasilokasi tempat informasi bisa disimpan untuk periode waktu tertentu. ketiga tempat penyimpanan tersebut adalah register sensory, short term store (short term memory), dan long term store (long term memory). selanjutnya menurut ward (2010), penggunaan tiga tahap model memori dapat membantu pengembangan strategi pengajaran yang mendukung pembelajaran. penutup kesimpulan kesimpulan yang dapat ditarik yaitu: ada pengaruh pendekatan ctl berbasis nht terhadap motivasi belajar, hasil belajar ipa, dan retensi siswa kelas v sd. hal tersebut dapat diketahui dari angka signifikansi pada tabel hasil uji independent sample t-test yang menunjukkan nilai signifikansi kurang dari 0,05. saran saran yang dapat diberikan adalah sebagai berikut. 1. dalam penggunaan pendekatan ctl berbasis nht, guru hendaknya dapat menguasai kelas sehingga pembelajaran berlangsung tertib. 2. pada fase evaluasi (menyebut nomor tertentu untuk menjawab pertanyaan guru), hendaknya guru mengingat nomor yang telah disebut dengan tujuan nomor yang telah disebut tidak disebut kembali. daftar rujukan anderson, o. w. & krathwohl, d. r., (2001). a taxonomy for learning, teaching, and assessing (a revision of bloom’s taxonomy of educational objectives). new york, us: addision wesley longman, inc. arikunto. s. (2013). dasar-dasar evaluasi pendidikan. jakarta, indonesia: bumi aksara. crosling, g. & heagney, m. (2009). improving student retention in higher education: improving teaching and learning. australian universities review, 51(2), 9-18. fausan, m. m. (2016). penerapan model pembelajaran nht dalam setting model pembelajaran stad. jurnal pendidikan biologi indonesia, 2(2), 154-160. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-140) disubmit: 03 april 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 fausan & pujiastuti, pengaruh pendekatan ctl 140 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.4278 hanafiah. (2009). konsep strategi pembelajaran. bandung, indonesia: refika aditama. hill, w. f. (2011). teori-teori pembelajaran: konsepsi, komprasi dan singnifikansi. terjemahan oleh khozim, m. bandung indonesia: nusa media. irwandi. (2013). pengaruh pendekatan kontekstual terhadap hasil belajar biologi siswa sma. jurnal ilmu pendidikan, 19(1), 100-105. jariyah, i. a. (2017). the effect of inquiry combined science-technology-society (sts) learning to enhance critical thinking skills on science. jurnal pendidikan biologi indonesia, 3(1), 1-9. johnson, e. b. (2002). contextual teaching and learning. thousand oaks, california, us: corwin press, inc. munawaroh. (2015). the comparative study between the cooperative learning model of numbered heads together (nht) and student team achievement division (stad) to the learning achievement in social subject. iosr journal of research & method in education, 5(1), 24-33. pujiastuti, i. p. (2016). penerapan integrasi model pembelajaran goup investigation (gi) dan inkuiri terbimbing berbasis lesson study. jurnal saintifik. 2(1), 54-60. pradnyani. (2013). pengaruh model pembelajaran numbered head together terhadap prestasi belajar matematika ditinjau dari kebiasaan belajar di sd. e-journal program pascasarjana universitas pendidikan ganesha jurusan pendidikan dasar, 3(1), 111. prayitno, b. a. (2011). pengembangan perangkat pembelajaran ipa biologi smp berbasis inkuiri terbimbing dipadu kooperatif stad serta pengaruhnya terhadap kemampuan berpikir tingkat tinggi, metakognisi, dan keterampilan proses sains pada siswa berkemampuan akademik atas dan bawah. disertasi tidak diterbitkan. malang, indonesia: pps universitas negeri malang. sanjaya, w. (2009). kurikulum dan pembelajaran. jakarta, indonesia: kencana. sunandar. (2009). pembelajaran contextual teaching and learning (ctl) dan hasil belajar matematika siswa sekolah dasar. jurnal ilmu pendidikan, 16(1), 59-68. supena, i. w. (2010). pengaruh model pembelajaran kooperatif numbered head together terhadap hasil belajar ips ditinjau dari motivasi belajar peserta didik kelas viii smp negeri 2 banjarangkan. tesis tidak diterbitkan. singaraja bali, indonesia: program pascasarjana undiksha. ward, h. (2010). pengajaran sains berdasarkan cara kerja otak. terjemahan oleh endah sulistyowati dan agus suprapto. jakarta, indonesia: indeks. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 215 penggunaan chabi (charming dustbin) dan keranjang takakura sebagai upaya meningkatkan kepedulian lingkungan terhadap anak usia sekolah dasar the aplication of chabi (charming dustbin) and takakura basket as effort to increase environment indefferent for elementary school children rudy setiawan 1 , rio febrianto arifendi 2 1, 2 universitas tribhuwana tunggadewi jl. telaga warna, tlogomas, lowokwaru, malang 65144, telp. 0341-565500 e-mail korespondensi: rudiehabibi@gmail.com abstrak penelitian ini merupakan penelitian tindakan (action research). penelitian ini telah dilaksanakan melalui 2 siklus dengan masing-masing siklus memuat tahap perencanaan, pelaksanaan, pengamatan dan refleksi. data yang digunakan adalah data kualitatif di lapangan dan didukung beberapa data kuantitaif yang berupa lembar observasi dan angket. hasil dari penelitian ini adalah 86% siswa tertarik membuang sampah pada tempatnya, 88% siswa telah terbiasa memisahkan sampah menurut jenisnya dan 92% siswa menunjukkan kepedulian lingkungan. penelitian ini menghasilkan kesimpulan berupa 1) siswa tertarik untuk membuang sampah melalui chabi dan keranjang takakura. 2) siswa terbiasa untuk memisahkan sampah organik dan non organik. 3) siswa meningkat kepeduliannya terhadap kesehatan lingkungannya melalui penggunaan chabi dan keranjang takakura dalam membuang sampah. kata kunci: chabi, keranjang takakura, lingkungan abstract this research was a action research. this research had conducted in two cycles, each cycle consists of planning, implementing, observing, and reflecting. the data used was qualitative data on field and supported by any quantitative data like observation sheet instruments and angket. the results of this research are 86% students excited to waste any garbage on its place, 88% students have common to separate any garbage based on its kind, and 92% students showed care on environment. this result of research have conclusion like 1) the students excited to waste any garbage by chabi and takakura basket.2)the students have common to separate organic and anorganic garbages. 3) the student have good care on environment health by using chabi and takakura basket on waste any garbage. keywords: chabi, environment, takakura basket lingkungan adalah kombinasi antara kondisi fisik yang mencakup keadaan sumber daya alam seperti tanah, air, energi surya, mineral, serta flora dan fauna yang tumbuh di atas tanah maupun di dalam lautan, dengan kelembagaan yang meliputi ciptaan manusia seperti keputusan bagaimana menggunakan lingkungan fisik tersebut. segala sesuatu yang ada di sekitar kita yang terdiri atas lingkungan biotik dan lingkungan abiotik disebut lingkungan (dwiyatmo, 2007). dwiyatmo (2007) menyatakan bahwa bersih atau tidaknya lingkungan sangat dipengaruhi oleh keberadaan manusia yang di lingkungan tersebut. manusia sebagai makhluk yang memiliki akal sempurna tidak hanya berkewajiban menjaga lingkungan tetapi juga memelihara kelestariannya. saat ini telah muncul berbagai masalah yang berkaitan dengan kebersihan lingkungan atau yang disebut dengan pencemaran lingkungan. pencemaran terjadi murni aktivitas manusia dalam rangka memenuhi kebutuhannya. sampah adalah sisa aktivitas manusia yang menjadi penyebab kotornya jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 215 lingkungan. berdasarkan mudah tidak teruarai sampah dikategorikan menjadi dua jenis yaitu sampah organik dan sampah anorganik. menurut uu nomor 18 tahun 2008 perlu adanya pengelolaan sampah agar tidak menimbulkan dampak buruk terhadap kesehatan masyarakat di lingkungannya. kesehatan masyarakat sangat dipengaruhi bersih atau tidaknya lingkungan. salah satu musuh yang harus diperangi masyarakat saat ini adalah keberadaan sampah yang makin hari makin bertambah. berdasarkan hasil penelitian mengenai “perbedaan kepedulian mahasiswa terhadap lingkungan ditinjau dari jenis kelamin dan daerah asal”, ternyata 47% mahasiswa membuang sampah sembarangan, dan kebanyakan dari mahasiswa tersebut belum mampu memisahkan sampah organik dan anorganik. padahal, sampah tersebut ada yang mampu diurai dan sulit terurai. ini membuktikan bahwa kesadaran untuk membuang dan memisahkan sampah menurut jenisnya masih rendah. hal tersebut sangat ironis, dikarenakan kesadaran mereka dalam membuang sampah sangat rendah pada usia yang relatif dewasa. oleh karena kondisi itu, peneliti bermaksud mengatasi kesadaran dalam menanggulangi sampah sejak usia dini. kepedulian terhadap lingkungan akan terjadi dengan baik jika dilaksanakan secara tepat dan terbiasa sejak usia belia (budihardjo, 2004). usia dini yang menjadi ketertarikan peneliti adalah usia anak sekolah dasar. rifa’i & anni (2009) menyebutan bahwa usai anak sekolah dasar merupakan masa yang diharapkan mampu memperoleh dasar pengetahuan untuk keberhasilan penyesuaian diri di kehidupan dewasa dengan penyesuaian tertentu. korelasi keberhasilan menanamkan sikap pada anak usia dini akan berpengaruh pada kehidupannya di usia dewasa. berdasarkan hasil observasi yang dilakukan oleh peneliti, sdn 01 sidorejo yang terletak di kecamatan jabung kabupaten malang, hanya memiliki dua buah tempat sampah berukuran sedang yang diletakkan di halaman sekolah. hal tersebut menyebabkan tempat sampah yang kelebihan sampah sehingga banyak yang berserakan di halaman sekolah maupun yang berserakan di ruang kelas karena siswa membuang sampah sembarangan. berawal dari masalah tersebut, peneliti bekerja sama dengan pihak sekolah untuk mengatasi hal tersebut dengan memberikan tempat sampah lukis dan keranjang takakura supaya siswa dapat tertarik membuang sampah pada tempat yang dibuatnya dan mampu memisahkan jenis sampah. guna menarik perhatian siswa dengan harapan siswa terbiasa untuk membuang sampah pada tempat yang benar maka peneliti mengenalkan 2 jenis tempat sampah berdasarkan jenis sampah yang dibuangnya, yaitu chabi (charming dustbin) untuk sampah anorganik dan kerjang takakura untuk sampah organik. chabi adalah tempat pembuangan sampah yang dikemas dengan menarik disertai lukisan di bagian luarnya. keranjang takakura adalah tempat sampah yang dilengkapi dengan bahan pengurai sampah organik. peneliti memilih tempat sampah lukis karena masa anak usia sekolah dasar merupakan masa bermain, mereka senang mencoba halhal baru, dan anak dengan kemampuan mereka mampu mengimajinasi warna cat jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 216 sehingga menjadi sesuatu yang menarik bagi mereka. berdasarkan permasalahan dan peluang yang ada, peneliti bekerja sama dengan pihak sekolah mengadakan penelitian berjudul “penggunaan chabi (charming dustbin) dan keranjang takakura sebagai upaya meningkatkan kepedulian lingkungan terhadap anak usia sekolah dasar”. metode penelitian penelitian ini merupakan penelitian tindakan (action research) dengan 2 siklus. masing-masing siklus dengan tahapan perencanaan, pelaksanaan, pengamatan dan refleksi. penelitian ini dilakukan pada seluruh siswa kelas 4-6 sdn 01 sidorejo kecamatan jabung kabupaten malang yang berjumlah 102 siswa (57 siswa lakilaki dan 45 siswa perempuan), dan didukung data penelitian kepada 10 guru, dan 2 karyawan, mulai bulan april sampai juni 2016. instrumen yang digunakan, yaitu lembar observasi dan angket. penelitian ini adalah penelitian populasi, dengan populasinya seluruh siswa sdn 01 sidorejo jabung. menurut arikunto (2010), penelitian populasi adalah penelitian yang meneliti keseluruhan dalam populasi dengan subjek yang tidak terlalu banyak. peneliti menetapkan penelitian populasi, karena dalam penelitian ini memiliki populasi tidak terlalu banyak hanya berjumlah 102 siswa. peneliti ingin meneliti respon dari pemberian tindakan kepada siswa secara keseluruhan, serta peneliti ingin meneliti secara mendalam pengaruh dari tindakan yang peneliti berikan. guru juga menjadi subjek penelitian selain ikut serta memberikan informasi kepada peneliti. pra tindakan menurut observasi awal pengamatan menunjukkan bahwa: 1) siswa kurang tertarik untuk membuang sampah pada tempatnya, 2) terbatasnya keberadaan tempat sampah yang ada di sekolah, dan 3) rendahnya kepedulian siswa untuk menjaga kebersihan lingkungannya. berdasarkan kondisi diatas maka diperlukan suatu metode yang menarik yang dapat meningkatkan antusiame dan ketertarikan siswa guna peduli terhadap lingkungannya. sehingga siswa tertarik untuk senantias menjaga kesehatan lingkungannya. siklus i perencanaan peneliti mensosialisasikan penelitian kepada pihak sekolah. peneliti menyiapkan segala instrumen penelitian, alat dan bahan membuat chabi (charming dustbin). peneliti, siswa, dan guru bekerja sama membuat chabi (charming dustbin). peneliti mensosialisasikan kepada siswa cara memisahkan jenis sampah. tindakan atau acting pelaksanaan tindakan merupakan penerapan atau pelaksanaan rancangan yang telah ditetapkan sebelumnya yakni dengan meletakkan chabi (charming dustbin) di beberapa sudut sekolah. pelaksanaan tindakan penelitian ini dilaksanakan dalam dua siklus. siklus pertama dengan tindakan chabi (charming dustbin) dan sosialisasi yang pertama. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 217 pengamatan atau observing observasi merupakan kegiatan mengamati hasil atau dampak dari tindakan yang dilakukan atau dikenakan terhadap siswa. kesulitan yang dihadapi siswa, keaktifan siswa, tanggapan siswa, diamati dan dicatat untuk pertimbangan dan perencanaan pada siklus berikutnya. pengamatan dilakukan dengan bantuan guru. refleksi atau reflecting refleksi merupakan kegiatan mengingat dan merenungkan kembali suatu tindakan yang dicatat dalam observasi. refleksi merupakan kegiatan mengkaji, melihat,dan mempertimbangkan atas hasil atau dampak dari tindakan. peneliti menetapkan keberhasilan siklus pertama sebesar 75% siswa mampu membuang dan memisahkan sampah sesuai jenisnya. berdasarkan hasil refleksi yang dilakukan, peneliti melakukan evaluasi dan mengadakan tindak lanjut dengan pelaksanaan siklus ke-2 atau penelitian lanjutan untuk mengetahui kegiatan membuang dan memisahkan sampah telah menjadi kebiasaan atau belum. siklus ii perencanaan peneliti dan guru mensosialisasikan cara memisahkan sampah. tindakan atau acting tindakan yang dilakukan berupa memperbaiki kesulitan siswa dalam memisahkan sampah berdasarkan jenisnya. pengamatan atau observing pengamatan yang dilakukan berupa mengamati sikap dan perilaku siswa dalam membuang sampah dan kepedulian lingkungan lainnya. refleksi atau reflecting refleksi berupa mengkaji, melihat, dan mempertimbangkan hasil atau dampak dari tong sampah chabi terhadap kepedulian lingkungan. hasil dan pembahasan hasil penelitian menarik siswa membuang sampah pada tempatnya pelaksanaan siklus i dan siklus ii, siswa tertarik untuk membuang sampah ada tempatnya. adapun tindakan yang dilakukan oleh peneliti adalah menyiapkan alat berupa kuas, kapur. bahan enam buah tong sampah, cat kayu warna primer, sekam, kardus, kain katun gelap, keranjang pakaian. selanjutnya peneliti membuat gambar sketsa keenam tong sampah, dan menyiapkan kantong sekam. setelah itu mengajak siswa kelas 4-6 sejumlah 25 siswa untuk mengecat tong sampah bersamasama. siswa dibagi dalam 6 kelompok, dan tiap kelompok mendapat tugas mengecat 1 tong sampah. antusiasme mereka sangat tinggi dan merasa senang dengan kegiatannya pagi itu. peneliti dihadapan guru dan siswa merancang takakura dan menjelaskan kegunaan masing-masing jenis tong sampah. siswa diminta secara langsung latihan membedakan sampah organik dan anorganik, serta menempatkan tempat sampah di depan ruang kelas masingmasing. analisis angket diperoleh 99 % siswa menyatakan chabi sangat menarik. dan sisanya ragu-ragu. berdasarkan analisis angket 86% siswa menyatakan jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 218 lebih tertarik membuang sampah pada tempatnya. 7,9% tidak setuju kalau chabi mendorong mereka untuk membuang sampah pada tempatnya, serta 5,9% siswa menyatakan sangat tidak setuju jika chabi mendorong mereka untuk membuang sampah. ketertarikan siswa terhadap chabi yang mencapai 86% pada siklus i menunjukkan ketercapaian indikator yang telah ditetapkan sebelumnya. berdasarkan wawancara kepada siswa yang tertarik kepada chabi, mereka mengungkapkan ketertarikan membuang sampah pada chabi karena mereka telah mengecat bersama-sama. jika tidak dimanfaatkan, sia-sia telah mengecat tong sampah, danperasaan mereka jika membuang sampah pada tempatnya itu puas. sedangkan alasan siswa yang tidak setuju jika dengan chabi ia tertarik membuang sampah lebih disebabkan tidak tega jika ia membuang, di tempat sampah yang bagus. melatih siswa memisahkan sampah menurut jenisnya sebanyak 88% siswa menyatakan lebih mudah memisahkan jenis sampah dengan chabi karena selain bentuk tempat sampah chabi yang berbeda juga karena telah mendapatkan informasi saat sosialisai chabi. informasi yang diberikan peneliti dan peran guru menjadikan siswa mengerti akan jenis sampah dan manfaat yang diperoleh dengan memisahkan jenis sampah. meningkatkan kepedulian siswa terhadap lingkungan kepedulian lingkungan siswa juga tampak dari keinginan mereka untuk menegur temannya yang membuang sampah sembarangan sebanyak 88%. sisanya siswa merasa masih takut untuk menegur temannya. menurut konfirmasi guru, anak sd selain ada yang berani berbicara yang diinginkan, juga ada siswa yang malu untuk menegur orang lain. kepedulian lain mereka juga tampak dari 92% siswa setuju untuk mengambil sampah yang berserakan dan membuangnya pada tong sampah yang ada khususnya di sdn 01 sidorejo jabung yaitu chabi. kondisi tersebut dapat diilustraskan pada gambar 1. gambar 1. siswa gembira menggunakan chabi pembahasan chabi peningkat kepedulian lingkungan chabi (charming dustbin) merupakan tong sampah yang memesona karena manfaat serta tampilan tong sampah tersebut, sebagaimana ditunjukkan pada gambar 2. dari analisis angket diperoleh bahwa 99 % siswa menyatakan chabi sangat menarik. hal tersebut sesuai dengan karakteristik anak-anak dalam membuat karya seni rupa. menurut kamaril (2005) guru hendaknya memberi kesempatan luas dan kemudahan kepada ekspresi anak, spontanitas anak, kreativitas anak, serta beri kesempatan bereksplorasi, belajar mencoba dan bermain. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 219 gambar 2. desain chabi (charming dustbin) chabi memberikan kesempatan untuk meningkatkan kreativitas mereka dalam mewarnai menggunakan cat kayu. dari kegiatan tersebut muncul ketertarikan terhadap penggunaan chabi. tong sampah chabi yang bagus mendorong mereka untuk membuang sampah pada tempatnya. 91% siswa menyatakan telah mengetahui manfaat yang diperoleh dengan aktivitas memisahkan jenis sampah. hasil wawancara dengan salah satu siswa menunjukkan siswa mampu menyebutkan manfaat dari memisahkan jenis sampah. menurut rahayu (2010), sampah jika tidak ditangani dengan baik akan mengakibatkan menurunnya tingkat kesehatan masyarakat. keranjang takakura jika chabi (charming dustbin) sebagai tempat sampah memesona karena kelebihannya yang terdiri dari dua jenis tempat sampah, yaitu tempat sampah lukis sebagai tempat sampah anorganik dan keranjang takakura (gambar 3) sebagai tempat sampah organik. pemisahan jenis sampah menurut nisandi (2007), berdasarkan asalnya sampah ada yang organik dan anorganik, sehingga perlu ada usaha untuk mengatas keberadaan sampah khususnya sampah organik, karena jika tidak sampah ini akan menjijikkan jika sudah membusuk apalagi bila terkena genangan air sehingga masyarakat enggan menanganinya. penanganan sampah organik menurut nisandi (2007) dapat berupa pengolahan dan pemanfaatannya menjadi briket arang dan asap cair. selain itu, upaya 3r (reuse, reduce, dan recycle) dapat dilakukan melalui takakura. kegiatan ini bertujuan untuk mengurangi sampah dari sumbernya terutama sampah organik dan menghasilkan kompos yang bisa dimanfaatkan langsung oleh masingmasing. konsep sederhana pengolahan sampah organik menjadi kompos peneliti terapkan dalam chabi sebagai solusi permasalahan kebersihan lingkungan di sdn 01 sidorejo jabung. penelitian pada siklus i menunjukkan terjadi kurang pahamnya karyawan kebersihan di sekolah. sampah dibiarkan kering dan tidak dicampur dengan cara mengaduk dengan kompos starter. seharusnya cara pengomposan takakura adalah dengan mengaduk menggunakan cetok sampai rata, supaya sampah yang dimasukan sehari sebelumnya tercampur merata dengan media pengkomposan. gambar 3. desain keranjang takakura jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 220 berdasarkan permasalahan tersebut peneliti segera menyelesaikannya pada siklus ke-ii dengan mengadakan sosialisasi ke-ii kepada karyawan dan siswa. sehingga dalam siklus ke-ii, siswa membantu karyawan kebersihan untuk ikut dalam upaya membuat kompos dari sampah organik. peran guru dalam proses ini adalah ikut mengawasi dan memberikan pengarahan jika masih terdapat permasalahan. selanjutnya pemanenan kompos dilakukan dengan cara mengambil 1/3-nya dan kita matangkan selama seminggu (lihat kondisi) di tempat yang tidak terkena sinar matahari secara langsung. sisanya yang 2/3 dalam keranjang bisa kita gunakan kembali sebagai starter untuk pengolahan berikutnya. implikasi hasil penelitian penelitian chabi (charming dustbin) berdampak besar terhadap terwujudanya lingkungan sdn 01 sidorejo jabung yang bersih dari sampah berserakan. dengan ketersedian tempat sampah yang memadai menjadikan siswa terbiasa untuk membuang sampah pada tempatnya. apalagi terdapat hasil karya mereka berupa tempat sampah lukis. hal penting yang ingin peneliti bagikan kepada siswa, guru, dan karyawan adalah pentingnya memisahkan jenis sampah. dengan adanya chabi siswa, guru, dan karyawan sdn 01 sidorejo jabung terlatih untuk memisahkan jenis sampah. peneliti berharap supaya kebiasaan memisahkan jenis sampah dapat dilakukakan semua pihak tidak hanya di sekolah tetapi juga lingkungan rumah mereka bahkan mengajak tetangga mereka. tujuan lain yang ingin peneliti bagi adalah perlunya pengolahan sampah organik menjadi barang yang bermanfaat yaitu kompos. hasil kompos sekolah dapat dimanfaatkan sebagai penyubur dalam usaha penghijauan sekolah. serta dalam jangka panjang dapat digunakan sebagai pelatihan kewirausahaan melalui usaha penjualan kompos. penelitian chabi (charming dustbin) juga berimplikasi kepada guru sebagai kaum intelektual. mereka tidak membiarkan informasi yang ia peroleh begitu saja. tetapi, bapak ibu guru sdn 01 sidorejo jabung terus menggali informasi mengenai keranjang takakura dan tidak omong kosong mereka juga mempraktikkannya di rumah. penutup kesimpulan berdasarkan hasil dan pembahasan yang telah dilakukan maka dapat ditarik kesimpulan sebagai berikut. 1) penggunaan chabi (charming dustbin) dan keranjang takakura mampu menarik 86% siswa membuang sampah pada tempatnya karena bentuk sampah organik dan anorganik yang mudah dibedakan dan sampah yang penuh warna. chabi mampu melatih 88% siswa memisahkan sampah menurut jenisnya setelah 91% siswa memiliki pengetahuan pentingnya memisahkan jenis sampah. 2) penggunaan chabi dan keranjang takakura mampu meningkatkan kepedulian siswa terhadap lingkungan diketahui dari 88% siswa menyatakan keberanian menegur temannya dan 92% siswa setuju untuk mengambil sampah berserakan dan membuangnya pada tong sampah. 3) mampu meningkatkan kepedulian siswa terhadap lingkungan diketahui dari 88% siswa menyatakan keberanian menegur temannya dan 92% jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 215-221) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rudi setiawan et. al., penggunaan chabi (charming dustbin) 221 siswa setuju untuk mengambil sampah yang berserakan dan membuangnya pada tong sampah. saran beberapa saran yang dapat diberikan adalah sebagai berikut. 1) bagi sekolah: kepala sekolah dan guru hendaknya memperhatikan ketersediaan fasilitas penunjang seperti tong sampah, kepala sekolah dan guru perlu mengajak siswa beraktivitas yang menunjang peningkatan kepedulian lingkungan serta kepala sekolah dan guru hendaknya mengawasi dan memberikan contoh kepada siswa untuk menjaga kebersihan lingkungan. 2) bagi siswa: siswa harus berusaha keras membuang dan memisahkan jenis sampah pada tempatnya, menegur temannya yang tidak membuang dan memisahkan jenis sampah, serta menyebarluaskan pengolahan sampah menggunakan keranjang takakura minimal di rumah. daftar rujukan arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. budihardjo, e. (2004). sejumlah masalah pemukiman kota. bandung: alumni. dwiyatmo, k. (2007). pencemaran lingkungan dan penangananya. yogyakarta: citra aji parama. kamaril, c. (2005). pendidikan seni rupa/kerajinan tangan. jakarta: universitas terbuka. nisandi. (2007). pengolahan dan pemanfaatan sampah organik menjadi briket arang dan asap cair. prosiding seminar nasional teknologi 2007 (snt 2007). issn: 1978 – 9777. rahayu, t. p. (2010). enskilopedia seri desa-kota. semarang: aneka ilmu. rifa’i, a., & anni, c. t. (2009). psikologi pendidikan. semarang: unnes press. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 51-60 10.22219/jpbi.v5i1.7287 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 51 research article developing guided inquiry-based ecosystem module to improve students’ critical thinking skills irwan a,1,*, maridi b,2, sri dwiastuti b,3 a master of science education, faculty of education, sebelas maret university, jl. ir. sutami no. 36a, surakarta, central java, 57126, indonesia b science education study program, faculty of education, sebelas maret university, jl. ir. sutami no. 36a, surakarta, central java, 57126, indonesia 1 irwanforsmk@yahoo.co.id*; 2 maridi_uns@yahoo.co.id; 3 dwiastuti54@gmail.com * corresponding author introduction critical thinking skill is one of the vital components (de bie, wilhelm, and van der meij, 2015) and an important element in the 21st-century (nusarastriya, sapriya, wahab, & budimansyah, 2013). critical thinking skill has also become a serious discussion between educators and psychologists about the factors influencing in the students (abdi, 2012). critical thinking skill is quite important for students since it enables the assume, analyze arguments, and evaluate the quality of information (bensley & spero, 2014). critical thinking is a cognitive strategy and a way of looking at things and descriptive terms for a set of methods that are used to consider and solve problems effectively (ismail, harun, zakaria, & salleh, 2017; onions, 2009). students who have critical thinking skills tend to believe and act according to their reasoning logically and systematically based on the information received. critical thinking skill consists of the ability in analyzing, a r t i c l e i n f o a b s t r a c t article history received december 31, 2018 revised january 10, 2019 accepted february 23, 2019 published march 05, 2019 the availability of modules that can develop critical students' thinking skills has not been fulfilled. this study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. this r&d research referred to borg and gall model with nine stages. the research instrument used was a test question sheet adapted from facione. the data gained were analyzed using ancova. the results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (f = 120.52; p-value < 0.05). it can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills. copyright © 2019, irwan et al this is an open access article under the cc–by-sa license keywords critical thinking guided inquiry module how to cite: irwan, i., maridi, m., & dwiastuti, s. (2019). developing guided inquiry-based ecosystem module to improve students’ critical thinking skills. jpbi (jurnal pendidikan biologi indonesia), 5 (1), 51-60. doi: https://doi.org/10.22219/jpbi.v5i1. 7287 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7287 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7287 https://doi.org/10.22219/jpbi.v5i1.7287 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7287&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 51-60 52 irwan et.al (developing guided inquiry-based ecosystem …) understanding, and evaluating both reasons and information (adeyemi, 2012; dwyer, hogan, & stewart, 2014; shehab & nussbaum, 2015) and constitute is part of the cognitive skills consisting of interpretation, analysis, inference, evaluation, explanation, and self-regulation (facione, 1992). critical thinking skill concerns the methods of thinking involving cognitive procedures such as reasoning, analyzing and evaluating that pedagogically related to problem-solving and communication (arslan, 2015; wilkin, 2017) and metacognitive processes covering several other components including skills in analyzing arguments, concluding skills through both inductive and deductive reasoning, skills in evaluating, and skills in making accurate problem-solving decisions (lai, 2011; sarigoz, 2012). critical thinking skills as art in analyzing and evaluating thoughts to improve them (serrat, 2017). the development of students’ critical thinking has been a concern and the primary goal of education in the world in the last few decades (aliakbari & sadeghdaghighi, 2013; larsson, 2017; tabačková, 2015). the critical thinking skills development serves an essential role in the world of education and is needed by students (visande, 2014). teaching critical thinking skills has always been a learning-oriented goal for teachers in all disciplines (thompson, 2011). increasing students' critical thinking skills should be the teachers’ responsibility as stipulated in the minister of education and culture of indonesia regulation number 20 of 2016. the regulation confirms that students should have mastered some skills related both creatively, productively, critically, independently, collaboratively, and communicatively thinking and acting. the students who have critical thinking skills will be more easily explaining scientific concepts, solving problems, and exploring causal relationships from the occurring events around them. the learning process carried out in schools should at least be able to provide training for students' thinking skills, considering the significant impact of thinking skills owned by each student increases after the learning process takes place. students' critical thinking skills in indonesia still need to be improved. the results of the program for international student assessment (pisa) tests in 2015 showed that the average pisa score of indonesian students was 395.3 on science, reading and mathematics so that indonesia was ranked 62 out of 70 countries. increasing the value of pisa can be done by improving the quality of education and high order thinking skills of students through the implementation of the curriculum 2013 (sukardjo & sugiyanta, 2018). the results of the preliminary research and information collection in this study used instruments based on aspects of critical thinking skills in the matter of evaluating textbooks used in school learning on ecosystem material. the results of the analysis of evaluation questions on textbooks in the form of teacher handbooks and student handbooks showed that the average percentage in the interpretation aspect was 52.75%, the analysis was 11.75%, the inference was 13.75%, the evaluation was 6.5%, the explanation was 10%, and self-regulation was 5.25%. the results of the analysis show that the aspects of critical thinking skills used in learning at school are still low so that they have not accommodated students in developing their critical thinking skills. efforts that can be made to address the problems are by developing teaching materials. the development of teaching materials is one of the criteria that must be possessed by the teacher as stated in the academic qualifications and teacher competency standards. the ministry of national education of indonesia stipulates it on regulation number 16 of 2007 which states that teachers in the senior high school level education units both in the demands of pedagogical and professional competencies are closely related to the teacher's ability to developing learning resources and teaching materials. the development of essential teaching materials is carried out by teachers. it can design learning to be more effective, efficient, and following the competencies to be achieved. teaching materials can be developed in various ways and forms. one of the available teaching materials to be developed is a teaching module. module development can be one solution to assist schools in realizing quality learning. applying modules in schools can create a better planned, independent, complete, and produce clear output of learning activities. modules are self-learning packages that include a series of learning experiences that are planned and designed systematically to help students achieve learning goals (setiyadi, ismail, & gani, 2017). a learning module is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria (rufii, 2015). modules can improve critical thinking skills as the results of research by elisanti, sajidan, and prayitno (2018) which states that learning to use modules in the learning process is very significant to empower students' critical thinking skills. this study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. guided inquiry-based learning contains learning activities that encourage students to analyze, solve problems based on facts found around them (rusche & jason, 2011) and involve the participation of students actively in a series of learning experiences to find answers to problems that exist around them so that students construct their knowledge. guided inquiry-based learning has a significant and effective in improving students' critical thinking skills (elisanti et al., 2018; nisa, koestiari, habibbulloh, & jatmiko, 2018; zabit, 2010). guided inquiry-based syntax namely: orientation, designing inquiry (formulating problems, formulating hypotheses, and collecting data) jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 51-60 53 irwan et.al (developing guided inquiry-based ecosystem …) analyzing data, drawing conclusions, and communicating findings (gengarelly & abrams, 2009). guided inquiry-based learning is essential to apply to early-level students so that they use conceptual knowledge and their understanding to delve deeper into their ideas in the learning process (jiun & nurzatulshima, 2014). method this research and development using the borg & gall procedures were modified in nine stages, i.e. (1) research and collecting information, (2) planning, (3) development of early product, (4) design validation, (5) main product revision, (6) limited field trial, (7) second product revision, (8) operational field trials, (9) the revision of the final product (gall, gall, & borg, 2003). the module’s feasibility is guided by table 1. table 1. qualification of module feasible score category >80 100 very decent >60 80 worthy >40 60 quite decent >20 40 not feasible 0 – 20 very unworthy the operational field trial was conducted to determine the effectiveness of developed modules. the operational field trials using pretest-posttest control group design by mckenney and reeves (2014) with experimental and control class. the operational field subject used was x mia 3 and x mia 4 class in senior high school 1 of karas – magetan regency in 2018. the sample was selected by cluster random sampling with two classes consisting of 29 students in the experimental class and 30 students in the control class. the experimental class was treated by conducting learning using a module based on guided-inquiry, while the control class conducted by learning using textbooks. the research instruments used was 20 multiple choice questions and 10 essay questions adapted from facione's critical thinking skills aspects which: (1) interpretation, (2) analysis, (3) inference, (4) evaluation, (5) explanation, and (6) self-regulation (facione, 1992). the instruments used in this study have been tested for validity and reliability by 30 students. the data analysis used ancova with a significance level 0.05 and preceded a prerequisite test, i.e. shapiro-wilk normality test and levene’s homogeneity test. the statistical analysis program used spss 21 for windows. the score categories of students' critical thinking skills showed in table 2. table 2. score category of students' critical thinking skills score category 81.25 < x ≤ 100 71.50 < x ≤ 81.25 62.50 < x ≤ 71.50 43.75 < x ≤ 62.50 0 < x ≤ 43.75 very high high moderate low very low results and discussion stage 1: research and information gathering the results of the analysis indicate that students' level of critical thinking skills is classified as very low (34.55). in more detail, five of the six components of critical thinking are in the shallow range (0 < x < 43.75). the five components include (1) interpretation, (2) analysis, (3) inference, (4) evaluation, and (5) explanation with scores in a sequence of 41.14, 32.70, 25.45, 22.54, and 41.07. meanwhile, the student self-regulation component of 44.42 was classified as low. these results show that the learning process carried out so far has not been able to improve students' critical thinking skills. thus, efforts need to be significantly able to help improve critical thinking skills. critical thinking skills need to be improved because it is very fundamental in managing learning skills and empowering students to contribute actively and creatively to life. students who have critical thinking skills are more comfortable to solve problems in their lives. students' critical thinking skills are able to explain causal relationships from events that occur around them (aizikovitsh-udi & cheng, 2015). stage 2: planning the planning phase begins with determining learning objectives based on core competencies (or kompetensi inti/ki) and basic competencies (or kompetensi dasar/kd). the results of this stage stipulate that the material developed in the module is an ecosystem. the material is analyzed and adapted to the curriculum jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 51-60 54 irwan et.al (developing guided inquiry-based ecosystem …) used in the school to determine the level of student achievement after learning occurs. the module matrix preparation phase is carried out after the goal setting stage. the focus at this stage is to adjust the activities planned in the module according to guided inquiry syntax with aspects of critical thinking skills. the next step is to determine the guided inquiry-based module format and the format of learning devices that include it. the module format developed includes four sub-topic, i.e. (1) ecosystems and their constituent components, (2) interactions between organisms in ecosystems, (3) food chains and food networks, and (4) biogeochemical cycles, while the format of learning devices used in structured modules the syllabus and plan for implementing the learning that is prepared based on the curriculum applied in the school. in addition to these four components, the last step is to determine the procedure for developing modules such as determining the subject of research, data collection techniques and all data needed in module development starting from initial product design development, product validation, to product testing. stage 3: development of initial product draft the module prototype design was developed by referring to the syntax of critical thinking skills. at this stage, aspects of developing learning objectives, developing indicators, designing learning activities, and evaluating are integrated into the module. the results of this stage are printed module prototypes. stage 4: the product draft trial phase the module prototype testing phase is carried out by involving several expert validators. validation carried out in the development of this module included material expert validation, expert device learning validation, validation of readability by linguists, and media validation and module design. the results of expert validation can be seen in figure 1. the results of module validation indicate that guided inquiry-based products are feasible for use in learning. figure 1. daigram of the results of module validation by expert stage 5: the first product revision improvement suggestions from experts were used as the basis for developing the module. some suggestions and corrections made to the modules developed as presented in table 3. based on table 3, the modules need to be improved and refined to minimize conceptual errors. table 3. suggestions provided by expert and correction actions taken material suggestion correction reading the material in learning activities must "implicitly" explain the components of teaching material. revise the reading material in learning activities 1 with a more implicit explanation about the teaching material components. make sure the teacher module can play an optimal role in controlling student modules. revise the learning activities in the teacher module and student modules so that can play an optimal role in controlling the student module. note the suitability of guided inquiry syntax in the teacher module and student module. revise the suitability of syntax of guided inquiry learning in teacher modules and student modules. learning device suggestion correction each material indicator must represent to basic competency. revise material indicators and make sure represent to basic competency. evaluation of modules must represent to material indicators revise the evaluation and make sure it represents material indicators. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 51-60 55 irwan et.al (developing guided inquiry-based ecosystem …) module readability suggestion correction sub-chapter that are made hopeful of spelling. revise the spelling of sub-chapter. the caption in the module does not exist. write a description of the image contained in the module. examine the writing of word absorption elements with standard vocabulary. revise the writing errors of the word absorption elements and standard vocabulary. media and module design suggestion correction writing copyright on the francis page to remove it eliminate copyright writing on francis pages. the module cover image must include the source library lists the source of the image library on the front cover of the module. the image in the module so that the source of the library and the description of the image are included lists the library sources and captions in the image in the module. describe the general description of the subject matter. describe a general description of material to in the sub-chapter. give clear instructions on each student's activities. provide clear instructions on each student's activities in the student activity sheet. stage 6: limited field trial stage the limited field-testing phase is carried out to determine aspects of qualitative data from the module readability. testing is done intentionally to find out the various shortcomings contained in the module such as typos, typo letters, and errors in image layout and so on. this stage also aims to determine students' understanding of the contents of the module. the limited field-testing phase was carried out on education practitioners and 16 students who were randomly selected. the results of the limited field trial stage are presented in figure 2. the assessment of educational practitioners is in the range of 80-100, as well as the results of student evaluations with a score of 91.80. the results of this limited field trial stage indicate that the module is feasible to use. figure 2. chart of limited field trial stage results by education practitioner and student stage 7: the second product revision the second revision is done by correcting and completing the errors and shortcomings of the module. the errors and shortcomings of the module are obtained from criticism and suggestions and input from education practitioners and students who conduct limited field tests, suggestions and input are then followed up by making improvements to the developing module. a summary of suggestions and corrections is presented in table 4 and table 5. the results of the second revision are used for the development of the next stage to produce a guided inquiry-based module that is used in learning to improve students' critical thinking skills. stage 8: operational field trial this phase begins with validating the instruments used in the study. the results of testing the validity and reliability of the instruments as outlined in table 6. the results of the validity and reliability tests indicate that the test instruments used are valid and reliable because of the value of rcount > rtable. furthermore, the results of the operational field trial stage in the form of assessing students' critical thinking skills were analyzed using ancova. the results of the statistical analysis show that the fcount was 120.52 with a significance level of 0.00 (α < 0.05). these results indicate that there are significant differences between the experimental classes using guided inquiry-based modules with the control class using textbooks in schools. these results indicate that the use of guided inquiry-based ecosystem modules is effective in empowering students' critical thinking skills. the jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 51-60 56 irwan et.al (developing guided inquiry-based ecosystem …) difference between the posttest results of students in the experimental class shows that the module developed is based on aspects of students' critical thinking skills applied to the ecosystem material. table 4. suggestions provided by education practitioners and corrective actions are taken suggestion correction the writing procedure and placement of the images are noticed and the subject matter is expanded again. make corrections to the sequence of writing sentences and clarify the image on the module and expand the material. writing scientific names are italicized and enlarged. make corrections to scientific naming and enlarge images. table 5. suggestions correction is given by students and corrective actions taken suggestion correction there are a number of errors in writing words in modules that are caused by several things, such as typos, font sizes that are not diverse, and image sizes that are not large enough to be less obvious to students. correcting errors in the intended writing and increasing the size of the image to make it more visible to students. there are several terms and abbreviations that are still considered foreign by students. the terms and abbreviations referred to are explained on the glossary page contained in the module. a less attractive cover image. change the module's front cover image with more interesting images. table 6. recapitulation of the results of validity and reliability test items q item n n item validity reliability mcqs 30 20 100% 0.873 > 0.361 essay 30 10 100% 0.708 > 0.361 stage 9: revision of final product based on the operational field-testing phase that has been carried out, the guided inquiry-based ecosystem module is deemed feasible to be used as teaching material to improve students' critical thinking skills without further revisions or improvements. however, evaluation still needs to be done to improve module quality. the evaluation and improvement phase of the module is carried out through the process of disseminating modules to education practitioners. the evaluation phase aims to get criticism, suggestions, and input to improve the final product to be ready for use by product users. the distribution of evaluation sheets was carried out to three middle school biology teachers by providing a guided inquiry-based ecosystem module and accompanied by an assessment questionnaire related to the content in the module. the results of the teacher's response to the guided inquiry-based ecosystem module are presented in figure 3. the teacher's response to the module obtains the average value included in the excellent category. based on these results it can be concluded that the modules developed are feasible to be used in learning activities at the secondary school level. figure 3. chart of teacher response to the module developed by the teacher the guided inquiry-based modules characteristics this module is developed based on the principle of independence. students are conditioned to be able to interact with learning materials actively and carry out various learning activities and get feedback about what they are learning (rufii, 2015). the module developed contains (1) clear learning objectives and can describe the achievement of ki and kd, (2) learning material that is packaged in specific activity units so that it is easy to jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 51-60 57 irwan et.al (developing guided inquiry-based ecosystem …) learn thoroughly, (3) available examples and illustrations support the clarity of the presentation of learning material, (4) there are practice questions and assignments, so make it possible to measure the mastery level of student, (5) contextual, the material is presented related to the atmosphere, tasks and context of student activities and environments, (6) using communicative and straightforward language, (7) there is a summary, (8) there are assessment instruments, (9) there are assessment instruments, (10) there is feedback on student assessment, so students know the level of mastery of the material, and (11) there is information about referrals, enrichments, and references that support learning material (nisa et al., 2018; rusche & jason, 2011). feasibility of guided inquiry-based modules the module feasibility to improve students' critical thinking skills were tested through validation by experts. the results of the material expert validation obtained an average value of 92.19 (very decent) category. based on these results, it can be concluded that the material presented in the module has been declared feasible to apply. the ecosystem material contained in the module meets the criteria and feasibility based on the assessment indicators provided by the expert. assessment indicators consist of several aspects including the completeness of the material, the material accuracy, activities that support learning, material upgrading, material strength in improving students' scientific competencies, material systematics, and material abilities in accommodating students' critical thinking skills. the results of the expert device learning validation obtained an average value of 81.90 with very decent categories. based on these results it can be concluded that the learning device developed has been declared feasible to be applied in the module. learning devices designed in the module have met the criteria and feasibility based on assessment indicators by experts. assessment indicators consist of the formulation of material indicators, the selection of material, the selection of sources and media, approaches and methods, assessment of learning outcomes, question material, presentation of questions, scoring, and aspects of students' critical thinking skills. however, the linguist validation obtained a mean value of 78.57 (worthy) category. on such a result, the language format and readability presented in the module are proper. readability design of the module developed has been declared feasible and fulfills the criteria based on the indicator of inquiry by experts. assessment indicators consist of the suitability of the language with the level of student development, communicative, and coherence and unity of ideas. the results of the learning media expert validation obtained an average value of 92.86 with a very decent category. based on these results, it can be concluded that the format of the design and graphics presented in it has been declared feasible to be used in the module. the design module has been declared feasible and fulfills the criteria based on expert indicators. the assessment indicators consist of public presentation organizations, considering the meaning and benefits, involving students, general appearance, information delivery techniques, the anatomy of modules developed, and observing the code of ethics and copyright. the results of limited field testing for education practitioners obtained an average score of 92.36 with a very decent category. based on these results it can be concluded that the guided inquiry-based ecosystem module developed is very feasible to use in classroom learning activities. the results of limited field tests by students obtained an average score of 91.80 which was categorized as very good. according to the results, an inquirybased ecosystem module developed was declared suitable for use in learning activities. however, the effectiveness of the module toward improving students' critical thinking skills in the experimental class was 83.66 with a very high category and a control class of 69.24 with a moderate category. more specifically the average value of students' critical thinking skills in each aspect is presented in figure 4. figure 4. chart of recapitulation of students' critical thinking skills scores by aspects. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 51-60 58 irwan et.al (developing guided inquiry-based ecosystem …) moreover, the results of the preliminary test using the normality and homogeneity tests in the experimental class and the control class indicate that the data are spread normally and homogeneously. based on table 7, it can be concluded that the normality test using the shapiro-wilk test showed that the pretest and posttest were normally distribute (α > 0.05), while the levene’s homogeneity test in all classes showed homogeneous pretest and posttest because of the significance level (α > 0.05). table 7. recapitulation of the results of the normality and homogeneity test class test type of test result exp. norm. shapiro-wilk test sig pretest 0.601; sig posttest 0.07 ctrl. norm. shapiro-wilk test sig pretest 0.074; sig posttest 0.446 all class homogeneity levene’s test sig pretest 0.903; sig posttest 0.094 . the next test conducted is the ancova to determine the difference in posttest values in the experimental class and the control class. based on table 8, there is a significant difference between the posttest value between the experimental class and the control class (α < 0.05). guided inquiry-based ecosystem module effectiveness in improving students' critical thinking skills is 0.683 or 60% (waluyo, prayitno, & sugiyarto, 2017). improving students' critical thinking skills through learning using guided inquiry-based modules in this study is in line with research by prihatin, prayitno, and rinanto, (2017) which states that the use of guided inquiry-based modules is effective in improving students' critical thinking skills. guided inquiry-based learning activities implemented in modules can direct students to be directly involved in the learning process and provide opportunities for them to understand material concepts more deeply and make their critical thinking skills better (wang & posey, 2011). moreover, improving critical thinking skills in the learning process helps students improve their learning outcomes in the classroom (bahmani, 2016). table 8. ancova test variable f sig partial eta square all class 120.52 0.000 0.683 learning activities using inquiry-guided based ecosystem modules can improve students' critical thinking skills because they can train students to engage in active learning by (1) interacting with other fellow students, (2) making the learning process more interesting by focusing on direct observations in the field, (3) obtaining observational data, and (4) discussing it through presentation activities before the class along with the teacher’s guidance. the applied guided inquiry-based learning on the module provides better students’ learning outcomes value. various research results show that the application of guided inquiry-based learning has a positive trend especially in learning that emphasizes the active participation of students in thinking and concluding (vlassi & karaliota, 2013). critical thinking skills include a person's ability to analyze and evaluate, have strong ideas and arguments, think consciously and responsibly (he, craig, & wen, 2013). learning activities using guided inquiry-based ecosystem modules motivate students to actively engage in learning because they place them as a center of learning activity, students not only learn something but also actively discover, do, pay attention/observe, and experience the activity of learning in the guidance of the teacher as a motivator and facilitator in learning (simbolon & sahyar, 2015). guided inquiry-based learning activities can improve students' critical thinking skills because when the learning process takes place, students develop their knowledge by facilitating their brains to think rajagukguk and simanjuntak (2015) through discovery-based learning and centering on themselves with teacher guidance in the learning process. conclusion guided inquiry-based ecosystem modules are developed based on guided inquiry syntax, and aspects of critical thinking skills are appropriate to be used in the learning process. the effectiveness of the module developed was shown by the results which obtained that there was a significant difference between the critical thinking skills of students in the experimental class and the control class. this difference shows that the module developed is better at empowering students' critical thinking skills compared to the textbooks used in schools. references abdi, a. 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e-issn: 2527-6204) (halaman 198-205) l. wahdiniati dkk, pemeriksaan kandungan bakteri 198 pemeriksaan kandungan bakteri salmonella sp. dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura sebagai sumber belajar biologi the examinaton of salmonella sp. and escherichia coli content on fishpaste in klampis market of bangkalan madura as biology learning resource l. wahdiniati1, yuni pantiwati1, roimil latifa1 1program studi pendidikan biologi fkip universitas muhammadiyah malang e-mail: niadinia178@gmail.com abstrak pemenuhan kebutuhan akan pangan saat ini banyak menggunakan berbagai macam cara tanpa memperhatikan tingkat higiene dan sanitasi pengolahan bahan makanan tersebut. salah satu bahan makanan yang pengolahannya dianggap tidak higienis adalah petis. petis merupakan produk hasil perikanan yang umumnya terbuat dari hasil samping rebusan ikan atau udang atau kepala udang, yang berbentuk kental dengan rasa asin manis dan manis pedas serta dapat digunakan sebagai campuran bumbu masak alami pada masakan. penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan mengidentifikasi kandungan bakteri salmonella sp. dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura dan mengetahui apakah petis ikan di pasar klampis bangkalan madura aman dikonsumsi dan sudah memenuhi syarat mutu keamanan pangan berdasarkan sni serta hasil penelitian dimanfaatkan sebagai sumber belajar biologi berupa buku petunjuk praktikum. pada penelitian ini metode yang digunakan adalah metode spread plate (metode sebar). sampel yang digunakan sebanyak 7 sampel dengan 3 kali pengulangan. hasil yang didapatkan akan dibandingkan dengan standart nasional indonesia 2009 terkait dengan batas maksimal cemaran mikroba tentang ikan dan produk perikanan lainnya termasuk mollusca, crustaceae, echinodermata yang telah mengalami pengolahan. hasil penelitian menunjukkan bahwa tidak ditemukan adanya bakteri salmonella sp. dan bakteri escherichia coli pada ketujuh sampel petis ikan di pasar klampis bangkalan madura dan telah memenuhi syarat mutu keamanan pangan berdasarkan sni kandungan bakteri salmonella sp dan bakteri escherichia coli pada petis ikan yang telah ditetapkan. hasil penelitian kualitas petis ikan di pasar klampis bangkalan madura berdasarkan kandungan bakteri salmonella sp dan bakteri escherichia coli dimanfaatkan sebagai sumber belajar biologi berupa buku panduan praktikum. kata kunci: buku petunjuk praktikum, escherichia coli, metode spread plate, salmonella sp abstract recently, the necessity of foods has been fulfilled by using various methods without considering hygiene level and sanitation during its processing. one of food processing which is assumed as unhygienic cuisine is fish-paste. fish-paste is commonly made from side product of boiling fish or shrimp. it has a thick viscosity with salty-sweet or sweet-spicy taste and can be used as food seasoning. the study is descriptive qualitative and aimed identify the content of salmonella sp. and escherichia coli in fish-paste in klampis market of bangkalan madura; moreover, to assess if the paste is safe to consume and fulfilling the requirement of food-safety-standard based on sni. the results research were used to compose biology learning resource as practical guidance. this research employed spread-plate method. as many as 7 samples were assessed by three multiplications. the results were compared to indonesia national standard 2009 of maximum level of microbe contamination on fish and fish-product including mollusca, crustaceae, echinodermata which were processed. the research results showed that there were no finding neither salmonella sp nor escherichia coli on the paste tested. these results were utilized as biology learning resource. keywodrs: escherichia coli, practical guide book, salmonella sp., spread plate method mailto:niadinia178@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 198-205) l. wahdiniati dkk, pemeriksaan kandungan bakteri 199 pemenuhan kebutuhan akan pangan saat ini banyak menggunakan berbagai macam cara tanpa memperhatikan tingkat higiene dan sanitasi pengolahan bahan makanan tersebut. salah satu bahan makanan yang pengolahannya dianggap tidak higienis adalah petis. petis merupakan produk hasil perikanan yang umumnya terbuat dari hasil samping rebusan ikan atau udang atau kepala udang, yang berbentuk kental dengan rasa asin, manis dan manis pedas serta dapat digunakan sebagai campuran bumbu masak alami pada masakan (fakhrudin, 2009). sebagian masyarakat menganggap bahwa petis merupakan makanan yang kotor, hal ini dikarenakan bahan yang digunakan dari pembuatan petis adalah limbah dari hasil samping rebusan ikan. sehingga, hal tersebut meragukan konsumen yang biasanya menggunakan petis sebagai bahan dasar campuran pembuatan makanan. petis biasanya digunakan sebagai bahan tambahan atau bumbu rujak, baik itu rujak lontong, rujak buah, maupun rujak dengan menggunakan krupuk saja. petis diproduksi di beberapa tempat, misalnya di bangkalan. produksi petis yang cukup terkenal di kabupaten bangkalan adalah kecamatan klampis. menurut disperindag (2015) melaporkan bahwa kecamatan klampis dapat memproduksi petis sebanyak 20 ton dengan nilai produksi sebesar 190.000.000. produksi petis di daerah bangkalan didistribusikan diberbagai wilayah, baik di dalam pulau madura maupun di luar pulau madura. oleh karena itu, kualitas petis yang dihasilkan harus baik dan sesuai dengan syarat mutu keamanan pangan berdasarkan sni. kualitas petis yang baik memiliki pengaruh terhadap kesehatan tubuh manusia. agar kualitas petis tetap baik sampai ke tangan konsumen maka higiene dan sanitasi sangat penting dalam proses pengolahan petis yang dilakukan, mulai dari proses penanganan bahan mentah sampai menjadi produk makanan siap saji dan siap untuk didistribusikan serta tempat pengolahan dan tenaga pekerja harus tetap terjaga higiene dan sanitasinya (purnawijayanti, 2001). kualitas petis dapat dilihat dari sifat fisik dan sifat biologinya. sifat fisik petis yang baik adalah berwarna cerah (tidak kusam), umumnya coklat kehitaman karena ada penambahan gula merah, pewarna buatan, ataupun cairan tinta cumi, berbau sedap, kental tetapi sedikit lebih encer dari margarin (suprapti, 2001). sedangkan sifat biologi dapat dilihat melalui adanya kontaminasi mikroorganisme, salah satunya bakteri salmonella sp dan bakteri eschericia coli. makanan yang berasam rendah seperti daging, telur, ikan dan produk olahannya merupakan sumber infeksi dan keracunan oleh bakteri. salah satu bakteri yang dapat menjadi penyebabnya adalah bakteri salmonella sp dan bakteri eschericia coli. bakteri salmonella sp merupakan bakteri patogen yang menjadi indikator bahwa makanan tersebut kualitasnya sudah menurun yang apabila tertelan oleh manusia akan mengakibatkan penyakit saluran pencernaan seperti demam. bakteri ini dapat menyebar melalui alat pengolahan yang digunakan kurang higiene dan waktu penyimpanan terlalu lama (dharmojono, 2001). sedangkan bakteri escherichia coli dapat menyebar melalui air dan mengkontaminasi bahan-bahan yang bersentuhan dengannya. dalam proses pengolahan biasanya bakteri ini akan mengkontaminasi alat-alat yang digunakan dalam proses pengolahan makanan yang apabila tertelan oleh manusia dapat menyebabkan diare (faridz, 2007). seiring dengan perkembangan zaman dan dunia pendidikan yang semakin pesat maka diperlukan dari hasil penelitian ini bisa dimanfaatkan sebagai sumber belajar biologi. sumber belajar dapat diartikan sebagai segala sesuatu yang mendatangkan manfaat dan memberikan kemudahan pada peserta didik untuk memperoleh sejumlah informasi, pengetahuan, pengalaman dan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 198-205) l. wahdiniati dkk, pemeriksaan kandungan bakteri 200 ketrampilan yang memudahkan dalam pencapaian tujuan belajar (badriyah, 2010). hasil penelitian ini akan dimanfaatkan sebagai sumber belajar biologi di sma kelas x semester 1 pada materi archaebateria dan eubactaeria, ciri, karakter, dan peranannya, berupa buku petunjuk praktikum. berdasarkan latar belakang di atas, maka didapatkan rumusan masalah yakni adakah kandungan bakteri salmonella sp dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura? dan apakah petis ikan di pasar klampis bangkalan madura aman dikonsumsi dan sudah memenuhi syarat mutu keamanan pangan berdasarkan sni? serta bagaimana hasil penelitian ini dapat dimanfaatkan sebagai sumber belajar pada matapelajaran biologi sma x semester 1 materi archaebacteria dan eubacteria, ciri, karakter, dan peranannya? metode penelitian penelitian ini dilakukan pada tanggal 11 mei 13 mei 2016 di laboratorium biologi universitas muhammadiyah malang kampus 3 jl. raya tlogomas no. 246 telp. 0341464318 atau 0341-464319 malang. jenis penelitian yang digunakan pada penelitian ini yaitu deskripstif kualitatif untuk mengidentifikasi kandungan bakteri salmonella sp dan bakteri eschericia coli pada petis ikan di pasar klampis bangkalan madura, sampel diambil yaitu 7 petis ikan yang dipilih dengan cara teknik simple random sampling berdasarkan kriteria-kriteria yang telah ditetapkan oleh peneliti, kriteria tersebut adalah antar pedagang petis ikan memiliki jarak yang tidak berdekatan dari pedagang lainnya. pengumpulan data dilakukan dengan pengambilan data primer. data yang didapatkan akan ditabulasikan dan dianalisis secara deskriptif dengan melakukan pemeriksaan kandungan bakteri salmonella sp dan bakteri eschericia coli pada permukaan medium agar ssa dan emba. hasil yang didapatkan akan dibandingkan dengan standart nasional indonesia 2009 terkait dengan batas maksimal cemaran mikroba tentang ikan dan produk perikanan lainnya termasuk mollusca, crustaceae, echinodermata yang telah mengalami pengolahan yaitu untuk bakteri salmonella sp batas ambang yang telah ditentukan harus negatif dan untuk bakteri eschericia coli batas ambang yang telah ditentukan harus < 3/g. hasil dan pembahasan hasil penelitian pemeriksaan kandungan bakteri salmonella sp. pada petis ikan di pasar klampis bangkalan madura yang telah dilakukan di dapatkan hasil bahwa kandungan bakteri salmonella sp pada seluruh petis ikan (a, b, c, d, e, f dan g) yang diteliti didapatkan hasil bahwa ulangan 1, ulangan 2 dan ulangan 3 dinyatakan negatif dari adanya bakteri salmonella sp. tabel 1. kandungan bakteri salmonella sp pada petis ikan petis ikan total salmonella sp (koloni/gram) rerata sni keterangan ulangan 1 ulangan 2 ulangan 3 hasil hasil hasil a 0 0 0 0 negatif sudah memenuhi sni b 0 0 0 0 negatif sudah memenuhi sni c 0 0 0 0 negatif sudah memenuhi sni d 0 0 0 0 negatif sudah memenuhi sni e 0 0 0 0 negatif sudah memenuhi sni f 0 0 0 0 negatif sudah memenuhi sni g 0 0 0 0 negatif sudah memenuhi sni jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) l. wahdiniati dkk, pemeriksaan kandungan bakteri 201 gambar 1. hasil pengamatan pada media ssa sedangkan hasil penelitian pemeriksaan kandungan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura yang telah dilakukan di dapatkan hasil bahwa kandungan bakteri eschericia coli pada seluruh petis ikan (a, b, c, d, e, f dan g) yang diteliti didapatkan hasil bahwa ulangan 1, ulangan 2 dan ulangan 3 dinyatakan negatif dari adanya bakteri eschericia coli. tabel 2. kandungan bakteri eschericia coli pada petis ikan petis ikan total eschericia coli (koloni/gram) rerata sni keterangan ulangan 1 ulangan 2 ulangan 3 hasil hasil hasil a 0 0 0 0 < 3 sudah memenuhi sni b 0 0 0 0 < 3 sudah memenuhi sni c 0 0 0 0 < 3 sudah memenuhi sni d 0 0 0 0 < 3 sudah memenuhi sni e 0 0 0 0 < 3 sudah memenuhi sni f 0 0 0 0 < 3 sudah memenuhi sni g 0 0 0 0 < 3 sudah memenuhi sni gambar 2. hasil pengamatan pada media emba berdasarkan hasil penelitian yang telah dilakukan, didapatkan bahwa petis ikan di pasar klampis bangkalan madura negatif dari adanya bakteri salmonella sp. pengujian untuk ada tidaknya bakteri salmonella sp menggunakan media selektif. media selektif merupakan media yang kompleks yang sangat selektif terhadap kuman-kuman tertentu. untuk analisis keberadaan bakteri salmonella sp. menggunakan media selektif ssa (salmonella shigella agar). media ssa (salmonella shigella agar) merupakan media selektif yang dapat menumbuhkan bakteri salmonella dan shigella (ningrum, 2014). uji laboratorium tentang kandungan bakteri eschericia coli pada penelitian yang telah dilakukan menggunakan media selektif emba. media emba merupakan media selektif yang dapat menumbuhkan bakteri eschericia coli. setelah diuji keberadaan bakteri eschericia coli pada ke 7 petis ikan di pasar klampis bangkalan madura didapatkan hasil 0 atau negatif dari adanya bakteri eschericia coli. proses pembuatan petis menggunakan pemanasan 1000c, sehingga pemanasan tersebut dapat mengakibatkan bakteri yang terkandung di dalam petis akan mati dengan sendirinya. faktor lain yang berpengaruh terhadap ada tidaknya bakteri adalah pada saat proses pencucian, proses pencucian ini sebagian besar bakteri yang terkandung di dalam makanan tersebut telah terbuang. menurut (murniyati, 2000) tahap pencucian sebenarnya mampu mengurangi populasi dari jutaan mikroorganisme sampai ratusan juta mikroorganisme per gram. selain itu, pada saat proses pengentalan kaldu sampai jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) l. wahdiniati dkk, pemeriksaan kandungan bakteri 202 kaldu tersebut berubah menjadi pasta yang volume airnya telah menyusut sebanyak 25% dari volume awal. pengentalan kaldu memiliki tujuan untuk mengurangi kadar air di dalam petis, pada penurunan kadar air dapat menyebabkan pertumbuhan bakteri terhambat. kekurangan air dalam petis dapat menyebabkan metabolisme bakteri yang ada di dalamnya akan terganggu dan dapat menyebabkan bakteri yang ada di dalamnya mati (faridz. 2007). proses pembuatan petis ikan di pasar klampis dilakukan dengan menggunakan tenaga manusia, akan tetapi mereka tetap menjaga higiene dan sanitasi pada setiap proses pembuatannya. juga pada setiap melakukan pergantian tahapan pembuatan petis mereka mencuci tangan terlebih dahulu. dari situlah, walaupun proses pembuatannya masih tradiosional (menggunakan tenaga manusia) akan tetapi, mereka tetap menjaga higiene dan sanitasi selama proses pembuatannya berlangsung agar petis yang dihasilkan tetap baik, aman dan terhindar dari adanya mikroorganisme sampai ke tangan konsumen. syarat mutu yang telah ditetapkan oleh sni terkait dengan kandungan bakteri salmonella sp pada ikan dan produk perikanan lainnya termasuk mollusca, crustaceae, echinodermata yang telah mengalami pengolahan yaitu harus negatif. sedangkan syarat mutu yang telah ditetapkan oleh sni terkait dengan kandungan bakteri eschericia coli pada ikan dan produk perikanan lainnya termasuk mollusca, crustaceae, echinodermata yang telah mengalami pengolahan yaitu harus kurang dari 3 (< 3/gram). dengan demikian, berdasarkan hasil penelitian yaitu petis ikan di pasar klampis bangkalan madura sudah baik, layak dikonsumsi dan telah memenuhi syarat mutu keamanan pangan berdasarkan sni yang telah ditetapkan. untuk tetap mendapatkan makanan yang sehat dan terhindar dari keberadaan bakteri maka dalam prosesnya harus memperhatikan higiene dan sanitasi pangan yang sesuai, serta menurut ningrum (2014) menyatakan who (food safety, who) terdapat beberapa kunci yang dapat dilakukan untuk mencegah adanya bakteri di dalam makanan, yaitu mencuci tangan sebelum mengolah makanan, mencuci tangan sesering mungkin selama proses pengolahan berlangsung, mencuci tangan ketika selesai dari toilet dan mencuci seluruh permukaan yang kontak dengan pangan dan alat pengolahan pangan, memisahkan antara daging sapi, unggas dan hasil laut dari pangan lainnya serta menggunakan peralatan yang terpisah, seperti pisau dan talenan untuk mengolah pangan mentah kemudian menyimpan pangan dalam wadah untuk menghindari kontak antara pangan mentah dan pangan matang. setelah itu, masaklah pangan tersebut dengan baik dan benar dengan suhu internalnya 70 oc 100 oc terutama daging sapi, unggas, telur dan pangan laut agar panganan tersebut dapat terhindar dari adanya bakteri patogen. ketika pangan tersebut telah matang, usahakan suhu makanan melebihi dari 60oc karena sebagian besar bakteri dapat hidup di bawah suhu 60oc. dari penelitian ini dapat disampaikan bahwa petis di pasar klampis bangkalan madura diizinkan atau aman dikonsumsi dan sudah memenuhi syarat mutu keamanan pangan berdasarkan sni kandungan bakteri salmonella sp. dan bakteri escherichia coli yang telah ditetapkan. hasil dari penelitian akan dimanfaatkan sebagai sumber belajar biologi berupa buku petunjuk praktikum. buku petunjuk praktikum merupakan sebuah buku yang disusun untuk membantu pelaksanaan praktikum yang memuat judul percobaan, tujuan, dasar teori, alat dan bahan, dan pertanyaan yang mengarah ke tujuan dengan mengikuti kaidah penulisan ilmiah. (prastowo, 2011). buku petunjuk praktikum yang dibuat digunakan sebagai sumber belajar biologi tambahan pada matapelajaran jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) l. wahdiniati dkk, pemeriksaan kandungan bakteri 203 biologi sma kelas x semester 1 materi archaebacteria dan eubacteria, ciri, karakter, dan peranannya. materi yang diberikan berdasarkan kurikulum yang berlaku saat ini dengan kompetensi dasar yaitu 3.4 menerapkan prinsip klasifikasi untuk menggolongkan archaebacteria dan eubacteria berdasarkan ciri-ciri dan bentuk melalui pengamatan secara teliti dan sistematis dan 4.4 menyajikan data tentang ciri-ciri dan peran archaebacteria dan eubacteria dalam kehidupan berdasarkan hasil pengamatan dalam bentuk laporan tertulis. menurut djohar dalam ningsih (2014) menyatakan bahwa hasil penelitian yang akan dimanfaatkan sebagai sumber belajar harus memperhatikan syarat pemanfaatan sumber belajar yaitu kejelasan potensi, kesesuaian dengan tujuan belajar, ketapatan sasaran, kejelasan informasi yang diungkapkan, kejelasan pedoman eksplorasi, dan kejelasan perolehan yang diharapkan. pada penelitian ini akan diuraikan syarat pemanfaatan sebagai sumber belajar yaitu sebagai berikut: 1. kejelasan potensi pada penelitian ini membahas tentang pemeriksaan kandungan bakteri salmonella sp. dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura. hasil penelitian menyebutkan bahwa tidak terdapat kandungan bakteri salmonella sp. dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura. hal ini dikarenakan saat proses pembuatan petis menggunakan pemanasan 1000c, sehingga pemanasan tersebut dapat mengakibatkan bakteri yang terkandung di dalam petis akan mati dengan sendirinya. faktor lain yang berpengaruh terhadap ada tidaknya bakteri adalah pada saat proses pencucian, proses pencucian ini sebagian besar bakteri yang terkandung di dalam makanan tersebut telah terbuang. bakteri salmonella sp dapat ditemukan pada makanan yang terkontaminasi oleh bakteri salmonella sp melalui banyak faktor diantaranya faktor instrinsik yaitu sifat makanan itu sendiri (ph, kelembaban dan nilai gizi) dan faktor ekstrinsik yaitu kondisi lingkungan dari mana bahan dari makanan tersebut diperoleh, kondisi pengolahan serta proses penyimpaannya. sedangkan bakteri escheicia coli merupakan organisme yang paling umum digunakan sebagai indikator adanya pencemaran yang paling banyak terdapat pada saluran pencernaan manusia dan hewan. alat-alat yang digunakan dalam industri pengolahan pangan sering terkontaminasi oleh bakteri eschericia coli yang berasal dari air yang digunakan saat mencuci alat atau bahan yang digunakan. kontaminasi bakteri pada makanan atau alat-alat pengolahan merupakan suatu tanda praktek sanitasi yang belum baik (faridz, 2007). 2. ketepatan sasaran sasaran pemanfaatan sumber belajar yang dibuat yaitu terdapat sasaran subjek dan sasaran obyek. adapun sasaran subjek ditujukan kepada siswa jenjang sma kelas x semester i. sedangkan sasaran obyek adalah mengidentifikasi bakteri salmonell sp. dan bakteri eschericia coli pada petis ikan di pasar klampis bangkalan madura dan cara menerapkan bagaimana cara menanam bakteri menggunakan media selektif ssa dan emba dengan metode spreadplate (metode sebar). 3. kesesuaian dengan tujuan belajar kegiatan pembelajaran ini berarti harus melibatkan berbagai macam aspek kemampuan seperti kognitif dan afektif maupun psikomotorik karena kegiatan ini peserta didik tidak akan lepas dari aktivitas observasi yaitu melakukan survey langsung ketempat yang akan digunakan sebagai sampel pengamatan, peserta didik dapat merumuskan permasalahan yang akan diamati, peserta didik dapat melakukan pengamatan mengenai kandungan bakteri salmonella sp dan bakteri eschericia coli dengan menggunakan media selektif dan menghitung jumlah bakteri serta dibandingkan dengan sni agar peserta didik dapat menjelaskan apakah makanan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) l. wahdiniati dkk, pemeriksaan kandungan bakteri 204 tersebut baik, aman, layak dikonsumsi atau sesuai dengan mutu keamanan pangan berdasarkan sni. 4. kejelasan informasi yang diungkapkan informasi yang diungkapkan dari penelitian ini adalah berupa fakta yang dapat dikembangkan menjadi konsep dan prinsip. informasi yang didapatkan oleh peserta didik adalah kandungan bakteri salmonella sp dan bakteri escheicia coli pada petis ikan di pasar klampis bangkalan madura berdasarkan pengamatan langsung dan peserta didik dapat menerapkan cara penanaman bakteri dengan menggunakan teknik spread plate (metode sebar) pada media agar. 5. kejelasan pedoman eksplorasi kejelasan pedoman eksplorasi diperlukan produser kerja dalam melaksanakan penelitian yang meliputi penentuan sampel penelitian, alat dan bahan, cara kerja, pengolahan data dan penarikan kesimpulan. keterbatasan waktu di sekolah dan kemampuan siswa menjadi pertimbangan, karena itu perlu adanya pemilihan kegiatan yang dilaksanakan siswa. hasil dari penelitian ini dapat dilakukan oleh siswa sma sebagai petunjuk untuk melakukan pengamatan secara berkelompok mengenai kandungan bakteri salmonella sp dengan menggunakan media agar ssa dan bakteri escheicia coli menggunakan media emba. 6. kejelasan perolehan yang diharapkan setelah melakukan pengamatan sesuai buku panduan praktikum yang telah dibuat diharapkan peserta didik memperoleh halhal sebagai berikut: a. pengembangan keterampilan melalui pengamatan, ketepatan dan pengumpulan data, kesesuaian data, serta penarikan kesimpulan dari hasil yang diperoleh pada saat praktikum. b. pengembangan sikap yaitu peserta didik lebih teliti dalam proses pengamatan berlangsung, disiplin, jujur terhadap data yang diperoleh, tekun, mengembangkan rasa ingin tahu, kerjasama, kreatif, berfikir kritis dan bertanggung jawab terhadap faktafakta yang diperoleh. c. pengembangan konsep yaitu peserta didik dapat memperoleh pengetahuan tentang karakteristik kelompok bakteri eubacteria famili enterobacteria spesies salmonella sp dan eschericia coli. berdasarkan uraian diatas hasil penelitian pemeriksaan kandungan bakteri salmonella sp. dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura dapat digunakan sebagai sumber belajar biologi berupa buku petunjuk praktikum. menurut nurrohman (2014) menyatakan bahwa gambaran isi dari buku petunjuk praktikum yang disusun meliputi sampul atau cover, kata pengantar, kompetensi inti, kompetensi dasar, daftar isi, dasar teori, tujuan, langkah pengamatan, bahan diskusi, tugas, lembar kerja, dan daftar pustaka. kesimpulan hasil penelitian mengenai pemeriksaan kandungan bakteri salmonella sp. dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura menunjukkan bahwa tidak ditemukan adanya bakteri salmonella sp dan bakteri escherichia coli pada ketujuh sampel petis ikan yang dijual di pasar klampis bangkalan madura dan petis ikan di pasar klampis bangkalan madura telah memenuhi syarat mutu keamanan pangan berdasarkan sni kandungan bakteri salmonella sp dan bakteri escherichia coli yang telah ditetapkan serta hasil penelitian pemeriksaan kandungan bakteri salmonella sp. dan bakteri escherichia coli pada petis ikan di pasar klampis bangkalan madura dapat digunakan sebagai sumber belajar biologi sma kelas x semester 1 materi archaebacteria dan eubacteria, ciri, karakter, dan peranannya jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 147-152) l. wahdiniati dkk, pemeriksaan kandungan bakteri 205 berdasarkan kurikulum 2013 pada kd 3.4 dan 4.4 berupa buku petunjuk praktikum. daftar rujukan badan standarisasi nasional. 2006. standar nasional indonesia (sni). sni-01-2346-2006. produk petis udang. dewan standarisasi indonesia. jakarta. badan pengawasan obat dan makanan (bpom). 2008. pengujian mikrobiologi pagangan. infopom, no.2 vol.9 maret 2008, hal 1-12. badriyah, l., 2010. pengaruh sumber belajar terhadap prestasi belajar siswa pada mata pelajaran ekonomi di smp bakti mulya 400 pondok pinang jakarta selatan. skripsi, jurusan pendidikan pengetahuan sosial fakultas ilmu tarbiyah dan keguruan universitas islam negeri (uin) syarif hidayatullah, jakarta. dharmojono. 2001. limabelas penyakit menular dari binatang ke manusia. jakarta: milenia populer. disperindag. 2015. ikm petis kabupaten bangkalan. bangkalan: disperindag. departemen pendidikan nasional ri. 2006. pedoman pengembangan bahan ajar. jakarta: depdiknas. fardiaz, s. 1993. analisis mikrobiologi pangan. jakarta: raja grafindo. faridz, dkk. 2007. analisis jumlah bakteri dan keberadaan esherichia coli pada pengolahan ikan teri nasi di pt. kelola mina laut unit sumenep. jurnal embryo, no.2 vol.4 desember 2007 (issn 0216-0188), hal: 94-106 fakhrudin, a., 2009. pemanfaatan air rebusan kupang putih (corbula faba hinds) untuk pengolahan petis dengan penambahan berbagai patipatian. skripsi, program studi teknologi hasil perikanan fakultas perikanan dan ilmu kelautan institusi pertanian bogor, bogor. girsang, h. 2008. studi penentuan daerah penangkapan ikan tongkol melalui pemetaan penyebaran klorofila dan hasil tangkapan di palabuhanratu, jawa barat. skripsi, departemen pemanfaatan sumberdaya perikanan fakultas perikanan dan ilmu kelautan institut pertanian bogor, bogor. hafiludin. 2011. karakteristik proksimat dan kandungan senyawa kimia daging putih dan daging merah ikan tongkol (euthynnus affinis). jurnal kelautan, no.1 vol.4 april 2011 issn 1907-9931, hal: 1-10. murniyati dan sunarman. 2000. pendinginan, pembekuan dan pengawetan ikan. yogyakarta: kanisius. ningrum. 2014. analisis kandungan salmonella sp dan kandungan formalin yang terdapat pada makanan otak-otak bandeng (chanos chanos forsk) yang dijual di toko oleh-oleh kota gresik sebagai sumber belajar biologi sma, skripsi. universitas muhammadiyah malang, malang. nurrohman. 2015. keanekaragaman makrofauna tanah di kawasan perkebunan coklat sebagai bioindikator kesuburan tanah dan sumber belajar biologi, skripsi. universitas muhammadiyah malang, malang. prastowo. 2011. panduan kreatif membuat bahan ajar inovatif : menciptakan metode yang menarik dan menyenangkan. yogyakarta: diva press purnawijayanti. 2001. sanitasi higiene dan keselamatan kerja dalam pengelolaan makanan. yogyakarta: kanisius. sni. 1992. standard nasional indonesia. jakarta: sekretaris dewan standardisasi nasional. suprapti, m.l. 2001. membuat petis. yogyakarta: penerbit kanisius. 254 vol. 3 no. 3, 2017; pp. 254-257 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 12/09/2017 revised: 28/11/2017 accepted: 30/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: yusuf, m.m., amim, m. & nugrahaningsih. (2017). developing of instructional mediabased animation video on enzyme and metabolism as a learning material in senior high school. jurnal pendidikan biologi indonesia, 3(3), 254-257. https://doi.org/10.22219/jpbi. v3i3.4744 developing of instructional media-based animation video on enzyme and metabolism material in senior high school muhammad mustofa yusuf*, mohamad amin, and nugrahaningsih department of biology, state university of malang, indonesia *corresponding e-mail: mmustofayusuf@yahoo.co.id abstract the research aimed to product a learning material related to animation video on enzyme and metabolism material for high school student which is validated by media and material experts, educational practition and student legibility. research and development model is addie with quantitative-qualitative data analyzing methode. data collection was obtained from validation results by media and material experts, educational partition and student legibility. the validation results were scores and suggestion. the percentage of product from expert media validation (100%), expert material validation (89,58%), educational practition (84,61%), and student legibility (81,91%) showed valid of the criteria and feasible to use after revision. keywords: animation video,instructional media, learning material. © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction biology, according to education curriculum in indonesia, must be given to students to accommodate learning activities with a systematic step through scientific approach. those approach should be supported by interactive learning process, as stated in minister of education and culture decree no. 24 of 2016 on process standards that the learning process should be interactive, inspiring, fun, challenging, motivating learners to participate actively, and providing sufficient space for initiative, creativity and independence in accordance with talent, interest, and learner physical and psychological development. learning material, as subject matter that is systematically arranged to be used by teachers in learning (maryani, 2009), is one of the learning tools that can support the process standard of curriculum. due to the current technological developments, learning materials used must be able to accommodate printed materials and digital materials. effectiveness of digital material is better than the textbook in learning (suartama, 2010). digital material combine the computer program consisted of texts, graphic, sound and images and animations (hamidi, et al., 2011; islam, et al., 2014). students are already familiar with using the computer, internet and many of the software programs. teacher must be utilizing this technology to enhance the learning process in the class. hence innovation-based digital materials in learning must be conducted to support education. preliminary analysis of learning material needed in one of senior high school in malang shows that: a) each class has adequate facilities for learning (lcd, projector screen, power point or video slide, sound speaker, table and chair for each student), b) students requires visualization in some concept, such as enzyme and cell metabolism material (40% of students have score under the minimum criteria on those topic), c) 79.16% students have difficulties to study enzyme material and cell metabolism. therefore development of media to support learning activities is important, such us using video and animation. video provides more flexible media to support students learning activities, able to explain concept related to mechanism or process, can be repeated and stopped according to the students need (hwang, et al., 2012; lashari, et al., 2013; rudi & riyana, 2009; soika, et al., 2010). video can also engage the students’ attention in class, clarify the idea and https://doi.org/10.22219/jpbi.v3i1.3905 https://doi.org/10.22219/jpbi.v3i1.3905 yusuf et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 254-257 255 developing of instructional media-based …. illustrate the concept so that students can get long term memory of the material (cardoso, et al., 2009; moreno & ortegano-layne, 2008). economically, video relatively cheaper than printed materials both in price and in operation (putri, 2012). one kind of good video in learning is animation. animation videos can enrich students' experience and competence on a variety of learning materials (ainsworth, 2008; brenton et al., 2007; harrison & hummell, 2010; rootman & gordon-elbihbety, 2008; salim & tiawa, 2014). along with technological development, animated video is able to provide a stronger visual appearance of various phenomena and abstract information to improve the quality of learning process and learning outcomes (hegarty, 2004). regarding to that situation, research on developing of instructional media-based animation video as a learning material is needed to be established. the research aimed to product a learning material related to animation video on enzyme and metabolism material for high school student which is validated by media and material experts, educational partition and student legibility. method research and development model is addie with quantitative-qualitative data analysing method. according to (mcgriff, 2000) addie model consists of five main stages: analysis, design, development or production, implementation or delivery and evaluations. analysis stage is the process of defining what is to be learned. design stage is the process of specifying how it is to be learned. development stage is the process of authoring and producing the materials. implementation stage is the process of installing the project in the real world context. evaluation stage is the process of determining the adequacy of the instruction. this development model procedure was chosen because it has systematic and appropriate steps used to develop learning products, such as media-based animation video. data collection was obtained from validation results by media and material experts, educational partition and student legibility. validators were biology lecturer as media and material experts, field partition is biology teacher of sma negeri 3 malang, and students grade xii ipa 5 as trial subject for product legibility to determine the validity of the product. results and discussion in the analysis stage, there was problem identification process that students require visualization in enzyme and cell metabolism material. besides, 79.16% students have difficulties to study enzyme material and cell metabolism. hence, the development of interactive media related to enzyme and cell metabolism is needed. in the design stage, there was planning to develop the media-based animation video which may help student understand the material easily. furthermore in the development stage the media was construct with six main menu scenarios: 1) basic competencies related to enzyme and cell metabolism material, 2) elaboration of basic competencies as the scope of the material in the video; 3) materials as a discussion in the class and self-supporting materials for each student, consist of enzymes, catabolism and anabolism; 4) author profile; 5) quiz; and 6) bibliography. moreover in the implementation stage is the validation process of media by media and material experts, educational partition and student legibility. then in the evaluation stage is the process of determining the adequacy of the media instruction by analysing the result of validation. the validation results showed that product is valid. the percentage of product validation is 100% from expert media (with addition of quiz as a suggestion), 89.85% from expert material (with revision of operational verb used), 84.61% from educational partition (with addition of basic competencies at the beginning of video as a suggestion), and 84.61% from student legibility (with enlargement of text font and attributed with music as suggestion). based on data analysis, instructional mediabased animation video is valid and feasible to use after revision. animation video has many advantages as expressed by validators, educational partition and students, include 1) giving innovations in learning, 2) attractive design 3) clear and concise material texts, 4) easy operation, 5) more interesting and easy to understand. students also revealed that studying enzyme material and cell metabolism through video animation is more attractive than using book, because it is able to provide a visual yusuf et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 254-257 developing of instructional media-based ….. 256 appearance of various phenomena and abstract information that lead to improvement of learning process and learning outcomes (anjarwati, et al., 2016; hegarty, 2004; kennewell & beauchamp, 2007; paik & schraw, 2013). students become more interested in studying enzyme and cell metabolism using animation video, as stated by (saragih, 2012) and (nugroho, 2015) that video used in learning can improve students' learning motivation. increasing of learning motivation in students is a good indicator to improve the learning process and learning outcomes ((leow, 2014; pruneski & donovan, 2007). animation video in learning material is more efficient to conduct in the class. teachers can assign tasks to students to study enzyme material and cell metabolism independently using the animation video. the developed animation video in this study can run by laptop or computer with windows, linux, and android operating system, so that teachers do not need to prepare many intricate teaching materials to achieve students’ cognitive competence. by utilizing the animation video student can assess materials independently, this can be an advantage for schools that do not have a laptop facility for every student, and economically this learning material is cheaper and affordable for most schools in indonesia. as an independent learning material, students can use this resource without limited space and time by entering animation video on laptop or gadget. for students, the availability of easily accessible and interesting learning materials will be able to be a positive motivation to continue learning in everyday life. conclusion based on the results of the research and development, it can be concluded that instructional media-based animation video is valid of the criteria and feasible to use after revision. references ainsworth, s. 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(2012). pengaruh penggunaan video pembelajaran terhadap motivasi belajar siswa pada pembelajaran sistem injeksi bahan bakar diesel kelas xi jurusan teknik kendaraan ringan smk piri yogyakarta. universitas negeri yogyakarta. soika, k., reiska, p., & mikser, r. (2010). the importance of animation as a visual method in learning chemistry. concept maps: making learning meaningful, 3(10), 9. retrieved from http://cmc.ihmc.us/cmc2010 papers/cmc2010-b12.pdf suartama, i. k. (2010). pengembangan mutimedia untuk meningkatkan kualitas pembelajaran pada mata kuliah media pembelajaran. jurnal pendidikan dan pengajaran, 43(3), 253–260. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 168 pengaruh pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) sebagai sumber belajar biologi the effect of providing baglog waste feed of white oystermushrooms (pleurotus ostreatus) and chicken’s feces upon cocoon’s growth and earthworms (lumbricus rubellus) production as biology learning resource dika satya pangestika1, nurwidodo1, lise chamisijatin1 1program studi pendidikan biologi, fkip, universitas muhammadiyah malang jl. raya tlogomas no. 246 malang e-mail: dika.vol@gmail.com abstrak cacing tanah (lumbricus rubellus) biasanya dimanfaatkan menjadi sumber pakan kaya protein yang dibutuhkan bagi hewan ternak seperti unggas, ikan, dan udang. upaya peningkatan panen cacing tanah (lumbricus rubellus) yang juga ternyata dihambat oleh harga pakan yang semakin tinggi. pembudidaya cacing tanah (lumbricus rubellus) harus berinovasi dan mencari alternatif pakan. penelitian ini menggunakan rancangan acak lengkap (ral) dengan 4 perlakuan dan 2 ulangan. sampel pada penelitian ini adalah cacing tanah (lumbricus rubellus) berklitelum berjumlah 640 ekor dengan teknik pengambilan sampel simple random sampling. hasil penelitian ini menunjukan pemberian pakan limbah baglog et tiram putih, kotoran ayam, dan campuran keduanya berpengaruh nyata (sig.<0,05) terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus). pertambahan panjang cacing tanah (lumbricus rubellus) tertinggi pada perlakuan a3b3 (10 cm), berat tertinggi cacing tanah (lumbricus rubellus) pada perlakuan a3b3 (4,00 gram), produksi kokoon tertinggi cacing tanah (lumbricus rubellus) pada perlakuan a3b3 (64,5 butir). sehingga dapat disimpulkan bahwa terdapat pengaruh pemberian pakan limbah baglog jamur tiram putih, kotoran ayam, dan campuran keduanya terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus), kemudian hasil penelitian ini dapat digunakan sebagai sumber belajar dikarenakan telah memenuhi 6 aspek yaitu: (1) kejelasan potensi; (2) kesesuaian dengan tujuan belajar; (3) ketetapan sasaran; (4) kejelasan informasi yang diungkap; (5) kejelasan eksplorasinya; dan (6) kejelasan perolehan. kata kunci: lumbricus rubellus, limbah baglog jamur tiram putih, kotoran ayam, pertumbuhan, produksi kokoon, sumber belajar biologi. abstract earthworms (lumbricus rubellus) are commonly utilized as a feed that contains lot of proteins needed by poultry, such as aves, fish, and shrimps. the effort of improving earthworms' (lumbricus rubellus) harvesting, in fact, is affected by the soar of the feed’s price as well. earthworm (lumbricus rubellus) breeders must be more innovative in finding the alternative food for the earthworms.this research employed completely randomized design design through four treatments and two repetitions. in addition, the sample constituted the 640 ciliated earthworms (lumbricus rubellus) by using randomized sampling technique. this research revealed that providing baglog waste feed of white oyster-mushrooms, the chickens’ feces, and the combination of the two gave a significantly highest effect (based on sig.<0,05) upon the cocoon’s growth and production of the earthworms (lumbricus rubellus) in treatment a3b3 (10 cm), the heaviest mass of the earthworms was in treatment a3b3 (4.00 grams), and the highest production of cocoon was in treatment a3b3 (64.5 items). there was an effect of providing baglog waste feed of white oyster-mushrooms, the chickens’ feces, and the combination of the two upon the growth and the production of the earthworms’ cocoon. further, the result of this research could be used as the resource of biology instruction due to the appropriateness and the qualification that met the six vital aspects; they were: (1) potential clearance; (2) appropriateness to instructional goals; (3) target consideration; (4) informational clearance; (5) exploration clearance; and (6) acquisition clearence. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 169 keywords: lumbricus rubellus, baglog waste of white oyster-mushrooms, chickens’ feces, growth, cocoon' production, resource of biology instruction jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 170 cacing tanah (lumbricus rubellus) adalah hewan tanah yang memiliki banyak manfaat. cacing tanah (lumbricus rubellus) biasanya dimanfaatkan menjadi sumber pakan kaya protein yang dibutuhkan bagi hewan ternak seperti unggas, ikan, dan udang (febrita, 2015). hal ini dikarenakan cacing tanah (lumbricus rubellus) memiliki kandungan protein sebesar 60-70%, lemak kasar 7%, kalsium 0,55%, fosfor 1%, dan serat kasar 1,08% (aziz, a). pemanfaatan cacing tanah (lumbricus rubellus) tidak berbanding lurus dengan ketersediaannya pada skala budidaya. menurut aziz (2015) cacing tanah merupakan bahan baku utama yang dibutuhkan untuk beberapa sektor industri, sehingga kebutuhannya bisa mencapai lebih dari seratus ton setiap bulannya, sedangkan masyarakat masih banyak yang mengandalkan penangkapan dari habitat asli seperti sawah dan rawa-rawa dalam memenuhi kebutuhan pembenihan, hal ini tentu saja dapat mengancam jumlah populasinya di alam, yang akan berdampak pada terganggunya proses dekomposisi alami pada tanah. menurut pernyataan fanning (1989) dalam subowo (2008) bahwa cacing tanah dengan kemampuannya membuat lubang akan menurunkan kepadatan tanah, mengurangi aliran permukaan dan erosi, serta melalui kotoran yang dihasilkan dapat menambah unsur hara bagi tanaman, sehingga apabila populasinya terganggu maka kualitas tanah juga akan terganggu. oleh karena itu butuh upaya untuk meningkatkan jumlah panen cacing tanah (lumbricus rubellus) dengan cara meningkatkan pertumbuhan dan produksi kokoonnya. peningkatan pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) ditunjang dengan ketersediaan kebutuhan gizi dalam media dan pakannya. menurut aziz (2015) cacing tanah merupakan hewan yang mengkonsumsi zat organik terlarut serta mudah membusuk di dalam tanah. zat makanan yang dibutuhkan cacing tanah adalah protein, lemak, karbohidrat, vitamin, mineral, dan juga air (febrita, 2015). menurut simanjutak & waluyo (1989) dalam haryono (2003) bahan-bahan organik yang layak digunakan sebagai media pemeliharaan dan pakan adalah kotoran ternak, serbuk gergaji kayu, jerami padi, daun-daunan, tanah lumpur, kompos sampah, ampas singkong dan berbagai macam limbah organik. menurut aziz (2015) penyesuaian suhu media, ph media, dan kelembapan media juga faktor yang mempengaruhi kehidupan cacing tanah. pemilihan jenis pakan sangat berpengaruh pada pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus). menurut astuti (2001) pemberian pakan yang memiliki kandungan protein tinggi (>15%) tidak akan memberikan hasil yang baik dan membuat cacing tanah keracunan. aziz (2015) mengatakan bahwa jenis pakan yang biasa digunakan dalam budidaya cacing tanah adalah dedak jagung yang banyak mengandung nutrisi untuk menunjang pertumbuhan dan produksi kokoon cacing tanah. namun harga dedak jagung pada tahun 2014 seharga rp.3000/kg, pada tahun 2015 melonjak naik menjadi rp.5000/kg (ivansyah, 2015). tren kenaikan harga dedak jagung ini menyebabkan harga jual cacing tanah (lumbricus rubellus) juga mengalami kenaikan, hal ini dilakukan untuk menutupi biaya produksi yang tinggi, akibatnya para pengusaha ternak dan perikanan beralih dari cacing tanah (lumbricus rubellus) ke pakan buatan yang kualitas gizinya lebih rendah. salah satu upaya yang dapat dicoba untuk mengatasi masalah ini adalah dengan menggunakan pakan cacing tanah (lumbricus rubellus) dari limbah organik hasil pertanian dan peternakan yang tidak dapat digunakan kembali. limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam ternyata mengandung nutrisi jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 171 yang dibutuhkan cacing tanah (lumbricus rubellus), namun pemanfaatan kedua limbah organik ini belum optimal. menurut suriawiria (2000) dalam johan (2014) limbah baglog jamur tiram putih (pleurotus ostreatus) mengandung protein 9,15%, air 12,26%, abu 32,35%, kalsium 1,45%, phospor 0,39%, lemak 0,40%, dan garam 0,47%. sedangkan menurut masrurotun (2015) kotoran ayam memiliki kandungan protein 12,27%, lemak 0,35%, karbohidrat 29,84% dan abu 57,54%. upaya dalam meningkatkan pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) dapat digunakan sebagai sumber belajar biologi. hal ini didasari atas kebutuhan siswa akan sumber belajar yang dapat diamati langsung oleh siswa, sehingga nantinya siswa dapat langsung dihadapkan pada persoalan di masyarakat. persoalan yang diamati pada penelitian ini adalah pengamatan hewan invertebrata yang diajarkan di kelas x sma mata pelajaran biologi. menurut sochan (1994) dalam halimah (2008) yang menyatakan bahwa depdikbud mengemukakan sumber belajar digunakan untuk meningkatkan produktivitas pendidikan, memberikan kesempatan bagi peserta didik untuk berkembang sehingga mengurangi proses pendidikan yang kaku dan berpusat pada guru, memberikan kesempatan peserta didik untuk berkembang sesuai dengan kemampuannya, memberikan dasar yang ilmiah terhadap pembelajaran, memberikan pengajaran yang bersifat kongkrit dan sesuai realitas serta memberikan pengetahuan yang sifatnya langsung, dan memungkinkan penyajian pendidikan lebih luas terutama dengan media massa. sehingga perlu dilakukan penelitian untuk mengetahui pengaruh pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus). metode penelitian penelitian ini akan dilaksanakan pada tanggal 20 april 2016 – 3 mei 2016 yang bertempat di jl. raya dermo, gg. kamidin no. 46 mulyoagung, kabupaten malang. jenis pada penelitian ini adalah penelitian eksperimental sesungguhnya (true experimental research). rancangan penelitian yang digunakan dalam penelitian ini adalah desain kelompok kontrol pretestpostest (the pretest-postest control group design) menggunakan rancangan acak lengkap (ral) 4 x 4 dengan 2 (dua) ulangan yang terdiri dari faktor a (limbah baglog jamur tiram putih), faktor b (kotoran ayam) yang masing-masing faktornya diberi perlakuan konsentrasi 0% , 15%, 20%, 25%, sedangkan untuk perlakuan kontrol dengan memberikan dedak jagung 50%. metode analisis data pada penelitian ini menggunakan uji manova. sampel pada penelitian ini adalah cacing tanah (lumbricus rubellus) berjumlah 640 ekor yang memiliki klitelum dengan menggunakan teknik pengambilan sampel simple random sampling. variabel kontrol pada penelitian adalah suhu, kelembapan, dan ph media pemeliharaan cacing tanah (lumbricus rubellus). hasil dan pembahasan hasil penelitian pengaruh pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) diperoleh data hasil pengamatan dan pengukuran sebagai berikut. pengaruh pemberian pakan limbah baglog jamur terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 172 gambar 1. grafik pertambahan panjang cacing tanah (lumbricus rubellus) gambar 2. grafik pertambahan berat cacing tanah (lumbricus rubellus) gambar 3. grafik pertambahan produksi kokoon cacing tanah (lumbricus rubellus) keterangan : a0b0 (kontrol) = 50% dedak jagung a1b0 = 15% limbah baglog jamur tiram putih a2b0 = 20% limbah baglog jamur tiram putih a3b0 = 25% limbah baglog jamur tiram putih a0b1 = 15% kotoran ayam a0b2 = 20% kotoran ayam a0b3 = 25% kotoran ayam a1b1 = 15% limbah baglog jamur tiram putih + 15% kotoran ayam a1b2 = 15% limbah baglog jamur tiram putih + 20% kotoran ayam a1b3 = 15% limbah baglog jamur tiram putih + 25% kotoran ayam a2b1 = 20% limbah baglog jamur tiram putih + 15% kotoran ayam a2b2 = 20% limbah baglog jamur tiram putih + 20% kotoran ayam a2b3 = 20% limbah baglog jamur tiram putih + 25% kotoran ayam a3b1 = 25% limbah baglog jamur tiram putih + 15% kotoran ayam a3b2 = 25% limbah baglog jamur tiram putih + 20% kotoran ayam a3b3 = 25% limbah baglog jamur tiram putih + 25% kotoran ayam gambar 1 menunjukkan bahwa perlakuan kontrol a0b0 (50% dedak jagung) memiliki rata-rata pertambahan panjang cacing tanah paling rendah dibandingkan dengan perlakuan lainnya yaitu 6,15 cm dan hasil rata-rata pertambahan panjang tertinggi terdapat perlakuan a3b0 (25% limbah baglog jamur tiram putih) yaitu sebesar 7,25 cm. sedangkan rata-rata pertambahan panjang pada perlakuan a1b0 (15% limbah baglog jamur tiram putih) dan perlakuan a2b0 (20% limbah baglog jamur tiram putih) sama yaitu 6,95 cm. pada hasil perhitungan berat akhir cacing tanah (lumbricus rubellus) setelah pemberian limbah baglog jamur tiram putih (pleurotus ostreatus) (gambar 2) terlihat bahwa perlakuan kontrol a0b0 (50% dedak jagung) memiliki rata-rata pertambahan berat yang paling rendah bila dibandingkan dengan perlakuan lainnya yaitu senilai 0,72 gram. perlakuan yang menunjukan rata-rata pertambahan berat paling tinggi terdapat pada a3b0 (50% limbah baglog jamur tiram putih) sebesar 2,68 gram, sedangkan untuk perlakuan a1b0 (15% limbah baglog jamur tiram putih) menunjukan hasil rata-rata di atas jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 173 perlakuan kontrol yaitu senilai 1,76 gram, kemudian perlakuan a2b0 (20% limbah baglog jamur tiram putih) menghasilkan rata-rata pertambahan berat di atas perlakuan a1b0 yaitu senilai 2,25 gram. sedangkan untuk pengaruh pemberian limbah baglog jamur tiram putih (pleurotus ostreatus) terhadap produksi kokoon cacing tanah (lumbricus rubellus) juga dapat dilihat pada gambar 1. rata-rata hasil produksi kokoon perlakuan kontrol a0b0 (50% dedak jagung) menunjukkan nilai yang lebih rendah dari perlakuan lain (20,5 butir), sedangkan untuk rata-rata hasil produksi kokoon cacing tanah (lumbricus rubellus) perlakuan permberian limbah baglog jamur tiram putih apabila diurutkan dari yang tertinggi hingga terendah didapatkan hasil sebagai berikut: a3b0 (25%) sebanyak 36 butir, a2b0 (20%) sebanyak 33,5 butir, dan a1b0 (15%) sebanyak 31 butir. peningkatan pertumbuhan cacing tanah (lumbricus rubellus) dilihat dari parameter panjang dan berat menunjukan hasil seperti pada tabel 1 pertambahan panjang dan berat tertinggi berada pada perlakuan a3b0 dengan pemberian 25% limbah baglog jamur tiram putih (pleurotus ostreatus) sedangkan perlakuan kontrol memiliki hasil yang terendah. hal ini dapat disebabkan oleh tingkat kesukaan cacing tanah pada jenis makanannya, seperti yang diketahui bahwa makanan organik yang paling disukai cacing tanah berasal dari serasah daun (daun yang gugur), kotoran ternak, atau bagian tanaman dan hewan yang sudah mati (suin, 1997 dalam febrita, 2015). menurut suriawiria (2000) dalam johan (2014), pada limbah baglog jamur tiram putih (pleurotus ostreatus) terkandung beberapa komposisi bahan organik berupa serbuk gergaji, bekatul, gypsum, ampas aren, kapur, dan bekas tanaman jamur yang tidak terpanen, karena bahan organik limbah baglog jamur tiram lebih banyak dibandingkan dedak jagung maka nutrisi cacing tanah (lumbricus rubellus) dapat terpenuhi dengan baik. pemenuhan nutrisi cacing tanah (lumbricus rubellus) didasarkan pada kandungan nutrisi pada makanannya. hasil penelitian yang menunjukan bahwa perlakuan kontrol memiliki hasil pertambahan panjang dan berat yang lebih rendah dibandingkan perlakuan pemberian limbah baglog jamur tiram putih (lumbricus rubellus). hal ini dapat dikarenakan kandungan nutrisi dedak jagung lebih rendah dari kandungan nutrisi limbah baglog jamur tiram putih (pleurotus ostreatus). menurut yuwono (2000) dalam johan (2014), diketahui bahwa limbah baglog jamur tiram putih (pleurotus ostreatus) mengandung protein sebesar 9,15%, air sebesar 12,26%, abu sebesar 32,35%, kalsium sebesar 1,45%, phospor sebesar 0,39%, dan lemak sebesar 0,40%, sedangkan dedak jagung hanya mengandung protein 9,03%, lemak 2,76% dan serat kasar 23,92% (nuraini & harapin, 2008). kandungan nutrisi pada makanan sangat berpengaruh pada peningkatan pertumbuhan cacing tanah. kandungan protein yang terlampau tinggi dapat menyebabkan cacing tanah keracunan. menurut palungkun (1999) kandungan protein yang baik untuk cacing tanah berkisar 9-15%. kandungan protein dari limbah baglog jamur tiram putih (pleurotus ostretus) sebesar 9,15% lebih tinggi 0,12% dibandingkan dengan dedak jagung yang hanya 9,03%, sehingga membuat aktivitas makan cacing tanah lebih tinggi. menurut rukmana (1999) dalam resnawati (2002) mengatakan bahwa limbah organik yang kaya protein akan direspon lebih cepat oleh cacing tanah. diketahui bahwa protein yang tekandung dalam pakan digunakan sebagai sumber energi dalam tubuh yang dibutuhkan untuk proses pembentukan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 174 protein-protein dalam tubuh yang pada akhirnya dapat menjadi cadangan energi bagi hewan tersebut, sehingga protein merupakan zat makanan yang lebih penting untuk pertumbuhan termasuk pertambahan bobot (masrurotun, 2014). selain itu adanya kandungan air pada limbah baglog jamur tiram putih (lumbricus rubellus) sebesar 12,26% mampu merangsang nafsu makan cacing tanah. tillman, et, all (1986) dalam brata (2006) mengungkapkan bahwa kekurangan air pada tubuh hewan akan mempengaruhi nafsu makan dan menurunkan feed intake, dan juga sebaliknya apabila kandungan air tercukupi dengan baik akan mampu merangsang nafsu makan yang tinggi. pengaruh pemberian pakan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) berdasarkan gambar 1 dapat dilihat bahwa rata-rata pertambahan panjang cacing tanah (lumbricus rubellus) menunjukan hasil yang berbeda-beda. rata-rata pertambahan panjang cacing tanah (lumbricus rubellus) pada perlakuan kontrol a0b0 (50% dedak jagung) menunjukan hasil yang paling rendah dibandingkan dengan perlakuan pemberian kotoran ayam yaitu senilai 6,15 cm. sedangkan rata-rata pertambahan panjang cacing tanah (lumbricus rubellus) yang diberi pakan kotoran ayam apabila diurutkan dari perlakuan yang menunjukan hasil tertinggi sampai perlakuan dengan hasil rendah adalah sebagai berikut: a0b3 (25% kotoran ayam) senilai 7,65 cm, a0b2 (20% kotoran ayam) senilai 7,25 cm, dan a0b1 (15% kotoran ayam) senilai 7,1 cm. gambar 1 juga menunjukan bahwa pertambahan berat cacing tanah (lumbricus rubellus) yang diberi perlakuan kontrol lebih rendah dibandingkan dengan yang diberi perlakuan pemberian kotoran ayam. hasil pengukuran rata-rata pertambahan berat cacing tanah (lumbricus rubellus) pada perlakuan kontrol a0b0 (50% dedak jagung) adalah 0,72 gram. hasil rata-rata pertambahan berat ini paling rendah apabila dibandingkan perlakuan pakan kotoran ayam yang jika diurutkan dari hasil tertinggi sampai hasil terendah adalah sebagai berikut a0b3 (25% kotoran ayam) senilai 2,24 gram, a0b2 (20% kotoran ayam) senilai 2,14 gram, dan a0b1 (15% kotoran ayam) senilai 2,00 gram. menurut suin (1997) dalam febrita (2015) pertumbuhan cacing tanah akan tinggi bila cacing itu menyenangi makanan tersebut. aktivitas makan ini sendiri dipengaruhi pada kebutuhan nutrisi cacing tanah (lumbricus rubellus). menurut tang (2002) dalam febrita (2015) zat makanan yang dibutuhkan cacing tanah adalah protein, lemak, karbohidrat, vitamin, mineral, dan juga air. adanya kandungan nutrisi yang lebih tinggi pada kotoran ayam dibandingkan dengan kandungan nutrisi dedak jagung sebagai perlakuan kontrol membuat pertumbuhan cacing tanah semakin cepat. seperti yang diketahui bahwa kotoran ayam mengandung protein 12,27%, lemak sebesar 0,35%, karbohidrat sebesar 29,84% dan abu sebesar 57,54% (masrurotun & hutabarat, 2014). sedangkan dedak jagung hanya mengandung protein 9,03%, lemak 2,76% dan serat kasar 23,92% (nuraini & harapin, 2008). kandungan protein kotoran ayam sebesar 12,27% lebih tinggi 3,24% bila dibandingkan dengan dedak jagung yang hanya 9,03% mendukung pertumbuhan cacing tanah (lumbricus rubellus) lebih cepat. menurut haryadi (2005) dalam masrurotun & hutabarat (2014) protein merupakan zat makanan yang paling penting untuk pertumbuhan termasuk pertambahan bobot. kekurangan dan kelebihan protein dapat menurunkan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 175 tingkat pertumbuhan, hal ini dikarenakan protein pakan adalah sumber energi pakan yang diperlukan untuk pembentukan protein tubuh (masrurotun & hutabarat, 2014). hasil pengukuran produksi kokoon cacing tanah (lumbricus rubellus) apabila dibandingkan antara perlakuan kontrol dengan perlakuan pemberian kotoran ayam menunjukan bahwa perlakuan kontrol a0b0 (50% dedak jagung) menunjukan rata-rata peningkatan produksi kokoon yang rendah yaitu sejumlah 20,5 butir, sedangkan untuk rata-rata peningkatan produksi kokoon perlakuan pemberian kotoran ayam (gambar 3) menunjukan bahwa perlakuan a0b3 (25% kotoran ayam) memiliki peningkatan yang paling tinggi sejumlah 37 butir, kemudian perlakuan a0b2 (20% kotoran ayam) menghasilkan rata-rata produksi kokoon sejumlah 36 butir, dan perlakuan a0b1 (15% kotoran ayam) menghasilkan ratarata produksi kokoon sejumlah 34,5 butir. pemberian kotoran ayam sebagai pakan alternatif cacing tanah (lumbricus rubellus) menunjukan hasil produksi kokoon yang tinggi, apabila dibandingkan dengan pemberian pakan dedak jagung. kandungan protein kotoran ayam yang tinggi sebesar 12,27 % mampu mempercepat pembentukan sel-sel gamet. kandungan protein berpengaruh pada produksi kokoon cacing tanah (lumbricus rubellus) yang dihasilkan. catalan (1981) dalam susetyarini (2007) menyatakan bahwa pakan cacing tanah terdiri atas dua golongan, yaitu pakan penggemukan dan pakan untuk reproduksi. bahan pakan untuk reproduksi harus banyak mengandung protein, dikarenakan kandungan asam-asam amino dalam protein sangat dibutuhkan dalam pembentukan gamet jantan dan gamet betina pada cacing tanah. selain itu, kandungan karbohidrat dan lemak pada kotoran ayam juga menunjang peningkatan pertumbuhan cacing tanah (lumbricus rubellus). masrurotun & hutabarat (2014) mengatakan bahwa pakan yang mengandung karbohidrat dan lemak akan diubah oleh bakteri heterotrof menjadi sumber energi sehingga menghasilkan biomassa bakteri berprotein dalam jumlah besar dan dapat dimanfaatkan oleh cacing tanah (lumbricus rubellus). pengaruh pemberian pakan campuran limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) pada gambar 1 menunjukan bahwa pemberian pakan campuran berupa limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam menghasilkan rata-rata peningkatan panjang cacing tanah (lumbricus rubellus) yang tinggi dibandingkan dengan pemberian pakan pada perlakuan kontrol a0b0 (50% dedak jagung). seperti yang diketahui bahwa perlakuan kontrol hanya menghasilkan rata-rata peningkatan panjang cacing tanah (lumbricus rubellus) senilai 6,15 cm, kemudian untuk perlakuan campuran limbah baglog jamur tiram putih dan kotoran ayam apabila hasil rata-rata peningkatan panjang cacing tanah (lumbricus rubellus) diurutkan dari tertinggi sampai terendah menunjukan bahwa perlakuan a3b3 mendapatkan ratarata peningkatan panjang tertinggi senilai 10 cm, kemudian perlakuan a3b2 senilai 9,55 cm, perlakuan a3b1 senilai 9,2 cm, perlakuan a2b3 senilai 8,95 cm, perlakuan a2b2 senilai 8,8 cm, perlakuan a2b1 senilai 8,75 cm, perlakuan a1b3 senilai 8,2 cm, perlakuan a1b2 senilai 8,15, perlakuan a1b1 senilai 8 cm. rata-rata pertambahan berat cacing tanah (lumbricus rubellus) setelah diberi perlakuan pakan campuran berupa limbah baglog jamur tiram putih (pleurotus jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 176 ostreatus) dan kotoran ayam (gambar 2) menunjukan hasil yang lebih tinggi dibandingkan perlakuan kontrol a0b0 (50% dedak jagung) yang hanya senilai 0,72 gram. apabila hasil rata-rata pertambahan berat cacing tanah (lumbricus rubellus) setelah diberi pakan campuran limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam diurutkan dari tertinggi sampai terendah menunjukan bahwa perlakuan a3b3 senilai 4,00 gram mendapatkan hasil yang tertinggi, kemudian perlakuan a2b3 senilai 3,41 gram, perlakuan a3b2 senilai 3,20 gram, perlakuan a2b2 senilai 3,06 gram, perlakuan a1b3 senilai 2,73 gram, perlakuan a1b2 senilai 2,69 gram, perlakuan a2b1 senilai 2,33 gram, perlakuan a1b1 senilai 2,17 gram. pada gambar 3 menunjukan bahwa rata-rata produksi kokoon cacing tanah (lumbricus rubellus) setelah diberi pakan campuran berupa limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam lebih tinggi dibandingkan dengan rata-rata produksi kokoon cacing tanah (lumbricus rubellus) yang diberi perlakuan kontrol berupa pakan dedak jagung. rata-rata hasil produksi kokoon pada gambar 3 apabila diurutkan dari yang tertinggi hingga yang terendah menunjukan bahwa perlakuan a3b3 mendapatkan hasil tertinggi produksi kokoon sejumlah 64,5 butir, kemudian diikuti perlakuan a2b2 sejumlah 52,5 butir, perlakuan a3b2 sejumlah 52 butir, sejumlah 42 butir, perlakuan a1b2 sejumlah 40 butir, perlakuan a1b1 sejumlah 33,5 butir, setelah itu terendah pada perlakuan kontrol a0b0 hanya sejumlah 20,5 butir. perlakuan a3b1 sejumlah 50,5 butir, perlakuan a2b1 sejumlah 50,5 butir, a1b3 pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) memiliki pengaruh terhadap produksi kokoon cacing tanah (lumbricus rubellus). hal ini dibuktikan pada gambar 3 yang menunjukan bahwa cacing tanah (lumbricus rubellus) yang diberi pakan limbah baglog jamur tiram putih (pleurotus ostreatus) menghasilkan ratarata jumlah kokoon lebih banyak dibandingkan dengan cacing tanah (lumbricus rubellus) yang diberi pakan dedak jagung sebagai perlakuan kontrol. tabel 1. hasil uji hipotesis pengaruh pemberian limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) perlakuan pakan sig. panjang sig. berat sig. produksi kokoon limbah baglog jamur putih 0,000 0,000 0,000 kotoran ayam 0,000 0,000 0,000 campuran limbah baglog dan kotoran ayam 0,018 0,002 0,027 dari hasil analisa data pada tabel 1 juga menunjukan bahwa pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) berpengaruh signifikan terhadap produksi kokoon cacing tanah (lumbricus rubellus). produksi kokoon pada cacing tanah (lumbricus rubellus) didukung atas ketersediaan protein pada pakannya. limbah baglog jamur tiram putih (lumbricus rubellus) memiliki kadar protein yang tinggi bila dibandingkan dengan dedak jagung sehingga pemenuhan kebutuhan protein cacing tanah lebih terpenuhi. menurut subandiyono dan hastuti (2010) dalam masrurotun (2014) peran utama protein adalah menyediakan nutrisi bagi tubuh, menyediakan asamasam amino dan memenuhi kebutuhan protein fungsional (hormon dan enzim). serta protein struktural (daging dan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 177 jaringan otot). sehingga dengan kandungan protein yang tinggi, akan mempercepat pematangan sel-sel reproduksi cacing tanah (lumbricus rubellus). kandungan protein yang tinggi dari kedua jenis pakan alternatif ini menjadi penyebab utama adanya peningkatan pertumbuhan cacing tanah (lumbricus rubellus). abbot dan parker (1981) dalam astuti (2001) mengemukakan bahan ketersediaan protein sangat penting dalam menentukan penyebaran dan produksi cacing tanah, karena cacing tanah dapat meningkatkan berat badannya pada media yang berprotein tinggi. produksi kokoon tertinggi terdapat pada perlakuan pemberian pakan campuran, sedangkan terendah pada perlakuan kontrol. hal ini dikarenakan pakan campuran limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam lebih banyak terkandung nutrisi bagi cacing tanah (lumbricus rubellus) sebagai zat-zat yang dibutuhkan dalam pematangan sel-sel reproduksinya. catalan (1981) dalam susetyarini (2007) menyatakan bahwa pakan cacing tanah terdiri atas dua golongan, yaitu pakan penggemukan dan pakan untuk reproduksi. bahan pakan untuk reproduksi harus banyak mengandung protein, dikarenakan kandungan asam-asam amino dalam protein sangat dibutuhkan dalam pembentukan gamet jantan dan gamet betina pada cacing tanah. menurut subandiyono dan hastuti (2010) dalam masrurotun, (2014) peran utama protein adalah menyediakan nutrisi bagi tubuh, menyediakan asam-asam amino dan memenuhi kebutuhan protein fungsional (hormon dan enzim). serta protein struktural (daging dan jaringan otot). sehingga dengan kandungan protein yang tinggi, akan mempercepat pematangan selsel reproduksi cacing tanah (lumbricus rubellus). hasil penelitian ini dapat dijadikan sebagai acuan bahwa pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus), kotoran ayam dan campuran keduanya dapat dimanfaatkan sebagai pakan alternatif cacing tanah (lumbricus rubellus) yang terbukti dapat meningkatkan pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus). pemanfaatan hasil penelitian sebagai sumber belajar biologi pemanfaatan hasil penelitian ini sebagai sumber belajar dapat ditinjau dari aspek-aspek yang harus dipenuhi. kriteria suatu hasil penelitian dapat dikatakan efektif apabila memenuhi aspek-aspek sebagai berikut: (1) kejelasan potensi, (2) kesesuaian dengan tujuan belajar, (3) ketetapan sasaran, (4) kejelasan informasi yang diungkap, (5) kejelasan eksplorasinya, (6) kejelasan perolehan yang diharapkan. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian mengenai pengaruh pemberian limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) dapat diperoleh kesimpulan sebagai berikut: 1. ada pengaruh pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus). 2. ada pengaruh pemberian pakan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus). 3. ada pengaruh pemberian pakan limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 168-179) dika satya pangestika dkk, pengaruh pemberian pakan 178 produksi kokoon cacing tanah (lumbricus rubellus). saran berdasarkan hasil penelitian mengenai pengaruh pemberian limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam terhadap pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus) dapat diperoleh saran sebagai berikut: 1. perlu adanya penelitian lebih lanjut tentang kandungan-kandungan senyawa dari cacing tanah (lumbricus rubellus) setelah diberikan pakan tambahan limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam. 2. perlu diinformasikan kepada masyarakat bahwa limbah baglog jamur tiram putih (pleurotus ostreatus) dan kotoran ayam dapat digunakan sebagai pakan tambahan dalam budidaya cacing tanah (lumbricus rubellus) yang telah dibuktikan melalui penelitian mampu meningkatkan pertumbuhan dan produksi kokoon cacing tanah (lumbricus rubellus). daftar rujukan any, j.i., 2001. pemanfaatan sumbersumber belajar dalam proses pembelajaran di smp negeri 2 lebaksiu kabupaten tegal. skripsi. jurusan kurikulum dan teknologi pendidikan. universitas negeri semarang. astuti, d.n. 2001. pertumbuhan dan perkembangbiakan cacing tanah (lumbricus rubellus) dalam media kotoran sapi yang mengandung tepung darah. skripsi. 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akprind jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 188 candra virgiawan dkk, studi keanekaragaman capung studi keanekaragaman capung (odonata) sebagai bioindikator kualitas air sungai brantas batu-malang dan sumber belajar biologi candra virgiawan1, iin hindun1, sukarsono1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail:iinhindunhindun@yahoo.co.id abstrak jenis penelitian yang digunakan adalah penelitian deskriptif kuantitatif. penelitian deskriptif bertujuan untuk mendeskripsikan suatu peristiwa dan kejadian yang terjadi, penelitian kuantitatif bertujuan untuk menjelaskan angka-angka data analisis mengunakan statistik. penelitian ini dilakukan pada tanggal 25 juli-16 agustus 2014 pagi hari dengan metode jelajah (visual day flying). data dikumpulkan dengan melakukan observasi atau pengamatan langsung terhadap populasi yang diselidiki. berdasarkan hasil penelitian didapatkan sepuluh jenis spesies capung (odonata), delapan jenis termasuk dalam sub ordo anisoptera, famili libellulidae yaitu diplacodes trivalis, neurothemis ramburii, orthetrum glaucum, orthetrum pruinosum, orthetrum sabina, pantela flavescens, trithemis festiva, zyxomma obtusum, dan dua jenis termasuk dalam subordo zygoptera, famili chlorocyphidae yaitu. libellago lineate dan famili coenagrionidae yaitu ischnura sinegalensis. odonata yang memiliki indeks nilai penting tertinggi yaitu 1.80% dari famili libelludae, genus orthetrum, dan jenis orthetrum sabina. nilai keanekaragaman tertinggi terdapat pada lokasi a yaitu 1.62. nilai indeks kemerataan disemua lokasi mendekati 1 menunjukkan bahwa kondisi habitat pada semua stasiun penelitian adalah heterogen. berdasarkan hasil analisis korelasi terdapat beberapa faktor abiotik yang memiliki korelasi yang kuat dengan jumlah jenis capung yang di temukan, faktor abiotik tersebut diantaranya adalah intensitas cahaya, do, dan bod. hasil analisis fbi (famili biotik indeks) diperoleh nilai 7,00, hal ini menunjukan bahwa kualitas air sungai brantas batu-malang tergolong dalam kategori buruk dengan tingkat pencemaran terpolusi sangat banyak. kata kunci: odonata,sungai brantas, keanekaragaman jenis capung (odonata) merupakan salah satu jenis keanekaragaman hayati yang dimiliki oleh indonesia. odonata merupakan serangga terbang pertama yang ada di dunia. ia muncul sejak jaman karbon (360-290 juta tahun yang lalu) dan masih bertahan hingga sekarang. jenis capung yang ada di indonesia sekitar 700 spesies yakni sekitar 15% dari 5000 spesies yang ada di dunia (ids, 2013). odonata adalah kelompok serangga yang berukuran sedang sampai besar dan seringkali berwarna menarik. tubuh odonata terdiri dari kepala (cephal), dada (toraks), perut (abdomen) yang langsing dan panjang, dan memiliki enam tungkai. serangga ini menggunakan sebagian besar hidupnya untuk terbang. capung juga memiliki tubuh yang langsing dengan dua pasang sayap, dan memiliki pembuluh darah jala. selain itu capung juga memiliki antenna pendek yang berbentuk rambut, alat mulut tipe pengunyah, dan mata majemuk yang besar ( silvy olivia hanum, 2013). sungai brantas merupakan sungai terpanjang kedua di pulau jawa setelah sungai bengawan solo. sungai kebanggaan masyarakat jawa timur ini memiliki luas area sekitar 12.000 km persegi dan panjang sungai mencapai 320 km.sungai brantas bersumber dari sumber brantas kota batu, tepatnya di lereng gunung arjuna dan anjasmara, lalu mengalir ke blitar, tulungagung, kediri, jombang, mojokerto, dan akhirnya ke surabaya (selat madura atau laut jawa). jumlah penduduk di wilayah tersebut mencapai 14 juta jiwa atau 40 persen di antara total penduduk jawa timur. sungai brantas merupakan sumber utama kebutuhan air baku untuk konsumsi domestik, irigasi, kesehatan, industri, rekreasi, pembangkit tenaga listrik, dan lain-lain. namun, kondisi sungai brantas saat ini ternyata memprihatinkan, meski jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 189 candra virgiawan dkk, studi keanekaragaman capung diakui fungsinya sangat besar bagi kehidupan masyarakat. tingkat pencemaran sungai ini telah melewati ambang batas dan berpengaruh negatif terhadap kehidupan biota perairan serta kesehatan penduduk yang memanfaatkan air sungai. bahan pencemar berasal dari limbah domestik, limbah pertanian, limbah taman rekreasi, limbah pasar, limbah hotel, limbah rumah sakit, dan limbah industri. pembuangan sampah di sepanjang sempadan maupun langsung ke aliran sungai brantas bisa merugikan penduduk sekitar dan di kawasan yang lebih rendah. sampah yang menumpuk menimbulkan bau busuk karena fermentasi, menjadi sarang serangga dan tikus, serta bisa menimbulkan kebakaran karena adanya gas metana di tumpukan sampah. air yang mengenai sampah akan mengandung besi, sulfat, dan bahan organik yang tinggi ditambah kondisi bod (bio chemical oxygen demand) dan cod (chemical oxygen demand) yang melebihi standar air permukaan. hasil pengukuran turbiditas air sungai brantas di kota malang, daerah yang masih tergolong sebagai hulu, menghasilkan kisaran angka 14 hingga 18 mg/l. kisaran itu telah melebihi kekeruhan maksimum (5 mg/l) yang dianjurkan dari baku mutu air pada sumber air golongan a (kep 02/menklh/i/1988). kondisi ini sangat berbeda dengan kondisi ideal yang diharapkan. kondisi ideal sungai brantas tercermin pada perda kota malang nomor 17 tahun 2001 tentang konservasi air. dalam peraturan daerah tersebut, disebutkan bahwa segala jenis kegiatan yang menimbulkan limbah (cair maupun padat) harus memiliki instalasi pengolahan air limbah (minimal pengolahan sederhana seperti sumur resapan) (perda kota malang nomor 17 tahun 2001, 2012). hal ini dilakukan agar kualitas air sungai brantas tetap terjaga. namun, peraturan dan kenyataan di lapangan sangatlah tidak sesuai. ketidaksesuaian ini mendasari pentingnya pengukuran kualitas air sungai brantas secara berkala agar dapat diketahui kondisi terkini air sungai brantas. pengukuran kualitas air dapat dilakukan dengan menggunakan banyak indikator yaitu fisik, kimia, dan biologi. (husamah,2013) kualitas air secara biologis juga perlu diperhatikan karena kehidupan biologis yang langsung terkena dampak dari pencemaran yang terjadi. kualitas biologis dapat diukur dengan menggunakan metode biomonitoring (bioassessment). biomonitoring adalah monitoring kualitas air secara biologi yang dilakukan dengan melihat keberadaan kelompok organisme petunjuk (bioindikator) yang hidup di dalam air. kelompok organisme petunjuk yang umum digunakan dalam pendugaan kualitas air adalah plankton, bentos, nimfa odonata dan nekton (ikan). kelompok tersebut digunakan dalam pendugaan kualitas air karena dapat mencerminkan pengaruh perubahan kondisi fisik dan kimia yang terjadi di perairan dalam selang waktu tertentu. selain itu, bioindikator juga dipilih karena merupakan indikator kualitas ekologis sungai brantas yang semakin terancam kehidupannya akibat pencemaran oleh limbah (padat maupun cair). (rahayu et al., 2009). salah satu organisme yang dijadikan sebagai bioindikator adalah capung (odonata). kepekaan nimfa odonata terhadap perubahan lingkungan membuat mereka menjadi bagian dari bioindikator yang paling terlihat jelas dari kesehatan lingkungan. berkurangnya jumlah odonata pada suatu daerah bisa menjadi indikasi dari perubahan kualitas kesehatan air dan lingkungan (mark klym, 2003). capung (odonata) merupakan salah satu bagian dari kelas insekta dan termasuk keanekaragaman fauna di indonesia, yang diajarkan disekolah mulai tingkat sekolah menengah atas sampai perguruan tinggi pada jurusan tertentu terutama jurusan biologi. hal ini sesuai dengan peraturan menteri pendidikan dan kebudayaan nomor 69 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah menengah atas/madrasah aliyah dalam jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 190 candra virgiawan dkk, studi keanekaragaman capung kompetensi dasar ” menyajikan hasil identifikasi usulan upaya pelestarian keanekaragaman hayati indonesia berdasarkan hasil analisis data ancaman kelestarian berbagai keanekaragaman hewan dan tumbuhan khas indonesia yang dikomunikasikan dalam berbagai bentuk media informasi. metode penelitian jenis penelitian yang digunakan adalah penelitian deskriptif kuantiatif. penelitian ini dilaksanakan pada 20 juli 2014 sampai dengan 20 september 2014 di sungai brantas batu-malang jawa timur. uji sampel air dilakukan di jasa tirta kota malang. pengambilan sampel capung (odonata) dilakukan di kanan-kiri aliran sungai brantas yang sudah di pilih 3 lokasi sebagai stasiun penelitian. wilayah penelitian di batasi pada tiga lokasi yang berbeda yaitu: a. coban talun desa tulungrejo yang mewakili daerah hutan yang dianggap belum terlalu banyak mengalami pencemaran air. b. desa pandanrejo, yang mewakili daerah disekitar area pertanian dan perkebunan. c. area terbuka taman rekreasi sengkalingkampus iii universitas muhammadiyah malang yang mewakili daerah pemukiman penduduk, sarana rekreasi dan pendidikan seluruh data odonata diambil dengan menggunakan metode jelajah (visual day flying). pengambilan data dilakukan dengan mengobservasi odonata di lokasi penelitian dengan mencatat seluruh data jenis capung (odonata), dan jumlah individu. pengambilan data dan sampel di lapangan dilakukan pada pagi hari mulai pukul 07.00 sampai 10.00 wib. pemilihan waktu penelitian berdasarkan waktu aktifnya capung, sehingga diharapkan dapat ditemukan jenis capung yang beragam (suharni,1991). sampel yang digunakan dalam penelitian ini adalah capung (odonata) yang diketemukan pada masing-masing titik pantau dialiran sungai brantas yang terdapat pada tiga lokasi yang telah di tentukan yaitu di arboretum sumber brantas, desa pandanrejo, dan di kawasan terbuka tr. sengkaling dan kampus iii univ. muhammadiyah malang. identifikasi dilakukan dengan teknik indentifikasi simpson, 2006 yaitu bisa dilakukan dengan 5 kegiatan yaitu menggunakan kunci identifikasi, deskripsi berdasarkan literatur, specimen pembanding, foto atau gambar serta institusi yang berkompenten. data sekunder berupa pengambilan sampel air, dengan parameter yang diukur antara lain parameter fisika dan kimian. parameter fisikia antara lain suhu, intensitas cahaya, lebar sungai, lebar badan sungai, dan kedalaman sungai. parameter kimia antara lain derajat keasaman (ph), kandungan oksigen dalam perairan (do), dan bod (biochemical oxigen demand). hasil dan pembahasan hasil identifikasi capung (odonata) di kanan-kiri sungai brantas batu-malang tabel 1. hasil identifikasi capung (odonata) di kanan-kiri sungai brantas batu-malang family genus species libelludae diplacodes diplacodes trivalis neurothemis neurothemis ramburii orthetrum orthetrum glaucum orthetrum pruinosum orthetrum sabina pantela pantela flavescens trithemis trithemis festiva zyxomma zyxomma obtusum chlorocyphidae libellago libellago lineate coenagrionidae ischnura ischnura sinegalensis jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 191 candra virgiawan dkk, studi keanekaragaman capung tabel 2. jenis dan jumlah capung (odonata) yang ditemukan dalam setiap lokasi di kanan-kiri sungai brantas batu-malang no jenis capung (odonata) lokasi a lokasi b lokasi c ∑ st1 st2 st3 st1 st2 st3 st1 st2 st3 1 diplacodes trivalis 3 3 2 neurothemis ramburii 6 2 3 10 3 orthetrum glaucum 9 6 2 2 4 23 3 orthetrum pruinosum 15 8 5 6 4 6 44 4 orthetrum sabina 6 4 5 9 8 3 14 10 10 69 5 pantela flavescens 7 5 5 6 2 10 35 9 trithemis festiva 4 1 5 7 zyxomma obtusum 4 4 6 libellago lineate 5 5 10 ischnura sinegalensis 6 2 8 jumlah 46 23 12 27 17 18 23 17 24 81 62 64 207 keterangan lokasi a : coban talun desa tulungrejo lokasi b : desa pandanrejo lokasi c : t.r sengkaling – kampus iii umm st1 : stasiun 1 st2 : stasiun 2 st3 : stasiun 3 gambar 1. indeks nilai penting (inp) odonata di kanan-kiri sungai brantas batu malang odonata yang mempunyai indeks nilai penting tertinggi 1.80% dari famili libelludae, genus orthetrum, dan jenis orthetrum sabina. suatu jenis yang lebih melimpah dibandingkan jenis lainnya akan mengkonsumsi makanan lebih banyak, menempati lebih banyak tempat untuk reproduksi dan lebih memerlukan banyak ruang, sehingga pengaruhnya lebih besar, hal ini diperjelas menurut suwondo (2007) bahwa ketersediaan makanan dapat menentukan kepadatan sehingga berpengaruh indeks nilai penting. dibandingkan dengan jenis odonata yang lain, jenis orthetrum sabina merupakan spesies yang sangat adaptif, dapat hidup dilingkungan air yang kurang bagus sekalipun (wahyu,2013). 0 0.5 1 1.5 2 diplacodes trivalis neurothemis ramburii orthetrum glaucum orthetrum pruinosum jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 192 candra virgiawan dkk, studi keanekaragaman capung gambar 2. indeks keanekaragaman odonata di kanan-kiri sungai brantas batu-malang berdasarkan hasil analisis indeks keanekaragaman jenis, diketahui bahwa indeks keanekaragaman odonata berkisar antara 1,22-1,62 (tabel 4.4). diketahui bahwa indeks keanekaragaman pada lokasi a yaitu 1,62 dan pada lokasi b diperoleh nilai indeks keanekaragaman yaitu 1,43 sedangkan pada lokasi c diperoleh nilai indeks keanekaragaman yaitu 1,22. dimana nilai indeks keanekaragaman tertinggi terletak pada lokasi a (coban talun) yaitu 1,62. tingginya nilai indeks keanekaragaman di lokasi a dapat terjadi karena lokasi ini memiliki habitat yang paling sesuai bagi kehidupan capung hal ini dapat disebabkan oleh berbagai faktor yang mempengaruhi yakni aktifitas manusia dan kondisi abiotik lingkungan tersebut diantaranya, suhu air, suhu udara, intensitas cahaya, ph, do, bod, tds, dan tss. gambar 3. indeks kemerataan capung (odonata) di kanan-kiri sungai brantas batu-malang kemerataan merupakan pembagian individu yang merata diantara jenis (suheriyanto, 2008). indeks kemerataan odonata pada masing-masing stasiun bervariasi. nilai indeks kemerataan pada lokasi a yaitu 0,90, dan lokasi b yaitu 0,89, sedangkan pada lokasi c yaitu 0,76. indeks kemerataan tertinggi pada lokasi a yaitu sebesar 0,90, sedangkan kemerataan terendah berada pada lokasi c dengan nilai sebesar 0,76. indeks kemerataan yang mendekati 1 menunjukkan bahwa kondisi habitat pada semua stasiun penelitian adalah heterogen, artinya sumber daya alami pendukung kehidupan odonata keberadaannya merata pada semua habitat (magurran, 2004). 0 0.5 1 1.5 2 indeks keanekaragaman (h') lokasi a lokasi b lokasi c 0.65 0.7 0.75 0.8 0.85 0.9 indeks kemerataan (e) lokasi a lokasi b lokasi c jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 193 candra virgiawan dkk, studi keanekaragaman capung tabel 3. faktor biotik indeks (fbi) odonata di kanan-kiri sungai brantas batu-malang famili jumlah individu (xi) nilai toleransi (ti) xi.ti chlorocyphidae 5 4 20 coenagrionidae 8 9 72 libelludae 194 7 1358 jumlah 207 1450 fbi 1450/207 = 7.00 berdasarkan hasil analisis fbi (famili biotik indeks) diperoleh nilai 7,00 (tabel 4.7), hal ini menunjukan bahwa kualitas air sungai brantas batumalang tergolong dalam kategori buruk dengan tingkat pencemaran terpolusi sangat banyak. hal ini dapat terjadi karena tingkat pencemaran sungai ini telah melewati ambang batas dan berpengaruh negatif terhadap kehidupan biota perairan serta kesehatan penduduk yang memanfaatkan air sungai. bahan pencemar berasal dari limbah domestik, limbah pertanian, limbah taman rekreasi, limbah pasar, limbah hotel, limbah rumah sakit, dan limbah industri. hasil penelitian sebagai sumber belajar biologi agar hasil penelitian lebih bermakna maka dapat dioptimalkan sebagai sumber belajar bagi siswa untuk dapat memudahkan dalam proses belajar. hasil penelitian jika dimanfaatkan sebagai sumber belajar harus mempertimbangkan beberapa syarat diantaranya adalah kejelasan potensinya, keseuaian dengan tujuan belajar , ketepatan sasarannya, kejelasan informasi yang diungkap, kejelasan eksplorasinya dan kejelasan perolehan yang diharapkan. berikut ini uraian syarat pemanfaatan hasil penelitian capung (odonata) di kanan-kiri sungai brantas sebagai sumber belajar. kejelasan potensi keanekaragaman capung (odonata) sebagai bioindikator kualitas air menguraikan tentang peranan hewan tersebut terhadap lingkungan sekitar. kepekaan nimfa odonata terhadap perubahan lingkungan membuat mereka menjadi bagian dari bioindikator yang paling terlihat jelas dari kesehatan lingkungan. berkurangnya jumlah odonata pada suatu daerah bisa menjadi indikasi dari perubahan kualitas kesehatan air dan lingkungan. sumber belajar merupakan segala sesuatu yang dapat memudahkan peserta didik dalam memudahkan peserta didik dalam memperoleh sejumlah informasi, pengetahuan pengalaman, dan keterampilan dalam proses belajar mengajar (mulyasa.2007). hasil penelitian ini jika diterapkan dalam proses belajar maka siswa akan mendapatkan pengalaman, informasi, keterampilan, serta pengetahuan tentang bagaimana cara mengalisis kualitas air berdasarkan keanekaragaman capung (odonata), selain itu siswa juga memiliki pengalaman, pengetahuan secara langsung menganai morfologi hewan invertebrata serta faktor abiotik yang mempengaruhi kehidupannya. kesesuaian dengan tujuan belajar pemilihan sumber belajar tentunya tidak terlepas dari tujuan pembelajaran.dengan demikian pemilihan media sebagai sumber belajar harus sesuai dengan tujuan pembelajaran. tujuan pembelajaran pada materi kingdom animalia, sub bahasan hewan invertebrata meliputi, menjelaskan jenis hewan invertebrata yang ada di perairan air tawar (sungai, danau,dll). mengidentifikasi karakteristik hewan invertebrata perairan. mengelompokkan jenis hewan invertebrata di lingkungan sekitar berdasarkan pengamatan. mengaitkan peranan hewan ivertebrata dengan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 194 candra virgiawan dkk, studi keanekaragaman capung kualitas perairan dalam bentuk laporan tertulis berkelompok. hasil penelitian yang dijadikan sebagai media sumber belajar dalam bentuk handout membantu proses berjalanya praktikum pengetahuan lingkungan pada semester v mahasiswa pendidikan biologi di universitas muhammadiyah malang. pemanfaatan hasil penelitian ini digunakan agar dapat mengembangkan mahasiswa baik dalam segi kognitif, afektif, maupun psikomotorik. ketepatan sasarannya sasaran pada penelitian ini yakni penilaian kualitas air sungai brantas batu malang berdasarkan keanekaragaman capung (odonata). sasaran praktikum sesuai dengan tujuan yakni dapat mengidentifikasi karakteristik hewan invertebrata perairan serta mengelompokkan jenis hewan invertebrata di lingkungan sekitar berdasarkan pengamatan. mengaitkan peranan hewan ivertebrata dengan kualitas perairan dalam bentuk laporan tertulis berkelompok. jika melihat dari sasaran penelitian dan pembelajaran yang sama maka hasil penelitian ini dapat dijadikan sebagai sumber belajar. kejelasan informasi yang dungkapkan berdasarkan hasil analisis fbi (famili biotik indeks) diperoleh nilai 7,00 (tabel 4.7), hal ini menunjukan bahwa kualitas air sungai brantas batumalang tergolong dalam kategori buruk dengan tingkat pencemaran terpolusi sangat banyak. hal ini dapat terjadi karena tingkat pencemaran sungai ini telah melewati ambang batas dan berpengaruh negatif terhadap kehidupan biota perairan serta kesehatan penduduk yang memanfaatkan air sungai. kejelasan pedoman eksplorasinya pengamatan tentang peranan odonata terhadap lingkungannya dapat dilakukan oleh mahasiswa semester v dengan petunjuk yang ada pada booklet, dengan demikian dapat mengeksplorasi pengetahuan siswa yang dimodifikasi agar memudahkan siswa untuk melakukan penelitian. kejelasan perolehan yang diharapkan setelah melakukan pembelajaran sesuai dengan modul hasil penelitian diharapkan praktikan dapat memperoleh hal-hal sebagai berikut : 1. pengembangan keterampilan melalui pengamatan, ketepatan dan pengumpulan data, kesesuaian data, serta penarikan kesimpulan hasil yang diperoleh. 2. pengembangan sikap teliti, disiplin, jujur, tekun, mengembangkan rasa ingin tahu, kerjasama, kreatif dan berpikir kritis dalam proses mengenali jenis hewan makroinvertebrata, mengelompokkan hasil pengamatan. 3. pengembangan konsep menghubungkan jenis capung (odonata) dengan kualitas perairan dilingkungannya. kesimpulan 1. berdasarkan hasil penelitian didapatkan sepuluh jenis spesies capung (odonata), delapan jenis termasuk dalam sub ordo anisoptera, famili libellulidae yaitu diplacodes trivalis, neurothemis ramburii, orthetrum glaucum, orthetrum pruinosum, orthetrum sabina, pantela flavescens, trithemis festiva, zyxomma obtusum, dan dua jenis termasuk dalam subordo zygoptera, famili chlorocyphidae yaitu. libellago lineate dan famili coenagrionidae yaitu ischnura sinegalensis. 2. indeks nilai penting (inp) jenis odoanata pada setiap lokasi penelitian cukup bervariasi. odonata yang memiliki inp tertinggi pada lokasi a adalah dari jenis orthetrum jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 195 candra virgiawan dkk, studi keanekaragaman capung pruinosum 0.54%, kemudian odonata mempunyai indeks nilai penting tertinggi pada lokasi b yaitu dari jenis orthetrum sabina 0.57%, dan odonata yang mempunyai indeks nilai penting tertinggi pada lokasi c yaitu dari jenis orthetrum sabina 0.86%. sedangkan untuk lokasi pengamatan secara keseluruhan, odonata yang memiliki indeks nilai penting tertinggi yaitu 1.80%. 3. indeks keanekaragaman tertinggi terdapat pada lokasi a yaitu 1.62 dari data tersebut menunjukan bahwa di kanan-kiri sungai brantas batumalang memiliki keanekaragaman dalam kategori sedang. 4. indeks kemerataan odonata pada masing-masing stasiun bervariasi. nilai indeks kemerataan pada lokasi a yaitu 0,90, dan lokasi b yaitu 0,89, sedangkan pada lokasi c yaitu 0,76. indeks kemerataan tertinggi pada lokasi a yaitu sebesar 0,90, sedangkan kemerataan terendah berada pada lokasi c dengan nilai sebesar 0,76. indeks kemerataan yang mendekati 1 menunjukkan bahwa kondisi habitat pada semua stasiun penelitian adalah heterogen. 5. korelasi antara faktor abiotik terhadap jumlah jenis capung (odonata) dengan menggunakan social program for social science (spss) 21 diperoleh hasil bahwa yang memiliki korelasi yang kuat dengan jumlah jenis capung yang di temukan, faktor abiotik tersebut diantaranya adalah intensitas cahaya, do, dan bod. 6. hasil penelitian tentang keanekaragaman capung (odonata) dikanan-kiri sungai brantas batumalang, layak untuk digunakan sebagai bahan ajar cetak dalam bentuk leaflet untuk pembelajaran biologi sma kelas x materi keanekaragaman hayati berdasarkan kurikulum 2013 ki i dan kd 3.7 dan 3.8. daftar pustaka ansori, irwandi. 2011. keanekaragaman nimfa odonata (dragonflies) di beberapa persawahan sekitar bandung jawa barat. bandung: program studi pendidikan biologi, jurusan pmipa fkip unib. ansori, irwandi. 2012. kelimpahan dan dinamika populasi odonata berdasarkan hubungannya dengan fenologi padi. di beberapa persawahan sekitar bandung jawa barat. bandung: program studi pendidikan biologi, jurusan pmipa fkip unib. bds. 2008. dragonflies in your garden. british: british dragonflay society. bds. 2008. guide to dragonflies and damselflies. british: british dragonflay society. bouchard, r.w., jr. 2004. guide to aquatic macroinvertebrates of the upper midwest. water resources center, university of minnesota, st. paul, mn. 208 pp. choate, paul. 2012. key to some families of odonata. florida: university of florida entomology dept. depdiknas 2008. panduan pengembangan bahan ajar. jakarta: direktorat pembinaan sma departemen pendidikan nasional. depdiknas 2010. juknis pengembangan bahan ajar sma. jakarta: direktorat pembinaan sma departemen pendidikan nasional. hanum, s.o. 2013. jenis-jenis capung (odonata) di kawasan taman satwa kandi kota sawahlunto, sumatera barat. jurnal biologi universitas andalas (j. bio) issn : 2303-2162. ibrahim, hasan. 2013. keanekaragaman mesofauana tanah daerah pertanian apel desa tulungrejo jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 188-196) 196 candra virgiawan dkk, studi keanekaragaman capung kecamatan bumiaji kota batu sebagai bioindikator kesuburan tanah dan bahan ajar cetak biologi sma. malang: universitas muhammadiyah malang. kemendikbud. 2013. kurikulum 2013. kompetensi dasar sekolah menengah atas dan madrasah aliyah. kistinnah, i & lestari, e. s. 2009. biologi makhluk hidup dan lingkungannya sma/ma. jakarta: pusat perbukuan departemen pendidikan nasional. klym, mark. 2003. introduction to dragonfly and damselfly watching. texas: texas parks and wildlife. patty, novita. 2006. keanekaragaman jenis capung (odonata) di situ gintung ciputat, tangerang. skripsi tidak di terbitkan jakarta: fakultas sains dan teknologi universitas islam negeri syarif hidayatullah. soetjipta. 1993. dasar-dasar ekologi hewan. jakarta: departemen pendidikan dan kebudayaan direktorat jenderal pendidikan tinggi. proyek pembinaan tenaga kependidikan pendidik tinggi. subramanian, k.a.. 2005. dragonflies and damselflies of peninsular india-a field guide. e-book of project lifescape. centre for ecological sciences. bangalore : indian institue of science and indian academy of sciences. sugiyono. 2009. metode penelitian kuantitatif kualitatif dan r&d. bandung: cv. alfabeta. suin, n. m. 2012. ekologi hewan tanah. jakarta: bumi aksara. suryana 2010. metodologi penelitian model prakatis penelitian kuantitatif dan kualitatif. theischinger, g. 2009. identification guide to the australian odonata. department of environment, climate change and water ns jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 237 penggunaan chitosan cangkang keong mas (pomacea canaliculata) untuk bahan pengawet alami dalammempertahankan mutu buah selama proses penyimpanan sebagaimedia audio visual pembelajaran bioteknologi the use of chitosan of pomacea canaliculata shell as natural preservation to maintain fruit quality during storage process: used as audio visual media of biotechnology learning yurike fransischa trisnaningrum 1 , sri wahyuni 2 , ainur rofieq 3 1,2,3 program studi pendidikan biologi fkip universitas muhammadiyah malang jl. raya tlogomas no. 246, malang, telp 0341-464318 e-mail korespondensi: swahyuni48@gmail.com abstrak chitosan merupakan turunan kitin yang terbentuk dari proses deasetilasi yang bisa digunakan sebagai bahan pengawet alami yang efektif dan memiliki aktivitas antimikroba.penelitian ini bertujuan untuk mengetahui perbedaan kandungan vitamin c, ph dan berat dalam buah jeruk, strowberi, dan pisang yang diawetkan dengan chitosan cangkang keong mas selama proses penyimpanan danuntuk mengetahui berapakah konsentrasi chitosan cangkang keong mas yang paling efektif sebagai bahan pengawet buah. penelitian merupakan true experimental research yang dilaksanakan di laboratorium kimiauniversitas muhammadiyah malang. rancangan penelitian yang digunakan adalah rancangan acak kelompok (rak) dengan 6 perlakuan dan 4 kali ulangan pada jeruk, strowberi dan pisang yaitu konsentrasi chitosan 1,5%, 2%, 2,5%, 3% dan 3,5%. analisis data menggunakan analisis blok acak dan uji beda jarak nyata duncan pada taraf signifikansi 0,05.hasil penelitian menunjukkan ada pengaruh terhadap buah. perubahan kandungan vitamin c dan berat paling kecil terjadi pada perlakuan 2,5% dan paling besar pada perlakuan kontrol. pemberian konsentrasi chitosan cangkang keong mas2,5% yang paling efektif mempengaruhi kandungan vitamin c dan berat buah jeruk, strowberi dan pisang. hasil penelitian diaplikasikan sebagai media audio visual dalam pembelajaran bioteknologi. kata kunci:berat buah, kandungan vitamin c, jeruk,pengawet alami, kitosan pomacea canaliculata,stroberi, pisang abstract chitosan in the derivate of chitin formed from deasetilation process and commonly used as an effective natural preservation and also functioned as antimicrobe. this research aimed to know the difference of vitamin c content, ph, and weight of orange, strawberry, and banana which were preserved by using pomacea canaliculata shell during the storage process and to know the most effective concentration of the shell needed to preserve the fruits. the research was true experimental research which held in chemistry laboratory of university of muhammadiyah malang. random group design was employed with six treatments and repeated four times and five concentrations: 1,5%, 2%, 2,5%, 3% dan 3,5%. the data obtained were analyzed using random block analysis and lsd. the research results showed that there were significant differences of the treatments to the fruits. the least difference of vitamin c content and weight were experienced in the treatment of concentration 2.5%, while the greatest were in control. the treatment of giving the 2.5%-chitosan were the most effective in affecting the vitamin c content and the weight of the fruits. the results of the research were implementedas audio visual media in biotechnology learning. keywords:banana, fruit weight, natural preservation, orange, pomacea canaliculata chitosan, strawberry, vitamin c content indonesia merupakan salah satu negara penghasil buah tropis yang memiliki keanekaragaman dan keunggulan cita rasa yang cukup baik bila dibandingkan dengan buah dari negara-negara buah tropis lainnya. buah-buahan yang termasuk tinggi peminatnya dan banyak dikonsumsi oleh masyarakat yaitu buah jeruk(citrus reticulata),stroberi(fragaria ananassa)dan pisang(musa paradisiaca). produksi buahjurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 237 buah menurut badan pusat statistik republik indonesia pada tahun 2012 sebagai berikut: untuk produksi buah jeruk mencapai 1.611.784 ton, dan buah pisang mencapai 6.189.052 ton. produksi stroberi tahun 2009 sebesar 19.132 ton dan mengalami perkembangan produksi 29,87% (5.714 ton) pada tahun 2010, dimana jumlah produksi tahun 2010 sebanyak 24.846 ton (mappanganro, 2014). buah-buahan tersebut memiliki nilai produksi yang tinggi namun memiliki kelemahan yaitu buah mudah rusak dan memiliki umur simpan buah yang cepat busuk, hal ini dikarenakan buah-buah tersebut masih mengalami proses fisiologis setelah panen. perubahan fisiologis yang dapat mempengaruhi sifat dan kualitas produk adalah fotosintesis, respirasi, transpirasi dan proses menuanya produk setelah panen. proses-proses tersebut dapat menyebabkan perubahan-perubahan berbagai macam zat dalam produk, ditandai dengan perubahan warna, testur, rasa dan bau (helmiyesi, 2008). selama proses pemanenan sampai proses pemasaran buah-buahan tersebut tidak dapat dihindarakan dari bakteri yang dapat menyebabkan kerusakan pada buah. agar penurunan mutu dan masa jual buah dapat diperpanjang, diperlukan upaya yang dapat menghambat kerusakan tersebut. pembusukan pada buah-buahan dapat dicegah dengan cara pengawetan. selama ini kebayakan pengawetan yang digunakan adalah pengawet yang berbahaya yaitu formalin dan borak. pengawetan alami yang digunakan yaitu dengan cara sebagai berikut: pendinginan, pengemasan dengan polietilen, pengeringan, penggaraman, dan dengan penggulaan. namun proses-proses tersebut sulit untuk diterapkan oleh para petani dan proses pendinginan dengan suhu yang tidak tepat dapat merusak buah-buahan tersebut (santoso, 2006). diperlukan suatu cara yang dapat dengan mudah diterapkan.salah satu metode atau cara yang dapat digunakan untuk memperpanjang umur simpan buah adalah dengan pemberian bahan pengawet alami dari chitosan. salah satu bahan chitosan yang dapat digunakan adalah dari cangkang keong mas(pomacea canaliculata). keong mas merupakan hama bagi persawahan namun sering dimanfaatkan oleh masyarakat sebagai pakan ternak. secara terbukti keong masmerupakan salah satu hewan yang berasal dari filum moluska yang cangkangnya tersusun dari kitin (rahayu, 2012). selama ini cangkang keong mas tidak memiliki nilai ekonomi, sehingga untuk meningkatkan nilai ekonomi cangkang keong mas dengan cara mengolah kitin cangkang keong mas menjadi chitosan yang dapat digunakan sebagai pengawet alami pada produk. kitin merupakan bahan organik utama terdapat pada kelompok hewan crustaceae, insekta, fungi, moluska, dan arthropoda (kusumaningsih, 2004). chitosan diperoleh dari hasil proses deasetilase kitin. chitosan merupakan salah satu bahan yang bisa digunakan untuk pelapisan buah-buahan, yang merupakan polisakarida yang berasal dari limbah kulit siput, kepiting, kerang dan cangkang bekicot. chitosan merupakan suatu senyawa poli (n-amino-2 deoksi βd-glukopiranosa) atau glukosamin hasil deasetilasi kitin/poli (n-asetil-2-amino-2deoksi β-d-glukopiranosa) yang diproduksi dalam jumlah besar (karina, 2014). faktor yang paling berpengaruh terhadap kemampuan chitosansebagai jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 238 pengawet makanan adalah banyaknya gugus amina (nh2) yang terkandung dalam chitosan. banyaknya gugus amina tergantung pada gugus asetil yang terambil pada proses derajat deasetilasi (prasetyaningrum, 2007). chitosan sangat berpotensi untukdijadikan sebagai bahan pengawet makanan,karena chitosan memiliki polikation bermuatan positif sehingga dapat menghambatpertumbuhan mikroba dan mampu berikatandengan senyawa-senyawa yang bermuatannegatif seperti protein, polisakarida, asam nukleat, dan lain-lain (vega, 2013). selama ini penelitian tentang kitin dan chitosan paling banyak pada cangkang udang, cangkang kepiting, dan cangkang kerang. belum banyak penelitian yang meneliti tentang cangkang keong mas terhadap pengawetan produk. penelitian tentang kitin pada cangkang keong mas telah dilakukan yaitu tentang adsorben kitin dari cangkang keong mas, dari hasil proses deproteinasi dengan penambahan naoh 3% dengan perbandingan 1:10 b/v menghasilkan rendemen sebesar 92,75% yaitu dari 32 gram serbuk hasil demineralisali diperoleh serbuk kitin sebesar 29,68 gram (rahayu,2012). media audio visual adalah media yang melibatkan indera pendengaran dan penglihatan sekaligus dalam satu proses. salah satu contoh media audio visual adalah video. video adalah media yang menyajikan audio dan visual yang berisi pesan-pesan pembelajaran baik yang berisi konsep, prinsip, prosedur, teori aplikasi pengetahuan untuk membantu pemahaman terhadap suatu materi pembelajaran (ayuningrum, 2012). penggunaan video sebagai sumber belajar dapat digunakan untuk tambahan danmemperkaya pengetahuan peserta didik dalam proses belajar.materi bioteknologi pada sma kelas xii, merupakan materi yang cukup sulit sehingga diperlukan media yang tepat untuk mempermudah siswa dalam proses pembelajaran. salah satu media yang dapat digunakan yaitu media video sehingga siswa dapat dengan mudah memperlajari materi bioteknologi. metode jenis penelitian dalam kegiatan ini terdiri dari 2 tahapan. tahap pertama adalah penelitian eksperimen (true experimental) dan tahap ke ii adalah penelitian pengembangan yang menggunakan model learning cycle 3e.penelitian ini dilakukan di laboratorium kimia universitas muhammadiyah malang yang beralamat di jl. raya tlogomas no. 246 malang. penelitian dilaksanakan pada tanggal 15-25 september 2014. dalam penelitian ini yang diamati adalah perubahan kandungan vitamin c, berat buah, dan ph pada buah jeruk, stroberi, dan pisang dengan menggunakan konsentrasi chitosang cangkang keong mas yaitu 1,5%, 2%, 2,5%, 3%, dan 3,5%. semua data yang terkumpul dianalisis menggunakan uji normalitas, uji homogenitas, uji blok acak dan uji beda jarak nyata duncan (bjnd). kemudian dari hasil penelitian dikembangkan sebagai media pembelajaran dengan menggunakan model learning cycle 3eyang terdiri dari 3 fase yaitu fase eksplorasi, eksplanasi, dan elaborasi. teknik analisis data yang digunakan ada 4, yaitu: 1. uji normalitas 𝑍 = 𝑋𝑖 −𝑋 𝑆 (1) keterangan: x = rata-rata dari sampel s = simpangan baku sampel jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 239 2. uji homogenitas untuk uji bartlett digunakan statistik chi-kuadrat, sehingga nilai x 𝑋2 = (ln 10){𝐵 − ( 𝑑𝐵 𝐿𝑜𝑔 𝑆2 )} (2) 𝐹 𝐾𝑜𝑟𝑒𝑘𝑠𝑖 𝑘 = 1 + 1 3 𝑡−1 1 𝑑𝐵 − 1 𝑑𝐵𝑡 (3) 𝑋2 = 𝑡𝑒𝑟𝑘𝑜𝑟𝑒𝑘𝑠𝑖 = [ 1 𝑘 ]𝑋2 (4) 3. uji blok acak a. faktor koreksi (fk) = (total skor) 2 / (sampel x panelis) (5) b. jumlah kuadrat sampel (jks) =  (subtotal skor @ sampel) 2 /(panelis) – fk (6) c. jumlah kuadrat panelis (jkp) =  (subtotal skor @ panelis) 2 /(sampel) – fk (7) d. jumlah kuadrat total (jkt) =  (@ skor) 2 – fk (8) e. jumlah kuadrat galat (jkg) = jkt – jks – jkp (9) f. s = banyaknya sampel kts = kuadrat tengah sampel (10) g. p = banyaknya panelis ktp = kuadrat tengah panelis (11) h. ktg = kuadrat tengah galat (12) 4. uji beda jarak nyata duncan (bjnd) 𝑆𝑦 = 𝐾𝑇𝐺 𝑟 (13) keterangan: ktg = mkg = mkd = jumlah kuadrat galat dibagi derajat bebasan galat r = ulangan hasil dan pembahasan uji asumsi pada penelitian ini terdiri dari uji normalitas (liliefors) dan uji homogenitas (barlett). tabel 1. uji homogenitas mutu uji asumsi normalitas keputusan homogenitas keputusan jeruk vitamin c lhitung< ltabel (0,09)< (0,180) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (3,210)< (11,07) memenuhi syarat homogenitas ph lhitung< ltabel (0,142)< (0,180) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (6,389)< (11,070) memenuhi syarat homogenitas berat lhitung< ltabel (0,155)< (0,1808) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (6,638)< (11,070) memenuhi syarat homogenitas stroberi vitamin c lhitung< ltabel (0,137)< (0,1808) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (7,619)< (11,070) memenuhi syarat homogenitas ph lhitung< ltabel (0,166)< (0,180) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (11,130)< (11,070) memenuhi syarat homogenitas berat lhitung< ltabel (0,173)< (0,1808) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (0,201)< (7,077) memenuhi syarat homogenitas pisang vitamin c lhitung< ltabel (0,175)< (0,180) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (10,789)< (11,070) memenuhi syarat homogenitas ph lhitung< ltabel (0,129)< (0,1808) memenuhi syarat normalitas x 2 terkoreksi >x 2 tabel (11,130)> (11,070) tidak memenuhi syarat homogenitas berat lhitung< ltabel (0,084)< (0,180) memenuhi syarat normalitas x 2 terkoreksi <x 2 tabel (5,719)< (11,070) memenuhi syarat homogenitas tabel 2. hasil uji blok acak buah jeruk sumber varians vitamin c ph berat fhitung ftabel keputusan fhitung ftabel keputusan fhitung ftabel keputusan perlakuan 24,1 3,29 ho diterima 4,41 2,90 ho ditolak 42,9 2,90 ho ditolak kelompok 2,20 2,90 ho diterima 0,98 3,29 ho diterima 1,43 3,29 ho diterima keterangan: taraf signifikansi 0,05 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 240 tabel 3. hasil uji blok acak buah stroberi sumber varians vitamin c ph berat fhitung ftabel keputusan fhitung ftabel keputusan fhitung ftabel keputusan perlakuan 24,1 3,29 ho diterima 3,31 2,90 ho ditolak 2,56 2,90 ho diterima kelompok 2,20 2,90 ho diterima 0,25 3,29 ho diterima 0,87 3,29 ho diterima keterangan: taraf signifikansi 0,05 tabel 4. hasil uji blok acak buah pisang sumber varians vitamin c ph berat fhitung ftabel keputusan fhitung ftabel keputusan fhitung ftabel keputusan perlakuan 94,5 3,29 ho ditolak 4,88 2,90 ho ditolak 24,2 2,90 ho diterima kelompok 0,04 2,90 ho diterima 1,22 3,29 ho diterima 1,20 3,29 ho diterima keterangan : taraf signifikansi 0,05 tabel 4. hasil uji bjnd konsentrasi chitosan perbedaan hasil uji beda berbagai sayuran jeruk stroberi pisang vitamin c ph berat vitamin c ph berat vitamin c ph berat kontrol d bc c c b a d b c chitosan 1,5% b c b b b a c b b chitosan 2% a abc b b ab a c b b chitosan 2,5% a a a a a a a a a chitosan 3% cd ab b bc a b a b b b chitosan 3,5% d ab b b ab a c b b perbedaan kandungan vitamin c, ph, dan berat pada setiap buah jeruk, stroberi, dan pisang berdasarkan hasil analisis blok acak menunjukkan ada perbedaan pengurangan kandungan vitamin c, ph, dan berat setelah pemberian perlakuan berbagai konsentrasi chitosan cangkang keong mas. perubahan ph yang terjadi pada pengamatan menunjukkan perubahan yang tidak significant. penurunan ph pada buah disebabkan karena buah mulai membusuk. buah memiliki masa simpan yang relatif rendah sehingga buah dikenal sebagai bahan pangan yang cepat rusak dan hal ini sangat berpengaruh terhadap kualitas masa simpan buah. mutu simpan buah sangat erat kaitannya dengan proses respirasi dan transpirasi selama penanganan dan penyimpanan di mana akan menyebabkan susut pasca panen seperti penurunan bobot buah, dengan adanya proses ini juga akan menyebabkan penurunan kualitas ketampakan (appearance), kualitastekstur buah, dan penurunan kandungan nilai gizi (handoko, 2014). tahap pasca panen menunjukkan bahwa buah maupun sayur masih tetap termasuk jaringan yang hidup yang tetap aktif melakukan reaksi metabolisme. buah dan sayur mengalami proses fisiologi yang berlanjut termasuk respirasi, diikuti perubahan-perubahan fisiologi antara lain proses pelunakan jaringan, penurunan kadar asam-asam organik, perubahan warna, kehilangan senyawa-senyawa mudah menguap yang berperan dalam pembentukan aroma.perubahan fisiologis yang tidak terkontrol dengan baik akan mempercepat proses penurunan mutu yang akan berakhir dengan penuaan jaringan hingga kebusukan (pardedde, 2009). proses fisiologis pada buah terjadi dimana buah tetap mengalami proses respirasi. hal ini sangat besar pengaruhnya terhadap tingkat kesegaran buah dan akan mempengaruhi atau menyebabkan penurunan kualitas buah. selama proses jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 241 respirasi buah menyerap oksigen serta memproduksi co2 dan gas ethylene. demikian juga halnya dengan perubahan kimiawi pada buah seperti karbohidrat, protein, vitamin dan sebagainya yang akan berpengaruh terhadap kualitas buah setelah dipanen (novalinda, 2014). aktivitas metabolisme pada buah dan sayuran segar dicirikan dengan adanya proses respirasi. respirasi menghasilkan panas yang menyebabkan terjadinya peningkatan panas, sehingga proses kemunduran seperti kehilangan air, pelayuan, dan pertumbuhan mikroorganisme akan semakin meningkat. mikroorganisme pembusuk akan mendapatkan kondisi pertumbuhannya yang ideal dengan adanya peningkatan suhu, kelembaban dan siap menginfeksi buah melaluipelukaan yang sudah ada. selama transportasi ke konsumen, produk buahpascapanen mengalami tekanan fisik, getaran, gesekan pada kondisi dimana suhu dan kelembaban memacu proses pelayuan (utama, 2014). penanganan buah dilakukan untuk tujuan penyimpanan, transportasi dan kemudian pemasaran. penanganan pascapanen hendaknya dilakukan berdasarkan atas perbedaan jaringan buah sehingga dalam menangani kasus pengurangan kandungan vitamin c, ph, dan berat dapat dilakukan secara optimal. konsentrasi chitosan yang digunakan dalam pengawetan buah merupakan langkah yang tepat dikarenakan cairan chitosan dapat menyelimuti buah dan mempertahankan kandungan vitamin c, dan berat (acquaah, 2001). vitamin c dapat berbentuk sebagai asam l-askorbat dan asam ldehidroaskornbat. bila dibandingkan dengan jenis vitamin secara keseluruhan, vitamin c merupakan vitamin yang paling mudah rusak. selain mudah larut dalam air, vitamin c juga mudah teroksidasi (winarno, 2004). perubahan vitamin c, ph, dan berat pada setiap buah jeruk, buah stroberi dan buah pisang perlakuan berupa pengawetan dengan menggunakan chitosan cangkang keong mas dengan berbagai konsentrasi memberikan pengaruh berupa perubahan pada obyek pengamatan yaitu kandungan vitamin c, ph, dan berat tiga jenis buah yang diamati. perubahan pada komponenkomponen tersebut sebagaimana terilustrasi pada gambar 1 hingga gambar 6. gambar 1. grafik hasil pengamatan kandungan vitamin c pada buah jeruk 0 10 20 30 40 50 60 70 1 2 3 4 5 6 7 k a n d u n g a n v it a m in c ( m g ) b u a h j e r u k waktu pengamatan kontrol 1,50% 2,00% 2,50% 3,00% 3,50% jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 242 gambar 2. grafik hasil pengamatan kandungan vitamin c pada buah stroberi kandungan vitamin c pada buah lebih cepat turun dengan perlakuan pengawetan dengan menggunakan chitosan pada konsentrasi 3% dan 3,5%. hal tersebut dikarenakan kondisi kurang asam sebagai akibat dari sedikitnyakadar ch3cooh sehinggamenyebabkan mikroba mudah menyerang buah.selama masa penyimpanan, kandungan vitamin c pada buah mengalami pengurangansecara terus menerushingga menjadi rusak. hal ini disebabkan oleh terjadinyaproses respirasi dan oksidasi vitamin c menjadi asaml-dehidroaskorbat dan mengalami perubahan lebih lanjut menjadi asamldiketogulonat yang tidak memilikikeaktifan vitamin c (yulianti, 2009). gambar 3. grafik hasil pengamatan kandungan vitamin c pada buah pisang oksidasi vitamin c terjadi dikarenakan dalam sel-sel tanaman terdapat enzim yang dapat menaikkan kecepatan oksidasi, yaitu enzim ascorbic acid oxidase atau enzim asam askorbat oksidase. sehubungan dengan aktivitas enzim asam askorbat oksidase ini, maka pada hasil tanaman yang dipanen akan mengakibatkan berlangsungnya penurunan kadar vitamin c pada hasil tanaman itu (kartika, 2010). hari pertama diberikan perlakuan buah menjadi asam akibat bahan pelarut yang digunakan adalah ch3cooh yang mengandung gugus h + yang membuatnya bersifat asam. keberadaan ph dalm buah berdasarkan konsentrasi h + dalam larutan sel. beberapa molekul air dipecah menjadi ion hidrogen (h + ) dan ion hidroksil (oh ). secara alamiyah, air sangat jarang mengandung h + dan oh dalam konsentrasi yang sama. keberadaan gugus h + perbedaan tingkat keasaman pada suatu buah (benyamin, 2011). pengukuran ph buah setiah hari menurun hal ini bisa saja disebabkan 0 10 20 30 40 50 60 70 1 2 3 4 5 6 7 k a n d u n g a n v it a m in c ( m g ) st r o b e r i waktu pengamatan kontrol 1,50% 2,00% 2,50% 3,00% 3,50% 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7k a n d u n g a n v it a m in c ( m g ) p is a n g waktu pengamatan kontrol 1,50% 2,00% 2,50% 3,00% 3,50% jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 243 karena adanya pengaruh pertumbuhan mikroba pada buah yang mengakibatkan ph semakin asam, karena glukosa yang ada akan terpecah menjadi asam laktat dan etanol. selain itu penurunana ph dapat dipengaruhi oleh faktor lama penyimpanan, proses pematangan, reakzi enzimatik dan perubahan mikrobiologi. ph merupakan tingkat keasaman yang akan mempengaruhi daya tahan suatu produk (marzuki et al., 2013). pada perbedaan variasi konsentrasi tidak menunjukkan nilai yang signifikan terhadap perubahan ph, hal ini ditunjukkan bahwa untuk masing-masing konsentrasi chitosan memiliki nilai menurunan yang hampir sama. perubahan ph diartikan sebagai nilai yang mungkin terjadi karena efek treatment biokimia pada buah tersebut dan karena aktivitas metabolisme dari buah(jitareerat, 2007). perubahan ph dari hari kehari semakin menuru hal ini disebabkan karena buah mulai membusuk. menjadi masaknya buah dan berlanjut menjadi tua penyebab utama adalah aktivitas respirasi. respirasi masih terjadi pada saat tanaman telah dipanen (januar, 2010). gambar 4. grafik hasil pengamatan berat buah jeruk susut berat pada buah jeruk, stroberi dan pisang cenderung meningkat seiring dengan lama penyimapanan dan tingkat kematangan buah. hal ini disebabkan karena proses transpirasi sehingga air yang terdapat di dalam buah berpindah ke lingkungan yang menyebabkan terjadinya penyusutan. kehilangan susut berat buah selama penyimpanan terutama disebabkan oleh kehilangan air, kehilangan air pada produk segar juga dapat menurunkan mutu dan menimbulkan kerusakan. kehilangan air ini disebabkan karena sebagaian air dalam jaringan bahan menguap atau terjadinya transpirasi. kehilangan air yang tinggi akan menyebabkan terjadinya pelayuan dan kekeriputan buah (novita et al., 2012). gambar 5. grafik hasil pengamatan kandungan vitamin c pada buah jeruk 0 20 40 60 80 100 1 2 3 4 5 6 7 b e r a t (g ) j e r u k waktu pengamatan kontrol 1,50% 2,00% 2,50% 3,00% 3,50% 0 5 10 15 1 2 3 4 5 6 7b e r a t (g ) s tr o b e r i waktu pengamatan kontrol 1,50% 2,00% 2,50% 3,00% 3,50% jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 244 proses respirasi dan transpirasi akan menyebabkan komoditi buah mengalami susut bobot. respirasi merupakan proses metabolisme dengan cara menggunakan o2 dalam pembakaran senyawa yang lebih kompleks (pati, gula, protein, lemak, dan asam organik) menghasilkan molekul yang lebih sederhana yaitu co2 dan h2o serta menghasilkan energi yang dapat digunakanoleh sel untuk reaksi sintesa, sedangkan transpirasi merupakan proses hilangnya air dalam bentuk uap air melalui proses penguapan. susut bobot terjadi karena selama proses penyimpanan menuju pemasakan terjadi perubahan fisikokimia berupa pelepasan air (manurung, 2014). gambar 6. grafik hasil pengamatan kandungan vitamin c pada buah jeruk kehilangan berat pada buahbuahan selama disimpan terutama disebabkan oleh kehilangan air, di samping itu kehilangan air ini juga dapat menurunkan mutu dan menimbulkan kerusakan. kehilangan air disebabkan sebagian air dalam jaringan bahan akan menguap atau terjadinya transpirasi. kehilangan air yang tinggi akan menyebabkan terjadinya pelayuan dan pengeriputan bahan. hal ini dapat dicegah dengan cara mengurangi transpirasi, yaitu menaikkan kelembaban nisbih udara, menurunkan suhu, atau dengan pelapisan dengan chitosan. konsentrasi chitosan yang menyelimuti buah pada akhirnya akan menutup pori-pori transpirasi sehingga menghambat penurunan berat (muchtadi, 2010). konsentrasi chitosan cangkang keong mas terbaik konsentrasi chitosan cangkang keong mas dalam mengawetkan buah jeruk, stroberi, dan pisang yang terbaik adalah konsentrasi 2,5%. hasil data konsentrasi 2,5% tersebut telah dibuktikan dengan uji beda lsd dan duncan yang menunjukkan konsentrasi terbaik adalah konsetrasi 2,5%. bila dibandingkan dengan perlakuan kontrol yang menggunakan aqudes menunjukkan perbedaan yang nyata dalam menghambat pembusukan buah. larutan chitosan dapat diperoleh dengan cara mencampurkan serbuk chitosan 2,5 gram dengan larutan asam asetat 0,15 n sebanyak 50 ml kemudian menanbahkan aqudes sampai 100%. mekanisme kerja zat antimikroba secara umum adalah dengan merusak struktur-struktur utama dari sel mikroba 0 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 b e r a t (g ) p is a n g waktu pengamatan kontrol 1,50% 2,00% 2,50% 3,00% 3,50% jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 245 seperti dinding sel, sitoplasma, ribosom, dan membran sitoplasma. dengan adanya chitosan sebagai zat antimikroba akan menyebabkan denaturasi protein. keadaan ini menyebabkan inaktivasi enzim, sehingga sistemmetabolisme terganggu atau menjadi rusak dan akhirnya tidak ada aktivitas sel mikroba. sebagai kation, chitosan mempunyai potensi untuk mengikat banyak komponenseperti protein. muatan positif dari gugus nh3 + padachitosan dapat berinteraksi dengan muatannegatif pada permukaan sel bakteri. adanya kerusakan pada dinding selmengakibatkan pelemahan kekuatan dinding sel, bentuk dinding sel menjadi abnormal, dan pori-poridinding sel membesar. hal tersebut mengakibatkan dinding sel tidak mampu mengatur pertukaran zat-zat dari dan ke dalam sel, kemudian membran sel menjadi rusak dan mengalamilisis sehingga aktifitas metabolisme akan terhambat dan pada akhirnya akan mengalami kematian. dengan sifat tersebut chitosan dapat menghambat pertumbuhan bakteri pada buah sehingga dapat dimanfaatkan sebagai zat anti mikroba (mahatmanti, 2014.) chitosan adalah senyawa organik turunan kitin, berasal dari biomaterial kitin yang dewasa ini banyak dimanfaatkan untuk berbagai keperluan. chitosan tidak beracun, mudah mengalami biodegradasi dan bersifat polielektrolitik. adanya gugus reaktif amino dan gugus hidroksil pada chitosan akan sangat berperan dalam aplikasinya sebagai pengawet dan penstabil warna. chitosan dapat digunakan sebagai pengawet karena sifat-sifat yang dimilikinya yaitu dapat menghambat pertumbuhan mikroorganisme perusak, chitosan juga melapisi produk yang diawetkan, sehingga terjadi interaksi yang minimal antara produk dan lingkungan. aktivitas chitosan akan meningkat seiring dengan peningkatan derajat deasetilasi (dd) chitosan, karena semakin besar dd menunjukkan semakin banyaknya gugus asetil dari kitin yangdiubah menjadi situs aktifnh2 dalam chitosan(soegiarto, 2014). pemanfaatan hasil penelitian sebagai media audio visual pembelajaran bioteknologi hasil penelitian dari penggunaan chitosan cangkang keong mas untuk bahan pengewet alami selanjutnya akandikembangkan menjadi produk media video pembelajaran dengan menggunakan learning cycle 3e. hasil penelitian ini berkaitan dengan materi bioteknologi sma kelas xii dengan kompetensi dasar sebagai berikut. kompetensi dasar 3.10 memahami prinsip-prinsip bioteknologi yang menerapkan bioproses dalam menghasilkan produk baru untuk meningkatkan kesejahteraan manusia dalam berbagai aspek kehidupan sedangkan kompetensi dasar 4.10 yaitu: merencanakan dan melakukan percobaan dalam penerapan prinsip-prinsip bioteknologi konvensional untuk menghasilkan produk dan mengevaluasi produk yang dihasilkan serta prosedur yang dilaksanakan. pengembangan penelitian menggunakan learning cycle 3e memiliki 3 fase yaitu fase eksplorasi, fase eksplanasi, dan fase elaborasi. penutup kesimpulan yang diperoleh dari hasil penelitian ini adalah sebagai berikut. 1) terdapat pengaruh pemberian konsentrasi chitosan cangkang keong mas terhadap perbedaan kandungan vitamin c, ph, dan berat pada buah jeruk, stroberi, dan pisang selama proses penyimpanan. 2) perubahan jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 246 kandungan vitamin c dan berat buah jeruk, stroberi, dan pisang mangalami penurunan paling banyak terdapat pada perlakuan kontrol dan penurunan paling sedikit terdapat pada perlakuan 2,5%. 3) konsentrasi chitosan cangkang keong mas yang terbaik dalam mengawetkan buah jeruk, stroberi dan pisang adalah konsentrasi 2,5%. 4) hasil dari penelitian ini dapat diterapkan sebagai sumber belajar biologi pada jenjang sma kelas xii dengan materi bioteknologi dalam bentuk video pembelajaran daftar rujukan acquaah, s. (2007). horticulture– principles and practices. second edition, usa: prentice hall. benyamin, l. (2012). dasar-dasar fisiologi tumbuhan. jakarta: rajawali pers. handoko, d.d., napitupulu, b., & sembiring, h. (2014). penanganan pasca panen buah jeruk. sumatra utara: balai pengkajian teknologi pertanian sumatera utara. helmiyesi, hastuti, r.b, & prihastanti, e. (2008). pengaruh lama penyimpanan terhadap kadar gula dan vitamin c pada buah jeruk siam (citrus nobilis var. microcarpa). buletin anatomi dan fisiologi, xvi(2), 2008. jitareerat, p., paumchai, & kanlayanarat, s. (2007). effect of chitosan on ripening enzymatic activity, and disease development in mango (mangifera indica l.) fruit. new zealand j. crop. hort., 35, 211218. kartika, r. (2007). pengaruh penambahan caco3 dan waktu penyimpanan terhadap kadar vitamin c pada proses penghambatan pematangan buah tomat ( lycopersicum esculentum mill) ps. kimia f. mipa universitas mulawarman. mahatmanti, f.w., sugiyo, w. & sunarto, w. (2014). sintesis kitosan dan pemanfaatannya sebagai anti mikrobia ikan segar. fakultas matematika dan ilmu pengethuan alam universitas negeri semarang. manurung., v., h, djarkasi, g., s., s., langi, t., m., lalujan, l., e. (2014). analisis sifat fisik dan kimia buah salak pangu (salacca zalacca) dengan pelilinan selama penyimpanan. manado: fakultas pertanian unsrat. mappanganro, n., sengi, e.l., & baharuddin. (2014). pertumbuhan dan produksi tanaman stroberi pada berbagai jenis dan konsentrasi pupuk organik cair dan urine sapi dengan sistem hidroponik irigasi tetes. jurnal sains & teknologi. retrieved from http://pasca.unhas. ac.id/jurnal/files/0064cfe0e9cfeb14 c69b7f0662b4772a.pdf. muchtadi, t. r., sugiyono & ayustaningwarno, f. (2010). ilmu pengetahuan bahan. bandung: alfabeta. novalinda, d., & yanti, l. (2014). keamanan pangan pada pasca panen sayuran. jambi: balai pengkajian teknologi pertanian jambi. novita, m, s., martunis, rohaya, s., & hasmarita, e. (2012). pengaruh pelapisan kitosan terhadap sifat fisik dan kimia tomat segar (lycopersicum pyriforme) pada berbagai tingkat kematangan. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 237-247) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 yurike fransicha trisnaningrum etal., penggunaan chitosan cangkang 247 jurnal teknologi dan industri pertanian indonesia, 4(3), 2012. pardedde, e. (2009). buah dan sayur olahan secara minimali. visi, 17(3), 245–254. marzuki, q., khabibi & prasetya, n. (2013). pemanfaatan limbah kulit udang windu (penaus monodo) sebagai edible coanting dan pengaruhnya terhadap kadar ion logam pb (ii) pada buah stroberi (fragaria x ananassa). chem info, 1(1), 232-239. retrieved from http://download.portalgaruda.org/ar ticle.php?article=74249&val=4709. rahayu, i. r. (2012). pengaruh lama kontak dan ph pada adsorsi mg 2+ menggunakan adsorben kitin dari limbah cangkang keong mas (pomacea canaliculata) (skripsi sarjana tidak dipublikasikan). malang: jurusan kimia fakultas mipa universitas brawijaya. santoso. (2006). teknologi pengawetan bahan segar. malang: laboratorium kimia pangan faperta uwiga malang. soegiarto, r,. purwijantiningsih, l., m., & pranata, s. (2014). aplikasi kitosan sebagai pengawet alami dari kulit udang dogol (metapenaeus monoceros fab.) pada sosis daging sapi (skripsi tidak dipublikasikan). yogyakarta: fakultas teknobiologi universitas atma jaya yogyakarta. vega, c., elkana, d., oktavia putri, o., leonard, r., & andriyono, s. (2013). rekayasa chitosan sebagai pengawet dan meningkatkan kadar protein dalam tahu. jurnal ilmiah perikanan dan kelautan, 5(2), 2013. winarno, f., g. (2004). kimia pangan dan gizi. jakarta: pt. gramedia pustaka utama anggota ikapi. yulianti, w. (2009). pengusahaan sayuran organik wortel (daucus carota l.) dan petsai (brassica chinensis l.) bogor: yayasan bina sarana bakti, cisarua fakultas pertanian institut pertanian bogor. 195 vol. 4 no. 3, 2018; pp. 195-202 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 28/07/2018 revised: 03/11/2018 accepted: 13/11/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education citation: novitasari, c., ramli, m. & karyanto, p. (2018). facts and proofs diagnostic test and structural communication grid test on the topic of bacteria: a quantitative analysis. jpbi (jurnal pendidikan biologi indonesia), 4(3), 195-202. doi: https://doi.org/10.22219/jpbi.v4i3.6166 facts and proofs diagnostic test and structural communication grid test on the topic of bacteria: a quantitative analysis chaerul novitasari1, murni ramli2*, and puguh karyanto2 1magister of science education, universitas sebelas maret, surakarta, central java, indonesia 2department of biology education, faculty of teacher training and education, universitas sebelas maret, surakarta, central java, indonesia *corresponding e-mail: mramlim@staff.uns.ac.id abstract facts and proofs diagnostic test and structural communication grid test are the tests to train, improve, and assess the level of students’ conceptual understanding and argumentation skills. this research was aimed to analyze the test item of the facts and proofs diagnostic test and structural communication grid test about bacteria, constructed as the columnar structured essay. the aspects of the validity, reliability, distinguishing power, and difficulty levels were analyzed using spss v.2.0 and microsoft excel 2010. three-hundred and fifty-one students in sragen indonesia, were chosen as the participants, selected using proportionate stratified random sampling. the schools were selected using cluster sampling. the results showed that two items were eliminated (q3 and q6). revisions for 50 columnar items and five essays have been done. about 35.48% of the items were revised and the rest (64.52%) was accepted. the revised items were six of facts and proof diagnostic test items, and one of scg item, with 82 columnar items and 18 structural essay items. the finalized instrument can be used to detect students’ conceptual understanding, misconceptions, and argumentation skill. keywords: facts and proofs diagnostic test, quantitative analysis, structural communication grid test © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction education has three main keys: the curriculum, the learning process, and the assessment or evaluation (amalia & widayati, 2012). one factor for successful learning process is the good assessment (arifin, 2011; jones, 2005). assessment of learning is a series of actions to evaluate the students’ learning achievement in the aspects of knowledge, attitude, and skill for various learning goals (suwandi, 2010). the success in the assessment of learning is evaluated on the teachers’ success to conduct the procedure of assessment. the procedure for assessment of learning are 1) planning, covers the necessity analysis, define the goals, constructing the indicators and rubrics, instrument drafting, trial testing and analysis, revision and construction of the final instruments; 2) the implementation and monitoring; 3) data analysis; 4) results reporting; and 5) utilization of the results (arifin, 2011). assessment of learning is done to evaluate the students’ conceptual understanding and misconception occurred. students’ conceptual understanding can be assessed using various tests. one of them is the diagnostic test. the diagnostic test can be used to evaluate the students’ conceptual understanding and to detect misconceptions. the example of those tests was open-reasoning multiple choice tests by haslam and treagust (1987), two-tier multiple choice (ttmc) by treagust (1988). there are also twotier multiple choice tests by çalik and ayas, 2005), three-tier diagnostic tests and four-tier diagnostic tests by eryılmaz, derya, and mcdermott (2015). those tests have the advantage to ease the students to answer because this type was familiar. they have the disadvantage, which is the students still have the chance to “guess” right answer (muniri, 2013). the other type of diagnostic test is the certainty of response index (cri), which is the reasoning multiple choice test followed with certainty index developed by hasan, bagayoko, http://ejournal.umm.ac.id/index.php/jpbi/article/view/6166 http://ejournal.umm.ac.id/index.php/jpbi/article/view/6166 https://doi.org/10.22219/jpbi.v4i3.6166 196 facts and proofs diagnostic test …. novitasari et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 195-202 and kelley (1999) and adopted by tayubi (2005). the drawing analysis method is one of the interesting method because the answers are visualized into drawings to represent the students’ idea spectra (kose, 2008). the minus points are those tests still giving students chance to guess and for the cri it difficult for students whose not adept in visual skill and hard for the expert to evaluate and analyze the answers. the other potential test to evaluate the students’ conceptual understanding and to detect the misconception is the facts and proofs diagnostic test and structural communication grid test (scg). the facts and proofs diagnostic test developed in this research were adopted from jonathan osborne, sibel erburan, and shirley simon. this test is known as the toulmin’s argument pattern (tap) test, not only can assess students’ argumentation but also their data-based understanding followed by facts-backed claims. we decided to call this the facts and proofs diagnostic test. the facts and proofs diagnostic test developed in this research was aimed to train and improve students’ argumentation skill (simon, erduran, & osborne, 2006). the students who can state their argument when answer this test can be detected their misconceptions and concept constructions based on their arguments. this test consisted of the question, then claims in form of multiple choice answers, and warrants in the form of the essay to support the claims (osborne, erduran, & simon, 2004). this type of question trains the students to state the differences of the ideas, facts, and arguments. according to osborne et al (2004), this test trains students’ ability to state the ideas, and providing the facts and argumentation related to the concept. this test can detect students’ ideas and conceptual understanding of the science. the students’ conceptual understanding can be detected from the answers to the essay, which exhibits their argument construction and their evaluation of the questions. the scg test was adopted from johnstone, bahar, and hansell (2000). the scg test is a numbered-columnar instrument used to answer the questions, the students are asked to choose the column based on their logical sequence (durmus & karakirik, 2005). the grid used to interconnect the concepts, explain the sequential ideas of the concepts and can detect the level of understanding: understand the concepts, lack of knowledge, or misconceptions (dasdemir, 2016). according to johnstone et al. (2000), the scg test enables the teachers to analyze the subconcepts understanding, and their interrelation. it also eliminates the problem of students guessing to answer the questions, because they have to know what suitable answer box and the proper concepts, they also have to provide the reasons for their answer choices. this instrument can be used to diagnose students’ understanding and provide the way to analyze the students’ concept construction and improve their conceptual understanding (tasdere & ercan, 2011) both of tests are good because contain essays to detect and categorize the levels of students’ conceptual understanding; understanding, lack of knowledge, or misconception both partial and full misconceptions (abraham, grzybowski, renner, & marek, 1992). both of the tests are the formative assessment, which set to able to improve the learning process and student’s understanding and what called as assessment for learning. it also can inform, support, and improve the learning process (clark, 2015). both tests were developed on bacterial material. according to septiana, zulfiani, and nooradil (2014), the students tend to have misconceptions about the bacteria, especially in the classification of archaebacteria and eubacteria, bacterial reproduction, and how they obtain the nutrition. therefore, this case—the students’ understanding on the concept of bacteria, was good for research. the research used these two types of tests. before implementing those two tests as the assessment instruments, we have to conduct item analysis. item analysis can be done using quantitative or qualitative methods. the aspects of content quality and forms must be analyzed in the qualitative method. the validity and reliability must be tested in the quantitative analysis method (ary, jacobs, & sorensen, 2010; golafshani, 2003; mohajan, 2017). before used widely, the facts and proofs diagnostic test and the scg test will go through quantitative analysis for their validity, reliability, distinguishing power, and difficulty levels to obtain the quality test items as the assessment instruments (arifin, 2011; bajpai & bajpai, 2014; zhou, almutairi, alsaid, warholak, & cooley, 2017). based on the aforementioned descriptions, this research aimed to analyze the facts and proofs diagnostic test and the scg test on the aspects of the validity, reliability, distinguishing power, and difficulty levels. facts and proofs diagnostic test …. 197 novitasari et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 195-202 method this is a quantitative research to analyze the quality of the test items for the facts and proofs diagnostic test and the scg test using spss 2.0 and microsoft excel 2010. the spss 2 was used to analyze the validity and reliability, and the microsoft excel was used to analyze the distinguishing power and difficulty levels. three-hundred-and-fifty-one students were chosen as the participants using proportionate stratified random sampling. five schools (two public, three private) were chosen as the samples using cluster sampling. the facts and proofs diagnostic test was a test to train and improve students’ argumentation skills (simon et al., 2006). this test is the part of the instrument to develop scientific literacy and argumentation skill. the presence of the arguments to answer this test can be used to detect students’ misconceptions and concept constructions (osborne et al., 2004). procedures and principles to develop the facts and proofs diagnostic test and scg test this research focused on to develop the facts and proofs diagnostic test to detect students’ misconceptions and concept constructions on the topic of the bacteria. this test consisted of the question, then claims in form of multiple choice answers, and warrants in the form of the essay to support the claims. it consisted of eight case columns with eight structured essays. onehundred-and-twenty-six columns and 19 essays must be answered by the students. our tests have some characteristics, such as: (a) developed to detect students’ conceptual understanding and concept construction about the bacteria. (b) developed in the form of essays that have to be proofed with claims backed by data and facts. the data were shown, and the students must mark and choose as the warrant. then, they have to conclude by answer the questions using essay backed with reasons as the warrants. (c) equipped with a follow-up roadmap based on the obtained data of students’ conceptual understanding. the scg test was adopted from the research of interactive learning by johstone et al (2000). our scg test arranged with questions about the steps of bacterial reproductions. our scg test consisted of one question with 10 columns with six right concepts and four wrong concepts (diversions). the students were asked to choose the right concepts and sort the right sequence of bacterial reproduction. table 1 shown the examples for both tests. according to septiana et al. (2014), the students tend to experience misconceptions about the bacteria, especially in the classification of archaebacteria and eubacteria, bacterial reproduction, and how they obtain the nutrition. khotimah, noor, and juanengsih (2014) stated, the bacteria concepts were not fully understood by students, resulted in misconceptions. the misconceptions were the bacteria as the prokaryotes. a lot of students yet understood about the prokaryotes because they do not understand the concepts of cells, especially about membranous cellular organelles. in this research, the facts and proofs diagnostic test and scg test were developed to detect students understanding about the bacteria. such concepts were: the characteristics of the bacteria as the prokaryote; the differences between eubacteria and archaebacteria; the classification of eubacteria; classification of archaebacteria based on the habitats; shapes of bacteria; bacterial sexual reproduction; the roles of bacteria; and the classification of grampositive and gram-negative bacteria. procedures for quantitative item analysis quantitative item analysis was done through several steps: 1) development of the test instruments; 2) participants selection; 3) field test, 4) data collections; 5) data inputting; 6) analysis using spss for the validity and reliability, and ms. excel for the distinguishing power and difficulty levels. the validity tests were done in the beginning by using product moment correlation (arifin, 2011). the results used as the basis for reliability tests, which the invalid items must be eliminated and revised first. the test for difficulty levels showed the proportions of the participants who can answer correctly. the difficulty levels classified as hard, medium, and easy. they were calculated using gradually sorting of the answer from the participants, from the highest to the lowest. then, the 27-33% of the participants who obtained the highest score and the 27-33% participants who obtained the lowest score are used to calculate the difficulty index using the following formula 1. tk= %100 )( )(    nhnl whwl (1) 198 facts and proofs diagnostic test …. novitasari et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 195-202 table 1. examples for the facts and proofs diagnostic test and scg test facts and proofs diagnostic sample questions q1.a. escherichia coli is the bacteria live in the human intestines. they have good role to help decompose the undigested food. what do you think, are they classified as the animal, virus, or bacteria? pay attention to the answering direction. write down proper mark for each box. follow these rules. √ mark for the proof the e. coli is classified as the animal × mark for the proof the e. coli is classified as the virus * mark for the proof the e. coli is classified as bacteria + mark for the proof the e. coli is classified as bacteria or animal mark here the characteristics mark here the characteristics a. e. coli have no cell membrane b. e. coli organelles are unprotected by cell walls c. e. coli have cell membrane d. e. coli is unicellular e. e. coli have no cell nuclear membrane f. e. coli is multicellular g. e. coli is motile h. e. coli organelles are protected by the cell wall i. e. coli have flagella for locomotion j. e coli can be as living if only reside in the living cells k. e. coli have pilus and capsules in their cell wall l. e. coli have macroscopic size q1 a. explain your answer! b. is e. coli can be classified as the animal? if yes provide the reasons! if not provide the reasons! c. is e. coli can be classified as the virus? if yes provide the reasons! if not provide the reasons! the scg test sample questions pay attention for this direction to answer the question! the bacteria are the organisms capable of sexual reproduction, one of the methods is transduction. pay attention for the step on each box! 1. host dna is fragmented, the fag dna and the fag protein dna is formed. 6. fragments of bacterial dna packed into the fag capsid. 2. recombinant dna is formed 7. fag with cellular content required by the donor infecting the recipient, the donor’s dna are recombined with recipients’ dna 3. fag infecting required bacterial cell 8. sexual pilus attached and shortened, so the two cells attracting each other 4. bridging using sexual pilus helped by the f factor 9. fusion of foreign alleles to cellular chromosomes. 5. attachment of the donor to the recipient cell 10. the recombinant dna is formed, differ from genotype both of the donor and recipient a. what the correct boxes for the bacterial transduction process? choose the proper boxes! ......................................... b. write down your answer in logic sequence! .............. the next step was the test for distinguishing power, the better that item to distinguish the lower group participants from the upper group participants. the steps were to sort the answer sheet gradually from the highest to the lowest. then divide the answer sheet equally (50:50), count how many students who answer correctly from both groups, and calculate the distinguishing power using the formula 2. dp = n bbba )(2  (2) descriptions: dp (distinguishing power), n (the total number of participant), ja (number of correct answers in the upper group, and jb (number of correct answers in the lower group). results and discussion the result of item analysis for both tests which have nine questions with 132 columns and 23 structured essays is shown in figure 1. figure 1 showed several items of columnar questions, as well as the essays, was invalid. the invalid items for columnar questions were 20 items, and for essays were two items. the details for the invalid items are shown in table 2. figure 1. results of the item analysis facts and proofs diagnostic test …. 199 novitasari et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 195-202 table 2. detail of the invalid items (questions) no. results (columnar) no results (essay) 1. i. j, k, n, o, q ii. b 1. valid 2. l 2. valid 3. f, h 3. valid 4. h, j 4. valid 5. 4,11,12,16,17,22,24 5. valid 6. 6. valid 7. 7. q1. valid q2. invalid q3. invalid 8. 8. valid 9. 2,5 9. valid descriptions: wl (number of participants who answer wrongly in the lower group), wh (number of participants who answer wrongly in the upper group, nl (number of participants in the upper group), nh (number of participants in the lower group), and tk (difficulty levels). based on the validity test, some items were invalid. thus, before the reliability test was done, those invalid items must be eliminated and revised. the results of reliability tests using the valid items shown in table 3. table 3. results of the reliability test cronbach’s alpha of the columnar n of items description* 0,888 112 reliable cronbach’s alpha of the structured essay n of items description* 0,734 21 reliable the next test was the analysis of difficulty levels. the results of the difficulty levels analysis for both tests were shown in figure 2. the distinguishing power analysis was done using ms. excel. the results were classified into three categories: bad, enough or sufficient, and good. the results were shown in figure 3. based on the validity test results (see table 1), for the columnar questions, 15.15% items were invalid and 84.85% items were valid, for the structured essays, 8.7% items were invalid and 91.3% items were valid. according to gronlund (1985), the invalid items caused by several factors: from the instrument itself, from the test administration, and from the students’ answers. arifin (2011) and also ary et al. (2010) stated that the evaluators have to pay attention to several important aspects affecting the validity. such aspects were: the syllabus, rubrics, and indicators, distinguishing power. figure 2. the results of difficulty levels analysis for columnar (a, left) and essay (b, right). figure 3. the results of distinguishing power analysis for columnar (a, left) and essay (b, right). 200 facts and proofs diagnostic test …. novitasari et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (3) (2018) pp. 195-202 according to the procedures, both of our tests have been developed using proper procedures, because they were supplemented with instruments for learning evaluation. from the testing administration and scoring, there were several errors. those errors were insufficient time for testing sessions, helping the students to answer, the students were cheating, and errors at scoring. the invalidity can be caused by factors, such as insufficient time for testing sessions (reflected as the interviews), and because some students were cheating. the students also tend to answer the questions as fast as possible but inaccurate. they also had a tendency to use the trial and error for answering, and usage of improper sentences. those affect greatly to the validity. the step before the reliability test was to eliminate and revise those invalid items. the next procedure was the analysis of reliability. the result of reliability test (see table 3) showed that n count for the columnar was 0.888>0.7, thus it was reliable. for the n count of the essays were 0.734>0.7, it also means reliable. the reliability is the degree of instruments’ consistency (ary et al., 2010). arifin (2011) and gronlund (1985) stated, there were four factors affecting the reliability: length of the test or questions, score distributions, difficulty levels, and objectivity. the third was the test of difficulty levels. figure 2 showed the difficult level questions were dominating (70%). the columnar was not very good, because dominated by medium-level questions. then the hard level items were eliminated and revised. the essay was good quality because dominated by the medium level items (59%). the results showed the difficulty levels were still high because of several factors: 1). the students were unfamiliar with the type of tests, because never got it in the learning; 2) students felt need for higher order thinking skill and concept mastery to answer the questions; 3) many of the terminology used in the questions were unfamiliar to the students; 4) the concepts of bacteria were not fully mastered by all students. distinguishing power analysis was done to analyze how far the item can differentiate the students who have mastered the concepts from those who haven’t based on certain criteria (arifin, 2011). the results showed for the columnar 37% of items were bad, 36% was enough, and 27% was good. and for the essays, 52% was bad, 35% was good, and 13% was enough. based on those results, both of those tests were good, because some items can differentiate students’ concept mastery levels. the qualitative analysis result of the test types which support quantitative analysis were carried out by 9 practitioners from senior high school biology teachers in sragen, indonesia and 3 expert validators who were microbiology lecturers. the result from the qualitative analysis on these types of tests is that they are are different from the questions commonly given in schools. the questions are so deep that make the students difficult to master the material and concept of bacteria. the result also showed that many terminologies of bacteria in the question are not yet known by students. however, this type of test is quite good because it can be used to test the level of students' understanding on material. based on the result of the qualitative analysis, it was also found there are some students’ misconceptions about bacteria. there were students who said that bacteria were animals. they still had many errors in classifying bacteria too. this was due to the concept of bacteria whose objects were microscopic. conclusion based on the results, two items were eliminated (q3 and q6). also, revisions for 50 columnar items and five essays have been done. about 35.48% of the items were revised and the rest (64.52%) was accepted. the revised items were six of facts and proof diagnostic test items, and one of scg item, with 82 columnar items and 18 structural essay items. the finalized instrument can be used to detect students’ conceptual understanding, misconceptions, and argumentation skill. testing can be done formatively, in order to apply the principles of assessment for learning (afl), and learning and students’ conceptual understanding can be improved. acknowledgment this research funded by grant for postgraduate research of universitas sebelas maret, 2018 year, led by murni ramli. references abraham, m. r., grzybowski, e. b., renner, j. w., & marek, e. a. 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(2017). establishing the validity and reliability evidence of preceptor assessment of student tool. american journal of pharmaceutical education, 81(8), 10–20. https://doi.org/10. 5688/ajpe5908 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 19 pengembangan bahan ajar matakuliah bioteknologi berdasarkan kebutuhan dan karakter mahasiswa universitas nusantara pgri kediri developing the learning materials of biotechnology subject based on students’ need and character of nusantara pgri university of kediri farida nurlaila zunaidah1, mohamad amin2 1program studi pendidikan biologi fkip universitas nusantara pgri kediri 2pendidikan biologi pascasarjana universitas negeri malang e-mail: faridanurlaila8889@gmail.com abstrak berbagai aplikasi dan pemanfaatan bioteknologi sangat penting untuk diperkenalkan sejak dini. memperkenalkan bioteknologi dapat melalui jenjang pendidikan dengan melakukan transfer ilmu kepada mahasiswa. transfer ilmu melalui kegiatan perkuliahan sering kali mengalami kendala, salah satunya tidak tersedianya sumber bahan ajar yang memadai. tujuan penelitian ini adalah mengembangkan bahan ajar matakuliah bioteknologi yang disesuaikan dengan kebutuhan dan karakter mahasiswa. metode yang dipakai dalam penelitian pengembangan ini adalah model pengembangan 4d yang diadopsi dari thiagarajan, et al (1974) yang terdiri dari 4 tahap, yakni define, design, develope dan disseminate. teknik pengumpulan data menggunakan angket validasi untuk para ahli, uji coba perorangan dan uji coba sekala kecil. hasil analisis data menunjukkan rata-rata hasil validasi dan uji coba berada pada kategori layak dengan predikat baik sesuai dengan tabel kreteria tingkat kelayakan dan revisi produk. produk ini memiliki kelebihan dan kekurangan yang masih harus diperhatikan dan diperbaiki lagi. kata kunci: bahan ajar, bioteknologi, model 4d abstract various applications and utilization of biotechnology are very important to be introduced early. introducing biotechnology through levels of education can be done by transferring science to students. transferring knowledge through lectures activities are often experience constraints, one of them is that there is no adequate source of learning materials available. the research aimed todevelop a teaching materials of biotechnology course which is suited to the students’ necessary. the method used was 4ddevelopment model which was adopted from thiagarajan, et al (1974). the model contains four stages, i.e. define, design, develop, and deploy. data collection techniques was using validation questionnaires for experts, individual test and small-scale trials. data analysis results show that the average results of validation and testing were categorized as “eligible” with “good”predicate , based on the eligibility level criteria and product revise table. theproduct has an advantages and disadvantages which still needed to be revised. keywords: biotechnology, model 4d, teaching materials jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 20 bioteknologi merupakan proses memodifikasi makhluk hidup dengan bantuan agen hayati dan menerapkan teknik-teknik tertentu dalam setiap tahapan memodifikasi, sehingga menghasilkan produk yang berupa bahan atau barang yang dapat bermanfaat bagi kehidupan manusia. bioteknologi saat ini diunggulkan sebagai teknologi mutakhir yang memiliki kemampuan untuk memberikan jawaban pada berbagai tantangan yang dihadapi oleh umat manusia hari ini dan masa depan, mengenai produksi pangan, obatobatan, energi dan berbagai proses industri. banyaknya manfaat yang diberikan oleh bioteknologi, harus sejalan dengan pemahaman terhadap masyarakat mengenai peran bioteknologi dalam kehidupan sehari-hari (maharijaya, 2008). oleh karena itu bioteknologi perlu diperkenalkan sejak dini didalam jenjang pendidikan agar banyak masyarakat yang memahami manfaat bioteknologi dan mengarahkan aplikasi bioteknologi pada hal yang lebih bermanfaat. bioteknologi merupakan salah satu matakuliah yang wajib ditempuh oleh mahasiswa semester vii jurusan pendidikan biologi universitas nusantara pgri kediri. pada observasi yang telah dilakukan ditemukan permasalahan dalam perkuliahan bioteknologi. permasalahan tersebut berupa kurang aktifnya mahasiswa dalam mengikuti perkuliahan dikarenakan sumber belajar yang kurang. mahasiswa tidak memiliki buku penunjang perkuliahan bioteknologi. universitas pun ternyata belum memberikan fasilitas buku penunjang yang memadai untuk dimanfaatkan dosen dan mahasiswa dalam proses perkuliahan bioteknologi. dalam hal ini bahan ajar yang memadai akan sangat membantu mahasiswa untuk memahami setiap materi yang disampaikan oleh dosen. bahan ajar dapat dibuat oleh dosen pengampu sesuai dengan kebutuhan dan karakter mahasiswanya, agar tujuan dari perkuliahan bioteknologi tersebut dapat tercapai. metode penelitian penelitian ini menggunakan model penelitian dan pengembangan 4d oleh thiagarajan, et al (1974). penelitian dan pengembangan ini terdiri dari empat tahap yakni define (pendefinisian), design (perancangan), develope (pengembangan), dan disseminate (penyebaran). tahap define ( pendefinisian), pada tahap ini, adalah melakukan observasi untuk melihat kebutuhan materi yang diperlukan oleh mahasiswa serta mengamati karakter mahasiswa dalam kelas tersebut tahap design (perancangan), tahap ini merancang prototipe atau kerangka bahan ajar yang akan dibuat dan disesuaikan dengan analisis kebutuhan serta analisis karakter mahasiswa. tahap develope (pengembangan), tahap ini mencakup tahap validasi bahan ajar yang telah dibuat kepada para validator yang terdiri dari validator ahli materi, validator ahli bahasa, dan validator ahli media serta dilakukan uji coba perorangan dan sekala kecil. selanjutnya akan dilakukan revisi-revisi untuk menyempurnakan bahan ajar tersebut dari berbagai aspek. validasi dan uji coba ini bertujuan untuk mengontrol isi bahan ajar agar tetap sesuai dengan kebutuhan dan karakteristik mahasiswa. tahap disseminate (penyebaran), tahap ini merupakan tahap penyebaran bahan ajar yang telah melalui berbagi tahap validasi dan uji coba. disseminate ini dapat pula dilakukan dengan uji kelayakan dalam implementasi kelas sebelum disebarkan diluar instansi. dalam penelitian ini yang dilakukan adalah disseminate terbatas yang dilakukan dalam lingkup instansi saja karena adanya keterbatasan waktu. jenis data yang digunakan dalam penelitian ini adalah kualitatif dan kuantitatif. data kualitatif diperoleh dari kritik dan saran dari para validator dan koresponden uji coba. data kuantitatif diperoleh dari data hasil validasi dari para validator dan dari data uji coba. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 21 instrumen dalam penelitian dan pengembangan ini berupa lembar validasi dan angket. adapun kisi-kisi instrumen lembar validasi dan angket dalam penelitian ini seperti disajikan pada tabel 1 sampai tabel 5, sebagai berikut. tabel 1 kisi-kisi instrumen lembar validasi ahli materi matakuliah bioteknologi komponen yang divalidasi indikator kesesuaian uraian materi dengan kompetensi dasar a) kelengkapan materi b) keluasan materi c) kedalaman materi keakuratan dan kebenaran materi a) pendahuluan: sejarah dan perkembangan bioteknologi b) teknologi dna rekombinan c) teknik kultur sel dan jaringan d) bioteknologi mikroba e) bioteknologi pertanian f) bioteknologi peternakan g) akurasi informasi dan rangkuman h) akurasi soal materi pendukung pembelajaran a) kesesuaian dengan perkembangan iptek b) kekinian, fitur, contoh dan rujukan c) keterkaitan antar konsep d) pengayaan tabel 2 kisi-kisi instrumen lembar validasi ahli media dan desain pembelajaran komponen yang divalidasi indikator teknik penyajian 1. sistematis penyajian 2. keruntutan penyajian kelayakan penyajian 1. bagian pendahuluan 2. bagian isi 3. bagian penutup kelayakan kegrafikan 1) ukuran buku: a) kesesuaian ukuran buku dengan standar iso 2. desain cover: a) tata letak b) komposisi dan ukuran unsur tata letak c) huruf 1. desain isi buku a) pencerminan isi buku b) keharmonisan tata letak c) kelengkapan tata letak d) tipografi isi tabel 3 kisi-kisi instrumen lembar validasi ahli bahasa komponen yang divalidasi indikator kesesuaian dengan tingkat perkembangan peserta didik a) keseuaian dengan tingkat perkembangan intektual b) kesesuaian dengan tingkat perkembangan sosial emosional kekomunikativan a) keterbacaan pesan b) ketepatan kaidah bahasa keruntutan dan keterpaduan alur pikir a) keruntutan dan keterpaduan antar bab b) keruntutan dan keterpaduan antar paragraf tabel 4 kisi-kisi instrumen angket uji perorangan komponen yang divalidasi indikator bahan ajar bioteknologi 1. kesalahan ketik 2. kesalahan penggunaan tanda baca 3. kata yang seharusnya menggunakan huruf capital 4. kata yang seharusnya menggunakan huruf kecil 5. hal-hal lain yang perlu diperbaiki jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 22 tabel 5 kisi-kisi instrumen angket uji coba kelompok kecil komponen yang divalidasi indikator bahan ajar bioteknologi 1. tampilan cover membuat anda tertarik mempelajari materi bahan ajar 2. topik bahasan/judul bab sudah menarik perhatian anda untuk mempelajari materi lebih dalam 3. tujuan pembelajaran yang ada sudah mempermudah anda untuk mengetahuai kemampuan apa yang harus dimiliki setelah mengikuti kegiatan pembelajaran materi yang disajikan sudah sesuai dengan tujun pembelajaran 4. materi yang disajikan sudah sesuai dengan tujuan pembelajaran 5. rangkuman diakhir bab/bahasan sudah dapat meningkatkan pemahaman anda tentang materi yang sudah dipelajari 6. adanya evaluasi/refleksi sudah dapat membantu anda mengukur sejauh mana anda memahami materi yang sudah dipelajari 7. bahasa yang dipergunakan pada sajian materi mudah dipahami mahasiswa 8. sistematika sajian materi memudahkan anda memahami keseluruhan materi secara bertahap. kriteria untuk lembar validasi dan angket sebagai berikut: tabel 6 kriteria penilaian pengembangan bahan ajar skor indikator 1 2 3 4 tidak baik/tidak sesuai kurang baik/kurang sesuai baik/sesuai sangat baik/sangat sesuai (adaptasi dari muriati 2013:51) teknik pengumpulan data yang digunakan adalah analisis data deskriptif kuantitatif, digunakan untuk mengolah data dari hasil validasi ahli materi, desain, dan media pembelajaran berupa masukan saran serta kritik perbaikan yang terdapat pada angket instrumen validasi dan analisis statistik deskriptif kualitatif yang digunakan untuk menganalisis data yang diperoleh dalam bentuk analisis presentase. data yang telah dikumpulkan pada lembar validasi dangket uji coba pada dasarnya merupakan data kualitatif, karena setiap poin pernyataan dibagi ke dalam kategori tidak baik, kurang baik, baik, dan sangat baik. data terlebih dahulu diubah kedalam data kuantitatif sesuai dengan bobot skor. pengubahan dilakukan dengan rumus sebagai berikut. 𝑃 = ∑(𝑠𝑒𝑙𝑢𝑟𝑢ℎ 𝑠𝑘𝑜𝑟 𝑗𝑤𝑏 𝑎𝑛𝑔𝑘𝑒𝑡) 𝑛 𝑥 𝑡𝑒𝑟𝑡𝑖𝑛𝑔𝑔𝑖 𝑥 𝑗𝑚𝑙 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛 𝑥 100% keterangan: p = menyatakan persentase penilaian n = menyatakan jumlah seluruh item angket data hasil penilaian terhadap bahan ajar yang dikembangkan dianalisis secara deskriptif, penentuan kriteria kelayakan dan revisi produk pada tabel 7 berikut ini. tabel 7 kriteria kelayakan dan revisi produk tingkat pencapaian (%) kualifikasi keterangan 81-100 sangat baik tidak revisi/valid 61-80 baik tidak revisi/valid 41-60 cukup revisi/tidak valid 21-40 kurang revisi/tidak valid 0-20 sangat kurang revisi/tidak valid (adaptasi dari siti muriati, 2013:52) hasil penelitian dan pengembangan penelitian dan pengembangan ini menghasilkan bahan ajar matakuliah bioteknologi yang telah tervalidasi oleh para validator dan teruji pada uji coba perorangan dan skala kelompok kecil. berdasarkan data hasil validasi oleh ahli jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 23 materi bioteknologi, ahli media dan ahli bahasa masing-masing aspek validasi dihitung persentasenya. persentase untuk masing-masing aspek validasi dicocokkan dengan tabel persentase kelayakan produk yaitu tabel 8. berikut data hasil validasi dan uji coba tabel 8 persentase hasil uji validasi ahli materi pertama no aspek validasi jumlah penilaian jumla h maksi mal % (1) (2) (3) (4) (5) a. kesesuaian materi dengan kompetensi dasar 1 kelengkapan materi 3 4 75 2 keluasan materi 6 8 75 3 kedalaman materi 6 8 75 b. kesesuaian dan keakuratan materi 4 pendahuluan : sejarah singkat dan pengertian bioteknologi 24 32 75 5 teknologi dna 24 32 75 no aspek validasi jumlah penilaian jumla h maksi mal % rekombinan 6 teknik kultur sel dan jaringan 18 24 75 7 bioteknologi mikroba 15 20 75 8 bioteknologi pertanian 17 24 70,83 9 bioteknologi peternakan 8 12 66,66 10 akurasi informasi dan rangkuman 3 4 75 11 akurasi soal 3 4 75 c. materi pendukung pembelajaran 12 kesesuaian dengan perkembanga n iptek 3 4 75 13 kekikian fitur, contoh, dan rujukan 3 4 75 14 keterkaitan antar konsep 3 4 75 15 pengayaan 3 4 75 total 139 188 73,93 tabel 9 penilaian kriteria kelayakan produk oleh ahli materi pertama no . aspek yang divalidasi % kriteria kelayakan produk a. kesesuaian uraian materi dengan kompetensi dasar 1 kelengkapan materi 75 layak dengan predikat baik 2 keluasan materi 75 layak dengan predikat baik 3 kedalaman materi 75 layak dengan predikat baik b. kesesuaian dan keakuratan materi 4 pendahuluan: sejarah singkat dan pengertian bioteknologi 75 layak dengan predikat baik 5 teknologi dna rekombinan 75 layak dengan predikat baik 6 teknik kultur sel dan jaringan 75 layak dengan predikat baik 7 bioteknologi mikroba 75 layak dengan predikat baik 8 bioteknologi pertanian 70,83 layak dengan predikat baik 9 bioteknologi peternakan 66,66 layak dengan predikat baik 10 akurasi informasi dan rangkuman 75 layak dengan predikat baik 11 akurasi soal 75 layak dengan predikat baik c. materi pendukung pembelajaran 12 kesesuaian dengan perkembangan iptek 75 layak dengan predikat baik 13 kekinian fitur, contoh, dan rujukan 75 layak dengan predikat baik 14 keterkaitan antar konsep 75 layak dengan predikat baik 15 pengayaan 75 layak dengan predikat baik % keseluruhan produk 73,93 layak dengan predikat baik jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 24 hasil perhitungan persentase seluruh aspek validasi berada pada kategori layak jika dicocokkan dengan kriteria kelayakan bahan ajar pada tabel 7. rangkuman hasil penilaian kriteria kelayakan produk tersaji dalam tabel 9. berdasarkan tabel 9, rata-rata persentase validasi isi materi berada pada kategori layak dengan predikat baik. namun masih perlu dilakukan revisi untuk perbaikan lebih lanjut. revisi isi materi juga didasarkan pada saran dan masukan dari validator ahli materi yang telah disebutkan di bagian penyajian data, maupun saran secara lisan pada saat diskusi dengan ahli materi. tabel 10 persentase hasil uji validasi ahli materi kedua no aspek validasi jumlah penilaian jumlah maksimal % (1) (2) (3) (4) (5) a. kesesuaian materi dengan kompetensi dasar 1 kelengkapan materi 4 4 100 2 keluasan materi 6 8 75 3 kedalaman materi 5 8 62,5 b. kesesuaian dan keakuratan materi 4 pendahuluan: sejarah singkat dan pengertian bioteknologi 24 32 75 5 teknologi dna 22 32 68,75 no aspek validasi jumlah penilaian jumlah maksimal % (1) (2) (3) (4) (5) rekombinan 6 teknik kultur sel dan jaringan 18 24 75 7 bioteknologi mikroba 15 20 75 8 bioteknologi pertanian 18 24 75 9 bioteknologi peternakan 9 12 75 10 akurasi informasi dan rangkuman 3 4 75 11 akurasi soal 3 4 75 c. materi pendukung pembelajaran 12 kesesuaian dengan perkembangan iptek 3 4 75 13 kekikian fitur, contoh, dan rujukan 3 4 75 14 keterkaitan antar konsep 3 4 75 15 pengayaan 3 4 75 total 145 188 77,12 hasil perhitungan persentase seluruh aspek validasi berada pada kategori layak dengan predikat baik jika dicocokkan dengan kriteria kelayakan bahan ajar pada tabel 7. rangkuman hasil penilaian kriteria kelayakan produk tersaji dalam tabel 11. tabel 11 penilaian kriteria kelayakan produk oleh ahli materi kedua no . aspek yang divalidasi % kriteria kelayakan produk b. kesesuaian uraian materi dengan kompetensi dasar 1 kelengkapan materi 100 layak dengan predikat sangat baik 2 keluasan materi 75 layak dengan predikat baik 3 kedalaman materi 62,5 layak dengan predikat cukup b. kesesuaian dan keakuratan materi 4 pendahuluan: sejarah singkat dan pengertian bioteknologi 75 layak dengan predikat baik 5 teknologi dna rekombinan 68,75 layak dengan predikat baik 6 teknik kultur sel dan jaringan 75 layak dengan predikat baik 7 bioteknologi mikroba 75 layak dengan predikat baik 8 bioteknologi pertanian 75 layak dengan predikat baik 9 bioteknologi peternakan 75 layak dengan predikat baik 10 akurasi informasi dan rangkuman 75 layak dengan predikat baik 11 akurasi soal 75 layak dengan predikat baik jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 25 c. materi pendukung pembelajaran 12 kesesuaian dengan perkembangan iptek 75 layak dengan predikat baik 13 kekinian fitur, contoh, dan rujukan 75 layak dengan predikat baik 14 keterkaitan antar konsep 75 layak dengan predikat baik 15 pengayaan 75 layak dengan predikat baik % keseluruhan produk 77,12 layak dengan predikat baik berdasarkan tabel 11, rata-rata persentase validasi isi materi berada pada kategori layak dengan predikat baik. berdasarkan persentase tiap aspek validasi, bagian yang harus direvisi yaitu “kedalaman materi” dan “teknologi dna rekombinan” dalam bahan ajar. revisi isi materi juga didasarkan pada saran dan masukan dari validator ahli materi yang telah disebutkan di bagian penyajian data, maupun saran secara lisan pada saat diskusi dengan ahli materi. tabel 12 presentase hasil uji validasi ahli media no . aspek validasi jumlah penilaia n jumlah maksima l % a. kelayakan penyajian 1 sistematika penyajian 7 8 87,5 2 keruntutan penyajian 4 4 100 b. kelengkapan penyajian 3 bagian pendahuluan 11 12 91,6 4 bagian isi 13 16 81,2 5 5 bagian penutup 6 12 50 c. kelayakan kegrafikan ukuran buku 6 kesesuaian ukuran buku dengan standar iso 4 4 100 desain cover 7 tata letak 6 8 75 8 komposisi dan ukuran unsur tata letak 3 4 75 9 huruf 14 16 87,5 desain isi buku 10 pencermina n isi buku 13 16 81,2 5 11 keharmonia n tata letak 7 8 87,5 12 kelengkapa n tata letak 17 20 85 13 tipografi isi 16 20 80 % keseluruhan produk 121 148 81,7 5 hasil perhitungan persentase seluruh aspek validasi media berada pada kategori sangat baik jika dicocokkan dengan kriteria kelayakan bahan ajar pada tabel 7. rangkuman hasil penilaian kriteria kelayakan produk tersaji dalam tabel 13. tabel 13 penilaian kriteria kelayakan produk oleh ahli media no aspek yang divalidasi % kriteria kelayakan produk kelayakan penyajian teknik penyajian 1 sistematika penyajian 87,5 layak dengan predikat sangat baik 2 keruntutan penyajian 100 layak dengan predikat sangat baik kelengkapan penyajian 3 bagian pendahuluan 91,6 layak dengan predikat sangat baik 4 bagian isi 81,25 layak dengan predikat sangat baik 5 bagian penutup 50 layak dengan predikat cukup 6 kesesuaian ukuran buku dengan standar iso 100 layak dengan predikat sangat baik jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 26 desain cover 7 tata letak 75 layak dengan predikat baik 8 komposisi dan ukuran tata letak 75 layak dengan predikat baik 9 huruf 87,5 layak dengan predikat sangat baik desain isi buku 10 pencerminan isi buku 81,25 layak dengan predikat sangat baik 11 keharmonia tata letak 87,5 layak dengan predikat sangat baik 12 kelengkapa tata letak 85 layak dengan predikat sangat baik 13 tipografi isi 80 layak dengan predikat sangat baik % keseluruhan produk 81,75 layak dengan predikat sangat baik berdasarkan tabel 13, seluruh aspek validasi media berada pada kategori layak dengan predikat sangat baik, baik untuk kelengkapan penyajian maupun kelayakan kegrafikan. bagian yang harus direvisi menurut perhitungan persentase kelayakan produk adalah bagian penutup. bagian penutup perlu ditambahkan glosarium dan indeks untuk memudahkan mahasiswa mencari kata-kata sulit. selain itu, tindakan revisi dilakukan berdasarkan saran dan masukan pada angket dan pada saat wawancara dengan ahli media. tabel 14 persentase hasil uji validasi bahasa no. aspek validasi jumlah penilaian jumlah maksimal % a. kesesuaian dengan tingkat perkembangan peserta didik 1 kesesuaian dengan tingkat perkembangan intelektual 4 4 100 2 kesesuaian dengan tingkat perkembangan sosial emosional 3 4 75 b. kekomunikativan 3 keterbacaan pesan 4 4 75 4 ketepatan kaidah bahasa 3 4 75 c. keruntutan dan keterpaduan alur pikir 5 keruntutan dan keterpaduan antar bab 2 4 50 6 keruntutan dan keterpaduan antar paragraph 3 4 75 total 19 24 79,16 persentase hasil penilaian oleh validator media selanjutnya dicocokkan dengan kriteria kelayakan bahan ajar pada tabel 7. hasil perhitungan persentase seluruh aspek validasi media berada pada kategori layak dengan predikat baik jika dicocokkan dengan kriteria kelayakan bahan ajar. rangkuman hasil penilaian kriteria kelayakan produk tersaji dalam tabel 15. berdasarkan tabel 15, seluruh aspek validasi media berada pada kategori layak dengan predikat baik. bagian yang harus direvisi yakni “keruntutan dan keterpaduan antar bab”. tindakan revisi yang lain didasarkan atas saran dan masukan pada angket; serta saran secara lisan pada saat konsultasi dengan ahli bahasa. revisi dilakukan pada pemenggalan kalimat, ejaan, dan tata tulis. tabel 15 penilaian kriteria kelayakan produk oleh ahli bahasa no. aspek validasi % kriteria kelayakan produk a. kesesuaian dengan tingkat perkembangan peserta didik 1 kesesuaian dengan tingkat perkembangan intelektual 100 layak dengan predikat sangat baik 2 kesesuaian dengan tingkat perkembangan sosial emosional 75 layak dengan predikat baik b. kekomunikativan 3 keterbacaan pesan 100 layak dengan predikat sangat baik 4 ketepatan kaidah bahasa 75 layak dengan predikat baik c. keruntutan dan keterpaduan alur pikir 5 keruntutan dan 50 layak dengan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 27 keterpaduan antar bab predikat cukup 6 keruntutan dan keterpaduan antar paragraph 75 layak dengan predikat baik % keseluruhan produk 79,19 layak dengan predikat baik berdasarkan tabel 16, penilaian tiap item pernyataan angket respon mahasiswa menunjukkan kategori layak. item penyataan yang mendapatkan kategori “layak degan predikat sangat bagus” yaitu evaluasi/refleksi dapat membantu mahasiswa dalam memahami materi yang dipelajari. item pernyataan lainnya mendapatkan kategori “layak dengan predikat bagus”. berdasarkan hasil angket penilaian keterbacaan, penilaian angket respon mahasiswa, dan saran yang dituliskan pada angket respon mahasiswa, maka dilakukan tindakan revisi. revisi meliputi revisi tata tulis dan tata bahasa dalam bahan ajar. tabel 16 persentase dan kriteria penilaian kelayakan produk dari hasil uji perorangan no. aspek yang dinilai skor total untuk 6 responden skor max untuk 6 responden % kriteria penilaian produk (1) (2) (3) (4) (5) (6) 1 tampilan cover (sampul buku) membuat saudara tertarik menggunakan bahan ajar 18 24 75 layak dengan predikat baik 2 topik bahasan/judul bab menarik perhatian saudara untuk mempelajari lebih lanjut 17 24 70,83 layak dengan predikat baik 3 tujuan pembelajaran yang ada mempermudah saudara untuk mengetahui kemampuan apa yang harus dimiliki setelah mempelajari bahan ajar 19 24 79,16 layak dengan predikat baik 4 materi yang disajikan sudah sesuai dengan standar kompetensi dan tujuan pembelajaran 18 24 75 layak dengan predikat baik 5 rangkuman di akhir bab mampu meningkatkan pemahaman saudara terhadap materi yang dipaparkan 17 24 70,83 layak dengan predikat baik 6 adanya evaluasi/refleksi membantu saudara dalam mengukur pemahaman mengenai materi yang dipelajari 20 24 83,33 layak dengan predikat sangat baik 7 bahasa yang dipergunakan dalam bahan ajar mudah dipahami dan komunikatif 18 24 75 layak dengan predikat baik 8 sistematika penyajian materi dalam bahan ajar memudahkan saudara untuk memahami materi keseluruhan 19 24 79,16 layak dengan predikat baik jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 28 tabel 17 persentase dan kriteria penilaian kelayakan produk dari hasil uji kelompok kecil no. aspek yang dinilai skor total untuk 12 responden skor max untuk 12 responden % kriteria penilaian produk (1) (2) (3) (4) (5) (6) 1 tampilan cover (sampul buku) membuat saudara tertarik menggunakan bahan ajar 32 48 66,66 layak dengan predikat baik 2 topik bahasan/judul bab menarik perhatian saudara untuk mempelajari lebih lanjut 37 48 77,083 layak dengan predikat baik 3 tujuan pembelajaran yang ada mempermudah saudara untuk mengetahui kemampuan apa yang harus dimiliki setelah mempelajari bahan ajar 40 48 83,33 layak dengan predikat sangat baik 4 materi yang disajikan sudah sesuai dengan standar kompetensi dan tujuan pembelajaran 35 48 72,91 layak dengan predikat baik 5 rangkuman di akhir bab mampu meningkatkan pemahaman saudara terhadap materi yang dipaparkan 38 48 79,16 layak dengan predikat baik 6 adanya evaluasi/refleksi membantu saudara dalam mengukur pemahaman mengenai materi yang dipelajari 39 48 81,25 layak dengan predikat sangat baik 7 bahasa yang digunakan dalam bahan ajar mudah dipahami dan komunikatif 36 48 75 layak dengan predikat baik 8 sistematika penyajian materi dalam bahan ajar memudahkan saudara untuk memahami materi keseluruhan 41 48 85,41 layak dengan predikat sangat baik berdasarkan tabel 17, seluruh item memiliki kategori layak. item yang memiliki kategori layak sangat baik adalah item nomor 3, 6 dan 8. tindakan revisi dilakukan berdasarkan saran dan masukan yang tertulis dalam angket respon mahasiswa. data hasil lembar validasi dan angket uji coba selain diolah menjadi data deskriptif kualitatif dan data deskriptif kuantitatif, data tersebut dikaji ulang untuk menentukan bagian-bagian-bagian apa saja yang perlu direvisi untuk penyempurnaan produk. kesimpulan dan saran kesimpulan penelitian dan pengembangan ini menghasilkan bahan ajar yang telah tervalidasi oleh ahli materi, ahli media dan ahli bahasa, serta telah melalui proses uji jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 19-30) farida nurlaila zunaidah dkk, pengembangan bahan ajar 29 coba terbatas yakni uji perorangan dan uji coba skala kelompok kecil, sehingga sesuai dengan kebutuhan materi dan karakteristik mahasiswa. saran 1. diharapkan bahan ajar yang telah dikembangkan dapat menjadi buku pelengkap dalam perkuliahan bioteknologi serta dapat dimanfaatkan mahasiswa untuk belajar mandiri diluar perkuliahan. 2. diharapkan bahan ajar ini dapat dikembangkan lebih lanjut agar lebih lengkap dan lebih sempurna lagi 3. diharapkan pada pengembangan selanjunya bahan ajar ini dapat disebarkan pada kalangan yang lebih luas daftar rujukan anwar, a. 2010. penerapan bioteknologi rekayasa genetika dibidang medis ditinjau dari perspektif filsafat pancasila, ham dan hukum kesehatan di indonesia. jurnal sasi, 17(4): 39-51. kamenarova, k., abumhadi, n., gecheef, k., & atanassov, a. 2005. molecular farming in plants: an approach of agricultural biotechnology. journal of cell and molecular biology, 4(4): 77-86. kumar, p., gupta, v.k., misra, a.k., modi, d.r., & pandey, d.k. 2009. potential of molecular markers in plant biotechnology. plant omics journal, 2(4): 141-162. lestari, i. 2013. pengembangan bahan ajar berbasis kompetensi. jakarta: akademia permata. mackay, e. 1999. an investigation of text based instructional materials enhanced with graphics. educational psychology, 19(3): 323335. maharijaya, awang. 2008. meningkatkan peran bioteknologi melalui pendidikan. 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penulis pekerti bidang mipa. 2001. hakikat pembelajaran mipa dan kiat pembelajaran biologi di perguruan tinggi. jakarta: pusat antar universitas. tim penyusun pedoman penulisan karya ilmiah. 2010. pedoman penulisan karya ilmiah edisi kelima: skripsi, tesis, disertasi, artikel, makalah, tugas akhir, dan laporan penelitian. malang : um press. umamah, n. 2008. pengembangan paket pembelajaran bidang studi pada program studi pendidikan sejarah fkip unej dengan model dick&carey. tesis tidak diterbitkan. malang: program pascasarjana universitas negeri malang uno, h. & koni, satria. 2012. assessment pembelajaran. jakarta: bumi aksara. yuwono, t. 2005. biologi molekuler. jakarta: erlangga yuwono, t. 2012. bioteknologi pertanian. yogyakarta: gadjah mada university press jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 158 inventarisasi keanekaragaman makrozoobentos di daerah aliran sungai brantas kecamatan ngoro mojokerto sebagai sumber belajar biologi sma kelas x iin ratih1, wahyu prihanta1, rr. eko susetyarini1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail: niniek68@gmail.com abstrak jenis penelitian ini adalah deskriptif yang dilakukan untuk memperoleh fakta atau data tentang keanekaragaman jenis makrozoobentos di das brantas kecamatan ngoro mojokerto. pengambilan sampel dilakukan tiga stasiun dengan tiga kali ulangan untuk masing-masing stasiun. parameter fisika yang diamati adalah kedalaman, kecerahan air, suhu air dan kecepatan arus. parameter kimia yang diamati adalah ph, do, bod5, dan cod. sedangkan parameter biologi yang diamati adalah kepadatan (d), kepadatan relatif (rd), kelimpahan (k), kelimpahan relatif (kr) dan indeks keanekaragaman (h’). keanekaragaman makrozoobentos yang ditemukan di daerah aliran sungai brantas terdiri dari terdapat 11 spesies yakni anentome helena, hydrophilus ovatus, berosus sp, lumbricus sp, macromia magnifica , sulcospira schmidti, parathelphusa convexa, melanoides torulosa, melanoides tuberculata, corbicula fluminea, corbicula largillierti. indeks keanekaragaman tertinggi adalah melanoides torulosa dan terendah adalah berosus sp. famili buccinidae dengan kedalaman memiliki hubungan yang sangat kuat. sedangkan famili macromiidae dengan do memiliki hubungan lemah. hasil penelitian ini digunakan sebagai sumber belajar berupa handout materi invertebrata pada kelas x sma ipa. materi tersebut sesuai dengan penelitian yang memanfaatkan keanekaragaman invertebrata air di das brantas untuk diidentifikasi dan dianalisis kegunaannya. kata kunci: keanekaragaman, makrozoobentos, kelimpahan, indeks keanekaragaman. air sungai merupakan salah satu sumber daya alam yang sangat vital bagi pemenuhan kebutuhan hidup manusia sehingga kualitas airnya harus tetap terjaga. menurut widianto (2001) sungai yang melintasi pedesaan sangat berperan penting bagi manusia yang bermukim di tepi sungai sebab sungai memenuhi beberapa keperluan manusia mulai dari kebutuhan air bersih untuk memasak, minum, mandi dan mencuci. namun pada kenyataannya sebagian besar air bekas kegiatan manusia dibuang ke sistem perairan tanpa melalui proses pengolahan limbah sama sekali terlebih dahulu, hal ini menyebabkan penurunan kualitas air sungai. oleh karena itu pengelolaan sungai tidak bisa dipisahkan dari pengelolaan kegiatan manusia di daratan. perkembangan penduduk dan kegiatan manusia merupakan salah satu faktor yang memicu pencemaran sungai. salah satunya adalah sungai brantas. sungai brantas merupakan sungai terpanjang kedua di pulau jawa setelah sungai bengawan solo yang terletak di provinsi jawa timur. sungai brantas mempunyai das seluas ± 12.000 km2 atau ¼ dari luas provinsi jawa timur dengan panjang 320 km (balai pengelolaan daerah sungai brantas, 2002). sungai ini melewati beberapa kota di jawa timur seperti malang, blitar, tulungagung, kediri, jombang, mojokerto, dan bermuara di kota surabaya. jumlah penduduk di wilayah das brantas ± 14 juta jiwa (40%), dimana sebagian besar bergantung pada sumber daya air yang merupakan sumber utama bagi kebutuhan air baku untuk konsumsi domestik, irigasi, industri, dan lain – lain. permasalahan pencemaran air di das brantas saat ini menunjukkan adanya kecenderungan semakin meningkat dan kompleks, hal ini dapat dilihat dari banyaknya kasus pencemaran yang terjadi. sumber pencemaran umumnya berasal dari limbah domestik, industri, pertanian. selain itu, berbagai macam kerusakan telah diamati dan memberikan indikasi http://www.yhshells.com/goods.php?id=3632 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 159 degadrasi kualitas air sehingga berdampak negatif pada kondisi biota yang hidup di dalam sungai brantas. menurut laporan status lingkungan hidup daerah provinsi jawa timur tahun 2010, khususnya kecamatan ngoro merupakan wilayah industri dan akibatnya limbah dari industri tanpa melalui proses pengolahan dibuang ke das brantas. daerah sebelum wilayah industri merupakan daerah pemukiman penduduk. limbah rumah tangga yang cair merupakan sumber pencemaran air. limbah rumah tangga cair dapat berupa bahan organik maupun anorganik yang hanyut terbawa arus air kemudian sampah tertimbun, menyumbat saluran air dan mengakibatkan banjir. daerah sesudah wilayah industri merupakan daerah persawahan. petani memupuk tanah persawahan atau ladang dengan pupuk buatan, kemudian masuk ke perairan yang akan menyebabkan pertumbuhan air yang tidak terkendali. demikian pula halnya dengan organisme perairan yang ada akan mengalami perubahan jumlah. jika lingkungan berada di bawah suatu tekanan maka keanekaragaman jenis organisme akan menurun pada komunitas yang ada. menurut darsono (1995) penurunan keanekaragaman spesies dalam suatu perairan dapat dianggap sebagai indikator adanya pencemaran. kualitas air secara biologis juga perlu diperhatikan karena kehidupan biologis yang berlangsung terkena dampak dari pencemaran yang terjadi. selain itu dibandingkan dengan menggunakan parameter fisika dan kimia, indikator biologi dapat memantau secara kontinyu (sastrawijaya, 1991). kelompok organisme petunjuk yang umum digunakan dalam pendugaan kualitas air adalah plankton, bentos, dan nekton (ikan). kelompok tersebut digunakan dalam pendugaan kualitas air karena dapat mencerminkan pengaruh perubahan kondisi fisik dan kimia yang terjadi di perairan dalam selang waktu tertentu (odum, 1996). selain itu, bioindikator juga dipilih karena merupakan indikator kualitas ekologis sungai brantas yang semakin terancam kehidupannya akibat pencemaran oleh limbah. salah satu biota yang dapat digunakan sebagai parameter biologi dalam menentukan kualitas suatu perairan adalah makrozoobentos. berdasarkan penelitian agrista (2005) menyatakan bahwa makrozoobentos lebih banyak digunakan karena keanekaragaman makrozoobentos akan dapat mempresentasikan kualitas air suatu tempat dengan lebih spesifik. setiap spesies makrozoobentos akan memiliki sensitifitas yang berbeda pada perubahan lingkungan. makrozoobentos sebagai organisme dasar perairan, mempunyai habitat yang relatif tetap. menurut romimohtarto (2001) berubahnya kualitas suatu perairan sangat mempengaruhi kehidupan biota yang hidup di dasar perairan tesebut, diantaranya adalah makrozoobentos. menurut pratiwi, dkk (2007) makrozoobentos adalah hewan yang hidup di dasar air secara berkelompok. makrozoobentos merupakan salah satu kelompok terpenting dalam ekosistem perairan sehubungan dengan peranannya sebagai organisme kunci dalam jaringan makanan. selain itu tingkat keanekaragaman yang terdapat di lingkungan perairan dapat digunakan sebagai indikator pencemaran. jadi kelompok bentos yang hidup menetap (sesile) dan daya adaptasi bervariasi lingkungan, membuat hewan bentos seringkali digunakan sebagai petunjuk bagi penelitian kualitas air. makrozoobentos memiliki manfaat yaitu membantu mempercepat proses dekomposisi materi organik. semakin meningkatnya aktivitas masyarakat di kawasan ini dapat pula menambah tekanan terhadap kelestarian makrozoobentos di das brantas jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 160 kecamatan ngoro mojokerto. mengingat fenomena di atas, dikhawatirkan akan berdampak terhadap kelestarian makrozoobentos di daerah tersebut. peneliti perlu mengadakan pendataan baik jenisnya, kepadatan dan kelimpahan makrozoobentos di das brantas kecamatan ngoro mojokerto. berdasarkan kenyataan yang ada, banyak sekali potensi sumber daya alam di sekitar kita yang dapat dijadikan sumber belajar. sedangkan kekayaan aneka jenis flora dan fauna sudah lama dimanfaatkan untuk pengembangan ilmu pengetahuan. hingga saat ini masih banyak jenis hewan dan tumbuhan yang belum dipelajari dan belum diketahui manfaatnya. oleh karena itu, hasil penelitian ini diharapakan dapat dijadikan sumber belajar biologi sma. tujuan dari penelitian ini adalah untuk mengidentifikasi jenis makrozoobentos yang terdapat di das brantas kecamatan ngoro mojokerto., untuk mendeskripsikan karakteristik populasi makrozoobentos yang meliputi kepadatan, kepadatan relatif, kelimpahan, kelimpahan relatif dan indeks keanekaragaman di das brantas kecamatan ngoro mojokerto, untuk mendeskripsikan parameter fisika-kimia perairan yang mempengaruhi keberadaan makrozoobentos, untuk membuat handout hasil penelitian inventarisasi keanekaragaman makrozoobentos di daerah aliran sungai brantas kecamatan ngoro mojokerto sebagai sumber belajar biologi sma kelas x. metode penelitian jenis penelitian penelitian ini menggunakan metode deskriptif. penelitian ini termasuk penelitian deskriptif karena dilakukan untuk memperoleh fakta atau data tentang keanekaragaman jenis makrozoobentos di das brantas kecamatan ngoro mojokerto. penelitian deskriptif juga bertujuan untuk mendefinisikan variabel penelitian dan untuk menjawab rumusan pertama, kedua, dan ketiga. waktu dan tempat penelitian kegiatan penelitian ini dilaksanakan pada minggu pertama bulan november, 2013. pengambilan sampel dilakukan 3x dalam masing-masing stasiun. pengambilan sampel dilakukan di tiga stasiun sepanjang das brantas kecamatan ngoro kabupaten mojokerto yang mewakili berbagai aktivitas di sungai tersebut. populasi menurut rofieq (2011) populasi adalah himpunan obyek atau subyek penelitian dengan ciri tertentu. popoulasi dapat berupa himpunan dari orang, kelompok orang, organisasi perusahaan, benda (benda hidup atau mati) kejadian, kasus, waktu, atau tempat dengan ciri atau karakteristik tertentu. populasi dari penelitian ini adalah semua makrozoobentos di das brantas. sampel penelitian sampel adalah bagian dari jumlah dan karakteristik yang dimiliki oleh populasi tersebut (rofieq, 2011). teknik sampling merupakan teknik dalam pengambilan sampel. pengambilan sampling makrozoobentos dilakukan menggunakan metode purposive random sampling dengan menentukan tiga stasiun penelitian. pengambilan sampel makrozoobentos dilakukan sebanyak 3 kali pada setiap stasiun. alat alat-alat yang digunakan dalam pnelitian ini meliputi: 1. jaring bentos model surber dengan ukuran 30 cm x 30 cm jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 161 2. termometer air raksa untuk mengukur suhu 3. secchi disk untuk mengukur kejernihan air 4. kertas label 5. ph meter untuk mengukur ph air 6. do meter 7. botol winkler untuk mengambil sampel air bila akan dilakukan penganalisisan bod5 dan nitrogen (nitrat dan nitrit) 8. desikator yang berisi silika gel 9. oven untuk pengoperasian pada suhu 103oc sampai dengan 105oc. 10. timbangan analitik dengan ketelitian 0,1 mg 11. pengaduk magnetik 12. pompa 161lcoho 13. stopwatch dan tali raffia untuk mngukur kecepatan arus 14. saringan bermata saring 1,0 x 1,0 mm untuk memisahkan spesimen dari kotoran 15. nampan untuk menampung sampel 16. mikroskop untuk mengamati sampel yang kecil 17. botol plastik untuk meletakkan sampel hewan makrozoobentos 18. kamera untuk mendokumentasikan penelitian 19. pinset untuk mengambil hewan makrozoobentos 20. beaker glass 21. erlenmeyer 500 ml 22. cod meter bahan bahan-bahan yang digunakan dalam penelitian ini adalah : 1. formalin 5% untuk mengawetkan sampel makrozoobentos yang telah diamati 2. aquadest 3. alkohol 70% 4. mnso4, h2so4 dan alkali azida pengambilan sampel air sebelum mengambil sampel makrozoobentos, terlebih dahulu mengambil sampel air untuk uji fisika dan kimia. hasil analisa uji fisika dan kimia ini selanjutnya dijadikan sebagai data pendukung/pelengkap. pengambilan sampel air ini diambil dari setiap lokasi. berikut cara kerja pengambilan sampel air : 1. mengambil sampel air sebelum ada orang masuk ke dalam sungai yang ada di area penelitian. hal ini dilakukan untuk menghindari kekeruhan. 2. mengambil air dengan botol yang bersih. perkirakan volume air yang diambil agar tidak kekurangan pada saat pengujian. 3. menutup botol yang sudah berisi sampel air. 4. member label pada botol yang berisi sampel air, pada label dituliskan tanggal, bulan, tahun, dan tempat pengambilan sampel. 5. menyimpan botol yang berisi sampel air. 6. melakukan uji kimia yang dapat dilakukan langsung di lapangan seperti suhu dan ph. pengambilan sampel makrozoobentos a. tahap persiapan proses pengambilan sampel di setiap stasiun yang akan diteliti dilakukan pengeplotan terlebih dahulu dengan membentangkan tali yang nanti berbentuk kotak dengan luas 5 x 5 m. pengeplotan dilakukan sebanyak 3 kali pada masing-masing stasiun pengamatan. b. tahap pengambilan sampel makrozoobentos. 1) sampel diambil dengan menggunakan jaring bentos model surber dengan ukuran 30 cm x 30 cm. 2) sampel yang telah diamati dituangkan ke dalam nampan plastik, kemudian disaring dengan saringan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 162 bermata saring 0,1 x 0,1 mm untuk memisahkan spesimen dengan sampah. spesimen diambil dengan pinset dan dimasukkan ke dalam botol plastik yang telah diisi larutan formalin 5% atau alkohol 70% untuk mengawetkan kemudian diteliti di laboratorium. 3) di laboratorium spesimen diletakkan di cawan petri kemudian diamati menggunakan mikroskop binokuler untuk diidentifikasi. teknik pengumpulan data teknik pengumpulan data penelitian ini adalah metode observasi, yaitu pengamatan langsung di lapangan dan di laboratorium. adapun data yang dikumpulkan melalui observasi (pengamatan lapang) langsung adalah suhu, kecerahan, ph, kedalaman sungai, kecepatan arus. sedangkan data yang diperoleh melalui pengamatan di laboratorium adalah pengidentifikasian makrozoobentos sebagai indikator pencemaran sungai, disolved oxygen (do), cod (chemical oxygen demand) dan biochemical oxygen demand (bod5). analisis data identifikasi makrozoobentos semua makrozoobentos yang didapatkan di lapangan diidentifikasi di laboratoium. pengidentifikasian dilakukan dengan menggunakan buku panduan jalur penamaan makroinvertebrata air tawar (ecoton, 2010). makrozoobentos yang telah diidentifikasi, kemudian dihitung jumlahnya. perhitungan makrozoobentos data yang diperoleh, diolah dengan menghitung kepadatan populasi dan kepadatan relative (brower, 1990 dalam apridayanti 2006). hasil dan pembahasan pengamatan awal pada kondisi abiotik berupa parameter fisika dan kimia yaitu kedalaman (cm), suhu air (0c), kecepatan arus (m/s), kecerahan (cm), ph air, do (mg/l), bod5 (mg/l), cod (mg/l). selanjutnya dilakukan identifikasi populasi makrozoobentos. berdasarkan analisis dan identifikasi diperoleh informasi komunitas makrozoobentos dilihat berdasarkan kepadatan, kepadatan relatif, kelimpahan dan keanekaragaman makrozoobentos. data jenis makrozoobentos yang ditemukan di das brantas kecamatan ngoro mojokerto makrozoobentos yang ditemukan selama penelitian di sungai brantas kecamatan ngoro mojokerto terdiri dari delapan famili yakni buccinidae, hydrophilidae, lumbricidae, macromiidae, pachychilidae, parathelphusidae, thiaridae, veneridae dan terdapat 9 genus diantaraya anentome, hydrophilus, berosus, lumbricus, macromia, sulcospira, parathelphusa, melanoides, corbicula. terdapat 11 spesies yakni anentome helena, hydrophilus ovatus, berosus sp, lumbricus sp, macromia magnifica , sulcospira schmidti, parathelphusa convexa, melanoides torulosa, melanoides tuberculata, corbicula fluminea, corbicula largillierti. tabel 1. jenis makrozoobentos yang ditemukan di das brantas kecamatan ngoro mojokerto family genus species buccinidae anentome anentome helena hydrophilidae hydrophilus berosus hydrophilus ovatus berosus sp lumbricidae lumbricus lumbricus sp macromiidae macromia macromia magnifica pachychilidae sulcospira sulcospira schmidti parathelphusida parathelphus parathelphus http://www.yhshells.com/goods.php?id=3632 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 163 e a a convexa thiaridae melanoides melanoides torulosa melanoides tuberculata veneridae corbicula corbicula fluminea corbicula largillierti karakteristik populasi makrozoobentos yang ditemukan di das brantas kecamatan ngoro mojokerto adapun data karakteristik populasi makrozoobentos yang ditemukan di das brantas kecamatan ngoro mojokerto adalah kepadatan, kepadatan relatif, kelimpahan, kelimpahan relatif dan indeks keanekaragaman. kelimpahan organisme makrozoobentos tertinggi ditemukan pada stasiun a (desa tanjangrono) atau sekitar pemukiman dimana jenis melanoides torulosa merupakan spesies terbanyak yang ditemukan. sedangkan kelimpahan organisme makrozoobentos terendah ditemukan di stasiun b (desa kembangsri), hal ini disebabkan karena pada kawasan tersebut merupakan das brantas yang dibuangi limbah industri kertas. akibatnya berkurangnya spesies yang mampu bertahan hidup. kelas gastropoda memiliki kelimpahan relatif tertinggi pada sungai brantas kecamatan ngoro mojokerto ini disebabkan oleh daya tahan tubuh dan adaptasi cangkang yang keras lebih memungkinkan untuk bertahan hidup dibandingkan kelas yang lain. rendahnya kelimpahan relatif pada kelas crustaceae disebabkan oleh cara hidup yang kurang adaptif dimana bebrapa jenis makrozoobentos dari kelas crustacea memiliki tubuh yang lunak, kurang mampu beradaptasi dengan kondisi lingkungan yang ekstrim, oleh sebab itu organisme ini kurang ditemukan. kepadatan tertinggi adalah melanoides torulosa yaitu 2,78 (rd = 0,54), sedangkan nilai kepadatan terendah adalah berosus sp 0,02 (rd=0,00). kepadatan tertinggi dari spesies-spesies tersebut di atas dimungkinkan oleh kemampuan mereka menempati berbagai habitat sehingga lebih banyak pula kesempatan untuk berkembang biak. dimana pada lokasi tersebut banyak tumbuhan di sekitar sungai yang dapat digunakan sebagai tempat meletakkan telur dan tempat makrozoobentos mencari sumber makanan. sedangkan kepadatan yang rendah dimungkinkan oleh kurangnya kemampuan bersaing dan menempati habitat. selain itu perbedaan jumlah dan jenis makrozoobentos pada masing-masing stasiun disebabkan oleh faktor suhu, keterbatasan makanan dan aktivitas manusia seperti membuang sampah ke badan sungai, pembuangan limbah idustri tanpa pengolahan terlebih dahulu dan penggunaan pestisida yang terus-menerus di lahan pertanian sehingga memunginkan kehidupan makrozoobentos terganggu. parameter fisika-kimia perairan yang mempengaruhi keberadaan makrozoobentos lingkungan merupakan faktor utama yang membentuk senuah ekosistem pada suatu daerah. kondisi pada suatu daerah, sangat dipengaruhi oleh dua kondisi yang berkaitan antara satu sama lain. faktor biotik, merupakan faktor orgnaisme yang hidup. sedangkan faktor abiotik, merupakan unsur yang tidak hidup. faktor abiotik seperti suhu, kedalaman, kecepatan arus, kecerahan, ph, do, bod5, dan cod menjadi unsur penentu suatu populasi organisme dalam mempertahankan kehidupannya. tingkat kedalaman yang sangat tinggi akan mengurangi penyerapan cahaya matahari oleh badan air, dimana cahaya matahari sangat dibutuhkan oleh tumbuhtumbuhan hijau dalam proses fotosintesis yang akan menghasilkan oksigen dan sangat diperlukan bagi pertumbuhan hewan khususnya makrozoobentos. pada daerah yang dalam, tingkat kedalaman 15 http://www.yhshells.com/goods.php?id=3632 http://www.yhshells.com/goods.php?id=3632 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 164 sampai 40 meter masih tergolong baik untuk habitat makrozoobentos (hutabarat dan evans, 2000). suhu air pada ketiga stasiun pengamatan berkisar antara 27,6 ºc sampai 28,6 ºc dengan rata-rata suhu dari ketiga stasiun adalah 28,6 ºc. tingginya suhu air pada sungai brantas kecamatan ngoro disebabkan di kawasan tersebut hampir tidak terdapat vegetasi yang menghalangi cahaya matahari langsung mengenai permukaan air. menurut effendi (2003) menjelaskan bahwa cahaya matahari yang masuk ke perairan akan mengalami penyerapan dan perubahan menjadi energi panas. proses penyerapan cahaya ini berlangsung secara intensif pada lapisan atas sehingga lapisan atas perairan memiliki suhu yang lebih tinggi dan densitas yang lebih kecil daripada lapisan bawah. kecepatan arus berkisar antara 0,03 – 0,2 m/s dengan rata-rata kecepatan arus 0,15. hal ini menunjukkan sungai berarus lambat. macan (1974) dalam andriana (2008) mengelompokkan sungai berdasarkan kecepatan arusnya menjadi 5 kelompok yaitu : 1) sungai berarus sangat cepat, dengan kecepatan lebih dari 1 m/s, 2) sungai berarus cepat, dengan kecepatan antara 0,5 – 1 m/s, 3) sungai berarus sedang, dengan kecepatan atara 0,25 – 0,5 m/s, 4) sungai berarus lambat, dengan kecepatan antara 0,1 – 0,25 m/s, 5) sungai berarus lambat dengan kecepatan kurang dari 0,1 m/s. menurut mason (1993) pada perairan yang berarus cepat lebih banyak ditemukan hewan bentos dan mempunyai kecepatan metabolisme yang lebih tinggi daripada di perairan berarus lambat. kecerahan air berkisar antara 16 cm – 25,6 cm dengan rata-rata 22,2 cm. kecerahan air tertinggi terdapat di stasiun a (desa tanjangrono) yaitu 25,6 cm sedangkan kecerahan air terendah terdapat di stasiun b (desa kembangsri) yaitu 16 cm. kecerahan ddan kekeruhan merupakan parameter penting dalam menetukan produktivitas suatu perairan. keduanya berbanding terbalik, semakin rendah kecerahan maka semakin tinggi kekeruhan. kekeruhan yang tinggi menyebabkan penetrasi cahaya dan aktivitas fotosintesis rendah dan menghasilkan suatu perairan dengan produktivitas rendah. menurut asdak (1995) dalam badriyah (2013), kekeruhan biasanya menunjukkan tingkat kejernihan aliran air atau kekeruhan aliran air yang diakibatkan oleh nsur-unsur muatan sedimen, baik yang bersifat mineral atau organik. kekeruhan air dapat dianggap sebagai indikator kemampuan air dalam meloloskan cahaya yang jatuh di atas badan air. semakin kecil atau rendah tingkat kekeruhan suatu perairan, semakin besar kesempatan bagi vegetasi perairan untuk melakukan proses fotosintesis, maka semakin besar persediaan oksigen yang ada dalam air. derajat keasaman (ph) pada ketiga stasiun memiliki nilai 7,2 – 8,1. ikan dapat bertahan hidup pada ph 6,8 – 8,5 dan untuk indikator pencemaran hidup dalam kisaran ph 7,0 – 7,8 (sastrawijaya, 1991). menurut (wijayanti, 2007) bahwa organisme perairan mempunyai kemampuan berbeda dalam mentoleransi ph perairan. kematian lebih sering diakibatkan karena ph yang rendah daripada ph yang tinggi. dengan demikian nilai ph pada sungai brantas kecamatan ngoro mojokerto mendukung untuk kelangsungan hidup makrozoobentos. sedangkan berdasarkan keputusan menteri negara lingkungan hidup no. 03/2010 standar ph adalah 6-9, maka perairan sungai brantas kecamatan ngoro termasuk tidak tercemar. dari hasil pengamatan di das brantas didapati bahwa kadar oksigen terlarut berkisar antara 3,05 mg/l – 3,09 mg/l. berdasarkan kadar oksigen terlarut pada das brantas menurut lee at al (1987) dan shimtz (1971) dalam supriharjono (1987) sungai brantas kualitas air merupakan kritis (tercemar). konsentrasi oksigen terlarut yang terlalu jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 165 rendah akan mengakibatkan ikan-ikan dan hewan air lain yang membutuhkan oksigen akan mati. sebaliknya konsentrasi oksigen terlarut yang terlalu tinggi juga mengakibatkan proses korosi yang semakin cepat karena oksigen akan mengikat hidrogen yang melapisi permukaan logam. menurut sulistyorini (2009) bahwa do dapat digunakan sebagai indiksi seberapa besar jumlah pengotoran limbah. semakin tinggi oksigen terlarut, semakin kecil tingkat pencemarannya. kadar bod5 merupakan banyaknya oksigen dalam mg/l yang diperlukan oleh mikroba untuk menguaraikan bahan organik pada suhu 20 0c selama lima hari. kadar bod5 dalam pengamatan berkisar antara 7,2 mg/l – 129,3 mg/l. kadar bod5 tertinggi terdapat di stasiun b (desa kembangsri) yang merupakan kawasan industri. limbah bahan organik yang masuk ke dalam air terurai oleh mikroba, mikroba membutuhkan oksigen terlarut untuk mengoksidasi bahan organik. menurut sulistyorini (2009) menyatakan bahwa semakin banyak limbah organik, semakin banyak mikroba yang hidup. untuk hidupnya mikroba memerlukan oksigen. semakin banyak mikroba, semakin rendah kadar oksigen terlarut dalam air. hal ini dapat menganggu kehidupan di dalam air. menurut (jeffries dan mills dalam effendi, 2003) perairan alami memiliki nilai bod5 antara 0,5 – 7,0 mg/l, perairan yang memiliki bod5 lebih dari 10 mg/l dianggap telah mengalami pencemaran. dengan demikian kualitas perairan berdasarkan kadar bod5 merupakan tercemar berat. nilai cod sungai brantas dari ketiga stasiun berkisar antara 12 mg/l – 764,5 mg/l. secara umum, kadar bod5 dan cod yang tinggi mencerminkan konsentrasi bahan organik yang tinggi sehingga diperlukan oksigen yang tinggi dan menyebabkan penurunan kadar oksigen terlarut di perairan. oleh karena itu, semakin tinggi kadar bod5 dan cod, maka tingkat populasi perairan juga semakin parah. hubungan parameter fisika-kimia dengan parameter biologi keberadaan makrozoobentos hasil perhitungan analisis korelasi berdasarkan angka probabilitas buccinidae dengan parameter fisika yaitu pada kedalaman 80 cm dari permukaan air sungai memiliki angka probabilitas 0,009 maka ada hubungan antara buccinidae dengan kedalaman karena 0,009 < 0,05 dan hubungannya kuat karena memiliki angka korelasi lebih besar dari 0,5 yaitu 1. sedangkan hasil perhitungan analisis korelasi berdasarkan angka probabilitas antara makromiidae dengan do memiliki angka probabilitas 0,048 maka ada hubungan antara macromiidae dengan do karena 0,048 < 0.05 dan hubungannya lemah karena memiliki angka korelasi lebih kecil dari 0,5 yaitu – 0.977. hasil penelitian inventarisasi keanekaragaman makrozoobentos di daerah aliran sungai brantas kecamatan ngoro mojokerto digunakan sebagai sumber belajar biologi sma dari penelitian yang telah dilakukan, kemudian hasil penelitian dibuat sumber belajar berupa handout yang nantinya akan bermanfaat bagi peserta didik sebagai salahsatu alternative sumber belajar. gambaran ringkas handout yang dibuat sesuai dengan komponen penyusun menurut direktorat pembinaan sma (2010) adalah sebagai berikut: 1. cover (judul) / identitas “invertebrata air tawar (makrozoobentos)” 2. sk / kd standar kompetensi : 3. memahami manfaat keanekaragaman hayati jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 166 kompetensi dasar : 3.4 mendeskripsikan ciri-ciri filum dalam dunia hewan dan peranannya bagi kehidupan 3. indikator: a. mengidentifikasi karakteristik berbagai filum anggota dunia hewan invertebrata air b. menyajikan data berbagai invertebrata yang hidup di lingkungan air berdasarkan pengamatan c. mengusulkan alternatif pemanfaatan hewan bagi perkembangan sains, teknologi dan lingkungan pada masyarakat 4. pendahuluan: menceritakan sedikit gambaran hewan yang berada di daerah aliran sungai. 5. isi: a. tinjauan tentang kualitas air das brantas b. tinjauan tentang ekologi makrozoobentos c. faktor-faktor yang mempengaruhi keberadaan makrozoobentos 6. daftar pustaka kesimpulan dari hasil penelitian dan analisis kualitas air yang dilakukan di das brantas kecamatan ngoro mojokerto, yang mencakup parameter tingkat pencemaran air berdasarkan parameter fisika dan kimia dengan keanekaragaman makrozoobentos dapat diambil beberapa kesimpulan sebagai berikut. 1. keanekaragaman makrozoobentos yang ditemukan di das brantas terdiri dari delapan famili yakni buccinidae, hydrophilidae, lumbricidae, macromiidae, pachychilidae, parathelphusidae, thiaridae, veneridae. terdapat 11 spesies yakni anentome helena, hydrophilus ovatus, berosus sp, lumbricus sp, macromia magnifica , sulcospira schmidti, parathelphusa convexa, melanoides torulosa, melanoides tuberculata, corbicula fluminea, corbicula largillierti. 2. karakteristik populasi makrozoobentos yakni: a. kelimpahan organisme makrozoobentos tertinggi ditemukan pada stasiun a (desa tanjangrono) atau sekitar pemukiman dimana jenis melanoides torulosa merupakan spesies terbanyak yang ditemukan. hal ini disebabkan adanya aliran air sungai berupa lumpur dan pasir yang mengandung berbagai bahan organik. kelimpahan organisme makrozoobentos terendah ditemukan di stasiun b (desa kembangsri), hal ini disebabkan karena pada kawasan tersebut merupakan das brantas yang dibuangi limbah industri kertas. b. kelas gastropoda memiliki kelimpahan relatif tertinggi pada sungai brantas kecamatan ngoro mojokerto ini disebabkan oleh daya tahan tubuh dan adaptasi cangkang yang keras lebih memungkinkan untuk bertahan hidup dibandingkan kelas yang lain. c. kepadatan tertinggi adalah melanoides torulosa yaitu 2,78 (rd = 0,54), sedangkan nilai kepadatan terendah adalah berosus sp 0,02 (rd=0,00). kepadatan tertinggi dari spesies-spesies tersebut di atas dimungkinkan oleh kemampuan mereka menempati berbagai habitat sehingga lebih banyak pula kesempatan untuk berkembang biak. sedangkan kepadatan yang rendah dimungkinkan oleh kurangnya kemampuan bersaing dan menempati habitat. d. nilai indeks keanekaragaman makrozoobentos di sungai brantas kecamatan ngoro mojokerto berkisar antara –0,0234 sampai – 0,3341. indeks keanekaragaman http://www.yhshells.com/goods.php?id=3632 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 167 tertinggi adalah melanoides torulosa dan terendah adalah berosus sp. 3. parameter fisika-kimia perairan yang mempengaruhi keberadaan makrozoobentos adalah sebagai berikut. a. kedalaman pada ketiga stasiun pengamatan berkisar 75,3 cm sampai 86,7 cm. hal ini masih memungkinkan untuk habitat makrozoobentos. b. suhu air pada ketiga stasiun pengamatan berkisar antara 27,6 ºc sampai 28,6 ºc dengan rata-rata suhu dari ketiga stasiun adalah 28,6 ºc. tingginya suhu air pada sungai brantas kecamatan ngoro disebabkan di kawasan tersebut hampir tidak terdapat vegetasi yang menghalangi cahaya matahari langsung mengenai permukaan air. c. kecepatan arus berkisar antara 0,03 – 0,2 m/s dengan rata-rata kecepatan arus 0,15. hal ini menunjukkan sungai berarus lambat. pada perairan yang berarus cepat lebih banyak ditemukan hewan bentos dan mempunyai kecepatan metabolisme yang lebih tinggi daripada di perairan berarus lambat. d. kecerahan air berkisar antara 16 cm – 25,6 cm dengan rata-rata 22,2 cm. hal ini masih memungkinkan makrozoobentos untuk hidup. e. derajat keasaman (ph) pada ketiga stasiun memiliki nilai 7,2 – 8,1. ikan dapat bertahan hidup pada ph 6,8 – 8,5. kematian lebih sering diakibatkan karena ph yang rendah daripada ph yang tinggi. berdasarkan nilai ph di das brantas kecamatan ngoro mojokerto mendukung untuk kelangsungan hidup makrozoobentos. f. kadar oksigen terlarut berkisar antara 3,05 mg/l – 3,09 mg/l. konsentrasi oksigen terlarut yang terlalu rendah akan mengakibatkan ikan-ikan dan hewan air lain yang membutuhkan oksigen akan mati. sebaliknya konsentrasi oksigen terlarut yang terlalu tinggi juga mengakibatkan proses korosi yang semakin cepat. g. kadar bod5 dalam pengamatan berkisar antara 7,2 mg/l – 129,3 mg/l. perairan yang memiliki bod5 lebih dari 10 mg/l dianggap telah mengalami pencemaran. h. nilai cod sungai brantas dari ketiga stasiun berkisar antara 12 mg/l – 764,5 mg/l. secara umum, kadar bod5 dan cod yang tinggi mencerminkan konsentrasi bahan organik yang tinggi sehingga diperlukan oksigen yang tinggi dan menyebabkan penurunan kadar oksigen terlarut di perairan. oleh karena itu, semakin tinggi kadar bod5 dan cod, maka tingkat populasi perairan juga semakin parah. 4. hasil perhitungan analisis korelasi berdasarkan angka probabilitas buccinidae dengan parameter fisika yaitu pada kedalaman 80 cm dari permukaan air sungai memiliki angka probabilitas 0,009 maka ada hubungan antara buccinidae dengan kedalaman karena 0,009 < 0,05 dan hubungannya kuat karena memiliki angka korelasi lebih besar dari 0,5 yaitu 1. sedangkan hasil perhitungan analisis korelasi berdasarkan angka probabilitas antara makromiidae dengan do memiliki angka probabilitas 0,048 maka ada hubungan antara macromiidae dengan do karena 0,048 < 0.05 dan hubungannya lemah karena memiliki angka korelasi lebih kecil dari 0,5 yaitu – 0.977. 5. materi pada handout yang disampaikan adalah materi invertebrata pada kelas x sma ipa. materi tersebut sesuai dengan penelitian yang memanfaatkan keanekaragaman invertebrata air di das brantas untuk diidentifikasi dan dianalisis kegunaannya. jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 158-169) iin ratih dkk, inventarisasi keanekaragaman makrozoobentos 168 saran beberapa saran yang dapat diberikan peneliti berdasarkan hasil penelitian yang dilakukan adalah sebagai berikut. bagi peneliti selanjutnya bisa dilakukan penelitian lanjutan yang lebih mengarah pada lokasi yang berbeda dan dilakukan target penelitian kepada pola hidup masyarakat sekitar. sehingga hasil penelitian bisa dilanjutkan kepada pemanfaatan sungai brantas kecamatan ngoro yang bisa lebih efisien dan bermanfaat, baik untuk masyarakat tanpa harus merusak keseimbangan ekosistem yang ada. daftar pustaka agrista, ika. 2005. makroinvertebrata sebagai indikator biologis kualitas air sungai (studi di sungai brantas kabupaten malang). malang: universitas muhammadiyah malang. darsono, valentinus. 1995. pengantar ilmu lingkungan. yogyakarta: universitas atma jaya yogyakarta. effendi, h. 2000. telaah kualitas air bagi pengelolaan sumber daya dan lingkungan perairan. yogyakarta: kanisus. kementrian lingkungan hidup. 2010. status lingkungan hidup daerah provinsi jawa timur. surabaya: kementrian lingkungan hidup. odum, eugene p. 1994. dasar-dasar ekologi. edisi ketiga. penerjemah tjahyono samingan. yogyakarta: ugm press. pratiwi, d. a. dkk. 2007. biologi untuk sma kelas x. jakarta: erlangga rofieq. ainur. 2011. hand out metpen biologi. malang: umm. romimohtarto, k dan s. juwana. 2001. biologi laut : ilmu pengartahuan tentang biologi laut. jakarta: djambatan sastrawijaya. 1991. pencemaran lingkungan. jakarta: rineka cipta. supriharjono. 2000. pelestarian dan pengelolaan sumber daya alam wilayah tropis. jakarta: gramedia. widianto, d. s. & lestariningsih id. 2001. implementasi kaji cepat hidrologi (rha) di hulu das brantas, jawa timur. working paper nr.121. bogor: indonesia. world agroforestry. wijayanti, henni. 2007. kajian kualitas perairan kota bnadar lampung berdasarkan komunitas hewan makrobentos. semarang: universitas diponegoro. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 2 july 2019, pp. 269-276 10.22219/jpbi.v5i2.7534 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 269 research article improving student learning outcomes in science subjects through the implementation of pbl-based module eva nursa’ban a,1,*, mohammad masykuri a,2, sri yamtinah a,3 a master of science education, postgraduate school, universitas negeri sebelas maret. jl. ir. sutami no. 36a, surakarta, central java, 57126, indonesia 1 evanursaban@gmail.com*; 2 mmasykuri@staff.uns.ac.id, 3 jengtina_sp@yahoo.com * corresponding author introduction teaching science to students is a challenging and complicated process (fleischner et al., 2017; kadbey, dickson, & mcminn, 2015; omorogbe & ewansiha, 2013). the reason is that science is considered a cluster of difficult (buah & akuffo, 2017; etobro & fabinu, 2017) and boring subjects (shirazi, 2017). besides, teachers must be aware that science learning often involves the fundamental knowledge that has been brought by students (arends, 2012). this fundamental knowledge can sometimes help students understand science, sometimes also causing science misconceptions (barke, hazari, & yitbarek, 2009; fleischner et al., 2017; karpudewan, zain, & chandrasegaran, 2017). furthermore, science learning is also required to associate content with the daily lives of students (asrizal, amran, ananda, & festiyed, 2017; suryawati & osman, 2018). a r t i c l e i n f o a b s t r a c t article history received january 25, 2019 revised june 17, 2019 accepted june 26, 2019 published june 30, 2019 pbl is a one of the learning model which has been reported can improve student learning outcomes optimally. unfortunately, the frequency of implementing pbl and the teacher knowledge level about pbl is not optimal yet. this quantitative descriptive study aimed at determining the effect of pblbased modules implementation on student learning outcomes. the population of this study was the xi grade students of sman 2 wera in which the sample was the students of xi-natural science class. test was chosen as an instrument in the data collection process which was given at the beginning and the end of the implementation. the dependent-test was performed, after collecting the data. the study results indicated that the student learning outcomes increased significantly. therefore, the application of pbl-based module is recommended to be carried out during science learning of xi graders. copyright © 2019, nursa’ban, et al this is an open access article under the cc–by-sa license keywords pbl-based module problem-based learning science learning outcomes how to cite: nursa’ban, e., masykuri, m., & yamtinah, s (2019). improving student learning outcomes in science subjects through the implementation of pbl-based module. jpbi (jurnal pendidikan biologi indonesia), 5(2), 269-276. doi: https://doi.org/10.22219/jpbi.v5i2.7534 https://doi.org/10.22219/jpbi.v5i2.7534 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:evanursaban@gmail.com mailto:mmasykuri@staff.uns.ac.id mailto:jengtina_sp@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.7534 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.7534&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 269-276 270 nursa’ban et.al (improving student learning outcomes …) apart from the various challenges that have been mentioned, mastery of science by students is a significant factor in future national development (fleischner et al., 2017; kola, 2013). implementation of cooperative learning based on constructivism is a recommended step taken by science teachers (ajaja, 2013; ajaja & eravwoke, 2010; arends, 2012; dogra, 2010; rahayu, 2017; slavin, 2014). cooperative learning will help teachers optimize limited learning time. in addition, cooperative learning can overcome students' boredom because it can maintain their learning motivation (alfares, 2017; lai, 2011). on the other hand, the principle of constructivism will facilitate the teacher to associate science concepts that will be studied by students with the scientific concepts that students have brought before entering class (shaaruddin & mohamad, 2017). the application of constructivism learning can also minimize misconceptions in science learning (putrayasa, 2018; tompo, ahmad, & muris, 2016). one of cooperative learning with constructivism approach is problem-based learning (pbl). pbl has been adopted in various processes of education and learning (yew & goh, 2016) because of its enormous benefits. pbl is considered as one of the most effective learning models (mustaffa & ismail, 2015). various references also inform many positive results of implementing pbl in science learning. pbl is informed of being able to improve concepts mastery, both junior high school (zakariya, ibrahim, & adisa, 2016), senior high school (yulianti, 2017), and college students (zhang et al., 2015). some studies also report that the application of pbl is also able to empower various students' thinking skills, such as critical (el-shaer & gaber, 2014; ulger, 2018), creative (sihaloho, sahyar, & ginting, 2017; ulger, 2018), metacognitive (adnan & bahri, 2018), and problem-solving thinking skills (jonassen, 2011). pbl is not only seen as a learning model but also as an instructional approach that facilitates students to associate the concepts being studied with real situations. in pbl, the situation in real life is positioned as a problem that must be solved by students (akcay, 2009). through the problem-solving process, students will try to construct their scientific concepts. therefore, pbl is considered as a learning model that supports the realization of meaningful learning. as cooperative learning, pbl directs students to work in groups (gorghiu, drăghicescu, cristea, petrescu, & gorghiu, 2015; savery, 2006). the group work process will facilitate each group member to discuss their thoughts. they will learn to communicate and learn to work together to achieve the same target. in addition, the demand for heterogeneous groupings as a cooperative principle will help teachers overcome students whose abilities are below average (arends, 2012; zamani, 2016). the existence of smart students in each group will encourage other students to participate motivated in completing their assignments. unfortunately, even though it has been reported to provide various benefits in the learning process, the application of pbl in indonesia is still not optimal. various teachers in several schools still prefer to apply conventional learning (kurniati & surya, 2017; zulfikar, 2013). one of the causes of this condition is the lack of understanding of science teachers on pbl. some teachers do not understand the syntax of pbl and some others are not able to implement pbl syntax into the learning plan that they compile. therefore, the availability of learning resources that can encourage students to learn independently with the principle of pbl is the leading solution to this problem. one of the recommended learning resources in science learning is the module. a module must be used as teaching material instead of the educator's function. the characteristic of this teaching material has a structured and contains a set of planned learning experiences and is designed to help students' master specific learning goals. the learning module includes a set of activities aimed at facilitating students to achieve learning objectives. modules are considered as innovative learning resources because they can facilitate students to learn independently. not surprisingly, various studies report the positive impact of the existence of modules on the learning process (serrat et al., 2014; tiantong & teemuangsai, 2013). several development studies have also developed various modules which are expected to be able to improve students' academic achievements (bahri, syamsuri, & mahanal, 2016; huda & arsana, 2013). if referring to various previous studies, many studies have examined pbl. some studies examined the implementation of pbl for thinking skills (birgili, 2015; nazir & zabit, 2010; eldy &sulaiman, 2014), some others more focus on students’ motivation (argaw, haile, ayalew, & kuma, 2017; pelawi & sinulingga, 2016). some other researchers were more trying to integrating pbl with other learning models (hou, 2014) or technology (karami, karami, & attaran, 2013), while others prefer modifying this learning model (burgess, roberts, ayton, & mellis, 2018; hudec et al., 2009; liceaga, ballard, & skura, 2011). however, research that attempts to package pbl in the module form is still rare. the proof is that such modules were still challenging to find in various schools. this kind of research is urgent, given the rare application of pbl in schools due to the inability of teachers to design learning that applies pbl. the existence of such modules will help teachers apply pbl in the learning they hold. therefore, the purpose of this study was to examine the effectiveness of pbl-based modules in science learning. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 269-276 271 nursa’ban et.al (improving student learning outcomes …) method this qualitative descriptive study was conducted at sshs 2 of wera, bima, west nusa tenggara. the population in this study were all students of class xi, while students of class xi natural science were selected as samples. this research was conducted in the even semester of the academic year 2015-2016. three stages in this research are preliminary data collection, pbl-based module implementation, and final data collection. pbl syntax is integrated into the module as in table 1. table 1. pbl-module based syntax pbl syntax modul description orientation the problem discourse giving an overview to the students about the problems to be learned organize the students organizing helping the students in analyzing the problems in the module group or independent investigation investigation the students are asked to investigate through science work developing and presenting the work developing and presenting developing their works after doing the laboratory work analysis and problem solving analysing and problem-solving write about the obstacles in conducting investigations the variables used as determinants of module effectiveness were students' cognitive learning outcomes. the test instrument was used as a data collection tool in this study. the test instrument consisted of 15 multiple-choice questions. all items have been declared valid, and the test instrument is also declared reliable. all the items also meet the criteria both in the parameters of the difficulty level and the different items. after the data is collected, the data analysis was carried out. descriptive analysis is used to obtain the average and gain a score of learning outcomes, while the dependent t-test is used to analyze differences before and after the application of the module. before the t-test is conducted, the kolmogorov-smirnov test is used to ensure normality of the data. results and discussion the results of students' pretest and posttest data are used as a basis for analysis to identify whether there are differences in learning outcomes using pbl-based modules. results of the descriptive analysis, as shown in table 2, shows an average difference between the pretest and posttest with an n-gain score of 0.74. table 2. results of descriptive analyze and n-gain calculations test mean standard deviation n-gain pretest 39.167 10.307 0.74 posttest 83.917 6.071 the n-gain score in table 2 indicates a significant difference between the pretest and posttest averages so that an inferential statistical test is necessary. the dependent t-test analyze (table 3) showed that between pretest (m = 39.167, sd = 10.307) and posttest (m = 83.917, sd = 6.071) had a significant difference [t (23) = 25.848, p < 0.05]. furthermore, the implementation of pbl-based modules can improve learning outcomes of sshs 2 of wera students. table 3. dependent t-test result pair t value sig. pretest-posttest 25.848 < 0.05 the results of this study reinforce some previous research which states that the integration of modulebased pbl in learning can improve student learning outcomes (gorghiu et al., 2015; miharja, syamsuri, & saptasari, 2015). the implementation carried out steadily and consistently is proven to be able to improve students' critical thinking skills (el-shaer & gaber, 2014; zabit, 2010). problems that are used as learning resources become triggers that respond to students' thinking skills (jonassen, 2011; sada, mohd, adnan, & yusri, 2016). thus, students become conditioned to be able to literate various completion hypotheses (jonassen, 2011; klucevsek & brungard, 2016). the existence of collaborative efforts in a learning group jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 2, july 2019, pp. 269-276 272 nursa’ban et.al (improving student learning outcomes …) enriches the hypothesis so that students can see the problem from a different perspective (iversen, pedersen, krogh, & jensen, 2015; mccrum, 2017; serevina, sunaryo, raihanati, astra, & sari, 2018). on the other hand, the characteristics of the learning modules that emphasize independent learning activities according to some researchers provide maximum learning space for students (leow & neo, 2014; maryani, martaningsih, & bhakti, 2017; serrat et al., 2014). this statement refers to research rufii (2015); waluyo, prayitno, and sugiyarto (2017), which states that students who learn to use modules can think constructively. the completeness of features in a module based on pbl, according to some researchers, provides a logical picture to students in solving problems or understanding a phenomenon, including making observations (belecina & ocampo, 2018), analyzing (setiyadi, ismail, & gani, 2017), making hypotheses (ergul et al., 2011; jiun & nurzatulshima, 2014), conducting investigations (argaw et al., 2017; zabit, 2010), and making conclusions (ravitz, 2009). besides, the characteristics of science learning that study a problem or phenomenon, by some researchers, are considered appropriate when done with the pbl model (lewinsohn et al., 2014; serevina et al., 2018; siswati & corebima, 2017). however, the teacher needs to analyze the accuracy of the media and the learning strategies that are appropriate for discussing a particular material (ismail, harun, zakaria, & salleh, 2017; mccrum, 2017). these analyze is essential because the material presented with the right media and strategies can maximize student learning potential (gay, mills, & airasian, 2012; miri, david, & uri, 2007). in this case, the selection of pbl-based modules used in the learning process is considered to meet these elements, indicated by an increase in value from pretest to posttest. the results of this study certainly need to be continued with further research, such as the analysis of students' critical thinking skills. however, an increase in learning outcomes is a positive indicator of the implementation of pbl-based modules in learning. furthermore, this study recommends the use of pbl-based modules in learning, especially science learning. conclusion implementation of learning by using pbl-based modules can optimize student learning abilities so that it has an impact on improving learning outcomes, seen from differences in achievements before and after using the module. acknowledgment this research was supported by the participation of various parties. greatly appreciate for the support of director of postgraduate school, universitas negeri sebelas maret, school principal and teacher of sshs 1 of wera, west nusa tenggara. references adnan, a., & bahri, a. 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2adirahmat@upi.edu; 3yhamdiyati@upi.edu abstract: changes in the learning process during the covid-19 pandemic require quick adaptation from teachers and students to immediately achieve learning goals. however, it remains ineffective, resulting in a threat of learning loss. this condition can be overcome if students have confidence in their abilities or self-efficacy. it is important to do an analysis related to biology learning tasks taught by the teachers and students’ self-efficacy. this study aims to analyze biology learning tasks variation during the covid-19 pandemic and its effect on students’ self-efficacy. this study used descriptive design with cross-sectional survey method. samples were taken using the convenience sampling technique from five public schools. 446 students out of 465 total students and seven biology teachers participated in this study as respondents. the instruments used in this study were rubrics for quantifying learning tasks and self-efficacy questionnaires given to students after biology learning. the results show that all learning modes in biology learning during the covid-19 pandemic have learning tasks that were more dominant in the low-level cognitive process. the dominant learning tasks include retrieval and comprehension, while learning tasks with a higher level of cognitive processing such as analysis, knowledge utilization, and metacognitive only cover a small part of the whole biology learning process. there were no learning tasks that reached the highest level of cognitive process (selfsystem). the result of self-efficacy in all learning modes was high, but it was higher in learning modes that used hybrid learning. biology learning tasks given by the teachers during the covid19 pandemic have an effect on students’ self-efficacy. keywords: learning task; self-efficacy; biology learning; covid-19 pandemic introduction the covid-19 pandemic, with its dangerous virus, has forced the government to limit people's movement in public spaces (social distancing) (limiansi et al., 2020), affecting various dimensions of life, such as education (heo et al., 2021; ichsan et al., 2020; ikhwani, 2021; khoirudin et al., 2021; rajib & sari, 2022; shidik, 2021). for several schools, online learning (khaleyla et al., 2021; limiansi et al., 2020; pawicara & conilie, 2020) and hybrid learning are great solutions for learning during the pandemic without spreading the virus (aldhahi et al., 2022; muliadi et al., 2021; wijoyo, 2021). this causes many changes in learning methods, places to study, and learning facilities (heo et al., 2021; ikhwani, 2021). changes in the learning process from offline to online and hybrid learning require quick adaptation from both teachers and students so that they can immediately achieve their learning goals (rajib & sari, 2022; tauhidah et al., 2021). this adaptation requires teachers and students to be able to operate technology-based learning (heo et al., 2021; salsabila et al., 2020). however, the adaptation process is not easy and has its own consequences for education (aldhahi et al., 2022; ikhwani, 2021). online learning and hybrid learning do provide convenience in the transfer of information between teachers and students during the pandemic. learning can continue even though face-to-face meetings between teachers and students are limited (limiansi et al., 2020). however, several studies have stated that learning during the covid-19 pandemic is less effective and not optimal, especially in *for correspondence: dewi.u.t@upi.edu article history: received: 20 july 2022 revised: 23 october 2022 accepted: 25 october 2022 published: 24 november 2022 10.22219/jpbi.v8i3.21880 © copyright tuzzahra et al. this article is distributed under the terms of the creative commons attribution license p-issn: 2442-3750 e-issn: 2537-6204 mailto:1dewi.u.t@upi.edu mailto:adirahmat@upi.edu mailto:3yhamdiyati@upi.edu https://doi.org/10.22219/jpbi.v8i3.21880 https://doi.org/10.22219/jpbi.v8i3.21880 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 227 tuzzahra et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 226-235 biology learning (ferdyan et al., 2020; muliadi et al., 2021; putri & solikhah, 2021; sakti & sulung, 2020; salsabila et al., 2020). in their study, ferdyan et al., (2020) stated that biology learning has a wide scope of essential material, but it cannot be delivered optimally to students during this pandemic. some of the influencing factors are the limited opportunities for teachers to deliver learning materials (putri & solikhah, 2021; rajib & sari, 2022), lack of readiness in online learning (heo et al., 2021; salsabila et al., 2020), unstable network conditions, lack of learning facilities (adi et al., 2021; syahmina et al., 2020), limited learning activities, limited learning media, and tasks that do not support the learning (rajib & sari, 2022). the same thing also happened to hybrid learning, where variations in learning tend to be the same (syahmina et al., 2020). the teacher only provides material to students through discourse (adiansyah et al., 2022) or discussion of simple questions so that students cannot practice their reasoning skills (sari, 2013). these limitations can affect boredom in learning (pawicara & conilie, 2020) and reduce student motivation (adi et al., 2021; pratiwi, 2021; salsabila et al., 2020; shidik, 2021). according to pawicara & conilie, (2020), boredom is a dead end in learning due to continuous pressure. boredom reduces students' retrieval and concentration, making them prone to failure in understanding the lesson (syahmina et al., 2020). the ineffectiveness of biology learning during the pandemic is also caused by the learning process that requires students to study independently (sakti & sulung, 2020; salsabila et al., 2020). the teacher only gives assignments to students in the whatsapp group without explanation about the assigned material (putri & solikhah, 2021). students are forced to understand the assigned material independently (salsabila et al., 2020; yustina et al., 2020). the lack of teachers’ explanation about the material will affect students’ understanding or lack thereof (rajib & sari, 2022). even if there is an explanation of the material, according to sakti & sulung (2020), the use of the whatsapp application will only be effective in providing theory. learning tasks in biology need to be delivered textually and contextually (jayawardana & gita, 2020). nurwendah and suyanto (2019) stated that to achieve the objectives of biology learning, the learning process should incorporate interaction between students and biology objects in the environment. teachers should be facilitators for student activities, where students act as the main subject in these learning activities (jayawardana & gita, 2020). moreover, students should get more learning experience rather than just understanding the theory. besides knowledge, skills and attitudes are also needed in learning (rahmadani et al., 2021; sari, 2013), where students should use the concepts they have understood (van et al., 2000) to form new experiences (far-far, 2021) and use meaningful knowledge during the learning process (marzano & marzano, 2015). the ineffectiveness of learning during this pandemic needs’ attention because in fact, most students have not been able to learn independently. students find it difficult to sort out important or unimportant material when teachers give an assignment, resulting in the students receiving too much information (mohzana et al., 2021) and causing negative effects (aldhahi et al., 2022; yang et al., 2021) such as feeling lazy, loss of enthusiasm, tiredness, sleeping difficulty, stress, and boredom (pawicara & conilie, 2020). if these things are left for a long period of time, it can cause learning loss (adi et al., 2021; mahsun et al., 2021; rajib & sari, 2022), a situation where a generation loses the opportunity to gain knowledge due to a slow learning process (pratiwi, 2021). rajib and sari (2022) state that learning loss has occurred during this pandemic. it can be seen from the decrease in student learning outcomes due to suboptimal learning process. low learning outcomes caused by ineffective learning and learning loss can actually be overcome if students have confidence in their abilities, which is also called self-efficacy (bandura, 1994; dachi & perdana, 2021; hibatullah et al., 2022; schunk & pajares, 2002). through self-efficacy, students believe that they have abilities or strengths to change certain situations or competencies (marzano & kendall, 2007; wu et al., 2012), which influence choices, goals, reactions, emotions, efforts, behavior, and students’ adaptation process during learning (saefudin et al., 2021). according to ahn and bong (2018), bandura (1994), and ritchie and williamon (2010), students who have strong self-efficacy are more likely to engage in challenging tasks, set more difficult goals, show more effective and efficient learning strategies, and last longer than students who have weak self-efficacy. based on that, selfefficacy will help students to achieve independence in learning or to be self-regulated learners (schunk & pajares, 2002). therefore, during this pandemic period, self-efficacy has a very important role for students in the learning process (ahmed et al., 2022; saefudin et al., 2021), especially to increase motivation that allows students to use their potential optimally (hibatullah et al., 2022; wallace & kernozek, 2017). based on the ineffectiveness of learning and its relationship to self-efficacy, especially in biology learning, it is important to conduct an analysis of the learning process carried out by teachers during the covid-19 pandemic, especially regarding the learning tasks given by teachers and their relationship to student self-efficacy. based on this background, this study aims to analyze biology learning task variation during the covid-19 pandemic and its effect on students’ self-efficacy. furthermore, the results of this study are expected to provide consideration for teachers in designing 228 tuzzahra et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 226-235 biology learning strategies to make the learning process during and after the covid-19 pandemic more effective and efficient without reducing students' self-efficacy. method descriptive research design with cross-sectional survey method was used in this study. the descriptive research design and cross-sectional method were carried out to find out the description or information related to the facts of learning tasks given by teachers during biology learning and facts about students’ self-efficacy during the covid-19 pandemic in several public high schools in sukabumi at the same point in time. this method was used as it is more effective in terms of time and allows the data collection process from many research subjects, meaning that it could describe comparisons between research groups. data collection techniques in this study were carried out by providing closed questionnaires on students’ self-efficacy and video documentation of biology learning to analyze the learning tasks. data was taken using convenience sampling from five public high schools in sukabumi. three 10th-grade classes were selected in each school to conduct observations related to biology learning (table 1). seven biology teachers participated in the study with the following distribution: (1) mode 1, teachers a and b taught students using video conference; (2) mode 2, teacher c only taught students through worksheets assignments; (3) mode 3, teacher d taught students via whatsapp group; (4) mode 4, teacher e and f taught students using the practicum method in hybrid learning; and (5) mode 5, teacher g taught students through the discussion method in hybrid learning. in addition, from a total of 465 students, 446 respondents who had followed all stages in the study and filled out the questionnaire completely were selected. the respondents consisted of 99 students from learning mode 1, 90 students from mode 2, 84 students from mode 3, 99 students from mode 4, and 74 students from mode 5. a clearer sample distribution can be seen in table 1. this study has been carried out in three months from february 2022 to april 2022 on the scope of biology learning material, especially the classification of animalia and ecosystems. table 1. sample distribution in biology learning during the covid-19 pandemic no school code learning mode teachers total students number of students who completed all research process 1 senior high school a mode 1 a 101 students 99 students b 2 senior high school b mode 2 c 93 students 90 students 3 senior high school c mode 3 d 91 students 84 students 4 senior high school d mode 4 e 103 students 99 students 5 f senior high school e mode 5 g 87 students 74 students total 7 teachers 475 students 446 students the instruments used in this study were the learning task quantification rubric and self-efficacy questionnaires that had been validated by two experts. the learning task quantification rubric is based on the new taxonomy of marzano and kendall (2007) which consists of six levels, namely level 1 (retrieval), level 2 (comprehension), level 3 (analysis), level 4 (knowledge utilization), level 5 (metacognition), and level 6 (self-system). the data obtained was in the form of documentation of learning activities in five schools. the data were grouped into several learning modes according to what the teachers taught. each learning mode was analyzed for its learning task and then categorized based on the six taxonomy levels. after the categorization is complete, the learning task data was calculated and the percentage in each learning mode was compared to see the tendency of the complexity of each learning mode and its relationship to students’ self-efficacy. the self-efficacy questionnaire was made based on the self-efficacy instrument developed by bandura (2006). the questionnaire consists of nine statements made into three levels, namely level (level of confidence in the actions taken), strength (level of confidence in completing a task), and generality (width of confidence in one's abilities). the questionnaire used has been validated by experts and tested on students. the validity and reliability of the data tested have been analyzed. the results of the analysis show that all nine statements in the questionnaire are valid (average sig. (2 tailed) = 0.000 < 0.05) and have a very high level of reliability (cronbach’s alpha = 0.971). the data obtained from the self-efficacy questionnaire was then averaged to see the level of students’ self-efficacy. after 229 tuzzahra et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 226-235 that, the data obtained were tested for normality and homogeneity. then, an anova test was carried out to see the difference in mean using the ibm spss statistic 25. results and discussion biology learning task variation during the covid-19 pandemic the results from the observations of biology learning at senior high schools in sukabumi show that there are five variations of learning modes carried out during the covid-19 pandemic. based on table 2, learning mode 1 was carried out by two online teachers, where teacher a carried out online learning through zoom meetings and teacher b carried out online learning through google meet. both of them carried out the learning process with discourse and q&a methods. the difference only lies in the learning platform used by the teachers. furthermore, learning mode 2 was carried out by one teacher (teacher c). teacher c carried out online learning asynchronously by giving instructions on doing students' worksheets (assignments) sent to students via whatsapp group. students were asked to study the material independently and answer some of the questions contained in the worksheets. learning mode 3 was carried out by teacher d through online means and synchronously via whatsapp group. in mode 3, the teacher distributed powerpoint materials for students to read within 10 minutes. after that, students were directed to ask questions in the whatsapp group if there was any unclear material. then, teacher d would help students understand the biology material that they did not understand. table 2. biology learning mode variations during the covid-19 pandemic no school code learning mode teacher learning form learning platform learning method 1 senior high school a mode 1 a online (synchronous) zoom meeting discourse and q&a b google meeting 2 senior high school b mode 2 c online (asynchronous) whatsapp group assignment 3 senior high school c mode 3 d online (synchronous) whatsapp group discourse and q&a 4 senior high school d mode 4 e hybrid learning (synchronous dan asynchronous) limited offline learning, whatsapp group discourse, discussion, practice, assignment f 5 senior high school e mode 5 g hybrid learning (synchronous dan asynchronous) whatsapp group and google classroom discourse, discussion, assignment learning modes 4 and 5 were hybrid learning, where students in each class were divided into 2 groups, offline groups and online groups. both groups took turns carrying out offline learning at school. the learning process in mode 4 was carried out by two teachers (teachers e and f). both teachers carried out the learning process with discourse, discussion, and practical methods for groups of students who study offline and assignments for groups of students who study online. meanwhile, learning mode 5 was carried out by teacher g using the discourse and discussion methods for offline group students, and assignments for online group students. all learning modes were then analyzed with a learning tasks rubric based on the taxonomy of marzano and kendall (2007) to describe learning weights as shown in figure 1. based on figure 1, it can be seen that in mode 1, there was a learning task that is more dominant at level 1 retrieval and level 2 comprehension. this happens as the learning carried out by the teacher was in the form of discourse and q&a. the rest are spread at level 3 analysis when the teacher gave questions to be analyzed by students, and level 5 metacognition that is not too complex. meanwhile, learning tasks at level 4 (using knowledge) and level 6 (self-system) do not exist. learning at level 4 requires students to use the knowledge they acquired while in mode 1, students only listen to discourse from the teacher. in addition, the learning task at level 6 requires students to have a self-system where students must assess the importance of the knowledge as well as assess their beliefs, emotions, and motivations. this is not done by the teacher during the lesson. mode 2 is different, in which the learning provided by the teacher was an assignment through the student worksheet, however, the learning tasks carried out by students cover level 1 to level 5, even though they have not reached level 6. this is because the worksheet provided by the teacher was sufficient to provide complete learning guidance to students. students were directed to recognize and 230 tuzzahra et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 226-235 understand the material, carry out an observation to identify data where the students must use their knowledge, and reflect on the material they have learned. then, biology learning in mode 3 is not that different from mode 1, where the percentage of learning tasks is dominant at levels 1 and 2, and only a small part of learning tasks was classified into level 3 and level 5. when viewed from the learning carried out by the teacher in mode 3, students only understand the material, ask questions, and answer the teacher's questions through the whatsapp group. as such, it appears that the learning carried out only directs students to recognize and understand the material provided. learning tasks that reach level 3 were only one or two short questions that students must answer, while the learning task that reaches level 5 was only the one where students must monitor the clarity of the material that had been given. figure 1. learning task weight in each learning mode where level 1: retrieval; level 2: comprehension; level 3: analysis; level 4: using knowledge; level 5: metacognition; and level 6: self-system furthermore, biology learning in mode 4 was carried out through hybrid learning. students could learn offline in the classroom even though it was still limited, and they must take turns with online groups. the learning tasks in learning mode 4 already cover level 1 to level 5, although the weights were still more dominant at level 1 and level 2. this happens because the learning that occurs is quite varied. students not only listen to the material given by the teacher but also conduct group discussions, work on students’ worksheets, and carry out practicum. thus, the process of using knowledge (level 4) in mode 4 is higher than in other learning modes. students in the online group also do the same thing, where students have to work on worksheets and carry out practicum even if they are not accompanied by a teacher. the learning load is even heavier because the learning that should be done in a group must be done by one student. the same thing also happens in mode 5 where learning has been carried out in a hybrid manner. the learning tasks carried out by students also cover level 1 to level 5. however, in mode 5, the learning weight is more dominant at level 2 because hybrid learning is not very effective when compared to mode 4. learning was mostly carried out in an online manner through assignments in google classroom. even when there was offline learning, there are still more discourse from the teacher before group discussions are held. however, in mode 5, the weight of level 5 learning task 5 is higher than in other learning modes because the teacher monitors the students' understanding of knowledge more often. effect of learning tasks variation on student’s self-efficacy it turned out that the difference in biology learning modes during the pandemic has an effect on students' self-efficacy, although the results were not significantly different. this can be seen in the results of the analysis of self-efficacy data in table 3, table 4, and table 5. the data on students’ selfefficacy that has been obtained through the survey process was then processed to obtain an average value in each learning mode. after that, the normality test and homogeneity test were carried out. the results show that self-efficacy is distributed normally and homogeneously. as such, further statistical analysis can be carried out using a parametric statistics test. 3 8 ,9 4 5 2 ,2 1 2 ,6 5 0 ,0 0 6 ,1 9 0 ,0 0 2 3 ,8 1 3 8 ,1 0 2 3 ,8 1 4 ,7 6 9 ,5 2 0 ,0 0 4 2 ,8 6 2 8 ,5 7 1 4 ,2 9 0 ,0 0 1 4 ,2 9 0 ,0 0 4 4 ,1 2 3 2 ,3 5 1 ,4 7 1 0 ,2 9 1 1 ,7 6 0 ,0 0 1 8 ,5 2 4 8 ,1 5 3 ,7 0 7 ,4 1 2 2 ,2 2 0 ,0 0 l e v e l 1 l e v e l 2 l e v e l 3 l e v e l 4 l e v e l 5 l e v e l 6 p e r c e n t a g e ( % ) learning process mode 1 mode 2 mode 3 mode 4 mode 5 231 tuzzahra et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 226-235 table 3. normality test kolmogorof-smirnov mode statistic df sig. 1 0,068 99 .200* 2 0,081 90 0,200 3 0,072 84 .200* 4 0,049 99 .200* 5 0,100 74 0,062 *. this is a lower bound of the true significance. a. lilliefors significance correction table 4. homogenity test self-efficacy lavene statistic df1 df2 sig. based on mean 0,881 4 441 0,475 based on median 0,984 4 441 0,416 based on median and with adjusted df 0,984 4 435,664 0,416 based on trimmed mean 0,896 4 441 0,466 to find out the difference in the average self-efficacy score of each learning mode, an anova test was carried out, which can be seen in table 5. based on the table, it can be seen that the f value of self-efficacy is 0.757. when compared with the f table value (2.392), it has a smaller value (0.757 < 2.392). it means that the average value of each biology learning mode is not significantly different. this can be seen from the average score of students’ self-efficacy in figure 2, where the score is in the range of 65 to 69. the score indicates that most students answered “sure“ in the statements from the self-efficacy questionnaire. table 5. anova test self-efficacy sum of squares df mean square f sig. between groups 566.778 4 141.695 0.757 0.553 within groups 82498.591 441 187.072 total 83065.370 445 between groups 566.778 4 141.695 0.757 0.553 in addition, figure 2 shows that although the average score of students' self-efficacy is not statistically significant, the average self-efficacy score of students who study with hybrid learning (mode 4 and mode 5) is higher when compared to students who study biology online (modes 1, 2, and 3). according to a study conducted by wijoyo (2021), hybrid learning conducted during the pandemic period became a special attraction for students because they could be more active in the learning process, resulting in a positive effect on learning engagement and self-efficacy. students continue to learn independently, but they are guided more by the teacher. figure 2. average score of students’ self-efficacy 65,88 66,55 67,40 69,01 67,90 64,00 64,50 65,00 65,50 66,00 66,50 67,00 67,50 68,00 68,50 69,00 69,50 mode 1 mode 2 mode 3 mode 4 mode 5 a v e ra g e s c o re learning mode 232 tuzzahra et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 226-235 this proves the statement revealed by pawicara and conilie (2020) that although online learning is the best learning solution during the covid-19 pandemic, it also has disadvantages in its implementation. one of them lies in students' self-efficacy or beliefs, which are lower than those of hybrid learning. the self-efficacy of students in online learning is low because they are more expected to understand the material independently without being accompanied by a teacher directly (anitasari et al., 2021; salsabila et al., 2020). in fact, more assignments are given to them (ilma et al., 2022). according to nadolski et al. (2005), students who are given too many and too complex tasks will find it difficult to master complex skills. this certainly needs to become a concern as grade 10th students just entered high school. students still need to adapt (tamba & santi, 2021) to the school environment, teachers, and also new learning methods, which is certainly not easy (ikhwani, 2021). when students are given learning tasks to understand biological material independently, they become unsure of their abilities, as self-efficacy is also influenced by the students' learning environment (schunk & pajares, 2002). figure 2 also illustrates that learning mode 1 has the lowest average self-efficacy score. if it is observed from the learning tasks given by the teacher, students only listen to discourse and engage in a q&a session through google meet or zoom meetings. according to a study conducted by putri and solikhah (2021), learning platforms that use video conferences such as zoom and google meet are the right choice because they are quite effective for the learning process. however, the learning method carried out is only in the form of discourse and q&a. according to a study conducted by herzamzam (2021), such practice can reduce students' self-efficacy as their passive attitude during the learning process makes them doubt their abilities. furthermore, learning modes 2 and 3 have average self-efficacy scores that are slightly higher than learning mode 1, but they are not higher than learning mode 4. in modes 2 and 3, teachers teach students on the same platform, namely whatsapp. the difference lies in the way the material is delivered. in learning mode 2, the process of delivering material occurs asynchronously with assignments only, while in learning mode 3, the process of delivering material occurs synchronously. it turned out that the difference in the delivery of the material affects the students' self-efficacy scores. according to limiansi et al. (2020), this occurs because synchronous learning provides space for students to receive information faster. teachers can also provide feedback to students easily so that misconceptions can be cleared up immediately. in addition, the lower self-efficacy in learning mode 2 occurs because the teacher only gives independent assignments to students. this also happened in a study conducted by sakti and sulung (2020), where students became objects who only received orders from their teachers who gave independent assignments without additional material, resulting in them losing their enthusiasm (ilma et al., 2022; pawicara & conilie, 2020). therefore, learning mode 3 has a higher average self-efficacy score than learning mode 2, even though the learning task on the student worksheet given by the teacher in mode 2 has more varied weights than the learning task in mode 3. learning modes 4 and 5 have a higher average self-efficacy score than other learning modes. this certainly happens because hybrid learning is carried out in modes 4 and 5. when compared to online learning, hybrid learning is more effective because according to syahmina et al. (2020) and limiansi et al. (2020), online learning provides limited space and time for teachers and students in learning so that students do not acquire the entire knowledge. in addition, online learning using whatsapp groups, zoom meetings, and google meet is only effective for theoretical learning (sakti & sulung, 2020). it holds especially true for the whatsapp group platform, which only provides one-way communication, making learning less efficient (limiansi et al., 2020; putri & solikhah, 2021). meanwhile, in hybrid learning, teachers are more innovative, which in turn makes students more active in learning and increases their enthusiasm for learning (wijoyo, 2021). because of these reasons, the self-efficacy in modes 4 and 5 is higher than in other learning modes. based on these findings, it can be seen that the learning tasks given by the teacher have an effect and a potential relationship with self-efficacy. this finding strengthens the findings of a study conducted by wu et al. (2012), which states that self-efficacy has a strong relationship with learning strategies. this explains that teachers need to be more creative and innovative in teaching so that the self-efficacy of students increases and their learning experience can become optimal. based on the findings, the results of this study are expected to provide consideration for teachers in designing biology learning strategies to make the learning process during and after the covid-19 pandemic more effective and efficient without reducing students' self-efficacy. conclusion based on the study that has been done, it can be concluded that the results show that all learning modes in biology learning during the covid-19 pandemic have learning tasks that were more 233 tuzzahra et al. | jpbi (jurnal pendidikan biologi indonesia), vol. 8 issue 3, 2022, 226-235 dominant in low level cognitive process. the dominant learning tasks included retrieval (level 1) and comprehension (level 2), while learning tasks with a higher level of cognitive processing such as analysis (level 3), knowledge utilization (level 4), and metacognitive (level 5) only cover a small part of the whole biology learning process. there were no learning tasks that reached the highest level of cognitive process (level 6, self-system). the values of self-efficacy in all learning modes were high, but they were higher in learning modes that used hybrid learning. biology learning tasks given by the teacher during the covid-19 pandemic have an effect on students’ self-efficacy. therefore, it can be seen that the learning tasks given by the teacher have a potential relationship with self-efficacy. the results of this study explain that teachers need to be more creative and innovative in teaching so that the students’ self-efficacy increase and their learning experience becomes optimal. thus, the results of this study are expected to provide consideration for teachers in designing biology learning strategies to make the learning process during and after the covid-19 pandemic more effective and efficient without reducing students' self-efficacy. acknowledgment our highest appreciation goes to all experts involved in the validation of the self-efficacy instrument and learning task rubric, also thank you to all teachers and students who participated in this research. conflicts of interest authors state there is no conflict of interest. author contributions d.u. t: author, data collection, analysis and interpretation of results; a. r. and y. h.: help an analysis data, interpretation of results, and supervised the findings of this research. references adi, p. w., martono, t., & sudarno. 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2 sitiramdiah@stkipbjm.ac.id*; 3 hmroyani@stkipbjm.ac.id * corresponding author introduction in this era, local wisdom-based learning (lbl) is starting to be seen as a potential innovative learning. through the application of lbl, students' knowledge and understanding can be improved (hairida, 2017; uge, neolaka, & yasin, 2019), as well as learning outcomes (ningrum, nandi, & sungkawa, 2018). lbl was also reportedly able to empower students' critical thinking (oktavia, usmeldi, & yohandri, 2018; putri & aznam, 2019). in line with these findings, students' problem-solving skills can also be improved (kristanto, suharno, & gunarhadi, 2019; putri & aznam, 2019). not surprisingly, lbl is considered a suitable learning implemented in the 21st century (jumriani & prasetyo, 2017). a r t i c l e i n f o a b s t r a c t article history received september 26, 2019 revised october 30, 2019 accepted november 23, 2019 published november 30, 2019 the use of local wisdom as learning sources and the empowerment of students’ higherorder thinking skills (hots) are the two components that must be carried out in the 21st-century biology learning. the purpose of this study was to explore the information about the application of local wisdom-based learning and hots-based assessment in banjarmasin. this survey research involved 41 high school biology teachers in banjarmasin who joined in biology teacher working group activities as research samples. the research instruments were questionnaires that were validated by experts. the data were analyzed using descriptive statistics in term of percentage. the findings showed that the teacher gave a positive response to the content of local wisdom to be a source of biology learning. in addition, they believed that through the learning, the students caring attitudes towards the potential and local wisdom of south kalimantan were developed. nonetheless, the empowerment of hots was not optimal as it was less frequent for the teachers to design hots-based learning in their class. copyright © 2019, abidinsyah et al this is an open access article under the cc–by-sa license \ keywords 21st-century learning hots local wisdom-based learning how to cite: abidinsyah, a., ramdiah, s., & royani, m. (2019). the implementation of local wisdom-based learning and hotsbased assessment: teacher survey in banjarmasin. jpbi (jurnal pendidikan biologi indonesia), 5(3), 407-414. doi: http://dx.doi.org/10.22219/jpbi.v5i3.9910 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 http://dx.doi.org/10.22219/jpbi.v5i3.9910 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ http://dx.doi.org/10.22219/jpbi.v5i3.9910 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9910&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 407-414 408 abidinsyah et.al (the implementation of local-wisdom …) lbl is also considered very appropriate to be used in indonesia where this country is known for its diversity of ethnicities, languages and traditions (albantani & madkur, 2018; arifin, ananta, utami, handayani, & pramono, 2015; asfina & ovilia, 2017). by utilizing local wisdom, students' conservation character can be developed (khusniati, parmin, & sudarmin, 2017). the application of lbl also fosters other positive characters (subali, sopyan, & ellianawati, 2015). in line with those research results, various local wisdom-based learning source and learning media were developed in various countries, especially in indonesia. (anwari, nahdi, & sulistyowati, 2016; oktavia et al., 2018; tanjung, daulay, & ghafari, 2018; uge et al., 2019; yoda, 2017). from the point of view of the learning process, lbl can optimize student understanding of the concepts being studied. the reason is, by using lbl, the teacher will associate the concepts learned by students with real-world phenomena. the ability of teachers to bring real phenomena from the surrounding environment to the learning process will increase the meaningfulness of learning (agra et al., 2019; huang, chiu, liu, & chen, 2011; symeonidis & schwarz, 2016). learning that able to direct students to learn their surrounding environment is also reported could to increase students' concentration and interest (sulaiman, azlan, & anis, 2011). in addition, this kind of condition will also increase student motivation (danis, perangin-angin, & milfayetty, 2017; kuhn & müller, 2014). therefore, even though text books in indonesia are not lbl-oriented (jufrida, basuki, xena, & pasminingsih, 2019), lbl-oriented learning design is still highly recommended. in line with lbl, learning oriented towards higher-order thinking skills (hots) is also seen as urgent to be implemented in the current era. hots empowerment is considered important because it has an essential role in forming graduates who are ready to face the 21st century’s challenges (chalkiadaki, 2018; pratama & retnawati, 2018). the characteristics of science learning are actually very appropriate in the empowerment students’ hots (daud, omar, turiman, & osman, 2012; evagorou & dillon, 2009; forawi, 2016). the reason, science education focuses on logical, argumentative, and systematic understanding of several phenomena. science learning also requires students to think critically, creatively, and skillfully at solving problems. hots empowerment is also considered essential because students are trained to make the best decisions to think critically in analyzing arguments. in addition, mastering hots enables students to see concepts holistically and reflect effective thinkers' attitudes, be persistent with deep thinking, and be sensitive to the context of current issues (shukla & dungsungnoen, 2016). in designing hots-based learning, teachers must be able to pay attention to various aspects of learning for the optimal learning process. applying appropriate learning activities (al-mubaid, abukmail, & bettayeb, 2016; ramirez & ganaden, 2008) as well as designing appropriate learning evaluation processes (mcneill, gosper, & xu, 2012) will optimize efforts to empower thinking skills. hots-oriented learning will be useless if the teacher is not able to provide hots-based assessment. this condition will cause the teacher not able to measure the success of the learning process. when discussing the urgency and its benefits, it appears that lbl and hots-based learning are evident, so the implementation of both learning must be conducted at this time. to optimize the achievement of these targets, various studies examining both are often conducted. research and development that seeks to develop learning tools oriented to local wisdom is increasingly conducted (anwari et al., 2016; uge et al., 2019; zukmadini, jumiarni, & kasrina, 2018). on the other hand, research on hots also often examines the effect of various forms of learning on student hots improvement (abrami et al., 2014; asyari, muhdhar, susilo, & ibrahim, 2016; ramdiah, abidinsyah, & mayasari, 2018), designing hots assessments (kurniawan & lestari, 2019), or profiling hots level (abdullah, albeta, & ardiansyah, 2018). from this description, it can be seen that research examining teacher responses to lbl and the frequency of using hots assessments is still difficult to find. in fact, the study of teacher responses is important to see the teacher's perspective on this kind of learning. this information can be used as a basis for optimizing lbl in schools. likewise, data about the frequency of using hots-based assessments is also important because the evaluation process is one of the three basic components of each learning. therefore, the purpose of this study was to survey teachers' responses to lbl and the frequency with which they applied the hots-based assessment. method this survey research was using quantitative approach. the research focused on to provide information on the response of high school biology teachers about the implementation lbl and hots-based assessment. the population in this study was all high school biology teachers in banjarmasin city. the research sample was 41 high school biology teachers in banjarmasin who were involved in routine biology teacher working group activities. the research instrument was in the form of questionnaires that has validated by experts. the questionnaire was then filled by high school biology teachers in banjarmasin city. the collected data were in the form of jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 407-414 409 abidinsyah et.al (the implementation of local-wisdom …) information on the teacher's response to the local wisdom of south kalimantan as a student learning source and assessment of student learning outcomes in biology learning at banjarmasin high schools. furthermore, the data were analyzed using descriptive statistics by percentages, which aimed to describe the obtained data from the results of questionnaires that had been filled by the high school biology teachers. results and discussion indonesia has a variety of local wisdom that still needs to be explored and preserved. aside from being a nation's wealth, local wisdom can be used as a source of learning in various subjects. therefore, lbl is a recommended learning applied in biology subjects. the frequency of application and the perception of teachers in kalimantan towards lbl is presented in table 1. table 1. frequency of teacher responses to lbl implementation in banjarmasin aspects approval frequencies (%) have designed lbl based on local potential in banjarmasin 95.12 informing the natural potential in banjarmasin while studying biology 95.12 local wisdom in south kalimantan is important as a source of learning biology 100 implementing lbl can increase student awareness of local wisdom in south kalimantan 97.56 based on the analysis results, it could be informed that the teachers gave a positive response to the lbl implementation in biology learning. the results also showed that teachers strongly believe that through information and learning resources based on local wisdom will develop students' caring attitude towards the environment and the nature in south kalimantan. when examined more deeply, lbl is urgent to be implemented in biology learning, especially lbl can support several concepts taught in biology. some concepts that can be taught using lbl, such as the role of plants in the survival of the earth, environmental changes, biodiversity, ecosystems, fungi, bacteria, and biotechnology. the survey results also show that the majority of teachers believe that implementing lbl can improve students' understanding of the local wisdom around them. through lbl, students will get to know the local wisdom around them. these conditions will affect students’ character development. in addition, by raising local wisdom, teachers can direct students to learn biological concepts through real phenomena that occur in nature. the significance of the learning process will increase and could improve students' understanding about what they are learning (islakhiyah, sutopo, & yulianti, 2018). this condition will also increase student motivation (albrecht & karabenick, 2018). as has been reported in previous studies, motivation is an important predictor of learning success (kappe & flier, 2012; vero & puka, 2017). in addition to the benefits that have been delivered, lbl also has the potential to empower various skills needed by students today. several studies report, by involving local wisdom in learning, students' thinking skills can be empowered better (putri & aznam, 2019; wahyuni, 2015). the ability to solve which is an important competency in the current era can also be improved (kristanto et al., 2019; putri & aznam, 2019). several other research reports also inform that lbl can increase student literacy (jumriani & prasetyo, 2017; setiawan, innatesari, sabtiawan, & sudarmin, 2017). moreover, some previous reports also reported that lbl applicants can increase students' interest in local culture (damayanti, dewi, & akhlis, 2013). other studies in several different location were also report the same findings (mannan, sopyan, & sunarno, 2015; yusa & jayanegara, 2014). thus, by paying attention to local wisdom, the learning process can accommodate the needs of the 21stcentury. unfortunately, the results of the survey using the hots-based assessment (table 2) did not get results in line with lbl. based on table 2, the general tendency that can be obtained is the higher the cognitive level, the lower the frequency of teachers who state that they often develop. assessments that evaluate cognitive levels of c1 (remember) and c2 (understand) were the assessments most often developed by teachers in south kalimantan. noted, nearly 80% of teachers often develop assessments that evaluate student understanding. on the other hand, more than 30% of teachers have never developed an assessment that evaluates the ability to create (c6). this finding indicates that teachers have not yet positioned hots empowerment as an important part of learning. in fact, learning that could empower hots is learning needed in the 21st century (darling-hammond, 2014; ennis, 2011; heong et al., 2011; magsino, 2014; trilling & fadel, 2009). the teacher has a very important role in determining the quantity and quality of teaching that is carried out (bennett, agostinho, & lockyer, 2016; ferguson-patrick, 2018; hyslop-margison & sears, 2010; looney, cumming, kleij, & harris, 2017; mahini, forushan, & haghani, 2012). therefore, teachers must think and plan carefully in increasing learning opportunities for students and improving the quality of teaching and reflecting on it (benade, 2015; lamb, jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 407-414 410 abidinsyah et.al (the implementation of local-wisdom …) 2017). unfortunately, during this time biology teachers have implemented learning programs are good but not maximized in applying hots (ramdiah, abidinsyah, royani, & husamah, 2019). table 2. frequency distribution of assessment implementation at various cognitive levels by teachers in banjarmasin aspects accessed implementation frequencies (%) very often often seldom never remembering 24.39 65.85 7.32 2.44 understanding 7.32 78.04 12.2 2.44 applying 4.88 39.02 53.65 2.44 analyzing 4.88 41.46 53.66 0 evaluating 4.88 39.02 43.9 12.2 creating 0 7.32 60.98 31.7 deducing 0 21.95 60.98 17.07 reducing 0 17.07 63.41 19.51 deciding and implementing 4.88 21.95 58.54 14.63 the urgency of designing learning activities and evaluating learning oriented to the empowerment of hots should be immediately recognized by teachers in south kalimantan. not surprisingly, educational research in various countries has long focused on learning optimization that is able to empower students’ hots. in israel, learning that implements innovative strategies and embedded thinking tools is reported to be able to empower the thinking skills of elementary and middle school students (vidergor, 2018). in canada, teachers from kindergarten through grade 9 believe that hots is needed by their students (schulz & fitzpatrick, 2016). in fact, in malaysia, stem is recommended to be implemented to improve critical and creative thinking skills, problem solving, and scientific thinking of students (baharin, kamarudin, abdul, & manaf, 2018). in line with this, in malaysia, the application of authentic assessments is reported to have the potential to measure students' hots (mohamed & lebar, 2017). therefore, indonesia must also take these steps so as not to compete with these countries more and more. based on the discussions that have been conveyed, it can be seen that in south kalimantan most of the teachers have implemented lbl. unfortunately, they are still not optimal in implementing hots-based assessment. the two conditions of learning are urgent in the 21st century, both for the demands of the times and to increase the effectiveness of learning. the two conditions of learning can actually be made into a series of interrelated learning activities. the teacher can apply lbl during the learning process and when the evaluation phase the teacher uses hots-based assessments. through analyzing local wisdom around them, students are directed to improve their hots. therefore, the assessment used by the teacher should be in line with these learning activities. conclusion based on the findings of this study, it can be concluded that the teachers gave a positive response to the effort to design and implement the lbl. they are also aware of the importance and benefits of applying lbl in learning biology. unfortunately, unlike lbl, teachers are still not optimally using assessments oriented to hots. they are more likely to evaluate at a low cognitive level. in response, teachers are expected to be more aware and more motivated to empower hots students more. hots-oriented evaluation preparation training also needs to be carried out by related agencies. research that seeks to develop learning that links lbl with hots-based assessment also needs to be done. the hope, with such research, will initiate the emergence of a variety of innovative learning that accommodates both of it. acknowledgment this research was funded by the ministry of research, technology, and higher education, republic of indonesia through the second year competency based research grant scheme with contract number: 657/l11/km/2019. we would like to express our deepest gratitude to the ministries, lldikti region xi, and our institutions so that this research can be carried out well. references abdullah, a., albeta, s. w., & ardiansyah, a. 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e-issn: 2527-6204) (halaman 88-93) dewi rosita dkk, analisis kandungan klorin 88 analisis kandungan klorin pada beras yang beredar di pasar besar kota malang sebagai sumber belajar biologi the analysis on the chlorine contents in rice circulation in pasar besar of malang as the biological learning resource dewi rosita1, siti zaenab1, moch. agus krisno budiyanto1 1program studi pendidikan biologi, fkip universitas muhammadiyah malang e-mail: dewirosita94.dr@gmail.com abstrak penelitian ini bertujuan untuk mengetahui kandungan klorin pada beras yang beredar di pasar besar kota malang dan menerapkan hasil penelitian tersebut sebagai sumber belajar biologi. penelitian ini dilaksanakan pada tanggal 29 maret – 6 april 2016 di laboratorium putra indonesia malang. jenis penelitian ini deskriptif kuantitatif yang bertujuan untuk mendeskripsikan kandungan klorin pada beras. pengambilan sampel dalam penelitian ini dilakukan secara purposive sampling dengan pengulangan sebanyak 2 kali pengulangan. sampel beras yang akan diteliti berasal dari pasar besar kota malang yang berjumlah 19 jenis (merk) yaitu piala, mentari, padi wangi, bintang biru, rosita super, kancil, bintang mas, bulan mas, puteri, lombok, maknyus, apel, manggis, mangga, cucak rowo, beras padi, raja boga dan monas. metode yang digunakan yaitu metode uji reaksi warna, uji titrasi iodometri dan perhitungan rata-rata presentase kandungan klorin pada sampel secara keseluruhan. hasil penelitian menunjukkan bahwa kandungan klorin dari 19 sampel beras yang diambil dari pasar besar kota malang adalah 0% atau negative yang artinya tidak mengandung klorin sehingga aman untuk dikonsumsi. kata kunci: beras, klorin, malang, pasar besar, sumber belajar abstract this research aimed to investigate the chlorine contents in rice circulation in pasar besar of which findings were supposed to be applicable as biological learning resource. this research was officially conducted at march 29 – april 6 2016 in putra indonesia malang laboratory. this research was of descriptively quantitative design since the main aim of this research was to describe the chlorine contents in rice. the sampling technique engaging regarding this research was purposive sampling with two repetitions in total. the sample of rice that was going to be analyzed was originally from pasar besar comprised 19 types (considering the brands), they were: piala, mentari, padi wangi, bintang biru, rosita super, kancil, bintang mas, bulan mas, puteri, lombok, maknyus, apel, manggis, mangga, cucak rowo, beras padi, raja boga dan monas. in addition, the methods accommodated in terms of testing the reaction included testing the color reaction test, testing the iodometric titration, and measuring the average percentage of chlorine contents in the whole sample. moreover, this research revealed that the 19 types sample of rice taken from pasar besar is 0 % or negative of chlorine contents. consequently, they were safe to consume. keywords: chlorine, learning resource, malang, pasar besar, rice jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-93) dewi rosita dkk, analisis kandungan klorin 89 pangan adalah segala sesuatu yang berasal dari sumber hayati dan air, baik yang diolah maupun yang tidak diolah, yang diperuntukkan sebagai makanan atau minuman bagi konsumsi manusia, termasuk bahan tambahan pangan, bahan baku pangan, dan bahan lain yang digunakan dalam proses penyiapan, pengolahan, dan atau pembuatan makanan atau minuman(effendi, 2012). makanan merupakan kebutuhan dasar utama bagi setiap manusia, karena di dalamnya terkandung senyawa-senyawa yang sangat diperlukan untuk memulihkan dan memperbaiki jaringan tubuh yang rusak, mengatur proses dalam tubuh, perkembangbiakan dan menghasilkan energi untuk kepentingan berbagai kegiatan dalam kehidupannya. kebutuhan manusia akan makanan diperoleh dari berbagai sumber nabati maupun hewan. pada dasarnya makanan merupakan campuran senyawa kimia, yang dapat dikelompokkan ke dalam karbohidrat, lemak, protein, vitamin, mineral dan air (effendi, 2012). makanan pokok merupakan salah satu kebutuhan primer manusia. banyak varian makanan pokok yang dapat dikonsumsi manusia. tiap daerah memiliki makanan pokok sendiri-sendiri. penentuan jenis pangan yang dikonsumsi sangat tergantung pada beberapa faktor, diantara jenis tanaman penghasil bahan makanan yang biasa ditanam didaerah tersebut serta tradisi yang diwariskan oleh budaya setempat. perilaku konsumsi pangan masyarakat dilandasi oleh kebiasaan makan (food habit) yang tumbuh dan berkembang dalam lingkungan keluarga melalui proses sosialisasi (hidayah, 2011). indonesia menjadikan beras sebagai salah satu makanan pokok, karena beras salah satu bahan makanan yang mudah diolah, mudah disajikan, enak, dan mengandung protein sebagai sumber energi sehingga berpengaruh besar terhadap aktivitas tubuh atau kesehatan (wongkar, 2014).sebagai makanan pokok, beras memberikan beberapa keuntungan. selain rasanya netral, beras setelah dimasak memberikan volume yang cukup besar dengan kandungan kalori yang cukup tinggi,serta dapat memberikan berbagai zat gizi lain yang penting bagi tubuh, seperti protein dan mineral (asnawati, 2008). namun di zaman sekarang ini beras di indonesia itu tidak murni lagi dan banyak mengandung zat kimia tambahan yang berbahaya. masalah manipulasi mutu beras sebenarnya sudah sering dilakukan pedagang atau penggilingan seperti penyemprotan zat aromatik dan pemakaian bahan pemutih pada beras yang tidak jelas dan tidak sesuai spesifikasi bahan tambahan yang diperbolehkan untuk pangan, dan konsentrasi pemakaian di atas ambang batas berbahaya bagi kesehatan manusia (wongkar, 2014). klorin adalah bahan kimia yang biasanya digunakan sebagai pembunuh kuman. zat klorin akan bereaksi dengan air membentuk asam hipoklorus yang diketahui dapat merusak sel-sel dalam tubuh. klorin berwujud gas berwarna kuning kehijauan dengan bau cukup menyengat. penggunaan klorin dalam pangan bukan hal yang asing. klorin sekarang bukan hanya digunakan untuk bahan pakaian dan kertas saja, tetapi telah digunakan sebagai bahan pemutih atau pengkilat beras, agar beras yang berstandar medium menjadi beras berkualitas super (darniadi dalam wongkar, 2014). klor (berasal dari bahasa yunani chloros, yang berarti “hijau pucat”), adalah unsur kimia dengan nomor atom 17 dan simbol cl termasuk dalam golongan halogen. klorin merupakan unsur kedua dari keluarga halogen, terletak pada halogen vii a periode iii. sifat kimia klorin sangat ditentukan oleh konfigurasi elektron pada kulit terluarnya. keadaan ini membuatnya tidak stabil dan sangat reaktif. hal ini disebabkan karena struktuk electron gas mulia. disamping itu, klorin juga bersifat sebagai oksidator. seperti halnya oksigen, klorin juga membantu reaksi pembakaran dengan mengahasilkan panas cahaya. dalam air laut maupaun sungai, klorin akan terhidrolisa membentuk jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) dewi rosita dkk, analisis kandungan klorin 90 asam hipoklorit (hclo) yang merupakan suatu oksidator (edward dalam sinuhaji, 2009). klorin tidak terbakar di udara, melainkan bereaksi secara kimia. klorin ialah unsur yang sangat aktif hampir dengan setiap unsur dapat langsung bersenyawa dan reaksinya besar sekali (adiwasastra, 1987). gas klor yang mudah dikenal karena baunya yang khas itu, bersifat merangsang (iritasi terhadap selaput lendir pada mata/conjunctiva). selaput lender hidung, selaput lender tenggorok, tali suara dan paru-paru. menurut world health organization (who) nilai ambang batas residu klorin dalam air adalah 0,5 ppm (suryaningrum, dkk, 2007). menghisap gas klor dalam konsentrasi mencapai 1000 ppm dapat mengakibatkan kematian mendadak di tempat. orang yang menghirup gas klor akan merasakan sakit dan rasa panas/pedih pada tenggorokan, hal ini disebabkan pengaruh rangsangan/iritasi terhadap selaput lendir (mucus membrane) yang menimbulkan batuk-batuk kering (kosong) yang terasa pedih dan panas, waktu menarik napas terasa sakit dan sukar untuk bernapas, waktu bernapas terdengar suara desing seperti penderita asma/bronchitis (adiwisastra, 1987). adapun menurut norlatifah(2012) ciri-ciri beras yang mengandung klorin adalah warna putih sekali, beras lebih mengkilap, licin dan tercium bau kimia, jika di cuci, warna air hasil cucian beras kelihatan bening, jika beras direndam selama 3 hari tetap bening dan tidak berbau, dan ketika sudah di masak dan ditaruh di dalam penghangat nasi dalam semalam nasi sudah menimbulkan bau tidak sedap. dampak dari beras yang mengandung klorin itu tidak terjadi sekarang atau dalam waktu dekat. namun, bahaya untuk kesehatan baru akan muncul setelah 15 hingga 20 tahun mendatang, khususnya apabila kita menkonsumsi beras tersebut terus menerus. zat klorin yang ada di dalam beras akan menggerus usus pada lambung (korosit). akibatnya, lambung rawan terhadap penyakit maag. dalam jangka panjang, mengkonsumsi beras yang mengandung klorin akan mengakibatkan penyakit kanker hati dan ginjal (sinuhaji, 2009). menurut peraturan menteri kesehatan ri no. 772/menkes/per/xi/88, bahwa klorin tidak tercatat sebagai bahan tambahan pangan (btp) dalam kelompok pemutih dan pematang tepung. pengembangan kreatifitas dalam mengajar merupakan salah satu faktor penting dalam berlangsungnya kegiatan belajar mengajar. sumber belajar adalah segala sesuatu yang dapat memberi kemudahan kepada peserta didik dalam memperoleh informasi, pengetahuan, pengalaman dan keterampilan dalam proses belajar mengajar (haryono, 2014). berdasarkan hasil penelitian yang telah dilakukan oleh nurmawati pada tahun 2015 di laboratorium analisa pangan poloteknik negeri jember bahwa terdapat kadar klorin pada beras putih di pasar tanjung, kabupaten jember yang relatif tinggi dan berada diatas ambang batas yang dapat ditolerir oleh tubuh manusia. tidak menutup kemungkinan hal tersebut juga terjadi pada beras yang beredar di pasar kota malang. oleh karena itu, perlu diadakan penelitian dengan tujuan untuk menganalisis kandungan klorin pada beras yang beredar di pasar besar kota malang yang hasilnya dapat digunakan sebagai sumber belajar siswa kelas viii semester genap pada pokok bahasan bahan tambahan pangan dengan standart kompetensi yaitu memahami kegunaan bahan kimia dalam kehidupan sehari-hari dan kd 4.1 yaitu mencari informasi tentang kegunaan dan efek samping bahan kimia dalam kehidupan sehari-hari. metode penelitian lokasi dan waktu penelitian penelitian ini dilaksanakan pada tanggal 29 maret-6 april 2016 di laboratorium putra indonesia malang. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) dewi rosita dkk, analisis kandungan klorin 91 alat dan bahan bahan-bahan yang digunakan dalam penelitian ini adalah alumunium foil secukupnya, erlenmeyer (250 ml), beaker glass (250 ml) 2 buah , kertas saring secukupnya, batang pengaduk2 buah, labu ukur (100 ml), buret dan statif 1 buah, neraca analitik 1 buah, corong 1 buah dan pipet tetes 3 buah. bahan-bahan yang digunakan dalam penelitian ini adalah aquadest 50 ml, natrium tiosulfat, 19 sampel beras dengan merk yang berbeda (masing-masing 10 gram), asam asetat 10 ml, amilum 1% dan kalium iodida 10%. prosedur kerja uji kualitatif menggunakan metode reaksi warna dengan 1) menimbang sampel beras sebanyak 10 g, 2) menambahkan aquades sebanyak 50 ml kemudian dikocok, 3) menyaring dan mengambil filtratnya sebanyak 10 ml pada sampel,l dan 4) menambahkan kalium iodida 10% dan amilum 1%. apabila terjadi perubahan warna menjadi biru maka sampel positif mengandung klorin. jika hasil uji kualtatif positif maka dilanjutkan dengan uji kuantitatif dengan menggunakan metode titrasi iodometri, yaitu 1) menimbang sampel beras sebanyak 10 g, 2) memasukkan sampel ke dalam erlenmeyer lalu menambahkan 50 ml aquades, 3) menambahkan 2 g kalium iodida dan 10 ml asam asetat, 4) melakukan titrasi dengan larutan natrium tiosulfat 0.01 n sampai berwarna kuning muda, 5) titrasi terus dilakukan hingga warna biru hilang, dan 6) kemudian catat hasil volume titrasi dan lakukan titrasi blanko. hasil dan pembahasan hasil pemeriksaan kandungan klorin dilakukan pada 19 sampel beras dengan merk yang berbeda dan diambil dari satu lokasi yaitu di pasar besar kota malang. dari hasil pemeriksaan sampel terhadap penggunaan klorin yang dilakukan di laboratorium putra indonesia malang dengan metode reaksi warna dan metode titrasi iodometri hasilnya tidak terjadi perubahan warna pada 19 sampel tersebut. seperti yang terlihat pada tabel 1 dan gambar 1 dan gambar 2. gambar 1. sampel yang tidak mengandung klorin (tidak terjadi perubahan warna) gambar 1. sampel yang positif mengandung klorin (berubah warna menjadi biru) pembahasan berdasarkan hasil penelitian yang dilakukan di laboratorium putra indonesia malang secara kualitatif menunjukkan bahwa dari 19 sampel beras dengan merk jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) dewi rosita dkk, analisis kandungan klorin 92 yang berbeda yang diduga secara fisik mengandung klorin ternyata tidak menunjukkan adanya klorin didalamnya. 19 sampel tersebut yaitu piala, mentari, padi wangi, bintang biru, rosita super, kancil, bintang mas, bulan mas, puteri, lombok, maknyus, apel, manggis, mangga, cucak rowo, beras padi, raja boga dan monas. secara kualitatif jika positif mengandung klorin maka setelah ditambahkan dengan kalium iodida dan amilum akan bereaksi dan terjadi perubahan warna menjadi biru (sinuhadji, 2009). menurut svehla (1985) terjadinya perubahan warna menjadi biru dikarenakan asam klorida encer yang larut berubah menjadi kuning, kemudian timbul pembuihan dan klor dilepaskan, seperti ditunjukkan persamaan reaksi berikut: ocl + h+ → hocl …………………..(1) hocl + h+ + cl→ cl2↑ + h2o….. (2) klorin yang ditambahkan sebagai bahan tambahan pangan bertujuan untuk memutihkan dan mempertahankan kualitas dari beras tersebut.namun seringkali produsen kurang peduli mengenai dampak negatifnya apabila klorin tersebut masuk kedalam tubuh manusia secara terus menerus dengan kadar yang melebihi ambang batas, semua hanya demi keuntungan semata tanpa peduli akan kesehatan tubuh konsumen. klorin sangat berbahaya bagi kesehatan manusia. klorin, baik dalam bentuk gas maupun dalam bentuk cairan mampu mengakibatkan luka permanen, terutama kematian. pada umumnya luka permanen disebabkan oleh asap gas klorin. klorin sangat potensial untuk terjadinya penyakit kerongkongan, hidung dan tract respiratory (saluran kerongkongan di dekat paru-paru). klorin juga membahayakan sistem pernafasan terutama bagi anak-anak dan orang dewasa (hasan, 2006). efek toksin klorin yang terutama adalah sifat korosifnya. kemampuan oksidasi klorin sangat kuat, dimana di dalam air klorin akan melepaskan oksigen dan hydrogen klorida yang menyebabkan kerusakan jaringan (adiwasastra, 1987). berdasarkan efek yang ditimbulkan oleh klorin maka pemerintah tidak memasukkan klorin dalam bahan tambahan pangan (btp). hal ini tertuang dalam peraturan menteri kesehatan republik inndonesia no. 1168/menkes/per/x/1999 tentang perubahan atas peraturan menteri kesehatan no. 772/menkes/per/xi/1988 tentang bahan tambahan makanan. bahwa klorin tidak tercatat sebagai bahan tambah pangan (btp) dalam kelompok pemutih dan pematang tepung. selain itu larangan penggunaan klorin juga disebutkan dalam peraturan menteri pertanian republik indonesia nomor: 32/permentan/ot.140/3/2007 tentang pelarangan penggunaan bahan kimia berbahaya pada proses penggilingan padi, huller dan penyosohan beras. secara fisik semua sampel beras yang diuji menunjukkan ciri bahwa beras tersebut adalah beras berpemutih, karena berwarna putih bersih dan mengkilap. warna beras yang terlihat putih bersih dan mengkilap memang mengundang banyak pertanyaan, warna tersebut alami atau akibat polesan atau hasil semprotan dengan menggunakan bahan kimia seperti klorin atau menggunakan bahan pemutih lain yang secara sah digunakan sebagai bahan tambahan pangan. hasil penelitian ini menunjukkan bahwa kandungan klorin dalam beras, yaitu 0% atau tidak ditemukan adanya klorin. kemungkinan warna putih pada beras tersebut adalah hasil semprotan atau polesan dengan menggunakan bahan pemutih lain yang secara sah telah diperbolehkan untuk digunakan dalam pangan sehingga aman untuk dikonsumsi. pemanfaatan hasil penelitian sebagai sumber belajar aect (1977) mengartikan sumber belajar meliputi semua sumber baik yang berupa data, orang atau benda yang dapat digunakan untuk memberi fasilitas jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) dewi rosita dkk, analisis kandungan klorin 93 (kemudahan) belajar bagi peserta didik. oleh karena itu sumber belajar adalah semua komponen sistem instruksional baik yang secara khusus dirancang maupun yang dapat dipakai atau dimanfaatkan dalam kegiatan pembelajaran. hasil penelitian ini dimanfaatkan sebagai sumber belajar yaitu sebagai jurnal penelitian. jurnal penelitian adalah sebuah laporan peneliti tentang hasil penelitian yang telah dilakukannya secara ilmiah. pada dasarnya, sebagian besar jurnal penelitian dapat dipertanggungjawabkan keilmiahannya tergantung dari metode yang dipakai dalam pembuatan dan penyusunan laporan jurnal penelitian. jurnal penelitian ini juga dapat digunakan sebagai sumber belajar siswa kelas viii pada mata pelajaran ipa terpadu pada pokok bahasan bahan tambahan pangan. sesuai dengan standart kompetensi yaitu memahami kegunaan bahan kimia dalam kehidupan sehari-hari dengan kd 4.1 yaitu mencari informasi tentang kegunaan dan efek samping bahan kimia dalam kehidupan sehari-hari. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian dapat disimpulkan bahwa 1) kandungan klorin pada beras yang beredar di pasar besar kota malang adalah 0% atau negative yang artinya tidak terdapat kandungan klorin pada beras yang beredar di pasar besar kota malang sehingga aman untuk dikonsumsi. 2) penerapan hasil penelitian mengenai analisis kandungan klorin pada beras yang beredar di pasar besar kota malang sebagai sumber belajar biologi yang termasuk dalam sumber belajar yang di rancang yaitu berupa jurnal penelitian dengan standart kompetensi yaitu memahami kegunaan bahan kimia dalam kehidupan sehari-hari dengan kd 4.1 yaitu mencari informasi tentang kegunaan dan efek samping bahan kimia dalam kehidupan sehari-hari. saran konsumen harus lebih berhati-hati dalam memilih beras. bagi peneliti diharapkan dapat melanjutkan penelitian ini dengan mengidentifikasi bahan tambahan pangan yang diijinkan yang ditambahkan dalam beras. daftar rujukan adiwisastra, a. 1989. sumber, bahaya serta penanggulangan keracunan. penerbit angkasa. bandung darniadi, s. 2010. identifikasi bahan tambahan pangan (btp) pemutih klorin pada beras. bogor: balai besar pascapanen pertanian. effendi, s. 2012. teknologi dan pengawetan pangan. bandung: cv alfabeta. haryono. 2014. metode praktis pengembangan sumber dan media pembelajaran. malang: genius media. hasan, a. 2006. dampak penggunaan klorin. jurnal teknologi lingkungan, 7(1): 90-96. kurniawan. 2014. identifikasi zat klorin pada beras putih di pasar kahayan kota palangka raya. palangkaraya: fikes universitas muhammadiyah palangkaraya. sudjana, n. 1980. teknologi pengajaran, bandung: sinar baru. sinuhaji, d. n. 2009. perbedaan kandungan klorin (cl2) pada beras sebelum dan sesudah di masak. skripsi tidak diterbitkan. medan: fakultas kesehatan masyarakat universitas sumatera utara. wongkar, i. y., abidjulu, j., & wehantouw, f. 2014. analisis klorin pada beras yang beredar di pasar kota manado. jurnal ilmiah farmasi, 3(3): 2302-2493. winarno, f. g. 2004. pengantar teknologi pangan. jakarta: gramedia. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 88-93) dewi rosita dkk, analisis kandungan klorin 94 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 138 fatih bisyria dkk, pengaruh penambahan berbagai bahan pengaruh penambahan berbagai bahan tambahan (singkong, pepaya, nasi aking) dalam berbagai perbandingan terhadap kualitas tempe campuran sebagai media leaflet materi bioteknologi sma kelas xii fatih bisyria1, siti zaenab 1, ainur rofieq1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail: ainurrofieq@yahoo.co.id abstrak tujuan penelitian ini adalah untuk mengetahui pengaruh penambahan bahan tambahan (singkong, pepaya, nasi aking) dan perbandingannya yang paling optimal terhadap kadar protein, kadar air, dan organoleptik pada tempe campuran. jenis penelitian yang digunakan adalah penelitian true experiment design dan studi pengembangan. design yang digunakan adalah faktorial contras ortogonal design. rancangan penelitian menggunakan rancangan acak lengkap (ral) pola faktorial, dengan faktor pertama jenis bahan (kedelai-singkong, kedelai-pepaya, kedelai-nasi aking) dan faktor kedua perbandingan kedelai: bahan tambahan (50%:50%, 60%:40%, 70%:30%). data berupa kadar protein, kadar air, dan organoleptik pada tempe. teknik analisis data yang digunakan adalah analisis varian dua faktor dan uji beda jarak nyata duncan (bjnd) 5%. hasil penelitian menunjukkan bahwa jenis bahan dan perbandingan tidak berpengaruh terhadap kadar protein, kadar air, dan organoleptik pada tempe campuran. kadar protein pada keseluruhan tempe campuran masih berada di atas standar sni yaitu minimal 16,00 %. tempe kontrol (kedelai murni) memiliki kandungan protein paling tinggi dengan nilai 19,37%. pada tempe campuran yang memiliki kadar protein paling tinggi yaitu tempe campuran nasi aking dengan kadar protein 18,42 %. kadar air pada keseluruhan tempe campuran masih berada di bawah standar sni yaitu maksimal 65,00 %. tempe kontrol (kedelai murni) memiliki kadar air paling rendah dengan nilai 46,63%. pada tempe campuran yang memiliki kadar air paling rendah yaitu tempe campuran nasi aking dengan kadar air 47,73 %. bahan tambahan nasi aking berpengaruh paling baik terhadap sifat organoleptik tempe campuran yaitu dengan rerata nilai 4,93 (sangat suka). kata kunci: tempe campuran, bahan tambahan, kadar protein, kadar air, organoleptik kedelai (glycine max (l.) merr.) merupakan tanaman pangan yang penting sebagai sumber protein nabati. kedelai merupakan komoditas strategis di indonesia, karena merupakan salah satu tanaman pangan penting setelah beras dan jagung. indonesia merupakan negara produsen tempe terbesar di dunia dan menjadi pasar kedelai terbesar di asia. sebanyak 50% dari konsumsi kedelai indonesia diperoleh dalam bentuk tempe. konsumsi tempe rata-rata pertahun di indonesia saat ini sekitar 6,45 kg/orang. tempe merupakan salah satu makanan pokok yang dibutuhkan oleh tubuh (sartika, 2011). berbagai keuntungan yang terdapat dalam makanan tradisional indonesia ini diantaranya adalah nilai gizi yang tinggi. beberapa studi klinis menunjukkan bahwa terjadi peningkatan kualitas nilai gizi kedelai selama proses fermentasi berlangsung, selain itu dengan adanya proses fermentasi ini juga menjadikan zat-zat yang terkandung pada tempe lebih mudah untuk dicerna dan diserap oleh tubuh. beberapa senyawa yang mengalami peningkatan selama proses ini diantaranya adalah vitamin b12, asam folat, serta enzim fitase yang berperan dalam degradasi asam fitat. asam fitat ini berperan sebagai inhibitor fe dan zn, hal ini menjadikan tempe berfungsi untuk mencegah anemia. kandungan isoflavon dan fitokimia pada tempe dapat berperan sebagai antioksidan dan antikarsinogenik yang melindungi tubuh dari berbagai penyakit infeksi. tempe juga mengandung antibakteria yang dapat mencegah diare (kurnia, 2010). menurut aap commitee on nutrition (1998), bayi yang mendapat formula kedelai mempunyai pertumbuhan dan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 139 fatih bisyria dkk, pengaruh penambahan berbagai bahan perkembangan yang normal. selain itu, mineralisasi tulangnya sekurang-kurngnya sama dengan anak yang mendapatkan formula susu sapi maupun susu ibu (russell et al., 2004). pertumbuhan anak yang mendapat formula kedelai maupun tempe tidak berbeda dengan anak yang mendapat formula susu sapi maupun asi (russell, 2004). produksi kedelai dalam negeri tidak bisa mengimbangi permintaan masyarakat akan kebutuhan kedelai yang terus meningkat. sejak tahun 1975 posisi indonesia bergeser dari negara eksportir menjadi negara importir kedelai. upaya pemerintah untuk memenuhi permintaan kedelai merupakan awal munculnya kebijakan impor kedelai di indonesia. pada tahun 1978, volume impor kedelai di indonesia hanya mencapai 160.000 ton, namun pada tahun 2008, volume impor kedelai telah menjadi 1.169.016 ton. selama periode 1978-2008, volume impor kedelai meningkat sebesar 14,56% per tahun. impor kedelai cenderung meningkat, kondisi ini semakin memperlebar kesenjangan antara produksi dan konsumsi (sriyadi, 2011). beberapa tahun belakangan ini produksi kedelai terus merosot, sedangkan kebutuhan terhadap kedelai masih relatif besar. harga kedelai melonjak hingga di atas 100% dari normalnya rp 2500,00 /kg (agustus-september 2007) dan harga kedelai menjadi rp 7500,00/kg pada awal januari 2008 dan bahkan mencapai rp 9200,00 (setyorini, 2013). kejadian ini terulang kembali pada awal tahun 2011 dan 2012. pengalaman pada bulan maret 2013 lalu, kenaikan harga kedelai impor dari rp 6.000 menjadi rp 7.500/kg sudah memukul pengrajin tahu dan tempe. sekarang harga kedelai berada dalam kisaran rp 9.000/kg. kenaikan harga akan sulit mengalami penyesuaian dalam jangka pendek karena terkait dengan faktor nilai tukar (arifin, 2008). harga kedelai yang tinggi dan masih impor, membuat para pengrajin tempe untuk mengurangi konsumsi terhadap kedelai dan perlu adanya modifikasi bahan baku tambahan dalam pembuatan tempe. diantara beberapa bahan tambahan yang telah digunakan sebagai bahan tambahan dalam pembuatan tempe adalah bekatul dan jagung (lustiyatiningsih, 2014). modifikasi yang dilakukan dalam pembuatan tempe yaitu dengan menambahkan beberapa variasi bahan tambahan (singkong, pepaya, nasi aking). penggunaan bahan baku tambahan selain kedelai dalam pembuatan tempe dilakukan agar kebutuhan akan kedelai tidak terlalu tinggi dan untuk menghemat biaya pembuatan tempe, sehingga masyarakat tetap dapat menikmati tempe sebagai menu lauknya sehari-hari (hidayat, 2008). lebih dari itu, tujuan penting lain adalah untuk memberikan varian rasa maupun meningkatkan kadar nutrisi yang terkandung pada tempe itu sendiri seperti protein dan kadar seratnya (lustiyatiningsih, 2014). proses pembuatan tempe ini sendiri telah secara luas dikenal dan dimanfaatkan oleh masyarakat. berbagai proses atau tahapan pembuatan tempe mulai dari bahan baku sampai dengan produk jadi berupa tempe siap konsumsi merupakan konsep pemanfaatan kapang (rhizopus sp.) untuk melakukan fermentasi dan membentuk jalinan hifa yang mengikat butir-butir biji kedelai menjadi bentuk yang kompak. kemudahan proses pembuatan tempe yang merupakan aplikasi dari bioteknologi sederhana dapat dimanfaatkan sebagai media belajar untuk memperjelas gambaran penerapan bioteknologi dalam kehidupan sehari-hari bagi siswa kelas xii yang mendapatkan materi bioteknologi. metode penelitian penelitian tempe campuran ini dilakukan dalam dua tahap. jenis penelitian dalam penelitian tahap i ini adalah eksperimen sesungguhnya (true experimental research). menurut jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 140 fatih bisyria dkk, pengaruh penambahan berbagai bahan sugiyono (2010), dikatakan true experimental karena dalam penelitian tersebut seorang peneliti dapat mengontrol semua variabel luar yang mempengaruhi jalannya eksperimen. berdasarkan sifat masalahnya, pada penelitian tahap i, rancangan penelitian true experimental yang digunakan adalah desain penelitian factorial contras ortogonal design dengan rumus (a.b)+n. faktor a terdiri dari a1 (tempe kedelai-singkong), a2 (tempe kedelaipepaya), a3 (tempe kedelai-nasi aking). sedangkan faktor b terdiri dari b1 (perbandingan 50%:50%), b2 (perbandingan 60%:60%), b3 (perbandingan 70%:30%), n merupakan kontrol (a0b0) yang menggunakan tempe kedelai murni sebagai pembanding. jenis penelitian pada tahap ii adalah studi pengembangan. penelitian tahap ii dilaksanakan setelah penelitian tahap i. hasil pada penelitian tahap i akan dikembangkan menjadi sebuah produk media di penelitian tahap ii. jenis penelitian dalam kegiatan tahap ii adalah penelitian pengembangan yang menggunakan model learning cycle 3e. learning cycle 3e terdiri dari 3 fase yaitu, eksplorasi, eksplanasi, elaborasi. pada tahap eksplorasi hal yang perlu diperhatikan adalah penilaian kebutuhan (need assesment) yaitu melihat hasil penelitian, silabus, rpp, siswa/guru, sehinggga akan menghasilkan kebutuhan pengembangan berupa kumpulan konsep esensial. pada tahap eksplainasi langkah yang dilakukan yaitu studi pustaka yang bertujuan untuk menguraikan konsepkonsep esensial dari tahap sebelumnya. konsultasi pada pakar atau ahli perlu dilakukan sebelum masuk ke dalam tahap pengembangan produk, atau disebut dengan tahap elaborasi. penelitian dilakukan melalui beberapa tahapan yaitu: 1) pembuatan tempe terdiri dari tempe kedelai, tempe kedelai-singkong, tempe kedelai-pepaya, tempe kedelai-nasi aking. 1. pada masing-masing jenis tempe memiliki berat total adonan yang sama yaitu 500 gram. pembuatan tempe dengan bahan tambahan di atas, dibuat dengan perbandingan kedelai:bahan tambahan yaitu: 50%:50%, 60%:40%, 70%:30% untuk tiap jenis tempe. 2. membiarkan selama 24 jam, hingga jamur pada tempe mulai bermunculan atau proses fermentasi mulai berlangsung disini. 3. melakukan pengujian sampel: a. analisa kadar air dengan metode pengeringan analisa kadar air yang terkandung di dalam seluruh sampel dilakukan dengan metode pengeringan di dalam oven. langkah-langkah kerja analisa kadar air adalah sebagai berikut. 1) menyiapkan alat dan bahan 2) mencucui botol timbang atau gelas kimia yang hendak digunakan sebagai tempat sampel 3) mengeringkan botol timbang dengan memanaskannya dalam oven, lalu didinginkan dalam desikator 4) menimbang botol timbang lalu mencatannya, dan memberi label 5) menimbang dengan teliti sampel tempe sebanyak 10 gram (b) 6) mengoven sampel tempe beserta botol timbang pada suhu 100° c selama 5 jam, lalu didinginkan dalam desikator, kemudian oven lagi selama 1 jam pada suhu yang sama, didinginkan dalam desikator lalu timbang, mengulangi proses tersebut sampai dicapai bobot konstan (c) 7) melakukan pemanasan dapat pula dilakukan selama 24 jam dengan suhu 90-100° c biasanya pada pemanasan dengan cara ini dapat diperoleh bobot konstan. b. analisa kadar protein dengan metode kjedahl jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 141 fatih bisyria dkk, pengaruh penambahan berbagai bahan analisa kadar protein dilakukan dengan menggunakan metode kjedahl dengan prosedur kerja sebagai berikut. 1) mempersiapkan alat dan bahan. 2) menghaluskan sampel yang digunakan. 3) menimbang sampel sebanyak 510 g. 4) memasukkan sampel kedalam labu kjedahl, lalu menambahkan 2 ml h2so4 dan menambahkan 2 gram campuran na2so4 – hgo (20:1) untuk katalisator. 5) mendidihkan sampai jernih (kurang lebih 4 jam) dan melanjutkan pendidihan 30 menit lagi. 6) setelah dingin, menambahkan 35 ml aquades dan menambahkan 8,5 ml naoh 45 % dan melakukan destilasi, destilat ditampung dalam 6,5 ml h3bo3 4% yang telah diberi tetesan indikator mm atau mb dan tampung sebanyak 25 ml. 7) mentitrasi destilat yang diperoleh dengan hcl 0,02 n c. uji organoleptik untuk tujuan mengetahui rasa, tekstur, dan warna produk hasil penelitian, maka dilakukan uji organoleptik dengan mengikuti langkah-langkah berikut. 1) mempersiapkan panelis dan mempersiapkan bahan yang akan diujikan. 2) menyediakan angket organoleptik untuk mencatat hasil pengujian. 3) memberi penjelasan kepada panelis tentang cara dan tujuan pengujian, 4) mempersilahkan panelis untuk melihat warna mencium aromanya dan teksturnya kemudian dan yang terakhir mencicipi rasa. 5) melakukan penilaian organoleptik ini pada setiap perlakuan untuk ulangan 1 kemudian dilanjutkan pada ulangan ke 2, sampai pada ulangan ke 3. 6) setelah mencicipi setiap ulangan pada tiap perlakuan, mempersilahkan panelis berkumur dengan air mineral untuk menetralisir rasa sebelumnya. 7) mempersilahkan panelis mengisi angket penilaian berupa skala numeris sesuai tingkat kesukaan konsumen/panelis. 8) menyajikan angket pada panelis dilakukan secara terpisah pada tiap ulangannya. 4. pembuatan roduk media belajar dari hasil penelitian 5. fase eksplorasi perlu dilakukan penilaian kebutuhan (need assesment), dengan melihat hasil penelitian dari penelitian tahap i 6. fase eksplanasi dapat dilakukan dengan studi pustaka, menjabarkan dari konsep esensial yang telah diperoleh dari fase eksplorasi 7. fase elaborasi fase ini mengarah pada penerapan konsep-konsep yang telah dipahami dan ketrampilan yang dimiliki pada situasi baru menjadi sebuah produk media leaflet. hasil dan pembahasan berdasarkan penelitian yang telah dilakukan, didapatkan hasil ringkasan data statistik rerata hasil pengukuran kualitas tempe pada setiap perlakuan sebagaimana tercatat secara rinci pada tabel 1. tabel 1. data statistik rerata hasil pengukuran kualitas tempe perlakuan kadar protein (%) kadar air (%) uji organoleptik rerata organoleptik rasa warna aroma tekstur a0b0 19,369 46,63 3,22 3,71 3,31 3,40 3,41 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 142 fatih bisyria dkk, pengaruh penambahan berbagai bahan a1b1 17,259 50,32 2,00 3,00 2,62 2,93 2.63 a1b2 18,183 50,18 2,29 3,42 3,11 3,13 2,98 a1b3 18,681 49,40 3,11 3,76 3,47 3,44 3.44 a2b1 17,992 52,24 3,67 3,84 3,64 3,62 3.69 a2b2 18,039 52,38 3,71 4,11 3,96 3,98 3,94 a2b3 18,833 51,32 3,82 4,07 4,13 4,00 4,005 a3b1 17,806 48,10 4,44 4,51 4,49 3,98 4,35 a3b2 18,539 47,60 4,56 4,51 4,49 4,22 4,44 a3b3 18,931 47,49 3,78 4,18 4,24 4,16 4,09 rerata tk 18,25 49,89 3,49 3,93 3,80 3,72 3,73 rerata dk 18,36 49,57 3,46 3,91 3,75 3,69 3,70 tabel 1 menunjukkan bahwa pada tiap-tiap perlakuan pencampuran kedelai dengan bahan-bahan lain pada pembuatan tempe menunjukkan hasil yang berbeda. berbagai perbandingan kedelai dengan bahan tambahan terdiri dari 50%:50%, 60%:40%, 70%:30% dan 100% kedelai yang digunakan sebagai kontrol dengan masing-masing bahan tambahan yang meliputi singkong, pepaya, dan nasi aking. hasil eksperimen yang dilakukan di laboratorium menunjukkan adanya perbedaan pada kadar protein, kadar air, dan organoleptik pada produk tempe dengan fortifikasi bahan-bahan tersebut. perlakuan kedelai 100% atau tempe murni mempunyai rata-rata jumlah kadar protein paling tinggi yaitu 19,369%. rata-rata tempe campuran yang mempunyai kadar protein paling tinggi yaitu pada tempe kedelai-nasi aking perbandingan 70%:30% dengan nilai 18,930%. rata-rata jumlah kadar protein yang paling rendah adalah perlakuan pada tempe kedelai-singkong perbandingan 50%:50% dengan nilai 17,2589%. perlakuan dengan fortifikasi beberapa bahan dapat menurunkan kadar protein, tetapi nilai protein terendah dari tempe campuran masih di atas standar sni kadar protein tempe (mininal 16 %). perlakuan kedelai 100% atau tempe murni mempunyai rata-rata kadar air paling rendah yaitu 46,63%. rata-rata tempe campuran yang mempunyai kadar air paling rendah yaitu pada tempe kedelainasi aking perbandingan 70%:30% dengan nilai 47,49%. rata-rata jumlah kadar air yang paling tinggi adalah perlakuan pada tempe kedelai-pepaya perbandingan 60%:40% dengan nilai 52,38% yang masih dibawah standar sni kadar air tempe (maksimal 65 %). perlakuan dengan penambahan bahan tambahan menaikkan jumlah kadar air, tetapi nilai kadar air tertinggi dari tempe campuran masih di bawah standar sni kadar protein tempe (maksimal 65 %). perlakuan perbandingan kedelai dengan bahan tambahan terdiri dari 50%:50%, 60%:40%, 70%:30% dan 100% kedelai yang digunakan sebagai kontrol dengan masing-masing bahan tambahan yang meliputi singkong, pepaya, dan nasi aking didapatkan perbedaan organoleptik rasa, warna, aroma, dan tekstur. perlakuan pada tempe kedelai-nasi aking perbandingan 60%:40% mempunyai ratarata rasa paling tinggi dengan nilai 4,56. rata-rata tempe campuran yang mempunyai nilai rasa paling rendah yaitu pada tempe kedelai-singkong perbandingan 50%:50% dengan nilai 2,00. pada perlakuan kontrol atau kedelai murni menunjukkan nilai rata-rata rasa yaitu 3,22. hampir semua perlakuan pada tempe campuran melebihi nilai rata-rata kontrol. perlakuan pada tempe kedelai-nasi aking perbandingan 60%:40% dan 50%:50% mempunyai rata-rata warna paling tinggi dengan nilai 4,51. rata-rata tempe campuran yang mempunyai nilai rasa paling rendah yaitu pada tempe kedelai-singkong perbandingan 50%:50% dengan nilai 3,00. pada perlakuan kontrol atau kedelai murni menunjukkan nilai ratarata rasa yaitu 3,71. hampir semua jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 143 fatih bisyria dkk, pengaruh penambahan berbagai bahan perlakuan pada tempe campuran melebihi nilai rata-rata kontrol. perlakuan pada tempe kedelai-nasi aking perbandingan 60%:40% dan 50%:50% mempunyai rata-rata aroma paling tinggi/disukai dengan nilai 4,48. rata-rata tempe campuran yang mempunyai nilai aroma paling rendah yaitu pada tempe kedelai-singkong perbandingan 50%:50% dengan nilai 2,62. pada perlakuan kontrol atau kedelai murni menunjukkan nilai rata-rata rasa yaitu 3,31. hampir semua perlakuan pada tempe campuran melebihi nilai rata-rata kontrol. perlakuan pada tempe kedelai-nasi aking perbandingan 60%:40% mempunyai rata-rata tekstur paling tinggi/disukai dengan nilai 4,22. rata-rata tempe campuran yang mempunyai nilai tekstur paling rendah yaitu pada tempe kedelaisingkong perbandingan 50%:50% dengan nilai 2,93. pada perlakuan kontrol atau kedelai murni menunjukkan nilai rata-rata tekstur yaitu 3,40. perlakuan dengan penambahan bahan tambahan rata-rata menaikkan nilai rasa, warna aroma, dan tekstur pada tempe. penerapan pengaruh penambahan berbagai bahan tambahan dalam berbagai perbandingan terhadap kualitas tempe campuran sebagai media leaflet sma kelas xii hasil penelitian yang telah dilakukan di dalam laboratorium dan telah teruji kualitas produknya, maka selanjutnya dikembangakan menjadi sebuah produk pembelajaran berupa media leaflet dengan menggunakan learning cycle 3e yang dimodivikasi ke dalam penelitian pengembangan. hasil penelitian berupa produk tempe campuran dengan kualitas yang lebih baik dibandingkan dengan tempe tanpa campuran. berbagai tahapan proses pembuatan tempe yang memanfaatkan faktor biologis untuk menghasilkan produk dengan nilai ekonomi yang lebih tinggi dan menguntungkan kehidupan manusia merupakan contoh nyata penerapan konsep bioteknologi dalam bentuk sederhana dan mudah dilakukan. berdasarkan argumentasi tersebut, maka paparan tentang proses pembuatan tempe dikembangkan menjadi media pembelajaran pada materi bioteknologi sma kelas xii semester 2 pada kompetensi inti dan kompetensi dasar sebagai berikut: materi pokok : bioteknologi materi :bioteknolog konvensional, produk bioteknologi konvensional, dampak pemanfaatan produk bioteknologi di masyarakat kompetensi inti :4. mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan. kompetensi dasar :4.10 merencanakan dan melakukan percobaan dalam penerapan prinsipprinsip bioteknologi konvensional untuk menghasilkan produk dan mengevaluasi produk yang dihasilkan serta prosedur yang dilaksanakan. penggunaan berbagai bahan tambahan dalam berbagai perbandingan pada tempe campuran dalam penelitian ini dapat dijadikan sebagai materi pengembangan yang terkait dengan konsep bioteknologi pada kompetensi inti 4 dan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 144 fatih bisyria dkk, pengaruh penambahan berbagai bahan kompetensi dasar 4.10. pembelajaran biologi pada materi bioteknologi konvensional, produk bioteknologi konvensional, dampak pemanfaatan produk bioteknologi di masyarakat, akan dikaitkan hasil penelitian yang telah dilakukan, pembelajaran ini selanjutnya akan dilengkapi dengan media leaflet. produk media leaflet menggunakan learning cycle 3e yang dimodivikasi ke dalam penelitian pengembangan. learning cycle 3e terdiri dari 3 fase yaitu, eksplorasi, eksplanasi, elaborasi. kesimpulan berdasarkan hasil analisis data dan pembahasan, dapat ditarik kesimpulan sebagai berikut. 1. ada pengaruh penambahan berbagai bahan tambahan (singkong, pepaya, nasi aking) terhadap kualitas tempe campuran. 2. pada uji kadar protein dan organoleptik tekstur menunjukkan bahwa ada pengaruh berbagai komposisi bahan tambahan (singkong, pepaya, nasi aking) terhadap kualitas tempe campuran, sedangkan pada uji kadar air dan organoleptik lainnya tidak ada pengaruh berbagai komposisi bahan tambahan terhadap kualitas tempe campuran 3. tidak ada interaksi antara penambahan berbagai bahan tambahan dan komposisi pada tempe campuran 4. pada keseluruhan perlakuan, tempe kontrol (kedelai murni) memiliki kandungan protein paling tinggi dengan nilai 19,37%. pada tempe campuran yang memiliki kadar protein paling tinggi yaitu tempe campuran nasi aking dengan kadar protein 18,42 % yang hampir mendekati nilai protein tempe kontrol. kadar protein pada keseluruhan tempe campuran masih berada di atas standar sni yaitu minimal 16,00 %. 5. pada keseluruhan perlakuan, tempe kontrol (kedelai murni) memiliki kadar air paling rendah dengan nilai 46,63%. pada tempe campuran yang memiliki kadar air paling rendah yaitu tempe campuran nasi aking dengan kadar air 47,73 %. kadar air pada keseluruhan tempe campuran masih berada di bawah standar sni yaitu maksimal 65,00 %. 6. bahan tambahan nasi aking berpengaruh paling baik terhadap sifat organoleptik pada tempe campuran yaitu dengan rata-rata nilai 4,93 (sangat suka). 7. hasil penelitian pengaruh berbagai komposisi bahan tambahan (singkong, pepaya, nasi aking) terhadap kualitas tempe campuran dapat dimanfaatkan untuk bahan ajar leflet pada materi bioteknologi sma kelas xii daftar pustaka arief, s. dr. dkk.,1993 media pendidikan pengertian, pengembangan dan pemanfaatannya. pustekkom dikbud dan pt. raja grafindo persada. jakarta aap (american academy of pediatrics) committee on nutrition. 1998. soy proteinbased formulas: recommendations for use in infant feeding. clin. pediatr. 1001:148-153 arifin. 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fachruddin, lisdiana, ir. 2000. budidaya kacang-kacangan. penerbit kanisius. yogyakarta. fauziatul fajaroh dan i wayan dasna. 2007. pembelajaran dengan model siklus belajar (learning cycle). jurusan kimia fmipa um. tersedia di: http://lubisgrafura.wordpress.com/20 07/09/20/pembelajaran-denganmodel-siklus-belajar-learning-cycle/ diakses tanggal 15 oktober 2014, jam 09:34) ferlina, f. 2009. tempe. http://www.adln.lib.unair.ac.id/go.ph jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 146 fatih bisyria dkk, pengaruh penambahan berbagai bahan p. diakses pada tangga l 2 juli 2014 jam 15.30 wib harli, muhammad. 2004. ”intisari kado tempe buat mama”. pt. gramedia:jakarta hidayat, n. 2008. fermentasi tempe. http://ptp2007.files.wordpress.com/ 2008/03/fermentasi-tempe.pdf. diakses pada tanggal 20 mei 2014 jam 14:51 wib hirawan, i kadek a. 2005. model siklus belajar (learning cycle. http://www.scribd.com/doc/1631560 3/model-siklus-belajar. diakses tanggal 27 september 2014 jam 14:31 ika silvia. 2009. pengaruh penambahan variasii inokulum terhadap kualitas tempe biji durian (durio zibethinus). skripsi. fakultas matematika dan ilmu pengetahuan alam. universitas sumatera utara irwan, aep wawan. 2006. budidaya tanaman kedelai (glycine max(l)merill). skripsi. jurusan pertanian ipb kurnia, p., efek fortifikasi fe dan zn pada biskuit yang diolah dari kombinasi tempe dan bekatul untuk menigkatkan kadar albumin anak balita kurang gizi dan anemia. eksplanasi vol. 5 oktober 2010 lustiyatiningsih, t. 2014. uji kadar serat, protein, dan sifat organoleptik pada tempe dari bahan dasar kacang merah (phaseolus vulgaris l) dengan penambahan jagung dan bekatul. fkip ums. russell, j., merritt, & belinda, h. j. 2004. safety of soy-based formulas containingisoflavones: the clinical evidence. american society for nutritional sciences: 1220s-1224s. sartika, a. 2011. analisis permintaan kedelai di indonesia periode 19782008. tesis. fakultas ekonomi. 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(m.antaranews.com/berita/394068/la gi-lagi-balada-kedelai, diakses 27 september 2014) smith, a. k and j. circle, s. 1978. soybears chemistry and technology. the avi pub. company inc. westport connecticut snyder, h.e. and w. know, t. 1987. soyhean untiluzatin. an avi book. published by van nostrad rein hold company, new york soekarto, soewarno t., (1981), penilaian organoleptik, untuk industri pangan dan hasil pertanian, pusbangtepa / food technology development center, institut pertanian bogor sriyadi. 2011. respon konsumen tempe terhadap kenaikan harga kedelai di kabupaten bantul. seminar internasional and call for paper. universitas muhammadiyah yogyakarta. steinkraus, k.h., 1983. indonesian tempeh and related fermentation. dalam : handbook of indigenous fermented foods, ed. k.h., steinkraus dkk. marcel-dekker inc., ny. hal 1-94. 2008. http://www.suaramerdeka.com/haria n/0801/18/nas08.html diakses tanggal 20 mei 2014 jam 10.10 wib sudibyo, elok dkk. 2008. mari belajar ipa. semarang: pt bengawan ilmu. sudjana. 2005. metodologi statistik. bandung: tarsito sugiono. 2010. metode penelitian pendidikan. bandung: alfabeta. suhadi. 2008. diktat: pengembangan sumber belajar biologi. jurdik fmipa. jakarta suharto dan julian. 2009. industri tahu tempe masuk mall.:http://agroindonesia.co.id/2009 /03/17/industri-tahu-tempe-masukmall/diakses tanggal 19 mei 2014 jam 11.08 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 138-147) 147 fatih bisyria dkk, pengaruh penambahan berbagai bahan suharyono, a. s. dan susilowati. 2006. pengaruh jenis tempe dan bahan pengikat terhadap sifat kimia dan organoleptik produk nugget tempe. prosiding seminar hasil-hasil penelitian dan pengabdian kepada masyarakat, universitas lampung, 2006, hal 280-290. http://lemlit.unila.ac.id/file/prosiding /prosidingi2006.pdf (diakses pada tanggal 11 april 2014). sukmadinata, n.s. 2011. metode penelitian pendidikan. bandung: pt remaja rosdakarya sumarno dan harnoto. 1983. kedelai dan cara bercocok tanamnya. pusat penelitian dan pengembangan tanaman pangan. buletin teknik 6:53 hal suprapto, h. 1998. bertanam kedelai. penebar swadaya. jakarta. supriyono. 2003. memproduksi tempe . departemen pendidikan nasional: jakarta 135 vol. 4 no. 2, 2018; pp. 135-142 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 09/03/2018 revised: 26/06/2018 accepted: 09/07/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education citation: yaqin, m. a., indriwati, s. e. & susilo, h. (2018). think-pair-square learning: improving student’s collaborative skills and cognitive learning outcome on animal diversity course. jpbi (jurnal pendidikan biologi indonesia), 4(2), 135-142. https://doi.org/10.22219/jpbi.v4i2.5514 think-pair-square learning: improving student’s collaborative skills and cognitive learning outcome on animal diversity course mustafa ainul yaqin1,*, sri endah indriwati2, and herawati susilo2 1postgraduate-biology education, state university of malang, malang, east java, indonesia 2biology department, state university of malang, malang, east java, indonesia *corresponding email: mustafaainul226@gmail.com abstract empowering collaborative skills and optimizing learning outcomes are essential goals in every course. the aim of this study was to determine the effect of think-pair-square (tps) learning model on student collaborative skills and their cognitive learning outcomes. this study was lesson-study-based classroom action research (car) carried out in two cycles. the subjects of this study consisted of 32 students who took animal diversity course. the car consisted of four phases i.e. planning, action, observation, and reflection. at the action phase, ls was conducted and consist of plan, do, and see. the instruments used were ls observation sheet, collaborative observation sheet, and cognitive test. the observation and test results of the both cycles were calculated and compared each other. there were improvements in the both student’s collaborative skills and cognitive learning outcome as high as 14% and 7.56, respectively. therefore, tps model can strengthen the student’s collaborative skills and cognitive learning outcome. keywords: cognitive learning outcome; collaborative skills; think-pair-square © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction education is a process that facilitates a person or group of people to gain knowledge, skills, and attitudes. education can be managed in formal or informal setting. formal education is divided into several levels, namely early childhood education and kindergarten, elementary school, secondary school, and higher education. some levels of formal education can be experienced in various educational institutions, both public and private. the purpose of various educational institutions in carrying out the process of education is to develop the nation intellectual life. by achieving the goal, the community can build a nation with good moral through education. to meet these objectives, not only does the learning process need to emphasize the concept understanding which is reflected in learning outcomes (fauzi, 2013; sukmawati, ramadani, fauzi, & corebima, 2015), but it also should ensure the empowerment of skills needed in 21st century era, such as metacognition (ramadani, fauzi, sukmawati, & corebima, 2015), critical thinking skills, and collaborative skills (ladd et al., 2014). collaboration is one of social interaction form in society. thus, the skills needed in the interaction must be possessed by students as they graduated (huang et al., 2010; ouellet, sabbagh, bergeron, mayer, & st-onge, 2016). consequently, the efforts in empowering collaborative skills is essential. one of the learning conditions support the efforts is by setting the students to face some communal problems. however, based on the observation results toward b class students in 2016 academic year of the state university of malang on animal biodiversity course on september 30, 2017, the ability of students during working in their teamwork was relatively limited. yet the students solved the problem given without any discussion. this evidence indicated that the students’ collaborative skills were not empowered yet. these skills belong to social behavior for students in which important to be developed in their social life. thus, it is necessary to design the learning which develop https://doi.org/10.22219/jpbi.v4i2.5514 yaqin et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 135-142 136 think-pair-square learning …. the skills through observing and improving the learning process itself. problems that arise in the learning process, including problem in empowering some important skills, is a condition that must be solved by educators. the effort to overcome this kind of learning problem is aimed to increase the learning process. in overcoming various problems that arise, various ways can be used as solutions to solving the problem. various solutions have been reported could solve learning problem in biology learning, such as through the development of learning media or learning source (fauzi, 2017; widiansyah, indriwati, munzil, & fauzi, 2018), the use of model organisms (fauzi & corebima, 2016c, 2016a, 2016b), the application of research activities in the learning process (fauzi, corebima, & zubaidah, 2016; fauzi & ramadani, 2017), as well as the application of cooperative learning (fauzi, 2013; ramadani et al., 2015). cooperative learning is learning model that classifies students with the aim of creating a learning condition that effectively facilitate the improvement of social skills (lavasani, afzali, & afzali, 2011; lie, 2005; strebe, 2013; suprijono, 2009). the advantages of implementing cooperative learning are to give opportunities to students to express and discuss the learning material. the cooperative learning is a learning form that covering all types of group learning. through cooperative learning, the teacher assigns tasks and questions and provides materials and design information to help students to solve the problem. think-pair-square (tps) learning model is the modification of think pair share model that developed by spencer kagan (fisher & frey, 2014; lapp & moss, 2012; strebe, 2013). tps provides students the opportunity to work on their own and work with the others. the syntax of tps is basically similar as think pair share. first, the students think for themselves. second, the students discuss with their partner. finally, the students make a group that consists of four members to solve the existing problems. due to the possibility of conduct problem solving activities during learning process, tps probably can facilitate the improvement of students’ collabarotaive skills. some previous studies used this cooperative learning as the alternative solution to solve the problem in the learning process (erra, portnova, & scanniello, 2010; erra & scanniello, 2011; karyawati, murda, & widiana, 2014; magsino, 2014; scanniello & erra, 2014; tahueyo, martawijaya, & azis, 2013) beside collaborative skills, learning outcomes are one of the goals to be achieved in the learning process (buku, mite, fauzi, widiansyah, & anugerah, 2015; fauzi, 2013; ramadani et al., 2015). the results achieved by the students give an information about the position of their academic success compared to others. learning outcomes can be measured through tests that are often known as learning result tests. moreover, the result of the test can reveal the quality of the learning. previous reports have reported the potency of implementing tps in classroom learning. several previous studies informed the implementation of tps can improve student comprehension of learning material (bennett, 2012; hermiati, 2017). several other reports have reported that the application of this learning model may improve critical thinking skills (sumaryati & sumarmo, 2013), creative thinking skills (utami, 2014), communication skills (talat & chaudhry, 2014), and learning outcomes (isharyadi, 2015; januartini, agustini, & sindu, 2016; karyawati et al., 2014; tahueyo et al., 2013), beside also have impact on students’ participation (zainollah, 2014) and students’ motivation (januartini et al., 2016) during learning process. however, no reports have reported the application of tps as a solution to improve learning outcomes as well as students' collaborative skills. in fact, the stages of the learning process in this model facilitate students to empower their collaborative skills. based on the problems found in the animal biodiversity class and based on the potency of tps model in empowering the learning outcomes and collaborative skills, classroom action research (car) would be conducted in the b class that followed animal biodiversity course. moreover, several recent car reports have informed that ls-based car implementation can provide the learning process more optimally (buku et al., 2015; mustofa et al., 2016). therefore, in order to improve the learning process, lesson study would also be conducted on this car method this study is a lesson study basedclassroom action research (ls-based car). yaqin et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 135-142 think-pair-share learning …. 137 the research was conducted in the department of biology education, the state university of malang in animal biodiversity course. the research subjects were b class students in 2016 academic year. this car consists of two cycles, the first cycle consists of three meetings, while the second cycle consists of four meetings. the course material taught in cycle 1 was “low cordata”, while in cycle 2 was “mammalia”. each car cycle consists of four phases, namely planning, action, observation, and reflection. meanwhile, ls was composed of three phases, namely plan, do, and see. in the planning phase, the lecturers collaborate with ls members to design the lecture plan and arrange the lecture plan at the next meeting. the lecture plan is focused on the studentcentered learning process. learning model that was planned in this research was tps. learning phase in this model was: 1) “thinking”, the lecturer asks a question or issue related to the lesson and asks the students to think independently to solve the issue; 2) “pairing”, the lecturer asks the students to pair up and discuss what they think. interactions during this period can facilitate the students to share their answers to their teammate; 3) “square”, in this final step, the lecturer asks both of partners to meet again in a group of four. the students have the opportunity to share their work in a group of four. in the do phase, there were two main activities, namely: (1) learning activities conducted by lecturers that practice the lesson plans that have been prepared together, and (2) observation activities conducted by other ls members. at the see phase, ls members review the lecture process that has been implemented and the proposed improvement of the next meeting. the research instruments used include of; 1) observation sheets of ls activities; 2) collaboration skill observation sheet; and 3) cognitive tests. the second and third instruments were used as a means of collecting data on collaborative skills and student learning outcomes. therefore, the collaborative skills data were obtained from observation result by the observer and cognitive learning outcomes data were obtained from the test result. some of the indicators used in scoring collaborative skills, were 1) positive interdependence; 2) face-to-face promotive interaction; 3) individual accountability and personal responsibility; 4) interpersonal and small group skills; and 5) group processing. the results of the collaborative skill assessment observation were analyzed by using formula 1 (purwanto, 2014). np = (r/sm) x 100% (1) information: np : percentage rate of achievement collaborative skills r : the total score of all obtained points sm : the maximum score of the total points at the end of car cycle, both collaborative skill and cognitive learning outcomes were analyzed to know the improvement of those parameters from cycle 1 to cycle 2. results and discussion the calculation of students’ collaborative skill at cycle 1 and cycle 2 can be seen in table 1 and table 2. table 1. the average score of all the collaboration skills in cycle 1 and cycle 2 cycles average (%) deviation conclusion 1 79 2 92 14 increasing table 2. the calculation results of collaborative skill in cycles 1 and 2 collaboration skill cycle 1 (%) cycle 2 (%) positif interdependence 80 87 face-to-face promotive interaction 86 96 individual accountability and personal responsibility 88 96 interpersonal and small group skills 80 95 group processing 61 88 based on table 1, student’s collaborative skills scores increased by 14% from cycle 1 to cycle 2. furthermore, based on table 2, improvement of students' collaborative skills occurred in each indicator. each indicator has increased more than 5% and the indicator "group processing" is an indicator that the greatest increase, from 61% to 88%. the results of this study are in line with some previous research reports that also used cooperative learning model (ding et al., 2014; talat & chaudhry, 2014). the improvement of yaqin et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 135-142 138 think-pair-square learning …. collaborative skills through cooperative learning due to in this learning students are divided into small groups, whereas each group member has different abilities. each member of the group is responsible not only for learning the material but also learning to help friends in one group. related to the implementation of tps, the increasing of collaborative skills from cycle 1 to cycle 2 shows that the tps learning model could empower the students' skills in the collaborating with each other. in collaborative skills, several skills related to the collaboration process among students is required. in connection with this, several previous reports reported that the application of tps learning model is able to empower and improve students' communication skills (talat & chaudhry, 2014; zainollah, 2014), students’ social skills (apriliyani, wasis, & supardi, 2015), as well as speaking skills (lubis, 2014). if tps is analyzed in more depth, in this learning model, students’ collaborative skills can be raised at every stage of the tps learning model. the first stage, think, is aimed to introduce the concept of matter in the presence of a given phenomenon. moreover, at this stage, students will think individually about an existing problem since it can open selfawareness in solving a problem by working together. at the stage of pair, students work in pair to solve problems, in which case a paired discussion will appear. in the last stage of the square, 2 pairs of groups will merge into one group to discuss the existing problems so that the discussion will proceed actively (fisher & frey, 2014; lapp & moss, 2012; strebe, 2013). furthermore, tps learning model is a model of cooperative learning that requires students to work together in solving a problem. tps learning model also gives students the opportunity to work on their own and work with others and optimize student participation. moreover, the tps model provides at least eight times more opportunities for each student to be recognized and show their participation to others. this explanation is in line with anas, atmoko, & suyono, (2012) that explained the tps learning model allows the students to work individually or in groups as well as optimize student participation. this condition is essential to empower collaborative skills. moreover, this learning model has also given more opportunities to each student to be recognized and show their participation to others (lie, 2005). in the second parameter, students’ cognitive learning outcomes were also improving from cycle 1 to cycle 2. the improvement of students’ cognitive learning outcome as high as 7.56. the data on students’ cognitive learning outcomes are presented in table 3. the results of this study that indicate tps could improve students’ learning outcome are in line with some previous reports (isharyadi, 2015; januartini et al., 2016; karyawati et al., 2014; tahueyo et al., 2013). table. 3 the average result of cognitive learning in cycle 1 and cycle 2 cycles avarage (%) deviation conclusion 1 77.94 2 87.50 7.56 increasing learning experiences that occur in a learning process will affect the achievement of student learning outcomes (sudjana, 2017). in this regard, the use of appropriate learning models will have a positive impact on student learning outcomes. these positive results are often caused by the selection of instructional models that lead students to be active during learning (savitri & wahyuni, 2013). related to the statement, a previous study has informed the implementation of tps could facilitate students to more active during the learning process in class (zainollah, 2014). the reason, the implementation tps learning model will give students the opportunity to discuss possible ideas and the solutions for a particular problem through discussions activities (scanniello & erra, 2014). related to its syntax, tps learning model designed a paired group consisting of 2 students and each group will discuss and solve the given problem (januartini et al., 2016). from this activity, the quality of learning will improve due to students will more engaged with learning process through interviews, discussion, as well as question and answer activity (suyanto, 2008). furthermore, through tps learning model, it provides an advantage to students to discuss their ideas and provide an opportunity to understand problem solving in different ways. all of these activities will facilitate students to better understand the concepts being studied. yaqin et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 135-142 think-pair-share learning …. 139 collaborative skills and cognitive learning outcomes are two essential components and need to be empowered during learning. if students are not getting an optimal achievement on one or both of these parameters, it may be caused by a less precise learning process. therefore, the selection of appropriate learning models is one key to success in facilitating students to achieve optimum competence. one of the appropriate learning models, in accordance with the results of this study, is tps. conclusion tps is one of the learning models that potentially empowers collaborative skills and cognitive learning outcomes. through this research, this potential was proven. students' collaborative skills and cognitive learning outcomes of students have improved after class b students at biology department, state university of malang followed animal biodiversity course which applying tps learning. based on these findings, it is recommended for biology educators to apply the tps learning model as one of the learning alternatives in their class. references anas, m., atmoko, t., & suyono. 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adalah siswa kelas x is 1 man 3 malang. pelaksanaan penelitian ini terdiri atas dua siklus dan setiap siklus terdiri dari tiga kali pertemuan. data yang diperoleh, dianalisis dengan menggunakan analisis statistik deskriptif kualitatif dan statistik deskriptif kuantitatif. instrumen penelitian yang digunakan adalah lembar observasi, tes, lembar monitoring keterlaksanaan ls dan angket. hasil penelitian ini menunjukkan bahwa melalui penerapan strategi nht dalam setting model pembelajaran stad berbasis ls dapat meningkatkan motivasi dan hasil belajar biologi siswa. motivasi belajar siswa di siklus i sebesar 69% dan meningkat di siklus ii sebesar 86%. sedangkan hasil belajar kognitif, ketuntasan klasikal di siklus i sebesar 74% dan meningkat di siklus ii menjadi 93%. hasil belajar afektif siswa pada siklus i sebesar 93% dan meningkat di siklus ii menjadi 100%. selanjutnya hasil belajar psikomotor siswa juga mengalami peningkatan dari 74% di siklus i menjadi 93% di siklus ii. kata kunci: hasil belajar biologi, lesson study, motivasi, numbered head together, student teams achivement division abstract this study aims to determine the increase of motivation and biology student learning outcomes through the implementation of numbered head together (nht) strategies in setting student teams achievement division (stad) learning model based lesson study (ls). subjects in this study were students of class x is 1 man 3 malang. implementation this study consisted of two cycles and each cycle consisted of three meetings. the data obtained were analyzed using descriptive statistical analysis of qualitative and quantitative descriptive statistics. the research instrument used is the observation sheet, test, monitoring ls sheets and questionnaires. the results of this study indicate that through the implementation of nht strategy in setting stad learning model based ls can improve motivation and learning outcomes biology students. students' motivation in the first cycle of 69% and increased in the second cycle of 86%. while the cognitive learning, classical completeness in the first cycle of 74% and increased in the second cycle to 93%. affective learning outcomes of students in the first cycle by 93% and increased in the second cycle to 100%. furthermore, psychomotor learning outcomes of students also increased from 74% in the first cycle to 93% in the second cycle. keywords: biology learning outcomes, lesson study, motivation, numbered head together, student teams achivement division. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 154-160) muhammad mifta fausan, penerapan strategi numbered 155 pendidikan yang dapat mendukung pembangunan di masa mendatang adalah pendidikan yang mampu mengembangkan potensi siswa, sehingga yang bersangkutan mampu menghadapi dan memecahkan problem kehidupan yang dihadapinya. namun sebuah realita di dalam suatu ruang kelas ketika kegiatan belajar berlangsung, sebagian besar siswa belum belajar ketika guru mengajar. selama guru tersebut belum memberdayakan seluruh potensi dirinya, maka sebagian besar siswa belum belajar sampai pada tingkat pemahaman. hasil observasi yang dilakukan di man 3 malang, khususnya di kelas x is 1 menunjukkan bahwa motivasi siswa untuk belajar biologi masih rendah ditandai dengan kemampuan siswa dalam mengajukan dan menjawab pertanyaan masih kurang, respon terhadap pembelajaran yang masih minim, kemampuan siswa dalam berkomunikasi masih rendah, kerjasama siswa di dalam kelas masih rendah, dan kemampuan pemecahan masalah belum diberdayakan. hal tersebut di atas tentunya tidak boleh terjadi secara terus menerus pada diri siswa karena tidak akan memberdayakan potensi diri yang dimiliki oleh siswa, oleh sebab itu diperlukan suatu strategi pembelajaran yang sistematik dan dikembangkan berdasarkan prinsip konstruktivistik yaitu model pembelajaran kooperatif. model pembelajaran ini mengacu pada metode pembelajaran di mana siswa bekerja bersama dalam kelompok kecil dan saling membantu dalam belajar. siswa yang bekerja dalam situasi pembelajaran kooperatif didorong dan dikehendaki untuk bekerjasama pada suatu tugas bersama, dan mereka harus mengkoordinasikan usahanya untuk menyelesaikan tugas (khan, 2011). salah satu strategi pembelajaran yang memenuhi kriteria tersebut adalah penerapan strategi nht dalam setting model pembelajaran stad berbasis ls. pembelajaran tipe stad merupakan pembelajaran kooperatif yang paling sederhana dibandingkan tipe kooperatif yang lain, dimana terdiri atas komponen utama yaitu meyampaikan tujuan, presentasi kelas, tim, kuis, dan rekognisi tim yaitu berupa pemberian sertifikat atau bentukbentuk penghargaan lainnya pada kelompok (slavin, 2008). selanjutnya model pembelajaran kooperatif tipe nht atau “penomoran berpikir bersama” merupakan suatu jenis pembelajaran kooperatif yang dirancang dengan menggunakan penomoran untuk mempengaruhi pola interaksi siswa agar lebih aktif. sehingga dengan demikian motivasi yang kurang karena masalah yang dihadapi siswa sulit dalam pembelajaran dapat diupayakan dengan adanya rekognisi pada kelompok, karena rekognisi merupakan suatu penguatan (reinforcement) yang dapat membangkitkan motivasi siswa yang pada akhirnya akan berdampak pada peningkatan hasil belajar kognitif, afektif dan psikomotor siswa. selanjutnya perlunya dilaksanakan penelitian tindakan kelas (ptk) berbasis lesson study, karena lesson study adalah model pembinaan profesi pendidik melalui pengkajian pembelajaran kolaboratif dan berkelanjutan berdasarkan prinsip-prinsip kolegalitas dan mutual learning untuk membangun komunitas belajar. metode penelitian penelitian ini merupakan jenis penelitian tindakan kelas (classroom action research). penelitian ini terdiri dari dua siklus, dengan empat tahap pelaksanaan yaitu: perencanaan, pelaksanaan tindakan, observasi/evaluasi dan refleksi. pelaksanaan ptk ini membentuk kolaborasi antara guru dengan peneliti dan antara peneliti dengan observer. subjek dalam penelitian ini adalah seluruh siswa kelas x is 1 man 3 malang yang aktif selama tahun ajaran 2013/2014 dengan jumlah siswa sebanyak 27 orang yang terdiri dari 17 orang perempuan dan 10 orang laki-laki. teknik pengumpulan data yang dilakukan dalam penelitian yaitu: (i) data mengenai keterlaksanaan lesson study, motivasi, hasil belajar afektif dan psikomotor siswa diperoleh dari lembar observasi yang diisi oleh empat orang observer selama proses belajar mengajar berlangsung; (i) data mengenai hasil belajar kognitif siswa diperoleh dari tes tertulis pada setiap akhir siklus i, dan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 154-160) muhammad mifta fausan, penerapan strategi numbered 156 siklus ii. bentuk tes yang digunakan adalah soal pilihan ganda dan essay yang disesuaikan dengan tujuan pembelajaran yang akan dicapai; (iii) angket respon dibagikan ke siswa. angket ini diberikan dengan tujuan untuk mengetahui respon siswa terhadap proses pembelajaran yang telah dilakukan. data yang telah diperoleh dianalisis dengan menggunakan analisis statistik deskriptif kualitatif dan statistik deskriptif kuantitatif. data yang dimaksud, adalah sebagai berikut. a. motivasi belajar siswa cara menganalisis motivasi belajar siswa, yaitu dengan memperhatikan setiap deskriptor motivasi yang muncul dari siswa dalam kelompok yang diamati. persentase motivasi belajar siswa merujuk pada tabel 1. b. keterlaksanaan langkah-langkah ls menurut susilo (2010), keterlaksanaan langkah-langkah ls terdiri dari keterlaksanaan perencanaan (plan), keterlaksanaan tahap pelaksanaan (do) sesuai dengan sintaks model pembelajaran yang digunakan dan keterlaksanaan tahap refleksi (see). persentase keterlaksanaan langkah-langkah ls = . data persentase tersebut dikategorikan melalui persentase taraf keberhasilan kegiatan seperti yang disajikan dalam tabel 1. tabel 1. persentase keterlaksanaan langkah-langkah ls persentase keberhasilan (%) taraf keberhasilan nilai dengan huruf 85 – 100 75 – 84 60 – 74 40 – 59 0 – 39 sangat tinggi tinggi cukup kurang sangat kurang a b c d e . c. hasil belajar siswa hasil belajar biologi siswa diperoleh dengan merata-rata nilai evaluasi di akhir siklus lalu dianalisis dengan menggunakan rumus yang diadaptasi dari arikunto (2009) yaitu: hasil belajar siswa = x 100. ketuntasan belajar siswa dilihat berdasarkan kriteria ketuntasan minimal (kkm) yang telah ditetapkan oleh sekolah untuk mata pelajaran biologi, yaitu: (i) tuntas jika siswa memperoleh skor 75-100, (ii) tidak tuntas jika siswa memperoleh skor 0-74. dalam penelitian ini, taraf ketuntasan belajar siswa secara perorangan minimal mencapai skor 75 serta ketuntasan belajar secara klasikal minimal mencapai 85% dari jumlah siswa. d. angket respon siswa angket respon siswa digunakan untuk mengetahui respon siswa setelah pelaksanaan lesson study. analisis angket respon siswa dilakukan dengan menggunakan rumus yang diadaptasi dari hutami (2011), yaitu: persentase kemunculan deskriptor = x 100. data persentase tersebut dikategorikan melalui persentase taraf keberhasilan yang diadaptasi dari yamasari (2010) sebagai berikut. 85% rs : sangat positif 70% rs 85% : positif 50% rs 70% : kurang positif rs 50%: tidak positif rs adalah respon siswa terhadap deskriptor tertentu prosedur penelitian tindakan kelas ini dapat dijabarkan sebagai berikut: a. tahap perencanaan. tahap kegiatan perencanaan pada siklus i yaitu: (i) melakukan observasi awal dengan melakukan wawancara kepada guru biologi kelas x is 1, mengamati proses pembelajaran, (ii) menyusun rpp dan lks, (iii) menyusun lembar monitoring keterlaksanaan ls mulai dari tahap plan, do, dan see, (iv) menyusun deskriptor pada lembar observasi motivasi siswa selama proses pembelajaran, (v) menyusun deskriptor pada lembar instrument penilaian hasil belajar afektif dan psikomotor siswa, (vi) membuat format jurnal belajar untuk siswa, (vii) menyusun instrumen berupa tes hasil belajar kognitif, (viii) menyusun deskriptor lembar angket respon siswa terhadap pelaksanaan pembelajaran, (ix) membagi anggota kelompok secara heterogen. b. tahap pelaksanaan tindakan. pelaksanaan tindakan yang dilakukan pada siklus i ini jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 154-160) muhammad mifta fausan, penerapan strategi numbered 157 adalah 3 kali pertemuan dengan menerapkan strategi nht dalam setting model pembelajaran stad berbasis ls. c. tahap observasi dan evaluasi. pada prinsipnya tahap ini dilakukan selama penelitian berlangsung, adapun kegiatan yang dilakukan yaitu: (i) peneliti dan observer melakukan pengamatan pada saat proses pembelajaran berlangsung dengan menggunakan lembar observasi untuk melihat motivasi belajar siswa, dan pada tahap ini juga observer mengisi lembar monitoring keterlaksanaan tahap pelaksanaan (do), (ii) mengumpulkan data hasil observasi motivasi belajar siswa. hasil belajar kognitif biologi siswa melalui tes, sementara untuk ranah afektif dan psikomotor melalui lembar observasi yang diisi oleh 4 orang observer, (iii) melakukan evaluasi terhadap data yang telah didapatkan. d. tahap refleksi. refleksi merupakan evaluasi tindakan yang dilakukan oleh peneliti bersama tim lesson study. refleksi yang dimaksudkan adalah pengkajian terhadap keberhasilan atau kegagalan pencapaian tujuan atau hasil sementara. hasil analisis data yang dilaksanakan pada tahap ini akan digunakan sebagai acuan untuk menentukan tindakan pada siklus berikutnya. hasil dan pembahasan hasil penelitian motivasi belajar siswa berdasarkan pelaksanaan tindakan yang telah dilakukan maka data hasil pengamatan tentang aspek motivasi belajar siswa kelas x is 1 man 3 malang pada siklus i dan siklus ii dapat dilihat dalam tabel 2. tabel 2. persentase motivasi belajar siswa siklus i dan siklus ii no. aspek motivasi belajar siswa persentase motivasi taraf keberhasilan siklus i siklus ii siklus i siklus ii 1 minat 67 % 81 % cukup tinggi 2 perhatian 59 % 86 % kurang sangat tinggi 3 konsentrasi 74 % 84 % cukup tinggi 4 ketekunan 78 % 93 % cukup sangat tinggi rata-rata kelas 69 % 86 % cukup sangat tinggi hasil belajar siswa untuk mengetahui hasil belajar kognitif biologi siswa kelas x is 1 man 3 malang, maka dilakukan pemberian tes kepada siswa di setiap akhir siklus. adapun hasil belajar siswa dapat dilihat dalam tabel 3.. tabel 3. persentase hasil belajar kognitif siswa pada siklus i dan siklus ii siklus ketuntasan belajar jumlah siswa ketuntasan klasikal i tuntas 20 74 % tidak tuntas 7 26 % ii tuntas 25 93 % tidak tuntas 2 7 % hasil belajar afektif siswa merupakan sikap siswa selama kegiatan pembelajaran berlangsung, yang diamati oleh observer dengan menggunakan lembar instrumen penilaian hasil belajar afektif siswa. hasil penilaian observer selama siklus i dan ii terhadap afektif siswa dapat dilihat dalam tabel 4. tabel 4. persentase hasil belajar afektif siswa pada siklus i dan siklus ii siklus ketuntasan belajar jumlah siswa ketuntasan klasikal i tuntas 25 93 % tidak tuntas 2 7 % ii tuntas 27 100 % tidak tuntas 0 0 % hasil belajar psikomotor siswa menggambarkan skor yang diperoleh siswa setelah melaksanakan praktikum di siklus i dan di siklus ii. hasil belajar ini diperoleh dari lembar instrumen penilaian hasil belajar psikomotor siswa yang diisi oleh observer jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 154-160) muhammad mifta fausan, penerapan strategi numbered 158 selama kegiatan praktikum. adapun persentase hasil belajar psikomotor siswa pada siklus i dan siklus ii dapat dilihat dalam tabel 5. tabel 5. persentase hasil belajar psikomotor siswa pada siklus i dan siklus ii siklus ketuntasan belajar jumlah siswa ketuntasan klasikal i tuntas 20 74 % tidak tuntas 7 26 % ii tuntas 25 93 % tidak tuntas 2 7 % 3.1.3. keterlaksanaan langkah lesson study keterlaksanaan lesson study dideskripsikan setiap lesson study dan dikelompokkan tiap kali pertemuan. data hasil observasi keterlaksanaan lesson study dapat dilihat pada tabel 6. tabel 6. persentase keterlaksanaan langkahlangkah ls sikl us perte muan keterlaksana an (%) ratarata (%) taraf keter laksa naan plan do see i 1 72 70 79 73 cukup 2 77 75 82 78 tinggi rata-rata siklus i 75 73 81 76 tinggi ii 1 80 90 100 90 sangat tinggi 2 86 100 100 95 sangat tinggi rata-rata siklus ii 83 95 100 93 sangat tinggi pembahasan penerapan strategi nht dalam setting model pembelajaran kooperatif tipe stad berbasis ls dari siklus i ke siklus ii telah memperlihatkan peningkatan pada semua aspek motivasi yang diamati yaitu: perhatian, minat, konsentrasi dan ketekunan. pada siklus i motivasi belajar siswa baru mencapai 67% (termasuk dalam kategori cukup). hal ini mungkin saja dikarenakan masih kurangnya motivasi yang diberikan oleh peneliti di awal pembelajaran, dan penguasaan kelas oleh peneliti masih kurang, sehingga siswa terkesan biasa-biasa saja dan menganggap pembelajaran biologi pada hari tersebut sama saja dengan pembelajaran biologi pada pertemuan sebelumnya yang sarat dengan metode konvensional. selanjutnya mengalami peningkatan di siklus ii menjadi 81% (termasuk dalam kategori tinggi). hal ini dikarenakan setelah dilaksanakan refleksi, maka peneliti mendapatkan saran dan masukan yang sangat berharga dari anggota ls yaitu peneliti hendaknya menciptakan suasana pembelajaran yang menyenangkan dan lebih memperhatikan siswa yang berkemampuan akademik rendah, dengan memberikan pemahaman, memotivasi dan perhatian lebih agar lebih giat dalam belajar, sehingga peneliti menerapkannya di pertemuan selanjutnya yang pada akhirnya menyebabkan motivasi siswa menjadi meningkat di siklus ii. hal tersebut tentunya senada dengan nasution (2006) yang menyatakan bahwa untuk menjadikan siswa tekun belajar yang utama adalah memberi kemungkinan pada siswa untuk melakukan sesuatu tugas dengan baik. penerapan strategi nht dalam setting model pembelajaran kooperatif tipe stad berbasis ls juga terbukti dapat meningkatkan hasil belajar biologi siswa, untuk hasil belajar kognitif ketuntasan klasikal di siklus i sebesar 74% dan di siklus ii menjadi 93%, hasil belajar afektif siswa pada siklus i sebesar 93% dan di siklus ii menjadi 100%, sementara hasil belajar psikomotor siswa juga mengalami peningkatan dari 74% di siklus i menjadi 93% di siklus ii. peningkatan ini sangatlah wajar terjadi karena ada beberapa penelitian telah membuktikan bahwa ternyata motivasi siswa sangat berpengaruh terhadap hasil belajarnya. pada paparan sebelumnya telah dijelaskan jika dalam penelitian ini aspek motivasi siswa telah mengalami peningkatan dari siklus i ke siklus ii sehingga sangat wajar jika hasil belajarnya juga meningkat. hal ini senada dengan yang diungkapkan oleh susanto (2005) yang menyatakan bahwa hasil belajar siswa secara langsung maupun tidak langsung dipengaruhi oleh motivasi belajar siswa terdapat hubungan yang kuat antara motivasi dengan hasil belajar. siswa yang memiliki motivasi tinggi akan lebih bersemangat dalam melakukam aktivitas belajarnya serta cenderung mempunyai prestasi belajar yang tinggi. selanjutnya terkait strategi nht, hasil penelitian fausan (2011) menunjukkan bahwa penerapan model pembelajaran kooperatif tipe numbered head jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 154-160) muhammad mifta fausan, penerapan strategi numbered 159 together (nht) dapat meningkatkan aktivitas dan hasil belajar pada konsep ekosistem bagi siswa kelas vii.a, smp negeri 5 takalar dengan persentase aktivitas 63% pada siklus i dan 72% pada siklus ii. sedangkan persentase hasil belajar 42,86% pada siklus i dan 67,86% pada siklus ii. terkait pembelajaran tipe stad, wyk (2012) melaporkan bahwa terjadi peningkatan aktivitas, sikap positif, dan prestasi siswa yang signifikan dalam pembelajaran dengan menerapkan stad. keberhasilan dalam penelitian ini tentunya tidak lepas dari adanya kegiatan lesson study yang dilaksanakan disetiap kali pertemuan. artinya ls disini secara langsung maupun tidak langsung memberikan kontribusi yang sangat banyak dalam memperbaiki kualitas pembelajaran di kelas yang pada akhirnya tercipta suasana yang menyenagkan dan endingnya adalah hasil belajar siswa meningkat. hasil analisis data yang telah dilakukan menunjukkan bahwa kualitas keterlaksanaan ls selama siklus i berada pada kategori tinggi dengan rata-rata keterlaksanaan plan, do dan see sebesar 76%. selanjutnya pada siklus ii mengalami peningkatan menjadi 93 % dengan kategori sangat tinggi. hal ini dapat terlaksana dengan baik karena di dalam kegiatan ls memang sangat tercipta kolegalitas dan mutual learning. hal tersebut sangat sejalan dengan yang diungkapkan oleh (ibrohim, 2010) yang mengatakan bahwa sebenarnya lesson study adalah model pembinaan profesi pendidik melalui pengkajian pembelajaran kolaboratif dan berkelanjutan berdasarkan prinsip-prinsip kolegalitas dan mutual learning untuk membangun komunitas belajar. terkait analisis respon siswa terhadap penerapan strategi nht dalam setting model pembelajaran kooperatif tipe stad berbasis ls sudah menunjukkan hal yang positif, respon siswa sebenarnya sangat penting dilakukan setelah selesai melaksanakan pembelajaran karena dari respon siswa itulah kita bisa melihat keefektifan penerapan strategi dalam pembelajaran. seperti dalam penelitian ini respon positif siswa pada siklus i adalah ratarata 74% dan mengalami peningkatan menjadi rata-rata 80% di siklus ii, dengan demikian penerapan strategi ini termasuk sangat efektif dan dapat diterapkan pada mata pelajaran lain. kesimpulan berdasarkan hasil penelitian dan pembahasan, maka dapat disimpulkan sebagai berukut: 1. penerapan penerapan strategi nht dalam setting model pembelajaran stad berbasis ls dapat meningkatkan motivasi belajar biologi siswa kelas x man 3 malang. adapun persentase motivasi belajar siswa di siklus i sebesar 69% dan meningkat menjadi 86%. 2. penerapan strategi nht dalam setting model pembelajaran stad berbasis ls dapat meningkatkan hasil belajar biologi siswa kelas x man 3 malang. untuk hasil belajar kognitif, ketuntasan klasikal di siklus i sebesar 74% dan di siklus ii menjadi 93%. sedangkan untuk hasil belajar afektif siswa pada siklus i sebesar 93% dan disiklus ii menjadi 100%. sementara hasil belajar psikomotor siswa juga mengalami peningkatan dari 74% di siklus i menjadi 93% di siklus ii. daftar rujukan arikunto, s. 2009. dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. fausan, m. m. 2011. penerapan model pembelajaran kooperatif tipe numbered head together untuk meningkatkan aktivitas dan hasil belajar pada konsep ekosistem bagi siswa kelas vii.a, smpn 5 takalar. journal chemica, volume 12(1), halaman 40-46. hutami, p. a. 2011. implementasi ppl berbasis ls untuk meningkatkan kemampuan pedagogik guru dan hasil belajar siswa kelas x-2 sma brawijaya smart school malang. skripsi tidak diterbitkan. malang: fmipa universitas negeri malang. ibrohim. 2010. workshop lesson study untuk mahasiswa, guru, dan dosen fmipa um semester genap, 28 desember 2010. fmipa: um. khan, g. n. 2011. effect of student’s team achievement division (stad) on jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 154-160) muhammad mifta fausan, penerapan strategi numbered 160 academic achievement of students. international journal asian social science, volume 7(12), halaman 211215. nasution, a. m. 2006. kurikulum dan pengajaran. jakarta: pt. bumi aksara. slavin, e. r. 2008. cooperative learning. bandung: nusa media. susanto, p. 2005. buku petunjuk teknis praktik pengalaman lapangan bidang studi pendidikan biologi. malang: upt ppl um. susilo, h. 2010. lesson study berbasis mgmp sebagai sarana pengembangan keprofesionalan guru. malang: surya pena gemilang publishing. wyk, m. m. 2012. the effects of the stadcooperative learning method on student achievement, attitude and motivation in economics education. international journal social science, volume 33(2), halaman 261-270. jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 114 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 analisis isi, penyajian materi dan keterbacaan dalam buku teks ipa kurikulum 2013 smp kelas vii semester 1 the content analysis, material presentation, and readability of curriculum 2013 science textbook for 1st semester of junior high school 7th grade endik deni nugroho1, vlorensius2, laila rasidah h.3, nur anisa4 1,2,3,4jurusan biologi, universitas borneo tarakan, jl. amal lama no. 1, tarakan, kalimantan utara e-mail korespondensi: endwi.2011@gmail.com abstrak berdasarkan hasil observasi awal terhadap 2 buku teks ipa kelas vii materi biologi, kurikulum 2013 semester i dan ii ternyata ditemukan kesalahan penyajian materi dan keterbacaan. penelitian ini bertujuan membandingkan dan menemukan kesesuain isi buku dengan standar kompetensi dan kompetensi dasar, tingkat keterbacaan, penyajian materi, dan pendukung materi dalam buku teks ipa kelas vii, serta mengukur keterbacaan siswa. penelitian ini menggunakan pendekatan deskriptif kualitatif, dengan analisis dokumen. pengambilan sumber data dilakukan purposive, teknik pengumpulan dengan trianggulasi, analisis data bersifat induktif/kualitatif, dan hasil penelitian menekankan pada makna. hasil penelitian menunjukkan buku teks ipa terpadu terbitan eg dan ipa terbitan kemendikbud semester i dan ii memenuhi standar kompetensi inti dan kompetensi dasar pada silabus kurikulum 2013 serta memenuhi standar buku yang dapat digunakan dalam pembelajaran. hasil analisis menunjukkan adanya kesalahan penyajian konsep berjumlah 5, sedangkan untuk penyajian prinsip dan ilustrasi materi tidak ditemukan kesalahan. buku ipa terpadu semester ii tidak memiliki kesalahan penyampaian konsep, prinsip, dan ilustrasi materi. buku teks ipa semester i memiliki kesalahan penyajian konsep berjumlah 8 dan kesalahan penyajian ilustrasi materi berjumlah 8. secara umum, tingkat keterbacaan buku teks ipa terpadu dan ipa semester i dan ii tidak sesuai untuk siswa. kata kunci: analisis isi, penyajian materi, keterbacaan buku, keterbacaan oleh siswa, kurikulum 2013 abstract based on the early observation by researchers of the two science textbooks 7th grade about biological material, 1st and 2nd semester of curriculum 2013, there were errors in the material presentation and legibility. this study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook vii grade, 1st and 2nd semester and measured student legibility. this study used a qualitative descriptive approach by using document analysis. the data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. this research results showed that the integrated sciences and sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. the results of the analysis conducted in misstatement concept and principles and material llustration in the integrated science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. in the book integrated sciences there was no delivery errors concept, principle, and material illustration. science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. in general, integrated sciences and sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students. keywords: contents analysis, presentation materials, book readability, student legibility, curriculum 2013 buku teks yang digunakan guru dan peserta didik pada jenjang kelas yang sama atau setidaknya dalam satu kelas adalah buku teks yang sama. buku teks yang digunakan guru dan peserta didik pada jenjang kelas yang sama sudah seharusnya memiliki standar yang sama. penggunaan buku teks tidak dapat dipisahkan dalam kegiatan pembelajaran. buku teks menjadi sumber informasi yang memiliki peran penting sehingga diharapkan memiliki kualitas yang baik, dan memenuhi kriteria standar https://doi.org/10.22219/jpbi.v3i2.3904 mailto:endwi.2011@gmail.com jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 115 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 tertentu. berdasarkan hasil observasi awal yang peneliti lakukan terhadap 2 buku teks ipa kelas vii (terbitan eg dan terbitan kemendikbud) materi biologi kurikulum 2013 semester i dan ii ternyata ditemukan beberapa kesalahan mengenai penyampaian konsep. semakin mudahnya pendidik dan peserta didik mendapatkan bahan ajar berupa buku teks, hal ini membuat peneliti ingin melakukan sebuah penelitian untuk mengetahui kelebihan ataupun kekurangan dari buku-buku teks yang saat ini beredar dan digunakan di setiap sekolah yang telah menerapkan kurikulum 2013 di sekolah tersebut. penelitian ini bertujuan untuk menganalisis beberapa aspek yaitu membandingkan dan menemukan kesesuain isi buku dengan standar kompetensi dan kompetensi dasar (sk dan kd), tingkat keterbacaan, penyajian materi (konsep, prinsip, dan ilustrasi materi) dan pendukung materi dalam buku teks ipa kelas vii semester i dan ii pada kurikulum 2013. penelitian ini bertujuan membandingkan isi buku dari kedua penerbit yaitu eg dan kemendikbud serta menemukan kesesuain isi buku dengan standar isi. penelitian ini juga bertujuan untuk mengukur tingkat keterbacaan buku oleh siswa. metode penelitian ini menggunakan jenis penelitian deskriptif kualitatif dengan pendekatan analisis dokumen. prosedur penelitian terdiri dari 1) analisis kesesuaian isi dan penyajian materi yang meliputi analisis terhadap kesesuaian isi buku dengan kompetensi inti dan kompetensi dasar (ki dan kd), dan penyajian materi yang meliputi konsep, prinsip dan ilustrasi materi dalam buku teks ipa kelas vii semester i & ii. 2) pengukuran tingkat keterbacaan dengan langkah-langkah sebagai berikut: 1) memilih tiga penggalan teks yang representatif dari keseluruhan teks, terdiri dari penggalan bagian depan, tengah, dan belakang buku. setiap penggalan diambil seratus kata, kemudian dihitung jumlah kalimat dan suku kata dalam seratus kata tersebut. 2) penghitungan jumlah kalimat, kata terakhir pada penggalan seratus kata tidak selalu terdapat di akhir kalimat, sehingga ada sisa kata yang tidak masuk hitungan, tetapi merupakan bagian dari deretan kata-kata yang membentuk satu kalimat. pengambilan sampel teks berpatokan pada seratus kata, maka kalimat yang tidak utuh diperhitungkan dalam bentuk desimal. hal ini dapat dicontohkan dalam seratus kata tersebut terdapat sebelas kalimat utuh dan satu kalimat tidak utuh. satu kalimat tidak utuh tersebut jika dilihat keseluruhan sampai akhir (titik) dirangkai oleh sepuluh kata, tetapi karena perhitungan kata terakhir harus berhenti. 3) kalimat tidak utuh ini adalah jumlah kata dalam kalimat sampai hitungan ke seratus (8 kata) dibagi jumlah seluruh kata peyusun kalimat (10 kata). perhitungan desimal kalimat yang tidak utuh sama dengan 8/10= 0,8. jumlah kalimat dalam penggalan seratus kata sama dengan 11 (kalimat utuh) + 0,8 (kalimat tidak utuh) = 11,8. 4) mengalikan hasil penghitungan suku kata dengan angka 0,6. 5) penggunaan teks pendek maka harus mengkonversi jumlah suku kata dengan angka-angka yang ada dalam daftar konversi yang disajikan pada tabel 1. https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 116 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 tabel 1. daftar konversi tingkat keterbacaan jumlah kata dalam teks bilangan konversi suku kata 30 3.3 40 2.5 50 2.0 60 1.67 70 1.43 80 1.25 90 1.1 (sumber: hidayati, 2005) 6) mengambil nilai rata-rata dari jumlah suku kata dan kalimat dari ketiga penggalan kata. 7) memplotkan nilai rata-rata jumlah suku kata dan kalimat dalam grafik fry). gambar 1. grafik fry (sumber: www.readabilityfor mulas.com/graphics/frygraph2lg.jpg). 8) menentukan tingkat kelas dan kriteria keterbacaan. intrumen penelitian terdiri dari lembar wawancara dan lembar observasi. teknik pengumpulan data dengan cara observasi, wawancara, dokumentasi. analisis data dalam penelitian ini dilakukan setelah data diperoleh melalui beberapa tahap yaitu: data reduction, data display, dan conclusion drawing/verification. hasil dan pembahasan analisis kesesuaian isi dengan kompetensi inti (ki) dan kompetensi dasar (kd) keseluruhan rata-rata persentase hasil penilaian analisis kesalahan konsep dan prinsip serta ilustrasi materi biologi dalam buku teks ipa kurikulum 2013 smp kelas vii semester i untuk mengetahui kesesuaian isi buku teks ipa materi biologi kelas vii dengan kompetensi inti (ki) dan kompetensi dasar (kd) pada kedua buku teks pelajaran didapatkan nilai rata-rata, yaitu 85%. angka yang diperoleh dari kegiatan analisis pada kompetensi inti (ki) dan kompetensi dasar (kd) memperoleh nilai yang tinggi dengan kriteria baik maka ke-2 buku tersebut secara umum memenuhi standar dari kompetensi inti (ki) dan kompetensi dasar (kd) pada silabus kurikulum 2013. buku teks ipa terpadu terbitan eg semester 1 memperoleh nilai 73% dengan kriteria baik pada materi ciri-ciri makhluk hidup, 80% dengan kriteria baik pada materi klasifikasi makhluk hidup dan 80% dengan kriteria baik pada materi organisasi kehidupan. pada dasarnya buku teks ipa terpadu semester 1 merupakan buku teks yang diterbitkan oleh salah satu penerbit swasta yaitu eg yang dalam proses pembuatannya lebih menekankan pada kebutuhan pendidik dan peserta didik. kompetensi yang didapatkan berupa uraian materi buku teks ipa terpadu terbitan eg lebih baik, sedangkan untuk sub komponen yang kurang atau cukup bab tersebut masih dapat digunakan dalam proses pembelajaran, namun demikian perlu adanya penambahan materi untuk materi yang belum mencapai kompetensi dasar (kd). angka tertinggi yang diperoleh dari hasil analisis kesesuaian isi buku teks ipa materi biologi dengan kompetensi inti (ki) dan kompetensi dasar (kd), yaitu 93% dengan kriteria baik yang terdapat pada buku teks ilmu pengetahuan alam terbitan kemendikbud (bse). angka ini merupakan angka tertinggi yang diperoleh dari ke-2 buku yang dianalisis. hal ini disebabkan karena buku teks ilmu https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 117 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 pengetahuan alam terbitan kemendikbud merupakan buku yang diterbitkan dengan berpedoman pada silabus dalam proses pembuatannya. sehingga angka analisis yang diperoleh hampir sempurna. buku teks ipa kurikulum 2013 smp kelas vii semester ii diketahui adanya kesesuaian isi buku teks ipa materi biologi kelas vii dengan kompetensi inti (ki) dan kompetensi dasar (kd) pada kedua buku teks pelajaran didapatkan nilai rata-rata, yaitu 92%. angka yang diperoleh dari kegiatan analisis pada kompetensi inti (ki) dan kompetensi dasar (kd) memperoleh nilai yang sangat tinggi dengan ini ke-2 buku tersebut secara umum memenuhi standar dari kompetensi inti (ki) dan kompetensi dasar (kd) pada silabus kurikulum 2013. angka terendah yang diperoleh dari hasil analisis kesesuaian isi buku teks ipa materi biologi dengan kompetensi inti (ki) dan kompetensi dasar (kd), yaitu 83% yang terdapat pada buku teks ipa terpadu terbitan eg. beberapa dari point tersebut memperoleh kriteria kurang, hal ini dikarenakan indikator yang tersedia pada buku tidak sama dengan silabus. akan tetapi materi pada bab tersebut dapat digunakan dalam proses pembelajaran. hal ini dapat diperbaiki dengan adanya penambahan materi untuk materi yang belum mencapai pada masing-masing kompetensi dasar (kd). guru diharapkan dapat menambah atau melengkapi materi dengan menyunting dan mengkonversi. angka tertinggi yang diperoleh dari hasil analisis kesesuaian isi buku teks ipa materi biologi dengan kompetensi inti (ki) dan kompetensi dasar (kd), yaitu 97% yang terdapat pada buku teks ilmu pengetahuan alam terbitan kemendikbud. angka ini merupakan angka tertinggi yang diperoleh dari ke-2 buku yang dianalisis. hal ini disebabkan karena buku teks ilmu pengetahuan alam terbitan kemendikbud merupakan buku yang diterbitkan dengan perpedoman pada silabus dalam proses pembuatannya. namun, terdapat satu indikator yang memperoleh kriteria kurang hal ini dikarenakan indikator yang tersedia pada buku kurang memotivasi siswa untuk mengenal materi pada awal pembelajaran. buku teks ipa (terbitan eg ataupun kemendikbud) juga memenuhi standar buku yang dapat digunakan dalam proses pembelajaran. bahan ajar seperti buku teks memiliki beberapa karakteristik yang dapat digunakan dalam proses pembelajaran, yaitu self instructional, self contained, stand alone, adaptive, dan user friendly (widodo et al., 2013; lestari, 2013). kesalahan pada penyajian konsep dan prinsip serta ilustrasi materi biologi dalam buku teks ipa smp kelas vii semester i dan ii. terlihat pada tabel 1, kesalahan penyajian konsep yang terdapat pada sampel ke-1 yakni buku teks ipa terpadu (eg) berjumlah 5, sedangkan pada sampel ke-2 yakni buku ilmu pengetahuan alam (bse) berjumlah 21. kesalahan konsep yang terjadi harus segera diperbaiki agar tidak menimbulkan miskonsepsi pada penyampaian materi biologi buku teks ipa. ibrahim (2011) berpendapat bahwa mata pelajaran ipa dibangun dari konsep-konsep dan penjelasan yang benar di dalam biologi dan harus dibangun pula dari konsep yang benar. kesalahan dalam penyampaian ilustrasi materi juga terlihat pada buku ilmu pengetahuan alam yang diterbitkan oleh kemedikbud semester i dan ii berjumlah 9. https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 118 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 tabel 1. keterangan kategori kesalahan penyajian konsep dan prinsip serta ilustrasi materi beserta dengan indikatornya pada buku teks ipa terpadu terbitan eg no. semester bab halaman kategori kesalahan indikator kesalahan 1. 1 2 40 konsep rangkaian kata 2. 3 67 konsep rangkaian kata 3. 4 78 konsep rangkaian kata 4. 4 79 konsep rangkaian kata 5. 4 85 konsep rangkaian kata 6 2 7 tabel 2. keterangan kategori kesalahan penyajian konsep dan prinsip serta ilustrasi materi beserta dengan indikatornya pada buku teks ilmu pengetahuan alam (bse) terbitan kemendikbud no semester bab halaman kategori kesalahan indikator kesalahan 1. 1 2 31 konsep rangkaian kata 2. 2 31 ilustrasi materi keterangan gambar 3. 3 52 konsep definisi penyajian konsep 4. 3 53 ilustrasi materi keterangan gambar 5. 3 72 konsep rangkaian kata 6. 3 77 konsep rangkaian kata 7. 3 81 ilustrasi materi gambar 8. 3 83 konsep rangkaian kata 9. 3 85 ilustrasi materi keterangan gambar 10. 3 86 konsep rangkaian kata 11 4 93 ilustrasi materi keterangan gambar 12. 4 98 ilustrasi materi gambar 13. 4 101 konsep rangkaian kata 14. 4 103 konsep rangkaian kata 15. 4 109 ilustrasi materi gambar 16. 4 110 ilustrasi materi gambar 17 2 6 130 konsep definisi penyajian konsep 18 6 130 konsep abstraksi 19 6 130 konsep definisi penyajian konsep 20 6 136 konsep definisi penyajian konsep 21 9 185 ilustrasi materi keterangan 22 9 185 konsep abstraksi 23 9 186 konsep rangkaian kata 24 9 186 konsep rangkaian kata 25 9 186 konsep rangkaian kata 26 9 186 konsep rangkaian kata 27 9 188 konsep definisi penyajian konsep 28 9 188 konsep rangkaian kata 29 9 188 konsep rangkaian kata 30 99 188 konsep rangkaian kata hal ini menunjukan bahwa beberapa penyampaian ilustrasi materi berupa gambar yang tidak serasi atau tidak seimbang dengan penjelasan dan keterangan yang diberikan. penyampaian ilustrasi materi sebaiknya ditampilkan sesuai dengan fakta yang ada. selain itu, analisis ilustrasi materi tidak hanya menganalisis kesalahan yang terdapat pada gambar dan keterangan gambar. analisis ilustrasi materi kesalahan tidak hanya terdapat pada gambar, dan keterangan tulisan gambar, akan tetapi ada penyebab kenapa ilustrasi itu mengalami kesalahan, baik dipengaruhi oleh konsep atau prinsip. penulisan buku teks harus lebih berpedoman pada peningkatan literasi ilmiah siswa. selain itu, buku teks ilmu pengetahuan alam sebagai bahan ajar dan sumber informasi yang banyak digunakan guru dan siswa seharusnya menyajikan konsep, prinsip dan ilustrasi materi dalam isi bukunya yang sesuai dengan keadaan atau fakta yang ada karena buku teks https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 119 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 pelajaran merupakan salah satu variabel penting dalam keberhasilan pembelajaran. buku teks ilmu pengetahuan alam merupakan peralatan pokok dalam pendidikan ilmu pengetahuan alam. setelah menyelesaikan pendidikan formal, setiap individu akan tetap mengikuti sains, sebagian besar melalui membaca seperti laporan media. buku teks ilmu pengetahuan alam yang baik harus menggambarkan ilmu pengetahuan alam disetiap sisinya dengan baik dan benar. belajar ilmu pengetahuan alam berkaitan dengan usaha mencari penjelasan terhadap fenomena alam. buku teks pelajaran dapat digunakan untuk meningkatkan kualitas ilmu pengetahuan alam siswa untuk lebih melek ilmiah dan berliterasi ilmiah (ariningrum, 2013). buku teks ilmu pengetahuan alam seharusnya disajikan secara seimbang pada pada isi/materi buku. keseimbangan dalam isi/materi buku mengakibatkan tingkat literasi ilmiah siswa dapat meningkat yang juga dapat meningkatkan mutu pedidikan ilmu pengetahuan alam siswa. sampel ke-2 dalam penelitian ini, baik ipa terpadu terbitan eg dan buku ilmu pengetahuan alam (bse) terbitan kemendikbud masing-masing memiliki kelebihan dan kekurangan pada penyajian data berupa materi. untuk buku ipa terpadu terbitan eg memiliki jumlah kesalahan penyajian konsep dan prinsip serta ilustrasi materi yang lebih sedikit dibandingkan dengan buku teks ilmu pengetahuan alam (bse) terbitan kemendikbud. ke-2 buku tersebut dinyatakan layak untuk digunakan dalam kegiatan pembelajaran tetapi disarankan materi yang kurang guru dan peserta didik harus mampu menambahkan dengan menggunakan referensi lain. tindaklanjut dari penelitian ini memberitahukan kepihak sekolah khususnya guru mata pelajaran ipa mengenai kelebihan dan kekurangan dari ke-2 buku yang dianalisis. tingkat keterbacaan buku pelajaran dalam buku teks ipa smp kelas vii semester i dan ii terlihat pada tabel 5 dan 6 bahwa keterbacaan buku buku teks ipa terbitan bse semester i menunjukan kesesuaian untuk siswa. sedangkan, pada buku terbitan eg menunjukan tidak sesuai dengan siswa. pada buku teks ipa semester ii baik terbitan eg dan bse menunjukan tidak sesuai dengan siswa. berdasarkan analisis data tingkat keterbacaan dalam buku pelajaran bse ipa dan buku teks terbitan eg smp/mts kelas vii semester i dan ii, kurikulum 2013, dari 4 buku yang dinilai terdapat 1 buku yang sesuai untuk siswa smp/mts kelas vii yakni bse semester 1 dengan peringkat 10 pada plot grafik fry. tingkat keterbacaan buku pelajaran yang sesuai untuk siswa smp/mts kelas vii dalam grafik fry ditunjukkan pada lebih dari peringkat 10. sedangkan 3 buku yakni bse semester 2, buku teks terbitan eg semester i dan ii tidak sesuai untuk siswa smp/mts kelas vii karena memiliki peringkat kurang dari sepuluh. peringkat keterbacaan yang kurang dari sepuluh berarti bacaan terlalu mudah untuk siswa smp/mts kelas vii. berikut ini contoh teks yang tingkat keterbacaannya tidak sesuai untuk siswa smp/mts, kelas vii (firmansyah et. al., 2009). pada buku teks bse semester ii tersebut, jumlah kalimat dalam 100 kata adalah 10 kalimat dan jumlah suku kata setelah dikalikan dengan angka 0,6 (rumus) adalah 143,2. angka tersebut jika dilihat pada grafik fry menunjukkan peringkat https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 120 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 keterbacaan 8. artinya teks tersebut tidak sesuai untuk siswa smp/mts kelas vii, karena peringkat keterbacaannya terlalu rendah. tabel 3. tingkat keterbacaan buku teks ipa semester i no. buku jumlah suku kata per 100 kata jumlah suku kata per 100 kata x 0,6 jumlah kalimat per 100 kata titik pertemuan tingkat kelas pembaca kriteria 1 eg bab 2/hal. 45 248 (102) 148,8 7,8 151,2:7,4 8 tidak sesuai bab 3/hal. 60 202 (78) 151,5 6,0 bab 4/hal.83 260 (101) 156 8,4 rata-rata 152,1 7,4 2 bse bab 2/hal. 31 127 (48) 152,4 4,0 154,7:5,7 10 sesuai bab 3/hal. 69 265 (123) 159 5,14 bab 4/hal.101 178 (73) 152,72 8,0 rata-rata 154,7 5,71 tabel 4. tingkat keterbacaan buku teks ipa semester ii no. buku/penerbit jumlah suku kata per 100 kata jumlah suku kata per 100 kata x 0,6 jumlah kalimat per100 kata titik pertemuan tingkat kelas baca kriter ia 1 eg bab 7 hal.155 247 148,2 7 156;7,6 9 tidak sesuai bab 9 hal. 254 304 182,4 8,5 bab 10 hal 271 229 137,4 7,5 rata-rata 156 7.6 no. buku/penerbit jumlah suku kata per 100 kata jumlah suku kata per 100 kata x 0,6 jumlah kalimat per100 kata titik pertemuan tingkat kelas baca krite ria 2 bse bab 6 hal. 132 253 151,8 6,5 143,2;6 8 tidak sesuai bab 9 hal187 230 138 5 bab 9 hal 195 233 139,8 6,5 rata-rata 143,2 6 https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 121 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 sedangkan, buku teks terbitan eg semester i, jumlah kalimat dalam 100 kata adalah 10 kalimat dan jumlah suku kata setelah dikalikan dengan angka 0,6 (rumus) adalah 152,1. angka tersebut jika dilihat pada grafik fry menunjukkan peringkat keterbacaan delapan. hal ini dapat diartikan bahwa teks tersebut tidak sesuai untuk siswa smp/mts kelas vii, karena peringkat keterbacaannya terlalu rendah. buku teks terbitan eg semester ii, jumlah kalimat dalam 100 kata adalah sepuluh kalimat dan jumlah suku kata setelah dikalikan dengan angka 0,6 (rumus) adalah seratus lima puluh enam. angka tersebut jika dilihat pada grafik fry menunjukkan peringkat keterbacaan sembilan, yang artinya teks tersebut tidak sesuai untuk siswa smp/mts kelas vii, karena peringkat keterbacaannya juga terlalu rendah. hal ini kecenderungan pada tingkat bahasa yang digunakan harus lah sesuai dengan tingkat sisa smp. hal ini sejalan dengan bsnp (2006), bahasa yang digunakan dalam buku pelajaran harus sesuai dengan tingkat perkembangan berpikir siswa, baik untuk menjelaskan konsep maupun ilustrasi aplikasi konsep. faktor yang mempengaruhi tingkat keterbacaan diantaranya adalah panjang pendek kalimat dan tingkat kesulitan kata. sulastri (2010) menyatakan bahwa semua formula keterbacaan mempertimbangkan faktor panjang kalimat. kalimat yang lebih panjang cenderung lebih rumit dibandingkan dengan kalimat pendek. lebih jauh dikatakannya bahwa panjang kalimat merupakan indeks yang mencerminkan adanya pengaruh jangka ingat (memory span) terhadap keterbacaan. sesuai peraturan menteri pendidikan nasional nomor 22 tahun 2007, buku pelajaran yang dipakai di setiap sekolah seharusnya memenuhi standar kelayakan tersebut. berkaitan dengan itu, bacaan seperti ini dapat meningkatkan minat belajar, menambah kecepatan dan efisiensi membaca. tidak hanya itu, bacaan yang memiliki tingkat keterbacaan tinggi biasanya dapat memelihara kebiasaan membaca para pembacanya karena mereka merasa dapat memahami bacaan seperti itu dengan mudah. keterbacaan buku pelajaran berhubungan dengan minat baca siswa, jika keterbacaannya sesuai, maka dapat meningkatkan minat baca siswa. minat baca merupakan salah satu bentuk sikap siswa dalam kegiatan belajar mengajar. meningkatnya minat baca siswa terhadap buku pelajaran dapat membantu mencapai salah satu kompetensi yang diharapkan yakni afektif. penutup berdasarkan hasil penelitian, diperoleh simpulan bahwa buku teks ipa terpadu terbitan eg dan ilmu pengetahuan alam terbitan kemendikbud semester i dan ii memenuhi standar dari kompetensi inti (ki) dan kompetensi dasar (kd) pada silabus kurikulum 2013 dan juga memenuhi standar buku yang dapat digunakan dalam proses pembelajaran. hasil analisis yang dilakukan pada kesalahan penyajian konsep (k) dan prinsip (pr) serta ilustrasi materi (i) dalam buku teks ipa terpadu terbitan eg semester i ditemukan kesalahan penyajian konsep berjumlah 5, untuk penyajian prinsip dan ilustrasi materi tidak ditemukan kesalahan pada buku ini. buku ipa terpadu terbitan eg semester ii tidak terdapat kesalahan penyampaian konsep, https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 114-122) disubmit: 31 januari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 nugroho et al., analisis isi, penyajian 122 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3904 prinsip, dan ilustrasi materi. buku teks ilmu pengetahuan alam bse terbitan kemendikbud kelas vii semester i ditemukan kesalahan penyajian konsep berjumlah 8 dan kesalahan penyajian ilustrasi materi berjumlah 8. untuk kesalahan penyajian prinsip tidak ditemukan pada buku ini. sedangkan untuk buku teks ilmu pengetahuan alam bse terbitan kementrian pendidikan dan kebudayaan republik indonesia kelas vii semester ii terdapat beberapa kesalahan, yaitu penyajian konsep berjumlah 13, penyajjian ilustrasi materi berjumlah 1, dan untuk kesalahan penyajian prinsip tidak ditemukan pada buku ini. secara umum, tingkat keterbacaan buku teks ipa terpadu terbitan eg dan ilmu pengetahuan alam terbitan kemendikbud semester i dan ii tidak sesuai untuk siswa smp. daftar rujukan ariningrum, t. r. (2013). analisis literasi ilmiah buku teks pelajaran biologi sma. skripsi tidak diterbitkan. semarang: universitas negeri semarang. bsnp (badan standar nasional pendidikan). (2006). instrumen penilaian tahap ii buku teks pelajaran biologi sma/ma. jakarta: departemen pendidikan nasional (01 januari 2016) hidayati. (2005). kamus lengkap biologi. jakarta: penerbit dwimedia comp. ibrahim. (2011). ipa dibangun dari konsep konsep yang benar. retrievded from http:/pakdesofa.wapgem.com/pend%i pa%20sd2/pendekatan%20ko nsep%20dalam%20pembelaj aran.txt. lestari. (2013) pengembangan bahan ajar berbasis kompetensi. jakarta: akademia. peraturan menteri pendidikan nasional permendikbud no. 68 tahun 2013 tentang kd dan struktur kurikulum smp-mts permendikbud nomor 71 tahun 2013 tentang buku teks pelajaran layak permendikbud no. 64 tahun 2013 tentang standar isi permendikbud no. 65 tahun 2013 tentang standar proses peraturan menteri pendidikan nasional no. 22 tahun 2007 tentang buku teks pelajaran yang memenuhi syarat kelayakan untuk pembelajaran. prastowo, a. (2011). pengembangan bahan ajar. yogyakarta: cipta karya purjiyanti, e. (2013). ipa terpadu. jakarta: penerbit erlangga sulastri, i .(2010). tes rumpang: pemanfaatannya untuk mengestimasi keterbacaan wacana. jakarta. cendikia. widodo, w., rachmadiarti, f., hidayati, s. n., suryanda, a., & cahyana, u. (2013). ilmu pengetahuan alam. jakarta: penerbit kementrian pendidikan dan kebudayaan. https://doi.org/10.22219/jpbi.v3i2.3904 jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 45 available at http://ejournal.umm.ac.id/index.php/jpbi view of nature of science (vnos) form b: sebuah instrumen untuk mengetahui pemahaman konsep hakikat sains calon guru di universitas borneo tarakan view of nature of science (vnos) form b: an instrument for assessing preservice teachers view of nature of science at borneo university tarakan listiani 1 , arief ertha kusuma 2 1,2 jurusan pendidikan biologi, universitas borneo tarakan, jl. amal lama no. 1, tarakan, kalimantan utara e-mail korespondensi: listiani.asrin84@gmail.com abstrak view of nature of science (vnos) form b adalah sebuah instrumen yang dikembangkan dan disempurnakan untuk mengukur pemahaman hakikat ilmu pengetahuan calon guru sains melalui aspek – aspek hakikat ilmu pengetahuan. pemahaman hakikat sains perlu dimiliki oleh pelajar dan pengajar sains supaya menghindari adanya miskonsepsi terhadap ilmu pengetahuan. penelitian tentang pemahaman hakikat sains oleh calon guru sains masih belum banyak dilakukan di indonesia. penelitian ini adalah penelitian kualitatif yang dilaksanakan di universitas borneo tarakan. responden dalam penelitian ini adalah mahasiswa calon guru biologi yang sedang berada di semester enam. penelitian dilaksanakan dengan terlebih dahulu menerjemahkan dan mengadaptasi vnos form b ke dalam bahasa indonesia kemudian hasil terjemahan diberikan pada responden. hasil penelitian menunjukkan bahwa vnos form b dapat digunakan untuk mengukur pemahaman hakikat sains mahasiswa calon guru biologi. namun, berdasarkan hasil tersebut juga diketahui bahwa sebagian besar para calon guru biologi tersebut belum memahami aspek – aspek yang terdapat dalam hakikat ilmu pengetahuan. kata kunci:calon guru, evaluasi, hakikat sains, instrumen abstract vnos form b is an instrument that has been developed and revised to assess the view of nature of science of preservice science teachers through nature of science aspects.indeed, students and teachers have to have the view of nature of science to avoid misconceptions of science concepts. unfortunately, research on the view of nature of science is less conducted in indonesia. this is a qualitative research that was conducted in borneo university tarakan. respondents are preservice biology teachers in the sixth semester. the first step of this research is translating and adapting the vnos form b into bahasa indonesia to make sure that the instrument is culturally fit to indonesian and the transadapted instrument then given to the respondents. the result shows that the vnos form b can be applied to assess the view of nature of science of preservice biology teachers. however, the result also shows that most of preservice biology teachers have few understanding on aspects of nature of scince. keywords: evaluation, instrument, nature of science, preservice teachers hakikat sains atau nature of science (nos) adalah sebuah pengetahuan tentang bagaimana ilmu pengetahuan itu bekerja (mccommas & almazroa, 1998). tujuan utama belajar ilmu pengetahuan adalah untuk mendapatkan pengetahuan atas apa yang terdapat di sekeliling (lhye & kwen, 2004). nature of science (nos) menjelaskan bagaimana sains bekerja dan para ilmuan melakukan penelitian (clough, 2008). abd-el-chalick et al (1998) menyampaikan definisi hakikat sains yang mengacu pada epistemologi sains, sains sebagai upaya untuk mengetahui sesuatu, dan atau nilai dan kepercayaan yang terkait dengan perkembangan pengetahuan saintifik. walaupun sebagian pengajar kurang sependapat dengan definisi ini jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 46 available at http://ejournal.umm.ac.id/index.php/jpbi karena tidak sesuai dengan siswa sekolah menengah yang belum tentu menjadi filosofer atau ahli sejarah, namun hal tersebut dapat dihubungkan dengan keberadaan para siswa dalam lingkungan masyarakatnya dimana mereka kadang kala harus mengambil sebuah keputusan yang berkaitan dengan hal-hal saintifik. melalui pemahaman hakikat sains, orang dapat mengetahui bahwa ilmu pengetahuan dapat berubah, berasal dari alam semesta, subyektif, berdasarkan inferensi manusia, kreatif, sosio-kultural, membedakan antara pengamatan dan penginterpretasian dan apakah terdapat hubungan antara hukum dan teori (abd-el-khalick et al., 1998; schwartz, 2013). pengintegrasian aspek–aspek hakikat sains dalam pengajaran diharapkan dapat memberikan pengaruh terhadap pemahaman siswa atas materi yang sedang dipelajari. hal ini disebabkan karena sistem pembelajaran tidaklah kaku dan hanya mengacu pada informasi dari buku teks, dimana informasi tersebut berpotensi untuk menyebabkan miskonsepsi (clough, 2011). sehingga, mengajarkan hakikat sains ditujukan untuk membantu siswa memahami sains secara baik dan benar serta membedakan sains dengan ilmu lainnya (bell, 2008). lederman telah mengembangkan sebuah instrumen yang dapat digunakan untuk mengetahui tingkat pemahaman hakikat sains (nos). instrumen tersebutdigunakan untuk menentukan konsep dan karakter nos, serta semua butir soal dapat berupa pertanyaan dengan jawaban setuju atau tidak setuju, skala likert, dan pilihan ganda, namun seiring dengan perkembangan ilmu pengetahuan maka banyak peneliti yang melakukan validasi terhadap instrumen tersebut sebagai hasilnya. peneliti mulai mengembangkan instrument dengan pertanyaan open ended yang menitikberatkan pada pertanyaan– pertanyaan deskriptif yang memungkinkan untuk mengetahui pemahaman tentang hakikat sains. hasil pengetahuan tersebut dapat dibandingkan antara orang yang awam dan memahami hakikat sains (lhye & kwen, 2004). instrumen yang digunakan untuk mengukur kemampuan kita dalam memahami hakikat sains disebut dengan vnos (views of nature of science). penggunaan vnos memungkinkan untuk memperoleh data yang kaya akan informasi. selain itu juga tidak sulit untuk menganalisis setiap jawaban yang dengan jelas dapat menunjukkan orang–orang yang telah memahami hakikat sains maupun yang kurang memahami hakikat sains (lederman et al., 2002). metode penelitian ini adalah penelitian kualitatif dimana data yang diperoleh kemudian dianalisis dan dideskripsikan secara kualitatif. penelitian ini menggunakan instrumen vnos form b yang dikembangkan oleh abd-el-khalick et al. (1998). penelitian ini dilaksanakan dengan menerjemahkan vnos form b kedalam bahasa indonesia. proses penerjemahan mengikuti alur yang diadaptasi dari penelitian montoya& gilaberte (2011) yang terdiri atas: 1. pemilihan instrumen yang akan diterjemahkan, dalam hal ini adalah vnos form b. pemilihan vnos form b ini didasarkan pada tujuan, jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 47 available at http://ejournal.umm.ac.id/index.php/jpbi yaitu mengukur pemahaman calon guru sains (lederman, abd-elkhalick, bell, and schwartz, 2002). 2. penerjemahan dilakukan oleh orang yang profesional, yaitu yang menguasai bahasa inggis dan bahasa indonesia. 3. hasil terjemahan kemudian direview oleh reviewer yang menguasai bahasa inggris dan bahasa indonesia. 4. dilakukan revisi terhadap hasil terjemahan, jika diperlukan. 5. dilakukan uji skala kecil terhadap hasil terjemahan. 6. dihasilkan terjemahan vnos form b yang siap diimplementasikan. pada tahap uji skala kecil, instrumen vnos form b telah diterjemahkan ke dalam bahasa indonesia kemudian dibagikan pada mahasiswa calon guru biologi yang berada di semester 6.pada uji skala kecil, dipilih 13orang mahasiswa jurusan pendidikan biologi karena syarat untuk melakukan uji skala kecil adalah dilakukan pada responden dengan jumlah antara 10 sampai 40 orang (sousa & rojjanasrirat, 2011). hasil jawaban dari uji skala kecil tersebut kemudian diinterpretasikan untuk menunjukkan apakah instrumen vnos form b dapat digunakan untuk mengukur pemahaman hakikat sains calon guru biologi. hasil dan pembahasan instrumen vnos form b yang telahmelalui proses penerjemahan, diberikan kepada 13 responden yang merupakan mahasiswa jurusan pendidikan biologi yang berada pada semester empat (tahun ke 3). pemilihan mahasiswa ini didasarkan pada pertimbangan pengetahuan yang telah dimiliki. responden yang dipilih terdiri dari dua orang mahasiswa laki-laki dan sebelas orang mahasiswa perempuan (gambar 1). gambar 1. persentase jenis kelamin responden berdasarkan data yang telah diperoleh, diketahui bahwa dari 13 orang responden, satu orang responden tidak menjawab pertanyaan nomor 3, dan dua orang responden tidak menjawab pertanyaan nomor 5 (gambar 2). salah satu dari kedua responden tersebut juga tidak menjawab pertanyaan nomor 6. sehingga, dari enam pertanyaan yang diberikan pada instrumen vnos form b, sebanyak tiga pertanyaan dijawab oleh semua responden dan tiga pertanyaan yang tidak dijawab oleh semua responden. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 48 available at http://ejournal.umm.ac.id/index.php/jpbi gambar 2. respon responden terhadap pertanyaan vnos form b vnos form b merupakan instrumen yang dikembangkan oleh lederman et al. (1998) yang digunakan untuk mengetahui pemahaman hakikat sains. vnos form b ini adalah instrumen yang dikembangkan dan disempurnakan dari vnos form a. vnos form b digunakan mengukur pemahaman hakikat sains pada aspek tentativeness, empiris, inferensi, kreativitas, pengaruh teori (theory-laden), dan hubungan antara teori dan hukum (lederman et al., 2002).hasil penelitian menunjukkan bahwa pemahaman hakikat sains calon guru biologi di universitas borneo tarakan bervariasi mulai dari sedikit mengetahui tentang aspek hakikat sains hingga belum memahami sama sekali tentang aspek– aspek dalam hakikat sains. ringkasan data tentang pemahaman hakikat sains responden terdapat pada tabel 1. tabel 1. perbandingan pemahaman hakikat sains calon guru biologi no. pertanyaan aspek dalam hakikat sains (nature of science) deskripsi dan kategori jawaban responden belum mengetahui aspek – aspek dalam hakikat sains sedikit mengetahui aspek – aspek dalam hakikat sains mengetahui dan memahami aspek – aspek dalam hakikat sains 1 tentativeness responden berfikir bahwa teori teori yang ada tidak mungkin berubah responden mengetahui bahwa teori teori yang telah ada, mungkin akan mengalami perubahan namun tanpa alasan yang sangat kurang jelas responden mengetahui bahwa teori teori yang telah ada, mungkin akan mengalami perubahan namun tanpa alasan yang kurang jelas 2 empirical base jawaban responden tidak menjelaskan bagaimana para ilmuwan menggunakan scientific method 3 theories and laws responden tidak dapat membedakan antara teori dan hukum. tampak bahwa terdapat hirarki antara teori dan hukum 4 socio/cultural embeddedness tidak mampu menjelaskan perbedaan antara sains dan seni jawaban hampir mendekati kebenaran tentang perbedaan antara sains dan seni mampu menjelaskan perbedaan antara sains dan seni 5 creativity tidak dapat menjelaskan bagaimana ilmuwan menggunakan kreativitas dalam menemukan ilmu pengetahuan responden mampu menjelaskan konsep kreativitas dalam ilmu pengetahuan namun kurang tepat 6 observation and inferences responden belum memahami aspek observasi dan subjektivitas responden sedikit memahami aspek observasi dan subjektivitas dalam ilmu pengetahuan tabel 1 menunjukkan bahwa hampir seluruh responden belum mengetahu adanya aspek–aspek dalam hakikat sains. berdasarkan enam aspek yang diujikan dalam vnos form b, menunjukkan bahwa sebagian besar jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 49 available at http://ejournal.umm.ac.id/index.php/jpbi jawaban responden mengarah pada kurangnya pengetahuan dan pemahaman mereka tentang aspek–aspek dalam hakikat sains. aspek pertama yang diuji menggunakan vnos form b ini adalah aspek tentativeness dimana aspek ini berhubungan dengan pengetahuan bahwa ilmu pengetahuan adalah sesuatu yang berpotensi untuk mengalami perubahan sebagai akibat dari adanya hasil observasi atau pengamatan baru abd-el-khalick et al. (1998). hasil penelitian menunjukkan bahwa terdapat tiga macam kategori jawaban dari responden. kategori pertama adalah responden yang belum mengetahui aspek–aspek dalam hakikat sains. responden dalam kategori ini memberikan pernyataan bahwa teori–teori yang ada bersifat mutlak dan tidak mungkin mengalami perubahan selamanya (gambar 3a dan 3b). gambar 3a. jawaban responden tentang aspek tentativeness pada ilmu pegetahuan tanpa disertai dengan alasan gambar 3b. jawaban responden tentang aspek tentativeness pada ilmu pegetahuan yang tanpa disertai dengan alasan selanjutnya, pada aspek tentativeness, terdapat juga responden yang cukup mengetahui bahwa ilmu pengetahuan tidak mutlak kebenarannya dan akan mengalami perubahan seiring adanya pengamatan dan inferensi yang baru (lederman et al, 2002). namun, responden ini hanya dapat menyatakan bahwa ilmu pengetahuan mungkin akan mengalami perubahan tetapi tidak dapat menjelaskan bagaimana ilmu pengetahuan akan berubah (gambar 4). gambar 4. respon berkaitan tentativeness yang menunjukkan bahwa responden mengetahui bahwa memungkinkan untuk ilmu pengetahuan mengalami perubahan masih pada aspek tentativeness, sebagian kecil responden juga menunjukkan bahwa mereka cukup memiliki pemahaman tentang kemungkinan apakah ilmu pengetahuan akan berubah atau tidak (gambar 5) dan disertai dengan penjelasan yang cukup. gambar 5. salah satu responden menyatakan bahwa memungkinkan bagi ilmu pengetahuan untuk berubah jika ditemukan fakta atau inferensi baru, walaupun penjelasan yang diberikan masih belum cukup. aspek selanjutnya yang dapat diuji dengan menggunakanvnos form b adalah aspek empirical base. aspek ini jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 50 available at http://ejournal.umm.ac.id/index.php/jpbi menunjukkan bahwa ilmu pengetahuan yang dihasilkan adalah didasarkan pada observasi atau pengamatan terhadap hal– hal yang ditemukan di alam semesta (abdel-khalick et al., 1998). hasil penelitian menunjukkan bawa responden dikategorikan dalam satu kategori saja yaitu belum mengetahui adanya aspek empirical base dalam proses penemuan ilmu pengetahuan. salah satu contoh jawaban responden terdapat pada gambar 6. gambar 6. responden belum mampu menjelaskan tentang aspek empirical base dalam proses pencarian ilmu pengetahuan berdasarkan gambar di atas, dapat diketahui bahwa responden belum memiliki pengetahuan tentang aspek empirical base dalam hakikat sains. responden hanya mengetahui bahwa untuk menghasilkan suatu ilmu pengetahuan baru diperlukan penelitian di dalam laboratorium. tidak ada responden yang menjawab bahwa percobaan dan eksperimen yang dilakukan oleh para ilmuwan didasarkan pada pengamatan yang diperoleh dari alam semesta. hasil pengamatan itulah yang kemudian menjadi ilmu pengetahuan. aspek ke tiga yang dituangkan dalam pertanyaan vnos form b adalah hubungan antara hukum dan teori. lederman et al (1998) menyatakan bahwa teori ilmiah dan hukum ilmiah adalah dua macam ilmu pengetahuan yang berbeda. teori dan hukum ilmiah memiliki fungsi yang berbeda satu sama lain dan tidak memiliki hubungan hierarki atau tingkatan, misalnya sebuah teori yang disertai dengan bukti yang cukup kuat kemudian akan menjadi sebuah hukum atau sebaliknya. walaupun jawaban responden hanya dapat dikategorikan ke dalam satu tipe yaitu belum mengetahui definisi dari teori dan hukum, namun beberapa responden juga memberikan penjelasan tambahan bahwa terdapat hierarki antara teori dan hukum. pada pertanyaan ini juga terdapat seorang responden yang tidak memberikan jawaban. gambar 7. responden belum mampu mendefinisikan teori dan hukum dalam ilmu pengetahuan gambar 8. responden tidak mendefinisikan teori dan hukum namun hanya memberikan penjelasan bahwa kedudukan teori lebih rendah dibandingkan dengan hukum ilmiah. gambar 6 dan 7 cukup jelas menginformasikan bahwa responden belum memiliki pengetahuan tentang perbedaan teori dan hukum ilmiah. tidak adanya pemahaman tentang teori dan hukum akan memungkinkan bagi responden untuk mengalami miskonsepsi (schwartz, 2007). miskonsepsi harus dihindari, oleh karena itu perlu diajarkan tentang aspek– aspek yang terdapat di dalam hakikat sains. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 51 available at http://ejournal.umm.ac.id/index.php/jpbi sebagaimana gambar 8 yang menunjukkan bahwa teori yang didukung oleh fakta yang lengkap maka akan menjadi sebuah hukum atau ketetapan yang tidak berubah. padahal, hukum adalah penjelasan tentang apa yang terjadi pada fenomena di alam semesta sedangkan teori menjelaskan mengapa hal tersebut terjadi di alam semesta (schwartz, 2007). aspek hakikat sains selanjutnya yang dapat diukur dengan menggunakan vnos form b adalah socio/cultural embeddedness atau pengaruh sosial dan budaya terhadap ilmu pengetahuan. ilmu pengetahuan diciptakan oleh manusia dan dipengaruhi oleh kebudayaan masyarakat yang menerapkannya. nilai–nilai yang diterapkan dalam suatu masyarakat mempengaruhi bagaimana sains dilakukan, diinterpretasikan, dan dilaksanakan (lederman et al.,1998). pertanyaan yang diberikan untuk mengetahui pengetahuan tentang pengaruh budaya dan masyarakat terhadap sains berupa pendefinisian dan perbedaan antara sains dan seni. hasil penelitian menunjukkan bahwa terdapat tiga kategori pengetahuan responden mengenai aspek ini. kelompok pertama adalah responden yang belum mengetahui pengaruh budaya dan masyarakat terhadap ilmu pengetahuan. hal ini ditunjukkan oleh jawaban responden yang belum mampu membedakan antara ilmu pengetahuan dan seni (gambar 9). gambar 9. jawaban responden yang menunjukkan bahwa responden belum mengetahui aspek pengaruh budaya dan masyarakat dalam ilmu pengetahuan jika responden belum mampu menjelaskan persamaan dan perbedaan ilmu pengetahuan dan seni, maka mereka juga belum mampu mengetahui hubungan antara ilmu pengetahuan dan seni. kategori selanjutnya adalah kelompok responden yang sedikit mengetahui aspek socio/cultural embeddedness. kelompok responden ini mampu memberikan penjelasan tentang persamaan dan perbedaan ilmu pengetahuan dan seni walaupun penjelasan yang diberikan masih belum cukup lengkap. salah satu contoh jawaban responden terdapat pada gambar 10. jawaban responden menunjukkan bahwa mereka mengetahui adanya persamaan dan perbedaan antara ilmu pengetahuan dan seni. gambar 10. salah satu contoh jawaban responden mengenai persamaan dan perbedaan ilmu pengetahuan dan seni selanjutnya adalah kelompok responden yang memiliki pengetahuan yang cukup mengenai pengaruh sosial budaya terhadap ilmu pengetahuan. responden ini mampu menjelaskan persamaan dan perbedaan antara ilmu pengetahuan (gambar 11). penjelasan responden yang berkaitan dengan persamaan dan perbedaan ilmu pengetahuan dan seni cukup singkat namun mendekati kebenaran sehingga responden ini dikategorikan memiliki pengetahuan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 52 available at http://ejournal.umm.ac.id/index.php/jpbi bahwa sosial dan budaya mempengaruhi ilmu pengetahuan. gambar 11. responden mampu menjawab pertanyaan tentang persamaan dan perbedaan ilmu pengetahuan dan seni pengetahuan tentang aspek kreativitas dalam ilmu pengetahuan juga dapat diukur menggunakan vnos form b. kreativitas menunjukkan bahwa keberadaan ilmu pengetahuan adalah hasil kreativitas dan imajinasi manusia. artinya, ilmu pengetahuan adalah hasil/produk dari kreativitas manusia dimana proses penciptaannya didasarkan pada observasi dan interpretasi dari apa yang dapat dijangkau oleh panca indra di alam semesta (abd-el-khalick et al.,1998). sebagian besar responden tidak mampu menjelaskan adanya kreativitas dalam proses penemuan ilmu pengetahuan dan hanya sedikit responden yang mampu memberikan sedikit gambaran tentang bagaimana kreativitas mempengaruhi kinerja para ilmuwan dalam mengemukakan ilmu pengetahuan. bahkan terdapat responden yang tidak menjawab pertanyaan aspek kreativitas ini. lebih dari 50% responden tidak mengetahui bagaimana peran kreativitas dalam ilmu pengetahuan. responden menyebutkan bahwa diperlukan kreativitas namun tidak mampu menjelaskan pada bagian apa kreativitas diperlukan (gambar 12). gambar 12. salah satu jawaban responden yang menunjukkan bahwa responden belum memahami peran kreativitas dalam ilmu pengetahuan gambar 13 menunjukkan bahwa responden cukup mampu menjelaskan peran kreativitas dalam menemukan ilmu pengetahuan. selanjutnya, nomor terakhir dalam vnos form b adalah pertanyaan yang berhubungan dengan pengaruh observasi dan interpretasi data atau informasi oleh para ilmuwan. aspek ini juga berkaitan dengan subjektivitas. gambar 13. penjelasan mengenai peran kreativitas dalam ilmu pengetahuan ilmu pengetahuan didasarkan pada obeservasi dan inferensi atau interpretasi dari data–data yang diperoleh (abd-elkhalick et al.,1998). secara eksplisit, sebagian besar responden cukup mampu menjelaskan bahwa dalam ilmu pengetahuan didasarkan pada observasi dan interpretasi masing–masing ilmuwan yang secara tidak langsung terdapat unsur subjektivitas di dalamnya (gambar 14). gambar 14. respon terhadap pertanyaan tentang observasi dan interpretasi dalam ilmu pengetahuan walaupun penjelasan tentang bagaimana aspek observasi dan interpretasi mampu mempengaruhi ilmu pengetahuan, namun cukup menggambarkan bahwa ilmu pengetahuan didasarkan pada observasi. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 53 available at http://ejournal.umm.ac.id/index.php/jpbi sebaliknya, responden yang tidak memiliki pemahaman sama sekali, tidak mampu memberikan penjelasan (gambar 15). gambar 15. respon terhadap pertanyaan tentang aspek observasi dan inferensi dalam ilmu pengetahuan oleh responden yang tidak memiliki pengetahuan tentang aspek tersebut. aspek–aspek dalam hakikat ilmu pengetahuan tidak banyak diketahui oleh para calon guru sains di universitas borneo tarakan. hal ini akan membawa mereka ke dalam miskonsepsi. sebagai contoh adalah perbedaan antara teori dan hukum. jika tidak memiliki pengetahuan tentang definisi teori dan hukum maka akan beranggapan bahwa kedua hal tersebut memiliki hubungan hierarki di mana yang satu lebih tinggi daripada yang lain (lederman, 2002). penelitian ini juga menunjukkan bahwa pengetahuan dan sikap ilmiah mahasiswa masih rendah dan perlu untuk ditingkatkan. menurut husamah et al (2016) sains pada hakikatnya meliputi sains produk, sains proses, dan sains sikap ilmiah yang tak dapat dipisahkan satu dengan lainnya. proses pembelajaran sains menuntut seorang pendidik untuk dapat memaksimalkan potensi dan kemampuan anak didiknya.sejalan dengan itu yuhanna & retno (2016) berpandangan bahwa salah satu cara yang dapat digunakan untuk meningkatkan sikap ilmiah mahasiswa adalah dengan menerapkan pembelajaran scientific inquiry terutama dalam mempelajari konsep dasar ipa atau ipa terpadu. oleh karena itu, untuk mengetahui pemahaman hakikat sains diperlukan instrumen yang valid dan reliabel yang dapat digunakan untuk mengetahui pemahaman aspek–aspek hakikat sains. vnos form b merupakan salah satu instrument yang dapat digunakan untuk mengukur pemahaman aspek–aspek hakikat sains. aspek-aspek hakikat sains dapat diperkenalkan melalui kegiatan pembelajaran. menurut hudha et al. (2016) dosen memiliki peran yang sangat penting dalam membantu dan memfasilitasi mahasiswa (para calon guru) untuk mengeksplorasi ilmu pengetahuan dan teknologi dan hakikat sains sehingga mahasiswa mampu mengenal aspek-aspek dalam hakikat sains. penutup kesimpulan vnos form b merupakan salah satu instrumen yang dapat digunakan untuk mengetahui pemahaman hakikat sains calon guru sains di universitas borneo tarakan. namun, masih perlu dilakukan penyempurnaan dan perbaikan terhadap tata bahasa dan contoh yang digunakan untuk mengilustrasikan aspek – aspek yang ingin ditanyakan. dengan menggunakan vnos form b, dapat diketahui bahwa sebagian besar calon guru sains di universitas borneo tarakan belum memahami adanya aspek – aspek dalam hakikat sains. saran perlu dilakukan penelitian lebih lanjut dan berkesinambungan untuk mengetahui perkembangan pemahaman hakikat sains sehingga dapat mencegah terjadinya miskonsepsi. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 45-54) disubmit: februari 2017 direvisi: februari disetujui: maret 2017 listiani& kusuma, view of nature 54 available at http://ejournal.umm.ac.id/index.php/jpbi daftar rujukan abd-el-khalick, f., bell, r. l., & lederman, n. g. 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(1998). the nature of science in science education: an introduction. science and education. 7: 511-532. montoya, a., llopis, n., & gilaberte, i. (2011). validation of the translation of an instrument to measure reliability of written information on treatment choices: a study on attention deficit/hyperactivity disorder (adhd). education for health, 24 (3), 1-9. schwartz, r., northcutt, c. k., mesci, g. (2013, april). science research to science teaching: developing pre service teachers’ knowledge & pedagogy for nature of science and inquiry. paper presented at international conference of the national association for research in science teaching. rio grande, puerto rico. retrieved from www.wmich.edu/cas/experts/docs/ schwartz_2013narst_paper2.pdf schwartz, r. (2007). what’s in the word? science scope, 31 (2), 42-47. sousa, v. d. & rojjanasrirat, w. (2011). translation, adaptation, and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline. journal of evaluation in clinical practice, 17 (1), 268-274. yuhanna, w. l. & retno, r. s. (2016). pembelajaran konsep dasar ipa dengan scientific inquiry untuk meningkatkan kemampuan berpikir, bekerja, dan bersikap ilmiah pada mahasiswa. jurnal pendidikan biologi indonesia, 2 (1), 1-9. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 1 march 2019, pp. 93-100 10.22219/jpbi.v5i1.7375 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 93 research article reasoning patterns and modes of prospective biology teachers on embryology learning with tpack framework nia nurdiani a,1,*, nuryani y. rustaman b,2, wawan setiawan b,3, didik priyandoko b,4 a biology education study program, faculty of teacher training and education, pasundan university, jl.tamansari no. 6-8, bandung, west java 40116, indonesia b science education study program, school of postgraduate studies, indonesia university of education, jl.dr.setiabudhi no. 229, bandung, west java 40116, indonesia 1 nurdiani-nia283@unpas.ac.id*; 2 nuryani.yogipranata@gmail.com; 3 wawans@upi.edu; 4 didikpriyandoko@upi.edu * corresponding author introduction embryology is one of study areas in biology that students of biology prospective teachers must master, in relation to the duty as teachers they will carry out (aversi-ferreira et al., 2012; carlson, 2002; cassidy, 2016; garcia, santos, moraes, & rodrigues, 2016). within the scope of embryology, the development process of va-rious types of animals is studied from the fertilized ovum to the time of hatching or birth, which includes variations of the six basic stages, namely: fertilization, cleavage, gastrulation, organogenesis, metamorphosis and gametogenesis (gilbert, 2010). in general, embryogenesis occurs in the zygote which is not easily observed because of its relatively small size. there are events that take place dynamically, complex, change a r t i c l e i n f o a b s t r a c t article history received january 10, 2019 revised february 21, 2019 accepted march 01, 2019 published march 06, 2019 the study was aimed at determining the effectiveness of learning using technological pedagogical and content knowledge (tpack) framework in helping the change of reasoning patterns and modes of biology prospective teachers so that it facilitates in encompassing the embryology as one of abstract concepts. the subjects used were 49 students of biology teachers who were having a contract in embryology course in biology education study program, in a private educational institute in bandung. the research design used was quasi-experimental with time-series design type. the measurement of the level of reasoning ability, patterns, and modes of the students were done through the test of logical thinking (tolt) three times (before the learning program takes place, after learning the first four main subjects, and after the learning program was over). the results showed that the embryology learning with tpack framework could directly change the from concrete and transitional reasoners categories to formal reasoners. the learning with tpack framework also influenced the shift of the students’ logical thinking modes; from the ownership of proportional and/or correlational mode to the ownership of two or three reasoning modes between proportional, probability, correlational, and combinatorial, except the variable control mode. copyright © 2019, nurdiani et al this is an open access article under the cc–by-sa license keywords embriology learning prospecive biology teachers reasoning patern and mode test of logical thinking tpack framework how to cite: nurdiani, n., rustaman, n. y., setiawan, w., & priyandoko, d. (2019). reasoning patterns and modes of prospective biology teachers on embryology learning with tpack framework . jpbi (jurnal pendidikan biologi indonesia), 5(1), 93100. doi: https://doi.org/10.22219/jpbi.v5i1.7375 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i1.7375 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:wawans@upi.edu mailto:didikpriyandoko@upi.edu http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i1.7375 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i1.7375&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 93-100 94 nurdiani et.al (reasoning patterns and modes …) quickly and continuously on macro and microscopic scalea, in three or four dimensions (34d) (alberts et al., 2002; hardin, 2008; reece et al., 2014; sadler & langman, 2012; yamada et al., 2006). this situation makes concepts in embryology abstract that are difficult to explain and understand (chen & hua, 2017; kazzazi & bartlett, 2017; lee, 2018; moraes & pereira, 2010). the mastery of abstract concepts requires high level reasoning ability (bird, 2010; effendy, mudhofir, & yulianti, 2018; susac, bubic, vrbanc, & planinic, 2014; yenilmez, sungur, & tekkaya, 2005). based on piaget's theory of cognitive development, it can only be owned by someone who reaches adulthood or after his/her cognitive development reaches the reasoning level of formal operation. in fact, the reasoning ability and intelligence of students are not always at an adequate level. the result of preliminary observation using the test of logical thinking (tolt) instrument (valanides, 1997) shows that the intellectual development of students in most embryology lecture participants is still at the reasoning level of concrete operation (nurdiani, 2012). the cognitive development of formal operation does not only depend on the age of a person, but also cannot be separated from other factors that influence it. assignment factors in the form of task content, manipulation of instructions in tasks, as well as variables that differ individually, play a role in the development of levels of formal reasoning (valanides, 1997). there are five modes of reasoning included in formal level reasoning, namely proportional reasoning, variable control reasoning, probabilistic reasoning, correlational reasoning, and combinatorial reasoning. proportional reasoning is a reasoning pattern that allows a person to know and interpret the relationships described in the observed variables. variable control reasoning is the ability to control certain variables from a problem. probabilistic reasoning is the reasoning that occurs when a person uses information to determine whether a conclusion is possible or not. the correlational pattern is the mindset used by a person to determine reciprocal relationships or inverse relationships between variables. combinatorial reasoning is the ability of a person to make changes to alternatives that may occur in certain performance (valanides, 1997). to overcome the difficulties of students mastering embryology concepts, a learning program has been developed with the application of the technological pedagogical and content knowledge (tpack) framework which combines seven components of knowledge into a single context of the learning program, namely content knowledge (ck), pedagogical knowledge (pk), technological knowledge (tk), knowledge of content and pedagogy (pedagogical content knowledge = pck), knowledge of technology and content (technological content knowledge = tck), knowledge of technology and pedagogy (technological pedagogical knowledge = tpk), as well as the complex unity of all components in particular learning contexts (mishra & koehler, 2006; koehler & mishra, 2009). in the context of embryology learning, the tpack framework is built by fulfilling its components with elements chosen wisely, according to tpack's original characteristics (mishra & koehler, 2006; koehler & mishra, 2009). in addition, the tpack assessment criteria of a good teacher ar also fulfilled, namely (1) identification of topics taught with technology, such as topics that are difficult for students to understand or topics that are difficult for teachers to teach effectively in the class; (2) identification of representations to change contents taught into forms that students can understand, and are difficult to support in traditional ways; (3) identification of teaching strategies, which are difficult or impossible to be implemented in the traditional way; (4) selection of appropriate computer devices and effective use of pedagogy; and (5) identification of learner centered learning strategies, which are appropriate to be combined with technology (angeli & valanides, 2015). method the implementation of the tpack framework in the context of embryology learning in this study was achieved by observing and fulfilling the characteristics of the seven tpack components, to be mixed in a semester learning program. the components of content knowledge (ck) in this study were expressed in the form of embryology teaching materials that are focused on important main topics identified as difficult for students to understand and difficult for teachers to teach effectively, including the history of development of embryological ideas, reproductive organs, reproductive neurohormonal regulation; gametogenesis (spermatogenesis and oogenesis); fertilization; cleavage; gastrulation; and organogenesis. this shows the fulfillment of the first tpack assessment criterion of a good teacher tpack assessment, namely identifying topics taught with technology, such as topics that are difficult for students to understand or topics that teachers are difficult to teach effectively in the class (angeli & valanides, 2015). jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 93-100 95 nurdiani et.al (reasoning patterns and modes …) the components of pedagogical knowledge (pk) in this study were reflected in the determination of learning objectives, the preparation of learning plans, and the determination of the tpack framework and blended learning framework as the preferred learning method used. blended learning is a learning method that combines independent learning via the internet (e-learning) and in-class learning (rusman & riyana, 2013). the fulfillment of this pk component also meets the second tpack criterion of a good teacher, namely the identification of teaching strategies, which are difficult or impossible to be implemented in the traditional way (angeli & valanides, 2015). the component of technology knowledge (tk) in this study was fulfilled by the use of information technology in classroom management, provision of teaching materials, and the embryology learning process. the pck com-ponent was reflected in the interpretation of teaching materials into different forms and ways of representation so that it is easier for lecture participants to understand. this was in line with the fulfillment of the next criterion of the teachers' tpack implementation, namely the identification of representations to change contents taught into forms that students can understand, and difficult to support in traditional ways (harr, eichler, & renkl, 2015; messina & tabone, 2012; muhtadi, wahyudin, kartasasmita, & prahmana, 2018; saudelli & ciampa, 2014; wati, fitriana, & mardiyana, 2018). the tck component in this study was contained in the use of information technology to change the representation of embryology teaching materials into interactive multimedia (im) forms. tpk components were filled with the change of embryology learning methods into it assisted learning with the use of learning management system (lms) moodle as a class management tool in the context of online learning. the fulfillment of the tck and tpk components was a description of the fulfillment of other criteria for the implementation of the tpack teacher, namely the selection of the right computer equipment and the use of effective pedagogy; and identification of learner centered learning strategies, which are right to be combined with technology (angeli & valanides, 2015). in conducting this research, the research design used was a quasi experimental design with time series design type. the study lasted for one semester of learning. the learning in this study was applied to prospective biology teachers who were currently having a contract in an embryology lecture in the biology education study program, at an education institution for education personnel in bandung, covering a total of 49 students. the e-learning session of blended learning was carried out by students by accessing teaching materials in the form of im uploaded into the lms moodle application via the internet network on the bio.elearning.unpas.ac.id website. the time given for e-learning was a week long before in-class sessions, with the task of studying and summarizing the main subjects. an in-class session was carried out in a duration of 150 minutes (3 credits). in in-class learning, students of research subjects were given reinforcement of understanding with structured assignments in the form of cases they have to solve through group discussions and presentations. in the sub subjects of the reproductive system and gametogenesis, learning was complemented by verificative practicum. in the main subjects of cleavage, gastrulation and organogenesis, the learning was complemented with assignments of embryo modeling using styrofoam. the measurement of students' level of reasoning ability, pattern and mode is carried out through the test of logical thinking (tolt). the tolt instrument consists of 10 written questions covering five types of modes of reasoning (proportional reasoning, variable control, correlational, probability, and combinatorial). each reasoning mode is represented by two questions. the tolt score is the basis for categorizing logical thinking bs; scores of 0 1 for the category of concrete reasoning, scores of 2 3 for the category of transitional reasoning, and scores of 4 10 for the category of formal reasoning (valanides, 1997). tolt in this study was conducted three times, namely before the learning program took place, after learning the first four subjects, and after the learning program was over. the data were analyzed per individual, then data with the same tendency are group and the percentage was determined. to see the pattern of changes in reasoning levels and modes, the data are represented in the form of a map of changes of reasoning patterns and modes. results and discussion the recapitulation of the number of the students of research subjects with changes in the level of reasoning is presented in the table 1. the measurement of reasoning levels of the students participating in the embryology lecture before the learning program takes place is important to be obtained in order to know the categories of reasoning level, so that the appropriate learning strategies/methods can be determined and jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 93-100 96 nurdiani et.al (reasoning patterns and modes …) learning objectives can be more easily achieved. the result of tolt1 (table 1) shows that before the intervention/treatment, the subjects of the study were dominated by a group of concrete reasoners of 32 students (65.31%); a group of transitional reasoners which includes 15 students (30.61%), and a group of formal reasoners consisting only two students (4.08%). in this condition, it can be estimated that mastering abstract embryology concepts is not easily achieved by the subjects without intervention of treatment in the form of learning assisted with a method and media that concretize abstract concepts, while helping to improve reasoning patterns and modes (aversi-ferreira et al., 2012; carlson, 2002; moraes & pereira, 2010; valanides, 1997). table 1. changes in the number of the students of research subjects in the category of logical thinking ability based on the tolt scores reasoning level categories tolt scores tolt 1 tolt 2 tolt 3 concrete (score 0 – 1) 32 (65.31%) 26 (50.06%) 10 (21.41%) transitional (score 2 – 3) 15 (30.61%) 21 (42.86%) 18 (36.73%) formal (score 4 – 10) 2 (4.08%) 2 (4.08%) 21 (42.86%) total 49 49 49 note : tolt 1 = the first test of logical thinking tolt 2 = the second test of logical thinking tolt 3 = the third test of logical thinking the second measurement of the students' reasoning level (tolt2) was conducted after the application of the tpack framework in learning the first four main subjects, including the history of the development of embryolo-gical ideas, reproductive organs, reproductive neurohormonal regulation, and gametogenesis (spermatogenesis and oogenesis). the learning process of the main subject of the reproductive system is integrated with verificative practicum. the results of tolt2 (table 1) show a change in the reasoning patterns of the students. the number of concrete reasoners decreases to 26 people (50.06%). the number of transitional reasoners increases to 21 people (42.86%), but the number of formal reasoners does not change. this data show that the application of the tpack framework on the learning of the four embryology main subjects influences the shift of reasoning patterns from concrete reasoning pattern to transitional reasoning pattern. the shift in the level of logical thinking ability also appears in the third measurement (tolt3) (table 1) which was conducted after the learning of these following four embryology main subjects (fertilization, cleavage, gastrulation, and organogenesis). the number of concrete reasoners has decreased to 10 students (21.41%), the number of transitional reasoners has decreased to 18 students (36.73%), and the number of formal reasoners has increased to 21 students (42.86%). to find out the shift direction of the students' reasoning levels, it can be seen on the map of change of the number of students' with each category of reasoning level shown in figure 1. figure 1. the map of the shift of the students' reasoning patterns after embryology learning with the application of the tpack framework. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 1, march 2019, pp. 93-100 97 nurdiani et.al (reasoning patterns and modes …) the figure 1 shows that the learning of the four main subjects change the number of concrete reasoniers into transitional reasoners, while the learning of the next four main subjects change concrete and transitional reasoners into formal reasoners. through this data analysis, it indicates that embryology learning with the application of the tpack framework can direct changes in reasoning patterns from the category of concrete reasoning to the formal reasoning. this is in line with the neimak's statement (valanides, 1997) which concludes the results of his study that the task contents, the manipulation of instructions in the tasks, and the different variables individually can affect the forma-tion of formal thinking. in the context of this study, the use of interactive multi media enables the visualization of abstract embryological concepts to be more concrete, detailed and systematic. uploading this interactive multimedia into the moodle lms that can be accessed online, allows students to increase their access to information, and improve self-regulation in learning. thus, for the students this learning becomes more meaningful, interesting and facilitates understanding and formation of formal thinking. embryology learning with the tpack framework also affects the reasoning mode shifts. the results of the analysis of the correct answers on the tolt items are presented in table 2. table 2. changes in the number of the students in the logical thinking mode based on the correct answers to the tolt items reasoning modes number of students with correct answers tolt 1 tolt 2 tolt 3 proportional (items 1/2) 19 27 31 variable control (items 3/4) 3 6 7 probability (items 5/6) 7 2 20 correlational (items 7/8) 10 19 20 combinatorial (items 9/10) 0 3 45 note : tolt 1 = the first test of logical thinking tolt 2 = the second test of logical thinking tolt 3 = the third test of logical thinking the results of tolt1 show that the research subjects are dominated by students who hava proportional and correlational reasoning modes. as tolt1 was conducted before the embryology learning program with tpack, the ownership of both reasoning modes is a representation of previous learning experiences. tolt2 which was conducted after the learning of the four main subjects shows the results of the ownership of more dispersed reasoning mode covering all types of reasoning modes. the detailed data of measurement results shows that almost every student has a combination of two or three reasoning modes, that is between proportional, probability and correlational, except for the variable control mode which is only possessed by very few students (6 students). it seems that changing the representation of embryological teaching material presented in the multimedia in this study, besides allowing students to know and interpret the relationships depicted in the observed variables (proportional reasoning mode), is also sufficient to encourage student reasoning to use the information obtained in determining the possibility of drawing a conclusion (probabilistic reasoning mode), and determining reciprocal relationships or inverse relationships between variables (correlational reasoning mode). the non-establishment of variable control reasoning mode can be expected to occur because the method used in the embryology learning process with tpack framework, especially practicum which is only verification without being experimental/manipulative and problem statements that are less challenging in discussions, is not enough to train students to develop their ability to control certain variables from a problem. tolt3 which was conducted after the learning of the next four main subjects gain results that were not much different from the results of tolt2, except for the increase in the number of students who have a combinatorial reasoning mode (45 students). in the learning of the last four main subjects, the students were given assignments in the form of making models of embryos made from styrofoam in the shapes of balls and slabs. this assignment seems to play a strong role in the development of the ownership of the students' combinatorial mode. combinatorial reasoning is an ability of a person to determine an alternative that might occur in certain situations systematically (kaygısız & gürkan, 2018; ong, zaki, & goodman, 2015; valanides, 1997; whitebread et al., 2017). the tpack framework is a complex interaction of the seven components of knowledge (ck, pk, tk, pck, tck, tpk, and tpack). therefore, increasing the pattern and mode of reasoning in this study is the combined effect of each of the strengths and weaknesses of each component. thus, the success of learning jpbi (jurnal pendidikan biologi indonesia) vol. 5, no.1, march 2019, pp. 93-100 98 nurdiani et.al (reasoning patterns and modes …) with the tpack framework approach is very dependent on the accuracy of determining the type of element of each component that is integrated. in embryology learning there are many difficult terms that must be memorized and understood so students often misunderstand the concepts given. using tpack allows students to like and enjoy learning. if the learning can be enjoyed and implemented properly by students, it will be able to make students concentrate in accepting and understanding the concepts learned. learning in ancient times was only required by teachers to master aspects of subject matter and pedagogics only. now with the development of technology, the teacher must be able to keep up with technology. based on this, integration between material, technology and pedagogy is needed. integrating technology in learning is not an easy thing, because to be able to choose the right technology the teacher must master the material to be taught so that it can analyze the characteristics of the material. the teacher must also consider the strategies in learning according to the technology used. tpack requires a relationship of interaction that is synergy between material, pedagogy and technology. tpack with learning devices also has a relationship, where teachers who have high tpack can develop high learning tools as well. this is because tpack is essential knowledge that can influence the learning method. preparation of learning planning using technology and in accordance with tpack criteria does not mean only inserting the use of technology in learning. the main thing in preparing learning devices using tpack is the learning objectives and activities then the appropriate technology is chosen. tpack has advantages such as in the preparation of instructional design, learning instruction, learning models and strategies, assessment systems and curriculum design. based on these advantages, tpack contributes greatly to changes and learning paradigms. the use of informatics technology to transform the representation of embryological teaching materials into interactive multimedia forms uploaded into the lms moodle, the use of blended learning methods, and other structured assignments, which are carried out in an integrated manner have helped students improve their pattern and mode of reasoning, which in turn will help overcome difficulties in mastering the concept of embryology. conclusion based on the results of this study, it can be concluded that the implementation of the tpack framework in the context of embryology learning for the students of biology prospective teachers plays a very important role in building patterns and modes of logical 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(2018). improving students’ metacognitive awareness through implementing learning journal. jpbi (jurnal pendidikan biologi indonesia), 4(2), 105-112. https://doi.org/10.22219/jpbi.v4i2.5788 improving students’ metacognitive awareness through implementing learning journal ulfa nurajizah, sistiana windyariani*, and setiono department of biology education, faculty of teacher training and education, university of muhammadiyah sukabumi, west java, indonesia *corresponding e-mail: windyariani@gmail.com abstract the process of learning and understanding of science has relevance to the level of metacognitive awareness. the purpose of this study was to find out whether the use of learning journals have an effect on students' metacognitive awareness. this study was quasi-experimental research with non-equivalent pretest-posttest control group design. the subjects of this study were second semester of vii grade students of state junior high school 5 of sukabumi in 2017-2018 academic year. metacoginitive awareness was measured by using metacognitive awareness inventory (mai). the data obtained from pretest and posttest were calculated into n-gain score. these data were analyzed by using independent ttest. the results showed that n-gain score for metacognitive awareness in experimental and control class were 0.70 and 0.22 in sequence. meanwhile, the t-test results indicated that there was a significant difference between learning by using learning journals and without using learning journals in increasing students' metacognitive awareness. it showed that students metacognitive awareness in the experimental class were better than the control class. it can be suggested that implementing learning journals is potential media in improving students’ metacognitive awareness. keywords: learning journals, metacognitive awareness, science learning © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction student activity in building its own knowledge is a priority in science learning. during the learning process, students are expected to be more independent in constructing their knowledge. in the process of constructing such knowledge, students are required to be able to compare the prior knowledge with the new knowledge they have gained. metacognitive plays an important role in this process (adhitama, kusnadi, & supriatno, 2014; ramadani, fauzi, sukmawati, & corebima, 2015). metacognitive is knowledge and beliefs about cognitive processes of a person and his conscious efforts to engage in the process of behaving and thinking (munir, 2016; scott, 2015) about thinking itself (nasution & rezeqi, 2015). there are two components of metacognitive: knowledge and regulation. metacognitive knowledge includes knowledge of one's position as learning and the factors that influence his achievement, knowledge of strategy, and knowledge of what and why to use the strategy. metacognitive regulation includes the process of monitoring cognition, such as planning activities and evaluating the efficacy of monitoring processes and strategies (jeronen, palmberg, & tli-panula, 2016; panchu, bahuleyan, seethalakshmi, & thomas, 2016a; tanner, 2012). improving metacognitive awareness is important developmental and educational goals (ridley, schultz, glanz, & weinstein, 1992; sendag & odabasi, 2009). metacognitive has an important role in learning science. the reason, learning science is not just about facts, concepts, or principles but also a learning process for students in everyday life. thus, in the science learning process, students need to build their own knowledge independently. based on the several previous study, such as the studies that conducted by hidayati (2016); jagals and walt (2016); kallio, virta, and kallio (2018); lajeng (2017); okoza, aluede, http://ejournal.umm.ac.id/index.php/jpbi/article/view/5788 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5788 https://doi.org/10.22219/jpbi.v4i2.5436 nurajizah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 105-112 106 improving students’ metacognitive awareness ... and owens-sogolo, (2013); and also tamsyani (2016), a good level of metacognitive awareness is related to the ability of student to better design, monitor, evaluate, and reflect on the learning process consciously. it will help student to become more independent and confident in learning. therefore, the empowerment of students’ metacognitive during learning is an effort that must be done by the teacher or lecturer (fauzi, 2013; panchu, bahuleyan, seethalakshmi, & thomas, 2016b; ramadani et al., 2015). in this regard, students who have good metacognitive awareness will learn well than who do not have good metacognitive awareness (pantiwati & husamah, 2017). if students already have an interest and passion in learning and participate in understanding the material, as well as can be responsible for their own learning, the students are already aware of their metacognitive (yulianingtyas, budiasih, & marfuah, 2017). in fact, based on direct interviews with teachers at the state junior high school (sjhs) 5 of sukabumi, it is found that students' metacognitive awareness is still low, and students have different levels of knowledge different levels of learning. some students are active and know how to learn and are able to use their knowledge, but there are those with an average level of intelligence who are trying hard to find their strengths and weaknesses. some students are passive without knowing how to understand what is being taught, more than a half of students have difficulties in understanding the subject matter. accordingly, a learning that can develop students’ metacognitive awareness is required to face the problem. one of the potential solution that can be used to develop students' metacognitive awareness in learning is by writing learning journals. learning journals is a way for students to collect information for self-analysis and reflection of feelings, personal opinions, and even expectations or fears during learning (jado, 2015; wahdah, jufri, & zulkifli, 2016). by writing learning journals, they will be accustomed to control their learning as well as engage themselves with learning reflections, become active and recognize their responsibilities as students in every learning process (damayanti, 2009; fitria, andriani, & muslim, 2016; triana, 2012) . the use of learning journals in the learning process has been conducted by some researchers, among others, research conducted by fathonah, ibnu, and suharti (2016) showed that preparation of learning journals would help students in planning lessons, monitoring, controlling progress, and evaluating learning outcomes that have been achieved. meanwhile, according to windasari, hasanuddin, and hasanuddin, (2016), learning journal can be used to help less confident students in expressing the difficulties experienced during the learning process. thus, teachers or lecturers can take advantage of learning journal as evaluation during learning. however, studies that examine the implementation of learning journal as a solution for improving students' metacognitive awareness, especially indonesian jhs students in environmental topics are still hard to find. the studies by fathonah et al. (2016), husamah (2015), jado (2015) and lukitasari, susilo, ibrohim, and corebima (2014) were conducted in universities, whereas the studies by fauzi (2013), heswandi, muhali, and raehanah (2018), jagals and walt (2016), lajeng (2017), ramadani et al. (2015). windasari et al. (2016) and yulianingtyas et al. (2017) were conducted in senior high school. moreover, those studies generally did not examine the effect of learning journal on metacognitive awareness. noted, only jado (2015) and yulianingtyas et al. (2017) studies that examine the effect of learning journals, where, as mentioned earlier, jado (2015) conducted his study at university, while yulianingtyas et al. (2017) was in high school. interaction between living organism and environment is a subject matter related to the nature of daily life that requires activeness and conscious knowledge building. if students are given learning journals gradually, there is a possibility the students will be aware of their metacognitive. in learning journals there are determinations of what students already know and what they do not know, by using subject matter of interaction between living organisms and their environment, they will be able to see and write down what they know and what they do not know. method this research was quasi-experimental with ‘non-equivalent pretest-posttest control group design’. the experimental class used learning journals while the control class did not use the nurajizah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 105-112 improving students’ metacognitive awareness … 107 learning journals. the populations of this research were students of sjhs 5 of sukabumi on second semester of 2017-2018. the samples were class of vii-d as experimental class and vii-c as control class. this research used purposive sampling refers to arikunto (2010). the instrument in this study was metacognitive awareness instrument, including 8 metacognition awareness indicators, adopted from metacognitive awareness inventory (mai) developed by schraw and dennison (1994) on likert scale. the metacognitive awareness data was obtained from the test results before and after the treatment. then, pretest and posttest data were calculated become normalized gain (n-gain). differences in n-gain results of students’ metacognitive awareness were tested using independent t-tests. before performing t-test, the assumption test was conducted. normality assumption tested by using chi square test while homogeneity assumption using levene's test. results and discussion the result of students' metacognitive awareness on the experimental class and control class are presented in table 1. the results show that metacognitive awareness in the experimental and control class has increased. however, the n-gain score in the experimental class (0.70) is higher than the control class (0.22). table 1. average score of metacognitive awareness class average score pretest posttest n-gain experimental 66 89.82 0.70 control 66 73.71 0.22 the results of the pre-requisite test indicate that the n-gain scores in the experimental and control classes have met the assumptions of normality and homogeneity (see table 2). table 2. the result of assumption test assumption value critical value normality of experimental class 5.40 7.81 normality of control class 3.60 7.81 homogeneity of the variant 1.44 1.69 the χ2value scores on the experimental class and control class are sequentially (5.40) and (3.60) lower than the χ2critical value (7.81) so that the data is normally distributed, while the variance of both data is also homogeneous [fvalue (1.44) < fcritical value (1.69)]. the result of independent t-test shows that tvalue (19.44) is higher than tcritical value (1.99) as described in table 3. thus, the null hypothesis was rejected. the research hypothesis which states that "there is a difference between the metacognitive awareness between experimental class and control class" was accepted. therefore, based on table 1 and table 3, the results of this study can be interpreted "the implementation of learning journals affect the level of students' metacognitive awareness". table 3. the result of independent t-test tvalue tcritical value 19.44 1.99 at the beginning of the learning activities, students are given a metacognitive awareness test (pretest). the test results show that the mean scores of metacognitive awareness in control and experimental class are respectively 65.51 and 65.95. this happens because at the beginning of learning, students have not been given learning by using learning journals. thus, the scores of both class were equal. the results are in accordance with the research conducted by heswandi et al. (2018) which shows that students' metacognitive awareness tends to be low or middle level before being given treatment in the learning process. learning journals were notes or writings that work for students to reflect their learning process, such as experience during learning, difficulties and solutions to be done, and recalling what they had learned. this was in line with lukitasari, susilo, ibrohim, and corebima, (2014) who stated that writing learning journals is an activity that can be accustomed to train the thinking process while improving students' understanding of concepts. in a learning process, when students are asked to describe learning experience they have acquired, students will realize and know what they are experiencing and are able to express it in writing; this is an independent learning strategy using learning journals. yulianingtyas et al. (2017) was argued that writing learning journals will encourage students' metacognitive awareness, within enabling students to consciously know what they have experienced during the learning process. nurajizah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 105-112 108 improving students’ metacognitive awareness ... n-gain ratio of each metacognitive awareness indicator comparison of n-gain metacognitive awareness indicator between experimental and control class can be seen in the figure 1. based on the figure 1, comparison of each metacognitive awareness indicator showed that there were differences between experimental and control class. based on the average n-gain results, the students’ metacognitive awareness in the experimental class was superior to the control class. in the experimental class, eight indicators studied had an average of 0.70 whereas the control class had an average of 0.22. that way the experimental class was categorized as medium and the control class was low. figure 1. comparison of metacognitive awareness in experimental and control class figure 1 shows in more detail that based on the average of n-gain in the experimental class there are five high metacognitive awareness indicators that are planning (0.87), evaluating (0.84), conditional knowledge (0.75), debugging strategy (0.73), and comprehension monitoring (0.71). whereas the others indicator classified as medium are declarative knowledge, information management strategy, and also procedural knowledge with the n-gain score in sequence of 0.65, 0.59, and 0.38. in addition, the tendency of n-gain score in the control class is at low level, only the indicator of comprehension monitoring and planning are classified as medium with a score of 0.45 and 0.35. planning was a metacognitive indicator whose n-gain score highest in the experimental class. this is predictable because the content of learning journals written by the students has relevance to the planning aspect. in learning journals students are accustomed to writing out how their learning plans are like the reference sources to read and the how many times they are need to master a learning objective. sensitivity to the aspects of planning that grow in the learning process of students at the same time were impacted to the other metacognitive awareness indicators. this can be seen from the high conditional knowledge score, which means the students are able to identify the difficulties they face up during learning process to what kind of learning strategy they can plan to overcome the obstacles. this in line with adhitama et al., (2014); jagals and walt (2016); munir (2016); schraw and graham (1997); and tzohar-rozen and kramarski (2014) which states that metacognitive is the knowledge and beliefs about how to engage in the process of behaving and thinking including their ability to evaluate learning outcomes and developing learning plans that accommodate specific strategies or steps according to the obstacles and challenges they have identified. habituated of learning journals in the process of learning in experimental class according to the statement kallio et al. (2018); okoza et al. (2013); raaijmakers et al. (2018); tzohar-rozen and kramarski (2014) are also able to teach and nurture the sensitivity and awareness of students in comprehensively seeing how they learn. this kind of selfnurajizah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 105-112 improving students’ metacognitive awareness … 109 regulation are important for students in reflecting and monitoring their learning activities. husamah (2015), jado (2015), and nasution and rezeqi (2015) says that ability will ultimately have an impact on how students will think to reorganize learning processes that include suitable learning strategies to improve their learning achievement. on the other hand, the control class only indicator of comprehension monitoring and also planning are classified as medium. the others indicator such as declarative knowledge, procedural knowledge, conditional knowledge, information management strategy, debugging strategy and evaluating are low. these situation shows that when compared with the students whom using learning journals, the level of metacognitive sensitivity of students whom do not compose a learning journals is no better. this happens because in the control class students are not accustomed to writing and identifying how they learn consequently the metacognitive dimension can not effectively develop in the learning process. in fact, to be able to increase metacognitive awareness required a strategic step that develops into good habits (lajeng, 2017; lukitasari et al., 2014; panchu et al., 2016a; raaijmakers et al., 2018; schraw & graham, 1997; tanner, 2012). habituation of students to write journal should be done periodically and continuously. this is an important step that must be done by the teacher because the metacognitive dimension has relevance to the students character (goodrich, 1995; mukhid, 2008). one of them by asking students to write a learning journals at each meeting. thus, the teachers become easier in assessing and identifying the quality of learning journals as well as enhancing students' metacognitive awareness. table 4 shows that most of the students in the experimental class were able to make the learning journals well. this is indicated by the increase in the percentage of the assessment of study journals obtained from each meeting. the 66.9% gained from the first meeting increased to 90.7% at the third meeting. meanwhile, there is an increase of 14.3% from the assessment at the first meeting until the third meeting. table 4. rubric of learning journals meeting score average ( ) percentage (%) 1 6.0 66.9 2 6.8 76.4 3 8.1 90.7 indicators of learning journals that have been organized well can be seen from the existence of student statement that are analysis, reflection, evaluation, and synthesis. indicators of analysis include statements describing how the learning process they have done, the reflection on the results obtained, the evaluation of strategies and planning better learning strategies based on evaluate they have done. these statements are the foundation upon which an important benchmark is that students' metacognitive awareness has been on the right path for growth (fitria et al., 2016; iskandar, 2014). increased metacognitive awareness through journal writing in this study can also be explained through stimulus and response approaches (harrison & vallin, 2017; park, 2003). journal writing activities that are conditioned within a certain timeframe in the learning process can have an impact on students' metacognitive awareness. during the learning period, students gain a deeper learning experience. learning is not only about the dimension of knowledge but also on the deeper dimension of thinking and involves all the potential in students to perform better selfregulation (husamah, 2015; ridley et al., 1992). gradually, students' learning experiences become stronger once they are used to writing analysis of the learning process they are doing, outlining the obstacles and difficulties they encounter during the process, evaluating all the efforts they have made to getting the learning outcomes. the process is continuous so that students are able to think and plan better strategies for subsequent learning (panchu et al., 2016b; wahdah et al., 2016). hidayati (2016) states that writing of learning journals are expected to train students to learn actively in order to find something related to the problems faced. thus students will be trained to connect problems with their own existing knowledge. the results of this study reinforce previous research conducted by (graham, 1994; jado, 2015; jagals & walt, 2016; okoza et al., 2013; yulianingtyas et al., 2017) which states that the learning process combined with learning journals writing is able to optimize students’ learning outcomes, especially from the dimensions of metacognitive awareness. learning journals can also be used as a medium that can help teachers in the effort to identify, nurajizah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 105-112 110 improving students’ metacognitive awareness ... analyze and develop students' metacognitive awareness. conclusion implementation of learning journals in the learning process can improve students' metacognitive awareness at a high level in the indicators of planning, conditional knowledge, debugging strategy, and evaluating. in addition, students' ability to write learning journals shows an increase of 14.3%. thus, the use of learning journals is very potential to be developed in the learning process. references adhitama, r. s., kusnadi, k., & supriatno, b. 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(2012). penerapan jurnal belajar terhadap peningkatan hasil belajar siswa pada konsep pencemaran dan kerusakan lingkungan. iain syekh nurjati cirebon. tzohar-rozen, m., & kramarski, b. (2014). metacognition, motivation, and emotions: contribution of self-regulated learning to solving mathematical problems. global education review, 1(4), 76–95. wahdah, n. f., jufri, a. w., & zulkifli, l. (2016). jurnal belajar sebagai sarana pengembangan kemampuan metakognisi siswa. jurnal pijar mipa, xi(1), 70–74. https://doi.org/10.14800/ics.95 windasari, c., hasanuddin, h., & hasanuddin, h. (2016). pengaruh model guided discovery terhadap kesadaran metakognitif dan hasil belajar kognitif peserta didik pada materi sistem reproduksi manusia di mas babun najah banda aceh. jurnal biotik, 4(1), 66–74. yulianingtyas, e., budiasih, e., & marfuah, s. (2017). pengaruh penggunaan jurnal belajar dalam model pembelajaran learning cycle 6e terhadap kesadaran metakognitif siswa sman 8 malang pada materi redoks. jurnal pendidikan: teori, penelitian, dan pengembangan, 2(5), 724–730. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 55 available at http://ejournal.umm.ac.id/index.php/jpbi kajian folk taxonomy tumbuhan bumbu dan rempah di daerah guluk-guluk sumenep madura sebagai booklet bagi masyarakat study of folk taxonomy herb and spice plant in guluk-guluk sumenep madura as booklet for society fadhlan muchlas abrori jurusan pendidikan biologi fkip universitas borneo tarakan, jl. amal lama no. 1, tarakan, kalimantan utara, telp. 0551-5508968 e-mail korespondensi: fadhlan1991@gmail.com abstrak folk taxonomy merupakan salah satu kajian dalam etnobiologi. pengkajian dalam pengelompokkan mahluk hidup secara konvensional masih sangat jarang dilakukan, sehingga perlu dilakukannya pengkajian taksonomi rakyat (folk taxonomy). pengelompokkan mahluk hidup oleh masyarakat memiliki kriteria unik sehingga lebih memperkaya lagi informasi dalam ranah etnobiologi. tujuan penelitian ini adalah mengkaji folk taxonomy di daerah guluk-guluk sumenep madura dan mengembangkan booklet bagi masyarakat. hasil kajian folk taxonomy dikembangkan menjadi booklet sebagai salah satu media penyuluhan kepada masyarakat. berdasarkan hasil penelitian didapatkan 39 jenis tumbuhan bumbu dan rempah. suku terbanyak yang dimanfaat sebagai bumbu dan rempah adalah zingeberaceae dengan total 6 jenis tanaman dan liliaceae dengan total 5 jenis. hasil uji coba untuk booklet kepada ahli materi, media dan uji lapangan, didapatkan hasil 89.7%, 87.92%, dan 87.06% dengan kriteria valid. kata kunci: booklet, etnobiologi, folk taxonomy abstract folk taxonomy is one of ethnobiological study. a study of conventional grouping of living creatures is still rarely conducted, thus, studying folk taxonomy is worthed. living creatures grouping that has been done by society has a unique criterion that contributes in enriching information in ethnobiology field. the objective of this study is reviewing folk taxonomy in the guluk-guluk region of sumenep madura and developing a booklet for the local community. the product of folk taxonomy study then been developed as a booklet that becomes one of information media for the society. the results showed that there are 39 species of herbs and spices. zingiberaceae is the group with the largest number of species (6 species), that have been used by the society as spices and herbs, whereas the second largest number is liliaceae with 5 species. the results of book review from the material expert, media expert and field test, were: 89.7%, 87.92%, and 87.06% respectively. these scores showed that the booklet is valid. keywords: booklet, etnobiology, folk taxonomy klasifikasi adalah teknik pengelompokan dan penamaan mahluk hidup. cabang ilmu biologi yang mempelajari tentang pengklasifikasian mahluk hidup disebut taksonomi. pengklasifikasian mahluk hidup selain dalam ilmu biologi, juga dikenal pengklasifikasian tradisional oleh masyarakat yang dikenal dengan istilah taksonomi rakyat (folk taxonomy). iskandar (2012) menyatakan bahwa folk taxonomy terlebih dahulu digunakan sebelum munculnya ilmu taksonomi modern. menurut escalada & heong (2011) folk taxonomy menggambarkan banyaknya cara di masyarakat tradisional dalam mengelompokkan berbagai jenis mahluk hidup. pengelompokan mahluk hidup oleh masyarakat tradisional umumnya berpatokan kepada cara pemanfaatan, dan persamaan karakteristiknya yang didasarkan pada pengamatan langsung. dasar dari folk taxonomy umumnya berpatokan kepada sistem budaya, jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 56 available at http://ejournal.umm.ac.id/index.php/jpbi pengamatan masyarakat lokal dan fungsi sosial. folk taxonomy merupakan salah satu kajian dalam etnobiologi. etnobiologi pada masyarakat indonesia cukup banyak diteliti untuk menambah keanekaragaman nama mahluk hidup. salah satu suku yang memiliki penamaan mahluk hidup yang kompleks adalah suku madura. berdasarkan penelitian arizta (2012) terkait tentang kajian etnobotani tumbuhan obat oleh suku madura di pesisir pantai besuki, didapatkan hasil 10 jenis tanaman yang diidentifikasi nama lokal serta kegunaannya. penelitian serupa juga dilakukan oleh habibah (2014) terkait kajian etnobotani tumbuhan obat di kecamatan sreseh kabuten sampang madura didapatkan 104 jenis tumbuhan dari 35 suku yang digunakan masyarakat kecamatan sreseh sebagai obat. penelitian etnobiologi yang cukup banyak diteliti hanya mengacu kepada inventarisasi dan identifikasi jenis mahluk hidup dan penamaannya dalam sebuah suku, daerah atau tempat. pengkajian dalam pengelompokkan mahluk hidup masih sangat jarang dilakukan, sehingga perlu dilakukannya pengkajian taksonomi rakyat (folk taxonomy). pengelompokkan mahluk hidup oleh masyrakat memiliki kriteria unik sehingga lebih memperkaya lagi informasi dalam ranah etnobiologi. penelitian terkait folk taxonomy tumbuhan bumbu dan rempah masih sangat jarang diteliti, penelitian folk taxonomy masih banyak mengkaji tumbuhan obatobatan. minimnya penelitian terkait tumbuhan bumbu dan rempah perlu dikembangkan lebih jauh sehingga masyarakat lebih mengenal tumbuhan rempah dan obat di lingkungan sekitar. penelitian folk taxonomy tumbuhan bumbu dan rempah dikembangkan menjadi booklet. pengembangan booklet merupakan salah satu cara pengenalan tumbuhan obat dan bumbu kepada masyarakat. booklet memiliki bentuk berukuran kecil sehingga lebih efektif dalam penggunaannya. fitriastutik (2010), menyatakan bahwa informasi dalam booklet ditulis dalam bahasa yang ringkas dan mudah dipahami dalam waktu singkat. booklet juga didesain untuk menarik perhatian dan dicetak di atas kertas yang bagus. setyawan et al (2015) juga menyatakan booklet merupakan sarana atau alat penunjang yang tepat untuk pendidikan nonformal. imamah et al (2016) menyatakan booklet merupakan suatu media komunikasi massa. berdasarkan hal tersebut maka sangat perlu dilakukan “kajian folk taxonomy tumbuhan bumbu dan rempah di daerah guluk-guluk sumenep madura sebagai booklet bagi masyarakat” metode penelitian ini merupakan jenis penelitian pengembangan (research and development). penelitian ini terdiri dari 2 tahap, yaitu: 1) tahap penelitian; dan 2) tahap pengembangan. tahap penelitian terdiri dari inventarisasi, identifikasi dan reduksi data terkait pengelompokan tumbuhan berdasakan wawancara kepada masyarakat. pengelompokan tumbuhan menggunakan format yang diadaptasi dari berlin et al., (1973) dalam iskandar (2012) terkait level klasifikasi folk taxonomy (sebagaimana disajikan pada gambar 1). folk taxonomy memiliki beberapa level tertentu seperti pada taksonomi dalam jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 57 available at http://ejournal.umm.ac.id/index.php/jpbi ilmu biologi, yaitu: a) kategori unique beginner, setara dengan tingkatan kerajaaan (kingdom) pada taksonomi biologi pada folk taxonomy berada pada level (tingkat) nol; b) kategori bentuk kehidupan (life-form) terdapat pada tingkat satu, merupakan yang membedakan makhluk hidup berdasarkan bentuk dan karakteristik morfologinya; c) kategori istilah umum (generic) pada tingkat dua, merupakan tingkatan dasar dalam folk taxonomy yang umumnya tidak sesuai dengan klasifikasi biologi. terkadang pada tingkatan ini merupakan jenis (spesies), marga (genus), bahkan suku (famili); d) istilah khusus (specific) terdapat pada tingkat 3, biasanya dibedakan dengan jenis lainnya oleh beberapa karakteristik yang dapat teramati; e) lebih khusus lagi tingkat atau level klasifikasi dapat mencapai tingkat varietas (varietal) hingga sub-varetas. gambar 1. diagram skematik penyusunan hirarki dari kategori folk taxonomy, ub=unique beginner, lf=life form, g=generic, s=specific, v=varietal (adaptasi dari iskandar, 2012) tahap pengembangan, model pengembangan yang digunakan adalah modifikasi four-d model diadaptasi dari thiagarajan et al., (1974). model ini terdiri dari 4 tahap pengembangan yaitu pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). modifikasi model hanya dilakukan sampai pada tahap pengembangan (develop). uji coba produk hasil pengembangan meliputi uji ahli (ahli materi dan ahli media), dan uji lapangan (20 orang masyarakat daerah sekitar). pengembangan booklet dalam penelitian ini mengacu pada sitepu (2012) dalam gustaning (2014). format booklet meliputi: 1) kulit (cover); 2) bagian depan (premlimunaries) memuat halaman judul, halaman judul utama, halaman daftar isi dan kata pengantar; 3) bagian teks memuat bahan pelajaran yang akan disampaikan kepada siswa, terdiri atas judul bab, dan sub judul; 4) bagian belakang buku terdiri atas daftar pustaka, glosarium dan indeks. pengembangan booklet juga harus mengacu kepada beberapa elemen. gustaning (2014), menyatakan elemen dalam booklet harus memuat beberapa aspek, yaitu: 1) konsistensi format dan jarak spasi pada booklet harus konsisten, konsistensi format dan jarak spasi akan membuat booklet terlihat lebih rapi; 2) format tampilan dalam booklet menggunakan tampilan satu kolom karena ukuran kecil dan paragraf yang digunakan umumnya panjang, setiap isi materi yang berbeda dipisahkan dan diberi label agar mudah dibaca; 3) organisasi booklet disusun secara sistematis dan dipisahkan dengan antara satu halaman dengan halaman lain sehingga lebih mudah dipahami; 4) aspek daya tarik dalam booklet dengan menyisipkan gambar atau desain layout tertentu yang tidak monoton dalam setiap bagian halamannya; 5) huruf yang digunakan dalam booklet yaitu arial dengan ukuran 11. penggunaan huruf dengan font yang berbeda bisa digunakan pada judul atau sub judul. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 58 available at http://ejournal.umm.ac.id/index.php/jpbi uji coba booklet meliputi uji coba ahli, dan uji lapangan. uji coba ahli meliputi ahli materi untuk mengetahui kesesuaian materi dalam booklet terutama pada kajian folk taxonomy, dan juga ahli media untuk meentukan kelayakan booklet berdasarkan formatnya. uji lapangan dilakukan setelah uji ahli dan produk direvisi berdasarkan masukan dari ahli materi dan media. uji lapangan menggunakan subjek 20 orang masyarakat sekitar untuk memberikan penilaian kepada booklet. hasil dan pembahasan hasil penelitian pada tahapan penelitian didapatkan data beberapa tumbuhan bumbu dan rempah yang digunakan oleh masyarakat di daerah guluk-guluk sumenep madura dengan data seperti pada tabel 1. tabel 1. nama formal dan nama daerah tumbuhan bumbu dan obat no. nama formal nama daerah (folk name) suku (family) keterangan 1 adas (foeniculum vulgare miller.) addás apiaceae rempah 2 asam jawa (tamarindus indica l.) accem jábáh fabaceae rempah 3 asam kandis (garcinia xanthochymus hook. f. ex t. anderson) accem kandhis clusiaceae rempah 4 bangle (zingiber montanum roxb.) pandhiyang zingeberaceae rempah 5 bawang bombai (allium cepa l.) bábang bombai/ india liliaceae rempah 6 bawang daun (allium fistulosum l.) bábang dháun liliaceae rempah / bumbu 7 bawang merah (allium cepa var. aggregatum) bábang bungkol/ mera liliaceae rempah 8 bawang putih (allium sativum l.) bábang potè liliaceae rempah 9 cabe rawit (capsicum frutescens “bird eye”) cabbi lètè’ solanaceae rempah 10 cabe merah besar (capsicum annuum l.) cabbi raja solanaceae rempah 11 cengkeh (syzygium aromaticum (l.) merrill & perry) cengkè myrtaceae rempah 12 jahe (zingiber officinale roscoe.) jái zingeberaceae rempah 13 jeruk purut (citrus hystrix dc.) jerruk porot rutaceae rempah / bumbu 14 jeruk nipis (citrus aurantifolia (christm.) swingle.) jerruk peccel rutaceae rempah / bumbu 15 jintan (carum carvi l.) jhinten apiaceae rempah 16 jintan hitam (nigella sativa l.) jhinten celleng ranunculaceae rempah 17 kapulaga (elettaria cardamomum (l.) maton.) kapolaghá/palaghá zingeberaceae rempah 18 kayu manis (cinnamomum verum j. presl.) kajuh manis jangan lauraceae rempah 19 kayu manis cassia (cinnamomum aromaticum ness.) kajuh manis kandhel lauraceae rempah 20 kayu manis salakat (cinnamomum cullilawan blume.) kajuh manis kolelabán lauraceae rempah 21 keluak (pangium edule reinw.) tok-kelottok flacourtiaceae rempah 22 kemiri (aleurites moluccanus (l.) wild.) komereh euphorbiaceae rempah 23 kencur (kaempferia galangal ) kencor zingeberaceae rempah 24 ketumbar (coriandrum sativum l.) katombher apiaceae rempah 25 kunyit (curcuma longa l.) konyè’ zingeberaceae rempah 26 lada (piper nigrum l.) sa’ang piperaceae rempah 27 lawang (illicium verum hook. f.) pekak illiciaceae rempah 28 lengkuas (alpinia galangal (l.) sw.) laos zingeberaceae rempah 29 mangga (mangifera indica l.) pao anacardiaceae rempah 30 pala (myristica fragrans houtt.) pa’ala myristicaceae rempah 31 pandan suji (dracaena angustifolia (medix.) roxb.) pandhen sojih liliaceae bumbu 32 pandan wangi (pandanus ammaryllifolius roxb.) pandhen ro’om pandanaceae bumbu 33 pandan laut (pandanus odorifer (forssk.) kuntze.) pandhen tase’ pandanaceae bumbu 34 petai (parkia speciosa hassk.) petteh fabaceae rempah 35 salam (syzygium polyanthum (wight.) walpers.) sallam myrtaceae bumbu 36 serai (cymbopogon citrates (dc.) stapf) serrèh poaceae bumbu 37 siwalan (borassus flabellifer l.) tarèbung arecaceae rempah 38 temukunci (boesenbergia rotunda (l.) mansf.) koncèh zingeberaceae rempah 39 vanili (vanilla planifolia jacks. ex andrews) panili orchidaceae rempah jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 59 available at http://ejournal.umm.ac.id/index.php/jpbi berdasarkan hasil inventarisasi dan identifikasi tumbuhan bumbu dan rempah yang digunakan masyarakat di daerah guluk-guluk sumenep madura, didapatkan hasil 39 jenis tumbuhan. suku terbanyak yang dimanfaat sebagai rempah dan bumbu adalah zingeberaceae dengan total 6 jenis tanaman dan liliaceae dengan total 5 jenis tanaman. berdasarkan data hasil inventarisasi dan identifikasi, jenis tanaman kemudian dikelompokkan berdasarkan hasil reduksi wawancara kepada masyarakat sekitar. masyarakat sekitar untuk jenis tumbuhan bumbu dan rempah umumnya mengelompokkan berdasarkan karakteristik fisik dan fungsi tanaman bumbu dan rempah. pengelompokan masyarakat tergambar pada gambar 2 dan gambar 3. metode pengelompokan pertama (gambar 2) oleh masyarakat hampir menyerupai pengelompokan pada taksonomi modern. pengelompokan menggunakan karakteristik fisik dari setiap tumbuhan. karakter yang dijadikan acuan adalah bunga dan karakter tumbuhan lain, misalnya pada life form ada kelompok kembáng pajung (bunga payung) yang berarti bunga tanaman itu menyerupai payung. pengelompokan lain di life form juga menggunakan kemiripan misalkan ornyioran (kelapa-kelapaan) atau be’rebbe’en (rumput-rumputan) artinya tumbuhan yang menyerupai kelapa atau rumput-rumputan. secara keseluruhan life form yang digunakan berdasarkan karakteristik fisik hampir sama dengan pengelompokan famili, seperti: 1. kembáng pajung (bunga payung), umumnya tumbuhan terdiri suku apiaceae. karakteristik apiaceae merupakan bunga majemuk yang membentuk payung. 2. kembáng alembáng/long-polongan (bunga bersayap/polong-polongan), umumnya terdiri dari suku fabaceae. karakteristiknya fabaceae mahkota bunga berbentuk kupu-kupu dan buah berbentuk polong. 3. kembang buwá (bunga buah), tidak ada patokan khusus dari pengelompokan ini dikarenakan kelompok ini dikelompokkan masyarakat untuk tumbuhan yang menghasilkan buah. pada tumbuhan bumbu dan rempah, asam kandis merupakan kelompok kembáng buwá yang merupakan suku clusiaceae (manggis-manggisan) 4. kembáng akompol/mu-temmuwan (bunga berkumpul/temu-temuan), umumnya terdiri dari suku zingeberaceae. karakteristiknya biasanya bunga majemuk membentuk bunga bulir. penampakan bunga majemuk dalam bentuk bulir, masyarakat memberi nama bunga yang berkumpul (kembáng akompol). 5. kembáng becca (bunga basah), umumnya terdiri dari suku liliaceae. penamaan kembáng becca oleh masyarakat mengacu kepada tumbuhan semak basah. umumnya suku liliaceae memiliki karakteristik tersebut. 6. kembáng lema’ (bunga lima), merupakan pengelompokan oleh masyarakat kepada bunga dengan mahkota berjumlah lima. banyak sekali suku yang dimasukkan, misalkan: solanaceae, beberapa suku tiliaceae, beberapa suku malvaceae, beberapa suku ranunculaceae, dll. 7. ruk-jerrukan (jeruk-jerukan), merupakan pengelompokan yang mengacu kepada kelompok jerukjerukan dengan karakteristik tumbuhan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 60 available at http://ejournal.umm.ac.id/index.php/jpbi yang memiliki aroma khas jeruk. umumnya terdiri dari suku rutaceae 8. kembáng obu’/kembáng jembu-ir (bunga rambut/kembang jambu air), merupakan pengelompokan pada tumbuhan yang memiliki ciri benang sari yang sangat banyak dan menyerupai rambut. umumnya kelompok dalam tumbuhan ini merupakan suku myrtaceae. 9. kembáng kajuh manis/ kajuh ro’om (bunga kayu manis/ kembang harum), mengacu kepada suku lauraceae. karakteristik khas dari kelompok ini adalah adanya aroma yang khas dari tumbuhannya. 10. kembáng kastobá (bunga kastuba), mengacu kepada suku euphorbiaceae. karakteristik yang biasanya bisa dilihat adalah adanya tenda bunga tunggal atau rangkap. 11. tok-kelottokan (keluwek-keluwekan), merujuk kepada suku flacourtiaceae. karakteristiknya umumnya buah berupa buah buni bentuk telur. nama tok-kelottok umumnya merujuk kepada suara buah ketika kering ketika digoncang akan berbunyi “kelotokkelotok”. 12. rè-sèrèan/ kembáng sèrè (sirihsirihan/ kembang sirih), mengacu kepada suku piperaceae dengan karakteristik berbau aromatis, bunga kecil dalam bulir, buah buni berbiji 1. 13. kembang tello’ (kembang tiga), mengacu kepada tumbuhan yang memiliki tiga mahkota/kelopak/tenda bunga, misalkan suku myristicaceae 14. o-paoan (mangga-manggaan), umumnya mengacu kepada suku anacardiaceae, terutama pada genus mangifera. memiliki daging buah kuning sampai jingga, berserabut atau tidak. 15. or-nyioran (kelapa-kelapaan), mengacu kepada suku arecaceae. karakteristik batang tidak bercabang dan mempunyai berkas daun berbentuk cincin. buah merupakan buah buni dan buah batu. 16. dhen-pandhenan (pandan-pandanan), mengacu kepada suku pandanaceae. karakteristiknya daun terkumpul rapat dalam 3 baris berbentuk spiral. bunga tersusun menjadi tongkol. 17. kembang panili (bunga vanili), mengacu kepada sebagian suku orchidaceae terutama genus vanilla. karakteristik utama bunga berbentuk tandan berjumlah 15-20 tiap tandan. 18. be’-rebbe’en (rumput-rumputan), mengacu kepada suku poaceae. ciri utama batang silindris berlubang, bunga tersusun dalam bulir. pengelompokan dalam lingkup lingkup life form umumnya hampir serupa dengan taksonomi modern, walaupun lingkup life form tidak sedetail pengelompokan dalam suku di taksonomi modern. beberapa tumbuhan juga ada yang tidak sesuai dengan taksonomi modern, misalkan tumbuhan pandan suji (d. angustifolia) berdasarkan folk taxonomy merupakan kelompok pandan-pandanan, akan tetapi dalam taksonomi modern merupakan suku liliaceae. pengelompokan pada folk taxonomy kebanyakan hanya pada lingkup generic, beberapa tumbuhan dikelompokkan ke dalam lingkup spesific, seperti pada: bábáng (bawang) dikelompokkan menjadi bábáng bombai, bábang bungkol, bábang dháun dan bábáng pote. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 61 available at http://ejournal.umm.ac.id/index.php/jpbi tombuwen kembáng pajung kembáng alembáng/ long-polongan kembáng buwá kembáng akompol/ mu-temmuwan/ i-jáian kembáng becca kembáng lema’ ruk-jerrughán kembáng obu’/ kembang jembu-ir kembáng kajuh manis/ kajuh ro’om kembáng kastobá tok-kelottokan rè-sèrèan/ kembang sere/ apah kembáng tello’ o-paoan or-nyioran dhen-pandhenan kembáng panili addás, jhinten, katombher accem jábáh, petteh accem kandhis pandhiyang, jái, kapolaghá, kencor, konyè’, laos, koncèh bábang bombai, dháun, bungkol, pote bábang cabbi cabbi lètè’, cabbi raja jerruk jerruk porot, jerruk peccel cengkè, sallam jhinten celleng kajuh manis jangan, kandhel, kolelabán kajuh manis komereh tok-kelottok sa’ang pa’ala pao tarebung pandhen sojih, ro’om, tase’ panili pandhen be’-rebbe’en serreh unique beginner life-form generic specific gambar 2. folk taxonomy tumbuhan bumbu dan rempah daerah guluk-guluk sumenep berdasarkan karakteristik fisik jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 62 available at http://ejournal.umm.ac.id/index.php/jpbi metode pengelompokan kedua (gambar 3) oleh masyarakat tidak sedetail dibandingkan pengelompokan pertama. pengelompokan lingkup life form dipilah menjadi tombuwen palappa (tumbuhan bumbu atau rempah). pengelompokan lingkup generic diklasifikasikan berdasar bagian tumbuhan yang digunakan untuk bumbu atau rempah, misalkan: rempang (rimpang), sombih atau ombi (umbi), bigi (biji), buwa (buah), kembáng (bunga), dháun (daun), dan kajuh (kayu). penggunaan metode pengelompokan kedua kurang bisa menggambarkan pengelompokan yang konkrit, karena beberapa tanaman yang penggunaan bagian tumbuhannya ada lebih dari satu. terdapat tanaman yang masuk dalam 2 kelompok seperti jerruk porot dan jerruk peccel. hasil penelitian berupa data folk taxonomy, dikembangkan menjadi booklet untuk masyarakat. penilaian kualitas isi booklet menggunakan 2 tahapan, yaitu uji ahli (materi dan media) dan uji lapangan (20 orang masyarakat). kualitas booklet tergambar pada tabel 2. tabel 2. kualitas booklet berdasarkan uji ahli dan uji lapangan no aspek rata-rata 1 ahli materi kelayakan isi 4,50 kelayakan penyajian 4,47 rata-rata 4.485 (89.7%) 2 ahli media ukuran 4,33 desain kulit 4,50 desain isi 4,36 rata-rata 4.396 (87.92%) 3 uji lapangan (masyarakat) kemudahan 4,40 kemenarikan 4,33 keterpahaman 4,33 rata-rata 4,353 (87.06%) tombuwen rempang tombuwen palappa sombih/ombi bigi buwá kembáng dháun kajuh jái, kencor konyè’, laos, koncèh bábang bombai, dháun, bungkol, potè addás, jhinten, jhinten celleng, kapolaghá, tok-kelottok, komereh, katombher, sa’ang, petteh, panili accem jábáh, kandhis, cabbi lètè’, raja, jerrok porot, peccel, pekak, pao, pa’ala, tarebung cengkè jerruk porot, jerruk peccel, pandhen sojih, ro’om, tase’, sallam, serreh kaju manis jangan, kandhel, kolelabán unique beginner life form generic specific gambar 3. folk taxonomy tumbuhan bumbu dan rempah daerah guluk-guluk sumenep berdasarkan fungsi tanaman jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 55-63) disubmit: februari 2017 direvisi: februari 2017 disetujui: maret 2017 abrori, kajian folk taxonomy 63 available at http://ejournal.umm.ac.id/index.php/jpbi berdasarkan hasil uji ahli dan ahli lapangan didapatkan nilai berturut-turut, yaitu: 89.7%, 87.92%, dan 87.06%. penilaian berdasarkan validasi skala likert menurut ismail (2007) nilai yang didapatkan valid (tidak perlu revisi), karena nilai memiliki rentang 85,94-100%. penutup kesimpulan dari penelitian ini adalah: 1) berdasarkan hasil inventarisasi dan identifikasi tumbuhan bumbu dan rempah yang digunakan masyarakat di daerah guluk-guluk sumenep madura, didapatkan hasil 39 jenis tumbuhan, dengan 18 klasifikasi pengelompokan masyarakat pada tingkat life form; 2) berdasarkan hasil uji ahli materi, ahli media dan ahli lapangan didapatkan nilai berturut-turut, yaitu 89.7%, 87.92%, dan 87.06%. daftar rujukan arizta, y. (2012). etnobotani tumbuhan obat oleh masyarakat suku madura di sekitar pesisir pantai besuki situbondo (skripsi tidak dipublikasikan). jember: unej. escalada, m. & heong, k. l. (2011). ethnoscience techniques. retrieved from http://ricehoppers.net/wpcontent/uploads/2011/07/toolsethnoscience-techniques.pdf. fitriastutik, d. r. (2010). efektifitas booklet dan permainan tebak gambar dalam meningkatkan pengetahuan dan sikap siswa kelas iv terhadap karies gigi di sdn 01, 02 dan 03 bandengan kecamatan jepara kabupaten jepara tahun ajaran 2009/2010 (skripsi tidak dipblikasikan). semarang: unnes. gustaning, g. (2014). pengembangan media booklet menggambar macammacam celana pada kompetensi dasar menggambar celana siswa smkn 1 jenar (skripsi tidak dipublikasikan). yogyakarta: universitas negeri yogyakarta habibah, s. (2014). etnobotani tumbuhan obat oleh masyarakat kecamatan sreseh kabupaten sampang madura (skripsi tidak dipublikasikan). malang: uin maulana malik ibrahim imamah, e. q., lestari, u., & gofur, a. (2016). developing booklet based on the research result of the effect of formalin-added-tofu to hepar histopatology of male mice balb/c strain. jurnal pendidikan biologi indonesia, 2 (2), 102-108. iskandar, j. (2012). etnobiologi dan pembangunan berkelanjutan. bandung, indonesia: aipi lppm kpk universitas padjadjaran ismail, t. (2007) pengembangan modul ekosistem untuk pembelajaran sains di smp kelas vii dengan model siklus belajar (learning cycle) yang berorientasikan konstruktivisme (skripsi tidak dipublikasikan). malang: universitas negeri malang. setyawan, d., rohman, f., dan sutomo, h. (2015). kajian etnozoologi masyarakat desa hadiwaarno kabupaten pacitan dalam konservasi penyu sebagai bahan penyusunan booklet penyuluhan masyarakat. jurnal pendidikan biologi indonesia, 1 (3), 283-297. thiagarajan, s., semmel, d. s & semmel, m. i. (1974). instructional development for training teachers of expectional children. minneapolis, minnesota: leadership training institute/special education, university of minnesota. 248 vol. 3 no. 3, 2017; pp. 248-253 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 30/07/2017 revised: 25/11/2017 accepted: 30/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: maulida, r., juanengsih, n. & mardiati, y. (2017). the effect of problem solving learning model based just in time teaching (jitt) on science process skills (sps) on structure and function of plant tissue concept. jurnal pendidikan biologi indonesia, 3(3), 248-253. https://doi.org/10.22219/jpbi.v3i3.4502 the effect of problem solving learning model based just in time teaching (jitt) on science process skills (sps) on structure and function of plant tissue concept resha maulida*, nengsih juanengsih, and yuke mardiati biology education study program, state islamic university syarif hidayatullah, jakarta-indonesia *corresponding e-mail: resha.maulida923@gmail.com abstract the purpose of this study was to determine the effect of problem solving learning model based just in time teaching (jitt) on students' science process skills (sps) on structure and function of plant tissue concept. this research was conducted at state senior high school in south tangerang .the research conducted using the quasi-experimental with nonequivalent pretest-postest control group design. the samples of this study were 34 students for experimental group and 34 students for the control group. data was obtained using a process skill test instrument (essai type) that has been tested for its validity and reliability. result of data analysis by anacova, show that there were significant difference of postest between experiment and control group, by controlling the pretest score (f = 4.958; p <0.05). thus, the problem-solving learning based on jitt proved to improve students’ sps. the contribution of this treatment in improving the students’ sps was 7.2%. this shows that there was effect of problem solving model based jitt on students’ sps on the structure and function of plant tissue concept. keywords: just in time teaching, problem solving learning model, science process skills © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the curriculum applicable in indonesia since 2006 is the education unit level curriculum (in indonesia known as kurikulum tingkat satuan pendidikan/ktsp). ktsp states that science is concerned with how to find out about nature systematically. learning not only emphasizes students to master the various concepts of science, but also to teach them how to discover science. in early 2013, curriculum changed, from ktsp to 2013 curriculum. although it get many criticisms, the change of curriculum is based on several reasons. one of the reasons is related to development of science and technology. science subjects in the 2013 curriculum at the elementary level are packaged thematically with other subjects, while at the intermediate level are packed in an integrated manner with science and attitude formation (susilowati, 2013). one thing that does not change in science subjects, both ktsp and 2013 curriculum, is students are directed to develop the science process skills (sps). the students’ sps neet to be empowered. it is used as basis for them to be able to criticize the various issues related to the social and science phenomena aroun them. in addition, such learning will create an active learning environment. science can be interpreted as knowledge that has undergone truth testing through scientific method. the nature of science and science education can be viewed as a product, process, attitude, and application. science as a product due to science consists of facts, laws, accepted theories (zulfiani et al., 2009). over time the science learning paradigm changes, from science as a product then turns into science as a process. in the latter paradigm, sps is emphasized in learning. sps is a fundamental part of academic skills. in addition, sps as "basic learning tools" is a basic skill that can develop the students’ competency. the level of student’s sps is still less than 50%, because the learning process is not empowering students’ sps (haryono, 2006). this needs to be a concern as sps is one of the basic skills that could maximize the selfcreation. the nature of science as a process is one of reasons for a teacher to develop students’ sps. https://doi.org/10.22219/jpbi.v3i3.4915 mailto:resha.maulida923@gmail.com maulida et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 248-253 249 the effect of problem solving…. the other reason is relating to the future of their students. socialization is needed on the importance of sps developed, one of them because the community in the future will be a learning community that is learning to learn. based on the results of school observation, it can be seen that sps have not been fully considered in the learning process in the classroom or in the laboratory. rapid progress in science and technology causes a teacher no longer possible just to teach facts and concept. they must also develope their student skills i.e hots, problem solving, metacognition, and other 21st century skills during the student finding the knowledge (fauzi et al., 2016; husamah & pantiwati, 2014). therefore, teacher must choose learning model that can follow the development of science and technology in generating student sps. one of the learning models recommended by the 2013 curriculum is learning with problem solving. problem solving is also one of the learning models that could empower students’ sps, which involves the basic skills of science in students. in addition, problem solving is based on constructivism paradigm, so students can develop their skills when build their own knowledge (junaedi et al., 2008). the interview result shows that the use of problem solving learning model is still difficult because it takes longer time for students to understand the problem posed. in the application of problem solving, firstly, students should recognize and understand the problem. so the weakness of the problem solving is if students do not have an understanding of the problem that is being studied, they will not learn what they want to learn. the way to overcome the situation is by utilizing technology as a source of information (junaedi et al., 2008). education proccess in neighbouring countries, such as malaysia and singapore, have utilized various technologies. the condition makes both countries can be used as a good example as the good countries in organizing education. in indonesia, the utilization of internet in education has not developed rapidly. in indonesia, the utilization of technology and information in the educational aspet is only 24%. however, some education practitioners are beginning to see the prospect of utilizing the internet as an alternative in implementing distance education (prawiradilaga et al., 2013). one of the learning methods that utilize internet is just in time teaching. technology (jitt)-based learning. jitt have a characteristic that can be combined with any learning model. so, jitt could incorporate with the problem solving syntax. combining problem solving with jitt is expected could improve students’ sps. jitt is a method and learning strategy that combines the use of information technology and active learning in the classroom. on of the characteristics of jitt is the existence of feedback between students and teachers. because there is feedback between teachers and students, it can be said that learning is students centered. students can interact with teachers, with other students even with technology that can maximize students' thinking skills in the process of finding concepts (solikhin, 2013). students should complete their web task before learning activity held in class if jitt is chosen as learning method. the task will affect the students' learning in the classroom. completing web tasks could improving students' readiness and retention (mars et al., 2003). the improvement of students’ sps will be optimal if students are actively involved in building their own concepts. teachers function just as facilitators by using appropriate learning methods on material as well. one of the material that can be selected to implement problem solving learning model based jitt is the structure and function of plant tissue. principles and applications on the material structure and function of this plant tissue is a conflict issue or controversial and concerned the interests of the people in society, for example in terms of plant tissue culture. so it is in accordance with the criteria of material selection in problem solving. learning model is also adapted to the basic competence on plant tissue structure material that presents data about tissue anatomy structure in plants based on the observation, then students are required to experiment using the process skills they have. but more students are introduced to dry or preserved preparations, so in the learning process less developing the students' science process skills. the aim of this study is to determine the effect of problem solving learning model based jitt on students' science process skills on structure and function of plant tissue concept. maulida et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 248-253 the effect of problem solving…. 250 method the method used in this research was quasiexperimental with nonequivalent pretestpostest control group design (sugiyono, 2013). the study was conducted at state high school in south tangerang during the odd semester of the academic year 2015/2016. the population was all students from 5 classes of mia (xi grade). sampling was done by simple random sampling. each class has the same opportunity to be a research sample. samples taken were students from two classes of xi mia, they were xi mia 1 class (experimental group) and xi mia 3 class (control group). this research used two instruments that were essay test to measure the science process skill (12 items) with high category of reliability score (0.66). observation sheets to observe students' skills during learning to measure student sps. in this study the data obtained from the science process skill test, anacova was used to analyze statistic data. hypothesis testing calculations in this study was also conducted using spss sofware version 20. data obtained from the observation sheet were analyzed and then described. results and discussion the average percentage of sps pretest in both experimental and control groups was low, 34.78 for the experimental group and 40.65 for the control group (table 1). the posttest results of both groups showed the highest achievement on the communication aspect (s4), as only a few students did not get the maximum score. students in both groups were able to read their data and explain the results of the experiments. the lowest achievement in the experimental group was on the hypothesized aspect (s7); then designing the experiment (s8) is in moderate category. students were still having difficulty in estimating the cause of something happening and determining the variables in the experiment (independent variable, dependent variable). overall, the sps in the experimental group was higher than the control group. the mean percentage of sps posttest in the experimental group included the high category (79.86), while the mean percentage of sps posttest in the control group was moderate (69.44). observations were conducted in the experimental and control groups using the observation sheet. in the observation sheet, there were 10 aspects related to sps indicators. the sps results from experimental group and control group observations are presented in table 2. the mean value of the student's sps in the experimental group was higher than the student's mean score of sps in the control group. the highest aspect of sps in the experimental group was planning experiment and observation with as prediction with 66.67%. the highest aspect of sps in the control group that was classification and communication with 83.33% of each aspect and the lowest sps was predicting with 50.00%. so the sps in the experimental group was higher than the control group. based on prerequisite analysis of anacova, it was seen that the interaction between the groups with pretest was not significant (f = 0.178; p <0.05). thus, anova can be applied. homogenity test results of postest data showed homogeneous, it was seen that the value of f = 1.104 is not significant (p <0.05). based on hypothesis test results, it can be seen that there were significant difference of postest between experiment and control group, by controlling the pretest score (f = 4.958; p <0.05). thus, problem-solving learning based on jitt proved able to improve the science process skills in the experimental class. the contribution of this treatment in improving the science process skills is 7.2%. the difference was influenced by the learning model applied to the two research groups, the problem solving learning model based jitt in the experimental group while in the control group using problem solving learning model. thus there was a significant influence of the use of problem-solving learning model based on jitt on sps in structure and function of plant tissue concept. the use of problem solving learning model aims to improve the student's sps. based on the previous theory, it has been said that the problem solving learning model will better train students' ability to apply the learned theories to the new situation. such ability in science can be interpreted as sps, because sps uses the process skills that students have to understand a concept or learn a concept. previous research has shown that the use of problem solving maulida et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 248-253 251 the effect of problem solving…. learning model could improve sps. in that previous research, the highest improvement is observation aspect (hasanah, 2014). table 1. percentage of science process skills (sps) sps aspect experiment control pretest sps category posttest sps category pretest sps category posttest sps category s1 27.31 very low 78.75 high 45.38 low 73.95 moderate s2 20.59 very low 90.20 very high 39.22 low 62.75 moderate s3 24.51 very low 76.47 high 19.61 very low 58.82 moderate s4 45.10 low 94.12 very high 91.18 very high 97.06 very high s5 51.96 low 78.43 high 56.86 moderate 72.55 moderate s6 33.33 low 86.27 high 30.39 very low 58.82 moderate s7 16.91 very low 59.56 moderate 19.85 very low 51.47 low s8 23.95 very low 66.39 moderate 16.81 very low 63.87 moderate s9 34.56 low 76.47 high 20.59 very low 66.91 moderate s10 69.61 moderate 92.16 very high 66.67 moderate 88.24 high average 34.78 low 79.86 high 40.56 low 69.44 moderate information: s1 observation, s2 applying concept, s3 classification, s4 communication, s5 interpretation, s6 prediction, s7 hypothesis, s8 planning experiment, s9 questioning, s10 using tools and material. table 2. percentage of student sps observation results aspect of sps experiment group (%) control group (%) s1 observation 91.67 75.00 s2 applying concept 75.00 66.67 s3 classification 75.00 83.30 s4 communication 91.67 83.33 s5 interpretation 75.00 66.70 s6 prediction 66.67 50.00 s7 hypotheses 75.00 66.67 s8 planning experiment 91.67 75.00 s9 questioning 83.33 58.33 s10 using tools and materials 77.80 61.10 average 80.28 68.61 the use of jitt could also increases the student's sps because the jitt model facililate the students to doing many activities, such as predicting, grouping, interpreting, applying, and communicating (solikhin, 2013). previous research also explained problem solving learning model based jitt could maximize the effectiveness of class sessions, and students' learning time outside the classroom, while also creating and maintaining team spirit. the advantages of using jitt in problem solving learning model can be seen from table 2. eight from ten aspects of sps in the experimental group achieved high to very high category and two other aspects ie the hypothesized (s7) and plan the experiments (s8) were still in the sufficient category. both hypothesized (s7) and plan the experiment (s8) aspect is lower than the other aspects because the students were still difficulty to determine the dependent variable and the independent variable in designing the experiment, so that student also could not state the relationship of the two variables or state the cause of something happened. problem solving learning model based jitt in the experimental group begins with prelearning webtask, 24 hours before the learning in the class. this task was contained in the lesson plan. the task was given through the web. the task containing issues that will train students' process skills, such as observing, interpreting, planning experiments, etc. so students in the experimental group were better able to apply the concept. the learning process also evaluated in this present study. the learning process were accessed with student worksheet. the average value of student worksheet per meeting in the experimental group is higher than the control group, because the assigned web tasks make the students better prepared with the material that would be learned. this is in line with previous research which states that web-based tasks encourage students to think about the lessons that will come (sudarma, 2013). the mean scores of student worksheets scores in the experimental group at the first, second and third meeting were almost the same that were 83.18, 81.91 and 85.47. in the final meeting the mean scores of student worksheets maulida et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 248-253 the effect of problem solving…. 252 in the group was 83.52. the decreasing of mean score in second meeting due to the disruption of internet connection. this disruption due to the bad weather that was causing some students lated to complete their web tasks. while the mean scores of student worksheets scores in the control group at the first, second and third meeting were 81.18, 79.71, and 71.88. those scores indicate there were the decreasing of students worksheet quality from one meeting to the next. then, mean score in the final meeting of control group was lower than the experimental group, that was 77.59. students' sps were also observed using observation sheets. the results of the observastion show several aspects of sps in experiment group were very well empowerd. those aspects were the questioning aspect (83.33); planning the experiment (91.67), observation (91.67), and communication (91.67). whereas in the control group there were only two aspects that included the very high category, that were classification (83.33) and communication (83.33). so based on the observation, sps in the experimental group were better than the control group. the good score on student worksheets and the good result on sps observation of the experimental group were influenced by the web task that students did before the classroom learning. the presence of web task in experimental group caused students more understanding about the problems that discussed in classroom. in addition, the task given during web task would prepared the students to face the learning. for example, web task in the second meeting asked students to plan plant tissue observation. therefpre, when the class begun, the students have already know what to do. therefore, students could use the time in class efficiently. the implication, there were more time both for students to discuss the experiment result with each other and for teacher to review the learning. in the control group, student were still difficult to understand the problems presented. teachers provided more guidance in the control group than in the experimental group, especially during experiments. the difference between the two groups as a whole was also seen from the learning process. the learning process in the experimental group begins with pre-learning activities 24 hours before the activity of learning in the classroom. students were given a discourse from the internet that contains a problem on the site that has been determined by the teacher. then, students compared it with a video. the students also should answer some question related to the problem. when learning in the classroom begun, teacher starts the lesson by clarifying the students' answers. questions and answers raised in pre-class assignments should be open-ended question, so it could maximize the discussion process in class. the questions provided in webtask aimed to prepare the students' early knowledge on observing skills, asking questions, planning experiments and other skills before the lesson begins. so students were easier to understand the problems that would be discussed during classroom learning. whereas in control grou, students have difficulties to understand the problem. moreover, the students also have difficulties to determine what was known, what they should ask, and how to solve the problem. that were because there was no assignment as in the experimental group. so the teacher gives more direction in solving the problem and takes longer time to be able to apply the material than the experimental group. the use of jitt in the experimental group aimed to improve the potency of problem solving learning model as tool that can help teachers to maximize the effectiveness of learning in the classroom. the learning also is hopefully could improve students' readiness on the material will be studied. it can also make learning more interactive and facilitating the efectiveness of student-centered learning in class. problem solving allows students to acquire some skills such as observation, discovery, and scientific thinking. the learning model also could train students to collect data, find solutions from problem solving, analyze data and propose a problem-solving. all of those were science process skills (aka et al., 2010). on the other hand, based on previous research, jitt could improve student retention, process skills, and mastery of concepts (mars et al., 2003). in the present study, the use of problem solving model based on jitt as a whole could improve student's sps. from the learnig, students were facililating to apply a concept or material to be studied. students also observe phenomena used a variety of relevant senses or facts. this activity could train the students to analyze the data and classified it based on maulida et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 248-253 253 the effect of problem solving…. similarities and differences. students could also search for the cause of an occurrence and trained to make hypothesis and other skills, until present the results of the observation in oral and written form. in addition, students could interact directly with the learning media, especially when working on webtasks in accordance with the guidance of teachers. conclusion in the study, it could be conclude students’ sps could empower using the problem-solving learning model based jitt. it can be seen that there were significant difference of postest between experiment and control group, by controlling the pretest score (f = 4.958; p <0.05). therefore, it is recommended to apply this learning on learning. but, there are some suggestion if teacher is planning to use the learning. teachers need to prepare the learning very well, because students should complete pre-learning tasks on the web. teacher also need additional time to simulate jitt learning, with his students so that the stages of learning can be done well and on time. teacher also should have backup of files from the web, as anticipation if there are something trouble on internet connection. references fauzi, a., corebima, a. d., & zubaidah, s. (2016). the utilization of ferns as a model organism for studying natural polyploidization concept in genetics course. in international conference on education (pp. 51–58). malang: universitas negeri malang. haryono. (2006). model pembelajaran berbasis peningkatan keterampilan proses sains. jurnal pendidikan dasar, 7(1), 1–13. hasanah, h. d. (2014). analisis keterampilan proses sains siswa kelas xi pada pembeajaran sistem laju reaksi menggunakan model problem solving. universitas islam negeri syarif hidayatullah. husamah & pantiwati, y. (2014). cooperative learning stad-pjbl: motivation, thinking skills, and learning outcomes in biology students. international journal of education learning & development (ijeld), 2(1), 7794. junaedi, h. s., supriadi, a. ., mukhlison, & mustamin. (2008). strategi pembelajaran. surabaya: lapis-pgmi. mars, k. a., blake, r. e., & gavrin, a. d. (2003). use warm up exsercises in just in time teaching to determine students prior knowledge and misconseptions in biology, chemistry, and physics. us: indianapolis. prawiradilaga, d. s., ariani, d., & handoko, h. (2013). mozaik teknologi pendidikan elearning. jakarta: kencana. solikhin, j. r. (2013). model pembelajaran just in time teaching (jitt) untuk meningkatkan keterampilan proses sains siswa smp pada materi hukum newton. in prosiding seminar nasional sains dan pendidikan sains viii. salatiga: fakultas sains dan matematika uksw. sudarma, t. f. (2013). efek model pembelajaran kooperatif tipe stad berbasis just in time teaching terhadap hasil belajar fisika pada mata kuliah fisika sekolah di jurusan fisika fmipa unimed. jurnal online pendidikan fisika, 2(1), 9–16. sugiyono. 2013. metode penelitian kuantitatif kualitatif dan r & d. bandung: alfabeta. susilowati. (2013). membelajarkan ipa dengan integrative science tinjauan scientific process skills dalam implementasinya pada kurikulum 2013. in prhantoro (ed.), prosiding seminar nasional penelitian, pendidikan dan penerapan mipa (pp. 95– 103). yogyakarta: fakultas mipa uny. zulfiani, feronika, t., & suartini, k. (2009). strategi pembelajaran sains. jakarta: lpu jakarta. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 1 pembelajaran konsep dasar ipa dengan scientific inquiry untuk meningkatkan kemampuan berpikir, bekerja dan bersikap ilmiah pada mahasiswa the learning of science basic concept by using scientifiq inquiry to improve student’s thinking, working, and scientific attitude abilities raras setyo retno 1 , wachidatul linda yuhanna 2 1 program studi pgsd, ikip pgri madiun 2 program studi pendidikan biologi, ikip pgri madiun e-mail: linda.yuhanna.wiguno@gmail.com abstrak penelitian ini merupakan penelitian tindakan kelas (classroom action research). penelitian ini dilakukan 2 siklus yang masing-masing siklus terdiri dari tahap perencanaan, pelaksanaan, pengamatan dan refleksi. data yang digunakan adalah data kuantitatif dari instrumen lembar observasi mahasiswa. hasil dari penelitian ini adalah pada siklus i kemampuan berpikir dan bekerja ilmiah kategori sangat baik 18,18%, baik 22,73%, cukup 52,27 % dan kurang 6,82%. sedangkan untuk sikap ilmiah dengan kategori sangat aktif 11,36%, aktif 43,18% dan kurang aktif45,45%. hal ini belum mencapai indikator keberhasilan, sehingga diperlukan siklus ke ii. siklus ii menunjukkan kategori sangat baik 38,63%, baik 36,36%, cukup baik18,18% dan kurang 6,81%. sedangkan sikap ilmiah pada siklus ii adalah sikap aktif 29,54%, aktif 54,54%, kurang aktif 15,91%. hasil ini menunjukkan peningkatan dari siklus i ke siklus ii. kesimpulan dari penelitian ini adalah 1) pembelajaran konsep dasar ipa dengan scientific inquiry pada mahasiswa dapat diaplikasikan secara kondusif. 2) pembelajaran konsep dasar ipa dengan scientific inquiry dapat meningkatkan kemampuan berpikir dan bekerja ilmiah serta sikap ilmiah mahasiswa. 3) pembelajaran konsep dasar ipa dengan scientific inquiry mampu menggali dan mengembangkan kreatifitas mahasiswa dalam merancang percobaan sederhana ynag dapat diterapkan di sekolah dasar. kata kunci: berpikir tingkat tinggi, masalah, pembelajaran, sikap ilmiah abstract this research was a classroom action research which was conducted intwo cycles, each cycle consists of planning, implementing, observing, and reflecting. the data used was quantitative data on student observation sheet instruments. the results of the study which were obtained from the first cycle showed about the students’ thinking skills and scientific works. they were categorized as excellent 18.18%, good 22.73%, enough 52.27%, and sufficiently less 6.82%. as for the scientific attitude with a very active category of 11.36%, 43.18% and less active 45.45%. it has not reached indicators of success, so it was necessary to cycle ii. cycle ii demonstrated the excellent category 38.63%, 36.36% good, good enough18.18% and less 6.81%. while the scientific attitude in the cycle ii was an active attitude 29.54%, active 54.54%, inactive 15.91%. these results show an increase from the cycle i to cycle ii. the conclusion of this study were: 1) learning the basic concepts of science with scientific inquiry in students can be conducible applied.2) learning the basic concepts of science with scientific inquiry can improve thinking ability and scientific work and students’ scientific attitude. 3) learning the basic concepts of science with scientific inquiry be able to explore and develop student creativity in designing simple experiments which can be applied in primary schools. keywords: high order thinking, learning, problem, scientific attitude jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 2 ipa adalah kumpulan pengetahuan dan fakta, konsep atau prinsip tentang gejala alam yang diperoleh melalui proses ilmiah yang diperoleh dari melalui proses dan sikap ilmiah. ipa sendiri terdiri dari 3 komponen yaitu sikap ilmiah, proses ilmiah dan produk ilmiah (sumarto, 2006; sulistyani, 2008). ipa sebagai proses menyangkut cara kerja untuk memperoleh hasil (produk) dan dikenal sebagai proses ilmiah dan dari proses ilmiah akan didapat temuan ilmiah. sains merupakan ilmu empirik yang membahas tentang fakta dan gejala alam maka dalam pembelajarannya harus faktual, artinya tidak hanya secara verbal sebagaimana telah terjadi pada berbagai sistem pembelajaran tradisional saat ini. ipa sebagai kumpulan memiliki makna penemuan ipa dilandasi oleh sikap ilmiah. membelajarkan ipa di sekolah dasar selain membelajarkan penguasaan produk dan proses juga membelajarkan sikap ilmiah. sikap ilmiah meliputi memiliki rasa ingin tahu yang tinggi, dapat mengambil keputusan, mengembangkan hasrat untuk mencari jawaban mendekati maslalah dengan pikiran yang terbuka, berlatih memecahkan masalah, objektif, jujur, teliti, mampu bekerja sama dan senang meneliti (saputra, 2012; rositawati dkk, 2012). selain itu adanya sikap tersebut juga mampu mendorong peserta didik memiliki kepekaan sosial. keterampilan juga penting untuk dibelajarkan dalam pembelajaran ipa adalah bekerja ilmiah (working scientifically). bekerja ilmiah atau yang dikenal dengan ketrampilan proses ipa merupakan ketrampilan berpikir, bernalar, dan bertindak secara logis untuk meneliti dan membangun konsep dasar ipa yang berguna untuk memecahkan masalah ipa (sarwi dkk, 2010; reffiane dkk, 2012). pembelajaran ilmu pengetahuan alam (ipa) merupakan salah satu mata pelajaran yang terdapat dalam kurikulum tingkat satuan pendidikan (ktsp) untuk tingkat sd atau mi (riyanto, 2008). badan standar nasional pendidikan (bsnp) menyatakan bahwa pembelajaran ipa di mi harus dilaksanakan secara inkuiri ilmiah (scientific inquiry), ini dimaksudkan untuk menumbuhkan kemampuan bekerja ilmiah, sikap ilmiah dan dapat berkomunikasi sebagai komponen penting dalam kecakapan hidup. pembelajaran sains di sd selama ini dilakukan tidak melalui inkuiri ilmiah melainkan didominasi oleh kegiatan transfer informasi dan bersifat hafalan, sehingga hasil belajar sains di sd menjadi rendah dan tidak bermakna panjang. kurikulum 2013 memperkenalkan pembelajaran dengan menggunakan lima pengalaman belajar pokok yang harus dimiliki atau dialami, yaitu mengamati, menanya, mengumpulkan informasi, mengasosiasi, dan mengkomunikasikan. hal ini biasnya dilakukan dengan penerapan pembelajaran secara inkuiri yang menekankan pada identifikasi pertanyaan dan menjawab pertanyaan atau memecahkan masalah melalui analisis data dan berpikir kritis. ikip pgri madiun merupakan salah satu wadah yang meluluskan calon guru yang akan berhadapan langsung dengan kondisi masyarakat yang sebenarnya. terutama pada mahasiswa pendidikan guru sekolah dasar yang merupakan calon guru sd. guru sd adalah orang yang paling berperan dalam menciptakan sumber daya manusia yang berkualitas yang dapat bersaing di jaman pesatnya perkembangan teknologi. guru sd dalam setiap pembelajaran selalu menggunakan pendekatan, strategi dan metode pembelajaran yang dapat memudahkan siswa memahami materi yang diajarkannya, namun masih sering terdengar keluhan dari para guru di lapangan tentang penerapan pembelajaran yang masih konvensioanl. salah satunya adalah pelajaran ipa yang belum bisa memanfaatkan lingkungan sekitar dalam pembelajarannya. mata kuliah konsep dasar ipa diberikan pada mahasiswa semseter iii jurusan pgsd ikip pgri madiun. mahasiswa calon guru sd diharapkan dalam membelajarkan ipa dilaksanakan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 3 dengan cara inkuiri ilmiah (scientific inquiry) untuk menumbuhkan kemampuan berpikir, kemampuan bekerja dan bersikap ilmiah serta berkomunikasi sebagai aspek penting kecakapan hidup. hal ini dikarenakan pembelajaran ipa menekankan pada pemberian pengalaman belajar secara langsung melalui penggunaan dan pengembangan ketrampilan proses. inkuiri merupakan pembelajaran yang dalam prosesnya menitikberatkan pada aktifitas dan pemberian pengalaman belajar secara langsung pada siswa. pembelajaran berbasis inkuiri ini akan membawa dampak belajar bagi perkembangan mental positif siswa, sebab melalui pembelajaran ini, siswa mempunyai kesempatan yang luas untuk mencari dan menemukan sendiri apa yang dibutuhkannya, terutama dalam proses pembelajaran yang bersifat abstrak (riyanto, 2008). uno (2008) menyatakan bahwa guru yang memiliki kompetensi professional mengajar dan pedagogik akan mampu merencanakan, melaksanakan dan mengevaluasi pembelajaran secara sinergis, kemampuan ini diperlukan supaya pembelajaran yang dilakukan terarah dan tujuan pembelajaran dapat dicapai. tugas guru selanjutnya adalah menyediakan sumber belajar bagi siswa dalam rangka memecahkan masalah. bimbingan dan pengawasan guru masih diperlukan, tetapi intervensi terhadap kegiatan siswa dalam pemecahan masalah harus dikurangi. oleh karena itu perlu adanya pemahaman khusus dan keterampilan khusus bagi guru sd dalam bidang ipa dan pembelajarannya sehingga mampu menanamkan sikap ilmiah pada siswa. metode penelitian penelitian ini merupakan penelitian tindakan kelas (classroom action research) dengan 2 siklus. masing-masing siklus dengan tahapan perencanaan, pelaksanaan, pengamatan dan refleksi. penelitian ini dilakukan pada mahasiswa pgsd semester iii, mulai dari bulan september sampai desember 2015. instrumen yang digunakan yaitu lembar observasi penilaian kemampuan bekerja dan berpikir ilmiah serta sikap ilmiah. penilaian kemampuan berpikir, bekerja dan sikap ilmiah dihitung dengan rumus sebagai berikut: tabel 1. kriteria tingkat keberhasilan kemampuan berpikir, bekerja dan sikap ilmiah mahasiswa pencapaian skor/ nilai kualifikasi tingkat keberhasilan pembelajaran 76-100% 4 sangat baik (sb) berhasil 51-75% 3 baik (b) berhasil 25-50% 2 cukup (c) tidak berhasil 0-24% 1 kurang (k) tidak berhasil hasil dan pembahasan pra tindakan menurut observasi awal pengamatan menunjukkan bahwa: 1) proses pembelajaran ipa pada semester 3j belum terjadi secara interaktif, 2) dosen selalu berupaya supaya mahasiswa berperan aktif dalam proses pembelajaran akan tetapi mahasiswa tetap saja dengan diam dan kurang respon. masih banyak mahasiswa yang masih bingung dalam menerapkan pembelajaran ipa di sd dengan cara menyenangkan. 3) hasil belajar ranah kognitif masih belum terbukti maksimal hanya mencapai 40%. berdasarkan kondisi diatas maka diperlukan suatu metode yang menarik yang dapat meningkatkan antusiame dan ketertarikan mahasiswa dalam melakukan pembelajaran ipa untuk anak sd. sehingga mahasiswa tidak bingung lagi dalam menerapakan pembelajaran ipa sd dengan praktikum. mahasiswa juga dapat meningkatkan kemampuan dalam berpikir, bersikap dan bekerja secara ilmiah. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 4 siklus i pada kegiatan pembelajaran mata kuliah konsep dasar ipa dengan menerapkan pembelajaran scientific inquiry, mahasiswa dianjurkan untuk bekerja secara berkelompok untuk merancang sebuah percobaan dengan tema keseimbangan lingkungan. perencanaan sebelum pelaksanaan pembelajaran, peneliti bersama dosen menyusun dan mempersiapkan instrumen yang diperlukan diantaranya silabus dan rencana pembelajaran, dan lembar observasi untuk mahasiswa, sehingga dalam pelaksanaannya sesuai dengan tujuan pembelajaran yang telah ditentukan. dosen sebelumnya memberikan materi tentang pembelajaran ipa sekolah dasar. kemudian dosen meniginstruksikan kepada mahasiswa untuk membentuk kelompok dan merancang sebuah percobaan ipa dengan menerapkan pembelajaran ipa sekolah dasar yang sudah diinstruksikan oleh dosen. pelaksanaan pada tahap ini dosen melaksanakan proses pembelajaran ipa sd sesuai dengan skenario yang telah dibuat sebelumnya. dosen menginstruksikan kepada mahasiswa untuk merancang sebuah percobaan dan menjelaskan gambar dari suatu fenomena keseimbangan lingkungan. mahasiswa menyajikan percobaan yang terkait dengan tema kesimbangan alam. pengamatan pengamatan dilakukan oleh peneliti, dengan mengamati aktifitas mahasiswa yang meliputi kemampuan berpikir, bekerja dan bersikap ilmiah. siklus i sesuai dengan tabel 2 menunjukkan bahwa persentase mahasiswa dengan kriteria sangat baik 18,18%, baik 22,73%, cukup baik 52,27% dan kurang 6,82%. data tersebut menunjukkan bahwa secara umum mahasiswa dominan dengan kriteria cukup aktif. hal ini karena mahasiswa masih beradaptasi dengan sistem pembelajaran dengan scientific inquiry. tabel 2. persentase klasikal kemampuan berpikir dan bekerja ilmiah menggunakan scientific inquiry kriteria jumlah mahasiswa persentase sangat baik 8 18,18% baik 10 22,73% cukup baik 23 52,27% kurang 3 6,82% jumlah 44 100% data tabel 2 juga menunjukkan bahwa sikap ilmiah mahasiswa di dominasi kriteria aktif dengan persentase 43, 18%, sedangkan mahasiswa kurang aktif sejumlah 45,45%. hal ini menunjukkan bahwa di siklus i mahasiswa belum sepenuhnya terbiasa dan melakukan aktifitas dengan menggunakan sikap ilmiah. tabel 3. persentase klasikal kemampuan sikap ilmiah menggunakan scientific inquiry kriteria jumlah mahasiswa persentase sangat aktif 5 11,36 % aktif 19 43,18 % kurang aktif 20 45,45 % jumlah 44 100% refleksi tahap ini peneliti mengevaluasi hasil pengamatan dari pembelajaran yang telah dilakukan pada siklus i. proses refleksi peneliti berpendapat bahwa sudah ada peningkatan kemampuan berpikir dan bekerja ilmiah yang diperoleh daripada sebelumnya, namun belum memenuhi kriteria yang diharapkan. aktifitas sikap ilmiah yang telah dilakukan ditemukan bahwa masih banyak mahasiswa yang kurang aktif dalam mengemukakan pendapat. penerapan scientific inquiry mengharuskan mahasiswa untuk berpikir, bekerja dan bersikap ilmiah, namun pada pelaksanaannya mahasiswa belum menguasai konsep dan masih belum mampu menyampaikan hasil praktikum jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 5 tersebut secara lisan. mahasiswa juga kurang mampu menjawab pertanyaan. sehingga perlu adanya perbaikan pembalajaran pada siklus selanjutnya. berdasarkan paparan data hasil penelitian, maka dilakukan analisis dan refleksi temuan dan permasalahn pada siklus i. permasalahan yang muncul pada siklus i ini adalah : a. mahasiswa belum terbiasa untuk dilibatkan langsung dalam proses pembelajaran karena selama ini pembelajaran hanya berpusat pada dosen. b. metode yang digunakan belum pernah dipakai oleh mahasiswa, sehingga ketika model scientific inquiry ini diterapkan, beberapa mahasiswa masih bingung dengan konsep dari pembelajaran ini dan mereka masih malu untuk bertanya kepada dosen. c. ada sebagian mahasiswa yang masih canggung dan tidak siap untuk melakukan metode scientific inquiry karena mahasiswa dituntut sendiri untuk merancang, melaksanakan dan menyelesaikan praktikum untuk siswa sd secara mandiri. d. kurangnya alokasi waktu, karena dosen harus melatihkan dan mengadaptasikan mahasiswa dengan pembelajaran scientific inquiry. e. mahasiswa juga belum mampu mengkomunikasikan hasil praktikum secara lisan dengan baik. upaya untuk meningkatkan kemampuan mahasiswa dalam berpikir, bekerja dan bersikap ilmiah maka perlu diadakan rencana perbaikan metode pembelajaran scientific inquiry pada siklus ii. perbaikan pembelajaran tersebut antara lain: a. dosen menjelaskan secara detail penerapan pembelajran scientific inquiry kepada mahasiswa. b. dosen memberikan contoh riil cara merancang, melaksanakan dan memecahkan masalah dalam praktikum. c. dosen mengamati secara mendalam antusiasme mahasiswa dan memberi penguatan serta motivasi pada mahasiswa yang belum aktif. d. dosen memanajemen alokasi waktu sehingga dapat lebih efektif dan efisien. e. dosen memperhatikan dan membagi mahasiswa dalam kelompok yang heterogen terdiri dari mahasiswa yang aktif dan mahasiswa yang kurang aktif. hasil analisis dan refleksi ini digunakan dalam proses pembelajaran di siklus ii. sehingga hasil belajar mahasiswa secara kognitif dan tingkat keaktifan mahasiswa di harapkan dapat meningkat. siklus ii siklus ii merupakan langkah pembelajaran yang dilakukan untuk memperbaiki pembelajaran yang telah ditentukan pada siklus i agar kemampuan mahasiswa dalam berpikir, bekerja dan bersikap ilmiah meningkat seperti yang diharapkan. pada siklus ii materi yang dipelajari masih berhubungan tentang lingkungan, indikator pada pembelajaran ini adalah mampu mengidentifikasi produk ramah lingkungan, mampu menggunakan produk ramah lingkungan, mampu menerapkan 5r (reduce, reuse, recycle, refuse dan repair). adapun langkahlangkah yang akan dilakukan pada siklus ii adalah sebagai berikut: perencanaan tahap perencanaan pada siklus ii, dosen mempersiapkan instrumen-instrumen yang diperlukan diantaranya silabus, rpp, lembar observasi untuk mahasiswa. pelaksanaan dosen menjelaskan secara detail konsep scientific inquiry. dosen menjelaskan materi dengan menggali pengetahuan awal mahasiswa dengan teknik brainstroming selama 15 menit yakni menampilkan gambar dan memberi pertanyaan. pada tahap ini dosen menampilkan tayangan berupa gambar sayuran menggunakan bungkus plastik dan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 6 sayuran tidak dibungkus plastik. mahasiswa diminta untuk menentukan gambar yang menampilkan produk ramah lingkungan beserta argumennya. setelah itu mahasiswa diminta untuk merancang praktikum sederhana terkait dengan tema. mahasiswa melakukan percobaan, menganalisis dan mempresentasikan hasil praktikum mandiri. pengamatan penelitian ini mengamati kemampuan berpikir, bekerja dan bersikap ilmiah. berkaca peda siklus i, maka setelah dilakukan perbaikan pada proses perencanaan dan pengamatan, diperoleh hasil sesuai dengan tabel 4. tabel 4. persentase klasikal kemampuan berpikir dan bekerja ilmiah menggunakan scientific inquiry kriteria jumlah mahasiswa persentase sangat baik 17 38,63 % baik 16 36,36% cukup baik 8 18,18% kurang 3 6,81% jumlah 44 100% tabel 5 menunjukkan bahwa kemampuan mahasiswa dalam berpikir dan bekerja ilmiah menunjukkan hasil yang meningkat. mahasiswa dengan kriteria sangat baik 38,63%, baik 36,36%, cukup baik 18,18% dan kurang 6,81%. secara klasikal 74,99% mahasiswa sudah mampu berpikir dan bekerja ilmiah dalam merancang hingga mempresentasikan hasil praktikum sederhana yang kelak dapat diaplikasikan di sekolah dasar. tabel 5. persentase klasikal kemampuan sikap ilmiah menggunakan scientific inquiry kriteria jumlah mahasiswa persentase sangat aktif 13 29,54 % aktif 24 54,54% kurang aktif 7 15,91 % jumlah 44 100% tabel 5 dapat diketahui bahwa kemampuan sikap ilmiah menunjukkan hasil frekuensi mahasiswa yang sangat aktif di kelas sejumlah 13 mahasiswa dengan persentase 29,54%. sedangkan persentase mhasiswa yang aktif sejumlah 24 mahasiswa dengan persentase 54%. sedangkan untuk mahasiswa yang kurang aktif terdapat 7 mahasiswa dengan presentase 15,81%. pada siklus ii terjadi peningkatan sikap ilmiah mahasiswa. proses ini menunjukkan mahasiswa sudah mulai terbiasa dan mengerti alur pembelajaran dengan scientific inquiry. mahasiswa mulai mampu merancang dan mempresentasikan hasil praktikumnya dengan memperhatikan konsep dasar sains. namun dosen juga perlu memperhatikan 7 mahasiswa yang kurang aktif sehingga perlu pendekatan khusus. refleksi siklus ii, kemampuan mahasiswa dalam meningkatkan proses berpikir, bekerja dan bersikap ilmiah mengalami peningkatan dari siklus sebelumnya. adanya refleksi dan perbaikan dari siklus i membawa dampak yang baik bagi peningkatan kualitas pembelajaran. refleksi di siklus ii menunjukkan hasil sebagai berikut: a. mahasiswa mulai memahami dan terbiasa dengan penerapan pembelajaran scientific inquiry. sehingga aspek keaktifan, kerja sama dan menentukan sikap mahasiswa di dalam kelas mengalami peningkatan b. mahasiswa akan lebih mudah menerapkan pembelajaran ipa sd dengan mempelajari lingkungan sekitar. bahwa lingkungan dapat dijadikan sebagai pembelajaran ipa sd. c. alokasi waktu lebih efektif karena dosen dan mahasiswa sudah siap mengkondisikan kelas sesuai skenario pembelajaran. d. interaksi antara dosen dan mahasiswa terjalin secara aktif komunikatif. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 7 berdasarkan hasil belajar yang telah dicapai oleh mahasiswa pada kegiatan pembelajaran dengan menggunakan menerapkan pembelajaran scientific inquiry, dapat diketahui bahwa ada peningkatan pada setiap siklus. ketrampilan mahasiswa dalam merancang sebuah percobaan, menjelaskan sebuah fenomena alam sampai pada produk ramah lingkungan. disini dosen akan terus berupaya dalam melakukan perbaikan pelaksanaan pembelajaran demi pemahaman mahasiswa dalam menerapkan proses pembelajaran scientific inquiry pada pembelajaran ipa sd. kemampuan berpikir dan bekerja secara ilmiah ketrampilan yang sangat penting dibelajarkan dalam pembelajaran ipa adalah berpikir dan bekerja secara ilmiah (simatupang, 2014). berpikir secara ilmiah akan menumbuhkembangkan ma-hasiswa untuk selalu bekerja secara ilmiah. hal ini dikarenakan ketrampilan berpikir, bernalar dan bertindak secara logis untuk meneliti dan membangun konsep ipa yang berguna untuk memecahkan masalah ipa dengan menerapkan pembelajaran scientific inquiry. penerapan pembelajaran ini dari siklus i ke siklus ii mengalami peningkatan. pada siklus i persentase hasil berpikir dan bekerja secara ilmiah menunjukkan mahasiswa masih banyak yang cukup baik sebanyak 52,27%. hal ini dikarenakan penerapan pembelajaran scientific inquiry yang baru membuat mahasiswa merasa kebingungan karena selama ini pembelajaran yang diterapkan belum pernah melibatkan mereka secara langsung. upaya meningkatkan kualitas pembelajaran setiap guru sebaiknya memiliki rasa ingin tahu, mengapa dan bagaimana anak belajar dalam lingkungannya. persentase peningkatan hasil belajar dari siklus i ke siklus ii dapat dilihat pada tabel 6 dan gambar 1. tabel. 6 persentase berpikir dan bekerja secara ilmiah siklus i dan ii kriteria siklus i siklus ii jml mhs persentase jml mhs persentase sangat baik 8 18,18% 17 38,63% baik 10 22,73% 16 36,36% cukup baik 23 52,27% 8 18,18% kurang 3 6,82% 3 6,81% jumlah 44 100% 44 100% gambar 1. histogram observasi peningkatan berpikir dan bekerja ilmiah berdasarkan tabel 6 dan gambar 1 dapat kita ketahui bahwa kemampuan berpikir dan bekerja ilmiah mahasiswa dari siklus i ke siklus ii mengalami peningkatan. hal ini karena mahasiswa terdorong untuk mengasah kemampuannya dalam merancang praktikum sederhana yang nantinya akan diterapkan di sekolah dasar. tugas dan kompetensi calon guru untuk mengembangkan metode pembelajaran yang inovatif menggugah kesadaran dan kreativitas mahasiswa dalam merancang percobaan. kemampuan ini memang harus dimaknai dan diaplikasikan secara mendalam agar calon guru sd mampu mengembangkan pembelajaran berbasis proyek di sekolah dasar. melalui metode ini, mahasiswa sebagai calon guru dituntut untuk mempunyai sikap ketelitian dan kecermatan, kerjasama dan manajemen waktu serta menggunakan alat. ketiga kemampuan ini memang merupakan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 8 kemampuan wajib yang harus dimiliki mahasiswa dan calon guru dalam pembelajaran ipa (sarwi dkk, 2010; saputra, 2012; dan simatupang, 2014). peningkatan kemampuan mahasis-wa dalam berpikir dan bekerja secara ilmiah dari siklus i dan ii juga dikarenakan mahasiswa mulai terbiasa dan mengikuti alur kerja scientific inquiri, selain itu bimbingan dari dosen juga berpengaruh pada pemahaman mahasiswa dan ketertarikan dalam belajar. komunikasi yang aktif antara mahasiswa dan dosen serta teman sebaya juga membuat mahasiswa lebih inovatif dalam merancang percobaan sederhana. hal ini tentunya menambah referensi, informasi dan inovasi mahasiswa yang nanti akan diterapkan di sekolah. sikap ilmiah sikap ilmiah ini perlu dilatihkan kepada mahasiswa supaya mahasiswa mempunyai kemampuan dan terbiasa menjadi reseacher. mahasiswa yang memiliki sikap ilmiah diharapkan memiliki rasa ingin tahu yang tinggi, dapat mengambil keputusan, mengembangkan hasrat untuk mencari jawaban, mendekati masalah dengan pikiran yang terbuka serta berlatih untuk memecahkan masalah. selain itu mahasiswa diharapkan mampu bekerja sama dan senang meneliti serta mendorong mahasiswa memiliki kepekaan sosial. sikap ilmiah mahasiswa pada penelitian ini menunjukkan hasil terjadi peningkatan pada siklus i dan siklus ii terutama dalam menentukan sikap mahasiswa terhadap fenomena yang ada tentang produk ramah lingkungan. peningkatan nilai sikap ilmiah dapat dilihat pada tabel 7. tabel 7. persentase sikap ilmiah siklus i dan ii kriteria siklus i siklus ii jml mhs persentase jml mhs persentase sangat aktif 5 11,36% 13 29,54% aktif 19 43,18% 24 54,54% kurang aktif 20 45,45% 7 15,91% jumlah 44 100% 44 100% gmbar 2. persentase sikap ilmiah siklus i dan ii peningkatan sikap ilmiah dari siklus i ke siklus ii ini yang paling dominan adalah kategori aktif. mahasiswa mulai merespon dan kritis terhadap rancangan praktikum sederhana yang dilakukan oleh masing masing kelompok. sikap ilmiah merupakan komponen penting dan berpengaruh dalam upaya menjadi real researcher di masa depan (riyanto, 2008; rositawati dkk, 2012; reffiane dkk, 2012). melalui scientific inquiry mahasiswa dapat berlatih bersikap ilmiah dengan baik. nilai karakter yang tersirat dalam penguasaan sikap ilmiah dapat juga digunakan mahasiswa sebagai bekal dalam mengajar dan kehidupan sehari-hari. kesimpulan dan saran kesimpulan kesimpulan dari penelitian ini adalah 1) pembelajaran konsep dasar ipa dengan scientific inquiry pada mahasiswa dapat diaplikasikan secara kondusif. 2) pembelajaran konsep dasar ipa dengan scientific inquiry dapat meningkatkan kemampuan berpikir dan bekerja ilmiah serta sikap ilmiah mahasiswa. 3) pembelajaran konsep dasar ipa dengan scientific inquiry mampu menggali dan mengembangkan kreativitas mahasiswa dalam merancang percobaan sederhana yang dapat diterapkan di sekolah dasar. 0 10 20 30 40 50 60 sangat aktif aktif kurang aktif siklus i siklus ii jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 1-9) raras setyo retno dkk, pembelajaran konsep dasar ipa 9 saran scientific inquiry perlu diterapkan secara lebih luas sehingga kemampuan bersikap ilmiah mahasiswa indonesia dalam era persaingan global semakin kuat. selanjutnya perlu penelitian lebih lanjut pada jenjang pendidikan yang lebih rendah (sekolah menengah), pada mata kuliah dan mata pelajaran yang lain, ataupun dengan memadukan dengan metode lain. daftar rujukan paidi, sukarna, i. m & wilujeng, i. 2010. peningkatan kemampuan calon guru mipa mengembangkan kerja ilmiah (scientific process) dalam pengajaran mikro, menuju terbentuknya guru pemula bidang ipa yang kompeten. yogyakarta: fmipa universitas negeri yogyakarta. reffiane, f., januar, h. & wakhyudin, h. 2012. efektifitas pembelajaran ipa sd materi perpindahan energi melalui keterampilan kerja ilmiah. prosiding seminar nasional inovasi pembelajaran fpmipa ikip pgri semarang. riyanto, e. 2008. sikap ilmiah sebagai implementasi pendidikan karakter pada pembelajaran sains di sekolah dasar. madiun: ikip pgri madiun. rositawati, d. n. & sarkim, t. 2012. penerapan model pembelajaran inkuiri untuk mengembangkan sikap ilmiah mahasiswa pada mata kuliah konsep dasar ipa (fisika) ii. prosiding seminar nasional sains dan pendidikan sains vii uksw salatiga. saputra, h. j. 2012. pembelajaran ipa terpadu keterampilan kerja ilmiah untuk mengembangkan nilai karakter. semarang: ikip pgri semarang. sarwi & khanafiyah s. 2010. pengembangan keterampilan kerja ilmiah mahasiswa calon guru fisika melalui eksperimen gelombang open inquiry. jurnal pendidikan fisika indonesia, 6 (2010) 115-122. simatupang, h. 2014. peningkatan kerja ilmiah dalam praktikum biologi dengan keterampilan proses mahasiswa semester i jurusan biologi universitas negeri medan. prosiding seminar nasional biologi dan pembelajaran. sulistyani. 2008. metode, sikap, proses dan implikasi ilmiah. yogyakarta: universitas negeri yogyakarta. sumarto. 2006. konsep dasar berpikir: pengantar ke arah berpikir ilmiah. seminar akademik hut ke 40 fe upn v jawa timur upn veteran. universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 8 no. 2 july 2022, pp. 159-177 10.22219/jpbi.v8i2.18545 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 159 research article content analysis of cell division concepts in senior high school biology textbooks eva niña b. lopez a,1,*, chris mae b. maraño b,2, ritchelle w. origenes c,3, aylene d. pizaña d,4, josephine m. salmo d,5, jay p. picardal e,6 a college of arts and sciences, western philippines university, palawan 5302, philippines b college of teacher education, cebu normal university, cebu city 6000, philippines c mabolo national high school, cebu city 6000, philippines d college of teacher education, western philippines university, palawan 5300, philippines e research institute of tropical biology and pharmacological biotech and faculty, college of arts and sciences, cebu normal university, cebu city 6000, philippines 1evaninalopez@gmail.com*; 2chrismaem@gmail.com; 3ritchelle.origenes@deped.gov.ph; 4pizanaaylene@gmail.com; 5phinesmagaysalmo@gmail.com; 6picardalj@cnu.edu.ph *corresponding author introduction cell division is one of the most challenging lessons to teach and understand in biology. prior to this research, we found disturbing feedback from senior high school (shs) teachers referring to several misconceptions about cell division materials. based on authors’ experiences in teaching the topic, it is noted that there was poor understanding of the mechanism of cell division particularly the implementation on germ a r t i c l e i n f o a b s t r a c t article history received: 1 september 2021 revised: 23 june 2022 accepted: 30 july 2022 published: 31 july 2022 content and accuracy evaluation of textbooks is important as it provides quality assurance to both teachers and learners, especially in the new normal where modular instruction is used. this research aimed at evaluating the biology textbooks used by senior high school stem science teachers (n=15) in content, presentation, and learning strategies. content analysis and collaizzi’s descriptive phenomenology approach were employed in this study. the results showed that all evaluated textbooks have unique, distinct content, presentation, and learning strategies. most topics were also aligned with the minimum curriculum requirement for shs stem, but topics such as cyclin-dependent kinases (cdks) and control checkpoints were not discussed in some books. learning outcomes were not indicated in some books, and few textbooks did not reach synthesis and evaluation level. however, a comparative approach of cell division across the 5-kingdom system is observed but not explained well, and some misleading statements in the cell division mechanism were present. considering that cell division precedes the discussion of cancer cell division and metastasis, content enrichment through learner-friendly visuals and diagrams is recommended to facilitate learning, improve retention, and avoid misconceptions. copyright © 2022, lopez et al this is an open access article under the cc–by-sa license keywords cell cycle cell division content analysis senior high school biology textbooks how to cite: lopez, e. n. b., maraño, c. m. b., origenes, r. w., pizaña, a. d., salmo, j. m., & picardal, j. p. (2021). content analysis of cell division in senior high school biology textbooks. jpbi (jurnal pendidikan biologi indonesia), 8(2), 159177. https://doi.org/10.22219/jpbi.v8i2.18545 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v8i2.18545 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v8i2.18545 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 160 lopez et al (content analysis of cell division…) cell formation. students mostly rely on memorization of stages and their respective distinguishing attributes but failed to provide a comprehensive synthesis of the process when asked to differentiate how cell division occurs between prokaryote and eukaryote, and how fungi and protozoans divide compared to animal and plant cells. moreover, published literature also noted confusion on the following topics: tracing chromosome and chromatid number, the difference between dividing versus non-dividing chromosomes, what governs anaphase in the absence of centrioles in plant cells, an independent assortment of genes, how to count the centromere, and how gametes are formed, to name a few (chattopadhyay, 2012). mitosis, meiosis, and mutations have the highest misconception and alternative conception among the students in genetics (kumandas et al., 2018). this problem is evidence in the philippines, as noted by the study of rogayan and albino (2019), which stated that filipino students’ misconception level in biology subject especially in genetics which includes cell division is high. functional literacy, education and mass media survey (flemms, 2019) noted that the functional literacy rate for 10 to 64 years old in the philippines is increasing with 91.6%, 85.8% in mimaropa region (philippine statistics authority, 2019), and 95.7% in palawan (philippine statistics authority, 2016). the filipinos age group population of 15 to 19 years old had the highest basic literacy rate at 98.6%, while the 5 to 9 age group had the lowest at 73.2% in the country (flemms, 2020). on the contrary, the philippine’s quality of math and science education ranked 76th out of 137 countries (world economic forum, 2018). meanwhile, the oecd (2018) showed that the philippines ranked second to the last among all other participating countries, with 357 scores (below average) in science. teachers and curriculum experts believe that the poor quality of science textbooks contributes to this problem (irez, 2009). textbooks are essential for the educational enterprise (okabe, 2013) because of the following reasons: (a) it is the most available teaching tool that provides essential information to students (kashi et al., 2015); (b) convey knowledge to the learners (tok, 2012); and (c) plays a crucial role in the teaching and learning process in many classrooms (gok, 2012). good quality textbooks also help to facilitate science teachers’ development (swanepoel, 2010). although current online-based education technology has massively modified the learning platform of our students, textbooks are still widely favored because of their availability and ease of use. they are the most common instructional materials for students and teachers at all grade levels (gok, 2012). in the philippines, rogayan and albino (2019) revealed that some science reference learning materials contain misconceptions and errors that indirectly threaten science education quality. many teachers have also reported that the books’ content is obsolete and flooded with errors (ambag, 2018). considering that books’ content quality and accuracy are crucial for educational effectiveness (gok, 2012; khine, 2013), evaluating science textbooks in terms of alignment of the book content with the curriculum, accuracy, and authenticity of the content is of paramount importance to ensure quality of science education. similarly, attributes such as organization of instructional materials, readability, motivational strategies, explicit instruction, target assessment, and instructional strategies are also deemed essential (gok, 2012), especially in the new normal where modular instruction is employed. however, the researches which are focused on content analysis still very limited. hence, the current research conducted a content analysis of shs biology textbooks particularly in cell material. this research provided the need for studies on science education literacy using reference materials in teaching cell division by employing content analysis of textbooks in terms of content, presentations, and learning strategies. it also explored teachers’ experiences and insights using the textbooks used by shs teachers in the province of palawan. this study primarily intends to help improve the content understanding of science teachers and serve as a guide in crafting learning modules that can be used in different learning modalities, such as modular instruction. method the study employed a mixed-method research design utilizing content analysis and collaizzi’s descriptive phenomenology approach. this is composed of two parts: the content analysis of the identified biology textbooks using the criteria recommended by the florida university department of education (2008) [see table 1] and the teachers’ insights using the identified textbooks to triangulate the study results (swanepoel, 2010). four (4) main biology textbooks (coded as b1, b2, b3, and b4) published in the philippines and authored by filipino writers were identified in this study. these books were commonly used as main references in teaching general biology 1 in grade 12 shs level. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 161 lopez et al (content analysis of cell division …) teachers in shs who teach biology 1 in science, technology, engineering, and mathematics (stem) strand in palawan were the informants of this study, and a purposive sampling procedure using a semistructured survey instrument was used. during the interview process, a google form questionnaire was sent thru the e-mail of the informants, and a follow-up interview via cellular phone calls was employed to clarify and explain further the answers given in the survey. the study used descriptive statistics (i.e., mean and simple percentage) to analyze the quantitative data from the content analysis and employed thematic analysis to interpret the qualitative data based on the teacher participants’ responses. table 1. textbook evaluation criteria used in the study criteria* subcategories units of measure content alignment with the curriculum requirements level of treatment of content accuracy of the content authenticity of the content the competencies found in the identified books are aligned with the required competencies set by the department of education (deped). the method used is the inductive or deductive method. the terms used are appropriate for the learners, and the time allocation is adequate. the book is objective and factual, free of misleading statements and mistakes, biases of interpretation, and inconsistencies. the use of real-life connections and diversity of interdisciplinary connections. presentation number of pages for each topic organization of the textbooks comparison of typography numbers and types of visuals used comparison of the number pages for each topic. the topics are organized according to: a) introduction for each topic; b) labelled reviews or summaries; c) index; d) glossary; and e) bibliography. comparison of the typographical presentation and visual features of the books. comparison of the number and types of visuals used. learning strategies motivational strategy explicit instruction guidance and support targeted instructional and assessment strategies the book contains thought-provoking problems, various hands-on activities in a concrete context relevant to learners’ lives, and various assessment forms. the introduction of the topics is presented well. textbooks’ activities and experiments have clear instructions on how to perform the activities and experiments. comparison of the analogies found in the textbooks, status of the terms used, the number of activities and experiments found in the textbooks. comparison of the number of questions, the types of question used, and the cognitive levels of questions used in the textbooks. *adopted from florida department of education (2008) results and discussion a textbook is a major source of information in teaching and translates the curriculum’s intent into classroom practice by reflecting the science learning goals (altbach & kelly, 1998). the content’s quality and accuracy are crucial for their educational effectiveness (khine, 2013). quality textbooks significantly impact the quality of instruction (lemmer et al., 2008), and the availability of high-quality textbooks is one of the critical factors in the successful implementation of curricular reform (khine, 2015; liang & cobern, 2013; swanpoel, 2010). the following findings were presented in three (3) major clusters [content, presentation, and learning strategies] and their corresponding subcategories. content table 2 shows the alignment of the content of the textbooks in the curriculum requirements. all books contain facts and data based on the curriculum requirements.based on the analysis conducted, all books have learning outcomes at the beginning of each chapter. learners’ learning outcomes must contain cognitive, affective, and psychomotor characteristics expected to be mastered at the successful culmination of an entire educational program (isced, 2012). learning outcomes aligned in the national curriculum indicate that the textbook is good in quality (education bureau the government of the hong kong administrative region, 2016), and it also gives background information to the learners on the goals in every chapter. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 162 lopez et al (content analysis of cell division…) table 2. alignment with curriculum requirements learning competency b1 b2 b3 b4 characterize the phases of the cell cycle and their control points (stem_bio11/12-id-f-6) √ √ √ √ describe the stages of mitosis/meiosis given 2n=6 (stem_bio11/12 id-f-7) √ √ √ √ discuss crossing over and recombination in meiosis (stem_bio 11/12 id-f-8) √ √ √ √ explain the significance or applications of mitosis/meiosis (stem_bio 11/12 id-f-9) √ √ √ √ identify disorders and diseases that result from the malfunction of the cell during the cell cycle (stem_bio 11/12 id-f-10) √ √ √ √ table 3 shows the content of the textbooks in line with learning competencies. cell cycle phases were discussed in all books. also, the control checkpoints were mentioned in b1 and b3 but not explained well. in b2, control checkpoints were not mentioned and explained, while b4 control checkpoints were mentioned and explained well. in addition, b1, b2, and b3 mentioned the signaling system and actions of cyclin-dependent kinase (cdks) but were not explained well. lastly, in b4, signaling systems and cdks were discussed and explained. this implies that b4 met the intended learning competency based on the curriculum guide, and all topics in the books presented have corresponding examples and illustrations. table 3. content of the textbooks in line with learning competencies stages of mitosis and meiosis were discussed and explained in three books (b1, b3, and b4), such as mitosis in body cells and meiosis in sex cells with corresponding illustrations. it was indicated that mitosis produces two daughter cells, and meiosis produces four daughter cells. only b4 mentioned that mitosis produces two diploid daughter cells, and meiosis produces four haploid daughter cells. b1, b3, and b4 also discussed mitosis and meiosis in plants but not in other kingdoms that undergo the same process. all books mentioned that crossing-over and recombination, but b1 and b4 discussed the process with corresponding diagrams. this means that b1 and b4 satisfied the learning competency for this topic. thus, all books met the learning competency assigned in terms of the significance and applications of mitosis and meiosis. learning competency b1 b2 b3 b4 characterize the phases of the cell cycle and their control checkpoints (stem_bio11/12-ld-f6) phases of the cell cycle were discussed, while control checkpoints and cdks were mentioned but not explained well. phases of the cell cycle were discussed, control checkpoints were not mentioned and explained, while cdks were mentioned but not explained. phases of the cell cycle were discussed, while control checkpoints and cdks were mentioned but not explained well. phases of the cell cycle were discussed. control checkpoints were mentioned and explained well. cdks were mentioned and discussed. describe the stages of mitosis/meiosis given 2n=6 (stem_bio11/12 id-f-7) stages of mitosis and meiosis were explained with corresponding illustrations. plants also undergo cell division. stages of mitosis and meiosis were mentioned but not explained well. stages of mitosis and meiosis were explained with corresponding illustrations. plants also undergo cell division. stages of mitosis and meiosis were explained with corresponding illustrations. plants also undergo cell division. discuss crossing-over and recombination in meiosis (stem_bio 11/12 id-f-8) mentioned and discussed with corresponding examples and diagrams. mentioned but not explained. mentioned but not explained. mentioned and discussed with corresponding examples and diagrams. explain the significance or applications of mitosis/meiosis (stem_bio 11/12 id-f9) significance and applications of mitosis/meiosis were discussed significance and applications of mitosis/meiosis were discussed significance and applications of mitosis/meiosis were discussed significance and applications of mitosis/meiosis were discussed identify diseases and disorders that result from the malfunction of the cell cycle (stem_bio 11/12 id-f10) discussed and explained with corresponding illustrations. mentioned cancer but not explained. discussed and explained with corresponding illustrations. discussed and explained with corresponding illustrations. discussed and explained with corresponding illustrations. cancer was introduced. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 163 lopez et al (content analysis of cell division …) finally, diseases and disorders resulting from malfunctioning the cell cycle were discussed in all books with corresponding illustrations. however, the concept of cancer was only mentioned in b1 and b4. in addition, b4 further introduced the concept of cancer. this revealed that all books met the learning competency. therefore, b1 and b4 are books that add supplementary information than what is prescribed by the learning competency. the study affirms bansiong and wan’s (2019) findings that texts in science textbooks used for grade three (3) filipino learners are aligned with national science standards. similar results of nugroho et al.’s (2017) study showed that two books, integrated science and science textbooks used in grade seven, are aligned with core competencies and standards based on the 2013 curriculum’s basic competence and book standard. a well-aligned textbook is essential for curriculum reform (lu & liu, 2012) and implementation (bhatti et al., 2015; fan, 2010). if the textbooks were associated with the curriculum, the classroom instruction is more likely to be aligned to the curriculum (khine, 2015; park et al., 2005; shah, 2012), and the students can perform well (fan, 2010) because they are guided and to ensure that all learners will learn the same lessons as part of the national standard for science education despite their different locations in the country. level of treatment of the content in terms of content’s treatment level (table 4), all books used the inductive method. b1 and b3 discussions are brief but concise, while only b4 discusses the topics comprehensively. terms used in the book are also appropriate to the level of learners. the inductive/discovery method was presented in the books, which allows the learners to practice the science skills. this method will enhance the learners’ critical thinking as they understand how things work around them. considering the students’ development, understanding, and experience with science concepts at previous schooling levels are the most important criteria for a good science textbook (khine, 2013). these findings show that authors and publishers adhere to presenting the lesson. the inductive method, sometimes referred to as the discovery method, allows the learners to practice the science skills that a learner must possess now that we are in the digital era. this method will enhance the learners’ critical thinking as they understand how things work around them. since adequacy of time is one of the criteria in evaluating science books, it is better if authors and publishers indicate time allocation for each topic in consonance to the budget of work to give an idea to the learners on how long the topic is going be discussed. accuracy of the content the accuracy of content was analyzed based on the following criteria: factual and objective in text and visuals, inconsistencies and biases of opinion, and misleading statements. table 5 shows the accuracy of the content in the textbooks. all books discussed the topics in cell division, which are aligned with the learning competencies based on the taught curriculum. the books analyzed are based on facts and show objectivity in text and visuals, following the guidelines on textbooks publishing set by the deped. the content is consistent with important terms and reflects the learning competencies of the k to 12 program stated in the curriculum guide. no bias and inconsistencies have been observed in the four books analyzed since textbooks are one of the primary sources of lessons in the classroom, accuracy of the content adhere to curriculum standards as stated in the curriculum guide (macasawang et al., 2019). the national book development board (nbdb, 1994) is mandated to scrutinize the content of the textbooks published in the philippines goes through a textbook review service to ensure the accuracy of the textbooks’ content (office of the president of the philippines, 1999). based on the analysis of the four books, three out of four books were found to be accurate in terms of content. table 4. level of treatment in the study level of treatment of the content b1 b2 b3 b4 use inductive method √ √ √ √ appropriateness of terms used for learners √ √ √ √ adequacy of time allocation x x x x jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 164 lopez et al (content analysis of cell division…) table 5. accuracy of the content accuracy of content b1 b2 b3 b4 factual and objective in text and visuals √ √ √ √ consistent and no bias √ √ √ √ misleading statements x √ √ √ however, there were misleading statements found in b1 (table 6). campbell biology (twelve edition) serves as reference material to correct the inaccurate terms and statements found in b1. table 6. misleading statements from b1 misleading statements the authors should use the correct terms and statements page 39, lines 4-5: “meiosis is what produces the gametes, sperm, and eggs that fuse after two organisms have sex.” meiosis reduces the number of chromosomes sets from diploid to haploid. page 40, line 25: “the normal 46 chromosomes will result in the fetus.” the normal 46 chromosomes will result in a human organism. misleading and inadequate descriptions of science may lead to serious implications for promoting science literacy and negatively affect students’ ideas (irez, 2016). oakes and saunders (2002) agreed that poor quality textbooks constitute a significant factor in students’ low achievement in external examinations. some reviewed textbooks in biology have insufficient content (nomoto et al., 2011), while other books have some information that is not always accurate and out-of-date health information (clifford, 2002; nomoto et al., 2011). furthermore, the misleading statements found in the book could lead to misconceptions of the content to the readers (novitasari et al., 2019). with this, the books should be reviewed and evaluated carefully to check for misleading statements to avoid students’ misconceptions. authenticity of the content table 7 shows the authenticity of the textbook content. the authenticity of the textbook content was presented in all books and evaluated based on two criteria: real-life connections and diversity of interdisciplinary connections. real-life connections all books have their respective real-life connections (table 8). real-life connections communicate theoretical concepts into students’ everyday lives (gamble & gamble, 2013). table 8. real-life connection statements table 7. authenticity of the content of the books authenticity of the content b1 b2 b3 b4 real-life connections √ √ √ √ interdisciplinary connections √ √ √ √ books page real-life connection statements b1 page 34; lines 16-18 why and how your hair and nails are growing? what makes your wound heal? how does it happen? how do the cells in your body multiply? b2 page 49; lines13-17 you are applying for admission and a scholarship for a doctoral degree in health sciences. as part of the application process, you have to submit a project proposal on a specific type of cancer and risk factors associated with it, focusing on your future project proposal to your prospective supervisors and the scholarship review panel. b3 page 128; lines 15-17 important applications of mitosis and meiosis may be found in plant research. bigger and better varieties of plants are produced modifying chromosomes like growing bamboo using tissue culture. b4 page 76; lines 1-9 cell division is associated with growth and development; even humans are products of numerous cellular divisions, as life begins only with one single cell from the fusion of the parents’ sex cells. in about nine months, that cell becomes trillions of cells due to the numerous cell divisions during embryonic development. the image in figure 3-2 shows a picture of an onion root tip. it shows an area in the onion plant that rapidly produces new cells, making the onion elongate and grow in size. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 165 lopez et al (content analysis of cell division …) studies of atilla (2012) and bernardo (2013) found that students’ understanding of essential learning concepts could be improved, making the learning experience meaningful by providing real-life situations in their daily lives. another feature of real-life connections is by featuring well-known scientists with works related to genetics. b2 and b4 have separate sections to showcase real-life examples by featuring science experts. in addition, b4 featured both foreign and filipino scientists. this will expose and motivate the students to pursue science-related courses someday as they aspire to become experts mentioned in the book. in textbook development, it must be carefully planned and reviewed by experts to avoid textbook fatigue. this could be avoided if examples or situations are related to students’ everyday lives (lent, 2012). lubis and sahyar (2021) stated that the development of textbooks must be contextualized, integrating culture and students’ daily experiences to be meaningful using appropriate examples based on their cognitive level. interdisciplinary connections interdisciplinary connections allow the discussions in cell division to be related to other disciplines. for example, a combination of science and mathematical skills was employed to discuss cell cycle phases, mitosis and meiosis, and binary fission. the relationship between the phases and the context of the time was applied in the lesson. the concept of cancer and its treatment relates to medicine, while mitosis in plants was significantly related to agriculture. also, b2, b3, and b4 have additional web links that lead to further research related to different fields of science at the end of the chapters. it could reinforce and supplement teachers’ discussion to save instructional time. dikenli (2009) mentioned that the teachers need to see how the lessons connect to student’s everyday lives and other fields. mitchell and miller (1995) found that interdisciplinary connections through lesson integration could improve both mathematical and science achievements. duerr (2008) stated that students could become more involved in their learning, and teachers can eliminate discipline lines in class using interdisciplinary instruction. as a result, students will become independent and confident and develop lifelong learning skills. presentations number of pages for each topic table 9 shows the number of pages allotted per topic. b4 has a greater number of pages, while b1 has a lower number of pages allotted in cell division. this table also shows that the meiosis topic has the greatest number of pages among all the textbooks. books limit the number of pages to achieve space economy. the fewer pages, the cheaper the book would be. therefore, the number of pages in a book will affect the book pricing (barnes et al., 2005; clerides, 2002). this economy of space may give insufficient learning from the end of the students. with this, it is recommended that the books have enough pages for discussion to provide students with sufficient information about the science concepts (driscoll et al., 1994). table 9. number of pages for each topic topics b1 b2 b3 b4 cell cycle 6 6 4 18 mitosis 4 8 8 12 meiosis 5 9 12 33 organization of the textbooks cell division topics were organized in all books according to a) introduction for each topic; b) labelled reviews or summaries; c) index; d) glossary; and e) bibliography (table 10). cell division topics were introduced in all books. however, only b3 and b4 have labelled reviews or summaries after each topic. based on the data, parts of a book like an index, glossary, and bibliography were not found in the cell division chapter in all the books studied. these four books put the index, glossary, and bibliography at the last part of the book. publishers of these books usually do this to economize the space. barrus (2018) noted that index, glossary, and bibliography after each topic are important since it helps students recall information from the lessons discussed in a chapter or unit through the chapter summary. yager (1983) believed that the glossary part in a science textbook where scientific terms or words are defined or described enriches students’ learning. hence, the inclusion of these parts is suggested to support students’ learning and understanding of science topics. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 166 lopez et al (content analysis of cell division…) table 10. organization of the textbooks comparison of the typography of the textbooks table 11 shows the comparison of the typography of the four textbooks. all textbooks have strong bookbinding and cover, use a4-size, off-white, uncoated matte paper, and a single-column portrait type layout. b1 uses calibri with 11 font size, b2 and b3 use arial with 11 font size, and b4 uses times new roman with 11 font size. font styles like calibri and arial were considered sans-serif font, and the times new roman is a serif font. table 11. comparison of typography of the textbooks the single-column portrait type layout helps the readers read the reading passages fast. tarasov et al. (2015) cited poulton’s findings (1959) that a single-column layout can read faster than in double-column layout. however, a single-column layout with lengthy lines is not easy for the reader to precisely find the start of new lines (bouma, 1980). researchers reviewed serif fonts, like times new roman, more legible due to their serifs that put more information on the readers’ eyes (geske, 1996). these serifs also improve the text’s legibility by assisting the readers to distinguish the words and letters easily (mccarthy & mothersbaugh, 2002). font size 10 or 11 is the smallest font size that must be utilized for books, according to the majority of the publishers (tarasov et al., 2015). therefore, increasing the font size can help improve the legibility of the texts (beidler 2006; subbaram, 2004). number and types of visuals used in the textbooks the number and types of visuals that are used in the four textbooks are shown in table 12. b4 has the most visuals, while b1 has a smaller number of visuals. the significance and application of mitosis and meiosis were also discussed in all books with illustrations and diagrams. illustrations and images in the textbook appeal to the books and help the readers understand the content clearly (rakes, 1995). in iran, it has been found out that the insertion of images is one of the most effective tools in teaching and textbook designs (kashi et al., 2015). only b4 has colored illustrations and not monochromatic grayscale. colored drawings or photographs are crucial for secondary school science textbooks that help motivate students to read and understand science concepts (leivas & roth, 2003). textbooks’ visuals can enhance students’ creativity and improve comprehension (hibbing & rankinerickson, 2003; kasmaienezhadfard et al., 2015). textual explanation with diagrams, graphics, illustrations, and pictures will enrich the textbook content, as it arouses the student’s attention and increases student’s retention when they see pictures, according to dale’s cone of experience. visual literacy is one of the necessary skills a secondary student should have (rakes et al., 1995). visuals or illustrations helped the students learn about meiosis only by describing the phases and labeling structures but not comprehending the parts of the book b1 b2 b3 b4 introduction for each topic √ √ √ √ labeled reviews or summaries x x √ √ index x x x x glossary x x x x bibliography x x x x b1 b2 b3 b4 book bind and cover are strong book bind and cover are strong book bind and cover are strong book bind and cover are strong printed in off-white, uncoated matte paper printed in off-white, uncoated matte paper printed in off-white, uncoated matte paper printed in off-white, uncoated matte paper a4 page size a4 page size a4 page size a4 page size single-column layout, portrait type single-column layout, portrait type single-column layout, portrait type single-column layout, portrait type calibri font with 11 font size arial with font 11 font size arial font with 11 font size times new roman font with 11 font size the illustrations are not colored drawings. all are in monochromatic grayscale. the illustrations are not colored drawings. all are in monochromatic grayscale. the illustrations are not colored drawings. all are in monochromatic grayscale. the illustrations are colored drawings. the illustrations are placed close to the text, referring to it. the illustrations are placed close to the text, referring to it. the illustrations are placed close to the text, referring to it. the illustrations are placed close to the text, referring to it. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 167 lopez et al (content analysis of cell division …) overall and exact purpose of meiosis (cook, 2008). teachers can use different learning materials such as models, diagrams, pictures, laboratory activities, and videos to assist them in teaching cell division, and these materials could be utilized to increase learning potential among students (chattopadhyay, 2012). table 12. number and types of visuals used in the textbooks types of visual b1 b2 b3 b4 cc mi mei cc mi mei cc mi mei cc mi mei drawings 2 3 1 1 6 3 1 1 4 6 9 15 photographs 1 1 1 1 7 photomicrographs 2 graphs 2 tables 1 2 1 1 1 computer graphics 1 3 1 2 total 2 4 3 1 7 3 2 4 5 13 11 25 where: cc is cell cycle; mi is mitosis; mei is meiosis learning strategies motivational strategy the motivational strategy of all textbooks has differences and similarities. b1, b3, and b4 use active voice, while b2 uses passive voice. all books use less technical language. for example, b4 orderly stated and described the details on the cell cycle phase, the stages of the cell division, and the disorders/ diseases caused by the cell cycle’s malfunction. motivational strategies indicate that most of the textbooks use less technical language and an active voice. using a passive voice in textbooks may hinder students from getting meaningful information (luo, 2018), while an active voice promotes an easy and straightforward understanding of the texts (sainani & harwell, 2015). learners might experience complexities understanding the information when there is no agent by phrase, and the subject must be assumed (kline & demuth, 2010). identifying who the agent in a sentence, together with all other grammatical and linguistic challenges, is very hard for many students (neilson, 2016). summative assessments were present in the four textbooks, but only b1 did not use any formative assessments. however, formative assessment is essential in identifying student progress and understanding, and the teachers can prepare to meet the diverse needs of the students (clark, 2011). therefore, using different assessments in textbooks to assess students’ learning and guide and direct students in learning the topics. b2, b3, and b4 discussed the new updates on research. b3 explained the tissue culture and emphasized the importance in the philippines (p.136). science updates and research achievement in textbooks can be a good approach to motivate and encourage students (gok, 2012). therefore, textbooks are encouraged to put a section for updates on the latest research or famous researchers’ achievements. explicit instruction all books presented explicit instructions. the introduction of the topics was presented well, and emphasizing the topics with bold letters was also evident. b1, b2, and b4 presented the lesson objectives. textbooks’ activities and experiments have clear instructions on how to conduct the activities and experiments. b3 started the lesson with an overview of the cell cycle and ended with cytokinesis, followed by the full details of the cell cycle and cell division stages. textbooks are helpful when explicit instruction is clear since it supports readers’ learning success in understanding the lessons and topics. explicit instruction’s inclusion increases students’ engagement in performing higher-order thinking activities (boone, 2010). researchers suggest using explicit instructions in textbooks to guide and aid students in achieving the learning objectives guidance and support textbooks should give guidance and support to aid students in becoming independent thinkers. this can be achieved by considering the analogies used in the textbooks, clear illustrations and instructions, various activities, and types of questions (gok, 2012). the books were evaluated on how the textbooks guide and support students’ understanding and learning. table 13 shows the analogies found in the textbooks. only b2 and b4 exhibited few analogies. analogies can speed up understanding and learning science concepts by relating one idea to another. the analogy used in instruction will significantly better understand science concepts and eliminate misconceptions or alternative conceptions (dilber & duzgun, 2008). jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 168 lopez et al (content analysis of cell division…) status of terms used in the textbooks table 14 presents the status of the terms used in the textbooks. all textbooks presented the new biological terms to support and aid students in learning and understanding the concepts and emphasizing immediately defined terms that boost easier reading, understanding, and comprehension. in contrast, terms that are laterdefined or undefined hinder students’ learning (gok, 2012). with this, terms should be immediately or earlier defined to help students understand the concepts. activities found in the textbooks activities found in the four (4) textbooks are shown in table 15. b1, b2, and b4 have activities in the cell cycle and cell division. however, b3 does not have any activities regarding the topics. this may affect how students learn and understand the cell cycle and its subtopics since activities can help students develop and advance their learning and stimulate higher-order thinking skills. mathai (2014) highlighted those activities must be incorporated in the textbooks to let students cope with complex concepts. textbooks activities aids students grapple with complicated lessons. more activities are encouraged to be incorporated in the textbooks to better support students learning and understanding of the science concepts. table 15. activities found in the four textbooks b1 b2 b3 b4 1. learning cell songs from websites (p.56) 1. reflect on something that has changed… (p. 34) 1. watch video tutorials on mitosis and cytokinesis, and cell cycle and mitosis (p. 97) 2. cell cycle (p.46) 2. visit the following learning sites about meiosis, cells alive, and virtual cell (p.123) experiments found in the textbooks for mitosis and meiosis table 16 shows the experiments found in the textbooks. b3 and b4 have suggested activities/experiments in mitosis, while only b4 has suggested activities/experiments in meiosis. b4 is better and more helpful in increasing students’ engagement and involvement in learning science concepts than other books. books that incorporate experiments in the lesson helps to motivate and increase students’ understanding (townsend, 2012). table 16. experiments found in the four textbooks for mitosis and meiosis experiment for mitosis b1 b2 b3 b4 1. observing mitosis (p.126) 1. locating the stages of mitosis (p.96a) 2. how long is each stage of the cell cycle? (p. 96e) experiment for meiosis b1 b2 b3 b4 1. modelling meiosis (p.122a) 2. stop motion meiosis (p.122g) table 13. analogies found in the textbooks b1 b2 b3 b4 1. one gene in linked pair serves as a marker… (p. 38) 1. dna is loosely organized like a scattered spaghetti on a plate (p. 78 and 97). 2. the chromosome now appears to be similar to letter x (p. 79). 3. tiny strands of protein actin called microfilaments like a drawstring (p.87). table 14. status of terms used in the textbooks categories b1 b2 b3 b4 terms immediately-defined 14 9 5 39 terms earlier-defined 3 6 15 19 terms later-defined 1 1 0 2 terms undefined 1 0 0 0 jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 169 lopez et al (content analysis of cell division …) targeted instructional and assessment strategies types of questions, tests, and learning activities for identifying the targeted instructional assessment strategies were assessed and evaluated based on the context of bloom’s taxonomy of learning objectives. the learning objectives are categorized into three (3) known as affective, cognitive, and psychomotor. the cognitive aspect involves knowing, comprehending, applying, analyzing, synthesizing, and evaluating (gok, 2012). figure 1 presents the cognitive level of learning objectives in the textbooks. b4 has knowledge, comprehension, application, and analysis, which shows the various levels of complexity. moreover, it was found that b3 has no learning objectives, which implies that it fails to guide students on what main ideas to be understood (knowledge), what skills to be master, and what attitude to learning. furthermore, no learning objective reaches the synthesis and evaluation level in all textbooks, which requires higher-order thinking skills. therefore, the cognitive level of learning objectives should not only stop on lowerorder thinking skills, but it should also reach a higher level of thinking skills since learning goals and objectives address the students’ core and fundamental learning skills, content mastery, and critical and analytical thinking skills (mahajan & singh, 2017). with this, science textbooks should ensure that objectives are incorporated to organize, clarify, and prioritize learning. figure 1. cognitive levels of objectives comparison of number of questions in the textbooks table 17 shows the types and frequency of questions found in the textbooks. b2, b3, and b4 show the intext questions, and b3 and b4 have after-experiment questions. all books have topic end questions for summative assessments. furthermore, it can be observed that problems are not found in all four textbooks. problem-solving questions stimulate students’ deep and reflective thinking and understanding (kim et al., 2018). by this, it is suggested to integrate problem-solving questions to develop students’ higher-order thinking skills. table 17. comparison of the number of questions in the textbooks types of questions b1 b2 b3 b4 mitosis and meiosis in-text questions 0 4 6 29 after-experiment questions 0 0 3 14 problems 0 0 0 0 topic end questions 12 26 11 36 total 12 30 20 79 question types used by the four (4) general biology textbooks the types of questions used in the textbooks are shown in table 18. types of questions were classified as open-ended questions and close-ended questions. most of the question types used in the book were shortknow ledge know ledge c omprehension c omprehension c omprehension application analy sis 0% 20% 40% 60% 80% 100% b1 b2 b3 b4 evaluation synthesis analysis application comprehension knowledge jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 170 lopez et al (content analysis of cell division…) answer questions. b4 has the greatest number of questions, and b1 has the least number of questions presented. open-ended questions require critical analysis and higher-order thinking skills, which can aid learners in putting in words the knowledge gained, relating, and making relationships between the concepts learned and real-life scenarios. on the other hand, close-ended questions only need a low level of cognitive answers (gok, 2012). with this, open-ended questions are recommended. cognitive levels of questions figure 2 shows the cognitive levels of questions. all books know the cognitive level, while only b4 uses most of the different levels of cognitive questions. this is because no question-level reaches the synthesis. mahajan and singh (2017) suggested that the cognitive level of questions should not only stop on lower-order thinking skills, but it should also reach a higher level of thinking skills in order to stimulate critical and analytical thinking skills. figure 2. cognitive levels of questions insights of biology senior high school teachers fifteen shs teachers were the informants of this study, five shs from southern palawan, six from northern palawan, and four from puerto princesa city. results of insights serve as the validation to confirm the results of the researchers’ content analysis. insights of the teachers are vital because they are the ones who teach the students using the curriculum with the guide of the reference materials. textbooks are essential to teachers and students who need to be prepared academically in all necessary competencies. table 18. question types used by the textbooks question types b1 b2 b3 b4 short answer 0 7 9 52 multiple choice 0 5 5 20 data related 0 0 0 0 fill in the blanks 0 0 0 0 label the diagram/ draw and label 0 3 0 0 true-false 10 10 0 0 draw a graph/ illustrate the process 0 0 0 4 find the exit 0 0 0 0 fill in the table 2 0 1 3 matching type 0 5 5 0 problem-solving 0 0 0 0 total 12 30 20 79 know ledge know ledge know ledge know ledge c omprehension c omprehension c omprehension application application analy sis analy sis analy sis ev aluation 0% 20% 40% 60% 80% 100% b1 b2 b3 b4 knowledge comprehension application analysis synthesis evaluation jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 171 lopez et al (content analysis of cell division …) content presented respondents stated that all books were aligned in the k to 12 basic education curriculum learning guide (bec-lg) in the content of cell division. in b1, crossing over and recombination on cell division were not further presented and emphasized contrary to the indicated bec-lg. the content is accurately presented but not in detailed discussions, information is insufficient, and needs additional supplementary materials to teach the topic effectively. activities such as minilab, reading check-in between discussions, and concepts in motion were included that are beneficial for in-depth learning. after each lesson, there are no other citations except the video links and optional video documentaries for further learning. respondents observed that some typographical errors and subject-verb agreement were presented in b2. in addition, the discussion is incomplete that needs other resources to expound on the concepts and give more examples. in b3, teachers mentioned that there is lacking descriptions and explanations. some teachers believed that using this book was enough. the discussion and illustrations are well-presented and well-explained. every stage in the cell cycle is well-described, including the control points, errors, significance, mitosis, and meiosis application. however, some teachers use other references on illustrations and more in-depth discussions to discuss the topic. respondents evaluated b4 as a well-contextualized book. the objectives and activities match the competencies indicated in cg. the content was accurate, had no misconceptions, and was sufficient to discuss the shs level topic. key concepts in teaching cell division were also evident. additional information was also provided related to the topic to motivate and make the readers aware of cell division. the order of main topics and subtopics was organized from simple to complex. the teachers rated and recommended using b4 as the most helpful book in terms of content, next with b1, b2, and lastly, b3. a single manner of organizing the content of the books was used. the textbooks must be free from errors, inaccuracies, and misleading statements to convey the correct information as they learn cell division. the textbook is essential to improve quality education (juwita et al., 2017) and can be used as teaching material for delivering curriculum content (candra, 2020). the basic teaching contents in the textbook must be arranged and ordered used in delivering the curriculum (ruhiat et al., 2016). unfortunately, many inappropriate textbooks were used in teaching and schools, such as sync content (behnke, 2018; mariani & usmeldi, 2019). presentations to the reader according to the teachers, the pictures and illustrations of b1, b2, and b3 were printed in black and white. in b2, teachers mentioned a need for enhancement by increasing the font size and having clear images. additional pictures and illustrations were also recommended to understand the process and differentiate the mechanism of cell division. there are no misspelled words and grammatical errors in the discussions. the presentations of the diagram of the stages of meiosis should start in interphase to the formation of four granddaughter cells rather than the summary of the two meiotic divisions. the technological aspect should need enhancement and should be updated. respondents observed that b2 needs more aesthetics in images, figures, and the book’s cover page. some images and figures do not entirely complement the text. the authors used a simple english language that was easy to understand. additional information on the website was also present. in b3, there was no typographical error. the linguistic style and tone of the textbook are right. it has links with learning strategies, which directs students to online interactive exercises and animations. however, some visuals are small and blurred. the images should improve with more informative visuals. lastly, b4 is highly recommended by the teachers and considered as user-friendly. the written language is legible, readable, and easy to comprehend. the illustrations appeal to the reader, and it provides texts and enough description of the process, diagrams, and illustrations. the linguistic style is formal and more on scientific discussions. the book has activities, videos, and exercise links on the internet. additional articles, images, examples, video clips, and assessment tools were included and accessed from the internet. however, some examples with quick response (qr) codes cannot be accessed. textbooks largely determine what topics and ideas were taught in the classroom and presented to students. therefore, textbooks affect learning and teaching in many different ways (behnke, 2018). the presentation of material from the easy level to the difficulty level and from the simple level to the complex level textbook demonstrates effectiveness in designing systematic, gradual, and evaluable instructions that can enhance the learning experience (dunlosky et al., 2013; khalil & elkhider, 2016; sidek, 2012). besides, jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 172 lopez et al (content analysis of cell division…) publisher editors who are not careful in editing textbooks from aspects of content, illustration, and design as sources of learning can cause errors that should be corrected (muslich, 2010; reynolds et al., 2012). students could relate easily to the delivery of words in the book. it is scientifically based but is userfriendly. candra et al. (2020) concluded that the book’s inaccuracies of concepts, principles, and illustrations in textbooks could be corrected by the teacher based on valid references. colored images promote differentiating figures and understanding concepts to be a lot easier. suitability of content, readability, and ease of getting feedback when using textbooks can improve students’ attitudes and behaviors towards learning (morales & baker, 2018). learning strategies presented based on the teachers’ responses, there are no inaccuracies and misconceptions regarding the strategies used in the presentation of the lesson. in b1, the learning strategies were correctly arranged. incorporating additional activities concerning the topic was significant between sub-topics, but the activities were not enough to teach how cells grow, divide, and reproduce. less interactive and technology-based activities in mitosis and meiosis were presented, although various learning checks were given at the end of the lesson to deepen students’ understanding. the moving of chromosomes should be emphasized in the cell division process. authors should consider the learning strategies for visual learners as well as the emergent technologies-based examples. the provision of minds-on and hands-on activities or performance tasks should be considered to allow the users to feel more engaged in learning the concept. b2 uses examples and activities based on the topic discussed. in addition, some laboratory activities were given to reinforce the topic. the order of subtopics in learning strategies was organized and very informative. the learning strategies in b3 were modified and rearranged according to the k-12 deped shs curriculum’s learning competencies. some teachers claimed that the book was enough for teaching strategies. it has different exercises to check the students’ learning. some mentioned that there is still a need for other supporting references to engage more in learning strategies. lastly, in b4, informants mentioned that the book has some additional concepts that can help build the curriculum’s foundation. the objectives, main ideas, essential questions, formative and summative assessments were evident and quickly done. the textbook can easily relay the concept and knowledge to the user. it encourages the readers to learn in mind and body through performance tasks. some concepts were complicated, but the given main ideas, objectives, articles, essential questions, formative questions, summaries, and summative questions can pinpoint the topic’s goals and objectives. the learning strategies in the subtopics were in order and well-organized. it follows the chronological order from the basic concepts to the more complicated strategies. the evaluation of the teachers agrees with the content analysis that all books under review have clarity in terms of presentation and learning strategies. the topics were introduced and supported using various bold and standard letters with clear instruction in activities. based on the content analysis results, there was some disagreement that b1 has misleading statements, wherein teachers mentioned that all books have no inaccuracies and misconceptions. the books must be reviewed regularly to check whether there were inaccuracies to avoid misconceptions to the readers. teachers also shared their experiences strategies in the books that could not be performed because of the lack of equipment and materials, and the teachers need to localize the given activities. competence can be achieved through learning activities (cebrián et al., 2020) and can encourage students to live and experience (gu et al., 2015). good media must support the science concepts to visualize learning (rahmiwati et al., 2018) easily. the correct interpretation of knowledge structure turns misconceptions into learning strategies (leonard et al., 2014). however, some concepts and illustrations were inaccurate in natural sciences textbooks (nugroho et al., 2017). conclusions cell division topic in shs identifies as least learned concept in science. teachers commonly use textbooks as instructional material that can transfer the essential knowledge and information to the students. accurate content and no misleading information, quality presentations, and aligned learning strategies in the curriculum and teaching-learning process are important features in the textbook to help the teachers and learners gain efficient and effective education. using quality textbooks can positively affect students’ learning and help the teachers in the science teaching and learning process. jpbi (jurnal pendidikan biologi indonesia) vol. 8, no. 2, july 2022, pp. 159-177 173 lopez et al (content analysis of cell division …) therefore, the role of an educational institution in choosing the best textbook is very vital. they should purchase, provide, and recommend updated books aligned in the curriculum guide with skeptical and keen scrutiny from the experts to avoid any misconceptions in the different topics. moreover, the book publisher must have credible experts to review the books to avoid misleading statements and use technical and scientific terms to explain the science concepts accurately. additional relevant activities and experiments with clear instructions are highly encouraged to explore and experience real-life applications of the concepts learned. using higherorder questions and objectives is also recommended to encourage learners to think critically and expound on the concepts learned. acknowledgement we want to thank the senior high school science teachers of puerto princesa city and palawan divisions for participating in this study. the florida university department of education for the instrument that serves as the guide of this study. references altbach, p. g., & kelly, g. p. 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(1983). the importance of terminology in teaching k‐12 science. journal of research in science teaching, 20(6), 577-588. https://doi.org/10.1002/tea.3660200610 ju issn: 2442-3750 jurnal pendidikan biologi indonesia jpbi volume 1 nomor 1 halaman 1-123 malang, maret 2015 issn: 2442-3750 diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang pengaruh jumlah cacing tanah (lumbricus rubellus) dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram sebagai bahan ajar biologi darwis husain, sukarsono, nurul mahmudati pengembangan media pembelajaran berbasis multimedia interaktif untuk meningkatkan pemahaman materi bioteknologi modern siswa kelas xii sma sri riani, iin hindun, moch. agus krisno budiyanto pembelajaran interaktif berbasis ict (information and communication technology) dalam materi vertebrata pada siswa ma muhammadiyah 1 malang nurisma afifatun nisa’, roimil latifa, moch. agus krisno budiyanto perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar dan berfikir tingkat tinggi pada mata pelajaran biologi kelas 11 man tempursari – ngawi novita adiqka putri, nurwidodo, yuni pantiwati pengembangan media berbasis multimedia interaktif untuk meningkatkan pemahaman siswa man 2 batu materi kingdom animalia feni nur’aini, lise chamisijatin, nurwidodo pengembangan handout berbasis kontekstual pada pelajaran biologi materi bioteknologi untuk siswa kelas xii smk negeri 02 batu fega rahmayani, iin hindun, atok miftachul hudha pengaruh sari buah nanas dan lama penyimpanan terhadap jumlah koloni bakteri dan kadar protein ikan bandeng sebagai sumber belajar dalam perencanaan pembelajaran biologi materi kingdom monera qorry aulya rohmana, poncojari wahyono, samsun hadi peningkatan hasil belajar materi penyesuaian makhluk hidup dalam pembelajaran kooperatif metode think-pair-share dipadu dengan metode picture and picture pada siswa kelas v-a sd muhammadiyah 8 dau malang citra marina, ainur rofieq, sri wahyuni identifikasi keanekaragaman dan pola penyebaran makroalga di daerah pasang surut pantai pidakan kabupaten pacitan sebagai sumber belajar biologi ilham budi setyawan, wahyu prihanta, dan elly purwanti identifikasi pteridophyta di piket nol pronojiwo lumajang sebagai sumber belajar biologi miftakhul jannah, wahyu prihanta, rr eko susetyarini penerapan pembelajaran kooperatif dengan metode problem solving meningkatkan hasil belajar ipa smp diyah ariska fitari, rr eko susetyarini, sukarsono penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing untuk meningkatkan hasil belajar ipa smpn 03 candipuro lumajang henia wati, abdulkadir rahardjanto, atok miftachul hudha jurnal pendidikan biologi indonesia (jpbi) issn: 2442-3750 volume 1, nomor 1, maret 2015 jurnal pendidikan biologi indonesia (jpbi) diterbitkan oleh program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang (fkipumm). jurnal ini terbit 3 (tiga) kali setahun dalam bulan maret, juli, dan november, menyajikan hasil penelitian bidang pendidikan biologi atau biologi yang diaplikasikan/diimplementasikan dalam pendidikan dan pembelajarannya. ketua penyunting elly purwanti wakil ketua penyunting husamah penyunting pelaksana yuni pantiwati sukarsono ainur rofieq rr eko susetyarini tata usaha diani fatmawati kristina wijayanti indah s. alamat redaksi kampus iii universitas muhammadiyah malang gedung kuliah bersama (gkb) 1 lantai 5 ruang lorong biologi jalan raya tlogomas no. 246 telp: 0341464 318 ext.120 fax: 0341460782 e-mail: biologi. umm@gmail.com atau usya_bio@yahoo.com ju issn: 2442-3750 jurnal pendidikan biologi indonesia volume 1 nomor 1 daftar isi pengaruh jumlah cacing tanah (lumbricus rubellus) dan waktu pengomposan terhadap kandungan npk limbah media tanam jamur tiram sebagai bahan ajar biologi darwis husain, sukarsono, nurul mahmudati .................................................................................................... 1 pengembangan media pembelajaran berbasis multimedia interaktif untuk meningkatkan pemahaman materi bioteknologi modern siswa kelas xii sma sri riani, iin hindun, moch. agus krisno budiyanto ......................................................................................... 9 pembelajaran interaktif berbasis ict (information and communication technology) dalam materi vertebrata pada siswa ma muhammadiyah 1 malang nurisma afifatun nisa’, roimil latifa, moch. agus krisno budiyanto ............................................................ 17 perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar dan berfikir tingkat tinggi pada mata pelajaran biologi kelas 11 man tempursari – ngawi novita adiqka putri, nurwidodo, yuni pantiwati ............................................................................................... 27 pengembangan media berbasis multimedia interaktif untuk meningkatkan pemahaman siswa man 2 batu materi kingdom animalia feni nur’aini, lise chamisijatin, nurwidodo ..................................................................................................... 35 pengembangan handout berbasis kontekstual pada pelajaran biologi materi bioteknologi untuk siswa kelas xii smk negeri 02 batu fega rahmayani, iin hindun, atok miftachul hudha ......................................................................................... 47 pengaruh sari buah nanas dan lama penyimpanan terhadap jumlah koloni bakteri dan kadar protein ikan bandeng sebagai sumber belajar dalam perencanaan pembelajaran biologi materi kingdom monera qorry aulya rohmana, poncojari wahyono, samsun hadi ............................................................................. 60 peningkatan hasil belajar materi penyesuaian makhluk hidup dalam pembelajaran kooperatif metode thinkpair-share dipadu dengan metode picture and picture pada siswa kelas v-a sd muhammadiyah 8 dau malang citra marina, ainur rofieq, sri wahyuni .............................................................................................................. 71 identifikasi keanekaragaman dan pola penyebaran makroalga di daerah pasang surut pantai pidakan kabupaten pacitan sebagai sumber belajar biologi ilham budi setyawan, wahyu prihanta, dan elly purwanti ............................................................................... 78 identifikasi pteridophyta di piket nol pronojiwo lumajang sebagai sumber belajar biologi miftakhul jannah, wahyu prihanta, rr eko susetyarini .................................................................................. 89 penerapan pembelajaran kooperatif dengan metode problem solving meningkatkan hasil belajar ipa smp diyah ariska fitari, rr eko susetyarini, sukarsono .......................................................................................... 99 penerapan kerangka rancangan tandur dalam pembelajaran snowball throwing untuk meningkatkan hasil belajar ipa smpn 03 candipuro lumajang henia wati, abdulkadir rahardjanto, atok miftachul hudha............................................................................ 109 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 123 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 pengaruh limbah cair tahu terhadap mortalitas dan histopatologi ginjal ikan mas (cyprinus carpio) sebagai alternatif materi biologi sma kelas x the effect of tofu liquid waste on mortality and histopathology of goldfish (cyprinus carpio) kidney as a biology alternative material concept for senior high school x grade ria mayasari program studi pendidikan biologi, stkip pgri banjarmasin jl. sultan adam kompleks h. iyus blok a no.18 rt.23 banjarmasin. e-mail korespondensi: riamayasari83@gmail.com abstrak limbah cair tahu adalah hasil sampingan proses pembuatan tahu berupa “whey”. sebagian besar “whey” belum dapat dimanfaatkan, sehingga limbah cair tahu yang dialirkan langsung ke sungai, tanpa diolah terlebih dahulu akan menjadi salah satu penyebab kematian pada ikan. pengaruh limbah cair tahu tersebut dapat diamati melalui pengamatan histopatologi (khususnya ginjal). penelitian ini bertujuan mengetahui pengaruh limbah cair tahu terhadap mortalitas dan histopatologi ginjal ikan mas. penelitian ini menggunakan metode eksperimen hewan uji ikan mas berukuran 8-12cm. pengumpulan data didahului oleh uji pendahuluan dengan konsentrasi 0 ml/l, 0,1 ml/l, 1 ml/l, 10 ml/l, dan 100 ml/l, lalu dilanjukan uji sesungguhnya dengan menggunakan metode rand diperoleh konsentrasi 0 ml/l, 32 ml/l, 56 ml/l, 75 ml/l, dan 87 ml/l. data pengamatan lc50 ikan mas dianalisis menggunakan probit model finney program “quant”, selanjutnya ginjal ikan mas diambil per unit konsentrasi penelitian sebagai sampel organ ginjal untuk pengamatan histopatologi untuk mendeskripsikan histopatologi. hasil penelitian menunjukkan adanya pengaruh limbah cair tahu terhadap mortalitas dan terjadinya kerusakan (histopatologi) pada ginjal ikan mas, berupa hemoragi, kongesti, dan nekrosis. berdasarkan data, penelitian ini dapat direkomendasikan sebagai alternatif materi pengayaan biologi sma kelas x pada kd 3.10, yaitu menganalisis data perubahan lingkungan dan dampak dari perubahan tersebut bagi kehidupan. kata kunci: limbah cair tahu, mortalitas, histopatologi ginjal, materi pelajaran abstract liquid waste of tofu is a liquid-byproduct of tofu production proces which is known as "whey". most of the "whey" can not be utilized. thus, the liquid waste of tofu that flowed directly into the river, without any extent process to neutralize will cause the death fish. the effect of tofu liquid waste can be observed throughout the histopathological observation (especially the kidneys). this study aims to determine the effect of tofu liquid waste on mortality and histopathology of goldfish kidney. this study employed an experimental method using goldfish with the size of 8-12cm. the data collection was started by preliminary test in which the liquid concentration were of 0 ml/l, 0,1 ml/l, 1 ml/l, 10 ml/l, and 100 ml/l, which then the real tests were conducted by using rand method to obtain the concentration of 0 ml/l, 32 ml/l, 56 ml/l, 75 ml/l, and 87 ml/l. the lc50 goldfish observational data have been analyzed by using probit model finney program "quant"; meanwhile, the goldfish kidney taken per concentration unit as samples for histopathological observation. the results showed that the tofu liquid waste gave significant impact on mortality and the occurrence of goldfish kidney damage (histopathology), such as hemorrhage, congestion, and necrosis. based on the data, this study can be recommended as enrichment of biology alternative material for x grade of senior high school at kd 3.10 i.e. to analyze the data of environmental changes and the impact of such changes for life. keywords: biology material concept, kidney histopathology, mortality, tofu liquid waste kehidupan ikan sangat dipengaruhi lingkungan kimia maupun lingkungan fisika perairan (fujaya, 2004). oleh karena itu, ikan dilengkapi organ pendeteksi perubahan lingkungan. ikan juga memiliki sistem saraf dan lokasi reseptor di permukaan tubuh (soemirat, 2003), sehingga ikan mempunyai kemampuan https://doi.org/10.22219/jpbi.v3i2.3907 mailto:riamayasari83@gmail.com jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 124 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 mengadakan reaksi apabila lingkungannya tercemar, misalnya oleh limbah cair tahu. limbah cair tahu merupakan hasil dari proses produksi tahu selain dari limbah yang berbentuk padat. limbah padat berupa ampas tahu umumnya telah dapat ditanggulangi dengan cara dimanfaatkan sebagai bahan pembuatan oncom dan bahan makanan ternak (rossiana, 2006). melimpahnya jumlah limbah cair tahu yang tidak ditangani secara tepat akan berpengaruh terhadap kualitas lingkungan perairan. air limbah tahu sebagian besar langsung dialirkan ke saluran-saluran pembuangan, sungai ataupun badan air penerima tanpa harus diolah terlebih dahulu, sehingga menjadi masalah bagi lingkungan sekitarnya, misalnya pada kehidupan ikan. ikan yang tercemar oleh limbah cair tahu akan menyebabkan kematian pada ikan secara tidak langsung, tetapi menyebabkan gangguan pertumbuhan, reproduksi, dan kebiasaan makan. pengaruh bahan pencemar (termasuk limbah cair tahu) dapat diamati melalui pengamatan histopatologi (khususnya pada ginjal ikan). berdasarkan pada pemahaman konsep pencemaran lingkungan khususnya pencemaran air pada kompetensi dasar (kd) 3.10, yaitu menganalisis data perubahan lingkungan dan dampak dari perubahan tersebut bagi kehidupan, umumnya materi yang dimuat pada buku teks biologi di sma belum dijelaskan secara detail tentang pengaruh pada organ sistem osmoregulasi, khususnya ginjal pada ikan. maka hasil penelitian ini diharapkan dapat memberikan kontribusi yang bermanfaat bagi masyarakat terutama peserta didik sebagai salah satu alternatif pembahasan pada kd 3.10. berdasarkan latar belakang tersebut maka penelitian ini bertujuan untuk mengetahui pengaruh limbah cair tahu terhadap mortalitas dan histopatologi ginjal ikan mas (cyprinus caprio) serta dapat dijadikan sebagai alternatif materi biologi sma kelas x. metode jenis penelitian ini dilakukan dengan metode eksperimen dengan tahap uji toksisitas, untuk mengetahui konsentrasi (lc50 96 jam) pada pendedahan selama 96 jam. konsentrasi yang digunakan pada penelitian ini menggunakan skala rand yaitu 0 ml/l sebagai kontrol; 32 ml/l; 56 ml/l; 75 ml/l; dan 87 ml/l. populasi pada penelitian ini adalah seluruh ikan mas yang berada pada kolom perikanan, sedangkan sampel yang digunakan dalam penelitian ini adalah ikan mas yang berukuran 8-12 cm. data pengamatan nilai lc50 ikan mas dianalisis menggunakan analisis probit model finney program “quant”. data pengamatan yang dianalisis diamati pada pemaparan limbah cair industry tahu pada waktu 24, 48, 72 dan 96 jam. ikan mas yang telah terpaparkan dalam setiap perlakuan pada uji toksisitas akut (lc50 96 jam), masing-masing diambil satu ekor per unit konsentrasi penelitian untuk sampel organ dalamnya, yaitu: ginjal untuk pengamatan histopatologis. tahap pembuatan preparat histopatologi ginjal ikan mas, adalah sebagai berikut: 1. pembuatan preparat histopatologi fiksasi jaringan dan parafinisasi (anonim, 1957): a. fiksasi: untuk mencegah pembusukan jaringan, maka jaringan yang telah https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 125 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 diambil kemudian direndam dalam larutan fiksatif larutan bnf. 2. proses dehidrasi dan clearing dengan menggunakan alat tissue prossessor automatic a. dehidrasi: mengeluarkan cairan dari dalam sel dengan cara merendam dalam bahan kimia dimulai dari konsentrasi rendah ke konsentrasi tinggi. pertamatama direndam berturut-turut dengan alkohol 80%, 90%, 95%, 100%, 100%, dan 100% masing-masing selama 2 jam. b. clearing: mengeluarkan alkohol dan memasukkan xylol (parafin larut dalam xylol; tidak larut dalam alkohol). setelah didehidrasi jaringan tersebut direndam xylol 1 jam, dilanjutkan dengan xylol 1 jam, parafin 2 jam, parafin 2 jam dan parafin 2 jam. c. impregnasi: penggantian xylol dengan paraffin cara direndam dalam paraffin dengan titik cair 56-60°c; dalam oven yang dipanaskan pada 64°c-70°c selama ¾ jam. d. embedding: memasukan parafin ke dalam sel jaringan dengan menggunakan alat embridding paraffin complete holt plate kemudian dilanjutkan embridding paraffin complete cold plate. e. blocking: mencetak jaringan sehingga mudah untuk dipotong. 3. pemotongan jaringan dilakukan dengan mikrotom, ketebalan sayatan 4 mikrometer, untuk jaringan lunak setelah dipotong dimasukan ke air suam-suam kuku (+ 400°c) sehingga pita potongan jaringan mengapung dan bisa dipotong untuk selanjutnya ditata dalam gelas objek dengan menggunakan tissue float bath. 4. pewarnaan jaringan a. hidrasi: mengeluarkan paraffin direndam dengan xylol sebanyak 2 kali masing-masing 3 menit, lalu alkohol 100 % sebanyak 2 kali masing-masing 3 menit, dilanjutkan dengan alkohol 95%, 90%, 80%, 70%, 50% masing-masing 3 menit dan kemudian dicuci dengan akuades 2 kali b. pewarnaan h-e direndam dengan hematoksilin 7 menit, dicuci dengan air 7 menit, dilanjutkan dengan eosin 3 menit dan dicuci dengan akuades. c. dehidrasi: mengeluarkan air direndam dengan alkohol 50 % sebanyak 2 kali masing-masing 2 menit, dilanjutkan dengan alkohol 70 %, 85 %, 90 %, 100 % masing-masing 2 menit dan kemudian dengan xylol sebanyak 2 kali masingmasing 2 menit. lalu ditutup dengan gelas penutup yang sudah di tetesi dengan entelan, dikeringkan dalam oven pada suhu 40°c selama 24 jam. selanjutnya dilakukan pengamatan preparat histologis dengan mikroskop binokuler. hasil dan pembahasan toksisitas limbah cair tahu terhadap mortalitas ikan mas hasil penelitan pada uji sesungguhnya toksisitas limbah cair tahu terhadap mortalitas ikan mas diperoleh data seperti pada tabel 1. berdasarkan pada tabel 1 di atas terlihat perbedan antara yang tidak diberi perlakuan dengan konsentrasi 0 ml/l (kontrol) dengan perlakuan, dimana yang tanpa perlakuan yang dijadikan sebagai kontrol tidak terjadi mortalitas sampai akhir perlakuan. ini membuktikan bahwa limbah cair tahu mengandung suatu zat yang bersifat toksik. https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 126 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 berdasarkan hasil analisa probit limbah cair tahu diketahui bahwa nilai lc50-96 jam terhadap ikan mas yaitu sebesar 32,23 mg/l. berdasarkan koesoemadinata (2003), menunjukkan bahwa nilai toksisitas limbah cair tahu tersebut diklasifikasi ke dalam golongan toksisitas sedang yakni dikisaran 10-100 mg/l. tabel 1. mortalitas ikan mas setelah terdedah konsentrasi limbah cair tahu konsentrasi limbah cair tahu (ml/l) ulangan ∑ ikan (ekor) mortalitas ikan selama t jam ∑ ikan yang mati mortalitas (%) 24 48 72 96 0 a b c d 10 10 10 10 32 a b c d 10 10 10 10 2 1 2 1 2 2 3 3 1 2 1 2 1 5 5 6 6 55% 56 a b c d 10 10 10 10 2 2 1 3 2 2 2 1 3 1 3 2 1 2 8 5 6 8 67,5% 75 a b c d 10 10 10 10 2 3 3 3 2 2 1 3 2 3 1 2 1 1 2 1 7 9 7 9 80% 87 a b c d 10 10 10 10 3 4 2 2 2 2 3 3 3 3 2 2 2 1 3 3 10 10 10 10 100% hasil pengamatan pada uji toksisitas akut menunjukkan bahwa gejala klinis akibat keracunan kelihatan pada ikan setelah waktu pemaparan 24 jam pada semua konsentrasi, yaitu 32 mg/l, 56 mg/l, 75 mg/l, dan 86 mg/l. gejala yang timbul hampir sama dengan hasil penelitian yosmaniar (2009) dimana ikan berenang tidak teratur dengan sesekali menghentak dan kejang-kejang serta mengeluarkan lendir yang berlebihan dari permukaan tubuhnya, warna kulit memucat dan frekuensi pergerakkan operculum menjadi lebih sering tetapi tidak beraturan. gejala tersebut merupakan tanggapan yang terjadi pada saat zat-zat fisika atau kimia mengganggu proses sel atau subsel dalam makhluk hidup sampai batas yang menyebabkan kematian secara langsung (connel & miller, 1995). kematian ikan mas pada uji toksisitas akut disebabkan oleh masuknya limbah cair tahu ke dalam tubuh ikan melalui penyerapan langsung lewat kulit dan pengambilan dari air melalui membran insang. hal ini yang menyebabkan terjadinya penghambatan atp-ase terutama pada mitokondria akson parasinaptik dan sedikit pada endoplasmik retikulum. penghambatan atp-ase berkaitan dengan ca++ yang menyebabkan peningkatan pelepasan neurotransmitter (isnaeni, 2006). disamping itu, diduga kematian ikan juga disebabkan limbah cair tahu mampu menimbulkan rangsangan pada sistem syaraf sehingga menyebabkan kejang. https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 127 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 histopatologi ginjal ikan mas ginjal melakukan dua fungsi utama: pertama, mengekskresikan sebagian besar produk akhir metabolisme tubuh, dan kedua, mengatur konsentrasi cairan tubuh. nefron teleostei terdiri dari glomerulus dan tubulus. glomerulus berfungsi menyaring cairan, sedangkan tubulus mengubah cairan yang disaring menjadi urin. dengan demikian nefron dapat membersihkan atau menjernihkan plasma darah dari zat-zat yang tidak dikehendaki ketika melalui ginjal. filtrasi dapat terjadi pada glomerulus karena jaringan kapiler glomerulus merupakan jaringan bertekanan tinggi sedangkan jaringan kapiler peritubulus adalah jaringan bertekanan rendah (fujaya, 2004). ginjal ikan menerima sebagian besar darah postbranchial dan luka yang terjadi pada organ ginjal sebagai indikator polusi lingkungan. pada limbah cair tahu dengan konsentrasi 32ml/l ginjal mengalami histopatologi, yaitu terdapat perdarahan, kongesti, dan nekrosis pada beberapa sel tubulus ginjal dan kongesti pada pembuluh darah ginjal. kerusakan tersebut dapat dilihat pada gambar 1. gambar 1. struktur histopatologi ginjal pada konsentrasi 32 ml/l (hemoragi pada ginjal, nekrosis pada beberapa sel tubulus ginjal, kongesti pada pembuluh darah ginjal) pada struktur ginjal yang terpapar limbah industri tahu dengan konsentrasi 56 ml/l menunjukkan kerusakan ginjal berupa hemoragi pada ginjal, nekrosis pada tubulus dan glomerulus ginjal serta kongesti pada pembuluh darah ginjal. kerusakan tersebut dapat dilihat pada gambar 2. kerusakan pada ginjal ikan mas yang terpapar limbah industri tahu dengan konsentrasi 75 ml/l menunjukkan adanya kongesti pada pembuluh darah ginjal, nekrosis pada beberapa sel tubulus ginjal dan glomerulus ginjal. kerusakan tersebut dapat dilihat pada gambar 3. https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 128 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 gambar 2. struktur histopatologi ginjal pada konsentrasi 56 ml/l (hemoragi pada ginjal, nekrosis pada tubulus dan glomerulus ginjal, kongesti pada pembuluh darah ginjal gambar 3. struktur histopatologi ginjal pada konsentrasi 75 ml/l (kongesti pada pembuluh darah ginjal, nekrosis pada beberapa sel tubulus ginjal dan glomerulus ginjal) https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 129 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 serta kerusakan struktur ginjal dengan limbah industri tahu dengan konsentrasi 86 ml/l yang berupa nekrosis pada sel tubulus dan glomerulus ginjal. kerusakan tersebut dapat dilihat pada gambar 4. gambar 4. struktur histopatologi ginjal pada konsentarasi 86 ml/l (nekrosis pada sel tubulus dan glomerulus ginjal) hasil histopatologi pada ginjal ditemukan nekrosis terjadi pada semua perlakuan konsentrasi (32 ml/l, 56 ml/l, 75 ml/l, dan 87 ml/l) limbah cair industri tahu. menurut takasima dan hibiya (1995) nekrosis yang terjadi pada sel dan jaringan yang menurunkan aktivitasnya dan akhirnya terjadi kematian. penelitian ini sejalan dengan penelitian andayani (2009) dan ratnawati et al (2013). pada awalnya kondisi hypoxia menyebabkan menurunnya aktivitas phosphorylasi oxidatif yang mengakibatkan menurunnya produksi atp. rendahnya kadar atp menstimulir enzim phosphofructokinase (yang merupakan enzim pengontrol glikolisis anaerobik) dan mengakibatkan naiknya jumlah asam laktat yang menurunkan ph dalam sel. penurunan ph sel menyebabkan terjadinya penggumpalan kromatin. proses ini menyebabkan inti mengkerut serta berwarna lebih basophilik/ungu dan disebut karyopyknosis. pengerutan inti dapat melanjut hingga inti pecah dan proses ini disebut karyorhexis. akibat penggumpalan kromatin, sintesa ribonucleic acid (rna) akan sangat menurun hingga terjadi jumlah rna dalam sitoplasma akan sangat berkurang. penurunan jumlah rna akan menaikkan kebasaan sitoplasma hingga penyerapan zat warna asam menjadi berlebihan (sitoplasma hypereosinophilik /merah). selain proses tersebut, penurunan produksi atp juga menyebabkan turunnya aktivitas sodium pamp yang mengakibatkan naiknya jumlah air masuk ke dalam https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 130 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 sitoplasma. dengan semakin meningkatnya jumlah air sitoplasma, maka secara difusi jumlah air yang masuk ke dalam organella (termasuk lisosom) juga akan naik. lisosom akan sangat mengembang dan akhirnya pecah serta membebaskan kandungan enzim hidrolitik ke dalam sitoplasma maupun inti. enzim ini akan melarutkan kromatin di dalam inti, dan proses pelarutan inti secara enzimatik disebut karyolisis (kurniasih, 1995). selain itu kerusakan pada ginjal terdapat kongesti pada pembuluh darah ginjal yaitu adanya pelebaran pembuluh darah dan di dalam pembuluh tersebut penuh berisi darah (melebihi kapasitas normal). pendapat tersebut sejalan dengan penelitian priyatna et al (2011), fauzy et al (2014) dan istikhanah et al (2014). bila kongesti sudah sangat parah, maka pembuluh darah akan pecah dan darah berada pada tempat yang tidak semestinya yang disebut hemoragi. ini juga sejalan dengan parameswari et al (2013) dan asniatih et al (2013). hal ini disebabkan karena (limbah cair tahu yang pertama kali masuk ke dalam tubuh ikan mas melalui organ pernafasan yaitu insang menyaring bahan pencemar masuk ke dalam tubuh, selanjutnya didistribusikan ke seluruh tubuh melalui aliran darah dan akhirnya di ginjal. peningkatan kandungan amoniak di ginjal terjadi karena intensitas masuknya amoniak ke dalam tubuh ikan terus menerus, sehingga ginjal mempunyai keterbatasan dalam menganulir limbah cair tahu yang terus masuk ke dalam tubuh. rekomendasi alternatif materi pembelajaran biologi sma kelas x berdasarkan hasil penelitian ini, diperoleh konsep yaitu pencemaran lingkungan pada kd 3.10. pencemaran lingkungan yang diakibatkan adalah limbah cair industri tahu. dampak dari limbah cair tahu tersebut mempengaruhi kualitas air, organisme yang berada di perairan, serta mengakibatkan kerusakan pada organ, misalnya pada ginjal. semakin besar konsentrasi limbah yang diberikan semakin besar jumlah kematian ikan mas. ini membuktikan limbah cair tahu juga merupakan bahan pencemar. selanjutnya hasil penelitian ini juga menunjukkan adanya pengaruh limbah cair tahu dapat mempengaruhi kualitas air, organisme yang berada di perairan serta dapat mengakibatkan kerusakan (histopatologi) ginjal pada ikan mas, yaitu berupa hemoragi, kongesti, dan nekrosis. penelitian ini juga didukung oleh penelitian-penelitian sebelumnya, antara lain hasil penelitian sianturi et al (2014) dan penelitian sinurat et al (2016). penelitian tersebut menunjukkan semakin besar konsentrasi bahan pencemar, semakin banyak jumlah kematian ikan serta dapat menimbulkan kerusakan (histopatologi) pada ginjal ikan. berdasarkan hasil penelitian tersebut, maka peneliti merekomendasikan hasil penelitian ini sebagai alternatif pembahasan materi pembelajaran biologi sma kelas x, pada kd 3.10. pada konsep pencemaran lingkungan. selanjutnya gambar-gambar histopatologi yang diperoleh dari hasil penelitian ini dapat direkomendasikan sebagai salah satu media pembelajaran. penutup kesimpulan berdasarkan hasil penelitian histopatologi ginjal ikan mas (cyprinus caprio) terhadap limbah cair tahu sebagai alternatif pembahasan materi biologi sma kelas x, maka dapat disimpulkan sebagai https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 131 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 berikut: 1) limbah cair tahu berpengaruh terhadap histopatologi ginjal ikan mas (cyprinus caprio) yaitu menyebabkan hemoragi, kongesti, dan nekrosis. 2) proses dan hasil penelitian pengaruh limbah cair industri tahu terhadap mortalitas dan histopatologi ginjal ikan mas dapat direkomendasikan sebagai alternatif materi pengayaan biologi di sma kelas x pada kd 3.10, pada konsep pencemaran lingkungan. saran penelitian ini diharapkan dapat ditingkatkan lagi untuk mendapatkan hasil yang lebih beragam dan dapat dijadikan sebagai rekomendasi alternatif materi biologi sma kelas x pada konsep pencemaran lingkungan. daftar rujukan andayani, s. (2009, juli). aktifitas fagosit makrofag dan histopatologi ginjal ikan kerapu macan setelah diberi immunostimulan senyawa aktif uburubur dan diinfeksi vibrio harveyi. makalah dipresentasikan pada seminar nasional biologi xx dan kongres perhimpunan biologi indonesia xiv uin maulana malik ibrahim malang, malang jawa timur. anonim. (1957). manual of histologic and special staining technics. washington dc: armed forces institute of pathology. asniatih., idris, m., & sabilu, k. (2013). studi histopatologi pada ikan lele dumbo (clarias gariepinus) yang terinfeksi bakteri aeromonas hydrophila. jurnal mina laut indonesia, 3(12), 13-21. connel, d.w. & miller, g. j. (1995). kimia dan ekotoksikologi pencemaran. jakarta: penerbit univ. indonesia. fauzy, a., tarsim., & setyawan, a. (2014). histopatologi organ kakap putih (lates calcarifer) dengan infeksi vibrio alginolyticus dan jintan hitam (nigella sativa) sebagai imunostimulan. e-jurnal rekayasa dan teknologi budidaya perairan, 3(1), 319-325. fujaya, y. (2004). fisiologi ikan (dasar pengembangan teknik perikanan). jakarta: rineka cipta. isnaeni, w. (2006). fisiologi hewan. yogyakarta: penerbit kanasius. istikhanah., sarjito., & prayitno, s.b. (2014). pengaruh pencelupan ekstrak daun sirih temurose (piper betle linn) terhadap mortalitas dan histophatologi ginjal ikan mas (cyprinus carpio) yang diinfeksi bakteri aeromonas hydrophila. journal of aquaculture management and technology, 3(3), 51-57. retrieved from http://ejournals1.undip.ac.id/index.php/jamt koesoemadinata s. (2003). metode standar pengujian toksisitas pestisida terhadap ikan. jakarta: komisi pestisida, direktorat jenderal bina sarana pertanian, departemen pertanian. kurniasih, 1995. deskripsi histopatologi dari beberapa penyakit. pusat karantina pertanian departemen pertanian: jakarta. parameswari, w., sasanti, a.d., & muslim. (2013). populasi bakteri, histologi, kelangsungan hidup dan pertumbuhan benih ikan gabus (channa striata) yang dipelihara dalam media dengan penambahan https://doi.org/10.22219/jpbi.v3i2.3907 jurnal pendidikan biologi indonesia volume 3 nomor 2 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 123-132) disubmit: 1 februari 2017 direvisi: 15 juni 2017 disetujui: 16 juni 2017 mayasari, pengaruh limbah cair 132 available at http://ejournal.umm.ac.id/index.php/jpbi doi: 10.22219/jpbi.v3i2.3907 probiotik. jurnal akuakultur rawa indonesia, 1(1), 76-89. priyatna, r., indarjulianto, s., & kurniasih. (2011). infeksi aeromonas salmonicida dari berbagai wilayah di indonesia pada ikan mas (cyprinus carpio). jurnal biota, 16(2), 287-297. ratnawati, a., purwaningsih, u., & kurniasih. (2013). histopatologis dugaan edwardsiella tarda sebagai penyebab kematian ikan maskoki (crassius auratus): postulat koch. jurnal sain veteriner, 31(1), 55-65. rossiana, n. (2006). uji toksisitas limbah cair tahu sumedang terhadap reproduksi daphnia carinata king. bandung: universitas padjadjaran. sianturi, p., mulya, m.b., & ezraneti , r. (2014). uji toksisitas akut limbah cair industri tahu terhadap ikan patin (pangasius sp.). aquacoastmarine, 3(2), 85-94. sinurat, m.s., wahyuningsih, h, & desrita. (2016). uji toksisitas akut limbah cair industri tahu terhadap ikan bawal air tawar (colossoma macropomum)”. aquacoastmarine, 11(1), 1-10. soemirat, j. (2003). toksikologi lingkungan. yogyakarta: gadjah mada university press. takashima, f, & hibiya, t. (1995). fish histology, normal and pathological features. tokyo: kodansha. yosmaniar. (2009). toksisitas niklosamida terhadap pertumbuhan, kondisi hematologi dan histopatologi juvelin ikan mas (cyprinus carpio l). tesis tidak dipublikasikan. bogor: program pascasarjana institut pertanian bogor. https://doi.org/10.22219/jpbi.v3i2.3907 208 vol. 3 no. 3, 2017; pp. 208-213 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 12/10/2017 revised: 25/11/2017 accepted: 29/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: ardiansyah, r.. & diella, d. (2017). the ability of quantitative literacy of pre-service biology students. jurnal pendidikan biologi indonesia, 3(3), 208-213. https://doi.org/10.22219/jpbi.v3i3.4874 the ability of quantitative literacy of pre-service biology students ryan ardiansyah* and dea diella biology education department, faculty of teacher training and education, siliwangi university *corresponding e-mail: ryanardiansyah@unsil.ac.id abstract this research have purpose to know and describe quantitative literacy of pre-service biology students based on six indicators of quantitative literacy. methods used is descriptive with study survey. this research carried out at siliwangi university with the subject as many as 30 pre-service biology students who take plant anatomy course. based on the analysis of test and interview obtained that of 30 students, 4 students (13.3%) in high category, 10 students (33.3%) in medium category, and 16 students (53.3%) in low category. overall, indicator of interpretation have succeeded owned by students, but other five indicators have not been owned. lack of quantitative literacy of pre-service biology students is caused by course characteristics that tends to qualitative teaching materials that is not based on quantitative literacy, and inadequate facility to gain and analyzed quantitative data. keywords: pre-service biology students, plant anatomy, quantitative indicators, quantitative literacy © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the 21st century is the era of mathematics and technology, where supposed all science disciplines to start directed to those aspects (ricchezza & vacher, 2015). biology is expected to developed toward quanitative science (ardiansyah, 2014). this numerical ability is called quantitative literacy, in which not merely mathematical competence but also as habits of mind in operating/processing numerical data (rhodes & finley, 2013). the fact in indonesia seems that quantitative literacy is still not owned by pre-service biology students. it can be seen from test result of quantitative literacy conducted by organisation for economic cooperation and development (oecd) shows that as many as 70 participants in 20 – 25 years old still can’t solve problem related to quantitative data, so indonesia is only ranked 64 of 65 countries who follow the test (stacey, 2015). it shows that the quantitative literacy ability is still low. but the results from oecd did not explain what quantitative aspect which has controlled students, and it wasn’t known quantitative aspeck from oecd using quantitative test related to biology or general quantitative (hubert & lewis, 2014). because of that, it needs to be research to know the quantitative literacy pre-service biology students in siliwangi university based on indicators of literacy quantitative from association of american college and universities (aac&u, 2011). quantitative literacy ability to be observed from pre-service biology students is on anatomy plant material based on six indicators of rubric assessment quantitative, namely interpretation, representation, calculation, analysing, assumssion, and communication. these sixth indicators also phase of the ability of quantitative literacy from lowest ability i.e. interpretation and higher ability i.e communication (best, 2008). interpretation is ability to explain an information in mathematic form (graph, diagram, table, shape, etc). representation is ability to change information into another mathematic form (equation, text to diagram, etc). calculation is ability to used formula in mathematic to solve a problem. analyze is ability to make a good analyzing and create a conclusion based on quantitative data. assumption is ability to create and evaluate some assumptions in modeling and data anlyze. communication is ability to express quantitative data that supports the arguments or purpose of the work (what evidence is used and how it is organized, presented, and contextualized) (responsibility, 2011) https://doi.org/10.22219/jpbi.v3i3.4874 209 the ability of quantitative literacy …. ardiansyah & diella / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 208-213 plant anatomy material is one course in biology education department which having a great potential to developed into one course that can be supported development of quantitative literacy of pre-service biology students (survani, ardiansyah, & nurqalbi, 2014). generally pre-service biology students already skilled in doing representation of making observation table and image modelling from microscope observation results (lusardi & wallace, 2013). but, based on initial study result by using questionnaire given to biology students who had taken plant anatomy show that 93% aspect that often assessd is qualitative literacy like a function of cell, characteristic of cell, etc, 98% students stated that it is possible to gather a quantitative data in plant anatomy material and 76% biology students feel difficult in making charts or read a graphic as quantitative skill. so, this problem need to solve. this research was conducted to improve the quality of learning especially in plant anatomy course with quantitative literacy. all description above proven that quantitative literacy of pre-service biology students is in low category, so this research can be used as a background to find efforts as a form of improvements in next learning process to increase the ability of quantitative literacy for pre-service biology students in future. method this research used descriptive methods with survey study. population subject of this research is 30 undergraduated pre-service biology students who took plant anatomy course in siliwangi university. this focus research is quantitative literacy based on six quantitative literacy indicators from aac&u. aac&u is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education and they developed a value rubric for quantitative literacy. aac&u is stands for association of american college and universities. the data collection used written test and interviews technic related with general quantitative literacy. items test created based on six indicators of quantitative literacy from aac&u and aiming for measuring and describing the ability of quantitative literacy in pre-service biology students based on its score for each competence measured. there are six item of test after been validated by 3 experts they are professor of mathematics lecturer, doctorate of plant anatomy lecturer and professor of assessment & evaluation lecturer and all of them are from universitas pendidikan indonesia, bandung. then conducted trials item test at the galuh university, ciamis for measuring validity and reliability item test. validity of item number 1 is categorized into very high (0.830), and item number 2 and 3 are categorized into high (0.677 and 0.758), and item number 4, 5 and 6 is categorized into medium (0.591, 0.591 and 0.577. test reliability is categorized into hight with a coefficient of 0.71. the sixth item tes reffered to six indicators of quantitative literacy, namely interpretation, representation, calculation, analyse, assumptions and communication. while the interview is a nonstructured as information to futher about quantitative literacy that is not gain by test. the results test that done by students is given a score and feedback, made into table form, and classified into criteria, i.e : 1) high, if score ≥ 𝐗 ̅ + 𝑺𝑫; 2) while medium, if score �̅� − 𝑺𝑫 ≤ 𝒔𝒌𝒐𝒓 < �̅� + 𝑺𝑫; dan 3) low if score < �̅� − 𝑺𝑫. explanation : �̅� = average, dan sd = deviation standar (cokely, et al 2012). the data interview was conducted to all preservice biology students who have higher, medium, and lower category of quantitative literacy. this data is secondary data to support what things that higher, medium, and lower students can and can’t do related to quantitative ability which is not gain by test. results and discussion based on quantitative literacy test result obtained data that the average score for all students is 30 with deviation standard is 22.03. then conducted the category of quantitative literacy to high, medium and low category (rhodes & finley, 2013). high quantitative literacy if score ≥ 𝐗 ̅ + 𝑺𝑫; 2) while medium, if score �̅� − 𝑺𝑫 ≤ 𝒔𝒌𝒐𝒓 < �̅� + 𝑺𝑫; dan 3) low if score < �̅� − 𝑺𝑫. therefore, students in high category are students who have score > 50.03, students in medium category are students who have score 7.97 < skor < 50.03, and students in low category are students who have score below 7.97. based on figure 1 it show that students in high category have satisfactory score in every quantitative literacy indicators withs scored approaching maximum. whereas, students in the ability of quantitative literacy …. 210 ardiansyah & diella / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 208-213 medium and low category has not reached the maximum score, except for interpretation indicators, while in other idicators are still weak. this is a challenge for educator to improve quantitative literacy in every indicators. next step after data analyzed in quantitative, then the data analyzed in qualitative, especially on written test. then presented analyze the results of answer of a written test. in interpretation indicators, generally students in high, medium and low category can still answer the test, for example related with geometric, distinguish cell plant shape, know the formula calibration, etc. indicator in this ability still basic, so students still feeling easily when the test were given. students in low category, generally has not been able to complete test which demands students to find best solutions to do abstraction measurement and explain mathematical information when must create different measure. in calculation, representation, asumssion, and analyse indicators are only some students in high, medium and low category who have same ability to resolve test. most students have accustomed to create table result of observation in qualitative and quantitative and have same representation. in calculation indicator, some students can finish the test because they familiar to count proportion formula, and geometric volume when they took mathematic course. in representation indicator is only some students who able to create math model and in assumption and analyse indicator is only some student who able to analysing the correlation of two variable and numerical reasoning. while in communication indicators is only some students in both high, medium, and low category who able to finish test. in communication item test, students are required to provide conclusion and draw ideas based on observation and mathematical calculations result. figure 1. average of achievement score in six indicators of quantitative literacy from aac&u. analysis of interview was conducted to all pre-service biology students. it obtained information as follows: 1) students in high category are able to answered a questions of interview for representation indicator such as “if you have two different shapes from 2d like this (show a picture), what kind of 3d images that you can create from it?” the higher students can use quantitative data to solve this problem and can create the 3d images from 2d images in randomly. they also can presents mathematical data, perform mathematical operation. the 8.0 4.5 4.6 4.3 5.0 3.6 9.0 6.0 6.3 6.0 6.2 5.8 7.3 4.0 4.3 4.1 5.0 2.9 7.7 3.6 3.3 2.7 3.7 2.0 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 interpretation representation calculation analyse assumption communication a v e r a g e s c o r e students total hight students medium students low students 211 the ability of quantitative literacy …. ardiansyah & diella / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 208-213 students are able to analysing and reasoning on numerical information appropriately. in the end they can explain process of problem solving with arguments and correct reasons, 2) students in medium category are only able to finish some test which used to solve problems, and this has an impacts on analysis to information becomes not maximum and even assumption tend to be irrelevant. it happened because some ideas and clues in test are ignored by students because they feel unnecessary. it can be seen when the answered a question of interview for assumption indicators such as “look at this table of different ratio ergastic and cell size in different plant, can you guess which plant is older and explain why?” students can guess the plant but the explanation is not related with data in table. they ignored the quantitative data presented, 3) students in low category tend to often make mistakes, specifically specify irrelevant informations with problem solving. so, overall the problem solving process is improper. they reasoned that the sentence in item test is too complicated and too long, this making them lazy to read and finnaly can not understand the problem in that item test. they explain in detail but none of the explanations are connected with quantitative data and often not according to interview question, for example when the question of interview for analyse indicators such as “can you explain with quantitative data how you differentiate between xerophyte and hydrophyte plant stem?” they answered only because xerophyte has a warm temperature in stem more than 300c and hydrophyte has a cold temperature in stem less than 00c. it’s not related with the plant anatomy material and the quantitative data was wrong. based on result of research, the lack of quantitative literacy of pre-service biology students can happen because of some reason there are course characteristic in plant anatomy is not tend to quantitative literacy, teaching material of plant anatomy is tend to quantitative literacy, and lack of adequate facilities to train students to able to have quantitative literacy ability. it is aligned with other result conducted for students in other universities who stated that one of factors that causing low quantitative literacy is from characteristic of subjects and the lack of adequate facilities (nuraeni, et al, 2010) plant anatomy course tend to lead to qualitative materials, so it is not possible for students to collect data and analyse quantitative data. whereas all discipline should have led to quantitative science in 21st century because the demans of students to have numerical and technology skills have to be introduce in learning process (ricchezza & vacher, 2017). another reason where lack of quantitative literacy of students is the absence of teaching materials that lead to quantitative data. it should be teaching material of plant anatomy should be directed to theories, students’ worksheet that are integrated with quantitative questions and problems. this result is related with mccright (2012) that other research that teaching materials which created based on the needs of curriculum demands will help students to achieve curriculum goals. another factors that can help pre-service biology students to gain quantitative literacy ability is the existence of adequate facilities to obtain data, pocess data, and analyse numerical data based on student’s activities. the facility can be scaled ocular lens, stage micrometer and other tools, because the learning facilities are adjusted to the need students practical work activities related processing numeric data will make students easily to be able to draw the expected conclusuion (mhakure, 2014). conclusion based on result of data analysis and interviews are found that 30 pre-service biology students, as many as 4 students (13.3%) in high category, 10 students (33.3%) in medium category, and 16 students (53.3%) in low category. most students do not have enough quantitative literacy, this is seen from ability of each student in solve proble related with six quantitative indicators namely interpretation, representation, calculation, analyze, assumption, and communication. in spesific, the conclusion of this study is to improve the quantitatve literacy ability of pre-service biology students. weh need to develop teaching materials which directed to quantitative literacy, and subject that need to direct to quantitative science and appropriate facility to collect and process quantitative data. the researcher gives the following suggestions: 1) for researcher who want to do next research about quantitative literacy, it will be better to give some teaching materials about quantitative literacy so that pre-service biology students can be used to understand first, and 2) before conducting research, researcher should ask permission to teacher to provide adequate time allocation for interview process. the ability of quantitative literacy …. 212 ardiansyah & diella / jurnal pendidikan biologi 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(2017). quantitative literacy in the affective domain: computational geology students’ reactions to devlin’s the math instinct. scholar commons university of south florida, 10(2), 1–18. https://doi.org/ht tp://doi.org/10.5038/19364660.10.2.11 stacey, k. (2015). the international assessment of mathematical literacy: pisa 2012 framework and items. in s. j. cho (ed.), selected regular lectures from the 12th international congress on mathematical education (pp. 771–790). cham: springer international publishing. https://doi.org/ 10.1007/978-3-319-17187-6_43. 213 the ability of quantitative literacy …. ardiansyah & diella / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 208-213 survani, r., ardiansyah, r., & nurqalbi, n. (2014). kemampuan analisis informasi versus usaha mental mahasiswa dalam perkuliahan anatomi tumbuhan untuk menunjang literasi kuantitatif. prosiding mathematics and sciences forum 2014, 361– 366. retrieved from http://prosiding. upgrismg.ac.id. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 300-308) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 penulis pertama et al., tiga kata pertama judul artikel 300 uji angka kapang simplisia kulit batang salam untuk obat tradisional sebagai bahan sosialisasi masyarakat ekonomi rendah di kabupaten malang test of fungi number of syzygium polyanthum bark simplisia for traditional medicine as disseminate material to the low economic communities in malang restu asri restiani 1) , endang suarsini 2) , sri endah indriwati 3) 1,2,3 pascasarjana universitas negeri malang jalan semarang no.5, malang 65145 e-mail korespondensi: ra.restu29@yahoo.com abstrak penggunaan obat tradisional sangat disarankan oleh lembaga kesehatan dunia. obat tradisional memiliki kegunaan yang efektif, tingkat keamanan yang tinggi, serta memiliki nilai ekonomi. tujuan dari penelitian ini adalah menentukan uji kelayakan simplisia kulit batang salam (syzygium polyanthum) berdasarkan angka kapang. kemudian disosialisasikan kepada masyarakat ekonomi rendah di kabupaten malang, sehingga dapat digunakan untuk menambah pengetahuan tentang potensi kulit batang salam sebagai obat tradisonal. jenis penelitian merupakan penelitian deskripstif laboratorik dengan rancangan deskriptif kualitatif. sampel simplisia dilarutkan dalam 90 ml larutan air pepton 0,1% sehingga diperoleh tingkat pengenceran 10 -1 . larutan diencerkan secara bertahap, sehingga diperoleh tingkat pengeneran 10 -2 , 10 -3 , 10 -4 , 10 -5 , 10 -6 . kemudian dilakukan inokulasi masing-maisng larutan sampel tersebut sebanyak 0,1 ml pada medim potato dextrose agar (pda), lalu diinokulasikan pada suhu 25 0 c-27 0 c selama 3 x 24 jam. perlakuan dilakukan dalam 6 ulangan, selanjutnya dilakukan penentuan koloni angka kapang. hasil perhitungan koloni angka kapang dirujuk pada ketentuan batas minimal cemaran kapang menurut badan pengawas obat dan makanan (bpom) 2014 ialah ≤ 10 4 koloni/ gram. jadi hasil perhitungan pada simplisia kulit batang salam adalah 0,3 x 10 1 berarti simplisia kulit batang salam memenuhi syarat dari ketetapan bpom 2014. selanjutnya dilakukan sosialisasi kepada masyarakat ekonomi rendah di kabupaten malang. kata kunci: kulit batang salam, obat tradisional, sosialisasi, masyarakat abstract the use of traditional medicine so are suggested by the world health organization. traditional medicine has effective use, a high level of security, as well as economic value. the purpose of this study was to determine the feasibility test simplisia of salam bark (syzygium polyanthum) based on the number of fungi. then disseminated to the public in the village argosuko, so it can be used to increase knowledge about the potential of stem bark regards as a traditional medicine. this type of research is deskripstif laboratory research with qualitative descriptive design. samples simplicia dissolved in 90 ml of 0.1% peptone water to obtain a dilution rate of 10-1. the solution was diluted gradually, in order to obtain the level of pengeneran 10-2, 10-3, 10-4, 10-5, 10-6. then inoculation maisng each sample solution 0.1 ml in medim potato dextrose agar (pda), and then inoculated at a temperature of 250c-270c for 3 x 24 hours. the treatment was done in 6 replicates. furthermore, the determination of the colony numbers of fungi. the results of the colony counts of fungi figures referred to the minimum limit of mold contamination according to the food and drug supervisory agency (bpom) 2014 iyalah ≤ 104 colonies / gram. so the calculation in simplisia of salam bark is 0.3 x 101 means simplisia bark greeting eligible statutes bpom, 2014. subsequently be disseminated to the low economic communities in the district of malang. keywords: bark, traditional medicine, socialization, communit pemerintah telah merencanakan progam indonesia sehat sejak tahun 2010, tetapi masih terdapat kendala untuk merealisasikannya. di jawa timur angka kemiskinan relatif tinggi, dari data bps menunjukkan bahwa terdapat 3.079.822 mailto:ra.restu29@yahoo.com jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 300-308) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 penulis pertama et al., tiga kata pertama judul artikel 302 rumah tangga berekonomi rendah, menempati rangking ke 4. fenomena ini menunjukkan bahwa masih banyak masyarakat ekonomi rendah untuk diperhatikan (bps, 2013; indriwati, 2015). penanganan masyarakat ekonomi rendah seluruh wilayah di indonesia belum mempunyai modal dan pendekatan yang tepat serta efektif. pada umunya sebagian besar masyarakat menghabiskan waktunya untuk melakukan kegiatan yang kurang produktif dan kurang sehat, seperti dudukduduk (tidak melakukan ativitas), kurang peka terhadap potensi wanafarma yang ada di lingkungan sekitarnya yang dapat dimanfaatkan untuk menjaga kesehatan. (indriwati, 2015). wilayah kabupaten malang dengan kondisi geografis lahan yang subur memungkinkan masyarakat ekonomi rendah dapat memanfaatkan potensi wanafarma untuk kesehatan. wanafarma merupakan bentuk pola tanaman yang memadukan tanaman hutan dan tanaman obat yang dapat dikembangkan sebagai sarana pemenuhan obat-obatan untuk kesehatan. (indriwati, 2015). adanya pemberdayaan masyarakat dapat meningkat salah satunya melalui pemanfaatan tanaman obat yang digunakan untuk jamu herbal (sunderlin, 2003). dengan memanfaatkan tanaman obat maka masyarakat dapat menggunakan waktu luangnya untuk mengembangkan diri dengan membuat jamu herbal (sari dkk, 2015). pada hakekatnya sumber daya alam/ potensi lokal dapat membantu pemerintah untuk menanggulangi kemiskinan (sunderlin, 2003). pemberdayaan masyarakat bisa dilakukan dengan cara melakukan sosialisasi. proses sosialisasi dapat menjadi wahana belajar masyarakat untuk menambah wawasannya tentang pemanfaatan tanaman obat. masyarakat memiliki peran penting dalam memelihara dan meningkatkan kesehatan diri dan lingkungan, karena kesehatan tersebut merupakan kewajiban dan tanggung jawab setiap individu. bentuk parisipasi masyrakat, yaitu dapat melaksanakan pengobatan tradisonal dengan obat tradisonal. pemberdayaan masyarakat adalah proses pembangunan dimana masyarakat berinisiatif untuk memulai proses kegiatan sosial untuk memperbaiki situasi dan kondisi diri sendiri. adanya pemberdayaan masyarakat dapat meningkatkan potensi masyarakat salah satunya dengan memanfaatkan potensi lokal yang ada seperti tanaman obat. pemberdayaan masyarakat dapat diterapkan melalui adanya kegiatan dalam memberikan sosialisasi mengenai manfaat tanaman obat kulit batang salam (syzygium polyanthum). sosialisasi mengenai manfaat tanaman obat dapat memberikan kesempatan untuk masyarakat ekonomi rendah dalam mengelola potensi tanaman obat serta dapat meningkatkan pendapat dan meningkatkan usaha. dengan diadakannya sosialisasi khususnya pada masyarakat ekonomi rendah menjadi lebih berdaya dengan adanya kegiatan yang dapat mengisi waktu luang. menurut kartasasmita (2006) tujuan dari sosialisasi adalah dapat memperkuat potensi atau sumberdaya yang dimiliki oleh masyarakat. tanaman obat tradisional adalah setiap tanaman yang memiliki kandungan zat-zat yang dapat digunakan dalam tujuan untuk pembuatan obat/ jamu herbal. tanaman obat tradisional berfungsi jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 300-308) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 penulis pertama et al., tiga kata pertama judul artikel 303 memberikan kotribusi yang signifikan untuk mata pencaharian orang desa (chukwuma, 2015). penggunaan obat tradisional sangat disarankan oleh lembaga kesehatan dunia. bahwa obat tradisional memiliki kegunaan yang efektif, tingkat keamanan yang tinggi, serta memiliki nilai ekonomi (who, 2016), bahwa pada saat ini keberadaan kearifan lokal juga kurang di perhatikan dalam usaha menanggulangi kemiskinan/ masyarakat ekonomi rendah. padahal kehidupan sosial ekonomi masyarakat tidak dapat dipisahkan dari mekanisme dan kearifan lokal yang dapat digunakan untuk menopang kebijakan penanggulangan kemiskinan/ ekonomi rendah (saharuddin, 2009; mussarat, 2014). berdasarkan hasil observasi di kabupaten malang terdapat syzygium polyanthum yang tumbuh di sepanjang jalan dan di pekarangan rumah penduduk. tanaman syzygium polyanthum merupakan tanaman berkayu yang biasanya di manfaatkan daunnya, kulit batang, akar, dan buah. selain untuk bumbu masak, salam pada saat ini dikembangkan di dalam perkembangan medis (utami & puspaningtyas, 2013; santosaningsih, 2011). pembuatan obat tradisonal yang baik (cpotb) yaitu pertama menjaga keheginisan dengan cara mencuci tangan menggunakan sabun. bahan obat yang akan digunakan di cuci terlebih dahulu dengan air yang bersih. pembuatan simplisia harus menggunakan pelindung tubuh untuk menghindari adanya kontaminasi obat tradisional yang sudah jadi harus dikemas dengan menggunakan wadah sesuai dengan syarat yang telah ditentukan (bpom ri, 2005). pengendalian mutu simplisia yang akan digunakan untuk obat. pengendalian mutu simplisia dapat dilakukan salah satunya dengan melakukan standarisasi simplisia. standarisasi perlu dilakukan untuk menjaga kualitas simplisia yang bermutu (hariyati, 2005). cara standarisasi dengan mengikuti serangkaian parameter, prosedur dan cara pengukuran yang nantinya dapat digunakan untuk melihat mutu dalam memenuhi standar kelayakan penggunaan tanaman obat tradisonal. angka kapang merupakan salah satu parameter dari kemanan obat tradisonal. angka kapang digunakan sebagai pentunjuk untuk uji kelayakan obat tradisional yang akan dikonsumsi. semakin kecil angka kapang/ khamir bagi produk simplisia, menunjukkan bahwa semakin tinggi nilai cpotb dalam proses pembuatan simplisia (wasito, 2011). suhu yang digunakaan 25-27 0 c, dan diamati selelah hari ketiga sampai hari kelima (depkes ri, 2000). tujuan peneilitian ini adalah menentukan uji kelayakan simplisia kulit batang salam (syzygium polyanthum) berdasarkan angka kapang. hasil penelitian kemudian disosialisasikan kepada masyarakat ekonomi rendah di kabupaten malang, sehingga dapat digunakan untuk menambah pengetahuan tentang potensi kulit batang salam sebagai obat tradisonal. metode jenis penelitian merupakan penelitian deskriptif laboratorik. sampel untuk pengujian cemaran mikroba diambil dari kulit batang salam. tahapan penelitian ini adalah melakukan uji angka kapang pada kulit batang salan sebagai paramater jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 300-308) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 penulis pertama et al., tiga kata pertama judul artikel 304 obat tradisonal yang aman, dan selanjutnya beberikan sosialisasi kepada masyarakat di kabupaten malang mengenai pemanfaatan kulit batang salam sebagai obat tradisonal. prosedur pengujian di laboratorium adalah sampel kulit batang salam diambil sembanyak 25 gram untuk dihaluskan, kemudian dilarutkan dalam 90 ml kedalam air pepton 0,1%, sehingga diperoleh tingkat pengenceran 10 -1 . selanjutnya larutan diencerkan secara bertahap, sehingga diperoleh tingkat pengenceran 10 -2 , 10 -3 , 10 4 , 10 -5 dan 10 -6 (gambar 1). lalu dilakukan insokulasi pada masing-masing larutan sampel tersebut sebanyak 0,1 ml pada medium potato dextrose agar (pda), selanjutnya diinkubasikan pada suhu 2527 0 c selama 3 x 24 jam. kemudian dilakukan pengamatan dan perhitugan jumlah koloni kapang yang tumbuh pada medium. perlakuan dilakukan sebanyak 6 ulangan. hasil perhitungan koloni angka kapang dirujuk pada ketentuan batas minimal cemaran mikroba kapang menurut bpom tahun 2014, yaitu ≤ 10 4 koloni/ gram. gambar 1. brock biology of microorganisme hasil dan pembahasan hasil pengamatan koloni kapang menunjukkan tingkat pengenceran menghasilkan angka kurang dari 25 koloni. berikut data hasil pengamatan koloni kapang (tabel 1). tabel 1. jumlah koloni kapang pada kulit batang syzygium polyanthum jenis ulangan pengenceran 10 1 10 2 10 3 10 4 10 5 10 6 kulit batan 1 4 3 1 3 2 4 5 3 1 2 4 2 1 4 5 4 1 6 3 hasil penelitian menunjukkan koloni kapang adalah 0,3 x 10 1 . hasil perhitungan tersebut menunjukkan bahwa simplisia kulit akar memenuhi syarat untuk dikonsumsi, karena dalam ketetapan yang ditentukan oleh bpom tahun 2014 adalah ≤ 10 -4 . gambar 2. foto koloni kapang pada medium pda hasil penelitian menunjukkan koloni kapang adalah 0,3 x 10 1 . hasil perhitungan tersebut menunjukkan bahwa simplisia kulit akar memenuhi syarat untuk dikonsumsi, karena dalam ketetapan yang ditentukan oleh bpom tahun 2014 adalah ≤ 10 -4 . kualitas bahan baku menjadi penentu kualitas bahan yang sudah jadi setelah diolah (glinsukon dkk, 1976). beberapa spesies kapang yang mencampuri makanan dapat menyebabkan gangguan kesehatan pada manusia, karena jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 300-308) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 penulis pertama et al., tiga kata pertama judul artikel 305 spesies kapang dapat menghasilkan mycotoxin (ahmad, 2009). kesehatan dipengaruhi oleh keamanan dari pangan. penerapan cara produksi yang baik (goog manufacture practices) mengasilkan produk yang sehat dan aman (djaafar & rahayu, 2007). pohon salam dapat dimanfaatkan mulai dari daun, kulit batang, buah dan akar. terdapat cara yang praktis dan bernilai ekonomi, yaitu dengan cara pembuatan obat dengan cara simplisia. simplisia adalah bahan alamiah yang dipakai sebagai bahan obat yang belum mengalami pengolahan apapun juga atau yang baru mengalami proses setengah jadi seperti pengeringan (prasetyo, 2013). dalam rangka mengembangkan obat tradisional diperlukan pengendalian mutu simplisia yang akan digunakan untuk obat. pengendalian mutu simplisia dapat dilakukan salah satunya dengan melakukan standarisasi simplisia. standarisasi perlu dilakukan untuk menjaga kualitas simplisia yang bermutu (hariyati, 2005). cara standarisasi dengan mengikuti serangkaian parameter, prosedur dan cara pengukuran yang nantinya dapat digunakan untuk melihat mutu dalam memenuhi standar kelayakan penggunaan tanaman obat tradisonal. angka kapang/ khamir merupakan salah satu parameter dari kemanan obat tradisonal. angka kapang/ khamir dapat digunakan sebagai pentunjuk untuk uji kelayakan obat tradisional yang akan dikonsumsi. semakin kecil angka kapang/ khamir bagi produk simplisia, menunjukkan bahwa semakin tinggi nilai cpotb dalam proses pembuatan simplisia (wasito, 2011). angka kapang/ khamir menunjukkan adanya cemaran mikroba kapang/ khamir dalam sediaan yang diperiksa setelah cuplikan diinokulasikan pada media lempeng yang sesuai dan diinkubasi pada suhu 25-27 0 c, dan diamati selelah hari ketiga sampai hari kelima (depkes ri, 2000). media yang digunakan adalah pda (potato dektrose agar) serta ditambahkan juga aquades sebagai pelarut (cappucino, 2008). uji akk dengan menggunakan pda karena media tersebut sesuai untuk pertumbuhan kapang/ khamir (bridson, 2006). cara menganalisis hasil pengujian sesuai dengan bpomn (2006), yaitu: cawan petri yang menunjukkan jumlah koloni antara 25-250 koloni. bila pada cawan petri dari dua tingkat pengenceran yangb berurutan menunjukkan jumlah antara 25-250 hasil penelitian yang dilakukan pada simplisia daun syzygium polyanthum memenuhi syarat uji kelayakan berdasarkan angka kapang/khamir untuk sediaan obat dalam kurang dari 10 3 koloni/gram. hal ini dikarenakan dalam pembuatan simplisia sudah memenuhi standart yang telah ditentukan. selama proses pencucian dilakukan dengan benar, dan pada proses pengeringan juga dilakukan dengan benar. pada proses sanitasi dan higinie, air yang digunakan harus bersih dan dalam keadaan jumlah yang cukup. pekerja harus memenuhui syarat: 1) pekerja dalam keadaan sehat; 2) pekerja harus menjaga kesehatan badannya; 3) pekerja seharusnya mengenakan pakaian kerja lengkap dengan penutup kepala; 4) pekerja tidak boleh bekerja sambil makan dan minum (prasetyo & endang, 2003). tanaman salam mengandung banyak senyawa, antara lain minyak atsiri, tannin, flavonoid. bagian tanaman salam jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 300-308) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 penulis pertama et al., tiga kata pertama judul artikel 306 yang paling banyak dimanfaatkan adalah bagian daun. daun salam mengandung tannin, atsri, flavonoid (har & ismail, 2012). berdasarkan pada kegiatan sosialisasi bahwa masyarakat ekonomi rendah di kabupaten malang diketahui masih banyak yang belum mengetahui fungsi dari tanaman salam (syzygium plyanthum) khususnya pada kulit batang salam. bahwa kulit batang salam dapat digunakan untuk obat tradisonal dan bernilai ekonomis. kulit batang salam dapat digunakan sebagai obat anti diare. berdasarkan hasil yang diperoleh, bahwa masyarakat di kabupaten malang masih sering terserang diare. masyarakat mengobati dengan cara pergi bidan desa dan polindes. pada masyarakat modern saat ini, tidak banyak masyarakat yang tahu tentang manfaat yang dapat diperoleh dari tanaman obat untuk kesehatan. hal tersebut dikarenakan masyarakat lebih mengenal obat-obatan bahan kimia. pengobatan dengan tanaman obat tradisonal merupakan bagian dari sistem budidaya masyarakat yang berpotensi. manfaatnya sangat besar dalam pembangunan kesehatan masyarakat. pengobatan tradisional merupakan manifestasi dari pasrtisipasi aktif masyarakat dalam menyelesaikan problematika masyarakat (nurwidodo, 2003). dengan memanfaatkan obat tradisonal masyarakat dapat menghemat biaya kehidupan. melewati proses sosialisasi masyarakat di kabupaten malang tepatnya di desa argosuko dapat belajar untuk menambah wawasannya tentang pemanfaatan tanaman obat. masyarakat memiliki peran penting dalam memelihara dan meningkatkan kesehatan diri dan lingkungan, karena kesehatan tersebut merupakan kewajiban dan tanggung jawab setiap individu. bentuk parisipasi masyrakat yaitu, dapat melaksanakan pengobatan tradisonal dengan obat tradisonal. dengan diadakannya sosialisasi in, khususnya pada masyarakat ekonomi rendah menjadi lebih bedaya dengan adanya kegiatan yang dapat mengisi waktu luang dengan melakukan kegiatan. menurut kartasasmita (2006) tujuan dari sosialisasi adalah dapat memperkuat potensi atau sumberdaya yang dimiliki oleh masyarakat. kulit batang salam memiliki manfaat untuk antidiare, antibakteri. karena mengandung minyak atsiri, tanin dan flavonoid (sumono & agustin, 2008). minyak esensial syzygium polyanthum dapat diperoleh dari daun, batang, buah dan kulit batang (davidson & branen, 1993). tanin merupakan senyawa fenol berfungsi untuk menghambat pertumbuhan bakteri dengan memunculkan denaturasi protein dan menurunkan tegangan permukaan, sehingga permeabilitas bakteri meningkat serta menurunkan konsentrasi ion kalsium, menghambat produksi enzim, dan menganggu proses reaksi enzimatis pada bakteri s.aureus sehingga menghambat terjadinya koagulasi plasma yang diperlukan oleh s.aureus. kerusakan dan peningkatan permeabilitas sel bakteri menyebabkan pertumbuhan sel terhambat dan akhirnya dapat menyebabkan kematian sel (sumono & wulan, 2008; santosaningsih, 2011). flavonoid mempunyai aktivitas antibakteri karena mempunyai kemampuan berinteraksi dengan dna bakteri dan menghambat fungsi membran sitoplasma bakteri dengan mengurangi fluiditas dari membran dalam dan membran luar sel bakteri. akhirnya terjadi kerusakan jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 300-308) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 penulis pertama et al., tiga kata pertama judul artikel 307 permeabilitas dinding sel bakteri membran dan membran tidak berfungsi sebagaimana mestinya, termasuk untuk melakukan perlekatan dengan substrat (sumono & wulan, 2008; santosaningsih, 2011). hasil interaksi tersebut menyebabkan terjadinya kerusakan permeabilitas dinding sel bakteri, mikrosom dan lisosom (sabir, 2003). ion hidroksil secara kimia menyebabkan perubahan komponen organik dan transport nutrisi sehingga menimbulkan efek toksik terhadap sel bakteri (sumono & wulan, 2008). penutup kesimpulan simplisia kulit batang salam layak dijadikan obat tradisonal karena tidak mengandung kapang/ khamir yang telah ditentukan oleh pbom republik indonesia. penelitian mengenai pembuatan obat tradisonal dari kulit batang salam (syzygium polyanthum). penelitian mengenai uji angka kapang simplisia kuli batang salam (syzygium polyathum) perlu dilakukan karena merupakan parameter untuk uji kelayakan obat tradisonal. saran berdasarkan penelitian ini maka dapat dilakukan penelitian lebih lanjut mengenai bagian lain dari salam (syzygium polyanthum), yaitu bagian akar, bunga dan buah dari salam. daftar rujukan ahmad, r. 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(2013). the miracle of herbs. jakarta: agro media pustaka. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 222 fitoremediasi phospat limbah cair laundry menggunakan tanaman melati air (echinodorus paleafolius) dan bambu air (equisetum hyemale) sebagai sumber belajar biologi phytoremediation of phosphate content in liquid laundry waste by using echinodorus paleafolius and equisetum hyemale used as biology learning resource ayu maharani siswandari 1 , iin hindun 2 , sukarsono 3 1,2,3 program studi pendidikan biologi fkip universitas muhammadiyah malang jl. raya tlogomas no. 246, malang, telp 0341-464318 e-mail korespondensi: windaaa049@gmail.com abstrak limbah cair laundry merupakan air sisa proses pencucian pakaian yang dapat menyebabkan toxic bagi kehidupan biota air jika tidak diproses terlebih dahulu. fitoremediasi merupakan suatu sistem yang dilakukan tumbuhan untuk menguraikan zat kontaminan menjadi bahan yang tidak berbahaya. penelitian ini bertujuan untuk menganalisis mekanisme penurunan kadar phospat dalam limbah cair laundry dengan metode fitoremediasi menggunakan tanaman melati air (echinodorus paleafolius) dan bambu air (equisetum hyemale). jenis penelitian ini adalah deskriptif kuantitatif. metode analisis data dilakukan secara deskriptif. penelitian ini dilaksanakan pada 17 mei-10 juni 2016 di laboratorium kualitas air perum jasa tirta i jl. surabaya no. 2a malang. hasil penelitian menunjukkan kandungan phospat pada limbah cair laundry melebihi batas ambang baku mutu air limbah yang telah ditetapkan pp no. 82 tahun 2001, yang berarti sangat berbahaya apabila dibuang ke lingkungan. melati air dapat menurunkan kadar phospat sebesar 3,451 mg pada limbah dan sebesar 2,271 mg pada limbah yang telah diberi pengenceran. tanaman bambu air tidak dapat digunakan untuk menurunkan kadar phospat limbah, namun dapat menurunkan derajat keasaman (ph) sebesar 3,7 satuan pada limbah laundry secara fitoremediasi. implementasi penelitian berupa media handout jenis kontekstual disertai gambar berwarna. kata kunci: fitoremediasi, handout, limbah cair laundry, tanaman air abstract laundry liquid waste is the remain water of clothes washing process which causes toxic effects to the biotic area in the water in case of the liquid waste without proper processing. phytoremediation is a system which is conducted by plants to break a contaminant compound into the non-hazard materials. this research aimed to analyze the mechanism to reduce phosphate content in laundry liquid waste by through phytoremediation process which had been done by using echinodorus paleafolius and equisetum hyemale. the research is quantitative descriptive in which the data analysis method was descriptive. the research was conducted in 17 may to 10 june 2016 in the laboratory of water quality of perum jasa tirta jl. surabaya no. 2a malang. the research results showed that the phosphate content in laundry liquid waste exceed of threshold limit value of liquid waste standard which has been issued as pp no. 82 year 2001. therefore, this over limit of phosphate content is hazardous to be released to the environment. echinodorus paleafolius is able to reduce the phosphate content as much as 3.451 mg within the highdensity-phosphate waste and as much as 2.271 mg within the lower one. however equisetum hyemale could not be used to reduce the phosphate content even though it could reduce acidity degree (ph) as much as 3.7 unit within this liquid waste through phytoremediation process. the implementation of the research results was the contextual handout which is completed with colored pictures. keywords: handout, laundry liquid waste, phytoremediation, water plants kerusakan ekosistem air menurut arsyad (1989) adalah berupa menurunnya kualitas air salah satunya karena kandungan senyawa dari limbah rumah tangga yang masuk ke dalam air. salah satu penyebab menurunnya kualitas air adalah pencemaran dari limbah rumah tangga. menurut rifai (2013), limbah rumah tangga (limbah domestik) merupakan jumlah pencemar terbesar yaitu sekitar mailto:windaaa049@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 223 85% yang masuk ke badan air di indonesia. rochman (2009) menyatakan bahwa limbah cair domestik yang paling tinggi volumenya adalah deterjen. hal ini seiring dengan produksi deterjen dunia yang mencapai 2,7 juta ton/tahun, dengan kenaikan produksi tahunan mencapai 5%. adanya limbah deterjen perlu diwaspadai karena kandungan bahan aktif dalam deterjen dapat mengganggu kesehatan. deterjen pada konsentrasi 0,5 mg/l sudah mampu membentuk busa sehingga menghambat difusi oksigen dari udara ke permukaan badan air. alkil sulfat pada kadar 15 mg/l dalam deterjen dapat mematikan ikan mas. deterjen juga mencemari lingkungan terutama kandungan fosfat yang menyuburkan eceng gondok, sehingga mengurangi jatah oksigen terlarut bagi biota air. dampak pada manusia antara lain iritasi pada kulit dan mata, serta kerusakan pada ginjal dan empedu. adapun bagi hewan antara lain gangguan imun seperti pada marmut. konsentrasi mematikan 50% pada deterjen adalah 0,3-60 ppm (rochman, 2009). dewasa ini pertumbuhan industri pencucian pakaian (laundry) sangat meningkat, berdasarkan data dari dinas perindustrian dan perdagangan (disperindag) kota malang pada tahun 2008, jumlah industri jasa (manufacturing) di kecamatan lowokwaru meningkat 64% dari tahun sebelumnya yakni sebanyak 673 unit usaha. prodjosantoso (2011) mengemukakan bahwa limbah cair laundry selain mengandung sisa detergen juga mengandung pewangi, pelembut, pemutih serta mengandung senyawa aktif metilen biru yang sulit terdegradasi dan berbahaya bagi kesehatan maupun lingkungan. industri laundry juga menghasilkan limbah cair yang mengandung konsentrasi phosphat yang tinggi melebihi batas baku mutu air limbah. berdasarkan pp no. 82 tahun 2001, kadar phospat yang diijinkan dalam limbah cair industri yaitu 0,2 mg/l. sedangkan hasil penelitian dewi (2015) terdapat sebanyak 173 mg/l fosfat di dalam limbah cair laundry yang didapat dari usaha laundry di darussalam, banda aceh. hampir semua limbah cair dari usaha laundry rumahan di sekitar kecamatan lowokwaru dibuang melalui selokan atau sungai tanpa diolah atau diencerkan terlebih dahulu. berdasarkan hasil observasi awal di usaha laundry rumahan “x laundry” yang terletak di jalan karyawiguna diketahui bahwa limbah cair hasil proses pencucian pakaian dibuang langsung ke aliran sungai daerah tegalgondo. dalam satu kali proses pencucian untuk 2,5 kg pakaian menggunakan tiga ember air dan detergen bubuk yang ditambahkan ke dalam air tanpa takaran yang sesuai. perlu adanya pengolahan limbah cair laundry yang mudah, murah dan tentunya efektif untuk meminimalisir dampak pencemaran air. salah satunya adalah dengan metode fitoremediasi. menurut subroto (1996), fitoremediasi adalah upaya penggunaan tumbuhan dan bagianbagiannya untuk dekontaminasi limbah dan masalah-masalah pencemaran lingkungan baik secara ex-situ menggunakan kolam buatan atau reactor maupun in-situ (langsung di lapangan) pada tanah atau daerah yang terkontaminasi limbah. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 224 menurut padmaningrum (2014) pada proses fitoremediasi, tumbuhan akan memanfaatkan bahan kimia dalam limbah sebagai nutrisi untuk kehidupannya. sedangkan rosiana (2007) mengatakan bahwa tanaman meremediasi polutan organik melalui tiga cara, yaitu menyerap secara langsung bahan kontaminan, mengakumulasi metabolisme non fitotoksik ke sel-sel tanaman, dan melepaskan eksudat dan enzim yang dapat menstimulasi aktivitas mikroba, serta menyerap mineral pada daerah rizosfer. tanaman juga dapat menguapkan sejumlah uap air. penguapan ini dapat mengakibatkan migrasi bahan kimia. tanaman akan mampu meremediasi polutan jika tanaman tersebut sudah mencapai usia dewasa. melati air (echinodorus paleafolius) diketahui dapat digunakan sebagai alternatif metode fitoremediasi limbah cair. berdasarkan hasil penelitian padmaningrum (2014) tentang pengaruh biomasa melati air (echinodorus paleafolius) terhadap kadar fosfat, bod, cod, tss, dan derajat keasaman limbah cair laundry didapat hasil berupa penurunan kadar fosfat dari 221,5181 ppm menjadi 49,3333 ppm, nilai bod turun dari 7,360 mg o2/l menjadi 4,452 mg o2/l, nilai cod dari 1682,660 mg o2/l menjadi 1235,770 mg o2/l, nilai tss dari 52,5 mg/l menjadi 25,0 mg/l dan derajad keasaman (ph) turun dari 8,80 menjadi 7,62. tanaman paku bambu air dapat menurunkan kandungan logam berat pb dan cr dalam limbah cair. berdasarkan penelitian anam (2013) tentang penurunan kandungan logam pb dan cr leachate melalui fitoremediasi bambu air (equisetum hyemale) dan zeolit menunjukkan penurunan kadar pb sebesar 82,2% dan kadar cr sebesar 61,2%. permasalahan ini berkaitan dengan konsep biologi yang diajarkan pada sekolah menengah atas (sma) kelas x semester 2, materi perubahan lingkungan/iklim dan daur ulang limbah pada kd 4.10 “memecahkan masalah lingkungan dengan membuat desain produk daur ulang limbah dan upaya pelestarian lingkungan”. dengan menggunakan indikator pencapaian kompetensi “melaksanakan percobaan pengaruh pencemaran air terhadap kelangsungan hidup organisme”. observasi yang dilakukan pada tanggal 16 september 2016 di sman 1 ngoro mojokerto khususnya pada kelas x dengan mewawancarai guru pengampu mata pelajaran biologi, ditemukan beberapa permasalahan yang terjadi diantaranya kurangnya variasi metode pembelajaran yang diterapkan guru dan terbatasnya media pembelajaran yang dimiliki siswa. berdasarkan permasalahan yang telah dipaparkan di atas, peneliti merasa penggunaan media pembelajaran dan sumber belajar yang baik sangat diperlukan dalam rangka membantu proses pembelajaran biologi yang efektif dan efisien. untuk meningkatkan efektifitas siswa dalam belajar, maka guru dituntut untuk menggunakan bahan ajar yang isi materinya lebih terperinci dan sesuai kompetensi dalam hal ini berupa handout atau buku pegangan siswa. penggunaan media handout ini dapat memperoleh pengalaman belajar konkrit untuk membantu peserta didik mencapai tujuan pembelajaran yang efektif dan efisien serta jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 225 memungkinkan peserta didik untuk melakukan pembelajaran secara aktif melalui kegiatan praktikum (learn by doing). berdasarkan latar belakang di atas, maka didapatkan rumusan masalah yakni bagaimanakah mekanisme penurunan kadar phospat limbah cair laundry setelah penerapan fitoremediasi menggunakan tanaman melati air (echinodorus paleafolius) dan bambu air (equisetum hyemale)? dan bagaimana pemanfaatan hasil penelitian fitoremediasi phospat limbah cair laundry menjadi sumber belajar biologi? metode penelitian penelitian ini dilakukan pada 17 mei-10 juni 2016 di jalan notojoyo 179a tegalgondo kecamatan karangploso kabupaten malang dan uji analisa kandungan phospat dan ph menggunakan jasa analisis di laboratorium kualitas air perum jasa tirta i jl. surabaya no. 2a malang 65115 telp. 0341-551971. jenis penelitian yang digunakan pada penelitian ini yaitu deskripstif kuantitatif untuk menguji efektifitas fitoremediasi tanaman echinodorus paleafolius dan equisetum hyemale pada phospat limbah cair laundry. populasi dalam penelitian ini adalah limbah cair sisa pencucian pakaian di seluruh usaha laundry rumahan di sekitar kecamatan karangploso malang, dan yang diambil sebagai sampel yaitu limbah cair sisa proses pencucian pakaian di “x laundry” yang dipilih dengan cara purposive sampling berdasarkan kriteriakriteria yang telah ditetapkan oleh peneliti, kriteria tersebut adalah limbah yang dihasilkan dibuang ke sungai, karakter fisik limbah keruh dan berbau harum. pengumpulan data dilakukan dengan pengambilan data primer. pengolahan data kandungan phospat yang diperoleh dari hasil laboratorium. kemudian data yang telah dianalisis disajikan dalam bentuk tabel dan narasi untuk membahas mengenai hasil penelitian. data hasil laboratorium mengenai kadar phospat dan nilai ph pada setiap sampel dianalisis secara deskriptif. hasil dan pembahasan tabel 1. karakteristik media tanam sebelum ditanam melati air (echinodorus paleafolius) dan bambu air (equisetum hyemale) parameter pot kandungan media tanam pp no. 82 th 2001 keterangan phospat (mg) a 3,681 0,2 mg melebihi batas b 3,681 0,2 mg melebihi batas c 2,421 0,2 mg melebihi batas d 2,421 0,2 mg melebihi batas ph a 9,9 6-9 melebihi batas b 9,9 6-9 melebihi batas c 10,9 6-9 melebihi batas d 10,9 6-9 melebihi batas keterangan: pot a = limbah laundry dan koral pot b = limbah laundry dan koral pot c = limbah laundry dengan pengenceran dan koral pot d = limbah laundry dengan pengenceran dan koral jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 226 kadar phospat pada limbah laundry sebelum dilakukan fitoremediasi sangat tinggi yakni sebesar 3,681 mg dengan ph sebesar 9,9 satuan. sedangkan pada limbah yang telah diberi pengenceran dengan menambahkan air sebanyak 600 ml didapatkan kadar phospat sebesar 2,421 mg dengan ph sebesar 10,9 satuan. berdasarkan peraturan pemerintah nomor 82 tahun 2001, kadar phospat yang diizinkan untuk dibuang ke lingkungan adalah sebesar 0,2 mg/l. untuk ph tidak kurang dari 6 satuan dan tidak lebih dari 9 satuan. tabel 2. kadar phospat dan ph limbah laundry setelah penerapan tanaman fitoremedian parameter pot penerapan tanaman melati air (hari ke-) standar keterangan 3 6 9 phospat (mg) a 0,650 0,650 0,230 0,2 mg layak dibuang ke lingkungan b 0,720 0,520 0,620 0,2 mg tidak layak dibuang ke lingkungan c 1,400 0,516 0,150 0,2 mg layak dibuang ke lingkungan d 0,780 0,660 0,840 0,2 mg tidak layak dibuang ke lingkungan ph a 7,4 6,9 7,2 6-9 layak dibuang ke lingkungan b 7,3 7,0 7,1 6-9 layak dibuang ke lingkungan c 7,4 7,5 7,3 6-9 layak dibuang ke lingkungan d 7,3 7,2 7,2 6-9 layak dibuang ke lingkungan keterangan: pot a = tanaman melati air dalam media tanam limbah dan koral pot b = tanaman bambu air dalam media tanam limbah dan koral pot c = tanaman melati air dalam media tanam limbah dengan pengenceran dan koral pot d = tanaman bambu air dalam media tanam limbah dengan pengenceran dan koral kadar phospat pada limbah laundry yang ditanami tanaman melati air (pot a dan pot c) mengalami penurunan secara signifikan. kadar phospat awal limbah sebesar 3,681 mg (pot a) dan 2,421 mg (pot c) yang berarti sangat tidak memenuhi baku mutu. kemudian phospat menurun pada hari ke-3 sebesar 0,650 mg (pot a) dan 1,4 mg (pot c), 0,650 mg pada pot a (tetap) dan 0,516 mg (pot c) pada hari ke-6 dan pada hari ke-9 phospat menurun menjadi 0,230 mg (pot a) dan 0,150 mg (pot c) yang berarti telah aman apabila dibuang ke lingkungan. namun hal tersebut tidak berpengaruh terhadap ph. nilai ph pada limbah terjadi penurunan secara drastis pada hari ke-3, namun kembali naik pada hari setelahnya. kadar phospat pada limbah laundry yang ditanami tanaman bambu air (pot b dan pot d) tidak teratur. kadar phospat awal limbah sebesar 3,681 mg (pot b) dan 2,421 mg (pot d) yang berarti sangat tidak memenuhi baku mutu. kemudian phospat menurun pada hari ke-3 sebesar 0,720 mg (pot b) dan 0,780 mg (pot d), 0,520 mg (pot b) dan 0,660 mg (pot d) pada hari ke-6 dan pada hari ke-9 phospat mengalami kenaikan menjadi 0,620 mg (pot b) dan 0,840 mg (pot d) yang berarti masih belum layak untuk dibuang ke lingkungan. sedangkan nilai ph pada limbah terjadi penurunan secara drastis pada hari ke-3 yakni 7,3 satuan pada kedua pot, 7,0 (pot b) dan 7,2 (pot d) hari ke-6 namun pada hari ke-9, ph pada pot b mengalami kenaikan menjadi 7,1 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 227 satuan dan pada pot d nilai ph tetap 7,2 satuan. penelitian ini dapat digunakan sebagai sumber belajar berupa handout. terdapat beberapa jenis handout maka penulis mengambil jenis kontekstual disertai gambar berwarna. handout ini digunakan untuk menyampaikan informasi mengenai hasil penelitian yang dilakukan oleh peneliti mengenai daur ulang limbah. handout yang digunakan berjudul “handout biologi 10; upaya pelestarian lingkungan melalui pengelolaan limbah (sebuah pengalaman mengatasi pencemaran melalui fitoremediasi)” isinya terdiri dari: 1)uraian mengenai pencemaran lingkungan dan daur ulang limbah dan 2) foto penyebab polutan dan proses daur ulang limbah yang diambil dari referensi buku, majalah maupun hasil penelitian. hasil penelitian menunjukkan bahwa keempat pot limbah terlihat sangat keruh dan terdapat algae yang melimpah hanya dalam waktu tiga hari sejak awal penempatan limbah. hari ke-2 tanaman melati air terlihat layu dan tepi daundaunnya mengering. hari ketiga tanaman melati air pada pot c (limbah yang diencerkan) kembali segar, terlihat bunga putih mulai mekar. namun, air limbah pada keempat pot terlihat sangat keruh ditandai dengan tumbuhnya algae yang melimpah. hari ke-4 tanaman melati air pada pot a terlihat layu, sedangkan tanaman melati air pada pot c batang terlihat segar namun tepian daun yang mengering semakin lebar membuat daun mati satu persatu. hari ke-6 limbah pada pot a dan pot b berangsur-angsur jernih, namun tetap terdapat algae yang cukup melimpah. sedangkan pot c dan pot d limbah terlihat jernih seperti air biasa. setiap hari selama sembilan hari tanaman melati air terlihat segar pada pagi hari kemudian layu saat siang hari dan kembali segar saat malam hari. hal itu menunjukkan bahwa absorbsi zat makanan dan proses fotosintesis terjadi pada siang hari. hal yang berbeda terjadi pada tanaman bambu air, hari ke-7 tanaman bambu air mulai mengering pada bagian ujung batang kemudian keseluruhan batang bambu air mengering pada hari ke9. ion fosfat merupakan sumber p bagi tanaman. ion fosfat pada penelitian ini, diambil oleh akar tanaman melati air sebagai nutrisi bagi tanaman sehingga semakin lama tanaman hidup dalam media limbah semakin kecil konsentrasi fosfat dalam limbah. hal ini tidak berlaku untuk tanaman bambu air, pada awal perlakuan, tanaman bambu air mengambil ion fosfat dari limbah cair, namun kemudian batang tanaman berturut-turut mengering. hasil pengeringan ini dimungkinkan mengandung fosfat juga sehingga menambah konsentrasi fosfat dalam limbah cair. hal ini juga mengindikasikan bahwa bambu air tidak baik sebagai pelaku fitoremediasi phospat limbah laundry. kadar fosfat yang tinggi menyebabkan pertumbuhan lumut dan mikroalgae yang berlebih yang disebut eutrophication, sehingga air menjadi keruh dan berbau karena pembusukan lumutlumut yang mati. tanaman pada keadaan eutrotop dapat menghabiskan oksigen dalam sungai atau kolam pada malam hari atau bila tanaman tersebut mati dan dalam keadaan sedang mencerna dan pada siang jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 228 hari pancaran sinar matahari kedalam air akan berkurang, sehingga proses fotosintesis yang dapat menghasilkan oksigen juga berkurang (padmaningrum, 2014). pertumbuhan lumut pada media limbah laundry semakin lama semakin banyak. adanya lumut ini mengindikasikan bahwa kandungan dalam limbah telah dapat digunakan tanaman untuk hidup. selain itu, media tanam yang digunakan telah diencerkan terlebih dahulu yaitu dengan menambahkan air pada limbah. peningkatan nilai kadar fosfat ini juga mengindikasikan bahwa terjadi pencemaran air. apabila lumut yang tumbuh terlalu banyak, lumut akan menutupi badan air sehingga cahaya tidak akan masuk ke badan air. ini akan menyebabkan proses fotosintesis terhambat dan tanaman kekurangan nutrisi untuk tumbuh. hal ini dialami oleh tanaman bambu air. menurut rusyani (2014) proses penyerapan zat-zat yang terdapat dalam media tanam dilakukan oleh ujung-ujung akar dengan jaringan meristem terjadinya karena adanya gaya tarik-menarik oleh molekul-molekul air yang ada pada tumbuhan. penyerapan logam diserap oleh akar tumbuhan dalam bentuk ion yang larut dalam air, selain ion-ion tersebut, unsur hara juga ikut masuk bersama aliran air. zat-zat yang diserap oleh akar akan masuk ke batang melalui pembuluh angkut (xilem), yang kemudian akan diteruskan ke batang. belum dapat dipastikan seberapa besar kandungan phospat yang terserap oleh kedua jenis tanaman. oleh karena itu perlu adanya penelitian lebih lanjut guna menyempurnakan analisis mengenai fitoremediasi limbah. limbah awal yang digunakan sebagai media tanam mempunyai nilai ph 9,9 (pot a dan b) dan 10,9 (pot c dan d). nilai ph tersebut sangat tidak sesuai dengan batas minimal kandungan ph limbah cair yakni 6-9 yang dapat dibuang ke lingkungan. jadi jelaslah bahwa limbah laundry ini sangat berbahaya jika dibuang langsung ke lingkungan. perubahan ph akibat sintesis senyawa organik yang dilepaskan ke dalam media membuat ph pada limbah media tanam melati air tidak teratur. hal tersebut juga dipengaruhi oleh keadaan ph lingkungan karena tanaman diletakkan pada tempat terbuka. penurunan ph merupakan salah satu penyebab terjadinya pelarutan cafosfat menjadi ortofosfat. kemasaman media tanam juga berpengaruh kepada proses biotransformasi elemen makro dan mikro seperti mn, zn, cu dan mo. pelarutan elemen-elemen tersebut berpengaruh terhadap patogenitas mikrobia patogen dan ketahanan tanaman terhadap penyakit (widawati, 2008). sedangkan pada bambu air dengan media tanam limbah laundry yang telah diberi pengenceran dengan air mengalami penurunan dari 10,9 satuan menjadi 7,2 satuan. jika hanya melihat nilai ph, bisa dikatakan bahwa limbah dari keempat media tanam selama sembilan hari perlakuan bila dibuang ke lingkungan tidak akan mencemari lingkungan. hasil penelitian diimplementasikan sebagai handout yang dapat dimanfaatkan sebagai sumber belajar. handout memiliki arti penting dalam proses pembelajaran, karena dengan adanya handout diharapkan peserta didik dapat lebih aktif selama jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 229 proses pembelajaran berlangsung berkaitan dengan materi pokok “perubahan lingkungan/iklim dan daur ulang limbah”. handout yang dibuat merupakan jenis handout yang sesuai dengan materi perubahan lingkungan/iklim dan daur ulang limbah merupakan materi pembelajaran yang terdapat pada silabus sma kelas x kurikulum 2013. tabel 3. kesesuaian konsep daur ulang limbah dalam kurikulum 2013 dengan hasil penelitian konsep daur ulang limbah dalam kurikulum 2013 konsep hasil penelitain kompetensi inti 4 mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan 1. jenis limbah yakni limbah padat, cair dan limbah b3. 2. masing-masing jenis limbah memiliki pengaruh terhadap kesehatan dan perubahan lingkungan. 3. limbah laundry termasuk dalam kategori limbah cair yang sering dibuang ke lingkungan. 4. limbah laundry mengandung phospat yang tinggi. 5. tingginya kadar phospat dalam air sungai menyebabkan meledaknya pertumbuhan algae (eutrofikasi) 6. penanganan terhadap limbah cair dapat dilakukan dengan metode fitoremediasi kompetensi dasar 4.10 memecahkan masalah lingkungan dengan membuat desain produk daur ulang limbah dan upaya pelestarian lingkungan. materi pokok perubahan lingkungan/iklim dan daur ulang limbah adanya kesesuaian antara konsep hasil penelitian dengan konsep daur ulang limbah dalam kurikulum 2013 seperti yang terlihat pada tabel di atas, menunjukkan bahwa konsep hasil penelitian fitoremediasi phospat limbah cair laundry dapat menunjang kebutuhan implementasi kurikulum 2013. dengan adanya kesesuaian konsep ini, maka hasil penelitian fitoremediasi phospat limbah cair laundry dapat dijadikan bahan ajar materi perubahan lingkungan/iklim dan daur ulang limbah untuk sma kelas x. kesimpulan kandungan phospat dan ph pada limbah cair laundry sangat tidak memenuhi batas ambang baku mutu air limbah yang telah ditetapkan oleh pp no. 82 tahun 2001. meskipun telah diencerkan dengan air, kadar phospat dan ph limbah tetap tinggi. setelah penerapan fitoremediasi selama sembilan hari, terjadi penurunan kadar phospat dan ph secara signifikan. tanaman melati air dapat digunakan untuk menurunkan kadar phospat dalam limbah cair laundry sebesar 3,451 mg dan sebesar 2,271 mg pada limbah cair laundry yang telah diberi pengenceran. dengan demikian tanaman melati air dapat digunakan sebagai tanaman fitoremedian untuk limbah cair laundry. sedangkan tanaman bambu air tidak dapat digunakan untuk menurunkan kadar phospat limbah cair laundry, namun dapat menurunkan derajat keasaman (ph) sebesar 3,7 satuan pada limbah cair laundry secara fitoremediasi. implementasi penelitian berupa petunjuk praktikum yang dikemas dalam media pembelajaran handout jenis kontekstual disertai gambar berwarna. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 222-230) disubmit: september 2016 direvisi: oktober 2016 disetujui: november 2016 ayu maharani siswandari et al., fitoremediasi fosfat limbah 230 daftar rujukan anam, m. m., (2013). penurunan kandungan logam pb dan cr leachate melalui fitoremediasi bambu air (equisetum hyemale) dan zeolit. jurnal keteknikan pertanian tropis dan biosistem, 1(2), 43-59. arsyad, s. (1989). konservasi tanah dan air. bogor: ipb press. dewi, f. (2015). efisiensi penyerapan phospat limbah laundry menggunakan kangkung air (ipomoea aquatic forsk) dan jeringau (acorus calamus). jurnal teknik kimia usu, 4(1), 7-10. padmaningrum, r. t. (2014). pengaruh biomassa melati air (echinodorus paleafolius) dan teratai (nymphaea firecrest) terhadap kadar fosfat, bod, cod, tss dan derajat keasaman limbah cair laundry. jurnal penelitian saintek, 19(2), 6474. prodjosantoso, a. k. (2011). kimia lingkungan: teori dan aplikasinya. yogyakarta: kanisius. rifai, m. (2013). kajian adsorpsi linear alkyl benzene sulphonat (las) dengan bentonit alam (skripsi tidak diterbitkan). yogyakarta: program studi kimia, fakultas sains dan teknologi, universitas islam negeri sunan kalijaga. riyanto, a. & abdillah, a. d. (2012). faktor yang memengaruhi kandungan e. coli makanan jajanan sd di wilayah cimahi selatan. mkb, 44(2), 77-82. rochman, f. (2009). pembuatan ipal mini untuk limbah deterjen domestik. jurnal penelitian eksakta, 8(2), 134142. rosiana, n. (2007). fitoremediasi limbah cair dengan eceng gondok (eichhornia crassipes (mart) solms) dan limbah padat industri minyak bumi dengan sengon (paraserianthes falcataria l. nielsen) bermikoriza. laporan penelitian. bandung: universitas padjajaran. rusyani, r. (2014). potensi tumbuhan genjer sebagai agen fitoremediasi pada limbah yang mengandung logam timbal (pb) (skripsi tidak diterbitkan). gorontalo: jurusan pendidikan kimia, fakultass matematika dan ipa, universitas negeri gorontalo. stefhany, c. a. (2013). fitoremediasi phosfat dengan menggunakan tumbuhan eceng gondok (eichhornia crassipes) pada limbah cair industri kecil pencucian pakaian (laundry). jurnal teknik lingkungan itenas, 1(1), 1-11. subroto, m. a. (1996). fitoremediasi. prosiding pelatihan dan lokakarya peranan bioremediasi dalam pengelolaan lingkungan, cibinong. widawati, s. (2008). aktivitas pelarutan fosfat oleh aktinomisetes yang diisolasi dari waigeo, kepulauan raja ampat, papua barat. biodiversitas, 9(2), 87-90. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 265 uji efektifitas insektisida nabati buah crescentia cujete dan bunga syzygium aromaticum terhadap mortalitas spodoptera litura secara in vitro sebagai sumber belajar biologi effectiveness botanical insecticides crescentia cujete fruit and flowers syzygium aromaticum mortality against spodoptera litura in vitro as a learning resource biology rahma safirah 1 , nur widodo 2 , mochammad agus krisno budiyanto 3 1,2,3 program studi pendidikan biologi fkip universitas muhammadiyah malang jl. raya tlogomas no. 246, 65114, malang, telp. 0341-464318 e-mail korespondensi: zakiyahbamuzaham68@gmail.com abstrak ulat grayak (spodoptera litura) merupakan salah satu jenis hama terpenting yang menyerang tanaman palawija dan sayuran di indonesia. sejauh ini kerugian yang dialami sektor pertanian indonesia akibat serangan hama menurunkan produktivitas pertanian. penggunaan pestisida sintetis di lingkungan pertanian menjadi masalah yang sangat dilematis. penggunaan insektisida nabati merupakan alternatif untuk mengendalikan serangga hama. penelitian ini bertujuan untuk mengetahui efektifitas buah crescentia cujete dan bunga syzygium aromaticum sebagai insektisida nabati pengendali spodoptera litura. jenis penelitian ini adalah true experiment research. penelitian dilakukan dengan dua perlakuan yaitu jenis insektisida nabati dan jenis konsentrasi. hasil penelitian menunjukkan perlakuanyang palingefektif pada jenis insektisida adalah a3 (insektisida campuran) didapatkan hasil rerata mortalitas spodoptera litura sebesar 9,33, sedangkan pada jenis konsentrasi yakni perlakuan b5 (75%) dengan hasil rerata sebesar 9,33. namun tidak ada pengaruh interaksi anatara jenis insektisida dengan jenis konsentrasi maka dilakukan anasilis tunggal pada masing – masing perlakuan. penelitian ini manfaatkan sebagai sumber belajar berupa liflet. kata kunci: spodoptera litura, insektisida nabati, crescentia cujete, syzygium aromaticum,leaflet abstract grayak worm (spodoptera litura) is one of the most important bugs that attack the palawija and the vegetables in indonesia. so far, the detriment of suffered indonesia’s agricultural sector due to bugs reduce agricultural productivity. the use of synthetic pesticides in the agricultural environment be a problem that makes dilemma. the use of insecticide plants is an alternative to control the insect bugs. this research aims to determine the effectiveness of fruit and flowers crescentia cujete syzygium aromaticum as botanical insecticide controlling spodoptera litura. this type of research is true experiment research. the research was conducted with two types of botanical insecticide treatment and type of concentration.the results show that the effective treatment to the insecticide is a3 (the mixture of insecticid) showed the average mortality is 9.33, while on the types of the treatment of b5 (75%) with the average result is 9,33. but, there is no interaction effect between the insecticide with the kind of concentration, accordingly do the single analysis for each treatment. this research utilized as a learning resource in the form of leaflets. keywords: spodoptera litura, botanical insecticides, crescentia cujete, syzygium aromaticum,leaflets ulat grayak (spodoptera litura) merupakan salah satu jenis hama terpenting yang menyerang tanaman palawija dan sayuran di indonesia. hama ini bersifat polifag. hama ini sering mengakibatkan penurunan produktivitas bahkan kegagalan panen karena menyebabkan daun dan buah sayuran menjadi sobek, terpotong-potong dan berlubang. hama tersebut bila tidak segera diatasi maka daun atau buah tanaman di areal pertanian akan habis. serangan hama pengganggu tanaman yang tidak terkendali akan menyebabkan kerugian yang cukup besar bagi para petani (samsudin, 2008). mailto:zakiyahbamuzaham68@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 266 kerugian yang dialami sektor pertanian indonesia akibat serangan hama dan penyakit mencapai miliyaran rupiah dan menurunkan produktivitas pertanian. tingkat kerusakan yang disebabkan oleh ulat grayak (spodoptera litura)dapat mencapai 57% (halim et al., 2014). menghadapi seriusnya kendala tersebut, sebagian besar petani indonesia menggunakan pestisida kimiawi. upaya tersebut memberikan hasil yang cepat dan efektif, namun penggunaan pestisida kimiawi yang berlebihan memberi dampak negatif terhadap lingkungan dan manusia (djunaedy,2009). penggunaan pestisida sintetis di lingkungan pertanian menjadi masalah yang sangat dilematis, penggunaan pestisida sintetisakan mengakibatkan kehilangan hasil yang diakibatkan organisme penggangu tumbuhan (opt) dapat ditekan, tetapi akan menimbulkan dampak negatif terhadap lingkungan seperti berkembangnya ras hama yang resisten terhadap insektisida, resurjensi hama, munculnya hama sekunder, terbunuhnya musuh alami hama dan hewan bukan sasaran lainnya, serta terjadinya pencemaran lingkungan (prijono, 2008). sedangkan di lain pihak tanpa penggunaan pestisida akan sulit menekan kehilangan hasil yang diakibatkan opt (kardinan, 2002). pengendalian terhadap ulat grayak pada tingkat petani pada umumnya masih menggunakan insektisida yang berasal dari senyawa kimia sintesis yang dapat merusak organisme non target, resistensi hama, resurgensi hama dan menimbulkan efek residu pada tanaman dan lingkungan. untuk meminimalkan penggunaan insektisida perlu dicari pengendalian pengganti yang efektif dan aman terhadap lingkungan (laoh, 2003). karena itu, perlu dikembangkan metode pengendalian yang lebih efektif dan ramah lingkungan.insektisida nabati merupakan insektisida yang berbahan baku tumbuhan yang mengandung senyawa aktif berupa metabolit sekunder yang mampu memberikan satu atau lebih aktivitas biologi, baik pengaruh pada aspek fisiologis maupun tingkah laku dari hama tanaman serta memenuhi syarat untuk digunakan dalam pengendalian hama. tumbuhan majapahit (crescentia cujete) merupakan famili dari bignoniaceae yang memiliki beberapa potensi. kandungan kimia yang ada pada daun, batang dan buah c. cujete l adalah polifenol dan saponin. menurut ogbuagu (2008), kandungan kimia yang ada dalam daging buah majapahit (crescentia cujete) diantaranya adalah senyawa alkaloid, flavonoid, dan tanin.kandungan dalam tanaman majapahit dapat bersifat racun bagi beberapa hewan terutama hewan berdarah dingin. menurut solichah (2013) penelitian terdahulu mengenai “efektivitas bioinsektisida tanaman majapahit (crescentia cujete) dalam pengendalian hama helicoverpa armigera pada tanaman kedelai (glycine max)” didapatkan hasil bahwa konsentrasi 70% ekstrak buah majapahit dapat mengurangi populasihelicoverpa armigera (solichah, 2013). selain buah majapahitpahit, pengendalian hama ulat grayak juga dapat dilakukan dengan menggunakan pestisida nabati dari cengkeh. penggunaan pestisida nabati atau senyawa bioaktif alamiah yang berasal dari minyak atsiri tumbuhan, selain menghasilkan senyawa primer (primary metabolite) dalam proses metabolismenya, tumbuhan juga menghasilkan senyawa sekunder (secondary metabolite) misalnya fenol, alkaloid, terpenoid, dan senyawa lain. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 267 senyawa sekunder ini merupakan pertahanan tumbuhan terhadap serangga hama (rukmana, 2002).eugenol cengkeh dapat dimanfaatkan sebagai bahan baku pestisida nabati, mengingat beberapa hasil penelitian menunjukkan senyawa eugenol efektif mengendalikan nematoda, jamur patogen, bakteri dan serangga hama. permasalahan diatas berkaitan dengan konsep biologi yang diajarkan pada sekolah menengah pertama (smp) kelas vii semester 2, materi interaksi makhluk hidup dengan lingkungannya, pada kd 3.9 “mendeskripsikan pencemaran dan dampaknya bagi makhluk hidup”. pencapaian materi tersebut dapat dimanfaatkan dengan berbagai cara, salah satunya dengan memanfaatkan inovasi pembelajaran berupa sumber belajar leaflet. berdasarkan latar belakang tersebut perlu kiranya dilakukan penelitian mengenai “uji efektifitas insektisida nabati buah crescentia cujete dan bunga syzygium aromaticum terhadap mortalitas spodoptera litura secara in vitro”. metode penelitian ini dilaksanakan di laboratorium biologi universitas muhammadiyah malang. jenis penelitian ini adalah true experiment reseach. rancangan percobaan yang digunakan adalah rancangan acak lengkap (ral). penelitian ini menggunakan 2 faktor dan 2 ulangan. dua faktor tersebut adalah a). faktor 1: faktor jenis insektisida nabati, dan b). faktor 2 : faktor jenis konsentrasi. pengamatan dilakukan dengan cara menghitung jumlah mortalitas ulat grayak selama kurang lebih 3 x 24 jam. populasi dalam penelitian ini adalah ulat grayak dari balitas karang ploso malang.sampel dari penelitian ini adalah 320 ulat garyak pada instar iii. teknik sampling yang digunakan adalah simple random sampling. simple random sampling merupakan pengambilan sampel secara sederhana dengan syarat memiliki karakteristik yang sama atau homogen. alat dan bahan alat yang diperlukan selama penelitian diantaranya adalah: kain saring, botol kaca 250 ml, gelas ukur 100 ml, enlemeyer, tabung ukur, timbangan analitik, blender dan juicer, wadah ulat grayak, kertas label, kuas/penyemprot, buah majapahit, bunga cengkeh kering, ulat grayak instar iii, daun jarak, air/aquades. pembuatan insektisida mempersiapakan bahan insektisida nabati, menghancurkan bahan, menyaring hasil pengahancuran bahan, mendiamkan insektisida nabati selama 24 jam pada wadah tertutup. pada insektisida nabati campuran dilakukan dengan melakukan kombinasi antara buah majapahit dan bunga cengkeh sesuai dengan konsentrasi tertentu. pembuatan konsentrasi konsentrasi yang digunakan dalam penelitian ini adalah 15%, 30%, 45%, 60%, 75% dan kontrol. pembuatan masingmasing kepekatan dilakukan dengan cara pengenceran dari sediaan insektisida nabati 100%. larutan konsentrasi insektisida nabati buah majapahit, bunga cengkeh, dan campuran yang dibuat adalah 100 ml pada tiap–tiap konsentrasi. rumus dalam pembuatan konsentrasi adalah sebagai berikut. 𝑀1 × 𝑀1 = 𝑉2 × 𝑀2 (1) jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 268 hasil dan pembahasan hasil penelitian uji efektifitas insektisida nabati buah majapahitpahit, bunga cengkeh, dan campuran keduanya dengan berbagai macam konsentrasi (15%,30%,45%,60%,75%) terhadap mortalitas ulat grayak (spodoptera litura) mendapatkan hasil pengamatan dan perhitungan motalitas ulat grayak (spodoptera litura) instar iii berbeda pada setiap perlakuan. data hasil keseluruhan mortalitas ulat grayak (spodoptera litura)selama 3 hari tersaji pada tabel 1. tabel 1. data hasil keseluruhan mortalitas ulat grayak (spodoptera litura) setelah 3 hari pengamatan perlakuan ulangan jumlah rerata i ii a0b0 0 0 0 0 a1b1 5 5 10 5 a1b2 5 6 11 6 a1b3 6 7 13 7 a1b4 7 8 15 8 a1b5 8 8 16 8 a2b1 6 7 13 7 a2b2 7 7 14 7 a2b3 8 8 16 8 a2b4 8 9 17 9 a2b5 10 10 20 10 a3b1 8 8 16 8 a3b2 8 9 17 9 a3b3 10 10 20 10 a3b4 10 10 20 10 a3b5 10 10 20 10 jumlah 238 7,4375 berdasarkan tabel 1 menunjukkan persentase hasil mortalitas ulat grayak (spodoptera litura). pelakuan insektisida nabati buah majapahitpahit, bunga cengkeh, campuran dengan konsentrasi 75% setelah 3 x 24 jam aplikasi mempunyai rata-rata mortalitas ulat grayak (spodoptera litura) tertinggi sebanyak 8 ekor, 10 ekor, dan 10 ekor. sebaliknya rata-rata persentase mortalitas ulat grayak (spodoptera litura) terendah adalah yakni 0 ekor pada perlakuan kontrol. analisis data pada penelitian ini menggunakan uji anava dua jalan dengan 2 variabel bebas yaitu jenis insektisida buah majapahitpahit, bunga cengkeh, dan campuran keduanya serta berbagai konsentrasi yaitu 15%, 30%, 45%, 60%, dan 75%., serta 1 variabel terikat yaitu mortalitas ulat grayak (spodoptera litura). data yang diperoleh dari penelitian ini adalah efektifitas jenis insektisida dan konsentrasi terhadap mortalitas ulat grayak (spodoptera litura). selanjutnya data hasil penelitian dianalisis dengan menggunakan uji normalitas (liliefors), uji homogenitas (barlett), uji varian dua faktor, dan uji duncan’s 5%. berdasarkan uji normalitas (liliefors) pada taraf 5% didapatkan hasil bahwa perlakuan kontrol negatif (aquades), insektisida buah majapahit, bunga cengkeh, dan campuran keduanya, serta berbagai konsentrasi insektisida 15%, 30%, 45%, 60%, 75% setelah 72 jam terdapat pada lampiran 3. sedangkan rangkuman keseluruhan hasil uji normalitas 72 jam atau 3 x 24 jam didapatkan hasil nilai lhitung (0.1515) < ltabel (0,1566) maka h0 diterima, artinya semua data berdistribusi normal. setelah data berdistribusi normal, selanjutnya dilakukan analisis uji jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 269 homogenitas (barlett). berdasarkan uji homogenitas bahwa perlakuan kontrol negatif (aquades), insektisida buah majapahit, bunga cengkeh, dan campuran keduanya, serta berbagai konsentrasi insektisida 15%, 30%, 45%, 60%, 75% setelah 72 jam terdapat pada lampiran 4. sedangkan rangkuman keseluruhan hasil uji homogenitas pada pengamatan 3 x 24 jam diperoleh hasil x 2 terkoreksi nilainya (14,78) < x 2 tabel, yaitu (25,0) maka ho diterima, artinya semua variasi data homogen. hasil uji hasil anava dua faktor dapat dilihat pada tabel berikut. tabel 2. hasil analisis anava dua faktor mortalitas ulat grayak (spodoptera litura) setelah 3 x 24 jam sk db jk kt f-hit f-tab 5% 1% perlaku an 15 192,875 12,8583 68,578 ** 2,35 3,41 a 2 39,267 19,6335 104,712 ** 3,63 6,23 b 4 32,867 8,2168 43,823 ** 3,01 4,77 ab 8 2,733 0,3417 1,822 ns 2,59 3,89 galat 16 3,00 0,1875 2,33 3,37 total 31 195,875 keterangan:angka yang diikuti tanda bintang (**) menunjukkan pada taraf nyata 5% pada taraf nyata 5% nilai ftabel pada tabel 2 menunjukkan fhitung > ftabel berarti ho ditolak, artinya ada pengaruh jenis insektisida nabati dan jenis konsentrasi, terhadapmortalitasulatgrayak(spodopteralit ura). tetapi pada hasil uji anava interaksi antara jenis insektisida nabati dengan jenis konsentrasi tidak terjadi insteraksi yang berbeda nyata. setelah diketahui hasil dari uji anava 2 jalan, maka selanjutnya dilakukan uji statistik lanjutan yang digunakan untuk melihat perbedaan nyata dari masingmasing faktor menggunakan uji duncan’s 5%. karena tidak terjadinya interaksi antara jenis insektisida dengan jenis konsentrasi maka perhitungan uji duncan’s 5% dilakukan dengan menguji faktor tunggal yaitu faktor (a) yaitu jenis insektisida dan faktor (b) yaitu jenis konsentrasi. hasil dari uji duncan’s 5% diperoleh hasil uji lengkap perhitungan pada lampiran 6. sedangkan ringkasan hasil uji setiap perlakuan dapat dilihat pada tabel 3. tabel 3. hasil notasi uji duncan’s 5% faktor a (jenis insektisida) perlakuan rerata mdrs 5% notasi a1 6,5 0,92 a a2 8,0 0,96 b a3 9,3 0,99 c tabel 4. hasil notasi uji duncan’s 5% faktor b (jenis konsentrasi) perlakuan rerata mdrs 5% notasi b1 6,5 0,92 a b2 7,0 0,96 a b3 8,17 0,99 b b4 8,67 1,01 b b5 9,33 1,02 c berdasarkan tabel diatas menunjukkan hasil yaitu perlakuan insektisida nabati buah majapahitpahit, bunga cengkeh, dan campuran keduanya memiliki perbedaan nyata. hal tersebut dilihat dari nilai notasi pada setiap perlakuan yang berbeda. untuk menentukan perlakuan yang terbaik dilihat dari tingginya rerata mortalitas ulat grayak. perlakuan jenis insektisida yang terbaik adalah a3. a3 (insektisida nabati campuran antara insektisida nabati buah majapahitpahit dengan insektisida nabati bunga cengkeh) merupakan perlakuan yang memiliki rerata mortalitas ulat grayak yang tertinggi yaitu 9,33. notasi perlakuan tersebut adalah “c”. sedangkan berdasarkan tabel diatas menunjukkan hasil yaitu perlakuan jenis konsentrasi memiliki perbedaan nyata pada salah satu perlakuannya. hal tersebut dilihat dari nilai notasi pada setiap perlakuan yang berbeda pada salah satu perlakuannya. perlakuan konsentrasi yang terbaik adalah jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 270 b5. b5 merupakan konsentrasi tertinggi yaitu 75% dan memiliki rerata mortalitas ulat grayak yang tertinggi yaitu 9,33. notasi perlakuan tersebut adalah “c”. pengaruh pemberian jenis insektisida nabati terhadap mortalitas ulat grayak (spodoptera litura)secara in vitro. hasil uji analisis anava dua jalan pada tabel 4.2 menunjukkan bahwa fhitung perlakuan (68,578**) > (2,35), fhitung varian a (jenis insektisida nabati) (104,712**)>(3,63), fhitung varian b (berbagai jenis konsentrasi) (43,823**)>(3,01),fhitung varian ab (interaksi jenis insektisida nabati dan berbagai konsentrasi) (1,822”ns”) < (2,59). pada taraf nyata 5% nilai ftabel pada tabel 2 menunjukkan fhitung>ftabel berarti ho ditolak. ho ditolak artinya hi diterima yaitu ada pengaruh insektisida nabati, ada pengaruh konsentrasi, tetapi tidak ada pengaruh interaksi antara jenis insektisda dan konsentrasi terhadap mortalitas ulat grayak (spodoptera litura). hasil rerata mortalitas ulat grayak (spodoptera litura) pada perlakuan kontrol mortalitas sebesar 0 ekorsetelah 3 hari pengaplikasian. pada perlakuan jenis insektisida nabati buah majapahitpahit dengan konsentrasi 15% didapatkan rerata mortalitas ulat grayak sebesar 5 ekor, konsentrasi 30% sebesar 5,5 ekor, konsentrasi 45% sebesar 6,5 ekor, konsentrasi 60% sebesar 7,5 ekor, dan konsentrasi 75% sebesar 8 ekor. pada perlakuan jenis insektisida nabati bunga cengkeh dengan konsentrasi 15% didapatkan rerata mortalitas ulat grayak sebesar 6,5 ekor, konsentrasi 30% sebesar 7 ekor, konsentrasi 45% sebesar 8 ekor, konsentrasi 60% sebesar 8,5 ekor, dan konsentrasi 75% sebesar 10 ekor. pada perlakuan jenis insektisida nabati campuran insektisida buah majapahitdan insektisida bunga cengkeh dengan konsentrasi 15% didapatkan rerata mortalitas ulat grayak sebesar 8 ekor, konsentrasi 30% sebesar 8,5 ekor, konsentrasi 45% sebesar 10 ekor, konsentrasi 60% sebesar 10 ekor, dan konsentrasi 75% sebesar 10 ekor. hasil penelitian rerata mortalitas ulat grayak (spodoptera litura) pada tabel 1 menunjukkan bahwa terjadi peningkatan rerata mortalitas ulat grayak (spodoptera litura) pada setiap perlakuan jenis insektisida nabati dan berbagai konsentrasi. hal ini berkaitan dengan konsentrasi yang digunakan, semakin tinggi konsentrasi maka peningkatan efek racun juga semakin tinggi. dengan kata lain semakin tinggi konsentrasi yang digunakan maka akan semakin tinggimortalitas ulat grayak (spodoptera litura) dan sebaliknya. hal ini sesuai dengan purba (2007) yang menyatakan bahwa peningkatan konsentrasi berbanding lurus denganpeningkatan bahan racun tersebut, sehinggadaya bunuh semakin tinggi. perbedaan mortalitas ulat grayak (spodoptera litura) juga disebabkan oleh perbedaan jenis insektisida yang masuk kedalam tubuh ulat grayak (spodoptera litura). syahputra dan endarto (2012) menyatakan bahwa berbagai faktor dapat mempengaruhi keberhasilan suatu insektisida dalam menyebabkan kematian serangga sasaran, diantaranya jenis insektisida, konsentrasi dan cara aplikasi insektisida, jenis serangga, fase perkembangan dan umur serangga serta faktor lingkungan. hal ini dibuktikan oleh hasil penelitian pada tabel 1 mortalitas ulat grayak yaitu pada insektisida buah majapahitpahit rerata mortalitas ulat grayak (spodoptera litura) mematikan larva uji jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 271 sebesar 8 ekor pada perlakuan a1b5 yakni dengan konsentrasi 75%. pada insektisida nabati bunga cengkeh mortalitas ulat grayak (spodoptera litura) mematikan larva uji sebesar 10 ekor pada perlakuan a2b5 yakni dengan konsentrasi 75%. sedangkan pada campuran insektisida nabati buah majapahitpahit dan insektisida nabati bunga cengkeh mortalitas ulat grayak (spodoptera litura)rerata mematikan larva uji sebesar 10 ekor pada perlakuan a3b3 yakni dengan konsentrasi 75%. dengan demikian dapat diasumsikan bahwa kematian pada larva uji disebabkan karena kandungan senyawa kimia dalam insektisida nabati buah majapahitpahit dan bunga cengkeh dan jenis konsentrasi. senyawa yang terkandung dalam tumbuhan dan berfungsi sebagai insektisida diantaranya adalah golongan sianida, saponin, tannin, flavanoid, alkaloid, steroid dan minyak atsiri (naria, 2005). tanaman majapahit (crescentia cujete) merupakan tanaman yang bisa dimanfaatkan sebagai insektisida nabati. kandungan fitokimia yang terdapat pada buah majapahitpahit yang terdiri dari tanin, flavonoid, saponin, dan alkaloid. penelitian tentang skrining fitokimia kandungan buah majapahitpahit oleh ejelonu, et al., (2011) dan ogbuagu (2008), memperoleh hasil bahwa buah majapahitpahit mengandung senyawafenol, flavonoid, tanin, saponin, alkaloid. sedangkan tanaman cengkeh (syzigium aromaticum) juga dapat dimanfaatkan sebagai insektisida nabati. kandungan fitokimia yang terdapat pada bunga cengkeh yang terdiri dari minyak atsiri 10%-20% dan fenol (eugenol) mencapai 90% (wiratno, 2010). campuran insektisida nabati buah majapahitpahit dan bunga cengkeh dimaksudkan untuk bisa mengendalikan hama ulat grayak. heo et al. (2006) menyebutkan kombinasiinsektisidanabati digunakan dengan harapan dapat memberikan efek yang lebih baik dibandingkan dengan tanaman tunggalnya. terdapat berbagai macam interaksi mungkin yang terjadi di dalam kombinasi ekstrak yaitu efek sinergis, efek tidak sinergis, dan efek aditif. efek sinergis terjadi apabila masingmasing komponen mempunyai efek tertentu dan kombinasi komponen dapat memberikan efek yang lebih tinggi daripada kalkulasi masing-masing efek komponen tunggalnya (shao dkk., 2004; vattem dkk, 2005). efek tidak sinergis terjadi apabila kombinasi memberikan efek yang lebih rendah dibandingkan dengan komponen tunggalnya (pinelo, 2004; wang dkk., 2000). proses formulasi atau campuran merupakan proses untuk memperbaiki sifatsifat bahan teknis agar sesuai untuk keperluan penyimpanan, penanganan, aplikasi, peningkatan efektifitas, atau keamanan bagi manusia dan lingkungan (untung, 2006). kombinasi antara buah majapahitpahit (kandungan fitokimia yaitu tanin, flavonoid, saponin, alkaloid) dengan bunga cengkeh (kandungan fitokimia yaitu eugenol) terjadi efek sinergisme. hal ini dikarenakan cara kerja dari masing-masing kandungan senyawa berbeda. flavonoid merupakan senyawa pertahanan tumbuhan yang bersifat menghambat nafsu makan serangga (dinata, 2008). saponin dapat menghambat kerja enzim proteolitik yang menyebabkan penurunan aktivitas enzim percernaan dan penggunaan protein (suparjo, 2008). tannin dapat menurunkan kemampuan mencerna makanan pada serangga dengan cara menurunkan aktivitas enzim percernaan (dinata, 2008). eugenol bertindak sebagai racun perut dan jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 272 menghambat reseptor perasa pada mulut larva (prasetya, 2006). pada konsentrasi tinggi minyak cengkeh juga dapat bersifat membius dan toksis terhadap hama (sutoyo dan wirioadmojo, 1997). dengan demikian, perbedaan rerata mortalitas ulat grayak (spodoptera litura) dipengaruhi oleh jenis insektisida nabati dan berbagai konsentrasi insektisida nabati. pada perlakuan berbagai konsentrasi menunjukkan bahwa mortalitas tertinggi terdapat pada konsentrasi tertinggi yaitu 75%, sedangkan pada jenis insektisida nabati yang tertinggi mematikan ulat grayak (spodoptera litura) adalah insektisida a3 yaitu campuran buah majapahitpahit dan bunga cengkeh. hal tersebut dikarenakan kandungan senyawa aktif pada insektisida campuran lebih banyak. sehingga lebih cepat menghambat proses metabolisme tubuh ulat grayak (spodoptera litura). perlakuan jenis insektisida nabati yang efektif mempengaruhi mortalitas ulat grayak (spodoptera litura)secara in vitro berdasarkan perlakuan insektisida nabati buah majapahitpahit, bunga cengkeh, campuran kedua dengan berbagai konsentrasi yang berbeda didapatkan perlakuan yang paling efektif terdapat pada perlakuan faktor a jenis insektisida adalah insektisida a3 yaitu perlakuan insektisida nabati campuran dengan konsentrasi. hasil tersebut dapat dilihat dari hasil uji duncan’s 5% pada tabel 4.3, dimana perlakuan a3 memliki rerata mortalitas ulat grayak sebesar 9,33 dengan mdrs 5% sebesar 0,99. perlakuan jenis insektisida a3 dikatakan paling efektif karena memiliki pengaruh yang lebih tinggi dibandingkan a1, dan a2. sedangkan pada perlakuan faktor b jenis konsentrasi adalah konsentrasi b5 (75%). hasil tersebut dapat dilihat dari hasil uji duncan’s 5% pada tabel 4.4, dimana perlakuan b5 memliki rerata mortalitas ulat grayak sebesar 9,33 dengan mdrs 5% sebesar 1,02. hal ini sesuai dengan fitmaya (2006) yang menyatakan bahwa semakin tinggi konsentrasi insektisida yang diberikan maka semakin tinggi pula kandungan aktifnya sehingga dapat meningkatkan gangguan metabolisme dalam hewan uji dan menyebabkan rerata kematian semakin meningkat. cara kerja insektisida dalam tubuh serangga dikenal sebagai mode of action dan cara masuk atau mode of entry. mode of action adalah cara insektisida memberikan pengaruh melalui titik tangkap didalam tubuh serangga. titik tangkap pada serangga biasanya berupa enzim atau protein. cara kerja insektisida yang digunakan dalam pengedalian hama terbagi lima kelompok yaitu mempengaruhi sistem saraf, menghambat produksi energi, mempengaruhi sistem endokrin, menghambat produksi kutikula, dan menghambat keseimbangan air. mode of entry adalah cara insektisida masuk kedalam tubuh serangga, dapat melalui kutikula (racun kontak), alat perncernaan (racun perut), atau lubang pernafasan (racun pernafasan) (kementrian kesehatan ri, 2012). pada pengujian insektisida nabati dapat menggunakan metode ilmiah atau metode sederhana. pada dasarnya pengujian insektisida nabati dengan metode sederhana dapat dikelompokkan menjadi (1) metode residu daun (2) pengujian efek kontak (3) metode pencampuran makanan (4) pengujian efek sistemik (sudarmo, 2005). pada penelitian ini menggunakan metode residu pada daun yaitu metode pencelupan daun. dalam metode ini membuat residu insektisida menempel pada daun. daun jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 273 yang telah mengandung residu insektisida nabati akan diberikan ke serangga uji sebagai makanan. pengujian toksisitas insektisida sudah ditentukan dengan toksisitas relatif insektisida yaitu dengan menggunakan konsentrasi letal concentration lc50. nilai lc50 adalah konsentrasi insektisida yang diperlukan untuk membunuh 50% dari individu-individu spesies uji dalam kondisi percobaan yang ditetapkan. hasil penelitian mendapatkan hasil keseluruhan perlakuan memiliki hasil mortalitas lebih dari 50%. perhitungan mortalitas biasanya dilakukan 24 jam dan 48 jam setelah pengaplikasian insektisida. menurut untung (2006), pengujian tingkat toksisitas terhadap larva uji dilakukan dengan memberikan melalui makanan (oral), aplikasi kulit (dermal), melalui pernafasan (respiratori,inhalasi). semakin rendah nilai lc50 maka semakin tinggi toksisitas insektisida tersebut. efek toksisitas biasanya tercapai bila suatu rangsangan mencapai suatu nilai tertentu sehingga timbul mekenisme biologis yang nyata. toksisitas adalah salah satu kemampuan yang melekat pada suatu bahan untuk menimbulkan keracunan. pengujian senyawa toksisitas suatu senyawa dibagi menjadi dua golongan yaitu uji toksisitas umum, dan uji toksisitas khusus. pengujian toksisitas umum meliputi berbagai pengujian yang dirancang untuk mengevaluasi keseluruhan efek umum suatu senyawa pada hewan uji. pada pengamatan, hama ulat grayak yang mati dengan perlakuan insektisida nabati mengalami perubahan pada gerakan tubuh, dan warna tubuh. terjadinya perubahan warna pada tubuh hama menjadi gelap serta gerakan tubuh hama yang sangat lambat apabila disentuh dan selalu membengkokkan tubuhnya diakibatkan oleh senyawa aktif insektisida nabati. hal tersebut dapat dilihat pada hasil foto pengamatan gambar 1, pada bagian (a) gambar ulat grayak pada keadaan awal sebelum aplikasi insektisida, (b) menunjukkan tidak adanya gerakan tubuh hama ulat grayak, (c) terjadi perubahan warna menjadi gelap. gambar 1. hasil mortalitas ulat grayak. (a) gambar ulat grayak pada keadaan awal sebelum aplikasi insektisida, (b) menunjukkan tidak adanya gerakan tubuh hama ulat grayak, (c) terjadi perubahan warna menjadi gelap. cara kerja insektisida nabati tanaman majapahit dalam meracuni serangga adalah terlihat gangguan fisik pada tubuh serangga bagian luar (kutikula), yakni mencuci lapisan lilin yang melindungi tubuh serangga yang menyebabkan kematian kerena serangga akan kehilangan banyak cairan tubuh (sholichah, 2013). kasumbogo (2006) menambahkan bahwa cara masuknya insektisida ke dalam tubuh serangga diantaranya sebagai racun perut yang masuk melalui saluran pencernaan makanan atau perut. senyawa toksik serangga akan menembus dinding usus yang selanjutnya akan mengganggu metabolisme serangga akan menyebabkan kekurangan energi yang diperlukan untuk aktivitas hidupnya, kejang dan lambat laun akan menyebabkan kematian. posisi tubuh larva yang berubah dari keadaan normal ini disebabkan oleh senyawa flavonoid. dinata (2009) menyebutkan bahwa senyawa flavonoid menimbulkan kelayuan pada saraf a b c jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 274 akibatnya larva tidak bisa bernafas dan akhirnya mati. ukuran tubuh larva yang mati setelah aplikasi, hal ini disebabkan terjadinya peregangan dan mengalami perpanjangan. hal ini disesuaikan dengan teori yang dikemukakan oleh aminah (2001) bahwa saponin yang masuk kedalam larva dapat menurunkan tegangan permukaan selaput mukosa. tannin dapat menurunkan kemampuan mencerna makanan pada serangga dengan cara menurunkan aktivitas enzim percernaan (dinata, 2008). senyawa alkaloid masuk ke tubuh larva dengaan merusak struktur protein. eugenol bertindak sebagai racun perut dan menghambat reseptor perasa pada mulut larva (prasetya, 2006). menurut penelitian asthuti mega (2012) cara kerja insektisida nabati tanaman cengkeh dilakukan dengan racun kontak langsung. insektisida nabati langsung disemprotkan pada tubuh larva uji. racun kontak ada insektisida yang bekerja lewat saluran pernapasan. serangga kan mati bila menghirup insektisida dalam jumlah yang cukup. dengan adanya zat bioaktif yang berfungsi sebagai insektisida nabati yang dikandung oleh tanaman cengkeh akan menyebabkan aktifitas larva uji terhambat, yang ditandai dengan gerakan ulat yang lamban, tidak memberikan respon gerak, nafsu makan berkurang dan akhirnya mati. hasil penelitian diatas dapat digunakan sebagai acuan bahwa insektisida nabati buah majapahitpahit dan bunga cengkeh dapat dimanfaatkan sebagai insektisida nabati terutama terhadap ulat grayak (spodoptera litura). selain itu insektisida nabati buah majapahitpahit dan bunga cengkeh dapat dimanfaatkan sebagai acuan insektisida nabati yang ramah lingkungan. bentuk sumber belajar berupa brosur leaflet ialah bahan cetak tertulis berupa lembaran yang dilipat tapi tidak dijahit, agar terlihat menarik leaflet didesain secara cermat dilengkapi dengan ilustrasi dan menggunakan bahasa yang sederhana,singkat, dan mudah dipahami. leafletsebagai sumber belajar juga harus memuat materi yang dapat menggiring siswa untuk menguasai satu atau lebih kd (murni, 2010). hal ini sesuai dengan yang diajarkan di sekolah menengah pertama (smp) kelas vii semester 2, materi interaksi makhluk hidup dengan lingkungannya, pada kompetensi dasar (kd) 3.9 “mendeskripsikan pencemaran dan dampaknya bagi makhluk hidup”. penutup berdasarkan hasil penelitian mengenai uji efektifitas insektisda nabati buah majapahitpahit (crescentia cujete) dan bunga cengkeh (syzigium aromaticum) terhadap mortalitas ulat grayak (spodoptera litura) secara in vitro diperoleh kesimpulan sebagai berikut. (a) ada pengaruh pemberian jenis insektisida nabati terhadap mortalitas ulat grayak (spodoptera litura) yakni perlakuan a3 (insektisida nabati campuran buah majapahitpahit dan bunga cengkeh) dengan hasil rerata sebesar 9,33. (b) ada pengaruh pemberian berbagai konsentrasi terhadap mortalitas ulat grayak (spodoptera litura) yakni perlakuan b5 (konsentrasi 75%) dengan hasil rerata sebesar 9,33. (c) tidak ada pengaruh pemberian interaksi jenis insektisida nabati dan berbagai konsentrasi terhadap mortalitas ulat grayak (spodoptera litura). (d) pemberian insektisida campuran insektisida buah majapahitpahit dan bunga cengkeh yang paling efektif adalah jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 275 perlakuan a3dan konsentrasi yang terbaik adalah b5 konsentrasi 75%. daftar rujukan aminah. 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(2013). pengendalian serangga hama menggunakan insektisida nabati. makalah dipresentasikan pada penyuuhan terhadap kelompok tani berkah makmur dusun gunung malang desa serang rt.03/rw.07, kabupaten purbalingga, 18 mei. purba. (2007). uji efektifitas ekstrak daun mengkudu (morinda citrifiola) terhadap plutella xylostella l. di laboratorium (skripsi tidak dipublikasikan). medan: fakultas pertanian, universitas sumatera utara. rukmana, r., & oesman, y. y. (2002). nimba tanaman penghasil pestisida alami. yogyakarta: kanisius. solichah, a., r. (2013). efektivitas bioinsektisida tanaman majapahit (crescentia cujete) dalam pengendalian hama helicoverpa armigera pada tanaman kedelai (glycine max). (skripsi tidak dipublikasikan). malang: program studi pendidikan biologi, fkip, http://arda.studentsblog.undip.ac.id/2008 http://arda.studentsblog.undip.ac.id/2008 http://www.pertaniansehat.or.id/ jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 265-276) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rahma safirah etal., uji efektifitas insektisida 276 universitas muhammadiyah malang. sudarmo, s. (2005). pengendalian serangga hama dan penyakit kapas. yogyakarta: kanisius. sutoyo & b., wiroadmojo. (1997). uji insektisida botani daun nimba (azadirachta indica), daun pahitan (eupatorium inulifolium) dan daun kenikir (tagetes spp.) terhadap kematian larva spodoptera litura (f.) (lepidoptera: noctuidae) pada tanaman tembakau. makalah dipresentasikan pada kongres perhimpunan entomologi indonesia v dan simposium entomologi, universitas padjadjaran bandung, 24-26 juni. syahputra & endarto. (2012). aktivitas insektisida ekstrak tumbuhan terhadap diaphorina citri dan toxoptera citricidus serta pengaruhnya terhadap tanaman dan predator. bionatura-jurnal ilmuilmu hayati dan fisik, 14(3), 207– 214. untung. (2006). pengantar pengolahan hama terpadu edisi ke-2. yogyakarta: gadjah mada univerdity press. wiratno. (2010). efektifitas pestisida nabati berbasis minyak jarak pagar, cengkeh, dan serai wangi terhadap mortalitas nilaparvata lugens stahl. bogor: pusat penelitian dan pengembangan perkebunan. 1 vol. 4 no. 1, 2018; pp. 1-10 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 26/12/2017 revised: 09/02/2018 accepted: 14/03/2018 citation: amin, a. m., & adiansyah, r. (2018). lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills. jpbi (jurnal pendidikan biologi indonesia), 4(1), 1-10. https://doi.org/10.22219/jpbi.v4i1.5181 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills astuti muh. amin1* and romi adiansyah2 1biology education department, universitas pejuang republik indonesia makassar, south sulawesi, indonesia. 2) biology education department, stkip muhammadiyah bone, south sulawesi, indonesia *corresponding e-mail: astutiamin@gmail.com abstract critical thinking emerges when learners attempt to use their background knowledge to construct meaning through interpreting, analyzing, and manipulating information in responding to a problem or a question that requires more than a single correct answer. two factors that affect the improvement of the students’ critical thinking skills are lecturers’ activities and students’ activities. this study was a descriptive quantitative study which aimed to investigate (1) how lecturers perceive the development of students’ critical thinking skills and (2) drawbacks or obstacles that hinder the development of students’ critical thinking skills. the type of this research is a survey research with the descriptive quantitative approach. the research samples were taken from the population by using purposive sampling technique. data was collected using a questionnaire, an observation sheet, and interviews. the research findings are 32.05% of the lecturers evaluated their students' critical thinking skills; therefore, promoting lecturers' awareness of developing students' critical thinking skills is necessary. in addition, the results of the present study also indicated that the development of students' critical thinking skills could interfere with many aspects including lecturers, students, frequencies of scientific meetings, and facilities. keywords: awareness, critical thinking, lecturers’ perception © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction critical thinking is one of higher order thinking skills (hots) that are known to play a crucial role in moral, social, mental, cognitive, and science development (arends, 1997; pieterse, lawrence, & friedrich-nel, 2016). every human being has a potential to grow and develop to become a critical thinker because thinking indeed has a relationship with selforganization patterns that exist in every creature including humans (zubaidah, 2010). according to johnson (2002), critical thinking is not something that is difficult to put in practice and it does not belong to the high intelligence quotient (iq) people only, but critical thinking can be performed by anybody. ennis (1991) refers critical thinking to rational and reflective thinking which emphasizes on decision making based on what to believe or what to do. critical thinking can be easily performed by someone who has characteristics as a critical thinker. critical thinking allows students to take a closer look at a number of different or similar opinions to theirs. as a result, they can make a scientifically true judgment based on the contradictory arguments and be confident in making decisions (hasruddin, 2009). critical thinking is best understood as the ability of thinkers to take charge of their own thinking (fahim & masouleh, 2012). critical thinking is related to the cognitive development of an individual (papp et al., 2014; tew, 2015; tice, 2000; vong & kaewurai, 2017). creating a learning environment which allows students to be independent can accelerate the students' cognitive development (arends, 1997; zumbrunn, tadlock, & roberts, 2011). students’ learning achievement can be measured by the way they memorize and repeat facts and disconnected knowledge (with a particular application), catch the opportunities https://doi.org/10.22219/jpbi.v4i1.5181 amin & adiansyah / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 1-10 2 lecturers’ perception on students’ critical …. to understand difficult concepts and complex notions, evaluate new ideas, and formulate an essence of their own knowledge (zubaidah, 2016). teachers and lecturers can use learners' responses to evaluate their readiness to learn and introduce new concepts by challenging the students' viewpoints (bolstad, 2011). perception is a complex process through which individuals accept or summarize information from their environment (kaymaz, 2012; soekamto & winataputra, 1997). causal attribution theory is a cognitive theory which suggests that individuals are able to make conscious and rational decisions (malle, 2011; weiner, 1992). individual differences include various styles of consistent causal perception across situations (schunk, pintrich, & meece, 2012). good lecturers’ performances and high learning motivation will strengthen students’ to achieve their goals (amin, corebima, zubaidah, & mahanal, 2017a). learning approaches and methods used in the classroom should be able to promote students’ positive perception (lufri, 2004; zuljan & vogrinc, 2010). creating a fun, comfortable, and safe learning environment is very important in building students’ perception. students will feel more motivated when they learn in a fun and positive environment (amin & adiansyah, 2017). a research conducted by widyowati has shown that critical thinking ability has a significant correlation with students’ responses. if students can provide good responses towards learning process, they can also achieve well in learning (widiyowati, 2015). teacher-centered learning will result in inhibiting the development of students’ critical thinking skills (amin & corebima, 2016). students will feel that it is mandatory to follow the lesson. as a result, their independence, concept mastery, attitude, moral are not developing, proven by the fact that they obtained low scores in final exams (danial, 2010; sardiman, 2014). compared to the middle school teachers, lecturers should be more ready to implement learning models or strategies which can improve students’ thinking skills since lecturers are responsible for training prospective teachers both in the college and the workshop (corebima, 2016). this research aimed to investigate (1) how lecturers perceive the development of students’ critical thinking skills; (2) drawbacks or obstacles that hinder the development of students’ critical thinking skills. the results of the current research are expected to be a reflection for biology lecturers, teachers, students, and education practitioners to improve their awareness the importance of improving students’ critical thinking. furthermore, the lecturers and teachers can be more selective in implementing learning models or strategies which suit learners’ needs, such as the ones that can promote the 21st-century skills, including critical thinking skills. method this descriptive quantitative study was conducted from december 2015 to june 2016 in faculty of tarbiyah, universitas islam negeri alauddin makassar (uin alauddin makassar); faculty of teacher training and educational sciences, universitas pejuang republik indonesia makassar (upri makassar); biology education study program, sekolah tinggi keguruan dan ilmu pendidikan pembangunan indonesia makassar (stkip pi makassar); and biology education study program, sekolah tinggi keguruan dan ilmu pendidikan yapim maros (stkip yapim maros). the samples were taken by using purposive sampling technique. the criteria for selecting the samples from the university were: (1) the lecturers from accredited biology education program,(2) the lecturers had a minimum academic position as an expert assistant, and (3) biology lecturers had more than three years of teaching experience. the distribution of research samples is presented in table 1. table 1. research samples no college/univ. names number of respondents 1 uin alauddin makassar 12 lecturers 2 upri makassar 11 lecturers 3 stkip pi makassar 15 lecturers 4 stkip yapim maros 10 lecturers total number of respondents 48 lecturers a questionnaire was used as the main instrument to elicit the lecturers’ perception on the development of students’ critical thinking skills and to find out the obstacles faced by the students during the process. data was also collected through observation and interviews. the questionnaire was initially validated (construct validity) by the experts of learning. amin & adiansyah / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 1-10 lecturers’ perception on students’ critical …. 3 results and discussion lecturers’ perception on the development of students’ critical thinking skills the results of the questionnaire related to the lecturers’ perception on the development of students’ critical thinking skills are summarized in table 2. the results shows that only 32.05% of lecturers evaluated their students’ critical thinking skills. in fact, students’ critical thinking skills need to be trained in order that students are able to solve problems and make a better decision (caroll, 2004; pieterse et al., 2016). critical thinking skills are necessary because they add meaning to life. critical thinking skills are used to achieve a critical evaluation of what should be accepted or what should be done based on logical reasons. therefore, lecturers have to promote critical thinking skills of the students in the classroom (shim & walczak, 2012; swartz & perkins, 1990). table 2. results of the questionnaire no statements uin alauddin (%) upri makassar (%) stkip pi makassar (%) stkip yapim maros (%) average (%) 1 understand the advantages/importance of students’ critical thinking skills. 66.67 36.36 46.67 50.00 49.93 2 implement an innovative learning model or strategy to develop students’ critical thinking skills. 50.00 27.27 40.00 40.00 39.32 3 understand the importance of evaluating students’ critical thinking skills. 58.33 27.27 40.00 40.00 41.40 4 evaluate students’ critical thinking skills. 33.33 18.18 46.67 30.00 32.05 5 understand indicators used to evaluate students’ critical thinking skills. 41.67 27.27 46.67 40.00 38.90 6 be informed with the types/characteristics of concepts that students consider difficult. 50.00 45.45 53.33 50.00 49.70 7 understand the difficulties that students face in developing their critical thinking skills. 58.33 45.45 40.00 50.00 48.45 8 understand the efforts to overcome problems faced by students to develop their critical thinking skills. 41.67 36.36 40.00 40.00 39.51 9 help students practice their interpretation skills. 33.33 18.18 26.67 30.00 27.05 10 help students practice their analysis skills. 41.67 27.27 26.67 30.00 31.40 11 help students practice their inference/conclusion drawing skills. 50.00 36.36 33.33 50.00 42.42 12 help students practice their evaluation skills. 41.67 27.27 33.33 40.00 35.57 13 help students practice their explanation skills. 66.67 45.45 53.33 50.00 53.86 14 help students practice their self-regulation skills 33.33 18.18 20.00 20.00 22.88 amin & adiansyah / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 1-10 4 lecturers’ perception on students’ critical …. one thing can be done to improve students’ critical thinking skills is to implement an innovative learning model or strategy. however, research findings indicated that there were only 39.32% of the lecturers were successful in implementing a variation of learning model or strategy in the classroom. teachers and lecturers should conduct critical thinking activities in order to improve students' competencies. the results of a survey have proven that most of the classroom activities conducted by lecturers in makassar are dominated by lectures (58.13%), discussion (18.47%), question and answer (21.37%), demonstration (1.89%), assignment (13.96%), experiments (11.72%), and others (2.63%). according to amin, corebima, zubaidah, & mahanal (2017b) the high percentage of lectures suggests that the lecturers should improve their competence and professionalism so that they can improve the quality of learning in their classroom. learning models, strategies, methods, or techniques used by teachers in the classroom have to meet students’ learning styles, students’ characteristics, the characteristics of learning materials, and emphasize on students’ activities. in fact, research findings reported that only 39.51% of the lecturers understood how to overcome problems related to the improvement of their students’ critical thinking skills. students’ critical thinking skills can be improved by providing them with problemsolving, analyzing, evaluation, and selfregulation training because research findings have suggested that the efforts to develop students’ interpretation, analyzing, evaluating and self-regulation skills were less than 37%. according to the results of the study conducted by (amin et al., 2017b), 78.11% of university students faced obstacles in writing a discussion based on the results of the practicum observation. the students found problems in interpreting, analyzing, and connecting the results with the existing theories. two factors that might affect the development of students’ critical thinking skills are lecturers’ activities and students’ activities (sulistyowati, 2015). college students should explore their potentials and develop their critical thinking skills to be able to accomplish learning goals and solve daily problems. critical thinking skills are encouraged by intrinsic and extrinsic motives. someone’s personality and cultural background may affect his efforts to think critically about a problem in his life (hassoubah, 2007; stevenson, 2011). kashdan & silvia (2008) point out that curiosity and interests can make learners act according to their intrinsic motives, especially when exploring and learning a new thing. generally, critical thinking is marked by the ability to think appropriately, systematically, and logically about a concept or belief as well as to take an action and solve problems based on a conceptual and argumentation analysis mechanism (cosgrove, 2012). ennis (1991) categorizes critical thinking activities into: (1) providing simple explanations, directing questions to a particular focus, analyzing and asking questions, answering questions about an explanation or statement; (2) building basic skills, such as skills to consider a reliable source or observation results; (3) drawing a conclusion that is to do a deduction, induction or to make and determine the value; (4) providing further explanations, such as identifying terms, other related definitions and dimensions, and assumptions; and (5) setting up strategies and techniques including deciding what to do next and how to interact with others. in fact, 38.90% of the lecturers were able to understand indicators to evaluate students’ critical thinking skills. this can be an obstacle factor for the lecturers to evaluate and improve the students’ critical thinking skills. therefore, workshops, seminars, or other scientific meetings should be provided for the teachers and lecturers so that they could understand and improve their critical thinking skills. problems faced by the students in developing critical thinking skills the results of a descriptive analysis of problems faced by the students in developing their critical thinking skills are presented in table 3. students’ lack of interest in reading (71.10%) is one of the reasons of why they only have little knowledge. corebima (2009), reported that the majority of university students did not read before the class began. as a result, learning model and strategies implemented could not successfully improve the students' level of understanding. this might also result in students' inability to promote their analysis and argumentation skills. it can be seen from the result of the research that indicated that most of the students were unable to provide good arguments (70.68%). critical reading skill provides the basis to understand concepts. amin & adiansyah / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 1-10 lecturers’ perception on students’ critical …. 5 equipped with good critical reading skills, students will be able to analyze and make arguments with good quality. promoting questioning in learning is seen in the lecture activities to encourage, guide, and assess the student's ability to think (suryawati, osman, & meerah, 2010). table 3. the results of a descriptive analysis of problems faced by students in developing their critical thinking skills no. statements uin alauddin (%) upri makassar (%) stkip pi makassar (%) stkip yapim maros (%) average (%) students’ aspects 1 lack of background knowledge and preparedness to follow the lesson. 58.33 72.73 73.33 70.00 68.60 2 lack of interest in reading learning materials. 58.33 72.73 73.33 80.00 71.10 3 lack of confidence and bravery to get actively involved in classroom discussions. 41.67 63.64 66.67 70.00 60.49 4 lack of ability to direct the focus of the question. 58.33 81.82 80.00 70.00 72.54 5 lack of ability to ask higher order questions related to learning materials. 66.67 81.82 66.67 60.00 68.79 6 lack of responses towards lecturers’ or other students’ questions. 50.00 63.64 60.00 70.00 60.91 7 lack of ability to provide good arguments. 66.67 72.73 73.33 70.00 70.68 8 lack of self-reflection at the end of the lesson. 41.67 63.64 60.00 50.00 53.83 9 study for high grades and graduation only. 58.33 81.82 86.67 70.00 74.20 10 lack of motivation and enthusiasm to review materials/concepts outside the classroom 66.67 81.82 80.00 60.00 72.12 lecturers’ aspects 1 prioritize the completeness of the learning materials. 50.00 72.73 60.00 50.00 58.18 2 dominate the classroom with lectures and students’ presentation tasks. 58.33 81.82 66.67 70.00 69.20 3 use unvaried learning models/strategies. 58.33 81.82 66.67 80.00 71.70 4 pay less attention to students’ learning styles. 66.67 54.55 53.33 60.00 58.64 amin & adiansyah / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 1-10 6 lecturers’ perception on students’ critical …. no. statements uin alauddin (%) upri makassar (%) stkip pi makassar (%) stkip yapim maros (%) average (%) 5 pay less attention to the use of media in learning. 41.67 63.64 60.00 60.00 56.33 6 do not involve students in selfconstructing materials. 66.67 81.82 60.00 70.00 69.62 7 students are not active in the classroom. 66.67 72.73 66.67 60.00 66.52 8 do not ask questions that can promote students’ critical thinking skills. 50.00 72.73 73.33 70.00 66.52 9 not familiar with assigning students to write a journal or reflection after the lesson ends. 33.33 63.64 60.00 50.00 51.74 10 do not promote inquiry and experimental activities in the classroom. 41.67 81.82 80.00 70.00 68.37 other aspects 1 a few scientific workshops, training, and meetings held to give information to the lecturers about how to develop students’ critical thinking skills. 33.33 72.73 53.33 60.00 54.85 2 lack of supporting facilities, such as laboratories, libraries, lcd, and many others. 33.33 63.64 60.00 70.00 56.74 the number of students who lack selfconfidence and bravery to get actively involved in the classroom discussion reached 60.49%. this data suggests that the lecturers should improve students' self-efficacy and encourage them. providing both verbal and non-verbal reinforcement is necessary. the results indicated less varied students’ activities in the classroom (66.52%), only 31.63% of the activities were dominated by inquiries and experiments. alghamdi and hassan (2016) says that fun learning climate and good self-confidence will result in students' feeling comfortable and positive about learning materials and activities. varied learning models can also motivate students. the learning environment should support students' interaction and students’ communication which are free from anxiety and stress. it aims to encourage students to find a solution to every problem that arises, evaluate arguments, and predict consequences. students’ less developed critical thinking skills may result from the traditional learning strategies which cannot engage students actively in classroom activities (dewaelsche, 2015; klimovien, urboniene, & barzdžiukien, 2006). learning journals or reflection activities can be the solutions to this problem since these activities allow teachers and lecturers to monitor students’ metacognitive level and critical thinking skills. the ability to think critically gains an ever greater saliency as a prime goal of student and teacher education (birjandi & bagherkazemi, 2010). amin & adiansyah / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 1-10 lecturers’ perception on students’ critical …. 7 one of the important aspects of the 21stcentury learning is its effectiveness which means that lecturers can promote their students' critical thinking skills (scott, 2015; yen & halili, 2015; živkovic, 2016). various conditions that have been outlined above should become a reflection for lecturers, students, and stakeholders to keep improving their selfquality, learning quality, and life skills in facing challenges in the 21st-century challenges. the teachers and lecturers who have a good understanding of pedagogy are able to understand what is needed in teaching (tumewu, 2016). learners who possess critical thinking skills construct knowledge which is favorable for their life; thereby, they are able to improve their motivation in solving issues faced every day (lai & viering, 2012). conclusion the results of the current research have indicated that (1) lecturers’ perception on the development of students’ critical thinking skills should be improved because only 32.05% of the lecturers evaluated their students’ critical thinking skills; (2) there were many obstacles that the students faced in developing their critical thinking skills; the drawbacks may come from the lecturers, students themselves, frequencies of scientific meetings, and facilities provided by the institution. these findings suggest that the lecturers, students, stakeholders, and practitioners should keep improving their self-quality, learning quality, and education quality in indonesia in particular. acknowledgment we would like to thank head of biology department of uin makassar; head of mathematics and natural sciences department of upri makassar; head of biology education program of stkip pi makassar; and head of biology education program of stkip yapim maros for facilitating this research. our gratitude also goes to the team who have assisted us in data recapitulation. references alghamdi, a. k. h., & hassan, n. a. s. 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(2010). facilitating effective student learning through teacher research and innovation. critique (vol. 72). ljubljana, slovenia: faculty of education, university of ljubljana, slovenia. https://doi.org/10. 1016/b978-0-444-53858-1.00028-4 zumbrunn, s., tadlock, j., & roberts, e. d. (2011). encouraging self-regulated learning in the classroom : a review of the literature. virginia: merc (metropolitan educational research consortium). retrieved from http://scholarscompass. vcu.edu/merc_pubs/18. 123 vol. 4 no. 2, 2018; pp. 123-134 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 14/06/2018 revised: 29/06/2018 accepted: 09/07/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education citation: fauzi, a. & pradipta, i. w. (2018). research methods and data analysis techniques in education articles published by indonesian biology educational journals. jpbi (jurnal pendidikan biologi indonesia), 4(2), 123-134. https://doi.org/10.22219/jpbi.v4i2.5889 research methods and data analysis techniques in education articles published by indonesian biology educational journals ahmad fauzi1* and ika wahyu pradipta2 1departement of biology education, university of muhammadiyah malang, east java, indonesia 2badan pusat statistik (bps – statistics indonesia), jakarta, indonesia *corresponding e-mail: ahmad_fauzi@umm.ac.id abstract the essential of studies which focus on research methods in biology educational field is providing recommendations for the next researchers the proper methods they need to use. unfortunately, this kind of research is still hard to find in indonesia. the aim of this study was to access the diversity of research approaches, designs, variables, data collection and analysis techniques, as well as research subjects in the articles published in indonesian biology educational journals throughout 2017. content analysis was used as the research design in this study in which as many as 122 articles were analyzed. the results revealed that the most type, design, variable, data collection and analysis techniques, as well as the subject which frequently used, were r&d, quasi-experimental, media/learning sources, questionnaire, frequency and percentage, and senior high school respectively. there were the variety of approaches, designs, data collection and analysis techniques, as considerable as research subjects which have been used in educational research. moreover, there also findings that some several studies with the same research design applied different data collection and data analysis techniques. thus, it is suggested to the next researchers to choose the most proper methods in conducting their researches. keywords: biology educational research, data analysis, research method © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction research activities in the education field are one of the indicators that can be used to assess the development of the education system in a country (cai et al., 2017). this due to the important role of educational research in both in influencing policy in education and increasing knowledge for education practitioners (goktas et al., 2012; ion & iucu, 2015; tseng, 2012). some previous research reports in the education field are often used for the basis of educational improvement and to determine how education works in a variety of situations (lodico, spaulding, & voegtle, 2010). furthermore, the educational research results also can be used as a foothold in educational reform (goktas et al., 2012). in the other words, they often underlying curriculum changes in educational reform (elken & wollscheid, 2016; somekh & zeichner, 2009). based on those considerable reasons, the educational research contribution need to be optimized. related to its frequency, research in education has reached its momentum in recent years. this condition is reflected in the rapidly increasing rate of educational research (uzunboylu & asiksoy, 2014). this growth number of educational research is evident from the proliferation of scientific articles in the educational academic journals (goktas et al., 2012). uzunboylu and asiksoy (2014) informed that from various studies published in various journals indexed by turkish national academic network and information centre and ebsco, learning methods and cognitive dimensions are the two research focuses most frequently studied. on the other hand, gul and sozbilir (2016) argued that the three subject matters most often chosen by biology education researchers published in journals indexed in social sciences citation index (ssci) were learning, teaching, and attitude. research in education, like the other disciplines, is essentially a problem-solving activity which addresses problems, tests http://ejournal.umm.ac.id/index.php/jpbi/article/view/5889 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5889 https://doi.org/10.22219/jpbi.v4i2.5436 124 research methods and data analysis … fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 hypothesis, or explains phenomena based on certain research approaches, designs, and procedures (christensen, johnson, & turner, 2014; leedy & ormrod, 2013). similar to various topics or subject matters, the research methods used in educational research are also diverse. compared to qualitative, the quantitative approach is more often used by researchers in the educational studies (goktas et al., 2012). furthermore, experimental, descriptive, correlational, case studies of comparative approaches and surveys research are some of the research methods often found in various educational research reports (karadag, 2010). meanwhile, research samples were also varied, not only based on educational level (e.g. elementary school and postgraduate) but also the diversity of subjects (e.g. student and teacher), as well as the data collection techniques such as test, questionnaire, interview, observation, and document analysis (goktas et al., 2012; karadag, 2010; uzunboylu & asiksoy, 2014). the diversity of approaches, methods, and data collection techniques led to variety of data analysis techniques employed in various research reports. although goktas et al. (2012) and uzunboylu and asiksoy (2014) informed descriptive analysis methods are the most commonly used data analysis techniques, yet various other techniques are also frequently used by various researchers. the examples of such analysis techniques are t-test, anova, ancova, correlation, regression, factor analysis, and nonparametric test (karadag, 2010). interestingly, even though data analysis techniques chosen are different, the studies use similar design and research procedure (dimitrov & rumrill, 2003; knapp & ohio, 2009; liou, peng, & peng, 2006). various systematic analyzes have been conducted in various educational journal articles. such a study is essential because it informs researchers in the educational field about the latest status in educational research field clearly (lin, lin, & tsai, 2014). moreover, with the increasing of research publication rate, researchers will more difficult to access, read, and understand the all papers, especially for novice researchers (goktas et al., 2012). in addition, the analysis of research themes, study areas, as well as research methods ease the educational practitioners to understand and measure the characteristics and progress in education (choi, seo, & kim, 2016). however, such studies, particularly the studies which examine the diversity of educational research methods in indonesian educational journals, are still hard to find. in indonesia, there only four reports found discussed this topic (rosana, 2016; rustaman, 2012; vebrianto, 2018; zulkifli, jekti, & ramdani, 2015). nevertheless, the two reports did not review the research articles, but the final assignment and the student thesis (vebrianto, 2018; zulkifli et al., 2015). while the two other reports only explored the diversity of the research forms without reporting the presence frequency of any form of the study (rosana, 2016; rustaman, 2012). furthermore, of the four reports, none conducted in biology education, but chemical education (vebrianto, 2018) and science education (rosana, 2016; rustaman, 2012; zulkifli et al., 2015). similar to other countries, the writing of educational articles by education practitioners in indonesia tend to increase. one area of education in indonesia that often involves research activities in biological education. various journals of biological education are also growing every year which in line with the number of articles published as well. trend analysis and studies that examine the diversity of biology education articles published in various indonesian journals provide overview and tendency of research trends that pose the main characteristics of the focus of education in indonesia. this research type contributes to demonstrate the identity of education as well as providing noticeable recommendations for the future researches (choi et al., 2016). in addition, this content-analysis-method research is also expected to provide an overview and guidance for the novice researchers (knapp & ohio, 2009; lin et al., 2014) about what the most often research methods used in research education in the country (keselman et al., 2014). based on the above explanations, it is crucial to conduct the content analysis of educational research articles. by conducting a survey of research methods in various articles published in various journals throughout 2017, this study purposed to access the diversity of methods, analytical techniques, as well as research subjects used by educational researchers whose articles were published in biological journals in indonesia. in more detail, this study is designed to answer the following questions: 1) what the most often research approach used by researchers?; 2) what the most often research designs chosen?; 3) what the most frequent variables studied?; 4) what the most preferred research methods and data analysis … 125 fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 data collection techniques?; 5) what the most often analytical techniques used to analyze the research data?; and 6) which the most often research subjects studied by researchers? this study has several aspects that distinguish it from some previous researches. first, this study was conducted on all educational articles published throughout 2017 in the all indonesian biological journals indexed by directory of open access journals (doaj). second, there are various points studied in this study which are various matters related to the designs and procedures of research on the subject chosen by the researchers. third, the option categories in each aspect in this study are more diverse and detail compared to similar previous studies. fourth, the articles studied were not limited in quantitative approach researches but also the quantitative one. however, the present study is limited in term of the articles analyzed were only which published by the journal indexed by doaj in 2017. thus, the articles published in the non-doaj-indexed journals and those which issued before and after 2017 were not examined. method this study was content analysis with a document scanning method used as the research method. in this study, the articles analyzed were downloaded from the websites of biological journals in indonesia. to obtain a list of doaj indexed journals, the doaj website (https://doaj.org) was accessed and the word "biologi" (biology) was used as a keyword in the search. from these steps, 18 indonesian biological journals were obtained. furthermore, from 18 journals, only journals with the focus and scope of "education" were selected. at this step, eight journals were obtained: the list of these eight journals can be seen in table 1. furthermore, all articles from all issues published in 2017 of the eight journals were downloaded and analysed. table 1. the list of journals used in this study no journal publisher e-issn website 1 bioedukasi (jurnal pendidikan biologi) university of muhammadiyah metro 2442-9805 http://fkip.ummetro.ac.id/journal/i ndex.php/biologi/index 2 biosfer: jurnal biologi dan pendidikan biologi pasundan university 2549-0486 http://journal.unpas.ac.id/index.ph p/biosfer 3 biodidaktika: jurnal biologi dan pembelajarannya sultan ageng tirtayasa university 2527-4562 http://jurnal.untirta.ac.id/index.ph p/biodidaktika/index 4 jurnal pendidikan biologi indonesia university of muhammadiyah malang 2527-6204 http://ejournal.umm.ac.id/index.p hp/jpbi/index 5 jurnal pendidikan biologi state university of malang 2540-9271 http://journal2.um.ac.id/index.php /jpb 6 biosaintifika: journal of biology & biology education state university of semarang 2338-7610 https://journal.unnes.ac.id/nju/ind ex.php/biosaintifika 7 bioedu state university of surabaya 2302-9528 https://jurnalmahasiswa.unesa.ac.i d/index.php/bioedu 8 bioma jurnal ilmiah biologi university of pgri semarang 2549-9890 http://journal.upgris.ac.id/index.p hp/bioma/index there were six aspects analyzed in this research. as presented in table 2, each article was reviewed and classified based on six aspects: (i) a research approach (5 categories), (ii) research design (19 categories), (iii) investigated variables (14 categories), (iv) data collection techniques (6 categories); (v) data analysis techniques (19 categories); and (vi) research subjects (9 categories). the categories used in this study were adapted from previous studies as well as from several research method books. categories (i) adapted from leedy and ormrod (2013) and christensen et al. (2014); categories (ii) adapted from leedy and ormrod (2013) and uzunboylu and asiksoy (2014); categories (iii) adapted from choi et al. (2016) and lin et al. (2014); categories (iv) adapted from uzunboylu and asiksoy (2014); categories (v) adapted from karadag (2010) and uzunboylu and asiksoy (2014); and categories (vi) adapted from uzunboylu and asiksoy (2014). http://fkip.ummetro.ac.id/journal/index.php/biologi/index http://fkip.ummetro.ac.id/journal/index.php/biologi/index http://journal.unpas.ac.id/index.php/biosfer http://journal.unpas.ac.id/index.php/biosfer http://jurnal.untirta.ac.id/index.php/biodidaktika/index http://jurnal.untirta.ac.id/index.php/biodidaktika/index http://ejournal.umm.ac.id/index.php/jpbi/index http://ejournal.umm.ac.id/index.php/jpbi/index http://journal2.um.ac.id/index.php/jpb http://journal2.um.ac.id/index.php/jpb https://journal.unnes.ac.id/nju/index.php/biosaintifika https://journal.unnes.ac.id/nju/index.php/biosaintifika https://jurnalmahasiswa.unesa.ac.id/index.php/bioedu https://jurnalmahasiswa.unesa.ac.id/index.php/bioedu http://journal.upgris.ac.id/index.php/bioma/index http://journal.upgris.ac.id/index.php/bioma/index 126 research methods and data analysis … fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 the appearance of the various categories in each aspect of each article was recorded and positioned as the raw data in this study. then, the raw data was converted as a percentage. percentages describe the frequency of occurrence of a category on a particular aspect from 122 articles that had been analyzed. results and discussion the background of the editorial board member, the focus of the journal, the research trend, as well as the educational characteristics of a country undoubtedly determine the types of articles published by educational journals of a country. in this study, a brief overview of it was examined. a total of 122 articles from eight journals of biology from indonesia that published throughout 2017 have been subjected to content analysis in this study. by analyzing the various aspects of the published articles, this study was also expected to be used as information and guidance for researchers in the field of education. once analyzed, the 216 articles are composed of 94 biology articles, 114 biology education articles, and 8 articles that combine biology and biology education research. therefore, 94 articles were not used in this study (research articles in the field of biology), while the remaining 122 articles continued to be analyzed. percentage of each research approach category the graph illustrating the percentage distribution of various research approaches used in the biology education articles reviewed in this study is presented in figure 1. based on the graph presented in figure 1, of the 122 articles analyzed, the majority of research is research & development/r & d (41, 8%). furthermore, the second and third positions are quantitative research (30.3%) and qualitative research (13.9%). classroom action research/car (6.6%) is the least rare. in addition, there are 7.4% of researches whose research approaches are not included and cannot meet the criteria for one of the four categories of research approaches. based on the research approach used, r & d research has a greater frequency than other research approaches. this present study informs that the characteristics and trends of educational papers published in indonesia are different from research articles published in other countries (goktas et al., 2012; uzunboylu & asiksoy, 2014). goktas et al. (2012) who conducted similar research in turkey reported that the quantitative approach dominated educational research the report is in line with uzunboylu & asiksoy (2014) report which also reports on the same country as goktas report. figure 1. the distribution of biology education research based on the research approach in this present study, the research approach was not only divided into two categories, qualitative and quantitative, because car and r & d were positioned outside the two categories. with positioning, r & d as its own category could provide information that, in indonesia, r & d more often to be used than a qualitative or quantitative method. the high percentage of r & d may be related to the trend in indonesia where students are encouraged to publish their research in journals. in relation to that, not a few of biology education students whose research was originally pure research. however, because of the demands of the rules that their research should contain educational matter, the results of their pure research are used as a basis for developing media through r & d. on the other hand, the smallest percentage indicate that car is less desirable by educational researchers today. related to car, there is a new trend in car implementation in recent years. the trend is lesson study-based car that has been implemented in several studies (buku, mite, fauzi, widiansyah, & anugerah, 2015). percentage of each research design category the selection of research design will serve as a guideline for how and where the research direction will be conducted (grimshaw, campbell, eccles, & steen, 2000). in figure 2, it can be seen, from 122 articles, some research articles do not mention the research design that was used. as many as 17.2% of the published research methods and data analysis … 127 fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 articles cannot be categorized into one of the research design categories because they do not meet the characteristics of any research design, so the articles are categorized as "others & unknown". in addition, car and r & d has a research design of its own, so both are also raised as separate categories in the research design. beyond these studies, quasi-experimental research (12.3%) and pre-experimental research (5.7%), were the most frequently used research designs. on the other hand, some other research designs, such as case studies, ethnography, phenomenological studies, descriptivedevelopment, ex-post facto, and meta-analysis are not found in articles published in 2017. table 2. categories of research approach, design, variable, data collection techniques, data techniques analysis, and research subject no aspects categories 1 research approach a-qualitative b-quantitative c-car d-r&d e-others & unknown 2 research design a.1-case study a.2-ethnography a.3-phenomenological study a.4-action research a.5-content analysis a6-descriptive qualitative b.1-descriptive research designs observation studies b.2-descriptive research designs correlational research b.3-descriptive research designs developmental designs b.4-descriptive research designs survey research b.5-pre-experimental designs b.6-true experimental designs b.7-quasi-experimental designs b.8-ex post facto designs descriptive research designs observation studies c.1-mixed-methods research c.2-meta-analysis c.3research and development d-others & unknown 3 research variable 1)-assessment and evaluation 2)-teacher training programme 3)-learning model/strategies 4)-media/learning sources 5)-learning outcome 6)-thinking skills 7)-metacognition 8)-scientific process skills 9)-scientific attitudes 10)-literacy 11)-curriculum 12)-misconception 13)-character 14)-others 4 data collection techniques a-tests b-questionnaire c-interview d-documents e-observation f-others 5 data analysis techniques a.1-descriptive analysis a.2-content analysis a.3-others descriptive analysis a.4-content analysis a.5-others b.1-illustrating with graphics b.2-mean/sd b.3frequency/percentage b.4-gain score/n-gain b.5-paired sample t-test b.6-unpaired sample ttest b.7-anova b.8-ancova b.9-manova b.10-mancova b.11-correlation b.12-regression b.13-factor analysis b.14-non-parametric tests b.15-others c.0-did not mentioned 6 research subject o1-lecturers o2-teachers o3-postgraduate students o4-undergraduate students/pre-service teachers o5-senior high school students o6-junior high school o7-elementary school o8-families o9-others/did not mention based on the research design, outside of r & d and car, quasi-experimental research is the most common design found in articles published throughout 2017. however, this study also revealed that there were several studies that use similar approaches and research objectives, but have different research designs. this condition appears in several studies that compare two classes, controls and experiments, some research using true-experimental design (ersanti & rahman, 2017; faridah et al., 2017; hariatik, suciati, & sugiyarto, 2016), and the others using quasi-experimental design (antika & nawawi, 2017; aryanti & surtikanti, 2017; a. rahmawati, yayu, hizqiyah, biologi, & keguruan, 2017; redhana & bestari, 2017; 128 research methods and data analysis … fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 rustininingsih, saptasari, & dahlia, 2017; shopia & mulyaningrum, 2017). among the educational research designs, the trueexperimental design is a design to investigate the causes and effects in behavior (leedy & ormrod, 2013). however, field conditions in educational studies prevent the possibility of researchers doing the random selection and random assignment of research subjects to be grouped into control and experimental groups (liou et al., 2006). on the other hand, the quasi-experimental design is more often chosen because the design selection does not collide with practical and ethical barriers to conducting randomized controlled trials (grimshaw et al., 2000). in addition, in line with data obtained in research approaches aspect, in research design aspect, qualitative research designs were still rarely found in published articles. in fact, case studies, ethnography, and phenomenological studies were not found in the articles analyzed in this study. however, it does not mean that qualitative research has never been conducted in indonesia. several studies are qualitative descriptive research aimed at describing a lecture process in depth, such as some studies that describe the research project activity that conducted by undergraduate students on genetics lectures (fauzi, corebima, & zubaidah, 2016; fauzi & ramadani, 2017). in addition, there are also several descriptive studies that aim to describe the potential of model organisms as learning media of biology learning (fauzi & corebima, 2016a, 2016b, 2016c). however, such research is still rarely conducted and published in indonesia. this condition actually can be an opportunity for other prospective researchers to explore the realm of qualitative research in indonesia. moreover, the information derived from descriptive research can also be used as a basis for information to conduct r & d. for example, fauzi's research developed a project research guidebook for genetics students after doing some descriptive research from the lectures (fauzi, 2017). percentage of each research variable category various studies using various variables in the research. the diversity of those variables is presented in figure 3. based on the graph presented in figure 3, it can be seen that studies that studying media or learning resources (30.8%) were the most common studies. furthermore, studies that examine strategies/learning model (17.6%) and learning outcomes (13.6%) occupy the second and third positions. on the other hand, there was no article that examines the curriculum. in addition, the teacher training program (0.5%), assessment & evaluation (1.4%), and character (1.4%) were the three research variables found most rarely in research articles throughout 2017. in the aspects of research variables studied, educational articles published throughout 2017 vary widely. from the variety of these studies, the development of media or learning resources is the subject matter that most often found. this information is aligned with data on the research approach indicator where r & d is the most frequently published study. generally, r & d is a study aimed at developing media or learning resources. r & d will likely remain the most popular research that found in various educational journals in indonesia over the next few years. this prediction is based on publications in 2018 that also seem to describe such condition in 2017. one of the r & d published in 2018 was research that develops android-based media aimed at assisting students in the zoology course (widiansyah, indriwati, munzil, & fauzi, 2018). percentage of each data collection techniques various data collection techniques have been used in various research. from 122 articles analyzed, there were 247 data collection techniques that have been identified. according to the graph presented in figure 4, the most frequently used data collection techniques were questionnaires (36.8%), tests (32.8%), and observations (17.8%). two other techniques that have the lowest percentage were interviews (5.7%) as well as document analysis (3.6%). the remaining 3.2% used other data collection techniques and some did not explain how the research data were obtained in the study. percentage of each data analysis techniques the diversity of data analysis techniques used in articles that have been analyzed in this study is presented in figure 5. based on the graphs shown in figure 5, the most commonly used data analysis techniques were frequency/percentage (32.2%), mean/sd (18.8%), and graphic illustrations (11.4%). on the other hand, manova, mancova, and factor analysis are three data analysis techniques not found in any article. research methods and data analysis … 129 fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 figure 2. the distribution of biology education research based on research design figure 3. the distribution of biology education research based on research variables figure 4. the distribution of biology education research based on data collection techniques in the data collection and data analysis techniques, questionnaires, tests, and observations were the most popular techniques selected for data collection, while percentages, mean/sd, and interpretation using graphs were the most commonly used data analysis techniques. thus, in general, the data obtained in the research were more often analyzed using descriptive rather than inferential statistics. the frequent selection of descriptive statistics as a technique of data analysis is in line with karadag (2010). 130 research methods and data analysis … fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 figure 5. the distribution of biology education research based on data analysis techniques percentage of each research subjects the focus of the study in indonesia was not limited to the high school level. various levels of education have been studied. the diverse subjects of the study in research articles that have been analyzed in this study are presented in figure 6. according to the graph shown in figure 6, of the 122 articles analyzed, the research subjects that most frequently used were high school students (59.8%). after high school students, research subjects who occupied the second and third positions were undergraduate/pre-service teachers (26.2%), then junior high school students (9.8%). lecturers and family were two subjects who are not used as samples in research articles published in 2017. figure 6. the distribution of biology education research based on research subjects in this study also revealed that there were several studies of the same research design but have different data collection techniques and data analysis techniques. this condition appears in some studies with quasi-experimental design, some researchers only take posttest data (shopia & mulyaningrum, 2017), some other researchers not only take posttest data but also pretest data (antika & nawawi, 2017; aryanti & surtikanti, 2017; a. rahmawati et al., 2017; redhana & bestari, 2017; rustininingsih et al., 2017; toharudin, 2017). furthermore, in the same study taking pretest and posttest data, the data analysis techniques used also vary. there is a study using descriptive statistics (widodo, maria, & fitriani, 2017), there is a study using gain score without a hypothetical test (rustininingsih et al., 2017), there is a study using anova or t-test only on posttest data (kristiana, nurwahyuni, & dewi, 2017), some were doing anova or t-test on the gain score (antika & nawawi, 2017; toharudin, 2017), some were doing nonparametric test on the gain score (aryanti & surtikanti, 2017; a. research methods and data analysis … 131 fauzi & pradipta / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 123-134 rahmawati et al., 2017), and the others were using the ancova (redhana & bestari, 2017). the controversy over the selection of data analysis on quasi-experimental research has been discussed several times (knapp & ohio, 2009). in fact, the diversity of data analysis in quasi-experimental research is not limited to anova with the gain score and ancova on pretest-posttest data only, but also anova on the residual score and repeated measures anova (dimitrov & rumrill, 2003). referring to knapp and ohio (2009), gain scores are considered less reliable as well as gain score with negative correlation with a pretest. this is in line with liou et al. (2006) and dimitrov and rumrill (2003) that ancova is a more appropriate statistical technique in analyzing quasiexperimental data as long as the hypothesis test assumptions are met. in addition, none of the research published in 2017 using multivariate analysis as a technique of data analysis. this current report is in line with the study of the doctoral dissertation at the education sciences in turkey (karadag, 2010) and the study on the biology education research article published in eight major academic journals indexed in ssci (gul & sozbilir, 2016) that report multivariate analysis was seldom used in educational research. whereas in this content analysis, there were several quasiexperimental design studies that have more than one dependent variable. in fact, if there is more than one dependent variable but the researcher still uses the data analysis to analyze the dependent variable one by one, consequently the study may be less able to reach the research objective (karadag, 2010; patel, padh, & bhavsar, 2017). the diversity of data analysis techniques utilization also occurs in studies with the preexperimental design. there was research that uses only descriptive statistics or gain score as its data analysis technique (aini & budijastuti, 2017; diwaluthfi, ibrahim, & fitrihidajati, 2017). on the other hand, there were also researchers who use paired sample t-test as a technique of data analysis (jariyah, 2017; h. rahmawati, susantini, & wisanti, 2017; rifqiawati, wahyuni, & rahman, 2017). the diversity of research design and data analysis techniques in studies with similar approaches and research procedures will provide problems for researchers who will conduct a meta-analysis in educational articles (knapp & ohio, 2009). therefore, some of the recommendations that can be given for future education research are as follows. first, if the research wants to see the effect of a treatment on one group, the researcher should take the data before and after treatment and then analyze it by using paired sample t-test. the reason, with this data analysis technique, researchers can ascertain whether there is a significant increase between before and after treatment. second, in the research aimed at comparing two or more classes, the researcher should use quasiexperimental design. third, if a study has the data before and after treatment of each group or class, then the study is more recommended to use an ancova as statistical technique, rather than comparing the gain score using anova. finally, if the experimental research has more than one dependent variable, then a multivariate analysis should be chosen as a data analysis technique. conclusion the study was a content analysis research of articles in biological education field published in journals indexed by doaj. there was a diversity of approaches, designs, variables, data collection techniques, data analysis techniques, and research subjects used in the various articles. r & d was the most common research approach that found in published articles. quasiexperimental research, media/learning sources, questionnaire, frequency and percentage, and senior high school were the most research design, variable, data collection techniques, data analysis techniques, and research subject that often be chosen. there also findings that some studies with the same research design applied different data collection and analysis techniques. thus, it is suggested to the next researchers to choose the proper methods of conducting the researches. references aini, n., & budijastuti, w. 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(2015). analisis kecenderungan penelitian tesis mahasiswa pada program studi magister pendidikan ipa universitas mataram. jurnal penelitian pendidikan ipa (jppipa), 1(1), 14–23. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 57-71) yuswa istikomayanti dkk, pembelajaran eksperensial group 57 pembelajaran eksperiensial group investigation (gi) sebagai upaya mengembangkan kemampuan literasi lingkungan siswa kelas iv mi experential learning group investigation as effort to developt environmental literacy ability at 5th grade students of madrasah ibtidaiyah yuswa istikomayanti1, hadi suwono2, mimien henie irawati2 1 universitas tribhuwana tunggadewi, malang 2 program studi pendidikan biologi, pascasarjana, universitas negeri malang e-mail: yuswa2710@gmail.com abstrak diperlukan pengembangan perangkat pembelajaran plh untuk mengembangkan kemampuan literasi lingkungan siswa. metode penelitian dan pengembangan ini menggunakan 4-d thiagarajan (define, design, develop, dan disseminate). hasil pengembangan perangkat meliputi silabus, rpp, modul, dan instrumen penilaian diujicobakan di kelas iv a melalui lesson study terlaksana dengan baik. hasil uji coba sebenarnya (validation testing) dengan pre-eksperimen (kelas iv b) dapat meningkatkan kemampuan literasi lingkungan siswa meliputi aspek pengetahun, sikap, dan keterampilan dan pembiasaan. hasil uji coba sebenarnya (kelas iv b) diperoleh n-gain score tes pengetahuan dan sikap sebesar 0,64 (sedang), dan n-gain score terhadap angket skala sikap 0,67 (sedang). sedangkan aspek keterampilan siswa meliputi kegiatan praktik menyemai, memindahkan ke media tanam, dan praktik membuat kompos dengan n-gain score sebesar 0,54 (sedang) dan 0,69 (sedang). kegiatan pembiasaan memelihara tanaman dan kegaitan pengecekan kompos dengan n-gain score 0,48 (sedang). hasil penelitian pengembangan diharapkan dapat dimanfaatkan oleh pihak sekolah dan dapat disebarkan ke sekolah lainnya. kata kunci: perangkat pembelajaran, eksperiensial, kooperatif gi, literasi lingkungan abstract the development of learning tools for environmental education to develop students' environmental literacy skills are indispensable. methods of research and development using 4-d thiagarajan (define, design, develop and disseminate). the result of the development of the device include syllabi, lesson plans, modules, and assessment instruments tested in class iv a lesson study by performing well. the trial results actually (validation testing) with pre-experiment (class iv b) can improve the literacy skills of students include aspects of environmental knowledge, attitudes, and skills and habituation. the trial results actually (class iv b) obtained n-score gain knowledge and attitude tests of 0.64 (medium), and n-gain score of the attitude scale questionnaire 0.67 (moderate). while aspects of the student's skills include practical activities seed, move into the growing medium, and the practice of making compost with n-gain score of 0.54 (medium) and 0.69 (moderate). activity habituation maintain plants and credible form of checks compost with n-gain score of 0.48 (moderate). the results of research and development is expected to be utilized by the school and can be distributed to other schools. keywords: learning tools, experiential, cooperative gi, environmental literacy jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 57-71) yuswa istikomayanti dkk, pembelajaran eksperensial group 58 pembelajaran biologi abad 21 saat ini mengalami perubahan paradigma untuk menuju pembelajaran yang mampu mengatasi permasalahan di masyarakat. permasalahan pangan yang terjadi saat ini perlu diatasi dengan sutau teknik pertanian yang berkelanjutan (agriculture sustainability). kota batu memiliki visi untuk mewujudkan pertanian yang berkelanjutan melalui visi di tahun 2012-2017 yaitu menjadi kota sentra pertanian organik. keinginan untuk mewujudkan tujuan tersebut dapat dilakukan di dunia pendidikan. pengenalan lingkungan pertanian sejak usia sekolah dasar diharapkan dapat memberikan banyak manfaat. salah satunya adalah kemampuan siswa untuk mengetahui potensi lingkungan sekitarnya, mampu menyikapi permasalahan yang terjadi, dan mampu bertindak dalam usaha pelestarian lingkungan. kemampuan ini didefinisikan sebagai kemampuan literasi lingkungan (unesco, 1975 dalam naaee, 2010). dinas pendidikan kota batu telah mencanangkan kurikulum pendidikan lingkungan hidup (plh) sebagai muatan lokal untuk jenjang tk/ra, sd/mi, smp/mts, sma/ma, dan smk pada tahun 2008. materi yang diajarkan pada muatan lokal plh antara lain potensi lokal kota batu meliputi lingkungan alam, budaya dan kesenian, usaha pelestarian lingkungan alam dan juga lingkungan serta cara mengatasi permasalahan lingkungan. permasalahan yang terjadi yaitu beberapa sekolah belum mengimplementasikan plh sebagai muatan lokal. salah satunya adalah mi bustanul ulum, desa pesanggrahan, kota batu. kendala yang dihadapi sekolah ini yaitu belum mengalokasikan jam pelajaran untuk muatan lokal plh karena sudah penuh dengan muatan lokal agama. selain itu permasalahan lainnya adalah kemampuan guru dalam mengembangkan perangkat pembelajaran masih kurang. kegiatan pembelajaran yang melibatkan aktivitas siswa secara kooperatif belum maksimal terlaksana. pembelajaran yang dapat mengenalkan siswa dengan lingkungannya yaitu melalui pembelajaran eksperiensial (kolb, 2005 dalam clark et al., 2010). pembelajaran eksperiensial adalah suatu pendekatan pembelajaran yang mengutamakan interaksi siswa dengan lingkungan atau memberikan kesempatan kepada siswa untuk memperoleh pengalaman. kota batu memiliki potensi alam pertanian yang indah serta memiliki banyak objek wisata pertanian seperti agrowisata, kebun buah, dan kebun sayur yang dapat digunakan sebagai sarana pembelajaran. berikut ini pengalaman belajar eksperiensial oleh kolb pada gambar 1. yang terdiri dari pengalaman belajar memperoleh pengalaman (concrete experience), pengalaman belajar melakukan refleksi diri (reflective observation), pengalaman belajar melakukan abstraksi konsep (abstract conceptualization), dan pengalaman belajar melakukan tindakan nyata (active experimentation). gambar 1. pengalaman belajar dari teori experiential learning (kolb dalam clark et al., 2010) hasil kegiatan observasi dan angket pendahuluan yang dilakukan di mi bustanul ulum terlihat aktivitas belajar siswa mi bustanul ulum sudah cukup antusias. semua siswa dapat mengikuti kegiatan pembelajaran dan arahan dari guru, beberapa siswa sudah cukup aktif dalam proses pembelajaran. kendala yang jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 59 dihadapi guru dari hasil angket yaitu keterbatasan kemampuan dalam pembuatan rpp, sumber belajar hanya buku dan guru, penilaian pembelajaran sebagian besar masih terbatas pada pengukuran pengetahuan siswa, penggunaan model pembelajaran sebagian besar belum menggunakan model pembelajaran kooperatif, kegiatan praktik ipa sudah pernah dilakukan tetapi belum pernahmelakukan kegiatan belajar yang berinteraksi langsung dengan alam sekitar. hasil angket siswa terhadap rencana kegiatan pembelajaran yang dilakukan di luar ruangan menunjukkan hasil yang positif. sebagian besar siswa menginginkan kegiatan belajar yang menyenangkan yang dapat mengeksplorasi olah tubuh serta kreatifitas mereka. pembelajaran pendidikan lingkungan hidup yang bertujuan untuk mengembangkan kemampuan literasi lingkungan siswa juga memerlukan pembelajaran yang konstruktivis. pembelajaran melalui interaksi langsung siswa dengan lingkungannya diharapkan dapat mengembangkan aspek motorik (hands-on), kognitif (minds-on) dan afektif (hearts-on). pendekatan pembelajaran eksperiensial memiliki beberapa komponen pengalaman belajar yang utama yaitu pengalaman konkrit (concrete experience), refleksi observasi (reflective observation), eksperimen atau tindakan nyata (active experimentation), dan mengkonsepsi abstrak (abstract conceptualization). keempat tahapan pengalaman belajar ini akan memberikan pengalaman belajar kepada siswa meliputi pengalaman menginvestigasi, pengalaman menyelesaikan masalah, dan merefleksikan ke dalam diri (neill, 2006). pendekatan eksperiensial ini selanjutnya dituangkan ke dalam model pembelajaran kooperatif group investigation (gi) sebagai pilihan model pembelajaran. melalui pengembangan pembelajaran plh dengan pendekatan eksperiensial dan model pembelajaran kooperatif gi dalam penelitian ini diharapkan dapat memberikan pengalaman belajar kepada siswa meliputi kegiatan investigasi, refleksi, tindakan nyata atau eksperimentasi, sintesis konsep, dan komunikasi. perangkat pembelajaran eksperiensial melalui kooperatif gi (sharan, 1990) pada mata pelajaran plh ini diimplementasikan dalam pembelajaran untuk mengetahui keterlaksanaan perangkat pembelajaran melalui kegiatan lesson study. lesson study merupakan kegiatan pengkajian pembelajaran yang dilakukan oleh tim guru atau pengajar yang dilakukan secara berkala untuk meningkatkan keefektifan pembelajaran (ibrohim, 2011). berdasarkan latar belakang di atas diperlukan pengembangan pembelajaran yang dapat mengembangkan kemampuan literasi lingkungan siswa di usia sekolah dasar melalui pembelajaran eksperiensial. tujuan penelitian pengembangan ini yaitu meng-hasilkan perangkat pembelajaran eksperiensial melalui model kooperatif gi pada materi “pengenalan pertanian ramah lingkungan” di muatan muatan lokal pendidikan lingkungan hidup yang layak dan dapat digunakan untuk mengembangkan kemampuan literasi lingkungan siswa kelas iv mi. metode penelitian model pengembangan yang digunakan pada penelitian pengembangan ini adalah model 4-d thiagarajan (define, design, develop dan disseminate) yang dikembangkan oleh thiagarajan (1974). tahap define yang terdiri dari front end analysis, learner analysis, concept analysis, task analysis, dan spesifiying instruction objectives dilakukan dengan menganalisis visi misi kota batu, visi misi dinas pendidikan kota batu, kurikulum plh kota batu, serta menyebarkan angket untuk mengukur kemampuan literasi lingkungan awal siswa kelas iv dan melakukan observasi pembelajaran di kelas serta mewawancarari guru dan kepala sekolah mi bustanul ulum dan praktisi agrowisata. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 60 tahap design dilakukan dengan merancang perangkat pembelajaran eksperien-sial melalui model kooperatif gi meliputi rancangan silabus, rpp, modul, dan instrumen penilaian. tahap develop pada tahap expert appraisal dilakukan dengan melakukan uji validasi produk pengembangan oleh ahli perangkat pembelajaran, ahli materi dan praktisi (guru kelas). tahap developmental testing dilakukan dengan melaksanakan pembelajaran di kelas uji coba simulasi (kelas iv a) melalui kegiatan lesson study. tujuan kegiatan ini adalah untuk menguji ke-terlaksanaan pembelajaran eksperiensial melalui model kooperatif gi sehingga diperoleh saran untuk perbaikan yang dapat digunakan pada pembelajaran di kelas uji sebenarnya (tahap validation testing). tahap disseminate dilakukan dengan implementasi pembelajaran dengan desain pre-eksperimen di kelas iv b. kemampuan literasi lingkungan diukur di kelas iv b menggunakan instrumen tes untuk mengukur pengetahuan dan sikap, angket skala sikap, dan lembar observasi keterampilan siswa dalam pelestarian lingkungan di sekolah. hasil dan pembahasan hasil hasil tahap define (pendefinisian) pada tahap analisis kondisi awal (front end analysis) dengan menganalisis visi misi kota batu, visi misi dinas pendidikan kota batu, analisis kurikulum plh kota batu dan wawancara dengan praktisi agrowisata dihasilkan bahwa pengembangan pembelajaran plh untuk mengembangkan literasi lingkungan siswa sangat diperlukan. hasil analisis karakter peserta didik yaitu motivasi belajar siswa sudah baik terlihat dari kegiatan pembelajaran yang kondusif, kemampuan literasi lingkungan siswa masih rendah dari hasil angket siswa, serta penguasaan materi prasyarat yaitu ekosistem sudah tercapai dengan tuntas di kelas iv semester 1. hasil analisis tugas yaitu tugas yang diberikan untuk siswa sudah sesuai dengan kesanggupan siswa. hasil analisis konsep materi “pertanian ramah lingkungan” yang dikembangkan peneliti sudah sesuai dengan konsep materi ipa dan sesuai dengan tingkat perkembangan siswa. hasil tahap design (perancangan) yaitu menghasilkan perangkat pembelajaran eksperiensial melalui model kooperatif gi meliputi silabus, rpp, modul, dan instrumen penilaian. silabus yang dikembangkan terbatas pada materi “pertanian ramah lingkungan” dengan kegiatan pembelajaran eksperiensial melalui model kooperatif gi yang terdiri dari pengalaman belajar concrete experience melalui kegiatan belajar di agrowisata dengan kegiatan investigasi, pengalaman belajar refleksi diri (reflective observation), pengalaman belajar melakukan tindakan nyata (active experimentation) dengan usaha pelestarian di sekolah melalui kegiatan memelihara tanaman dan membuat kompos, serta pengalaman belajar mengkonsepsi abstrak (abstract conceptualization) dengan membuat poster dan presentasi poster “usaha pertanian berkelanjutan” dan poster “usaha pelestarian lingkungan di sekolah”. hasil tahap develop (pengembangan) pada tahap uji validasi ahli (expert appraisal) dihasilkan bahwa produk pengembangan yang terdiri dari silabus, rpp, modul, dan instrumen penilaian sudah layak untuk digunakan untuk kegiatan pembelajaran plh materi “pertanian ramah lingkungan”. hasil dari uji validasi berupa saran dan tanggapan digunakan dalam kegiatan uji coba simulasi di kelas iv a. hasil uji coba simulasi di kelas iv a dengan pembelajaran eksperiensial dengan model kooperatif gi yang dilakukan melalui lesson study sudah terlaksana dengan baik dan beberapa saran perbaikan digunakan untuk melaksanakan pembelajaran di kelas uji coba sebenarnya. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 61 tabel 1. ketercapaian pembelajaran pertanian ramah lingkungan di (kelas iv a) no langkah pembelajaran ketercapaian/ nilai ratarata alokasi waktu sub materi 1 (pengalaman di agrowisata) 1. identifikasi topik 72 (sedang) 2 jp 2. pengalaman konkrit kegiatan investigasi praktisi 77,9 (tinggi) 6 jp 3. pengalaman konkrit kegiatan investigasi demonstrasi 78,5 (tinggi) 4. analisis data usaha pertanian ramah lingkungan 75 (tinggi) 5. performance dalam investigasi 72,73% (sedang) sub materi 2 (refleksi diri dan praktik di sekolah) 6. refleksi diri hasil belajar di agrowisata 88,89% (tinggi) 2 jp 7. kegiatan praktik menyemaikan biji tanaman 75,9% (tinggi) 4 minggu diluar jam sekolah 8. kegiatan praktik memindahkan tanaman ke media baru 82% (tinggi) 9. kegiatan praktik membuat kompos 81,5% (tinggi) 10. kegiatan praktik pembiasaan memeliharan tanaman 75% (tinggi) 11. kegiatan praktik pembiasaan mengecek kompos 78,4% (tinggi) sub materi 3 (pemahaman dan pendalaman konsep 1) 12. tahap sintesis data 70,7% (sedang) 4 jp 13. tahap mengkomunikasikan 75% (tinggi) 4 jp sub materi 4 (pemahaman dan pendalaman konsep 2) 14. tahap sintesis data 74,7% (sedang) 4 jp 15. tahap mengkomunikasikan 76,8% (tinggi) 4 jp respon siswa terhadap pembelajaran yang diberikan dihasilkan yaitu respon positif sebesar 93,1% atau kategori tinggi. hasil kegiatan pembelajaran eksperiensial melalui model kooperatif gi di kelas iv a disajikan pada tabel 1. hasil pencapaian pada sub materi 1 yaitu kegiatan pembelajaran melalui concrete experience yang dilakukan dengan kegiatan belajar di agrowisata sudah tercapai dalam taraf kategori sedang dan tinggi. pencapaian tahapan identifikasi topik melalui lks 1a yaitu dengan ratarata sebesar 72 atau kategori sedang. kegiatan belajar di agrowisata dengan melakukan investigasi praktisi agrowisata melalui lks 1b tercapai dengan rata-rata sebesar 77,9 atau kategori tinggi. kegiatan investigasi praktik/demonstrasi oleh praktisi melalui lks 1c tercapai dengan rata-rata sebesar 78,5 atau kategori tinggi. kegiatan analisis data yaitu menyimpulkan manfaat dari masing-masing usaha pertanian ramah lingkungan melalui lks 1d tercapai dengan rata-rata sebesar 75 atau kategori tinggi. kegiatan investigasi juga dinilai oleh observer dengan menggunakan rubrik penilaian perfomance belajar di agrowisata meliputi keikutsertaan, keseriusan dan aktivitas tanya jawab. hasil dari kegiatan ini di kelas iv a tercapai dengan rata-rata ketercapaian sebesar 72,73% atau kategori sedang. kegiatan investigasi juga dinilai oleh observer dengan menggunakan rubrik penilaian perfomance belajar di agrowisata meliputi keikutsertaan, keseriusan dan aktivitas tanya jawab. hasil dari kegiatan ini di kelas iv a tercapai dengan rata-rata ketercapaian sebesar 72,73% atau kategori sedang (hobri, 2009). hasil pencapaian pembelajaran pada sub materi 2 yaitu melalui kegiatan refleksi diri dan dilanjutkan dengan kegiatan praktik (active experimentation) sudah tercapai dalam kategori tinggi. kegiatan refleksi dinilai oleh observer meliputi kemampuan siswa dalam merefleksi dan kepercayaan diri serta motivasi telah tercapai dengan rata-rata sebesar 88,89% atau kategori tinggi. selanjutnya kegiatan praktik menyemai biji tanaman yang dilakukan secara berkelompok juga telah tercapai jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 62 dengan rata-rata sebesar 75,9% atau kategori tinggi. kegiatan praktik ini dilanjutkan dengan kegiatan memindahkan tanaman ke media tanam baru setelah beberapa minggu kemudian tercapai dengan rata-rata sebesar 82% atau kategori tinggi. kegiatan praktik membuat kompos yang dilakukan secara berkelompok tercapai dengan rata-rata sebesar 81,5% atau kategori tinggi. kegiatan pembiasaan sebagai kelanjutan dari kegiatan praktik yang bertujuan untuk menumbuhkan perubahan perilaku dan sikap terdiri dari kegiatan pembiasaan memelihara tanaman tercapai dengan rata-rata sebesar 75% atau kategori tinggi dan mengecek kompos tercapai dengan rata-rata sebesar 78,4%. kegiatan pembelajaran pada sub materi 3 yaitu pemahaman konsep (abstract conceptualization) pada materi pertanian ramah lingkungan dilakukan melalui kegiatan sintesis data berupa pembuatan poster dan kegiatan mengkomunikasikan hasil sintesis dengan kegiatan presentasi. kegiatan pembuatan poster usaha pertanian ber-kelanjutan secara berkelompok tercapai dengan ratarata sebesar 70,7% atau kategori sedang dan kegiatan presentasi poster tercapai dengan rata-rata sebesar 75% atau kategori tinggi. kegiatan pembelajaran pada sub materi 4 yaitu pemahaman konsep (abstract conceptualization) pada materi usaha pelestarian lingkungan di sekolah dilakukan dengan kegiatan pembuatan poster dan presentasi poster. kegiatan pembuatan poster tercapai dengan rata-rata sebesar 74,7% atau kategori sedang. kegiatan presentasi poster tercapai dengan rata-rata sebesar 76,8% atau kategori tinggi. hasil pencapaian tahapan ini akan menjadi perbaikan untuk kegiatan pembelajaran di kelas iv b. perangkat pembelajaran eksperiensial pada materi pertanian ramah lingkungan selanjutnya diterapkan di kelas iv b untuk mengembangkan kemampuan literasi lingkungan siswa. literasi lingkungan yang diukur pada kelas uji coba ini meliputi aspek pengetahuan, sikap, keterampilan dan juga pembiasaan siswa untuk melestarikan lingkungan. instrumen yang digunakan meliputi tes, angket sikap dan lembar observasi melalui observasi. kegiatan pembelajaran “pertanian ramah lingkungan” melalui pendekatan eksperiensial dengan model kooperatif gi diharapkan dapat meningkatkan kemampuan literasi lingkungan siswa. penugasan berupa praktik dan juga lembar kerja siswa digunakan sebagai data pendukung kemam-puan literasi lingkungan siswa selama kegiatan pembelajaran ini. berikut ini hasil ketercapaian kegiatan pembelajaran pada empat sub materi “pertanian ramah lingkungan” terangkum dalam tabel 4.28. hasil pencapaian pada sub materi 1 melalui kegiatan memperoleh pengalaman belajar di agrowisata (concrete experience) yang merupakan pembelajaran untuk memperoleh pengalaman mengenai pertanian ramah lingkungan sudah tercapai dalam kategori sedang dan tinggi. pencapaian tahap identifikasi topik melalui lks 1a tercapai dengan nilai rata-rata sebesar 80 atau kategori tinggi. hasil kegiatan investigasi praktisi pertanian melalui lks 1 b tercapai dengan nilai ratarata sebesar 80,3 atau kategori tinggi. kegiatan investigasi selanjut-nya juga dilakukan dengan menginvestigasi kegiatan praktik/demonstrasi oleh praktisi melalui lks 1c pada cara pembuatan pupuk kompos pupuk cair dan pestisida nabati tercapai dengan nilai rata-rata sebesar 80,3 atau ketegori tinggi. hasil investigasi selanjutnya dianalisis dengan menyimpulkan manfaat dari setiap kegiatan usaha pertanian ramah lingkungan melalui lks 1d tercapai dengan nilai ratarata sebesar 80 atau kategori tinggi. performance siswa melakukan investigasi juga dinilai oleh observer dengan pencapain sebesar 73% atau kategori sedang. hasil pencapaian kegiatan pembelajaran pada sub materi 2 meliputi kegiatan refleksi diri dan praktik/tindakan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 63 nyata (reflective observation dan active experimentation) tercapai dengan kategori sedang dan tinggi. kegiatan refleksi diri yang dinilai oleh observer tercapai dengan rata-rata sebesar 86,7% atau kategori tinggi. selanjutnya siswa juga melakukan kegiatan praktik menyemaikan biji tanaman tercapai dengan rata-rata sebesar 83,3% atau kategori sedang. kegiatan menyemai dilanjutkan dengan kegiatan memindahkan tanaman ke media tanam baru tercapai dengan rata-rata sebesar 93,2% atau kategori tinggi. kegiatan praktik membuat kompos tercapai dengan rata-rata sebesar 86,9% atau kategori tinggi. kegiatan praktik diharapkan dapat mengembangkan aspek keterampilan dan sikap serta perubahan perilaku siswa untuk menyukai kegiatan pelsetarian lingkungan. kegiatan praktik dilanjutkan dengan pembiasaan memelihara tanaman yang tercapai dengan rata-rata sebesar 74,6 atau kategori sedang dan pembiasaan dalam mengecek kompos tercapai dengan ratarata sebesar 87% atau kategori tinggi. hasil pencapaian pembelajaran pada sub materi 3 yaitu pemahaman konsep (abstract conceptualization) pada materi pertanian ramah lingkungan dilakukan melalui kegiatan sintesis data dari pengalaman konkrit dengan membuat poster “usaha pertanian berkelanjutan”. kegiatan pembuatan poster tercapai dengan rata-rata sebesar 78,1% atau kategori tinggi dan kegiatan mengkomunikasikan melalui presentasi poster tercapai dengan rata-rata sebesar 78,9% atau kategori tinggi. hasil pencapaian pembelajaran pada sub materi 4 pada materi usaha pelestarian lingkungan di sekolah juga dilakukan dengan kegiatan sintesis data yaitu membuat poster dan mengkomunikasikan hasil sintesis melalui presentasi poster. kegiatan pembuatan poster tercapai dengan rata-rata sebesar 84,6% atau kategori tinggi dan kegiatan presentasi poster tercapai dengan rata-rata sebesar 82,4% atau kategori tinggi. selanjutnya berikut ini data n-gain score nilai pretes dan postes aspek pengetahuan dan sikap tersaji pada tabel 2. aspek pengetahuan diukur dengan menggunakan tes pilihan ganda dengan sebaran soal aspek kognitif meliputi aspek c1 (pengetahuan), c2 (pemahaman), c3 (penerapan) dan c4 (analisis). selanjutnya aspek sikap juga diukur dengan menggunakan tes tertulis sebagai data pendukung aspek sikap. sebaran soal aspek afektif meliputi aspek a3 (menentukan sikap), a4 (mengakui kebenaran) dan a5 (pembiasaan). hasil pretes dan postes dengan instrumen ini dibandingkan dengan menggunakan ngain score. tabel 2. hasil analisis n-gain score pretes dan postes pengetahuan dan sikap rata-rata pretes rata-rata postes n-gain score jumlah siswa 34,2 76,59 0,64 27 hasil analisa n-gain score yaitu sebesar 0,64 atau dalam kategori sedang yang menunjukkan bahwa dengan pemberian pembelajaran pertanian ramah lingkungan melalui pendekatan eksperiensial dengan model kooperatif gi dapat meningkatkan pemahaman siswa mengenai pertanian ramah lingkungan dengan kategori sedang. selanjutnya sikap siswa diukur dengan menggunakan angket skala sikap siswa yang dilakukan dengan pretes dan postes. hasil pretes dan postes dengan instrumen ini dibandingkan dengan menggunakan n-gain score. berikut ini data n-gain score nilai pretes dan postes tersaji pada tabel 3. tabel 3. hasil analisis n-gain score pretes dan postes skala sikap rata-rata pretes rata-rata postes n-gain score jumlah siswa 67,9 89,5 0,67 27 hasil analisa n-gain score yaitu sebesar 0,67 atau dalam kategori sedang yang menunjukkan bahwa dengan pemberian pembelajaran pertanian ramah lingkungan melalui pendekatan eksperienjurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 64 sial dengan model kooperatif gi dapat meningkatkan sikap kepedulian siswa terhadap pertanian ramah lingkungan dengan kategori sedang. aspek keterampilan siswa diobservasi dengan menggunakan instru-men lembar observasi. hasil penilaian keterampilan siswa pada kegiatan praktik 1 (kegiatan menyemaikan biji), kegiatan praktik 2 (kegiatan memindahkan tanaman ke media tanam) dan kegiatan praktik 3 (membuat kompos) tersaji pada tabel 4. tabel 4. ketercapaian pengembangan aspek keterampilan siswa kegiatan aspek penilaian ketercapaian ratarata nilai beda praktik 1 menyiapkan peralatan 76,5% 83,3 % praktik 1 dan 2 (9,9%) melakukan praktik 90,1% praktik 2 menyiapkan peralatan 90,1% 93,2 % melakukan praktik 96,3% praktik 3 melakukan praktik 81,4% 86,95 praktik 2 dan 3 (6,25%) penilaian produk kompos 92,5% selanjutnya juga dilakukan analisa ngain score tersaji pada tabel 5. hasil pengembangan keterampilan siswa dalam kegiatan melestarikan lingkungan melalui kegiatan praktik 1 (menyemaikan biji), kegiatan praktik 2 (memindahkan tanaman ke media baru), dan kegiatan praktik 3 (membuat kompos) terlihat tidak adanya peningkatan ngain score. kegiatan praktik 1 dibandingkan kegiatan praktik 2 memperoleh n-gain score sebesar 0,54 atau kategori sedang dan antara kegiatan praktik 2 dibandingkan kegiatan praktik 3 memperoleh n-gain score sebesar 0,69 atau kategori sedang. tabel 5. hasil analisis n-gain score kegiatan praktik rerata ketercap aian praktik 1 rerata ketercap aian praktik 2 ngai n sco re ratarata ketercap aian praktik 3 ngai n sco re juml ah sisw a 83,3% 92,3% 0,5 4 86,95% 0,6 9 27 hasil peningkatan dalam kategori sedang menunjukkan bahwa pengembangan perangkat pembelajaran eksperiensial pada materi pertanian ramah lingkungan sudah berhasil dan efektif untuk mengembangkan kemampuan literasi lingkungan siswa dalam kategori sedang. kegiatan pembelajaran tersebut terdiri dari kegiatan memperoleh pengalaman konkrit (concrete experience) dengan pembelajaran di agrowisata dan tahap refleksi observasi (reflective observation) melalui refleksi diri belajar di agrowisata dan tahap melakukan tindakan nyata (active experimentation) melalui kegiatan praktik memelihara tanaman dan membuat kompos. aspek pembiasaan siswa untuk melestarikan lingkungan yang dikembangkan juga dilakukan melalui kegiatan memelihara tanaman dan tahapan mengecek pembuatan kompos. hasil peningkatan aspek pembiasaan juga dianalisa dengan n-gain score tersebut tersaji pada tabel 6. tabel 6. hasil analisis n-gain score pembiasaan siswa melestarikan lingkungan rerata ketercapaian kegiatan pembiasaan 1 rata-rata ketercapaian kegiatan pembiasaan 2 ngain score ∑ siswa 74,6% 87% 0,48 27 hasil pembiasaan siswa melalui kegiatan pembiasaan 1 (memelihara tanaman) dan kegiatan pembiasaan 2 (mengecek kompos) diperoleh n-gain score sebesar 0,48 atau kategori sedang. hasil pembiasaan ini sudah berhasil mengembangkan kemampuan literasi lingkungan siswa dalam aspek pembentukan perilaku melalui kegiatan pembiasaan dalam kategori sedang. hasil ini dapat dijadikan acuan untuk pengembangan kemampuan literasi lingkungan selanjutnya pada siswa mi bustanul ulum. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 57-71) yuswa istikomayanti dkk, pembelajaran eksperensial group 65 pembahasan pembelajaran melalui eksperiensial kooperatif gi terhadap kemampuan literasi lingkungan siswa berdasarkan hasil uji coba di kelas simulasi (iv a) dan di kelas uji coba sebenarnya (iv b) dengan menggunakan produk pembelajaran hasil pengembangan sudah dapat meningkatkan kemampuan literasi lingkungan siswa kelas iv mi bustanul ulum pada aspek pengetahuan, sikap, keterampilan dan juga perilaku. kemampuan literasi lingkungan siswa pada penelitian ini masih dikembangkan pada kemapuan literasi lingkungan taraf dasar (pengetahuan, sikap, dan keterampilan). hal ini dapat menjadi saran untuk penelitian selanjutnya yaitu dapat mengembangkan dan mengukur aspek literasi lingkungan lainnya misalnya kepedulian, kepekaan terhadap permasalahan lingkungan dan kemampuan mengatasi masalah lingkungan yang ada di sekitarnya. materi plh yang dikembangkan yaitu pertanian ramah lingkungan merupakan materi muatan lokal yang sesuai dengan isu lingkungan yang ada di sekitar siswa. pendidikan pertanian di usia sekolah dasar sangat bermanfaat untuk menumbuhkan pengetahuan dan juga kepedulian siswa terhadap lingkungan yang ada di sekitarnya. pembelajaran materi pengembangan yang telah dilakukan di mi bustanul ulum mendapatkan respon postitif dari siswa yang ditunjukkan dengan ketertarikan siswa untuk mempelajari pertanian lebih lanjut berdasarkan dari hasil respon siswa. pembelajaran pertanian di usia sekolah dasar ternyata dapat menumbuhkan kesadaran siswa untuk memilih makanan yang sehat yaitu sayur dan buah-buahan serta menyukai kegiatan berkebun (arneson, 2012). kegiatan berkebun yang dilakukan pada penelitian ini dengan memelihara tananaman dan membuat kompos tidak hanya semata melakukan kegiatan praktik. selain mengajak siswa untuk berinteraksi langsung dengan objek praktik, juga terdapat tujuan lainnya yaitu dapat membentuk kepribadian/karakter siswa mencintai lingkungan melalui kegiatan pembiasaan. kekurangan yang diperoleh dari penelitian ini yaitu diperlukan kajian ulang alokasi waktu dan juga mata pelajaran untuk melaksanakan pembelajaran ini. hal ini dikarenakan materi yang dikembangkan lebih banyak muatan kegiatan praktik selama 4 minggu di luar jam sekolah. dengan demikian untuk mengimplementasikan pembelajaran ini diperlukan kajian oleh pengelola (kepala sekolah dan komite sekolah) untuk dialokasikan sebagai kegiatan pengembangan diri atau sebagai kegiatan wajib sekolah (la vega, 2004; clark, 2010). pendekatan yang digunakan pada materi pengembangan ini yaitu pembelajaran eksperiensial tidak hanya ditujukan pada kegiatan belajar dengan melakukan praktik (learning by doing), tetapi ada tujuan mendalam lainnya. kegiatan pembelajaran eksperiesial ini akan dapat bermakna jika guru mampu memerankan dirinya sebagai fasilitator yang dapat menghubungkan dan membangun aspek pengetahuan dan aspek keterampilan siswa agar lebih bermakna dan berkelanjutan (arnold et al., 2006; clark, 2010). kegiatan lesson study yang dilakukan pada tahap uji coba di kelas simulasi juga ini memberikan kontribusi terhadap pengembangan diri guru melalui kegiatan yang kolaboratif. saran yang dapat diberikan untuk kegiatan pengembangan di sekolah mi bustanul ulum yaitu dapat mengembangkan terus kegiatan lesson study untuk mencapai pembelajaran yang berkelanjutan. saran lainnya yaitu diperlukan kegiatan evaluasi dan monitoring terhadap pembelajaran ini sehingga akan terjadi umpan balik pengawas dan guru untuk memperbaiki kinerja dalam pembelajaran (subramaniam, 2003; la vega, 2004). jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 66 model yang digunakan dalam pembelajaran ini yaitu kooperatif gi telah tercapai dengan baik. hasil yang diperoleh dengan menggunakan tahap pembelajaran investigatif yaitu siswa dapat melakukan tanya jawab secara aktif saat belajar di agrowisata. pada penelitian ini belum diukur pengaruh pembelajaran investigatif terhadap kemampuan berkomunikasi dan juga kemampuan berfikir kritis siswa. kegiatan sintesis data dan mengkomunikasikan juga berjalan dengan baik serta memperoleh hasil yang memuaskan dari data ketercapaian belajar siswa. kesimpulannya yaitu siswa kelas iv sd/mi telah mampu mengembangkan potensi dirinya untuk mencari informasi, mensintesis informasi dan juga menyajikan informasi yang diperoleh dengan baik. dengan demikian proses pembelajaran kooperatif gi telah memberikan pembelajaran yang lebih bermakna (sharan, 1990). kemampuan literasi lingkungan yang dikembangkan pada penelitian ini lebih dominan menekankan pada kegiatan praktik dan pembiasaan. kegiatan ini sudah berhasil mengubah sikap dan juga perilaku siswa terlihat dari data hasil pencapaian kegiatan praktik dan pembiasaan dalam kategori sedang dan tinggi. harapan setelah dilakukan penelitian pengembangan ini yaitu sekolah mi bustanul ulum maupun sekolah lainnya di kota batu dapat mengaplikasikan pembelajaran plh dan juga tetap mempertahankan kegiatan berkebun. kegiatan berkebun di sekiolah (school gardening) banyak memberikan manfaat (huckestein, 2008). dengan kegiatan berkebun di sekolah siswa dapat diajak untuk memahami permasalahan lingkungan di sekitarnya sehingga aspek kepedulian lingkungan dapat terbangun dari kegiatan tersebut. keberadaan kebun sekolah saat ini merupakan hal yang penting untuk membangun literasi lingkungan siswa. kebun sekolah tidak hanya sebagai sarana penghijauan tetapi juga sarana pendidikan berbagai mata pelajaran yang ada di sekolah. muatan mata pelajaran yang disajkan secara terintegrasi atau tematik lebih mudah dipahami dengan menggunakan sarana nyata (real-life education) (arnold et al, 2006). kemampuan literasi lingkungan siswa sekolah dasar sudah banyak diteliti dan dikembangkan oleh sekolah di luar negeri seperti sekolah di turki dan sekolah lainnya. kegiatan pengenalan lingkungan tersebut merupakan suatu kurikulum yang terencana dan terukur. pembelajaran dengan objek pembelajaran lingkungan tidak hanya disampaikan melalui mata pelajaran tetapi melalui klub-klub atau tim peduli lingkungan yang secara rutin mengadakan kegiatan untuk pelestarian lingkungan. sekolah juga menentukan hari-hari khsusus untuk perayaan atau peringatan hari lingkungan hidup yang di dalamnya terdapat kegiatan pembelajaran lingkungan untuk siswa kelas rendah (kelas 1-3 sd) dan untuk siswa kelas tinggi (4-6 sd) (erdogan, 2009). di indonesia khususnya di kota malang dan batu beberapa sekolah juga sudah melaksanakan kegiatan pembelajaran lingkungan melalui program adiwiyata (sekolah yang peduli dengan lingkungan) dan juga kegiatan reguler untuk membersihkan lingkungan sekolah. namun secara umum kegiatan tersebut belum terukur sebagai kegiatan yang terencana dalam kurikulum sekolah. dengan melihat gambaran tersebut maka diperlukan pengembangan kurikulum sekolah yang dapat mengembangkan kemampuan literasi lingkungan siswa meliputi perencanaan pembelajaran hingga penilaian, perencanaan sarana dan prasarana pendukung, serta perencanaan strategi untuk mencapai tujuan khusus setiap sekolah. instrumen yang digunakan pada penelitian in masih terbatas pada instrumen tes, angket, jurnal kegiatan siswa serta lembar observasi. pengembangan instrumen untuk mengukur kemampuan literasi lingkungan secara autentik sangat diperlukan pada penelitian selanjutnya. salah satu asesmen autentik yang sesuai jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 67 dan dapat dikembangkan untuk mengembangkan literasi lingkungan siswa yaitu dengan asesmen portofolio (subramaniam, 2003). kepentingan dalam mengembangkan literasi lingkungan untuk siswa yaitu mengembangkan sebuah pembelajaran yang dapat menjelaskan lingkungan sebagai suatu sistem yang tidak berdiri sendiri. pembelajaran di indonesia khususnya di sekolah dasar pada kurikulum 2013 sudah mengintegrasikan mata pelajaran yang berdiri sendiri menjadi pembelajaran tematik. pembelajaran tematik ini telah mampu menghubungkan satu tujuan utama pembelajaran dari beberapa mata pelajaran. menurut orion dan assaraf (2005) mengembangkan literasi lingkungan siswa tidak hanya disampaikan oleh satu mata pelajaran misalnya ipa atau sains. lingkungan yang terdiri dari berbagai komponen yang kompleks dan saling berinteraksi juga perlu dipahami sebagai suatu sistem. dengan demikian diperlukan pembelajaran yang mampu mengembangkan proses berfikir sistematis yaitu kemampuan berfikir untuk menghubungkan dan mengorganisasikan beberapa bagian pengetahuan yang dimiliki menjadi suatu kesatuan utuh. salah satu asesmen yang dikembangkan misalnya peta konsep. melalui peta konsep maka siswa dituntut untuk mampu menghubungkan dan menginterpretasikan pemahamannya terhadap suatu sistem. pembelajaran untuk mengembangkan sistem berfikir atau system thinking sudah sangat populer sejak tahun 1990-an. pembelajaran tersebut bertujuan untuk membangun kemampuan berfikir siswa dalam menyelesaikan suatu masalah dengan teknik atau solusi berdasarkan disiplin ilmu. instrumen yang digunakan pada penelitian in masih terbatas pada instrumen tes, angket, jurnal kegiatan siswa serta lembar observasi. pengembangan instrumen untuk mengukur kemampuan literasi lingkungan secara autentik sangat diperlukan pada penelitian selanjutnya. salah satu asesmen autentik yang sesuai dan dapat dikembangkan untuk mengembangkan literasi lingkungan siswa yaitu dengan asesmen portofolio (subramaniam, 2003). kepentingan dalam mengembangkan literasi lingkungan untuk siswa yaitu mengembangkan sebuah pembelajaran yang dapat menjelaskan lingkungan sebagai suatu sistem yang tidak berdiri sendiri. pembelajaran di indonesia khususnya di sekolah dasar pada kurikulum 2013 sudah mengintegrasikan mata pelajaran yang berdiri sendiri menjadi pembelajaran tematik. pembelajaran tematik ini telah mampu menghubungkan satu tujuan utama pembelajaran dari beberapa mata pelajaran. menurut orion dan assaraf (2005) mengembangkan literasi lingkungan siswa tidak hanya disampaikan oleh satu mata pelajaran misalnya ipa atau sains. lingkungan yang terdiri dari berbagai komponen yang kompleks dan saling berinteraksi juga perlu dipahami sebagai suatu sistem. dengan demikian diperlukan pembelajaran yang mampu mengembangkan proses berfikir sistematis yaitu kemampuan berfikir untuk menghubungkan dan mengorganisasikan beberapa bagian pengetahuan yang dimiliki menjadi suatu kesatuan utuh. salah satu asesmen yang dikembangkan misalnya peta konsep. melalui peta konsep maka siswa dituntut untuk mampu menghubungkan dan menginterpretasikan pemahamannya terhadap suatu sistem. pembelajaran untuk mengembangkan sistem berfikir atau system thinking sudah sangat populer sejak tahun 1990-an. pembelajaran tersebut bertujuan untuk membangun kemampuan berfikir siswa dalam menyelesaikan suatu masalah dengan teknik atau solusi berdasarkan disiplin ilmu. sebagai contoh tahapan pengalaman belajar yang dikembangkan oleh orion dan assaraf (2005) untuk mengembangkan pemahaman siswa kelas 5 sd pada materi sistem siklus air terdiri dari delapan tahapan belajar sebagai jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 68 berikut: 1) kemampuan mengidentifikasi komponen siklus air dalam sistem dan juga proses, 2) kemampuan mengidentifikasi hubungan antara komponen dalam sistem siklus air, 3) kemampuan mengorganisir komponen dalam sistem dan proses serta membuat peta hubungan antara komponen tersebut, 4) kemampuan untuk menggeneralisasi, 5) kemampuan mengidentifikasi hubungan yang dinamik dalam sistem, 6) memahami komponen yang tersembunyi atau tidak terlihat dalam sistem, 7) kemampuan memahami siklus alami di dalam sistem, dan 8) kemampuan memprediksi berdasarkan sistem yang terjadi pada waktu lampau. hasil uji coba pada kelas simulasi untuk mengetahui keterlaksanaan pembelajaran eksperiensial melalui model kooperatif gi yang dilakukan melalui kegiatan lesson study memberikan manfaat untuk tim lesson study. manfaat tersebut yaitu kegiatan lesson study telah memberikan kesempatan kepada tim guru kelas iv dan peneliti untuk saling berbagi ide untuk mencapai tujuan mengenalkan pertanian ramah lingkungan kepada siswa kelas iv mi bustanul ulum, kegiatan plan dalam lesson study sudah berhasil menginisiasi dan meningkatkan kemampuan guru untuk melakukan perencanaan kegiatan pembelajaran secara kooperatif, kegiatan do dalam lesson study sudah berhasil menginisiasi dan meningkatkan kemampuan guru selaku observer untuk melakukan penilaian kemampuan siswa yaitu aspek sikap dan keterampilan selain aspek pengetahuan. kegiatan see dalam lesson study sudah berhasil melakukan kegiatan refleksi sehingga diperoleh banyak saran untuk memaksimalkan potensi diri siswa terutama kemampuan literasi lingkungan. pembelajaran eksperiensial yang juga dipadukan dengan model kooperatif gi telah mampu mengembangkan literasi lingkungan siswa dan juga potensi siswa untuk mencari informasi, mensintesis informasi yang diperoleh, dan menyajikan informasi dengan baik. kemampuan literasi lingkungan yang dikembangkan pada penelitian ini masih berada pada taraf pengetahuan, sikap dan keterampilan siswa dalam melestarikan lingkungan. taraf literasi lingkungan yang lebih tinggi meliputi kepedulian, kepekaan dan juga kemampuan mengatasi masalah di lingkungan belum dikembangkan pada penelitian ini. namun demikian dengan penelitian pengembangan ini telah mengujikan adanya manfaat dari pemberian pengalaman langsung (direct experience) melalui kegiatan kunjungan wisata dan juga kegiatan pelestarian lingkungan di sekolah terhadap aspek pengetahuan, sikap, keterampilan dan juga pembiasaan untuk melestarikan lingkungan. menurut ozsoy et. al., (2012) kemampuan literasi lingkungan siswa yang masih rendah tidak disebabkan oleh sedikitnya jumlah buku mengenai lingkungan di sekolah tetapi karena belum adanya lingkungan di sekolah yang mampu menyediakan pengalaman belajar langsung kepada siswa untuk berinteraksi dengan lingkungan. penelitian dan pengembangan yang dilakukan ini secara tidak langsung juga menyediakan lingkungan belajar di luar ruangan berupa pekarangan untuk praktik menanam yang sebelumnya belum digunakan secara maksimal di mi bustanul ulum, kota batu. pengembangan materi plh dengan pendekatan pembelajaran eksperiensial melalui model kooperatif gi ini dapat memberikan kontribusi kepada pembelajaran yang berpusat pada siswa yang dicanangkan depdiknas (2009) melalui rencana strategis departemen pendidikan nasional tahun 2010-2014. kontribusi pembelajaran eksperiensial tehadap pembelajaran yang berpusat pada siswa adalah pengalaman belajar melalui concrete experience atau memperoleh pengalaman konkrit yaitu memberikan kesempatan siswa untuk a) mengetahui tujuan belajarnya melalui tahapan identifikasi topik, b) yang jelas dalam kegiatan pembelajaran melalui investigasi jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 69 di agrowisata, c) mendapatkan gambaran yang relevan dan nyata terhadap kehidupan pertanian yang khas di daerahnya, d) memberikan pengalaman motorik secara langsung atau hands-on activity. pengalaman belajar melalui reflective observation atau kegiatan refleksi diri ini memberikan kesempatan kepada siswa untuk a) melakukan pemahaman dan penanaman konsep pertanian ramah lingkungan kedalam diri siswa, b) mendapatkan bantuan untuk merencanakan kegiatan pelestarian yang dapat dilaksanakan di sekolah. pengalaman belajar melalui active experimentation atau tindakan nyata memberikan kesempatan kepada siswa untuk a) memberikan kesempatan berinteraksi langsung dengan objek melalui hands-on activity, b) melakukan observasi atau pengamatan pertumbuhan tanaman, c) mencatat kegiatan yang dilakukan beserta solusi dari permasalahan melalui jurnal kegiatan, d) mensintesis hasil penemuan dalam kegiatan praktik dan mendiskusikannya dalam kelompok. tahapan tindakan nyata ini merupakan kegiatan yang paling dominan dalam mengembangkan kemampuan literasi lingkungan siswa dari tahapan pembelajaran eksperiensial yang diterapkan. menurut cobble (2012) orang atau siswa yang memiliki kemampuan literasi lingkungan yang tinggi adalah orang yang aktif dan progresif serta mampu bertahan dan menghadapi masalah lingkungan yang ada di sekitarnya. selain itu menurut coyle (2006) dalam cobble (2012), pemahaman yang dimiliki oleh orang atau siswa terhadap lingkungannya tidak hanya sebatas pengetahuan tetapi hingga mampu mengaplikasikan keteram-pilan yang dimiliki meliputi keterampilan interdisiplin ilmu untuk diaplikasikan. pengalaman belajar melalui abstract conceptualization atau pengabstrakasian konsep memberikan kesempatan kepada siswa untuk a) menyajikan konsep pertanian ramah lingkungan melalui poster, b) mempresentasikan poster dan melakukan tanya jawab dari teman dalam tahap mengkomunikasikan hasil. pembelajaran eksperiensial ini dititik beratkan pada kegiatan lapang dan juga pembelajaran outdoor. pembelajaran ini sesuai dengan teori perkembangan anak yaitu pembentukan perilaku lebih mudah diajarkan sejak usia dini (usia 7-13 tahun). selain itu menurut al-ikk (2009) menyatakan bahwa masa anak sekolah dasar dicirikan dengan pertumbuhan fisik yang cepat, aktivitas otak, memiliki rasa ingin tahu yang tinggi serta akan merespon apa saja yang ada disekelilingnya. anak pada usia ini juga mampu mencoba menyelesaikan masalah-masalah yang dihadapi sesuai dengan pemikirannya. selain manfaat yang diperoleh dari kegiatan pengembangan materi plh melalui pembelajaran eksperiensial melalui model kooperatif gi, diperoleh pula saran dan masukan untuk penelitian dan pengembangan pembelajaran selanjutnya yaitu kegiatan pembelajaran praktik menanam dan membuat kompos yang bertujuan untuk mengembangkan keterampilan dan perilaku siswa memerlukan alokasi waktu yang cukup lama yaitu selama empat minggu. dengan demikian perlu kajian ulang oleh pengelola (kepala sekolah dan komite sekolah) untuk dialokasikan sebagai kegiatan pengembangan diri atau sebagai kegiatan wajib sekolah. tujuan pembelajaran yang ingin dicapai melalui pendekatan pembelajaran eksperiensial tidak hanya semata melakukan pembelajaran dengan praktik (learning by doing) tetapi guru memiliki peran untuk menyajikan pembelajaran yang bermakna. dengan demikian diperlukan peningkatan kinerja guru dalam hal pengembangan kemampuan siswa melalui kegiatan lesson study. model kooperatif gi yang dipilih pada pembelajaran ini sudah dapat memberikan pembelajaran bermakna. dengan demikian diperlukan inovasi dan pengembangan dengan menggunakan pembelajaran kooperatif lainnya untuk materi plh lainnya. aspek kemampuan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 49-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 70 literasi lingkungan yang dikembangkan masih pada taraf dasar sehingga diperlukan pengembangan aspek literasi lingkungan lainnya sehingga mampu menciptakan generasi yang peduli dan sadar lingkungan. kebun sekolah atau pekarangan sekolah sebagai sarana dalam kegiatan pengembangan pembelajaran ini dapat dimanfaatkan secara maksimal sebagai sarana pembelajaran lainnya, sehingga pembelajaran mengenai lingkungan dapat terintegrasi dengan mata pelajaran lainnya atau tersaji secara tematik. instrumen yang digunakan untuk mengukur kemampuan literasi lingkungan pada penelitian pengembangan ini masih sangat terbatas. dengan demikian diperlukan kajian penelitian dan pengembangan selanjutnya untuk menegembangkan instrumen pengukuran aspek kemampuan literasi lingkungan. kesimpulan dan saran kesimpulan berdasarkan hasil penelitian pengembangan ini disimpulkan sebagai berikut: 1) pembelajaran eksperiensial melalui group investigation (gi) efektif dapat mengembangkan kemampuan literasi lingkungan siswa pada aspek pengetahuan, sikap, keterampilan dan juga pembiasaan. 2) materi yang dikembangkan oleh peneliti yaitu pada sub materi pertanian ramah lingkungan sudah sesuai untuk mencapai pencapain pendidikan lingkungan hidup yang lebih bermakna sehingga dapat terwujud visi kota batu. 3) pembelajaran eksperiensial memberikan lebih banyak pengalaman belajar yang diperlukan siswa terutama untuk membentuk karakter yang dilalui dengan bertahap melalui pemahaman, pembentukan sikap, pelatihan keterampilan dan mencapai karakter terbiasa mencintai lingkungan. saran saran diseminasi atau penyebaran dan penelitian selanjutnya yaitu sebagai berikut: 1) saran untuk guru plh sd/mi di kota batu adalah guru dapat menerapkan perangkat pembelajaran eksperiensial untuk mengenalkan pertanian ramah lingkungan dalam rangkan meningkatkan kemampuan literasi lingkungan siswa. 2) guru dapat menerapkan kegiatan pembelajaran di luar ruangan untuk memperoleh pengalaman mengenai pertanian ramah lingkungan dan juga untuk memberikan kesempatan kepada siswa berinteraksi langsung dengan lingkungan di sekitarnya. 3) pengembangan lebih lanjut perangkat pembelajaran yaitu perlu mengalokasikan jam pelajaran khusus atau direkomendasikan untuk untuk kegiatan pengembangan diri atau sebagai kegiatan wajib sekolah, mengaktifkan kegiatan lesson study untuk meningkatkan kompetensi guru secara berkelanjutan, perlu pengembangan aspek literasi lingkungan lainnya, perlu memaksimalkan kebun sekolah atau pekarangan sebagai sarana belajar untuk menumbuhkan kemampuan literasi lingkungan siswa dengan nyata. daftar rujukan al-ikk, k. a. s. 2009. pedoman pendidikan anak menurut al-qur’an dan sunnah. surakarta: al-qowam. arneson, j. 2012. middle school student attitude toward garden based learning: a case study at park middle school. an undergraduate thesis. nebraska: the environmental studies program at the university of nebraska-lincoln. arnold, s. wendy, j. w., & edward, w. 2006. experiential learning in secondary agricultural education classroom. journal of southern jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; 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(online), (http://brownhighereducationdivision .org/sharan_sharan), diakses 21 november 2014. subramaniam, a. 2003. garden based learning: considering assessment from a learner-centered approach. california: 4-h center for youth development. department of human and community development. http://www.kukuicup/org/vision http://www.kukuicup/org/vision http://survey.vt.edu/entry http://www.naaee.org/eralychidhood http://www.naaee.org/eralychidhood http://wilderdom.com/experiential/ http://brownhighereducationdivision.org/sharan_sharan http://brownhighereducationdivision.org/sharan_sharan jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 28-35) disubmit: november 2016 direvisi: februari 2017 disetujui: februari 2017 aprilia et al., pendekatan bioinformatika berbasis penelitian 28 available at http://ejournal.umm.ac.id/index.php/jpbi pendekatan bioinformatika berbasis penelitian analisis profil protein carbonic anhydrase ii yang berpotensi sebagai kandidat penyebab autis untuk variasi pembelajaran matakuliah bioteknologi bioinformatics approach based research of profile protein carbonic anhydrase ii analysis as a potential candidate cause autism for the variation of learning subjects biotechnology dian eka a. f. ningrum1, mohamad amin2, betty lukiati3 1,2,3pascasarjana universitas negeri malang, jl. semarang 5, malang, 551334 e-mail korespondensi: ningrumdianeka@gmail.com abstrak penelitian ini bertujuan untuk mengetahui kebutuhan variasi pembelajaran pada matakuliah bioteknologi dengan menggunakan pendekatan bioinformatika. salah satu contoh aplikatif penggunaan bioinformatika dalam matakuliah bioteknologi yaitu analisis profil protein carbonic anhydrase ii yang berpotensi sebagai kandidat penyebab autis. penelitian ini merupakan penelitian deskriptif kualitatif yang terdiri atas 2 tahap. data tahap pertama diperoleh dari observasi pembelajaran, angket mahasiswa, dan angket dosen. hasil dari tahap pertama yaitu perlu adanya variasi pembelajaran pada matakuliah bioteknologi menggunakan bioinformatika. pengumpulan data pada tahap kedua menggunakan 3 webserver untuk memprediksi protein target dan artikel ilmiah. visualisasi protein menggunakan software pymol. berdasarkan 3 webserver yang digunakan, kandidat protein target terkait autis adalah carbonic anhydrase ii. hasil penelitian diketahui bahwa protein carbonic anhydrase ii berpotensi sebagai kandidat penyebab autis karena tergolong metaloenzim yang mampu berikatan dengan logam berat. kandungan logam berat pada penderita autis tinggi sehingga berpengaruh pada metabolisme tubuhnya. prediksi tentang protein kandidat penyebab autis ini merupakan aplikasi penggunaan teknologi dalam upaya menyelesaikan masalah di masyarakat, sehingga dapat memenuhi capaian pembelajaran dalam matakuliah bioteknologi. kata kunci: bioinformatika, carbonic anhydrase ii, autis, bioteknologi abstract this study aims to determine the needs of learning variations on biotechnology courses using bioinformatics approaches. one example of applied use of bioinformatics in biotechnology course is the analysis of protein profiles carbonic anhydrase ii as a potential cause of autism candidate. this research is a qualitative descriptive study consisted of two phases. the first phase of the data obtained from observations of learning, student questionnaires, and questionnaires lecturer. results from the first phase, namely the need for variations learning in biotechnology course using bioinformatics. collecting data on the second stage uses three webserver to predict the target protein and scientific articles. visualization of proteins using pymol software. 3 based webserver which is used, the candidate of target proteins associated with autism is carbonic anhydrase ii. the survey results revealed that the protein carbonic anhydrase ii as a potential candidate for the cause of autism classified metaloenzim are able to bind with heavy metals. the content of heavy metals in autistic patients high that affect metabolism. this prediction of protein candidate cause autism is applied use to solve the problem in society, so that can achieve the learning outcome in biotechnology course. keywords: autism, bioinformatics, biotechnology,carbonic anhydrase ii bioteknologi merupakan cabang ilmu biologi yang sangat erat kaitannya dengan teknologi. bioteknologi didefinisikan sebagai ilmu pengetahuan yang menggunakan makhluk hidup atau turunannya untuk keuntungan manusia baik berupa produk atau jasa dalam mengatasi masalah (thieman & palladino, 2013). bioteknologi menjadi semakin berkembang seiring kemajuan ilmu pengetahuan dan teknologi (iptek). salah satu cabang dari bioteknologi yaitu bioinformatika. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 28-35) disubmit: november 2016 direvisi: februari 2017 disetujui: februari 2017 aprilia et al., pendekatan bioinformatika berbasis penelitian 29 available at http://ejournal.umm.ac.id/index.php/jpbi bioinformatika merupakan cabang bioteknologi yang menggunakan komputer untuk menganalisis dan mengelola data dna maupun protein (thieman & palladino, 2013). tiga unsur dalam kegiatan analisis bioinformatika yaitu pusat data atau database, analisis data, prediksi (witarto & sajidan, 2010). terdapat 3 tujuan utama penggunaan bioinformatika, yaitu (1) mengorganisasikan data, baik mengakses data yang sudah ada atau menambahkan data baru; (2) mengembangkan alat dan sumber daya untuk membantu menganalisis data; dan (3) menggunakan alat untuk menganalisis data dan menginterpretasikan hasil sesuai dengan istilah dalam biologi (luscombe et al., 2001). pada penerapannya bioinformatika menggunakan software dan database online. pembelajaran menggunakan pendekatan bioinformatika dalam bidang bioteknologi menjadi penting karena sesuai dengan perkembangan zaman. bioteknologi menjadi salah satu matakuliah yang dikaji oleh mahasiswa s1 program studi pendidikan biologi universitas negeri malang. mahasiswa sebagai agen pembaharuan diharapkan dapat memberikan solusi terkait masalah di kehidupan sehari-hari. kualifikasi mahasiswa s1 yang berada di level 6 berdasarkan jenjang pada kkni, yaitu mahasiswa mampu memanfaatkan ipteks dalam bidang keahliannya dan mampu beradaptasi terhadap situasi yang dihadapi dalam penyelesaian masalah. menurut zunaidah & amin (2016) sistem pembelajaran bioteknologi yang memadai akan sangat membantu mahasiswa untuk memahami setiap materi yang disampaikan oleh dosen. bioteknologi dapat dijadikan solusi masalah pangan, obat, dan energi (sunarko, 2015). masalah semakin tingginya kebutuhan obat disebabkan peningkatan populasi dan pergeseran komposisi penduduk (sparringa, 2016). salah satu kelainan yang perlu diperhatikan dewasa ini yaitu autis. autis merupakan kelainan perkembangan syaraf yang cukup banyak jumlah penderitanya belakangan ini. menurut autism and developmental disabilities monitoring (2014) di amerika 1 dari 68 atau 1,5% anak berumur 8 tahun teridentifikasi autis. data juga menunjukkan bahwa anak laki-laki 4,5 kali teridentifikasi autis daripada anak perempuan. data di indonesia menurut direktorat pklk dikdas kemdikbud (2014) pada tahun 2013 diperkirakan terdapat lebih dari 112.000 anak yang menderita autis dalam usia 5-19 tahun. kasus autis yang cukup banyak menyebabkan autis menjadi perhatian masyarakat untuk lebih mendalami. autis sebagai suatu kelainan pada tubuh manusia dapat ditinjau dari gejala, faktor penyebab, dan cara menanggulanginya. gejala yang ditunjukkan oleh penderita autis cukup beragam, seperti gangguan interaksi sosial, gangguan komunikasi, minat yang terbatas, tingkah laku yang berulang (theoharides et al., 2012; siniscalco et al., 2013), gangguan tidur seperti insomnia (veatch et al., 2015), dan penurunan daya belajar serta daya tangkap (theoharides et al., 2012). autis dikatakan sebagai kelainan yang kompleks (hyman 2008; careaga et al., 2010; kaushik et al., 2015), bahkan seperti puzzle (shaw 2008; yasko 2009). hal ini dikarenakan penyebab terjadinya autis berbeda antara satu penderita dengan penderita lainnya. salah satu yang diduga jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 28-35) disubmit: november 2016 direvisi: februari 2017 disetujui: februari 2017 aprilia et al., pendekatan bioinformatika berbasis penelitian 30 available at http://ejournal.umm.ac.id/index.php/jpbi sebagai penyebab autis adalah adanya gangguan pada metabolisme tubuh, yaitu penyerapan zinc, sehingga pada anak autis kandungan zinc rendah (langford, 2004; seneff et al., 2013). zinc merupakan kofaktor bagi protein carbonic anhydrase ii (lionetto et al., 2016). analisis profil protein carbonic anhydrase ii yang berpotensi sebagai kandidat penyebab autis dapat dilakukan secara in silico. metode penelitian in silico merupakan metode yang memanfaatkan komputer sebagai alat serta databases dan software dalam memprediksi protein target (alvarez & shoichet 2005; zheng et al., 2011). tujuan penelitian ini adalah memperoleh variasi pembelajaran untuk matakuliah bioteknologi dengan menggunakan pendekatan bioinformatika. salah satu contoh aplikatif penggunaan bioinformatika di matakuliah bioteknologi yaitu analisis profil protein carbonic anhydrase ii yang berpotensi sebagai kandidat penyebab autis. metode penelitian ini terdiri atas dua tahap penelitian. kedua jenis penelitian yaitu deskriptif kualitatif. penelitian tahap pertama dilakukan untuk mengetahui kondisi pembelajaran dalam matakuliah bioteknologi. data diperoleh dari observasi pembelajaran, angket mahasiswa, dan angket dosen. pengambilan data dilakukan pada bulan september 2016. subyek penelitian yaitu mahasiswa dan dosen program studi pendidikan biologi universitas negeri malang dengan sampel eksperimen adalah 20 mahasiswa yang telah menempuh matakuliah bioteknologi dan 1 dosen pengampu matakuliah bioteknologi. analisis data dilakukan secara deskriptif. penelitian tahap kedua dilakukan untuk mengolah dan menginterpretasikan data yang didapat dari webserver dan software yang digunakan serta artikelartikel pada jurnal. penelitian ini menggunakan 3 webserver, yaitu pharmmapper, swisstargetprediction, dan superpred. visualisasi 3d protein menggunakan software pymol. analisis data hasil output dari 3 webserver dilakukan dengan menganalisis prediksi protein target yang sama dari 3 webserver tersebut. hasil dan pembahasan hasil dari observasi pembelajaran pada matakuliah bioteknologi yaitu (1) proses pembelajaran dilakukan dengan presentasi, diskusi, dan ceramah dari dosen; (2) tidak semua mahasiswa memiliki buku ajar yang disarankan oleh dosen, sehingga masih banyak mahasiswa yang mencari informasi dari internet dengan sumber yang kurang credible seperti dari blogspot ataupun wordpress; (3) mahasiswa belum mengenal bioinformatika yang merupakan cabang dari bioteknologi. hasil dari angket yang diberikan pada dosen pengampu matakuliah bioteknologi yaitu (1) kompetensi yang diharapkan dicapai oleh mahasiswa setelah mengikuti matakuliah bioteknologi yaitu mahasiswa mampu mengetahui tentang prinsip-prinsip bioteknologi, teknik-teknik dalam bioteknologi dan aplikasi serta dampak dari bioteknologi; (2) metode pembelajaran yang digunakan yaitu inkuiri dan diskusi; (3) hal yang perlu diperbaiki atau ditingkatkan dari matakuliah bioteknologi yaitu memberikan atau jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 28-35) disubmit: november 2016 direvisi: februari 2017 disetujui: februari 2017 aprilia et al., pendekatan bioinformatika berbasis penelitian 31 available at http://ejournal.umm.ac.id/index.php/jpbi menggunakan berbagai metode atau model pembelajaran supaya tercapai kompetensi yang diharapkan; (4) belum ada materi bioinformatika, sehingga penambahan materi diperlukan untuk meningkatkan pengetahuan mahasiswa. hasil dari angket yang diberikan pada mahasiswa yang telah menempuh matakuliah bioteknologi yaitu (1) strategi pembelajaran pada matakuliah bioteknologi yaitu makalah-presentasi-diskusi serta kegiatan laboratorium; (2) sebesar 60% responden menyatakan mengalami kesulitan dalam matakuliah bioteknologi, kesulitan tersebut meliputi tidak memiliki buku teks yang disarankan dosen, mencari dan menganalisis artikel pada jurnal terkait topik bioteknologi, serta mengalami kesulitan saat kegiatan laboratorium; (3) sebesar 75% responden menyatakan kesulitan dalam kegiatan laboratorium, kesulitan tersebut meliputi cara penggunaan alat serta prosedur kerja; (4) sebesar 50% responden menyatakan tidak mengetahui tentang bioinformatika, sedangkan sebesar 80% responden yang menyatakan mengetahui bioinformatika mengalami kesalahan konsep tentang bioinformatika; (5) sebesar 100% responden menyatakan perlu ditambahkan bioinformatika dalam matakuliah bioteknologi karena dapat membantu mempelajari bioteknologi, menarik dipelajari, pembelajaran abad 21 yang memanfaatkan teknologi, variasi dalam pembelajaran dan menambah pengetahuan. berdasarkan hasil dari observasi pembelajaran serta angket mahasiswa dan dosen dapat disimpulkan bahwa perlu adanya variasi pembelajaran pada matakuliah bioteknologi. variasi pembelajaran dapat dilakukan dengan penggunaan bioinformatika dalam matakuliah bioteknologi. contoh aplikasi penggunaan bioinformatika dalam matakuliah bioteknologi yaitu menganalisis profil suatu protein dalam tubuh yang berkaitan dengan penyakit tertentu. hal ini dapat diterapkan dalam pembelajaran matakuliah bioteknologi pada pokok bahasan “bioteknologi bidang farmasi dan kedokteran”, sehingga dapat memberi gambaran pada mahasiswa mengenai manfaat belajar bioteknologi khususnya menggunakan bioinformatika. salah satu contoh aplikatif penggunaan bioinformatika dalam matakuliah bioteknologi yaitu analisis profil protein carbonic anhydrase ii yang berpotensi sebagai kandidat penyebab autis. hasil dari penelitian ini berupa prediksi protein target dari 3 webserver yang digunakan. webserver tersebut, yaitu: a. pharmmapper pharmmapper (gambar 1) merupakan server yang mengidentifikasi target senyawa yang berpotensi sebagai obat dengan menggunakan pendekatan pemetaan farmakopor. farmakopor merupakan bagian dari suatu senyawa yang berinteraksi dengan reseptor khusus (pharmmapper, 2015). gambar 1. tampilan webserver pharmmapper (pharmmapper, 2015) b. swisstargetprediction swisstargetprediction (gambar 2) adalah satu alat online untuk memprediksi jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 28-35) disubmit: november 2016 direvisi: februari 2017 disetujui: februari 2017 aprilia et al., pendekatan bioinformatika berbasis penelitian 32 available at http://ejournal.umm.ac.id/index.php/jpbi target dari molekul bioaktif kecil pada manusia dan vertebrata lain. ini berguna untuk memahami mekanisme molekuler yang mendasari fenotip atau aktivitas biologis, untuk menerapkan sisi yang mungkin atau untuk memprediksi target molekul yang telah diketahui (swisstargetprediction, 2013). gambar 2. tampilan webserver swisstargetprediction (swisstargetprediction, 2013) c. superpred superpred adalah server yang mampu memprediksi interaksi protein target dengan suatu senyawa berdasarkan kemiripan struktur antara struktur yang ingin kita prediksi targetnya dengan struktur obat-obatan yang telah disetujui oleh fda maupun senyawa-senyawa nonobat yang telah dianalisis secara in vitro dan in vivo (dunkel, et al., 2008; gfeller, et al., 2014). tampilan webserver superpred disajikan pada gambar 3. gambar 3. tampilan webserver superpred (superpred, 2014) hasil prediksi protein target dari 3 webserver yang digunakan disajikan pada tabel 1. prediksi protein target tersebut dilengkapi dengan beberapa informasi dari database protein yaitu uniprot, seperti disajikan pada gambar 4. gambar 4. tampilan database uniprot (uniprot, 2016) tabel 1. tabulasi prediksi protein target dari 3 webserver n o protein gene id uniprot id webserver p m su p st p 1 aldose reductase akr 1b1 p15121 aldr_hu man √ √ 2 carbonic anhydrase 2 ca2 p00918cah2_hum an √ √ √ 3 stromelysin-1 mmp 3 p08254mmp3_hu man √ √ 4 pex pex 14 o75381pex14_hu man √ √ 5 arachidonate 5lipoxygenase alo x5 p09917lox5_hum an √ √ 6 estradiol 17betadehydrogenas e 1 hsd 17b1 p14061dhb1_hum an √ √ ket: pm: pharmmapper; sup: superpred; stp: swisstargetprediction berdasarkan hasil dari 3 webserver diperoleh prediksi protein target yaitu carbonic anhydrase ii. struktur 3 dimensi protein carbonic anhydrase ii disajikan pada gambar 5. jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 28-35) disubmit: november 2016 direvisi: februari 2017 disetujui: februari 2017 aprilia et al., pendekatan bioinformatika berbasis penelitian 33 available at http://ejournal.umm.ac.id/index.php/jpbi gambar 5. visualisasi struktur 3d protein carbonic anhydrase ii menggunakan pymol (pdb, 2015) protein carbonic anhydrase ii merupakan metalloenzyme (hassan et al., 2013; lionetto et al., 2016). hal ini dikarenakan enzim ini mengandung zinc (zn) (hassan et al., 2013). zinc membantu carbonic anhydrase ii dalam tubuh untuk mengkatalis reaksi co2 dan h2o menjadi ion bicarbonate (hco3 -) (song et al., 2014). fungsi dari carbonic anhydrase ii adalah untuk meregulasi keseimbangan ph dan air sebagai bentuk homeostatis, vasodilatasi dan beberapa jalur metabolisme (kida et al., 2006). carbonic anhydrase ii merupakan enzim yang terletak di sitosol (hassan et al., 2013), sel darah merah serta beberapa jaringan sekresi seperti pada saluran pencernaan, ginjal, paru-paru, mata, center neural system (cns) (sarikaya et al., 2010), pada otak manusia terletak di oligodendrosit, myelin, dan choroid plexus epithelium (kida et al., 2006). carbonic anhydrase ii terdiri atas 3 ligan histidine (his94, his96, his119), zn yang berikatan ditengah dan molekul air sebagai ligan (hassan et al., 2013; song et al., 2014; lionetto et al., 2016). hal ini secara ringkas sebagaiamana disajikan pada gambar 7. carbonic anhydrase ii memiliki sisi aktif yang berikatan dengan zinc (zn2+). sisi aktif dari carbonic anhydrase ii dapat mudah berikatan dengan logam berat lain seperti co2+, ni2+, mn2+, cu2+, cd2+, dan hg2+ (lionetto et al., 2016). gambar 7. struktur carbonic anhydrase ii pada manusia, zn berikatan pada tengah sisi aktif, 3 ligan histidine, dan molekul air (warna merah) (song et al., 2014) logam berat dapat menjadi cofactor bagi carbonic anhydrase, namun juga dapat menjadi inhibitor bagi aktivitas carbonic anhydrase (lionetto et al., 2016). kandungan logam berat yang tinggi pada tubuh mengakibatkan gangguan pada metabolisme tubuh, salah satunya yaitu munculnya gejala kelainan seperti autis. logam berat menyebabkan efek racun sehingga dapat meningkatkan gejala autis (blaurock-busch et al., 2012). penutup berdasarkan hasil penelitian dapat disimpulkan bahwa perlu adanya variasi pembelajaran pada matakuliah bioteknologi. salah satu variasi yaitu dengan menerapkan bioinformatika. hasil analisis menunjukkan bahwa protein carbonic anhydrase ii berpotensi sebagai kandidat penyebab autis. hasil penelitian ini dapat dilengkapi dengan dikembangkannya buku ajar berbasis penelitian bioinformatika untuk digunakan oleh mahasiswa yang menempuh matakuliah bioteknologi. hasil analisis profil protein sebagai kandidat penyebab autis dengan teknik in silico dapat jurnal pendidikan biologi indonesia volume 3 nomor 1 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 28-35) disubmit: november 2016 direvisi: februari 2017 disetujui: februari 2017 aprilia et al., pendekatan bioinformatika berbasis penelitian 34 available at http://ejournal.umm.ac.id/index.php/jpbi digunakan sebagai dasar untuk melakukan penelitian in vitro. daftar rujukan autism and developmental disabilities monitoring. 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(2016) pengembangan bahan ajar matakuliah bioteknologi berdasarkan kebutuhan dan karakter mahasiswa universitas nusantara pgri kediri. jurnal pendidikan biologi indonesia, 2(1), 19-30. http://lipi.go.id/%20berita/single/ http://lipi.go.id/%20berita/single/ swisstargetprediction.%20(2013).%20swisstargetprediction.%20retrieved%20from%20http:/www.swisstargetpredic-tion.ch swisstargetprediction.%20(2013).%20swisstargetprediction.%20retrieved%20from%20http:/www.swisstargetpredic-tion.ch swisstargetprediction.%20(2013).%20swisstargetprediction.%20retrieved%20from%20http:/www.swisstargetpredic-tion.ch swisstargetprediction.%20(2013).%20swisstargetprediction.%20retrieved%20from%20http:/www.swisstargetpredic-tion.ch http://www.uniprot.org/uniprot/p00918 http://www.uniprot.org/uniprot/p00918 jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 180 pengaruh ekstrak buah ciplukan (physalis angulata l.) terhadap kadar sgpt dan sgot mencit putih jantan (mus musculus) hiperglikemia yang diinduksi aloksan sebagai sumber belajar biologi the effect of ciplukan (physalis angulata l.) fruit extract on sgpt and sgot levels against white male mice (mus musculus) hyperglycemia induced by alloxan as biology learning resources nur lailatul fitri1, roro eko susetyarini1, lud waluyo1 1program studi pendidikan biologi, fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah malang jl. tlogomas 246 malang telp 464318; dyahsetiawati6@gmail.com abstrak ciplukan (physalis angulata l.) digunakan masyarakat sebagai obat antidiabetes. efek antidiabetes buah ciplukan disebabkan tumbuhan ini memiliki kandungan kimia flavonoid dengan persentase ekstrak buah 300 μg/ml adalah 84%. flavonoid merupakan salah satu senyawa antioksidan yang berfungsi mengatasi atau menetralisir radikal bebas sehingga diharapkan dengan pemberian antioksidan tersebut kerusakan sel tubuh dapat dihambat serta dapat mencegah terjadinya kerusakan tubuh dan timbulnya penyakit degeneratif. jenis penelitian yang digunakan adalah penelitian eksperimen murni (true experimental research). desain penelitian menggunakan the posttest-only control group design. rancangan penelitian digunakan rancangan acak lengkap (ral). data penelitian ini berupa data kadar sgpt dan sgot. analisis data menggunakan analisis varians satu arah pada taraf signifikansi 0,05 dan duncan 5%. hasil penelitian menunjukkan bahwa berbagai dosis ekstrak buah ciplukan berpengaruh terhadap kadar sgpt dan sgot mencit. uji duncan menunjukkan bahwa perlakuan dosis ekstrak buah ciplukan yang paling efektif yaitu dosis 2 ml/kgbb. informasi potensi ciplukan ini dapat digunakan oleh guru sebagai alternative penggunaan tumbuhan sebagai obat hyperglikemia dan antioksidan pada mata pelajaran biologi kelas x sma khususnya pada konsep pelestarian keanekaragaman hayati dan pemanfaatannya pada kompetensi inti 4. kata kunci: dosis, ekstrak buah ciplukan (physalis angulata l.), kadar sgpt dan sgot, hiperglikemia abstract ciplukan (physalis angulata l.) used by the community as an antidiabetic drug. antidiabetic effects caused ciplukan fruit of this plant contain chemicals flavonoids with the percentage of fruit extract 300 mg / ml was 84%. flavonoids are antioxidant compounds one that works a treat or neutralize free radicals that are expected with the administration of these antioxidants can be inhibited damage to body cells and can prevent damage to the body and the onset of degenerative diseases. this type of research is true experimental research. the research design using the posttest-only control group design. the research design used completely randomized design (crd). this research data is data sgpt and sgot levels. analysis of data using one-way analysis of variance at significance level of 0.05 and duncan 5%. the results showed that different doses of fruit extract ciplukan effect on sgpt and sgot levels of mice. duncan test showed that the treatment dose ciplukan fruit extract is the most effective dose of 2 ml / kg. the research results can be used by teachers as information of an alternative to utilize medical plants of hyperglicemia and antiocsidant on biology subject for x grade of senior high school, especially on the concept maintenance and utilizing of biological diversity in core competence 4. keywords: dose, fruit ciplukan extract, sgpt and sgot levels and hiperglicemia. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 181 world health organization (who) memprediksi kenaikan jumlah penderita diabetes mellitus (dm) di indonesia tahun 2000 sebanyak 8,4 juta orang menjadi 21,3 juta pada tahun 2030 (perkeni, 2006). data riset kesehatan dasar (riskesdas) tahun 2007 menunjukkan prevalensi nasional diabetes mellitus adalah 5,7%, dan masih ada sebanyak 13 provinsi mempunyai prevalensi diabetes mellitus di atas prevalensi nasional. berdasarkan empat kelompok penyebab kematian, tampak bahwa selama 12 tahun (19952007) telah terjadi transisi epidemiologi yang diikuti dengan transisi demografi. proses ini diprediksi akan berjalan terus. proporsi kematian karena penyakit tidak menular semakin meningkat (depkes, 2008 dalam sulistyoati, 2013). diabetes melitus merupakan suatu kelompok penyakit metabolik dengan karakteristik hiperglikemia yang terjadi karena kelainan sekresi insulin, kerja insulin, atau kedunya yang berhubungan dengan kerusakan jangka panjang, disfungsi, atau kegagalan beberapa organ tubuh (soeparman, dkk. 2007). hiperglikemia mengakibatkan peningkatan radikal bebas di dalam sel dan pada jumlah yang berlebihan dapat bersifat toksik yang mendorong terjadinya stres oksidatif (desminarti, dkk. 2012). menurut soeparman, dkk (1987), degenerasi sel β langerhans pankreas merupakan efek dari pembentukan radikal bebas dalam tubuh yang dapat menimbulkan beberapa komplikasi, adapun komplikasi yang sering terjadi yaitu, hepatitis yang dapat timbul sebagai akibat proses kolestasis ekstrahepatik. keadaan ini ditandai dengan naiknya kadar glukosa darah (hiperglikemia) dan kadar sgpt dan sgot. antioksidan adalah substansi yang diperlukan tubuh untuk menetralisir radikal bebas dan mencegah kerusakan yang ditimbulkan oleh radikal bebas terhadap sel normal, protein, dan lemak (tampubolon, 2014). tumbuhan yang bisa dijadikan alternatif dalam mengobati hyperglikemia dan menurunkan kadar sgpt dan sgot salah satunya adalah buah ciplukan (physalis angulata l.). ciplukan (physalis angulata l.) merupakan tumbuhan dari family solanaceae. tumbuhan ciplukan (physalis angulata l.) terutama pada bagian buah kaya akan zat aktif flavonoid dengan persentase ekstrak buah 300 μg/ml adalah 84%, ekstrak buah 200 μg/ml adalah 58% dan dalam 100 μg/ml ekstrak (murali, dkk., 2013). flavonoid merupakan salah satu senyawa antioksidan yang berfungsi mengatasi atau menetralisir radikal bebas sehingga diharapkan dengan pemberian antioksidan tersebut kerusakan sel tubuh dapat dihambat serta dapat mencegah terjadinya kerusakan tubuh dan timbulnya penyakit degenerative (winarsi, 2007). tinjauan pustaka hiperglikemia merupakan keadaan dimana kadar glukosa puasa dalam darah lebih tinggi dari 110 mg/dl (price sa, dkk., 2005). hal ini disebabkan gangguan pada sekresi insulin, kerja insulin, atau keduanya (reddy, 2014). kondisi hiperglikemia tersebut akan berkembang menjadi diabetes melitus dengan berbagai macam bentuk manifestasi komplikasi (nugroho, 2006). diabetes melitus disebabkan oleh gangguan pada sel-sel β pulau langerhans yang menyebabkan berkurangnya sekresi insulin. biasanya dibagi dalam dua jenis yang berbeda, yaitu diabetes juvenilis yang dimulai saat lahir dan diabetes dengan awitan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 182 maturitas yang dimulai pada usia lanjut, terutama pada orang gemuk (guyton, 1985). keterkaitan antara diabetes mellitus dan penyakit hati memang tinggi antara 32-44% (sulaiman, 1997). gula dan lemak bisa menyebabkan komplikasi pada jantung, otak, dan pembuluh darah. penderita diabetes mempunyai trigliserida yang tinggi dan biasanya disertai dengan kolesterol hdl yang rendah. ketoasidosis bisa mengacaukan kadar lemak dalam darah. namun bila glukosa darah berangsur terkontrol dengan baik, keseimbangan lemak akan membaik kembali (soeparman, 1987). gangguan metabolisme lipid pada penderita hiperglikemia menyebabkan adanya kelainan pada selsel hati. kelainan pada sel hati ini muncul karena adanya resistensi insulin yang diebabkan oleh lipolisis. lipolisis ini akan meningkatkan sirkulasi asam lemak bebas yang kemudian diambil oleh hati. asam lemak dihati ini akan menyebabkan pembentukan radikal bebas yang menyebabkan peroksidasi lipid (tolman, dkk, 2006). physalis angulata l. kaya akan polifenol dan flavonoid dimana flavonoid merupakan salah satu antioksidan yang terdapat dalam tumbuhan yang diperlukan oleh tubuh. efek antioksidan dari flavonoid yang ditemukan di physalis angulata l. dapat meningkatkan proses regenerasi yang disebabkan oleh radikal bebas dengan cara mensintesis substrat kompetitif untuk lipid tak jenuh dalam membran dan mempercepat mekanisme perbaikan membran sel yang rusak. physalis angulata l. juga mengandung komponen aktif physalins, withanolides, phytosterolsand polyunsaturated fatty acids misalnya asam linoleat dan asam oleat yang memberi sifat antioksidan dan hipokolesterolemik (tammu jyothibasu dan ramana k.venkata, 2014). gambar 1. tumbuhan ciplukan antioksidan merupakan zat yang dapat menetralkan radikal bebas, atau suatu bahan yang berfungsi mencegah sistem biologi tubuh dari efek yang merugikan yang timbul dari proses ataupun reaksi yang menyebabkan oksidasi berlebihan (juwita, 2011). dengan pemberian senyawa antioksidan yang berfungsi mengatasi atau menetralisir radikal bebas sehingga kerusakan sel tubuh dapat dihambat serta dapat mencegah terjadinya kerusakan tubuh dan timbulnya penyakit degenerative (winarsi, 2007). metode penelitian waktu dan tempat penelitian penelitian ini dilakukan di laboratorium kimia kampus 3 universitas muhammadiyah malang yang beralamat di jl. raya tlogomas no. 246 malang. penelitian dilaksanakan pada tanggal 21 agustus – 15 oktober 2015. jenis dan rancangan penelitian jenis penelitian ini yaitu eksperimental murni (true-experiment research). desain penelitian yang digunakan adalah the posttest-only sumber: fitri, 2015 jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 183 control group design, yaitu dilakukan pengukuan kadar sgpt dan sgot sesudah perlakuan. penelitian ini menggunakan rancangan acak lengkap (completely randomized design). jumlah unit percobaan yang digunakan pada penelitian sebanyak 24 ekor mencit putih jantan (mus musculus) galur swiss dengan jumlah kelompok perlakuan sebanyak 6 dan 4 kali ulangan. teknik pengambilan sampel dilakukan secara simple random sampling, yaitu pengambilan sampel secara acak sederhana. teknik analisis data menggunakan analisis varian satu arah dan duncan 5%. bahan dan alat penelitian bahan yang digunakan dalam pembuatan ekstrak yaitu buah ciplukan segar, etanol dan aquades. aloksan untuk menginduksi mencit dan bahanbahan kimia untuk mengukur kadar sgpt dan sgot. alat-alat yang digunakan untuk membuat ekstrak, yaitu erlenmeyer, kertas saring, gelas ukur, mortal martil, dan evaporator. alat yang digunakan untuk proses pembedahan, yaitu papan bedah, alat bedah, tabung reaksi, syringe, dan tabung antikoagulan. teknik analisis data data yang diperoleh dianalisis dengan menggunakan analisis varian satu arah dalam ral. namun sebelumnya, data harus diuji terlebih dahulu menggunakan uji normalitas (uji liliefors). jika data berdistribusi normal, maka dilanjutkan dengan uji homogenitas (uji bartlett). selanjutnya data dapat dianalisis dengan menggunakan anova satu arah. bila ada pengaruh yang sangat nyata diantara perlakuan, maka dilanjutkan dengan uji duncan’s 5%. hasil penelitian berdasarkan penelitian yang telah dilakukan selama 56 hari dengan perlakuan dosis ekstrak buah ciplukan 0,5 ml/kgbb, 1 ml/kgbb, 2 ml/kgbb, kontrol positif, kontrol negatif dan kontrol normal didapatkan hasil seperti pada tabel 1. menurut soeparman, dkk (1987), degenerasi sel β langerhans pankreas merupakan efek dari pembentukan radikal bebas dalam tubuh yang dapat menimbulkan beberapa komplikasi, adapun komplikasi yang sering terjadi yaitu, hepatitis yang dapat timbul sebagai akibat proses kolestasis ekstrahepatik. keadaan ini ditandai dengan naiknya kadar glukosa darah (hiperglikemia) dan kadar sgpt dan sgot. kerusakan organ hati dapat dideteksi melalui pemeriksaan biokimia hati. salah satu pemeriksaan biokimia hati yang digunakan adalah pemeriksaan enzim golongan transaminase, yaitu enzim aspartat aminotransferase (ast) atau sering disebut glutamat oksaloasetat transaminase (got) dan enzim alanin aminotransferase (alt) atau sering disebut glutamat piruvat transaminase (gpt). kedua enzim ini akan keluar dari sel hati apabila sel hati mengalami kerusakan sehingga dengan sendirinya akan menyebabkan peningkatan kadarnya dalam serum darah (hidayat, dkk., 2013). rerata data hasil penelitian menunjukkan bahwa berbagai dosis ekstrak buah ciplukan berpengaruh terhadap kadar sgpt dan sgot mencit. data tersebut disajikan dalam bentuk diagram pada gambar 2. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 184 tabel 1. data rerata dan sd kadar sgpt dan sgot (u/l) mencit putih jantan yang diberi ekstrak buah ciplukan (physalis angulata) perlakuan sgpt sgot rerata dan sd rerata dan sd kontrol positif 160,40 ± 5,50 83,32 ± 30,02 39,58 ± 26,29 93,32 ± 13,33 77,21 ± 20,19 52,91 ± 13,49 76,74 ± 9,14 52,07 ± 25,03 39,67 ± 22,34 38,73 ± 8,01 32,67 ± 6,10 17,50 ± 5,84 kontrol negatif kontrol normal p1 0,5 ml/kgbb p2 1 ml/kgbb p3 2 ml/kgbb tubuh memerlukan suatu substansi penting yakni antioksidan yang dapat membantu melindungi tubuh dari serangan radikal bebas dengan meredam dampak negatifnya. (winarsi, 2007). physalis angulata l kaya akan polifenol dan flavonoid dimana flavonoid merupakan salah satu antioksidan yang terdapat dalam tumbuhan yang diperlukan oleh tubuh. flavonoid berperan sebagai antioksidan dengan cara mendonasikan atom hidrogennya atau melalui kemampuannya mengkelat logam, berada dalam bentuk glukosida (mengandung rantai samping glukosa) atau dalam bentuk bebas yang disebut aglikon (redha, 2010). hasil analisis data uji asumsi pada penelitian ini terdiri dari uji normalitas dan uji homogenitas.. berdasarkan hasil uji normalitas pada kadar sgpt dan sgot mencit melihat hasil skewness dan kurtosis dengan syarat nilai skewness dan nilai kurtosis terletak diantara ±2. berdasarkan data tersebut dapat ditarik kesimpulan bahwa semua data memenuhi syarat normalitas atau data berdistribusi normal. data yang telah diketahui berdistribusi normal, selanjutnya dianalisis dengan uji homogenitas. berdasarkan hasil uji homogenitas kadar sgpt dan sgot mencit diketahui dengan melihat nilai signifikansi dengan syarat signifikansi >0,05. berdasarkan data tersebut dapat ditarik kesimpulan bahwa semua varian data yang diperoleh telah memenuhi syarat homogenitas. tabel 2. ringkasan hasil uji asumsi uji asumsi normal itas keputu san homog enitas keputus an sgpt skew=1,01 memenuhi syarat normalitas sig.>0,05 0,160>0,0 5 memenuhi syarat homogenit as kurt=0,23 sgot skew=0,54 memenuni syarat normalitas sig.>0,05 memenuhi syarat homogenit as kurt=1,00 0,073>0,0 5 data yang diperoleh telah berdistribusi normal dan homogen, maka dapat dilanjutkan dengan anova satu arah. ringkasan data statistik anova satu arah terdapat pada tabel 3. tabel 3. ringkasan hasil analisis one way anova sig. α fhit ftab keputusan sgpt 0,000 0,05 17,88 2,62 h1 diterima sgot 0,001 0,05 7,17 2,62 h1 diterima setelah melakukan uji anava satu faktor, data tersebut menunjukkan adanya pengaruh berbagai dosis ekstrak buah ciplukan terhadap kadar sgpt dan sgot mencit hiperglikemia. kemudian dilakukan uji lanjutan yaitu uji duncan dengan taraf gambar 2. grafik rerata kadar sgpt dan sgot mencit yang diberi ekstrak buah ciplukan (physalis angulata) jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 185 signifikansi 5%. ringkasan data statistik hasil uji duncan 5% terdapat pada tabel 4. table 4. ringkasan hasil uji duncan 5% kadar sgpt kadar sgot perlakuan rerata notasi rerata notasi p3(2 ml/kgbb) 52,91 a 17,50 a p2(1ml/kgbb) 77,21 ab 32,67 b p1(0,5 ml/kgbb 93,32 b 38,73 b keterangan: perlakuan yang notasi hurufnya sama berarti tidak berbeda nyata pengaruhnya menurut duncan 5% berdasarkan tabel 4 perlakuan yang menunjukakkan hasil berbeda tidak nyata terhadap kadar sgpt yaitu perlakuan p2 (pemberian ekstrak buah ciplukan dosis 1 ml/kgbb), dan perlakuan yang menunjukkan hasil berbeda nyata terhadap kadar sgpt adalah p3 (pemberian ekstrak buah ciplukan dosis 2 ml/kgbb), sedangkan perlakuan yang menunjukkan hasil yang berbeda tidak nyata terhadap kadar sgot yaitu perlakuan p1 (pemberian ekstrak buah ciplukan dosis 0,5 ml/kgbb) dan p2 (pemberian ekstrak buah ciplukan dosis 1 ml/kgbb). perlakuan yang menunjukkan hasil berbeda nyata terhadap kadar sgot adalah p3 (pemberian ekstrak buah ciplukan dosis 2 ml/kgbb). hal tersebut dilihat pada tabel dari notasi huruf pada setiap perlakuan, perlakuan yang memiliki notasi huruf yang sama berarti tidak berbeda nyata pengaruhnya. berdasarkan hasil uji duncan dari pengamatan kadar sgpt dan sgot menunjukkan bahwa perlakuan terbaik adalah perlakuan p3 (pemberian ekstrak buah ciplukan dosis 2 ml/kgbb). pengembangan hasil penelitian menjadi lembar kerja siswa (lks) upaya pelestarian keanekaragaman hayati indonesia dan pemanfaatannya biologi kelas x hasil penelitian yang telah dilakukan selanjutnya akan dikembangkan menjadi sebuah produk lembar kerja siswa (lks). hasil penelitian tahap ini berkaitan dengan salah satu materi upaya pelestarian keanekaragaman hayati indonesia dan pemanfaatannya biologi sma kelas x semester i pada kompetensi dasar sebagai berikut: materi pokok : berbagai tingkat keanekaragaman hayati indonesia. materi : upaya pelestarian keanekaragaman hayati indonesia dan pemanfaatannya. kompetensi inti : 4. mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan kompetensi dasar: 3.2 menganalisis data hasil observasi tentang berbagai tingkat keanekaragaman hayati (gen, jenis dan ekosistem) di indonesia. penggunaan ekstrak buah ciplukan untuk menurunkan kadar sgpt dan sgot mencit hiperglikemia dalam penelitian ini dapat dijadikan sebagai materi pengembangan yang terkait dengan materi manfaat dan peran tumbuhan dalam ekosistem. dalam proses pembelajaran, guru dan siswa mempunyai peranan masing-masing. peranan guru adalah sebagai fasilisator untuk membelajarkan siswa dalam mencapai tujuan pembelajaran. sedangkan peranan siswa adalah ikut serta aktif dalam kegiatan pembelajaran agar materi pembelajaran dapat dikuasai dengan baik. proses pembelajaran akan berjalan efektif jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 186 apabila seluruh kemampuan yang berpengaruh dalam proses tersebut saling mendukung. disamping itu, mutu pembelajaran akan meningkat bila komponen pembelajaran dapat diberdayakan secara optimal dengan mengadakan peningkatan dan pembaharuan pada komponen pembelajaran itu. salah satu komponen yang sangat berpengaruh adalah pemilihan sumber belajar. guru sebagai fasilitator seharusnya mampu membuat berbagai sumber belajar. diantara sumber belajar tersebut adalah modul, handout, dan lembaran kerja siswa (lks). hal ini dapat mengurangi beban guru dalam menyajikan materi pelajaran kepada siswa, sehingga lebih banyak dapat membina dan mengembangkan gairah belajar siswa. hasil penelitian ini akan dikembangkan dalam bentuk lks karena struktur lks lebih sederhana daripada modul, namun lebih kompleks daripada buku, yaitu terdiri atas enam komponen, meliputi judul, petunjuk belajar, kompetensi dasar atau materi pokok, informasi pendukung, tugas atau langkah kerja, dan penilaian. kesimpulan dan saran berdasarkan hasil analisis data dan pembahasan dapat diambil kesimpulan yaitu berbagai dosis ekstrak buah ciplukan (physalis angulata l.) berpengaruh terhadap kadar sgpt dan sgot mencit hiperglikemia. dosis yang paling efektif terhadap penurunan kadar sgpt dan sgot yaitu 2 ml/kgbb. daftar rujukan desminarti susi, dkk. 2012. efek bubuk tempe instan terhadap kadar malonaldehid (mda) serum tikus hiperglikemik. jurnal kedokteran hewan. no. 2 vol. 6 september 2012.hal. 7274. guyton, arthur c. 1985. fisiologi manusia dan mekanisme penyakit. jakarta:buku kedokteran egc. hidayat arif, dkk. 2013. pengaruh vitamin e terhadap kadar sgpt dan sgot tikus putih galur wistar yang dipapar timbal. no. 1 vol. 2 hal 16-21. juwita r, dkk. 2011. pengaruh pemberian minyak jintan hitam (nigella sativa) terhadap kadar alt dan ast plasma tikus putih (rattus novergicus) model hepatotoksik (etanol). no. 2 vol. 5. mei 2011. murali krishna t, dkk. 2013. in vitro determination of antioxidant activity of physalis angulata lnn. international journal of pharma and bio sciences.no. 3 vol. 4.juli 2013. hal. 541 – 549. nugroho ae. 2006.review hewan percobaan diabetes mellitus : patologi dan mekanisme aksi diabetogenik. jurnal biodiversitas. no. 4 vol. 7 oktober 2006.hal. 378-382. perkeni. 2006. konsensus pengelolaan dan pencegahan diabetes mellitus tipe 2 di indonesia.pengurus besar perkumpulan endokrinologi indonesia (pb. perkeni). reddy pa, dkk. 2014. anti-diabetic and hypolipidemic effect of aqueous and methanolic root extracts of physalis angulata in streptozotocin (stz) induced diabetic rats. no.1vol.3 februari 2014 hal. 402-409. redha, abdi. 2010. flavonoid: struktur, sifat antioksidatif dan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 180-187) nur lailatul fitri dkk, pengaruh ekstrak buah 187 peranannya dalam sistem biologis. no. 2 vol. 9 september 2010 hal. 196-202. soeparman, dkk. 2007. ilmu penyakit dalam. jakarta : balai penerbit fkui. soeparman, dkk. 1987. ilmu penyakit dalam. jakarta : balai penerbit fkui. sulaiman, dkk. 1997. gastroenterologi hepatologi. jakarta: cv sagung seto. sulistyowati,y., dkk. 2013. pengaruh pemberian ekstrak air herba ciplukan (physalis angulata l.) terhadap histologi ginjal tikus jantan galur sprague dawley hiperglikemia. prosiding seminar nasionalmenuju masyarakat madani dan lestari 2013. yogyakarta. sylvia a price dan lorraine m. wilson. 2005. patofisiologi: konsep klinis proses-proses penyakit (volume 1). alih bahasa: brahm u, pendit (et. al.).-ed.6-jakarta:egc. tammu jyothibasu dan ramana k.venkata. 2014. pharmacological review on physalis species: a potential herbal cure – all. world journal of pharmaceutical research. vol. 4 no. 2. desember 2014. halaman 247256. jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 169-176) 169 neni lusiana dkk, pemanfaatan pteridophyta pemanfaatan pteridophyta kawasan hutan pacet taman hutan raya (tahura) raden soerjo kecamatan pacet kabupaten mojokerto sebagai sumber belajar biologi sma neni lusiana1, wahyu prihanta1, abdulkadir rahardjanto1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail: rahardjanto@gmail.com abstrak penelitian ini bertujuan untuk mengetahui pteridophyta apa saja yang terdapat di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto dan bagaimana klasifikasinya, serta untuk mengetahui implementasi hasil penelitian pteridophyta agar dapat digunakan sebagai sumber belajar biologi sma. jenis penelitian yang digunakan adalah jenis penelitian deskriptif. penelitian di laksanakan di dua tempat, pengambilan sampel pteridophyta dilaksanakan di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto pada koordinat s 07o44’00” – s 07o42’10” dan e 112o31’30” – e 112o32’30”. pengambilan sampel tumbuhan paku yang terestrial maupun epifit pada penelitian ini menggunakan metode jelajah (cruise methods). sedangkan pemanfaatan hasil penelitian pteridophyta di kawasan ini yaitu berupa modul yang divalidasi dilakukan oleh guru biologi di sman 2 batu. berdasarkan hasil penelitian ditemukan sebanyak 57 jenis pteridophyta yang termasuk dalam 3 kelas. ditemukan 3 jenis dari kelas lycopodiinae, 1 jenis dari kelas equisetinae, dan 53 jenis dari kelas filicinae. penggunaan pteridophyta untuk sumber belajar di sekolah dalam bentuk modul dengan pemberian soal-soal dan pemberian tugas proyek membuat herbarium. kata kunci: hutan pacet tahura raden soerjo, pteridophyta, sumber belajar biologi sma hutan hujan tropis di indonesia dikenal sebagai hutan dengan keanekaragaman hayati tertinggi. hal ini diperkuat juga menurut lipu (2010), negara indonesia adalah salah satu negara yang memiliki hutan hujan tropis terbesar ketiga di dunia setelah brazil dan republik demokratik kango. terdapat 28.000 jenis tumbuhan yang ditemukan di indonesia dari 230.000 jenis tumbuhan yang dikenal di dunia. kekayaan tumbuhan tersebut sampai saat ini belum dipelajari dengan baik oleh bangsa indonesia, hal ini dapat dilihat dari sedikitnya referensi-referensi tentang tumbuhan indonesia (asia) yang ditulis oleh orang indonesia (prihanta, 2004). kepulauan indonesia khususnya pulau jawa, masih memiliki kawasan hutan hujan tropis, salah satunya terdapat pada kawasan hutan pacet taman hutan raya raden soerjo. kawasan hutan pacet merupakan bagian dari kawasan taman hutan raya raden soerjo yang termasuk dalam wilayah kabupaten mojokerto. menurut upt tahura r. soerjo (2010), taman hutan raya raden soerjo merupakan salah satu kawasan hutan pelestarian alam di provinsi jawa timur yang tersebar di kabupaten mojokerto, kabupaten malang, kabupaten jombang, kabupaten pasuruan dan kota batu. kawasan hutan pacet taman hutan raya raden soerjo menyimpan keanekaragaman hayati yang tinggi. vegetasi yang menutupi wilayah ini meliputi semak belukar dan vegetasi pohon besar. struktur vegetasi yang demikian merupakan habitat yang cocok bagi kehidupan pteridophyta. pernyataan ini diperkuat oleh tjitrosoepomo (2005) bahwa dari segi hudupnya ada jenis tumbuhan paku yang hidup terestrial (paku tanah), hidup menempel pada pohon-pohon besar (paku epifit), dan hidup di air (paku air). menurut tjitrosoepomo (2005), terdapat kurang lebih 10.000 jenis tumbuhan paku (pteridophyta) yang hidup tersebar di dunia. begitu juga menurut holttum (1968), dari 10.000 jenis tumbuhan paku yang tersebar di dunia, tercatat sekitar 515 jenis yang tersebar di pulau jawa. menurut sastrapradja dalam holttum (1968), diperkirakan jumlah tumbuhan paku di dunia sekitar 11.300 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 169-176) 170 neni lusiana dkk, pemanfaatan pteridophyta jenis dan sekitar 1.250-1.500 jenis tersebar di indonesia. hasil dari eksplorasi dan identifikasi jenis tumbuhan paku epifit dan tipe morfologi kulit inangnya yang dilakukan oleh shalihah (2010) di taman hutan raya r. soerjo cangar, ditemukan 12 spesies paku epifit yang terbagi dalam 5 genus dari 3 lokasi yang meliputi belakang kawasan air panas taman hutan raya r. soerjo cangar, daerah hutan belakang penginapan taman hutan raya r. soerjo cangar dan daerah hutan yang termasuk dalam kawasan lereng gunung arjuna. hasil penelitian yang dilakukan oleh sari (2007) di kawasan taman hutan raya r. soerjo blok anjasmoro, berhasil menemukan 27 spesies paku yang terbagi menjadi 19 genus. namun dari penelitianpenelitian tersebut, belum ada yang memanfaatkan hasil identifikasi paku sebagai sumber belajar biologi di sekolah khususnya sebagai sumber belajar biologi sma. berdasarkan hasil survei di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto, ditemukan banyak jenis-jenis tumbuhan paku. sehingga pemilihan tempat penelitian dilakukan di kawasan tersebut dan sampai saat ini tidak ada yang melakukan penelitian tentang paku-pakuan di kawasan tersebut dan memanfaatkannya sebagai sumber belajar biologi di sekolah khususnya sebagai sumber belajar biologi sma. tumbuhan paku (pteridophyta) merupakan salah satu materi pada bidang studi biologi yang diajarkan pada jenjang pendidikian sekolah dasar hingga perguruan tinggi khususnya pada jurusan biologi. khusus sekolah menengah atas, materi pteridophyta diajarkan pada mata pelajaran biologi kelas x semester i dan kajian tentang tumbuhan paku terdapat dalam sub materi pteridophyta. departemen pendidikan nasional telah menetapkan diberlakukannya kurikulum baru yaitu kurikulum 2013 sekolah menengah atas. pada mata pelajaran biologi, materi pteridophyta telah tercantum dalam kompetensi dasar (kd) mengenai materi pteridophyta pada sekolah menengah atas tercantum pada kd 3.7. menerapkan prinsip klasifikasi untuk menggolongkan tumbuhan ke dalam divisio berdasarkan pengamatan morfologi dan metagenesis tumbuhan serta mengaitkan peranannya dalam kelangsungan kehidupan di bumi dan kd 4.7. menyajikan data tentang morfologi dan peran tumbuhan pada berbagai aspek kehidupan dalam bentuk laporan tertulis. menurut nur (2012), sumber belajar yang beraneka ragam disekitar kehidupan siswa belum dimanfaatkan secara optimal dalam pembelajaran. masih banyak para guru-guru di indonesia yang menjadikan buku teks sebagai satu-satunya patokan dalam mengajar termasuk guru-guru sma. padahal banyak sumber belajar selain buku yang justru sangat efektif dalam meningkatkan pemahaman siswa seperti lingkungan sekitar, perpustakaan, benda dan lain sebagainya. menurut yohannes dan dewi (2005), proses belajar dan mengajar konvensional yang mengedepankan pertemuan atau tatap muka di ruang kelas dengan beberapa buku sebagai referensi diyakini tidak akan mampu lagi menghasilkan seorang pembelajar sukses dengan drive to achieve and grow yang mampu berpacu dengan perkembangan ilmu pengetahuan. pemanfaatan lingkungan sebagai sumber belajar sangat penting guna mendukung proses dan pencapaian tujuan belajar, harapannya dapat membangkitkan motivasi dan minat belajar siswa (kasrina, 2012). tugas seorang guru tidak hanya mengajar, namun juga harus memfasilitasi siswanya agar memperoleh pengetahuan yang lebih tentang lingkungannya. di katakan demikian karena memanfaatkan lingkungan sebagai sumber belajar akan dapat membantu dan memberikan kesempatan belajar yang berpartisipasi jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 169-176) 171 neni lusiana dkk, pemanfaatan pteridophyta serta dapat memberikan perjalanan belajar yang kongkrit bagi siswa. sehingga tujuan pembelajaran yang telah ditentukan dapat dicapai dengan efisien dan efektif. berdasarkan uraian di atas, maka perlu dilakukan penelitian identifikasi dan klasifikasi pteridophyta di kawasan hutan pacet taman hutan raya raden soerjo agar dapat dimanfaatkan sebagai sumber belajar biologi di sekolah. metode penelitian jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian deskriptif. menurut darmadi (2011), penelitian deskriptif adalah penelitian yang dilakukan dengan menggumpulkan data untuk memberikan gambaran atau penegasan suatu konsep atau gejala yang berlaku atas dasar data yang diperoleh di lapangan. data penelitian deskriptif pada umumnya dikumpulkan melalui suatu survey angket, wawancara, atau observasi. penelitian ini sering tidak menggunakan hipotesis. penelitian ini dilakukan untuk mengidentifikasi dan mengklasifikasi jenis-jenis pteridophyta yang ada di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto serta pemanfaatanya sebagai sumber belajar biologi sma berupa modul. penelitian dilaksanakan di dua tempat, untuk pengambilan sampel pteridophyta dilaksanakan di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto dan validasi modul pteridophyta sebagai sumber belajar dilaksakan di sma negeri 2 batu. setelah dilakukan observasi lokasi penelitian tanggal 20 maret 2014 21 maret 2014, penelitian di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto dilaksanakan mulai tanggal 29 maret 2014 s/d – 20 april 2014, sedangkan validasi modul di sma negeri 2 batu dilaksanakan pada tanggal 21 juni 2014 – 30 juni 2014. populasi dalam penelitian ini adalah semua jenis tumbuhan pteridophyta di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto. sampel yang digunakan dalam penelitian ini adalah jenis pteridophyta yang ditemukan dalam penelitian di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto. sampel yang diamati adalah tumbuhan pteridophyta yang berada pada daerah cruising/ jelajah. pengambilan sampel pada penelitian ini menggunakan metode jelajah (cruise methods). hal pertama yang dilakukan adalah observasi tempat, hal ini dimaksudkan untuk mendeteksi banyak atau tidak tumbuhan paku di berbagai tempat-tempat dalam kawasan hutan pacet taman hutan raya raden soerjo dan mendeteksi wilayah yang dapat dijangkau sebagai tempat penelitian. pengambilan sampel dilakukan pada tumbuhan paku yang terestrial maupun tumbuhan paku epifit yang ada di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto pada koordinat s 07o44’00” s 07o42’10” dan e 112o31’30” e 112o32’30”. sampel diambil dengan menjelajahi kawasan hutan pacet taman hutan raya raden soerjo dengan dilakukan terobosan ke dalam hutan dan sekitar daerah yang dilalui sungai kromong dengan batasan wilayah yang sudah ditentukan. pembatasan kawasan penelitian dilakukan dengan pertimbangan faktor keselamatan dan keterbatasan tenaga dalam pemanfaatannya sebagai sumber belajar karena kontur wilayah ini terdiri atas jurang, bukit dan tebing yang sangat sulit dilalui. namun tetap menjaga kelestariannya. hasil dan pembahasan keanekaragaman pteridophyta yang ditemukan di kawasan hutan pacet taman jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 169-176) 172 neni lusiana dkk, pemanfaatan pteridophyta hutan raya raden soerjo kecamatan pacet kabupaten mojokerto ditemukan sebanyak 57 jenis tumbuhan paku dari 3 kelas yang tumbuh sebagai paku terestrial maupun epifit. berdasarkan hasil penelitian jenis-jenis pteridophyta yang ditemukan di hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto di dapatkan data seperti pada tabel 1. tabel 1. hasil penelitian jenis-jenis pteridophyta di kawasadn hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto no. kelas bangsa suku marga spesies 1. lycopodiinae lycopodiales lycopodiaceae huperzia huperzia carinata (desv. ex pior) trevis 2. lycopodium lycopodium squarrosum g. forster 3. selaginellales selaginellaceae selaginella selaginella willdenovii bak. 4. equisetinae equisetalles equistaceae equisetum equisetum debile roxb. 5. filicinae cyatheales cyatheaceae cyathea cyathea contaminans (hook.) copel 6. cyathea latebrosa (wall.) copel 7. marattiales marattiacea angiopteris angiopteris evecta (g.forst.) hoffm. 8. polypodiales aspidiaceae tectaria tectaria crenata cav. 9. tectaria melanocaula (bl.) copel. 10. arachniodes arachniodes haniffii (holtt.) ching 11. aspleniaceae asplenium asplenium adiantoides l. 12. asplenium perakense matthew & christ 13. asplenium excisum presl. 14. asplenium nidum linn. 15. asplenium robustum bl. 16. asplenium salignum bl. 17. asplenium subnormal copel. 18. asplenium tenerum forst. 19. athyriaceae athyrium athyrium acsenden (bi.) 20. athyrium montanum (v.a.v.r) holtt. 21. athyrium procumbens (holtt.) holtt. 22. blechnaceae blechnum blechnum orientale l. 23. davalliaceae davallia davallia trichomanoides bl. 24. dennstaedtiaceae microlepia microlepia speluncae (l.) moore. 25. dryopteridaceae polystichum polystichum prolificans v.a.v.r., bull. 26. gleicheniaceae gleichenia gleichenia laevigata (willd) 27. gleichenia linearis (burm.) 28. gleichenia longissima bl. 29. hymenophyllaceae trichomones trichomones bipunctatum poiret in lamarck. 30. lindsaeaceae sphenomeris sphenomeris chusana (l.) copel. 31. lomariopsidaceae bolbitis bolbitis singaporensis holtt. 32. nephrolepidaceae arthropteris arthropteris palisotti (desv.) http://it.wikipedia.org/wiki/lycopodiales http://it.wikipedia.org/wiki/lycopodiaceae http://it.wikipedia.org/wiki/lycopodium http://it.wikipedia.org/wiki/lycopodium jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 169-176) 173 neni lusiana dkk, pemanfaatan pteridophyta 33. nephrolepis nephrolepis biserrata (sw.) schott 34. pteridaceae adiantum adiantum capillus-veneris l. 35. adiantum flabellulatum l. 36. adiantum hispidulum sw. tabel 2. hasil penelitian jenis-jenis pteridophyta di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto no. kelas bangsa suku marga spesies 37. adiantum philippense l. 38. pityrogramma pityrogramma calomelanos (l.) link 39. pteris pteris glaucovirens goldm. 40. pteris longifolia auctt. 41. pteris tripartita sw. 42. polypodiaceae belvisia belvisia mucronata (fee) copel. 43. belvisia revoluta (bl.) copel. 44. drynaria drynaria rigidula (sw.) bedd 45. loxogramme loxogramme avenia (bl.) presl. 46. microsorum microsorum zipelli (bl.) ching 47. phymatosorus phymatosorus nigrescens (bl.) 48. polypodium polypodium subauriculatum bl. 49. pyrrosia pyrrosia stigmosa (sw.) ching 50. pyrrosia floccigera (bl.) ching 51. selliguea selliguea heterocarpa bl. 52. thelypteridaceae chingia chingia ferox (bl.) ching 53. christella christella dentata (forsk.) brownsey & jermy 54. pneumatopteris pneumatopteris callosa (bl.) nakai 55. pneumatopteris laevis (mett.) holtt. 56. vittariaceae antrophyum antrophyum callifolium bl. 57. vittaria vittaria elongata sw. faktor lingkungan abiotik pengukuran faktor lingkungan abiotik dilakukan saat matahari sudah terbit. faktor-faktor lingkungan yang diamati pada penelitian ini selengkapnya dapat dilihat pada table 3. tabel 3. hasil pengukuran parameter lingkungan pteridophyta di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto no. parameter lingkungan nilai kisaran rata-rata ± stdev 1. ph tanah 5,6 – 7 6,17 ± 0,44 2. kelembaban tanah 4 – 8 6,36 ± 0,97 3. suhu udara (oc) 19 – 23 20,67 ± 1,38 4. kelembaban udara (%) 91 92 91,28 ± 0,453 5. intensitas cahaya (lux) 401 – 1673 657,7 ± 131,9 terdapatnya keanekaragaman jenis paku yang tinggi di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto dikarenakan oleh faktor-faktor lingkungan (abiotik) yang sesuai dengan kehidupan berbagai jenis tumbuhan paku. berdasarkan data diatas mengenai pengukuran parameter lingkungan di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto diketahui bahwa, ph tanah pada lokasi penelitian selama pengamatan berada pada kisaran 5.6 7 dengan ph rata-rata 6,17 dan standar deviasi 0,44. jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 169-176) 174 neni lusiana dkk, pemanfaatan pteridophyta kelembaban tanah pada lokasi penelitian selama pengamatan berada pada kisaran 4 8 dengan kelembaban tanah rata-rata 6,36 dan standar deviasi 0,97. suhu udara pada lokasi penelitian selama pengamatan berada pada kisaran 19 co 23 co dengan kelembaban rata-rata 20,67 co standar deviasi 1,38. kelembaban udara pada lokasi penelitian selama pengamatan berada pada kisaran 91 % 92 % dengan kelembaban udara rata-rata 91,28 % dan standar deviasi 0,453. pengukuran intensitas cahaya pada lokasi penelitian menggunakan lux meter digital dengan range x 1 ( 0-1999 lux), intensitas cahaya pada lokasi penelitian selama pengamatan berkisar antara 401 – 1763 lux dengan intensitas cahaya rata-rata 657,7 lux dan standar deviasi 131,9. sedangkan ketinggian tempat pada lokasi penelitian selama pengamatan berkisar antara 1128 m.dpl – 1761 m.dpl. penggunaan pteridophyta kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto sebagai sumber belajar biologi sma penelitian ini menemukan 57 spesies pteridophyta yang tergolong pada 3 kelas. hasil penelitian ini digunakan sebagai sumber belajar biologi di sma berupa modul pteridophyta yang disusun dan di validasi oleh guru biologi di sma negeri 2 batu. validasi terhadap modul pteridophyta ini dimaksudkan untuk menyempurnakan modul yang telah disusun agar layak digunakan sebagai sumber belajar biologi sma khususnya pada materi yang bersangkutan, yaitu pada kd 3.7. menerapkan prinsip klasifikasi untuk menggolongkan tumbuhan ke dalam divisio berdasarkan pengamatan morfologi dan metagenesis tumbuhan serta mengaitkan peranannya dalam kelangsungan kehidupan di bumi dan pada kd 4.7. menyajikan data tentang morfologi dan peran tumbuhan pada berbagai aspek kehidupan dalam bentuk laporan tertulis. modul ini disusun dengan tujuan agar siswa mampu mengidentifikasi ciriciri tumbuhan pteridophyta, mampu membuat siklus hidup tumbuhan pteridophyta, mampu mengklasifikasikan berbagai jenis tumbuhan pteridophyta, mampu meyusun data tentang morfologi dan peran tumbuhan yang ada di lingkungan sekitar mereka melalui proses pembelajaran yang mandiri dan guru hanya sebagai fasilitator di dalam kelas. brdasarkan hasil validasi modul pteridophyta yang dilaksanakan di sman 2 batu oleh guru mata pelajaran biologi menghasilkan kesimpulan bahwa modul pteridophyta ini berhasil atau memenuhi kriteria dan layak dijadikan sumber belajar biologi. kesimpulan berdasarkan hasil penelitian pemanfaatan pteridophyta di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto sebagai sumber belajar biologi sma, dapat disimpulkan. 1. ditemukan sebanyak 57 jenis pteridophyta yang termasuk dalam 3 kelas. kelas lycopodiinae ditemukan 3 jenis, kelas equisetinae ditemukan 1 jenis, dan kelas filicinae ditemukan 53 jenis 2. pemanfaatan hasil penelitian pteridophyta di kawasan hutan pacet taman hutan raya raden soerjo kecamatan pacet kabupaten mojokerto sebagai sumber belajar biologi sma dapat dilakukan dengan cara pembuatan modul pteridophyta untuk pengajaran di sekolah berdasarkan materi pteridophyta telah tercantum dalam kd 3.7. menerapkan prinsip klasifikasi untuk menggolongkan tumbuhan ke dalam divisio berdasarkan pengamatan morfologi dan metagenesis tumbuhan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 169-176) 175 neni lusiana dkk, pemanfaatan pteridophyta serta mengaitkan peranannya dalam kelangsungan kehidupan di bumi dan pada kd 4.7. menyajikan data tentang morfologi dan peran 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pendidikan biologi indonesia), issn 2442-3750 (print); issn 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. additionally, this journal also covers the issues on environmental education. this journal collaborates with asosiasi lesson study indonesia (alsi)/indonesian association of lesson study. editor accepts the article has not been published in other media with the writ ing format as listed on page manuscript writing guidelines. jpbi (jurnal pendidikan biologi indonesia) was established in 2015, published three times a year, on march, july, and november. started by volume 3, number 3, november 2017, the journal was only published by using one language namely english. the journal has been indexed in eric, ebsco, doaj, base, garuda, google scholar, sinta, and others. jpbi (jurnal pendidikan biologi indonesia), in english 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muhammadiyah malang 3rd campus, 1st floor, bioedu room, tlogomas street no. 246 malang, east java, indonesia postal code: 65144 phone: +62341464318 ext.120 fax: 0341460782 e-mail: jpbi@umm.ac.id / journal.educationalbiology@gmail.com website: http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:journal.educationalbiology@gmail.com http://ejournal.umm.ac.id/index.php/jpbi table of content animal ethics in biology teaching and research in selected asian countries robert wallis 115-121 higher education student responses to the use of online assessments on biology material yuni pantiwati, tasya novian indah sari, riantina fitra aldya, as'ad syamsul arifin 122-133 the effective learning process in 5e flipped learning environment: a case study of medical assistant students bala krishnian muniandy, por fei ping, rames prasath mahatan rai 134-144 development of practicum-based mobile augmented reality through the group investigation model to improve students' creative thinking wiwi wikanta, peni suharti, a. asy’ari 145-166 developing e-modules based on scientific literacy in bamboo ethno-taxonomy siti munawaroh, ari sunandar, mahwar qurbaniah 167-178 development of interactive e-lkpd based on creative thinking skills on the concept of environmental change ricky ardiansah, z. zulfiani 179-197 the effect of reading questioning answering integrated with creative problem solving on critical thinking naafi aisya, i. ibrohim, susriyati mahanal, hidayati maghfiroh 198-205 students' inquiry skills progression based on stem approach and inquiry lab zahra fathya chaerunisa, murni ramli, bowo sugiharto 206-216 the effectiveness of ar e-module of flower structure material on biology students’ science literacy s. sulisetijono, s. sunarmi, azizah nur rochmah 217-224 students' covid-19 experiences: integrating knowledge, attitude, and practices strategies for teaching science ritchelle origenes, blanca a. alejandro 225-235 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25263 https://ejournal.umm.ac.id/index.php/jpbi/article/view/26167 https://ejournal.umm.ac.id/index.php/jpbi/article/view/26269 https://ejournal.umm.ac.id/index.php/jpbi/article/view/26269 https://ejournal.umm.ac.id/index.php/jpbi/article/view/26316 https://ejournal.umm.ac.id/index.php/jpbi/article/view/26316 https://ejournal.umm.ac.id/index.php/jpbi/article/view/24057 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22389 https://ejournal.umm.ac.id/index.php/jpbi/article/view/22389 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25718 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25718 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25698 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25747 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25747 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25903 https://ejournal.umm.ac.id/index.php/jpbi/article/view/25903 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 31 kartu indentifikasi filum sebagai media pembelajaran yang inovatif untuk mempelajari materi klasifikasi hewan card of identification phylum as an inovative media to study animal classifications lukita octavia lukman putri1 1jurusan pendidikan biologi, sekolah pascasarjana universitas pendidikan indonesia e-mail: flurkita@student.upi.edu abstrak pembelajaran mipa terutama biologi menganggap bahwa kemampuan mengklasifikasi adalah kemampuan penting. kemampuan tersebut akan membantu siswa dalam membedakan, mengelompokkan, mengkategorisasi, menghubungkan konsep dan lain-lain berdasarkan hasil observasi yang dilakukan pada beberapa sekolah di daerah sumedang, didapatkan data bahwa dalam mengajarkan materi klasifikasi hewan, siswa mengalami kesulitan dalam memahami istilah yang digunakan dalam kunci determinasi. guru-guru yang diwawancarai pun mengaku pembelajaran mengenai klasifikasi hewan hanya diajarkan melalui kunci determinasi, sehingga dalam proses pembelajaran sering ditemukan siswa yang curang dalam mengklasifikasikan makhluk hidup dengan menggunakan kunci determinasi. berdasarkan hasil observasi tersebut, maka penulis menginovasikan kunci determinasi sebagai media pembelajaran untuk mengajarkan materi klasifikasi hewan dengan menciptakan kartu identifikasi filum. penelitian ini merupakan penelitian research and develpoment (r&d). hasil dari penelitian ini diharapkan dapat membantu siswa mengasah kemampuan mengklasifikasi dan membantu guru dalam media pembelajaran pengklasifikasian hewan. kata kunci: kartu identifikasi filum, kunci determinasi, media pembelajaran abstract in science teaching and learning, especially biology, ability to classify things is an important ability. those ability will help students to distinguishing, agglomerating, categorizing, connecting concepts with or concepts and so on. based on observation which done on sumedang region’s schools, we discovered that on animal classifications concepts, students have difficulty to understanding the terminology of determination key. besides, teachers also being interviewed and we collected data that in learning on class, students apparently cheating the determination key to finish their work. from that observation and interview data, we innovated determination key as a media to learn animal classifications with creating card of phylum identification. this is a r&d model. the result of this research expected to help students grow their classify ability and help teacher on teaching and learning as a learning media. keywords: card of phylum identification; determination key, learning media jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 32 sains tidak terlepas dari produk, proses dan aplikasinya. produk dari sains berupa konsep atau pengetahuan. proses sains berupa cara kerja, cara berpikir dan kemampuan memecahkan masalah. sedangkan aplikasi dari sains adalah mengenai manfaatnya. biologi merupakan cabang ilmu pengetahuan yang menghasilkan teori-teori dari berbagai aktivitas pengamatan atau penelitian. melalui pengamatan, akan didapatkan data-data mengenai apa yang hendak diteliti. data-data itu kemudian menjadi bukti untuk menegaskan prinsip atau teori yang kita yakini. oleh karena itu, dalam pembelajaran biologi, banyak kegiatan praktikum/kegiatan laboratorium yang dilakukan. tujuannya, selain untuk membuktikan teori, juga untuk mengkonstruksi pengetahuan awal dengan pengetahuan yang didapatkan melalui pengamatan pada penelitian. pada kurikulum ktsp, setiap standar kompetensi akan berhubungan dengan “salingtemas” atau sains, lingkungan, teknologi dan masyarakat. hubungan ini mengindikasikan bahwa dalam mempelajari sains, tidak terlepas dari produk, proses dan aplikasinya/ kegunaannya bagi masyarakat. pada tahun 1978, dikenalkan sebuah metode belajar tentang bagaimana belajar (learning how to learn). metode ini mendorong perluasan dari diagram vee. diagram vee berisi elemen kunci untuk memahami pengetahuan alamiah dan memproduksi pengetahuan. diagram vee membantu kita untuk memahami bahwa pengetahuan kita dibentuk dari objek dan kejadian (object or event). diagram vee disusun dari sisi kiri dan sisi kanan yang kemudian dibatasi oleh object or event. hal ini mengisyaratkan bahwa kegiatan laboratorium (object or event) menggabungkan antara pengetahuan yang sudah didapat (left side) dengan pengetahuan yang didapat setelah praktikum (right side). dimana sisi kiri (left side) berisi hal-hal konseptual dan sisi kanan (right side) berisi hal-hal metodologikal. bentuk dari diagram vee bisa dilihat pada gambar 1. gambar 1 diagram vee (sumber: novak & gowin, 1984) jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 33 berikut ini adalah tahap-tahap dalam pembuatan desain kegiatan laboratorium: 1. menganalisis potensi materi menurut novak (1984), menganalisis potensi materi berarti merekonstruksi kerangka berpikir untuk menghasilkan produk kreatif. diagram vee berfungsi sebagai blue print atau perencanaan untuk membantu guru dan siswa mengkonstruksi pengetahuannya. 2. memperbaiki kegiatan laboratorium, kegiatan lapangan dan langkah kerja diagram vee membantu menganalisis konsep apa yang terlebih dahulu harus siswa pahami sebelum melakukan kegiatan laboratorium. dari hasil observasi yang dilakukan pada salah satu sma di daerah sumedang, didapatkan data bahwa kegiatan praktikum yang dilakukan di sekolah tersebut tidak efektif. data ketidakefektifan tersebut didapatkan dari wawancara dengan guru biologi di kelas x. praktikum hanya dilakukan sebagai syarat kegiatan ilmiah dalam biologi. selebihnya, kegiatan praktikum belum mampu menjembatani pengetahuan awal siswa dengan pengetahuan yang didapat setelah pengamatan dalam praktikum. rata-rata kegiatan praktikum di kelas x hanya dilakukan sebanyak 2 kali dalam 1 tahun. pada semester 1 siswa melakukan praktikum mengenai pengenalan alat laboratorium. kemudian pada semester 2, siswa melakukan praktikum dengan bantuan kunci determinasi. kunci determinasi yang diberikan oleh guru kepada siswa didapatkan dari searching pada situs google. kunci determinasi tersebut memuat beberapa istilah yang bahkan guru biologinya sendiri pun harus mencari arti kata dari istilah tersebut ke kamus biologi atau mencari kembali di situs google. masalah lain dari kunci determinasi tersebut adalah siswa yang tidak mampu mengklasifikasi/ mengkategorisasi atau cenderung malas akan mencurangi kunci determinasi tersebut. seperti misalnya mencari nama ilmiah hewan tersebut di google kemudian melihat dari bawah ke atas untuk mengerjakan praktikum kunci determinasi.kecurangan tersebut tentu dapat dilakukan oleh siswa karena siswa sudah memiliki pengetahuan awal tentang hewan-hewan yang di sekitarnya, bahkan mungkin siswa lebih hapal nama daerahnya dibandingkan dengan nama ilmiahnya. jika siswa sudah memiliki pengetahuan awal dan sudah memiliki pengetahuan tentang hewan-hewan tersebut, mengapa praktikum pengamatan hewan harus tetap dilaksanakan?watson & miller (2009) menyatakan bahwa penggunaan kunci determinasi dalam pembelajaran memiliki keunggulan karena mengembangkan daya kreativitas dan penalaran siswa, memotivasi siswa untuk belajar dan memudahkan siswa memahami, membandingkan dan menganalisis materi yang sedang dipelajari. kemampuan dalam mengklasifikasi adalah kemampuan yang penting dalam pembelajaran mipa, terutama biologi. kemampuan tersebut akan membantu para siswa dalam hal membedakan, melakukan pengelompokan, melakukan kategorisasi, menghubungkan konsep dan lain-lain. kemampuan mengklasifikasi tersebut tidak terlepas dari pembelajaran yang telah dilakukan oleh siswa sejak bayi. manusia mengalami perkembangan dari waktu ke waktu. perkembangan tersebut terjadi tidak hanya pada fisik, juga pada kemampuan berpikir atau kognitifnya. kemampuan kognitif mengikuti tahap perkembangan pada usia-usia tertentu. piaget dalam santrock (2011) menyatakan bahwa bayi sudah memiliki kemampuan mengkonsep dan mengkategorisasi. kemampuan mengkonsep dan mengkategorisasi ini dimulai sejak tahap sensory motor (0-2 tahun), kemudian dilanjutkan pada tahap pre-operational (3-5 tahun), concrete operation (6-7 tahun), formal operation (7dst). jadi, kemampuan mengkonsep dan mengkategorisasi ini penting untuk membangun kemampuan berpikir kognitif. terlewatnya tahap-tahap tersebut akan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 34 mengakibatkan sulitnya kita membangun kemampuan berpikir di usia dewasa. kurikulum ktsp untuk tingkat sma kelas x, menuntut siswa harus mempelajari keanekaragaman makhluk hidup. salah satunya keanekaragaman pada kingdom animalia (hewan). dalam mempelajari keanekaragaman tersebut, siswa harus memiliki kemampuan mengklasifikasi atau mengkategorisasi. kemampuan dalam mengklasifikasi memungkinkan siswa untuk dapat membedakan ciri antara satu organisme dengan organisme lain dan memahami mengapa organisme satu dengan yang lainnya dikelompokkan menjadi satu. berikut adalah standar kompetensi dan kompetensi dasar dari kurikulum ktsp yang harus dipelajari siswa disajikan pada tabel 1. tabel 1 standar kompetensi dan kompetensi dasar kurikulum ktsp untuk materi klasifikasi makhluk hidup standar kompetensi : memahami manfaat keanekaragaman hayati kompetensi dasar : mendeskripsikan ciri-ciri filum dalam dunia hewan dan peranannya bagi kehidupan tujuan pembelajaran :  mendeskripsikan perbedaan dunia hewan dan dunia tumbuhan  mendeskripsikan ciri umum dunia hewan  mengklasifikasikan dunia hewan  membandingkan ciriciri masing-masing filum hewan  mengamati beberapa contoh kelas hewan  menggambar struktur tubuh hewan  mendeskripsikan ciri hewan berdasarkan hasil pengamatan berdasarkan tabel 1, dari turunan standar kompetensi, kompetensi dasar dan tujuan pembelajaan, dapat dilihat bahwa materi dalam filum hewan ini memiliki potensi untuk mengembangkan kemampuan mengklasifikasi siswa. kemampuan mengklasifikasi ini akan menjadi dasar untuk siswa mendeskripsikan ciri umum dunia hewan dan mendeskripsikan ciri hewan berdasarkan pengamatan. dari tinjauan sk dan kd di atas, materi ini akan mengasah kemampuan siswa, tidak hanya dalam hal kemampuan mengklasifikasi, juga mengasah kemampuan siswa dalam berpikir induktif dan deduktif. induktif, bahwa siswa akan mampu mendeskripsikan ciri hewan berdasarkan pengamatan. dan deduktif, bahwa siswa akan mampu mendeskripsikan ciri umum dunia hewan setelah melakukan pengamatan. oleh karena itu, maka penulis mengajukan sebuah inovasi desain kegiatan laboratorium dalam hal media praktikum, yaitu dengan memodifikasi kunci determinasi. tujuannya agar pengetahuan siswa dapat terbentuk melalui pengamatan atau learning by doing, tidak hanya sekedar dihapal melalui text book. sehingga, meskipun siswa tidak mampu mengingat ciri secara umum, siswa dapat menerapkan kemampuan berpikir induktif atau berpikir deduktif. inovasi yang penulis lakukan adalah menggabungkan bentuk katalog kartu cat dengan kunci determinasi. selain itu, penulis merombak bahasa ilmiah yang dianggap sulit dan tidak dimengerti oleh siswa. menurut purnamasari et al (2012) melalui jurnal penulis menelaah penggunaan kunci determinasi dan flashcard sebagai media pembelajaran inkuiri mengenai makhluk hidup. penelitian tersebut mengindikasikan bahwa media pembelajaran berbasis inkuiri (praktikum) dengan menggunakan kartu dan gambar akan menambah daya ingat, ketertarikan dan keaktifan siswa dalam belajar. inovasi media kegiatan laboratorium ini disebut kartu identifiksi filum. kartu identifikasi filum ini digunakan sebagai alat bantu siswa melakukan praktikum pengamatan hewan-hewan, misalnya di taman serangga, pantai, dan lain-lain. berdasarkan latar belakang yang telah dipaparkan, dapat disusun sebuah rumusan masalah mengenai pengembangan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 35 desain kegiatan laboratorium sebagai berikut, 1) bagaimanakah bentuk pengembangan desain kegiatan laboratorium yang telah disusun? 2) bagaimana hasil uji coba yang telah dilakukan pada siswa di kelas x? 3) bagaimana bentuk rekonstruksi dari pengembangan desain kegiatan laboratorium yang telah disusun? metode penelitian populasi dalam penelitian ini adalah siswa kelas x semester genap di daerah sumedang. pengambilan sampel penelitian menggunakan teknik purposive sampling karena disesuaikan dengan sekolah yang mengalami masalah pada materi klasifikasi hewan. penelitian ini merupakan penelitian research and development (r&d) dengan menggunakan metode deskriptif (sugiyono, 2008). metode deskriptif digunakan dalam penelitian awal untuk menghimpun data mengenai kondisi yang ada, diantaranya kondisi yang ada sebagai bahan perbandingan, kondisi pengguna dan kondisi faktor pendukung dan penghambat dalam pengembangan dari produk. pada tahap awal dilakukan kajian silabus dan tujuan pembelajaran. kemudian disusun media pembelajaran yang disesuaikan dengan kunci determinasi beserta desain kegiatan laboratorium. uji coba dilakukan pada siswa di kelas. hasil uji coba menjadi dasar rekonstruksi desain kegiatan laboratorium dan kartu identifikasi filum. hasil dan pembahasan analisis desain kegiatan laboratorium dan kartu identifikasi filum tahap pertama pembuatan kartu identifikasi filum adalah analisis silabus dan tujuan pembelajaran. silabus yang digunakan pada sekolah yang diteliti adalah ktsp. dari turunan indikator dan tujuan pembelajaran, kartu identifikasi filum dan desain kegiatan laboratorium hanya untuk mengamati 2 filum, yaitu arthropoda dan mollusca. untuk membuat dkl dan kartu identifikasi filum, dilakukan analisis diagram vee dan rancangan bentuk kartu. a. analisis diagram vee setelah dipaparkan mengenai desain kegiatan laboratorium dan diagram vee. berikut adalah desain kegiatan laboratorium yang inovatif melalui analisis dari diagram vee. analisis diagram vee dilakukan dengan mencari focus question, theories, conceptual knowledge, object and event, data record, trasnformation, knowledge claim, dan value claim. analisis dari diagram vee untuk membuat dkl dan kartu identifikasi filum dapat dilihat pada gambar 2. b. kartu identifikasi filum setelah selesai membuat desain kegiatan laboratorium, maka selanjutnya membuat kartu identifikasi filum sebagai media kegiatan laboratorium. kartu identifikasi filum berisi halaman cover, petunjuk penggunaan, daftar isi, daftar gambar dan daftar istilah. petunjuk pengunaan mendeskripsikan bagaimana cara menggunakan kartu identifikasi. penggunaannya sama dengan pengunaan kunci determinasi, perbedaannya adalah jika pada kunci determinasi lebih banyak dideskripsikan dengan kata-kata, pada kartu identifikasi, penulis menambahkan gambar siluet. tujuannya agar ketika siswa mengamati hewan yang menjadi objek klasifikasi, siswa tidak hanya dapat membedakan mana yang bersayap mana yang tidak, mana yang bersegmen mana yang tidak. penulis memberikan indikator kepada siswa. agar ketika siswa mengamati, siswa dapat secara langsung juga mengembangkan kemampuan kognitif dalam hal membandingkan. kegiatan akhir pencarian, siswa tidak diberitahu hewan apa yang diamati sebelumnya. siswa diajak untuk mengetahui pengelompokan hewan didasarkan pada apa, mengapa nama ilmiahnya seperti itu, dan lain-lain. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 36 gambar 2 analisis diagram vee dkl dan kartu identifikasi filum pada kegiatan akhir, siswa diminta untuk menggambar/memfoto hewan yang diamatinya. analisis uji coba pada siswa desain kegiatan laboratorim dan kartu identifikasi filum diujicobakan di salah satu sma di daerah sumedang. tujuannya adalah untuk mengetahui kelayakan desain kegiatan laboratorium dan kartu identifikasi filum.untuk uji coba ini, penulis telah berkoordinasi dengan guru biologi di sekolah tersebut untuk melaksanakan uji coba. penulis bertindak sebagai observer di kelas dan guru biologi di sekolah tersebut melakukan pembelajaran di kelas, mengamati penggunaan kartu identifikasi filum. setelah melakukan kegiatan uji coba, berikut ini adalah analisis dari hasil uji coba yang telah dilakukan pada 1 kelas. dalam dkl yang penulis susun, penulis membagi kegiatan laboratorium itu dalam beberapa bagian. berikut temuan-temuan tersebut setelah melakukan uji coba: a. temuan pada desain kegiatan laboratorium bagian 1 dan 2 pada awal praktikum, penulis berpikir siswa akan mengerjakan fenomena di dkl dengan benar, karena pengerjaannya terbilang cepat. namun ketika penulis memeriksa hasil jawaban siswa, ternyata masih ada kelompok yang salah mengelompokkan hewan-hewan tersebut ke dalam kelompok yang salah. misalnya hiu, paus dan ikan badut dalam kelompok yang sama dan diberi nama kelompok ikan. lobster, siput dan kerang dalam kelompok yang sama dan diberi nama kelompok hewan bercangkang. laba-laba, semut, lebah, kecoak, dan caplak ke dalam kelompok serangga. kemudian lainnya, siswa hanya mampu mengelompokkan sebatas vertebrata dan invertebrata. gambar fenomena di dkl terlalu mudah, siswa sudah dapat mengklasifikasi hewan-hewan tersebut meski pun belum melakukan pengamatan dalam praktikum. gambar yang ditampilkan merupakan hewan-hewan yang terlalu siswa kenal, sehingga siswa tidak tertantang untuk mengklasifikasi hewan-hewan tersebut. meski pun setelah penulis periksa, jawaban siswa banyak yang salah/ miskonsepsi. b. temuan pada desain kegiatan laboratorium bagian 3 ketika hendak memulai pengamatan, siswa tidak memperhatikan perbedaan dari kunci determinasi dengan kartu identifikasi filum. ketika praktikum dimulai, siswa langsung mencari kunci jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 37 determinasi di buku paketnya. hal ini dimungkinkan karena siswa tidak pernah melihat kartu identifikasi filum sebelumnya. penggunaan kartu identifikasi filum menghemat waktu praktikum, biasanya menggunakan kunci determinasi, siswa hanya mampu mengidentifikasi 3-5 jenis hewan, namun pada praktikum menggunakan kartu identifikasi filum, siswa dapat mengerjakan mengidentifikasi 10 jenis hewan bahkan lebih, mengerjakan soal diskusi dan melakukan perbandingan dengan kelompok lain. siswa lebih teratur dalam mengerjakan praktikumnya. guru tidak kesulitan menjelaskan penggunaan kartu identifikasi filum. siswa lebih aktif berdiskusi di kelompoknya. c. temuan pada soal diskusi kelompok penulis membuat kartu identifikasi filum dengan tidak menjelaskan perbedaan masing-masing filum sejak dari bentuk simetri tubuh, sehingga siswa pun tidak ada yang menyebutkan dasar utama pengelompokkan hewan adalah simetri tubuh. d. temuan pada kartu identifikasi filum kartu identifikasi filum perlu diperbaiki. kontennya perlu ditambah dengan detail-detail penting lain dari ciri klasifikasi hewan.berdasarkan catatan yang diberikan oleh guru biologi di sekolah tersebut, kartu identifikasi filum pun bentuknya belum menarik dan perlu diperhatikan dalam segi bentuknya. rekonstruksi desain kegiatan laboratorium dan kartu identifikasi setelah dilakukan uji coba dan menganalisis kekurangan dan kelebihan dari dkl dan kartu identifikasi filum, penulis merancang kembali dkl dan kartu identifikasi filumnya. tujuannya agar didapatkan dkl yang mampu menjembatani konsep dan fakta yang siswa temukan di lapangan. rekonstruksi dari dkl ini disesuaikan dengan kesulitan yang siswa alami pada saat pembelajaran. kesimpulan dan saran kesimpulan berdasarkan hasil uji coba dapat disimpulkan bahwa kartu identifikasi filum membantu siswa untuk mengidentifikasi hewan-hewan dan membantu siswa mengkonstruksi ciri-ciri melalui berpikir induktif dan deduktif. media ini dapat membantu pemahaman siswa dan mengurangi kecurangan siswa dalam mempelajari kunci determinasi. kartu ini mudah digunakan karena bahasanya disesuaikan dengan pemahaman siswa. siswa cenderung dapat mengidentifikasi hewan dengan jumlah yang banyak dalam waktu praktikum yang sedikit. kartu ini merupakan solusi inovatif, namnn perlu diperbaiki karena belum dapat menilai apakah ada perubahan dari konsepsi siswa sebelum praktikum dan sesudah praktikum. saran kartu identifikasi filum merupakan media inovatif untuk mengembangkan kemampuan mengklasifikasi. diperlukan pengembangan lebih lanjut pada media tersebut, karena dalam penelitian ini, observasi hanya dilakukan pada 1 sekolah sehingga tidak dapat menggeneralisasi kesulitan istilah yang dialami oleh siswa. selain itu perlu desain yang lebih menarik agar siswa lebih tertarik menggunakan media. filum yang dimasukkan ke dalam kartu identifikasi perlu ditambah. daftar rujukan arikunto, s. 2009. dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. arikunto, s. 2010. prosedur penelitian suatu pendekatan praktik. jakarta: penerbit rineka cipta. cresswell, j. w. 2014. research design. yogyakarta: pustaka pelajar. dahar, r. w. 1996. teori-teori belajar. jakarta: penerbit erlangga. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 31-38) luki oktavia lukman putri, kartu identifikasi filum 38 dahar, r. w. 2011. teori-teori belajar dan aplikasinya. bandung: penerbit erlangga. dananjaya, u. 2010. media pembelajaran aktif. bandung: penerbit nuansa. novak, d. j. & gowin, d. b. 1984. learning how to learn. new york: cambridge university press. purnamasari, h., rahayuningsih, m., & chasnah. 2012. kunci determinasi dan flashcard sebagai media pembelajaran inkuiri klasifikasi makhluk hidup smp. unnes science education journal, 2(1): 103-110. santrock, j. w. 2011. life span development. 13th ed. new york: mcgraw-hill companies, inc. sugiyono. 2011. metode penelitian kuantitatif, kualitatif dan r&d. bandung: penerbit alfabeta. trianto. 2007. model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka. watson, s. & miller, t. 2009. classification and the dichotomus key tools for teaching identification (report). article the science teacher, 50-54. 113 vol. 4 no. 2, 2018; pp. 113-122 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 13/04/2018 revised: 25/06/2017 accepted: 09/07/2018 citation: fomichova, k. & misonou, t. (2018). parents’ perceptions on previous and current science education system in japan. jpbi (jurnal pendidikan biologi indonesia), 4(2), 113-122. https://doi.org/10.22219/jpbi.v4i2.5702 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education parents’ perceptions on previous and current science education system in japan kseniya fomichova* and taku misonou department of life and environmental sciences, university of yamanashi 4-4-37, takeda, kofu, yamanashi, 400-8510 japan. *corresponding e-mail: kseniya@yamanashi.ac.jp abstract parents’ views, beliefs, and experiences greatly affect children’s attitudes toward education. the research aimed to identify the parents’ perception in the past, present, and their desired priorities in science education as well as investigated the adolescents’ perceptions based on gender and academic performance on science. as a survey study, this research relied on a questionnaire as the primary method of data collection which the data gained then was analysed by using statistical descriptive (percentage). the results showed that the priorities in education have shifted toward physics and chemistry in recent decades. moreover, biology and earth science were found to be perceived as ‘easy’ and ‘secondary’ areas in comparison to the ‘superior’ ones (physics and chemistry). this has been strengthened by the critical situation for earth science, as the education system of japan often does not al low the students to select it. thus, the parents wished for a more balanced system. there was a difference in adolescents’ perceptions of science areas based on gender and academic performance. physics and chemistry were associated with boys and top performers, while biology and earth science were supposed to ‘fit’ girls and low performers. keywords: adolescents’ perceptions, parents’ perceptions, science education © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction there are three main groups of stakeholders in school teaching and learning: students, their parents and teachers. parents’ societal beliefs, experiences and views of children’s future, greatly affect children’s perception of school education, and in particular, science (chang, yeung, & cheng, 2009; halim, abd rahman, zamri, & mohtar, 2017; mullis, martin, foy, & arora, 2011; oscarsson, jidesjö, strömdahl, & karlsson, 2012; sjøberg & schreiner, 2010). adolescents’ attitudes toward science education have been studied extensively since the late 1960s. there is an extensive body of knowledge on students’ perception of science, careers, and economic issues in education. many study outlines such as gender and cultural result in attitudes toward science (meyers-levy & loken, 2015; sjøberg & schreiner, 2010), economic factors in learning (sjøberg & schreiner, 2010), change of perception (mullis et al., 2011), and the representation in science and technology careers (ecklund, lincoln, & tansey, 2012; mann & diprete, 2013; mossracusin, dovidio, brescoll, graham, & handelsman, 2012). in a major review of the research conducted during last four decades from the 20th century, osborne, simon, and collins (2003) found that there was an overall decrease in student attitudes toward science education. various studies from this period also highlighted a general ignorance of science in society (durant, evans, & thomas, 1989; miller, 2004; sturgis & allum, 2004). all of this has happened during a time of an increasing realization of the economic, technological and cultural importance of scientific knowledge in society (mullis et al., 2011; osborne et al., 2003). in response to this, many countries have made significant investments starting initiatives to increase interest in science and science education, such as the american committee on stem education (costem), the committee for public understanding of science (copus) in uk, the european science education research association (esera), and the http://ejournal.umm.ac.id/index.php/jpbi/article/view/5702 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5702 https://doi.org/10.22219/jpbi.v4i2.5702 fomichova & misonou / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 113-122 114 parents perceptions on previous … international organization for science and technology education (ioeste) and so on. one of the recent initiatives in science education was the ‘decade of education for sustainable development’ (wals, 2014). however, its goals were seen as having been largely unmet (ontong & le grange, 2015). to accomplish them, a scientifically and environmentally literate population is necessary (wals, 2014). schools of science education in many countries are often a race in order to pass exams to the next school year and ultimately universities (paton, 2012; zheng & qu, 2015). therefore, the instruction may be focused on the topics that are required for such exams, especially in later years. as the result, some science topics, often in biology and environmental science, are shortened or omitted. the extent of this issue is significant in japan (fomichova & misonou, 2015). this deficit in training definitely affects the attitudes of students towards these fields of science. in other countries the government artificially creates the demand for scientists in a particular field without solid economic and social reasons. as the result, this field becomes popular for a period of time, during which specialists are ‘overproduced’. in several years, their employment rate becomes low, and graduates are forced to accept a low salary, change the profession, or emigrate. these are just several examples of how science education becomes unbalanced as the result of politics and economic issues (boyer, wolf hamil, & professor, 2008; chimombo, 2005; sukasni & efendy, 2017). however, it should be balanced in order to nurture an overall scientific literacy, a desire to study various fields of science and possibly become a scientist. this research was mainly focused on parents of children attending lower and upper secondary schools in japan. it explored parents’ beliefs, experiences, and views in science education. the goal was to investigate, what the differences among the areas of science schools (physics, chemistry, biology, earth science and environmental science) exist in parents’ perception. in particular, if parents consider any areas of science, and biology in particular, to be a ‘secondary’ area of science, i.e. less ‘prioritized’ or less ‘important’, and what perception of this science area they have in relation to children’s gender and academic performance. notwithstanding that there were some previous researches in education have investigated many issues, however these areas have not been sufficiently studied. therefore, it is extremely important to address them, as they may have a profound impact on the perception of science in society, and the success of science and environmental education. this study used mixed methods to address the following objectives: (1) to investigate the differences among the areas of science based on parents’ experiences in science education, i.e. in factual educational background, interests, selfassessment of knowledge in science; (2) to study parents’ assessment of past and present priorities in school of science education in term of what areas of science, in their opinion, were emphasized in the past (when respondents were students) and are emphasized now. besides, what areas of science are evaluated by parents as ‘important’ in general and depending on children’s careers in future; (3) to study parents’ perception of science areas in relation to children’s gender and academic performance, i.e. what areas of science are evaluated as corresponding boys, girls, and adolescents with different academic performance (‘good and bad marks’ in science). method the methods used for the first to third objectives included an analysis of primary data obtained by conducting surveys and was using questionnaires for parents of the children who were attending lower and upper secondary schools in japan. the secondary data were obtained by reviewing research reports and other documents. the questionnaire for parents was consisted of 16 questions as follows. (1) gender of respondents. (2) age. (3-4) children, their ages. (5) educational background: a) a university degree in natural or social sciences; b) a completion of a college or a vocational school in natural or social sciences; c) a completion of upper secondary school; d) others. (6) lack of knowledge in areas of science (selfassessment). (7) level of interest towards areas of science while attending: a) lower secondary schools, b) upper secondary schools. (8) subjects chosen by respondents when they were attending upper secondary schools. (9) subjects that respondents wished to choose when they were attending upper secondary schools. (10) priority areas of science when respondents were fomichova & misonou / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 113-122 parents perceptions on previous … 115 attending lower and upper secondary schools. (11) priority areas of science in the present school. (12) areas of science that respondents would prefer to be prioritized in children’s education. (13) attitudes of children towards areas of science depending on gender. (14) attitudes of children towards areas of science depending on academic performance. (15) areas of science ‘important’ for children in regard to entrance exams and studying in universities. (16) areas of science ‘important’ for children’s future if they choose medicine or school science teaching as careers. the survey was conducted during two events related to education held in yamanashi prefecture, japan. the visitors attending these events and accompanying children of the required age (lower and upper secondary school students) were selected randomly and asked for participation. they were informed that the results would be used for publications in the area of educational research and further studies. the respondents were allowed to choose more than one answer in some certain questions. in total, 100 answers were selected and analysed by using statistical descriptive (percentage). this sample size was considered as sufficient for the purposes of the present study. results and discussion the respondents consisted of 78 females and 22 males in which the age range was from 35 to 50 years old. in addition, 40 of them graduated from university (22 attended for natural science, 16 for social science, and six for others), 36 from technical school (four for natural science, 28 for social science, and four for others), and four from others. respondents’ background the parents were asked to identify science subjects (physics (ph), chemistry (ch), biology (bi), and earth science (es)) that they chose while they were studying in upper secondary schools (grades 10 to 12). this aimed to get the better understanding of parents’ background in science education. the results are presented in table 1. table 1. the science subjects chosen by respondents in upper secondary schools (multiple selection) subject ph ch bi es parents (%) 29.79 64.17 73.33 16.04 answers (n=96) according to table 1, most of the respondents (73%) chose biology when they were studying in upper secondary schools; meanwhile 64% of them chose chemistry. while about 30% respondents’ option was physics, and the earth science was the lowest voters (16%). the difference occurred may be affected by gender perspective (alon & diprete, 2015; kumari & saraladevi, 2012). as the number of women electors was higher than the men, i.e. 78 female and 22 male, the subject which tended to be chosen by women would also higher. this in line with some previous studies which concluded that there was a segregation trend in choosing science major (mann & diprete, 2013), particularly in physics and biology (ecklund et al., 2012). thus, moss-racusin et al. (2012) suggested interventions on gender bias to increase women participation in science. in contrast to physics, chemistry, and biology, earth science has been selected by a minority of students in upper secondary japan schools. many of them have been unable to select it even if they are prefer to do so. this due to the reason that earth science is often associated with environmental studies. as the school education system designates selection options among science subjects in upper secondary schools, adolescents face a complex choice for some argumentations. first, many of them do not have ‘favourite’ areas of science which lead them not to choose any. second, a substantial ratio of students do not know what the specialty they would like to study in the future, so that they lack of information of what areas of science would be useful for them. the limited selection options of adolescent favourite areas was also the considerable reason which unabled them to choose the subjects at the same time. finally, the students’ science attitudes, in some way, are significantly influenced by type schools (dilek eren, karadeniz bayrak, & benzer, 2015) and country (yamamoto, holloway, & suzuki, 2016). thus, specific rules issued by countries, universities, and particular faculties often put students in a position when they have to study in ‘uninteresting’ areas of science to pass entrance exams. for example, in japan many medical universities require physics to pass the entrance exams, while biology is not required. finally, there is a possibility that adolescents’ choice of disciplines is approved by their fomichova & misonou / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 113-122 116 parents perceptions on previous … parents (halim et al., 2017), teachers, or other people, and they have to rethink it. therefore, in this study, the parents were asked about what areas of science they chose while they were studying in upper secondary schools. the results are presented in table 2. table 2. science subjects which respondents willed to choose in upper secondary schools (multiple selection) subject ph ch bi es parents (%) 24.95 45.36 45.36 29.48 answers (n=97) according to table 2, the equal percentage of respondents’ preference (45%) was to study about chemistry and biology. while the two other subjects, the earth science and physics, were only chosen by 30% and 25% respondents respectively. a comparison of tables 1 and table 2 shows that there were more respondents who took physics, chemistry, and biology than those who willed to do so. while 70% respondents learnt biology, only 44% willed to learn it. a similar situation occurred in chemistry (the reality was 62%, the expectation was 44%) and physics (the reality was 29%, the expectation was only 25%). interestingly, the different situation taken place for earth science in which 15% respondents took the subject even though there was about 29% wished to take it. the answers of the targeted population, summarized in table 2, were more ‘even’ in trend between areas of science than their factual choices described in table 1. it is especially interesting if to consider that almost 80% of the respondents were females. these results mean that respondents were ‘forced’ to learn science while they preferred not to. the oecd reported that japan has high standard for entrance exam in which japanese dislike to conduct (oecd, 2010). the findings drove to assume that biology and chemistry were chosen not because of the more positive attitude towards them, but as comparatively ‘better’ (possibly, ‘easier’) options in comparison to physics. consequently, respondents expressed the less positive attitude towards physics. a special position of earth science in the system of school education in japan was highlighted by the both table 1 and table 2. the number of respondents who wanted to select physics, chemistry, and biology were smaller in comparison to those who actually chose them while being students of upper secondary schools. only in earth science the more respondents wished to select than actually did so. obviously, in some schools in japan, there was no possibility to select this area. it also could be rather ‘useless’ for adolescents in term of the contribution in university and college entrance exam. there are various factors drive students’ curiosity toward science i.e. teaching method (husamah, fatmawati, & setyawan, 2018), science curriculum, parent, and social life (akpınar, yıldız, tatar, & ergin, 2009), school type (dilek eren et al., 2015), and the belief of science difficulty (the malta council for science & technology, 2015). this study also outlines the two following issues. the first is a general ‘unwillingness’ to study science. the second is that biology could have been chosen not because the respondents had a positive attitude toward it, but because they could have a more negative perception of the other areas of science compare to biology, in particular, of physics and chemistry. while the parents were not required to explain their choice of science disciplines, biology could have been chosen as an ‘easier’ option compare to the two other subjects. self-assessment of knowledge in science self-assessment of knowledge and abilities in science is the major factor determines a person’s attitude towards it. that is why respondents were asked to answer the following question: ‘evaluate own lack of knowledge in science by the following scale: 1) do not feel at all; 2) almost do not feel; 3) feel sometimes; 4) feel often; 5) feel all the time’. the areas of science were physics (ph), chemistry (ch), biology (bi), earth (es), environmental (ens), agricultural science (as) and medical (ms) sciences. the mean of respondents’ replies is presented in table 3. table 3. parents’ self-assessment of their knowledge in science parents’ knowledge in science areas (mean) ph ch bi es ens as ms 3.12 3.35 2.90 3.20 3.12 3.37 3.25 answers (n=100) according to table 3, in all areas of science, the respondents felt a deficiency of knowledge ‘sometimes’. however, in chemistry and agricultural sciences is slightly higher than in other areas. these two areas were followed by medicine (3.25), earth science (3.20), physics fomichova & misonou / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 113-122 parents perceptions on previous … 117 and environmental science (3.12), and the last was biology (2.90). it can be seen that the respondents have experienced the lack of knowledge in agricultural sciences more than in medical. in addition, the level biology knowledge was evaluated as the most sufficient among all areas, while agricultural science has been considered to be the least sufficient. it indicated that biology is considered to be the easiest area compare to the others. the level of knowledge, somehow, contributes to someone’s science preferences (alrehaly, 2011). there was a substantial difference in respondents’ perception of biology, agricultural science, and environmental science, i.e. they were possibly considered to be independent (rather unrelated) categories. attitudes towards areas of science while being at school the most fundamental concept of perception of science is the level of interest towards it. respondents were asked to evaluate own interest towards areas of science as they were students of lower and upper secondary schools. the assessment scale was: 1 (dislike); 2 (indifferent); 3 (little interest); 4 (moderate interest); 5 (deep interest). the mean of responses is presented in table 4. table 4. parents’ attitudes towards science areas while being at school school/subject ph ch bi es lower secondary 2.38 2.96 3.32 2.76 upper secondary 2.18 2.82 3.32 2.78 answers (n=100) respondents’ perception of science areas in the both lower (grades 7-9) and upper (grades 10-12) secondary schools was similar. as respondents were attending lower and upper secondary schools, their attitude towards science ranges from ‘indifference’ in physics to between ‘little’ and ‘moderate’ interested in biology. some countries witnessed the same condition in various age levels such as africa (reddy, 2017), indonesia (yamtinah, masykuri, & syahidul shidiq, 2017) malta (the malta council for science & technology, 2015), and turkey (pehlivan et al., 2011). notwithstanding that there was no difference of the attitudes based on education levels, but it can be seen that there were preference levels showed. the highest level of interest was expressed to biology, even though it did not reach ‘moderate’ one. a slightly less positive attitude wass expressed towards chemistry and earth science. the lowest level of interest was observed in physics. this perception was possibly influenced by respondents’ gender. assessment of priorities in school science education the respondents were asked to indicate the prioritized science areas as they were school students, and in the present time. the questions were designated in multiple selection form. the respondents could either select one area of science, several ones, or the option ‘all equally’. the summary of parents’ answers concerning the time when they were students is presented in table 5. table 5. priority areas of science as the respondents attended school (multiple selection) school/subject ph ch bi es all lower secondary* 31 40 34 4 40 upper secondary** 33 44 36 6 34 * answers (n=98) ** answers (n=96) according to table 5, it is clear that the respondents’ priority in science areas was similar between the two school stages. there were more respondents who prioritized the science areas compare those who stated that the all areas were equal. as many as 40 respondents of lower secondary schools stated that the all science areas were equal, while 58 of them thought that the areas were different. the 40 respondents prioritized chemistry, while the other 34 and 31 selected biology and physics respectively. therefore, chemistry was considered to be slightly more emphasized than the two others. the same tendency was observed in the upper secondary schools. in contrast, there only four and six respondents considered the earth science as their priority. table 6 shows he priority areas of science in the present school. it can be seen that 42 out of 94 and 36 out of 92 respondents considered that the all science areas were equally emphasized in present lower and upper secondary schools (respectively). moreover, physics and chemistry were more prioritized over biology and earth science. no respondent selected earth science as their priority in regard to the lower secondary schools, and only three of them selected it in regard to the upper secondary schools. fomichova & misonou / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 113-122 118 parents perceptions on previous … table 6. prioritized areas of science in present school (multiple selection) school/ subject ph ch bi es all lower secondary* 31 34 26 0 42 upper secondary** 36 36 23 3 36 * answers (n=94) ** answers (n=92) the comparison of table 5 and table 6 shows that in respondents’ opinion, the priorities in schools have shifted since they have been students. in particular, chemistry became less emphasized than before, and biology became less emphasized than physics and chemistry. however, the situations of earth science remained unchanged. the respondents were asked, what science areas they wished to prioritize in their children’s education. parents could choose one area of science, several areas, or ‘all equally’. the results are presented in table 7. table 7. science areas that respondents wish to be prioritized in children’s education school/subject ph ch bi es all lower secondary* 10 26 22 14 60 upper secondary** 14 26 26 16 58 answers (n=100) according to table 7, 60 and 58 out of 100 respondents would like all areas of science to be prioritized equally in children’s education. among the respondents who preferred the science areas to be emphasized differently, the number who selected chemistry and biology was higher than those who prioritized physics and earth science. the comparison of table 6 and table 7 shows that parents would like to have a more ‘balanced’ system of school science education than the present conditions. it can be seen that approximately 40% and 60% of respondents expressed their opinion that the all science areas should be equal whether it is in the past or in present schools. the other respondents have certain preferences in children’s science education, but they obviously would like the earth science to be more prioritized than it is in the present school. assessment of adolescent preferences in science depend on gender in gaining the data about parents’ perception of adolescent attitudes towards science based on gender, participants were asked what areas of science boys and girls ‘like’. the results are presented in table 8. table 8. parents’ assessment of adolescent preferences in science based on gender (multiple selection) gender parents (%) ph ch bi es boys 62 70 12 16 girls 6 22 86 12 answers (n=100). according to table 8, the majority of respondents (70%) presumed that chemistry is the most favorable area of science for boys, while the most preferable subjects for girls was biology (86%). in parents’ opinion, physics was the second most popular among boys (62%) which then followed by earth science (16%) and biology (12%). this is different with the girls’ choice. chemistry, as the second sequence of the subject chosen by girls, the gap exist between chemistry (22%) and biology was dramatic (64%). only 12% respondents suggested that girls ‘like’ earth science, and only 6% respondents chose physics. therefore, there is a clear difference between girls and boys preference of science areas based on parents’ point of view. boys were expected to prefer chemistry and physics, while the girls were supposed to prefer biology. this in line with reddy (2017) who found that boys were more interested in physic and chemistry, while girls were more inclined for biology. parents’ assessment of adolescent preferences in science depend on performance as well as their involvement in their children’s education (topor, keane, shelton, & calkins, 2010). this has also been proven to improve the students’ achievement (karıbayeva & boğar, 2014; wilder, 2014). the data about parents’ perception of adolescent attitudes towards science based on academic performance were gained by asking the participants of what areas of science top and low performers ‘like’. the results are presented in table 9. table 9 shows that, according to respondents, top performers prefer physics and chemistry over biology and earth science, and the difference between these two blocks is obvious. as high as 88% and 66% of respondents assumed that students with a ‘good’ marks like physics and chemistry, while biology and earth science were the two last choices i.e. 14% and 8% respectively. in term fomichova & misonou / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 113-122 parents perceptions on previous … 119 of low performer preference subjects, the highest percentage was biology (83%) which followed by earth sience (33%), physics and chemistry as low as 10% and 7% in sequence. table 9. parents’ assessment of adolescent preferences in science based on performance (multiple selection) adolescents parents ph ch bi es top performers 88 66 14 8 low performers 10 7 83 33 answers (n=100). by comparing the data served in table 8 and table 9, it is clear that there were two blocks i.e. 1) physics and chemistry; and 2) biology and earth science. this clear pattern was strongly assumed related to the impact of children’s gender on their academic performance in term of certain science areas. possibly, one of the reasons is that biology and earth science were evaluated as ‘simple’ in comparison to physics and chemistry. importance of science fields for children’s academic career (parents’ assessment) it is important to investigate, what areas of science, in parents’ opinion, are the ‘priority’ ones. this due to their considerable impact on children’s education in term of decisions, financial, as well as expectations (mahamood et al., 2012). in this survey, the parents were asked to identify the areas that are ‘important for children’s future’ if they continue studying in natural sciences or social sciences. the results are presented in table 10. table 10. parents’ assessment of the importance of science areas for children’s academic career natural sciences (parents, %) social sciences (teachers, %) ph ch bi es ph ch bi es 80 68 28 28 13 13 75 52 answers (n=100). according to table 10, 80% and 68% of respondents suggested that physics and chemistry (respectively) to be ‘important’ for natural science students’ future. while biology and earth science were considered as the less important area for them (28% for each). in case the students choose social sciences, biology was selected as the most ‘important’ discipline by 75% respondents, followed by earth science (52%), physics (13%) and chemistry (13%). it was also asked to the parents about the science areas which are ‘important for adolescents’ future’ if they select careers in medical, as this is one of top choices, and teaching science. parents were asked to conduct an assessment by the scale from 1 (the most important) to 4 (the least important). the results are presented in table 11. table 11. parents’ assessment of the importance of science areas for children’s careers in medical scale parents (%) ph ch bi es 1 18 29 48 0 2 7 57 24 7 3 64 9 18 4 4 7 0 4 84 answers (n=100). according to table 11, if adolescents choose their career in medical, parents consider biology to be the most important area; the next suggestion was chemistry; while physics was presumed to be number three, and earth science was the least important. however, in case the adolescents decide to become school science teachers, the importance of science areas were in as follow sequence: physics, chemistry, biology, and earth science (table 12). table 12. parents’ assessment of the importance of science areas for children’s careers in teaching science scale parents (%) ph ch bi es 1 41 29 18 7 2 20 41 18 7 3 16 14 41 16 4 11 5 11 59 answers (n=100). table 1 to table 12 highlighted several issues which were not reported previously. biology has been often chosen by students in upper secondary schools of japan and other countries. however, instead of choosing it due to the students’ interest, the survey results proved that it was because biology is one of the requirements of entrance exams. among japanese family, the perception about the important of future career determines the student’s attitudes toward science (entrich, 2015). moreover, it is believed that physics and fomichova & misonou / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 113-122 120 parents perceptions on previous … chemistry are the more ‘complex’ disciplines than biology. therefore, this subject has become the primary and ‘forced’ choice which may have a negative influence on students’ attitudes towards learning in science. another negative aspect of this situation is that biology is perceived as an ‘easy’ area in comparison to physics and chemistry. as the result, it is considered as the ‘superior’ area. the earth science has a special status in comparison to other science areas. first, respondents may be unable to choose it while attending upper secondary schools. therefore, while it may be recognized as an ‘interesting’ area, but it is often cannot be fulfilled because of the characteristics of school education in japan. second, this subject was considered as the ‘secondary’ and ‘easy’ science area. the priorities in school of science education have shifted towards physics and chemistry since they graduated from upper secondary schools. however, this survey did not enquire about a particular period of time when, in respondents’ opinion, this shift could have happened. therefore, it is unclear, whether this assessment was based on certain changes of school education in japan, or not. however, the respondents expressed a positive view of a more ‘balanced’ science education for their children. there is a clear difference in perception of science areas depend on adolescents’ gender and academic performance. physics and chemistry were associated with boys and top performing students, while biology and earth science were supposed to ‘fit’ girls and low performers. conclusion this study was focused on the societal perception of science, particularly in biology, in japan. the results showed that the students’ choice of science subjects in high schools of japan was often a ‘forced’ one, and is caused by the requirements of entrance exams, parents’ influence, and other factors. it is also found that biology and earth 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(2015). application of microrna gene resources in the improvement of agronomic traits in rice. plant biotechnology journal, 13(3), 329– 336. http://doi.org/10.1111/pbi.12321 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 248 ultrastruktur pollen anggrek genus dendrobium sebagai sumber belajar biologi pollen ultrastructure of genus dendrobium orchids as a learning resource lika dwi apriani 1 , eko susetyarini 2 , sri wahyuni 3 1,2,3 program studi pendidikan biologi fkip universitas muhammadiyah malang jl. raya tlogomas no. 246, 65114, malang, hp. 082301372108 e-mail korespondensi: likkhalda@ymail.com abstrak anggrek genus dendrobium merupakan salah satu genus dari divisi spermatophyta yang merupakan kelompok tumbuhan yang berkembang dengan menggunakan biji. tumbuhan berbiji tentu memiliki bunga sebagai alat perkembangan generatifnya. perkembangan generatif pada bunga artinya pertemuan antara sel gamet jantan dan sel gamet betina. sel gamet betina pada tumbuhan dihasilkan oleh putik, sedangkan sel gamet jantan disebut serbuk sari atau pollen. genus dendrobium merupakan salah satu kekayaan alam indonesia, jumlahnya diperkirakan mencapai 275 spesies. penelitian ini bertujuan untuk mengetahui bagaimana ultrastruktur pollen anggrek genus dendrobium dari sepuluh spesies yang diamati menggunakan sem. jenis penelitian ini adalah deskriptif kualitatif. hasil penelitian menunjukkan unit pollen untuk semua spesies yaitu kategori pollinia, sedangkan untuk polaritas pollen adalah apolar. jenis aperture kesepuluh spesies yang diamati mempunyai aperture dengan pola yang tidak beraturan dan lebih dari enam yang disebut colpate. bentuk pollen dari semua spesies yang diteliti bentuknya adalah subprolate hingga prolate dan ukuran pollen termasuk dalam kategori minuta hingga media. ornamentasi pollen atau skluptur pollen tidak teridentifikasi dikarenakan ukuran pollen yang terlalu kecil, permukaan pollen terlihat kurang jelas. sumber belajar yang digunakan adalah atlas. kata kunci: genus dendrobium, spermatophyta, scanning electron microscope, pollen, atlas abstract genus dendrobium orchid is a genus from spermatophyte division is a category of plants that grow from seed. seed plants have a flower as a means generative outgrowth. the generative outgrowth from the flower it means incorporation between the male gamete cells and female gamete cells. the female gamete cells in plants produced by the pistil, meanwhile the male gamete cells called serbuk sari or pollen. dendrobium genus is one of of indonesian’s assets estimated at 275 species. this research aims to determine how the ultrastructure of genus dendrobium orchid pollen from ten species were observed using sem. this research using descriptive-qualitative. the research method using selective media. the results showed that pollen unit for all of the species that is category of pollinia, while the polarity of the pollen is apolar. types of tenth aperture where had researched had aperture with the irregular patterns and more than 6 called colpate. the shape of pollen from all species that had researched are subprolate to the prolate and the pollen size is in the category of the minuta to the media. ornamentasi pollen or skluptur pollen is not identify because the size of pollen is too small, the surface of pollen is less obvious. learning sources used atlas. keywords: genus dendrobium, spermatophyta, scanning electron microscope, pollen, atlas anggrek adalah nama umum untuk semua tumbuhan famili orchidaceae. famili ini merupakan salah satu grup terbesar dalam angiospermae. orchidaceae terdiri dari sekitar 15.000-20.000 spesies dengan 900 genus (marga) yang tersebar di seluruh dunia. sebagai salah satu daerah penyebaran anggrek, indonesia memiliki kekayaan alam dengan ragam plasma nutfah yang besar. kurang lebih 5000 spesies diantaranya tersebar di indonesia (sutiyoso, 2005). genus dendrobium merupakan salah satu kekayaan alam indonesia, dan jumlahnya diperkirakan mencapai 275 spesies. anggota dari genus dendrobium yang paling sering ditemui di indonesia adalah d. phalaenopsis, d. macrophyllum, jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 249 d. crumenatum, d. antennatum, d. discolor, d. atriovioleccum, dan d. chrysotoxum. anggrek dendrobium banyak digunakan dalam rangkaian bunga karena memiliki kesegaran yang relatif lama, warna dan bentuk bunganya bervariasi, tangkai bunga lentur sehingga mudah dirangkai, dan produktivitasnya tinggi. dendrobium dapat berbunga beberapa kali dalam setahun. tangkai bunganya panjang dan dapat dirangkai sebagai bunga potong (widiastoety, 2010). genus dendrobium merupakan salah satu genus dari divisi spermatophyta. spermatophyta merupakan kelompok tumbuhan yang berkembang dengan menggunakan biji. tumbuhan berbiji tentu memiliki bunga sebagai alat perkembangan generatifnya. perkembangan generatif pada bunga artinya pertemuan antara sel gamet jantan dan sel gamet betina. sel gamet betina pada tumbuhan dihasilkan oleh putik, sedangkan sel gamet jantan disebut serbuk sari atau pollen. serbuk sari terbentuk di dalam ruang sari yang merupakan bagian dari benang sari. pollen atau serbuk sari memiliki ukuran yang sangat kecil dan berjumlah sangat banyak (darjanto & satifah, 1990). pollen umumnya memiliki simetri radial, tanpa kutub (apolar), sebagian besar berbentuk sferoidal hingga oblat-sferodial, ornamentasi eksin berupa pori (porate) yang tersebar pada permukaan eksin (polypantoporate) (el naggar, 2004). butir pollen sering berperan dalam taksonomi ditaraf famili atau di bawahnya. dinding serbuk sari terdiri dari dua lapisan, yaitu eksin (lapisan luar) tersusun atas sporopollenin, dan intin (lapisan dalam) yang tersusun atas selulosa. struktur dinding serbuk sari, khususnya bagian eksin, merupakan salah satu karakter yang digunakan dalam identifikasi. struktur halus eksin dapat dibedakan menjadi tiga tire, yaitu tektat, semitektat, dan intektat (hidayat, 1995). selama ini para ahli taksonomi mengelompokkan tumbuhan menggunakan morfologi akar, batang, daun, bunga, dan alat-alat tambahan dalam taksonomi. morfologi serbuk sari dapat digunakan untuk mengidentifikasi takson di tingkat familia, genus, spesies, dan di bawah spesies, penempatan takso yang diragukan, penyusunan kembali, penggabungan dan pemisahan, serta sebagai penguat bukti yang lain (pudjoarinto & hasanudin, 2013). berdasarkan dari pernyataan dan latar belakang di atas, peneliti tertarik untuk melakukan pengamatan ultrastruktur pollen genus dendrobium yang mudah ditemukan di indonesia. hasil pengamatan yang telah dilakukan kemudian akan dibandingkan berdasarkan atas ultrastruktur pollen tersebut. setelah itu akan dibuat sumber belajar biologi dalam bentuk atlas biologi. pemilihan atlas sebagai sumber belajar karena dengan ditampilkan hasil dari pengamatan beserta keterangan di dalam atlas membuat siswa lebih mengerti. metode penelitian ini dilakukan di laboratorium biologi universitas muhammadiyah malang di jl. tlogo mas. penelitian dilaksanakan pada tanggal 2 dan 26 agustus 2016. jenis penelitian yang digunakan adalah deskriptif kualitatif. deskriptif kualitatif mendeskripsikan gambar hasil pengamatan ultrastruktur pollen menggunakan sem (scanning electron microscope) sesuai dengan teori. alat dan bahan alat yang digunakan dalam penelitian yaitu sem (scanning electron jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 250 microscope) hitachi tm-3000, unit komputer, pump, pinset, gunting, specimen holder, carbon tape, holder heigth gauge, blower, dan handscoon non powder. bahan yang digunakan dalam penelitian adalah pollen d. antennatum, pollen d. strepsiceras, pollen d. trilamellatum, pollen d. laxiflorum, pollen d. lasianthera, pollen d. stratiotes, pollen d. streblosceras, pollen d. schulleri, pollen d. canaliculatum dan pollen d. capra. analisis data analisis data dilakukan secara deskriptif kualitatif, yaitu hasil pengamatan ultrastruktur pollen meliputi unit pollen, polaritas, dan simetri pollen, aperture, struktur dinding pollen, ukuran dan bentuk pollen, dan skluptur pollen. hasilnya akan diuraikan dalam bentuk tabel dan dinarasikan. sumber belajar yang digunakan yaitu atlas yang mampu memberikan visualisasi yang dapat menarik minat siswa dalam proses pembelajaran. hasil dan pembahasan berdasarkan penelitian yang dilakukan di laboratorium biologi universitas muhammadiyah malang (kampus iii) pada bulan agustus 2016, peneliti menyajikan hasil dari penelitian yaitu: 1) hasil dari ultrastruktur pollen anggek genus dendrobium menggunakan scanning electron microscope (sem) yang meliputi unit pollen, polaritas pollen, apertur pollen, skluptur pollen, ukuran dan bentuk pollen; 2) pemanfaatan hasil penelitian pollen anggrek genus dendrobium sebagai sumber belajar biologi. hasil dari pengamatan menggunakan sem disajikan pada gambar 1 sampai gambar 10. gambar 1. hasil pengamatan pollen anggrek dendrobium antennatum menggunakan sem keterangan: nama preparat : pollen dendrobium antennatum teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 1500x panjang polar : 32,5 µm panjang ekuator : 20,6 µm tanggal pengambilan gambar : 26 agustus 2016 gambar 2. hasil pengamatan pollen anggrek d. strepsiceras menggunakan sem keterangan: nama preparat : pollen dendrobium strepsiceras teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 1500x panjang polar : 33,4 µm panjang ekuator : 19,3 µm tanggal pengambilan gambar: 26 agustus 2016 gambar 3. hasil pengamatan pollen anggrek d. trilamellatum dengan sem keterangan: nama preparat : pollen dendrobium trilamellatum teknik : pengukuran panjangbidang polar dan ekuator potret : scanning electron microscope perbesaran : 1800x jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 251 panjang polar (kiri) : 23,3 µm panjang polar (kiri) : 19,9 µm panjang ekuator (kanan): 15,7 µm panjang ekuator (kanan): 13,7 µm tanggal pengambilan gambar: 26 agustus 2016 gambar 4. hasil pengamatan pollen anggrek d. laxiflorum menggunakan sem keterangan: nama preparat : pollen dendrobium laxiflorum teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 1200x panjang polar : 31,5 µm panjang ekuator : 18,5 µm tanggal pengambilan gambar: 26 agustus 2016 gambar 5. hasil pengamatan pollen anggrek d.lasianthera menggunakan sem keterangan: nama preparat : pollen dendrobium lasianthera teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 1800x panjang polar : 30,4 µm panjang ekuator : 17,2 µm tanggal pengambilan gambar : 26 agustus 2016 gambar 6. hasil pengamatan pollen anggrek d. stratiotes menggunaan sem keterangan: nama preparat : pollen dendrobium stratiotes teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 1800x panjang polar : 38,2 µm panjang ekuator : 20,4 µm tanggal pengambilan gambar : 26 agustus 2016 gambar 7. hasil pengamatan pollen anggrek dendrobium streblosceras menggunakan sem keterangan: nama preparat : pollen dendrobium streblosceras teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 1800x panjang polar : 29,6 µm panjang ekuator : 22 µm tanggal pengambilan gambar : 27 agustus 2016 gambar 8. gambar 8. hasil pengamatan pollen anggrek d. schulleri menggunakan sem keterangan: nama preparat : pollen dendrobium schulleri teknik : pengukuran panjangbidang polar dan ekuator potret : scanning electron microscope perbesaran : 2000x panjang polar : 21,7 µm panjang ekuator : 16,4 µm tanggal pengambilan gambar : 27 agustus 2016 gambar 9. hasil pengamatan pollen anggrek d. canaliculatum menggunaan sem jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 252 keterangan: nama preparat : pollen dendrobium canaliculatum teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 2000x panjang polar : 29,4 µm panjang ekuator : 14,8 µm tanggal pengambilan gambar : 27 agustus 2016 gambar 10. hasil pengamatan pollen anggrek d. capra keterangan: nama preparat : pollen dendrobium capra teknik : pengukuran panjang bidang polar dan ekuator potret : scanning electron microscope perbesaran : 1800x panjang polar : 25,5 µm panjang ekuator : 9,88 µm tanggal pengambilan gambar: 27 agustus 2016 pengamatan ultrastruktur pollen ini menggunakan scanning electron microscope (sem) karena mampu menghasilkan gambar pengamatan dalam bentuk 3 dimensi dengan resolusi yang lebih baik dari mikroskop cahaya. berdasarkan hasil pengamatan pollen masing-masing spesies dari genus dendrobium yang menggunakan scanning electron microscope (sem) dapat dijabarkan sebagai berikut. unit pollen unit pollen berhubungan dengan jumlah gabungan butir pollen yang bersamaan ketika dilepaskan. unit pollen dapat ditentukan dengan melihat jumlah butir serbuk sari atau butir pollen yang menyusun satu unit serbuk sari bebas. menurut simpson (2006), serbuk sari tunggal yang menyatu disebut dengan monads, pollen jarang menyatu berpasangan, setiap pasang dikenal dengan sebutan dyad, kadang pula ada juga dari empat hasil haploid dari meiosis tetap menyatu, yakni dinamakan tetrad, butir pollen bawaan pada unit yang tepat dengan jumlah lebih dari empat butir disebut polyads dan penyatuan semua pollen dari seluruh theca disebut dengan pollinium. berdasarkan hasil pengamatan, sepuluh spesies anggrek dari genus dendrobium memiliki sifat pollinium, dimana semua pollen dari seluruh theca (kantung serbuk sari) menyatu. berdasarkan penelitian sebelumnya, yaitu oleh chaudhary, dkk. (2012) meyebutkan bahwa genus dendrobium merupakan kelompok dari pollen yang sudah dewasa terdiri dari suatu struktur yang kompleks yang disebut dengan pollinia yang memiliki dinding sel sempurna yang mengandung sel sperma di dalamnya. menurut simpson (2006), penyatuan semua pollen dari seluruh theca disebut dengan pollinium (bentuk jamaknya pollinia), yang ditemukan pada famili orchidaceae. berdasarkan penelitian dan dukungan dari beberapa penelitian sebelumnya, dapat disimpulkan bahwa unit pollen pada anggrek genus dendrobium adalah pollinium. polaritas pollen polaritas pollen mangacu pada posisi satu atau lebih apertur pada acuan spasial. acuan spasial ini mendefinisikan polar axis (sumbu kutub) sebagai diameter pollen yang melewati pusat tetrad pollen yang asli. titik potong antara polar axis dengan permukaan butiran yang dekat dengan pusat adalah proximal pole (kutub proksimal), daerah yang menjadi belahan proksimal, sedangkan yang jauh dari pusat tetrad adalah distal pole (kutub distal), area yang menjadi belahan distal (simpson, 2006). tiga tipe umum polaritas pollen jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 253 menurut simpson (2006) adalah isopolar, di mana dua belahan kutub adalah sama tetapi dapat dibedakan dari wilayah ekuatornya. heteropolar, yaitu dua belahan kutub adalah berbeda, disebabkan pemindahan yang berbeda dari satu atau lebih apartur. sedangkan apolar, di mana daerah ekuator dan kutub tidak bisa dibedakan setelah pembelahan pollen dari tetrad. pengamatan ultrastruktur pollen sepuluh spesies anggrek genus dendrobium, menunjukan hasil bahwa polaritas pollen sepuluh spesies tersebut adalah apolar. pengamatan polar/kutub ditemukan kesulitan untuk megidentifikasi bagian polarnya karena letak aperture yang menyebar. kesulitan dalam menentukan bidang ekuator dan kutub ini menurut simpson (2006) dikategorikan dalam tipe apolar. aperture pollen apertur pollen merupakan wilayah batasan khusus dari dinding serbuk sari. permukaan butir pollen ada yang mempunyai celah (apertur) ada yang tidak mempunyai. apertura merupakan daerah tipis pada permukaan butir pollen. baik berupa alur, celah maupun area yang tipis. apertura yang panjang disebut alur, celah maupun area yang tipis (simpson, 2006). sepuluh spesies anggrek genus dendrobium bentuk aperturenya adalah panjang atau disebut colpus dengan pola yang tidak beraturan atau menyebar. karena mempunyai pola yang tidak beraturan, pengamatan polar view untuk semua spesies mendapat kesulitan. semua spesies yang diamati mempunyai aperture yang tidak beraturan dan lebih dari enam yang disebut colpate. berdasarkan penelitian sebelumnya, yaitu oleh chaudhary et al. (2012) meyebutkan bahwa semua spesies anggrek genus dendrobium dari india yang telah diamati adalah apertur jenis colpate. aperture dengan pola yang tidak teratur juga telah diamati pada d. clavatum, d. falconeri, d. fimbriatum, d. ochreatum, dan d. primulinum. bentuk pollen bentuk pollen dapat diketahui dengan melihat perbandingan panjang aksis polar (p) dan panjang ekuatorial (e) yang selanjutnya disebut dengan indeks p/e. pada pengamatan pollen dendrobium antennatum, rata-rata indeks p/e 1,57 µm; dan 1,40 µm. menurut erdtman (1952), angka tersebut menunjukkan bentuk pollen prolate karena nilai tersebut berada diantara 1,33 µm dan 2 µm. pengamatan pollen dendrobium strepsiceras, rata-rata indeks p/e 1,73 µm; dan 1,33 µm. pollen pertama memiliki bentuk prolate karena menurut kapp (1969) dan erdtman (1952), nilai tersebut berada diantara 1,33 µm dan 2 µm, sedangkan pollen kedua mempunyai bentuk subprolate karena indeks p/e 1,14-1,3326 µm. dengan demikian, bentuk pollen pada d. strepsiceras adalah subprolate hingga prolate atau berdasarkan klasifikasi pollen, ukuran tersebut tergolong prolate. pengamatan pollen dendrobium trilamellatum, rata-rata indeks p/e 1,48 µm; 1,45 µm; 1,61 µm dan 1,30 µm. pollen pertama, kedua dan ketiga berbentuk prolate. menurut erdtman (1952), angka tersebut menunjukkan bentuk pollen prolate karena nilai tersebut berada diantara 1,33 µm dan 2 µm. pollen yang keempat berbentuk subprolate. menurut erdtman (1952), angka tersebut berada diantara 1,14 µm dan 1,33 µm. dengan demikian, bentuk pollen pada d. trilamellatum adalah subprolate hingga prolate. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 254 pengamatan pollen d. laxiflorum, rata-rata indeks p/e 1,70 µm; dan 1,76 µm. menurut erdtman (1952) angka tersebut menunjukkan bentuk pollen prolate karena nilai tersebut berada diantara 1,33 µm dan 2 µm. pengamatan pollen d. lasianthera dan d. stratiotes, rata-rata indeks p/e 1,76 µm; dan 1,87 µm . menurut erdtman (1952), angka tersebut menunjukkan bentuk pollen prolate karena nilai tersebut berada diantara 1,33 µm dan 2 µm. berdasarkan pengamatan pada pollen d. streblosceras, rata-rata indeks p/e 1,34 µm; dan 1,76 µm. menurut erdtman (1952), angka tersebut menunjukkan bentuk pollen prolate karena nilai tersebut berada diantara 1,33 µm dan 2 µm. pengamatan pollen d. schulleri, rata-rata indeks p/e 2,26 µm; dan 1,32 µm. pollen pertama berbentuk perprolate. menurut erdtman (1952), angka tersebut menunjukkan bentuk pollen perprolate karena nilai tersebut sebesar 2 µm atau lebih. sedangkan pollen yang kedua berbentuk prolate karena nilai tersebut berada diantara 1,33 µm dan 2 µm. berdasarkan pengamatan pada pollen d. capra, rata-rata indeks p/e 2,58 µm; dan 1,75 µm. pollen pertama berbentuk perprolate. menurut erdtman (1952), angka tersebut menunjukkan bentuk pollen perprolate karena nilai tersebut sebesar 2 µm atau lebih. pollen yang kedua berbentuk prolate karena nilai tersebut berada diantara 1,33 µm dan 2 µm. berdasarkan penelitian sebelumnya, yaitu oleh chaudhary et al (2012) meyebutkan bahwa semua spesies anggrek genus dendrobium dari india yang telah diamati melalui perhitungan, pollen dari semua spesies yang diteliti bentuknya adalah subprolate. ukuran pollen ukuran pollen dapat diketahui dengan mengukur diameter pada butir pollen. diameter pollen sama dengan ukuran pollen. besar kecil ukuran butir pollen juga tergantung pada tingkat kematangan pollen (el nagar, 2004). pengamatan hasil pengukuran diameter butir pollen d. antennatum, yaitu 20,6 µm; dan 15,6 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen d. antennatum berjenis minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). hasil pengamatan diameter butir pollen d. strepsiceras yaitu 19,3 µm; dan 25,5 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen yang pertama berjenis minuta karena diameternya berada diantara 10 sampai 25 µm sedangkan pollen yang kedua berjenis media karena diameternya terletak diantara 25 sampai 50 µm (erdmant, 1952). pengamatan hasil pengukuran diameter butir pollen d. trilamellatum yaitu 15,7 µm; 13,7 µm; 17,7 µm; dan 13,8 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen d. trilamellatum berjenis minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). hasil pengamatan diameter butir pollen d. laxiflorum yaitu 18,5 µm; dan 14,6 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen d. laxiflorum berjenis minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). pengamatan hasil pengukuran diameter butir pollen d. lasianthera dan d. stratiotes yaitu 17,2 µm; dan 20,4 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen d. lasianthera dan d. stratiotes berjenis jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 255 minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). hasil pengamatan diameter butir pollen d. streblosceras yaitu 22,0 µm; dan 17,5 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen d. streblosceras berjenis minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). pengamatan hasil pengukuran diameter butir pollen d. schulleri yaitu 13,0 µm; dan 16,4 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen d. schulleri berjenis minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). hasil pengamatan diameter butir pollen d. canaliculatum yaitu 14,8 µm; dan 16,0 µm. dilihat dari ukuran diameter tersebut maka dapat ditentukan bahwa pollen d. canaliculatum berjenis minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). pengamatan hasil pengukuran diameter butir pollen d. capra yaitu 9,88 µm; dan 18,3 µm. dilihat dari ukuran diameter tersebut, pollen pertama berjenis perminuta karena diameternya lebih kecil dari 10 µm, sedangkan pollen yang kedua berjenis minuta karena diameternya berada diantara 10 sampai 25 µm (erdmant, 1952). skluptur pollen menurut simpson (2006), skluptur pollen atau ornamentasi eksin mengarah pada karakteristik eksternal dari dinding pollen. hasil pengamatan pollen anggrek genus dendrobium dengan sepuluh spesies tidak dapat diidentifikasi. hal tersebut karena ukuran pollen yang terlalu kecil meskipun sudah menggunakan sem, permukaan pollen terlihat kurang jelas. berdasarkan penelitian sebelumnya, yaitu oleh chaudhary et al. (2012), mengamati eksin melalui pollinia. hasil dari penelitian menunjukkan permukaan pollinia adalah psilate dan unsculptured. namun, transisi yang bertahap dari psilate ke rugular atau scabrate pollinia dengan beberapa tahap peralihan juga diamati. d. anceps dari dan d. difundibulum, d. longicornu dan d. williamsonii menunjukkan jenis rugular dari morfologi eksin, sedangkan d. chrysotoxum, d. densiflorum dan d. thrysiflorum dari menunjukkan jenis rugular-scabrate dari morfologi exine. anggota pada bagian dendrobium juga menunjukkan jenis psilate dari morfologi eksin dengan adanya berbagai perbedaan variasi. ringkasan mengenai panjang polar, panjang ekuatorial, indeks p/e, bentuk pollen dan jenis aperture pada genus dendrobium. tabel 1. panjang polar, panjang ekuatorial, indeks p/e, bentuk pollen dan jenis aperture pada genus dendrobium no nama spesies panjang polar & diameter ekuatorial (µm) indeks p/e bentuk pollen jenis aperture p e 1 dendrobium antennatum 32,5 20,6 1,57 prolate colpate 21,7 15,6 1,40 prolate 2 dendrobium strepsiceras 33,4 19,3 1,73 prolate colpate 33,9 25,5 1,33 subprolate 3 dendrobium trilamellatum 23,3 15,7 1,33 prolate colpate 19,9 13,7 1,45 prolate 28,6 17,7 1,61 prolate 18,0 13,8 1,30 subprolate 4 dendrobium laxiflorum 31,5 18,5 1,70 prolate colpate 25,8 14,6 1,76 prolate 5 dendrobium lasianthera 30,4 17,2 1,76 prolate colpate jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 256 no nama spesies panjang polar & diameter ekuatorial (µm) indeks p/e bentuk pollen jenis aperture 6 dendrobium stratiotes 38,2 20,4 1,87 prolate colpate 7 dendrobium streblosceras 29,6 22,0 1,34 prolate colpate 30,9 17,5 1,76 prolate 8 dendrobium schulleri 29,5 13,0 2,26 perprolate colpate 21,7 16,4 1,32 subprolate 9 dendrobium canaliculatum 29,4 14,8 1,98 prolate colpate 31,1 16,0 1,94 prolate 10 dendrobium capra 25,5 9,88 2,58 peprolate colpate 32,2 18,3 1,75 prolate tabel 2. diameter pollen, unit pollen dan polaritas pollen pada genus dendrobium no nama spesies kelas ukuran pollen (diameter pollen) unit pollen polaritas pollen 1 dendrobium antennatum minuta pollinium apolar 2 dendrobium strepsiceras minuta pollinium apolar media 3 dendrobium trilamellatum minuta pollinium apolar 4 dendrobium laxiflorum minuta pollinium apolar 5 dendrobium lasianthera minuta pollinium apolar 6 dendrobium stratiotes minuta pollinium apolar 7 dendrobium streblosceras minuta pollinium apolar 8 dendrobium schulleri minuta pollinium apolar 9 dendrobium canaliculatum media pollinium apolar 10 dendrobium capra perminuta minuta pollinium apolar pemanfaatan hasil penelitian sebagai sumber belajar biologi penyusunan atlas yang akan digunakan harus mengikuti sistematika. penyusunan dimulai dengan pemilihan materi dunia tumbuhan (mengamati alat reproduksi tumbuhan biji melalui obyek nyata atau gambar), pada kompetensi dasar (kd) 3.7 kelas x sma. kompetensi dasar yang digunakan adalah menerapkan prinsip klasifikasi untuk menggolongkan tumbuhan ke dalam divisio berdasarkan pengamatan morfologi dan metagenesis tumbuhan serta mengaitkan peranannya dalam kelangsungan kehidupan di bumi. tahap selanjutnya merancang cover depan dan belakang yang disesuaikan dengan kriteria atlas yang baik. judul yang dicantumkan pada cover depan yaitu “atlas pollen anggrek genus dendrobium”. setelah cover lalu ada kata pengantar, daftar isi dan pendahuluan. isi dilengkapi dengan foto hasil dari penelitian berupa pollen yang diamati dan klasifikasi dari masing-masing spesies beserta foto bunga. oleh karena itu ketersediaan atlas sangat penting keberadaannya sebagai bahan referensi untuk menambah pengetahuan siswa. bagian penutup atlas dilengkapi dengan indeks dan daftar pustaka. penyusunan atlas harus mengikuti suatu sistem tertentu yang logis secara keilmuan dan dilengkapi dengan bahasan yang relevan dan informatif. pemilihan sumber belajar dalam bentuk atlas bertujuan untuk menarik minat siswa dalam membaca dan meningkatkan motivasi belajar peserta didik karena kebanyakan siswa merasa kurang tertarik membaca buku paket yang disediakan di sekolah. analisa terhadap proses dan hasil penelitian mengenai ultrastruktur pollen yang akan diterapkan dalam bentuk atlas sudah memenuhi syaratsyarat sumber belajar dan juga atlas. atlas memiliki keunggulan, yaitu mudah jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2017 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 248-257) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 lika dwi apriani et al., ultrastruktur pollen anggrek 257 disimpan, mudah dibawa, mudah dalam penggunaannya dan tidak memerlukan alatalat elektronik untuk mempelajarinya. atlas juga dapat digunakan sebagai pedoman dalam praktikum sehingga lebih efektif dan efisien dalam kegiatan pembelajaran. penutup hasil penelitian ultrastruktur pollen anggrek pada genus dendrobium memiliki banyak persamaan antar spesies, yaitu 1) unit pollen untuk semua spesies yaitu dalam kategori pollinia, sedangkan untuk polaritas pollen adalah apolar. jenis aperture kesepuluh spesies yang diamati mempunyai aperture dengan pola yang tidak beraturan dan lebih dari enam yang disebut colpate. bentuk pollen dari semua spesies yang diteliti bentuknya adalah subprolate hingga prolate dan ukuran pollen termasuk dalam kategori minuta hingga media. ornamentasi pollen atau skluptur pollen tidak teridentifikasi dikarenakan ukuran pollen yang terlalu kecil meskipun sudah menggunakan sem, permukaan pollen terlihat kurang jelas. 2) peneliti memanfaatkan atlas sebagai sumber belajar yang digunakan karena atlas memiliki keunggulan, yaitu mudah disimpan, mudah dibawa, mudah dalam penggunaannya dan tidak memerlukan alat-alat elektronik untuk mempelajarinya. atlas juga dapat digunakan sebagai pedoman dalam praktikum sehingga lebih efektif dan efisien dalam kegiatan pembelajaran. daftar rujukan darjanto & satifah, s. (1990). pengetahuan dasar biologi bunga dan teknik penyerbukan silang buatan. jakarta: pt. gramedia. el naggar, s. m. (2004). pollen morphology of egyptian malvaceae: an assessment of taxonomic value. turkey journal of botany, 28, 227240. retrieved from https://pdfs. semanticscholar.org/e334/256345ed fb2b05bca6dc8f1cabaab4bcb515.pd f erdtman, g. (1943). an introduction to pollen analysis. usa: chronica botanica company. hidayat, e. b. (1995). anatomi tumbuhan berbiji. bandung: institut teknologi bandung. pudjoarinto, a., & hasanudin. (1996). kedudukan taksonomi duku, kokosan, dan pisitan: ditinjau dari morfologi serbuk sari. jurnal biologi, 2(1), 1-10. simpson, m. g. (2006). plant systematics. usa: elsevier academic press. sutiyoso, y. & sarwono, b. (2005). merawat anggrek. jakarta: penebar swadaya. widiastoety, d., sovia, n., & soedarjo, m. (2010). potensi anggrek dendrobium dalam meningkatkan variasi dan kualitas anggrek bunga potong. jurnal litbang pertanian, 29(3), 101-106. retrieved from http://dokumen.tips/documents/p329 3104.html. http://dokumen.tips/documents/p3293104.html http://dokumen.tips/documents/p3293104.html jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 109 telaah model-model pembelajaran dan sintaksnya sebagai upaya pengembangan model pembelajaran ‘oidde’ study of instructional models and syntax as an effort for developing ‘oidde’ instructional model atok miftachul hudha1,2), mohamad amin3), sutiman bambang s.,4), sa’dun akbar5) 1)doctoral program of biology education, state university of malang, jalan semarang 5 malang, 2)biology education department, faculty of teacher training and education university of muhammadiyah malang jalan raya tlogomas 246 malang, hp: 081334526279/081333191718; atok_emha@yahoo.com 3)biology department, state university of malang, jalan semarang 5 malang, hp: 082142262999; rizalamin98@yahoo.co.id 4)biology department, brawijaya university, jalan veteran malang hp:08123306857; sutiman@ub.ac.id 5)department of education , state university of malang, jalan semarang 5 malang, hp: 08155519223; mbahdun2011@gmail.com abstrak abad 21 menuntut tersedianya sumberdaya manusia yang memiliki tujuh keterampilan atau kompetensi (maftuh, 2016), yaitu: 1) berpikir kritis dan kemampuan memecahkan masalah, 2) kreatif dan inovatif, 3) berperilaku etis, 4) luwes dan cepat beradaptasi, 5) kompetensi dalam ict dan literasi, 6) kemampuan interpersonal dan kolaboratif, 7) keterampilan sosial dan interaksi lintas budaya. salah satu kompetensi sumber daya manusia abad 21 yaitu berperilaku etis harus dibentuk dan dibangun melalui pembelajaran yang memuat kajian etika, sebab perilaku etis tidak dapat diciptakan dan dimiliki begitu saja oleh manusia, namun harus berproses melalui pemecahkan masalah khususnya pemecahan dilema etis atas problema etis atau problematika etika. permasalahan mendasar agar kompetensi berperilaku etis dapat dicapai melalui pembelajaran adalah belum ditemukannya model pembelajaran yang tepat oleh guru untuk mengimplementasikan pembelajaran yang berhubungan dengan nilai-nilai etis sebagaimana diharapkan dalam pendidikan karakter (hudha, dkk, 2014a, 2014b, 2014c). oleh karena itu dibutuhkan model pembelajaran yang layak (valid), praktis dan efektif agar pembelajaran etika untuk membentuk sumber daya manusia berperilaku etis dapat terpenuhi. berdasarkan hal tersebut perlu dilakukan telaah (analisis) dan modifikasi terhadap langkah-langkah pembelajaran (sintaks) model pembelajaran yang ada, sehingga diperoleh model pembelajaran hasil pengembangan sintaks. salah satu model pembelajaran yang layak, praktis dan efektif dimaksud adalah model pembelajaran hasil analisis dan modifikasi sintaks model pembelajaran sosial, sintaks model pembelajaran sistem-sistem perilaku (joyce dan weil, 1980, joyce, at al, 2009)serta sintaks model pembelajaran tri prakoro (akbar, 2013). adapun hasil modifikasi sintaks menghasilkan model pembelajaran ‘oidde’, merupakan akronim dari orientation, identify, discussion, decision, and engage in behavior. kata kunci: etika, model pembelajaran oidde, model pembelajaran sistem-sisten perilaku, model pembelajaran sosial, model pembelajaran triprakoro, sintaks abstract the 21st century requires the availability of human resources with seven skills or competence (maftuh, 2016), namely: 1) critical thinking and problem solving skills, 2) creative and innovative, 3) behave ethically, 4) flexible and quick to adapt, 5) competence in ict and literacy, 6) interpersonal and collaborative capabilities, 7) social skills and cross-cultural interaction. one of the competence of human resources of the 21st century are behaving ethically should be established and developed through learning that includes the study of ethics because ethical behavior can not be created and owned as it is by human, but must proceed through solving problem, especially ethical dilemma solving on the ethical problems atau problematics of ethics. mailto:sutiman@ub.ac.id mailto:mbahdun2011@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 110 the fundamental problem, in order to ethical behavior competence can be achieved through learning, is the right model of learning is not found yet by teachers to implement the learning associated with ethical values as expected in character education (hudha, et al, 2014a, 2014b, 2014c). therefore, it needs a decent learning model (valid), practical and effective so that ethics learning, to establish a human resources behave ethically, can be met. thus, it is necessary to study (to analyze) and modificate the steps of learning (syntax) existing learning model, in order to obtain the results of the development model of learning syntax. one model of learning that is feasible, practical, and effective question is the learning model on the analysis and modification of syntax model of social learning, syntax learning model systems behavior (joyce and weil, 1980, joyce, et al, 2009) as well as syntax learning model tri prakoro (akbar, 2013). the modified syntax generate learning model 'oidde' which is an acronym of orientation, identify, discussion, decision, and engage in behavior. keywords: ethics, oidde learning model, model behavior learning system-consistent, social learning model, model learning triprakoro, syntax kemajuan abad 21 ditandai dengan perkembangan ilmu pengetahuan dan teknologi (iptek) baik teknologi informasi, otomasi, komputer (tamimuddin, 2013), komunikasi danbiologi modern atau bioteknologi. kemajuan iptek abad 21 tersebut langsung maupun tidak membawa pengaruh pada berbagai pola kehidupan manusia, sehingga menuntut dimilikinya berbagai keterampilan atau kompetensi hidup untuk dapat menjawab tuntutan abad 21.kompetensi hidup abad 21 sebagaimana dipaparkan oleh moylan (2008), rotherdam & willingham (2009),dan maftuh (2016), menunjukkan adanya tuntutan profesionalisme pada sumberdaya manusia. sumberdaya manusia yang profesional adalah sumberdaya manusia yang mempunyai mutu tinggi dan memiliki kemampuan komparatif, inovatif, kompetitif, dan mampu berkolaboratif, sehingga lebih mudah menyerap informasi baru dan mempunyai kemampuan handal dalam beradaptasi menghadapi perubahan zaman yang semakin cepat. dan untuk menjawab tuntutan yang demikian ini menurut trisdiono (2013) dapat dilakukan melalui pendidikan, sebab pendidikan merupakan satu-satunya wadah yang tepat untuk menciptakan sumberdaya manusia bermutu tinggi. bahkan menurut sugiyono, dkk (2014) pendidikan sangat berkaitan erat dengan pembentukan mental yang berkarakter kuat. begitu pentingnya fungsi pendidikan sebagai satu-satunya wadah yang tepat untuk menciptakan seumberdaya manusia bermutu tinggi, maka mendorong semua pihak untuk mengupayakan kualitas pendidikan yang bermutu dan salah satunya dengan melaksanakan pembelajaran yang baik, berkualitas dan profesional. pembelajaran yang baik, berkualitas dan profesional yang dilakukan oleh guru diantaranya ditentukan oleh penerapan model pembelajaran yang layak, praktis dan efektif. model pembelajaran yang layak praktis dan efektif tentu sangat diharapkan oleh banyak guru untuk diimplementasikan dalam pembelajaran, khususnya pembelajaran mata pelajaran atau mata kuliah yang memuat etika sebagai bagian kajian materi pembelajaran. hal ini sesuai dengan hudha, dkk (2014a, 2014b, 2014c), bahwa tidak semua model pembelajaran dapat dipilih guru untuk implementasi pembelajaran pada mata pelajaran yang diajarkan, khususnya mata pelajaran mipa berkarakter. lebih lanjut hudha, dkk (2014a) mengatakan, bahwa adanya indikator karakter yang memuat nilai-nilai etis tidak dapat diterapkan dalam pembelajaran oleh guru mata pelajaran ipa di smp, sehingga indikator karakter tersebut hanya tertuang di rencana pembelajaran (rpp) hal ini disebabkan guru mata pelajaran mipa kesulitan memilih model pembelajaran yang tepat, jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 111 layak, praktis dan efektif untuk pembelajaran nilai-nilai etika (nlai-nilai etis) melalui mata pelajaran ipa. pembelajaran ipa berkarakter maupun pembelajaran mata kuliah bermuatan etika adalah proses pendidikan holistik karena tidak saja untuk tujuan pembentukan kecerdasan, tetapi juga bertujuan untuk membentuk tingkah laku yang cerdas, membentuk moral dan watak atas nilai-nilai budaya yang luhur (nugroho, 2012, gunadi 2013). sebagaimana barnabib (1996) dalam sugiyono (2014), bahwa terbentuknya watak, kepribadian, dan kualitas manusia yang lain tidak dapat dilepaskan dari kecerdasan tingkah laku seseorang. itulah sebabnya mengapa maftuh (2016) menyatakan bahwa kompetensi berperilaku etis menjadi kompetensi sumberdaya manusia abad 21. berperilaku etis tidak dapat diciptakan dan dimiliki begitu saja oleh manusia, namun harus berproses melalui pemecahkan masalah khususnyapemecahan dilema etis atas problema etisatau problematika etika melalui pembelajaran etika atau pembelajaran yang dimuati etika. pendidikan etika penting dihadirkan dalam pembelajaran, sebab banyak persoalan etika yang menjadi penyebab terpuruknya karakter bangsa, bahkan bangsa yang memiliki karakter (watk) kuat terbukti unggul dan mampu menjadikan dirinya sebagai bangsa bermartabat, berdaya saing dan diperhitungkan oleh bangsa-bangsa lain di dunia. kisah masyarakat madaniah yang hidup di jaman nabi muhammad saw adalah contoh bukti masyarakat yang menjunjung tinggi karakter dan etika, khususnya karakter dan etika islam, sehingga kejayaan masyarakat madaniah (di madinah) menjadi barometer keunggulan kehidupan masyarakat islam yang sempurna. jika hal ini dikaitkan dengan perkembangan global, maka sesuai dengan pendapat trilling & hood (1999) maupun wen (2003) yang menyatakan, bahwa ilmu pengetahuan dan teknologi serda sumberdaya manusia merupakan faktor penentu keberhasilan suatu bangsa melakukan daya saing. banyaknya dilema etis dalam kehidupan global abad 21 turut mendorong betapa pendidikan etika perlu dihadirkan dalam pembelajaran. sebagaimana dikemukakan oleh reich (1995), bahwa salah satu aspek kehidupan manusia yang dewasa ini sangat erat kaitannya dengan munculnya berbagai dilema etis untuk dipecahkan adalah problematika etik pada berbagai bidang kdhidupan manusia, yaitu bidang kesehatan (medis dan keperawatana), lingkungan dan klinis. demikian juga menurut macer (2008), webster’s new world college dictionary (2010), sachrowardi dan basbeth (2013) dan theiman dan palladino (2013), bahwa masalah etika kehidupan atau etika biologi (bioetika) sebagai studi tentang masalah etika yang diterapkan dalam ilmu-ilmu kehidupan (life sciences) dan pengambilan keputusan yang terkait dengan penggunaan organisme yang timbul dari kemajuan sains berhubungan erat dengan implikasi dari penelitian biologi dan aplikasi bioteknologi khususnya yang berkaitan dengan ilmu kedokteran menjadi bagian penting dalam pembelajaran dewasa ini. terkait dengan pendidikan etika di indonesia, upaya pembelajarannya dilakukan dengan menerapkan kebijakan pendidikan karakter. namun demikian perkembangan kajian etika dalam pembelajaran belum banyak dikaji dan disinggung. bioetika misalnya, sebagai suatu disiplin ilmu belum banyak dipahami dan dikaji, padahal berbagai dilema etis yang muncul dalam kehidupan manusia modern (yang hidup di abad global sekarang ini) berhadapan dengan banyak persoalan dilema etis atas problematika etika. misalnya etika kedokteran, etika keperawatan, etika lingkungan, etika hewan coba, etika pemberian kesejahteraan hewan, dan lain sebagainya.etika masih fokus dalamkajian filsafat belum banyak bergerak dalam kajian implementatif jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 112 faktual kehidupan masyarakat sebagaimana yang dicontohkan. hal ini diperkuat dengan pendapat hudha (2015), bahwa kajian bioetika di kalangan mahasiswa calon guru biologi belum banyak diketahui, namun ada harapan bahwa sebagaian besar mahasiswa menyatakan pentingnya bioetika dan dapat disajikan secara terintegrasi dengan mata kuliah biologi lainnya. pembelajaran etika biologi atau bioetika adalah pembelajaran yang diarahkan untuk mengkaji dilema etis atasproblematika etika biologi yang berhubungan dengan kehidupan manusia. problematika etika semakin nyata dalam biologi dengan dihasilkannya produkproduk bioteknologi modern yang bersinggungan dengan masalah kehidupan manusia. perilaku manusia dalam pengelolaan pasien, merawat pasein, memperlakukan hewan coba, kesejahteraan hewan (animal walfare), pengelolaan manusia terhadap lingkungan alam dan perkembangan produk bioteknologi modern seperti cloning, stem cell dan berbagai produk rekayasa genetika adalah perilaku dan kemajuan ilmu pengetahuan yang beresiko menghasilkan dilema etis.. menyadari pentingnya bioetika menjadi kajian interdisipliner untuk membelajarkan nilai-nilai moral dan etika, maka perlu dilakukan pembelajaran bioetika pada semua jenjang pendidikan melalui model pembelajaran yang dinyatakan nieeven (1999) harus layak (valid), praktis dan efektif. model pembelajaran yang layak (valid), praktis dan efektif dimaksud mampu diaplikasikan pada pembelajaran yang mengkaji masalah dilema etis atas problematika etis. berbagai sintaks dari banyak model pembelajaran dapat ditelaah untuk dimodifikasi dan dikolaborasikan guna pengembangan model pembelajaran yang mengajarkan bioetika. penulis telah membaca dan menelaah, bahwa sintaksmodel pembelajaran sosial dan sintaks model pembelajaran system-sistem perilaku (joyce and weil, 1978; joyce, al al, 2009) serta sintaks model pembelajaran tri prakoro (akbar, 2013) dapat dimodifikasi dan dikolaborasi untuk dikembangkan menjadi model pembelajaran, yang selanjutnya disebut model pembelajaran oidde, sebagai akronim dari orientation, identify, discussion, decision, and engage in behavior. kajian pustaka 1. abad 21 dan pentingnya pembelajaran etika abad 21 dalam pandangan berbagai ahli digambarkan sebagai abad yang penuh dengan tuntutan kecakapan hidup yang harus dicapai sebagai keterampilan untuk menjawab kelangsungan hidup tercapai di abad 21. maftuh (2016) menyebutkan ada tujuh kompetensi hidupyang harus dimiliki oleh sumberdaya manusia di abad 21, yaitu: 1) berpikir kritis dan kemampuan memecahkan masalah, 2) kreatif dan inovatif, 3) berperilaku etis, 4) luwes dan cepat beradaptasi, 5) kompetensi dalam ict dan literasi, 6) kemampuan interpersonal dan kolaboratif, 7) keterampilan sosial dan interaksi lintas budaya. berpikir kritis dan kemampuan memecahkan masalah adalah kecakapan hidup yang harus dimiliki oleh sumberdaya manusia, tak terkecuali para peserta didik (pitadjeng, 2008, pratiwi, 2010, suryadi, 2013 dan mayasari dan adawiyah, 2015). hal ini disebabkan persoalan hidup abad 21 semakin berat dan penuh dengan permasalahan yang harus mampu dipecah oleh setiap sumber daya manusia. hidup di abad 21 harus mampu menunjukkan perilaku etis (berperilaku etis), sebab banyak dilema etis yang dihadapi atas munculnya berbagai problematika etis. sebagai contoh, bagaimana berperilaku dalam pemenuhan kebutuhan hidup dengan menunjukan sikap peduli terhadap lingkungan, apakah dalam memenuhi hidup kita mengeksploitasi lingkungan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 113 alam tanpa peduli terhadap pengelolaan dan pemeliharaan demi kelangsungan hidup generasi mendatang? jawaban ya dan tidak adalah persoalan dilema etis yang harus diambil dan dipecahkan atas problematika etika lingkungan yang dihadapi. disinilah ditunjukkan betapa persoalan etika sangat penting dalam kehidupan abad 21 yang harus dipelajari dengan penuh kreatif, inovatif, luwes dan diterapkan secara adaptif di abad 21 dengan memanfaatkan teknologi informasi dan komputasi yang didukung oleh kemampuan literasi serta kemampuan interpersolan yang dikembangkan secara kolaboratif dengan mengandalkan keterampilan sosial yang selalu diimplementasikan dengan memperhatikan pola interaksi pada pendekatan budaya yang santun. begitu pentingnya kompetensi hidup abad 21 (maftuh, 2014) harus dimiliki oleh setiap sumber daya manusia, khususnya para peserta didik, maka langkah tepat adalah dibentuk melalui pendidikan. sebagaimana undang-undang nomor 20 tahun 2003 tentang sisdiknas menyebutkan, bahwa pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. berdasarkan definisi pendidikan dimaksud, maka setidaknya terkandung 3 (tiga) pokok pikiran utama,, yaitu: (1) usaha sadar dan terencana; (2) mewujudkan suasana belajar dan proses pembelajaran agar peserta didik aktif mengembangkan potensi dirinya; dan (3) memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. menyadari pentingnya pendidikan harus diimplementasikan melalui proses belajar dan pembelajaran, maka sangat tepat pendapat nichols (2013), bahwa proses belajar dan pembelajaran di abad 21 harus memperhatikan 4 (empat) kaidah esensial pembelajaran abad 21 (4 essential rules of 21st century learning), yaitu: 1) pengajaran berpusat pada peserta didik (instruction should be student-centered); 2) pembelajaran harus bersifat kolaboratif (education should be collaborative); 3) belajar harus kontekstual (learning should have context);4) sekolah harus terintegrasi dengan masyarakat (schools should be integrated with society). mengintegrasikan pendapat maftuh (2014) tentang pentingnya kemampuan pemecahan masalah dan berperilaku etis pada setiap sumberdaya manusia serta bagaimana 4 (empat) kaidah pembelajaran abad 21 menurut nichols (2013) diimplementasikan, maka sangat tepat jika bentuk pembelajaran yang dikembangkan adalah pembelajaran yang memuat kompetensi etika secara kolaboratif dan integrative pada setiap mata pelajaran maupun mata kuliah. hal ni didasarkan, bahwa etika adalah faktor prioritas yang harus mendapat perhatian berbagai pihak, sebab tanpa memperhatikan bagaimana etika diterapkan sangat mustahil kompetensi kemampuan memecahkan masalah, berpikir kritis dan inovatif, berperilaku etis, dan lainnya dapat dimiliki oleh sumberdaya manusia, khususnya peserta didik. rotherdam & willingham (2009) mencatat bahwa kesuksesan seorang siswa tergantung pada bagaimana kecakapan abad 21 dimilikinya. hal tersebut dapat terwujud jika belajar dan pembelajaran etika benar-benar diterapkan dan diimplementasikan dalam pembelajaran di setiap mata pelajaran maupun mata kuliah yang disajikan. menyikapi fenomena demikian, makasekolah maupun lembaga pendidikan tinggi harus melakukan penataan penyelenggaraan pendidikan dengan turutmendesain etika sebagai muatan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 114 dalam setiap pembelajaran.mendesain etika sebagai muatan dalam pembelajaran dimaksudkan untuk tercapainya kompetensi kecakapan hidup abad 21, khususnya kemampuan berperilaku etis dan menurut yuliana (2000) hal ini dapat dilakukan denganmelalui revitalisasi pembelajaran karakter. revitalisasi pembelajaran karakter yang dimaksud yuliana (2000) adalah melakukan proses dan tindakan penanaman nilai-nilai etika kepada peserta didik baik melalui kajian estetika maupun kajian etika. kajian estetika mengacu pada halhal tentang dan justifikasi terhadap apa yang dipandang manusia sebagai ‘indah’, apa yang mereka senangi, sedangkan etika mengacu pada hal-hal tentang dan justifikasi terhadap tingkah laku yang pantas berdasarkan standar-standar yang berlaku dalam masyarakat, baik yang bersumber dari agama, adat istiadat, nilai, norma dan sebagainya, dan standar-standar itu adalah nilai-nilai moral atau akhlak tentang tindakan mana yang baik dan mana yang buruk (yuliana, 2000). untuk itu prioritas pembelajaran etika di abad 21 harus diupayakan secarakolaboratif, holistik dan integratif dengan berbagai mata pelajaran maupun mata kuliah yang ada yang didukung oleh model pembelajaran yang layak, praktis dan efektif. 2. model pembelajaran dan sintaksnya model pembelajaran yang ditelaah untuk menghasilkan pengembangan model pembelajaran adalah model pembelajaran sosial dan sistem perilaku menurut joyce dan weil (1978), joyce, at al (2009), serta model pembelajaran tri prakoro (akbar, 2013). ketiga model pembelajaran tersebut dipandang sesuai untuk di telaah guna pengembangan model pembelajaran etika dengan pertimbangan bahwa sintaks pembelajaran yang dimiliki layak untuk dikembangkan dalam pembelajaran pemecahan masalah etis. adapun rincian uraian masingmasing model pembelajaran dimaksud sebagai mana penjelasan berikut: a. model pembelajaran sosial model pembelajaran sosial dinyatakan oleh joyce dan weil (1978) dan joyce, at al (2009) adalah kelompok model pembelajaran yang menekankan pada tabiat sosial manusia, mempelajari tingkah laku sosial, serta mempertinggi hasil capaian pembelajaran akademik melalui pembelajaran yang berorientasi pada kerjasama akademik, mempersiapkan peserta didik menjadi warga negara yang baik, serta membentuk kehidupan sosial yang memuaskan, berdebat, berdiskusi. model pembelajaran sosial menurut joyce, at al (2009) terbagi menjadi empat model pembelajaran, yaitu: 1) model mitra belajar (partners in learning); 2) model investigasi kelompok (group investigation); 3) model bermain peran (role playing); dan 4) model penelitian hukum (jurisprudential inquiry). guna kepentingan pengembangan model pembelajaran, maka yang dimodel pembelajaran yang ditelah hanya 3 (tiga) model, yaitu model pembelajaran investigasi kelompok (group investigation), model pembelajaran bermain peran (role playing), dan model pembelajaran hukum (jurisprudential inquiry). adapun masing-masing model pembelajaran dimaksud memiliki langkahlangkah pembelajaran (sintaks) sebagaimana tabel 1. b. model pembelajaran sistem-sistem perilaku model pembelajaran sistemsistemperilaku (behavior system models) adalah model pembelajaran yang menekankan pada perubahan perilaku melalui pembentukan sikap optimis dan perilaku positif dalam belajar. model pembelajaran ini lebih didasarkan hasil experimenclassical conditioning(kondisi klasik)yang dilakukan pavlov maupun thorndike 1911 dan, 1913 mengenai reward dalam pembelajaran serta penelitian watson & rayner (1920) yang jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 115 menerapkan prinsip pavlovnian mengenai kekacauan psikologi yang dialami manusia. model pembelajaran sistem perilaku menurut joyce, at al (2009) terdiri dari tiga macam model pembelajaran, yaitu: 1) model belajar menguasai (mastery learning model); 2)model instruksi langsung (direct instruction model); 3)model belajar simulasi (simulation model). c. model pembelajaran tri prakoro model pembelajaran tri prakoro, sebagaimana dinyatakan oleh akbar (2013) merupakan model pembelajaran yang mengintegrasikan tiga unsur karakter (ngerti, ngroso,nglakoni) dan mengintegrasikan tiga prinsip internalisasi nilai (understanding, action, dan refleksion) dalam satu pengalaman belajar. model pembelajaran triprakoro bersifat holistik (utuh), comprehensive (menyeluruh), dan integrative (terpadu) karena mengintegrasikan seluruh unsur karaker dan prinsip internalisasi nilai. sebagaimana dinyatakan oleh akbar (2013), bahwa model pembelajaran triparakoro bertujuan untuk membelajarkan nilai kehidupan, misalnya kepatuhan, kerjasama, penghargaan, kesehatan, kesetiakawanan, dan lainnya. paparan tahapan langkah-langkah pembelajaran (sintaks) dari ke tiga model pembelajaran diuraikan pada tabel 1. tabel 1. sintaks model pembelajaran sosial, sintaks modelpembelajaran sistem-sistem perilaku dan sintaks modelpembelajaran triprakoro model pembelajaran sosial terpilih model pembelajaran sistem-sistem perilaku terpilih model pembelajaran triprakoro investigasi kelompok jurispudential inquiry role playing instruksi langsung simulasi tahap i: mengorganisasi-kan kelompok-kelompok kooperatif dan mengidentifikasi topik tahap ii: perencanaan kelompok tahap iii: mengimplementasikan penyelidikan (investigasi) tahap iv: menganalisis hasil penyelidik-an dan menyiap-kan laporan tahap v: mempresentasi-kan hasil penyelidikan tahap i: mengarahkan siswa pada kasus tahap ii: mengidentifikasi isu tahap iii: memilih posisi tahap iv: mengeksplorasi sikap atau pendirian serta bentuk argumentasi tahap v: menegaskan dan mengkualifikasi posisi tahap vi: menguji asumsi faktual di balik posisi yang sudah qualified tahap i: memanaskan suasana kelompok tahap ii: memilih partisipan tahap iii: mengatur setting tahap iv: mempersiapkan pengamat tahap v: pemeranan tahap vi: berdiskusi dan mengevaluasi tahap vii: memerankan peran kembali tahap viii: berdiskusi dan evaluasi tahap ix: berbagi dan menggeneralisasi pengalaman tahap i: orientasi tahap ii: presentasi tahap iii: praktik yang terstruktur tahap iv: praktik di bawah bimbingan guru tahap v: praktik mandiri tahap i: orientasi tahap ii: latihan partisipasi tahap iii: pelaksanaan simulasi tahap iv: wawancara partisipan tahap i: klarifikasi nilai tahap ii: pelibatan pebelajar dalam pengalaman belajar pada situasi berlawanan dari nilai yang diinternalisasikan tahap iii: refleksi tahap iv: berpikir memecahkan masalah yang muncul tahap v: pelibatan pebelajar dalam pengalaman belajar pada situasi yang sesuai dengan nilai dan karakter yang diinternalisasi-kan. tahap vi: refleksi tahap vii: penguatan dan pesan moral sumber: joyce, at al. (2009) dan akbar (2013) jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 116 hasil dan pembahasan sebagaimana telah dijelaskan, bahwa kehidupan abad 21 adalah kehidupan yang penuh dengan problematika yang harus dijawab dengan dimiliki dan dikuasainya keterampilan atau kompetensi hidup abad 21 khususnya kompetensi kemampuan memecahkan masalah dan berperilaku etis. kedua kompetensi ini telah diupayakan pengembangan dan pembentukannya di sekolah dan perguruan tinggi melalui implementasi pembelajaran berbasis masalah maupun pendidikan karakter (pitadjeng, 2008; pratiwi, 2010; nugroho, 2012; suryadi, 2013; mayasari dan adawiyah, 2015; gunadi, 2013). berdasarkan telaah kepustakaan hampir semua model pembelajaran yang digunakan untuk menjawab persoalan pemecahan masalah pembelajaran maupun implementasi pendidikan karakter bersandar pada model pembelajaran yang telah dikembangkan oleh para ahli sebelumnya. untuk itu pengembangan model pembelajaran adalah menjawab perlunya model pembelajaran alternative yang layak (valid), praktis dan efektif untuk pembelajaran yang berhubungan dengan pembelajaran etika. adapun hasil telaah model pembelajaran dan sintaksnya untuk modifikasi pengembangan model pembelajaran etika yang telah dilakukan sebagaimana tabel 2. tabel 2. pengambilan sintaks terpilih untuk pengembangan model pembelajaran (cetak miring) investigasi kelompok jurispudential inquiry role playing 1. mengorganisasikan kelompokkelompok kooperatif dan mengidentifikasi topik 2. perencanaan kelompok 3. mengimplementasikan penyelidikan (investigasi) 4. menganalisis hasil penyelidikan dan menyiapkan laporan 5. mempresentasikan hasil penyelidikan 1. mengarahkan siswa pada kasus 2. mengidentifikasi isu 3. menentukan sikap (memposisikan diri): 4. mengeksplorasi sikap atau pendirian serta bentuk argumentasi 5. menegaskan/memperhalus dan mengkualifikasi posisi: 6. menguji asumsi-asumsi faktual di balik posisi yang sudah memenuhi kualifikasi: 1. memanaskan suasana kelompok 2. memilih partisipan 3. mengatur setting 4. mempersiapkan peneliti 5. pemeranan 6. diskusi dan evaluasi 7. memerankan kembali: 8. diskusi dan evaluasi 9. berbagi dan menggeneralisasi pengalaman: instruksi langsung simulasi tripakoro 1. orientasi 2. presentasi 3. praktik yang terstruktur 4. praktik di bawah bimbingan guru 5. praktik mandiri 1. orientasi 2. latihan partisipasi 3. pelaksanaan simulasi 4. wawancara partisipan 1. klarifikasi nilai 2. pelibatan siswa (pebelajar) dalam pengalaman belajar pada situasi berlawanan dari nilai yang diinternalisasikan 3. refleksi 4. berpikir memecahkan masalah yang muncul 5. pelibatan pebelajar dalam pengalaman belajar pada situasi yang sesuai dengan nilai dan karakter yang diinternalisasikan. 6. refleksi 7. penguatan dan pesan moral (sumber: hasil pengembangan penulis, 2015) jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 117 dari tabel 2 di atas selanjutnya dilakukan modifikasi sintaks dari model pembelajran terpilih (investigasi kelompok, jurisprudential inquiry, role playing, instruksi langsung, simulasi, dan tri prakoro) yang menghasilkan sintkas untuk model pembelajaran terpilih. adapun model pembelajaran terpilih hasil modifikasi sintaksmenghasilkan model pembelajaran oidde sebagaimana diuraikan pada tabel 3. tabel 3. hasil modifikasi sintaks dan model pembelajaran terpilih (model pembelajaran oidde) model pembelajaran sintaks terpilih hasil investigasi kelompok 1. mengorganisasikan kelompokkelompok kooperatif dan mengidentifikasi topik 2. perencanaan kelompok 3. menganalisis hasil penyelidikan dan menyiapkan laporan 4. mempresentasikan hasil penyelidikan orientasi (orientation) identifikasi (identify) diskusi (discussion) pemecahan masalah (decision) terlibat dalam perilaku (engage in behavior) jurisprudential inquiry 1. mengarahkan siswa pada kasus 2. mengidentifikasi isu 3. mengeksplorasi sikap atau pendirian serta bentuk argumentasi role playing 1. memanaskan suasana kelompok 2. pemeranan 3. diskusi dan evaluasi instruksi langsung 1. orientasi 2. presentasi simulasi orientasi tri prakoro 1. klarifikasi nilai 2. pelibatan siswa (pebelajar) dalam pengalaman belajarr pada situasi berlawanan dari nilai yang diinternalisasikan 3. refleksi 4. berpikir memecahkan masalah yang muncul 5. pelibatan pebelajar dalam pengalaman belajar pada situasi yang sesuai dengan nilai dan karakter yang diinternalisasikan. 6. refleksi 7. penguatan dan pesan moral (sumber: hasil pengembangan penulis, 2015) tabel 3 menggambarkan modifikasi sintaks model pembelajaran terpilih yang memiliki nama model pembelajaran oidde. oidde merupakan akronim dari orientation (orientasi), identify (identifikasi), discussion (diskusi), decision (keputusan/pengambilan keputusan) dan, engage in behavior (terlibat dalam perilaku). langkah mengkolaborasi dan memodifikasi sintaks sebagaimana tabel 3 merupakan upaya untuk memenuhi usaha pengembangan model pembelajaran yang layak (valid), praktis dan efesien guna pembelajaran etika, termasuk pembelajaran etika biologi (bioetika) guna menjawab jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 118 kebutuhan kecakapan hidup di abad 21 sebagaimana dinyatakan maftuh (2014). hasil modifikasi sintaks yang menghasilkan model pembelajaran oidde menjadi salah satu alternatif dan jawaban untuk melaksanakan pembelajaran etika dan pembelajaran abad 21 sebagaimana dinyatakan nichols (2012). model pembelajaran oidde diharapkan menjadi model pembelajaran yang layak (valid), efektif dan praktis untuk menjawab kebutuhan pembelajaran yang mengangkat persoalan moral dan etika sebagaimana tuntutan kompetensi abad 21 yang menuntut manusia memiliki kemampuan memecahkan masalah dan berperilaku etis (ethical behavior). tahapan langkah-langkah pembelajaran (sintaks) model pembelajaran oidde model pembelajaran oidde sebagai model pembelajaran hasil kolaborasi dan modifikasi sintaks model pembelajaran sosial dan perilaku joyce and weil (1978) joyce, at al (2009) dan pembelajaran tri prakoro (akbar, 2013) meliliki tahapan langkah-langkah (sintaks) model pembelajaran oidde sebagaimana tabel 4. tabel 4. tahapan langkah-langkah (sintaks) model pembelajaran oidde tahapan/fase kegiatan pendidik (guru/dosen) kegiatan peserta didik fase 1: orientasi (orientation) a. menyiapkan dan mengarahkan peserta didik untuk belajar mengenai materi atau pokok permasalahan yang akan dipelajari. b. menugaskan peserta didik secara individu untuk menuliskan temuan persoalan dilema yang ditemukan (misal: dilema etis) atas problematika (etis) darimbelajar materi yang disampaikan. c. menyajikan materi yang telah ditentukan dan memberikan penguatan orientasi oleh peserta didik melalui penyampaian cerita dilematis atas problematika kehidupan, atau penyampaian narasi sejarah suatu problematika atau menayangkan film dokumenter yang berkaitan masalah dilematis sesuai dengan pokok permasalahan yang dipelajari atau presentasi problematika berkaitan dengan pokok materi yang berasal dari peserta didik sendiri. a. menyiapkan dan mengarahkan dirinya untuk belajar mengenai materi yang diajarkan oleh pendidik (berkaitan dengan pokok permasalahan yang akan dipelajari). b. menerima materi pembelajaran dari pendidik dengan mendengarkan, mencermati dan mencatat dengan seksama. c. menuliskan persoalan dilematis atas problematika yang ditemukan dari materi yang disajikan pendidik. fase 2: identifikasi (identify) a. membagi peserta didik dalam kelompok kecil (4-5 orang) secara heterogen. b. menugaskan peserta didik secara individu untuk mengidentifikasi hal-hal dilematis yang muncul atas problematika pada materi yang pelajari (disampaikan) sebagai bahan utama diskusi kelompok. c. mengarahkan peserta didik (pada setiap kelompok) untuk memberikan penjelasan tentang persoalan dilematis atas problematika yang dipelajari yang berhasil diidnetifikasi dan dipilih sebagai topik diskusi. d. mempertanyakan nilai-nilai a. membagi diri dalam kelompok kecil (4-5 orang) sesuai arahan pendidik. b. secara individu melakukan identifikasi persoalan dilematis atas problematika yang dipelajari. misal: dilema etis atas problematika etika c. bersama kelompok : 1) memeriksa fakta-fakta dari kasus dilematis yang dihadapi (dikaji); 2) membuat pertanyaan dengan (apa, mengapa, bagaimana) terhadap kasus dilematis yang jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 119 kontrakdiksi yang ditemukan dari dilema yang diidentifikasi. diidentifikasi; 3) membuat sintesis antara faktafakta dengan kasus dilematis yang diidentifikasi; 4) memilih isu dilemaetis prioritas sebagai bahan diskusi; 5) mengidentifikasi nilai-nilai kontradiksi (konflik) dari isu dilematis yang dipilih sebagai bahan diskusi. d. menjelaskan isu dilematis prioritas yang dipilih atas problematika yang dipelajari. fase 3: diskusi (discussion) a. menjadi fasilitator dan mediator dalam diskusi kelompok. b. mengarahkan setiap kelompok diskusi untuk melakukan diskusi membahas isu dilematis prioritas atas problematika yang dipelajari. c. meminta dan memandu masing-masing kelompok diskusi untuk menyampaikan atau mem-presentasikan) hasil diskusi di depan kelas sekaligus tanya jawab dengan kelompok lain. a. melaksanakan diskusi terhadap isu dilematis prioritas atas problematika yang dipelajari. b. setiap kelompok menetapkan posisi (peran) terhadap isu dilematis atas problematika yang dipelajari. c. memberikan penjelasan alasan mendasar mengapa memilih posisi (peran) tersebut d. menyajikan hasil diskusi kelompok (presentasi) di depan kelas. e. melakukan tanya jawab dengan kooperatif bersama kelompok lain. f. menyusun hasil diskusi untuk digunakan dasar pengambilan keputusan. fase 4: keputusan (decision) a. mengarahkan kelompok diskusi untuk mengambil keputusan pemecahan maslah dilematis atas problematika yang dipelajari. b. menugaskan kelompok diskusi untuk menetapkan keputusan pada dari isu dilematis atas problematika yang dipelajari. misal: jika isu dilema etis yang dipurtuskan, maka diharapkan keputusan yang ditetapkan adalah keputusan etis (etik) berdasarkan posisi (peran) yang ditetapkan. c. meminta kelompok untuk menyampaikan hasil diskusi dan keputusan yang telah diambil. a. merencanakan proses pengambilan keputusan isu dilematis atas problematika yang dipelajari. b. menetapkan keputusan isu dilematis atas problematika etika yang dipelajari didasarkan pada posisi (peran) yang ditentukan (dipilih). misal: jika isu dilematis adalah isu dilema etis, maka keputusan yang di tetapkan adalah keputusan etik (etis) c. menyampaikan hasil keputusan atas problematika yang dipelajari sesuai peran yang diambil. fase 5: menunjukkan sikap/perilaku (engage in behavior) a. mengarahkan peserta didik (siswa/mahasiswa) secara individu untuk berperilaku sebagaimana keputusan yang ditetapkan secara verbal (lisan) dengan menuliskan perilaku dimaksud. b. mengarahkan peserta didik (siswa/mahasiswa) untuk menyimpulkan hasil pembelajaran yang telah dilaksanakan secara bersamasama a. menuliskan tindakan sebagai gambaran perilaku yang dilakukan dari hasil keputusan yang ditetapka, b. membuat kesimpulan atas materi yang telah dipelajari secara bersama-sama. (sumber: hasil pengembangan peneliti, 2015 dan fgd 2016) manfaat model pembelajaran oidde jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 120 model pembelajaran oidde diharapkan memberikan manfaat besar dalam pendidikan, khususnya menambah dan memperkaya model pembelajaran dari telah ada. secara spesifik manfaat model pembelajaran oidde adalah: 1) orientation: mahasiswa berorientasi terhadap kasus terkait topik tertentu melalui cerita, narasi, atau film dokumenter; 2) identify: mahasiswa melakukan identifikasi masalah dari kasus yang ditemukan selama proses orientasi; 3) discussion: mahasiswa melakukan diskusi dalam kelompok kecil untuk membahas dan memecahkan kasus terpilih dari hasil identifikasi secara etis; 4) decision; mahasiswa mengambil keputusan etis terkait hal-hal etik dari dilema etis yang dibahas dalam diskusi; 5) engange in behavior; mahasiswa berperilaku etis atas keputusan etis yang diambil dalam keputusan etis. berperilaku etis dapat ditunjukkan melalui tindakan dan/atau pernyataan lisan (verbal) yang menggambarkan perilaku sebenarnya. perilaku mengajar agar model yang dikembangkan dapat dilaksanakan model pembelajaran oidde yang dikembangkan diharapkan dapat dilaksanakan dalam pembelajaran dan untuk itu diperlukan perilaku mengajar. adapun perilaku mengajar tertuang di dalam komponen-komponen dasar model pembelajaran, yaitu: sintaks, sistem sosial, prinsip interaksi model pembelajaran, sistem pendukung, dampak instruksional. berikut uraian dari lima komponen dasar model pembelajaran dimaksud: 1. sintaks merupakan tahap-tahap kegiatan dari model pembelajaran yang dikembangkan, yaitu: orientation, identify, discussion, decision, and engage in behavior, 2. sistem sosial. sistem sosial yang dikembangkan dalam model pembelajaran oidde (orientation, identify, discussion, decision, and engage in behavior) pada dasarnya sama dengan sistem sosial pada model pembelajaran kooperatif. namun, dalam melaksanakan kooperatif disini dengan teknik kolaboratif dan scaffolding yang bertujuan agar kontruksi pengetahuan individu semakin bermakna dan melekat di dalam otak dalam jangka panjang. kolaborasi lebih dari sekedar bekerja dengan orang lain. pebelajar bekerja pada tujuan bersama, belajar bersama, terlibat dalam tugas-tugas yang bermakna dan membangun sebelum belajar untuk menghasilkan ide-ide dan produk. serta, scaffolding akan menumbuhkan kreativitas pebelajar, menumbuhkan rasa tanggung jawab dalam mengerjakan tugas-tugas yang diberikan, meningkatkan kemampuan berpikir secara sistematis dan terorganisasi, sehingga menghasilkan karya yang terbaik, dan memiliki kemampuan dalam memahami konsep materi. 3. prinsip interaksi model pembelajaran. model pembelajaran oidde (orientation, identify, discussion, decision, and engage in behavior) merupakan model pembelajaran yang berpusat pada mahasiswa. dosen sebagai pendidik (pembelajar) dalam hal ini berperan sebagai motivator, fasilitator, mediator, moderator, konsultan dan moderator sebagaimana tertuang pada tabel 5. tabel 5. peran dosen dalam proses belajar mengajar no uraian peran 1. dosen sebagai motivator memberi perhatian kepada mahasiswa, memberi materi yang sesuai dengan situasi kontekstual, memberi semangat, memberi kepuasan kepada mahasiswa terhadap pembelajaran yang dilaksanakan, sehingga kompetensi dapat tercapai sesuai harapan. 2. dosen sebagai fasilitator memfasilitasi lembar kerja mahasiswa, journal, hasil penelitian (sebagai sumber belajar), dan waktu. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 121 3. dosen sebagai mediator, menyediakan sumber belajar yang dibutuhkan mahasiswa 4. dosen sebagai konsultan adalah menjadi tempat bertanya bagi mahasiswa pada saat mengalami kesulitan dalam memahami suatu fenomena atau konsep. 5. dosen sebagai moderator. memimpin jalannya diskusi secara umum di dalam kelas (sumber: diolah dari berbagai sumber) peran dosen sebagai motivator dapat dilakukan dengan memberi perhatian kepada mahasiswa, memberi materi yang sesuai dengan situasi kontekstual, memberi semangat, memberi kepuasan kepada mahasiswa terhadap pembelajaran yang dilaksanakan, sehingga kompetensi dapat tercapai sesuai harapan. peran dosen sebagai fasilitator adalahmemfasilitasi lembar kerja mahasiswa, journal, hasil penelitian (sebagai sumber belajar), dan waktu. dosen sebagai mediator, yaitu menyediakan sumber belajar yang dibutuhkan mahasiswa. dosen sebagai konsultan adalah menjadi tempat bertanya bagi mahasiswa pada saat mengalami kesulitan dalam memahami suatu fenomena atau konsep. dosen sebagai moderator adalah memimpin jalannya diskusi secara umum di dalam kelas. 4. sistem pendukung sistem pendukung dalam model pembelajaran ini, yaitu: sumber pembelajaran, perangkat pembelajaran, sarana, bahan dan alat yang diperlukan untuk pelaksanaan pembelajaran. penerapan model pembelajaran memerlukan buku teks, informasiinformasi yang berkaitan dengan materi yang dipelajari, rencana pelaksanaan pembelajaran, lembar kegiatan mahasiswa, lembar observasi, lembar penilaian diskusi, lembar penilaian presentasi, lembar penilaian mind mapping, danlembar penilaian evaluasi. 1. dampak instruksional dan dampak pengiring. dampak instruksional adalah dampak yang dapat diperoleh mahasiswa secara langsung sesuai dengan tujuan pembelajaran, sehingga mahasiswar mampu menerapkan konsep yang telah dipelajari untuk diterapkan dalam kehidupan sehari-hari. dampak pengiring berupa sikap religius, sikap etis, sikap sosial, dan keterampilanketerampilan abad 21 yang diperlukan untuk kehidupan sehari-hari. adapun dampak utama yang diharapkan dari model pembelajaran oidde ini adalah sikap etis yang ditunjukkan dengan perilaku dan kemampuan pengambilan keputusan etis. penutup kesimpulan abad 21 sebagai abad global merupakan abad yang yang menuntut setiap sumberdaya manusia termasuk peserta didikmemiliki kecakapan hidup untuk menjawab permasalahan dan tuntutan hidup di abad 21. diantara kecakapan hidup yang dibutuhkan adalah keterampilan atau kompetensi berpikir kritis dan kemampuan memecahkan masalah serta berperilaku etis. untuk mewujudkan sumberdaya manusia termasuk peserta didik agar memiliki kompetensi berpikir kritis dan kemampuan memecahkan masalah serta berperilaku etis diperlukan peran, proses dan tindakan melalui pembelajaran etika. pembelajaran etika akan dapat dilaksanakan sebagaimana yang diharapkan apabila dalam pelaksanaan pembelajaran menerapkan model pembelajaran yang layak (valid), praktis dan efektif. model pembelajaran yang dianggap layak (valid), praktis dan efektif untuk diterapkan dalam pembelajaran etika adalah model pembelajaran oidde yang merupakan akronim dari orientation (orientasi), identify (identifikasi), jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 122 discussion (diskusi), decision (keputusan/pengambilan keputusan) dan, engage in behavior (terlibat dalam perilaku). model pembelajaran oidde dihasilkan dari hasil telaah dan modifikasi sintaks pembelajaran sosial dan perilaku joyce and weil (1978), joyce, at al (2009) dan model pembelajaran tri prakoro (akbar, 2013). saran dihasilkannya model pembelajaran oidde yang merupakan akronim dari orientation, identify, discussion, decision, and engage in behavior diharapkan tidak hanya dapat diimplementasikan dalam pembelajaran etika namun dikembangkan untuk pembelajaran lebih luas. dan untuk menguji kepraktisan dan keefektivitasannya diperlukan penerapan pada berbagai pembelajaran. daftar rujukan akbar, sa’dun. 2013. instrumen perangkat pembelajaran. bandung: pt remaja rosdakarya aman., setiawan, ngadirin.,, dan yuliana, lia. 2014. pengembangan model pendidikan karakter sebagai upaya peningkatan personal dan social skill bagi anak jalanan di daerah istimewa yogyakarta..jurnal pendidikan dan kebudayaan. volume 20, nomor 3, september 2014. gunadi, r. andi ahmad. 2013.membentuk karakter melalui pendidikan moral pada anak usia dini di sekolah raudhatul athfal (r.a) habibillah. jurnal ilmiah widya. volume 1 nomor 2 juli-agustus. hudha, ekowati, dan husamah, 2014a. pengembangan model pendidikan karakter pada pembelajaran mipa melalui konsep integratif sebagai upaya penguatan jatidiri siswa di smp muhammadiyah semalang raya. laporan penelitian hibah bersaing. dppm universitas muhammadiyah malang. hudha, ekowati, dan husamah. 2014b. model pembelajaran pendidikan karakter terintegrasi pada bidang studi biologi untuk meningkatkan jatidiri siswa. makalah seminar nasional pemberdayaan pendidik abad 21 yang diselenggarakan oleh smk negeri 13 malang bekerjasama dengan dinas pendidikan kota malang. malang, 10 mei 2014 hudha, ekowati, dan husamah. 2014c. character education model in mathematics and natural sciences learning at muhammadiyah junior high school. international journal of education, learning & development. vol 2, n0.4, pp. 3347, september 2014 hudha, atok m,. 2015. kajian pengetahuan bioetika dan kemampuan pengambilan keputusan etis mahasiswa calon guru biologi. prosiding seminar nasionalpendidikan biologi. prodi pendidikan biologi fkip umm, malang, 21 april joyce dan weil. 1978. models of teaching. second edition. prentice-hall, inc., englewood cliffs, new jersey joyce, bruce., weil, marsha & calhoun, emily. 1978. models teaching, model-model pengajaran. terjemahan fawaid dan mirza. 2009. yogyakarta: pustaka pelajar macer, 2008. goals of bioethics (online)http://bioetika.edublogs.or g/kompetensi/bahanajar/pendahuluan/goals-ofbioethics-macer-2008/ . diakses, 28-3-2014 mayasari, ria dan adawiyah, rabiatul. 2015. pengaruh model pembelajran berdasarkan masalah pada pembelajaran biologi terhadap http://bioetika.edublogs.org/kompetensi/bahan-ajar/pendahuluan/goals-of-bioethics-macer-2008/ http://bioetika.edublogs.org/kompetensi/bahan-ajar/pendahuluan/goals-of-bioethics-macer-2008/ http://bioetika.edublogs.org/kompetensi/bahan-ajar/pendahuluan/goals-of-bioethics-macer-2008/ http://bioetika.edublogs.org/kompetensi/bahan-ajar/pendahuluan/goals-of-bioethics-macer-2008/ jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 123 hasil belajar dan keterampilan berpikir tingkat tinggi di sma. jurnal pendidikan biologi indonesia. volume 1 nomor 3, 2015: 255-262 maftuh, bunyamin. 2016. improving the quality of education in the future. makalah seminar international. presented at the 7th international confefrence held by university pgri adi buana, surabaya, march 13, 2016. nieveen, n. 1999. prototyping to reach product quality. dalam plomp, t; nieveen, n; gustafson, k; branch, r.m; dan van den akker, j (eds). design approaches and tools in education and training. london: kluwer academic publisher. nugroho, hery. 2012. implementasi pendidikan karakter dalam pendidikan agama islam di sma negeri 3 semarang. tesis. institut agama islam negeri (iain) walisongo semarang nichols, jennifer. 2013. 4 essential rules of 21st century learning. (online). error! hyperlink reference not valid. diakses: 2 februari 2014. pitadjeng. 2008. keefektifan pembelajaran berbasis masalah (pbm) bernuansa jigsaw berbantuan cd pembelajaran pada penjumlahan pecahan di kelas iv sd. tesis. pascasarjana program studi pendidikan matematika, universitas negeri semarang. pratiwi, dwi astuti. 2010. pembelajaran berbasis masalah (problem based learning) dengan metode proyek dan resitasi ditinjau dari kreativitas dan konsep diri (self concept) siswa (studi kasus materi biologi ” plantae ” di kelas x semester dua sma negeri 3 klaten th.2008/2009). tesis. program pascasarjana. universitas sebelas maret surakarta. rotherham, a. j., & williangham, d. 2009. 21st century skills: the challenges ahead. educational leadership. volume 67 number 1, 16-21 shannon, thomas a. 1987. pengantar bioetika. terjemahan bertens, k. 1995. jakarta. pt gramesia pustaka utama suryadi. 2013. pengaruh pembelajaran berbasis masalah berbantuan media kokami terhadap prestasi belajar fisika ditinjau dari kemampuan pemecahan masalah. jurnal pendidikan sains, volume 1, nomor 4, desember 2013, halaman 375-381 sachrowardi, qomariyah dan basbeth, ferryal. 2013. isu dan dilema dalam bioetika. penyunting: juneman. jakarta: penerbit aifi bekerjasama dengan universitas yarsi. sugiyono, dkk (2014). pendidikan beretika dan berbudaya. badan penelitian dan pengembangan kementrian pendidikan dan kebudayaan mifflin company.published by houghton mifflin company, diakses, 24 januari 2015 trisdiono, h. 2013. strategi pembelajaran abad 21. artikel. lembaga penjaminan mutu pendidikan prov. d.i. yogyakarta thieman, w. j. and palladino, m. a. 2013. introduction of biotechnology. pearson benjamin cummings tamimuddin, muh. 2013. e-learning dan pembelajaran abad 21. makalah seminar nasional. seminar nasional pemanfaatan tik menyongsong implementasi kurikulum 2013 di pppptk matematika, 11 mei 2013. watson, john b., and rayner, rosalie (1920). conditioned emotional reactions. journal of experimental psychology, 3 (1), 1-14 jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 109-124) atok miftachul hudha dkk, telaah model-model pembelajaran 124 webster’s new world college dictionary, (2010). wiley publishing. inc. cleveland, ohio (jhon wiley & sons) (online). www.yourdictionary.co/bioethics. diakses, 25 september 2014 yuliana, e. dewi. (2000). pentingnya pendidikan karakter bangsa guna merevitalisasi ketahanan bangsa. journal udayana mengabdi 9 (2): 92-100 http://www.yourdictionary.co/bioethics indeks penulis abdulkadir rahardjanto 109 ainur rofieq 71 atok miftachul hudha 49, 109 citra marina 71 darwis husain 1 elly purwanti 78 fega rahmayani 49 feni nur’aini 36 iin hindun 9, 49 henia wati 109 ilham budi setyawan 78 lise chamisijatin 36 miftakhul jannah 88 moch. agus krisno budiyanto 9, 18 novita adiqka putri 29 nurisma afifatun nisa’ 18 nurul mahmudati 1 nurwidodo 29, 36 poncojari wahyono 62 qorry aulya rohmana 62 roimil latifa 18 rr eko susetyarini 88, 99 samsun hadi 62 sri riani 9 sri wahyuni 71 sukarsono 1, 99 yuni pantiwati 29 wahyu prihanta 78, 88 reviewer jpbi volume 1 nomor 1 naskah/artikel dalam penerbitan volume 1 nomor 1 ini telah direview oleh mitra bestari, sebagai berikut: dr. akhmad sukri, m.pd. (ikip mataram) dr. marheny lukitasari, m.pd. (ikip pgri madiun) dra. lise chamisijatin, m.pd. 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(eds.). 2005. handbook of blended learning: global perspectives, local designs. san francisco: pfeiffer. artikel dalam buku kumpulan artikel: graham, c.r. 2005. blended learning system: definition, current trends and future direction. in: bonk, c.j., graham, c.r. (eds.) handbook of blended learning: global perspectives, local designs, pp.3-21. san francisco: pfeiffer. artikel dalam jurnal: husamah & pantiwati, y. 2014. cooperative learning stad-pjbl: motivation, thinking skills, and learning outcomes in biology students. international journal of education learning & development (ijeld), 2(1): 77-94. artikel dalam koran: koesoema, a. d. 2010. pendidikan karakter integratf. harian kompas, edisi 11 februari, hal. 4. tulisan/berita dalam koran (tanpa nama pengarang): surya. 19 november, 2014. siswa smp tawarkan energi murah, hlm. 5. dokumen resmi: pusat kurikulum. 2002. kurikulum berbasis kompetensi. jakarta. skripsi, tesis, disertasi, laporan penelitian: pantiwati, y. 2010. pengaruh jenis asesmen biologi dalam pembelajaran kooperatif tps (think pair share) terhadap kemampuan kognitif, berpikir kritis, berpikir kreatif, dan kesadaran metakognitif siswa sma di kota malang. disertasi tidak dipublikasikan. malang: program pascasarjana um. makalah seminar, lokakarya, penataran: latifa, r. 2013. peningkatan prestasi dan motivasi belajar biologi siswa kelas viii di smp muhammadiyah 08 kab. malang dengan penggunaan media pembelajaran audiovisual. makalah dipresentasikan pada seminar nasional pendidikan pps universitas negeri surabaya, surabaya jawa timur, 19 januari 2013. internet (karya individual): livingston, j. a. 1997. metacognition: an overview. (online). (http://www.gse.bufallo. edu/fas/shuell/cep564/metacog.htm), diakses tanggal 1 september 2014). internet (artikel dalam jurnal online): kumaidi. 1998. pengukuran bekal awal belajar dan pengembangan tesnya. jurnal ilmu pendidikan. (online), jilid 5, no. 4, (http://www.malang.ac.id, diakses 20 januari 2000). 9. semua naskah akan ditelaah secara anonim oleh mitra bestari (reviewers) sesuai dengan bidang keahliannya. kepastian dimuat atau tidaknya naskah akan diberitahukan kepada penulis secara tertulis. http://www.malang.ac.id/ ju redaksi: jl. raya tlogomas 246 malang 65144 kampus iii umm gkb i lantai 5 telp. (0341) 464318 psw 120; fax. (0341) 460782 e-mail: biologi.umm@gmail.com/usya_bio@yahoo.com universitas muhammadiyah malang, east java, indonesia jpbi (jurnal pendidikan biologi indonesia) p-issn 2442-3750, e-issn 2537-6204 // vol. 5 no. 3 november 2019, pp. 379-386 10.22219/jpbi.v5i3.9993 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 379 research article developing audio-visual learning media based on video documentary on tissue culture explant of dendrobium bigibbum m. mellisa a,1,*, yola dwi yanda 2 a biology education study program, faculty of teacher training and education, universitas islam riau, jl. kaharuddin no. 113, simpang tiga, pekan baru, riau 28284, indonesia 1 mellisabio@edu.uir.ac.id *; 2 yoladwiyanda@gmail.com * corresponding author introduction teaching and learning process is information delivery from facilitator to the acceptor/students (ghavifekr & rosdy, 2015; gleason et al., 2011). aside from being knowledge conveyor for students, a learning facilitator is also regulator of learning process and his/her classroom environment (rodman, 2010). learning process is influenced by internal factors such as attitudes, view of life, pleasure and displeasure feelings, habits and student experiences (tyng, amin, saad, & malik, 2017; visser, korthagen, & schoonenboom, 2018). moreover, various external factors also stimulate students in terms of their senses, particularly their hearing and vision (asmara, 2015). in accordance with the external factors, learning media play a crucial role in influencing instructional processes such as capturing certain object or event; manipulating certain circumstances, events or objects; giving equitable learning opportunities; ensuring teaching process in more knowledge-based condition; displaying a too-large objects to carry to a classroom; magnifying and clarifying a r t i c l e i n f o a b s t r a c t article history received october 10, 2019 revised october 30, 2019 accepted november 19, 2019 published november 30, 2019 the development of science and technology challenge teachers to pay a great effort in creating an effective media. the aim of this study was to produce audio-visual learning media based on video documentary explanation of orchid plants (dendrobium bigibbum) on tissue culture material. this research was conducted on july 2019. this rdand used the addie model without implementation phase. the data collection instruments used were validation sheets and student questionnaire responses. the data obtained were analyzed using percentage. the evaluation results of the audiovisual learning media based on video documentary tissue culture showed that it was considered as very feasible to be used with an average percentage score of 87.50% by tissue culture expert, 91.87% by learning media expert, 91.66% by the teachers, and 94.37% by the students. the effectiveness of the learning media developed need to be ensured by conducting the implementation phase. copyright © 2019, mellisa & yanda this is an open access article under the cc–by-sa license keywords addie model audio-visual learning media r & d tissue culture how to cite: mellisa, m. & yanda, y. d. (2019). developing audio-visual learning media based on video documentary on tissue culture explant of dendrobium bigibbum. jpbi (jurnal pendidikan biologi indonesia), 5(3), 379-386 doi: https://doi. org/10.22219/jpbi.v5i3.9993 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i3.9993 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:mellisabio@edu.uir.ac.id mailto:yoladwiyanda@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i3.9993 https://doi.org/10.22219/jpbi.v5i3.9993 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i3.9993&domai jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 379-386 380 mellisa et al (developing audio-visual learning media …) too-small objects which are too difficult to see with naked eyes (restiyani, 2014). along with the advancement of information technology, media has become an interesting study in many disciplines, although with a slightly different naming (mahnun, 2012). in nowadays modern learning system, not only do students act as recipients of messages, but they also act as communicators or messengers. thus, it is called two-way communication and multi-directional communication in which media is strongly needed to improve the effectiveness of learning objectives. in other words, learning process will occur if there is good communication between message contributor and receiver through the media (kurniawan, 2013). however, some previous studies reported that there are several factors contributed in the ineffectiveness of media learning (clark, yates, early, & moulton, 2013) which means that the improvement of learning media need to be done. one of the learning media is audio-visual media which is believed to be able to increase the students’ interest on their lectures. it is also an alternative means of conducting technology-based learning processes as its role in optimizing learning process. by employing the media, several benefits can gained by users i.e. a) easily packaged in learning process, b) more interesting for learners, and c) can be edited/corrected anytime. to be more detail, audio-visual learning media is useful to convey more interesting subject matter, including visualization of teaching material, as well as to create more interactive circumstance as a two-way traffic communication in learning process is more likely to occur (haryoko, 2012). documentary audio-visual media is anything that allows radio signal to be combined with sequence moving images. the advantage, in term of visualizing material, possessed by video is potentially effective in delivering dynamic concepts such as motor movement, facial expressions, or certain environmental situations in attractive way (batubara, 2017). moreover, by utilizing video, many concepts and descriptions can be learnt clearly and interestingly; in addition, it helps students to achieve cognitive, psychomotor, and affective goals in the learning process (putri, titin, & santoso, 2019). therefore, students will be encouraged to optimize their senses as the media served them the combination of sound and images. thus, profound understanding will be enacted by students through engaging their senses (at least listening and watching) in comprehending the phenomenon occurs. as it is comprised of documentations of facts in life (tejawati et al., 2019), a documentary video about tissue culture practical works is expected to give the similar effect to students who are taught using this media for tissue culture concept in school. tissue culture is technique of plant propagation by multiplying micro tissues plant that are cultured in vitro to grow as a complete plants, in term of possessing shoots, leaves, and roots (rahmah, rahayu, & hayati, 2018), as they are placed in an appropriate environment (kartiman, sukma, aisyah, & purwito, 2018). it produces superior uniform plants in large quantities (lestari, 2011). ideally, tissue culture materials are delivered for a semester due to the complexity and great amount of the concepts which must be mastered by students to get a complete description about it. nevertheless, it becomes a hindrance to give tissue culture material in senior high school as the limited time given which only in one meeting. in addition, to date, teachers have been only rely on power points, worksheets, and books to support their teaching-learning activities. as the consequences, it is difficult for students to understand the materials as they are not interested in these learning media. therefore, it is important to develop a proper learning media to achieve the expected learning outcome determined in term of the better students’ understanding about tissue culture material. to improve the quality of meaningful learning process which improves the quality of learning outcomes, educators are required to always think and try to develop their learning activities (prasetyo, 2014). this study aimed at producing an audio-visual learning media based on tissue culture documentary video of larat orchid plants (dendrobium bigibbum). method this research and development (r & d) was conducted on july 2019 in sma negeri 9 pekanbaru, man 2 model pekanbaru, and as-shofa islamic high school pekanbaru, riau province-indonesia. the audio-visual learning media of tissue culture was developed according to the addie model (branch, 2009) without implementation stage. the addie model covered analysis, design, development, implementation and evaluation (purbasari, kahfi, & yunus, 2013). the reduction of the addie steps was based on mahnun (2012). the documentary video contained of tissue culture preparation of larat orchid, tissue culture step, and maintaining the culture until planlet. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 379-386 381 mellisa et al (developing audio-visual learning media …) addie step for making learning media of tissue culture the analysis stage was done by conducting curriculum, needs, and student analysis. meanwhile, in the design stage, the design of learning media content was done. the learning media was composed based on the core of competencies and basic competencies stated in the curriculum 2013. to be more specific, the media comprised of learning objective, main materials, and conclusions (tegeh & kirna, 2013). furthermore, the development stage was conducted in three steps i.e. documenting tissue culture laboratory work, combining video documentations, as well as providing additional filters and sound into the learning media. moreover, the documentary video was created using the wonder share filmora9 application. as the final stage in this research, the evaluation stage was done by conducting learning media validation which was aided by validator who was asked to fulfill a questionnaire. the addie stages used in this research can be seen in figure 1. figure 1. procedures of addie (analysis to the stage of development) (hayati et al., 2015) analysis analisis analisis need analysis analysis curriculum analysis student analysis the result of research on tissue culture of lent orchid plants (dendrobum bigibbum) audiovisual media planning design and manufacture of tissue culture audiovisual media design media audiovisual audiovisual media trial by media expert and material expert expert and teacher validation assessment minor revisions audiovisual media based on tissue culture documentary video minor revisions development is carried out on students analysis of results valid development yes yes no no jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 379-386 382 mellisa et al (developing audio-visual learning media …) step for making the video documentary of tissue culture the documentary video was made in three steps: pre-production, video production, and post-production (dharmawan & wahyuni, 2017). first, pre-production comprised of planning and preparation which included several activities such as identifying and determining media programs, preparing media content outline (or garis-garis besar isi media/gbim), preparing of material media description (or jabaran media material/jmm), compiling manuscripts of tissue culture learning media. second, the video production covered several activities i.e. script discussion, hunting, canting, budgeting, research and preparation of the tissue culture work stages in laboratory, shooting and video recording. third, the post-production included editing, expert validation, trial, revision, and publishing. the documentary video of tissue culture was validated by learning media expert, learning material experts and students. the documentary video learning media was reproduced by transferring video files using flash disc, thus, the video is easily used (tejawati et al., 2019). the data was collected by using questionnaire and validation sheet to develop the documentary audiovisual media of tissue culture. the validation sheets was given to the validators to assess the audio-visual learning media. moreover, the questionnaire was also given to teacher and students for evaluation process the tissue culture audiovisual media. questionnaire responses of students are used to determine students' responses to audio-visual learning media. the student questionnaire responses were filled in by 15 students who had studied tissue culture material from each school. the instrument used for data collection was questionnaire with likert scale. it was used to measure individual response toward the media by choosing the points served on each question: strongly agree, agree, disagree, disagree, and strongly disagree (budiaji, 2013). the eligibility criteria according to validator assessment can be seen in the table 1. table 1. eligibility criteria according to validator assessment no. eligibility criteria (%) level of eligibility 1 85.01 100 very valid, or very effective (very complete), can be used without revision 2 70.01 85 fair, effective enough (quite complete), can be used but needs minor improvements. 3 50.01 – 70 invalid, or less effective (incomplete), needs major improvement 4 1.00 50 invalid, or ineffective (incomplete), cannot be used. (source: wahyuni & mustadi, 2016) the data obtained from questionnaire was analyzed using eligibility criteria made by wahyuni and mustadi (2016) as served in table 2. table 2. the eligibility criteria percentage of student response questionnaire no. eligibility criteria (%) level of eligibility 1 85.01 100 very feasible, or very effective (very complete), can be used without revision 2 70.01 85 quite feasible, quite effective (quite thorough), can be used but needs minor revision 3 50.01 – 70 poor, or ineffective (incomplete), needs major revision 4 1.00 50 inappropriate, or ineffective (incomplete), cannot be used (source: wahyuni & mustadi, 2016) results and discussion this study was conducted to find out whether the media made is feasible as an interactive learning media or not. as the media has been validated and fulfilled all criteria as well as does not need a revision, means that the learning media is ready to be implemented (azhar, 2008). to reach the criteria, experts’ opinion is important as considerable suggestions to revise a developed media so that its completeness and design suitability to the interested materials are met (dewi, 2012; aditya, 2018). therefore, the documentary audio-visual learning media developed in this study was also assessed by experts to ensure that the media is feasible to use. the validation results of documentary audio-visual learning media are served in table 3. it can be seen that based on the content expert assessment, the learning media developed was highly valid as the percentage score gained as high as 87.5%. this also means that the learning media did not need to be revised to be implemented. for further elaboration, the results also imply that the audiovisual media learning about the orchid tissue culture have fulfilled the standard of the learning media in term of the material suitability to learning objectives, the depth of material, easy understood, the clarity of description and discussion, and the language simplicity for high school students. it means that the material has met the technical considerations in subject jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 379-386 383 mellisa et al (developing audio-visual learning media …) matter. the results are in line with the finding of arsanti (2018) that the substance of the material is accumulated from competency standards which is set out in the curriculum, easy to understand and attractive. table 3. validation results of audio-visual learning media by material experts no validator name rated aspect percentage of eligibility (%) eligibility level 1. sa content eligibility 87.50 very valid average material expert's rating of content eligibility 87.50 very valid the media experts focused their assessment on software engineering and audio visual communication aspects of the media developed. the validation results of media expert are served in table 4. based on the results, it can be concluded that the software engineering and visual communication aspects were very valid as the percentage achieved was 91.87%. thus, the media has met the demands of the 21st-century learning media criteria which expected that the digital media should be used by students to communicate, interact, collaborate and share information together using various digital media (sidek & hashim, 2016). table 4. validation results of audio visual learning media by media experts no validator name rated aspect percentage of eligibility (%) eligibility level 1. sr software engineering 93.75 very valid audio visual communication 90.00 very valid 2. rv software engineering 93.75 very valid audio visual communication 90.00 very valid average on all aspects 91.87 very valid table 5 shows the results of teacher responses about the documentary audio-visual media developed. it can be seen that the positive responses were paid by the teachers. they considered that the media has reached 91.66% of 100% need to achieve, which means that it was categorized as very valid. it also implies that the documentary audio-visual learning media developed was feasible, from teachers’ perspective. moreover, the learning media was in line with the learning objectives, the material descriptions have met students’ competencies, continuous, and easy understood. table 5. the results of audio visual learning media validation by teachers no rated aspect percentage of eligibility (%) average (%) eligibility level je e a 1 content eligibility 87.50 95.83 91.66 91.66 very valid average on all aspects 91.66 very valid in accordance with learning activities, teachers’ opinion is crucial to assess the learning media. as teachers’ competencies in determining instructional media should cover the ability in recognizing the most effective media to deliver the materials, the media function to enact the education goals, the values and benefits of learning media as well as the use of learning media (prastya, 2016), their view is needed to give the researchers evaluation and consideration to make the product developed is better and better. besides teachers’ evaluations, students’ rate is also needed to give an evaluation for the learning media, because they are the participant who will receive as well as user of the media. in this research, students’ questionnaire was included three assessment aspects, which were modified from rizqa safitri, budiharti, & yusliana ekawati, (2014) i.e. 1) media aspect with the indicators: video operation, display, back sound, and suitability to clarify content; 2) material aspect with the indicators: learning objectives, video conformity to clarify material, comprehensiveness, language, presentation, relevance, and narration clarity; 3) benefit aspect with the indicators: learning facilities, material attractiveness, the ability in fostering curiosity (see table 5). the results of students’ responses to the documentary audio-visual learning media are served in table 6. it is obvious served in table 6 that the all aspects assessed were positively responded by student as very good media (94.37%). this means that the developed media has good attractiveness, good message delivery, as well as user friendly. to go more detail, based on these findings, the developed media is feasible in terms of easy to be operated by students, the display is interesting, and the back sound is supporting the learning activity during utilizing the media; moreover, the all components in the media are suitable to create a good understanding for students in term of enunciating tissue culture concept. thus, the students rated the media aspect as high as 94.59%. jpbi (jurnal pendidikan biologi indonesia) vol. 5, no. 3, november 2019, pp. 379-386 384 mellisa et al (developing audio-visual learning media …) table 6. students’ responses about the eligibility of documentary audio-visual learning media no rated aspect percentage of eligibility (%) average (%) eligibility level se1 se2 se3 1 aspects of media 94.75 94.51 94.52 94.59 very good 2 material aspects 91.66 96.66 94.71 94.34 very good 3 benefits aspect 91.66 96.42 94.52 94.20 very good average on all aspects (%) 92.69 95.86 94.58 94.37 very good in addition, students considered that the materials covered in the media were in line with learning objectives, the content conformity has clarified the comprehensive material, as well as the language used, presentation, and narration were clear. in other words, the developed media can be accepted and easily used by students. furthermore, by using the media, they will benefit various learning facilities, and more attractive materials which fostered their curiosity. these findings were supported by dharmawan and wahyuni (2017) who stated that a learning media is valid if the all aspects were assessed in similar values by students/user. conclusion based on the results of the study, it can be concluded that the documentary audio-visual learning media of tissue culture was categorized as very valid criteria. the percentage of validation results of material and media experts as well as teachers were 87.50%, 91.87%, and 91.66% respectively. this was supported by the positive response by students so that the media was categorized as very good (94.37%). references aditya, p. t. 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(2018). differences in learning characteristics between students with high, average, and low levels of academic procrastination: students’ views on factors influencing their learning. frontiers in psychology, 9(may), 1–15. doi: https://doi.org/10.3389/fpsyg.20 18.00808 wahyuni, m., & mustadi, a. (2016). pengembangan perangkat pembelajaran collaborative learning berbasis kearifan lokal untuk meningkatkan karakter kreatif dan bersahabat. jurnal pendidikan karakter, 6(2), 1– 13. retrieved from https://journal.uny.ac.id/index.php/jpka/article/view/12056 https://doi.org/10.3389/fpsyg.2018.00808 https://doi.org/10.3389/fpsyg.2018.00808 https://journal.uny.ac.id/index.php/jpka/article/view/12056 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 94 ari indriana hapsari, pengembangan bahan ajar pengembangan bahan ajar berbasis video contextual untuk meningkatkan keterampilan berpikir tingkat tinggi mahasiswa pada mata kuliah fisiologi hewan development of teaching materials based on contextual video to improve the student higher order thingking skills of animal physiology course ari indriana hapsari1 1prodi pendidikan biologi, fkip, universitas muhammadiyah jember e-mail: arihapsari87@gmail.com abstrak tuntutan penting dalam pembelajaran di perguruan tinggi adalah dosen hendaknya memberdayakan potensi yang dimiliki mahasiswa dengan melatihkan berbagai keterampilan terutama berkaitan dengan keterampilan berpikir tingkat tinggi (higher order thinking skills/hots). aspek ini perlu mendapat perhatian dalam perkuliahan, mengingat bahwa di abad 21 ini kemampuan belajar, berpikir kritis, kreatif, membuat keputusan, dan memecahkan masalah sangat dibutuhkan dalam pekerjaan. melalui pengembangan bahan ajar berbasis video contextual ini diharapkan mampu meningkatkan hots mahasiswa pada mata kuliah fisiologi hewan. metode yang digunakan dalam penelitian ini adalah addie (analysis, design, development, implementation and evaluation). hasil penelitian ini adalah terjadi peningkatan nilai rata-rata aktivitas hots setelah perlakuan dimana nilai rata-rata tertinggi yaitu c41 indikator analisis dan terendah adalah c52 indikator evaluasi. penghitungan nilai ngain yaitu sebesar 0,2 dengan kategori rendah. sedangkan hasil validasi dari 2 ahli secara berturut-turut baik ahli materi maupun media yaitu sebesar 3,2 dan 3,12 dengan kategori baik. kata kunci: fisiologi hewan, video kontekstual, hots, mahasiswa abstract he important demands in learning in college is the lecturer should empower the potential of students with various skills primarily related to higher order thinking skills (hots). these aspects need to attention by the lecture, seeing that in the 21st century learning skills, critical thinking, creative, make decisions, and solve problems is required in the work. through the development based on contextual video teaching materials is expected to increase hots students of animal physiology subjects. the method used in this research is the addie (analysis, design, development, implementation and evaluation). results of this study was an increase in the average value hots activity after treatment where the value of the average highest and lowest c41 analysis indicators are c52 evaluation indicators. ngain value calculation is equal to 0.2 with a low category. while the results of the validation of two experts in a row both material and media experts in the amount of 3.2 and 3.12 in both categories. keywords: animal physiology, contextual video, hots, student jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 95 ari indriana hapsari, pengembangan bahan ajar ditjen dikti (2008) menjelaskan tuntutan penting dalam pembelajaran di perguruan tinggi adalah dosen hendaknya memberdayakan potensi yang dimiliki mahasiswa dengan melatihkan berbagai keterampilan terutama berkaitan dengan keterampilan berpikir tingkat tinggi (higher-order thinking/hots). aspek ini perlu mendapat perhatian dalam perkuliahan, karena menurut salpeter (2001) bahwa di abad 21 ini kemampuan belajar, berpikir kritis, berpikir kreatif, membuat keputusan, dan memecahkan masalah sangat dibutuhkan dalam pekerjaan. berbagai permasalahan umum yang berkaitan dengan metode pembelajaran, kurang terlibatnya mahasiswa dalam perkuliahan, penggunaan media yang kurang optimal, dan belum tercapainya target hasil belajar patut menjadi perhatian. mengingat pembelajaran modern yang paradigmanya berorientasi pada mahasiswa (student-centered instruction) dan bukan lagi perkuliahan ada pada pihak dosen (teacher-centered intruction) (sagala, 2012). menurut paradigma tersebut, ketika mahasiswa berada dalam suatu situasi praktik pembelajaran sebaiknya mereka harus menjadi pemain utama sementara dosen lebih berperan sebagai desainer pembelajaran, fasilitator, pelatih dan manajer pembelajaran (chaeruman, 2014). demikian pula dari segi substansi yang disampaikan guru lebih cenderung fokus pembelajaran masih dominan pada pemahaman materi pelajaran (konten) untuk menimbun informasi (rote learning), dan sangat minim pembekalan kepada mahasiswa terkait dengan upaya penumbuhkembangan hots. adanya pengintegrasian teknologi informasi dan komunikasi (tik) dalam proses pembelajaran harus memungkinkan dosen untuk menjadi fasilitator, kolaborator, mentor, pelatih, pengarah, dan teman belajar, di samping itu harus dapat memberikan pilihan dan tanggung jawab yang besar kepada peserta belajar untuk mengalami peristiwa belajar (chaeruman, 2014). fisiologi hewan merupakan salah satu mata kuliah wajib bagi mahasiswa biologi fakultas keguruan dan ilmu pendidikan universitas muhammadiyah jember (fkip unmuh jember). mata kuliah ini membahas tentang fungsi dasar dan mekanisme fisiologis alat-alat tubuh secara khusus pada hewan. harapannya mahasiswa tidak hanya memahami materi pelajaran (konten) tapi dapat mengkaitkan antara konten dan penggalian bukti kehidupan nyata serta kemampuan dalam mengembangkan proses pembelajaran fisiologi hewan yaitu mengobservasi, mengukur, bereksperimen dan mengolah data (hadosyova et al, 2015) selain itu, mahasiswa harus mampu dalam ketrampilan proses berpikir yang mana keterampilan berpikir ini akan mengarahkan pada proses hots. taksonomi bloom (1956) telah menempatkan hots yang melingkupi analisis, evaluasi dan kreasi. berdasarkan pernyataan tersebut tentunya diperlukan suatu bentuk proses pembelajaran yang mampu memberikan pengembangan sarana berpikir. untuk itu diperlukan suatu bentuk media yang mampu melibatkan keterampilan berpikir kritis mahasiswa. video misalnya merupakan suatu bentuk media yang mencakup kualitas visual dan audio. melalui video akan memberikan media yang cepat untuk menginstruksikan pengguna tentang prosedur, menggriing kepada pertanyaan yang muncul secara efektif dan mudah untuk didesain (meij, 2014). agar memberikan pengalaman yang nyata kepada mahasiswa, video yang dikembangkan harus mengarah pada kehidupan nyata. markt et al (2011) berdasarkan hasil penelitiannya menyatakan bahwa pembelajaran menggunakan media video untuk mengarahkan kepada konsep berpikir lebih efektif daripada menggunakan media cetak. hal ini menunjukkan bahwa proses berpikir akan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 96 ari indriana hapsari, pengembangan bahan ajar lebih mudah ditingkatkan dengan menggunakan media video. melalui video contextual, diharapkan mampu untuk membawa masalah-masalah yang nyata di dalam kelas. penggunaan video secara maksimal akan mendukung suatu bentuk pembelajaran berdasarkan alam nyata dan mampu memberikan kemudahan untuk menganalisis, memberikan bukti dan mengambil simpulan dari permasalahan tema pembelajaran yang diberikan. metode penelitian lokasi dan subjek penelitian penelitian ini dilaksanakan di fakultas keguruan dan ilmu pendidikan universitas muhammadiyah jember. subjek penelitian adalah mahasiswa semester genap tahun akademik 2014/2015 sejumlah 30 mahasiswa. metode dan prosedur penelitian jenis penelitian ini adalah research and development (r & d) dengan metodologi addie (analysis, design, development, implementation and evaluation) yang dimodifikasi dari sulityowati (2013). secara terperinci langkah yang digunakan adalah sebagai berikut ini: 1. analisis pembuatan indikator dan aktivitas hots yaitu mahasiswa diharapkan mampu menganalisis, mengevaluasi dan mengkreasi melalui video contextual sub materi sistem pencernaan sapi 2. desain penentuan skenario sub materi pembelajaran sistem pencernaan sapi meliputi organ-organ yang terlibat, fungsi dan mekanismenya yang dikaitkan dengan kondisi dan permasalahan nyata, dan pembentukan skrip video menggunakan perangkat lunak windows movie maker dengan cara menggabungkan gambar, texs, video, dan audio yang telah dikumpulkan 3. development menyinergikan bentuk desain berupa skenario untuk ditransmisikan dalam bentuk video contextual. dikembangkan juga semua produk dan pendukungnya. setelah didapatkan produk yang diharapkan maka dilakukan uji validasi oleh ahli media dan ahli materi. kriteria penilaian produk oleh ahli materi meliputi konsep, istilah, materi dengan indikator, demonstrasi materi dan urutan. sedangkan ahli media meliputi daya tarik, keefektifan, teks dan kalimat, gambar, animasi, tampilan, musik dan suara. akhir dari tahapan development adalah melakukan revisi dan penghitungan yang kemudian dikonversikan ke dalam kriteria kategori penilaian sebagaimana masukkan yang diberikan oleh kedua ahli tersebut dengan mengacu pada tabel 1. tabel 1. kriteria kategori penilaian ideal rentang skor kuantitatif kriteria kualitatif > 3,25 s/d 4,00 sangat baik > 2,50 s/d 3,25 baik > 1,75 s/d 2,50 kurang 1,00 s/d 1,75 sangat kurang 4. implementasi produk berupa bahan ajar video contextual diujicobakan pada skala terbatas yaitu sebanyak 30 mahasiswa biologi fkip unmuh jember yang memprogram matakuliah fisiologi hewan 5. evaluasi uji coba menggunakan one shot case study yaitu pertama nilai pre test diberikan dalam bentuk evaluasi video contextual yang sudah diberikan dan kedua nilai post test diberikan dalam bentuk evaluasi video contextual dan narasi dosen dalam bentuk paper based test yang mencakup pengembangan hots. berdasarkan dari kegiatan pre test dan post test maka dilakukan efektifitas berdasarkan nilai jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 97 ari indriana hapsari, pengembangan bahan ajar (archambault, 2008 dalam jumiati et al., 2011). persamaan yang digunakan dalam menentukan nilai gain n menggunakan persamaan: xn xnxm g    100 ..................... .persamaan 1 keterangan: g : nilai gain xm : nilai post test xn : nilai pre test untuk menginterpretasikan nilai gain n digunakan panduan pada tabel 2. tabel 2. interpretasi nilai gain n nilai ngain interpretasi g ≥ 0.7 tinggi 0,7 > g ≥ 0.3 sedang g < 0.3 rendah hasil dan pembahasan pengembangan bahan ajar video contextual sub materi sistem pencernaan hewan ruminansia (sapi) ini menggunakan metode addie (analysis, design, development, implementation and evaluation) melalui beberapa tahapan yaitu: analisis, desain, development, implementasi dan evaluasi. melalui video tersebut diharapkan dapat meningkatkan kemampuan mahasiswa yaitu kemampuan berpikir tingkat tinggi (hots/higher order thinking skills). tahap awal yang dilakukan dalam analisis adalah penentuan indikator dan aktivitas penilaian hots tabel 3. kemampuan analisis, evaluasi dan kreasi merupakan jenjang keempat (c4), kelima (c5) dan keenam (c6) ranah kognitif yang disebut kemampuan hots. dimana kita ketahui bahwa menurut krathwohl (2002) analisis merupakan kemampuan menganalisis informasi yang masuk dan membagi-bagi informasi ke dalam bagian yang lebih kecil untuk mengenali pola atau hubungannya, mampu mengenali serta membedakan faktor penyebab dan akibat dari sebuah skenario yang rumit serta mengidentifikasi atau merumuskan pertanyaan. tabel 3. indikator dan aktivitas penilaian hots mahasiswa indikator aktivitas analisis (c4) membedakan bagian organ penyusun sistem pencernaan sapi dengan beberapa hewan non ruminantia (c41) mengurutkan organ-organ penyusun sistem pencernaan sapi (c42) memberikan ciri khusus masingmasing organ (c43) evaluasi (c5) mengecek susunan organ penyusun sistem pencernaan sapi (c51) mengkritik urutan sistem pencernaan sapi (c52) kreasi (c6) memunculkan ide terhadap permsalahan yang diberikan (c61) merencanakan solusi terhadap permsalahan yang ada (c62) jika kita kaitkan dengan sub materi sistem pencernaan sapi dimana suatu sistem terbentuk dari organ-organ yang menyusun sistem tersebut. terdapat beberapa organ yang berperan dalam sistem pencernaan sapi yaitu mulutoesophagus-lambung (rumen, retikulum, omasum, abomasum)-usus halus-caecumanus. organ-organ tersebut memiliki struktur anatomi, posisi dan fungsi masingmasing yang saling terstruktur dalam sistem pencernaan sapi. sehingga mahasiswa diharapkan mampu mencapai semua aktivitas dalam indikator analisis tersebut. pada indikator evaluasi mahasiswa diharapkan mampu melakukan pengecekan dan kritis terhadap organ penyusun dan proses sistem pencernaan sapi tersebut yang disajikan dalam video contextual. evaluasi adalah kemampuan memberikan penilaian terhadap solusi, gagasan, dan metodologi dengan menggunakan kriteria yang cocok atau standar yang ada untuk memastikan nilai efektivitas atau manfaatnya, membuat hipotesis, mengkritik dan melakukan pengujian dan menerima atau menolak suatu pernyataan berdasarkan kriteria yang telah ditetapkan. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 98 ari indriana hapsari, pengembangan bahan ajar pada indikator kreasi adalah kemampuan membuat generalisasi suatu ide atau cara pandang terhadap sesuatu merancang suatu cara untuk menyelesaikan masalah, mengorganisasikan unsur-unsur atau bagian-bagian menjadi struktur baru yang belum pernah ada sebelumnya. pada tahap ini diberikan suatu permasalahan, dimana mahasiswa mampu mengeluarkan ide, merencanakan dan menghasilkan solusi terkait sistem pencernaan sapi. dalam taksonomi bloom dikenal 6 jenjang kognitif, dimana jenjang yang satu lebih tinggi dari jenjang yang lainnya. jenjang yang lebih tinggi dapat dicapai jika jenjang yang lebih rendah sudah dikuasai yaitu kemampuan dalam menganalisis, mengevaluasi, dan mengkreasi. tahap desain dan develompment seperti yang dikemukakan oleh yusriyah et al. (2014) bahwa pembelajaran yang abstrak bisa menjadi konkret dengan bantuan media pembelajaran. desain video contextual yang berdurasi 5 menit 25 detik ini berupa animasi gambar, texs dan suara tentang sub materi sistem pencernaan sapi yang dikaitkan dengan aktivitas dan permasalahan nyata dimana sapi sedang makan rumput dan terjadi suatu aktivitas fisiologis dan permasalahannya. menurut nasution (2010) gambar maupun video dapat memudahkan penyampaian hal-hal yang sukar jika disampaikan dengan kata-kata serta dapat menjadikan stimulus bagi peserta didik untuk menghubungkannya dengan situasi nyata. karena sistem pencernaan pada sapi memerlukan serangkaian proses yang rumit. desain pada video tersebut bertujuan untuk memvisualisasikan proses pencernaan sapi sehingga lebih mudah dipahami. untuk mengetahui kekurangan dan kriteria produk video contextual yang sudah di buat tersebut, maka dilakukan uji validasi. validasi dilakukan oleh 2 orang ahli yaitu media dan materi. kedua ahli melakukan penilaian menggunakan instrumen berupa lembar penilaian video yang meliputi beberapa aspek yaitu konsep, istilah, materi dengan indikator, demonstrasi materi dan urutan sedangkan oleh ahli media adalah daya tarik, keefektifan, texs dan kalimat, gambar, animasi, tampilan, musik, suara oleh ahli materi. berdasarkan hasil validasi oleh ahli materi, diketahui bahwa jumlah skor nilai sebesar 3,2 dengan kriteria baik (tabel 4) dimana skor 4 (baik sekali) untuk kategori materi dengan indikator dan 3 (baik) untuk konsep, istilah, demosntrasi materi dan urutan sedangkan untuk ahli media yaitu sebesar 3,12 (tabel 4) dengan skor 4 (baik sekali) untuk kategori suara dan skor 3 (baik) untuk kategori daya tarik, keefektifan, teks dan kalimat, gambar, animasi, tampilan, dan musik. beberapa hal yang menjadi perbaikan berdasarkan kritik dan saran dari 2 ahli yaitu lebih menyesuaikan lagi volume musik dengan narasi, memperbaiki warna tulisan supaya lebih kontras, menambahkan tulisan untuk tiap organ yang berperan dalam sistem pencernaan sapi, memperhatikan bentuk komponen organ, dan pengaturan penekanan masalah serta pengaturan letak gambar. saran dari kedua ahli dijadikan dasar untuk melakukan revisi. sesuai dengan pernyataan ruwanto (2009) bahwa adanya penggunaan ejaan dan istilah yang tepat dalam penulisan bahan ajar akan membantu si pembaca lebih mudah memahami makna bahan ajar tersebut. sesuai hasil skor penilaian baik oleh ahli materi maupun media dimana video contextual ini termasuk ke dalam kriteria baik karena sudah memuat materi berdasarkan indikator hots yang didukung dengan visualisasi media yang baik. dengan demikian atas dasar penilaian 2 ahli tersebut, maka dapat dikatakan bahwa video contextual yang dikembangkan ini layak digunakan sebagai bahan ajar dalam proses pembelajaran. tabel 4. hasil validasi oleh 2 ahli validator ʃ skor penilaian kriteria ahli materi 3,25 baik ahli media 3,12 baik jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 99 ari indriana hapsari, pengembangan bahan ajar tahap implementasi dilakukan pada 30 mahasiswa yang menempuh mata kuliah fisiologi hewan. pelaksanaan pembelajaran ini dimulai dengan pemutaran video contextual oleh dosen pengampu mata kuliah, setelah itu diadakan tes secara tertulis menggunakan indikator hots yang mana akan dijadikan sebagai nilai pre test. sedangkan nilai post test diperoleh dari pemutaran video contextual dan ditambah narasi terkait video contextual dari dosen pengampu mata kuliah kemudian diadakan test tertulis sebagai nilai post test. gambar 1. nilai rata-rata aktivitas hots dari gambar 1 diketahui bahwa secara keseluruhan dari masing-masing indikator hots menunjukkan aktivitas nilai rata-rata yang meningkat dari pre test ke post test. aktivitas pada masing-masing indikator hots yaitu analisis meliputi c41, c42, dan c43, evaluasi yaitu c51 dan c52, kreasi yaitu c61 dan c62 yang secara keseluruhan aktivitas tersebut mengalami peningkatan. pada indikator analisis yaitu kemampuan mahasiswa dalam membedakan bagian organ penyusun sistem pencernaan sapi dengan beberapa hewan non ruminantia (c41) memiliki nilai rata-rata paling tinggi yaitu 95 pada post test dibanding dua aktivitas lain yaitu c42 dan c43, hal ini diduga terkait tingkat kesulitan, pada aktivitas ini mahasiswa sudah memiliki bekal kemampuan kognitif c1, c2 dan c3 sehingga untuk jenjang di atasnya sebagian besar mahasiswa belum begitu mengalami kesulitan dalam pencapaian indikator tersebut. mahasiswa hanya membedakan bagian organ yang menyusun sistem pencernaan sapi dengan beberapa hewan non ruminantia lain. selain itu visualisasi video contextual yang diberikan dapat membantu mahasiswa dalam membedakan organ-organ tersebut sehingga hal itu tidak hanya dipahami secara teori akan tetapi melihat objek secara langsung sehingga nilai rata-ratanya lebih tinggi dibandingkan dengan aktivitas c42 dan c43 karena mahasiswa diharapkan mampu mengurutkan organorgan penyusun dan memberikan ciri khusus pada masing-masing organ yang mana memerlukan analisis yang lebih dalam sesuai indikator hots. dua indikator selanjutnya yaitu evaluasi dan kreasi. pada aktivitas c52 memberikan hasil rata-rata paling rendah yaitu pada pre test sebesar 65 dan 78,3 pada post test, hal tersebut diindikasikan bahwa mahasiswa masih mengalami kesulitan dan cenderung ragu dalam hal mengecek dan mengkritisi apa yang sudah mereka pahami. jika dibandngkan dengan hasil pada indikator kreasi yang secara keseluruhan masih lebih tinggi dibandingkan dengan indikator evaluasi. mahasiswa cenderung lebih tanggap dalam memunculkan ide dan merencanakan solusi terhadap permasalahan terkait sistem pencernaan sapi yang sudah diberikan. secara keseluruhan dari analisis yang dilakukan terhadap seluruh indikator bahwa hots ini juga ditentukan dengan kemamapuan kognitif mahasiswa, dimana mahasiswa dengan kemampuan tinggi mampu mencapai indikator hots dan juga mampu meningkatkan hotsnya sedangkan mahasiswa dengan kemampuan rendah dan sedang sebagian sulit untuk mencapai peningkatan hots pada masing-masing kategori kognitif yang lebih tinggi yaitu c5 dan c6 sedangkan mahasiswa dengan kemampuan hots tinggi mampu meningkatkan kemampuan hots nya menuju kategori kognitif c5 dan c6. selain itu permasalan yang diberikan pada indikator kreasi juga terkait dengan permasalahan nyata sehingga lebih 0 50 100 c41 c42 c43 c51 c52 c61 c62 90 89,1 74,16 82.5 65 86,6 70,8 95 90 75,8 86,6 73,3 88,3 77.5 pre test post test jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 100 ari indriana hapsari, pengembangan bahan ajar mempermudah mahasiswa dalam mencapai indikator tersebut dibandingkan dengan indikator evaluasi. hal ini sesuai dengan pendapat poedjiadi (2005) melakukan pembelajaran dengan mengkaji masalahmasalah yang terjadi dalam lingkungan membuat peserta didik berpikir bahwa belajar disekolah bermanfaat bagi dirinya maupun lingkungannya. jadi diharapkan mahasiswa melalui pengembangan video contextual ini lebih peka terhadap permasalahan yang terjadi dalam lingkungannya dan memikirkan cara untuk mengatasinya. tabel 5 nilai ngain indikator hots indikator xpre tes xpost test ngain analisis 84,44 86,94 0,16 evaluasi 73,75 80 0,24 kreasi 78,75 82,92 0,2 rata-rata 78,98 83,29 0,2 untuk mengetahui perbandingan sebelum dan sesudah dalam implementasi pengembangan bahan ajar ini, maka dilakukan melalui perhitungan nilai ngain. data nilai pre test dan post tes bertujuan untuk mengetahui apakah terdapat perbedaan yang signifikan sebelum dan sesudah dilakukan pembelajaran sub materi sistem pencernaan sapi melalui video contextual. menurut sitompul & susiana (2015) dengan melakukan pretestposttest hasil perlakuan lebih akurat karena dapat membandingkan keadaan sebelum dan sesudah. pada proses pembelajaran ini diketahui (tabel 5) bahwa terjadi peningkatan nilai rata-rata dari pre test ke nilai post test, dilihat dari perlakuan yang diberikan bahwa video contextual yang telah dikembangkan dengan penambahan narasi dari dosen pengampu mata kuliah cukup membantu mahasiswa dalam mencapai indikator untuk meningkatkan hots, dimana isualisai dengan warna yang cerah sebagai stimulus yang diterima oleh indera penglihatan selanjutnya diproses oleh otak kanan ditambah narasi dari dosen pengampu mata kuliah dimana mahasiswa mendengarkan penjelasan secara verbal, yang akan di proses di otak kiri. penyeimbangan kerja otak kanan dan kiri ini membuat tujuan pembelajaran dapat ditangkap dengan baik oleh mahasiswa. tri andayani et al., (2012) membuktikan bahwa penerapan model pembelajaran biologi menggunakan pendekatan contextual teaching and learning melalui media flipchart dan video lebih baik untuk meningkatkan pemahaman konsep dan hots siswa dibandingkan dengan siswa menggunakan pembelajaran langsung. dengan hasil nilai ngain sebesar 0,2 maka, jika di interpretasikan dimana nilai g < 0.3 yaitu rendah. dari hasil intrepertasi nilai ngain tersebut, maka perlu lagi di lakukan upaya untuk lebih meningkatkan nilai interpretasi tersebut. kesimpulan dan saran kesimpulan video contextual mampu meningkatkan hots mahasiswa pada mata kuliah fisiologi hewan dengan kategori baik saran video contextual ini perlu dikembangkan lebih lanjut dengan konten yang lain sehingga dapat meningkatkan hots mahasiswa sampai tingkat sangat baik. daftar rujukan anderson, l, & krathwohl, d. 2001. taxonomy for learning teaching and assessing: a revision of bloom’s taxonomy of educational objectives. new york: wesley longman bloom, b. s. 1979. taxonomy of educational objectives: handbook i cognitive domain. london:longmans group ltd. chaeruman, u. a. 2014. pembelajaran saintifik yang mengintegrasikan tik. seminar nasional pendidikan ipa, uin jakarta jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 94-101) 101 ari indriana hapsari, pengembangan bahan ajar ditjen dikti. 2008. pembelajaran inovatif dan partisipatif. jakarta: direktorat ketenagaan, departemen pendidikan nasional hodosyova, m. 2015. the development of science process skills in physics education. social and behavioral sciences jumiati, sari, m. & akmalia, d. 2011. peningkatan hasil belajar siswa dengan menggunakan model numbereds heads together (nht) pada materi gerak tumbuhan di kelas viii smp sei putih kampar. lectura 2 (2) krathwohl, d. r. 2002. a revision of bloom's taxonomy: an overview – theory into practice,college of education, the ohio state university learning domains or bloom's taxonomy: the three types of learning meij, hans, v. d. meij, & jan, v. d. 2014. a comparison of paper-based and video tutorials for software learning. computers & education merkt, m. 2011. learning with videos vs. learning with print: the role of interactive features. learning and instruction 21 nasution. 2010. berbagai pendekatan dalam proses belajar & mengajar. jakarta: bumi aksara poedjiadi, a. 2005. sains teknologi masyarakat: model pembelajaran konstektual bermutu nilai. bandung: remaja rosdakarya. sagala, s. 2012. konsep dan makna pembelajaran. bandung: alfabeta. yusriya, a. santoso, k. & priyono, b. 2014. pengembangan video pembelajaran materi klasifikasi hewan sebagai suplemen bahan ajar biologi smp. unnes journal of biology education. 3 (1) salpeter. 2001. century skill: have student ready. [online]. tersedia: http://www.21st centuryskill.org jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 197-208) 197 endrik nurrohman dkk, keanekaragaman makrofauna tanah keanekaragaman makrofauna tanah di kawasan perkebunan coklat (theobroma cacao l. ) sebagai bioindikator kesuburan tanah dan sumber belajar biologi endrik nurrohman1, abdulkadir rahardjanto1, sri wahyuni1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail: rahardjanto@gmail.com abstrak jenis penelitian yang digunakan adalah penelitian deskriptif kuantitatif. penelitian ini dilakukan pada tanggal 20-28 maret 2015 dengan metode jebakan (pit tfall trap). penelitian dilakuka bertujuan untuk mengetahui jenis makrofauna tanah, parameter ekologi, indeks keanekaragaman jenis, dan indeks kemerataan jenis yang terdapat di kawasan perkebunan coklat. hasil penelitian menunjukkan bahwa makrofauna tanah yang ditemukan terdiri dari jenis tachita angulata, cryptocercus garciai, lymnaea rubiginosa, odontoponera denticulata, sigmoria trimaculata, pirata piratichus, sitena sp., grillus sp., scolopendra gigantea, forficula auricularia, hydrochara soror, leptocarisa acuta, trigoniulus corallinus, odontomanchus sp., lumbricus rubellus, phyllopaga sp., componatus arogans, geophilus sp., gryllotalpa grillotalpa, ploiaria sp.. parameter ekologi makrofauna tanah adalah: (1) kepadatan berkisar antara 0,25 ind/m2 – 4,75 ind/m2, kepadatan relatif berkisar antara 0,002 0,052. kepadatan terendah jenis grillotalpa grillotalpa dan tertinggi jenis pirata piraticus (2) frekuensi berkisar antara 0,16 – 1,00, frekuensi relatif berkisar antara 0,018 – 0,115 dengan nilai frekuensi terendah jenis grillotalpa grillotalpa dan tertinggi jenis scolopendra gigantea. (3) indeks nilai penting tertinggi jenis pirata piratichus 5,28, terendah grillotalpa grillotalpa 0,027. indeks keanekaragaman jenis shannon wiener (h’) kategori keanekaragaman jenis rendah. nilai evennes (e) populasi cenderung merata. hail uji c-organik tanah sangat tinggi berarti tanah tergolong tanah yang subur. rendahnya keanekaragaman karena adanya penggunaan pestisida jenis carbokfuran yang mendominasi. hasil penelitian ini digunakan sebagai sumber belajar biologi berupa buku petunjuk praktikum. kata kunci: makrofauna tanah, bioindikator dan keanekaragaman indonesia adalah negara yang mendapat sebutan sebagai mega biodiversity terbesar setelah brazil dan madagaskar. diperkirakan 25% spesies dunia berada di indonesia, dengan kombinasi yang cukup unik. secara total keanekaragaman hayati di indonesia sebesar kurang lebih 325.350 jenis flora dan fauna (rahmawaty, dalam imawan, 2013). keanekaragaman hayati merupakan totalitas dari kehidupan organisme di suatu kawasan tertentu (sugiyarto dkk., 2007). biodiversitas suatu kawasan merupakan fungsi dari diversitas lokal atau habitat tertentu dan struktur yang ada di dalamnya pada daerah terestial, biodiversitas tanah merupakan salah satu bentuk diversitas alfa yang sangat berperan dalam mempertahankan sekaligus meningkatkan fungsi tanah untuk menopang kehidupan di dalamnya. pemahaman tentang biodiversitas tanah masih sangat terbatas, baik dari segi taksonomi maupun fungsi ekologinya. untuk itu diperlukan upaya untuk mengkaji dan sekaligus melestarikannya (hagvar dalam sugiyarto, 2000). biodiversitas fauna tanah adalah hewan-hewan yang hidup di atas maupun di bawah permukaan tanah. berdasarkan ukuran tubuhnya, fauna tanah dapat dibedakan menjadi empat kelompok yaitu mikrofauna dengan diameter tubuh 0,020,2 mm, mesofauna dengan diameter tubuh 0,2-2 mm contoh nematoda, collembola dan acarina. makrofauna dengan diameter tubuh 2-20 mm contoh cacing, semut, dan rayap megafauna dengan diameter tubuh lebih besar dari 2 cm contoh bekicot (nusroh, 2007). peran aktif makrofauna tanah dalam menguraikan bahan organik tanah dapat mempertahankan dan mengembalikan produktivitas tanah dengan didukung faktor lingkungan disekitarnya (thamrin dan hanafi dalam wulandari dkk., 2005). jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 198 endrik nurrohman dkk, keanekaragaman makrofauna tanah brussaard dalam wulandari dkk (2005), menjelaskan bahwa keberadaan dan aktivitas mesofauna dan makrofauna tanah dapat meningkatkan aerasi, infiltrasi air, agregasi tanah, serta mendistribusikan bahan organik tanah sehingga diperlukan suatu upaya untuk meningkatkan keanekaragaman mesofauna dan makrofauna tanah. keberadaan fauna tanah sangat dipengaruhi oleh kondisi tanah, salah satunya adalah adanya bahan organik dalam tanah (putra, 2012). keberadaan fauna dapat dijadikan parameter dari kualitas tanah, fauna tanah yang digunakan sebagai bioindikator kesuburan tanah tentunya memiliki jumlah yang relatif melimpah (ibrahim, 2014). salah satu fauna tanah yang dapat dijadikan bioindikator adalah makrofauna tanah. hal tersebut dijelaskan oleh (tim sintesis kebijakan dalam paritika, 2010) menjelaskan bahwa masing-masing biota tanah mempunyai fungsi yang khusus dan mempunyai fungsi ekologis yang khusus. keanekaragaman biota dalam tanah dapat digunakan sebagai indikator biologis kualitas tanah. setiap grup fauna tanah dapat dijadikan bioindikator karena keberadaan fauna tanah sangat bergantung dengan faktor biotik dan abiotik tanah (sugiyarto, 2010). makrofauna tanah mempunyai peranan besar untuk memperbaiki sifat-sifat fungsional tanah (nusroh, 2000). penelitian makrofauna tanah terutama yang terdapat pada lahan perkebunan coklat masih sedikit dilakukan. tanaman coklat yang berada di banyuwangi merupakan kawasan perkebunan coklat yang paling luas di jawa timur, perkebunan ini dikelola oleh pt.perkebunan nusantara xii (persero) yang berlokasi di desa jatirono kecamatan kalibaru kabupaten banyuwangi. hasil observasi dan wawancara yang dilakukan, kendala dalam berkebun coklat adalah banyaknya hama yang menyerang, karena itu banyak pestisida yang digunakan untuk menjaga tanaman coklat dari serangan fauna pengganggu, karena aktifitas tersebut maka akan mengancam keberadaan dari makrofauna. rahmawati (2012) menjelaskan penggunaan pupuk kimia sintetik dan insektisida sintetik secara berlebihan dapat menimbulkan berbagai permasalahan minimnya kajian dan penelitian tentang makrofauna tanah menyebabkan kurangnya informasi dan pengetahuan tentang makrofauna tanah. terbatasnya penelitian makrofauna ini dikuatkan oleh lavelle et al., dalam sugiyarto (2000) meskipun telah banyak yang melaporkan tentang peran makrofauna tanah dalam sistem reproduksi tanaman pertanian, tetapi perhatian pada perlunya melakukan konservasi terhadap biodiversitas makrofauna tanah masih sangat terbatas. banyak tema penelitian yang masih perlu dilakukan guna meningkatkan kelestarian dan daya manfaat makrofauna tanah (sugiyarto, 2000). pembelajaran merupakan suatu proses yang terdiri dari kombinasi dua aspek, yaitu belajar tertuju kepada apa yang harus dilakukan oleh siswa, mengajar berorientasi pada apa yang harus dilakukan oleh guru sebagai pengajar (haris dkk, 2008). belajar merupakan proses interaksi antara peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar (liandini, 2006). pengembangan sumber belajar tersebut perlu dilakukan pada mata pelajaran biologi materi keanekaragaman hayati di sma. biologi sebagai bagian dari sains, menuntut kompetensi belajar pada ranah pemahaman tingkat tinggi yang komprehensif. namun dalam kenyataanya siswa saat ini cenderung menghafal daripada memahami, padahal pemahaman merupakan modal dasar bagi penguasaan selanjutnya (wena at al., dalam mastiroh, 2012). biologi merupakan mata pelajaran yang wajib ditempuh bagi siswa sma di kelas x, materi keanekaragaman hayati sangat berkaitan dengan ekosistem lingkungan. oleh karena itu, peneliti menganggap sangat penting untuk jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 199 endrik nurrohman dkk, keanekaragaman makrofauna tanah dilakukan penelitian tentang “keanekaragaman makrofauna tanah di kawasan perkebunan coklat (theobroma cacao l.) sebagai bioindikator kesuburan tanah dan sumber belajar biologi”. metode penelitian jenis penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif-kuantitatif. menurut sukmadinata (2011) penelitian deskriptif merupakan penelitian yang mendeskripsikan atau menggambarkan fenomena-fenomena yang ada, baik fenomena yang bersifat alamiah atau rekayasa manusia. penelitian kuantitatif bertujuan untuk menjelaskan angka-angka data analisis mengunakan statistik (sugiyono, 2010). penelitian ini akan mendeskripsikan tentang keanekaragaman makrofauna tanah dan faktor biotik tanah, kemudian data yang diperoleh akan dianalisis untuk dilanjutkan sebagai sumber belajar biologi berupa buku petunjuk praktikum pada materi keanekaragaman hayati jenjang pendidikan sma kelas x. penelitan ini dilakukan untuk memperoleh fakta atau data tentang keanekaragaman jenis, kemerataan, indeks nilai penting makrofauna tanah di kawasan perkebuna coklat (theobroma cacao l.). kecamatan kalibaru kabupaten banyuwangi. penelitian ini dilaksanakan pada 18 maret sampai dengan 28 april 2015 di kawasan perkebuna coklat (theobroma cacao l.). kecamatan kalibaru kabupaten banyuwangi. populasi dalam penelitian ini adalah semua hewan makrofauna tanah yang ditemuakan pada lokasi penelitian di kawasan perkebunan coklat (theobroma cacao l.). pt. perkebunan nusantara xii (persero) yang berlokasi di dusun jatirono desa kajarharjo kecamatan kalibaru kabupaten banyuwangi. sampel dalam penelitian ini adalah makrofauna tanah yang ditemukan pada setiap setasiun penelitian di daerah perkebunan coklat (theobroma cacao l.). pt. perkebunan nusantara xii (persero) yang berlokasi di dusun jatirono desa kajarharjo kecamatan kalibaru kabupaten banyuwangi. teknik sampling menggunakan simple random sampling, penelitian ini dilakukan pada 6 stasiun yang berbeda. alat dan bahan yang digunakan meliputi; cangkul, ph meter, soil tester, roll meter, termometer, beaker glass, formalin, aquades, cawan petri, kamera, dan alat tulis. penelitian dilakukan melalui beberapa tahapan yaitu penentuan lokasi penelitian dan dilanjutkan dengan pemetaan untuk menentukan stasiun dan ulangat/ pemasangan jebakan pit fall trap. makrofauna tanah yang terkoleksi di bersihkan dan diidentifikasi dengan mengacu pada buku pengenalan serangga borror et al., (1992), ekologi hewan tanah suin (2012), dan buku calssification of insects brues et al., (1954) dan di identifikasi di laboratorium diversitas fmipa universitas brawijaya malang. instrumen pengambilan data meliputi; kepadatan dan kepadatan relatif, frekuensi dan frekuensi relatif, indeks nilai penting, keanekaragaman, kemerataan,. teknis analisis data menggunakan korelasi pearson untuk mengatahui hubungan antara makrofauna tanah dengan faktor abiotik. hasil dan pembahasan jenis-jenis mesofauna tanah yang ditemukan jenis–jenis makrofauna tanah yang ditemukan di lokasi penelitian di kawasan perkebunan coklat kecamatan kalibaru kabupaten banyuwangi yang terkoleksi terdiri dari 7 kelas dengan 14 bangsa dan tergolong dalam 17 suku 20 marga dan 20 jenis. jenis yang ditemukan adalah tachita angulata, cryptocercus garciai, lymnaea rubiginosa, odontoponera denticulata, sigmoria trimaculata, pirata piratichus, jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 200 endrik nurrohman dkk, keanekaragaman makrofauna tanah sitena sp., grillus sp., scolopendra gigantea, forficula auricularia, hydrochara soror, leptocarisa acuta, trigoniulus corallinus, odontomanchus sp., lumbricus rubellus, phyllopaga sp., componatus arogans, geophilus sp., gryllotalpa grillotalpa, ploiaria sp. seperti yang tersaji pada tabel 1. tabel 1. makrofauna yang terkoleksi no kelas ordo suku marga jenis jumlah individu stasiun penelitian 1 2 3 4 5 6 1 insecta orthroptera gryllotalpidae gryllotalpa gryllotalpa grillotalpa 0 1 0 0 0 0 gryllinae gryllus gryllus sp 1 0 0 0 1 2 hymenoptera formicidae odontopone ra odontoponera denticulata 3 0 0 2 1 0 odontoman chus odontomanch us sp 0 0 1 0 0 0 componotus componotus arogans 0 1 1 2 1 2 dermaptera forficulidae forficula forficula auricularia 1 1 0 0 0 1 coleoptera scarabaeidae phyllophaga phyllopaga sp 0 0 0 1 0 1 hydrophilidae hidrochara hidrochara soror 0 2 0 1 1 1 meloidae tachyta tachyta angulata 1 0 1 0 1 1 hemiptera pyrrhocoridae ploiaria ploiaria sp 0 0 1 0 0 0 coreidae leptocarisa leptocorisa acuta 0 1 0 0 0 0 blattaria cryptocercidae cryptocercus cryptocercus garciai 1 0 0 0 0 0 2 hexapoda coleoptera chrysomelidae systena systena sp 1 0 0 1 1 1 3 diplopoda polydesmida xystodesmidae sigmoria sigmoria trimaculata 1 0 0 1 1 0 spirobolida trigoniulidae trigoneulus trigoneolus corallinus 0 1 1 1 1 1 4 arachnida araneae lycosidae pirata pirata piraticus 4 6 7 0 2 0 5 citellata haplotaxida lumbricidae lumbricus lumbricus rubellus 0 0 0 0 0 1 6 chilopoda scolopendro morpha scolopendridae scolopendra scolopendra gigantea 4 2 3 3 3 0 geophilomo rpha geophilidae geophilus geophilus sp 2 1 1 2 0 1 7 gastropoda stylommato phora lymnaeidae lymnaea lymnaea rubiginosa 1 1 1 0 0 0 jumlah 19 17 17 13 13 12 berdasarkan tabel 1. diperoleh 2 kelas mesofauna tanah yang terdiri dari 20 marga dan 20 jenis berbeda yang diketemukan di lokasi penelitian. jenis makrofauna tanah yang ditemukan di stasiun yang berbeda dapat disebabkan http://en.wikipedia.org/wiki/lymnaeidae jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 201 endrik nurrohman dkk, keanekaragaman makrofauna tanah karena mesofauna tanah tersebut bersifat mobil (bergerak), sehingga bila kondisi lingkungan tidak baik maka makrofauna tanah tersebut akan berpindah tempat. keberadaan fauna tanah sangat dipengaruhi oleh faktor lingkungan yaitu faktor biotik dan faktor abiotik. faktor lingkungan abiotik yang mempengaruhi adalah faktor fisika antara lain tekstur tanah, struktur tanah, dan faktor kimia antara lain ph, salinitas, kadar bahan organik dan unsur mineral tanah. sedangkan faktor biotik yang mempengaruhi antara lain mikroflora dan tanaman. tanaman dapat meningkatkan kelembaban tanah dan sebagai penghasil seresah yang disukai fauna tanah (nusroh, 2007). indeks nilai penting (inp) mesofauna tanah indeks nilai penting (inp) atau important value index merupakan indeks kepentingan yang menggambarkan pentingnya peranan suatu jenis vegetasi dalam ekosistem (fachrul, 2012). berdasarkan hasil perhitungan indeks nilai penting makrofauna tanah di kawasan perkebunan coklat dapat diketahui bahwa nilai indeks nilai penting pada lokasi penelitian stasiun 1 tertinggi adalah jenis pirata piratichus yaitu 5,28% kemudian jenis makrofauna yang memiliki indeks nilai penting tertinggi pada stasiun 2 yaitu jenis scolopendra gigantea yaitu 4,50% kemudian jenis makrofauna yang memiliki indeks nilai penting tertinggi pada stasiun 3 yaitu jenis pirata piratichus yaitu 5,28% kemudian jenis makrofauna yang memiliki indeks nilai penting tertinggi pada stasiun 4 yaitu jenis scolopendra gigantea yaitu 4,50% kemudian jenis makrofauna yang memiliki indeks nilai penting tertinggi pada stasiun 5 yaitu jenis pirata piratichus yaitu 5,28% kemudian jenis makrofauna yang memiliki indeks nilai penting tertinggi pada stasiun 6 yaitu jenis hidrochara soror yaitu 1,42%. indeks keanekaragaman (diversity) mesofauna tanah adapun hasil keanekaragaman makrofauna tanah pada stasiun i, ii, iii, iv, v dan vi tersajikan pada gambar 1. berikut. gambar 1. indeks keanekaragaman mesofauna tanah pada 3 stasiun penelitian berdasarkan grafik diatas diketahui bahwa 4 stasiun dari 6 stasiun berada dalam kategori dengan nilai indeks keanekaragaman yang rendah, hal tersebut karena memang lokasi penelitian merupakan lokasi dengan keadaan yanh homogen. menurut fatawi (2002) semakin heterogen dan kompleks suatu daerah atau lingkungan secara fisik maka semakin tinggi tingkat keanekaragaman jenisnya. selain itu faktor biotik dan abiotik dari lingkungan juga mempengaruhinya. sugiyarto (2000) menambahkan keanekaragaman makrofauna tanah menunjukkan korelasi tinggi dengan kandungan bahan organik tanah. suin (2012) mengungkapakan rendahnya nilai indeks keanekaragaman (diversity) kemungkinan besar dipengaruhi oleh faktor-faktor lingkungan abiotic. kelembaban tanah juga memiliki peranan penting di dalam menentukan tingkat keanekaragaman jenis dalam suatu komunitas. pada lokasi penelitian didapatka rat-rata kelembapan 35-38,5% diamana hasil tersebut masih dalam kelembapan normal. sukarsono (2009) menjelaskan temperatur dan kelembaban memiliki peran penting dalam lingkungan 0 0.5 1 1.5 2 2.5 1.61 1.85 1.82 1.97 2.26 2.02 stasiun 1 stasiun 2 stasiun 3 stasiun 4 stasiun 5 stasiun 6 jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 202 endrik nurrohman dkk, keanekaragaman makrofauna tanah daratan dan sebagai bagian paling penting dari iklim. temperatur memberikan efek membatasi pertumbuhan organisme apabila keadaan kelembaban ekstrim tinggi atau rendah, akan tetapi kelembaban memberikan efek lebih kritis terhadap organisme pada suhu yang ekstrim tinggi atau ekstrim rendah, selain itu kelembaban tanah juga sangat mempengaruhi nitrifikasi, kelembaban tinggi lebih baik bagi hewan tanah dari pada kelembaban rendah. berkurangnya suatu jenis fauna tanah akan mengakibatkan adanya suatu jenis yang mendominasi di suatu daerah tersebut. ph tanah sangat penting dalam ekologi fauna tanah karena keberadaan dan kepadatan fauna tanah sangat tergantung pada ph tanah. pada lokasi penelitian didapatkan rata ph 5-6 dimana ph tersebut kurang sesuai dengan kehidupan makrofauna tanah. pengukuran ph tanah sangat penting dalam ekologi hewan tanah karena keberadaan dan kepadatan hewan tanah sangat bergantung pada ph tanah (suin, 2012). handayanto & hairiah (2009) menjelaskan bahwa sebagian besar fauna tanah menyukai ph berkisar 6-7 karena ketersediaan unsur hara yang cukup tinggi. kondisi ph tanah yang terlalu asam dan basa dapat menggangu kehidupan fauna tanah, tetapi suin (2012) menjelaskan bahwa terdapat fauna tanah yang dapat hidup di kondisi ph asam dan dapat dijumpai pula pada kondisi ph basah. suin (2012) menjelaskan bahan organik tanah sangat menentukan kepadatan populasi organisme tanah salah satunya adalah fauna tanah diamana semakin tinggi kandungan organik tanah maka akan semakin beranekaragaman fauna tanah yang terdapat pada suatu ekosistem. komposisi dan jenis serasa daun menentukan jenis fauna tanah yang terdapat di daerah tersebut dan banyaknya tersedia serasah menentukan kepadatan fauna tanah. material bahan organik merupakan sisa tumbuhan dan hewan organisme tanah, baik yang telah terdekomposisi maupun yang sedang terdekomposisi. menurut supriyadi (2008) kandungan bahan organik (c-organik) dalam tanah mencerminkan kualitas tanah, dimana kandungan bahan organik dikatakan sangat rendah apabila < 2 %, dan rendah apabila > 2 %, kandungan bahan organik yang berkisar 2-10% memiliki peranan yang sangat penting. suhu tanah adalah merupakan faktor fisika tanah yang sangat menentukan tingkat keanekaragaman jenis fauna tanah, suhu tanah sangat menentukan proses terjadinya dekomposisi bahan organik tanah (suin, 2012). pada lokasi penelitian didapatkan suhu rata-rata 22oc diamana suhu tersebut sesuai dengan kehidupan makrofauna tanah. menurut handayanto & hairiah (2009) menjelaskan bahwa suhu tanah sangat terkait erat dengan kelambaban tanah. jenis-jenis fauna tanah memiliki variasi suhu yang berbeda dalam mempertahankan tubuhnya. seperti dijelaskan sukarsono (2009) bahwa fruktuasi 10-20oc dengan rata-rata 15oc tidak sama pengaruhnya terhadap hewan tanah bila di bandingkan dengan lingkungan bersuhu konstan 15oc, laju tersebut menghasilkan pertumbuhan yang lebih cepat pada sebagian fauna tanah. tingginya laju pertumbuhan maka semakin tinggi tingkat keanekaragaman jenisnya dan begitu juga dengan sebaliknya. tingkat residu pestisida di lingkungan dipengaruhi oleh beberapa faktor, seperti suhu lingkungan, kelarutanya dalam air, serta penyerapanya oleh koloid bahan organik tanah. hasil penelitian menunjukkan organofosphat yang ada pada kawasan perkebunan coklat adalah jenis dichlorvos, diamidafos, carbofuran, mevinphos, buprofezin, glyphosat, dan benthlavalicarb. organofosphat yang mendominasi atau nilai paling tinggi berdasarkan uji laboratorium pada stasiun 1,3,4,5, dan 6 adalah carbufuran sedangkan stasiun 6 adalah diamidafos. pestisida dalam tanah memiliki persisten atau sukarnya pestisida terurai dalam tanah yang berbeda jangka jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 203 endrik nurrohman dkk, keanekaragaman makrofauna tanah waktunya. menurut shu gui dai (1998) pestisida dikatakan tidak persisten apabila waktu paruhnya antara 3-12 bulan. berikut ini disajikan waktu paruh organophosfat yang ada pada tanah lokasi penelitian. kemerataan merupakan pembagian individu yang merata diantara jenis (suheriyanto, 2008). berdasarkan perhitungan tentang indeks kemerataan, didapatkan hasil bahwa indeks kemerataan untuk stasiun i sebesar 0,62, stasiun ii 0,84, stasiun iii 0,83, stasiun iv 0,95, stasiun v sebesar 0,98, dan stasiun vi 1,88. diketahui bahwa indeks kemerataan tertinggi pada stasiun vi. mengacu pada kriteria menurut goegianto (2012) pada penelitian didapatkan nilai indeks kemerataan pada stasiun i yaitu 0,64, dan stasiun ii yaitu 0,84, pada stasiun iii yaitu 0,83. pada stasiun iv yaitu 0,95. pada stasiun v yaitu 0,98, tiga stasiun tersebut mendekati angka 1 yang berarti kemerataan antar jenis merata . pada stasiun vi yaitu 1,88. indeks kemerataan tertinggi pada stasiun vi yaitu sebesar 1,88,. hal tersebut dimungkan bahwa pada lokasi stasiun tersebut banyak adanya seresah-seresah yang dapat diubah oleh makrofauna tanah menjadi bahan organik dalam tanah sehingga memungkinkan sereseh tersebut menjadi sumber makanan atau nutrisi yang melimpah bagi makrofauna tanah. berdasarkan hasil penelitian pada perhitungan tentang hasil uji c-organik tanah dapat diketahui bahwa tanah pada lokasi penelitian menunjukkan kriteria tanah yang tergolong subur karena nilai corganik tanah yang tinggi. menurut hanafiah (2013) kesuburan tanah juga dipengaruhi oleh ketersediaan hara atau corganik tanah, rendahnya ketersediaan hara mencerminkan rendahnya kesuburan tanah sehingga keberadaan makrofauna tanah sebagai perombak bahan organik sangat menentukan ketersediaan hara dalam menyuburkan tanah. semakin tinggi kandunga bahan organik dalam tanah maka tanah tersebut akan semakin subur begitu juga sebaliknya. menurut supriyadi (2008) kandungan bahan organik (c-organik) dalam tanah mencerminkan kualitas tanah, dimana kandungan bahan organik dikatakan sangat rendah apabila < 2 %, dan rendah apabila > 2 %, kandungan bahan organik yang berkisar 2-10% memiliki peranan yang sangat penting. bahan organik tanah merupakan indikator dari kualitas tanah, karena merupakan sumber dari unsur hara. bahan organik tanah erat kaitannya dengan kondisi tanah baik secara fisik, kimia dan biologis yang selanjutnya turut menentukan produktivitas suatu lahan (waluyaningsih, 2008). menurut hanafiah (2013) kesuburan tanah juga dipengaruhi oleh ketersediaan hara, rendahnya ketersediaan hara mencerminkan rendahnya kesuburan tanah sehingga keberadaan makrofauna tanah sebagai perombak bahan organik sangat menentukan ketersediaan hara dalam menyuburkan tanah. meningkatnya keanekaragaman makrofauna di dalam tanah dengan meningkatnya kandungan bahan organik tanah dan dominansi vegetasi bawah disebabkan oleh karena bahan organik tanah maupun sisa-sisa tanaman dari vegetasi bawah dapat dimanfaatkan oleh makrofauna di dalam tanah sebagai sumber makananya (sugiyarto, 2000). suin (2012) menjelaskan bahan organik tanah sangat menentukan kepadatan populasi organisme tanah salah satunya adalah fauna tanah diamana semakin tinggi kandungan organik tanah maka akan semakin beranekaragaman fauna tanah yang terdapat pada suatu ekosistem. hasil penelitian menunjukkan bahwa pada tabel 4.3 tentang indeks keanekaragaman makrofauna tanah didapatkan hasil bahwa pada lokasi penelitian keanekaragaman jenisnya rendah. rendahnya keanekaragaman pada lokasi penelitian disebabkan oleh beberapa faktor, salah satu faktor tersebut adalah penggunaan pestisida sintetik. hasil uji tanah tentang organofotphat menunjukkan organofosphat yang ada pada kawasan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 204 endrik nurrohman dkk, keanekaragaman makrofauna tanah perkebunan coklat adalah jenis dichlorvos, diamidafos, carbofuran, mevinphos, buprofezin, glyphosat, dan benthlavalicarb. organofosphat yang mendominasi atau nilai paling tinggi berdasarkan uji laboratorium pada stasiun 1,3,4,5, dan 6 adalah carbufuran sedangkan stasiun 6 adalah diamidafos. rahmawati (2012) menjelaskan penggunaan pupuk kimia sintetik dan insektisida sintetik secara berlebihan dapat menimbulkan berbagai permasalahan. permasalahan yang ditimbulkan yaitu bisa pencemaran pupuk kimia dan pestisida, penurunan kualitas lahan, penurunan kesehatan manusia akibat menkonsumsi hasil pertanian yang banyak mengandung residu dari bahan-bahan kimia, serta bisa menyebabkan kepunahan pada jenis-jenis makrofauna tanah tertentu yang berdampak pada kurangnya keanekaragaman jenis makrofauna tanah yang ada di ekosistem tersebut. berdasarkan hasil perhitungan korelasi antara faktor abiotik (kelembapan, ph, suhu dan c-organik) dengan jumlah jenis makrofauna tanah di kawasan perkebunan coklat kecamatan kalibaru kabupaten banyuwangi dapat diketahui nilai korelasinya. berdasarkan hasil analisis korelasi antara faktor abiotik (ph tanah, kelembaban tanah dan kandungan c-organik tanah) dengan jumlah jenis serangga tanah adalah sebagai berikut: ph tanah memiliki nilai korelasi pearson (r), yaitu 0,375 < 0,5, artinya ph tanah memiliki hubungan lemah terhadap jumlah jenis makrofuana tanah. kelembaban tanah memiliki nilai korelasi pearson (r), yaitu -0,345 < 0,5, sehingga memiliki arti bahwa kelembaban tanah memiliki hubungan lemah terhadap jumlah jenis serangga tanah, sedangkan faktor abiotik yang terakhir yaitu kandungan corganik tanah. hasil analisis korelasi pearson (r) memiliki nilai yaitu -0,21> 0,5 sehingga memiliki arti bahwa c-organik tanah memiliki hubungan kuat terhadap jumlah jenis makrofauna tanah. hasil penelitian sebagai sumber belajar merurut jasmiko dkk (2010), sumber belajar adalah semua sumber (yang meliputi data,orang dan barang) yang mungkin dapat digunakan oleh pebelajar baik secara sendiri-sendiri maupun dalam bentuk kelompok, biasanya dalam bentuk informal untuk memberikan kemudahan belajar. sediman (2006) mendefinisikan sumber belajar sebagai segala sesuatu yang dapat digunakan untuk belajar, yakni dapat berupa orang, benda, pesan, bahan. aect (1977) mengartikan sumber belajar sebagai semua sumber (data, manusia, dan barang) yang dapat dipakai oleh pelajar sebagai suatu sumber tersendiri atau dalam kombinasi untuk memperlancar belajar dan meliputi pesan, orang, material, alat, teknik, dan lingkungan. berdasarkan penelitian tentang makrofauna tanah ini peneliti mengembangkan dan mengharapkan dapat digunakan sebagai sumber belajar biologi sma kelas x semester 1 pada materi berbagai tingkat keanekaragaman hayati berdasarkan kurikulum yang berlaku saat ini dengan kompetensi dasar yaitu 3.2 menganalisis data hasil observasi tentang tingkat keanekaragaman hayati (gen, jenis, dan ekosistem). dan 3.7 mendeskripsikan keanekaragaman gen, jenis , dan ekosistem melalui kegiatan pengamatan. hasil penelitian yang akan dimanfaatkan sebagai sumber belajar menurut djohar dalam ningsih (2014) harus memperhatikan syarat pemanfaatan sumber belajar yaitu kejelasan potensi, kesesuaian dengan tujuan belajar, ketapatan sasaran, kejelasan informasi yang diungkapkan, kejelasan pedoman eksplorasi, dan kejelasan perolehan yang diharapkan. pada penelitian ini akan diuraikan syarat pemanfaatan sebagai sumber belajar yaitu sebagai berikut. kejelasan potensi jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 205 endrik nurrohman dkk, keanekaragaman makrofauna tanah mempelajari hal ini berarti peserta didik akan mendapatkan informasi, keterampilan, serta pengetahuan mengenai bagaimana cara mengidentifikasi jenis makrofana yang berada di lingkungan sekitar berdasarkan ciri-ciri morfologi dengan mengacu pada literatur mengenai kunci identifikasi fauna tanah. jika setiap subjek dan objek apapun dan dimanapun dapat memberikan pengalaman belajar siswa maka makrofauna sebagai objek penelitian dapat dikatakan sebagai sumber belajar. ketepatan sasaran fokus utama dalam kegiatan pembelajaran ini adalah kajian mengenai struktur komunitas makrofauna tanah yang meliputi jenis-jenis makrofauna yang diketemukan, keanekaragaman jenis, kemerataan dan indeks nilai penting. faktor-faktor yang dapat mempengaruhi struktur komunitas makrofauna tanah. 4.6.1 kesesuaian dengan tujuan belajar kegiatan pembelajaran ini berarti harus melibatkan berbagai macam aspek kemampuan seperti kognitif dan afektif maupun psikomotorik karena kegiatan ini tidak lepas dari aktivitas observasi, merumuskan masalah, melakukan pengamatan, melakukan pengukuran lingkungan abiotik, menemukan jenis-jenis makrofauna tanah, menyatakan hasil pengamatan dn membuat kesimpulan dengan demikian tujuan dari belajar adalah dapat meningkatkan aspek kognitif, afektif dan psikomotorik bagi peserta didik. kejelasan informasi yang diungkapkan informasi yang diungkapkan dari penelitian ini adalah berupa fakta yang dapat dikembangkan menjadi konsep dan prinsip. informasi tersebut berkisar pada keanekaragaman makrofauna tanah, peranan makrofauna tanah di dalam konsep yang diperoleh dapat digunakan untuk mengisi struktur konsep pada materi berbagai keanekaragaman hayati indonesia kejelasan pedoman eksplorasi hasil penelitian ini dapat dilakukan oleh siswa sma sebagai petunjuk untuk melakukan pengamatan secara berkelompok mengenai struktur komunitas makrofauna tanah di lingkungan sekitar rumah. berdasarkan uraian diatas hasil penelitian tentang keanekaragaman makrofauna tanah di kawasan perkebunan coklat sebagai bioindikator kesuburan tanah dan sumber belajar biologi maka di susunlah sumber belajar berupa buku petunjuk praktikum yang isinya meliputi : 1. sampul atau cover 2. kata pengantar 3. kompetensi initi 4. kompetensi dasar 5. daftar isi 6. dasar teori 7. tujuan 8. langkah pengamatan 9. langkah pengawetan 10. bahan diskusi 11. tugas 12. lembar kerja 13. daftar pustaka. kesimpulan 1. jenis makrofauna tanah yang diketemukan di kawasan perkebunan coklat kecamatan kalibaru kabupaten banyuwangi diantaranya adalah tachyta angulata, cryptocercus garciei, lymnea rubigenosa, odontoponera denticulata, sigmoria trimaculata, pirata piratichus, sitena sp., grillus sp., scolopendra gigantea, forficula auricularia, hydrochara soror, leptocarisa aculata, trigoniulus corallinus, odontomanchus sp., lumbricus rubellus , phyllopaga sp., componatus arogans, geophilus sp., gryllotalpa grillotalpa, ploiaria sp. 2. indeks keanekaragaman makrofauna tanah yang diketemukan di kawasan perkebunan coklat kecamatan kalibaru kabupaten banyuwangi berkisar antara 1,61 sampai 2,26. indeks keanekaragaman makrofauna tanah tertinggi terdapat pada stasiun penelitian 5 yaitu 2,26. berdasarkan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 146-164) 206 endrik nurrohman dkk, keanekaragaman makrofauna tanah nilai indeks keanekaragaman semut pada stasiun penelitian i, ii, dan iii berada dalam kategori rendah dan stasiun iv,v dan vi dalam kategori sedang. 3. indeks kemerataan makrofauna tanah yang diketemukan di kawasan perkebunan coklat kecamatan kalibaru kabupaten banyuwangi berkisar antara 0,64 sampai 1,88. indeks kemerataan makrofauna tertinggi terdapat pada stasiun penelitian vi yaitu 1,88. berdasarkan nilai indeks kemerataan makrofauna tanah pada stasiun penelitian i, ii, iii, iv, v, dan vi menunjukkan bahwa kemerataan antar jenis relatif merata atau jumlah individu masing-masing relatif sama. 4. indeks nilai penting (inp) makrofauna tanah yang mendominasi yang diketemukan di kawasan perkebunan coklat kecamatan kalibaru kabupaten banyuwangi yaitu pada jenis pirata piraticus yaitu sebesar 5,28 % dan pada jenis scolopendra gigantea sebesar 4,50%. 5. hasil penelitian keanekaragaman makrofauna tanah yang diketemukan di kawasan perkebunan coklat kecamatan kalibaru kabupaten banyuwangi dapat digunakan sebagai sumber belajar biologi sma kelas x pada materi 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terhadap produktivitas lahan . jurnal penelitian: bogor. wulandari, uteni dkk. 2005. pengaruh keanekaragaman mesofauna dan makrofauna tanah terhadap dekomposisi bahan organik tanaman di bawah tegakan sengon (paraserianthes falcataria). jurnal penelitian uns: surakarta. 53 citation: suciyati, a., & adian, t (2018). developing the fun and educative module in plant morphology and anatomy learning for tenth graders. jpbi (jurnal pendidikan biologi indonesia), 4(1), 53-60. https://doi.org/10.22219/jpbi.v4i1.5334 vol. 4 no. 1, 2018; pp. 53-60 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 06/02/2018 revised: 26/03/2018 accepted: 28/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing the fun and educative module in plant morphology and anatomy learning for tenth graders alfi suciati* and tabita adian department of biology education, university of borneo tarakan, north kalimantan, indonesia *corresponding e-mail: alphie120115@gmail.com abstract this research aims to examine the eligibility of and responses from expert media, expert material, practitioners and students’ on the ‘fun and educative’ biology module. the module was developed in a fun and educative way presenting various educative games. the research development model is using addie model that consists of five phases: analysis, design, development, implementation, and evaluation. the data collection technique employed examination of learning media experts, material experts, practitioners (biology teachers), and students. the data of research was analyzed in descriptive-qualitative and descriptive-qualitative ways. the results of evaluation on the module’s eligibility convey that the learning media expert gave 87.69% with the category of ‘highly eligible’, the material expert gave 86.00% with the category of ‘highly eligible', and the practitioners gave 83.68% with the category of ‘eligible'. the students' responses to questionnaires given related to the developed module gave 90.00% with the category of ‘highly interesting'. based on the results of examination by the media expert, material expert, practitioners, and students, conclude that the module has fulfilled the criteria of good and eligible learning material and can be used for studying biology. keywords: anatomy, educative, fun, morphology, plant © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the learning process is a process to develop students' potencies and aims to enable students to master materials based on the determined indicators. a good learning process is a wellexecuted learning process and ability to make students active. to create an effective learning activity, teachers' skills and creativity in compiling lesson plans are certainly demanded. permana (2015), the learning process must be able to increase the creativity of learners so that more honed skills and produce output that is ready to the challenges of the 21st century. one of the important matters in planning a lesson is the selection of good learning materials and sources. the teaching materials are designed to meet the needs of students to fit the characteristics of the students and based on the student activity plan. a good learning material includes all learning materials that can be employed to assist teachers in learning processes in the class. learning materials are designed to help students to achieve the learning objectives individually. there are various types of learning materials: unwritten learning materials such as audio learning materials and written learning materials such as lesson book, module, handout, student's worksheet, and so on. pantiwati and permana (2017), learning materials that have been designed then need to be evaluated, one of them by giving the problem to the learners. the module is one of the learning materials systematically compiled and designed to help students achieve a specific learning objective. sejpal (2013), explained that a module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge in discrete units. the virtue of the module is expressed by padmapriya (2015), which says that modules help to develop the self-learning capacity among the learner. paulo and cruz (2015), also proved that the use of science experiment modules can significantly improve students' science process skills within seven weeks. http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 https://doi.org/10.22219/jpbi.v4i1.5334 suciyati & adian / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 53-60 54 developing the fun and educative …. based on results of observation and interviews at vocational high school 3 tarakan, the researchers figure out that teachers have applied some different learning methods but the learning performed is still ineffective. this is triggered by the fact that students’ interest in biology learning is still low. the assumption is proven as true due to low achievements of students in biology. besides, learning materials (books) used by students are the copied version of teachers' guidebooks. the books contain materials with boring and vague illustrations that makes students lose attention and interest. the book was bought by a certain publisher, there are no learning materials designed by the teachers themselves. meaningful and fun learning is a learning process where a strong and sincere relationship between teachers and students exist (mulyasa, 2013). fun learning can be conducted by games integrated with a certain learning material (dananjaya, 2013). iten and petko, (2016) says that learning games can help children to learn more efficiently and better. noemí and máximo, (2014) explained that on the use of game of island and using an ordinary least squares model, it can conclude that after using the games the most of students have achieved to improve their skills in sustainability, teamwork, solidarity, innovation, creativity, problemsolving, continuous improvement, energy efficiency, mathematical precision, initiative, goal achievement, result orientation, flexibility, and working with the environment. to help teachers create fun learning, the researchers are interested in making a learning material in the form of fun and educative biology module. the module was designed by combining materials with educative games (crosswords, scramble, make a match, and word square). the module is named “biology fun and educative module”, used as a teaching material on morphology and anatomical material of plant class x vocational high school 3 tarakan at the north kalimantan. the module was designed in a colorful mode to make students more excited and interested in reading. it is also expected to be able to motivate students and help them gain a better score. method the type of this research is research and development (r&d). the procedure of research and development of biology module with educative game refers to the addie model which consists five stages, namely analysis, design, development, implementation, and evaluation. analysis this phase involved two aspects that were analyses of curriculum and needs. the curriculum used was the school-based curriculum (kurikulum tingkat satuan pendidikan/ktsp) with the basic competence as identifying types of cell, basic tissues, and plant organs. the analysis of needs was conducted by analyzing students and materials. student analysis is an analysis executed to observe students' characters that are learning an ability, age, learning interest, and experience. moreover, the material analysis was performed by identifying main materials developed. the main materials developed were planted morphology and anatomy. design trianto (2007), argues that the designing phase consists of three stages. the first phase, the construction of standard reference test, was performed by compiling questions and models of question presentation used as an evaluation tool for the developed module. the developed module was expected to be fun and educative containing evaluation tests designed in forms of educative games such as word square, crosswords, scramble, and make a match. the learning media selection suitable for materials and students' characteristics. in this phase of development, the chosen media is in the form of a module. the module enables students to study independently and measure their abilities by themselves (padmapriya, 2015). the format selection aimed to give the module a more interesting appearance from the aspects of size, font, pictures layout, and content layout. the early design (prototype) of the developed product was a module in b5 size, using hvs 100grs paper, and using book antique 10 font. the selection also aimed to make the module appropriate in size. the selection of book antique font with the size often aimed to make the words readable. development development was the third phase in the implementation of addie model. in this phase, the researchers created a product (module) that had been designed and developed in accordance suciyati & adian / jurnal pendidikan biologi indonesia / 4 (1) (2018) pp. 53-60 developing the fun and educative …. 55 with the design and produced a module product. after being developed, the product was validated by several experts consisting of material expert, media expert, and practitioners (biology teachers) to gain information of module’s eligibility. implementation implementation was a real step to implement the development of the developed product. the developed and validated product (module) was tried out to 32 students (one class). the try-out was conducted by giving the module to students and asking their response to questionnaires given. evaluation evaluation is the last phase of addie model. in this phase, the researchers analyzed students’ responses based on the product try-out and revised the product based on the recommendations and suggestions of experts, practitioners, and students so that the product was eligible to use. subject of try-out the product try-out was executed at the school that was vocational high school 3 tarakan at the north kalimantan. the try-out was performed by 32 tenth graders. students becoming respondents for this activity were those who had learned materials of plant morphology and anatomy. data collection instruments the data collection instruments consisted of module eligibility validation sheet (filled by experts and practitioners) and student’s response questionnaire (filled by students). data analysis techniques the questionnaire data about responses of experts (material, media, and practitioner) related to the developed product (module) eligibility were in forms of qualitative and quantitative data. the qualitative data were in forms of critics and suggestions managed to be guided to fix the module. the quantitative data were obtained from scoring by the experts. to conduct the scoring and evaluation, the experts utilized the likert scale with five intervals and criteria as table 1. table 1. the criteria of validators’ rating criteria rate/score very inadequate 1 less adequate 2 adequate 3 good 4 very good 5 purwanto (2013), was hired to gain the eligibility percentage. the formulae are as follows: np = x 100% (1) description: np: the investigated percentage value; r: the obtained score; sm: the maximum score. after counting the eligibility percentages, the researchers interpreted the results by following the criteria of validators’ evaluation as seen in table 2. table 2. the criteria for product eligibility level interval of criteria (%) criteria 86.00-100 76.00-85.99 60.00-75.99 55.00-59.99  54.99 highly eligible eligible quite eligible less eligible ineligible (source: purwanto, 2013). based on the criteria presented in table 2, a product is perceived as eligible if the minimum eligibility average is ≥76. students' responses towards the developed product were developed into qualitative and quantitative data. the qualitative data were students' critics and suggestions that they were perceived as recommendations to improve the module; while the quantitative data were gained by evaluating and analyzing students' responses by using riduwan (2011), standard scores that had been modified. the evaluation of students' responses was executed by utilizing the likert scale with five intervals as shown in table 3. table 3. the criteria of students’ responses evaluation scores criteria rate/score very disagree 1 disagree 2 less agree 3 agree 4 very agree 5 suciyati & adian / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 53-60 56 developing the fun and educative …. the percentage (%) was analyzed by employing riduwan (2011): % = number of scores from data collection x 100% (2) number of score criteria the percentage obtained was then categorized as in table 4. table 4. the criteria of students’ response interpretation percentage (%) criteria 0.00-20.00 highly interesting 20.01-40.00 less interesting 40.01-60.00 quite interesting 60.01-80.00 interesting 80.01100 highly interesting (source: riduwan, 2011). results and discussion the module is an effective learning media to improve learning results. by the means of the module, students can be more active in studying since faced to problems and guided to solve the problems by themselves (chotimah, susilo, muhdhar, & ibrohim, 2017). before preparing the module, the researchers were initially conducted an analysis in order to make the module able to meet the expectation and need of students. the analysis stage consisted of two phases: working analysis and need analysis. the activities of module making included the sorting of learning objectives, preparation of materials, conceptualizing of the module and its materials, and the making of modules' appearance design. then, the draft of module evaluated in terms of its eligibility. module’s eligibility this evaluation was executed by using questionnaires. questionnaires used by the material expert, learning media expert, and practitioners to acknowledge the module's eligibility. learning media experts’ validation based on the results of validation analysis by media experts, it can be observed on table 5 that the developed module gains the percentage of 87.69%. the percentage was perceived as ‘eligible' by purwanto (2013). the fun and educative biology module were also rated as being eligible to be used yet it had to be revised first. learning media expert validator provided several suggestions, such as module’s covers should be modified in order to be more interesting, authors of plant’s scientific names should be added, and the learning indicators had to be made in terms of learning objectives. table 5. the results of media expert’s validation no. evaluation aspect percentage (%) description paper of the developed product 1 the module's paper is compatible with the printing quality 80 eligible 2 the paper of module’s cover and content is fine and difficult to ripe so that it provides convenience for readers 100 highly eligible cover design 3 the module’s cover illustration illustrates the module’s content that is about plant morphology and anatomy 80 eligible 4 the module’s layout interests readers 80 eligible 5 the module’s cover illustration describes the module’s content or materials 100 highly eligible content design 6 the module’s cover illustration describes the module’s content or materials 80 eligible 7 the module’s material layout eases readers to understand the materials 80 eligible 8 the module’s material is presented in full of colors and able to increase reading interests 100 highly eligible 9 the module's evaluation in forms of games creates fun for readers 80 eligible 10 the module’s content illustration is compatible with the module’s materials 80 eligible 11 the module’s font and illustration are clear 80 eligible 12 the module’s cover printing is clean and clear 100 highly eligible 13 the module’s content printing is clean and clear 100 highly eligible average 87.69 highly eligible suciyati & adian / jurnal pendidikan biologi indonesia / 4 (1) (2018) pp. 53-60 developing the fun and educative …. 57 material expert’s validation based on the analysis of validation from material experts shown in table 6, it can be concluded that the developed module gets the percentage of 86%. according to purwanto, (2013), the percentage indicates a high eligibility. the fun and educative biology module are also perceived as eligible to be used, yet it has to be revised first. the material expert validators stated that the developed biology module could be regarded as good but the sources of several material citations contained by the module should have been added. table 6. the results of material experts’ validation no. evaluation aspect percentage (%) description material scope 1 the module's materials are in accordance with the basic competencies of curriculum 80 eligible 2 the module includes materials suggested by the curriculum 80 eligible 3 the module's materials are compatible with the basic competencies suggested by the curriculum 80 eligible 4 the module’s materials are able to develop and improve students’ motivation to study independently 100 highly eligible 5 the module’s evaluation is in forms of games (word square, crosswords, scramble, and make a match) 100 highly eligible material accuracy 6 the module informs the valid concept 80 eligible recency 7 the module is updated with technological developments 80 eligible 8 the module’s features (examples) are modern 100 highly eligible ability to arouse curiosity 9 the module contains games and observation activities 80 eligible 10 the module encourages students to search more information 80 eligible average 86 highly eligible first practitioners’ validation based on the analysis of validation of biology teacher 1 shown by table 7, it is known that the developed module gets the percentage of 82.10% and thus it is categorized as ‘eligible’ by purwanto (2013). the fun and educative biology module is perceived to be able to be used but with revision. the 1st practitioner stated that the developed biology module had been eligible in quality but there were still mistakes in its content. the practitioner suggested using the same font in terms of its type and size. second practitioner validation based on the analysis of validation of 2nd practitioner displayed on table 7, it can be observed that the developed module obtains the percentage of 85.5% and thus it can be categorized as ‘eligible’ but it has to be revised first. the 2nd practitioner argued that the developed module had been excellent and interesting in terms of appearance and hence it could be expected to enable students to study the materials of plant morphology and anatomy easier. recapitulation of validators’ score percentage table 8 indicates that the media expert’ evaluation is 87.69% with the category of ‘eligible’, the material expert’ evaluation is 86% with the category of ‘highly eligible’, and the practitioners’ evaluation is 83.68% with the category of ‘eligible’. therefore, according to purwanto (2013) the average score of those three scores is 86.79% indicating that the module is eligible. students’ responses table 9 displays the result of analysis of students' responses towards the developed module. the developed fun and educative biology module earns an excellent percentage value as much as 90% and hence fulfills the criteria of students' interest and compatibility with students’ needs. the module is able to help students understand the materials of plant morphology and anatomy. the highest suciyati & adian / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 53-60 58 developing the fun and educative …. percentage value is achieved by the eighth indicator with the percentage value of 93% with the category of ‘highly interesting’. purnama (2010), believes that color is a crucial element to develop learning materials. an interesting content and color composition can attract students to read the developed module. besides, illustrations can also ease students to comprehend the materials presented. giving games as an evaluation material and observational activities supporting the materials can encourage students to be more active instead of only asking them to listen to teachers while studying. silberman (2006), conveys that students that get learning materials by only listening to teachers earn learning achievement as much as 30% only. to obtain an optimum result, students are suggested to read, observe, listen, and do supporting activities. pantiwati, wahyuni, and permana (2017), learning model with a fun learning module will make students become interested in learning. table 7. the results of 1st practitioner validation no. evaluation aspect 1st practitioner 2 nd practitioner percentage (%) description percentage (%) description material scope 1 the module's materials are in accordance with the basic competencies of curriculum 80 eligible 80 eligible 2 the module’s materials involve materials suggested by the applicable curriculum. 80 eligible 80 eligible 3 the module’s materials develop and improve students’ motivation to study independently 80 eligible 80 eligible 4 the module’s evaluation is in forms of games (word square, crosswords, scramble, and make a match and triggers students to do problems proposed 100 eligible 100 highly eligible material accuracy 5 the module informs valid concepts 80 eligible 80 eligible recency 6 the module is updated with technological developments 80 eligible 80 eligible 7 the module’s features (examples) are modern 80 eligible 100 highly eligible ability to arouse curiosity 9 the module contains games and observation activities 80 eligible 100 highly eligible 10 the module encourages students to search more information 80 eligible 80 eligible presentation component 11 the module’s general presentation organization 80 eligible 80 eligible 12 the module’s presentation considers purposes and benefits for students 80 eligible 80 eligible 13 the module’s materials encourage students to be more active 80 eligible 80 eligible 14 the module’s general appearance 80 eligible 100 highly eligible 15 the module proposes various ways to convey information 80 eligible 80 eligible 16 the module broadens students’ knowledge 80 eligible 80 eligible components of language and illustrations 17 the module uses a good and proper language 80 eligible 80 eligible 18 the module is clearly presented in the term of language 80 eligible 80 eligible 19 the module uses good and proper words/terms 80 eligible 80 eligible 20 the module’s illustrations are presented in an interesting and colorful way 100 eligible 100 highly eligible average 82.10 eligible 85.26 eligible suciyati & adian / jurnal pendidikan biologi indonesia / 4 (1) (2018) pp. 53-60 developing the fun and educative …. 59 table 8. the recapitulation of percentage of eligibility aspect scores no. validators scores percentage (%) description 1 media expert 87.69 highly eligible 2 material expert 86.00 highly eligible 3 practitioners 83.68 eligible average 85.79 eligible table 9. the analysis of results of students’ responses no. evaluation aspect percentage (%) description 1 the module’s design is interesting 91 highly interesting 2 the module’s cover design draws interests and describes the module’s materials 92 highly interesting 3 the module’s materials broaden my knowledge 89 highly interesting 4 the module’s materials improve and develop my motivation (interest) 86 highly interesting 5 the module’s materials are updated with the latest biological development 85 highly interesting 6 the module enables me to perform games and learn new and fun experiences so that my motivation in learning grows 90 highly interesting 7 the module enables me to read its texts easily due to its selection of font and font size 90 highly interesting 8 the module’s page appearance possesses an interesting composition of color 93 highly interesting 9 the module’s illustrations help me understand the materials 92 highly interesting 10 the module's presentation of bio-science, glossary, and index in the latin language adds my knowledge. 89 highly interesting 11 the module's illustration printing and the color are easy to understand and interesting, respectively. 89 highly interesting 12 the module uses simple, clear, and understandable words and language. 91 highly interesting average 90 highly interesting conclusion the conclusions of this research are the module developed in this research is a ‘fun and educative’ biology module. the module provides educative games (word square, crosswords, scramble, and make a match) as evaluation materials in order not to bore students. the module is also equipped with interesting and colorful pictures and illustrations to draw students’ interest in reading (userfriendly). in terms of language use, the module has obeyed the indonesian standardized rules by not using any local language enabling students to understand the module easily despite their possibilities for having the different background. the developed module’s quality is determined by the eligibility standards by experts (media and material), practitioners (biology teachers) and students’ responses. the result of media expert’s validation of the developed module shows gain category highly eligible, the material expert's and the practitioners' validation of the developed module shows gain category eligible, and the result of analysis on students responses of the developed module shows gain category highly interesting. acknowledgment thanks to all experts/practitioners who have become validators in the developing of this module. we are also thankful to headmaster and teachers of 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(2007). model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka publiser. jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 148-157) feby kurniawati dkk, analisis perbandingan bentuk jaringan 148 analisis perbandingan bentuk jaringan pembuluh trakea pada preparat maserasi berbagai genus piper sebagai sumber belajar biologi feby kurniawati1, siti zaenab1,sri wahyuni1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail: stz_umm@yahoo.co.id abstraksi tujuan dari penelitian ini yaitu menganalisis perbandingan bentuk jaringan pembuluh trakea pada preparat maserasi berbagai tanaman genus piper dan menerapkannya sebagai sumber belajar biologi dalam bentuk modul. metode penelitian yang digunakan adalah penelitian deskriptif. penelitian ini menggunakan tanaman dengan genus piper yang digunakan adalah piper betle, piper crocatum, piper betle var nigra, piper nigrum dan piper retrofacum. hasil penelitian ini menunjukkan bahwa jaringan pembuluh trakea pada berbagai genus piper memiliki bentuk dan karakteristik yang berbeda. adapun perbedaan ini terdapat pada bentuk penebalan dinding sekunder dan bentuk khusus struktural meliputi panjang unsur diameter unsur pembuluh dan bentuk unsur pada irisan melintang. adapun data hasil perbandingan bentuk jaringan pembuluh trakea tersebut kemudian digunakan sebagai sumber belajar biologi dalam bentuk modul yang melalui proses validasi oleh ahli media dan ahli materi. kata kunci: jaringan pembuluh, trakea, maserasi, genus piper piperaceae (sirih-sirihan) merupakan salah satu famili dalam ordo piperales yang memiliki ciri-ciri semak atau perdu, juga ditemukan dalam bentuk memanjat dengan akar lekat dan jarang berbentuk pohon. daun duduknya berbeda, tunggal, tepi rata, bertulang daun menyirip atau menjari dan berbau aromatis atau rasa pedas. bunga kecil, dalam bulir, yang terakhir kadangkadang keseluruhannya berbentuk payung, masing-masing dalam ketiak daun pelindung, tanpa perhiasan bunga, berkelamin 2 atau 1. benangsari berjumlah 1 sampai 10, ruang sari 2. bakal buah beruang 1. kepala putik 1-5, duduk atau dengan tangkai putik yang pendek kemudian buah buni berbiji 1 (steenis, 1981). daerah tropis dan subtropis terdapat hampir 3000 spesies anggota genus piper (piperaceae), yang tersebar mulai dari dataran rendah sampai dataran tinggi. berdasarkan jumlah tersebut, 108 spesies diantaranya diketahui berasal dari anak benua india. spesies piper sp dimanfaatkan oleh manusia untuk bahan ramuan obat tradisional dan rempahrempah dengan nama perdagangan yang beraneka ragam. karakter kimia spesies piper yang cukup menonjol adalah adanya senyawa minyak atsiri (terpenoid) di dalam daun dan buahnya, sehingga banyak dimanfaatkan sebagai bahan obat, rempahrempah, dan bumbu dapur (purnomo, 2005). fakta menunjukan bahwa bau remasan daun dan batang dari berbagai spesies piper memiliki ciri khas masingmasing. ciri khas masing-masing piper ini mengindikasikan adanya perbedaan pula dalam struktur anatomi jaringan pembuluhnya. jaringan pembuluh tumbuhan terdiri dari xilem dan floem. xilem dan floem memiliki fungsi yang berbeda dan spesifik. xilem berfungsi mengangkut air dan mineral dari dalam tanah melalui akar, sedangkan floem berfungsi mengangkut hasil fotosintesis ke seluruh organ tumbuhan. xilem mempunyai struktur yang lebih kuat sehingga dapat utuh sewaktu berubah menjadi fosil dan dapat dipakai sebagai bahan identifikasi. oleh karena itu dipilihlah xilem untuk dapat mengetahui perbedaan struktur anatomi jaringan pembuluh tersebut. menurut essau (1964), struktur anatomi batang setiap jenis jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 149 tumbuhan sangat bervariasi sehingga dapat digunakan untuk kunci identifikasi. salah satu cara untuk mengidentifikasi penampakan anatomi unsur pengangkut berupa xilem ini adalah dengan pengamatan preparat dengan bantuan mikroskop. pembuatan preparat ini menggunakan metode maserasi. metode maserasi dilakukan dengan proses pelunakan tissue (jaringan) keseluruhan atau sebagian saja dengan jalan perendaman dalam air atau larutan tertentu. maserasi ini merupakan salah satu metode dalam mikroteknik. mikroteknik itu sendiri merupakan ilmu atau seni yang mempersiapkan organ, jaringan atau bagian jaringan untuk dapat diamati dengan bantuan mikroskop. preparat maserasi yang dibuat dapat digunakan untuk mengetahui anatomi jaringan pembuluh tumbuhan. hasil pengamatan dari preparat maserasi ini didokumentasikan sehingga dapat dijadikan sebagai sumber belajar biologi. materi anatomi jaringan pembuluh tumbuhan dibahas pada mata pelajaran biologi tingkat sma (sekolah menengah atas). peraturan menteri pendidikan nasional republik indonesia nomor 22 tahun 2006 tentang standar isi untuk satuan pendidikan dasar dan menengah dalam standar kompetensi ipa (ilmu peng etahuan alam) biologi sma (sekolah menegah atas) kelas xi yaitu “memahami keterkaitan antara struktur dan fungsi jaringan tumbuhan dan hewan, serta penerapannya dalam konteks salingtemas” akan membutuhkan suatu media beserta sumber belajar yaitu berupa preparat yang nantinya akan membantu siswa dalam pengamatan mengenai struktur dan fungsi jaringan tumbuhan. salah satu preparat yang akan digunakan yaitu preparat yang dapat mengamati jaringan pembuluh tumbuhan baik itu xilem maupun floem. menurut pedoman ktsp mata pelajaran biologi yang diterbitkan oleh departemen pendidikan nasional badan penelitian dan pengembangan pusat kurikulum jakarta (2007), berbagai macam pendekatan yang dipergunakan dalam sains (biologi), harus berpusat pada potensi, perkembangan, kebutuhan dan kepentingan peserta didik. sebuah komunikasi pembelajaran sangat dibutuhkan peran media untuk lebih meningkatkan tingkat keefektifan pencapaian atau kompetensi. artinya proses pembelajaran tersebut akan terjadi apabila ada komunikasi antara penerima pesan dengan sumber atau penyalur pesan lewat media tersebut (heriyanto, 2012). pengembangan kreatifitas guru dalam mengajar sebagai salah satu faktor penting berlangsungnya kegiatan belajar mengajar, salah satunya pengembangan metode serta media pembelajaran. media pembelajaran merupakan komponen pembelajaran yang tidak bisa diabaikan dan sudah merupakan bagian kesatuan yang sangat bermanfaat untuk dapat memperjelas tanggapan siswa terhadap materi pembelajaran, menambah perhatian siswa sehingga memungkinkan timbulnya kegiatan belajar siswa. media bukan hanya sebagai alat bantu dalam proses belajar mengajar melainkan alat penyalur pesan bagi siswa (heriyanto, 2012). media pembelajaran, pesan atau materi yang disampaikan, guru, siswa, lingkungan itu semua merupakan satu kesatuan sumber belajar yang saling berhubungan. selain itu, berdasarkan pengalaman peneliti sebagai praktikan dan asisten di laboratorium biologi universitas muhammadiyah malang pada tahun 20112012 terutama pada bidang pembuatan preparat maserasi dari mata praktikum mikroteknik, dihadapkan pada sebuah kenyataan yaitu mendapatkan hasil preparat yang baik, namun tidak ada tindak lanjut dari hasil preparat tersebut. selama praktikum mikroteknik dilaksanakan di laboratorium biologi universitas muhammadiyah malang, juga belum ditemukan adanya perkembangan mengenai literatur selain buku petunjuk jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 150 praktikum mikroteknik. buku petunjuk praktikum mikroteknik ini, hanya sebatas pada tujuan praktikum, alat dan bahan serta cara kerja saja. buku ini tidak dilengkapi analisa hasil preparat sebagai contoh. hal ini dikarenakan ilmu pengetahuan murni seperti pembuatan preparat (mikroteknik) merupakan ilmu yang perkembangannya kurang cepat. metode penelitian jenis penelitian ini adalah penelitian deskriptif, yaitu penelitian yang bermaksud untuk membuat pencandraan secara sistematis, faktual, dan akurat mengenai fakta-fakta dan sifat-sifat populasi atau daerah tertentu (suryabrata, 1989). penelitian deskriptif adalah pencarian fakta dengan interpretasi yang tepat. adakalanya peneliti mengadakan klasifikasi, serta penelitian terhadap fenomena-fenomena dengan menetapkan suatu standar atau suatu norma tertentu (nazir, 2009). sampel yang digunakan dalam penelitian ini adalah batang dan tangkai dari piper betle, piper crocatum, piper betle var nigra, piper nigrum dan piper retrofacum. penelitian dilakukan melalui beberapa tahapan yaitu: 1. persiapan alat dan bahan untuk membuat preparat maserasi dan pengamatan menggunakan sem (scanning electron microscope) 2. mengiris organ tangkai daun dan batang tanaman genus piper sepanjang 0,5 cm 3. memasukkan irisan organ tangkai daun dan batang tersebut pada botol flakon 4. memberikan aquadest kemudian merebus di atas hotplate 5. mendinginkan beberapa saat lalu aquadest dibuang dan menggantinya dengan koh 10% 6. merebus selama 3 menit 7. memindahkan bahan ke cawan petri dan mencucinya dengan aquadest 8. menetesi dengan campuran asam nitrat 10%, asam cromat 10% masingmasing 1 tetes 9. mencuci kembali dengan aquadest 10. menetesi dengan pewarnaan safranin selama 30 menit 11. mencuci dengan aquadest 12. mendehidrasi dengan alcohol 30%, 50%, 70%, 80%, 100%, 100% masingmasing selama 3 menit 13. mendealkoholisasi campuran alkohol xylol 3:1, 1:1, 1:3 masing-masingmasing selama 3 menit 14. memindahkan bahan ke gelas benda 15. menetesi dengan xylol murni i selama 3 menit 16. menetesi dengan xylol murni ii langsung diberi enthellen kemudian ditutup dengan menggunakan kaca penutup (wahyuni, 2005). 17. mengamati preparat dengan menggunakan mikroskop. 18. mengamati preparat dalam seperangkat alat slide analisis dan sem (scanning electron microscope) kemudian mengambil gambar hasil pengamatan. 19. mendeskripsikan hasil gambar umum dari jaringan pembuluh trakea yang dapat diamati, meliputi: kejelasan preparat, kekontrasan warna preparat, tipe penebalan dinding sekunder. selain itu juga diamati bentuk-bentuk khusus struktural unsur trakea meliputi: panjang unsur, diameter unsur pembuluh dan bentuk unsur pada irisan melintang hasil dan pembahasan berdasarkan hasil penelitian membuat preparat untuk mengetahui jaringan pembuluh trakea pada tangkai dan batang pada sirih hijau (piper betle) didapatkan hasil yaitu pada preparat batang (1) memilki tipe penebalan dinding sekunder trakea berbentuk spiral 2, pada preparat batang (2), batang (3), tangkai (1) dan tangkai (2) memilki tipe penebalan jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 151 dinding sekunder trakea berbentuk spiral 1 dan spiral 2, sedangkan pada preparat tangkai (3) memilki tipe penebalan spiral 1. pengamatan pada preparat tersebut memberikan hasil bahwa pada sirih hijau (piper betle) memilki jaringan pembuluh trakea yang mengalami penebalan dinding sekunder dengan bentuk spiral 1 dan spiral 2. preparat tanaman sirih merah (piper crocatum) didapatkan hasil yaitu pada preparat batang (1) memiliki tipe penebalan dinding sekunder berbentuk spiral 2 dan cincin, sedangkan pada batang (2), batang (3), tangkai (1), tangkai (2) dan tangkai (3) memilki tipe penebalan dinding sekunder berupa spiral 1, spiral 2 dan cincin. hasil serupa juga didapatkan pada batang dan tangkai sirih hitam (piper betle var nigra) yaitu pada preparat batang (1), batang (2), tangkai (1) dan tangkai (3) didapatkan hasil penebalan dinding sekunder berbentuk spiral 1 dan spiral 2, sedangkan pada batang (3) hanya didapatkan bentukan penebalan dinding sekunder berupa spiral 2. selanjutnya pada preparat tangkai (2) selain ditemukan bentuk spiral 1 dan spiral 2 juga ditemukan penebalan dinding sekunder dengan bentuk cincin. pada tumbuhan lada (piper nigrum) selain ditemukan bentukan penebalan dinding sekunder berupa spiral 1, spiral 2 dan cincin juga ditemukan bentuk jala yaitu pada preparat batang (1) dan batang (2). selanjutnya pada tumbuhan cabe jawa (piper retrofacum) pada semua preparat baik batang maupun tangkai didapatkan penebalan dinding sekunder berupa spiral 1 dan spiral 2. (sumber: soerodikoesoemo, 1987) gambar 1. penebalan dinding sekunder pada trakea a. dinding primer, b. dinding sekunder dengan bentuk penebalan (i) cincin, (ii) spiral 1, (iii) spiral 2, (iv) jala 1, (v) jala 2 berdasarkan hasil penelitian yang telah dilakukan, sirih hijau (piper betle) dan sirih hitam (piper betle var nigra) memiliki panjang unsur ± 0,1 cm atau 1 mm, sirih merah (piper crocatum) memiliki panjang unsur ± 0,2 cm atau 2 mm, sedangkan lada (piper nigrum) dan cabe jawa (piper retrofacum) memiliki panjang unsur trakea ± 0,05 cm atau 0,5 mm. menurut fahn (1992) semakin pendek anggota pembuluh maka semakin dianggap maju, sehingga filogenetik lada (piper nigrum) dan cabe jawa (piper retrofacum) dianggap lebih maju daripada sirih hijau (piper betle) dan sirih hitam (piper betle var nigra). selanjutnya sirih hijau (piper betle) dan sirih hitam (piper betle var nigra) dianggap lebih maju lagi daripada sirih merah (piper crocatum). adapun ukuran dari diameter unsur pembuluh dari angka yang paling kecil ke angka terbesar yaitu piper retrofacum (cabe jawa) sebesar 16,9 μm, piper betle var nigra (sirih hitam) sebesar 22,8 – 23,3 μm, piper betle (sirih hijau) sebesar 31,4 – 38,2 μm, piper crocatum (sirih merah) sebesar 36,6 – 44,7 μm dan piper nigrum (lada) sebesar 73,9 – 93,5 μm. berdasarkan hasil penelitian yang telah dilakukan menggunakan scanning electron microscope (sem), didapatkan hasil bahwa semua bentuk unsur pada irisan melintang berbentuk bundar atau hampir bundar. menurut fahn (1992) bentuk unsur pada irisan melintang menunjukkan bahwa anggota pembuluh semakin maju atau tidak lagi primitif. jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 152 gambar 2. perbandingan hasil preparat maserasi dari batang tanaman (a) piper betle, (b) piper crocatum, (c) piper betle var nigra, (d) piper nigrum dan (e) piper retrofacum gambar di atas merupakan gambar hasil preparat maserasi dari batang berbagai genus piper. dimulai dari (a) preparat maserasi jaringan pembuluh trakea pada piper betle, (b) preparat maserasi jaringan pembuluh trakea pada piper crocatum, (c) preparat maserasi jaringan pembuluh trakea pada piper betle var nigra, (d) preparat maserasi jaringan pembuluh trakea pada piper nigrum dan (e) preparat maserasi jaringan pembuluh trakea pada piper retrofacum. melalui kelima gambar tersebut dapat diketahui berbagai macam bentuk penebalan dinding sekunder pada trakea seperti spiral 1, spiral 2, cincin dan jala. (a) (b) (c) (d) (e) (a) (b) jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 153 gambar 3 perbandingan hasil preparat maserasi dari tangkai tanaman (a) piper betle, (b) piper crocatum, (c) piper betle var nigra, (d) piper nigrum dan (e) piper retrofacum gambar di atas merupakan gambar hasil preparat maserasi dari tangkai berbagai genus piper. dimulai dari (a) preparat maserasi jaringan pembuluh trakea pada piper betle, (b) preparat maserasi jaringan pembuluh trakea pada piper crocatum, (c) preparat maserasi jaringan pembuluh trakea pada piper betle var nigra, (d) preparat maserasi jaringan pembuluh trakea pada piper nigrum dan (e) preparat maserasi jaringan pembuluh trakea pada piper retrofacum. melalui kelima gambar tersebut dapat diketahui berbagai macam bentuk penebalan dinding sekunder pada trakea seperti spiral 1, spiral 2, cincin dan jala. arti penting fungsi dari adanya berbagai tipe penebalan dinding unsur trakea ini belumlah jelas. ada kemungkinan bahwa pemunculan unsurunsur dengan penebalan cincin dan spiral secara terpisah pada organ yang sedang mengalami pemanjangan ada hubungannya dengan cepatnya pertambahan panjang pada organ. penelitian dengan menggunakan sinar-x bersama-sama dengan pengaturan cahaya yang mengubah laju pemanjangan batang membuktikan kebenaran asumsi ini. goodwin dan smith kersten dalam fahn (1992), melihat jika pemanjangan batang dihalangi maka produksi pembuluh cincin dan spiral berkurang atau terhenti dan pembuluh bernoktah berkembang. beberapa anggapan mendukung bahwa meluasnya pemanjangan suatu organ menentukan pola dinding unsur trakea yang menjadi dewasa dalam organ (fisher dalam fahn, 1992) (c) (d) (e) jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 154 gambar 4 perbandingan hasil scanning electron microscope dari tanaman (a) piper betle, (b) piper crocatum, (c) piper betle var nigra, (d) piper nigrum dan (e) piper retrofacum gambar di atas adalah gambar perbandingan hasil scanning electron mikcroscop dari berbagai genus piper. gambar (a) jaringan pembuluh trakea pada piper betle, (b) jaringan trakea pada piper crocatum, (c) jaringan pembuluh trakea pada piper betle var nigra, (d) jaringan pembuluh trakea pada piper nigrum dan (e) jaringan pembuluh trakea pada piper retrofacum. berdasarkan gambar tersebut, nampak sekali adanya perbedaan tipe penebalan dinding sekunder pada pembuluh trakea dan ukuran diameter unsur jaringan pembuluh. adapun perbandingan dari jaringan pembuluh trakea dari kelima anggota genus piper ini yaitu sebagai berikut: tabel 1. perbandingan komponen jaringan pembuluh trakea pada anggota genus piper no komponen anggota genus piper p.betle p.crocatum p.betle var nigra p.nigrum p.retrofacum 1 dinding primer ada ada ada ada ada 2 dinding sekunder ada ada ada ada ada 3 tipe penebalan dinding sekunder spiral 1, spiral 2 spiral 1, spiral 2, cincin spiral 1, spiral 2, cincin spiral 1, spiral 2, cincin, jalan spiral 1, spiral 2 4 panjang unsur trakea ± 0,1cm ± 0,2cm ± 0,1cm ± 0,05 cm ± 0,05 cm 5 diameter unsur pembuluh 31,4 38,2 μm 26,6 44,7 μm 22,8 – 23,3 μm 73,9 – 93,5 μm 16,9 μm 6 bentuk unsur pada irisan melintang hampir bundar hampir bundar hampir bundar hampir bundar hampir bundar adapun hasil dari pembuatan produk atau luaran penelitian ini berupa modul yang harus melalui proses validasi. proses validasi dilakukan oleh ahli media (c) (d) (e) jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 155 dan ahli materi untuk menentukan valid atau tidaknya modul tersebut. adapun hasil dari validasi ahli media dan ahli materi yaitu sebagai berikut: 1. hasil validasi ahli media kegiatan validasi ahli media modul ini melibatkan dosen jurusan biologi universitas muhammadiyah malang yaitu bapak husamah, s.pd. berikut akan disajikan data hasil validasi ahli media dalam tabel 4.2.2.5. data kuantitatif berupa angka hasil penilaian angket, sedangkan data kualitatif dipaparkan dalam komentar dan saran sebagaimana berikut. tabel 2. data rekapitulasi validasi modul oleh ahli media no aspek yang dinilai persentase (%) kriteria 1 halaman sampul (cover) 83,33 valid 2 kata pengantar 100 valid 3 petunjuk menggunakan modul 100 valid 4 tahapan mempelajari modul 100 valid 5 cara mempelajari modul 100 valid 6 daftar isi 100 valid 7 uraian materi 91,67 valid 8 gambar 91,67 valid 9 kelengkapan isi modul 100 valid rata-rata 96,29 valid saran dan komentar “sudah layak untuk digunakan atau diimplementasikan” 2. hasil validasi ahli materi kegiatan validasi ahli materi modul ini melibatkan dosen jurusan biologi universitas muhammadiyah malang yaitu ibu dra. elly purwanti, m.p. berikut akan disajikan data hasil validasi ahli materi dalam tabel 4.2.2.6. data kuantitatif berupa angka hasil penilaian angket, sedangkan data kualitatif dipaparkan dalam komentar dan saran sebagaimana berikut: tabel 3. data rekapitulasi validasi modul oleh ahli materi no aspek yang dinilai persenta se (%) kriteria 1 halaman sampul (cover) 75 cukup valid 2 kata pengantar 75 cukup valid 3 petunjuk menggunakan modul 75 cukup valid 4 tahapan mempelajari modul 75 cukup valid 5 cara mempelajari modul 75 cukup valid 6 daftar isi 83,3 valid 7 uraian materi 75 cukup valid 8 gambar 75 cukup valid 9 kelengkapan isi modul 75 cukup valid rata-rata 75,92 cukup valid saran dan komentar “ditingkatkan untuk menjadi modul yang sesungguhnya agar dapat dimanfaatkan sebagai sumberbelajar di tingkat sma atau perguruan tinggi” kesimpulan berdasarkan hasil penelitian mengenai analisis perbandingan bentuk jaringan pembuluh trakea pada preparat maserasi berbagai genus piper sebagai sumber belajar biologi dapat diperoleh kesimpulan sebagai berikut: (a) ciri-ciri jaringan pembuluh trakea pada berbagai spesies anggota genus piper berbeda-beda diantaranya yaitu:  piper betle yaitu memiliki jaringan pembuluh trakea yang mengalami jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 156 penebalan dinding sekunder dengan bentuk spiral 1 dan spiral 2; panjang unsur ± 0,1 cm atau 1 mm; diameter unsur pembuluh 31,4 – 38,2 μm; bentuk unsur pada irisan melintang berbentuk bundar atau hampir bundar  piper crocatum yaitu memiliki jaringan pembuluh trakea yang mengalami penebalan dinding sekunder dengan bentuk spiral 1, spiral 2 dan cincin; panjang unsur ± 0,2 cm atau 2 mm; diameter unsur pembuluh 36,6 – 44,7 μm; bentuk unsur pada irisan melintang berbentuk bundar atau hampir bundar.  piper betle var nigra yaitu memiliki jaringan pembuluh trakea yang mengalami penebalan dinding sekunder dengan bentuk spiral 1 dan spiral 2; panjang unsur ± 0,1 cm atau 1 mm; diameter unsur pembuluh 22,8 – 23,3 μm; bentuk unsur pada irisan melintang berbentuk bundar atau hampir bundar.  piper nigrum yaitu memiliki jaringan pembuluh trakea yang mengalami penebalan dinding sekunder dengan bentuk spiral 1, spiral 2, cincin dan jala; panjang unsur trakea ± 0,05 cm atau 0,5 mm; diameter unsur pembuluh 73,9 – 93,5 μm; bentuk unsur pada irisan melintang berbentuk bundar atau hampir bundar.  piper retrofacum yaitu memiliki jaringan pembuluh trakea yang mengalami penebalan dinding sekunder dengan bentuk spiral 1 dan spiral 2; panjang unsur trakea ± 0,05 cm atau 0,5 mm; diameter unsur pembuluh 16,9 μm; bentuk unsur pada irisan melintang berbentuk bundar atau hampir bundar. (b) sumber belajar merupakan komponen dalam kawasan teknologi instruksional yaitu pesan (jaringan pada tumbuhan, jaringan pembuluh, xilem), orang (guru dan siswa), bahan (preparat maserasi), alat (mikroskop), teknik (petunjuk pengamatan mikroskopis, petunjuk penggunaan mikroskop, petunjuk pembuatan preparat segar/preparat awetan, petunjuk penyimpanan preparat , lingkungan (ruang kelas dam laboratorium). pada penelitian ini, keenam komponen tersebut saling berhubungan dalam mewujudkan sumber belajar biologi dalam bentuk modul. (c) setelah melalui proses validasi oleh ahli media dan ahli materi, sumber belajar yang diwujudkan dalam bentuk modul praktis jaringan pembuluh pada tumbuhan ini mendapatkan hasil validasi berupa “valid” dari ahli media dan “cukup valid” pada ahli materi. daftar pustaka campbell, n.a. 2008. biologi edisi kedelapan (jilid 2). jakarta: erlangga. departemen pendidikan nasional. 2007. badan penelitian dan pengembangan pusat statistik pendidikan. jakarta: departemen pendidikan nasional. departemen pendidikan nasional. 2006. peraturan menteri pendidikan nasional republik indonesia nomor 22 tahun 2006. jakarta: departemen pendidikan nasional. esau, k. 1964. anatomy of seed plants, 2nd ed. new york: john wiley & sons. estiti, b. h. 1995. anatomi tumbuhan berbiji. bandung: penerbit itb. fahn, a. 1992. anatomi tumbuhan (edisi ketiga). penerjemah soediarto dkk. jogjakarta: gajahmada university press. jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 145-154) feby kurniawati dkk., analisis perbandingan bentuk jaringan 157 ginanjar. 2010. pemanfaatan pewarna alam nabati sebagai agen pewarna alternatif untuk pengamatan mikroskopis jaringan tumbuhan. surakarta: universitas muhammadiyah surakarta. gunarso, wisnu. 1989. bahan pengajaran mikroteknik. depdikbud institiut pertanian bogor: bogor. heriyanto. 2012. inventarisasi pteridophyta di wilayah pplh seloliman trawas mojokerto untuk penyusunan modul sebagai media pembelajaran di sma. skripsi program studi pendidikan biologi, jurusan mipa, fakultas keguruan dan ilmu pendidikan universitas muhammadiyah malang. kimball, j.w. 1992. biology. addisonwesley publishing company inc. alih bahasa sutarmi, s.t. dan sugiri, n. 1992. jakarta: erlangga. kusuma, lidya. 2012. perbandingan struktur anatomi daun tumbuhan halofit, xerofit dan hidrofit sebagai sumber belajar biologi sma untuk penyusunan prototype modul pengayaan materi struktur jaringan tumbuhan. skripsi jurusan pendidikan biologi fakultas mipa universitas negeri yogyakarta. moebadi dkk. 2011. mikrotehnik. malang: universitas negeri malang. mudhoffir. 1986. pusat sumber belajar. bandung: cv remadja karya. mulyasa. 2006. kurikulum berbasis kompetensi. bandung: remaja rosda. mulyasa. 2003. manajemen berbasis sekolah, konsep, strategi dan implementasi. bandung: remaja rosdakarya. purnomo. 2005. hubungan kekerabatan antar spesies piper berdasrkan sifat morfologi dan minyak atsiri daun di yogyakarta. jurnal biodeiversotas volum 6, nomor 1, halaman 12-16 issn: 1412-033x. purnomo. 2012. pengaruh penggunaan modul hasil penelitian pencemaran di sungai pepe surakarta sebagai sumber belajar biologi pokok bahasan pencemaran lingkungan terhadap hasil belajar siswa. skripsi jurusan pendidikan biologi fakultas mipa skripsi universitas sebelas maret. purwanti, e., et. al.,1998. metode penelitian. umm, malang. rachman dan siagian. 1976. dimensi serat jenis kayu indonesia, bagian iii. laporan no. 75. bogor: lembaga penelitian hasil hutan. steenis, c.g.g.j. van (ed.). 1972. flora malesiana. series 1: spermatophyta. vol.5. groningen: wolters-noordhoff pubvlishing. steenis, van c g g j. 1981. flora (cetakan ketiga). jakarta: pradnya pramita. suryabrata, 1989. metodologi penelitian. rajawali, jakarta. 95 vol. 4 no. 2, 2018; pp. 95-104 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 17/02/2018 revised: 25/06/2018 accepted: 07/07/2018 citation: zukmadini, a. y., jumiarni, d. & kasrina, k. (2018). developing antimicrobial medicinal plants pocketbook based on local wisdom of muko-muko and serawai ethnics. jpbi (jurnal pendidikan biologi indonesia), 4(2), 95-104. https://doi.org/10.22219/jpbi.v4i2.5436 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing antimicrobial medicinal plants pocketbook based on local wisdom of muko-muko and serawai ethnics alif yanuar zukmadini*, dewi jumiarni, and kasrina department of biology education, faculty of teacher training and education university of bengkulu, bengkulu, indonesia *corresponding e-mail: ayzukmadini@unib.ac.id abstract the using of teaching materials based on local wisdom is still limited. this study aimed to develop a pocketbook based on research results of antimicrobial medicinal plants from muko-muko and serawai ethnics as supplementary teaching materials for senior high school students. this study was the research and development (r&d) model by sugiyono that consisted of five stages, namely: potential and problems analysis, data collection, product design, design validation, and design correction. the designed pocketbook was validated by learning source expert and material expert. the data obtained were analyzed using statistical descriptive (percentage). the validation data score from learning source expert was 93.40% and material expert was 98.86% which were recognized as ‘very good'. thus the developed pocketbook is valid as supplementary teaching materials in biology learning for senior high school. keywords: antimicrobia, ethnic, local wisdom, pocketbook © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction biology is a subject taught in senior high school. one of core competencies of biology learning is "understanding; applying; analyzing factual, conceptual, procedural knowledge based on his knowledge of science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization on the causes of phenomena and events; and applying procedural knowledge to specific areas of study in accordance with his talents and interests to solve problems (kemendikbud ri, 2016). learning biology is not only limited to the concept, but it needs to emphasize the national identity, especially the diversity of culture and local wisdom. the forms of learning that can be done by teachers such as connecting between the concepts with local knowledge through the use of additional teaching materials that integrate between the environment, culture, and concepts (parmin, sajidan, ashadi, & sutikno, 2015). integration of local wisdom with the concept of learning will not reduce students understanding of the science concept but can increase students' understanding of learning materials (ameyaw, 2011). the results of preliminary studies of local wisdom of students on antimicrobial medicinal plants show that 75% of senior high school (shs) students do not know the types of plants that have potential in treating microbial diseases and about 50% of students do not know the potential of local wisdom exist in bengkulu province in utilizing the plant as a medicine. the limited knowledge of students about antimicrobial medicinal plants due to the limited source of information. some students only get information about medicinal plants from their parents as well as some of the textbooks. the limited information contained in the high school book also affects the students' learning outcomes on biodiversity materials and their utilization. only about 57% of students who achieve the minimum value of mastery. based on need analysis of teaching materials from students and teacher in bengkulu, it showed that students and teachers need a supplementary teaching materials beside textbooks. the teaching materials should be designed with characteristics: simple, colorfull, and handy. based on the need analysis for the teaching materials, the researcher tries to bridge the problem between the student's knowledge of antimicrobial medicinal plants with the reading http://ejournal.umm.ac.id/index.php/jpbi/article/view/5436 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5436 https://doi.org/10.22219/jpbi.v4i2.5436 mailto:ayzukmadini@unib.ac.id zukmadini et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 95-104 96 developing antimicrobial medicinal plants pocketbook … source which only give little information about the medicinal plant by developing a pocketbook. research conducted by ummah, wibowo, and aminatun (2016) shows that pocketbook is a teaching material that is effective, lightweight, colorful, not burdensome to be brought by students, and can improve students' caring attitude to the environment. yasin (2016) has also developed a potency-based pocketbook on biodiversity material of genes, species, and ecosystems of the study results indicating that the pocketbook is worthy of use as a biology learning resource of x grade of shs. wulandari, prihandono, and handayani (2016) developed a pocketbook on the material of the human senses system in junior high school level. the pocketbook effectively improves students' responses to science learning (biology). muhammad, taiyeb, and azis (2015b) have developed pocketbook on respiratory system materials at the shs level, which fall into the category of valid, practical, and effective. sofiana and ayu (2017) developed the pocketbook to increase preventive behavior for soil-transmitted helminthic infections. there are differences between the mean of knowledge and attitude, but the mean of behavior before and after the pocket book is similar. however, based on the research that has been done, there is no pocketbook developed based on the local wisdom of certain tribe’s communities in utilizing antimicrobial medicinal plants. therefore, researchers were interested in developing pocketbook. this study aimed to develop a pocketbook based on research results of antimicrobial medicinal plants from muko-muko and serawai ethnics as supplementary teaching materials for shs students. method this study was research and development (r & d) model by sugiyono (2008). it aimed to create a pocketbook as supplementary teaching materials for biology subject of x grade at the shs. this model was chosen because the development model is suitable to be implemented in the development of researchbased teaching materials. this development model consists of 10 stages. however, because of the process developing takes a long time to process the identification of plants in the field, this study was limited to 5 stages, including analyzing potential and problems, collecting data, designing products, validating the design, and correcting design. the subject of this study were biology expert, teaching materials expert, and users (teacher and students). this research used the quantitative descriptive method. quantitative data were score validation of teaching materials from biology expert, teaching materials expert, and users. quantitative data in the form of validation score will be translated into qualitative data which is descriptive based on the recommendation of validator and user. the instrument used in this study were interview and validation sheet. interview sheet used to obtain data on antimicrobial medicinal plants present in the field and to get information about need analysis of teaching materials. data on medicinal plants may be part of the plant used as medicines and information on how to cultivate the plant into medicine. data on medicinal plants documented with camera and then all of the samples related to the literature. validation sheets are used to validate the pocketbook that has been developed. score validation results were analyzed by using formula 1 from arikunto (2013). (1) p = validity percentage σx = total number of score per item σxi = total number of ideal score per item 100% = constants the percentage of validity, the criteria, and decision making of teaching materials can be seen in table 1. table 1. validity, criteria, and decision making validity scale (%) criteria decision 86-100 very strong feasible and no revision 71-85 strong feasible with minor revision 56-70 moderate quite feasible with mayor revision 41-55 weak less feasible with mayor revision 25-20 very weak not feasible and mayor revision %100x xi x p    zukmadini et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 95-104 developing antimicrobial medicinal plants pocketbook … 97 the results of teaching materials legibility test were calculated by formula 2 from sudijhono (2010). p = f / n x 100% (2) p = percentage of student response f = number of students who answered yes/ no n = total number of students the result of the score percentage was converted based on criteria, it can be seen in table 2. table 2. criteria of student’s response score percentage (100%) criteria 76-100 very good 51-75 good 26-50 quite good ≤ 25 not good based on the expert validation score and legibility test by the students and teacher, it can be known how the revision of teaching materials that needs to be done. recommendations for improvement of teaching materials from validators or students can be suggestions on materials improvement, layout, language, writing, display, and so forth. results and discussion the pocketbook was developed based on information of antimicrobial medicinal plants which are daily used by muko-muko and serawai ethnic. this pocketbook has a role as supplementary teaching materials for x grade students on the topic “biodiversity and its utilization”. pocketbook content serves information about the biodiversity of antimicrobial medicinal plants from mukomuko and serawai ethnic. it means the content of materials teaching in the pocketbook emphasized to the local wisdom of indonesia ethnic. antimicrobial plants data contain any pieces of information about the name of plants, the morphological features, the content of active compound, the treated disease, the infectious microorganisms, and the ethnic user. the pocketbook was developed by using five stages, including potential and problems analysis, collecting data, designing product, validating the design and correcting design. processing development of pocketbook is described by following steps. potential and problems analysis in the first phase, it is necessary to analyze the need for teaching materials by involving teachers and students. material requirement analysis is done by using questionnaire and interview technique. questionnaires are used to identify students' knowledge of medicinal plants as well as the criteria for instructional materials needed to help students achieve their learning outcomes. interviews were also conducted on teachers who aimed to obtain information on issues related to the use of teaching materials by students. analysis of teaching materials demand was performed by distributing questionnaires to fifteen numbers of high school students who have been studying indonesia biodiversity topic. the result showed that students need teaching materials which provide information about utilization of biodiversity, mainly medicinal plants to treat diseases caused by the infectious microorganism. this teaching materials role as supporting materials that serve as reading material to increase students' knowledge on biodiversity topic. the required teaching materials supposed have characteristics practical, handy, colorful and completed with pictures of biological studies object exist surrounding student environment. therefore, a pocketbook based on the local wisdom of antimicrobial medicinal plants used by the muko-muko and serawai ethnic in bengkulu province was developed. collecting data development of teaching materials first began with collecting data about antimicrobial medicinal plants from muko-muko and serawai ethnic. data were collected by interviewing “battra” (traditional healer) to obtained information about names of plants which are frequently hereditary used as antimicrobial medicines, along with field observation to collect samples. the result showed there are 41 species to threat 19 kinds of infectious diseases by the microorganism. these data were also equipped with original pictures to be presented in the pocketbook. designing product the designing product was conducted as the following procedure: (a) analysing curriculum and learning lesson for x grade. the curriculum encompasses appropriate competencies to describe learning the material zukmadini et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 95-104 98 developing antimicrobial medicinal plants pocketbook … on the topic diversity of antimicrobial medicinal plants from muko-muko and serawai ethnic. the suitable learning material that presented information about these antimicrobial medicinal plants is "biodiversity and its utilization". (b) formulating indicators and objectives in learning. indicators and objectives learning were formulated based on fundamental competencies and analyzed learning materials. (c) determining information submitted in the pocketbook. the presented information in the pocketbook contains data of medicinal plants that had been collected when data collection stage, including antimicrobial plant species, actively compound content, treated disease, infectious microorganisms, and ethnic of the user. (d) designing a pocketbook. designed pocketbook consist of appearance and content. appearance design including the cover, color, font, and layout. whereas content design including information as presented based on pocketbook systematic writing. systematic of pocketbook can be seen in table 3. table 3. systematic of pocketbook no. systematic of pocketbook 1 cover 2 preface 3 contents 4 mapping of teaching materials 5 utilization of indonesia biodiversity as antimicrobial medicine resource 6 description of antimicrobial medicinal plants 7 glossary 8 references 9 biography validating design validating design aimed to evaluated or assessed the pocketbook. pocketbook assessment includes material (content), display (layout), language, and graphics. the designed pocketbook was validated by material expert and learning source expert. the result of validation can be seen in table 4. validation result from learning source expert and material expert revealed that pocketbook of antimicrobial plants from mukomuko and serawai ethnic was categorized as good and not required major correction. although the validation score indicates that the pocketbook of medicinal plants has been valid, there are several things that need to be fixed. pocketbook repair suggestions based on the validator's score can be seen in table 5. table 4. percentage of assessment results from validator aspects percentage (%) learning source expert material expert material 97.72 display 100 100 language 84.37 graphic 95.83 average 93.40 98,86 criteria of validity very good very good table 5. the suggestion of pocketbook improvement based on validation score validator average score suggestions learning source expert 93.40 1) additional information on the morphology of antimicrobial medicinal plants is required. 2) a clear source of information on the active compounds found in medicinal plants is required. 3) the use of language and sentences is simplified pocketbook display improvements needed to make it look more colorful and attractive materials expert 98.86 materials need to be presented shorter, clearer and lightweight to read. pocketbook legibility test results by students of x grade showed a very good response (see table 6). table 6. pocketbook legibility test results user response (%) criteria recommendations student 1 100 very good student 2 100 very good student 3 81.81 very good display needed to improve to be more colorful. student 4 81.81 very good use a simple language. teacher 80.98 very good 1) uses simple and clear language. 2) use interesting display and the highest resolution of the picture. 3) use presentable picture and font. zukmadini et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 95-104 developing antimicrobial medicinal plants pocketbook … 99 based on the validation score and legibility test results, pocketbook is suitable to be used as a suplementary teaching materials. however, prior to use in learning activities, it needs to be improved based on suggestions from validators and users. correcting design correcting design was conducted base on validators and students recommendation, i.e. cover and layout. correcting design aimed to fixed the pocketbook (the changes can be seen in figure 1, figure 2, figure 3, and figure 4. figure 1. design of pocketbook cover before revision figure 2. design of pocketbook cover after revision zukmadini et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 95-104 100 developing antimicrobial medicinal plants pocketbook … figure 3. design of layout pocketbook before revision figure 4. design of layout pocketbook after revision data of antimicrobial medicinal plants that were collected from an interview with battra then were arranged to be a pocketbook. pocketbooks that have been designed are then validated by validators and users. based on the validation results, pocketbook assessment scores fall into either category, but it needs to be improved on the pocketbook. before the revision, there are still shortcomings in the preparation of pocketbook including seen from the aspects of materials, language, and appearance. before the revision, the display pocketbook still looks ordinary and less attention to students because the selection of colors and images used tends not interesting. after the revision, done improvements by adding color ornaments to make it look more interesting. this is in accordance with the opinion of ummah, wibowo, and aminatun, (2016) which states that the pocketbook is a material that is colorful, need to be designed with a more attractive appearance and comes with the selection of colors and images tailored to the writing. so it can attract students' attention to use it. with regard to the material and language aspects found in the pocketbook, before the revision there is still the presentation of material that has not been in accordance with the learning objectives and language used is still difficult to understand students. after the improvement, the material presented in the pocketbook is further adjusted to the basic competency that the teacher wants to achieve and presented with a short language, clearly easy to understand but does not reduce the weight of the material set by the curriculum. this is in accordance with the opinion prastowo (2013) which states that a good teaching material presents comprehensive courses and appropriate to student basic competences, validity content is justified, presented with an attractive appearance and use clear and understandable language. development pocketbook as teaching materials for high schools based on local wisdom has its own uniqueness because it is able to raise the values of local culture and potency of a region. development a pocketbook research-based antimicrobial medicinal plants from muko-muko and serawai ethnic is one effort to raise local potency by means education. tanjung and fahmi (2013), states that education is not only limited to learning activities in schools but can be developed by using teaching materials contain noble values based on local wisdom. legibility test students showed students response to pocketbook antimicrobial medicinal plants was very good. students considered that pocketbook was attractive, handy, practical and easy-to-use. these students satisfaction due to validation processed by the expert validator, which it's scoring for content, layout, language, and presentation of pocketbook were good. according to (depdiknas, 2008), the pocketbook is a book with a small size, lightweight, and ease to stored in the pocket, so zukmadini et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 95-104 developing antimicrobial medicinal plants pocketbook … 101 it is practical to carry and read. pocketbook antimicrobial medicinal plant is one kind of teaching materials that are practically used by students except for textbooks. it is in accordance with the characteristics of the pocketbook itself. the main characteristic of this pocketbook was developed based on the local wisdom of muko-muko and serawai ethnic in utilizing plants as medicinal ingredients. therefore the content in it is contextual, appropriate for students environment. the topics presented in the pocketbook are compatible with the curriculum in high school, i.e. indonesia biodiversity topic. this is in accordance with basic competency 3.2 which contained in the x grade of shs. it is "analyze various levels of biodiversity in indonesia, threat, and conservation (kemendikbud ri, 2016) the main purpose of developed pocketbook is to assist students to improve their learning outcomes of biodiversity. although not yet tested its effect on student learning outcomes, but the pocketbook is quite feasible and has the potential to improve student learning outcomes. according to muhammad, taiyeb, and azis (2015), the using of pocketbook proved to improve the score of student learning outcomes. pocketbook antimicrobial medicinal plants is a teaching material which is developed by promoting multicultural education derived from muko-muko and serawai ethnic in using plants as medicines to treat diseases due to infection of microorganisms. pocketbook is considered to have a positive impact not only on student learning outcomes but also on the traditional knowledge of multicultural students. this is in accordance with komalasari (2011) which states that teaching materials developed by utilizing local potentials can help students find the relationship between the concept of knowledge and the environment so that students have long-lasting memory, meaningful and comprehensive knowledge. the learning process that facilitates students to embed the concept on long-term memory signifies that the learning process is meaningful and is an undeniable desirable condition in education (ramadani, fauzi, sukmawati, & corebima, 2015; sukmawati, ramadani, fauzi, & corebima, 2015). a teaching material with multicultural content is a type of teaching materials which able to help students recognize their local wisdom. therefore, this developed teaching materials similar to this pocketbook is needed by teachers and students at the school. this statement is in accordance with rokhman and yulianti 2010), who states that teachers and students need teaching materials that contain multicultural values nearby to the student’s environment and the teacher itself. pocketbook medicinal plants based on the local wisdom of the muko-muko and serawai ethnic in addition to functioning as teaching materials can also serve as reading materials that help students to understand the cultural values that surround their lives. as we know that students' knowledge of the local wisdom of medicinal plants is getting less. therefore, teaching done through the use of local wisdomfilled teaching can help overcome the problem. this is in accordance with the opinion of albantani and madkur (2018), which states that teaching based on the value of local wisdom can educate students to be able to overcome the problems that exist around the students. development of teaching materials based on local wisdom is expected to provide a new finding or innovation in producing teaching materials based on local wisdom, so preservation of local cultural values that characterize indonesia nation can be maintained through the using of teaching materials in schools. it is according to tanjung and fahmi (2015), one of the efforts that can be done to reestablish local native values is by education. developing pocketbook which has the content local wisdom of ethnics in indonesia does not only serve as a teaching materials to support achievement of student learning outcomes but can influence the knowledge of the local wisdom of students about medicinal plants daily used by ethnics in indonesia, as the result motivated students to aware their environment. this statement is in accordance with the opinion of ardan (2016) who states that using teaching materials based on local wisdom will affect the student's attitude to maintain their environment. furthermore, teaching materials based on local potency will also influence knowledge of the local wisdom of the particular community, especially regarding the use of traditional medicines. traditional knowledge about medicinal plants plays an important role in the development of herbal medicines. motaleb (2010) suggests that knowledge the using of medicinal plants is decreasing because of lack of adequate documentation and limited of knowledge transfer between generations. the zukmadini et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 95-104 102 developing antimicrobial medicinal plants pocketbook … development of pocketbook antimicrobial medicinal plants from muko-muko and serawai ethnics was expected to improve students' knowledge on the local wisdom of the community. it is in accordance with research conducted by fitriyanti, faisal, safitri, and eriawaty (2016), that revealed the use of teaching materials based on local wisdom on students can influence students' knowledge of local cultural values that occur in the dynamics of human relations with the environment. the developed pocketbook is a type of instructional material other than a textbook that provides additional information about the concept of learning (muhammad et al., 2015b; sofiana & ayu, 2017; wulandari et al., 2016). the main difference is seen in the size and presentation of the material. pocketbook made smaller than the size of textbook and learning materials are prepared based on the results of research on the local wisdom of muko-muko and serawai ethnic in the use of medicinal plants. teaching materials other than textbooks developed based on local wisdom have higher effectiveness than textbooks. this is in accordance with tanjung, daulay, and ghafari (2018) which states that local potency-based teaching materials have higher effectiveness values to improve student learning outcomes compared to textbook use. based on evaluation validity of pocketbook and recommendation from validators, it indicated that the pocketbook was good and appropriate as teaching materials for high school students in biology subject. this is in accordance with yasin (2016) which states that pocketbooks developed based on local potential are suitable for use in biology learning in the x grade for upper secondary students. this opinion is also supported by abadi, asih, and jupri (2018) which states that teaching materials based on local potentials are in great demand by students, able to improve learning ability, and students' knowledge. from the development of pocketbook based on local wisdom in the use of medicinal plants, these teaching materials have the potential to assist teachers in achieving learning objectives according to the demands of the curriculum and competency standards. this is because the material presented in this pocketbook raises the issue of the utilization of biodiversity for tribal communities in a particular area without eliminating the demands of the curriculum and learning objectives that have been formulated by teachers. this is in accordance with the opinion of kidman, yen, and abrams (2013) which states that the importance of putting local wisdom and knowledge in the curriculum of science learning because it can strengthen the sense of student nationalism. various studies have reported the development of learning sources as well as learning media is essential in biology learning (fauzi, 2017; miharja, 2015; ummah et al., 2016; widiansyah, indriwati, munzil, & fauzi, 2018; yasin, 2016). through such efforts, various problems related to the learning process could be resolved. moreover, the development of learning resources is not only aimed at the context of formal education. sometimes, various research and development in biology education field also develop media for community (setyawan, rohman, & sutomo, 2015). through this kind of effort, academicians and teachers not only facilitate learners in the schools but also educate the community, save the environment, and explore the local wisdom. conclusion the antimicrobial medicinal plants pocketbook based on local wisdom of mukomuko and serawai ethnic was developed. the validation data score from learning source expert was 93.40% and material expert was 98.86% which were recognized as ‘very good'. thus the developed pocketbook is valid (usable) as supplementary teaching materials. the effectiveness of the pocketbook for improving students’ knowledge, character, and other 21st-century skills are needed to study by next researchers in the form of class action research, quasi-experiment, and some others. acknowledgment we would like to give special thank you to research institutions and community service of the university of bengkulu who has provided research funding support through “pnbp 2017” grant (contract no. 1664/un30.15/lt/2017). references abadi, m. k., asih, 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(2016). development of waste recycling pocket book based sets to improve environmental care attitude. jurnal pendidikan biologi, 5(7), 1–7. widiansyah, a. t., indriwati, s. e., munzil, m., & fauzi, a. (2018). i-invertebrata as an android-based learning media for molluscs, arthropods, and echinoderms identification and its influence on students’ motivation. jpbi (jurnal pendidikan biologi indonesia), 4(1), 43– 52. https://doi.org/10.22219/jpbi.v4i1.547 643 wulandari, t., prihandono, t., & handayani, r. d. (2016). pengembangan pocketbook sahabat ipa pada materi tndra. jurnal pembelajaran fisika, 5(3), 277–284. retrieved from http://repository.unej. ac.id/handle/123456789/77908 yasin, m. m. (2016). pengembangan biopocketbook berbasis potensi lokal kawasan hutan bebeng gunung merapi materi pokok keanekaragaman tumbuhan paku untuk siswa kelas x sma / ma. uin sunan kalijaga. 232 vol. 3 no. 3, 2017; pp. 232-237 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 03/10/2017 revised: 26/11/2017 accepted: 30/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: wagiyanti, h. & noor, r. (2017). red dragon fruit (hylocereus costaricensis britt. et r) as a natural staining alternative in microscopic observation of the plant tissues: the practical guide in senior high school. jurnal pendidikan biologi indonesia, 3(3), 232-237. https://doi.org/10.22219/jpbi. v3i3.4843 red dragon fruit (hylocereus costaricensis britt. et r.) peel extract as a natural dye alternative in microscopic observation of plant tissues: the practical guide in senior high school heni wagiyanti and rasuane noor* department of biology education, university of muhammadiyah metro, lampung, indonesia *corresponding e-mail: rasuanenoor@gmail.com abstract prepared slide of plant tissue needs to be staining to facilitate observations under microscope. laboratorium activities in schools usually use synthetic dyes which expensive and can be damaged the student. therefore the exploration of alternative dyes need to be established, such as utilizing of red dragon fruit (hylocereus castaricensis britt. et r.). this study aims to (1) find out the best concentration of dragon fruit peel extract for staining plant tissue prepared slide and (2) to develop the practical guide related to plant tissue observation. the qualitative research used different concentration of red dragon fruit peel extract, namely: 30%, 40%, 50%, 60%, 70%, 80%, 90%, and 100% with 3 repetitions. data were obtained from observation photos of prepared slide. the result showed that the most contrast prepared slide was used red dragon fruit extract in 60% concentration. the result use to arrange practical guide in observation of plant tissues which is validated by material expert. the validation result showed “very good” criteria (86.01%). keywords: natural dye, practical guide, red dragon fruit, staining prepared slide. © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction biology is natural science that involves study of living organism including molecular level until organism level. in biology student also discusses a lab activity in the laboratory, such as how to observe the anatomy of plant tissue under microscope. some cells or tissues of plants are translucent, because they have little or no color pigment in their cells. this will not be able to observe under microscope, because these cell components are not able to absorb and refract light. as a result staining process on plant tissue slide needed to facilitate the observation. synthetic dye for tissue staining, such as safranin-o and methylene blue (mb), is relatively used to facilitate the observation under microscope. however these dyes have negative effect to the human. safranin-o, a cationic dye, is one of the harmful contaminant that has been found in pharmaceutical and textile manufacturing waste. it was reported that this contaminant is harmful for the human’s health due to its negative effects on the skin (such as skin allergies), digestive system and respiratory systems (bayazit, 2014). as well as the mb that causes cardiovascular disorder, dizziness, fever, headache, skin problem and anemia (patil & shinde, 2016). the other study reported that mb potentially effect the central nervous system (vutskits et al., 2008). mb is carcinogenic and very difficult to decompose (patil & shinde, 2016; rafatullah, et al., 2010). consequently the use of harmless, cheap, non-toxic and ecofriendly stains has become a matter of significant importance due to the increased environmental awareness in order to avoid some hazardous synthetic ones. the alternative solution is by using natural dyes which are eco-friendly, non-toxic, noncarcinogenic and biodegradable (bhuyan & saikia, 2003; deepali, et al., 2014). plants are highly potential source of natural dyes, that primarily they are present in parts of the plant like root, bark, leaf, fruit, wood, seed, and flower (bhuyan & saikia, 2003; egbujo, et al., 2008; kamel & najmaddin, 2016; kumar, et al., 2015; raheem, et al., 2015; siva, 2007) although plants exhibit a wide range of colors, not all of these pigments can be used as dyes. some do not dissolve in water, some cannot be adsorbed on to fibers, whereas others wagiyanti & noor / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 232-237 red dragon fruit (hylocereus costaricensis ….. 233 fade when washed or exposed to the air or sunlight (siva, 2007). therefore the examination to choose the good dye is needed to be established. one such alternative material is peels of red dragon fruit (hylocereus costaricensis britt.et r) dragon fruit is one of the cultivated plants in indonesia. dragon fruit basically has many benefits for the human body to increase metabolism process due to vitamin c richness and its minerals content (corleone, 2017). however, people rarely utilize the dragon fruit peel that contains anthocyanin. anthocyanin are flavonoid commonly found in flower petals, fruits, and leaves and produce orange, red, violet, and blue colors (jackman, et al., 1987; kong, et al., 2003). anthocyanin were used fitfully as histological stain (al-tikritti & walker, 1978; kumar, et al., 2015; shehu et al., 2012; sridhara et al., 2016; suebkhampet & naimon, 2014) and plant anatomical stain (deepak & omman, 2013). thus dragon fruit peel extract can be used as natural dye for staining plant tissue. regarding to that situation, research on utilizing of dragon fruit peel extract as natural dye for plant tissue slide is expected to be used as practical guide in the laboratory. the practical guide can be used as a guide or reference before doing hands-on activity in laboratory. method this research used qualitative descriptive experimental method to describe the quality of staining plant tissue slide using dragon fruit peel extract. the qualitative research using different concentration of red dragon fruit peel extract, namely: 30%, 40%, 50%, 60%, 70%, 80%, 90%, and 100% with 3 repetitions. data collected by directly observing the object under microscope with a series of experiments systematically. its main purpose is to prove the effectiveness of natural dyes and to find the right concentration that has good contrast and high affinity on its result. data analysis was described by qualitative descriptive from material expert. there are 4 lecturers as material expert who will observe the data and validate the practical guide that developed. validation was using questionnaire. criteria of slide clarity and the color contrast that has been stained are presented in table 1 and table 2. table 1. criteria of slide clarity no. criteria indicator 1 very clear if the parts of tissue can be distinguished very clearly. 2 clear if the parts of tissue can be clearly distinguished. 3 not clear if the parts of tissue cannot be clearly distinguished. table 2. criteria of color contrast no. criteria indicator 1 highly contrast if the dye is only strongly bonded to a particular part of the tissue (not coloring all tissues). 2 contrast if the dye is only bonded to a particular part of the tissue (not coloring all tissues). 3 lowly contrast if the dye is tied to all the tissues (coloring all the tissues). results and discussion the study was conducted using natural dye from a dragon fruit peel extract to replace the safranin-o in observation of stem and root tissue of zea mays l. under microscope at 100x magnification. the data of clarity slide and color contrast on zea mays l. stem and root that has been stained with dragon fruit peel extract and safranin is presented in table 3 and 4. table 3. data of clarity slide and color contrast on zea mays l. stem and root no. photos under microscope description 1. slide of zea mays l. root with dragon fruit peel extract 30% staining 2. slide of zea mays l. root with dragon fruit peel extract 40% staining wagiyanti & noor / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 232-237 234 red dragon fruit (hylocereus costaricensis ….. 3. slide of zea mays l. root with dragon fruit peel extract 50% staining 4. slide of zea mays l. root with dragon fruit peel extract 60% staining 5. slide of zea mays l. root with dragon fruit peel extract 70% staining 6. slide of zea mays l. root with dragon fruit peel extract 80% staining 7. slide of zea mays l. root with dragon fruit peel extract 90% staining 8. slide of zea mays l. root with dragon fruit peel extract 100% staining 9. slide of zea mays l. root with dragon fruit peel extract 0% staining 10. slide of zea mays l. root with safranin staining. the results of microscope examination were qualitatively described by the expert based on criteria of slide clarity and color contrast, presented in figure 1. figure 1. percentage of expert review slide of zea mays l. root wagiyanti & noor / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 232-237 red dragon fruit (hylocereus costaricensis ….. 235 based on the results dragon fruit peel extract can be used as staining in observation slide of plant tissue under microscope. the most effective concentration of dragon fruit peel extract is 60% which have higher percentage than the other concentrations. utilizing dragon fruit peel extract as natural dye can distinguish the each part of root; include epidermal tissue, phloem, xylem, and cambium, presented in figure 2. figure 2. slide of zea mays l. stem with dragon fruit peel extract 60% staining additionally, dragon fruit peel extract staining of zea mays l. root showed that the color can be absorbed and distinguish the endodermic tissue, stele, and transport tissue (xylem and phloem), presented in figure 3. figure 3. slide of zea mays l. root with dragon fruit peel extract 60% staining staining by using safranin make the part of tissue visible but cannot be distinguish because of the thickness. staining of plant slide using safranin showed that stem and root tissue did not show any contrasting color because all parts of the tissue looked red with the same intensity of color absorption. it is making difficult to distinguish parts of the tissue. whereas staining by using dragon fruit peel extract in the root and stem tissue facilitate the observation easily. the questionnaire result of color contrast showed that the safranin make the cells more clearly than using of dragon fruit peel extract. however, the result of staining with red dragon fruit peel extract is not much different from the dye using safranin as synthesis dyes. staining will facilitate the observation of cells or tissues under a microscope, because the dyestuff (dyestuff) has a selective affinity to cell organelle (gresby, 2013; kumar, et al., 2015). the staining process of plant tissue slide with red dragon fruit peel extract may occur due to an electrostatic bond reaction between the dyestuff charge and the different cell parts so that the plant tissue can be stained red. the resulting red dye is derived from the anthocyanin contained in red dragon fruit peel. anthocyanin has an acidic ph can color cellulose in cell walls that have an alkaline ph. the positive ions in the dye will be released and bind covalently to the negative ions present on the cell wall of tissue (chukwu et al., 2011; nurwanti, et al., 2013). natural dye of red dragon fruit peel extract can make contrast in slide so that the structure of tissue can be distinguished. hence utilizing plant extract, like dragon fruit, as natural dye beside fitfully distinguished the structure of plant tissue slide, but also eco-friendly and non-hazardous for student (chukwu et al., 2011; deepak & omman, 2013; kamel & najmaddin, 2016; korade, et al., 2014; raheem, et al., 2015; shehu et al., 2012; suebkhampet & naimon, 2014). furthermore, the results obtained will be applied as a practical guide in senior high school. based on questionnaire result by material expert on learning resources as practical guide showed that “very good” criteria (86.01%). thus it can be concluded that the practical guide developed is feasible to be use in learning process, especially in structure and function of plant tissue material. conclusion based on the results and discussion it can be concluded that: 1. red dragon fruit (hylocereus costaricensis britt. et r) peel extract, concentration 60%, can be used as alternative dye in plant tissue slide preparation. 2. the research results can be used as a learning source as practical guide in senior high school, especially in structure and function of plant tissue material with “very good” criteria (86.01%). wagiyanti & noor / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 232-237 236 red dragon fruit (hylocereus costaricensis ….. references al-tikritti, s. a., & walker, f. 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(2018). chemistry education student response toward general biology course: a descriptive study. jpbi (jurnal pendidikan biologi indonesia), 4(2), 143-150. https://doi.org/10.22219/jpbi.v4i2.5523 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education chemistry education student response toward general biology course: a descriptive study diyyan marneli* and lailatul husni department of biology education, faculty of tarbiyah and science education, state islamic institute of batusangkar, west sumatera, indonesia. *corresponding e-mail: diyyanmarneli@iainbatusangkar.ac.id abstract chemistry and biology are interrelated branches of science, but students majoring in chemistry education are often considering as less ability to understand several biological concepts. the study aim was to obtain the information about the response of chemistry education students on the general biology course. the research was a descriptive study conducted in august to december 2017 in which the subjects were twenty-four first-semester students of chemistry education who take general biology course at faculty of tarbiyah and teaching sciences, state islamic institute of batusangkar, west sumatera. the instrument used was the questionnaire of student responses on the general biology course. the analysis used was a descriptive statistical analysis by using percentage. the best response of students on the general biology course was on assessment transparency aspect, while the lowest was on lecture attractiveness aspect. the conclusion of this research showed that the student response was considered as good criteria. although from department of chemistry education, most students give positive responses to the general biology course. information obtained from this study can be used as a basis to improve the quality of the general biology course, especially in the department of chemistry education. keywords: chemistry, general biology, student’s response © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction universities are the highest institutions of formal education that play an important role in producing qualified graduates. a university can be said successful if able to guarantee its graduates to be able to improve the quality of their life (hassanbeigi et al., 2011; pereira & costa, 2017). therefore, universities should accommodate their students, both empowering the mastery of science concepts (hassanbeigi et al., 2011) as well as achieving the various skills needed in the 21st-century (ghazivakili et al., 2014; pereira & costa, 2017). every department in every faculty of a university must achieve these goals, including the department of chemistry education. the faculty of tarbiyah and science education is one the faculty at state islamic institute of batusangkar that has department of chemistry education. in this department, students will take various courses. in general, the courses facilitate the students to explore various chemical concepts. related to chemistry concepts, according to barke (barke, hazari, & yitbarek, 2009), chemical learning is one of the lessons that has some abstract concepts and difficult to understand. the example of abstract concepts, such as the concept of atoms, a chemical bond, nomenclature of chemistry, the concentration and chemical equilibrium. some of the chemistry concepts also often generate misconception, such as the chemical bond, chemical equilibrium and reduction-oxidation reaction (barke et al., 2009). beside of various courses related to chemistry, chemistry education students must also take general biology course. general biology course is one of the compulsory subjects in the department of biology education which is also available in the department of chemical education at state islamic institute of batusangkar. the students are taking the course which has 2 credits (16 meeting) during the first semester. there are some topics which studied in general biology https://doi.org/10.22219/jpbi.v4i2.5523 marneli & husni / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 143-150 144 chemistry education student response … course. one of the topics is ecosystem, environmental education that describe and analyse the understanding of the biosphere, the earth and its living things. chemistry and biology are two interrelated branches of science (boltax, armanious, kosinski-collins, & pontrello, 2015; ebetino et al., 2011; hruby, 2009; pross, 2009). both of them are studying various natural phenomena and have important role in human life. various courses of biology are required to be the basis for the understanding of some chemical concepts, as well as some chemistry courses related to several concepts of biology. in contrast, the character of several biological concepts have a difference in the chemical concepts characteristics. biology is the science of life that studying the symptoms and the processes of life (rustaman, 2016). moreover, biology is one of the science subjects which actively developed. the everexpanding of biology is focused on learning, from micro to macro levels, leads students to receive a wide range of topics and abstract concepts. furthermore, biology is not only concerning to mastery knowledge but also studying the process of discovery that emphasizes the direct experience (hayati & berlianti, 2016). various concepts of biology are discovered and developed by researchers through scientific methods involving model organisms, so that biology learning should be directed toward students to gain knowledge through the stages of the scientific method. related to its characteristics, various types of learning alternatives are recommended in biology learning. to deal with many of the concepts studied, some previous research recommends the implementation of some learning models, such as cooperative script, reciprocal teaching (fauzi, 2013; ramadani, fauzi, sukmawati, & corebima, 2015; sukmawati, ramadani, fauzi, & corebima, 2015), and problem based learning (bidokht & assareh, 2011; nazir & zabit, 2010; permana, suwono, & listyorini, 2016; savery, 2006).to deal with the abstract of the concept and the difficulty of understanding the style of the language in reference, especially foreign language references, the educators are encouraged to develop various media and learning resources (fauzi, 2017; widiansyah, indriwati, munzil, & fauzi, 2018). the use of a variety of model organisms is also recommended as an alternative that teachers can use it to overcome the abstract of biological concepts, in addition to improving students' learning motivation and student skills (fauzi & corebima, 2016c, 2016a, 2016b; fauzi, corebima, & zubaidah, 2016; fauzi & ramadani, 2017). finally, related to the efforts of teachers in empowering 21st-century skills, the implementation of cooperative learning can be used as an alternative form of learning held during biology learning (buku, mite, fauzi, widiansyah, & anugerah, 2015; ramadani et al., 2015). however, based on pre-research or in the first meeting that has been done on students at the department of chemistry education who have taken the course of general biology, some students said several concepts in the course are classified as elusive. the concepts are too theoretical and less contextual so it is difficult to understand and this condition can be carved on the teaching and learning process. moreover, there are various problems encountered, such as students are less interest in reading books, less search for reference materials, as well as students are still low in their independence and mentality especially in compiling the sentence in question and answer. it showed that the power of the analysis is still low. furthermore, it can be seen that the students’ scientific attitude (i.e. curiosity, cooperation, accuracy, responsibility, and critical thinking) is also still not optimal. several previous studies have reported student responses to courses that have different characteristics than the common courses in their department (anggraini, 2016; sudaryanto & purwanti, 2009). however, these previous studies examined the response of other major students towards chemistry course, not vice versa. research that examines the chemistry student's response to biology lectures has not yet been found. the existing research is limited to optimizing the process of biology course in the department of chemistry education (subiantoro, paidi, & ariyanti, 2012). in addition, based on students’ responses from pre-research that previously described, the temporary conclusion is: department of chemistry education students feel difficulty and less interested on general biology course. such information needs to be validated through more systematic and in-depth study. so, the aim of this study is to obtain the information about the response of chemical education students in the implementation of the general biology marneli & husni / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 143-150 chemistry education student response … 145 course. this research is expected to contribute: a) as a basic data for the development of general biology learning especially in the implementation of future lectures; and b) provide information about the response of students in the implementation of general biology course. students' assumptions about a course will have an impact on their learning motivation in the course. motivation to learn is one of the main factors that influence the involvement of students in the lecture process (filak & sheldon, 2008; widiansyah et al., 2018). the higher frequency of student involvement in learning process, the more optimal achievement of their learning outcome (gunuc, 2014). therefore, the information about the response of students to the general biology course can be used as a basis to reflect on how the process of general biology course from the student's point of view. method this research was conducted at the faculty of tarbiyah and sciences education, state islamic institute of batusangkar which is located on jl. jenderal sudirman no. 137 lima kaum, batusangkar, west sumatera. the research was conducted from august to december 2017. the subjects of this research were all first semester students at department of chemistry education who take general biology course, with a total of 24 respondents/students. this research was descriptive research that was interpreting and telling data about student response on general biology course in the department of chemistry education. the instrument that used in this research was a questionnaire on the general biology course. there were eight aspects asked in the questionnaire used: (1) the attractiveness of biology lectures; (2) suitability of the lecturing process with lecture plan; (3) ease of understanding of learned concepts; (4) utilization of instructional media; (5) empowering critical thinking skills during lectures; (6) challenges during lectures; (7) transparency of the assessment and evaluation; and (8) suitability of evaluation questions with learning outcomes. each aspect has two responses, yes and no. the response result is used as the basis for data analysis in this study. the response scoring in this study using the guidance presented in table 1. table 1. assessment of student response answer value/score yes (y) 1 no (n) 0 (source: riduwan, 2011) scores obtained on each aspect of each student are then summed and converted in percentage form. conversions in percentage form are based on formula 1 (huda, 2013). p = (e/n) x 100% (1) information: p = percentage of respondents' answers e = number of respondents' answers n = number of respondents as the percentage obtained, it was then matched to the guidance criteria (see table 2). table 2. criteria for student response percentage (%) category 86-100 very good 76-85 good 60-75 enough 0-59 not good result and discussion the results represent the response of chemistry education students to the general biology course. the results are presented in table 3. the general biology lecture was not included in the “very good” category. this result relates to the condition of the learning in which most students have low interest to the material being presented. this condition due to the biological concepts discussed in general biology course have more theories than practice. this result is line with aji who explained that the general biology course has a material that is classified as an elusive level (prasetiyo & perwiraningtyas, 2017). the concepts are more theoretical than contextual learning. the attractiveness of biology course can actually be improved through several ways, such as the use of model organisms (fauzi et al., 2016; fauzi & ramadani, 2017) and other learning media (widiansyah et al., 2018). furthermore, there were 75% of 24 students who say the material that has been delivered is in accordance with the semester's learning plan marneli & husni / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 143-150 146 chemistry education student response … that has been made by the lecturer. semester learning plan (slp) is a projection of activities (activities) that will be conducted by lecturers with students in the process of learning or lectures in the classroom (nurdin, 2017). therefore, slp is an integral part that cannot be separated from "learning or lecture". this means every lecturer who will conduct learning process must prepare a learning plan firstly. table 3. student response to general biology courses. no. statement percentage (%) 1 is the general biology course very interesting? 60 2 are the materials being studied in accordance with the planning of the general biology course? 75 3 do these biology easily understandable? 71 4 is the learning media used to help understand the material in learning? 88 5 do these general biology courses train the ability to think critically? 72 6 have assignments give challenges in learning? 92 7 are assessments and evaluations implemented in a transparent manner? 96 8 do the test questions match the competencies demanded? 88 average 79.6 at the level of understanding, the student's response to general biology is at the "enough" level, rather than being "good" or "very good". these results indicate that students feel difficulties to learn biological concepts. this condition is in line with some previous studies that reported that biology contains several concepts that are not easy to learn (çimer, 2012; etobro & fabinu, 2017). although these previous reports were not positioning chemistry education students as the subject of his research, the reported information has proven that biology is sometimes difficult to learn. then, 88% of students said that the media can help to understand the material in the learning process of the general biology course. the use of media is essential in the learning process (susilana & riyana, 2009). the existence of learning media can assist the task of teachers in delivering messages from the lesson material given by the teacher to the students the use of appropriate media in biology learning is one of the solutions of various problems related to student's interest, learning outcomes and motivation (fauzi, 2017; suhartono, 2015; widiansyah et al., 2018). the utilization of appropriate media will increase students' attention and motivation on the topics to be studied. this condition gives an impact on students to be more concentrated and student achievement can be improved (purwono, yutmini, & anitah, 2014). the very important role of learning media is to motivate students, provide experience and facilitate students in understanding the material presented (chen & chen, 2011; walker, 2003). it can be concluded that the lecturers are effective in using the media and it can increase student interest in teaching and learning process and students will be faster and easier to understand and understand the material presented by lecturers. furthermore, 72% of students assume that general biology lectures can train students' critical thinking skills. critical thinking is the ability of evaluative thinking that shows the human ability to see the gap between reality and truth and able to analyze and evaluate as well as to solve the problem (ennis, 2011; phan, 2010; sykes, wills, rowlands, & popple, 2013). critical thinking is also the ability to apply the concepts that have been learned in class on various phenomena encountered both at school, at home, and in social life in accordance with the norms that apply (rachmadtullah, 2015). critical thinking is one of thinking ability. thinking ability is obtained from the ability of students to convey questions and answers during the learning process. this skill is one of the skills needed in the 21st century and biology educators should be able to empower these skills during the learning process (ghazivakili et al., 2014; phan, 2010). then, 92% of the students also stated that the lecture assignments given to the general biology lectures can challenge them. students need to be challenged to stimulate the learning process. through assignments, it can be realized (scager, akkerman, pilot, & wubbels, 2017). in addition, assignments can also improve student engagement in the learning process (buijs & admiraal, 2013). the next, 96% of students responded that the assessment was done transparently. this information indicates before the tests marneli & husni / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 143-150 chemistry education student response … 147 conducted, the lecturer has explained how the weight of the question or the test will be given and the test results are returned to students. assessment is an activity to provide continuous and comprehensive information about the process and results achieved by students (fadillah, 2017). the assessment of learning outcomes of learners is very important, because it can give an information about how much learners mastered the competence or material that has been taught by the teacher (lile & bran, 2014). the assessment is the process of interpreting the measurement data on the process and learning outcomes in the form of a score by converting it into a value based on some certain to make a decision about the learning process. while the student's response to the test items, 88% of students said the items of the test is in accordance with the competence. teachers must have the skills and experience in preparing various forms of questions and each kind of question is not only suitable for measuring one particular type of ability (tofade, elsner, & haines, 2013). tests are generally used to assess and measure student learning outcomes, especially cognitive learning outcomes regarding the mastery of teaching materials in accordance with education and learning at that time (widyantoro, 2009). various factors affect the student learning outcomes in certain courses. one of the main factors is the students' learning motivation (filak & sheldon, 2008; widiansyah et al., 2018). the level of motivation to learn will determine how high the effort of students to get involved in the learning process. this condition is influenced by the student's assumption of the course. the better of student response effect on the better of student involvement in the lecturing process. this condition tends the student to obtain optimal academic achievement (gunuc, 2014) based on the results obtained from this study, a positive response is shown by department of chemistry education students on the general biology course. this information indicates, although biological characteristics are different from chemistry, the students still have the potential to obtain optimal learning outcomes in this course. the results of this study can also be used as a basis for improving the quality of the general biology course so students' positive responses to the general biology course can be increased. conclusion the result of this study is the average percentage of student response to the general biology course was 79.6%. the result indicates the response of chemical education student who has taken course in general biology in state islamic institute of batusangkar as good criteria. biology is sometimes regarded as a difficult and less interesting learning. the use of learning media or learning model can be used as an alternative to overcome the problems in the process of learning biology, including in general biology course. in this study, students gave positive responses to the general biology course, although the positive response is still not optimal. this information indicates that students have the potential to obtain good learning outcomes in the general biology course. this potency can still be optimized. therefore, it is recommended to improve the quality of the general biology course, especially on the aspects that the percentage of student's positive response is lower than other aspects. references anggraini, d. p. 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(2009). pengembangan soal tes pilihan ganda kompetensi sistem starter dan pengisian program keahlian teknik mekanik otomotif kelas xii. jurnal pendidikan teknik mesin, 9(1), 14–21. 75 citation: two sides of the same coin: student justifications for or against evolutionary theory. jpbi (jurnal pendidikan biologi indonesia), 4(1), 75-84. https://doi.org/10.22219/jpbi.v4i1.5305 vol. 4 no. 1, 2018; pp. 75-84 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 30/01/2018 revised: 28/03/2018 accepted: 30/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education two sides of the same coin: student justifications for or against evolutionary theory pratchayapong yasri1* and thanakorn maleesut2 1 institute for innovative learning, mahidol university, nakhon pathom, thailand 2international demonstration school, mahidol university, nakhon pathom, thailand *corresponding e-mail: pratchayapong.yas@mahidol.ac.th abstract students accepting evolution are likely to rely on science as cognitive authority (i.e. science textbooks and science teachers). in contrast, those not accepting are likely to rely on religion as cognitive authority (i.e. religious texts and religious leaders). a thematic analysis based on existing quantitative and qualitative studies has been carried out in order to propose a theoretical framework for a range of reasons contributing to students' acceptance and rejection of evolutionary theory. this article urges that instruction of evolution is more than the matter of delivering scientific contents. it also deals with personal worldviews influenced by different forms of cognitive authority. it is therefore important to put more emphasis on developing students’ learning skills to critically evaluate which source of information is scientifically appropriate, with full respect to religious belief of individuals. keywords: acceptance, evolution, cognitive authority, religion © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction evolutionary theory is stated to be the unifying theme which underlies biological concepts (dobzhansky, 1973). therefore, student acceptance of it is fundamental to understanding of other biological sciences. in addition, understanding and acceptance of evolutionary biology are found to be closely related to understanding of the nature of science in regard to what science is and how it works (lombrozo, thanukos, & weisberg, 2008). previous empirical studies in science education research demonstrate that there are various factors which influence different levels of student acceptance of the theory of evolution including understanding evolutionary evidence (clores & limjap, 2006; downie & barron, 2000), religious perspectives (clores & limjap, 2006; downie & barron, 2000; francis & greer, 1999; francis, gibson, & fulljames, 1990; fulljames, gibson, & francis, 1991; yasri & mancy, 2014), and the status of evolutionary theory within the scientific community i.e. the degree to which scientists and science teachers accept it (rutledge & sadler, 2007). however, knowing only whether students accept evolutionary theory may not provide much further information for its impact on student learning of biology. it is therefore important to understand perceived justifications that students hold to express their view on the acceptance of evolutionary biology. thus, this article is set to elaborate these in greater detail. it reviews empirical findings from quantitative studies which adopt a survey approach using predefined justifications for accepting or rejecting evolution in questionnaires, as well as findings from qualitative studies using in-depth interviews in which justifications for perceiving evolution are attributed by students themselves. it then draws out that student justifications for expressing different responses to evolutionary biology are related to two forms of cognitive authority. one is associated with the scientific enterprise, and the other with religious perspectives. it urges that although it is practically impossible that students are able to acquire scientific understanding about evolutionary theory based solely on first-hand experiences (i.e. they cannot gain access to evolutionary evidence and run experiments https://doi.org/10.22219/jpbi.v3i1.3905 76 two sides of the same coin …. yasri & maleesut / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 75-84 directly by themselves), allowing them to rely on other forms of second-hand knowledge according to the framework of cognitive authority (i.e. they acquire knowledge about evolution through books, online articles, teachers and other experts) has to be observed carefully by biology teachers. lack of careful observation may lead students to hold some misunderstandings of evolutionary biology which may, in turn, lead to rejection of it. it is therefore important to cultivate students’ critical thinking skill in order for them to be able to evaluate which forms of cognitive authority are worth leaning towards. however, this shall be done with full respect to personal adherence to any particular religious beliefs. method in order to gain profound understanding of different forms of cognitive authority that influence students' acceptance and rejection of evolutionary theory, a thematic analysis based on existing literature is carried out inductively. both quantitative and qualitative studies are used as secondary sources. reasons for and against evolutionary theory expressed by students are emphasised which are then synthesised into a single framework with sub-thematic levels. the underlying framework for this categorisation is cognitive authority. consensus between the authors is adopted as a triangulating approach. results and discussion this review based on existing literature in evolution education shows that students rely on different forms of cognitive authority when justifying the acceptance of evolution. two broad forms of cognitive authority are influential in student justification: scientific and religious enterprises (see figure 1). figure 1. student justifications on the acceptance of evolutionary theory based on cognitive authority student justification for or against evolutionary theory based on quantitative studies on the basis of student selection of predefined items for or against evolution provided in a questionnaire, downie and barron (2000) propose three justifications which contribute to student acceptance of evolution in a period of 12 years of study among university students in scotland. the three justifications are related to two sides of the same coin …. 77 yasri & maleesut / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 75-84 scientific evidence for evolution, science teachers and the perceived unavailability of alternative explanations. more specifically, first, 78% of the student participants who accepted evolutionary theory (n=1019) agreed that they accepted it because “there are not any good alternatives to evolution that explain well the origin and distribution of species” (p.142). second, 36% of them accepted evolutionary theory on the ground of scientific evidence as they agreed with the reason that “the evidence for evolution is clear and unambiguous” (p.142). thirdly, 11% of those accepting evolutionary theory agreed with the choice stating that “i tend to accept what my teachers say: they know the evidence much better than i do”. note that the summation of the percentages is not 100 because the students were asked to tick all the reasons that applied to them. in contrast, by providing negative interpretations of those three justifications, downie and barron (2000) report that 33% of those rejecting evolutionary theory over the period of 12 years (n=191) viewed that evolutionary evidence is “full of conflicts and contradictions” (p.141). in addition, 19% of those rejecting evolutionary theory agreed that there are good alternatives to evolution that explain the origin and distribution of species. although these good alternatives are not detailed in downie and barron (2000), southcott and downie (2012) further explored with another batch of student participants that these alternatives are related to creationist and intelligent design perspectives (discussed below). turning to the present result, interestingly, 71% of those rejecting evolutionary theory rejected it on the basis of religious beliefs by selecting the choice which states that “i accept the literal truth of a religious creation account that excludes evolution”. using downie and barron (2000)’s questionnaire with some minor modifications, özay köse (2010) reports that among turkish secondary students, there were 183 out of the total number of 250 student participants who rejected evolutionary biology, of which 72.1% rejected it on the basis of the literal interpretation of creationist account on divine creation. in addition, 40.4% perceived that the evidence for evolution is “full of conflicts and contradictions” (p.192). unlike the scottish sample, only 56.7% of those accepting evolutionary theory (n=67) viewed that there are no good alternatives to evolutionary theory; 52.2% accepted evolutionary theory because of its “clear and unambiguous” evidence (p.192); furthermore, 44.7% accepted it because of the influence of science teachers and science textbooks. as mentioned above, downie and barron (2000)’s results were recently updated by southcott and downie (2012) whose questionnaire-based survey focused on how first and final year bioscience students attending a scottish university perceived evolutionary theory. they present that almost half of the first year students who rejected evolution (n=61) viewed that “there are alternative explanations for the diversity of life seen today (e.g. divine creation, intelligent design), whereas an average of 24.5% viewed that evolutionary theory is failed to gain support by sufficient evidence and over 20% rejected because they “have insufficient knowledge about evolution” (p.303). in contrast, among 850 students who accepted evolutionary theory, the majority (73.5%) agreed that evolutionary evidence “is convincing and well supported. turning to the final year students whom are divided by the researchers into two groups: those having little experience on post-level 1 evolution courses (n=218) and those who have exposed to a range of courses related to evolutionary theory (n=255). the researchers present that only 2.1% of the whole sample rejected the statement for evolutionary theory. however, this figure comes only from the former group; whereas the number of those rejecting evolution was absent among the latter. like the first year students, most of these final year students (84.5%) accepted the evolutionary theory because they find it “convincing and well supported” (p.304). taking these into consideration, rather than being drawn to the different figures presented, i would like to highlight that these studies point out a group of student justifications on which both university and secondary school students rely in order to make their view to support or oppose evolutionary biology. however, these justifications yield bilateral responses. more specifically, there are students who positively perceive that evolutionary evidence is creditable and accept that evolutionary theory is the only existing explanation of the origin of life and biodiversity that is scientifically sound. in contrast, many negatively perceive these aspects by holding the views that evolutionary evidence is not creditable and there are some other convincing explanations to the emergence of 78 two sides of the same coin …. yasri & maleesut / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 75-84 biodiversity such as creationist and intelligent design perspectives. in addition, there are justifications that are not influenced students’ own evaluation of scientific evidence or scientific explanations, but by other influential sources of authoritative knowledge such as science teachers and science textbooks (scientific authority) or literal interpretation of religious accounts on divine creation (religious or scriptural authority). in other words, when justifying whether evolutionary biology should be accepted, many students rely on what others may say about it rather than reflect on it by themselves. however, this range of justifications for or against evolutionary theory may not exclusively represent what students actually perceive about evolution as they are fundamentally pre-defined by the quantitative researchers. it is therefore important to review naturalistic accounts given by students themselves based on in-depth interviews. an integrative framework drawn from these two research strands will help us understand student justifications for or against evolutionary theory more clearly. student justification for or against evolutionary theory based on qualitative studies hokayem and boujaoude (2008) carried out in-depth interviews with 11 university students in lebanon using open-ended questions. their findings concerning student justifications for forming an opinion whether evolutionary biology should be accepted, deductively appear to be similar to those presented by downie and barron (2000) particularly the consideration of evolutionary evidence. more specifically, hokayem and boujaoude (2008) point out that all of the participants recognised the importance of concrete evidence in making the justification regarding to the strength of scientific theories. however, they differed in their interpretations of such evidence. those accepting evolutionary theory perceived that it has been scientifically constructed through concrete evidence. in contrast, those being unsure and those rejecting evolutionary theory found the evidence itself unconvincing and speculative, and thus they decided not to accept evolution without referring to any religious reasons. a wider range of reasons for forming an opinion on the acceptability of evolutionary theory are reported in the study of clores and limjap (2006) whose work adopts a different research approach (in-depth interviews together with written responses) focusing in a different educational context (university students in the philippines). their data analysis adopts an inductive approach. more specifically, among those accepting evolution, about two third perceived that it is sufficiently supported by scientifically valid evidence which has been accumulatively discovered by a number of scientists. in addition, among them, many accepted evolution on the basis of a good understanding about the nature of science and scientific methods. however, the expression of the acceptance of evolution by some students appears to be associated with scientism (e.g. unconditional faith in the work of scientists), as well as misconceptions about evolution (e.g. man linearly evolved from monkeys). among those being unsure and those rejecting evolution, in addition to their misconceptions about evolution (e.g. environmental determinism, divine revelation, evolution of plants and lower taxonomical animals only) and misinterpretation of its evidence (e.g. incomplete fossil records, missing links for speciation, pure imagination), they tend to deny evolution for religious reasons. specifically, two students said that their uncertainty about the correctness of evolutionary theory stems from clashes between the scientific explanations of evolution and their creationist beliefs. another student understood that his creationist belief does not allow him to consider evolutionary theory as an account for the emergence of organisms. in addition, some of those who rejected evolution explained that evolution is less likely to occur when mathematical probabilities are considered. taking these into considerations, reasons for accepting and rejecting evolution presented in these qualitative studies composing of both deductive and inductive approaches involve perceived oppositions between the scientific and religious enterprises. in relation to student perceptions on evolutionary evidence, those accepting evolutionary theory are likely to be convinced by scientifically valid evidence for evolution with either some scientifically sophisticated understandings or the “scientistic” point of view (scientism). however, those rejecting evolutionary theory are likely to either explicitly lean towards the religious enterprise (i.e. literal interpretation of the scriptures and divine revelation) or implicitly rely on some pseudo-scientific concepts or misconceptions two sides of the same coin …. 79 yasri & maleesut / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 75-84 which may arise from religious standpoints. in addition, it appears that the student participants were influenced by some influential sources of knowledge such as science teachers and science textbooks versus religious texts. two sides of the same coin based on the quantitative and the qualitative studies reviewed above, it is evident that the list of justification defined by the researchers or given by the students themselves are not very different. however, i assume that the cause that makes student justification so diverse is based on different positions on which students stand when they perceive the rationales. a metaphor that i use here is called a two sides of the same coin phenomenon to which i refer as a complexity of reality that viewing the same observation from different perspectives can yield contradictory results. in other words, there are students who view the same aspect of evolutionary theory from different personal points of view, leading to different responses to whether evolutionary theory should be accepted. for example, those studies using downie and barron (2000)’s research instrument show that while a group of participants prefer the reasons for evolutionary theory (i.e. clear and ambiguous evidence, science teachers and textbooks say so, and no other good alternative explanations, the other group prefer the opposite statements which are against evolutionary theory (i.e. conflicting and contradicting evidence, scriptural texts do not say so, and there are good alternatives to evolution such as intelligent design). similarly, drawing from clores and limjap (2006)’s, it can be clearly defined the same phenomena in two different aspects. first, while there are those who accepted evolutionary theory based on scientistic beliefs (scientific authority), there were those who rejected it for religious reasons (religious authority). to elaborate this point a little more, these opposite views take priority not to evolutionary theory itself, but personal views in which the individuals adopt to justify whether evolutionary theory should be accepted. second, similar to the case of downie and barron (2000)’s study, while there are those who accepted evolutionary theory because they perceived that it is well supported by evidence, those who rejected evolutionary theory perceived that the evidence is incomplete. this phenomenon can be unlocked by the constructivist learning perspective which explains that people give different meanings to the same thing because they hold different belief systems which have been accumulatively nurtured by their previous experiences and other people surrounding them. therefore, each individual is unlikely to see things as they are but as he/she is. in other words, individuals perceive and interpret situations, events, claims, and/or subjects, according to their beliefs which have been socially constructed by their own set of culture, faith and values. in the context of evolution education, winslow, staver and scharmann (2011) explain that student perceptions of the theory of evolution have been influenced by a set of beliefs which students have been taught in their childhood from parents and/or church communities. when they reach school ages, their perceptions are likely to be influenced by teachers, peers, as well as learning materials (anderson, 2007; bishop & anderson, 1990; clores & limjap, 2006; donnelly, kazempour, & amirshokoohi, 2009; kampourakis & zogza, 2007; martin-hansen, 2008; taber, billingsley, riga, & newdick, 2011; winslow et al., 2011; yasri & mancy, 2014). a further explanation can be that even when they grow intellectually older, their perceptions would remain influenced by some other sources of knowledge such as books, thinkers, theorists, preachers, online-documents and so on. it is likely impossible that one can solely acquire knowledge by one’s own initial investigations such as running experiments and/or observations to develop some understanding of a particular concept. as conceptual development (both formulation and reformulation) is unlikely to happen without learning from external sources in various forms, it is therefore important to review how scholars explain influences of external sources on individuals’ decision making or justification on something. in order to do this, the framework of cognitive authority is selected and will be discussed in the next section. where possible, the implications of this framework will be drawn to student justifications on evolutionary biology. cognitive authority in the context of evolution education, student acceptance of evolution is predominantly influenced by a set of beliefs which they have been nurtured since childhood (winslow et al., 2011). when they reach school age, their perceptions are likely to be influenced by teachers, peers, as well as learning materials 80 two sides of the same coin …. yasri & maleesut / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 75-84 (anderson, 2007, clores and limjap, 2006, donnelly et al., 2009, martin-hansen, 2008, taber et al., 2011, winslow et al., 2011, yasri and mancy, 2012). these different sources of knowledge that individuals consider sufficiently reliable, trustworthy or compelling to influence their justification for accepting or rejecting evolutionary theory are considered as cognitive authority. wilson (1983), one of the key researchers in the area of cognitive authority, explains that people construct knowledge according to two different processes. one is through their personal encounters with entities of interest (direct experience). knowledge gained through this direct experience or observation is called firsthand knowledge. in contrast, the other process of learning is through learning from others. this is important because a single individual cannot gain direct experience of all concepts; knowledge gained in this way is called secondhand knowledge. wilson argues that we rely primarily on the latter process as much of our knowledge is gained from others. while some students might be able to gain first-hand experience of evolution through conducting scientific research alongside scientists, normally school students have to rely on second-hand knowledge. in other words, students usually learn about evolution from science teachers and textbooks. in fact, those who are able to acquire some kind of first-hand experience cannot deny that they have to learn some materials from others as well; thus they also rely on second-hand knowledge. rasoamampianina (2012) explains that sources of second-hand knowledge can be found in many forms such as individuals (e.g. scientists, teachers, preachers and parents), texts (e.g. books, journal articles, conference proceedings and online materials), as well as institutions (e.g. the scientific community and research centres). applying a similar framework to evolution education, smith (2013) points out two influential cognitive authorities comprised of science and religion. however, he notes that the term authority does not refer to authoritative figures that can enforce decision making (i.e. top-down control) such as political influences of funding agencies on directions of scientific research or the absolute order of the church to forbid certain explanations (as occurred in the past), that is administrative authority (rieh and hilligoss (2008). in contrast, he refers to the idea of cognitive authority as “real authority” (p. 607) which means any figures or sources that one refers to as the basis of rationales for making one’s own decision or judgement on a particular situation (i.e. according to a bottom-up process). science as a cognitive authority focusing first on science as cognitive authority, in his review of scientific confidence in evolutionary theory, wiles (2010) identifies different forms of scientific authority in relation to evolutionary theory. first, he explains scientific authority in the form of scientist experts (individuals). referring renowned scientists such as charles darwin, theodosius dobzhangsky, stephen jay gould, robert carroll, ernst mayr and richard lewontin, wiles (2010) firmly argues that their comments on the importance and the factuality of evolutionary theory make evolutionary theory the central and unifying theme in biology and none would doubt about the status of evolutionary theory within the scientific community. in line with the responses from the students in downie and barron (2000) and southcott and downie (2012) who accepted evolution on the ground that whatever science teachers, whom they perceived as scientists in their contexts, say is trustworthy and scientifically valid. it is possible that a lack of direct access to evolutionary evidence would lead the students to rely heavily on what their teachers say and they may perceive that their teachers have more experience and more knowledgeable. thus, whatever they say or believe is perceived as “correct”, even though they do not understand much what evolutionary theory is really about. moreover, wiles (2010) further explains scientific authority from institutions by arguing that evolutionary theory is ‘overwhelmingly accepted by the international scientific community’ (p. 21). he provides a list of statements supporting the firm foundation of evolutionary theory among internationally recognised scientific communities such as the national centre for science education (ncse), the academy of science of the royal society of canada (rsc), the american institute of biological sciences (aibs) and the national academy of science (nas). the agreement from these institutions makes wiles (2010, p. 22) claim that ‘indeed, virtually every major scientific organisation has issued a statement in support of evolution’. in addition, he notes that this agreement has been found in every part of two sides of the same coin …. 81 yasri & maleesut / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 75-84 the world where scientific information is accessible, not only the western scientific world. indeed, this is similar to the responses of the students in southcott and downie (2012) and özay köse (2010) which showed that the students accepted evolutionary theory because science textbooks, which may represent the international scientific community to them, say so. smith (2013, p. 611) explains that “learners stand at the end of chain of evidence – at the end of a justificatory chain of testimony that begins with the researchers who actually made the observations or conducted the experiments that produced the evidence”. this means that those relying on science as a cognitive authority justify their thoughts and beliefs through forms of evidence provided by original researchers who conduct experiments or observations which are generally presented in textual forms such as books, reports research articles and weblogs, as well as verbal presentations such as lectures and seminars. likewise, according to wiles (2010), the flow of knowledge about evolution comes from scientists (individuals) who conduct experiments and observations and contribute to a solid body of scientific knowledge within the scientific community (a form of institution), and then this body of knowledge is transferred to learners through science education (instruction). religion as a cognitive authority turning to religion as a cognitive authority, smith (2013) explains that individuals rely on religion in “four interlocking forms” consisting of perceived doctrines of god, sacred texts, church traditions and church people. he points out that the hearers or readers of the sacred texts (i.e. those relying on religion as a cognitive authority) are influenced by the interpreters (e.g. bible teachers, preachers, and church leaders) who interpret the sacred texts according to the denominational tradition of the church which hold certain doctrines of god. yasri and mancy (2012)’s study shows that students relied on second-hand knowledge associated with religious perspectives as cognitive authority for justifying their rejection of evolutionary theory. four out of nine student participants in this study explained that they used the bible as the authoritative source of knowledge and thus any explanations that seem to contradict its accounts have to be rejected. as one of the participants, nicha explained, when she started learning biological evolution, she did not realise that she would later need to justify her decision about whether evolution should be accepted because, at that moment, it did not seem to contradict her (religious) beliefs. it is likely that she perceived both science and religion as her cognitive authorities at the beginning of the study. however, according to her verbal explanations, later on, nicha explicitly relied only on religion as a cognitive authority, leading to her rejection of evolution when she studied human evolution. she said that this particular content of evolutionary theory was different from what she had been taught from church and read from the bible. while starting to reject science as a cognitive authority, she leaned towards religion by consulting other religious believers (individuals as cognitive authorities) as well as reading books that support her faith (texts as cognitive authorities. in the end, she said that the advice from others and knowledge from her readings enabled her to reject evolution confidently and hold her religious beliefs firmly. in addition, based on competing forms of cognitive authorities, another participant, praporn, said that she was not sure whether evolution should be accepted or rejected. she explained that while its explanation is reasonable and its evidence is convincing (science as a cognitive authority), religious belief in god’s creation held her back from accepting it (religion as a cognitive authority). she expressed that a biology teacher who is also a christian would help her solve this confusion (an individual as a cognitive authority). despite these examples, there is no intention to claim that religion necessarily leads to rejection of evolutionary theory. although religious beliefs can influence responses to evolution that include conflict and rejection, it is also known that many people, including scientists and theologians, manage to reconcile religious beliefs with acceptance of evolution and their professional role. for example, a random survey of 1000 american scientists towards the end of the twentieth century uncovered that 39.3% believed in a personal god, with highest rates of disbelief in god not among biologists – who might be assumed, on the whole, to accept evolution – but among physicists and astronomers (larson and witham, 1998). indeed, a range of rationalisations is apparent from the official statements of many mainstream christian groups – including catholicism and many of the mainstream 82 two sides of the same coin …. yasri & maleesut / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 75-84 protestant denominations (see the article of martin (2010) for a review of major us christian denominations). the ample evidence from these studies point to the diverse outcomes of the influence of religious authority in perceptions of evolution, which can be a result of combined cognitive authorities (both science and religion), or perhaps adopting science as a cognitive authority in the context of evolution while relying on religion in other contexts. conclusion there are those who preferably refer to science as cognitive authority arguing that evolutionary evidence is clear and trustworthy, textually supported by coverage in science textbooks and verbally supported by science teachers. however, there are those who negatively refer to science as cognitive authority. they are likely to claim that evolutionary evidence is speculative, and therefore alternative sources of knowledge (i.e. creationist and intelligent design arguments) are considered more convincing. in addition, they prefer to consult religious leaders rather than science teachers regarding which explanation of the origin of life should be taken. besides these, there are those who refer to religion as cognitive authority when justifying the acceptance of evolutionary theory. those preferably take religion as cognitive authority claim that literal interpretation of the sacred texts is the absolute truth, therefore any explanations that seem to be contradictory to the religious texts are literally denied. on the other hand, there are those who negatively refer to religion as a cognitive authority by arguing that religion is not a valid source of knowledge, therefore it has no right to claim about the natural world. it is therefore suggested here that instruction of evolutionary theory is not only the matter of delivering scientific contents, but does it also deal with personal worldviews influenced by different forms of cognitive authority. it is important for science educators and science teachers working on evolutionary theory to put more emphasis on developing students’ learning skills to be able to critically evaluate which source of information is scientifically appropriate. however, this should not done in the fashion of rejecting religious beliefs and treating them as enemies of science. in contrast, it should be done with full respect to religious belief of individuals. we suggest that the aim of the development of instructional approaches should be to focus more on the nature of science. we believe that appropriate understanding of the nature of science would enhance student acceptance of evolution with justified understanding well as helping them to be able to perceive the differences between science and religion and will help them to avoid inappropriately conflating scientific knowledge with religious beliefs. acknowledgment we are most indebted to dr rebecca mancy from the university of glasgow who effectively supervised this work and kindly supported me, the first author, in many ways. we also give our thanks to the thai 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(2013). relating science and religion: an ontology of taxonomies and development of a research tool for identifying individual views. science & education, 22(10), 2679– 2707. doi: 10.1007/s11191-013-9623-4 http://dx.doi.org/10.1007/s11191-013-9623-4 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-77) nelvita mei indah sari dkk, uji kadar betasianin 72 uji kadar betasianin pada buah bit (beta vulgaris l.) dengan pelarut etanol dan pengembangannya sebagai sumber belajar biologi assays betacyaninin of fruit beet(beta vulgaris l.) with solvent ethanol as a biology learning object material nelvita mei indah sari1, atok miftachul hudha1, wahyu prihanta1 1)prodi pendidikan biologi fkip universitas muhammadiyah malang e-mail: indahnelvita@gmail.com abstrak buah bit (beta vulgaris l.) atau sering juga dikenal dengan sebutan akar bit merupakan tanaman berbentuk akar yang mirip umbi-umbian dan famili amaranthaceae. ciri fisik jenis buah bit adalah umbinya berbentuk bulat seperti kentang dengan warna merah-ungu gelap dan apabila dipotong buahnya akan terlihat garis putih-putih dengan warna merah muda. didalam buah bit terdapat komponen utama yaitu pigmen betasianin. betasianin adalah zat warna yang dapat memberikan warna merah, dapat dijumpai pada buah, bunga dan jaringan vegetatif. betasianin bisa digunakan sebagai pewarna alami pada makanan. tujuan penelitian ini adalah untuk mengetahui uji kadar betasianin pada buah bit (beta vulgaris l). jenis penelitian ini adalah eksperimental sesunggunghnya (true experimental research). rancangan penelitian true experimental yang digunakan adalah desain penelitian the posttest-only control group design. rancangan pada penelitian ini menggunakan rancangan acak lengkap (ral). adapun pelarut etanol dengan persentase yang terdiri dari 80%, 50%, 20% dan 0% untuk perlakuan kontrol. data pada penelitian ini berupa nilai kadar betasianin. analisis data pada penelitian ini menggunakan analisis varian satu faktor dimana hasil penelitian ini menunjukkan data perlakuan terbaik uji kadar betasianin terletak pada pelarut etanol dengan persentase 50% dengan nilai sebesar 0,089. hal ini dapat memberikan pengaruh karena perbandingan volume air dan etanol adalah sama. kata kunci: betasianin, buah bit, etanol abstract beet (beta vulgaris l.) or often also known as beet root is a plant form that is similiar roots and tubers family amaranthaceae. physical characteristics of fruit bits are round like a potato tuber with a dark redpurple color and its fruit will be cut when the line visible in white with pink. in bits are main components of the pigment betasianin. betasianin are dyes that cangive red color, can be found in fruits, flowers and vegetative tissues. betasianin canbe used as natural dyes in food. the purpose of this study was to determine the anthocyanin content test on beet (beta vulgaris l). this type of research is true experimental research. the study design used is the posttest-only control group design. the design ofthis study using a completely randomized design (crd). the solvent comprises ethanol percentage of 80%, 50%, 20% and 0% for the control treatment. the data in this study of value betasianin levels. analysis of the data in this study using analysis of variance of the factors where the results of this study indicate the best treatment of data betasianin assay lies in ethanol with a percentage of 50% with a value of 0.089. this can have an influence because the volume ratio of water and ethanolis the same. keywords: beet fruit, betacyanin, ethanol mailto:indahnelvita@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-77) nelvita mei indah sari dkk, uji kadar betasianin 73 betasianin merupakan pigmen berwarna merah atau merah-violet dari kelompok pigmen betalain. pigmen betasianin hanya dapat dijumpai pada tanaman beberapa famili anggota ordo caryophyllales, termasuk amaranthaceae, dan bersifat mutual eksklusif dengan pigmen antosianin (retno, 2010). sifat ini berarti bahwa pigmen betasianin dan antosianin tidak pernah dijumpai bersamasama pada satu tanaman. oleh karena itu pigmen betasianin sangat signifikan dalam penentuan taksonomi tanaman tingkat tinggi. betasianin adalah salah satu pewarna alami penting yang banyak digunakan dalam sistem pangan. walaupun pigmen betasianin telah digunakan untuk pewarna alami sejak dahulu oleh masyarakat, tetapi pengembangannya tidak secepat antosianin. hal ini karena keterbatasan tanaman yang mengandung pigmen betasianin. sampai saat ini pigmen betasianin yang telah diproduksi dalam skala besar hanya berasal dari beta vulgarisl. sedangkan dari sumber tanaman yang lain, seperti amaranthus dan celosia masih aktif dieksplorasi untuk diteliti. betasianin dari akar bit (beta vulgarisl.) telah diketahui memiliki efek antiradikal dan aktivitas antioksidan yang tinggi sehingga mewakili kelas baru yaitu dietary cationizedantioxidant. buah bit (beta vulgaris l.) atau sering juga dikenal dengan sebutan akar bit merupakan tanaman berbentuk akar yang mirip umbi-umbian, termasuk dari famili amaranthaceae. bit merah merupakan tumbuhan yang banyak dijumpai di eropa dan sebagian asia serta amerika. ciri fisik jenis bit merah adalah umbinya berbentuk bulat seperti kentang dengan warna merahungu gelap, tinggi hanya berkisar 1-3 meter, dan apabila dipotong buahnya akan terlihat garis putih-putih dengan warna merah muda (nanda, 2014). buah bit mengandung vitamin c yang cukup tinggi sehingga dapat digunakan sebagai antioksidan yang dapat mencegah penyakit kanker. selain antioksidan, buah bit juga memiliki komponen utama yaitu pigmen betasianin yang memberikan warna merah keunguan (wibiwanto, 2014). buah bit dapat diekstraksi menggunakan beberapa pelarut seperti halnya metanol, kloroform dan etanol. penggunaan pelarut metanol dalam proses ekstraksi akan sangat membahayakan, jika hasil ekstraksi diaplikasikan dalam produk olahan makanan maupun minuman. menurut ahmad (2015) proses ekstraksi dengan menggunakan pelarut jenis kloroform mengakibatkan hasil rendemen ekstrak akan menjadi rendah, sebab kloroform bersifat non polar. oleh karena itu pengekstrakkan buah bit banyak dilakukan menggunakan pelarut etanol. proses ekstraksi buah bit dengan menggunakan pelarut etanol bertujuan untuk memisahkan komponen zat aktif dari bahan segar dengan menggunakan pelarut etanol. etanol merupakan pelarut yang bersifat polar dan mudah larut dalam air. etanol memiliki titik didih yang rendah dan dapat memaserasi bahan secara maksimal. hasil penelitian ini dapat dikembangkan sebagai sumber belajar. menurut hutari (2011) sumber belajar memiliki makna yang penting bagi pendidikan sebagai penunjang pelaksanaan pembelajaran dalam kelas. sumber belajar adalah segala sesuatu yang dapat dimanfaatkan untuk memfasilitasi belajar seseorang. selain itu sumber belajar menurut mulyasa (2003) adalah segala sesuatu yang dapat membantu atau memberikan kemudahan kepada peserta didik dalam memperoleh sejumlah informasi, pengetahuan dan keterampilan dalam proses belajar mengajar. salah satu sumber belajar yang dapat digunakan dalam suatu pembelajaran adalah artikel. artikel adalah salah satu karya yang berisi opini seseorang yang mengupas tuntas suatu masalah tertentu yang bersifat aktual dan kadang-kadang kontroversial dengan tujuan untuk memberikan informasi (syamsul, 2015). jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-77) nelvita mei indah sari dkk, uji kadar betasianin 74 metode penelitian penelitian proses pengekstrakan buah bit (beta vulgaris l.) dilakukan di upt materia medika yang terletak jl. lahor no. 87 kota batu. adapun uji kadar betasianin dilakukan di laboratorium itp universitas muhammadiyah malang yang beralamat di jl. raya tlogomas no.246 malang. penelitian ini dilaksanakan pada bulan oktober sampai november 2015. jenis penelitian ini adalah eksperimen sesungguhnya atau true experimental research. penelitian ini dikatakan true experimental karena penelitian ini bertujuan untuk mencari pengaruh variabel tertentu terhadap satu atau lebih variabel tertentu lain dalam kondisi terkontrol. proses penelitian ini meliputi uji kadar betasianin buah bit dengan pelarut etanol pada persentase 80%, 50% dan 20% serta 0% untuk perlakuan kontrol. populasi dalam penelitian ini adalah buah bit (beta vulgaris l.) yang berumur 1 bulan diperoleh dari toko buah lai lai market yang beralamat di jl. arjuno no.36 malang. sampel yang digunakan dalam penelitian ini adalah 400 gram buah bit untuk 4 perlakuan dan 6 kali ulangan. teknik sampling yang digunakan dalam penelitian ini adalah simple random sampling. pembuatan ekstrak betasianin alat dan bahan yang digunakan dalam penelitian ini antara lain pisau, blender, timbangan analitik, beaker glass, gelas ukur, kertas saring, kertas label, buah bit, dan etanol. pembuatan ekstrak betasianin dengan cara menimbang buah bit sebnayak 400 gr, kemudian memaserasi bahan dengan pelarut etanol 80%, 50%, 20% dan 0% sebagai kontrol selama 48 jam, lalu mengambil ekstrak dengan cara menyaring dengan kain saring dan menuangnya pada labu alas bulat, setelah itu diuapkan pada alat destilasi dengan tekanan sebesar 175 mbar. analisis kadar betasianin langkah analisis kadar betasianin adalah 1) mengencerkan pigmen yang terlalu pekat dengan cara memasukkan 0,5 ml sampel ditambah 4,5 ml etanol, 2) memasukkan 0,5 ml sampel yang telah diencerkan ke dalam dua buah kuvet, 3) menambahkan larutan buffer ph 1 dan buffer ph 4,5 pada masing-masing kuvet, 4) mengukur absorbansi sampel pada alat spektrofotometer dengan panjang gelombang 537 nm dan 500 nm, dan 5) menghitung nilai kadar betasianin dengan rumus. adapun rumus yang digunakan adalah sebagai berikut: keterangan: ∆ absorban: selisih absorbansi pada ph 1 dan pada ph 4,5 berat molekul: 550 g/mol ∑: koefisien absorbansi = 60.000 l/mol l: tebal kuvet 1 cm sumber belajar artilkel ilmiah hasil penelitian ini dikembangkan sebagai sumber belajar dalam bentuk artikel ilmiah yang akan diterapkan dalam pembelajaran ipa untuk kelas viii sekolah menengah pertama. sumber belajar memiliki makna yang penting bagi pendidikan sebagai penunjang pelaksanaan pembelajaran dalam kelas. beberapa sumber belajar yang bisa digunakan untuk menunjang materi di dalam kelas antara lain artikel ilmiah. artikel ilmiah merupakan karya tulis yang dirancang untuk dimuat dalam jurnal atau buku artikel yang ditulis dengan tata cara ilmiah. hasil dan pembahasan hasil penelitian hasil analisis statistik rerata uji kadar betasaianin pada buah bit disajikan pada tabel 1, hasil uji asumsi normalitas ∆ absorbansi= [(a537-a500)ph1-(a537-a500)ph4,5] kadar betasianin (mg/l) ∆ absorbansi x factor pengenceran x berat molekul ∑ x 1 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-77) nelvita mei indah sari dkk, uji kadar betasianin 75 uji kadar betasianin disajikan pada tabel 2, hasil uji asumsi homogenitas uji kadar betasianin disajikan pada tabel 3, dan hasil anava uji kadar betasianin buah bit disajikan pada tabel 4. tabel 1. statistik rerata uji kadar betasaianin pada buah bit (beta vulgaris l.) perlakuan rerata kadar betasianin kontrol 0,055 etanol (80%) 0,055 etanol (50%) 0,089 etanol (20%) 0,064 tabel 2. statistik hasil uji asumsi normalitas uji kadar betasianin indikator uji asumsi (normalitas) n skwens n kurtosis uji kadar antioksidan -0,110 -1,208 tabel 3. statistik hasil uji asumsi homogenitas uji kadar betasianin uji asumsi homogenitas kadar betasianain 0,362 > 0,05 tabel 4. hasil anava uji kadar betasianin buah bit (beta vulgaris l.) varia bel sumber keragaman f hitung f tabel keputusan kadar betasi anin berdasarkan fhit dan ftab 1,500 3,10 ho diterima keterangan dan taraf signifikan 0,05 pembahasan betasianin merupakan salah satu pigmen yang bisa digunakan sebagai pewarna alami dan dapat diekstrak dari tumbuhan. pengukuran kadar betasianin bertujuan untuk mengukur seberapa besar kadar betasianin yang terkandung dalam buah bit (beta vulgaris l.). berdasarkan hasil rerata uji kadar betasianin pada buah bit (beta vulgaris l.) menunjukkan hasil bahwa betasianin terbaik ada pada perlakuan etanol (50%) dengan nilai 0,089. hal ini sesuai dengan ahmad (2015) bahwa perlakuanbetasianin terbaik daun darah terletak pada persentase (50%). perlakuan pemberian etanol lain menunjukkan hasil dengan nilai 0,055 untuk persentase 80% dan kontrol, kemudian pemberian etanol 20% menunjukkan hasil dengan nilai 0,064. hal ini menunjukkan bahwa perlakuan penambahan berbagai konsentrasi etanol mempengaruhi kadar betasianin pada buah bit dan etanol (50%) merupakan konsentrat terbaik buah bit (beta vulgaris l.). penggunaan pelarut etanol bertujuan untuk mengeluarka zat warna betasianin secara maksimal dalam proses maserasi buah bit (beta vulgaris l.). setelah didapatkan rerata uji kadar betasianin selanjutnya dilakukan uji asumsi normalitas kadar betasianin dimana ditunjukkan pada tabel 2 dalam hasil perhitungan didapatkan n skwens (-0,161) dan n kurtosis (-1,087). data dikatakan normal apabila n skwens dan n kurtosis berada diantara ±2. pada tabel 3 uji asumsi homogenitas kadar betasianin menunjukkan hasil dengan nilai 0,362 > 0,05 maka h0 diterima, jadi bisa dikatakan bahwa semua sampel homogen. dilihat dari tabel 4 uji anava satu jalur kadar betasianin didapatkan hasil dengana nilai f hit (1,500) dan f tab (3,10) maka keputusannya adalah h0 diterima, dikatakan h0 diterima karena f hit > f tab yang artinya tidak ada perbedaan yang nyata pada kadar betasianin. pada uji kadar betasianin buah bit hasil penelitian ini menghasilkan data yang tidak berbeda nyata pada uji duncan. hal ini dapat terjadi karena pengaruh pelarut air dan etanol pada proses maserasi buah bit (beta vulgaris l.) menunjukkan hasil ekstrak yang sama yaitu berwarna merah. adapun gambar ekstrak kadar betasianin yang menunjukkan warna merah dapat dilihat pada gambar 1. a b c gambar 1. ekstrak etanol kadar betasianin buah bit, (a) 80%, (b) 50%, dan (c) 20%. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-77) nelvita mei indah sari dkk, uji kadar betasianin 76 hasil penelitian yang telah dilakukan selanjutnya akan dikembangkan sebagai sumber belajar dalam bentuk artikel ilmiah. penelitian ini berkaitan dengan salah satu materi smp kelas viii semester 1, yaitu materi “bahan kimia dalam kehidupan”. adapun beberapa komponen yang harus dilakukan dalam menulis artikel ilmiah antara lain: judul, identitas penulis, abstrak, inti artikel (pendahuluan-penutup) dan daftar pustaka (dian, 2011). artikel ilmiah secara umum memiliki beberapa nilai manfaat antara lain: (a) nilai kecerdasan (dengan menulis akan menghubungkan buah-bauh pikiran, tersistematis, logis, kemampuan imajinasi dan kreativitas), (b) nilai kependidikan (menjadi ulet, tambah tekun bila artikel ditolak dan bila diterima akan menambah motivasi untuk berkarya yang lebih bagus), (c) nilai kejiwaan (menulis menumbuhkan kepuasan batin, kegembiraan, kebanggaan pribadi dan percaya diri), (d) nilai kemasyarakatan (jika sukses dalam tulisannya akan dibaca masyarakat banyak, diapresiasi menjadi sumber inspirasi), (e) nilai keuanagn (penulis yang tulisannya dimuat akan menerima imbalan uang dari pihak yang menerbitkan), (f) nilai kefilsafatan (jasad orang arif tidak pernah abadi, tetapi buah pikiran mereka kekal karena diabadikan melalui karangan yang ditulisnya) (catur, 2016). karakteristik artikel ilmiah secara garis besar antara lain (a) accurate (keterangan yang diberikan didasarkan pada data faktual dan dapat diuji kebenarannya), (b) brief (ringkas dan tidak boleh bertele-tele, mengikuti kaidahkaidah bahasa yang berlaku), (c) clear (jelas dan tuntas serta berbagai aspek yang berkaitan dengan masalah dipaparkan secara proporsional), (d) ethical (ditulis secara etis, mengikuti notasi ilmiah secara konsisten), (e) logical (logis dengan menggunakan cara berpikir analitik, deduktif, atau induktif; semua keterangan yang digunakan yang digunakan mempunyai alasan yang masuk akal) (sudirman, 2012). kesimpulan dan saran kesimpulan berdasarkan hasil penelitian tentang uji kadar antioksidan dan kadar betasianin pada buah bit (beta vulgaris l.) dengan pelarut etanol (dikembangkan sebagai sumber belajar biologi dalam bentuk artikel ilmiah) dapat disimpulkan bahwa pengaruh pemberian berbagai pelarut etanol pada uji kadar betasianin terbaik adalah pada persentase 50% yang memiliki nilai sebesar 0,089. saran perlu dilakukan penelitian lanjutan yang meneliti kestabilan pigmen betasianin dari buah bit (beta vulgaris l.) untuk diaplikasikan pada produk minuman. daftar rujukan ahmad. 2015. ekstrak dan stabilitas betasianin daun darah (alternanthera dentata) (kajian perbandingan pelarut air: etanol dan suhu ekstraksi). malang: fakultas teknologi pertanian universitas brawijaya. swandayani, d. 2011. menulis artikel ilmiah. yogyakarta: fakultas bahasa dan seni. universitas negreri yogyakarta. hutari, p. l. 2011. pengaruh pemanfaatan sumber belajar dan motivasi dengan prestasi belajar mata kuliah askeb ii mahasiswi prodi d iii kebidanan kusuma husada surakarta. program studi magister kedokteran keluaraga. surakarta: universitas sebelas maret. nanda, r. w. 2014. produksi serbuk pewarna alami bit merah (beta vulgaris l.) dengan metode oven drying. semarang: fakultas teknologi pangan. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 72-77) nelvita mei indah sari dkk, uji kadar betasianin 77 retno, m. 2010. identifikasi pigmen betasianin pada beberapa jenis inflorescence celosia. yogyakarta: jurusan biologi fakultas mipa. universitas gajah mada. sudirman, s. 2012. penulisan karya tulis ilmiah (pemahaman tentang artikel ilmiah/karya tulis ilmiah). jakarta: pusat teknologi informasi kementrian pendidikan dan kebudayaan. syamsul, a. 2015. penulisan artikel ilmiah untuk publikasi ilmiah melalui jurnal. sulawesi selatan: widyaiswara lpmp. wibawanto, n. r., victoria, k. a., & rika, p. 2014. produksi serbuk pewarna alami bit merah (beta vulgaris l.) dengan metode oven drying. semarang: universitas katolik soegija pranata. 151 vol. 4 no. 2, 2018; pp. 151-160 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 15/05/2018 revised: 28/06/2018 accepted: 09/07/2018 citation: khoiriyah, a. j. & husamah, h. (2018). problem-based learning: creative thinking skills, problem-solving skills, and learning outcome of seventh grade students. jpbi (jurnal pendidikan biologi indonesia), 4(2), 151-160. https://doi.org/10.22219/jpbi.v4i2.5804 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education problem-based learning: creative thinking skills, problemsolving skills, and learning outcome of seventh grade students anna jarrotul khoiriyah1* and husamah2 1state junior high school (smp negeri) 18 of malang, east java, indonesia 2department of biology education, faculty of teacher training and education, university of muhammadiyah malang, east java, indonesia *corresponding e-mail: anajkoir@gmail.com abstract creative thinking skills and problem-solving skills were among the competencies that must be possessed by students in the 21st-century, which need to be developed through the learning process, and are still teacher challenge to date. this study aims to improve creative thinking skills, problem-solving skills, and learning outcomes of seventh-grade students by problem-based learning (pbl). this class action research was conducted at state junior high school 18 of malang. the subjects was students’ class viie. the study was conducted two cycles (repeated seven times). each cycle referring to spiral model by kemmis, mctaggart, and nixon. the problem-solving skills data were obtained from student worksheet assessment, the creative thinking skills data were obtained from performance grading rubric and learning outcomes data were obtained from end-of-cycle essay test. the results shows that pbl improves (1) the average of problem solving skills of 27% with the completion rate of 47%,(2) the average of creative thinking skills of 11% with the completion rate of 17.5%, and (3) the average learning outcomes of 13% with the completion rate of 15%. it can concluded that teachers can implement pbl to improve students’ creative thinking skills, problem-solving skills, and learning outcomes. keywords: creative thinking, knowledge, pbl, problem solving © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction the 21st-century skills are one of the most frequently discussed topics of the day. the 21stcentury development requires education to prepare learners who are able to face the demands of life, that is having problem-solving skills (kurniawan, 2016), creative thinking skills (birgili, 2015; husamah, 2015a, 2015b), and good cognitive ability (hidayah, salimi, & susiani, 2017; wijaya, sudjimat, & nyoto, 2016). creative thinking skills are an important aspect to create and find ideas to solve the problem. creative thinking skills can train students to develop many ideas and arguments, ask questions, acknowledge the truth of the argument, even make students able to be open minded, and responsive to different perspectives (arifin, 2017; tendrita, mahanal, & zubaidah, 2016). many experts believe that the focus of education is to teach students to think, use their rational power, and become a problem-solver (susiana, 2010; živkovic, 2016). problemsolving is an activity that requires a person to choose the way out that can be done in accordance with the ability possessed by someone itself, meaning that the movement between the present condition to the expected condition (lucenario, yangco, punzalan, & espinosa, 2016; nuzliah, 2015; sudarmo & mariyati, 2017; winarso, 2014). the steps in problem-solving are finding and understanding problems, developing good problem-solving strategies, exploring solutions, and thinking/redefining problems and solutions over time (santrock, 2012; saragih & habeahan, 2014). there are several factors that constrain problem-solving: mental sets, negative and positive transfer, and incubation (sternberg, 2012). creativity is a way to find problem-solving. many problems can be solved by creating new ideas or strategies (nuzliah, 2015). http://ejournal.umm.ac.id/index.php/jpbi/article/view/5804 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5804 https://doi.org/10.22219/jpbi.v4i2.5804 mailto:anajkoir@gmail.com khoiriyah & husamah / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 151-160 152 problem-based learning: creative thinking … strategy and model of learning that encourage the development of problem-solving skills is very useful for students on aspects of cognitive, psychomotor, and affective (chang et al., 2017; scott, 2015). with those accustomed to solving problems in science learning, students will be more trained in thinking skills and problem-solving skills. in addition, learning that encourages the development of problemsolving skills is intended to develop higherorder thinking skills (hots) of students (utaminingsih, abdurrahman, & kadaryanto, 2015). learning activities should be designed to ensure that students are at the forefront of learning activities or student-centered (arif, 2015; husamah, 2015a), to be more creative in creating a conducive class (schettino, 2016; yusof, hassan, jamaludin, & harun, 2012), and later on to produce meaningful learning (chiang & lee, 2016; haridza & irving, 2017; winarso, 2014), which in this case is to develop creative thinking skills and problem-solving skills. accordingly, based on observations and evaluations conducted by teachers and research teams in the viie class of state junior high school 18 of malang city (sjhs 18 of malang), it is found that learning conditions are: (1) students easily master the material in theory (2) students have the ability to collaborate with friends (5) students have the ability to use laboratory apparatus well (6) students have the ability to comprehend written readings obtained or given by the teacher. however, the lack of learning process in the viie class, namely (1) students confused when faced with the problem (2) they tend to difficulty in finding ways to solve problems (3) they take a long time to determine how to solve, and (4) lack of skill in determining the solution strategy. in an effort to overcome these problems, in relation to efforts to improve creative thinking skills, problem-solving skills, and learning outcomes it is necessary to implement problembased learning (pbl). pbl is an active learning based on the use of ill-structured problems as a stimulus for learning (barell, 2010; chuan et al., 2011; phungsuk, viriyavejakul, & ratanaolarn, 2017) that prioritizes the filing of a problem or question, focusing on the linkages between disciplines, authentic inquiry, collaboration, and produce work or show results (arends, 2012; saragih & habeahan, 2014). pbl is one of the suggested instructional models to be implemented in science learning by the ministry of education and culture of the republic of indonesia (arif, 2015; a. t. susanti, prayitno, & sudarisman, 2015). the essence of pbl is to present an authentic and meaningful problematic situation to students and can be used as a springboard for investigation (arends, 2012). the purpose of pbl is to learn content, process skills, problemsolving skills, and learn in the wider life of the future. in the face of the challenges of the 21stcentury teachers should prepare students to be capable of being a researcher, critical, and creative (barell, 2010; firdaus, kailani, bakar, & bakry, 2015; kassab et al., 2017). the learning stages of the pbl include: (1) integrating students to the problem (2) organizing students to learn (3) guiding the investigation (4) developing and presenting the work, and (5) analyzing and evaluating the problem-solving process (arends, 2012; strobel & barneveld, 2009). these stages allow students to find out, read many libraries so as to build student knowledge. some teachers, researchers, and experts have tried to implement the pbl in the learning they do in the classroom. in the context of learning in indonesia, at the jhs level, several studies have been done. based on the various research results it is found that pbl can improve the quality of learning at jhs level (andini, susanto, & hobri, 2017; karyatin, 2016). pbl improves the students' skills in putting the mind map of the level well enough in all aspects to good level (karyatin, 2016) and improving thinking ability (fatimah & widiyatmoko, 2014; a. t. susanti et al., 2015), improving cognitive, affective, and psychomotor (fatimah & widiyatmoko, 2014; fauzan et al., 2017; mashinta et al., 2015; novika, 2014). pbl also improves the ability of mathematical problem solving (amalia, surya, & syahputra, 2017; saragih & habeahan, 2014), improves the ability of mathematical communication and social skills (aufa, saragih, & minarni, 2016), and students' mathematical literacy (indah, mania, & nursalam, 2016). pbl contribute well to improving aspects of science literacy attitudes (hartati, 2016). some class action research (car) and quasi-experiment themed pbl and related to science or biology have been done but at the level of high school and college education. some of them, for example, are about pbl and its relation to problem solving ability and students' cognitive learning outcomes (fitri & khoiriyah & husamah / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 151-160 problem-based learning: creative thinking … 153 ramdiah, 2017; noviar & hastuti, 2015; supiandi & julung, 2016), the influence of pbl on the learning outcomes of circulatory system materials (prilyta, susanti, & santoso, 2016), the influence of pbl on the learning result of mushroom concept (rubiah, 2016), the influence of problem-based learning model on students' literacy ability on reaction rate material (fitriani, milama, & irwandi, 2017). some researchers have tried to conduct research on pbl on social subjects in high school level, namely related to pbl implementation to improve student learning outcomes on sociology subjects (hajar, darmono, & budiati, 2016; d. susanti, 2013). while there is also research on pbl and its relation with biology and mathematics material and students 'thinking ability in university, that is about the influence of pbl on critical thinking and creative thinking skills of mathematics students (rosa & pujiati, 2016), pbl on students' metacognitive (danial, 2010), pbl on the competence of biology students (apriana & anwar, 2014; miharja, syamsuri, & saptasari, 2015). however, there is still a need for research on pbl in relation to the improvement of creative thinking skills, problem-solving skills, and learning outcomes in the context of car. most previous researches are in the form of quasi-experiments and certainly have different characteristics, implemented in mathematics and social subjects, and have a different focus. there is no car study, on science subjects, at jhs level, and focuses on these three aspects: creative thinking skills, problem-solving skills, and learning outcomes. therefore, based on various logical reasons that are in line with the various literature, this research/study needs to be done and has the value of novelty and benefits. the aims of this study is to find out how the application of pbl can improve creative thinking skills, problem-solving skills, and students’ learning outcome. based on the description, a car needs to be conducted to figure out whether the application of pbl can improve those skills, as well as broaden the knowledge of students in seventh grade at sjhs 18 of malang. method the type of research used was car. the subjects of the study were 31 seventh grade students at sjhs 18 of malang in the first semester of the academic year 2017-2018. there were three observers in this car. the study was conducted from october until december 2017. the study was conducted in two cycles, consisting of 14 meetings. the first cycle studied temperature, and the second learned energy. each cycle consisted of seven meetings. in each cycle, the class action research has four main stages: planning, implementation, observation, and lastly, reflection, referring to spiral model by kemmis, mctaggart, and nixon (2014). the planning stage is done before the action research, which includes: (1) designing the syllabus; (2) preparing the learning implementation plan with the application of pbl model; (3) preparing phenomena in the form of pictures, videos, or experiments (4) creating student worksheets; (5) creating an observation sheet for the implementation of the pbl; (6) designing a rubric for measuring creative thinking skills and problem-solving skills, and (7) designing pointers for an essay test and the scoring rubric. the second and third stage consists of two main activities, namely the implementation and observation activities. the application of learning is done in accordance with the lesson plan that has been prepared. observational activities are conducted by a teacher and other three observers. the lesson plan includes: (1) preliminary activities covering the phenomena in everyday life, questions to explore the initial knowledge of students, and the delivery of learning objectives; (2) the core activities covering the learning stages of the pbl; and (3) closing activities that consist of a review of the group outcomes and the learning conclusions. the fourth stage was a reflection by the teacher and student-observer. the two analyzed the learning process that had been implemented and discussed the constraints that occurred during the learning process and the potential solutions. the observer provided her input. the results of analysis and discussion are used to improve the implementation of the learning process in the next cycle. the data obtained during the first cycle is also used as a reference to make improvements in the upcoming cycle. the instruments in this study are described in table 1. the creative thinking skills and problem-solving skills rubrics was referred to (rhodes, 2009). the measured aspects of knowledge are memory, understanding, application, analysis, evaluation, and creation. khoiriyah & husamah / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 151-160 154 problem-based learning: creative thinking … table 1. specification of instruments used in research no. variable instrument data retrieval technique 1 creative thinking skills rubric (rhodes, 2009) student worksheet 2 problemsolving skills rubric (rhodes, 2009) student worksheet 3 learning outcomes test writing test the data were analyzed qualitatively and quantitatively using a descriptive method. descriptive-qualitative method of analysis used was the one proposed by miles, huberman, and saldana (2014) that includes: (1) data reduction; (2) systematic and logical descriptive presentation; and (3) making conclusions based on the presented results. quantitative analysis is done by scoring observational data and calculating the average scores. data analysis was carried out from the beginning to the end of the data collection activities. the collected data were processed and analyzed qualitatively. therefore, comparative descriptive technique and critical analysis were applied. the comparative descriptive technique was used for quantitative data particularly by comparing the results of each cycle. the data were in the form of scores obtained from the first and second cycles, presented in tables and analyzed using descriptive comparative analysis. the data could be read descriptively; therefore, critical analysis was used to reveal the weaknesses and strengths of the performance in the learning process (husamah & pantiwati, 2014). result and discussion pbl on students’ creative thinking skills the results of the average score and completion rate on each skill aspect can be seen in table 2. the completion rate in cycle 1 and cycle 2 is 100% and improvement completion rate are 0-35% (average = 17.5%). aspects that students find most difficult were making linking, synthesizing, and transforming (79.23% to 86.78%). table 2. score and proficiency in creative thinking skill skills cycle 1 score cycle 1 completion (%) cycle 2 score cycle 2 completion rate (%) improvement score (%) improvement completion rate (%) ability to figure out problemsolving strategies 82.80 100 95.24 100 15 0 developing problem-solving strategies 94.73 100 100 100 6 0 integrating several different alternatives 81.29 74 92.34 100 14 35 proposing new or unique things (ideas, claims, questions, etc.) 88.07 87 97.31 100 10 15 linking, synthesizing and transforming 79.23 87 86.78 100 10 15 average 85.22 100 94.33 100 11 17.50 students need habituation in order to have the ability in solving out problems that they encounter. such habituation is expected to help them improve their skills. acquired skills are applied to face real-life situations. one of the skills essential in settling out problems is the creative thinking skill. creativity is one of the markers of humanity. wulandari, sjarkawi, and damris (2011) state that thinking skills are necessary for problem-solving. furthermore, creative thinking is the mental process that individuals use to generate new ideas. khoiriyah & husamah / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 151-160 problem-based learning: creative thinking … 155 the creative thinking skills in this study are measured by one’s ability to define problemsolving strategies, develop problem-solving designs, integrate different alternatives, propose new or unique things (ideas, claims, questions, etc.), and connect, synthesize and transform ideas. these facets are expected to allow students to think creatively. teachers have a stake in the application of the pbl. teachers are to motivate by raising questions and guiding the investigation. kassab et al. (2017) state that teachers are needed as tutors who can play a role to facilitate the learning process by asking questions and monitoring the process of problem-solving. therefore, strobel and barneveld (2009) saw the pbl as an ideal learning approach in which teachers help students determine the problems. the data show that the implementation of pbl can advance students' creative thinking skills. such a conclusion is reached, among others, by a study conducted by ulger (2018) suggesting that the pbl can help students in solving problems and improving their creative thinking. thus far, it has been known that the stages incorporated within the pbl method are able to help students improve their creative thinking ability. creative thinking is a thinking process characterized by fluency, flexibility, originality, and elaboration. fluency is the ability to express ideas clearly. flexibility is the ability to generate a variety of ideas from different standpoints. originality is the ability to offer unique or unusual ideas, different from those in books or peculiar from the opinions of others. elaboration is the ability to explain the influencing factors and to add detail to the ideas at hand as to make them much more valuable (firdaus et al., 2015; surya & syahputra, 2017). pbl on students’ problem-solving skills the average scores and completion rate in problem-solving skills are presented in table 3. the improvement completion rate were 0-73% (average = 47%). the difficult aspect that students found was to explain the advantages and disadvantages of the attempted problemsolving (71.29% to 99.75%). table 3. score and completion of problem-solving skills skills cycle 1 score cycle 1 completion (%) cycle 2 score cycle 2 completion rate (%) improvement score (%) improvement completion rate (%) formulating problems 82.70 100 98.21 100 19 0 developing problem-solving strategies 77.83 48 87.69 83 13 73 proposing a hypothesis for solving problems 83.29 100 98.02 100 18 0 explaining the advantages and disadvantages of attempting problem-solving 71.29 81 91.46 100 28 23 average 78.78 68 99.75 100 27 47 problem-solving is a stage in which students exert their skills to find answers to problems (amalia et al., 2017; lucenario et al., 2016; winarso, 2014). this phase will; (1) develop students' skills in solving problems (2) hone students' skills in solving problems; and (3) improve students' thinking skills. the pbl method can train students to develop and explore problems by raising awareness of different ways of thinking and resolving problems (baysal, 2017). the data show that pbl can improve students' knowledge, both in terms of problemsolving skills. in phungsuk et al. (2017) study, pbl is also an active way for students to learn basic problem-solving skills and acquire knowledge through interaction with others, a key skill demanded by nearly every work environment. schettino (2016) states that the pbl method can create a conducive learning environment and encourage optimal learning. the same view espoused by supiandi and khoiriyah & husamah / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 151-160 156 problem-based learning: creative thinking … julung (2016) arguing that the implementation of pbl has consistently proven its success in improving students' ability to solve problems. pbl encourages teachers to constantly train students in logical and analytical thinking to solve problems, in accordance with the construction of the subjects taught. teachers create challenging learning situations and motivate students' curiosity to find their own answers (karyatin, 2016). pbls allow students to conduct an in-depth study of materials and issues, integrate theory and practice, and apply different knowledge and skills to develop solutions to problems provided by teachers (amalia et al., 2017; andini et al., 2017; hajar et al., 2016; horpyniuk, 2015). pbl on students’ learning outcomes the average data score and learning completion rate can be seen in table 4. table 4. average score and completion of learning outcomes cycle score completion rate (%) improvement score (%) improvement completion rate (%) 1 83.45 87 2 94.70 100 13 15 there was 13% increase in score and 15% improvement completion rate. this shows that pbl can improve students' learning outcomes in science subjects. this means that pbl has procedures that allow students to enhance their skills and knowledge. in their research, rosa and pujiati (2016) suggested that the students taught using the pbl method possess a better critical and creative thinking ability. pbl help students cultivate their thinking competence and problem-solving skills so that they can become independent learners. pbl has consistently improved students' learning outcomes (cognitive). the students' learning outcomes are improved because pbl promotes students how to apply their knowledge in real life situations (supiandi & julung, 2016). the implementation of pbl consistently will encourage the improvement of student learning outcomes. this is because pbl has systematic and structured steps, namely student orientation on the problem, organize students to learn, guide individual/group experiences, develop and present the work, and analyze and evaluate the problem-solving process (okayana, 2016). pbl is almost always student-centered. so, these principles offer the opportunities to actively process information, trigger prior knowledge, have a meaningful content, and research and organize information (sendag & odabasi, 2009). the first stage in pbl was introducing students to the given problems. arends (2012) state that the formulation of the problems was designed by the students themselves, based on what they want to know. this is useful for exploring their own curiosity, motivating them to find the answers, and developing their thought processes. problems were formulated in order to build their knowledge, establish higher levels of inquiry and skills, and improve their independence and confidence. this car finding was pbl as really an implementation form of constructivism theory. pbl encourages students to construct their own knowledge through real problems that require a problem-solving. according to constructivism theory, hajar et al. (2016) state that when students engage in discussion activities conducted at each cycle, they will exchange opinions and information, so that the concept of the material can be found by students. this research has also become a "booster" for teachers to implement pbl in their classrooms because it has been very clear that the results of the study support various literature, which has been widely described before. pbl positively influence learning outcomes along with learners’ higher-order thinking skills such as creative thinking, problem-solving, logical thinking and decision making. pbl provides students with improved strategies to help them deal with very complex situations in their life. conclusions the conclusion shows that the application of pbl improves (1) the average of creative thinking skill was 11% and the completion rate of 17.5%; (2) the average of problem-solving skills knowledge was 27% and the completion of 47%; and (3) the average score of learning outcomes was 3% and the completion rate was 15%. pbl can be implemented by teachers to improve student creative thinking skills, problem-solving skills, and learning outcomes. khoiriyah & husamah / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 151-160 problem-based learning: creative thinking … 157 references amalia, e., surya, e., & syahputra, e. 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(2012). cooperative problem-based learning (cpbl): framework for integrating cooperative learning and problem-based learning. procedia-social and behavioral sciences, 56, 223–232. https://doi.org/10.1016/j.sbs pro.2012.09.649 živkovic, s. (2016). a model of critical thinking as an important attribute for success in the 21st century. procedia social and behavioral sciences, 232, 102– 108. https://doi.org/10.1016/j.sbspro.2016. 10.034 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 39 pengembangan perangkat pembelajaran topik ekologi terhadap keterampilan berpikir kritis siswa madrasah aliyah developing ecology learning object materials for improving students critical thinking skills of madrasah aliyah h. muhammad zaini1, retno jumirah2 1dosen s1 dan s2 pendidikan biologi fkip unlam banjarmasin 2alumni pps magister pendidikan biologi unlam banjarmasin e-mail: balittra_32@yahoo.co.id, retnopascabiology@gmail.com abstrak penelitian pengembangan ini bertujuan menghasilkan perangkat pembelajaran topic ekologi terhadap keterampilan berpikir kritis siswa madrasah aliyah yang valid, praktis, dan efektif. penelitian pengembangan menggunakan model mafumiko. subyek penelitian siswa kelas x biologi1, x mia 3 man 2 model banjarmasin meliputi uji coba perorangan, uji kelompok kecil dan uji lapangan. data dikumpulkan melalui tes dan pengamatan. analisis data secara deskriptif. hasil penelitian menunjukkan perangkat pembelajaran sekurang-kurangnya sudah valid berdasarkan 1) validasi telaah pakar dengan hasil juga sekurang-kurangnya valid, dan 2) validasi tim panel tergolong valid. perangkat pembelajaran termasuk praktis meliputi 1) keterlaksanaan rpp diperoleh hasil sangat baik, 2) siswa menunjukkan respon positif dengan sangat setuju 70% dan setuju sebesar 30%, dan 3) guru menunjukkan respon positif terhadap pembelajaran perangkat pembelajaran tergolong efektif berdasarkan 1) ketuntasan hasil belajar sudah mencapai ± 80 dari kkm siswa 2,67 dikonversi dalam huruf b -, 2) penilaian proses kategori sangat baik, 3) penilaian psikomotor kategori sangat baik, 4) penilaian spiritual kategori sangat baik, 5) penilaian berkarakter kategori sangat baik, 6) penilaian berpikir kritis siswa baik, 7) penilaian keterampilan sosial bekerja sama dan menyumbang ide dengan kategori sangat baik dan baik, 8) penilaian aktivitas siswa dengan kategori baik, dan 9) penilaian aktivitas guru dengan kategori sangat baik. kata kunci: berpikir kritis, ekologi, model inkuiri, perangkat pembelajaran. abstract research and development is aimed to produce a learning tool topic ecology to students' critical thinking skills madrasah aliyah valid, practical, and effective. the study uses a model mafumiko development. the research subjects biology class x, x mia 3 man 2 model banjarmasin include individual testing, small group test and field test. data were collected through tests and observation. analysis of descriptive data. the results showed the learning device has been valid for at least based on 1) the validation study results also experts with at least valid, and 2) validation team classified panel invalid. learning devices including practically covers 1) keterlaksanaan rpp obtained very good results, 2) students showed a positive response to strongly agree 70% and agreed by 30%, and 3) teachers showed a positive response to learning learning devices classified as effective by 1) mastery of learning outcomes has reached 80 ± 2.67 of kkm students converted the letter b -, 2) assessment process was very good category, 3) assessment psychomotor excellent category, 4) spiritual assessment category very well, 5) ratings categories very good character, 6) better assessment of students' critical thinking, 7) ratings of social skills to work together and contribute ideas with excellent and good categories, 8) assessment of student activity in both categories, and 9) assessment of teacher activity with very good category. keywords: critical thinking, ecology, inquiry model, learning tools mailto:balittra_32@yahoo.co.id mailto:retnopascabiology@gmail.com jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 40 berdasarkan supervisi klinis terhadap perangkat pembelajaran di madrasah aliyah negeri (man) banjarmasin, guru menggunakan perangkat pembelajaran dari buatan bersama melalui mgmp. secara fisik perangkat tersebut masih terpisahpisah. rpp berdasarkan kurikulum 2013 sudah terpenuhi namun ada beberapa hal yang harus diperbaiki di antaranya tujuan pembelajaran belum menggunakan kaidah abcd (audience, behavior, condition, digree), langkah-langkah pembelajaran belum mencerminkan model yang dipakai untuk mendapatkan sintak pembelajaran. perangkat pembelajaran perlu disiapkan oleh guru sesuai dengan tuntutan kurikulum 2013, namun perangkat pembelajaran yang ada belum mampu menggali kemampuan berpikir kritis siswa. berdasarkan hal tersebut perlu mengembangkan perangkat pembelajaran yang praktis dan efektif dengan setting inkuiri. perangkat pembelajaran yang dirancang dengan baik akan memudahkan guru dalam melaksanakan proses pembelajaran (praktis), sedangkan hasil yang diperoleh akan berdampak pada perbaikan kualitas pembelajaran (efektif). kumala (2013) menyatakan bahwa menggunakan perangkat pembelajaran ipa terpadu dengan setting inkuiri dapat meningkatkan kinerja ilmiah siswa. menurut wasis (2014) hasil survei trends in international mathematics and science study (timss) 2011 menyatakan mutu pendidikan di indonesia masih rendah, karena persentase siswa berada pada peringkat ke 40 dari 42 negara. penalaran tingkat menengah peringkat ke 31, penalaran tingkat rendah peringkat ke 41, dan dalam hal mengetahui tingkat menengah peringkat ke 38. hasil ini didukung oleh laporan programme for international student assesment (pisa) 2012 sistem pendidikan di indonesia sangat rendah yakni berada pada peringkat ke 64 dari 65 negara. kemampuan berpikir yang seharusnya menjadi tagihan utama dan sebagai manivestasi model dalam produk kurikulum 2013 belum terlihat. permendikbud no. 65 tahun 2013 tentang standar proses menyebutkan bahwa standar proses mencakup perencanaan proses pembelajaran, dan pengawasan proses pembelajaran. berdasarkan hal tersebut, maka proses pembelajaran perlu direncanakan, dilaksanakan, dinilai, dan diawasi agar pembelajaran dapat dengan baik. penelitian hasil belajar yang menggunakan inkuiri banyak dilakukan seperti penelitian yang telah dilakukan mellawati (2012) yang menunjukkan bahwa keterampilan kritis siswa selama pembelajaran inkuiri terbimbing tergolong baik, hasil kinerja siswa (psikomotor) dapat dikatakan baik, keterampilan berkarakter siswa tergolong baik, sedangkan pendapat guru dan siswa terhadap pembelajaran mendapat respon positif. berpikir kritis sebagai sarana berpikir untuk sampai pada pengetahuan yang tepat, sesuai dan dapat dipercaya mengenai dunia di sekitar kita. menurut richard paul dalam (kowiyah, 2012) memberikan definisi bahwa berpikir kritis adalah model berpikir mengenai hal substansi atau masalah apa saja, dimana si pemikir meningkatkan kualitas pemikirannya dengan menangani secara terampil struktur-struktur yang melekat dalam pemikiran dan menerapkan standarstandar intelektual. menurut glaser seperti dikutip kowiyah (2012) berpikir kritis sebagai 1) suatu sikap mau berpikir secara mendalam tentang masalah-masalah dan hal-hal yang berada dalam jangkauan pengalaman seseorang; 2) pengetahuan tentang metode-metode pemeriksaan dan penalaran yang logis; dan 3) semacam suatu keterampilan untuk menerapkan metodemetode tersebut. salah satu topik pembelajaran yang memerlukan pengembangan perangkat pembelajaran yaitu ekologi. topik ini merupakan salah satu topik yang membantu guru untuk melihat aspek jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 41 proses seperti keterampilan berpikir kritis, yang dimuat dalam perangkat pembelajaran. inkuiri, secara umum, melibatkan peserta didik dalam memahami masalah menyelidiki informasi dan memecahkan masalah yang dihadapi (kong dan so, 2008). peserta didik harus memiliki pondasi mendalam tentang pengetahuan faktual, memahami fakta dan ide-ide dalam konteks sebuah kerangka konseptual dan dapat mengorganisasikan pengetahuan, memfasilitasinya dan mengaplikasikannya. penelitian ini bertujuan menghasilkan perangkat pembelajaran hasil rancangan topik ekologi yang valid di madrasah aliyah, menghasilkan perangkat pembelajaran hasil rancangan topik ekologi yang praktis di madrasah aliyah, dan menghasilkan perangkat pembelajaran ketika diimplementasikan pada topik ekologi di madrasah aliyah yang efektif. metode penelitian penelitian ini adalah jenis penelitian pengembangan dengan menggunakan model mafumiko seperti gambar 1. gambar 1. langkah–langkah penelitian pengembangan (diadaptasi dari mafumiko, 2006) langkah penelitian pengembangan sejak versi i dievaluasi secara berulang (mikro siklus) dan selalu diperbaiki hingga menghasilkan versi iv (sebuah prototipe). newman (1990) penelitian pengembangan merupakan penelitian formatif yang bertujuan untuk memperbaiki (improve). penelitian dilaksanakan selama empat bulan april-juli 2015, di man 2 model bajarmasin. subyek coba tim pakar peneliti tiga dosen yaitu rita rahmaniati, m.pd, ita, m.pd dan ayatusa’adah m.pd. teknik penetapan subyek coba dilakukan secara purposive. subyek coba uji kelompok kecil siswa kelas x mia3 dan mia4. data kevalidan berdasarkan pendapat panel tentang isi perangkat. kepraktisan perangkat rpp meliputi keterlaksanaan pembelajaran, respon guru, dan respon siswa. adapun keefektivan perangkat pembelajaran meliputi 1) hasil belajar kognitif produk, 2) hasil penilaian proses, 3) hasil penilaian psikomotor, 4) aktivitas guru, 5) aktivitas siswa, 6) keterampilan berpikir kritis, 7) perilaku berkarakter siswa, 8) keterampilan sosial, dan 9) sikap spiritual dalam proses pembelajaran. teknik pengumpulan data kevalidan dari 3 pakar ahli, dan uji keterbacaan siswa menggunakan format penilaian tentang bahan ajar dan lks. pengumpulan data uji coba kelompok kecil untuk menetapkan kepraktisan, dan uji lapangan untuk menetapkan keefektivan. hasil dan pembahasan kevalidan perangkat pembelajaran disajikan dalam tabel 1. tabel 1 menunjukkan data kevalidan terhadap 9 komponen sekurang-kurangnya cukup valid. data ini ditunjang oleh pendapat siswa seperti tabel 2. tabel 2 menjelaskan bahwa bahan ajar dan lks layak digunakan. penilaian oleh 3 ahli versi i versi ii versi iii versi iv uji coba di 3 kelas sesi panel dengan tenaga ahli uji coba dengan guru dan siswa pedoman desain & spesifikasi pengembangan prototipe evaluasi summative uji lapangan di empat sekolah jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 42 tabel 1. validitas pakar dan validitas sesi panel no komponen kategori kategori hasil validitas pakar skor (%) hasil validitas sesi panel skor (5) 1 silabus valid 80.5 sangat valid 85,2 2 rpp valid 78.9 valid 81 3 lks cukup valid 74.1 cukup valid 77,5 4 bahan ajar valid 76.5 valid 75 5 media valid 75 valid 75 6 lp 1 cukup valid 70.8 valid 75 7 lp 2 valid 81.5 valid 81,2 8 lp 3 valid 81.2 sangat valid 85.5 9 lp 7 valid 75 valid 75 tabel 2. uji keterbacaan siswa terhadap lks dan bahan ajar komponen aspek yang ditanyakan penilaian siswa kef % 1 2 3 bahan ajar bagaimana isi bahan ajar yang diberikan kepadamu menarik menarik menarik 3 100 bagaimana penampilan bahan ajar yang diberikan kepadamu menarik menarik menarik 3 100 apakah ada uraian atau penjelasan pada bahan ajar yang sulit sulit sulit 0 0 apakah ilustrasi (gambar) pada bahan ajar mudah di pahami mudah mudah mudah 3 100 jumlah keseluruhan 9 0.75 rata-rata keseluruhan 75% kategori baik lks bagaimana isi lks yang diberikan kepadamu menarik tidak menarik tidak menarik 1 33.3 bagaimana penampilanlks yang diberikan kepadamu menarik menarik menarik 3 100 apakah ada uraian atau penjelasan pada lks yang terlalu sulit untuk dipahami mudah sulit sulit 1 33.3 apakah orientasi masalah/kasus pada lks ini jelas atau mudah dipahami mudah sulit sulit 1 33.3 jumlah keseluruhan 6 199.9 rata-rata keseluruhan 75% kategori baik keterlaksanaan rpp untuk mengukur kepraktisan disajikan pada tabel 3. tabel 3. hasil keterlaksanaan rpp tahapan skor per pertemuan jumlah skor rata-rata kategori 1 2 3 1. pendahuluan 3.5 3,5 4 3.6 sangat baik 2. kegiatan inti 3.3 3 3 3.1 baik 3. kegiatan penutup 3 2 4 3 baik kategori seluruh tahapan 3.2 baik kategori sangat baik (3,64,0), baik (2,6-3,5), kurang (1,6-2,5), dan kurang sekali (1,0-1,5) (diadaptasi dari purwanto, 2012) tabel 3 menjelaskan kegiatan pendahuluan, inti, dan penutup kategori baik (praktis). respon siswa setelah pembelajaran terakhir disajikan pada tabel 4. berdasarkan tabel 4 siswa setuju dengan pembelajaran inkuiri. tabel 4. respon siswa saat pembelajaran inkuiri nilai predikat frekuensi persentase (%) 1-15 sangat tidak setuju 0 0 1630 tidak setuju 0 0 3145 setuju 3 30 4660 sangat setuju 7 70 kategori sangat setuju (46-60), setuju (31-45), tidak setuju (16-30), sangat tidak setuju (1-15). (diadaptasi dari susilo, 2008). jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 43 ketuntasan hasil belajar pada pretes tidak ada (0%), sedangkan pada postes diperoleh 80% (di atas kkm). penilaian keterampilan proses rata-rata 88%, kategori sangat baik. hasil penilaian psikomotor diperoleh rata-rata ± 80% (kategori sangat baik). ringkasan hasil keterampilan berpikir kritis disajikan pada tabel 5. tabel 5. hasil ringkasan keterampilan berpikir kritis no indikator keterampilan berpikir kritis jumlah skor rata -rata (%) kategori 1 2 1 merumusk an masalah 60 61 121 60.5 cukup 2 membuat hipotesis 82 82 164 82 baik 3 merancang percobaan 90.3 90.5 181 90.4 sangat baik 4 melakukan percobaan untuk memperoleh informasi 75.6 81.2 157 78.4 baik 5 mengumpulk an data dan menganalisis 91.5 91 183 91.2 sangat baik 6 membuat kesimpulan 79.1 77.5 157 78.3 baik kategori sangat baik (86-100%), baik (76 85%),cukup (60-75%), kurang (55-59%), dan kurang sekali (≤ 54%) (diadaptasi dari purwanto, 2012) tabel 5 menunjukkan siswa masih lemah dalam merumuskan masalah, hal ini perlu mendapat perhatian, karena merumuskan masalah kunci utama dalam kegiatan inkuiri. jika hal ini dibiarkan maka pembelajaran cenderung menuntut peran guru berlebihan dan tidak dikehendaki dalam membangun pengetahuan hasil penilaian perilaku berkarakter (disiplin dan tanggung jawab) rata-rata di atas 90%, kategori sangat baik. penilaian keterampilan sosial (bekerja sama dan menyumbang ide) di atas 86% (sangat baik). hasil penilaian sikap spiritual (rasa syukur) diperoleh rata-rata di atas 86%, kategori sangat baik. ringkasan aktivitas guru disajikan pada tabel 6. semua aktivitas guru yang teramati pada tabel 6 sekurang-kurangnya kategori baik tabel 6. hasil ringkasan aktivitas guru kegiatan ratarata kategori pra pembalajaran 3,2 baik membuka pembelajaran 3,5 baik kegiatan inti pembelajaran penguasaan materi 3,5 baik pendekatan/strategi pembelajaran 3,4 baik pemanfaatan belajar /media pembelajaran 3,8 sangat baik pembelajaran yang memicu dan memelihara keterlibatan siswa 3,7 sangat baik penilaian proses dan hasil belajar 3,8 sangat baik penggunaan bahasa 3,7 sangat baik penutup 3,9 sangat baik kategori sangat baik (3,64,0), baik (2,6-3,5), kurang (1,6-2,5), dan kurang sekali (1,0-1,5) (diadaptasi dari purwanto, 2012) ringkasan penilaian aktivitas siswa disajikan pada tabel 7. tabel 7. hasil ringkasan aktivitas siswa indikator siswa mia 3 ar ipu srm swa sh memperhatikan penjelasan guru 3.7 4.0 4.0 4.0 4.0 mengamati orientasi masalah (kasus) yang disajikan 3.7 3.3 3.0 3.0 3.0 mengajukan pertanyaan 4.0 3.0 3.0 3.7 3.0 duduk berkelompok 3.7 3.3 3.3 3.3 3.3 mengerjakan lks 4.0 3.3 3.3 3.3 3.3 membuat rumusan masalah 4.0 3.3 3.3 3.3 3.3 membuat hipotesis 3.3 3.3 3.3 3.3 3.3 melakukan percobaan 3.7 3.3 3.3 3.7 3.3 membuat kesimpulan 3.7 3.3 3.3 3.7 3.7 rata-rata 3.7 3.4 3.3 3.5 3.4 kategori sangat baik baik baik baik baik kategori sangat baik (3,64,0), baik (2,6-3,5), kurang (1,6-2,5), dan kurang sekali (1,0-1,5) (diadaptasi dari purwanto, 2012) jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 44 berdasarkan tabel 7, aktivitas siswa sekurang-kurangnya kategori baik, sekalipun demikian siswa terkesan hanya pada parameter memperhatikan penjelasan guru yang dominan, seyogyanya dominasi ini tersebar pada semua parameter. berdasarkan data-data yang diperoleh, perangkat pembelajaran hasil pengembangan dikatakan valid meliputi 1) validasi telaah pakar dengan hasil tergolong valid dan cukup valid. 2) validasi sesi panel tergolong sangat valid,valid dan cukup. praktis karena 1) keterlaksanaan rpp diperoleh hasil sangat baik.2) respon siswa menunjukkan positif dengan siswa sangat setuju 70% dan setuju sebesar 30%. 3) respon guru menunjukkan positif dengan tanggapan pembelajaran dengan perangkat inkuiri membantu dalam proses pembelajaran tersebut. efektif berdasarkan 1) hasil belajar sudah mencapai ketuntasan sebesar 81,8 % dan 94,28%. 2) penilaian proses kategori sangat baik. 3) penilaian psikomotor kategori sangat baik. 4) penilaian spiritual kategori sangat baik. 5) penilaian berkarakter kategori sangat baik. 6) penilaian berpikir kritis siswa baik 7) penilaian keterampilan sosial bekerja sama dan menyumbang ide mendapatkan hasil dengan kategori sangat baik dan baik. 8) penilaian aktivitas siswa dengan kategori baik, dan 9) penilaian aktivitas guru dengan kategori sangat baik. jadi berdasarkan tujuan penelitian yang dikemukakan, penelitian ini telah menghasilkan perangkat pembelajaran yang valid, praktis dan efektif. kevalidan perangkat pembelajaran sudah tercapai, hal ini sejalan dengan pendapat sebelumnya (akker dkk, 1999). dia menjelaskan kevalidan sebagai salah satu petunjuk mutu (high quality intervension) sebelum menelaah kepraktisan dan keefektifan. aspek kevalidan suatu perangkat pembelajaran mesti terkait pada dua hal, yaitu 1) perangkat pembelajaran yang dikembangkan didasarkan pada rasional teoritis yang kuat, dalam hal ini perangkat pembelajaran ini mengacu pada karakteristik pembelajaran dengan pendekatan kontekstual (nur, 2000; muslich, 2007; nurhadi, 2002) dan 2) dapat mengukur kemampuan berpikir kritis (innabi, 2003). kedua terdapat konsistensi secara internal, dalam hal ini perangkat pembelajaran ini telah saling berkaitan antara pendekatan pembelajaran kontekstualnya dengan kemampuan berpikir kritisnya. kepraktisan perangkat pembelajaran sudah tercapai, sebagai aspek kedua penentu kualitas produk (havis, 2013). istilah praktis berarti apa yang dikembangkan dapat digunakan dalam kondisi normal dan dapat diterapkan oleh praktisi (tessmer, 1993). mulyani (2012) menyatakan bahwa guru harus memiliki pengetahuan yang luas tentang tujuan pendidikan, sehingga memberikan arah dalam memberikan bimbingan kepada siswa. respon siswa memberikan hasil yang positif (70%), bahwa pembelajaran inkuiri membantu proses pembelajaran mereka. hal ini sejalan dengan pendapat sitorus (2013) bahwa sikap siswa terhadap pembelajaran dengan pendekatan inkuiri memberikan respon yang positif. hal ini karena siswa memandang, bahwa pembelajaran dengan pendekatan inkuiri sangat bermanfaat bagi mereka untuk meningkatkan prestasi belajarnya. keefektivan perangkat pembelajaran ditandai hasil ketuntasan belajar (nilai kkm 2,67). hal ini didukung penelitiannya sebelumnya (gama, dkk. 2014). hasil belajar ipa yang dibelajarkan dengan pendekatan saintifik dengan seting inkuiri berhasil mencapai ketuntasan lebih tinggi dibandingkan dengan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional. purwanto (1999) menyatakan bahwa hasil belajar siswa dipengaruhi oleh faktor internal dan faktor eksternal. salah satu faktor eksternal yang mempengaruhi hasil belajar adalah kesempatan siswa terlibat langsung dalam proses pembelajaran jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 45 misalkan melalui kegiatan penyelidikan. penyelidikan dapat melatih siswa untuk memperoleh keterampilan proses ipa. hasil penilaian keterampilan proses kategori sangat baik. keterampilan proses ipa dikumpulkan dengan menggunakan tes keterampilan proses ipa. tes ini berupa tes esai yang berpedoman pada indikator keterampilan proses ipa, perbedaan keterampilan proses siswa yang belajar dengan pendekatan saintifik seting inkuiri mencapai ketuntasan keterampilan proses lebih besar dibandingkan dengan model pembelajaran konvensonal (gama, dkk., (2014). darma (2014) menyatakan siswa didorong untuk membangun sendiri konsep-konsep dan pengetahuannya secara utuh. proses pembelajaran seperti ini akan mengarahkan siswa untuk menggunakan segenap potensi yang dimiliki dan mengarahkan siswa sebagai pengambil keputusan sedangkan guru hanya berperan sebagai fasilitator. penilaian psikomotor mencapai kategori sangat baik. keaktifan siswa dalam pembelajaran yang dilakukan di luar ruangan salah satu faktor yang turut mempengaruhi. siswa tidak jenuh belajar yang monoton hanya dilakukan di kelas lestari (2014) menjelaskan keaktifan siswa dalam proses pembelajaran di mana siswa sebagai pusat pembelajaran tentunya juga akan berdampak positif terhadap motivasi berprestasi siswa. pengalaman baru yang tercipta akan menghapus stigma proses pembelajaran yang monoton. siswa tidak lagi menjadi pendengar yang pasif melainkan ikut aktif dalam proses pembelajaran. keterampilan berpikir siswa kategori baik, diperoleh secara bertahap dari pertemuan pertama sampai pertemuan akhir. hal ini disebabkan siswa terbiasa menggunakan cara pembelajaran dengan sistim konvensional, namun pembelajaran inkuiri yang di dalamnya mengandung unsur berpikir kritis mengantarkan siswa mampu mengembangkan pola berpikirnya. sudiasa (2012) berpendapat bahwa keunggulan pembelajaran inkuiri tidak terlepas dari sasaran utama pembelajaran yaitu 1) keterlibatan siswa secara maksimal dalam proses pembelajaran, 2) keterarahan kegiatan secara logis dan sistematis pada tujuan pembelajaran, 3) mengembangkan sikap percaya diri tentang apa yang ditemukan dalam proses inkuiri serta mengembangkan kemampuan berpikir secara sistematis, logis, dan kritis. hasil penilaian berkarakter dari pembelajaran inkuiri dalam tiga pertemuan termasuk kategori sangat baik. hal ini sesuai pendapat wardoyo (2013) pembentukan karakter yang dilakukan dalam proses pembelajaran dapat dimasukkan ke dalam nilai-nilai karakter seperti halnya disiplin, tindakan yang menunjukkan perilaku tertib dan patuh pada berbagai ketentuan dan peraturan. bruce seperti dikutip sitorus (2013) menyatakan inkuiri merupakan suatu cara mengajar murid-murid bagaimana belajar dengan menggunakan keterampilan proses, sikap karakter, dan pengetahuan berpikir rasional. keterampilan sosial kategori sekurang-kurangnya baik. ini disebabkan pembelajaran inkuiri sikap sosial bekerja sama sangat berperan dalam penyelesaian pembelajaran secara berkelompok. hamdani (2011) menjelaskan tujuan pengembangan keterampilan sosial adalah mengajarkan pada siswa keterampilan bekerja sama, dan kolaborasi. keterampilan-keterampilan sosial penting dimiliki oleh siswa sebab banyak diantara mereka yang keterampilan sosialnya masih kurang. kong & so (2008) menyatakan pembelajaran inkuiri memerlukan proses yang peserta didiknya terlibat dalam pencarian, memahami, pengorganisasian, mensintesis dan mengevaluasi informasi berbagai sumber informasi. penilaian sikap spiritual juga sudah baik, pursitasari dkk. (2014) menjelaskan sikap spiritual berkaitan dengan pengembangan karakter siswa, senada dengan tuntutan kurikulum 2013 yang memuat kompetensi inti keterampilan jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 46 yaitu: spiritual, sosial, pengetahuan dan keterampilan. hasil aktivitas guru didapatkan kategori sangat baik, guru mitra cukup menguasai perangkat pembelajaran yang dikembangkan peneliti, hal ini sejalan dengan penelitian sebelumnya (sitorus, 2013). hasil observasi terhadap aktivitas guru dalam pembelajaran dengan pendekatan inkuiri, mampu mengembangkan kemampuan mengelola pembelajaran yang dilakukan guru maupun menumbuhkan ketertarikan siswa terhadap pembelajaran. aktivitas siswa memenuhi kriteria baik, ini sejalan dengan penelitian sebelumnya (heriningsih, 2014). hasil pengamatan aktivitas siswa menunjukkan siswa sangat aktif mengikuti setiap tahap kegiatan pembelajaran, yakni melakukan percobaan atau eksperimen, dan mendengarkan/memperhatikan penjelasan guru. kesimpulan dan saran kesimpulan 1. perangkat pembelajaran termasuk valid berdasarkan validasi telaah pakar dan validasi sesi panel. 2. perangkat pembelajaran praktis digunakan berdasarkan keterlaksanaan rpp oleh guru mitra, respon positif siswa, dan respon positif guru. 3. perangkat pembelajaran tergolong efektif, berdasarkan a) hasil belajar sudah mencapai ketuntasan, b) penilaian keterampilan proses kategori sangat baik, c) penilaian psikomotor kategori sangat baik, d) penilaian spiritual kategori sangat baik, e) penilaian berkarakter kategori sangat baik, f) penilaian berpikir kritis siswa baik, g) penilaian keterampilan sosial bekerja sama dan menyumbang ide mendapatkan hasil dengan kategori sangat baik dan baik, h) penilaian aktivitas siswa dengan kategori baik, dan i) penilaian aktivitas guru dengan kategori sangat baik. saran kevalidan perangkat pembelajaran yang dikmebangkan sudah tercapai sehingga perlu penerapan dalam skala luas sehingga mampu meningkatkan kualitas pembelajaran. daftar rujukan akker, j., bannan, b., kelly, a. e., nieveen, n. & plomp, t. 2007. an introduction to educational design research. proceedings of the seminar conducted at the east china normal university, shanghai (pr china). enschede the netherlands: netzodruk, enschede. november, 2007. 23-26. heriningsih, d. p. & agustini, r. 2014. pengembangan perangkat pembelajaran berkarakter berbasis inkuiri untuk meningkatkan hasil belajar ipa siswa smp. innabi, h. 2003. aspects of critical thinking in classroom instruction of secondary school mathematics teachers in jordan. [online] (http://dipmat.math.unipa.it/pdf). lestari, n. w. r., sadia, i. w. & suma, k. 2014. pengaruh model experiential learning terhadap keterampilan berpikir kritis dan motivasi berprestasi siswa. e-journal, 4(2014) program pascasarjana universitas pendidikan ganesha program studi ipa mafumiko, f. s. m. 2006. micro-scale experimentation a a catalyst for improving the chemistry curriculum in tanzania. doctoral thesis. enschede (the netherlands) university of twente mulyani, h. r. a. 2012. peranan guru sebagai tenaga pendidikan di sekolah. ejurnal nuansa kependidikan, 16(1): nopember 2012 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 39-47) h. muhammad zaini dkk, pengembangan perangkat pembelajaran 47 muslich, m. 2007. ktsp pembelajaran berbasis kompetensi dan kontekstual. jakarta: penerbit bumi aksara. newman, d. 1990. opportunities for research on the organizational impact of school computers. educational researcher nur, m. 2011. model pembelajaran kooperatif. surabaya: pusat sains dan matematika sekolah unesa, kampus unesa. nurhadi. 2002. pendekatan kontekstual. jakarta: depdiknas kowiyah. 2012. kemampuan berpikir kritis. jurnal pendidikan dasar, 3(5): desember 2012. permendikbud. 2013. peraturan menteri pendidikan dan kebudayaan nomor 64 tahun 2013 tentang standar isi pendidikan dasar dan menengah. depdikbud: jakarta purwanto, m. n.. 2012. prinsip-prinsip dan teknik evaluasi pengajaran. bandung: remaja rosdakarya. sitorus, s. 2013. peningkatan ketrampilan berpikir kritis dan hasil belajar ips melalui pendekatan inkuiri siswa kelas iv sd negeri 106816 marindal ii kecamatan patumbak. tematik e-journal. 3 (12) diksas/desember 2013 tessmer, m. 1993. planning and conducting formative evaluations. london: kogan page. tim lpsms unesa. 2014. materi pengembangan perangkat rpp berbasis kurikulum 2013. laboratorium pembelajaran sains dan matematika sekolah surabaya: unesa. wasis. 2014. proseding hasil pembelajaran sains di indonesia problem dan upaya mengatasinya. surabaya: unesa. 238 vol. 3 no. 3, 2017; pp. 238-247 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 24/10/2017 revised: 27/11/2017 accepted: 30/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: fauzi, a. & ramadani, s.d. (2017). learning the genetics concepts through project activities using drosophila melanogaster: a qualitative descriptive study. jurnal pendidikan biologi indonesia, 3(3), 238-247. https://doi.org/10.22219/jpbi.v3i3.4540 learning the genetics concepts through project activities using drosophila melanogaster: a qualitative descriptive study ahmad fauzi1* and shefa dwijayanti ramadani2 1departement of biology education, university of muhammadiyah malang, indonesia 2departement of biology education, islamic university of madura, pamekasan-indonesia *corresponding e-mail: ahmad_fauzi@umm.ac.id abstract genetics is one of difficult subject for many undergraduate students majoring biology. authentic-based research is one of learning activity believed could overcome the situation. one of genetics course that facilitating the students to conduct authentic-based research is genetics course in faculty of mathematics and natural science, state university of malang. the aim of this study was to describe the project research activities in genetics course, especially the authentic-based research that utilize drosophila melanogaster. the present study is qualitative descriptive with the object of this study is project activities in genetics course. in this institution, the genetics course is divided into genetics i (taken by fourth semester students) and genetics ii (taken by fourth semester students). data collection was conducted from 2014 until 2017 using open ended interviews and observation. an analytical strategy from miles & huberman was used to analyze the data. d. melanogaster was used as model organism in several genetics projects. the genetics project was conducted from first until sixteenth week. in the project activities, the students get some flies strains, observe its phenotypes, design their research project, collect the data, analyze the data , prepare the report, ant present their project result. in this activities, students could practice to be a real researcher. based on interviews with some students and observations during the presentation of the project reports, it can be seen that through this learning activities the students achieved better understanding about many genetics concepts. moreover, several students have an opportunity to present their research results in international conference events. keywords: authentic-based researchs, drosophila, genetics course, genetics project, genetics learning © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction genetics is the branch of biology studying all of thing related to the heredity and variation (klug et al., 2012; snustad & simmons, 2012; tamarin, 2004). it has a central position in entire biological study (huether & mccance, 2012; sandelowski, 2000). besides occupying a central position, genetics is also said to be a fundamental branch of biology (knippels et al., 2005; mcelhinny et al., 2014). the understanding of genetics concepts is essential in studying various organisms, from human to microbe (huether & mccance, 2012). moreover, in the current era, genetics has an important role in health issues and public policy (bowling et al., 2008). however, genetics is not an easy topic in biology (bahar et al, 1999; knippels et al., 2005). many students facing difficulties when they learn genetics (abraham et al., 2014; mcelhinny et al., 2014; mills shaw et al., 2008). as a matter of fact, genetics becomes a hard subject for student, although for those who are undergraduate student majoring biology (smith & knight, 2012). one of reasons why genetics is a difficult subject in undergraduate school because most of the concepts studied in genetics are abstract (chattopadhyay, 2005; infante-malachias et al., 2010). moreover, the material contents in genetics are very complex (knippels, 2002; knippels et al., 2005). therefore, many students struggle to understand many genetics concepts, such as the relation between gene and chromosome, the mendelian genetics, and the genes interaction (infante-malachias et al., 2010; smith & knight, 2012). furthermore, many students also facing difficulties to interconnect the genetics concepts in macro, micro, and sub-micro level (knippels et al., 2005). https://doi.org/10.22219/jpbi.v3i3.4540 fauzi & ramadani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 238-247 239 learning the genetics concepts ..... several reports try to look for the alternative genetics learning design that can overcome the problem in genetics subject (knippels, 2002; knippels et al., 2005; pukkila, 2004). there are some criteria for designing genetics course that can overcome the abstractness and the complexity of genetics concepts. one of the criteria is the learning should present a familiar phenomenon for students (knippels et al., 2005). in another sense, learning must be able to present the phenomenon that was orginally abstract into classroom. one of learning activity that can bring a phenomenon into classroom is through practical activity. related to the practical activities, a good practical is a practical that capable facilitating students doing activity like real researcher (fauzi, 2017; fauzi et al., 2016). the meaning of the practicum like real researcher is the practical activities that facilitating students to find the research idea, to design the research, until to report and to communicate the findings independently (fauzi et al., 2016; srisawasdi, 2012). through such activities, students are possible to learn by doing, learning activities are increasingly emphasized in many learning institutions (merkel, 2003). the genetics courses at faculty of mathematics and natural science, state university of malang (genetics i and genetics ii) is one of genetics learning that facilitates student to conduct a research. the research activitiy in the course known as “genetics project”. the genetic project i will be performed by all of genetics i students, whereas genetics project ii will be performed by all of genetics ii students. in this research activity, several model organisms are used by students (fauzi, 2017; fauzi et al., 2016). one of model organisms used in the genetics project faculty of mathematics and natural science, state university of malang is drosophila melanogaster (fauzi, 2017). d. melanogaster are commonly known as fruit fly (snustad & simmons, 2012; tamarin, 2004). the organism is belong to the order diptera (class insects) (roberts, 2006). the imago stage of the fly has a pair of wings and three pairs of legs. when d. melanogaster reaching the stag, the size of the body ranging from three until five mm (chyb & gompel, 2013). the exitence of genetics project is just one of the characteristics in genetics courses at faculty of mathematics and natural science, state university of malang. the other characteristics is the approach used in this course. the approach of this course is content approach, it does not like the other genetics course in the other universities (fauzi, 2017; fauzi et al., 2016). besides the exitence of genetics project and the approach, the other characteristic is the learning model used in this course. genetics course faculty of mathematics and natural science, state university of malang is consistently use reading questioning and answering model, a learning model that developed by prof. a. d. corebima, one of lecture in genetics course in that institution (corebima & bahri, 2011; fauzi, 2017). the exitence of these characteristics attrached has attracted several researchers to research this course (fauzi, 2017; fauzi et al., 2016; khairil, 2009). even though there have been researchs that studying the genetics courses in faculty of mathematics and natural science, state university of malang, but, until now, there is no single research focusing on the utilization of d. melanogaster in detail. research that inform the description of d. melanogaster utilization in genetics courses at faculty of mathematics and natural science, state university of malang needs to exist as an alternative information about how to teach genetics concepts in colleges. the reason, based on observation that have been carried out until 2017, there are still many genetics courses at several universities in indonesia that have not involved any practical activities at all. based on the interviews conducted on 20 alumni from those universities, it was known that they were difficulties in understanding many genetics concepts. on the other hand, faculty of mathematics and natural science, state university of malang alumni understand those genetics concepts. therefore, the study that studying the project activities in faculty of mathematics and natural science, state university of malang needs to be conducted because it can provide information regarding both the process and the benefits of implementing project activities in genetics course. method a qualitative descriptive design was used in this study with the aim to describe the research project using d. melanogaster in genetics courses at faculty of mathematics and natural science, state university of malang deeply. fauzi & ramadani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 238-247 learning the genetics concepts ..... 240 therefore, the subject of this study was project activities in genetics course at this institution. the limitations of this study are only focused to provide an overview of genetic project activities in that course. therefore, in this study, the matters relating to how effective the application of project activities on the improvement of students' learning outcomes or students' thinking skills were not examined. same as the other qualitative descriptive study, data collection in this study using minimally to moderately structured open ended interviews. the interviews were conducted on lectures, project assistants, and students. the genetic lecturers are prof. dr. aloysius duran corebima, m. pd.; prof. dr. siti zubaidah, m. pd.; and prof. dr. (agr). moh. amin, s. pd., m. si.besides interviews, data were also collected using observation. the data were collected during 2014 until 2017. the data were analyzed by using an analytical strategy from miles & huberman, which consists of six steps (miles & huberman, 1994). the first step was data coding. in this step, all notes collected from observation and interviews were re-read and tagged with with a word or a phrase that could represent the important information contained in each note. the second step was writing and reflecting the data deeply. all raw data that has been collected and labeled should be pointed out and converted into information that can be understood by the reader. during the rewrite process, reflections were also made on those notes. the various ideas, reactions, or insights that arose during this reflection process were recorded. the third step was data sorting based on the information content and pattern. based on information that are produced in second step, then, all notes are sorted and sequenced. from this step, all notes that has been collected were aranged into a sequential depiction that more ordered. then, the next step is looking for similarities and differences for further analysis. then, the fifth step was generalizing the results. in this step, the various data were clustered into several groups. thus, a large amount of data that have been obtained could be reduced into the smaller number of analytic units. then, all of anlytic units were linked to each other into a framework. this framework was used as the basis of general concepts' formulation. finaly, the sixth step is connecting generalization results with references and theories. at this step, each general concepts generated from fifth step was linked with an existing concept or the results from previous study. through this step, all the points that were written in fifth step will be more meaningful. results and discussion genetic project is a research that must be conducted by both genetics i students and genetics ii students. the series of research activities were conducted from the begining until the end of semester. d. melanogaster was used for model organism in several project in genetics i. the model organism was used to reveal several concepts. those several concepts related to mendelian inheritance, from mendel i law, mendel ii law, sex-linked, crossing over, epistasis, sex ratio, lethal gene, until nondisjunction. in genetics ii, d. melanogaster was also used in several genetics projects. some theme of genetics project in genetics ii that utilize d. melanogaster, among others: 1) the influence of environmental factors on the phenotype of the organisms; and 2) the influence of chemical, biological, and physical factors on various genetic phenomena there were no recipe or cooking book used by students when they conducted their research. consultations with the project assistants optimally is the factor that play as key role for research success. in genetics i, students were guided to design a research procedures that correspond with their researchs topics. those research topics come from their project assistants. after collecting the data, students were guided to reveal that phenomenon actually happened in their d. melanogaster crossbreeds. on the other hand, in genetics ii, students were more independetly designing their research. project assistants just decided their research theme, while the research topics, the treatments, the researchs designs, and d. melanogaster strains that will be used would be decided by students themselves. based on the interviews with lecturers and project assistants, d. melanogaster was chosen as the model organisms in almost of genetics projects in faculty of mathematics and natural science, state university of malang due to some reasons. those reasons were: (1) easy on culturing the organism; (2) several genetics concepts could be studied from this organisms; fauzi & ramadani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 238-247 241 learning the genetics concepts ..... (3) d. melanogaster has many mutant strains; (4) the life cycle of the organisms is fast; (5) it do not need llarge space on culturing the organisms; and (6) it is cheaper compare to the other organisms. those reasons are also the reasons for many biologist used d. melanogaster as their model organisms in their studies (chyb & gompel, 2013; fauzi & corebima, 2015; fauzi, corebima, & zubaidah, 2016; jennings, 2011; roberts, 2006). d. melanogaster actually become the primadona in many biological field studies, especially in genetics studies (kohler, 1994). moreover, many genetics textbooks provide much informations related to the utilization of d. melanogaster as model organisms in genetics field study (klug et al., 2012; snustad & simmons, 2012; tamarin, 2004). several characteristics of d. melanogaster have been mentioned to bring the organisms as media that can facilitate students studying several genetics concepts. in this regards, several previous researchs have also been verifying the ease of using d. melanogaster as a media for studying many genetics concepts (fauzi & corebima, 2016, 2016b, 2016a). moreover, several technical advantegous make d. melanogaster become more and more popular in many educational institutions in many countries. as it has sholrt life cycle, the d. melanogaster can be used as research subjects until many generations in one academic years (flannery, 1997; jeszenszky, 1997; sofer & tompkins, 1994). in genetics laboratory of faculty of mathematics and natural science, state university of malang, d. melanogaster was cultured in 200 ml glass bottles with the height is 9 cm and the diameter is 7 cm. the glass bottles filled with 25-35 ml media and the top of the bottles is closed by cork (figure 1.). figure 1. a culture bottle of d. melanogaster actually, the natural food of d. melanogaster is rotten fruits (chyb & gompel, 2013). but, in laboratory, d. melanogaster are commonly feed by using banana pulp. actually, there are many various food compositions that can be used in culturing d. melanogaster, from simple compostion with the main menu is banana, until complex composition that did not contain banana at all (jennings, 2011; kohler, 1994). in genetics laboratory of faculty of mathematics and natural science, state university of malang, the food composition of d. melanogaster is a mixture of 700 grams of bananas (rajamala variety), 200 grams of fermented cassava/tapai, 100 grams of palm sugar, and adequate water. the bananas were mix with tapai by using blender and palm sugar was boiled until it became liquid. then the mixture of bananas and tapai were mixed with liquid palm sugar. after that, the mixture were boiled as long as an hour (water was added sufficiently during boiling the mixture). after that, the liquid food or known as flies cultured medium was poured into cultured glass as much as 25-35 ml and the top of the bottle was closed by using cork. after the cultured media was cooling down, the media were added with 3-5 grains of yeasts. the flies cultured media with this composition has been used by several researchers in their studies (fauzi & corebima, 2015; fauzi et al., 2016) there are many d. melanogaster strains that can be found in genetics laboratory faculty of mathematics and natural science, state university of malang. the flies cultured were kept in two culture cases (figure 2.). figure 2. one of culture case in genetics laboratory, um fauzi & ramadani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 238-247 learning the genetics concepts ..... 242 the total d. melanogaster strains possessed by genetics laboratory faculty of mathematics and natural science, state university of malang were twenty until thirty strains (sometimes, the amount of strains are fluctuated). in the laboratory, there were no cooler or heater machine, so the flies cultured grow in normal room temperature in malang city that always fluctuated. those temperatures are still toleranted by d. melanogaster (economos & lints, 1986). in genetics i, each class was divided into 16 genetics project groups. each group has different research topic and several group got d. melanogaster strains that correspond with their research topic. in genetics i, the strains in each group were decided by project assistants, not students themselves. groups that got mendel i law, epistasis, and lethal gene projects acquired strains that could be crossed in the monohybrid system, mendel ii law in dihybrid system, whereas sex linked and nondisjuntion projects acquired gonosome mutants. the determination of strains in each phenomenon was in line with several previous researchs studying the potency of d. melanogaster as learning media (fauzi & corebima, 2016, 2016a, 2016b). figure 3. one of the students was observing d. melanogaster phenotypes the distribution of d. melanogaster to each group were conducted in the second or third week. after that, students observed the phenotypes of their flies stock using a stereo microscope (figure 3.). the mutant strains used by students were w, mal, w a , b, cl, dp, vg, bcl, bdp, bvg, e, bar 3 , eym, tx, pm, bw a , and ecl. some mutants have mutations in genes controlling eye pigmentation, some mutants in gene controlling body pigmentation, and the others in the genes controlling wings formation (chyb & gompel, 2013). so, the phenotypes that were observed just limited in three aspects, that were the color of eyes, the color of body, and the form of wings. students should also look for the differences between male and female phenotype. d. melanogaster has sexual dimorphism, the females body is larger than males and the posterior segment of the male’s abdomen is dark (chyb & gompel, 2013). students should find out those differences. after observed the phenotype, students should draw their observations and provide an explanation of their pictures in their research journal book (figure 4.). the book contains all of activities during the project research. the book has a4 size and each page is divided into four columns. through the journal book, students tried to use research log book, an essential component in research conducted by real researchers (lebrun, 2007). figure 4. the picture of d. melanogaster in a student journal book after observed the phenotypes, students consulted with their project assistant. in the first consultation, students were teached to rejuvenate the flies, to isolate the pupae, and to crosshybrid the flies. flies rejuvenation is a multiplication of flies by moving several pairs of flies from old cultured glasses to new cultured glasses. pupae isolation is the isolation of mature pupae by isolating dark pupae from cultured glasses to small tubes (figure 5.). the imagos that emerge from pupae isolations were fauzi & ramadani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 238-247 243 learning the genetics concepts ..... used for crosshybrid steps. why? because the crosshybridization need a pair of flies that never copulate, so the data from hybridization is not biased. figure 5. the dark pupaes isolated in small tubes afterward, students should design their research procedure. the project assistants just guided them to keep their research design in line with the genetics course design. afterthat, students should write their procedure in their journal book. then, their procedure was shown to their project assistant. if the project assistant agrees with their procedure, students were allowed to begin their project research. students should managed their schedules to cook a media, to rejuvenate the cultures, to isolate the pupaes, and to crosshybrid their flies. these activities tried their assiduity and responbility, some of the scientific attitudes that all scientists must possess (rao, 2004). figure 6. shown several activities conducted by students during project acitivities. figure 6. two students were cooking the cultured media (left) and a student was isolating the mature pupae in each crossbreed or in each treatment, students must decide how much replication they should meet. in determining the number of replications, students use the formula that has been used by real researcher as well, that is (r – 1)(t – 1) < 15, notes: r is the number of replication, whereas n is the number of treatment. in each replication, students got hundreds of offspring because d. melanogaster is an organism that can produce hundreds of offspring after fertilization. then, students must analyze the data and decide the phenomena that occur in their research. afterthat, students also conducted the final two steps in the scientific method, those are writing a report and communicating their findings (reiff et al., 2002). the project research report prepared by the students was very different with practical reports in the other courses. in genetics project, students must arranged their report according to the thesis format which has six chapters (um, 2010). when they arranged their report, students also consulted with their project assistant, just like the thesis guidance among students with their promoters. afterthat, all of project groups should present their report in front of their class. the presentation activities were held at “project presentation’s weeks” (thirteenth to sixteenth). each group tried to communicate their findings orally, a skill that must be possessed by the researcher (fauzi et al., 2016; veit & gould, 2010). the other project groups listened to the presentation and then they discussed with the presenter about the findings, similar to the scientific conference forums. during the activity, the project assistants observed the presentation and discussion activities. afterthat, they reviewed the genetics concepts associated with a research project that has been conducted by the students. in genetics ii, students were more independent during designing their research. in procedural consultation activities, project assistant should guide students to find new creative research idea. therefore, their research was expected to have a novelty. novelty is newness quality that must be owned by a research (vaishnavi & kuechler, 2008). because students design their own research, students also decided strains in their own research themselves. regardless of the flexibility of students in designing research, generally, genetics projects in genetics ii were the same as genetics i. to monitor research activities, everyday, each group should write their activities in their journal book, just as real researcher write their activities in their log book (lebrun, 2007). afterthat, they should show their work and their journal book to the project assistants (figure 7.). beside of that, the project researchs were monitored by project assistants through fauzi & ramadani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 238-247 learning the genetics concepts ..... 244 progress activities. in the progress activities, project assistants recorded the research progress of each group. the progress activities were conducted twice time in each semester. figure 7. the projects assistants was checking the journal book of genetics students based on the genetics project activities presented in this report, it is clear that the genetics courses at faculty of mathematics and natural science, state university of malang facilitate students to become actual researchers. students learn by imitating what scientists do in discovering new science (pukkila, 2004; reiff et al., 2002; veit & gould, 2010). such learning activities will provide new and important experiences for students (mcgee & keller, 2007). in the genetics courses at faculty of mathematics and natural science, state university of malang, students were guided to conduct authentic-based research because there were no cookbook or recipe book in research activities (brownell et al., 2012; fauzi et al., 2016; srisawasdi, 2012). research-based learning is actually the standard model recommended in higher education (balster et al., 2010). moreover, students’ understanding of genetics concepts is improving (hassard, 2011). this condition could be observed during the project presentation’s weeks. when students presented their project results, they were able to explain the genetic concepts that underlie their project. in addition, after they presented their project results, they were also able to answer the questions from their friends and from the project assistants. the observation results is in line with the results of in-depth interviews conducted in this present study. from the interviews, it was revealed, many students have not been confused with various genetics concepts, such as mendelian genetics and the relationship between genes, alleles, chromosomes, and traits. figure 8. anggun risma (left) and eka pratama (right) were presenting their project genetics finding in the 8 icgt 2017 indeed, by guiding students to design the research with novelty, students will be given the opportunity to publish or present their findings on scientific forums. the examples are the genetics projects conducted by anggun risma atika and eka pratama putri, two genetics ii students in 2016. anggun designed a research studying the effect of monosodium glutamate (msg) on the offspring number of d. melanogaster. the novelty of this research is the kind of the effect that observed. anggun observed the long-term effects of d. melanogaster feeding msg in several generations, unlike previous researchs that only observed the short-term effect in just one generation. on the other hand, eka pratama designed a research studying the nondisjunction event in autosomes of males flies affected by sodium cyclamate administration. previously, many references stating that the incidence of nondisjunction occurs only in females and is only easily observed on the x chromosome. however, eka pratama reveals that the statement is incorrect. both of anggun and eka pratama have presented their findings in the 8th international proceeding on green technology (icgt) 2017 (figure 8.). conclusion in genetics courses at faculty of mathematics and natural science, state university of malang, there were project activities conducted by all students. through those activities, all students learn the genetics concepts as well as learn to be a real fauzi & ramadani / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 238-247 245 learning the genetics concepts ..... researchers. they conducted authentic-based researchs. d. melanogaster was chosen as one of the model organisms in genetics project activities due to some technical advantages and some biological reasons. the project activities were carried out for one semester. in the first week, each class was divided into 16 groups. in the second to third week, each group gets flies strains and observes its phenotypes. after that, they designed their project procedures and conducted their project. during the project activities, students collected data, then the data were analyzed and reported it in project report. finally, at thirteenth to sixteenth week, they presented their project report. after conducting the research project, the understanding of genetics concepts in students increases. moreover, some students have the opportunity to present their findings in international conference. suggestion genetics is one of the difficult subjects in college because of the abstract and the complexity of the concepts. by using researchbased learning, genetics faculty of mathematics and natural science, state university of malang could overcome the situation. therefore, it is recommended for the other universities to apply genetics course based research in their institutions, especially by using d. melanogaster as model organism. references abraham, j. k., perez, k. e., & price, r. m. 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(2018). developing poster based on diversity of nepenthes in padat karya forest, krayan north kalimantan. jpbi (jurnal pendidikan biologi indonesia), 4(1), 67-74. https://doi.org/10.22219/jpbi.v4i1.5231 ia, 3(2), 72-79. https://doi.org/10.22219/jpbi.vxiy.xxxx vol. 4 no. 1, 2018; pp. 67-74 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 22/01/2018 revised: 22/03/2018 accepted: 26/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing poster based on diversity of nepenthes in padat karya forest, krayan north kalimantan silfia ilma*, superli, zulfadli, and darius rupa department of biology education, university of borneo tarakan, north kalimantan, indonesia *corresponding email: ilmasilfia88@gmail.com abstract nepenthes is a unique carnivores plant that can be found in padat karya forest, krayan at the north kalimantan. the existence of these plants can be used as a media of learning so that learning activities become more contextual. the aims of this study are 1) to know the diversity of nepenthes in padat karya forest, 2) to determine the feasibility of learning media in the form of poster developed from the results of the nepenthes diversity research. this research consisted of two stages. the first was research stage which involved inventory, identification, and diversity index determination of nepenthes. the second stage was development research i.e developing the results gained from the first stage into poster form. the research and development model employed in this study was the modified-borg and gall (2006) model. there were five steps conducted, namely (1) need analysis, (2) planning, (3) develop the preliminary form of product, (4) preliminary field testing, and (5) main product revision. the results showed that the diversity index value of nepenthes was categorized as ‘medium’. in addition, based on the validation and response obtained, the poster developed was feasible to be utilized as a learning media in senior high school. keywords: diversity, learning media, nepenthes, poster © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction nepenthes is a carnivorous plant that preys insects to meet the needs of nitrogen in the body. mansur (2007) stated that nepenthes is included in liana plant. mardhiana, parto, hayati, and priadi (2012) stated that the nepenthes plant is very well adapted to grow in nutrient-poor soils in term of low nitrogen, phosphorus, and potassium, besides possessing high soil acidity, yet these are limiting factors for plant growth. the uniqueness of nepenthes lies in the way of getting food. not only do the roots absorb nutrients from the soil, but this plant also absorbs nutrients from insects trapped in its ‘pocket’. the insects are destroyed by a kind of gastric acid-like compound to suck its juice. that is why the plant is able to survive in barren areas. some benefits were identified for growing nepenthes. generally, nepenthes can grow well in poor nutrient and somewhat exposed to sunlight (hernawati & akhriadi, 2006). nepenthes can be used as a traditional medicinal plant (a liquid from a closed pouch used as an eye remedy and cough medicine), and even it can be used as a clue as a climate indicator (susanti, natalia, & aisyah, 2016). nepenthes has a potential ability as an insect controller, conventional multipurpose plant, unique ornamental plant as its leaf tips can appear pouches, medicinal plants, and proteinproducing plants (eilenberg et al., 2010; mardhiana et al., 2012). nepenthes belongs to liana plants (propagating) which has two homes, means, male and female flowers are separated in different individuals (mansur, 2006). it is commonly attached (epiphytes) on stems or branches or grows terrestrially. a single leaf is the common form of a lanceolate or a spatula, with tendrils on the tip of the leaf in which the petiole is not always present (clarke, 2007). the grown plants grow up and the trunk forms an elongated segment and ultimately produces flowers and fruits (clarke, shen, wong, barkman, & carow, 1997). in some types of nepenthes, seedling or young plants form a rosette that usually produces leaves and ‘pockets’ on a short stalk. although the shape of the bag varies on each type, it generally has https://doi.org/10.22219/jpbi.v4i1.5231 https://doi.org/10.22219/jpbi.v3i1.3905 mailto:ilmasilfia88@gmail.com ilma et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 67-74 68 developing poster based on diversity …. the same characteristics, consisting of lids, peristome (lips) and pockets (clarke, 2007). nepenthes is a typical tropical plant that is also widely known by the name of nephentes. the status of nepenthes is protected by law and government regulations. however, the current population of nepenthes is threatened with extinction so it is important to conduct a study to maintain its sustainability. forests on the island of kalimantan have poor nutrient conditions and have a high degree of acidity. therefore nepenthes can be found in kalimantan forest. ilma (2014) stated that there were four species of nepenthes have been found in borneo tarakan university, these species were: nepenthes ampularia, nepenthes rafflesiana, nepenthes mirabilis and nepenthes hirsuta. based on the observations in the padat karya forest, has found a lot of nepenthes. but the existence of this plant has not been integrated into biology learning activities. based on the results of interviews with the student, they do not know about the existence and benefits of nepenthes. after knowing the diversity of nepenthes in padat karya forests, an environmental evaluation can be conducted which leads to the conservation effort of nepenthes plant in padat karya forest area. in order to instill a caring and responsible of nepenthes, the results of this study will be arranged in a poster which can be utilized as a media for biodiversity in high school. this study aims to find out the diversity of nepenthes in the padat karya forest. after knowing the description of the vegetation of nepenthes in the padat karya forest, it can be done an evaluation of the environment, which leads to the conservation efforts of the plant nepenthes in the padat karya forest. in order to instill a caring and responsible attitude towards students in the presence of nepenthes, the results of this study will be constructed as learning materials in the form of the poster for biodiversity learning in high school. the purpose of preparing nepenthes diversity poster media is to help students to understand the concept of biodiversity and to invite students to caring the local plants around. jannah and serevina (2016), stated that using poster in physical learning can ease student to understand and memorize the learning materials. due to the poster contents are writings and drawings, it can increase the student interest in learning. method research stage this research consisted of two stages. the first stage was research, consist of inventory, identification, and diversity index determination of nepenthes. the second stage was developing the research results into poster. inventory and identification data collection on the existence of nepenthes was done by using purposive sampling with the exploration method of combination plot (muller-dombosis & ellenberg, 1974). sampling area was divided into five tracks, based on the presence or absence of nepenthes in padat karya forest, at the north kalimantan. diversity index of nepenthes the calculation of nepenthes diversity index was used shanon-wienner index (ludwig & reynolds, 1988) as follows. (1) description: h’ = shannon – wienner diversity index pi = (ni / n) ln = natural logarithm n = the number of individuals of each type n = total number of individuals of all types the diversity index of species in an area depends on the type of ecosystem of the sample area. generally, lowland forests have fewer species than wet tropical forests. the criteria of the shannon-wiener diversity index are: (a) h'>3: high diversity, the spread of the number of individuals per species high and high community stability, (b) 1<h'<3: medium diversity, the spread of the number of individuals per medium species and moderate community stability, and (c) h'<1: low diversity, the spread of individual species per species is low and community stability is low. developing stage the development model in this research and development used modified borg and gall (2006) model. this study used only five steps of borg and gall model, namely, (1) need analysis, (2) planning, (3) develop a preliminary form of product, (4) preliminary field testing, ilma et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 67-74 developing poster based on diversity …. 69 and (5) main product revision. the reason for this modification was the time and cost issues. need analysis stage need analysis is an early stage in the developing procedure. need analysis is focused on the existence of course and the availability of the material learning about biodiversity in high school. planning stage the planning stage was done by making a poster design based on the identification and study of the diversity of nepenthes in the padat karya forest, at the north kalimantan. poster planning is designed by adjusting the learning objectives to be achieved. the format of the developed poster consists of several parts about nepenthes, namely: classification, species, stead, and conservation. product developing stage the product developing stage consists of two stages, comprising the preparation of the poster format and the validation sheet submission. the compilation of validation sheets is used to determine the feasibility of the posters that have been developed. after developing the product, the validation was done. validation was done by media experts, material experts, and practitioners. once the poster developed was valid, then the poster would be field-tested. initial field trial test initial field trials were conducted by distributing poster products to students. at this stage, students were not only asked to provide an assessment only, but also provide advice on product development. major product revisions revisions would be made if the improvement is needed for the product being developed. the developing flow done in this research is presented in the diagram in figure 1. figure 1. the model of poster development (source: modified from gall et al., 2006) product trial product trials is a part of the preliminary field test developing phase. the data obtained from the preliminary field test was validation results from material experts and practitioners as well as student responses to the poster which being developed. the subjects of this study were ten students in high school. data collection instruments the data collection used in this study was the instrument in form of validation sheet of the poster and student response questionnaire. data analysis technique the data analysis techniques used to process data from the results of the expert review, namely descriptive qualitative and descriptive analysis. qualitative descriptive data analysis is used to process data from the validation results of material experts, in the form of comments and suggestions of improvements contained in the validation instrument. data analysis is used as a reference to improve or revise the product. quantitative descriptive data analysis is used to analyze the data obtained in the form of percentage analysis. the data that has been collected in the validation questionnaire is basically a qualitative data because each statement item is divided into categories not very good, not good, good and very good. the data is first converted into quantitative data according to the weight of the score. the conversion is done by using formula (2) (arikunto, 2001). need analysis stages planning stages: determining objectives, determining work procedures, and product feasibility test early product development phase: poster development of nepenthes diversity preliminary field test: initially performed expert validation. then preliminary field test with the object 6-12 students product revision stage: product revisions are based on suggestion and analysis results from preliminary ilma et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 67-74 70 developing poster based on diversity …. (2) description: p = percentage of ratings = the number of respondents in 1 item = ideal score in the item 100% = constants the data was analyzed descriptively by determining the eligibility and feasibility criteria (table 1). table 1. eligibility and feasibility criteria achievement level (%) qualification information 81-100 61-80 41-60 21-40 0-20 very good good enough less very less valid valid revision/invalid revision/invalid revision/invalid (source: suwastono, 2011) results and discussion diversity index of nepenthes this research was conducted by using roaming method. this cruising method has been done by exploring the research location that is labor-intensive forests to know the type of nepenthes contained in the area. the roaming method was carried out in 5 tracks. identification of nepenthes species has been done with observing its morphological characteristics. after that, the morphological features had matched with relevant images or books and adapted to identification and classification in taxonomic order. types of nepenthes contained in padat karya forests at the north kalimantan include n. ampularia, n. garcilis, n. mirabilis, and n. reinwardtiana (figure 2). figure 2. nepenthes contained in the padat karya forest krayan, at the north kalimantan (a) n. reinwardtiana, (b) n. grasilis, (c) n. ampularia, (d) n. mirabilis (source: primary data, 2016). based on figure 2, it is known that each species of nepenthes is unique based on its pockets. nepenthes diversity has different index values on each path in sampling. the diversity index of nepenthes can be seen in figure 3. based on figure 3, it can be seen that the highest diversity index was track i (0.49) in which the second highest value was possessed by track ii (0.30). in contrast, the lowest diversity index was on track iv (0.16). track iii and v were 0.27 and 0.29 respectively. of the five tracks, the track i has the largest diversity index. this is because there are four species that can be found in line 5, while in other tracks only 3 species found. track i is a shade-shaded path and the average ph soil value was 5. this is consistent with the results of some studies (ellison & gotelli, 2001; ilma et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 67-74 developing poster based on diversity …. 71 mansur, 2006) which revealed that nepenthes is found in infertile areas with low nutrient content such as n, p, and k, acid soils with soil ph ranging from 2 to 5 and high humidity. maysarah, zuhud, and hikmat (2016) also stated that temperature and humidity play an important role in the growth of nepenthes. figure 3. diversity index of nepenthes in padat karya forests krayan, at the north kalimantan (source: primary data, 2016). the diversity of species is characteristic of the community level based on its biological organization. high species diversity shows that a community has a high complexity because the interaction of a community is very high. the highest nepenthes species diversity index of 0.4942 lies on track i. based on the shannonwinner if the diversity index value meets the criterion as 1<h'<3, it is categorized as medium diversity, the spread of the individual number of each species being moderate and the stability of the moderate community. this is due to the four types of nepenthes can be found on track i. the results of this study are higher than the index of diversity of nepenthes research results baloari, linda, and mukarlina (2013) showed that the diversity of nepenthes species in mount semahung pontianak is h1 <1. this value indicates that species diversity is low in all study sites. according to barbour (1987), the index of species diversity is an important information about a community. the larger the sample area and the more species encountered, the value of the species diversity index will tend to be higher. the relatively low value of the diversity index is common in communities that have reached a climax. to maintain a high diversity, the community requires regular and random distractions. very stable, regional, and homogeneous communities have a lower diversity index than mosaic forms or are periodically interrupted by fire, wind, flood, pest and human intervention. usually, after the disturbance passes, there will be an increase in species diversity to a point where the community reaches a climax. furthermore, after the climax, there is a tendency of diversity index to decrease again. based on the results of identification and diversity determination of nepenthes, the results were developed into a poster media for biodiversity materials in class x of high school. the poster developed was firstly validated by a material expert, a media expert, and a practitioner before being tested to the students. the results of the validation of material experts as shown in table 2. table 2. the result of expert material validation no. aspect percentages of ratings (%) 1 material 80 2 language 85 3 presentation 80 4 full view 80 mean 81.25 catagories very good (source: primary data, 2017) based on the validation results of material experts, the media poster developed was categorized as very good. but there were some things that need to be added such as the effort of conserving nepenthes ex-situ and in-situ. in accordance with the suggestion, the concept of ilma et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 67-74 72 developing poster based on diversity …. nepenthes conservation then was added. ilma (ilma, 2016) stated that nepenthes can be preserved by in-situ and ex-situ, preserving with tissue culture, integrating local wisdom in local school lessons, and socializing to the community to preserve the natural habitat of nepenthes. the results of media expert validation were as showed in table 3. table 3. the result of learning media expert validation no. aspect percentages of ratings (%) 1 language 80 2 presentation 80 3 full view 80 mean 80 catagories very good (source: primary data, 2017) based on the results of the validation of learning media experts, the poster developed was categorized as very good. the suggestions given by the media expert was about the color contrast, font variations, and the alphabetical size. table 4. the results of practitioner validation no. aspect percentages of ratings (%) 1 material 82 2 posters’ effect on learning 85 3 language 80 4 presentation 85 5 full view 80 mean 82.4 catagories very good (source: primary data, 2017) table 4 shows the results of practitioners' validation. based on the results of media practitioner validation, the rating gained for the nepenthes diversity posters was 82.4% which means that it was very good. then the poster then was tested of the introductory field by 6 students. the results of the student responses to the nepenthes diversity poster in the padat karya forest, at the north kalimantan can be seen in table 5. table 5. the results of preliminary field test no. aspect percentages of ratings (%) 1 simplicity 87 2 attractiveness 90 3 understanding 85 mean 87.3 catagories very good (source: primary data, 2017) the percentage rating gained from student response to the nepenthes diversity poster was 87.3% which was considered as the very good category. the student responses were very good to the poster produced because the poster displays a real picture with an interesting mix color. moreover, the poster also contains local plants that exist around the students so that the learning activities become more contextual. some of the respondents stated that with the poster that contains these local plants can help them in understanding the concept of biodiversity. thus, it can be concluded that the nepenthes diversity poster can be used in learning at senior high school. this is in accordance with ilma et al. (2017) which concluded that local potential-based textbooks have reached 94.27% of assessment on aspects of comprehension, which means that textbooks are considered as a media that able to assist students in understanding the concept due to its contextuality. in line with the results above was jannah et al. (2016) conclusion about the good student response to the fluid physics poster which achieved 85.54% rating. students felt greatly helped by the poster in learning statical-fluid physics. the final product of the poster media developed as shown in figure 4. figure 4. the poster of "the diversity of nepenthes in padat karya forest krayan, at the north kalimantan". ilma et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 67-74 developing poster based on diversity …. 73 a poster is one of the media that consists of symbols of words or symbols are very simple and generally contain a suggestion or ban. poster served to convey messages, information, ideas, and so on. media posters of ‘the diversity of nepenthes in the padat karya forest krayan, at the north kalimantan’ was created to convey information on biodiversity and information on the conservation of the surrounding nepenthes plants. this is in accordance with the statement of hermina and prihartini (2016) which reported that poster of nutrient education has increased student's knowledge about nutrition as high as 78.25%. conclusion based on the results of the research that has been done, it can be concluded that; 1) the highest diversity index of nepenthes species was lied on track i as high as 0.4942. based on the shannon-winner 1 <h '<3 criterion it means medium diversity; and 2) based on the validation and response to the poster, it can be determined that the poster is feasible to be used in learning for senior high school. acknowledgment thanks to all those who have assisted with the implementation of this research and development. particularly to fellow lecturers who have become validators in this poster medium of nepenthes diversity. references arikunto, s. 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(2016). analisis vegetasi dalam komunitas nepenthes mirabilis di hutan kampus institut agama islam negeri sultan thaha saifuddin jambi. biospecies, 9(1), 23–28. retrieved from https://online-journal.unja. ac.id/index.php/biospecies/article/downloa d/2881/2129 suwastono, a. (2011). pengembangan pembelajaran e-learning berbasis moodle pada matakuliah penginderaan jauh. malang: universitas negeri malang. 189 vol. 4 no. 2, 2018; pp. 189-194 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 14/06/2018 revised: 28/06/2018 accepted: 12/07/2018 citation: ichsan, i. z. & mulyani, s. w. w. (2018). improving students’ motoric skills through demonstration method in recycling plastic waste. jpbi (jurnal pendidikan biologi indonesia), 4(2), 189-194. https://doi.org/10.22219/jpbi.v4i2.5890 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education improving students’ motoric skills through demonstration method in recycling plastic waste ilmi zajuli ichsan1* and surandini wahyu widi mulyani2 1biology education, faculty of mathematics and natural science, state university of jakarta, indonesia 2state junior high school (smpn) 1 of south tambun, bekasi, west java, indonesia *corresponding e-mail: ilmizajuli95@gmail.com abstract one of the obstacles faced in school is the low motoric skills of students in recycling waste meanwhile the motoric skills are one of the learning outcomes that must be developed. the purpose of this research was to improve students' motoric skills in recycling plastic waste. this classroom action research was conducted in three cycles. the subjects in this research were 34 students in the 7th grade. the data was collected using an observation method in which the skill indicators instrument utilized was adopted from arikunto. the research was conducted in march 2018. the results showed that there was an increasing trend of students’ motoric skills in each cycle. on the other words, the demonstration method can improve students’ motoric skills in recycling plastic waste. keywords: demonstration, motoric skills, plastic waste, recycling © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction technology developments in 21st-century require students to have the ability to cope with the challenges of their lives, including good motoric skills. student motoric skills are part of the learning outcomes that must be measured and observed from the learning process (derri & pachta, 2007; loprinzi, davis, & fu, 2015; teodora mihaela & laurentiu-gabriel, 2014). motoric skills are the result of a relatively permanent change in the ability to perform a skill as a result of training or experience. the existence of motoric skills to optimize the ability to perform skills at the level of success, precision, and to reduce the energy consumption required for performance. the practice of certain motoric skills that will constantly produce a good performance in individual life (cantell, crawford, & (tish) doyle-baker, 2008; isbell & isbell, 2007; ziegler & stoeger, 2010). motoric skills are intertwined with cognitive abilities. in physical learning, the student needs cognitive concepts when learning the body move while performing motoric skills (derri & pachta, 2007; donnelly, mueller, gallahue, & gallahue, 2017; piek, dawson, smith, & gasson, 2008). the success of the learning process in improving student skills is an important aspect to ensure students' learning skills in a real-life context (amin, 2010; gay, mills, & airasian, 2012; lederman, lederman, & antink, 2013). however, the implementation in schools is not always in line with the ideal conditions that have been established. based on observations at state junior high school (sjhs) 1 of south tambun-bekasi at the west java, the students' motoric skills are still low. the teacher's assessment only focuses on the aspects of cognitive learning outcomes so that aspects of the assessment of students' motor skills are not done properly. loprinzi, cardinal, loprinzi, and lee (2012) state that the lack of motoric skills of students in the classroom needs to increase with the utilization of environmental around the students the learning process undertaken so far has not been developed in contextual learning so that students also have a low sensitivity to problems that arise in their environment, such as environmental hygiene. in fact, the school is a fairly as high producer of plastic waste. this is derived from the consumption of processed food ingredients in schools that are mostly http://ejournal.umm.ac.id/index.php/jpbi/article/view/5890 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5890 https://doi.org/10.22219/jpbi.v4i2.5890 mailto:ilmizajuli95@gmail.com ichsan & mulyani / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 189-194 190 improving students’ motoric skills … packed using products made from plastic. it causes a lot of plastic waste found in schools. teachers can take advantage of the problems that exist in the student environment to build motoric skills (isbell & isbell, 2007; loprinzi et al., 2012; teodora mihaela & laurentiugabriel, 2014). the student can learn how to solve the problem by recycling the waste into recyclable products that have economic value (hama & hilal, 2017; surono & ismanto, 2016). thus, students' motoric skills can be improved by using learning strategies to make the plastic waste problem as a learning resource in the learning process. plastic waste problem is one kind of environmental issue that gives students contextual learning experience. it is important to build sensitivity and to train their skills in solving problems around them (bidokht & assareh, 2011; prajina, 2014; teodora mihaela & laurentiu-gabriel, 2014). the statement is in line with chuvgunova and kostromina (2016); andini, susanto, and hobri (2017); adhitama, kusnadi, and supriatno (2014) which states that the learning process is a strategic way to improve students' motoric skills. the most appropriate method to train and improve students' skills are through demonstration method (doussoulin & rehbein, 2011; mccullagh & little, 1990; teodora mihaela & laurentiu-gabriel, 2014; vrbik & vrbik, 2017). this method is a popular way used in the learning process that aims to improve students’ motoric skill. in addition, this method also has a positive impact in increasing cooperation among students and student understanding (basheer, hugerat, kortam, & hofstein, 2017; noah ekeyi, 2013; polizzotto & tamari, 2015; ramsey, walczyk, deese, & eddy, 2000; ranya, jamhari, & rede, 2013). demonstration method is usually combined with other methods such as questioning and answering as well as discussions method. it aims to make students more active and make learning better. regarding that situation, it becomes very important to conduct studies related to the improvement of students' motoric skills through the utilization of environmental problems, such as plastic waste, in schools into various recycled products. observation and assessment of students’ skills include all learning activities from the process of making the product to the presentation of the final product. method this classroom action research (car) study was conducted at sjhs 1 of south tambun, bekasi regency at the west java in march 2018. the subject of this study were 34 students in 7th grade. this research consists of 3 cycles. the first cycle used conventional methods, while other cycles are treated with demonstration method. the skills assessment instrument used consist of 12 statement items with a score scale of 1-5 in each item. this instrument was adopted from arikunto (2012) as in table 1. the data were collected by observation and analyzed by seeing the gain score of each cycle. the gain scores are obtained by the formula 1, expressed by fauziyah & jailani (2014). gain = (1) table 1. indicators of skills instrument aspect indicators item muscular/ motoric skill display the work in front of a classmate 1,2 shows the process of work to the teacher 3,4 manipulation of materials or object form a work with raw materials that have been prepared 5,6 prepare the composition of the material properly and neatly 7,8 neuromuscular coordination blending various colors/shades for the work looks beautiful 9, 10 use various tools well and orderly 11, 12 the results are interpreted using scores according to the criteria expressed by puspitorini, prodjosantoso, subali, and jumadi (2014) as presented in table 2. table 2. gain score criteria gain score criteria g ≥ 0,7 high 0,7> g ≥ 0,3 middle g < 0,3 low result and discussion the students’ skills assessment are obtained through observation at each cycle. the score of students’ skills are calculated based on the grade average in each cycle. the students' skill score on cycle 1 is 64, whereas in cycle 2 and ichsan & mulyani / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 189-194 improving students’ motoric skills … 191 cycle 3 are 91.1 and 94.3 respectively. the average of students’ skills score is presented in table 3. table 3. the average score of students’ skills step average score cycle 1 64.0 cycle 2 91.1 cycle 3 94.3 the result of the average score is then calculated by the gain formula to obtain 3 types of gain score. this score is calculated to see the magnitude of the increase in each cycle. the result of gain score can be seen in table 4. table 4. result interpretation gain score each cycle step gain score criteria cycle 1 cycle 2 0.7 high cycle 2 cycle 3 0.3 medium cycle 1 cycle 3 0.8 high the results obtained are categorized high on cycle 1 through cycle 2 and cycle 1 through cycle 3, while the results of cycle 2 to cycle 3 are medium. these results indicate that there is an increase in students’ skills at the time after being given treatment in the form of demonstration method. in the cycle 1, planning phases until reflection are passed without treatment. in this phase, the teacher would like to see the student's ability on the initial condition. in contrast to cycle 2, during the planning phase, the teacher create a plan to make students more active. the plan is implemented in the action phase. in this phase, the teacher gives a demonstration to the students in front of the class. then the students' skills are measured in the observation phase. in the reflection phase, teachers and students alike do it. the implementation of cycle 3 is based on the results of previous cycle reflection. the students are given instructions during demonstrations and done in groups. this turned out to have a good impact. demonstration method are useful methods to clarify instructions to students. actually, demonstration method is not a new method, but many teachers have not applied it to ease the learning process in the classroom. other research results also show that demonstration method make learning better than lecture methods (bulut, 2012; mccullagh & little, 1990; noah ekeyi, 2013; polizzotto & tamari, 2015; ramsey et al., 2000; umar, bala, & ladu, 2016). teachers can provide clearer direction when a demonstration method is used and the students also be easier to grasp the intentions conveyed by the teacher. the explanation of the making of flowers from the waste is more easily understood when a demonstration method is used. students will find it easier to understand, and the teacher does not waste too much energy explaining the same thing over and over again (polizzotto & tamari, 2015; ramsey et al., 2000). demonstration method can use learning media such as animation video. animation video is interesting for students (islam, ahmed, islam, & shamsuddin, 2014; pruneski & donovan, 2007; vrbik & vrbik, 2017) and can run with many hardware like projector and laptop (yusuf, amin, & nugrahaningsih, 2017). this demonstration method can also be replaced with online-based media so that lteachers may not need to come to class to explain. this has a positive impact that is more efficient but has a negative impact as well. the negative impact is that demonstration methods require direct clarification, for which teachers should be present in the classroom to clarify directly to students if students find difficulty (nordin & alias, 2013). through demonstration method proven there is an improvement of students’ skill score. this can be evidenced by high and medium gain scores. a high score shows a high skill score increase. at cycle 2 compared to cycle 1, the gain score is categorized high. this high category is due to students getting clear orders that make group collaboration more organized. according to derri and pachta (2007) and also navarro-pablo and gallardo-saborido (2015), group learning makes good learning outcomes in terms of cognitive, affective, and psychomotor. demonstration method can also be added by using audiovisual media. media such as videos, movies, or songs can be used to add attraction while using demonstration method. media can be used to improve learning outcomes is through online applications (anjarwati, winarno, & churiyah, 2016; uzun, 2012; walker, 2003). in addition, students will be enthusiastic and more active when given a video tutorial or it could be a short film (ichsan, rusdi, & sartono, 2017; pruneski & donovan, 2007; soika, reiska, & mikser, 2010). ichsan & mulyani / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 189-194 192 improving students’ motoric skills … books can actually be used as companion media in the demonstration method, but there are some aspects that must be considered in delivering the material. in fact, student package books is sometimes incomplete explaining all the material (nugroho, vlorensius, rasidah h., & anisa, 2017). in principle, all learning resource used should be able to make students actively. active learning will support the achievement of learning outcomes optimally, because students will understand the concept of learning correctly (sesen & tarhan, 2010; uzun, 2012). students who understand the concept of learning correctly will certainly increase the learning outcomes both in terms of cognitive and psychomotor. in addition to learning media and demonstration methods that enhance motoric skill. apparently, environmental problems become one of the interesting aspects of learning. based on the results of the study it was found that students also have concern for environmental issues (wicaksono, minarti, & roshayanti, 2018). this is what makes this waste plastic waste processing into one of the things that appeal to students. finally, the skills of these students, in addition, can be developed in the topic of plastic waste processing can also be developed in various materials. students' skills are highly demanded on learning materials that require students to products. the hope of similar action research is also done to solve various problems in the classroom related to the students' skills. efforts to improve learning in students actually not only done alone. teachers can take various parties to find various solutions for learning problems. one way that can be used is to use lesson study that works together among teachers in a field. conclusion there was an increasing trend of students’ motoric skills in each cycle. the demonstration method can improve students’ motoric skills in recycling plastic waste. demonstration method make students' learn actively. this study was conducted only in one class, as was the case for classroom action research. this is certainly a limitation in this study that causes the results of this study cannot be generalized. therefore, further research is needed in various classes and levels of education as well as with other research methods, such as quasi-experiment. it is also necessary to conduct research related to the impact of demonstration method on improving creative thinking and problemsolving skills of students. references adhitama, r. s., kusnadi, k., & supriatno, b. 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(2010). how fine motor skills influence the assessment of high abilities and underachievement in math. journal for the education of the gifted, 34(2), 195–219. jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 178 keanekaragaman makrofauna tanah daerah pertanian apel semi organik dan pertanian apel non organik kecamatan bumiaji kota batu sebagai bahan ajar biologi sma yusron aminullah1, nurul mahmudati1, siti zaenab1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail: nurul.mahmudati@yahoo.com abstrak jenis penelitian yang digunakan adalah penelitian deskriftif kuantitatif. penelitian ini dilakukan pada tanggal 20-23 april 2014 dengan metode plot (kuadrat) dan menggunakan jebakan (pittfall trap). penelitian dilakukan dengan bertujuan untuk mengetahui jenis makrofauna tanah, parameter ekologi, indeks keanekaragaman jenis, dan indeks kemerataan jenis yang terdapat pada pertanian apel semi organik dan pertanian apel non organik. hasil penelitian menunjukkan bahwa makrofauna tanah yang ditemukan terdiri dari jenis platydracus sp, phyllophoga sp, geophilus sp, helicodiscus sp, gryllus sp, gryllotalpa gryllotalpa, pirata piraticus, pisaurina mira, megascolex sp, sigmoria trimaculata, pachycodyla sp, anoplolepis gracilipes, iridomyrmex sp, camponotus sp, dan pheidole moerens. parameter ekologi makrofauna tanah adalah: (1) kepadatan berkisar antara 2,667 ind/m2 416,889 ind/m2, kepadatan relatif berkisar antara 0,004 0,487. kepadatan terendah jenis pisaurina mira dan tertinggi jenis irydomyrmex sp. (2) frekuensi berkisar antara 0,063 0,844, frekuensi relatif berkisar antara 0,010 – 0,176 dengan nilai frekuensi terenda jenis phyllophaga sp dan tertinggi jenis irydomyrmex sp. (3) indeks nilai penting tertinggi jenis irydomyrmex sp 0,687, terendah pisaurina mira 0,011. indeks keanekaragaman jenis shannon wiener (h’) 1,719 atau kategori keanekaragaman jenis rendah. nilai evennes (e) yaitu 0,62 yang berarti populasi cenderung merata (e mendekati 1). kelimpahan berkisar 1 16,63, terendah jenis pisaurina mira dan tertinggi jenis irydomyrmex sp.(4) hasil penelitian ini digunakan sebagai bahan ajar biologi sma dalam bentuk poster. kata kunci: makrofauna tanah, pertanian apel, dan keanekaragaman jenis. indonesia merupakan negara agraris yang sebagian besar penduduknya hidup dari bidang pertanian (warnadi & nugraheni, 2012). sektor pertanian meliputi subsektor tanaman bahan makanan, subsektor hortikultura, subsektor perikanan, subsektor peternakan, dan subsektor kehutanan. namun produktivitas pertanian masih jauh dari harapan (gadang, 2010). salah satu daerah di indonesia yang merupakan sentra pertanian yaitu kota batu. kota batu merupakan salah satu kota penghasil apel yang paling terkenal di indonesia. menurut sumarno (2006) mengungkapkan kecenderungan petani di kota batu dalam menggunakan pupuk kimia sintetik berdampak pada pada produksi apel di daerah tersebut. hal ini menyebabkan penurunan produksi apel dari tahun ke tahun yang semakin turun drastis. kondisi yang demikian ini membuat para petani terus merugi. kesadaran para petani untuk memperbaiki produksi pertaniannya akhirnya membuat para petani harus segera memperbaiki pola pertaniannya dengan beralih pada pertanian organik yang lebih ramah pada lingkungan. menurut arifin (2003), pertanian organik merupakan sistem produksi pertanian yang holistik dan terpadu, yang mengoptimalkan kesehatan dan produktivitas pertanian secara alami, sehingga mampu menghasilkan pangan yang cukup, berkualitas, dan berkelanjutan. kebanyakan pertanian di indonesia sudah beralih pada pertanian organik, akan tetapi pada praktek di lapangan para petani masih sangat kesulitan untuk menerapkan pola pertanian organik yang sesungguhnya. jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 179 tetapi para petani masih terus berusaha dengan cara pengolahan lahan pertanian semi organik. menurut ramadhani (2013), pertanian semi organik merupakan suatu bentuk tata cara pengolahan tanah dan budidaya tanaman dengan memanfaatkan pupuk yang berasal dari bahan organik akan tetapi lahan yang digunakan sebelumnya menggunakan pupuk kimia untuk meningkatkan kandungan hara yang dimiliki oleh tanah. anggraeni (2013) mengungkapkan pertanian semi organik memiliki fungsi, untuk mengurangi paparan residu kimia di lingkungan dan menjaga kelestarian lingkungan hidup. kelestarian lingkungan juga bisa dilihat dari keanekaragaman fauna tanah yang berada di suatu tempat tertentu. menurut suheriyanto (2012), fauna tanah adalah fauna yang hidup di tanah, baik yang hidup di permukaan tanah maupun yang terdapat di dalam tanah. menurut ariani (2009) peranan fauna tanah adalah untuk mengubah bahan organik baik yang masih segar maupun setengah segar atau sedang melapuk sehingga menjadi bentuk senyawa lain yang bermanfaat bagi kesuburan tanah. makrofauna merupakan bagian dari fauna tanah. makrofauna tanah adalah hewan tanah yang memiliki ukuran panjang tubuh > 2 mm. fauna tanah yang termasuk dalam jenis makrofauna tanah adalah cacing tanah (klas oligochaeta), dan makroarthropoda mencakup rayap (ordo isopetera), semut (ordo hymenoptera), moluska (ordo gastropoda), milipida (ordo diplopoda) dan sentipida (ordo chilopoda) (handayanto & hairiah, 2009). seiring dengan perkembangan di dunia pendidikan dan perubahan kurikulum ktsp ke kurikulum 2013 di sekolah sekolah menengah atas (sma), maka perlu adanya pengembangan bahan ajar kontekstual dan erat kaitannya dengan lingkungan alam. salah satu contoh pada mata pelajaran biologi di sma. mata pelajaran biologi merupakan mata pelajaran yang wajib ditempuh bagi siswa maupun siswi di sma di kelas x. pada mata pelajaran biologi terdapat materi keanekaragaman hayati, ekosistem, serta pengaruh aktivitas manusia terhadap perubahan dan pencemaran lingkungan. hal ini menunjukkan bahwa mata pelajaran biologi sangat perlu untuk di pelajari dan dikembangkan. pengembangan bahan ajar tersebut perlu dilakukan di semua mata pelajaran (kemendikbud, 2012). bahan ajar hasil penelitian ini tidak hanya berdasarkan teori dan konsep saja tetapi juga berdasarkan fakta yang telah dibuktikan secara ilmiah sehingga bahan ajar yang dihasilkan diharapkan mampu menambah minat belajar dan membantu siswa dalam mempelajari atau mengkaji keanekaragaman makrofauna tanah di daerah pertanian apel semi organik dan pertanian apel non organik kecamatan bumiaji kota batu secara khusus dan lebih spesifik. metode penelitian jenis penelitian yang digunakan pada penelitian ini adalah penelitian deskriftif kuantitatif, menurut (sugiyono, 2009 & suryana, 2010) mengungkapkan penelitian deskriftif kuantittif yaitu deskripsi secara sistematis, faktual, dan akurat mengenia fakta-fakta dan sifatsifat populasi daerah tertentu. penelitian ini dilakukan untuk mendapatkan fakta dan data tentang keanekaragaman jenis makrofauna tanah pada pertanian apel semi organik dan pertanian apel non organik. penelitian ini akan dilaksanakan pada tanggal 20 april 2014 sampai dengan 23 april 2014 di pertanian apel semi organik dan pertanian apel non organik di kecamatan bumiaji kota batu jawa timur. populasi dalam penelitian ini jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 180 adalah semua jenis makrofauna tanah yang ditemukan di 2 lokasi pertanian apel, yaitu pertanian apel semi organik dan pertanian apel non organik di kecamatan bumiaji kota batu.sampel dalam penelitian ini adalah tanah dan makrofauna tanah yang ditemukan di 2 lokasi penelitian pada 32 plot di daerah pertanian apel semi organik dan pertanian apel non-organik di kecamatan bumiaji kota batu. tahap pelaksanaan pengambilan data makrofauna tanah 1. metode sortir tangan (hand sorting method) tahap pengambilan data dalam penelitian ini adalah sebagai berikut. a. pengambilan sampel dilakukan pada masing-masing lokasi penelitian, dimana lokasi penelitian berada pada 2 lokasi penelitian yang berbeda yaitu pertanian apel non organik dan pertanian apel semi organic. b. mengamati dan mengukur faktor abiotik pada masing-masing lokasi penelitian. c. makrofauna tanah yang diperoleh dengan cara mengambil sampel tanah yang dilakukan dengan metode plot yaitu dengan membuat plot dengan jumlah 32 plot di tanah dengan luas 25 x 25cm (suin, 2012). d. pengambilan sampel dengan menggunakan alat cangkul serta sekop pada kedalaman tanah sekitar 20 cm. e. sampel tanah dimasukkan ke dalam kain atau kantung yang terbuat dari kain dan dimasukkan ke dalam kardus tertutup untuk mengurangi penguapan yang berlebihan selama perjalanan. f. sampel tanah dibawa ke laboratorium biologi universitas muhammadiyah malang. g. penyortiran makrofauna tanah dilakukan dengan metode sortir tangan (hand sorting method) pada setiap sampel tanah yang sudah diambil. 2. metode pitfall trap a. penangkapan makrofauna dengan metode pitfall trap dilakukan dengan cara memasang perangkap yang berupa gelas plastik yang telah diisi dengan formalin 4% ditambah dengan larutan deterjen kurang lebih ¼ tinggi gelas. perangkap pitfall trap dipasang pada lokasi 2 lokasi penelitian yang berbeda dengan cara pemasangan harus rata dengan tanah. b. perangkap pitfall trap diberi penutup yang terbuat dari seng dengan ukuran 20 x 20 cm, untuk menghindari masuknya air hujan maupun sinar matahari yang mungkin bisa masuk ke dalam perangkap pitfall trap. c. atap perangkap pitfall trap dipasang setinggi ±15cm daiatas permukaan tanah. d. perangkap pitfall trap dipasang selama 24 jam, makrofauna yang tertangkap diawetkan pada formalin 4% dan diamati dengan mikroskop binokuler. tahap identifikasi data yang diperoleh berdasarkan hasil pengamatan langsung terhadap populasi yang akan diselidiki di lokasi penelitian dengan menggunakan metode plot yang berukuran 25 x 25 cm dengan kedalaman 20 cm. sampel yang ditemukan di identifikasi di laboratorium biologi universitas muhammadiyah malang dengan mengacu pada validasi laboratorium entomologi ub, buku pengenalan serangga borror (1996) dan ekologi hewan tanah (suin, 2012). pengkuran faktor lingkungan abiotik jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 181 pengukuran faktor lingkungan abiotik dilakukan pada pagi hari sebanyak 1 kali pada lokasi penelitian. pengukuran suhu tanah dengan menggunakan alat yang dinamakan soil thermometer dengan cara menancapkan pada tanah sampai pembacaan pada alat konstan kemudian dilihat angka yang tertera pada soil thermometer. kelembaban tanah dan ph diukur dengan menggunakan alat yang dinamakan soil tester dengan cara menancapkan soil tester pada tanah sampai pembacaan pada alat konstan dan dilihat angka yang tertera pada alat tersebut. teknis analisis data untuk memperoleh hasil yang jelas mengenai data dari masing-masing jenis makrofauna tanah maka penelitian terlebih dahulu perlu dilakukan deskripsi data. teknik deskripsi data dilakukan dengan menggunakan tabel dimana tabel tersebut akan diketahui jenis-jenis makrofauna tanah berdasarkan berbagai kunci identifikasi yang telah ditetapkan. tahap selanjutnya yaitu menggunakan statistik deskriptif yaitu untuk mengetahui pengaruh faktor lingkunga abiotik (fisika-kimia) terhadap jumlah jenis makrofauna tanah dianalisis dengan menggunaka analisis korelasi dengan bantuan microsoft exel. hasil dan pembahasan jenis-jenis makrofauna tanah yang ditemukan pada pertanian apel semi organik dan pertanian apel non organik kecamatan bumiaji kota batu disajikan dalam tabel 1. tabel 1. jenis-jenis makrofauna tanah yang ditemukan pada pertanian apel semi organik dan pertanian apel non organik kecamatan bumiaji kota batu no makrofauna tanah stasiun bangsa suku marga jenis i ii 1 coleoptera staphylinidae platydracus platydracus sp. 18 2 scarabaeidae phyllophaga phyllophaga sp. 11 0 2 geophilomorpha geophilidae geophilus geophilus sp. 13 0 3 stylommatophora helicodiscidae helicodiscus helicodiscus sp. 7 5 4 orthoptera gryllidae gryllus gryllus sp. 6 1 gryllotalpidae gryllotalpa g. gryllotalpa 7 2 5 aranae lycosidae pirata p. piraticus 3 2 pisauridae pisaurina p. mira 1 2 6 oligochaeta megascolecidae megascolex megascolex sp. 142 74 7 polydesmida xytodesmida sigmoria s. trimaculata 2 3 8 hymenoptera formicidae pachycodyla pachycodyla sp. 25 0 iridomyrmex iridomyrmex sp. 350 119 pheidole p. moerens 87 23 camponotus camponotus sp. 39 3 anoplolepis a. gracilipes. 30 20 jumlah 741 256 keterangan : stasiun i : pertanian semi organik stasiun ii : pertanian non organik 1. platydracus sp platydracus sp mempunyai sayapsayap belakang yang berumbai, tubuhnya memanjang bersisi sejajar, terdapat antena yang memiliki 10 ruas, terdapat 6 sampai 7 sterna abdomen, pada abdomen terakhir sangat meruncing. 2. phyllophaga sp phyllophaga sp mempunyai warna dan unkuran tubuh yang bervariasi, kebanyakan berbentuk cembung. pada jenis ini terdapat tiga atau 4 ruas-ruas sungut ujung meluas lateral menjadi gelambir. mempunyai tarsi 5 ruas, jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 182 sungut 8-11 ruas dan berlembar. tibia depan membesar dengan pinggiran luar bergigi. jenis ini kebanyakan hidup pada sarang semut 3. geophilus sp geophilus sp mempunyai tubuh yang panjang dan silindris. terdapat 29 pasang atau lebih pasang tungkai atau kaki pendek, setiap satu segmen tubuh terdapat satu pasang kaki pendek. terdapat antena pada bagian anterior yang kurang lebh terdiri dari 14 buah segmen. pada segmen tubuh anterior berwarna lebih gelap. kebanyakan dari jenis ini berwarna putih agak kekuningkuningan. 4. helicodiscus sp helicodiscus sp lebih banyak dijumpai diderah marin, warnanya kebanyakan coklat. dikenal dua kelompok yaitu moluska daratan slug dan snail. moluska ini peka terhadap lingkungan. jenis ini mempunyai cangkang, pada jenis ini cangkangnya memutar berbentuk spiral kerucut 5. gryllus sp gryllus sp memiliki warna hitam dan mempunyai sungut yang panjang dan melancip. kepala pendek dan tegak lurus, mata tuggal di sisi kepala, tibia pada bagian belakang sangat keras dan tidak dapat digerakkan. ruas-ruas palpus maksila lebih panjang, ruas tarsus lebih kecil dan memiliki tiga ruas tarsus, tubuh tidak tersusun dengan sisik. memiliki suara yang nyaring dan setiap jenis memiliki perbedaan suara. 6. gryllotalpa gryllotalpa gryllotalpa gryllotalpa memiliki warna hitam kecoklatan dan mempunyai sungut yang pendek. pada thorax berwarna kuning kecoklatan. tungkaitungkai depannya sangat lebar membentuk sekop yang berfungsi untuk menggali tanah. pada tibia depan terdapat sebuah tipanum. 7. pirata piraticus pirata piraticus sering disebut dengan serigala atau laba-laba tanah. jenis ini mempunyai warna coklat kehitaman. jenis ini mempunyai empat mata kecil pada baris pertama, dua mata yang besar dibaris yang kedua dan dua mata kecil di baris ketiga. pada betina terdapat kantung telur yang menempel pada pembuat benang. jenis ini banyak tersebar luas karena merupakan laba-laba jenis umum. 8. pisaurina mira pisaurina mira mempunyai mata dalam 2 baris. pada baris belakang agak melengkung, pada mata bagian tengah pada baris kedua sedikit besar dari pada yang laian. pada bagian anterior lorum terdapat lekuk, bagian posterior menempel pada sutura. pada bagian abdomen terdapat bulu-bulu halus yang mencapai panjang > 2 mm. laba-laba jenis ini merupakan laba-laba penjaga sarang , jenis ini menyerupai laba-laba serigala. 9. megascolex sp megascolex sp mempunyai panjang tubuh sekitar 110 – 135 mm, berdiameter 35 – 4,0 mm. jumlah segmen pada jenis ini 160 – 180. jenis ini mempunyai warna tubuh bagian dorsal merah keunguan, dan bagian ventral pucat keputihan. seta terdapat pada segmen ke 2 dengan tipe prikitin. klitelium terletak pada segmen ke 14 sampai segmen 16. 10. sigmoria trimaculata sigmoria trimaculata mempunyai tonjolan lateral pada segmen kanan kiri tubuhnya. tubuh dari jenis ini kebanyakan pipih atau gepeng. ruasruas pertama dan kedua yang terakhir bagian tubuh tidak bertungkai, pada ruas yang ke 2 sampai ke 4 memiliki sepasang tugkai, sedangkan ruas-ruas selebihnya memiliki dua pasang tungkai. 11. pachycondyla sp pachycondyla sp memiliki panjang kira-kira 2-4 mm dan berwarna hitam kemerahan.memiliki tangkai metasoma hanya satu ruas, tetapi terdapat satu penyempitan yang jelas antara dua ruas berikutnya posterior terhadap tangkai.semut ini biasanya membentuk jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 183 koloni-koloni yang kecil, bersarang di dalam kayu gelondong yang membusuk dan berada didalam tanah. 12. iridomyrmex sp iridomyrmex sp memiliki ciri-ciri tubuh berwarna hitam dan kaki agak kemerahan, memiliki kepala agak pendek dan seperti segitiga yang cembung. torak memanjang sempit, metanotum cembung dan agak tinggi. mata agak di tengah-tengah kepala bagian depan. abdomen berbentuk oval. kaki dan antena panjang. semut 13. pheidole moerens pheidole moerens berwarna merah dan merupakan semut pemanen yang memakan biji-biji dan meyimpan biji-biji didalam sarang-sarangnya. ciri-ciri jenis ini adalah kepala berbentuk oval, memiliki mata yang kecil, torak dengan pronotum yang sisi lateralnya agak tinggi, mesotonum berbentuk cembung, metanotum berduri kecil disisi-sisinya. 14. camponotus sp camponotus sp memiliki ciri-ciri yaitu bagian torak melengkung jelas, protonum dekat dengan kepala tetapi sedikit lebih kecil. kepala bagian belakang bulat dan bagian depannya sedikit kecil, sedangkan bagian atas cembung. semut ini tersebar luas di daerah tropis dan di daerah sub-tropis. 15. anoplolepis gracilipes anoplolepis gracilipes memiliki ciri-ciri warna kuning kecoklatan, bagian thoraks bulat, sedangkan bagian protonum dekat dengan kepala sedikit lebih kecil. antena bagian depan cukup panjang sampai 11 segmen. bagian belakang agak cekung dan berduri halus diatasnya, abdomen berbentuk silindris. tabel 2. indeks nilai penting makrofauna tanah no nama jenis pertanian semi organic pertanian non organik inp inp 1 platydracus sp. 0,117 0,075 2 phyllophaga sp. 0,037 0 3 geophilus sp. 0,079 0 4 helicodiscus sp. 0,040 0,086 5 gryllus sp. 0,049 0,021 6 gryllotalpa gryllotalpa. 0,070 0,041 7 pirata piraticus. 0,024 0,024 8 pisaurina mira 0,011 0,041 9 megascolex sp. 0,357 0,474 10 sigmoria trimaculata. 0,023 0,045 11 pachycodyla sp. 0,098 0 13 iridomyrmex sp. 0,687* 0,639* 13 pheidole moerens. 0,223 0,203 14 camponotus sp. 0,149 0,062 15 anoplolepis gracilipes. 0,145 0,209 keterangan : * : indeks nilai penting tertinggi berdasarkan pada hasil uji indeks nilai penting dapat dilihat bahwa makrofauna tanah yang memiliki indeks nilai penting yang tertinggi pada pertanian semi organik yaitu 0.687 dari kelas insekta, bangsa hymenoptera, suku formicidae, marga iridomyrmex, jenis iridomyrmex sp. dari hasil ini dapat disimpulkan bahwa makrofauna yang dominan pada pertanian semi organik adalah jenis iridomyrmex sp. pada pertanian non organik makrofauna tanah yang mendominasi memiliki nilai sebesar 0,639 dari kelas insekta, bangsa hymenoptera, suku formicidae, marga iridomyrmex, jenis iridomyrmex sp. menurut falahudin (2013) dominasi dari jenis ini dikarenakan hidupnya yang selalu berkoloni. hal ini didukung oleh beberapa sifat yang dimiliki semut, yaitu jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 184 hidup diberbagai habitat, mempunyai toleransi yang sempit terhadap perubahan lingungan, serta semut merupakan salah satu kelompok hewan yang dikatakan sebagai indikator hayati, sebagai alat monitoring perubahan kualitas lingkungan. tabel 3. indeks keanekaragaman (h’) makrofauna tanah no nama jenis pertanian semi organic pertanian non organik pi in pi h’ pi in pi h’ 1 platydracus sp. -0,090 -0,038 2 phyllophaga sp. -0,062 0 3 geophilus sp. -0,071 0 4 helicodiscus sp. -0,044 -0,077 5 gryllus sp. -0,039 -0,022 6 gryllotalpa gryllotalpa. -0,044 -0,038 7 pirata piraticus. -0,022 1,7195* -0,038 1,4848 8 pisaurina mira -0,009 -0,038 9 megascolex sp. -0,317 -0,359 10 sigmoria trimaculata. -0,016 -0,052 11 pachycodyla sp. -0,114 0,000 13 iridomyrmex sp. -0,354 -0,356 13 pheidole moerens. -0,252 -0,216 14 camponotus sp. -0,155 -0,052 15 anoplolepis gracilipes. -0,130 -0,199 keterangan : * : nilai indeks keanekaragaman tertinggi berdasarkan hasil perhitungan indeks keanekaragaman (diversity) dapat diketahui bahwa pada pertanian semi organik dan pertanian non organik memiliki nilai yang berbeda. indeks keanekaragaman makrofauna tanah pada pertanian semi organik memiliki nilai sebesar 1,7195, sedangkan nilai indeks keanekaragaman makrofauna tanah pada pertanian non organik sebesar 1,4848. menurut ilhamdi & fitrahtunnisa (2013) bahwa suatu komunitas dikatakan mempunyai keanekaragaman jenis yang tinggi jika komunitas itu disusun oleh banyak jenis dengan kelimpahan yang sama atau hampir sama. berdasarkan hasil perhitungan indeks kemerataan (evennes) dapat diketahui dari lokasi penelitian antara pertanian semi organik dan pertanian non organik memiliki nilai kemeratan yang berbeda. berdasarkan nilai indeks kemerataan pada pertanian semi organik didapatkan nilai kemerataan sebesar 0.6201, sedangkan pada pertanian non organik nilai kemerataan sebesar 0,5789. tingginya indeks kemerataan dapat mengindikasikan kelimpahan dari suatu jenis yang sama atau merata, sementara indeks keanekaragaman yang rendah menunjukkan kecenderungan terdapat dominasi dari jenis tertentu di sautu habitat, dengan kata lain indeks kemeratan pada suatu habitat dapat menjadi indikator apakah terdapat dominasi dari suatu jenis fauna tanah pada habitat tertentu. apabila jumlah populasi suatu jenis fauna tanah tidak mendominasi populasi jenis yang lain maka nilai kemerataan akan cenderung tinggi (khasanah, 2011). berdasarkan hasil perhitungan indeks kelimpahan (abundance) dapat diketahui dari lokasi penelitian antara pertanian semi organik dan pertanian non organik memiliki nilai kelimpahan yang berbeda. hasil perhitungan indeks kelimpahan dari pertanian semi organik dan pertanian non organik nilai, dimana kelimpahan pada pertanian semi organik yaitu 23,33 dan jenis makrofauna tanah yang melimpah adalah irydomyrmex sp., sedangkan pada pertanian non organik didapatkan nilai kelimpahan 9,92, jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 185 dimana makrofauna tanah yang melimpah merupakan jenis dari irydomyrmex sp. menurut indriyati & wibowo (2008) rendahnya kelimpahan pada pertanian yang yang diaplikasi insektisida sintetik tersebut menunjukkan bahwa insektida sintetik dapat mempengaruhi kelimpahan populai fauna tanah yang aktif baik pada permukaan tanah maupun yang di dalam tanah. suheriyanto (2008) menambahkan bahwa rendahnya nilai kelimpahan makrofauna tanah bisa saja terjadi akibat adanya kompetisi dalam lingkungan. hasil indeks kesamaan menunjukkan pada kedua lokasi menunjukkan nilai yang tinggi, hal ini menunjukkan bahwa kedua lahan tersebut memiliki kesamaan komunitasnya yang cukup tinngi dengan nilai kesamaan mencapai 51%. hal ini berdasarkan pendapat asmayannur dkk (2012) dimana indeks similaritas atau indeks kesamaan dikatakan sangat tinggi bila is > 75%, kemiripan dikatakan tinggi bila is > 50%-75%, dan dikatakan rendah bila is > 25-50%, kemiripan sangat rendah bila is < 25%. ini menunjukkan antara pertanian semi organik dan pertanian non organik terdapat kemiripan atau kesamaan yang berarti. tingginya nilai kesamaan komunitas pada kedua lahan tersebut tampaknya dipengaruhi oleh letak kedua lahan tersebut yang cukup berdekatan dan pemakaian bahan kimia sintetik yang masih digunakan pada pertanian semi organik. berdasarkan hasil analisis korelasi antara faktor abiotik (ph tanah, suhu tanah, kelembaban tanah dan kandungan c-organik tanah) dengan jumlah jenis serangga tanah adalah sebagai berikut: suhu tanah memiliki nilai korelasi pearson (r) -0,097 terhadap jumlah jenis makrofauna tanah, yang memiliki arti nilai korelasi pearson (r) suhu tanah 0,046 < 0,5 yang artinya suhu tanah memiliki hubungan lemah terhadap jumlah jenis makrofuana tanah. ph tanah memiliki nilai korelasi pearson (r), yaitu 0,414 < 0,5, artinya ph tanah memiliki hubungan lemah terhadap jumlah jenis makrofuana tanah. kelembaban tanah memiliki nilai korelasi pearson (r), yaitu -0,419 < 0,5, sehingga memiliki arti bahwa kelembaban tanah memiliki hubungan lemah terhadap jumlah jenis serangga tanah, sedangkan faktor abiotik yang terakhir yaitu kandungan c-organik tanah. hasil analisis korelasi pearson (r) memiliki nilai yaitu 0,544 > 0,5 sehingga memiliki arti bahwa c-organik tanah memiliki hubungan kuat terhadap jumlah jenis makrofauna tanah pada pertanian semi organik dan pertanian non organik. kesimpulan berdasarkan hasil penelitian yang dilakukan pada pertanian apel semi organik dan pertanian apel non organik kecamatan bumiaji kota batu dapat ditarik kesimpulan sebagai berikut. 1. makrofauna tanah yang ditemukan dalam pada pertanian apel semi organik dan pertanian apel non organik terdiri dari 15 jenis, yaitu platydracus sp, phyllophoga sp , geophilus sp, helicodiscus sp, gryllus sp, gryllotalpa gryllotalpa, pirata piraticus, pisaurina mira, megascolex sp, sigmoria trimaculata, pachycondyla sp, anoplolepis gracilipes, iridomyrmex sp, camponotus sp, dan pheidole moerens. 2. berdasarkan indeks nilai penting (inp) makrofauna tanah yang mendominasi pada pertanian apel semi organik dan pertanian apel non organik adalah jenis yang sama, yaitu iridomyrmex sp dengan (inp) 0,687 pada pertanian apel semi organik dan (inp) 0,639 pada pertanian apel non organik. 3. indeks keanekaragaman (diversity) makrofauna tanah pada pertanian apel semi organik dan pertanian apel non jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 186 organik memiliki nilai keanekaragaman yang sama-sama rendah. nilai indeks keanekaragaman pertanian semi organik 1,7195 yang artinya ≥ 1 ≤ 2, nilai indeks keanekaragaman pertanian nonorganik 1,4848 yang artinya ≥ 1≥ 2. 4. indeks kemerataan (evenness) pada pertanian apel semi organik didapatkan nilai sebesar 0.6201, sedangkan pada pertanian apel non organik nilai sebesar 0,5789. dikatakan merata apabila mempunyai nilai indeks kemerataan jenis yang berkisar antara 0,6 sampai 0,8,. maka pertanian semi organik memiliki kemerataan yang stabil. 5. nilai indeks kelimpahan dari pertanian apel semi organik sebesar 23,33, dan pertanian apel non organik 9,92, dimana jenis makrofauna tanah yang melimpah adalah jenis irydomyrmex sp. 6. indeks kesamaan antara pertanian apel semi organik dan pertanian apel non organik didapatkan nilai 51%. nilai indeks kesamaan dikatakan tinggi bila is > 50%-75%, nilai ini menunjukkan antara pertanian semi organik dan pertanian non organik terdapat kemiripan atau kesamaan yang sangat berarti/tinggi. 7. hasil penelitian tentang keanekaragaman makrofauna tanah daerah pertanian apel semi organik dan pertanian non-organik kecamatan bumiaji kota batu sebagai bahan ajar biologi sma dalam bentuk poster untuk pembelajaran biologi sma kelas x materi keanekaragaman hayati berdasarkan kurikulum 2013 ki i dan kd 3.7 dan 3.8. saran berdasarkan hasil penelitian di atas maka saran yang diberikan oleh penulis adalah sebagai berikut: 1. hasil penelitian diharapkan bisa menjadi acuan bagi peneliti selanjutnya dan bisa lebih mengarah pada lokasi yang berbeda dengan berbagai makrofauna tanah yang berbeda, sehingga hasil penelitian ini bisa digunakan sebagai refrensi tambahan untuk penelitian selanjutnya. 2. hasil penelitian ini diharapkan mampu memberi wawasan bagi para petani apel di kecamatan bumiaji kota batu agar dapat meminimalisir penggunaan pestisida sintetik dalam pertanian, dan menjaga keseimbangan ekosistem pertanian untuk keberlanjutan hidup makrofauna tanah pada ekosistem pertanian. 3. diharapkan pada instansi pendidikan bisa menerapakan pelajaran outdor learning agar bisa melihat langsung keadaan lingkungan alam sekitar dan bisa melakukan penerapan ilmu biologi pada kehidupan secara nyata. daftar pustaka anggraeni, r. 2013. kajian interaksi sosial antara penyuluh pertanian dengan petani padi semi organik pada kelompok tani jatijaya desa sawangan kecamatan kebasen kabupaten banyumas. skripsi tidak diterbitkan. purwokerto: fakultas agribisnis. universitas muhammadiyah purwokerto. ariani, d. 2009. komposisi komunitas makrofauna tanah untuk memantau kualitas tanah secara biologis pada areal perkebunan ptpn ii sampali kecamatan percut sei tuan. skripsi tidak diterbitkan. medan: departemen biologi. fakultas matematika dan ilmu pengetahuan alam. universitas sumatera utara. arifin, z. 2003. sistem pertanian organik. buletin teknologi dan informasi pertanian, 6:133-142. asmanyannur, i., chairul, & syam. z. 2012. analisis vegetasi dasar di bawah tegakan jati emas (tectona jurnal pendidikan biologi indonesia volume 1 nomor2 2015 (issn: 2442-3750) (halaman 178-187) 187 grandis l.) dan jati putih (gmelina arborea roxb.) di kampus universitas andalas. jurnal biologi universitas andalas (j. bio. ua.), 1(2) : 173-178. borror, d. j., tiplehorn, c. a. & johnson, n. f. 1992. pengenalan pelajaran serangga. terjemah soetiyono partosoedjono. 1996. edisi keenam. yogyakarta: gadjah mada university press. falahudin, i. 2013. peranan semut rangrang (oecophylla smaragdina) dalam pengendalian biologis pada perkebunan kelapa sawit. disampaikan pada conferetnce proceding. palembang. gadang, d.t.s. 2010. analsis peranan sektor pertanian terhadap perekonomian jawa tengah ( pendekatan analisis input-ouput). tesis tidak diterbitkan. semarang: fakultas ekonomi. universitas diponegoro semarang. handayanto, e. & hairiah, k. 2009. biologi tanah landasan pengelolaan tanah sehat. yogyakarta: pustaka adipura. ilhamdi, m. l. & fitrahtunnisa. 2013. perbandingan keanekaragaman dan predominansi fauna tanah dalam proses pengomposan sampah organik. jurnal bumi lestari, 13 (2): 413-421 kementrian pendidikan dan kebudayaan. 2012. dokumen kurikulum 2013. jakarta. khasanah, n. 2011. struktur komunitas arthropoda pada ekosistem cabai tanpa perlakuan insektisida. media litbang sulteng , 4 (1) : 57 – 62. ramadhani, w. 2013. karakteristik sosial ekonomi yang mempengaruhi penerapan teknologi pertanian semi organik pada komoditi padi sawah. skripsi tidak diterbitkan. medan: program studi agribisnis. fakultas pertanian. universitas sumatera utara. sari, i. n. 2011. analisis ekonomi usahatani padi semi organik dan anorganik pada petani penggarap (studi kasus desa ciburuy dan desa cisalada, kecamatan cigombong, kabupaten bogor). skripsi tidak diterbitkan. bogor: departemen ekonomi sumberdaya dan lingkungan. fakultas ekonomi dan manajemen. institut pertanian bogor. soemarno, m. s. 2010. ekologi tanah. malang: fakultas pertanian. universitas brawijaya. sugiyono. 2009. metode penelitian kuantitatif kualitatif dan r&d. bandung: pt. alfabeta. suheriyanto, d. 2008. ekologi serangga. malang: uin-malang press. suheriyanto, d. 2012. keanekaragaman fauna tanah di taman nasional bromo tengger semeru sebagai bioindikator tanah bersulfur tinggi. sainstis, 1 (2): 29-38. sumarno. 2006. sistem produksi padi berkelanjutan dengan penerapan revolusi hijau lestari. iptek tanaman pangan, 1: 1-18. suin, m. n. 2012. ekologi hewan tanah. jakarta: pt. bumi aksara. suryana. 2010. metode penelitian model prakatis penelitian kuantitatif dan kualitatif. bandung: universitas pendidikan indonesia. warnadi. & nugraheni, i. l. 2012. penyerapan tenaga kerja pada usaha tani padi sawah di desa ambarketawang kecamatan gamping, sleman-d.i. yogyakarta. spatial wahana komunikasi dan informasi geografi, 10 (1): 1-14. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 102-108) egi qory imamah dkk, pengembangan booklet dari penelitian 102 pengembangan booklet dari penelitian pengaruh tahu berformalin terhadap histopatologi hati mencit jantan galur balb/c untuk masyarakat kota kediri developing booklet based on the research result of the effect of formalin-added-tofu to hepar histopatology of male mice balb/c strain egi qory imamah1, umie lestari2, abdul gofur2 1program pascasarjana, jurusan pendidikan biologi, fakultas matematika dan ilmu pengetahuan alam 2jurusan biologi, fakultas matematika dan ilmu pengetahuan alam universitas negeri malang, jl. semarang 5, malang 65145, indonesia email: egiqorydjojomihardjo@gmail.com abstrak formalin merupakan bahan pengawet makanan berbahaya yang dilarang untuk digunakan sebagai pengawet makanan. formalin sering digunakan karena harganya yang relatif murah dan penggunaannya yang relatif sederhana. penelitian ini bertujuan untuk menganalisis efek formalin terhadap kerusakan histologi hati mencit jantan. mencit yang digunakan adalah mencit jantan galur balb/c umur 4 minggu dengan berat 20-22 gram. sari tahu berformalin diberikan secara oral per hari dengan konsentrasi 0.1%, 1.68%, dan 3.35%, 5.1% , 6.7% selama 12 minggu. pada akhir minggu ke-12, mencit dibedah dan organ hati diambil kemudian dibuat preparat. preparat histologis hati diamati di bawah mikroskop dino lite dalam lima lapang pandang yang berbeda, dengan perbesaran 800 kali. setiap lapang pandang dihitung 20 sel secara acak. kemudian dihitung rerata bobot skor perubahan histopatologi hepar dari lima lapangan pandang dari masing-masing mencit dengan model skoring histopathology manja roenigk. kemudian dicatat dan dihitung jumlah persentase kerusakan yang terjadi. hasil penelitian menunjukkan paparan formalin secara oral meningkatkan jumlah ke nilai kerusakan secara signifikan pada mencit jantan galur balb/c. kemudian hasil penelitian akan disajikan dalam bentuk booklet sebagai media sarana komunikasi kepada masyarakat untuk menambah wawasan masyarakat mengenai bahaya tahu berformalin. booklet dibuat dalam rangka melakukan peran pendidikan sebagai agen pembaharuan wawasan dan pengetahuan masyarakat. selain itu guna menciptakan pembelajaran yang berkelanjutan. kata kunci: booklet, formalin, histologi hepar, mencit jantan, tahu abstract formalin is a dangerous food preservative which has been banned to be used. formalin is often used because it is relatively cheap and simple to use. this study aimed to analyze the effect of formalin to damage liver histology of male mice. mice used were male mice balb/c strain aged 4 weeks and weighted 20 to 22 grams. the extract of formalin-added-tofu, which were the concentration of: 0.1%, 1.68%, and 3.35%, 5.1%, 6.7%, were given orally per day for 12 weeks. at the end of 12th week, the mice were dissected and the liver were taken which then made preparations. the liver histological preparations were observed under a dino lite microscope in five different visual field, with a magnification of 800 times. for each of field of views, 20 cells were randomly counted. the average of weighted score of histopathological liver of five field of views then were randomly calculated for each mice. the scoring model used was histopathology manja roenigk. the total of damage percentage occurred was recorded and calculated. the results showed that oral exposure to formaldehyde increases the amount of damage significantly in male mice strain balb/c. the research results were presented in the form of booklets as a means of communication to the public media to broaden the danger of formalin-added-tofu. the booklet was made in order to perform the role of education as an agent of society renewal insight and knowledge. in addition, it also creating a continuous learning. keywords: booklet, formalin, hepar histology, male mice, tofu jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 102-108) egi qory imamah dkk, pengembangan booklet dari penelitian 103 tahu merupakan makanan yang banyak dikonsumsi oleh masyarakat terutama masyarakat golongan menengah ke bawah dimana harganya relatif murah, mudah didapat, dan mengandung protein yang tinggi. namun, tahu yang diproduksi tidak mampu bertahan lama sehingga banyak produsen menyiasati hal ini dengan memberi bahan pengawet makanan, salah satunya formalin. formalin sering digunakan sebagai pengawet makanan karena harganya yang relatif murah dan penggunaannya yang relatif sederhana. kandungan formalin pada tahu yang direndam dengan larutan formalin tidak akan hilang secara sempurna meskipun dipanaskan, sehingga apabila tahu ini dikonsumsi, secara tidak langsung masyarakat telah mengkonsumsi formalin. berdasarkan peraturan menteri kesehatan republik indonesia no. 722/menkes/per/ix/88, formalin termasuk bahan pengawet yang dilarang digunakan sebagai bahan tambahan makanan (cahyadi, 2006). penggunaan formalin sebagai pengawet makanan sangat berbahaya bagi tubuh, karena formalin merupakan senyawa toksik yang bersifat sebagai karsinogen. pengaruh negatif yang sering terjadi akibat kontaminasi formalin dalam jangka pendek adalah terjadinya iritasi saluran pernafasan, saluran pencernaan, pusing dan mual, sedangkan akibat kontaminasi formalin jangka panjang, antara lain adalah terjadinya kerusakan pada tingkat sel dan jaringan hepar (katzung, 2002). konsumsi formalin dapat menyebabkan kerusakan hati (jivai dan yetti, 2008; mahdi dan aulaniam, 2010), kerusakan dna (quievryn & zhitkovich, 2000; speit & merk, 2002), aktivasi cascade caspase melalui jalur mitokondria (shankar & srivastava, 2007) yang memicu apoptosis dan berbagai mekanisme destruktif lainnya (creagh et al., 2005). formalin adalah zat yang bersifat toksik jika dikonsumsi berlebihan atau dengan kadar di atas batas dimana tubuh masih mampu menetralkan, dan jika zat tersebut dikonsumsi dalam kadar sedikit namun terus menerus dalam jangka waktu lama maka akan terakumulasi dan menyebabkan dampak negatif pada organ yang bekerja sebagai penetral racun dalam tubuh. organ sasaran zat yang bersifat toksik adalah hepar dan ginjal karena dalam referensi-referensi toksikologi yang pada umumnya organ-organ tersebut yang menjadi sasaran pengamatan efek toksik karena hepar dan ginjal merupakan organ penyimpan racun yang potensial. hepar dan ginjal merupakan gudang penyimpan racun karena keduanya memiliki kapasitas tinggi untuk mengikat zat kimia. hal ini berhubungan dengan hepar sebagai tempat metabolisme dan ginjal sebagai ekskresi racun dalam tubuh. melalui angket analisis kebutuhan masyarakat yang dilaksanakan di kota kediri mengenai penguasaan informasi masyarakat tentang pengaruh formalin terhadap kesehatan, telah dilaksanakan pada tanggal 30 maret 2014. kesimpulan yang dapat diambil dari hasil analisa angket, bahwa masyarakat kota kediri membutuhkan suatu media komunikasi massa berupa booklet berbasis penelitian mengenai pengaruh formalin pada kesehatan, dan secara khusus membahas pengaruh formalin terhadap jaringan penyusun organ hati. berdasarkan uraian di atas, penulis sebagai calon pendidik memiliki kewajiban untuk memberikan informasi dan fakta terbaru mengenai permasalahan yang terjadi di masyarakat. sehingga peran pendidik sebagai katalisator, motivator, dan dinamisator pembangunan tempat di mana ia bertempat tinggal dapat dicapai. berdasarkan latar belakang tersebut, maka peneliti mengangkat sebuah penelitian yang berjudul ‘pengembangan booklet dari penelitian pengaruh formalin terhadap histopatologi hati mencit jantan galur balb/c untuk masyarakat’. penelitian tahap pertama penelitian eksperimen yang kemudian hasil dari penelitian eksperimen tersebut akan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 102-108) egi qory imamah dkk, pengembangan booklet dari penelitian 104 dijadikan bahan untuk membuat booklet, sebagai sarana penyuluhan masyarakat. penelitian dan pengembangan bahan ajar diadaptasikan pada model borg dan gall (1983) yang menyatakan bahwa penelitian pengembangan pendidikan adalah sebuah proses yang digunakan untuk mengembangkan dan memvalidasi produk pendidikan. model pengembangan ini dipilih karena dapat memberikan penjabaran mengenai strategi pengembangan produk pendidikan yang kemudian dikemas sesuai dengan tujuan. selain itu model juga menuntut pelaksanaan revisi dan test skala terbatas, yang bertujuan untuk penyempurnaan produk. terdapat 10 langkah pengembangan, namun dalam penelitian dan pengembangan ini hanya akan dilakukan sampai tahap kelima karena produk booklet hanya akan diberikan kepada masyarakat terbatas di kota kediri, 5 tahapan tersebut adalah penelitian, perencanaan, mengembangkan bentuk awal produk, uji lapangan awal, revisi produk utama. metode penelitian tahap i: penelitian eksperimen pembuatan sediaan tahu berformalin tahu 2 kg yang telah dilumat dengan mortar direndam dengan 2 l aquades selama 1 jam. kemudian sari tahu diperas dengan menggunakan kain saring. hasil saringan disaring kembali untuk mendapatkan sari tahu yang lebih jernih. sari tahu kemudian diuji menggunakan larutan fehling a dan fehling b untuk mengetahui tahu yang digunakan mengandung formalin atau tidak. larutan sari tahu yang tidak mengandung formalin selanjutnya digunakan sebagai larutan stok dan digunakan sebagai pengencer untuk membuat dosis yang telah ditentukan. pembuatan preparat histologi hepar organ hati mencit (mus musculus) yang telah difiksasi dalam larutan fiksatif bnf 10%, diproses melalui serangkaian tahapan antara lain proses dehidrasi, clearing atau penjernihan, embedding atau penanaman jaringan dalam paraffin, pemotongan dengan menggunakan mikrotom setebal 5 µm. proses ini dilanjutkan dengan proses pewarnaan he (hematoksilin eosin) dan yang terakhir adalah mounting atau penutupan dengan gelas penutupnya (humason, 1985). kemudian dilakukan pengamatan dibawah mikroskop dino lite dengan perbesaran minimal 400x. setiap preparat diambil 5 lapang pandang dengan mengitung 20 sel teramati. kemudian dihitung rerata bobot skor perubahan histopatologi hepar dari lima lapangan pandang menggunakan model skoring histopathology manja roenigk. tabel 1. kriteria penilaian derajat histopatologi sel hepar model skoring histopathology manja roenigk tingkat perubahan nilai normal degenerasi parenkimatosa degenerasi hidropik nekrosis 1 2 3 4 analisis statistik data dianalisis dengan menggunakan analisis varian tunggal satu jalur (one way anova) pada taraf kepercayaan 95% (α=0,05). analisis statistik dilakukan dengan menggunakan software spss 21.0 for windows. data disajikan dalam bentuk rerata ± standar deviasi (sd). tahap ii: penelitian pengembangan penelitian pengembangan media booklet sebagai upaya dalam melakukan penyuluhan di masyarakat ini memiliki 5 tahapan, yaitu a. penelitian dan pengumpulan informasi, melakukan observasi dengan pengisian angket analisis kebutuhan yang diberikan kepada obyek. b. perencanaan, yaitu menentukan tujuan, memilih konten, dan membuat kerangka produk, dimana uji kelayakan akan diujicobakan pada skala terbatas. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 102-108) egi qory imamah dkk, pengembangan booklet dari penelitian 105 c. mengembangkan bentuk awal produk, mempersiapkan konten redaksional produk beserta desain awal. d. uji lapangan awal, validasi produk oleh ahli materi dan ahli media kemudian produk diujicobakan pada subyek sasaran. e. revisi produk utama, melakukan revisi produk sesuai saran yang diterima melalui hasil uji lapangan. f. sasaran coba dalam model pengembangan produk adalah ahli materi, ahli materi, dan masayarakat desa waung kecamatan sukorame kabupaten kediri sebanyak 6 orang. teknik analisa data penelitian pengembangan teknik yang digunakan untuk analisa disesuaikan dengan jenis data yang didapat, yaitu teknik mengubah data kuantitatif menjadi prosentase yang kemudian diinterpretasi kevalidannya. apabila valid maka produk layak digunakan, jika hasilnya tidak valid maka booklet masih perlu diperbaiki. hasil dan pembahasan pengaruh sari tahu berformalin terhadap gambaran histopatologi hati mencit dengan indikator jumlah taraf nilai hepatosit yang mengalami kerusakan. sebelum dilakukan uji hipotesis dengan one way anova, akan tetapi terlebih dahulu dilakukan uji prasyarat yakni uji normalitas dan homogenitas. hasil uji normalitas untuk data hepatosit, diperoleh nilai asymp. sig sebesar 0,779 yang artinya nilai signifikansinya >0.05, berarti data jumlah sel hepar mengalami kerusakan berdistribusi normal. dilanjutkan dengan uji homogenitas, hasil uji homogenitas diketahui bahwa nilai signifikansi untuk data sel hepatosit mengalami kerusakan sebesar 0, 228 (p > 0,05) maka dapat disimpulkan bahwa data tersebut homogen. setelah memenuhi asumsi homogenitas varian data, selanjutnya data jumlah kerusakan sel hati dianalisa menggunakan uji parametrik anova tunggal. rerata jumlah nilai kerusakan hepatosit disajikan pada tabel 1. tabel 1. rerata nilai histopatologi hati mencit setelah diberi perlakuan sari tahu berformalin dosis formalin n mean std. deviation std. error 95% confidence interval for mean min max batas bawah batas atas 0 mg/kgbb 5 1.122 0.06181 0.02764 1.0453 1.1987 1.06 1.22 0,1 mg/kgbb 5 2.3175 0.12275 0.0549 2.1651 2.4699 2.15 2.44 1,68 mg/kgbb 5 2.64 0.09925 0.04438 2.5168 2.7632 2.48 2.75 3,35 mg/kgbb 5 3.1375 0.18566 0.08303 2.907 3.368 2.91 3.39 5,1 mg/kgbb 5 3.494 0.08849 0.03957 3.3841 3.6039 3.41 3.63 6,7 mg/kgbb 5 3.896 0.0695 0.03108 3.8097 3.9823 3.78 3.95 total 30 2.7678 0.92152 0.16825 2.4237 3.1119 1.06 3.95 data rerata nilai histopatologi hati mencit setelah diberikan perlakuan sari tahu berformalin menunjukkan bahwa dosis formalin 0mg/kgbb memiliki pengaruh terendah pada kerusakan hepatosit karena memiliki rata-rata jumlah kerusakan sel hati paling sedikit dibandingkan dengan dosis lain. hasil analisis statistik dengan anova tunggal tentang pengaruh pemberian formalin pada hepatosit mencit diperoleh nilai sig. sebesar 0.000 < 0.05, bila nilai sig. < 0,05 maka signifikan. tabel 2. hasil uji anova satu jalur pada data kerusakan sel hepar jk sum of squares df (db) mean square fhit sig. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 102-108) egi qory imamah dkk, pengembangan booklet dari penelitian 106 (sk) (kt) hepa tosit perlaku an 24.323 5 4.865 384.721 .00 0 galat .303 24 .013 total 24.627 29 keterangan: bila nilai sig.<0,05 maka signifikan atau ada pengaruh perlakuan yang diberikan terhadap kenaikan jumlah sel yang mengalami nekrosis pada organ hati. terdapat perbedaan pengaruh antara masing-masing perlakuan maka dilakukan uji lanjut duncan untuk mengetahui perlakuan mana yang memiliki perbedaan rata-rata yang signifikan antara kelompok (kontrol, a, b, c, d, dan e). hasil uji lanjut duncan menunjukkan bahwa terdapat perbedaan yang signifikan antara perlakuan. tabel 3. hasil uji duncan nilai histopatologi hepatosit mencit yang telah diberi perlakuan formalin kelompok perlakuan notasi 0 ml/kgbb/hari a 0,1% ml/kgbb/hari b 1,68% ml/kgbb/hari c 3,35% ml/kgbb/hari d 5,1% ml/kgbb/hari e 6,7% ml/kgbb/hari f keterangan: (a), (b), (c), (d), (e) notasi yang menunjukkan signifikansi dimana huruf yang sama berarti tidak berbeda signifikan dan huruf yang berbeda berarti berbeda secara signifikan. formalin merupakan zat yang dilarang digunakan sebagai bahan pengawet makanan karena sangat berbahaya bagi tubuh, karena formalin merupakan senyawa toksik yang bersifat sebagai karsinogen. formalin bersifat sangat reaktif, karena formalin memiliki gugus karbonil yang dapat dengan mudah bereaksi dengan gugus nukleofilik, yaitu gugus –nh2 dari sistem enzimatis, sehingga enzimatis dalam tubuh tidak berfungsi dan mengakibatkan terganggunya sistem sitokrom p450 atau proses fosforilasi oksidatif. hal ini menyebabkan antara lain terjadinya asidosis dan produksi senyawa reactive oxygen species (ros) dan radikal bebas. produksi senyawa radikal bebas secara berlebihan, dapat menyebabkan rusaknya membran sel, dan membran mitokondria, serta kanal ion, dan terjadi peningkatan konsentrasi ion ca2+ dalam sitosol, yang dapat menyebabkan nf-қb aktif, mendorong terjadinya inflamasi pada sel dan jaringan. formalin menyebabkan menurunnya aktivitas sod dan gsh-px yang merupakan antioksidan enzimatis yang terlibat dalam inaktivasi radikal bebas, serta meningkatkan kadar malondialdehid (mda) yang merupakan produk penting dari peroksidasi lipid. peningkatan kadar mda merupakan indikator terjadinya peningkatan kadar radikal bebas dalam tubuh (chang dan xu, 2006; dang-xia et al., 2006; mahdi et al., 2008). kesimpulan kesimpulan dari penelitian ini adalah belum ditemukan media berupa booklet yang memuat informasi mengenai efek formalin jika digunakan pada bahan pangan tahu akan berdampak buruk pada organ hati. masyarakat kediri membutuhkan media booklet yang memuat mengenai bahaya formalin jika ditambahkan pada makanan dan efek formalin pada tubuh bila tertelan. penelitian mengenai paparan formalin pada sari tahu dapat meningkatkan jumlah nilai kerusakan sel hepar secara signifikan. pada perlakuan dengan dosis formalin 0,1% ml/kgbb/hari sebenarnya telah masuk dalam penggunaan dengan dosis yang berbahaya dan berpengaruh secara nyata dalam merusak histologi hati. dosis 6,7% ml/kgbb/hari memberikan pengaruh paling besar dalam penelitian pengaruh sari tahu berformalin terhadap hati yaitu dosis 6,7ml/kgbb/hari paling banyak ditemukan nekrosis pada hepatosit dan berbeda nyata dengan dosis yang lain dan nilai pada kelompok kontrol yang tidak diberi formalin memiliki tingkat nilai kerusakan sel yang paling rendah. secara keseluruhan dapat dikatakan bahwa antara kelompok kontrol, kelompok perlakuan a, b, c, d, dan e memiliki rerata jumlah nilai kerusakan yang berbeda secara signifikan. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 102-108) egi qory imamah dkk, pengembangan booklet dari penelitian 107 saran berdasarkan hasil penelitian dan pembahasan yang telah dilakukan oleh peneliti, saran yang dapat diajukan adalah sasaran coba dalam model pengembangan booklet ini masih terbatas pada kelompok kecil sehingga belum tampak efektifitas penggunaannya pada masyarakat luas dimana ditemukan fakta penggunaan formalin pada produk makanan (tahu) yang dijual di kota mereka, maka perlu dilakukan produksi masal booklet ini untuk mengetahui respon masyarakat pada area yang lebih luas (kelompok yang lebih besar). daftar rujukan anwar, m.i., khan, m.z., muhammad, g. 2001. effect of dietary formalin on the health and testicular pathology of male japanese quails (coturnix coturnix japonica). departement of veterinary pathological. clinical medicine and surgery. university of agricultural. faisalabad, pakistan. burke, j.m., rosenkrans, c.f., rorie, r.w., golden. c., dan apple, j.k. 2006. reproductive response of ram lambs under short term exposure to endophyte infected tall fescue seed. small rum. res., 66: 121-128 cahyadi, w. 2006. analisis dan aspek kesehatan: bahan tambahan pangan. jakarta: bumi aksara chang jr, xu dq. 2006. effect of formaldehydeon the activity of superoxide dismutasesand glutathione peroxidase and theconcentration of malondialdehyde. availablefrom http://www.ncbi.nlm.nih.gov/pubm ed/17086726?ordinalpos=1&itoo chowdury, a.r., gautam, a.k., patel, k.g. dan trivedi, h.s. 1992. streidogenic inhibition in testicular tissue of formaldehyde exposed rats. indian j. physiol. pharmacol., 36: 162-168 creagh, e. m., adrain, c., & martin, s. j. 2005. caspase detection and analysis. dalam hughes, d., & mehmet, h. (eds.), cell proliferation & apoptosis (hlm. 242-259). oxford: bios scientific publishers ltd dang-xia zhou., shu-dong qiu., jie zhang., hong tian., hai-xue wang. 2006. the protettive effect of vitamin e againts oxidative damage caused by formaldehyde in the testis of adult rat. asian j androl 8 (5) ; 584-588 duong. a, steinmausa. c., mchale, c.m., vaughan, c.p., dan zhang, l. 2011. reproductive and developmental toxicity of formaldehyde:a systematic review. mutat res. 2011 november ; 728(3): 118–138 katzung, b.g. 2002. farmakologi dasar dan klinik. edisi 8. penerbit salemba medika, jakarta mahdi, c., aulaniam., sumarno., widodo, m. a. 2008. suplementasi yoghurt pada tikus (rattus novergicus) yang terpapar formaldehid dalam makanan terhadap aktivitas antioksidan, kerusakan oksidatif jaringan hepar. available from :http://www.journal.unair.ac.id/det ail_jurnal.php?id =2477&med=28 maulida, a., dkk. 2010. pengaruh pemberian vitamin c dan e terhadap gambaran histologis hepar mencit (mus musculus l) yang dipajankan monosodium glutamat (msg). jurnal universitas sumatera utara: 15-20. available from : http://download.portalgaruda.org/ article.php?article=58523&val=4 113 quievryn, g., & zhitkovich, a. 2000. loss of dna-protein crosslink from formaldehyde-exposed cells occurs through spontaneous hydrolysis and an active jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 102-108) egi qory imamah dkk, pengembangan booklet dari penelitian 108 repair process linked to proteosome function. carcinogenesis, 21(8):1573-1580 seidenberg, j.m., anderson, d.g., dan becker, r.a. 1987. validation of an in vivo developmental toxicity screen in mouse. terato. carcino. mutat., 6: 361-374 shankar, s., & srivastava, r. k. 2007. death receptors: mechanisms, biology, and therapeutic potential. dalam srivastava, r. k., (ed), apoptosis, cell signaling, and human diseases (hlm. 219261). new jersey: humana press, inc speit, g., & merk, o. 2002. evaluation of mutagenic effects of formaldehyde in vitro: detection of crosslinks and mutations in mouse lymphoma cells. mutagenesis, 17(3):183-187 who. 2005. concise international chemical assessment document 40 formaldehyde. geneva : world health organization zahra, t., parviz, t., simin, f. dan mehdi t. 2007. effect of formaldehyde injection in mice on testis function. international journal of pharmacology. 3 (5): 421-424 61 citation: booklet development based on research identification of fiddler crab (uca spp.) diversity in the mangrove ecosystem. jpbi (jurnal pendidikan biologi indonesia), 4(1), 61-66. https://doi.org/10.22219/jpbi.v4i1.5337 vol. 4 no. 1, 2018; pp. 61-66 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 07/02/2018 revised: 26/03/2018 accepted: 28/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education booklet development based on research identification of fiddler crab (uca spp.) diversity in mangrove ecosystem ajizatunnisa, sri wahyuni, lud waluyo, and fuad jaya miharja* department of biology education, faculty of teacher training and education, university of muhammadiyah malang, east java, indonesia *corresponding e-mail: fuad.jayamiharja@gmail.com abstract the purpose of this development study is to develop research-based booklet for the identification of fiddler crab (uca spp.) diversity. some people do not yet know the ecological benefits of fiddler crabs. this is apparent when some people take fiddler crabs to serve as decorative crabs. the product specifications expected in the development of this medium are booklets. therefore, it takes a companion learning media that can lead the local community to implement self-learning in the form of booklet because their interest of reading is very less, especially when reading a book that is colorless and has a lot of words. booklet that is packed with interesting and accompanied by pictures is an alternative solution. the development method used in the research is exploration, explanation, and evaluate (3e) model. the research was conducted by developing the research result into a booklet based on the diversity of fiddler crabs in mangrove ecosystem. the booklet validation consists of two lecturers from the department of biology education at the university of muhammadiyah malang which is a material expert and learning media expert. the result of this research is booklet very valid with the percentage of material expert validity 81.25% and learning media expert 95.13%. keywords: booklet, fiddler crab, mangrove ecosystem © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction mangrove ecosystem is found along the coastline in the tropics region and support various ecosystem services, including fishery production and nutrient cycles (cunha-lignon et al., 2011; donato et al., 2011; tolangara, 2014). mangrove characterized by muddy, slightly, and sandy area that influenced by the tide (barros & albernaz, 2014; costa & soaresgomes, 2009; irma & sofyatuddin, 2012; tolangara, 2014; zakaria & rajpar, 2015). the existence of this mangrove forest is to help prevent abrasion. mangrove plays an important role in the life cycle of various aquatic organisms such as crustaceans (barros & albernaz, 2014; chatterjee, mazumdar, & chakraborty, 2014; costa & soares-gomes, 2009; hamidah, fratiwi, & siburian, 2014; irma & sofyatuddin, 2012; koch, wolff, & diele, 2005; lee et al., 2014; penha-lopes et al., 2009; priyadarshani, jayamanne, & hirimuthugoda, 2008; rufino de oliveira silva, bezerra ribeiro, ernesto, bezerra, & bezerra, 2016; shih, 2012; zakaria & rajpar, 2015; zeil & layne, 2002). coastal mangrove ecosystem in ketapang urban village of probolinggo is one example of biodiversity source which has high crustacean diversity. moreover, the mangrove ecosystem in the area is related to the activities of surrounding communities. these activities include socioeconomic activities that have a direct link and relationship with the mangrove ecosystem (chakraborty, 2013; ghosh, schmidt, fickert, & nüsser, 2015; tolangara, 2014). however, the lack of community knowledge about mangrove species leads to low insight into the diversity of crustaceans, one of which is the fiddler crab. fiddler crab is a kind of crab that has habitat around mangrove forest and sandy beach (cummings, jord, cronin, & oliveira, 2008; zakaria & rajpar, 2015; zeil & layne, 2002). some types of fiddler crabs are found in abundant quantities in mangrove habitats (siburian, hamidah, & fratiwi, 2014). the mangrove ecosystem is consistently degraded ajizatunnisa et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 61-66 62 booklet development based on research …. and lost at an alarming rate due to human intervention, such as deforestation, coastal development, oil mining, salt production, excessive logging and domestic waste disposal (tolangara & sundari, 2013; zakaria & rajpar, 2015). based on observations made during the research on the coast of ketapang urban village, it appears that some people do not yet know the ecological benefits. this can be seen from the public's tendency to take fiddler crabs as decorative crabs. based on the results of interviews with the head of community groups that the public know about fiddler crabs is still less so that many people are indifferent to the existence of fiddler crabs in the ecosystem. mairo, rahayuningsih, and purwara (2015) states that the level of knowledge will affect attitudes. good knowledge leads to a better awareness. therefore, it takes a companion media that can direct the community to apply self-study in the form of a booklet. on the other hand, the public or local community interest is very lacking, so it takes the learning media as an alternative that packs the information in an interesting and equipped image. the existence of a booklet as a learning media is one step that can be done to increase people's literacy on the existence of fiddler crab in the ecosystem. the improvement of local community literacy is expected to change their awareness on environmental management (amin, 2010). method the development model used is exploration, explanation, and evaluation (3e) model. the model is an adaptation of the engagement, exploration, explanation, elaboration, and evaluation or 5e learning cycle development model (fatmawati, 2016; sulastri, mariani, & mashuri, 2015). this research is done by developing research result into booklet based on diversity of mangrove ecosystem fauna. the validation subject for booklet development consists of a material expert and a media expert. the data were collected by questionnaire method. data analysis techniques use data collection instruments and then performed in accordance with development research procedures (yulistiana, 2010). data consists of quantitative data and qualitative data. quantitative data is converted into percentage form and then interpreted with qualitative sentences. qualitative data were analyzed descriptively. qualitative data obtained from the criticism and suggestions provided by the validator, while the quantitative data obtained from the questionnaire by the validator. results and discussion exploration the results of research on the diversity of fiddler crabs in mangrove ecosystem in ketapang using quadratic transect method is shown in table 1 and figure 1 (the example of the species found). table 1. fiddler crab (uca spp.) found in ketapang urban village, probolinggo, indonesia no. genus subgenus species 1. uca celuca uca triangularis 2. celuca uca lactea 3. celuca uca jocelynae 4. celuca uca perplexa 5. deltuca uca coarctata 6. deltuca uca rosea 7. deltuca uca forcipata 8. deltuca uca dussumieri 9. deltuca uca spinata 10. thalassuca uca vocans 11. thalassuca uca tetragonon 12. austaluca uca bellator figure 1. uca spp.: (a) uca triangularis (maledorsal view), (b) uca triangularis (malefrontal view), (c) uca jocelynae (maleajizatunnisa et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 61-66 booklet development based on research …. 63 dorsal view), (d), (e) uca lactea (female-dorsal view), and (f) uca lactea betina (male-frontal view). based on needs analysis shows that many local communities do not know that fiddler crabs have a very important ecological role in the mangrove ecosystem. this is due to the low level of community education around, as well as the lack of assistance from related agencies in order to campaign the ecological balance, especially the existence of fiddler crabs. the impact is 1) many people throw garbage into the mangrove forest, 2) land a boat around the mangroves, and 3) look for crabs and sea worms. due to various human activities, mangrove ecosystem is clearly damaged and lost its function and impact on declining production of biota, especially fiddler crabs (chatterjee et al., 2014; ghosh et al., 2015; hendy, esler, michie, & taylor, 2014; tolangara, 2014). the result of the questionnaire of needs analysis is qualitatively captured to obtain the required status and solution. the results indicate that it is necessary to develop information materials that can facilitate the community to implement the learning process independently, such as the research-based booklet. explanation the booklet is composed of introduction, content, and cover. the introductory section consists of; a) cover page, b) introduction, c) table of contents, and d) background. the booklet content consists of the types of fiddler crabs and morphological explanations and the role of fiddler crabs in the mangrove ecosystem. the closing section consists of bibliography and author biography. this booklet displays "do you know?" features that provide unique features of fiddler crabs to facilitate community understanding. the booklets are arranged using a 12-size corbel font and a clear image layout. this is to facilitate the readability aspect. in addition to designing the parts of the booklet, at this stage also done the preparation of instruments and materials media validation. stages in making booklet cover through several revisions by experts. here is a cover booklet image that has been developed in figure 2. the contents contain the types of fiddler crabs with morphology explanations and the role of fiddler crabs in the mangrove ecosystem. the types of fiddler crabs presented in the booklet plus the morphological descriptions of the fiddler crab are packed with an easy-to-understand language. additional features "did you know?" on the content, the section contains the unique facts of the fiddler crab. the material presented in the booklet is structured in such a way that it can build community knowledge. display the contents before being validated by the media expert that is presented in figure 3. figure 2. comparison of cover view: before revision (left) and after revision (right) figure 3. comparison of content view: before revision (left) and after revision (right) the validation stage is done by material experts and media experts using questionnaires. expert validation aims to maintain the quality of the content as well as the readability of the booklet material (miharja, syamsuri, & saptasari, 2015). the following is the result of the booklet validation described in table 2. ajizatunnisa et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 61-66 64 booklet development based on research …. table 2. validation results no. validator result criteria 1. material experts 81.25% very valid 2. media experts 95.13% very valid based on these results can be seen that the validity of the booklet is very valid with some revisions such as changes in the cover appearance, anatomical names that discussed the english changed to the scientific language, and the selection of booklet design for the discussion section. the next stage is to make revisions according to the suggestion of the validator. validation results from material and media experts indicate that the booklet can be understood, so it can be one of the alternative media information that can be used in the learning process for the community. development of this booklet is focused on the contents of the booklet is a description of the material and supporting images that are the result of identification that has been done before. this stage is very important because with the development of teaching materials based on contemporary research will provide the strengthening of education development based on the development of contemporary biological knowledge (amin, 2010). evaluate the results of booklet validation by material experts and media experts show the percentage of 81.25% and 95.13%, respectively. based on the assessment qualification criteria, this booklet belongs to a very valid category so that it can be used by the public but with little revision in accordance with the corrections and suggestions from the validator. revisions were made based on improvements and suggestions from the material expert that fiddler crab image contained in the booklet cover. in the preliminary drawing before the revision, the fiddler crab displayed is so prominent that it does not show the whole morphology, so it is transformed into a smaller size with added mangrove background behind it, so that by looking at the front cover the reader understands that the fiddler crab lives in the mangrove ecosystem area. revisions to the front cover have been aligned with suggestions from material expert validators. revision cover booklet presented in figure 4. figure 4. comparison of cover view: before revision (left) and after revision (right) another improvement that is done is the anatomical name on the fiddler crab used on the booklet. some anatomical names that use english have the potential to cause misconception replaced so that the concept is easier to be understood by the local community. conclusion based on the results of this development declared legitimate and feasible for use by the local community. the validation result of the booklet of the material and the learning media expert shows very validly, so the booklet can be used as an alternative research-based teaching material. however, there is a need for further studies to see how the effectiveness of the use of booklet by the local community. references amin, m. 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(2002). path integration in fiddler crabs and its relation to habitat and social life. crustacean experimental systems in neurobiology, 227–246. https://doi.org/10.1007/978-3-642-560927_13 179 vol. 4 no. 2, 2018; pp. 179-188 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 29/04/2018 revised: 24/06/2018 accepted: 12/07/2018 citation: hidayah, m. u., lumowa, s.v. t. & boleng, d. t. (2018). developing the archaebacteria and eubacteria web-based learning media for high school students. jpbi (jurnal pendidikan biologi indonesia), 4(2), 179-188. https://doi.org/10.22219/jpbi.v4i2.5750 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education developing the archaebacteria and eubacteria web-based learning media for high school students maulida ulfa hidayah*, sonja v.t lumowa, and didimus tanah boleng department of biology education, mulawarman university, samarinda, east kalimantan, indonesia *corresponding e-mail: maul.yda.93@gmail.com abstract the 21st-century biology learning requires technology-based learning which is potential for improving students’ learning outcomes. this research aimed to examine the validity and effectiveness of web-based learning media on archaebacteria and eubacteria on the learning process. this web-based learning media was structured by using 4-d thiagarajan model. the research was conducted at three sshss of samarinda. the data were obtained from validators’ (media expert, material expert, and linguist), teachers’, and students’ opinion by using questionnaire; while the effectiveness was determined based on students’ test score and their response. the results showed that the web-based learning media was very valid with the average score from experts as high as 95.27%. moreover, this media has been proven to improve the student’s cognitive learning outcomes (gain score 0.39) and well responded by both teachers and students. keywords: archaebacteria, eubacteria, web-based media © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction education is a conscious and planned effort to hold an active learning process aimed at developing the learners’ potency. educational activities are also a process of empowering the personality of learners who are able to support the life of the community. furthermore, kurniawan (2015) stated education is conscious and systematical effort carried out by people who are given the responsibility to educate learners to be individuals that have characters and behavior that are in line with the educational aim. learning is an interactive process among learner, educator, and learning material in the learning environment. in the process, various messages delivered from teachers to students (shaimah, 2016). through this process, teachers try to educate learners to meet the educational aims that have been set (sudjana, 2017). the transfer of messages to learner will be more effective if the learning process utilizes learning media. according to sanjaya (2012), media is medium to transfer message or information from source to receiver. moreover, the existence of learning media is reported to improve students’ understanding (amris, akhyar, & haenilah, 2015) and motivation (widiansyah, indriwati, munzil, & fauzi, 2018). moreover, lack of media in some material make student understanding of that material is not good (mupa & chinooneka, 2015). beside the existence of media, learning oriented to the needs of the 21st-century is also essential. the learning that prepares students to face the challenges of 21st-century needs to be done to develop the various capabilities students need in the current century (pantiwati & permana, 2017; permana, 2015). correspondingly, the 21st-century biology learning requires technology-based learning which is potential for improving students’ learning outcomes. however, according to observation results conducted by a researcher at 3 different schools, the learning process in state senior high school (sshs) 1 of balikpapan, sshs 2 of balikpapan and shs patra dharma of balikpapan held not as expected. some of the students did not give attention to the lesson, some students more concerned with an unessential matter, and the majority of students just remember the fact from the book. in these schools, biology teachers sometimes have a problem in delivering teaching material. some https://doi.org/10.22219/jpbi.v4i2.5750 hidayah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp.179-188 180 developing the archaebacteria and eubacteria … of those problems were due to the diversity of students; cognitive ability and there was no suitable media to visualize some of the biological material. this condition revealed during teacher taught archaebacteria and eubacteria topic. through interviews, it was revealed that student perceived difficulty to understand archaebacteria and eubacteria concepts due to the concepts are abstract. this condition in line with khotimah (2014) who informed student get difficult to understand the concept of microscopic learning objects such as archaebacteria and eubacteria. the result of an interview with the teachers also shows that teacher also perceived difficulty to teach archaebacteria and eubacteria. the difficulty in teaching archaebacteria and eubacteria is about how to make the student understand bacterial structure and classification. moreover, the lack of interesting media has made archaebacteria and eubacteria topic more difficult to teach. the lack of interesting media causing problems to teach archaebacteria and eubacteria topic (eady & lockyer, 2013; hew & brush, 2007; murnane & jennifer, l, 2007). besides the information about students’ learning difficulties, the other information revealed was students were very interest in accessing the internet. on the one hand, students are less interested in studying archaebacteria and eubacteria topics, on the other hand, students are very interested in accessing the internet. therefore, the existence of internet-based media can be used as an alternative solution to the problem faced by students. moreover, internet-based media can facilitate student to understand abstract concepts and non-direct visualized many microscopic objects. one of internet-based media is web-based learning media. various benefits from the utilization of webbased learning media have been reported by some previous researches, such as could improve students’ motivation and learning outcomes, improving critical thinking (wahyuni & muttaqin, 2018), satisfaction in the learning process, and better retention in the learning topic (saini, abdul, & purohit, 2014). however, the development of web-based media on archaebacteria and eubacteria topic is still hard to find in indonesia. in fact, some of the previously mentioned research (saini et al., 2014; wahyuni & muttaqin, 2018) are research that conducted not on biological subjects. moreover, related to archaebacteria and eubacteria topic, research in indonesia have been more frequently examined the influence of various models of learning on improving student learning outcomes on the topic (cahyasari & haryanti, 2016; nurinayah & putra, 2015). thus, the development and the implementation of web-based learning media in biology subject need to be conducted. therefore, this research aims to 1) examine the validity of web-based biology learning media on archaebacteria and eubacteria; and 2) examine its effect on the learning process. method this research was adapting 4d-thiagarajan development model (thiagarajan, semmel, d, & semmel, m, 1974). the research stage consist of define, design, develop, and disseminate. define stages was conducted from front-end analysis to specifying instructional objectives. front-end analysis was conducted through interview and questionnaire filling by the teacher, as well as observation activities to find out the information about learning problems and school facilities and infrastructures. learner analysis was conducted through questionnaire filling by 30 class x students from shs patra dharma, sshs 1, and sshs 2 of balikpapan. task and concept design for web-based media based on literature review (task and concept analysis). after that, instructional objectives were formulated. design stages divided into two steps. the first step was the media and format selection and the second step was the initial design. in the initial design, researcher set framework structure of web-based learning media, start from material systematical presenting, illustration, visualization and evaluation tool design, until writing initial product draft according to basic competencies. after that, the design of storyboard, learning set, and material support for media were made. web-based media is developed in this stage including text writing, setting up picture and video, making a mailing list, hyperlink and evaluation tool. in the developing stage, the prototype of web-based learning media validated by material experts, learning media expert, and linguist. in the developing stage, the limited trial was also conducted. the population of this research was all class x sshs at balikpapan and sample of this research were grade x sshs at sshs 1, hidayah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 179-188 developing the archaebacteria and eubacteria … 181 %100x nxr f k  %100x n f p  sshs 2, and shs patra dharma of balikpapan. the limited trial was conducted to examine student understanding of the content of the web-based media. class x-4 sshs was chosen as an experimental class and class x-5 at the shs patra dharma of balikpapan was chosen as a control class. after the learning process, student filled respond questionnaire. then, disseminate stage was conducted through conducting large group trial. the webbased media from limited trial then tested to a large group test. class x-4 at the sshs 1 of balikpapan and class x-6 at the sshs 2 of balikpapan were chosen as an experimental class, while class x-3 sshs 1 of balikpapan and x-3 sshs 2 of balikpapan were chosen as control class. after the learning process, student filled the respond questionnaire. research instruments that used in this research were: 1) questionnaire for learning that was used to obtain the information about the students’ responds on learning process; 2) observational sheet that was used to obtain the information about school learning facilities that used in the learning process; 3) expert validation questionnaire that was used to know about the properness of the learning media; 4) student respond questionnaire that was used to know about the student interest and respond to the learning media; and 5) teacher respond questionnaire that was used to know the teacher respond to the learning media and process. some data that has been collected in this research were the result of validation from experts, students’ learning outcomes, student respond questionnaire, and teacher respond. the result of validation from experts every single question in the questionnaire has 1-4 option: 1 (not valid), 2 (valid enough), 3 (valid), and 4 (very valid). all of the score that has been collected than being calculated to percentage form. the formula to calculate the data can be seen in formula 1. (1) description: k = media properness (%); f = sum of respondent answers; n = highest score; r = sum of all item from respondents all of the average scores that given by the experts were compared with the categories presented in table 1. table 1. percentage range and qualitative criterion media properness test by experts range (%) qualitative criterion 82 – 100 very valid 63 – 81 valid 44 – 62 valid enough 25 – 43 not valid (source: adopted from sudjana, 2010). students’ learning outcomes all of the pretest data then being tested using analysis of variance (anova) after fulfilling all of the assumption tests. after conducted the lesson archaebacteria and eubacteria there was posttest. to know the increasing cognitive score from the student, pretest and posttest data then calculated using n-gain. the equations used to calculated n-gain presented in formula 2. < g > = (2) description: g = n-gain there are 3 categories in the gain score. they are high ((<g>) > 0.7), moderate (0.3 ≤ (<g>) ≤ 0.7 and low ((<g>) < 0.3). if the gain score is in the moderate or high category, the learning media is giving positive impact to the students’ learning outcomes. student respond questionnaire every single question in the questionnaire consist of 1-4 option: 1 for do not agree, 2 for agreeing enough, 3 for agree, and 4 for very agree (table 2). table 2. student respond questionnaire likert scale score positive statement negative statement ss (strongly agree) 4 1 s (agree) 3 2 ts (disagree) 2 3 sts (strongly disagree) 1 4 (source: arikunto, 2009). then, all of the score is calculated using equations presented in formula 3. (3) hidayah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp.179-188 182 developing the archaebacteria and eubacteria … description: p = score percentage; f = sum of score by student; n = sum all of maximum score after that, p value being compared with the categories presented in table 3. table 3. percentage range and qualitative test criterion by student range (%) qualitative criterion 81 – 90 very valid 71 – 80 valid 61 – 70 valid enough 50 – 60 not valid (source: adapted from sudjana, 2010). teacher respond the teacher respond toward learning media was qualitative obtained from questionnaire. results and discussion validity to experts and product revision the validation results by a material expert is presented in table 4 and showed that webbased learning media was very valid (95.5%). table 4. the result of web-based media validation by material expert no evaluation aspect percentage (%) criterion 1 learning 97.5 very valid 2 content 94.2 very valid average 95.9 very valid test decision very valid, revision not required there were some suggestions by material expert before revision: 1) web media has to be adapted and be clarified so that user can feel the difference between using conventional learning media and web-based learning media, 2) repair the bibliography, 3) adjust content and syllabus, 4) learning stages at learning design has to be adjusted to the syllabus, 5) evaluation question has to be adjusted to the learning indicator, 6) assessment rubric should be attached to the learning design, 7) show the difference between conventional learning process and web-based learning in syllabus, 8) write web address in the learning source at syllabus, and 9) activity in student worksheet should be adjusted to the learning strategy. the results of validation by media expert is presented in table 5. the suggestions by media expert before revision were 1) change the address of web so that could be remembered easily, 2) change the font type, and 3) source of the content in the web should be come from a valid source. the result of validation by linguist is presented in table 6. linguist expert assesses the aspect of simplicity, communicative and interactivity dialogue, and conformity with the development of the learner. based on table 6, the web-based learning media is very valid (100%). suggestions by linguist before the revision was the media content need to change some proposition of the web. table 5. result of web-based media validation by media expert no evaluation aspect percentage (%) criterion 1 technic 95.0 very valid 2 design 83.3 very valid 3 interactivity 87.5 very valid average 88.6 very valid test decision very valid, revision not required table 6. result of web-based media validation by linguist no evaluation aspect percentage (%) criterion 1 simplicity 100 very valid 2 communicative and interactivity dialogue 100 very valid 3 conformity with development of learner 100 very valid average 100 very valid test decision very valid, revision not required based on the experts’ recommendation, some revision was carried out on web-based learning media. some revision according to the experts was about changes to the web address, changes of font type, and changes of the content source. the final form of the website can be seen at figure 1. from all validation result by experts, the lowest score was a score from media expert, especially on design aspect (see table 5). based on the validation result, one component that should be improves was on web components. the web components are including display of layout, font and size design, picture layout, video animation, and feasibility of web. those components still did not reach maximum score. if those components could be improved based hidayah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 179-188 developing the archaebacteria and eubacteria … 183 on recommendation notes from media expert, the web-based learning media would become more effective learning media. this statement is in line with saad (2004) who explained the learning media which have good layout design and user-friendly will become an effective learning media for students. figure 1. the final form of the learning media website (http://archaebacteria-eubacteria.com/) the highest score from media expert was in the technic component. based on validation results, almost all of the indicator in the technic component was perfect (adjust to the perfect criterion). if a learning media is fulfilling of layout criterion, the media will easy to be used by students (pantiwati, wahyuni, & permana, 2017; saad, 2004). then, media expert suggest, it would be better if web address was changed to a web address that easy to remember by students. media expert also recommends changing the kind and size of the font. these change are to attract the user’s attention (knight & glaser, 2013), make users faster to read content of the writing (purwanti & permana, f, 2018; sihombing, 2015), as well as easy to read by reader due to there is adjustability between message and style of the writing in the web (bonneville, 2011; kartika, 2015). validation result from linguist was the highest one (100%). all of the information written on the web was easy to understand and adjust to the aim of the web making. besides that, the web-based learning has “glosarium” (glossary) so users can understand the meaning of important terms that used in the web. linguist suggestion was to fix some of the preposition in the web content. change of preposition aimed to make learning media become more efficient (amalia, 2017) and meaningful sentence (rehatta, 2014). validation by material expert shows that web-based media learning was very valid (table 4). adjustable between material in media and aim of the learning process, possibility to understand by students and profundity of the material need to be improved. this revision needs to be done to make sure that the content of the media was valid, reliable, and make webbased learning media become an effective learning media to use in the learning process. limited trial phase in this phase, the result of gain score calculation shows that the experimental class score was 0.31 (medium category) while control class was 0.22 (low category). based on the result, it indicates that the improvement of learning outcomes in experimental class that used web-based learning media in the learning process was higher than the control class. the implementation of web-based learning media may make students felt more interest in the learning process. this condition will affect the motivation of students in the experimental class was higher than in the control class. the existence of learning media based on the website would also facilitate students to search hidayah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp.179-188 184 developing the archaebacteria and eubacteria … more information, and then more think about the course material (lane & lane, a, 2001; liu, olmanson, & horton, 2011; schunk, meece, & pintrich, 2015). moreover, the content of the web is varied so that students not only focus on the teacher or in an easy submaterial of the course, but students also could access an unknown learning material or difficult concept using available internet connection (amris et al., 2015; oftika, jalmo, & marpaung r, 2015). web-based learning media was design to improve/develop student cognitive and psychomotor skill. the media could improve those learning outcomes due to students were facilitate to has a prior knowledge of the material. after looking the video, students get the main idea of video and transform it to the action (razak & hua, 2012) and students who learn using web-based media may open the video frequently just than conventional class so that they can memorize the concepts (salyers, 2007). memorize the concepts is an essential goal during the learning process (ramadani, fauzi, sukmawati, & corebima, 2015; sukmawati, ramadani, fauzi, & corebima, 2015). besides that, in the cognitive field, students who learn using web-based learning possibility has a higher motivation to learn and better understand about the material (because learning material divided into a small part in the web) (salyers, 2007). video on the web can be reply over time so it can easier for the student to understand step by step on making something which is appropriate to the learning process. moreover, the list of questions in “discussion” on the web also made student think more creative using their high order thinking skills. student respond questionnaire the result of student respond questionnaire (assessment to the learning process and webbased learning media) is presented in table 7. based on table 7, web-based learning media has a well respond from the students (87.1%). the result of validation from experts, limited trial phase, and student respond questionnaire showed the learning process using web-based learning media that has been developed very valid. therefore, the research continued to the large group trial phase. table 7. result of student responds questionnaire shs patra dharma balikpapan no evaluation aspect percentage (%) criterion 1 technic 89.0 very valid 2 design 87.3 very valid 3 material/content 85.2 very valid 4 learning motivation 86.9 very valid average 87.1 very valid test decision very valid, revision not required effectiveness test (large group trial phase) the result of students’ respond questionnaire in large group trial phase is presented in table 8. table 8. result of student responds questionnaire sshs 1, and sshs 2 balikpapan no evaluation aspect percentage (%) criterion 1 technic 87.0 very valid 2 design 86.4 very valid 3 material/content 83.5 very valid 4 learning motivation 81.6 very valid average 84.6 very valid test decision very valid, revision not required based on table 8, the respond of students on the implementation of web-based learning media during learning process was well responded (87.1%). this result was inlined with a limited trial phase that has been mentioned earlier. thus, the result confirmed that the application of web-based learning media that has been developed in this study was highly recommended in the learning process. on another parameter, based on large group trial phase results, the implementation of webbased learning media could also improve students’ learning outcomes. however, the gain score of the experimental class seems similar with a gain score of the control class. based on the calculation, the gain score of the experimental class was 0.38 while the gain score of the control class was 0.34. both the experimental class and control class have again scored in the medium category. after conducting anova test, the improvement of students’ learning outcomes between both classes did not differ significantly. hidayah et al. / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 179-188 developing the archaebacteria and eubacteria … 185 the result that showed there was no significant difference in students’ learning outcomes between the two class probably caused of some reasons. first, students in the control class may have the big curiosity to find out learning material although they do not use web-based learning media. second, all of the students in the experimental and control class has the same motivation level for studying biology concepts. therefore, the utilization of web-based learning media or not in both classes did not make a significant difference in their learning outcomes improvement. another reason for this difference could be about their response to the media. although there was no significant difference between both classes, it can be seen that the experimental class still has a higher score than the control class. this fact shows that an experimental class that uses webbased learning still got higher gain score than the control class. this condition indicates the implementation of web-based learning media was more effective to improve student learning outcomes. according to the results of validation by experts, limited trial phase, as well as large group trial phase, web-based learning media was fulfilled the properness criterion and could improve the effectiveness of learning process. however, there are some contradictions about the implementation of web media learning during the learning process. but, there is a contradiction, such as the development or the implementation of web-based learning media need more money. this condition becomes a technical barrier during the learning process, besides sometimes the development of webbased learning media should pay attention about the appropriate media/technology barrier (cook, d, 2007; rashid, kadiman, zulkifli, selamat, & hashim, 2016). the other contradictions were also the implementation of web-based learning media may cause unsocial user/lack of moral value, (arkorful & abaidoo, 2014; cook, d, 2007; rashid et al., 2016), need more preparation compared with conventional learning (cook, d, 2007; permana, f & listawati, r, 2016), hard to assess by students in several places, and less suitable in improving communication learning (arkorful & abaidoo, 2014). in fact, communication skills are skills that are also needed in the 21st century (buku, mite, fauzi, widiansyah, & anugerah, 2015; huang et al., 2010) conclusion the web-based learning media which was developed and focused on archaebacteria and eubacteria for senior high school was very valid/very proper with an average score from media, material, and linguist was 95.27%. moreover, this media was effective to improve student learning outcomes. in addition, the webbased learning media has improved student interest in the learning materials. according to the research result, some suggestions are: 1) student from different school can use this media as one of learning material; 2) teacher can 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(2018). i-invertebrata as an android-based learning media for molluscs, arthropods, and echinoderms identification and its influence on students’ motivation. jpbi (jurnal pendidikan biologi indonesia), 4(1), 43– 52.https://doi.org/10.22219/jpbi.v4i1.5476 jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 125 pengembangan modul matakuliah mikrobiologi melalui biodegradasi memanfaatkan potensi bakteri indigen developing modul of microbiology subject through biodegradation by using the potencial of indigen bacteria hasminar rachman fidiastuti1), kardiana metha rozhana1) 1fakultas ilmu kesehatan, universitas tribhuwana tunggadewi jalan telaga warna, malang 65144 e-mail: indo.hasminar@gmail.com abstrak mahasiswa dalam mempelajari sains, perlu memperhatikan hakikat sains. hakikat sains dipelajari mahasiswa dengan tujuan untuk mengembangkan kemampuan berpikir (mind on), keterampilan (hands on) serta sikap ilmiah (heart on). kajian mikrobiologi di prodi tip, universitas tibhuwana tunggadewi adalah tentang mikroorganisme. peneliti melakukan penelitian terkait upaya rehabilitasi lingkungan dengan memanfaatkan potensi bakteri indigen sebagai agen dalam proses biodegradasi. hasil penelitian digunakan sebagai acuan dalam penyusunan modul. melalui modul yang dibuat berdasarkan hasil penelitian, diharapkan mahasiswa dapat mengembangkan 1) kemampuan berpikir bahwa mikroorganisme dapat menjadi agen dalam proses rehabilitasi pencemaran lingkungan dan dapat diisolasi dari limbah, mengembangkan 2) keterampilan melalui praktikum biodegradasi sederhana, serta mengembangkan 3) sikap ilmiahnya melalui penanaman konsep yang telah dipelajari, dalam memberikan solusi praktis terhadap problematika pencemaran lingkungan. modul bertujuan untuk meningkatkan efisiensi dan keefektifan pembelajaran di kelas baik waktu, dana, fasilitas maupun tenaga untuk mendapatkan hasil yang maksimal. penerapan pembelajaran mikrobiologi yang mengacu pada perpaduan modul dan keterampilan proses sains melalui pelaksanaan kegiatan praktikum, diharapkan menjadi alternatif dalam menciptakan pembelajaran mikrobiologi yang mengacu pada aspek proses, produk dan sikap ilmiah. hasilnya adalah telah dilakukan 3 tahap penyusunan bahan ajar berupa modul mikrobiologi yang mangacu pada model penelitian dan pengembangan 4-d (thiagarajan, et all), meliputi tahap pendefisinian, perancangan, dan pengembangan. hasil pada tahap pendefinisian dilakukan analisis karakteristik siswa, analisis tugas, analisis konsep dan analisis tujuan pembelajaran. pada tahap perancangan dilakukan desain dan penyusunan bahan ajar, dilanjutkan dengan tahap pengembangan, yaitu pengukuran kelayakan terhadap modul yang telah disusun. hasil yang didapatkan terhadap pengukuran kelayakan modul adalah tingkat pencapaian 85% oleh ahli pengembangan bahan ajar, tingkat pencapaian 87% oleh ahli materi dan tingkat pencapaian 84% oleh praktisi. sedangkan hasil rata-rata angket keterbacaan oleh mahasiswa adalah sebesar 86,55%. hasil validasi ini menjadi rujukan untuk perbaikan modul. kata kunci: biodegradasi in vitro, bahan ajar, bakteri indigen abstract students in the study of science, need to pay attention to the nature of science. science studied to develop the ability to think (minds on), skills (hands on) as well as the scientific attitude (heart on). study microbiology in prodi tip, university tibhuwana tunggadewi is about microorganisms. the writers conducted research related to environmental remediation efforts to harness the potential of bacteria indigen as an agent in the process of biodegradation. research results are used as a reference in the preparation of the module. through modules made based on the results of research, students are expected to develop 1) the ability to think that microorganisms can become agents in the process of rehabilitation of environmental pollution and can be isolated from the waste, develop 2) skills through practical biodegradation, and develop 3) attitudes scientific through concept which have been studied, in providing practical solutions to the problems of environmental pollution. the module aims to improve the efficiency and effectiveness of learning in the classroom either time, funds, facilities or personnel to obtain maximum results. application of microbiology learning which refers to the fusion module and science process skills through implementation of practical activities, is expected to be an alternative to creating a learning microbiology which refers to aspects of the process, product and scientific attitude. the result is already done three stage preparation of teaching materials in the form of microbiology module which refers to the model of research and development model of the 4-d (thiagarajan, et al), includes define, design, and development. results at the stage of defining the characteristics of students' analysis, task analysis, analysis of the concept and analysis of learning objectives. at the design stage to do the design and jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 126 materials development, followed by the development phase, ie measurement of the feasibility of the modules have been prepared. results obtained to measure the feasibility of the module is the achievement level of 85% by the expert development of teaching materials, 87% by material experts and 84% by the practitioner. the average yield of legibility student questionnaire amounted to 86.55%. the results of this validation consulted in order to repair the module. keywords: biodegradation in vitro, tanning pollutants, indigen bacteri konsep akan keberadaan mikroorganisme telah mahasiswa univeristas tribhuwana tunggadewi peroleh melalui kegiatan perkuliahan pada mata kuliah mikrobiologi, akan tetapi dibutuhkan bahan ajar yang dapat mengarahkan mahasiswa tidak hanya pada perolehan konsep, tetapi juga pengembangan kemampuan berpikir, keterampilan dalam proses sains melalui kegiatan praktikum serta suatu kegiatan yang dapat mengasah sikap ilmiah mahasiswa, yaitu melalui bahan ajar yang didasarkan atas hasil penelitian. pembelajaran yang didasarkan pada hasil penelitian dan pelaksanaan kegiatan praktikum diharapkan dapat mewujudkan terlaksananya pembelajaran yang kontekstual dan menanamkan hakikat sains sebagai suatu bagian yang tidak terpisahkan dalam mempelajari matakuliah mikrobiologi kepada mahasiswa. bahan ajar yang akan dikembangkan adalah berupa modul. modul dikembangkan atas dasar metodologi dan hasil penelitian. modul merupakan suatu paket pembelajaran yang memuat unit konsep dari bahan pelajaran yang memungkinkan siswa dapat menguasainya secara mandiri (amri, 2010). modul bertujuan untuk meningkatkan efisiensi dan keefektifan pembelajaran di sekolah baik waktu, dana, fasilitas maupun tenaga untuk mendapatkan hasil yang maksimal (mulyasa, 2003). penerapan pembelajaran berbasis pencemaran lingkungan yang mengacu pada perpaduan modul dan keterampilan proses sains melalui pelaksanaan kegiatan praktikum, diharapkan menjadi alternatif dalam menciptakan pembelajaran mikrobiologi yang mengacu pada aspek proses, produk dan sikap ilmiah. penelitian berupa proses biodegradasi sebagai solusi perairan tercemar, memiliki keunggulan yaitu prosesnya yang bersifat ekonomis dan efektif, keberadaan mikroorganisme sebagai agen utama biodegradasi telah tersedia di alam, sehingga toksisitas pada perairan dapat dikurangi melalui proses biodegradasi (tong yu et al., tanpa tahun). sampel limbah dapat diperoleh mahasiswa dengan mudah dari lingkungan sekitar. salah satu lokasi di kota malang yang menghasilkan limbah dan merusak ekosistem adalah sungai badeg yang berlokasi di jalan kolonel sugiono gang 8. sungai badeg dialiri oleh limbah cair dari 2 pabrik besar pengolahan kulit yaitu pt usaha loka dan pt kasin di jalan susanto. pengambilan sampel penelitian yang dilakukan oleh peneliti menunjukkan bahwa air yang mengalir di sungai tersebut memiliki hasil perbandingan kadar bod (biochemical oxygen demand), cod (chemichal oxygen demand), tss (total suspended solid), do (dissolved oxygen), dan lemak (tampak pada tabel 1) yang berada di atas batas yang telah ditentukan dalam baku mutu air peraturan pemerintah no 82 tahun 2001 untuk kondisi perairan kelas ii, yaitu sebagai air sungai, sehingga sangat tepat jika dilakukan biodegradasi untuk memperbaiki kondisi perairan. tabel 1. perbandingan parameter kimia organik dan anorganik air sungai badeg dengan kriteria mutu air kelas ii parameter satuan sungai badeg mutu air kelas ii fisika tss ppm 400 50 kimia anorganik bod mg/l 331 3 cod mg/l 544 25 do mg/l 3.577 4 kimia jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 127 organik lemak & minyak mg/l 280 1 sumber: hasil analisis sampel air sungai badeg di laboratorium kimia universitas muhammadiyah malang dan lampiran peraturan pemerintah nomor 82 tahun 2001 tentang kriteria mutu air berdasarkan kelas salah satu teknologi pengolahan air limbah yang aman dan berwawasan lingkungan adalah menggunakan bakteri yang berpotensi sebagai pengurai. secara alamiah untuk memperoleh bakteri yang berpotensi sebagai pengurai dapat dilakukan dengan mengisolasi limbah itu sendiri (bakteri indigen), kemudian dikultur secara murni di dalam laboratorium secara in vitro. pemanfaatan konsorsia bakteri yang berpotensi akan diperbanyak di laboratorium untuk selanjutnya dipakai sebagai starter dalam pengolahan limbah. kegiatan penelitian bakteri lipolitik indigen pada sampel air sungai badeg diharapkan dapat memberi manfaat bagi dunia pendidikan. berdasarkan uraian di atas, penelitian dilakukan dalam rangka memberikan alternatif pengayaan bahan ajar pada matakuliah mikrobiologi di jurusan teknologi ilmu pertanian, fakultas pertanian, universitas tribhuwana tunggadewi. metode penelitian subjek penelitian lokasi penelitian bertempat di universitas tribhuwana tunggadewi, dengan objek penelitian yaitu validator ahli materi, validator ahli pengembangan bahan ajar, praktisi di universitas tribhuwana tunggadewi, serta 12 orang mahasiswa program studi teknologi industri pertanian. pelaksanaan penelitian dilakukan pada bulan april-juni 2016. metode dan desain penelitian penelitian ini termasuk penelitian dan pengembangan bahan ajar yang diadaptasi dari model penelitian & pengembangan pendidikan thiagarajan. alasan pemilihan model pengembangan dan penelitian pendidikan thiagarajan adalah karena metode ini dapat menjabarkan sebuah strategi pengembangan produk pendidikan. seringkali produk pengembangan berbaur dengan studi penelitian dasar dan aplikasinya, sehingga tujuan utamanya adalah untuk menemukan pengetahuan yang baru. melalui model pengembangan ini penelitian pendidikan akan dapat dikemas dalam sebuah produk sehingga dapat digunakan di kampus. model pengembangan ini sekaligus dapat menjembatani penelitian pendidikan dan penerapannya di instansi pendidikan. teknik pengumpulan data metode penelitian & pengembangan pendidikan dengan 4d models dikemukakan oleh thiagarajan, terdiri atas 4 tahap yaitu: 1. tahap pendefinisian (define) tujuan tahap ini adalah untuk menentukan dan mendefinisikan syaratsyarat pembelajaran. tahap ini dilakukan dengan mengunakan metode deskriptif. pada tahap ini dilakukan analisis tujuan dalam batasan materi pokok bakteri. a. analisis ujung depan analisis ini bertujuan untuk memunculkan masalah dasar yang dibutuhkan dalam pengembangan bahan ajar. pada tahap ini dilakukan survei dan observasi meliputi wawancara terhadap dosen matakuliah mikrobiologi. b. analisis mahasiswa analisis dilakukan dengan memperhatikan ciri, kemampuan dan pengalaman siswa, baik sebagai kelompok maupun individu. analisis meliputi latar belakang kemampuan siswa, motivasi siswa terhadap mata kuliah, kemmapuan perkembangan kognitif siswa. c. analisis tugas analisis tugas mencakup analisis tugas-tugas yang diberikan selama jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 128 perkuliahan dan tugas yang terdapat dalam bahan ajar yang digunakan. d. analisis konsep analisis konsep merupakan identifikasi konsep-konsep utama yang akan diajarkan dan menyusunnya secara sistematis. e. perumusan indikator perumusan indikator bertujuan untuk merumuskan indikator hasil belajar yang terdapat dalam kurikulum dan beberapa indikator hasil belajar tambahan yang relevan dengan materi pokok yang diajarkan. 2. tahap perencanaan (design) pelaksanaan tahap ini bertujuan untuk merancang modul dengan tahapan a. pemilihan format modul, dilakukan dengan tujuan untuk merancang fisik modul agar tampak menarik, dengan melakukan desain terhadap sampul depan modul dan sampul belakang modul. modul juga dilengkapi dengan petunjuk penggunaan modul bagi mahasiswa dan petunjuk penggunaan modul bagi dosen. b. penjabaran struktur modul, dilakukan dengan tujuan untuk merancang materi dalam modul dan penyesuaian terhadap indikator pencapaian, rangkuman dan jenis evaluasi yang dilakukan 3. tahap pengembangan (develop) tahap ini dilakukan pengukuran terhadap kelayakan modul. modul akan divalidasi kelayakan oleh ahli pengembangan bahan ajar (dosen pendidikan), ahli materi (dosen biologi) dan praktisi (dosen mikrobiologi). aspek keefektifan modul akan dinilai melalui angket keterbacaan (mahasiswa mata kuliah mikrobiologi). angket keterbacaan ini sekaligus menjadi uji coba terbatas dari aspek keefektifan modul. uji coba kelompok kecil diberikan kepada 10-20 orang siswa yang dapat mewakili populasi target (sadiman, 2012). 4. tahap penyebaran (disseminate) tahap ini tidak dilakukan karena keterbatasan waktu dan biaya penelitian. 1. analisis dan interpretasi data tehnik analisis data yang digunakan dalam menganalisis data kuantitatif berupa skor angket penilaian adalah dengan menghitung persentase jawaban. adapun rumus yang digunakan untuk analisis data adalah sebagai berikut. p = ∑𝑥 ∑𝑥𝑖 x 100% sumber: arikunto, (1997:247) keterangan: p = persentase ∑x = jumlah jawaban responden dalam 1 item ∑xi = jumlah skor ideal dalam item 100% = konstanta kriteria kevalidan data kuantitatif dapat ditinjau dengan memperhatikan persentase kriteria pada tabel 2 sebagai berikut. tabel 2. tabel kriteria kevalidan data angket penilaian validator skalanilai (%) keterangan 85.94 – 100 valid (tidak revisi) 67.18 – 85.93 cukup valid (tidak revisi) 48.44 – 67.17 kurang valid (revisi) 25 – 48.43 tidak valid (revisi) sumber: suryabrata, 1983 dalam zainul, a. 2008 hasil dan pembahasan paparan data yang dihasilkan dari ketiga tahapan yang dilakukan adalah sebagai berikut 1. tahap pendefinisian (define) a. analisis mahasiswa jumlah mahasiswa pada kelas mikrobiologi pertama adalah 60 mahasiswa dan pada kelas kedua sebanyak 50 mahasiswa. keaktifan mahasiswa menurut observasi dan hasil wawancara dengan dosen matakuliah adalah sebesar 80%. kegiatan perkuliahan berupa ceramah, diskusi dan jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 129 praktikum. setiap akhir perkuliahan diadakan post-test. setelah pertemuan kedua dilaksanakan, nilai post-test terendah adalah 60. b. analisis tugas pada akhir perkuliahan mahasiswa ditugaskan membuat artikel secara mandiri. bahan ajar yang digunakan sudah memuat tugas-tugas, namun tidak dikerjakan. c. analisis konsep penerimaan konsep pengetahuan dapat diketahui dari hasil post-test yang dilakukan di akhir perkuliahan. selain itu, terdapat 4 materi praktikum yang dapat mengakomodir keterampilan siswa dalam bekerja di laboratorium, namun belum ada materi praktikum terkait isolasi mikroba dari lingkungan, sehingga dengan adanya penelitian pengembangan ini dapat mengakomodir kebutuhan belajar mahasiswa dalam praktikum materi mikrobiologi lingkungan. d. analisis tujuan pembelajaran tujuan pembelajaran yang dibuat oleh dosen sangat terperinci dan telah dapat mengakomodir capaian pembelajaran dalam mata kuliah mikrobiologi. 2. tahap perancangan (design) a. penentuan format modul penentuan format modul mengacu pada karakteristik dalam petunjuk teknis penyusunan modul (depdiknas, 2008), diantaranya self instruction, self contained, stand alone, adaptif dan user friendly. b. desain sampul depan modul c. dilengkapi dengan petunjuk penggunaan modul bagi dosen dan mahasiswa d. penjabaran struktur dan materi dalam modul disusun secara terperinci serta dilengkapi dnegan evaluasi. 3. tahap pengembangan (develop) pada tahap pengembangan dilakukan kelayakan modul oleh beberapa ahli, yaitu: a. ahli pengembangan bahan ajar b. ahli materi c. praktisi pendidikan, yaitu dosen pengampu matakuliah mikrobiologi hasil validasi modul mikrobiologi terangkum dalam tabel 3 sebagai berikut. tabel 3. ringkasan hasil validasi modul mikrobiologi bidang keahlian hasil validasi keterangan (materi) biologi 85 % cukup valid (tidak revisi) (bahan ajar) pengemban gan modul 87 % valid (tidak revisi) (praktisi pendidikan) dosen matakuliah mikrobiolog i 84 % cukup valid (tidak revisi) hasil validasi adalah berupa data kualitatif dan kuantitatif. data kualitatif berupa skor dan penilaian bagian-bagian penyusun modul, sedangkan data kuantitatif merupakan saran dan komentar yang diberikan validator untuk pertimbangan revisi modul. uji keterbacaan modul dilakukan pada 12 orang mahasiswa jurusan teknologi industri pertanian secara acak di universitas tribhuwana tunggadewi. hasil pengisian angket dengan rerata penilaian keterbacaan sebesar 86.55% yang berarti cukup valid dan tidak perlu direvisi. hasil uji keterbacaan disajikan pada tabel 4. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 130 tabel 4. tabel ringkasan hasil angket keterbacaan mahasiswa deskriptor no mahasiswa 1 2 3 4 5 6 7 8 9 10 11 12 materi mudah dipahami & menggunakan bahasa yang lugas 5 4 4 5 5 5 5 4 4 4 4 4 dapat membangkitkan motivasi 4 3 4 5 4 4 5 3 3 3 4 5 kegiatan modul mendorong mahasiswa dalam memahami materi 4 5 5 5 4 4 4 4 5 5 4 4 kegiatan modul mendorong kemampuan berpikir mahasiswa 4 4 4 4 5 5 3 4 4 4 5 4 kegiatan modul mendorong mengembangan keterampilan proses sains 4 4 4 5 4 4 4 5 5 5 4 4 kegiatan modul mendorong mahasiswa memiliki sikap ilmiah 4 4 4 5 5 5 4 4 4 4 4 4 ilustrasi sesuai dengan pesan yang ingin disampaikan 4 4 4 5 5 5 4 4 5 5 5 5 kalimat modul mudah dipahami 4 5 5 4 5 5 4 4 5 5 4 4 penggunaan font menarik & mudah dibaca 5 2 5 5 4 4 4 5 4 4 5 3 penggunaan istilah yang konsisten 4 4 4 4 5 5 5 4 4 4 4 5 penggunaan lambang/simbol yang konsisten dan membantu memahami materi 4 4 4 4 5 5 4 4 5 5 5 5 lay out menarik 4 4 5 5 5 5 5 4 5 5 4 5 evaluasi membantu mahasiswa memahami materi 2 3 4 4 4 4 4 5 4 4 3 4 glosarium membantu memahami materi 4 4 5 4 5 5 5 5 4 4 4 4 menambah wawasan pengetahuan tentang upaya rehabilitasi lingkungan 4 4 5 5 5 5 4 4 5 5 4 4 persentase (%) 80 77.3 88 92 93.3 90.7 85.3 90.7 84 88 84 85.3 rerata persentase (%) 86.55 kesimpulan dan saran kesimpulan hasil produk berupa modul mengalami revisi yang bertujuan untuk perbaikan modul, sehingga pemakaian modul menjadi lebih efisien, efektif dan komunikatif kepada pembaca, dengan tetap memperhatikan tujuan penyusunan modul. penyusunan modul bertujuan untuk menyediakan bahan ajar yang dapat memfasilitasi mahasiswa dalam pencapaian standar kompetensi, berupa hard skill dan soft skill. sedangkan tujuan yang lebih khusus, modul dapat mengembangkan kemampuan berpikir mahasiswa, keterampilan proses sains dan sikap ilmiah. produk bahan ajar berupa modul memiliki beberapa keunggulan, diantaranya adalah disusun berdasarkan metodologi dan hasil penelitian; bersifat otentik dan kontekstual, karena obyek penelitian berada di lingkungan sekitar mahasiswa dan dapat dijangkau; serta dapat menyelesaikan permasalahan limbah yang ada dengan cara yang efektif. kelemahan dari modul ini adalah berdasarkan hasil penelitian, bakteri indigen yang diisolasi sebatas pada bakteri pengurai lemak. pada kenyataannya, sungai juga dialiri berbagai macam limbah yang kaya akan bahan organik lain, misalnya jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 131 protein atau senyawa anorganik seperti kromium yang memiliki toksisitas tinggi terhadap biota perairan, sehingga perlu dilakukan isolasi dan karakterisasi bakteri pengurai yang lain. saran untuk penyempurnaan kegiatan penelitian pengembangan ini, perlu dilakukan tahapan keempat, yaitu tahap penyebaran (disseminate). saran yang diajukan dalam bagian ini mengacu kepada tiga sisi, yaitu saran untuk keperluan pemanfaatan produk, saran untuk diseminasi produk kepada sasaran yang lebih luas dan saran untuk pengembangan lebih lanjut, dengan penjabaran sebagai berikut. a. saran dalam hal pemanfaatan produk produk disusun untuk memenuhi kebutuhan dalam hal ketersediaan bahan ajar dan dapat dipergunakan dengan atau tanpa bimbingan dari dosen pengampu matakuliah. produk disertai dengan formula starter yang dapat digunakan dalam kegiatan praktikum biodegradasi secara pilot plan dan uji hayati. penerapan praktikum dapat menggunakan sampel air yang mengandung kadar lemak tinggi yang diperoleh mahasiswa dari lingkungan sekitarnya atau juga berupa limbah buangan rumah tangga. b. saran untuk diseminasi produk untuk sasaran yang lebih luas diseminasi dapat dilakukan pada matakuliah yang mengkaji lingkungan, kerusakan dan perbaikan lingkungan. diseminasi dapat dilakukan dengan melaporkan hasil uji coba produk pada seminar nasional atau internasional; pencetakan dan publikasi modul ke perguruan tinggi; penulisan artikel ilmiah yang bertujuan memperkenalkan modul dan hasil uji cobanya kepada civitas akademika; serta mencari matakuliah lain yang relevan dengan penerapan modul. diseminasi modul juga dilengkapi dengan formula starter yang dijadikan sebagai bahan utama dalam pelaksanaan praktikum. c. saran untuk pengembangan lebih lanjut modul dapat dikembangan dalam bentuk elektronik, berupa e-modul sehingga dapat mengintegrasikan keterampilan teknologi dan komputerisasi pada pelaksanaannya. selain itu, penelitian yang dijadikan dasar dalam pengembangan modul ini adalah mengkaji sebatas pada bakteri indigen lipolitik, sehingga dapat dilakukan penelitian serupa dengan mengisolasi bakteri pendegradasi bahan pencemar lain, misalnya bakteri dengan karakter proteolitik, zat warna dan kromium. selain kaya akan lemak, limbah hasil pengolahan dan penyamakan kulit juga mengandung protein, zat warna dan kromium. daftar rujukan amri, s.k. a. 2010. konstruksi pengembangan pembelajaran. jakarta: prestasi pustaka. depdiknas. 2008. tehnik penyusunan modul. http://www.diknas. teknis_penyusunan_modul, (online). diakses 12 mei 2016. depdiknas. 2010. juknis pengembangan bahan ajar. http://www.diknas. juknis_pengembangan_bahan_ajar, (online). diakses 12 mei 2016. keputusan menteri lingungan hidup no. 51 tahun 1995 tentang baku mutu limbah cair bagi kegiatan industri. mohammad, n. 2010. pengembangan bahan ajar. http://docstoc.com, (online) diakses 12 mei 2016. mulyasa, e. 2003. kurikulum berbasis kompetensi. bandung: remaja rosdakarya. peraturan menteri negara lingungan hidup no. 03 tahun 2010. peraturan pemerintah nomor 82 tahun 2001 tanggal 14 desember 2001 tentang pengelolaan kualitas air dan pengendalian pencemaran air. rustaman, n.y. 2011. pendidikan dan penelitian sains dalam mengembangkan keterampilan http://www.diknas./ http://www.diknas./ http://docstoc.com/ jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 125-132) hasminar rachman fidiastuti dkk, pengembangan modul matakuliah 132 berpikir tingkat tinggi untuk pembangunan karakter. pendidikan biologi fkip uns surakarta, 16 juli 2011. susanto, p. 2002. keterampilan dasar mengajar ipa berbasis konstruktivisme. malang: jurusan biologi fmipa universitas negeri malang. tong y.; miao, y. and ulrich, a. 2012. biodegradation of organic compounds in ospw with microbial communities indigenous to mft. department of civil and environmental engineering: university of alberta. vembriarto, st. 1985. pengantar pengajaran modul. yogyakarta: yayasan pendidikan paramita. zainul, a. 2008. asessmen sumatif dan asesmen formatif. bahan kuliah evaluasi pendidikan ipa di prodi pendidikan ipa pascasarjana upi. jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 209 veni puspita dewi dkk., studi trikoma daun studi trikoma daun pada famili solanaceae sebagai sumber belajar biologi veni puspita dewi1, iin hindun1, sri wahyuni1 1pendidikan biologi fkip universitas muhammadiyah malang e-mail:iinhindunhindun@yahoo.co.id abstrak penelitian dilakukan dengan melihat jaringan epidermis pada tujuh spesies yang mewakili family solanaceae (solanum melongena, solanum tuberosum, capsicum frustescens, capsicum annum, datura metel, physalis minima dan lycopersicon pimpinellifolium) yang ditemukan di daerah cangar kota batu dengan metode jelajah. kemudian dilakukan penelitian pada epidermis daun di labolatorium biologi universitas muhammadiyah malang dengan menggunakan mikroskop sem. hasil penelitian menunjukkan bahwa trikoma pada famili solanaceae memiliki bentuk yang bervariasi. dari 7 spesies ditemukan trikoma rambut sederhana, stellata, berkepala unicel dan hidatoda. kemudian hasil penelitian ini untuk dikembangkan menjadi sumber belajar biologi sma kelas xi melalui analisis kd, silabus dan rpp pada materi pembelajaran jaringan tumbuhan dengan penyajian bahan ajar berbentuk buku ilmiah. kata kunci: studi bentuk, trikoma daun, family solanaceae, sumber belajar suku terung-terungan (solanaceae) adalah salah satu suku tumbuhan berbunga yang terdiri dari 83 genus dengan 2.925 spesies. umumnya, keluarga dari family adalah herba atau berkayu, tegak atau memanjat, pohon jarang kecil. kebanyakan tanaman dalam keluarga ini memiliki nilai perekonomian sangat penting bagi kehidupan manusia seperti kentang (solanum tuberosum), cabe (capsicum sp.), terong (solanum sp.) dan tomat (lycopersicon lycopersicum linn.). buahbuahan yang dapat dimakan dapat ditemukan dalam genus physalis (cape gooseberry, jamberry, gula cherry, cina latern dll, sesuai dengan spesies dan varietas) , capsicum ( paprika manis dan cabai), dan yang paling banyak menghasilkan alkaloid beracun dan beberapa komersial penting adalah jenis (nicotiana dan datura) (adedeji, 2007). banyaknya keragaman jenis dari suku family solanaceae memungkinkan kita mengalami kesulitan dalam mengenali satu persatu spesies dari anggota family solanaceae tersebut. salah satu cara yang bisa dilakukan untuk dapat mengenali jenis spesies dari anggota family tersebut yaitu biasanya dengan melakukan identifikasi ciri-ciri khusus yang tampak pada anggota dari family solanaceae tersebut seperti misalnya dengan identifikasi morfologi daun, buah, batang atau yang lainnya. selain ciri-ciri yang tampat tersebut, salah satu ciri yang juga dapat digunakan untuk mengenali ataupun mengidentifikasi jenis dari anggota suatu family adalah dengan melihat jenis, struktur maupun bentukdari trikoma yang tampak. trikoma merupakan salah satu derivate dari epidermis yang berasal dari bahasa yunani yang artinya rambut-rambut yang tumbuh dan berasal dari sel-sel epidermis dengan bentuk, susunan serta fungsinya yang memang bervariasi (yayan, 1994). trikoma pada jaringan epidermis mempunyai sifat khusus sebagai daya pertahanan dari serangga, yang ditentukan oleh adanya kelenjar (glandula) atau tidak (nonsecretory), kerapatan, panjang, bentuk, dan ketegakaan trikoma. menurut harisha (2013), struktur maupun morfologi trikoma memiliki keragaman dan dapat dijadikan sebagai kunci dari identifikasi marga, spesies, subspecies dan varietas dari berbagai family yang diteliti. keragaman genus serta spesies dari family solanaceae mengindikasi adanya keragaman jenis serta bentuk dari trikoma pada family tersebut. hasil penelitian terdahulu tentang trikoma pada family solanaceae yang dilakukan harisha (2013), telah ditemukan beberapa jenis trikoma dari famili http://id.wikipedia.org/wiki/familia http://id.wikipedia.org/wiki/tumbuhan_berbunga jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 210 veni puspita dewi dkk., studi trikoma daun solanaceae diantaranya ditemukan trikoma glandular multicellular pada spesies datura metel, trikoma non glandular bentuk bintang pada spesies solanum indicum, dan s. xantocarpum, serta trikoma glandular bentuk kait pada spesies lainnya. sedangkan berdasarkan hasil penelitian o.adedeji (2007), ditemukan jenis trikoma bervariasi pula pada 4 genus dari family solanaceae tersebut. dari 3 spesies genus solanum yang diteliti hanya spesies solanum torvum yang trikomanya non glandular. pembelajaran di tingkat sma, pada materi kelas xi kopetensi dasar (kd) kurikulum 2013 “4.3 menyajikan data tentang struktur anatomi jaringan pada tumbuhan berdasarkan hasil pengamatan untuk menunjukkan pemahaman hubungan antara struktur dan fungsi jaringan pada tumbuhan terhadap bioproses yang berlangsung pada tumbuhan. kenyataannya, beberapa buku biologi sma kelas xi hanya membahas pengertian singkat tentang trikoma tanpa adanya sumber gambar yang menunjang menjadikan buku ajar biologi sma kelas xi kurang lengkap pembahasannya. dari tiga buku ajar, hanya ada 1 buku saja yang menyediakan gambar dari bentuk trikoma. berdasarkan kd yang tertuliskan pada kurikulum, materi tentang jaringan tumbuhan sebaiknya dilengkapi dengan materi-materi yang lebih lengkap terutama pada sumber gambar yang ada pada buku biologi sma kelas xi agar siswa lebih memahami dan lebih mengerti materi tersebut. selain pada materi biologi sma, penelitian ini juga bermanfaat bagi mahasiswa di tingkat perguruan tinggi pada kuliah anatomi tumbuhan. metode penelitian jenis penelitian jenis penelitian deskriptif yaitu penelitian yang bertujuan membuat pencandraan (deskripsi) secara sistematis, factual, dan akurat mengenai fakta-fakta dan sifat-sifat populasi atau daerah tertentu (suryabrata, 1983). sedangkan penelitian kualitatif adalah penelitian yang bertolak belakang dari filsafat konstruktivisme yang berasumsi bahwa kenyataan itu berdimensi jamak, interaktif dan suatu pertukaran pengalaman social yang diinterpretasikan oleh individu-individu (sukmadinata, 2011). jenis penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif kualitatif sebagaimana menurut sukmadinata (2011) tujuan dari penelitian deskriptif kuantitatif yaitu untuk mendeskripsikan fenomena-fenomena yang ada, baik secara alamiah maupun buatan manusia dimana dalam penggambarannya peneliti melakukan pengamatan, interview, dan mengembangkan teori. menurut arikunto (2010) dalam penelitian deskriptif tidak dimaksudkan untuk menguji hipotesis. tempat dan waktu penelitian ini dilakukan di laboratorium biologi universitas muhammadiyah malang. waktu penelitian ini dilakukan pada tanggal 17-19 juni 2014. populasi populasi adalah keseluruhan objek penelitian baik yang berupa manusia, gejala, nilai ataupun peristiwa (rofiq, 2011). populasi dalam penelitian ini adalah semua jenis tanaman dari familia solanaceae yang ditemukan di lokasi penelitian yaitu di sepanjang jalan daerah cangar kecamatan bumiaji, kota batu. sampel sampel menurut (fachrul, 2012) merupakan sebagian anggota dari populasi yang dipilih dengan menggunakan prosedur tertentu sehingga diharapkan dapat mewakili populasinya dalam komunitas. sampel dalam penelitian ini jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 211 veni puspita dewi dkk., studi trikoma daun adalah daun tanaman dari tanaman familia solanaceae yang mudah ditemukan didaerah sekitar terutama di daerah cangar, kecamatan bumiaji, kota batu. prosedur penelitian ada beberapa tahapan yang dapat dilakukan dalam mempersiapkan prosedur penelitian : tahap persiapan 1. persiapan alat  mikroskop scanning electron microscop (sem)  pisau/silet/gunting  pinset  kamera digital 2. persiapan bahan  sampel daun dari beberapa spesies family solanaceae  doubletape tahap pelaksanaan 1. pengambilan sampel pada tahap pelaksanaan ini sampel daun diambil dari beberapa spesies yang termasuk dalam family solanaceae yang diambil dari daerah cangar, yang mudah ditemukan. pengambilan sampel diperoleh dari daerah batu, kecamatan bumiaji dengan metode jelajah (rivaldi, 2013). sampel diambil secara kualitatif dengan menjelajahi area cangar, kecamatan bumiaji, kota batu. 2. pembuatan media preparat mengidentifikasi jenis trikoma daun : 1. menyambungkan alat dengan listrik. 2. menyalakan saklar yang berada di samping sem kemudian membiarkannya terlebih dahulu selama 30 menit untuk pemanasan alat. 3. menyiapkan specimen utuh (sediaan segar) dengan cara menggunting bahan kemudian menempelkan dengan doubletape pada bodder. 4. menekan tombol evac/air untuk menghasilkan udara pada ruang spesimen lampu led (air yang berkedip berwarna kuning). untuk menunjukkan bahwa udara sudah masuk pada camber spesimen maka lampu led air akan menyala konstan dan tidak berkedip-kedip lagi. 5. menarik handle pada tempat sampel 1 dan sampel 1 diletakkan pada tempat hodder yang tersedia. tutup kembali bagian tersebut kemudian tekan bagian evac/air untuk proses pengamatan dan tunggu sampai lampu led air berwarna biru tidak berkedip lagi. 6. mengklik ikon soffer sem pada computer. 7. mengklik ikon start untuk memulai proses observasi pada sampel 1. 8. menyimpan hasil observasi. 9. mengklik stop untuk menghentikan observasi pada sampel 1. 10. menekan tombol evac (air yang berkedip dan berwarna kuning) untuk mengakhiri proses vaccum sampel 1. 11. menarik handle pada tempat sampel dikeluarkan dari camber. 12. mematikan microskop sem dengan tombol off kemudian mencabut kabel sem dari sumber listrik. hasil dan pembahasan bentuk trikoma daun yang ditemukan pada famili solanaceae berdasarkan hasil penelitian yang dilakukan di laboratorium biologi umm, pada 7 spesies dari 5 genus terpilih yang mewakili anggota family solanaceae yaitu genus solanum (s. melongena dan s. tuberosum), genus capsicum (c. frutescens dan c. annum), genus brugmansia (b. suaveolens), genus physalis (p. minima) dan genus lycopersicon (l. pimpinellifolium) dengan menggunakan mikroskop sem telah ditemukan adanya jenis serta bentuk jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 212 veni puspita dewi dkk., studi trikoma daun trikoma daun yang berbeda. berikut adalah temuan trikoma yang di dapat melalui potret mikroskop sem serta penjelasannya. tabel 1. rekapitulasi jenis trikoma yang ditemukan pada famili solanaceae spesies dari famili solanaceae jenis trikoma bentuk trikoma gambar 1. solanum melongena (terong ungu) non glandular stellata 2. solanum tuberosum (kentang) non glandular & glandular rambut sederhana menyerupai jarum & hidatoda 3. capsicum frustescens (cabe rawit) non glandular rambut sederhana dengan ujung berkait 4. capsicum annum (cabe keriting) non glandular & glandular rambut sederhana dengan ujung berkait & hidatoda jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 213 veni puspita dewi dkk., studi trikoma daun pembahasan berdasarkan tabel rekapitulasi jenis trikoma daun yang ditemukan pada family solanaceae diatas, dapat diuraikan bahwa dari ketujuh spesies diatas telah ditemukan jenis trikoma yang berbeda dengan bentuk yang berbeda pula. empat spesies diantaranya (solanum melongena, capsicum frustescen, physalis minima, dan lycopersicon pimpinellifolium) telah ditemukan adanya trikoma non glandular pada lapisan epidermis daunnya. dua spesies lainnya (capsicum annun dan solanum tuberosum) ditemukan adanya dua jenis trikoma yang berbeda dalam satu daun yaitu ditemukan adanya trikoma glandular dan non glandular. sedangkan pada spesies datura metel hanya ditemukan trikoma jenis glandular saja. sehingga jika dikalkulasikan ke dalam bentuk persen, maka terlihat bahwa 57,1 % dari family solanaceae yang diteliti memiliki jenis trikoma non glandular, 28,6 % memiliki 2 jenis trikoma (glandular dan non glandular) serta 14,3% adalah bertrikoma glandular. spesies solanum melongena atau biasa disebut tanaman terong ini memiliki jenis trikoma non glandular berbentuk stellata dengan banyak lengan pada daunnya, dimana rata-rata terdiri dari 7-8 lengan. temuan ini diperkuat dengan hasil penelitian harisha (2013) bahwa pada genus solanum (solanum xantocarpum dan solanum indicum) telah ditemukan jaringan trikoma yang berjenis non glandular dengan bentuk stellata atau dikatakan menyerupai bintang pada organ daunnya. capsicum frustescens juga ditemukan jenis trikoma non glandular, dengan bentuk trikomanya adalah rambut sederhana yang bagian pucuk membengkok seperti memiliki kait. bentuk trikoma tidak berdiri tegak tetapi dengan posisi agak tidur atau merunduk. berbeda dengan hasil temuan adedeji (2007), dalam hasil penelitiannya dituliskan bahwa genus capsicum pada spesies c. 5. datura metel (kecubung) glandular trikom berkepala unisel 6. physalis minima (ciplukan) non glandular rambut sederhana dengan ujung berkait serta berkutil 7. lycopersicon pimpinellifolium (tomat) non glandular rambut sederhana menyerupai jarum jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 214 veni puspita dewi dkk., studi trikoma daun frustescens dan c. chinense telah ditemukan 2 jenis trikoma yaitu glandular dan non glandular pada bagian adaksial maupun abaksial daun. tetapi pada hasil penelitian kali ini, hanya ditemukan trikoma non glandular saja dikarenakan penelitian ini hanya dilakukan pada bagian adaksial daun saja sehingga trikoma jenis glandular tidak ditemukan. trikoma nonglandular pada spesies c. frustescens memiliki kesamaan bentuk dengan trikoma non glandular pada c. annum. trikoma yang ditemukan pada spesies physalis minima adalah trikoma jenis non glandular dengan bentuk rambut sederhana yang hampir memiliki persamaan dengan trikoma pada c. frustescens yaitu memiliki kait tetapi trikoma pada physalis memiliki tekstur pangkal yang besar hampit menyerupai ujung tombak tetapi ujung membengkok. selain itu trikoma pada physalis permukaannya memiliki bintik-bintik timbul seperti kutil. sejalan dengan hasil penelitian harisha (2013) bahwa trikoma pada physalis minima memperlihatkan bentuk trikoma berkutil dengan bagian ujung seperti kait. lycopersicon pimpilellifolium atau tanaman tomat memiliki bentuk trikoma mirip dengan trikoma non glandular pada s. tuberosum yang berbentuk rambut sederhana menyerupai jarum dengan ujung runcing. sedangkan trikoma glandular pada solanum tuberosum memiliki kesamaan dengan trikoma glandular pada capsicum annum yaitu berbentuk hidatoda yang tampak memiliki tangkai uniselular dan kepala dengan banyak sel (multicellular head) sehingga disebut dengan trikoma hidatoda. menurut fahn (1991), trikoma ini mengeluarkan larutan encer yang berisi beberapa bahan organic dan anorganik yang disebut hidatodatrikom dengan ciri memiliki tangkai uniseriat dan kepala lonjong dengan banyak sel. jenis trikoma glandular yang memiliki kepala di bagian atasnya dengan tangkai panjang seperti jarum ditemukan pada datura metel atau biasa disebut kecubung. harisha (2013) dalam penelitiannya menyebutkan bahwa bagian kepala trikoma tersebut berisi pigmen coklat tetapi, pada penelitian ini tidak diketahui apakah benar berisi pigmen atau tidak karena penelitian ini hanya mellihat trikoma dari bagian luar saja. esau (1977), juga mengatakan bahwa trikoma sering memiliki kepala uniseluler atau multiseluler terdiri dari sel yang memproduksi sekresi dan ditanggung pada tangkai sel non glandular. berdasarkan uraian tersebut, maka dapat disimpulkan bahwa pada family solanaceae yang telah diteliti, jenis trikoma yang ditemukan pada lapisan epidermis daun didominasi oleh trikoma jenis non glandular dengan keragaman bentuk yang sangat bervariasi antar spesies. dengan demikian, family solanacea menunjukkan adanya keragaman jenis serta bentuk trikoma meskipun masih dalam satu famili. keragaman jenis serta bentuk dari trikoma yang ditemukan memiliki keterkaitan dengan fungsi trikoma yang merupakan derivate epidermis sebagai pelindung organ daun. seperti yang ditulis oleh (fahn, 1979) bahwa masing-masing trikoma mempunyai fungsi yang berbeda, trikoma non-kelenjar antara lain berfungsi sebagai penghalang masuknya pathogen melalui stomata, sedangkan trikoma kelenjar berfungsi mengeluarkan metabolit sekunder. bentuk, ukuran serta kerapatan bentuk serta jenis trikoma juga mempengaruhi terhadap fungsi dari trikoma dalam perlindungan organ daun suatu tanaman. dikatakan bahwa trikoma pada jaringan epidermis mempunyai sifat khusus sebagai daya pertahanan dari serangga ditentukan oleh adanya kelenjar (glandula) atau tidak (non sekretori), kerapatan, panjang, bentuk, dan ketegakan trikoma (suharsono, 2009). ukuran masing-masing trikoma dalam penelitian ini tidak bisa ditentukan karena pada penelitian ini ukuran trikoma dalam satu daun tidak sama sehingga sulit untuk diidentifikasi ukurannya. kemudian jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 215 veni puspita dewi dkk., studi trikoma daun untuk melihat kerapatan trikoma pada tiap daun juga tidak efektif digunakan karena perbesaran yang dipakai saat pengambilan foto sem dalam penelitian ini tidak diambil dengan perbesaran yang sama. kesalahan maupun kekurangan dalam penelitian ini mungkin bisa menjadi perhatian bagi penelitian selanjutnya agar dapat menghindari segala bentuk kesalahan yang dapat menjadikan penelitian tidak sempurna sehingga tidak akan terjadi kesalahan-kesalahan yang sama. pemanfaatan hasil penelitian sebagai sumber belajar hasil penelitian identifikasi jenis trikoma daun sebagai sumber belajar yang dilakukan dengan menggunakan mikroskop sem telah ditemukan adanya keragaman jenis serta bentuk trikoma daun dari beberapa spesies yang mewakili anggota family solanaceae tersebut. hasil temuan ini dapat dikelola menjadi bahan ajar yang bermanfaat dan menarik bagi proses pembelajaran di dunia pendidikan baik bagi siswa maupun guru. tentunya dengan mengaitkan hasil temuan tersebut dengan materi pembelajaran biologi di sma khususnya kelas xi semester 1 yaitu pada materi jaringan tumbuhan melalui analisis kd, sehingga layak dijadikan sebagai sumber belajar. berdasarkan hasil analisis buku ajar biologi sma kelas xi yang dikaitkan dengan kd “4.3 menyajikan data tentang struktur anatomi jaringan pada tumbuhan berdasarkan hasil pengamatan untuk menunjukkan pemahaman hubungan antara struktur dan fungsi jaringan pada tumbuhan terhadap bioproses yang berlangsung pada tumbuhan” ternyata beberapa bahan ajar berupa buku paket yang ada di sekolah selama ini pokok bahasan tentang jaringan epidermis (trikoma) belum sepenuhnya terpenuhi. dengan demikian hasil penelitian ini sekiranya dapat dijadikan tambahan maupun pelengkap informasi untuk memenuhi kd tentang jaringan tersebut. syarat pemanfaatan hasil penelitian pemanfaatan hasil penelitian yang akan dimanfaatkan sebagai sumber belajar dalam proses belajar-mengajar tentunya dengan mempertimbangkan syarat-syarat sebagai berikut (zaif, 2013) yaitu dengan melihat : 1. kejelasan potensi, kejelasan potensi dalam penelitian ini yaitu berkaitan dengan kesesuaian pada kd 4.3 menyajikan data tentang struktur anatomi jaringan pada tumbuhan berdasarkan hasil pengamatan untuk menunjukkan pemahaman hubungan antara struktur dan fungsi jaringan pada tumbuhan terhadap bioproses yang berlangsung pada tumbuhan. 2. kesesuaian dengan tujuan belajar hasil temuan dalam penelitian sudah sesuai dengan tujuan belajar di biologi sma yang telah tertulis di kurikulum 2013 atau kurikulum baru pada kd 4.3 menyajikan data tentang struktur anatomi jaringan pada tumbuhan berdasarkan hasil pengamatan untuk menunjukkan pemahaman hubungan antara struktur dan fungsi jaringan pada tumbuhan terhadap bioproses yang berlangsung pada tumbuhan. ditemukannya berbagai jenis serta bentuk trikoma yang berkaitan dengan fungsinya dalam proses perlindungan organ daun merupakan salah satu bukti kesesuaian antara hasil temuan penelitian dengan tujuan belajar di sma kelas xi biologi. selain sesuai dengan tujuan belajar di sma, hasil temuan pada penelitian ini juga sesuai dengan materi di perguruan tinggi dalam materi anatomi tumbuhan yang membahas lebih mendalam tentang struktur serta bagianbagian dari tumbuhan. 3. kejelasan sasaran, berdasarkan hasil penelitian yang disesuaikan dengan analisis ki kd 2013, sasaran penerapan hasil penelitian jaringan trikoma ini adalah tertuju pada siswa sma khususnya pada kelas xi mata pelajaran jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 216 veni puspita dewi dkk., studi trikoma daun biologi serta mahasiswa biologi dalam mata kuliah anatomi tumbuhan. 4. kejelasan informasi yang ingin diungkap, kejelasan informasi dari hasil penelitian trikoma pada beberapa spesies dari family solanaceae yang telah diteliti ini dimaksudkan untuk melengkapi atau memberi sumbangan informasi kepada peserta didik mencakup mahasiswa perguruan tinggi serta siswa-siswi sma mengenai sistem jaringan tumbuhan yang terkait pada kurikulum di sma pada kd 3.3 yang membahas tentang jaringan tumbuhan khususnya di sini pada jaringan epidermis (trikoma) agar bermanfaat bagi siswa maupun guru sehingga mempermudah proses belajar mengajar di sekolah. 5. kejelasan eksplorasinya. eksplorasi disini menurut joi johari (2013), adalah proses atau kegiatan memperoleh pengalaman-pengalaman baru dari situasi yang baru. eksplorasi dalam penelitian ini yaitu tentang bagaimana cara atau proses dalam melakukan penelitian tersebut sehingga didapatkan hasil temuan trikoma yang akan digunakan menjadi sumber belajar. pemanfaatan bahan ajar buku penelitian ini dilakukan dengan menemukan dan mengidentifikasi jenis serta bentuk trikoma menggunakan mikroskop sem yang dilakukan di laboratorium biologi universitas muhammadiyah malang. hasil penelitian yang telah layak dijadikan sebagai sumber belajar tersebut, kemudian dapat ditentukan jenis bahan ajar apa yang sesuai untuk digunakan dalam mengelolah hasil temuan terhadap penelitian ini. bahan ajar buku adalah jenis bahan ajar yang dipilih dalam pemanfaatan hasil penelitian ini karena, bahan ajar tersebut sangat bermanfaat bagi proses pembelajaran serta pemahaman siswa terhadap materi yang bersangkutan. bahan ajar buku ilmiah adalah buku yang disusun berdasarkan kaidah keilmiahan. misalnya, buku yang disusun berdasarkan hasil penelitian dan disampaikan dalam bahasa ilmiah atau juga bahan tertulis yang menyajikan ilmu pengetahuan buah pikiran dari pengarangnya yang biasanya diambil dari hasil penelitian, hasil pengamatan, aktualisasi pengalaman, otobiografi, atau hasil imajinasi seseorang yang disebut sebagai fiksi. bahan ajar ini dapat digunakan siswa untuk memahami informasi dasar saat akan melakukan suatu penelitian atau juga sebagai tinjauan saat melakukan praktikum di sekolah. khususnya materi tentang jaringan tumbuhan yang berfokus pada jenis jaringan trikoma yang memiki peran dalam perlindungan bagian organ daun. dengan adanya berbagai jenis gambar trikoma pada beberapa spesies yang berbeda yang diambil dari microscop sem, tentunya dapat membuat siswa lebih paham akan trikoma serta fungsinya. kesimpulan berdasarkan hasil analisis data dan pembahasan dalam penelitian yang berjudul “studi trikoma daun pada family solanaceae sebagai sumber belajar biologi” tersebut dapat diambil kesimpulan sebagai berikut : 1. bentuk trikoma pada 7 spesies family solanaceae adalah trikoma berbentuk hidatoda, rambut sederhana dengan ujung bengkok (berkait), rambut sederhana (ujung berkait dan permukaan berkutil), stellate (berbentuk bintang), rambut sederhana menyerupai jarum dan trikoma berkepala unicel. 2. sumber belajar dalam bentuk bahan ajar cetak buku ilmiah merupakan sumber belajar yang digunakan dalam pemanfaatan hasil penelitian studi trikoma daun pada family solanaceae. daftar pustaka adedeji, o. 2007. foliar epidermal studies, organograpic distribution jurnal pendidikan biologi indonesia volume 1 nomor 2 2015 (issn: 2442-3750) (halaman 209-218) 217 veni puspita 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e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 277 persepsi dan preferensi guru-guru di kabupaten tana tidung terhadap penerapan lesson study berdasarkan motivasi dan sikap untuk pengembangan profesionalisme guru wilayah perbatasan perception and preferences teachers in tana tidung district based on lesson study applications by the motivation and attitude for professionalism development of boundary region teacher vlorensius 1 , endik deni nugroho 2 , kadek dewi wahyuni andari 3 1,2,3 universitas borneo tarakan, jl. amal lama no.1, kel. pantai amal, kec. tarakan timur, kota tarakan, kalimantan utara, telp.08115307023 e-mail korespondensi: endwi.2011@gmail.com abstrak salah satu kegiatan pengembangan profesi guru adalah membuat karya tulis di bidang pendidikan. dinas pendidikan kabupaten tana tidung awal tahun 2015 telah memulai program profesionalisme guru-guru melalui kegiatanlesson study. kegiatan ini merupakan salah satu cara pembinaan profesi pendidik dan memperbaiki mutu proses pembelajaran melalui pengkajian pembelajaran secara kolaboratif dan berkesinambungan berlandaskan prinsip-prinsip kolegalitas dan mutual learning untuk membangun komunitas belajar di seluruh sekolah dan guru-guru kabupaten tana tidung. kegiatan ini sudah berjalan selama 1 tahun namun belum menunjukkan tolak ukur keberhasilan dalam meningkatkan profesionalisme guru-guru di kabupaten tana tidung. jenis penelitian ini ialah penelitian deskriptif dengan pendekatan kualitatif. waktu penelitian maretoktober 2016. pelaksanaan penelitian ini dilakukan melalui tiga tahap, yaitu tahap persiapan, tahap pengumpulan data dan tahap analisis data. hasil penelitian menunjukan bahwa guru-guru kabupaten tana tidung sangat menyukai dan minat pada kegiatan lesson study, dan mayoritas bersedia menjadi guru model dan observer dalam kegiatan lesson study. preferensi mayoritas guru terhadap kebermanfaatan lesson study adalah untuk meningkatkan mutu guru dan mutu pembelajaran. berdasarkan analisis persepsi tentang daya tarik terhadap kegiatan lesson study sebagian guru-guru mengikuti dan melaksanakan lesson study mempunyai kegiatan lesson study memberi manfaat untuk memperbaiki kualitas pembelajaran. berdasarkan analisis faktor dengan tiga subskala yaitu minat, kompetensi dan upaya menunjukan guru berpendapat bahwa melaksanakan kegiatan lesson study yang efektif dapat memberikan respon positif dari siswa. kata kunci: persepsi, preferensi, lesson study, motivasi, sikap, kompetensi guru, wilayah perbatasan abstract one of the teacher professional development activities is made papers in the field of education. tana tidung department of education early 2015 has initiated a program professionalism of teachers through lesson study. this activity is one way of professional guidance for educators and improve the quality of the learning process through collaborative learning assessment and sustainable based on the principles of collegiality and mutual learning to build a learning community around the school and teachers in tana tidung. this activity has been running for one year but has yet to show a measure of success in improving of professionalism teachers. this type of research is descriptive research with a qualitative approach. this research has been conducted on march-october 2016. the research was conducted in three stages, there were preparatory stage, the stage of data collection and data analysis stage. this research showed that the teachers were very fond of and interest in the activities lesson study, and the majority are willing to be a model teacher and observer. preferences majority of teachers to the usefulness of lesson study is to improve the quality of teachers and the quality of learning. based on the analysis of the perception of lesson study activities most of the teachers to follow and implement lesson study has activities provide benefits to improve the quality of learning. based on the factor analysis with the three subscales namely interest, competence and efforts showed that teachers found conducting an effective lesson study can give a positive response from students. keywords: perception, lesson study, motivation, competency and boundary regence javascript:void(0) jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 278 dalam undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional, disebutkan bahwa jabatan guru sebagai pendidik merupakan jabatan professional. di pertegas lagi dengan peraturan menteri pendidikan nasional nomor 16 tahun 2007 menegaskan bahwa standar kompetensi guru dikembangkan secara utuh dari empat kompetensi, yaitu kompetensi pedagogik, kepribadian, sosial, dan profesional. hal ini berarti, guru adalah jabatan profesi yang dituntut harus mampu melaksanakan tugasnya secara profesional. guru sebagai tenaga profesional bertujuan untuk meningkatkan martabat dan peran guru sebagai agen pembelajaran dalam upaya meningkatkan mutu pendidikan nasional. kegiatan pengembangan profesi yang dimaksud adalah 1). membuat karya tulis/karya ilmiah di bidang pendidikan, 2) menemukan teknologi di bidang pendidikan. 3) membuat alat pelajaran/alat peraga atau alat bimbingan, 4) menciptakan karya tulis ilmiah, 5) dan mengikuti kegiatan pengembangan kurikulum (depdiknas, 2001: 1-2). maka menulis karya ilmiah merupakan syarat mutlak bagi guru yang akan naik pangkat dan golongan tertentu. para guru, tidak terkecuali guruguru di smp-sma negeri sesayap diharapkan mampu untuk menyusun karya tulis ilmiah sebagai salah satu kegiatan pengembangan profesinya. tetapi pada kenyataannya, para guru smp-sma negeri sesayap masih mengalami kesulitan dalam menyusun karya tulis ilmiah (kti). dinas pendidikan kabupaten tana tidung awal tahun 2015 telah memulai program peningkatan profesionalisme guruguru seluruh kabupaten tana tidung. dimana diharapkan guru yang profesional yaitu guru yang mampu membelajarkan siswanya melalui proses pembelajaran yang interaktif, inspiratif, menyenangkan, menantang, memotivasi untuk aktif, kreatif, mandiri sesuai bakat, minat, perkembangan fisik dan psikologis siswa. lesson study diharapkan salah satu cara pembinaan profesi pendidik dan memperbaiki mutu proses pembelajaran melalui pengkajian pembelajaran secara kolaboratif dan berkesinambungan berlandaskan prinsipprinsip kolegalitas dan mutual learning untuk membangun komunitas belajar di seluruh sekolah dan guru-guru kabupaten tana tidung. lesson study ini sendiri muncul sebagai salah satu alternatif guna mengatasi permasalahan yang berhubungan dengan praktik pembelajaran yang selama ini dipandang kurang efektif, terutama di kalangan guru yang bisa dikategorikan sebagai kelompok laggard (penolak perubahan/inovasi). menurut styler hiebert dalam susilo (2010), dalam kegiatan lesson study sekelompok guru mengidentifikasi suatu masalah pembelajaran; merancang suatu skenario pembelajaran (yang meliputi kegiatan mencari buku dan artikel mengenai topik yang akan dibelajarkan); membelajarkan siswa sesuai skenario (salah seorang guru melaksanakan pembelajaran); mengevaluasi dan merevisi sekenario pembelajaran; membelajarkan lagi skenario pembelajaran yang telah direvisi; dan mengevaluasi lagi pembelajaran dan membagikan hasilnya kepada guru lain. upaya yang dilakukan lakukan dinas pendidikan ktt untuk memperbaiki proses pembelajaran dapat dilakukan dengan pendekatan lesson study sebagai alternatif untuk meningkatkan keprofesionalan guru di sekolah kabupaten tana tidung. dimana sudah 1 tahun berjalan dilaksanakan pembelajaran lesson study, belum menjadi tolak ukur keberhasilan dalam meningkatkan jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 279 profesionalisme guru-guru di kabupaten tana tidung, maka diperkukan kajian persepsi kebermanfaat bagi guru-guru yang terlibat dan kecenderungan guru tersebut dalam pengembangan profesionalan setelah terlibat dalam penerapan lessosn study. menurut effendy (1984) persepsi adalah penginderaan terhadap kesanyang timbul dari lingkungannya. dalam penerapan dan pelaksanaan lesson study, dimana kondisi tercipta menimbulkan persepsi bagi guruguru yang melaksanakannya dalam menilai aspek-aspek tertentu sehingga memberikan suatu pendapat mengenai kegiatan lesson study yang dianggap disukai dan tidak disukai. menurut walker (2005) dalam ibrohim dan syamsuri (2008) menyatakan dengan singkat bahwa lesson study merupakan suatu metode pengembangan professional guru. jadi lesson study adalah suatu kegiatan pengkajian terhadap proses pembelajran di kelas nyata yang dilakukan oleh sekelompok guru secara berkolaborasi dalam jangka waktu lama dan terusmenerus untuk meningkatkan keprofesionalannya. dengan adanya kajian persepsi dan preferensi guru-guru terhadap pelaksanaan penerapan lesson study merupakan hal penting dapat mengetahui seberapa besar apresiasi guru-guru terhadap manfaat utama lesson study. tujuan dilakukannya penelitian ini adalah mengidentifikasi obyek/sasaran, situasi dan individu yang mempengaruhi persepsi dan preferensi guru-guru tentang pelaksanaan/ penyelenggaraan lesson study, mengidentifikasi persepsi guru tentang kegiatan lesson study berdasarkan motivasi dan sikapnya, dan mengidentifikasi persepsi guru berdasarkan manfaat dan pengetahuannya. metode penelitian jenis penelitian ini ialah penelitian deskriptif dengan pendekatan kualitatif. penelitian ini dilaksanakan pada sekolahsekolah yang telah melaksanakan lesson study, baik sd, smp, dan sma di kabupaten tana tidung. waktu penelitian maretoktober 2016. bahan yang digunakan dalam penelitian ini adalah kuisioner dan panduan wawancara, sedangkan alat yang digunakan adalah alat bantu berupa alat perekam suara, kamera dan komputer. data yang dikumpulkan terdiri dari data primer dan data sekunder. data primer yang diperoleh berupa gambaran umum foto pelaksanaan lesson study di sekolahsekolah dan data yang diperoleh melalui wawancara kepada guru-guru yang terlibat penerapan lesson study, baik menjadi guru model, observer, peserta workshop, dan penanggung jawab (kepala sekolah). data sekunder diperoleh meliputi sejarah sekolah, data fisik lokasi sekolah, data guru-guru disekolah yang melaksanakan lesson study. pelaksanaan penelitian ini dilakukan melalui tiga tahap, yaitu tahap persiapan, tahap pengumpulan data dan tahap pengolahan/analisis data. tiga tahapan tersebut yaitu: tahapan pertama adalah tahapan persiapan. tahap ini meliputi: penentuan lokasi penelitian, penetapan tujuan dan pembuatan usulan penelitian, permohonan izin kepada pihak sekolah, serta persiapan survei yang meliputipembuatan kuesioner, petunjuk pelaksanaan dan penyusunan jadwal pengambilan data. tahap kedua adalah pengumpulan data. tahap ini meliputi: survei lapang, pengambilan sampel melalui wawancara dengan responden untuk mengisi kuesioner. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 280 tahap terakhir merupakan tahap analisis data. metode yang digunakan untuk menganalis hasil kuesioner agar dapat memperoleh hasil yang diinginkan sesuai dengan tujuan penelitian. analisis data dilakukan pada keseluruhan data temuan yang diperoleh dari hasil wawancara dan kuisioner. analisis data dilakukan dengan membandingkan antara satu informasi dengan informasi lain. teknik analisis yang dipergunakan adalah dengan analisis deskriptif terhadap semua data hasil temuan. melalui cara tersebut, peneliti dapat mengembangkan penelusuran pada data yang diperlukan, sehingga diperoleh data yang lebih rinci dan sesuai dengan fokus yang diteliti. hasil dan pembahasan guru-guru kabupaten tana tidung memberikan persepsi dan preferensi mereka terhadap kegiatan lesson study yang di laksanakan serentak pada bulan april-mei 2016. kegiatan tersebut di selenggarakan tiap tahunnya oleh dinas pendidikan kabupaten tana tidung, dengan rangkaian acara, workshop & sosialisasi lesson study (ls), workshop pengembangan teaching plan &teaching material, open lesson (plan, do, see), monitoring pendampingan, dan seminar pendidikan tingkat kabupaten. berdasarkan hasil analisis, ternyata setiap guru memiliki pengetahuan dan persepsi yang berbeda tentang kegiatan lesson study. tidak semua guru-guru dalam kegiatan lesson study bersedia mengikuti kegiatan secara penuh, dalam hal berkontribusi dalam kegiatan tersebut seperti, menjadi guru model, observer, pemakalah dan lain-lain. terlihat dari gambar 1 terlihat bahwa mayoritas guruguru memiliki pesepsi bahwa kegiatan lesson study di senangi dan ingin diikuti oleh guru-guru tersebut. dan terlihat juga pada gambar tersebut menunjukan bahwa guru-guru mayoritas menjadi guru model dan observer dalam kegiatan lesson study. persepsi mayoritas guru-guru kabupaten tana tidung terhadap kegiatan lesson study adalah sebagai guru model dan observer. hal ini menunjukan bahwa lesson study berpotensi memberi manfaat untuk meningkatkan mutu pembelajaran dan menjadi pilihan model alternatif bagi guru yang berasaskan kegiatan kolaboratif. susilo (2013), lesson study (ls) didefinisikan sebagai suatu model pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan, berlandaskan prinsipprinsip kesejawatan untuk membangun masyarakat belajar. persepsi manfaat kegiatan lesson study dapat dilihat pada gambar 2. preferensi mayoritas guru terhadap manfaat lesson study adalah untuk meningkatkan mutu guru dan mutu pembelajaran. hal ini menunjukan bahwa lesson study salah satu model alternatif untuk meningkatkan mutu guru dan pembelajaran di kelas. menurut lewis (2002) lesson study merupakan model peningkatan mutu pembelajaran melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berlandaskan prinsipprinsip kolegalitas dan mutual learning, untuk membangun learning community. persepsi guru terhadap manfaat kegiatan lesson study untuk meningkatkan mutu guru dan mutu pembelajaran, hal ini di sebabkan preferensi (kecenderungan) guru-guru ingin meningkatkan potensi diri dengan memperbaiki kualitas mengajarnya. dengan adanya kegiatan lesson study merupakan proses usaha guru untuk meningkatkan kualitas mengajar, hal ini guru di tuntut untuk selalu belajar baik jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 281 secara mandiri maupun secara kolaboratif bersama teman-teman sejawat. sejalan dengan slameto (2003), belajar didefinisikan sebagai suatu proses usaha yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku secara keseluruhan, sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungan. preferensi manfaat kegiatanlesson study dapat dilihat pada gambar 3. gambar 1. tanggapan guru terhadap kegiatan lesson study keterangan: a: membantu guru untuk mengobservasi dan mengkritisi pembelajarannya b: meningkatkan kolaborasi antar sesame guru dalam pembelajaran c: menignkatkan mutu guru dan mutu pembelajaran d: meningkatkan keterampilan dan praktik menulis karya ilmiah e: lain-lain f: tidak menjawab gambar 2. persepsi manfaat kegiatan lesson study keterangan: a: memperbaiki kualitas mengajar b: memperbaiki kualitas aktivitas dan hasil belajar peserta didik c: meningkatkan pembelajaran kolaboratif d: meningkatkan keterampilan menulis karya ilmiah e: penunjang nilai karir guru f: lain-lain (sebutkan: kedisiplinan, menjalin tali silaturrahmi antar guru) g: tidak menjawab gambar 3. preferensi manfaat kegiatan lesson study keterangan: a: hanya sosialisasi workshop ls b: hanya pendampingan ls c: sosialisasi, workshop, dan pendampingan ls d: tidak semua e: peserta sosialisasi dan workshop f: guru model dalam kegiatan ls g: observer dalam kegiatan ls h: pengamat dan pendengar i: tidak menjawab pada persepsi guru-guru terhadap manfaat kegiatan lesson study mayoritas memiliki preferensi memperbaiki kualitas mengajar. berdasarkan analisis persepsi tentang daya tarik terhadap kegiatan lesson study sebagian guru-guru mengikuti dan melaksanakan lesson study mempunyai kegiatan lesson study memberi manfaat untuk memperbaiki kualitas pembelajaran (35%). sebagian besar yang lain memilih alasan mengikuti dan melaksanakan lesson study yaitu kesadaran diri (26,3%), tuntutan profesionalitas guru (24,5%), anjuran kepala dinas dan kepala sekolah (12,2), untuk bahan karya tulis ilmiah (8,7%), dan alasan lain-lainnya serta tidak menjawab masing-masing (5,3%). hal ini sesuai dengan hakekat lesson study, yaitu dengan meningkatkan kualitas pembelajaran secara kolaboratof yang 11 14 17 7 2 2 0 5 10 15 20 a b c d e f 20 15 13 9 9 2 2 0 5 10 15 20 25 a b c d e f g 1 0 23 2 3 11 11 3 2 0 5 10 15 20 25 a b c d e f g h i jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 282 dilakukan kelompok guru. sumani (2009), lesson study merupakan salah satu upaya pembinaan untuk meningkatkan kualitas pembelajaran yang dilakukan oleh sekelompok guru secara kolaboratif dan berkesinambungan,berlandaskan pada prinsip-psrinsip kolegalitas dan mutual learning untuk membangun komunitas belajar. persepsi guru tentang daya tarik terhadap kegiatan lesson study dapat dilihat pada gambar 4. gambar 4. persepsi tentang daya tarik terhadap kegiatan lesson study keterangan: a: kesadaran diri b: anjuran kepala dinas dan kepala sekolah c: tuntutan profesional guru d: bisa untuk bahan membuat karya tulis e: manfaat untuk memperbaiki kualitas pembelajaran f: tidak mendapatkan manfaat apa-apa g: lain-lain (sebutkan: memperingati hari diknas, bisa lebih terbuka) h: tidak menjawab persepsi guru berdasarkan motivasi kegiatan lesson study motivasi diukur pada enam subskala/peubah, yaitu interest/enjoyment, perceived competence, effort/importance, pressure/tension, perceived choice, dan value/16. persepsi guru berdasarkan keenam peubah diuraikan sebagai berikut. a. minat/kesenangan guru terhadap kegiatan lesson study subskala interest/enjoyment (minat) digunakan untuk mengukur minat dan kesenangan guru terhadap kegiatan lesson study yang dapat menumbuhkan motivasi intrinsik pada guru dalam melaksanakan lesson study. subskala minat diwakili oleh pernyataan nomor 1,36, dan 46 pada kuesioner bagian motivasi. sebagian besar guru mendapatkan skor 5 dan 4 pada nomor 1 pernyataan subskala interest/enjoyment (tabel 1), dengan 86,67% dan 13,3%. sedangkan sebagian besar guru menjaab skor 2 dan 1 pada nomor pernyataan 36 dan 46 dengan subskala interest/enjoyment dengan 46,67% dan 40%. kondisi tersbeut menunjukan sebagian besar guru tertarik, menikmati dan bahwa kegiatan lesson study tidak membosankan. hampir semua guru dari sekolah yang menjalankan lesson study memiliki minat/kesenangan untuk menjalankan kegiatan lesson study yang dapat menumbuhkan motivasi intrinsic guru untuk menjalankan lesson study. hal tersebut berarti menunjukan bahwa guru memiliki persepsi positif tentang kegiatan lesson study dalam hal minat/kesenengan guru menjalankan kegiatan lesson study. tabel 1. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala interest/enjoyment no pernyataan skor 5 4 3 2 1 % % % % % 1 saya sangat menikmati kegiatan workshop lesson study yang diselenggarakan 13.3 86.67 0 0 0 2 menjalankan kegiatan ls sama sekali tidak menarik bagi saya 0 6.67 6.67 46.67 40 3 saya rasa kegiatan ls adalah kegiatan yang membosankan 0 0 20 20 60 rata-rata 4.4 31.1 8.9 22.2 33.3 0 2 4 6 8 10 12 14 16 18 20 a b c d e f g h 15 7 14 5 20 3 3 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 283 b. kompetensi yang dirasakan guru dalam kegiatan lesson study subskala perceived competence (kompetensi) mengukur persepsi guru tentang kompetensi/kemampuan guru untuk menjalankan lesson study kepada siswanya. subskala kompetensi diwakili oleh pernyataan nomor 2, 25, 35, 49, 52 dalam kuesioner bagian kompetensi. skor 5, 4, 3, 2, dan 1 pada masing-masing pernyataan tersebut berturut-turut berarti bahwa guru selalu, seringkali, kadang, seringkali tidak, dan selalu tidak merasa sangat mampu menjalankan lesson study, merasa kemampuannya menjalankan lesson studycukup baik jika dibandingkan guru lain, merasa sangat puas dengan menjalankan lesson study yang dilakukannya, merasa terampil menjalankan lesson study, dan merasa dapat menjalankan lesson study sebaik materi lainnya. guru yang merasa sangat mampu menjalankan lesson study (skor 5) lebih sedikit persentasenya sebesar 13,3%, dibandingkan guru yang meeasa mampu dan kadang mampu pada skor (4 dan 3) yaitu masing-masing sebesar 60% dan 26,67% (tabel 2). jika diminta untuk membandingkan kemampuan menjalankan lesson study dengan guru lainnya (pernyataan no 35), lebih dari 50% merasa kemampuan guru menjalankan baik dalam melaksanakan lesson study. hal ini berarti baha guru percaya diri akan kemampuannya menjalankan lesson study dibandingkan guru lainnya. tabel 2. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala perceived competence no pernyataan skor 5 4 3 2 1 % % % % % 1 saya merasa sangat mampu menjalankan lesson study di sekolah 13.3 60 26.67 0 0 2 saya merasa terampil dan mampu untuk menjadi guru model dalam kegiatan lesson study. 20.0 40.0 13.3 13.3 6.7 3 saya rasa kemampuan saya menjalankan lesson study cukup baik sebagai guru model, dan mampu bekerjasama dengan guru lain. 26.7 26.7 26.7 20.0 0.0 4 saya sangat puas apabila yang saya lakukan lesson study 6.7 46.7 40.0 6.7 0.0 5 saya kurang mampu menjalankan kegiatan lesson study di sekolah 6.7 6.7 20.0 46.7 20.0 rata-rata 14.7 36.0 25.3 17.3 5.3 persentase guru yang mendapatkan skor 3 (40 %) pada pernyataan nomor 49 lebih besar daripada guru yang mendapatkan skor 5 dan 2 yaitu sama (6,7%), sedangkan persentase guru terbesar (46,7%) mendapatkan skor 4. hal tersebut menunjukan baha persentase guru yang seringkali merasa sangat puas dengan melaksanakan lesson study lebih besar dibandingkan guru yang merasa tidak puas dengan melaksanakan lesson study. hampir setengah jumlah guru terkadang merasa sangat puas dengan menjalankan lesson study. dan tidak ada dari guru yang merasa selalu tidak puas dalam menjalankan lesson study. pada nomor pernyataan 25 dan 52 (46,7%) di ketahui banyak guru yang seringkali merasa jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 284 terampil dan mampu menjadi guru model, serta seringkali tidak kurang mampu dalam menjalankan lesson study. hal diatas menunjukan bahwa guru-guru yang melaksanakan lesson studyseringkali memiliki kompetensi untuk meemperbaiki kualitas pembelajaran. c. upaya/arti penting lesson study bagi guru effort/importance (upaya/arti penting) merupakan subskala yang mengukur upaya yang dilakukan guru dalam melaksanakan lesson study dan pandangan guru terhadap arti lesson study bagi dirinya. subskala ini diwakili oleh pernyataan nomor 3, 26, 34, 37 dan 51 (tabel 3). pernyataan nomor 3, 26, dan 37 merujuk pada upaya keras yang dilakukan guru untuk melaksanakan lesson study saat pembelajaran di kelas, pernyataan nomor 51 merujuk pada energi yang harus dikeluarkan oleh guru untuk melaksanakan lesson study, dan pernyataan nomor 34 mengacu pada arti penting melaksanakan lesson study bagi guru. tabel 3. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala effort/importance no pernyataan skor 5 4 3 2 1 % % % % % 3 saya harus berupaya keras untuk apabila menjalankan lesson study di sekolah. 33.3 33.33 26.67 6.67 0 26 saya mencoba sangat keras untuk dapat menjalankan kegiatan lesson study di sekolah dengan baik 46.7 46.67 6.67 0 0 34 bagi saya, menjalankan kegiatan lesson study di sekolah dengan baik adalah hal yang penting 53.33 20.00 26.67 0 0 37 saya tidak perlu berusaha sangat keras untuk dapat menjalankan kegiatan lesson study di sekolah, karena saya bisa menjalankan sendiri. 0 6.67 20.00 40 33.33 51 saya tidak mengeluarkan banyak energi untuk kegiatan lesson study di sekolah 6.67 13.33 20 53.33 6.67 rata-rata 28.0 24.0 20.0 20.0 8.0 sebagian besar guru merasa selalu atau seringkali harus berupaya keras untuk melaksanakan lesson study di kelas (ditunjukan pada no 3, 26 dan 37), berusaha sangat keras untuk dapat menjalankan lesson study di kelas dan mencoba berusaha keras untuk dapat mengajarkan materi dengan kegiatan lesson study dengan baik. hal tesebut terjadi dikarenakan, lesson study merupakan hal yang baru dan bukan kegiatan yang satu atau dua kali bisa dilakukan secara baik, tetapi pentingnya kegiatan lesson study membutuhkan kerja keras untuk membiasakan kegiatan tesebut agar mendapat manfaat yang lebih optimal. sebanyak 53,33% guru merasa harus mengelurkan banyak energy untuk menjalankan lesson study. guru juga merasakan pentingnya menjalankan lesson study di sekolah. hasil dari subskala upaya/arti penting ini menunjukan baha pandangan guru mengenai pentingnya menjalankan lesson study dengan baik di jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 285 sekolah nampaknya diujudkan dengan mencurahkan upaya keras dan energy yang besar dalam menjalankan lesson study tersebut. d. beban/tekanan yang dirasakan guru dalam melaksanakan lesson study secara keseluruhan lebih banyak guru yang merasakan bahwa melaksanakan lesson study menjadi beban/tekanan bagi dirinya, karena guru merasa gugup, tegang, tidak tenang, gelisah dan tertekan saat melaksanakan lesson study (ditunjukan oleh presentase guru yang mendapat skor 2 dan 1 pada tabel 4). sebagian guru sudah terbiasa karena sebagian guru sudah pernah melaksanakan lesson study sebagai sekolah percontohan yaitu smp 1 dan sma1 sesayap, hal ini terlihat pada persentase guru yang mendapatkan skor 4 pada tabel 4. pada sekolah yang menjadi sekolah percontohan melaksanakan lesson study masih diadakan melalui dinas pendidikan,belum menjadi program tersendiri dari sekolah-sekolah secara rutin. kondisi tersebut menyebabkan sebagian besar guru merasa beban melaksanakan lesson study, hal tersebut berkaitan dengan kompetansi guru dalam melaksanakan lesson study. tabel 4. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala pressure/tension (beban/tekanan) no pernyataan skor 5 4 3 2 1 % % % % % 4 saya sama sekali tidak merasa gugup apabila menjalankan kegiatan lesson study di sekolah. 26.7 46.67 13.33 6.67 6.667 14 saya merasa sangat tegang apabila menjalankan kegiatan lesson study di sekolah. 6.7 13.33 13.33 53.33 13.33 24 saya merasa tertekan jika menjalankan kegiatan lesson study di sekolah 0 20 13.33 40 26.67 33 saya merasa tenang saat menjalankan kegiatan lesson study di sekolah 20 53.33 20 0 6.67 38 saya merasa gelisah jika menjalankan kegiatan lesson study di sekolah 0 6.67 6.67 66.67 20 rata-rata 10.7 28.0 13.3 33.3 14.7 e. pilihan yang dirasakan guru dalam melaksanakan lesson study pernyataan nomor 5, 32 dan 39 mengukur pilihan yang dirasakan oleh guru dalam melaksanakan lesson study. pernyataan 5 dan 39 berimplikasi pada pilihan guru melaksanakan lesson study, sedangkan pernyataan 32 berimplikasi pada pilihanmelaksanakan lesson study sebagai sebuah tugas. tabel 5 menunjukkan bahwa pada ketigapernyataan yang berkaitan dengan pilihan tersebut persentase guru yang merasa punya pilihan (skor 5 dan 4) terkait melaksanakan lesson study lebih kecil daripada guruyang merasa tidak punya pilihan (skor 2 dan 1). lebih banyak guru yang merasa tidak punya pilihan dalam melaksanakan lesson study, baik dalam kaitannya dengan melaksanakan lesson study sebagai sebuah tugas. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 286 tabel 5. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala perceived choice (pilihan) no pernyataan skor 5 4 3 2 1 % % % % % 5 saya percaya bahwa saya punya pilihan dalam menjalankan kegiatan lesson study di sekolah. 26.7 26.7 26.67 0 13.33 15 saya merasakan adanya keharusan untuk menjalankan kegiatan lesson study di sekolah. 20.0 40 20 13.33 0 27 saya menjalankan kegiatan lesson study karena saya harus melakukannya. 33.33 33.33 13.33 6.667 13.33 32 saya menjalankan kegiatan lesson study karena saya tidak punya pilihan lain 0 13.33 26.67 46.67 13.33 39 saya tidak punya pilihan dalam menjalankan kegiatan lesson study di sekolah 0 13.33 13.33 46.67 26.67 50 saya menjalankan kegiatan lesson study karena saya ingin melakukannya 26.67 46.67 6.667 20 0 rata-rata 17.8 28.9 17.8 22.2 11.1 pernyataan nomor 15 dan 27 berkaitan dengan keharusan yang dirasakan guru dalam melaksanakan lesson study. pada kedua pernyataan tersebut guru yang merasakan keharusan dalam melaksanakan lesson study (skor 2 dan 1) lebih kecil persentasenya dibandingkan guru yang merasakan ketidak harusan melaksanakan lesson study. ryan et al. (1991) menyatakan bahwa saat orientasi seseorang dalam melakukan sesuatu bergeser dari keinginannya untuk melakukan sesuatu dengan baik menjadi keharusan untuk melakukan sesuatu dengan baik untuk mempertahankan harga dirinya, maka motivasi intrinsiknya menurun. namun guru nampaknya merasakan keharusan untuk melaksanakan lesson study karena memandang lesson study sebagai hal yang penting untuk dilakukan, bukan sematamata untuk mempertahankan harga diri, mengingat lesson study belum dibakukan dalam program yang rutin di sekolah yang harus dikejar guru. sebagian besar guru juga menyatakan melaksanakan lesson study karena ingin melakukannya (pernyataan nomor 50). f. nilai/kegunaan lesson study menurut guru persentase guru yang berpendapat bahwa melaksanakan lesson study memiliki nilai kegunaan.manfaat baik bagi dirinya maupun bagi siswanya secara keseluruhan jauh lebih besar daripada guru yang merasa baha melaksanakan lesson study kurang atau tidak memiliki nilai kegunaan/manfaat dalam melaksanakan lesson study bagi dirinya maupun siswanya. guru yang merasa kurangnya nilai/ manfaat dalam melaksanakan lesson study nagi dirinya maupun siswanya merupakan guru sma negeri 1 sesayap. guru merasa dalam melaksanakan lesson study tidak bermanfaat dan tidak penting bagi dirinya maupun siswanya disebabkan beberapa hal. pertama kurang pedulinya sekolah dan guru terhadap manfaat lesson study hal ini di buktikan dengan belum diselenggarakan secara rutin di sekolah sebagai program wajib dalam peningkatan kualitas pembelajaran. kedua pengajaran guru dalam melaksanakan lesson study masih bersifat formalitas belum mendapatkan respon positif pada kesadaran guru terhadap kualitas pembelajaran. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 287 hal tersebut dapat teratas apabila peran sekolah lebih optimal dalam menyelenggarakan lesson study yang akan menimbulkan motivasi intriksi atau otonomi sebagai modal dasar guru melaksanakan lesson study yang efektif dan juga peningkatan kompetensi guru. roth et al (2007), menyatakan bahwa kepala sekolah dapat membantu meningkatkan motivasi otonomi guru untuk mengajar dengan mendorong keterlibatan guru dalam pengambilan keputusan besar, mendelegasikan kewenangan, berupaya memahami kebutuhan guru, dan membantu berkembangnya struktur organisasi dan iklim yang mendukung rasa keterikatan dan kompetensi guru. fasilitasi perlu pula dilakukan agar guru dapat mengeksplorasi identitas profesionalnya dan membentuk visi diantara guru, sehingga guru dapat mengeksplorasi nilai dan tipe pengetahuan yang ingin mereka sampaikan kepada siswa, dan materi yang mereka anggap penting dan dapat dinikmati/menyenangkan (roth et al. 2007). tabel 6. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala value/usefulness (nilai/kegunaan) no pernyataan skor 5 4 3 2 1 % % % % % 6 saya percaya saat menjalankan kegiatan lesson study bermanfaat bagi saya 46.7 46.67 6.667 0 0 12 menurut saya melaksanakan kegiatan lesson study adalah hal yang penting 46.7 46.67 0 0 0 16 saya rasa dengan kegiatan lesson study penting untuk dilaksanakan karena dapat memberi pengaruh positif bagi kualitas pembelajaran siswa dan kompetensi guru 40 53.33 6.67 0 0 23 saya rasa saat menjalankan kegiatan lesson study berguna untuk membentuk kepedulian siswa terhadap kerjasama tim dalam belajar 40 20.00 33.33 0 0 31 menurut saya melaksanakan kegiatan lesson study adalah hal yang penting 53.33 13.33 20.00 13.33 0 40 saya akan bersedia untuk menjalankan kegiatan lesson study karena melaksanakannya bermanfaat bagi saya 40 46.67 13.33 0 0 rata-rata 44.4 37.8 13.3 2.2 0.0 persepsi guru berdasarkan sikap terhadap kegiatan lesson study a. efektifitas guru dalam melaksanakan lesson study kecenderungan persepsi negative dinyatakan guru berkaitan dengan kemampuan guru untuk monitoring secara efektif, kemampuan untuk menjalaskan relevansi metode dan strategi pembelajaran, serta penguasaan keterampilan yang diperlukan untuk melaksanakan lesson study. sebagian besar guru menyatakan akan terus berusaha keras menemukan cara yang lebih baik dalam melaksanakan lesson study, guru percaya akan dapat melaksanakan lesson study sebaik daripada tidak melaksanakan lesson study jika berusaha keras, guru percaya dirinya mengetahui langkah-langkah yang diperlukan untuk melaksanakan lesson jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 288 study secara efektif dan secara umum dapat melaksanakan lesson study secara efektif, guru percaya bahwa dirinya memahami lesson study dengan cukup baik sehingga dapat melaksanakan lesson study secara efektif, dapat menjawab pertanyaan siswa tentang lesson study, dapat membantu siswa memahami suatu konsep dengan melaksanakan lesson study, memberikan kesempatan bertanya kepada siswa dan tahu apa yang harus dilakukan untuk menarik minat siswa pada lesson study. namun demikian guru mengakui bahwa dirinya kurang menguasai kemampuan untuk melakukan monitoring, kemampuan untuk menjelaskan relevansi metode dengan materi yang diajarkan dan kurang menguasai keterampilan yang diperlukan untuk mengajar dengan melaksanakan lesson study secara efektif. tabel 7. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala personal ee teaching efficacy (pete) no pernyataan skor 5 4 3 2 1 % % % % % 7 saya akan terus berupaya menemukan cara yang lebih baik dalam melaksanakan kegiatan lesson study di sekolah 40 26.67 33.33 0 0 11 saya tidak bisa melakukan kegiatan monitoring secara efektif 13.33 20 40 13.33 13.33 17 saya tahu langkah-langkah yang diperlukan untuk menjalankan kegiatan lesson study secara efektif 20 60 6.667 6.667 6.667 18 biasanya saya bisa menjawab pertanyaan siswa saat menjalankan kegiatan lesson study 20 60 13.33 6.667 0 19 saya tidak tahu apa yang harus saya lakukan untuk menarik minat siswa pada kegiatan lesson study berlangsung 0 13.33 33.33 26.67 26.67 22 saya memahami kegiatan lesson study dengan cukup baik sehingga dapat melaksanakan kegiatan lesson study secara efektif 20 40 26.67 6.667 0 28 jika diberi pilihan, saya tidak akan meminta kepala sekolah untuk mengevaluasi kegiatan lesson study pada matapelajaran yang saya ampu 0.0 6.667 33.33 33.33 26.67 41 meskipun saya berusaha keras, saya tidak akan dapat menjalankan kegiatan lesson study dengan baik 6.7 13.33 13.33 33.33 33.33 43 jika siswa mengalami kesulitan untuk memahami suatu konsep saat kegiatan lesson study , biasanya saya tidak tahu bagaimana cara membantu siswa tersebut 0 6.67 20.00 40 33.33 45 saat menjalankan kegiatan lesson study, biasanya saya memberi kesempatan kepada siswa untuk bertanya 60 26.67 13.33 0 0 47 saya akan menemui kesulitan saat menjelaskan kepada siswa saat menjalankan kegiatan lesson study 0 13.33 6.67 60 20 48 saya tidak yakin apakah saya memiliki ketrampilan yang diperlukan untuk menjalankan kegiatan lesson study 0 26.67 20.00 33.33 20 53 secara umum saya tidak dapat melaksanakan kegiatan lesson study secara efektif 0 20.00 26.67 33.33 20 55 saya tidak bisa melakukan kegiatan monitoring secara efektif 0 13.33 53.33 13.33 20 rata-rata 12.9 24.8 24.3 21.9 15.7 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 289 b. harapan guru dalam melaksanakan lesson study persentase guru yang mendapatkan skor 5 dan 4 sebesar 63,3% pada sepuluh pernyataan (8, 10, 13, 20, 21, 29, 30, 44, dan 54) lebih besar daripada guru yang mendapatkan skor 3 serta skor 2 dan 1 (tabel 8). persentase guru yang mendapatkan skor 3 (ragu-ragu) pada salah satu dari kesepuluh pernyataan tersebut (pernyataan nomor 20) sebesar 40%. persentase yang cukup besar, sehingga jika ditotalkan rata-rata persentase guru yang mendapatkan skor 3, 2 dan 1 menjadi sebesar 32%. dengan demikian pada pernyataan ini guru dapat dikelompokkan memiliki persepsi negatif atau rendah. pada pernyataan nomor 42 persentase guru yang mendapatkan skor 5 dan 4 hampir sama dengan persentase guru yang mendapatkan skor 3, 2 dan 1. artinya pada pernyataan tersebut jumlah guru yang setuju dengan pernyataan tersebut sama dengan jumlah guru yang tidak setuju, dan dengan adanya guru yang ragu akan pernyataan tersebut, maka persepsi guru pada pernyataan tersebut digolongkan kedalam persepsi negatif. jadi pada subskala ini, guru memiliki persepsi negatif pada dua pernyataan, yaitu pernyataan nomor 20 dan 42. pernyataan nomor 20 terkait dengan pandangan guru bahwa dalam melaksanakan lesson studyyang tidak efektif sebagai penyebab siswa tidak dapat mencapai tujuan pembelajaran. sebesar 40% guru menyatakan ragu-ragu, 20% guru menyatakan tidak setuju dan 6,6% guru menyatakan sangat tidak setuju.pernyataan nomor 42 berkaitan dengan kesalahan guru atas rendahnya hasil belajar sebagian siswa. persentase guru yang merasa bahwa rendahnya hasil belajar siswa merupakan kesalahan guru hampir seimbang dengan persentase guru yang merasa bahwa guru tidak dapat disalahkan atas rendahnya hasil belajar sebagian siswa, dan ada 13,3% guru yang menyatakan keraguannya akan pernyataan tersebut. persentase guru yang menyatakan kesetujuan dengan derajat kesetujuan masing-masing pada 8 pernyataan lainnya lebih besar dari pada guru yang menyatakan ketidak setujuan. persentase guru yang menyatakan kesetujuan berkisar antara 6,7% sampai 46,7% (skor 5) dan 13,3% sampai 60% (skor 4), sedangkan guru yang menyatakan ragu-ragu (skor 3) berkisar antara 6,67% sampai 33,3%, tidak setuju (skor 2) berkisar antara 0,00% 40%, dan sangat tidak setuju berkisar antara 0,00% sampai 20%. hasil tersebut menunjukkan guru percaya bahwa hasil belajar siswa dalam pembelajaran dapat ditingkatkan dengan melaksanakan lesson study yang efektif, namun merasa bahwa hasil belajar siswa yang rendah bukan sepenuhnya kesalahan guru maupun pengajaran lesson study yang tidak efektif. persepsi guru tentang sikap penyelenggaraan lesson study yang diukur menggunakan subskala pete dan etoe menunjukkan bahwa guru memiliki persepsi rendah terhadap efektivitas dirinya (persepsi positif pada 5 dari 14 pernyataan), serta persepsi tinggi terhadap luaran yang diharapkannya (persepsi positif pada 8 dari 10 pernyataan). guru menyadari bahwa kemampuannya terkait monitoring, keterampilan dalam mengajar menggunakan lesson study serta penguasaan metode dan materi dalam melaksanakan lesson study tinggi (persepsi negatif pada 9 pernyataan dalam subskala pete), namun guru percaya bahwa jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 290 melaksanakan lesson study yang efektif dapat meningkatkan hasil belajar siswa dalam lesson study (persepsi positif pada subskala etoe). tabel 8. persentase guru berdasarkan perolehan skor pada masing-masing pernyataan dalam subskala ee teaching outcome expectancy (etoe) no pernyataan skor 5 4 3 2 1 % % % % % 8 saat siswa menunjukkan hasil yang lebih baik dalam mengajar menggunakan lesson study dibandingkan biasanya, seringkali karena gurunya telah melakukan upaya lebih dalam mengajar 40 46.67 13.33 0 0 9 saat hasil belajar siswa meningkat dengan lesson study, seringkali karena gurunya telah menemukan cara mengajar yang lebih efektif 46.67 20 33.33 0 0 10 kurangnya latarbelakang matapelajaran yang diajarkan ke siswa dapat diatasi dengan pengajaran yang baik melalui kegiatan lesson study 20 26.67 33.33 0 13.33 13 jika orang tua berkomentar bahwa anaknya menunjukkan minat yang lebih terhadap matapelajaran di sekolah, hal tersebut kemungkinan disebabkan oleh kinerja gurunya 33.33 53.33 13.33 0 0 20 jika siswa tidak dapat mencapai tujuan pembelajaran saat menjalankan lesson study, kemungkinan karena pengajaran menggunakan lesson studynya tidak efektif 13.33 20 40 20 6.667 21 jika seorang siswa yang hasil belajarnya rendah menunjukkan kemajuan belajar saat kegiatan lesson study, biasanya disebabkan perhatian ekstra yang diberikan oleh gurunya 40 46.67 6.667 6.667 0 29 saat hasil belajar siswa meningkat dengan lesson study, seringkali karena gurunya telah menemukan cara mengajar yang lebih efektif 33.3 33.33 33.33 0 0 30 peningkatan upaya pengajaran melalui kegiatan lesson study hanya menghasilkan sedikit perubahan pada hasil belajar sebagian siswa 6.7 13.33 26.67 33.33 20 42 guru tidak dapat disalahkan atas rendahnya hasil belajar sebagian siswanya saat saat menjalankan lesson study. 0 46.67 13.33 40 0 44 secara umum guru bertanggung jawab terhadap hasil belajar siswa dalam kegiatan lesson study. 33.33 60.00 6.67 0 0 54 hasil belajar siswa berhubungan langsung dengan efektivitas gurunya dalam pengajaran mata pelajaran 33.33 53.33 13.33 0 0 rata-rata 27.3 38.2 21.2 9.1 3.6 paduan persepsi tersebut semakin menegaskan adanya kebutuhan guru akan peningkatan kapasitas guru dalam melaksanakan lesson study. hal tersebut juga berimplikasi pada kesediaan dan kesiapan guru untuk menerima berbagai program kegiatan untuk meningkatkan kapasitasnya dan kompetensi guru tersebut. penutupan hasil penelitian menunjukan bahwa guru-guru kabupaten tana tidung sangat jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 277-291) disubmit: oktober 2016 direvisi: november 2016 disetujui: november 2016 vlorensius et al., persepsi dan preferensi 291 menyukai dan minat pada kegiatan ls, dan mayoritas bersedia menjadi guru model dan observer dalam kegiatan ls. preferensi mayoritas guru terhadap manfaat ls adalah untuk meningkatkan mutu guru dan mutu pembelajaran. hal ini menunjukan bahwa ls salah satu model alternatif untuk meningkatkan mutu guru dan pembelajaran di kelas. hasil analisis faktor menunjukkan bahwa persepsi guru tentang penyelenggaraan ls dibangun dari dua faktor utama yaitu motivasi dan sikap. a) persepsi guru berdasarkan motivasi yeng terdiri dari minat, kompetensi, upaya, pilihan dan nilai menunjukan hasil yang persepsi yang tinggi terhadap pelaksanaan ls, sedangkan beban/tekanan menunjukan persepsi yang negatif. b) persepsi guru berdasarkan sikap menunjukan guru memiliki persepsi rendah terhadap efektivitas dirinya serta persepsi tinggi terhadap luaran yang terhadap ls. persepsi guru-guru terhadap manfaat kegiatan ls mayoritas memiliki preferensi memperbaiki kualitas mengajar. berdasarkan analisis persepsi tentang daya tarik terhadap kegiatan ls sebagian guruguru mengikuti dan melaksanakan ls. ucapan terimakasih kepada kemenristek dikti melalui hibah dosen pemula, rektor, lppm, sekretaris dinas kabupaten tana tidung, dan seluruh kepala sekolah di kabupaten tana tidung. daftar rujukan ibrohim. (2009). pengaruh model implementasi lesson study yang dipadu dengan ptk atau portofolio dalam kegiatan mgmp terhadap peningkatan kompetensi guru dan hasil belajar biologi siswa (disertasi tidak dipublikasikan). malang: program pascasarjana um. ibrohim & syamsuri, i. (2010). workshop lesson study untuk mahasiswa, guru, dan dosen fmipa um semester genap, 28 desember. fmipa: um. lewis & catherine, c. (2002). lesson study: a handbook of teacher-led instructional change. philadelphia: research for better schools, inc. sumani. (2009). lesson study sebagai salah satu upaya meningkatkan kualitas pembelajaran. jurnal pendidikan, 15a. susilo, h. (2010). lesson study berbasis mgmp sebagai sarana pengembangan keprofesionalan guru. malang: um. susilo, h. (2013). lesson study sebagai sarana meningkatkan kompetensi pendidik. makalah disajikan dalam seminar dan lokakarya please 2013 di stta lawang, 9 juli. syamsuri, i. & ibrohim. (2008). lesson study (studi pembelajaran) model pembinaan pendidikan secara kolaboratif dan berkelanjutan; dipetik dari program sisttemsjica di kabupaten pasuruan-jawa timur (2006-2008). malang: fmipa um. roth g, assor a, kanat-maymon y,& kaplan h. (2007). autonomous motivation for teching: how selfdetermined teaching may lead to self-determined learning. j. of edu. psychology, 99(4), 761-774. ryan, r. m., & deci, e., l. (2000). intrinsic and extrinsic motivations: classic definitions and new directions. contemporary edu. psychology, 25, 54-67. 258 vol. 3 no. 3, 2017; pp. 258-265 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 14/10/2017 revised: 27/11/2017 accepted: 30/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: darmayani, s., askrening, & apriyani, a. (2017). comparison the number of bacteria between washing hands using soap and hand sanitizer as a bacteriology learning resource for students jurnal pendidikan biologi indonesia, 3(3), 258-265. https://doi.org/10.22219/jpbi.v3i3.4862 comparison the number of bacteria between washing hands using soap and hand sanitizer as a bacteriology learning resource for students satya darmayani*, askrening, apita ariyani department of medical laboratory technology, health polytechnic of kendari, indonesia *corresponding e-mail: satya.darmayani@gmail.com abstract hands are the principal carriers of bacterial diseases, therefore very important to know that washing hands with soap or hand sanitizer is highly effective healthy behaviors to reduce bacteria in the palm. this study aimed to determine the total number of bacteria between washing hands with soap and hand sanitizer, also applying the results of these studies as a learning resource in bacteriology. the research design was the true experiment with pretest-posttest control group research design and laboratory examination. analysis of data using paired t-test and independent sample t-test with α = 0.05. the result using paired t-test obtained t count= 2.48921> t 0.05 (14) = 2.14479 (with liquid soap), obtained t count= 2.32937> t 0.05 (14) = 2.14479 (with hand sanitizer). as for the comparison of the total number of bacteria include washing hands with soap and hand sanitizer using independent samples t-test obtained results there were differences in the total number of bacteria include washing hands with liquid soap and hand sanitizer with t count= 2.23755> t 0.05 ( 13) = 2.16037. that results showed hand sanitizer more effective to reduce the number of bacteria than the liquid soap, that was hand sanitizer 96% and liquid soap by 95%. keywords: hand sanitizer, liquid soap, total number of bacteria © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction everyone wants a healthy situation in their life activities, it is necessary to maintain and improve their own health (indan, 2010). one way to support these efforts is to maintain personal hygiene, namely the behaviour of individuals to maintain personal hygiene in many of their daily activities. public awareness of personal hygiene is increasing following the availability of products antiseptic for maintaining or improving personal hygiene. they support the change of healthy and clean living behaviour. in moslem perspective in the hadith of the prophet saw, narrated from sa'd bin abi waqas from his father, rasulullah said: "indeed allah is holy who loves holy things, allah is clean who likes cleanliness, allah is noble who likes glory, allah is beautiful who loves beauty, because it, clean your places". formative study results about hygiene behavior held by water and sanitation program showed the behavior of washing hands using soap has not become yet common practice in society (usaid, 2006) and the national prevalence rate behaves properly in washing hands about proper hand washing was 23.2 % (ministry of health republic of indonesia, 2008). indonesian people's habits in washing hands with soap is relatively low. this indication can be seen by the high prevalence of diarrheal diseases (ministry of health republic of indonesia, 2008) and recorded average only 12% of people who do wash their hands with soap (ministry of health republic of indonesia, 2010). hand hygiene is also required for health workers in treating patients (murray, 2005). hands are the main carriers of bacteria causing diseases such as salmonella sp and escherichia coli. therefore it is very important to know and remember that washing hand with soap is healthy behaviours and highly effective to preventing the spread of various infectious diseases such as diarrhea, respiratory infections, and avian influenza (wati, 2011; who, 2009). the above mentioned diseases can be avoided by washing hands with soap or antiseptic which is a simple, easy to do, no need to spend much time and money (sibuea, 2007). https://doi.org/10.22219/jpbi.v3i1.3905 mailto:satya.darmayani@gmail.com comparison the number of bacteria …. 259 darmayani et al / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 258-265 along with increasing busyness of people, especially in urban areas, and the number of instant products which fast paced and practical, it appears the product innovation waterless hand sanitizers known antiseptic hand cleaner or hand sanitizer. this product contains antiseptic hand sanitizers are used to kill bacteria in the hand, which is composed of alcohol and triclosan. even this type of hand sanitizer products are also increasingly diverse, both in composition, the carrier substance, and has marketed new products that are used widely in society (desiyanto & djannah, 2013; wahdiniati, 2016). the result of shows that there was a difference in the total number of bacteria between washing hands with flowing water, soap, hand sanitizer a, hand sanitizer b, and a control group (without washing hands). antiseptic hand sanitizers is effective against bacteria and decrease the number of figures is descriptive of the most effective is the hand sanitizer b (alcohol 60%). quantitative methods are used to determine the number of microbes, generally known as total plate count. the total plate test and more precisely the mesophyll aerobic or mesophyll anaerob using solid media with the end result are visually observable colonies of colonic numbers per ml or per gram or colony/100 ml. the means used among others by means of casting, the way drops and dispersive manner (desiyanto & djannah, 2013). the development of creativity in teaching is one important factor in the ongoing learning process. learning resource is anything that can provide convenience to learners in obtaining some information, knowledge, experience and skills in the learning process (purwatiningsih, 2015; retno, 2016). based on need assessment conducted on student of medical laboratory technology department, health polytechnic of kendari found that the student has some awareness of hygiene by washing hands. 97.5% of 120 respondents had a habit of washing hands and 2.5% do not have awareness about cleanliness, based on the questionnaire there were accustomed to washing hands with soap and some use hand sanitizer (march, 2017). according to the description above, it is necessary to conduct further research on the comparison of the total number of bacteria includes washing hands with soap and hand sanitizer. the result can be used as a learning resource for students at health polytechnic of kendari, medical laboratory technology department in course. method this study was conducted on 07-18 july 2017 at the laboratory of health, medical laboratory technology department, health polytechnic of kendari. this type of research done in true experimental with research design pretestposttest control group that is the difference of the total number of bacteria between washing hands with soap and hand sanitizer at medical laboratory technology department, health polytechnic of kendari. the amount of sample as many as 30 students of laboratory of health, medical laboratory technology department, health polytechnic of kendari. department consisting of 15 students in grade i and grade ii with 15 students with stratified random sampling as sampling techniques. if the population is >100 then the sample is taken 15-30% and if the population is <100 then the sample is taken 2550% (notoatmodjo, 2015; shu, 2013). the data in this study were collected from the beginning of the research, namely data collection using questionnaires, journals, books or literature supporting research. sampling palms of the student at medical laboratory technology department, health polytechnic of kendari before and after washing hands with soap and hand sanitizer. then examined by total plate number method. the results are then processed and reported as research data. tools and materials tools used in this research were reaction tubes and tube racks, measuring pipette 10 ml and 5 ml, stirring rod, methanol lamps, cotton, inoculating loop, graduated cylinder, incubator and petri dish. the materials used in this study is liquid soap, hand sanitizer, nacl sterile 0.9%, aquades and petri medium of na (nutrient agar). data analysis data were analysed by a univariate analysis using the paired t-test to compare the mean of the sample pairs to compare the total number of bacteria before and after washing hands with liquid soap and hand sanitizer. where: t count> t tab = different significance (h0 rejected) and t count<t tab = not different significance (h0 accepted). while independent sample t-test was used to compare the two groups of the mean of 260 comparison the number of bacteria …. darmayani et al / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 258-265 two different samples that is used to compare the total number of bacteria between wash hands with soap and hand sanitizer in students of medical laboratory technology department, health polytechnic of kendari. where: t hit> t tab = different significance (h0 rejected) and t count<t tab = not different significance (h0 accepted). level of the significance (α): 0.05. a. paired t test formula: thit= 𝑆𝐷 √𝑛 (1) sd= √𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒 (2) variance (s2): 1 𝑛−1 ∑ ((x1 − x2) − 𝑛 𝑖=1 )2 (3) explanation: t count = value of t count =average difference in measurements 1 and 2 sd=standard deviation of difference in measurements 1 and 2 n = number of samples interpretation: a. to interpret the test of t-test (paired t-test) must first be determined: the significance value α = 0,05. level of confidence 95% df (degree of freedom) for t paired, df = n -1 b. compare the value of the t count and t tab = α: (n-1) c. if: t count > t tab = significantly different (h0 rejected) t count <t tab = not significantly different (h0 accepted) b. independent sample ttest formula: tcount = 𝑀1−𝑀2 √ ss1+ss2 n1+ n2−2 ( 1 n1 + 1 n2 ) (1) m1 = ∑x1 n1 (2) m2 = ∑x2 n2 (3) 𝑆𝑆1 = ∑x1 2 − (∑x1) 2 n1 (4) 𝑆𝑆2 = ∑x2 2 − (∑x2) 2 n2 (5) explanation: m1 = average score of group 1 m2 = average score of group 2 ss1 = sum of square group 1 / number of squares of groups 1 ss2 = sum of square group 2 / number of squares of group 2 n1 = number of subject/ sample group 1 n2 = number of subject/ sample group 2 interpretation: a. to interpret the independent sample of ttest must first be determined: the significance level α = 0, 05. the level of confidence is 95%. df (degree of freedom) for t paired, df = n-2. b. compare the value of the t count by t tab = α: (n-2) c. if: t count> t tab = significantly different (h0 rejected) t count<t tab = not significantly different (h0 accepted). results and discussion number of bacteria before and after washing hands using liquid soap in studies comparing the total number of bacteria include washing hands with soap and hand sanitizer in student of medical laboratory technology department, health polytechnic of kendari, conducted on 30 palms respondent of students were divided into two groups, namely group a is 15 respondents hands of students before and after washing hands with liquid soap and group b consisted of 15 respondents before and after washing hands using hand sanitizer. the research was conducted in true experimental using the pretest-posttest control group as the research design in which this study aimed to compare the results of the total number of bacteria include washing hands with liquid soap and hand sanitizer on students. the result of a univariate analysis in group a before and after washing hands using liquid soap on students of medical laboratory technology department who total 15 respondents palms obtained an average total number of bacteria before washing hands was 5,162,000 colonies per ml, and after washing hands using the liquid soap that was 615,667 colonies per ml. the decline in the total number of colonies of comparison the number of bacteria …. 261 darmayani et al / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 258-265 bacteria that was as much as 4,887,500 per ml or 95%. table 1. result of univariate analysis group a (before and after hand washing using liquid soap) (source: primary data, 2017) based on the results of the bivariate analysis in table 1 was obtained t count= 2.48921> t 0.05 (14) = 2.14479 concluded to reject h0, meaning that there were differences in the total number of bacteria before and after washing hands with liquid soap. based on the results of the study (rachmawati, 2008; sunarti, 2015) stated that using hand washing soap can reduce the number of bacteria on the palms of visitors in the library of the decline of 50-100%. so washing hands with soap effectively reduce the number of germs in the palm of visitors of the library. based on that opinion there is similarity of research result, namely soap is effective to decrease the amount of bacteria number. as for what causes an increase in the number of bacteria after washing hands on a sample number 1 is 730,000 colonies per ml and 5 at 3,000,000 colonies per ml who use liquid soap caused by students after washing hands is not intentionally holding the surrounding objects so that bacteria in the body stick back on the palms and therefore the number of bacteria more than before washing hands with liquid soap. liquid soap is useful to kill or reduce the number of microorganisms because it contains substances disinfectant, so that the treatment using liquid soap, obtained a lower number of bacterial numbers than before washing hands. wash hands before and after the activity are important because it is a very effective health practices to prevent the spread of various infectious diseases such as diarrhea, respiratory infections, and avian influenza. the above-mentioned diseases can be avoided by hand washing with soap or antiseptic which is a simple, easy to do the behaviour, no need to spend much time and money (qisti et al., 2009; sibuea, 2007). total score bacteria before and after washing hands using hand sanitizer results of univariate analysis group b before and after washing hands with hand sanitizer in students at health polytechnic of kendari, medical laboratory technology department totalling 15 palms of respondents obtained average the total number of bacteria before washing hands is 1,314,000 colonies per ml and after washing hands, namely 58,667 colonies every ml. the decrease of bacterial number is 1,255,333 colonies per ml or 96%. based on the results of the bivariate analysis using a paired t-test resulted in t count= 2.32937 > t 0.05 (14) = 2.14479 concluded to reject h0, meaning that there were differences in the total number of bacteria before and after washing hands using hand sanitizer. these results are consistent with research (shu, 2013) stated preparations with a hand sanitizer gel with carbomer base that contained alcohol 42% can reduce the number of bacteria on the left thumb 35.5% and 36.3% right thumb. in preparation containing triclosan 0.5% can reduce the amount of bacteria on the left thumb by 81.72% and 81.33% right thumb. antiseptic power in the preparation with triclosan 1% can reduce the number of bacteria on the left thumb by 93.07% and 92.28% right thumb. we can conclude the gel preparation of hand sanitizer carbon can inhibit and reduce the growth of bacteria. no. sample number of bacteria before after difference 1. 500,000 730,000 -230,000 2. 3,800,000 1,925,000 1,875,000 3. 4,900,000 480,000 4,420,000 4. 1,140,000 70,000 1,070,000 5. 350,000 3,000,000 -2,650,000 6. 11,200,000 760,000 10,440,000 7. 0 0 0 8. 0 0 0 9. 3,595,000 0 3,595,000 10. 22,900,000 0 22,900,000 11. 1,060,000 0 1,060,000 12. 10,300,000 0 10,300,000 13. 16,945,000 1,960,000 14,985,000 14. 320,000 0 320,000 15. 420,000 310,000 110,000 amount 283,530,000 9,235,000 274,295,000 average 5,162,000 615,667 4,887,500 262 comparison the number of bacteria …. darmayani et al / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 258-265 table 2. univariate analysis group b (before and after washing hands use hand sanitizer) no sample amount figures bacteria before after difference 1 0 0 0 2 0 0 0 3 340,000 0 340,000 4 490,000 0 490,000 5 340,000 0 340,000 6 0 0 0 7 450,000 0 450,000 8 300,000 0 300,000 9 540,000 0 540,000 10 1,030,000 0 1,030,000 11 490,000 0 490,000 12 3,260,000 880,000 2,380,000 13 3,700,000 0 3,700,000 14 6,940,000 0 6,940,000 15 1,830,000 0 1,830,000 amount 19,710,000 880,000 17,000,000 average 1,314,000 58,667 1,255,333 (source: primary data, 2017) in hand sanitizer substance contained disinfectant that is 70% ethanol, so hand sanitizer effective to kill or reduce bacterial. the result showed that the total number of bacteria after washing hands with hand sanitizer is lower than before washing hands with hand sanitizer that is reduced by 96%. chemicals compound that kill bacteria are called bactericidal, while chemicals that inhibit growth are called bacteriostatic. antimicrobial ingredients can be bacteriostatic at low concentrations, but are bactericidal at high concentrations. inhibiting microbial activity, 5070% ethanol acts as a denaturation and coagulates proteins, denaturation and coagulation of proteins will damage the enzyme so that microbes cannot meet the needs of life and eventually its activity stalled (purwaningsih, 2015). comparison results of the total number of bacteria between hand washing using soap and hand sanitizer based on table 1 and table 2, the results of the bivariate analysis using test of independent sample obtained result: t count= 2.23755> t 0.05 (13) = 2.16037 concluded to reject h0, meaning that there was a difference of the total number of bacterial between washing hands using liquid soap and hand sanitizer in students of medical laboratory technology department, health polytechnic of kendari. comparison of the results of the total number of bacteria includes washing hands with liquid soap and hand sanitizer seen the total number of bacterial in washing hand using soap is higher than with hand sanitizer. total average number of bacteria using liquid soap 615,667 colonies per ml and the average of the number of bacteria using hand sanitizer 58,667 colonies per ml. difference in the total number of bacteria as many as 557,000 or 90%. these results are consistent with research (desiyanto & djanah, (2013) and radji (2007), there were differences in the total number of bacteria between washing hands with flowing water, soap, hand sanitizer a, hand sanitizer b, and a control group (without washing hands). hand sanitizer proved to be effective to the decrease in the number of bacterial numbers and descriptively the most effective are hand sanitizer b (alcohol 60%). this research and other similar research show that hand sanitizer very effective to reduce and inhibit bacteria. liquid soap and hand sanitizer are effective for reducing the total number of bacteria. this is evidenced by the significant results between before and after hand washing going on the decrease in the total number of bacteria. the average result of the test of independent samples showed hand sanitizers are more effective in killing the bacteria because the effective value is higher than the number of bacteria after using the liquid soap that was 96% while the total number of bacteria after using the liquid soap that was 95%. nevertheless, the habit of washing hands well using soap and hand sanitizers are both effective in lowering the total number of bacteria on the hands, because it is based on research of cordita (2017) and ramadhan (2013) that washing hands with antiseptic soap is more effective than washing hands with hand sanitizer, that is the effectiveness on decreasing in the number of bacteria with comparison the number of bacteria …. 263 darmayani et al / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 258-265 hand wash using hand sanitizer 60% and antiseptic soap equal to 73%. maintaining hand hygiene is very important habit. healthy is a gift of god to be grateful. healthy is a human right that must be respected (desiyanto & djanah, 2013). microorganisms on the surface of the skin and around the environment can cause many infectious diseases in humans. this is where the role of antiseptic that serves as a killer or inhibition of the growth of microorganisms on the skin surface. it is very important to prevent infectious diseases (levinson, 2008). washing hands removes dirt and dust mechanically from the skin surface and significantly reduces the number of microorganisms. washing hands is a process that mechanically releases dirt and debris from the skin of the hands using water. wash your hands is to wet your hands with running water to avoid disease, so that germs attached to the hands are completely lost (ministry of health republic of indonesia, 2008). the high effectiveness of washing hands can prevent the transmission of disease, so it is important to make efforts to improve washing hands habit. utilization of research result as learning source the source of learning includes all the good sources of data, people or objects that can be used to provide facilities (ease) for learners. therefore, the learning source is all the components of the instructional system both specifically designed and that can be used or utilized in learning activities. the results of this research are used as a learning resource that is as a research journal or research paper. research journal is a research report that was done scientifically (rosita et al., 2016; sarimusrifah, 2016; yuniarti, 2007). research journal or paper is a substantial piece of academic writing, usually done as a requirement for a class, in which the author does independent research into a topic and writes a description of the findings of that research. basically, most research journals can be accounted for their scholarship depending on the method used in preparing reports of research journals. this research journals can also be used as a learning resource of the students at medical laboratory technology department, health polytechnic of kendari. the existence of the fit between the vision concept of the medical laboratory technology department produced by professional laboratory technology experts and superior in the field of microbiology and conformity with college curriculum based on indonesia national qualifiers framework 2014 (in indonesia known as kkni), shows the concept of the result comparison the number of bacteria between washing hands using soap and hand sanitizer can support the need implementation of vision. given the conformity of this concept, the results of the study can be used a material on the total plate numbers (tpn) material to compare the number of bacteria most probable number (mpn) in bacteriology 2 for students of the third semester. conclusion there were differences in the total number of bacteria include washing hands with liquid soap and a hand sanitizer. hand sanitizers are more effective to reduce the total number of bacteria than the liquid soap that is a difference of 557,000 colonies per ml. as well as the application of research results regarding the comparison of the total number of bacteria include washing hands with soap and hand sanitizer as a learning resource for students at health polytechnic of kendari, medical laboratory technology department that is designed in the form of research journal with competency standard in the subject of bacteriology that is capable of understanding how to identify bacteria and counting of the total number of germs. to the next researcher is expected to do advanced research to know comparison the number of bacteria between washing hands by using some type of hand sanitizer and determine the type of bacteria present in the palm of the hand. 264 comparison the number of bacteria …. darmayani 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(2011). pengaruh pemberian penyuluhan phbs tentang cuci tangan http://dx.doi.org/10.12928/kesmas.v7i2.1041 http://ejournal.umm.ac.id/index.php/jpbi/ https://journal.ubaya.ac.id/index.php/%20jimus/article/download/173/150 https://journal.ubaya.ac.id/index.php/%20jimus/article/download/173/150 http://ejournal.umm.ac.id/index.php/jpbi/ http://journal.uii.ac.id/index.php/ comparison the number of bacteria …. 265 darmayani et al / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 258-265 terhadap pengetahuan dan sikap mencuci tangan pada siswa kelas v di sdn bulukantil surakarta (unpublished thesis). surakarta: fakultas kedokteran universitas sebelas maret. retrieved from https://eprints.uns.ac. id/6069/1/197231711201109051.pdf. 43 citation: widiansyah, a. t., indriwati, s. e., munzil, m., & fauzi, a. (2018). i-invertebrata as an androidbased learning media for molluscs, arthropods, and echinoderms identification and its influence on students' motivation. jpbi (jurnal pendidikan biologi indonesia), 4(1), 43-52. https://doi.org/10.22219/jpbi.v4i1.5476 vol. 4 no. 1, 2018; pp. 43-52 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 26/02/2018 revised: 24/03/2018 accepted: 28/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education i-invertebrata as an android-based learning media for molluscs, arthropods, and echinoderms identification and its influence on students' motivation arindra trisna widiansyah1*, sri endah indriwati2, munzil3, ahmad fauzi4 1science study program, pgri nganjuk school of teacher training and education (stkip pgri nganjuk), east java, indonesia 2department of biology education, faculty of mathematics and sciences, universitas negeri malang, east java, indonesia 3department of chemistry education, faculty of mathematics and sciences, universitas negeri malang, east java, indonesia 4department of biology education, faculty of teacher training and education, university of muhammadiyah malang, indonesia *corresponding e-mail: arindratrisna@stkipnganjuk.ac.id abstract in zoology course, students often have difficulty to identify several invertebrates. android-based learning media is currently an alternative way of solving some problems during the learning process. therefore, android-based learning media that assist students to identify invertebrates was developed in this study. this research method used to research and development model (r&d) developed by borg and gall (1983) that consisting 10 steps, that are research and data collection; planning the educational product; developing the product's preliminary form; initial field testing; the first revision of main product; main field testing; operational product revision; operational field testing; final product revision; and dissemination. the validation results from the material expert i, material expert ii, and media experts were 96.6%; 94.3%; and 94.7%, respectively. that results concluded i-invertebrata was feasible for use in learning but requires minor revision. furthermore, the results of quasi-experimental research that was analyzed by using analysis of covariance test showed the learning motivation of students who use iinvertebrata is significantly higher than students who do not use i-invertebrata. keywords: i-invertebrata, invertebrate zoology, learning motivation © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction biology is one branch of science that learns all about life (reece, urry, cain, wasserman, minowsky, & jackson, 2011). the learning objects in biology include all organisms, including invertebrates. invertebrates are animals that do not have the vertebral column (wijayanti et al., 2015). in university, invertebrate is studied in the invertebrate zoology course. the object of invertebrate zoology study includes the characteristics of morphology, anatomy, physiology, habitat and the role of invertebrates in the ecosystem. in addition, in the course, students are required to be able to identify and classify the various types of invertebrates that they found in the environment. the tool that could be used to identify invertebrates is dichotomous keys, the tool that presents a series of statements consisting of two lines of description of the characteristics of an organism with opposite features (randler, 2008). to understand the dichotomous keys, somebody must understand the nature and the diversity of animal shapes being identified. to understand the principles of invertebrate identification, sometimes, course held a field study that could facilitate a contextual learning process. contextual learning is a learning that links learning materials to real-world contexts (fraser, tobin, & mcrobbie, 2012). through this learning, students are empowered to think https://doi.org/10.22219/jpbi.v3i1.3905 widiansyah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 43-52 44 i-invertebrata as an android-based learning …. critically and effectively in understanding a surrounding phenomenon (nasution & rezeqi, 2015). however, sometimes, these activities require adequate learning media, time and cost. the information obtained from interviews with biology laborans and zoology invertebrate course lecturer at the university of muhammadiyah malang (umm) in february 2016, during the field study, students had difficulty focusing on complex invertebrate materials, thus making learning a bit saturated. one of the causes is the media used by students in assisting invertebrate identification during field study were only general maritime books and journal articles. those learning sources just contain the description of invertebrates and the research results. this condition made teach less relevant, causing students to be less confident and less satisfied with their invertebrate identification results. this fact shows that students' learning motivation, as well as the utilization of instructional media in invertebrate zoology course at the umm, has not developed optimally. the learning motivation is very important in the learning process (filak & sheldon, 2008; kusurkar, cate, vos, westers, & croiset, 2013). motivation also affects how many students participate in a learning activity, or how many students absorb the information/concepts teached by the lecturer. in addition, learning motivation also affects life skills (kiswoyowati, 2011). a person who has good life skills will be able to overcome various problems of life. related to the interview results, it needs improvement in the learning process that involves invertebrate identification activities at the umm. one of the efforts that could be done is to utilize innovative and contextual learning media that is able to improve the invertebrate learning process and could increase student learning motivation. one of that is a media that is able to identify invertebrates by utilizing android-based smartphone devices. the utilization of android to support the learning process is called mobile learning or mlearning (mehdipour & zerehkafi, 2013). implementation of m-learning is an attempt to overcome a number of educational problems as it allows the creation of innovation and could help students and teachers in obtaining information (west, 2013). in addition, the use of android-based applications in learningknown as blended learning-could help users (students) understand the material being studied (husamah, 2015a, 2015b; purwanti, 2013). estimated, with ease of access, there is the acceleration in the use of android to overcome obstacles in the learning process (indriwati & dedi, 2013). the results of further observations, through 31 questionnaires distributed by researchers in the second-semester students majoring in department of biology education at the umm who are taking the course of invertebrate courses; it is known that 84% of students have smartphone devices based on android. however, this smartphone device is mostly used for sms, phone, or chat. this indicates that most students still use their smartphones just for social media. in addition, with so many android users, there is great potential to apply android-based learning media to those students. based on the information, it is proposed a research that develops the “identifikasi invertebrata” (i-invertebrata) or invertebrate identification as an android-based learning media to identify molluscs, arthropods, and echinoderms and its effect on students' learning motivation. the development of i-invertebrata is an essential study because it provides various benefits, both theoretical and practical. the theoretical use of this present study is to describe and develop the repertoire of science education and learning, especially on the development of learning media. the practical uses of this study are: 1) for students, the results of the i-invertebrata implementation is to have a positive effect on student motivation and 2) for lecturers, the results of the study can be used as input material and one of the references for lecturers in choosing learning media. method the development of i-invertebrata based on android used a research and development (r&d) development model developed by borg & gall (1983) consisting of 10 steps. research and data collection at this step, the information related to human resources with skills, knowledge, and media development experiences were collected as well as the research for content on the media were conducted. at this step, an inventory of molluscs, arthropods, and echinoderms species in the tidal zone of gatra beach, malang widiansyah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 43-52 i-invertebrata as an android-based learning …. 45 district, east java province, indonesia was conducted. planning the educational product research and development (r&d) planning includes: 1) estimating funding, personnel and time; 2) formulate validator qualification; and 3) compiling research instrument consisting of student motivation questionnaire, student motivation observation sheet, expert material questionnaire and media expert and student response questionnaire. developing the product's preliminary form at this step, preliminary media was developed. the preliminary media was in the form of draft or storyboard. initial field testing initial field testing was conducted by presenting several experts including media expert and material experts to assess the designed media. each expert was asked to assess the design, so, it could be known about the weaknesses and the advantages of the designed media. the first revision of main product once the media design was validated through discussion with the experts, it could be known the weakness of the media. the weakness was then tried to be reduced by revising the design. main field testing the test was conducted on a small scale by involving 9-second semester students of department of biology education, at the umm which were taken based on students' ability (high achievement, middle and low achievement). the reason for choosing students with different ability level was to know the evaluation of the media from the different student who has different ability level. after implemented i-invertebrata, students were given a questionnaire to find out the students' response to the learning media. operational product revision after conducting a main field testing and have known the weakness, next step was to revise i-invertebrata in order to design the media that more perfect. operational field testing i-invertebrata was tested on a wider scale. in this step, a quasi-experimental research was conducted to find out whether the iinvertebrata could significantly be motivated students or not. the data obtained from this step was then tested using analysis of covariance (ancova). the designs at this step are presented in table 1. table 1. a quasi-experimental research design in operational field testing step group pretest treatment posttest experiment class t1 using i-invertebrata t2 control class t1 without i-invertebrata t2 final product revision the final media revision was conducted after operational field testing and if there were still the weakness of i-invertebrata. dissemination the dissemination was conducted if the learning media that has been tested was declared as an effective media and feasible for mass production. dissemination conducted by presenting the learning media in research seminar and dissemination the learning media to several students from several universities. results and discussion research and data collection at this step, it has been found a person who has the skills, knowledge, and experiences were willing to create a media application based on android and web server. in addition, from the inventory of molluscs, arthropods, and echinoderms in the tidal zone of gatra beach, it was found 42 species from six classes, those were gastropoda, malacostraca, asteroidea, ophiuroidea, and echinoidea. planning the educational product the results of this step were: 1) the time required for the research was 6 months, the activity starts from initial observation until final media revision; 2) the material experts were senior lecturers i.e. atok miftachul hudha and agus dharmawan, and the learning media expert was henry praherdiono; and 3) the instruments were student motivation questionnaire and observation sheets, material widiansyah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 43-52 46 i-invertebrata as an android-based learning …. validation questionnaire and learning media validation questionnaire. developing the product's preliminary form a) i-invertebrata “identifikasi invertebrata” (abbreviated to i-invertebrata) is the name of the media that has been developed in this study. i-invertebrate is an android application that serves to identify the types of molluscs, arthropods, and echinoderms. the i-invertebrata displays could be seen in figure 1. figure 1. the displays of i-invertebrata b) web server web server is a website that serves to process and store data used by i-invertebrata applications. when the database on the web server changes then the data on the iinvertebrata application also changed automatically. the web server displays could be seen in figure 2. initial field testing the validation score from the material expert i and ii was 96.6% and 94.3%, respectively, which means the material was feasible for use in learning but required minor revision. the advice from the material experts was: 1) the images should not be just black and white; and ) all images need to have the description. the media expert's validation score is 94.7%, which means the media is eligible for use in learning but required minor revision. the suggestion from the media expert was: 1) direct usage instructions need to be provided on the main page; 2) hardware usage instructions (smartphone screen type) and android versions (android 4.0, android 4.1, etc.) need to be provided; and 3) the media needs to be uploaded to the play store so that it could be downloaded en masse. the first revision of main product in this step, the main product was revised. at the revision step, not all images were full colored due to there are several morphologies of invertebrates that look more contrast and clearer when the image of these invertebrates is black and white. in this step, the description has been added to all images. the usage instruction has been also added to the main page. however, the suggestion from media expert that advice to upload the media to the play store was not conducted due to limited of funds and time. widiansyah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 43-52 i-invertebrata as an android-based learning …. 47 main field testing the score of student responses to iinvertebrata was 88.3% which means media has been feasible and can be used in learning but required little revision. the total students' responses to the i-invertebrata are shown in table 2. figure 2. the displays of the web server students' comments on i-invertebrata were generally said that i-invertebrata was an interesting media and helpful in identifying molluscs, arthropods, and echinoderms. but, widiansyah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 43-52 48 i-invertebrata as an android-based learning …. there was some point that needs to be improved, such as the need to add an explanatory image to each key determination in order to enable the student to understand every key determination. figure 3 is the documentation of the main field testing step. table 2. results of student responses to learning media no. aspects percentage (%) category 1 attractiveness 89 feasible 2 clarity of material presentation 85 feasible 3 efficiency 91 quite feasible 4 interactivity 88 quite feasible average 88.3 feasible figure 3. the main field testing step (source: authors' research documentation) operational product revision at this step, an explanatory image of the determination key to enable the student to understand every key determination were added. operational field testing based on students' learning motivation from observation sheet, the students' learning mean score in experimental class was 74%, whereas in control class was 64%. from the data, it could be seen that during the learning process, students who use i-invertebrata appear more motivated in following the learning process when compared with students who do not use iinvertebrata. beside from the observation sheet, the students' learning motivation data was also obtained through pretest and posttest. the mean pretest score of students' learning motivation in the control class was 76 whereas the post-test score was 74. the mean score of students' learning motivation in the experimental class was 75 whereas posttest score was 77. the graph of students' motivation mean score is shown in figure 4. figure 4. the graph of pretest and posttest score in experimental and control class then, the data were analyzed using ancova. the result of ancova test could be seen in table 3. tabel 3. the summary of ancova test result source type iii sum of squares df mean square f sig. corrected model 789.3 2 394.7 11.2 0.000 intercept 294.1 1 294.1 8.4 0.006 pretest motivation 650.4 1 650.4 18.5 0.000 class 195.7 1 195.7 5.6 0.022 error 1863.1 53 35.2 total 320471.2 56 corrected total 2652.4 55 based on the result, f value was 5.567 with p-value was 0.022, p-value < α (α = 0.05). thus, h0 was rejected and the research hypothesis that states there are significant differences between students' learning motivation in the experimental class with students in the control class was accepted. the adjusted mean score in experimental class was 77.212 whereas control class was 73.458. thus, the learning motivation of students who use iwidiansyah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 43-52 i-invertebrata as an android-based learning …. 49 invertebrata is significantly higher than students who do not use i-invertebrata. the student response score on i-invertebrata was 80% which means media was feasible and could be used in learning but still required minor revision. students' comments generally stated that i-invertebrata were attractive, innovative, and useful for identifying invertebrates. furthermore, students stated iinvertebrata were more reliable. however, there were some notes that need to be fixed, such as the visual displays were less interesting, the menu was not directly displayed on the main page, and need to be added a share menu with the aims the students could share the identification information to the other friends. figure 4 is the documentation of the operational field testing step. (a) (b) figure 4. the operational field testing step in experimental class: (a) identification process and (b) identification results presentation (source: authors' research documentation) final product revision in this step, several revision have been conducted, such as revising the display of icons, backgrounds, menus that directly displayed on the main page, and adding the share menu that aims to enable students to share their identification results to social media (email, facebook, twitter, and the other social media), as well as adding the contact menu so that students could give a criticism or suggestions to developers. dissemination this step was conducted through national research seminar and dissemination the learning media to several students at the umm and universitas negeri malang (um). in this research, i-invertebrata as a learning media that could improve students' learning motivation in zoology course has been developed. the findings obtained in this study is i-invertebrata able to improve student's motivation to learn. this finding is in line with some previous researchers who conducted research on the positive impact of learning media on the learning process (alqahtani & mohammad, 2015; lee, 2015). alqahtani and mohammad (2015) research show that the use of say quran which is an android-based learning media has a relationship with the appearance, satisfaction, and behavior of students, whereas, in lee's research, the use of mobile phone can increase the academic motivation of learners. the characteristics of i-invertebrata that use original images made i-invertebrata as an interesting learning media. furthermore, iinvertebrata is an easy operation media. those two factors contribute to improving students' attention. this explanation is in line with nugrahani (2007) that stated the use of the image in learning media is an effective way to improve students' absorptive capacity and improve the students' understanding of the lessons. moreover, the use of the image as a learning media is more effective to convey information or messages as well as more facilitate students during learning something (arguel & jamet, 2009). pan and pan (2009) also reported the presence of images can make it easier for students to understand what they are reading. widiansyah et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 43-52 50 i-invertebrata as an android-based learning …. in addition, the use of key determination using bahasa indonesia led learning to more effective. this condition also led the confidence of the students to increase. students were more understanding of the material and were more confident with their invertebrate identification results. this self-confidence is one of the important characteristics to achieve optimal learning achievement (salirawati, 2012). students who are more confident about a subject generate more motivation during the learning process. based on this study, i-invertebrata is the learning media that useful for improving invertebrate zoology course process. in addition, in the future, the presence of iinvertebrata could also facilitate the practice of zoology practical activity based on authenticbased research. the idea to design zoology course based on authentic-based research is necessary due to in the last few decades, various research has recommended lecturing activities that facilitate students to do authenticbased research (fauzi, corebima, & zubaidah, 2016; fauzi & ramadani, 2017; widowati, nurohman, & anjarsari, 2017). in these learning, students will design and conduct their own research, meanwhile, the lecturer only provides the basic themes for their research. with the presence of i-invertebrata, students will more easily perform their research activities when their research procedure require identifying of various invertebrates. conclusion students' motivation is one factor that plays an important role in the success of the learning process. when a lesson becomes tedious or matter becomes increasingly difficult to understand, the motivation of students tends to decrease. one alternative solution to handle the condition is by presenting learning media into the learning process. i-invertebrata is an android-based media that has been developed in this study. the validation results from material and media experts concluded i-invertebrata was feasible for use in learning. moreover, based on quasiexperimental research that has been conducted at operational field testing test, i-invertebrata has been proved could improve students' learning motivation in invertebrate zoology course at the umm. i-invertebrata could be the alternative way to improve the learning process of zoology course. it is recommended for lecturers to use iinvertebrata as the solution of the obstacle when student face difficulty in identify invertebrates. however, i-invertebrata still needs to be refined to be more perfect. related to that, the database on the web server needs to be added by conducting an inventory study on the other beach or collecting data generated by the other inventory reports from other researchers. references alqahtani, m., & mohammad, h. 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(2018). general informatics teaching with b-learning teaching model. jpbi (jurnal pendidikan biologi indonesia), 4(1), 85-94. https://doi.org/10.22219/jpbi.v4i1.5312 vol. 4 no. 1, 2018; pp. 85-94 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 01/02/2018 revised: 23/03/2018 accepted: 26/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education general informatics teaching with b-learning teaching model nguyen the dung1* and diani fatmawati2 1department of informatics, hue university of education, hue city, viet nam 2department of biology education, faculty of teacher training of education, university of muhammadiyah malang, east java, indonesia abstract blended learning (b-learning), a combination of face-to-face teaching and e-learning-supported-teaching in an online course, and information and communication technology (ict) tools have been studied in recent years. in addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. as it has been a matter of concern of the universities in vietnam today, deep studies related to this topic is crucial to be conducted. in this article, the process of developing online courses and organizing teaching for the general informatics subject for first-year students at the hue university of education with b-learning teaching model will be presented. the combination of 60% face-to-face and 40% online learning. keywords: b-learning, general informatics, ict, online © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction blended learning (b-learning), an instructional approach in which computer has a role as an instructional media (bonk & graham, 2006), has been implemented in higher education in many countries. it has been proven by many scientists that b-learning has improved student achievements (husamah, 2015; joseph, 2017; manwaring, larsen, graham, henrie, & halverson, 2017). moreover, it enables students to learn in a more flexible way, in term of time and places. as e-learning become one of the methods used in b-learning, it creates high interactive ‘class’. multimedia technology allows learners to exchange information more easily, as well as offering learning contents that suit their abilities and interests. one of the b-learning principles identified by lai et al. (2016) is consolidation in term of utilizing various types of learning activities including online discussions so that students do reconsider, reflect, and consolidate the knowledge they gained. online teaching (elearning) in the form of synchronous or unsynchronous interaction between teacher and learners has been giving benefits in teaching and learning. it costs considerably lower than the traditional classroom (fao, 2011), enables both teacher and students to conduct learning anywhere and anytime (epignosis llc, 2014). in addition, not only do education and training equip the learners with knowledge but human personality also does the same. during school hours, learners are trying to receive the information delivered (lecture materials), as well as keep their attention to the teacher who inspires dreams, ideals, and passions for them. in this case, online virtual learning is impossible to do these functions. therefore, blended learning (b-learning) will be the key to bridging the gap arises in term of utilizing a cutting-edge technology (e-learning) as well as conducting a good interaction between educators (teachers/lecturers) and learners. b-learning is relatively new in vietnam, while this teaching method is gradually occupying a strong trend in education. the problem is that there should be a theoretical basis for this teaching model as considerable as valid information about its effective use by considering teaching conditions, certain subjects, and its suitability of specific teaching context in the universities of vietnam today. the current teaching conditions in vietnam have been being a serious problem to implement b-learning due to some reasons. in their first year, the students often have no sense of self-learning. in addition, the downside of an https://doi.org/10.22219/jpbi.v4i1.5312 dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 86 general informatics teaching with b-learning …. online class is that the interactions occur between instructors and students to ask questions directly is often difficult (dung, 2014). among various basic modules for students, general informatics (gi) is the basic subject for most of the students as well as for biology students, biology education students, and environmental biology students in universities in vietnam today. this module aims to provide and train students with the basic knowledge and skills in computer use. by conducting this practical work during their study, the students are expected to be able to apply the skills enacted to their research as well as to their professional work in the future. take biology educational students as an example. after receiving this general informatics materials, biology education students are expected to be able to utilize their skills to analyze biological data such as using popgen to analyze their molecular research data (fatmawati, 2012), as well as apply their gi understanding to estimate carbon stock of evergreen broadleaf forest using object-oriented classification technique with remote sense data and so forth (dung, 2014). these because the materials delivered for the general informatics teaching can be related to biological and environmental subjects. therefore, it is crucial to conduct a research which elaborates a teaching method empowered by ict skills to promote active teaching and learning. this will provide adequate information for teachers in promoting active learning as well as educating students to be more familiar with self-learning. method design and build the online course the online course is based on five key elements: learner, course structure, online design, interactivity and usability (http://203. 113.132.166/course/view.php?id=56). learners. this course was designed for firstyear students with the goal of providing and training the students with the basic knowledge and skills in computer use. thus, these experiences can be implemented in students’ practical works, research, as well as in their professional work in the future. the content of the course by considering the standard of information technology skills commanded the ministry of information and communication of vietnam (circular no. 03/2014/tt-btttt, ministry of information and communications, hanoi, 2014) which must be achieved by students. course structure. the course consists of four chapters, each of which is a module that includes the objectives of the chapter, the content of knowledge, reference materials, activities and tasks of the chapter, exercises, and assessment of the chapter. at the end of each chapter, there will be practice exercises based on samples containing the skills expected to be enacted by the learners. website design to online learning. the website was designed on the e-learning system of hue university of education (2015-2016) and the e-learning system of hue university learning resource center (2016 2017). the website was designed in a clear and logical way, with simple and easy navigation which lead to ease learners to interact in the course. this easy-to-understand interface was also balanced between its text and graphics. interaction. the course has linked the resources, definitions, videos, and slides used in the lesson materials. the assessment tests included various forms (self-examination and multiple choice tests). in addition, the learners could interact directly with the page or upload their files. usability. the online course works well with guaranteed accessibility, the right links with the right functionality, as well as the design. to comply with the regulations and training of the university of education. gi course was implemented in the form of b-learning with the combined level in which the traditional learning plays a leading role (60% face-to-face) and the online learning plays a supporting role (40% online) (compulsory). teachers provided the materials, online lectures for learners, self-study orientation for learners. meanwhile, the learners enhanced their self-study, looked up the expanded knowledge, and actively carried out online learning activities i.e. exchanging, discussing, taking quizzes, combining group study forms, and self-learning. the teaching-learning model was face-toface which was supported by internetintegrated access. this model was used as its suitability to be applied in diverse classes with learners who have different segments of ability as well as knowledge level of informatics. in addition, the model is in line with the current training regulation, which evaluates the learning and assessment process that needs to be carried dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 general informatics teaching with b-learning …. 87 out at the school in conjunction with the assessment of learning activities on the online course site, which cannot be fully implemented on the online learning management system. based on the e-learning system of the hue university of education and the hue learning resource center, we built the gi course for 41 of first-year students in 2016-2017 and for 52 of first-year students in the academic year 20172018 at hue university of education. students were offered a free online account to log into the online course. teaching organization develop blended lessons: after defining lesson objectives and content, the content was divided into three groups. some of them were presented during school hours, and the other was organized into electronics lectures and learning resources to be posted as online course materials. organizing teaching in b-learning: based on the knowledge learned through the learning resources, especially video tutorials on the application software of the gi subject was assigned. students defined learning tasks, improved knowledge, and asked questions during school hours. the teachers synthesized and organized discussion before conducted the examination and evaluation of the lesson contents. during class hours, students could practice on their own computer, while at home, they could practice, with or without interaction with teachers and/or with their classmates. there also computer room provided by the school to be utilized by students. this enabled them to utilize this facility under teachers' guidance to interact with their friends directly or through ict tools. teachers and learners' interaction: teachers did not merely attending the class to announce a series of information and left as in the traditional classroom. with the characteristics of the gi course which was supported by ict, theoretical lessons in the face-to-face meeting, becoming hands-on instruction, using learning resources, and answering students' questions. classroom space was expanded with hands-on video tutorials, interactive tools such as social networking, e-mail, forums, etc. as well as frequent feedback from tutors and classmates. teachers also developed the content which enabled them to access, to learn and to discuss the unit. moreover, it provided students the skills they need to explore, acquire and process information effectively. test and evaluation: at the end of each chapter, the exercises and tests were given. practical exercises were submitted to the website with the assignment tool, students could post questions and discussions in closed groups created by the class via the social networking tool i.e. facebook. the test was done through a number of multiple-choice questions. students got their immediate results and answers after taking the test. it is important for the students to be proactive and conducting active learning. by implementing b-learning, not only do the learners collect and memorize information but they also must know how to analyze, synthesize and process the information obtained effectively. this approach has been proven to give meaningful learning experiences for students in more effective and efficient way (garrison & kanuka, 2004). maintaining a sense of discipline and learning motivation is even more meaningful for this type of learning. in addition, the classroom hours and online selfstudy determine the quality of learning of the learner. the course content has been organized at this address: http://203.113.132.166/course/ view.php?id=56 in which also served in figure 1, figure 2, and figure 3. after the experiment, we conducted the survey in which the questionnaire can be found in table.1 and website address: https://docs. google.com/ forms/d/e/1faipqlsdtvflprccxgvfpx96vfme fiasncaflllqj48x_ujjcpeajya/viewform. results and discussion the research results are served in figure 4. the diagram shows the results survey of students’ opinion about b-learning implemented in general information subject in hue university of education, vietnam. there were six indicators asked to be rated by students. the results were: 1) the course design (interactive, rich content, efective) (79%); 2) the use of the course in improving students’ informatics practical skill (87%); 3) the use of the course in improving students’ online learning skill (79); 4) the effectiveness of hands-on exercise efectivities (90); 5) the frequent of students’ interaction through blearning (82); 6) the students’ perception of the importance of informatics learning (12%). http://203.113.132.166/course/%20view.php?id=56 http://203.113.132.166/course/%20view.php?id=56 dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 88 general informatics teaching with b-learning …. generally, all aspects asked the students about b-learning were recognized as good by students, even though their opinion about the importance of learning gi subject was still low. figure 1. the content of general informatics course figure 2. the chapter building and organization of the general informatics course dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 general informatics teaching with b-learning …. 89 figure 3. the general informatics test and evaluation table 1. the questionnaire on the efficiency of gi teaching by utilizing the b-learning approach no. question sd d uk a sa 1 the course and content 1.1. i do not have any trouble in accessing the website 1.2. the structure of the course helps me to understand my goals and it is easy to learn 1.3. the lessons are designed to be highly interactive 1.4. the course website ensures the safety and confidentiality of the information served 1.5. the course website is completely reliable 1.6. the course materials are diverse, rich and effective 1.7. the course materials are close to reality, creating excitement for learners 1.8. the information provided in the course is useful for developing students' ict skills 1.9. the course content has helped the students to develop their basic ict skills 1.10. the course contents are well-complemented to the official informatics curriculum used (informatics curriculum hue university of education) 1.11. the course contents equip the students with adequate knowledge and skills to complete their final exam 1.12. the course contents are in line with the objective set out i.e. helping the learners to achieve the general informatics framework for nonspecialized students 2 organization and participation in the course 2.1. i was actively involved in the course 2.2. i was proactive in the learning process 2.3. i spent more time in online learning 3 the impact of the course 3.1. the course has helped students to improve their online learning skills 3.2. the course has helped students to improve their computer skills 3.3. the course has helped students to gain more interest in studying informatics 3.4. e-learning was the good tool for learning basic informatics for students 3.5. the course helped students familiarize themselves with and understand more about the students' general informatics framework dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 90 general informatics teaching with b-learning …. no. question sd d uk a sa 1 the course and content 3.6. the course has expanded the opportunity for students to learn about informatics 3.7. the course has helped to raise the students’ awareness about the importance of learning informatics 3.8. the course provided opportunities for students to practice basic and necessary ict skills 3.9. the course has helped the students to achieve certain levels of ict 3.10. i like learning by using the b-learning model 3.11. the materials provided by the teacher helped me complete the practical exercises 3.12. working on the e-learning site is easy 3.13. by using b-learning model, i learned informatics more effective through hands-on activities and exercises 3.14 through this course, i learned a new learning model i.e. b-learning 3.15 my ict skills have been improved as the result of the b-learning model implementation in this course 3.16. i felt interested to learn the entire materials of this course 3.17. i want to learn more about ict after this course 3.18. i like to learn by using b-learning model 3.19. i will introduce this learning model to my friends 4. collaborative learning 4.1. i was excited about the group discussions on facebook 4.2. i learned a lot from my classmate's comments 4.3. i have had various interactions with my classmates through blearning model 4.4. i found a new way of interactive learning by using ict the course design of the 61 students enrolled in the survey, including some students outside the experimental group, there was a similar blearning model or participation in the collaborative learning activities of the experimental group. most of the students thought that the lessons were designed to be interactive, content-rich and effective (79%). many students showed interest in the links to video lectures on ms word and ms excel. the content of the course helps students develop basic ict skills. this in line with kho et al. (2018) who have revealed that b-learning implementation has improved students’ knowledge as well as their practical skills. the results of the course survey and course content were consistent with the results of the study by kham et al. (2016) and hung and thanh (2016) which stated that an assertive online learning and ict-supported learning modes, has brought in students' academic success. the academic achievement reached also could in form of reducing drop out rate and improved-exam-mark (lópez-pérez, pérezlópez, & rodríguez-ariza, 2011). this approach has been proven to give meaningful learning experiences for students in more effective and efficient way (garrison & kanuka, 2004). students’ practical and online learning skills based on the survey results, students felt that their practical and online learning skills have been improved by experiencing blearning. the rating gained as high as 87% for practical skill and 79% for online learning skill. as assessment during the learning process, the students getting more and more confident in using a computer and utilizing the internet to explore materials they need to support their learning. moreno-ger et al. (2010) concluded that the use of web-based simulation as a media for students has made students felt more comfortable during laboratory session which, in turn, aided them to perform the exercise better as well as to achieve accurate results. the more the students explore the materials and media served, the more confidence they to express their opinion and asking questions. as the students practice and online learning skills were upgraded, their motivation to participate in discussion room was getting better based on both aspects the quality and quantity. they dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 general informatics teaching with b-learning …. 91 having higher analysis in utilizing some application available online. student organization and participation in the course the majority of students surveyed reflected that they neglected and gave less investment in learning with online learning. the reasons were: 1) not regularly access the internet and/or 2) no personal computer for learning. some students were less self-motivated to participate in online learning. these results were in line with the other studies (kham et al., 2016; vu, 2016) which reported that most of the obstacles encountered by learners were due to they are accustomed to the traditional learning style. this learning style has three characters: lack of initiative, lack of self-discipline, and lack of effective time management skills (vinh, 2013). by considering the characteristic of gi, which is a highly practical subject, the students were required to access the course as well as the social networking site and facebook to exchange and conduct collaborative learning, besides to submit practical exercises. the proper ict media used allowed students to have the higher level of knowledge building collaboration and interaction (sun, liu, luo, wu, & shi, 2017). figure 4. the results of b-learning survey description: a: the course design (interactive, rich content, effective) b: the use of the course in improving students’ informatics practical skill c: the use of the course in improving students’ online learning skill d: the effectiveness of hands-on exercise effectivities e: the frequent of students’ interaction through b-learning f: the students’ perception of the importance of informatics learning however, survey and interview results showed that self-learning as well as group exchange skills, community communication, computer network usage of the learners have been improved. the results obtained in this study were similar to those of vinh (vinh, 2013) who suggested that the advantage of combined learning is to create a learning environment in which learners take initiative on learning, as well as the results of research on pedagogical characteristics of communication through technology affect learners, by long (2014). garner et al. (2016) concluded that a well-managed of face-to-face and online instruction enriches human interaction which creates the relationship among students. dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 92 general informatics teaching with b-learning …. the impact of the course and collaborative learning the study results showed that the majority of students gave a good response to the different aspects related to the impact of the course. as many as 87% of respondents agreed that the course contributed to improving their informatics practice and suggested that blearning provided good support for their study in general informatics subjects. in particular, over 90% of students said that they have learned more effectively through hands-on exercises without the hassle in elaborating academic theories. most of the students also thought that their ict skills have improved as a result of the course and the learning model (b-learning). as the good perception has been built among students, the improvement of their learning results will be enacted. this due to the strong positive influence of perception on cognitive aspect and emotional engagement (manwaring et al., 2017). the survey results on collaborative learning through b-learning models such as the interaction between the learner and the learning environment through the impact of ict, learning through peer feedback, group discussions were also positive (82%). the student perception of collaborative learning was proven positively related to social presence and satisfaction perception (so & brush, 2008). the effectiveness of b-learning can be indicated by the previous indicators which were rated more than 70% by students. by considering the all good results above, there still one aspect to have low results i.e. the students' perception of the importance of learning gi subject, in which the rating was only 12%. this is assumpted that the students were not students who take it (information and technology) as their major subject or they are not habituated yet to the use of internet information to solve issues in their daily life, thus, they were underestimating in gi subject or another issue related to unexpected workload that leads to night work or family issues (vanslambrouck, zhu, lombaerts, philipsen, & tondeur, 2017). therefore, the lecturer, as well as the institution, should provide a valid information about their students before starting the program. in addition, the students' motivation needs to be strengthened to learn gi as the government set the standards to need to fulfilled by students. conclusion the article proposes and tests the teaching process for the gi course on the b-learning model. the combination of b-learning between face-to-face and e-learning was 60 %: 40%. this model was effective based on some indicator achievements: (1) the course design has been recognized by students as interactive, rich of content, and effective in which the rate reached was 78%; (2) the students’ informatics practical skill has been improved (87%); (3) the students’ online learning skill has been improved as well; (4) the hands-on exercise has been effective; (5) the students’ interaction through b-learning was good (82). however, a good perception of the important matter of learning gi still low (12%). references bonk, c. j., & graham, c. r. 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(2011). blended learning in higher education: students’ perceptions and their relation to outcomes. computers & education, 56(3), 818–826. http://doi.org/10.1016/j.compedu.2010. 10.023 manwaring, k. c., larsen, r., graham, c. r., henrie, c. r., & halverson, l. r. (2017). investigating student engagement in blended learning settings using experience sampling and structural equation modeling. the internet and higher education, 35, 21–33. http://doi.org/10. 1016/j.iheduc.2017.06.002 moreno-ger, p., torrente, j., bustamante, j., fernández-galaz, c., fernández-manjón, b., & comas-rengifo, m. d. (2010). application of a low-cost web-based simulation to improve students’ practical skills in medical education. international journal of medical informatics, 79(6), 459–467. http://doi.org/10.1016/j.ijmedi nf.2010.01.017 so, h.-j., & brush, t. a. (2008). student perceptions of collaborative learning, social presence, and satisfaction in a blended learning environment: relationships and critical factors. computers & education, 51(1), 318–336. http://doi.org/10.1016/j.compedu.2007. 05.009 sun, z., liu, r., luo, l., wu, m., & shi, c. (2017). exploring collaborative learning effect in blended learning environments. journal of computer assisted learning, 33(6), 575–587. http://doi.org/10.1111/jc al.12201 vanslambrouck, s., zhu, c., lombaerts, k., philipsen, b., & tondeur, j. (2017). students’ motivation and subjective task value of participating in online and blended learning environments. http:// doi.org/10.1016/j.iheduc.2017.09.002 dung & fatmawati /jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 85-94 94 general informatics teaching with b-learning …. vinh, n. q. (2013). experience in application software in english learning with foreign language training classes by blended learning model in the framework of the national foreign language project 202. quy nhon. vu, n. n. (2016). an investigation of vietnamese students’ learning styles in online language learning. journal of science, ho chi minh university of education, 79(1), 16–24. 202 vol. 3 no. 3, 2017; pp. 202-207 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 14/10/2017 revised: 25/11/2017 accepted: 29/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: assiddieq, m., darmayani, m. & kudonowarso, w. (2017). the use of silica sand, zeolite and active charcoal to reduce bod, cod and tss of laundry waste water as a biology learning resources. jurnal pendidikan biologi indonesia, 3(3), 202-207. https://doi.org/10.22219/jpbi.v3i3.4864 the use of silica sand, zeolite and active charcoal to reduce bod, cod and tss of laundry waste water as a biology learning resources moch assiddieq1*, satya darmayani2, and wirapati kudonowarso1 1 environmental engineering study program, university of muhammadiyah kendari 2 medical laboratory technology department, health polytecnic of kendari *corresponding e-mail: moch.assiddieq@gmail.com abstract the aquatic environment contaminated with detergent waste in high concentrations can endanger the lives human and biota in the water. this study aimed to determine the decrease of bod, cod and tss content of laundry liquid waste by using filter media of silica sand, zeolite, and activated charcoal. filter medium 1a can reduce bod level from 98.6 mg/l to 58.80 mg/l (40.36%), while medium 1b can decrease bod level to 21.20 mg/l (78.48%). it showed that media 1a had not fulfilled the quality standard of bod of waste water that is 50 mg/l, while media 1b had fulfilled the standard of quality. filter media 1a can decrease cod level from 210 mg/l to 78.80 mg/l (62.47%), whereas medium 1b can decrease cod to 25.60 mg/l (87.80%). this showed that media 1a and media 1b had met the quality standard of cod of waste water that is 100 mg/l. filter media 1a can decrease tss level from 465 mg/l to 122.5 mg/l (73.65%), whereas medium 1b can decrease tss level to 52.3 mg/l (88.75%). this showed that media 1a and media 1b had met the quality standard of tss of waste water that is 150 mg/l. keywords: silica sand, zeolite, activated charcoal, bod, cod, tss © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction increasing population in urban areas brings changes to the lifestyle of society. with the high hours of work and activities carried out, the community can no longer meet the needs of households independently. this has led to an increase in public demand for household services, one of which is laundry. the emergence of this laundry business can provide benefits and it is a domestic work solution, as well as providing new jobs for the surrounding community. however, these benefits are inversely proportional to the resulting environmental quality. the number of laundry services resulted in increased use of detergent, which will worsen the quality of the surrounding water because the business is not equipped with waste processing but it is discharged directly into the nearest sewer or water body. as a result, waste laundry is discharged into water bodies continuously without being processed, can cause problems of pollution. the aquatic environment contaminated with detergent waste in high concentrations can endanger the lives of the biota of water and human that consumes the biota. the laundry waste needs to be handled more effectively because laundry waste contains chemicals with high concentrations including phosphates, surfactants, ammonia and nitrogen and dissolved solids (tss), turbidity, biological oxygen deamnd (bod), and high chemical oxygen demand (cod) (ahmad and eldessouky, 2008). each industry can produce liquid wastes with cod concentrations between 488-2847 mg/l and suspended solid (ss) between 38-857 mg/l (seo, et al, 2001) but it all depends on the operational capacity of the laundry industry. according to the regulation of the state minister of the environment number 03 in 2010 concerning the quality standards of wastewater for industrial zones, industrial wastewater shall not contain cod, bod and tss in quantities beyond the specified quality standard. the quality standard for bod parameters is 50 mg/l, cod 100 mg/l, and https://doi.org/10.22219/jpbi.v3i3.4864 assiddieq et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 202-207 203 the use of silica sand…. tss 150 mg/l. bod, cod, and tss are part of physical-chemical parameters in waste water quality review (alaerts and santika, 1987). some wastewater treatment techniques, especially laundry water which is commonly used include using water hyacinth, alum coagulant and zeolite media, and using sand and activated charcoal. according to sulpryan (2014), the effectiveness of water hyacinth in lowering the concentration of bod waste water is 46.66% and cod 64.28%. according to sisyanreswari et al (2014) the effectiveness of alum coagulant and zeolite media in reducing the concentration of cod waste water is 69.44% and tss is 66.18%, whereas according to setyobudiarso and yuwono (2014) the effectiveness of sand and charcoal is active in reducing the concentration of cod waste water by 55.33% and tss of 50.57%. according kasam (2005), reduced ability of activated carbon caused pores on the carbon surface covered by molecules that have been absorbed. this also occurs in biosand filter reactors 2 activated carbon 30 and 60. based on observations on various types of media used to treat laundry water, the authors take a slow sand filter media with filter material in the form of zeolite, active charcoal and silica sand as a method to treat laundry waste water. method retrieval is based on the efficient timing of waste treatment and does not require large areas of land. silica sand filter media serves to filter the solids present in the water in the filtration tube, activated carbon serves to remove micropollutants such as organic matter, detergent, and odor, while for zeolite is used for molecular filters, ion exchangers, material absorbers and catalysts (setyobudiarso and yuwono, 2014). this problem is related to the biology concept that is taught in high school, grade x in the 2nd semester, about the material of environmental change and waste recycling at kd 4.10 "solving environmental problems by designing waste recycling products and environmental conservation efforts", by using indicators of achievement of competence "conducting experiments on the effect of water pollution on the survival of the organism". observations conducted on teachers of biology subjects found several problems that occur such as lack of resources of competent teaching materials as a medium for students. based on the problems that have been described above, it is necessary the use of learning media and good learning resources in order to help the process of biology learning effectively and efficiently (siswandari, et al, 2016). the development of creativity in teaching is one important factor in the ongoing learning process. learning resources are everything that can facilitate the learners in obtaining some information, knowledge, experience, and skills in teaching and learning process (retno, 2016). based on the early observations of the researchers, most laundry businesses do not have liquid waste treatment. therefore, the waste water treatment system is required to clean water by making filter media like slow sand filter combination of activated charcoal, silica sand, and zeolite. based on the above background, we get the problem formulation whether by using filter media of silica sand, zeolite, and activated charcoal can fulfill the standard of quality of bod, cod and tss of laundry wastewater? and how is the utilization of the results of research on the utilization of silica sand, zeolite, and activated charcoal to reduce bod, cod and tss laundry waste water can be a source of biology learning?. method this research was conducted on 17 june-19 august 2017 at basic laboratory of environmental engineering department of muhammadiyah university of kendari. the type of research used in this research was quantitative descriptive to know how far the effectiveness of silica sand filter media, zeolite and activated charcoal in lowering bod, cod and tss laundry waste water. the population in this research was residual wastewater of laundering of garments in all home laundry business around kendari barat subdistrict, and taken as sample that was waste of washing process in laundry b chosen by purposive sampling based on criteria that have been determined by the researchers, the criteria are waste generated dumped into the river, the physical character of the turbid waste and smells nice. the data in this study were collected from the beginning of the research, ie data obtained by researchers through interviews, discussions and direct observation in the field. the primary data was obtained directly by the researchers from the research sources and data obtained assiddieq et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 202-207 the use of silica sand…. 204 figure 1. design of filter tube media (source: primary data, 2017) from experimental results and laboratory analysis. then the data have been analyzed presented in the form of tables and narration to discuss the research results. tools and materials the tools used in this research are pvc pipe 6 ", pvc pipe 3", elbow ¾", dop 6", dop 3 ", stop faucet ¾", gauge (meter), jerry can.the materials used in this research are zeolite, sand silica, activated charcoal, laundry liquid waste. tool design results and discussion this research used silica sand filtering media, active charcoal, and zeolite. in the filter media is treated, namely the mass number variation for filter media 1a with the mass of each 2 kg while for filter media 1b with each mass 4 kg. this showed that mass variation of filter media 1a and 1b was very influential to know the effectiveness of a filtration in lowering bod, cod, and tss in accordance with the established environmental quality standard. from the mass variation of media 1a and media 1b then obtained the results of the analysis described in table 1. from the laundry waste analysis above, it was found that there was a decrease of bod, cod, and tss levels after treatment of 1a filter media with zeolite, silica, and activated charcoal respectively 2 kg, and 1b filter media with zeolite mass, carbon active and silica sand of 4 kg. table 1. result of laundry waste analysis (source: primary data, 2017) figure 2. results of laundry wastes measurement (source: primary data, 2017) test parameter unit sampel code size quality standard (pp no. 03, 2010) initial sample tool 1a tool 1b bod mg/l 98.6 58.80 21.20 50 cod mg/l 210 78.80 25.60 100 tss mg/l 465 122.5 52.3 150 laundry waste measurement results initian sample 2kg mass 4kg mass assiddieq et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 202-207 205 the use of silica sand…. bod (biochemical oxygen demand) from table 1, it can be explained that the change of bod content in laundry waste sample decrease after treatment on media 1a and media 1b. before treatment, bod content of 98.6 mg/l, then after treatment on medium 1a with the mass of 2 kg filter material obtained bod level of 58.80 mg/l and on treatment medium 1b with the mass of 4 kg filter material obtained bod content of 21.20 mg/l. based on figure 2, it can be explained that the difference of bod value of laundry waste treatment on filter media 1a with zeolite mass, silica sand, and active charcoal are 2 kg above the standard of quality of waste water for industrial area, this means using filter media 1a, bod has not fulfilled the standard quality requirement, while using filter media 1b with zeolite, silica, and activated charcoal respectively 4 kg, the result of its bod content is below the quality standard, so that it meets the specified requirements. from the above data can be seen that the filter media with zeolite, activated charcoal, silica sand with a mass of 2 kg can reduce bod content up to 40.36%, while with filter media with zeolite, activated charcoal, silica sand with a mass of 4 kg has the greatest ability in lowering bod content up to 78.49%. this is influenced by the mass of zeolite and activated charcoal. the larger the adsorbent mass in the filter media, the more organic substances from the waste water trapped in the pores of the adsorbent, thereby reducing the bod content of waste water (setyobudiarso & yuwono, 2014). cod (chemical oxygen demand) based on table 1, it can be explained that the change of cod content in laundry waste sample decrease after treatment on media 1a and media 1b. before treatment, cod content of 210 mg/l, then after treatment on medium 1a with the mass of filter material 2 kg obtained cod level of 78.80 mg/l and on treatment medium 1b with the mass of 4 kg filter material obtained cod level of 25.60 mg/l. both media have met the quality standards so that the laundry water is safe to be disposed to the body water. from the above data can be seen that the filter media with zeolite, activated charcoal, silica sand with a mass of 2 kg can reduce the level of cod to 62.47%, while with filter media with a mass of 4 kg has the greatest ability in lowering cod levels up to 87.80%. it is influenced by adsorption of organic substances by zeolite as well as activated charcoal. organic compounds in the laundry waste will be reduced so that the oxygen needed to oxidize the organic substances becomes less, thereby decreasing the cod content to the maximum, while the silica sand is used as a filter media in the treatment of laundry liquid waste so as to reduce the content of organic materials in such waste (ahmad & eldessouky, 2008). tss (total suspended solid) from table 1, it can be explained that the change of tss content in laundry waste sample decreased after treatment on media 1a and media 1b. before treatment, tss content of 465 mg/l, then after treatment on medium 1a with the mass of 2 kg filter material obtained tss level of 122.5 mg/l and on treatment medium 1b with the mass of 4 kg filter material obtained tss level of 52.3 mg/l. so the level of tss on both media has fulfilled the standard of quality so that the laundry water is safe to be discharged into water bodies. from the above data can be seen that the filter media with zeolite, activated charcoal, silica sand with a mass of 2 kg can reduce tss levels up to 73.65%, whereas with media with a mass of 4 kg can reduce tss levels up to 88.75%. the decrease of tss content in laundry waste occurring in each filter media due to zeolite and activated carbon can absorb the organic and inorganic substances contained in the laundry waste, while using silica sand, tss content decreased because the adsorption power of silica sand is able to absorb solids suspended density in water (ahmad and eldessouky, 2008). utilization of research result as learning source aect (1977) defined the source of learning includes all the good sources of data, people or objects that can be used to provide facilities (ease) for learners learn. therefore, the learning source is all the components of the instructional system both specifically designed and that can be used or utilized in learning activities. the tendency of utilization of various learning resources in educational unit is influenced by two main factors namely internal factors and external factors (environment). internal factors that influence the dominant is the awareness, passion, interest, ability, and assiddieq et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 202-207 the use of silica sand…. 206 comfort in the user. while the influential external factors are the availability of varied learning resources, the source of learning a lot, the ease of access to learning resources, learning process, space, human resources, and prevailing traditions and systems in schools/educational institutions (abdullah, 2012). the results of this research are used as a learning resource that is as a research journal. research journal is a research report about the results of research that has been done scientifically. basically, most research journals can be held accountable for their scholarship depending on the method used in preparing reports of research journals (rosita et al., 2016). journal of this research can also be used as a source of student learning in class x of the 2nd semester on biology subject on environmental change material and waste recycling. in accordance with the competency standard is to carry out experiments on the effect of water pollution on the survival of organisms with kd 4.10 ie solve environmental problems by making waste product recycling design and environmental conservation efforts. conclusion filter media, a combination of silica sand, zeolite and activated charcoal can decrease bod, cod, and tss. the value of bod content from the processing of filter media 1a of 58.80 mg/l has not met the quality standard that is 50 mg/l while using the filter media 1b bod content of 21.20 mg/l has met the quality standard. the value of cod in filter media 1a of 78.80 mg/l and on filter media 1b of 25.60 mg/l has met the quality standard of 100 mg/l. the value of tss both on filter media 1a and filter media 1b of 122.5 mg/l and 52.3 mg/l has met the quality standard of 150 mg/l. implementation of research as a source of biology learning that is in the form of research journal with competency standard is carrying out experiments influence water pollution on the survival of organisms with kd 4.10 ie solve environmental problems by making waste product recycling design and environmental conservation efforts. references abdullah, r., (2012). learning based use learning resources. didaktika, 12(2), 216231. aect, (1977). the definition of educational technology. washington: association for educational communication and technology. ahmad & el-desauky. (2008). design of a modified low cost treatmeant system for the recycling and reuse of laundry waste water. journal of resources, conservation and recycling, 52(7), 973–978. retrieved from www.elsevier.com/locate/resconrec. alaerts, s., & smestri, s. (1987). metode penelitian air. surabaya: usaha nasional. kasam, y., andik, & sukma, t. (2005). decreasing chemical oxygen demand in liquid waste laboratory using coconut shell activated coconut activated carbon filter. jurnal logika, 2(2), 3-17. retno r. s., & yuhanna w .l. (2016). the learning of science basic concept by using scientifiq inquiry to improve student’s thinking, working, and scientific attitude abilities. jurnal pendidikan biologi indonesia, 2(1), 1-9. retrieved from http://ejournal.umm.ac.id/index.php/jpbi/. rosita, d, zaenab. s, & budiyanto m.a.k. (2016). the analysis on the chlorine contents in rice circulation in pasar besar of malang as the biological learning resource. jurnal pendidikan biologi indonesia, 2(1), 88-93. retrieved from http://ejournal.umm.ac.id /index.php/jpbi/. seo t. g., lee, t. s., moon, b. h. & lim. j. h. (2001). ultrafiltration combined with ozone for domestic laundry wastewater reclamation and reuse. retrieved from ws.iwaponline.com/content/ppiwawstws/1/5 -6/387.full.pdf. siswandari a. m, hindun. i, & sukarsono. (2016). phytoremediation of phosphate content in liquid laundry waste by using echinodorus paleafolius and equisetum hyemale used as biology learning resource. jurnal pendidikan biologi indonesia, 2(3), 222-230. retrieved from http://ejournal. umm.ac.id/index.php/jpbi/. http://www.elsevier.com/locate/resconrec http://ejournal.umm.ac.id/index.php/jpbi/ http://ejournal.umm.ac.id/index.php/jpbi/ http://ejournal.umm.ac.id/index.php/jpbi/ assiddieq et al. / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 202-207 207 the use of silica sand…. sulpryan, r. (2014). pengaruh treatment air limbah laundry dengan menggunakan eceng gondok (eichornia crassipes) (unpublisheed thesis). kendari: teknik lingkungan universitas muhammadiyah kendari. setyobudiarso, h, &yuwono, e. (2014). rancang bangun alat penjernih air limbah cair laundry dengan menggunakan media penyaring kombinasi pasir-arang aktif. jurnal neutrino, 6(2) 84-90. sisyareswari, h; wiharyanto, o. & rezagama, a. (2014). penurunan tss, cod, dan fosfat pada limbah laundry menggunakan koagulan tawas dan media zeolit. retrieves from http://ejournal-s1.undip.ac.id/index.php /tlingkungan/article/view/7133/6900. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 78-87) tutut puji lestari dkk, analisis karakteristik ekstrak 78 analisis karakteristik ekstrak betasianin kulit buah naga hylocereus polyrhizus dan hylocereus undatus serta uji stabilitas organoleptik jelly sebagai media pembelajaran atlas characteristics analysis of dragon fruit extract skin betacyanin of hylocereus polyrhizus and hylocereus undatus with test of stability organoleptic jelly as atlas media tutut puji lestari1 1program studi pendidikan biologi, fkip universitas muhammadiyah malang e-mail: lestariwawaiatei@yahoo.co.id abstrak buah naga jenis hylocereus polyrhizus dan hylocereus undatus merupakan kerabat tanaman kaktus yang banyak dibudidayakan dikota malang. tingginya konsumsi buah naga, berdampak pada menumpuknya kulit buah yang hanya dibuang sebagai sampah. kulit buah naga diketahui memiliki sumber pewarna alami merah, yaitu betasianin. tujuan penelitian ini untuk mengetahui karakteristik ekstrak betasianin kulit buah naga hylocereus polyrhizus dan hylocereus undatus serta stabilitas organoleptik jelly, yang akan dikembangkan menjadi media atlas untuk kelas viii smp. penelitian dilakukan pada bulan september – oktober 2015. penelitian ini dilakukan dalam tiga tahap. jenis penelitian tahap i dan ii adalah true experimental research, dan penelitian tahap iii adalah studi pengembangan. hasil penelitian tahap i menunjukan bahwa berbagai konsentrasi etanol (70 % dan 90%) berpengaruh terhadap karakteristik ekstrak betasianin kulit buah naga hylocereus polyrhizus dan hylocereus undatus, namun berpengaruh sangat nyata terhadap ekstrak kulit buah naga hylocereus undatus pada perlakuan n2,ei dengan ph 4,5. kemudian pada penelitian tahap ii menunjukan hasil bahwa berbagai konsentrasi ekstrak betasianin terbaik berpengaruh nyata terhadap stabilitas organoleptik jelly. lalu hasil penelitian tahap iii yaitu pengembangan dari penelitian tahap i dan ii menjadi media atlas untuk kelas viii smp. kata kunci: jelly, kulit buah naga, kestabilan, media atlas organoleptik, abstract dragon fruit hylocereus polyrhizus and hylocereus undatus are familiy of cactus, grown in malang. the high consumption of dragon fruit, have an impact on the fruit skin buildup that simply disposed of as trash. dragon fruit skin is known to have a source of natural red dye, which is betacyanin. the purpose of this study was to determine the characteristics of the dragon fruit peel extract betacyanin hylocereus polyrhizus and hylocereus undatus as well as the stability of the organoleptic jelly, which will be developed into a learning materials atlas for class viii junior high school. the study was conducted in september-october 2015. the study was conducted in three stages. this type of research phase i and ii is true experimental, and phase iii is development. the results of phase i shows that various concentrations of ethanol (70% and 90%) have an effect on the characteristics of the extract betacyanin skin dragon fruit hylocereus polyrhizus and hylocereus undatus, but very significant effect on skin extract dragon fruit hylocereus undatus the treatment of n2, ei at ph 4,5. later in the phase ii study results showed that different concentrations of extracts of the best betacyanin significantly affect the organoleptic stability of jelly. the results of phase iii is the development of phase i and ii studies into atlas media for 8th grade of junior high school. keywords: atlas media, dragon fruit skin, jelly organoleptic, stability mailto:lestariwawaiatei@yahoo.co.id jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 78-87) tutut puji lestari dkk, analisis karakteristik ekstrak 79 pewarna makanan merupakan bahan tambahan yang digunakan untuk memperbaiki atau menambah warna pada makanan agar terlihat lebih menarik. perkembangan industri makanan, baik secara sengaja maupun tidak disengaja telah banyak menggunakan pewarna sintetik bahkan pewarna tekstil (nanda, 2014). apriyati (2006) menganalisis zat warna sintetik dalam jajanan tradisional di pasar besar kota malang, didapatkan hasil bahwa penggunaan pewarna tatrazine, carmoisine dan panceau 4r telah banyak digunakan dalam olahan jajanan tradisional kue thok dan kue klepon. oleh karena itu perlu eksplorasi sumber pewarna alami, salah satunya dari kulit buah naga. buah naga merupakan kerabat kaktus yang banyak dibudidayakan di daerah malang raya, seperti di perkebunan buah naga bululawang, perkebunan buah naga arofa dan lain-lain. menurut budi (2013) buah naga yang banyak dibudidayakan adalah jenis buah naga merah (hylocereus polyrhizus) dan putih (hylocereus undatus). tingginya konsumsi buah naga berakibat pada meningkatnya jumlah kulit buah naga yang hanya dibuang sebagai sampah. kulit buah naga diketahui memiliki sumber pewarna alami merah yang disebut dengan betasianin (rintis, 2014). zat warna betasianin adalah golongan senyawa betalain. zat warna betasianin dapat memberikan warna merah serta larut dalam pelarut polar, seperti: metanol, etanol, air dan kloroform (fitri, 2012). penggunaan pelarut dalam proses ekstraksi kulit buah naga menggunakan pelarut etanol, karena memiliki titik didih yang rendah dan memiliki kepolaran yang mendekati tingkat kepolaran betasianin (ahmad, 2015). proses ekstraksi betasianin dapat dipengaruhi oleh kestabilan ph. kestabilan ini dapat berperan dalam memberikan pewarnaan yang baik terhadap olahan pangan (fatimah, 2014). produk makanan yang banyak diwarnai oleh pewarna adalah jelly. permasalahan akan pewarnaan sangat berkaitan dengan konsep biologi yang diajarkan pada siswa smp kelas viii, tentang bahan kimia dalam kehidupan, pada kd 4.3 kurikulum tingkat satuan pendidikan 2006. pencapaian materi tersebut dapat dikembangkan melalui media atlas. media atlas merupakan suatu gambaran atau representasi unsur-unsur ketampakan abstrak yang dipilih dan terdeskripsikan dalam bidang datar dan terdiri dari satu atau beberapa tema dengan informasi yang lebih dalam atau detail yang disusun sedemikian rupa untuk maksud dan tujuan tertentu (yurnalis, 2015). tujuan penggunaan media atlas dalam pembelajaran adalah meningkatkan kemampuan pemahaman konsep materi secara detail dengan adanya penggambaran materi secara rinci. selain itu, atlas dapat berfungsi untuk peningkatan pemahaman konsep dalam pengidentifikasian suatu tema pembelajaran. metode penelitian penelitian ini dilakukan pada bulan september-oktober 2015. penelitian ini dilakukan pada beberapa laboratorium yaitu laboratorium upt materia medika kota batu, laboratorium biologi universitas muhammadiyah malang, dan laboratorium ilmu teknologi pangan universitas muhammadiyah malang. penelitian ini dilakukan dalam tiga tahap. jenis penelitian tahap i dan ii adalah true experimental research, dan penelitian tahap iii adalah studi pengembangan. penelitian tahap i penelitian tahap i menggunakan desain penelitian factorial design yang terdiri dari dua faktor yaitu faktor pertama jenis kulit buah naga (ni = hylocereus polyrhizus dan n2 = hylocereus undatus), kemudian faktor kedua yaitu konsentrasi etanol (eo=kontrol, ei=etanol 70%, dan e2=etanol 90%). sampel pada penelitian tahap i adalah 300 gram kulit buah naga jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 80 hylocereus polyrhizus dan 300 gram kulit buah naga hylocereus undatus. kemudian teknik sampling penelitian tahap i adalah simple random sampling. adapun alat dan bahan penelitian tahap i, yaitu pisau, blender, timbangan analitik, toples kaca, mangkuk besar, alat destilasi uap, labu alas bulat, alat wiseshake, kain saring, botol kaca gelap, kertas label, rak tabung reaksi, pipet volum, tabung reaksi, spektrovofometer uv-1601, kuvet atom, ph meter, plastik, 300 gr kulit buah naga merah, 300 gr kulit buah naga putih, 1000 ml etanol 70%, 1000 ml etanol 90%, 3000 ml aquades larutan buffer ph 1 dan larutan buffer ph 4,5. analisis penelitian tahap i meliputi: pembuatan konsentrat ekstrak betasianin, analisis kadar betasianin dan uji ph betasianin. adapun prosedur analisa yaitu: pembuatan ekstrak betasianin menimbang kulit buah naga sebanyak 300 gr, kemudian memaserasi bahan dengan pelarut etanol 70% dan 90% selama 48 jam, lalu mengambil ekstrak dengan cara menyaring dengan kain saring dan menuangnya pada labu alas bulat, setelah itu diuapkan pada alat destilasi dengan tekanan sebesar 175 mbar. analisis kadar betasianin mengencerkan zat warna yang terlalu pekat dengan memasukan 0,5 ml zat warna dan ditambah 4,5 ml etanol, memasukan 0,5ml sampel yang telah diencerkan pada dua buah kuvet, menambahkan 4,5 ml larutan buffer ph 1 dan buffer ph 4,5 pada tabung reaksi, mengukur absorbansi sampel pada spektrofotometer dengan panjang gelombang 537 nm dan 500 nm, menghitung nilai kadar betasianin dengan rumus: keterangan: ∆ absorbans: selisih absorbansi pada ph 1 dan pada ph 4,5 berat molekul: 550 g/mol ∑: koefisien absorbansi = 60.000 l/mol l: tebal kuvet 1 cm uji ph betasianin menuangkan zat warna pada wadah plastik, mencelupkan ph meter kedalam zat warna dan membaca hasil dari pengukuran. teknik analisis data penelitian tahap i teknik analisis data penelitian tahap i menggunakan perhitungan manual untuk menguji normalitas, homogenitas, anova dua jalan, dan uji duncan. penelitian tahap ii penelitian tahap ii memiliki desain penelitian the posttest-only control group design yang terdiri dari 1 faktor, yaitu konsentrasi ekstrak betasianin kulit buah naga terbaik yang diaplikasikan dalam jelly terdiri dari ko (0 %), ki (5%), k2 (10%), dan k3 (15%). ekstrak terbaik diperoleh dari penelitian tahap i yang dipilih berdasarkan kadar betasianin dan ph zat warna betasianin yang paling baik. sampel dalam penelitian tahap ii yaitu 30 ml ekstrak terbaik zat warna betasianin dan ph yang yang terbaik dari penelitian tahap i. kemudian teknik sampling penelitian tahap ii yaitu simple random sampling. adapun alat dan bahan penelitian tahap ii yaitu: panci, wadah jelly, pipet volum, cangkir ukur, sendok makan, ph meter, wadah plastik, color reader cr-10, angket organoleptik, 30 ml konsentrat terbaik, serbuk jelly, 3200 ml air dingin, dan gula. analisis penelitian tahap ii meliputi: pembuatan jelly, penentuan ph jelly, analisa warna metode color reader, dan uji organoleptik. adapun prosedur analisa yaitu: pembuatan jelly memanaskan air, memasukkan serbuk jelly dan gula, mengaduk larutan hingga rata selama 10 menit, kemudian ∆ absorbansi= [(a537-a500)ph1-(a537-a500)ph4,5] kadar betasianin (mg/l) ∆ absorbansi x factor pengenceran x berat molekul ∑ x 1 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 81 tunggu hingga mendidih, selanjutnya tiriskan larutan jelly pada wadah dan tunggu hingga setengah dingin, setelah itu tuangkan zat warna terbaik sesuai dengan perlakuan, mengaduk hingga rata, kemudian menuang pada cup jelly. penentuan ph jelly memasukkan larutan jelly pada wadah plastik, kemudian mencelupkan ph meter pada larutan jelly, selanjutnya membaca hasil pengukuran ph. analisa warna jelly metode color reader mengambil sampel jelly, kemudian menyalakan color reader dan mendekatkan lensa pada bahan, memilih menu lab untuk pilihan pengukuran, menera sampel dan mencatat hasil pengukuran warna. uji organoleptik mempersiapkan panelis dan bahan yang akan diujikan, menyediakan angket organoleptik, menjelaskan prosedur pengujian bahan, selanjutnya mempersilahkan panelis untuk menilai indikator warna, tekstur, rasa, dan aroma bahan. teknik analisis data penelitian tahap ii teknik analisis data penelitian tahap ii menggunakan uji normalitas, homogenitas, anova satu jalan, dan uji duncan. penelitian tahap iii penelitian tahap iii merupakan penelitian pengembangan dengan metode pembelajaran learning cycle tiga fase yang terdiri dari tahap eksplorasi, eksplanasi dan elaborasi. berdasarkan tahapan tersebut, disusun media pembelajaran ipa untuk kelas viii smp, berupa media pembelajaran atlas. hasil dan pembahasan hasil penelitian a. hasil penelitian tahap i tabel 1.2 statistik rerata karakteristik ekstrak betasianin perlakuan rerata kadar betasianin rerata ph buffer ph i buffer ph 4,5 ni , eo 4,56 5,25 5,35 ni , ei 6,40 4,83 5,35 ni , e2 0,0002 0,0002 4,4 n2 , eo 3,88 1,53 5,5 n2 , ei 5,95 4,31 5,2 n2 , e2 0,0003 0,0004 5,2 tabel 1.3 statistik uji asumsi normalitas dan homogenitas karakteristik ekstrak betasianin karakteristik uji asumsi normalitas keputusan homogenitas keputusan kadar lhit < ltab (0,94)<(0,127) normal x2koreksi<x 2 tabel (-18,09) < (11,1) homogen ph lhit < ltab (0,107)<(0,178) normal x2koreksi<x 2 tabel (-3,63) < (11,1) homogen tabel 1.4 hasil anava dua arah karakteristik ekstrak betasianin variabel sumber keragaman fhitung ftabel keputusan kadar betasianin nilai baris tengah 377,75 3,10 ho ditolak nilai baris kolom 185,64 2,62 ho ditolak nilai interaksi 23,29 2,13 ho ditolak ph betasianin nilai baris tengah 5356 3,10 ho ditolak nilai baris kolom 2,3 2,62 ho diterima jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 82 nilai interaksi 5,16 2,13 ho ditolak keterangan : taraf signifikansi 0,05 tabel 1.5 hasil uji duncan karakteristik ekstrak betasianin perlakuan rerata notasi / label ni,e2 ph 1 0,0002 a ni,e2 ph 4,5 0,0002 0 a n2,e2 ph 1 0,0003 0,0001 0,0001 a n2,e2ph 4,5 0,0004 0,0001 0,0002 0,0002 a n2,eo ph 4,5 1,53 1,52 1,52 1,52 a n2,eo ph 1 3,88 2,35 3,87 3,87 c n2,ei ph 4,5 4,31 0,43 2,78 4,30 cd ni,eo ph 1 4,56 0,25 0,68 3,03 b ni,ei ph 4,5 4,83 0,27 0,52 0,95 a ni,eo ph 4,5 5,25 0,42 0,69 0,94 a n2,ei ph 1 5,95 0,7 1,12 1,39 a ni,ei ph 1 6,40 0,45 1,15 1,57 a 2,89 3,04 3,12 18,61 19,57 20,09 keterangan :perlakuan yang notasi hurufnya sama berarti tidak berbeda nyata pengaruhnya menurut bjnd 5% b. hasil penelitian tahap ii tabel 1.6 statistika rerata intensitas warna jelly perlakuan intensitas warna l a+ b+ ko 32,7 1,51 2,80 ki 32,9 1,53 2,83 k2 30,8 1,58 2,38 k3 32,73 1,53 1,68 rerata 32,28 1,53 2,42 keterangan: l : kecerahan a+ : intensitas warna merah b+ : intensitas warna kuning tabel 1.7 statistika rerata organoleptik jelly perlakuan organoleptik jelly rerata organoleptik warna aroma tekstur rasa ko 3,40 3,30 3,30 3,28 3,32 ki 2,75 2,83 2,86 2,78 2,80 k2 2,43 2,03 2,16 2,20 2,20 k3 2,60 2,68 2,61 2,55 2,61 rerata 2,79 2,71 2,73 2,70 tabel 1.8 statistika uji asumsi intensitas warna dan organoleptik jelly karakteristik uji asumsi normalitas k e p u t u s a n homogenitas k e p u t u s a n w a r n a l lhit < ltab 0,148<0,178 n o r m a l x2koreksi<x 2 tabel (7,990)<(11,1) h o m o g e n a+ lhit < ltab 0,095<0,178 n o r m a l x2koreksi<x 2 tabel (4,952)<(11,1) h o m o g e n b+ lhit < ltab 0,154<0,178 n o r m a l x2koreksi<x 2 tabel (7,664)<(11,1) h o m o g e n warna n h o jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 83 o r g a n o l e p t i k lhit < ltab 0,85<0,178 o r m a l x2koreksi<x 2 tabel (-3,431)<(11,1) m o g e n aroma lhit < ltab 0,83<0,178 n o r m a l x2koreksi<x 2 tabel (-13,9)<(11,1) h o m o g e n tekstur lhit < ltab 0,86<0,178 n o r m a l x2koreksi<x 2 tabel (4,07)<(11,1) h o m o g e n rasa lhit < ltab 0,89<0,178 n o r m a l x2koreksi<x 2 tabel (4,57)<(11,1) h o m o g e n keterangan : taraf signifikansi 0,05 l : kecerahan a+ : intensitas warna merah b+ : intensitas warna kuning tabel 1.9 hasil uji anova satu arah intensitas warna dan organoleptik jelly karakteristik fhitung ftabel keputusan intensitas warna l 6,724 3,10 ho ditolak a+ 0,092 3,10 ho diterima b+ 11,194 3,10 ho ditolak organoleptik warna -24,61 3,10 ho diterima aroma 4,68 3,10 ho ditolak tekstur 4,62 3,10 ho ditolak rasa 4,24 3,10 ho ditolak keterangan : taraf signifikansi 0,05 l : kecerahan a+ : intensitas warna merah b+ : intensitas warna kuning tabel 1.10 hasil uji duncan intensitas warna jelly perlakuan hasil uji duncan intensitas warna l a+ b+ ko a ab ki a ab k2 a a k3 a a keterangan : perlakuan yang notasi hurufnya sama berarti tidak berbeda nyata pengaruhnya menurut bjnd 5% l : kecerahan a+ : intensitas warna merah b+ : intensitas warna kuning tabel 1.11 hasil uji duncan organoleptik jelly perlakuan hasil uji duncan organoleptik jelly warna aroma tekstur rasa ko b b b ki b b ab k2 a a a k3 ab ab a keterangan : perlakuan yang notasi hurufnya sama berarti tidak berbeda nyata pengaruhnya menurut bjnd 5% jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 84 c. hasil penelitian tahap iii gambar 1.1 desain pengembangan atlas 1. pembahasan pembahasan penelitian tahap i hasil penelitian tahap i, menunjukan data kadar betasianin terbaik terdapat pada pelarut n2,ei pada ph 4,5 dengan nilai sebesar 4,31. hal ini didasarkan pada uji duncan pada tabel 1.5, yang membuktikan bahwa perlakuan n2,ei menghasilkan data yang berbeda sangat nyata pada perlakuan, dan membuktikan adanya pengaruh penambahan berbagai konsentrasi etanol terhadap ekstrak zat warna betasianin. perlakuan n2,ei merupakan perlakuan kulit buah naga putih dengan penambahan konsentrasi etanol 70% dalam proses ekstraksi zat warna betasianin. penambahan konsentrasi etanol 70% dapat melarutkan zat warna betasianin secara maksimal dengan buffer ph 4,5. hal ini sesuai dengan pendapat castellar dalam ahmad, 2015 bahwa zat warna betasianin akan stabil dan menunjukan kadar yang maksimal pada ph 4-5. sebab apabila ph dibawah nilai 4 maka zat warna betasianin akan mudah rusak (caultate, 1996). hal ini didukung oleh pendapat ahmad (2015), bahwa dalam ph netral zat warna betasianin juga akan menimbulkan kerusakan komponen dan merubah zat warna betasianin menjadi warna coklat. berdasarkan tabel 1.4 terlihat bahwa hasil penelitian tahap i terhadap indikator ph menunjukan hasil tidak ada perbedaan pengaruh pemberian etanol terhadap ph betasianin. hal ini dapat dibuktikan pada hasil analisis uji anova pada tabel 1.4, bahwa pada nilai baris kolom menunjukan adanya penerimaan h0 sehingga hasil semua perlakuan adalah identik. oleh karena itu, ketidak adanya perbedaan ini dikarenakan bahwa kondisi kestabilan ekstrak yang dipengaruhi oleh berbagai konsentasi etanol menunjukan kondisi yang stabil, dalam artian rata-rata ph disetiap perlakuan menghasilkan data dengan rerata ph yang sama yaitu 5,2. hal ini sesuai dengan pendapat ahmad (2015), bahwa zat warna betasianin memiliki tingkat kestabilan yang tinggi pada ph 5. pembahasan penelitian tahap ii pewarna makanan sering digunakan dalam meningkatkan mutu produk pangan dan sebagai daya tarik bagi produk makanan atau minuman. salah satu zat warna yang dapat dijadikan sumber pewarna alami untuk pewarna merah adalah betasianin. betasianin merupakan pewarna alami yang tersebar luas dalam tumbuhan (bunga, buah-buahan, sayuran, dan ubi-ubian). betasianin sebagai pewarna alami dapat diaplikasikan pada minuman ringan, permen, dan produk berbasis susu seperti yogurt dan keju (ahmad, 2015). pengolahan dan penggunaan zat pewarna alami perlu diperhatikan kestabilannya berdasarkan golongan atau jenis zat warna yang terkandung dalam tumbuhan tersebut. pengujian stabilitas zat warna bertujuan untuk melihat apakah zat warna betasianin kulit buah naga terbaik stabil pada produk jelly. menurut winarno (2004), zat warna yang diperoleh dari tumbuhan akan mengalami perubahan pada beberapa kondisi, tergantung dari jenis zat warna yang terkandung dalam tumbuhan tersebut. selain itu, stabilitas zat warna sangat dipengaruhi oleh proses pengolahan makanan tersebut, seperti pengolahan dengan menggunakan suhu tinggi, ph rendah maupun pengolahan dengan penambahan ion logam (kurniasih, 2013). jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 85 berdasarkan hasil dari penelitian tahap i yang menunjukan ketidak adanya perbedaan pengaruh pemberian konsentrasi etanol terhadap ph betasianin, maka dalam penelitian tahap ii tidak dapat dilanjutkan kedalam uji stabilitas ph, melainkan hanya uji intensitas warna dan sifat organoleptik jelly. hasil penelitian tahap ii menunjukan bahwa intensitas warna lab tidak memiliki pengaruh yang sangat nyata terhadap perlakuan, hal ini dapat ditunjukan pada tabel 1.10. ketidakadanya pengaruh ini dikarenakan dalam pengolahan jelly dipengaruhi oleh suhu yang terlalu tinggi, sehingga komponen warna betasianin mengalami degradasi pada suhu panas, dan hanya menyisakan zat warna yang stabil dalam jumlah yang sedikit. oleh karena itu, dalam setiap tingkatan konsentrasi zat warna betasianin menunjukan hasil yang identik, sehingga tidak adanya perbedaan yang nyata dalam perlakuan. hasil uji organoleptik pada penelitian tahap ii menunjukan bahwa indikator yang paling berpengaruh terhap jelly yaitu terlihat pada indikator aroma, tekstur dan rasa. sedangkan pada indikator warna menunjukan tidak adanya perbedaan secara nyata. hal ini dikarenakan pada indikator warna mengalami degradasi warna yang sangat signifikan, akibat pengaruh suhu pemanasan dalam pengolahan jelly. oleh karena itu hasil indikator warna menunjukan ketidak adanya perbedaan. hasil indikator aroma yang paling berpengaruh terlihat pada perlakuan konsentrasi 10%, hal ini dikarenakan bahwa konsentrasi 10% tidak mengalami perubahan karakteristik pada saat pengolahan, sehingga aroma buah naga masih alami dan sangat khas dalam jelly. sedangkan pada indikator tekstur jelly, yang paling berpengaruh sangat nyata yaitu pada perlakuan 10 dan 15%, hal ini dikarenakan pada konsentrasi tersebut memiliki komponen yang terpadu antara zat warna dan jelly, sehingga menunjukan tekstur yang sangat bagus. selanjutnya pada indikator rasa memiliki perbedaan yang sangat nyata pada perlakuan 0 dan 5 %, hal ini karena pada konsentrasi tinggi terlalu pekat rasa buah naga, dan pada umumnya panelis tidak terlalu banyak yang menyukai rasa buah naga putih, sehingga panelis lebih cenderung menyukai jelly dengan konsentrasi rendah, sebab rasa buah naga tidak terlalu pekat sehingga rasanya tidak menghilangkan cita rasa jelly yang alami. pembahasan penelitian tahap iii hasil penelitian yang telah dilakukan sebelumnya akan dikembangakan menjadi sebuah produk media pembelajaran atlas dengan menggunakan learning cycle 3e yang dimodifikasi ke dalam penelitian pengembangan. hasil penelitian tahap ini berkaitan dengan salah satu materi smp kelas viii semester 1, yaitu materi bahan kimia dalam kehidupan. agar hasil penelitian ini dapat dikembangkan menjadi media pembelajaran maka harus melalui proses berupa penelitian pengembangan yang telah dimodifikasi dari metode learning cycle 3e. learning cycle 3e terdiri dari 3 fase, yaitu eksplorasi, eksplanasi, elaborasi. tahap eksplorasi fase eksporasi adalah tahap untuk menemukan masalah. fase ini dapat dilakukan dengan mengobservasi, bertanya dan menyelidiki konsep dari bahan-bahan pembelajaran yang telah disediakan sebelumnya. berdasarkan silabus smp kelas viii mengenai materi bahan kimia dalam kehidupan, buku pelajaran biologi smp kelas viii dan hasil penelitian, maka peneliti memperoleh beberapa konsep esensial yang dibutuhkan sebagai parameter pembelajaran, yaitu pengertian bahan kimia dalam kehidupan, jenis bahan kimia dalam kehidupan, kajian zat pewarna, jenis pewarna alami dan sintetik, manfaat dan fungsi pewarna dalam makanan serta hasil penelitian berupa pewarna alami merah (betasianin) yang akan diaplikasikan dalam produk makanan. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 86 tahap eksplanasi tahap eksplanasi adalah tahap dimana konsep-konsep esensial yang telah diperoleh kemudian disempurnakan atau dikembangkan melalui studi pustaka (rofieq, 2012). kumpulan konsep esensial meliputi pengertian bahan kimia dalam kehidupan, jenis bahan kimia dalam kehidupan, kajian zat pewarna, jenis pewarna sintetik dan alami, fungsi dan manfaat pewarna dalam makanan serta penelitian yang mengkaji akan pewarnaan alami sebagai sumber pewarna alami merah (betasianin). pengembangan konsep-konsep esensial dapat dilakukan dengan studi pustaka mengenai materi bahan kimia dalam kehidupan. tahap elaborasi tahap elaborasi merupakan tahap pembuatan produk. kegiatan pada tahap ini yaitu menerapkan konsep-konsep yang telah dipahami dan ketrampilan yang dimiliki pada situasi baru. hal ini bertujuan untuk merubah konsep-konsep yang telah dikonsultasikan ke pakar atau ahli untuk dikembangkan menjadi sebuah media pembelajaran atlas. media atlas tersebut berisi mengenai penjabaran konsep-konsep esensial beserta hasil penelitian dari zat warna betasianin kulit buah naga serta penggambaran buah naga secara singkat dan rinci. penutup 1. kesimpulan berdasarkan hasil analisis data pembahasan dapat diambil kesimpulan sebagai berikut : a. penambahan berbagai konsentrasi etanol mempengaruhi karakteristik ekstrak betasianin kulit buah naga hylocereus polyrhizus dan hylocereus undatus. hal ini ditunjukan dari hasil uji indikator kadar zat warna betasianin yang berpengaruh secara nyata terhadap perlakuan n2, ei dengan ph 4,5. b. penambahan berbagai konsentrasi konsentrat ekstrak betasianin yang terbaik mempengaruhi organoleptik jelly. hal ini ditunjukan oleh adanya pengaruh yang sangat nyata terhadap uji aroma, tekstur dan rasa jelly. c. hasil penelitian pengaruh konsentrasi etanol terhadap karakteristik ekstrak betasianin kulit buah naga hylocereus polyrhizus dan hylocereus undatus serta uji stabilitas dan organoleptiknya dalam jelly dapat dimanfaatkan untuk media atlas pada materi bahan kimia dalam kehidupan. 2. saran a. perlu adanya penelitian serupa mengenai uji antioksidan dan rendemen zat warna betasianin dari kulit buah naga hylocereus polyrhizus dan hylocereus undatus. b. perlu adanya penelitian lanjutan yang meneliti kestabilan zat warna betasianin dari kulit buah naga hylocereus polyrhizus dan hylocereus undatus terhadap produk minuman daftar pustaka ari, t. i. 2012. pengertian dan fungsi atlas. (online). artikel. diakses 15 juli 2015. diunduh dari http://indahcarol3.blogspot. com/2012/12/pengertian-dan fungsi-atlas.html castellar,r., j.m. obon, m. alacid and j.a.f. lopes. 2006. color properties and stability of betacyanin from opuntia fruits. journal agriculture food chemical. 51:2772-2776 fitri, erma. 2012. pengembangan media gambar untuk meningkatkan kreativitas mendesain pada mata pelajaran menggambar busana siswa kelas xi smk negeri 3 pacitan. skripsi, program studi pendidikan teknik busana. fakultas teknik. universitas negeri yogyakarta jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 79-57) yuswa istikomayanti dkk, pembelajaran eksperiensial group 87 khuluq, ahmad dhiaul., simon bambang widjanarko., erni sofia murtini. 2015. ekstraksi dan stabilitas betasianin daun darah (alternanthera dentata) (kajian perbandingan pelarut air:etanol dan suhu ekstraksi). universitas brawijaya: malang kurniaih. 2013. pembuatan jelly dari buah buahan. universitas negeri yogyakarta melina, fitria. 2015. perbedaan media pembelajaran (atlas dan vidio) terhadap keterampilan sadari ditinjau dari motivasi. universitas negeri surakarta ningsih, apriyati. 2006. analisis kadar pemanis dan pewarna sintetis pada jajanan tradisional yang di jual di pasar besar kota malang.universitas muhammadiyah malang: malang nisma, fatimah., dewi indah setyawati. 2014. analisis zat pewarna merah pada makanan jajanan anakanak yang dijual di sekolah dasar di wilayah kota madya jakarta timur. fakultas farmasi dan sains. uhamka : jakarta pranata, rintis. 2014. uji aktifitas antioksidan fraksi kloroform kulit buah naga merah (hylocereus lemairei britton and rose) menggunakan metode dpph (1,1difenil-2 pikrilhidrazil). universitas tanjung pura rofieq, ainur. 2012. modul kuliah metodologi penelitian. program studi pendidikan biologi. fakultas keguruan dan ilmu pendidikan. universitas muhammadiyah malang: malang samadi, budi ir. 2013. untung berlipat dari budidaya buah naga secara organik. lily publisher: yogyakarta silabus smp. 2006. silabus smp kelas viii kurikulum tingkat satuan pendidikan 2006 wibawanto, nanda rudi., victoria kristina ananingsih., rika pratiwi. 2014. produksi serbuk pewarna alami bit merah (beta vulgaris l.) dengan metode oven drying. universitas katolik soegija pranata. semarang winarno, f.g.2004. pengantar teknologi pangan. jakarta: pt. gramedia 171 vol. 4 no. 2, 2018; pp. 171-178 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 05/06/2018 revised: 24/06/2018 accepted: 11/07/2018 citation: yulinda, r. & ilma, s. (2018). learning interest of pre-service biology teachers on contextualbased plant morphology course. jpbi (jurnal pendidikan biologi indonesia), 4(2), 171-178. https://doi.org/10.22219/jpbi.v4i2.5881 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education learning interest of biology pre-service teachers on contextual-based plant morphology course ratna yulinda1,* and silfia ilma2 1department of science education, faculty of teacher training and education, lambung mangkurat university, banjarmasin, south kalimantan, indonesia. 2department of biology education, faculty of teacher training and education, university of borneo tarakan, north kalimantan, indonesia. *corresponding e-mail: ratnabio.ubt@gmail.com abstract there was a trend among biology pre-service teachers to have no interest in learning textually, thus the contextual teaching and learning (ctl) implementation is crucial to be done. this study aimed to describe eight indicators of learning interest of biology pre-service teachers on contextual-based plant morphology course. as the descriptive research, the instrument used to collect the data in this study was the questionnaire. the subjects were biology pre-service teachers in the university of borneo tarakan, north kalimantan, indonesia. the results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators which were considered as high criteria were students' interest in learning and learning process (71.33%), students' attention in learning and learning process (63.67%), study preparation (75.22%), students' opinions in the exam activity (61.89%), the impact teacher’s technique and the tactics of learning to the students (85.50%), and student learning outcome (77.17%). the remaining indicator (the activity of recording material and the making of summary in learning) was recognized as medium criteria (57.17%). it can be concluded that contextualbased plant morphology course learning must be the main choice to strengthen the understanding of biology pre-service teachers. keywords: ctl, learning interest, pre-service teacher © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction there are several reasons why learning the concept of science (biology) and its branches are considered to be more difficult and do not appeal to students (macaulay, van damme, & walker, 2009; zhang, liu, yang, tripp, & shao, 2017). these reasons are interdisciplinary nature of biological concepts, the biological organization level and the abstract level of the concepts, the overload of biology curricula, the abstractness and difficulties with the textbooks (çimer, 2012; schnittka & bell, 2009), and containing very much definition or specification of the phenomena (jeronen, palmberg, & tlipanula, 2016; yli-panula, jeronen, seikoahlströn, & ruotsalainen, 2017). some students consider that some branches of biology as a “useless” science (kubiatko, torkar, & rovnanova, 2017) and tends to be boring for students. consequently, they are not interested to learn (alivernini, 2012; husamah, fatmawati, & setyawan, 2018). some materials tend to be just to know and memorize so it is more tedious and difficult (bingolbali, ozmantar, & demir, 2011; hinneh, 2017; miharja, syamsuri, & saptasari, 2015; saptasari, 2012). interest expresses a favorite and attention condition or the tendency of desire on something (hasruddin, nasution, & rezeki, 2015). interest is very influential in a learning process, because if there is no interest, then they cannot learn well, because there is no attraction to the learning (jäkel, 2014; kashdan & silvia, 2008; serafin, 2016). the students who have a high learning interest will also have a curiosity about how to find out or complete learning (ates & saylan, 2015; erinosho, 2013; schnittka & bell, 2009; sembiring & mukhtar, 2013). it can be said that student learning interest influence learning process. http://ejournal.umm.ac.id/index.php/jpbi/article/view/5881 http://ejournal.umm.ac.id/index.php/jpbi/article/view/5881 https://doi.org/10.22219/jpbi.v4i2.5881 mailto:ratnabio.ubt@gmail.com yulinda & ilma / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 171-178 172 learning interest of biology pre-service … teachers or lecturers must be competent in using different learning skills and generate student interest (khatoon, alam, & bukhari, 2014). the learning process can be carried out with various models and methods based on the learning objectives and the abilities that expected to be mastered by the students after the learning is done (gheith & aljaberi, 2015; lebata & mudau, 2014). some teachers start the learning process by asking questions to their learners, some of them stimulate the students by repeating the previous explanation. there also those who discuss some questions form discussion groups or listen audio/video for mutual observation. finally, the learning activity was closed by conducting test or making summary of the materials explained (aloovi, 2016; macaulay et al., 2009; yildiz & baltaci, 2016). the plant morphology course is aimed to cultivate the students’ understanding as well as to educate them to apply and communicate their knowledge related to the characteristics, functions, and development of plant organs. to help students to achieve these goals, the instructional process in learning demands creativity and innovation from the teacher. one of possible ways to build students’ interest in learning biology, which ease them to understand the concept learnt, is by applying an effective learning models (dung & fatmawati, 2018; tendrita, mahanal, & zubaidah, 2016). biology learning needs to be 'turned on' on the basis of contextual teaching and learning (ctl) so that students are interested in learning and more actively build their knowledge (achuonye, 2010; hasruddin et al., 2015; hasruddin, 2009; irwandi, santoso, & susanti, 2012; irwandi, 2009; jhonson, 2011). ctl needs to be implemented to improve the biology learning quality in indonesia. one of the appropriate learning activities, for this plant morphology course, is to involve various plant real examples exist in tarakan city as a source of student learning which is packaged in form of a ctl model. several studies on ctl implementation in biology for college students have been conducted. ctl assist in-service and preservice teachers in general way. moreover, it helps students’ family and consumer sciences teachers in more specific way (smith, 2010). the research conducted by suryawati and osman (2018) has provided an empirical evidence that signifies the use of ctl in teaching and learning biology. ctl can be implemented while maintaining a comparable level of student mastery of scientific concepts related to agricultural biotechnology (curry jr, wilson, flowers, & farin, 2012). there is an increase in students' social skills in learning biology teaching strategy by applying ctl (hasruddin et al., 2015). however, there is no study found discusses of how the biology interest of pre-service teachers on contextual-based plant morphology courses in various universities, especially in teacher and education college. the department of biology education, faculty of teacher training and education science (fttes), university of borneo tarakan has also not conducted the study related to this theme. thus, this research is very necessary to do. plant morphology course which is packed in ctl and using plants available around the student residence as the real media is expected to facilitate students to understand the materials and attract the interest of biology education students. based on the description above, the aim of this study was to describe the learning interest of biology pre-service teachers on contextual-based plant morphology courses. method this research was descriptive. sugiyono (2011) defined that descriptive research is a study aimed to provide or describe a state or phenomenon that occurs today by using scientific procedures to answer the actual problem. this research was conducted from march until may 2018 in fttes of university of borneo tarakan. the population in this study is all students of biology education. the sample in this study were the students who attended plant morphology course in the even semester of 2017/2018. the sample selection was done by using purposive sampling. the research instrument used in the form of a questionnaire of student learning interest adapted from sears, freedman, and peplau (2009). table 1 shows the questionnaire statement distribution based on aspects of interest. the interest questionnaire in student learning consists of 25 positive and negative statements. it was utilized to collect the data of learning interest in plant morphology course with ctl. questionnaires were given to the 67 students of plant morphology course in the even semester of 2017/2018 academic year. yulinda & ilma / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 171-178 learning interest of biology pre-service … 173 table 1. question grid of learning interest on contextual-based plant morphology course indicators amount of item item the interest of the student in learn process and learning 5 1, 2, 12, 13, 23 student attention in learn process and learning 2 3, 14 student learning activity 6 4, 5, 15, 16, 24, 25 preparation of student learning 3 6, 17, 18 recording material activity and summary in learning 2 7, 19 student opinion in the examination 3 8, 9, 20 the impact lecturer’s techniques and tactics in learning toward student 2 10, 21 student learning outcome 2 11, 22 (adapted from sears et al., 2009) the data obtained were analyzed descriptively as the following steps: 1. calculated the score of learning interest of each student (table 2): table 2. guidelines for scoring questionnaire answer option score (+) score (-) strongly agree 5 1 agree 4 2 less agree 3 3 not agree 2 4 strongly not agree 1 5 (source: maryuliana, subroto, & haviana, 2016) 2. calculated the percentage of student interest for each aspect formula (anas, 2009): p = f/n x 100% (1) information: p: percentage of learning interest aspect f: scores obtained n: maximum score 3. interpreted the calculated percentage based on the criteria of learning interest (see table 3). table 3. criteria interpretation questionnaire percentage (%) criteria 81 100 very high 61 80 high 41 60 medium 21 40 low 0 20 very low (source: riduwan, 2011) result and discussion based on the result of questionaire distribution learning interest student amounted to 25 points of statement to biology education students who of plant morphology course obtained 60 respondents. the amount of the number of questionnaires that have been returned to the researcher, while the questionnaires remaining was not returned, so only 60 questionnaires were analyzed. the result of data questionare learning interest was scored according to the scoring guidelines, precentage based on the aspects of learning interest. student interest data can be shown as in table 4. table 4. the percentage of students’ learning interest taught by using ctl learning interest aspect percentage (%) criteria the interest of the student in learn process and learning 71.33 high student attention in learn process and learning 63.67 high student learning activity 81.72 very high preparation of student learning 75.22 high recording material activity and summary in learning 57.17 medium student opinion in the examination 61.89 high the impact of lecturer’s techniques and tactics in learning toward student 85.50 very high student learning outcome 77.17 high table 4 shows the percentage of student learning interest and its level based on the criteria determined. it can be obviously seen that the two most determining learning aspects contribute to students’ interest was lecturer’s techniques and tactics (85.50%) and student learning activity (81.72%) which were placed in ‘very high’ criteria. while the lowest impact to the learning interest was given by the ‘recording material activity and the making of summary’ aspect (57.17%). yulinda & ilma / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 171-178 174 learning interest of biology pre-service … table 4 shows the percentage of student interest in the contextual-based plant morphology course. the first aspect is the student interest in the learning process in which the percentage as high as 71.33% (categorized in ‘high’ criteria). the media in form of examples of real plants in the learning havs given the impact on the emergence of a sense of students’ interest of the course. this is consistent with the results of fausan & pujiastuti (2017) study. ctl facilitates students to conduct and experience their own learning activities so that the students' memory becomes stronger to recall the material that has been learned. the aspect of interest is related to the motivating force to tend to be attracted to people, things, and activities or can be affective experiences stimulated by the activity itself. ctl is considered to have a potential to improve students’ interest in learning because it creates a learning atmosphere favored by students (suryawati & osman, 2018). ctl has various positive characteristics such as cooperation, mutual support, fun, not boring, learning with passion, integrated learning, using various sources, active students, sharing with friends, critical students and active teachers (curry jr et al., 2012; hudson & whisler, 2008). meanwhile, attention is an activity done by someone in relation to the stimulus chosen and come from the environment. so, it can be seen that the more awareness involved in activities the higher the attention paid by students. this also able to control the students’ emotional stability so it is easier to be precise in using various sources, more active in sharing with friends, and more critical (ates & saylan, 2015; erinosho, 2013; zhang et al., 2017) in the second aspect, included in “high” criteria, was the students’ attention in the learning process and learning (63.67%). the existence of the original plant samples that became the source of learning makes students focus on learning activities. the results of this study are similar to the research results of the hilaliyah (2015) which stated that interest will lead to an intensive concentration to the subject, it can be seen from the higher students’ activities in learning, which in turn, will help them in achieving the learning goals. the aspect of attention is concentration or soul activity against observation and understanding, to the exclusion of the other from it. the students who have an interest in a particular object will naturally pay attention to the object. attention is the increased activity, awareness of all the functions of the soul deployed in its concentration to something both inside and outside ourselves. the third aspect was students' learning activities which reached 81.72% and considered as a ‘very high’ criteria. in this activity, the integration of ctl was given the source of learning that is located around the student residence and supported by presentation. the results of this study are in accordance with the statement of irwandi et al. (2012) that ctl emphasizes the process of student involvement as a whole in obtaining the materials learned and relating it to their real life. jhonson (2011) expressed that the fondness to follow the ongoing learning activity because, with interest, it can encourage students to show their attention, activities, and participation in the learning activities. interest is a permanent tendency to pay attention and remember some activities which will be noticed constantly and followed by pleasure (çimer, 2012; irwandi et al., 2012). the interest may be considered as the cause and, in the same time, the results of a certain activity. a lack of interest condition can be caused of the students’ dislike about learning which results in the difficulties to concentrate and to understand the subject content and ultimately affect to the learning outcomes. interest can be expressed through a statement that indicates the student preference of something more than the others. it can also be manifested through participation in an activity. students who have an interest in a particular object tend to give greater attention to the object (gonzález-weil et al., 2014; hinneh, 2017; macaulay et al., 2009; serafin, 2016). the fourth aspect was the preparation of students' learning which was included in ‘high’ criteria (75.22%). the students’ interest level in learning can be measured through their favorite learning activities. this passion can be seen through his excitement and initiative in following the lesson, for example, preparing him/herself for studying. alivernini (2012) and jäkel (2014) stated that this enthusiasm and initiative can be realized by conducting various efforts made to mastering the science contained in particular subjects, enduring tired feeling, coping the desperate which may arise in developing knowledge and trying to stay excited, as well as enjoying in doing tasks related to the lessons given by teachers. yulinda & ilma / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 171-178 learning interest of biology pre-service … 175 the fifth aspect was the activity of recording material and making the summary in learning (57.17%). this aspect was grouped in medium criterion. this aspect, somehow, is affected by the both internal and external factors. the example of internal factor is an assumption possessed by students that they can just borrow the summary from their friends before the examination held; thus, it is useless to make it themselves. while the external factors, as husamah, pantiwati, restian, and sumarsono (2016) stated that, they are the factors that affect student learning outcomes including teachers, social environment, school curriculum and infrastructure facilities. some benefits of making summary are ease the student to read the subject of the text, make the materials are easier to remember. students who make a summary will easily understand the subject and can develop the materials they recorded in the summary. it will also help them to understand the text, remind them the materials quickly, as well as train their creativity. moreover, the recording and summary activities should be done by all students to anticipate the lack of attention during the learning activities. it is as suggested by curry jr et al. (2012); hudson & whisler (2008) that, in the learning process, students may have less attention or concentration so that the materials being studied has an impression but apparent. the sixth aspect was students' opinions in the exam activities (61.89%) which included in the ‘high’ criteria. the formation of a person's perception related to a certain object in his/her environment depend on the stimulation or situation he/she is facing. factors that can be shaped by opinions are formed from the process of perception and attitudes, this is to distinguish perceptions and opinions. the seventh aspect was the impact of the lecturer's techniques and tactics in the students’ learning (85.50%). this aspect considered as ’very high’ category. teaching and learning activities require teachers/lecturers who are skilled in teaching. the results of this study are in line with hasruddin et al. (2015); nasution and rezeqi (2015); and tammu (2017) which showed that various methods and media can be used to help students discover the meaning of the materials studied in their daily life which, in turn, can increase their interest in learning. the last aspect was student learning outcomes in which the percentage was 77.17%. this was recognized as ‘high’ category. learning outcome is the goals which must be enacted by students in the end of the learning processes. this can be measured through an assessment process. one of the instruments for measuring learning outcomes is called a learning result test. students’ learning experiences in term of their materials understanding can be observed in the three domains namely cognitive, affective, and psychomotor (dewi, 2015). interest has a great influence on learning. if the students like the subject, they will learn without any burden. the interest in learning that has been owned by students is one the factors that can affect the learning outcomes (çimer, 2012). this results were in line with riwahyudin (2015) which stated that the learning outcomes of science can be increased directly through student interest. thus, it can be said that someone who has a high interest will keep trying to achieve what they want as well as good learning outcomes. based on data from previous research results presented in every aspect of student's interest in learning, it can be stated that in general learning on the plant morphology courses context-based has an impact on student's interest. high student learning interest in ctl was observed from several aspects i.e. study preparation, interest in the learning process, techniques and teaching tactics by lecturers in which the all aspects give their contributions in influencing student's learning outcomes as were described in the discussion. in addition, some abstract symbols can be more easily understood and absorbed if they are given in the concrete experience form. besides, this will support the student interest in learning by presenting the proper learning conditions. thus, the pre-service teachers have the ability to start, present, and close the learning activity systematically. in the other words, plant morphology course context-based can be re-applied as a tool to increase student interest in learning the course. conclusion the results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators considered as high criteria namely: students' interest in learning and learning process (71.33%), students' attention in learning and learning process (63.67%), study preparation (75,22%), students' opinions in the exam activity (61.89%), the impact of teacher’s techniques yulinda & ilma / jpbi (jurnal pendidikan biologi indonesia) / 4 (2) (2018) pp. 171-178 176 learning interest of biology pre-service … and the tactics on students’ learning (85.50%), and student learning outcome (77.17%). the remaining indicator (the activity of recording material and the summary making in learning) was recognized as medium criteria (57.17%). thus, the contextual-based plant morphology course learning must be the main choice to strengthen the understanding of biology preservice teachers. as a suggestion, student interest instruments can be developed with another attitude scale. acknowledgment thank you to all those who have assisted in the implementation of this research, namely students; dean of the faculty of teacher training and education, lambung mangkurat university; head of research and community service directorate; and dean of the faculty of teacher training and education science, university of borneo tarakan. references achuonye, k. a. 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(2017). preservice science teachers’ instructional design competence: characteristics and correlations. eurasia journal of mathematics, science and technology education, 14(3), 1075–1096. http://doi.org/10.12973/ejmste/81553 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 48 pengaruh berbagai konsentrasi ekstrak bunga mawar merah (rosa damascena mill) terhadap stabilitas warna antosianin agar-agar sebagai sumber belajar biologi the influence of various concentration of red roses (rosa damascena mill) flower extract to anthocyanin color stability jelly as biology learning source ratna wulandari 1), moch. agus krisno b. 1), lud waluyo 1) 1)program studi pendidikan biologi, fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah malang e-mail: wulan.ratna82@gmail.com abstrak tumbuhan bunga mawar merah (rosa damascena mill) merupakan tanaman yang dapat dibudidayakan di indonesia. bunga mawar merah memiliki kandungan pigmen alami yaitu antosianin yang dapat dijadikan sebagai pewarna makanan. mahkota bunga mawar mengandung pigmen antosianin yang tergolong flavonoid dan jenis antosianin sianidin yang dapat berfungsi sebagai aktioksidan atau menangkal radikal bebas. pigmen sebagai bioaktif merupakan senyawa yang sangat bermanfaat bagi kesehatan manusia.tujuan penelitian ini adalah untuk mengetahui pengaruh berbagai konsentrasi ekstrak bunga mawar merah dan mengetahui konsentrasi ekstrak bunga mawar yang paling berpengaruh terhadap stabilitas warna antosianin pada agar-agar. jenis penelitian adalah true experimental research, yaitu dengan adanya perlakuan, ulangan dan kontrol. rancangan penelitian menggunakan rancangan acak lengkap (ral), dengan 6 perlakuan (0%, 1%, 2%, 3%, 4%, dan 5%) dan diulang sebanyak 4 kali. populasi dalam penelitian ini adalah agar-agar. sampel dalam penelitian ini adalah agar-agar yang ditambahkan dengan ekstrak bunga mawar merah. data yang diperoleh dianalisis dengan uji anava satu arah dilanjutkan dengan uji duncan’s 5%. hasil penelitian dengan menunjukkan ada pengaruh berbagai konsentrasi ekstrak bunga mawar merah terhadap stabilitas warna antosianin agar-agar. hasil uji untuk stabilitas warna konsentrasi yang paling berpengaruh untuk kecerahan warna merah adalah konsentrasi 4%, dan 5%, sedangkan warna kuning adalah konsentrasi 0%. kata kunci: bunga mawar merah, stablitas warna antosianin abstract red roses flower (rosa damascena mill) is plant which can be cultivated in indonesia. red roses flower have a natural pigment contain that anthocyanin which can be used as food coloring. the crown of roses flower contain an anthocyanin pigment that include to flavonoid and kind of sianidin anthocyanin which have a function as antioxidant or free radical preventing. pigment as bioactive is important compound that useful for human health. the aim of this research is to know various concentration influence of red roses flower extract and to know effective concentration that the most influence to color stability of anthocyanin jelly. research types with treatment, repetition, and control. the design of this research using completely randomized design (ral), with 6 treatment (0%, 1%, 2%, 3%, 4%, and 5%) and repeated 4 times. population of this research is jelly. sample of this research is jelly which added by red roses flower extract. if the data result is have normality, that the data is analysed by anava one-way test and continue with duncan’s 5%. result of this research shown that there was influence of various concentration of red roses flower extract to color stability of anthocyanin jelly. result test for color stability, the most influence concentration for brightness is 4%, red color is 5%, and yellow color is 0%. keywords: anthocyanin, color stability, flower, red rose jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 49 perkembangan teknologi semakin canggih dan penggunaan zat warna sudah semakin luas terutama dalam makanan dan minuman tetapi untuk penggunaan pewarna alami yang berasal dari tanaman saat ini semakin berkurang sebab banyak masyarakat yang lebih memilih menggunakan pewarna sintetis atau pewarna tekstil. sebab, pewarna sintetis harganya lebih murah dan proses produksinya lebih cepat kemudian untuk pewarna tekstil harganya lebih murah dan menghasilkan warna yang cerah, tetapi pewarna tekstil atau pewarna sintetik kurang aman untuk dikonsumsi karena bersifat karsinogenik dan beracun yang berbahaya bagi kesehatan (winarno, 2004). pewarna alami yang berasal dari tanaman merupakan pewarna alami yang mudah didapat dan dijumpai. masyarakat dapat menggunakan langsung dari tanaman yang ada di sekitar rumah dan pekarangan, maka pewarna alami dari tumbuhan akan menjadi lebih murah bahkan lebih mudah diperoleh dibandingkan dengan pewarna sintetik (saati, 2006). salah satu pewarna makanan yang dapat digunakan dan dapat dikonsumsi adalah pewarna makanan yang berasal dari tanaman yaitu bunga mawar merah yang dapat menghasilkan warna antosianin. penambahan zat pewarna antosianin atau pewarna alami dalam makanan dan minuman mempunyai pengaruh yang sangat besar terhadap selera dan daya tarik para konsumen (djarismawati, 2004). agar-agar merupakan olahan makanan yang mengandung pewarna yang diminati oleh anak-anak ataupun orang dewasa, karena agar-agar memiliki warnawarna yang menarik. olahan makanan ini banyak dijual di pasaran dengan menggunakan pewarna sintetik atau pewarna tekstil. penggunaan pewarna sintetik dan tekstil dapat mengganggu kesehatan tubuh dibandingkan dengan pewarna alami yang berasal dari tanaman atau tumbuh-tumbuhan yang aman digunakan dan dikonsumsi bagi kesehatan (winarno, 2004). tanaman bunga mawar merah (rosa damascena mill) merupakan tanaman yang dapat dibudidayakan di indonesia. tanaman ini tumbuh baik di daerah yang mempunyai ketinggian mencapai 700-1000 di atas permukaan laut yang sejuk dan lembab. tanaman mawar tumbuh pada iklim yang tropis dan sub-tropis. bunga mawar juga banyak dikenal oleh masyarakat, karena memiliki keindahan dan aroma yang harum. bunga mawar dapat dimanfaatkan sebagai pajangan dan hiasan (windi, 2014). kandungan kimia bunga mawar cukup beragam, yaitu tannin, geraniol, nerol, citronellol, asam geranik, terpene, flavonoid, pektin polyphenol, vanillin, karotenoid, stearopten, farnesol, eugenol, feniletilakohol, vitamin b, c, e, dan k. banyaknya kandungan pada bunga mawar merah menjadi alasan bunga ini dapat dijadikan sebagai bahan baku obat, antara lain sebagai pengobatan aroma terapi, anti kejang, pengatur haid, menyembuhkan sekresi empedu, dan menurunkan panas badan (daun dan kelopak bunga mawar). aroma wangi pada bunga mawar disebabkan kandungan minyak atsiri di dalamnya, minyak atsiri pada mawar mengandung senyawa phenyl ethyl alcohol, geraniol, nerol, dan citronellol. kandungan senyawa tersebut merupakan bahan parfum yang harum. mawar merah dapat digunakan sebagai antiseptik, antispasmodik, antiviral dan antibakteri (windi, 2014). mahkota bunga mawar mengandung antioksidan yang berfungsi untuk menangkal radikal bebas. mahkota bunga mawar juga diketahui mengandung pigmen antosianin yang tergolong flavonoid dan jenis antosianinnya adalah pelargonidin dan sianidin, dapat berfungsi sebagai bahan penangkap radikal bebas atau zat antioksidan. bunga mawar merah tua mengandung pigmen sianidin dan bunga mawar merah muda mengandung pigmen pelargonidin (saati, 2006). jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 50 penelitian ini bertujuan untuk mempelajari pengaruh pemberian konsentrasi ekstrak bunga mawar merah terhadap stabilitas warna merah pada agaragar dan untuk mengetahui konsentrasi ekstrak bunga mawar merah yang memiliki pengaruh paling baik terhadap stabilitas warna merah pada agar-agar. penelitian ini diharapakan dapat menambah khasanah keilmuan bagi penulis tentang pengaruh pewarna alami dari ekstrak bunga mawar merah serta memperluas terapan keilmuan peneliti dan memberikan informasi tentang pemanfaatan dari mahkota bunga mawar merah sebagai pewarna alami yang penggunaannya aman bagi kesehatan, harga yang relatif murah dan mudah didapat. metode penelitian jenis peneliti yang dilakukan adalah eksperimental sesungguhnya (true experimental research). menurut sugiyono (2010), mengatakan bahwa dalam penelitian eksperimental peneliti dapat mengontrol semua variabel luar yang mempengaruhi jalannya eksperimen. penelitian ini dilakukan di laboratorium ilmu teknologi dan pangan umm dan laboratorium kimia umm. populasi dalam penelitian ini adalah agar-agar. sampel yang digunakan dalam penelitian ini adalah agar-agar. teknik sampling yang digunakan dalam penelitian adalah simple random sampling, yaitu pengambilan anggota sampel dari populasi dilakukan secara acak tanpa memperhatikan strata yang ada dalam populasi itu (sugiyono, 2010). variabel bebas dalam penelitian ini adalah konsentrasi ekstrak bunga mawar merah, yaitu 0%, 1%, 2%, 3%, 4% dan 5%. variabel terikat dalam penelitian ini adalah stabilitas warna merah (intensitas warna meliputi tingkat kecerahan, intensitas warna merah, dan intensitas warna kuning). variabel kontrol dalam penelitian ini adalah lama waktu maserasi ekstrak bunga mawar merah yaitu selama 1x24 jam, serta suhu saat memasak dan metode memasak. metode pengambilan data intensitas warna merah agar-agar ini adalah observasi eksperimental, karena data yang diperoleh adalah data uji laboratorium yang berupa data tentang analisa intensitas warna. masing-masing data hasil pengamatan nantinya akan dimasukkan pada tabel serta dianalisis menggunakan anava dan dilanjutkan dengan uji duncan dengan taraf signifikan 5% . hasil dan pembahasan berdasarkan penelitian stabilitas warna merah agar-agar pada bulan september-desember di laboratorium ilmu teknologi dan pangan universitas muhammadiyah malang dan laboratorium kimia universitas muhammadiyah malang kampus iii, hasil dari penelitian meliputi: 1) ekstraksi bunga mawar merah dan agaragar yang telah ditambahkan ekstrak bunga mawar merah, 2) analisa data stabilitas warna merah agar-agar. ekstraksi tabel 1. hasil rerata pengamatan stabilitas warna antosianin (kecerahan) agar-agar no. perlakuan kecerahan 1 p0 (0%) 35,53 2 p1 (1%) 36,58 3 p2 (2%) 40,05 4 p3 (3%) 37,38 5 p4 (4%) 33,13 6 p5 (5%) 33,35 berdasarkan tabel 1 pada perlakuan ekstrak bunga mawar merah dengan konsentrasi 2% menghasilkan agar-agar dengan tingkat kecerahan paling tinggi yaitu dengan rata-rata kecerahan sebesar 40.05. sebaliknya perlakuan ekstrak bunga mawar merah dengan konsentrasi 4% menghasilkan agar-agar dengan kecerahan paling rendah yaitu dengan rata-rata kecerahan sebesar 33,13. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 51 hasil uji normalitas kecerahan berdasarkan hasil uji normalitas berbagai konsentrasi ekstrak bunga mawar merah terhadap antosianin agar-agar untuk uji tingkat kecerahan (l) data berdistribusi normal. data yang diperoleh dengan melihat nilai lhitung < ltabel (0,181), pada taraf signifikansi 0,05, sehingga h0 diterima artinya data berdistribusi normal. hasil uji homogenitas kecerahan berdasarkan hasil uji homogenitas berbagai konsentrasi ekstrak bunga mawar merah terhadap antosianin agar-agar untuk uji tingkat kecerahan (l) diketahui bahwa data yang diperoleh dengan melihat nilai x2terkoreksi < x 2 tabel (11,07) pada taraf signifikansi 0,05 sehingga h0 diterima, artinya semua varian data yang diperoleh adalah homogen. hasil uji anava satu arah kecerahan berdasarkan hasil uji anava satu arah untuk uji tingkat kecerahan (l) diketahui bahwa nilai fhitung > ftabel (2,773) berarti ada pengaruh berbagai konsentrasi ekstrak bunga mawar merah terhadap stabilitas warna antosianin agar-agar. hasil uji duncan kecerahan berdasarkan data tingkat kecerahan (l) pada tiap perlakuan konsentrasi ekstrak bunga mawar merah memiliki perbedaan yang sangat nyata pengaruhnya terhadap stabilitas warna agar-agar. hal tersebut dilihat dari nilai notasi atau huruf pada setiap perlakuan yang berbeda. hasil perlakuan terbaik uji kecerahan (l) adalah konsentrasi 2% perlakuan 2. intensitas warna merah (a+) tabel 2 hasil rerata pengamatan stabilitas warna antosianin (merah) no perlakuan warna merah 1 p0 (0%) 0,28 2 p1 (1%) 1,10 3 p2 (2%) 1,10 4 p3 (3%) 0,85 5 p4 (4%) 1,28 6 p5 (5%) 1,48 berdasarkan tabel 2 perlakuan ekstrak bunga mawar merah dengan konsentrasi 5% menghasilkan agar-agar dengan intensitas warna merah paling tinggi yaitu dengan rata-rata intensitas warna merah sebesar 1,48. sebaliknya perlakuan ekstrak bunga mawar merah dengan konsentrasi 0% menghasilkan intensitas warna merah. hasil uji normalitas stabilitas warna berdasarkan hasil uji normalitas berbagai konsentrasi ekstrak bunga mawar merah terhadap antosianin agar-agar untuk uji intensitas warna merah (a+) data berdistribusi normal. data yang diperoleh dengan melihat nilai lhitung < ltabel (0,181), pada taraf signifikansi 0,05, sehingga h0 diterima artinya data berdistribusi normal. hasil uji homogenitas stabilitas warna berdasarkan hasil uji homogenitas berbagai konsentrasi ekstrak bunga mawar merah terhadap antosianin agar-agar untuk uji intensitas warna merah (a+) diketahui bahwa data yang diperoleh dengan melihat nilai x2terkoreksi > x 2 tabel (11,07) pada taraf signifikansi 0,05 sehingga h0 ditolak, artinya semua varian data yang diperoleh adalah tidak homogen. hasil uji anava satu arah stabilitas warna berdasarkan hasil uji anava satu arah diketahui bahwa nilai fhitung < ftabel (2,773), berarti tidak ada pengaruh berbagai konsentrasi ekstrak bunga mawar merah terhadap stabilitas warna antosianin agar-agar. intensitas warna kuning (b+) tabel 3. hasil rerata pengamatan stabilitas warna antosianin (kuning) no perlakuan warna kuning 1 p0 (0%) 0,43 2 p1 (1%) 2,75 3 p2 (2%) 2,20 4 p3 (3%) 2,05 5 p4 (4%) 0,88 6 p5 (5%) 0,98 jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 52 berdasarkan tabel 3 pada perlakuan ekstrak bunga mawar merah dengan konsentrasi 1% menghasilkan agaragar dengan intensitas warna kuning paling tinggi yaitu dengan rata-rata intensitas warna kuning sebesar 2,75. sebaliknya perlakuan ekstrak bunga mawar merah dengan konsentrasi 0% menghasilkan agaragar dengan intensitas warna kuning paling rendah yaitu dengan rata-rata intensitas warna kuning sebesar 0,43. hasil uji normalitas stabilitas warna (warna kuning) agar-agar berdasarkan hasil uji normalitas berbagai konsentrasi ekstrak bunga mawar merah terhadap antosianin agar-agar untuk uji intensitas warna kuning (a+) data berdistribusi normal. data yang diperoleh dengan melihat nilai lhitung < ltabel (0,181), pada taraf signifikansi 0,05, sehingga h0 diterima artinya data berdistribusi normal. hasil uji homogenitas stabilitas warna (warna kuning) agar-agar berdasarkan hasil uji homogenitas berbagai konsentrasi ekstrak bunga mawar merah terhadap antosianin agar-agar untuk uji intensitas warna kuning (b+) diketahui bahwa data yang diperoleh dengan melihat nilai x2terkoreksi > x 2 tabel (11,07) pada taraf signifikansi 0,05 sehingga h0 ditolak, artinya semua varian data yang diperoleh adalah tidak homogen. hasil uji anava satu arah stabilitas warna (warna kuning) agar-agar berdasarkan hasil uji anava satu arah untuk uji intensitas warna kuning (b+) diketahui bahwa nilai fhitung < ftabel (2,773) berarti tidak ada pengaruh berbagai konsentrasi ekstrak bunga mawar merah terhadap stabilitas warna antosianin agaragar. stabilitas warna suatu bahan pangan merupakan salah satu parameter penting dalam quality control. pengujian stabilitas warna bertujuan untuk melihat apakah pigmen antosianin bunga mawar merah stabil pada produk agar-agar. umumnya antosianin lebih stabil dalam kondisi asam, media bebas oksigen dalam suhu dingin dan kondisi yang gelap (james, 1996). pengujian intensitas warna menggunakan metode colour reader berdasarkan hasil analisis perlakuan ekstrak bunga mawar merah (rosa damascena mill) terhadap kecerahan (l) agar-agar menggunakan uji analisis varian satu arah, menunjukkan bahwa adanya pengaruh/ada perbedaan pengaruh berbagai konsentrasi ekstrak bunga mawar merah (rosa damascena mill) sebagai pewarna agar-agar. tingkat kecerahan (l) dengan nilai paling rendah terdapat pada konsentrasi 4% ekstrak bunga mawar merah dengan rerata l sebesar 33,13. sebaliknya tingkat kecerahan (l) dengan nilai paling tinggi terdapat pada konsentrasi sebesar 2% ekstrak bunga mawar merah dengan rerata l sebesar 40,05. berdasarkan uji duncan’s menunjukkan bahwa terdapat perbedaan antar perlakuan kecerahan agar-agar, dilihat dari notasinya. perlakuan terbaik adalah konsentrasi 2% perlakuan 2. hal ini menunjukkan bahwa ekstrak bunga mawar merah stabil terhadap agar-agar. penggunaan asam sitrat dalam air akan menyebabkan peningkatan warna gelap sebagai akibat kenaikan total antosiannin yang tertekstrak pada bunga mawar merah yang ditandai dengan tingkat intensitas warna merah (a+) dan tingkat intensitas warna kuning (b+) (fatmawati, 2007). analisis perlakuan ekstrak bunga mawar merah (rosa damascena mill) terhadap intensitas warna merah (a+) agaragar menggunakan uji analisis varian satu arah, menunjukkan bahwa tidak adanya pengaruh/tidak ada perbedaan pengaruh berbagai konsentrasi ekstrak bunga mawar merah (rosa damascena mill) sebagai pewarna agar-agar. intensitas warna merah (a+) agar-agar cenderung meningkat setelah diberi perlakuan penambahan ekstrak bunga mawar merah. intensitas warna merah (a+) dengan nilai paling jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 53 tinggi terdapat pada konsentrasi 5% ekstrak bunga mawar merah dengan rerata a+ sebesar 1,48. sebaliknya intensitas warna merah (a+) dengan nilai paling rendah terdapat pada konsentrasi 0% tanpa ekstrak bunga mawar merah dengan rerata a+ sebesar 0,28. hasil rerata menunjukkan bahwa semakin tinggi konsentrasi yang diberikan maka semakin tinggi intensitas warna merah yang dihasilkan. semakin tinggi konsentrasi asam sitrat dalam pelarut menyebabkan meningkatnya warna merah. adanya warna merah menunjukkan indikasi banyaknya kadar antosianin yang terekstrak (fatmawati, 2007). perlakuan ekstrak bunga mawar merah (rosa damascena mill) terhadap intensitas warna kuning (b+) agar-agar menggunakan uji analisis varian satu arah, menunjukkan bahwa tidak adanya pengaruh/tidak ada perbedaan pengaruh berbagai konsentrasi ekstrak bunga mawar merah (rosa damascena mill) sebagai pewarna agar-agar. intensitas warna kuning dengan nilai paling rendah terdapat pada konsentrasi 0% tanpa penambahan ekstrak bunga mawar merah dengan rerata b+ sebesar 0,43. sebaliknya intensitas warna kuning dengan nilai paling tinggi terdapat pada konsentrasi 1% ekstrak bunga mawar merah dengan rerata b+ sebesar 2,75. hal ini menunjukkan bahwa ekstrak bunga mawar merah stabil terhadap agar-agar karena intensitas warna merah meningkat dan intensitas warna kuning menurun dengan penambahan ekstrak bunga mawar merah. sehingga ekstrak bunga mawar merah yang diaplikasikan pada agar-agar menampakkan warna merah atau orange (gabungan antara warna merah dan kuning), sebagai ciri dari pigmen antosianin (nollet, 1996). adanya warna kuning pada antosianin diduga karena adanya pigmen antosantin yang memberikan efek warna kuning. hal ini sesuai dengan pendapat fatmawati (2007) yang menyatakan bahwa antosianin dan antosantin seringkali berada bersama pada jaringan tanaman dan ikut memodifikasi warna dari antosianin yang memberi efek warna kuning. bunga mawar merah mengandung pigmen antosianin. pigmen antosianin pada bunga mawar merah berpotensi sebagai pewarna alami pada makanan dan minuman. sehingga bunga mawar merah menjadi alternatif pewarna alami yang sangat baik bagi kesehatan karena tanpa adanya kandungan kimia yang berbahaya. hasil penelitian dapat diterapkan sebagai sumber belajar karena objek dalam penelitian ini sesuai dengan kd 3.10 jenjang pendidikan sma, yaitu mendeskripsikan zat aditif (alami dan buatan) dalam makanan dan minuman (segar dan dalam kemasan), dan zat adiktif-psikotropika serta pengaruhnya terhadap kesehatan. sumber belajar yang dapat dikembangkan dari penelitian banyak sekali baik handout, jurnal atau poster. sehingga baik siswa maupun guru pengajar dapat belajar bersama-sama dari hasil penelitian tersebut. handout adalah bahan pembelajaran yang dibuat ringkas. bahan ajar ini bersumber dari beberapa literatur yang relevan terhadap kompetensi dasar yang harus dikuasai dan materi pokok yang diajarkan kepada peserta didik. bahan ajar ini diberikan kepada peserta didik guna memudahkan mereka saat mengikuti proses pembelajaran (depdiknas, 2008; majid, 2008; prastowo, 2011). sedangkan dalam konteks perkuliahan di perguruan tinggi, handout adalah “segala sesuatu” yang diberikan kepada mahasiswa ketika mengikuti kegiatan perkuliahan. handout dimaksudkan untuk memperlancar dan memberikan bantuan informasi atau materi pembelajaran sebagai pegangan bagi mahasiswa. handout dapat digunakan untuk beberapa kali pertemuan sangat tergantung dari disain dan lama waktu untuk penyelesaian satuan perkuliahan tersebut (badan pengembangan akademik uii, 2009). handout merupakan bahan tertulis yang disiapkan oleh seorang pendidik untuk memperkaya pengetahuan peserta jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 54 didik (majid, 2008). handout termasuk media cetak (printed) yang meliputi bahanbahan yang disediakan di atas kertas untuk pengajaran dan informasi belajar (chodijah, 2012). handout adalah bahan pembelajaran yang dibuat ringkas. dengan demikian, bahan ajar ini tentunya bukanlah suatu bahan ajar yang mahal, melainkan ekonomis dan praktis (prastowo, 2011). handout membantu peserta didik agar lebih mudah memahami materi secara utuh. penggunaan handout akan mengurangi verbalitas materi yang disampaikan dan mampu meningkatkan peran aktif peserta didik dalam pembelajaran, yang akhirnya diharapkan dapat meningkatkan hasil belajar peserta didik (raharjo, 2013). salah satu yang juga menjadi fungsi handout adalah sebagai sumber belajar mandiri (efendi, 2012). penggunaan handout diharapkan dapat mendukung bahan ajar lainnya atau penjelasan dari pendidik. hal ini sesuai dengan kajian ikrayenti dkk. (2013) bahwa kegunaan handout dapat membantu siswa untuk memperoleh informasi tambahan yang belum tentu mudah diperoleh secara cepat dari tempat lain, memberikan rincian prosedur atau teknik pelaksanaan yang terlalu kompleks bila menggunakan media audiovisual, memberikan rincian prosedur atau teknik pelaksanaan yang terlalu kompleks bila menggunakan media audiovisual. jadi, handout bermanfaat sebagai pelengkap, memberi informasi tambahan, serta rincian prosedur. sementara itu, secara lebih rinci steffen dan peter ballastaedt dalam prastowo (2011), menguraikan fungsi handout antara lain: a) membantu peserta didik agar tidak perlu mencatat, b) sebagai pendamping penjelasan pendidik, c) sebagai bahan rujukan peserta didik, d) memotivasi peserta didik agar lebih giat belajar, e) pengingat pokok-pokok materi yang diajarkan, f) memberi umpan balik, dan g) menilai hasil belajar. penyusunan handout membutuhkan beberapa langkah yang harus dilalui. menurut depdiknas (2008) langkahlangkah menyusun handout adalah (a) melakukan analisis kurikulum, (b) menentukan judul handout, sesuaikan dengan kd dan materi pokok yang akan dicapai, (c) mengumpulkan referensi sebagai bahan penulisan. upayakan referensi terkini dan relevan dengan materi pokoknya. (d) menulis handout, dalam menulis upayakan agar kalimat yang digunakan tidak terlalu panjang, untuk siswa sma diperkirakan jumlah kata per kalimatnya tidak lebih dari 25 kata dan dalam satu paragraf diusahakan jumlah kalimatnya antara 3–7 kalimat saja, (e) mengevaluasi hasil tulisan dengan cara dibaca ulang, bila perlu dibaca orang lain terlebih dahulu untuk mendapatkan masukan, (f) memperbaiki handout sesuai dengan kekurangan-kekurangan yang ditemukan. oleh karena itu, handout harus diturunkan dari kurikulum karena handout disusun atas dasar kompetensi dasar (kd) yang harus dicapai oleh peserta didik. pembuatan atau penyusunan handout membutuhkan pemahaman tentang hal penting, yaitu tentang struktur dan ciri khas atau karakteristik dari bahan ajar ini. pemahaman mengenai struktur dan karakteristik handout ini akan mempermudah kita untuk mengidentifikasi ciri-cirinya, kemudian dapat menyusunnya. menurut depdiknas (2010) penyusunan handout harus sesuai dengan prosedur dan aturan yang telah ditetapkan secara nasional. secara umum struktur handout adalah: (1) judul/identitas, (2) sk/kd, (3) materi pembelajaran, (4) informasi pendukung, dan (5) paparan isi materi. sementara itu, sadjati dalam prastowo (2011) mengungkapkan bahwa beberapa ciri khas dari handout ini ada tiga macam, yaitu: a) merupakan jenis bahan cetak yang dapat memberikan informasi kepada peserta didik, b) pada umumnya, handout berhubungan dengan materi yang diajarkan pendidik, dan c) pada umumnya, handout terdiri atas catatan (baik lengkap maupun kerangkanya saja), tabel, diagram, peta, dan materi-materi tambahan lainnya. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 55 menurut munawaroh (2007) handout berisi suatu materi secara lengkap atau menyajikan keseluruhan materi yang harus dipelajari. walaupun tidak disajikan dalam unit-unit kecil, tapi sajian handout tetap memunculkan komponen-komponen yang diperlukan dalam pembelajaran yang meliputi; tujuan pembelajaran/kompetensi, prasyarat yaitu materi-materi yang mendukung atau perlu dipelajari terlebih dahulu sebelumnya, prosedur pembelajaran, materi pembelajaran yang tersusun sistematis, latihan/tugas-tugas dan soal-soal evaluasi. lebih lanjut munawaroh (2007) menjelaskan komponen pada handout tidaklah serumit seperti pada modul, karena handout tidak disajikan dalam unitunit terkecil bagian pembelajaran. handout berisi materi ajar dalam suatu mata pembelajaran secara utuh tanpa disajikan dalam kegiatan belajar. biasanya penyajiannya berdasarkan pada pokokpokok bahasan yang terdapat dalam suatu mata pelajaran/mata kuliah pada semester tertentu. jika dilihat sepintas handout hampir sama dengan buku teks biasa, tetapi yang membedakan adalah dalam handout terdapat panduan belajar bagi peserta didik dan tujuan/kompetensi yang akan dicapai dalam pembelajaran. komponen handout adalah sebagai berikut (munawaroh, 2007): 1) kata pengantar, 2) daftar isi, 3) pendahuluan (seperti tinjauan mata pelajaran dalam modul), 4) bab 1 berisi : uraian dari setiap pokok bahasan dalam suatu mata pelajaran, rangkuman dan latihan (biasanya dalam bentuk pertanyaan esai/tugas), 5) bab 2 dst, dan 6) daftar pustaka kesimpulan dan saran kesimpulan pemberian berbagai konsentrasi ekstrak bunga mawar merah (rosa damascena mill) mempengaruhi stabilitas warna merah pada agar-agar. konsentrasi ekstrak bunga mawar merah yang memiliki pengaruh paling baik terhadap stabilitas warna merah untuk tingkat kecerahan pada agar-agar yaitu 4% dengan nilai l 33,13. konsentrasi ekstrak bunga mawar merah yang memiliki pengaruh paling baik stabilitas warna merah untuk intensitas warna merah dalam agar-agar yaitu 5% dengan nilai 1,48. dan konsentrasi ekstrak bunga mawar merah yang memiliki pengaruh paling baik untuk stabilitas warna merah untuk intensitas warna kuning dalam agar-agar yaitu 0% dengan nilai 0,43. hasil penelitian dapat diterapkan sebagai sumber belajar karena objek dalam penelitian ini sesuai dengan kd 3.10 jenjang pendidikan sma. saran hasil penelitian ini dapat diimplementasikan oleh masyarakat secara praktis dalam kehidupan sehari-hari sebagai pewarna alami pada makanan dan minuman. perlu penelitian lebih lanjut terkait dengan stabilitas warna setelah implementasi pada makanan, konsentrasi yang dianjurkan, dan dampaknya bagi kesehatan. hasil penelitian dapat dikembangkan sebagai handout dan perlu diteliti efektivitasnya dalam meningkatkan berbagai kemampuan siswa. daftar rujukan chodijah, s.; fauzi, a.; & wulan, r. 2012. pengembangan perangkat pembelajaran fisika menggunakan model guided inquiry yang dilengkapi penilaian portofolio pada materi gerak melingkar. jurnal penelitian pembelajaran fisika, 1(2012) 1-19. depdiknas. 2008. panduan pengembangan bahan ajar. jakarta: depdiknas. depdiknas. 2010. petunjuk teknis pengembangan bahan ajar sma. jakarta: depdiknas. djarismawati. 2004. pengembangan model/kemitraan dalam peningkatan sanitasi pengelolaan makanan di daerah objek wisata. jurnal pendidikan biologi indonesia volume 2 nomor 1 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 48-56) ratna wulandari dkk, pengaruh berbagai konsentrasi 56 badan litbang kesehatan departemen kesehatan ri: jakarta. efendi, s. l. 2012. pengembangan handout berbasis kontekstual untuk pembelajaran koloid sebagai sumber belajar mandiri peserta didik kelas xi sma/ma. skripsi. yogyakarta: fmipa universitas negeri yogyakarta. fatmawati. 2007. ekstraksi pigmen antosianin dari buah murbei (morus alba l) kajian konsentrasi hcl dan uji stabilitas pada produk minuman yoghurt. skripsi. fakultas pertanian peternakan. jurusan teknologi pengolahan pangan. universitas muhammadiyah malang: malang. ikrayenti, y.; festiyed; & kamus, z. 2013. pengembangan perangkat pembelajaran berbentuk video tutorial berbahasa inggris pada pembelajaran fisika siswa sma. pillar of physics education, 1(2013):01-08. james, c. s. 1996. analytical chemistry of food. blackie academic and profesional: london. majid, a. 2008. perencanaan pembelajaran mengembangkan standar kompetensi guru. bandung: pt remaja rosdakarya. mauren. 2012. mewarnai es krim dengan limbah bunga mawar. artikel upi. (online). diunduh dari http:// berita.upi.edu/2012/01/12/mewarna i-es-krim-dengan-limbah-bungamawar-2habis/. diakses tanggal 28 mei 2014. munawaroh, i. 2007. pengembangan bahan pembelajaran. jakarta: ditnaga dikti depdiknas. nollet, l. m. 1996. hand book of analysis. two edition. marcel dekker, inc: newyork. prastowo, a. 2011. panduan kreatif membuat bahan ajar inovatif. yogyakarta: diva press. raharjo, s. t. 2013. pengembangan bahan ajar handout sistem penerima televisi di smk piri 1 yogyakarta. skripsi. yogyakarta: jurusan pendidikan teknik elektronika ft uny. rofieq, a. 2012. metodologi penelitian. modul kuliah metodologi penelitian. program studi pendidikan biologi fakultas keguruan dan ilmu pendidikan, malang: umm saati, e. a. & hidayat, n. 2006. membuat pewarna alami. trubus agrisarana: surabaya. sugiyono. 2010. metode penelitian pendidikan. alfabeta: bandung winarno, f. g. 2004. pengantar teknologi pangan. pt. gramedia: jakarta windi. 2014. daya hambat minyak atsiri mawar (rosa damascena mill) terhadap pertumbuhan bakteri staphylococcus aureus. skripsi. fakultas kedokteran gigi. universitas hasanuddin: makassar. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 292 analisis profil protein autis berbasis bioinformatika sebagai bahan sosialisasi bagi masyarakat di kota malang tentang potensi penyebab autis profile protein autism analysis based bioinformatics as public dissemination materials in malang about the potensial causes autism rizki mei listawati 1 , umie lestari 2 , mohammad amin 3 1,2,3 pascasarjana universitas negeri malang, jl. semarang 5, malang, 551334 e-mail korespondensi: rizkilistawati@rocketmail.com abstrak kehidupan saat ini menawarkan berbagai kemudahan. namun, seiring dengan hal tersebut ada banyak permasalahan yang memicu stress. selain itu, terdapat banyak unsur kimia dan logam berat yang jika saling berinteraksi dapat menimbulkan berbagai macam penyakit mulai dari flu hingga kanker, termasuk autis. penelitian ini bertujuan untuk menganalisis potensi profil protein dalam darah yang menyebabkan autis berdasarkan bioinformatik. kemudian, disosialisasikan kepada masyarakat khususnya orang tua anak autis di kota malang sehingga dapat memberikan wawasan tentang autis. penelitian ini juga dapat dikembangkan sebagai dasar penelitian laboratorium. jenis penelitian ini adalah deskriptif kualitatif, menggunakan tiga database yaitu national center for biotechnology information (ncbi), uniprot, dan protein data bank (pdb) serta menggunakan software pymol. hasil penelitian ini menunjukkan bahwa: 1) protein dalam darah yang berpotensi menyebabkan autis berdasarkan artikel yaitu mtor, glutathione s transferase p, chemokine monocyte chemotactic protein-1 (mcp-1), interferon-∂-inducible protein16 (ifi-16), dan serotonin; 2) protein-protein tersebut setelah dianalisis dengan menggunakan tiga database (ncbi, uniprot, dan pdb) menunjukkan bahwa protein glutathione s transferase p lebih berpotensi terhadap autis. hal ini karena protein tersebut berfungsi untuk mencegah neurodegeneration; 3) penelitian tentang penyebab autis sangat dibutuhkan oleh orang tua anak autis (masyarakat), sehingga dapat diminimalisir akses masuknya pemicu tersebut. kata kunci: profil protein, autis, bioinformatik, sosialisasi, masyarakat abstract life currently offers various facilities. however, along with this there are many issues which trigger stress. in addition, there are many chemical elements and heavy metals which, when interacting can cause a variety of illnesses ranging from colds to cancer, including autism. this study aims to analyze the potential of the protein profile in the blood that cause autism based bioinformatics. then, to inform the public, especially parents of autistic in malang so as to provide insight into autism. this research could also be developed as the basis of laboratory research. the research is a qualitative descriptive, using three databases, namely the national center for biotechnology information (ncbi), uniprot, and the protein data bank (pdb) and using software pymol. the results of this study show that: 1) protein in the blood that could potentially cause autism based on articles that mtor, glutathione s transferase p, chemokines monocyte chemotactic protein-1 (mcp-1), interferon-∂-inducible protein-16 (ifi-16) , and serotonin; 2) the following proteins were analyzed using three databases (ncbi, uniprot, and gdp) showed that the protein glutathione s transferase p is more potent against autism. this is because the protein's function is to prevent neurodegeneration; 3) research on the causes of autism is needed by parents of autistic children (society), so as to minimize access to the entry of such triggers. keywords: protein profile, autism, bioinformatics, socialization, community kehidupan saat ini yang menawarkan bermacam-macam kemudahan, seperti makanan cepat saji, mobil cepat, akses internet dan lain sebagainya. namun, keadaan lain seperti kedua orang tua yang bekerja untuk memenuhi kebutuhan keluarga, tingkat perceraian, rumah tangga dengan orang tua tunggal, dan permasalahan lain yang juga meningkat seiring dengan kemudahan atau kemajuan pada saat ini. hal inilah yang memicu stres dalam kehidupan kita. jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 293 selain itu, bahan kimia dan logam berat saat ini juga mengalami peningkatan. pada tahun 1950, terdapat 40 juta mobil, sedangkan pada tahun 2000 terdapat lebih dari 225 juta kendaraan (yasko, 2009). berdasarkan hal tersebut, peningkatan kendaraan bermotor hampir 600% dan berimbas pada peningkatan karbon monoksida, nitrogen dioksida, sulfur dioksida, benzena, formaldehida, dan hidrokarbon polisiklik. bahan kimia lain yang dapat masuk pada tubuh kita diantaranya berasal dari makanan olahan, obat-obatan kimia, dan produk kecantikan yang banyak digunakan beberapa dekade. faktor-faktor yang beragam itu saling berinteraksi, meningkatkan mediator inflamasi tertentu dalam tubuh, sehingga meningkatkan faktor risiko untuk beberapa penyakit mulai dari flu biasa sampai kanker, termasuk autis (yasko, 2009). kata autisme berasal dari bahasa yunani auto berarti sendiri yang ditujukan pada seseorang yang menunjukkan gejala “hidup dalam dunianya sendiri” (direktorat pendidikan khusus dan layanan khusus dirjen dikdas, 2014). autis mengalami peningkatan prevalensi saat ini (al-ayadhi 2012; broek et al. 2014; fatemi et al. 2013). pertumbuhan autis di amerika serikat bahkan mencapai 172% (yasko, 2009). peningkatan autis tidak hanya terjadi di negara-negara maju lainnya seperti inggris, australia, dan jerman, tetapi juga di negara berkembang seperti indonesia (rifmi & fillah, 2014). pertumbuhan autis di indonesia masih belum jelas karena belum ada data nasional tentang jumlah anak autis. prevalensi autis di indonesia adalah sebesar 15–20% (rifmi & fillah, 2014), dengan jumlah anak yang menderita autis sebanyak lebih dari 112.000 anak di usia 5-19 tahun pada 2013 (direktorat pendidikan khusus dan layanan khusus dirjen dikdas, 2014). namun, berdasarkan pernyataan direktur direktorat bina kesehatan jiwa kementerian kesehatan, dr. eka viora, spkj pada acara liputan 6 tanggal 2 april 2014 bahwa dari januaridesember 2013 ada 15% anak autis dari 6.600 kunjungan dengan rata-rata usia anak lebih dari 3 tahun. hal tersebut menunjukkan masyarakat belum mengerti benar tentang autisme. autis merupakan gangguan perkembangan saraf secara heterogen (corbett, 2007), yang ditandai dengan gangguan interaksi sosial (sharma & arieff 2013; corbett, 2007; al-ayadhi 2012), komunikasi (corbett, 2007; al-ayadhi 2012; sharma & arieff 2013), dan kebiasaan yang berulang (iwata, 2014; jonsson, 2014; sharma & arieff 2013). gangguan tersebut terjadi dengan level yang bermacam-macam (alabdali, 2014) dan dapat diketahui sebelum anak berumur tiga tahun (broek et al., 2014). autis merupakan suatu spectrum disorders atau suatu gangguan yang mempunyai rentangan mulai dari yang ringan sampai berat (direktorat pendidikan khusus dan layanan khusus dirjen dikdas, 2014) faktor yang menyebabkan autis bermacam-macam, yaitu kompleks gen (bartlett, 2005; jonsson, 2014), lingkungan (kaushik et al., 2015; hartzell & seneff 2012), dan stress (chiocchetti, 2014; alayadhi 2012) sehingga dikatakan bahwa autis dapat dilihat sebagai puzzle (yasko 2009). adanya faktor tersebut secara bersama-sama dapat mendasari anatomi saraf, fungsi, dan aspek lain pada autis (ramsey, 2013), yang didukung oleh metabolisme protein (chiocchetti, 2014). berdasarkan hal ini, protein dapat dijadikan sebagai biomarker untuk memberikan wawasan tentang autis (ramsey, 2013). jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 294 protein sebagai biomarker autis dapat diketahui melalui analisis protein berdasarkan pendekatan bioinformatik. bioinformatik adalah ilmu yang mempelajari tentang pengumpulan, permodelan, penyimpanan, pencarian, dan analisis tentang informasi biologi misalnya protein (nair, 2008). ilmu ini melingkupi kajian biologi, komputer, dan tik baik hardware maupun software (lesk, 2005). protein dapat dianalisis fungsinya melalui biosystems pada ncbi dan visualisasi struktur 3 dimensi (3d) protein menggunakan software pymol (widodo & miftakhunnafisah, 2010). aplikasi analisis protein berdasarkan bioinformatik dapat dikembangkan untuk menganalisis protein yang berpotensi terhadap autis. hasil analisis ini dapat disampaikan kepada masyarakat, khususnya orang tua anak autis melalui kegiatan sosialisasi. sosialisasi menjadi penting karena masyarakat memiliki keterbatasan dan pengalaman terkait autis (pramandani, 2014). lebih lanjut dijelaskan bahwa hal tersebut karena sumber bacaan seperti buku, majalah, surat kabar, makalah, dan lain-lain yang membahas tentang autis dan segala permasalahannya masih susah ditemukan. selain itu, belum ada penelitian khusus yang dapat menyajikan data tentang autisme di indonesia. kegiatan sosialisasi dilakukan kepada orang tua anak autis di pusat layanan autis (pla) kota malang (gambar 1). lembaga tersebut merupakan satu-satunya pla di jawa timur. tujuan penelitian ini adalah untuk menganalisis profil protein dalam darah yang berpotensi menyebabkan autis berdasarkan bioinformatik. hasil penelitian ini kemudian disosialisasikan kepada masyarakat, khususnya orang tua anak autis di kota malang sehingga dapat memberikan wawasan tentang penyebab autis. selain itu, penelitian ini juga dapat dikembangkan sebagai dasar melakukan penelitian lanjutan di laboratorium. gambar 1. pusat layanan autis (pla) kota malang (sumber: dokumen pribadi) metode penelitian ini memiliki dua tahap. jenis penelitian pada semua tahapan tersebut adalah deskriptif kualitatif. prosedur pengumpulan data adalah pengumpulan protein-protein yang dapat berpotensi terhadap autis dan analisis bioinformatik menggunakan database protein dan software. tahapan penelitian dapat dilihat pada tabel 1. tabel 1. tahapan penelitian penelitian tahapan i a. mengumpulkan protein-protein dalam darah yang berpotensi menyebabkan autis berdasarkan artikel terindeks scimago pada tahun 2014-2016 b. menganalisis protein-protein tersebut berdasarkan beberapa database protein yaitu national center for biotechnology information (ncbi), uniprot, dan protein data bank (pdb) c. memvisualisasi 3d protein menggunakan software pymol ii a. melakukan sosialisasi kepada orang tua anak autis di pla kota malang b. melakukan pendataan orang tua yang bersedia mengikutsertakan putera-puteri mereka untuk analisis profil protein serum darah jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 295 hasil dan pembahasan menurut kresno (2003), darah adalah plasma (cairan darah) beserta butirbutir yaitu: (a) eritrosit (darah merah); (b) leukosit (darah putih); dan (c) trombosit. serum adalah cairan yang didapat jika darah dibiarkan membeku, merupakan plasma yang telah kehilangan fibrinogen (unsur pembeku darah). serum juga merupakan bagian darah yang mengandung zat anti (antibodi) terhadap macam-macam racun (toxin) yang dikeluarkan bakteri atau virus. protein darah juga disebut protein serum (serum proteins) merupakan protein yang ditemukan dalam plasma darah. total protein serum dalam darah adalah 7 g/dl, yang merupakan 7% dari total volume darah. protein darah memiliki berbagai fungsi antara lain: (1) tempat sirkulasi transport molekul seperti lipid, hormone, vitamin dan mineral; (2) enzim komplemen komponen, protease inhibitor, dan prekusor kinin; (3) regulasi dari aktivitas acelular dan berperan penting dalam sistem imun. berdasarkan hal di atas, protein pada anak autis dapat dianalisis dari cairan biologis seperti serum (ramsey et al. 2013; al-ayadhi & halepoto 2013; boccuto et al. 2013). protein dalam darah yang berpotensi menyebabkan autis berdasarkan artikel yaitu mtor, glutathione s transferase p, chemokine monocyte chemotactic protein1 (mcp-1), interferon-∂-inducible protein16 (ifi-16), dan serotonin. protein-protein tersebut setelah dianalisis dengan menggunakan tiga database (ncbi, uniprot, dan pdb) menunjukkan bahwa protein glutathione s transferase p lebih berpotensi terhadap autis. hal ini karena protein tersebut berfungsi untuk mencegah neurodegeneration. struktur 3d protein ini dapat dilihat pada gambar 2. gambar 2. struktur protein glutathione s transferase p (sumber: dokumen pribadi melalui pymol) glutathione adalah protein kecil yang terbuat dari tiga asam amino yaitu glisin, sistein, dan asam glutamat. glutathione sangat penting karena memiliki beberapa fungsi dalam tubuh (kern, 2011). menurut ncbi (2016), glutathione s transferase p adalah kelompok enzim yang memainkan peran penting dalam detoksifikasi, metabolisme xenobiotik, dan memainkan peran dalam kerentanan terhadap autis serta penyakit lainnya. protein tersebut merupakan pertahanan utama tubuh terhadap merkuri, logam beracun, dan bahan kimia beracun, sehingga bila produksi glutathione rendah maka racun dalam tubuh akan lebih tinggi (adams, 2011). anak-anak autis memiliki kadar glutathione yang rendah (yasko, 2009; adams, 2011). ketika jalur metilasi mengalami disfungsional, tubuh tidak dapat memproduksi glutathione yang cukup (yasko, 2009). glutathione merupakan antioksidan penting dan berperan dalam ekskresi logam beracun (adams, 2011). pada anak autis, tingkat plasma glutathione tereduksi (umumnya 20 40% lebih rendah) dibandingkan anak normal (kern, 2011). menurut james (2009), glutathione adalah peptida intraseluler yang memiliki berbagai fungsi termasuk detoksifikasi jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 296 xenobiotik dan metabolitnya, menjaga keseimbangan redoks intraseluler, serta antioksidan endogen utama yang dihasilkan untuk melawan radikal bebas. glutathione sangat berperan dalam proses detoksifikasi sehingga defisiensi glutation dapat menyebabkan akumulasi bahan toksik lingkungan dan logam-logam berat. jika hal ini terjadi pada awal perkembangan anak, maka dapat mempengaruhi ekspresi gen yang berfungsi mengatur perkembangan saraf. kadar glutathione rendah pada anak-anak autis karena kelainan pada jalur metionin mereka (adams, 2011). yasko (2009) juga menegaskan bahwa pada methylation pathway untuk neurotransmitter memiliki komponen terpenting yaitu s-adenocyl methionine (same) yang berfungsi mengatur keseimbangan neurotransmitter. same ini juga memiliki kegunaan untuk sintesis glutathione, sehingga bila jalur dari same terganggu, maka terjadi ketidakseimbangan neurotransmitter. hasil penelitian berdasarkan bioinformatik ini kemudian dilakukan sosialisasi kepada orang tua anak autis di pla kota malang untuk memberikan wawasan tentang beberapa hal yang dapat berpotensi menyebabkan autis. sebagian besar masyarakat umum tidak menyadari bahwa kondisi autisme dapat diatasi dengan pembalikan gejala dari banyak faktor penyebab autis yang terlibat (yasko, 2009). gambaran kegiatan peneliti dalam melakukan sosialisasi dapat dilihat pada gambar 3. berdasarkan pada kegiatan sosialisasi tersebut, diketahui bahwa wawasan para orang tua terkait autis masih kurang. orang tua juga belum mengetahui bagaimana perkembangan autis ini di indonesia, termasuk cara penanganannya. di indonesia, hanya anak-anak autis tertentu yang mendapat perhatian lebih dengan diikutsertakan pada lembaga pendidikan autis dan sisanya masih belum diketahui. gambar 3. sosialisasi kepada orang tua siswa pla (sumber: dokumen pribadi) setelah dilakukan sosialisasi, orang tua juga mendukung penelitian-penelitian terkait autis. harapannya, dengan mengetahui penyebab autis maka dapat diminimalisir akses masuknya pemicu tersebut. hal ini terbukti dengan 15 orang yang hadir dalam kegiatan sosialisasi, semua orang tua berkenan mengijinkan putera-puterinya diambil darahnya sehingga bisa dilakukan analisis protein lebih lanjut. putera-puteri tersebut memiliki level autis yang berbeda-beda (tabel 2) berdasarkan karakterisasi oleh pihak pla. karakterisasi tersebut dilakukan berdasarkan fungsi kecerdasan seperti pada tabel 3. tabel 2. ringkasan level autis pada anak-anak autis di pla kota malang level autis jumlah anak ringan 6 sedang 6 berat 3 (sumber: dokumen pribadi) jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 297 tabel 3. karakterisasi autis oleh pla kota malang derajat autis (fungsi kecerdasan) keterangan rendah anak autis yang termasuk ke dalam kategori kecerdasan rendah, maka di kemudian hari kecil kemungkinan untuk dapat hidup mandiri secara penuh. ia tetap memerlukan bantuan orang lain menengah anak autis yang termasuk ke dalam kategori kecerdasan menengah, maka ia memungkinkan untuk dilatih bermasyarakat dan mempunyai kesempatan yang cukup baik bila diberikan pendidikan khusus yang dirancang secara khusus untuk penyandang autis tinggi / berat anak autis yang termasuk ke dalam kategori kecerdasan tinggi, maka dengan pendidikan yang tepat diharapkan dapat hidup secara mandiri bahkan dimungkinkan dapat berprestasi. ia juga dapat hidup berkeluarga. (sumber: direktorat pendidikan khusus dan layanan khusus dirjen dikdas, 2014) penutup kesimpulan protein dalam darah yang berpotensi penyebab autis berdasar artikel adalah mtor, glutathione s transferase p, chemokine monocyte chemotactic protein1 (mcp-1), interferon-∂-inducible protein16 (ifi-16), dan serotonin. setelah dianalisis dengan tiga database (ncbi, uniprot, dan pdb) menunjukkan protein glutathione s transferase p lebih berpotensi terhadap autis. hal ini karena protein tersebut berfungsi untuk mencegah neurodegeneration. penelitian tentang penyebab autis sangat dibutuhkan oleh orang tua anak autis (masyarakat), sehingga dapat diminimalisir akses masuknya pemicu tersebut. saran dapat dilakukan penelitian laboratorium untuk mengetahui proteinprotein dalam serum darah anak autis yang bertujuan untuk mengetahui protein lain yang dapat menjadi biomarker gangguan autis. daftar rujukan adams, j. b. (2011). nutritional and metabolic status of children with autism vs neurotypical children and the association with autism severity. journal nutrition and metabolism, 8, 1–32. alabdali, a. (2014). association of social and cognitive impairment and biomarkers in autism spectrum disorders. journal of neuroinflammation, 11, 1-14. al-ayadhi, l. y., (2012). relationship between sonic hedgehog protein, brain-derived neurotrophic factor and oxidative stress in autism spectrum disorders. journal neurochemical research, 37, 394– 400. al-ayadhi, l. & halepoto, d.m., (2013). role of proteomics in the discovery of autism biomarkers. journal of the college of physicians and surgeon, 23(2), 137–143. bartlett, c.w. (2005). three autism candidate genes: a synthesis of human genetic analysis with other disciplines. international journal of developmental neuroscience, 23(2– 3), 221–234. boccuto, l. (2013). decreased tryptophan metabolism in patients with autism spectrum disorders. journal molecular autis, 4, 1–10. broek, j. a. (2014). proteomic analysis of post mortem brain tissue from autism patients: evidence for opposite changes in prefrontal jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 298 cortex and cerebellum in synaptic connectivity-related proteins. journal molecular autism, 5(1), 41. chiocchetti, a. g. (2014). protein signatures of oxidative stress response in a patient specific cell line model for autism. journal molecular autism, 5(1), 10. corbett, b. a. (2007). a proteomic study of serum from children with autism showing differential expression of apolipoproteins and complement proteins. journal of molecular psychiatry, 12, 292–306. direktorat pendidikan khusus dan layanan khusus. (2014). standard pelayanan minimal pusat layanan autis. jakarta: kementerian pendidikan dan kebudayaan. fatemi, s. h. (2013). impairment of fragile x mental retardation proteinmetabotropic glutamate receptor 5 signaling and its downstream cognates ras-related c3 botulinum toxin substrate 1, amyloid beta a4 precursor protein, striatal-enriched protein tyrosine phosphatase, and homer 1, in autism: a postmortem study in cerebellar vermis and superior frontal cortex. journal molecular autism, 4(1), 21. hartzell, s. & seneff, s., (2012). impaired sulfate metabolism and epigenetics: is there a link in autism? journal entropy, 14, 1953–1977. iwata, k. (2014). n-ethylmaleimidesensitive factor interacts with the serotonin transporter and modulates its trafficking: implications for pathophysiology in autism. journal molecular autism, 5, 33. james, s. j. (2009). efficacy of methylcobalamin and folinic acid treatment on glutathione redox status in children with autism, journal am j clin nutr, 89, 425-30. jonsson, l. (2014). association study between autistic-like traits and polymorphisms in the autism candidate regions reln, cntnap2, shank3, and cdh9/10. journal molecular autism, 5(1), 55. kaushik, g., thomas, m. a., & aho, k. a., (2015). psychoactive pharmaceuticals as environmental contaminants may disrupt highly inter-connected nodes in an autism associated protein-protein interaction network. journal bmc bioinformatics, 16(7), 1–9. kern, j. k. (2011). a clinical trial of glutathione supplementation in autism spectrum disorders. medical science monitor: international medical journal of experimental and clinical research, 17(12), 77-82. kresno, s. b. (2003). imunologi: diagnosis dan prosedur laboratorium, balai penerbit fkui. jakarta: fakultas kedokteran universitas indonesia. lesk, a. m. (2005). introduction to bioinformatics. new york: oxford university press. nair, a. j. (2008). introduction to biotechnology and genetic engineering. india: infinity science pres llc pdb. (2011). protein data bank. retrieved from (http://www.rcsb.org/pdb/ home/home.do) pramandani, d. (2014). pola sosialisasi remaja autis di sekolah lanjutan autis fredofios yogyakarta. electronic theses & dissertations gadjah mada university. retrieved from http: //etd.repository.ugm.ac.id /index.php?act=view&buku_id=762 jurnal pendidikan biologi indonesia volume 2 nomor 3 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 292-299) disubmit: oktober 2016 direvisi: oktober 2016 disetujui: november 2016 rizki mei listawati et al., analisis profil protein 299 83&mod=penelitian_detail&sub=pe nelitiandetail&typ=html ramsey, j. m. (2013). identification of an age-dependent biomarker signature in children and adolescents with autism spectrum disorders. molecular autism, 4(1), 27. rifmi, a. p. & fillah, f. d. (2014). hubungan skor frekuensi diet bebas gluten bebas casein dengan skor perilaku autis. journal of nutrition college. 3(1), 34-42. sharma, j. r. & arieff, z. (2013). association analysis of two singlenucleotide polymorphisms of the reln gene with autism in the south african population. genetic testing and molecular biomarker, 17(2), 93–98. uniprot. (2016). uniprot. retrieved from http://www.uniprot.org/uniprot/p00 918 widodo & miftakhunnafisah. (2010). pengenalan ncbi untuk analisis dna, protein, dan senyawa kimia. malang: laboratorium biosistem universitas brawijaya: yasko, a., 2009. autism: pathways to recovery. bethel: neurological research institute. 214 vol. 3 no. 3, 2017; pp. 214-221 p-issn: 2442-3750; e-issn: 2527-6204 http://ejournal.umm.ac.id/index.php/jpbi received: 25/10/2017 revised: 25/11/2017 accepted: 29/11/2017 jurnal pendidikan biologi indonesia [indonesian journal of biology education] citation: donkor, a. k. & lariba, a. l. (2017). the impact of sex education on teenage pregnancy in basic schools of bawku municipal district in ghana. jurnal pendidikan biologi indonesia, 3(3), 214-221. https://doi.org/10.22219/jpbi.v3i3.4915 the impact of sex education on teenage pregnancy in basic schools of bawku municipal district in ghana anthony kudjo donkor* and azure love lariba faculty of education, university for development studies, tamale, ghana *corresponding e-mail: akudjod@yahoo.com abstract the incidence of teenage pregnancy has been on the rise in ghana, especially in the bawku-east municipality. in ghana adults rarely discussed sexual matters with the youth. thus, the youth have little or no information about the biological changes that take place in their bodies during the transitional period from youth to adulthood. this has resulted in unplanned pregnancies for the vast majority of teenagers, which have serious developmental and socioeconomic implications. the study was to explore how sex education could mitigate teenage pregnancy in the bawku-east municipality. a total sample size of one hundred and thirty-nine (139) respondents was used for the study. questionnaires, in-depth interviews, focus group discussions and observation were used to collect data for the study. the study revealed that poor parenting, poverty and peer influence were the major causes of teenage pregnancy in the study area. in addition, concealing sex education and sex-knowledge from the youth made them more curious and vulnerable. there is the need for parents and schools to empower the youth through sex education to equip them with knowledge in order to overcome the potentially corrupt information through the social media and friends. the study will be useful to students, parents, teachers and vulnerable group (girl-child) advocates in communities. keywords: basic schools, ghana, sex education, teenage pregnancy, teenagers © 2017 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction education is regarded as an important tool for the development of an individual, the community and the nation at large. for this reason, nations all over the world are concerned with the provision of education to their citizens. many african countries see development as closely intertwined with education; that the more educated their citizens are the higher their ability to deal with the problems of development (world bank, 2005)it is in the light of this and other factors that countries all over the world are making frantic efforts at reducing the number of out-of-school children (wikan, n.d.). basic education provides the essential building blocks for higher levels of education. it also lays the foundation upon which work-related skills are developed, especially for those who are not able to continue to the higher levels of the academic ladder. the government of ghana introduced the free-compulsory universal basic education in 1996 with the aim of providing quality education to all children. in view of the compulsory nature of basic education in ghana, the government and agencies have made concerted efforts to address educational inequality and improve quality. the government introduced the capitation grant scheme to defray school fees previously charged. the school feeding programme was introduced in some selected schools in deprived communities. all these measures were put in place to cushion the burden of parents in meeting the cost of sending their children to school and to encourage parents especially in deprived areas to send their children to school (moe, 2013; unicef, 2007b). the benefits of educational attainment to future opportunities for the individual, community and society have some impediments such as school dropouts, especially that of the female students. according to nakanyike et al. (2002), 115 million school going-age children are out of school. this number is equivalent to 18% or almost one in every five of the children in the school going age group worldwide. in addition, data from ghana demographic and http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 https://doi.org/10.22219/jpbi.v3i3.4915 mailto:akudjod@yahoo.com donkor & lariba / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 214-221 215 the impact of sex education ..... health survey and multiple indicator cluster survey through the world inequality database on education (wide, 2014) out of school jhs pupils stood at 53% for males and 54% for females. the causes of dropout were attributed to parental ignorance of the importance of education, poverty, and other issues such as teenage pregnancy (wide, 2014). the research focused on teenage pregnancy as one of the causes of school dropout, in the bawku east district and evaluated the impact of sex education on pupils’ of basic schools to reduce the high rates of teenage pregnancies in the district. sex education is based on the instruction on issues relating to human sexuality such as human sexual anatomy, sexual reproduction system, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities. in addition, it includes abstinence, birth control, contraception, sexually transmitted diseases, and other aspects of human sexual behaviour. common avenues for sex education are parents or caregivers, formal school programmes, and public health campaigns. for any sex education to be successful especially in africa, the culture of the immediate recipients must be put into consideration when selecting content and methodology. it is believed that human sexuality has biological, physical, emotional and spiritual aspects. the biological aspect of sexuality refers to the reproductive mechanism as well as the basic biological drive, libido that exist in all species, which is strongly influenced by hormonal levels. the emotional or physical aspect of sexuality refers to the bond that arises between individuals, and it is manifested physically or emotionally through love, trust and care. there is also a spiritual aspect of sexuality of an individual or a connection with others. experience has shown that adolescents are curious about aspects of their sexuality as well as the nature of sexuality in general, and that many will seek to experience their sexuality in some way. traditionally, adolescents in many cultures were not given any information on sexual matters, because such discussions were considered a taboo. such instructions were left to a child's parents, and often this was put off until just before marriage (osei, 2009; owusu, 2012). as part of the effort to reduce teenage pregnancies, programmes of sex education were instituted by some countries initially over strong opposition from parents and religious groups. moreover, the outbreak of aids has given a new sense of urgency to sex education as a strategy for risk control. historically, teenage pregnancy in ghana was not seen as a problem at all, as most girls married soon after puberty, and puberty typically occurred at a later age than it does now. in addition, young people who wish to finish secondary school were likely to be sexually mature before marrying. however, the trend has seen a significant change. for example, globally, 16 million girls at age 15 to 19 years and 12 million girls under the age of 15 give birth every year. according to who’s report one (1) in five (5) girls give birth by the age of 18 (who, 2014). pregnancy among teenagers in ghana is a significant problem, and may actually be increasing. annually an estimated number of 750,000 teenagers between ages of 15 to 19 years become pregnant in ghana with the upper east region recording about 14,000 in 2012 (gna, 2013a; gna, 2013b). the upper east region of ghana is steadily experiencing an increase in teenage pregnancies with teens engaging in premarital sexual activities. according to the upper east regional director of health services, vital statistical reports showed that in 2006, out of the 40,949 pregnancies that were registered in anti-natal facilities, 6,866 were teenagers representing 16.8% (awoonor, 2010). in order to address the issue above it is expedient to look at examples from other countries that have successfully minimized this problem. at 2.9 births per 1000 teenaged women, south korea has the lowest teen pregnancy rate in the world. also in the top 5 is the netherlands, with 6.2 births per 1000 (unicef, 2007a). because of vastly different cultural and economic contexts, it is not possible to find one set of policy that works in every country. south korea’s low teen pregnancy rates apparently are mostly due to a set of traditional values about sexuality that has not yet been eroded by modern life (unicef, 2007a). young people are always kept busy, closely supervised and controlled by their parents and other authority figures. while discussions on sex issues continue to be regarded as a taboo and sex education in schools remain limited in ghana, the netherlands, attitudes towards sexuality are very liberal and open, and sex education is well-established in the school curriculum. sex donkor & lariba / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 214-221 the impact of sex education .....216 education starts before children are old enough to be embarrassed by the subject. there is adequate information on effective birth control as well (unicef, 2007a). the intolerance for sex education and sexual encounters among the youth of ghana are becoming increasingly alarming. these lead to unwanted pregnancies, prolific infections and massive drop-out rates from schools. the risk of attracting hiv virus is very high among the youth. girls are worst affected with early pregnancies cutting short their dreams to continue their education. in the absence of a cure or vaccine for teenage pregnancy or hiv/aids, educating children about safe sex is regarded by many as the primary means for prevention. the united nations and others have described it as “the social vaccine” but the question of how best to do this has long been debated. the need for such efforts remain acute but it is fraught with difficulty as deep-rooted socio-cultural, religious and moral constraints remain barriers to effective sex education across africa (secura et al., 2014). it is anticipated that this study will be useful to students, parents, educationists and health authorities in their effort to fight the social menace of teenage pregnancy in ghana and beyond. four main themes were discussed in the study to reduce teenage pregnancies in the bawku municipal district of ghana. they include, prevalence and trends of teenage pregnancy in the district; participants’ perceptions of teenage pregnancy and the implications; causes of teenage pregnancy; contents, quality and delivery methods of sex education curricula and impact on teenage pregnancy. method the study area bawku municipal is one of the thirteen (13) districts and municipalities in the upper east region of ghana. the municipality has a total land area of about 12.1505 km2. it shares boundaries with burkina faso, togo, bawku west and garu-tempane district to the north, east, west and the south respectively. the administrative capital is bawku (bawku municipal district, 2017). in 2012, bawku had a settlement population of 69,527 people. the kusasis (kusaal) are the indigenous inhabitant population of the bawku area. there are however large immigrant populations from other locations in northern and southern ghana as well as from burkina faso, ivory coast, togo, and nigeria. the district is characterized by agriculture. it is made up of the following constituencies: bawku central, binduri, and pusiga (bawku municipal district, 2017). population of the study the district is divided into four (4) educational circuits namely, urban circuit a, b, c, and d with 22 junior high schools (jhs), zabugu circuit2 jhs, kuka circuit4 jhs and mognori circuit6 jhs. in addition to the public schools in the study were 2 private jhs in the municipal out of 11. there were 34 junior high public schools in the municipality with 11 privately owned schools having a total enrolment of 10,285 pupils. the total number of jhs was 34 with an enrolment of 3,321 pupils. the district had a total number of 658 teachers. sample and sampling procedure three sampling methods were used in the selection of participants for the study. these include the snowball, purposive and simple random sampling methods. teacher and pupil respondents were selected through the simple random sampling method. this method was used because every school had experienced one form of teenage pregnancy or another, so it was imperative that every head teacher and teacher was in a position to give useful information to the study. total sample size of 139 respondents was used for the study. there were 125 pupils used for the study. in view of this, all teachers and head teachers in the municipality were grouped and 7 teachers with 7 head teachers were accordingly selected. the register that contained the names of teachers in the municipality was obtained and one by one the names were written on pieces of paper. the papers with the names were placed in a bowl. with the help of the research assistants, the lottery method was used to select 14 schools. a total of 125 pupils were selected from the four (4) circuits in the municipality. instruments for collecting data semi-structured interview, questionnaires, and observation were employed as a result of the sensitive nature of the research. it was anticipated that unexpected answers and information may be discovered in interview, hence this type of interview in order to donkor & lariba / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 214-221 217 the impact of sex education ..... supplement the frequency between the identified variables and hypothesis. secondary data collection and literature review (document study) were also employed as instruments for the research. the available datasets such as surveillance data, needs assessment data, and epidemiological profiles of national and local incidence were resorted to. prevalence trends provided the information necessary to profile the extent of the burden and disparity of sex education by detailing trends in causes and consequences of teenage pregnancy. data collection procedure in order to ensure that data collection was smooth, five research assistants were hired from among teachers in the various circuits. the research assistants were briefed on the objectives of the study and were coached on how to interview respondents for the study. the selection of the research assistants was informed by the local conditions and the background knowledge of the teacher in a particular circuit. each research assistant was assigned to one circuit to interview teenage girls. teachers and head teachers were interviewed by the researchers. before the advent of field interviews the researchers visited the district education office to seek permission from the municipal director of education. consequently, the director gave all the needed assistance in terms of the number of teachers and head teachers in the district. it was from the two lists that teachers and head teachers were selected for the interview. data collection with respect to health workers and school dropouts as a result of teen pregnancy were facilitated by teachers and head teachers. the needed support was given to the research assistants in identifying the teenage dropouts. data analysis procedure methods of data analysis using qualitative descriptive research paradigm, supported by quantitative data based on theories related to keyword of research. data collected was edited for clarity of expression, and information was broken down into meaningful sentences. similar responses were grouped taking into account the objectives of the study. the data obtained were processed with descriptive techniques. some of the results were put into tables. the selected data were analysed using percentages. frequency tables were also used to enhance the presentation of the data. limitations the main challenge was the unwillingness of pregnant teenagers or teenage mothers to participate in the study. most of the pregnant teenagers were shy to participate so much time was spent to explain the purpose of the study as well as to assure them of the confidentiality of their responses (input). results and discussion the study was on sex education as a means to curb teenage pregnancies in basic schools of the bawku municipal district in the upper east region of ghana. a total of 125 pupils were selected from the 4 circuits in the municipality. in order to have a deep insight into the rate of pregnancy and the teaching of sex education, 7 head teachers and 7 classroom teachers were interviewed to solicit their input. in all 99% of the participants took part in the study. the presentation of results was done according to sections dedicated to each of the four specific objectives that guided the study. background characteristics of pupils the background characteristics of pupils were considered relevant to the study. these include, age distribution, class at which they became pregnant and reported pregnancy cases in the area of the study. these are presented in table 1, table 2 and table 3. table 1. age of respondents age number of respondents percent respondents 13 14 15 16 17 18 19 6 14 25 27 28 17 8 4.8 11.2 20.0 21.6 22.4 13.6 6.4 total 125 100 (source: field data, 2017) from table 1, the age distribution of pupils was displayed. the study captured all teen ages with most of the respondents falling within15, 16 and17 years category and 20.0 %, 21.6 % and 22.4% respectively whereas the least age category being those who were 13, 14, 18 and 19 years and 4.8%, 11.2%, 13.6 and 6.4% respectively. the ages were of critical importance in the research because the focus was on teenage learners (13-19), and it was of donkor & lariba / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 214-221 the impact of sex education .....218 importance to establish the age of the respondent before the interview took place. it is also the stage where biological changes begin to take place in the body. the ghanaian youth today are entering into sexual relationships early; because at the teen age they are sexually active (gna, 2008). some even start having sexual intercourse at much younger ages that is between 9 and 18 years (ansah-addo, 2005). there is the emerging trend of increased sexuality among the youth and their vulnerabilities (child sexual abuse, teenage pregnancy, stds) as well as the other complications that come with promiscuity and pre-marital sex (schwartz & rutter, 1998). the second background characteristic that was of concern to the researchers was the levels at which pupils were in school. table 2 shows that 51.2% of the pupils were at form one (1) level, whilst 48.8% of the pupil were at the form two (2) level of jhs. table 2. class/level class number of respondents percent respondents form one form two 64 61 51.2 48.8 total 125 100 (source: field data, 2017) it was noted that the level at which a pupil became pregnant at school was not an independent factor; rather, it was dependent on factors such as weak family support, poor academic performance, childhood environment and low education value (sottie & awasu, 2011). theme one: prevalence and trend of teenage pregnancy in the district this theme sought to find out some of the prevalence and trends of teenage pregnancy in the study area. the study revealed that, 122 respondents (97.6%) affirmed their friends or mates ever became pregnant. however, 3 respondents (2.4%) said they never heard or observed any of their friends or mates became pregnant. the study also sought to find out, how often their friends or mates became pregnant: 118 respondents (94.4%) said their friends or mates got pregnant most often, 4 respondents (3.2%) said their friends or mates seldom became pregnant, and 3 respondents (2.4%) said they did not know how often their friends or mates became pregnant. perceptions on the rate of pregnancies revealed that 92 respondents (73.6%) agreed that, the rate of pregnancy was high in their respective schools. nonetheless, 30 respondents (24%) perceived that the rate of pregnancies in their respective schools was low. only 3 respondents (2.4%) acknowledged that they never observed any of their mates or friends becoming pregnant and so were not able to determine the rate of pregnancies in their respective schools. the researchers asked why those 3 respondents were exceptions to the other respondents and they said that they were transferred students from other schools. theme two: participants’ perceptions of teenage pregnancy and the implications most teachers were uninformed when it comes to the handling of problems that were related to sex and sexuality. there was a serious need to train teachers on this issue as it appears most of them still hold conservative attitude towards sex. in schools pupils only learn about their body organs and their physiological functions such as the reproductive system and sex organs. pupils have limited knowledge in sex education that results into unplanned pregnancy which in turn disrupted progress at school. it was believed that health institutions such as clinics and hospitals sometimes indirectly compound problems. they provided preventive measures such as pills or condoms to young girls between the ages of twelve and sixteen dubbed "family planning". teenage girls leave the clinics and hospitals with the wrong perception that they have the potential of planning their families and they get trapped in the web of teenage pregnancy (boult & cunningham, 1996). theme three: the causes of teenage pregnancy many factors have been found as the main causes of teenage pregnancy. among these factors are poor parenting, parent-teenage relationship, peer pressure influence, uncontrolled sex feelings, sexual abuse, socioeconomic factors and childhood environment. the study revealed that 73.6% of the pupils lived with their biological parents; while 26.4% of the pupils were under the care of their grandparents or relatives while their parents worked elsewhere. parenting skills and parental attitudes have great implications on the lives and attitudes of children. it is often argued that donkor & lariba / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 214-221 219 the impact of sex education ..... domestic violence and lack of love from parents for their wards most often forced teenage girls to seek for that love from their colleague males, which may result in early sex and the associated vice such as teenage pregnancy. parents’ inability to make time to discuss serious life issues with their children paved way for teenage pregnancy. it is naïve for a parent to withhold information about sex and sexuality from their children whilst such information can easily be obtained from the media and friends. it is often unknown to some parents that the teen years are the years of great adjustment and they are when communication is mostly needed, but instead this is the time when communication is at its lowest level between parents and their children. this is because parents think that children know nothing about sex whereas they know everything except its dangers, such as contraction of sexually transmitted diseases (std's) and pregnancy and the results of such confusing situations (mathews, 2005). for instance, the study revealed that, 16.0% of the pupils had poor relationship with parents or guardians and an overwhelming majority of the pupils that was71.2% had a “fair” relationship with parents or guardians. teenagers rely on their friends for information as they want to be accepted within a particular social group. this information is often misleading and uninformed. they often get pregnant not to please themselves, but only to be accepted within a group of pregnant or parenting friends. sometimes they advise each other that in order to keep a loved boyfriend the solution is to have sex with him and bear a child for him. that is often misguided and completely inaccurate (halinan & williams, 1990). another factor worth exploring is the socioeconomic status of parents or guardians. the financial position of the family may also influence the behaviour of an individual. the socio-economic background of the family would either enhance or destroy the self-esteem of its members, particularly the teenagers. it was discovered that 44.8% of the pupils regarded their parents as “poor”; whereas 52.8%, regarded them as “fairly poor” and 2.4% could not declare with certainty the socioeconomic status of their families. poverty pushes teenage girls to lead certain lives which could endanger their lives in so many ways. the absence of basic needs for children may cause children to lose interest in school as well. poverty is one socio-economic factor that is associated with increased rates of teenage pregnancy. unfpa (2003) has emphasized that economically poor countries such as niger and bangladesh have far more teenage mothers compared with economically rich countries such as switzerland and japan. furthermore, it was established that media has influence on teenagers. for example, 96% of the respondents said that, the media had a greater impact on the rate of teenage pregnancy in the district under study, while only 4% of the respondents disagreed with that notion. sex on television and movies involved people who do not display marital ties or good personal conduct. the actual consequences of sex such as unwanted pregnancies are not shown. instead sex looks easy, funny and glamorous. it often appears as if everyone is doing it. mass media production does not view morality as a priority instead immorality is used as a marketing strategy in advertisements, films, literature, music etc. watching of pornographic and engaging in early sexual activity lead to pregnancy and school dropout among girls. theme four: the contents, quality and delivery methods of sex education curricula and impact on teenage pregnancy education becomes the most important factor for empowering people. it provides knowledge and information which in turn bring about desirable changes in the way people think, feel and act. education also builds a sense of self-esteem, self-confidence and the realization of person’s potential. all respondents (teachers) in the study said they did not have teaching resources to effectively teach sex education. it was discovered that sex education did not exist as a subject with a curriculum but rather some selected topics in integrated science and other subjects made it possible for teachers to teach sex related topics. thus, on the scope of sex education all respondents’ (100%) indicated it was limited in substance or insufficient. moreover, 32.1% of respondents indicated that special skills were needed to teach sex education as a subject in the schools. in addition, 67.9% of the respondents interviewed admitted that it was difficult to teach sex education as a subject. the reasons provided echoed lack of teaching and learning materials, lack of a curriculum to guide the teachers to effectively teach the subject. the study confirmed that ghana education service as the donkor & lariba / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 214-221 the impact of sex education .....220 professional body of education managing basic schools in the country did not have any accredited course known as sex education to be taught in the training colleges where basic school teachers are trained. conclusion the study sought to investigate the impact of sex education on teenage pregnancy in the bawku municipal district of the upper east region of ghana. the study was guided by four research questions, which focused on the prevalence and trend of teenage pregnancy in the district, participants’ perceptions of teenage pregnancy and the implications, causes of teenage pregnancy and the content, quality and delivery methods of sex education curricula in ghana. the background of the study, the problem statement and research questions informed the literature review for the study. the methodology gave details on the research design adopted for the study and data obtained from the field were analyzed and presented on the basis of the main research questions of the study. the study discovered that basic schools in ghana did not have sex education syllabus to teach the subject, but rather selected topics in integrated science, social studies, hiv/aids syllabus and occasional health talks created the awareness and provided knowledge for pupils in the basic schools in sex education. teenage pregnancy in basic schools led to school dropout, unemployment, and single parenting. teenage pregnancy was affirmed to be high in the study by 97.6% of the participants. some of the causes mentioned include, peer pressure influence, low value of education, media influence, lack of parental support and poverty. the study concluded that, teenage pregnancy was a major problem in basic schools in the bawku municipal district of the upper east region of ghana. the recommendations stated below are not in any particular order, priority or preference. they are of equal importance to the researchers and participants of the study. sex education should not be just a concept but should be developed further as a complete discipline for basic schools. it should not be treated as part of other learning areas but should rather enjoy autonomy with its own learning curriculum. that will expose learners to detailed firsthand information on sex related issues. it will enable learners to receive information in full and not in pieces in order to dissipate ill-informed advice through the media and peers. parents should talk openly and freely with their children about sex. if children get proper information and guidance from their parents at home they would disregard whatever misinformation they come across outside the boundaries of their homes. parents should teach their young ones about their own sexuality, possible changes, implications and prevention or protection practices. each community should endeavour to put in place recreational facilities with extensive programmes for teenagers. teenagers in some cases engage in sex due to the fact that they have nothing to do, so, if learners within the communities have sporting and cultural activities to keep them busy there would not be enough time to think about or engage in sex. the creation of central venues such as clinics for the youth could help in the campaign for sex education awareness and that would minimize the influence from peer pressure. in such centres the awareness campaign on the effects of early sex, unsafe and unprotected sexual conduct could be discussed with teenagers. the parent-teacher-associations in the district should be encouraged to ensure a constant interaction between parents and teachers in various schools and communities. this will enable teachers to discuss issues affecting children with their parents or guardians. religious groups should be seriously involved in the crusade to teach children sex education. their viewpoint that sex education for children was associated with encouraging immorality should be abolished. the district assembly and the district education directorate in collaboration with ngos should endeavour to identify and support needy girls. educational endowment funds should be established in order to raise funds to support needy girls. such efforts may save the girls from the effect of poverty, which is one of the major causes of teenage pregnancies. ghana education service should establish counseling units in all basic schools in the district. the unit members should include teachers, parents, students, religious groups and opinion leaders in the communities. these teams should interact regularly with pupils to discuss issues related to peer pressure, truancy, sexuality and others. it is expected that if the donkor & lariba / jurnal pendidikan biologi indonesia / 3 (3) (2017) pp. 214-221 221 the impact of sex education ..... above recommendations are adhered to it will go a long way to reduce teenage pregnancy and its consequence effect such as school dropout in the district. references ansah-addo, h. 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(2018). analysis of students’ science motivation and nature of science in middle school. jpbi (jurnal pendidikan biologi indonesia), 3(2), 35-44. https://doi.org/10.22219/jpbi.v4i1.5354 vol. 4 no. 1, 2018; pp. 35-42 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 08/02/2018 revised: 25/03/2018 accepted: 28/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education analysis of students’ science motivation and nature of science comprehension in middle school azizul ghofar candra wicaksono*, ipah budi minarti, and fenny roshayanti department of biology education, faculty of mathematics, sciences, and information technology education, university of pgri semarang, central java, indonesia *corresponding e-mail: azizul.wicaksono89@gmail.com abstract the purpose of this study was to explore the pattern of science motivation and nature of science (nos) and the relationship between science motivation and nature of science in middle school students located in semarang, central java, indonesia. the design of this study was survey followed by the correlation study to discover the relationship between science motivation level and nature of science comprehension. this research included 113 students as sample. the instrument used for data collection was smq and seven essay test from nos indicator. this study revealed that the students had a median score of science motivation and the low score in nature of science comprehension. there were students’ science motivation and nature of science comprehension urgently need to be improved. it can be done by developing learning process and any support from school or family. keywords: comprehension, motivation, nature of science © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction competence in science is necessary for life. the current application of science has pushed the world to more advanced and evolve beyond earlier eras (whitehead, 2011). moreover, in the global era, everyone is expected to have a good qualification in the context of science. the implication is that in the world of education, the science competency must also be learned to learners in an effective and efficient way so that created human beings with high science competence. competence and mastery of science can be learned through learning that has elements of science. inquiry-based learning, problem-based learning, along with other cooperative learning such as reciprocal teaching, jigsaw, cooperative script, and so on have been widely reported to improve students' cognitive and cognitive awareness of the content of science (deta, suparmi, & widha, 2013; wicaksono, 2016; wulandari & surjono, 2013; yance, ramli, & mufit, 2013). the application of those learning activities may have different outcomes (halim, 2012; siswati, 2014), depending on the conditions and existence of other variables that can indirectly affect the success of learners in the mastery of science. to be able to learn science appropriately, students must be able to recognize the nature of science. therefore, an understanding of nature of science (nos) is absolutely required by students in the process for further science. the definition of nos is described by (khalick, bell, & lederman, 1998) which states that nos is a knowledge of epistemology (method) of science, the scientific process, or the value and belief inherent in developing science. mastery of nos provides positive support in the learner's understanding of science (lederman, lederman, & antink, 2013; sudirgayasa, suastra, & ristiati, 2014). a good understanding of nos has linked to the deeper understanding of science and technology and their impact on the environment (wong, hodson, kwan, & yung, 2008). there are five arguments about the importance of nos in learning. the first is that nos is needed to understand science and to manage products and technology processes in daily life. secondly, nos is needed for decision-making processes related to social issues of science. nos is needed to appreciate the values of science. the http://ejournal.umm.ac.id/index.php/jpbi/article/view/3905 https://doi.org/10.22219/jpbi.v4i1.5354 wicaksono et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 35-42 36 analysis of students’ science motivation …. role of the nos is also to help develop an understanding of the norms in the science community. and the last is that nos is able to ease the learning process in science materials. furthermore, lederman et al. (2013) state that the understanding of nos is critical for students and the public to make informed decisions about social and personal issues scientifically. in addition to the understanding of nos, students success in learning science is also influenced by motivation factors (hamdu & agustina, 2011). motivation in question is a motivation associated with science or commonly termed science motivation. science motivation is an internal state that activates, directs, and keeps the learning behavior of science (bryan, glynn, & kittleson, 2011; glynn, brickman, armstrong, & taasoobshirazi, 2011). the existence of science motivation in the learners will be a good start for them in studying science, at least they will have attitudes and behaviors that urge to be active in studying science. science motivation influences student’s behavior related to their achievement in science. learners who are intrinsically motivated will work hard and learn more because there is an inner drive to make their goals (odera, 2011). thus, a high degree of motivation in the learners will indirectly affect their achievement in science. the importance of understanding factors of nos and science motivation in supporting science competence development of learners make the two factors as an essential part of studying science. unfortunately, these two aspects are rarely noticed by educators. as many teachers in indonesia focused on the acquisition of subject comprehension, cognitive, affective, and psychomotor aspect. not all teachers know about nos or science motivation, so students are not trained to understand and develop them. this is what makes it possible to be a reason in the low performance of indonesian students' science, with a score of 403, ranking 61 out of 69 countries (marôco & gonçalves, 2015). therefore, reforms in education need to be done, including the assessment of nos and science motivation. method this research belongs to survey research related to the understanding of science motivation and nature of science in junior high school students in semarang. this research uses a mix method approach that is qualitative to describe an understanding of science motivation and nos, and quantitatively by correlating between science motivation score and nos score. referring to the correlational design, the variable science motivation acts as a predictor (x) while nos acts as a criterion (y). the sample of the study consisted of grade viii students from 5 state junior high schools (sjhs) i.e. sjhs a, sjhs b, sjhs c, sjhs d, and sjhs e with total 113 students. determination of the sample was done by random sampling technique (gay, mills, & airasian, 2012), wherein the process of determining the sample was done randomly from all schools. the instruments used in this study include a questionnaire to measure science motivation and an essay test to measure students' understanding of nos. the science motivation instrument is a questionnaire consisting of several statements covering the five aspects of science motivation as described by (glynn et al., 2011) comprising value of career, science motivation questionnaire (smq), new ecological paradigm (nep), science, technology, engineering, and mathematics (stem) career motivation. completely, the five aspects of science motivation are outlined in table 1. a recap of the score given to the statements in the science motivation questionnaire was made with the following conditions: (1) statement of positive criteria science motivation for the value of career aspect: yes = 1 and no = 0, and (2) statement for smq aspect, nep, and stem career motivation with positive criteria are: 5 = strongly agree, 4 = agree, 3 = quite agree, 2 = less agree, 1 = disagree. the determination of score categories using the pap approach (benchmark reference assessment). that approach focuses more on what students can do or what abilities have been achieved by students after completing a small part of an entire program. to figure the passing grade of this approach, each students score is compared to the ideal score that the learner may achieve (arifin, 2009). all of the science motivation score then collected and determined based on category with the following conditions: (1) score < 288 (very low), (2) score 289-337 (low), (3) score 338-386 (enough), (4) 387-435 (high), and (5) 436-485 (very high). wicaksono et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 35-42 analysis of students’ science motivation …. 37 table 1. specification of the non-test instrument of science motivation questionnaire no. aspects indicators no. grain questionaire 1 value of career (kim & yoo, 2012) understand its ability to develop career value and determine various motivation, initiative, and ability to adapt to a problem. 1-11 2 smq (glynn et al., 2011) understand the role of motivation to learn in many ways including in classroom attendance, classroom participation, and the amount of time spent learning, completion of tasks, asking questions, and seeking help and advice. 12-36 3 nep (dunlap, liere, mertig, & jones, 2002) assess the environmental stewardship of a group of people (view of around population) or to measure an individual's belief about human relations and the ecological environment of "worldview". 37-51 4 stem career motivation (glynn et al., 2011) understand stem's career motivation to summarize relevant and empirical concepts in informing change theories and evaluation strategies. 52-90 the nos instrument uses an essay test compiled into seven structured questions based on indicators from nos (khalick et al., 1998). the nos indicator is outlined in table 2. table 2. indicators of nature of science (nos) no. aspects problem indicators 1. tentative understanding the scientific tentative nature as part of science 2. empiris understanding the empirical role in generating scientific knowledge 3. scientific method understanding the role of creativity and human imagination in the idea that science is not an imitation but a reality 4. imagination and human creativity understanding the role of creativity and human imagination in science 5. social and cultural rights understanding the social and cultural roles of this part of science 6. subjective assessing students' beliefs about personal opinions and theoretical commitments 7. the relationship of theory and scientific law understanding a common misconception about the relationship between science products (source: adapted from nature of science indicators khalick et al., 1998) the results of the essays/students understanding of nos, scored by using the following conditions: (1) claim, has a score of 1, (2) data, has a score of 2, (3) supporters, have a score of 3, (4) claim accompanied by data, has a score of 3, (5) claim accompanied by supporters, has a score of 4, and (5) claim accompanied by supporters and data, has a score of 5. the scoring results are then converted to 100. data of research result of science motivation and nature of science were analyzed using descriptive statistic and pearson correlation analysis. the analysis is done by using spss 21.0 for windows. results and discussion the pattern of students’ science motivation and nature of science the general mastery of science motivation is at a middle level with an average score of 348.7. in the four indicators of science motivation, the aspect of the value of career occupies the highest score compared with other aspects. it shows that students have understood their ability in developing career and determining various motivation, initiative, and ability to adapt to a problem (kim & yoo, 2012). the value of career aspect, the context of togetherness the most widely chosen by the students. they feel that being able to work with others is the main thing that make them interested in the career in science. children also often choose an exploratory context that shows that students will choose a job that is able to explore ability and gain inner satisfaction, in general, the students already know how to choose a job and it can motivate them to reach their future career. the implication of the students will be encouraged to deepen the desired field and actively involved in learning. wicaksono et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 35-42 38 analysis of students’ science motivation …. in general, students have understood the importance of career as a reference in learning, unfortunately, a lot of them who have no interest in a career in the field of science. this can be seen from the low score stem career motivation if figure 1. the score for the stem is at 67.53%, lower than other science motivation indicators. this condition indicates that students have low motivation in the career towards science, technology, engineering, and math. the result of the students' answers related to the low stem career motivation has many aspects of family and school. students show a low response when asked about advice and input from parents related to work in the field of science. similarly, with regard to schools, students also provide a low response to the existence of consultations from schools related to opportunities and types of work in the field of science. this condition indicates that the family and school does not offer much response and encouragement for students to be more inclined towards science. family and school environments are one of the factors that can contribute greatly to the career of students (marini & hamidah, 2014). family and school factors in this case act as social support that can affect students in psychological aspects, productivity, and identity formation including career choice (metheny & mcwhirter, 2013). the family as the main director has the power to direct the child's career in the future. while the school provides support in the form of career guidance and career-oriented learning (leksana, wibowo, & tadjri, 2014). basically, every student has the freedom to choose especially related to career. nevertheless, the family and the school must give the greatest contribution to the service to the students, including guidance on career selection. figure 1. score level of science motivation indicator aspects of motivation in science class and new ecological paradigm of students are in enough level. this indicates that students already have an interest in following science learning. students are active and involved in science learning. the interest of students in science learning being an important capital to increase their efforts in learning science. the existence of motivation will support the learning achievement (lestari, 2011). students will be able to master the competence and scientific skills that will help them in overcoming the problems that will be faced later. the highest score of the students' choice in the motivation in science class is related to the acquisition of high test score. many students choose the option to want to get high scores in science class and get higher results from other students. it seems that students have the motivation to follow the learning just to get a high score in science subjects. while the lowest score of science motivation in class is in the time option, where students do not choose to spend much time to study the science. this condition is very contradictory to the previous choice. they have a motivation for learning science to get high scores but do not want to spend much time to learn science. whereas wicaksono et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 35-42 analysis of students’ science motivation …. 39 learning outcomes are strongly influenced by effort (schunk & zimmerman, 2008). a high effort in learning and cognition will result in high effectiveness in learning including learning outcomes. this condition requires the teacher to make an extra effort to get the students involved more and spend a lot of time studying the science. as for the aspect of new ecological paradigm intended to know one's concern for environmental conditions. with the hope that they can be motivated to learn science to have the ability to solve existing environmental problems. based on the results of the questionnaire, students care in ecological aspects is good with a score of 72.53%. students choose many aspects of natural resources development, animal and plant conservation. students realize that their natural resources are abundant, and they must learn science to develop the resources wisely. students also have an awareness to study science in order to support the life of animals and plants that exist around them. today many endangered animals and plants from year to year (kusmana & hikmat, 2015). this is one of the things that students are concerned about because they realize that the preservation of flora and fauna has a great impact on the balance of the environment, including for human life. if the result of science motivation of junior high school students in semarang is in enough level, it is different with the mastery of nature of science. the nos student scores are at less level with a score of 23.36%. this result implies that students could not understand the essence of science. science is seen only as a subject of learning and is considered difficult. though the application of science is very closely related to everyday life. the complete results of student nos mastery in each indicator can be viewed in figure 2. figure 2. the differences level of nos indicator the results show that subjective and scientific method indicator has the highest score compared to other nos indicators although only around 42,92% and 40,71%. the subjective aspect relates to the thinking and discovery of scientific researchers while human imagination and creativity are related to ideas and discoveries in science (hardianty, 2015). in relation to the subjective aspect, some students have realized that in the discovery of science, scientists have different opinions, thoughts, and perspectives in examining the results of the experiments that obtained. the discovery of science does have a high objectivity, but cannot be separated from subjective attributes such as opinions, speculation, interpretation, human bias and values (norman g. lederman, khalick, bell, & schwartz, 2002). this has been realized by the students. as for scientific method, it clear that science was build as a result of the scientific method. so the ability in scientific method will show the way how science is work (sadler, burgin, mckinney, & ponjuan, 2010). understanding of scientific method activity such as observation, hypothetical, measuring, creating an idea, and wicaksono et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 35-42 40 analysis of students’ science motivation …. building theory will help students to think as much as a scientist (hardianty, 2015). so the good score in scientific method aspect will help students to learn science better. the lowest score of nos understanding is in the sociocultural and empirical aspects. related to sociocultural aspects, many students have difficulty identifying the relationship between science and social culture. most students assume that science is scope limited to theory while the culture of creativity and products of human art so that both do not affect each other. this shows that students level of thinking is still limited and not comprehensive. they fail to understand that science comes as a product of social and cultural activity in society (lynd, 2015). the empirical aspect also gets the lowest score from the students' nos understanding. students have difficulties to understand the science knowledge of events occurring in the environment. students are less sensitive to various problems that occur around them. students are not trained to make observations or other scientific activities the low understanding of science motivation and nos in the students become a reminder for educators, especially in science education to better introduce science to students. it is not just introducing science content but more about training students to implement scientific processes. students can be trained to position themselves as scientists and actors of science. educators can also design an optimal learning environment and provide support in their learning process. thus students can learn science much more optimally. the relationship of science motivation and nature of science further studies were conducted to see if student motivation in students affects their understanding of nos. the result of correlation analysis shows that science motivation and nature of science have a correlation coefficient of 6.8% with the significance of 0.472 (> 0.005) (table 3). so it is concluded that there is no correlation between science motivation and nature of science. although the score of science motivation is quite good students understanding of nos still classified as less. this condition raises the view that the existence of science motivation is not enough to develop the understanding of the nature of science. mastery of nos has a high complexity. many aspects are involved. mastering of nos means teaching students to move and think like a scientist (khalick et al., 1998). therefore, to be able to master the nos can not only with the support of motivation. various efforts are needed such as the use of certain methods and learning models (ex-discovery or inquiry), laboratory facilities and infrastructure, and multimedia (cahyani, rustaman, arifin, & hendriani, 2014; hermansyah, gunawan, & herayanti, 2015). table 3. correlation between science motivation and nature of science sm nos sm pearson correlation 1 0.07 sig. (2-tailed) 0.47 n 113 113 nos pearson correlation 0.07 1 sig. (2-tailed) 0.47 n 113 113 several other factors such as metacognitive skills, critical thinking skills, and attitudes are also shown to influence students understanding of science (antika, 2017; wicaksono, 2016). moreover, from the results of science motivation questionnaire analysis can be seen that not all students are interested in a career in the field of science. they follow science learning focusing only on cognitive value. this makes students only get information about science alone without being able to think and act further in science. most of the information will go into short-term memory and will not last long in student’s memory. this can lead to low nos mastery of students. therefore many aspects must be developed in education to support nos mastery. and this requires the support of various parties both teachers and schools to the family. conclusion this research concludes that middle school students in semarang have an adequate level of science motivation. the highest aspects of science motivation are a value of career and new ecological paradigm. that means the students know well how to choose right job for motivating themselves in learning. they also concern about environmental problem and willing to learn science from it. students nos comprehension has a low score. this result gives us information that students can’t fully understand the core of science. as the important information that there is no correlation between wicaksono et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 35-42 analysis of students’ science motivation …. 41 science motivation and nos comprehension. the high motivation actually didn't affect the acquisition of nos in students, so whether science motivation and nos should be taught by the teacher in different ways but still comprehensively. thus learning process and the educational environment was needed to be improved especially in semarang. any research and development are required for the future understanding of science motivation and nos. references antika, l. t. 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(2013). pengaruh penerapan model project-based learning (pbl) terhadap hasil belajar fisika siswa kelas xi ipa sma negeri 1 batipuh kabupaten tanah datar. jurnal pillar of physics education, 1(1), 48–54. jurnal pendidikan biologi indonesia volume 2 nomor 2 tahun 2016 (p-issn: 2442-3750; e-issn: 2527-6204) (halaman 133-146) try zulchi dkk, keragaman plasma nutfah 133 keragaman plasma nutfah kacang tanah berdasar karakter morfologi, hasil dan kadar minyak germ plasm diversity of groundnut based on the character of morphology, result, and oil content try zulchi1, hakim kurniawan1, higa afza1, husni p1, agus m1, ana nurul2 1balai besar penelitian dan pengembangan bioteknologi dan sumber daya genetik pertanian, jl. tentara pelajar 3 a bogor, 16111 2fakultas pertanian universitas muhammadiyah malang e-mail: tryzulchi@yahoo.co.id abstrak tanaman kacang tanah mempunyai komponen penggunaan yang beragam. hal ini dapat dijadikan dalam program pemuliaan atau bahan baku pangan/industri sebagai bahan materi persilangan atau bahan baku olahan pangan/industry maka memerlukan karakterisasi dari bahan materi tersebut. penelitian ini bertujuan untuk mengetahui keragaman morfologi, hasil, dan kadar minyak pada plasma nutfah kacang tanah. penelitian dilakukan di kebun percobaan cikeumeuh bb biogen bogor pada bulan juli sampai desember 2013, dengan galur-galur kacang tanah sebanyak 200 aksesi. pengamatan karakter tanaman ditentukan dengan metode karakterisasi morfologi tanaman. penentuan kadar minyak kacang tanah menggunakan metode soxhlet di laboratorium bb pasca panen bogor. hasil penelitian menunjukkan bahwa plasma nutfah kacang tanah memiliki tingkat keragaman karakter yang bervariasi. keragaman morfologi yang relatif tinggi terdapat pada karakter hasil polong/plot, bobot polong/tanaman dan jumlah polong hampa. kadar minyak kacang tanah berkisar antara 33% sampai 47%. terdapat korelasi positif nyata antara jumlah polong isi terhadap variabel morfologi, hasil dan kadar minyak, namun berkorelasi negatif terhadap bobot 100 biji. jumlah polong dan jumlah cabang berkorelasi positif dengan kandungan minyak biji kacang tanah. kultivar kacang tanah yang memiliki sifat-sifat baik dapat dijadikan sebagai aset nasional dan sumber gen untuk tetua persilangan dalam program pemuliaan tanaman. kata kunci: kacang tanah, kadar minyak, keragaman, morfologi abstract groundnut is one of the largest vegetable oil and has a good nutritional value. it could be used as an alternative source of food, industrial raw materials, and bioenergy. the main function of fats and oil in seeds reserves source of energy. this research aims to study the diversity of morphological, yield, and the oil content in groundnut germplasm. the planting of groundnut was conducted at the experimental station cikeumeuh bb biogen bogor from july until december in 2013, with the germplasm of groundnut as much as 200 accessions. the characters identification is determined by the method of morphological characterization with groundnut descriptor from ipgri. analyze oil content of groundnut used soxhlets method at the laboratory of post-harvest bogor. the results showed that germplasm groundnut have varied levels of diversity at characters. relatively high morphological diversity founded the character of pod yield/plot, weight of pods/plant and number of immature pods. groundnut oil content is range 33% to 47%. there are a real positive correlation between the number of pods to variable morphology, yield and oil content, but negatively correlation at weight of 100 seeds. number of pods and number of branches is positively correlation with oil content of groundnut seeds. cultivars groundnut that have the characters of promise could be used as national asset and the source of genes as a parent in the breeding program. keywords: diversity, groundnut, morphology, oil content mailto:tryzulchi@yahoo.co.id try zulchi dkk, keragaman plasma nutfah 134 kacang tanah merupakan tanaman sejenis tanaman tropika yang tumbuh secara perdu, tanaman polong-polongan (legume), yang tumbuh di daerah tropik hingga subtropik (respati et al., 2014). tanaman ini sering dimanfatkan sebagai pakan ternak sedangkan bijinya dimanfaatkan sumber pangan dan merupakan komoditas aneka polong kedua di indonesia. kacang tanah merupakan salah satu penghasil minyak nabati dan memiliki nilai gizi yang baik maka hal ini dapat dijadikan sebagai alternatif sumber energi nabati (susila, 2010). penguraian minyak secara kimiawi (oksidasi) dalam tubuh menghasilkan energi dalam jumlah yang lebih besar atau sekitar dua kali lipat yaitu 9,3 kalori/g, sedangkan protein dan karbohidrat menghasilkan 4,1 dan 4,2 kalori/g (rais, 2004). menurut fao bahwa kebutuhan minimal asam lemak esensial sebesar 3% dari total konsumsi energy sedangkan kecukupan kebutuhan asam lemak sekitar 10% dan maksimal sebesar 25% dari total energy (muhilal et al, 1994, muchtadi, 2003). minyak yang terkandung dalam kacang tanah tidak mengandung kolesterol karena kandungan minyak nabati dalam bentuk fitosterol / sitosterol dan senyawa toferol merupakan senyawa antisoksidan (sanders, 2002, andaka, 2009). fungsi utama cadangan lemak dan minyak dalam biji-bijian adalah sebagai sumber energi dan merupakan salah satu bentuk penyimpanan energi bagi pertumbuhan tanaman. lemak atau lipida terdiri dari unsur karbon, hidrogen dan oksigen (gardner et al, 1991). biji kacang tanah merupakan sumber utama minyak nabati dapat berfungsi sebagai sumber energi bagi tubuh manusia, pembentuk struktur tubuh manusia, pelarut vitamin a, d, e, dan k, pelumas persendian, dan memberikan cita rasa melalui pengolahan bahan pangan tersebut (rahmiana dan ginting, 2012). sebagai bahan industri, biji kacang tanah dapat digunakan pembuatan margarin, selai, minyak goreng nabati, sabun, krim, sampo, dan bahan kosmetik lain serta sebagai bahan baku industri energi (andaka, 2009). di indonesia, komponen pemanfaatan biji kacang tanah digunakan sebagai bahan industri makanan sebesar 70 ribu ton, bibit 41 ribu ton, yang tercecer 21 ribu ton, dan sisanya 692 ribu ton untuk bahan makanan di tahun 2013 (respati et al., 2014). oleh karena itu dalam memenuhi kebutuhan dan pemanfaatan kacang tanah akan memerlukan bahan materi plasma nutfah. dalam penyiapan kebutuhan ini diperlukan karakterisasi dari bahan materi tersebut. secara komprehensif, pengembangan kacang tanah dapat diperoleh dengan mengkarakterisasi dan menseleksi sifat morfologi dan biokimia maupun genetik tanaman tersebut (silue et al., 2016, uphadyaya et al., 2006). pentingnya manfaat bahan materi plasma nutfah maka perlu karakterisasi bahan genetik kacang tanah yang dapat memenuhi kebutuhan produksi dan sifat nutrisi fungsional produk pangan yang sesuai penggunaannya. upaya pemanfaatan plasma nutfah kacang tanah sebagai bahan pemuliaan dalam program perbaikan dan pembentukan varietas baru dapat dilakukan setelah plasma nutfah terkarakterisasi dari sifat morfologi, hasil dan kandungan nutrisinya. sifat-sifat penting tersebut sangat diharapkan berasal dari plasma nutfah sehingga plasma nutfah mempunyai nilai manfaat yang tinggi dalam kurun waktu tertentu. keberhasilan perakitan varietas ditentukan oleh adanya ketersediaan sumber gen yang terdapat dalam koleksi plasma nutfah (mejaya et al., 2010). penelitian ini bertujuan mengetahui keragaman morfologi, hasil dan kandungan minyak pada berbagai aksesi kacang tanah. dengan mengetahui komposisi minyak yang tinggi (rendah) pada tanaman dapat dijadikan sebagai informasi dan materi genetik bagi pemuliaan tanaman dan hasil produksi yang tinggi. hal ini dapat dijadikan seleksi bagi para pengguna untuk dapat memilih try zulchi dkk, keragaman plasma nutfah 135 jenis kacang tanah yang baik untuk diambil sebagai minyak nabati atau bahan pangan yang rendah lemak (minyak) dengan didukung karakter morfologi dan hasil tanaman tersebut. metode penelitian penanaman kacang tanah dilakukan di kebun percobaan cikeumeuh balai besar penelitian dan pengembangan bioteknologi dan sumber daya genetik pertanian (bb biogen) bogor, sedangkan analisa kadar minyak di laboratorium balai besar pasca panen bogor. sebanyak 200 aksesi kacang tanah yang digunakan berasal dari koleksi plasma nutfah bb biogen. kegiatan ini dilaksanakan mulai bulan juli sampai desember 2013. plasma nutfah kacang tanah ditanam dalam petak percobaan yang berukuran 1.2 x 3 m dengan satu biji/lubang, dengan jarak tanam antar baris 40 cm dan jarak antar tanaman 15 cm. dosis pemupukan sebanyak 50 kg urea, 100 kg sp36, 50 kg kcl per hektar diberikan secara larikan di samping barisan tanaman pada tanaman berumur 7 hari. penambahan unsur hara kalsium (ca/dolosit) 300 kg/ha diberikan 20 – 25 hari setelah tanam dengan cara disebar. penyiangan dilakukan pada saat 3 dan 7 minggu setelah tanam. penyemprotan hama dan penyakit (dursban 0.15 kg/ha dan baycor 0.5 ltr/ha) dilakukan pada umur 25, 35, 45, dan 60 hari (balitkabi, 2016). karakter-karakter tanaman kacang tanah yang diamati meliputi warna kulit ari biji, umur pembungaan, tinggi tanaman, jumlah cabang, jumlah polong isi, jumlah polong hampa, jumlah polong per tanaman, dan bobot 100 biji. bahan materi analisis kadar minyak berasal dari biji hasil tanam di lapang. pengamatan karakter tanaman ditentukan berdasarkan descriptors for groundnut ibpgr (ibpgr, 1992). berdasar ukuran biji atau bobot 100 biji, kacang tanah dapat diklasifikasikan ke dalam 3 golongan yaitu kacang tanah biji kecil (<40 g/ 100 biji), kacang tanah biji sedang (40 – 55 g/ 100 biji), dan kacang tanah biji besar (>55 g/100 biji). kandungan minyak biji dapat diklasifikasi menjadi tiga golongan yaitu kadar minyak rendah < 38%, golongan sedang 38 – 43%, dan golongan tinggi >43%. metode analisis kadar minyak menggunakan metode soxhlet yaitu biji kacang tanah dibuat tepung terlebih dulu. tepung kacang tanah diambil sebesar 15 gram dari masing-masing aksesi dan kemudian diekstraksi dalam labu soxhlet dengan pelarut petroleum eter selama 1,5 jam. proses ekstraksi selesai apabila petroleum eter sudah jernih. ekstrak yang diperoleh ditambah dengan natrium sulfat anhidrat dan disaring. kemudian filtrat didistilasi biasa, atau petroleum eter diuapkan dengan evaporator berputar sampai semua petroleum eter habis. setelah ekstraksi selesai, pelarut disuling dan labu minyak dikeringkan dalam oven pada suhu 105 0c, setelah dingin labu minyak ditimbang sampai bobot tetap. kadar minyak dapat dihitung dengan rumus: kadar minyak (%) = b−a x 100 % berat bahan (g) keterangan: a = berat labu kosong b = berat labu dan ekstrak minyak (g) (staf uny, 2015) data hasil pengamatan ditabulasi dalam suatu tabel dan selanjutnya dilakukan pengolahan data dan dianalisis statistik deskriptif dan koefisien korelasi pearson yaitu hubungan linier antara karakter variabel x1 dengan variabel x2 secara kuantitatif. plasma nutfah yang dapat dijadikan pilihan karakter unggul berdasar komponen hasil, hasil dan kandungan minyak tertentu dilakukan analisis deskriptif. data dianalisis menggunakan software minitab versi 16. try zulchi dkk, keragaman plasma nutfah 136 acquaah (2007) memberikan rumus korelasi fenotip antara dua karakter sebagai berikut: r = [𝑁(∑ 𝑋. 𝑌) − (∑ 𝑋)(∑ 𝑌)] √[𝑁(∑ 𝑋2) − (∑ 𝑋)2][𝑁(∑ 𝑌2) − (∑ 𝑌)2] r = korelasi fenotipe antara sifat x dan sifat y x = ragam fenotipe sifat x y = ragam fenotipe sifat y n = sampel populasi hasil dan pembahasan keragaman karakteristik morfoagronomi kacang tanah hasil keragaman karakter plasma nutfah kacang tanah yang terkarakterisasi berdasarkan sifat morfologi agronomi tercantum pada tabel 1. tabel 1. keragaman karakter morfologi dan kadar minyak plasma nutfah kacang tanah karakter tanaman rata-rata kisaran standar deviasi koefisien keragaman (%) tinggi tanaman (cm) 52.3 36 75 7.7 14.72 muncul bunga (hari) 27.7 26 32 2.5 9.03 cabang/tan (buah) 4.7 3.6 6.6 0.6 12.77 jumlah polong isi (buah) 14.4 7.8 23.6 3.2 22.22 jumlah polong hampa (buah) 2.8 1 5.8 0.9 32.14 persentase berpolong (%) 83.7 68.8 96.3 5.16 6.16 bobot polong/tanaman (g) 12.4 6.9 30.1 3.6 29.03 hasil polong/plot (3.6 m2) 1165.3 215 2300 398.9 34.23 bobot 100 biji (g) 47.7 34 58.8 5.3 11.11 kadar minyak (%) 39.8 33.2 47.4 2.29 5.75 tabel 1 menunjukkan tingkat keragaman karakter kacang tanah memiliki nilai keragaman yang bervariasi. keragaman morfologi yang relatif tinggi terdapat pada karakter hasil polong/plot, bobot polong/tanaman dan jumlah polong hampa. nilai keragaman morfologi yang besar menunjukkan adanya bagian lingkungan yang memberikan kontribusi besar bagi variasi hasil produksi. produksi biji tanaman merupakan hasil fungsi pembentukan dari jumlah dan ukuran biji di lingkungan tertentu. oleh karena itu aksesi ah 1173 si, galur subang vii, lok. tretes dan sh 8013-0-33-3 telah menghasilkan produksi polong diatas 2000 g/plot, bobot polong diatas 20 g/tanaman dan mempunyai polong hampa yang sedikit. secara fisiologi, hasil produksi polong kacang tanah lebih ditentukan oleh jumlah dan berat polong, periode berbunga dan pengisian polong (duncan et al., 1978), besarnya translokasi fotosintat ke polong (ketring et al., 1982), dan laju pertumbuhan tanaman selama pengisian polong hingga panen (pakhamas et al., 2008). karakter tinggi tanaman dari 200 aksesi kacang tanah yang dikarakterisasi berkisar antara 36 75 cm, yang mempunyai pertumbuhan tanaman relatif pendek (<45 cm) mencapai 14% dan pertumbuhan tanaman yang relatif tinggi (>60 cm) sebesar 20%. pada sifat awal pembungaan plasma nutfah kacang tanah mempunyai umur dibawah 28 hari sebanyak 129 aksesi, sedangkan sebanyak 11% mempunyai umur rata-rata pembungaan dan 25% diatas rata-rata. cabang tanaman kacang tanah mempunyai rata-rata sebanyak 4.7 buah. ketiga karakter tanaman tersebut, umumnya dipengaruhi oleh lingkungan terutama temperatur. suhu optimum antara 28 – 30 °c dapat tumbuh dengan baik bagi tanaman kacang tanah (prasad et al., 2011), dan karakter tersebut telah menentukan keberhasilan hasil produksi (duncan et al., 1978) try zulchi dkk, keragaman plasma nutfah 137 jumlah polong isi per tanaman mempunyai kisaran antara 7 23 polong, dengan jumlah polong >17 buah sebanyak 40 aksesi. pada jumlah polong hampa <3 buah sebanyak 151 aksesi (75%). selanjutnya karakter persentase berpolong >85% plasma nutfah kacang tanah terseleksi sebanyak 87 aksesi (44%). pada sifat bobot polong per tanaman maksimal mencapai sebanyak 30 gram, yang karakter bobot polong >12 g sebanyak 58% atau 86 aksesi. menurut upadhyaya et al. (2006) jumlah polong per tanaman merupakan salah satu komponen hasil yang menentukan hasil produksi kacang tanah. juga rais (2004) kacang tanah yang menghasilkan produksi tinggi dengan kriteria polong isi yang banyak, jumlah biji diatas 2 biji, dan memiliki bobot biji yang sedang besar. galur ah 1173 si menghasilkan dengan bobot polong 2300 g/3.6 m2, dan lokal tretes, lokal subang dan galur sh 8013-30-0-33-3 menghasilkan polong diatas 2000 g/plot. selanjutnya lokal tretes juga mempunyai sifat toleran terhadap bakteri pseudomonas solanacerum, sedangkan lokal subang mempunyai sifat umur genjah 80 – 85 hari (rais, 2004). produktivitas kacang tanah dari varietas unggul dan spesifik lokasi dapat mengalami sedikit peningkatan, yang didukung tingkat ketahanan terhadap cekaman abiotik dan biotik yang lebih baik (kasno, 2009, garba et al., 2015). hasil polong kacang tanah dipengaruhi oleh kekeringan (prasad et al., 2010, chen et al., 2010). kacang tanah yang berbiji kecil sebanyak 24 aksesi (12%), berbiji sedang sebanyak 161 aksesi, dan berbiji besar sebanyak 60 aksesi (30%). kandungan minyak kacang tanah yang berkadar minyak rendah sebanyak 92 aksesi (46%), golongan sedang sebanyak 96 aksesi (48%), dan kadar minyak tinggi 12 aksesi (6%). pada tabel 2 menunjukkan plasma nutfah kacang tanah yang memiliki dengan kadar minyak diatas 43% sedangkan pada tabel 3 menunjukkan plasma nutfah kacang tanah yang memiliki kadar minyak < 36% (rendah). sebagian besar kacang tanah mempunyai kandungan minyak antara 38% sampai 43% yaitu 190 aksesi diantaranya lokal sonay sulawesi, suuk majalengka, lokal sindangsari, galur us 605, ah 2042 si, dan galur-galur hasil pemuliaan. sebanyak 12 aksesi kacang tanah memiliki kandungan minyak diatas 43% yang terdiri dari 2 aksesi varietas lokal, dan 10 aksesi populasi galur (tabel 2). hasil karakterisasi morfologi tanaman pada kandungan minyak >43% yaitu karakter morfologi tinggi tanaman berkisar antara 29 – 61 cm; jumlah polong 7,8 – 23.6 polong, bobot polong 45 – 150 gram, jumlah cabang 3.6 – 6.6, dan berat 100 biji antara 34 sampai 58,8 gram. galur ah 2020 si mempunyai kadar minyak tinggi dengan karakter morfologi dan hasil produksi yang kurang baik namun galur ah 1294 si dan lokal gombong c mempunyai kadar minyak yang hampir sama sedangkan karakter morfologi dan hasil yang lebih baik. hal ini sesuai dengan hasil evaluasi kandungan minyak plasma nutfah kacang tanah yang telah dilaporkan (rais, 2004). secara fisik, minyak kacang tanah berwarna sedikit kuning, aroma khas kacang, dan rendah viskositas (kekentalan) (ahmad dan young, 1982, sanders, 2002). hasil klaster varietas kacang tanah meskipun dengan penanaman lingkungan kering menunjukkan adanya indikasi sifat kadar minyak yang stabil (silue et al., 2016). pertumbuhan, hasil biji dan kandungan minyak biji kacang tanah mengalami perbedaan yang nyata ketika dilakukan penanaman setelah musim hujan dibanding saat musim hujan (upadhyaya et al., 2006). pada tabel 3 menunjukkan sebanyak 8 aksesi kacang tanah yang terdiri dari 3 aksesi varietas lokal dan 5 aksesi galur hasil pemuliaan dengan kandungan minyak dibawah 36%. varietas lokal itu terdiri dari sonay (sulawesi utara), surade (ntb), dan lokal subang try zulchi dkk, keragaman plasma nutfah 138 (jawa barat). kandungan minyak kacang tanah yang terendah pada galur lokal subang xv sebesar 33,19%. kandungan minyak kacang tanah galur lokal subang xv memiliki kadar yang rendah namun pertumbuhan dan hasil cukup tinggi bahkan berat polong lebih tinggi dari galur ah 1294 si. umumnya minyak kacang tanah mengandung asam lemak tidak jenuh sebesar 76 – 82%. komposisi kandungan asam lemak tidak jenuh terdiri dari 40 – 45% asam oleat dan 30 – 35% asam linoleat, sedangkan asam lemak jenuhnya terdiri dari 6 11,4% asam palmitat, 0,5% asam miristat, dan 2,8 – 4,9% asam stearat, dan 5 – 7% asam beherat, serta 0,73% asam arakhidonat (rahmiana dan ginting, 2012). kacang tanah tipe spanish dan valencia mengandung sedikit asam oleat dan lebih banyak asam linoleat dan palmitat. rasio asam oleat dan linoleat yang tinggi mempunyai sifat kestabilan minyak dalam penyimpanan atau pengolahan pasca panen yang lebih baik (ahmad dan young, 1982). kacang tanah tipe spanish dan valencia mempunyai komposisi kimia minyak yang kurang stabil dibandingkan tipe virginia akibat tingginya persentase asam linoleat (norden et al., 1982). pengembangan kacang tanah berdasar kandungan minyak dapat dilakukan dengan kriteria sifat ketengikan (rancid) yang rendah, namun aroma dan rasa yang lebih baik (norden et al., 1982). kacang tanah rendah lemak masih mempunyai pangsa pasar yang prospektif untuk dikembangkan karena teknologi pengolahan yang relatif mudah dan rasa enak, lebih renyah dan sedikit minyak (rahmiana dan ginting, 2012), dan hal ini dapat didukung adanya kultivar dengan kandungan minyak relatif rendah. tabel 2. karakter morfologi dan hasil kacang tanah serta kadar minyak >43% nomor reg nama-nama aksesi tinggi tanaman (cm) jumlah polong/tan (polong) bobot polong/ tan (gr) jumlah cabang (buah) berat 100 biji (gr) kadar minyak (%) umur berbu nga persent ase berpolo ng (%) 2316 ah 2027 si 44 14.4 10.27 4.8 39.2 47.40 32 84.0 2299 ah 2008 si 52 13.8 13.40 4.8 45.2 45.62 32 86.6 1123 e / m 47.6 16.4 11.54 5.8 48.4 43.88 26 85.4 2294 ah 2001 si 50 15 11.30 5 45.2 43.84 32 87.2 2308 ah2019 si 61.4 18 11.64 4.2 45.6 43.70 32 84.1 1203 mlg 7654 58 17.4 7.79 5.2 49.6 43.31 26 81.3 1397 lok. gombong c 52.8 18.8 9.51 5.6 50.0 43.28 26 84.7 2175 ah 1185 si 54.6 17.2 9.49 4 45.2 43.23 26 84.3 1395 lok. gombong a 51.8 14.8 9.15 4 38.0 43.11 26 84.1 2306 ah 2016 si 52 13.8 13.40 4.8 45.2 43.06 32 93.6 2194 ah 1294 si 59.6 18.6 14.9 5.4 58.4 43.03 26 85.3 2315 ah 2026 si 44 12.6 14.4 5.4 39.2 43.01 32 87.8 tabel 3. karakter morfologi dan hasil kacang tanah serta kadar minyak <36% nomor reg nama-nama aksesi tinggi tanaman (cm) jumlah polong/ tan (polong) bobot polong/ tanaman (g) jumlah cabang (buah) berat 100 biji (g) kadar minyak (%) umur berbunga (hari) persentase berpolong (%) 2180 ah 1198 si 128 11.8 11.5 4.2 45.6 36.00 26 89.8 1733 sonay 114 15.4 11.6 4.2 50.8 35.88 28 87.1 2157 ah 1154 si 102 16.2 12.9 4.2 40.0 35.28 26 88.5 2457 surade 105 8.8 13.0 4.0 47.6 35.27 32 87.7 try zulchi dkk, keragaman plasma nutfah 139 1970 ah 684 si 79 13.8 11.3 4.6 48.4 35.21 26 86.3 2604 lok.subang xv 85 12.6 17.8 4.2 51.2 33.19 32 90.0 secara komprehensif, pengembangan kacang tanah dapat diperoleh dengan mengkarakterisasi seleksi morfologi, dan genetik, ditambah analisa biokimia (silue et al., 2016, uphadyaya et al., 2006). selain dalam bentuk minyak dan lemak dalam biji, asam lemak tersebar pada bagian lain tanaman dalam bentuk senyawa pembentuk lapisan epidermis pada batang, daun dan buah (estiti, 1995). asam lemak yang disintesis di biji dan akar terutama asam palmitat dan asam oleat, sedangkan asam linoleat dan asam linolenat yang disintesis oleh tanaman pada daun (salisbury dan ross, 1995). rasio asam lemak tidak jenuh dan jenuh minyak kacang tanah lebih kecil dibandingkan minyak kedelai, jagung, dan safflower (ahmad dan young, 1982). pada berbagai tumbuhan, timbunan lemak terdapat beragam sesuai dengan lingkungannya, terutama dengan suhu sebagai faktor pengendali utama. pada suhu rendah, asam lemak cenderung lebih tidak jenuh dibandingkan pada suhu tinggi sehingga membran lebih cair. kecenderungan ini dapat dijelaskan dengan peningkatan kelarutan oksigen di air sejalan dengan turunnya suhu. hal ini akan menyediakan o2 sebagai penerima esensial atom hidrogen bagi proses ketidakjenuhan di retikulum endoplasma sehingga menyebabkan lebih banyak asam lemak tidak jenuh (estiti, 2009). hubungan korelasi karakter morfologi dan kadar minyak korelasi analisis korelasi berkenaan dengan upaya mempelajari keeratan hubungan antar variabel sehingga satu variabel akan memberikan pengaruh yang positif atau negatif terhadap variabel lainnya (acquaah, 2007) atau komponen satu memberikan dukungan yang baik terhadap komponen satunya dimaksud pengaruh positif sedangkan komponen satu memberikan perkembangan yang berlawanan terhadap komponen satunya dimaksud pengaruh negative. tabel 4 menunjukkan hasil analisis korelasi fenotipik karakter komponen hasil, hasil, dan kandungan minyak biji kacang tanah. karakter tinggi tanaman menunjukkan terjadi korelasi yang nyata positif terhadap jumlah polong isi, bobot polong/tanaman, jumlah cabang, namun berkorelasi nyata negatif dengan bobot 100 biji. jumlah polong isi berkorelasi positif nyata terhadap variabel tinggi tanaman, jumlah polong hampa, bobot polong, jumlah cabang, dan kadar minyak namun berkorelasi negatif sangat nyata terhadap bobot 100 biji. tabel 4. hasil analisis korelasi karakter morfologi dan kadar minyak kacang tanah x1 x2 x3 x4 x5 x6 x7 x1 1 x2 0.439 ** 1 x3 0.083 0.208** 1 x4 0.478 ** 0.487** 0.071** 1 x5 0.399 ** 0.491** 0.266 0.274** 1 x6 -0.528 ** -0.497** -0.001 -0.436** -0.361** 1 x7 0.121 0.149 * 0.055 0.072 0.235** -0.118 1 keterangan: * = korelasi nyata pada taraf 0.05 ** = korelasi nyata pada taraf 0.01 x1=tinggi tanaman; x2= jumlah polong isi; x3= jumlah polong hampa; x4= bobot polong/tan; x5= jumlah cabang; x6= bobot 100 bj; x7= kadar minyak try zulchi dkk, keragaman plasma nutfah 140 jumlah polong hampa berkorelasi positif terhadap jumlah polong isi, bobot polong/tanaman, jumlah cabang, dan kadar minyak, namun berkorelasi negatif terhadap berat 100 biji. jumlah cabang berkorelasi nyata positif terhadap tinggi tanaman, jumlah polong isi, dan bobot polong/tanaman dan jumlah polong hampa, namun berkorelasi negatif nyata terhadap bobot 100 biji. semua komponen pertumbuhan dan hasil berkorelasi negatif nyata terhadap bobot 100 biji kecuali jumlah polong hampa. variabel kadar minyak berkorelasi positif terhadap semua komponen pertumbuhan kecuali bobot 100 biji. nilai korelasi positif nyata antara jumlah polong isi dan jumlah cabang terhadap kandungan minyak biji kacang tanah yang bernilai 0.149 dan 0.235. thakur et al (2013) melaporkan jumlah polong per tanaman, persen kematangan biji, dan bobot biji per polong berkorelasi positif terhadap kadar minyak biji kacang tanah. hal ini berbeda dengan hasil penelitian gultom (2008) bahwa semakin banyak cabang, bunga, polong isi, jumlah polong isi satu, kandungan protein dan gula berkorelasi negatif sangat nyata terhadap kadar lemak. kacang tanah subspecies fastigata mempunyai kadar lemak yang lebih tinggi dibandingkan subspecies hypogaea (upadhyaya et al., 2012). tabel 5. rata-rata kandungan minyak terhadap warna biji kacang tanah warna kulit biji persentase warna biji (%) rata-rata kadar minyak (%) rose 91 39.78 merah 8 39.84 ungu 1 38.58 putih 0 biji kacang tanah dari koleksi bank gen telah memiliki warna yang berbedabeda yaitu rose (pink), merah, dan ungu (tabel 5). sebagian besar memiliki warna rose. rata-rata kandungan minyak biji kacang tanah terhadap warna kulit ari biji menunjukkan hasil yang tidak ada perbedaan meskipun warna merah mempunyai kadar minyak sedikit lebih tinggi dibandingkan yang lain. warna minyak mempengaruhi mutu dan daya terima konsumen atas suatu produk. warna dipengaruhi oleh kandungan pigmen alami bahan atau merupakan hasil degradasi zat warna alami. minyak kacang tanah memiliki warna kuning pucat karena kandungan pigmen karotenoid dan lutelin (suryani et al., 2016, sanders, 2002). kulit ari biji tersusun atas senyawa tanin dan katekol yang mempengaruhi tampilan warna minyak. sebagian besar kadar ß karoten dan lutelin dan biji yang belum matang dapat menyebabkan perbedaan tampilan warna minyak tersebut (ahmad dan young, 1982). pembentukan kulit ari (testa) dimulai dari akumulasi pati pada pericarp biji, kemudian kulit ari biji hingga mencapai pertumbuhan berat biji yang konstan. varietas kacang tanah yang produksi tinggi banyak diminati petani karena memberikan banyak keuntungan dengan peningkatkan pendapatan ekonomi sedangkan kadar minyak tertentu akan memberikan nilai cita rasa dan komposisi kimia tertentu. plasma nutfah kacang tanah yang mempunyai daya hasil produksi tinggi dan kadar minyak tinggi yaitu ah 1294 si dan lokal gombong c, sedangkan berdaya hasil produksi tinggi dan kadar minyak rendah (lokal subang xv dan ah 684 si) yang dapat dijadikan sebagai sumber gen dalam perakitan varietas berdaya hasil tinggi dan kandungan nutrisinya. hasil penelitian ini dapat digunakan sebagai sumber belajar dengan jenis sumber belajar yang dimanfaatkan yaitu hasilnya dapat ditemukan, diterapkan, dan dimanfaatkan untuk keperluan pembelajaran. sumber belajar yang dapat digunakan antara lain berupa kombinasi informasi hasil penelitian peneliti atau pengalaman petani; fasilitator dari balai komoditas atau dosen; bahan materi dalam slide, poster, booklet, leaflet; alat-alat peraga berupa dvd/vcd, try zulchi dkk, keragaman plasma nutfah 141 infokus, dan alat peraga; metode belajar ceramah, diskusi, simulasi, pemecahan masalah, di tempat lingkungan balai desa dan lapang. lingkungan alam (fisik) dapat digunakan untuk mempelajari tentang gejala-gejala alam dan ikut berpartisipasi dalam memelihara dan melestarikan alam (media pendidikan, 2011). selanjutnya lingkungan alam dijadikan solusi alat penseleksi (persepsi) yang sama antara pemulia dan pengguna (petani, konsumen dll) dalam menghasilkan kultivar unggul (nandariyah, 2009). tanaman kacang tanah yang mempunyai karakteristik morfologi, hasil produksi dan kadar minyak yang beragam. dengan adanya pengetahuan karakteristik keragaman ini memperlihatkan sisi potensi suatu organisme untuk dijadikan sebagai kekayaan sumber daya genetik, bahan hasil produksi dan bahan pangan. hal ini dapat dijadikan petunjuk teknis aspek pembelajaran bagi petani, kelompok tani, gabungan kelompok tani dan penyuluh pertanian agar dapat mendeskripsikan perbedaan karakter tanaman tersebut dan menfasilitasi keinginan petani dan berbagai pihak dalam menghasilkan kultivar unggul. metode pembelajaran keragaman plasma nutfah yang dapat diterapkan melalui pendekatan sekolah lapang pemuliaan partisipasi (slpp) dalam program sekolah lapang pengelolaan tanaman terpadu (slptt), atau sekolah lapang desa mandiri benih (slmb). pendekatan sekolah lapang ini dikemas dalam sistem belajar praktek langsung di lahan petani dan pembekalan materi pemuliaan tanaman, produksi, dan efisiensi usaha tani hingga kemurniaan benih yang lestari (ditjen tp, 2016 b). kegiatan penguatan desa mandiri benih dialokasikan dalam bentuk pemberian bantuan benih sumber, sarana pelengkap gudang, dan peningkatan kemampuan/pelatihan produksi benih bagi kelompoktani/kelompok penangkar atau gabungan kelompoktani dengan kelompok penangkar penerima bantuan pengembangan seribu desa mandiri benih ta 2015 (ditjen tp, 2016 a). program pemuliaan partisipasi ini melibatkan peran aktif semua komponen masyarakat petani yang menggunakan hasil produk pemuliaan dalam mewujudkan keinginan petani dan adaptif pada lingkungan spesifik. pemuliaan partisipasi ini sangat diperlukan untuk menyediakan kultivar unggul yang adaptif bagi lingkungan marginal, petani lemah modal yang menggunakan sarana tingkat rendah, alat pertanian sederhana dan usaha pertanian lahan sempit (nandariyah, 2009). pemuliaan partisipasi ini banyak menggunakan kultivar lokal / spesifik lokal daerah karena stabil daya adaptasinya dan kultivar yang heterogenous serta dapat dilepas sebagai kultivar spesifik lokasi (kristamtini et al., 2015). kegiatan hasil penelitian ini juga akan membantu dalam upaya perlindungan dan pelestarian sumber daya genetik dengan pengajuan hak paten suatu kultivar lokal. menurut nandariyah (2009) pengakuan suatu varietas lokal daerah yang bersifat unggul dan disukai konsumen dapat dilakukan dengan mengajukan varietas lokal tersebut melalui upaya pelepasan varietas daerah sebagai varietas unggul yang disahkan oleh menteri pertanian. ada beberapa tahapan pengajuan pengusulan suatu varietas lokal menjadi varietas unggul daerah dan nasional dengan pembelajaran meliputi: 1. inventarisasi tanaman, 2. identifikasi morfologi, genetik dan karakterisasi, 3. analisis usaha tani tanaman, 4. penentuan pohon induk tunggal (pit), 5. pengajuan proposal usulan pelepasan varietas ke perlindungan varietas tanaman kementerian pertanian (pvt kementan). oleh karena itu dalam mendukung kegiatan ini dapat diberdayakan peran petani dan pihak terkait untuk memahami karakter-karakter spesifik varietas unggul melalui pelatihan dan sekolah lapang. try zulchi dkk, keragaman plasma nutfah 142 kesimpulan plasma nutfah kacang tanah memiliki tingkat keragaman karakter yang bervariasi. keragaman morfologi yang relatif tinggi terdapat pada karakter hasil polong/plot, bobot polong/tanaman dan jumlah polong hampa. nilai keragaman morfologi yang besar menunjukkan adanya bagian lingkungan yang memberikan kontribusi besar bagi keragaman hasil produksi. karakter morfologi tanaman mempunyai kisaran tinggi tanaman 36 -75 cm, muncul bunga 26-32 hari, jumlah cabang 3 dan 6 buah, jumlah polong isi 7 dan 23 buah, polong hampa 1-5 buah, % berpolong 68-96%, berat polong per tanaman 6-30 g/tanaman, dan 215-2300/plot, bobot 100 biji sebesar 34-58 g, dan kadar minyak 33-47%. jumlah polong isi berkorelasi positif nyata terhadap variabel tinggi tanaman, jumlah polong hampa, bobot polong, jumlah cabang, dan kadar minyak namun berkorelasi negatif nyata terhadap bobot 100 biji. jumlah polong (r=0,1499) dan jumlah cabang (r=0,2346) terhadap kadar minyak biji kacang tanah mempunyai nilai korelasi positif nyata. tidak terdapat perbedaan kandungan minyak terhadap warna kulit ari biji kacang tanah. kacang tanah galur ah 1294 si dan lokal gombong c mempunyai hasil polong dan kadar minyak yang tinggi, sedangkan lokal subang xv dan galur ah 684 si memiliki hasil polong yang tinggi namun kadar minyak terendah. galur-galur kacang tanah yang memiliki sifat-sifat baik merupakan aset nasional yang dapat dijadikan sumber gen untuk digunakan sebagai tetua dalam program pemuliaan tanaman. hasil penelitian ini dapat diterapkan sebagai sumber belajar melalui pendekatan sekolah lapang pemuliaan partisipasi (slpp) dalam program sekolah lapang pengelolaan tanaman terpadu (slptt), atau sekolah lapang desa mandiri benih (slmb). pendekatan sekolah lapang ini dikemas dalam sistem belajar praktek langsung di lahan petani ucapan terima kasih penulis mengucapkan banyak terima kasih kepada para peneliti di kelti psdg atas saran dan bimbingannya dalam penulisan ini. juga husni puad dan agus mashuri selaku teknisi yang telah banyak membantu dalam pelaksanaan penelitian ini. penelitian ini didanai oleh apbn 2013. daftar rujukan acquaah. g, 2007. principles of plant genetics and breeding. blackwell publishing. usa, uk, australia. 569 p. ahmad, e, m dan c.t. young, 1982. composition, quality and flavor of peanuts. in: pattee, h. e, and young, c.t. 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(https://dl.sciencesocieties.org/public ations/cs/pdfs/40/5/cs-52-1-168.pdf, diakses tanggal 25 agustus 2015). https://dl.sciencesocieties.org/publications/cs/pdfs/40/5/cs-52-1-168.pdf, https://dl.sciencesocieties.org/publications/cs/pdfs/40/5/cs-52-1-168.pdf, try zulchi dkk, keragaman plasma nutfah 146 lampiran 1. persentase kandungan minyak tanaman berbiji yang bernilai ekonomi spesies jaringan cadangan utama kandunga n minyak (%) jagung endosperm a 5 gandu m endosperm a 2 kacang kapri koletidon 2 kacang tanah koletidon 40 – 50 kedelai koletidon 17 jarak endosperm a 64 bunga matahar i koletidon 45 – 50 sumber : salisbury dan ross, 1995 karakter warna bunga gambar karakter warna biji gambar kuning rose kuning kemerahan merah oranye ungu gambar 1. keragaman karakter morfologi warna bunga dan kulit ari biji kacang tanah karakt er warna hijau / warna ungu warna ginofor tidak berwarna gambar 2. keragaman karakter warna ginofor kacang tanah 23 citation: sandika, b., & fitrihidajati, h. (2018). improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education. jpbi (jurnal pendidikan biologi indonesia), 4(1), 23-28. https://doi.org/10.22219/jpbi.v4i1.5326 vol. 4 no. 1, 2018; pp. 23-28 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 05/02/2018 revised: 13/03/2018 accepted: 26/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education bayu sandika1* and herlina fitrihidajati2 1biology education department, faculty of education and teacher training, institut agama islam negeri jember, east java, indonesia 2biology education department, faculty of mathematics and natural sciences, universitas negeri surabaya, east java, indonesia *corresponding e-mail: bayu.sandika@iain-jember.ac.id abstract inquiry-based learning is one of the learning methods which can provide an active and authentic scientific learning process in order students are able to improve the creative thinking skills and scientific attitude. this study aims at improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education at the institut agama islam negeri (iain) jember, indonesia. this study is included in a descriptive quantitative research. the research focused on the topic of cell transport which was taught toward 25 students of biology 2 class from 2017 academic year of biology education department at the iain jember. the learning process was conducted in two meetings in november 2017. the enhancement of students' creative thinking skills was determined by one group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused on curiosity and objectivity were observed using the non-test instrument. research result showed that students' creative thinking skills enhanced highly and students' scientific attitude improved excellently through inquiry-based learning in basic biology lecture. keywords: creative thinking, inquiry, scientific attitude © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction in this globalization era, the world is changing rapidly. this change brings new requirements for education. education needs to be developed according to the needs of the communities. they want schools to equip students with 21st-century skills such as creative thinking skills and scientific attitudes. it is expected that by having both these competencies, students are ready to be parts of a developing era. creative thinking skill is defined as about applying imagination in facing given problems, thinking systematically in expressing ideas and solving the problems (coughlan, 2007; lau, 2011). creative thinking needs to improve the learning process because it is useful for facing big challenges in the 21st century. halpern et al. (2012), stated that the main goal for creative thinking instruction is not only to educate students to be wise consumers of research but also to be able to apply the principles of scientific thinking in their daily interactions. not only creative thinking skill which should be taught in the school, scientific attitudes should be also improved during the learning process (davies et al., 2013; duran & dökme, 2016; gençi, 2015). since those two skills are included in 21st-century skills that are totally important in facing big challenges in the globalization era (bellanca & brandt, 2010; jenkins, clinton, purushotma, robison, & weigel, 2009; kaur, 2013). scientific attitude can be regarded as a complex of values and norms which is held to be binding on the scientists (pitafi & farooq, 2012; spronken-smith, 2009). scientific attitude has three basic components, they are the belief, feeling, and action (mukhopadhyay, 2014). several attributes of scientific attitudes are objectivity, open-mindedness, unbiasedness, curiosity, suspended judgment, critical mindedness, and rationality (lacap, 2015). by https://doi.org/10.22219/jpbi.v4i1.5326 sandika & fitrihidajati / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 23-28 24 improving creative thinking skills …. having those skills, students are expected capable to enrich the learning experiences and develop their knowledge (eady & lockyer, 2013; husamah & pantiwati, 2014). however, the result of preliminary research in this study indicates that the students’ creative thinking skills and scientific attitudes were in low level since students were not used to given a learning activity which evaluates the creative thinking skill and scientific attitudes. it is also assumed that several factors lead to that problem, for instance, ineffective learning methods and only a few of authentically scientific learning activities which affect on the student' motivation and thus on students’ learning achievement. it is supported as alberta learning (2004) stated that one of the factors leading to this problem is considered an unsuitable outdated method of teaching biology that does not motivate students. inquiry-based learning encourages students to be able to learn certain concepts in science actively by solving given problems themselves so they are not passively receiving the knowledge from the lecturer. arends (2009), stated that students are able to gain knowledge, develop thinking and reasoning skills, enhance metacognitive skills, and build positive attitudes through inquiry activities. similiarly, abdi (2014), also reported that students are able to learn scientific skills and enhance thinking skills through the inquirybased learning activity. this activity provides an authentic learning environment because students can learn certain concepts actively by conducting researches which are related to complex problems occurred in the real world. furthermore, students taught in the inquirybased learning class were proved very actively in learning certain topics and have good scientifically inquiry skills (pewnim, ketpichainarong, panijpan, & ruenwongsa, 2011). by implementing this inquiry-based learning activity in teaching cell transport concepts, it is expected that students are not only able to comprehend the concepts but also able to learn how to be scientists since they conduct a research by themselves that might be capable to improve their creative thinking skills and scientific attitudes. several previous studies related to inquirybased learning method indicated that this learning activity provides an active learning environment that is able to increase students’ learning motivation which affects on students’ learning comprehension and students’ thinking skills. according to those previous studies, this research aims to improve creative thinking skill and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education at the iain jember. method the study is a descriptive quantitative research conducted in november 2017. twenty five students consisting of five boys and twenty girls at biology 2 class, the academic year of 2017, biology education department, at the iain jember in same education background were the subjects in this study. the number of research subjects was determined as minimum as possible however it was assumed that it can bring a comprehensive data as the research conducted by susiyawati, ibrahim, atweh, and rahayu (2015). students were taught on the topic of cell transport in basic biology lecture for two meetings with two hours each. during this learning activity, the students’ creative thinking skill and scientific attitudes were evaluated. students’ creative thinking skill were evaluated using one group pre-test and post-test design meanwhile the students’ scientific attitudes were evaluated using observation sheet. the pre-test was given at the beginning of learning activity meanwhile post-test was given at the end of the activity. in this study, the students were given a scientifically inquiry-based learning activity, encouraged to overcome given problems, and invited to act as a researcher. concepts taught in the first and second meetings were about cell structure and cell transport. students were guided to observe and identify the cell structure in the laboratory, then continued to do research about plasmolysis and deplasmolysis on the plant cells by themselves in a group. students were given problems and asked to overcome the problems in inquirybased activities with the guidance and assistance from the lecturer. in this inquiry-based learning process, students’ creative thinking focused on two indicators, namely: flexibility and originality were measured using test instrument. this test instrument was arranged personally by the author as the lecturer at biology education department, at the iain jember. then its validity was evaluated by two experts and it sandika & fitrihidajati / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 23-28 improving creative thinking skills …. 25 reached 3.3 thus it can be called that the instrument is valid. the criteria of validation result were based on ratumanan and laurens (2003). furthermore, the reliability of the test instrument that was measured using alpha cronbach formula reached 0.72 which means that the instrument is reliable. the criteria of reliability instrument referred to arikunto (arikunto, 2006, 2010) meanwhile, the students' scientific attitude focused on curiosity and objectivity was measured during the activities by five observers using observation sheets in which one observer observed one group consisting of five students. the aspects of measurement in students' curiosity and objectivity were using guttman scale which is characterized by a consistent and solid assessment (riduwan, 2011). in every aspect of scientific attitudes, there are ten indicators of assessment in which if students are observed doing the indicator, the score is 1 however if students did not do as, on the indicator, the score is 0. furthermore, the score for every student is summed up and the percentage on each is measured. in the end, the total percentage of all students of every aspect is also measured. the criteria of assessment are based on riduwan (2011) in which if the classical percentage is more than 81% means that the scientific attitude is excellent. on the other hand, the enhancement of students’ creative thinking was determined using one group pre-test and post-test research design. data of students' creative thinking skill was analyzed descriptively. the score of the enhancement was measured using a formula by hake (1998): <g> (1) note: < g > = score of enhancement (n-gain) = score of pre-test = score of post-test = maximum score score of the enhancement of students’ creative thinking skill obtained was categorized as the criteria as follows: 1) if n-gain score is more than equal to 0.70, the enhancement of students’ creative thinking skill is high, 2) if ngain score is more than equal to 0.30 and less than equal to 0.70, the enhancement is moderate, and 3) if n-gain score is less than 0.30, the enhancement is low. results and discussion the students’ creative thinking skill scores and its enhancement is shown briefly in table 1. according to the data shown in the table above, all students of biology 2 class from biology education department reached the score of pre-test less than 65. in contrast, all students mastery the post-test by reaching score more than 65. data on the table also shows that eight students reached moderate enhancement of creative thinking skill and the rest got the high enhancement of creative thinking skill. it also can be seen that the classical enhancement value of creative thinking skill reached 0.70 with high criteria. table 1. enhancement score of students’ creative thinking skills student pre-test score post-test score n-gain score criteria 1 30 80 0,71 high 2 25 85 0,80 high 3 30 80 0,71 high 4 45 75 0,55 moderate 5 50 80 0,60 moderate 6 35 85 0,77 high 7 50 70 0,40 moderate 8 60 85 0,63 moderate 9 40 85 0,75 high 10 50 85 0,70 high 11 25 75 0,67 moderate 12 45 85 0,73 high 13 30 80 0,71 high 14 65 90 0,71 high 15 35 75 0,62 moderate 16 30 85 0,79 high 17 50 95 0,90 high 18 50 80 0,60 moderate 19 55 80 0,56 moderate 20 60 90 0,75 high 21 40 85 0,75 high 22 40 85 0,75 high 23 30 80 0,71 high 24 20 90 0,88 high 25 50 85 0,70 high 41.6 82.8 0.70 high on the other hand, the observation result of students’ scientific attitudes focused on curiosity and objectivity is shown in figure 1. data from the observation result on students’ scientific attitudes shown in the figure above indicates that students’ scientific attitude on curiosity aspect met 87% while students’ scientific attitude on objectivity reached 85%. the learning process implemented in this study sandika & fitrihidajati / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 23-28 26 improving creative thinking skills …. was based on inquiry-based learning method. arends (2012), explained that phases in inquiry learning method consisted of 1) gain attention and explain the inquiry process, 2) present the inquiry problem or discrepant event, 3) have students formulate hypotheses to explain the problem or event, 4) encourage students to collect data to test the hypothesis, 5) formulate explanations and/or conclusions, and 6) reflect on the problem situation and the thinking processes used to inquire into it. figure 1. classical percentage of students’ scientific attitudes according to the data shown above, students reached high enhancement of creative thinking skill. that high enhancement of creative thinking skill might be supported by students’ high motivation during the learning process. it is caused by learning environment provided by this learning method was contextual and authentic that was capable to increase students’ learning motivation. sudjana and rivai (2015), stated that students are motivated to learn if educators not only teach verbally but also give interesting and fun learning activities. alberta learning (2004) and ibe (2013) also said that contextual learning environments are able to create meaningful learning experiences since students can study, build knowledge, and develop skills themselves. this inquiry-based learning process is also proved that was capable to enhance students’ creative thinking skills since they are faced several authentic problems during the learning activity by having a research about plasmolysis and deplasmolysis on rhoeo discolor cells. students were guided to compare the differences of cell structure before and after given several different solutions under the microscope. thus it affects to high creative thinking skills on students. similarly, arends (2012) and shabani, khatib, and ebadi, (2010) said that vygotsky has already explained that an effective learning process can occur if students have abilities to finish the complex tasks which have not been studied yet. however, the result of pre-test on this research indicated that students’ creative thinking skill which met low criteria was caused by a learning habit. students were not used to having pre-test before start a learning process and they were not also used to actively attain the concepts themselves. therefore, by implementing this learning activity, it also triggered students to be active ones, build knowledge, and skills themselves. furthermore, the differences in enhancement scores between every student might be caused by their differences in cognitive development. although all students undergo same learning activities, every student has the different rate of attaining the concepts. arends (2012), reported that students grow in the same intellectual development but this growth occurs in the different rate. besides students' creative thinking skill, findings in this study also indicated that students' scientific attitudes were also observed excellently. in this study, the scientific attitude focused on curiosity and objectivity. curiosity could be equated with a basic desire to know (mukhopadhyay, 2014). a curious one asks questions, read more learning sources to find meaningful information and get ready to carry out an investigation. curiosity is a stimulus to inquiry since each discovery raises new questions and suggests new undertakings. therefore, students should show great curiosity for the science courses and by having inquirybased learning, they may occur curiosity (erdogan, 2017). a scientist also should be objective in interpreting ideas and fair in communicating the findings (anderson, 2010; dudo & besley, 2016; pitafi & farooq, 2012). to learn the attitude of objectivity, students may be confronted by situations which the temptation to permit personal feelings and to interfere with the recording of an observation in order capable to achieve a correct or accurate solution of a problem (erdogan, 2017; rafiee, moattari, nikbakht, kojuri, & mousavinasab, 2014). objectivity also needs to improve and thus sandika & fitrihidajati / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 23-28 improving creative thinking skills …. 27 students are able to get it through inquiry-based learning. the implementation of inquiry-based learning on basic biology lecture provided contextual learning activities in which students are faced to have a research. they need to show their curiosity and objectivity during the activity which is proved that is capable to increase both students’ creative thinking skills and scientific attitudes. during the research conducted by students in the laboratory, students were capable to show their curiosity and objectivity. they were curious when lecturer asked about how the cell structure is if students observe under the microscope and how the cell structure is if some different solutions such as water, salt, and sugar solution added to the cell plant (rhoeo discolor). several students also argued that an active learning activity was motivated higher than a passive activity such as when lecturer only shares the knowledge by giving the speech in the class since they can study by doing and finding solutions of problems themselves. therefore, the observation result shows that their scientific attitudes were excellent. conclusion according to the findings obtained in this current study, it can be concluded that inquirybased learning is able to improve creative thinking skill and scientific attitudes in basic biology lecture toward students of biology education at the iain jember. furthermore, this learning process also can be stated as an effective learning activity in regard to high enhancement on students’ creative thinking skills and excellent improvement on students’ scientific attitudes. references abdi, a. 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(2018). strategies for establishing networking with partner schools for implementing lesson study in indonesia. jpbi (jurnal pendidikan biologi indonesia), 4(1), 11-22. https://doi.org/10.22219/jpbi.v4i1.5489 vol. 4 no. 1, 2018; pp. 11-22 issn: 2442-3750 (print); issn: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi received: 05/03/2018 revised: 21/03/2018 accepted: 26/03/2018 jpbi (jurnal pendidikan biologi indonesia) indonesian journal of biology education strategies for establishing networking with partner schools for implementing lesson study in indonesia nurwidodo1*, sumar hendayana2, iin hindun1, and eri sarimanah3 1biology education department, faculty of teacher training and education, university of muhammadiyah malang, east java, indonesia 2chemistry department, faculty of mathematics and sciences education, universitas pendidikan indonesia, west java and indonesian association of lesson study 1biology education department, faculty of teacher training and education, university of muhammadiyah malang, east java, indonesia 3faculty of teacher training and education, pakuan university, bogor, west java, indonesia *corresponding e-mail: nurwidodo88@yahoo.com abstract lesson study for learning community (lslc) contains two terminologies underpinning one another. there are many difficult challenges when the plan to create lslc surfaces. therefore, strong motivation and precise implementation strategies are of urgency. one of the ways is by developing networking of lslc between universities and partner schools. the lslc program will become powerful when it is done collaboratively in a form of strong partnership connected by networks. writing this article aims to describe strategies for establishing networking with partner schools for implementing lesson study in indonesia. this review article uses literature comparison study methods and use content analysis. in order for lslc to manifest and become successful, resourcing and utilizing the partnership with schools are required. in a partnership with schools in order to implement lslc, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. networking with partner schools can be implemented and can function well when the management of this networking conforms to shared needs, nurtures cooperation and mutual respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline. keywords: learning community, lesson study, networking © 2018 department of biology education, ftte, university of muhammadiyah malang, indonesia introduction lesson study originating from japan has spread worldwide: asia, europe, africa, australia, and even america. lesson study was introduced in several countries through collaboration japan international cooperation agency (jica) with the local government (burghes & robinson, 2010; matanluk, johari, & matanluk, 2013). it originated in japan from japanese language “jugyokenkyuu” (kanauan & inprasitha, 2014; lucenario, yangco, punzalan, & espinosa, 2016). lesson study has been practiced since the 1890s or over a century by japanese teachers (masaaki sato, 2014; syamsuri & ibrohim, 2011). it has spread internationally since the late 1990s, leading to an establishment of the world association of lesson studies (wals) in 2006 with 7 founding member countries and council members representing 11 countries around the world (akiba, howard, wilkinson, & whitacre, 2015; akiba & wilkinson, 2016). in wals international conference 2016 in exeter university-london at least 35 countries have called in for participation (nurwidodo, 2016). many countries in their attempt to transfer the japanese model have developed their own perspectives on lesson study based on indigenous school cultures, educational context, and needs (arani, fukaya, & lassegard, 2010; cajkler, wood, norton, pedder, & xu, 2015). lesson study has been known well in indonesia due to the dissemination, implementation, expansion, and implication since the early 2000s (suratno, 2012; towaf, https://doi.org/10.22219/jpbi.v4i1.5489 nurwidodo et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 11-22 12 strategies for establishing networking…. 2016). the quick spread in indonesia shows that lesson study is not only accepted as a critical profession coaching scheme, but also has been developed intensively and acquired support from many parties (asari, 2017; wahyuningtyas, ratnawati, & adi, 2015; widiadi & utami, 2016). there are a great number of education practitioners from diverse groups who are in favor and some others are against the implementation of lesson study and its benefits in improving the quality of education. this has been the biggest challenge for lesson study scholars in the field (bjuland & mosvold, 2015; hadfield & jopling, 2016). what is exactly a lesson study? lesson study is a teacher profession coaching scheme (in-service training) which is conducted through assessment of learning by means of continuous collegiate collaboration in order to achieve improvement in the process and outcomes of learning. in general, teachers refer lesson study as learning through three stages, namely plan, do, and see (liliawati, setiawan, & efendi, 2008). this definition is the most popular one amongst teachers who are still unfamiliar with lesson study (nurwidodo & hindun, 2014). lesson study is not only an epistemology (implementation procedures) nor merely (plan, do, and see), but also an ontology and axiology. ontology wise, lesson study is an assessment of learning which is done collaboratively and collegially; while axiology wise, lesson study aims to improve the quality of learning process and outcomes (nurwidodo, 2016). lesson study in indonesia in the first ten years emphasized more in the practical procedures (plan, do, and see) (nurwidodo, 2012; rofieq, husamah, wahyuni, hindun, & purwanti, 2016; wahyuningtyas et al., 2015). furthermore, the emphasis was also put on the management system which used project-based approach. the two-caused side effect, which is the “lesson study’s bad image”. lesson study became psychological burdens for model teachers (nurwidodo, 2017). while the implementation seemed to cost too much money and the focus of study lesson became obscure because it tended to focus on the formal procedures. the assessment of materials and students' learning process of materials with the higher level of complexity was hardly paid attention to. based on this consideration, a new approach to implementing lesson study needs to be performed. the new approach in implementing lesson study is known as lesson study for learning community (lslc) and one of the manifestations of this project is called lesson study club. lslc is a new concept coming about from the latest development of lesson study. this development moving towards learning community is based on the demand of achieving quality in all aspects of its implementation. lesson study needs to be performed autonomously by its activists. the automatic motivation from the activists (scholars) is the key factor because a strong personal motivation will overcome all challenges ahead. with strong personal motivation, the burdens of funding will be alleviated. there will be no need for the formal approach (as the core of the activity) in implementing lesson study. the manifestation of learning society is the goal of lslc (mustadi, 2015; nurwidodo, 2016; e. saito et al., 2015; eisuke saito & sato, 2012; masaaki sato, 2014). there are six reasons for the importance of implementing lesson study for learning community in schools. first, it is necessary for the maintenance of continuous professionalism in the workplace (on the job training). teachers are deemed to be able to work as professional forces and are required to continuously learn (learning teachers). even if the education and learning theory have all been mastered, teachers may not stop learning and in fact have to keep the spirit of learning in their heart (hendayana, 2016). learning theory which has been acquired needs to be updated and developed by practice. lesson study is a forum suitable for those need and spirit. lesson study centers in the learning spirit to become teacher facilitator. this learning spirit is not only important for model teachers but also all observers. whoever is involved in lesson study needs to have this learning spirit, not only the teaching one (r. suzuki, 2017). second, there is a need for autonomy and discipline. autonomy in performing lesson study means autonomic freedom in motivation and practice aspects. joining the lesson study means that teachers should be free of pressure from external parties, even if it comes from their superiors. the individual freedom approach results in participation (arani et al., 2010; dudley, 2011, 2013; dumitrascu & horak, 2008; ishii, 2017; jung et al., 2015; ponte, 2017; towaf, 2016). internal motivation is more dominant to become the precursor to nurwidodo et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 11-22 strategies for establishing networking…. 13 participation. the main willingness in involving in lesson study is for learning, learning from students' learning method, and learning to become a good facilitator (suzuki, 2017). third, the principle of the fulfillment of students' rights in learning shows that students have the right to receive quality learning process. quality learning is a learning process in which learning is not solely activating one sense or experience window, for instance, learning through listening while teacher gives the continuous lecture. learning is a process which happens within students' minds, and therefore, all possible potentials need to be involved. active learning is the ultimate goal which has been known since long ago, but often the implementation is neglected. a quality student active learning (sal) is a learning method to fulfill students' learning rights. the principle of fulfilling learning rights means teachers and the school must not leave a single student behind (cerbin & kopp, 2006; chiew, dali, & lim, 2016; ishii, 2017; c. c. lewis, 2013; lucenario et al., 2016; murat, 2014). fourth, the collaborative principle or better known as dialogue. through collaboration, a more productive learning process and outcomes can be achieved. the collaboration can happen in three stages; first, the collaboration between students and the learning materials (dialogue); second, collaboration between students in learning groups; and third, collaboration of students and bigger group or class in which teacher functions as facilitator (asari, 2017; burghes & robinson, 2010; nurwidodo & hindun, 2014; eisuke saito & sato, 2012). collaborative learning theory from russian psychiatrist (vygotsky) indicates that through collaborative learning, the ability of students improves as suggested by the zone of proximal development (zpg). learning does not take place in a vacuum, but in the real world where collaboration is needed (eisuke saito & sato, 2012; masaaki sato, 2014). fifth, the principle of openness. learning should be open and can be likened to a garden of which beauty can be enjoyed by anyone. learning is not only for teachers and school to own. learning can be witnessed by anyone. in lesson study, there is an openness procedure which requires learning to be accessible for anyone to witness, including parents. open learning is beneficial in giving accountability to the society (burghes & robinson, 2010; dudley, 2011, 2013; nauerth, 2015; nurwidodo & hindun, 2014; o’brennana, bradshawa, & furlongb, 2015) sixth, learning must be of good quality. learning can change visible (practice) and nonvisible (knowledge, attitude) behavior. in the process of changing, teacher’s role in learning is to guide the changes to move towards improvement of quality, from not knowing to knowing, from unskillful to become skillful, and from indifference to positive mind. the quality of learning can be achieved through the implementation of collaborative learning, as stated by piaget and lev vygotsky who provide the theoretical foundation for quality learning. quality learning practices can be learned from other countries (towaf, 2016; triyanto, 2016; widiadi & utami, 2016), especially japan. quality learning from japan is a reference because japan is the home of lesson study. the steps from this model include apperception, group work exposure, reflection, class assignment exposure, and individual assignment exposure in order to give chances for students to scaffold their knowledge (leavy & hourigan, 2016; eisuke saito & sato, 2012; masaaki sato, 2014). based on the various descriptions that have been done writing this review article aims to describe strategies for establishing networking with partner schools for implementing lesson study in indonesia. this review article is expected to be a reference in improving the quality of education in indonesia, especially in improving the quality of learning through lslc. this article is also expected to be a consideration and reference of education actors in succeeding lslc implementation effort. method writing this article use literature comparison study methods and use content analysis. literature comparison study is conducted to reveal the various theories and information relevant to the problems being faced or studied (as the material of the formulation of the problem and the discussion) literature comparison study used is to study a number of primary literature, namely journal (print and online), report research, proceedings, activity reports, books, newspapers and other sources of literature, valid and reputable, in order to obtain information that supports or required. stages in the literature comparison study refers to zed (2008) and khatibah (2011) that nurwidodo et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 11-22 14 strategies for establishing networking…. there are four steps to be taken, namely (1) preparing tools in the study, in the form of pencils/ballpoints, blocknotes, and personal computers connected with internal network; (2) to compose a working bibliography, in the form of a record of key and important references to be used in writing; (3) set the time, focus the work (this is very personal because it depends on someone to take advantage of the time available); and (4) read, take notes, and compose the writing. data analysis using paradigm qualitative content analysis. presentation of data using the method of informal presentation. the method of informal presentation is a method of presenting data in the form of the formulation with words/regular phrases that fit the linguistic rules. in presenting the data, the authors include excerpts from the various references used, in the form of analytical results, which are narrated and illustrated based on a summary of information protocols for each topic analyzed (all done with the context of critical thinking and in-depth analysis). results and discussion partner schools in indonesia, lesson study develops through indonesian mathematics and science teacher education project (imstep) in 19982003. the project was then followed by imstep follow up (2003-2005) and strengthening in-service teacher training in education of. mathematics and science (sisttem) program (2006-2008). since 2006, lesson study has officially become government’s program. the expansion of lesson study implementation in indonesia was followed with pelita program (2009-2013). lesson study in indonesia is now coordinated by institute of teachers’ education (lembaga pendidikan tenaga kependidikan/lptk), the implementer of imstep up to peningkatan kualitas (pelita) program or program for enhancing the quality of junior secondary education. the initial aim of lesson study in indonesia was to improve the quality of mathematics and science education in indonesia. however, lesson study can be adapted by other subject disciplines, both math and science and non-math and science (ibrohim, 2014; mustadi, 2015; syamsuri & ibrohim, 2011). upon the completion of this program, the dissemination of lesson study is carried on up to present. the dissemination of lesson study is supported by the directorate general of the bureau of learning and student affairs and the human resource department, directorate general of higher education of the ministry of research and technology. the implementation and dissemination of lesson study in indonesia are tracking on the correct path. started with socialization, the program is followed by workshop and implementation by lptk's study program which received lesson study funding in the first year. this is then disseminated to other study programs in the second year and further disseminated to partner schools in the third year. this way, the development of lesson study in indonesia is always started by the university which is then disseminated to teachers in partner schools and/or laboratory schools. the dissemination to partner schools in the third year is recommended so that each lptk acquires the support of policies and funding from the local education agency in the regent/town or regional office. lesson study is a teaching profession coaching scheme which is conducted through assessment of collaborative learning in order to improve the quality of education (motoko akiba & wilkinson, 2016; chiew et al., 2016; dumitrascu & horak, 2008; m. inprasitha, 2015; n. inprasitha, 2014; manabu sato, 2014; tall, 2008; thinwiangthong & inprasitha, 2014; wolf, 2007). an educator is a lecturer in a university or teacher in a school (elementary or secondary). if improvement of education quality is already started in university, it needs to be disseminated to elementary and secondary schools so that the quality improvement can be spread evenly in all levels of education (chikamori, ono, & rogan, 2013; coe, aloisi, higgins, & major, 2014; iksan & rahim, 2017; jung et al., 2015; mustadi, 2015; ono & ferreira, 2010; tan-chia, fang, & chew ang, 2013; triyanto, 2016). improvement of education quality should have been strengthened from elementary and secondary levels because elementary and secondary levels are the foundation for further education (kandowangko, zakaria, & yunginger, 2014; y. suzuki, 2014). as the foundation of education, these two levels need to be strengthened first and foremost in order to be able to support the demand for quality education in higher education/university. nurwidodo et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 11-22 strategies for establishing networking…. 15 lesson study significantly concerns on the improvement of learning quality, which is the core of education quality (nurwidodo, 2017). lesson study dissemination scheme is appropriate considering the motivation in dissemination to all levels of education (jung et al., 2015; ono & ferreira, 2010; takahashi & mcdougal, 2016). therefore, partner schools should be in the same perception. they should take part in the lesson study program (asanuma, 2012; coe et al., 2014; c. c. lewis, 2013; lucenario et al., 2016; e. saito et al., 2015). lesson study is a program in which all levels of education are responsible for it. the dissemination in the school which is scheduled in the third year is based upon the consideration of education practitioners and experts, which is central in the implementation of lesson study and needs to be prepared in advance. lptk partner schools in the dissemination of lesson study can be in the level of elementary/islamic elementary, junior high/islamic junior high, or high/islamic high schools. partner schools are given the freedom to choose the implementation of lesson study scheme, just like in japan. schools can choose between school-based lesson study (lesson study berbasis sekolah/lsbs) and subject teachers’ working group (sekolah guru mata pelajaran/mgmp)-based lesson study. it is highly recommended that schools choose lsbs so that the responsibility to conduct socialization workshop and the implementation can take place in the respective school. the consequence is that all teachers are responsible for having the knowledge, skills, and commitment to implementing lesson study. with lsbs, all subjects of study are given the same responsibility to implement lesson study. in lsbs, the school management needs to give full support (budianti, 2014; hermawati & riandi, 2014; miharja, hindun, wahyono, nurwidodo, & susetyarini, 2017; noor & kaniawati, 2014; suratno, 2014). however, when such possibilities cannot be achieved, schools need to choose mgmp-based lesson study, in which it only requires the certain subject of study which is managed together and is the part of lesson study piloting implementation (hendayana, 2016). teachers at the school are associated with local regional education agency. the involvement of the agency is thus the key to the success of lesson study implementation in the partner schools. the funded universities are required to conduct coordination with the local education agency so that financial and policy support can be given. the involvement of lptk lesson study implementer and schools must be built on the basis of the mutual and dependable relationship. ideally, the partnership of universities with partner schools in implementing lesson study transforms into the blessing and is done for acquiring grace. therefore, ngang and sam (2015) state that in the stage of implementation to schools, financial and policy supports need to be acquired from local education agency as the head organization of the schools. partner schools ideally have the same needs in improving the quality of education as well as for other partnership programs. in the education quality improvement program, partner schools through their teachers are required to become the innovators in the learning process. furthermore, partner schools are also responsible for improving the quality of learning and national education (nurwidodo, 2016). the presence of lptk universities with lesson study program is in line with the improvement needs of partner schools. the partnership between lptk universities and partner schools can be further developed by making use of lesson study academic documentation in the form of academic journals written by involved teachers and published in seminars of lesson study implementation which is also allocated from the lslc funding. partnership in the implementation of lesson study needs to be continuous even if the funding has ended. the strategy required for the continuity of partnership in lesson study with partner schools are; first, to make lesson study as the overarching research activity and community service in lptk; secondly, to nurture the good relation with schools in order to autonomously implement lesson study as a part of teachers' coaching program through inservice scheme; third, to maintain good relation with education agency office and serve as an effort to gain policy and financial supports so that lesson study that is synergic with the education agency programs can be expanded and strengthened to be a culture of quality improvement in its work locale. fourth, it is possible that the development of the partnership with private parties possessing corporate social responsibility (csr) allocated for education program especially lesson study can be manifested. the experience of some activists in nurwidodo et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 11-22 16 strategies for establishing networking…. partnering with sampoerna ltd., djarum kudus ltd., pertamina ltd. and others are concrete examples of utilizing csr in expanding the implementation of lesson study (nurwidodo, 2017). strategies for building lesson study network with partner school there is a shared need felt by all education institutions in indonesia; that is the need to improve the quality of education in indonesia. this problem of improving quality of education is a national problem which needs to be solved together. regarding the severe decrease of education quality, mrs. sri mulyani indrawati, a senior minister in nawacita cabinet (indonesian minister of finance), suggested that it takes 70 years to solve education problems in indonesia, which center in lowquality education (cips, 2017). meanwhile, national activists and experts of lesson study who are associated to indonesian association of lesson study or asosiasi lesson study indonesia (alsi) led by sumar hendayana, ph.d. (lecturer at universitas pendidikan indonesia) conclude that by implementing lesson study, it is expected that the time will be lowered by 50%. this means that it takes 30 years to achieve the expected quality standard. this conclusion surfaced after conducting practices of lesson study in regions around indonesia and enriching the implementation of lesson study by reflecting references from around the world. reduction of time from 70 years to 30 years in such a difficult and substantial task is a prestige which can only be achieved when the implementation of lesson study is massive and intensive. in order to make it happen, there are prerequisites. the work to improve the quality of learning is a big task and challenges all schools in indonesia. there is no way that the work is not done collaboratively. the catch gained by individual fishing is not as beneficial as that by using the net. in other words, there is a multiplication effect of net fishing. networking is a functional relation scheme of components which are aimed to achieve goals by cooperation. networking can be built when members of a network hold similar importance. networking of partner schools in lesson study is built on shared need, which is to tackle problems which become the needs of the whole participants. they are facing the same enemy, namely the problem of quality learning process and outcomes, which is the core of education quality. the enemy is real and can be likened to an iceberg in which what appears at the tip is merely the little part of it, while the underlying part is much bigger and robust. it is not easy to tackle this problem. the problem is a result of a chronic accumulation of little issues which then become unhandled and piled up like an iceberg that has sunk the giant ship titanic (nurwidodo, 2017). a quality education process is a culture and it is nurtured through knowledge elements, attitude, and behavior which manifest into habits. good quality habit, independence, and discipline must be developed since elementary and secondary education, strengthened by the support from the community and environment so as to become a culture (lim, lee, saito, & haron, 2011). the shaping of the quality learning process is a shared need which promotes the importance of collaboration in a networking of lesson study with partner schools. networking is commonly implemented in many aspects, such as electrical network, computing network, social network, and other types of cooperation. in the field of education, mipa net or math and science networking are established. in national lesson study program, lslc is now manifested in the form of the workgroup (club). alsi initially is a networking program and is responsible for consolidating the performance of lesson study activists in indonesia. the role is manifested through cooperation between education institutions which are gathered in international conference of lesson study (icls). icls conducts annual conference and is now reaching its 8th series. the 9th series is taking place at pakuan university, bogor-west java. alsi with its icls is a form of strategic networking which can be utilized to improve the effort in achieving both individual and organizational goals. the existence of networking in the application of lslc can guarantee the right of all students to get high-quality learning. implementation of lslc will accustom teachers to do lesson design first, either individually or in groups with colleagues and accustomed to analyzing lesson learned after doing the open lesson. this will certainly lead to teacher professionalism can continue to grow, sustainable, and independent (erna, nurwidodo et al / jpbi (jurnal pendidikan biologi indonesia) / 4 (1) (2018) pp. 11-22 strategies for establishing networking…. 17 tejawati, achmadi, manalu, & desvita, 2016). good networking will ensure that lslc is an effort to build school collegiality between teachers and teachers, and between teachers and students (damayanti, saruman, & irwan, 2017). networking with partner schools is the best measure of implementing successful lesson study (damayanti et al., 2017; jung et al., 2015; wolf, 2007). the choice to network is in accordance with the philosophy of lesson study which takes side in collaborative approach instead of the competitive one, collegial instead of individual oriented (asanuma, 2012; n. inprasitha, 2014; c. lewis, 2004; eisuke saito & sato, 2012; manabu sato, 2014; wahyuningtyas et al., 2015; wolf, 2007). in order to build the sustainable network capable of achieving victorious goals, strategies are required. strategies for nurturing the network with partner schools involve mutual respect, co-dependence, and cooperation. conclusion lslc is a shared need of educators alike which aims to improve the quality of learning as the core of quality education. lslc must be directed for faster, economical, and rooting improvement of education quality as the best practice. in order for lslc to manifest and become successful, resourcing and utilizing the partnership with schools are required. in a partnership with schools in order to implement lslc, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. the problem of low-quality education and education inequalities are challenges and the beginnings which can trigger the motivation to cooperate. cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. the manifestation of the robust and progressive network becomes the answer for solving the national problem which has become chronic, namely the poor quality of education. networking with partner schools can be implemented and can function well when the management of this networking conforms with shared needs, nurtures cooperation and mutual respect, gives and takes equally, and promotes fair acceptance, support, independence, and discipline. this article, of course, is just one of the first views or suggestions on how strategies of establishing networking partners partner schools for implementing lesson study in indonesia. in the future, more studies, studies, and discussions are needed to maximize the implementation of this issue. references akiba, m., howard, c., wilkinson, b., & whitacre, i. 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